College of Arts and Letters

college of arts and letters

Classics: The student must have completed at least 24 credit College of Arts and Arabic hours and must have satisfied all of the specified Letters Classical Civilization course requirements of the First Year of Studies Greek Program: University Seminar; Composition; two The College of Arts and Letters is the oldest, and Latin semester courses in mathematics; two semester traditionally the largest, of the four undergraduate East Asian Languages and Literatures: courses in natural science; one semester course cho- colleges of the University of Notre Dame. It houses Chinese sen from history, social science, philosophy, theology, 17 departments and several programs through which Japanese literature or fine arts; and two semester courses in students at both undergraduate and graduate levels Economics physical education or in ROTC. (The University pursue the study of the fine arts, the humanities and English seminar will satisfy the relevant requirement in fine the social sciences. Film, Television, and Theatre arts, literature, history, social science, philosophy or Liberal Education. The College of Arts and Letters German and Russian Languages and Literatures: theology.) Two semesters of physical education are provides a contemporary version of a traditional German also required. A student who does not meet all of liberal arts educational program. In the college, Russian these conditions is retained in the First Year of Stud- students have the opportunity to understand them- History ies until all of the conditions are met. The deficien- selves as heirs of a rich intellectual and spiritual Mathematics (honors only) cies must be removed at the Notre Dame Summer tradition and as members of a complex national Medieval Studies Session or in the student’s third semester at Notre and international society. The faculty of the college Music Dame. are committed to the life of the mind, to the criti- Philosophy Description of General College Requirements. cal and constructive engagement with the whole of Philosophy/Theology (joint major) human experience. On the basis of a firm yet broad Political Science Every student graduating from the College of Arts foundation, graduates of the college are equipped for Program of Liberal Studies and Letters must have a minimum of 120 credit a lifetime of learning in an ever-changing world. The Psychology hours and must have fulfilled all University, college overall curriculum and the specifc major programs Romance Languages and Literatures: and major requirements. Unless special permission encourage students to approach issues reflectively, to French and Francophone Studies has been obtained from the Office for Under- analyze them carefully and to express their reasoned Italian graduate Studies, special studies and directed read- conclusions with clarity. Romance Languages and Literatures ings courses do not satisfy university or college Spanish requirements. The intellectual quest conducted in the College of Sociology Arts and Letters takes place in an explicitly Catholic Theology University Requirements Courses environment. Here ultimate questions of the mean- Composition 1 ing and value of human life before God are welcome, The college also offers supplementary majors, but Mathematics 2 and efforts to deal with such questions utilize the not stand-alone first or degree-yielding majors, in: Natural Science 2 immense resources of the Catholic tradition. Inquiry Arts and Letters Preprofessional Studies (ALPP) *History 1 and faith are seen not as opposing forces but as African and African American Studies, Africana *Social Science 1 complementary elements of the fully human pursuit Studies *Theology 2 of truth. Art History (24 hours) *Philosophy 2 Organization. The college’s administrative center, Chinese (24 hours) *Fine Arts or Literature 1 the Office for Undergraduate Studies, is located in Classical Civilization (Physical Education-two hours) 2 104 O’Shaughnessy Hall. Sophomores who have not Computer Applications (CAPP) —— yet declared a major and students of all levels in the French and Francophone Studies (24 hours) 14 courses college with questions about college or University FTT–Theatre (24 hours) * One of these requirements must be a University requirements should seek advising there. Staff mem- Gender Studies Seminar 180. German (24 hours) bers are also available to discuss academic progress, Arts and Letters Requirements Greek (24 hours) problems or career goals with all students. Pre-law College Seminar 2 French (24 hours) and preprofessional advisors are also available in this Language 1–3 History (24 hours) office. +History/Social Science 1 Italian (24 hours) *Literature or Fine Arts Because education is not limited to the classroom, Japanese (24 hours) (whichever is not taken above) 1 the college also sponsors or helps to subsidize events Latin (24 hours) Major 8–12 which are intended to enrich the undergraduate Mathematics (42 hours) experience and facilitate faculty-student interaction Medieval Studies (24 hours) + In addition to the University requirement of one his- both on and off campus. Peace Studies (24 hours) tory and one social science course, the college requires Curricula and Degrees. The College of Arts and Let- Philosophy (24 hours) a third course, which can be either history or social ters offers curricula leading to the degree of bachelor Russian (24 hours) science. of fine arts in Art (Studio and Design) and of bach- Spanish (24 hours) * The arts and letters student is required to complete one elor of arts in: Theology (25 hours) fine arts and one literature course. Admission Policies. Admission to the College of Arts University requirements are described under American Studies and Letters takes place at the end of the first year. “Degree Requirements,” in the front section of this Anthropology The student body of the College of Arts and Letters Bulletin. Arabic Studies thus comprises sophomores, juniors and seniors. Art: Course Load. The normal course load in the College Art History The prerequisite for admission of sophomores into of Arts and Letters is five courses. The maximum Design the College of Arts and Letters is good standing at number of credit hours per semester is 17. Overloads Studio the end of the student’s first year. for juniors and seniors are accepted only with the 58

college of arts and letters

permission of the deans in the Office for Under- ROTC. First-year students enrolled in any of the graduate Studies and only during the designated days three ROTC programs are exempted from the Student Awards of the enrollment period. University’s physical education requirement. Credits and Prizes received for 10000- and 20000-level ROTC courses Writing Requirement. Students in arts and letters do not count toward a student’s 120 credit hours, de- are required to complete one course in their major COLLEGIATE AWARD IN MODERN spite the fact that they appear on the transcript. They at the 30000 or 40000 level designated as a writing AND CLASSICAL LANGUAGES will be manually subtracted from the student’s total intensive course. This course may satisfy other dis- The Robert D. Nuner Modern and Classical Lan- number of hours appearing thereon. The College of tributional requirements within the major. Writing guage Award—presented to the graduating senior in Arts and Letters accepts a maximum of 12 free elec- intensive courses require the student to work closely the College of Arts and Letters with a first or second tive credits only for ROTC students from the 30000- with a professor throughout the semester on a sig- major, in any classical or modern foreign language, and 40000-level military sciences only. Non-ROTC nificant written project. who has earned the highest cumulative grade point students may not take ROTC courses for credit average. Activity and Experiential Learning Courses. Three toward graduation except by special permission ob- elective credits of the required 120 hours can be tained in advance of registering for the course from derived/obtained from the following activity courses: the deans in the Office for Undergraduate Studies. AMERICAN STUDIES If a non-ROTC student registers in ROTC classes James E. Murphy Award for Excellence in Journalism— Band (Marching and Concert) without first acquiring permission, these credits will open to graduating American sudies majors or Orchestra appear on the student’s transcript, but the credits non-majors with an interdisciplinary minor in Jour- Chorale will be subtracted manually from the student’s total nalism, Ethics and Democracy. Glee Club hours at the time the graduation check is made. Liturgical Choir Paul Neville Award for Journalism—awarded to a Folk Choir Dual Degree. Programs leading to dual degrees (two senior in American studies for excellence in Music Lessons and Ensembles undergraduate degrees, such as a bachelor of arts and journalism. Ballet a bachelor of business administration) are distinct Hugh A. O’Donnell Award in American Studies— Debate from programs in which a student receives one de- awarded to a senior in American studies for superior Social Concerns Seminars gree with two majors (such as a bachelor of business administration with a major in finance and a major academic achievement. Exceptions will be made for music majors. in political science). Dual degree programs require Prof. James Withey Award—awarded to a senior in Registering for these courses will not affect a the permission of the deans of both colleges. There American studies for notable achievement in student’s overload status. These credits do not count are additional requirements which usually result in writing. toward a student’s 17 semester hours. If students the need for a fifth year. Dual degree students in the complete more than three of these courses, these will college are required to take the Arts and Letters Col- ANTHROPOLOGY appear on a student’s transcript, but the extra credits lege Seminar. will be subtracted from the student’s total number The Kenneth E. Moore Founding Chair Award— of hours at the time the graduation check is made; The requirements for a dual degree generally are as awarded to the outstanding senior in cultural hence, these will not count toward the 120 hours follows: The student completes all of the University anthropology. needed to graduate. requirements, all of the requirements for both colleges, all of the requirements for both majors, and The Rev. Raymond W. Murray, CSC, Award in Anthro- Pass-Fail. Juniors and seniors may take one non- the total number of degree credits specified for a pology—awarded to the outstanding senior majoring major, non-required elective course each semester on dual degree in two colleges. While the total number in anthropology. a pass-fail grading basis. These declarations must be of hours required does depend on the two major made during the enrollment period of each semester, programs, the minimum required total number of ART, ART HISTORY, AND DESIGN and once made, these declarations are irreversible. degree credits is set to be 30 degree credits beyond Grief Art Awards—awarded to outstanding senior Arts and Letters Degree Credit. Students should the college total for the college with the greater num- BFA students to defray the cost of their thesis not have both examination and degree credit for ber of degree credits. exhibitions. the same course. For example, students should take International Studies. In light of the expansion either Theology 10001 or 20001 and Philosophy Emil Jacques Medals for Work in the Fine Arts—The of Notre Dame’s international study programs, department awards a gold medal and a silver medal 10101 or 20101, but not both. Economics 10015 the provost’s office has asked that students be and 20015 are considered to be equivalent courses, for excellence in studio art to undergraduates pursu- encouraged to participate in University programs ing a BFA. as are Economics 20020 and 20010. Students whenever possible. Limited exceptions, however, will should take only one of each pair but not both. be made for students whose academic or program- Mabel L. Mountain Memorial Art Award—awarded In cases where students have double credit for the matic needs cannot be met through existing Notre for excellence in studio art. same course , the credits for only one course will be Dame programs, i.e., Chinese or Russian majors who The Radwan and Allan Riley Prize in Design—award- counted toward a student’s degree credit despite the wish to pursue language instruction in Beijing or St. fact that credits for both will appear on the student’s ed to a senior design major for excellence in his or Petersburg, or art history majors who may require a her respective field. transcript. A list of equivalent math and science semester in Florence. These exceptions will be made courses can be found under “Mathematics,” later on an individual basis after extensive consultation The Radwan and Allan Riley Prize in Studio Art— in this section of the Bulletin. The same rules about with both the students and their faculty advisors. awarded to a senior studio art major for excellence in double credit apply to them. his or her respective field. No courses in logic will satisfy the University phi- The Radwan and Allan Riley Prize in Art History losophy requirement for students in arts and letters. and Criticism—awarded for the best essay in art his- After matriculation into the college, it is the expec- tory or criticism submitted by an undergraduate or tation that arts and letters students will complete any graduate student. outstanding math or science requirements at Notre Dame. 59

college of arts and letters

Eugene M. Riley Prize in Photography—awarded to an The Richard T. Sullivan Award for Fiction Writing— MEDIEVAL STUDIES undergraduate or graduate photography major for awarded to the undergraduate who submits the best excellence in photography. original fiction manuscript. Michel Prize in Medieval Studies—given to graduating senior who has written the best essay on a Judith A. Wrappe Memorial Award—awarded to an medieval subject. outstanding junior studio/design major. It is pre- FILM, TELEVISION, AND THEATRE sented at the beginning of the student’s senior year Joseph P. O’Toole Jr. Award—The award was estab- MUSIC of study. lished by Joseph P. O’Toole Jr. (BA, 1948) of San Jose, California, and goes to the outstanding gradu- Department of Music Senior Award—awarded to the ARTS AND LETTERS ating senior in film and television. outstanding senior in the Music Department. PREPROFESSIONAL Catherine Hicks Award—This award was established PHILOSOPHY The Dr. Robert Joseph Barnet Award—presented to an by Catherine Hicks (BA ’74—Saint Mary’s) of Los outstanding Arts and Letters preprofessional senior Angeles and goes to the outstanding graduating The Dockweiler Medal for Philosophy—presented who has demonstrated, in addition to excellent char- senior in theatre. to the senior submitting the best essay on a philo- acter, superior academic achievement across the arts sophical subject. and sciences. GENDER STUDIES The John A. Oesterle Award in Philosophy—awards The Dr. John E. Burke Award—presented to an The David and Shari Boehnen Internship Awards— given when merited to graduating philosophy majors outstanding Arts and Letter preprofessional senior awarded for outstanding summer internships won by for excellence in philosophy. who has demonstrated, in addition to excellent aca- Gender Studies students. demic achievement, outstanding leadership qualities POLITICAL SCIENCE through service within and/or beyond the Notre Gender Studies Outstanding Essay Award—awarded to Paul Bartholomew Essay Prize—awarded to the senior Dame community. the best undergraduate essay. major submitting the best senior honors essay in the fields of American politics or political theory. CLASSICS GERMAN AND RUSSIAN LANGUAGES AND LITERATURES The Stephen Kertesz Prize—awarded to a senior major Departmental Award in Greek, Latin, or Arabic— The Rev. Lawrence G. Broestl, CSC, Award—pre- submitting the best senior honors essay in the fields awarded when merited to a graduating senior for of international relations or comparative politics. excellence in study of: Greek, Latin or Arabic. sented to the graduating senior with the best academic achievement in German. PROGRAM OF LIBERAL STUDIES EAST ASIAN LANGUAGES Jeffrey Engelmeier Award—presented to the out- AND LITERATURES standing student of German whose leadership and The Edward J. Cronin Award—awarded annually to a student in the Program of Liberal Studies for excel- Departmental Awards in Chinese and Japanese— contribution to the life of the department are espe- lence in writing in regular course work. awards given when merited to graduating seniors for cially conspicuous. excellence in Chinese and Japanese language studies. Delta Phi Alpha German Honor Society Award— The Willis D. Nutting Award—given to the senior awarded to a graduating senior for outstanding major who has contributed most to the education of ECONOMICS achievement in the study of German language and fellow students. literature. The Weber Award—awarded to the senior economics The Otto A. Bird Award—awarded to the senior in major who has achieved the highest academic The Russian Language and Literature Award—pre- the Program of Liberal Studies who has written the average. sented to the graduating senior with the best aca- best senior essay. demic achievement in Russian. John Harold Sheehan Prize Essay Award—given to PSYCHOLOGY the senior economics major who has written the best The Lauren B. Thomas Scholarship—Awarded by the senior honors essay in economics. Russian faculty to an outstanding Russian major Senior Recognition Award in Psychology—given in who exhibits financial need. recognition of outstanding achievement in research, The John Joyce Award on the American Worker—The academic performance, and student-life activities, award is given as merited to the best undergraduate while pursuing a major course of study in short story or poem on the “American Worker,” by HISTORY psychology. the Higgins Labor Research Center and the Eco- The Monsignor Francis A. O’Brien Prize—presented nomics Department. (There is also a graduate award to the senior who has achieved distinction in the best The John F. Santos Award for Distinctive Achieve- for the best graduate essay). essay in history. ment in Psychology—to a senior psychology major in recognition of outstanding achievement in research, ENGLISH The O’Hagan Award—awarded to the undergraduate academic performance, and student-life activities. who has submitted the best original essay on a phase The Academy of American Poets Award—awarded to of Irish history. the undergraduate or graduate student submitting ROMANCE LANGUAGES AND the best collection of original poetry. The O’Connell Award—an annual award for the best LITERATURES sophomore or junior essay in history. Walter Langford Awards for Excellence in Spanish The Ernest Sandeen Poetry Award—awarded to the Literature and Excellence in French Literature—two best original poetry submitted by an undergraduate. LATIN AMERICAN STUDIES awards—to the graduating senior majors in French Eleanor Meehan Medal for Literary Merit—presented John J. Kennedy Prize for Latin American Studies— and Spanish literature whose work was deemed most to the English major who submits the best original awarded to the senior who has written an out- outstanding by the Romance languages and litera- critical essay written for an English course. standing essay on Latin America. (Occasionally there tures faculty. is a runner-up award). The Joseph Italo Bosco Senior Award—awarded to a graduating senior for excellence in Italian studies. 60

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-SOCIOLOGY Halland President’s Prize—annual award for the out- specifc details of a given language offering or pro going president of the band. gram, check with the relevant department. The Margaret Eisch Memorial Prize in Sociology— awarded to the outstanding graduating senior ma- Social Chairperson Award—plaque given annually to College Seminar. The College Seminar is a unique joring in sociology. the social chairperson in appreciation for dedication one-semester course experience shared by all sopho- and service to the Notre Dame bands. mores majoring in the College of Arts and Letters. The Sociology Major Essay Award—presented to the The course offers students an introduction to the di- senior sociology major who has written the best POLITICAL SCIENCE versity and distinctive focus of arts and letters at the essay. University of Notre Dame. Specific sections of the George Brinkley Service Award—awarded to the College Seminar vary in their topics and texts, but THEOLOGY student who best exemplifies the Political Science all feature an interdisciplinary approach, commit- Department’s ideal of public service through service The Gertrude Austin Marti Award in Theology—pre- ment to engaging important questions, employment to the department, the University, or the wider of major works, and emphasis on the development sented to a graduating senior who has evidenced community. qualities of personal character and academic achieve- of oral skills. Every College Seminar syllabus will ment in theological studies. include works that approach the topic from the per- ROMANCE LANGUAGES AND spective of each of the three divisions of the college: The Rev. Joseph H. Cavanaugh, CSC, Award—award- LITERATURES the arts, humanities, and social sciences. ed to the senior who has evidenced high qualities William Richardson Award in Hispanic Culture for an For descriptions of the University and other colleges’ of personal character and academic achievement, African American Student—given to a graduating Af- particularly in theological studies. requirements, see “Degree Requirements” in the rican American student who has shown an unusually front section of this Bulletin. strong interest in Hispanic culture through his or her active participation in campus and/or community Service Awards projects or activities. Arts and Letters AMERICAN STUDIES José Tito Sigüenza Award for Service to Hispanic Programs Youth—awarded to the senior who has studied Span- The programs offered by the College of Arts and J. Sinnot Meyers Award—awarded to a senior in ish at Notre Dame and contributed outstanding Letters include majors, supplementary majors, and American studies for outstanding service to the aca- service to Hispanic youth. minors, which may be either departmental or inter- demic community. Carlos Aballí Award in Hispanic Cultural Aware- disciplinary. The latter includes what were formerly ness—given to a graduating Hispanic student who called concentration and area study programs. Every ECONOMICS has taken Spanish at Notre Dame and has been student in the college must complete one major Lawrence J. Lewis Award—awarded to the senior in active in promoting Hispanic cultural awareness at sequence. Supplementary majors and minors are op- the Department of Economics who has best distin- Notre Dame. tional and may be taken to supplement or enhance a guished himself or herself in community service. student’s major but do not lead to graduation in and The Mara Fox Award for Service to the Hispanic of themselves. Community—awarded to a graduating senior who MUSIC has performed outstanding service benefiting the The Daniel H. Pektke Memorial Award—presented Hispanic community. Double-Counting to two underclassmen in the Notre Dame Glee Club One course may be double-counted one time to in recognition of musical leadership, exemplary fulfill a second major, supplemental major, or minor personal character and overall contribution to the Special Arts and Letters requirement and a University or college requirement. success of the group. Requirements No course may be double-counted between majors Outstanding Band Member—for loyalty, dedication, Language Requirement. Students in arts and letters or minors or between a major and University and and leadership. are required to reach intermediate proficiency in a college requirements. University Seminar, by defini- foreign language, but “intermediate proficiency” is tion, fulfills a University or college requirement and Gerald J. Smith Memorial Award—awarded for citi- defined differently in each of the languages, depend- is not considered a double count under this rule. zenship and loyalty to band. ing on the complexity of the language itself and the Outstanding Marching Band Award—awarded for intensity of the course. Students without Advanced dedication, ability, and leadership during marching Placement or SAT II credit, but who come with Majors band season. some background in the language they elect will be A major sequence is a carefully chosen combina- placed by examinations given during first-year ori- tion of courses from an individual department or The Kobak Memorial Scholarship—for outstanding entation and prior to spring preregistration. Depart- program that stand alone in qualifying students for instrument achievement for band. mental placement exams will not be credit-bearing. an undergraduate degree. They usually consist of Robert F. O’Brien Award—for outstanding service Students may receive up to six hours of credit based between eight and 12 courses. In contrast to the and dedication to the band. on their scores on the AP and SAT II tests. If, for University and college requirements that provide stu- some reason, a student receives more than six hours dents with broad exposure to a variety of the liberal Thomas J. Kirschner Band Treasurer Prize—annual of credit that appear on the transcript, the credits arts and sciences, the major affords the student an award to the elected band treasurer. beyond six will be non-counted and will be manually opportunity to gain more specialized knowledge of a subtracted from the total number of degree credits particular field or discipline. Band Vice President Prize—annual award to the counting for graduation. Regardless of the scores on elected vice president of the band. The major in liberal arts programs is normally cho- these exams, it is impossible for a student to test out sen during the sophomore year and is completed Terry Baum Secretary Prize—awarded to the secretary of the language requirement in the College of Arts during the junior and senior years. Each spring of the band and presented by the University of Notre and Letters. Every student in arts and letters must before preregistration, the college holds a series of Dame. take at least one course at the appropriate level that programs and meetings to inform the students about deals with texts in the original language. For the the various majors so that they may make intelligent 61

college of arts and letters choices. Students pursue their majors under the 3. Special majors must culminate in a capstone es- Philosophy Within the Catholic Tradition direction of the departmental or program chair and say or where appropriate, other work, which will Religion and Literature its advising staff. be evaluated by more than one faculty member. (In Science, Technology, and Values most cases, it is assumed that the faculty evaluators Area Studies: Supplementary majors are those that cannot stand will be the faculty sponsors). A detailed proposal of African alone in qualifying a student for an undergraduate the capstone project must be submitted to the fac- Asian degree but must be taken in conjunction with a pri- ulty sponsors by November 1 of the senior year. It is European mary major. They include both interdisciplinary and expected that a capstone essay will consist of between Irish departmental offerings. 30 and 50 pages (7,500–15,000 words). Latin American Arts and Letters Preprofessional Studies (ALPP) Mediterranean/Middle East 4. Changes in an individual program need the ap- African and African American Studies Russian and Eastern European proval of the chair of the supervising committee and Art History (24 hours) the dean. If students discover midstream that they Chinese (24 hours) are unable to complete the special major, it may be Classical Civilization “dropped,” but they must then complete one of the Electives Computer Applications (CAPP) traditional departmental majors. Retroactive propos- In addition to the University and college require- Gender Studies als will not be considered. Thus, these programs ments and the major, the balance of a student’s usual German (24 hours) should be well under way by the middle of the junior five-course-per-semester program consists of elective Greek (24 hours) year. courses, which can be drawn from the offerings of French (24 hours) any department or college that are open to non-ma- History (24 hours) 5. Administration of special majors will take place jors who have met the necessary prerequisites. Italian (24 hours) through the Office of Undergraduate Studies in Japanese (24 hours) a manner similar to that of the ALPP program; Latin (24 hours) i.e., students will pick up their PINs in 105 Latino Studies (24 hours) O’Shaughnessy. Medieval Studies (24 hours) 6. The college council will periodically review the Philosophy (24 hours) special major program. Russian (24 hours) Spanish (24 hours) Theology (25 hours) Minors Self-Designed Majors. A new program for a special Minors are five-course sequences that can either be self-designed major was approved by the college departmental or interdisciplinary. The college has council during the 1994–95 year. This is a special three categories of minors: Departmental, Interdisc- program for self-designed majors that will be con- iplinary, and Area Studies. ducted on a limited, experimental basis. While it is not the intent to predetermine the kind and nature Departmental: of majors to be proposed, it is the expectation that African and African American Studies they will involve substantive integration of the sub- Anthropology ject matter in ways that cannot be undertaken within Art History any existing major, minor, area studies or concentra- Classical Civilization tion program. Classical Literature East Asian Languages and Literature: The Process: Chinese 1. Interested students, in consultation with three fac- Japanese ulty sponsors from at least two departments, should French and Francophone Studies present a detailed written proposal of their major German (which has been signed by their faculty sponsors) to Greek the Undergraduate Studies Advisory Committee no Italian later than Friday before the midsemester break of Latin each semester. One of the faculty sponsors should be Music identified as the chair of the supervising committee. Russian Theology 2. Approval of the special major will be granted by the dean, on the recommendation of the Under- For details, see the departmental descriptions in the graduate Studies Advisory Committee. The com- section “Programs of Study.” mittee will review the proposals and communicate Interdisciplinary: their recommendations to the students before the Catholic Social Tradition preregistration period begins. As it deliberates, the Education, Schooling, and Society committee may ask for additional information from Gender Studies the student, faculty sponsors and other colleagues in Hesburgh Program in Public Service related areas to assist in further refining and rewrit- Journalism, Ethics, and Democracy ing the original proposal. It is the expectation that Medieval Studies the on-campus portions of the major will rely heavily Peace Studies on existing courses. Philosophy and Literature Philosophy, Politics, and Economics (PPE) 62

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American Studies tion that depends upon the city in all its variegated process (i.e., drafts, revisions, peer review when ap- Chair: senses. Using James’s comment as a beginning this propriate, and individual consultations between pro- Benedict F. Giamo course will examine the relationship between the de- fessors and students). Every American studies major Professors: velopment of the American city and the emergence must take at least one 40000-level senior academic F. Richard Ciccone (adjunct); Eugene Halton of a metropolitan consciousness. The course will seminar. (concurrent); Thomas J. Schlereth; Robert P. be thematically driven and will focus on the roles Schmuhl; H. Ronald Weber (emeritus) Course Descriptions. The following course de- of money, democracy, culture, and politics and will Associate Professors: scriptions give the number and title of each course. examine how these forces coalesced through the pro- Elizabeth Christman (emerita); Walton Collins Lecture hours per week, laboratory, and/or tutorial cess of urbanization and become embedded in the (adjunct); Jack Colwell (adjunct); Benedict hours per week and credits each semester are in pa- distinctively modern American identity. While the F. Giamo; Matthew Storin (adjunct); Don rentheses. The instructor’s name is also included. bulk of the course will deal with the late 19th and Wycliff (adjunct) early 20th century, we will look back to the country’s Assistant Professors: Beginning Courses early urban development and forward to its most Heidi Ardizzone; Collin Meissner recent urban Metamorphoses. Visiting Welch Chair Professor: AMST 13101. History University Seminar Alex Kotlowitz (fall semesters only) (3-0-3) AMST 20100. The Rise and Fall of the Modern Professional Specialist: This course provides a social and cultural history Racial Order: Race and Ethnicity in the Ruthann Johansen (concurrent, Arts and of American domestic responses to war and threats Twentieth-Century US Letters) of war throughout the 10th century and into the (3-0-3) The Department of American Studies provides stu- 21st. Scheduled readings will include historical A mixture of lecture, discussion, and in-class group dents with a unique opportunity to study American scholarship, primary documents, media, and popu- projects, this course is an introduction to the history culture and society in challenging and innovative lar culture, personal narratives, and fiction. Our of race and ethnicity in the 20th-century United ways. Students majoring in American Studies explore discussions and writings will focus on five periods: States. The key questions of the course will be: How the American experience from both integrative and WWI, WWII, Cold War, Vietnam, and the Gulf has race, as a “social construction,” been made and disciplinary perspectives by selecting interdisciplinary War. Issues covered include meanings of patriotism, unmade over the years? That is, how have the “south courses taught by the Department’s faculty as well as pacifist movements and challenges to American Italian race” and the “Anglo-Saxon race” come and crosslisted classes offered by Anthropology, English, military activities; perceptions of soldiers; images of gone, while the “white race” and “black race” have Political Science, History, and Sociology. With help the enemy and their impact on Americans identified stayed with us? How have these groups and others from a faculty advisor, a student plans a curriculum with national enemies; the role of media in influenc- encountered the nation’s racial order over the years, of 12 courses, six from within American Studies and ing public perception of war, and war memorials. with some attempting to dismantle it to gain greater six in American subjects offered in cognate depart- Throughout, we will examine not the battles and equality (e.g. the Civil Rights Movement) and others ments. The interdisciplinary courses housed in the factors that determined the military outcomes, but attempting to shore it up to protect their own privi- Department of American Studies span a broad range the domestic struggles that have defined our national leges (e.g., the KKK and the Zoot Suit Riots)? of academic interests: Arts and Material Culture; experience. Journalism and Media Studies; Literature and Soci- AMST 20101. American Political Life (3-0-3) ety; and Social History/Movements. Courses in these AMST 13120. American Culture and academic areas typically include an historical dimen- Community An introductory and interdisciplinary examination sion, insights gathered from a variety of sources, per- (3-0-3) of American political culture, particularly contempo- spectives drawn from traditional disciplines, and an Freshman seminar in American culture and rary political thought and behavior. Although we will integrative approach that complements specialism. community. trace the development of our political culture from Because of its breadth, the major enables students the nation’s beginning to the present, a principal to experience much of the richness of the College AMST 13186. Literature University Seminar concern of the class will be the involvement of the of Arts and Letters. Internships are available which (3-0-3) Schmuhl mass media in recent political history. In short, we offer practical experience in the potential career areas Henry James once remarked that Americans “are will attempt to come to terms with questions about of historical research, journalism, publishing, and the only great people of the civilized world that is the role and influence of mass communications in social service. Special features include an affiliated a pure democracy, and we are the only great people modern politics. interdisciplinary minor in Journalism, Ethics, and that is exclusively commercial.” For James, New Democracy. York City defined the spot where everything modern AMST 20102. Visual America I: Art, History, and distinctly “American,” everything about money Culture The American Studies curriculum concentrates on and about politics, everything about the individual (3-0-3) Schlereth the writing process at all levels of instruction. For and about society came together as a formed, physi- A course that provides an introduction, for pro- 20000-level courses, a minimum of 8–10 pages of cal identity for good and bad. These tensions are spective majors and electors, to the theory and written work is required in addition to reader re- endemic to the notion of the city itself. For many, methods of American studies scholarship by using sponse, midterm, and final exam assignments. For cities such as New York and Chicago were places several types of visual culture—landscape painting, 30000-level courses, a minimum of 10–12 pages is to despise, places of suspicion, of immigration, of portraiture, public sculpture, domestic architecture required. For 40000-level senior academic seminars ethnicity, places which were distinctly un-American and genre painting—as historical evidence. A sequel taught by our teaching and research faculty, a mini- and that challenged America’s conception of itself course, Visual America II, interpreting different vi- mum of 20 pages of written work (one research pa- as a country founded upon and guided by rural sual culture, will be offered in the spring semester. per due at the end of the semester) is required; these principles. But the democracy and commerce James The course has two basic purposes. First, to intro- senior seminars will be guided by a writing-intensive identified as specifically American is a combina- duce students to the various methods scholars have 63

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developed to use visual evidence in cultural history AMST 20109. The Millionaire in American some now considered cults, and others mainstream research; second, to provide students with a content Literature and Culture religions. We will examine how they were supposed course in United States cultural history, one where (3-0-3) Meissner to work versus how they worked in reality, and the they receive an overview of the various roles that the Few figures in American history have so defined dreams and beliefs upon which they were based. We art forms noted above have played in American life, the nation as the millionaire. For good or bad, the will explore the ways these experiments in living 1700–1950. millionaire has been an object of equally intense were created by American culture and have, in turn, scrutiny and fascination. This course will examine transformed it. Students prepare and submit three types of written the role of the millionaire in fiction by writers such cultural history research: (1) an historical interpreta- as Wharton, James, and Fitzgerald. We will also look AMST 30104. The American Scene tion of an American master art work; (2) a critical at the millionaire as savior and agent of corruption (3-0-3) review of an American art museum exhibition; (3) in children’s literature by writers such as Margaret “To make much so much money that you won’t, an interdisciplinary, interpretative visual portfolio Sidney and Louisa May Alcott. In looking at the mil- that you don’t mind, don’t mind anything that is analyzing a major figure, event or theme in American lionaire historically, we will devote special attention absolutely, I think, the main American formula. “ visual history. Two examinations, a midterm and to the Gilded Age with its “robber barons”such as Henry James, The American Scene, 1907. “Greed, a final, are also required. An online visual archive, Andrew Carnegie, Cornelius Vanderbilt, and Henry for lack of a better word, is good, is right, it works, containing all the graphic evidence and research Ford, figures whose industry and greed also fueled and it will save that malfunctioning corporation methods used throughout the course will be always the establishment of vast charitable enterprises that called the U.S.A.,” Gordon Gecko, Wall Street, accessible to students for pre-class preparations, helped define American culture. In politics we will 1987. After a 20-year absence, Henry James returns research and writing projects, and pre-examination pay special attention to Theodore Roosevelt who to America to examine the country of his birth. His review. Fieldwork class meetings will be held at the harbored a deep suspicion of inherited wealth and tour brought him to the above quote and dismay- Native American Galley (Snite Museum), W. Wash- questioned whether or not the “virtuous republic” ing conclusion. This course tries to contextualize ington Historical District (South Bend), and the could sustain the presence and efforts of so many and understand James’s remark by placing it within American Art Gallery (Snite Museum). men of “inherited wealth.” And in contemporary a broader atmosphere of late 19th- and early 20th- society, we will try to understand how the celebrity century American culture. We will look at works that AMST 20103. American Men, American millionaire, i.e., Donald Trump, Paris Hilton, Ivan predate, are contemporary with, and follow James’s Women American tour. We will look at works of literature (3-0-3) Boesky, has become a celebrated cultural icon. and biography, of politics and philosophy, and of What does it mean to be male or female in America? AMST 30100. Fundamentals of Journalism theology and economics. Throughout, we will keep How different are our ideas about gender from those (3-0-3) circling around and back to James’s notion of “The of other cultures? This course will focus on the 20th What is news? What are the most effective ways of Main American Formula” and asking not only what century and look at the origins and development of presenting news to the public? What ethical deci- exactly he meant, but how other major thinkers of masculine and feminine roles in the United States. sions are involved in gathering and reporting news? the age understood or conceived of an “American How much have they changed over time and what These are a few of the questions addressed in this Formula,” and how that “formula” could be mea- aspects have been retained? We will explore the ways course. sured at the level of the individual, the corporation, that cultural images, political changes, and economic the country, and, with Conrad’s , the world. needs have shaped the definition of acceptable be- Nostromo AMST 30101. Introduction to Broadcast Readings will include works of Joseph Conrad, havior and life choices based on gender. Topics will Journalism Theodore Dreissner, Henry Ford, Henry James, range from Victorian ideals through the Jazz Age and (3-0-3) Theodore Roosevelt, Thorstein Veblen, and Edith war literature to movie Westerns, ‘50s television fam- How have Americans responded at home to war and Wharton. In addition, we will view several movies, ilies, and ‘60s youth culture; and into recent shifts threats of war throughout the 20th century and into the focus of which is directly related to the course’s with women’s rights, extreme sports, and talk shows. the 21st? What internal divisions and shared identi- central questions. ties has war inspired or revealed? We will examine AMST 20105. Visual America II not the battles and factors that determined the AMST 30107. World War II America: History (3-0-3) military outcomes, but the domestic struggles that An introductory course, offered as a sequel to Visual and Memory have defined our national experience and informed (3-0-3) America I (AMST 20201), that will explore dimen- many of our responses to current events. Topics will Exploring a wide range of primary and secondary sions of several types of visual expression—popular include critiques of democracy and civil rights inclu- sources from the 1940s and today (e.g., novels, films, photography, cartography, genre and historical paint- sion during WWI; treatment of Japanese Americans ads, posters, poetry, art, museum exhibitions, and ing, chromolithography, the commercial and graphic during WWII; development of peace movements, memorials), this course will examine the history of arts—in American cultural history from Louis and antinuclear movements; cold war politics and America’s World War II experience and how this his- Daguerre’s development of photography in 1839 to fears of American communism; and debates over the tory is remembered and memorialized today. Areas the public exhibition of television at the 1939 New draft, just-war, racism at home, and U.S. policies of study will include D-Day and Pearl Harbor; the York World’s Fair. abroad in the wake of Vietnam. The final unit will bombing of Hiroshima and Nagasaki; the Holocaust; focus on the Gulf War, terrorism, and developments the emerging African-American and Mexican-Ameri- AMST 20107. American Art: History, Identity, since September 11, 2001. Culture can civil rights movements; the Americanization of (3-0-3) European immigrants; Japanese-American intern- AMST 30102. American Utopias Introductory and historical overview of the role that ment and redress; and “Rosie the Riveter” and other (3-0-3) arts—architecture, painting, and sculpture—played women’s experiences as paid workers. From our colonial roots to the present day, from the in American cultural history, 1640–1940. In addi- Puritans “City Upon a Hill” to the Branch David- tion to surveying major high-style trends, attention AMST 30108. American Social Movements ians and the Waco compound, Americans have been is given to selected regional, folk, and vernacular (3-0-3) trying to create ideal communities based on their artistic traditions. Basically a lecture-format course This interdisciplinary survey of civil rights and social particular version of the truth. In this course, we will in which students prepare two short papers, research, protest movements in the United States examines survey a wide variety of utopian communities, some and assemble a 15-page visual portfolio, and take suffrage inclusion, abolitionism and black civil rights based on protection from the world, others based two exams: a midterm and a final. movements, labor organizing, and women’s rights on free love and/or perfection of human relations, in the 19th and 20th centuries, as well as several 64

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contemporary protest movements. These movements AMST 30115. Visual America I AMST 30121. Violence in American History certainly question selected American ideologies, but (3-0-3) and Culture they also draw on American values and practices. We The course has two objectives: First, to introduce (3-0-3) Mason will use history, film, fiction, journalism, and auto- students to the various methods scholars have de- In the late 1960s, black militant H. Rap Brown biographies to trace a tradition of protest that both veloped to use visual evidence in cultural history exclaimed, “Violence is as American as cherry pie.” depends on and offers challenges to a democratic research; and second, to provide students with a con- It might be said that the purpose of this entire course society. tent course in United States history, one where they will be to evaluate the truth of Brown’s statement. receive an overview of the various roles that the art This will be accomplished in two ways: first, by AMST 30109. Who is an American? forms noted above have played in 19th- and 20th- surveying some of the major episodes and themes (3-0-3) century American life. Iconographic analysis—the of violence in American history, from its colonial Focusing on the 20th century and examining a uncovering of past and present, conflicting and para- origins through contemporary issues; and second, by wide range of material from novels and movies to doxical layers of cultural meanings within an image assessing the meaning of that violence as it simulta- history and the law, this class charts the various or assemblage of images—will be an important part neously reflects and shapes American society, culture, struggles to define who is an American. Who gets to of the course. and values. Our focus will be on social violence, decide? What is the criteria? What difference does including riots, lynchings, revolutionary violence, the “Americanness” and “un-Americanness” make AMST 30118. The Craft of Journalism vigilantism, identity-based violence (religious/racial/ in people’s everyday lives? To what extent and how (3-0-3) Schmuhl ethnic), and war. We will also consider the structures have these issues changed over the course of the 20th This class will focus on how print and broadcast and cultural assumptions and prejudices that lead to century? journalists work—how they think and act as well as these forms of physical violence. the dilemmas they face in delivering news, analysis, AMST 30112. Witnessing the Sixties and commentary. Several sessions will be devoted to AMST 30200. Literary Outsiders (3-0-3) Giamo presentations by visiting correspondents, editors, and (3-0-3) The purpose of this interdisciplinary course is producers, explaining their approaches to specific A close study of the motif of the outsider, in his twofold: to examine the social context and cultural stories and circumstances. In addition, students and her various guises, primarily from literary but change of the sixties, on the one hand, and on the will discuss the issues and questions raised in a few also philosophical, sociological, and psychological other to explore the various journalistic and aesthetic books. perspectives, with the goals of identifying what his- representations of events, movements, and transfor- torical literary spaces outsiders inhabit and whether mations. We will focus on the manner in which each AMST 30119. Perspectives on Nature and these spaces are still available to literary expression in writer or artist witnessed the sixties and explore fresh Environment in America the 21st century. styles of writing and cultural expression, such as the (3-0-3) Doppke new journalism popularized by Tom Wolfe and the Throughout American history, those who took a AMST 30201. American Women Writers to music/lyrics performed by Bob Dylan. Major topics hand to alter nature — or raised one to preserve 1930 for consideration include the counterculture and the it—have rarely been concerned exclusively with (3-0-3) movement—a combination of civil rights and anti- the continent’s ecosystems. Rather, they saw them- A close reading of “major” and “minor” American war protest. selves as advancing lofty ideals, such as progress or women writers of the 18th, 19th, and early 20th freedom. After a general introduction to American centuries. AMST 30113. American Identities environmental history, this course examines how (3-0-3) nineteenth and twentieth century American explor- AMST 30202. Latino Poetry Prerequisite(s): See online Course Catalog for details. ers, activists and writers have understood our altera- (3-0-3) This course surveys the development of American tions to landscape and river, and what the stakes are This course will focus on several prominent contem- culture and society by examining constructs of iden- for modern environmentalists who seek to preserve porary Latino poets whose work has enriched and tity. The course explores such questions as: What what wilderness remains. diversified the canon of American poetry in the last is a nation? How is national identity determined? 20 years. Among them are such established and ac- What constitutes American identity, and how has AMST 30120. Race, Ethnicity, and Racism in claimed authors as Gary Soto, Lorna Dee Cervantes, it changed over time? Who has been included and Modern American History and Culture Pat Mora, MartÌn Espada, and Victor Hern·ndez excluded from full citizenship in the past, and why? (3-0-3) Mason Cruz. Because Latinos are not homogeneous, em- How do multicultural societies reconcile national This course will survey American attitudes, beliefs, phasis will be given to these poets’ diverse ethnic and and group identities? Where is the United States and practices regarding race and ethnicity from the cultural origins. In this regard, one important com- headed as a society? The course adopts historical and late 19th century to the present, including a consid- ponent of the course is the various ways that Latino sociological approaches to examine such topics as the eration of the development and changing meaning of poets respond to the spiritual and the sacred. Other creation of national consciousness; Manifest Destiny the concept of “racism.” A major emphasis will be to topics to be discussed include social justice, the fam- and ‘the mission of America’; sectionalism and the trace the shifting constructions of ethnicity over time ily, identity (in its multiple forms), and, of course, Civil War; the West as a region; problems of immi- and the constantly evolving understandings of what poetics. Readings will be assigned in individual po- gration and citizenship; American identity and for- race entails, how racial boundaries are demarcated etry collections and in one anthology. and crossed, and how all these definitions are histori- eign policy; the struggle for civil rights and minority Assignments include group presentations, response cally and culturally flexible. Another central theme identities in the United States; recent multicultural- papers, three short academic papers, and regular at- will be to trace how various European groups trans- ism issues; “Americanization” and the globalization tendance. of culture. Course format includes lectures, discus- formed themselves from racial-ethnic outsiders to being “white,” a process that simultaneously expanded sion, and screenings of feature and documentary film AMST 30203. The City in American Literature segments. Materials cover a wide range of visual and the bounds of inclusion for some and solidified the (3-0-3) print media. terms of exclusion for others. Literary representations of the city and social identity in American texts from the 1890s to the present, including Riis, Dreiser, Wharton, Sinclair, Yezierska, Wright, Paley, and Cisneros, as well as contemporaneous nonfiction and films. 65

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AMST 30204. Latin-American Images of the AMST 30212. Twentieth-Century Ethnic Big Money; and Ralph Ellison, Invisible Man. Course US American Novels Requirements: Several brief response papers, one (3-0-3) (3-0-3) short (four- to six-page) paper, one longer (10-page) Crosslisted with ENGL 20806. In this class we will explore several ethnic American research paper, an oral presentation, and midterm novels by focusing on the theme of memory, specifi- and final exams. AMST 30205. Harlem Renaissance cally on the ways in which remembering one’s own (3-0-3) or one’s ancestors’ past becomes part of one’s self- AMST 30215. Border Crossings: Mexican and A study of the historical, cultural, and political identification as an ethnic American. Since the ties Canadian Literature circumstances that led to the flowering of African- between past and present are rarely straightforward, (3-0-3) American literature in the ’20s and early ’30s and remembering one’s family history is often a painful, Mexican and Canadian literature emphasizing cul- the writers it fostered: Hughes, Hurston, Toomer, haunting experience. Yet facing the ghosts of one’s tural interaction between the US and its southern Redmon Fauset, Larson, Thurman. past can be a liberating process, too, allowing for and northern neighbors. self-invention. The question of memory will also AMST 30206. Icons and Action Figures in highlight how the promises of the “American dream” AMST 30216. African-American Literature Latino/a Literature continue to be problematic for immigrants. What (3-0-3) (3-0-3) does it mean to become American? Can one be fully This course is designed to familiarize students with Understanding US Latino/Latina literature, art, and free in the “land of freedom”? the diverse concerns of black women’s writing from film through its many allusions to and reinterpreta- the first novel written in 1854 through the present. tions of traditional icons and historic figures as well Readings will include: F. Scott Fitzgerald, The Great as legends, myths, popular figures, and action heroes/ Gatsby; Anzia Yezierska, Bread Givers; James T. Far- AMST 30217. Readings in Nineteenth-Century heroines of the Americas (including those with rell, Young Lonigan; John Okada, No-No Boy; Toni American Literature origins in Native American, Latino/Latina, African, Morrison, Beloved; Art Spiegelman, Maus I and Maus (3-0-3) Asian, and European cultures). II; Maxine Hong Kingston, The Woman Warrior; Long before the automobile became a symbol of Louise Erdrich, Love Medicine; and Julia Alvarez, American life, travel has been a defining aspect of AMST 30207. Readings in American Novel How the Garcia Girls Lost Their Accents. many sorts of American experience. For the slave (3-0-3) seeking freedom, the settler in search of fertile land, Novels from Hawthorne to Morrison. Requirements: Regular attendance and participation, or the Native American forced from his ancestral group presentation, several response papers, one final home, travel has necessitated fundamental trans- AMST 30208. American Literature: Varieties of (5-page) paper, and a final exam. formations in the individual and the community. Religious Experience Often travel and mobility are identified with the (3-0-3) AMST 30213. Introduction to Post-Colonial freedom and social flexibility that historically have Many American authors are skeptical toward reli- Literature distinguished the “new” world from Europe. But (3-0-3) gion, yet they are, nonetheless, preoccupied with travel can be punishing rather than liberating when Traces the development of literatures from the for- the religious experience. This course explores the it is undertaken out of desperation or under force. mer colonies of various empires, but principally the relationship between these attitudes in American We will begin the course with a careful reading of British and French. An essential concern of the ma- literature. Jack Kerouac’s classic travel novel, On the Road. terials is how individual identities or (neo)national Kerouac’s work develops a range of themes and subjectivities remain continually in a state of AMST 30209. Contemporary Short Fiction concerns that we will then trace through American (3-0-3) formation. Major regions include Africa, India, the literature from the Puritans to the present. These will A study of short stories and novellas written in the Caribbean, and Southeast Asia. Authors may include include the meaning of wilderness; pilgrimage as a last half of the 20th century. Chinua Achebe, Mariama Ba, Buchi Emecheta, search for a higher truth; the experience of freedom; Anita Desai, Bessie Head, George Lamming, Salman the problems of identity raised by the Confidence AMST 30210. African-American Migration Rushdie, Wole Soyinka, Vikram Chandra, and Der- Man; the relationship to the other; the search for the Narratives ek Walcott among others. Theorists include Frantz father. Our readings will include Mary Rowlandson’s (3-0-3) Fanon, Edward Said, Gayatri Spivak, and Ngugi wa captivity narrative; selections from the journals of This course will explore life writings and issues of Thiong’o. self-representation in the African-American expres- Lewis and Clark; Caroline Kirkland’s A New Home, Who’ll Follow?; the autobiographies of William Apess sive cultural tradition in the 19th and 20th centuries. AMST 30214. Early Modern American Fiction We will pay special attention to questions of gender, (3-0-3) and Frederick Douglass; Thoreau’s Walden; Melville’s audience, authenticity, and competing feminist and This course explores literature written between the Confidence Man; Morrison’s Beloved; and a short nationalist ideologies. How do we define freedom, Civil War and World War II. This is, of course, a dy- story by Sherman Alexis. We will also view several and what role do art and culture play? What does namic century of American (not to mention world) films. it mean to be a black intellectual? Can aesthetics history; the result is an equally dynamic century of Course requirements include regular attendance and stand in for activism? What does it mean to be a race American fiction. Our course will examine how this active participation, two short (five-page) papers, and champion? Is feminism relevant for black women in fiction shows the impact of economic and techno- a final exam. America? To what extent is self-fashioning synony- logical transformations on religious beliefs, concep- mous with public responsibility? These are a few of tions of human identity, work environments (and AMST 30218. Travel in American Literature the questions that will drive the semester. men’s and women’s places in them), etc. We will not (3-0-3) only read several important 20th-century novels, but Long before the automobile became a symbol of AMST 30211. Latino/Latina American will also come to a better understanding of our own American life, travel has been a defining aspect of Literature capitalist and technology-driven culture. In addition many sorts of American experience. For the slave (3-0-3) to a few short stories and critical essays, which will seeking freedom, the settler in search of fertile land, Studies of Latino and Latina authors, including Chi- be collected in a course packet, we will read the fol- or the native American forced from his ancestral cano, Caribbean, or South American. lowing: Herman Melville, “Bartleby, the Scrivener”; home, travel has necessitated fundamental transfor- Theodore Dreiser, Sister Carrie; Edith Wharton, mations in the individual and the community. Often The House of Mirth; Frank Norris, The Octopus; travel and mobility are identified with the freedom Upton Sinclair, The Jungle; John Dos Passos, The 66

american studies and social flexibility that historically have distin- Latino/a ethnicity and identity within the US; immi- mid-19th century, including European backgrounds guished the “new” world from Europe. But travel can gration, transmigration, and the shaping of Latino/a and contexts. Emphasis on writings about religion, be punishing rather than liberating when it is under- communities; Latino/a labor history; segregation; government, natural science, education, and human taken out of desperation or under force. civil rights; nationalism and transnationalism; the nature. Chicano Civil Rights Movement; Latinos in film; We will begin the course with a careful reading of and post-1965 changes in Latino/a life. AMST 30306. Women and American Jack Kerouac’s classic travel novel, On the Road. Catholicism Kerouac’s work develops a range of themes and AMST 30301. Violence in US History (3-0-3) concerns that we will then trace through American (3-9-3) The course is a survey of women and religion in literature from the Puritans to the present. These will In the late 1960s, black militant H. Rap Brown America during the 19th and 20th centuries. Among include the meaning of wilderness; pilgrimage as a exclaimed, “Violence is as American as apple pie.” It others, we will consider the following themes: how search for a higher truth; the experience of freedom; might be said that the purpose of this entire course religion shaped women’s participation in reform the problems of identity raised by the Confidence will be to evaluate the truth of Brown’s statement. movements such as abolition, temperance, and civil Man; the relationship to the other; the search for the This will be accomplished in two ways: first, by rights; how religious ideology affected women’s work, father. Our readings will include Mary Rowlandson’s surveying of some of the major episodes and themes both paid and unpaid; the relationship of religion, captivity narrative; selections from the journals of of violence in American history, from its colonial race, and ethnicity in women’s lives; female religious Lewis and Clark; Caroline Kirkland’s A New Home, origins through contemporary foreign policy and leaders; and feminist critiques of religion. We will Who’ll Follow?; the autobiographies of William Apess domestic debates; and second, by assessing the mean- examine women’s role within institutional churches and Frederick Douglass; Thoreau’s Walden; Melville’s ing of that violence as it simultaneously reflects and in the Protestant, Catholic, and Jewish traditions, Confidence Man; Morrison’s Beloved; and a short shapes American society, culture, and values. This as well as raise broader questions about gender story by Sherman Alexis. We will also view several course will include significant reading and writing and religious belief. How did religious belief affect films. components, as well as a group project. women both as individuals and in community? How could religion be used to both reinforce and subvert Course requirements include regular attendance and prevailing gender ideology? Course requirements in- active participation, two short (5-page) papers, and AMST 30302. Era of US Civil War, 1848–77 (3-0-3) clude a midterm and final examination, several short a final exam. In the mid-19th century, the American political writing assignments, and a final paper (10–12 pages) system collapsed. Divergent visions of the American on a subject of the students’ choice. AMST 30221. Tropical Heat Waves: Contemporary Latino/a and Caribbean ideal plunged North and South into the bloodiest Literature war in the Republic’s history. This lecture course AMST 30307. Fashioning Identity in American (3-0-3) Rohrleitner examines the roots of the nation’s sectional division, History A review of selected contemporary Latino/a and the disintegration of mechanisms for political com- (3-0-3) Caribbean novels. promise, the structures and policies of the wartime This course will focus on dress and material/visual Confederate and Union governments, the strategic culture in colonial North America. It will introduce AMST 30222. Twentieth-Century American conduct of the armed conflict, the societies at war, methodology, and offer an overview of key themes Feminist Fiction and the Union’s first hesitant steps toward recon- in the history of dress and consumerism within the (3-0-3) Brogan struction and recovery. framework of gender studies. In our focus on the Close readings of major 20th-century novels, written colonial period (especially in the 18th century), we by both men and women, which may be accurately AMST 30303. African-American History I will analyze the economics of dress (the production, described as “feminist.” (3-0-3) marketing, and acquisition of cloth and clothing) This course is a survey of the history of African and will assess the importance of fashion and com- AMST 30223. Beats, Rhymes, and Life: An Americans, beginning with an examination of their merce and politics. We will evaluate the role of dress Introduction to Cultural Studies West African origins and ending with the Civil War in the construction of colonial identities, and we will (3-0-3) era. We will discuss the 14th and 15th centuries, examine the ways that dress operated as a visual locus Irving An introduction to cultural studies using a West African kingdoms, forms of domestic slavery for racial, class, and ethnic encounters. variety of media: literature, film, and music. and West African cultures, the Atlantic slave trade, early slave societies in the Caribbean, slavery in co- AMST 30308. Women and Religion in US AMST 30300. Latino/a History lonial America, the beginnings of African-American History (3-0-3) cultures in the North and South during and after the (3-0-3) This is an interdisciplinary history course examin- revolutionary era, slave resistance and rebellions, the The course is a survey of women and religion in ing the Latino experience in the United States after political economy of slavery and resulting sectional America during the 19th and 20th centuries. Among 1848. We will examine the major demographic, disputes, and the significance of “bloody Kansas” others, we will consider the following themes: how social, economic, and political trends of the past and the Civil War. religion shaped women’s participation in reform 150 years with an eye to understanding Latino/a movements such as abolition, temperance, and civil America. Necessarily a large portion of the subject AMST 30304. US Presidents: FDR to Clinton rights; how religious ideology affected women’s work, matter will focus on the history of Mexican-Ameri- (3-0-3) DeSantis both paid and unpaid; the relationship of religion, cans, and Mexican immigrants in the Southwest, and A study of the personalities, style, policies, and race, and ethnicity in women’s lives; female religious Midwestern United States, but we will also explore performances of American presidents from Franklin leaders; and feminist critiques of religion. We will the histories of Puerto Ricans, Cubans, and Latin D. Roosevelt to Bill Clinton as they developed the examine women’s role within institutional churches Americans within the larger Latino/a community. modern American presidency and made it the most in the Protestant, Catholic, and Jewish traditions, as Latinos are US citizens, and the course will spend important elective office in the world. well as raise broader questions about gender and re- significant time on the status of these groups before ligious belief. How did religious belief affect women the law and their relations with the state, at the AMST 30305. British-American Intellectual both as individuals and in community? How could federal, local, and community level. To explore these History,1650-1900 religion be used to both reinforce and subvert pre- issues within the various Latino communities of the (3-0-3) vailing gender ideology? US, we will explore the following key topics: histori- A survey of the intellectual history of Britain and cal roots of “Latinos/as” in the US; the evolution of a English-speaking America from around 1600 to the 67

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AMST 30309. US Labor History AMST 30313. US Gilded Age/Progressive Era AMST 30318. Race in American Culture (3-0-3) Graff (3-0-3) (3-0-3) This course will examine the history of paid and Through discussion and lectures, students examine Although it seems counterintuitive, a person’s race unpaid labor in the United States from colonial the emergence of a recognizably modern United is not a biological fact, but, rather, a socially con- times to the near present. We will seek to understand States. Topics examined will include the emergence structed idea. However, for all its genetic invisibility, how working people both shaped—and were shaped of the corporation, progressive reforms, the changing race and racial identity have produced visible con- by—the American Revolution, the debates over contours of American religion, the character of the sequences for people in the United States. This class slavery and free labor culminating in the Civil War New South, the battle for women’s suffrage, develop- will examine why race has played such an important and Reconstruction, the rise of big business, the ments in the arts, and American involvement in the role in American culture from 1877 to the present. creation of a national welfare state, the Cold War-era First World War. Throughout this class, we will examine how race and repression of the Left, and continuing debates over racial identity have come to define the legal, social, the meanings of work, citizenship, and democracy. AMST 30314. Media and American Culture and economic status of American men and women. Throughout the course, we will devote considerable (3-0-3) The requirements for this class include a midterm, time to the organizations workers created to advance This course examines the myths and realities of final, and a paper. their own interests, namely the labor movement. We media in the American past and present, paying will also pay special attention to the complicated yet particular attention to the ways in which old media AMST 30319. Environmental History crucial connections between work and racial and and new have combined to change our lives, and the (3-0-3) gender identities. Specific topics may include slavery, ways different groups of Americans have used various This course is an introduction to the new field of farm labor, women’s domestic work, trade unions, media to make history. environmental history. In recent decades, historians questions of industrial democracy, the role of radical- have begun to actively explore the past sensibilities of ism, and the challenges confronting workers in the AMST 30315. American Political Traditions various groups toward the quality of their air, water, current era of corporate globalization and anti-sweat- since 1865 and land; the passionate discussions of philosophers, shop activism. (3-0-3) theologians, and social and natural scientists about Students will investigate the political debates—and resource use, the safety of the environment, and AMST 30310. American Peace Movement simultaneous examinations of democracy’s charac- long-term prospects for humanity; and the customs, since World War II ter—that have animated American reformers and laws, and managerial systems that guided use of the (3-0-3) intellectuals since the Civil War. The focus will environment. Historians have also increasingly paid This course examines the emergence of the modern be on these political traditions, not the studies of attention to the ways environmental factors have American peace movement between the two World voter behavior or policy implementation, that also affected the course of history: the effects of the distri- Wars and its development in the Nuclear Age since constitute an important part of political history. The bution of water, wood, and minerals and of changes World War II. It examines the shifting patterns of course will begin with discussion of the character of in climate or endemic disease. This course ranges support for the peace movement, the curious ways Reconstruction, and move through the “social ques- widely in methodology from the history of ideas to Americans have searched and worked for peace, and tion” of the late 19th century, Progressive reform in paleoclimatology, geographically from the ancient some of the important peace groups and leaders. the early 20th century, the New Deal, the origins of Near East to modern America, topically from wood- modern conservatism, and various post-World War cutting rights in medieval France to the rise of the AMST 30311. Survey of African-American II social reform movements. Readings will include organic farming movement and water-allocation laws History II court cases, memoirs, speeches, and a sampling of in the 20th-century American West. (3-0-3) the philosophical and historical literature. Corequisite(s): HIST 32800 AMST 30320. US-Native American Relations: This course will survey the history of African AMST 30316. US Foreign Policy since 1945 Revolution to Removal Americans from 1865 to 1980. Specifically, this (3-0-3) (3-0-3) course will focus on the problems of Reconstruction This course covers the main developments in Ameri- Native Americans in the Eastern US remain obscure in the South after the Civil War, the adjustments can foreign policy from World War II through the in the historical imaginations of most Americans. and reactions of African Americans to freedom, the Bush presidency. The principal topics of investiga- Theirs is not the story of riding horseback across economic exploitation of sharecropping, northern tion will be wartime diplomacy and the origins of rolling plains, hunting buffalo, or shooting at John black communities at the end of the 19th century, the Cold War; the Cold War and containment in Wayne in movies about the Old West. Neither are the migration of black Southerners to northern ur- Europe and Asia: Eisenhower/Dulles diplomacy; the romanticized tales of suffering like in the “Trail ban areas, black political leadership, the Civil Rights Kennedy-Johnson and Vietnam; Nixon-Kissinger of Tears” their only American experience. Theirs Movement, current examples of institutional racism, and detente; Carter and the diplomacy of Human is rather the story of persistence through change and affirmative action in America. Rights; Reagan and the revival of containment; Bush in their ever- shrinking, yet increasingly crowded, and the end of the Cold War. woodland homes. This course is designed to expose AMST 30312. The United States since WWII students to the peoples of the Trans-Appalachian (3-0-3) AMST 30317. Southern History, 1876 to the West—in particular, how they initiated, engaged, The purpose of this course is to study the political, Present manipulated, and/or accommodated the policies, diplomatic, economic, social, and cultural develop- (3-0-3) practices, and presence of the Euro-Americans and ment of the United States from 1945 through the This survey relies on cultural, social, and political US, from European Colonization to the 1840s. presidency of Ronald Reagan. Although the military analysis to develop an understanding of the region and diplomatic history of World War II will be and its identity. Circumstances and events unique to AMST 30322. Colonial America considered by way of background, the principal top- the South will be evaluated in context of the com- (3-0-3) Slaughter ics of investigation will be the Fair Deal Program of mon experiences of the United States. This course considers the history of New World President Truman, the Cold War, the Korean Con- exploration and settlement by Europeans from the flict, the Eisenhower Presidency, the New Frontier, 15th century to the 18th century. It examines the Vietnam, President Johnson’s Great Society, the Civil process of colonization in a wide variety of cultural Rights Movement, the Nixon years, the social and and geographic settings. It explores the perspectives intellectual climate of this postwar era, and the presi- of Indians, Europeans, and slaves with a particular dencies of Jimmy Carter and Ronald Reagan. emphasis on the consequences of interracial contacts. 68

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We will discuss the goals and perceptions of differ- the end of the Victorian era. Issues we may consider AMST 30330. Morality and Social Change in ent groups and individuals as keys to understanding include different religions’ attitudes towards sexual- US History the violent conflict that became a central part of the ity (the Puritans were not anti-sex!); how different (3-0-3) Abruzzo American experience. Lectures, class discussions, cultures’ views of sex shaped relations between colo- How do we explain sweeping moral changes in readings, and films will address gender, racial, class, nists and Indians; why sex was an important factor society? Why did so many people support legal slav- and geographic variables in the peopling (and de- in establishing laws about slavery in Virginia; birth ery for so long, and what motivated others to turn peopling) of English North America. control and abortion practices; changing patterns against it? What is the relationship between social of courtship; men who loved men and women who change and moral theory? The purpose of this class AMST 30323. American Legal History loved women; and why the average number of chil- is to examine the moral frameworks that Americans (3-0-3) Rodriguez dren in American families fell by 50 percent between have used to understand—and to change—their This seminar-style course deals with the interaction 1790 and 1890. Over the course of the semester, society. We will focus on hotly debated issues in between the legal system and social change in the students will also design a small research proposal American history, looking at the way that Americans United States from the 1600s to the 1980s. Primary on some aspect of the history of American sexuality thought about issues such as slavery, animal cruelty, emphasis is given to the 19th century and 20th cen- prior to 1890. Written assignments will include a sex, family roles, labor, economics, war and citizen- tury, two periods where American legal culture took weekly journal, midterm and final examinations; a ship, and civil rights. We will look at both sides of on much of its fundamental character and adjusted book review; and a small research project. debates to understand the values and beliefs that to significant social change. Main themes include shaped traditions of social change and resistance to the relationships between law and development; in- AMST 30327. American Political Traditions that change. dividual rights in the public and private spheres; the since 1865 development of the legal profession; the post-New (3-0-3) McGreevy AMST 30331. US Civil War and Deal state; and the various US “rights” movements. Students will investigate the political debates—and Reconstruction, 1848–77 Reading consists of primary sources documents and simultaneous examinations of democracy’s charac- (3-0-3) a short survey text. Grades will be based on a series ter—that have animated American reformers and Arguably the study of the American Civil War is of short papers and classroom discussion. Prior intellectuals since the Civil War. The focus will be on a suitable training ground for novice historians, knowledge of American history is helpful but not these political traditions, not the studies of voter be- for traditionally, a historian must learn to examine required. havior or policy implementation that also constitute events and issues from varying perspectives. Indeed, an important part of political history. The course will in this course, emphasis lies not only on the events AMST 30324. History of the American West begin with discussion of the debate over slavery and of the period, but also on the interpretation of those (3-0-3) Coleman Reconstruction, and move through the “social ques- events by different interest groups. Students are Few American regions have generated as many cul- tion” of the late 19th century, Progressive reform in expected not only to learn the facts of the era, but tural narratives, myths, and icons as the trans-Mis- the early 20th century, the New Deal, the origins of also to think about the consequences of events on sissippi West. This course takes both the reality and modern conservatism, and various post-World War different sections and different peoples. This course the romance of the West seriously, asking students II social reform movements. Readings will include divides the period into three sections: the coming to examine how the American conquest of the West court cases, memoirs, speeches, and a sampling of of the Civil War, the War, and Reconstruction. A inspired storytelling traditions that distorted and the philosophical and historical literature. test follows the end of each section; half of the final shaped the region’s history. To get at this interaction, exam will be on the Reconstruction section and the we will read novels, histories, and first-hand accounts AMST 30328. American Intellectual History I rest will be comprehensive. In addition to the tests, as well as view several Hollywood westerns. The class (3-0-3) Turner students will write a short paper and a short book is reading and discussion intensive. Students will This lecture course will survey major developments review. write several short papers as well as a longer final in American thought from the first English con- essay. tacts with North America to the mid-19th century. AMST 30332. Crime, Heredity, and Insanity in Emphasis will fall on ideas about religion, society, American History AMST 30325. US Foreign Policy to 1945 politics, and natural science and on the institutions (3-0-3) (3-0-3) Brady and social contexts of intellectual life, with an eye The 19th century witnessed a transformation in the This course covers the main developments in Ameri- towards understanding the roots of our own ways of understanding of the origins of criminal behavior in can foreign relations from the Spanish-American thinking. Especially in the first weeks of the course, the United States. For many, a religious emphasis on War in 1898 through World War II. It traces the European backgrounds will also receive attention. humankind as sinful gave way to a belief in its inher- emergence of the United States as a major world Students will write a midterm and a final exam, as ent goodness. But if humans were naturally good, power and examines in some detail how the United well as a 10-page research paper. how could their evil actions be explained? Drawing States became involved in the two world wars. A on studies done here and abroad, American doctors, recurring theme will be the major traditions in AMST 30329. Sport in American History preachers, and lawyers debated whether environ- America foreign policy and the ways in which these (3-0-3) ment, heredity, or free will determined the actions traditions influenced policy makers in the early years Sport, a major part of American entertainment and of the criminal. By the early 20th century, lawyers of the “American Century.” culture today, has roots that extend back to the colo- and doctors had largely succeeded in medicalizing nial period. This course will provide an introduction criminality. Psychiatrists treated criminals as patients; AMST 30326. US Sex/Sexuality/Gender to to the development of American sport, from the judges invoked hereditary eugenics in sentencing 1890 horse-racing and games of chance in the colonial criminals. Science, not sin, had apparently become (3-0-3) Bederman period through to the rise of contemporary sport as the preferred mode of explanation for the origins of Sexuality, like other areas of social life, has a history. a highly-commercialized entertainment spectacle. crime. But was this a better explanation than what Yet historians have only written about the history of Using a variety of primary and secondary sources, had come before? Discussion will be the primary sex for the last 40 years or so. This course will both we will explore the ways that American sport has form of instruction. introduce students to a variety of current themes in influenced and been influenced by economics, poli- the history of sexuality and invite them to consider tics, popular culture, and society, including issues of AMST 30400. Presidential Leadership how they themselves might research and write that race, gender and class. Given Notre Dame’s tradition (3-0-3) history. The class will survey recent topics in the in athletics, we will explore the University’s involve- This course examines the role of the presidency history of sexuality from first colonial settlement to ment in this historical process. in the American regime and its change over time. 69

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Particular attention will be given to expectations political institutions—the Congress, presidency, AMST 30408. Race/Ethnicity and American about presidential leadership through the course of judiciary, state and local governments, etc.—play in Politics American political history. Beginning with questions constructing and maintaining these identity catego- (3-0-3) about the original design and role of the presidency, ries? Can these institutions ever be used to overcome This course introduces students to the dynamics of the course turns to consideration of the role of lead- the points of division in American society? the social and historical construction of race and eth- ership styles for change and continuity in American nicity in American political life. The course explores politics. Finally, cases of presidential leadership are AMST 30405. American Voting and Elections the following core questions: What are race and studied to comprehend the way leadership and po- (3-0-3) ethnicity? What are the best ways to think about the litical context interact. This course will examine voting and opinions, and impact of race and ethnicity on American citizens? the linkage between political leaders and the mass What is the history of racial and ethnic formation in AMST 30401. American Congress public. Possible topics include an introduction to American political life? How do race and ethnicity (3-0-3) electoral analysis; the history of recent electoral poli- link up with other identities like gender and class This class will expose the student to the practical tics; the nature of political participation, especially animating political actions? What role do American workings of the US Congress, some major theories the rationality of voting turnout and non-electoral political institutions—the Congress, presidency, attempting to explain those workings, and some of specialization; party identification and opinions, judiciary, state and local governments, etc.—play in the methods and materials needed to do research on attitudes and ideology; social groups and cultural constructing and maintaining these identity catego- Congress. It will place the study of Congress in the identities; mass media and image campaigns; and ries? Can these institutions ever be used to overcome context of democratic theory, and in particular the differences between presidential and congressional the points of division in American society? problem of the way in which the institution across elections. time grapples with the problem of the common AMST 30409. Latin American International good. AMST 30406. Introduction to Public Policy Relations (3-0-3) (3-0-3) Hagopian AMST 30402. Race/Ethnicity and American Prerequisite(s): See online Course Catalog for details. This course examines the international relations of Politics The objective of this course is to introduce stu- Latin America with an emphasis on what determines (3-0-3) dents to the process of public policy formation in US policy toward Latin America, and the policies This course introduces students to the dynamics of American politics. The course will be divided into of Latin American states toward the United States, the social and historical construction of race and eth- three parts. The first section will encompass a brief other regions of the world, and each other. It ana- nicity in American political life. The course explores review of some of the more important mechanisms lyzes recurring themes in US.-Latin American rela- the following core questions: What are race and of American politics that affect the legislative process tions, including the response of the United States to ethnicity? What are the best ways to think about the (political participation, interest groups, congressional dictatorships, expropriations of US-owned property, impact of race and ethnicity on American citizens? elections, etc.). We will then engage in a general re- and revolution. It also studies new directions and What is the history of racial and ethnic formation in view of how such factors have affected the direction issues in Latin America’s international relations, e.g., American political life? How do race and ethnicity and tone of federal public policy over the past 30 trade policy, the environment, migration, and drugs link up with other identities animating political ac- years. The final two sections of the course will be de- in a post-Cold War world. tions like gender and class? What role do American voted to detailed analysis of two public policy areas political institutions—the Congress, presidency, of particular interest to younger voters: education re- AMST 30410. American Political Thought judiciary, state and local governments, etc.—play in form and drug laws. Building on the earlier readings (3-0-3) constructing and maintaining these identity catego- and the analytical tools developed, we will examine This course will examine different ideas, approaches, ries? Can these institutions ever be used to overcome the current debates and prospects for reform in these and issues within feminist political thought. The first the points of division in American society? policy areas, with an eye toward understanding the part of the course will compare different theoretical political realities of public policy formation. perspectives, from liberalism to Marxism, that have AMST 30403. Constitutional Interpretation been employed by contemporary feminists. The (3-0-3) AMST 30407. Political Participation course will pay particular attention to the meanings Prerequisite(s): See online Course Catalog for details. (3-0-3) ascribed to “woman” and her roles in society. The Americans have always debated Supreme Court This course is intended to explore some of the causes second part of the course will examine how women opinions on specific constitutional questions involv- of citizens’ differentiated rates of political participa- have been represented throughout Western political ing the powers of government and the rights of indi- tion in American politics, as well as the impact that thought, and the values ascribed to them by political viduals and minorities. The leading objective of this this has on the representational relationship between theorists. Finally, in the last part of the course, we course is to acquaint students with the basic issues of constituents and legislators. We will begin with a will turn to an examination of several contempo- constitutional interpretation and to show how they theoretical overview of some of the unique aspects rary political issues particularly relevant to feminist influence questions involving constitutional rights of our representational system. Next, we will analyze thought. and powers and the scope of judicial review. the factors that influence the formation of individuals’ political preferences, and their propensity to un- AMST 30412. Race/Ethnicity and American AMST 30404. Race/Ethnicity and American dertake various forms of political participation. Then Politics Politics we will turn to an analysis of the formation and uses (3-0-3) (3-0-3) of public opinion. Finally, the class will investigate This course examines the role that race and ethnicity This course introduces students to the dynamics of the consequences of using institutional reforms play in American political life. Among the key ques- the social and historical construction of race and eth- geared toward “direct democracy” to increase politi- tions it seeks to address are: What are the origins of nicity in American political life. The course explores cal participation and/or the weight of public opinion racial and ethnic categories (white, Irish American, the following core questions: What are race and on the legislative process. African American, Latino, Asian, etc.)? What role ethnicity? What are the best ways to think about the have political institutions and group behavior played impact of race and ethnicity on American citizens? in effecting the transformation and sometimes What is the history of racial and ethnic formation in destruction of racial categories? What role do pat- American political life? How do race and ethnicity terns of racial and ethnic formation (the values that link up with other identities animating political ac- we attach to certain identities) play in structuring tions like gender and class? What role do American 70

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American politics? What role do race and ethnicity the major issues, questions, and themes considered AMST 30500. Race and Ethnicity in America play in the generation of public policies in America? throughout the semester are “revisited” and recon- (3-0-3) Is an America where race is irrelevant possible? sidered. This course focuses on race and ethnic relations in the United States. Current cases involving racial and AMST 30413. Presidential Leadership AMST 30416. Constitutional Law ethnic issues will be presented and discussed in class. (3-0-3) (3-0-3) Readings and materials will present three approaches This course examines the role of the presidency This course examines the main principles of Ameri- to the study of majority-minority group relations, in the American regime and its change over time. can Constitutional Law, the process of constitutional the emergence and maintenance of group domi- Particular attention will be given to expectations interpretation, and the role of the Supreme Court nance, and minority-group adaptations to modes of about presidential leadership through the course of in the American political system. Topics covered are dominance, including separation, accommodation, American political history. Beginning with questions presidential war powers and impeachment, congres- acculturation, and assimilation. Class participation about the original design and role of the presidency, sional-executive relations, free speech, church-state and students’ experiences will be emphasized. the course turns to consideration of the role of lead- relations, the right to life (abortion, right to die, ership styles for change and continuity in American and death penalty), race and gender discrimina- AMST 30501. Social Movements politics. Finally, cases of presidential leadership are tion, taxing and spending power of the national (3-0-3) Summers-Effler studied to comprehend the way leadership and po- government, and the American federal system. A How is social change possible? This is one of the litical context interact. great deal of attention will be given to the evolving central questions for the study of social movements, constitutional policies of the Rehnquist court and as well as the organizing theme of this course. In this AMST 30414. Religion and Politics the “great debate” currently taking place, inside and course we will consider the ways in which difference (3-0-3) outside the judiciary, over the interpretation of our sociological theories of social movements have asked Voters hear increasing amounts of religious discourse written constitution. Required text is Kommers and and answered this question, paying particular atten- in American political campaigns and administra- Finn, American Constitutional Law; Essays, Cases, and tion to theories of identity, emotion, and networks. tions are turning to religious institutions for social Comparative Notes (Boston: West-Wadsworth, 1998). service delivery. The linkages between religion and This course is a University elective. Requirements AMST 30502. Catholicism in Contemporary politics, however, are very complex and constitution- are a midterm and final examination and possibly, America ally delicate. This course utilizes a burgeoning body depending on enrollment, a short paper. (3-0-3) of empirical studies, drawn from political science, This course offers a sociological overview of the sociology, and psychology, that address relationships AMST 30417. American Political Thought Roman Catholic Church in the United States since among religious beliefs and organizations on the (3-0-3) World War II. Recent trends will be examined at the one hand, and political attitudes and actions, on the This course examines the ideas that form the societal, organization, and individual levels of analy- other. Topics include the meaning and measurement foundations of American politics. We will read the sis. Topics include: the involvement of the Church in of religiosity; linkages between religion and politics Declaration of Independence, selected Federalist and public life, the causes and consequences of the priest at the level of the individual, the local community of Anti-Federalist writings, Tocqueville’s Democracy in shortage, and increasing individualism and personal- faith, and the policy maker; foundational beliefs, im- America, and the Lincoln-Douglas debates with the ism among lay Catholics. ages of God, conceptions of human nature, and their goal of exploring and assessing competing definitions consequences for the political order; religious values of liberty, democracy, and human nature within the AMST 30503. Social Deviance embedded in the American political system; religion American tradition. Requirements include four short (3-0-3) and the state, as seen in selected court cases; and papers, class participation, and a final exam. This In this course, students will discuss deviant people denominational bodies, interest groups, and religious course assumes you are familiar with the structure of and activities with special attention paid to the pro- movements in American politics. Students will be American government and the basic history of the cess whereby deviance is defined. Discussions will responsible for one or two exams, oral presentations, period. If you have background in political theory, focus on issues of social power, moral entrepreneur- and an original research paper. Depending on class you should find it useful. ship, and human variation. size, either a lecture-discussion or a seminar-tutorial mode of teaching will be used. Students will read AMST 30418. Introduction to Public Policy AMST 30504. Poverty, Inequality, and Social books by Wald, Benson and Williams, and several (3-0-3) Ayala Stratification (3-0-3) other authors, and may do directed research on NES The objective of this course is to introduce stu- Social inequality is a prominent and persistent fea- or GSS datasets. (Also open to graduate students.) dents to the process of public policy formation in ture of modern society. Social stratification theory American politics. The course will be divided into attempts to explain the causes of inequality and the AMST 30415. Latino Politics three parts. The first section will encompass a brief reasons for its persistence. This course will address (3-0-3) review of some of the more important mechanisms such questions as: Why are some people rich and This course provides a careful and “critical” analysis of American politics that impact on the legislative some people poor? Why does inequality persist? of the political status, conditions, and the political process (i.e., political participation, interest groups, Who gets ahead? Can men and women get the same activities of the major Latino (or “Hispanic”) groups congressional elections, etc.). We will then engage jobs? Do different races have the same opportuni- in the United States—Mexican Americans, Puerto in a general review how such factors have impacted ties? Is inequality necessary? Potential topics include Ricans, and Cuban Americans. To provide a context the direction and tone of federal public policy over inner-city and rural poverty, welfare dependency, and grounding, various theoretical perspectives are the last 30 years. The final two sections of the course homelessness, status attainment and occupational first considered, followed by discussions of the his- will be devoted to detailed analysis of two public mobility, racial and ethnic stratification, gender torical experiences and contemporary socioeconomic policy areas of particular interest to younger voters, stratification, and class theory. situations of the several Latino groups. Attention education reform and drug laws. Building on the then turns to a number of issues concerning politi- earlier readings and the analytical tools developed, cal attitudes, behaviors, and activities. Assessments AMST 30506. Criminology we will examine the current debates and prospects (3-0-3) Welch of Latino influence upon the major local, state, and for reform in these policy areas, with an eye towards This course will introduce you to theoretical international institutions of the political system, and vice understanding the political realities of public policy pretations of criminal behavior, empirical research versa, are then considered. Policy areas particularly formation. on crime in diverse contexts, and policy debates significant for Latinos are also examined. Finally, on crime control and punishment. Our intent will 71

american studies be to raise critical questions and to challenge com- certainly question selected American ideologies, but and commentary. Several sessions will be devoted to monly—held views about the nature of crime and they also draw on American values and practices. We presentations by visiting correspondents, editors, and punishment in the United States today. As students will use history, film, fiction, journalism, and auto- producers, explaining their approaches to specific of sociology, we will operate under the assumption biographies to trace a tradition of protest that both stories and circumstances. In addition, students that crime and punishment are social phenomena; depends on and offers challenges to a democratic will discuss the issues and questions raised in a few they can only be understood by analyzing their society. books. relationship to the broader social, political, and cultural context in which they exist. With a particular AMST 30606. Prehistory of the American AMST 40108. Media Criticism emphasis on race, class, and gender, we will explore Southwest (3-0-3) crime and practices of punishment in three social (3-0-3) This course will explore the work of such seminal contexts: “the street,” paid work settings, and inti- This course uses archaeological data and theory to American media critics as A.J. Liebling and Walter mate and family relations. Cannot take if previously explore the cultural life of prehistoric Southwest Lippmann, as well as the plethora of contemporary taken SOC 43752; content overlap. Americans over the last 12,000 years. The course critics in newspapers, magazines, television, and emphasizes origins and cultural development from Web publications. It will examine the philosophical AMST 30600. Prehistory of Western North an early pioneer stage to the later, sophisticated and principles against which journalism in the American America diverse cultures of the American Southwest. The democracy ought to be measured. It also will explore (3-0-3) descendants of these cultures include the Pueblo the phenomenon of the ombudsman, or reader Archaeological data and cultural life of prehistoric peoples, the Dene, and the O’odham peoples. In the representative, in modern American media, with a Western North America over the last 20,000 years course students will explore cultural change, land-use particular focus on whether ombudsmen have been will be covered. This course emphasizes origins and patterns, economics, and political complexity, using able to build or buttress the credibility of news orga- cultural development from an early pioneer stage information on environmental relationships, tech- nizations. And it will challenge students to write on a to the later, sophisticated, diverse cultures of Native nology, and other aspects of material culture. regular basis their own media criticism. Americans. AMST 30607. Native Peoples of North America AMST 40200. African-American Literature AMST 30601. Prehistory of Western North (3-0-3) Mack (3-0-3) Wilson America Tremendous variation exists between the cultures A historical and thematic account of the rise and (3-0-3) of the peoples of North America, both in the past achievement of African-American authors over sev- Tremendous variation exists between the cultures of and today. This course will offer an opportunity to eral centuries. the peoples of North America. This course will of- glimpse at this variation, which occurs in technol- fer an opportunity to glimpse this variation, which ogy, social organization, economic, political, and AMST 40201. American War Literature occurs in technology, social organization, economic, religious systems, and in the arts. A brief introduc- (3-0-3) political, and religious systems, and in the arts. tion of the archaeological and linguistic evidence will American War Literature is multifaceted, highly provide information on the debate as to when and charged with personal agonies and national inter- A brief introduction of the archaeological and by what means people entered America and spread rogations. Viewed as a broad field, these texts offer linguistic evidence will provide information on the throughout its vast area. The course will then move opportunities for diverse research into national debate as to when and by what means people en- on to consider the many different cultural adapta- ideology, the views and interpretations of the enemy, tered America and spread throughout its vast area. tions to the various environments of North America. the accounts of interior conflicts, and the historical The course will then move on to consider the many The comparative approach will be used to discuss moments that shape these tales. How should we read different cultural adaptations to the various environ- the similarities and differences between specific works that contemplate collective and individual vio- ments of North America. The comparative approach cultures. The readings will focus upon particular lence? What kinds of analysis and historical recovery will be used to discuss the similarities and differences groups (i.e., Eskimo, Cahuilla, Dakota, Navajo, etc.). bring us to points of understanding and meaning? between specific cultures. The readings will focus The course will also be concerned with the cultural Our panoramic explorations will include the canoni- upon particular groups (i.e., Eskimo, Cahuilla, Da- changes which occurred within Native American cally familiar such as Mary Rowlandson’s captivity kota, Navajo, etc.). cultures during the Colonial and Expansion periods narrative; the Civil War poetry of Whitman and The course will also be concerned with the cultural of Euro-American cultures. The course will end with Melville,The Red Badge of Courage by Stephen Crane, changes that occurred within Native American cul- consideration of the current issues significant to Na- the more recent such as Kurt Vonnegut’s Slaugh- tures during the colonial and expansion periods of tive American cultures. Lectures, films, discussions of terhouse-Five, and Tim O’Brien’s The Things They Euro-American cultures. The course will end with readings, and research will allow students a range of Carried; and the ongoing such as writings from the consideration of the current issues significant to learning experiences. Both exams and short papers, wars in Iraq. Our texts will serve as entry points for Native-American cultures. as well as a research paper provide students with an aesthetic, historical, and theoretical studies aimed at opportunity to demonstrate their understanding of illuminating the functions and values of war writing Lectures, film, discussions of readings, and research the basic information and issues. in the United States. This course will require several will allow students a range of learning experiences. short papers, a long final essay, and active student Both exams and short papers, as well as a research AMST 40100. Writing Nonfiction participation. paper provide students with an opportunity to dem- (5-0-3) Temple onstrate their understanding of the basic information The techniques of nonfiction writing from the basic AMST 40202. Crossing Color Lines and issues. journalistic news story to the magazine feature to the (3-0-3) personal essay. Students will complete a wide range This class will explore the conflicted and contradic- AMST 30602. American Social Movements of assignments and also discuss examples of various tory ways in which racial and ethnic identities have (3-0-3) kinds of nonfiction prose. been constructed and mediated in American culture. This interdisciplinary survey of civil rights and social We will specifically focus on what the psychology protest movements in the United States examines AMST 40105. The Craft of Journalism and performance of “Passing” reveal about the limita- suffrage inclusion, abolitionism and black civil rights (3-0-3) tions and possibilities of what we often generically movements, labor organizing, and women’s rights This class will focus on how print and broadcast understand as “American” identity. We will thus be in the 19th and 20th centuries, as well as several journalists work-how they think and act as well as able to question essentialist notions of “whiteness” contemporary protest movements. These movements the dilemmas they face in delivering news, analysis, and “race,” and raise questions such as: Who gets 72

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to be American? Who doesn’t? How does popular AMST 40206. Constituting Americans AMST 40210. Native American Literature culture construct and perpetuate racist stereotypes, (3-0-3) (3-0-3) and how can it at other moments resist, critique, and This course will explore life writings and issues of This course serves as an introductory exploration deconstruct such practices? Readings may include self-representation in the African-American expres- of the literatures written by Native- American The Autobiography of an Ex-Colored Man (James Wel- sive cultural tradition from 1850 to 1905. This authors—oral literatures, transitional literatures (a don Johnson), The Great Gatsby (F. Scott Fitzgerald), course is concerned with the concept of citizenship, combination of oral and written expression), and Passing (Nella Larsen), Absalom, Absalom! (William its implied universalism, and the necessity of critiqu- contemporary poetry and prose. Faulkner), George Washington Gomez (Americo ing this universalism that maintains a unified notion Paredes), Black Like Me (John Griffin), and Caucasia of democracy. AMST 40211. American Fiction (Danzy Senna). Films may include: The Jazz Singer, (3-0-3) Six Degrees of Separation , Imitation of Life, and Bam- AMST 40207. The City in American Literature A close examination of major mid-20th-century boozled. Requirements: active participation, group (3-0-3) American novelists. presentation, short paper (five to six pages), final An exploration of the connections between literary exam, and final research paper (10 pages). representations of the city and social identity in a AMST 40212. Our America/African-American variety of American literary texts from the 1890s to Literature (3-0-3) AMST 40203. African-American Poetry and the present. Poetics I will tell you something about stories, (3-0-3) AMST 40208. Mark Twain [he said] An examination of poetry and poetics by black (3-0-3) \Werge They aren’t just entertainment. Americans from the beginnings to the present. For- A study of Twain’s life and writings in light of the Don’t be fooled. mal attention concerning the aesthetics of poetry are history of ideas and the literary, political. philosophi- They are all we have, you see, considered within their historical and intellectual cal, and religious currents of 19th-century American all we have to fight off contexts. Poets include Phillis Wheatley, Paul Lau- culture. We will also consider such figures as Harte, illness and death. rence Dunbar, Claude McKay, Langston Hughes, Stowe, Douglass, and Lincoln, who illuminate You don’t have anything Robert Hayden, Gwendolyn Brooks, LeRoi Jones, Twain’s style and social and moral preoccupations as if you don’t have the stories. Audre Lorde, Michael Harper, Yusef Komunyakaa, well as compelling questions centering on the nature Their evil is mighty and Rita Dove. of an American identity. Special concerns: Twain’s but it can’t stand up to our stories. place in the tensions between conventional literary So they try to destroy the stories AMST 40204. Mark Twain forms and the emerging American vernacular; his let the stories be confused or forgotten. (3-0-3) vision and critique of American democracy, slavery, They would like that A study of Twain’s life and writings in light of the “exceptionalism,” and later geopolitical expansion- They would be happy history of ideas and the literary, political. philosophi- ism; his medievalism, including Joan of Arc, and Because we would be defenseless then. cal, and religious currents of 19th-century American larger interpretations of history; his treatment of ——-Leslie Marmon Silko, Ceremony (2). culture. We will also consider such figures as Harte, women, individualism, and the family; and the later Autobiography and biography are modes of narrative Stowe, Douglass, and Lincoln, who illuminate gnosticism of #44, The Mysterious Stranger. We will discourse, and certain marginalized groups—women Twain’s style and social and moral preoccupations as also address the current (and perennial) discussions and people of color—use narratives to define ques- well as compelling questions centering on the nature of unity and pluralism in American culture, as in tions of identity, to question power relations, to of an American identity. Special concerns: Twain’s Garry Wills’s delineation of an underlying American explore their own voices as writers and as learners place in the tensions between conventional literary identity in Under God and Arthur Schlesinger Jr. ‘s in hegemonic institutions, like schools. And while forms and the emerging American vernacular; his fear of “balkanization” in The Disuniting of America. we might critique these narratives for their “local- vision and critique of American democracy, slavery, Readings: selected shorter works, including Diary of ity”—that is, these narratives are often critiqued on “exceptionalism,” and later geopolitical expansion- Adam and Eve; Innocents Abroad; Life on the Missis- the basis of telling a story about an individual at a ism; his medievalism, including Joan of Arc, and sippi; Tom Sawyer; Huckleberry Finn; A Connecticut specific point in history, saying little about their abil- larger interpretations of history; his treatment of Yankee; Pudd’nhead Wilson; #44,The Mysterious ity to tell a “total story”—as the epigraph opening women, individualism, and the family; and the later Stranger; and selections from the autobiography. this description suggests, stories are much more and gnosticism of #44, The Mysterious Stranger. We will are sometimes “all we have” to face a world that is also address the current (and perennial) discussions AMST 40209. Our America/African-American hostile, painful and unjust In other words, individual of unity and pluralism in American culture, as in Literature stories do often reflect the socio-political contexts Garry Wills’s delineation of an underlying American (3-0-3) from which they emerge. identity in Under God and Arthur Schlesinger Jr. ‘s This course is interested in the shaping of national fear of “balkanization” in The Disuniting of America. identity and the historical, cultural, and moral as- In this course we will explore the tensions raised Readings: selected shorter works, including Diary of sumptions about America that facilitate such a shap- above by examining the ways in which narratives/ stories, specifically autobiographical and biographical Adam and Eve; Innocents Abroad; Life on the Missis- ing. How does one become American? We will read ones, tell an individual as well as a total story. What sippi; Tom Sawyer; Huckleberry Finn; A Connecticut 20th-century African-American literature with focus do the Latino/a writers say about their own identities Yankee; Pudd’nhead Wilson; #44,The Mysterious on how “black subjectivity” is created. How does an and cultures as Chicanos/Mexicanos, as Cubanos, Stranger; and selections from the autobiography. author’s literary imagination construct a character and hail a reader? We will explore the relationship Puertoriquenos, and as women? How and in what ways are ethnic identities within a Latino Diaspora AMST 40205. American Film between literature, history, and cultural mythology; (3-0-3) Krier the American obsession with race; sexual ideology constructed, and what issues cut across ethnic and Presentations and discussions of the several genres of and competing representations of domesticity. In racial lines? How do Latinos construct race/ethnicity film produced in America since the early 1900s. light of the way blackness is often construed as the vis-a-vis whiteness? In other words, how do we frame ultimate sign of race in America, how do these texts ourselves and how are we framed in relation to the approach the American political landscape to offer a dominant constructions of race in this country? critique of power, identity, and social subjectivity in a manner that interrogates whiteness and its ascribed universality? 73

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AMST 40213. Nature in American Literature dealing with similar issues, such as Stephen Crane’s Moby-Dick, noting Shakespeare’s influence on the (3-0-3) Maggie: A Girl of the Streets, Charles Chesnutt’s The American novelist. This course examines the central and changing role Marrow of Tradition, Theodore Dreiser’s Sister Carrie, of nature in American literature, from the typologi- James Weldon Johnson’s Autobiography of an Ex-Col- AMST 40225. Our America: Exploring the cal eschatology of the Puritans to the pop-culture ored Man, and Edith Wharton’s The House of Mirth? Hyphen between African and American apocalypticism of Don DeLillo’s White Noise. Does the “reality” or “nature” represented in realism (3-0-3) Irving and naturalism look different depending on the Close readings of various 20th-century African- AMST 40214. Voices of American perspective of writers who differ along lines of race, American literatures, with foci on how “black subjec- Renaissance gender, ethnicity, and class, as well as in other ways? tivity” is created; the relationship between literature, (3-0-3) Evaluation will be based heavily on class participa- history, and cultural mythology; the dialectic of free- Requirements include active class participation (25 tion in discussions of these and other questions, but dom and slavery in American rhetoric; the American percent); one short (five-page) essay (15 percent) and also on short papers engaging with the critical essays obsession with race; and the sexual ideology and two longer (eight- to 10-page) essays (20 percent that will supplement our literary readings, as well as competing representations of domesticity. each); and a final exam (20 percent). on a final essay due at the end of the term. AMST 40300. American Thought, Belief, and The human voice manifested tremendous cultural, Values since 1865 spiritual, and political power for antebellum Ameri- AMST 40216. African-American Women (3-0-3) (3-0-3) cans. Vox populi, vox dei (“The voice of the people is At the end of the millennium, at a time of great A study of Americans’ most characteristic American the voice of God”) proclaimed the popular political anxiety for at least a portion of our society, we have intellectual, moral, and religious beliefs, especially as slogan. Transcendentalist writers such as Emerson also witnessed a great explosion of African-American expressed by leading thinkers, and of why these be- considered the written word to be merely the dead women writers. This course will seek to understand liefs have flourished in the American cultural setting. letter of inspired speech. Vernacular literatures, Na- the relation of these women to the larger American Topics will include questions such as the competing tive American and African American oral traditions, culture and what they have to say about our col- authorities of faith and science, the search for truth and sacred and political oratory all contributed dis- lective vision and future. At the same time, we will in a pluralistic society, professional and popular tinctive models of voice to the antebellum babel. engage in an in-depth study of two of our most philosophies including pragmatism and post-mod- In this course, we will focus on the trope of voice prominent writers within this group-specifically Al- ernism, moral authority in democratic culture, as it shaped the literatures of the American Renais- ice Walker and Toni Morrison. The purpose here will social science and law, the relation of individuals sance period and explore the cluster of meanings be to understand individual works and the individual to communities, the relation of American material- that antebellum Americans attached to it. Our read- authors, as well as the significant ways these writers ism to American beliefs, the outlooks of diverse ings will include works by Emerson, Thoreau, Poe, both converge and diverge. Finally, we will place sub-cultures, African-American outlooks, feminist Dickinson, Whitman, Douglass, Melville, Stowe, these writers in the context of both poetry and essays perspectives, competing religious and secular faiths, Hawthorne, and a number of lesser known authors by other African-American writers, particularly Au- and roles of various forms of Christianity and other and oral performers. dre Lorde and June Jordan. religious beliefs in American life. Requirements include active class participation (25 AMST 40301. Women and Work in Early AMST 40219. Writing Harlem: Race, America percent); one short (5-page) essay (15 percent) and Renaissance, and the Modern two longer (8–10 page) essays (20 percent each); and (3-0-3) a final exam (20 percent). (5-0-3) Johnson-Roullier This course will introduce students to a broad view A study of the historical, cultural, and political of early American social history that foregrounds the circumstances that led to the flowering of African- AMST 40215. Realism and Naturalism in gendered aspects of work in Early America-defined American literature in Harlem in the 1920s and American Literature loosely as the period from colonial settlement to (3-0-3) 1930s. 1820. On one level, this approach allows for the re- This course will consider American literature be- covery of women and girls’ contributions to the for- tween the Civil War and World War I in relation AMST 40221. Great American Novels mal and informal economies of pre-Industrial early (3-0-3)Lee to the literary movements known as realism and America, including their work activities within the Close readings of selected classic American novels. naturalism. We will start out by making an effort household. This perspective is especially crucial to to define these terms, looking at the statements of the examination of white, Native American, and Af- AMST 40222. Class, Labor, and Narrative writers and critics from those years as well as recent (3-0-3) Sayers rican servitude and/or slavery since gender ideologies critical and theoretical essays on realism and natural- This course explores the works of selected American dictated the work experiences of large race— and ism. We will then read a wide range of texts from writers addressing class and labor. class—defined segments of the population. Yet cul- the period, discussing their relations to these literary tural retention also played a part and this course will movements. We will ask questions such as: What AMST 40223. American War Literature invite students to investigate the impact of deriva- distinguishes novels usually referred to as realist, such (3-0-3) tive work practices (for example, examining African as Henry James’s Portrait of a Lady, from those seen Beginning with Mary Rowlandson’s captivity narra- women’s dominance of market activities in the as naturalist, such as Frank Norris’s McTeague? Is it tive and ending with Tim O’Brien’s The Things They New World through the lens of West-African work useful to apply the concepts of realism and natural- Carried, an exploration of the aesthetic, historical, practices). Further, while the course title emphasizes ism to the 1890s explosion of writings by black and theoretical functions and values of war writing women’s experiences, the class and race implica- women like Frances Harper (Lola Leroy) and Pauline in the United States. tions of male work practices in early America will be Hopkins (Contending Forces)? How were new forms similarly illuminated by a gender studies approach. of nonfiction writing about social problems—books AMST 40224. Tragedy: Shakespeare and Thus, an overarching purpose of the course will be to like Jacob Riis’s How the Other Half Lives, Jane Ad- Melville highlight the fluid and instable conceptions of work dams’s Twenty Years at Hull House, W.E.B. DuBois’s (3-0-3) Staud that were applied alternately to masculine as opposed The Souls of Black Folk, and Thorstein Veblen’s Using concepts of tragedy as a linking principle, this to feminine occupations, just as they were alternately Theory of the Leisure Class—related to realist novels course reads several Shakespearean plays and then applied to European versus non-European, free versus enslaved, and public versus private spheres. 74

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AMST 40302. United States 1900–45 of colonization in a wide variety of cultural and and US Latino Christianity. Other important themes (3-0-3) Blantz geographic settings. It explores the perspectives of include the changing role of Latinos in the US The purpose of this course is to study the political, Native Americans, Europeans, and slaves with a par- immigrant church, the impact of Latin American diplomatic, economic, social, and cultural devel- ticular emphasis on the consequences of interracial liberation theology on US Latinos, and the linkages opment of the United States from 1900 to 1945. contacts. We will discuss the goals and perceptions between religion and cultural identity among peoples The principal topics to be investigated will be the of different groups and individuals as keys to under- with roots in Mexico, the Hispanic Caribbean, and Progressive Period legislation of Presidents Theodore standing the violent conflict that became a central Central and South America presently living in the Roosevelt, William Taft, and Woodrow Wilson, the part of the American experience. Lectures, class US Lectures and discussions will be supplemented causes and effects of World War I, the cultural devel- discussions, readings, and films will address gender, with visual material. Grading will be based on opments of the 1920s, the causes of the Wall Street racial, class, and geographic variables in the peopling midterm essay exams, class discussion, and a final Crash and Great Depression, the New Deal legisla- (and de-peopling) of English North America. research paper (12 pages). tion of President Franklin Roosevelt, the diplomacy of the interwar period, and the home front during AMST 40306. Catholicism in Twentieth- AMST 40309. US Foreign Policy before 1945 World War II. Century America (3-0-3) (3-0-3) This course covers the main developments in Ameri- AMST 40303. Women in the US South The course examines the patterns of Catholic intel- can foreign policy from the Spanish American War (3-0-3) lectual life, religious culture, social engagement, and in 1898 through World War II. It traces the emer- This course introduces students to the historical public presence in the United States throughout the gence of the United States as a major world power study of women in the United States South. It will 20th century. Themes receiving special attention in and examines in some detail how the United States cover topics such as women in slavery, the transi- the lectures and class discussions will include the US became involved in two world wars. tion freedom, race relations, and social movements. Catholic response to the theory of evolution and to Through student-centered discussions, presentations, the social sciences, the rise and decline of Thomism AMST 40310. Medicine in Modern History and a variety of different writing assignments, stu- as the philosophical framework of Catholic thought (3-0-3) dents will analyze how race, class, and gender struc- and education, Catholic participation in the labor An exploration of themes in European and American tured the experiences of women in southern society. movement and the Civil Rights Movement, the new medicine. This course integrates the perspectives and At the end of the semester students will be prepared theologies and social ethics of the ‘60s, the impact issues of social history—Who were the medical prac- to pursue more advanced research in the field of of the Second Vatican Council, shifting modes of titioners? Who were their patients? What relations Women’s history. All are welcome. public Catholicism, and the Catholic culture wars of existed between these groups? How have the realities the 1980s and 1990s. of illness and death figured in the lives of ordinary AMST 40304. Labor Movements in Twentieth- people in different places and times?—with the Century US AMST 40307. Sex, Sexuality, and Gender in perspectives and issues of the history or medicine as (3-0-3) the United States to 1890 a science—What understandings of the human body This course explores American workers’ collective ef- (3-0-3) and its ills have practitioners had? What tools have forts as workers in their search for economic security, Corequisite(s): HIST 32706 they developed and used for intervening in illnesses? political power, and social and cultural autonomy Sexuality, like other areas of social life, has a history. Topics include the humoral pathology, epidemics from the 1890s to the near present. For the most Yet historians have only written about the history of as social crises, the rise of pathological anatomy, the part, this course will focus on the unions and related sex for the last 40 years or so. This course will both germ theory and public health, the transformation of organizations forged by workers throughout the introduce students to a variety of current themes in the hospital, the history of nursing, changing modes past century-from major umbrella groups like the the history of sexuality and invite them to consider of health care, finance and administration, and rela- American Federation of Labor, the Industrial Work- how they themselves might research and write that tions between “regular” doctors and sectarian medi- ers of the World, and the Congress of Industrial history. The class will survey recent topics in the cal traditions such as homeopathy and osteopathy. Organizations, to important sectoral actors like the history of sexuality from first colonial settlement to Brotherhood of Sleeping Car Porters, the United the end of the Victorian era. Issues we may consider AMST 40311. Moving New Directions: African Automobile Workers, the American Federation of include different religions’ attitudes toward sexual- Diaspora Teachers, and the United Farm Workers. The cen- ity (the Puritans were not anti-sex!), how different (3-0-3) tral questions of the course will be: When, where, cultures’ views of sex shaped relations between colo- Migration and the emergence of new identities have and why have US workers organized collectively nists and Indians, why sex was an important factor defined the formation and evolution of the African in the 20th century? And how successful have they in establishing laws about slavery in Virginia, birth diaspora in the modern era. This course is designed been? What has been the response of employers, control and abortion practices, changing patterns to introduce students of African-American studies the government, and the public at large to these of courtship, men who loved men and women who to the concept of African diaspora and to provide a collective efforts of workers, and how and why have loved women, and why the average number of chil- framework for understanding how it has changed those responses changed over time? What has been dren in American families fell by 50 percent between over time. What constitutes the African diaspora? the relationship between organized labor and racial 1790 and 1890. How was it formed? How have people of African de- and gender discrimination, as well as the causes of scent forged new identities in the Atlantic World and racial and gender equality? And how have Americans AMST 40308. Latinos and Religion what are the implications of identity construction generally, and workers in particular, understood the (3-0-3) for people of African descent in the future? These labor movement in relation to capitalism, freedom, This course examines the unique religious history of questions form the basis of our historical study of the and democracy? Students will be expected to write US Latinos/as, starting with the Spanish and Latin African diaspora. We examine themes of migration several short papers, engage in regular classroom dis- American colonial origins and outlining the rise of and cultural change through comparative case stud- cussion, and screen several films outside of class. parishes and congregations north of Mexico. Read- ies of black communities in the United States, the ings and lectures will present historical, sociological, Caribbean, Africa, and Latin America. AMST 40305. Colonial America and theological methods for examining contempo- The first half of the course will focus on the Atlantic (3-0-3) rary issues facing Latino Catholics and Protestants, slave trade, the middle passage, and slavery in the This course considers the history of New World such as social justice movements, religion in the Americas. We will examine identity and culture for exploration and settlement by Europeans from the thought of prominent Latino/a writers and com- 15th to the 18th century. It examines the process mentators, and ecumenical trends in Latin American 75

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people of African descent in South Carolina, Loui- of the 1960s, and changing gender roles in recent de- development, expressions of exile and national iden- siana, and Jamaica. The second half of the course cades. Particular attention will be paid to the impact tity, the emergence of Cuban-American identity and will deal with the problem of freedom in the 19th- of class, race, and ethnicity on issues of gender. impact of Cuban exiles on US foreign policy towards century Atlantic World. We will direct our attention Cuba. The course will also explore those aspects of to free black populations and Creole communities in AMST 40315. African-American Politics, Cuban history that have contributed historically Louisiana, Brazil, and Sierra Leone, and West Africa. 1900–50 to the creation of exile communities in the United We will also consider the impact of emancipation at (3-0-3) States, including Cuba’s nineteenth century wars of the end of the 19th century through an examination This course examines the diverse struggles for full independence against Spain, early 20th- century ef- of black American emigration movements, “back to citizenship and human rights on the part of African forts at political stability, and the Cuban Revolution Africa” and to the US West, and Afro-Brazilian iden- Americans from 1900 to 1950. The topics to be of 1959. tity in a post-emancipation society. This course will studies include the Great Migration, the New Negro conclude with a discussion of the state of the African Movement and Harlem Renaissance, the Marcus AMST 40320. History of American Women I diaspora today and its implications for future trans- Garvey Movement, the rise of A. Philip Randolph’s (3-0-3) formations in African- American identity. Brotherhood of Sleeping Car Porters, the involve- This course surveys the social, cultural, and political ment of blacks in the Communist Party, and the developments that shaped American women’s lives AMST 40312. Consumers and Culture in US transformations in black culture and politics brought from the colonial period to 1890. It will analyze History about by the two World Wars. This course will ex- both the ways American culture defined women’s (3-0-3) amine the efforts of liberal-integrationist, socialist, place during different historical periods and the ways This course will explore the emergence of modern communist, and Black Nationalist organizations to women themselves worked to comply with or to consumer society in the United States. From the van- combat white racism and qualitatively improve the resist those definitions. Topics include pre-industrial tage point of the close of the 20th century, American lives of blacks in various regions of the United States. society, transformations in work and family life, culture seems to be defined by the conspicuous It hopes to convey blacks’ diverse thoughts on com- industrialism and class formation, slavery, women’s consumption of goods. It is important to remember, plex issues such as identity, politics, class, gender, culture, and the emergence of a woman’s movement. however, that phenomena like mass marketing, race, and nationality. Throughout, stress will be laid on the importance of advertising, and mass distribution were not always class, race, and ethnicity in shaping women’s histori- so entrenched. A historical approach allows us to AMST 40316. Women and War in US History cal experience. explore the changing relationship of Americans to (3-0-3) consumer goods and the cultural transformation that This course will explore new perspectives on wars AMST 40321. America between the World went along with this change. The course is roughly fought by Americans and will provide an overview Wars chronological, with readings organized around a of American conflicts from the colonists’ wars with (3-0-3) specific theme each week. The course will consist of Native Americans to the current war on terrorism. This course will examine the social, cultural, and both lectures and class discussions. Topics covered By looking at the various roles women play in war political developments that occurred between the include the evolution of the American economy, ad- and examining the ways in which women’s lives can United States’ entrance into World War I and the vertising, retailing, gender and consumption, leisure, be shaped by war, the course will also introduce conclusion of the Second World War. Topics to be and consumer protest. There will be two short writ- students to important themes in women’s history considered include the post-World War I resurgence ten assignments and one longer research paper. and to new methodologies influential in the study of of nativism, the changing social norms and gender history. Films and documentaries, and primary and roles of the 1920s, the rise of mass culture, the Great AMST 40313. Revolutionary America secondary readings will be used. Depression, the New Deal, and of course, American (3-0-3) involvement in both world wars, with an emphasis This course examines the American Revolution as AMST 40319. History of Cubans in the US on the home front. both a process of change and an event with profound (3-0-3) consequences for the history of the American people. Cuba’s national hero, Jose Marti, spent most of AMST 40322. Chicano History It emphasizes conditions and consequences of the his adult life in the United States, from 1880 until (3-0-3) Revolution for common people and for those living shortly before his death fighting in Cuba in 1895. This course will trace the history of Mexican at the fringes of economic subsistence and political Ironically, his most influential writings on Cuban Americans from colonial times to the present. After power—laborers, women, slaves, and Native Ameri- nationalism, still used today by the Cuban govern- examining Hispanic colonial origins in 16th-century cans—in addition to the ambitions of the founding ment to justify many of their political positions, New Spain, the course will trace the development fathers. The long-term preconditions for revolution were written in the United States. Despite the deeply of Spanish/Mexican colonial communities in what are considered within the contexts of domestic and conflictive relationship between Cuba and the is now the US Southwest, follow their conquest and international politics. We will focus on the conflict United States since 1959, Cubans have always had incorporation into the United States, and explore the that was the heart of the Revolutionary experience “ties of singular intimacy” with their neighbors to the development of a Mexican-American identity in the and that was the fundamental legacy of the war for north, which explains their northward migrations. 19th century. Themes to be examined for the 20th American society. For two centuries Cubans have lived in the United century include immigration, community growth States, mostly in Florida but also in many of the and formation, exclusion and the Civil Rights Move- AMST 40314. History of the American nation’s largest cities including New York, Chicago, ment, cultural expressions, and the nationalizing of Woman II Los Angeles, Dallas, Houston, and New Orleans. the Mexican-American experience. (3-0-3) This course will examine the Cuban experience in This course surveys women’s relationship to the the United States, especially through the concept of AMST 40323. American Indian History (3-0-3) social, cultural, and political developments shaping exile. As early as 1820, Cuban exiles arrived in the This course examines the complicated history of American society from 1890 to the present, concen- United States to promote Cuban independence from American Indian relations with the British North trating on developments in women’s activism and in Spain and, since that time, Cuban communities have American colonies and the United States. Beginning popular culture. Topics include the new woman and consistently influenced political and socioeconomic with a brief survey of American Indian cultures, we progressivism, the transformation of feminism in the developments in their homeland. The course will will focus on relations along the moving frontier 1920s, women’s paid and unpaid labor, the “femi- examine the history of Cuban immigration, commu- between the two peoples. Topics include mutual nine mystique,” the Women’s Liberation Movement nity formation, socioeconomic integration, political adaptation and exchange, invasion and resistance, 76

american studies environment and economics, and racism and ethnic exam, a research paper, and a final exam. During the a strong national government and that advances in identity. Covering almost half a millennium, the semester, students will be required to prepare several personal and civil liberties in America historically course will give roughly equal time to the four centu- shorter papers as progress reports on their research have come at the expense of “states rights.” This ries that followed the first serious attempt at British papers. Students taking this course already should course asks what “federalism” is in the American colonization (1585). Almost two-thirds of the course have taken POLS 10100 or 20100, Introduction to context, whether “federalism” in any sense is a will, therefore, deal with peoples east of the Missis- American Government. It also will be helpful to have genuine constitutional principle, and if so, for what sippi River in the years before 1838. had an Introduction to Economics course. textual, historical, or moral reasons. The first part of the course will be concerned with questions of AMST 40326. African-American Resistance AMST 40403. Field Seminar in American constitutional interpretation and the decisions of the (3-0-3) Pierce Politics Supreme Court in the principal areas of federal-state An exploration of a series of cases of African- (3-0-3) conflict: commerce clause, civil rights, and criminal American resistance throughout US history. This is the “core” seminar in American politics, justice. The second part of the course will turn to designed to provide a survey of the most important what statesmen and philosophers have said about our AMST 40400. Constitutional Law literature in the field. The seminar is intended to subject and related matters. In addition to around (3-0-3) present the student with a broad, eclectic view of the 30 Supreme Court cases, readings will include selec- This course examines the main principles of Ameri- current state of the literature in American politics. tions from The Federalist Papers and writings by can Constitutional Law, the process of constitutional The readings attempt to provide a sampling of classic Tocqueville, Calhoun, Lincoln, Martin Diamond, interpretation, and the role of the Supreme Court and recent theory and substance in the hope of sug- Herbert Storing, Charles Taylor, and John Rawls. in the American political system. Topics covered are gesting where scholars stand, and where they seem to Grades will be based on an objective exam cover- presidential war powers, congressional-executive rela- be headed, with respect to some major topics in the ing the Supreme Court cases, optional oral reports tions, free speech, church-state relations, the right to American subfield. in class, and a term paper. This course is available life (abortion, right to die, and death penalty), race for graduate credit (as a reading course), with the and gender discrimination, and the American federal AMST 40404. First Amendment instructor’s approval. Interested graduate students (3-0-3) system. A good deal of attention is given over to can reach Prof. Barber at flaxbar@msn. com. recent personnel changes on the Supreme Court and This seminar offers an advanced exploration of Supreme Court jurisprudence involving freedom of the extent to which these changes are reflected in the AMST 40407. Constitutional Interpretation court’s opinions. A background in American national speech and expression, freedom of the press, freedom (3-0-3) government is desirable. of association, and freedom of religion and religious Americans have always debated Supreme Court establishment. We examine the reasoning and as- opinions on specific constitutional questions involv- AMST 40401. American Political Parties sumptions behind these opinions, and we assess the ing the powers of government and the rights of indi- (3-0-3) foundations and implications of competing inter- viduals and minorities. The leading objective of this Political parties play many vital roles in American pretations of cherished constitutional principles. We course is to familiarize students with the basic issues politics: They educate potential voters about political conclude by evaluating the effects of these decisions of constitutional interpretation and to show how processes, policy issues, and civic duties. They mobi- on American politics and American society. Require- they influence questions involving constitutional lize citizens into political activity and involvement. ments include midterm and final exams, a research rights and powers and the scope of judicial review. They provide vital information about public debates. paper, and active class participation. Enrollment is They control the choices-candidates and platforms limited to students with previous course work in AMST 40408. Comparative Constitutional that voters face at the ballot box. They influence constitutional law or constitutional interpretation. Liberties and organize the activities of government officials. (3-0-3) Most importantly, by providing a link between AMST 40405. American Constitutional Law This course is offered in the London Program. The government and the governed, they are a central (3-0-3) course focuses on the civil liberties jurisprudence of mechanism of representation. These roles—how well The focus of this course is the Constitution as inter- England and the United States. It compares Ameri- they are performed, what bias exists, how they shape preted by the United States Supreme Court. It covers can constitutional cases with English judicial deci- outcomes, how they have changed over time—have landmark constitutional cases in leading topical areas sions and statutory policies on church-state relations, consequences for the working of the American po- such as abortion, death penalty, freedom of speech, freedom of speech, political representation, sex and litical system. This class explores the contribution church-state relations, equal protection, and the war racial discrimination, and privacy and personhood of political parties to the functioning of American powers of president and congress. The main goals of (dealing mainly with abortion, death penalty, and democracy. the course are three: (1) To introduce students to the assisted suicide). A major question prompted by leading principles and policies of American Consti- these readings—one we will periodically explore—is AMST 40402. Public Policy and Bureaucracy tutional Law; (2) to acquaint them with the process whether civil liberties or fundamental rights are more (3-0-3) of constitutional interpretation; and (3) to explore effectively secured under England’s unwritten or This course explores the process, substance, and with them the role of the federal judiciary, and most America’s written Constitution. Still another ques- efficacy of public policy making and policy imple- particularly the Supreme Court, in the American tion the class will explore is the manner in which mentation in the United States. We begin by asking: political system. English judges and parliamentarians seek to recon- Why do some problems become public issues while cile the principles of parliamentary supremacy and others do not? Attention is given to how government AMST 40406. Federalism and the Constitution constitutionalism in the face of the recently enacted identifies problems and formulates policies meant to (3-0-3) Human Rights Act (incorporating the European address them. Then we ask, once formulated, how Beginning in 1995, the Rehnquist Court has sought Convention on Human Rights into English law). policies are implemented. The course will examine to restore some of the immunities from federal government’s “menu” of options for policy imple- power that the states had enjoyed prior to the late AMST 40409. Comparative Government mentation. Student research papers will focus on the 1930s. These cases reflect the view that “federalism” (3-0-3) evolution over time of a specific policy, examining is a fundamental feature of the American constitu- This course is offered in the London Program. Its how that policy’s implementation affected its impact. tional order, an institutional principle dear to the purpose is to assess the integrity and validity of Requirements for the course include a midterm framers of the Constitution and integral to the values American governmental institutions and political of “limited government” and “liberty.” Critics of processes in the light of the German and English this view contend that the framers’ first priority was models of constitutional governance. The seminar 77

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plans to focus on executive power arrangements, ex- AMST 40501. Theorizing Popular Culture modern civilization, forming the basis of variety ecutive-legislative relations, judicial review, relations (3-0-3) Pressler of philosophies and social theories, animating between levels of government, electoral and party The first half of the course is designed to introduce revolutionary movements in art, looming as the systems, and selected areas of public policy. a variety of theoretical perspectives to the students. silent specter behind mass society and its dramas of We develop a historical overview of popular cultural consumption. It is by no means clear that the mas- AMST 40412. Schools and Democracy theory and the several iterations it has taken, to sive technological advances and material gains in (3-0-3) Campbell include mass culture theory, Marxism, the Frankfurt advanced industrial societies have contributed to a Education sits high on the public policy agenda. Schools, Structuralism, Semiotics, Feminism, and better way of life—many would say increased mean- We are living in an era of innovations in education Post-Modernism. During the first section of the inglessness is the actual result. policy, with heated discussion surrounding issues course, students will be required to write a paper us- such as vouchers, charter schools, and the No Child ing one of the theories to analyze a popular culture AMST 40505. Social Demography of the US Left Behind Act. This course introduces students to phenomenon of the instructor’s choice. The second Latin Population the arguments for and against these and other edu- half of the semester is devoted to a historical analysis (2-0-2) cational innovations, and does so through the lens of the social impact and meaning of rock’n’roll. I This course is an introduction to the social demogra- of how schools affect the civic health of the nation. begin with a demonstration of African music, using phy of Latino or Hispanic populations in the United Often forgotten amidst debates over school choice recordings of early chants and celebratory music, States as to historical background, sociological fields, and standardized testing is the fact that America’s and then give the class some example of known slave and current statistics and studies. First, in exploring schools have a civic mandate to teach young people songs, indicating the presence, as early as 1750, the demographic perspective on the Latino popula- how to be engaged citizens. Students in this course of elements that eventually became R and B, then tion, a strikingly young and increasing segment of will grapple with the civic implications of America’s rock’n’roll. This course is not recommended for the US population, the processes of fertility, mortali- educational landscape, and have an opportunity to students who have taken SOC 34151, as the content ty, and migration are presented. Next to be addressed propose ways to improve the civic education pro- will overlap. is the literature on conceptualizing and quantifying vided to young people. the US Latino population, legal frameworks for resi- AMST 40502. Deviant Behavior dence status of migrants, and Latinos in the context AMST 40413. Race and the Constitution (3-0-3) of social institutions of family, education, and gov- (3-0-3) Zuckert This course is concerned primarily with the so- ernment. In the future, the changing Latino popula- This course will cover the decisions of the Su- ciological conceptions and theories of deviance. tion is expected to contribute to a US population preme Court in the area of race relations, from the At the onset, deviance is differentiated from those profile different from the US population of the past 19th-century problem of fugitive slaves to current phenomena designated as social problems and social century. Thus, the course is relevant in contemporary problems involving school desegregation, affirmative disorganization. The remainder of the course focuses discussions of immigration policy, globalization, and action and “private” acts of race discrimination. Class on deviant acts and deviants. Various responses are environment. will focus not only on court cases but also on the explored to questions such as: Who are deviants? broader constitutional and philosophical implica- What does it mean to be a deviant—to the deviant AMST 40506. Sociology of the Body tions. himself, as well as to others? What common social (3-0-3) processes and experiences do most deviants undergo? The human body, that extraordinary organic basis AMST 40414. Diplomacy of American Foreign Various theories or models of delinquency, crime, of the self and its sign-making abilities, remains very Policy suicide, sex deviation, and drug use are used to aid much present in human communication and culture. (3-0-3) Kamman in constructing a sociological understanding of devi- Though many of our cognitive beliefs may have been The United States emerged from World War II in ance, the analysis of deviant acts, and the formation developed in civilized societies and their cultural a new peacetime role as a superpower. We had to of deviant careers or roles. conventions, the self reaches deep into the human discover for ourselves how to combine diplomacy body, and that body was refined over many tens of and military power in a manner consistent with our AMST 40503. Theoretical Criminology thousands of years of hunter-gatherer life, and de- democratic principles. While the policy choices were (3-0-3) veloped over an even longer period of hominid, pri- stark in the days of the Cold War, they have become This course will introduce theoretical interpretations mate, and mammalian evolution. This course aims more complex in recent years. Presented by a career of criminal behavior, empirical research on crime to focus directly on the organic human body itself as diplomat who headed US overseas missions in four in diverse contexts, and policy debates on crime a center of self and society. We will explore a variety countries, the course emphasizes case studies and the control and punishment. Our intent will be to raise of readings related to the human body as organic practical problems that have confronted US leaders critical questions and to challenge commonly held matrix of meaning, and that reveal bodily bases of from the end of World War II to the present. The views about the nature of crime and punishment in social life, such as Ashley Montagu’s Touching: On the issues treated will illustrate the height of tensions in the United States today. As students of sociology, we Significance of Skin, or issues of human development. the Cold War, the emergence of detente and deter- will operate under the assumption that crime and We will also explore the body as a source of self-orig- rence, and the challenges of the global agenda after punishment are social phenomena; they can only inated experience through class “practice” sessions, the end of the Cold War. The course aims to help be understood by analyzing their relationship to and ways contemporary techno-culture seems to seek the student understand current foreign policy issues, the broader social, political, and cultural context in to displace bodily based experience. which will be discussed briefly in class. A research which they exist. We shall explore a variety of theo- paper (10 pages), a midterm exam, and a final exam retical perspectives, both classical and contemporary, AMST 40507. Religion in Post-War America are required. that attempt to uncover the causes, etiology, and (3-0-3) solutions of the problem of criminal behavior. This This course surveys the major developments in AMST 40500. Ethnicity in America class cannot be taken if the student has previously religious life in the United States since the 1950s (3-0-3) Chrobot taken SOC 30732, because of content overlap. through an in-depth examination of several of the A study of the ethnic and racial formation of Ameri- most important recent books on the subject, such can society and cultural pluralism; a review of the AMST 40504. Meaning and Materialism in as Wade Clark Roof’s Spiritual Marketplace, Tom theory and history of ethnicity, its policy implica- Modern Life Beaudoin’s Virtual Faith, Christian Smith’s American tions for family, education, economics, religion, gov- (3-0-3) Evangelicalism, and Helen Berger’s A Community ernment, and international relations; and in-depth In the 20th century, the twin problems of mean- of Witches. With these works as the backdrop, each study of one ethnic group of choice. ing and materialism have come to the forefront of 78

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student will research and write his or her family’s more realistically the diversity of Native American AMST 43112. Religion and Women’s Rights religious history across three generations. culture. (3-0-3) This course focuses on religious aspects of the AMST 40508. Latino Image in American Films AMST 43108. Literary Journalism women’s rights movement and women’s movements (3-0-3) (3-0-3) within religious communities. Focusing primarily This course traces the historical depiction of Chica- This writing course is open by application to a few on the Protestant, Catholic, and Jewish traditions, nos, Mexicanos, Puerto Ricans, Cubans, and other students who have shown unusual promise in other we will examine how women have understood the Latinos in Hollywood-made movies. Cinematic journalism courses and/or have demonstrated supe- relationship between their religious beliefs and their plots, roles, and motifs, from the earliest of silent rior writing skills in student publications or media interest in expanding women’s roles. From this films through the onset of the 1980s, are examined internships. Literary journalism is a demanding form beginning, we will explore several historical and to explore the changing physical, social, and cultural of communication that combines fictional tech- contemporary examples of the influence of religion definitions of Latinos in the United States. All films niques with scrupulous adherence to fact. Students on the women’s rights movement and, by the 20th and filmmakers are considered within their histori- will be responsible for two to three major pieces of century, the influence of the women’s movement in cal context. Though the main object of study is the writing and will work closely with one another and American religion. Latino image, the course also surveys corresponding the instructor, who is the editor emeritus of Notre images for other ethnic minority groups. Dame Magazine and an experienced freelance writer. AMST 43113. Understanding Story: Conflict, Culture, Identity AMST 40509. Social Demography of the US AMST 43109. Material America: Creating, (3-0-3) Latino Population Collecting, Consuming During the last decade interest in narratives has (3-0-3) (3-0-3) increased dramatically. Feminist studies, cultural This course is an introduction to the social demogra- A seminar exploring how historians, archaeologists, studies, and anthropology have broadened our ap- phy of Latino or Hispanic populations in the United art historians, folklorists, geographers, and cultural preciation for the role story plays not simply in States as to historical background, sociological fields, anthropologists use material culture as important personal psychology but also in constructing and and current statistics and studies. First, in exploring evidence in interpreting the American historical and mediating our social life. The purpose of this semi- the demographic perspective on the Latino popula- contemporary experience. Research fieldwork in area nar-style course is to investigate the shape, purposes, tion, a strikingly young and increasing segment of museums and historical agencies such as the Snite and multiple meanings of narratives both in the lives the US population, the processes of fertility, mortali- Museum, the Northern Indiana Center For History, of individuals and within institutions and cultures. ty, and migration are presented. Next to be addressed National Studebaker Museum, and Copshaholm/ In order to understand how story influences per- is the literature on conceptualizing and quantifying Oliver Mansion will be part of the seminar. sonal identity, contributes to or ameliorates conflict, the US Latino population, legal frameworks for resi- constructs, deconstructs, and reconstructs history, dence status of migrants, and Latinos in the context AMST 43110. Media Ethics and advances political agendas, we will examine how of social institutions of family, education, and gov- (3-0-3) story is used by (1) journalists in reporting news as ernment. In the future, the changing Latino popula- This course will examine the journalistic and ethical story; (2) medical professionals in collecting case tion is expected to contribute to a US population challenges that newsroom managers face as well as histories; (3) ethnographers in describing unfamiliar profile different from the US population of the past the issues that reporters in the field must tackle on cultural practices or investigating inter-group or century. Thus, the course is relevant in contemporary a daily basis. Roughly half of the course will deal inter-state conflict situations; (4) historians in inter- discussions of immigration policy, globalization, and with case studies of ethical dilemmas and the other preting the past; (5) political leaders in establishing environment. half will involve students in making choices for the public policy and political power; and (6) advertising front of the mythical newspaper. Although there will and marketing interests. AMST 40600. Film and Society be readings from books on the topics, students will (3-0-3) be expected to read The New York Times, The South AMST 43114. Nature in America Students will contextualize the films via a reader Bend Tribune, and The Observer on a regular basis, (3-0-3) packet drawing on articles from anthropology, film especially on the class days when the front-page deci- A seminar designed to explore the concept of na- studies, basic film production, and culture theory. sions will be made. The stories in those newspapers ture in the American historical and contemporary Course work will include research papers and the will provide the basis for those decisions. We will experience within an interdisciplinary context of production of a short visual narrative piece represent- also consider how television deals with news on local art, history, literature, and ecology. In addition to ing students’ conceptualizations of a theme. and network levels. weekly reading discussions, the seminar will meet, on a number of occasions, at several “nature” sights: AMST 40601. Native North American Art AMST 43111. Whiteness Studies Morris Conservatory and Muessel-Ellison Tropical (3-0-3) (3-0-3) Gardens; Potawatomi Zoo; Elkhart Environmental Traditional Native North American art will be stud- Over the last decade, “whiteness studies” has been all Center; Shiojiri Niwa Japanese Garden; Fernwood ied through form, technique, and context, as well the rage in academic disciplines as diverse as law and Botanical Garden and Nature Preserve; University of as the perception of this art as exemplified through literature, anthropology and art. This course will be Notre Dame Grene-Nieuwland Herbarium. Purpose: changing content, technique, and context. Students a high-level introduction to and critical appraisal of to study nature in American art (painting, photogra- will work with the collections in the Snite Museum this burgeoning literature -particularly as it relates to phy, sculpture). Seminar meetings will be held at the of Art. American Studies. We will examine some of its key Snite Museum of Art; South Bend Regional Museum texts from its earliest roots among African-American of Art; South Bend Regional Museum of Art; and AMST 40602. Native Americans in Fact and scholars, to its more recent incarnations in US his- the Midwest Museum of American Art. Fiction tory, literary criticism, critical race and legal studies, (3-0-3) sociology, anthropology, and more. We will also AMST 43115. Advanced Reporting This course focuses on our images of Native Ameri- examine recent attempts-both scholarly and popular- (3-0-3) cans and how popular and scientific writing and to make sense of this literature. Along the way, we This is an advanced course in journalistic reporting film may have shaped these images. The course uses will focus on the following key questions: What is and writing devoted to learning how to prepare, in a books and film displaying Indian stereotypes and “whiteness studies”? Where did it come from? What professional manner, in-depth articles on issues and compares them to ethnographic studies which reveal is it so popular now? What are some of its contribu- events of community interest for Notre Dame and in tions and limitations? What is its future? this area. Emphasis will be on the techniques, ethics, 79

american studies and responsibilities of conducting interviews and spiritual quest. Or, as Ginsberg aptly put it—an American life. In attempting to trace the trajectory research and crafting pieces for newspapers and other “American lonely Prose Trumpeter of drunken Bud- of change from a country often identified by its rural publications. dha Sacred Heart.” isolation to a country of relentless publicity, from the farm to Paris Hilton, (who returned to The Simple AMST 43119. Building America: Architecture, AMST 43124. Comparative Cultural Studies Life), we will look at a series of linkages each of Economics, Politics (3-0-3) which played a specific and contributory role in the (3-0-3) The purpose of this seminar is to introduce students cultural shift toward a fully saturated consumerism. A seminar designed to examine the social and to comparative dimensions of American Studies. for instance, the early mail order catalogue empires economic factors, energy and land use policies, de- International perspectives will be explored and of Aaron Montgomery Ward and Richard Warren mographic urban/suburban trends, technological in- approaches that compare American culture with Sears depended on the capacity of the railroad and novations, and artistic impulses that have produced another national culture will be encouraged. Intrana- postal service to transport their goods from shop- the American built environment, 1640–1940. Com- tional comparative topics will also be welcome (ex- ping catalogues to country kitchens, goods which paring several building types-the private residence, ample: Asian-American studies). Concepts, methods, went beyond kitchen utensils, clothes, ornaments the workplace, and the public building-the seminar and materials related to comparative studies will be and shoes to include assembly-ready homes. South will explore structures and spaces as material culture examined. Students will work on selecting appropri- Bend has several Sears and Roebuck homes and part evidence of American domestic, real estate, political, ate comparative topics, organizing information and of our class time will be spent in looking at these and cultural history. ideas, developing themes, and designing an interdis- houses in the context of the course themes. All of ciplinary framework for their projects. our discussion will take place against the backdrop of AMST 43120. Leadership and Social a larger question about the democratization of desire, Responsibility AMST 43125. Writing and Editing about whiter American culture became more or less (3-0-3) (3-0-3) democratic after the introduction of the mail order This course examines leadership and empowerment This course takes students beyond the basics of catalogue. Thus the linkage between the catalogue, issues from multidisciplinary perspectives, focusing reporting the news to work on longer journalistic the home shopping network, and the notion that on the role of the leader within organizations that projects and the editing process involved in complet- freedom to desire goods is a measure of democratic promote service, social action, or other forms of ing more extended features and pieces of analysis. freedom. Of course, the possibilities for manipula- social responsibility. Alternative models of leader- Students will review assignments completed for the tion and control are also limitless. ship are explored, with attention to value and moral class and act as editors to make suggestions for im- implications. proving individual efforts. Several projects will make AMST 43129. Images of Women in American up the principal work of the semester. Cinema AMST 43121. American Spaces (3-0-3) Halperin (3-0-3) Schlereth AMST 43126. American Nonfiction Narrative: In viewing any film, we must ask ourselves what the A comparative survey of the multiple histories of The Literature of Social Concerns filmmakers want us to think. To answer that ques- several natural and human-made environments cre- (3-0-3) tion for a specific genre, we will be studying portray- ated in America from the New England common to This course will-through both reading and writing- als of 20th century- women in film and how these the Los Angeles freeway. Using specific cases studies, explore the place and the art of what is often called images have evolved in reaction to, and as a backlash the course will analyze sites such as the Mesa Verde literary journalism or narrative nonfiction. What against, the modern feminist movement. pueblo, Rockefeller Center, the Southern plantation, makes for a compelling story? Why employ the use the Midwest Main Street, the Prairie-style residence, of narrative? How does it form our view of people AMST 43307. History of US South to 1877 the Brooklyn Bridge, New Harmony (Indiana), US and events? We’ll read nonfiction narratives on such (3-0-3) Route 40, the American college campus, Pullman issues as war, poverty, and race. Readings will include This course will provide a survey of the American (Illinois), the skyscraper, Spring Grove Cemetery John Hersey’s Hiroshima, Philip Gourevitch’s We South through Reconstruction. We will briefly (Cincinnati), the Victorian suburb, Grand Central Wish to Inform You that Tomorrow We will be Killed describe Native American societies and early Span- Station, Golden Gate Park, Coney Island, Yosemite with Our Families, and Richard Wright’s Black Boy, ish settlements in Florida and the Southwest before National Park, Chautauqua (New York), and the as well as the instructor’s The Other Side of the River. addressing in greater detail the political, cultural, and 1939 New York World’s Fair. We’ll also explore the craft and work with rigor social history of the region as it was settled beginning and discipline on the art of reporting and writing in the Southeast. We will examine how ideas like AMST 43122. Grecian Architecture and story. There will be regular writing assignments, and honor, freedom, patriarchy, and religious beliefs were Furniture I students will be encouraged to report and craft a forged and evolved in the context of a slave economy, (3-0-3) narrative on an issue of interest to them. This course and how they shaped the day’s political questions. Students explore Notre Dame’s holdings of British will be run as a seminar, so there will be an emphasis We will also consider the Confederate experience and American architectural books that introduced on critical class discussion, including presentations and Reconstruction. “Grecian” architecture to the English-speaking by students. world. There will be one paper (30 percent), two exams (25 AMST 43128. Limitless Desire: Literature and percent each), reading reports (10 percent) and class AMST 43123. Jack Kerouac, the Beats, and the Creation of Consumer Culture in America participation (10 percent). Dylan (3-0-3) Meissner (3-0-3) This course traces the social changes which ac- AMST 45900. Publishing Internship This seminar will re-examine Kerouac and his prose companied America’s movement from early retailing (V-0-V) in relation to Beat subculture and the larger context to a full-blown consumer culture. Beginning with Apprentice training with Notre Dame Magazine. of post-World War II American society. Although representations from the later part of the nineteenth Satisfactory/unsatisfactory credit only. the work of other Beat writers, such as William S. century, particularly of the development of Chicago Burroughs, Allen Ginsberg, and Gary Snyder will be as a mail order capital of the world and moving into AMST 45901. Community Service Internship considered, the primary focus will be on Kerouac. the present through an examination of television (3-0-3) Moreover, the seminar will question the cultural shopping networks, this course will use material Apprentice training with community social service codification of Kerouac as “King of the Beats” and from a variety of perspectives and disciplines to organizations. Satisfactory/unsatisfactory credit only. advance the notion that he was a prose artist on a examine what became a wholesale transformation of 80

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AMST 45902. Historical Research Internship majors as is possible with hands-on research experi- (3-0-3) Anthropology ences both in the field and laboratory. Two Smith- Apprentice training in archives or museums or Chair: sonian and two Chicago Field Museum summer historical preservation with local organizations. Mark R. Schurr research internships created by the department are Satisfactory/unsatisfactory credit only. Edmund P. Joyce Professor of Anthropology: available to majors and it is common that through- Roberto A. DaMatta (emeritus); James J. out the school year and summer that the faculty pair AMST 45903. News Internship McKenna up with students to conceptualize and work together (3-0-3) Nancy O’Neill Associate Professor of Anthropology: on research projects both here and abroad. Often Apprentice training with newspapers. Satisfactory/ Agustín Fuentes this collaborative research leads to joint publica- unsatisfactory credit only. Professors: tions. Our undergraduate students receive many Leo A. Despres (emeritus); Carolyn Nord- undergraduate research awards from the University AMST 45905. News Internship strom; Carl W. O’Nell (emeritus); Irwin Press and regularly attend national professional meetings (3-0-3) (emeritus) and stand alongside graduate students and professors Apprentice training with newspapers. Satisfactory/ Associate Professors: from around the nation to present the results of their unsatisfactory credit only. James O. Bellis; Susan D. Blum; Douglas research. Our anthropology minors also participate E. Bradley (concurrent); ; Rev. Patrick D. to a high degree. AMST 46920. Directed Readings (3-0-3) Gaffney, CSC; Ian Kuijt (on leave fall 2005); Aside from its applicability and relevance across dif- Directed readings taught by individual faculty mem- Joanne M. Mack (concurrent); Cynthia ferent disciplines, professions, and careers, one of the bers. Permission required. Mahmood; Kenneth E. Moore (emeritus); truly unique aspects of anthropology is that it chang- Mark R. Schurr; Susan G. Sheridan (on leave es in a most profound and insightful way the manner AMST 47910. Senior Honors spring 2006) in which our students experience and come to inter- (0-0-3) Assistant Professors: pret their own lives. The subject of anthropology is, Senior Honors Program Meredith S. Chesson; Gregory J. Downey (on of course, humankind as viewed not through a local leave spring 2006); Daniel H. Lende; Lisa lens limited by the biases or world view of one’s own AMST 47930. Special Studies: Reading and Mitchell; Karen E. Richman culture, but by a view that attempts to reconcile and Research Visiting Assistant Professors: understand the intersecting and sometimes conflict- (V-0-V) Sara Busdiecker; Debra McDougall; Yorke ing, yet, often logical alternative ways by which our Special Studies offers students the opportunity to Rowan fellow human beings live and think. pursue an independent, semester-long reading or Adjunct Associate Professor: research project under the direction of a faculty Robert Wolosin Perhaps it is the result of this very personal encoun- member. The subject matter of special studies must Adjunct Instructor: ter, experienced alongside exposure to the very best not be duplicated in the regular curriculum. Devorah Snively scholarship, that permits our anthropology students Program of Studies. The undergraduate program to connect so easily and successfully with the diverse Internships in anthropology is designed to provide each student professional communities to which they are drawn. with a broad, holistic, integrated and species-wide But whatever accounts for this relative fluidity by All American Studies Internships provide opportun- perspective on contemporary human behavior. which our graduates make the transition into so ities for practical work experiences under the super- Anthropology may be the only major that provides many diverse fields, the knowledge and skills gained vision of a professional. Students will spend nine to significant intellectual and professional links with by studying anthropology, in addition to providing twelve unpaid, supervised hours per week on the job, the humanities and other social science fields, while keen insights into others, enriches one’s understand- the hours to be arranged between the student and also providing separate bridges into both the natural ing of one’s self. In this way anthropology maximizes the “employer.” Intern candidates should so arrange sciences and the field of business. In so doing the the chances of personal achievement and self-fulfill- their academic schedule as to allow large chunks anthropology major prepares students for success- ment, and proves a surprisingly powerful beginning of time for internship work, such as entire days or ful entry into any number of fields and disciplines point for just about any career. entire mornings. and their appropriate professional graduate schools including medical schools, public health, and law. Programs for the Class of Human evolutionary models, critical comparative 2007 and beyond analysis, ethnographic methods, and a variety of 1. The Major. There are no prerequisites to the developmental approaches are taught and applied in major. The major requires 27 credits, nine of which our classes to such diverse topics and research areas must be in the sequence of fundamentals, including as: health; illness; addiction; human communication ANTH 30101 (Fundamentals of Human Evolu- (verbal and non-verbal); human origins; the nature tion), ANTH 30102 (Fundamentals of Archaeol- of social groups; the family; worldwide political and ogy), ANTH 30103 (Fundamentals of Social and socio-economic systems; religion; warfare; infancy Cultural Anthropology), and ANTH 30104 (Fun- and childhood; non-human primate ecology and damentals of Linguistic Anthropology). In addi- behavior; the archaeology, prehistory, and ethnology tion, majors must take ANTH 40400 (Perspectives especially of North America and the Middle East; in Anthropological Analysis), one methods course sexuality; museum studies; China; Southeast Asia; (three credits), and 12 credits of electives. At least evolutionary medicine; martial arts; transnational- six credits of the electives must be at the 40000 ism; sex and gender; and medical anthropology. level. It is recommended that students take the fun- In moving toward our goal to achieve national damentals by the end of their junior year, whereas prominence as one of the top undergraduate research ANTH 40400 is usually taken as a junior or senior. and teaching departments in the nation, our faculty 2. The Honors Major. The honors major requires 33 stress the importance of innovative and significant credits. In addition to the above program, the honors undergraduate research. We aim to provide as many student will take one additional methods course 81

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(three credits) and one additional 40000-level course Courses in which graduate students may enroll and Latino filmmakers are giving voice to the complex- (three credits) taken in the senior year, which satisfies for which graduate credit may be obtained are indi- ity of La Raza in the United States. This course the honors experience. cated with an asterisk (*) before the course number. will examine these themes through documentary, Special requirements are made of graduate students independent film, and lectures and discussion with 3. The Minor. The minor requires 15 credit hours. who enroll in these courses. the filmmakers themselves. Graded Satisfactory/ There are no prerequisites. Students must take three Unsatisfactory. of the four fundamentals, ANTH 30101, 30102, ANTH 10109. Introduction to Anthropology 30103, and 30104. In addition, students must take (7-0-3) Lende, McKenna, Richman ANTH 20012. Icons and Action Figures in six credits of electives. This course deals with the nature of anthropology as Latino/Latina Literature Courses taken for pass-fail credit will not satisfy a broad and diverse area of study. The anthropologi- (3-0-3) requirements for the major, the honors major, or the cal study of humankind will be approached from the Understanding US Latino/Latina literature, art, and minor. perspectives of physical anthropology; prehistory and film through its many allusions to and re-interpreta- archaeology; and linguistic anthropology and socio- tions of traditional icons and historic figures as well cultural anthropology. The diversity of humankind as legends, myths, popular figures, and action heroes/ Programs for the Class of will be explored in all its aspects from times past to heroines of the Americas (including those with 2006 the present. origins in Native American, Latino/Latina, African, 1. The Major. There are no prerequisites to the ma- Asian, and European cultures). jor. The major requires 27 hours, six of which must ANTH 10195. Introduction to Anthropology be in the sequence of fundamentals, either ANTH Honors ANTH 20040. Islamic Societies of the Middle 30104 (Fundamentals of Linguistic Anthropology) (3-0-3) East and North Africa: Religion, History, and or ANTH 30103 (Fundamentals of Social and Anthropology moves forward from the classifica- Culture (3-0-3) Afsaruddin Cultural Anthropology), and either ANTH 30102 tion of our species in biological terms to explore, in This course is an introductory survey of the Islamic (Fundamentals of Archaeology) or ANTH 30101 theory and by empirical investigation, the particular societies of the Middle East and North Africa from (Fundamentals of Human Evolution). ANTH forms of cultural expression that characterize the de- their origins to the present day. It will deal with the 40400 (Development of Anthropological Theory) velopment of human societies and account for their history and expansion of Islam, both as a world re- and ANTH 47900 (Advanced Seminar) or an richness and their remarkable variety. It addresses ligion and civilization, from its birth in the Arabian equivalent are also required of all students in the evolution and genetics, ecological adaptation, and peninsula in the seventh century to its subsequent major sequence. It is recommended that students the emergence of complex societies. It looks into spread to other parts of western Asia and North take the fundamentals, ANTH 30103 or 30104 and language and other symbolic systems. It studies the Africa. Issues of religious and social ethics, political ANTH 30101 or 30102, by the end of their junior vast domain of social and cultural life, from kinship governance, gender, social relations and cultural year, whereas ANTH 40400 is usually taken as a ju- to kingship and from cyborgs to shamans. Seminar practices will be explored in relation to a number nior or senior. ANTH 47900 is designed as a senior format. of Muslim societies in the region, such as in Egypt, capstone seminar. The remaining 15 hours must Morocco, and Iran. The course foregrounds the be apportioned among various subareas as follows: ANTH 13181. Social Science University diversity and complexities present in a critical area of Approaches and Methods (six hours); Evolutionary Seminar (3-0-3) Bellis what we call the Islamic world today. Perspectives and Cultural Adaptation (three hours); Anthropology, the holistic study of humans and their Area Studies (three hours); and Topics in Anthropol- societies and cultures, is the focus of this seminar ANTH 20060. Islam: Religion and Culture ogy (three hours). Courses taken for pass-fail credit course. Through discussion and analysis of a variety (3-0-3) will not satisfy requirements for the major. of anthropology texts, this seminar course aims to This course will discuss the rise of Islam in the 2. The Major with Senior Thesis. Students may develop writing skills among first-year students while Arabian Peninsula in the seventh century and its elect to complete a senior thesis (see ANTH 48900) exposing them to some central problems and issues subsequent consolidation as a major world religion for three credits in addition to the requirements for within anthropology. Adopting an approach that and civilization. Lectures and readings will deal with the major. reflects the four-field character of anthropology, the the life of the Prophet Muhammad, the Qur’an and seminar will encourage students to explore topics its interpretation, early Islamic history, community 3. The Minor in Anthropology. The minor requires such as: (1) anthropology as a way of knowing; (2) formation, law and ritual, theology, philosophy, mys- 15 credit hours. There are no prerequisites. Students anthropology as an encounter with, and effort to ticism, and literature. must take either ANTH 30101 or 30102 and either explain, human diversity; (3) anthropology as a disci- ANTH 30103 or 30104 and are free to elect the pline that uniquely contributes to our understanding ANTH 20070. Introduction to Islamic remaining nine hours from among the 30000- and of the symbolic dimensions of human behavior and Civilization 40000-level courses in the department. Courses tak- communication; (4) anthropology as a discipline (3-0-3) en for pass-fail credit will not satisfy requirements that uniquely contributes to our understanding of This course introduces Islamic civilization and Mus- for the minor. human strategies for subsistence and survival; and lim culture and societies through scholarly works, (5) anthropology as a discipline that uniquely con- literature, media clips, films, and audio-video mate- 4. Anthropology and the Preprofessional Program. rial. The ultimate goal of this course is for students Preprofessional students will find anthropology to be tributes to our understanding of human biological and cultural origins. to gain a better understanding of the Muslim peoples a highly relevant major. and their culture and societies within the broader 5. The Honors Major. See program description This course satisfies the University social science context of Islamic civilization. above. requirement. ANTH 20105. Introduction to Human Ethology Course Descriptions. The following course de- ANTH 20010. Cine De La Raza: Latino Film (3-0-3) McKenna scriptions give the number and title of each course. (1-0-1) This course explores the cultural and evolutionary Lecture hours per week, laboratory, and/or tutorial This mini-course will explore the Latino experience origins of language, nonverbal communication, hours per week and credit hours per semester are en- from the perspective of contemporary Latino film- infant behavior, parenting, human aggression, sexual closed within parentheses. The names of the instruc- makers. Ranging from cross-border organizing, to behavior, gender development, and human courtship tors normally responsible for courses are indicated. economic globalization, transnational communities, American society, and the impact of gentrification, 82

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rituals. Each subject is examined from a cross ANTH 20360. Societies and Cultures of Latin ANTH 30001. Mesoamerican Art: Olmec and -species, cross-cultural, evolutionary, and develop- America Their Legacy mental (including historical) perspective. (7.5-0-3)Downey (3-0-3) Bradley This course introduces students to the diverse cul- The Olmec civilization was the mother culture of ANTH 20111. Anthropology of Human tures and societies of Latin America through histori- Mesoamerica, and beginning in 1500 BC. It forged Sexuality cal, ethnographic, and literary study. Contemporary the template of pre-Columbian cultural development (3-0-3) issues of globalization, violence, and migration will for the next 3,000 years. This course will introduce Prerequisite(s): See online Course Catalog for details. preoccupy the discussion of Central and South the student to the Mesoamerican worldview by trac- This course seeks to examine human sexuality in an America and the Caribbean today. ing the origins of Mexican art, religion, and culture anthropological context. We will review sexuality in from the development of the Olmec civilization up an evolutionary perspective via a comparison of non- ANTH 20501. Archaeology: Myths and Facts to Aztec times. Examination of the iconography and human primate sexual behavior and the theoretical (1.5-0-1.5) function of art objects through slide lectures, as well constructs surrounding adaptive explanations for hu- This course explores the public’s perception of what as hands-on, in-depth study of individual pieces of man sexuality. The physiology of sex and the devel- archaeologists do and why they do it, and seeks to sculpture. A good visual memory is helpful. opment of the reproductive tract will also be covered. better understand the broader goals and contribu- The remainder of the course will consist of the evalu- tions of the study of archaeology. We will draw on ANTH 30002. Irish Traditional Music ation of data sets regarding aspects of human sexual case studies from throughout the world, including (3-0-3) practice, sexual preference, mate choice, gendered examples from North America, Europe, Australia, This course will examine the historical background sexuality, and related issues of human sexuality. and the Middle East. of the instrumental and song traditions; musical style and its relationship to specific musicians and regional ANTH 20322. Black Music, World Market ANTH 20502. Ancient Technology: Rocks to traditions; performance practice; and the social and (3-0-3) Silicon Chips cultural context of “Irish Traditional Music.” Prerequisite(s): See online Course Catalog for details. (2-0-2) Slavery and the coerced migration of Africans to the This class explores the social, cultural and intel- ANTH 30003. History of Medicine New World left a multitude of popular musical styles lectual contexts of ancient technologies. In this class (3-0-3) from black peoples (and others) on both sides of the students will learn when and how humans developed An exploration of themes in European and American Atlantic. This course is an examination of the diver- critical technologies in the past, and discuss how medicine. Topics include the humoral pathology, sity of black popular musics on a global scale. they have affected the world we live in today. epidemics as social crises, the rise of pathological anatomy, the germ theory and public health, the ANTH 20330. Societies and Cultures of South ANTH 20510. Origins of Human Civilization transformation of the hospital, the history of nurs- Asia (3-0-3) Rowan ing, changing modes of health care, finance and ad- (3-0-3) This course is an introduction to archaeology and ministration, and relations between “regular” doctors This course provides a broad introduction to societ- to world prehistory. Themes include the origins of and sectarian medical traditions such as homeopathy ies and cultures of South Asia (including India, food production, the rise of cultural complexity, the and osteopathy. Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, and peopling of the world, and the development of tech- the Maldives). nology. The course covers cultural evolution from ANTH 30004. English Women: 1553–1714 the invention of the first stone tools through the (3-0-3) ANTH 20335. Peoples of Southeast Asia rise of ancient civilizations such as the Maya, Incas, The purpose of this course is to understand how (3-0-3) Egyptians, and peoples of the Near East. such categories as “women” and “mothers” are con- This course will introduce Southeast Asia through structed within particular historical circumstances. close readings of important accounts of some of its ANTH 20540. Ancient Cities and States Tudor and Stuart history, in all its aspects, will be peoples. It will examine the region’s history, religions, (3-0-3) considered from the viewpoint of women. Topics and social organizations tracing themes and varia- This course looks at the archaeology of ancient cities will include monarchy and revolution, orthodox tions that give this region its unity and, for all its and states, with a special emphasis on those of the religion and radicalism, health and sickness, the diversity and its many waves of immigration, make eastern Mediterranean and the Near East. It also household and crime. Southeast Asia a field of related cultures. explores theories about why ancient civilizations rose and fell. ANTH 30006. Race and Ethnicity in America ANTH 20340. Japanese Society (3-0-3) (3-0-3) ANTH 30000. Gender/Sex/Power: Medieval This course focuses on race and ethnic relations in This course presents a survey of the social structures Europe the United States. Readings and materials will pres- and forms of expression that make up the complex (3-0-3) ent three approaches to the study of majority-minor- society of contemporary Japan, using anthropologi- What has gender to do with sexuality and how can ity group relations, the emergence and maintenance cal writings, history, reporting, film, and fiction. we think about its entanglements in terms of a histo- of group dominance, and minority-group adapta- ry of power? How do shifting borders between what tions to modes of dominance, including separation, ANTH 20350. Chinese Society and Culture counts as masculine and what counts as feminine accommodation, acculturation, and assimilation. (3-0-3) Blum produce other kinds of bodies in medieval societies: This course introduces students to the complexities bodies that don’t matter? Using original sources and ANTH 30012. Modern Mexico of contemporary Chinese society in the context of material remains produced from the third through (3-0-3) the past. Topics covered include food, family and 15th centuries, together with current feminist and This course examines the complex nation that is gender, political activity, ethnicity and identity, queer theory, students will think about the work of Mexico in the 20th century, its challenges, and its urban and rural life, work and unemployment, gendered embodiment and the production of bodies prospects. Focusing primarily on the period since economic complexity, multilingualism, arts, religion, that don’t matter. 1870, we will study the social, economic, political, medicine and the body, and literature. and cultural forces that have shaped the history of the United States’ southern neighbor. 83

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ANTH 30014. Social Movements ANTH 30060. Witchcraft and Occult 1400– “Confucianism,” and “Neo-Confucianism” and the (3-0-3) Summers-Effler 1700 later religious accommodation of Christianity and How is social change possible? This is one of the (3-0-3) Islam. central questions for the study of social movements, This course will examine texts from the High Re- as well as the organizing theme of this course. In this naissance to the early Enlightenment to see what ANTH 30082. Popular Religion and Philosophy course, we will consider the ways in which different contemporaries made of witchcraft, and studies by a in China sociological theories of social movements have asked wide range of historians who have used anthropol- (3-0-3) and answered this question, playing particular atten- ogy, psychology and gender studies in an attempt to This lecture/discussion course will introduce the tion to theories of identity, emotion, and networks. explain the phenomenon. Attention will also be paid student to the plural religious traditions of the to learned magic, alchemy and astrology in order to Chinese as manifested in ancestor worship, sacrifice, ANTH 30020. History of Brazil provide contrast and context for early modern beliefs exorcism, and spirit possession. From an understand- (3-0-3) about the occult. ing of these practices, the course will offer insight This course surveys the history of Brazil, Latin into the mantic foundations of Chinese philosophy, America’s largest nation, from its pre-Columbian ANTH 30066. Problems in Latin American especially metaphysics. Readings will consist of texts roots to the present, with particular emphasis on Society in translation of popular cults, as well as scholarly social, economic, and political developments during (3-0-3) interpretations of these phenomena. that time. Topics will include indigenous people, Since the fall of dictatorships in the 1980s, a mul- the formation of colonial societies and economies, titude of new social organizations has emerged in ANTH 30083. Chinese Mosaic: Philosophy, independence, slavery, abolition and postemancipa- Latin America. At the same time, globalization has Politics, Religion tion society, immigration, the emergence of populist presented new challenges to social groups struggling (3-0-3) politics, industrialization and efforts to develop the to retain their livelihoods and their communities. This is a special topics class that provides an in- Amazon, military rule, and democratization. This course examines traditional and new social troduction to the diverse lifeways constituting the movements, organizations, and institutions in con- puzzle of the Chinese people. The course will chart ANTH 30027. Historical Memories and the temporary Latin America. this terrain of current Chinese imagination as it has Developments Bridging Latino and Latin been shaped from the contending, and often conten- American Identities ANTH 30072. Religion and Social Life tious, influences of religion, philosophy, and politics, (3-0-3) (3-0-3) Christiano introducing students to the heralded works of the This course introduces students to the political pro- How does social life influence religion? How does Chinese intellectual tradition while requiring criti- cesses affecting the development and transformation religion influence society? What is religion’s so- cal engagement with the philosophic and religious of Latin identities in the Americas. cial significance in a complex society like ours? Is traditions animating this culture. Thus, as they learn religion’s significance declining? This course will about China, students also will reflect on how Chi- ANTH 30040. Pre-Modern China consider these and other questions by exploring the nese and Westerners have interpreted it. (3-0-3) great variety in social expressions of religion. The This course will provide a general survey of Chinese course examines the social bases of churches, sects, ANTH 30086. City in Modern Chinese Fiction history from the Shang Dynasty (1766–1027 BC) to and cults, and it focuses on contemporary religion in (3-0-3) AD 1600. Besides highlighting the major develop- the United States. Examining portrayals of cities such as Beijing and ments of each dynasty, the course will devote special Shanghai in fictional works, this course explores attention to the Confucian and Legalist underpin- ANTH 30075. Polish Americans the image of the city as the big, the bad, and the ir- nings of the Chinese empire, the influence of Bud- (3-0-3) resistible site of desire for modernity in 20th-century dhism on Chinese society, the emergence of gentry A study of the cultural and racial pluralism of Ameri- China. culture and the civil service examination system, can society through the focus of the Polish-American and the phenomenon of “barbarian” conquest and experience; a review of the social and historical back- ANTH 30088. Antisocial Behavior in Modern cultural interaction. ground, the immigration experience, and adaptation Chinese Fiction to the American experiment in terms of family, reli- (3-0-3) ANTH 30041. History of Chinese Medicine gion, education, work, and government. In this course, we will read fictional works depicting (3-0-3) behaviors and attitudes that are considered by society In light of the contemporary currency of certain ANTH 30078. Migration, Race, and Ethnicity in in general as antisocial, anticonventional, and some- Chinese practices in the field of alternative medicine, Twenty-First-Century America times anti-Party. We will investigate the contexts of this course will explore the phenomenon of Chinese (3-0-3) these behaviors and their political implications. traditional medicine in both its historical and con- This course is an introduction to these US popula- temporary settings. tions of whites, blacks or African Americans, Native ANTH 30089. Cultural Performance in Americans or Alaskan Natives, Native Hawaiians or Contemporary China ANTH 30050. Holy Fools in Christian Tradition other Pacific Islanders, and Latinos or Hispanics as (3-0-3) (3-0-3) to historical context, social, and economic character- This course asks students to engage and analyze Through the analysis of a variety of texts ranging istics, and current research and policy issues. different types of “cultural performances” in China from the New Testament books to hagiographies from the 1980s to the present day, including film, and philosophical treatises, we will examine different ANTH 30081. Chinese Ways of Thought television, theater, advertising, the Internet, and forms of holy foolishness in spiritual and cultural (3-0-3) popular music, dance and leisure activities. No prior traditions of Eastern and Western Christianity and This is a special topics class on religion, philosophy, knowledge of Chinese language, culture, or history establish their cultural bearings. Concepts under and the intellectual history of China that introduces is required. discussion will include asceticism, sanctity, heresy, the student to the world view and life experience canonization, and hagiography. of the Chinese as they have been drawn from local ANTH 30091. Short Story in East Asia and the traditions, as well as worship and sacrifice to heroes, Asian Diasporas and the cult of the dead. Through a close reading of (3-0-3) primary texts in translation, it also surveys China’s This course introduces students to short stories by grand philosophical legacy of Daoism, Buddhism, 20th-century writers in China, Taiwan, Korea, Japan, 84

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and the East Asian diasporas. The goals of the course ANTH 30194. Infancy: Evolution, History, and thinness, and the political and industrial issues of are to examine the intertwined modern histories of Development fast food and the slow food movement. There will be East Asian nation-states, investigate the short story (3-0-3) McKenna practical and field studies associated with the course. as a literary genre, and explore critical concepts of This course explores aspects of infant biology and Materials fee $30. literary and cultural identity studies. Ultimately, this socio-emotional development in relationship to course will provide students with the conceptual Western child care practices and parenting. Western ANTH 30350. African Diaspora in the Americas framework and vocabulary to interrogate gender, pediatric approaches to infancy and parenting are (3-0-3) Busdiecker race, and nationality as socially constructed catego- evaluated in light of Western cultural history and Prerequisite(s): See online Course Catalog for details. ries. All readings are in English; no prior knowledge cross-cultural, human evolutionary, and develop- This course will introduce students to black popula- of Asia is presumed. mental data. A variety of mammals are included as a tions in different parts of Latin America and the comparative background to explore the relationships Caribbean, focusing on Haiti, Mexico, Brazil, and ANTH 30096. Japanese Film and Fiction between infant physiology, mental and physical Bolivia. Will cover history, social context, and (3-0-3) health, and contemporary infant care-giving culture of the particular populations; theory of This course focuses on how some of Japan’s most concepts. blackness; and social and political activism of black creative authors and film directors have responded populations. Using comparisons, will examine race, to debates relating to the strategies and sacrifices ANTH 30210. Health, Healing, and Culture ethnicity, culture, nation, and diaspora as concepts involved in enacting sweeping social changes, and to (3-0-3) Lende and as salient experiences. developing a modern, educated citizenry that would Prerequisite(s): See online Course Catalog for details. include not only elite males, but women, the poor, After introducing the student to the discipline of ANTH 30359. Peoples of Africa and ethnic or other minorities. Students will be medical anthropology, this course focuses on the (3-0-3) Bellis introduced to the concepts of authorial empathy and interaction between disease and culture and on the An introduction to the societies of Sub-Saharan tension between realism and fabrication in fiction characteristics and functions of diverse medical Africa. It examines cultures in present-day Africa as writing and filmic expressions; and to ways in which systems. well as in the past in order to lend an understand- gender, nationality, and other affiliations have been ing to the developmental processes that led to their constructed in the Japanese cultural imagery. ANTH 30254. Cultural Aspects of Clinical modern forms, emphasizing the relation between a Medicine culture and its physical environment. ANTH 30101. Fundamentals of Human (4-0-4) This course examines popular medical concepts and Evolution ANTH 30365. The Contemporary Middle East (3-0-3) Rowan, Sheridan expectations patients bring with them to the clinical (3-0-3) This course deals with human evolution in both or hospital setting, as well as the attitudes, organiza- Surveys Islamic civilization, the most important biological and cultural terms. Topics covered will tion, and goals of the clinical medical care. Students cultural influence in the Middle East, as context for include primate behavior, the mechanisms of evo- divide their time between classroom and service as discussion of the life of Middle Eastern peoples. Top- lution, the fossil record and the characteristics of patient/family liaisons in an area emergency room. ics include the foundations of Islam, Muslim ethics, prehistoric cultures. Student access to a car is necessary. Sunni-Shi’a split, religious pilgrimage, ethnicity, ecological adaptations, religious brotherhoods and ANTH 30102. Fundamentals of Archaeology ANTH 30320. Native Peoples of North America sisterhoods, Sufism, and concepts of the state. (3-0-3) Chesson (3-0-3) Mack This course is an introduction to the methods, Prerequisite(s): See online Course Catalog for details. ANTH 30370. Caribbean Diasporas goals, and theoretical concepts of archaeology, with This course offers a survey of the major groups with (3-0-3) a primary focus on that practiced in the Middle an emphasis on their forms of social organization, Prerequisite(s): See online Course Catalog for details. East, North America, Central America, Europe, and their political and economic patterns, their techno- This course explores the transnational orienta- Africa. logical, religious, and artistic realms. Beginning with tions and the multidimensional consequences of archaeological and linguistic evidence that traces movement from the Caribbean as it affects sites ANTH 30103. Fundamentals of Social and the process by which the American Indians came to in Miami, London, Paris, or Brooklyn as well as Cultural Anthropology occupy the continent, the presentation of material Havana, Jamaica, Haiti, or Belize. Reading works of (3-0-3) McDougall, Nordstrom will then follow the classical “culture area” paradigm. ethnography, fiction, and history; questions about This course addresses the question of how and why This overview recognizes a set of 11 basic divisions the construction and reconstruction of family bonds; cultures differ, the relationship between environment such as Eastern Woodlands, the Great Plains, and community identity; religion; political power; and and culture, and how humans use culture to solve the Northwest Coast. economic relations will be treated in the domestic common problems. Students examine the cultural and the global context. nature of language, personality, religion, economics, ANTH 30330. Religion, Myth, and Magic politics, family and kinship, play, and even deviant (3-0-3) ANTH 30371. Caribbean Fiction behavior. The study of religious beliefs and practices in tribal (1-0-1) and peasant societies emphasizing myths, ritual, Caribbean writers are masters of sonority, eloquence, ANTH 30104. Fundamentals of Linguistic symbolism, and magic as ways of explaining man’s and irony. Their vivid, musical prose sings with Anthropology place in the universe. Concepts of purity and pollu- Creole orality. Their bitter imagery simmers with (3-0-3) tion, the sacred and the profane, and types of ritual An inquiry into the origins of language, the nature of the violence and struggle for freedom that define specialists and their relation to social structure will Caribbean colonial history. In this course wee listen meaning, the power of language, and how language also be examined. systems are acquired and variously function in cul- to diverse voices of male and female writers, of those ture and society. at home in Barbados, Antigua, Trinidad, Martinique, ANTH 30345. Food and Culture Haiti, Cuba, and Puerto Rico and those in diaspora. (3-0-3) This course examines the many roles of food played in a variety of cultures. We consider food choices and taboos, religious and symbolic meanings of food, dining and social interactions, obesity and 85

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ANTH 30375. Culture and Conflict in the ANTH 30592. Prehistory of the American ANTH 35588. Archaeology Field School Pacific Southwest (3-0-3) (3-0-3) McDougall (3-0-3) Three weeks of practical instruction in the methods Prerequisite(s): See online Course Catalog for details. This course uses archaeological data and theory to and theory of archaeological survey, excavation and Diverse cultures of the Pacific are examined in his- explore the cultural life of prehistoric Southwest laboratory analysis. Students learn field techniques torical perspective, analyzing contemporary conflicts Americans over the last 12,000 years. The course and apply them to investigations of both prehistoric of military coups, crises of law and order, struggles emphasizes origins and cultural development from and historic archaeological materials by working for land rights, battles over nuclear testing, indig- an early pioneer stage to the later, sophisticated and with artifacts collected during the field course. In enous rights, relations between indigenous people diverse cultures of the American Southwest. Students addition to the basic archaeological techniques the and migrants, and the role of outside powers in will explore cultural change, land-use patterns, eco- class will introduce modern remote sensing methods, Pacific Island states. nomics, and political complexity, using information including lessons on how to use a total station (laser on environmental relationships, technology, and transit) and equipment for magnetic and resistivity ANTH 30382. Anthropology of Gender other aspects of material culture. surveys. Student teams will learn how to operate (3-0-3) the geophysical survey instruments and will use Prerequisite(s): See online Course Catalog for details. ANTH 35106. Primate Behavior the instruments to conduct geomagnetic and soil This course introduces students to the main issues (3-0-3) resistivity surveys of a portion of the archaeological and debates characterizing the anthropology of gen- Prerequisite(s): See online Course Catalog for details. features present, and the field school excavations will der and explores how anthropologists have attempted This course will explore the similarities and dif- be designed to evaluate their theories. There are no to understand changing roles, sexual asymmetry, and ferences in behavior among primates. Aspects of prerequisites for this course, but prior exposure to an stratification. primate social interaction—mother/infant bonds, introductory course in anthropology or archaeology male/female interactions, dominance hierarchies, is helpful. In addition to tuition, this course requires ANTH 30570. Engendering Archaeology communication, reproductive strategies, and aber- payment of a laboratory/transportation fee. (3-0-3) rant behaviors—will be explored in light of their Prerequisite(s): See online Course Catalog for details. relationship to human origins. ANTH 40000. Ideology and Politics/Latin This course will consider the historical and theoreti- America cal foundations of creating an engendered past, the ANTH 35331. Creole Language and Culture (3-0-3) methodological and practical aspects of “doing” (3-0-3) Ideological discourse shapes political action in Latin engendered archaeology, and the intersection be- This course introduces students to the vivid, sono- America. Thinkers such as Marti, Mariategui, Haya tween political feminism, archaeological knowledge rous language of Kreyol, or Haitian Creole, and to de la Torre, Lombardo Toledano, Mella, Recabarren, production, and the politics of an engendered the fascinating culture of its speakers. This intensive, Prebish, Medina Echavarria, Germani, Cardoso, and archaeology. beginning-level course is intended for students with others, and their discourses—nationalism, revolu- no knowledge of Haitian Creole. tionary nationalism, Latin-American Marxism, de- ANTH 30580. The Forager/Farmer Transition velopmentalism, modernization theory, dependency (3-0-3) ANTH 35582. Archaeology of Ireland theory, and democratization. Prerequisite(s): See online Course Catalog for details. (3-0-3) This course explores the transition from hunting Prerequisite(s): See online Course Catalog for details. ANTH 40003. Social Demography of the US and gathering ways of life to agricultural societies This course examines the cultural and historical Latino Population and systems of food production in the Old and trajectory of the archaeology of Ireland from the (2-0-2) New Worlds and the origins of food production in Neolithic through the Viking period. Topics include This course is an introduction to the social demogra- diverse areas as a long-term social, conceptual, and the emergence of the unique systems of communi- phy of Latino or Hispanic populations in the United economic process. ties, the development of systems of metallurgy in the States as to historical background, sociological fields, Iron Age, regionalism, monetary practices and ritual, and current statistics and studies. ANTH 30590. Prehistory of Eastern North and discussion of village life in ring forts during the America Bronze Age. Three weeks of practical instruction in ANTH 40004. International Migration: Mexico (3-0-3) the methods and theory of archaeological survey, and the United States II This course traces the development of a Native excavation, and laboratory analysis. Students learn (2-0-2) American culture from its earliest beginnings in field techniques and apply them to investigations of A three-week course that refers to a review of basic North America to the time of European contact. both prehistoric and historic archaeological materials questions on international migration, with empha- Topics include Moundbuilders, agriculture, develop- by working with artifacts collected during the field sis on immigration to the United States and the ment of sophisticated societies, and why historic course. In addition to the basic archaeological tech- methods through which these questions have been Native American tribes were so diverse. niques the class will introduce modern remote sens- adequately or inadequately answered. The numbers, ing methods, including lessons on how to use a total impact, nature, structure, process, and human ex- ANTH 30591. Prehistory of Western North station (laser transit) and equipment for magnetic perience will be discussed in terms of the research America and resistivity surveys. Student teams will learn how methods commonly used to approach them. (3-0-3) to operate the geophysical survey instruments and Prerequisite(s): See online Course Catalog for details. will use the instruments to conduct geomagnetic and ANTH 40011. Legacy of Exile: Cubans in the Archaeological data and cultural life of prehistoric soil resistivity surveys of a portion of the archaeologi- US Western North America over the last 20,000 years (3-0-3) cal features present, and the field school excavations will be covered. This course emphasizes origins and This class deals with one of the most visible and will be designed to evaluate their theories. There are cultural development from an early pioneer stage political of all US immigrant groups: Cubans. The no prerequisites for this course, but prior exposure to to the later, sophisticated, diverse cultures of Native theme of the class is that the Cuban presence has an introductory course in anthropology or archaeol- Americans. been shaped by the experience of exile. In under- ogy is helpful. In addition to tuition, this course standing the case of the Cuban immigration to the requires payment of $185 laboratory/transportation United States, the students will gain insight into the fee. dynamics of US immigration policy, the differences between immigrants and exiles, inter-ethnic relations 86

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among newcomers and established residents, and the ANTH 40031. Psychology and Medicine through an in-depth examination of several of the economic development of immigrant communities. (3-0-3) most important recent books on the subject, such The course covers a range of topics dealing with as: Wade Clark Roof’s Spiritual Marketplace, Tom ANTH 40013. Understanding Story: Conflict, health issues related to different stages of human de- Beaudoin’s Virtual Faith, Christian Smith’s American Culture, Identity velopment (childhood, adolescence, and adulthood), Evangelicalism, and Helen Berger’s A Community of (3-0-3) disabled populations, culture and gender, stress, Witches. The purpose of this seminar-style course is to inves- physician-patient interactions, death and dying, pro- tigate the shape, purposes and multiple meanings of fessional ethics, and social policies relating to health ANTH 40069. Religion and Power in Latin narratives both in the lives of individuals and within care. The course is primarily intended for students America institutions and cultures. intending to enter medical school. (3-0-3) The course will describe the changing condition ANTH 40015. Gender, Politics, and ANTH 40040. Cross-Cultural Psychology of the Catholic Church in Latin America and the Evolutionary Psychology (3-0-3) new situation of religious pluralism produced by (3-0-3) The goals of this course are to learn to recognize and the growing presence of evangelical groups and An examination of ethical/political models of gen- appreciate culture in ourselves and others; to exam- Pentecostalism. It will look at the impact of religion der-neutral access to public and domestic requisites ine the different ways that cultural and racial social- in the empowerment of people from below, and its for the development of basic human capabilities, and ization influence behavior, to consider how culture relation to new social movements as well as to the a comparison of these models with current studies and race relate to various psychological constructs, institutionalization of power at the state level in the of the significance of human sexual dimorphism in and to understand the ways in which racism and new context of globalization. evolutionary psychology. ethnocentrism operates in everyday life. ANTH 40073. Latinos in American Society ANTH 40017. Children-Poverty: ANTH 40043. Deviant Behavior (3-0-3) Developmental Implication (3-0-3) This seminar will focus on the breakdown of the (3-0-3) This course examines the sociological conceptions Spanish empire in Latin America and the emergence Examines the impact of rising levels of child poverty and theories of deviance. Deviance is differentiated of new nation-states in the region in the first quarter and related concerns from the perspective of devel- from those phenomena designated as social problems of the 19th century. This seminar will examine the opmental and social psychology. and social disorganization. The remainder of the origins and actors of the independence movements, course focuses on deviant acts and deviants. Various the development of an ideology of emancipation, ANTH 40020. Child Development and Family theories or models of delinquency, crime, suicide, sex and the variegated causes of fragmentation. Conflict (3-0-3) deviation, and drug use are used to aid in construct- Current trends and findings pertaining to construc- ing a sociological understanding of deviance, the ANTH 40075. Moving New Directions: African Diaspora tive and destructive conflict within families, and analysis of deviant acts, and the formation of deviant careers or roles. (3-0-3) the effects of conflicts within families on children, Migration and the emergence of new identities have will be considered. A focus will be on interrelations defined the formation and evolution of the African between family systems (marital, parent-child, and ANTH 40058. Comparing European Societies (3-0-3) diaspora in the modern era. This course is designed sibling), and methodologies for studying these This course offers students a review of major patterns to introduce students of African-American studies questions. of difference, along with some similarities, among to the concept of African diaspora and to provide a the 15 member-states of the European Union. De- framework for understanding how it has changed ANTH 40025. Ethnicity in America over time. (3-0-3) Chrobot spite the larger contrasts with the United States, and A study of the ethnic and racial formation of Ameri- the pressures toward convergence generated by the ANTH 40079. International Migration and can society and cultural pluralism; a review of the process of European integration, European societies remain remarkably different from one another on a Human Rights theory and history of ethnicity, its policy implica- (3-0-3) Bustamante number of dimensions. The role of institutions, cul- tions for family, education, economics, religion, gov- A wide coverage of international migration experi- tures, national histories, and policies in accounting ernment, and international relations; and in-depth ences in the world with an emphasis on human for this pattern of difference will be reviewed. study of one ethnic group of choice. rights. It starts with a historical approach to various immigration waves to the United States. It focuses ANTH 40028. Social Ties, Social Networks, ANTH 40061. History, Politics, and Society of Chile on the current debate on the impact of the undocu- Social Capital mented immigration from Mexico and Central (3-0-3) (3-0-3) America and the differences between Mexico and This course examines three fundamental and inter- An introduction to the formation and development the United States’ migration policies, and their social related sociological concepts, each of which offers us of Chilean National Society. The course begins by and economic implications. an approach to the study of social connections and examining the colonial period and the struggle for their impact on the human experience. Social ties, independence. It then focuses on 19th- and 20th- century issues. ANTH 40080. Qualitative Methodology social networks, and social capital overlap substan- (3-0-3) tially in their scholarly usage but the concepts are far This seminar will cover the general topic of quali- from identical. ANTH 40062. Aesthetics of Latino Culture (3-0-3) tative methodology, with particular attention to This course analyzes the philosophy and principles ethnography and field work, visual methods, archival ANTH 40030. Mental Health and Aging research, and related strategies. Heavy emphasis will (3-0-3) underlying the social and political aspects of Latino be placed on cross cultural research in minority com- This course provides an introduction to mental art. munities in the United States. health issues relevant to an older population. Al- though the primary focus will be on psychopathol- ANTH 40065. Religion in Post-War America (3-0-3) ogy and potential therapeutic interventions, the This course surveys the major developments in course will also overview the positive aspects of religious life in the United States since the 1950s functioning in later life (successful aging). 87

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ANTH 40082. Latino Image in American Films course may include the study of nationalism and ANTH 40355. Race, Ethnicity, and Power (3-0-3) transnationalism; colonialism and post- (3-0-3) This course traces the historical depiction of Chica- colonialism; political-economy; gender; religion; Prerequisite(s): See online Course Catalog for details. nos, Mexicanos, Puerto Ricans, Cubans, and other ethnicity; language; and medicine and the body. Em- Presents a review and discussion of social scientific Latinos in Hollywood-made movies. Cinematic phasis will be on social and cultural transformations research concerning the nature of race and ethnicity plots, roles, and motifs—from the earliest of silent of Asian societies in specific historical contexts. and their expression as social and cultural forces in films through the onset of the 1980s—are examined the organization of multiethnic societies. The focus to explore the changing physical, social, and cultural ANTH 40319. Multiculturalism is multidisciplinary. definitions of Latinos and other ethnic minority (3-0-3) groups in the United States. Prerequisite(s): See online Course Catalog for details. ANTH 40400. Perspectives in Anthropological This course explores the economic, state, and nation- Analysis ANTH 40083. Social Demography of US al conditions of multiculturalism as a social relation (3-0-3) Blum Downey Minorities and semiotic form. Seminal questions include the Prerequisite(s): See online Course Catalog for details. (3-0-3) issues of difference deployed in debates over multi- The material to be covered in this course includes This course will focus on the demographic status of culturalism and anthropology’s location in them as a the seminal contributions to American and Euro- ethnic minorities in the United States. Some of the study of human diversity. pean anthropological thought as these emerged in major topics include population size and projections, approximate chronological order. Ideas about the geographical distribution, and residential patterns. ANTH 40321. Religious Life in Asian Cultures place of human beings in nature, the uniqueness of Other issues are educational attainment, occupa- (3-0-3) the human condition, and the evolution of all nature tional status, and personal and family income. The Prerequisite(s): See online Course Catalog for details. dominated the intellectual ferment that gave rise course will cover the basics of demographic methods This course examines diverse religious expressions to anthropology. This initial stage was followed by and techniques. and lives of contemporary Asian peoples from an varied reactions to and revisions of the evolution- anthropological perspective. This course explores ary scheme, including controversy over the culture ANTH 40250. Anthropology of Reproduction topics such as ritual, ancestor worship, shamanism, concept and the inception of theoretical schools such (3-0-3) spirit possession, divination, and festivals in chang- as functionalism, historicism, materialism, and struc- Prerequisite(s): See online Course Catalog for details. ing Asian societies, including Japan, Korea, China, turalism, as well as the advancement of systematic This course examines how societies throughout the Malaysia, and India. field research, the primary tool in anthropological globe view and manage reproductive processes. The study. emphasis will be primarily, though not exclusively, ANTH 40333. Gender and Violence on women’s reproductive health throughout the life (3-0-3) Mahmood ANTH 45308. Native North American Art cycle, including puberty, pregnancy, family planning, This upper-level anthropology course focuses on (3-0-3) childbirth, and menopause. the problematic intersection between gender and Traditional Native North American art will be stud- violence. The question of male aggression and female ied through form, technique, and context, as well ANTH 40260. Asia: Culture, Health, and Aging pacifism is explored, with attention to female fight- as the perception of this art as exemplified through (3-0-3) ers and male practitioners of nonviolence. Women changing content, technique, and context. Students With a focus on Asian case studies (Japan, Korea, in circumstances of war, trauma, and healing are will work with the collections in the Snite Museum China, Taiwan, and India), this seminar provides an studied for the insight such study may provide for of Art. introduction to both cultural gerontology and criti- peace-building initiatives. Gender in the military, cal medical anthropology. gender and violence, ritual cross-culturally, and rape ANTH 45337. Film and Society: Americana as a sociopolitical phenomenon are among the other (3-0-3) ANTH 40303. Anthropology of Art topics considered. Primary source readings comple- This course will examine the “American experience” (3-0-3) ment intensive class discussion; substantial writing via cinematic representation and analysis. It will Prerequisite(s): See online Course Catalog for details. and speaking buttress academic skills. center on the work of American directors whose This course will examine art as a functional part films skirt the periphery of the mainstream and focus of culture from an anthropological point of view. ANTH 40336. Gender and Power in Asian on American culture. Students will contextualize the Attention is given to evolution of art as part of hu- Cultures films via a reader packet drawing on articles from man culture and to evolution of the study of art by (3-0-3) anthropology, film studies, basic film production and anthropologists. Open to graduate students. Prerequisite(s): See online Course Catalog for details. culture theory. Course work will include research This class studies the representations of women and papers and the production of a short visual narrative ANTH 40311. Topics in Social/Cultural men in different Asian societies and in different piece representing students’ conceptualizations of Anthropology political, social, and economic contexts, and their ef- Americana. (3-0-3) fect on kinship, family, work, religion, and the state. Prerequisite(s): See online Course Catalog for details. Ethnographic studies will cover Japan, Korea, China, ANTH 45390. Ethnographic Method and This course explores the latest developments in so- Malaysia, Indonesia, and India. Writing for Change cial-cultural anthropology including, but not limited (3-0-3) to, nationalism and transnationalism; colonialism ANTH 40340. Native Americans in Fact and Prerequisite(s): See online Course Catalog for details. and post-colonialism; political-economy; gender; Fiction The notion that a written text can itself be a “site religion; ethnicity; language; and medicine and the (3-0-3) of resistance,” a location where political commit- body. Emphasis will be on social and cultural trans- Prerequisite(s): See online Course Catalog for details. ment and rigorous scholarship intersect, undergirds formations in specific historical contexts. This course focuses on our images of Native Ameri- this course on ethnographic method. We study cans and how popular and scientific writing and the construction and interpretation of field notes, ANTH 40312. Topics in Asian Anthropology film may have shaped these images. The course uses subjectivity and objectivity in research, ethical issues (3-0-3) books and film displaying Native American stereo- in fieldwork, feminist and postcolonial critiques Prerequisite(s): See online Course Catalog for details. types and compares them to ethnographic studies of ethnographic practice, “voice” and oral history, This course explores the latest developments in that reveal more realistically the diversity of Native and aspects of ethnographic inquiry that impact on the anthropology of Asian societies and cultures. The American culture. change processes. 88

anthropology

ANTH 45500. Theory and Method in today; who is engaged in crime and corruption; and ANTH 45857. Archaeological Materials Archaeology what kinds of economic, political, and social powers Analysis: Lithic Technology (3-0-3) they wield. It will also look at the societies and cul- (4-0-4) Prerequisite(s): See online Course Catalog for details. tures of “out-laws.” Prerequisite(s): See online Course Catalog for details. The practice of archaeological research will be cov- This course will cover laboratory procedures and ered, from the various methods of identifying sites ANTH 45839. Mexican Transnationalism in techniques used in the analysis of a range of excavat- in the field, to excavation procedures, to analysis South Bend ed chipped stone artifacts from prehistoric contexts. of material in the laboratory. Useful to individuals (3-0-3) Students will participate in flintknapping practice in anthropology, history, theology, classics, and art Prerequisite(s): See online Course Catalog for details. and work intensively with several archaeological col- history. This course uses experiential learning in the Mexican lections. community of South Bend in order to understand ANTH 45817. Human Osteology how Mexican migrants conduct their lives across ANTH 45858. Archaeological Field School (3-1-4) the vast distances separating South Bend and their (6-0-6) Prerequisite(s): See online Course Catalog for details. homeland. Six weeks of practical instruction in the methods This is a lab-intensive course that explores the and theory of archaeological survey, excavation, and methods used in physical anthropology for studying ANTH 45842. Doing Things with Words laboratory analysis. Students learn field techniques individual human skeletal remains, as well as those (3-0-3) and apply them to investigations of both prehistoric employed to establish biocultural connections at Prerequisite(s): See online Course Catalog for details. and historic archaeological materials by working with the population level. Forensic techniques utilized in This course looks at some of the ways humans do artifacts collected during the field course. individual identification will be developed in the first things with words. Topics include religious language; There are no prerequisites for this course, but prior third of the course. silence; politeness and sincerity; truth, deception, lying, and cheating; linguistic variety, identity, and exposure to an introductory course in anthropology or archaeology is helpful. ANTH 45818. Research in Biocultural stereotypes; moral evaluations made of language; and Anthropology language used for power and solidarity. (6-0-6) ANTH 46100. Directed Readings in Biological Anthropology Prerequisite(s): ANTH 30101 or ANTH 329 or ANTH 45854. Museum Anthropology: An (V-0-V) ANTH 329A Introduction Intensive independent readings on a special problem The field school will engage students in an experi- (3-0-3) area in biological anthropology about which the ential learning environment that immerses them in Prerequisite(s): See online Course Catalog for details. student will be expected to produce a detailed anno- anthropological method and theory. Using the large An introduction to the history, philosophy, and tated bibliography and write a scholarly paper. Byzantine St. Stephen’s skeletal collection as the cor- professional practices of museums. It includes an nerstone, historical and archaeological information examination of the ethical and practical issues of ANTH 46110. Directed Readings in will be synthesized in a biocultural reconstruction of museum work through readings, discussions, and hands-on experience. Bioarchaeology ancient monastic life. Students will conduct original (V-0-V) research and participate in a lecture program deliv- Intensive independent readings on a special problem ANTH 45855. Archaeology and Material ered by top scholars in the fields of biological anthro- area in biological anthropology and/or archaeology pology, classics, and Near Eastern studies. Culture (3-0-3) about which the student will be expected to produce Prerequisite(s): See online Course Catalog for details. a detailed annotated bibliography and write a schol- ANTH 45830. Documentary: Critical Analysis arly paper. and Method This will be an archaeology lab class that will provide (3-1-3) an activity-based setting to explore the meanings ANTH 46300. Directed Readings in : See online Course Catalog for details. and interpretations of archaeological artifacts. It will Prerequisite(s) Sociocultural Anthropology provide an in-depth introduction to basic laboratory We see documentaries in many different forms every (V-0-V) methods for the organization, curation, and analysis day via journalism, reality television, the Discovery Intensive independent readings on a special problem of artifacts such as pottery, stone tools, metals, soil channel, and non fiction film. This course turns a area in socio-cultural anthropology about which the samples, and floral and faunal remains. Lab exercises critical, anthropological, and methodological eye to- student will be expected to produce a detailed anno- will introduce course concepts that students will ward interpreting, constructing, and contextualizing tated bibliography and write a scholarly paper. the documentary. use to analyze a small collection of artifacts from an archaeological site. ANTH 46500. Directed Readings in ANTH 45832. Anthropology of War and Peace Archaeology (3-0-3) ANTH 45856. Pottery in Archaeology (V-0-V) Prerequisite(s): See online Course Catalog for details. (3-0-3) Intensive independent readings on a special problem This class will explore the human capacity for war Prerequisite(s): See online Course Catalog for details. area in archaeology about which the student will be and for peace. The course will explore the many In many archaeological sites, pottery is the most expected to produce a detailed annotated bibliogra- forms of war, from tribal conflicts through guerrilla common type of artifact recovered. The analysis and phy and write a scholarly paper. warfare to conventional and nuclear war. It will also interpretation of ceramic remains allow archaeolo- study societies without war, the place of war and gists to accomplish several goals: establish a chrono- ANTH 47114. Topics in Biological Anthropology peace in human society, whether violence is inherent logical sequence, track interaction between different (3-0-3) in human nature or learned, and what the future of areas, and suggest what types of activities people may Prerequisite(s): See online Course Catalog for details. war and peace is likely to be on our planet. have conducted at the site. This course will focus on This course explores the latest developments in the ways that archaeologists bridge the gap between biological anthropology, including but not limited ANTH 45833. Global Crime and Corruption the analysis and the interpretation of ceramic data. to population genetics, human diversity, the concept (3-0-3) of race, primate evolution and behavior, patterns of Prerequisite(s): See online Course Catalog for details. adaptation, and evolutionary medicine. This class will look at what constitutes the illegal 89

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ANTH 47136. Human Diversity ANTH 47345. Subversive Culture human geography, and paleoecology (the study of (3-0-3) (3-0-3) ancient ecosystems). Prerequisite(s): See online Course Catalog for details. Prerequisite(s): ANTH 30103 or ANTH 328 or This course presents the methods used by physical ANTH 328A ANTH 47900. Advanced Seminar anthropologists to study both the biological basis of The course will explore anti-structures of society us- (3-0-3) human differences (race, intelligence, sex, gender, ing anthropological perspectives and analyze forms This course will provide an opportunity for students etc.)and the ongoing process of human adaptation of creative resistance and social protest in art, per- to apply theoretical knowledge and critical thinking and evolution in response to climate, nutrition, and formance, literature, and popular culture, using case skills that they have acquired in their anthropology disease. studies from various cultures around the world. courses, especially ANTH 40400. The course is designed to be a capstone requirement to the anthro- ANTH 47150. Advanced Perspectives on ANTH 47350. Cultural Memory pology major. A research paper will be completed by Human Evolution (3-0-3) the end of the course. (3-0-3) Prerequisite(s): ANTH 30103 or ANTH 328 or Prerequisite(s): See online Course Catalog for details. ANTH 328A ANTH 48100. Directed Research in Biological This course takes an in-depth integrative approach Looking at examples from around the world through Anthropology to issues in human evolution. Focal points of discus- readings, films, slides, recordings, and other media, (V-0-V) sion will include; in-depth analyses of fossil homonin we will consider a variety of strategies humans use to Intensive independent research on a special problem species and their ecologies, a detailed assessment of instill a sense of socially and culturally shared mem- area in biological anthropology about which the nonhuman primate behavior as used in modeling the ory, including ritual; performative traditions such as student will be expected to produce a detailed anno- patterns and contexts of human behavior, a review dance and theater; written and oral histories; art and tated bibliography and write a scholarly paper. and analysis of current debate surrounding the origin literature; media and popular culture; museums and of modern humans, and current topics in the field of monuments; science and technology (particularly ANTH 48110. Directed Research in human evolution and paleoanthropological theory. archaeology, craft productions, and ecology); and Bioarchaeology (V-0-V) certain aspects of everyday life, such as food, cloth- Intensive independent research on a special problem ANTH 47252. Evolutionary Medicine ing, jokes, and the transference of knowledge. (3-0-3) area in biological anthropology and/or archaeology about which the student will be expected to produce This course will reconceptualize a variety of human ANTH 47377. Cultural Difference and Social a detailed annotated bibliography and write a schol- diseases, syndromes and disorders from the stand- Change point of evolution, in the modern cultural context. (3-0-3) arly paper. The evolution of infectious diseases, menopause, This course is designed especially for students return- women’s reproductive cancers, allergy, pediatric ing from summer service projects or study abroad ANTH 48120. Directed Research Sleep Lab (V-0-V) topics, breastfeeding, obstetrics, geriatric medicine, programs in the developing world. In the class, Intensive independent research at the Mother-Baby structural and genetic abnormalities, psychiatric students will conduct research to better understand Behavioral Sleep Laboratory about which the student disorders, psychological health, eating disorders, nu- the sites that they visited during their overseas proj- will be expected to produce a detailed annotated trition, obesity, myopia, emotional disorders, touch ects, orienting them in relation to broader global, bibliography and write a scholarly paper. therapy and massage will be examined. regional, and national patterns. ANTH 48300. Directed Research in Socio- ANTH 47314. Transnational Societies and ANTH 47560. Household Archaeology (3-0-3) cultural Anthropology Cultures (V-0-V) (3-0-3) Prerequisite(s): See online Course Catalog for details. Intensive independent research on a special problem This course analyzes how cultural identities and be- This course explores the theoretical and method- area in socio-cultural anthropology about which the haviors are formed in the context of global systems. ological challenges faced by archaeologists excavating student will be expected to produce a detailed anno- Through specific case studies, students will explore ancient households. Students will explore the social, tated bibliography and write a scholarly paper. how different social groups construct their cultures economic, political, and physical characteristics of in interaction with other cultures and how, in so do- households; the relationship between households and ANTH 48500. Directed Research in ing, these groups are both responding to and shaping communities; and the contribution of household Archaeology global agendas. archaeology to architectural, artifactual, and social (V-0-V) analyses of ancient communities. Intensive independent research on a special problem ANTH 47320. Person, Self, and Body area in archaeology about which the student will be (3-0-3) ANTH 47570. The Archaeology of Death expected to produce a detailed annotated bibliogra- Prerequisite(s): See online Course Catalog for details. (3-0-3) phy and write a scholarly paper. How is the private self different from the public Prerequisite(s): See online Course Catalog for details. person, and how do these contrasts vary in different This course explores the significance of prehistoric ANTH 48900. Anthropology Senior Thesis societies? How is the body valued, situated, and con- human mortuary behavior, from the first evidence (V-0-V) tested? What are the sources of conflict within a per- of deliberate burial by Neanderthals as an indicator This course, which continues for two semesters, pro- son, between persons, and with the material world? of the evolution of symbolic thought, to the analysis vides the student with the opportunity for indepen- How is identity constructed from these components? of the sometimes spectacular burial patterns found dent study and the development of skills in research This course will examine contemporary and classical in the complex societies such as ancient Egypt and and writing. The effort is the student’s own, from theoretical works as well as ethnographic accounts of Megalithic Europe. Open to graduate students. the choosing of a topic to the conclusion presented persons, selves, and bodies to address these questions. in the final paper. A thesis director is chosen to guide ANTH 47580. Environmental Archaeology the student and provide assistance. (3-0-3) Prerequisite(s): See online Course Catalog for details. This course explores the relationships between past societies and the ecosystems they inhabited and constructed using concepts from settlement archaeology, 90

art, art history, and design

The Studio Art concentration area during the last four semesters. Art, Art History, and Design Major Teaching in the major is highly individualized and and Design stresses the creative development and preparation of Bachelor of Arts Degree in Studio Art and Design the student for the professional world. In addition to Chair: The Bachelor of Arts degree program in art and pursuing a concentration, all BFA majors must enroll Dennis P. Doordan design is defined as a general liberal arts degree. in the BFA Seminar and the Senior Thesis Course. Professors: The BA degree is ideal for the student who desires The culmination of the BFA degree is the comple- Austin I. Collins, CSC; Dennis P. Doordan; a liberal education with a strong emphasis in art. tion of a senior thesis. This two-semester senior proj- William J. Kremer; Kathleen A. Pyne; Charles Students enrolling in the BA degree program are ect, directed by a faculty member, will be exhibited M. Rosenberg required to complete a five-course core curriculum and approved by the faculty as a requirement for Associate Professors: during their first three semesters. These courses are graduation. Charles E. Barber; Robert R. Coleman; Rev. Drawing I, 2-D Foundations, 3-D Foundations, one Jean A. Dibble; Paul A. Down; Rev. James F. course treating material from before 1500 taught by Flanigan, CSC; Richard L. Gray; Martina A. Studio Art and Design a regular full-time art historian in the department, Concentrations Lopez; Rev. Martin Lam Nguyen; Robin F. and one course that treats material from after 1500 Rhodes; Maria C. Tomasula taught by a regular full-time art historian in the de- Ceramics Concentration Assistant Professors: partment. Students are not required to select a major Ceramics is a concentration emphasizing clay as the Nyame O. Brown; John K. Caruso; Robert P. concentration for the BA degree, but some focus of primary vehicle for expression. Pottery, vessel making Sedlack study is encouraged. The BA degree consists of 36 and sculpture may be addressed through a variety of Associate Professional Specialist: hours in art and design, of which 27 are in studio processes to include hand-building, throwing and John F. Sherman and nine in art history. casting. As students develop technical skill with the Concurrent Assistant Professors: medium, they will create and explore forms and ideas Douglas E. Bradley; Stephen R. Moriarty Bachelor of Fine Arts Degree in Studio Art and of their own choosing. Beyond clay, students will The department. The Department of Art, Art His- Design be encouraged to study and utilize other sculptural tory, and Design at the University of Notre Dame, as The bachelor of fine arts degree program in art and media as well as become familiar with contemporary part of the College of Arts and Letters, is dedicated design is intended for the student who wishes to pur- and historical source material which will inform their to the liberal education of the whole person. The art sue a professional career in the visual arts. The pro- own direction in ceramics. gram is organized into a four-year sequence of study and design student, guided by an active faculty, can Design Concentration expect to become critically aware of the rich artistic that provides a solid understanding of art and art history. The student has an opportunity to explore Design is the order of form and control of function. past and challenged to become a thoughtful maker It is what designers do. Because people are condi- of contemporary visual expression. The art history a variety of curricular options and then chooses an intensive and professional major concentration. In tioned to evaluate and select on the basis of appear- student, under the tutelage of an expert faculty, will ance and textural input, the acceptance or rejection achieve a broad and evaluative knowledge of the art addition to a primary concentration, BFA students are encouraged to select a secondary area of interest of material goods is often reduced to an object’s of the Western world. An active lecture and visiting visual power of seduction. The act of giving form, artist series and the extensive collections of the Snite to broaden their thinking and to enrich their creative study. BFA candidates share a close working relation- texture, and color to information and object empow- Museum of Art strengthen and broaden the work ers the designer with influence that can lead to the in the classroom and studio. The South Bend and ship with the department’s faculty who are active professional artists and designers. Intensive studio success or failure of made aspects of our Chicago area provide additional cultural activities environment. and experiences. work is complemented by an academic education with strong art history and liberal arts component. Responsible designers aspire to conceive objects with The department has 14 visual art and design and The BFA degree consists of 66 credit hours in art, of a sensitivity for human need, human aspiration, and seven art history faculty. The student may pursue which 54 are in studio and 12 in art history. the functional requirements for both implement- one of three degrees at the undergraduate level: the ing and producing made objects. At its best, design bachelor of arts (BA) in studio art and design or a BFA Freshman and Sophomore Years Students beginning in the program are required serves a community that includes industry, market- BA in art history, or the bachelor of fine arts (BFA) ing, consumer, and the environment. in studio art and design. Studio concentrations are to complete a seven-course studio core curriculum offered in ceramics, design, painting, photography, during their first two years. Five of these courses are Design has been part of the curriculum at the Uni- printmaking and sculpture. The size of the depart- mandated: Drawing I, Figure Drawing, 2-D Foun- versity of Notre Dame since the early 1950s. Here, ment enables the serious student to receive a solid dations, 3-D Foundations and Photography I. The design students share the advantages of a campus foundation and, through personal contact with the remaining two studio courses are optional, based on that is rich in contemporary technology and still re- faculty, to develop a creative individual direction in the student’s interest. This intensive curriculum es- tains a deep appreciation for a heritage of traditional a discipline. The department is further enriched by tablishes a base for the studio practices and principles human values and wisdom. Technically advanced lec- an active graduate program offering the MFA degree for all visual art expression. At the end of the fourth ture rooms and digital labs support all student design in studio art and design and the MA degree in art semester, students who have earned a minimum 3.25 activities. One 18-station Mac lab and one 10-sta- history. grade point average in their studio courses will be tion SGI lab share campus network with a complete accepted as candidates for the BFA degree. Students range of facilities for color or black and white input The art history classrooms and the art slide library who do not qualify are eligible for the BA degree. and output. Two model fabrication shops allow pat- are housed on the first floor of O’Shaughnessy Hall. BFA candidates are waived from the second history/ tern making activities leading to “on site” processing Offices for the art history faculty are in Decio Fac- social science requirement and the University fine that ranges from plastic molding to foundry casting. ulty Hall. The departmental office is in Riley Hall, as arts requirement. Intermediate and advanced level undergraduate are the art and design faculty studios. Riley Hall also students share an energized design community with houses all the visual arts activities in well-equipped BFA Junior and Senior Years Students accepted into the BFA program begin defined studio space located in close proximity to all studios that are always available for student use. studio fine arts, art history, and exhibition galleries. Skilled technical staff and support facilities are avail- a two-year primary concentration in one of the able as appropriate for each medium that is following studio areas: ceramics, design, paint- offered. ing, photography, printmaking, or sculpture. The concentration requires 15 hours of study in a major 91

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Graphic Design with regional and national corporate design and expand their ideas into skillful and thoughtful indi- Graphic design is a creative process that combines consulting offices in the form of annual conferences, vidual expression. Students work in well-equipped fine art and technology to communicate ideas. It sponsored projects, and internships. studios under the direction of the sculpture faculty. begins with a message that, in the hands of a talented A full range of sculptural experiences in traditional The design faculty at Notre Dame are profession- graphic designer, is transformed into visual commu- and nontraditional media are available in specific als in their fields. Their diverse experiences, as well nication that transcends mere words. By controlling courses. Independent study, visiting artist lectures, as their commitment to quality design education, color, type, movement, symbols, and images, the and visits to area museums and galleries supplement complement an atmosphere for creative learning and graphic designer creates and manages the production course offerings. By blending required and elective problem solving. The faculty’s range of qualifications of visuals designed to inform and persuade a specific courses, students may design a curriculum that will extend into the corporate realm as design managers, audience. By combining aesthetic judgment with respond to their particular needs and direction. design and manufacturing entrepreneurs, profession- project management skills, graphic designers develop al design consultants, and experts in digital design visual solutions and communications strategies. The Course Descriptions. The following course de- technologies. These credentials present the students professional designer works with writers, editors, il- scriptions give the number and title of each course. with a rich complement of educational resources lustrators, photographers, code writers, and printers Lecture hours per week, studio hours per week, and plus a professional base in which to network, both to complete compelling designs that communicate a credits each semester are in parentheses. “V” indi- nationally and internationally. client’s message effectively. cates variable. Painting Concentration At Notre Dame, the graphic design education begins Art Studio Courses with the liberal arts curriculum as part of the College Painting is a traditional visual expression of human experience that combines the direct manipulation of Arts and Letters. This varied background includes ARST 11201. Drawing I science, math, philosophy and theology, and creates of materials with an illusion of the world in space. (3-0-3) a well-rounded graduate prepared to deal with the Paintings can report what the eye sees as well as what This course deals with form depiction in its many wide variety of complex communication issues pro- the eye might see; it is fact and fantasy. A painting aspects and modes and is intended for beginning fessional designers face. can also stimulate and delight the consciousness students as well as advanced students who need ad- with formulations of colored pastes on a flat surface. ditional experience in drawing. Lab fee. Within the Department of Art, Art History, and The concentration in painting exposes students to Design, the graphic design curriculum gives a stu- the varied traditions of the medium and encourages ARST 11301. Basic Painting dent the opportunity to be firmly grounded in the them to explore their own capacity to create. Empha- (0-6-3) fundamentals of graphic design and gain exposure in sis is placed on discovering the student’s individual Open to all students. This course is an introduc- various fine art curriculum. The further the student values and developing techniques that elucidate and tion to oil painting techniques and to stretcher and progresses through the tiered program, the greater clarify those values. canvas preparation. The emphasis is on finding a the opportunities are to explore creative avenues personal direction. Lab fee. and problem-solving-as well as problem-defining- Photography Concentration methods. These experiences are coupled with access Photographs mediate our experiences with the physical world experiences that take place at the inter- ARST 11601. 3-D Foundations to leading-edge technology, including an on-site (0-6-3) section between art, culture and our own individual eighteen-station Mac lab, color input/output devices, This required core course for all art majors introduc- perceptions. The concentration in photography is CD burners, digital cameras, and the most current es the student to three-dimensional art by producing designed to inform students of photographic tradi- computer applications recognized by industry. sculptures (both figurative and abstract) in a variety tions while engaging them in issues of contemporary of media. Contemporary movements in sculpture Industrial Design art practice. The photography program seeks to are examined through slide lectures and attendance Industrial designers give form to virtually all mass- facilitate growth and development of the art student at visiting artist lectures and visits to exhibitions. manufactured products in our culture. Their tasks through a full range of courses dealing with techni- Lab fee. include the conceptual act of planning how made cal, historical, critical, and aesthetic concerns. The objects will affect utility, appearance, and value to goal of the program is to enable students to be con- ARST 21101. Ceramics I users, sellers, and makers. Toward these ends, design- versant with these issues and to recognize the power (0-6-3) ers require an awareness of aesthetics, human behav- of photography as a uniquely flexible medium for Open to all students. This course examines basic ior, human proportion, material, process, and the both personal and cultural expression. techniques of wheel-thrown and hand-built clay responsible appropriation of resources, both before structures for sculpture and pottery. Lab fee. and after use. Printmaking Concentration The printmaking concentration emphasizes a man- Industrial designers identify and solve problems. The ner of thinking and making images that printmaking ARST 21303. Watercolor I industrial designer must present different points of techniques allow and encourage. As students become (0-6-3) view and alternative solutions involving products familiar with the various techniques and technologies Open to all students. This course is an introduction or systems in a clear and engaging manner. This of lithography, intaglio, relief, and silkscreen, they to the watercolor medium and deals with a variety persuasive art form requires highly developed orga- learn methods of developing images and ideas. Ex- of methods, materials, and techniques (both realistic nizational and presentational methods that utilize perimentation and exploration of mixed print media and abstract) with special emphasis on color and drawing, physical modeling, computer modeling, images are encouraged. The courses are designed composition. Lab fee. and animation as well as verbal skills. to progressively develop skill, creativity, personal imagery, and knowledge of relevant current issues. ARST 21401. Photography I Design education begins at Notre Dame with utiliza- (3-0-3) Advanced students are encouraged to work on a pro- tion of campus facilities through the liberal arts cur- This course is an introduction to the tools, materi- fessional level by creating a cohesive body of work riculum. This social, philosophical, critical, ethical, als, and processes of black-and-white photography. and by striving toward exhibiting that work. and historical experience helps build a foundation Lectures and demonstrations expose students to both of cultural understanding that naturally leads to Sculpture Concentration traditional and contemporary practices in photogra- the more specific aspects of traditional creative and The goal of the sculpture program is to offer stu- phy. Critiques of ongoing work encourage students problem-solving methods required of designers. The dents a solid understanding of sculptural materials, to begin discovering and developing their individual industrial design area also maintains close contact tools, and techniques that will enable them to strengths and interests in the medium. A 35mm 92

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camera with manual shutter speed and “F” stop is ARST 21512. Photolithography model building. No previous experience necessary. needed. Lab fee. (0-6-3) Offered fall only. Materials fee TBA. Photolithography is a method of printmaking utiliz- ARST 21501. Silkscreen I ing a metal plate that is photosensitive. Hand-drawn ARST 31402. Photography II (0-6-3) and computer-generated images as well as traditional (0-6-3) Open to all students. This course is an introduc- photographs are used to create prints that reflect Prerequisite(s): ARST 21401 or ARST 285 or ARST tion to stencil processes and printing. Hand-drawn an individual’s creativity. Emphasis is placed on the 285S and photographic stencil-making techniques are student developing his or her own vision and its This course extends and develops the skills and con- explored. Mono-printing and discovery of unique expression. Lab fee. cepts initiated in Photography I. Students also are aspects of serigraphy are encouraged. Emphasis is on introduced to a variety of photographic possibilities exploration of color and development of student’s ARST 21602. Wood Sculpture outside traditional black-and-white printing. Tech- ideas and methodologies. Lab fee. (0-6-3) niques explored include darkroom manipulations, Open to all students. This course uses wood as a photo-constructions, Polaroid transfers, installations, ARST 21503. Etching I and Monoprints primary medium. Emphasis is placed on individual and non-silver processes. Projects encourage students (0-6-3) concept and design. Students learn the use of hand to continue defining their own areas of interest and Open to all students. This basic studio class intro- and power tools as well as techniques of joining, to locate their own concerns within the broad range duces techniques of intaglio (etching). Students learn laminating, fabricating, and carving. Lab fee. of photographic issues. Lab fee. basic platemaking and printing techniques while learning to incorporate their own drawing skills and ARST 21603. Metal Foundry ARST 31405. Color Photography points of view. Historical and contemporary prints (0-6-3) (0-6-3) are reviewed. Emphasis is on development of the Open to all students. The course focuses on work in This course is an introduction to technical and aes- student’s own ideas and methodology. Lab fee. cast aluminum and cast bronze sculptures. Students thetic issues in color photography with an emphasis learn basic welding techniques using oxygen and on the development of personal imagery and the his- ARST 21505. Artists’ Books and Papermaking acetylene, arc and heliarc welding. Mold making, tory of color picture making. Lab fee. (0-6-3) work in wax, and metal finishing techniques are also Open to all students. This introductory course explored. Lab fee. ARST 31415. Introduction to Film and Video explores the making of artists’ books and papermak- Production ing. Students learn basic bookbinding techniques ARST 21604. Metal Sculpture I (4-0-4) for books and printing techniques for stationery and (0-6-3) Prerequisite(s): See online Course Catalog for details. posters. They also learn how to make handmade Open to all students. Metal is the medium of choice An introductory course in the fundamentals of papers. Part of the focus is on historical books as in this course designed to explore three-dimensional shooting, editing, and writing for film and video well as on what contemporary artists are doing with design with a variety of projects grounded in histori- productions. This is a hands-on production course books. Lab fee. cal precedents. Students become familiar with as emphasizing aesthetics, creativity, and technical many metalworking techniques as time and safety expertise. The course requires significant amounts of ARST 21507. Relief and Collography allow, such as gas and arc welding, basic forge work, shooting and editing outside class. Students produce (3-0-3) and several methods of piercing, cutting and alterna- short video projects using digital video and Super Open to all students. This course investigates various tive joinery. Lab fee. 8mm film cameras and edit digitally on computer relief methods of printmaking, including linocut, workstations. The principles of three-camera studio woodcut, and collograph. Emphasis is on experimen- ARST 21606. Figure Sculpture production are also covered. tation and combining media. Lab fee. (0-6-3) Open to all students. This course concentrates on ARST 41103. Ceramics Studio ARST 21508. Experimental Printing without modeling from the figure. Work is predominantly (0-6-V) the Press in clay, but mold-making and casting techniques are This advanced course is for students pursuing an (0-6-3) also explored. Lab fee. individual direction in ceramics. Emphasis is on This course examines the many ways to make prints individual concepts and techniques. without using a press; from potato prints and relief ARST 24340. Chinese Black Ink Painting to digital transfers. It is designed to introduce the (V V-2) ARST 41203. Figure Drawing, Multilevel student to methods of constructing prints ranging Japan’s traditional painting in Chinese black ink with (3-0-3) from traditional forms to collage and beyond to brush. Introduces basic methods and forms in por- Open to all students. The emphasis is on drawing layering media. It is a course that encourages creativ- traits, landscapes, birds, and flowers. in all its aspects: materials, methods, techniques, ity and teaches students to make unique images on composition, design, and personal expression. The paper. Lab fee. ARST 31102. Ceramics II human figure is the subject matter. While anatomy is (0-6-3) studied, the course is not an anatomy class. Male and ARST 21509. Print Business and Prerequisite(s): ARST 21101 or ARST 209S or female models, clothed and nude, are used. Lab fee. Photogravure ARST 210S (3-0-3) This course explores advanced processes in clay for ARST 41304. Watercolor, Multilevel This course is concerned with learning the business pottery and sculpture as well as techniques of glaz- (3-0-3) of the contract printing for photogravure prints. ing. Lab fee. Prerequisite(s): ARST 21303 or ARST 231S or These prints look exactly like photographs, but are ARST 232S printed onto soft printmaking papers. The class will ARST 31315. Scene Design and Techniques This course is a continuation of the watercolor me- invite a photographer to produce a suite of six black- (3-0-3) dium and deals with a variety of methods, materials, and-white photographic prints that the class will This is a beginner’s course in basic scenic design and techniques (both realistic and abstract) with spe- convert into photogravure prints. The class will learn techniques and hand drafting for the stage. This cial emphasis on color and composition. Lab fee. the business of production, including costs, while course will take the student through the process of engaging in the scheduling, platemaking, printing, design, from how to read a script, research, presenta- packaging, and sales of a suite of photogravures. tion, rendering, basic drafting and, if time allows, Lab fee. 93

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ARST 41305. Painting Studio ARST 41417. Advanced Film Production the BFA thesis. Critical writing and directed readings (0-6-V) (3-0-3) will be assigned throughout the semester. Slide lec- This course is devoted to defining personal painting Prerequisite(s): FTT 40410 or FTT 448A tures, visiting artist interviews, gallery visits, student directions (oil/acrylic). Students gain experience in This production workshop encourages the develop- presentations, portfolio preparation, and graduate criticism and in exhibition techniques. ment of short scripts (including casting, pre-produc- school application procedures will supplement the tion, and storyboarding) for fiction, nonfiction, or course. ARST 41307. Painting, Multilevel formal film projects by pairs of students. It stresses (3-0-3) writing skills with an emphasis on the development ARST 47171. Special Studies—Ceramics Prerequisite(s): See online Course Catalog for details. of innovations that expand the existing traditions of (V-0-V) This course extends and develops the skills and and boundaries between fiction and nonfiction prac- Independent study in ceramics: research or creative concepts initiated in Painting I and II. Students are tices. Application may be obtained from Web: http: projects. engaged in projects that allow them to hone their //www.nd.edu/~ftt/ or in 230 DeBartolo Performing technical skills while they define and develop their Arts Center. ARST 47271. Special Studies—Painting/ individual concerns as well as the formal means Drawing through which to communicate those concerns. Lab ARST 41418. Professional Video Production (V-0-V) fee. (4-0-4) Independent study in painting or drawing: research PA course for the advanced production student or creative projects. ARST 41402. Advanced Photography interested in the techniques and technology of the (0-6-3) broadcast video industry, utilizing the following ARST 47471. Special Studies—Photography (V-0-V) Prerequisite(s): See online Course Catalog for details. post-production software: Avid Media Composer, Independent study in photography: research or This is an advanced photography course that allows Adobe After Effects, Lightwave 3D, and Digidesign creative projects. Open to upper level students with students to explore their own areas of interest while Pro Tools. Students produce projects using Betacam- permission of the instructor. learning about a broad range of contemporary pho- SP and DV video equipment while learning the tographic issues. Students may work in any photo basics of non-linear editing, digital audio sweetening, medium (black-and-white, color, digital, etc.) they ARST 47571. Special Studies—Printmaking 2-D compositing and 3-D animation techniques. (3-0-3) choose. Emphasis is on creating a portfolio of Independent study in printmaking: research or cre- images. ARST 41506. Multilevel Books and ative projects. Printmaking ARST 41403. Digital Photography (3-0-3) (0-6-3) This course offers advanced experience in making ARST 47671. Special Studies—Sculpture (V-0-V) Prerequisite(s): See online Course Catalog for details. artist’s books, lithography, photolithography, etch- Independent study in sculpture: research or creative This course uses computers for creative image making, silkscreen, and relief. Emphasis is on developing projects. ing. Students are introduced to the practices and personal work and imagery. Lab fee. procedures of digital imaging with an emphasis on ARST 47771. Special Studies exploring their own personal work. Lab fee. ARST 41608. Sculpture Studio (V-0-V) (0-6-3) Independent study in art studio: research or creative Prerequisite(s): ARST 11601 or ARST 149S ARST 41407. Studio Photography projects. (0-6-3) This advanced sculpture course offers serious stu- Prerequisite(s): See online Course Catalog for details. dents an opportunity to pursue a sculptural direction ARST 48103. BFA Thesis—Ceramics This course introduces the student to the funda- and to carry that direction to a professional level of (3-0-3) mentals of studio photography. Included are lighting competence. It also develops the student’s awareness The BFA thesis is defined by an independent thesis skills and the basics of medium- and large-format of definitions and criticism of sculpture. The work project, continuing for two semesters during the cameras. The course serves as an introduction to may be done in any three-dimensional medium. senior year. The BFA thesis is a personal visual state- both commercial illustration and methods for per- ment that is the culmination of a student’s collective sonal work with the view camera. ARST 43406. Topics in Photography development within the department and can be the (3-0-3) extension of an ongoing body of work or a defining Prerequisite(s): See online Course Catalog for details. ARST 41416. Intermediate Film Production project. The thesis project is supported by a written (3-0-3) This is a topics course for advanced photography statement defining the project, which is due at the Prerequisite(s): FTT 30410 or FTT 361 students. Students are engaged in critical issues in- end of the first senior semester. The thesis project This film production course will focus on 16mm volving contemporary studio practice through slide culminates in the second senior semester with a BFA black-and-white silent narrative filmmaking. We will lectures, discussions, visiting artist interviews, gallery thesis exhibition. The student signs up with a faculty explore the technical use and aesthetic application visits, and student presentations. Directed readings member working in ceramics, who serves as an advi- of the film camera and related equipment as well as and critical writings will be assigned during the se- sor for the thesis project. the development of the short film narrative script. mester. Students will concurrently develop a creative Students will shoot a short film lighting and compo- project. Lab fee. ARST 48203. BFA Thesis—Painting/Drawing sition exercise and in-class film test, and ultimately (3-0-3) produce, shoot, and edit one four- to six-minute, ARST 43702. BFA Seminar The BFA Thesis is defined by an independent thesis (3-0-3) Collins 16mm B/W film in teams of two. The projects will project, continuing for two semesters during the BFA majors only. Required of all BFA studio and de- be edited digitally, but there will be NO effects, senior year. The thesis is a personal visual statement sign majors. This course is designed to broaden the fades, dissolves, titles, or sound. The filmmaking that is the culmination of a student’s collective context of the student’s chosen major in the depart- process requires a lot of field work on locations and development within the department and can be the ment by introducing the student to alternative and transporting heavy equipment. In addition to the extension of an ongoing body of work or a defining integrated points of view from all areas of study that projects there will be a midterm and a few papers project. The thesis project is supported by a written are represented by the studio and design field. This required. Materials fee required. statement defining the project, which is due at the course will help first semester senior BFA majors to orient toward their chosen direction and project for 94

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end of the first senior semester. The thesis project as well as materials and processes used in the design DESN 31205. Digital 3-D culminates in the second senior semester with a BFA process, are emphasized. Lab Fee. (0-6-3) thesis exhibition. The student signs up with a faculty Prerequisite(s): DESN 21201 or DESN 218S member working in painting or drawing, who serves DESN 21101. Graphic Design I This course introduces students to Alias Wavefront (0-6-3) as an advisor for the thesis project. software, a powerful conceptual tool for modeling Prerequisite(s): DESN 11100 or DESN 111S and animating complex objects. In this digital explo- This introductory course explores the origins, ARST 48403. BFA Thesis—Photography ration, computer technology will be used to gener- (3-0-3) concepts, and processes affecting traditional and ate, modify, and present design ideas. Lab Fee. The BFA thesis is defined by an independent thesis contemporary graphic design. Laboratory activities project, continuing for two semesters during the introduce and implement computer and print tech- DESN 31208. Furniture I senior year. The thesis is a personal visual statement nology for the creation of original design projects. (0-6-3) that is the culmination of a student’s collective Lab Fee. This course is an introduction to furniture design development within the department and can be the encompassing the study of modern designers and extension of an ongoing body of work or a defining DESN 21200. Visual Dialogue contemporary design issues. A series of furniture de- (0-6-3) project. The thesis project is supported by a written sign problems are assigned that serve as focus for in- Open to all students. This cross-disciplinary course statement defining the project, which is due at the vestigations into contemporary and non-traditional in rapid sketching and rendering technique serves end of the first senior semester. The thesis project applications of design principles. Full-scale furniture studio art, design, and architecture. The course is culminates in the second senior semester with a is produced for each project. Lab Fee. thesis exhibition. The student signs up with a faculty intended for students entering studio practice for the first time as well as for advanced students who wish member working in photography, who serves as an DESN 31316. Stagecraft: Theory and Practice advisor for the thesis project. to deepen their visualization and illustration skills. (3-0-3) Lab Fee. A practical introduction to techniques, processes, ARST 48503. BFA Thesis—Printmaking and materials. The student will explore traditional (3-0-3) DESN 21201. Product Design I and modern stagecraft methods: carpentry, rigging, (0-6-3) The BFA Thesis is defined by an independent thesis basic scenic painting as well as basic technical draft- This foundation 3-D design studio begins as a natu- project, continuing for two semesters during the ing, design ideas, equipment use, safety, material ral extension of Basic Design. Students are encour- senior year. The thesis is a personal visual statement handling, and problem solving. Students will gain aged to think and work in three-dimensional media. that is the culmination of a student’s collective practical experience participating on realized projects A series of fundamental design problems are assigned development within the department and can be the and productions. extension of an ongoing body of work or a defining during the course of the semester. Emphasis is placed on the transformation of imagination from mind to project. The thesis project is supported by a written DESN 41102. Graphic Design II statement defining the project, which is due at the paper to model. Computer-aided design (CAD) is (0-6-3) end of the first senior semester. The thesis project also introduced into assignments. Lab Fee. Prerequisite(s): DESN 21101 or DESN 281S culminates in the second senior semester with a This advanced course in visual communication is for thesis exhibition. The student signs up with a faculty DESN 31203. Product Design III students interested in the art of typography, its his- (0-6-3) member working in printmaking, who serves as an tory, and the use of type as a critical element in the Prerequisite(s): DESN 21201 or DESN 218S advisor for the thesis project. world of graphic design. Lab Fee. This design research studio challenges the advanced student with problems requiring a combination ARST 48603. BFA Thesis—Sculpture DESN 41103. Graphic Design III (3-0-3) of skills. Investigation leads to an identification of (0-6-3) The BFA Thesis is defined by an independent thesis needs. Final proposals will demonstrate concern for Prerequisite(s): DESN 41102 or DESN 415S) project, continuing for two semesters during the human factors, knowledge of material and process, This advanced course in visual communication senior year. The thesis is a personal visual statement and a sensitivity of form. Presentations typically is for students who intend to pursue the field of that is the culmination of a student’s collective include project documentation, conceptual infor- graphic design after graduation. The class will help development within the department and can be the mation, control drawings, renderings, and finished prepare students both technically and creatively for extension of an ongoing body of work or a defining presentation models. National and regional industry- professional practice by focusing on research-based project. The thesis project is supported by a written sponsored projects are employed on occasion. projects. Lab Fee. statement defining the project, which is due at the end of the first senior semester. The thesis project DESN 31204. Product Design Research DESN 41104. Multimedia Design culminates in the second senior semester with a Project (0-6-3) (0-6-3) thesis exhibition. The student signs up with a faculty Prerequisite(s): DESN 21101 or DESN 281S Prerequisite(s): See online Course Catalog for details. member working in sculpture, who serves as an advi- This advanced digital image-making course gives the This course exposes art and design students to com- sor for the thesis project. studio or design major the opportunity to pursue mon low- and high-production manufacturing pro- research and development in an advanced area of cesses. Students use these methods to execute their Design Courses technology. In some semesters, a topic is announced own original designs. Students are introduced to as a focus for the course such as Postscript program- plastic thermoforming, injection molding, sheet and DESN 11100. 2-D Foundations ming or hyper-media design. (0-6-3) profile extrusion, blow-molding, rotational molding, Art majors only. This course deals with fundamentals reaction-injection molding, and open mold laminat- DESN 41105. Multimedia Design II of two-dimensional design and is intended for stu- ing. Metal processes include roll forming, foundry (0-6-3) dents entering studio practice for the first time. The sand casting, die-casting, extrusion, stamping, anod- Prerequisite(s): DESN 21101 or DESN 281S course is also open to more advanced students who izing, and plating. Lab Fee. This advanced digital image-making course gives the wish to increase their knowledge of the elements and studio or design major the opportunity to pursue principles of design. The course is project-oriented. research and development in an advanced area of Studio practice in the basic principles of design em- technology. In some semesters, a topic is announced ploying color theory, form, and space organization, 95

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as a focus for the course such as Postscript program- The Art History Major ARHI 13182. Fine Arts University Seminar ming or hyper-media design. (3-0-3) Coleman, Rosenberg The bachelor of arts degree program in art history is University seminars will address a variety of topics in DESN 41209. Furniture Design Studio a 30-credit-hour major. An art history major should the history of art depending on the interests of the (0-V-V) strive to achieve a broad knowledge of the develop- professor. These courses require several short papers Prerequisite(s): DESN 31208 or DESN 330S ment of the art of the Western world. Majors are as well as a final written exercise appropriate to the This course offers advanced students an opportunity required to take the Theories of Art seminar (three material. to develop a personal direction, using wood as a ma- credit hours) and complete a final thesis in the fall of terial of expression. Lab Fee. his or her senior year. The thesis, normally between ARHI 20100. Introduction to Ancient Greece, 20 and 30 pages in length, is done under the direc- Rome, Egypt DESN 45310. Design Internship tion of one of the regular art history faculty. It is ex- (3-0-3) (V-0-V) pected to demonstrate the student’s ability to treat an This course will examine the origins of western art Permission required. This course provides an op- important art historical topic in a manner that shows and architecture, beginning with a brief look at the portunity for the design student to earn credit at an writing skills and methodological training. It is ex- Bronze Age cultures of the Near East and Egypt, approved design office. pected that the thesis will be suitable for submission then focusing in detail on Greece and Rome, from as a writing sample for students intending to apply the Minoan and Mycenaean world of the second DESN 47171. Special Studies—Graphic to art history graduate programs. In addition, the de- millennium BCE to the rule of the Roman emperor Design partment offers courses in four areas of Western art: Constantine in the fourth century CE Among the (V-0-V) ancient, medieval, Renaissance, and baroque, and monuments to be considered are ziggurats, palaces, Independent study in graphic design: research or modern (19th and 20th centuries). An art history and the luxuriously furnished royal graves of Meso- creative projects. major must take at least one course in each of these potamia; the pyramids at Giza in Egypt and their fu- areas (12 credit hours). It is strongly recommended nerary sculpture; the immense processional temple of DESN 47271. Special Studies—Product that this distribution requirement be fulfilled with Amon at Luxor; the Bronze Age palaces of Minos on Design 20000- or 30000-level introductory courses taught Crete—the home of the monstrous Minotaur—and (V-0-V) by regular art history faculty on campus. The re- Agamemnon at Aycanae, with their colorful frescoes Independent study in product design: research or maining 12 credit hours may be taken in any area. and processional approaches; the great funerary pots creative projects. Students must also have taken a minimum of two of early Athens and the subsequent traditions of Red seminars in addition to Theories of Art in the process and Black Figure vase painting; architectural and DESN 47371. Special Studies (V-0-V) of fulfilling the major. The sequence in which the freestanding sculpture of the Archaic and Classical Permission required. Independent study in design. required and elective courses and seminars are taken periods; the Periclean Acropolis in Athens, with its is left to the discretion of the individual student. The monumental gateway and shining centerpiece, the DESN 48103. BFA Thesis—Graphic Design Theories of Art seminar should be taken in either the Parthenon; and finally, among the cultural riches of (3-0-3) junior or senior year. Rome, the painted houses and villas of Pompeii; the tradition of republican and Imperial portraiture; the The BFA Thesis is defined by an independent thesis Students with a first major in another department Imperial fora; the exquisitely carved Altar of Peace of project, continuing for two semesters during the can complete a second major in art history by taking Augustus; the Colosseum; and the Pantheon of the senior year. The thesis is a personal visual statement one course in each of the four departmental areas, an Philhellene Emperor Hadrian. that is the culmination of a student’s collective art history seminar, and three electives in art history development within the department and can be the (24 credit hours total). It is strongly recommended extension of an ongoing body of work or a defining ARHI 20300. Introduction to Renaissance Art that the four-course distribution requirement be (3-0-3) project. The thesis project is supported by a written fulfilled with 20000- or 30000-level introductory statement defining the project, which is due at the This course will survey the major trends in the art courses taught by regular art history faculty on of Italy and Northern Europe from roughly 1300 end of the first senior semester. The thesis project campus. culminates in the second senior semester with a to 1575. It will concentrate on such major figures thesis exhibition. The student signs up with a faculty Students wishing to minor in art history can do so as Giotto, Donatello, Masaccio, Botticelli, Raphael, member working in graphic design, who serves as an by taking five art history courses (15 credit hours to- Michelangelo, and Titian in Italy, and the Limbourg advisor for the thesis project. tal). At least one of these courses must treat material Brothers, Jan van Eyck, Rogier van der Weyden, prior to 1600, and at least one must treat material Hieronymus Bosch, Albrecht Durer, Mathias DESN 48203. BFA Thesis—Product Design from 1600 to the present. Grunewald, and Pieter Brueghel in the North. It (3-0-3) will consider such themes as artistic production and The BFA Thesis is defined by an independent thesis Courses taken for the second major or the minor technique, public and private spirituality, naturalism, project, continuing for two semesters during the cannot be counted in more than one university narrative, and the changing status of the artist. senior year. The thesis is a personal visual statement program. that is the culmination of a student’s collective Course Descriptions. The following course de- ARHI 20310. Survey of Italian Renaissance Art (3-0-3) development within the department and can be the scriptions give the number and title of each course. Open to all students. This course will examine the extension of an ongoing body of work or a defining Lecture hours per week, laboratory, and/or tutorial painting, sculpture, and architecture produced in project. The thesis project is supported by a written hours per week, and credits each semester are in pa- Italy from the very end of the 12th through the statement defining the project, which is due at the rentheses. “V” indicates variable. Prerequisites, if any, beginning of the 16th century, from Giotto’s Fran- end of the first senior semester. The thesis project are also given. Most of the following courses are of- ciscan spirituality to Michelangelo’s heroic vision of culminates in the second senior semester with a fered at least once over a three-year period. Be sure to man and God. A wide variety of questions will be thesis exhibition. The student signs up with a faculty consult the course elective booklet published by the considered in the context of this chronological sur- member working in graphic design, who serves as an department each semester for particular offerings. advisor for the thesis project. vey, including changing conventions of representation, the social function of art, and the impact of the Renaissance ideology of individual achievement on the production of art and the role of the artist. 96

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ARHI 20362. European Art and Architecture of from convention. These themes are addressed in this the direction of their work has taken will be exam- the Seventeenth and Eighteenth Centuries course, along with the contradictory reality in which ined and analyzed within this social context. (1-0-3) the art arose: an era defined by both optimism and This course will survey major stylistic trends in fear, technological progress and massive wars, violent ARHI 30101. Hellenistic and Roman Art and 17th- and 18th-century painting, sculpture, and ar- racism, and political liberation. Among the selected Architecture chitecture in Italy, Spain, France, the Low Countries, artists analyzed are Pablo Picasso, Henri Matisse, Piet (3-0-3) Rhodes England, and Germany. The course will begin with Mondrian, Marcel Duchamp, Hannah Hoch, Ly- This course explores the architecture, urban plan- the art of the Counter-Reformation in Italy and will ubov Popova, Salvador Dali, Walter Gropius, Diego ning, sculpture, and painting of Hellenistic Greece end with the Age of the Enlightenment, encompass- Rivera, and Jackson Pollock. and Rome, from the time of Alexander the Great in ing the reigns of Pope Urban VIII to the death of the fourth century BCE to the reign of the Roman Louis XVI. Stylistic trends such as the Baroque, ARHI 20500. Introduction to Art and emperor Constantine in the fourth century CE. Rococo, and the origins of Neoclassicism will be Catholicism The art and architecture of Greece and Rome will discussed through the works of such diverse artistic (3-0-3) be analyzed as expressions of their culture and time personalities as Bernini, Caravaggio, Gentileschi, This undergraduate lecture/discussion course will and as tools for understanding these cutures more Velasquez, Poussin, Rembrandt, Rubens, Wren, give students the opportunity to analyze and discuss completely. A variety of themes will be addressed, Hogarth, Reynolds, Watteau, Boucher, Fragonard, the history of Catholic doctrine as it pertains to the including changing conceptions of monumentality Robert Adam, Neumann, Tiepolo, and Zimmer- visual arts. From the Council of Elvira in AD 306 in art and architecture; imperial propaganda in art, mann. Discussion will also focus on the impact to John Paul II’s Letter to Artists of 1999, Catholi- architecture, and religion; technology as inspiration on art and artists by religious orders, emerging cism has engaged with and debated the role of the for new conceptions of art and architecture; the con- modern European states, capitalism, and global arts as a legitimate vehicle for spiritual experience trasting natures of Greek and Roman art and culture; expansionism. and theological knowledge. In this course, we will the influence of Greek culture on Rome; and the examine the changing, complex, and various ideas nature and significance of the ever-changing mixture ARHI 20420. Nineteenth-Century European Art that have been brought to the question of the func- of Greek and native Italic elements in Roman art and and Architecture tion of art in the Church. It will become clear that architecture. (3-0-3) Catholic attitudes to the arts have been subject to This course will survey the major monuments of a range of influences that have helped shape a still ARHI 30120. Survey of Greek Art and painting, sculpture, and architecture that were fluid and potential relationship between Catholicism Architecture produced in the dynamic 100 years following the and art. Among other topics we will examine the ac- (3-0-3) French Revolution. We will investigate how artists commodation of traditional pagan practices in Late This course analyzes and traces the development and architects envisioned a new modern society, at Antiquity; the impact of Byzantine and Carolingian of Greek architecture, painting, and sculpture in the same time that the old social structures and sup- theological discourse on the arts; Mendicant thought the historical period, from the eighth through the ports crumbled around them. We also will consider and practice regarding the arts; lay piety in the Later second centuries BC, with some consideration of how new materials and experimental techniques Middle Ages; issues raised by the Reformation; the prehistoric Greek forebears of the Mycenaean Age. contributed to ways of representing the experience of Council of Trent, and the Counter-Reformation; the Particular emphasis is placed upon monumental modern life. implications of Modernism; neo-Thomist aesthetics; art, its historical and cultural contexts, and how it and the aftermath of Vatican II. In all instances, the reflects changing attitudes towards the gods, human ARHI 20440. Introduction to Twentieth-Century course will be shaped by the discussions of primary achievement, and the relationship between the divine Art readings (in translation when necessary) that will and the human. (3-0-3) set these texts in a context that is social, intellectual, This course provides an introduction to art, aesthetic theological, and cultural. Each reading will then ARHI 30130. Etruscan and Roman Art and philosophy, art criticism, and cultural politics from lead to an examination of the artistic environment Architecture (3-0-3) 1900 to the present. European and American art are that preceded and succeeded the ideas shaped by Open to all students. Roman Art of the Republic the primary focus. Rather than a mere chronological these texts. It is expected that students will leave this and Empire is one focus of this course, but other survey of artistic movements, the course addresses a course with a rich knowledge of the central ideas and early cultures of the Italian peninsula and their rich range of conceptual problems to engage students in works of art that have come to shape the continuing artistic production are also considered. In particular, different modern methods (Marxist, psychoanalytic, dialogue between Catholicism and art. formal, feminist and so forth) for interpreting art the arts of the Villanovans and the Etruscans are examined and evaluated as both unique expressions of and its history. Painting, sculpture, photography, ARHI 20510. Understanding Museums video, and graphic design are among the media ana- (3-0-3) discrete cultures and as ancestors of and influence on lyzed. Among the artists studied are Henri Matisse, This course is designed to present the museum as a Rome. The origins and development of monumental Pablo Picasso, Georgia O’Keeffe, Alexander Rod- resource from the past, present, and future for learn- architecture, painting, portraiture, and historical chenko, Max Ernst, Jackson Pollock, Andy Warhol, ing and enjoyment. It introduces the student to the relief sculpture are isolated and traced from the early Judy Chicago, Cindy Sherman, and others. Lectures, issues that challenge art museums in general and the first millennium BC through the early fourth cen- class discussions of assigned readings, and museum Snite Museum of Art in particular. It provides the tury of the modern era. visits are key components of the course. tools that make a museum visit more meaningful and immediate. ARHI 30200. Survey of Medieval Art ARHI 20441. Twentieth-Century Art I: 1900–55 (3-0-3) This course will provide an introduction to the visual (3-0-3) ARHI 20830. Chicano Art Survey This course focuses on early 20th-century art and (2-0-2) arts of the period c. AD 300 to c. AD 1300. In the cultural politics in Europe and the US. In the early The student will investigate the social turmoil and course of the semester, we shall devote much time to modern period, many ambitious and innovative conditions of Chicano people that gave rise to the considering the possibility of a history of Medieval artists strove to destroy old models of art, replac- Chicano Art Movement. The course will illuminate art, as the objects and practices of the Middle Ages ing them with models that advocated revolutionary the fundamental concerns to the artist and why the will be shown to make our assumptions about the forms for a new, imaginary society. At other times, mural and the poster were chosen to confront these nature of art history problematic. Working from in- artists employed art to undermine accepted norms of conditions. The original intentions of the artists and dividual objects and texts we will construct a series of bourgeois culture and to liberate art and experience narratives that will attend to the varieties of artistic 97

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practices available to the Middle Ages. From these, it saints, and crusades to Jerusalem are among the is- new style based upon High Renaissance principles will be shown that art was a vital, complex, lucid and sues discussed in relation to the arts. Monastic and and a new kind of naturalism derived from the formative element in the societies and cultures, both ecclesiastical reform, heresy, and renewed interest in study of life. There was Bernini, whose architectural secular and sacred, that shaped this period. antiquity are also considered. and sculptural monuments almost single-handedly gave Rome its Baroque character. Other artists and ARHI 30202. The Contest of Word and Image ARHI 30250. Gothic Art architects of this era under discussion include such in Early Medieval Art (3-0-3) diverse personalities as Borromini, Guarini, Algardi, (3-0-3) It was during the Gothic period, stretching ap- Artemisia Gentileschi, and the great ceiling painters This course will introduce students to the archi- proximately from the 12th to the 15th centuries, Pietro da Cortona, Baciccio, Pozzo, and Tiepolo. tecture of the Middle Ages (ca. 300–1400). This that artists raised their social status to a higher level introductory course will begin with early Christian and produced a greater quantity of works than ever ARHI 30417. British Art architecture and culminates in the great Gothic Ca- before seen in the Christian West. The architectural (3-0-3) thedrals of northern Europe. Students will not only forms that we identify as characterizing the Gothic This course focuses on the dynamic between art be invited to consider the development of the archi- style, such as pointed arches, flying buttresses, and society in the period in which the Industrial tectural forms of the church building, but will also pinnacles, and quatrefoils were applied not only Revolution shaped the face of modern Britain. We be able to consider the degree to which the changing to buildings, but to altarpieces, illuminated manu- will examine paintings and architectural monuments nature of the church building reflects broader issues scripts, liturgical objects, and even to domestic items that register the devastating human consequences of in the history of Christianity in the Middle Ages. such as spoons, beds, and chests. This style has a modernization during this 100-year period. As we powerful legacy, and has been frequently revived to survey the response of British society to the forces ARHI 30210. The Formation of Christian Art various purposes in the modern era. In this course of industrialization, our themes will be the worship (3-0-3) we analyze representative examples of Gothic art and of science and progress; the Romantic discovery of Art in late antiquity has traditionally been char- architecture in light of their production at a time of nature, the imagination, and the exotic; images of acterized as an art in decline, but this judgment is great social, intellectual, religious, and political dyna- the rural and urban poor; the new constructions of relative, relying on standards formulated for art of mism and upheaval. masculinity and femininity; the return to the Middle other periods. Challenging this assumption, we will Ages for sources of national identity and social re- examine the distinct and powerful transformations ARHI 30311. Fifteenth-Century Italian form. The principal artists discussed will be Joseph within the visual culture of the period between the Renaissance Art Wright of Derby, William Blake, John Constable, third and the eighth centuries AD. This period wit- (3-0-3) Joseph Mallord William Turner, Edwin Landseer, the nesses the mutation of the institutions of the Roman This course investigates the century most fully iden- Pre-Raphaelites, and William Morris. Empire into those of the Christian Byzantine Em- tified with the Early Renaissance in Italy. Individual pire. The fundamental change in religious identity works by artists such as Brunelleschi, Donatello, ARHI 30420. Nineteenth-Century European that was the basis for this development had a direct Ghiberti, Botticelli, and Alberti are set into their so- Painting impact upon the visual material that survives from cial, political, and religious context. Special attention (3-0-3) Pyne this period, such that the eighth century witnesses is paid to topics such as the origins of art theory, art This survey of 19th-century painting treats the extensive and elaborate debates about the status and and audience, Medician patronage, and art for the major figures of the period within the context of the value of religious art in Jewish, Moslem, Byzantine, Renaissance courts of northern Italy and Naples. social, political, and intellectual ferment that shaped and Carolingian society. This course will examine the the culture—primarily, the numerous political underlying conditions that made images so central to ARHI 30340. Survey of Baroque Art revolution and the rise of industrial capitalism and cultural identity at this period. (3-0-3) the middle class in France, England, and Germany. This course will examine the art of Europe during Among the artistic movements discussed are neo- ARHI 30213. Art into History: Byzantine the 17th century. The first third of the semester classicism, romanticism, realism, pre-Raphaelitism, (3-0-3) will be devoted to the work of Counter-Reforma- impressionism, and symbolism. Some of the major Byzantine art has often been opposed to the tradition Italy and the work of individual artists such as themes addressed are the relationships between traditions of Western naturalism, and as such has been an Caravaggio and Gian Lorenzo Bernini. The second tion and innovation, between the artist and public, undervalued or little known adjunct to the story of third of the term will focus on Spanish painting, and between gender and representation, as well as Medieval art. In order to develop a more sophisticat- particularly the work of Francisco Zurbaran and the multiple meanings of “modern” and “modern- ed understanding of this material, we will examine Diego Velazquez. The final section of the course will ism.” The class will visit the Snite Museum of Art the art produced in Byzantium in the period from consider painting in the Low Countries looking at on occasion to discuss special exhibitions related to the ninth to the 12th century, a period that marks the art of Rubens, Rembrandt, Vermeer, and others. topics in the course. the high point of Byzantine artistic production and Among the issues that will be addressed are art and influence. Stress will be places upon the function spirituality, shifting modes of patronage, art and ARHI 30441. Twentieth-Century Art I: 1900–55 of this art within the broader setting of this society. politics, and definitions of gender. (3-0-3) Art theory, the notions of empire and holiness, the This course focuses on early 20th-century art and burdens of the past, and the realities of contempo- ARHI 30350. Survey of Italian Baroque Art: cultural politics in Europe, Russia, and the US In the rary praxis will be brought to bear upon our various From Caravaggio to Tiepolo early modern period, many of the most ambitious analyses of material from all media. How we, as art (3-0-3) and innovative artists strove to destroy old models of historians can write the history of this rich culture This course surveys Italian painting, sculpture, and art, often replacing them with models that advocate will be a central issue in this course. architecture of the 17th and 18th centuries, a period revolutionary forms for a new, imaginary society. At that also witnessed the foundation and suppression other times, artists have employed art to undermine ARHI 30240. Romanesque Art of the Jesuit Order, the Counter-Reformation, ab- accepted norms of bourgeois culture and to liber- (3-0-3) Barber solute monarchy, and democratic nations. Thus, the ate art and experience from convention. These are This course examines sculpture, architecture, manu- course begins with the “new Rome” of Pope Sixtus themes addressed in this course, along with the con- script illumination, and mural painting along with V, which attracted pilgrims and artists from all over tradictory reality in which the art arose: an era de- the arts produced for church and court treasuries in Europe, and ends with the early years of Enlighten- fined by massive wars, racist ideologies, and violent Western Europe during the 11th and 12th centuries. ment. From Northern Italy came Caravaggio and the suppressions. Among the selected artists analyzed are Pilgrimage to the holy shrines, the veneration of Carracci, artists who were responsible for creating a Pablo Picasso, Henri Matisse, Piet Mondrian, Marcel 98

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Duchamp, Hannah Hoch, Lyubov Popova, Salvador ARHI 30521. The Art of Mythology the class will have an opportunity to develop projects Dali, Walter Gropius, Diego Rivera, and Jackson (3-0-3) on objects, structures, or works of art of their own Pollock. Open to all students. This cross-disciplinary class choosing. is an exploration of the representation of classical ARHI 30442. Twentieth-Century Art II: 1955 to myth in Western art and literature, ranging from ARHI 30550. History of Photography Present the seventh century BCE to the 18th century CE. (3-0-3) (3-0-3) Beginning with mythological subjects in the politi- Open to all students. This course deals with the Open to all students. The post-World War II era, cal and religious sculpture, temple architecture, and development and use of photography as an artistic particularly in the United States, is marked by the vase decoration of Ancient Greece, we will move on medium from time of its invention in the mid-19th greatest expansion of corporate and consumer capi- to study Roman painting and sculpture, medieval century up to the present moment. Besides viewing talism in history. Massive wars are fought to defend Ovidian allegory, the Renaissance reinvention of slides, the student will be able to view a large num- capitalist ideology. How has art figured into these so- classical types, and 18th-century neo-classicism. We ber of original photographs from the Snite Museum cial transformations? Has art protested these condi- will compare literary and visual narratives, evaluat- of Art. tions, or easily accommodated itself to overpowering ing the discursive modes of each, and analyzing how economic, political, and legalistic techno-capitalist and why poets, philosophers, artists, sculptors, and ARHI 30801. Mesoamerican Art: Olmec and regimes? These questions arise throughout this architects selected and adapted the episodes that Their Legacy course, which concentrates on selective artistic events they did. Primary readings will include selections (3-0-3) Bradley in the US and Europe during the second half of the from Greek and Roman epic, lyric, and dramatic The Olmec civilization was the mother culture of 20th century. Movements considered include pop poetry, Greek and Roman philosophical mythology, Mesoamerica, and beginning in 1500 BC. This art, minimalism, op art, arte povera, post-minimal- and early analyses of the relationship between art course will introduce the student to the Mesoameri- can worldview by tracing the origins of Mexican art, ism, earth art, conceptual art, photo-realism, video and myth such as Philostratus’ Eikones. Among the religion and culture from the development of the and performance art, and other recent picture/theory artistic works that we will examine will be Raphael’s Olmec civilization up to Aztec times. approaches to art making. This course focuses on re- Roman cycles, Bellini and Titian’s poesie, and Ber- cent developments in painting and sculpture. It also nini’s sculpted dramas. We will consider the erudite ARHI 30840. Aesthetics of Latino Cultural examines associated theories of art criticism. contexts for such works, including gardens, drawing Expression rooms, princely residences, and civic institutions. We ARHI 30501. Modeling Sanctity: The Saint in (3-0-3) will discuss the connection between political power This course analyzes the philosophy, principles, and Image and Text and myth, and concepts such as heroism, metamor- (3-0-3) practice underlying the social and political aspects phosis, and earthly and divine love. One aim of this In this course, we will examine the lives and legacy of Latino art. We will approach this by examining class will be to identify the explanatory character of of selected saints with a view to defining the ideal a range of topics, including Chicano and Puerto myth, and of story-telling within culture, as means qualities and criteria by which sainthood is made Rican poster art, mural art, Latina aesthetics, and of historical self-understanding, self-revelation, and known. Incorporating visual as well as textual mate- border art. catharsis. rials, hagiographies, theological writings, and written testimonies, the course will consider the varieties of ARHI 33835. Topics in Latino Art ARHI 30522. Fashioning Identity in American (3-0-3) evidence that testify to sanctity. An important part of History this course will be a discussion of how different kinds Topics course on specific aspects of Latino art. Topics (3-0-3) may vary depending on instructor. of evidence must be evaluated according to their This course will focus on dress and material/visual medium and audience: for example, how visual por- culture in Colonial North America. It will introduce trayals—whether portrait, narrative cycle, or manu- ARHI 40121. Greek Architecture methodology, and offer an overview of key themes (3-0-3) script representations—can be compared to written in the history of dress and consumerism within the Open to all students. In this course the development ones, and differentiated from textual sources not framework of gender studies. In our focus on the of Greek monumental architecture, and the major only in iconographic terms but also as unique and colonial period (especially the 18th century), we problems that define it, will be traced from the 8th forceful forms of knowledge in their own right. will analyze the economics of dress (the production, to the 2nd centuries BC, from the late Geometric marketing, and acquisition of cloth and clothing) through the Archaic, Classical, and Hellenistic peri- ARHI 30502. The Art and Literature of and will assess the importance of fashion to com- ods. Among themes to be related are the relationship Metamorphoses merce and politics. We will evaluate the role of dress (3-0-3) Bloomer between landscape and religious architecture, the in the construction of colonial identities, and we will This course begins with a critical study of Ovid’s humanization of temple divinities, the architectural examine the ways that dress operated as a visual locus great poem, the Metamorphoses. The poem itself expression of religious tradition and even specific his- for racial, class, and ethnic encounters. became a subject of metamorphosis in poetry and art tory, architectural procession and hieratic direction, in the hands of such figures as Statius, Dante, Bot- emblem and narration in architectural sculpture, ARHI 30540. Rome: A Journey in Art and ticelli, Bernini, Rembrandt, Hughes, and Heaney. symbolism and allusion through architectural order, History religious revival and archaism, and the breaking of The course addresses the modeling of transformation (3-0-3) Gill architectural and religious canon. within the literary text by examining first Ovid and This class is an exploration of the history and culture his sources, and second, adaptations of his poem by of Rome from late medieval times through the 20th writers such as Shakespeare and Kafka. Connections 40212. Byzantine Art century, with an emphasis on art and architecture. (3-0-3) with folklore, magic, and religion are explored. The We will examine the urban panorama of the Eternal graphic arts receive equal consideration as the course Open to all students. Byzantine art has often been City through a series of layered investigations of its opposed to the traditions of Western naturalism, explores how Ovid’s ideas of the transformation of major sites and monuments, such as the Capito- the body, the capacity of the human body for al- and as such has been an undervalued or little known line Hill, St. Peter’s and the Vatican complex, the adjunct to the story of medieval art. In order to de- legory, and the fragility of identity have influenced Lateran, and Santa Maria Maggiore. We will read later artists and authors. velop a more sophisticated understanding of this ma- travelers’ descriptions and literary evocations of terial we will examine the art produced in Byzantium the city with a view to reliving the enchantment of in the period from the ninth to the 12th century, a Rome, and the “idea” of Rome, through the ages. In addition to our readings and lectures, members of 99

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period that marks the high point of Byzantine artis- maniera artists who helped to formulate a new strove to destroy old models of art, replacing them tic production and influence. Stress will be placed courtly style. with models that advocate revolutionary forms for upon the function of this art within the broader set- a new society. At other times, artists employed art ting of this society. Art theory, the notions of empire ARHI 40320. Northern Renaissance Art to undermine accepted norms of bourgeois culture and holiness, the burdens of the past and the realities (3-0-3) Rosenberg and to liberate art and experience from convention. of contemporary praxis will be brought to bear upon This course traces the development of painting in These themes are addressed in this course, in the our various analyses of material from all media. How Northern Europe (France, Germany, and Flanders) context of the contradictory reality in which the art we, as art historians, can write the history of this rich from approximately 1300 to 1500. Special atten- arose: an era defined by both optimism and fear, culture will be a central issue of this course. tion is given to the art of Jan Van Eyck, Rogier van technological progress and massive wars, violent der Weyden, Heironymous Bosch, and Albrecht racism and political liberation. Among the selected ARHI 40220. Early Medieval Art Duerer. Through the consideration of the history of artists analyzed are Pablo Picasso, Henri Matisse, Piet (3-0-3) manuscript and oil painting and the graphic media, Mondrian, Marcel Duchamp, Hannah Hoch, Ly- This course will investigate the art produced in students will be introduced to the special wedding of ubov Popova, Salvador Dali, Walter Gropius, Diego Western Europe between the seventh and 11th cen- nature, art, and spirituality that defines the achieve- Rivera, and Jackson Pollock. turies. Often characterized as a Dark Age, this period ment of the Northern Renaissance. in fact demonstrates a fertile, fluid, and inventive ARHI 40442. Twentieth-Century Art II response to the legacy of Late Antique Christianity. ARHI 40360. Northern Baroque Painting (3-0-3) The course will focus on the production and recep- (3-0-3) Open to all students. This introductory course is tion of illuminated manuscripts, using facsimiles Open to all students. Epitomized by the self-con- subtitled “Techno-Capitalism and the Art of Accom- of these works as a basis for teaching. Students will scious art of Rembrandt, Northern Baroque painting modation.” The post-World War II era, particularly become familiar with art-historical methods for the and printmaking not only became a domestic com- in the United States, is marked by the greatest expan- examination of such works, and will be invited to modity sold in a more modern-looking marketplace, sion of corporate and consumer capitalism in history. contemplate the interplay of word and image that it also continued to serve its traditional political, Massive wars are fought to defend capitalist ideology. these books propose. Categories of material discussed moral and spiritual functions. This course will (A case in point is the tragic Vietnam War.) How has include: Insular art, the Carolingian scriptoria, Ot- concentrate on paintings and prints produced in art figured into these social transformations? Has art tonian imperial image making, Anglo Saxon art, Flanders, Spain, and the Dutch Republics during the protested these conditions or easily accommodated Spanish Apocalypses, and Italian Exultets. 17th century, an era of extraordinary invention. The itself to overpowering economic, political, and work of artists such as Rubens, van Dyck, Vel·zquez, legalistic techno-capitalist regimes? These questions ARHI 40311. Fifteenth-Century Italian Art Zurbar·n, Leyster, Hals, and Rembrandt will be arise throughout this course, which concentrates (3-0-3) considered in the context of a number of interrelated on selective artistic events in the United States and Open to all students. This course investigates the themes, including the business of art, the status of Europe during the second half of the 20th century. century most fully identified with the Early Renais- the artist, art in service of the state, the rise of genre, Movements considered include pop art, minimalism, sance in Italy. Individual works by artists such as gender stereotypes, allegory, and art, religion, and op art, arte povera, postminimalism, earth art, con- Brunelleschi, Donatello, Ghiberti, Botticelli, and Al- spirituality. ceptual art, photo-realism, video and performance berti are set into their social, political, and religious art, and other recent picture/theory approaches to art context. Special attention is paid to topics such as ARHI 40361. Eighteenth-Century European Art making. This course focuses on recent developments the origins of art theory, art and audience, Medician (3-0-3) in painting and sculpture. It also examines associated patronage, and art for the Renaissance courts of Profound and universal inquiry into all aspects of theories of art criticism. northern Italy and Naples. knowledge marked the history of the century of Enlightenment and the Grand Tour. The rise of the ARHI 40470. Architecture of the Twentieth ARHI 40312. Venetian and Northern Italian collective idea of nature, the study and instrumental- Century Renaissance Art ity of the antique, the foundations of religion, the (3-0-3) Doordan (3-0-3) Coleman state, morality and reason, the relationship of the This course is a survey of the significant themes, This course focuses on significant artistic develop- arts to the state, the philosophy of aesthetic, were movements, buildings, and architects in 20th- ments of the 16th century in Venice with brief all critically analyzed and questioned. This course century architecture. Rather than validate a single excursions to Lombardy and Piedmont. Giorgione, investigates various stylistic trends in 18th-century design ideology such as Modernism, Postmodernism, Titian, and Palladio, the formulators of the High art in Italy, France, and England with a focus on the or Classicism, this account portrays the history of Renaissance style in Venice, and subsequent artists institutionalization of art through the academies. architecture as the manifestation-in design terms-of such as Tintoretto and Veronese are examined. An Discussion also centers on classical art theory and its a continuing debate concerning what constitutes investigation of the art produced in important pro- relationship to the academies in light of the social, an appropriate architecture for this century. Top- vincial and urban centers such as Brescia, Cremona, political, and religious climate of the period. We ics include developments in building technologies, Milan, Parma, Varallo, and Vercilli also provide will also consider the aesthetical, art historical, and attempts to integrate political and architectural insight into the traditions of the local schools and social consequences of the writings of Kant, Burke, ideologies, the evolution of design theories, modern their patronage. and Winckelmann. The course begins with the late urbanism, and important building types in modern baroque paintings of Carlo Maratti and his follow- architecture such as factories, skyscrapers, and hous- ARHI 40313. High Renaissance and Mannerist ers, and then moves to subsequent stylistic trends as ing. Class format consists of lecture and discussion Art neoclassicism, Egyptian revival, and the rococo. At- with assigned readings, one midterm exam, a final (3-0-3) tention is also given to the vedute painters, and such exam, and one written assignment. Leonardo, Michelangelo, Bramante, and Raphael diverse personalities as Piranesi, Mengs, Kauffmann, provide the basis of study of one of the most im- Tiepolo, Watteau, and Chardin. ARHI 40490. Architecture Now: Trends in pressive periods of artistic activity in Italy-the High Contemporary Architecture Renaissance in Rome and Florence. The course also ARHI 40441. Twentieth-Century Art I: 1900–55 (3-0-3) investigates the origins of mannerism in the excessive (3-0-3) This is a survey of contemporary trends in global achievements of Jacopo Pontormo, Rosso Fiorentino, This course focuses on early 20th-century art and architecture with a focus on recent developments in and the succeeding generation of late-Renaissance cultural politics in Europe and the US. In the early design theory and building technologies. The course modern period, ambitious and innovative artists 100

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will examine a broad spectrum of architecture pro- are the relationship between landscape and religious ARHI 43351. Seminar in Baroque Art duced in the past decade. architecture, the humanization of temple divinities, (3-0-3) the monumental expression of religious tradition and Permission required. Seminar on specific subjects in ARHI 40520. Anthropology of Art even specific history, architectural procession and Baroque art. (3-0-3) hieratic direction, emblem and narration in architec- This course will examine art as a functional part tural sculpture, symbolism and allusion through ar- ARHI 43404. Seminar in Modern European Art of culture from an anthropological point of view. chitectural order, religious revival and archaism, and (3-0-3) Attention is given to evolution of art as part of hu- the breaking of architectural and religious canon. Permission required. Seminar on specific subjects in man culture and to evolution of the study of art by Taken together, they constitute the specific architec- 19th-century and 20th-century art. anthropologists. Open to graduate students. tural narrative of the Periclean Acropolis. ARHI 43405. Topics in Modern Art ARHI 40580. History of Design: Form, Values, ARHI 43205. Topics in Medieval Art (3-0-3) and Technology (3-0-3) Barber Topics course on special areas of modern art. (3-0-3) The topic and format of this course will vary from This course will provide a historical perspective on year to year. ARHI 43577. Theories of Art the development of industrial, product, and graphic (3-0-3) Gill design in the 19th and 20th centuries. More than ARHI 43305. Topics in Renaissance Art This seminar is a survey of the historiography of art the aesthetic styling of products, design mediates the (3-0-3) history with special attention paid to the various intersection of technology and cultural values in the Topics course on special areas of Renaissance art. types of methodology that have been applied to the modern era. The role of the modern designer as both analysis of art. Special attention is given to 19th- a facilitator and a critic of industrial technology will ARHI 43312. Seminar: Venetian and Northern century and 20th-century art historical methods, be examined. Italian Art including connoisseurship, biography, iconology, (3-0-3) psychoanalysis, semiotic, and feminist approaches. ARHI 40850. Native North American Art Seminar on specific subjects in Venetian and North- Required of all art history majors. (3-0-3) ern Italian Renaissance Art. Traditional Native North American art will be stud- ARHI 46572. Directed Readings ied through form, technique, and context, as well ARHI 43314. Seminar: Mannerism/Painting (V-0-V) as the perception of this art as exemplified through and Sculpture Permission required. Specialized reading related to changing content, technique, and context. Students (3-0-3) the student’s area of study. will work with the collections in the Snite Museum This course will explore the artistic rends in Italy of Art. after the High Renaissance (c. 1520) and before the ARHI 47171. Special Studies—Ancient Art Baroque (c. 1580), and will begin with definitions History ARHI 43105. Seminar: Topics in Ancient Art of terminology and a brief historiographic survey. (V-0-V) (3-0-3) Rhodes Our attention will then turn to the Roman art of Independent study in ancient art history under the Topics course on special areas of Greek and/or Ro- Raphael’s heirs, Giulio Romano, Perino del Vaga, direction of an individual faculty member. man art. and Polidoro data Caravaggio, and the emerging Tuscan painters Pontormo, Rosso Fiorentino, and ARHI 47271. Special Studies—Medieval Art ARHI 43122. Seminar in Greek and/or Roman Domenico Beccafumi. We will also investigate the History Art dispersal of the Roman school: Giulio Romano to (V-0-V) (3-0-3) the Gonzaga course in Mantua, in 1524, and follow- Independent study in medieval art history under the Seminar on specific subjects in Greek and/or Ro- ing the Sack of Rome by imperial troops in 1527, direction of an individual faculty member. man art. other maniera artists to Genoa, Bologna, Parma, and as far as the French royal chateau at Fontainebleau. ARHI 47371. Special Studies—Renaissance/ ARHI 43123. Athenian Acropolis in Context Baroque Rome consequently experienced a revival at the end (V-0-V) Independent study in Renaissance/Baroque (3-0-3) of the reign of Clement VII, and under the pontifi- Permission required. The monumental elaboration art history under the direction of an individual fac- cate of Paul III, notably, the arts, politics, and theol- ulty member. of the Athenian Acropolis did not begin with Pericles ogy flourished. This period may be marked by such and Pheidias in the mid-fifth century BC. Greek diverse works and Michelangelo’s monumental Last ARHI 47471. Special Studies—Modern Art monumental art and architecture were spawned in Judgment (1536–41) and his frescoes (1542–45) the context of religion, and by the early Archaic History in the Pauline Chapel, Vatican Palace, the decora- (V-0-V) period, the Acropolis was the center of Athenian tions (1536–51) by various mannerist artists in San Independent study in modern art history under the religion; allmost immediately, religious awe and piety Giovanni Decollato, Perino’s elegant frescoes in the direction of an individual faculty member. were expressed in the form of imperssive freestanding Sala Paolina (1545–47), Castel Sant’ Angelo, Giorgio sculptural dedications and in large and meticulously Vasari’s fantastic murals in the Palazzo Cancelleria ARHI 47571. Special Studies wrought stone buildings, elaborately decorated with (1546), and Francesco Salviati beautiful, secular (V-0-V) carved and painted designs and, most impressively, frescoes in the Palazzo Ricci-Sacchetti (c. 1553–54). Permission required. Independent study in art his- with figural relief sculpture. The monuments of the Attention will also be given to the art of the Coun- tory under the direction of an individual faculty Athenian Acropolis must be understood first in this ter-Reformation in Rome, and to painting and member. context—as the embodiment of religious concepts— sculpture by Bronzino, Salviati, Cellini, Bandinellui, and then in the context of Greek art and culture as Vasari, Giambologna, and others a the Florentine ARHI 48573. Senior Thesis Direction a whole. An ultimate goal of the seminar will be to courts of Dukes Cosimo I and Francesco I. (V-0-V) arrive at an understanding of the evolving meaning The senior thesis, normally between 20 and 30 pages of the Greek Temple and monumental form, and ARHI 43315. Seminar in Renaissance Art in length, is done under the direction of one of the how they find unique expression in the fifth century (3-0-3) regular art history faculty, who serves as an advisor. Acropolis building program of Pericles. Among the Seminar on specific subjects in Renaissance art. themes that will be treated to one degree or another 101

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It is expected to demonstrate the student’s ability to Classics Major treat an important historical topic in a manner that Classics 5 courses in Greek or Latin language/literature: shows his or her writing skills and methodological Chair: 20003 and above* 15 training. It is expected that the thesis will be suitable Keith R. Bradley 2 courses in Latin or Greek language/literature* 6 for submission as a writing sample for those students Eli J. Shaheen Professor of Classics: Greek or Roman History 3 intending to apply to art history graduate programs. Keith R. Bradley 2 Classics courses in English 6 Rev. Theodore M. Hesburgh, CSC, Professor of Arts ——— and Letters: 30 Sabine G. MacCormack *Students will typically choose one of the two clas- Professor: sical languages, ancient Greek or Latin, in which Daniel J. Sheerin to fulfill the language requirement at the advanced Associate Professors: level. They will be required to take at least two Asma Afsaruddin (Arabic); Joseph P. Amar semesters in the other language at the appropriate (Arabic); W. Martin Bloomer; Elizabeth Forbis level. If students have sufficient background in both Mazurek; Li Guo (Arabic); Brian A. languages, it should be possible for them to complete Krostenko; David J. Ladouceur; Catherine M. the requirements of the major through a combina- Schlegel tion of intermediate and advanced courses in both Assistant Professors: languages, as long as the total number of language Christopher A. McLaren courses equals seven (21 credit hours) for the first Visiting Assistant Professors: major and five (15 credit hours) for the supplemen- Andrew Faulkner tary major. Concurrent Associate Professors: Supplementary majors in Classics will be exempt Blake Leyerle; David O’Connor; Robin from the two courses in the second classical Rhodes language. Assistant Professional Specialist: Tadeusz Mazurek; Abdul-Massih Saadi Greek and Roman Civilization Major (Arabic) The History of Ancient Greece 3 The department. The Department of Classics offers The History of Ancient Rome 3 programs of courses in the languages, literatures, Greek Literature and Culture 3 archaeology, history, religions, and civilization of the Roman Literature and Culture 3 ancient world. Cooperation with other departments Six Classics courses in English of the college makes available to Classics students ad- or Greek and Latin language offerings* 18 ditional courses in the art, philosophy, and political ———— theory of antiquity. 30 *Students will be strongly encouraged, but not re- The department also provides the administrative quired, to include some language study in their six home for the programs in the languages and cultures elective courses. of the Middle East. Supplementary majors in Greek and Roman Civi- Majors in Classics lization will be required to take four elective CLAS courses in translation or Greek and Latin offerings. Classics majors encounter at their sources the perennial cultures of Greece and Rome, cultures that Minors in Classics continue to exercise a profound influence on Euro- American civilization. Classical training imparts en- Minors provide students majoring in other areas hanced skills in close reading and analysis of literary with structure and certification for a variety of ap- and rhetorical forms, as well as repeated experience proaches to the study of Greek and Latin language, of the integration of literature, history and ancillary literature and civilization. studies. Thus, a major in Classics provides the arche- Latin Minor typal humanistic education and an ideal preparation for entry into any of the professions that require The Latin Minor provides a solid grounding in the mastery of language, close analysis of documents and philological and literary study of Latin texts of the integration of multiple details. classical period, or, for those who prefer, of Chris- tian Latin literature. It consists ordinarily of five The lower-level courses equip the student with courses (15 hours) in Latin: (1) Intermediate Latin rudimentary knowledge of languages and with a or its equivalent. This can be fulfilled by successful conspectus of ancient history and culture. Advanced completion of Intermediate Latin or by advanced courses in Latin and Greek literature and Ancient placement; (2) Reading and Writing Latin Prose; Civilization provide opportunities for more focused (3–5) three courses to be chosen from Latin courses and detailed study and are conducted in a seminar at the 30000-/40000-level. Students interested in format with emphasis on research and writing. later Latin texts are directed to the joint offerings of In addition to the other University requirements, the department and the Medieval Institute. students majoring in Classics will, under normal Greek Minor circumstances, complete at least 10 courses in one The Greek Minor provides a solid grounding in the of two areas of concentration: Classics or Greek and philological and literary study of Greek texts of the Roman Civilization. 102

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classical and Hellenistic periods. It consists ordinarily appreciation for ancient Greek culture is also fostered CLGR 30012. Age of Herodotus of five courses (15 hours) in Greek: (1) Intermediate through secondary readings and class discussion. (3-0-3) Greek, or equivalent; (2) Reading and Writing Greek CLGR 10001 is offered each fall semester and Prerequisite(s): CLGR 20004 or CLGR 325 Prose; (3–5) three courses to be chosen from Greek CLGR 10002 is offered each spring semester. This third-year course builds on the work of CLGR courses at the 30000-/40000-level. 20003 and CLGR 20004, and offers close reading of CLGR 10111. Intensive Beginning Greek passages from the Histories of Herodotus. The Histo- Classical Civilization Minor (20-0-3) Mazurek ries tells of the momentous wars between the Greeks The Classical Civilization Minor provides a broadly This accelerated course provides an introduction to and the Persians in the early classical era, and is the based orientation to the history and civilization of ancient classical Greek for beginners. It emphasizes earliest surviving narrative of the western historical the classical world. It consists of five courses, three of the fundamentals of Greek grammar and vocabulary, tradition. The political, social, and cultural condi- which are required: The History of Ancient Greece, and prepares students to read original Greek texts. tions of fifth-century Greece that inspired Herodotus The History of Ancient Rome, and an approved Students who complete the course are eligible to pro- are discussed, and the development of Greek history- course in classical literature. The remaining two ceed to the intermediate level of study. writing is examined. The course prepares students courses may be chosen, with departmental approval, for advanced offerings in Greek literature, especially either from CLAS courses, whether offered by the CLGR 20003. Intermediate Greek CLGR 40022, CLGR 40032, and CLGR 40042. department or crosslisted by other programs, or from (3-0-3) Ladouceur Offered in spring semester, alternate years. Greek and Latin language courses above the intro- Prerequisite(s): See online Course Catalog for details. ductory level. This second-year language course builds on the work CLGR 30013. Greek Tragedy of Beginning Greek I and II. It combines a review of Classical Literature (in Translation) Minor (3-0-3) grammar with careful reading of classical Greek au- The Classical Literature in Translation Minor pro- Prerequisite(s): CLGR 20004 or CLGR 325 thors such as Homer and Plato. The course improves vides a broad experience of Greek and Latin litera- This third-year course builds on the work of CLGR students’ translating skills, introduces methods for ture studied in English translation. It consists of five 20003 and CLGR 20004 and offers close reading of studying Greek literature in its historical and cultural courses, three of which are required: Greek Literature passages from the tragedies of Sophocles and Eurip- contexts, and prepares students for more advanced and Culture, Latin Literature and Culture, and ei- ides. These plays illustrate the Athenian invention work in the rich literature of the ancient Greeks. Of- ther Greek and Roman Mythology or Classical Epic and development of tragedy that took place when fered each fall semester. or Greek Tragedy. The remaining two courses may Athens dominated Greece politically between the be chosen, with departmental approval, either from Persian Wars and the Peloponnesian War, the great CLGR 20004. Reading and Writing Greek CLAS courses, whether offered by the department fifth-century war against Sparta. The ways in which Prose the plays reveal and address the city’s ideological, or crosslisted by other programs, or from Greek and (3-0-3) political, and sexual tensions are key themes for Latin courses above the introductory level. : CLGR 20003 or CLGR 103 or Prerequisite(s) discussion in the course, and matters of style are ap- CLGR 201 or CLGR 20103 Course Descriptions. The following course descrip- propriately examined. The course prepares students This second-year language course continues the tions give the number, title, and a brief character- for advanced offerings in Greek literature, especially review of grammar begun in CLGR 20003 and ization of each course. Lecture or class hours per CLGR 40023. Offered in fall semester, alternate introduces students to stylistic analysis through close week, tutorial hours per week, and credits each years. semester are in parentheses. Not all of these courses readings of classical Greek prose authors such as Herodotus and Xenophon. A special feature of the are offered every year. CLGR 30095. Socratic Literature course is that students learn how to write classical (3-0-3) NOTE: All literature courses at the 30000 level Greek for themselves. Offered each spring semester. Prerequisite(s): CLGR 20004 or CLGR 325 or above, whether in translation or in the original, This course will study the character and philosophi- will satisfy the arts and letters elective option in CLGR 20103. Intermediate Greek cal significance of Socrates within the context of the (12-0-3) Stanfiel literature. intellectual ferment of late fifth Century Athens. This course combines a review of basic classical The Greek primary texts that constitute the heart of Greek grammar with careful reading of such Greek Greek the course are Plato’s Laches and Lysis and sections of authors as Homer and Plato. It develops students’ Xenophon’s Memorabilia. Issues that arise from those translating skills, introduces methods for studying CLGR 10001. Beginning Greek I texts, like the ideal of rational character and Socrates (4-0-4) Greek literature in its historical and cultural con- great interest in Eros, will provide opportunities for This two-semester sequence of courses introduces texts, and prepares students for advanced work in student research and classroom discussions. students to the language of the ancient Greeks Greek language and literature. for the first time. It emphasizes the fundamentals CLGR 40021. Hesiod of ancient Greek grammar and vocabulary, and CLGR 30011. Homer (3-0-3) (3-0-3) Faulkner prepares students to read original Greek texts. An Prerequisite(s): CLGR 20004 or CLGR 325 Prerequisite(s): See online Course Catalog for details. appreciation for ancient Greek culture is also fostered This advanced course introduces students to the This third-year course builds on CLGR 20003 and through secondary readings and class discussion. poetry of Hesiod through close reading and detailed CLGR 20004, and offers close reading of passages CLGR 10001 is offered each fall semester and study of the Theogony and the Works and Days. Both from the Iliad and Odyssey. Homer’s epic poems CLGR 10002 is offered each spring semester. works represent an early poetic tradition in Greek stand at the head of the tradition of European litera- literature parallel to but separate from that of Homer ture; their themes and poetic style have substantially CLGR 10002. Beginning Greek II which focuses on the human condition in a cosmos (4-0-4) influenced the works of Dante, Milton, and many controlled by all-powerful and vengeful gods. The Prerequisite(s): CLGR 10001 or CLGR 101 other European writers. The poems are discussed relationship of these central works of archaic Greek This two-semester sequence of courses introduces in their cultural context, and features of poetic oral literature to other archaic texts is a key theme for students to the language of the ancient Greeks composition are examined. The course prepares discussion in the course. for the first time. It emphasizes the fundamentals students for advanced offerings in Greek literature, of ancient Greek grammar and vocabulary, and especially CLGR 40021 and CLGR 40031. Offered prepares students to read original Greek texts. An in fall semester, alternate years. 103

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CLGR 40022. Thucydides phanes. Euripides’ plays depart from those of his pre- CLLA 20003. Intermediate Latin (3-0-3) decessors first because of their escapist and romantic (3-0-3) Krostenko, Mazurek, Schlegel Prerequisite(s): CLGR 20004 or CLGR 325 plots and secondly because of their fierce engage- Prerequisite(s): See online Course Catalog for details. This advanced course introduces students to the ment with contemporary Athenian politics and soci- This second-year language course builds on the work historical writing of Thucydides through close read- ety. The course dwells on this development, and also of Beginning Latin I and II. It combines a review of ing and detailed study of the History of the Pelopon- considers why Euripides is sometimes considered the grammar with careful reading of classical Latin au- nesian War. Often considered the most accurate and most radical of the Athenian tragedians. thors such as Cornelius,Nepos and Ovid. The course methodical of the ancient historians, Thucydides improves students’ translating skills, introduces brought to Greek history-writing a high level of pre- CLGR 47001. Special Studies in Greek methods for studying Latin literature in its historical cision in both language and analysis. His uniquely Literature and cultural contexts, and prepares students for more candid accounts of the history, politics, and social (V-0-V) advanced work in the sophisticated literature of the effects of the great war between Athens and Sparta, Permission of the department required. ancient Romans. Offered each fall semester. and the connection between content and literary style are key themes for discussion in the course. CLGR 47801. Special Studies CLLA 20004. Reading and Writing Latin Prose (V-0-V) (3-0-3) Individual or small group study under the direction CLGR 40026. The Age of Alexander Prerequisite(s): CLLA 20003 or CLLA 103 or CLLA (3-0-3) of a departmental faculty member. 103A or CLLA 201 or CLLA 20103 Prerequisite(s): CLGR 20004 or CLGR 325 This second-year language course continues the Alexander the Great (356-323 BC) had a stunning Latin review of grammar begun in CLLA 20003 and in- impact on the ancient Mediterranean world. Leading troduces students to stylistic analysis through close a panhellenic crusade against the Persians, he created CLLA 10001. Beginning Latin I readings of Latin prose authors such as Cicero and an empire of enormous proportions that included his (4-0-4) Mazurek, Sheerin the younger Pliny. A special feature of the course is native Macedonia, Greece, Egypt, and much of the This two-semester sequence of courses introduces that students learn to write classical Latin for them- ancient Near East. In so doing he laid the founda- students to the language of the ancient Romans for selves. Offered each spring semester. tions for the dispersal of Greek ideas and practices the first time. It emphasizes the fundamentals of Lat- over a huge area. This course examines Alexander’s in grammar and vocabulary, and prepares students to CLLA 20103. Intermediate Latin meteoric and ruthless career through careful study of read original Latin texts. An appreciation for ancient (12-0-3) Scheck two Greek authors who wrote extensively about him, Roman culture is also fostered through secondary This course combines a review of basic Latin gram- Arrian and Plutarch. readings and class discussion. CLLA 10001 is offered mar with careful reading of classical Latin authors each fall semester and CLLA 10002 is offered each such as Cornelius Nepos, and Ovid. It develops CLGR 40031. Greek Lyric Poetry spring semester. students’ translating skills, introduces methods for (3-0-3) studying Latin literature in its historical and cultural Prerequisite(s): CLGR 20004 or CLGR 325 CLLA 10002. Beginning Latin II contexts, and prepares students for advanced work in This advanced course includes readings from (4-0-4) Latin language and literature. Archilochus’s iambic and elegiac poems, Sappho’s Prerequisite(s): CLLA 10001 or CLLA 101 monodies, and Pindar’s choral works. It introduces This two-semester sequence of courses introduces CLLA 30011. Virgil students to archaic and classical Greek lyric poetry, students to the language of the ancient Romans for (3-0-3) Bloomer which represents a literary tradition that drew inspi- the first time. It emphasizes the fundamentals of Lat- Prerequisite(s): See online Course Catalog for details. ration from religious ritual, contemporary politics, in grammar and vocabulary, and prepares students to This third-year course builds on CLLA 20003 and and private experience. Its authors experimented read original Latin texts. An appreciation for ancient CLLA 20004, and offers close reading of passages with diction, style, and meter in ways distinct from Roman culture is also fostered through secondary from the Aeneid. Virgil’s inspired adaptation of those of the epic poets. The manner in which they readings and class discussion. CLLA 10001 is offered Homer’s epic poems traces the story of the flight of wrote and the ways in which they responded to the each fall semester and CLLA 10002 is offered each Aeneas from Troy to Italy, where Rome, a new Troy, epic tradition are key themes for discussion in the spring semester. will be founded. The place of Virgil’s epic in the course. emperor Augustus’ cultural program, various critical CLLA 10010. Intensive Latin approaches to the poem, and its compositional tech- (5-0-5) CLGR 40034. Plato niques provide subjects for discussion. The course (3-0-3) McLaren This accelerated course provides an introduction to prepares students for advanced study in Latin litera- Prerequisite(s): See online Course Catalog for details. the Latin language for beginners and covers in one ture, especially CLLA 40021, CLLA 40031, CLLA This advanced course offers accelerated reading semester the contents of CLLA 10001 and CLLA 40041, and CLLA 40051. Offered in fall semester, and detailed study of the philosophical dialogues of 10002. Students who complete the course are eligi- alternate years. Plato, whose writings, often radical and challenging, ble to proceed to the intermediate level of study. The represent a cornerstone in the Western intellectual course meets five days a week and requires consider- CLLA 30012. Latin History—Writing tradition. The development of Plato’s philosophical able work outside the classroom. (3-0-3) ideas in their historical context is a key theme for Prerequisite(s): CLLA 20004 or CLLA 325 discussion in the course, and attention is paid to the CLLA 10111. Intensive Beginning Latin This third-year course builds on CLLA 20003 and (20-0-3) Ladouceur main features of his prose style in selections of his CLLA 20004, and offers close reading of passages This accelerated course provides an introduction to works. from the works of the historical writers Caesar and the Latin language for beginners. It emphasizes the Sallust. Latin historiography is a sophisticated instru- fundamentals of Latin grammar and vocabulary, CLGR 40063. Euripides ment for narrating past events, for showing how (3-0-3) and prepares students to read original Latin texts. notions of cause and effect and change over time Prerequisite(s): CLGR 20004 or CLGR 325 Students who complete the course are eligible to pro- develop in historical thinking, and for indicating the This advanced course offers accelerated reading and ceed to the intermediate level of study. relevance of the past to the present. The political and detailed study of the tragic plays of Euripides, the social conditions of Rome that informed the writings last of the great tragedians of classical Athens and of Caesar and Sallust are discussed, and the com- the object of ridicule from the comic writer Aristo- positional techniques of their works are examined. 104

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The course prepares students for advanced offerings CLLA 40023. Roman Elegiac Poetry reading of passages from his love poetry (the Amores in Latin literature, especially CLLA 40022, CLLA (3-0-3) and the Ars Amatoria, a handbook on seduction), his 40032, and CLLA 40052. Offered in spring semes- Prerequisite(s): CLLA 20004 or CLLA 325 great mythological poem, the Metamorphoses, and ter, alternate years. This advanced course introduces students to Latin the poems written after Ovid was exiled by Augustus elegy, a form of verse that served Roman poets as a to a remote spot on the shores of the Black Sea (the CLLA 30013. Roman Lyric Poetry vehicle for expressing and exploring personal feel- Tristia and Epistulae Ex Ponto). Special attention is (3-0-3) ings, especially those associated with love. Readings paid to the contexts in which Ovid composed his This third-year course builds on CLLA 20003 and from Catullus, Propertius, Tibullus, and Ovid expose works, and current and traditional interpretations of CLLA 20004, and offers close reading of passages how Roman poets adapted and experimented with his poetry are considered. from the lyric poetry of such authors as Catullus and the elegiac form to express highly charged personal Horace. The lyric form gives precise and economical emotions often at odds with conventional Roman CLLA 40044. The Roman Novel expression to a wide range of human thoughts and values. (3-0-3) Bradley emotions, from the highly personal to the grandly Prerequisite(s): See online Course Catalog for details. patriotic. The range of Roman lyric, the technique CLLA 40024. Roman Rhetoric This advanced course offers close reading and de- of its practitioners, and the place of lyric poetry in (3-0-3) tailed study of excerpts from Petronius’ Satyricon and Roman life are themes that receive special attention. Prerequisite(s): CLLA 20004 or CLLA 325 Apuleius’ The Golden Ass. Ribald and full of comic This course prepares students for advanced offerings This advanced course introduces students to Roman adventures, these works have much in common with in Latin literature, especially CLLA 40023, CLLA writings on rhetoric, a vital art in Roman public modern picaresque novels. Petronius’ Trimalchio, 40033, CLLA 40043, and CLLA 40053. Offered in and cultural life. Readings from the Rhetorica ad an ex-slave buffoon, and Apuleius’ Lucius, a young fall semester, alternate years. Herennium, Cicero, the elder Seneca, Quintilian, aristocrat magically transformed into an ass, are and Tacitus allow differing concepts of rhetoric to be two of Latin literature’s most memorable creations. CLLA 30014. Age of Cicero seen, the relationship between rhetorical theory and Narrative technique, critical interpretation, and the (3-0-3) practice to be understood, and the lasting value of special perspective on Roman life the works present, Prerequisite(s): CLLA 20004 or CLLA 325 Roman efforts to theorize the power of speech to be are major subjects for discussion in the course. This third-year course builds on the work of CLLA appreciated. 20003 and CLLA 20004, and offers close reading of CLLA 40054. St. Augustine’s Confessions select speeches of Rome’s greatest orator, Cicero. The CLLA 40027. Medieval Latin Texts (3-0-3) art of persuasion was an essential requirement for (3-0-3) Prerequisite(s): CLLA 20004 or CLLA 325 success in Roman public life, and no one was more A survey of Medieval Latin Texts, designed to intro- This advanced course introduces students to the persuasive than Cicero. The flexibility and complex- duce intermediate students to medieval Latin litera- thought and manner of writing of Augustine through ity of Cicero’s grammatical expression, the range ture and to help them progress in translation skills. close reading and detailed study of excerpts from his of his styles, and the political contexts in which his highly self-reflective autobiography, the Confessions. speeches were delivered are all given careful treat- CLLA 40031. Virgil Augustine’s extended analysis of his spiritual development. The course prepares students for advanced (3-0-3) ment combines in a masterful way the language and offerings in Latin prose, especially Latin CLLA Prerequisite(s): CLLA 20004 or CLLA 325 habits of thought of the Christian tradition with 40024, CLLA 40034, and CLLA 40054. Offered fall This advanced course deals with the full corpus those of classical philosophy and literature. The style semester, alternate years. of Virgil’s poetry, and explores the creative history of the Confessions, the significance of the work, and of Rome’s greatest poet through close readings of its relation to Augustinian thought at large are major CLLA 40016. Introduction to Christian Latin passages from his pastoral poetry, the Georgics and topics for discussion in the course. Texts Eclogues, and his masterpiece the Aeneid. Special at- (4-0-4) Sheerin tention is given to the settings in which Virgil com- CLLA 40094. Augustan Poets Prerequisite(s): CLLA 20004 or CLLA 325 posed his works, and current and traditional critical (3-0-3) This class has two goals: to improve the student’s interpretations of his poetry are considered. Prerequisite(s): CLLA 20004 or CLLA 325 all-around facility in dealing with Latin texts and to With an initial glance back to Catullus and Lucre- introduce the student to the varieties of Christian CLLA 40032. Livy tius, this course will concentrate on the Roman poets Latin texts. Medieval Latin II, a survey of medieval (3-0-3) who flourished under the aegis of Augustus. The Latin texts, follows this course in the spring term. Prerequisite(s): CLLA 20004 or CLLA 325 focus of the course, alongside the basic literary and This advanced course introduces students to the stylistic marvels of this poetry, will be the poets’ use CLLA 40017. Medieval Latin Study historian Livy through close reading and detailed of emotion and its consequent destabilizing effects. (3-0-3) study of passages from his grand narrative of Rome’s We will look at the complexities of the poetry that Prerequisite(s): See online Course Catalog for details. history from the founding of the city to the age of belongs to this era of social and political upheaval. The aim of this course is to experience a broad spec- Augustus. Aeneas’ flight from Troy, Rome’s conquest Our readings in Latin will consist of selections trum of Medieval Latin texts. Readings representa- of Italy, and Hannibal’s dramatic invasion of Italy from Catullus and Lucretius, the last three books of tive of a variety of genres (literary and subliterary), across the Alps are some of the stirring topics to Virgil’s Aeneid (the whole of which students should eras, and regions will be selected. Students planning which attention is given. Livy’s artistic and historical know in translation), and readings from Horace’s to enroll in this course should be completing Intro- methods, and his position in the emperor Augustus’ Odes and Propertius’ Elegies. We will also look at duction to Christian Latin Texts or they must secure cultural program are key themes for discussion in some modern critical views of Augustan poetry. Stu- the permission of the instructor. Those with interests the course. dents’ mastery of the Latin texts, and their ability to in particular text types should inform the instructor speak and write about these, will be evaluated. well in advance so that he can try to accommodate CLLA 40041. Ovid their interests. (3-0-3) CLLA 40095. Ovid’s Metamorphoses Prerequisite(s): CLLA 20004 or CLLA 325 (3-0-3) This advanced course provides an introduction to Prerequisite(s): CLLA 20004 or CLLA 325 the poetry of the prolific author Ovid. It explores In this course, we translate and discuss selected pas- the creative history of the one writer who can truly sages from the Metamorphoses, Ovid’s idiosyncratic be called a poet of the Augustan age through close 105

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poetic history of the world. Topics for our discus- scripts from antiquity to the early Renaissance. De- CLAS 13184. History University Seminar sions include the spiritual, moral, religious, political, signed to provide students with the skills necessary to (3-0-3) and physical transformations portrayed between the make use of Latin manuscripts in their research, the An introduction to the seminar method of instruc- creation story at the beginning and the deification course will focus on practical exercises in identifying, tion that introduces students to material life and cul- of Caesar at the end of the text; the tension between transcribing, dating and localizing the various scripts. ture of the Roman Empire and emphasizes research Ovid’s adherence to Roman traditions and his ir- It will be of interest (1) to a wide variety of students methods as well as organization and composition of reverent, sometimes subversive, artistic originality; whose courses are centered in or touch upon the written arguments. the poem’s narrative techniques, poetic style, and Middle Ages and who wish to work with unpub- structure; the significance of intertextual allusions lished Latin materials of the medieval period; (2) to CLAS 13186. Literature University Seminar to Greek drama, Virgilian epic, and Ovid’s own love professional Latinists and other humanists who study (3-0-3) poetry; the instability of gender; portraits of the the classical tradition and the transmission of texts Introduces first-year students to the study of classical poet within the work; and the innumerable faces of before the age of printing; and (3) to librarians and literature on a comparative basis, with readings from love, as presented through characters who are pious, others with an interest in manuscripts, diplomata, Greco-Roman and Arabic literature. raging with passion, inseparable, violent, infatuated, incunabula, and rare books. lovesick, devoted, and much more. Above all, this CLAS 30021. Greek Literature and Culture course aims at clarifying how Ovid’s inexhaustible CLLA 47001. Special Studies in Latin (3-0-3) Schlegel playfulness and delightful wit contributed to shap- Literature This course surveys the leading works of ancient ing a work of both epic grandeur and lyric intimacy (V-0-V) Greek literature and examines the cultural contexts that continues to inspire poets, composers, novelists, Permission of the department required. in which they were written, received, and transmit- painters, and at least one playwright whose version ted. Students read poetry and prose from many recently made it all the way to Broadway. Daily prep- CLLA 47801. Special Studies genres, and sample works from a thousand years of aration and active participation in class are essential (V-0-V) extraordinary literary creativity. Among the authors components of the course; brief written assignments, Individual or small group study under the direction introduced are Homer, Sappho, Aeschylus, Herodo- one midterm exam, one brief project, and a final of a departmental faculty member. tus, Aristophanes, Plato, Theocritus, Plutarch, Lu- exam also count towards the final grade. cian, and Longus. Special attention is paid to the Classics Courses in English formal structures of Greek literary works, the cultural issues they raise, and the lasting value of Greek CLLA 40096. Postclassical Satire No prerequisites. (3-0-3) literature to the modern age. The course prepares students for more advanced work in classical litera- Prerequisite(s): CLLA 20004 or CLLA 325 CLAS 10100. Ancient Greece and Rome This survey will begin with introductory readings (3-0-3) Mazurek ture and culture. Offered annually. in classical satire and satiric invective and narra- This first-year course introduces the general history tive, and then move on to consider specimens of a and culture of ancient Greece and Rome to students CLAS 30022. Roman Literature and Culture (3-0-3) variety of late antique and medieval texts written in coming to the subject for the first time. Literary texts This course surveys the leading works of ancient Ro- a satiric mode: satire, invective, parody, mock epic, central to the ancient Greek and Roman traditions man literature and examines the cultural contexts in etc. A sound knowledge of Latin is required. Course receive prime attention, including works by Homer, which they were written, received, and transmitted. requirements include in-class reports, an annotated Plato, Cicero, and Virgil, but students are also Students read poetry and prose from many genres, translation, and an interpretative essay. exposed to the importance of learning from docu- and sample works from six hundred years of literary mentary texts, archeology, and art history. Topics versatility that combined enormous originality with a CLLA 40115. Intensive Latin Review discussed include concepts of divinity and humanity, literary tradition inherited from the Greeks. Among (1-0-1) Mantello heroism and virtue, gender, democracy, empire, and the authors introduced are Plautus, Lucretius, Catul- This course is an intensive, one-week review of the civic identity, and how they changed in meaning lus, Cicero, Horace, Livy, Lucan, Tacitus, Apuleius, principal construction of classical Latin syntax, de- over time. The course allows students to develop a Ammianus, and Augustine. Special attention is paid signed for those who have completed elementary and rich appreciation for the Greek and Roman roots the formal structures of Roman literary works, the intermediate classical Latin or the equivalent and of their own lives, and prepares them to study the cultural issue they raise, and the lasting value of wish to study medieval Latin. Greco-Roman past at more advanced levels. Offered Latin literature to the modern age. The course pre- annually. CLLA 40116. Medieval Latin pares students for more advanced study in classical (3-0-3) Mantello literature and culture. Offered annually. CLAS 10200. Greek and Roman Mythology This course is an introduction to the Latin language (3-0-3) and literature of the late antique and medieval peri- This first-year course introduces the mythologies CLAS 30105. The History of Ancient Greece (3-0-3) ods (ca. AD 200–1500). Designed to move students of Greece and Rome—some of the foundational An outline introduction to the history of ancient toward independent work with medieval Latin narratives of the Western literary and artistic tradi- Greece from the Bronze Age to the Roman conquest. texts, the course will emphasize the close reading tion—and traces their transmission and influence The topics covered include the rise of the distinctive and careful translation of a variety of representative over two-and-a-half thousand years from ancient Greek city-state (the ‘polis’), Greek relations with and word formation, orthography and pronuncia- to modern times. The course is particularly valu- Persia, Greek experiments with democracy, oligar- tion, morphology and syntax, and prose styles and able as an initial course in the humanities because it chy, and empire, the great war between Athens and metrics. This course will also introduce the principal pays special attention to such current interpretative Sparta, the rise to power of Philip and Alexander of areas of medieval Latin scholarship, including lexica, theories as structuralism, psychoanalysis, feminism, Macedon, and the Greeks’ eventual submission to bibliographies, great collections and repertories of and post-modernism that allow the many meanings Rome. Readings include narrative, documentary, and sources, and reference works for the study of Latin of myths to be deciphered and understood. Offered archaeological sources. The course prepares students works composed in the Middle Ages. annually. for advanced study in ancient history. Offered CLLA 40118. Paleography biennially. (3-0-3) Mantello This course is an introduction to the study of medieval writing materials and practices and of Latin 106

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CLAS 30110. Democracy and the Greeks to focus on one or two aspects of his achievement to CLAS 30330. The Greek and Latin Origins of (3-0-3) the exclusion of others. In this course, we will try to Medical Terminology This course builds on CLAS 30105, The History understand how the different branches of Cicero’s (3-0-3) of Ancient Greece, and examines the theory, prac- life and work fit together, why he thought that phi- This course offers an introduction to the ancient tice, and development of ancient Greek, especially losophy, law and religion were relevant to politics, Greek and Latin languages that enables students to Athenian, democracy. Particular attention is devoted and why and how ethical considerations should con- decipher the arcane and often perplexing vocabulary to comparing ancient with modern forms of democ- dition one’s private and public life. In pursuing these of modern medicine. Basic linguistic concepts are ex- racy. Among the special topics studied are the origins issues, we will think about Cicero’s intellectual and plained, the manner in which medical terms are con- of democracy, its advantages and disadvantages as a political predecessors, both Greek and Roman, be- structed from Greek and Latin roots is analyzed, and form of government, Greek ideas of alternatives to fore reading a selection of his own writings. By way appropriate contextual material on ancient medicine democracy, and democracy as an abiding legacy of of understanding some aspect of Cicero’s enormous is provided. This is a course of great practical value, Greek civilization to the modern world. influence we will conclude with reading part ofThe not least for the attention it pays to human anatomy. Federalist Papers. CLAS 30120. The Greeks and Their Gods CLAS 30335. The History of Ancient Medicine (3-0-3) CLAS 30220. The Romans and Their Gods (3-0-3) An introduction to the varied and unique religious (3-0-3) This course traces the development of medicine in beliefs and practices of the ancient Greeks. With the An introduction to the way in which the Romans the ancient Mediterranean world, concentrating on aid of anthropological and comparative material on conceived of, worshipped, and communicated with the medical beliefs, theories, and practices of the religion from other cultures and societies, the course the myriad gods of their pantheon. The course fo- Egyptians, Greeks, and Romans. The course empha- stresses the intersection of religious conventions with cuses first on conventional religious rituals and their sizes the value of studying written sources such as the politics, gender, and class in the Greek city-states, cultural meaning, and secondly on the success of Ro- Hippocratic treatises and the works of Galen with and gives special attention to the religious life of the man polytheism in adapting to changing historical artistic evidence and human remains. A connection best documented Greek community of all, ancient and social conditions. Particular attention is paid to between ancient and modern medicine is made by Athens. the so-called “mystery religions”, including Christi- considering two contrasting models of disease—the anity, and their relationship to conventional forms of biomedical and the biopsychosocial—that figure as CLAS 30205. The History of Ancient Rome Roman religious behavior. the focus of a contemporary debate on health care. (3-0-3) Mazurek An outline introduction to the history of ancient CLAS 30225. Romans and Christians CLAS 30360. Words and/of Power: The Rome from Romulus to Constantine. The topics (3-0-3) Theory and Practice of Persuasive Speech in covered include the meteoric spread of Roman rule The early development of the Christian religion in Greece and Rome in the ancient Mediterranean, the brilliance of a its historical Roman context. The course surveys (3-0-3) republican form of government tragically swept away the political, social, and administrative structures Rhetoric occupied a prominent place in the democ- by destructive civil war, the rise of repressive autoc- of the Roman Empire, examines the complexity of racy of the Athenians and in the republican era of racy under the Caesars, and the threats to empire in Rome’s religious life, and analyzes the rise of the Roman history. This course examines the theory, late antiquity posed inside by the rise of Christianity Jesus movement and Rome’s reaction to it. Particular practice and context of ancient rhetoric, and pays and outside by hostile invaders. Readings include topics studied include pagan and Christian magic special attention to developments caused by radical narrative, documentary, and archaeological sources. and miracle-working, the sectarian and subversive changes in the political character of the Athenian The course prepares students for advanced study in character of early Christianity, martyrdom and perse- and Roman civic communities. Representative read- ancient history. Offered biennially. cution, and Constantine’s emergence as Rome’s first ings from Greek and Roman orators and writers on Christian emperor. rhetorical theory. CLAS 30210. Roman Law and Governance (3-0-3) CLAS 30315. Sex and Gender in Greco- CLAS 30365. The Art and Literature of An introduction to the nature and influence of Ro- Roman Antiquity Metamorphoses man law, one of the most celebrated and distinctive (3-0-3) (3-0-3) Bloomer elements of ancient Roman culture. The course This course examines the differing roles and stereo- This course begins with a critical study of Ovid’s surveys the development of Roman civil and crimi- types, forms of behavior, and values associated with great poem, the Metamorphoses. The poem itself nal law from the very early and enigmatic Twelve women and men in Greco-Roman antiquity. Special became a subject of metamorphosis in poetry and art in the hands of such figures as Statius, Dante, Bot- Tables to the very late and amazingly great Digest of attention is given to the preoccupations of the Justinian. Topics covered include legal procedures, Greeks and Romans with the categories of “female” ticelli, Bernini, Rembrandt, Hughes, and Heaney. the creation of law, and Roman jurisprudence, all and “male” and to the dynamics of relations and rela- The course addresses the modeling of transformation of which are studied in the broad context of Roman tionships between women and men. The course both within the literary text by examining first Ovid and government and administration. The lasting effects deepens knowledge of Greco-Roman society and his sources, and second, adaptations of his poem by of Roman law on modern legal systems are also provides an informed background for contemporary writers such as Shakespeare and Kafka. Connections considered. gender debates. with folklore, magic, and religion are explored. The graphic arts receive equal consideration as the course CLAS 30214. Cicero and Political Tradition CLAS 30320. Family and Household in Greco- explores how Ovid’s ideas of the transformation of (3-0-3) Roman Antiquity the body, the capacity of the human body for al- The life and writings of Marcus Tullius Cicero (106– (3-0-3) legory, and the fragility of identity have influenced 43 BC) have been studied in light of the different as- A survey of the life-course in Roman antiquity. Top- later artists and authors. pects of his eventful career as a lawyer and advocate, ics studied will include marriage, divorce, child-rear- orator, politician, statesman, and philosopher. His ing, old age, the way in which family and household CLAS 30405. Survey: Greek Art/Architecture surviving writings—political and judicial speeches, were conceptualized by the Romans, and the demog- (3-0-3) treatises on religion, law, ethics, political philosophy raphy of the Roman world. Open to all students. This course analyzes and and rhetoric, and also many personal letters—shed traces the development of Greek architecture, paint- light on the diverse successes and reversals of his ing, and sculpture in the historical period from public and private life. Those who study Cicero tend the eighth through second century BC, with some 107

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consideration of prehistoric Greek forebears of the the context of Roman aggressive warfare and the de- CLAS 40360. Humor and Violence in Western Mycenaean Age. Particular emphasis is placed upon velopment in attitudes towards further expansion as Culture monumental art, its historical and cultural contexts, well as the evolving nature and role of the army. The (3-0-3) and how it reflects changing attitudes toward the impact of Roman conquest and administration on This course explores the relationship between humor gods, human achievement, and the relationship be- the provinces of the empire will be discussed, in par- and violence in Western cultural history from Greco- tween the divine and the human. ticular the cultural and social changes inaugurated Roman antiquity to the present. It takes as a guid- by Roman rule. Extensive use will be made of the ing premise the idea that humor is a response and CLAS 30410. Hellenistic and Roman Art and literary sources for the period, including narrative antidote to violence and suffering, and pursues the Architecture histories, biographies, political speeches and poetry theme in a wide range of literary works and films. (3-0-3) Rhodes (all read in translation), supported by the evidence of The course is linked to History 30350. This course explores the architecture, urban plan- archaeology, art and architecture. Visits to museums ning, sculpture, and painting of Hellenistic Greece and sites in Britain will form part of the course. CLAS 40407. Seminar: Greek and/or Roman and Rome, from the time of Alexander the Great in Art the fourth century BCE to the reign of the Roman CLAS 40125. Classical Greek Tragedy (3-0-3) emperor Constantine in the fourth century CE. (3-0-3) McLaren Seminar on specific subjects in Greek and/or Roman The art and architecture of Greece and Rome will This advanced course in literature provides detailed art. Variable content. be analyzed as expressions of their culture and time study of the theory and practice of classical Greek and as tools for understanding those cultures more tragedy. The structures and sensibilities that inform CLAS 47801. Special Studies completely. A variety of themes will be addressed, tragedy are assessed, with special attention to plays (3-0-3) including changing conceptions of monumentality written by the three great tragedians, Aeschylus, Permission of the department required. in art and architecture; imperial propaganda in art, Sophocles, and Euripides. The Greeks’ own responses architecutre and religion; technology as inspiration to tragedy, as represented by Aristophanes, Plato and CLAS 50100. Honors Seminar (3-0-3) Schlegel for new conceptions of art and architecture; the con- Aristotle, are also discussed. The form and function This course is offered each fall semester and is a trasting natures of Greek and Roman art and culture; of Greek tragic plays, their place in classical culture, requirement for all majors in Classics and Greek and the influence of Greek culture upon Rome; and the and their distinctive approach to issues of human life Roman Civilization who wish to receive an honors nature and significance of the ever-changing mixture are key topics of the course. degree. The specific content of the seminar varies of Greek and native Italic elements in Roman art and from year to year, but its broad purpose is to intro- architecture. CLAS 40130. Socrates and Athens (3-0-3) duce students to scholarly methods of research, and through research to reflect on the value of studying CLAS 30431. The Art of Mythology This course examines the moral upheaval evident (3-0-3) in classical Athens during the Peloponnesian War, classical antiquity. This cross-disciplinary course explores representa- the great fifth-century struggle between Athens and tions of classical myth in Western literature and art Sparta and their respective satellites. The history of CLAS 50400. Topics in Greek and/or Roman from the seventh century BC to the 18th century Art Thucydides, the comedies of Aristophanes, and the (3-0-3) Rhodes of the modern era. Literary and visual narratives are tragedies of Euripides and Sophocles provide the ba- Topics course on special areas of Greek and/or compared and contrasted, and the procedures of sic reading. The course also draws on some of Plato’s Roman art. poets, philosophers, artists, sculptors, and architects writings to assess Socrates’ reaction to the Athenian in selecting and adapting mythological subjects moral crisis. are analyzed. The course raises questions about the ProgRam in Semitic connections between myth and political power, and CLAS 40350. The Myths of the Greeks and Languages about such major concepts as heroism, metamorpho- Romans Courses in Arabic, Syriac, and Hebrew offer insis, and earthly and divine love. Readings from clas- (3-0-3) struction in the languages, literatures, and cultures of sical sources on Greek myths, and special attention This advanced course investigates the mythologies the Middle East. The study of these languages is nec- to such works of art as Raphael’s Roman cycles and of Greece and Rome and traces their transmission to essary for an understanding of Semitic culture and as Bernini’s sculpted dramas. and influence on modern literature and art. Special background for the development of Judaism, Chris- attention is given to the wide range of media in tianity, Islam, and Middle Eastern contacts with the CLAS 34208. The Conquered and the Proud which ancient stories about gods and heroes were Classical world, with Africa, Europe, and America. (3-0-3) expressed and communicated, and to the process How did Rome become ruler of the greater part by which these marvelous stories survived in later In recent years, the West has become increasingly of the known world, establishing an empire which literature and the visual arts, inspiring writers and aware of the Arabic-speaking East. Courses in Ara- would endure for many centuries? This course will artists to adapt them to their own purposes. Current bic language and literature are a prerequisite for an examine the causes and nature of Roman imperial- interpretative theories at the forefront of scholarship understanding of the rise of Islam, the literature it ism and seek to explain their success in war-making in the humanities are explored for their value in produced, and subsequent developments among Ara- and in particular their ability to absorb other cul- interpreting myths. bic-speaking Muslems and Christians. tures. It will begin with the period immediately after Courses in Syriac taught at the graduate level are the first two wars with Carthage, conflicts which for CLAS 40355. Greek and Roman Epic Poetry available to qualified undergraduates by permission. the first time led the Romans to send armies outside (3-0-3) Italy, then follow the decline of the Republican sys- This advanced course in literature provides detailed Course Descriptions. The following course descrip- tem and the establishment of the rule of emperors study of the major epic poems of the classical literary tions give the number, the title, and a brief char- who were monarchs in all but name, and discuss the tradition: the Iliad and Odyssey of Homer, the Aeneid acterization of each course. Lecture or class hours trends which would eventually radically alter this of Virgil, and the Metamorphoses of Ovid. Discussion per week, tutorial hours per week, and credits each system and move the centre of power away from the centers on the cultural contexts in which the works semester are in parentheses. Not all of these courses City of Rome. These changes will be placed firmly in were written or produced, and the literary conven- are offered every year. tions on which they rely for their ever-appealing aesthetic and emotional power. 108

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CLSS 10111. Introduction to Syriac Grammar Arabic culture and everyday life in the Middle East. will cover the textbook materials, in addition to the (10-0-3) Amar MEAR 10001 is offered each spring semester and basic grammar and the cumulative vocabulary. An intensive, three-week introduction to the gram- MEAR 10002 is offered each fall semester. mar of Syriac. The course introduces students to the MEAR 30006. Third-Year Arabic II basic reading, grammar, and structures of the lan- MEAR 10002. First-Year Arabic II (3-0-3) Saadi guage. Texts include T.E. Robinson’s Paradigms and (3-0-3) Guo, Saadi Prerequisite(s): MEAR 30005 or MEAR 105 or Exercises in Syriac Grammar, which is supplemented Prerequisite(s): MEAR 10001 or MEAR 101 MEAR 301 or MEAR 410 with a specially developed course packet, and J.H. This two-semester sequence of courses is a basic This third-year Arabic course emphasis is on devel- Eaton’s Horizons in Semitic Languages. This course is introduction to all aspects of the Arabic language oping listening, speaking, reading, and writing skills taught during the summer. through a comprehensive and integrated method. in interactive settings. Vocabulary building will be The focus is on language proficiency in all areas of the focus of drills; we will cover basic vocabulary CLSS 10115. Introduction to Syriac Reading the language including speaking, reading, and writ- in various authentic uses of the language. Special (10-0-3) Saadi ing. The course also introduces students to aspects of attention will also be given to media Arabic. Basic An intensive introduction to basic prose reading Arabic culture and everyday life in the Middle East. Arabic grammar should be completed by the end of in Syriac. Texts include: excerpts from the Peshitta MEAR 10001 is offered each spring semester and the year. We will continue with Part 2 of the Kitaab Gospels, the teaching of the Apostle Addai, and the MEAR 10002 is offered each fall semester. sequence. Supplementary materials, mainly from Life of Ephrem the Syrian. This course is taught dur- Arabic media (BBC Arabic News, newspapers, maga- ing the summer. It is highly recommended that this MEAR 10101. Introduction to Modern zines), will be provided. Tests, both oral and written, course is to be taken immediately following MESY Standard Arabic will cover the textbook materials, in addition to the 10111. (15-0-3) Saadi basic grammar and the cumulative vocabulary. Prerequisite(s): MEAR 10101 or MEAR 200 CLSS 20120. Intermediate Syriac Reading This intensive summer course is a basic introduc- MEAR 47001. Special Studies (10-0-3) Amar tion to all aspects of the Arabic language through a (3-0-3) Continues the work of MESY 10115 by introduc- comprehensive and integrated method. The focus is Permission of the department required. ing students to the reading of semi-vocalized and on language proficiency in all areas of the language unvocalized texts. Texts include: excerpts from including speaking, reading, and writing. The course MEAR 47801. Special Studies Aphrahat, Ephrem, Jacob of Sarug, John of Apamaea, also introduces students to aspects of Arabic culture (3-0-3) Bar Hebraeus. and everyday life in the Middle East. No Individual or small group study under the direction prerequisite. of a departmental faculty member. Arabic Major 4 semesters of Arabic 12 MEAR 20003. Second-Year Arabic I COURSES IN ENGLISH 2 literature courses in Classics (3-0-3) taught by the Arabic faculty 6 Prerequisite(s): MEAR 10002 or MEAR 102 MELC 10101. Introduction to Arabic Culture 2 courses in Middle East history 6 This second-year Arabic course builds on the previ- and Civilization 1 course in Islam 3 ous two semesters. The emphasis is on speaking and (3-0-3) Amar 1 elective, subject to departmental approval 3 writing for self-expression with continued study of This course is an introductory survey of Arabic ———— the basic grammatical structures. Proficiency remains culture and civilization from the pre-Islamic era to 30 the focus through readings and conversations in the the conquest of Constantinople in 1453. The course Mediterranean/Middle East Area Studies Minor language. Students develop skill in the use of the will trace the origins of the Arab people and their This is a broad-based program that includes all Arabic dictionary. distinctive culture and literature. The revelation of aspects of the ancient and modern cultures that the Qur’an to the Prophet Muhammad and subse- surround the Mediterranean. Courses from three MEAR 20004. Second-Year Arabic II quent development of Islam will be treated in detail. regions apply. In Europe, this includes the study of (3-0-3) Saadi Following this, the course will focus on the spread Classical Greece and Rome as well as modern Italy, Prerequisite(s): MEAR 20003 or MEAR 103 of Islamic civilization, its interactions with other France, Spain, and Portugal in Europe. Courses on This course is geared to consolidating skills gained cultures, and its contributions to scholarship in the the Middle East are related to the study of Semitic in the previous three semesters while enhancing the areas of literature, art, and architecture. This course peoples and their cultures, languages, religions, and ability to converse and conduct oneself in Arabic. will satisfy the University literature requirement. politics. In North Africa, Arab, and Francophone Reading skills are enhanced by exposure to more history and civilization are the focus. sophisticated examples of literature. Original written MELC 13186. Literature University Seminar in expression is encouraged through the composition of English Students are required to fulfill a sequence of 12 short essays. (3-0-3) credits (four courses distributed over the area). In Introduces first-year students to the study of classical addition, they are required to write a major research MEAR 30005. Third-Year Arabic I literature on a comparative basis, with readings from essay under the direction of one of the advisors for (3-0-3) Greco-Roman and Arabic literature. three credits. Prerequisite(s): MEAR 20004 or MEAR 104 This third-year Arabic course emphasis is on devel- MELC 20020. Revelation to Revolution ARABIC oping listening, speaking, reading, and writing skills (3-0-3) in interactive settings. Vocabulary building will be This basic introduction to Arabic literature links the MEAR 10001. First-Year Arabic I the focus of drills; we will cover basic vocabulary phenomenon of “literature” to the larger world of (3-0-3) in various authentic uses of the language. Special Islamic studies. The course emphasizes connections This two-semester sequence of courses is a basic attention will also be given to media Arabic. Basic between Arabic literary tradition and that of other introduction to all aspects of the Arabic language Arabic grammar should be completed by the end of Semitic and Western traditions. Topics include: the through a comprehensive and integrated method. the year. We will continue with part 2 of the Kitaab idea of scripture, “Falasuufs” and the Renaissance, The focus is on language proficiency in all areas of sequence. Supplementary materials, mainly from the literature of empire, Al-Andanus-Muslim Spain, the language including speaking, reading, and writ- Arabic media (BBC Arabic News, newspapers, maga- mytho-poetics, rogues, and scoundrels. All readings ing. The course also introduces students to aspects of zines), will be provided. Tests, both oral and written, are in English. 109

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MELC 20040. Islamic Societies of the Middle ideas than with modern Islam as such, it has great fall semester will be devoted to learning the gram- East and North Africa: Religion, History, and relevance for understanding contemporary Muslim mar of biblical Hebrew. The spring semester will be Culture attitudes and political, social, and cultural trends in divided into two parts. For the first six weeks we will (3-0-3) Afsaruddin the Muslim world today. finish and review the grammar. In the remaining part This course is an introductory survey of the Islamic of the course we will read and translate texts from societies of the Middle East and North Africa from MELC 30030. Love, Death, and Exile in Arabic the Hebrew Bible, Qumran, and Rabbinic literature. their origins to the present day. It will deal with the Literature and Cinema The course will focus on developing reading and history and expansion of Islam, both as a world re- (3-0-3) Guo comprehension skills in biblical Hebrew through ligion and civilization, from its birth in the Arabian This course explores literary and artistic presentation the study of biblical texts. In addition, students will Peninsula in the seventh century to its subsequent of the themes of “love, death, and exile” in Arabic learn how to use reference grammars, concordances, spread to other parts of western Asia and North literature and popular culture from pre-Islamic era and apparatus to the Biblia Hebraica. The course Africa. Issues of religious and social ethics, political to the present day. Through close readings of Arabic encourages students to think about the grammatical governance, gender, social relations and cultural poetry, essays, short stories, and novels (in English forms and their implications for biblical practices will be explored in relation to a number translation), and analyzing a number of Arabic mov- interpretation. of Muslim societies in the region, such as in Egypt, ies (with English subtitles), we discuss the following Morocco, and Iran. The course foregrounds the issues: themes and genres of classical Arabic love MEHE 10002. Elementary Biblical Hebrew II diversity and complexities present in a critical area of poetry; gender, eroticism, and sexuality in Arabic lit- (3-0-3) what we call the Islamic world today. erary discourse; alienation, fatalism, and the motif of Prerequisite(s): MEHE 10001 or MEHE 48) al-hanin ila al-watan (nostalgia for one’s homeland) This is a two-semester introductory course in biblical MELC 20050. The Ancient Middle East in modern Arabic poetry and fiction. Hebrew; under normal circumstances, the student (3-0-3) must complete the first to enroll in the second. The Discover the origins of human civilization, the first MELC 30040. Christianity in the Middle East fall semester will be devoted to learning the gram- written language, and the myths that revolutionized (3-0-3) mar of biblical Hebrew. The spring semester will be religion. This is an introduction to the civilizations The spread of Christianity from Palestine to the divided into two parts. For the first six weeks we will of Mesopotamia that formed the basis of the way we West is well-documented. Less well-known is the de- finish and review the grammar. In the remaining part think, see reality, believe, and express ourselves today. velopment of Christianity in the lands of its origin, of the course we will read and translate texts from Topics include: Sumerians, Akkadians, and Babylo- the Middle East. This course introduces students to the Hebrew Bible, Qumran, and Rabbinic literature. nians; Phoenicians, Aramaic, and the beginnings of the largely untold story of Christianity that expresses The course will focus on developing reading and law, literature, and legend. itself in the native Aramaic language and culture comprehension skills in biblical Hebrew through of the Semitic East. The origins of the indigenous the study of biblical texts. In addition, students will MELC 20060. Islam: Religion and Culture Christian churches of Syria, Lebanon, Iraq, and Iran. learn how to use reference grammars, concordances, (3-0-3) The development of these traditions will be viewed and apparatus to the Biblia Hebraica. The course This introductory course will discuss the rise of Islam in relation to western/European forms of Christian- encourages students to think about the grammatical in the Arabian Peninsula in the seventh century of ity that have come to be viewed as mainstream and forms and their implications for biblical the Common Era and its subsequent establishment normative. The course concludes with an assessment interpretation. as a major world religion and civilization. Lectures of the impact of religious “fundamentalisms,” the and readings will deal with the life of the Prophet diaspora of Middle Eastern Christians throughout MEHE 10111. Intensive Elementary Hebrew Muhammad, the Qur’an and its role in worship and Europe and the United States, and the contemporary (10-0-3) Machiela society, early Islamic history, community formation, state of Christianity in the Middle East. This six-week intensive language course will be de- law and religious practices, theology, mysticism, and voted to learning the grammar of biblical Hebrew. literature. Emphasis will be on the core beliefs and MELC 30050. Canon and Literature of Islam Throughout the course we will focus on developing institutions of Islam and on its religious and politi- (3-0-3) Afsaruddin reading and comprehension skills in biblical Hebrew cal thought from the Middle Ages until our own This course is an introduction to the fundamental through the study of biblical texts. In addition, time. The latter part of this course will deal with religious texts and literature of Islam. The list in- students will learn how to use reference grammars, the spread of Islam to the West, resurgent trends cludes the Qur’an (the central, sacred scripture of Is- concordances, and apparatus to the Biblia Hebraica. within Islam, both in their reformist and extremist lam), the hadith (record of the speech and actions of The course encourages students to think about the forms, and contemporary Muslim engagements with the Prophet Muhammad), biography of the Prophet, grammatical forms and their implications for biblical modernity. exegetical literature, historical texts, mystical and interpretation. devotional literature. Students will read primary texts MELC 20070. Introduction to Islamic in English translation with a focused discussion and MEHE 47001. Special Studies, Hebrew Civilization analysis of form, content, historical background, (3-0-3) (3-0-3) religious significance, and literary allusions of the Permission of the department required. This course is designed to introduce students to various texts. Themes such as “the unity and majesty Islamic civilization and Muslim culture and societ- of God;” “prophecy and revelation;” “good and evil;” ies. The course will cover the foundations of Islamic “this world and the hereafter” will be dealt with in belief, worship, and institutions, along with the the lectures and conversation in class. The course evolution of sacred law (Al-shari’a) and theology, as lays heavy emphasis on class discussion and student well as various aspects of intellectual activities. The preparedness. Koran and the life of the Prophet Muhammad will be examined in detail. Both Sunni and Shi’i perspectives will be considered. Major Sufi personalities will HEBREW be discussed to illuminate the mystical, and popular, tradition in Islam. Topics on arts, architecture, liter- MEHE 10001. Elementary Biblical Hebrew I (3-0-3) ary culture, and sciences will be covered. Although This is a two-semester introductory course in biblical the course is concerned more with the history of Hebrew; under normal circumstances, the student must complete the first to enroll in the second. The 110

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Program in Chinese students to develop an interdisciplinary understand- East Asian Languages ing of Asia. The program in Chinese offers language classes in and Literatures Mandarin Chinese at the beginning, first-, second-, Chair: third-, and fourth-year levels, as well as courses in Shanghai and Nagoya Programs Lionel M. Jensen English on classical and modern Chinese literature Research Professor: and culture. Qualified students also have the op- The Shanghai and Nagoya programs provide stu- Howard Goldblatt portunity to attend East China Normal University in dents with the opportunity to spend an academic Visiting Professor: Shanghai, People’s Republic of China. year at Nanzan University in Nagoya, Japan, or a Bai Dao semester or academic year at East China Normal Associate Professors: The Chinese program offers first and supplementary University in Shanghai, People’s Republic of China. Michael C. Brownstein; Liangyan Ge; Lionel majors and a minor. To qualify for the Shanghai Program, students must M. Jensen; Xiaoshan Yang Basic requirements: For the major, students must complete at least one semester of Chinese language Assistant Professors: complete 30 credit hours, including Third-Year study at Notre Dame with at least a 3.0 grade point Sylvia Li-chun Lin Chinese. For the supplementary major, students average in the language courses. For the Nagoya Visiting Assistant Professor: must complete 24 credit hours, including Third-Year Program, at least one year of Japanese language stud- Heather Bowen-Struyk; Jonathan Noble Chinese. For the minor, students must complete 15 ies at Notre Dame with a 3.0 grade point average or Associate Professional Specialists: credit hours, including two semesters of language better in the language courses is required. Students Noriko Hanabusa; Setsuko Shiga classes beyond the first year 10000-level language may attend Nanzan or East China Normal dur- Assistant Professional Specialist: courses and University Seminars on China related ing their sophomore or junior year. Students who Chengxu Yin topics do not count toward the major, supplemen- intend to combine a First or Supplementary major tary major, or minor. in Chinese or Japanese with a major in another dis- The peoples of East Asia comprise one quarter of the cipline and who intend to apply for the Shanghai or world’s population and account for a similar pro- Other requirements: In addition to the language Nagoya programs are urged to plan their course of portion of the world’s production and consumption. course requirements described above, First and Sup- studies carefully in consultation with their advisors This, along with the contemporary fusion of Asia plementary majors as well as the Minor also requires prior to applying for either program. For more infor- and the West politically and economically, makes one course in Chinese literature. Remaining credit mation and course listings, see “Nagoya Program” knowledge of the diverse languages and cultures of hours may be satisfied by taking additional Chinese or “Shanghai Program” under “International Study East Asia vital to an understanding of our global language and literature courses, or East Asia-related Programs” in this Bulletin. community and indispensable for the preparation of courses approved by the academic advisor. Course Descriptions. The following course descrip- careers in the Pacific Rim focusing on business, pub- tions give the number, title and brief characterization lic policy, literatures, and the arts. The Department Program in Japanese of each course. Lecture or class hours per week, labo- of East Asian Languages and Literatures provides The program in Japanese offers language classes in ratory or tutorial hours per week, and credits each the resources and instruction necessary for success modern Japanese at the beginning, intermediate semester are in parentheses. Not all of these courses in all of these fields. The department is dedicated and advanced levels, as well as courses in English on are offered every year. to providing rigorous language training in Chinese classical and modern Japanese literature and culture. and Japanese, as well as courses taught in English on Qualified students also have the opportunity to at- Chinese and Japanese philosophy, religion, literature, Chinese Language Courses tend Nanzan University in Nagoya, Japan. and culture. Complementary courses in other disci- EALC 10101. Beginning Chinese I plines are listed in this Bulletin under departments The Japanese program offers first and supplementary (3-0-3) such as history, philosophy, theology, political sci- majors and a minor. For students with no background in Chinese. A ence, economics, and anthropology. Basic requirements: For the major, students must three-semester sequence of three-credit courses cov- Completion of First-Year Chinese or Japanese (10 complete 30 credit hours, including 22 credits ering the same material as 111–112 and designed credits) or Beginning Chinese or Japanese (nine in language classes beyond the first year. For the to prepare students to enter 211. 101 and 103 are credits) will satisfy the language requirement for supplementary major, students must complete 24 offered only in the spring semester, 102 only in the both the College of Arts and Letters and the College credit hours, including 16 credits in language classes fall. Equal emphasis on the basic skills of listening, of Science. Although the College of Business does beyond the first year. For the minor, students must speaking, reading, and writing. not have a language requirement, it strongly supports complete 15 credit hours including two semesters integration of language courses into its curriculum of language classes beyond the first year. 10000- EALC 10102. Beginning Chinese II (3-0-3) and encourages students to participate in the Inter- level language courses and University Seminars on Prerequisite(s): EALC 10101 or EALC 101 national Study Programs (See “International Study Japan related topics do not count toward the major, For students with no background in Chinese. A Programs” under Mendoza College of Business). supplementary major, or minor. three-semester sequence of three-credit courses cover- Placement and Language Requirement. Students Other requirements: In addition to the language ing the same material as 10111–10112 and designed who wish to enroll in a Chinese or Japanese lan- course requirements described above, first and sup- to prepare students to enter 20211. 10101 and guage course beyond the 10101 or 10102 level must plementary majors as well as the minor also require 10103 are offered only in the spring semester, 10102 take a placement examination administered by the one course in Japanese literature. Remaining credit only in the fall. Equal emphasis on the basic skills of Department. Students testing out of 10000-level hours may be satisfied by taking additional Japanese listening, speaking, reading, and writing. language courses must complete at least one course language and literature courses, or East Asia-related at the 20000 level or higher to satisfy the language courses approved by the academic advisor. EALC 10103. Beginning Chinese III requirement. (3-0-3) Asian Studies Minor Prerequisite(s): EALC 10102 or EALC 102 For students with no background in Chinese. A See “Area Studies Minors,” later in this section of three-semester sequence of three-credit courses the Bulletin. This minor provides opportunities for covering the same material as 10111–10112 and 111

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designed to prepare students to enter 10211. 10101 comparable to those who finish three years of Chi- EALJ 10102. Beginning Japanese II and 10103 are offered only in the spring semester, nese at Notre Dame. They will be able to advance (3-0-3) 10102 only in the fall. Equal emphasis on the basic to fourth-year Chinese, in which students learn to Prerequisite(s): EALJ 10101 or EALJ 101 skills of listening, speaking, reading, and writing. read authentic texts written for native speakers of A three-semester sequence of three-credit courses Students may expect to master a spoken vocabulary Chinese. Three class hours plus two additional lab covering the same material as 10111–10112 and of about 1,000 words and a written vocabulary of hours are required. designed to prepare students to enter 20211. Courses 500 characters. 10101 and 10103 are offered only in the spring se- EALC 30311. Third-Year Chinese I mester, 10102 only in the fall. The goal of this class EALC 10111. First-Year Chinese I (3-0-3) is to gain an acquisition of the four basic language (5-0-5) Prerequisite(s): EALC 20212 or EALC 212 skills in Japanese-reading, writing, speaking, and A course designed for students who have not studied The course focuses on the development of advanced listening. Students will learn to read and write Hira- Chinese before. Equal emphasis is placed on the conversational, reading, and writing skills, using a gana and Katakana (Japanese alphabetical systems), basic languages skills in speaking, listening, reading, wide range of authentic materials, including material and to perform such conversational skills as greeting and writing. Students will learn both the Chinese from news media. someone, introducing oneself, describing things, Romanization system of the pinyin and written places, and people. This course covers Chapters 1–4 characters, and to perform conversational skills in EALC 30312. Third-Year Chinese II in Nakama I. daily-life situations. (3-0-3) Prerequisite(s): EALC 30311 or EALC 311 EALJ 10103. Beginning Japanese III EALC 10112. First-Year Chinese II Continuation of Third-Year Chinese I. The course (3-0-3) (5-0-5) focuses on the development of advanced conversa- Prerequisite(s): EALJ 10102 or EALJ 102 Prerequisite(s): EALC 10111 or EALC 111 tional, reading, and writing skills, using a wide range A three-semester sequence of three-credit courses Continuation of First Year Chinese I. Equal empha- of authentic materials, including material from news covering the same material as 10111–10112 and sis is placed on the basic languages skills in speaking, media. designed to prepare students to enter 20211. Courses listening, reading, and writing. Students will learn 10101 and 10103 are offered only in the spring both the Chinese Romanization system of the pinyin EALC 40411. Fourth-Year Chinese I semester, 10102 only in the fall. Introduction to the and written characters, and to perform conversa- (3-0-3) fundamentals of modern Japanese. Equal emphasis tional skills in daily life situations. By the end of the Prerequisite(s): EALC 30312 or EALC 312 on speaking, listening, reading, and writing. Intro- course they are expected to have mastered a spoken The course focuses on the practice in advanced con- duction of the hiragana and katakana syllabaries, and vocabulary of about 1,000 words and 500 written versational, reading, and writing skills, using news- 200 kanji. characters. papers, short fiction, videotapes, and other types of authentic materials. EALJ 10211. First-Year Japanese I EALC 20211. Second-Year Chinese I (5-0-5) (5-0-5) EALC 40412. Fourth-Year Chinese II This course is designed for students who have not Prerequisite(s): See online Course Catalog for details. (3-0-3) studied Japanese language before. The goal of this Grammar review and training in the four basic skills Prerequisite(s): EALC 40411 or EALC 411 class is to gain an acquisition of the four basic lan- to higher levels of sophistication: oral-aural skills for Continuation of Fourth-Year Chinese I. The course guage skills in Japanese—reading, writing, speaking fluency in communication, reading for critical un- focuses on the practice in advanced conversational, and listening. Students will learn to read and write derstanding, and the ability to write simple reading, and writing skills, using newspapers, short Hiragana and Katakana (Japanese alphabetical sys- compositions. fiction, videotapes, and other types of authentic tems), and to perform such conversational skills as materials. greeting someone, introducing oneself, telling time, EALC 20212. Second-Year Chinese II etc. This course covers Chapters 1–6 in Nakama I. (5-0-5) EALC 40498. Special Studies (V-0-V) Prerequisite(s): EALC 20211 or EALC 211 EALJ 10212. First-Year Japanese II Continuation of Second-Year Chinese I. Grammar Requires “contractual agreement” with the professor (5-0-5) review and training in the four basic skills to higher prior to scheduling. For advanced students who wish Prerequisite(s): EALJ 10211 or EALJ 111 levels of sophistication: oral-aural skills for fluency in to pursue an independent research project reading Introduction to the fundamentals of Japanese. Equal communication, reading for critical understanding, Chinese language materials. emphasis on the four skills: speaking, listening, read- and the ability to write simple compositions ing, and writing. Introduction of the hiragana and Japanese Language katakana syllabaries, and 200 kanji. EALC 30302. Chinese for a New Era Courses (3-2-5) EALJ 11001. Basic Japanese for Travel and This is a course designed expressly for students with EALJ 10101. Beginning Japanese I Business previous exposure to Chinese, thus the only pre- (3-0-3) (6-0-3) requisite for this course is placement by proficiency A three-semester sequence of three-credit courses This course isdesigned for students who wish to examination. Chinese for a New Era is intended for covering the same material as 10211–10112 and learn basic Japanese for use in travel and business that diverse array of students who have some basic designed to prepare students to enter 20211. Courses situations in Japan or with Japanese clients in the speaking and listening skills and perhaps some back- 10101 and 10103 are offered only in the spring US. The goal of this class is to learn some basic ground in writing or reading. Owing to the linguistic semester, 10102 only in the fall. Introduction to the conversational skills in Japanese, plus some reading heterogeneity of students with previous exposure to fundamentals of modern Japanese. Equal emphasis and writing skills. Students will learn to read and Chinese, this course will expose students to mate- on speaking, listening, reading, and writing. Intro- write Hiragana and Katakana (Japanese alphabetical rial suitable to their language proficiency. They will duction of the hiragana and katakana syllabaries, and systems), as well as some simple Kanji (Chinese char- further develop their spoken skills by discussing 200 kanji. acters), and to perform such conversational skills as complex and abstract concepts, while learning to greeting a client or shopkeeper, introducing oneself, read and write formal Chinese. After completing asking for directions, and making purchases. Regular this course, their language proficiency in the four attendance required. skills (listening, reading, speaking, writing) will be 112

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EALJ 20211. Second-Year Japanese I EALJ 40412. Fourth-Year Japanese II studies, music, sociology, literature, film, cultural (5-0-5) (3-0-3) studies, and Asian studies. No prior knowledge of Prerequisite(s): See online Course Catalog for details. Prerequisite(s): EALJ 40411 or EALJ 411 China or the Chinese language is required. This course is designed for students who have com- The second in a sequence of intermediate courses pleted First Year Japanese or its equivalent. Students for those students who did not participate in the LLEA 20601. Societies and Cultures of South will build on their acquisition of the four basic Year-in-Japan Program. Aimed at achieving a high Asia language skills-reading, writing, speaking and listen- proficiency in the four skills: speaking, listening, (3-0-3) ing. Mastery of Hiragana and Katakana is assumed; reading, and writing. This course provides a broad introduction to societ- approximately 40 new kanji will be introduced. ies and cultures of South Asia (including India, Conversational skills will include expressing likes and EALJ 40421. Advanced Japanese I Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, dislikes, discussing past and future actions, and mak- (3-0-3) and the Maldives). Emphasis will be on the Indian ing purchases at a store. This course covers Chapters Prerequisite(s): EALJ 40412 or EALJ 412 subcontinent. 5–8 in Nakama I. Advanced Japanese is a three-credit course for students who have completed EALJ 40412, IJ 500 LLEA 20602. Japanese Society (3-0-3) EALJ 20212. Second-Year Japanese II (Intensive Japanese 500) in the Year-in-Japan pro- (5-0-5) gram at Nanzan, or an equivalent course at Sophia, This course presents a survey of the social structures Prerequisite(s): EALJ 20211 or EALJ 211 Kanazawa, Hakodate, or Middlebury. This course and forms of expression that make up the complex This course has continued training in the fundamen- takes students beyond the grammar-centered ap- society of contemporary Japan, using anthropologi- tals of the modern language. Equal emphasis on the proach of textbooks to the study and discussion of cal writings, history, reporting, film, and fiction. four skills: speaking, listening, reading, and writing. original materials produced in Japanese for everyday Introduction to approximately 200 kanji. Japanese consumption. Course materials include LLEA 20603. Peoples of Southeast Asia (3-0-3) excerpts from short stories, poetry, letters, social This course will introduce Southeast Asia through EALJ 30311. Third-Year Japanese I criticism, academic writing, newspaper articles, and close readings of important accounts of some of (3-0-3) video clips. Students may repeat the course more its peoples, some of them long civilized and highly Prerequisite(s): EALJ 20212 or EALJ 212 than once, as the content of the course changes ac- cosmopolitan while others are apparently more A course designed for students who have completed cording to the needs and interests of the students back-woodsy. It will examine the region’s history, EALJ 20212 or its equivalent. Students will build enrolled. on their acquisition of the four basic language religions and social organizations tracing out themes and variations that give this religion its unity and, for skills—reading, writing, speaking and listening. EALJ 40498. Special Studies Approximately 50 new Kanji will be introduced. (V-V-V) all its diversity and its many waves of immigration, Conversational skills will include ordering food at This course takes students beyond textbook Japanese make Southeast Asia a field of related cultures. a restaurant, describing ailments to a doctor, and by introducing original materials created for Japa- talking about family members. This course covers nese audiences (literature, current events, and video LLEA 20604. Societies and Cultures of South materials, etc.) Emphasis is on grammar and syntax, Asia Chapters 9–12 in Nakama I. (3-0-3) vocabulary building, speaking, reading, and writing. This course provides a broad introduction to societ- EALJ 30312. Third-Year Japanese II ies and cultures of South Asia (including India, (3-0-3) Courses in English Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, Prerequisite(s): EALJ 30311 or EALJ 311 and the Maldives). Emphasis will be on the Indian The first in a sequence of intermediate courses of- The courses listed below use materials in English subcontinent. fered for those students who did not participate in translation and require no prior background in Asian the Year-in-Japan Program. Development of oral-au- studies. LLEA 20605. Islamic Societies of the Middle ral skills with an emphasis on typical conversational LLEA 13186. Literature University Seminar in East and North Africa: Religion, History, and situations. Improvement of reading and writing Culture skills. English (1-0-3) (3-0-3) Afsaruddin An introduction to the study of East Asian literature. This course is an introductory survey of the Islamic EALJ 40411. Fourth-Year Japanese I societies of the Middle East and North Africa from (3-0-3) The course will focus on either Chinese or Japanese literature. their origins to the present day. It will deal with the Prerequisite(s): EALJ 30312 or EALJ 312 history and expansion of Islam, both as a world re- This is a course for students who have completed ligion and civilization, from its birth in the Arabian EALJ 312 or its equivalent. Students will build LLEA 20102. Culture, Media, and Entertainment in China Today Peninsula in the seventh century to its subsequent on their acquisition of the four basic language (3-0-3) Noble spread to other parts of western Asia and North skills—reading, writing, speaking and listening. This course is designed to provide students with an Africa. Issues of religious and social ethics, political Approximately 100 new kanji compounds will be introduction to aspects of contemporary Chinese governance, gender, social relations and cultural introduced. Conversational skills include making culture, media, and entertainment. The class focuses practices will be explored in relation to a number travel plans and reservations, describing physical ail- on the development of China’s media and entertain- of Muslim societies in the region, such as in Egypt, ments, and discussing complaints and problems with ment industries, including the online industry, the Morocco, and Iran. The course foregrounds the a host family. This course covers parts of Chapters music industry, advertising, television, and the film diversity and complexities present in a critical area of 10–12 in Chuukyuu No Nihongo (An Integrated Ap- industry. Students will learn to critically analyze what we call the Islamic world today. proach to Intermediate Japanese), supplemented with authentic cultural products, study their cultural and authentic materials such as newspaper articles, video literary dimensions, and discuss how culture affects LLEA 23101. Chinese Literary Traditions clips, and songs. the political and economic aspects of these indus- (3-0-3) Yang tries. This class aims to be interdisciplinary and is de- A survey course introducing students to the major signed to accommodate students from a large range themes and genres of Chinese literature through of academic interests, including business, marketing, selected readings of representative texts. political science, economics, communication, media 113

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LLEA 30101. Chinese Ways of Thought LLEA 30603. Comparative Business: Japan/ democracy movements, and peace movements. The (3-0-3) UK/US Asian region encompasses China (including Taiwan, This lecture and discussion course on the religion, (3-0-3) Tibet, Xinjiang, Hong Kong), Mongolia, North philosophy, and intellectual history of China that This course will compare the historical development and South Koreas, Japan, the Philippines, Vietnam, introduces the student to the world view and life of business in Great Britain, the United States, and Thailand, Cambodia, Burma, Malaysia, Indonesia, experience of Chinese as they have been drawn from Japan from pre-industrial times to the present. It will India, Pakistan, Nepal, Afghanistan, and so on. To local traditions, as well as worship and sacrifice to focus upon the evolution of the business firm and understand various movements, we will study global heroes, and the cult of the dead. Through a close its management; and in addition, will examine the trends, human rights values, cultural differences, reading of primary texts in translation, it also surveys development of government-business relations and religious doctrines, historical legacies, state-society China’s grand philosophical legacy of Daoism, Bud- the changing relations between business and society relations, leadership skills, mobilization strategies, dhism, “Confucianism” and “Neo-Confucianism,” in each nation. Our goal will be to critically evaluate and violent vs. nonviolent trajectories. In addition and the later religious accommodation of Christian- theories of convergence and divergence in business to analytical readings, we will also watch a series of ity and Islam. systems around the world by examining business de- documentaries and read a number of prominent velopments in terms of social, political, and cultural (auto-)biographies. LLEA 30102. Popular Religion and the contexts. Practice of Philosophy in China LLEA 31104. New Asian Cinema Lab (3-0-3) LLEA 30604. Chinese Society and Culture (3-0-0) This lecture/discussion course will introduce the stu- (3-0-3) Blum Corequisite(s): LLEA 33104 dent to the plural religious traditions of the Chinese This course introduces students to the complexities During the lab times, certain films will be viewed for as manifested in ancestor worship, sacrifice, exor- of contemporary Chinese society in the context of further discussion in class. cism, and spirit possession. From an understanding the past. Topics covered include food, family and of these practices, the course will offer insight into gender, political activity, ethnicity and identity, LLEA 33101. Heroism and Eroticism in the mantic foundations of Chinese philosophy, espe- urban and rural life, work and unemployment, Chinese Fiction cially metaphysics, to reveal how these foundations economic complexity, multilingualism, arts, religion, (3-0-3) undergird the ordinary. Readings will consist of texts medicine and the body, and literature. In this course we will read works in Chinese fiction in translations of the texts popular cults, including from the late imperial periods. We will discuss the Falun gong, as well as scholarly interpretations of LLEA 30605. Cultures and Conflict in the aesthetic features of such works and their cultural these phenomena. No prior knowledge of Chinese Pacific underpinnings, especially the infusion of Confucian, history, language, or literature is required. (3-0-3) McDougall Taoist, and Buddhist meanings. Particularly, we will Prerequisite(s): See online Course Catalog for details. focus on heroism and eroticism as two major themes LLEA 30103. A Chinese Mosaic: Philosophy, In recent years, many Pacific societies has been in Chinese fiction and their specific expressions in Politics, and Religion unsettled by conflict military coups, crises of law each work. We will consider the transition from (3-0-3) and order, struggles for land rights, and battles over heroism to eroticism as a shift of narrative paradigm, A Chinese Mosaic is a special topics class that pro- nuclear testing. This course introduces students to which coincided with a general trend of “domestica- vides an introduction to the diverse life ways consti- the diverse cultures of the Pacific by examining some tion” in traditional Chinese fiction. Through the tuting the puzzle of the Chinese people. The course of these contemporary conflicts in historical perspec- readings and discussions, the students are expected will chart this terrain of current Chinese practice as tive. Topics of particular interest are indigenous to become familiar with pre-modern Chinese nar- it has been shaped from the contending, and often rights, relations between indigenous people and rative tradition and acquainted with some aspects contentious, influences of religion, philosophy, and migrants, and the role of outside powers in Pacific Is- of Chinese culture. All the readings are in English politics, introducing students to the heralded works land states. In addition to examining the indigenous translation, and no prior knowledge of China or the of the Chinese intellectual tradition while requiring cultures of the Pacific, we will compare and contrast Chinese language is required. critical engagement with the philosophic and reli- societies in which indigenous islanders are disenfran- gious traditions animating this culture today. Thus, chised minorities (as in Hawaii, New Zealand, and LLEA 33102. The Image of Woman in Chinese as they learn about China, students also will reflect Australia) and those societies in which they are the Literature on how Chinese and Westerners have interpreted it. dominant majority (as they are in Fiji and Solomon (3-0-3) Islands). This course explores changing images of woman in LLEA 30602. Modern Japan Chinese literature, from her early appearance in folk (3-0-3) LLEA 30606. Chinese Politics poetry to the dominant role she comes to play in the This introduction to modern Japanese history focus- (3-0-3) Moody vernacular novel and drama. es on political, social, economic, and military affairs Study of the contemporary Chinese political system in Japan from around 1600 to the early post-World and process in the light of Chinese history and LLEA 33104. New Asian Cinema War II period. It considers such paradoxes as samurai culture. Some of the topics treated include: the tradi- (3-0-3) bureaucrats, entrepreneurial peasants, upper-class tional political order; the revolutionary movements; Corequisite(s): LLEA 31104 revolutionaries, and Asian fascists. The course has the rise of communism; Maoism and the rejection of This course will introduce students to contemporary two purposes: (1) to provide a chronological and Maoism; the political structure; leadership, person- Asian cinema. We will examine how Asian film- structural framework for understanding the debates alities, and power struggles; economic policy; social makers define themselves and their (inter)national over modern Japanese history, and (2) to develop policy and movements; problems of corruption and identity through their aesthetic choices. We will the skill of reading texts analytically to discover the instability; prospects for democratic development. also explore the impact of globalization on regional argument being made. The assumption operating There will be some attention to Taiwan and to Hong cinema, and the effect international audiences and both in the selection of readings and in the lectures is Kong as special Chin Vese societies. international investment have on the films that that Japanese history, as with all histories, is the site are made. The course will focus on internationally of controversy. Our efforts at this introductory level LLEA 30607. Political Movements in Asia acclaimed films representing countries including will be dedicated to understanding the contours of (3-0-3) China, Japan, Taiwan, and Hong Kong. It will also some of the most important of these controversies This course analyzes a wide range of political move- place these Asian films in their political, cultural, and judging, as far as possible, the evidence brought ments including nationalist and revolutionary move- and social context. Weekly film screening required. to bear in them. ments, guerrilla insurgencies, terrorist organizations, All films with English subtitles. Course taught in 114

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English. The course could fulfill the University fine to women? What are the temporal and spatial fac- LLEA 33111. Collaborative Playwriting: Gender arts requirement, and satisfy the International area tors in people’s conception of an antisocial behav- Issues in Asian Theatre requirement for Film/TV concentrators. ior? To what extent are these behaviors culturally (3-0-3) Juan determined? No prior knowledge of the Chinese The course introduces the student to the process of LLEA 33105. Chinese Pop Songs: Global/ languages or China is required. devising a dramatic text leading to a performance Local of the text through collaborative methods. The class (3-0-3) LLEA 33109. Cultural Performance in discourse will evolve from gender issues articulated This course explores pop songs since the 1980s from Contemporary China by Asian theatre, traditional as well as contemporary. China, Taiwan, and Hong Kong to examine vari- (3-0-3) Through this method, the students contribute, ous ways Chinese construct images of the self. As a This course asks students to engage and analyze evaluate, and try out their ideas toward the writing means of analyzing the material and expressing his or different types of “cultural performances” in China and production of a theatre creation, which will be her own viewpoint, each student will build a series of from the 1980s to the present day. How do we performed at the end of the semester. Approach is media-rich Web pages including clips from the pop interpret the diversity and complexity of cultures in interdisciplinary. songs introduced. Students will become proficient contemporary China? How is this diversity repre- with Web authoring programs and streaming audio sented (or “performed”) within and between differ- LLEA 33301. Love, Death, and Revenge in applications such as SoundForge. No prior knowl- ent types of mediums, disciplines, and socio-cultural Traditional Japanese Drama edge of the Chinese languages or China is required. activities? After establishing an understanding of the (3-0-3) historical context for the period under discussion, Love, death, and revenge were major themes in LLEA 33106. The City in Modern Chinese the course will examine different types of “cultural Noh, Kabuki, and Bunraku, the three main forms of Fiction performances” within a broad range of areas, includ- traditional Japanese drama. During the first weeks of (3-0-3) ing film, television, theater, advertising, the Internet, this course, we will read plays from the Noh theatre, Examining portrayals of cities such as Beijing and and popular music, dance and leisure activities. which evolved out of a variety of performing arts Shanghai in fictional works, this course explores Particular issues to be examined in conjunction with and reached maturity in the 15th century under the the image of the city as the big, the bad, and the ir- the “cultural performances” include commercialism patronage of the samurai aristocracy. In an effort resistible site of desire for modernity in 20th-century and consumerism, the role of the government, the to create an atmosphere of mystery and beauty, the China. state, and nationalism, tradition and modernity, glo- plays transformed episodes from folk tales, courtly balism and translationalism, the urban/rural divide, romances, and military epics into highly stylized LLEA 33107. City in Chinese Film/Fiction class, and gender. The course will also provide a basic dance-dramas imbued with the austere aesthetic of (3-0-3) introduction to theories of performance and perfor- Zen Buddhism. In the play Atsumori, for example, Since the first decade of the 20th-century, China has mativity. Students will view, analyze, and discuss an we witness a confrontation between the ghost of undergone tremendous changes, which are most evi- array of “cultural performances” through different Taira Atsumori, a young warrior, and Kumagai no dent in the life of city dwellers. In this class, we will media and utilize the Internet as an interface for Jiro Naozane, the man who killed him in battle. In read short stories and analyze films about urbanites collecting viewpoints from China and across the another play, Dojoji, a young woman turns into a and their desires, anguish, and aspirations. We will Chinese diaspora to be applied to their own research giant serpent to kill the man who deceived her. For examine, for instance, why Shanghai was portrayed projects. In addition to providing a current overview the remainder of the course, we will study Kabuki (a as the nadir of vice in the 1930s. Or how the un- of the diversity of cultures in China and the contem- theater of live actors) and Bunraku (puppet theater). derprivileged youths struggle in present-day Beijing. porary issues embedded within, this course is ideal These two rival forms of popular entertainment de- We will read about how the men and women of for students seeking to explore the role of culture veloped in the early modern period (17th and 18th Taipei and Hong Kong grapple with their changing across disciplines, including arts and literatures, his- centuries) as part of a new and lively urban culture. social, political, economic, and spiritual realities. To tory, anthropology, sociology, political science, media This was the “floating world” (ukiyo) of teahouses, complete our understanding of the city in the mind studies, and business. No prior knowledge of Chi- brothels, and theaters, where townsmen mingled of the Chinese, we will also explore writings by over- nese language, culture, or history is required. with samurai in the pursuit of pleasure and spectacle, seas Chinese on foreign cities such as New York and and where Kabuki actors became the first “superstar” Paris. We will try to answer questions such as how LLEA 33110. China’s Underground Cinema celebrities. We will focus on plays by Chikamatsu different cities are portrayed and what these diverse (3-0-3) Monzaemon (1653–1725), the “Japanese Shake- perceptions represent. How have these perceptions This class explores “underground” films produced in speare”, who wrote for both Kabuki and Bunraku. changed over time? Is the city always exciting, threat- Mainland China since the 1980s. Many films that Plays such as The Love Suicides at Sonezaki, Gonza ening, or benign, and how do people in these various were produced illegally or banned in China have the Lancer, and The Woman-Killer and the Hell of places cope with modern life in the city? Is there no garnered awards in prestigious international film Oil, bring to life tragic tales of star-crossed lovers, more distinction among cities, now that we are all festivals—Cannes, Berlin, Venice, Toronto, Tribeca unfaithful wives, and murdering ne’er-do-wells. In living in a global village? (and the list runs on). How and in what ways were the last weeks of the course, we will read Chushin- the films subversive? What is the role of China as a gura, the revenge of the 47 samurai, based on a LLEA 33108. Anti-Social Behavior in Modern nation and state in the production of film today and true event that occurred in 1703 when the former Chinese Fiction in the past? How do these films play to the interna- (3-0-3) retainers of Lord Asano burst into the mansion of a tional film festival circuit and international market? Chinese society is often characterized as highly con- high-ranking but corrupt government official and Is commercialization bringing about less government formative and lacking in individuality. Is this true? killed him to avenge the death of their master almost control of film and other media in China? The class What kind of behaviors then would be considered two years earlier. will view both feature films and documentaries, antisocial, and what are their moral, social, and including those unavailable in the US (but all with political consequences? In this course, we will read LLEA 33302. Human Rights Environment and English subtitles). No prior knowledge of Chinese Development: In South Asia fictional works depicting behaviors and attitudes language, culture, or history is required. (3-0-3) that are considered by society in general as antisocial, The Course with the help of real world cases will anticonventional, and sometimes anti-Party. We identify that the issues of development, human will investigate the contexts of these behaviors and rights, and the protection of the environment are their political implications. For instance, are these of great importance to all of human society. They behaviors justified? Are different standards applied assume critical importance in South Asian countries 115

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where the issues are intricately linked to complex LLEA 33306. Japanese Film and Fiction LLEA 33309. Japanese Literature in the ’90s socio-political and economic factors. At first glance, (3-0-3) (3-0-3) Bowen-Stryuk development would appear to be instrumental, the For Japan, an island nation whose feudal state Japanese Literature in the 1990s looks at the Japa- prime vehicle for promoting the realization of hu- followed a policy of isolation for over 150 years nese literary boom of the 90s as a literary project of man rights, in particular economic rights such as (1600–1868), the transition to modernity has been re-remembering the past and intervening in the pres- the right to an adequate standard of living, the right an abrupt and complicated process. Modernization ent. In the last decade and a half, Japan has under- to work, the right to social security, right to educa- has involved a transformation at every level of Japa- gone a transformation from the economic miracle of tion, the right to food and to the right to housing. nese society, ranging from the political and economic the 60s and 70s to economic recession, and with the Environmental preservation and rehabilitation also realms, to the scientific, cultural, and educational. recession, many of the values that helped to sustain should be achieved through development. It is a sad This course focuses on how some of Japan’s most high economic growth have come to be questioned: fact however, that the development projects in the creative authors and film directors have responded strict gender differentiation, dedication to the com- South Asian countries have overtaken poverty as to debates relating to the strategies and sacrifices pany for men and to the home for women, frugality, the single largest cause of human rights violations involved in enacting sweeping social changes, and to sacrifice of the personal for the social, emphasis on and environmental degradation. Many development developing a modern, educated citizenry that would high growth policies at the risk of the environment, projects that should have brought well-being to local include not only elite males, but women, the poor, a resurgence in narratives of national homogeneity, populations have in fact brought violations of hu- and ethnic or other minorities. Students will be etc. In this course, we will look at work by Japanese man rights and environmental degradation. introduced to the concepts of authorial empathy and writers from the beginning of the recession until tension between realism and fabrication in fiction today, thinking about the way that writers are prob- LLEA 33303. Scandal and Intrigue in writing and filmic expressions; and to ways in which lematizing previous homogenous notions of gender, Traditional Japanese Literature gender, nationality, and other affiliations have been ethnicity and race; raising questions about the costs (3-0-3) constructed in the Japanese cultural imagery. of high economic growth on society’s subalterns; re- This seminar explores the aesthetics and politics of thinking the emblem of that growth, the salary man, courtship and marriage among the aristocracy of LLEA 33307. Film Fiction Japan who has lately become a favorite butt of dissatisfac- Japan. Readings include 10th- and 11th-century (3-0-3) tion; rethinking the as-of-yet unresolved significance classics such as The Pillow Book, The Tale of Genji, For Japan, an island nation whose feudal state of an ambitious and often cruel imperialist war on and The Gossamer Years. followed a policy of isolation for over 150 years the Asian mainland; and finally, we will think about (1600–1868), the transition to modernity has been the significance of globalization and nationalism in LLEA 33304. Self/Other in Modern Japanese an abrupt and complicated process. Modernization Japanese literature. Fiction has involved a transformation at every level of Japa- (3-0-3) nese society, ranging from the political and economic LLEA 33310. The Japanese Empire and 1868, after some two-and-a-half centuries of feudal realms, to the scientific, cultural, and educational. Literature isolation, the Japanese embarked on a vigorous pro- This course focuses on how some of Japan’s most (3-0-3) Bowen-Stryuk gram to “modernize” all aspects of their society along creative authors and film directors have responded Japan emerged on the global stage as an imperialist Western lines. Japan emerged as a major military to debates relating to the strategies and sacrifices power with the defeat of China in 1895 (over Korea) power by the end of World War I, and 30 years later involved in enacting sweeping social changes, and to and the defeat of Russia in 1905 (again, over Korea). emerged from the radioactive ashes of Hiroshima developing a modern, educated citizenry that would By the end of the First World War, the “Japanese and Nagasaki to become a major economic power. include not only elite males, but women, the poor, Empire” included Taiwan, Korea, the south Pacific How did history affect the way people thought of and ethnic or other minorities. Students will be islands called Nan-yang, and the southern half of themselves and their relationships to others, whether introduced to the concepts of authorial empathy and Sakhalin, not to mention the late 19th-century family members, lovers and friends, or society as a tension between realism and fabrication in fiction acquisitions Okinawa and Hokkaido. Hardly a static whole? In this class, through close readings of five writing and filmic expressions; and to ways in which referent from 1895 until its dismantling upon defeat novels, we will examine how modern Japanese writ- gender, nationality, and other affiliations have been in 1945, the “Japanese Empire” must have meant ers have dealt with issues of gender identity, past vs. constructed in the Japanese cultural imagery. something terribly different, depending on whether present, East vs. West, and the role of the individual you were a Japanese national or colonial subject; a in society. At the same time, we will explore issues LLEA 33308. Japanese Film (Life, Death, and man or a woman; in the military or a man of letters; related to identifying the themes, motifs, and struc- Art in Japanese Film) a domestic worker or colonial settler; businessman tures of fictional narratives and how we interpret (6-0-3) Selden or maid. Even within the Japanese archipelago—in- them. This is a writing-intensive course in which This course introduces films by some of Japan’s most deed, even at the height of government censorship students will submit two drafts each for the four prominent film directors. We will focus on how each on cultural production in the early to mid 40s—the papers required and have individual consultations of these films articulates the relationship between meaning of the “Japanese Empire” was a site of cul- with the instructor to improve their analytic and life, death, and art. In the process of analyzing the tural contestation. writing skills. films, we will explore such questions as, how does the director portray life—as profound or absurd, This class looks at the literary and artistic produc- LLEA 33305. Topics in Modern Japanese inspiring or oppressive? To what extent are Shinto, tion—fiction, memoirs, poetry, film, visual arts, and Fiction Buddhist, and Christian attitudes about life and drama of the 50 year rise and fall of the Japanese (3-0-3) death incorporated into the film? Does the director Empire. A current of this class deals with the inter- This course focuses on a particular topic or theme advocate any particular philosophy about the social Asian, Bolshevik-inspired organizations that looked in modern Japanese fiction, such as gender, politics, and political roles of art? What are the cinematic and to Japanese radicals, with no little irony, for solidar- the city, war, etc., as found in works of fiction (in narrative techniques he uses to convey his message, ity in the fight against Japanese imperialism. English translation) by major 20th-century Japanese and how effectively has he employed them? Films to writers. This course has no prerequisites and will sat- be analyzed include Double Suicide (Shinoda, 1969), LLEA 33501. The Short Story In East Asia and isfy the University or College literature requirement, Hanabi (Kitano, 1997), Rikyu (Teshigahara, 1990), the Asian Diasporas (3-0-3) or the literature requirement for Japanese majors, and Tampopo (Itami, 1987). supplementary majors, and minors. 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 116

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are to examine the intertwined modern histories of twined with ideas of traditional high culture? When Japan and Europe. We discuss the relationship East Asian nation-states, investigate the short story was this association between nation and art made among nature, divinity, and human beings in the as a literary genre, and explore critical concepts of and why? This course traces the intersection between Bible and Shinto and Confucian texts. We read radi- literary and cultural identity studies. The stories will high art and national identity in Japan from the cal agrarianist Ando Shoeki and see how his vision be read in conjunction with critical essays on nation, mid-19th century to the mid-20th century (with a of the natural state compares with that of his French gender, and the short story with particular attention brief post-war postscript.) During this century, Japa- counterpart, Rousseau. We consider how nature to the narrative strategies of the authors. Reading the nese government officials and intellectuals carefully shapes political history in Hegel and Maruyama. stories both in terms of the cultural and ideological crafted a national image that went through at least Finally, we try to figure out what the claim that the contexts in which they were written and as material three stages in relation to high culture. In the early Japanese love nature means both in terms of aesthet- artifacts available to us in English today helps to Meiji period (1868–90), the Japanese leadership had ics and nationalism and in terms of environmental problematize the meanings of “Chinese,” “Japanese,” little use for Japan’s traditional arts and fervently protection. or “Korean” in East Asia and beyond. Ultimately, pursued a policy of Westernization in culture as well this course will provide students with the conceptual as politics and economics. After 1890, Japanese arts LLEA 40609. Premodern China framework and vocabulary to interrogate gender, were revived as a basis for Japanese nationalism, part- (3-0-3) race, and nationality as socially constructed catego- ly because of interest from Europeans and Americans The course will provide a general survey of Chinese ries. All readings are in English; no prior knowledge who were intrigued by Japanese handicrafts, paint- history from the Shang Dynasty (1550–1045 BCE) of Asia is presumed. ing, sculpture, and ceremonies. During the Taisho to 1600 CE. Besides highlighting the major develop- (1912–26) and early Showa (1926–60) eras, culture ments of each dynasty, the course will devote special LLEA 40601. Topics in Asian Anthropology was developed as a bulwark of ultranationalism. attention to the Confucian and Legalist underpin- (3-0-3) The main focus of this course will be the ideological nings of the Chinese empire, the influence of Bud- This course explores the latest developments in the and political uses of high culture. Readings for this dhism on Chinese society, the emergence of gentry anthropology of Asian societies and cultures. course will include primary documents (in transla- culture and the civil service examination system, The course may include the study of nationalism and tion) as well as secondary works. No background and the phenomenon of “barbarian” conquest and transnationalism; colonialism and post- knowledge of Japanese history is required. cultural interaction. colonialism; political-economy; gender; religion; ethnicity; language; and medicine and the body. Em- LLEA 40606. Modern China LLEA 40610. History of Chinese Medicine phasis will be on social and cultural transformations (3-0-3) (3-0-3) Murray of Asian societies in specific historical contexts. The course will provide a general survey of Chinese In light of the contemporary currency of certain history from 1644 (the establishment of the Qing Chinese practices in the field of alternative medicine, LLEA 40602. Religious Life in Asian Culture dynasty) to the present. It will highlight China’s this course will explore the phenomenon of Chi- (3-0-3) evolution from a period of strength and unity during nese traditional medicine in both its historical and This course examines diverse religious expressions the last dynasty to a period of disunity and weakness contemporary settings. The first unit, Medicine in and lives of contemporary Asian peoples from an during the revolutionary period 1911–49, back to Ancient China, will explore the earliest medical ideas anthropological perspective. This course explores a period of strength under the Communist govern- of the Chinese and will demonstrate how the state’s topics such as ritual, ancestor worship, shamanism, ment from 1949 to the present. Special attention political unification gave rise to a correlative cosmol- spirit possession, divination, and festivals in chang- will be given to the problems of economic mod- ogy that not only included Heaven and Earth, but ing Asian societies, including Japan, Korea, China, ernization, the role that foreigners have played in also human beings as integral elements of an organic Malaysia, and India. this process, and the relationship of both to cultural cosmos. The second unit will explore the influences development. and contributions of Taoism (Daoism) and Bud- LLEA 40603. Asia: Culture, Health, and Aging dhism to Chinese medicine and will explore what (3-0-3) LLEA 40607. Premodern Japan it meant to be both physicians and patients in late With a focus on Asian case studies (Japan, Korea, (3-0-3) imperial China. The third unit will focus on medi- China, Taiwan, and India), this seminar provides an This course examines the development of Japanese cine in contemporary China and will feature the introduction to both cultural gerontology and criti- culture from earliest times to the early 19th century experiences of Elisabeth Hsu, a student of Chinese cal medical anthropology. in the context of the major political and social forces medical anthropology who as a part of her doctoral that molded the country’s history. Major periods and research enrolled as a student in Yunnan Traditional LLEA 40604. Gender and Power in Asian cultural epochs to be examined include a courtier Chinese Medical College between September 1988 Cultures culture during the Heian period (794–1185), a and December 1989. We will conclude the course (3-0-3) samurai culture developing in the 12th century on, with a brief examination of the influence of Chinese The class studies the representations of women and a Zen culture during a medieval age, the Christian medicine on the contemporary world. men in different Asian societies and in different century, a bourgeois culture and an urban popular political, social, and economic contexts, and their culture during the Tokugawa period (1603–1868). LLEA 40611. Global Development in Historical affect on kinship, family, work, religion, and the Japan’s relations with other Asian and European na- Perspective state. Ethnographic studies will cover Japan, Korea, tions is also examined to understand Japan’s receptiv- (3-0-3) China, Malaysia, Indonesia, and India, with a special ity to cultural influences from abroad and its effort The difference between rich and poor nations is not, emphasis on contemporary Japan. to synthesize them with native taste. as Ernest Hemingway once said, that the rich have more money than the poor, but is in part because the LLEA 40605. Nation and Culture in Modern LLEA 40608. Nature/Environment: Japan/ rich produce more goods and services. Industrializa- Japan Europe tion, in other words, has often brought wealth (as (3-0-3) (3-0-3) well as social dislocation and protest) to those who From Gilbert and Sullivan’s operetta, The Mikado, to The purpose of this course is to explore Japanese have succeeded. This course examines the process the cherry blossom poems of kamikaze suicide pilots concepts of nature in comparison with those of of industrialization from a comparative perspective in World War II, the nation of Japan has been pre- the West and then to ask how these concepts effect and integrates the history of industrialization and its sented as obsessed with the arts. But is this aesthetic modern Japan’s understanding of environmental pro- social consequences for Western Europe (Britain and image simply ornamental? What are the political tection. In other words, this course combines intel- Germany), the United States, Latin America (Mexi- ramifications of a national identity intimately inter- lectual history and environmental history in co), and East Asia (Japan and South Korea). We will 117

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concentrate on the transition of these countries from The major requires a preparation of ECON 10010/ agriculturally-based societies to industrial societies. Economics 20010 and 10020/20020 and eight junior- and We will analyze the process of industrialization on senior-level courses in economics. In completing the two levels from above the role of political authority Director of Undergraduate Studies junior- and senior-level courses, the student must and from below a view of factory life, industrial rela- Frank J. Bonello take: tions, and protest from the perspective of workers Director of Undergraduate Advising and the working classes. No specific prerequisites in William H. Leahy 30010. Intermediate Econoic Theory—Micro history or economics are necessary. 30020. Intermediate Economic Theory— Macro 30330. Statistics for Economics LLEA 40612. Contemporary Asian/US Politics Department of Economics and (3-0-3) Econometrics Writing seminars are devoted to a specialized topic. Chair: In addition, students must satisfy a distribution These seminars give students a chance to take an ad- Richard A. Jensen requirement by taking one course in at least three of vanced course in a seminar setting, with an emphasis DeCrane Professor of International Economics: the following 10 areas. on research skills and discussion. Juniors are encour- Nelson C. Mark Policy aged to take writing seminars if space is available, Gilbert F. Schaffer Professor of Economics: with permission from an advisor. Christopher J. Waller 30500. Economics of Poverty Professors: 30510. Addressing US Poverty at the Local Level Thomas Gresik; Richard A. Jensen; Nelson C. 30520. Economics of Education Mark; Christopher J. Waller 30530. Environmental Economics Associate Professors: 40040. Topics in Applied Microeconomics Byung-Joo Lee; Lawrence C. Marsh; Kali P. 40550. Public Budget Expenditure Policy Rath; 40560. Tax Policy Assistant Professor: 40570. Law and Economics James X. Sullivan 40590. Stabilization Policy 43600. Seminar in Current Economic Policy

Department of Economics and Quantitative Methods Policy Studies 40050. Game Theory and Strategic Analysis Chair: 40300. Mathematics for Economists Jennifer L. Warlick 40310. Econometrics Carl E. Koch Professor of Economics 40320. Applied Econometrics Philip Mirowski History and Philosophy of Economics Professors: Rev. Ernest J. Bartell, CSC (emeritus); Charles 30100. Philosophy of Economics Craypo (emeritus); John T. Croteau (emeri- 30110. History of Economic Thought tus); Amitava K. Dutt; Teresa Ghilarducci; De- 33120. Seminar in History and Philosophy of nis Goulet (emeritus); Kwan S. Kim; William Economic Thought H. Leahy; Jaime Ros; David F. Ruccio; Roger 33270. Economics of Science 40280. Consumption and Happiness S. Skurski (emeritus); Thomas R. Swartz; Charles K. Wilber (emeritus) Monetary and Financial Economics Associate Professors: David M. Betson; Frank J. Bonello; Gregory 40360. Money, Credit, and Banking Curme (emeritus); James J. Rakowski; David F. Ruccio; Jennifer L. Warlick; Martin H. Labor Economics Wolfson 30400. Labor Economics Concurrent Associate Professor: 30410. Labor Relations Law Mary Beckman 30420. Employment Relations Law and Concurrent Assistant Professor: Human Resources Practices Kajal Mukhopadhyay 30430. Collective Bargaining: the Private Sector Program of Studies. The undergraduate major in 30440. Collective Bargaining: the Public economics within the College of Arts and Letters Sector 30450. Topics in Labor is designed to make a unique contribution to the 30460. Economics of Gender and Ethnic student’s liberal education. The program provides Discrimination students with the insights of scientific analysis and 30470. Labor Arbitration social perspective to deepen their understanding of 30480. US Labor History the complex economic forces at work in society. Such an understanding is an essential ingredient in the Development Economics intellectual development of an educated person. The 30800. Development Economics program is also designed to prepare the student for a 30820. Economic Development of Latin variety of professional objectives, including careers in America public service and law as well as managerial positions 40830. Economics Growth in business and industry. 118

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International Economics economy, labor-management relations and programs, through in writing the original document and to up- income determination and public policy, trade, and date the material in light of changes in the economy 30820. European Economic and Monetary the international economy. over the past 19 years. Each student will prepare a Union 40700. International Economics paper (8–10 pp.) that rewrites the poverty section. 40710. International Trade ECON 10020. Principles of Macroeconomics 40720. International Money (3-0-3) Mark ECON 22010. Principles of Economics II: Prerequisite(s): See online Course Catalog for details. Discussion Industrial Organization A continuation of introduction to economics with (0-1-0) emphasis on national income and its determinants, An introduction to economics, with particular at- 40580. The Economics of Industrial fluctuations in national income, money and credit, tention to the pricing mechanism, competitive and Organization fiscal and monetary policies, economic growth. monopolistic markets, government regulation of the economy, labor-management relations and programs, Political Economy ECON 12010. Principles of Micro Economics income determination and public policy, trade and Tutorial the international economy. 30200. Introduction to Political Economy (0-1-0) Staff 30220. Marxian Economic Theory Corequisite(s): ECON 10010 ECON 22020. Principles of Macroeconomics: 30260. Political Economy of Development Tutorial for ECON 10010. Discussion 40201. Topics in Political Economy (0-1-0) Staff 40202. Problems in Political Economy ECON 12101. Principles of Micro Economics Corequisite(s): ECON 20020 Urban and Regional Economics (3-0-3) Discussion: An introduction to economics with An introduction to economics, with particular at- emphasis on the nature and method of economics, 30240. Economics of War and Peace tention to the pricing mechanism, competitive and national income and its determinants, fluctuations in 30540. Restoring Economic Vitality to the monopolistic markets, government regulation of the national income, money and credit, fiscal and mon- Inner City economy, labor-management relations and programs, etary policies, economic growth. 30810. Regional Economic Development income determination and public policy, trade and the international economy. ECON 30010. Intermediate Economic The remaining two courses may be any other Theory—Micro junior- and senior-level eonomics courses, except ECON 13181. Social Science University (3-0-3) Staff those specifically designated as not fulfilling major Seminar Prerequisite(s): See online Course Catalog for details. requirements. (3-0-3) Ghilarducci, Kim, Rakowski An examination of the language and analytical tools Almost all economic courses include discipline- Economics sections will deal with different aspects of of microeconomics, emphasizing the functional rela- specific writing assignments. These assignments typi- economic analysis and policy issues. The focus will tionship between the factor and product markets and cally involve the integration of graphical, mathemati- be on understanding how economists think about resource allocation. cal, and statistical elements into the exposition to theoretical issues and how they apply their analytical this end an economics major must fulfill an tools to real-world economic problems and policies. ECON 30020. Intermediate Economic No background in economics is assumed. The semi- Theory—Macro intensive-writing requirement in one of the follow- (3-0-3) Staff ing ways: (i) by taking a junior- or senior-level course nars will satisfy the University and College of Arts Prerequisite(s): See online Course Catalog for details. specifcally designated as an intensive writing course; and Letters social science requirements in addition to the University seminar requirement. An intensive examination of macroeconomics, with (ii) by taking a special studies course that involves particular reference to the determination of eco- writing a term paper under the supervision of a fac- nomic growth, national income, employment, and ulty member; or (iii) writing a senior essay. ECON 20010. Principles of Micro Economics (3-0-3) Staff the general price level. Departmental advisors will assist students in de- An introduction to economics, with particular at- signing a program of study that meets their educa- tention to the pricing mechanism, competitive and ECON 30220. Marxian Economic Theory tional and career goals. Students are also encouraged monopolistic markets, government regulation of the (3-0-3) to pursue related courses in other departments of the economy, labor-management relations and programs, Prerequisite(s): See online Course Catalog for details. College of Arts and Letters, the Mendoza College income determination and public policy, trade and An introduction to Marxian economic analysis. Top- of Business, and the College of Science. Materials the international economy. ics include the differences between mainstream and relating to professional work in law, graduate study Marxian economics, general philosophy and meth- in economics, business in public power, and foreign ECON 20020. Principles of Macroeconomics odology, Marxian value theory, and critical appraisals service are available from the director of under- (3-0-3) Mark and current relevance of Marx’s “critique of political graduate studies. A continuation of introduction to economics with economy.” emphasis on national income and its determinants, Course Descriptions. The following course de- fluctuations in national income, money and credit, ECON 30240. Economics of War and Peace scriptions give the number and title of each course. fiscal and monetary policies, economic growth. (3-0-3) Dutt Lecture hours per week, laboratory, and/or tutorial This course examines the consequences of wars, in- hours per week and credits each semester are in pa- ECON 20502. Poverty and the Bishop’s cluding international wars, civil wars and terrorism. rentheses. The instructor’s name, as available, is also Pastoral Letter It also examines approaches to peace building and included. (1-0-1) Wilber post-war resconstruction. While it focuses mainly on Prerequisite(s): See online Course Catalog for details. economic factors at work and makes us use the tools ECON 10010. Principles of Micro Economics This class is designed to rewrite the poverty section of economic analysis, it adopts a broader political (3-0-3) Staff of Chapter 3 in the Bishops’ 1986 letter, “Economic economy framework. An introduction to economics, with particular at- Justice for All.” There will be hearings with groups of tention to the pricing mechanism, competitive and economists, theologians, community activists, et al. monopolistic markets, government regulation of the The idea is to simulate the process the bishops went 119

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ECON 30260. Political Economy of ECON 30530. Environmental Economics ECON 30800. Development Economics Development (3-0-3) (3-0-3) Ros (3-0-3) Kim Prerequisite(s): See online Course Catalog for details. Prerequisite(s): See online Course Catalog for details. This course surveys broad-ranging developmental An analysis of the welfare economics of environmen- The current problems of Third World countries are problems in the Third World from a political- tal problems, emphasizing market failures due to analyzed in a historical context, with attention given economy perspective, focusing in particular on the negative environmental externalities. Air, water, and to competing theoretical explanations and policy currently debated policy issues along with the basic land pollution are classic examples of these externali- prescriptions. The course will combine the study analytical frameworks useful for the understanding ties, which occur when third parties bear costs result- of the experiences of Latin American, African, and of these issues. Although the subject matters largely ing from the transactions of the two primary market Asian countries with the use of the analytical tools concern the economic aspects of development, the participants. The theory and practice of environmen- of economics. approach taken for this course is interdisciplinary, tal policy to promote efficiency at the US local, state, involving, inter alia, an ethical and normative di- and federal levels and in other countries is explored. ECON 30810. Regional Economic mension. International problems such as transboundary pollu- Development tion and global warming are also studied. (3-0-3) Leahy ECON 30330. Statistics for Economics The analysis of regional economic problems in the (3-0-3) Lee, Marsh ECON 30540. Restoring Economic Vitality/ United States and selected European countries with a The course is devised to present statistics and statisti- Inner City focus on regional theory, methods of regional analy- cal inference appropriately for economics students. (3-0-3) sis, and pertinent development programs There are two goals for the course: first, to prepare This community-based learning and research course the student to read elementary quantitative analysis examines the political economy of US inner-city ECON 30811. Family Business studies; and second, to prepare the student to under- revitalization, with South Bend as a case study. Com- (1.5-0-1.5) take elementary quantitative analyses. munity-Based Learning (CBL) requires that students This course explores the issues surrounding family both learn and apply what they are learning within entrepreneurial ventures. It concentrates on the ex- ECON 30400. Labor Economics a setting outside the classroom. In addition to in- ploration of family succession and generational issues (3-0-3) Ghilarducci, Sullivan class seminar sessions, CBL activities will include that are unique to businesses that are launched and Prerequisite(s): See online Course Catalog for details. meetings with local organizations that link public run by families. A survey course covering the economics of em- agencies and private enterprise, visits to varied busi- ployment and unemployment; wages and income nesses in urban South Bend, and meetings with area ECON 30820. Economic Development of Latin distribution; poverty, education and discrimination; government representatives and relevant church and America unions and labor and industrial relations systems; neighborhood organizations. During the first third (3-0-3) Ros and comparative labor systems. of the semester, students will learn about the central Prerequisite(s): See online Course Catalog for details. problems of the US city and their roots, viewing the An examination of the roots of dependence in Latin ECON 30460. Economics of Gender and issues firsthand locally. In the second third, they will America. An analysis of the key problems of eco- Ethnic Discrimination study how inner-city problems are being addressed nomic development and the policies prescribed for (3-0-3) Ghilarducci in selected areas of the country as well as in South their solution. Women and ethnic minorities have the lowest Bend. The South Bend Heritage Foundation (SBHF) incomes, worst jobs, and highest levels of unemploy- will act as a client organization for this course by ECON 30822. Latino Economic Development ment and poverty in the United States today. This Research and Policies posing research questions for students to investigate (2-0-2) course examines the role of racism and sexism in the during the last third of the semester. The SBHF is a US economy. This course examines the Latino experiences in the private, not-for-profit service and community devel- United States and the underlying conditions of La- opment corporation dedicated to the stabilization, ECON 30500. Economics of Poverty tino workers, businesses, and communities. It begins enhancement, and empowerment of South Bend’s (3-0-3) Warlick with a profile of Latino workers by age, gender, edu- inner-city neighborhoods. Prerequisite(s): See online Course Catalog for details. cation, immigrant make-up, and occupation in the An examination of the extent and causes of poverty labor market. Students will learn how to use federal ECON 30580. Industrial Organization and state data to examine Latino workers, income, in the United States. The current system of govern- (3-0-3) and occupation status. Students will learn about the ment programs to combat poverty is analyzed. Re- Introduces the student to economic thinking about industrial and occupational classification systems forms of this system are also considered. the role of industry organization in economic used by the federal government to study workers performance. Traditional economic thinking that and working conditions. They will also study related ECON 30520. Economics of Education oligopolistic industry structures lead to poor perfor- (3-0-3) Warlick public policies of the federal government that govern mance is contrasted to theories that suggest that such Prerequisite(s): See online Course Catalog for details. over the human rights, economic status, and eco- organization may under some circumstances lead This course reviews economic literature addressing nomic well-being of all US workers. to superior performance. The two perspectives are current educational issues in America, including used to evaluate the relative performance of US and the adequacy of our K–12 public school system, the ECON 32510. Addressing US Poverty at the Japanese industries. effectiveness of maker-based reforms (vouchers and Local Level public schools) and administered forms of account- (3-0-3) ECON 30700. International Economics Prerequisite(s): See online Course Catalog for details. ability (standardized testing). We also examine the (3-0-3) rate of return of additional years of education (how This course focuses on four arenas where poverty Prerequisite(s): See online Course Catalog for details. much education should individuals undertake?), ac- manifests itself: homelessness, education, healthcare, A study of the general theory of international trade; and jobs. Writing-intensive. cess to higher education, financial aid systems, and the pattern of trade, gains from trade, tariffs, trade option to offset the rising cost of higher education. and special interest groups, trade and growth, foreign ECON 33100. Philosophy of Economics exchange markets, balance-of-payment problems, (3-0-3) Mirowski and plans for monetary reform. Prerequisite(s): See online Course Catalog for details. What does it mean to do good work in economics? If 120

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you thought the answer to this question was straight- ECON 33430. Collective Bargaining: Private ECON 37950. Special Studies forward, you will be in for a surprise! The intention (3-0-3) Leahy (V-0-V) Staff of the course is to problematize such notions as “pre- The analysis of the procedures and economic impli- Independent study under the direction of a faculty diction is the goal of economics” or “there is progress cations of collective bargaining as it now operates member. Course requirements may include sub- in economics” or “assumptions in economics should in the United States. Emphasizes a game theory stantial writing as determined by the director. The be (un)realistic.” To do this, we will explore literature approach resulting in the negotiation of a labor director will disenroll a student early for failure to on philosophy of science, sociology of scientific contract. meet course requirements. Students who have been knowledge, and economic theory. disenrolled or who have failed at the end of the first ECON 33470. Labor Arbitration semester are disqualified for Special Studies in the ECON 33120. Seminar in the History of (3-0-3) Leahy following term. Economic Thought Prerequisite(s): See online Course Catalog for details. (3-0-3) Analysis of the practice and procedures of arbitration ECON 40050. Game Theory and Strategic : See online Course Catalog for details. Prerequisite(s) in labor grievances with emphasis on rights and in- Analysis This course explores literature on philosophy of terest issues is both public and private sector employ- (3-0-3) Rath economics, history of economic thought, and new ment. Course stresses an analysis of arbitral awards. Prerequisite(s): See online Course Catalog for details. directions in economic methodology. The objective of this course is to help students de- ECON 33500. Economics of Poverty velop a good understanding of the basic concepts in ECON 33200. Introduction to Political (3-0-3) game theory and learn how to employ these concepts Economics Prerequisite(s): See online Course Catalog for details. to better understand strategic interactions. Topics (3-0-3) Wolfson An examination of the extent and causes of poverty covered will include normal form games, extensive Prerequisite(s): See online Course Catalog for details. in the United States. The current system of govern- form games, pure and mixed strategies, Nash Equi- An introduction to theoretical frameworks, eco- ment programs to combat poverty is analyzed. Re- librium, subgame perfect equilibrium, repeated nomic policies, and social factors often downplayed forms of this system are also considered. games, and introduction to games of incomplete or ignored in mainstream economics. Topics include information. Selected applications will include com- alternative theories of political economy, the rela- ECON 33520. Economics of Education petition and collusion in oligopoly, entry deterrence, tionship between economics and politics, and the (3-0-3) political competition and rent seeking, social norms analysis of institutions. Writing-intensive. This course reviews economic literature addressing and strategic interaction. current educational issues in America, including the ECON 33240. Economics of War and Peace adequacy of our K-12 public school system, the ef- (3-0-3) Dutt ECON 40280. Consumption and Happiness fectiveness of market-based reforms (vouchers and (3-0-3) Dutt Prerequisite(s): See online Course Catalog for details. charter schools) and administered forms of account- We live in an age in which consumption in many This course examines the consequences of wars, in- ability (standardized testing). We also examine the parts of the globe has increased to unprecedented cluding international wars, civil wars, and terrorism. rate of return to additional years of education (how levels and continues to rise. Many people take it for It also examines approaches to peace buidling and much education should individuals undertake?), ac- granted that this increase in consumption is a good post-war resconstruction. While it focuses mainly on cess to higher education, financial aid systems, and thing because it increases human happiness. But economic factors at work and makes us use the tools options to offset the rising cost of higher education. others are more skeptical, arguing that increasing fo economic analysis, it adopts a broader political consumption has adverse consequences on the poor, economy framework. ECON 33540. Restoring Economic Vitality to the environment, and future growth; that it results the Inner City: What Works, What Doesn’t, in moral deprivation; and that it does not even make ECON 33250. Justice Seminar and Why those who consume more any happier. This course (3-0-3) Roos (3-0-3) critically examines this debate, which relates to all An examination of major theories of justice, both This community-based learning and research course of us as consumers, using the tools of economic ancient and modern. Readings include representa- examines the political economy of US inner-city re- analysis. tives of liberal theorists of right, such as John Rawls, vitalization, with South Bend as a case study. as well as perfectionist alternatives. The course also Community-Based Learning (CBL) requires that serves as the core seminar for the philosophy, poli- ECON 40300. Matrh for Economists students both learn and apply what they are learning (3-0-3) Marsh tics, and economics concentration. within a setting outside the classroom. In addition to Exposition of mathematical methods used in in-class seminar sessions, CBL activities will include economic theory and analysis with application of ECON 33400. Labor Economics meetings with local organizations that link public (3-0-3) these methods to economic theory. Major methods agencies and private enterprise, visits to varied busi- covered include differential and integral calculus and A survey course covering the economics of em- nesses in urban South Bend, and meetings with area ployment and unemployment; wages and income matrix algebra. Recommended for students planning government representatives and relevant church and to go to graduate school in economics. distribution; poverty, education and discrimination; neighborhood organizations. During the first third unions and labor and industrial relations systems; of the semester, students will learn about the central and comparative labor systems. ECON 40310. Econometrics problems of the US city and their roots, viewing the (3-0-3) issues firsthand locally. In the second third, they will Prerequisite(s): (ECON 30330 or ECON 303) ECON 33420. Employee Relations Law study how inner-city problems are being addressed (3-0-3) Leahy Provides students with an understanding of when in selected areas of the country as well as in South Prerequisite(s): See online Course Catalog for details. and how to use basic econometric methods in their Bend. The South Bend Heritage Foundation (SBHF) A study of the development of command statutory work as an economists, including the ability to rec- will act as a client organization for this course by law with reference to industrial relation in the Unit- ognize which econometric technique is appropriate posing research questions for students to investigate ed States, giving emphasis to the case method. in a given situation as well as what explicit and im- during the last third of the semester. The SBHF is a plicit assumptions are being made using the method. private, not-for-profit service and community devel- Topics covered include estimation and hypothesis opment corporation dedicated to the stabilization, testing using basic regression analysis, problems with enhancement, and empowerment of South Bend’s basic regression analysis, alternative econometric inner-city neighborhoods. 121

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methods, limited dependent variables, and simulta- ECON 40580. The Economics of Industrial ECON 43130. History of Economic Thought in neous equation models. Organization the Context of Intellectual History (3-0-3) Warlick (3-0-3) Mirowski ECON 40320. Applied Econometrics Prerequisite(s): See online Course Catalog for details. Prerequisite(s): See online Course Catalog for details. (3-0-3) Lee An investigation into the structure of American This course intends to ask how it is that we have ar- Prerequisite(s): See online Course Catalog for details. industry and an analysis of the implications of cor- rived at this curious configuration of doctrines now This course introduces the statistical and economet- porate economic power for public welfare. called “economics”; and importantly, how differing ric methods using the least squares estimation meth- modes of historical discourse tend to ratify us in od in empirical economic applications. It is oriented ECON 40700. International Economics our prejudices about our own possible involvement toward the practical applications of economic theory (3-0-3) Rakowski in this project. The course will begin in the 18th with econometric methods rather than the theoreti- Prerequisite(s): See online Course Catalog for details. century with the rise of a self-conscious discipline, cal development of these subjects. Emphasis will be A study of the general theory of international trade; and take us through the stabilization of the modern placed on the analysis of economic problems such as the pattern of trade, gains from trade, tariffs, trade orthodoxy in WWII. Effort will be made to discuss the capital asset pricing model, wage discrimination, and special interest groups, trade and growth, foreign the shifting relationship of economics to the other and the married women workforce participation exchange markets, balance-of-payment problems, sciences, natural and social. A basic knowledge of decision issues. and plans for monetary reform. economics (including introductory economics and preferably intermediate economics) will be ECON 40360. Money, Credit, and Banking ECON 40710. International Trade presumed. (3-0-3) Bonello (3-0-3) Kim Prerequisite(s): See online Course Catalog for details. Prerequisite(s): See online Course Catalog for details. ECON 43202. Problems in Political Economy An examination of the money and credit-supply This course examines major theoretical, empirical (3-0-3) processes and the role of money and credit in the and institutional issues in the study of international A seminar course concerned with policy problems economy. Topics include financial intermediaries, trade and international factor movements. The top- such as poverty, unemployment, quality of worklife, financial markets, the changing regulatory environ- ics covered include determinants of trade patterns, energy and the environment, corporate power, mili- ment, monetary policy, and international monetary trade and welfare, commercial policy, trade and tary power, and discrimination. Alternative policy arrangements. growth, customs unions, international capital and prescriptions and methods of analysis are discussed. labor movements, and trade and development. Orthodox, conservative, and liberal views are studied ECON 40447. Seminar in Health Care Policy and later compared with nontraditional approaches (3-0-3) ECON 40720. International Money to the analysis of American capitalism and its institu- Prerequisite(s): (ECON 30010 or ECON 301) (3-0-3) Kim, Mark tional modifications. Writing-intensive. The first segment of the course demonstrates how Prerequisite(s): See online Course Catalog for details. economics can be applied to the analysis of the This course examines major institutional changes in ECON 43280. Consumption and Happiness health care sector. The second part focuses upon the the international financial system, theoretical devel- (3-0-3) Dutt pending policy debate of how we as a society will opments in the field of international monetary eco- Prerequisite(s): See online Course Catalog for details. provide for the health care needs of the elderly. nomics, and policy issues in the contemporary global We live in an age in which consumption in many financial market. Topics include balance-of-payments parts of the globe has increased to unprecedented ECON 40550. Public Budget Expenditure accounts, exchange rate markets and systems, open- levels and continues to rise. Many people take it for Policy economy macroeconomics, international debt, and granted that this increase in consumption is a good (3-0-3) Betson contemporary international monetary and financial thing because it increases human happiness. But Prerequisite(s): See online Course Catalog for details. arrangements. others are more skeptical, arguing that increasing This course will introduce students to normative consumption has adverse consequences on the poor, and positive economic theories of the role of govern- ECON 40830. Economic Growth the environment, and future growth; that it results mental agencies in the economy, privatization and (3-0-3) Mark in moral deprivation; and that it does not even make the role of nonprofits; discussion of what level of Prerequisite(s): See online Course Catalog for details. those who consume more any happier. This course government should undertake collective action (fiscal This is an advanced undergraduate course that covers critically examines this debate, which relates to all of federalism); examination of the level and composi- how economists have come to understand the longus as consumers, using the tools of economic analy- tion of our federal and local governments’ budgets run growth of economies. We will cover theory, evi- sis. Writing intensive. as well as the current budgeting process; cost-benefit dence, and policy aspects of growth. We begin with analysis, theoretical and pragmatic practices; and the empirical evidence-how rich are the rich countries, ECON 43600. Current Economic Policy impact of governmental rules and regulations on the how poor are the poor, and how fast do the rich and (3-0-3) economy. poor countries grow. Next, we cover major theories Prerequisite(s): See online Course Catalog for details. of growth from the Solow model of the 1950s to the The purpose of this seminar is to discuss current eco- ECON 40560. Tax Policy new growth theory that has ignited the field in re- nomic policy issues. Students will be required to read (3-0-3) Betson cent years. These growth theories emphasize the role newspapers (Wall Street Journal, New York Times) Prerequisite(s): See online Course Catalog for details. of saving, physical and human capital accumulation, on a daily basis and be prepared to discuss the eco- This course will introduce students to the following technological change, structural change, and income nomics of what was in the newspapers. Periodically topics: description of alternative tax instruments; his- distribution. On the policy side, we will critically throughout the semester, the students will writer torical trends of tax policies of the federal and state examine the motivation and the success of various one-to two-page critiques of the coverage of an issue governments; discussion of what would be a “good” policies that have been implemented by international they found in the newspaper and will write a major tax and criteria for choosing among different taxes; agencies such as the World Bank to promote growth- paper on a current issue and make a presentation in theoretical analysis of taxes on household and busi- policies such as subsidized investment, education, the seminar. ness decisions; empirical evidence of the distribution birth control, and debt forgiveness. and efficiency consequences of different taxes; debt ECON 47495. Senior Honors Essay I and II and deficits. (3-0-3) Staff A two-semester tutorial requiring a completed essay on a selected topic in economics in depth. The John 122

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Harold Sheehan Prize Essay Award with inscribed Instructors: plaque is awarded by the Department of Economics English Sarah Micklem; John Wilkinson (concurrent) to the graduating senior who has written the best Chair: Teaching Scholars (Post-Doctoral Fellows): senior honors essay. Stephen A. Fredman Kristin Mahoney, Heidi Oberholtzer Lee Assistant to the Chair: ECON 47498. Special Studies: Readings and Matthew Benedict Program of Studies. The Department of English Research Director of Undergraduate Studies: offers its majors a variety of courses in language and (V-0-V) Glenn Hendler : Senior standing, dean’s list average, literature. The offerings include courses in the several Prerequisite(s) Director of Graduate Studies: and written consent of instructor. periods of British literature from medieval to modern Sandra Gustafson times, in American literature from colonial to mod- Director of Creative Writing: ECON 47950. Special Studies: Readings and ern times, in certain aspects of classical and William O'Rourke Research European literature, and in other literatures writ- (V-0-V) Staff William B. and Hazel White Professor of English: ten in English; in the genres of literature, in major Independent study under the direction of a faculty Gerald L. Bruns authors, in linguistic and literary theory, and in member. Course requirements may include sub- William R. Keenan Chair of English: expository and creative writing. All courses taught in stantial writing as determined by the director. The Joseph A. Buttigieg the department, not just those designated as writing director will disenroll a student early for failure to Donald and Marilyn Keough Professor of Irish Studies: courses, contain significant writing components. All meet course requirements. Students who have been Seamus Deane majors take both a methods course as an introduc- disenrolled or who have failed at the end of the first John and Barbara Glynn Family Professor of Literature: tion to various modes of critical thinking and analy- semester are disqualified for Special Studies in the Margaret Anne Doody sis, and a research seminar that emphasizes intensive following term. Notre Dame Chair: writing. Regina Schwartz ECON 47960. Senior Honors Essay Notre Dame Chair: The English major at Notre Dame studies the (3-0-3) Luke Gibbons English language both as it has been used by skilled A tutorial requiring a completed essay on a selected Notre Dame Chair: artists and as it can be used by the student. Precisely topic in economics in depth. The faculty of econom- Kevin Hart how the study proceeds is a matter of continuing ics awards the John Harold Sheehan Prize Essay Notre Dame Chair: decision by the student major. A new honors track Award with inscribed plaque to the graduating senior Katherine Kerby-Fulton within the major has recently been established for who has written the best senior honors essay. Senior Notre Dame Chair: highly achieving students. economics majors only. Katherine O'Brien O'Keeffe The department, then, makes available a wide variety Notre Dame Chair: of courses, encouraging each major to develop a John Sitter program of selections suitable to his or her desires Professors: and needs; each major is assigned a faculty advisor to Jacqueline Vaught Brogan; Donald P. Costello assist in this planning. The English major is thus able (emeritus); James P. Dougherty (emeritus); to select from a broad spectrum of possible combina- Christopher B. Fox; Stephen A. Fredman; tions in designing a comprehensive education in the Dolores W. Frese; Sonia G. Gernes (emeritus); humanities. Of course, each major will vary his or Peter Holland (concurrent); Thomas J. her program to select courses appropriate to indi- Jemielity (emeritus); Christopher Andrew vidual postcollege plans which might include careers Jones; Greg P. Kucich; Michael Lapidge (emer- in, e.g., education, business, journalism, government itus); Jill Mann (emeritus); John E. Matthias service or a graduate degree in business, law school, (emeritus); Lewis E. Nicholson (emeritus); medical or dental school, graduate study for an MA, William O’Rourke; Valerie Sayers; Regina MFA, or PhD, or some less overtly vocational notion Schwartz (visiting); Donald C. Sniegowski or purpose. (emeritus); Chris Vanden Bossche; James H. Walton (emeritus); Barbara Walvoord (concur- The requirements for the English major include: a rent); Thomas Werge minimum total of 10 courses (30 credit hours) in Associate Professors: addition to the courses required by the college (two Kate Baldwin; James M. Collins (concurrent); first-year courses and one literature course). The Cornelius Eady; Stephen M. Fallon (concur- total credit hours must include three courses (nine rent); Barbara J. Green; Stuart Greene; Sandra credit hours) in British and American literary tradi- Gustafson; Graham Hammill; Susan Harris; tions and seven other courses (21 credit hours) at Glenn Hendler; Romana Huk; Cyraina the 40000- or 50000-level including a one-semester Johnson-Roullier; William J. Krier course designated “Methods” early in the major and Assistant Professors: a one-semester course designated “Seminar” to be Francisco Aragon (adjunct); Mary Burgess taken in the senior year. Smyth; Theresa Delgadillo (on leave 05–06 Course Descriptions. The following course de- AY); John Duffy; Antonette Irving; Kelly scriptions give the number and title of each course. Kinney (concurrent); Jesse Lander; Holly Lecture hours per week, laboratory, and/or tutorial Martin (concurrent); Sara Maurer; Orlando hours per week and credits each semester are in Menes; Javier Rodríguez; John Staud (concur- parentheses. The instructor’s name is also included. rent); Stephen Tomasula; Ivy Wilson For fuller descriptions and recent additions to course Professional Specialists: Matthew Benedict; J. Anne Montgomery; Noreen Deane-Moran 123

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offerings, consult the department course description ENGL 20018. Fiction Writing ENGL 20071. Creative Nonfiction booklet for the current semester, or the department’s (3-0-3) (3-0-3) website, www.nd.edu/~english. Prerequisite(s): See online Course Catalog for details. Prerequisite(s): See online Course Catalog for details. A course in writing the short story and related forms This is a course in “close writing” in a wide range of ENGL 10100. Introduction to Creative Writing of brief fiction. dynamic and innovative genres of creative nonfic- (3-0-3) Bliss, Chien, Hoang tion, from the personal essay to meditations to liter- An introduction to writing fiction and poetry, with ENGL 20031. Poetry Writing ary journalism. outside readings and coverage of basic critical terms. (3-0-3) In-class discussion of student work. Prerequisite(s): See online Course Catalog for details. ENGL 20091. Writing, Rhetoric, and Public Life A workshop on writing poetry, from exercises on the (3-0-3) ENGL 10101. Introduction to Fiction Writing making of images to poetry as objective narrative, This course is devoted to the study and practice of (3-0-3) subjective journal, monologue, and direct address. writing in public life, or writings about political, A workshop on the writing of fiction. environmental, and cultural issues. ENGL 20032. Poetry Writing ENGL 10102. Introduction to Poetry Writing (3-0-3) ENGL 20100. Monsters in Literature (3-0-3) Prerequisite(s): See online Course Catalog for details. (3-0-3) A workshop on the writing of poetry. A workshop on writing poetry, from exercises on the A survey of two thousand years of “monsters” in making of images to poetry as objective narrative, literature, ranging from Metamorphoses by Ovid to ENGL 13186. Literature University Seminar subjective journal, monologue, and direct address. Frankenstein by Shelley to Grendel by Gardener. (3-0-3) An introduction to the seminar method of instruc- ENGL 20033. Poetry Writing ENGL 20101. Introduction to Greek Literature tion, emphasizing the analysis of literary texts. (3-0-3) (3-0-3) Prerequisite(s): See online Course Catalog for details. Introduction to Greek Literature combines study of ENGL 20011. Fiction Writing A workshop on writing poetry, from exercises on the the literary genres that have broadly influenced the (3-0-3) Tomasula making of images to poetry as objective narrative, course of Western letters with representative works A course in writing the short story and related forms subjective journal, monologue, and direct address. chosen for their traditional interest and openness to of brief fiction. a variety of critical approaches. All Greek literature ENGL 20034. Poetry Writing begins with the epic Iliad, which may be taken as the ENGL 20012. Fiction Writing (3-0-3) foundational text for the tragic view of life. This will (3-0-3) Prerequisite(s): See online Course Catalog for details. be followed by readings of choral and solo lyric poet- Prerequisite(s): See online Course Catalog for details. A workshop on writing poetry, from exercises on the ry, and then by drama, both tragic and comic. Criti- A course in writing the short story and related forms making of images to poetry as objective narrative, cal historiography was a notable Greek contribution of brief fiction. subjective journal, monologue, and direct address. to the Western tradition, and it is represented by Herodotus, Thucydides, and Polybius. Demosthenes’ ENGL 20013. Fiction Writing ENGL 20035. Poetry Writing courtroom attack on Neaira illustrates rhetoric and (3-0-3) Benedict (3-0-3) Prerequisite(s): See online Course Catalog for details. reveals a great deal about gender and culture in the Prerequisite(s): See online Course Catalog for details. 4th century BCE. Plato’s social and moral criticisms A course in writing the short story and related forms A workshop on writing poetry, from exercises on the of brief fiction. will be addressed in Gorgias or Symposium. Finally, making of images to poetry as objective narrative, literature of the imperial period will be represented subjective journal, monologue, and direct address. ENGL 20014. Fiction Writing by chosen Lives of Plutarch and satirical essays of (3-0-3) Lucian. ENGL 20036. Poetry Writing Prerequisite(s): See online Course Catalog for details. (3-0-3) ENGL 20102. Scandal, Intrigue in Traditional A course in writing the short story and related forms Prerequisite(s): See online Course Catalog for details. of brief fiction. Japanese Literature A workshop on writing poetry, from exercises on the (3-0-3) making of images to poetry as objective narrative, Explore the aesthetics and politics of courtship and ENGL 20015. Fiction Writing subjective journal, monologue, and direct address. (3-0-3) marriage among the aristocracy of Japan. Readings Prerequisite(s): See online Course Catalog for details. include 10th- and 11th-century classics such as The ENGL 20037. Poetry Writing A course in writing the short story and related forms Pillow Book, The Tale of Genji, and The Gossamer (3-0-3) Years. of brief fiction. Prerequisite(s): See online Course Catalog for details. A workshop on writing poetry, from exercises on the ENGL 20103. Love, Death, and Revenge in ENGL 20016. Fiction Writing making of images to poetry as objective narrative, (3-0-3) Japanese Drama subjective journal, monologue, and direct address. (3-0-3) Prerequisite(s): See online Course Catalog for details. A course in writing the short story and related forms An introduction to Japanese classical theater (Noh, ENGL 20038. Poetry Writing of brief fiction. Kyogen, Bunraku, and Kabuki) through readings (3-0-3) and videotapes of selected plays. Prerequisite(s): See online Course Catalog for details. ENGL 20017. Fiction Writing A workshop on writing poetry, from exercises on the (3-0-3) ENGL 20104. Image of Women in Chinese making of images to poetry as objective narrative, Prerequisite(s): See online Course Catalog for details. Literature subjective journal, monologue, and direct address. (3-0-3) A course in writing the short story and related forms This course explores changing images of woman in of brief fiction. ENGL 20039. Poetry Writing Chinese literature, from her early appearance in folk (3-0-3) poetry to the dominant role she comes to play in the A workshop on writing poetry, from exercises on the vernacular novel and drama. making of images to poetry as objective narrative, subjective journal, monologue, and direct address. 124

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ENGL 20105. Border Crossings: Mexican and ENGL 20115. City in Modern Chinese Fiction this course will provide students with the conceptual Canadian Literature (3-0-3) framework and vocabulary to interrogate gender, (3-0-3) Chinese society is often characterized as highly con- race, and nationality as socially constructed catego- Mexican and Canadian literature emphasizing cul- formative and lacking in individuality. Is this true? ries. All readings are in English; no prior knowledge tural interaction between the USA and its southern What kind of behaviors then would be considered of Asia is presumed. and northern neighbors. antisocial, and what are their moral, social, and political consequences? In this course, we will read ENGL 20121. Chinese Literary Traditions ENGL 20106. Point-of-View of the Novel fictional works depicting behaviors and attitudes (3-0-3) Yang (3-0-3) Deane-Moran that are considered by society in general as antisocial, A survey course introducing students to the major This course focuses on an introduction to the novel anticonventional, and sometimes anti-Party. We themes and genres of Chinese literature through as a form, as a means to view the world of the will investigate the contexts of these behaviors and selected readings of representative texts. author/artist and that of the reader. their political implications. For instance, are these behaviors justified? Are different standards applied ENGL 20122. Animal Antics of Britain ENGL 20107. Satire to women? What are the temporal and spatial fac- (3-0-3) (3-0-3) tors in people’s conception of an antisocial behav- A close reading of some of the best animal stories An introduction to satire in Western literature. ior? To what extent are these behaviors culturally in British literature: from Chaucer, Shakespeare, determined? No prior knowledge of the Chinese Spenser, Aesop’s Fables, and the story cycle of Reynard ENGL 20108. Image and Text languages or China is required. the Fox, to the novellas of A.S. Byatt, the film Babe, (3-0-3) Montgomery and the controversial art of Damien Hirst. This course investigates the interaction between the ENGL 20117. Studies in Comedy verbal language of poetry and prose on the page and (3-0-3) ENGL 20123. Food and Consumption in North the visual images which are designed to accompany Various forms of comic literature through the ages. American Literature them. (3-0-3) ENGL 20118. Age of Augustus An exploration of the literary world of eating, food, ENGL 20109. Self and Society in Modern (3-0-3) and food culture through a long chronological span Japanese Fiction The purpose of this course is to consider the histori- of American and Mexican writing, over a wide range (3-0-0) cal events, cultural productions, social and political of genres. An exploration, in English, of how native Japanese issues, and legacy of the age of Augustus. Topics to fiction writers responded to the challenges of an be considered will include the fall of the Republic, ENGL 20124. Japanese Film and Fiction “imported” modernity after World War II, including the Augustan architectural and literary program, (3-0-3) contemporary and post-modern Japanese fiction. artistic freedom under an autocracy, and the nature For Japan, an island nation whose feudal state of empire. Readings will be taken from Cicero, followed a policy of isolation for over 150 years ENGL 20110. Late-Twentieth-Century (1600–1868), the transition to modernity has been Canadian Literature Vergil, Livy, Horace, Ovid, Tibullus, Propertius, and Suetonius. an abrupt and complicated process. Modernization (3-0-3) has involved a transformation at every level of Japa- The course examines selected works by contem- ENGL 20119. Fairy and the Christian Myth nese society, ranging from the political and economic porary Canadian authors, including those from realms, to the scientific, cultural, and educational. Quebec. (3-0-3) This course will explore the interface and conflict This course focuses on how some of Japan’s most between fairy and Christian in the medieval and creative authors and film directors have responded ENGL 20111. Realism and the Supernatural to debates relating to the strategies and sacrifices (3-0-3) renaissance tradition by discussing the legend of the involved in enacting sweeping social changes, and to An attempt to develop a theory of the supernatural holy grail and by reading Sir Gawain and the Green developing a modern, educated citizenry that would and the uncanny in “realistic” fiction from Daniel Knight, Book 1 of Spenser’s Faerie Queene, Shake- include not only elite males, but women, the poor, Defoe to Henry James. speare’s Midsummer Night’s Dream, Milton’s Comus, and parts of Tennyson’s Idylls of the King. In the and ethnic or other minorities. Students will be introduced to the concepts of authorial empathy and ENGL 20112. Comedy second half of the course, we will turn to a modern (3-0-3) mythmaker by reading Tolkien’s Lord of the Rings. tension between realism and fabrication in fiction A multimedia examination of different and recurring writing and filmic expressions; and to ways in which patterns, themes, characters, types, and problems in ENGL 20120. The Short Story in East Asia and gender, nationality, and other affiliations have been comedy—in drama, opera, and operetta, film, fic- the Asian Diasporas constructed in the Japanese cultural imagery. tion, and radio and TV—with particular focus on (3-0-3) the role and treatment of women. This course introduces students to short stories by ENGL 20125. Literary Outsiders 20th-century writers in China, Taiwan, Korea, Japan, (3-0-3) A close study of the motif of the outsider, in his ENGL 20113. Fictions of Insanity and the East Asian diasporas. The goals of the course (3-0-3) are to examine the intertwined modern histories of or her various guises, primarily from literary but An examination of the literary motif of insanity in East Asian nation-states, investigate the short story also philosophical, sociological, and psychological novels and short stories from the 19th and 20th as a literary genre, and explore critical concepts of perspectives, with the goals of identifying what his- Centuries, tracing cultural fascinations with “ab- literary and cultural identity studies. The stories will torical literary spaces outsiders inhabit and whether normal,” “insane,” “mad,” “psychotic,” “crazy,” and be read in conjunction with critical essays on nation, these spaces are still available to literary expression in “irrational” minds. gender, and the short story with particular attention the 21st century. to the narrative strategies of the authors. Reading the ENGL 20114. From Beowulf to Monty Python stories both in terms of the cultural and ideological ENGL 20126. One Thousand Years of (3-0-3) contexts in which they were written and as material Monsters (3-0-3) An exploration of the historical epoch known as artifacts available to us in English today helps to A survey of “monsters” in Western literature. “The Middle Ages” through its own texts as well as problematize the meanings of “Chinese,” “Japanese,” the modern texts that represent it. or “Korean” in East Asia and beyond. Ultimately, 125

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ENGL 20139. English Catholic Literature, from ENGL 20211. Shakespeare’s Comedies novels written in Ireland and Britain during the last Thomas More to Graham Greene (3-0-3) half of the 19th century. (3-0-3) A survey of the comedic plays of William A survey of selected English Catholic novelists. Shakespeare. ENGL 20308. Love and Money in the Nineteenth-Century British Novel ENGL 20200. Kingship in Renaissance ENGL 20212. Love Poetry in the Renaissance (3-0-3) Literature (3-0-3) This course focuses on the ways in which the novel (3-0-3) Close readings of the Renaissance “love poetry,” both reflected and produced transformations in the An examination of the mystique of kingship in the juxtaposed to several classic Hollywood romantic relationship between class, gender, and love in 19th- English Renaissance. comedies. century England.

ENGL 20202. Love in the Middle Ages ENGL 20215. Introduction to Shakespeare ENGL 20309. British Novel: Economics, (3-0-3) (3-0-3) Martin Politics, Gender An exploration of the complex, moving, and often An examination of selected plays of Shakespeare, (3-0-3) contradictory medieval literatures of love. with an emphasis on Shakespeare’s development as a Major British novels of the 18th, 19th, and 20th dramatist and his techniques of character centuries confront the political, economic, and gen- ENGL 20203. Shakespeare in Performance development. der issues of their times. (3-0-3) A performance-oriented Shakespeare course based ENGL 20302. The Romantic Tradition ENGL 20310. Nineteenth-Century British on the rapprochement of theatrical and literary disci- (3-0-3) Literature plines, techniques, and interpretations. Between 1790 and 1830, the movement known as (3-0-3) Romanticism profoundly changed the artistic, musi- A survey of major 19th-century British writers. ENGL 20204. Shakespeare and Film cal, historical, religious, and political sensibilities on (3-0-3) the Continent and in Britain. Romanticism marked ENGL 20311. Evolving Science Fictions (3-0-3) A survey of how Shakespeare uses sex and violence as a turn from the rational formalism of the Classical A historical perspective on the development and potential literary devices within his plays, and how period and reawakened an interest in myth, religious growth of British science fiction literature in the film adaptations of the plays help us understand the faith, the imagination, and emotional experience. 19th century. effects of this sensationalism. In this course, we will focus principally on the Ger- man contribution to Romanticism and trace its ENGL 20329. The Victorian City ENGL 20205. From Beowulf to Monty Python origins, development, and eventual decline in works (3-0-3) (3-0-3) Mahoney of literature, philosophy, theology, music, painting, An exploration of the historical epoch known as How notions of “the city” were depicted in 19th- and architecture. Works to be studied will include “The Middle Ages” through its own texts as well as Century British literature. those by the writers Ludwig Tieck, Friedrich von the modern texts that represent it. Hardenberg (Novalis), and Friedrich Schelgel; the ENGL 20333. Religion and Ridicule in philosophers Fichte and Schelling; the theologian ENGL 20206. Dante: Divine Comedy Eighteenth-Century British Literature (3-0-3) Friedrich Schleiermacher; the painters Caspar David (3-0-3) Traver A study of The Divine Comedy, in translation with Friedrich and some members of the Nazarene school; How the topics of religion and religious satire were facing Italian text, with special attention to the his- the composers Franz Schubert, Felix Mendelssohn, explored by 18th-century British writers. tory of ideas, the nature of mimesis and allegory, and and Robert Schumann; and the architect Karl Fried- Dante’s sacramental vision of life. rich Schinkel. ENGL 20400. World War I: Narratives of War (3-0-3) ENGL 20207. The Journey in Medieval ENGL 20303. C.S. Lewis, Tolkien, and Inklings A study of how narratives concerning World War Literature (3-0-3) I affected two connected discourses: feminism and (3-0-3) Bays “Otherworldly” fiction as well as the theological, psychoanalysis, particularly in light of men’s and Map’s The Quest of the Holy Grail; Dante’s Divine critical, and philosophical writings of C.S. Lewis, women’s differing roles in the war through the work Comedy; Chaucer’s Canterbury Tales; Cervantes’ Don J.R.R. Tolkien, and the Inklings. (physical, emotional, and artistic) in which they were Quixote. engaged. ENGL 20304. Madness in Victorian Literature ENGL 20209. Love’s Knowledge in the (3-0-3) ENGL 20401. History and Twentieth-Century Renaissance An exploration of the Victorian fascination with the Novels (3-0-3) aberrant, the peculiar, and the fantastic alongside of (3-0-3) A survey of Renaissance literature based on what the Victorians’ notorious reputation for prudery and An exploration of how history and memory are nar- kind of knowledge these texts think love affords. repressiveness. rated and constructed in American and European novels throughout the 20th century through answer- ENGL 20210. Religious Writings and Images ENGL 20305. Victorian Empire Writing ing such questions as: How is novel-writing different in Medieval England 1868–1901 than history-writing? How does the process of writ- (3-0-3) (3-0-3) ing relate to the process of memory, particularly in This course examines the visual and dramatic aspects An exploration of the empire as theme in selected the case of a traumatic memory? What makes a novel of literary religious writings. Texts include: The Mir- Irish writers of the late 19th century. “literary” versus merely “popular”? And does the cre- ror of the Blessed Life of Jesus Christ (selections), The ation of a narrative, story, or history have value, even Cloud of Unknowing (selections), Julian of Norwich’s ENGL 20306. Crime in Nineteenth-Century if it leaves something, or someone, out of the story? Showings, The Book of Margery Kempe, the York Novels (3-0-3) Corpus Christi Plays, from the Creation to the Last Diverse perspectives on Irish and British history and Judgment, and Chaucer’s Summoner’s Tale. literature provide a frame for discussing violence and social change, sexuality, economics, and politics in 126

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ENGL 20402. Paranoia and Narrative in cinemas. Often these productions are a dynamic mix course will examine aspects of the corpus of 18th- Twentieth Century of Hollywood influences, assertive local cultures, and century poetry in the Irish language in the light of (3-0-3) government control. This course examines the films Corkery’s analysis and of subsequent reassessments An evaluation of the ways in which narrative is im- of one or more countries to reveal their distinctive of that analysis (Louis Cullen and Breandan O plicated in our need to find a comfortable pattern for styles, stories, and visual and narrative techniques. Buachalla, for example). our lives, even if that pattern is self-destructive. (The nationality varies each year.) The idea of “nation” as a critical concept is also addressed. May be ENGL 20511. Modern Irish Drama ENGL 20403. History and Twentieth-Century repeated. Fulfills the University fine arts requirement (3-0-3) Novels and the Film/TV international area requirement. Dramatic representations of the Irish “character” and (3-0-3) the Irish nation from the end of the 19th century An exploration of how history and memory are nar- ENGL 20503. Northern Irish Writing and through the 20th. Includes Yeats, Lady Gregory, rated and constructed in American and European Politics O’Casey, Shaw, and Synge. novels throughout the 20th century through answer- (3-0-3) ing such questions as: How is novel-writing different A study of Irish writers in the North since the ENGL 20512. Culture and Politics in Northern than history-writing? How does the process of writ- Troubles began in the 1960s. Ireland ing relate to the process of memory, particularly in (3-0-3) Smyth the case of a traumatic memory? What makes a novel ENGL 20504. Writing in Northern Ireland This course explores the politics of culture, and the “literary” versus merely “popular”? And does the cre- (3-0-3) cultures of politics, in the North of Ireland during ation of a narrative, story, or history have value, even This course explores the politics of culture, and the the 20th century. if it leaves something, or someone, out of the story? cultures of politics, in the North of Ireland during the 20th century. ENGL 20513. Introduction to Irish Writers ENGL 20404. Postmodern British Macabre (3-0-3) (3-0-3) ENGL 20505. Imprisonment in Irish Literature Corequisite(s): ENGL 22514 A survey of texts by late-20th-century British novel- (3-0-3) W.B. Yeats, Elizabeth Brown, Bram Stoker, J.M. ists and musicians who, through various aesthetic The theme of imprisonment in 19th-century Irish Synge, Seamus Heaney, Medbh McGuckian. strategies, attempted to reflect the chaos and insanity writing. that seemed to be enveloping Britain as it finally ENGL 20514. Introduction to Irish Writers imploded as an empire. ENGL 20507. Crime and Progress in the (3-0-3) Nineteenth-Century British Novel Prerequisite(s): FYC 13100 or FYC 110 ENGL 20406. Mysticism in Modern Literature (3-0-3) Corequisite(s): ENGL 22514 (3-0-3) Diverse perspectives on Irish and British history and W.B. Yeats, Elizabeth Brown, Bram Stoker, J.M. This course examines the persistence of mystical and literature provide a frame for discussing violence and Synge, Seamus Heaney, Medbh McGuckian. spiritual traditions in the literary texts of the early social change, sexuality, economics, and politics in 20th century: Underhill, Hopkins, Yeats, Conrad, novels written in Ireland and Britain during the last ENGL 20516. The Irish in Their Own Words Joyce, Owen, Eliot, Crane, Hesse, Forster, Mansfield, half of the 19th century. (3-0-3) Woolf, and Waugh. This course is designed as an introduction to the ENGL 20508. The Irish in Their Own Words literature of Medieval Ireland. Particular emphasis ENGL 20407. Christianity and Modernism (3-0-3) will be placed on the prose saga texts like the Tain (3-0-3) This course is designed as an introduction to the bo Cualange or Cattle Raid of Cooley, which features A study of Christian writers and how they struggle literature of Medieval Ireland. Particular emphasis the legendary hero C/u Chulainn; also the various with the literary and cultural movement labeled will be placed on the prose saga texts like the Tain Bo texts in both prose and poetry of the Fenian cycle “modernism.” Cualnge or Cattle Raid of Cooley, which features the of Fionn Mac Cumhaill (Finn McCool). The man- legendary hero Cu Chulainn; also the various texts in ner in which such texts shed light on the nature of ENGL 20408. Faith and Fragmentation in both prose and poetry of the Fenian cycle of Fionn medieval Irish society will be examined. There will Modernity Mac Cumhaill (Finn McCool). The manner in be regular reading and writing assignments, and stu- (3-0-3) which such texts shed light on the nature of medieval dents will be expected to take part in class discussion. How British and American modernist writers re- Irish society will be examined. There will be regular sponded to an upheaval of traditional religious belief reading and writing assignments, and students will ENGL 20517. Women in Irish Oral Tradition in the first half of the 20th century. be expected to take part in class discussion. (3-0-3) A examination of women’s oral verbal art in Irish and ENGL 20432. Social Unrest and the British ENGL 20509. Twentieth-Century Irish English through transcribed texts, sound recordings, Novel: 1730–1980 Literature and film. (3-0-3) (3-0-3) How the novel chronicled the changes and social The cultural and political factors that have shaped ENGL 20518. Anglo Irish Literature upheaval in British society and culture over the 18th, Ireland’s extraordinary literary achievement, paying (3-0-3) Witek 19th, and 20th centuries. particular attention to Irish Decolonization and An examination of Irish Identity through an intro- the Northern Troubles. Readings from Shaw, Yeats, duction to the literature, both historical and contem- ENGL 20501. Irish Fiction, 1945–2000 Joyce, Bowen, Friel, Heaney, and Deane. porary, of Anglo Ireland. (3-0-3) A study of major Irish writers since World War II. ENGL 20510. The Hidden Ireland ENGL 20519. Irish Gothic/Union to Troubles (3-0-3) (3-0-3) ENGL 20502. National Cinema: Irish Cinema/ Daniel Corkery’s study of the literature and society An exploration of the ways in which Irish literature, Culture of Irish-speaking Munster in the 18th century (3-2-3) both historical and contemporary, uses ghosts, (The Hidden Ireland, first published in 1924) is an vampires, demons, and rebels to grapple with threats Corequisite(s): ENGL 21001 acknowledged classic of Irish literary history. This facing Irish society. Every industrialized country, and many non-industrialized ones, have developed distinctive national 127

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ENGL 20528. Folklore in Irish Literature ENGL 20601. Early Modern American Fiction ENGL 20703. Passing in Twentieth-Century (3-0-3) Henigan (3-0-3) American Literature A close reading of traditional Irish myths, tales, An examination of selected literatures written be- (3-0-3) songs, customs, rituals, and beliefs. tween the Civil War and World War II, specifically Interracial relationships as depicted in the writings of focusing on how this fiction shows the impact of black and white American writers. ENGL 20530. Twentieth-Century Irish and economic and technological transformations on Native-American Literature: When We were religious beliefs, conceptions of human identity, and ENGL 20704. Contemporary Short Fiction Noble Savages work environments and men’s and women’s places (3-0-3) (3-0-3) Dougherty-McMichael in them. A study of short stories and novellas written in the From the outset of colonization in both Ireland and last half of the 20th century. North America literature was employed in similar ENGL 20602. Readings in Nineteenth-Century fashion to romanticize, demonize and, more often American Literature ENGL 20705. The Criminal in American than not, silence Irish and Native American cultures. (3-0-3) Literature (3-0-3) Today, with the surge in post-colonial literatures, This course focuses on major literary figures and A survey of “criminals” in American literature. Irish and Native American literatures have found works of 19th-century America, focusing chiefly on new voices that look to the past in order to explore the two decades before the Civil War, a period often ENGL 20706. Readings in American Novels the present. Instead of romanticizing cultural memo- hailed as the first flowering of a genuine “American” literature. (3-0-3) ries, these authors subvert and challenge heroic Close readings of selected novels of significant im- representations while dispelling stereotypes. Together portance within the American literary tradition. these separate literary traditions intersect and di- ENGL 20603. Readings in Early American verge, challenging accepted perspectives of history Literature (3-0-3) ENGL 20707. American Novel and culture while blending stories with oral tradi- Close examination of selected works written by (3-0-3) tion, popular history and pop culture. Americans from the 17th century through the Civil Novels from Hawthorne to Morrison. With these intersections in mind, we will explore an War. array of literature from both Irish and Native Ameri- ENGL 20708. The City in American Literature (3-0-3) can traditions, from novels to poetry to film. We will ENGL 20604. American Fiction Literary representations of the city and social identity look at a variety of authors including Flann O’Brien, (3-0-3) in American texts from the 1890s to the present, Nuala Ni Dhomhnaill, Eilis Ni Dhuibhne, Leslie An exploration of selected novels, written by a vari- including Riis, Dreiser, Wharton, Sinclair, Yezierska, Marmon Silko, Sherman Alexie, and Simon Ortiz. ety of American authors, that consider the question Wright, Paley, and Cisneros, as well as contempora- Requirements include a midterm exam, one short “what characteristics and values define ‘American’ neous nonfiction and films paper (3–5 pages), one longer paper (8–10 pages), ‘identity’?” and a presentation. ENGL 20605. American Literature: Varieties of ENGL 20717. Modernism, Life-Writing, and the Politics of Everyday Life ENGL 20532. City Streets, City Beats: Belfast, Religious Experience (3-0-3) (3-0-3) Davis Dublin, London, and Paris from Baudelaire to A close study of modernist personal narratives. Bono Many American authors are skeptical toward reli- (3-0-3) Arbery gion, yet they are, nonetheless, preoccupied with As one of the most dominant themes of modernity, the religious experience. This course explores the ENGL 20800. Ethnic Identities (3-0-3) the city figures as a poster child of trendsetters, relationship between these attitudes in American An exploration of the interconnectedness among go-getters, floozies, and philanderers. It is the em- literature. literatures of prominent authors from the Americas, bodiment of shabby chic. Wherever there’s couture Africa, England, and the Caribbean. there are cutthroats, and if there’s a ballroom there’s ENGL 20606. American Women Writers to bound to be a bordello. Baudelaire?s Paris sets the 1930 ENGL 20801. African-American Literature and tone for the modern city’s fast-paced but staggering (3-0-3) A close reading of “major” and “minor” American the Bible tempo, and 150 years later, it can still be heard in (3-0-0) women writers of the 18th, 19th, and early 20th Bono’s gravelly tones and nostalgic lyrics. This course An examination of the Bible, from Genesis to the centuries. focuses on four cities intimately connected through Gospel writers’ parables of Jesus, and how these literature, art, music, and film. It will study both Hebrew and Christian stories inspired African- their tense political and social relationships with ENGL 20626. American War Literature (3-0-3) American artists. one another as well as their idiosyncratic cultures Beginning with Mary Rowlandson’s captivity narra- and geographies (including their landmarks, streets, tive and ending with Tim O’Brien’s The Things They ENGL 20802. Twentieth-Century Ethnic transportation and water systems, etc.), and will American Novels Carried, an exploration of the aesthetic, historical, think about the resonance of these cities’ histories on (3-0-3) and theoretical functions and values of war writing global, contemporary culture. An exploration, based on the theme of memory, of in the United States. several ethnic American novels, specifically the ways Readings include selections from Baudelaire and in which remembering one’s own or one’s ancestors’ Apollinaire, works by Padraic O Conaire, Joseph ENGL 20702. Travel in American Literature past becomes part of one’s self-identification as an (3-0-3) Conrad, James Joyce, Liam O’ Flaherty, Samuel ethnic American. Beckett, Virginia Woolf, Elizabeth Bowen, John A close examination of the theme of “travel” in American literature from the Puritans to the pres- Banville, and Michael McLaverty, and selected po- ENGL 20803. A Survey of Black Women ent, focusing on literatures written by slaves seeking ems from Seamus Heaney, John Montague, Derek Writing in America Mahon, and Ciaran Carson. Photos, paintings, and freedom, settlers in search of fertile land, Native (3-0-3) song lyrics will supplement the readings, and there Americans forced from ancestral homes, and other This course is designed to familiarize students with will also be a few movie showings. Course require- characters seeking “freedom” or a return to “home.” the diverse concerns of Black women’s writing from ments include class participation, weekly quizzes, the first novel written in 1854 through the present. one 10–12 page paper, and a midterm. 128

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ENGL 20804. Testimonios heroines of the Americas (including those with ENGL 27999. Special Studies (3-0-3) origins in Native American, Latino/Latina, African, (V-0-V) “Testimonios” are statements or testaments by Asian and European cultures). Independent study under the direction of a faculty women and about their lives, and this course will member. Does not fulfill a college literature or fine explore Latinas’ testimonios as literature, life stories, ENGL 20813. Latino/a Poetry arts requirement. and “holy” texts. (3-0-3) Close readings of prominent contemporary Latino ENGL 30011. Fiction Writing for English Majors ENGL 20805. Twentieth-Century Ethnic poets. (3-0-3) O’Rourke American Novels An intensive fiction workshop exclusively for English (3-0-3) ENGL 20814. Introduction to African-American majors. An exploration, based on the theme of memory, of Literature several ethnic American novels, specifically the ways (3-0-3) ENGL 30012. Poetry Writing for English in which remembering one’s own or one’s ancestors’ A survey of 300 years of African-American literature. Majors past becomes part of one’s self-identification as an (3-0-3) Menes ethnic American. ENGL 20822. Beats, Rhymes, and Life: An A intensive poetry workshop exclusively for English Introduction to Cultural Studies majors. ENGL 20806. Latin American Images of the (3-0-3) Irving United States An introduction to cultural studies using a variety of ENGL 30110. British Literary Traditions I (3-0-3) media: literature, film, and music. (3-0-3) Frese, Nolan Drawing upon a wide variety of sources-novels, es- Intensive survey of British writers and literary forms says, poems, travel literature, social science texts, ENGL 20828. Tropical Heat Waves: from the beginnings through the Renaissance. film, art, etc.—a survey of Latin American views Contemporary Latino/a and Caribbean of North American society, customs, politics, and Literature ENGL 30111. British Literary Traditions II (3-0-3) Rohrleitner individual character, with a particular emphasis on (3-0-3) Fox A review of selected contemporary Latino/a and United States interventionism. Intensive survey of British writers and literary forms Caribbean novels. of the 18th and 19th centuries. ENGL 20807. The Harlem Renaissance (3-0-3) ENGL 20838. Twentieth-Century American ENGL 30115. American Literary Traditions I Feminist Fiction A study of the historical, cultural, and political (3-0-3) Hendler, Werge (3-0-3) Brogan Introduction to American literature from its begin- circumstances that led to the flowering of African- Close readings of major 20th-century novels, written American literature in the ’20s and early ’30s and nings through the Civil War, emphasizing important by both men and women, which may be accurately figures, literary forms, and cultural movements. the writers it fostered: Hughes, Hurston, Toomer, described as “feminist.” Redmon Fauset, Larson, Thurman. ENGL 30116. American Literary Traditions II ENGL 20840. Perfoming Personality: ENGL 20808. Latino- and Latina-American (3-0-3) Krier Democratic Selves in the Public Sphere Introduction to American literature from the Civil Literature (3-0-3) Shortall War through the 20th century, emphasizing impor- (3-0-3) From the Salem witchcraft trials to the 1960s, how tant figures, literary forms, and cultural movements. Studies of Latino and Latina authors, including Chi- Americans created, discovered, and performed their cano, Caribbean, or South American. “American” identities through public social forma- ENGL 30301. Methods: Literary Texts in tions such as audiences, traditions, political orders, Context ENGL 20809. West Indian Poetry reform movements, churches, friendships, and cities. (3-0-3) (3-0-3) Poems from the many languages and cultures of the This course will investigate the relationship between ENGL 20902. Introduction to Linguistics Caribbean region. literary works and their cultural and historical (3-0-3) context, focusing specifically on how the expan- Study of the basic forms and syntax of the English sion (and, eventually, disintegration) of the British ENGL 20810. African-American Migration language with application to teaching, writing, and Narratives Empire influenced literary production. By looking at (3-0-3) literature. how the literary text reflects or transforms the ideas Life writings and issues of self-representation in the behind it, we will work toward an understanding of African-American expressive cultural tradition in the ENGL 20903. Introduction to Post-Colonial how and why literature becomes and remains cultur- Literature 19th and 20th centuries. (3-0-3) ally significant. Traces the development of literatures from the for- ENGL 20811. Women in the Americas mer colonies of various empires, but principally the ENGL 30302. Methods: Introduction to Critical (3-0-3) Theory British and French. A survey of a wide variety of literature (fiction, (3-0-3) poetry, testimonio, personal essay, autobiography, An introduction to methods of literary study ENGL 21001. National Cinema: Irish Cinema/ critical essay, and oral history) and film written by through contemporary theories of literature, empha- Culture Lab and about women in the Americas from the time of (0-3-0) sizing Continental approaches: Saussure, Derrida, conquest/encounter to the present. Film lab/co-req for ENGL 20502. Foucault, Freud, Lacan, Said, and others, applied to Joyce. ENGL 20812. Icons and Action Figures in ENGL 22514. Introduction to Irish Writers/ Latino/Latina Literature Discussion ENGL 30303. Methods: Approaches to (3-0-3) (3-1-0) Otherness: The American Context Understanding US Latino/Latina literature, art, and Co-req for ENGL 20513 and 20514. (3-0-3) ]Baldwin film through its many allusions to and re-interpreta- This course explores different theoretical approaches tions of traditional icons and historic figures as well to conventional categories of “otherness.” as legends, myths, popular figures, and action heroes/ 129

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ENGL 30304. Methods: Interpretation of ENGL 30312. Methods: Narrative and Memory ENGL 40012. Advanced Fiction Writing 1850s’ America (3-0-3) (3-0-3) (3-0-3) Close reading of a selected group of literatures to ex- Prerequisite(s): See online Course Catalog for details. A close reading of three or four widely discussed plore the force of memory (and of the related issues A seminar in the students’ own writing of prose fic- American literary texts from the 1850s—perhaps of history, remembrance, public commemoration, tion; for students with previous experience or course Hawthorne’s The Scarlet Letter, Stowe’s Uncle Tom’s and memoir), supplemented by a variety of critical, work in writing. Cabin, Melville’sBenito Cereno, and Jacobs’s Incidents theoretical, and historical approaches. in the Life of a Slave Girl—in an attempt to explore a ENGL 40013. Advanced Fiction Writing range of critical approaches to analyzing each. ENGL 30313. Methods: Forms Close Reading (3-0-3) (3-0-3) Huk A seminar in the students’ own writing of prose fic- ENGL 30305. Methods: Reading Ulysses An examination of the cultural and philosophical tion; for students with previous experience or course (3-0-3) Johnson-Roullier reasons for close-reading’s birth in its modern form, work in writing. This course explores various ways to read literature its devaluation after mid-century, and its very recent by employing different theoretical approaches to come-back status in a practice that, though not yet ENGL 40014. Advanced Fiction Writing study James Joyce’s most famous text. fully developed, seems to wish to synthesize many of (3-0-3) the opposing practices that have gone before it. A seminar in the students’ own writing of prose fic- ENGL 30306. Methods: Writing about tion; for students with previous experience or course Literature ENGL 30315. Methods: Caribbean Voices work in writing. (3-0-3) (3-0-3) An intensive study of the “nuts and bolts” of read- Through close analysis of several Caribbean voices, ENGL 40015. Advanced Fiction Writing ing, discussing, and writing about literary texts: the students will explore issues such as silence, voice, (3-0-3) fundamentals of reading and writing about litera- and language in cultural representation, the relation Prerequisite(s): See online Course Catalog for details. ture; the reading of texts within various contexts, of these issues to cultural identity, and the shaping A seminar in the students’ own writing of prose fic- such as other literary texts by the same author and of such identity, to come to an understanding of the tion; for students with previous experience or course other texts of the same genre; and the introduction larger implications of Caribbean literature. work in writing. of various critical approaches employed to analyze literature. ENGL 30316. Methods: Reading for the Plot ENGL 40031. Advanced Poetry Writing (3-0-3) (3-0-3) ENGL 30307. Methods: Paradise Lost Through readings and re-readings of a few long Vic- Prerequisite(s): See online Course Catalog for details. (3-0-3) torian and modern novels, this course will examine An advanced poetry writing workshop. A “hands-on” introduction to literary scholarship how literary works can be read through a variety of through an exploration of John Milton’s Paradise Lost critical lenses. ENGL 40032. Advanced Poetry Writing and its subsequent reception in 19th- and 20th- (3-0-3) century England and America. ENGL 30317. Methods: Natives and Novels An advanced poetry writing workshop. (3-0-3) ENGL 30308. Methods: Hemingway and A close examination of the concepts of “natives” and ENGL 40033. Creative Versions: Art of Walker “outsiders” in selected English Victorian novels. Translation (3-0-3) (3-0-3) A study of six different critical approaches to inter- ENGL 30318. Methods: Latino Literature This course provides the tools necessary for mean- preting literary texts through the subsequently differ- (3-0-3) ingful translation of Spanish texts to English. ent (or overlapping?) ways of evaluating four works Using various Latino/a literary texts, students will of literature, two by Ernest Hemingway and two by gain insights and experience into the models and ENGL 40071. Writing Nonfiction Alice Walker. methodologies one uses in analyzing literary texts as (3-0-3) Temple an English major. The techniques of nonfiction writing—from the ENGL 30309. Methods: Close Reading— basic journalistic news story to the magazine feature Poetry ENGL 30319. Methods: Poetry and Prayer to the personal essay. (3-0-3) (3-0-3) An introduction to the study of literature through Through close readings of a wide range of poems ENGL 40093. Writing the Family learning how to read poetry, with close attention to that are also prayers, from medieval lyrics to contem- (3-0-3) details of sound and sense. porary verse, an investigation to determine if there A nonfiction writing workshop in which students exists a connection between poetry and prayer or if will learn how to access family stories through oral ENGL 30310. Methods: Feminist Literary the two are radically incompatible. history and genealogical research, and to use the raw Studies materials of these stories as the basis or starting point (3-0-3) ENGL 30325. Methods: American of publishable fiction or poetry. Introduces English majors to literary study by exam- Renaissance ining the many ways in which the concerns of the (3-0-3) Wilson ENGL 40101. Greek and Roman Mythology feminist movement have influenced the interpreta- An introduction to several methods of literary critical (3-0-3) tion of works of literature. inquiry using texts of the American renaissance. The major mythical tales and figures from the classical world that have influenced world literature. ENGL 30311. Methods: Woolf and Bloomsbury ENGL 40011. Advanced Fiction Writing Study of the Olympic and vegetation cults. Homer (3-0-3) (3-0-3) and Hesiod, national and local myth, Syncretism, A close investigation of the novels, essays, art, and An advanced fiction writing workshop. Mysteries. political writings of some of the members of “The Bloomsbury Group,” including Virginia Woolf, E.M. Forster, Roger Fry, and Leonard Woolf. 130

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ENGL 40103. Images of War and Peace in ENGL 40111. Faith in a Changed World ENGL 40118. Philosophy and Literature Literature (3-0-3) Seminar (3-0-3) A close, formal analysis of the English translation of (4-0-4) Using English-language novels and poetry of the the Bible (King James Version), focusing the distinc- This intensive four-credit seminar is the introduction 20th century, an examination of the metaphors and tive poetic and literary qualities of theme, image, to the concentration in philosophy and literature and themes that unmask the realities of war, and how myth, and narrative form. will pursue interdisciplinary approaches to literary, the texts themselves become battlegrounds on which theoretical, and philosophical texts. the human imagination both creates an individual’s ENGL 40112. Understanding Story sense of self and constructs and deconstructs cultural (3-0-3) ENGL 40119. Monsters to Cyborgs ideologies. Corequisite(s): ENGL 41001 (3-0-3) An investigation of the shape(s), purposes, and A critical analysis of monsters, cyborgs, and other ENGL 40104. Dramatic Literature since 1900 multiple meanings of narratives both in the lives of “created bodies” in literature. (3-0-3) individuals and within institutions and cultures by An advanced survey of theatrical literature and criti- sampling the work of journalists in reporting news as ENGL 40120. Greek Literature and Culture cism since the beginning of the 20th century. Stu- story, medical professionals in collecting case histo- (3-0-3) Schlegel dents will read one to two plays per week along with ries, ethnographers in describing unfamiliar cultural This course surveys the leading works of ancient selected secondary critical literature. practices or investigating inter-group or inter-state Greek literature and examines the cultural contexts conflict situations, historians in interpreting the in which they were written, received, and transmit- ENGL 40105. Irony past, political leaders in establishing public policy ted. Students read poetry and prose from many (3-0-3) and political power, and advertising and marketing genres, and sample works from a thousand years of A survey of the irony in a variety of Western interests. extraordinary literary creativity. Among the authors literatures. introduced are Homer, Sappho, Aeschylus, Herodo- ENGL 40113. Literature of Southern Africa tus, Aristophanes, Plato, Theocritus, Plutarch, Lu- ENGL 40106. Greek Tragedy (3-0-3) cian, and Longus. Special attention is paid to the (3-0-3) McLaren A study of the literary culture of Southern Africa formal structures of Greek literary works, the cul- This advanced course in literature provides detailed in the last 25 years of the 20th century, specifically tural issues they raise, and the lasting value of Greek study of the theory and practice of classical Greek the ways in which individual writers confronted literature to the modern age. The course prepares tragedy. The structures and sensibilities that inform the apartheid regime and their responses to the new students for more advanced work in classical litera- tragedy are assessed, with special attention to plays South Africa in the post-apartheid period. ture and culture. Offered annually. written by the three great tragedians, Aeschylus, Sophocles, and Euripides. The Greeks’ own responses ENGL 40114. Latin Literature in Translation ENGL 40121. The Art and Literature of to tragedy, as represented by Aristophanes, Plato, and (3-0-3) Metamorphosis Aristotle, are also discussed. The form and function This is a survey, in lecture/discussion format, of se- (3-0-3) Bloomer of Greek tragic plays, their place in classical culture, lected works of Classical Latin literature. In addition This course begins with a critical study of Ovid’s and their distinctive approach to issues of human life to close reading of the texts, we routinely give atten- great poem, the Metamorphoses. The poem itself are key topics of the course. tion to the socio-cultural worlds that produced Latin became a subject of metamorphosis in poetry and art literature and to the character of Latin literature’s in the hands of such figures as Statius, Dante, Bot- ENGL 40107. Religion and Literature abiding influence in Christian antiquity, the Middle ticelli, Bernini, Rembrandt, Hughes, and Heaney. (3-0-3) Ages, the Renaissance and early modern periods, and The course addresses the modeling of transformation A close analysis of the forms, ideas, and preoccupa- modern cultures. Weekly quizzes, biweekly essays, within the literary text by examining first Ovid and tions of both the religious imagination in literature and a final. his sources, and second, adaptations of his poem by and of the historical relationships between religious writers such as Shakespeare and Kafka. Connections faith and traditions in particular literary works. ENGL 40115. Bible and Literary Theory with folklore, magic, and religion are explored. The (3-0-3) graphic arts receive equal consideration as the course ENGL 40108. Dramatic Literature before 1900 An intense focus on the distinctive poetic and liter- explores how Ovid’s ideas of the transformation of (3-0-3) ary qualities of the English translation of the Bible the body, the capacity of the human body for al- An advanced survey of theatrical literature and criti- (King James Version) through close formal analysis legory, and the fragility of identity have influenced cism from the earliest plays to the beginning of the and through discussions of theme, image, myth, and later artists and authors. 20th century. Students will read one to two plays per narrative form. week along with selected secondary critical literature. ENGL 40122. Love, Death, and Exile in Arabic ENGL 40116. Classical Epic Literature and Cinema ENGL 40109. Literature Masterpieces from (3-0-3) (3-0-3) Guo Africa A study of the epic literature of classical antiquity in This course explores literary and artistic presentation (3-0-3) English translation, this course will give students a of the themes of “love, death, and exile” in Arabic An introduction to the diversity of literatures from solid grasp of the texts of the classical epics and the literature and popular culture from pre-Islamic era the African continent. cultural contexts in which they were set. to the present day. Through close readings of Arabic poetry, essays, short stories, and novels (in English ENGL 40110. Studies in Comedy ENGL 40117. In Parables translation), and analyzing a number of Arabic mov- (3-0-3) (3-0-3) ies (with English subtitles), we discuss the following A multimedia examination of recurring patterns and This seminar takes as its primary focus the parables issues: themes and genres of classical Arabic love themes in comedy. of Jesus, and seeks to examine their literary structure. poetry; gender, eroticism, and sexuality in Arabic lit- We will read a broad selection of Jesus’ parables and erary discourse; alienation, fatalism, and the motif of consider how they have been rewritten by later prose Al-hanin ila al-watan (nostalgia for one’s homeland) writers and poets. Finally, we will read new parables in modern Arabic poetry and fiction. and ideas about parables by Kafka and Borges. 131

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ENGL 40123. Canon and Literature of Islam ENGL 40139. The Individual in Nineteenth- ENGL 40205. Shakespeare and the (3-0-3) Afsaruddin Century Literature Supernatural This course is an introduction to the fundamental (3-0-3) Gasperetti (3-0-3) religious texts and literature of Islam. The list in- This course analyzes a seminal transition in Western An examination of the supernatural in Shakespeare. cludes the Qur’an (the central, sacred scripture of Is- society as it moves from an agrarian world centered lam), the Hadith (record of the speech and actions of around the rural estate to an urban culture built on ENGL 40206. Advanced Topics in Theatre the Prophet Muhammad), biography of the Prophet, industry and commerce. Literary texts emphasize the Studies exegetical literature, historical texts, mystical and physical, psychological, and moral consequences to (3-0-3) Holland devotional literature. Students will read primary texts the individual of the decline of the estate, the rise of Corequisite(s): FTT 41600 in English translation with a focused discussion and capitalism, the nontraditional nature of life and work This course explores the phenomenon of Shake- analysis of form, content, historical background, in the city, various challenges to the established order speare and film, concentrating on the ranges of religious significance, and literary allusions of the (socialism, anarchism), and changing notions of meaning provoked by the conjunction. We shall be various texts. Themes such as “the unity and majesty gender. Texts include Daniel Defoe, Robinson Crusoe; looking at examples of films of Shakespeare plays of God,” “prophecy and revelation,” “good and evil,” Nikolai Gogol, “The Overcoat”; Eugene Sue, The both early and recent, both in English and in other “this world and the hereafter” will be dealt with in Mysteries of Paris (excerpts); Leo Tolstoy, Childhood; languages, and both ones that stick close to con- the lectures and conversation in class. The course Charles Dickens, Hard Times; Horatio Alger, Ragged ventionalized and historicized conceptualizations places heavy emphasis on class discussion and stu- Dick; Emile Zola, Germinal; and Henrik Ibsen, A of Shakespeare and adaptations at varying degrees dent preparedness. Doll’s House. Nonliterary texts used to support the of distance towards the erasure of Shakespeare from literary depiction of the era include John Locke, the text. The transposition of different forms of ENGL 40124. Japanese Literature in the “Of Property”; Adam Smith, The Wealth Of Nations Shakespearean textualities (printed, theatrical, filmic) 1990s (excerpts); Karl Marx and Friedrich Engels, The and the confrontation with the specificities of film (3-0-3) Bowen-Stryuk Communist Manifesto; and Henry Mayhew, London produce a cultural phenomenon whose cultural Japanese Literature in the 1990s looks at the Japa- Labour and the London Poor (excerpts). meanings—meaning as Shakespeare and meaning nese literary boom of the ’90s as a literary project as film—will be the subject of our investigations. of re-remembering the past and intervening in the ENGL 40190. Literacy, Schooling, Society There will be regular (though not necessarily weekly) present. In the last decade-and-a-half, Japan has (3-0-3) screenings of the films to be studied. undergone a transformation from the ieconomic An examination of several histories of education, miraclei of the ’60s and ’70s to economic reces- with particular emphasis on English studies, and ENGL 40208. British Drama 1660–1775 sion, and with the recession, many of the values how these histories have helped to shape culture. (3-0-3) that helped to sustain high economic growth have Close readings of British dramatic literature created come to be questioned: strict gender differentiation, ENGL 40191. Perspectives on Literacy between the Restoration of Charles II in 1660 to the dedication to the company for men and to the home (3-0-3) production of Sheridan’s THE RIVALS in 1775. for women, frugality, sacrifice of the personal for What it means to be “literate” and the conditions the social, emphasis on high growth policies at the that enable literacy to flourish. ENGL 40210. Shakespeare Performance: risk of the environment, a resurgence in narratives HENRY V (20-0-6) Rathburn of national homogeneity, etc. In this course, we will ENGL 40192. Introduction to Linguistics This is a unique, team-taught course, to which look at work by Japanese writers from the beginning (3-0-3) students are admitted by audition only. Enrolled of the recession until today, thinking about the way An examination of both the technical aspects of lin- students will receive a stipend, a three-credit-hour writers are problematizing previous homogenous no- guistics (phonetic transcription, morphology, syntax, tuition remission, and an acting role in the summer tions of gender, ethnicity, and race; raising questions etc.) as they relate to the development of the English 2001 production of Much Ado about Nothing. about the costs of high economic growth on society’s language and the applications of linguistics to the subalterns; rethinking the emblem of that growth, study of literature. ENGL 40211. History of the English Language the salaryman, who has lately become a favorite butt (3-0-3) O’Keeffe of dissatisfaction; rethinking the as-of-yet unresolved ENGL 40193. Classical Rhetoric in Our Time (3-0-3) This course is designed to introduce students to the significance of an ambitious and often cruel impe- historical development of the English language, from rialist war on the Asian mainland; and finally, we First half of a yearlong survey of the history of rhetoric. its earliest recorded appearance to its current state as will think about the significance of globalization and a world language. nationalism in Japanese literature. ENGL 40194. Writing Center Theory/Practice (1-0-1) Duffy ENGL 40212. Introduction to Old English ENGL 40129. Brothers Karamazov (3-0-3) O’Keeffe (5-0-3) Gasperetti A one-credit course for students interested in tutoring in the University Writing Program. Training in reading the Old English language and No prerequisite. This course is a multifaceted inves- study of the literature written in Old English. tigation into the philosophical, political, psychological, religious, and literary determinants of Fyodor ENGL 40196. The Teaching of Writing (3-0-3) Kinney ENGL 40213. Readings in Medieval Literature Dostoevsky’s longest and most complex novel, The A theory- and practice-based course in the teaching (3-0-3) Brothers Karamazov. Emphasis is placed on daily, of writing to junior and high school students. Close readings of selected Medieval literary texts in-depth discussions based on a close reading of the written by men and women written between 500 text. Additional assignments illuminate a variety ENGL 40201. Chaucer and the City and 1500 ACE. of themes in the novel, from the author’s visionary (3-0-3) political predictions and rejection of West European An exploration of the idea of “the city” in Chaucer’s ENGL 40214. Falling in Love in the Middle materialism to his critique of rationalism and insis- work by looking at the cities he does represent (Troy, Ages tence on the link between faith and morality. London) in his work, by examining his relationship (3-0-3) to urban forms of cultural expression (mystery cycles, This course attempts to explore the variety of medi- mummings, processions), and by investigating city eval representations of love, and to show how they life in 14th-century London. are intimately bound up with questions of free will and destiny, gender relations, the secularization of 132

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learning, time, and eternity. ENGL 40225. Shakespeare in Performance ENGL 40311. Victorian Literature: Science (3-0-3) and Art ENGL 40215. Milton An introduction to Japanese classical theater—Noh, (3-0-3) (3-0-3) Kyogen, Bunraku, and Kabuki—through readings Novels by Braddon, Eliot, and James in the context This course includes close readings of Milton’s work, and videotapes of selected plays. of art, science, and their place in a changing social from all stages of his career, and discussions of his structure. highly self-conscious attempt to make himself into ENGL 40226. Shakespeare I England’s greatest poet. (3-0-3) ENGL 40312. Victorian Fiction First half of a year-long survey of the works of Shake- (3-0-3) ENGL 40216. Mother Love speare, beginning with Two Gentlemen of Verona and An examination of major Victorian novels. (3-0-3) concluding with Henry V. A close reading of medium-length story-making po- ENGL 40314. Hopkins and the Jesuits ems (shorter than epics, longer than lyrics) with an ENGL 40228. Restoration, Early Eighteenth- (3-0-3) eye to their handling of matters related to maternity, Century Literature A close reading of Hopkins’s major poems, and a covering texts from the Homeric Hymn to Demeter (3-0-3) careful attention to their literary and religious con- and Claudian’s The Rape of Proserpina to excerpts Questions of the developing interest in the concept texts. from Virgil’s Georgics to poetic works of the of “human nature” in late 17th- and early 18th- Renaissance. century literature: What does it means to be human? ENGL 40317. The Victorian National Romance Are humans “animals”? Are humans “naturally” self- (3-0-3) ENGL 40217. Tudor-Stuart Drama ish or benevolent? Are gender differences natural or By examining texts from the different nations within (3-0-3) cultural? What sort of obligations do humans have the British Isles—Scotland, Ireland, and Eng- A survey of Tudor-Stuart drama. to the rest of the creation? What is the relation of land—we will explore the complex question of how the sort of innocence that the pope imagined as “the national boundaries are drawn, how a sense of mem- ENGL 40218. Renaissance and Romantic eternal sunshine of the spotless mind” to mature bership in a nation is created, and what that might Lyric development? have to do with falling in love, getting married, and (3-0-3) staying married. A study of the development of lyric poetry from the ENGL 40229. Shakespeare’s Religions late 16th century up through the mid-19th century. (3-0-3) Lander ENGL 40318. Religious Poetry: Herbert and A critical analysis of religious influences and iconog- Hopkins ENGL 40219. Chaucer: The Canterbury Tales raphy in selected Shakespeare plays. (3-0-3) (3-0-3) A close examination of the religious origins and Chaucer’s masterwork, studied in its original Middle ENGL 40250. Medieval Visions underpinnings in, and of, the poetry of Herbert and English. (3-0-3) Hopkins. A survey of Medieval literature, excluding Chaucer. ENGL 40220. Love and Gender in the ENGL 40319. Virtue, Sex, and the Good Life Renaissance ENGL 40306. Irish and British Literature, (3-0-3) (3-0-3) 1790–1815 A thematic analysis of “virtue” in selected 18th-cen- Examining works by Sydney, Spenser, Shakespeare, (3-0-3) tury novels: How should I behave? Am I completely Marvell, Donne, and others, this course discusses Burke, Paine, Godwin, Wordsworth, Edgeworth, independent or should I rely on the advice of others? how cultural understandings of gender influence the and Scott in the context of the French Revolution Am I defined by my birth or do I make myself? If depiction of love. and the Irish political situation at the end of the “virtue” is a guide, what exactly is “virtue”? Is virtue 18th century. really possible in a highly mobile society that values ENGL 40221. Beowulf: Text and Culture change above stability? (3-0-3) ENGL 40307. European Modernist Novel Using a glossed text of Beowulf in Old English, an (3-0-3) ENGL 40320. Dandies, Decadents, and New examination of a wide range of critical and cultural An introduction to modernism as it formed in Women issues: What relationship do we expect between Europe. (3-0-3) “heroic” texts and the society which produced and An introduction to the three major literary move- enjoyed them? What cultural investments of our own ENGL 40308. Twice-Told Tales ments in Britain—the Aesthetic Movement, Deca- lead us to read certain Old English texts and not oth- (3-0-3) dence, and the New Woman novel—in the later half ers? How did Beowulf receive canonical status? What How a fiction might exist as a critical reconstruction of the 19th century. is a translation? And what strategies of reading can or a re-vision of an other (previous?) work. we bring to a thousand-year old poem? ENGL 40329. British Romanticism ENGL 40309. Love and the Novel (3-0-3) ENGL 40222. Medieval Drama (3-0-3) A close examination of the literary movement known (3-0-3) Beginning with The Symposium and ending with as Romanticism. A study of the literary, theatrical, and religious selected modernist writings, how Eros has appeared imaginations of medieval dramatic texts through and been expressed in the West. ENGL 40333. Romanticism and Revolution readings, critical writing, discussion, and enactments (3-0-3) of these texts. ENGL 40310. Visits to Bedlam The relationship between the Romantic movement (3-0-3) and rebellions against governments around the ENGL 40224. Dante Literary, medical, and social views of madness in the world. (3-0-3) 18th century. A study of The Divine Comedy, with special attention to the history of ideas, the nature of mimesis and allegory, and Dante’s sacramental vision of life. 133

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ENGL 40335. Nineteenth-Century British ENGL 40411. Twentieth-Century British in film and literature, and a review of development Victorian Literature Women Writers in a wider cultural and historical context. (3-0-3) (3-0-3) A survey of selected works of 19th-century Victorian Modern and postmodern fiction (and some nonfic- ENGL 40512. Versions of the Gothic literature. tion prose) by British women. Authors may include (3-0-3) Woolf, Butts, Rhys, Cunard, Richardson, Car- A survey of Gothic fiction in England and Ireland ENGL 40339. The Very Long Victorian Novel rington, West, Mansfield, Carter, and Winterson. fom the mid-18th century to the Victorian Age. (3-0-3) Maurer A close reading of selected 19th-century British ENGL 40412. Twentieth-Century British Novels ENGL 40513. Culture and Politics in Northern novels. (3-0-3) Ireland In looking at several British novels, each published at (3-0-3) ENGL 40340. Celebrity, Scandal, and different moment of the 20th century, students will Using a broad range of texts—drama, fiction, poetry, Obscurity: The Nineteenth-Century Poet explore how art, in this case literature, engaged, or film, painting, and documentary material—an ex- (3-0-3) Mahoney did not engage, the social world. amination of the politics of culture, and the cultures How 19th-century British Victorian poets courted, of politics, in the North of Ireland during the 20th simultaneosuly, celebrity, scandal, and obscurity. ENGL 40419. Gender, Sexuality, and Literacy century. Experiment in Post-War British and Irish ENGL 40403. Studies in Modern Poetry Poetry ENGL 40601. Voices of American (3-0-3) (3-0-3) Huk Renaissance This course focuses on four highly important and An analysis of British and Irish poetry written after (3-0-3) innovative, though still often underrated, poets: War War Two. A focus on the trope of “voice” as it shaped the lit- Velimir Khlebnikov, Gertrude Stein, Mina Loy, and eratures of the American renaissance period through Miron Biaoszewski. ENGL 40501. Contemporary Irish Drama an exploration of works by Emerson, Thoreau, Poe, (3-0-3) Dickinson, Whitman, Douglass, Melville, Stowe, ENGL 40404. Early British Modernism A close analysis of the dramatic literature produced Hawthorne, and a number of lesser known authors (3-0-3) by Irish playwrights during the latter half of the 20th and oral performers. An analysis of the early stages of British Modernism century. as the novel shifted (in some cases) away from the ENGL 40602. Tragedy: Shakespeare and predominant forms of Victorian Realism and toward ENGL 40503. Anglo-Irish Identities 1600–1800 Melville the more experimental structures of the early 20th (3-0-3) (3-0-3) Staud century. An exploration of the complex and contested Using concepts of tragedy as a linking principle, this cultural, political, and ideological identities of the course reads several Shakespearean plays and then ENGL 40405. Postmodern British Poetry Anglo-Irish. Moby-Dick, noting Shakespeare’s influence on the (3-0-3) American novelist. Study of competing galaxies of late-20th-century ENGL 40504. Gothic Images in Modern British poets, for whom more than art was at stake: Literature ENGL 40603. Realism and Naturalism in agendas of race, gender, region, class, and other cul- (3-0-3) American Literature tural materials. An exploration of the ways in which such themes (3-0-3) as doubling, haunting, terror, and sexual anxiety, An examination of American literature between the ENGL 40406. Methods: T.S. Eliot themes that inhere in the Gothic novel, operate in Civil War and World War I in relation to the literary (3-0-3) modernist fiction. movements known as realism and naturalism. A close reading of Eliot’s religious poetry, principally his “Four Quartets.” ENGL 40505. Studies in Six Irish Writers ENGL 40604. Nature in American Literature (3-0-3) (3-0-3) ENGL 40407. Seminar: The Modern W.B. Yeats, Elizabeth Brown, Bram Stoker, J.M. This course examines the central and changing role Revolution Synge, Seamus Heaney, and Medbh McGuckian. of nature in American literature, from the typologi- (3-0-3) cal eschatology of the Puritans to the pop-culture A focus on the first quarter of 20th-century British ENGL 40506. Modern Irish Drama apocalypticism of Don DeLillo’s White Noise. literature in order to tease out the relationships be- (3-0-3) tween revolutions in art and seismic social change. A study both the drama produced by the playwrights ENGL 40605. The American Scene of the Irish literary renaissance—W.B. Yeats, J.M. (3-0-3) ENGL 40408. Five Modern Poets Synge, Lady Gregory, and Sean O’Casey—and the “To make much so much money that you won’t, that (3-0-3) political struggle for Irish independence that was tak- you don’t mind, don’t mind anything—that is abso- Close readings of three British—David Jones, W.H. ing place at the same time. lutely, I think, the main American formula.” Henry Auden, and Geoffrey Hill—and two Irish poets— James, The American Scene, 1907. “Greed, for lack W.B. Yeats and Seamus Heaney. ENGL 40509. Modern Irish Drama of a better word, is good, is right, it works...and it (3-0-3) will save that malfunctioning corporation called the ENGL 40410. Existentialism: Philosophy and In this course, we will study both the drama USA,” Gordon Gecko, Wall Street, 1987. After a 20- Literature produced by the playwrights of the Irish literary year absence, Henry James returned to America to (3-0-3) renaissance—Yeats, Synge, Lady Gregory, and examine the country of his birth. His tour brought We will read representative literary and philosophical O’Casey—and the political struggle for Irish inde- him to the above quoted and dismaying conclusion. texts by Sartre (excerpts from B, Nausea, a few plays), pendence that was taking place at the same time. This course tries to contextualize and understand Beauvoir (The Philosophy f Ambiguity, excerpts from James’s remark by placing it within a broader The Second Sex, A Very Easy Death, a novel and/or ENGL 40511. Irish Film and Culture atmosphere of late 19th- and early 20th-century excerpts from A Memoir), and Camus (Myth of (3-0-3) American culture. We’ll look at works that predate, Sisyphus, excerpts from The Rebel, The Stranger, The Corequisite(s): ENGL 41005 are contemporary with, and follow James’s American Plague, and/or The Fall). An examination of the dominant images of Ireland 134

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tour. We’ll look at works of literature and biogra- ENGL 40706. Lost Generation ENGL 40715. American Religious Imagination phy, of politics and philosophy, and of theology (3-0-3) (3-0-3) and economics. Throughout, we will keep circling This course studies the writings of authors, mostly Beginning with Ralph Waldo Emerson and ending around and back to James’s notion of “The Main Americans, who achieved prominence in the 1920s: with Harold Bloom, how Christianity has been refig- American Formula” and asking not only what exactly Hemingway, Fitzgerald, H.D., Stein, Cummings, ured in America. he meant, but how other major thinkers of the age Hughes, and others. understood or conceived of an “American Formula,” ENGL 40716. Crossing Color Lines and how that “formula” could be measured at the ENGL 40708. Poetry and Performance (3-0-3) level of the individual, the corporation, the country, (3-0-3) An exploration of the conflicted and contradictory and, with Conrad’s Nostromo, the world. Readings An investigation of the meeting-ground of poetry, ways in which racial and ethnic identities have been will include works of the following authors: Joseph conceptual art, new music, and performance art. constructed and mediated in American culture. Conrad, Theodore Dreissner, Henry Ford, Henry James, Theodore Roosevelt, Thorstein Veblen, and ENGL 40709. The American Novel between ENGL 40717. American War Literature Edith Wharton. In addition, we will view several the Two World Wars (3-0-3) (3-0-3) movies whose focus is directly related to the course’s Beginning with Mary Rowlandson’s captivity narra- This course pays particular attention to the different central questions. tive and ending with Tim O’Brien’s The Things They social contexts from which narratives emerged in Carried, an exploration of the aesthetic, historical, order to see how novels participated in the contem- ENGL 40606. Mark Twain and theoretical functions and values of war writing (3-0-3) Werge porary cultural and political debates. Each of these in the United States. A study of Twain’s life and writings in light of the works probes some defining notion of American history of ideas and the literary, political, philosophi- identity, asking who or what constitutes “America.” ENGL 40720. Manhattan: 1950–65 cal, and religious currents of 19th-century America. We will also attend to that question by discussing (3-0-3) each narrative’s formal characteristics and how they An examination of the vibrant Manhattan art com- ENGL 40701. The American Novel meet the author’s aims. munity in the 1950s and 1960s, with a particular (3-0-3) Werge emphasis on the intersections of poets and painters. A consideration of the forms and preoccupations of ENGL 40710. Some Strains in Twentieth- selected 19th- and 20th-century American novels, Century American Fiction ENGL 40725. Class, Labor, and Narrative with special attention to their major ideas and moral (3-0-3) (3-0-3) Sayers concerns. This course studies the interconnections among six This course explores the works of selected American of our best fiction writers of the last century, tracing writers addressing class and labor. ENGL 40702. American Film the dynamic aesthetic and moral development of (3-0-3) Krier American fiction from Fitzgerald through Heming- ENGL 40730. Great American Novels Presentations and discussions of the several genres of way, Faulkner, Hurston, and Walker to Morrison. (3-0-3) Lee film produced in America since the early 1900s. Close readings of selected classic American novels. ENGL 40711. Women’s Autobiography ENGL 40703. Poetry and Pragmatism (3-0-3) ENGL 40735. Witnessing the Sixties in (3-0-3) A close analysis of women’s life narratives and poetry, America An exploration of the complex relationships between based on the following questions: How do women’s (3-0-3) Giamo poetry, philosophy, and science at the end of the narratives affirm or challenge cultural norms? How Beginning with a review of post-World War Two au- 19th century and the beginning of the 20th century do concepts such as “high” and “low” art impact the thors, a close analysis of both fiction and nonfiction through American poets as evinced in the works of reading of women’s autobiographical literature? And written in America in the 1960s, with a particular Emily Dickinson, Robert Frost, and Wallace Stevens. can lines be drawn between fiction and nonfiction emphasis on the Vietnam experience and the devel- when studying autobiography? opment of the counter culture. ENGL 40704. Methods: Contemporary American Poetry ENGL 40712. American Fiction ENGL 40740. Literature and Consumer (3-0-3) (3-0-3) Culture An exploration of the aesthetic, literary, and social A close examination of major mid-20th-century (3-0-3) Meissner significance of poetry, focusing on such issues as American novelists. This course traces the social changes that accompa- language itself, representation, history, power, and nied America’s movement from early retailing to a gender. ENGL 40713. And Now: Literature as full-blown consumer culture. Beginning with rep- Contemporary Art resentations from the later part of the 19th century, ENGL 40705. Kerouac and the Beats (3-0-3) particularly of the development of Chicago as a mail (3-0-3) A close reading and analysis of all writers who made order capital of the world and moving into the pres- This seminar will re-examine Kerouac and his prose presentations during the spring 2004 “And Now: ent through an examination of television shopping in relation to Beat subculture and the larger context Literature as Contemporary Art” conference at Notre networks, this course will use material from a variety of post-World War II American society. Although Dame. of perspectives and diciplines to examine what be- the work of other Beat writers, such as William S. came a wholesale transformation of American life. Burroughs, Allen Ginsberg, and Gary Snyder will be ENGL 40714. City in American Literature In attempting to trace the trajectory of change from considered, the primary focus will be on Kerouac. (3-0-3) a country often identified by its rural isolation to Moreover, the seminar will question the cultural An exploration of the connections between literary a country of relentless publicity, from the farm to codification of Kerouac as “King of the Beats” and representations of the city and social identity in a Paris Hilton, (who returned to The Simple Life), we advance the notion that he was a prose artist on a variety of American literary texts from the 1890s to will look at a series of linkages each of which played spiritual quest. Or, as Ginsberg aptly put it—an the present. a specific and contributory role in the cultural shift “American lonely Prose Trumpeter of drunken Bud- toward a fully saturated consumerism. For instance, dha Sacred Heart.” the early mail order catalogue empires of Aaron Montgomery Ward and Richard Warren Sears depended on the capacity of the railroad and postal 135

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service to transport their goods from shopping cata- ENGL 40807. African-American Literature ENGL 40902. Joyce: Introduction to Critical logues to country kitchens, goods that went beyond (3-0-3) Theory kitchen utensils, clothes, ornaments, and shoes to in- A historical and thematic account of the rise and (3-0-3) clude assembly-ready homes. South Bend has several achievement of African-American authors over sev- An exploration of the challenges to structuralism Sears and Roebuck homes and part of our class time eral centuries. represented by post-structuralism (Derrida), new will be spent in looking at these houses in the con- historicism (Foucault), psychoanalysis (Freud, Lacan, text of the course themes. All of our discussion will ENGL 40808. Latino Poetry Kristeva), discourses of race and gender (W.E.B. take place against the backdrop of a larger question (3-0-3) DuBois, Audre Lorde, Luce Irigaray, Hortense Spill- about the democratization of desire, about whether A study of prominent contemporary Latino/a poets ers, and Judith Butler) and post-colonialism (Said) American culture became more or less democratic whose work has enriched and diversified the canon through the reading of James Joyce’s A Portrait of after the introduction of the mail order catalogue. of American poetry in the last 20 years. the Artist as a Young Man from these various critical Thus, the linkage between the cataloque, the home perspectives. shopping network, and the notion that freedom to ENGL 40809. Constituting Americans desire goods is a measure of democratic freedom. Of (3-0-3) ENGL 40906. Gender and Culture course, the possibilites for manipulation and control An exploration of life writings and issues of self- (3-0-3) Ellmann are also limitless. representation in the African-American expressive An introduction to literary theories of gender and cultural tradition from 1850 to 1905. culture in film, literature, and other media. ENGL 40745. Perspectives on Nature and Environment in America ENGL 40810. Caribbean Voices ENGL 41001. Film Melodrama Lab (3-0-3) Doppke (3-0-3) (3-3-0) Throughout American history, those who took An introduction to the literature of Anglophone During the lab times, certain films will be viewed for a hand to alter nature—or raised one to preserve Caribbean. further discussion in class. it—have rarely been concerned exclusively with the continent’s ecosystems. Rather, they saw them- ENGL 40811. Native-American Literature ENGL 41005. Irish Film and Culture Lab selves as advancing lofty ideals, such as progress or (3-0-3) (3-1-0) freedom. After a general introduction to American This course serves as an introductory explora- Corequisite(s): ENGL 40511 environmental history, this course examines how tion of the literatures written by Native American nineteenth and twentieth century American explor- authors—oral literatures, transitional literatures (a ENGL 43102. Seminar: Religion and Literature (3-0-3) ers, activists and writers have understood our altera- combination of oral and written expression), and A consideration of the forms, ideas, and preoccupations to landscape and river, and what the stakes are contemporary poetry and prose. tions of the religious imagination in literature and for modern environmentalists who seek to preserve of the historical relationships between religious faith what wilderness remains. ENGL 40812. African-American Poetry and Poetics and traditions and particular literary works. The (3-0-3) conflicts and tensions between modern gnosticism, ENGL 40801. “Our America”: Exploring the An examination of poetry and poetics by black Hyphen Between African and American in in literature and ideology, and the sacramental imagi- Americans from the beginnings to the present. African-American nation will constitute a recurring point of focus. (3-0-3) Irving We will also lend special attention to the vision and Close readings of various 20th-century African- ENGL 40820. Writing Harlem: Race, imagery of the journey and wayfarer and the con- American literatures, with foci on how “black subjec- Renaissance, and the Modern flicts and affinities between private and communal (5-0-3) Johnson-Roullier tivity” is created; the relationship between literature, expressions of faith. A study of the historical, cultural, and political history, and cultural mythology; the dialectic of free- circumstances that led to the flowering of African- dom and slavery in American rhetoric; the American ENGL 43103. Seminar: Imperialism and Its American literature in Harlem in the 1920s and obsession with race; and the sexual ideology and Interlocutors 1930s. competing representations of domesticity. (3-0-3) By canvassing the Age of Empire, this seminar exam- ENGL 40830. Passing and Fictions of Race ENGL 40802. African-American Women ines articulations of imperialism in the late Victorian (3-0-3) and early Modernist British imagination and con- Writers A critical examination of how “fictions” in the ar- (3-0-3) temporaneous or subsequent responses of resistance tistic sense (novels, stories, and movies) have both An exploration of the works of several African- to it. “Imperial” writers may include Cary, Conrad, fostered and challenged “fictions” in the ideological American women writers, including Alice Walker, Forster, Rider Haggard, and Kipling; “interlocutors” sense, that is, the lies and mystifications about race Toni Morrison, Audre Lorde, and June Jordan, spe- may include Achebe, Naipaul, Kincaid, and Rhys. that pervade American cultural life. cifically the relation these writers have to the larger American culture and what they have to say about ENGL 43201. Seminar: The Pearl Poet ENGL 40858. Introduction to African-American our collective vision and future. (3-0-3) Literature Close readings of the Arthurian romance of Gawain, (3-0-3) Wilson Patience (the whimsical, pre-Pinnochio-and-Gepetto ENGL 40803. Women of Color A broad introduction to the major writings of (3-0-3) paraphrase of the story of Jonah and the whale), African Americans. A critical examination of the literature and scholarly Cleanness (a series of homiletic reflections of great writings about literature from “women of color” power, beauty, grim wit, and compassionate insight ENGL 40901. Feminist Theory across disparate cultural backgrounds. (3-0-3) centered on varying conceptions of “purity”), and An exploration of the main literary and artistic Pearl (the elegiac dream-vision that begins with the ENGL 40806. Growing Up Latino: Narrative movements of the historical European avant-garde: mourning father who has lost a young daughter, then and Literature Cubism, Vorticism, Italian and Russian Futurism, moves with amazing grace from the garden where (3-0-3) Dada, and Surrealism. he grieves into a richly envisioned earthly paradise An exploration of the narratives/stories written by where he is astonished to re-encounter his lost Latino/a writers and what these works say about personal as well as cultural identities. 136

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“Pearl,” who then leads him to the vision of a New ENGL 43210. Seminar: Shakespeare’s ENGL 43402. Seminar: “God” in Postmodern Jerusalem whose post-apocalyptic landscape is popu- Religions British Poetry lated exclusively by throngs of beautiful maidens). (3-0-3) (3-0-3) A critical analysis of religious influences and iconog- A multifaceted analysis of modes of “belief” in post- ENGL 43202. Seminar: Milton and His raphy in selected Shakespeare plays. modern British poetry, with a particular emphasis on Contemporaries how the operations of ancient Hebraic and Christian (3-0-3) ENGL 43211. Seminar: Ideas of Justice texts come back into practice for these writers, and A close analysis of differing, and divergent, ways (3-0-3) why those earlier frameworks for conceptualizing of seeing and representing reality in 17th-century An examination of various ideas of justice in early language and “saying God,” or failing to say it, seem Dutch painting and English poetry. modern culture, from the trials of Socrates and Jesus newly hospitable in the face of deconstructive post- to Shakespeare and Milton. modern theories about “the word.” ENGL 43203. Seminar: Shakespeare and His Contemporaries ENGL 43215. Seminar: Love and Society in ENGL 43403. Seminar: Gender and (3-0-3) Renaissance Poetry Modernism This seminar places Shakespeare’s plays within the (3-0-3) Hammill (3-0-3) vibrant world of Tudor-Stuart drama. How depictions of “love” in selected Renaissance An intensive study of “feminine” or “women’s” poetry reflected notions of “love” in the larger Re- modernism: modernist aesthetics read in relation to ENGL 43204. Seminar: Medieval Romance naissance society. questions of race and gender; the formation of liter- (3-0-3) ary modernism’s often tense relation to mass culture; An intensive analysis of medieval romance literature ENGL 43301. Seminar: Virtue, Sex, and the the development of political and literary avant-garde both in England and on the continent, beginning Good Life: Eighteenth-Century Novels cultures (with specific emphasis on those marked by with the work of Chretien de Troyes and includ- (3-0-3) gender and race such as the suffrage movement and ing Chaucer’s Troilus and Criseyde and Malory’s The 18th-century novel deals with the questions of the Harlem Renaissance); the development of mod- Arthurian legends, focusing on the role of women in social, political, sexual, and economic identities and ern discourses of sexuality; the intimate and complex romance narratives, the relationship of the romance choices in a time of great change, and this course relationship between modernism and race; and the to history, modifications of and developments in the examines several novels representative of the time special attention given to women’s experiences of Arthurian tradition over time, and the place of the period. modernity, especially in relation to those aspects of other (the foreign, the monstrous, the magical) in culture typically excluded from definitions of the ENGL 43302. Seminar: Jane Austen the romance. modern (shopping, maternity, consuming popular, (3-0-3) sentimental fictions, etc.). ENGL 43205. Seminar: American Women Research in the novels of Jane Austen. Writers ENGL 43409. Seminar: Woolf and Bloomsbury ENGL 43303. Seminar: Victorian Fiction (3-0-3) (3-0-3) Green (3-0-3) This course will focus on the work of women writers An analysis of the novels, essays, art, and political A close reading of five late-Victorian novels—Trol- after World War II and up to the end of this past writings of some of the members of the Bloomsbury lope’s The Eustace Diamonds, James’s Portrait of a century, with the idea of gaining an understanding Group—including Woolf, E.M. Forster, Roger Fry, Lady, Hardy’s Tess of the D’urbervilles, Eliot’s Daniel of the range of women writers in this country during and Leonard Woolf—in order to explore the com- Deeronda, and Collins’s Armadale—that organize this period. plex moments of cross-fertilization, critique, and themselves around the thoughts and deeds of “bad revision that define their encounters, along with no- girls.” ENGL 43206. Seminar: Medieval Dream tions of a “feminine” or “women’s” modernism. before Freud (3-0-3) ENGL 43304. Seminar: Nineteenth-Century Close readings of selected works from the medieval British Novel ENGL 43501. Seminar: James Joyce (3-0-3) textual tradition in English where dreams hold a cen- (3-0-3) Vanden Bossche Close readings and discussion of Joyce’s Dubliners, A tral place in the inscription of meaning. The British novel, 1830–60, as a popular medium through which writers explored serious concerns: E. Portrait of the Artist as a Young Man, and Ulysses. ENGL 43207. Seminar: Everybody’s Bronte, Gaskell, Dickens, Collins. Shakespeare ENGL 43502. Seminar: Contemporary Irish (3-0-3) Literature ENGL 43305. Seminar: Victorian Radicals (3-0-3) Harris A close analysis of Shakespeare’s plays (including (3-0-3) Irish drama, fiction, and poetry of the second half of tragedies, comedies, and romances), as well as a “Fringe” characters in, and elements of, British the 20th century. number of contemporary “re-visions” of those works Victorian Literature, with a particular emphasis on by authors of varying cultural, ethnic, or gender a modern world being increasingly defined in eco- ENGL 43503. Seminar: Ango-Irish Identities nomic terms. backgrounds. 1600–1800 (3-0-3) ENGL 43208. Seminar: Enlightenment Drama ENGL 43401. Seminar: Modernism and Focusing on the 200-year historical period that was (3-0-3) Modernity crucial in the formation of “Ireland,” this course ex- A close study of drama, tragic, and comic, after (3-0-3) plores the complex and contested cultural, political, Shakespeare. By engaging a wide variety of modern writers rang- and ideological identities of a group we have come to ing from D.H. Lawrence, T.S. Eliot, Larsen, Fauset, call the Anglo-Irish, including Swift, Berkeley, Edge- ENGL 43209. Seminar: Chaucer Barnes, Rhys, Woolf, Langston Hughes, and West, to worth, and Goldsmith. (3-0-3) Lewis, Joyce, and Beckett, the changing contours of In this course, we will read The Canterbury Tales literary modernism in the larger context of the philo- ENGL 43504. Seminar: Modern Irish Fiction from start to finish, focusing on questions of genre, sophical, social, and political cultures of modernity. (3-0-3) poetic voice and authority, the relationship of history A close examination of the works of major Irish writ- to literature, the development of character, and the ers of fiction after the Second World War—Flann emergence of vernacular poetry in English. 137

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O’Brien, Frank O’Connor, Mary Lavin, Patrick ENGL 43805. Seminar: Twentieth-Century 92001. Practicum: Teaching Writing Kavanagh, Edna O’Brien, Michael MacLaverty, Sam Black Women Writers 90092. Practicum: Teaching Creative Writing Hanna Bell, and Brian Moore. (3-0-3) 92003. Practicum: Preparation for the A close examination of major 20th-century African- Profession ENGL 43601. Seminar: Landscape in American women writers. 92002. Practicum: Writing for the Profession American Literature (3-0-3) ENGL 43806. Seminar: Caribbean Voices A thematic reading of “landscape” in American Lit- (3-0-3) erature from the Puritans to Toni Morrison. An introduction to the literature of the Anglophone Caribbean. ENGL 43701. Seminar: Southern Fiction (3-0-3) ENGL 43810. Seminar: Latino Literature Close readings of Southern fiction from 1900 (3-0-3) to 1960, including Chopin, Glasgow, Toomer, A close examination of the historic, cultural, and Faulkner, Wright, Ellison, Hurston, Warren, Welty, artistic foundations of selected Latino writers. and O’Connor. ENGL 46001. Directed Readings ENGL 43702. Seminar: Suffragettes and (3-0-3) Literature ENGL 20503, Northern Irish Writing and Politics (3-0-3) M-F 10:20–12:30, 6/19–7/10 Mary Smyth (Cross- A close study devoted to tracing and defining listed with IRST 30204). This intensive course will the feminist literary cultures of the 20th century chart the links between politics, history, and culture through, first, reading the writings created during in the partitioned North of Ireland over the past 80 the “First Wave” of feminist activism that defined years or so. Both Ulster unionist and Irish national- women’s militant and nonmilitant struggle for the ist ideologies will be explored through the writings vote at the beginning of the last century, followed of the following Irish writers: Frank McGuinness, by exploration of the feminist writing and thought Brian Friel, Sam Thompson, Seamus Deane, Seamus that followed the suffrage movement and paved the Heaney, Anne Devlin, Eoin MacNamee, Ciaran way for discussions of Women’s Liberation in the Carson, and Thomas Kinsella, among others. We “Second Wave.” will read drama, fiction, and poetry. There will also be a cinema element built into our survey of this ENGL 43801. Seminar: Women of Color complex conflict. (3-0-3) An examination of the literatures of “women of ENGL 47999. Special Studies color,” encompassing the linguistic, national, ethnic, (3-0-3) and cultural experiences and connections among Independent study under the direction of a faculty women of color in cultural diasporas around the member. world, and how these women use their work to (re)map the “margin,” recreating it as a place of con- ENGL 52999. Honors Thesis nection and conversation, rather than exclusion and (3-0-3) otherness. Arranged by deartment honors program advisor. Credits for research and writing honors thesis. ENGL 43802. Seminar: Black Cultural Studies (3-0-3) Graduate Courses. Courses numbered between This interdisciplinary course considers the conflicted 50000 and 59999 are open to qualified students. ways in which “racial” identities and differences have Description of these courses and of graduate work been constructed throughout US culture. in English is in the Graduate School Bulletin of Information. ENGL 43803. Seminar: American War 90013. Graduate Fiction Workshop Literature 90032. Graduate Poetry Workshop (3-0-3) 90091. The Writing Profession Beginning with Mary Rowlandson’s captivity narra- 90091. Literary Publishing tive and ending with Tim O’Brien’s The Things They 90110. English for Non-Native Speakers Carried, an exploration of the aesthetic, historical, 90101. Introduction to Graduate Studies and theoretical functions and values of war writing 90904. Philology and Weltliteratur in the United States. 90232. Old English Literature 90233. History Plays of Shakespeare and ENGL 43804. Latino Poetry Historiography (3-0-3) 90311. Studies in Eighteenth-Century Literature This course will focus on several prominent con- 90304. Nineteenth-Century British Novel temporary Latino and Latina poets—among them, 90409. Modernism and Modernity Gary Soto, Lorna Dee Cervantes, Victor Hernandez 90511. Memory, Meaning, and Migration Cruz, Martin Espada—whose work has enriched and 90410. Crisis, Criticism, Cubism diversified the canon of American poetry. 90805. Latino/a Literature 90705. Twentieth-Century Poetics 138

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we seek to provide the creative and technological General Electives Film, Television, tools for student scholar/artists to build a basis for Introduction to Film and Video Production advanced study and professional careers in the arts and Theatre Writing for Screen and Stage I and II should they so desire. It is our hope that those whose The Art and Science of Film Production Chair: work and determination lead them to seek careers in Film and Digital Culture Peter Holland these fields will be challenged and assisted by their History of Documentary Film Associate Chair and Director of Undergraduate Studies: liberal arts curriculum. Our courses provide tools to Topics in Media Theory, History, and Research: James M. Collins understand the analytical, technical and imaginative Film and Popular Music Director of Theatre: processes of the field, whether pursued as future Kevin Dreyer work, study, or as an enhancement of intellectual International Electives (30000 and 40000 Level) McMeel Family Chair in Shakespeare Studies life. Peter Holland Italian National Cinema The William and Helen Carey Assistant Professor in Most FTT courses fulfill the University fine arts Comedy Italian Style Modern Communication: requirement. French Cinema Susan Ohmer New Iranian Cinema For more information and up-to-date listings Director of Summer Shakespeare: Irish Cinema and Culture of courses and FTT events, visit the Web at Gerald P. (Jay) Skelton Australian Cinema www.nd.edu/~ftt. Professors: Hong Kong: Action Cinema in a Global Context James M. Collins; Donald Crafton; Vincent Program of Studies. Students interested in the Friedewald Jr. (visiting); Luke Gibbons (con- major are encouraged to visit the departmental Upper-Level Electives current); Jill Godmilow; Peter Holland; Mark office (230 Marie P. DeBartolo Performing Arts Shakespeare and Film C. Pilkinton; John Welle (concurrent) Building) for information about the programs and Intermediate Film Production Associate Professors: department faculty. You also may visit our website at Advanced Film Production Reginald F. Bain (emeritus); Kevin C. Dreyer; www.nd.edu/~ftt. Advanced Digital Video Production Rev. Arthur S. Harvey, CSC (emeritus); Sex and Gender in Cinema Step-by-step instructions for becoming a major are Frederic W. Syburg (emeritus); Pamela Wojcik Topics: Film Noir available on our website. All students declaring a ma- Assistant Professors: Topics: Sound Design jor first must obtain the signature of the department Wendy Arons; Christine Becker (on leave fall Contemporary Hollywood chair or associate chair and a departmental faculty 2005); Jessica Chalmers; Emily Phillips; Susan Postmodern Narrative advisor will be assigned, with whom the student will Ohmer; Gerald P. (Jay) Skelton; consult to prepare a plan of study reflecting their Christopher Sieving (visiting); William L. Television Studies Concentration educational interests and goals. Students may elect Wilson (visiting) 30 credit hours to major in the department as either a first or second Professional Specialists: major in accordance with college guidelines. 3 required core courses: Richard E. Donnelly Basics of Film and Television Associate Professional Specialists: Normally, students concentrate in either film, televi- History of Television C. Ken Cole; Theodore E. Mandell; Siiri Scott sion or in theatre. At least 30 credit hours are needed Film and Television Theory Assistant Professional Specialists: to complete the major. The film concentration re- 7 electives (3 at the 40000 level) William Donaruma; Karen Heisler (visiting) quires at least one elective on an international subject Instructors: and at least three upper-level courses. The theatre Introduction to New Media Gary Sieber (adjunct) concentration offers a supplementary major requir- Principles of Mass Communication ing 24 credit hours. Broadcast Journalism The Department. The Department of Film, Tele- History of Film II (A major combining courses from different concen- vision, and Theatre curriculum includes study of the Writing for Screen and Stage I and II trations is possible with approval of the department arts of theatre and performance, film and video, and Introduction to Film and Video Production chair.) television. Our goal is to provide students with intel- Film and Digital Culture lectual and intuitive resources for analysis and pro- The Department of Film, Television, and Theatre Topics in Media Theory, History, and Research duction of these performing and media arts. We seek participates in two international programs by cross- Broadcasting and Cable both to encourage and inspire intellectual discipline listing courses and sponsoring internships. For more Sports Journalism and curiosity as well as to discover and nurture stu- information, see the Bulletin descriptions for the Entertainment and Arts Law dent creativity. We offer, therefore, both a scholarly Dublin program and the London program. Media Ethics and creative context for education of the general lib- Media and the Presidency Several courses are offered in the summer session, eral arts student at Notre Dame as well as the indi- Advanced Digital Video Production including FTT 10101/20101 and 10701/20701. vidual seeking an intensive preparation for advanced Contemporary Hollywood See the Summer Session Bulletin for availability and study in these fields. In an interdisciplinary spirit of Media Culture further information. collaboration, students in this department investigate Media Internships film, television, and theatre (and occasionally other Film Concentration Special Studies media) as complex cultural phenomena to develop 30 credit hours Issues in Film and Media skills in analysis, evaluation, and theory formation as well as to engage in creative production. 4 required core courses: Theatre Concentration Basics of Film and Television 30 credit hours Students graduating from this department have nu- History of Film I merous postgraduate choices. Many of our graduates History of Film II 4 required core courses: seek careers in law, medicine, business, education, Film and Television Theory Theatrical Production (formerly Stagecraft) public service, or other professions. Others will pur- 6 electives (3 at the 40000 level and 1 international Theatre, History, and Society sue careers in theatre, film, or television. However, elective) Script Analysis and Dramaturgy we are not a professional training program. Rather, Performance Analysis 139

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Group B sound. Students will consider topics in film and FTT 20002. Stagecraft: Theory and Practice Stage and Production Management television studies such as authorship, genre, stardom, (3-0-3) Cole Costume History and feminism. Focusing on classical Hollywood and A practical introduction to techniques, processes, Scene Design and Methodology American TV, the course will also introduce students and materials. The student will explore traditional Lighting Design and Methodology to international and/or alternative cinemas and tele- and modern stagecraft methods: carpentry, rigging, Costume Design and Methodology vision styles. Evening screenings are required. Serves basic scenic painting as well as basic technical draft- CAD for the Stage as prerequisite to most upper-level courses in film ing, design ideas, equipment use, safety, material and television. handling, and problem solving. Students will gain Group C practical experience participating on realized projects Acting Process FTT 10401. Introduction to the Fine Arts and productions. Writing for Stage and Screeen I (1-0-1) Martin Make-Up for the Stage This one-credit, interdisciplinary seminar is designed FTT 20009. Broadway Theatre Experience Voice and Movement to introduce first-year students to some of the (1-0-1) Directing Process University’s finest art treasures. Students will have This short course offers students the opportunity Writing for Stage and Screen II an opportunity to enjoy the arts at Notre Dame to experience theatre at its finest. The course will Audition Seminar from a vantage point of academic preparation, direct include three days and two nights in New York Acting Shakespeare personal observation and experience, and the insights City where we will see four professional produc- of those who work in the arts. The following is a tions: three Broadway shows (a musical, a comedy, Complementary Nature of Departmental Con- sample of the topics to be explored in the course: the a drama) and one off-Broadway show. The trip will centrations. There is a strong creative and scholarly Mesoamerican and the Rembrandt collections in the include a talkback with professional theatre artists as relationship in the mix of courses and activities of Snite Museum of Art, the work of the Actors From well as a backstage tour of a current Broadway show. the department of which students should be aware. The London Stage and the Notre Dame Film, Tele- The course has a lab fee ($819/quad; $849/triple; The concentrations offered by this department can vision and Theater Department, the art of Ivan Mes- $879/double; $1,029/single), which includes round- provide many complementary areas of creative and trovic as found on campus, the Dante collection in trip bus and air transportation from Notre Dame to technical study for students involved in film and the Rare Book Room, and a selection of on-campus the Hotel Edison in Manhattan, two nights at the hotel, best seats available for the four shows, and television production, as well as overlapping his- classical and jazz concerts. Preparation to enjoy these and other topics will be built on pertinent readings, the theatre talkback and backstage tour. Prior to the torical, theoretical and critical concerns. Similarly, class discussions, and short written assignments, as tour, the class will meet to discuss the shows that those concentrating in theatre are urged to avail well as tours, guest-led discussions, and attendance will be seen, to become familiar with theatre conven- themselves of the many opportunities for production at exhibits, plays, films, and concerts. First-year tions, and to understand the structure and develop- experience and critical, cultural and theoretical stud- students ONLY. Does not count toward the fine arts ment of professional theatre in America. The course ies offered by the theatre faculty. requirement will include the keeping of a journal by each student Cocurricular Activities. The department encourages and will culminate with a paper discussing aspects of non-majors to elect courses, participate as audience FTT 10701. Introduction to Theatre the plays that were seen. No prerequisite. By applica- in our extensive film and theatre series, and involve (3-0-3) Cole, Donnelly tion only. Required field trips. themselves in film, television, and theatre production A study of theatre viewed from three perspectives: as a means of informing and complementing their historical, literary, and contemporary production FTT 20101. Basics of Film and Television liberal arts education at Notre Dame. Occasional practices. Through lectures, readings, and discussion, (3-0-3 ) Magnan-Park, Sieving, Wojcik guest artists and lecturers are also sponsored by the students will study this art form and understand Corequisite(s): FTT 21101 department. Information on all department-spon- its relevance to their own life as well as to other This course introduces students to the study of film sored activities is available in the department office art forms. A basic understanding of the history of and television, with particular emphasis on nar- and on the department’s website. theatre and the recognition of the duties and respon- rative. Students will learn to analyze audio-visual sibilities of the personnel involved in producing live form, including editing, framing, mise-en-scene, and Course Descriptions. The following course de- theatre performances will allow students to become sound. Students will consider topics in film and scriptions give the number and title of each course. more objective in their own theatre experiences. television studies such as authorship, genre, stardom, Lecture hours per week, laboratory hours per week and feminism. Focusing on classical Hollywood and and credits each semester are in parentheses. The FTT 10900. Script Analysis and Dramaturgy American TV, the course will also introduce students instructor’s name is also included. Many courses (3-0-3) Arons to international and/or alternative cinemas and tele- require completion of prerequisite courses, early In this course, students will learn: (1) how to read vision styles. Evening screenings are required. Serves application and/or permission prior to registration and interpret a playscript for production (script anal- as prerequisite to most upper-level courses in film to assure the student’s readiness to take the course ysis) and (2) how to read and understand a dramatic and television. and to control numbers in the class. Students should text in terms of its historical and literary contexts discuss their interests and clarify course registration (dramaturgical analysis). FTT 20102. Basics of Film and Television requirements with the course instructors and/or their 5-0-3) Collins advisors. Virtually all courses in this department FTT 11101. Basics/Film and Television Lab The goal of this course is to introduce students to require attendance at cinema screenings (labs), plays (0-2-0) the critical analysis of visual storytelling. This sum- and other arts events. Corequisite(s): FTT 10101 mer we will be concentrating on films and television During the lab times, certain films will be viewed for programs that have acquired cult status. We will in- FTT 10101. Basics of Film and Television further discussion in class. vestigate how certain texts have gained this notoriety (3-0-3) Magnan-Park, Sieving, Wojcik by examining them as works of art and as products Corequisite(s): FTT 11101 FTT 13182. Fine Arts University Seminar of an entertainment industry. Feature titles include: This course introduces students to the study of film (3-0-3) Chalmers, Pilkinton Casablanca, Run Lola Run, Goodfellas, Swingers, and and television, with particular emphasis on nar- This writing-intensive course will be devoted to a The Sopranos. This course meets the University fine rative. Students will learn to analyze audio-visual variety of different topics in film, television, new arts requirement, and it is equivalent to FTT 104/ form, including editing, framing, mise-en-scene, and media, and theatre depending on the individual 204 and FTT 10101/20101. instructor’s interests. 140

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FTT 20231. Shakespeare in Film and to track and block a show. They will also learn ing quickly enough that those with some training (3-0-3) performance etiquette and documentation of a will find it useful. Ballet, if pursued correctly, can This course studies filmed adaptations of Shake- production. be a great help to those who engage in other move- speare’s plays. The students will examine how con- ment activities. While it is a stylized form, ballet temporary directors and actors have animated the FTT 20703. Introduction to Theatre fundamentals can provide a solid foundation for following plays: Romeo and Juliet, Othello, Richard 5-0-3) Donnelly actors, athletes, and even normal pedestrians. For III, Henry V, and Hamlet. We will view and discuss An introductory study of theatre viewed from three example, good ballet placement is also good posture. such diverse interpretations as Leonardo DiCaprio’s perspectives: historical, literary, and contemporary For the first class, dress comfortably and be ready to gun-toting Romeo, Natalie Wood’s singing Juliet, production practices. Students will gain a basic move. The only monetary investment for the course and Mel Gibson’s confused and college-bound Ham- understanding of live theatre performances with the is a pair of ballet shoes, which may be purchased at let. The artists we will study include Sir Lawrence goal of becoming more objective about their own The Ballet Shop in the nearby Town and Country Olivier, Ian McKellan, Kenneth Branagh, and Orson theatre experiences. This course is equivalent to FTT Shopping Center. Does not fulfill the fine arts re- Welles. (Meets University fine arts and literature 105/205 and FTT 10701/20701, and it meets the quirement. requirement.) University fine arts requirement.. FTT 21007. Writing for Screen and Stage 1 FTT 20280. Culture, Media, and Entertainment FTT 20900. Script Analysis and Dramaturgy (3-0-3) in China Today (3-0-3 Arons This class focuses on the basics of dramatic writing: (3-0-3) Noble In this course, students will learn: (1) how to read story, dialogue, character, and style. Students will This course is designed to provide students with an and interpret a playscript for production (script anal- develop three short scenes as stage plays or as screen- introduction to aspects of contemporary Chinese ysis) and (2) how to read and understand a dramatic plays. The last section will be devoted to developing culture, media, and entertainment. The class focuses text in terms of its historical and literary contexts one of these for public reading. on the development of China’s media and entertain- (dramaturgical analysis). ment industries, including the online industry, the This class is a prerequisite for Writing for Screen music industry, advertising, television, and the film FTT 21000. Irish and American Tap Dance and Stage II, which will be offered during the spring industry. Students will learn to critically analyze (1-0-1) semester. authentic cultural products, study their cultural and This course will teach a range of fundamental Ameri- literary dimensions, and discuss how culture affects can tap steps in addition to at least two finished tap FTT 21009. Performance Workshop I the political and economic aspects of these indus- dance pieces set to music. Several hard-shoe Irish tap (3-2-3) tries. This class aims to be interdisciplinary and is de- dances will be taught, and depending on the abil- This class represents an exciting new venture for signed to accommodate students from a large range ity of the students, several other completed dances Notre Dame theater, introducing students to the of academic interests, including business, marketing, are possible. The particular range of individual tap alternative practices of performance art and perfor- political science, economics, communication, media dances learned will permit the student to use these mance theater. Bringing together painters, video studies, music, sociology, literature, film, cultural steps and expand them to fit a wide diversity of mu- artists, musicians, and writers (among others), studies, and Asian studies. sic types and rhythms. Although the class is intended performance has emphasized modernist and avant- for students who have never learned tap previously, garde experimentation. The work of these and other No prior knowledge of China or the Chinese lan- both elementary and middle-range students have artists are studied through readings and film and guage is required found the class suited to their needs. Tap shoes are video documentation. Students also will be asked a necessity and should be purchased before the class to use these examples as models to create a series of FTT 20480. Introduction to New Media begins. Does not fulfill the fine arts requirement. their own short performance pieces. Students at all (3-0-3) levels and disciplines are encouraged to enroll. A The Internet, interactive computer technologies, FTT 21001. Acting: Process background in theater is not required—only a spirit and unprecedented ways of performing and express- (3-0-3) of collaboration and openness toward alternative uses ing ideas make an awareness of new media (broadly Prerequisite(s): See online Course Catalog for details. of character, text, space, lighting, and sound. defined) necessary. This course examines the history, The purpose of this class is self-discovery and growth application, and social impact of these new systems. as an actor. You will be introduced to basic principles FTT 21101. Basics/Film and Television Lab) and techniques for preparation and performance, as (0-2-0) FTT 20701. Introduction to Theatre well as a context for developing a working method- Corequisite(s): FTT 20101 (3-0-3) Cole, Donnelly ology for personal creative growth as an actor, the During the lab times, certain films will be viewed for A study of theatre viewed from three perspectives: creation of a role, realization of a scene, and an intro- further discussion in class. historical, literary, and contemporary production duction to the production process. You are expected, practices. Through lectures, readings, and discussion, therefore, to know and apply these principles and FTT 30000. National Theatre students will study this art form and understand processes. Scene work is prepared and rehearsed with (3-0-3) its relevance to their own life as well as to other a partner(s) outside of class for presentation in class. This course provides students with insight into the art forms. A basic understanding of the history of Written textual analysis (including detailed character development of European theatre, from Brecht- theatre and the recognition of the duties and respon- study) is required for all scene work. A critical jour- Weigel’s work at the Berliner Ensemble to the theatre sibilities of the personnel involved in producing live nal will reflect on assigned readings, responses to the works of Giorgio Strehler at the Piccolo (Italy), theatre performances will allow students to become work, and continuing assessment of personal growth. Peter Brook at the Buffes de Nord (U.K., France), more objective in their own theatre experiences. Ariane Mnouchkine at Theatre de Soleil (France), FTT 21005. Ballet I Peter Stein at the Schaubeuhne, Pina Bausch at Tan- FTT 20702. Stage Management (1.5-0-1.5) ztheater Wuppertal, and Heiner Mueller and Einar (3-0-3) Dreyer Ballet I is an exploration of fundamental ballet Schleef at the Volksbuehne and the Berlin Ensemble Prerequisite(s): See online Course Catalog for details. technique. It is an activity course that is heavily (Germany). Students are introduced to the main This course will explore the duties and functions dependent upon attendance. The course will be productions of these directors, their theatrical roots, of the stage manager in both the preproduction geared toward those who have had little or no ballet and their influence on contemporary European the- and production phases of the mounting of a show. training, with the intention of getting the class mov- ater and playwriting. Students will learn how to produce a promptbook 141

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FTT 30003. Playwriting and Screenwriting how Australian films fashion an Australian identity. unique qualities of the film medium in order to cre- (3-0-3) We will discuss Australia’s complex relationship to ate compelling portraits of a society in transition. This is a creative-writing course workshop that deals European and American culture, representations of The films we will watch cover a broad spectrum: with the principles of dramatic construction. The Aboriginal culture, women in the Australian cinema, reassessing Russia’s rich pre-Revolutionary cultural course examines consideration of character develop- the representation of the outback vs. the city, tour- heritage as well as traumatic periods in Soviet his- ment, plot structure, dialogue, and critical analysis, ism and the film industry, the role of film festivals, tory (World War II, the Stalinist era); grappling as well as and the evolution of dramatic form into and more. with formerly taboo social issues (gender roles, anti- cinematic narrative. Students can choose to work in Semitism, alcoholism); taking an unflinching look at either (or both) formats forms that is, theatre or film. FTT 30231. Comedy, Italian Style! new social problems resulting from the breakdown Students will develop plays or screenplays appropri- (3-0-3) of the Soviet system (the rise of neo-fascism, the war ate for later production within the department and An exploration of comic traditions in Italy: the in Chechnya, organized crime); and meditating on will analyze and evaluate each other’s creative work. popular film genre known as “comedy Italian style” Russia’s current political and cultural dilemmas (the Screenings and play performances outside of class are is analyzed in its historical development in the place of non-Russian ethnicities within Russia, Rus- may be required. 1950s and ‘60s, together with Italian film comedies sians’ love-hate relationship with the West). From from the silent period through the present. Roberto this complex cinematic patchwork emerges a picture FTT 30004. Makeup for the Stage Benigni’s new film version of Pinocchio, for example, of a new, raw Russia, as yet confused and turbulent, (3-0-3) to be released in the United States in December of but full of vitality and promise for the future. Short Prerequisite(s): See online Course Catalog for details. 2002, extends a long line of comic genius. The com- readings will supplement the film component of the Theory and practice of makeup design, including ba- media dell’arte, Goldoni’s comedy of manners, and course. sic, corrective, old-age, and special character makeup. the political farce of Nobel Prize winner Dario Fo provide further examples of a comic tradition that FTT 30235. Italian National Cinema FTT 30008. Love, Death, Revenge: Japanese continues to be a vital force of aesthetic pleasure and (3-0-3) Drama political comment. Requirements include attendance Corequisite(s): LLRO 41545 (3-0-3) at mandatory film screenings, participation in class Conducted in English, this course examines the con- An introduction to Japanese classical theater (Noh, discussions, a number of short papers, and midterm cept and reality of “national cinema” in the Italian Kyogen, Bunraku, and Kabuki) through readings and final exams. The class will be conducted in case. A history of one of the world’s most renowned and videotapes of selected plays. English. national cinemas focusing on the construction of national identity in film. FTT 30101. History of Film I FTT 30232. National Cinemas (3-0-3) Sieving (3-2-3) FTT 30237. Nazi Past in Postwar German Film Prerequisite(s): See online Course Catalog for details. Corequisite(s): FTT 31232 (3-0-3) Corequisite(s): FTT 31101 Every industrialized country, and many non-indus- How have German films since 1945 been trying to This course traces the major developments within trialized ones, have developed distinctive national deal with the Nazi past? How do Germans picture the history of US and international cinema from its cinemas. Often these productions are a dynamic mix their memories of the Third Reich? How do they beginnings to 1946. It will look at films from the of Hollywood influences, assertive local cultures, and define themselves within and against their country’s major cinematic movements and genres and from government control. This course examines the films history? And how do they live with their remem- major filmmakers. These films and filmmakers will of one or more countries to reveal their distinctive brances now? Primarily, this class aims at issues in be considered in terms of the social, economic, styles, stories, and visual and narrative techniques. the realm of ethics (perpetrators, victims, and passive technological, and aesthetic forces that have shaped (The nationality varies each year.) The idea of “na- accomplices; stereotypes; courage and cowardice; them. tion” as a critical concept is also addressed. May be personal and national guilt; revisionism, coming- repeated. Fulfills the University fine arts requirement to-terms, and productive memory; responsibility FTT 30102. History of Film II and the Film/TV international area requirement. and the [im]possibility of reconciliation). Some (3-0-3) Magnan-Park central questions about German history during the Prerequisite(s): FTT 30101 or FTT 310 FTT 30233. New Iranian Cinema Third Reich and the postwar era will be dealt with. Corequisite(s): FTT 31102 (3-0-3) The course will also develop basic categories of film This course traces the major developments in world Corequisite(s): FTT 31233 analysis and ask questions about the special capacity cinema from the post-WWII era to the present. The This seminar course will take up a selection of the of film to help a nation work through its past. Films course will examine the shifting social, economic, best of the new wave of Iranian cinema (films by subtitled, dubbed, or English language. Readings, technological, and aesthetic conditions of this pe- Kiarostami, Close-Up, Taste of Cherry, And Life Goes lectures, and discussions in English. riod, especially the demise of the Hollywood studio On, Through the Olive Trees; Mahkmalbaf: Gabbeh, system, the rise of new technologies and auxiliary the Cyclist; Samira Makhmalbaf, The Apple; Panahi, FTT 30238. Short Story in East Asia and marketing outlets, and the globalization of cinema. The Circle; Naderi, The Runner; and others) and Beyond The course will not be limited to Hollywood film- debate its sources and its paradoxical arrival on the (3-0-3) making, but will also look at various international international film scene. We will consider the role This course introduces students to short stories by movements, including Italian Neorealism, the French of censorship, limited budgets, Islamic proscrip- 20th-century writers in China, Taiwan, Korea, Japan, New Wave, and recent Asian cinemas. Majors only tions, national history and aspirations, issues of and the East Asian diasporas. The goals of the course through third period, then open to all. gender and, in particular, the persistent influence of are to examine the intertwined modern histories of a 2,500-year old, popular Persian poetic tradition in East Asian nation-states, investigate the short story FTT 30230. Australian Cinema the inspiration and refinement of this unexpected as a literary genre, and explore critical concepts of (3-0-3) and celebrated cultural phenomenon. literary and cultural identity studies. The stories will Corequisite(s): FTT 31232 be read in conjunction with critical essays on nation, This course presents a survey of Australian cinema FTT 30234. New Directions in Russian Cinema gender, and the short story, with particular attention from the silent era to the present with special at- (3-0-3) to the narrative strategies of the authors. Reading the tention to the new Australian cinema of the 1970s. Freed from the constraints of Soviet-era censorship, stories both in terms of the cultural and ideological Students will examine these films in their social since 1990 Russian filmmakers have exploited the contexts in which they were written and as material and political context. Throughout, we will consider artifacts available to us in English today helps to 142

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problematize the meanings of “Chinese,” “Japanese,” view both feature films and documentaries, includ- FTT 30430. History of Documentary Film or “Korean” in East Asia and beyond. Ultimately, ing those unavailable in the US (but all with English (3-0-3) this course will provide students with the conceptual subtitles). No prior knowledge of Chinese language, Prerequisite(s): See online Course Catalog for details. framework and vocabulary to interrogate gender, culture, or history is required. Corequisite(s) FTT 31430 race, and nationality as socially constructed catego- This course will track the history of nonfiction film ries. All readings are in English; no prior knowledge FTT 30242. African Cinema: Black Gazes/ and television, examining various structures and for- of Asia is presumed. White Camera mats including expository, narrative, experimental, (3-0-3) formalist, docudrama, and “reality TV.” It will also FTT 30239. New Asian Cinema Corequisite(s): ROFR 31555 examine the uses of “actuality” footage in films that (3-0-3) A course exploring the image of black Africa through make no pretense to objectivity. At the center of the Corequisite(s):FTT 31239 the lens of white cinematographers. course will be a deconstruction of the notion of “film This course will introduce students to contemporary truth.” Students will develop skills in the critical Asian cinema. We will examine how Asian film- FTT 30405. Introduction to Film and Video analysis of documentary and examine the standards makers define themselves and their (inter)national Production by which we evaluate them. identity through their aesthetic choices. We will (5-0-3) Mandell An introductory course in the fundamentals of writ- also explore the impact of globalization on regional FTT 30436. Topics in Media Theory, History, cinema, and the effect international audiences and ing, shooting, editing, and lighting for narrative film and Research international investment have on the films that and video productions. This is a hands-on course (3-2-3) are made. The course will focus on internationally emphasizing creativity, aesthetic, and technical ex- Corequisite(s): FTT 31436 acclaimed films representing countries including pertise. Students learn the many aspects of filmmak- An investigation of selected topics concerning theory, China, Japan, Taiwan, and Hong Kong. It will also ing while making short films of their own using the history, and research in film, television, the media, or place these Asian films in their political, cultural, new facilities in the Marie P. DeBartolo Performing cultural studies. and social context. Weekly film screening required. Arts Center. Requirements: Three short digital video All films with English subtitles. Course taught in assignments, selected readings, and a final exam. FTT 30437. Topics: Film and Popular Music English. The course could fulfill the University fine This course is equivalent to FTT 361/561 and FTT (3-0-3) Wojcik arts requirement, and satisfy the international area 30410/50404. Prerequisite(s): See online Course Catalog for details. requirement for Film/TV concentrators. Corequisite(s): FTT 31437 FTT 30410. Introduction to Film and Video This course examines the relationship between Production popular music and film through an examination FTT 30240. Japanese Film and Fiction) (4-0-4) Mandell (3-0-3) of film scores, the genre of the musical, musical Prerequisite(s): See online Course Catalog for details. Prerequisite(s): See online Course Catalog for details. performance, the use of prerecorded pop songs in An introductory course in the fundamentals of For Japan, an island nation whose feudal state films, rockumentaries, music video, and pop biop- shooting, editing, and writing for film and video followed a policy of isolation for over 150 years ics. We’ll see films using popular music of all kinds: productions. This is a hands-on production course (1600–1868), the transition to modernity has been Tin Pan Alley, ‘50s rock ‘n roll, jazz, disco, country, emphasizing aesthetics, creativity, and technical an abrupt and complicated process. Modernization French pop, and more. We’ll consider the role of expertise. The course requires significant amounts of has involved a transformation at every level of Japa- the star—ranging from Astaire to Travolta, Dylan to shooting and editing outside class. Students produce nese society, ranging from the political and economic Madonna—and films by directors such as Scorsese short video projects using digital video and Super realms, to the scientific, cultural, and educational. and Welles. Looking at films from the 1930s to the 8mm film cameras and edit digitally on computer This course focuses on how some of Japan’s most present, we?ll consider the narrative function and workstations. The principles of three-camera studio creative authors and film directors have responded meaning of music, industrial practices, changing production are also covered. to debates relating to the strategies and sacrifices social values, how songs get Academy Awards, how involved in enacting sweeping social changes, and to soundtracks circulate, and how film relates to vari- FTT 30411. Art and Science of Filmmaking ous other musical media, such as radio and MTV. developing a modern, educated citizenry that would (3-0-3) Throughout, we will pay special attention to how include not only elite males, but women, the poor, Prerequisite(s): See online Course Catalog for details. pop music affects film?s ideologies of gender, race, and ethnic or other minorities. Students will be This course is a behind-the-scenes look at the artists and sexuality. Students do not need a background in introduced to the concepts of authorial empathy and and craft people who work together to create both music. Films will include The Band Wagon, American tension between realism and fabrication in fiction theatrical films and television programs. We will Graffiti, A Man and a Woman, Saturday Night Fever, writing and filmic expressions; and to ways in which explore the many roles people play and the tech- , , gender, nationality, and other affiliations have been niques used to make movies specifically the director, Touch Of Evil Truth Or Dare The Umbrellas of Cher- constructed in the Japanese cultural imagery. producer, and cinematographer’s relationship on a bourg, Round Midnight, and Nashville. set. This study will combine history, technology, and FTT 30460. Principles of Television and FTT 30241. China’s Underground Cinema the politics of both big budget shows and indepen- (3-0-3) Multimedia Production dent cinema. This is a course about film production This class explores “underground” films produced in (3-0-3) without all of the hands-on experience, which will Mainland China since the 1980s. Many films that This course provides a fundamental understanding provide a basis for those thinking about doing pro- were produced illegally or banned in China have of video and multimedia program production, from duction as well as expand the expertise for those who garnered awards in prestigious international film initial concept to final broadcast. The point of view have taken production courses. We will, however, festivals—Cannes, Berlin, Venice, Toronto, Tribeca is from the perspective of the executive producer, conduct various in-class film tests. There will be (and the list runs on). How and in what ways were who oversees all business and creative aspects of tele- screenings, a midterm, and final paper (10 pages) re- the films subversive? What is the role of China as a vision programs. All media that incorporates video, garding a chosen researched topic about filmmaking. nation and state in the production of film today and including broadcast television, CD-ROM, DVD, Materials fee required. in the past? How do these films play to the interna- and the Internet, will be covered. Topics include tional film festival circuit and international market? proposal development and budget; understanding Is commercialization realizing less government con- the target audience; audience exposure, attention, trol of film and other media in China? The class will 143

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perception, and retention; production elements; suburbia and consumerism, its impact on the politi- FTT 30803. Costume Design and Methodology locations; the script; sponsor relations; credibility cal movements of the 1960s, and the ways it has (3-0-3) Donnelly and ethics; motivational television; and on-camera represented America’s changing ideas of race, gender, Prerequisite(s): See online Course Catalog for details. interview techniques. and ethnicity. Corequisite(s): FTT 31803 This course teaches the principles of costume design FTT 30461. History of Television FTT 30465. Sports and Television for the stage and the techniques of constructing cos- (3-0-3) Ohmer (3-0-3) Heisler tumes. The course will explore the use of costumes Corequisite(s): \FTT 31461 Sports have played an integral role in the television to express character traits by analyzing play scripts. This course analyzes the history of television, span- industry since the medium’s early days. This course The course will include an introduction of the basic ning from its roots in radio broadcasting to the latest will highlight the history of sports on television and skills needed to construct costumes. developments in digital television. In assessing the focus on the nuts and bolts of how television sports many changes across this span, the course will cover programming works today. The course will also FTT 31001. Acting: Character such topics as why the American television industry examine the impact of televised sports on our culture (3-0-3) developed as a commercial medium in contrast to as well as the ethical issues raised by the media’s cov- Prerequisite(s): See online Course Catalog for details. most other national television industries; how televi- erage of sports. The course will require the comple- The second course in the acting progression, this sion programming has both reflected and influenced tion of two exams and two medium-length research course expands on basic methodology and incorpo- cultural ideologies through the decades; and how papers. rates physical techniques for building a character. historical patterns of television consumption have Students explore psychological gestures, Laban effort shifted due to new technologies and social changes. FTT 30467. Principles of Mass Communication shapes, and improvisation as they develop a personal Through studying the historical development of (3-0-3) Friedewald approach to creating a role. television programs and assessing the industrial, This course is designed to provide a fundamental technological, and cultural systems out of which they understanding of television, multimedia, and Web- FTT 31002. Voice and Movement emerged, the course will piece together the catalysts based production, from initial concept to final (3-0-3) responsible for shaping this highly influential me- program delivery. The point of view is from the Prerequisite(s): See online Course Catalog for details. dium. Majors only through third period, then open executive producer, who oversees all business and A course designed to help the advanced acting to all. creative aspects of media productions. Topics include student focus on kinesthetic awareness. The actor proposal development and budgets; defining the will identify and work to remove physical and vocal FTT 30462. Broadcast Journalism messages and target audiences; distribution, atten- tensions that cause habituated movement and im- (3-0-3) Sieber tion, perception and retention barriers; production pede natural sound production. Through movement Four major topics are covered: (1) Writing for elements; locations and studios; script writing; spon- and vocal exercises created for actors, students will broadcast with emphasis on developing the student’s sor relations; media credibility and ethics; effects on experience what “prepared readiness” for the stage understanding of grammar and style in the con- behavior; television interview techniques; interactive consists of, and how to meet the demands of a live struction of effective news stories; (2) newsroom learning; distance education; and Web design and performance. structure: understanding who does what in today’s advertising. broadcast newsroom and how economics affects the FTT 31003. Acting: Role/Contemporary flow of information; (3) journalism ethics: analysis FTT 30491. Debate (3-0-3) of personal values, ethical principles, and journalistic (V-0-V) Advanced exploration of technique and methodolo- duties that influence newsroom decisions; and (4) This course will focus on research of current events gy, focusing on problem solving in approaching roles legal considerations in news gathering with special and the efficacy of proposed resolutions toward the from the literature of the contemporary theatre. attention paid to libel laws and invasion of privacy. alleviation or reduction of societal harms. It will also involve discussion of debate theory and technique. FTT 31005. Acting: Role/Classical FTT 30463. Broadcasting and Cable Permission required. Offered spring semester only. (3-0-3) (3-0-3) Prerequisite(s): See online Course Catalog for details. This course examines the history and current practic- FTT 30801. Scene Design and Techniques for This course looks at Shakespeare’s texts from the es of the broadcast and cable television industry and the Stage actor’s perspective. Various techniques for unlocking looks at its effect on American culture and society. (3-0-3) Phillips meaning and emotional content will be introduced. Topics of discussion include important issues in the Prerequisite(s): See online Course Catalog for details. Students will use the First Folio for textual analysis industry, government regulation, news, sports, and This is a beginner’s course in basic scenic design and explore the fine arts in Elizabethan England to entertainment programming strategies and practices, techniques and hand drafting for the stage. This discover the physical world of Shakespeare’s charac- ratings, and advertising. The course also offers an course will take the student through the process of ters. The course culminates in a series of vignettes introduction to basic television production through design from how to read a script, research, presenta- allowing each student to create several different clas- eight production sessions at WNDU-TV. tion, rendering, basic drafting, and if time allows, sical roles. model building. No previous experience necessary. FTT 30464. Television in American Culture FTT 31006. Directing: Process (3-0-3) FTT 30802. Lighting Design and Methodology (3-0-3) This course examines the formation of commercial (3-0-3) Prerequisite(s): See online Course Catalog for details. broadcast television in the United States, focusing Prerequisite(s): See online Course Catalog for details. This course familiarizes students with the creative on the industrial, economic, technological, and This course serves as an introduction to the theories components of basic play direction, including skills social forces that have shaped the images we see. We and practice of lighting design for the stage. Students such as play selection, script analysis, casting, block- will look at how American television developed in will explore the design process as well as study the ing, rehearsal techniques, and collaboration with the competitive business climate of the 1920s and practical considerations of the execution of a design. designers. Students will read plays from various his- 1930s, and how advertiser-supported networks came Specific topics covered will include electricity, light, torical periods, participate in class directing exercises, to dominate. We then analyze the role of television theatrical equipment and its development, commu- learn from guest speakers (including professional in America’s social and political life: its links to nication of the design, and the role of the designer actors, designers, and directors) and observe seasoned within the artistic infrastructure. directors in rehearsal. 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each student auditioning, casting, and directing a FTT 31436. Topics: African-American Cinema see what it’s supposed to look like up there? These short play, documented in a production prompt- Lab are some of the questions facing every person who book. Majors only through third period, then open (3-2-3) wants to “visually communicate” for the stage. In to all. Corequisite(s): FTT 30436 this course, we’ll be looking at the various ways and During the lab times, certain films will be viewed for methods of how one communicates for the stage— FTT 31008. Ballet II further discussion in class. we’ll explore the various forms, rendering, model (1.5-0-1.5) making, perspective, etc. for theatre design. A continuation of FTT 21005, Ballet 1. Ballet con- FTT 31437. Topics: Film and Popular Music centrated on the fundamental techniques of classical Lab FTT 40011. Italian Theatre Workshop ballet. Some previous ballet training is recommend- (0-0-0) 2-0-2) ed; however FTT 21005 is not required. Corequisite(s): FTT 30437 A full-immersion language experience for the study, Certain films will be viewed for further discussion practice, production, and performance of authentic FTT 31009. Collaborative Playwriting: Gender in class. Italian texts. Includes analytical and writing com- Issues in Asian Theatre ponents. (3-0-3) FTT 31461. History of Television Lab The course introduces the student to the process of (0-2-0) FTT 40101. Film and Television Theory devising a dramatic text leading to a performance Corequisite(s): FTT 30461 (3-0-3) Collins of the text through collaborative methods. The class During the lab times, certain television shows will be Prerequisite(s): See online Course Catalog for details. discourse will evolve from gender issues articulated viewed for further discussion in class. Corequisite(s) FTT 41101 by Asian theatre, traditional as well as contemporary. This course offers an introduction to the philosophi- Through this method, the students contribute, FTT 31803. Costume Design/Methodology Lab cal, aesthetic, cultural, and historical issues that in- evaluate, and try out their ideas towards the writing (0-2-0) form current scholarship and production in film and and production of a theatre creation, which shall be Corequisite(s):FTT 30803 television. The focus of the course may vary from performed at the end of the semester. Approach is Students will design costumes, learn how to con- semester to semester. interdisciplinary. struct costumes for the stage, and explore the process of organizing the script from the costume designer’s FTT 40230. Contemporary Canadian Cinema FTT 31101. History of Film I Lab viewpoint. (3-0-3) (0-2-0) Corequisite(s): FTT 41230 Corequisite(s): FTT 30101 FTT 40000. CAD for the Stage This course examines recent trends in both Eng- During the lab times, certain films will be viewed for (3-2-3) lish and French Canadian cinema, focusing on further discussion in class. The study of the use of the computer to design the work of such directors as Atom Egoyan, Favid scenery and lighting for the stage. The course will Cronenberg, Denys Arcand, and Patricia Rozema, FTT 31102. History of Film II Lab begin at a rudimentary level of understanding of among others. The goal is to better understand the (0-2-0) computer-aided design and progress to 2-D and then challenges of producing films in a small nation and Corequisite(s): FTT 30102 3-D design techniques. A basic understanding of the to interrogate the idea of a “national cinema” that During the lab times, certain films will be viewed for Macintosh computer system is necessary, and signifi- represents the ideals and culture of a country. This further discussion in class. cant computer work is required outside class. discussion-oriented course will feature an engaging mix of comedies, horror films, and dramas. Students FTT 31232. National Cinema: Irish Cinema/ FTT 40001. Shakespeare in Performance should be advised that a number of films in this (3-0-3) Cultural Lab course contain challenging sexual content. 0-3-0) Prerequisite(s): See online Course Catalog for details. During the lab times, certain films will be viewed for This course will explore Shakespeare’s plays in per- FTT 40231. Italian Cinema: Realities of History further discussion in class. formance across a wide range of history and forms. It (3-0-3) will include explorations of the physical spaces and Corequisite(s): ROIT 41508 FTT 31233. New Iranian Cinema Lab institutional organization of the theatres for which Majors only through 3rd period, then open to all. (3-0-3) Shakespeare wrote and the effects of the actors and This course explores the construction and develop- Corequisite(s): FTT 30233 staging methods on his plays. It will look at the his- ment of the Italian cinematic realist tradition from Lab for FTT 30233. tory of Shakespeare in performance from then until the silent era to the early 1970s, although its primary now, including Shakespeare adapted, Shakespeare focus is on the period 1934–66, which stretches FTT 31239. New Asian Cinema Lab restored, and Shakespeare reinvented. It will examine from the appearance of Blasetti’s openly fascist (3-0-3) contemporary productions on stage, film and audio. Corequisite(s): FTT 30239 “historical” reconstruction, La Vecchia Guardia, to It will involve visits to productions and workshop- Pasolini’s “eccentric” exercise in Left-wing commit- During the lab times, certain films will be viewed for ping scenes ourselves. further discussion in class. ment, Uccellacci E Uccellini, with its mix of expressionist and hyper-realist techniques. FTT 40002. Directing: Practice FTT 31430. History/Film Documentary Lab (3-0-3) At the center of this period are found some of Italy’s (3-0-3) Prerequisite(s): FTT 31006 or FTT 344 most highly regarded films made by directors, such Prerequisite(s): See online Course Catalog for details. Advanced independent projects in directing. Stu- as Vittorio De Sica, Roberto Rossellini, and Luchino Corequisite(s): FTT 30430 dents considering this course should consult with the Visconti, who belonged to the neorealist move- During the lab times, certain films will be viewed for instructor for departmental guidelines. ment (1945–53). These filmmakers rejected escapist further discussion in class. cinema and tried to make films that examined the FTT 40010. Visual Communication for the contemporary experiences of ordinary Italians. As Stage well as analyzing the films in themselves, the course (3-0-3) examines the formal and ideological continuities and Prerequisite(s): See online Course Catalog for details. differences between neorealist films and their silent Do I draw? Should I paint it? What about perspec- and fascist predecessors. In a similar way, it analyses tive? Model making? How can I make the director 145

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neorealism’s impact on later filmmakers, such as FTT 40237. Contemporary French Cinema FTT 40410. Intermediate Film Production Federico Fellini, Pietro Germi, Pier Paolo Pasolini, and Culture 4-0-4) Donaruma illo Pontecorvo, Dino Risi, and Francesco Rosi, who (3-0-3) Prerequisite(s): FTT 30410 or FTT 361 attempted to develop new versions of cinematic real- Corequisite(s): FTT 41237 Corequisite(s): FTT 41410 ism. Finally, the course aims to locate the films in This course offers an introduction to contemporary This film production course will focus on 16mm their historical and cultural contexts and to address French cinema beginning with the New Wave in the black and white silent narrative filmmaking. We will theoretical issues arising from the concept of “real- late 1950s extending to the present. We review the explore the technical use and aesthetic application ism.” Taught in English. Fulfills FTT international major developments in French cinema over the past of the film camera and related equipment as well as requirements. 40 years in the context of post-World War II French the development of the short film narrative script. culture. In particular, we will ask such questions as: Students will shoot a short film lighting and compo- FTT 40232. Americanization of European What is the relationship between the development sition exercise, an in-class film test, and ultimately Culture of cultural policy and a French national cinema? produce, shoot and edit one 4–6 minute, 16mm (3-0-3) How did the French New Wave define the direction B/W film in teams of two. The projects will be Prerequisite(s): See online Course Catalog for details. of French cinema in subsequent decades? What are edited digitally, but there will be NO effects, fades, This course focuses on Americanization seen as the the influences of contemporary movements such as dissolves, titles, or sound. The filmmaking process result of cultural diffusion and a part of larger global feminism, gay rights, and identity politics on French requires a lot of field work on locations and trans- processes. This subject has been long discussed by cinema? We will look at major auteur directors such porting heavy equipment. In addition to the projects Western European scholars but from 1989 it has as Agnes Varda, Francois Truffaut, Eric Rohmer, and there will be a midterm and a few papers required. gained a significant importance in the countries of Jean-Luc Godard. We will also view films by younger the former Soviet block. We will see how the issue of directors such as Leo Carax and Claire Denis. No FTT 40411. Professional Video Production Americanization of popular culture is presented by previous background in French or film studies is 4-0-4) scholars from both the West and the East. The sub- necessary and all films are shown in French with Prerequisite(s): FTT 30410 or FTT 361 jects to be discussed include: fashion, popular music English subtitles. A course for the advanced production student (including rap, hip-hop, rock, blues, etc.), movies, interested in the techniques and technology of the different television genres based on American models Requirements include a weekly screening, readings, broadcast video industry, utilizing the following (talk shows, quizzes, sitcoms, soap operas, reality- a midterm, a final, and a research project. Required post-production software: Avid Media Composer, based shows), changes in university education, fast- readings, exams, lectures, and presentations will be Adobe After Effects, Lightwave 3D, and Digidesign food restaurants, foodways, the fashion of reading in English. Pro Tools. Students produce projects using Betacam- self-help books and undergoing therapies, fitness, This course fulfills the fine arts requirement. It SP and DV video equipment while learning the corporate cultures, advertising, shopping malls, mul- satisfies the FTT international elective require- basics of non-linear editing, digital audio sweetening, tiplexes, cartoons, American holidays (St. Valentine’s ment and it also counts as one of the three required 2-D compositing, and 3-D animation techniques. Day, Halloween), the way the cities look, and finally, 40000-level courses for FTT majors. Students taking the American influence on the contemporary Eu- the course for credit in Romance Languages and FTT 40412. Advanced Film/Video Production: ropean languages. Fulfills FTT major international Literatures will be required to attend a discussion Script Development (3-0-3) Godmilow requirement section in French and to complete a substantial writing component in French. This course is cross-listed Prerequisite(s): FTT 40410 or FTT 448A FTT 40234. Film and the Latin American with Gender Studies and Romance Languages. Corequisite(s): FTT 40413 Imagination This production workshop encourages the develop- (3-0-3) FTT 40240. German Cinema/Weimar Republic ment of short scripts (including casting, pre-produc- Corequisite(s): ROSP 41555 (3-0-3) tion, and storyboarding) for fiction, nonfiction, or This course considers the issue of Latin American The years between 1918 and 1933 are the Golden formal film projects by pairs of students. It stresses identity through films from various national tradi- Age of German film. In its development from ex- writing skills with an emphasis on the development tions, including Cuba, Chile, Mexico, and Brazil. pressionism to social realism, the German cinema of innovations that expand the existing traditions Class discussions consider how shared cultural ele- produced works of great variety, many of them in of and boundaries between fiction and nonfiction ments are represented in Latin American film and the international avant-garde. This course gives practices. how these representations challenge assumptions an overview of the silent movies and sound films about identity politics. made during the Weimar Republic and situate them FTT 40413. Advanced Film Production— in their artistic, social, and political context. The Laboratory (3-0-3) Godmilow FTT 40235. Third Cinema oeuvre of Fritz Lang, the greatest German direc- (3-2-3) Prerequisite(s): FTT 40410 or FTT 448A tor, receives special attention. Should we interpret Corequisite(s): FTT 41235 Corequisite(s): FTT 40412 Lang’s disquieting visual style as a highly individual “Third Cinema” is the term for a wide, multicultural This lab course stresses advanced production and phenomenon independent of its environment, or range of films from the Third World. Their stylistic editing skills on short scripted projects developed can we read his obsessive themes (world conspira- and thematic practices differentiate them from in FTT 40412, produced collaboratively by pairs cies and terrorized masses, compulsive violence and the Hollywood and European traditions that have of students, utilizing 16 mm color film technology. revenge, entrapment, and guilt) as a mirror image of dominated world cinema. We will not study these Film and projects are mixed and on-lined on digital the historical period? Might his films, as come critics films merely as isolated masterpieces, but rather in video. Lab fee required. have suggested, even illustrate how a national psyche relation to their larger cultural, historical, and theo- gets enmeshed in fascist ideology? Films subtitled, retical contexts. To this end, the course readings will FTT 40430. Film and Society dubbed, or in English; readings, lectures, and discus- include essays concerning not only the films them- (3-0-3) sions in English. selves but also the theoretical and political issues they Prerequisite(s): See online Course Catalog for details. engage: colonialism and post-colonialism, cultural, Students will contextualize the films via a reader ethnic, racial, and sexual difference, and questions of packet drawing on articles from anthropology, film otherness and multiculturalism. studies, basic film production, and culture theory. Course work will include research papers and the 146

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production of a short visual narrative piece represent- the 1960s. Beginning with the collapse of the classic to the inner workings of the film, television, theatre, ing students’ conceptualizations of a theme. studio system at the end of the 1950s, this course music, and publishing industries. It is assumed the explores the profound changes that the film industry students have no prior experience in the study of law. FTT 40431. Sex and Gender in Cinema has undergone over the decades, and investigates the (Summers only.) (3-0-3) major aesthetic developments that occurred in film Prerequisite(s): See online Course Catalog for details. and other media during the same period-pop art, FTT 40501. Media and the Presidency Corequisite(s): FTT 41431 metafiction, and postmodernism. (3-0-3) This course analyzes representations of and theories Prerequisite(s): See online Course Catalog for details. about sex and gender in cinema. Students will read Students survey critical moments in the development As the brouhaha over Howard Dean’s “yell” illus- major texts in feminist theory, queer theory, and of Hollywood and American cinema from the early trates, media have come to play a key role in the cov- masculinity studies, in order to become familiar with formation of the star system (c. 1910), through the erage of presidential elections. This course examines important concepts and debates within the field. establishment and demise of the producing studios, how print and broadcast media have functioned in Topics covered will include “the male gaze,” specta- ending with the age of television and the multiplex. US elections since the way we choose a President was torship, performance and stardom, camp, “reading Topics may include the effects of censorship and the first established. After a brief overview of changing against the grain,” consumption, gender and genre, rating system, economic aspects of distribution and relationships between journalists and presidential race and gender, masquerade, authorship, and mas- exhibition, and the changing film audience. candidates in the 19th century, we will focus on culinity “in crisis.” Students will view classical Hol- elections since the 1920s, when radio first broadcast lywood films, silent films, and avant-garde films and FTT 40437. Advanced Topics in Media Theory, election updates. We will analyze how candidates videos. Evening screenings required. History, and Research have used radio, television, and the Internet to con- (3-0-3) struct images of themselves and their platforms, and Prerequisite(s): FTT 30101 or FTT 310 FTT 40432. Topics: Sound Design how journalists have become an active force in rep- May be repeated for credit. An advanced investiga- (3-0-3) resenting the political process. Rather than see election of selected topics concerning media or cultural Prerequisite(s): See online Course Catalog for details. tronic media as neutral or “objective,” we will assess studies. Corequisite(s): FTT 41432 the narrative strategies and visual and verbal codes by “Sound design” did not enter the lexicon of Holly- which media present politics to us, the voters. wood production until the 1970s. Nevertheless, the FTT 40441. Contemporary Hollywood 5-0-3) Collins concept is useful for tracing the history of the rela- This course will focus on Hollywood since 1975 and FTT 40600. Advanced Topics in Theatre tion of sound and images in cinema from its earliest Studies) will trace the evolution of both the mega-blockbuster days. The range of this course will cover the function (3-0-3) Holland and “independent” filmmaking. The primary con- of musical accompaniment in the “silent” film, focus Corequisite(s): FTT 41600 cern will be those directors whose work exemplifies on the 1926–31 transition period, and end with an Advanced study in the areas of theatre history, the diversity of current American film—Tarantino, examination of the development of new acoustic dramatic literature, criticism, and theory. Topics are Lynch, Burton, Scorsese, Lee, Jarmusch. This course technologies and concepts, such as Dolby and THX. taught in a seminar format. May be repeated for is equivalent to FTT 478/578 and FTT 40435/ The course is appropriate for students who are credit. 50530, and it meets the University fine arts interested in film sound and music as historical and requirement. critical subjects, and for those who aim to use sound FTT 40630. Topics: Film/History/Controversy in producing films and videos. (3-0-3) FTT 40490. Media Ethics Prerequisite(s): See online Course Catalog for details. (3-0-3) Corequisite(s): FTT 41432 FTT 40433. Cinema Ideologies This course will examine the journalistic and ethical (3-0-3) Godmilow Seniors through 1st period, juniors through 2nd challenges that newsroom managers face as well as : See online Course Catalog for details. period, sophomores through 3rd period, then open Prerequisite(s) the issues that reporters in the field must tackle on to all. Corequisite(s): FTT 41433 a daily basis. Roughly half of the course will deal Cinema, both in fiction and nonfiction forms, is one with case studies of ethical dilemmas and the other From the earliest days of feature films, filmmakers of the major contributing forces to the construction half will involve students in making choices for the have drawn on historical topics to tell enticing sto- of ourselves and our perception of “others” in terms front of the mythical newspaper. Although there will ries. At the same time, historical films have always of class, gender, and race. This course proposes to be readings from books on the topics, students will drawn controversy from those who wish to correct study and dissect these constructions in films like be expected to read The New York Times, The South the version of events portrayed. What is it about , , , Malcolm X Schindler’s List Philadelphia The Kill- Bend Tribune, and The Observer on a regular basis, filmmaking that encourages such dramatization ing Fields, and Striptease through a close-reading especially on the class days when the front-page deci- of historical events, and why do films often cause practice. sions will be made. The stories in those newspapers controversy when historical fiction novels rarely do? will provide the basis for those decisions We will also Does historical accuracy matter in film, and why? FTT 40434. Topics consider how television deals with news on local and (3-2-3) network levels. In this class, we will examine a number of films with Prerequisite(s): See online Course Catalog for details. historical subjects with the aim of understanding Corequisite(s): FTT 41432 FTT 40491. Entertainment and Arts Law how films “make” history and why these films have This is an advanced study of the use of film or televi- (3-0-3) Wilson such an effect on public debate. We will also be sion technique. Students examine group styles—such Persons in various positions in the arts and entertain- studying a number of the films of director Oliver as the Hollywood cinema or the European art cin- ment communities encounter a wide range of legal Stone, who has repeatedly drawn criticism for his ema—or the individual styles of major film or televi- issues. Students will be introduced to the basic con- historical films, and entered into debates with aca- sion artists. Topics vary from semester to semester. cepts of contract, copyright and First Amendment is- demic historians. sues. In addition, students will examine the concepts This will be a seminar-style class dependent on dis- FTT 40435. Film and Melodrama of rights of publicity and privacy, story ideas, receipt (3-2-3) cussion and debate. Students should ensure they are of credit, and trademarks. Students are also exposed Prerequisite(s): See online Course Catalog for details. able to attend the class screenings, as library video This course concentrates on the most important copies of films may be insufficient for proper study. developments in American cinema and culture since 147

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Possible screenings include: JFK, Nixon, Born on the FTT 41001. Advanced Scene Study the actor to work on the rigorous convention of the Fourth of July, The Birth of a Nation, Mississippi Burn- (3-0-3) soliloquy/monologue, with all its unique demands. ing, Glory, Spartacus, The Patriot, Forrest Gump, and Prerequisite(s): FTT 21001 or FTT 221 Course includes instruction in seeking/adapting/ Braveheart. This course will be an in-depth look at the acting writing text, text analysis, warm-up techniques, process through a workshop study of monologues rehearsal disciplines (especially improvisation), body FTT 40701. Theatre Seminar and scenes from the masters of modern theatre. The awareness, and character work. Students will be (3-0-3) course begins with the plays of Chekhov and works required to perform a 10-minute piece for their final Corequisite(s): FTT 41701 through the 20th century to contemporary times. Preparation for advanced study of theatre. A course project. of study for the semester is developed between the FTT 41002. Advanced Acting Techniques student and a faculty advisor or advisors (selected (3-0-3) FTT 41101. Film and Television Theory Lab (0-2-0) on the basis of goals established at the beginning of Prerequisite(s): See online Course Catalog for details. Corequisite(s): FTT 40101 the course). Students who will be taking this course A course intended for the serious acting student, During the lab times, certain films will be viewed for should consult with the instructor during the spring this advanced course uses method techniques in further discussion in class. pre-registration period in order to preliminary dis- scene study and monologue work to hone the skills cuss future goals. Offered fall only. This course is acquired in Character and Advanced Scene Study. FTT 41230. Contemporary Canadian Cinema required for all senior theatre concentrators. Students will be responsible for finding, rehearsing, (3-0-3) and performing texts from several genres. Class work Corequisite(s): FTT 40230 FTT 40702. Audition Seminar will focus on impulse and response, creating realistic During the lab times, certain films will be viewed for (3-0-3) Scott characters, and partner work. Rehearsals outside of further discussion in class. Corequisite(s): FTT 41702 class are mandatory. Preparation for advanced study of acting. A course FTT 41235. Third Cinema Lab of study for the semester is developed between the FTT 41003. Advanced Film/Video Script (3-0-3) student and a faculty advisor or advisors (selected Development Corequisite(s): FTT 40235 (3-0-3) on the basis of goals established at the beginning of During the lab times, certain films will be viewed for This class will introduce students to “Viewpoints,” the course). Students who will be taking this course further discussion in class. should consult with the instructor during the spring the movement-based acting training system developed by Anne Bogart. Viewpoints training helps to pre-registration period in order to preliminary dis- FTT 41237. Contemporary French Cinema raise an actor’s awareness of his or her body as a tool cuss future goals. Lab in creating theatrical meaning through its relation- (3-0-3) FTT 40900. Dramatic Literature after 1900 ship to, and use of, space, architecture, rhythm, Corequisite(s): FTT 40237 (3-0-3) Pilkinton tempo, gesture, shape, and kinesthetic response. During the lab times, certain films will be viewed for An advanced survey of theatrical literature and criti- During the semester we will do a series of exercised further discussion in class. cism since the beginning of the 20th century. Stu- in which actors will create their own non-script dents will read one to two plays per week along with based theatre by exploiting the expression inherent FTT 41410. Intermediate Film Production Lab selected secondary critical literature. in movement and relationship. Viewpoints training (0-0-0) is a stimulating, exciting, and innovative method Corequisite(s): FTT 40410 FTT 40901. History of Theatre before 1700 for expanding the actor’s range and ability. Students This film production course will focus on 16mm (3-0-3) must wear clothing and shoes that allow for a full black and white silent narrative filmmaking. We will A rigorous survey of the development of theatre as range of movement. explore the technical use and aesthetic application an art form from the recorded beginnings in fifth- of the film camera and related equipment as well as century BC Athens to the end of the 17th century, FTT 41004. Advanced Theatre Production the development of the short film narrative script. including the physical theatre, dramatic literature, Workshop Students will shoot a short film lighting and compo- production practices, cultural contexts, and theoreti- (3-0-3) sition exercise, an in-class film test, and ultimately cal foundations. Corequisite(s): FTT 41004 produce, shoot, and edit one 4–6 minute, 16mm B/ A workshop course in the process of theatre produc- W film in teams of two. The projects will be edited FTT 40902. History of Theatre since 1700 tion, in which students learn to do a dramaturgical entirely on film. The filmmaking process requires a (3-0-3) analysis of a play for production as well as assume a lot of field work on locations and transporting heavy A rigorous survey of the development of theatre as an major production responsibility including, but not equipment. In addition to the projects there will be art form during the 18th, 19th, and 20th centuries, limited to, that of performer, stage manager, assistant a midterm and a few papers required. including the physical theatre, dramatic literature, stage manager, prop master, costumer, technical di- production practices, cultural contexts, and theoreti- rector, and assistant director. Does not count toward FTT 41413. Advanced Film Production— cal foundations. overload. May be repeated. Laboratory (3-0-3) FTT 41000. French Theatre Production FTT 41006. Produce/Perform One-Person Corequisite(s): FTT 40412 (1-0-1) Shows Students will work in teams of two and utilize 16 Students transform into actors of the Illustre Theatre (1.5-0-1.5) mm color film processes and/or Betacam videotape de l’Universite de Notre Dame du Lac in a creative This half-semester course is an introduction to the technologies. Lab fee required. collaboration that has come to be known as the many benefits that the one-person show bestows on French play. We rehearse during the fall semester, the performer, especially a deepening sense of artistic FTT 41430. Film Topics: Comedy Lab and perform the play in late January. Students from liberty and identity, and the spirit of entrepreneur- (0-2-3) all levels are encouraged to audition; theatrical expe- ship. It is also an opportunity for the actor/director During the lab times, certain films will be viewed for rience is not expected. to study in minute detail “how a play works,” further discussion in class. including concepts like necessity of action, through- line, and clarity of narrative. Finally, it is a chance for 148

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FTT 41431. Sex and Gender in Cinema Lab FTT 45001. Theatre Internship FTT 45501. Media Internship (3-0-3) (V-0-V) (V-0-V) During the lab times, certain films will be viewed for Placement of advanced students with professional or Students who successfully complete at least two of further discussion in class. community theatre organizations. Students can take the following courses, FTT 30462, FTT 30410, or no more than two 45001 internships for a total of FTT 30463, may be eligible for an internship at a FTT 41432. Topics: Sound Design Lab no more than six credit hours. Application deadline television station or network, radio station, video (3-0-3) is March 28. production company, film production company or Corequisite(s): FTT 40630 similar media outlet. During the lab times, certain films will be viewed for FTT 45410. Film Production Internship further discussion in class. (V-0-V) Interns must work 10–15 hours per week and Placement of advanced students as crew members compile 150 work hours by the end of the semester FTT 41433. Cinema Ideologies with local professional and educational film produc- (120 hours for the summer session) to obtain three (0-0-0) tions. Students can take no more than two 45410 in- credits. Interns will complete a project, mid-semester Prerequisite(s): See online Course Catalog for details. ternships for a total of no more than six credit hours. progress report and a final evaluation paper. Corequisite(s): FTT 40433 During the lab times, certain films will be viewed for FTT 45430. Documentary: Critical Analysis FTT 46600. Thesis/Undergraduate Research further discussion in class. and Method (V-0-V) (3-1-3) Research for the advanced student. Taken S/U only. FTT 41435. Film Melodrama Lab We see documentaries in many different forms (3-0-3) every day through journalism, reality television, the FTT 47001. Practicum Corequisite(s): FTT 40435 Discovery channel, and the nonfiction film. Docu- (V-0-V) During the lab times, certain films will be viewed for menting ourselves and others has become a major Individual practical projects for the advanced stu- further discussion in class. component of the American discourse for education, dent. May be repeated up to six hours of credit. entertainment, and propoganda purposes. This Taken S/U only. FTT 41600. Shakespeare and Film Lab course turns a critical, anthropological, and method- (0-0-0) ological eye towards interpreting, constructing, and FTT 47601. Special Studies During the lab times, certain films will be viewed for contextualizing the docummentary. The students (V-0-V) further discussion in class. will view and analyze a variety of documentary Research for the advanced student. formats as well as participate in the production of a FTT 41601. Issues in Film and Media Lab short video documentary. Lectures and readings will FTT 50404. Introduction to Film and Video 0-2.5-0) be drawn from anthropology, culture theory, film Production 4-0-4) Corequisite(s): FTT 43601 theory, and practice with an emphasis on elements An introductory course in the fundamentals of Lab attendance at ND Cinema, Thursdays 7:00– of production. 9:30 p.m., is required. shooting, editing, and writing for film and video productions. This is a hands-on production course FTT 45460. Broadcast Internship (WNDU) FTT 41701. Theatre Seminar Lab (V-0-V) emphasizing aesthetics, creativity, and technical (3-0-3) Prerequisite(s): FTT 30463 or FTT 395 expertise. The course requires significant amounts of Corequisite(s): FTT 40701 Students who successfully complete FTT 30463 may shooting and editing outside class. Students produce Preparation for advanced study of theatre. be eligible for an internship at WNDU-TV, the local short video projects using digital video and Super NBC affiliate, or Golden Dome Productions, a video 8mm film cameras and edit digitally on computer FTT 43601. Issues in Film and Media production company. Interns must work 10–12 workstations. The principles of three-camera studio (3-0-3) Crafton hours a week and accumulate at least 150 hours dur- production are also covered. Corequisite(s): FTT 41601 ing the semester. Interns also must complete a signif- The purpose of this capstone course is to provide icant project, which must be approved by supervisor FTT 57601. Special Studies students concentrating in film and media with a (V-0-V) and instructor, a mid-semester progress report, and a senior seminar in which they may participate in Special projects for the advanced student. final evaluation. some of the current critical debates in advanced film, television, and new media studies, through class FTT 45461. Broadcast Internship (WNDU) discussion and in individual projects. The topics vary (V-0-V) each semester, but might include the role of govern- Students may gain academic credit by completing ment control of and social influence on the media, an internship at the WNDU stations, which consists the effects of new global markets, concerns about of WNDU-TV and Golden Dome productions. representing race and gender, and new critical and Interns are required to work 10–12 hours per week aesthetic approaches. The course will be formatted and accumulate at least 150 hours of work during as the kind of seminar that one might encounter in the semester. Interns will enhance their skills and a graduate program, with students sitting around a knowledge about the broadcasting/video production table giving oral presentations based on readings and industry while gaining practical experience. In addi- screenings. The class will meet in one 150-minute tion to their work schedule, interns must complete a session, with a short mid-session break. There will mid-semester progress report, a final evaluation, and be guest faculty visiting the class. Each student will a project. write a 15–20 page term paper that will be developed over the semester in close consultation with the in- FTT 45462. Media Internship structor. Lab attendance at ND Cinema, Thursdays (V-0-V) from 7:00–9:30 p.m., is required. Only by prior permission of the Programme. Ap- plication required early in the semester prior to departure for London. 149

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to courses from Cluster D. Courses from Cluster D SCHEMATIC ORGANIZATION German and Russian are intended to serve as culminating (senior-year) OF THE GERMAN PROGRAM Languages and courses. For first majors, at least four of these courses must be taken at the home campus; for supplemen- •CLUSTER A (Conversation/Composition/ Literatures tary majors, three courses must be taken at the home Reading) Chair: campus. Prerequisite for this cluster is 20202 or the David W. Gasperetti First Major equivalent. Rev. Edmund P. Joyce, CSC, Professor of German 1. Successful completion of 10 courses (30 credit Language and Literature: hours) above the three-semester language require- 30102. ABCs of Speaking, Reading, and Mark W. Roche Writing about Literature ment (i.e., beyond 20201). Paul G. Kimball Professor of Arts and Letters: Offered in the fall semester in odd-numbered years. Vittorio Hösle 2. Of these 10 courses, seven (7) must be taught in Professors: German. Four (4) of the upper-division courses must 30103. Advanced Conversation Vittorio Hösle; Randolph J. Klawiter (emer- be taken at the home institution, and at least two Offered every spring semester. itus); Klaus Lanzinger (emeritus); Thomas G. (2) of these courses must be at the 40000 level from Marullo; Robert E. Norton (on leave); Vera B. departmental offerings. 30105. Stylistics and Composition Offered in the fall semester in even-numbered years. (Proft; Konrad Schaum (emeritus Supplementary Major Associate Professors: •CLUSTER B (Introduction to Culture and David W. Gasperetti; Alyssa W. Gillespie; 1. Successful completion of eight courses (24 credit Literature) Albert K. Wimmer hours) above the three-semester language require- Prerequisite for this cluster is at least one course from Assistant Professors: ment (i.e., beyond 20201). Jan Lüder Hagens; John I. Liontas Cluster A. Associate Professional Specialist: 2. Of these eight courses, six (6) must be taught in German; three (3) of the latter must be upper 30107. German Cultural History Hannelore Weber Offered every spring semester. Visiting Assistant Professional Specialists: division courses taken at the home institution from Doris Jankovits; Sieglinde Poelzler-Kamatali departmental offerings, two (2) at the 30000 level, and one (1) at the 40000 level. 30108. Survey of German-language Literature Offered every fall semester. Program of Studies. The study of German and Rus- Minor (only for non-Innsbruck students) sian languages and literatures provides educational Minors may take any combination of courses in •CLUSTER C (30000-Level Literature, Culture, opportunities relevant to an increasingly interde- Clusters A, B, and C (see Schematic Organization Linguistics, and Professional German) pendent world. The acquisition of foreign language of the German Program below). The culminating A variety of courses offered as dictated by student skills in general is an important component of liberal course for the minor may be (but does not have to needs and faculty specialization. education because it enhances students’ powers of be) from Cluster D. communication and serves to introduce them to •CLUSTER D (40000-Level Literature, Culture, enduring cultural achievements of other peoples. In Minors are expected to successfully complete five Linguistics, and Professional German) this sense, the study of German and Russian widens courses (15 credit hours) at the 20201 level or above, A variety of courses offered as dictated by student students’ intellectual horizons, stimulates the under- only one (1) of which may be taught in English. needs and faculty specialization. standing of several signifcant cultural traditions and A year of study abroad in Innsbruck, Austria, is an allows the examination of these traditions in a more incomparable opportunity to improve language skills THE RUSSIAN PROGRAM sophisticated and cosmopolitan manner. and strengthen cultural understanding. Majors and The goal of all levels of language courses are oral supplementary majors are therefore strongly encour- Requirements for Russian Majors and reading competence and linguistic and stylistic aged to participate in this program during their Majors in Russian must complete 10 courses (30 mastery. Courses in advanced German or Russian sophomore or junior year. For further information, credit hours) beyond the three-semester language language, literature, culture and civilization expose see “International Study Programs” in the front sec- requirement, of which four must be taken at the the student to a wealth of literary, cultural and tion of this Bulletin. 30000 or 40000 level from departmental offerings. humanistic traditions as well as facilitate a better At least two of these courses must be literature in Senior Thesis understanding of the rich national cultures of the the original Russian (40000 level). In addition, one German majors who wish to graduate with honors German- and Russian-speaking countries. course may be on a Russian subject in another disci- may write a Senior Thesis. For those German majors pline, e.g., art, political science, or history. The Department. The Department of German and who elect to write a thesis, several requirements must Russian Languages and Literatures offers instruction be met: (1) The student must have a GPA of 3.5 or Supplementary majors in Russian must complete in German and Russian at all levels of competence, higher in the major, (2) the thesis must be at least eight courses (24 credit hours) beyond the three- from beginning language courses at the 10000 level 40 pages long, and (3) the thesis must be written in semester language requirement, of which three must to literature and civilization courses on the 30000 German. be taken at the 30000 or 40000 level from depart- and 40000 levels. mental offerings. As with the major, two of these The student writing a thesis enrolls in GE 48499 courses must be in Russian literature in the original. and receives one course credit (three credit hours) In addition, one course may be on a Russian subject THE GERMAN PROGRAM for the course. Although the thesis is graded by the in another discipline, e.g., art, political science, or Requirements: First Major, Supplementary Major, advisor (to receive honors, the thesis must receive a history. and Minor grade of A), the entire department reads the thesis, Majors must select at least one course each from acting as an advisory body to the advisor. The thesis Minor in Russian clusters A and B (in that order; see Schematic Or- is due the week after spring break, and the student is The minor consists of 15 credits, or five courses, of ganization of the German Program below) before strongly advised to begin thinking about it and start which at least four must be in Russian language and/ taking courses from Cluster C and should take at conferring with the advisor before the October break or literature at the 20000 level or above and con- least one course from Cluster C before proceeding of the fall term. ducted in Russian; of these four, at least one must be 150

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at the 40000 level. The fifth course may be a course German GE 20201. Intermediate German I on Russian literature taught in English, or a course (3-0-3) Poelzler, Kamatali, Profit on a Russian subject in another discipline (e.g., art, GE 10101. Beginning German I In this course, students will build on and develop philosophy, political science, history, theology, etc.). (4-0-4) Jankovits their communicative abilities acquired in Beginning An introductory course of the spoken and written German I and II. The four-skills approach (speak- Minor in Russian and East European Studies language. Aims at the acquisition of basic structures, ing, listening, reading, and writing) is centered on For a minor in Russian and East European studies, vocabulary, and sound systems. For students with no authentic texts, recordings, videos, and other images. students must have (1) at least four college semesters previous study of the language. The course includes grammar review, concentrated or the equivalent of Russian or a language spoken in vocabulary expansion, and intensive practice. Central or Eastern Europe (German will be accepted GE 10102. Beginning German II in certain cases); (2) four area studies courses beyond (4-0-4) Poelzler, Kamatali GE 20202. Intermediate German II the major, chosen from at least three departments Continuation of an introductory course of the spo- (3-0-3) Hagens (students with double majors can normally count ken and written language. Aims at the acquisition of In this bridge course, students will strengthen and two courses in the second major toward fulfilling basic structures, vocabulary, and sound systems. refine the four linguistic skills (speaking, listening, this requirement); and (3) a thesis normally written reading, and writing). Students will work toward in the senior year and directed by a faculty member GE 10111. Intensive Beginning German I greater fluency, accuracy, and complexity of expres- in the Russian and East European Studies program. (6-0-6) Weber sion. They will debate, analyze, and express opin- Students can typically attain six credits for this proj- In this course, students will develop skills in under- ions. Materials and class discussions will center on ect, i.e., three credits for directed readings in the first standing, speaking, reading, and writing German. a cultural topic that will carry through the entire semester and three credits for writing the thesis in They will also attain a grasp of the basic structures semester. the second. of the language. During class, emphasis will be placed on using the language to communicate and GE 20211. Intensive Intermediate German I Study Abroad interact in a variety of situations and contexts. In (6-0-6) Weber Our students are encouraged to experience firsthand addition, there will be a comprehensive introduction Comprehensive training in all language skills leading the excitement of being immersed in Russian culture to the culture of German-speaking countries, with to a balanced mastery of German. For students with through participation in a study program in Russia. a particular emphasis on Austria, as this course is two to three years of German in high school, this Programs are available during the summer (five to designed to prepare students with no previous study course serves as preparation for the Innsbruck Inter- nweeks) or for an entire semester or academic year. of German to participate in the International Studies national Study Program. Credits earned for course work taken in approved Program in Innsbruck. programs may be applied toward the Russian major GE 20212. Intensive Intermediate German II or minor at Notre Dame. Grants are available on GE 10112. Intensive Beginning German II (6-0-6) a competitive basis for summer language study (6-0-6) This course provides comprehensive training in through the Office of International Studies and Continuation of GE 10101 (with permission) or all language skills (speaking, reading, writing, and through the Russian and East European Studies 10111. In this course students will develop skills listening). Students will read and discuss selected program. in understanding, speaking, reading, and writing cultural and literary texts with an emphasis on the German. They will also attain a grasp of the basic period between 1945 and the present. They will Writing-Intensive Courses structures of the language. During class, emphasis review grammar in the context of situations and All 30000- and 40000-level literature courses in will be placed on using the language to communicate readings, become acquainted with Austrian culture German or Russian are writing intensive. Majors in and interact in a variety of situations and contexts. and history, employ typical conversational strategies German or Russian who take upper-level literature In addition, there will be a comprehensive introduc- and gambits, sharpen listening skills, produce various courses fulfill the writing-intensive requirement of tion to the culture of German-speaking countries, types of written expression, and enlarge their active the College of Arts and Letters. with a particular emphasis on Austria, as this course and passive vocabulary. This course is designed to is designed to prepare students to participate in the prepare students with some previous study of Ger- Placement and Language Requirement International Studies Program in Innsbruck. man for the Innsbruck Foreign Studies program. At the beginning of each semester, placement tests in German and Russian will be administered that will GE 13186. The National Epics of England, GE 30102. The ABCs of Reading and Writing allow students either to test out of one or two semes- France, Spain, Germany, Switzerland and about Literature (in German) ters of the language requirement or enroll in a course North America (3-0-3) Profit commensurate with their language proficiency. The (3-0-3) Wimmer At most, two works will be read: Durrenmatt’s Der placement test is mandatory for students who had In this course we will discuss and write about the Richter und sein Henker and Der Besuch der alten German or Russian in high school. historical background, the underlying heroic, hu- Dame. We will read these carefully, with great atten- man, and religious values, and the national signifi- Students testing out of three semesters must com- tion to detail. Writing assignments will evolve from cance and reception of some of the greatest national plete an additional course at the 20000 level or the readings; they may include a character portrayal, epics, including the Anglo-Saxon Beowulf (England) higher before testing out of the language require- the description of an outdoor event, a short conver- in Seamus Heaney’s translation, The Song of Roland ment. This includes students who have taken an AP sation, description of a crime scene, etc. They will (France) in Glynn Burgess’ translation, The Poem or SATII exam. increase in length from a single paragraph to two or of the Cid (Spain) in Ian Michael’s translation, The three pages. Course Descriptions. The following course descrip- Song of the Nibelungs (Germany) in Thomas Hatto’s tions give the number, title, and a brief character- translation, Schiller’s Wilhelm Tell (Switzerland) in GE 30103. German for Conversation ization of each course. Lecture or class hours per William Mainland’s translation, Longfellow’s The (3-0-3) Poelzler, Kamatali week, laboratory or tutorial hours per week, and Song of Hiawatha (North America) and the Helian, This is an advanced German language course, de- credits each semester are in parentheses. Not all of a Saxon Gospel Harmony, in G. Ronald Murphy’s signed for students who have successfully completed these courses are offered every year. translation. a minimum of four semesters of German. This course expands on the grammatical structures of the German language spoken in German-speaking countries today, with emphasis on communication 151

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and acquisition of advanced language skills: reading artifacts while preparing them for a wider range of Mnouchkine at Theatre de Soleil (France), Peter and listening comprehension, and oral and written more specialized courses. Taught in German. Stein at the Schaubuehne, Pina Bausch at Tanz- expression. A study of everyday German culture sup- theater Wuppertal, and Heiner Mueller and Einar ports the language study. The conversational com- GE 30108. Literatur Von Gestern und Heute Schleef at the Volksbuehne and the Berlin Ensemble ponent of the course requires student-teacher and (3-0-3) Jankovits (Germany). Students are introduced to the main student-student interaction (in large and small group This course acquaints students with the major pe- productions of these directors, their theatrical roots, settings) to exchange information, clarify meanings, riods and issues of German literature through the and their influence on contemporary European the- express opinions, argue points of view, and engage in examination of a significant constellation of literary ater and playwriting. any other communicative function for which native texts. Students read, discuss, and analyze selected speakers use language. The course includes ongoing texts from prose, poetry, and drama and become GE 30650. The Romantic Tradition evaluation of students, using a variety of evaluative familiar with basic techniques of approaching and (3-0-3) instruments and communicative contexts. Note: Na- interpreting texts that will prepare them for a wider Between 1790 and 1830, the movement known as tive speakers or students who already have achieved range of more specialized courses. Romanticism profoundly changed the artistic, musi- a high level of oral proficiency (to be determined by cal, historical, religious, and political sensibilities on an oral proficiency interview with the instructor) will GE 30113. Business German (in German) the Continent and in Britain. Romanticism marked not be given credit for this course. (3-0-3) a turn from the rational formalism of the classical German business language and practices. Designed period and reawakened an interest in myth, religious GE 30105. Advanced Stylistics and to introduce the internationally oriented business faith, the imagination, and emotional experience. Composition and German major to the language, customs, and In this course we will focus principally on the Ger- (3-0-3) practices of the German business world. man contribution to Romanticism and trace its This course offers students the opportunity to in- origins, development, and eventual decline in works crease the sophistication of their written German. GE 30215. Medieval German Literature of literature, philosophy, theology, music, painting, Speaking, listening, and reading skills also will (3-0-3) Wimmer and architecture. Works to be studied will include benefit. Assignments are varied widely to address This course constitutes a survey of German litera- those by the writers Ludwig Tieck, Friedrich von the interests and strengths of all students and to al- ture from its beginnings during Germanic times Hardenberg (Novalis), and Friedrich Schlegel; the low many opportunities for creativity. For example, until the 16th century. Ideas, issues, and topics are philosophers Fichte and Schelling; the theologian students may work at writing letters, biography or discussed in such a way that their continuity can Friedrich Schleiermacher; the painters Caspar David autobiography, short stories, editorials, film reviews, be seen throughout the centuries. Lectures and Friedrich and some members of the Nazarene school; or advertisements, to name just a few of the genres discussions are in German, but individual students’ the composers Franz Schubert, Felix Mendelssohn, and writing styles we explore. In the process, stu- language abilities are taken into consideration. Read- and Robert Schumann; and the architect Karl Fried- dents build their vocabulary, including idiomatic ings include modern German selections from major rich Schinkel. expressions, and solidify their understanding of medieval authors and works such as Hildebrandslied, German grammar. German culture, as expressed in Rolandslied, Nibelungenlied, Iwein, Parzival, Tristan, GE 30670. Ostalgie: The Cultural Legacies of short texts, the Internet, films, and music, provide a courtly lyric poetry, the German mystics, secular and the GDR rich and meaningful context for the writing process. religious medieval drama, Der Ackermann aus Buh- (3-0-3) Students work frequently in groups to read and edit men, and the beast epic Reineke Fuchs. Class discus- Through literature, film, and news sources, this each other’s work. sions and brief presentations in German by students course examines the cultural production of the Ger- on the selections are intended as an opportunity for man Democratic Republic. We look at how East GE 30106. The Face(s) of German Identity stimulating exchange and formal use of German. German cultural policies influenced literary content (3-0-3 ) and style, what forms that resistance to these policies The dismantling of the border between the two Ger- GE 30565. German Novelle took, and how East German artists grappled with man states not only changed the German landscape (3-0-3) Nazi Germany and the Holocaust and have now but also disrupted the silence regarding concepts of This course will explore the German Novelle, one transformed into the new unified Germany. national identity in Germany. This course examines of the most popular genres of 19th-century German the cultural constructions of nation and identity in literature. Each work will be read and discussed with GE 30790. Germany and the New Millennium Germany, beginning with the French Revolution careful attention to its formal characteristics as well (3-0-3) and continuing to today. The subjects we examine as its historical and cultural contexts. By proceed- This course addresses the most important politi- include essays, poetry, short stories, films, architec- ing chronologically through the literary periods of cal, socioeconomic, cultural, and environmental ture, and painting, facilitating classroom discussions Romanticism, Biedermeier, Poetic Realism, and issues currently confronting Germany, Austria, and on the intersecting discourses of geography, religion, Naturalism, students will gain a sense of literary Switzerland. The course is designed to develop con- gender, ethnicity, and nationality and their influence developments in the 19th century and how these fidence in communicative skills and greater facility on German identity. reflect shifts within the broader culture. Among the in dealing with ideas in German and aims to expand writers to be read: Goethe, Tieck, Kleist, Hoffmann, the learners’ cultural knowledge acquired in previous GE 30107. Kulturgeschichte Eichendorff, Stifter, Storm, Keller, and Hauptmann. German courses, with emphasis on communication (3-0-3) As a 30000-level course, writing will be emphasized. and acquisition of the advanced language skills: This course offers a survey of major developments in Students will be required to rewrite each of their genre-based reading and listening comprehension, the cultural history of Germany and Central Europe. essays. and oral and written expression on contemporary The course will investigate different manifestations topics. The conversational component of this course of German and Central European cultures, such GE 30635. National Theatre: Contemporary will require student-teacher and student-student as literature, painting, architecture, music, and Europe interaction (in large and small group settings) to philosophy, as well as their interrelationship and (3-0-3) exchange cultural information, clarify meanings, historical contextualization. The course will provide This course provides students with insight into the express opinions, argue points of view, and engage an overview of important cultural and historical development of European theatre, from Brecht- in communicative functions that language is used developments that have shaped German-speaking Weigel’s work at the Berliner Ensemble to the theatre for. This course will include an ongoing evaluation Europe. The goal is to familiarize students with basic works of Giorgio Strehler at the Piccolo (Italy), Peter of students, using a variety of evaluative instruments techniques of approaching and interpreting texts and Brook at the Buffes de Nord (UK, France), Ariane and communicative contexts. 152

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GE 30891. Masterpieces of German Literature GE 40486. Der Artusroman/Arthurian Epic GE 40669. Mondern Metropolis in German (3-0-3) (3-0-3) Literature A sampling of the most beautiful, moving, and hu- Come and explore the enduring legend of King (3-0-3) morous prose and poetry of the 20th century will be Arthur and his court as interpreted by German au- If Paris was known as the capital of the 19th century, read and interpreted. Amongst other authors, we will thors of the high Middle Ages (late 12th and 13th turn-of-the-century Berlin was declared the capital focus our attention on selections from Heinrich Boll, centuries). We spend the majority of the semester on of the 20th century. The largest then German me- Wolfgang Borchert, Max Frisch, Karl Krolow, and the three best-known and most complete Arthurian tropolis came to epitomize rapid and spectacular Rainer Maria Rilke. The written assignments will epics in the German tradition: Erec and Iwein by modernization in Germany that started before World evolve from the texts studied. Taught in German. Hartmann von Aue, and Wolfram von Eschenbach’s War I and continued during the Weimar Republic. Parzival, as well as other later German adaptations Berlin had it all: gigantic industrial factories, glamor- GE 40471. Twentieth-Century Prose and they influenced. These tales are among the most ous boulevards, street lights, dazzling shop windows, Poetry imaginative and fascinating in the German canon, night life, movies and entertainment, armies of (3-0-3) full of the adventures and exploits of knights and white-collar employees, housing barracks, modern In order to acquaint the student with the rich di- ladies. Our exploration of these texts focuses on their architecture, shopping, traffic, crime, and social versity of characteristic of 20th-century German relationship to their French and English predeces- problems. literature, a wide variety of materials will be studied. sors, on the many twists and turns in story line and This course offers an introduction to one of the They will not only encompass various genres: the character development that each individual author most dynamic periods in German cultural history short story, the drama, and the poem, but will also creates, and on the information they suggest about (1900–33) as it is represented in texts and films represent various time periods: from the beginnings “real” life in the medieval world. We also take a look about the big city. The discussions will focus on the of the 20th century to the ’50s. Among others, read- at some of the most interesting modern literary and following questions: Why did the big city appear fas- ings will include: Franz Kafka, Die Verwandlung, film adaptations of the Arthurian legend. Wolfgang Borchert, Draussen vor der Tür, and poems cinating and inspiring to some authors, and to others it loomed as a dreadful epitome of alienation and from Rilke to Celan. An oral report, two papers, GE 40490. Schiller (in German) and a two-hour final will supplement thorough and (3-0-3) decadence? How were modern phenomena reflected engaging class discussions based upon close readings In this course, we will consider Friedrich Schiller as a in language and images? What were the forms of of the selected texts. dramatist, poet, aesthetic philosopher, and historian. aesthetic innovation and artistic experimentation as- We will read several of Friedrich Schiller’s most im- sociated with the representation of modern life? Did men and women experience metropolitan modernity GE 40484. Overcoming Political Tragedy portant plays, including Die Raüber, Kabale und Li- differently? (3-0-3) ebe, Die Verschwörung des Fiesko, Wallenstein, Maria Fulfills literature requirement in the College of Arts Stuart, and Die Braut von Messina. In addition, we and Letters. An interdisciplinary course in drama GE 40672. The Modern German Short Story will read from his letters on beauty (Kallias), and the (3-0-3) and peace studies. Drama is a potentially fascinat- essays über Anmut und Würde, über Naive und Senti- ing topic for peace studies because, at the heart of Modern German Prose: the German short story and mentalische Dichtung, and Die Ästhetische Erziehung other forms of prose from the “Stunde Null” in 1945 traditional drama and theatre, there is conflict-and des Menschen. Finally, we will also read selections the question of whether it can be resolved. Moreover, to the 1990s. Authors range from East and West from his historical works on the Thirty Years’ War German writers of the immediate postwar era to the just as politics is often dramatic, drama is often and on The Netherlands. political; there is, for example, an extensive tradition most recent commentators on issues of politics, society, gender, and aesthetics. of plays that make a theme of political revolution, GE 40648. German Cinema in the Weimar usually in the form of tragedy or comedy. Students Republic (1918–33) (in English) in this course read classic political dramas that are (3-0-3) GE 40675. Minority German Writers (in neither tragedies nor comedies, but rather bring German) The years between 1918 and 1933 are the Golden (3-0-3) potentially tragic public conflict to positive yet Age of German film. In its development from ex- This course explores German-language literature nontrivial resolution. Having discussed definitions pressionism to Social realism, the German cinema written by authors of non-German heritage. As a of tragedy and comedy, and what might be the produced works of great variety, many of them in seminar it opens up the possibilities of reading a advantages of aesthetic renditions of conflict, the the international avant-garde. This course gives more diverse body of post-1945, and more specifical- class then reads some of these dramas of political an overview of the silent movies and sound films ly post-Wende, German literature. Secondary texts reconciliation: Aeschylus, ; Shake- Oresteia/Eumenides made during the Weimar Republic and situate them will help us to understand the social and historical speare, Measure for Measure; Calderon, The Mayor of in their artistic, social, and political context. The context in which these authors write. The primary Zalamea; Corneille, Cinna; Lessing, Nathan the Wise; oeuvre of Fritz Lang, the greatest German direc- reading selections will include works by authors of Schiller, William Tell; Kleist, The Prince of Homburg; tor, receives special attention. Should we interpret African, Turkish, Sorbian, Roma, and Arab heritages. Brecht, The Caucasian Chalk Circle; Lan, Desire; and Lang’s disquieting visual style as a highly individual Fugard, Valley Song. (We also may include selected phenomenon independent of its environment, or GE 40685. Twentieth-Century German films, such asMeet John Doe, On the Waterfront, or can we read his obsessive themes (world conspira- Literature Twelve Angry Men.) We will examine these plays (and cies and terrorized masses, compulsive violence and (3-0-3) films) through both the categories of drama analysis revenge, entrapment and guilt) as a mirror image of This survey course introduces students to the major and theories of conflict resolution, mediation, and the historical period? Might his films, as come critics writers in 20th-century German-language literature. transformation, with the expectation of achieving have suggested, even illustrate how a national psyche We will be reading, discussing, and writing about greater depth in our interpretations of the dramatic gets enmeshed in fascist ideology? Films subtitled, poems, short stories, and dramas by authors such as texts and in our understanding of the theories of dubbed, or in English; readings, lectures, and discus- George, Hofmannsthal, Rilke, Trakl, Thomas Mann, conflict resolution. Students of peace studies and sions in English. Kafka, Musil, Brecht, Celan, Bachmann, Frisch, political science who are familiar with these pieces Dürrenmatt, Enzensberger, Christa Wolf, Peter of world literature will have acquired a new kind of Schneider, Brinkmann, Hahn, and Königsdorf. By resource for their ability to think through and work also considering these writers, contexts—the trends in conflict resolution. and movements they were part of, the activities in 153

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the other arts that influenced them, the contem- Hölderlin, Wackenroder, Stefan George, Rilke, Trakl, of different positions which get the chance to articu- porary discourses that surrounded them—we may Brecht, Celan, and Bachmann. late themselves and since it shows the connection be able to add depth and nuance to our readings. between philosophical ideas and discursive behavior. Thus, depending on student interest and ability, we GE 40891. Evil and the Lie (English and We shall read different texts ranging from Plato to will familiarize ourselves with the larger environs of German) Feyerabend to see how different philosophers have 20th-century German-language culture. Taught in (3-0-3) exploited the possibilities of this genre. German. In an attempt to define the nature of evil and its relation to such phenomena as lying and the preser- GE 43439. Goethe on His Life and on His GE 40855. German Drama 1750 to the vation of a self-image, this seminar will carefully ana- Discovery of Italy Present (in German) lyze works spanning the years 1890–1972. Among (3-0-3) Hösle (3-0-3) them will be Wilde, The Picture of Dorian Gray; Goethe is doubtless the greatest German poet. He We will read and discuss some of the greatest plays Gide, The Immoralist; and Frisch, Andorra. Further was the last Renaissance man—a philosophical in the German dramatic tradition, by authors such courses acceptable for comparative literature majors mind, a scientist, and a statesman, who has written as Lessing, Goethe, Schiller, Kleist, Grillparzer, Ne- will be found listed by the Department of English. some of the most sublime German literature in all stroy, Freitag, Hauptmann, Hofmannsthal, Brecht, Consultation of program director is required. three genres. But one of his greatest artworks was his and Werfel. We will focus on the so-called “drama own life. We will read his autobiography Dichtung of reconciliation,” a newly rediscovered genre, GE 40911. Self-Definition and Quest for und Warheit, which gives us a splendid overview of where the conflict is serious but ends harmoniously. Happiness in Continental and American Prose Germany’s intellectually most prolific time, and his By interpreting classic German-language plays in of the Twentieth Century Italienische Reise, one of the most intense experi- the original, you will (1) learn how to approach (3-0-3) ences of the essence of Italian culture ever. One of drama analysis, and (2) develop a sense for the Everyone from the ancients to the most technologi- the focuses of the seminar will be on the literary history of drama throughout the past 250 years. cally conscious CEOs tell us that those who succeed transformation of biographical facts peculiar to all In addition, we will study a few short, and often know the difference between the important and the autobiographies, and to Goethe’s in particular. English-language, texts in the theory of drama (Ar- unimportant and they allocate their time accord- istotle, Schelling, Carriere, and Cavell, as well as the ingly. But how does one make these choices? If, in GE 43483. Seminar on German Women department’s own Hösle and Roche), which will (3) fact, success and happiness are synonymous, as some Writers (in German) allow you to differentiate between the basic genres would claim, which way lies success, lies happiness? (3-0-3) of drama (tragedy, comedy, and drama of reconcili- And what are the guideposts? What really matters? Participants in this seminar will explore the rich liter- ation), and (4) better understand the nature of con- In an age such as ours, does anything have lasting ary history of female writers from German-speaking flict and reconciliation. Students interested in other value? Do I really matter? If I am most assuredly Europe. We read works of many genres (drama, national literatures will have the opportunity to draw defined by my beliefs and my deeds, what then do I short story, novella, novel, letter) by women from comparisons with plays by authors such as Aeschy- believe, what do I do? In the final analysis, who am the early Middle Ages to the present. In the process, lus, Sophocles, Shakespeare, Calderon, Corneille, I? If literature, as so many maintain, not only mir- we encounter Europe’s first playwright, one of the Racine, and Ibsen; and those interested in film may rors but also foretells world events, how have several 21st-century’s brightest young literary stars, and an branch out into analyzing works by directors such 20th-century authors representing diverse national array of intriguing women who lived in the interim. as Hitchcock, Renoir, Ford, Capra, Curtiz, Hawks, traditions formulated the answers to these seminal We scrutinize and apply various theoretical and criti- Chaplin, and Kurosawa. questions? Readings will include F. Scott Fitzgerald, cal approaches to women’s literature, both in writing The Great Gatsby; Albert Camus, The Stranger; and and in lively debates. GE 40889. Literature and Religion Max Frisch, Homo Faber. (3-0-3) GE 43499. German Literature Senior Seminar Literature, according to Martin Walser, descends just GE 40988. Plato before The Republic (3-0-3) as irrefutably from religion as human beings do from (3-0-3) Seminar devoted to the intensive study of selected the apes. Indeed, there is no denying that even dur- Plato is the philosopher most difficult to interpret. works, periods, and genres of German literature. ing aesthetic modernism, literature, art, and religion The range of his interests, the innovative nature and are closely intertwined. When art achieved autono- the complexity of his thought, finally the fact that he GE 47498. Special Studies I and II mous status in the second half of the 18th century, it does not speak in first person adds to the difficulty. (3-0-3) did, to be sure, shed its subservient function relative After a general introduction into the main problems Prerequisite(s): Senior standing, dean’s list. to religion, yet in terms of its topics, themes, and, and positions of Plato scholarship today, we will most particularly, its claim to interpret and give read some of his dialogues written before his most GE 48439. Goethe’s Lives (3-0-3) meaning to human existence literature remained tied important work, The Republic, dealing with as vari- Goethe is doubtless the greatest German poet. He to religion, in fact became its great rival. ous topics as virtues, the nature of art, the relation of ethics and religion, the politics of Athens, and was the last Renaissance man—a philosophical This seminar will examine several stations of this the essence of knowledge. We will analyze both his mind, a scientist, and a statements, who wrote some development. Beginning with church hymns during arguments and the literary devices by which he com- of the most sublime German literature in all three the Renaissance and Barock, we will see how the municates them and partly withholds and alludes of genres. But one of his greatest artworks was his own Bible was discovered as a literary text in the 18th further ideas. life. We will read his autobiography, Dichtung und century. At the end of the century, art is conceived as Warheit, which gives us a splendid overview of Ger- an autonomous, even holy artifact. Poetry, for some, GE 40989. Philosophical Dialogues many’s intellectually most prolific time, and his Ital- even becomes the medium of human self-definition (3-0-3) ienische Reise, one of the most intense experiences of and the place in which new myths are created. In the Philosophy is communicated in different literary the essence of Italian culture ever. One of the focuses Romantic period art and religion become fused into genres, as essays, treatises, didactic poems, the choice of the seminar will be on the literary transformation a single unity. A century later, art and religion again of which influences in a subtle manner the contents of biographical facts peculiar to all autobiographies, come into close contact in lyric poetry of the fin-de- exposed. One of the most interesting literary genres and to Goethe’s in particular. siecle. The seminar concludes with a consideration of used by philosophers is certainly the dialogue, since the psalm form in 20th-century poetry. Readings will it allows to hide the author’s mind behind a variety include works by Luther, Paul Gerhardt, Klopstock, 154

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GE 48499. Senior Thesis RU 20102. Intermediate Russian II Maiakovsky, Isaac Babel, and Boris Pilniak. (Bunin (3-0-3) (3-0-3) Gasperetti was the first Russian writer to be awarded the Nobel German majors who wish to graduate with honors This is the second half of a two-semester review of Prize in literature; Zamiatin’s novel, We, was the may write a senior thesis. For those German majors Russian grammar designed to facilitate a near-native model for the antiutopian fiction of Orwell and who elect to write a thesis, several requirements must proficiency with the form and function of Russian Huxley; Bely is the Russian James Joyce). be met: (1) The student must have a GPA of 3.5 or nouns, verbs, and adjectives. Exceptional forms are higher in the major, (2) the thesis must be at least stressed, and reading selections on contemporary Topics to be considered are the content and method 30 pages long, and (3) the thesis must be written in Russian life and excerpts from literature are em- of Russian “decadence,” “symbolism,” and “modern- German. ployed to improve comprehension and build conver- ism”; the “lost” man and woman in the early twen- sational and writing skills. tieth century; the conflict between city and country, The student writing a thesis enrolls in GE 48499 “old” and “new,” Russia and the West; the dynamics and receives one course credit (three credit hours) RU 30101. The Literature of Imperial Russia I of revolution, catastrophe, and apocalypse; the for the course. Although the thesis is graded by the (in English) nature of “imprisonment,” “liberation,” and “exile” advisor (to receive honors, the thesis must receive a (3-0-3) (physical, social, spiritual, and aesthetic); the inter- grade of B+ or higher), the entire department reads The first part of a two-semester survey of long and play of “patriarchal,” “maternal,” and “messianic” the thesis, acting as an advisory body to the advisor. short fiction focusing on the rise of realism in Russia. voices; the form and function of antiutopian themes, The thesis is due the week after spring break, and the Topics to be included are the content and method psychological investigation, and the grotesque; the student is strongly advised to begin thinking about of realism (“gentry,” “urban,” “classical,” “romantic,” yearning for “ancient” Russia and the dismay at the it and start conferring with the advisor before the “empirical,” and “psychological”); the evolution of new Soviet state; links to “modern” Russian painting, October break of the fall term. the “family” chronicle; the nature and development music, and ballet; and, the critique of modernity and of the Russian hero and heroine, particularly the its implications for humankind. Russian “superfluous man,” “the philosophical rebel,” the Daily readings and discussions; several small papers, “man-god,” and the “moral monster”; the interplay projects, and exams. RU 10101. Beginning Russian I of “patriarchal,” “matriarchal,” and “messianic” (4-0-4) Marullo voices; the dynamics of the Russian soul and soil; the The course is designed to sharpen students’ aesthetic No prerequisite. Develops students’ skills in listen- interaction of lord and peasant; the premonition of and analytical capabilities, improve their reading ing, speaking, reading, and writing while also foster- catastrophe and Apocalypse; and finally, the conflict comprehension, and strengthen their written and ing an appreciation for Russian culture. Emphasis is between city and country, “old” and “new,” Russia oral skills. placed on the acquisition of basic structures, vocabu- and the West. Daily readings and discussions. Several lary, and sound systems. Students will be encouraged papers, projects, and exams. RU 30104. Twentieth-Century Russian to use their language skills to communicate and Literature II (in English) interact in a variety of situations and contexts. RU 30102. The Literature of Imperial Russia II (3-0-3) (in English) The second half of a year-long survey of 20th- RU 10102. Beginning Russian II (3-0-3) century Russian literature, this course focuses on (4-0-4) The second part of a two-semester survey of long literature as protest against Soviet totalitarianism and Continuation of Beginning Russian I. Develops and short fiction focusing on the rise of realism in as an assertion of the freedom and dignity of the in- students’ skills in listening, speaking, reading, and Russia. Topics to be included are the content and dividual in the face of challenges from the state and writing while also fostering an appreciation for Rus- method of realism (“gentry,” “urban,” “classical,” from “modern life.” sian culture. Emphasis is placed on the acquisition “romantic,” “empirical,” and “psychological”); the of basic structures, vocabulary, and sound systems. evolution of the “family” chronicle; the nature and RU 30201. Dostoevsky (in English) Students will be encouraged to use their language development of the Russian hero and heroine, par- (3-0-3) skills to communicate and interact in a variety of ticularly the “superfluous man,” “the philosophical No prerequisite. Dostoevsky in English is an in- situations and contexts. rebel,” the “man-god,” and the “moral monster”; the tensive, in-depth survey of the major long and interplay of “patriarchal,” “matriarchal,” and “mes- short fiction of one of the world’s greatest and most RU 13186. Literature University Seminar (in sianic” voices; the dynamics of the Russian soul and provocative writers. Readings include: The House of English) soil; the interaction of lord and peasant; the premo- the Dead (1862); The Notes from the Underground (3-0-3) Gillespie nition of catastrophe and Apocalypse; and finally, the (1864); Crime and Punishment (1866); and The First-year students only. This course introduces conflict between city and country, “old” and “new,” Brothers Karamazov (1879–80). Topics to be dis- students to Russian literature and culture while also Russia and the West. Daily readings and discussions. cussed: the evolution of the Dostoevskian hero and serving as an introduction to the seminar method Several papers, projects, and exams. heroine within the context of the writer’s fiction, as of instruction. The course is writing-intensive, with well as within the social and literary polemics of the emphasis given to improving students’ writing skills RU 30103. Literature of the Russian age; the content and method of both “urban” and through the careful analysis of specific texts. Revolution (taught in English) “psychological” realism; the interplay of “patriar- (3-0-3) Marullo chal,” “matriarchal,” and “messianic” voices; the dy- RU 20101. Intermediate Russian I “Literature of the Russian Revolution (in English)” namics of Russian soul and soil; the conflict between (3-0-3) Gasperetti focuses on the national written expression that at- city and country, “old” and “new,” Russia and the This is the first half of a two-semester review of tended the explosion in the arts in Russia in the first West; the influence of the “saint’s tale,” the “family Russian grammar designed to facilitate a near-native thirty years of this century, e.g., Stravinsky in music, chronicle,” the “detective story,” and the genres of proficiency with the form and function of Russian Diaghilev in ballet, and Benois, Goncharova, Cha- journalism and drama on Dostoevsky’s writing; and nouns, verbs, and adjectives. Exceptional forms are gall, and Larionov in art. the writer’s political, theological, and epistemological stressed, and reading selections on contemporary visions, in particular, his distrust of behavior (i.e., Russian life and excerpts from literature are em- Readings include the “decadence” of Ivan Bunin, co-dependency, sadomasochism, sexual perversion, ployed to improve comprehension and build conver- Leonid Andreev, and Feodor Sollogub; the “proletar- and the like); and his endorsement of so-called “Pau- sational and writing skills. ian” writings of Maxim Gorky; the “symbolism” of line mysticism.” The first three weeks of the course Andrei Bely and Alexander Blok; and the “modern- will focus on Dostoevsky’s early fiction, the thesis ism” of Mikhail Kuzmin, Evgeny Zamiatin, Vladimir being that many of the ideas, images, and themes 155

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of the writer’s major novels were rooted in the early RU 33401. Russian Women Memoirists (in RU 40101. Advanced Russian I experiments of both his “Petersburg” and “Siberian” English) (3-0-3) periods. Daily readings and discussions. Several small (3-0-3) This year-long course is designed to significantly papers, projects, and exams. Throughout the history of Russian literature, the improve students’ comprehension and self- genres of autobiography, memoir, and diary have expression skills in Russian, serving as a preparation RU 30202. Tolstoy (in English) provided a venue for women to find their voices in for Russian literature courses in the original. The (3-0-3) a private arena safely distanced from the privileged course will include an intensive review of Russian Tolstoy in English is an intensive, in-depth survey of genres of novels and lyric poetry. This course ex- grammar; Russian stylistics, syntax, and grammar the major long and short fiction of one of the world’s amines the history and development of the female at the advanced level; reading and analysis of a wide greatest and most provocative writers. Readings memoir in Russian literature, from the 18th-century range of 19th-century Russian literary texts; writing include: Childhood, Boyhood, Youth (1852–57), The memoirs of a courtier of Catherine the Great to doc- essays in Russian; and extensive work on vocabulary Sevastopol Tales (1855–56), The Cossacks (1863), War uments of the Stalinist terror and prison camp life building and advanced conversation skills. The and Peace (1865–69), Anna Karenina (1875–77), of the 20th century. We also will address theoretical course will be conducted in Russian. The Death of Ivan Ilyich (1886), The Kreutzer Sonata questions about women’s autobiographical writing (1889), Master and Man (1895), Father Sergius and consider the relationship of the works we read to RU 40102. Advanced Russian II (in Russian) (1898), and Hadji Murad (1904). the dominant “male” literary tradition. (3-0-3) This year-long course is designed to significantly Topics to be discussed: the evolution of the Tol- RU 33450. Progress, Prosperity, (In)Justice: improve students’ comprehension and self-expres- stoyan hero and heroine within the context of the The Plight of the Individual in Nineteenth- sion skills in Russian, serving as a preparation for writer’s fiction, as well as with the social and literary Century Literature Russian literature courses in the original. The course polemics of the age; the interplay of “patriarchal,” (3-0-3) Gasperetti will include an intensive review of Russian grammar; “matriarchal,” and “messianic” voices; the dynamics Analyzes a seminal transition in Western society as Russian stylistics, syntax, and grammer at the ad- of Russian soul and soil; the conflict between city it moved from an agrarian world centered around vanced level; reading and analysis of a wide range of and country, “old” and “new,” Russia and the West; the rural estate to an urban culture built on industry 19th-century literary texts (including fiction, poetry, and the writer’s political, theological, and epistemo- and commerce. Literary texts emphasize the physi- interviews, songs, and newspaper materials); writing logical visions, in particular, his theory of history, his cal, psychological, and moral consequences to the essays in Russian; and extensive work on vocabulary defense of the family, his endorsement of “rational individual of the decline of the estate, the rise of building and advanced conversation skills. egoism,” his distrust of socially inspired “great men” capitalism, the nontraditional nature of life and work in life. in the city, various challenges to the established order RU 43101. Nineteenth-Century Russian (socialism, anarchism), and changing notions of Literature Survey (in Russian) RU 30501. Holy Fools in Christian Tradition (in gender. Texts include Daniel Defoe, Robinson Crusoe; (3-0-3) English) Nikolai Gogol, “The Overcoat”; Eugene Sue, The Introduces the major movements and authors of the (3-0-3) Mysteries of Paris (excerpts); Leo Tolstoy, Childhood; 19th century. Special attention is given to the genesis Through the analysis of a variety of texts ranging Charles Dickens, Hard Times; Horatio Alger, Ragged of the modern tradition of Russian literature in the from the New Testament to hagiographies and philo- Dick; Emile Zola, Germinal, and Henrik Ibsen, A first half of the century and to the role literary cul- sophical treatises we will examine different forms of Doll’s House. Nonliterary texts used to support the ture played in the political and social ferment of the holy foolishness in spiritual and cultural traditions of literary depiction of the era include John Locke, era. Readings, discussions, and written assignments Eastern and Western Christianity and establish their “Of Property,” Adam Smith, The Wealth of Nations are in Russian and English. cultural bearings. Concepts under discussion will (excerpts); Karl Marx and Friedrich Engels, The include asceticism; sanctity; heresy; canonization; Communist Manifesto; and Henry Mayhew, London RU 43102. Twentieth-Century Russian hagiography. Among the course readings will be the Labour and the London Poor (excerpts). Literature Survey (in Russian) First Epistle of the Apostle Paul to the Corinthians; (3-0-3) early Christian Paterika; individual vitae of Byzan- RU 33520. New Directions in Russian Cinema Prerequisite(s): RU 20102 or RU 202 tine holy fools (St. Simeon of Emessa, St. Andrew (3-0-3) This course surveys the generic richness, stylistic of Constantinople); controversial lives of Christian No prerequisite. Freed from the constraints of innovation, and political intrusion into literature saints (Life of Alexis the Man of God); lives of East- Soviet-era censorship, since 1990 Russian filmmak- that defined Russian literary culture in the first ern Orthodox saints (Kiev Cave Monks; St. Basil the ers have exploited the unique qualities of the film six decades of the 20th century. It introduces such Fool of Moscow); Lives of Western Christian Saints medium in order to create compelling portraits movements/periods as Symbolism, Acmeism, Futur- (St. Francis of Assisi); and later elaborations on the of a society in transition. The films we will watch ism, the “fellow travelers,” socialist realism, and the subject of folly found in such works as In Praise of cover a broad spectrum: reassessing Russia’s rich pre- “thaw.” Readings, discussions, and written assign- Folly by Erasmus of Rotterdam and Madness and Revolutionary cultural heritage as well as traumatic ments are in Russian and English. Civilization by Michel Foucault. periods in Soviet history (World War II, the Stalinist era); grappling with formerly taboo social issues RU 43208. Chekhov (in Russian) RU 33301. Brothers Karamazov (in English) (gender roles, anti-Semitism, alcoholism); taking an (3-0-3) (3-0-3) Gasperetti unflinching look at new social problems resulting This course is an introduction to the short stories No prerequisite. This course is a multifaceted inves- from the breakdown of the Soviet system (the rise of and plays of Anton Chekhov, with attention to the tigation into the philosophical, political, psychologi- neo-fascism, the war in Chechnya, organized crime); development of his art of characterization, dialogue, cal, religious, and literary determinants of Fyodor and meditating on Russia’s current political and cul- plot construction, and innovative dramatic tech- Dostoevsky’s longest and most complex novel, The tural dilemmas (the place of non-Russian ethnicities nique. Central themes of the course will be alien- Brothers Karamazov. Emphasis is placed on daily, within Russia, Russians’ love-hate relationship with ation and banality in Chekhov’s works, Chekhov’s in-depth discussions based on a close reading of the the West). From this complex cinematic patchwork attitude to science and progress, and his views on the text. Additional assignments illuminate a variety emerges a picture of a new, raw Russia, as yet con- future of Russia. A portion of the semester will be of themes in the novel, from the author’s visionary fused and turbulent, but full of vitality and promise largely devoted to the reading and performance (in political predictions and rejection of West European for the future. Short readings supplement the film Russian) of one of Chekhov’s plays. materialism to his critique of rationalism and insis- component of the course. tence on the link between faith and morality. 156

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RU 43405. Russian Romanticism (in Russian) (Cushwa Center); Robert Goulding (Program (3-0-3) History of Liberal Studies); Lionel Jensen (East Asian Prerequisite(s): RU 20102 or RU 202 Chair: Languages and Literatures); Kelly Jordan This course introduces students to the literature of John T. McGreevy (ROTC); Dorothy Pratt (Arts and Letters); Russian Romanticism, which came into being at Director of Graduate Studies: Thomas Schlereth (American Studies); Phillip the turn of the 19th century, dominated Russian Olivia Remie Constable Sloan (Program of Liberal Studies); Thomas literature in the 1820s and was still influential well Director of Undergraduate Studies: A. Stapleford (History and Philosophy of Sci- into the latter part of the century. Inspired by Rus- Daniel A. Graff ence); Kevin Whelan (Keough Institute for sian writers’ encounters with English, German, and Andrew V. Tackes Professor of History: Irish Studies) French Romantic literature, Russian Romanticism John H. Van Engen Visiting Assistant Professors: was, paradoxically, the first literary movement in Andrew V. Tackes Professor of History: Jonathan Lyon; Kim Pelis; Ramnarayan Rawat; Russia that sought to develop a definitively national, Thomas P. Slaughter John Soares uniquely Russian literature and literary language. Francis A. McAnaney Professor of History: Fellows: We will explore this quest for a national literature in George M. Marsden Vincent Carey (Keough Institute, spring light of Russian Romanticism’s Western influences. Carl E. Koch Assistant Professor of History: 2006); Alan Durston (Erasmus Institute, fall In so doing, we will study works of poetry, fiction, Emily Osborn 2005); Susan Fitzpatrick-Behrens (Kellogg drama, and literary criticism by a diverse group of Rev. John J. Cavanaugh, CSC, Professor of Institute, spring 2006) Romantic writers including Vasily Zhukovsky, Alex- Humanities: Postdoctoral Teaching Fellows: ander Pushkin, Nikolai Gogol, Mikhail Lermontov, James Turner Margaret Abruzzo; Mioara Deac Karolina Pavlova, Fedor Tiutchev, Afanasy Fet, and Rev. Theodore M. Hesburgh, CSC, College of GraduateTeaching Fellows: others. Themes of the course will include the nation- Artts and Letters Chair: Nahyan Fancy (spring 2006); Justin Poche al and the exotic, the natural and the supernatural, Sabine G. MacCormack (spring 2006) rebellion and social alienation, violence, and passion. Robert M. Conway Director of the Medieval Institute: Thomas Noble Program of Studies. The Department of History RU 43420. Post-Soviet Literature and Culture John M. Regan Jr. Director of the Joan B. Kroc Institute offers courses for undergraduates designed to expose (3-0-3) for International Peace Studies: them to life in the past as it was experienced and In the last two decades, Russia has undergone dra- R. Scott Appleby understood in the Americas, Europe, Asia, Africa, matic changes ranging from the crisis of the totalitar- Professors: and Australia. Courses offered consist of lectures ian system and disintegration of the Soviet empire R. Scott Appleby (on leave spring 2006); Doris and seminars that require students to develop both a to the rapid development of new trends in literature Bergen (Warsaw, spring 2006); Rev. Thomas critical appreciation of primary and secondary texts and culture. We will survey these new trends, with Blantz, CSC; Olivia Remie Constable; Chris- and skills in historical thinking and writing. a focus on defining the nature and multiplicity of topher S. Hamlin (on leave 2005–06); “post-Soviet” cultural sensibilities in recent Russian Students interested in majoring in history at the Thomas A. Kselman; Sabine G. MacCormack short fiction, essays, poetry, lyrics, and interviews, as University of Notre Dame have two options. The well as in pop-culture and film. Topics under consid- (joint with Classics), (on leave fall 2005); standard major option consists of 10 three-credit eration will include traditional and new, post-Soviet George S. Marsden; John T. McGreevy; Dian upper-level history courses (beginning with a 3 or and postmodern, as well as feminist, emigre, and H. Murray; Thomas Noble (on leave 2005– higher), beginning with an exciting introductory post-colonial discourses. 06); Thomas P. Slaughter; James Smyth; James seminar (HIST 33000—History Workshop), which Turner; John H. Van Engen (on leave spring plunges students into the work of writing history RU 43501. St. Petersburg as Russian Cultural 2006); J. Robert Wegs from the moment they join the major through inten- Icon (in Russian) Professors Emeritus: sive interpretation of primary source documents. To (3-0-3) Robert E. Burns; Michael Crowe (concur- encourage breadth of historical knowledge, standard In the last two decades, Russia has undergone dra- rent); Vincent P. De Santis; Jay P. Dolan; J. majors also take a variety of courses emphasizing matic changes ranging from the crisis of the totalitar- Philip Gleason; Rev. Robert L. Kerby; Walter different chronological periods and geographical ian system and disintegration of the Soviet empire Nugent; Rev. Marvin R. O’Connell; Andrzej areas. More specifically, they must take one course to the rapid development of new trends in literature Walicki from four of the five following fields: African/Asian/ and culture. We will survey these new trends, with Associate Professors: Middle Eastern history; Ancient/Medieval European a focus on defining the nature and multiplicity of Ted Beatty; Gail Bederman; Paul Cobb; history (to 1500); Modern European history (from “post-Soviet” cultural sensibilities in recent Russian Brad Gregory (on leave 2005–06); Semion 1500); United States history; Latin American history. short fiction, essays, poetry, lyrics, and interviews, as Lyandres; Rev. Wilson D. Miscamble, CSC; One of the four courses must contain substantial well as in pop-culture and film. Topics under consid- Richard Pierce; Linda Przybyszewski; Rev. material on the period before 1500. In addition, to eration will include traditional and new, post-Soviet Robert Sullivan; Julia Adeney Thomas (on encourage depth in a particular field of interest, stan- and postmodern, as well as feminist, emigre, and leave fall 2005) dard majors also declare a concentration consisting post-colonial discourses. Assistant Professors: of three courses. (These concentrations must be ap- Jon Coleman; Asher Kaufman; Margaret proved by the major’s advisor by the beginning of the RU 46101. Special Studies Meserve; Emily Osborn (on leave 2005–06); senior year.) Standard majors also take an elective in (3-0-3) Marc Rodriguez any field they choose. To complete their course work, Directed reading course. Professional Specialist standard majors take a departmental seminar (HIST and Concurrent Associate Professor: 43xxx), which offers the opportunity to conduct pri- RU 47101. Area Studies D’Arcy Jonathan Boulton (Angers, 2005–06) (3-0-3) mary research and produce a substantial paper. Assistant Professional Specialist: Fall semester research in Russian and East European Daniel A. Graff The second option is a supplementary major, area studies. By the end of the semester, the student Concurrent Faculty: consisting of eight three-credit upper-level his- will be expected to produce an annotated bibliogra- Heidi Ardizzone (American Studies); Keith tory courses (beginning with a 3 or higher). The phy of sources, a thesis statement, and an outline/ R. Bradley (Classics); Steven Brady (First supplementary major is designed for those majoring proposal for the research project as a whole. Year of Studies); Kathleen Sprows Cummings in other departments but also interested in pursuing 157

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a program of study in history. To encourage breadth Theta, a national history honor society. The History power provoked opposition from both elites and of historical knowledge, supplementary majors take a Department initiates new members once per year. ordinary people. This course will explore resistance variety of courses emphasizing different chronologi- to the state as well as tracing its growth, with special cal periods and geographical areas. More specifically, Course Descriptions. The following course de- attention paid to the English revolution in the 17th they must take one course from four of the five scriptions give the number and title of each course. century, the French and Russian revolutions in 1789 following fields: African/Asian/Middle Eastern his- Lecture hours per week, laboratory, and/or tutorial and 1917, and the collapse of the Soviet empire in tory; Ancient/Medieval European history (to 1500); hours per week, and credits each semester are in the late 20th century. Particular attention will be Modern European history (from 1500); United parentheses. paid to the development of the ideologies of liberal- States history; Latin American history. One of the ism, socialism, and nationalism, which defined new HIST 10040. Current Affairs: Historical Context four courses must contain substantial material on (1-0-1) relationships between people and their states in the the period before 1500. In addition, supplementary This is a one-semester, one-credit-hour course, open 19th and 20th centuries. The changing status of majors take three electives. To complete their course only to first-year students. The purpose of the course women, and the emergence of feminism as another work, supplementary majors will take a departmental is to provide a forum in which students can follow ideological alternative, will be dealt with as well. The seminar (HIST 43xxx), which offers the opportunity and discuss contemporary world affairs beyond the conflicted relationship between Europe and its colo- to conduct primary research and produce a substan- nial territories will constitute another major theme. headlines. Students will read The New York Times on tial paper. a daily basis, and will come to class prepared to dis- HIST 12400. Western Civilization II Note: While nearly all history courses are taught for cuss the events in the news. In addition, each student (0-0-0) will choose a specific and continuing newsworthy three credits, students can also fulfill requirements by Corequisite(s): HIST 10400 an accumulation of one-credit mini-courses if they topic to follow over the course of the semester. The A weekly tutorial required for those registered for are offered. student will research the historical background of HIST 10400 or its cross-lists. this subject and give a presentation on this issue to History Honors Program. The History Department the class. A paper of approximately eight pages will HIST 10409. Collapse of European offers a special program of study, the History Hon- be due on this topic at the end of the semester. ors Program, for the most talented and motivated Communism (3-0-3) standard majors. Each fall semester, the junior class HIST 10200. Western Civilization I Why did certain countries become communist re- of history majors are invited to join; those selected (3-0-3) gimes after World War II? And how did communism begin the program in the spring semester of their Corequisite(s): HIST 12200 collapse there? This course will explore the rise and junior year. A student in the History Honors Pro- A survey of the central themes in Western civiliza- fall of communism in Eastern Europe from World gram will take 11 three-credit upper-division History tion from ancient Mesopotamia to the Renaissance. War II to 1989. Emphasis will be placed on the courses to satisfy both the Honors Program and His- Emphasis will be on problems of social organization, Hungarian, Czech, Polish, and Yugoslav experiences. tory Major requirements. In addition to taking the especially the mutual obligations and responsibilities introductory gateway course (HIST 33000—History of individuals and states; evolving concepts of justice; HIST 10600. US History I: to 1877 Workshop) and a variety of courses emphasizing aesthetic standards; religious ideas and institutions; (3-0-3) Coleman geographical and chronological breadth (see the basic philosophical concepts; different kinds of Corequisite(s): HIST 12600 standard major option above), the student also takes states; and the ideologies that defined and sustained A survey of the social, cultural, and political his- two special Honors seminars. Instead of completing them. tory of the British North American colonies and a departmental seminar, the student researches and the United States to the close of the Civil War. writes a senior thesis, receiving three credits in each HIST 12200. Western Civilization I Tutorial Organized around the question of American “nation- semester of the senior year. Each History Honors (0-0-0) hood,” topics include Native American, European, student will select a field of concentration and takes A weekly tutorial required for students registered for and African encounters; regional development and two additional courses in this field to complete the HIST 10200, Western Civilization I, or its divergence; imperial conflict and revolution; consti- program. In the spring of the junior year, the student cross-lists. tutional development and argument; democratiza- enrolls in an Honors Program Methodology Seminar tion and its implications; religious impulses and (HIST 53001), designed to introduce the student to HIST 10210. Ancient Greece and Rome reformism; immigration and nativism; the impor- (3-0-3) Mazurek the various methods historians utilize to analyze and tance of land and westward expansion; slavery and An introduction to the major historical and cultural write about the past. (Students admitted to the Hon- emancipation; sectional division and Civil War. ors Program, but studying abroad during the spring periods of ancient Greek and Roman civilization through close reading of texts central to the Classi- semester junior year, are exempt from HIST 53001. HIST 10605. US History II: from 1877 They must, however, register a thesis topic and advi- cal Greek and Latin literary traditions. Topics to be (3-0-3) Rodriguez sor with the director of Undergraduate Studies by considered include: concepts of the divine; heroism Corequisite(s): HIST 12605 the end of that semester.) In the fall of the senior and virtue; concepts of gender; democracy, empire, This course will be a survey of the political, diplo- year, the student will enroll in an Honors Program and civic identity. The course aims to deepen stu- matic, economic, social, and cultural development Reading and Discussion Colloquium (HIST 53002), dents’ appreciation for the classical roots of their own of the United States from 1865, the end of the Civil intended to introduce the student to basic issues of social, intellectual, and religious lives. War, to 1988, the end of the Ronald Reagan presi- critical interpretation and historiography through a dency. Major topics to be covered include post-war specific field. In the fall and spring of the senior year, HIST 10400. Western Civilization II reconstruction, the Industrial Revolution of the late (3-0-3) Bergen the student will work on a thesis (up to 50 pages) 19th century, the progressive legislation of Presidents Corequisite(s): HIST 12400 under the supervision of a specific faculty member. Theodore Roosevelt and Woodrow Wilson, the This course will provide a comprehensive overview The student will register for HIST 58001 (three se- causes of the Wall Street Crash and Great Depres- of European history over the last four centuries. nior thesis credits) each semester of the senior year. sion, the New Deal programs of Franklin Roosevelt, During this period European states emerged as World Wars I and II, the Fair Deal and containment Phi Alpha Theta. Students who have completed powerful institutions, extending their control over policies of Harry Truman, Dwight Eisenhower’s at least four major-level courses in history, earning the peoples of Europe, and battling with each other Modern Republicanism, the New Frontier of John a grade point average of 3.5 or above, and whose for territory, subjects, and status, both in Europe and Kennedy, Lyndon Johnson’s Great Society, the civil cumulative grade point average is at least 3.2, are throughout the world. The enormous growth of state rights and feminist movements, Vietnam, Richard eligible for the Notre Dame chapter of Phi Alpha 158

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Nixon and Watergate, and the presidencies of Gerald to the present. We will consider, among others, the into a mythic hero surrounded by magical compan- Ford, Jimmy Carter, and Ronald Reagan. following topics: immigrant and ethnic Catholicism, ions. In the 12th century, this legendary Arthur was women in the Church, Catholic social reform, devo- not only incorporated into the new historiography of HIST 10612. American Catholic Experience tional and parish life, and the relationship between England (since 1066 under the rule of French-speak- (3-0-3) Cummings Catholicism and American democracy. Texts for the ing Normans), but into the new genre of literature Corequisite(s): HIST 12612 course include a general history, two interpretive created in France around 1150—the chivalric This course will examine the history of the Irish in works, and a course packet of primary sources. Re- romance—which itself embodied a new ideal for the United States. In many respects the Irish are the quirements include a midterm and final examination the relationship between men and women derived great success story in American history. They have and three short (3–5 pp.) essays. from the songs of the troubadours of the south. The moved from the shantytowns of urban America to great majority of these tales of love and marvelous the boardrooms of Wall Street. Along the way they HIST 13184. History University Seminar adventures written over the next four centuries were have left their mark on American politics, literature, (3-0-3) to be set in the court of the legendary Arthur, and religion, and the labor movement. These are the An introduction to the seminar method of instruc- the Round Table was invented in this period as the areas that the course will study. The course begins in tion that explores the major methodologies of the central focus of the ideals it was made to represent. the 18th century when large numbers of Irish im- historical discipline and which accents the organiza- History soon began to imitate literature, as kings and migrated to North America. Then we will examine tion and expression of arguments suggested by read- princes attempted to emulate the idealized Arthurian the Great Famine of the 1840s and the subsequent ings in historical topics. court in their tournaments and other court festivi- immigration of over one million Irish people to ties, and from 1330 to 1469 actually founded orders the US. The great themes of Irish American his- HIST 20075. Introduction to Islamic Civilization of knights based on the Round Table. The class will tory—politics, literature, religion, and labor—will be (3-0-3) read the relevant parts of some of the chronicles, the focus of our study as we examine the Irish during This course provides an introduction to Islamic histories, and epics in which Arthur was mentioned, the century of immigration, 1820–1920. We will civilization and Muslim culture and societies through as well as a representative sample of the Arthurian ro- conclude our study with an overview of 20th century scholarly works, literature, media clips, films, and mances of the later period, and of related documents Irish America and the new Irish immigrants of the audio-video material (some made by the instruc- like the statutes of the chivalric orders. 1980s and 1990s. tor during recent trips to the Middle East). The background readings will provide a context for the HIST 20290. Castles and Courts in Medieval HIST 10750. History of US National Security audio-visual material, giving a general overview of Europe Policy since the 1890s the history of the Islamic world from the advent of (3-0-3) (3-0-3) Islam to the present day. The ultimate goal of this Corequisite(s): HIST 22290 In the aftermath of 9/11, with American troops de- course is for students to gain a better understanding The expanded title of this course is Castles, Castel- ployed in Afghanistan and Iraq, and concern about of the Muslim peoples and their culture and societies lanies, and Courts in Latin Europe, 900–1650. This the nuclear ambitions of such nations as North within the broader context of Islamic civilization. course will examine the high period in the history of Korea and Iran, “national security” is the phrase that Focal point: brief overview of the canons and basic the castle—a combination of fort and residence—of is often discussed and is of crucial importance to tenets of Islam as a world religion, recognition and the castellany or district subjected to the domination informed citizens. This course will examine national transcendence of stereotypes, awareness of Western of a castle, and of the household and court of the security policy: what it is, how it is formulated and culture and political influence on today’s Arab- kings, princes, and barons who built such residences executed, and how US national security policies have Islamic world and vice versa, and exposure to Middle and organized their lives and their activities within evolved since the 1890s. Using a variety of readings Eastern culture. their various structures. It will first consider the and films such asCasablanca and Dr. Strangelove, castle as a form of fortification, review briefly the this course will examine US national security policies HIST 20076. Revelation and Revolution history of fortifications before 900, and examine from the late 1890s through two world wars, the (3-0-3) the ways in which lords and their builders steadily interwar period, the Cold War, the post-Cold War Between the years 100 and 1000 AD, Christianity improved their defensive capabilities in response to years, and up to the current post-9/11 world. We and Islam were born and struggled for supremacy as new knowledge and to new methods and tools of will identify continuities and departures in historic world empires. The rivalry that resulted was religious siegecraft. It will then examine the relationship of US national security policies, and consider the roles and theological, but it expressed itself in story, art, the castle to the contemporary forms of non-fortified of policymakers and their critics in a self-governing and imagination. This course follows the early prog- or semi-fortified house, and finally its relationship society. ress of a rivalry that continues to our own day. [Top- to the lordly household (the body of servants orga- ics include history of religious interaction, politics nized into numerous departments associated with HIST 12600. US History I Tutorial of empire, Arabic literature, mytho-poetics, art, and particular rooms or wings of the castle) and with the (0-0-0) architecture.] court (or body of soldiers, officers, allies, students, Corequisite(s): HIST 10600 and temporary guests) who filled the castle when A weekly tutorial required for students registered for HIST 20204. King Arthur in History and the lord was present. The course will conclude with HIST 10600, US History I, or its cross-lists. Literature an examination of the history of the castellany as a (3-0-3) form of jurisdiction. The course will concentrate on This course—intended to introduce undergraduates HIST 12605. US History II Tutorial the castles of the British Isles and France, but will (0-0-0) to one of the major themes as well as to the inter- examine the great variety of types found throughout Corequisite(s): HIST 10605 disciplinary approaches characteristic of medieval Latin Europe. A weekly tutorial required for those registered for studies—is a team-taught examination of the devel- HIST 10605, US History II, or its cross-lists. opment and influence of the legend of Arthur, King HIST 20400. Western Civilization II of Britain, both in history and in literature. The his- (3-0-3) Bergen HIST 12612. American Catholic Experience torical Arthur is very obscure, but he was probably a This course will provide a comprehensive overview Tutorial Romanized Celtic war-leader who fought the invad- of European history over the last four centuries. (0-0-0) ing Anglos and Saxons at the beginning of the his- During this period European states emerged as Corequisite(s) : HIST 10612 tory of what was to become England. His memory powerful institutions, extending their control over This course is a survey of the history of Roman was preserved in the oral literature of his own people, the peoples of Europe, and battling with each other Catholicism in the United States from colonial times now called the Welsh, but he was soon converted for territory, subjects, and status, both in Europe and 159

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throughout the world. The enormous growth of state Kennedy, Lyndon Johnson’s Great Society, the Civil HIST 33000. History Workshop power provoked opposition, from both elites and Rights and feminist movements, Vietnam, Richard (3-0-3) Cobb, Constable, Kselman ordinary people. This course will explore resistance Nixon and Watergate, and the presidencies of Ger- This course introduces students to how historians to the state as well as tracing its growth, with special ald Ford, Jimmy Carter, and Ronald Reagan. The study the past. Students will gain insight into the attention paid to the English revolution in the 17th class format will be two lectures each week and one nature of historical inquiry through discussion of ex- century, the French and Russian revolutions in 1789 discussion session. There will be three short writing emplary works of history, analysis of primary source and 1917, and the collapse of the Soviet empire in assignments, a midterm, and a final examination. documents from various time periods and places, the late 20th century. Particular attention will be and, most important, their own efforts to write paid to the development of the ideologies of liberal- HIST 22290. Castles and Courts in Medieval history. Readings will include important secondary ism, socialism, and nationalism, which defined new Europe historical works as well as discussions of how histo- relationships between people and their states in the (0-0-0) rians actually do history. Writing assignments will 19th and 20th centuries. The changing status of A weekly tutorial required for those registered for include at least two 10-page histories written by each women, and the emergence of feminism as another HIST 20290, Castles and Courts in Medieval Eu- student from primary source documents. This course ideological alternative, will be dealt with as well. rope, or its cross-lists. is a requirement for—and open only to—history The conflicted relationship between Europe and majors pursuing the standard major in history (not its colonial territories will constitute another major HIST 22400. Western Civilization II Tutorial the supplementary major). theme. In addition to political and social develop- (0-0-0) ments, this course will treat in broad terms the major Corequisite(s): HIST 20400 HIST 30050. African History to 1800 cultural and intellectual trends in Europe, examining Required tutorial for HIST 20400 and its cross-lists. (3-0-3) the growth of the critical spirit in the Enlighten- This course introduces students to major themes in ment and the emphasis on feeling and subjectivity HIST 22600. US History 1 Tutorial African history to 1800. It investigates agricultural (0-0-0) in the age of Romanticism. The course will conclude and iron revolutions, states and empires, religious Corequisite(s): HIST 20600 with a section on recent developments, focusing on movements, and patterns of migration and labor Required tutorial for HIST 20600 and its cross-lists. efforts to create an integrated Europe, and on the exploitation. The latter part of the course focuses on emergence of the current tensions that divide Europe Africa in the era of trans-Atlantic slave trade, from HIST 22605. U.S. History II Tutorial 1550 to 1800. We will study the various methods and the United States. Slides, music, and film will be (0-0-0) that historians use to investigate the past; we will used to illustrate and supplement material treated in Corequisite(s): HIST 20605 also delve into some of the intellectual debates sur- lectures. Students will be assigned a general text and Required tutorial for HIST 20605 and its cross-lists. about five additional books, including both primary rounding pre-colonial Africa and the slave trade. By the end of the course, students will have a firm and secondary sources. The grade will be based on HIST 20612. American Catholic Experience two short essays, a mid-term and final exam, and on (3-0-3) Cummings understanding of states and societies in Africa in the class participation. Students registering for this class Corequisite(s): HIST 22612 pre-colonial period. are also required to take a corequisite. This course is a survey of the history of Roman Catholicism in the United States from colonial times HIST 30060. African History since 1800 (3-0-3) HIST 20600. US History I: to 1877 to the present. We will consider, among others, the This course will focus on African history from 1800 (3-0-3) Coleman following topics: immigrant and ethnic Catholicism, to the independence movements of the 1960s. In the Corequisite(s): HIST 22600 women in the Church, Catholic social reform, devo- 19th century, new states, economies, and societies A survey of the social, cultural, and political his- tional and parish life, and the relationship between emerged in Africa as African peoples developed new tory of the British North American colonies and Catholicism and American democracy. Texts for the relations among themselves and with the rest of the the United States to the close of the Civil War. course include a general history, two interpretive world. With the “scramble for Africa” of the 1880s, Organized around the question of American “nation- works, and a course packet of primary sources. Re- European powers colonized Africa and suppressed hood,” topics include Native American, European, quirements include a midterm and final examination many of these processes. In the 1960s, however, self- and African encounters; regional development and and three short (three- to five-page) essays. Students rule resurged as Africans helped throw off the yoke divergence; imperial conflict and revolution; consti- enrolled in this class must also take HIST 22612, a of colonial rule and form independent nation-states. tutional development and argument; democratiza- tutorial. tion and its implications; religious impulses and This course will consider the social, economic, and political history of Africa by using case studies from reformism; immigration and nativism; the impor- HIST 20910. History of Mexico tance of land and westward expansion; slavery and (3-0-3) the Democratic Republic of Congo (Congo-Zaire), emancipation; sectional division and Civil War. Mexican history is often portrayed as a recurring Nigeria, Sierra Leone, and South Africa. conflict between foreign conquests and an authentic HIST 20605. US History II: 1877 to the Present Mexican culture. We will examine this theme over HIST 30080. Medieval Middle East (3-0-3) Cobb (3-0-3) Rodriguez 500 years of Mexican history, from indigenous cul- This course offers a survey of Middle Eastern his- Corequisite(s): HIST 22605 tures and the Spanish conquest to the 20th-century tory from the rise of Islam in the seventh century This course will be a survey of the political, diplo- revolution and its social consequences. Through CE until the rise of Mongol successor polities in matic, economic, social, and cultural development readings, lectures, discussions, art, and film we will the 15th century. The course is structured to cover of the United States from 1865, the end of the Civil explore the roots of modern Mexico and its devel- political and cultural developments and their rela- War, to 1988, the end of the Ronald Reagan presi- opment from the 15th century to the present. No tionship with broader changes in society during the dency. Major topics to be covered include post-war background in Mexican or Latin American history formative centuries of Islamic civilization. Specific reconstruction, the industrial revolution of the late is required. 19th century, the progressive legislation of Presidents topics include the career of the Prophet Muhammad and the origins of the earliest Muslim polity; the Theodore Roosevelt and Woodrow Wilson, the HIST 22612. American Catholic Experience causes of the Wall Street Crash and Great Depres- Tutorial creation and breakup of the Islamic unitary state (the sion, the New Deal programs of Franklin Roosevelt, (0-0-0) Caliphate); the impact of Turkic migrations on the World Wars I and II, the Fair Deal and containment A weekly tutorial required for those registered for Middle East; social practices surrounding the trans- policies of Harry Truman, Dwight Eisenhower’s HIST 20612 or its cross-lists. mission of learning in the Middle Ages; the diversity Modern Republicanism, the New Frontier of John of approaches to Muslim piety and their social and 160

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political expression; popular culture; non-Muslims revolutionaries, and Asian fascists. The course has of the Chinese and will demonstrate how the state’s in Islamic society; and the creation of the medieval two purposes: (1) to provide a chronological and political unification gave rise to a correlative cosmol- Islamic “international” cultural order. Among the structural framework for understanding the debates ogy that not only included Heaven and Earth, but more important themes will be long-term cultural over modern Japanese history; and (2) to develop also human beings as integral elements of an organic and social continuities with the Islamic and ancient the skill of reading texts analytically to discover the cosmos. The second unit will explore the influences Near East, and concepts of religious and political argument being made. The assumption operating and contributions of Taoism (Daoism) and Bud- authority. both in the selection of readings and in the lectures is dhism to Chinese medicine and will explore what that Japanese history, as with all histories, is the site it meant to be both physicians and patients in late HIST 30085. Modern Middle East of controversy. Our efforts at this introductory level imperial China. The third unit will focus on medi- (3-0-3) will be dedicated to understanding the contours of cine in contemporary China and will feature the This course surveys Middle Eastern history from some of the most important of these controversies experiences of Elisabeth Hsu, a student of Chinese 1500 to the present. The primary themes to be and judging, as far as possible, the evidence brought medical anthropology who, as a part of her doctoral covered include: the emergence and demise of the to bear in them. research, enrolled as a student in Yunnan Traditional last Muslim unitary states; European colonial and Chinese Medical College between September 1988 imperial penetration of the Middle East in the HIST 30123. The Japanese Empire and and December 1989. We will conclude the course 19th century; the social and cultural impact of im- Literature with a brief examination of the influence of Chinese perialism; state-building in the 20th century; new (3-0-3) Bowen-Stryuk medicine on the contemporary world. ideologies/nationalisms; and contemporary problems Japan emerged on the global stage as an imperial- of political and economic development. We will also ist power with the defeat of China in 1895 (over HIST 30142. Chinese Mosaic: Philosophy, consider the most important movements of Islamic Korea) and the defeat of Russia in 1905 (again, over Politics, Religion reform and revival over the past two centuries. Korea). By the end of the World War I, the “Japanese (3-0-3) Empire” included Taiwan, Korea, the south Pacific This course is a special-topics class that provides an HIST 30106. Modern South Asia islands called Nan-yang, and the southern half of introduction to the diverse life ways constituting the (3-0-3) Sakhalin, not to mention the late 19th century ac- puzzle of the Chinese people. The course will chart More than one-fifth of the world’s population lives quisitions Okinawa and Hokkaido. Hardly a static the terrain of current Chinese imagination as it has in South Asia, a region comprised of the modern referent from 1895 until its dismantling upon defeat been shaped from the contending, and often conten- nations of India, Pakistan, Bangladesh, Sri Lanka, in 1945, the “Japanese Empire” must have meant tious, influences of religion, philosophy, and politics, Nepal, Bhutan, Afghanistan, and the Maldives. This something terribly different, depending on whether introducing students to the heralded works of the introductory course will provide a survey of issues you were a Japanese national or colonial subject; a Chinese intellectual tradition while at the same time and events in South Asian history from the establish- man or a woman; in the military or a man of letters; requiring critical engagement with the philosophic ment of British East India Company rule in 1757 a domestic worker or colonial settler; businessman and religious traditions animating this culture. Thus, to the decolonization of South Asia in 1947. The or maid. Even within the Japanese archipelago—- as they learn about China, students will also reflect course will explore the following themes: the rise of indeed, even at the height of government censorship on how it has been interpreted by Chinese and by a trading company, the East India Company and its on cultural production in the early to mid 1940s—- Westerners. From readings in both primary texts and transition into a colonial power; the emergence of the meaning of the “Japanese Empire” was a site of secondary interpretations, the class will reconstruct a colonial economy; colonial production of knowl- cultural contestation. the ethos of the Chinese, attending particularly to edge; 19th- and 20th-century cultural, religious, and the ways in which inherited traditions have been af- This class looks at the literary and artistic produc- political movements and formations of new identi- fected by the rise of the modern, authoritarian state. tion—fiction, memoirs, poetry, film, visual arts and ties; the emergence of elite and popular nationalisms; Our concerns will include questions of philosophy drama—of the 50-year rise and fall of the Japanese independence; and the partition of the subcontinent. as a response to moral crisis, the abridgement of Empire. A current of this class deals with the inter- tradition in ideology, the creative reinvention and Asian, Bolshevik-inspired organizations that looked HIST 30110. Ancient Japan persistence of popular religion, and the politics of to Japanese radicals, with no little irony, for solidar- (3-0-3) representation. From our attempts to address these ity in the fight against Japanese imperialism. This course provides training in understanding and concerns, we will reconstitute the philosophic dis- engaging history as a series of wide-ranging debates. course of ancient China and the religious practice of HIST 30140. Premodern China The class will examine three issues: first, the politi- the present in an unconventional, but more evoca- cally charged question of Japan’s origins in myth (3-0-3) The course will provide a general survey of Chinese tive, manner that engenders understanding of con- and archeology; second, the question of whether temporary political resistance to single-party rule. the forces of Chinese culture or nature as disease history from the Shang Dynasty (l766–1027 BC) to and environmental degradation defined the Yamato 1600 AD. Besides highlighting the major developments of each dynasty, the course will devote special HIST 30143. Chinese Ways of Thought state from the sixth to the ninth century; and, third, (3-0-3) attention to the Confucian and legalist underpin- whether Heian court power until about 1200 rested This is a special-topics class on religion, philosophy, nings of the Chinese empire, the influence of Bud- on economic, political, military, judicial, or aesthetic and the intellectual history of China. Conventionally dhism on Chinese society, the emergence of gentry grounds. The second purpose of the course, the de- it is assumed that the religion and philosophy of the culture and the civil service examination system, velopment of the disciplined imagination necessary Chinese can be easily divided into three teachings: and the phenomenon of “barbarian” conquest and to enter another culture and another time, relies on Daoism, Buddhism, and “Confucianism.” This class cultural interaction. the reading of primary texts in translation. There will questions this easy doctrinal divisibility by introduc- be three tests and several classroom assignments. ing the student to the world-view and life experience HIST 30141. History of Chinese Medicine (3-0-3) Murray of Chinese as they have been drawn and local cultic HIST 30120. Modern Japan In light of the contemporary currency of certain traditions, worship and sacrifice to heroes, city gods, (3-0-3) earth gods, water sprites, nature deities, and above This introduction to modern Japanese history Chinese practices in the field of alternative medicine, this course will explore the phenomenon of Chi- all, the dead. China’s grand philosophical legacy focuses on political, social, economic, and military of Daoism, Buddhism, “Confucianism,” and later affairs in Japan from around 1600 to the early post- nese traditional medicine in both its historical and contemporary settings. The first unit, Medicine in “Neo-Confucianism” with which we have become WWII period. It considers such paradoxes as samurai familiar in the West, derived from the particular bureaucrats, entrepreneurial peasants, upper-class Ancient China, will explore the earliest medical ideas 161

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historical contexts of local practice and it was also in (3) Women in Classical Athens (5th–4th c. BCE); 4) Rome’s treatment of foreign peoples and institutions such indigenous contexts that Islam and later Chris- Women in the Hellenistic World (4th–1st c. BCE); (e.g. early Christianity). tianity were appropriated as native faiths. and (5) Women in the Roman World (7th c. BCE- 3rd c. CE). Students will be evaluated on the basis HIST 30231. Roman Law and Governance HIST 30150. Modern China of class participation, a midterm and final exam, and (3-0-3) (3-0-3) two short essays. The course will provide a historical overview of The course will provide a general survey of Chinese Roman Republican and Imperial law from the XII history from 1644 (the establishment of the Qing HIST 30212. History of Ancient Medicine Tables to Justinian’s Digest. We will investigate not Dynasty) to the present. It will highlight China’s (3-0-3) only the Roman judiciary and juristic writings, but evolution from a period of strength and unity during This course will trace the development of Ancient also the other branches of government, in order to the last dynasty to a period of disunity and weakness medicine from the neolithic period down to the create a thorough understanding of the bureaucratic during the revolutionary period 1911–49, back to second century after Christ. The emphasis will be on operation of the ancient Roman state. Specific topics a period of strength under the Communist govern- three cultures, Egyptian, Greek, and Roman. How covered include civil law, criminal law, constitutions, ment from 1949 to the present. Special attention historians use the three main categories of evidence juries, jurists, magistracies, assemblies, and provincial will be given to the problems of economic mod- {written documents, human remains, and artistic administration. In addition to taking a midterm and ernization, the role that foreigners have played in representations) will be clearly Illustrated. final, students will write and rewrite one three- to this process, and the relationship of both to cultural five-page paper. Prior study of Roman history is rec- development. HIST 30220. Greek History ommended, but not required. (3-0-3) HIST 30201. History of Christianity to 1500 The purpose of the course is to provide a basic narra- HIST 30260. Late Antiquity (3-0-3) tive history of Greece from the Bronze Age through (3-0-3) A survey of the development of Christianity from the Roman conquest. The second purpose is system- This course will explore the transformation of the late antiquity to the eve of the 16th-century Refor- atic insight into special problems of two key phases Roman World from about 300 to 600 AD. We mation. Emphases include processes of Christianiza- of Greek development, the archaic and classical will ask: was the “fall” of the Roman Empire a tion, definitions of prescribed and proscribed beliefs periods. The rapid growth of the city-states and the civilizational catastrophe? Or was it a slow, messy and practices, institutional elaboration, relations cultural ideals and problems that led to the inven- process blending continuity and change? Or was late with imperial and royal authority, impact of and tion of philosophy and tragedy are considered. The Antiquity itself a dynamic and creative period? Our on culture, and varieties of religious behaviors. Al- course then takes up the institutions and policies of emphasis will fall on the changing shape of Roman though the history of the Latin (Catholic) church is democratic and imperialistic Athens and the political public life; the barbarians and their relations with highlighted, the dynamics and consequences of its theories they embodied. The class ends with a look at Rome; the emergence of the Catholic Church; the separation first from the Oriental and then from the the new Hellenistic world and the impact of Greek triumph of Christian culture; and literature, art, and Orthodox churches will be examined. The course values on Christianity. The grade is based primarily architecture in the late imperial world. There will be aspires to achieve a routine of interactive lectures. on two essay exams plus the final. a midterm and a final. Students will write either one There will, in addition, be three small-group reading term paper or a series of shorter papers. Readings seminars and at least one individual conference. Re- HIST 30222. Gods, Heroes, Mysteries, Magic will emphasize primary sources. quirements include three short (five to six pages) pa- (3-0-3) pers that engage the texts discussed in the seminars, Contrary to popular belief, the ancient Greeks were a HIST 30261. Middle Ages I midterm and final examinations, class attendance strange bunch. Their statues were not really pristine (3-0-3) Lyon and participation. The written examinations seek to white marble; their beliefs were hardly consistently This course will examine the history of the Roman assess knowledge applied as analysis. rational. With this mindset as our starting point, world from the time of the first incursions of barbar- in this course we will examine some literary (epic, ians into the Roman empire in the 3rd century to HIST 30211. Women in Antiquity hymns, tragedy, comedy), archaeological (temples, the time of the final invasions in the 10th. It will (3-0-3) sanctuaries), and material (vase paintings, coins, concentrate first on the crises of the 3rd century, and The categories of female and male and the dynam- votives, curse tablets) remains of the ancient Greek on the consequent transformation of the relatively ics between men and women fascinated the ancient world to develop a picture of its varied and unique unified, urbanized, tolerant, polytheistic Roman Em- Greeks and Romans every bit as much as they do us religious beliefs and practices. In addition to this pire of late Antiquity into the two distinct, deurban- today. Considering the immense influence of ancient historical perspective, this course will also take an ized, intolerant, monotheistic, and politically divided Greek and Roman culture upon our own, we should anthropological and cultural approach to the study civilizations of Latin or Catholic Christendom and not be surprised that much of our current think- of Greek religion. We will consider anthropological Greek or Orthodox Christendom. Next it will briefly ing about modern gender roles has its roots in the definitions of religion and read comparative material examine the emergence in the 7th century of the literature and history of ancient Greece and Rome. from other cultures. Finally, in articulating Greek re- new monotheistic religion of Islam and of the new This course examines the various roles, behaviors ligious beliefs and practices, we will further consider civilization and empire centered on it, which quickly and values associated with women and men in how these institutions intersected with politics, gen- conquered not only the old Persian empire but Greco-Roman antiquity in order to provide students der, and class within and among Greek city—states, most of the Asian and all of the African provinces with: 1) a fuller understanding of the texture and focusing on ancient Athens for which we have the of the continuing Roman empire, and in 711–18 dynamics of ancient Greek and Roman society; and most thorough documentation. conquered most of Spain as well. The remainder of 2) a better appreciation of the historical and cultural the course will concentrate on the history of Latin background to some of today’s gender debates. We HIST 30230. Roman History Christendom and its pagan barbarian neighbors to will make use of a wide variety of sources-poetry, (3-0-3) Mazurek the north and east between the beginning of the drama, history, art, and archaeology-to study and This course introduces students to ancient Ro- Germanic conquests of the western provinces c. 400 contextualize both mythological and literary repre- man history by tracing the development of Roman and the final conversion of the peoples of central and sentations of women and material evidence for the civilization through the major political, religious northern Europe to Christianity and the simultane- everyday lives of actual Greek and Roman women. and social institutions of the Roman Republic and ous emergence of a new socio-political order in the Class topics and readings follow chronologically and Empire. Major topics of study will include: Rome’s older kingdoms around 1000. There will be two are structured as follows: (1) Women in Greek Myth; conquests in Europe and the Mediterranean; the short papers, two tests, and a final examination. (2) Women in Archaic Greece (late 8th–6th c. BCE); careers of Julius Caesar and the Emperor Augustus; 162

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HIST 30263. World of Charlemagne HIST 30291. Politics and Religion in Medieval Muhammad. Within a few centuries, Islamic rule (3-0-3) Europe had spread across the southern Mediterranean world The Carolingian (from carolus, Latin for Charles: (3-0-3) from Syria to Spain. This shift initiated a long-term Charles the Great—Charlemagne—was the most This course considers the intersection between politi- relationship—-sometimes hostile and sometimes famous Carolingian) period, roughly the 8th and cal action and religious claims in medieval Europe. peaceful—-between Christians and Muslims in these 9th centuries, was foundational for Western Europe. Virtually all the powers—kings and popes, princes regions. The neighboring presence of Islam had an But this was also the time when the mid-Byzantine and bishops—claimed to act on religious principle enduring influence on medieval Christian theology, Empire consolidated its position and when the Ab- and in accord with transcendent notions of virtue or philosophy, medical knowledge, literature, culture, basid family of caliphs introduced important and world order. And yet they fought bitterly with each imagination, art, and material life. Likewise, devel- durable changes in the Islamic world. This course other, with words and with swords, and mutually opments in Christian Europe and Byzantium, espe- will focus on the West in the age of Charlemagne, condemned one another. The course will begin with cially the Crusades, affected the Islamic world. This but will draw frequent comparisons with and make the showdown between emperors and popes known course will trace the history of the Christian-Muslim continuous reference to Europe’s Byzantine and Is- as the investiture contest, then take up pivotal figures relationship, from its beginnings in the early medi- lamic neighbors. The course will explore such themes like Pope Innocent III, King Frederick II, and Pope eval period until the Renaissance (15th century). The as: Europe’s Roman and Christian inheritances from Boniface IX, and conclude with sections on the heritage of this medieval encounter still has profound antiquity; the peoples of the Carolingian world; spiritual Franciscans and on conciliarism. Two papers resonance in the modern world of today. kingship and empire; political and social institutions based on primary sources, one midterm, and a final. and ideologies; religious and secular law; war and di- HIST 32330. Muslims and Christians in plomacy; agriculture and trade; the church—popes, HIST 30293. American Social Movements Medieval Europe Tutorial bishops, monks, and nuns; theology; art and archi- (3-0-3) (0-0-0) tecture; Latin and vernacular literature. Reading Where does social protest fit in the history of Ameri- A weekly tutorial required for those registered for assignments will combine modern scholarship and can politics? What counts as activism? This inter- HIST 30330, Muslims and Christians in Medieval primary sources (in translation). Students will write disciplinary survey of civil rights and social protest Europe, or its cross-lists. midterm and final examinations and will choose be- movements in the United States examines 19th- and tween several short papers or one long paper. 20th-century movements, as well as several con- HIST 30331. Medieval Spain temporary protest movements. These movements (3-0-3) This lecture course will cover the history of medieval HIST 30270. Middle Ages II certainly question selected American ideologies, but (3-0-3) they also draw on American values and practices. We Spain from the Visigothic period (6th to the 7th cen- This course is a thematic survey of the high will use history, film, fiction, journalism, and auto- turies) until the time of Ferdinand and Isabella (15th (1000–1300) and late (1300–1500) Middle Ages. biographies to trace several traditions of protest that century). The main focus of the course will be the The course begins with an introduction to three both depend on and offer challenges to a democratic interaction (both congenial and confrontational) of emblematic developments of the high Middle Ages: society. the three religious groups resident in the Iberian Pen- cathedral-building, the crusading movement, and insula: Christians, Jews, and Muslims. The course the beginnings of the universities. Themes addressed HIST 30296. War and Diplomacy in the Middle will proceed roughly chronologically, with pauses include the nature of high medieval religion, the Ages to consider particular topics in social, intellectual, agricultural and commercial revolutions, and high (3-0-3) Lyon and economic history. Interspersed with lectures, medieval politics and patronage. Treating the later What kinds of governments and “non-state ac- discussion sessions will concentrate on close readings Middle Ages, the course focuses upon a catastrophic tors” engaged in warfare and diplomacy during the of primary texts and consideration of some of the event and an epic poem. The Black Death (and relat- European Middle Ages? Were battles and military historiographical problems peculiar to Spanish his- ed late-medieval catastrophes) has traditionally been campaigns commonplace between approximately tory. There will be several short papers, a midterm, seen as marking a turning point in European history. 500 and 1500 AD? Did the rulers of Europe in this and a final exam. To what extent is this so? Finally, Dante’s Inferno will period develop effective strategies for settling their offer a window into key issues of late-medieval reli- disputes in more peaceful ways? This course will give HIST 30350. Humor and Violence in History (3-0-3) gious culture, including papal politics, the role of the students the opportunity to answer these and other This course explores the relation between humor and laity in religion, late-medieval philosophical thought, questions about the nature of war and diplomacy violence from Western antiquity to the present, and heresy, and the Italian city-state as the site of a new in the Middle Ages. Topics will include the Roman works from the premise that humor is a response Renaissance of learning. Empire’s efforts to control the waves of Germanic invaders; the dynastic disputes that regularly threat- and antidote to violence and suffering. We will use a wide range of literary works, films, and students’ HIST 30273. World of the Late Middle Ages, ened to destroy the Merovingian and Carolingian 1300–1500 Empires; the Viking incursions; the Papacy’s conflicts assignments to investigate our subject. Course re- (3-0-3) Van Engen with the rulers of Germany; the crusaders’ strategies quirements include numerous short quizzes, three The course studies Europe in the time of the late for conquering and maintaining control of the Holy analytical and creative papers of intermediate length, middle ages, roughly 1300–1500, often called a time Land; the emergence of the Italian city-states as mili- and group presentations. of crisis: plague, war, rebellion, economic upheaval. tary powers; and the Hundred Years War. Through But it was also a time of enormous achievement, of lectures, discussions, and the reading of a broad HIST 30352. The Reformation Dante and Chaucer, of new techniques in warfare range of primary sources, students will be challenged (3-0-3) and government, of conciliar representation in to think about how various types of medieval rulers Corequisite(s):HIST 32352 church and state, of extravagant display in fashion used war and diplomacy to achieve their political A narrative history of Christianity in Western Europe and building. This course will proceed by way of goals. from c. 1500–c. 1650, which takes an international both secondary and primary readings, with at least and comparative perspective, including Catholicism, three short papers and student discussion required. HIST 30330. Muslims and Christians in Protestantism, and radical Protestantism. Top- Medieval Europe ics covered include Christianity on the eve of the (3-0-3) Reformation, Christian humanism, Luther and the Corequisite(s): HIST 32330 German Reformation, the Peasants’ War and Ana- The encounter between Christianity and Islam began baptism, the English Reformation, Calvin and Cal- in the 7th century, AD, the time of the Prophet vinism, Catholic Reform and the Council of Trent, 163

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the French Wars of Religion, confessionalization, directions they might be taking. The approach of HIST 30411. British History: 1660–1800 the Thirty Years War, and the English Revolution. the course is neither revisionist nor traditionalist. In (3-0-3) Major themes include matters of religious content such controversial areas, it is impossible to give really This course of lectures and readings concentrates (doctrinal positions and devotional sensibilities), the broad answers that everyone will find acceptable. on British (that is. Scottish as well as English) his- relationship between different Christian groups and tory from the restoration of monarchy in 1660 to political regimes, the impact of religious changes HIST 30407. Europe between the Wars the great crisis detonated by the French Revolution across the population, and the definitive emergence (3-0-3) Crago and war in the 1790s. Themes include the politics of Christian pluralism. Lectures plus discussion. Between the end of the First World War and the of Protestant dissent, political ideologies, the role of beginning of the Second, there were only 20 years. parliament, Jacobitism, and the rise of the radical HIST 32352. The Reformation But during this short period were Hitler, Stalin, the parliamentary reform movement. (0-0-0) Great Crisis, the League of Nations, and much more. A weekly tutorial for those enrolled in HIST 30352 Understanding the present requires knowledge of HIST 30415. England since 1789 or its cross-lists. these pivotal years. (3-0-3) The course involves, besides lectures, reading and HIST 30353. The Catholic Reformation HIST 30408. Holocaust thinking about and discussing both the history and (3-0-3) (3-0-3) the interpretation of major elements in the develop- Corequisite(s): HIST 32353 Corequisite(s): HIST 32408 ment of modern English politics, society, and cul- This course will examine some of the main historical In this lecture/discussion class, we will study the ture. Requirements include regular class attendance realities, theological developments, and traditions of Nazi German program of mass killings that has come and participation, midterm and final examinations, spirituality within Roman Catholicism c. 1450–c. to be known as the Holocaust. We will explore the and 20 to 25 pages of writing associated with the 1700, the period of Catholic reform both before and ideas, decisions, and actions that culminated in the small seminars into which the class will divide a few after the emergence of the Protestant Reformation. murder of an estimated hundred thousand people times during the semester. The class format will be two lectures plus one discus- deemed handicapped, half a million Roma (Gypsies), sion-based tutorial section per week, the latter based and six million European Jews. The role of historical HIST 30416. The Great Victorian Experiment: on the reading of primary sources in translation. prejudices, the impact of National Socialist ideol- England in the Long Nineteenth Century Major topics to be discussed include the character ogy and leadership, and the crucial factor of the (3-0-3) Deac of the late medieval church and reforming efforts war itself will all be considered. We will address the A thematic survey of Great Britain during the long within it (e.g., the Observantine movement, Chris- experiences of those targeted for annihilation as well 19th century, from the impact of the French revolu- tian humanism); Roman Catholic response to the as the actions of perpetrators and the role of others: tion in 1789 to the first World War I in 1914. The Protestant Reformation, including the Roman Inqui- bystanders, witnesses, and rescuers. At the same time period saw the emergence of many of the most sition; the revival of existing and emergence of new we will examine how attacks on other groups—for characteristic and most controversial features of religious orders (especially the Society of Jesus); the example, homosexuals, Polish intellectuals, Soviet the modern world, such as industrialism, capital- Council of Trent and its implementation among the prisoners of war, Jehovah’s Witnesses, and Afro- ism, the welfare state, the expansion of civil and clergy and laity; Catholic missionary activity in Asia Germans—fit into the overall Nazi scheme for a political rights, and the colonial development of the and the Americas; post-Tridentine Catholic art and “new world order.” The legacy of the Holocaust after nonwestern world. The course uses the three themes scholarship; the relationship between the Church 1945 will be discussed as well. Course requirements of introspection, innovation, and inquiry to under- and European states in the 16th and 17th centuries; include short papers in response to weekly readings, stand these changes. Nineteenth-century Britain is Jansenism; and the flowering of Catholic spirituality a comparative book review, and a cumulative final known for its earnestness, the intensity with which in the 17th century. exam. its elites scrutinized their souls on everything from the foundations of faith to social responsibility to HIST 32353. The Catholic Reformation— HIST 32408. Holocaust Tutorial their own sexuality. It is known also for an enormous Tutorial (0-0-0) amount of social-technical innovation, planned and (0-0-0) A weekly tutorial required for those registered for unplanned, of steam engines, sewers, and slums, of A weekly tutorial required for those registered for HIST 30408, The Holocaust, or its cross-lists. new ways of organizing work and handling money, HIST 30353, The Catholic Reformation, or its of new aspirations, of new classes and class relations, cross-lists. HIST 30409. Europe since 1945 and of new modes of social organization and social (3-0-3) Wegs control. Finally it is known as a time of passionate HIST 30401. History of Christianity II, 1500 to This course will include discussion of the history, spirit of inquiry, a time of a massive increase in liter- the Present politics, and culture of the post-World War II pe- acy and of hunger for knowledge, a time of immense (3-0-3) riod. Beginning with the destruction wrought by confidence when it was felt that new knowledge This course surveys the development of modern the war, it will examine closely the tie between the from economics, sociology, biology, geography, and Christianity, with emphasis on the West. Subjects economic-political resurgence of Europe, and the would provide true, rational, and fair answers to all include ideas and movements of reform, church development of the “Cold War.” Important subjects political problems and conflicts. government and structures, missionary enterprises, covered include the development of the European forms of spirituality and worship, and the political Union, the development of consumer societies, the HIST 30431. Irish History I role and cultural impact of Christianity. Require- 1968 turmoil in both the West and East, the estab- (3-0-3) Smyth ments: two examinations and class participation, lishment and eventual collapse of the dictatorships in This course explores the main themes in Irish histo- including three reading seminars with papers. Russia and eastern Europe, the growing internation- ries from the plantation of Ulster, after 1603, to the alization of European economies after the 1960s, the rebellion of 1798 and the Act of Union with Great HIST 30406. Europe in the Twentieth Century “normalization” of politics and societies after 1970, Britain in 1800. Attention focuses on plantation, (3-0-3) the end of the Cold War, and the major role of Euro- colonization, and religious conflict; the Cromwellian This course presents a general history of the world pean countries throughout the world in the contem- reconquest and the Williamite wars in the 17th from a European perspective, 1917 to 1989. The porary period. Naturally, the role of individuals in century, and the anti-Catholic penal laws and rise goal of this course is to convey a broad understand- these broad transformations will not be neglected. of Protestant Ascendancy in the 19th century. This ing of various policies—what they have and have dramatic and formative period witnessed the emer- not been, the major problems they faced, and the gence of many of the forces and rivalries that shaped 164

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modern Irish politics and society and continues to supplemented by discussions, readings, and some last tsar’s reign in 1894 to the emergence of the So- generate lively disagreement among historians today. films. viet Empire at the end of the Second World War. In particularly, we will explore the role of politics and HIST 30432. Irish History II HIST 30465. Twentieth-Century German ideology in Russian society, the origins of Leninism (3-0-3) History and the creation of the first socialist state as well as This course will consist of lectures and readings (3-0-3) the experience of Stalinism and the Nazi-Soviet War. examining Irish political history and Anglo-Irish This course examines modern Germany from na- Students will be asked to take two examinations and relations from 1801 up to and including the current tional unification in 1871 to the recent unification to write a term paper. conflict in Northern Ireland. Attention will be given of the two Germanies and beyond. We will inves- to religious conflict, the development of romantic tigate cultural, political, and social dimensions of HIST 30474. Russian History since World and revolutionary nationalism, the changing nature Germany’s dynamic role in Europe and in the world. War II of Anglo-Irish relations, and the special problems of Topics include Bismarck and the founding of the (3-0-3) the North. A mid-semester examination, a paper/ Second Reich, World War I and the legacy of defeat, This course surveys the history of Russia and its essay, and a final will be required. challenge and authority in the Weimar Republic, the peoples in the second half of the 20th century, with a National Socialist revolution, war and Holocaust, particular focus on the role of ideology, politics, and HIST 30450. France: From the Old Regime to collapse of the Third Reich, conflict and accommo- culture in Soviet and contemporary Russian society. the Revolution dation in East and West Germany, and unification We will explore the emergence of the Soviet Empire (3-0-3) Kselman and its aftermath. Class format will combine lectures at the end of WW II, the experience of late Stalinism In 1700, France, under the Sun King, Louis XIV, with discussion of readings from political, social, and post-Stalinist socialism, the collapse of the com- was the most powerful state in Europe. Louis’ court literary, and diplomatic sources. munist regime, and the disintegration of the Soviet at Versailles was a brilliant cultural center, envied Union in 1991, as well as Russia’s uneasy transition by the rest of Europe, whose kings saw France HIST 30471. Early Imperial Russia, 1700 to “out of totalitarianism” during the last decade of as a model to be emulated. In 1789, the French 1861 the 20th century. Students will be asked to take two Revolution challenged and eventually destroyed the (3-0-3) exams and to write a 10-page term paper. monarchy, but the power of France nonetheless grew. This course will analyze crucial developments in the By 1800, France, under the leadership of the consul political and cultural history of early imperial Russia HIST 30481. East-Central European History II Napoleon, was expanding rapidly in Europe, and meaning Russia from the late 17th century to the (3-0-3) would eventually control an empire that included mid-19th century. Among the questions treated will Corequisite(s): HIST 32481 Spain, Italy, and much of central Europe. This course be: the unitary state in late 17th-century Russia; the A survey of the history of East-Central Europe from examines French history from the establishment of religious schism between Orthodox and Old Believ- the partitions of Poland to the outbreak of World the Bourbon family on the throne in 1589 to the rise ers; the making of the empire under Peter the Great War II. The lecture will place special emphasis on of Napoleon in 1790s, with about one-third of the and Catherine the Great; the rise of the serf system; the political, social, and cultural histories of Poles, class concentrating on the revolutionary events that comparisons between serfdom and American slavery; Czechs, Slovaks, Croats, and Hungarians. began in 1789. The course is organized around ma- the Napoleonic wars; the development of politi- jor political developments, and seeks to understand cal opposition to the autocracy; and the abolition HIST 32481. East-Central European History II how the monarchy, so potent in 1700, could have of serfdom. The course will combine lectures and Tutorial collapsed less than a century later. Students will also discussion. Requirements will include a five-to-seven (0-0-0) read, listen to, and view some of the great cultural page paper, a midterm examination, and a final ex- A weekly tutorial required for students registered for achievements of the time-the plays of Moliere, the amination. The instructor hopes students will come HIST 30481, East-Central European History II. music of Lully, the novels of Voltaire, and the paint- to learn and have fun; he will. No prior knowledge ings of David. The course will generally consist of of Russian history is needed. HIST 30482. Eastern Europe since 1945 lectures on Monday and Wednesday and discussions (3-0-3) on Friday. Students will read about six books, a HIST 30472. Late Imperial Russia The course surveys the emergence of communist mixture of primary and secondary sources, which (3-0-3) Eastern Europe in the wake of World War II, and will form the basis for discussions. There will be a This course examines Russian history from the end then explores the seminal developments that con- midterm and a final, and students will also write one of serfdom in 1861 to the revolutions of 1917. The tributed to the collapse of communism. Emphasis 10-page essay on a topic of their choice. instructor will acquaint students not only with the will be placed on the Hungarian, Czech, Polish, and political history of Russia in this turbulent period, Yugoslav experiences. Students in the course will HIST 30451. Modern France but also with topics that are sometimes neglected examine the evolution of East European society by (3-0-3) in broad surveys: the resemblances between Russian reading traditional historical and political writings This course will survey the history of France in the serfdom and American slavery; the history of family as well as drawing on literary and film accounts of 19th and 20th centuries and will balance attention to life, gender relations and sexuality in Russia; the role the period. Although a lecture class, the instructor political and social developments with an interest in of religion in defining Russian identities; the psy- has reserved Fridays for in-class discussion. Students French culture. Themes will include: the revolutions chological underpinnings of political radicalism and will read approximately seven books. They will also of the 19th century that culminated in a democratic terrorism; the difficult relationships between various be expected to sit for a midterm examination and a republic; industrialization and the persistence of the ethnic groups in the “prison of peoples.” Course final examination, and to complete a 10- to 15-page peasant ideal; changes in women’s roles, gender rela- requirements will include a short essay, a midterm research paper. tions, and sexuality; colonialism and imperialism; examination, and a final examination. No prior victory in World War I; defeat and collaboration in knowledge of Russian history required. HIST 30490. Nineteenth- and Twentieth- World War II; the role of intellectuals in French so- Century Polish History (3-0-3) cial life; decolonization and postcolonialism; cultural HIST 30473. Twentieth-Century Russian This lecture course explores Polish history from the and ethnic differences in contemporary France; and History partitions to the present. Special emphasis will be Franco-American relations. Students will develop an (3-0-3) Lyandres placed on understanding Poland’s changing political, appreciation for the vitality of the French past and This course will examine some of the most impor- cultural, social, and physical geography. Politically an understanding of the current role of France in tant ideas, events, and personalities that shaped effaced from the map of Europe twice in the two Europe and the world. The format will be lectures Russian and Soviet history from the beginning of the 165

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centuries under study, Poland ceased to exist as a HIST 30501. Early Modern Rome be, “How has politically motivated violence shaped political nation between 1797 and 1918 and 1939 (3-0-3) and been shaped by European societies?” Course to 1945. In the wake of World War II, moreover, This course traces the interlocking histories of the themes include the effects of domestic political struc- Poland’s geographies shifted once more as the coun- papacy and the city of Rome from the Renaissance tures on war, the effects of war on racial and gender try changed physical shape and simultaneously came to the birth of the modern Italian state. Topics will norms, the effects of race and gender on war and under Soviet rule. Each time independence melted include the rise and fall of the papal monarchy; political violence, and the attempts to come to terms away, the Polish nation grew stronger and experi- cultural and intellectual life at the Vatican court; the with terror as a political weapon. enced social, cultural, and political transformation, urban fabric of Rome from the Renaissance to the ultimately spearheading the drive of all of Eastern Baroque; the peculiar strains of Roman society; and HIST 30584. Empires: Their Rise and Fall Europe to overthrow communist rule. Although the tumultuous relationship, both political and cul- (3-0-3) Rainbird basically a lecture course, the instructor will provide tural, between Rome and the rest of Europe from the This course will examine the history of empire and ample opportunity for discussion and questions in Reformation to the age of revolution. The course will imperialism, from its commencement in antiquity class. About seven books will be assigned. There will proceed chronologically, but will pause frequently to its decline in the 20th century, focusing on the be a mid-semester and final examination, as well as to examine special topics including: the Renaissance period from the “high point” of imperialism in the a paper. cardinal and his household; Michelangelo’s Rome; early 19th century to decolonization. Although the the building of St. Peter’s; Jesuit science; the trial of emphasis of the course will be on the imperial efforts HIST 30498. Polish History since 1945 Galileo; archaeology and antiquarianism; the Roman of European powers, non-European empire building (3-0-3) Carnival; the Inquisition; Bernini’s Rome; the Grand will also be discussed to better illustrate the interna- The aim of the course is to trace major post-World Tour; Rome in the Romantic imagination; and tional implications of the phenomenon. War II historical processes in Europe by examining Napoleon’s Rome. Students will write several short Polish history. Therefore, it will survey the emer- papers in response to readings and visual materials, HIST 30601. Colonial America gence of Cold War divisions, anti-communist upris- and take a midterm and a final exam. (3-0-3) Slaughter ings, and the offspring of new democracies, which This course considers the history of New World now aspire for membership of the European Union. HIST 30550. Technology of War and Peace exploration and settlement by Europeans from the Students will explore such questions as: How was the (3-0-3) 15th century to the 18th century. It examines the installation of communism in Poland ever possible? This course surveys the impact of military technolo- process of colonization in a wide variety of cultural How did Poles resist the system and what role did gies on world history from the 16th century onward. and geographic settings. It explores the perspectives the Catholic Church play in opposition movements? Topics include the rise of gunpowder weaponry of Indians, Europeans, and slaves with a particular What were the perils of the Polish road toward de- and the fortification revolution in the early modern emphasis on the consequences of interracial contacts. mocracy, and how does democracy work in present- period, navalism, particularly in the 19th century, We will discuss the goals and perceptions of differ- day Poland? We will investigate the role of the US in the role of military technologies in European co- ent groups and individuals as keys to understanding supporting Poland’s way to freedom and get to know lonial expansion, and the science-based military of the violent conflict that became a central part of the the main actors of the Polish political scene. The the 20th-century, chemical and biological (and so- American experience. Lectures, class discussions, course is designed to foster a broader understanding called “soft-kill”) weapons, leading up to the age of readings, and films will address gender, racial, class, of contemporary Poland, a country returning to play nuclear weapons. The course considers also military and geographic variables in the peopling (and de- a lively role in the world. technologies as deterrents, military technologies as peopling) of English North America. expressions of culture, and the issue of warfare as a HIST 30500. Italian Renaissance, 1400–1650 stimulus to technological development. HIST 30602. Revolutionary America (3-0-3) (3-0-3) This course examines the political, cultural, social, HIST 30581. Modern European Diplomacy When speaking of the American Revolution, many and religious history of Italy from about 1350 to (3-0-3) writers reach for a comment made by John Adams in 1550. Starting with an extended study of Florence, This course will investigate some of the main prob- 1818 that, “[T]he Revolution was effected before the its economic foundations, social and political struc- lems in the history of European relations from the war commenced. The Revolution was in the minds tures, artistic monuments, and key personalities, the middle of the 19th century to the present. The em- and hearts of the people. . .” Whether this assertion course then examines how the culture of the Floren- phasis will be on the patterns of political interaction is true historically or not, it still does not adequately tine Renaissance spread to the rest of Italy, especially between and among the European powers (Britain, describe what that revolution was. The American to the papal court of Rome and the princely courts France, Germany, Austria-Hungary, Russia, and Revolution obviously had its political elements, pri- of northern Italy, and, finally, to the new nation- Italy). We shall also examine their respective military marily the formation of the United States. To reach states of northern Europe. Key topics will include: strategies, both in peacetime and in war, and whether its political goals, military means were necessary. the growth of the Italian city-state; the appearance those strategies changed over time. Our other con- Without a successful War for Independence, there of new, Renaissance “characters” (the merchant, cern will be to place European relations with the would have been no revolution. To leave matters the prince, the courtier, the mercenary, the learned context of the great-power system as a whole. there, however, would be insufficient. A fuller un- lady, the self-made man); Renaissance humanism derstanding of the revolution would need to address and the classical revival; the relationship between art HIST 30583. War, Violence, and Politics in how it affected the whole spectrum of American life. and politics; and Renaissance ideas of liberty, virtue, Europe since World War I It would consider the revolution as a social move- historical change, and the individual’s relationship to (3-0-3) Orr ment that challenged the political and social hierar- God. The course will not tell a story of steady prog- This class will examine the management and effects chies of the day. It would also ask how the revolution ress from medieval to modern institutions, societies, of armed conflicts on European society and politics affected those who were not white males, especially and modes of thinking; rather, we will consider the since the First World War. Although centered on women, slaves, and Native Americans. Without con- Renaissance as a period in flux, in which established Europe, this course will be geographically expansive. sidering the possible negative implications of the rev- traditions thrived alongside creative innovations and In recognition of the powerful tie between events in olution, any telling would be incomplete. This class vigorous challenges to authority. Students will write Europe and events in the Middle East or Southeast will take up these challenges and attempt to make one long paper and take a midterm and a final exam. Asia, the course will study Europe within a global a full-orbed presentation of the events surrounding context to probe the interrelation of war and soci- the American Revolution. It will introduce students ety—and especially democracy—in 20th-century both to elites and to those whom the popular narra- Europe. The overriding question of the course will tive glosses over. It will attempt to count the losses, 166

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as well as the gains, which flowed from the move to neutrality in the inter-war period, and the American generations perceive them, what we collectively re- independence from Britain. Finally, it will attempt home front during World War II. There will be a member and what we forget—may be as important to describe the many changes through this period, required reading list of approximately seven books, as the wars themselves in influencing American which resulted, not only in a new political nation, two shorter writing assignments, and three major culture. This class will examine the memory of wars but in a new society and culture—changes that in examinations, including the final. in American history from the colonial period to the varying degrees are still with us today and of which present. We will consider the memory of wars be- contemporary Americans are the inheritors. HIST 30609. United States since World War II tween colonists and Native Americans, the American (3-0-3) Revolution, the Civil War, World War I, World War HIST 30603. The New Nation, 1781–1841 The purpose of this course is to study the political, II, and Vietnam. (3-0-3) diplomatic, economic, social, and cultural develop- This course examines the social, political, and cul- ment of the United States from 1945 through the HIST 30613. Violence in US History tural history of the United States from the ratifica- presidency of George H.W. Bush. Although the (3-0-3) Mason tion of the Constitution to the beginnings of the military and diplomatic history of World War II will In the late 1960s, black militant H. Rap Brown political crisis over expansion and slavery. It covers be considered by way of background, the principal exclaimed, “Violence is as American as apple pie.” It the democratization of politics and the problems of topics of investigation will be the Fair Deal Program might be said that the purpose of this entire course national independence in the wake of the Revolu- of President Truman, the Cold War, the Korean will be to evaluate the truth of Brown’s statement. tion; territorial expansion; economic change; the de- Conflict, the Eisenhower Presidency, the New Fron- This will be accomplished in two ways: first, by velopment of regional, class, religious, racial, ethnic, tier, Vietnam, President Johnson’s Great Society, the surveying of some of the major episodes and themes and gendered subcultures; slavery and resistance to Civil Rights Movement, the Nixon years, the social of violence in American history, from its colonial slavery; and the new political and reform movements and intellectual climate of this post-war era, and the origins through contemporary foreign policy and that responded to the era’s deep and lasting changes. presidencies of Gerald Ford through George H.W. domestic debates; and second, by assessing the mean- Bush. There will be a required reading list of approx- ing of that violence as it simultaneously reflects and HIST 30604. US Civil War and Reconstruction, imately six books, two smaller writing assignments, shapes American society, culture, and values. This 1848–77 and three examinations. course will include significant reading and writing (3-0-3) components, as well as a group project. Arguably the study of the American Civil War is HIST 30611. Latinos in the United States a suitable training ground for novice historians, (3-0-3) HIST 30617. Women and Religion in US for traditionally, a historian must learn to examine This course will examine the history of Latinos/as History events and issues from varying perspectives. Indeed, in the US. Readings and discussions will trace the (3-0-3) in this course, emphasis lies not only on the events founding and development of early Mexican- The course is a survey of women and religion in of the period, but also on the interpretation of those American communities in the present-day South- America during the 19th and 20th centuries. Among events by different interest groups. Students are west. We will then topically and chronologically others, we will consider the following themes: how expected not only to learn the facts of the era, but cover the post-1900 urban and regional experiences religion shaped women’s participation in reform also to think about the consequences of events on of Latin American-origin immigrants, migrants, movements such as abolition, temperance, and civil different sections and different peoples. This course and exiles throughout the US. The focus will be rights; how religious ideology affected women’s work, divides the period into three sections: the coming on those people coming from Mexico and the His- both paid and unpaid; the relationship between of the Civil War, the War, and Reconstruction. A panic Caribbean, but immigrants from Central and religion, race, and ethnicity in women’s lives; female test follows the end of each section; half of the final South America are also included. Some of the areas religious leaders; and feminist critiques of religion. exam will be on the Reconstruction section and the of emphasis are the Chicano Movement and civil We will examine women’s role within institutional rest will be comprehensive. In addition to the tests, rights; Latino music and culture; race, ethnicity, and churches in the Protestant, Catholic, and Jewish students will write a short paper and a short book the family; education; and contemporary trends in traditions, as well as raise broader questions about review. transnational migration. The instructor will necessar- gender and religious belief. How did religious belief ily adopt a comparative approach, and students will affect women both as individuals and in community? HIST 30606. Gilded Age and Progressive Era study and critique a variety of interpretations and How could religion be used to both reinforce and (3-0-3) ideologies. Lectures and discussions will be supple- subvert prevailing gender ideology? Course require- Through discussion and lectures students will exam- mented with visual material. Grading will be based ments include a midterm and final examination, ine the emergence of a recognizably modern United primarily on two midterm essay exams and a final several short writing assignments, and a final paper States. Topics examined will include: the emergence research paper (10 pages). (10–12 pages) on a subject of the students’ choice. of the corporation, Progressive reforms, the changing contours of American religion, the character of the HIST 30612. War, Memory, and American HIST 30618. United States Labor History New South, the battle for women’s suffrage, develop- History (3-0-3) Graff ments in the arts, and American involvement in the (3-0-3) Grow This course will examine the history of paid and First World War. Wars have always cast long shadows over American unpaid labor in the United States from colonial history. The 2004 presidential election—with its times to the near present. We will seek to understand HIST 30608. The United States, 1900–45 heated rhetoric about swiftboats, discarded med- how working people both shaped-and were shaped (3-0-3) Blantz als, National Guard string-pulling, and even forged by-the American Revolution, early industrialization, The purpose of this course is to study the political, documents—has been a timely reminder that the the debates over slavery and free labor culminating diplomatic, economic, social, and cultural develop- memory of the Vietnam War continues to pervade in the Civil War and Reconstruction, the rise of big ment of the United States from 1900 to 1945. Major American life. These events have coincided with a business, the creation of a national welfare state, the topics will include the background for Progressive surge of recent historical scholarship that has argued Cold War-era repression of the Left, and continuing reform, the New Nationalism and New Freedom ad- that memory matters in American history. In par- debates over the meanings of work, citizenship, and ministrations of Theodore Roosevelt and Woodrow ticular, battles over the meaning and memory of wars democracy. Throughout the course, we will devote Wilson, the diplomacy of the early 20th century, the have shaped American culture and politics long after considerable time to the organizations workers them- causes and results of World War I, the Republican the actual bullets have stopped flying. The memory selves created to advance their own interests, namely administrations of the 1920s, the New Deal admin- of wars—how the participants and subsequent the unions and affiliated institutions that have made istration of Franklin D. Roosevelt, isolationism and 167

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up the labor movement. We will also pay special at- Students will write several short papers as well as a the later, sophisticated, and diverse cultures of the tention to the crucial connections between work and longer final essay. Native Americans. The course will focus on material identities of class, race, and gender as they evolved culture, environmental relationships, and technology over the past two centuries. HIST 30628. American Legal History to explore cultural change, land-use patterns, eco- (3-0-3) Rodriguez nomics, and political complexity. In addition, some HIST 30619. American Thought, Belief, and This seminar-style course deals with the interaction understanding of the methods by which archaeology Values since 1865 between the legal system and social change in the is done by scientists in North America and an intro- (3-0-3) United States from the 1600s to the 1980s. Primary duction to historical archaeology are included. A study of Americans’ most characteristic intel- emphasis is given to the 19th-century and 20th-cen- lectual, moral, and religious beliefs and why these tury, two periods where American legal culture took HIST 30651. Prehistory of the American have flourished in the American cultural setting. The on much of its fundamental character and adjusted Southwest course will survey American history with emphasis to significant social change. Main themes include (3-0-3) on topics such as Old World influences on Ameri- the relationships between law and development; in- This course uses archaeological data and theory to can ideals, the relation of American materialism dividual rights in the public and private spheres; the explore the cultural life of prehistoric Southwest to American beliefs, the relation of individuals to development of the legal profession; the post-New Americans over the last 12,000 years. The course communities, the outlooks of diverse subcultures, Deal state; and the various US “rights” movements. emphasizes origins and cultural development from competing religious and secular faiths, religion Reading consists of primary sources documents and an early pioneer stage to the later, sophisticated and in education, the search for truth in a pluralistic a short survey text. Grades will be based on a series diverse cultures of the American Southwest. The society, moral authority in democratic culture, the of short papers and classroom discussion. Prior descendants of these cultures include the Pueblo competing authorities of faith and science, social knowledge of American history is helpful but not peoples, the Dene, and the O’odham peoples. In the science and civil law, popular philosophies such as required. course students will explore cultural change, land-use Enlightenment ideals, romanticism, pragmatism, patterns, economics, and political complexity, using and postmodernism, and the impact of mass media HIST 30629. Morality and Social Change in information on environmental relationships, tech- on American beliefs and values. Substantial readings, US History nology, and other aspects of material culture. discussions, short reports and papers on readings, (3-0-3) Abruzzo and exams will be required. How do we explain sweeping moral changes in HIST 30652. Women and Work in Early society? Why did so many people support legal slav- America HIST 30626. Medicine in Modern History ery for so long, and what motivated others to turn (3-0-3) (3-0-3) against it? What is the relationship between social This course will introduce students to a broad view This course examines health as a unifying concept change and moral theory? The purpose of this class of early American social history that foregrounds the in American history. It follows several themes: how is to examine the moral frameworks that Americans gendered aspects of work in Early America—defined class, race, and gender; as well as age; lifestyle; and have used to understand—and to change—their loosely as the period from colonial settlement to place have manifested themselves in differential society. We will focus on hotly debated issues in 1820. On one level, this approach allows for the health experience; the ongoing conflict between American history, looking at the way that Americans recovery of women and girls’ contributions to the personal liberty and the interests of the state, the re- thought about issues such as slavery, animal cruelty, formal and informal economies of pre-industrial markable diversity of American medical systems and sex, family roles, labor, economics, war and citizen- early America, including their work activities within their close relation to religious and social diversity; ship, and civil rights. We will look at both sides of the household. This perspective is especially crucial the place of medicine in Americanization campaigns; debates to understand the values and beliefs that to the examination of the gendered ideologies of the changing political economy of American medi- shaped traditions of social change and resistance to white, Native American, and African servitude cine; and finally, the emergence of health as the core that change. and/or slavery. These ideologies dictated the work concern of the American dream. In short, by the end experiences of large race-and class-defined segments of the course you should have a good understand- HIST 30631. Sport in American History of the population. Yet cultural retention also played a ing of the uniqueness of American medicine and its (3-0-3) part and this course will invite students to investigate central place in America’s history. You should have Sport, a major part of American entertainment and the impact of derivative work practices (for example acquired an historical and critical context that will be culture today, has roots that extend back to the colo- examining African women’s dominance of market of use in your own encounters with matters of health nial period. This course will provide an introduction activities in the New World through the lens of West and medicine—as intelligent citizens and about to the development of American sport, from the African work practices). Further, while the course issues of public health and questions of medical eth- horse-racing and games of chance in the colonial title emphasizes women’s experiences, the class and ics, and as creative thinkers about more satisfactory period through to the rise of contemporary sport as race implications of male work practices in early modes of medical practice and health improvement a highly commercialized entertainment spectacle. America will be similarly illuminated by a gender and protection. The course will use three to five Using a variety of primary and secondary sources, we studies approach. Thus, an overarching purpose of texts, and require exams, project, and presentation. will explore the ways that American sport has influ- the course will be to highlight the fluid and instable enced and been influenced by economics, politics, conceptions of work that were applied alternately to HIST 30627. History of the American West popular culture, and society, including issues of race, masculine as opposed to feminine occupations, just (3-0-3) Coleman gender and class. Given Notre Dame’s tradition in as they were alternately applied to European versus Few American regions have generated as many cul- athletics, we will explore the university’s involvement non-European, free versus enslaved, and public ver- tural narratives, myths, and icons as the trans- in this historical process. sus private spheres. Mississippi West. This course takes both the reality and the romance of the West seriously, asking stu- HIST 30650. Prehistory of Western North HIST 30654. Fashioning Identity in Colonial dents to examine how the American conquest of the America America West inspired storytelling traditions that distorted (3-0-3) (3-0-3) and shaped the region’s history. To get at this interac- This course deals with archaeological data and This course will focus on dress and material/visual tion, we will read novels, histories, and first-hand cultural life of prehistoric western North Americans culture in Colonial North America. It will introduce accounts as well as view several Hollywood westerns. over the last 20,000 years, until contact with Euro- methodology, and offer an overview of key themes The class is reading- and discussion-intensive. pean cultures. The course emphasizes origins and in the history of dress and consumerism within the cultural development from an early pioneer stage to framework of gender studies. In our focus on the 168

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colonial period (especially the 18th century), we HIST 30705. US Foreign Policy before 1945 formed themselves from racial-ethnic outsiders to be- will analyze the economics of dress (the production, (3-0-3) Brady ing “white,” a process that simultaneously expanded marketing, and acquisition of cloth and clothing) This course covers the main developments in Ameri- the bounds of inclusion for some and solidified the and will assess the importance of fashion to com- can foreign relations from the Spanish-American terms of exclusion for others. merce and politics. We will evaluate the role of dress War in 1898 through World War II. It traces the in the construction of colonial identities, and we will emergence of the United States as a major world HIST 30800. Survey of African-American examine the ways that dress operated as a visual locus power and examines in some detail how the United History II for racial, class, and ethnic encounters. States became involved in the two world wars. A (3-0-3) recurring theme will be the major traditions in Corequisite(s): HIST 32800 HIST 30700. Survey of African-American America foreign policy and the ways in which these African-American history II is a course that examines History I traditions influenced policy makers in the early years the broad range of problems and experiences of (3-0-3) of the “American Century.” African Americans from the close of the American This African-American history survey begins with an Civil War to the 1980s. We will explore both the examination of West African origins and ends with HIST 30706. Sex, Sexuality, and Gender in the relationship of blacks to the larger society and the the Civil War era. We will discuss the Atlantic slave United States to 1890 inner dynamics of the black community. We will trade, slavery in colonial America, the beginnings of (3-0-3) Bederman devote particular attention to Reconstruction, the African-American cultures in the North and South Sexuality, like other areas of social life, has a history. migration of African Americans from the rural south during and after the revolutionary era, slave resis- Yet historians have only written about the history of to the urban north, and the political machinations tance and rebellions, the political economy of slavery sex for the last 40 years or so. This course will both of the African-American community. We will also and resulting sectional disputes. Particular attention introduce students to a variety of current themes in examine the political impact of cultural exhibitions. will be paid to northern free blacks. the history of sexuality and invite them to consider The course will utilize historical documents in the how they themselves might research and write that form of primary sources, scholarly articles, and other HIST 30701. Anglo-American Thought history. The class will survey recent topics in the secondary sources. Classes will be conducted as lec- (3-0-3) history of sexuality from first colonial settlement to ture-discussions. Students enrolled in History 30800 A survey of the intellectual history of Britain and the end of the Victorian era. Issues we may consider must also take HIST 32800, a tutorial. English-speaking America from around 1600 to the include different religions’ attitudes towards sexual- mid-19th century, including European backgrounds ity (the Puritans were not anti-sex!); how different HIST 30802. US Political Traditions since 1865 and contexts, with an emphasis on writings about cultures’ views of sex shaped relations between colo- (3-0-3) McGreevy religion, government, natural science, education, and nists and Indians; why sex was an important factor Students will investigate the political debates— human nature. Besides exploring the early-modern in establishing laws about slavery in Virginia; birth and simultaneous examinations of democracy’s Anglophone world on its own terms, the course aims control and abortion practices; changing patterns character—that have animated American reformers to help us understand better the origins and implica- of courtship; men who loved men and women who and intellectuals since the Civil War. The focus will tions of our own ways of thinking. There will be a loved women; and why the average number of chil- be on these political traditions, not the studies of midterm examination, a final examination, and a dren in American families fell by 50 percent between voter behavior or policy implementation that also term paper based on primary sources. 1790 and 1890. Over the course of the semester, constitute an important part of political history. The students will also design a small research proposal course will begin with discussion of the debate over HIST 30703. History of US South to 1877 on some aspect of the history of American sexuality slavery and Reconstruction, and move through the (3-0-3) prior to 1890. Written assignments will include a “social question” of the late 19th century, Progres- This course will provide a survey of the American weekly journal, midterm and final examinations; a sive reform in the early 20th century, the New Deal, South through Reconstruction. We will briefly book review; and a small research project. the origins of modern conservatism, and various describe Native American societies and early Span- post-World War II social reform movements. Read- ish settlements in Florida and the Southwest before HIST 32706. US Sex/Sexuality/Gender Tutorial ings will include court cases, memoirs, speeches, addressing in greater detail the political, cultural, and (0-0-0) and a sampling of the philosophical and historical social history of the region as it was settled beginning A weekly tutorial required for those registered for literature. in the southeast. We will examine how ideas like HIST 30706, US Sex/Sexuality/Gender to 1890, or honor, freedom, patriarchy, and religious beliefs were its cross-lists. HIST 30803. History of the US South, 1876 to forged and evolved in the context of a slave economy, the Present and how they shaped the day’s political questions. HIST 30707. American Intellectual History I (3-0-3) We will also consider the Confederate experience (3-0-3) Turner What does it mean for someone, something, or and Reconstruction. The first half of a two-semester sequence surveying some place to be “southern”? This course is a study the American intellectual history. of peoples, cultures, and identities in the southern HIST 30704. History of American Women I United States since Reconstruction. Emphasis will be (3-0-3) HIST 30750. Race, Ethnicity, and Racism in placed on cultural (including pop cultural), political, This course surveys the social, cultural, and political Modern America and social history. developments that shaped American women’s lives (3-0-3) Mason from the colonial period to 1890. It will analyze This course will survey American attitudes, beliefs, HIST 30804. History of American Women II both the ways American culture defined women’s and practices regarding race and ethnicity from the (3-0-3) place during different historical periods and the ways late 19th century to the present, including a consid- This course surveys women’s relationships to the women themselves worked to comply with or to eration of the development and changing meaning of social, cultural, and political developments shaping resist those definitions. Topics include pre-industrial the concept of “racism.” A major emphasis will be to US society from 1890 to the present, concentrating society, transformations in work and family life, trace the shifting constructions of ethnicity over time on developments in women’s activism, work, and industrialism and class formation, slavery, women’s and the constantly evolving understandings of what popular culture. Topics include the New Woman culture, and the emergence of a women’s movement. race entails, how racial boundaries are demarcated and Progressivism; the transformation of feminism Throughout, stress will be laid on the importance of and crossed, and how all these definitions are histori- in the 1920s; women’s role in the development of class, race, and ethnicity in shaping women’s historically and culturally flexible. Another central theme the welfare state; women’s paid and unpaid labor; cal experience. will be to trace how various European groups trans- women’s changing roles in the Depression, World 169

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War II, and Cold War periods; the Women’s Libera- public Catholicism; the Catholic culture wars of the various aspects of Latin American society and culture tion Movement of the 1960s; and the polarized poli- 1980s and 1990s. until independence in the early 19th century. tics of gender in recent decades. Written assignments will include a 10- to 12-page research paper and HIST 30894. Visual America HIST 30902. The Emergence of Nationalism in short weekly journals on the readings and lectures. (3-0-3) Latin America Readings will include a mix of recent articles and Offered as a sequel to American Art (AMST 20107). (3-0-3) Jaksic primary sources. Particular attention will be paid to The course has two objectives: first, to introduce This course provides an introduction to the major the impact of class, race, ethnicity, and sexuality on students to the various methods scholars have de- themes of 19th-century Latin American history. It issues of gender. veloped to use visual evidence in cultural history provides an overview of the colonial background to research; and second, to provide students with a con- the independence struggle that engulfed the region HIST 30850. Twentieth-Century American tent course in United States history, one where they in the early part of the century, describes the motiva- Military Experience receive an overview of the various roles that the art tions, and in many cases reluctance, of the colonies (3-0-3) forms noted above have played in 19th- and 20th- to disengage from the Spanish empire, and the lega- Is America, as historian Geoffrey Perret contends, a century American life. Iconographic analysis—the cies and opportunities for the construction of a new “country made by war”? Regardless of one’s opinion, uncovering of past and present, conflicting and para- social, political, and economic order in the region. a systematic study of America’s wars is essential to doxical layers of cultural meanings within an image The course examines the influence of regionalism either confirm or refute the above statement and or assemblage of images—will be an important part in the emergence of the new nations, and pays obtain a more complete understanding of the na- of the course. particular attention to the impact of liberalism on tion. There have certainly been ample historical social, political, and economic structures in the re- occurrences to support Perret’s assertion over the last HIST 30897. Home Fronts during War gion. Course requirements include reading assigned century, and this course will investigate the validity (3-0-3) chapters and essays for each class, a midterm exam, a of the question by examining the modern American In the wake of the events of September 11 and the book review essay, and a final exam. military experience from after the Franco-Prussian current uncertainty of their effects on our military War of 1871 to the present. We will explore the actions and international relations, this course HIST 30911. Indigenous and Colonial Mexico causes, conduct, and consequences of the major turns to look within the United States. How have (3-0-3) Beatty military conflicts of the 20th century in which the Americans responded at home to war and threats of This course investigates the history of Mesoamerica US was involved or that had a significant impact on war throughout the 20th century and into the 21st? from the Olmec, Mayan, and Aztec societies to Mex- the US, using traditional historical materials. We will What internal divisions and shared identities has war ico’s independence from Spain after 1800. We will also read several battlefield memoirs to further exam- inspired or revealed? In other words, we will exam- examine the nature of several indigenous societies; ine the conflicts at the tactical level and also explore ine not the battles and factors that determined the their conquest and domination by Europeans; post- the human dimension of war. Using a fundamental military outcomes, but the domestic struggles that conquest debates concerning Indians’ nature and co- thesis to address war at the political, strategic, opera- have defined our national experience and informed lonial Indian policy; the structure of colonial society, tional, and tactical levels, the goal of the course will many of our responses to current events. Topics will including relations between Indians, Africans, and be to gain a better understanding of the relationship include critiques of democracy and civil rights inclu- Europeans; Catholic conversions and the role of the among the different levels as well as the importance sion during WWI; treatment of Japanese Americans Church; and finally the causes of independence. We of each. As a part of their discovery process, students during WWII; development of peace movements, will use readings, lectures, discussions, archeological will take three essay exams and write a research paper anti-nuclear movements; Cold War politics and fears evidence, film, and literature throughout the course. assessing the combat effectiveness of a particular of American communism; debates over the draft, Students need not have any background in Latin unit that existed during this period to assist them in just-war, racism at home, and US policies abroad in American history. determining, developing, and delivering a response the wake of Vietnam. The final unit will focus on to Perret’s statement. the Gulf War, terrorism, and developments since HIST 30912. History of Modern Mexico September 11, 2001. (3-0-3) HIST 30854. US Presidents: FDR to Clinton This course examines Mexico from the late 19th (3-0-3) DeSantis HIST 30899. American Social Movements century to the present. Through readings, lecture, A study of the personalities, style, policies, and (3-0-3) discussion, film, and research we will visit the major performances of American presidents from Franklin Where does social protest fit in the history of Ameri- themes of modern Mexico. Our studies range from D. Roosevelt to Bill Clinton as they developed the can politics? What counts as activism? This inter- the country’s economic growth at the turn of the modern American presidency and made it the most disciplinary survey of civil rights and social protest century to NAFTA; from the violent years of revolu- important elective office in the world. movements in the United States examines 19th- and tion after 1910 to the gradual emergence of democ- 20th-century movements, as well as several con- racy in the 1990s; and from the many who have HIST 30855. Catholicism in Twentieth-Century temporary protest movements. These movements struggled with poverty to those few who have wield- America certainly question selected American ideologies, but ed economic and political power. One of the para- (3-0-3) they also draw on American values and practices. We doxes of 20th-century Mexico is the juxtaposition of The course examines the patterns of Catholic intel- will use history, film, fiction, journalism, and auto- one of Latin America’s most politically stable nations lectual life, religious culture, social engagement, and biographies to trace several traditions of protest that in a society filled with divisions and frequently with public presence in the United States throughout the both depend on and offer challenges to a democratic conflict. The ways in which the Mexican Revolution, 20th century. Themes receiving special attention in society. the nation’s unique agrarian reform project, and late- the lectures and class discussions will include: US century neo-liberalism have shaped Mexico over the Catholic response to the theory of evolution and to HIST 30901. Colonial Latin America last century will receive particular attention. the social sciences; the rise and decline of Thomism (3-0-3) as the philosophical framework of Catholic thought This course provides an introduction to the major HIST 30920. History of Brazil and education; Catholic participation in the labor themes of Latin American colonial history, includ- (3-0-3) movement and the Civil Rights Movement; the new ing the discovery, conquest, and settlement of the This course surveys the history of Brazil, Latin theologies and social ethics of the ’60s; the impact New World; the institutional framework established America’s largest nation, from its pre-Columbian of the Second Vatican Council; shifting modes of by the Iberian countries to advance their economic, roots to the present, with particular emphasis on political, and religious interests in the region; and 170

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social, economic, and political developments during HIST 47050. Special Studies as politics and economics. After 1890, Japanese arts that time. Topics will include indigenous people, (V-0-V) were revived as a basis for Japanese nationalism, part- the formation of colonial societies and economies, Independent study, writing, and research under the ly because of interest from Europeans and Americans independence, slavery, abolition and post-emancipa- direction of a faculty member. who were intrigued by Japanese handicrafts, paint- tion society, immigration, the emergence of populist ing, sculpture, and ceremonies. During the Taisho politics, industrialization and efforts to develop the HIST 40061. Prophets/Protest in African (1912–26) and early Showa (1926–60) eras, culture Amazon, military rule, and democratization. History was developed as a bulwark of ultranationalism. (3-0-3) The main focus of this course will be the ideological HIST 30925. History of Chile This dialogue-intensive seminar focuses on men and and political uses of high culture. Readings for this (3-0-3) women who led political, religious, and social move- course will include primary documents (in transla- Chile is generally considered as an exceptionally ments in Africa in the 19th and 20th centuries. The tion) as well as secondary works. No background stable and even prosperous country when compared Islamic Murride brotherhood in Senegal, the Wom- knowledge of Japanese history is required. with many of its neighbors in the region. This course en’s Wars of Nigeria, and the Mau Mau uprising in will explore the politics, culture, and economy of colonial Kenya will introduce students to important HIST 40122. Concepts of Nature and the Chile since independence in order to assess whether episodes in African history and to the intellectual Environment in Japan and Europe the country is unique, or has shared many of the debates of the field. Students are expected to read a (3-0-3) difficulties and challenges of other Latin American variety of texts, participate vigorously in class discus- The purpose of this course is to explore Japanese nations. The readings, lectures, and discussions will sion, make oral presentations, and complete written concepts of nature in comparison with those of the cover such topics as Chilean independence, wars, assignments. West, and then to ask how these concepts affect and revolutions in the 19th century, as well as labor modern Japan’s understanding of environmental pro- unrest, political mobilization, and state-led economic HIST 40084. Christianity in the Middle East tection. In other words, this course combines intel- development. The course will also cover the Pinochet (3-0-3) lectual history and environmental history, Japan and dictatorship and human rights, and the return to The spread of Christianity from Jerusalem into Asia Europe. We discuss the relationship among nature, democracy in the 1990s. In addition to textbooks, Minor and Europe is well documented. But Chris- divinity, and human beings in the Bible and Shinto students will use other sources, such as novels and tianity is not a European phenomenon; it is Middle and Confucian texts. We read radical agrarian Ando films to explore different facets of Chilean history. Eastern and Semitic in its origins. Why was the exis- Shoeki and see how his vision of the natural state tence of Christianity in the Middle East marginalized compares with that of his French counterpart, Rous- HIST 30975. Making Australia by the earliest Christian historians? Why is Christi- seau. We consider how nature shapes political history (3-0-3) Miscamble anity in the Middle East so inadequately understood in Hegel and Maruyama. Finally, we try to figure out The struggle to “make” Australia, as opposed to rep- today? This course will examine the evidence for what the claim that the “Japanese love nature” means licating Britain, got underway early on after Europe- Christianity articulated in the native Aramaic lan- both in terms of aesthetics and nationalism and in an settlement, and it has been in process ever since. guage and culture of the region. We will investigate terms of environmental protection. This course will seek to understand and illuminate the origins and development of the indigenous “Ori- this nation-building process. Approximately two- ental” churches of Syria, Lebanon, Jordan, Iraq, and HIST 40231. Cicero and Political Tradition thirds of the course will be devoted to examining the Iran, and the missionary activity that took the gospel (3-0-3) major issues in Australia’s history, beginning with an into India and China. Topics will include the Semitic The life and writings of Marcus Tullius Cicero (106– appropriate treatment of Aboriginal history through approach to Jesus and the Gospel, Christianity and 43 BC) have been studied in light of the different as- to the present debates over Australian identity and the Arabs, and the impact of the Crusades. The pects of his eventful career as a lawyer and advocate, the nation’s political structure. The final third of the course will conclude with an investigation of Islamic orator, politician, statesman, and philosopher. His course will explore important issues in contemporary fundamentalism, and the diaspora of Middle Eastern surviving writings—political and judicial speeches, society and culture. This course will have special Christians in Europe and the Americas. Drawing treatises on religion, law, ethics, political philosophy interest for students who either have studied or plan from local history, native accounts, and archaeologi- and rhetoric, and also many personal letters—shed to study in the Notre Dame Australia program. In cal evidence, we will piece together the largely untold light on the diverse successes and reversals of his addition to reading five or six books, students will story of Christianity in the Middle East. public and private life. Those who study Cicero tend view a number of important Australian documen- to focus on one or two aspects of his achievement to tary and feature films. A willingness to participate HIST 40121. Nation and Culture in Modern the exclusion of the others. In this course, we will try in extracurricular activities is a prerequisite for the Japan to understand how the different branches of Cicero’s course. (Please keep Wednesday evening clear in your (3-0-3) life and work fit together, why he thought that phi- schedule.) The course will involve lecture, discussion, From Gilbert and Sullivan’s operetta, The Mikado, to losophy, law, and religion were relevant to politics, and class presentations. Students will write a 10- the cherry blossom poems of kamikaze suicide pilots and why and how ethical considerations should con- page research paper and take mid-semester and final in World War II, the nation of Japan has been pre- dition one’s private and public life. In pursuing these examinations. sented as obsessed with the arts. But is this aesthetic issues, we will think about Cicero’s intellectual and image simply ornamental? What are the political political predecessors, both Greek and Roman, be- HIST 32800. Survey of African-American ramifications of a national identity intimately inter- fore reading a selection of his own writings. By way History II Tutorial twined with ideas of traditional high culture? When of understanding some aspect of Cicero’s enormous (0-0-0) was this association between nation and art made influence we will conclude with reading part ofThe A weekly tutorial required for students registered for and why? This course traces the intersection between Federalist Papers. HIST 30800, African-American History II, or its high art and national identity in Japan from the cross-lists. mid-19th century to the mid-20th century (with a HIST 40232. Romans and Christians brief postwar postscript.) During this century, Japa- (3-0-3) HIST 37050. Directed Readings nese government officials and intellectuals carefully This course will examine the early development (0-0-V) crafted a national image that went through at least of the Christian religion in its historical Roman Independent study of special topics under the direc- three stages in relation to high culture. In the early context. It will begin with a survey of the political, tion of a faculty member. Requires permission of Meiji period (1868–90), the Japanese leadership had social, and administrative structures of the Roman the faculty member as well as the director of Under- little use for Japan’s traditional arts and fervently Empire in the period from Augustus to Constantine, graduate Studies. pursued a policy of Westernization in culture as well move to a study of the complexity and diversity of 171

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Roman religious life and culture (with special at- which Dostoyevsky operated. The reading will likely HIST 40580. Enlightenment In Europe tention to Mystery Cults, e.g. that of Isis), and then include Dostoyevsky’s Notes from the House of the (3-0-3) examine the development of the Jesus movement and Dead, Notes from the Underground, Crime and Pun- By intensively studying diverse works we shall first Rome’s reaction to it. Particular topics to be studied ishment, The Idiot, and Brothers Karamazov. try to map the sheer variety of the cultural achieve- will include miracle-working and the practice of ments of Europeans, from Dublin to Naples and magic, the problem of the historical Jesus, the sectar- HIST 40475. Modern Russian Society and Koenigsberg to Madrid, during the long 18th centu- ian and subversive character of early Christianity, the Culture I ry (ca. 1687–1807). Then we shall critically analyze issue of how persecution and martyrdom are to be (3-0-3) some of the major scholarly efforts to reduce and historically understood, and the meaning of religious This course examines selected critical issues in the organize it all into some unitary movement, usually conversion in the polytheistic Roman world. Above foundations of modern Russian society and culture called “The Enlightenment.” Requirements include all the course will concentrate on the questions of from the late 19th through the first half of the 20th actively participating in class meetings, which will how and why in historical terms a new religious century. Lectures and discussions include such topics center on our discussions of particular works, two ex- system came to have such appeal that Constantine as late Imperial politics and society, cultural innova- aminations, and writing a 15- to 20-page integrative chose to make himself the first Christian emperor tion of the “Silver Age,” World War I, Revolutions essay on one of the major themes (freedom, power, of Rome. of 1917, creation of socialist society and culture, and knowledge, faith, emotions, history, and progress) of the experience of the Stalinist terror. There will be a the works we study together. HIST 40233. Romans and Their Gods term paper, a midterm, and a final exam. (3-0-3) HIST 40628. African-American Resistance An introduction to the way in which the Romans HIST 40476. Modern Russian Society and (3-0-3) Pierce conceived of, worshipped, and communicated with Politics II An exploration of a series of cases of African Ameri- the myriad gods of their pantheon. The course will (3-0-3) can resistance throughout US history. focus first on conventional religious rituals and their This course surveys the history of Russia and its cultural value, and secondly on the success of Roman peoples in the second half of the 20th century, with HIST 40630. Crime, Heredity, and Insanity in polytheism in adapting to changing historical and a particular focus on the role of politics and ideol- American History social conditions. Particular attention will be paid to ogy in Soviet (1941–91) and contemporary Russian (3-0-3) the so-called “Mystery Religions,” including Christi- society (1991–2000). We will explore the experi- The 19th century witnessed a transformation in the anity, and their relationship to conventional forms of ence of the Great Patriotic War, late Stalinism and understanding of the origins of criminal behavior in religious behavior. post-Stalinist socialism, the emergence of the Soviet the United States. For many, a religious emphasis on Empire at the end of the Second World War, the humankind as sinful gave way to a belief in its inher- HIST 40234. Family/Household in Roman collapse of the communist regime and the disintegra- ent goodness. But if humans were naturally good, World tion of the Soviet Union in 1991, as well as Russia’s how could their evil actions be explained? Drawing (3-0-3) uneasy transition out of totalitarianism during the on studies done here and abroad, American doctors, A survey of the life-course in Roman antiquity. Top- last decade of the 20th century. Students will be preachers, and lawyers debated whether environ- ics studied will include: marriage, divorce, child-rear- asked to take midterm and final examinations, and ment, heredity, or free will determined the actions ing, old age, the way in which family and household to write a term paper. of the criminal. By the early 20th century, lawyers were conceptualized by the Romans, and the demog- and doctors had largely succeeded in medicalizing raphy of the Roman world. HIST 40480. Polish and Lituanian criminality. Psychiatrists treated criminals as patients; Commonwealth judges invoked hereditary eugenics in sentencing HIST 40294. Thought and Culture in the High (3-0-3) criminals. Science, not sin, had apparently become Middle Ages This course will survey the history of the Polish the preferred mode of explanation for the origins of (3-0-3) and Lithuanian Commonwealth from its origins in crime. But was this a better explanation than what This is a course about the thought and culture of the 1386 dynastic union of Jogailo, Grand Duke of had come before? Discussion will be the primary Medieval Europe in the years 1100 to 1350. The Lithuania, with Hedvig, the daughter of Polish king form of instruction. course takes seriously the notion of “mind,” that all Louis the Great (1370–82) through the transforma- people, whatever their gender or social class, were tion into a political union at Lublin in 1569 to the HIST 40680. Jacksonian America gifted with powers of understanding and decision- collapse of the Commonwealth, which culminated (3-0-3) making amidst life’s dilemmas. It asks what we know in three partitions at the end of the 18th century. This course explores the early 19th-century history about how these people thought about, perceived, Special emphasis will be placed on the political proof the United States, from the close of the War of and experienced their world, what ideals they set for cesses that transformed the Commonwealth into one 1812 to the coming of the Civil War (1815–48). themselves, what they hoped to achieve, how they of the most democratic countries in the world, but Although the era and course take their name from set about the task of living. The course will proceed also ultimately contributed to its decline. Attention, President Andrew Jackson, we will cover much with lectures on specific topics and introductions to too, will be paid to the wars that ravaged the Com- more than national politics and affairs of state. We texts or authors, but in good part by way of a careful monwealth, including those with Muscovy, Sweden, will explore the birth of mass political parties, con- reading and discussion of assigned primary sources. the Ottoman Empire, and with the peoples of what flicts between nationalism and sectionalism, early Those sources will range from medieval romances to today is modern Ukraine. industrialization and the rise of class conflict, the mystical poems, from political philosophy to devo- development of slavery and antislavery, changing tional meditations. HIST 40551. History of Modern Astronomy gender roles and the rise of feminism, evangelical (3-0-3) religion and reform, and Native American resistance HIST 40470. Dostoevsky’s Russia Traces the development of astronomy and cosmology and removal. (3-0-3) from the late 17th century to the 1930s. Attention is This course will focus: (1) on Dostoyevsky’s life, given to the interactions of astronomy with other ar- HIST 40851. African-American Civil Rights his religious and ideological beliefs as articulated in eas of science and with philosophical, religious, and Movement major fictional and nonfictional works, his contribu- social factors. Satisfies core history requirement. (3-0-3) tions to 19th-century debates about Russia’s place in There may not be a term in American society as rec- the world and its historical “mission”; and (2) on the ognized, and yet as misunderstood, as “Civil Rights.” Russian social, religious and ideological context(s) in Often civil rights are conflated with human rights, 172

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even through each are distinct of the other. During museums and historical agencies such as the Snite Presidents and the presidency that are embodied in the semester, we will trace the African-American Museum, the Northern Indiana Center For History, films and television programs. Civil Rights Movement in the United States during National Studebaker Museum, and Copshaholm/ the 20th century, as well as its lasting impact on Oliver Mansion will be part of the seminar. HIST 40950. Global Development in Historical American society. We will do so using as many media Perspective as possible. Fortunately, we will have the opportunity HIST 40888. Building America (3-0-3) Beatty to study an important part of American history in (3-0-3) The difference between rich and poor nations is not, significant detail. The time span we cover will not be A seminar designed to examine the social and as Ernest Hemingway once said, that the rich have that great, but the issues we investigate challenge the economic factors, energy and land use policies, more money than the poor, but is in part because the founding principles of American society to its core. demographic urban/suburban trends, technological rich produce more goods and services. Industrializa- innovations and artistic impulses that have pro- tion, in other words, has often brought wealth (as HIST 40853. The US and the Vietnam War duced the American built environment, 1740 to well as social dislocation and protest) to those who (3-0-3) 1940. Comparing several building types the private have succeeded. This course examines the process This course examines the participation of the United residence, the workplace, and the public building of industrialization from a comparative perspective States in its “longest war”—the conflict in Vietnam. the seminar will explore structures and spaces as and integrates the history of industrialization and its The course is taught primarily from an “American” material culture evidence of American domestic, real social consequences for Western Europe (Britain and as opposed to a “Vietnamese” perspective. Broad estate, political, and cultural history. Attention will Germany), the United States, Latin America (Mex- topics to be covered include: Vietnamese background be paid to high-style and vernacular architecture, ico), and East Asia (Japan and South Korea). We (land, people, history, culture); American Political new building forms (skyscrapers, highway build- will concentrate on these countries’ transition from and Diplomatic Decision Making; 1950–75: How ings, department stores) as well as work sites such as agriculture-based societies to industrial societies. We the War was Fought; Debating the War; The War at mills, factories, and commercial buildings, plus four will analyze the process of industrialization on two Home; The Aftermath of War; and Lessons of the American world fairs. levels from above the role of political authority and War. This is a lecture AND a discussion course. At- from below a view of factory life, industrial relations, tendance at BOTH is required. Approximately six HIST 40890. Nature in America and protest from the perspective of workers and the books will be assigned. (3-0-3) working classes. No specific prerequisites in history This is a seminar designed to explore the concept of or economics are necessary. HIST 40855. Labor Movements in Twentieth- nature in the American historical and contemporary Century US experience within an interdisciplinary context of art, HIST 40951. Technology and Development in (3-0-3) history, literature, and ecology. In addition to weekly History This course explores American workers’ collective ef- reading discussions, the seminar will meet, on a (3-0-3) forts as workers in their search for economic security, number of occasions, at several nature sights: Morris Technologies are often seen as either the product of political power, and social and cultural autonomy Conservatory and Muessel-Ellison Tropical Gardens; human genius and achievement, or as an alienating, from the 1890s to the near present. For the most Potawatomi Zoo; Elkhart Environmental Center; inhuman, and sometimes destructive force. Both part, this course will focus on the unions and related Shiojiri Niwa Japanese Garden; Fernwood Botanical perspectives argue that technological change has organizations forged by workers throughout the Garden and Nature Preserve; University of Notre been one of the most important forces shaping world past century—from major umbrella groups like the Dame Grene-Nieuwland Herbarium. Purpose: To history over recent centuries. This course examines American Federation of Labor, the Industrial Work- study nature in American art (painting, photography, technological developments and theories of techno- ers of the World, and the Congress of Industrial sculpture), seminar meetings will be held at the Snite logical change in world history. It focuses on the re- Organizations, to important sectoral actors like the Museum of Art, South Bend Regional Museum of lationship between new technologies, social change, Brotherhood of Sleeping Car Porters, the United Art, and the Midwest Museum of American Art. and economic development since 1750, surveying Automobile Workers, the American Federation of cases from Britain, the United States, China, Japan, Teachers, and the United Farm Workers. The cen- HIST 40891. Race, Gender, and Women of and Latin America. We will pay special attention to tral questions of the course will be: When, where, Color technology transfers: the movement of new machines and why have U.S. workers organized collectively (3-0-3) and processes and knowledge from one society to an- in the 20th century-and how successful have they This seminar analyses dominant American beliefs other, and the ways that social, cultural, and political been? What has been the response of employers, about the significance of race and gender primar- forces have shaped technological change in different the government, and the public at large to these ily through the focusing lens of the experiences of parts of the world. collective efforts of workers, and how and why have women of color in the US. How did intersecting those responses changed over time? What has been ideologies of race and gender attempt to define and HIST 40973. Archives and Empires: Inca/ the relationship between organized labor and racial limit the lives of women of color as well as other Spaniards and gender discrimination, as well as the causes of American? How have women of color responded (3-0-3) racial and gender equality? And how have Americans to and reinterpreted white American ideas about Traditionally, scholars have highlighted the differ- generally, and workers in particular, understood the their identity to develop their own self-defenses and ences between the Inca empire and that of its Span- labor movement in relation to capitalism, freedom, ideologies? ish conquerors. These differences are indeed striking, and democracy? Students will be expected to write and will be explored in this course. But there are several short papers, engage in regular classroom dis- HIST 40896. Presidency in American Culture also similarities between the two imperial polities, cussion, and screen several films outside of class. (3-0-3) which we will likewise study. Attention will focus on This course examines the interactions among jour- the production, collection, ordering, and storage of HIST 40887. Material America: Creating, nalists, media companies, and Presidents in the Unit- information by both imperial and local authorities, Collecting, Consuming ed States since the Great Depression. Throughout and on how this information was used. The Incas (3-0-3) the term, we will emphasize several general principles recorded administrative and narrative information A seminar exploring how historians, archaeologists, or trends. We will explore how new forms of tech- on quipus (knotted cords) and with reference to art historians, folklorists, geographers, and cultural nology have triggered changes in political practice, indigenous Andean languages. The Spanish in the anthropologists use material culture as important a trend that becomes clear when we analyze the role Andes briefly used this system before switching to evidence in interpreting the American historical and the Internet has taken in this year’s campaign. Dur- alphabetic writing and the Spanish language. Ques- contemporary experience. Research fieldwork in area ing the semester we will look at representations of tions we will address include: did this change affect 173

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the kind of information that was preserved, and if so HIST 43250. Seminar: Travel in the Middle HIST 43410. Seminar: Victorian Revolution in how? And also, what role did culture and religion (as Ages and Beyond Government documented in imperial records) play in the creation (3-0-3) (3-0-3) and maintenance of imperial power? Many familiar events (from Exodus, to the voyages Prior to the 19th century, government—particularly of Columbus, the Crusades, or the American Gold in the British Isles—was expected to be minimal, HIST 40974. de las Casas:Context/Resonance Rush) can be seen as examples of travel in history. occasional, amateur, (and cheap), concerned only (3-0-3) This seminar will examine the phenomenon of with maintaining property and religion, and, when The Spanish conquest of Central and South America travel, and will look at different types of travelers, unavoidable, with the defense of the realm. Modern generated a crisis of conscience in Spanish universi- including soldiers, pilgrims, explorers, missionaries, governments (including the British) are large, perma- ties and in Spain at large. People wanted to know: adventurers, and merchants. We will concentrate on nent, professional (and costly) complex bureaucra- was the conquest justified, and if not, seeing that the medieval period (500–1500 CE), but will also cies, concerned with how much you can load on a it could not be undone, what were the invaders to consider travel in other periods. The chronological ship, what colors you can put in margarine, what do? In this prolonged and often bitter debate, Bar- scope of the course will be broad in order to trace you must learn in school, and with the regulation tolome de las Casas (1484–1566), Dominican friar changing perceptions of the world from the early of the economy; the welfare of all citizens; and the and bishop of Chiapa in Mexico, formulated what Middle Ages up through the voyages of Marco quality of the environment, social and natural. We still are among the most moving and intellectually Polo and Christopher Columbus. We will read the know that this revolutionary change in government incisive arguments for the equality of all human be- writings of Christian, Jewish, and Muslim travel- happened during the 19th century, primarily in ings. He also wrote one of the earliest comparative ers, and will discuss the differing motives, interests, response to the great social changes of urbanization histories of civilization (the Apologetica Historia). The and concerns of these itinerant men and women. and industrialization, but historians disagree as to task of the course is to understand the thought of Las We will also discuss the evolution of cartography, how it came about. Early in the semester, our meet- Casas and his followers in its 16th-century context, and shifting views of the world as revealed in early ings will be devoted to a critical reading of the state and then to enquire into the connections between maps. The course will cover the technical aspects of of the historical literature on this question; in the the ideas of Las Casas and contemporary theologians medieval travel, with a discussion of roads, bridges, middle we will be learning to use the archives; and of liberation, in particular Gustavo Gutierrez. inns, overland transport, and shipping. We will also toward the end we will be meeting together to dis- consider less physical aspects of travel and the ways cuss our interpretations of the evidence. This semi- HIST 43075. Jerusalem in which medieval writers employed the metaphor of nar will meet the research seminar requirement for (3-0-3) travel in different genres of literature such as the epic history majors, who have priority in enrollment. The This research seminar provides an in-depth examina- quest and accounts of spiritual journeys. Students seminar is also recommended to any student with an tion of the city of Jerusalem and its diverse historical will write a research paper based on primary sources interest in public service or public policy. experiences from the rise of Islam to the present (ca. broadly concerned with issues of travel in a historical 600–2000). Although the instructor will provide period of their choice. HIST 43470. Seminar: The Russian Revolution background information and feedback, this course (3-0-3) is primarily student-driven: you will lead portions HIST 43252. Heretics and Friars, Mystics and This research seminar is designed to familiarize his- of discussions, present your research, and construc- Nuns tory majors with main categories of primary sources tively critique the work of your peers. In addition (3-0-3) (e.g., official documents, diaries, memoirs, cor- to certain common readings, discussions will center From about 1100 until about 1400, European soci- respondence), major historical interpretations, and on certain “hot topics” in the historical image of ety witnessed wave after wave of new religious move- historical method through study of selected events Jerusalem. Students will be assigned specific, usually ments. These energies yielded groups and teachers of of the Russian Revolution. Students are expected to “classic” studies of the topic at hand. Specific topics all stripes, men and women regarded as heretics and write a major research paper. include the meaning of the Dome of the Rock; pil- as saints. This course will treat the most important grimage; the origin(s) of the Crusades; cross-cultural of these, from the Cistercian monks who rejected HIST 43550. Seminar: The Cold War notions of sanctity; the Ottoman context, and the the established ways of their fellow Benedictines (3-0-3) divided city. Rather than a simple chronological “bi- around 1100, to Francis of Assisi’s lay penitents and This course will address the individuals and issues ography” of a city, this course will provide a nuanced preachers, to suspect beguines in the Lowlands and involved in the emergence and development of the introduction to one of the most enduring symbols in the Rhineland mystics. The emphasis will fall upon Cold War from its World War II beginnings to its Western, Jewish, and Islamic civilization. studying texts from these religious teachers and ac- postwar development. Stress will be placed on the tors that will help us get at the aspirations of these origins of the Cold War but topics that have a major HIST 43130. Occupation of Japan new religious, while setting them in their social and bearing on its later development will be considered. (3-0-3) cultural environments. Students will be graded on their classroom participa- After years of fierce fighting in the Pacific, the victo- tion (25 percent), short classroom presentations (25 rious Allies occupied Japan from August 1945 until HIST 43350. Seminar: In the Heart of the percent), and on their final term paper (50 percent). 1952. The “Basic Initial Post-Surrender Directive” Archive While emphasis will be placed on the European/ charged military occupiers and their civilian auxil- (3-0-3) Russian role in the Cold War, the role of Americans iaries with democratizing the former enemy empire. This course reviews the cultural politics of archives will naturally be included. Students will be required This course examines three aspects of this effort, from their emergence in Mesopotamia, their func- to seek out original documents such as memoirs namely the political, economic, and cultural restruc- tion in the Greek polis, the emergence of archival and printed archival sources, when not hindered by turing of Japan. We will explore the goals, methods, bureaucracies in 12th—century Europe, the archivo- language obstacles. Of course, some original sources and mix-ups of the (mostly) American attempt to clasm of the Reformation, and then the fabrication involving major individuals and issues have been recast Japanese society in a democratic mold and the of “national” archives in Imperial Europe of the 19th translated into English. Japanese response. The Big Question—one that we century. We will then consider the debates over digi- will return to again and again in our discussions—is tal archives. Each student will pick a major archive HIST 43552. Seminar: Nationalism in Europe what is democracy and how is it created and and consider its formation and cultural logic. (3-0-3) sustained? This course will begin with several joint sessions devoted to an examination of the role nationalism has played in shaping modern European history. Given the broad nature of the course, emphasis will be 174

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placed on the theoretical underpinnings of national- Students will read and discuss key works in the field primary and secondary sources concerning the fol- ism, and on how national mythology influences his- dealing with topics such as Hitler’s rise to power, Eu- lowing topics: immigrant and ethnic Catholicism; toriography. The second portion of the course offers ropean diplomacy in the 1930s; the course of World the experience of Catholic women, especially women students an opportunity to conduct research on top- War II; Nazi occupation practices; the Holocaust religious; Catholic devotional life; Catholic social ics approved by the instructor. Research can focus on and other programs of mass killing; women and the movements; and the relationship between Catholics any European national experience in either the 19th war effort; popular consensus, collaboration, and and the broader American society. We will explore or the 20th century. The instructor will consider resistance; and the immediate postwar period. At the some of the major historical interpretations of the topics touching on any aspect of diplomatic, social, same time, each student will write a major research Catholic experience, and become familiar with meth- religious, intellectual, or political history as long as paper, based on primary sources, that explores in ods of historical research. During the second half of the inquiry helps to enlarge our understanding of depth some aspect of this crucial period of European the semester, students will work independently (in European nationalism. Students will be expected to history. Class time will be divided approximately consultation with the instructor) to prepare their present the results of their research at the end of the equally between discussing common readings and research papers. At the end of the semester, they will semester. Course requirements include submission developing the skills necessary to produce a research share their findings with other participants in the of a bibliography, a thesis statement, a first draft, paper. seminar through an oral presentation. and a 25-page research paper at the end of the term. No prior knowledge of European history is required, HIST 43557. Seminar: Modern European HIST 43613. Seminar: US Legal History though some basic knowledge of historical events Revolutions (3-0-3) will provide a firmer foundation to select a research (3-0-3)Lyandres This course examines the role of law in the history of topic. Students with even a rudimentary knowledge This research seminar is designed to familiarize his- the United States from its origins as a British colony of a European foreign language will be expected tory majors with main categories of primary and sec- to the late 20th century. It looks at law not only as to test their linguistic abilities in the final research ondary sources, major historical interpretations, and a functional response to social transformation, but project. historical method through study of selected events also as both a powerful force shaping daily life and as and personalities of Modern European Revolutions, a key component of American political mythology. HIST 43553. Republicanism including the Russian Revolutions of 1905, 1917, The course will examine constitutional, common, (3-0-3) and 1991; Eastern European Revolutions of 1989; and statute laws, as well as legal culture and institu- “Republicanism” refers principally, but not exclusive- the Orange Revolution in Kiev in November and tions. Key subjects include the market revolution, ly, to republican ideas in the English-speaking Atlan- December 2004 (as well as the Velvet Revolution in slavery, the Civil War amendments, laissez-faire tic world in the period 1600 to 1800. After looking Tbilisi in the fall of 2003). Students are required to constitutionalism, legal realism, the New Deal, and briefly at republican ideology in the ancient world write a major research paper based largely on pri- civil rights. This course combines lecture and discus- and in renaissance Europe, the seminar will move to mary sources. sion. To that end, the instructor will pick three to the substance of the course: the English “classical” re- five students each week to be responsible for the publicans of the 17th century, such as Marchamont HIST 43610. Notre Dame History reading, and will call on those students during class. Nedham, John Milton, and James Harrington; the (3-0-3) Each student will be on-call at least twice during transmission of their ideas to 18th-century America; This seminar will offer the student the opportunity the semester, it is advisable for you to read for every and, finally, the particular version of republicanism to research an aspect of Notre Dame history of his session, as it will be difficult to follow the lecture as it developed in Ireland in the same period. This or her particular interest-academic program, student without adequate preparation. seminar course is discussion-based. Members of the life, administrative decision, etc. Research topics seminar are expected to research topics, which will at might include Father Sorin’s rebuilding of the Main HIST 43614. Seminar: The Religious Factor in first be stipulated by the instructor, and will subse- Building after the fire of 1879, priest-chaplains serv- American History quently be of the student’s own choice. Students will ing in the Civil War, Notre Dame during World War (3-0-3) Marsden present the findings of their research as the basis for I or World War II, Rev. Julius Nieuwland, CSC, A research seminar surveying how religion has in- leading a class discussion. The semester’s work will and the discovery of synthetic rubber, Notre Dame’s teracted with American culture, including thought, conclude with a 20-page essay on a subject negoti- Minims Department (grade school), Notre Dame’s moral values, social views, education, and politics. ated between the student and the instructor. Preparatory School (high school), Notre Dame’s Students will write a research paper on a topic of Manual Labor School, Immigrant Scholars on the their choice. HIST 43554. Seminar: Turn-of-the Century Notre Dame faculty in the 1930s, Holy Cross Reli- Europe gious as Japanese Prisoners of War in World War II, HIST 43651. Women and Gender in the United (3-0-3) the inauguration of the Great Books Program, Rev. States, 1929–84 This seminar will deal with the social and cultural John J. Cavanaugh, CSC, and the Kennedy Family, (3-0-3) history of Europe from about 1880 to 1914. Since Rev. Theodore Hesburgh, CSC and the Civil Rights This research seminar will cover changing gender re- only a few of you will be able to read the foreign Commission, etc. After some introductory readings lations in the US between the Great Depression and language necessary for your topic, you can concen- on the history of the University, the principal work the end of the Reagan era. Students will read and trate instead on other means to research your topic. of the course will be the research, in primary and discuss recent books and articles covering a variety For example, by interpreting music or art works or secondary sources, and the writing of a paper of of topics which may include: gender relations during reading literature in translation, it will be possible approximately 30 pages, and a presentation of the the Great Depression; whether WWII was a turning to accumulate sufficient evidence to deal with issues paper for class discussion. point for women’s work; the feminine mystique; that come up during your research. women in the Civil Rights movement; the women’s HIST 43612. Seminar: US Catholic History liberation movement of the 1960s and 1970s; HIST 43555. Europe in the Nazi Era (3-0-3) changes in masculinities and their relation (or lack (3-0-3) This seminar is designed with two goals in mind: to of relation) to the women’s movement; the gay rights This research seminar will address issues related to introduce students to the major events and themes movement; and changes in women’s work force par- the rise, expansion, and defeat of Nazism between in the history of American Catholicism, and to help ticipation and family life. During the latter half of 1933 and 1945. Although Germany occupies a students organize, research, and write an original the semester, students will concentrate on producing central place in this history, we will focus on the work of historical scholarship. During the first half a substantial paper, based on original primary source Europe-wide impacts of Nazi ideas and aggression. of the semester, we will read and discuss a variety of research, on a topic of their choice selected in consultation with the instructor. 175

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HIST 43652. Seminar: US Thought, Belief, Palestine/Israel, Lebanon, and India in the 20th HIST 43901. Seminar: Coffee/Sugar/Other Value century. The third part will examine the concept of Goods (3-0-3) “American exceptionalism” and whether, to what (3-0-3) A research seminar surveying early America’s most extent, and why it applies to the question of religious Between their origin in the earth and their ultimate characteristic intellectual, moral, and religious out- violence. Each student will be required to write brief destination in our bodies, coffee, sugar, and other looks. The course will provide a broad introduction reviews of weekly assignments during the first part addictive commodities (such as tobacco, cacao, tea, to topics such as the religious foundations of influ- of the semester and to prepare a seminar paper, to be opium, cocaine, and perhaps oil) have had profound ential Americans groups such as Puritans in New presented at later meetings. effects on world history. In all cases, their produc- England and Quakers in Pennsylvania, the European tion, processing, distribution, and consumption have origins of American beliefs, the Enlightenment of HIST 43753. Seminar: Urban Oral Histories been intertwined with the historical development of the 18th century, the origins of American political (3-0-3) individuals, peoples, nations, and international rela- thought, the impact of evangelicalism on the new For years, historians rejected oral sources, claim- tions. Growing consumption has profoundly altered republic, romanticism and Transcendentalism, the ing that they were unverifiable utterances from the social, economic, and environmental history role of science, anti-slavery and other reform thought respondents who were often equally unreliable. In of producing countries, with especially profound before the Civil War, the South, and the ideological the recent past, however, oral history has become an impact on those individuals whose labor brings them and moral issues of the Civil War. The course will in- accepted form of research and a staple of certain his- from the earth. And in all cases, most of the world’s clude consideration of the outlooks of some of early torical fields. In the seminar, participants will devise, supply of such commodities comes from relatively America’s greatest thinkers and writers. Students will construct, and implement an urban history research poor regions while consumption is centered in the write a research paper on a specific person or topic in project that draws extensively on oral sources. We relatively wealthy, industrialized nations. one of these areas. will examine the methodology, practices, and pitfalls of oral history in classroom discussion and secondary The course introduces students to the broad outlines of the history of comparative commodities though HIST 43750. Seminar: United States in the sources. Twentieth Century class readings and discussions. Students will then (3-0-3) Blantz HIST 43754. Seminar: African-American Civil conduct research on an approved topic related to The purpose of this course is twofold. First, it should Rights in the US a specific commodity or theme that examines one permit the student to gain a greater familiarity with (3-0-3) aspect of the role of a commodity in world history. several of the major topics in 20th-century American The primary goals of the class are to introduce the Course requirements include the submission of a history—the Progressive Period of Theodore Roos- participants to the major scholarly works and devel- bibliography, a thesis statement, a first draft, and a evelt and Woodrow Wilson; the Wall Street Crash opments related to African-American civil rights and 25-page research paper. of 1929 and the Great Depression; the New Deal to facilitate the development of a research strategy legislation of Franklin Roosevelt; World Wars I and for the production of an article-length scholarly HIST 53001. Honors Methodology II; the Cold War; the Fair Deal Program of Harry treatment of a selected aspect of civil rights history. (3-0-3) Truman; Dwight Eisenhower’s Modern Republican- Projects should reflect the evolving interpretive syn- This course is open only to students in the Depart- ism; John Kennedy’s New Frontier; the Great Society thesis of the history of the Civil Rights Movement ment of History honors program. It has two agendas: of Lyndon Johnson; the Civil Rights Movement and and its relationship to the major social, political, (1) to introduce students to theoretical and practical the Feminist Movement; Richard Nixon and Water- economic, and cultural trends of the 20th century. foundations of historical method; and (2) to help get gate; aspects of 20th-century American culture; and Students may also examine the ways in which the you started on your honors research. During the first the presidency of Ronald Reagan. Second, and more history and achievements of the Civil Rights Move- half of the semester, we will discuss and practice key importantly, the course will offer each student the ment have been represented and interpreted. aspects of historical method, providing a structure opportunity to research and produce a major paper for you to start your own research. You will work on a topic of his or her own choosing in 20th- HIST 43900. Latin American Independence on multiple drafts of a research proposal, develop century American history. Approximately one-fourth Movements a bibliography, and begin your research in primary of the semester will be devoted to reading and dis- (3-0-3) sources. By the end of the semester, you should be cussion of several of the above topics, and the rest This seminar focuses on the breakdown of the Span- close to completing your research and beginning to of the semester to research and writing the seminar ish empire in Latin America, and the emergence of write the first draft of your honors essay. This course paper. The papers will be summarized for class dis- new nation-states in the region in the first quarter of will try to assist you in planning and budgeting your cussion in the last four meetings of the semester. the 19th century. Contrary to common expectations, time toward the goal of minimizing the stress and the former colonies did not form a united nation but maximizing the intellectual rewards of participating HIST 43751. Seminar: Religion and Politics in rather split into 10 different republics that developed in the honors program. Twentieth-Century US their own unique histories, only to split further (3-0-3) apart during the course of the century. This seminar HIST 53002. Honors Colloquium This course will examine the relationship between examines the origins and actors of the independence (3-0-3) Bederman religion and political violence in the 20th century, movements, the development of an ideology of This course, designed for students in the honors focusing on the United States in comparative per- emancipation, and the variegated causes of fragmen- program in the History Department, will introduce spective. The course will be divided into three parts; tation. The first third of the seminar is devoted to students to the ways in which history is concep- students may write their seminar paper on a topic a common set of readings on Latin American inde- tualized, written, and argued about. Students will in any one of these three thematic areas. Part one pendence. Students choose, in consultation with the approach these issues through a study of France, fo- will examine the writings and cultural influence professor, a specific topic of research. Students will cusing on three topics that have generated important of major thinkers in the U.S. Protestant, Catholic, work on primary source material, develop a thesis, and exciting debates among historians: the French and Jewish communities who addressed the ques- and present their results in class for comment and Revolution; World War II and the Vichy regime; tions of war, peace, and America’s role in the world discussion. At the end of the semester, students will and colonialism and decolonization. Students will (e.g., Reinhold Niebuhr, Thomas Merton, Abraham submit a 25-page seminar paper. approach these topics by reading and discussing both Joshua Heschel, John Courtney Murray, SJ). The classic texts and recent works. At the end of the se- second part will examine cases of religiously inspired mester students will have the opportunity to pursue violence in the United States (e.g., the Ku Klux the historiographical debates that emerge from their Klan, the militias, and Oklahoma City), Egypt, Iran, honors thesis. 176

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HIST 58003. Honors Thesis give the student a thorough liberal intellectual dis- (3-0-3) Mathematics cipline and to furnish an adequate background for History Honors Program students only. In the fall Chair: other fields of study. At the same time it prepares the and spring of the senior year, the history honors Bill Dwyer student for graduate work in mathematics, and many student will work on a thesis (up to 50 pages) under Associate Chair: of those who have taken the program have entered the supervision of a specific faculty member. This di- Alex A. Himonas graduate schools in that field. Others have entered rected writing course will satisfy the seminar require- Director of Graduate Studies: philosophy, medicine, law, economics and industrial ment (HIST 43750 or 43753) of the major and will Julia Knight management. be written within the student’s field of concentration. Director of Undergraduate Studies: Students intending to follow this major in the Col- Matt Gursky lege of Arts and Letters must declare their intention HIST 56050. Directed Readings William J. Hank Family Professor of Mathematics: (0-0-V) to the advisor indicated by the mathematics depart- William G. Dwyer ment and the dean of arts and letters at advance Independent study of special topics under the direc- Charles L. Huisking Professor of Mathematics: tion of a faculty member. Agreement by the faculty registration in the spring of their freshman year. Julia F. Knight Students must have completed or be completing sat- member and approval by the director of graduate John and Margaret McAndrews Professor of studies required. (Annual). isfactory work in MATH 165 and 166. The program Mathematics: of their studies is subject in its entirety to approval Francois Ledrappier by the advisor. Vincent J. Duncan and Annamarie Micus Duncan Professor of Mathematics: Students whose first major is in the College of Arts Andrew Sommese and Letters may also pursue a second major in math- Notre Dame Professor of Applied Mathematics: ematics. See “Mathematics As a Second Major” in Joachim J. Rosenthal the College of Science section of this Bulletin. John A. Zahm, CSC, Professor of Mathematics Stephen A. Stolz The Program of Courses Professors: Mark S. Alber; Steven A. Buechler; Jianguo First Year Cao; Peter A. Cholak; Francis X. Connolly; First Semester Leonid Faybusovich; Matthew Gursky; English 3 Alexander J. Hahn; Qing Han; Alex A. History or Social Science 3 Himonas; Alan Howard (emeritus); Bei Hu; MATH 12850. Honors Calculus I 4 Juan Migliore; Timothy O’Meara (Kenna Natural Science 3 Professor of Mathematics, emeritus, and pro- Language: (French, German or vost emeritus); Richard R. Otter (emeritus); Russian recommended) 3 Barth Pollak (emeritus); Mei-Chi Shaw; Brian Physical Education — ——— Smyth; Dennis M. Snow; Nancy K. Stanton; Wilhelm Stoll (Duncan Professor of Math- 16 ematics, emeritus); Laurence R. Taylor; E. Second Semester Bruce Williams; Pit-Mann Wong; Warren J. Language: French, German or Russian 3 Wong (emeritus); Frederico Xavier University Seminar 3 Associate Professors: MATH 10860. Honors Calculus II 4 Mario Borelli (emeritus); John E. Derwent Natural Science 3 (emeritus); Jeffrey A. Diller; Matthew J. Dyer; Electives 3 Samuel R. Evens; Michael Gekhtman; Physical Education — Abraham Goetz (emeritus); Brian C. Hall; ——— Xiabo Liu; Cecil B. Mast (emeritus); Gerard 16 K. Misiolek; Liviu Nicolaescu; Claudia Polini;

Sergei Starchenko; Vladeta Vuckovic Sophomore Year (emeritus) First Semester Assistant Professors: Core Course 3 Katrina D. Barron; Richard Hind; David P. Language: French, German or Russian 3 Nicholls Fine Arts Elective 3 MATH 20810. Honors Algebra I 3 Program of Studies. Students in the College of Arts MATH 20850. Honors Calculus III 4 and Letters may pursue a major in mathematics ——— with a concentration in honors. (Note that this 16 program should not be confused with the Arts and Letters/Science Honors program and that several Second Semester concentrations, including Honors, are available with Introduction to Philosophy 3 a major in mathematics in the College of Science.) Core Course 3 The mathematics major in arts and letters aims to Theology 3 MATH 20820. Honors Algebra II 3 MATH 20850. Honors Calculus IV 4 ——— 16 177

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Junior Year textual analysis, careful writing, and vigorous discus- First Semester Medieval Studies sion. Medieval Studies therefore provide not only a Theology 3 Robert M. Conway Director of the Medieval Institute: solid foundation for graduate study, but also—and MATH 30810. Honors Algebra III 3 Thomas F.X. Noble (history) even more significantly—a superb liberal arts edu- MATH 30850. Honors Analysis I 3 Director of Undergraduate Studies: cation relevant to a wide variety of personal and Elective 5 Linda Major professional goals. The objective of undergraduate History or Social Science 3 Fellows and Associated Faculty of the Medieval Institute programs in the Medieval Institute is to introduce ——— Asma Afsaruddin (Classics: Arabic); Joseph students to medieval culture and to the disciplinary 17 P. Amar (Classics: Arabic); Charles E. Barber and interdisciplinary skills necessary for the serious (art history); Terri Bays (English); Alexander pursuit of the liberal arts in general and medieval Second Semester Blachly (music); W. Martin Bloomer (Classics: studies in particular. Philosophy 3 Latin); Joseph Bobik (philosophy); D’Arcy Undergraduate studies in the Medieval Institute may MATH 30820. Honors Algebra IV 3 Jonathan Dacre Boulton (history); Maureen follow one of three tracks: MATH 30860. Honors Analysis II 3 McCann Boulton (Romance languages: 1. The Major in Medieval Studies English/American Literature 3 French); Calvin M. Bower (music); Keith R. Elective 3 2. The Supplementary Major Bradley (classics: Roman history); Rev. David 3. The Minor in Medieval Studies ——— B. Burrell, CSC (philosophy); Theodore J. 15 Cachey (Romance languages: Italian); John C. All three of these programs enable students to take Cavadini (theology); Paul M. Cobb (history); a wide variety of courses focused on the intellectual, Senior Year Robert R. Coleman (art history); Olivia Remie cultural, and religious heritage of the medieval First Semester Constable (history); Lawrence S. Cunningham world. Students have access to the resources of the Mathematics Electives 6 (theology); Rev. Brian E. Daley, SJ (theol- collection and staff of the library that forms the core Electives 9 ogy); JoAnn DellaNeva (Romance languages: of the Medieval Institute, located on the seventh ——— French); Rev. Michael S. Driscoll, SJ (theol- floor of the Hesburgh Library; they also are encour- 15 ogy); Stephen D. Dumont (philosophy); Kent aged to participate in the intellectual life of the Me- Emery Jr. (liberal studies; philosophy); Alfred dieval Institute, particularly to attend the institute’s Second Semester Freddoso (philosophy); Dolores Warwick Frese lecture series and to engage in discussion with guest Mathematics Electives 6 (English); Stephen E. Gersh (philosophy); scholars, faculty members, and graduate students, as Electives 9 Robert Goulding (history); Brad S. Gregory well as undergraduate colleagues. Undergraduates in ——— (history); Li Guo (Classics: Arabic); Susanne the institute compete for the Michel Prize, awarded Hafner (Mellon Fellow); Peter Holland (the- to an outstanding paper written by an undergraduate 15 ater); David Jenkins (librarian); Rev. John on a medieval topic, and participate in the unique I. Jenkins, CSC (philosophy); Louis Jordan graduation ceremony sponsored by the institute. (At least six credits of mathematics electives must be (librarian); Encarnación Juárez (Romance 1. The Major in Medieval Studies at the 40000 level.) languages: Spanish); Kathryn Kerby-Fulton Students wishing to major in Medieval Studies Course Descriptions. See “Mathematics” in the Col- (English); Mary M. Keys (political science); build their program of studies from courses of- lege of Science section of this Bulletin. Brian Krostenko (Classics: Latin); Blake fered by the 10 departments that participate in the Leyerle (theology); Sabine MacCormack interdisciplinary program of the Medieval Institute: (English); Julia Marvin (liberal studies); (1) Anthropology; (2) Art, Art History, and Design Ralph M. McInerny (philosophy); Margaret (art history); (3) Classics (Latin); (4) English (Old Meserve (history); Christian R. Moevs (Ro- and Middle English); (5) German and Russian (Old mance languages: Italian); David O’Connor and Middle High German); (6) History; (7) Music (philosophy); Katherine O’Brien O’Keeffe (musicology); (8) Philosophy; (9) Romance Lan- (English); Mark C. Pilkinton (theater); Jean guages and Literatures (Old and Middle French, Old Porter (philosophy); Thomas J. Prügl (theol- Provençal, Spanish, and Italian); and (10) Theology. ogy); Gretchen Reydams-Schils (liberal studies; While students are encouraged to explore various philosophy); Gabriel Said Reynolds (theology); directions in all these departments, the fundamental Robert E. Rodes (law); John Roos (political requirements for the major in Medieval Studies are science); Charles M. Rosenberg (art history); as follows. Dayle Seidenspinner-Núñez (Romance languages; Spanish); Daniel J. Sheerin (Classics: A. Two semesters of a language appropriate to Latin); Susan Guise Sheridan (anthropology; Medieval Studies 6 or 0 credits archaeology); Rabbi Michael A. Signer (theol- Two semesters of a language appropriate to Medieval ogy); Marina Smyth (librarian); John Van En- Studies forms a prerequisite for any major. Normally, gen (history); Joseph P. Wawrykow (theology); Latin will form the language component in the Albert K. Wimmer (German); Robin Darling program, but the student is encouraged to study Young (theology) Greek, Hebrew, or Arabic if his or her interest lies in Eastern Europe or in Arabic culture. Syriac may be The Medieval Institute Undergraduate taken if the student has a strong interest in Eastern Programs liturgies and patristic studies. If the student counts The liberal arts were first cultivated as a university two semesters of Latin, for example, as the college re- curriculum during the Middle Ages; thus, the under- quirement, the prerequisite is fulfilled, but the credit graduate programs in the Medieval Institute offer an does not apply to the major; if, on the other hand, ideal context in which to pursue them in the modern the student uses another language to meet the college world. Medieval Studies foster close reading, precise 178

medieval studies requirement, two semesters of Latin may be added to This course will be selected carefully in consultation as the distinguishing feature of the “philosopher,” the major. Courses in an appropriate language above with the undergraduate advisor. The course normally they continue to have great relevance in our modern 300 may be counted below in G. will be taken in an area in which the student has a world dominated by media and commercialism. strong background and, in certain cases, even may be During the course, students will read and discuss a B. Both courses from the Medieval History a graduate-level seminar. selection of works (or extracts) in English translation. sequence (30203 and 30204) 6 credits These will include Plato: Phaedo, Symposium, Repub- G. Two further courses in Medieval Studies lic, Sophist, Timaeus, and Aristotle: Physics, Metaphys- C. An interdisciplinary course 3 credits chosen from any of the participating ics, On the Soul, Nicomachean Ethics. Normally, this course should be one offered within disciplines 0 or 6 credits the Medieval Institute. These courses should be chosen in consultation MI 20275. Castles and Courts D. One course in Medieval Art History, Music with the undergraduate advisor, so that they both (3-0-3) History, or Vernacular Literature 3 credits strengthen the primary field of interest and broaden Corequisite(s): HIST 22290 the student’s background and disciplinary skills. Up- This course will examine the high period in the E. One course in Medieval Philosophy or per-level courses in an additional foreign language history of the castle—a combination of fort and Theology may fulfill this requirement. residence—of the castellany or district subjected to 3 credits Total credits for supplementary major: 30 the domination of a castle, and of the household and F. One advanced seminar (40000 level or above) in court of the kings, princes, and barons who built Medieval Studies 3 credits 3. The Medieval Studies Minor such residences and organized their lives and their This course will be selected carefully in consultation The Minor in Medieval Studies allows students activities within their various structures. It will first with the undergraduate advisor. The course normally who are also committed to other programs of study consider the castle as a form of fortification, review will be taken in an area in which the student has a to pursue their interests in medieval culture by briefly the history of fortifications before 900, and strong background and, in certain cases, even may be combining a focused group of courses treating the examine the ways in which lords and their build- a graduate-level seminar. Middle Ages with a Major and/or a Supplementary ers steadily improved their defensive capabilities in Major in other departments. response to new knowledge and to new methods G. Four (or two) further courses in Medieval and tools of siegecraft. It will then examine the rela- Requirements: Studies chosen from any of the participating tionship of the castle to the contemporary forms of Five courses treating aspects of the Middle Ages disciplines. 6 or 12 credits non-fortified or semi-fortified house, and finally its distributed among three disciplines. Students are relationship to the lordly household (the body of ser- These courses should be chosen in consultation encouraged to use at least one course offered in the vants organized into numerous departments associat- with the undergraduate advisor, so that they both Medieval Institute itself as one of the “disciplines.” strengthen the student’s principal interests and ed with particular rooms or wings of the castle) and broaden the student’s background and disciplinary While the minor has no specific language require- with the court (or body of soldiers, officers, allies, skills. Upper-level courses in an additional foreign ment, the student is encouraged to use courses in a students, and temporary guests) who filled the castle language may fulfill this requirement. (Cf. require- language to complete the minor. Minors are taken when the lord was present. The course will conclude ment A: If Latin is counted for credit in the major, seriously in the Medieval Institute and participate with an examination of the history of the castellany two further courses meet this requirement.) fully in the graduation ceremony sponsored by the as a form of jurisdiction. The course will concentrate institute. For further details, see the listing under on the castles of the British Isles and France, but will Total credits for major: 36 Minors. examine the great variety of types found throughout Latin Europe. 2. The Supplementary Major Most courses in the major and minor programs are Many students pursuing a major in one of the drawn from participating departments, and full departments that participate and contribute to the MI 20276. Introduction to Islamic Civilization course descriptions should be sought in the relevant (3-0-3) Guo broad mission of the Medieval Institute may wish to sections of the Bulletin. For additional information This course provides an introduction to Islamic supplement and strengthen their primary major with on specific programs in the institute and availability civilization and Muslim culture and societies through a second major in Medieval Studies. The following and sequence of courses, see the director of under- scholarly works, literature, media clips, films, and program is available to students as a supplementary graduate studies. audio-video material (some made by the instruc- major. Course Descriptions. The following list of courses tor during recent trips to the Middle East). The A. Two semesters of a language appropriate to gives the number and title of each course. Lecture background reading will provide a context for the Medieval Studies 6 or 0 credits hours per week, studio hours per week, and credits audio-visual material, giving a general overview of See qualifications stated above under major. each semester are in parentheses. The instructor’s the history of the Islamic world from the advent of name is also included. Islam to the present day. The ultimate goal of this B. Both courses from the Medieval History se- course is for students to gain a better understanding quence (30203 and 30204) 6 credits MI 13185. Philosophy University Seminar of the Muslim peoples and their culture and societies C. An interdisciplinary course 3 credits (3-0-3) Gersh within the broader context of Islamic civilization. The course is an introduction to Greek philosophy Focal point: brief overview of the canons and basic Normally, this course should be one offered within with special reference to its two greatest figures: Plato tenets of Islam as a world religion, recognition and the Medieval Institute. and Aristotle. Plato was the inventor or at least the transcendence of stereotypes, awareness of Western Culture and political influence on today’s Arab- D. One course in Medieval Art History, Music most articulate early exponent of many ideas that Islamic world and vice versa, and exposure to Middle History, or Vernacular Literature 3 credits subsequently became standard in western culture: for example, the notions of absolute moral standards Eastern culture. E. One course in Medieval Philosophy and of the immortality of the human soul. Aristotle, or Theology 3 credits although critical of Plato in many respects, also con- MI 20277. Martyrs, Monks, and Crusaders tinued his approach in such areas as the systematiza- (3-0-3) F. One advanced seminar (40000 level tion of logical and scientific methods. Since both This course will survey the history of Christianity or above) in Medieval Studies 3 credits Plato and Aristotle viewed the ability to distinguish from its status as a persecuted minority religion of real truths from the realm of sophistry and illusion the Roman Empire to its position of dominance in the civilizations of medieval Europe and Byzantium. 179

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In addition to examining major figures, institutions, religions, including Christianity, arose only when Norwich’s Showings, The Book of Margery Kempe, the and ideas within the Christian movement, we will people went astray. Therefore Muslims have long York Corpus Christi play, from the Creation to the Last consider the interplay between political, social, and challenged the legitimacy of Christian doctrines Judgement, and Chaucer’s Summoner’s Tale. cultural factors and developments in the church. We that differ from Islam, including the Trinity, the will pay special attention to the relationship between incarnation, the cross, and the new covenant and MI 30193. From Beowulf to Monty Python Christianity and culture, the “losers” as well as the the church. In this course we will examine Islamic (3-0-3) “winners” in theological debates, Christian contacts writings, from the Qur’an to contemporary texts, in What is so fascinating about the Middle Ages? As a with Jews and Muslims, the roles of women in the which these doctrines are challenged. We will then popular setting for film and literature throughout church, and the variety of spiritual traditions that examine the history of Christian responses to these the 20th century, the Middle Ages often serve either flourished in the Middle Ages. Reading, analysis, and challenges and consider, as theologians, how Chris- as a Golden Age that critiques the problems of the discussion of primary source documents from the tians might approach them today. present, or a pre-Enlightenment epoch of supersti- early and medieval church will be an important part tion and ignorance. From T.H. White’s King Arthur of the course. MI 20702. Introduction to Art and Catholicism to Errol Flynn’s Robin Hood and Monty Python’s (3-0-3) Barber search for the Holy Grail, this course will explore MI 20278. King Arthur in History and Literature This undergraduate lecture/discussion course will the medieval period through its own texts as well (3-0-3) give students the opportunity to analyze and discuss as the modern texts that represent it. The legend of This course—intended to introduce undergradu- the history of Catholic doctrine as it pertains to the King Arthur, read against the background of Eng- ates to one of the major themes as well as to the visual arts. From the Council of Elvira in 306 AD lish history, will serve as a foundation from which interdisciplinary approaches characteristic of Medi- to John Paul II’s Letter to Artists of 1999 Catholi- to examine how a story changes to meet changing eval Studies—is a team-taught examination of the cism has engaged with and debated the role of the historical needs. Seamus Heaney’s new translation development and influence of the legend of Arthur, arts as a legitimate vehicle for spiritual experience of the Old English epic Beowulf will give us the op- King of Britain, both in history and in literature. and theological knowledge. In this course, we will portunity to think about what makes a hero, while The historical Arthur is very obscure, but he was examine the changing, complex, and various ideas John Gardner’s Grendel tells the same story in a way probably a Romanized Celtic war-leader who fought that have been brought to the question of the func- that asks what makes a monster. Finally, we will try the invading Angles and Saxons at the beginning tion of art in the Church. It will become clear that to determine what purpose the Middle Ages serve in of the history of what was to become England. His Catholic attitudes to the arts have been subject to the modern imagination, from C.S. Lewis’ The Lion, memory was preserved in the oral literature of his a range of influences that have helped shape a still the Witch and the Wardrobe to the Mystery! series own people, now called the Welsh, but he was soon fluid and potential relationship between Catholicism Cadfael. Ultimately, we will use this fascination with converted into a mythic hero surrounded by magi- and art. Among other topics we will examine the ac- the Middle Ages to examine the complex means by cal companions. In the 12th century this legendary commodation of traditional pagan practices in Late which the present approaches the past. Arthur was not only incorporated into the new his- Antiquity; the impact of Byzantine and Carolingian toriography of England (since 1066 under the rule of theological discourse on the arts; Mendicant thought MI 30194. The Journey in Medieval Literature French-speaking Normans) but into the new genre and practice regarding the arts; lay piety in the Later (3-0-3) Bays of literature created in France around 1150—the chi- Middle Ages; issues raised by the Reformation; the Map’s The Quest of the Holy Grail; Dante’s Divine valric romance-that itself embodied a new ideal for Council of Trent and the Counter-Reformation; the Comedy; Chaucer’s Canterbury Tales; Cervantes’ Don the relationship between men and women derived implications of Modernism; neo-Thomist aesthetics; Quixote. from the songs of the troubadours of the south. The and the aftermath of Vatican II. In all instances the great majority of these tales of love and marvelous course will be shaped by the discussions of primary MI 30195. Love in the Middle Ages adventures written over the next four centuries were readings (in translation when necessary) that will (3-0-3) to be set in the court of the legendary Arthur, and set these texts in a context that is social, intellectual, This course will explore the complex, moving, and the Round Table was invented in this period as the theological, and cultural. Each reading will then often contradictory medieval literatures of love. We central focus of the ideals it was made to represent. lead to an examination of the artistic environment will begin with spiritual meditations on the love of History soon began to imitate literature, as kings and that preceded and succeeded the ideas shaped by God for human beings and the love of humans for princes attempted to emulate the idealized Arthurian these texts. It is expected that students will leave this God, examining how love was imagined to work court in their tournaments and other court festivi- course with a rich knowledge of the central ideas and within human communities by such figures as St. ties, and from 1330 to 1469 actually founded orders works of art that have come to shape the continuing Augustine and St. Francis. We will then discuss what of knights based on the Round Table. The class will dialogue between Catholicism and art. has been called “courtly love,” as it was depicted in read the relevant parts of some of the chronicles, 12th century Arthurian romances and in handbooks histories, and epics in which Arthur was mentioned, MI 20772. Music History I: Medieval and of love. We will finish with the late medieval notions as well as a representative sample of the Arthurian ro- Renaissance of love and the self found in Chaucer’s poetry and mances of the later period, and of related documents (3-0-3) Bower Malory’s Arthurian prose. like the statutes of the chivalric orders. Two in-class A survey of music. The study of the major forms and tests, two short papers, and a final examination will styles in Western history. Required of music majors MI 30203. Middle Ages I be required. and minors, but open to students with sufficient (3-0-3) Lyon musical background. This course will examine the history of the Roman MI 20473. Regarding the Islamic Challenge to world from the time of the first incursions of barbar- Christian Theology MI 30182. Religious Writings and Images in ians into the Roman Empire in the third century (3-0-3) Reynolds Medieval England to the time of the final invasions in the 10th. It will Prerequisite(s): See online Course Catalog for details. (3-0-3) concentrate first on the crises of the third century, While many Christians have described Islam as a This course examines the visual and dramatic aspects and on the consequent transformation of the rela- Christian heresy, many Muslims consider Christian- of literary religious writings. Texts include: The tively unified, urbanized, tolerant, polytheistic Ro- ity to be an Islamic heresy. Jesus, they maintain, Mirror of the Blessed Life of Jesus Christ (selections), man Empire of Late Antiquity into the two distinct, was a Muslim prophet. Like Adam and Abraham The Cloud of the Unknowing (selections), Julian of deurbanized, intolerant, monotheistic, and politically before him, like Muhammad after him, he was sent divided civilizations of Latin or Catholic Christen- to preach Islam. In this view Islam is the natural dom and Greek or Orthodox Christendom. Next, religion—eternal, universal, and unchanging. Other it will briefly examine the emergence in the seventh 180

medieval studies century of the new monotheistic religion of Islam Orthodox churches will be examined. The course the nature of faith and law existing in the Middle and of the new civilization and empire centered on aspires to achieve a routine of interactive lectures. Ages and to think about how context—political, it, which quickly conquered not only the old Persian social, cultural, and intellectual—informs those empire but most of the Asian and all of the African MI 30235. Medieval Middle East ideas. During the semester students will compare im- provinces of the continuing Roman empire, and in (3-0-3) portant texts from the three major religions, analyze 711–18 conquered most of Spain as well. The re- This course offers a survey of Middle Eastern history their content, and evaluate the relationships between mainder of the course will concentrate on the history from the rise of Islam in the 7th century CE until them. All of our reading will be primary sources, of Latin Christendom and its pagan barbarian neigh- the rise of Mongol successor polities in the 15th available for purchase at the bookstore or as part of bors to the north and east between the beginning of century. The course is structured to cover political a course pack. the Germanic conquests of the western provinces ca. and cultural developments and their relationship 400 and the final conversion of the peoples of central with broader changes in society during the forma- MI 30273. Muslims and Christians in the and northern Europe to Christianity and the simul- tive centuries of Islamic civilization. Specific topics Medieval World taneous emergence of a new sociopolitical order in include: the career of the Prophet Muhammad and (3-0-3) Constable the older kingdoms around 1000. There will be two the origins of the earliest Muslim polity; the creation Corequisite(s): HIST 32330 short papers, two tests, and a final examination. and breakup of the Islamic unitary state (the Caliph- The encounter between Christianity and Islam began ate); the impact of Turkish migrations on the Middle in the seventh century AD, the time of the Prophet MI 30204. Middle Ages II East; social practices surrounding the transmission Muhammad. Within a few centuries, Islamic rule (3-0-3) of learning in the Middle Ages; the diversity of had spread across the southern Mediterranean world This course is designed as a topical introduction to approaches to Muslim piety and their social and from Syria to Spain. This shift initiated a long term European history between 1000 and 1500. It will political expression; popular culture; non-Muslims in relationship—sometimes hostile and sometimes examine the evolution of various forms of economic Islamic society; the creation of the medieval Islamic peaceful—between Christians and Muslims in these systems, societies, and civilizations in Western Eu- “international” cultural order. Among the more im- regions. The neighboring presence of Islam had an rope during this period, concentrating on France, portant themes will be long-term cultural and social enduring influence on medieval Christian theology, Italy, England, and Germany. History majors as well continuities with the Islamic and ancient Near East, philosophy, medical knowledge, literature, culture, as students interested in a historical introduction to and concepts of religious and political authority. imagination, art, and material life. Likewise, devel- medieval civilization are welcome. opments in Christian Europe and Byzantium, espe- MI 30269. World of the Late Middle Ages, cially the Crusades, affected the Islamic world. This MI 30216. England as a Nation, 1272–1603 1300–1500 course will trace the history of the Christian-Muslim (3-0-3) (3-0-3) Van Engen relationship, from its beginnings in the early medi- This interdisciplinary course examines the forma- The course studies Europe in the time of the late eval period until the Renaissance (15th century). The tion of English national identity from the reigns Middle Ages, roughly 1300–1500, often called a heritage of this medieval encounter still has profound of Edward I to Elizabeth I (1272–1603). Students time of crisis: plague, war, rebellion, economic up- resonance in the modern world of today. will gain an understanding of a time when English heaval. But it was also a time of enormous achieve- society was transformed amidst the tumult of wars, ment, of Dante and Chaucer, of new techniques in MI 30274. Gender, Sexuality, and Power in the revolts, plague, and religious change, and emerged warfare and government, of conciliar representation Middle Ages with a clear sense of nationhood. The course will in church and state, of extravagant display in fashion (3-0-3) combine lectures and discussions, including the and building. This course will proceed by way of What has gender to do with sexuality and how can examination of primary source material. Throughout both secondary and primary readings, with at least we think about its entanglements in terms of a histo- the semester, students will be asked to write re- three short papers and student discussion required. ry of power? How do shifting borders between what sponses to reading material and produce several short counts as masculine and what counts as feminine essays, as well as one research paper. MI 30271. Crusade and Jihad: Medieval Holy produce other kinds of bodies in medieval societies: Wars bodies that don’t matter? Using original sources and MI 30217. One Hundred Years War (1337– (3-0-3) material remains produced from the third through 1453) This course will provide a history of the crusading 15th centuries, together with current feminist and (3-0-3) movement of Western Europe (ca. AD 1095–1291) queer theory, students will think about the work of This course surveys the history of France and Eng- and its impact on the civilizations of the medieval gendered embodiment and the production of bodies land during the 14th and early 15th centuries. Major West and Near East. Course material will address the that don’t matter. themes include the dynastic claims of English kings history not only of the events of the Crusades, but upon the crown of France, the Black Death, the rise of the peoples and ideas involved in them as well as MI 30281. War and Diplomacy in the Middle of the Burgundian state, the growth of a middle their long-term legacies. What were the motivations Ages class, the question of growing national identity, and of the Christian crusaders? How did the Muslims (3-0-3) Lyon new trends in the arts. and Jews of the Near East view the Crusades, and What kinds of governments and “non-state ac- how did they respond to them? In what ways did the tors” engaged in warfare and diplomacy during the MI 30218. History of Christianity to 1500 prolonged contact between these two major civiliza- European Middle Ages? Were battles and military (3-0-3) tions affect the societies, religions, and economies campaigns commonplace between approximately A survey of the development of Christianity from of each? 500 and 1500 AD? Did the rulers of Europe in this late antiquity to the eve of the 16th-century Refor- period develop effective strategies for settling their mation. Emphases include processes of Christianiza- MI 30272. Christian/Jew/Muslim in the Middle disputes in more peaceful ways? This course will give tion, definitions of prescribed and proscribed beliefs Ages students the opportunity to answer these and other and practices, institutional elaboration, relations (3-0-3) questions about the nature of war and diplomacy with imperial and royal authority, impact of and This course examines the three major Abrahamic in the Middle Ages. Topics will include the Roman on culture, and varieties of religious behaviors. Al- religions of the medieval West. We will explore the Empire’s efforts to control the waves of Germanic though the history of the Latin (Catholic) church is similarities and the differences among the three reli- invaders; the dynastic disputes that regularly threat- highlighted, the dynamics and consequences of its gions, and consider how they influenced each other ened to destroy the Merovingian and Carolingian separation first from the Oriental and then from the and how they distanced and refuted each other. The Empires; the Viking incursions; the Papacy’s conflicts goal is to investigate the range of ideas concerning with the rulers of Germany; the crusaders’ strategies 181

medieval studies for conquering and maintaining control of the Holy the great figures of the High Renaissance (Machia- such a way that their continuity can be seen through- Land; the emergence of the Italian city-states as mili- velli, Ariosto), in their historical, cultural, geographi- out the centuries. Lectures and discussions are in tary powers; and the Hundred Years War. Through cal, and artistic (including musical) context. Taught German, but individual students’ language abilities lectures, discussions, and the reading of a broad in Italian. are taken into consideration. Readings include mod- range of primary sources, students will be challenged ern German selections from major medieval authors to think about how various types of medieval rulers MI 30600. Latin Literature and Stylistics and works such as Hildebrandslied, Rolandslied, used war and diplomacy to achieve their political (3-0-3) Krostenko Nibelungenlied, Iwein, Parzival, Tristan, courtly lyric goals. Prerequisite(s): CLLA 20003 or CLLA 103 or CLLA poetry, the German mystics, secular and religious 103A or CLLA 201 medieval drama, Der Ackermann aus Bohmen, and MI 30301. Ancient and Medieval Philosophy Provides an introduction to the advanced study of the beast epic Reineke Fuchs. Class discussions and (3-0-3) Burrell, Dumont, Freddoso Latin literary texts through close reading of selected brief presentations in German by students on the This course will concentrate on major figures and texts combined with practice in Latin composition. selections are intended as an opportunity for stimu- persistent themes. A balance will be sought between lating exchange and formal use of German. scope and depth, the latter ensured by a close reading MI 30601. Ovid’s METAMORPHOSES of selected texts. (3-0-3) MI 30690. Holy Fools in Christian Traditions Prerequisite(s): CLLA 20004 or CLLA 325 (3-0-3) MI 30411. Christian Theological Traditions I In this course, we translate and discuss selected pas- No prerequisite. Taught in English. Through the (3-0-3) Cunningham sages from the Metamorphoses, Ovid’s idiosyncratic analysis of a variety of texts ranging from the New A survey of Christian theology from the end of the poetic history of the world. Topics for our discus- Testament books to hagiographies and philosophi- New Testament period to the eve of the Reforma- sions include the spiritual, moral, religious, political, cal treatises we will examine different forms of holy tion. Through the close reading of primary texts, the and physical transformations portrayed between the foolishness in spiritual and cultural traditions of course focuses on the Christology of such influential creation story at the beginning and the deification Eastern and Western Christianity and establish their thinkers as Origen, Athanasius, Augustine, Anselm, of Caesar at the end of the text; the tension between cultural bearings. Concepts under discussion will and Aquinas. How do these thinkers understand Ovid’s adherence to Roman traditions and his ir- include asceticism; sanctity; heresy; canonization; the person and work of Jesus Christ? What are the reverent, sometimes subversive, artistic originality; hagiography. Among the course readings will be the Christological problems that they tried to resolve? the poem’s narrative techniques, poetic style, and First Epistle of the Apostle Paul to the Corinthians; How do the different Christologies of these thinkers structure; the significance of intertextual allusions Early Christian Paterika; individual Vitae of Byzan- reflect their differing conceptions of the purpose and to Greek drama, Virgilian epic, and Ovid’s own love tine holy fools (St. Simeon of Emessa, St. Andrew method of “theology”? Some attention will also be poetry; the instability of gender; portraits of the of Constantinople); controversial Lives of Christian given to non-theological representations of Christ. poet within the work; and the innumerable faces of Saints (Life of Alexis the Man of God); Lives of Eastern How does the art of the early and medieval periods love, as presented through characters who are pious, Orthodox Saints (Kieve Cave Monks; St. Basil the manifest changes in the understanding of the signifi- raging with passion, inseparable, violent, infatuated, Fool of Moscow); Lives of Western Christian Saints cance of Jesus? This course is obligatory for all first lovesick, devoted, and much more. Above all, this (St. Francis of Assisi); and later elaborations on the and supplementary majors but is open to others who course aims at clarifying how Ovid’s inexhaustible subject of folly found in such works as “In Praise of have completed the University requirements of the- playfulness and delightful wit contributed to shap- Folly” by Erasmus of Rotterdam and “Madness and ology and who wish to gain a greater fluency in the ing a work of both epic grandeur and lyric intimacy Civilization”by Michel Foucault. history of Christian thought. Fall only. that continues to inspire poets, composers, novelists, painters, and at least one playwright whose version MI 30700. Survey of Medieval Art MI 30500. Survey of Spanish Literature I recently made it all the way to Broadway. Daily prep- (3-0-3) (3-0-3) Juárez aration and active participation in class are essential This course will introduce the visual arts of the A survey of Spanish literature through 1700. Read- components of the course; brief written assignments, period c. AD 300 to c. AD 1300. In the course of ings of selected texts in prose, poetry, and theater one midterm exam, one brief project, and a final the semester, we shall devote much time to consider- from the medieval, Renaissance, and baroque exam also count towards the final grade. ing the possibility of a history of medieval art, as periods. the objects and practices of the Middle Ages will be MI 30662. Canon and Literature of Islam shown to make our assumptions about the nature MI 30530. Survey of French Literature and (3-0-3) Afsaruddin of art history problematic. Working from individual Culture I This course is an introduction to the religious lit- objects and texts we will construct a series of narra- (3-0-3) DellaNeva erature of the Arab-Islamic world. Emphasis is on tives that will attend to the varieties of artistic prac- Reading of selections and complete works of out- works from the classical and medieval periods of tices available to the Middle Ages. From these, it will standing French authors from major genres and peri- Islam, roughly from the seventh to the 14th cen- be shown that art was a vital, complex, lucid, and ods. All majors are required to take this sequence, or tury of the Common Era. We will read selections formative element in the societies and cultures, both equivalent advanced courses. Students are expected from the Qur’an (the sacred scripture of Islam), the secular and sacred, that shaped this period. to have already taken ROFR 30310. Hadith literature (sayings attributed to the prophet Muhammed), the biography of the Prophet, com- MI 30701. Survey: Medieval Architecture MI 30551. Introduction to Italian Literature I mentaries on the Qur’an, historical and philosophi- (3-0-3) (3-0-3) Moevs cal texts, and mystical poetry. All texts will be read This course will investigate the art produced in West- An introduction to the major writers, genres, and in English translation. No prior knowledge of Islam ern Europe between the seventh and 11th centuries. critical issues of Italian literature from its origins and its civilization is assumed, although helpful. Often characterized as a Dark Age, this period in fact through the High Renaissance. Besides the Tre demonstrates a fertile, fluid, and inventive response Corone (Dante, Petrarch, Boccaccio), we will read MI 30680. Medieval German Literature to the legacy of Late Antique Christianity. The works ranging from St. Francis and the duecento po- (3-0-3) course will focus on the production and reception of ets (Giacomo da Lentini, Guido Cavalcanti) through This course constitutes a survey of German literature illuminated manuscripts, perhaps the site where the the humanists (Poliziano, Lorenzo de’Medici), and from its beginnings during Germanic times until the most original encounters with and re-shaping of this 16th century. Ideas, issues and topics are discussed in legacy occur. This course should interest those who wish to think through the relationship of words and images on the page and in life. 182

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MI 30723. Gothic Art myth, and of story-telling within culture, as means the way historical narratives are constructed. Assign- (3-0-3) of historical self-understanding, self-revelation, and ments include a research project of 10 to 15 pages to This course studies Gothic monuments-who com- catharsis. be worked out in consultation with the instructor. missioned and made them and how they functioned for different audiences. Among others we consider MI 30755. Rome: Journey in Art and History MI 30901. History of Communication the following questions: what motives fueled large (3-0-3) Gill Technologies architectural enterprises? What was their cultural, This class is an exploration of the history and culture (3-0-3) political, and social significance to women and men, of Rome from late medieval times through the 20th A history of the survival and destruction of books, to the laity and clergy, and to viewers from different century, with an emphasis on art and architecture. from Alexandria to the Internet. Our understand- social classes? How did imagery convey complex We will examine the urban panorama of the Eternal ing of historical events is based primarily on written theological messages to this varied audience? How City through a series of layered investigations of its evidence. But have you ever stopped to consider how did architectural or public images differ from the major sites and monuments, such as the Capito- these documents were made, how they were pre- portable private works of art which became increas- line Hill, St. Peter’s and the Vatican complex, the served, and how it is that we possess them now? This ingly popular in the late Gothic period? Lateran, and Santa Maria Maggiore. We will read course questions how we “know” anything about the travelers’ descriptions and literary evocations of past by examining the transmission of written sourc- MI 30753. Art into History: Byzantine the city with a view to reliving the enchantment of es through time. We will survey the different ways (3-0-3) Rome, and the “idea” of Rome, through the ages. In that people have recorded their histories—in stone, Byzantine art has often been opposed to the tradi- addition to our readings and lectures, members of on papyrus scrolls, in hand-written and printed tions of Western naturalism, and as such has been the class will have an opportunity to develop projects books, on websites—and how their choices have af- an undervalued or little known adjunct to the story on objects, structures, or works of art of their own fected the way we now understand the past. We will of medieval art. In order to develop a more sophisti- choosing. also consider how libraries have helped to create and cated understanding of this material we will examine shape “knowledge” through their accumulation and the art produced in Byzantium in the period from MI 30800. Ancient and Medieval Political preservation of these sources. Course requirements the ninth to the 12th century, a period marking Theory include participation in class discussions, completion the high point of Byzantine artistic production and (3-0-3) Keys of a series of short papers, a midterm examination, influence. Stress will be placed upon the function What is the meaning of justice and why should we and a final paper and presentation. of this art within the broader setting of this society. care about it? Can politics ever perfectly establish Art theory, the notions of empire and holiness, the justice? Which forms of government are best for MI 30902. Polish and Lithuan Commonwealth burdens of the past, and the realities of contempo- human beings to live under, and why? What is the (3-0-3) rary praxis will be brought to bear upon our various political relevance of religion and philosophy, family This course will survey the history of the Polish analyses of material from all media. How we, as art and ethnicity, war and peace, nature and freedom, and Lithuanian Commonwealth from its origins in historians, can write the history of this rich culture law and right? What are the qualities of a good the 1386 dynastic union of Jogailo, Grand Duke of will be a central issue of this course. citizen and political leader? How should relations Lithuania, with Hedvig, the daughter of Polish king, among diverse political communities be conducted? Louis the Great (1370–82), through the transforma- MI 30754. The Art of Mythology This course introduces students to theoretical reflection into a political union at Lublin in 1569 to the (3-0-3) tion on these and related questions through the collapse of the Commonwealth, which culminated Open to all students. This cross-disciplinary class study of some of the great works of ancient and in three partitions at the end of the 18th century. is an exploration of the representation of classical medieval political thought. Readings will include Special emphasis will be placed on the political pro- myth in Western art and literature, ranging from writings of authors such as Thucydides, Plato, Aris- cesses that transformed the Commonwealth into one the seventh century BCE. to the 18th century CE totle, Cicero, Augustine, Farabi, Maimonides, and of the most democratic countries in the world, but Beginning with mythological subjects in the politi- Aquinas. also ultimately contributed to its decline. Attention, cal and religious sculpture, temple architecture and too, will be paid to the wars that ravaged the Com- vase decoration of Ancient Greece, we will move on MI 30900. Unsolved Historical Mysteries monwealth, including those with Muscovy, Sweden, to study Roman painting and sculpture, medieval (3-0-3) the Ottoman Empire, and with the peoples of what Ovidian allegory, the Renaissance reinvention of This course examines three episodes: the trial of the today is modern Ukraine. classical types and 18th-century neo-classicism. We Knights Templar (1312), the trial of Joan of Arc will compare literary and visual narratives, evaluat- (1431), and the fate of the princes in the Tower MI 30903. Modeling Sanctity: The Saint in ing the discursive modes of each, and analyzing how (1483). Emphasis will be on the careful reading of Image and Text and why poets, philosophers, artists, sculptors, and primary texts (in translation), evaluating conflicting (3-0-3) architects selected and adapted the episodes that accounts, source criticism, surveying historiographi- In this course, we will examine the lives and legacy they did. Primary readings will include selections cal debates, and reconstructing plausible narratives. of selected saints with a view to defining the ideal from Greek and Roman epic, lyric and dramatic The trial of the Templars illustrates the difficulty of qualities and criteria by which sainthood is made poetry, Greek and Roman philosophical mythology, discovering the truth from suspicious and contradic- known. Incorporating visual as well as textual mate- and early analyses of the relationship between art tory evidence. Were the Templars guilty of secret rials, hagiographies, theological writings, and written and myth such as Philostratus’s Eikones. Among the crimes, or the victims of scheming political enemies? testimonies, the course will consider the varieties of artistic works that we will examine will be Raphael’s The conviction of Joan of Arc as a heretic was almost evidence that testify to sanctity. An important part of Roman cycles, Bellini and Titian’s poesie, and Ber- immediately denounced, and provides an interesting this course will be a discussion of how different kinds nini’s sculpted dramas. We will consider the erudite case study in the convergence of religion and politics. of evidence must be evaluated according to their me- contexts for such works, including gardens, drawing The fate of the princes in the Tower of London is a dium and audience, for example, how visual portray- rooms, princely residences, and civic institutions. We classic historical mystery. Did Richard III have them als—whether portrait, narrative cycle or manuscript will discuss the connection between political power killed, or did they somehow survive only to reappear representations—can be compared to written ones, and myth, and concepts such as heroism, metamor- in the reign of Henry VII? At stake here is the repu- and differentiated from textual sources not only in phosis, and earthly and divine love. One aim of this tation of Richard III. Was he a monstrous villain or iconographic terms but also as unique and forceful class will be to identify the explanatory character of the victim of Tudor propaganda? Each case illustrates forms of knowledge in their own right. 183

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MI 40003. Introduction to Christian Latin course; two written assignments, brief quizzes, one texts. There also will be occasional viewings of filmed (4-0-4) Sheerin midterm exam, and a final exam also count towards contemporary presentations of medieval plays. The This course has two goals: to improve the student’s the final grade. goal of our individual and collective work aims at all-around facility in dealing with Latin texts and to a deeper understanding and appreciation of what introduce the student to the varieties of Christian MI 40102. History of the English Language it was that medieval people meant to do when they Latin texts and basic resources that aid in their study. (3-0-3) O’Keeffe “played” salvation history-altering, embellishing, at Exposure to texts will be provided through common This course is designed to introduce students to the times “modernizing” and sometimes “deforming” the readings that will advance in the course of the semes- historical development of the English language, from text of sacred scripture on which these pre-renais- ter from the less to the more demanding and will in- its earliest recorded appearance to its current state as sance dramas were based. clude Latin versions of Scripture, exegesis, homiletic, a world language. In the course of the semester we will attend closely texts dealing with religious life, formal theological to the gradual, intricate movement from sacred litur- texts, and Christian Latin poetry. Philological study MI 40110. Introduction to Old English gies to secular comedies, with special attention given of these texts will be supplemented by regular exer- (3-0-3) O’Keeffe to the relation of actors and audiences. In so doing, cises in Latin composition. (Medieval Latin, a survey Training in reading the Old English language, and we will also observe and assess—theatrically and of Medieval Latin texts, will follow this course in the study of the literature written in Old English. theologically—how the comic drama of everyday spring term.) MI 40117. Beowulf events and concerns has been subtly connected to (3-0-3) MI 40004. Medieval Latin the events of salvation history. We will also try to (3-0-3) Mantello Beowulf is the longest and earliest surviving heroic decide whether the development of farce, ribaldry, This course is an introduction to the Latin language poem in any medieval Germanic language, and has melodrama, and realism were a logical outgrowth of, and literature of the late antique and medieval peri- been recognized for over two centuries as a literary or a deviation from, the original sacred traditions. All ods (ca. AD 200–500). Designed to move students masterpiece. Yet, on examination, the reasons why members of the class will take their occasional turn toward independent work with medieval Latin it is reckoned a masterpiece are not always clear: its as producers and performers. narrative design is frequently oblique and obscure; texts, the course will emphasize the close reading In addition to periodic short written assignments of and careful translation of a variety of representative its language is dense and often impenetrable; and it relates to a Germanic society which can barely be re- one to two pages, each student will submit a version and word formation, orthography and pronuncia- of production notes and observations generated by tion, morphology and syntax, and prose styles and constructed, let alone understood, by modern scholarship. The aims of the course will be to understand the experience of serving as producer and/or actor in metrics. The course will also introduce the principal an extended scene or entire short drama. Everyone, the narrative design and poetic language of Beowulf, areas of medieval Latin scholarship, including lexica, including the teacher, will read with an open note- bibliographies, great collections and repertories of and then to attempt to understand these features of the poem in the context of early Germanic society. book: this informal reading journal will record ideas, sources, and reference works for the study of Latin thoughts, difficulties, insights, questions, frustra- works composed in the Middle Ages. The language of Beowulf is difficult and therefore a sound training in old English grammar and a good tions, and illuminations that will serve simultaneously as a sourcebook for the papers and productions. MI 40020. Intensive Latin Review reading knowledge of old English literature, espe- (1-0-1) Mantello cially poetry, are essential prerequisites for the course. MI 40192. Readings in Medieval Literature This course is an intensive, one-week review of the (3-0-3) principal construction of classical Latin syntax, de- MI 40118. Introduction to Old English (3-0-3) This course attempts to explore the variety of medi- signed for those who have completed elementary and eval representations of love, and to show how they intermediate classical Latin or the equivalent and Training in reading the Old English language, and study of the literature written in Old English. are intimately bound up with questions of free will wish to study medieval Latin. and destiny, gender relations, the secularization of learning, time, and eternity. MI 46020. Directed Readings MI 40146. Chaucer: Canterbury Tales (V-0-V) (3-0-3) MI 40194. Readings in Medieval Literature Offers advanced undergraduate students a possibility Chaucer’s masterwork, studied in its original Middle English. (3-0-3) to work closely with a professor in preparing a topic In this course we will read a series of medieval texts mutually agreed upon. MI 40147. Chaucer and the City chosen to display the remarkable variety and diver- (3-0-3) sity of subjects and styles that attracted some of the MI 40021. The Medieval Book most powerfully expressive men and women of the (3-0-3) Bower Though Chaucer lived and worked in London, only Middle Ages [500–1500]. Readings are drawn from A historical survey of the medieval book as a cul- rarely does his poetry depict urban life. This course the fields of theology, philosophy, literary criticism, tural, archeological, artistic, and commercial object will explore the idea of the city in Chaucer’s work in poetry, and prose fiction. All readings will be in from about AD 300 to 1500. three ways: by looking at the cities he does represent (Troy, London), by examining his relationship to Modern English translation; and the texts have been chosen for their exceptional ability to display and MI 40025. Readings in Medieval Latin urban forms of cultural expression (mystery cycles, (3-0-3) mummings, processions), and by investigating city elicit sympathetic historical imagination, whose con- This course aims at making its students better life in 14th century London. Is the city “absent” for struction and critique is our collective term project. translators of medieval Latin texts. To that end, we Chaucer? Can we discern the influence of urban life Midterm and final exams. Regularly assigned short will focus on the translation and morphological and on the Canterbury Tales? On Troilus and Criseyde? papers (one to two pages) will serve as the basis for syntactical analysis of a variety of excerpts. In order Students should come prepared to learn to read in-class discussions, and will prepare you to write the to ensure the relevance of our brief selections for the Middle English aloud (no experience necessary). final term paper, due at the end of the semester, on a broader research interests of the students, our read- topic of your choice, to be individually determined ings will be taken whenever feasible from the reading MI 40180. Medieval Drama in conference with the teacher. Students, individually (3-0-3) lists of other courses offered during the current term. or in teams, with an appropriate and well-conceived This class will exercise literary, theatrical, and reli- Enrollment in any of these other courses is not a pre- creative project arising from the work of the class gious imagination through readings, critical writing, requisite for our course. Daily preparation and active may, with prior approval, substitute that project for discussion and enactments of medieval dramatic participation in class are essential components of this the final term paper. 184

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TEXTS: Augustine, On Christian Doctrine; Boethius, its economic foundations, social and political struc- MI 40232. Anglo-Saxon England Consolation Of Philisophy; Boccaccio, selections from tures, artistic monuments, and key personalities, the (3-0-3) On Poetry; Marie de France, Lais; four short stories course then examines how the culture of the Floren- Who are the English? In this course we will explore [the four “Branches”] from the anonymous Welsh tine Renaissance spread to the rest of Italy, especially the origins of England, and discuss the social, cul- Mabinogion; the anonymous French Song of Roland to the papal court of Rome and the princely courts tural, and political changes taking place on the island and Quest of the Holy Grail [original precursor to of northern Italy, and, finally, to the new nation- of Britain from the pre-Christian era until the 12th Monty Python and Indiana Jones versions] and states of northern Europe. Key topics will include: century. Beginning with an exploration of Celtic Chaucer’s Wife of Bath’s Prologue and Tale. the growth of the Italian city-state; the appearance Britain, we will then analyze the principal Anglo- of new, Renaissance “characters” (the merchant, Saxon kings and their achievements; the historical MI 40197. Medieval Visions the prince, the courtier, the mercenary, the learned significance of English poems such asBeowulf ; the (3-0-3) lady, the self-made man); Renaissance humanism lasting effects of the Vikings in England; and the A survey of Medieval Literature, excluding Chaucer. and the classical revival; the relationship between art Norman conquest of England in the 11th. century. and politics; and Renaissance ideas of liberty, virtue, General themes will include the problems associated MI 40210. Late Antiquity historical change, and the individual’s relationship to with Anglo-Saxon Christianity, how the English por- (3-0-3) God. The course will not tell a story of steady prog- trayed their own history, England’s relationship with This course will explore the transformation of the ress from medieval to modern institutions, societies, her neighbors (e.g. Scotland, Wales, Ireland, and Roman World from about 300 to 600 AD. We and modes of thinking; rather, we will consider the France), and the contributions of medieval England will ask: was the “fall” of the Roman Empire a Renaissance as a period in flux, in which established to European history. civilizational catastrophe? Or was it a slow, messy traditions thrived alongside creative innovations and process blending continuity and change? Or was vigorous challenges to authority. Students will write MI 40233. Medieval Ireland late Antiquity itself a dynamic and creative period? one long paper and take a midterm and a final exam. (3-0-3) Our emphasis will fall on: The changing shape of This course comprises a survey of the history and Roman public life; the barbarians and their relations MI 40215. History of Medicine to 1700 culture of the Irish and the other Celtic peoples from with Rome; the emergence of the Catholic Church; (3-0-3) the Neolithic era to approximately AD 1500. We the triumph of Christian culture; literature, art, and This class surveys the history of Western biomedi- will explore the main documentary sources in trans- architecture in the late imperial world. There will be cal ideas, research, and health care practices from lation—mythological and historical, ecclesiastical a midterm and a final. Students will write either one its ancient Mediterranean and Middle Eastern and secular—as well as discussing the importance of term paper or a series of shorter papers. Readings foundations to the medical reforms and materialistic the archaeological evidence. will emphasize primary sources. theories of the mid-18th century. The canonical approach emphasizes the growth of rational medicine, MI 40234. Late Medieval/Early Modern Ireland MI 40212. World of Charlemange focusing on the development of medical epistemol- (3-0-3) (3-0-3) ogy and method, but also considers how medicine This course offers new perspectives on the struggle The Carolingian (from carolus, Latin for Charles: as it has been practiced in the West reflected classical for mastery in Ireland from 1470 to 1660. Though Charles the Great—Charlemagne—was the most theory, embraced folk beliefs and treatments, and keeping in mind the traditional view of the “English famous Carolingian) period, roughly the eighth integrated the therapeutic and doctrinal knowledge reconquest” (decades of rebellion, dispossession, and and ninth centuries, was foundational for Western of Medieval Islam. Medical thought and practice plantation until, in the aftermath of Cromwell, all Europe. But this was also the time when the mid- was shaped by the intellectual, social, and religious Ireland was finally subjected to English rule) this Byzantine Empire consolidated its position and changes that shook Europe in the late Middle Ages course will take a different approach. By investigat- when the Abbasid family of caliphs introduced and early modern period, resulting in a profound ing a range of primary sources from the period, important and durable changes in the Islamic world. transformation of natural philosophy and efforts to students will explore the interactions between the This course will focus on the West in the age of reform society during the scientific revolution and three different models of conquest: (1) descendants Charlemagne, but will draw frequent comparisons nascent Enlightenment. Many of the basic elements of the old Norman colonists (e.g. Fitzgeralds and with and make continuous reference to Europe’s of modern medical ethics, research methodology, Butlers) seeking to finish the job; (2) Tudor reform Byzantine and Islamic neighbors. The course will ex- and the criteria for sound scientific thinking that first (inspired by Renaissance optimism), by which the plore such themes as: Europe’s Roman and Christian emerged in late classical Greek thought were refined English attempted to establish rule by means of legal, inheritances from antiquity; the peoples of the Caro- during this period, and much of the diversity of heal- social, and cultural assimilation; and (3) unabashed lingian world; kingship and empire; political and ing paradigms in American and European national exploitation by English private entrepreneurs on the social institutions and ideologies; religious and secu- cultures today, as well as many of the reactions of make. The most important effect of these “contend- lar law; war and diplomacy; agriculture and trade; Western medical authorities to non-Western ideas ing conquests” was the way they shaped the diverse the church—popes, bishops, monks, and nuns; and practices, can be understood if viewed in the responses of the native Irish, ranging from accom- theology; art and architecture; Latin and vernacular context of antecedent medical principles. modation and assimilation to outright rebellion and literature. Reading assignments will combine mod- national war. ern scholarship and primary sources (in translation). MI 40231. Medieval Spain Students will write midterm and final examinations (3-0-3) MI 43259. Jerusalem and will choose between several short papers or one This course, a smaller reading plus discussion course, (3-0-3) long paper. Graduate students will meet weekly with examines the history of Spain in the Middle Ages. This research seminar provides an in-depth examina- the professor, carry out reading assignments differ- Topics to explore include the arrival of Islam, the tion of the city of Jerusalem and its diverse historical ent from those of the undergraduates, and submit a Christian Reconquest, Iberian Jewish life, Iberian experiences from the rise of Islam to the present (c. series of short papers. economy and urban life under Christian rule, the 600–2000). This course is primarily student-driven: idea of Iberian society, and Jews and Muslims under students will lead portions of discussions, present MI 40214. Renaissance Italy Christian rule. their research, and constructively critique the work (3-0-3) of their peers. This course examines the political, cultural, social, and religious history of Italy from about 1350 to 1550. Starting with an extended study of Florence, 185

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MI 43260. Seminar: The Black Death MI 40263. Foreign Influence in Medieval Crusade, 1147–49; Third Crusade, 1189–92; Fourth (3-0-3) Ireland Crusade, 1202–04). Finally, we will question how This course explores the scholarship on the “Black (3-0-3) accounting and violence intersect with the treatment Death” in seminar format. Each week, students will This course is a broad-based exploration of Ireland of Jewish communities residing in England during read primary sources, theoretical/methodological and her neighbors from the eighth century to the the 12th century. articles, and conflicting historiographical opinions, 16th. Beginning with the long-term consequences of working from the outset to produce original, issue- Viking activity in Ireland and England, students will MI 40266. Heretics and Friars, Mystics and based arguments that address the central questions consider in detail the reasons behind the Norman Nuns of the literature. At stake in the course are questions conquests of Ireland and Britain, and the profound (3-0-3) concerning medieval and modern understandings of French political, social, and cultural influence on From about 1100 until about 1400, European soci- nature, morality, and medicine; of the relationship the region. We will then focus on Irish interprovin- ety witnessed wave after wave of new religious move- between economy and culture; the nature of “crisis” cial warfare, especially the extent to which the real ments. These energies yielded groups and teachers of and the difficulty of interpreting later-medieval Brian Boru corresponded to the saintly champion all stripes, men and women regarded as heretics and sources pertaining to all of these. portrayed in some historical sources. We will assess as saints. This course will treat the most important relations among Ireland, England, Wales, and France of these, from the Cistercian monks who rejected MI 40261. Politics and Religion in Medieval by examining questions of church and state; and the established ways of their fellow Benedictines Europe investigate why propaganda and “forged” history around 1100, to Francis of Assisi’s lay penitents and (3-0-3) became predominant in the British Isles in the 12th preachers, to suspect beguines in the Lowlands and This course considers the intersection between politi- century. The course also includes analysis of English the Rhineland mystics. The emphasis will fall upon cal action and religious claims in medieval Europe. colonization in Ireland from English, Irish, and Scot- studying texts from these religious teachers and ac- Virtually all the powers—kings and popes, princes tish perspectives; and assessment of Gaelic politics tors that will help us get at the aspirations of these and bishops—claimed to act on religious principle and culture during the Tudor conquest. new religious, while setting them into their social and in accord with transcendent notions of virtue and cultural environments. or world order. Yet they fought bitterly with each MI 40264. The Vikings other, with words and with swords, and mutually (3-0-3) MI 40267. Thought and Culture in the High- condemned one another. The course will begin with The Vikings are notorious in European history for Middle Ages the showdown between emperors and popes known plunder and pillage, pagan savagery, and horned (3-0-3) as the Investiture Contest, then take up pivotal fig- helmets. Participants in this lecture-and-discussion This is a course about the thought and culture of ures like Pope Innocent III, King Frederick II, and course will study the impact of Viking invaders in Medieval Europe in the years 1100 to 1350. The Pope Boniface IX, and conclude with sections on the Europe and North America over four centuries, and course takes seriously the notion of “mind,” that all Spiritual Franciscans and on conciliarism. will consider whether Scandinavians made any real people, whatever their gender or social class, were contribution to the societies they terrorized. Discus- gifted with powers of understanding and decision MI 40262. Witchcraft and Occult 1400-1700 sion (including heated debates) will be based on making amidst life’s dilemmas. It asks what we know (3-0-3) medieval primary sources from England, Ireland, about the way these people thought about, per- The persecution of witches took place during the France, and Russia. Scandinavian life at home and ceived, and experienced their world, what ideals they period when modern rationality was being defined, the possible reasons for migration will also be con- set for themselves, what they hoped to achieve, and from the High Renaissance to the early Enlighten- sidered, as background to the more exciting events how they set about the task of living. The course will ment. Although the numbers executed were not as abroad. The importance of archaeological evidence proceed by lectures on specific topics and introduc- great as used to be thought, the notoriety of some (including art), and modern treatments of Vikings tions to texts or authors, but in good part by way of cases and the widespread use of the concepts meant in film and literature, will also be included. Require- a careful reading and discussion of assigned primary that the ideas involved were of considerable impor- ments include participation in group discussions, a sources. Those sources will range from medieval ro- tance, not least in defining the nature of womanhood final exam, and a research paper (10 pages approx.) mances to mystical poems, from political philosophy and the scope of the devil’s power in the world. on a topic of the student’s choice. to devotional meditations. There was wide variation across Europe, with some MI 40268. Martyrs and Monastic Lives Catholic and Protestant states prosecuting exten- MI 40265. War/Money/Romance: 1100–1200 (3-0-3) (3-0-3) sively and others largely avoiding trials for witchcraft During the 12th century, the royal court of England Early and medieval Christian communities were or stopping them at an early date. In many countries made revolutionary advances in killing, counting, largely defined by their views not only of God or and regions, most cases were against women; in some and judging at the same time that they patron- the personhood of Jesus, but also of the body; under others, most were against men. The powers and ized the emergence of Arthurian romance. History fierce debate were questions of what, when, or even character attributed to witches varied widely and the textbooks usually compartmentalize the history of whether, to eat, drink, or engage in sexual activity. beliefs involved were not universally accepted as true. war, accounting, the law, and romance. This course, By reading intriguing texts stemming from the expe- Explaining this complexity has proved to be one of instead, asks what they may have in common, spe- rience of martyrdom and monasticism, this course historians’ most challenging tasks, provoking bitter cifically how they were engendered on the bodies of will illustrate how often explicitly theological con- disputes and varied explanations. imaginary dead maidens, cannibalized Muslims, and cerns (for instance, an understanding of the incarna- This course will examine texts from the period, to tortured Jews. We will study breakthroughs in royal tion) have their roots in just such pressing social see what contemporaries made of the matter, and accounting procedures as a powerful formal rhetoric concerns. Christians were further urged to ponder studies by a wide range of historians, who have used with links to law and war. As a formal rhetoric ca- the relationship of the body to theology, by the anthropology, psychology, and gender studies in an pable of abstracting space, accounting transformed experience of sporadic persecution launched against attempt to explain the phenomenon. Attention will the social space of the body, household, and court them initially by pagans, but after Constantine, in- also be paid to learned magic, alchemy, and astrology and also inaugurated new notions of social time. We creasingly by other groups of Christians. This course in order to provide contrast and context for early also will consider how the same court patronized will examine a selection of intriguing texts stemming modern beliefs about the occult. new forms of Arthurian romance. We will ask how from the experience of martyrdom and monasticism. romance renders violence and forgets the violence We will begin with the earliest portrait of Christians prepetrated by Christians elsewhere, especially on left to us, namely that found in the New Testament, the Crusades (First Crusade, 1096–1102; Second and will end with the Reformation period, which 186

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not only saw a reassessment of the goals and good- whole and deal with a variety of general questions. MI 40433. Theology of St. Augustine ness of the monastic life but also a resurgence of However, particular attention will be given to two (3-0-3) persecution. Two further and related concerns will fundamental hermeneutic criteria employed by the Augustine of Hippo was arguably the most influ- also shape this course, namely, the uncovering of the followers of this tradition: namely, “radical selectiv- ential theological thinker in the history of western contours of “ordinary” Christian life in these peri- ity” and “philosophical allegorization.” In the second Christianity. A brilliant professional rhetorician and ods, and a growing appreciation of how Christian half of the semester, two specific texts that have argu- a profound student of Neoplatonic philosophy, women, whose stories have often been eclipsed in ably set the pattern for the Latin and Greek intel- Augustine brought his gifts and training to the surveys devoted to intellectual or doctrinal history, lectual traditions respectively will be studied in more service of the Church when he was baptized, after a have shaped Christian tradition through their ascetic detail: Augustine’s On the City of God and the works long struggle of faith, in 387. Yet perhaps because of practices, and have been in turn shaped by them. of pseudo-Dionysius the Areopagite. The course is his gifts, he was always surrounded by controversy, Our perspective will be that of social historians. intended to be accessible to students without knowl- and has remained so down to the present—appear- edge of Latin or Greek. Requirement: one final paper ing to many to be responsible for some of the main MI 40269. Senses/Culture/Mind: Late- of approx. 20 pp. shortcomings of the Church’s theology and practice, Medieval Europe even as his writings largely set the agenda for later (3-0-3) MI 40363. Poetry and Philosophy in the theological discussion in the West. In this course, This course studies the culture and thought of medi- Twelfth Century we will read a representative sample of his major eval Europe on the eve of its transition into the mod- (3-0-3) Gersh works—some of his early philosophical treatises, the ern world, focusing on the 14th and 15th centuries. This course will aim to provide a close reading of Confessions, his Homilies on I John and on some This era is often depicted as a time of extremes, of Bernard Silvestris’s Cosmographia and Alan of Lille’s of the Psalms, some of his controversial works on mystics, sophisticated court masques, impenetrably De Planctu Naturae against the background of early grace and human freedom, and parts of On Christian difficult scholastic thought, and the dance of death. 12-century philosophical thought and grammati- Teaching, On the Trinity, and On the City of God. Our Because contemporaries proved unusually articulate cal-rhetorical theory. Although it will be initially goal will be to discover Augustine’s characteristic in expressing their passions and worries in literature necessary to cover the philological and historical blend of exegesis, pastoral concern, philosophical and art, historians can examine their sense of life ground with some care, the course will also attempt speculation, and spirituality, and to let it challenge and of death with care. Combination of lectures to explore in a more speculative and creative manner and nourish our own reflective faith. and discussions; readings in primary and secondary the question of the kind of relation between phi- materials. losophy and literature in general that works like the MI 40441. Thomas Aquinas: Theologian Cosmographia and De Planctu suggest. As stimuli to (3-0-3) MI 40321. Boethius: An Introduction such reflections, we shall pause to examine in some The writings and thought of Thomas Aquinas (3-0-3) detail such textual phenomena as the philosophi- influenced the subsequent course of Catholic theol- This course will attempt a study of Boethius, one cal allegory, the hermeneutical and metaphysical ogy perhaps more than any other single theologian of the foundational figures of medieval culture, in implications of number, the notion of self-reflexivity, in the church history. By exploring his career as a an interdisciplinary and open-ended manner. Our and the negative symbol. The course is intended to Dominican master through a variety of his writings, approach will be interdisciplinary in that we shall be accessible to students without skill in Latin (al- this course will provide students with a basic intro- simultaneously study philosophical—theological though the latter would, obviously, be an advantage). duction to Aquinas theology. To that end, the course and literary subject matter and simultaneously apply Requirement: one final paper of approx. 20 pp. will pay particular attention to his masterpiece the philosophical—theological and literary methods. It summa theologiae as well as other shorter works in will be open-ended in that students will be expected MI 40410. Jews and Christians through History order to highlight the major loci of his theology (e.g. to react creatively to the topics under review in terms (3-0-3) Signer God, Trinity, creation, sin, grace, virtues, Christ, and of their own independent studies and research (e.g. In the closing days of the Second Vatican Council the sacraments). Students will be required to write in connecting Latin and vernacular materials). Dur- Nostra Aetate (Declaration on non-Christian Reli- four papers on assigned readings and prepare short ing the course we shall read a broad selection of pas- gions) reversed a negative attitude of the Catholic class presentations. sages in Latin and in English translation drawn from Church toward Judaism and the Jewish people. This Boethius’ work in the fields of science (arithmetic, remarkable change promoted “dialogue” with Jews, MI 40452. St. Anselm’s Philosophy/Theology music), logic, and theology. Part of the course will be and positive changes in the ways in which Judaism (3-0-3) devoted to a close study of de consolation philosophia. was presented in Liturgy and Catechesis. Reactions In his encyclical Fides Et Ratio, Pope John Paul II We shall study Boethius as reading intertextually from the Jewish communities were diverse: from dedicates long passages to Saint Anselm’s account of the Greek philosophers Plato and Aristotle and the rejection to welcome. This course will explore a the relation between faith and reason, and to his con- Greek scientists Nicomachus and Ptolemy, without number of issues that emerge from the history of cept of God. This course is a general introduction forgetting the Latin theology of Augustine. Turning Christian thought and theology: How did a negative to the philosophical theology of Saint Anselm based from Boethius to Boethius in quotation marks and image of Judaism develop within Christianity? In on a reading of selected chapters from his works, in Boethius “under erasure,” we shall study Boethius what ways did these unfavorable teachings contribute particular the Monologion, the Proslogion, the Cur read intertextually by glossators, commentators, and toward violence against the Jews? What is the rela- Deus Homo, and the early dialogues. The themes other writers from the eighth to the 14th century. tionship between Christian anti-Jewish teachings and will include: Life and works, historical context, faith Requirement: one final essay (ca. 20 pp.) anti-Semitism? Is there any correspondence to Chris- and reason, proofs of the existence of God, doctrine tian hostility within Judaism? In what ways have of the Trinity, theory of creation, philosophy of lan- MI 40361. Plato Christianus Jewish authors reacted to Christian tradition? We guage, theory of truth, anthropology, ethical theory, (3-0-3) Gersh shall also want to construct a more positive theology concept of freedom, freedom and grace, doctrine of This course is designed as an introduction to the for the future. How can Jews and Christians develop original sin, redemption, love of oneself related to philosophy of Plato, the “Platonism” (i.e., Middle religious responses to modernity? In what senses love of God, spirituality, monastic “techniques” of Platonism, Neoplatonism) of antiquity, the trans- can a study of Judaism by Christians, or Christian- the inner life, and influence. The course will consist formation of Platonism by the Greek and Latin ity by Jews, help either community to understand of lectures, discussions, and seminar presentations. Church Fathers, and the medieval and Renaissance itself better? How can Christians and Jews develop traditions derived from the above. In the first half a theology of “the other” which is not triumphalist, of the semester, we shall survey the tradition as a but empathic? 187

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MI 40465. Topics in Medieval Theology: The Lais of Marie de France, trouvere poetry, the prose MI 40554. Petrarch Sacraments Lancelot, Machaut, and Froissart. (3-0-3) (3-0-3) Prugl The course will explore fundamental themes in Pe- An examination of the development of Christian MI 40532. From Roland to the Holy Grail trarch’s writings in Latin, especially the Secretum and thought from the Council of Constance in 1415 to (3-0-3) the epistles and in the Triumphs and the Canzoniere. the First Vatican Council in 1869–70, with special A semester-long course focusing on the history of Contemporary critical approaches will be employed attention given to the impact of the Reformation medieval philosophy. It provides a more indepth in the analysis of the Canzoniere. and the Enlightenment on the formation of christian consideration of this period than is allowed in PHIL theology. 30301 History of Ancient and Medieval Philosophy MI 40555. Boccaccio and may be considered a follow-up to that course. (3-0-3) MI 40470. Topics in Historical Theology: A textual analysis of the Decameron, with emphasis Medieval Spirtuality MI 40533. Life, Love, and Literature in on structure and themes. Different critical approach- (3-0-3) Renaissance Lyons es will be used in the analysis of individual tales, This course considers selected texts from the history (3-0-3) their relationships to the frames, and their reflection of Christian spirituality. The cluster of texts changes, The city of Lyon was a cultural center of Renaissance on Boccacio’s society. but some representative topics have included monas- France. This course will focus on the literature that tic texts, texts from the early Franciscan movement, arose from that location, most especially (but not ex- MI 43556. Italian Senior Seminar and texts in hagiography. clusively) the love poetry of three French Renaissance (3-0-3) lyricists: Maurice Seve’s D’lie, the Rymes of Pernette An in-depth study of a particular author, theme, MI 40502. Renaissance and Baroque Poetry Du Guillet and the Oeuvres poetiques of Louise Labe. genre or century. In addition to treating the primary of Spain Excerpts from other authors associated with Lyons, texts, some critical material will be required reading. (3-0-3) including Rabelais, Marot, and Du Bellay will also This course culminates in a substantial research pa- A close reading of traditional and Italianate poetry be treated. This course will take a “cultural studies” per. Taught in Italian. that includes villancicos, romances, and the works approach, and students will be expected to work on of Garcilaso de la Vega, Fray Luis de Leon, San Juan topics such as the presence of Italians, royal pag- MI 40582. European Literature and the de la Cruz, Gongora, Quevedo, and Sor Juana Ines eantry and celebrations, the presence of the court, Vernacular Middle Ages de la Cruz. industry, fairs, banking and trade, architecture, art (3-0-3) and music, intellectual circles, and the Reformation The seminar will show how the vernacular literature MI 40504. Cervantes: Don Quixote in the city of Lyons. Special attention will be given of the Middle Ages constitutes the basic root of (3-0-3) to the role of women in Lyonnais society and the European literature, acting as a new model as well as A close reading of Cervantes’ novel in relation to the Querelle des Amyes generated in that city. This course a bridge between classical antiquity and modern cul- prose tradition of the Renaissance: novella, the pas- will be taught in French. ROFR 30310 (Textual ture. The approach will be comparative and intertex- toral romance, the romance of chivalry, the humanist Analysis) or prior experience with textual analysis tual, works from different languages being examined dialogue, and the picaresque novel. We will also pay highly recommended. NOTE: If there is sufficient together. Images and themes will be selected in order attention to the historical, social, and cultural con- interest, it may be possible to arrange a “field trip” to to show continuity and change: for instance, the text of the work. Lyon over spring break. Please contact the professor theme of love and the “noble heart”, the characters Students in this seminar must participate actively in immediately if you have an interest in pursuing this of Cipolla and the Pardoner, Troilus from Boccaccio class discussions. Each student will be required to possibility. to Chaucer and Shakespeare, the stories of Francesca make a presentation (15 minutes) upon the subject and Criseyde, the recognition scenes in Odyssey of his/her term paper. The term paper, of approxi- MI 40552. Dante I: The Inferno XXIII, Purgatorio XXX, and Pericles, as well as those mately 8–10 pages, will be on a topic individually (3-0-3) Boitani in Inferno XV, T.S. Eliot’s Little Gidding, and Seamus agreed upon and discussed by each student with The course will be a journey inside the ultimate Heaney’s Station Island. the instructor. No prior knowledge of Cervantes is nightmare in the whole history of literature: Dante’s necessary to take this course, but a solid knowledge Inferno—a prison for eternity, accurately subdivided MI 40601. Ovid’s METAMORPHOSES (3-0-3) of Spanish is required. The final grade will be given like a model—dungeon, perfectly organized, with : CLLA 20004 or CLLA 325 according to the following distribution: one midterm no possible evasions, no bribery to the guardians, Prerequisite(s) In this course, we translate and discuss selected pas- exam, 20 percent; one term paper and presentation, no leagues between inmates, crossed through by two 40 percent; one final exam, 25 percent; class partici- traveling poets, one of them relating about their trip sages from the Metamorphoses, Ovid’s idiosyncratic pation, 15 percent. with outstanding precision, the other guiding him poetic history of the world. Topics for our discus- after rescuing him and becoming one of the great sions include the spiritual, moral, religious, political, MI 43506. Senior Seminar characters of the entire poem. We will study this and physical transformations portrayed between the (3-0-3) great metaphor of a cosmic incarceration created by creation story at the beginning and the deification This course may cover an in-depth study of a par- Dante’s genius, and the amazing variety of the world of Caesar at the end of the text; the tension between ticular author, theme, genre or century. In addition of the convicted felons, and the philosophical ideas Ovid’s adherence to Roman traditions and his ir- to treating primary texts, some critical material will that rule this descent into the womb of the Earth reverent, sometimes subversive, artistic originality; be required reading. The course culminates in a where Lucifer, the utmost convict, lies. the poem’s narrative techniques, poetic style, and substantial research paper. May be taken either fall structure; the significance of intertextual allusions or spring term. MI 40553. Dante II to Greek drama, Virgilian epic, and Ovid’s own love (3-0-3) poetry; the instability of gender; portraits of the MI 40531. Introduction to Old French An in-depth study, over two semesters, of the entire poet within the work; and the innumerable faces of (3-0-3) Comedy, in its historical, philosophical and literary love, as presented through characters who are pious, This course is designed to be an introduction to the context, with selected readings from the minor works raging with passion, inseperable, violent, infatuated, language and dialects of medieval France, including (e.g., Vita Nuova, Convivio, De Vulgari Eloquentia). lovesick, devoted, and much more. Above all, this Anglo-Norman. Readings will include texts written Lectures and discussion in English; the text will be course aims at clarifying how Ovid’s inexhaustible between the 12th and the 14th centuries, such as the read in the original with facing-page translation. Stu- playfulness and delightful wit contributed to shap- dents may take one semester or both, in either order. ing a work of both epic grandeur and lyric intimacy 188

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that continues to inspire poets, composers, novelists, entire work in English translation, and the applica- MI 40721. Early Medieval Art painters, and at least one playwright whose version tion of a variety of critical approaches, old and new. (3-0-3) recently made it all the way to Broadway. Daily prep- This course will investigate the art produced in aration and active participation in class are essential MI 40661. Islam: Religion and Culture Western Europe in the period between the seventh components of the course; brief written assignments, (3-0-3) and 11th centuries. Often characterized as a Dark one midterm exam, one brief project, and a final This introductory course will discuss the rise of Islam Age, this period in fact demonstrates a fertile, fluid, exam also count towards the final grade. in the Arabian Peninsula in the seventh century of and inventive response to the legacy of the Roman the Common Era and its subsequent establishment Empire. The city of Rome, the Carolingian Empire MI 40602. Latin Love Elegy as a major world religion and civilization. Lectures of the ninth century, the Ottoman Empire of the (3-0-3) and readings will deal with the life of the Prophet 10th century, and Anglo-Saxon art will provide the Representative selections from the poets of the late Muhammad, the Qur’an and its role in worship and primary material discussed. Themes that will thread Roman Republic, including Lucretius, Catullus, society, early Islamic history, community formation, through this course include those of papal and impe- Horace, and Virgil. law and religious practices, theology, mysticism, and rial authority and patronage, monasticism, the role literature. Emphasis will be on the core beliefs and of the past, the impact of theology upon artistic MI 40604. Postclassical Satire institutions of Islam and on its religious and political production, and the book. (3-0-3) thought from the Middle Ages until our own time. This survey will begin with introductory readings The latter part of the course will deal with the spread MI 40722. Romanesque Art in classical satire and satiric invective and narra- of Islam to the West, resurgent trends within Islam, (3-0-3) Barber tive, and then move on to consider specimens of a both in their reformist and extremist forms, and con- In this course we will examine the place of art in an variety of late antique and medieval texts written in temporary Muslim engagements with modernity. expanding culture. The 11th and 12th centuries wit- a satiric mode: satire, invective, parody, mock epic, nessed the economic and military expansion of the etc. A sound knowledge of Latin is required. Course MI 40681. Der Artusroman/Arthurian Epic societies of Western Europe. This growth produced requirements include in-class reports, an annotated (3-0-3) a complex and rich art that can be broadly labeled as translation, and an interpretative essay. Come and explore the enduring legend of King Romanesque. We will investigate this phenomenon Arthur and his court as interpreted by German au- (or rather these phenomena) through three actual MI 40605. The Romans and Their Gods thors of the high Middle Ages (late 12th and 13th and metaphorical journeys: the pilgrimage to Santia- (3-0-3) centuries). We spend the majority of the semester on go de Compostela, a journey to the ruins of ancient An introduction to the way in which the Romans the three best-known and most complete Arthurian Rome, and a visit to the Palestine of the Crusades. conceived of, worshipped, and communicated with epics in the German tradition: Erec and Iwein by These journeys, in many ways typical of this period, the myriad gods of their pantheon. The course will Hartmann von Aue, and Wolfram von Eschenbach’s will provide the means of examining how the art of focus first on conventional religious rituals and their Parzival, as well as other later German adaptations this period responds to the various new demands of cultural value, and secondly on the success of Roman they influenced. These tales are among the most an increasing knowledge provoked by travel. polytheism in adapting to changing historical and imaginative and fascinating in the German canon, social conditions. Particular attention will be paid to full of the adventures and exploits of knights and MI 40724. Byzantine Art the so-called mystery religions including Christian- ladies. Our exploration of these texts focuses on their (3-0-3) ity, and their relationship to conventional forms of relationship to their French and English predeces- Byzantine art has often been opposed to the tradi- religious behavior. sors, on the many twists and turns in story line and tions of Western naturalism, and as such has been character development that each individual author an undervalued or little known adjunct to the story MI 40606. Family and Household in the creates, and on the information they suggest about of medieval art. In order to develop a more sophisti- Roman World “real” life in the medieval world. We also take a look cated understanding of this material we will examine (3-0-3) at some of the most interesting modern literary and the art produced in Byzantium in the period from A survey of the life-course in Roman antiquity. Top- film adaptations of the Arthurian legend. the ninth to the 12th century, a period that marks ics studied will include marriage; divorce; child-rear- the high point of Byzantine artistic production and ing; old age; the way in which family and household MI 40720. Late Antique and Early Christian Art influence. Stress will be placed upon the function were conceptualized by the Romans; and the demog- (3-0-3) of this art within the broader setting of this society. raphy of the Roman world. Art in Late Antiquity has traditionally been char- Art theory, the notions of empire and holiness, the acterized as an art in decline, but this judgment is burdens of the past and the realities of contemporary MI 40632. Medieval Latin Survey relative, relying on standards formulated for art of praxis will be brought to bear upon our various (3-0-3) other periods. Challenging this assumption, we will analyses of material from all media. How we, as art This survey of Medieval Latin texts emphasizes liter- examine the distinct and powerful transformations historians can write the history of this rich culture ary texts, but some attention will be given to more within the visual culture of the period between the will be a central issue of this course. technical writing as well. third and sixth centuries AD. This period witnesses the mutation of the institutions of the Roman Em- MI 40725. Fifteenth-Century Italian MI 40633. Medieval Latin Texts (3-0-3) pire into those of the Christian Byzantine Empire. Renaissance Art (3-0-3) A survey of Medieval Latin Texts, designed to intro- Parallel to these social changes we can identify the Open to all students. This course investigates the duce intermediate students to medieval Latin litera- emergence of a Christian art that defines our basic century most fully identified with the Early Renais- ture and to help them progress in translation skills. assumptions about the role of art in a Christian society. The fundamental change in religious identity sance in Italy. Individual works by artists such as Brunelleschi, Donatello, Ghiberti, Botticelli, and Al- MI 40634. St. Augustine’s Confessions that was the basis for this development had a direct (3-0-3) impact upon the visual material that survives from berti are set into their social, political, and religious Prerequisite(s): CLLA 20004 or CLLA 325 this period. This course examines the underlying context. Special attention is paid to topics such as This course provides an introduction to St. Augus- conditions that made images so central to cultural the origins of art theory, art and audience, portrai- tine’s Confessions, through reading of extensive selec- identity at this period. ture and the definition of self, Medician patronage, tions from the Latin text, a careful reading of the and art for the Renaissance courts of northern Italy and Naples. 189

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MI 40726. Northern Renaissance Painting reconstruction of ancient monastic life. Students (3-0-3) Rosenberg will conduct original research, share in a field trip Music Open to all students. This course traces the devel- program visiting numerous Byzantine sites and area Chair: opment of painting in Northern Europe (France, research institutions, and will participate in a lecture Donald Crafton Germany, and Flanders) from approximately 1300 to program delivered by top scholars in the fields of J.W. Van Gorkom Professor of Music: 1500. Special attention is given to the art of Jan Van biological anthropology, classics, and Near Eastern Susan L. Youens Eyck, Roger van der Weyden, Heironymous Bosch, studies. Professors: and Albrecht Durer. Through the consideration of Alexander Blachly; Calvin M. Bower; William the history of manuscript and oil painting and the MI 40904. Seminar: Love and War Literature/ Cerny (emeritus); Craig J. Cramer; Kenneth graphic media, students will be introduced to the Late Medieval France W. Dye; Ethan T. Haimo; Eugene J. Leahy (3-0-3) special wedding of nature, art, and spirituality that (emeritus); Georgine Resick An in-depth analysis of French classic writings on defines the achievement of the Northern Renais- Associate Professors: love and war. sance. Karen L. Buranskas; Mary E. Frandsen; Paul G. Johnson; Rev. Patrick Maloney, CSC MI 43750. Medieval Art Seminar MI 40908. New Rome (3-0-3) (emeritus); Carolyn R. Plummer; Peter H. (3-0-3) Barber Smith The subject of this seminar will vary from year to This course surveys the history of the Byzantine Assistant Professors: year. Empire from the founding of Constantinople (New Rome) to its capture by the Ottoman Turks. Within John Blacklow; James S. Phillips (emeritus) Visiting Assistant Professor: MI 43751. Renaissance Art Seminar the broad framework of political events we will focus (3-0-3) on the cultural and religious history of Byzantium. John A. Riley-Schofield Seminar on specific subjects in Renaissance art. Particular emphasis will be placed on relations be- Associate Professional Specialist: tween old Rome and new Rome, the entry of the Lawrence H. Dwyer; Daniel C. Stowe MI 47752. Topics in Medieval Art Slavs into the Byzantine commonwealth, and the Adjunct Faculty: (3-0-3) development of Eastern Orthodox Christianity. John Apeitos; Darlene Catello; Walter The topic and format of this course will vary from Ginter; Kelly May; Matthew Merten; Emmett year to year. MI 40909. Medieval Coinage and Money O’Leary; Sam (3-0-3) Sanchez; Darrel Tidaback MI 40757. Venetian and Northern Italian Coinage and money during the Middle Ages. Renaissance Art Program of Studies. The Department of Music (3-0-3) Coleman MI 43921. Joint Seminar in Philosophy and offers students a variety of musical experiences in This course focuses on significant artistic develop- Theology: Aquinas and Scotus accordance with its two objectives: (1) to provide ments of the 16th century in Venice with brief (3-0-3) all students, regardless of their major, knowledge excursions to Lombardy and Piedmont. Giorgione, This seminar will compare the divergent outlooks and training in music through introductory, histori- Titian, and Palladio, the formulators of the High of two main figures of the high medieval period, cal and theoretical courses, through participation Renaissance style in Venice, and subsequent artists Thomas Aquinas (d. 1274) and John Duns Scotus in large and small ensembles and through applied such as Tintoretto and Veronese are examined. An (d. 1308), on a number of central topics in theology instrumental or vocal study; and (2) to provide in- investigation of the art produced in important pro- and philosophy, including the nature of theology, the tensive curriculum and training for the student who vincial and urban centers such as Brescia, Cremona, possibility and degree of our natural knowledge of chooses music as a major. Students who declared Milan, Parma, Varallo, and Vercilli also provide God, the inner constitution of God (e.g., Trinitarian their major in music prior to fall 2005 will continue insight into the traditions of the local schools and persons, divine attributes, etc.), and God’s relation to under the program of study that was in effect when their patronage. creation (e.g., foreknowledge, Incarnation, establish- they declared. Effective fall semester 2005 and ment of the moral law, etc.). Requirements: series of thereafter, students majoring in music will choose a MI 43757. Seminar: Venetian and Northern short papers and presentations. concentration in Theory and History, or in Perfor- Italian Renaissance Art mance. (A third concentration, Music and Culture, (3-0-3) MI 40928. Dante’s Commedia is anticipated in fall 2006.) Each concentration offers This course focuses on significant artistic develop- (3-0-3) an honors option for students intending to pursue ments of the 16th century in Venice with brief The course will offer a survey of major themes, professional study in the field after graduation. These excursions to Lombardy and Piedmont. Giorgione, scenes, and cantos in Dante’s Inferno, Purgatorio, students should also continue to study at least one Titian, and Palladio, the formulators of the High and Paaradiso, trying to link their medieval context non-native language beyond the College’s language Renaissance style in Venice, and subsequent artists with our contemporary concerns and underlining requirement. All the concentrations have require- such as Tintoretto and Veronese are examined. An the poetic value of the passages. We shall examine ments beyond the course work. These may include investigation of the art produced in important pro- the overall structure of the poem and its central recitals, ensembles, juries, and so forth. Attendance vincial and urban centers such as Brescia, Cremona, images of the voyage and sailing, the way in which and assistance at music events each semester are Milan, Parma, Varallo, and Vercilli also provide Dante deals with shadows, his concern with creation, required. insight into the traditions of the local schools and prophecy, and the future. We shall also analyze con- their patronage. trasting pairs of dramatic scenes and discuss different Students considering these programs should contact kinds of sublimity. the department as early as possible, preferably in MI 47801. Research in Biocultural the first year of study. This is especially important if Anthropology studying abroad is anticipated. (6-0-6) The Jerusalem field school will engage students in Advising. Each major will be assigned a faculty advi- an experiential learning environment that immerses sor who must be consulted in person to discuss the them in anthropological method and theory. Using program of study before a student may register for the large Byzantine St. Stephen’s skeletal collection classes. as the cornerstone, historical and archaeological information will be synthesized in a biocultural 190

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Lessons. Music majors qualify for a 100 percent The requirements for a 36-credit major with a con- MUS 10010. Rudiments of Music discount on weekly one-hour applied music lessons centration in performance are: (1-0-1) on their primary instrument, and a 50 percent dis- A course designed for students with little or no count on additional lessons. Applied music lessons Class Credits musical background. Topics covered include musical are available for all students, including nonmajors, notation, scales, keys, key signatures, triads, seventh for a fee. Lessons may count as “activity” elective Studio Lessons (1 credit each for 2 chords, rhythm, and meter. credits. (The College of Arts and Letters accepts up semesters) 0 to three activity credits toward graduation.) The fee (Prerequisite course; 2 credits count as MUS 10090. Theory for Non-Majors is charged to the students’ accounts, and no refunds an “activity” elective) (3-0-3) Haimo are made after the first lesson. Harmony and Voice Leading (Theory I) 0 A one-semester survey of the structure of tonal mu- (Prerequisite course; 3 credits count sic. Topics covered include chord formation, voice Interdisciplinary Minor in Liturgical Music. This as University elective) leading, harmonic progression, cadences, dissonance 15-credit minor consists of three 3-credit courses in Advanced Harmony and Voice Leading treatment, and form. music and two 3-credit courses in theology, to be (Theory II) 3 selected in consultation with the student’s music ad- Chromatic Harmony (Theory III) 3 MUS 10111. Introduction to Eighteenth- visor. Contact the director of Undergraduate Studies Twentieth-Century Music: Structure and Style Century Music in the Theology Department. (Theory/History IV) 3 (3-0-3) Frandsen History I–III 9 Introduction to the major composers and musi- Master of Sacred Music degree. The MSM degree One 3-credit upper-level music course 3 cal genres of the 18th century. Composers studied is a graduate program administered jointly by Music Three additional elective credits in music 3 include Vivaldi, Bach, Handel, C.P.E. Bach, Gluck, and Theology. For information, contact the director Advanced Performance Studio (2 credits Mozart, and Haydn; musical genres studied include of Graduate Studies in the Department of Theology. per semester) 12 the cantata, concerto, sonata, fantasia, quartet, The requirements for a 33-credit major with a con- ____ opera, and oratorio. Readings include reactions and centration in theory and history are: Total Music 36 criticisms of 18th-century listeners, and writings of modern music scholars. Collegiate/University Requirements and Class Credits Electives 84 MUS 10120. Introduction to Romantic Music Harmony and Voice Leading (Theory I) 0 (3-0-3) (Prerequisite course; 3 credits count as University Total 120 Music from Beethoven to Mahler. No musical back- elective) ground required. Advanced Harmony and Voice Leading Honors in Music (optional) 6 (Theory II) 3 MUS 10121. Introduction to European Chromatic Harmony (Theory III) 3 Romanticism (One additional upper-level 3-credit course in music (3-0-3) Twentieth-Century Music: Structure and/or additional credits of Advanced Performance and Style (Theory/History IV) 3 A survey of 19th-century European Romanticism in Studio, and a senior project or recital to be deter- art and music. No musical background required. Musicianship Labs (to be taken concurrently mined with advisor). with Theory II–IV) 3 History I–III 9 In order to continue to go forward in the perfor- MUS 10130. Introduction to Film Music (3-0-3) Banga Four 3-credit electives 12 mance program, students must be approved by A recommended University elective music apprecia- ____ faculty. In the spring semester of the freshman and tion course requiring no musical background and Music Total 33 sophomore years, all performance majors will par- no prerequisites. General coverage of the various ele- ticipate in juries. Afterwards, the faculty will assess ments, styles, and structures of music. Collegiate/University Requirements and the level of their performance to determine if they Electives 87 are qualified to continue in the program. Students MUS 10131. Introduction to Jazz Total 120 who demonstrate a high level of achievement in the (3-0-3) Dwyer sophomore juries will be candidates for the honors A music appreciation course requiring no musical Honors in Music (optional) 6 program. background and no prerequisites. General coverage (One additional upper-level 3-credit course Students in the performance concentrate may take of the history, various styles and major performers of in music and a senior project, to be proficiency exams to pass out of one or more of the jazz, with an emphasis on current practice. determined with advisor) musicianship courses; however, if they do not pass the proficiencies, they are expected to take Musician- MUS 10132. Current Jazz Students who have had previous music education ship I–III. (These can be taken as electives or count (3-0-3) may place out of the prerequisites, Harmony and toward the overload.) A study of the jazz performers and practices of today Voice Leading (Theory I) and Musicianship Labs, by and of the preceding decade—the roots, stylistic examination. Performance concentrators must present a senior developments, and directions of individual artists, recital. (Honors majors must present an additional small combos, and big bands. Applied lessons and ensembles are encouraged, but recital.) not required. Students intending to continue the MUS 10133. Gender, Sexuality in Pop Media study of music after graduation should maintain a Participation in Applied Music (e.g., chamber music (3-0-3) Banga rigorous program of lessons and applied music. class, large ensembles, chorale, opera, etc.) is required This course focuses on predetermined gendered roles each semester. (No credit toward the major, but may Students who want to be a performance major must and sexuality in our culture as represented in popular be applied toward graduation as “activity” credits.) have at least four years of instruction on their media.Special emphasis will be placed on film as we instrument. Students who have had previous music education look at, among other things, issues of sexuality and may place out of the prerequisite studio lessons, and homosexuality on the silver screen. We will also look out of Harmony and Voice Leading (Theory I), by closely at music, the emergence of a female presence, examination. 191

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music videos, and hip-hop culture. Fulfills the fine Graffiti, A Man and a Woman, Saturday Night Fever, MUS 10210. Chorale arts requirement. Touch of Evil, Truth or Dare, The Umbrellas of Cher- (1-0-1) Blachly gourg, Round Midnight, and Nashville. A select group devoted to the singing of diversified MUS 10150. Music of the Catholic Rite sacred and secular literature. Performs at Notre (3-0-3) MUS 11164. Topics in Film/Popular Music Lab Dame and on tour. A study of the music composed for the Mass, the (0-0-0) Office hours (primarily Vespers), and the Requiem Prerequisite(s): See online Course Catalog for details. MUS 10212. Collegium Musicum Mass from the Middle Ages to the present day. The Corequisite(s): MUS 10164 (1-0-1) musical repertoire of each era is examined both from This course examines the relationship between Performance ensemble focusing on sacred and secu- a purely musical standpoint and in light of the reac- popular music and film through an examination lar music of the medieval era and Renaissance. Does tions of various popes, from John XXIII through of film scores, the genre of the musical, musical not apply to overload. Pius X, to the sacred music of their day. Documents performance, the use of prerecorded pop songs in on sacred music issued after Vatican II also are ex- films, rockumentaries, music video, and pop biopics. MUS 10221. Glee Club amined in relation to postconciliar church music for We’ll see films using popular music of all kinds—Tin (1-0-1) Stowe both the choir and the congregation. Pan Alley, 50s rock ‘n roll, jazz, disco, country, Notre Dame’s traditional all-male choir. French pop, and more. We’ll consider the role of the MUS 10163. Gender, Race, Class, Sexuality stars—ranging from Astaire to Travolta, Dylan to MUS 10222. Collegium Musicum (3-0-3) Madonna—and films by directors such as Scorsese (1-0-1) Stowe Owing to its reputation as the most “transcendent” and Welles. Looking at films from the 1930s to the A select choir that concentrates its performances in and “autonomous” of all the arts, music has long present, we’ll consider the narrative function and the medieval and Renaissance repertoire. been deemed “exempt” from the kinds of ideological meaning of music, industrial practices, changing critique applied to other modes of cultural produc- social values, how songs get Academy Awards, how MUS 10230. Jazz Ensemble (1-0-1) Dwyer tion. In recent years, however, critics have begun to soundtracks circulate, and how film relates to vari- Open through audition. challenge the notion of autonomy in music and have ous other musical media, such as radio and MTV. attempted to demonstrate the inevitably ideologi- Throughout, we will pay special attention to how cal nature of all music, whether texted or not. This MUS 10240. Symphonic Winds pop music affects film’s ideologies of gender, race, (1-0-1) course adopts a cultural studies approach, focused and sexuality. Students do not need a background in This course prepares and performs traditional and on issues of gender, race, class, and sexuality, to the music. Films will include The Band Wagon, American contemporary works for band in a smaller, wind study of a wide range of both classical and popular Graffiti, A Man and a Woman, Saturday Night Fever, ensemble setting, rehearsing twice per week, with musics, from pastourelles of the Middle Ages to Touch of Evil, Truth or Dare, The Umbrellas of Cher- a short concert tour and two concerts during the music videos of Madonna, with special attention to bourg, Round Midnight, and Nashville. semester. Mozart’s Don Giovanni and Bizet’s Carmen. Students will learn how to listen and recognize common MUS 13182. Fine Arts University Seminar MUS 10242. Symphonic Band signifying practices adopted by composers and musi- (3-0-3) Johnson (1-0-1) cians—e.g., specific uses of melody, rhythm, meter, Fufills the University’s fine arts requirement. This course prepares and performs traditional and tempi, harmonic scales and chord progressions, contemporary works for band in a large concert dynamics, and instrumentation—and to explore MUS 10190. Introduction to Classical Music ensemble setting, rehearsing twice per week, with (3-0-3) critical modes of interpreting those particular musi- a short concert tour and two concerts during the Historical survey of Western art music from the cal choices within specific ideological frameworks. semester. Intended for non-majors; no formal prerequisites. Middle Ages to the present, with emphasis on the study of selected significant vocal and instrumental Recommended University elective. MUS 10244. Fall Concert Band works. (1-0-1) Dye MUS 10164. Topics: Film/Popular Music This course prepares and performs traditional and (3-0-3) Wojcik MUS 10191. Medieval and Renaissance Music contemporary works for band in a large concert Prerequisite(s): See online Course Catalog for details. (History 1) ensemble setting, rehearsing once per week with one (3-0-3) Bower Corequisite(s): MUS 11164 concert near the end of the semester. This course examines the relationship between A survey of music. The study of the major forms and styles in Western history. Required of music majors popular music and film through an examination of MUS 10245. University Band film scores, the genre of the musical, musical perfor- and minors, but open to students with sufficient (1-0-1) Dye mance, the use of pre-recorded pop songs in films, musical background. MUS 20001 and MUS 20002 This ensemble will provide a traditional concert rockumentaries, music video, and biopics. We will recommended before taking this class. band experience for brass, woodwind and percussion see films using popular music of all kinds—Tin Pan players in the Notre Dame community. Under the Alley, 50s rock ‘n roll, jazz, disco, country, French MUS 10201. Brass Ensemble direction of Dr. Kenneth Dye and the Notre Dame (1-0-1) Weaver pop, and more. We will consider the role of the band staff, the University band prepares and per- Special groups of brass instruments meeting weekly. star—ranging from Astaire to Travolta, Dylan to forms a wide variety of music, including everything Literature covered will depend upon the nature of Madonna—and films by directors such as Scorsese from marches, overtures, and pop melodies to the the ensembles organized and student enrollment. and Welles. Looking at films from the 1930s to the traditional Notre Dame favorites. Rehearsals take Will not apply to overload. present, we will consider the narrative function and place in the Band Building. Those who are able may meaning of music, industrial practices, changing register for “MUS 10245, University Band” for one social values, how songs get Academy Awards, how MUS 10203. Chamber Ensemble (1-0-1) Dye credit, although registration is not required to par- soundtracks circulate, and how film relates to vari- This ensemble is organized according to the needs ticipate. Application for membership can be made by ous other musical media, such as radio and MTV. of those who audition through the regular process at contacting the band office. Throughout, we will pay special attention to how the beginning of each semester. It consists of those pop music affects film’s ideologies of gender, race, for whom the larger ensembles are inappropriate. and sexuality. Students do not need a background in music. Films will include The Band Wagon, American 192

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MUS 10246. Varsity Band MUS 11310. Violin MUS 10352. Guitar Class II (0-0-1) (V-0-V) (0-0-1) Miller Performs for athletic events and special functions. Some prior study of violin is advised. Half-hour For those who have passed section I or equivalent Does not apply to overload. lessons or one-hour lessons reserved for students of studies. In class II the student will develop further upper-intermediate performance ability as de- the ability to play solo pieces, interact as an ensem- MUS 10247. Fall Concert Winds termined through audition. Lessons are given by ble, and develop chord knowledge and accompani- (1-0-1) Dye members of the department and by outside part-time ment styles. This course prepares and performs traditional and associate instructors. The department reserves the Each student must bring a check or money order contemporary works for band in a small, wind en- right not to offer lessons in instrumental areas where for $31.90 to the first class in order to receive the semble setting, rehearsing once per week with one such instruction proves impractical. concert near the end of the semester. required materials needed for the class. MUS 11311. Viola Requirements: Acoustic guitar (no electrics). A nylon MUS 10249. Marching Band (V-0-V) string classic is recommended. Rentals are available (1-0-1) Dye Individual instruction. by calling 255‑9343. Performs for athletic events and special functiuons. Admission by audition. MUS 11312. Cello MUS 10353. Guitar Class III (V-0-V) (0-0-1) Miller MUS 10250. Orchestra Some prior study of cello is advised. Half-hour For those who have passed section II or equivalent (1-0-1) Stowe lessons or one-hour lessons reserved for students studies. The student continues in all aspects of de- Performs music from the 18th to the 20th century in of upper-intermediate performance ability as development and begins learning music of more depth several concerts a year. termined through audition. Lessons are given by and difficulty. members of the department and by outside part-time MUS 10251. Chamber Orchestra associate instructors. The department reserves the Each student must bring a check or money order (1-0-1) Blachly right not to offer lessons in instrumental areas where for $47.70 to the first class in order to receive the An ensemble of 10–15 players drawn primarily from such instruction proves impractical. required materials needed for the class. the ranks of the Notre Dame orchestra. MUS 11313. String Bass MUS 10361. Contemporary Song Writing MUS 10300. Piano (V-0-V) (1-0-1) (1-0-1) Blacklow Individual instruction. Prerequisite(s): MUS 20001 or MUS 231 Piano instruction for beginners. Classes consist of 5 Exploring fundamentals of song writing, composing to 10 students meeting one hour per week. Arranged MUS 11320. Woodwinds and performing vocal or instrumental songs. according to student’s schedule. A fee of $190 is (V-0-V) charged per semester, which includes instruction and Individual instruction. MUS 20001. Harmony and Voice Leading an hour’s daily use of the practice facilities. (Theory I) MUS 11321. Brass (3-0-3) Haimo, Smith MUS 11300. Piano (V-0-V) A systematic approach to the understanding and ma- (V-0-V) Individual instruction. nipulation of the basic materials of music. Required Some prior study of piano is advised. Half-hour les- of and intended for music majors and minors, but sons or one-hour lessons reserved for students of up- MUS 11330. Percussion open to students with sufficient musical background. per-intermediate performance ability as determined (V-0-V) through audition. Lessons are given by members of Individual instruction. MUS 20002. Music Theory II the department and by outside part-time associate (3-0-3) instructors. The department reserves the right not MUS 10340. Voice Class Prerequisite(s): MUS 20001 or MUS 231 to offer lessons in instrumental areas where such (1-0-1) Resick A systematic approach to the understanding and ma- instruction proves impractical. A class for beginners in voice. nipulation of the basic materials of music. Required of and intended for music majors and minors, but MUS 11301. Organ MUS 11340. Voice open to students with sufficient musical background. (V-0-V) (1-0-1) Some prior study of organ is advised. Half-hour les- Some prior study of voice is advised. Half-hour MUS 20011. Musicianship I sons or one-hour lessons reserved for students of up- lessons or one-hour lessons reserved for students (1-0-1) Banga, Tidaback per-intermediate performance ability as determined of upper-intermediate performance ability as de- Exercise and mastery of basic skills in music: melod- through audition. Lessons are given by members of termined through audition. Lessons are given by ic, harmonic, rhythmic, and keyboard. To be taken the department and by outside part-time associate members of the department and by outside part-time along with Theory I and II. Required of all students instructors. The department reserves the right not associate instructors. intending to major in music. to offer lessons in instrumental areas where such instruction proves impractical. MUS 10351. Guitar Class MUS 20012. Musicianship II (0-0-1) Miller (1-0-1) MUS 11302. Harpsichord A class for beginners in guitar. Exercise and mastery of basic skills in music: melod- (V-0-V) ic, harmonic, rhythmic, and keyboard. To be taken Individual instruction. MUS 11351. Jazz Guitar along with Theory I and II. Required of all students (V-0-V) intending to major in music. MUS 11303. Jazz Piano Classes consist of seven to 12 students meeting one (0-0-V) hour per week. Arranged according to student’s MUS 20112. Music History II Individual instruction according to the level and schedule. A fee of $190 is charged per semester. Does (3-0-3) ability of the student. not apply to overload. A survey of music. The study of the major forms and styles in Western history. Required of music majors 193

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and minors, but open to students with sufficient MUS 30050. Orchestration MUS 31321. Brass musical background. MUS 20001 and MUS 20002 (3-0-3) (V-0-V) recommended before taking this class. A class focusing on: (1) the ranges, techniques, and Lessons for advanced students. timbres of each orchestra instrument, and (2) major MUS 20191. Western Music in Its Historical scoring problems, as well as techniques of transcrib- MUS 30322. Black Music, World Market Context ing piano, chamber, and band music for orchestra. (3-0-3) (3-0-3) Haimo Slavery and the coerced migration of Africans to the Prerequisite(s): See online Course Catalog for details. MUS 30123. Classical and Romantic Music New World left a multitude of popular musical styles Over the course of the history of Western music, (History III) from black peoples (and others) on both sides of the musical compositions have taken on a stunning (3-0-3) Blachly Atlantic. This course is an examination of the diver- variety of forms. There are vocal works, instrumental A survey of music. The study of the major forms and sity of black popular musics on a global scale. works, religious works, secular works, long works, styles in Western history. Required of music majors short works, works to be sung only by men, works and minors, but open to students with sufficient mu- MUS 31330. Percussion to be sung only by women, and so forth. This course sical background. MUS 20001 and MUS 20002 rec- (V-0-V) analyzes musical compositions as documents that ommended before taking this class. MUS 20001 and Lessons for advanced students. provide perspective on the historical and cultural MUS 20002 recommended before taking this class. contexts from which they arose (and vice versa). MUS 31340. Voice Over the course of the semester, a different composi- MUS 30200. Chamber Music (0 V-V) tion will be studied in each class session, beginning (1-0-1) Buranskas Private lessons at an advanced level for music majors. with Gregorian Chant and ending with the present Study and performance of selected chamber com- day. For each composition, we will ask the follow- positions. Intended for music majors or with special MUS 31350. Classical Guitar ing (and similar) questions: Who was the intended permission. (V-0-V) audience? Who was the intended performer? If it has Individual instruction. a text, why does it use that text? Where was it in- MUS 30210. Opera Workshop tended to be performed? When was it supposed to be (1-0-1) MUS 31360. Composition (V-0-V) performed? What would it cost and who would pay A group devoted to the performance of classical Creative writing in various forms, conventional and for it? How does it relate to contemporaneous trends operas. contemporary. Private instruction only. in politics, literature, art, and society? MUS 30213. Opera Scenes (1-0-1) Riley MUS 30386. Chinese Anthems of the Self MUS 20228. Postmodern British Macabre (3-0-3) (3-0-3) The course will end with workshop performances of This course uses popular songs since the 1980s from A survey of texts by late-20th century British novel- various scenes, accompanied by piano, taking place China, Taiwan, and Hong Kong to examine various ists and musicians who, through various aesthetic in early December at a venue to be announced. ways Chinese construct images of the self. Issues to strategies, attempted to reflect the chaos and insanity be examined include nationalism, love as allegory, that seemed to be enveloping Britain as it finally MUS 31300. Piano (V-0-V) family, tradition versus modernity, and language imploded as an empire. Private lessons at an advanced level for music majors. politics. Attention will be given to the contexts in which popular music is produced and consumed MUS 30003. Chromatic Harmony (Theory III) (3-0-3) Smith MUS 31301. Organ globally and locally. (V-0-V) Prerequisite(s): See online Course Catalog for details. Private lessons at an advanced level for music majors. Studies in advanced harmony. MUS 38390. Junior Recital (1-0-1) MUS 31302. Harpsichord Majors only. Public performance of appropriate solo MUS 30004. Twentieth-Century/Music Theory (V-0-V) reperatoire. IV (3-0-3) Individual instruction. Intended for music majors. The theoretical and MUS 30400. Piano Performance (1-0-1) Blacklow historical sources and development of music from MUS 31310. Violin (V-0-V) Master class format designed to give piano students Debussy to the present. Private lessons at an advanced level for music majors. opportunities in which to perform. MUS 30013. Musicianship III (1-0-1) Tidaback MUS 31311. Viola MUS 30410. String Performance Techniques (V-0-V) (1-0-1) Plummer Prerequisite(s): See online Course Catalog for details. Lessons for advanced students. Performance class/master class format designed to Exercise and mastery of more advanced skills in give string students opportunities to perform. music: melodic, harmonic, rhythmic, keyboard, and MUS 31312. Cello score-reading. To be taken along with Theory III and (V-0-V) MUS 30451. Conducting I IV. Required of all students majoring in music. Private lessons at an advanced level for music majors. (2-0-2) Stowe Basic techniques of instrumental and choral con- MUS 30014. Musicianship IV MUS 31314. Harp ducting. For music majors only or with special per- (1-0-1) (V-0-V) mission of the instructor. Exercise and mastery of more advanced skills in Lessons for advanced students. music: melodic, harmonic, rhythmic, keyboard, and MUS 30452. Conducting II score-reading. To be taken along with Theory III and MUS 31320. Woodwinds (2-0-2) IV. Required of all students majoring in music. (V-0-V) Basic techniques of instrumental and choral con- Lessons for advanced students. ducting. For music majors only or special permission of the chairman of the department. 194

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MUS 30453. Instrumental Conducting (sound and notation) and the digital management MUS 53490. Contemporary Music (3-0-3) and distribution of music. Students will experience Performance Techniques Instrumental conducting provides basic to inter- all of these technologies on an introductory level, but (3-0-3) mediate theory and technique for rehearsing and focus their interests on a technology-based final proj- Examination or scores and technical investigation of conducting instrumental ensembles. Presented in ect to develop and display their acquired skills. practice in contemporary music. a participatory ensemble setting in which students conduct and play for their peers, the course provides MUS 48900. Undergraduate Thesis Direction MUS 50562. Psalmody: Then and Now opportunities for development and growth through (V-0-V) (3-0-3) peer feedback, video tape evaluation, and staff men- Fifty-four credit music history and theory majors The nature of biblical poetry, its place in the liturgy, toring. Specific areas of instruction related to con- and 36-credit theory and history concentrate majors and the musical forms used for public expression ducting will include fundamentals of score reading, must write a senior thesis. They will be assigned an of psalmodic texts. May include musical exercises baton technique, rehearsal techniques, and musical advisor with whom they will work. in writing contemporary settings of psalms. Some interpretation. musical skill required. Ability to sing a melody, read MUS 50023. Rhythm, Harmony, Form in the music, some music theory recommended. MUS 37900. Special Studies Nineteenth Century (V-0-V) (3-0-3) An individualized course in directed studies under Studies in theoretical issues arising from 19th-cen- personal supervision of the teacher. tury musical techniques.

MUS 40025. Music Theory V MUS 50112. Handel’s Operas and Oratorios (3-0-3) Johnson (3-0-3) Frandsen Prerequisite(s): See online Course Catalog for details. An examination of Handel’s operas (including A study of the procedures for harmonic, melodic, Rinaldo, Julius Caesar, and Xerxes) and oratorios rhythmic, and formal analysis. (including Esther, Israel in Egypt, and Jephtha), with a particular focus on Handel’s approach to drama and MUS 48390. Senior Recital musical characterization in each genre, and his ap- (1-0-1) propriation and redefinition of operatic conventions A requirement for performance music majors. Sixty- in the context of the English theatrical oratorio. nine credit performance music majors must give two full-length (one hour) recitals and should achieve an MUS 50120. Studies In Lied advanced level in public performance by the comple- (3-0-3) tion of the degree. Thirty-six credit performance The study of selected German art-songs for solo music majors must present one full-length or two voice and piano by the masters of the genre. half-length recitals by graduation. MUS 50130. Film Music MUS 40441. Diction I-German (3-0-3) (1-0-1) Resick This course elucidates the development of film music Elements and expressive techniques of German dic- in Europe and America. Various scoring techniques, tion, utilizing the International Phonetic Alphabet. representative films, film genres, soundtracks, musical styles, and seminal figures such as Steiner, MUS 40444. French Vocal Literature Korngold, Newman, Waxman, Herrmann, and also (1-0-1) some contemporary composers are examined. Film A survey of vocal literature in France from the 16th scores by Shostakovich, Antheil, Copland, Prokofiev, century to the present with an emphasis on com- and others are considered as well. Light is shed on parative listening. aesthetic and political issues of film music.

MUS 40500. Music through Technology MUS 50160. Studies in Criticism (3-0-3) (3-0-3) Music through Technology is a lecture/lab course This interdisciplinary course adopts postmodern open primarily to CAPP and music majors, with critical approaches (cultural studies, feminist and consideration of music minor and other talented gender criticism, gay/lesbian studies) to the study students. Lecture topics include the historical evolu- of selected topics in classical and popular music and tion of technology in music, surveying the influ- multimedia. Topics this semester will include issues ence that technology had on the music world, both of gender, race, class, sexuality, and/or sexual vio- from a creative standpoint to the accessibility and lence in: Hollywood films since 1987 Moonstruck( , distribution of music to the masses. Other examples Pretty Woman, and Philadelphia), rock music of the of technology’s influence in music may include the ’50s, ’60s and ’70s, music and videos of Madonna, development of multi-track recording on popular and comparative stagings of Mozart’s Don Giovanni. music, synthesizer, and midi technology, technology’s Intended for music majors, music minors, and non- applications for musical composition, and the majors/minors who can read a musical score. adaptation of CD and mp3 formats to musical performers. The historical influence of technology is an MUS 53440. Vocal Pedagogy illuminating foundation to current developments in (1-0-1) Riley the creative processes of music. Lab topics cover and Basic techniques of vocal pedagogy. introduction to current music technology including digital audio recording and editing, midi technology 195

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30302), and a course in formal logic (PHIL 30313 hours per week and credits each semester are in pa- Philosophy or, for qualified students, PHIL 83901. The logic rentheses. The instructor’s name is also included. Chair: requirement can also be fulfilled by MATH 10130, Paul J. Weithman though this course does not count toward the eight PHIL 10100. Introduction to Philosophy Michael P. Grace Professor of Medieval Studies: courses required for the major). In addition, regular (3-0-3) Gutting Ralph McInerny majors must take at least two courses at the 40000 Corequisite(s): PHIL 12101 F.J. and H.M. O’Neill Professor of Science, Technology level and three electives at either the 30000 level or A general introduction to philosophy, with emphasis and Values: 40000 level. (In special cases, one of the elctives may on perennial problems such as the existence of God, Kristin Shrader-Frechette be taken at the 20000 level.) Students in the Arts human freedom, and moral obligation. The course is Rev. Theodore M. Hesburgh Professor of Arts and Letters Preprofessional Program or the Arts and also intended to sharpen the student’s skills of critical and Letters: Letters Engineering Program who take the regular thinking. Satisfies the University requirement for a Rev. David Burrell, CSC major in philosophy are required to take seven rather first course in philosophy. McMahon/Hank Professor of Philosophy: than eight philosophy courses beyond the two-course Karl Ameriks University requirement but otherwise must fulfill all PHIL 10101. Introduction to Philosophy (3-0-3) Visiting McMahon/Hank Professor of Philosophy: other requirements for the major. A general introduction to philosophy, with emphasis Jaegwon Kim Honors philosophy majors are required to take on perennial problems such as the existence of God, Notre Dame Professor of Philosophy: 10 courses in philosophy beyond the general human freedom, and moral obligation. The course is Gary Gutting two-course University requirement. In addition also intended to sharpen the student’s skills of critical Rev. John A. O’Brien Professor of Philosophy: to the courses taken to satisfy the regular major thinking. Satisfies the University requirement for a Alvin Plantinga requirements, honors majors must take one addi- first course in philosophy. John Cardinal O’Hara Professor Emeritus tional 40000-level seminar and write a senior thesis of Philosophy: (PHIL 48499) in the fall semester of the senior year. PHIL 12101. Introduction to Philosophy Rev. Ernan McMullin (emeritus) The senior thesis will count as a regular three-hour Discussion John Cardinal O’Hara Professor of Philosophy: course and should be planned with the director of (0-0-0) Peter Van Inwagen undergraduate studies during the semester prior to Corequisite(s): PHIL 10100 George N. Shuster Professor of Philosophy: its writing. The honors major is intended primar- Discussion for PHIL 101. Michael J. Loux ily for students planning postgraduate study, and a Rev. John A. O’Brien Senior Research Professor: minimum grade point average of 3.5 is expected, PHIL 13185. Philosophy University Seminar Alasdair C. MacIntyre though exceptions are possible. Students in the Arts (3-0-3) Bays, Joy, Manier, O’Callaghan Professors: and Letters Preprofessional Program or the Arts and A general introduction to philosophy, taught in a Robert Audi; Joseph Bobik; Fred Dallmayr; Letters Engineering Program who take the honors seminar format, with emphasis on perennial prob- Marian A. David; Cornelius F. Delaney; major in philosophy are required to take nine rather lems such as the existence of God, human freedom, Michael R. DePaul; Michael Detlefsen; John than 10 philosophy courses beyond the two-course and moral obligation. The course is also intended Finnis (concurrent); Thomas P. Flint; Alfred University requirement but otherwise must fulfill all to sharpen the student’s skills of critical thinking. Freddoso; Stephen Gersh (concurrent); Kevin other requirements for the major. Satisfies the University requirement for a first course Hart (concurrent); Vittorio Hösle (concur- in philosophy. rent); Don A. Howard; Lynn Joy; Edward Students majoring in other departments may Manier; Mark Roche (concurrent); Kenneth complete a supplementary major in philosophy by PHIL 13195. Honors Philosophy Seminar Sayre; James P. Sterba; Stephen H. Watson; taking six courses beyond the two-course University (3-0-3) Paul J. Weithman requirement. These six courses must include the A general introduction to philosophy, taught in a Associate Professors: history of philosophy sequence (PHIL 30301 and seminar format for students in the science and arts Patricia Blanchette; Sheilah Brennan (emerita); 30302) and two additional courses at the 30000 level and letters honors program, with emphasis on peren- Stephen Dumont; Rev. John Jenkins, CSC; or higher, selected in consultation with one of the nial problems such as the existence of God, human Janet A. Kourany; Vaughn R. McKim; philosophy department’s faculty advisors. Students freedom, and moral obligation. The course is also G. Felicitus Munzel (concurrent); John in the Program of Liberal Studies may complete the intended to sharpen the student’s skills of critical O'Callaghan; David K. O’Connor; William supplementary major with five rather than six cours- thinking. Satisfies the University requirement for a Ramsey; Michael Rea; Rev. Herman Reith, es beyond the University two-course requirement first course in philosophy. CSC (emeritus); Gretchen Reydams-Schils but otherwise must fulfill all other requirements for (concurrent); W. David Solomon; Leopold the second major. Philosophy also contributes to a PHIL 20101. Introduction to Philosophy (3-0-3) Stubenberg; Ted A. Warfield number of interdepartmental concentrations in the College of Arts and Letters. Details can be found in A general introduction to philosophy, with emphasis Assistant Professors: on perennial problems such as the existence of God, Timothy Bays; Katherine Brading; Anja the Arts and Letters section of the Bulletin on Inter- disciplinary Minors within the college. human freedom, and moral obligation. The course is Jauernig; Fred Rush also intended to sharpen the student’s skills of critical Professional Specialists: All 40000-level philosophy courses are writing inten- thinking. Satisfies the University requirement for a Anastasia Gutting; Montey G. Holloway; sive requiring at least 20 pages of written work that first course in philosophy. Alven Neiman may take various forms: reflections on readings, class presentations, or shorter or longer research papers. PHIL 20201. Philosophy of Human Nature Program of Studies. There are two ways to major in Students planning to go on to graduate studies in (3-0-3) Reimers philosphy: Regular philosophy majors are required philosophy or related disciplines typically write a An examination of some competing views of human to take eight courses in philosophy beyond the senior thesis as well. nature based on classical readings ranging from Plato general two-course University requirement. Three to the present day. specific courses must be included among the eight: Course Descriptions. The following course de- a two-semester sequence of courses in the history scriptions give the number and title of each course. of philosophy, Ancient and Medieval Philosophy Lecture hours per week, laboratory, and/or tutorial (PHIL 30301) and Modern Philosophy (PHIL 196

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PHIL 20202. Images of Humanity: Existentialist and what, exactly, can we come to know by percep- and empirical sciences for the study of education, the Themes tion? What, if anything, can we know without problem of indoctrination, etc. (3-0-3) Watson relying on perception? Could we be wrong about An examination of fundamental questions about the everything we take ourselves to know? PHIL 20218. Chinese Ways of Thought nature of human beings and their destiny—based on (3-0-3) a critical examination of the work of pivotal existen- PHIL 20210. Thinking in Practice This is a special topics class on religion, philosophy, tialist thinkers: Kierkegaard, Marcel, and Sartre. (3-0-3) and the intellectual history of China that introduces Philosophy has been conceived of variously as a the student to the world view and life experience of PHIL 20203. Death and Dying method of theoretical analysis, as an approach to Chinese as they have been drawn from local tradi- (3-0-3) interpreting the meaning of life, as the love of wis- tions, as well as worship and sacrifice to heroes, and This course examines metaphysical and ethical issues dom, and as a social coping mechanism. This course the cult of the dead. Through a close reading of associated with bodily death. Metaphysical issues will examine these four models under the rubrics primary texts in translation, it also surveys China’s taken up in this course include the following: What of analysis, hermeneutics, spiritual discipline, and grand philosophical legacy of Daoism, Buddhism, is death? Is death a bad thing? Is there any hope for pragmatism. “Confucianism,” and “Neo-Confucianism” and the survival of death? Ethical issues to be discussed in- later religious accommodation of Christianity and clude suicide, euthanasia, and abortion. PHIL 20211. Memoirs of Madness Islam. (3-0-3) PHIL 20204. Women: Alternative Philosophical This course has three major dimensions: (1) com- PHIL 20219. Chinese Mosaic: Philosophy, Perspectives parative description and analysis of biomedical and Politics, Religion (3-0-3) psychodynamic models of psychiatric training; (2) (3-0-3) An examination of some of the most pressing comparative analysis of personal accounts of mental This is a special topics class that provides an in- problems currently confronting women, the more illnesses; and (3) philosophical analysis of psycho- troduction to the diverse lifeways constituting the important theories, from the ultraconservative to the dynamic models of mental illness and therapy. puzzle of the Chinese people. The course will chart radical feminist, that have been proposed to explain this terrain of current Chinese imagination as it has these problems and the concrete proposals for change PHIL 20212. Philosophy and Psychiatry been shaped from the contending, and often conten- in society suggested by such theories. (3-0-3) tious, influences of religion, philosophy, and politics, A course dealing with (1) the intellectual history of introducing students to the heralded works of the PHIL 20205. Theories of Sexual Difference psychiatry from the time of Freud and Kraepelin to Chinese intellectual tradition while requiring criti- (3-0-3) the present, (2) the social history of the care of the cal engagement with the philosophic and religious An examination of the following questions: What mentally ill since World War II, and (3) the interpre- traditions animating this culture. Thus, as they learn kind of differences separate men and women? Are tation and critique of Freud and psychiatry. about China, students also will reflect on how Chi- these differences natural or are they socially pro- nese and Westerners have interpreted it. duced, and are these differences beneficial to us PHIL 20214. Ancient Wisdom and Modern or are they limiting? What does equality mean for Love PHIL 20220. Popular Religion and Philosophy people characterized by such differences? (3-0-3) in China Corequisite(s):PHIL 22214 (3-0-3) PHIL 20206. Simone de Beauvoir An examination of contemporary issues of love and This lecture/discussion course will introduce the (3-0-3) friendship from the perspective of ancient philoso- student to the plural religious traditions of the An analysis of the philosophical writings of the phy. Course materials range from Plato and Aristotle Chinese as manifested in ancestor worship, sacrifice, greatest feminist theorist of this century, perhaps to Shakespeare and contemporary film. exorcism, and spirit possession. From an understand- of all time. The main ethical and feminist themes ing of these practices, the course will offer insight discussed include freedom, love, resistance to oppres- PHIL 20215. Ways of Peacemaking: Gandhi/ into the mantic foundations of Chinese philosophy, sion, sources of misogynist and sexist prejudices, bad King especially metaphysics. Readings will consist of texts faith, embodiment, intersubjectivity, negativity, and (3-0-3) Neiman in translation of popular cults, as well as scholarly reciprocity. An intensive study of the philosophy and spirituality interpretations of these phenomena. of two of the greatest activists and peace educators PHIL 20207. Self and World of our century, M. Gandhi and M. Luther King. We PHIL 20221. Introduction to German (3-0-3) will be especially concerned with the way each of Philosophy: Kant to Haber A general introduction to the fundamental questions these human beings came to construct new, yet quite (3-0-3) about the nature of the world and our place in it, the ancient, images or controlling myths that they hoped A conceptual introduction to the rich intellectual area of philosophy called metaphysics. would lead us to think and act in revolutionary ways. tradition that begins with Kant and goes through Herder, German Romanticism, Idealism, Marx, PHIL 20208. Minds, Brains, and Persons PHIL 20216. African Philosophy Nietzsche, Logical Positivism, Phenomenology, Exis- (3-0-3)Stubenberg (3-0-3) tentialism, and Critical Theory. This course will treat some central issues in the This course explores such issues as myth and its rela- philosophy of mind, such as freedom of the will, tionship to philosophy, reality as a whole as a princi- PHIL 20227. The Experiencing of Medicine, personal identity, and the relationship between mind ple that underlies the African universe, the question Science, Art, and Literature and body. of ancestors, being, and knowing. It will explore the (3-0-3) Fogel development of African philosophy through three This course will compare the ways in which holistic PHIL 20209. Knowledge and Mind periods: the traditional/classical, the colonial, and and particularistic thinking form the basis for under- (3-0-3) the contemporary/post-colonial. standing how philosophical and scientific theories An introductory survey of a number of issues in the and the practice of medicine work and how we expe- theory of knowledge and the philosophy of mind. PHIL 20217. Philosophy of Education rience art and literature. We will construe these di- Issues to be addressed include: What is knowledge? (3-0-3) verse disciplines as differing approaches to the same What is consciousness and what might a satisfactory An introduction to issues in philosophy of educa- broad project, that of understanding our experience explanation of consciousness look like? What is the tion such as religion and education, education and of the world. We will consider modern medicine and “self” and how do we know it? What is perception politics (including global politics), the value of social 197

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science from both Western and Eastern perspectives, PHIL 20409. War and Philosophy PHIL 20414. Nature, Law, and Rights watch experimental films, read modern poetry and (3-0-3) (3-0-3) fiction, and compare Eastern and Western systems The goal of the course is to understand and evaluate An examination of how our understanding of human of ethics. the teachings that philosophers have drawn from the nature affects the way we think of law and human experience of war and conflict. Authors to be read rights. PHIL 20401. Ethics include Thucydides, Plato, Augustine, Hobbes, and (3-0-3) Holloway Maritain. PHIL 20418. Living the Virtues An examination of the relationship between thought (3-0-3) McInerny and action in light of contemporary and traditional PHIL 20410. War, Poverty, Genocide, and “What would make me happy? What is the point of accounts of the nature of ethics. Justice my existence?” No human being can avoid asking (3-0-3) himself these questions, and for many philosophers, PHIL 20402. Moral Problems This course examines theories of distributive justice especially in the pre-modern age, these questions ad- (3-0-3) Grimm applied to political and economic systems that mit of a clear answer: happiness and meaning come An introduction to the field of moral philosophy, contribute to violence and suffering. Specifically, we from living the virtues. This course will be devoted with major emphasis on contemporary moral issues. will use the theories of distributive justice of Plato, to examining this answer; that is, to inquiring into John Rawls, and Michael Walzer to understand the the nature of virtue in general, and to the distinc- PHIL 20403. Virtues and Vices ongoing injustices of global poverty, genocide, and tion and connection between the various virtues in (3-0-3) war. Their theories are about the just distribution particular. Guidance will be principally taken from What qualities of mind and character differentiate of rights, privileges, obligations, opportunities, and works of Plato, Aristotle, and St. Thomas Aquinas, the good from the bad. This course examines six goods; in other words, they are theories of what though some modern and contemporary conceptions different and rival answers to this question, those of a just structure is. Where there is abject poverty, of the virtues will be discussed by way of counter- Confucius, Socrates, Aquinas, Machiavelli, Hume, genocide, or war, there is also structural injustice. point. As part of a final course project, each student and Nietzsche. This basic idea is in the following quote from Jeremy will be required to employ a work of literature in a Hobbs, executive director of Oxfam International: discussion of the virtues. PHIL 20404. Ethics and Business “Oxfam believes that poverty and injustice are (3-0-3) inseparable and that both are structural and avoid- PHIL 20601. Modern Science and Human This course aims at helping the student recognize the able.” Many people believe that such injustices are Values moral aspects of business decisions on the personal either inevitable (e.g., poverty is a result of natural (3-0-3) level and of business institutions on the social level. selection, genocide and war are unavoidable results Applications of ethical theory to moral problems of human nature) or the results of individual deci- created by science, such as distributing scarce medi- PHIL 20405. Sports Ethics sions (e.g., Hitler and Stalin are the individuals cal resources, experimenting with animals, teaching (3-0-3) responsible for certain wars and genocides, and in- creationism, and dealing with computer invasions An introduction to the central ethical question in dividuals live in abject poverty because each is either of privacy. and around sports, especially at the collegiate and stupid or lazy). This course consists of theory-driven professional levels. After a brief introduction to the arguments against such fatalistic or individualistic PHIL 20602. Medical Ethics basics of ethical reasoning and normative theory, the explanations of injustices. (3-0-3) Solomon first half of the course will be spent on ethics in sport Corequisite(s): PHIL 22602 and the second half on the ethics of sport. PHIL 20411. Aesthetics and the Philosophy An exploration from the point of view of ethical of Art theory of a number of ethical problems in contem- PHIL 20406. Basic Concepts in Political (3-0-3) porary biomedicine. Topics discussed will include Philosophy An introductory course in the application of philo- euthanasia, abortion, the allocation of scarce medical (3-0-3) sophical methods to questions of aesthetics and art. resources, truth-telling in the doctor-patient relation- An introduction to important thinkers and problems The first part of the course will concern the history ship, the right to medical care and informed consent, of political philosophy. Basic concepts to be consid- of aesthetics, concentrating on the views of Plato, and human experimentation. ered are equality, liberty, and authority. Aristotle, Horace, Aquinas, Kant, and Hegel. The second part of the course will consider contemporary PHIL 20603. Environmental Ethics PHIL 20407. Classics of Political and (3-0-3) DePaul Constitutional Theory approaches to problems such as the nature of aes- (3-0-3) thetic properties and categories, what distinguishes The course will be an attempt to come to grips criti- An examination of a number of the fundamental art from other things, and the role of critical inter- cally with the moral significance of contemporary texts in political and constitutional theory, with an pretation in the experience of art. concern for ecology and the environment. emphasis on works of special importance to the Brit- PHIL 20604. Modern Physics and Moral ish and American political systems. PHIL 20412. Philosophy of the Arts (3-0-3) Gutting Responsibility A consideration of the nature of art and the aesthetic (3-0-3) PHIL 20408. Philosophy of Law An examination of such questions as: What are the (3-0-3) Green using both philosophical texts and works of art moral responsibilities of the scientist? Should the An examination of the relationship between fair drawn from a wide variety of media (painting, litera- scientist be held accountable for what might be done procedures and just outcomes in the judicial process, ture, film, architecture, etc.). with the results of his or her scientific research? Does a study of the conditions under which punishment is the scientist have any special role to play, as a citizen, morally defensible, an investigation of the extent to PHIL 20413. Ethics and Imagination in public debate about science policy? Should the which the state may regulate the private affairs of its (3-0-3) scientist sometimes simply refuse to engage in some citizens, and a consideration of the role that moral The aim of this course is to underscore the impor- kinds of research because of moral concern about theory has to play in the process of constitutional tance for moral reasoning of the moral imagination the consequences of research of that area? No special interpretation. through a vivid juxtaposition of classic texts in moral and political philosophy with works of art, principal- background in physics will be assumed. ly narrative art, but not excluding music, painting, architecture, sculpture, and dance. 198

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PHIL 20605. Gender, Politics, and Evolution issues from the point of view of physics its PHIL 20803. Faith and Reason (3-0-3) philosophy. (3-0-3) An examination of ethical/political models of gen- This course will deal with the relation between faith der-neutral access to public and domestic requisites PHIL 20612. Philosophy and Cosmology: A and reason. Some questions to be discussed are: Can for the development of basic human capabilities, and Revolution the doctrines of the faith conflict with the deliver- a comparison of these models with current studies (3-0-3) Brading ances of reason found in philosophy and science? Is of the significance of human sexual dimorphism in In the 17th century there was a revolution in our it possible to defend the doctrines of the faith against evolutionary psychology. view of the cosmos and of our own place in it. Most the objections of nonbelievers in a non-question- vivid, perhaps was the change from believing that the begging way? How might one go about constructing PHIL 20606. Science, Technology, and Society Earth is at the center of everything to believing that an apologetics for the Christian faith? Authors to be (3-0-3) McKim the Earth is just one planet among many, orbiting read include St. Thomas Aquinas, G.K. Chesterton This course focuses on the many ways in which the sun. This course will consider how and why these and C.S. Lewis. science and technology interact with society and exchanges took place. plores the character of the value-laden controversies PHIL 20804. God and Persons that such interaction frequently produces. PHIL 20613. Science and Religion (3-0-3) (3-0-3) Members of Western culture living in the present age PHIL 20607. Science and Technology in An examination of the interrelation and tension be- are, whether they like it or not, inheritors of a long Philosophical Perspective tween contemporary science and traditional religious history of reflection upon the stellar achievements of (3-0-3) belief. human reason and the demands of revealed religion. An examination of the mutual relations between The purpose of this course is to engage that history science and technology and the complex ways they PHIL 20615. Practicing Medical Ethics philosophically. A number of traditions of reflection interact. The more abstract philosophical issues will (1-0-1) Solomon will be considered: contemporary, modern, ancient, be examined through examples and case studies. Corequisite(s): PHIL 22615 and medieval. Several narratives about scientists and their research This is a one-day, one-credit course. The purpose will be read and a number of ongoing disputes con- of this course is to give students who may have a PHIL 20805. Thought of Aquinas cerning technological systems such as biotechnology, vocation in health care the opportunity to engage (3-0-3) transportation, and city/town planning. in conversation with physicians, philosophers, and A general introduction to Aquina’s overall philo- theologians familiar with medical ethics. Participants sophical view. PHIL 20608. Philosophy of Technology will be looking at real case studies and real situations (3-0-3) they might encounter in practicing medicine. PHIL 20806. Philosophy of Judaism Topics covered will be: early philosophy of technol- (3-0-3) Neiman ogy, recent philosophy of technology, technology PHIL 20616. Human Nature and New An attempt to come to a reasonable understanding and ethics, technology and policy, technology and Technologies of the philosophy of Judaism as presented in Abra- human nature, and technology and science. Readings (3-0-3) Moss ham Joshua Heschel’s masterwork, God in Search of will be principally derived from David M. Kaplan An examination of philosophical and ethical ques- Man: A Philosophy of Judaism. (2004) Readings in the Philosophy of Technology and tions associated with the two most revolutionary Francis Fukuyama (2002) Our Posthuman Future. technologies of the 21st century, the Internet, and PHIL 22202. Images of Humanity: Existentialist biotechnology. Themes Discussion PHIL 20609. Environmental Philosophy (0-0-0) (3-0-3) PHIL 20618. Bio-Medical Ethics and Public Discussion section for PHIL 20202 Existentialist A philosophically integrated examination of current Health Risk Themes. environmental issues, drawing on familiar literature (3-0-3) Shrader-Frechette from ecology (Leopold), economics (Boulding), and Designed for pre-med, science, and engineering PHIL 22214. Ancient Wisdom and Modern ethics (Singer), as well as recent fiction (Tolkien, students, the course will survey ethical issues associ- Love Discussion Herbert). ated with current public health problems, such as (0-0-0) pollution induced cancers, universal health care, oc- Discussion group for Ancient Wisdom and Modern PHIL 20610. Brief History of Time/Space/ cupational injury and death, and inadequate medical Love. Motion attention to prevention, nutrition and environmental (3-0-3) health. PHIL 22602. Medical Ethics Discussion An examination of the historical evolution of the (0-0-0) philosophical conceptions of time, space, and mo- PHIL 20801. Philosophy of Religion Discussion for PHIL 20602. tion from Plato to Einstein. Special attention will (3-0-3) Bobik, Monokroussos, van Inwagen be paid to the influence of developments in physics A discussion of some basic issues: the nature of the PHIL 22615. Practicing Medical Ethics on this evolution in philosophical theorizing (and philosophy of religion, the notion of God, grounds Discussion vice versa). for belief and disbelief in God, faith, revelation, (0-0-0) religious language and knowledge, verification, im- Corequisite(s): PHIL 20615 PHIL 20611. Does the Universe Have a mortality. Small group discussion sections for one-day, one- Purpose? credit course on Practicing Medical Ethics. Course (3-0-3) PHIL 20802. Phil Reflections on Chr Belief will meet in plenary sessions and also break into Among the most basic questions of philosophy is (3-0-3) Rea small groups periodically during the day. whether nature, as a whole world and in its parts, has An examination of some of the most philosophically a purpose or pursues goals. Although such consider- fascinating features of the Christian faith, includ- PHIL 26999. Philosophical Issues ations typically belong to the philosophy of religion ing the Christian conception of God, the doctrine (V-0-V) and the philosophy of biology, modern physics and of the incarnation, and the cogency of a Christian In exceptional circumstances with written permission its philosophy have never been completely free from world-view. of instructor and approval of philosophy director of analogous discussions. This course will explore these undergraduate studies, students are permitted to take a tutorial with a faulty member on a particular issue 199

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in philosophy. Readings will be assigned and writing when the line between journalism and entertain- large measure by examining directly relevant excerpts assignments required. ment becomes blurred (for example in Oliver Stone’s from the writings of some of the creators of seminal movies)? concepts and theories in physics. The latter part of PHIL 30301. Ancient and Medieval Philosophy the course will concentrate on historical and philo- (3-0-3) Dumont, Freddoso PHIL 30352. Ethics, Ecology, Economics, and sophical issues related to relativity and especially to This course will concentrate on major figures and Energy quantum theory and its interpretation. This course persistent themes. A balance will be sought between (3-0-3) is accepted as a science elective in the College of scope and depth, the latter ensured by a close reading A critical examination of the following hypotheses: Science. of selected texts. (1) that continuing economic growth requires ever- increasing consumption of energy, (2) that increasing PHIL 43101. Plato PHIL 30302. Modern Philosophy energy consumption results in increasing degradation (3-0-3) Sayre (3-0-3) Jauernig, Solomon of the biosphere, and (3) that increasing degradation A detailed and systematic reading, in translation, of An examination of the perennial tension between of the biosphere poses an increasing threat to human the fragments of the pre-Socratics and of the follow- reason and experience as exemplified in classical existence. ing Platonic dialogues: Euthyphro, Apology, Crito, modern rationalism and empricism; its subsequent Meno, Protagoras, Phaedo, Republic, Phaedrus, Sympo- synthesis in Kant. PHIL 30354. Gender and Science sium, and Theaetetus. (3-0-3) PHIL 30303. Nineteenth- and Twentieth- An exploration of the ways in which science is gen- PHIL 43102. Aristotle Century Philosophy dered, starting with the ways in which women have (3-0-3) (3-0-3) been excluded from science, and moving through An examination and evaluation of Aristotle’s philoso- A survey of developments in philosophy since Kant. such issues as the invisibility and shabby treatment phy, with special emphasis on the logical, physical, Readings in both the Continental and Anglo-Ameri- of women with the products of scientific research, and metaphysical writings. can traditions. the contributions of women to science and whether these are different in kind from the contributions of PHIL 43103. Plato’s Phaedrus PHIL 30306. Introduction to German men, and the differential effects of science on men’s (3-0-3) Philosophy: Kant to Habermas and women’s lives. An advanced seminar focused on reading Plato’s (3-0-3) Phraedrus in Greek. Undergraduates must have A conceptual introduction to the rich intellectual PHIL 30357. Introduction to the Philosophy of completed CLGR 20004. Graduate students must tradition that begins with Kant and goes through Biology have completed at least three semesters of Greek. Herder, German Romanticism, Idealism, Marx, (3-0-3) Class meetings will be about equally divided between Nietzsche, Logical Positivism, Phenomenology, Exis- An examination of key concepts and controversies in translations and interpretations. tentialism, and Critical Theory. contemporary biology. The meaning of gene, organism, and environment and their interrelationships in PHIL 43104. Socrates and Athens PHIL 30313. Formal Logic the context of development, evolutionary theory, and (3-0-3) (3-0-3) Detlefsen ecology are closely considered. A study of the moral upheaval in Athens during the An introduction to the fundamentals and techniques Peloponnesian War, using Thucydides, Aristophanes, of logic for majors. This course does not satisfy the PHIL 30362. Deny Yourself and Take Up Your Euripides, and Sophocles as primary sources. Then University requirement. Cross an examination of Socrates as responding to that cri- (3-0-3) sis, using Alcibiades I, Gorgias, and other dialogues. PHIL 30326. God, Philosophy, and Universities Christians believe that human beings can truly flour- (3-0-3) MacIntyre ish, be deeply and ultimately fulfilled, and attain the PHIL 43105. Plato before the Republic Enquiry and teaching in Catholic universities have best sort of life possible for them only in relationship (3-0-3) aimed at understanding how the universe physical, with God. But they also believe that their relation- After a general introduction into the main problems animal, and human is ordered to God. One task ship with God demands of them obedience to the and positions of Plato scholarship today, we will of philosophy in the Catholic tradition has been divine will and sacrificial love both for God and for read some of his dialogues written before his most to show how the various secular disciplines both other people. The course explores whether and how important work, The Republic, dealing with as vari- contribute to such understanding and remain in- both of these beliefs can be true. ous topics as virtues, the nature of art, the relation complete without theology. This course examines the of ethics and religion, the politics of Athens and the question of how this task is to be carried out. PHIL 30363. Christian Relections/Suffering essence of knowledge. (3-0-3) PHIL 30327. The Good Life: Gospel and Christianity has clung tenaciously and simultane- PHIL 43106. Hellenistic Ethics and the Subject Secular Resources ously to two deep insights: That God is love and that (1-0-1) of Knowledge suffering is a part of the very fabric of our world. (3-0-3) An examination of both secular and Gospel resources This course will explore responses of the Christian An examination of the very distinctive manner in for reflection on the good life. tradition to the problems posed by Christianity’s un- which Hellenistic philosophy (Cynics, Epicureans, wavering embrace of the importance of suffering. Stoics, New Academy) defines the subject of knowl- PHIL 30335. Journalism and Ethics (3-0-3) edge, of action, and of interaction with others in the PHIL 30389. Philosophical Issues in Physics An open-ended discussion of questions such as: Does environment. The first part will study the salient fea- (3-0-3) tures of Hellenistic Ethics. The second part will focus journalism have special responsibilities because of its This course is intended for non-science students importance to democracy (for example, a responsi- on stoicism and its powerful model of the integrated who desire to begin an examination of the origins of life and virtue as intrinsically relational. The third bility to present both sides of political debates rather the modern laws of physics and for science students than the side they think is true)? Have Internet tech- part will be open to a selcetion of related themes that who wish to know the actual route to the discovery serve best participants’ interests. nologies that produce “instant journalism” changed and the broader implications of the formal theories our ethical standards (for example, should editors with which they are already familiar. The historical publish stories available on the Internet even if they background to and philosophical questions associ- haven’t confirmed them)? What ethical issues arise ated with major laws of physics will be discussed, in 200

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PHIL 43134. History of Medieval Philosophy PHIL 43142. Thomistic Personalism as thyself. We will proceed by way of a slow and care- (3-0-3) Dumont (2-0-3) ful reading of his Works of Love. A semester long course focusing on the history of This course focuses on Aquinas’s theoretical and medieval philosophy. It provides a more indepth moral philosophy in order (1) to reach an in-depth PHIL 43172. Kierkegaard and William James consideration of this period than is allowed in PHIL understanding of the concept of person and (2) to (3-0-3) 30301, Ancient and Medieval Philosophy and may distinguish it from other related concepts like “soul,” An examination of the views of Kierkegaard and be considered a follow-up to that course. “Intellect,” etc. Special attention will be given also James on the traditional philosophical ideas of mean- to the concepts of “freedom,” “moral law,” “duty,” ing and truth, knowledge and explanation. PHIL 43135. Anselm “right,” “friendship,” and “virtue. “ (3-0-3) PHIL 43173. Nietzsche An examination of the major philosophical and PHIL 43143. Dante and Aquinas (3-0-3) Rush theological writings of St. Anselm. His Monologion, (3-0-3) McInerny A close consideration of Nietzsche’s thought begin- Proslogion, and Cur Deus Homo will be of central A comparative study of two giants of medieval ning with his early work under the influence of concern, but several lesser known texts will also be Catholicism. The course will be a chance to make a Schopenhauer, through his “naturalistic” or “positiv- read. Topics discussed in these writings include argu- tour of the summa theologiae and the Divine Comedy, istic” works, and on to his mature work of the 1880s. ments for the existence of God, the divine nature, supplemented with looks at other works of these the Trinity, the Incarnation, freedom (and its com- two giants of Western culture. The dependence of PHIL 43174. Maritain: Science, Metaphys, patibility with divine foreknowledge), and truth. the Divine Comedy on the summa is a cliche, but a Mysticism (3-0-3) close look at the theological and poetic visions of the The goal of Jaques Maritain’s PHIL 43136. Augustine and Aquinas on Mind whole of reality as seen through the eyes of faith is an Degrees of Knowledge (3-0-3) essential component of cultural literacy. is in part to examine how the various forms of Aquinas’s early discussion of mind displays a signifi- knowledge (including ordinary perception, modern cant Augustinian structure that disappears by the PHIL 43144. Aquinas on Angels science, as well as a metaphysics in the spirit of St. time of his last works, a shift that can be described as (3-0-3) Thomas) might productively coexist. In this course a more robust Aristotelianism. This course examines A close study of what St. Thomas Aquinas has to say we will study Maritain’s exposition of these forms the philosophical significance of that shift in Aqui- in summa theologiae 1 about the nature, cognition, and their interrelationship. nas’ though, and will relate it to questions about the and action of purely spiritual substances. nature of contemporary philosophy of the mind. PHIL 43175. Three Catholic Philosophers PHIL 43145. Augustine and Wittgenstein (3-0-3) PHIL 43137. Augustine and Bonaventure (3-0-3) Neiman A study of the enquiries of three 20th-century Cath- (3-0-3) A careful reading of two of the greatest of all philo- olic philosophers at work within three very different A course devoted to what used to be called philosophical autobiographies, Augustine’s Confessions and philosophical traditions, designed to identify the sophical psychology. The goal will be to understand Wittgenstein’s Philosophical Investigations. The goals relationship between a commitment to philosophi- some of the ways the Augustinian tradition in phi- of the course are to better understand the works cal enquiry and Catholic faith. To be considered are losophy attempts to make sense of the soul, in terms themselves and to understand the nature and values Jacques Maritain’s pursuit of questions opened up by of mind, spirit, will but especially in terms of the of this genre of philosophical writing. Aristotle and Aquinas, Edith Stein’s progress beyond heart. To be read are Augustine’s Confessions and De Husserl in her phenomenological enquiries, and Trinitate, and Bonaventure’s The Mind’s Road to God. PHIL 43168. Hume’s Ethics and Philosophy G.E.M. Anscombe’s response to Wittgenstein. of Mind PHIL 43138. Augustine and William James (3-0-3) PHIL 43177. Kierkegaard and Newman (3-0-3) An exploration of how modern philosophers in the (3-0-3) A course devoted, for the most part, to a careful British empiricist tradition developed new theories of An examination of the thought of two 19th- reading of significant parts of Augustine’s Confessions moral psychology and human action. Chief among century figures of fundamental importance: Soren and James’ The Variety of Religious Experience. The them was the Scottish philosopher David Hume. Kierkegaard (1813–55) and John Henry Newman goal is to come to an understanding of what these (1801–90). two great philosophers and psychologists can teach PHIL 43169. Kant us about the spiritual quest. (3-0-3) Ameriks PHIL 43178. Individuation and Identity in Early An examination of the background of Kant’s work, Modern Philosophy (3-0-3) Brading PHIL 43139. Philosophical Poets: Poetic followed by a tracing of some of the principal themes This course focuses primarily on ontological and Philosophers of the Critiques, especially the major themes of The (3-0-3) Critique of Pure Reason. epistemological problems associated with the indi- A discussion of the difference between poetic and viduation and identity of the material bodies and philosophical modes of discourse, with special refer- PHIL 43170. Hegel souls that are the basic entities of early modern ence to Dante and Paul Claudel. (3-0-3) mechanical philosophy.Themes addressed include An intensive reading of Hegel’s Phenomonology of the transubstantiation, alchemical transformation, PHIL 43141. Aquinas: Moral Thought Spirit. Issues discussed will be Hegel’s conception of cohesion, the laws of nature, and the possibility of (3-0-3) self and society, his treatment of culture, art, and re- vacuum. Readings include extracts from Descartes, A systematic discussion of the main features of the ligion, the nature of dialectic, his views on systematic Boyle, Leibniz, Locke, Hobbes, Berkeley, Newton, moral teaching of Thomas Aquinas. The Summa holism and critique, etc. and Hume. Theologiae, Prima Secundae and Aquinas’s commentary on the Nichomachean ethics will be the PHIL 43171. Kierkegaard PHIL 43201. Continental Philosophy principal sources. (3-0-3) (3-0-3) This course will be devoted to a central theme in An examination of leading issues in contemporary Kierkegaard’s ethics, i.e. his discussion of the reli- movements in continental philosophy (e.g. existen- gious commandment to love God and thy neighbor tialism, hermeneutics, poststructuralism) in authors 201

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such as Habermas, Gadamer, Sartre, Derrida, and PHIL 43304. Locke’s Moral Philosophy PHIL 43311. Maritain: Science, Metaphysics, Foucault. (3-0-3) Mysticism A careful, evaluative reading of Locke’s “Letter Con- (3-0-3) PHIL 43202. Phenomenology cerning Toleration,” his “Second Treatise on Civil This course will begin with some elementary work (3-0-3) Government,” and his “Questions Concerning the in the philosophy of education on teaching, consider An introduction to the arguments and themes of Law of Nature,” as well as a more cursory look at his Kierkegaard’s Philosophical Fragments where he com- phenomenology, a school of philosophy based on “Some Thoughts Concerning Education.” pares the teaching of Socrates and Christ, move on the description of lived experience that had a broad to Plato’s Meno, a famous dialogue on teaching and impact on 20th-century philosophy. PHIL 43305. Ethics and Modernity learning, and perhaps consider Augustine and Aqui- (3-0-3) nas on The Teacher. PHIL 43203. Heidegger’s Being and Time A consideration of the following questions: Has (3-0-3) modern philosophical thought led to a dead-end of PHIL 43312. Aesthetics A close reading of Heidegger’s seminal work Being ethical skepticism or relativism? Is there a crisis in (3-0-3) and Time. modern ethical thought that requires a return to the A consideration of some of the fundamental ques- Aristotelian tradition? Can a meaningful ethics be tions in aesthetics and philosophy of art, e.g., the na- PHIL 43204. Contemporary German based on a modern naturalist or reductionist view of ture of aesthetic representation, expression in art, the Philosophy: Habermas human beings? Is ethical relativism a coherent posi- concept of beauty, what distinguishes art from “mere (3-0-3) tion? Is there any basis for maintaining that ethical things,” the structure and function of imagination. The course will attempt to cover the “formative” judgments are objectively true? Authors to be read phase of Habermas’s career extending from his point are: MacIntyre, Rorty, Taylor, and Williams. PHIL 43313. Philosophy and Literature of departure from Marx, and his analysis of the pub- Seminar lic sphere, through his critique of the human sciences PHIL 43306. Advanced Moral Problems (4-0-4) and up to the beginning of his theory of communi- (3-0-3) This intensive four-credit seminar is the introduction cative action. An in-depth discussion of three very important mor- to the concentration in philosophy and literature and al problems of our time: affirmative action, animal will pursue interdisciplinary approaches to literary, PHIL 43205. Existentialism: Philosophy and rights, and sexual harassment. theoretical and philosophical texts. Literature (3-0-3) PHIL 43307. Seminar in Medical Ethics PHIL 43314. Abortion, Euthanasia, and Captial We will read representative literary and philosophical (3-0-3) Punishment texts by Sartre (excerpts from B, Nausea, a few plays), An examination of a number of the most important (3-0-3) Beauvoir (The Philosophy of Ambiguity, excerpts from systematic contributions to medical ethics in recent This course involves an examination of recent philo- The Second Sex, A Very Easy Death, a novel and/or years. Authors covered will include Tom Beauchamp, sophical work on abortion, euthanasia, and capital excerpts from A Memoir), and Camus (Myth of Jim Childress, H. Tristram Engelhardt, Stanley punishment. Though the focus in on the philosophi- Sisyphus, excerpts from The Rebel, The Stranger, The Hawerwas, Dan Callahan, and Al Jonsen. We will cal debates, some attention is given to relevant legal Plague, and/or The Fall). pay special attention to the relation between disputes and public policy discussions. within medical ethics and more general disputes in PHIL 43301. Ethical Theory moral philosophy. PHIL 43315. The Question (3-0-3) (3-0-3) Sayre A systematic study of philosophical foundations of This course addresses the question of the meaning PHIL 43308. Environmental Justice morality, drawing from major historical develop- (3-0-3) Shrader-Frechette of life. Its aim is not to arrive at a definitive answer, ments. Basic concepts of classical ethics will be This course will survey environmental impact assess- but rather to examine a range of possible responses. developed-human nature, happiness or fulfillment, ment (EIA), ecological risk assessment (ERA), and The first half of the course will focus on discussions freedom, virtue-and their place in relation to moral human-health risk assessment (HHRA); ethical and by prominent philosophers (Plato, Boethius, Ben- judgment will be examined. Special attention to sub- methodological issues related to these techniques; tham, Bergson, and others), the second on major jectivism vs. objectivism on the question of ethical then apply these techniques to contemporary assess- literary writings (e.g., by Dostoevsky, Tolstoy, Wilde, norms and principles. ments for which state and federal governments are J.R.R. Tolkien, and T.S. Eliot) that illustrate possible seeking comments by scientists and citizens. answers. PHIL 43302. Twentieth-Century Ethics (3-0-3) PHIL 43309. Ethics and Risk PHIL 43316. Science and Ethics A survey of a number of central positions and issues (3-0-3) (3-0-3) Shrader-Frechette in contemporary ethical theory. The course will be- An investigation of classical ethical papers, all in con- A course that considers how scientists’ methodologi- gin with an examination of the main metaethical po- temporary, analytic, normative ethics, that attempt cal, logical, and epistemic flaws (in the way they sitions developed from 1903 to 1970 intuitionism, to develop the ethical theory necessary to deal with do science) leads to serious ethical problems that emotivism, prescriptivism, and the various forms of legitimate imposition of risk of harm. compromise rationality and objectivity, as well as ethical naturalism. This will provide a background threaten public health. Course work will focus on for a discussion of issues arising from the more re- PHIL 43310. Animal Minds and Animal Rights philosophy of science, epistemology, ethics, and cent revival of classical normative theory. This is the (3-0-3) science. core course for ethics. (Each academic year) An examination of competing views of the moral status of nonhuman animals. Particular attention is PHIL 43317. Thomistic Ethics PHIL 43303. Four Moral Philosophers given to views of the relation between the mental (3-0-3) McInerny (3-0-3) lives of animals and their moral status. An examination of the commentary on Aristotle’s A careful reading of basic texts from Aristotle, Nicomachean Ethics, with attention paid to Thomas’s Hume, Kant, and Nietzsche, and an examination of way of dealing with issues that have vexed later the ways in which their views are appropriated for Aristotelians.The morals of the summa theologiae, purposes associated with the contemporary problem- and the claim that Thomas had no ethics. The course atic in normative ethics. 202

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will seek a balance between locating Thomas’s work will include mind-body problem, freedom of will, to it, and what claim to the resources of the society in his time and relating it to ours. universals, substance, time, categories and God. can scientists legitimately make? If the latter, how can scientists still claim to be objective? PHIL 43401. Political Liberalism PHIL 43502. Time and Eternity (3-0-3) (3-0-3) PHIL 43705. Addiction, Science, and Values A seminar on “the later Rawls” involving a close There is a deep philosophical divide between those (3-0-3) Manier reading of Political Liberalism and the Laws of Peoples who accept and those who reject an objective distinc- Students will be introduced to topics in the ethics of together with some critical articles assessing this per- tion between past, present, and future. The former care for the indigent; to alternative therapies for respective on political philosophy. are typically called A-theorists, the later B-theorists. covery and maintenance; and to current brain mod- Some A-theorists hold that only what is present ex- els of addiction. They will be placed as volunteers PHIL 43402. Terrorism and Political Philosophy ists or is real; others, that present and past are both (for 14 weeks) with institutions serving indigent (3-0-3) real, together constituting a growing four-dimen- recovering addicts in St. Joseph and Elkhart counties. An exploration of various ethical questions raised by sional block whose “cutting edge” is the present; terrorism through an evaluation of competing con- others, that past, present, and future are equally real, PHIL 43706. Gender, Politics, and Evolution ceptions of justice. Some questions to be considered with “nowness” passing over the four-dimensional (3-0-3) include: How should we understand the terrorism space-time block like a moving spotlight. This course An examination of ethical/political models of gen- that the United States opposes? Is it something only tries to make sense of these various proposals, and der-neutral access to public and domestic requisites our enemies have engaged in or have we ourselves consider objections to them from other A-theorists for the development of basic human capabilities, and and our allies also engaged in terrorist acts? Is terror- and also from B-theorists. Finally, the course turns to a comparison of these models with current studies ism always wrong, or are there morally justified acts a consideration of whether A-theorists can maintain of the significance of human sexual dimorphism in of terrorism? that God is “outside of time” in any meaningful evolutionary psychology. sense. PHIL 43403. Philosophy of Law PHIL 43707. Philosophy and Psychiatry in the (3-0-3) PHIL 43601. Epistemology Twentieth Century An overview of central topics in philosophy of law, (3-0-3) (3-0-3) followed by consideration of a range of theoretical The aim of this class is to provide an understanding A course dealing with (1) the intellectual history of issues in general criminal law. of the fundamental issues and positions in the con- psychiatry from the time of Freud and Kraepelin to temporary theory of knowledge. the present, (2) the social history of the care of the PHIL 43404. Justice Seminar mentally ill since World War II, and (3) the interpre- (3-0-3) Roos PHIL 43602. Philosophical Arguments tation and critique of Freud and psychiatry. An examination of major theories of justice, both (3-0-3) ancient and modern. Readings include representa- This course will reflect on the nature of arguments PHIL 43801. Religion and Science tives of liberal theorists of right, such as John Rawls, for philosophical claims in contemporary analytic (3-0-3) as well as perfectionist alternatives. The course also philosophy. We will proceed by close readings of key An examination of the nature and limits of both serves as the core seminar for the philosophy, poli- articles in current debates on metaphysical, episte- scientific and religious knowledge, and a discussion tics, and economics concentration. mological, and ethical topics. of several cases in which science and religion seem to either challenge or support one another. PHIL 43426. God, Philosophy, and Politics PHIL 43701. Philosophy of Science (3-0-3) (3-0-3) PHIL 43802. Classical Philosophy of Religion This is the capstone seminar for the interdisciplinary A detailed consideration of the central methodologi- (3-0-3) minor in philosophy in the Catholic tradition. It is cal and epistemological questions bearing on science. A critical examination of some classical philosophical normally open only to undergraduates registered for theories of religion. The central focus of the course that minor. The central concern is to understand the PHIL 43702. Philosophy of Human Biology will be issues concerning justification and explana- various ways in which Catholic philosophers have (3-0-3) tion in religion. brought theology to bear on the study of politics and Central issues in the philosophy of science from the vice versa. Authors studied include Augustine, Aqui- perspective of the life sciences with particular em- PHIL 43803. Contemporary Philosophy of nas, Robert Dahl, and Maritain. phasis on topics in evolution theory and sociobiology Religion and upon the topic of inter-theoretical integration in (3-0-3) PHIL 43427. Social and Political Philosophy the life sciences (from organic chemistry to cognitive A critical examination of the philosophical import of (3-0-3) Rush neuroscience). Topics to be covered include: teleol- some contemporary theories of religion. The course An investigation of the major concepts and historical ogy, reductionism and supervenience, the biological will be organized around the attempt to discover movements in political philosophy. Themes treated basis of cognition, explanation, scientific realism, a meaningful place for religious forms of life in a are state of nature, relationship of society to state, theory change, and the critical appraisal of alternate secular culture. conception of democracy, rights theory, economic research strategies. justice and justice between groups, and alternatives PHIL 43804. Faith and Reason (3-0-3) to liberalism. Readings are drawn inter alia from PHIL 43703. Philosophy of Cognitive Science Plato, Aristotle, Locke, Smith, Rousseau, Marx, Mill, (3-0-3) An examination of some key theoretical issues con- Weber, Lenin, Berlin, Rawls, Nozick, MacIntyre, A course in philosophy of mind utilizing recent work cerning faith and reason. Among these issues are the Taylor, and Habermas. in the area of cognitive science. nature of faith, the nature of intellectual inquiry, the role of affections in intellectual inquiry, the main PHIL 43501. Metaphysics PHIL 43704. Science and Social Values competing accounts of intellectual inquiry, and of (3-0-3) \van Inwagen (3-0-3) the philosophical life. Authors to be read include An examination of the nature of metaphysics and of A consideration of such questions as: Should science Aquinas, Descartes, Hume, Mill, Nietzsche, Chester- those metaphysical issues that have proved central be value-free, or should it be shaped by the needs ton, and Pope John Paul II. in Western philosophical tradition. Topics discussed and ideals of the society that supports it? If the former, how can scientists shaped by society contribute 203

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PHIL 43806. Aquinas on God mind and body, intentionality, actions and their ex- PHIL 48499. Senior Thesis (3-0-3) planation and problems about other minds. (3-0-3) A close reading of the first 43 questions of the first An opportunity for senior philosophy majors to book of the summa theologiae. These questions, PHIL 43902. Philosophy of Language work on a sustained piece of research in a one-to- which deal both with the divine essence and with the (3-0-3) one relationship with a faculty member. three divine persons, provide a comprehensive survey The aim of this course is to provide an overview of of St. Thomas’s Metaphysics. the field. Major topics include the relation between Philosophy and Theology Joint truth and meaning; truth-conditional semantics; the Major PHIL 43807. Divine Attributes meaning of sentences, proper names, definite de- (3-0-3) scriptions, general terms and indexicals; the relations Director: A consideration of the attributes Christians have between expressing a belief, making a statement, and David Fagerberg, Theology traditionally ascribed to God, such as omnipotence, uttering a sentence. Faculty: omniscience, omnibenevolence, eternality and sim- Additional faculty for the joint major are plicity. The course will examine both the reasons PHIL 43904. The Origins of Analytic drawn from the Departments of Philosophy for attributing such properties to God and the ways Philosophy and Theology. in which philosophers have tried to explicate these (3-0-3) concepts. An examination of fundamental writings at the Program of Studies. The joint major is intended for beginning of the 20th century that ushered in the undergraduates who are intrigued by philosophical PHIL 43808. Philosophy and Theology of the linguistic and logical tradition of analytic philosophy. and theological ideas and who have an equal com- Body mitment to both disciplines. It seeks to equip such (3-0-3) Reimers PHIL 43905. Postmodern Analytic Philosophy students to handle theology and philosophy adeptly. The first half of the course will focus on key con- (3-0-3) The major is structured, providing undergraduates cepts, such as solitude, gift, communion, shame, A study of several philosophers who combine an with a suitable introduction to the study of both dis- and nuptial significance, in relation to human sexual analytic commitment to clarity and argument with ciplines, but also flexible, granting students consider- being and behavior. The second half will focus on an interest in the history and critique of modern able scope for the pursuit of their own interests. the application of these theological concepts to ethics thought. Philosophers to be considered are Richard and vocation (marriage and celibacy), including John Rorty, Charles Taylor, Bernard Williams, and Martha The joint major offers the opportunity for an in- Paul’s reflections of the encyclical Humanae Vitae. Nussbaum. formed investigation of religious and philosophical ideas and should appeal especially to those who PHIL 43809. Christian Theism and Problems PHIL 43907. Intermediate Logic intend to pursue graduate work in philosophy or in Philosophy (3-0-3) theology. (3-0-3) An introduction to the basic principles of formal The joint major incorporates the University require- How, if at all, does Christian belief bear on the logic. The course includes a study of inference, ments in the two departments and most of the for- traditional concerns of philosophers? Is there such formal systems for propositional and predicate mal requirements of the first majors in theology and a thing as Christian philosophy? After considering logic, and some of the properties of these systems. philosophy. Students in the joint major will take the the bearing of some common views of faith and The course will concentrate on proving some of the two-semester sequence in Christian Traditions and reason on these questions, we turn to more specific major results of modern logic, e.g., the completeness an upper-level course in Scripture. The joint major, questions in epistemology, ethics, and philosophical of first-order logic, the undecidability of first-order however, does not require the one-credit proseminar anthropology. logic, the Lowenheim-Skolem theorems, and Gsdel’s in theology. incompleteness theorems. PHIL 43810. Religion and Science Other formal requirements are peculiar to the joint (3-0-3) Rea PHIL 43908. Topics in Philosophical Logic: major. Students will study a classical language for An examination of the nature and limits of both Modal Metatheory two semesters. (For practical as well as pedagogical scientific and religious knowledge, and a discussion (3-0-3) reasons, this will normally be Greek.) Majors will of several cases in which science and religion seem to This course will cover topics in the metatheory of also be expected to take the joint seminar offered either challenge or support one another. modal logic. We will start with some basic corre- each spring. Each seminar, led by a theologian and a spondence theory, and then move on to discuss com- philosopher, will examine an issue in which the dif- PHIL 43811. Chesterton pleteness and the finite model property. Also covered fering approaches of philosophy and theology may (3-0-3) is recent work on the relationship between modal prove fruitful. The topic and instructors will change An exploration of the thought of Gilbert Keith logic and classical logic. from year to year. Finally, each major will submit Chesterton (1874–1936) perhaps the best Catholic a senior thesis prepared under the direction of two apologist of his time. The course will feature Ches- PHIL 46497. Directed Readings advisors, drawn from each department. At the option (V-0-V) terton’s two greatest apologetic works, Orthodoxy and of the directors, this thesis may be presented and dis- With consent of instructor and approval of depart- The Everlasting Man. cussed in an informal colloquium consisting of the ment, advanced students are permitted to take a other students in the joint major. PHIL 43812. Divine Providence tutorial with a faculty member. Readings will be (3-0-3) assigned in a particular area and writing assignments The remaining courses in the joint major will be at An examination of the view of providence offered required. the discretion of the student. Normally taken at the by the proponents of middle knowledge, and the 40000 level, there should be an equal distribution in objections raised against this Molinist view by both PHIL 46498. Directed Readings the electives between theology and philosophy. How- Thomists and contemporary analytic philosophers. (V-0-V) ever, students who wish may devote up to six hours With consent of instructor and approval of depart- within the joint major to additional language work. PHIL 43901. Philosophy of Mind ment, advanced students are permitted to take a These hours may add to the classical language previ- (3-0-3) tutorial with a faculty member. Readings will be ously studied, or used to begin another language of Dualist and reductionist emphases in recent analyses assigned in a particular area and writing assignments significance for philosophical and theological work. of mind. Topics covered will include identity of required. 204

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The joint major differs from a first major in one Program of Studies. The political science major discipline and a supplementary major in the other Political Science combines breadth and depth, helping students de- in that the latter requires 55 credit hours, whereas Chair: velop a general foundation for the study of politics the joint major requires 60. Furthermore, the joint Rodney Hero (on leave 2005–06) and offering opportunities to explore particular major calls for language instruction beyond what Acting Chair (2005–06): areas of interest. Courses give students both a strong the University requires for all undergraduates. L. John Roos knowledge base and facility with the tools of political Finally, the joint seminars should prove especially Director of Graduate Studies: analysis. The department offers a substantial number challenging, inviting students to explore important Ben Radcliff of courses in all four fields of the discipline—Ameri- topics in an interdisciplinary way. These features Director of Undergraduate Studies: can politics, international relations, comparative should make the joint major particularly attractive to Anthony Messina politics, and political theory—covering a range of students preparing for advanced study. Packey J. Dee Professor of Political Science: topics and analytical perspectives. The major can prepare students for a wide variety of vocations. Requirements in Philosophy: Fred R. Dallmayr Hellen Kellogg Professor of International Studies: After graduation, many students go to law school or PHIL 10101 or 20201, and 20000-level course Guillermo O’Donnell graduate school, or work for service organizations, (University-required courses; a higher-level course Joseph and Elizabeth Robbie Professor of Political government, or business. may be substituted for the latter). Science: Requirements. The major requires a minimum of Donald P. Kommers PHIL 30301 and 30302. History of Philosophy I ten courses: Helen Conley Professor of Political Science: and II. Scott Mainwaring •Four breadth requirements, consisting of a course in PHIL 30313. Formal Logic. William M. Scholl Professor of International Affairs: each of the four fields of political science: American A. James McAdams politics, international relations, comparative politics, Requirements in Theology: Nancy Reeves Dreux Professor of Political Science: and political theory. Two of these must be introduc- THEO 10001 or 20001 and 20000-level course Catherine Zuckert tory courses. The other two can be introductory (University-required courses). Nancy Reeves Dreux Professor of Political Science: courses or intermediate-level courses. Michael P. Zuckert •Four intermediate-level courses. Students may spe- THEO 40201 and 40202. Christian Traditions I Packey J. Dee Professor of Political Science: cialize in one field or take courses in a combination and II. Rodney Hero (on leave 2005–06) of fields that suits their interests. THEO 40101or 43101. Upper-division scripture Packey J. Dee Associate Professor of Political Science: course. Christina Wolbrecht •Two writing seminars Thomas J. and Robert T. Rolfs Assistant Professor of Plus: Political Science Honors Track. Students may graduate with departmental honors if they: Classical language (normally Greek)—two semesters. Eileen M. Botting Professors: •graduate with a cumulative and major grade point Joint seminar(s). Peri E. Arnold; Sotirios A. Barber; A.J. average of 3.55 or above. Senior thesis. Beitzinger (emeritus); George A. Brinkley (emeritus); Alan K. Dowty (emeritus); Michael •complete a senior thesis with a grade of B+ or 18 credit hours of electives (up to six of these may be J. Francis (emeritus); Edward A. Goerner higher. additional hours in language study). (emeritus); Rodney E. Hero (on leave 2005– •replace one of the four intermediate-level course 06); Vittorio G. Hösle (concurrent); Robert with an advanced course, such as an additional writ- Johansen; David C. Leege (emeritus); Gilburt ing seminar, a graduate course, or the research design D. Loescher (emeritus); George Lopez; Peter course. R. Moody; Walter Nicgorski (concurrent); Ben Radcliff; L. John Roos; Rev. Timothy R. Senior Thesis. Students with a grade point average Scully, CSC; A. Peter Walshe of 3.5 or above are encouraged to write a senior Associate Professors: thesis. This two-semester project involves working Ruth Abbey; Michael Coppedge; Andrew C. closely with a faculty supervisor, and offers the op- Gould; Frances Hagopian; Anthony Messina; portunity to explore more deeply and independently Daniel Philpott (on leave 2005–06) a research project of the student’s choice. Assistant Professors: Pi Sigma Alpha. Students who have taken a mini- Louis Ayala; David E. Campbell; Barbara mum of four political science courses, with a grade Connolly; Rev. Robert Dowd, CSC; John D. no lower than a B in their political science courses, Griffin; Alexandra Guisinger; Victoria Hui; and who have a cumulative grade point average of Theodore B. Ivanus (emeritus); Debra Jave- 3.55 or above are eligible to join Notre Dame’s chap- line; Mary Keys; Keir Lieber; Daniel A. Lind- ter of Pi Sigma Alpha, the national honor society for ley III (on leave 2005–06); David Nickerson; political science majors. David Singer; Naunihal Singh; Alvin B. Tillery (on leave fall 2005); Christopher Welna Course Descriptions: The following course descrip- (concurrent) tions give the number and title of each course. Associate Professional Specialists: Lecture hours per week, laboratory or tutorial hours Carolina Arroyo; Joshua B. Kaplan; Rev. per week, and credit hours per semester are included William Lies, CSC (concurrent) in parentheses. Assistant Professional Specialist: Luc Reydams 205

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Courses in the First Year of Studies colonialism, Leninism, and liberal democracy. This tutional and constitutional framework of American introductory course fulfils the comparative politics politics and identifies the key ideas needed to under- POLS 10100. Introduction to American Politics breadth requirement for the political science major. stand the subject and develop a basis for evaluating (3-0-3) American politics today. This introductory course Corequisite(s): POLS 22100 POLS 10600. Political Theory fulfills the American politics breadth requirement for This course surveys the basic institutions and (3-0-3) the political science major. practices of American politics. It examines the insti- Corequisite(s): POLS 22600 tutional and constitutional framework of American This course is an introduction to political theory as a POLS 20200. International Relations politics and identifies the key ideas needed to under- tradition of discourse and as a way of thinking about (3-0-3) Lavallee, Lieber stand the subject and develop a basis for evaluating politics. The course surveys selected works of politi- This course provides students with an understand- American politics today. This introductory course cal theory and explores some of the recurring themes ing of historical and current events in world politics. fulfills the American politics breadth requirement for and questions that political theory addresses. This in- As such, the course has three central objectives: to the political science major. troductory course fulfils the political theory breadth introduce various theoretical frameworks for analyz- requirement for the political science major. ing international political and economic events, to POLS 10195. The Public Sphere and Public provide an overview of substantive topics in interna- Spaces (3-0-3) POLS 12400. Introduction to Comparative tional relations, and to supply a basic understanding Politics How do political theorists distinguish between the of contemporary international events. We explore (0-0-0) substantive issues such as cooperation and conflict public and the private? Which distinctive activities Corequisite(s): POLS 10400 take place in the public sphere? What are the effects in international relations, the causes of war, nuclear Discussion section for corequisite Comparative proliferation, regional free trade agreements, the on contemporary society if the public sphere is lost Politics. or radically diminished or changed? This course will causes and effects of economic globalization, and the role of international law and institutions. This examine a number of different ways that modern POLS 13105. Introduction to Globalization and and contemporary political theorists have conceptu- introductory course fulfills the international relations International Studies breadth requirement for the political science major. alized the public sphere. We will seek to apply our (3-0-3) theoretical understandings of the public sphere to This course has two purposes. First, it will examine illuminate the political and philosophical issues em- POLS 20400. Comparative Government the economic, political, and cultural impacts of easy (3-0-3) Gould bedded in how public spaces are constructed in the movement of money, goods, and people that are Corequisite(s): POLS 22400 United States, using the New Urbanism movement collectively known today as “globalization.” The This course teaches students how to think compara- in particular. This course is for students in the Arts course will consider the “pros” and “cons” of the tively about politics. We study how nation-states and Letters Honors program. roles played by the institutions that enforce growing emerged as the dominant form of political organiza- financial trade intergration and the international tion, explain the differences among various states, POLS 10200. Introduction to International promotion by governments and transnational activ- and explore diverse responses to economic, cultural, Relations ists of democracy and human rights. It will also (3-0-3) Thompson and military globalization. The empirical material highlight the cultural reactions to globalization, is drawn from around the globe.This introductory Corequisite(s): POLS 22200 including the resurgence of ethnic identities and reli- This course provides students with an understand- course fulfills the comparative politics breadth re- gious fundamentalism. A second purpose is to intro- quirement for the political science major. ing of historical and current events in world politics. duce the educational opportunities at Notre Dame As such, the course has three central objectives: to in international studies and international career introduce various theoretical frameworks for analyz- POLS 20600. Political Theory options. Representatives of regional study programs (3-0-3) Roos ing international political and economic events, to and foreign languages, the Study Abroad Office, provide an overview of substantive topics in interna- Corequisite(s): POLS 22600 and several international institutes and the Center This course is an introduction to political theory as a tional relations, and to supply a basic understanding for Social Concerns will visit the class to explain of contemporary international events. We explore tradition of discourse and as a way of thinking about the requirements for various undergraduate majors politics. The course surveys selected works of politi- substantive issues such as cooperation and conflict and minors and study abroad programs, as well as in international relations, the causes of war, nuclear cal theory and explores some of the recurring themes international internship and research opportunities and questions that political theory addresses. This in- proliferation, regional free trade agreements, the for undergraduates. Visits by career professionals in causes and effects of economic globalization, and the troductory course fulfils the political theory breadth international diplomacy, journalism, human rights, requirement for the political science major. role of international law and institutions. Discussion and business will also be arranged. sections use historical case studies and current events to illustrate concepts introduced in lectures. This POLS 22100. American Government POLS 13181. University Seminar: Women in Discussion introductory course fulfills the international relations American Political Thought (0-0-0) breadth requirement for the political science major. (3-0-3) Corequisite(s): POLS 20100 A seminar for first-year students devoted to an intro- Discussion section for corequisite American Intro- POLS 10400. Comparative Government ductory topic in political science in which writing duction to Government. (3-0-3) McAdams skills are stressed. It will fulfill an Arts and Letters so- Corequisite(s): POLS 12400 cial science requirement, but does not count toward POLS 22200. International Relations This course is a general introduction to the major the political science major. Discussion political institutions and conflicts that shape our (0-0-0) Introductory Courses world today. Rather than focusing on any particu- Corequisite(s): POLS 20200 lar country or time period, we will use a shocking POLS 20100. Introduction to American Discussion section for corequisite International event—the birth of the modern nation-state—to Government Relations. organize our thinking about a diverse range of politi- (3-0-3) Campbell, Wolbrecht cal movements and ideologies, including feudalism, Corequisite(s): POLS 22100 This course surveys the basic institutions and practices of American politics. It examines the insti- 206

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POLS 22400. Comparative Government POLS 30010. American Political Parties electoral analysis; the history of recent electoral poli- Discussion (3-0-3) tics; the nature of political participation, especially (0-0-0) Prerequisite(s): See online Course Catalog for details. the rationality of voting turnout and non-electoral Corequisite(s): POLS 20400 Political parties play many vital roles in American specialization; party identification and opinions, Discussion section for corequisite Comparative politics: They educate potential voters about political attitudes, and ideology; social groups and cultural Government. processes, policy issues, and civic duties. They mobi- identities; mass media and image campaigns; and lize citizens into political activity and involvement. differences between presidential and congressional POLS 22600. Theory Discussion They provide vital information about public debates. elections. (0-0-0) They control the choices—candidates and platforms Corequisite(s): POLS 20600 that voters face at the ballot box. They influence POLS 30035. Race/Ethnicity and American Discussion section for corequisite Political Theory. and organize the activities of government officials. Politics Most importantly, by providing a link between (3-0-3) POLS 23101. College Seminar government and the governed, they are a central This course introduces students to the dynamics of (3-0-3) Dowd mechanism of representation. These roles—how well the social and historical construction of race and eth- History is replete with people who understood, they are performed, what bias exists, how they shape nicity in American political life. The course explores misunderstood, accurately estimated, over-estimated outcomes, how they have changed over time—have the following core questions: What are race and and under-estimated their own power, the power of consequences for the working of the American politi- ethnicity? What are the best ways to think about the an opponent, the power of their own nation or state, cal system. impact of race and ethnicity on American citizens? the power of another state, or the power of non-state What is the history of racial and ethnic formation in actors. In this seminar, we explore the concept of POLS 30025. Interest Groups Politics American political life? How do race and ethnicity power and its increase and the decrease. The ques- (3-0-3) link up with other identities animating political actions we will explore are questions at the intersection Prerequisite(s): See online Course Catalog for details. tions like gender and class? What role do American of the humanities, the social sciences and the fine Interest groups have long been considered central to political institutions the Congress, presidency, judi- arts. We will address the following questions: (1) an understanding of the working of American poli- ciary, state and local governments, etc. play in con- What is power? (2) How and why do individuals, tics. As mediating institutions, interest groups sit at structing and maintaining these identity categories? organizations, government, and states become more the intersection between the public and the political Can these institutions ever be used to overcome the powerful, preserve power, and lose power? (3) In decision makers who govern them. Examining if and points of division in American society? what ways and how effectively have the fine arts been how interest groups facilitate effective representation used to promote, perpetuate, and challenge power? thus tells us a great deal about the functioning and POLS 30040. Introduction to Public Policy (4) What constitutes the “proper” exercise of power? quality of American democracy. In this course, we (3-0-3) Ayala We will draw on classic texts and more modern texts will consider the historical development of inter- Prerequisite(s): See online Course Catalog for details. in discussions devoted to exploring the destructive est group politics, the current shape of the interest The objective of this course is to introduce stu- hazards and the creative opportunities for those con- group universe, potential bias in representation and dents to the process of public policy formation in sidered to be in positions of power. function, membership and group maintenance, strat- American politics. The course will be divided into three parts. The first section will encompass a brief American Politics egies and tactics, and above all, the influence and role of interest groups on democratic policy making review of some of the more important mechanisms POLS 30001. Presidential Leadership and practice in the United States. We will explore of American politics that affect the legislative process (3-0-3) broad theoretical issues, grounded in substantive (political participation, interest groups, congressional Prerequisite(s): See online Course Catalog for details. cases from the current and historic experience of elections, etc.). We will then engage in a general re- This course examines the role of the presidency American group politics. view of how such factors have affected the direction in the American regime and its change over time. and tone of federal public policy over the past 30 Particular attention will be given to expectations POLS 30030. Political Participation years. The final two sections of the course will be de- about presidential leadership through the course of (3-0-3) voted to detailed analysis of two public policy areas American political history. Beginning with questions Prerequisite(s): See online Course Catalog for details. of particular interest to younger voters: education re- about the original design and role of the presidency, This course is intended to explore some of the causes form and drug laws. Building on the earlier readings the course turns to consideration of the role of lead- of citizens’ differentiated rates of political participa- and the analytical tools developed, we will examine ership styles for change and continuity in American tion in American politics, as well as the impact that the current debates and prospects for reform in these politics. Finally, cases of presidential leadership are this has on the representational relationship between policy areas, with an eye toward understanding the studied to comprehend the way leadership and po- constituents and legislators. We will begin with a political realities of public policy formation. litical context interact. theoretical overview of some of the unique aspects of our representational system. Next, we will analyze POLS 30045. The State of the American POLS 30005. The American Congress the factors that influence the formation of individu- States (3-0-3) als’ political preferences, and their propensity to un- (3-0-3) Prerequisite(s): See online Course Catalog for details. dertake various forms of political participation. Then This course provides a “critical” and comprehensive This class will expose the student to the practical we will turn to an analysis of the formation and uses examination of politics in the states of the US, and workings of the US Congress, some major theories of public opinion. Finally, the class will investigate does so by analyzing topics from several theoretical attempting to explain those workings, and some of the consequences of using institutional reforms perspectives. States are major policymakers concern- the methods and materials needed to do research on geared toward “direct democracy” to increase politi- ing such central public policies as education, welfare, Congress. It will place the study of Congress in the cal participation and/or the weight of public opinion and criminal justice, among a host of others. There is context of democratic theory, and in particular the on the legislative process. tremendous variation, yet, at the same time, there are problem of the way in which the institution across similarities between and among the 50 states in their time grapples with the problem of the common POLS 30031. American Voting and Elections political processes and governmental institutions as good. (3-0-3) well as in their public policy concerns and outcomes. This course will examine voting and opinions, and The focus of the course is on understanding why the the linkage between political leaders and the mass states vary as they do and the consequences of that public. Possible topics include an introduction to variation for such core American values as democracy 207

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and equality, and how states have different concep- POLS 30142. Unequal America POLS 40040. Public Policy and Bureaucracy tualizations, or different visions or versions, of those (3-0-3) Carbonaro (3-0-3) core values. Although America is world’s richest nation, it has Prerequisite(s): See online Course Catalog for details. the most unequal distribution of wealth and income This course explores the process, substance, and POLS 30060. Constitutional Law in the industrialized world. In this course, we will efficacy of public policymaking and policy imple- (3-0-3) Kommers examine why this is so. In particular, we will examine mentation in the United States. We begin by asking: This course examines the main principles of Ameri- the following questions: What social forces create Why do some problems become public issues while can Constitutional law, the process of constitutional inequality in society? Is inequality inevitable? Is there others do not? Attention is given to how government interpretation, and the role of the Supreme Court such a thing as “social class”? Who gets ahead and identifies problems and formulates policies meant to in the American political system. Topics covered are why? Why is race/ethnicity and gender still related address them. Then we ask, once formulated, how presidential war powers, congressional-executive rela- to social status, wealth, and income? Does America policies are implemented. The course will examine tions, free speech, church-state relations, the right to have a “ruling elite?” Who are “the poor” and what government’s “menu” of options for policy imple- life (abortion, right to die, and death penalty), race explains their poverty? Are there social policies that mentation. Student research papers will focus on the and gender discrimination, and the American federal can create more equality in American society—and is evolution over time of a specific policy, examining system. A good deal of attention is given over to that what Americans really want? how that policy’s implementation affected its impact. recent personnel changes on the Supreme Court and the extent to which these changes are reflected in the POLS 40005. The Development of American POLS 40044. Domestic Sources of American court’s opinions. A background in American national Political Institutions Foreign Policy government is desirable. (3-0-3) (3-0-3) Lavallee The US Constitution has remained essentially intact Prerequisite(s): See online Course Catalog for details. POLS 30132. Catholicism in Contemporary since 1787, yet contemporary political institutions This course provides students with the analytical America and practices would hardly be recognizable to a tools to understand and critically analyze the impact (3-0-3) citizen of the 19th century. Thus, the history of our of domestic actors within the US foreign policy deci- This course offers a sociological overview of the political institutions is one of change and reform, sion-making process. This course examines the roles Roman Catholic Church in the United States since as well as stability and persistence. This course will of the President, Congress, the bureaucracy, public World War II. Recent trends will be examined at the focus on the development of the US political system opinion, interest groups, the media and other sources societal, organization, and individual levels of analy- from the late 18th to the early 20th century. Of par- of influence on the foreign policymaking process sis. Topics include: the involvement of the Church in ticular interest will be the evolution of the legislative, and its outcomes. Particular emphasis is given to the public life, the causes and consequences of the priest executive, and electoral institutions. study of domestic foreign policy actors through the shortage, and increasing individualism and personal- use of case studies as a qualitative tool of political sci- ism among lay Catholics. POLS 40021. Religion and Politics ence research. This course is designed to give the stu- (3-0-3) dent a sense of real-world involvement in American POLS 30141. Science Policy and Politics An examination of the linkage among religious foreign policy making by means of various exercises (3-0-3) beliefs, world views, group identifications, political involving active student participation, especially case This class will meet in seminar format. We will ex- attitudes and behavior, based on literature in political memos, simulations, and case discussions. amine the general process for science policy making science, sociology, psychology, and theology. Topics and emphasize the role played by politics in several include the meaning and measurement of religios- POLS 40061. Constitutional Interpretation specific science programs such as the space program ity; religious and anti-religious values embedded in (3-0-3) and the Human Genome Project. The first part of American political institutions; religious world views Prerequisite(s): See online Course Catalog for details. the seminar will be devoted to an overview of science and political philosophy; cue giving and political Americans have always debated Supreme Court policy in the US, to provide students with a ground- mobilization by religious groups, denominational opinions on specific constitutional questions involving in how science has generally been undertaken by traditions, partisanship and issue positions; religious ing the powers of government and the rights of indi- the federal government up until World War II. We movements, social conflict, and political coalitions. viduals and minorities. The leading objective of this will also examine the role of both the executive and course is to acquaint students with the basic issues of legislative branches of government in supporting POLS 40025. Schools and Democracy constitutional interpretation and to show how they science and identify interest groups which have been (3-0-3) Campbell influence questions involving constitutional rights influential in shaping science policy. The final por- Education sits high on the public policy agenda. and powers and the scope of judicial review. tion of the course will require students to undertake We are living in an era of innovations in education an actual exercise in budget allocation, based on policy, with heated discussion surrounding issues POLS 40062. Judicial Politics budget figures for various science programs in the such as vouchers, charter schools, and the No Child (3-0-3) federal government. The readings for the class will Left Behind Act. This course introduces students to This course examines the effect of the legal system consist of excerpts from several books about science the arguments for and against these and other edu- on American politics, government, and society. policy and politics, federal budget documents, and cational innovations, and does so through the lens We begin by reviewing the institutions, actors, potentially transcripts of congressional committee of how schools affect the civic health of the nation. and processes of the legal system, focusing on the hearings. There will also be at least one additional Often forgotten amidst debates over school choice institutional and individual influences on judicial class meeting outside of the regularly scheduled time and standardized testing is the fact that America’s decision-making. In the second part of the semester, to view the filmThe Right Stuff. Students will be schools have a civic mandate to teach young people we closely analyze the political consequences of legal evaluated on the basis of one essay exam, one presen- how to be engaged citizens. Students in this course decisions in areas such as criminal law, race and tation, a group project (the budget exercise), and one will grapple with the civic implications of America’s education-including desegregation, school finance, research paper. Class participation will also be evalu- educational landscape, and have an opportunity to and school choice-abortion, the death penalty, and ated toward the final grade. propose ways to improve the civic education pro- homosexual rights. We conclude by evaluating the vided to young people. extent to which courts can and should be expected to bring about social and political change. 208

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POLS 40064. Race and the Constitution of hatred and violence in most societies, civil war is POLS 30228. Terrorism, Peace, Other (3-0-3) Zuckert a comparatively rare occurrence. In particular, civil Inconsistencies This course will cover the decisions of the Su- wars rarely happen in the highly developed countries (3-0-3) Lopez preme Court in the area of race relations, from the of the world. Why not? Is civil peace the result of de- This course examines the roots and sustaining condi- 19th-century problem of fugitive slaves to current mocracy, wealth, urbanization, equality, or the power tions of contemporary terrorism, as well as diverse problems involving school desegregation, affirma- of the state (among other possible causes)? Second, counter-terrorism measures and policy prescriptions tive action, and “private” acts of race discrimination. recent scholarship has highlighted the importance for the US and for the international community. We Class will focus not only on court cases but also of ethno-national motivations in contemporary civil then address what challenges both the causes and the on the broader constitutional and philosophical wars. We will ask whether ethnic violence is a dis- cures for terror pose to those who take seriously the implications. tinct category, unlike violence motivated by ideology, creation of a world with less war and violence and or if instead processes of violence have a common greater cooperation among rivals. International Relations logic across different types of cleavage and motiva- POLS 30201. US Foreign Policy tion. Third, in civil wars, violence does not happen POLS 30234. Problems of International (3-0-3) everywhere in the same form and with the same Relations Prerequisite(s): See online Course Catalog for details. intensity. For instance, civil war sometimes involves (3-0-3) The United States is the most powerful state in the the indiscriminate massacre of civilians; sometimes it This course looks at a series of issues important to world today. Its actions are important not just for does not. In this course, we will attempt to account understanding international events. US citizens, but they also affect whether others go to for the specific micro-level patterns of violence that war, whether they will win their wars, whether they arise in civil war contexts. POLS 30240. International Organizations receive economic aid, whether they will go broke, or (3-0-3) Reydams This course exams governance in international rela- whether they will starve. What determines US for- POLS 30220. International Law eign policy? What is the national interest? When do (3-0-3) tions, including both formal and informal institu- we go to war? Would you send US soldiers into war? This course introduces the student to the sources, tions, and the functioning of organizations such If so, into which wars and for what reasons? How do the subjects, and the institutions of the international as the United Nations, International Monetary our economic policies affect others? Does trade help legal order. Substantive international law is discussed Fund, World Trade Organization, European Union, or hurt the US economy and its citizens? We first on the basis of cases. Time is also made for discussing and multilateral development banks. Students will study several theories about foreign policy. We then current issues, e.g., the docket of the International conduct research on topics including peacekeeping examine the US foreign policy process, including the Court of Justice, the ad hoc UN International Crim- and humanitarian intervention, political conflicts President, Congress, the bureaucracy, the media, and inal Tribunals for the former Yugoslavia and Rwanda, surrounding trade liberalization, and assessment of public opinion. To see how this all works, we turn to and the International Criminal Court, and the Iraqi economic development programs. the history of US foreign policy, from Washington’s question before the UN Security Council. farewell address through the World Wars and the POLS 30241. NGOs in International Relation (3-0-3) Cold War to the Gulf War. We then study several POLS 30225. United Nations and Global Prerequisite(s): See online Course Catalog for details. major issue areas, including weapons of mass de- Society This course examines the role that non-governmen- struction, trade and economics, and the environ- (3-0-3) tal organizations (NGOs) play in international rela- ment. Finally, we develop and debate forecasts and Prerequisite(s): See online Course Catalog for details. tions. Since the end of World War II, international strategies for the future. This course explores the United Nations’ responsibility for maintaining international peace and security; relations scholarship has been dominated by theories that assume privacy of the state. However, in the POLS 30202. War and the Nation-State the reasons for its successes and failures in peace- (3-0-3) keeping, enforcement, and peacebuilding in recent last 20 years, non-state actors have grown in num- Prerequisite(s): See online Course Catalog for details. cases; the international legal basis for humanitarian ber, size, and influence. We will analyze the impact This course will examine the phenomenon of war intervention and for preventing crimes against the that this development has had on both traditional in its broader political, social, and economic context peace, war crimes, crimes against humanity and approaches to international relations as well as since the emergence of the modern nation-state. other gross violations of human rights; and the empirical problems associated with the prominence The general themes of the course include the impact ethical challenges posed for people seeking to be of NGOs in IR. The first half of the course will of nationalism, democratization, industrialization, good citizens both of their nation and of the world. analyze several competing theoretical approaches to military professionalization, the nuclear revolution, Students evaluate ways to strengthen the role of NGOs, while the second half of the course will focus and the information and communication revolution international law and organization in preventing war on empirical topics and contemporary case stud- on the development of warfare and the state. Particu- and terrorism while addressing ethical issues related ies that highlight the efforts of NGOs to influence lar historical emphasis will be placed on exploring to international peace and security. state behavior. Topics covered include: the origins the causes and conduct of World War I and World of NGOs, NGOs as interest groups, transitional War II. POLS 30227. Conflict Resolution: Theory and advocacy networks, epistemic communities, global- Practice ization, human rights, the environment, the United POLS 30206. Civil Wars in the Twentieth (3-0-3) Nations, access to international negotiations, and the Century This course has two fundamental aims: to acquaint effectiveness of NGOs in altering state behavior.This (3-0-3) students with the broad array of social conflict course exams governance in international relations, Prerequisite(s): See online Course Catalog for details. theory that exists in the social sciences as it relates to including both formal and informal institutions, and In the second half of the 20th century, civil war our ability to manage conflict, ranging from the in- the functioning of organizations such as the United replaced interstate war as the dominant form of mass terpersonal to the international arenas; and to teach Nations, International Monetary Fund, World Trade violence around the globe. Given the centrality of basic skills of conflict resolution in low and high Organization, European Union, and multilateral war to the study of international relations, and the level disputes. Thus, the course demands substantial development banks. Students will conduct research declining incidence of interstate war, contemporary reading as well as participation in simulation and on topics, including peacekeeping and humanitarian IR scholarship is increasingly focusing on an un- training exercises. intervention, political conflicts surrounding trade derstanding of the causes of civil war and peace. In liberalization, and assessment of economic develop- this course, we will address three central questions ment programs. in the study of civil war. First, despite the existence 209

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POLS 30260. International Political Economy overview of several theoretical approaches to and the issues of the conflict will be analyzed in depth with (3-0-3) Singer empirical issues in today’s global economy. The first the help of current periodical and electronic sources. Prerequisite(s): See online Course Catalog for details. half of the course focuses on contending theories Classes will include a mixture of lectures, video, and This course examines the interaction of politics and of globalization, while the second half of the course role-playing. There will be a midterm exam and a economics in the international arena. We begin with deals with more substantive issues. Empirical topics short policy paper. a brief historical exploration of the international discussed include labor inequality, capital mobility, political economy, and introduce four analytical democratization, international institutions, regional POLS 30292. US-Latin American Relations perspectives on state behavior and international trading blocs, the environment, human rights, and (3-0-3) Hagopian outcomes. Topics include trade policy, foreign state sovereignty. The primary goal of the course is to understand direct investment and multinational corporations, the basis for the political, economic, and security international capital flows, exchange rate regimes POLS 30280. International Relations in East relations of Latin American states with the United and currency unions (including European Monetary Asia States. The course begins with a theoretical and Union), financial crises, and the fight against money (3-0-3) historical examination of the competing perspectives laundering and terrorist financing. This course explores the interactions of the states and on what determines United States policy toward societies in the East Asian region, focusing mainly Latin America: its normative ideals, its security POLS 30264. International Environmental on the relationships of China and Japan, their interests, or its economic interests. It then takes up Politics interactions with each other and with the outside several enduring themes in US-Latin American rela- (3-0-3) Connolly “Asian” powers, the United States, and Russia (Soviet tions, including the response of the United States Prerequisite(s): See online Course Catalog for details. Union). The first set of class discussions examines to dictatorships, expropriations of United States- This course surveys the major actors (states, NGOs, the China-centered system in East Asia prior to the owned property, revolution, and efforts to promote scientists, IOs, consumers, corporations) and issues intrusion of the new world system carried by West- development, democracy, and human rights. Next, relating to global and regional environmental prob- ern imperialism. The course then turns to a discus- it considers the relations of several Latin American lems. We consider issues such as ozone depletion, sion of this western impact: the colonization of most states with each other and the United States from the deforestation, climate change, biodiversity, acid rain, of the Southeast Asian societies, the reduction of Latin American point of view, with special attention water supply, nuclear power safety, and more. We China to a “semi-colony” and the subsequent process to the foreign policies of Cuba and Mexico. Finally, study the range of political mechanisms that have of revolution, both nationalist and communist, in it examines several new issues in US-Latin American been used to foster international environmental that country, Japan ‘s turn to “defensive moderniza- relations, including regional free trade agreements cooperation and ask how existing political solutions tion” and its own imperialism to ward off the West and trade policy, the environment, migration, and have fared in response to some of the major interna- and claim status as a great power on a par with the drugs, in a post Cold-War environment. tional environmental problems. We will develop a Western countries. sense of what works for international environmental POLS 30328. Global Issues and the United protection and what does not, in order to assess how POLS 30285. International Relations of Latin Nations policymakers might devise effective responses to cur- America (3-0-3) Smith rent and future environmental problems. (3-0-3) This course is designed to increase students’ under- This course is based on the commonly accepted as- standings of contemporary global problems and the POLS 30265. Politics of Globalization sumption from theories of political realism that the ways the international community addresses these (3-0-3) United States successfully has exercised hegemony through institutions like the United Nations. The This course analyzes the emerging world order and over the Western Hemisphere since the beginning of course will cover the history, structure, and opera- US foreign policy at the end of the Cold War. After the 20th century. The first topic to be considered is tions of the United Nations and is designed to intro- a brief examination of the end of the Cold War, it what tactics were used to consolidate that hegemony duce students to the variety of interests, goals, and discusses a number of underlying causes for various and how the “face of hegemony” evolved during the perspectives that different nations and social groups global problems, including colonization, state failure, 1900s up until the present day. This will involve an bring to this global political forum. We will examine political domination, poverty, and civilizational dif- examination of the history of hemispheric relations major global issues that are being discussed in inter- ferences. The course samples some vexing problems with an emphasis on the political, economic, and national organizations, and extensive attention will on the ground such as ethnic identity and violence, cultural aspects of Washington’s strategy. The exami- be paid to how civil society groups use the United religion and violence, humanitarian crises and nation assumes that great powers attempt to control Nations to promote social change. A major aim of humanitarian intervention, conflict resolution, post- the the behavior of less powerful countries in their the course is to encourage students’ ongoing partici- conflict reconstruction, and transnational and tran- sphere of influence, and one should not be surprised pation in public discussions and debates about global sitional justice, and addresses various foreign policy to find such a situation. The second half of the se- problems. Among the issues that will be covered are: questions that have become amplified by the war on mester deals with some discrete situations or issues peace and international security, economic develop- Iraq, including international terrorism, rogue states, within the hemisphere: economic integration efforts ment, human rights, and environmental protection. weapons of mass destruction, American primacy, such as NAFTA, CAFTA, and MERCOSUR; the democracy promotion, constitutional engineering, role of petroleum (particularly as regards Venezuela); POLS 30333. Human Rights Environment and the democratic peace and the perils of illiberal and the drug issue; developments relating to the US- Development in South Asia unconsolidated democracies. Mexican border; the long-standing Castro regime in (3-0-3) Qazilbash Cuba; and the foreign policies of individual Latin The course with the help of real world cases will POLS 30266. Political Economic Globalization American countries (particularly Brazil and Mexico). identify that the issues of development, human (3-0-3) There will be two written examinations, plus a final rights, and the protection of the environment are This course examines the intersection of politics one, and one paper and/or class presentation. of great importance to all of human society. They and economics in an increasingly global world. Eco- assume critical importance in South Asian countries nomic interdependence has increased dramatically POLS 30291. Arab-Israeli Conflict where the issues are intricately linked to complex over the past 50 years. While this has raised living (3-0-3) Dowty sociopolitical and economic factors. At first glance, standards in many countries, it has also given rise to This course tracks the Arab-Israeli conflict from development would appear to be instrumental, the new social, economic, and political tensions. This its origins in the late 19th century to the present, prime vehicle for promoting the realization of hu- course offers an analytical framework for evaluating making special use of primary sources that express man rights , in particular economic rights such as the consequences of globalization and provides an differing perspectives in their full intensity. Current 210

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the right to an adequate standard of living, the right lonial rule, some created by today’s globalization , Africa. This includes case studies of political orga- to work, the right to social security, right to educa- and some common to all developing countries. this nizations, ideologies and government institutions in tion, the right to food and to the right to housing. course examines to several Latin American countries Ghana, Nigeria, and Tanzania. Environmental preservation and rehabilitation also have responded to the most important of these chal- should be achieved through development. It is a sad lenges: How to build a state that can maintain order POLS 30454. Democratic Regimes fact, however, that the development projects in the at home and stay at peace with its neighbors, how to (3-0-3) South Asian countries have overtaken poverty as form legitimate governments that can pass needed This course addresses two questions: “Why is there the single largest cause of human rights violations laws, how to ensure that citizens have political rights so much conflict in Africa?” and “Why is Africa and environmental degradation. Many development and a say in the political process, how to promote still so poor?” A variety of different explanations projects that should have brought well-being to local industrialization and economic growth, and how are considered, including pre-colonial and colonial populations have in fact brought violations of hu- to achieve a more equal distribution of wealth and legacies, ethnic heterogeneity, poor leadership, the man rights and environmental degradation. ensure that basic human needs are met. character of African institutions, and international factors. Students will consider the nature of Africa’s POLS 30335. Understanding Change in POLS 30413. Current Events of Latin America challenges, what conditions distinguish Africa’s suc- International Politics (3-0-3) cesses from its failures, and what can be realistically (3-0-3) This course analyzes the main challenges that Latin accomplished in the future. The end of the Cold War and the beginning of the America has tackled for the past few years. After third millennium have sparked debates about change introducing students to some basic concepts and POLS 30456. Democracy, Development and in international politics. This course takes a theoreti- contextual information on the region, the course Conflict in Africa cal and historical approach to address this question. explores the various social, economic, and political (3-0-3) Singh It first analyzes competing theoretical perspectives events that Latin American countries have con- This course surveys African politics through the in IR, such as classical Realism (Morgenthau), fronted as well as the different ways in which they lense of the the “big themes” in comparative poli- structural Realism (Waltz and Gilpin), neoclassical have responded to these challenges. The course also tics— Democratization, Economic Development, Realism (Schweller), subaltern Realism (Ayoob), incorporates an analysis of some of the “unsolved” is- and Internal Conflict. Each theme is approached Liberalism (Doyle), and Constructivism (Wendt). sues of the region, such as environmental protection through both broad theories and specific case stud- The discussion focuses on various understandings of and sustainable development, gender quality, and ies, so that students will learn about Africa in general international politics and the possibility for transfor- ethnic minority rights. and concrete ways. Students will consider the nature mation. The course then examines major forces that of Africa’s challenges, what conditions distinguish have powerfully shaped international politics, includ- POLS 30420. Building the European Union Africa’s successes from its failures, and what can be ing international trade and capitalism, international (3-0-3) Messina realistically accomplished in the future. norms and regimes, and democratization in domestic This undergraduate lecture course introduces the politics. contemporary project for greater economic, political, POLS 30465. Chinese Politics and security integration among the current fifteen (3-0-3) Moody POLS 30380. Latin American Images of US members of the European Union within its appro- Study of the contemporary Chinese political system (3-0-3) priate historical context, its current economic and and process in the light of Chinese history and Drawing upon a wide variety of sources-novels, es- political setting, and its projected future ambitions. culture. Some of the topics treated include the tradi- says, poems, travel literature, social science texts, The course is thus very much concerned with recent tional political order; the revolutionary movements; film, art, etc. this course is a survey Latin American events and important European events-in-the -mak- the rise of communism; Maoism and the rejection of views of North American society, customs, politics, ing, including the implementation of the Amsterdam Maoism; the political structure; leadership, person- and individual character, with a particular emphasis Treaty, the expansion of the membership of the Eu- alities, and power struggles; economic policy; social on US interventionism. ropean Union and EU-sponsored strategies to facili- policy and movements; problems of corruption and tate democratic transitions in Eastern Europe. instability; and prospects for democratic develop- Comparative Politics ment. There will be some attention to Taiwan and POLS 30401. Latin American Politics POLS 30451. Politics of Southern Africa Hong Kong as special Chinese societies. (3-0-3) (3-0-3) Walshe This course is an introduction to Latin American This course focuses on the key state of the re- POLS 30466. Political Movements in Asia politics. What are the major challenges facing Latin gion—the Republic of South Africa. After outlining (3-0-3) America in the new millennium? How are differ- the political history of apartheid, the phenomenon This course analyzes a wide range of political move- ent countries facing these challenges? What are the of Afrikaner nationalism, and the rise of African ments including nationalist and revolutionary move- origins of the current dilemmas and opportunities nationalism and the liberation movements, attention ments, guerrilla insurgencies, terrorist organizations, facing Latin America? This course is intended to turns to the country’s escalating turmoil of the 1980s democracy movements, and peace movements. The give students an understanding of the major politi- and resulting political transition in the 1990s. South Asian region encompasses China (including Taiwan, cal and development challenges that Latin America Africa’s political and economic prospects are also Tibet, Xinjiang, Hong Kong), Mongolia, North has faced in the mid-20th to early 21st century. The examined. The semester concludes with a survey of and South Koreas, Japan, the Philippines, Vietnam, course will survey the major theories and strategies the transitions that brought South Africa’s neighbor- Thailand, Cambodia, Burma, Malaysia, Indonesia, of economic industrialization and neo-liberalism, ing territories to independence, the destabilization India, Pakistan, Nepal, Afghanistan, and so on. To and it will consider questions of reform, revolution, strategies of the apartheid regime and United States understand various movements, we will study global authoritarianism, and democracy. Throughout the policy in that region. trends, human rights values, cultural differences, course we will use case studies focusing on specific religious doctrines, historical legacies, state-society countries and specific problems. POLS 30452. Politics of Tropical Africa relations, leadership skills, mobilization strategies, (3-0-3) and violent vs. nonviolent trajectories. In addition POLS 30403. Latin American Development Following an introduction to traditional political to analytical readings, we will also watch a series of and Politics institutions, the colonial inheritance and the rise of documentaries and read a number of prominent (3-0-3) Lies African nationalism, the course concentrates on the (auto-)biographies. Latin American countries face many challenges, current economic and political problems of tropical some inherited from Spanish and Portuguese co- 211

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POLS 30471. Nuts and Bolts of Russian POLS 30520. Building Democratic Institutions example, what our responses to September 11 tells us Politics in First-Wave Democracies about American nationalism. The main assignment (3-0-3) (3-0-3) will be a research paper on a topic chosen by each Prerequisite(s): See online Course Catalog for details. Elements of democratic regimes emerged long be- student. How are we to understand a return to the symbolism fore the regimes as such can be identified as being of Russian royalty by those who were communists minimally in place. Beginning with a brief discussion POLS 30588. International. Migration and and now claim to be democrats? The frequent of the essential features of democracies, the course Human Rights squabbles between president and parliament, includ- examines how and why such institutions emerged, (3-0-3) Bustamante ing the October 1993 shelling of the Parliament and the critical moments in which the actual transi- This course is an extension from the mini-course to Building? The high assassination rate for journalists, tions to the new democratic regimes occurred. The a full term, with a wider coverage of international bankers and police officers? This course focuses on course focuses on democratizations that took place migration experiences in the world with an emphasis the nuts and bolts of Russian politics, including the before the Second World War, and will examine key on human rights. It starts with a historical approach similarities and differences between Communist European and Latin American cases. to various immigration waves to the United States, Russia and the current Russian state. Familiarity with from the years of the Industrial Revolution to the Soviet politics is a crucial precondition to analysis of POLS 30522. Chile in Comparative present. It focuses on the current debate on the im- the modern political scene, so students first develop Perspective pact of the undocumented immigration from Mexi- an understanding of the nature of Bolshevik rule and (3-0-3) Valenzuela co and Central America, with a discussion of the gap its collapse. Students will learn about the Chilean political pro- between public perceptions and research findings. cess since the 1930s, with a special emphasis on the Differences between Mexico and the United States’ POLS 30514. Latin American Politics and period from 1964 to 2002. Students will analyze and migration policies, and its social and economic im- Economic Development discuss institutional, economic, social, and cultural plications, are discussed. The recent developments (3-0-3) changes that occurred during that period. Chilean within the context of the United Nations’ Commis- Prerequisite(s): See online Course Catalog for details. politics, economics, and sociology will be addressed sion of Human Rights on the relationship between During the past few decades, Latin America has from a historical perspective. migration and human rights are also covered. undergone deep political and economic change. The patterns of political polarization and the imple- POLS 30550. Islamic Societies of the Middle Political Theory mentation of import substitution industrialization East, Asia, and Africa: Religion, History, and POLS 30601. Ancient and Medieval Political models that characterized the region were altered by Politics Theory the emergence of bureaucratic authoritarian regimes. (3-0-3) (3-0-3) Keys From the 1980s on, Latin American nations sought This course is an introductory survey of the Islamic What is the meaning of justice and why should we to reinstall democracy and promote economic devel- societies of the Middle East, Asia, and Africa from care about it? Can politics ever perfectly establish opment, yet the paths they followed to those ends their origins to the present day. It will investigate the justice? Which forms of government are best for have been quite diverse, as have their achievements. history and expansion of Islam, both as a world re- human beings to live under, and why? What is the This course examines those divergent paths during ligion and civilization, from its birth in the Arabian political relevance of religion and philosophy, family the past four decades. After introducing students Peninsula in the seventh century to its subsequent and ethnicity, war and peace, nature and freedom, to some contextual information on the region, the spread to practically all corners of the globe, includ- law and right? What are the qualities of a good course will examine the different roads to democratic ing Europe and the Americas. We will use case citizen and political leader? How should relations breakdown, the emergence of authoritarian regimes, studies to examine how issues of religious and social among diverse political communities be conducted? and the contrasting paths to redemocratization and ethics, governance, economics, politics, gender, and This course introduces students to theoretical reflec- development. social relations have been interpreted and applied in tion on these and related questions through the a number of Islamic societies, such as in Afghanistan, study of some of the great works of ancient and POLS 30516. Colombia Politics: Drug Runners the Sudan, Egypt, and Iran. The course foregrounds medieval political thought. Readings will include (3-0-3) the complexities and diversity present in what we call writings of authors such as Thucydides, Plato, Aris- Prerequisite(s): See online Course Catalog for details. the Islamic world today. totle, Cicero, Augustine, Farabi, Maimonides, and In this course we examine the current crisis in Co- Aquinas. lumbia and its antecedents in detail, the US response POLS 30584. Welfare State in Comparative to it, and broader US-Colombian relations. In an Perspective POLS 30610. The Enlightenment and Its (3-0-3) effort to gain an important comparative perspective, Revolutions Prerequisite(s): See online Course Catalog for details. we also will examine the experiences of other coun- (3-0-3) This course will examine both the theory and the tries in the region with insurgency and paramilitary This course examines the political, social, economic, practice of the welfare state in industrial countries. movements, refugee and internal displacement crises, and intellectual revolutions that shaped the trajec- Our concern is to consider four fundamental ques- narcotics trafficking, and relations with the United tory of the age of Enlightenment from the late 17th tions: (1) What do governments do? (2) What States. This will be a writing-intensive, seminar-style to the late 18th century in Europe and America. We should governments do? (3) How do governments course. will study the political theories of Locke, Montes- decide? (4) Why do governments in different coun- quieu, Rousseau, Voltaire, Smith, Jefferson, Madi- tries pursue different policy strategies? We will look POLS 30518. Social Transformations and son, Hamilton, Kant, Burke, and Wollstonecraft, Democracy Chile intensively at all the major social security and welfare and how their ideas shaped the many revolutions of (3-0-3) programs in Europe and the United States. their time and the very meaning of the Enlighten- This course provides a comprehensive view of the ment itself. social, cultural, and political transformations that POLS 30587. Nationalism have taken place in Chile since 1990. These transfor- (3-0-3) Faeges POLS 30612. Nineteenth-Century Political mations have been effected by the consolidation of Nationalism embraces a type of identity, a form of Thought democracy and the rapid pace of economic growth politics, and a basis for organizing societies. This (3-0-3) and modernization in the country. The course draws course studies the origins, nature, and possible fu- The problem of 19th-century political thought can comparisons to the same processes that have oc- ture of nationalism, overall and in particular cases be described as follows: We want to believe in some- curred in recent years in Central and Eastern Europe. that will be determined by students’ interests—for thing outside ourselves, but we want it to be our 212

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own choice. After the French Revolution, universal POLS 30653. Politics and Conscience or radically diminished or changed? This course will liberty seemed possible, but the legitimacy of actual (3-0-3) Keys examine a number of different ways that modern institutions was called into question. This made Prerequisite(s): See online Course Catalog for details. and contemporary political theorists have conceptu- political theory a vital part of political life itself. This Against a backdrop of large-scale society, mass move- alized the public sphere. We will seek to apply our course will investigate the themes of liberty, institu- ments, and technological bureaucracy, the invocation theoretical understandings of the public sphere to tions, and change as they appear in selected works of “conscience” recalls the individual human person illuminate the political and philosophical issues em- of French and German political thought by Joseph as a meaningful actor in the political sphere. But bedded in how public spaces are constructed in the de Maistre, Auguste Comte, Alexis de Tocqueville, what is conscience, and what are its rights and re- United States, using the New Urbanism movement G.W.F. Hegel, Karl Marx, and Max Weber. sponsibilities? What is it about conscience that ought in particular. to command governmental respect, and are there any POLS 30615. American Political Thought limits to its autonomy? What role should conscience POLS 30670. Politics and Literature (3-0-3) play in questions of war and peace, law-abidingness (3-0-3) This course will explore some of the major think- and civil disobedience, citizenship and political lead- Prerequisite(s): See online Course Catalog for details. ers and themes of the history of American political ership? And how does the notion of conscience con- This course involves the study of political theory theory. Beginning with the founding era, the course nect with concepts of natural law and natural rights, and literature in order to address some of the central will examine the writings of Jefferson and The Feder- nationality and prudence, religion and toleration? questions of political theory in the modern age. The alist Papers in an attempt to shed light on the theory This course engages these questions through select examination of the relation between truth, faith, and behind the new republic and the structure that readings from the history of political thought. We politics, and the nature of political action will form that republic should take. From there, the course also will consider various 20th-century reflections on central questions of the course. We will pay special will move toward the crisis that culminated in the conscience, expressed in essays, plays, short stories, attention to the problems of founding policies and Civil War, in an attempt to clarify the purpose of speeches, and declarations. membership in political communities. the union and its shape if it is to survive the crisis. The course will then examine some writings dealing POLS 30660. Non-Western Political Thought POLS 30702. Roman Law and Governance with the push toward industrialization, beginning (3-0-3) (3-0-3) with Reconstruction, continuing with the reality of The course offers an introduction to prominent Students will study all branches of Roman govern- global war, and ending with the prospects of a Great modes of non-Western thought, such as Islam, ment, with special emphasis on the judiciary and Society in the New Deal. The course will then ex- Hinduism, Buddhism, and Confucianism, with a the development of Roman law from the XII Tables plore thinkers concerned with the changing shape of focus on the political implications of these teach- to Justinian’s Digest. Students will gain a thorough democracy, such as Dewey, Reinhold Niebuhr, and ings. In each case, attention will be given both to understanding of the bureaucratic operation of the Martin Luther King Jr. classical and to modern texts and developments. ancient Roman state. Prior study of Roman history is Among classical sources, consideration will be given recommended but not required. POLS 30631. Social Choice and Democratic to Al-Farabi, Averroes, Ibn Khaldun, the Vedas, Theory Upanishads, some Buddhist sutras, and the Analects; POLS 30722. Religion and the Liberal State (3-0-3) among modern or recent developments the focus (3-0-3) Is there a public good? A prevalent view in political will be on Islamic “fundamentalism” and secularism, Recent events both domestically and internationally science is that democracy is unavoidably chaotic, on Gandhi and Indian nationalism, and on “engaged remind us that the relation of religion and politics arbitrary, meaningless, and impossible. Such skepti- Buddhism” and Chinese communism. and the liberal solution of sparation remain vexed cism began with Ccondorvet’s paradox of voting in questions. This course will examine the origins of the 18th century, and continued most notably with POLS 30668. Feminist Political Thought our liberal understanding of the place of religion in Arrow’s impossibility theorem and Riker’s Liberalism (3-0-3) society. We will proceed through a careful reading of against Populism in the 20th century. We’ll examine This course will examine different ideas, approaches, the thinking on this question by some of the found- and challenge these long-standing doubts about and issues within feminist political thought. The first ers of liberalism: Thomas Hobbes, John Locke, Jean- democratic governance (among them cycling, agenda part of the course will compare different theoretical Jacques Rousseau, David Hume, Adam Smith, James control, and multidimensional manipulation). The perspectives, from liberalism to Marxism, that have Madison, and Thomas Jefferson. Does liberalism course will provide a nontechnical introduction to been employed by contemporary feminists. We will provide a solution to the problem of religious strife social choice theory (formal analysis of the problem pay particular attention to the meanings ascribed to without oppressing religious belief, or is it necessarily of preference aggregation in general, and of alterna- “woman” and her roles in society. The second part hostile to religion? tive voting rules). The tools of social choice will be of the course will examine how women have been illustrated in several close analyses of Congressional represented throughout Western political thought, POLS 30726. Drama on Political Conflicts deliberation a voting. Most importantly, we’ll criti- and the values ascribed to them by political theorists. (3-0-3) cally investigate the conceptual and normative foun- Finally, in the last part of the course, we will turn to To understand politics and the moral conflicts in- dations of social choice theory as it relates to current an examination of several contemporary political is- volved in it, we have three sources: philosophy, social democratic theory. sues particularly relevant to feminist thought. science, and the arts. The arts are often neglected, but wrongly so, for the insights Aeschylus, Sopho- POLS 30652. Machiavellianism POLS 30669. The Public Sphere and Public cles, Aristophanes, Shakespeare, Schiller, Kleist, (3-0-3) Spaces Grillparzer—the authors we will read—have to offer Machiavelli is notorious for promoting a certain (3-0-3) into the logic of power and the morality of political “hard-nosed realism” in political analysis and prac- Prerequisite(s): See online Course Catalog for details. choices are flabbergasting. At the same time, we will tice. This course explores Machiavellianism in the How do political theorists distinguish between the develop esthetical criteria that will allow us to evalu- master himself and in the tradition to which we public and the private? Which distinctive activities ate the dramas on literary grounds. give his name. We will read representatives of Ma- take place in the public sphere? What are the effects chiavellian republication, including a novel with a on contemporary society if the public sphere is lost POLS 30727. Theories of Law decidedly Machiavellian lesson (Mark Twain’s Tom (3-0-3) Sawyer), and conclude with the recent book by John Prerequisite(s): See online Course Catalog for details. Mearsheimer, often thought to be the leading Machi- This course will explore historical and contemporary avellian analyst of international politics of our day. theories of law, examining the nature of law in civil 213

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society and the moral foundations of systems of law. internships polishes your resume, hones your in- POLS 40003. Media and the Presidency In examining the accounts offered by Aristotle, Ci- terviewing skills, and improves your writing and (3-0-3) cero, Aquinas, Hart, Fuller, Dworkin, and Raz, the analytical skills by entering the world of work and As the brouhaha over Howard Dean’s “yell” illus- class will engage in the historical and contemporary getting hands on experience. All internships are un- trates, media have come to play a key role in the cov- debates over the nature of law, such as natural law paid. Internship credits do not fulfill political science erage of Presidential elections. This course examines versus positive law, law’s pedagogical and deterrent major requirements. how print and broadcast media have functioned in functions, the relationship between law and virtue, US elections since the way we choose a president was and establishing a legitimacy of a legal system. The POLS 35903. Summer Internship first established. After a brief overview of changing aims of the course will be to develop a theoretical (V-0-V) relationships between journalists and presidential understanding of law and its prpoper function in Summer internships are an excellent way to explore candidates in the 19th century, we will focus on modern societies and to trace the historical contours career options, to gain valuable work experience and elections since the 1920s, when radio first broadcast of legal philosophy and the development of our own to build your resume. Students who have secured an election updates. We will analyze how candidates legal system. unpaid summer internship can apply for academic have used radio, television, and the Internet to con- credit by either visiting the Internship Program struct images of themselves and their platforms, and POLS 30728. War, Poverty, Genocide, and website at: www.nd.edu/~gointern or by contacting how journalists have become an active force in rep- Justice the internship coordinator. To qualify for credit, in- resenting the political process. Rather than see elec- (3-0-3) ternships must have prior approval, must be unpaid, tronic media as neutral or “objective,” we will assess This course examines theories of distributive justice be at least four weeks in duration, and provide at the narrative strategies and visual and verbal codes by applied to political and economic systems that least 80 hours of work. Permission required. which media present politics to us, the voters. contribute to violence and suffering. Specifically, we will use the theories of distributive justice of Plato, POLS 37906. Social Concerns Seminar: POLS 40201. Diplomacy of US Foreign Policy John Rawls, and Michael Walzer to understand the Washington, DC (3-0-3) Kamman ongoing injustices of global poverty, genocide, and (1-0-1) The United States emerged from World War II in war. Their theories are about the just distribution This course centers on a trip to Washington, DC, a new peacetime role as a superpower. We had to of rights, privileges, obligations, opportunities, and over fall break, during which time students analyze a discover for ourselves how to combine diplomacy goods; in other words, they are theories of what significant social issue through contact with various and military power in a manner consistent with our a just structure is. Where there is abject poverty, agencies, government offices, and church organiza- democratic principles. While the policy choices were genocide, or war, there is also structural injustice. tions. Students participate in preparation and fol- stark in the days of the Cold War, they have become This basic idea is in the following quote from Jeremy low-up sessions. Themes (e.g., Educational Reform, more complex in recent years. Presented by a career Hobbs, executive director of Oxfam International: Violence in America) vary each year. diplomat who headed US overseas missions in four “Oxfam belives that poverty and injustice are insepa- countries, the course emphasizes case studies and the rable—and that both are structural and avoidable.” POLS 37910. Mock Trial practical problems that have confronted US leaders Many people believe that such injustices are either (1-0-1) from the end of World War II to the present. The inevitable (e.g., poverty is a result of natural selec- Permission required. This course is designed to pre- issues treated will illustrate the height of tensions in tion, genocide and war are unavoidable results of pare students to participate in the American Mock the Cold War, the emergence of detente and deter- human nature) or the results of individual decisions Trial Association’s annual mock trial tournaments. rence, and the challenges of the global agenda after (e.g., Hitler and Stalin are the individuals responsible Students will learn to apply the judicial rules of the end of the Cold War. The course aims to help for certain wars and genocides, and individuals live civil/criminal procedure and rules of evidence to the the student understand current foreign policy issues, in abject poverty because each is either stupid or 2003-04 national case. Participants will assume the which will be discussed briefly in class. lazy). This course consists of theory-driven argu- roles of trial attorneys and witnesses for the plaintiff ments against such fatalistic or individualistic expla- and defense and will develop critical analytical and POLS 40226. UN and Counterterrorism nations of injustices. communications skills in preparing and presenting (3-0-3) the case through the direct examination and cross- Our attention will be focused on the scope and POLS 30729. Comparative Constitutionalism examination at trial. meaning of the work of the UN Counter-Terror- (3-0-3) Writing Seminars ism Committee (CTC), established by the Security Prerequisite(s): See online Course Catalog for details. Two writing-intensive seminars are required for the Council Resolution 1373 on September 28, 2001. This course will examine the principles of constitu- political science major. The seminars give students Working under the direction of the project research tional law and constitutional interpretation of two the opportunity to work in a seminar setting, to director, each participant will engage in an intense modern federal constitutional systems. We will ex- explore a topic more deeply, and to gain experience investigation of one of the numerous topics or que- plore how the people, politicians, and jurists of each writing in their field. Topics vary from semester to ries relevant to the study. country understand the role of constitutional inper- semester. pretation, the role of supreme courts in the political POLS 40424. German Politics (3-0-3) lives of each nation, and the meaning of individual POLS 40002. Presidents and Elections rights and liberties in each political system. The (3-0-3) This course examines various aspects of German course will help students understand the different As the 2004 presidential election unfolds, we will government and politics, including the party system, interpretive theories of law as well as the role of con- discuss the evolution and quality of presidential elections and voting, patterns of political partici- stitutional law in spearation of power conflicts and selection in the United States. Does our system select pation, civil liberties, policymaking institutions, the political and legal disputes over civil liberties. for individuals best suited for the office of the presi- and foreign policy. The course also deals with the dency? We will debate the electoral college and the historical debates over Germany’s past and current POLS 35901. Internships two-party system. We will compare our assessment of attempts to come to terms with it. It also focuses on (V-0-V) “what it takes” to be president in 2004 with theories Germany’s constitutional order together with the po- The goal of the internship program is to provide of presidential leadership put forth by presidency litical and societal problems arising out of Germany’s opportunities to integrate course work with experi- scholars such as Richard Neustadt and Stephen reunification. ential learning. To this end, the department spon- Skowronek. Both the controversial 2000 and 2004 sors internships with a variety of local government elections will serve as our major case studies. or government-related agencies. Learning through 214

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POLS 40470. Politics of Post-Soviet Eurasia POLS 40485. Leadership and Social Change students to the basic toolkit of skills (decision mak- (3-0-3) (3-0-3) ing, negotiation, communication, leadership) that Prerequisite(s): See online Course Catalog for details. This course is intended to introduce seminar par- allow one to deal with public policies (economic, This course will cover the politics of the former So- ticipants to themes in leadership. Through readings, social, environmental) and institution-building viet Union, from Russia to Azerbaijan to Tajikistan. presentations, and other media (such as film and immersed in a broader ethical, value-ridden, pur- We will dis interaction with visitors), the course aims to provide pose-oriented debate. In essence, the course is a critical reflections on the nature and sources of dif- “flight simulator experience. “ Through case analysis, cuss the nature of the Soviet empire in Eurasia, and fering types of leadership and authority, and a deeper role-playing exercises, and confrontations with real- then the causes of its collapse. Then the course will understanding of the vocation to lead. life dilemmas, the students are invited to fly in the focus on the politics, economics, and international plane’s cockpit, to play the President’s role in rec- relations of the new countries to emerge in this POLS 43001. Junior Seminar: Southern ognizing, analyzing, and prioritizing problems and region over the past 12 years. We will address the Politics brainstorming strategies and action plans. political transition to electoral democracy in Russia, (3-0-3) Arnold, Gould, Kaplan the failed democratization and nationalist conflict in Writing seminars are devoted to a specialized topic. POLS 40539. Comparing European Societies the South Caucasus (Armenia, Azerbaija, and Geor- These seminars give students a chance to take an (3-0-3) gia), and the rise of new authoritatian regimes (as in advanced course in a seminar setting, with an em- This course offers students a review of major patterns Turkmenistan, Uzbekistan, Kazakhstan, Kyrguzstan, phasis on research skills and discussion. This course of difference, along with some similarities, among and Tajikistan). We will also examine the role of Is- offers political science majors the opportunity to take the 15 member states of the European Union. De- lamic revivalism and Islamic fundamentalism in the a writing seminar in their junior year. The course, spite the larger contrasts with the United States, and region, the causes of civil wars that broke apart sev- restricted to junior political science majors only, will the pressures toward convergence generated by the eral regimes in the 1990s, and the politics of national fulfill a writing seminar requirement for the major. process of European integration, European societies identity formation, and the politics of oil. Finally, we remain remarkably different from one another on a will discuss the complexities of relations between the POLS 43342. Transnational Social Movements number of dimensions including: the overall level post-Soviet states in China, Russia, and the US. The (3-0-3) Smith and form taken by employment and unemployment, course will have two exams and require one 12–15 This seminar explores how increasing global integra- systems of social protection and welfare state organi- page paper. tion affects political participation and the prospects zation, demographic trends ranging from extremely for democracy. We will briefly review the broader low birth rates in most of southern Europe to signifi- POLS 40472. Soviet and Post-Soviet Russia research literature on the sociology of social move- cantly higher birth rates further north, the connec- (3-0-3) Javeline ments within nations as a first step in our consid- tions between urban and rural life, and the impact This course will examine the political system of the eration of the relationships between “globalization” of education on inequalities. The role of institutions, Soviet Union, why it lasted and why it collapsed. It and social movements. Seminar discussions will cultures, national histories, and policies in account- will then examine the transition from Soviet rule to explore how transnational movements compare with ing for this pattern of difference will be reviewed. the contemporary Russian political system and the those operating at local and national levels. Readings The course will also examine the combinations of various problems of transition. will reflect a range of cases and analytical perspec- identities—national, regional, and European—found tives. We will explore relationships between move- among citizens of Europe. Students will be encour- POLS 40483. Democracy in the Age of Net ments and political institutions, the factors affecting (3-0-3) aged to develop their expertise on at least one coun- the abilities of relatively powerless groups to mobilize try while also doing comparative reading. This course focuses on the Internet’s potentially resources and build coalitions, and the ideological paradoxical impact on liberal democracy. We will and cultural dimensions of transnational mobiliza- consider both the positive contributions the Internet POLS 40540. Conflict and Consensus in tion. Considerable attention will be placed on the Twentieth-Century Ireland revolution may have upon our system of government contemporary global justice movement as we explore (3-0-3) as well as its possibly negative implications. Topics to these questions, and methodological issues relevant Prerequisite(s): See online Course Catalog for details. be considered include: the contending theory’s of the to this field of study will be addressed throughout This course examines the government and politics Net’s impact; the digital divide; the role of the state the course. of the Republic of Ireland and Northern Ireland in cyberspace; the rise of the Net communities and through the lenses of democratization, state-de- Political Theory new forms of social mobilization; authoritarianism in velopment, nationalism, and unionism. Among an age of virtual transparency; and various utopian POLS 40513. In the President’s Shoes: the themes covered in the course are: the British and dystopian images of Web-based cultures. Leading Struggling Democracies in a and Irish national questions; religion, ethnicity, Globalized World and nationalism; the partition of Ireland and its POLS 40484. Private/Public/Internet (3-0-3) consequences; the constitutional development and (3-0-3) Public support for democracy is shrinking rapidly democratization of an independent Ireland; devolved This course is about the political and social implica- in developing countries. Massive protests around government and control in Northern Ireland; the tions of the Internet revolution. We will focus on the the world blame the globalized economic system party systems in Northern Ireland and the Republic tension between private freedoms the Internet avails and its main political actors for increasing poverty of Ireland; and the consequences of British direct and the broader public good it may serve. We will and inequality. In South America, four elected presi- rule. consider topics as wide ranging as the digital divide, dents have been forcefully replaced since 1998 and counterterrorism, public morality, and political inter- two others are facing great difficulties to remain in POLS 40632. Contemporary Liberal Theory est. In addition, the Internet will serve as an impor- power—let alone exercise authority or leadership. (3-0-3) tant medium for both class exchanges and research. Have have so many governments disappointed their Ever since the publication of John Rawls’ A Theory Because teams of students will design their own citizenry? What can be done—if anything—to curb of Justice in 1971, liberal political theory has ex- WWW pages, it would be nice if some students have this dangerous trend? This course, taught predomi- perienced a great revival and now is a flourishing Web design skills (but this is NOT a requirement). nantly from a Third World perspective by a former enterprise. This course will take Rawls as its point President of Ecuador, is offered to students planning of departure and survey the state of current liberal to participate actively in civil or political life or try- political philosophy, considering such thinkers as ing to understand how the public sector works and Ronald Dworkin, Joseph Raz, Richard Rorty, and relates with society as a whole. The course introduces Robert Nozick. 215

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POLS 40635. Liberty and Culture theories and practices; and to appreciate how the dis- POLS 53001. Senior Writing Seminar: (3-0-3) continuities between theory and practice illuminate (3-0-3) This course will investigate questions about whether the discontinuities of those visions. Writing seminars are devoted to a specialized topic. contemporary liberal theory, with its emphasis on These seminars give students a chance to take an ad- freedom and equality, is an adequate basis for politi- POLS 40800. Research Design and Methods vanced course in a seminar setting, with an emphasis cal life. It will examine several contemporary liberal (3-0-3) on research skills and discussion. thinkers, including John Rawls, as well as several This course is designed to equip students for both critics of liberal individualism such as Alasdair Ma- the consumption and production of social science POLS 53002. Writing Seminar cIntyre and Michael Sandel. The course will compare research. While it is targeted at juniors preparing to (3-0-3) and contrast these thinkers on several dimensions, write a senior honors thesis, students who are intend- Writing seminars are devoted to a specialized topic. including the role of reason in moral thought, the ing to attend graduate school or whose careers will These seminars give students a chance to take an ad- role of religion in political life, the tensions between involve research are welcome also. Students will gain vanced course in a seminar setting, with an emphasis freedom and obligation, and the questions of the role experience in formulating empirical research ques- on research skills and discussion. Juniors are encour- of friendship in civic life. In addition, student papers tions, and then preparing to answer them. Along the aged to take writing seminars if space is available, will focus on applying liberal and communitarian way they will be exposed to a broad range of research with permission from an advisor. approaches to specific policy areas such as education, methods, both qualitative and quantitative, as well as crime, welfare, regulation of the economy, and con- the logic of causal inference. POLS 58901. Senior Honors Thesis stitutional interpretation. (3-0-3) POLS 40803. Senior Essay Research Students with a grade-point-average of 3.5 or above POLS 43640. Justice Seminar (3-0-3) are encouraged to write a senior thesis. For this (3-0-3) Roos This course is aimed at juniors (and sophomores two-semester project, the student works on an inde- An examination of major theories of justice, both who will be studying aboad in the spring of their ju- pendent research project under the supervision of a ancient and modern. Readings include representa- nior year and who are thinking ahead) who are plan- faculty member. Three credits of this two-semester tives of liberal theorists of right, such as John Rawls, ning to write a senior thesis or doing other research project fulfill one writing seminar requirement; the as well as perfectionist alternatives. The course also in the Political Science Department. Students will be other three credits count as elective credit, but not serves as the core seminar for the philosophy, poli- introduced to the basics of research, and will produce toward the major. tics, and economics concentration. a research design for their senior thesis. POLS 58902. Senior Honors Thesis Other Courses POLS 40730. Democracy and the Greeks (3-0-3) (3-0-3) POLS 40810. Quantitative Political Analysis Seniors with a grade point average of 3.5 or above This course examines the Greek practice of citizen- (3-0-3) Coppedge are encouraged to write a senior honors thesis. For ship and self-government that escaped the elite Students in this course will learn to understand the this project, the student works closely with a faculty dominance common in much of the ancient Greek most common statistical techniques used in political member on a topic of the student’s choice. The world. Every current state, however organized, claims science and acquire the skills necessary to use these senior honors thesis builds on the student’s course it is democratic. But for a very long time democracy techniques and interpret their results. A mastery work, experience, and interests and trains the student was understood as nothing more than mob rule. of these techniques is essential for understanding to work deeply and independently. Three credits of How did the meaning change? Reflection on the research on public opinion and voting behavior, this two-semester project fulfill one senior writing origins of democracy in Greece helps shed light on electoral studies, and comparative research on the seminar requirement. The other three credits can this question. Study of these matters will include causes of democracy. For each topic, students will count toward elective credit but not toward the primary sources like the historian Thucydides, the read works to orient them to key issues and debates. major. political satires of Aristophanes, and the notorious They will learn the reasoning behind the statisti- Socrates trial (which will be looked at from the point cal analysis in these readings and create their own POLS 60402. Building Democratic Institutions of view of the prosecution as well as of the defense). spreadsheet programs to execute such analyses. They in Latin America and European First-Wave The class will conclude with a study of the principles will then download and clean datasets actually used Democracies (3-0-3) of Plato’s political theory in the Gorgics and the in the published research, replicate selected analyses Elements of democratic regimes emerged long be- Republic. from these readings using a statistical package, and write short papers evaluating the inferences defended fore the regimes as such can be identified as being minimally in place. Beginning with a brief discussion POLS 40731. Words and/of Power in the published research. (3-0-3) of the essential features of democracies, the course The art of persuading one’s fellow citizens occupied a POLS 46902. Directed Readings examines how and why such institutions emerged, prominent place both in Athenian democracy and in (V-0-V) and the critical moments in which the actual transi- the Roman Republic. In both states the importance Students on the dean’s list are eligible for indepen- tions to the new democratic regimes occurred. The of rhetoric excited attempts to theorize it that met dent study on a topic of the student’s choice, under course focuses on democratizations that took place with both acceptance and scorn, and in both states the supervision of a faculty member. before the Second World War, and will examine key rhetoric continued to be practiced and theorized European and Latin American cases. when the democratic and republican forms of gov- POLS 47905. Research Apprenticeship Graduate Courses (1-0-1) ernment underwent radical transformations. In this Many graduate courses are open to qualified under- This one-credit course offers undergraduates a we will examine the theory and practice of ancient graduates by permission. rhetoric and its relation to its social and political chance to learn about and participate in the research context. We will examine, in pairs, actual speeches experience. After several training sessions students and contemporary or near-contemporary theoretical are assigned to a faculty member to work on an disquisitions beginning with the period of the Greek ongoing faculty research project. Strongly recom- sophists and ending with that of Augustine. Our mended for students planning on pursuing a masters objectives will be to determine what visions of the or PhD program in political science, international self and of society are implied by different rhetorical relations, or public policy. 216

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The program requires writing throughout the curric- Second Semester Program of Liberal Studies ulum, especially in the tutorial classes. In the spring 30202. Literature II: Shakespeare and semester of their senior year, all students are required Milton 3 Chair: to write a major essay, usually involving extensive 30302. Political and Constitutional Theory 3 Henry M. Weinfield research, under the direction of a faculty advisor. The 33102. Great Books Seminar IV 4 Rev. John J. Cavanaugh, CSC, Professor of senior essay offers students a particularly intensive Elective 3 Humanities: writing experience and an opportunity to investigate Elective 3 Frederick J. Crosson (emeritus); Michael J. a specialized topic of interest in depth. ______16 Crowe (emeritus) To accomplish the goals of the program, the student Senior Year Professors: must take the entire sequence of courses, with each First Semester Rev. Nicholas Ayo, CSC (emeritus); Kent course building upon the earlier ones in a cumulative 40301. Christian Theological Traditions 3 Emery Jr.; Walter J. Nicgorski; F. Clark Power; and organic fashion. For this reason, the program 40601. Intellectual and Cultural History 3 Phillip R. Sloan; M. Katherine Tillman; Henry must constitute the student’s primary major. Suffi- 43101. Great Books Seminar V 4 M. Weinfield cient electives are available in each of the three years, Elective 3 Associate Professors: however, to allow concentrations to be completed. Elective 3 Stephen M. Fallon; G. Felicitas Munzel; Supplementary majors are difficult but not impos- ______Gretchen Reydams-Schils sible to complete and usually can be accommodated. Assistant Professors: 16 Steven G. Affeldt; Bernard Goehring; Robert Students must formally apply for entrance into Second Semester Goulding; Julia Marvin; Kevin Mongrain; the program by a stated date in the spring of the 40302. Metaphysics and Epistemology 3 Jessica Murdoch; Thomas Stapleford first year, and application forms will be available 40412. Science, Society, and the by March. Students interested in entering the pro- Human Person 3 Program of Studies. The Program of Liberal Studies, gram are urged to complete the University science, 48702. Essay Tutorial 3 Notre Dame’s Great Books program, offers an inte- mathematics, and first theology requirement in the 43102. Great Books Seminar VI 4 grated three-year sequence of studies leading to the first year. In some special cases, typically involving Elective 3 bachelor of arts degree. Students enter the program international study, a student may begin the program ______at the end of the First Year of Studies. at a later date, but in no case after the beginning of 16 the junior year. Students admitted to the program Fundamental to the program is a conception of a at later stages must be prepared to make up courses Course Descriptions. The following course de- liberal arts education that aims to avoid the separa- they have missed. scriptions give the number and title of each course. tion of the humanities into isolated disciplines. The Lecture hours per week, laboratory, and/or tutorial program seeks to provide a unified undergraduate Sequence of Courses hours per week, and credits each semester are in pa- education in all of the liberal arts, including music rentheses. The instructor’s name is also included. and the natural sciences. For this reason the program Sophomore Year is not to be equated with a “general humanities” First Semester PLS 13184. History University Seminar educational program. The study of literature, phi- 20201. Literature I: The Lyric Poem 3 (3-0-3) losophy, natural and social science, theology, history 20301. Philosophical Inquiry 3 The goals of this course are simultaneously to de- and fine arts will take place within a larger unifying 23101. Great Books Seminar I 4 velop students’ knowledge of the intellectual history conception of the liberal arts that cuts across many Elective 3 of the West and to focus on one issue widely debated of the disciplinary boundaries suggested by these Elective 3 from antiquity to the present: the question of the terms. Because the goal of the program is to provide ______existence of extraterrestrial intelligent life. more than an introduction to various subject mat- 16 ters, none of the tutorials or seminars stands alone in Second Semester PLS 13186. Literature University Seminar in the program. The curriculum grows organically over 20302. The Bible and Its Interpretations 3 English the three years, with each course presuming all of its 20412. Fundamental Concepts of (3-0-3) Goulding, Power, Sloan predecessors. Natural Science 3 This seminar functions as an introduction to the 23102. Great Books Seminar II 4 program and fulfills the University literature require- Although the program provides education in the ment. It is designed to develop habits of careful read- liberal arts, it also considers the liberal arts in them- Elective 3 Elective 3 ing, discussion, and writing through the reading of selves as insufficient for a complete education. The classic tests. These seminars serve as an introduction liberal arts are the critical tools of learning, but they ______16 to the “Great Books” style of education fostered by are also to be related to the larger search for genuine the Program of Liberal Studies. understanding and philosophic wisdom. Philosophy, Junior Year which explores the basic questions of epistemology, First Semester 30301. Ethics 3 PLS 20201. Literature I: The Lyric Poem ethics, and politics, is also related to the claims of the (3-0-3) Fallon, Marvin 30411. Scientific Inquiry: Theories Christian tradition. The program maintains specific An introduction to poetry through intensive study of and Practices 3 tutorials in the various disciplines to enable these several lyric poets writing in English. Through close 30501. Fine Arts 3 relationships to develop systematically. reading of selected poems, students will become fa- 33101. Great Books Seminar III 4 miliar with central literary devices, including rhythm The normal method of instruction in the program Elective 3 and meter, image, metaphor, symbol, paradox, and is through the reading and discussion of primary ______irony. Poems studied will range from the Renaissance texts. The student is asked to take an active role in 16 to the 20th century, and may include Shakespeare’s the learning process. Particularly in the seminar, the sonnets and Keats’ odes, along with the works of authors of the great books are considered to be the other major poets such as Donne, Herbert, Marvell, primary teachers. 217

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Gray, Wordsworth, Dickinson, Hopkins, Yeats, Eliot, PLS 23101. Great Books Seminar I Politics, Locke’s Second Treatise, and selections from and Stevens. Fall. (4-0-4) Bartky, Mongrain, Reydams-Schils The Federalist and American founding documents. The introductory seminar sequence is designed to Spring. PLS 20301. Philosophical Inquiry introduce the student to the great books seminar (3-0-3) Affeldt methodology. A discussion format is intended to PLS 30401. Mechanics/Life Sciences This course introduces philosophical inquiry, both develop the art of discussion and the communication (3-0-3) as distinct from and as it relates to other disciplines, of complex ideas through readings in the founda- Building upon the issues developed in the first course through the exploration of primary texts representational works of Greek and Latin civilization. in natural science (20402, Classical Astronomy and tive of its different forms and questions, and within Authors treated include Homer, the Greek drama- Mathematics), this course will focus on the major the context of an integrated liberal education. It also tists, Herodotus, Thucydides, Plato, Aristotle, Ci- scientific and philosophical changes of the 17th investigates the formal and informal principles of cero, Virgil, Augustine, and Bonaventure. century that established the foundations of modern logical reasoning. Readings include selections from science in both the physical and biological sciences. the Pre-Socratics, Plato’s Meno, selections from Ar- PLS 23102. Great Books Seminar II Under consideration will be the contributions of istotle, beginning with his Organon and Physics, and (4-0-4) such authors as Descartes, Galileo, Harvey, Boyle, such authors as Boethius, Descartes, and Nietzsche. The introductory seminar sequence is designed to and Newton. Fall. Fall. introduce the student to the great books seminar methodology. A discussion format is intended to PLS 30411. Scientific Inquiry: Theories and PLS 20302. The Bible and Its Interpretations develop the art of discussion and the communication Practices (3-0-3) of complex ideas through readings in the founda- (3-0-3) Goulding, Stapleford A close study of the Bible. Selected passages will be tional works of Greek and Latin civilization. Au- Using major historical texts as primary material, analyzed in detail. The course will consider the role thors treated include Homer, the Greek dramatists, students will investigate crucial philosophical and of the Bible in the life of the church, the history of Herodotus, Thucydides, Plato, Aristotle, Cicero, methodological issues that arise in modern scientific its interpretation and the various approaches of mod- Virgil, Augustine, and Bonaventure. inquiry, especially in the physical and life sciences. ern scholarship. Spring. What can cause scientists to adopt (or resist) new PLS 33102. Great Books Seminar IV theories? What relationships has science held to PLS 20402. Mathematical Sciences and (4-0-4) other intellectual disciplines, and how have those Classical Astronomy The second seminar sequence deals with the primary relationships changed over time? What fundamental (3-0-3) works of the High Middle Ages, the Renaissance, assumptions about the natural world are adopted Drawing on a “Great Books” approach to science and early modern authors through the Enlighten- in much of modern science? What methods have through the use of classic texts, the science tutorial ment. Authors treated include Thomas Aquinas, scientists advocated for creating reliable knowledge? courses constitute a distinctive attempt to under- Dante, Chaucer, Luther, Cervantes, Bacon, Des- Students will grapple with these questions as we stand the main principles and developments in the cartes, Hobbes, Pascal, Milton, Hume, Rousseau, study and discuss central texts in the development sciences and mathematics that have most dramati- Swift, Austen, Kant, and Goethe. of modern science, including the works of Ptolemy, cally influenced humanity’s view of itself and its Copernicus, Galileo, Descartes, and Newton. universe. Laboratory and observation will be incor- PLS 30202. Literature II: Shakespeare and porated to bring students into direct contact with Milton PLS 30501. Fine Arts the critical scientific observations and experiments. (3-0-3) (3-0-3) Marvin The first natural science course explores the founda- Building on the techniques of close reading devel- This course serves as an introduction to the arts, tions of Greek natural philosophy through readings oped in Literature I, this course will focus on the aesthetics, critical vocabularies, and ways of seeing from Plato and Aristotle, and the foundations of expressive power of literary genres, modes, and con- and hearing of literate Western culture. Principal Greek mathematics through a study of Euclid. These ventions and will take up the question of the unity emphasis is placed on the major genres of Western principles are then applied to a study of classical and coherence of long works. The reading list will art—music from the Middle Ages to the present, Ptolemaic and Copernican astronomy. Spring. include several plays by Shakespeare and Milton’s including the Mass, oratorio, opera, symphony, Paradise Lost. In some years, another major English and song—but more important developments in PLS 20412. Fundamental Concepts of Natural narrative poem may be substituted for Paradise Lost the visual arts and relevant literary and intellectual Science (such as Chaucer’s Troilus and Criseyde, Spenser’s Fa- movements may also be considered. Using various (3-0-3) erie Queene, or Wordsworths Prelude). Spring. live artistic resources of the Michiana and Chicago This course raises questions fundamental to our areas, recordings and reproductions, slides and films, experience of the physical world. Questions such as PLS 30301. Ethics as well as important readings on theory, aesthetics, “What is space?” and “What is time?” and broader (3-0-3) Munzel and criticism, students will develop a conceptual issues about the nature of life are initially raised An examination of modes of moral reasoning and framework through which to evaluate and discuss through a close reading of Plato’s Timaeus and Aris- what constitutes the good life, based primarily on the the arts. Fall. totle’s Physics, along with excerpts from other ancient study of Aristotle’s Nicomachean Ethics and the moral texts. In attempting to answer these questions over philosophy of Kant. Readings may also include a PLS 33101. Great Books Seminar III the course of the semester, we will read a wide variety selection from the Utilitarian ethical tradition as well (4-0-4) Udoh, Weinfield of sources: principally ancient and modern primary as from works in moral development and in moral The second seminar sequence deals with the primary texts, with some secondary readings. These readings theology, such as by Augustine, Aquinas, and New- works of the High Middle Ages, the Renaissance, will include Euclid’s Elements, Descartes’ Principles man. Fall. and early modern authors through the Enlighten- of Philosophy, and Einstein’s Theories of Relativity. ment. Authors treated include Thomas Aquinas, Spring. PLS 30302. Political and Constitutional Dante, Chaucer, Luther, Cervantes, Bacon, Des- Theory: Ancient and Modern cartes, Hobbes, Pascal, Milton, Hume, Rousseau, (3-0-3) Swift, Austen, Kant, and Goethe. An approach to understanding the fundamental problems of political community and the nature of various solutions, especially that of democracy. Read- ings will include, but are not limited to, Aristotle’s 218

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PLS 40203. Heroism in Western Culture foundations of genetics and extended into the explo- PLS 43313. Philosophy and Literature (3-0-3) Evans ration of the relations of the biological and physical Seminar This course will explore heroism and anti-heroism sciences and the origins of molecular biology. The (4-0-4) from their earliest representation in Homer’s Iliad second portion of the course will then connect these This intensive four-credit seminar is the introduction to modern times. In the process, we will address the developments to the origins of social science. Spring. to the concentration in philosophy and literature and question, “Is the hero a menace or a model, a person will pursue interdisciplinary approaches to literary, to be shunned or imitated?” Above all, we will at- PLS 40412. Science, Society, and the Human theoretical and philosophical texts. tempt to define authentic “greatness of spirit” and Person consider ways of appropriating the main attributes (3-0-3) PLS 46000. Directed Readings of heroism to meet the challenges of the present day. In this course students will explore two interrelated (V-0-V) The following is the required reading list for this questions: what can science tell us about human na- Instructor’s written permission and permission of class: (* indicates that the texts are included in the ture and what can historical and philosophical reflec- chair required. Reading courses in areas of interest to course anthology): tion tell us about science. By reading and discussing the student. important historical and contemporary texts, stu- Homer, Iliad dents will engage the conundrums, challenges, and PLS 47002. Special Studies Virgil, Book II of the Aeneid insights created through the scientific study of hu- (V-0-V) Tyrticus, The Spartan Creed * man beings and society. Readings will include works Instructor’s written permission and permission of Antipater of Sidon, Who Hung yhe Shields * by Charles Darwin, Thomas Kuhn, Thorndike, and chair required. Reading courses in areas of interest to Marcus Aurelius, from Meditations * Jean Piaget. Spring. the student. Heroes of the Bible: Moses, David, Joshua, Judith, and Jesus PLS 40601. Intellectual and Cultural History PLS 47012. Special Studies Anon. The Heliand: The Saxon Gospel, tr.G. Ronald (3-0-3) Emery, Sloan (V-0-V) Murphy, S.J * (a warriorized version of the Gospel) This tutorial will deal with the issue of history and Instructor’s written permission and permission of The Last Letters of Thomas More, ed. Alvaro De historical consciousness and its relation to the cur- chair required. Reading courses in areas of interest to Silva * riculum. The first portion of the course will examine the student. John Milton, selections from Paradise Lost * the issues of historiography and the use of historical Abraham Lincoln, “The Political Religion of the analysis in the contextualized reading of texts. From Nation” * “The Promise Must Now Be Kept,” * “He this foundation, the issue of history will be explored Who Would Be No Slave Must Have No Slave”* with reference to authors such as Augustine, Bossuet, Martin Luther King, “Letter from Birmingham Montesquieu, Kant, Hegel, Ranke, and Eliade. Fall. Jail” * Viktor E. Frankl, Man’s Search for Meaning PLS 48702. Essay Tutorial Alexander Solzhenitsyn, One Day in the Life of Ivan (3-0-3) Denisovich This course provides the framework in which se- Schindler’s List (film) niors in the program prepare a substantial essay, Supplementary evening film program:A Man for culminating their three years in the program. Faculty All Seasons (Thomas More); Gladiator; Joan of Arc; members working with small groups of students help Romero, Troy. them define their topics and guide them, usually on a one-to-one basis, in the preparation of their essays. PLS 40301. Christian Theological Tradition Spring. (3-0-3) Mongrain, Udoh A study of the major Christian doctrines in their PLS 43101. Great Books Seminar V development, including God, creation and human- (4-0-4) Crosson, Johansen, Schneibel, Wormley ity, incarnation and redemption, and the sacraments. The third sequence deals with 19th- and 20th-cen- The course moves toward a historical and systematic tury works, including some consideration of the pri- understanding of Christianity, specifically the Ro- mary works of the Eastern tradition. Authors treated man Catholic tradition. Readings typically include include selected writings of Chinese and Hindu patristic authors, medieval authors such as Aquinas, authors, Hegel, Tocqueville, Melville, Tolstoy, Mill, and the documents of Vatican II. Fall. Marx, Kierkegaard, Newman, Darwin, Nietzsche, Freud, Peirce, James, Heidegger, Woolf, Wittgen- PLS 40302. Metaphysics and Epistemology stein, Ellison, and Dostoevsky. (3-0-3) An engagement with philosophical conceptions of PLS 43102. Great Books Seminar VI the nature of knowledge, reality, and the relation be- (4-0-4) tween them. Selections from the Platonic tradition, The third sequence deals with 19th- and 20th-cen- Aristotle’s Metaphysics, and Kant’s Critique of Pure tury works, including some consideration of the pri- Reason form the basis of the course. Other readings mary works of the Eastern tradition. Authors treated may include works by such thinkers as Newman, include selected writings of Chinese and Hindu Arendt, and Levinas. Spring. authors, Hegel, Tocqueville, Melville, Tolstoy, Mill, Marx, Kierkegaard, Newman, Darwin, Nietzsche, PLS 40402. Modern Astronomy/Developmental Freud, Peirce, James, Heidegger, Woolf, Wittgen- Psychology stein, Ellison, and Dostoevsky. (3-0-3) Beginning with a study of Darwin’s Origin of Species, this course will first explore the development of evolutionary theory. This will then be followed into the 219

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planning to do graduate work in psychology will PSY 10000. Introductory Psychology First Year Psychology plan their program in close coordination with their (3-0-3) Radvansky Chair: faculty advisors. A broad coverage of the methods and findings that Cindy S. Bergeman characterize scientific psychology, including a de- Undergraduate major. The psychology major re- Director of Graduate Studies: scription of historical and recent developments in the quires a minimum of seven three-credit courses, two Dawn Gondoli areas of learning and motivation; perceptual, cogni- four-credit courses (30100 and 30160) and one one- Director of Undergraduate Studies: tive, and physiological processes; social, personality, credit course (20010), and, therefore, a minimum of Anré Venter and child development; and abnormal behavior and 30 credit hours. Andrew J. McKenna Professor of Psychology: clinical treatment. Open to first-year students only. John G. Borkowski The specific requirements comprising the minimum Matthew A. Fitzsimons Professor of Psychology: 30 credit hours are as follows. All majors are required PSY 13110. Honors Seminar in Psychology Scott E. Maxwell to take three credits of PSY 10000, Introductory (3-0-3) Notre Dame Chair in Psychology: Psychology (for freshmen), or PSY 20000 or 20001, A broad coverage of the methods and findings that E. Mark Cummings Introductory Psychology (for upperclass students) characterize scientific psychology, including a de- Professors: as a prerequisite for the content psychology courses. scription of historical and recent developments in the Cindy S. Bergeman; John G. Borkowski; Julia In addition, all psychology majors are required to areas of learning and motivation; perceptual, cogni- M. Braungart-Rieker; E. Mark Cummings; take PSY 30100, Experimental Psychology I: Sta- tive, and physiological processes; social, personality, and child development; and abnormal behavior and Jeanne D. Day; George S. Howard; Anita E. tistics (four credits), and PSY 30160, Experimental clinical treatment. Open to first-year students only. Kelly; Jeanne Ann Linney; Scott E. Maxwell; Psychology II: Research Methods (four credits). Thomas W. Merluzzi; Donald B. Pope-Davis; Majors then have a choice in that they are required to complete two of the following five courses in the PSY 13181. Social Science University Seminar Thomas L. Whitman (3-0-3) Corning, Eberhard, Venter Social and Developmental Processes (CLASS A): Associate Professors: An introduction to the seminar method of instruc- PSY 30200, Developmental Psychology; PSY 30600, Steven M. Boker; Laura Carlson; Charles R. tion accenting the organization and expression of Social Psychology; PSY 30300, Personality; and Crowell; William E. Dawson; Bradley S. arguments suggested by readings in psychology. Gibson; Dawn M. Gondoli; Darcia Fe PSY 30310, Abnormal Psychology; and PSY 30340, Cross-Cultural Psychology. Similarly, majors are re- Narvaez; G. A. Radvansky; David A. Smith; PSY 20000. Introductory Psychology for Ke-Hai Yuan quired to complete two of the following five courses Sophomores, Juniors, and Seniors Assistant Professors: in the Biological and Learning Processes (CLASS B): (3-0-3) Farris Sy-Miin Chow; Alexandra F. Corning; PSY 30500, Physiological Psychology; PSY 30430, A broad coverage of the methods and findings Kathleen M. Eberhard; Irene J. Kim; Gitta H. Learning and Memory; PSY 30440, Sensation and that characterize scientific psychology, including a Lubke; Robert L. West Perception; PSY 30400, Cognitive Psychology; and description of historical and recent developments Associate Professional Specialist: PSY 30510, Behavioral Genetics. In their senior in the areas of learning and motivation; perceptual, Anré Venter year each major must take two content courses at cognitive, and physiological processes; social, person- Visiting Assistant Professional Specialist: the 40000 level, which are small, in-depth discus- ality, and child development; and abnormal behavior Kathleen C. Gibney sion-oriented seminars generally in the instructor’s and clinical treatment. Open only to sophomores, specific area of expertise. All 40000-level seminars juniors, and seniors. Program of Studies. Psychology is the scientific are designated writing-intensive courses, satisfying study of the behavior of organisms with a primary the College of Arts and Letters writing requirement. PSY 20001. Introductory Psychology, focus on human behavior. It is concerned with (See the introductory portion of the Arts and Letters Personalized System of Instruction (PSI) the biological and environmental determinants of section.) PSY 47900, Special Studies, cannot be used (3-0-3) Crowell behavior as reflected in the study of physiological, to satisfy the 40000-level major requirement. Finally, This course covers the same content as PSY 20000 sensory, perceptual, cognitive, motivational, learn- in the semester following their declaration of a major but is taught using an individualized, self-paced ing, developmental, aging, and social processes. The in psychology, new majors are expected to participate method of instruction. This method is a variant of undergraduate program seeks a balance between in a one-credit-hour seminar called PSY 37900, Psy- the Personalized System of Instruction (PSI) format exposure to basic psychological principles and the- chology: Science, Practice, Policy, which provides an and includes features such as self-paced learning, ories and their extension to the applied areas such as introduction to the department and the faculty. emphasis upon mastery of the written rather than the spoken word, frequent testing and an option child education, counseling, mental retardation and Note: PSY 37900 or PSY 47900, Special Studies to retake unsatisfactory quizzes. The department behavioral deviancy. cannot be used to satisfy any of the 30000-level requires that Introductory Psychology (PSY 10000, or 40000-level courses. However, these credits are The undergraduate courses are intended to meet the PSY 20000, or PSY 20001) precede its 30000- and strongly recommended for any students intent on needs of students who plan to (1) major in psychol- 40000-level courses. ogy and later attend graduate school in psychology pursuing a graduate career in psychology. In addi- or affiliated fields, (2) major in psychology as part tion, even though Introductory Psychology (PSY PSY 20010. Psychology: Science, Practice, of a general cultural program, (3) obtain training in 10000, PSY 20000, or PSY 20001) is a prerequisite and Policy psychology as a special supplement to their major for the content area courses, it does not fulfill any of (1-0-1) Venter interest or (4) use psychology to satisfy social science the 30-credit-hour requirements for the major. This one-credit seminar introduces the department’s requirements or electives. Course Descriptions. The following course de- programs and faculty research interests as well as the profession of psychology. The goal is to encour- scriptions give the number and title of each course. One of the department’s main features is an em- age more active reflection on how psychology can Lecture hours per week, laboratory, and/or tutorial phasis on opportunities for close faculty-student in- be useful, both personally and professionally; also hours per week, and credits each semester are in pa- volvement in research projects at the undergraduate to present the major tensions within contemporary rentheses. The instructor’s name is also included. level. The research specialties in which majors may psychology as well as its potential impact on public become involved range from basic research in such policies in the decade ahead. areas as psychophysics, human and animal learning, child development, aging, and psycholinguistics, to applied research in a community setting. Students 220

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PSY 20369. Conflict Resolution ness. Fundamental leadership and consulting skills PSY 23339. Marital Communication (3-0-3) will also be addressed. Case analysis, coupled with a (3-0-3) Smith This course does not meet the requirements for highly interactive format, will be employed to ensure This didactic course covering the principles and majors in psychology. This course introduces stu- practical exposure to today’s business environment. practice of couples therapy prepares trainees for the dents to the main theories and techniques of conflict Primary areas of focus will address the critical ele- companion practicum (61394), through which they resolution. Course requirements and evaluation are ments for success in the corporate environment, the will subsequently carry cases at the Marital Therapy centered on written and oral participation. knowledge and preparation necessary to facilitate and Research Clinic. Sample topics include commu- your interviewing process, and the business funda- nication, problem solving, domestic violence, parent- PSY 20385. Practicum in Diversity Training mentals for those with entrepreneurial aspirations. ing, and sex/intimacy. (1-0-1) Moss This is a one-credit course designed to instruct PSY 20679. Family Business PSY 23852. Social Concerns Seminar: L’Arche students in the theory of diversity education while (1.5-0-1.5) Communities training them in the art of facilitating diversity dis- Open to all business and non-business juniors, (1-0-1) cussions. The theoretical framework for the material seniors, and graduate students. This course explores This seminar centers around travel to a L’Arche com- in this course comes from the “theory of oppression” the issues surrounding family entrepreneurial ven- munity (e.g., Toronto, Canada) to share commu- and the various individual, institutional, cultural, tures. It concentrates on the exploration of family nity life with developmentally challenged persons. and systemic manifestations of that oppression. succession and generational issues that are unique to Students draw from the philosophy of Jean Vanier, The application portion of this course entails the businesses that are launched and run by families. the works of theologian Henri Nouwen, and other presentation of diversity programs in a required spiritual writings to augment this participatory learn- course (Concepts of Wellness) for first-year students. PSY 23090. Social Concerns Seminar: ing experience. The structure of the Practicum in Diversity Training Children and Poverty course includes theory instruction/training prior to (1-0-1) PSY 23853. Conscience in Crossfire: War the semester break, and making presentations/facili- This seminar focuses on concerns that affect the (1-0-1) tating diversity discussions for the remaining portion youth of our nation, especially poverty and violence, This course will explore issues central to the 2004 of the semester. and examines efforts to foster positive youth devel- elections, with a focus on how citizens, in particular opment. Immersion in New York City. Participants those who bring a faith perspective, may address PSY 20645. Creativity in the Classroom read Catholic social teaching focused on youth/ social concerns in their voting and political partici- (3-0-3) family issues. pation. Guest speakers from campus and beyond Creativity is traditionally considered a valuable will present multiple secular, religious, and policy classroom commodity in teachers and students—but PSY 23091. Social Concerns Seminar: perspectives. how is it fostered? Why is creativity associated with Leadership Ethics gifted students? Is it possible for creativity to flourish (1-0-1) Tomas, Morgan PSY 23854. Social Concerns Seminar: NSYP in an era of mandated curriculum and an emphasis Permission required. Apply at the Center for Social Training on proficiency testing? What academic experiences Concerns. Will not apply to overload. Cross-listed (1-0-1) inspire your creativity? To investigate these questions, with THEO 33953. Training for students working in the National Youth we will examine theories of creativity and apply them This seminar allows students to participate in an ex- Sports Program, sponsored by the Center for Social to examples of learning and instruction. The course periential opportunity designed to examine contem- Concerns. content will also include articles on integrating work porary social problems. Emphasis will be placed on and play in classroom environments as well as the understanding issues/conflicts from the perspective PSY 23855. Social Concerns Seminar: Take Ten development of talent. of the various participants. Preparation and follow- up sessions are tailored to the specific opportunity. (1-0-1) This will be an applied course with student leaders of PSY 20670. Practicum in Teaching Technology Take Ten, an effort to promote nonviolence among (3-0-3) Crowell PSY 23271. Autism youth that is developing nationally. An introduction to and experience in applying the (3-0-3) Whitman principles and methods of behavior instruction in This seminar discusses topics related to developmen- PSY 25270. Practicum in Developmental the classroom. tal disabilities, with a special emphasis on pervasive developmental disorders and autism. Issues regard- Dysfunction (3-0-3) Whitman PSY 20671. Computers in Psychological ing their definition, etiology, and treatment are also discussed. This practicum/seminar is the logical outgrowth of Research and Education a long informal relationship that student volunteers (3-0-3) Crowell have had with families in the Michiana community Permission of instructor required. PSY 23272. Applied Behavioral Analysis who have autistic and other special-needs children. Possible projects include: education, work productiv- (3-0-2) Whitman The practicum aspect of the course will involve ity, decision making, database management, expert Applied behavior analysis is a field of inquiry that students going into a family home and working in systems, knowledge retrieval, data analysis, and investigates the factors that influence human be- a structured program with an autistic child for, on experiment control. Projects may require campus havior and uses this knowledge to develop effective average, three times a week and a total of six to seven mainframe computer or microcomputers, particular- educational and therapeutic programs. This course hours. In addition, students will meet in class once ly the Macintosh or IBM PC. Same as CAPP 30360. will introduce the students to concepts, techniques, and methodology associated with this field. Students a week for discussion on a range of topics relating to autism, including issues regarding its definition, PSY 20678. Fundamentals of Business will observe ABA programs being used in home set- Thinking tings to teach children with autism and then have assessment, etiology, and treatment, as well as topics (3-0-3) Sucec the opportunity to design and implement such regarding the impact of autism on the family, com- This course is designed to provide an integrated un- programs with this same population. The course is munity resources, and social policy. A number of derstanding of the foundational business disciplines especially recommended for students interested in classes will feature discussions led by parents of autis- of accounting, finance, marketing, and management, developmental psychology, clinical psychology, and tic children. This class is recommended particularly especially for CAPP majors planning a career in busi- special education. for students interested in child clinical psychology, 221

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education, developmental psychology, and social early adulthood, some research on adulthood and will use readings, group discussions, lectures, films, work. the elderly is included. Attention is given to how and each other to expanding our awareness of how different environments enhance or hinder healthy culture and race operates in our everyday life. As a PSY 25275. Sign Language development. student in this class, you will be encouraged to share (3-0-3) Stillson your ideas and life experiences. The American Sign Language class is designed to PSY 30210. Exploratory and Graphical Data introduce basic vocabulary and simple sentence Analysis PSY 30400. Cognitive Psychology structure for conversational use. A cultural view (3-0-3) Boker (3-0-3) Ashley, Bryant is presented to examine traditions and values. A Prerequisite(s): See online Course Catalog for details. Prerequisite(s): See online Course Catalog for details. linguistic view is presented to introduce structure, The process by which psychological knowledge A lecture course presenting a cognitive approach to syntax, and manual alphabet. Experiential activities, advances involves a cycle of theory development, higher processes such as memory, problem solving, receptive and expressive exercises, and fluency op- experimental design, and hypothesis testing. But learning, concept formation, and language. portunities are incorporated into the format. This after the hypothesis test either does or doesn’t reject is an introductory class for students with no prior a null hypothesis, where does the idea for the next PSY 30430. Learning and Memory knowledge of American Sign Language. experiment come from? Exploratory data analysis (3-0-3) Radvansky completes this research cycle by helping to form and Prerequisite(s): See online Course Catalog for details. PSY 26800. Directed Readings change new theories. After the planned hypothesis A survey of the theories and methods relating to (V-0-V) testing for an experiment has finished, exploratory basic processes in learning and memory from both Directed reading is carried out under the supervision data analysis can look for patterns in these data that biological and cognitive perspectives. of a faculty member. A typewritten report on the may have been missed by the original hypothesis reading is required. tests. A second use of exploratory data analysis is PSY 30440. Sensation and Perception in diagnostics for hypothesis tests. There are many (3-0-3) Dawson PSY 28801. Thesis Direction reasons why a hypothesis test might fail. There are Includes a diverse range of topics, from sensory pro- (V-0-V) even times when a hypothesis test will reject the null cesses and perceptual development to sensory depri- Directed reading is carried out under the supervision for an unexpected reason. By becoming familiar with vation and visual illusions. Emphasis is on auditory of a faculty member. A typewritten report on the data through exploratory methods, the informed and visual perception. reading is required. researcher can understand what went wrong (or what went right for the wrong reason). This class is recom- PSY 30500. Physiological Psychology PSY 30100. Experimental Psychology I: mended for advanced students who are interested in (3-0-3) West Statistics getting the most from their data. Prerequisite(s): See online Course Catalog for details. (4-0-4) Ghiaseddin, Gibson, Lubke The course is designed to provide a broad overview An introduction to the analysis and evaluation of PSY 30300. Personality Psychology of the neurobiological mechanisms underlying be- experimental data, with particular emphasis on (3-0-3) Gibney havior, cognition, and affect. The course considers measures of central tendency, variability, and covari- Prerequisite(s): See online Course Catalog for details. the functioning of the mature nervous system, how ability and their relationship to psychological theory Major theories and research findings on social, the nervous system changes across the life span and and explanation. emotional, and cognitive development are covered. the effect these changes have on behavior, and the Although emphasis is on the time from birth to neurobiological foundation of various neurological PSY 30145. Dynamical Systems Analysis early adulthood, some research on adulthood and and psychiatric disorders. The content of the course (3-0-3) Boker the elderly is included. Attention is given to how is covered in lecture, readings, and written assign- Questions posed by researchers in psychology require different environments enhance or hinder healthy ments. studying evolving behavior over time. Dynamical development. systems methods were developed to study just such PSY 30600. Social Psychology evolving systems and can be helpful in both experi- PSY 30310. Abnormal Psychology (3-0-3) Venter mental design and analysis of resulting data. This (3-0-3) Gibney, Smith Prerequisite(s): See online Course Catalog for details. course presents methods that can be used to analyze Prerequisite(s): See online Course Catalog for details. An introduction to the major theoretical orientations intra-individual variability from a dynamical systems Defines the concept of abnormal or maladaptive within the field of experimental social psychology perspective. Recently developed techniques such as behavior; reviews the principles involved in human and a survey of the research findings in selected areas mutual information, state-space embedding, fractal development and adjustment and describes the such as attitude formation and change, affiliation, dimension, and surrogate data tests are presented common clinical syndromes, their causes, and treat- interpersonal attraction, and social cognition. along with more traditional time series and linear ments. statistical methods. PSY 30640. Educational Psychology PSY 30340. Cross-Cultural Psychology (3-0-3) Long PSY 30160. Experimental Psychology II: (3-0-3) Miller Although the goal of educational psychology is to Methods The general purpose of this course is to examine and understand and improve education in general, every (4-0-4) Collins, Dawson learn to talk about issues of culture and race in the classroom offers unique challenges relating to each Prerequisite(s): See online Course Catalog for details. United States from a psycho-social perspective. Cul- student’s individual differences. In this course, we A continuation of Psychology 30100, with emphasis ture and race are not synonyms. So, we will be exam- will explore the three primary dimensions associated on the design and methods of execution of psycho- ining some of the ways that each affects the quality with the field of individual differences (i.e., cogni- logical research. Training in writing reports in profes- of our psychological functioning. The goals of this tion, affect, and motivation/volition) to determine sional format is also provided. course are to learn to recognize and appreciate cul- how they collectively and uniquely contribute to a ture in ourselves and others; to examine the different model of integrated learning. Can we design educa- PSY 30200. Developmental Psychology tional experiences that engage our minds, wills, and (3-0-3) Gondoli ways that cultural and racial socialization influence behavior, to consider how culture and race relate to emotions? What types of classrooms encourage stu- Prerequisite(s): See online Course Catalog for details. various psychological constructs, and to understand dents to care about their subjects? These and other Major theories and research findings on social, provocative questions will be addressed by examining emotional, and cognitive development are covered. the ways in which racism and ethnocentricism oper- Although emphasis is on the time from birth to ates in everyday life. To accomplish these goals, we 222

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a cross-section of the educational literature on moti- to find a placement from among those specified by PSY 40150. Formal Representations of vation, cognition, and emotion. the department where they will be required to spend Psychological Hypotheses I eight hours a week. A learning agreement will be re- (3-0-3) PSY 30710. Behavioral Genetics quired. The classroom component of the course is a This course serves as an introduction to methods (3-0-3) Bergeman weekly two-and-a-half-hour seminar where the issues for representing hypotheses regarding psychological Behavioral genetics is the study of genetic and envi- from the externship experience and relevant research processes and phenomena as mathematical and/or ronmental influence on individual differences, and materials will be discussed. computational models. Emphasis is placed on can be used to examine all aspects of development. stochastic models, and analytic and computational The purpose of the class is threefold: first, to orient PSY 37900. Special Studies tools for constructing and exploring such models, in students to the basic genetic principles necessary (V-0-V) the context of particular psychological phenomena, for the understanding of hereditary influences on Independent research carried out under supervision will be introduced. Issues of model identifiability development; secondly, to overview genetic and envi- of a faculty member. A typewritten report of a re- and testability will be emphasized. Students will be ronmental influence on behavioral, biomedical, and search literature or an experimental study is required. responsible for constructing and exploring the pre- bio-behavioral attributes; and, lastly, to assist stu- dictions of a formal representation of a hypothesis in dents to realize that behavioral genetics is a powerful PSY 40120. Advanced Statistics their own area of expertise or interest. tool for the study of environmental as well as genetic (3-0-3) Maxwell influences on development. This course extends PSY 30100 in two respects. PSY 43181. Qualitative Research First, additional attention is given to the logic of in- (3-0-3) PSY 33640. Developmental Disabilities ferential statistics. Special focus is placed on the pur- This course is about theory construction using eth- (3-0-3) pose, strengths, and limitations of hypothesis testing, nographic methods, especially to analyze instruction Only by prior permission of the Program. Applica- especially as it is used in psychological research. and student development. tion required early in the semester prior to departure Second, this course considers statistical analysis of for London. Held at Rectory Paddock School. This data from more complex data structures than typi- PSY 43210. Infant and Child Development course looks at how knowledge and understanding cally covered in PSY 30100. The goal of this part of (3-0-3) Braungart-Rieker of developmental psychology informs professional the course is to heighten students’ awareness of the This course focuses on physical, cognitive, and socio- practice in schools for pupils with severe and pro- variety of research questions that can be addressed emotional development during infancy and child- found learning disabilities. The course examines how through a wide range of designs and accompanying hood. Readings will include a textbook and several children with severe developmental disabilities come analyses. The orientation of the entire course focuses articles. Topics for reading and discussion include to understand their world and how teachers and much less on the computational aspects of analyzing methods for studying infants and young children, other school based professionals devise programs to data than on the conceptual bases of what can be prenatal development, cognitive processes, language meet children’s very individual needs. The course will learned from different approaches to data analysis. development, emotional processes, parent-child rela- be based at a school for pupils with severe learning tionships, and peer relationships. disabilities. Each week, students will spend time with PSY 40121. Tests and Measurment pupils and professionals in classrooms. This practical (3-0-3) Corning PSY 43217. Children and Poverty: focus will be followed by a lecture. Students will have This course is intended to facilitate students’ un- Developmental Implications opportunities to meet with parents and families of derstanding of the theories and methods underlying (3-0-3) Brandenberger young people with disabilities. psychological assessment. We will review such con- Examines the impact of rising levels of child poverty cepts as scales of measurement, the normal distribu- and related concerns from the perspective of devel- PSY 33641. Motivation and Academic tion, error, correlation, and inference, and students opmental and social psychology. Learning will come to understand their applicability within a (3-0-3) Turner measurement context. We will evaluate the psycho- PSY 43220. Adolescent Development Traditional studies of learning have focused almost metric properties of measurement tools, and as such, (3-0-3) Gondoli exclusively on cognitive, or “cold,” processes. Recent students will learn how to critically evaluate the Prerequisite(s): See online Course Catalog for details. research on learning illustrates how “hot” processes usefulness and limitations of several commonly ad- Focuses on adolescent development within vari- also influence thinking and academic learning. In ministered personality and intelligence instruments ous social contexts, including family, peer groups, this course, we focus on how social, motivational, as well as alternative means of assessing psychological and the workplace. Special emphasis on normative and emotional influences interact with cognitive pro- functioning. The socio-historical context of psycho- development at the transition from childhood to cesses to affect academic learning. Social influences logical assessment will be presented and students will adolescence. will include students’ social goals in school, friend- examine current ethical and cultural issues related to ships, and family dynamics. Motivational influences testing within this context. PSY 43230. Mental Health and Aging are explored through the study of major theories (3-0-3) Bergeman The primary purpose of this course is to expose of achievement motivation, including attribution, PSY 40145. Dynamical Systems self-efficacy, intrinsic motivation, “possible selves,” (3-0-3) Boker students to basic issues relevant to the mental health and goal theories. Emotional factors such as coping Questions posed by researchers in psychology require of the elderly, which includes an experiential learning mechanisms, test anxiety, and wellbeing also are studying evolving behavior over time. Dynamical component in the form of volunteer relationships discussed. In addition, we explore how development systems methods were developed to study just such with an older adult. In the classroom, students will affects students’ social, motivational, and emotional evolving systems and can be helpful in both experi- be challenged to think critically about the mental responses to learning. Child, adolescent, and adult mental design as well as analysis of resulting data. health issues associated with later life and are expect- models are discussed, and applications to educational This course presents methods that can be used to ed to actively participate in class discussions. Topics child settings will be an integral part of the course. analyze intra-individual variability from a dynamical focused on pathological aging include psychological systems perspective. Recently developed techniques disorders, assessment, diagnosis, and treatment; PSY 35386. Psychology Externship such as mutual information, state-space embedding, resiliency in aging topics include: physical and men- (3-0-3) Gibney fractal dimension, and surrogate data tests are pre- tal health, social support, personality, coping, and This course provides an opportunity for students to sented along with more traditional time series and stress. Class presentations, volunteer activities, and gain supervised work experience in a health, school, linear statistical methods. the readings will be used to stimulate discussion and or social service agency. The student will be expected critical thinking. Students will also keep a journal for 223

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this purpose. The format of the course may include PSY 43271. Autism that is, able to meet life’s challenges and grow stron- some lecture, but will rely heavily on class discussion (3-0-3) Whitman ger. Theoretical (e.g., biological, psychoanalytic, hu- and group activities. Students are required to par- This seminar discusses topics related to developmen- manistic, existential and behavioral) perspectives on ticipate in some type of volunteer activity over the tal disabilities, with a special emphasis on pervasive resiliency are evaluated along with relevant empirical course of the semester (i.e., a minimum of one hour/ developmental disorders and autism. Issues regard- research. Fictional and nonfictional examples of re- week). Students may generate their own volunteer ing their definition, etiology, and treatment are also silient individuals are examined. An important focus placement or I can help match you up with one. discussed. of the course is on thinking about how resiliency can be fostered through parenting, education, therapy, PSY 43240. Theories of Moral Development PSY 43272. Applied Behavioral Analysis and social policy. Specific techniques for managing and Identity (3-0-3) Whitman routine and exceptional stressors will be discussed. (3-0-3) Narvaez Applied behavior analysis is a field of inquiry that The course is especially recommended for students Readings will cover diverse perspectives on the investigates the factors that influence human be- interested in clinical, counseling, educational, and nature of moral development and identity, with a havior and uses this knowledge to develop effective developmental psychology. special emphasis on Catholic moral identity. Theo- educational and therapeutic programs. This course ries include perspectives within psychology, major will introduce the students to concepts, techniques, PSY 43292. Seminar in Positive Psychology religious traditions, classic and modern theories. and methodology associated with this field. Students (3-0-3) Students will compare and contrast theories, formu- will observe ABA programs being used in home set- This seminar examines current research and theory late a personal theory, design a research study, and tings to teach children with autism and then have in the emerging field of positive psychology. Topics implement a spiritual practice to their own identity the opportunity to design and implement such include eudaimonic and hedonic theories of well- development. programs with this same population. The course is being. These theories provide conceptual starting especially recommended for students interested in points for understanding the multidimensional PSY 43242. Moral and Spiritual Development developmental psychology, clinical psychology, and nature of wellbeing, which include having positive (3-0-3) Narvaez special education. self-regard, good-quality relationships with oth- As an introductory course to the field of moral psy- ers, a sense that life is purposeful, the capacity to chology, we examine major research traditions. We PSY 43280. Children/Families in Conflict effectively manage one’s environment, the ability study the theoretical underpinnings, goals, and prac- (3-0-3) Cummings to follow inner convictions, a sense of continuing tices of major approaches to moral education. Current trends and findings pertaining to construc- growth, the experience of frequent pleasant emotions tive and destructive conflict within families, and and infrequent unpleasant emotions, and a general PSY 43247. Leadership, Ethics, and Social the effects of conflicts within families on children, sense of life satisfaction. These topics are examined Responsibility will be considered. A focus will be on interrelations with respect to their underlying biological, cognitive, (3-0-3) Brandenberger between family systems (marital, parent-child, and social, economic, existential, and cultural processes This course examines leadership and empowerment sibling), and methodologies for studying these ques- and their potential importance in understanding issues from multidisciplinary perspectives, focusing tions. A particular concern will be how positive and adaptation and health. on the role of the leader within organizations that negative conflict processes in the marital relationship promote service, social action, or other forms of affects families, marriages and children. The role PSY 43293. Violence and Children/Families social responsibility. Alternative models of leader- of interparental conflict in various family contexts (3-0-3) Cummings ship are explored, with attention to value and moral (divorce, parental depression, violence and abuse, Current trends and findings pertaining to construc- implications. custody, physical illness or disability), and relations tive and destructive conflict within families, and between family and community conflict and vio- the effects of conflicts within families on children, PSY 43255. Community Psychology lence, will be examined. The positive side of family will be considered. A focus will be on interrelations (3-0-3) Linney conflict will be considered, including the elements of between family systems (marital, parent-child, and Survey of community psychology, a specialty area constructive marital and family conflict, and psycho- sibling), and methodologies for studying these ques- within the broader field of psychology that is focused educational strategies for promoting for constructive tions. A particular concern will be how positive and on promoting health and well-being, and preventing conflict processes within families. Theories and mod- negative conflict processes in the marital relationship problems in communities, groups, and individu- els for conceptualizing the effects from a family-wide affects families, marriages and children. The role als. The field is characterized by a focus on human perspective will also be considered. Requirements: of interparental conflict in various family contexts competencies and problems understood within their Class attendance; active participation in class discus- (divorce, parental depression, violence and abuse, social, cultural, economic, geographic, and historical sions and activities, including leading discussions on custody, physical illness or disability), and relations contexts; explicit attention to and respect for diver- articles in small groups; participation and report of between family and community conflict and vio- sity among peoples and settings; and development of the results of small-scale field studies in small groups; lence, will be examined. The positive side of family change strategies targeting multiple ecological levels. completion of a review paper on a topic in this area; conflict will be considered, including the elements of Lecture, discussion, and experiential formats will be and completion of midterm and final in-class exams. constructive marital and family conflict, and psycho- included to cover topics such as stress and coping, educational strategies for promoting for constructive social support systems, prevention of behavioral PSY 43291. Human Resiliency conflict processes within families. Theories and mod- problems, developing competent communities and (3-0-3) Whitman els for conceptualizing the effects from a family-wide methods for conducting community research and ac- As part of being alive, human beings confront perspective will also be considered. Requirements: tion. As a writing-intensive course, students will have routine stressors, major life challenges, and severe Class attendance; active participation in class discus- written assignments addressing assessment, theories traumas. Individuals vary considerably in their abil- sions and activities, including leading discussions on of causation, and proposed intervention strategies ity to cope with such events. This course examines articles in small groups; participation and report of relevant to selected community issues and problems. a range of stressors (e.g., adolescence, school and the results of small-scale field studies in small groups; Planned Readings: Primary Text: Community Psychol- job “failure,” divorce, parenting, chronic illness and completion of a review paper on a topic in this area; ogy: Guiding Principles and Orienting Concepts, by disabilities, aging, death, poverty, prejudice, child and completion of midterm and final in-class exams. Jennifer Rudkin (Prentice Hall: 2003). abuse, and war) and how people manage them. Particular emphasis will be placed on examining why Selected readings from journals and edited volumes some individuals develop serious problems such as depression when challenged and others are resilient, 224

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PSY 43303. Developmental Psychopathology United States from a psychosocial perspective. Cul- better understand the major psychological principles and Families ture and race are not synonyms. So, we will be exam- underlying prejudiced attitudes and discriminatory (3-0-3) Cummings ining some of the ways that each affects the quality behavior; become acquainted with current research This course articulates principles for a life-span per- of our psychological functioning. The goals of this on the causes, correlates, and consequences of spective on the origins and development of individu- course are to learn to recognize and appreciate cul- prejudice and discrimination; and engage in more al patterns of adaption and maladaption. (Spring) ture in ourselves and others; to examine the different objective examination of one’s own attitudes and ways that cultural and racial socialization influence behaviors. PSY 43311. Professional Psychology: Methods behavior, to consider how culture and race relate to and Practice various psychological constructs, and to understand PSY 43346. Psychology of Religion (3-0-3) Corning the ways in which racism and ethnocentrism oper- (3-0-3) Students will be introduced to the key research ates in everyday life. To accomplish these goals, we Introduction to the major issues, theories, and methods, empirical findings, and theories from the will use readings, group discussions, lectures, films, research in the psychology of religion through criti- clinical/counseling psychology literature. Prospects and each other to expanding our awareness of how cal analysis of classical and modern literature from for developing and testing new theories of psycho- culture and race operates in our everyday life. As a Western and Eastern cultures. Topics discussed will therapy will be discussed. Students will be encour- student in this class, you will be encouraged to share help illuminate the role of religion as a powerful aged to begin forming concepts for research projects your ideas and life experiences. meaning system that can affect the lives of individu- and developing their own integrated theoretical ap- als in terms of their beliefs, motivations, emotions, proaches to treating clients. PSY 43341. Moral Development and and behaviors. A major focus of this course will be Character Education in the area of religious identity development where PSY 43315. Seminar in Counseling Theories (3-0-3) Narvaez various developmental theories of religion will be (3-0-3) Gibney, Kelly We review research and theory on moral identity utilized to understand how religious identity unfolds This seminar will address the following questions: development and its implications for character devel- across time. Does counseling work? If so, how does counseling opment and education. Students will select an aspect help people reduce their symptoms of depression, of moral character to study, reporting on their find- PSY 43360. Health Psychology anxiety, and other types of problems? We will discuss ings and designing a research study. (3-0-3) Merluzzi several of the key traditional and nontraditional Because behavior plays a significant role in people’s theories of counseling and show how these theories PSY 43342. Latino Psychology health, psychology has emerged as an important con- are applied to clients’ problems. (3-0-3) Torres tributor to the process of coping with disease, disease The purpose of this course is to examine the psycho- prevention, and health enhancement. This course is PSY 43316. Professional Psychology: social research and literature about Latino/a indi- designed to be an overview of health psychology and Methods and Practice viduals and communities within the United States. behavioral medicine. Topics will include psychology (3-0-3) Corning Students will be actively involved in discussing issues and medicine, health psychology models, stress and Students will be introduced to the key research relevant to Latino/a well-being, including immigra- health, adaptation to illness, psychological aspects of methods, empirical findings, and theories from the tion and acculturation, ethnic identity, religiosity, cancer, pain, coronary artery disease, rehabilitation, clinical/counseling psychology literature. Prospects family life, prejudice and discrimination, and mul- infectious disease, health promotion and disease for developing and testing new theories of psycho- tiracial identity. Economic, educational, and social prevention, and professional opportunities in health therapy will be discussed. Students will be encour- opportunities for Latinos also will be studied, and psychology. In addition, health care professionals aged to begin forming concepts for research projects efforts towards social advocacy and the delivery of in the community who are working in areas to be and developing their own integrated theoretical ap- psychological interventions for Latino communities covered in the course will be making presentations proaches to treating clients. will be critically examined. to the class. There will be two exams that will cover reading and lecture material. In addition, there PSY 43330. Interpersonal Communication PSY 43343. Psychosocial Perspectives on will be two short papers that will help integrate the Skills Asian Americans (3-0-3) Corning readings, lectures, and information provided by the (3-0-3) Kim speakers. Finally, there will be a lengthy paper that The Human Relations Training Program provides This course examines major psychological topics rel- instruction and experience in developing effective will consist of a summary review and critique of re- evant to Asian Americans. Broad areas to be covered search in a specific area of health psychology. communication and basic helping skills. Attending, include Asian-American personality, identity, and empathy, respect, immediacy, self-disclosure, and mental health as well as socio-cultural influences that PSY 43366. Psychology of Sports self-exploration are studied and practiced in small- shape personality and mental health. Specific topics group format. Open only to juniors and seniors. (3-0-3) Howard include cultural values and behavioral norms, the Social psychological, counseling, and personological acculturation process, ethnic identity development, approaches to issues of sports and athletic perfor- PSY 43331. Introduction to Counseling Skills family processes, stressors and social support systems (3-0-3) Gibney mance. Students will be introduced to the varied within Asian communities, psychopathology, aca- This course will examine the elements of professional roles of sports psychologist-psychological skills demic achievement, and culturally competent mental helping relationships and various counseling process trainer to academic researcher. Representative top- health treatment and service delivery. models. Students will have an opportunity to study ics include: bridging the gap between science and and practice basic counseling techniques used in de- practice in sport psychology, regulating arousal and PSY 43345. Psychology of Discrimination managing performance-related anxiety, eating disor- veloping rapport and a therapeutic relationship and (3-0-3) Corning examine research relevant to clinical practice. Issues ders within the athletic subculture, and retirement This course is intended to facilitate students’ un- issues in sports. involving professional responsibility, development, derstanding of discrimination and prejudice from a and ethics will be discussed. social-psychological perspective. The psychologically PSY 43367. Psychology of Coaching based causes, correlates, and consequences of dis- (3-0-3) Howard PSY 43340. Cross-Cultural Psychology crimination and prejudice will be examined via the (3-0-3) Miller This course is ideal for anyone who might serve as application of social-cognitive theories and research The general purpose of this course is to examine and a coach at any time in the future. Topics include to the real experiences of stigmatized group mem- learn to talk about issues of culture and race in the bers. As such, this course is intended to help students 225

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coaching strategies, substitution strategies, design- psychiatric (e.g., schizophrenia) disorders on affect exercise, meditation, and sleep. The major aim is to ing practices, dealing with parents, and the like. and cognition. Topics considered include disorders understand the mechanism, evaluate the efficacy in Conducting actual practice sessions and discussing of memory, attention, and emotion regulation. The alleviating the stress response, and any potentially relevant movies are scheduled throughout the course. format of the course will be primarily small group harmful effects. (5) We examine theory and practices There are no tests as a final portfolio is the sole presentations and discussions. Reading will be taken of mobilizing support in stressful circumstances. grading method. Books include Phil Jackson’s Sacred from primary empirical sources, review articles, and Class performance will be based on two examina- Hoops and Andy Hill and John Wooden’s Be Quick book chapters. Requirements include short papers, tions, one term paper (approximately 15–20 pages), But Don’t Hurry. class presentations, a term paper, and final exam. and classroom participation. Students also will keep a stress and health diary. PSY 43368. Psychology of Leadership PSY 43520. Cognitive/Affective (3-0-3) Howard Neuropsychology PSY 43536. Philosophy and Psychiatry This course will probe the ways to become a leader. (3-0-3) Gibson (3-0-3) Students will read material on great leaders: Jesus, This course will survey the biological bases of cogni- A course dealing with (1) the intellectual history of Ghandi, Churchill, Joan of Arc, Henry Ford, John tion and emotion. The primary objective of this psychiatry from the time of Freud and Kraepelin to Adams, Rachel Carson, and the like. Students will course will be to understand how human cognitive the present; (2) the social history of the care of the select the leader they wish to study intensively. Sec- and affective behaviors are mediated in cortical and mentally ill since World War II; and (3) the interpre- ondly, psychological analyses of leadership theory subcortical foci in the brain. Particular attention will tation and critique of Freud and psychiatry. will be recommended by the instructor. Lastly, stu- be paid to cognitive and affective deficits that result dents will read actively in the newspaper/magazine from brain trauma and disease. PSY 43571. Psychology of Coaching of their choice (e.g., New York Times, Newsweek). (3-0-3) Howard Selected articles will serve as the basis of class discus- PSY 43531. Psychology and Medicine This course is ideal for anyone who might serve as sions (led by the student who suggested the article) (3-0-3) a coach at any time in the future. Topics include designed to plot a course of action that the student This course has Kolberg two basic objectives. First, it coaching strategies, substitution strategies, design- will begin to undertake in the domain targeted in examines from a lifespan and psychobiological per- ing practices, dealing with parents, and the like. the article (e.g., Bills before Congress, environmental spective the factors that place individuals at different Conducting actual practice sessions and discussing degradation, eiolations of eivil rights). Grading will stages of life at risk for illness and assist them in relevant movies are scheduled throughout the course. be based upon two long papers (on a leader and each maintaining their health. In addition, it addresses a There are no tests as a final portfolio is the sole student’s own course of action, class participation, variety of challenging psychological and social issues grading method. Books include Phil Jackson’s Sacred and a final exam. Class enrollment will be limited to that physicians and other healthcare professionals Hoops and Andy Hill and John Wooden’s Be Quick 15 or 16 students. must face in the practice of medicine. The course but Don’t Hurry. covers a range of topics dealing with health issues PSY 43390. Applied Behavior Analysis related to different stages of human development PSY 43576. Sport and Exercise Psychology (3-0-3) Whitman (childhood, adolescence, and adulthood), disabled (3-0-3) Applied behavior analysis is a field of inquiry that populations, culture and gender, stress, physician- This course will cover the foundations of sport and investigates the factors that influence human be- patient interactions, death and dying, professional exercise psychology, which examines people and their havior and uses this knowledge to develop effective ethics, and social policies relating to health care. The behaviors within sport and physical activity contexts educational and therapeutic programs. This course course is primarily intended for students intending from group and individual perspectives. This class will introduce the students to concepts, techniques, to enter medical school. Most classes will involve will be taught using a variety of lecture methodolo- and methodology associated with this field. Students brief formal presentations by the instructors and gies (75 percent), group discussion and activities, as will observe ABA programs being used in home set- invited guests, followed by discussion of assigned well as utilizing an occasional guest speaker. Students tings to teach children with autism and then have readings pertinent to the day’s topic. In addition, will be expected to attend and participate in class the opportunity to design and implement such students will be exposed, via a limited practicum, to and complete writing, applied projects, and exams. programs with this same population. The course is a variety of medical settings. especially recommended for students interested in PSY 43610. Seminar in Spatial Cognition developmental psychology, clinical psychology, and PSY 43532. Stress: Medicine and (3-0-3) Carlson special education. Management Have you ever gotten lost trying to navigate through (3-0-3) Kolberg a new environment or had difficulty in following PSY 43455. Seminar: Psycholinguistics This course is concerned with stress, its effect, and directions? Can you easily give directions when (3-0-3) Eberhard coping mechanisms from a biological as well as a someone asks you how to get somewhere? If you An interdisciplinary seminar with emphasis upon psychological viewpoint. (1) We explore the nature are following a map, do you turn it as you turn, or student participation covering topics such as linguis- of stress itself. What exactly is stress? How do issues hold it in a fixed orientation? All of these processes tics, memory, and perception for language stimuli, of control and personality enter into the perception involve relating your own spatial location to objects child language, bilingualism, and social psychology of stress? Can we have physiological stress without and landmarks in the external world. This seminar of language. the perception of stress? We examine some special in spatial cognition will examine how we accomplish types of stress such as long-term or serious illness this, focusing on such issues as following directions, PSY 43510. Behavioral Genetics and work-related stress. (2) We cover the stress re- giving directions, using maps, mentally representing (3-0-3) sponse and the effect of this response on the level of environments, and way-finding. An introduction to the principles necessary to un- the whole organism (fatigue, irritability, insomnia, derstand genetic and environmental influences on cognitive difficulties, etc.). (3) We examine the link PSY 43638. Asia: Culture, Health, and Aging development, with an overview of the methods and between stress and disease on the level of organ sys- (3-0-3) research. tems such as the cardiovascular system, the immune With a focus on Asian case studies (Japan, Korea, system, the gastrointestinal system, and the endo- China, Taiwan, and India), this seminar provides an PSY 43511. Behavioral Neurobiology crine system. (4) We examine the biological and psy- introduction to both cultural gerontology and criti- (3-0-3) West chological basis of common coping mechanisms such cal medical anthropology. This class will examine the effects of neurological as cognitive therapy, social support, drug therapy (e.g., focal lesions and degenerative disease) and (self-prescribed and physician-prescribed), alcohol, 226

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PSY 43639. Person, Self, and Body or social service agency. The student will be expected (3-0-3) to find a placement from among those specified by Romance Languages and How is the private self different from the public the department where they will be required to spend Literatures person, and how do these contrasts vary in different 8 hours a week. A learning agreement will be re- societies? How is the body valued, situated, and con- quired. The classroom componenet of the course is a Chair: tested? What are the sources of conflict within a per- weekly two-and-a-half hour seminar where the issues Theodore Cachey son, between persons, and with the material world? from the externship experience and relevant research Vice Chair and Director of Graduate Studies: How is identity constructed from these components? materials will be discussed. Ben Heller This course will examine contemporary and classical Assistant Chair and Director of Undergraduate Studies: theoretical works as well as ethnographic accounts of PSY 45525. Cultural Aspects of Clinical Shauna Williams persons, selves, and bodies to address these questions. Medicine Professors: (4-0-4) José Anadón; Maureen Boulton; Theodore J. PSY 43690. History and Systems of The course examines popular medical concepts and Cachey; Bernard Doering (emeritus); Julia V. Psychology expectations patients bring with them to the clinical Douthwaite (assistant provost, Campus Inter- (3-0-3) Radvansky, Dawson or hospital setting, as well as the attitudes, organiza- national Development); Kristine Ibsen; Dayle Traces the development of contemporary psychology tion, and goals of the clinical medical care. Students Seidenspinner-Núñez (associate dean, College from its early philosophical origins to the present. divide their time between classroom and service as of Arts and Letters); John P. Welle An emphasis is placed on the era of modern psychol- patient/family liaisons in an area emergency room. Associate Professors: ogy (mid-1800s to the present) with considerable Student access to a car is necessary. Thomas Anderson; Paul F. Bosco (emeritus); discussion of current issues and movements. JoAnn DellaNeva; Ben Heller; Carlos Jerez PSY 45853. Addiction, Science, and Values Farrán; Louis MacKenzie; Christian R. Moevs; PSY 43702. Concepts in Visual Neuroscience (3-0-3) María Rosa Olivera Williams; Catherine Perry; (3-0-3) West Students will be introduced to topics in the ethics of Alain Toumayan Cross-listed with PSY 43702. care for the indigent; to alternative therapies for re- Assistant Professors: The goal is to familiarize students with concepts, covery and maintenance; and to current brain mod- Samuel Amago; Vittoria Bosco (emerita); ideas, and hypotheses in neuroscience with a focus els of addiction. They will be placed as volunteers Patricio Boyer; Sébastien Dubreil; Isabel Fer- on vision. Topics include neuron models, process- (for 14 weeks) with institutions serving indigent reira Gould; Encarnación Juárez; Alison Rice; ing image structure (retina-primary visual cortex), recovering addicts in St. Joseph and Elkhart counties. Colleen Ryan-Scheutz object recognition (V2-IT-prefrontal cortex), motion Research Professors: detection, and attention. This seminar will provide PSY 47900. Special Studies: Reading and Hugo Verani an overview of contemporary theories, concepts, and Research Associate Professional Specialists and Concurrent (V-0-V) models in neuroscience, with an emphasis on vision. Lecturers: Independent research carried out under supervision It will outline the different approaches that are used Geraldine Ameriks, Marie-Christine Escoda- of a faculty member. A typewritten report of a re- to understand neural information processing in the Risto; Janet Fisher-McPeak; Sr. Mary Louise search literature or an experimental study is required. visual system. Some time will be spent discussing Gude, CSC; Isabel Jakab; Patrick I. Martin; contemporary trends in neuroscience, along with Paul McDowell PSY 48800. Senior Honors Thesis the contributions from and influences of multiple Assistant Professional Specialists and Concurrent relevant disciplines, including psychology, biology, (3-0-3) Merluzzi These two seminars assist the senior major to pro- Lecturers: and artificial intelligence. A central argument will María Coloma; Giovanna Lenzi-Sandusky; be that there is still no coherent framework or single pose, execute, and write an honors thesis. The first semester is devoted to the development and presenta- Elena Mangione-Lora; Ivis Menes; Odette Me- concept of neural processing, and the seminar will nyard; Andrea Topash Ríos; Patrick Vivirito; use this argument as a motivation to ask new question of the proposal, and the second to its execution, write-up, and subsequent presentation. Shauna Williams tions, model an innovative network structure, or Visiting Assistant Professional Specialists and maybe just follow one of the existing approaches. We Concurrent Lecturers: will occasionally examine studies that have success- Alessia Blad; Brian Barone; Kelly Kingsbury; fully implemented some of the models into analog Nancy Marquez; Johara Sonza; Sandra Teixeira electronic circuits, allowing so for their real-time emulation. The topics will be introduced by lectures. Program of Studies. The Romance languages derive A manuscript will be handed out containing graphs from Vulgar Latin spoken throughout the Roman and texts from various introductory books. Students Empire. A major course of study is offered in French, are asked to give presentations on classic or recent Italian, and Spanish. The study of foreign languages, research papers based on the presented material. literatures, and cultures provides educational opportunities relevant to an increasingly interdependent PSY 43721. Behavioral Pediatrics world. A crucial component of a liberal education, (3-0-3) Kolberg the acquisition of foreign language skills enhances This course is directed toward premedical students our powers of communication and serves to in- interested in pediatric medicine and psychology troduce us to the enduring cultural achievements majors interested in health psychology. It exposes of other peoples. Moreover, the study of a foreign areas of psychology, biology, and medicine pertinent language broadens our mental horizons, encourages to children. Specific emphasis is placed on studying us to think and act more globally, and stimulates our infants who are at risk for developmental problems. understanding of the traditions of other nations. PSY 45386. Psychology Exernship Elementary and intermediate courses develop the (3-0-3) Gibney students’ ability to understand, speak, read, and This course provides an opportunity for students to write a foreign language with facility and confidence. gain supervised work experience in a health, school, 227

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Students can take advantage of the latest in foreign and above); six must be in literature/culture stud- Combined BA/MA Program in French language technology in the Language Resource Cen- ies; and at least half must be taken in residence at The Department of Romance Languages and Litera- ter to increase their fluency in the target language. Notre Dame. Required among these eight courses tures offers its majors in French the opportunity to Upper-division courses present a wealth of literary, are: ROFR 30310 (Textual Analysis), ROFR 30710 participate in its graduate program through a com- historical, and cultural traditions and emphasize the and ROFR 30720 (French Literary Surveys I and bination BA/MA degree in French. This program nature and development of national cultures. Many II), and at least two courses at the 40000 level, one requires students to take 30 credit hours during the courses focus on the literature and culture of certain of which may be the senior seminar (ROFR 53000). normal four-year undergraduate period, followed by historical periods, others trace the development of ROFR 30310 (Textual Analysis) is the recommended a total of 30 credit hours of graduate courses taken literary genres or examine a theme across periods and prerequisite for the survey courses (ROFR 30710 during the fourth and fifth years of residence. Six genres, and still others inculcate the critical and ana- and ROFR 30720) and must be completed by the credit hours can be counted toward both the under- lytical skills necessary for an informed interpretation end of junior year. The requirement of ROFR 30720 graduate and graduate degrees. During their senior of foreign language texts. (French Literary Survey II) may be waived if students year, participants in this program take two graduate take both ROFR 373AF and ROFR 374AF in An- courses, take the qualifying exam given to all first- Participation in Notre Dame’s international study gers—that is, two advanced courses on 19th- and year graduate students, and apply to the Graduate programs in Brazil, Chile, France, Italy, Mexico, and 20th-century French literature. Pre-approved courses School for admission during the spring semester. BA/ Spain (see the International Study Programs section at the Université Catholique de l’Ouest in Angers MA students are eligible for a teaching fellowship of this Bulletin) is highly recommended although not (IALH 1.1, 1.2, 4.2, and 6.1) may also fulfill the re- during their fifth year that includes a tuition waiver required to pursue a major in Romance Languages quired courses ROFR 30310, ROFR 30710, and/or and a generous teaching stipend. Well-qualified and Literatures. Majors and supplementary majors in ROFR 30720 (see the Angers pages in this Bulletin students who are interested in this program should French, Italian, and Spanish must complete 50 perfor a description of those courses and their equiva- contact the director of graduate studies and/or the cent of their credit hours in the major in residency lencies at Notre Dame). Any other substitution will graduate coordinator in French at the beginning of at Notre Dame and meet the following program require the approval of the undergraduate coordina- their junior year. requirements. tor in French. ROFR 30320 (Advanced Grammar and Writing) is strongly encouraged. AP credits PROGRAM IN ITALIAN LITERATURE PROGRAM IN FRENCH AND satisfy the language requirement only and may not AND CULTURE FRANCOPHONE STUDIES be applied to the major. The Major in Italian The Major in French and Francophone Studies The Minor in French and Francophone Studies The major requires 30 credits or 10 courses at the The requirements for a major in French and Fran- The requirements for a minor in French and Franco- 20000 level or above, including no more than two cophone Studies consists of successful completion of phone Studies consists of successful completion of 15 20000-level courses (ROIT 20215 counts as two 30 credit hours or 10 courses above ROFR 20215. credit hours or five courses, taught in French, above courses for the major), ROIT 30710 (Introduction Of these 10 courses, no more than three may be ROFR 20215. Of these five courses, no more than to Italian Literature I), ROIT 30720 (Introduction at the 20000 level (20230 and above), six must be two may be at the 20000 level (20230 and above). to Italian Literature II), ROIT 43000 (Italian Semi- in literature/culture studies, and at least half must Required among these five courses are: ROFR 30710 nar), and a minimum of four elective ROIT courses be taken in residence at Notre Dame. Required or ROFR 30720 (Survey of French Literature I or II) in Italian literature or culture at the 30000 or 40000 among these 10 courses are: ROFR 30310 (Textual and one 40000-level course in literature or culture level. ROIT 30310 (Textual Analysis/Advanced Analysis), ROFR 30710 and ROFR 30720 (French from a period not covered by the survey taken (i.e., Grammar Review) is recommended for all majors. Literary Surveys I and II), at least two courses at the ROFR 30710 and one 40000-level course covering a The ninth and tenth courses may be on an Italian 40000 level, and the Senior Seminar (ROFR 53000). period after the 17th century, or ROFR 30720 and subject in another discipline (for example, archi- ROFR 30310 (Textual Analysis) is the recommended one 40000-level course covering a period before the tecture, art history, history). A maximum of two of prerequisite for the survey courses (ROFR 30710 18th century). This 40000-level course and at least the elective courses may be conducted in English or and ROFR 30720) and must be completed by the one other course must be taken in residence at Notre with texts in translation. Equivalent Italian language, end of junior year. The requirement of ROFR 30720 Dame. The requirement of ROFR 30720 (French literature, or culture courses from foreign study (French Literary Survey II) may be waived if students Literary Survey II) may be waived if students take programs or other universities may be substituted by take both ROFR 373AF and ROFR 374AF in An- both ROFR 373AF and ROFR 374AF in permission. Fifty percent of the credits for the major gers—that is, two advanced courses on 19th- and Angers—that is, two advanced courses on 19th- and must be taken in residence at Notre Dame. AP credit 20th-century French literature. Pre-approved courses 20th-century French literature. Pre-approved courses may not be applied toward the major. at the Université Catholique de l’Ouest in Angers at the Université Catholique de l’Ouest in Angers (IALH 1.1, 1.2, 4.2, and 6.1) may also fulfill the re- (IALH 1.1, 1.2, 4.2, and 6.1) may also fulfill the The Supplementary Major in Italian quired courses ROFR 30310, ROFR 30710, and/or requirement of ROFR 30710 or ROFR 30720 (see Supplementary majors are expected to demonstrate ROFR 30720 (see the Angers pages in this competency in the language and to complete 24 Bulletin the Angers pages in this Bulletin for a description for a description of those courses and their equiva- of those courses and their equivalencies at Notre credits or 8 courses at the 20000 level or above, lencies at Notre Dame). Any other substitution will Dame). ROFR 30320 (Advanced Grammar and including no more than two 20000-level courses require the approval of the undergraduate coordina- Writing) is strongly encouraged. AP credits satisfy (ROIT 20215 counts as two courses for the supple- tor in French. ROFR 30320 (Advanced Grammar the language requirement only and may not be ap- mentary major), ROIT 30710 (Introduction to and Writing) is strongly encouraged. AP credits plied to the minor. Italian Literature I) , ROIT 30720 (Introduction to satisfy the language requirement only and may not Italian Literature II), ROIT 43000 (Italian Seminar), be applied to the major. The Honors Track in French and a minimum of three elective ROIT courses in French majors with a GPA of at least 3.7 in the ma- Italian literature or culture at the 30000 or 40000 The Supplementary Major in French and jor may be admitted into the honors track by invi- level. ROIT 30310 (Textual Analysis/Advanced Francophone Studies tation. In addition to completing the major, students Grammar Review) is recommended for all majors. The requirements for a supplementary major in will either take a graduate course as an 11th course A maximum of one of these elective courses may be French and Francophone Studies consists of success- (for first majors) or as a ninth course (for supplemen- conducted in English or with texts in translation (a ful completion of 24 credit hours or eight courses tary majors), or, by invitation, write an honors thesis, second only by special permission), or may be on above ROFR 20215. Of these eight courses, no which will count as an 11th or a ninth course. an Italian saubject in another discipline. Equivalent more than three may be at the 20000 level (20300 228

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Italian language, literature, or culture courses from These courses may be substituted with equivalent have made substantial progress toward their Spanish foreign study programs or other universities may senior-level courses with departmental approval. AP major by the second semester of their junior year. It be substituted by permission. Fifty percent of the credit may not be applied toward the major. is imperative that students interested in this program credits for the major must be taken in residence at contact the director of graduate studies and/or the The Major in Spanish Notre Dame. AP credit may not be applied toward graduate coordinator in Spanish at the beginning of The major in Spanish requires 30 credits or 10 the major. their junior year. courses at the 20202 level and above, including The Minor in Italian the required core sequence described above or The minor in Italian comprises 15 credits or five equivalents, two senior-level courses, and the senior Major in Romance Languages and courses at the 20000 level or above, including at least seminar. Equivalent courses from international study Literatures three courses at the 30000 or 40000 level. Three of programs or other universities may be substituted The undergraduate major in Romance Languages the five courses must be in Italian language and/or with departmental approval. Fifty percent of the and Literatures is designed for qualified students literature; the fourth and fifth courses may be on credits for the major must be taken in residence at who wish to major in two programs (French, Ital- Italian literature taught in English or a course on an Notre Dame. AP credit may not be applied toward ian, or Spanish). Cross-cultural in focus, the major Italian subject in another discipline (for example, the major. recognizes the importance of studying the correspon- art history, architecture, history). Courses from dences and differences among various Romance lit- foreign study programs or other universities may be The Supplementary Major in Spanish Supplementary majors in Spanish are required to eratures and cultures and of reexamining traditional substituted by permission, but at least two courses disciplinary boundaries. for the Italian minor must be taken in residence at complete 24 hours or eight courses at the 20202 Notre Dame. AP credit may not be applied toward level and above, including the required core sequence The requirements for a major in Romance Languages the major. described above or equivalents and one senior-level and Literatures include competency in two languages course. Equivalent courses from international study and successful completion of 36 credit hours or 12 The Honors Track in Italian programs or other universities may be substituted courses, which must be distributed equally between Italian majors are admitted into the honors track by with departmental approval. Fifty percent of the the two respective language programs as follows: invitation. The honors track major consists of 33 credits for the supplementary major must be taken credits or 11 courses, including all the requirements in residence at Notre Dame. AP credit may not be (1) Two survey courses in each language and lit- for the major, a GPA in the major of at least 3.5, applied toward the major. erature program (French or Italian); Spanish requires plus a substantial final essay, to be written in Italian either four survey courses (two in peninsular and two for a graduate course or an Honors Directed Reading Interdisciplinary Minors in Latin American) or a combination of two survey Tutorial, which will constitute the 11th course. Spanish majors are encouraged to pursue allied courses in one area and two 40000-level courses in courses offered through Area Studies and other inter- the other area; The Combined BA/MA Program in Italian disciplinary minors. Spanish courses offer a particu- The Department of Romance Languages and Litera- larly appropriate complement to the Latin American (2) Textual Analysis in one program; tures offers its majors in Italian the opportunity to Studies, Latino Studies, and European Studies (3) Two 40000-level courses in each program (if the participate in its graduate program through a com- programs. See section on Interdisciplinary Minors in survey requirement in Spanish is fulfilled with two bination BA/MA degree in Italian. This accelerated this Bulletin for more details. Majors may also apply 40000-level courses, these courses may count for the program requires students to take 30 credit hours one senior-level ROPO course in Luso-Brazilian cul- 40000-level requirement in Spanish); at the 20000 level or above during the normal four- ture and literature toward their elective credits. year undergraduate period, followed by a total of 30 (4) One senior seminar in one program; credit hours of graduate courses taken during the The Honors Track in Spanish (5) Two elective courses in the department (any ex- fourth and fifth years of residence. Six credit hours Spanish majors are admitted into the honors track ception requires permission). can be counted toward both the undergraduate and by invitation. The honors track major consists of 33 credits or 11 courses including all the requirements graduate degrees. During their senior year, partici- Placement in Language Courses. For French and for the major, a GPA in the major of at least 3.7, and pants in this program take two graduate courses, the Spanish, there is an online placement exam for stu- enrollment in one graduate seminar in the spring qualifying oral exam given to all first-year graduate dents who have not already demonstrated language semester of the student’s senior year. students, and apply to the Graduate School for ad- proficiency through national standardized testing, mission during the spring semester. BA/MA students The Combined BA/MA Program in Spanish such as the AP or Achievement tests. Students with are eligible for a teaching fellowship during their The Department of Romance Languages and Lit- previous experience are required to take one of these fifth year that includes a tuition waiver and a gener- eratures offers its majors in Spanish the opportunity tests before enrolling in their first course in those ous teaching stipend. Students should have a strong to participate in its graduate program through a languages. The normal prerequisite for a 30000-level academic record and substantial progress toward combination BA/MA degree in Spanish. This ac- course is at least one 20000-level course or permis- their Italian major completed by the second semester celerated program requires students to take 30 sion of the instructor. The normal prerequisite for a of their junior year. It is imperative that students credit hours at the 20202 level and above during the 40000-level course is at least one 30000-level course interested in this program contact the director of normal four-year undergraduate period, followed by or permission of the instructor. graduate studies and/or the graduate coordinator in a total of 30 credit hours of graduate courses taken Policy Regarding Romance Language Placement Italian at the beginning of their junior year. during the fourth and fifth years of residence. Six Examination. The placement examination is de- credit hours can be counted toward both the under- signed to place each student at an appropriate level graduate and graduate degrees. During their senior PROGRAM IN IBERIAN within a language sequence. Obtain test registration year, participants in this program take two graduate AND LATIN AMERICAN STUDIES information from the Department of Romance Lan- courses, the qualifying oral exam given to all first- All majors in Spanish are required to take a core guages and Literatures. year graduate students, and apply to the Graduate sequence consisting of ROSP 30310 (Textual Analy- School for admission during the spring semester. sis) and one course in each of the following areas of Course Descriptions. The following course descrip- During their fifth year, BA/MA students are eligible Spanish and Spanish American Literature: ROSP tions give the number, the title, and a brief descrip- for a teaching fellowship, which includes a tuition 30710 (Early Peninsular), ROSP 30720 (Modern tion of each course. Lecture or class hours per week, Peninsular), ROSP 30810 (Early Spanish American) waiver and a generous teaching stipend. Students laboratory or tutorial hours per week, and credits and ROSP 30820 (Modern Spanish American). should have a strong academic record and should 229

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each semester are in parentheses. Not all courses are ROFR 20220. Intermediate Grammar Review and day-to-day challenges that await them in Angers. offered every year. (3-0-3) Course begins the week after Spring Break. Prerequisite(s): See online Course Catalog for details. French This one-semester comprehensive review of French ROFR 27500. Approaches to French and grammar is intended for students with intermediate Francophone Cultures: Facets of French, ROFR 10101. Beginning French I proficiency in the four language skills. In addition France, and the French (4-0-4) to the formal grammar review, there will be a close (3-0-3) For students who have had no previous exposure reading of two novels: Au Revoir les Enfants, and Les Prerequisite(s): See online Course Catalog for details. to French. An introductory, first-year language se- choses de la vie. Rounding out the course materials This content-driven course is intended for students quence with equal focus on the four skills: speaking, will be individual oral presentations on historical, who want to further broaden their knowledge of listening, reading and writing. An appreciation for social, or religious themes found in Au Revoir les En- the French language and related cultures, as well as French culture is also encouraged through readings fants, and class discussions of the American and the improve both their understanding of the French and and discussions. This course is to be followed by French films based on Les choses de la vie. These ac- Francophone world and their communication skills ROFR 20201 or ROFR 24337. tivities will complement the formal grammar to help in the French language. prepare the students to express themselves in a more ROFR 10102. Beginning French II proficient and non-approximative French. ROFR 30310. Textual Analysis: The Art of (4-0-4) Interpretation Prerequisite(s): (ROFR 10101 or ROFR 101) (3-0-3) Perry ROFR 20300. Conversational French Introduction to French techniques of formal analysis The second-semester course of the beginning French (3-0-3) Menyard of literary texts through detailed study of content sequence. We will focus on a balanced approach to This course is designed to further develop the and form. Application to prose, poetry, and theater. acquisition and appreciation of French language and student’s conversational skills and grasp of a wide va- Includes significant written and oral component. culture. riety of styles and registers in French. Spoken French Required of all majors. ROFR 310 should be com- will be practiced through various types of classroom pleted by the end of junior year. ROFR 10115. Intensive Beginning French activities and assignments. Emphasis will be on top- (6-0-6) Dubreil ics of current interest. This course covers the material of ROFR 10101 ROFR 30320. Advanced Grammar and Writing and 10102 in one semester, with classes five days (3-0-3) Menyard ROFR 20305. French Through Acting This advanced-level course, taught in French, is per week. Equal emphasis is placed on spoken and (3-0-3) designed for students returning from abroad who written French. ROFR counts as two courses and is Prerequisite(s): (ROFR 20202 or ROFR 201 or wish to further improve their speaking and writing designed for highly motivated students. It is to be ROFR 202 or ROFR 202F) skills and for students already in the 30000–40000 followed by ROFR 20201 or ROFR 20215. A nontraditional approach to conversational French sequence who seek additional assistance with writing that asks students to create scenes for a weekly soap skills and grammar. It emphasizes clarity and correct- ROFR 20201. Beginning French II opera centered on a large cast of student-created ness of the language through weekly writing assign- (3-0-3) characters who live together in an apartment build- ments and through class discussions of the themes, Prerequisite(s): See online Course Catalog for details. ing in France. Scenes are performed in class for style, and rhetorical structures in a varied group of For students who have had no previous exposure workshop on phonetics, gestures, and choice of idi- texts-literary, political, cultural, and critical. to French. An introductory, first-year language se- oms. Not designed for international study returnees. quence with equal focus on the four skills: speaking, ROFR 30555. African Cinema: Black Gazes/ listening, reading, and writing. An appreciation for ROFR 20450. French for Business French culture is also encouraged through readings White Camera (3-0-3) (3-0-3) and discussions. This course is to be followed by In this course, students travel to the Francophone Corequisite(s): ROFR 31555 ROFR 20202 or ROFR 20215. Business World, in order to acquire cultural and A course exploring the image of black Africa through linguistic tools enabling them to establish links with the lens of white cinematographers. ROFR 20202. Intermediate French II and within it. They develop their communicative (3-0-3) Escoda-Risto, McDowell proficiency and their cultural awareness in business- Prerequisite(s): See online Course Catalog for details. ROFR 30710. Survey of French Literature and related situations and through case studies. They Culture I A third-semester college language course. Includes practice orally and in writing the idiomatic structures (3-0-3) Della Neva review and expansion of basic grammatical struc- and terminology particular to French business. Vid- Reading of selections and complete works of out- tures. Extensive practice in speaking and writing. eos and the Internet are important components of standing French authors from major genres and peri- readings, and discussions of a variety of literary and this course. For business students, this would fulfill a ods. All majors are required to take this sequence, or nonliterary text of appropriate difficulty. requisite in the International Business Program. equivalent advanced courses. Students are expected to have already taken ROFR 30310 or to take ROFR ROFR 20215. Intensive Intermediate French ROFR 20680. Creole Language and Culture 30310 concurrently with the first survey taken. (5-0-5) (3-0-3) Prerequisite(s): ROFR 10102 or ROFR 102 or This course introduces students to the vivid, sono- ROFR 30720. Survey of French Literature and ROFR 102A) rous language of Kreyol, or Haitian Creole and to Culture II A two-semester sequence of intensive, comprehensive the fascinating culture of its speakers. This intensive, (3-0-3) Toumayan training in the language skills necessary for residence beginning-level course is intended for students with Reading of selections and complete works of out- and study in France. Includes review of gram- no knowledge of Haitian Creole. standing French authors from major genres and peri- mar, readings, civilization, and specific orientation ods. All majors are required to take this sequence, or for international study. For students with two to ROFR 21205. Angers: Atelier equivalent advanced courses. Students are expected three years of high school French (with satisfactory (1-0-1) to have already taken 30310 or to take ROFR 30310 achievement) preparing for the Angers international A mini-course that prepares students accepted for concurrently with the first survey taken. study program. study abroad in Notre Dame’s program in Angers, France. Students are prepared for various cultural 230

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ROFR 31555. African Cinema: Black Gazes/ ROFR 40550. Cinemas D’Afrique: paper (10–12 pages) at the end of the semester. As- White Camera Francophone siduous preparation for and participation in class (3-1-4) (3-1-4) discussions are essential. Corequisite(s): ROFR 30555 Corequisite(s): ROFR 41550 A course exploring the image of black Africa through This course focuses on the cinemas of Francophone ROFR 40811. Post-Colonial French Literature the lens of white cinematographers. Africa from the 1930s to the present, with emphasis (3-0-3) the post-independence period (1960-present). We This course offers an introduction to Francophone ROFR 37000. Special Studies will begin with an examination of the early Western postcolonial literature from such diverse sites as (V-0-V) filmic representations of Africans as wild savages Africa, Asia, and the Caribbean. We will begin with Prerequisite(s): Junior standing, dean’s list. devoid of culture and history. We will then proceed an exploration of the literature of empire and look to examine how African filmmakers have challenged at the way canonical French texts buttressed colonial ROFR 40100. Introduction to Old French and those images by creating new depictions of their and racist discourses. We will then study the range of Anglo-Norman societies, and offering Africa through African eyes. In literary responses emerging from the different French (3-0-3) our study of African cinema, we will closely examine colonies as, in the words of Salman Rushdie, “the This course is designed to be an introduction to the both the themes in the films and the way the films empire writes back with a vengeance.” Our study language and dialects of medieval France, including are constructed in order to try to understand the will be organized around recurrent themes and prob- Anglo-Norman. Readings will include texts written political goals of African filmmakers. We will pay lematics in postcolonial literature-identity, power, between the 12th and the 14th centuries, such as the attention to the social, ideological, and aesthetic migration, race, gender, nation, representation, Lais of Marie de France, trouvere poetry, the prose aspects of these films. This course will also cultivate containment, and resistance. As we read this litera- Lancelot, Machaut, and Froissart. understanding and appreciation of local frameworks ture, we will discuss key essays by such postcolonial of knowledge and of recent theoretical developments theorists and cultural critics as Frantz Fanon, Homi ROFR 40110. From Roland to the Holy Grail in film and media studies. Finally, we will discuss Bhabha, Spivak, Edward Said, Carole Boyce Davies, (3-0-3) issues and theories related to the definition of the so- Stuart Hall, Paul Gilroy, Trin T. Min Ha, Valentin This is a survey of medieval French literature from called third world cinema, third cinema, postcolonial Mudimbe, Simon Gikandi, and Achille Mbembe. 1100 to 1300, including the epic, the romance, cinema, and postmodern cinema. drama, and poetry. ROFR 40812. Literature issue de l’immigration ROFR 40635. 19th Century Short Story (3-0-3) ROFR 40220. Life, Love and Literature: (3-0-3) Toumayan An introduction to the literary productions by Af- Renaissance Lyons (3-0-3) This course will focus on the development of the rican, Caribbean, and Asian immigrants to France. The city of Lyons was a cultural center of Renais- genre of short narrative during the 19th century in Students will acquire a detailed understanding of the sance France. This course will focus on the literature France. Representative works of Balzac, Nerval, Bar- relevant strands of current theoretical thinking, and that arose from that location, most especially (but bey d’Aurevilly, Flaubert, Gautier, MZrimZe, Mau- through a close analysis of the texts themselves, will not exclusively) the love poetry of three French Re- passant, Nodier, and Villiers de l’Isle Adam will be examine recurrent themes and forms in immigrant naissance lyricists: Maurice Scéve’s Délie, the Rymes considered. We will examine distinctive features of literature, including the representation of identity; of Pernette Du Guillet, and the Oeuvres poétiques the various aesthetics of Romanticism, Realism, and the concepts of origins; the intersection of race, class, of Louise Labé. Excerpts from other authors associ- Symbolism as well as generic considerations relating and gender; and the textual strategies underpinning ated with Lyons, including Rabelais, Marot, and to the conte fantastique. Course requirements: one these considerations. Finally, we will examine the Du Bellay will also be treated. This course will take oral presentation, two papers of moderate length, different ways in which these authors are redefin- a “cultural studies” approach, and students will be and a final exam. ing French literature with their singular voices and expected to work on topics such as the presence of styles. Writers to be studied include: Farida Belghoul, Italians, royal pageantry and celebrations, the pres- ROFR 40805. French Travelers to North Africa Azouz Beggag, Soraya Nini, Calixthe Beyala, Bolya (3-0-3) ence of the court, industry, fairs, banking and trade, Baenga, Gis?le Pineau, and Linda L?. The course will This course will explore works by French writers and architecture, art and music, intellectual circles, and be taught in French. artists who visited or resided in the North-African the Reformation in the city of Lyons. Special atten- countries of Morocco and Algeria from the early tion will be given to the role of women in Lyonnais ROFR 40814. Négres, Africains, 19th through the late 20th centuries. We will exam- Négropolitains society and the Querelle des Amyes generated in that ine aesthetic representations as well as the travel dia- (3-0-3) city. This course will be taught in French. ROFR ries and correspondence of painters such as Eug?ne This is an introduction to selected works from dif- 30310 (Textual Analysis) or prior experience with Delacroix, ThZodore ChassZriau, Eug?ne Fromen- ferent regions of Francophone Africa (North, West, textual analysis highly recommended. NOTE: If tin, and Henri Matisse; the travel narratives of Fro- Central, and East Africa). Close readings within there is sufficient interest, it may be possible to ar- mentin (Une AnnZe dans le Sahel), Pierre Loti (Au the historical and social contexts of these works range a “field trip” to Lyons over spring break. Please Maroc), and Isabelle Eberhardt (excerpts from ?crits will enable students to understand representational contact the professor immediately if you have an sur le sable); short stories by Eberhardt, and novels strategies of identity, ideology, race, gender, class, interest in pursuing this possibility. by J.M.G. Le ClZzio (DZsert), Michel Tournier (La and sexuality. The course will also consider the ques- Goutte d’or), and Didier Van Cauwelaert (Un aller tion of how Francophone texts broaden the field of ROFR 40300. Reading Versailles French studies. (3-0-3) simple). Studies by Edward Sa?d (Orientalism) and The political, social, and artistic phenomena re- Fatimah Mernissi (Beyond the Veil: Male Female Dy- ROFR 40816. Soupirs, murmures et cris sumed in the word Versailles, approached from a namics in a Modern Muslim Society), among others, will enable us to approach Islamic culture as well as (3-0-3) number of perspectives: historical, architectural, In this introduction to Francophone African women mythological, in painting, and in literature. the vexed questions of French colonialism and the condition of women in North Africa. Discussions writers, we will explore the various discursive strate- conducted in French. Students will give two short gies they employ to subvert the literary and cultural ROFR 40340. 17th Century French Theater traditions that kept their voices from being heard. (3-0-3) oral presentations and write a weekly journal as a This class will focus on the importance of voice in A study of major works by Cormeille, Racine, and means of preparing for two analytical and interpre- women’s constructions of a space of authority and Moliere. tive papers (minimum of five pages each, with the option to rewrite the first paper), OR one longer agency. 231

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ROFR 40830. Francophone Picaresque devoid of culture and history. We will then proceed ing, reading, and writing. An appreciation for Italian (3-0-3) to examine how African filmmakers have challenged culture is also encouraged through readings and class This course will focus on Francophone novels that those images by creating new depictions of their discussion. The sequence 10101–10102 is to be fol- depict movement, particularly in the form of travel. societies, and offering Africa through African eyes. In lowed by ROIT 20201 or ROIT 20215. We will read in chronological order works by writers our study of African cinema, we will closely examine from the Caribbean, Sub-Saharan Africa, and the both the themes in the films and the way the films ROIT 10105. Beginning Italian for Architects Maghreb in an examination of the ways in which are constructed in order to try to understand the (3-0-3) Lenzi-Sandusky movement to and from (as well as within) the political goals of African filmmakers. We will pay An introduction to Italian similar to 10101–10102, country of origin is addressed over time. A recurring attention to the social, ideological, and aesthetic but with a greater emphasis on practical information. theme will be the “return” to the country of origin aspects of these films. This course will also cultivate necessary for architects planning an international after a stay in the French metropole. The first text, understanding and appreciation of local frameworks study experience. Aime Cesaire’s poetic Cahier d’un retour au pays of knowledge and of recent theoretical developments natal (1939), will set the tone for other treatments of in film and media studies. Finally, we will discuss ROIT 10106. Beginning Italian for Architects return such as Hele Beji’s Itineraire de Paris a Tunis issues and theories related to the definition of the so- (3-0-3) (1992) or Boubacar Boris Diop’s short story, “Retour called third world cinema, third cinema, postcolonial Prerequisite(s): (ROIT 10105 or ROIT 105) a Ndar-Geej” (2001). We will address the impos- cinema, and postmodern cinema. An introduction to Italian similar to 10101–10102, sibility of return as it is portrayed in the writing of but with a greater emphasis on practical information. Helene Cixous, and we will look at the various treat- ROFR 41590. French Theatre Production necessary for architects planning an international ments of movement (from migrations to wanderings (1-0-1) study experience. to pilgrimages) in the novels of Maryse Conde, Tahar Students transform into actors of the Illustre Th??tre Djaout, Assia Djebar, Abdelkebir Khatibi, Ferdinand de l’Universit? de Notre Dame du Lac in a creative ROIT 10115. Intensive Beginning Italian for Oyono, and Abdourahman Waberi. To complement collaboration that has come to be known as the Study Abroad (6-0-6) our study of these fictional works, we will analyze French play. We rehearse during the fall semester, This course covers the material of ROIT 10101 the theoretical writings of postcolonial critics such as and perform the play in late January. Students from and 10102 in one semester with classes five days Arjun Appadurai, Homi Bhabha, and James Clifford all levels are encouraged to audition; theatrical expe- per week. Equal emphasis is placed on spoken and along with essays from Francophone theoreticians rience is not expected. written Italian. ROIT 10115 counts as two courses like Frantz Fanon and Edouard Glissant, and even and may be taken in conjunction with ROIT 20201 Jacques Derrida. The course will concentrate espe- ROFR 46000. Directed Readings or ROIT 20215 to fulfill the language require- cially on creative and critical works from the last two (V-0-V) ment. This course is designed for highly motivated decades in an attempt to ascertain what it means to Specialized reading related to the student’s area of students. be a multiply constituted subject, formed in many study. ways by “routes” as much as by “roots,” in the post- ROIT 20201. Intermediate Italian I colonial Francophone world. ROFR 47000. Special Studies (3-0-3) (3-0-3) Prerequisite(s): Senior standing, dean’s list. Prerequisite(s): See online Course Catalog for details. ROFR 40905. Literature and Opera ROIT 201 fulfills the language requirement. This is (3-0-3) ROFR 48000. Senior Thesis an intermediate second-year language course with The full title of the course, Prenant des libertes, du (3-0-3) equal focus on oral and written production. The livre au livret, ou la litterature va a l’opera, pretty This course may cover an in-depth study of a partic- course includes a review of basic grammar and then much tells—or sings—it all. In this course, to be ular author, theme, genre, or century. In addition to transitions into more difficult features of Italian. Stu- conducted in French, our focus will be a selected primary texts, some critical material will be required dents learn to discuss and write about Italian cultural series of literary works and the operas based on reading. This course culminates in a substantial topics, current events, and literary texts. them. Our bibliography/discography is likely to research paper. include the following pairs of works: Le Mariage de ROIT 20215. Intensive Intermediate Italian Figaro (Beaumarchais), Le Nozze di Figaro (Mozart); ROFR 53000. Senior Seminar: Topics in (6-0-6) Blad French and Francophone Literature and Le Barbier de Seville (Beaumarchais); Il Barbiere di Prerequisite(s): See online Course Catalog for details. Seviglia (Rossini); Manon Lescaut (Prevost), Manon Cultures (3-0-3) This course is an accelerated language and culture Lescaut (Puccini); Carmen (Merimee), Carmen (Bi- course, combining the study of more complex lan- zet); La Dame aux Camelias (Dumas), La Traviata An in-depth study of a particular author, theme, genre, or century. guage structures, communication tasks and cultural (Verdi). Students will be required to listen to the op- concepts in a stimulating daily classroom environ- eras in their entirety outside of class and be prepared, ment. If you have completed ROIT 10115 or ROIT well prepared, to discuss them in class. The same Italian 10102 successfully and are ready for a challenge, this obtains for the literary “parents.” A paper of medium course may be the perfect continuation for you. It length, 10–15 pages, will be required. There will be ROIT 10101. Beginning Italian I (4-0-4) completes the language requirement and is also rec- a cumulative final examination, part of which will be This is an introductory, first-year language sequence ommended for students who wish to advance their identification of operatic selections. with equal focus on the four skills: speaking, listen- linguistic preparation significantly before going to ing, reading, and writing. An appreciation for Italian Rome. This course counts as two courses and covers ROFR 41550. Cinemas D’Afrique: culture is also encouraged through readings and class material of ROIT 20201 and ROIT 20202 in one Francophone semester. (3-1-4) discussion. The sequence 10101–10102 is to be fol- Corequisite(s): ROFR 40550 lowed by ROIT 20201 or ROIT 20215. ROIT 20300. Conversational Italian This course focuses on the cinemas of Francophone ROIT 10102. Beginning Italian II (3-0-3) Africa from the 1930s to the present, with emphasis Prerequisite(s): (ROIT 20201 or ROIT 201) the post-independence period (1960-present). We (4-0-4) Prerequisite(s): (ROIT 10101 or ROIT 101) By assuming the roles of Italian citizens, students will will begin with an examination of the early Western learn what it is like to live in a modern Italian city. filmic representations of Africans as wild savages This is an introductory, first-year language sequence with equal focus on the four skills: speaking, listen- At the end of this fourth-semester course, students 232

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should be able to 1) read, comprehend and discuss ROIT 30610. Rome: A Journey in Art and ROIT 40120. Italian Seminar texts of greater length and variety; 2) write with History (3-0-3) greater ease, better style and increased grammatical (3-0-3) Gill An in-depth study of a particular author, theme, accuracy; 3) identify and describe important charac- This class is an exploration of the history and culture genre, or century. In addition to treating the primary teristics of Italian popular culture including topics of Rome from late medieval times through the 20th texts, some critical material will be required reading. such as family, leisure activities, education, cuisine, century, with an emphasis on art and architecture. This course culminates in a substantial research pa- music and sports; 4) speak with greater fluency and per. Taught in Italian. grammatical precision. ROIT 30710. Survey of Italian Literature I (3-0-3) Moevs ROIT 40215. Petrarch: The Soul’s Fragments ROIT 20508. Attulita I: Italian Society Today An introduction to the close reading and textual (3-0-3) Cachey (3-0-3) analysis of representative texts from the Duecento The course will explore fundamental themes in Prerequisite(s): (ROIT 20201 or ROIT 201) through the Renaissance, including Lentini, Guiniz- Pedtrarch’s writings in Latin, especially the Secretum You’ve been learning the language, now live it! zelli, Cavalcanti, Dante, Petrarch, Boccaccio, and the epistles, and in the Triumphs and the Can- Through multimedia exploration of major aspects Poliziano, Machiavelli, and Ariosto. We will trace zoniere. Contemporary critical approaches will be of contemporary Italian culture, students will gain a the profile of Italian literary history in this period, employed in the analysis of the Canzoniere. practical experience of what it is like to live in Italian setting the texts in their cultural and historical con- society today. Topics and themes will be introduced text (including music, art, and architecture), with ROIT 40230. La Letterature di Viaggio: storia through articles from newspapers and magazines, attention to the changing understanding of human e critica videos and Web sites, literature and music. Each unit nature and the physical world in these centuries. Re- (3-0-3) will focus on the development of specific linguistic quirements include class participation, short essays, a This course examines major Renaissance Italian nar- skills, including targeted grammar review, so that midterm and a final. Taught in Italian. ratives of the Age of Discovery. It concentrates on students will improve their ability to communicate the theoretical and practical problems involved in at- orally and in writing with appropriate idiomatic us- ROIT 30720. Introduction to Italian Literature II tempting to read historical texts as “literary artifacts.” age and vocabulary. (3-0-3) This course introduces students to major writers ROIT 40231. Machiavellie and Guicciardini (3-0-3) ROIT 20509. Advanced Grammar and and literary movements in 18th, 19th, and 20th- Stylistics century Italy, including Goldoni, Leopardi, Foscolo, This course will compare and contrast major works (3-0-3) Manzoni, Verga, Pirandello and many others. Taught of these “classical” Italian Renaissance authors. This course is intended for Italian students of any in Italian. Required for majors and supplementary level, beyond the third semester, who desire to majors. ROIT 40505. Italian National Cinema improve their command of Italian grammar and (3-0-3) ability to write in Italian. Besides a rigorous review of ROIT 37000. Special Studies Corequisite(s): ROIT 41505 standard Italian grammar, the course will introduce (3-0-3) Conducted in English, this course examines the con- the “Languages of Italy” through the study of dialect Prerequisite(s): Junior standing, dean’s list. cept and reality of “national cinema” in the Italian literature [The Other Italy: The Literary Canon in case. A history of one of the world’s most renowned Dialect, ed. Hermann Haller (Toronto, 1999)], Ital- ROIT 40115. Dante’s Inferno: The Prison national cinemas focusing on the construction of ian traditional song [Italian Traditional Song (a mu- (3-0-3) Boitani national identity in film. sic and text anthology) ed. Luisa Del Giudice (Los An indepth study, over two semesters, of the entire Angeles, 1995)], and selected films in which Italian Comedy, in its historical, philosophical, and literary ROIT 41505. Italian National Cinema Lab (0-0-0) linguistic diversity plays an important role [“Pais?” context, with selected reading from the minor works Conducted in English, this course examines the con- (Rosellini), “Accatone” (Pasolini), “Padre padrone” (e.g., Vita Nuova, Convivio, De vulgari eloquentia). cept and reality of “national cinema” in the Italian (Fratelli Taviani)]. Lectures and discussion in English; the text will be read in the original with facing-page translation. Stu- case. A history of one of the world’s most renowned national cinemas focusing on the construction of ROIT 27500. Intermediate Italian II: Italian dents may take one semester or both, in either order. Stylistics and Culture national identity in film. (3-0-3) ROIT 40116. Dante II Prerequisite(s): See online Course Catalog for details. (3-0-3) ROIT 40508. Cinema e Letteratura An advanced, fourth-semester language course An in-depth study, over two semesters, of the entire (3-0-3) designed to further develop the student’s conversa- Comedy, in its historical, philosophical and literary Conducted in Italian, this course analyzes Italian tional skills and grasp of a wide variety of styles and context, with selected readings from the minor works films and literary works in studying points of inter- registers in Italian. Spoken and written Italian will (e.g., Vita Nuova, Convivio, De vulgari eloquentia). section and divergence between film and literature. be practiced through various classroom activities and Lectures and discussion in English; the text will be assignments. Readings include a wide array of liter- read in the original with facing-page translation. Stu- ROIT 41118. Dante and Petrarch Mini-Course (3-0-1) ary and nonliterary texts (newspapers and magazines, dents may take one semester or both, in either order. This one-credit course consists of a series of seminars short fiction, and so on). ROIT 40117. Boccaccio dedicated to an exploration of the literary relations between Dante Alighieri (1265–1321) and Francis ROIT 30310. Textual Analysis and Advanced (3-0-3) Petrarch (1304–1374). The seminar will meet on Grammar A textual analysis of the Decameron, with emphasis (3-0-3) Moevs on structure and themes. Different critical approach- four Tuesday afternoons for two and one half hours This is a fifth-semester advanced grammar review es will be used in the analysis of individual tales, during the semester and will feature nine contribu- and introduction to the critical analysis of Italian their relationships to the frames and their reflection tions by Albert R. Ascoli (UC Berkeley), Zygmunt literary texts. It is recommended that this class be on Boccacio’s society. Baranski (Cambridge), Theodore Cachey (Notre taken before ROIT 30710 or 30720. Dame), Roland Martinez (Brown), Giuseppe Maz- zotta (Yale), Christian Moevs (Notre Dame), Lino Pertile (Harvard), Justin Steinberg (University of Chicago), and Sara Sturm-Maddox (University 233

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of Massachusetts). Prof. Theodore Cachey will autobiographical reference film. Students will gain ROIT 40810. Topics in Medieval Art be the professor of record for this pass/fail course an idea of Pasolini’s place within the larger context of (3-0-3) (631‑5651). Requirements include regular participa- Italian filmmaking in the ‘60s and ‘70s, and we will The topic and format of this course will vary from tion in the seminar and a brief paper. consider his interactions with other auteur filmmak- year to year. ers such as Fellini and Bertolucci. Assignments in- ROIT 41508. Italian Cinema: Realities Lab clude film viewings, short papers and presentations, ROIT 40820. Topics in Renaissance Art (2-0-0) and a final exam. (3-0-3) This course explores the construction and develop- Topics course on special areas of Renaissance art. ment of the Italian cinematic realist tradition from ROIT 40610. Spotlight on Pirandello the silent era to the early 1970s, although its primary (3-0-3) ROIT 40825. 15th-Century Italian Renaissance focus is on the period 1934–1966, which stretches The literary, theatrical, and cinematic works of Luigi Art from the appearance of Blasetti’s openly fascist “his- Pirandello within the context of Italian culture and (3-0-3) torical” reconstruction, La vecchia guardia, to Paso- society between the 1880s and the 1930s, and as an This course investigates the century most fully iden- lini’s “eccentric exercise in left-wing commitment, integral force of Italian and European modernism. tified with the Early Renaissance in Italy. Individual Uccellacci e uccellini, with its mix of expressionist works by artists such as Brunelleschi, Donatello, and hyper-realist techniques. At the centre of this ROIT 40650. Modern Italian Fiction Ghiberti, Botticelli, and Alberti are set into their so- period are found some of Italy’s most highly regarded (3-0-3) cial, political, and religious context. Special attention films made by directors, such as Vittorio DeSica, Major works of Italian fiction from the 19th century is paid to topics such as the origins of art theory, art Roberto Rossellini, and Luchino Visconti, who until the present are analyzed in relation to Italian and audience, Medician patronage, and art for the belonged to the neo-realist movement (1945–53). society and culture within the contexts of European Renaissance courts of northern Italy and Naples. These filmmakers rejected escapist cinema and tried history and literary movements. to make films that examined the contemporary expe- ROIT 40828. Seminar: Venetian and Northern riences of ordinary Italians. As well as analyzing the ROIT 40720. The Italian Lyric Italian Art (3-0-3) Coleman films in themselves, the course examines the formal (3-0-3) This course focuses on significant artistic develop- and ideological continuities and differences between An in-depth textual analysis of selected lyric master- ments of the 16th century in Venice, with brief neo-realist films and their silent and fascist predeces- pieces from the breadth of the Italian tradition, from excursions into Lombardy and Piedmont. Giorgione, sors. In a similar way, it analyses neo-realism’s impact Cavalcanti to Montale. Taught in Italian. Titian, and Palladio, the formulators of the High Re- on later filmmakers, such as Federico Fellini, Pietro naissance style in Venice, and subsequent artists such Germi, Pier Paolo Pasolini, Gillo Pontecorvo, Dino ROIT 40740. Teatro del Novecento (3-0-3) as Tintoretto and Veronese are examined. An inves- Risi, and Francesco Rosi, who attempted to develop An exploration of the rich tradition of theatre, dra- tigation of the art produced in important provincial new versions of cinematic realism. Finally, the course ma, and spectacle in modern Italian culture. Topics and urban centers such as Brescia, Cremona, Milan, aims to locate the films in their historical and cul- include: the verismo theatrical tradition of Giovanni Parma, Varallo, and Vercelli also provide insight into tural contexts and to address theoretical issues arising Verga, Nino Martoglio, and Salvatore Di Giacomo; the unique traditions of the local schools and their from the concept of “realism.” the Meditterranean tragedies of Gabriele d’Annunzio patronage. and the aesthetic and political implications of his po- ROIT 40512. Comedy, Italian Style! (3-0-3) etics of spectacle; Futurist theatre and the European ROIT 40908. Italian Women Writers (3-0-3) Corequisite(s): ROIT 41512 avant-garde; Pirandello’s theatrical art and European This course is taught in English and explores the role An exploration of comic traditions in Italy: the modernism(s). In the second half of the 20th-cen- of women writers in the Italian literary canon across popular film genre known as “comedy Italian style” tury figures include Ugo Betti, Edoardo De Filippo, the centuries. Particular emphasis will be given to is analyzed in its historical development in the 1950s Pier Paolo Pasolini, Natalia Ginzburg, Dario Fo, and twentieth-century women writers and the ways in and ‘60s, together with Italian film comedies from Dacia Maraini. The variety theatre, the dialect the- which their works reflect specific social and cultural the silent period through the present. Roberto Be- atre and the relationship between theatre and cinema environments. Texts include poetry, prose, and nigni’s new film version of Pinoccchio, for example, will also be examined. Class requirements include drama, and films, and discussions will include topics to be released in the United States in December of thorough preparation of dramatic texts and critical such as motherhood, female subjectivity, fascism, 2002, extends a long line of comic genius. The com- materials, attendance at a number of film screenings and feminism. media dell’arte, Goldoni’s comedy of manners, and outside of class, a number of brief papers and oral the political farce of Nobel Prize winner Dario Fo presentations, a midterm, and a final exam. The class will be conducted in Italian. ROIT 40920. Alfieri, Foscolo, and Leopardi provide further examples of a comic tradition that (3-0-3) continues to be a vital force of aesthetic pleasure and A study of selected works from the three greatest political comment. Requirements include attendance ROIT 40802. Italian Dialect Literature (3-0-3) poets of the Neoclassical and Romantic period, with at mandatory film screenings, participation in class In this mini-course, we will discuss aspects of Italy’s particular attention paid to the tension and fusion in discussions, a number of short papers, and midterm literary tradition in dialect across time, space, and their thoughts between Enlightenment and Roman- and final exams. The class will be conducted in genres. Following a brief introduction to Italy’s dia- tic conceptions of self, humanity, and nature. English. lect varieties, we will consider some major poets who wrote in Milanese, Roman, and Neapolitan dialect. ROIT 40921. Ariosto e Calvino “un’ idea di ROIT 40520. Cinema e autori:Pasolini We will also address the plurilingual theatrical tradi- letteratura” (3-0-3) (3-0-3) tion in dialect, centered primarily around Naples and This course presents one of Italy’s greatest 20th-cen- This course examines Lodovico Ariosto’s “Orlando Venice. Against the backdrop of Italy’s sociolinguistic tury humanists. Pier Paolo Pasolini was a poet, nov- Furioso” in the light of Italo Calvino’s reading of panorama in the last two decades we will analyze the elist, critic, and filmmaker whose works are among the poem and the recent “Calvinian” reading of the nature and function of dialects in the present revival the most well-known and highly debated of the last poem by one of Italy’s leading philogist-critics, Cor- of poetic dialects as well as in Italian narrative prose. century. We will read and discuss a selection of his rado Bologna (La macchina del Furioso). This course texts and analyze his use of literary adaptation and will begin with a reading of Calvino’s “Six Memos for the Next Millenium” and then move on to a reading of “Furioso”. 234

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ROIT 40935. Italian Short Story ROPO 10102. Beginning Portuguese II course designed to develop facility in speaking, read- (3-0-3) (4-0-4) ing and writing at an advanced level. Discussions Taught in Italian, this course treats the historical Prerequisite(s): (ROPO 10101 or ROPO 101) and writing assignments are based on the readings, development of the short prose narrative in Italian This is an introductory, first-year language sequence which consist of short stories, a memoir, and news- literature. Beginning with the folktale, and moving with equal focus on speaking, listening, reading, and paper articles. Emphasis is on speaking and writing into selected novelle by such Medieval and Renais- writing. An appreciation for the diverse cultures of skills, as well as a grammar review. sance writers as Boccaccio, Bandello, Firenzuola, and the Portuguese-speaking world is also encouraged Machiavelli, the course also includes modern and through readings, music, videos, and class discussion. ROPO 20500. Approaches to Afro-Luso- contemporary contributors to the genre including The sequence is to be followed by ROPO 201. Brazilian Cultures Verga, D’Annunzio, Pirandello, Moravia, Gozzano, (3-0-3) Tozzi, Deledda, Serao, Maraini, Calvino, and Ginz- ROPO 10105. Portuguese for Spanish This course explores cultural perspectives on Brazil burg. Students will be required to write a number of Speakers I through a wide variety of sources, including literary, brief papers, to give brief oral presentations and to (4-0-4) Teixeira sociological and historical texts, feature films, music, participate in class discussions. There will be a mid- This course sequence is designed for students with and news reports. Topics for discussion include race term and a final exam. at least intermediate-level proficiency in Spanish. relations in Brazil, Afro-Brazilian culture and iden- Classroom activities emphasize the acquisition of tity, and Brazil’s contemporary relations with Africa. ROIT 40950. Manzoni basic language structures, vocabulary, and sound Oral and written assignments aim at perfecting stu- (3-0-3) systems, as well as the active use of spoken language dents’ proficiency in speaking, reading, and writing. A close reading of the Promessi Sposi in its historical in context. Students are introduced to the cultures of This course reviews major concepts of Portuguese and cultural context, with special attention given to the Portuguese-speaking countries through current grammar in context and provides practical exercises its artistic and social aims as a novel at once historial, video, printed media, music, and short fiction. in diction and vocabulary building. Course con- political, and self-consciously Catholic. ducted in Portuguese. ROPO 10106. Portuguese for Spanish ROIT 41512. Comedy, Italian Style Lab Speakers II ROPO 27500. Topics in Afro-Luso-Brazilian (3-0-0) (3-0-3) Cultures An exploration of comic traditions in Italy: the Prerequisite(s): (ROPO 10105 or ROPO 105 or (3-0-3) popular film genre known as “comedy Italian style” ROPO 121) Prerequisite(s): See online Course Catalog for details. is analyzed in its historical development in the 1950s This course sequence is designed for students with This course explores cultural perspectives on Brazil and ‘60s, together with Italian film comedies from at least intermediate-level proficiency in Spanish. through a wide variety of sources, including literary, the silent period through the present. Roberto Be- Classroom activities emphasize the acquisition of sociological and historical texts, feature films, music, nigni’s new film version of Pinoccchio, for example, basic language structures, vocabulary, and sound and news reports. Topics for discussion include to be released in the United States in December of systems, as well as the active use of spoken language race relations in Brazil, Afro-Brazilian culture and 2002, extends a long line of comic genius. The com- in context. Students are introduced to the cultures of identity, and Brazil?s contemporary relations with media dell’arte, Goldoni’s comedy of manners, and the Portuguese-speaking countries through current Africa. Oral and written assignments aim at perfect- the political farce of Nobel Prize winner Dario Fo video, printed media, music, and short fiction. ing students? proficiency in speaking, reading, and provide further examples of a comic tradition that writing. This course reviews major concepts of Por- continues to be a vital force of aesthetic pleasure and ROPO 10115. Intensive Beginning Portuguese tuguese grammar in context and provides practical political comment. Requirements include attendance for Study Abroad exercises in diction and vocabulary building. Course (6-0-5) at mandatory film screenings, participation in class conducted in Portuguese. Designed for highly motivated students, this inten- discussions, a number of short papers, and midterm sive language course meets five days a week, covers and final exams. The class will be conducted in ROPO 40560. Brazilian Film and Popular the material of ROPO 10101 and 10102, and English. Music counts as two courses. Along with the acquisition of (3-0-3) language skills, ROPO 10115 emphasizes the active This course offers social, cultural, and historical per- ROIT 41590. Italian Theatre Workshop (2-0-2) use of spoken Portuguese in context. ROPO 10115 spectives on Brazil through film and popular music. A full-immersion language experience for the study, and ROPO 20201 together fulfill the language Topics include the reception of Cinema Novo and practice, production, and performance of authentic requirement and prepare students to study abroad post-Cinema Novo films, bossa nova, samba, and Italian texts. Includes analytical and writing com- in Brazil. Tropic?lia. Special attention will be paid to Tropic?lia ponents. (a movement with key manifestations in literature, ROPO 20201. Intermediate Portuguese I cinema and popular music), and the circumstances (3-0-3) Teixeira ROIT 47000. Special Studies surrounding its creation, the repressive military (V-0-V) Prerequisite(s): See online Course Catalog for details. regime that governed Brazil from 1964 to 1985. The Prerequisite(s): Senior standing, dean’s list. ROPO 201 fulfills the language requirement. class is offered in English. Through selected readings in Portuguese, Brazilian, and Lusophone African literatures, films, newspaper ROPO 40950. Luso-Brazil Literature & Society Portuguese and magazine articles, and popular music, students (3-0-3) discuss a variety of cultural issues and expand their This course will focus on questions of national ROPO 10101. Beginning Portuguese I vocabulary. Particular attention is placed on review- identity in the Luso-Brazilian world. We will ex- (4-0-4) Teixeira ing major topics of Portuguese grammar and devel- amine how social and cultural issues are perceived, This is an introductory, first-year language sequence oping students’ writing abilities. conceptualized, represented, and understood in and with equal focus on speaking, listening, reading, and by literature. The course will pay particular attention writing. An appreciation for the diverse cultures of ROPO 20202. Intermediate Portuguese II to how literature depicts important human problems the Portuguese-speaking world is also encouraged (3-0-3) such as gender and race relations, the crafting of through readings, music, videos, and class discussion. Prerequisite(s): (ROPO 20201 or ROPO 201) national identity and national heroes, class conflict, The sequence is to be followed by ROPO 201. This is a continuation of ROPO 201, but it may be family structure, and some ideological values such as taken separately. 202 is a fourth-semester language success, love, happiness, fairness, misfortune, destiny, 235

romance languages and literatures honesty, equality, and faith. Authors to be studied Spanish ROSP 20202. Intermediate Spanish II will include Manuel Ant?nio de Almeida, Machado (3-0-3) de Assis, Jorge Amado and Guimar?es Rosa, on the Students with prior course work in Spanish who Prerequisite(s): See online Course Catalog for details. Brazilian side, and Miguel Torga, Jo?o de Melo, JosZ have not taken the AP or SAT II exam in Spanish Spanish 201 features the second half of the Span- Saramago and L?dia Jorge, on the Portuguese side. must take the departmental placement exam. For the ish textbook AQuZ te parece? This course follows Conducted in English with readings in Portuguese or date of the next placement exam as well as a guide an information-based task approach which springs English (discussion group available in Portuguese). to the new course numeration in Spanish please from the idea that languages are best learned when Requirements will include active class participation, consult the departmental Web page at www.nd.edu/ real-world information becomes the focus of class- two oral presentations, and two papers. ~romlang. room activities. Class time is dedicated primarily to interactive discussion. Therefore, you will exchange ROPO 40951. Immigrant Voices in Modern ROSP 10101. Beginning Spanish I real-life information about you and your classmates. Brazilian Literature (4-0-4) Among other communicative objectives, students (3-0-3) This is an introductory, first-year language sequence will learn to talk about television in society, national This course examines literary perspectives on the with equal focus on the four skills: speaking, listen- identity, liberty, censorship, cultural stereotypes, in- European and non-European immigrant experience ing, reading, and writing. An appreciation for His- digenous cultures, racism, and human rights. in Brazil. Readings from literature, literary theory, panic cultures is also encouraged through readings cultural studies, history and anthropology. Authors and class discussion. The sequence is to be followed ROSP 20211. Spanish for Heritage Speakers studied include Moacyr Scliar, Samuel Rawet, Elisa by ROSP 20201 or ROSP 20215. (3-0-3) Coloma Lispector, NZlida Pi?on, Milton Hatoum, Raduam Prerequisite(s): See online Course Catalog for details. Nassar, Ana Miranda, Emil Farhat, and Salim ROSP 10102. Beginning Spanish II A course of intensive grammar study, reading and Miguel. Conducted in English. (4-0-4) writing. Designed for those who may speak with Prerequisite(s): (ROSP 10101 or ROSP 101) considerable fluency but have little or no grasp of ROPO 40955. Dictatorship/Luso. Fiction & This is an introductory, first-year language sequence grammar and the written language. The goal is to Film with equal focus on the four skills: speaking, listen- achieve a level of literacy equivalent to that of a (3-0-3) ing, reading, and writing. An appreciation for His- college-educated native speaker: to strengthen the Prerequisite(s): (ROPO 20202 or ROPO 202 or panic cultures is also encouraged through readings command of written Spanish and the mechanics of ROPO 202P) and class discussion. The sequence is to be followed composition and style. This course explores the role of the dictator as paint- by ROSP 20201 or ROSP 20215. ed in popular fiction and film production. ROSP 20215. Intensive Intermediate Spanish ROSP 10111. Beg Sp Heritage Speakers for Study Abroad ROPO 40977. Colonialism Revisited (3-0-3) (5-0-5) (3-0-3) Ferreira Gould This course of intensive grammar study, reading, and Prerequisite(s): (ROSP 10102 or ROSP 102 or ROSP With readings from Angola, Mozambique, Brazil writing is designed for those who may speak Spanish 102A) and Portugal, this course examines colonialism and with some fluency but need additional work on their ROSP 20215 is an intensive intermediate course that its aftermath in Africa in light of postcolonial fiction grammar and writing skills. It is most appropriate covers the material from ROSP 20201 and ROSP and contemporary sociological and anthropologi- for students who speak some Spanish in the home 20202 in one semester with classes five days per cal writing from the Lusophone world. This course but whose primary language is English. The goal week. Equal emphasis is placed on spoken and writ- brings the Lusophone experience, with its important is to work toward becoming fully bilingual and to ten Spanish. The course includes a review of major varieties, yet overlooked implications, into broader strengthen the command of written Spanish and the grammar points, literary, and cultural readings. debates in the field of postcolonial studies. Course mechanics of composition and style. ROSP 20215 counts as two courses and fulfills the conducted in English with readings in Portuguese language requirement. and /or English. ROSP 10115. Intensive Beginning Spanish for Study Abroad ROSP 20220. Intermediate Grammar Review ROPO 40995. Short Fiction across the Atlantic: (6-0-6) Sonza (3-0-3) Ameriks Brazil, Portugal, and Lusophone Africa This course covers the material of ROSP 10101 Prerequisite(s): See online Course Catalog for details. (3-0-3) and 10102 in one semester with classes five days Emphasis on refinement of oral and written language This is a comparative study of short prose fiction per week. Equal emphasis is placed on spoken and competence. This course is especially appropriate in the Portuguese-speaking world, with special written Spanish. ROSP 10115 counts as two courses for first-year students with advanced proficiency in emphasis on theoretical issues related to this literary and may be taken in conjunction with ROSP 20201 Spanish who have testeed out of the 20102 level with genre. Authors studied include Machado de Assis, or ROSP 20215 to fulfill the language require- an interest in study abroad. It is also open to stu- Jo?o Guimar?es Rosa, Clarice Lispector, M?rio de ment. This course is designed for highly motivated dents coming through the regular language sequence S?-Carneiro, and Luandino Vieira. Texts and discus- students. who may need additional review of grammar points. sions in English. ROSP 20201. Intermediate Spanish I ROSP 20237. Conversation and Writing ROPO 40997. Colonialism Revisited: The (3-0-3) (3-0-3) Coloma, Jakab Lusophone Experience Prerequisite(s): See online Course Catalog for details. Prerequisite(s): See online Course Catalog for details. (3-0-3) This is an intermediate second-year language se- Intended to develop writing proficiency and cultural With readings from Brazil, Angola, Mozambique quence with equal focus on oral ande writing skills. awareness through reading and discussion of repre- and Portugal, this course examines colonialism and It includes a review of basic grammar and then sentative contemporary topics of Spain and Latin its aftermath in Africa in light of postcolonial fiction transitions into more difficult features of Spanish. America while continuing to promote oral profi- and contemporary sociological and anthropologi- Students learn to discuss and write about Hispanic ciency development. cal writing from the Lusophone world. The course cultural topics, current events, and literary texts. brings the Lusophone experience into broader debates in the field of postcolonial studies. Course conducted in English with readings in Portuguese and/or English. 236

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ROSP 20300. Conversational Spanish ROSP 20502. La Telenovela: History, Culture, ROSP 27500. Approaches to Hispanic Culture (3-0-3) and Student Production through Writing Prerequisite(s): ROSP 20202 or ROSP 201 or ROSP (3-0-3) (3-0-3) 202E The aim of this course is to explore the genre of the Prerequisite(s): See online Course Catalog for details. This course is designed to further develop student’s telenovela. Students sharpen oral and written lan- This content-driven course is intended for students conversational skills and grasp of a wide variety of guage skills through exposure to authentic telenove- who want to further broaden their knowledge of styles and registers in Spanish. Spoken Spanish will las from Spain and Latin America, and through the the Spanish language and related cultures, as well as be practiced through various types of classroom creation and production of their own telenovela. improve both their understanding of the Hispanic activities and assignments, with special attention to world and their communication skills in the Spanish conversation and vocabulary building. Emphasis will ROSP 20600. Studies in Culture: Spain language. Development of advanced structures is be on topics of current interest. Principles of gram- (3-0-3) achieved through intensive practice in speaking and mar will be applied to structured conversations and This class will explore the geographic, historic and writing. Each course focuses on a different aspect of compositions. political factors that have contributed to the devel- Hispanic culture. opment of contemporary Spain. Attention will be ROSP 20450. Spanish for Business focused on past and present events that have played ROSP 30310. Textual Analysis (3-0-3) an important role in the Spanish culture. Formal (3-0-3) Prerequisite(s): (ROSP 20202 or ROSP 201 or ROSP readings from a textbook will be complemented This is an upper-division course for students with 202E) with other materials such as newspapers, magazines, advanced preparation. It serves as the introduction This is an introductory course in Spanish for Busi- videos, and the Internet. It is hoped that inclusion to the analysis and explication of Spanish-language ness. The course will emphasize business terminolo- of different material will offer an added perspective literary texts. Short texts in prose, poetry, and theatre gy, business situations, and good business form, both and enhance the student’s understanding of Spain’s from a variety of periods and countries within the written and oral. Moreover, the course will be based cultural heritage. This course demands the active Hispanic world are read, presented, and discussed. on case studies, thus allowing the student to analyze participation of students through readings, written The course is a recommended prerequisite for the an actual business transaction. Emphasis will also be exercises, class discussions, and oral presentations. survey courses, and must be completed by the end of placed on cultural awareness and differences when Both the readings and the class lectures and discus- the junior year. Majors who have already taken up- doing business in Spanish-speaking countries. The sions will be in Spanish. per-division courses in Spanish should substitute this course will provide the student with a solid founda- course with a senior-level literature elective. tion of vocabulary for import-export, license and ROSP 20650. Studies in Spanish American franchise agreements, contracts, communications, Culture ROSP 30320. Advanced Grammar and Writing transportation, insurance, and marketing. Students (3-0-3) (3-0-3) Menes will practice writing business letters, and making oral This course is an introduction to the scope of His- A further refinement of Spanish speaking and writ- presentations in a business setting as well as a written panic culture, intended especially for those desiring ing skills. This course is designed for students return- analysis of a case study. to continue studies in language and culture but ing from abroad who wish to further improve their preferring to de-emphasize the grammar component. proficiency in Spanish, and for students already in ROSP 20460. Spanish for Medical Profession Readings at an advanced level in history, art, culture, the 30000–40000 sequence who still need to work (3-0-3) music, and society, as well as the use of videos, will on their writing skills. Majors may use this course in This course is designed for students who have al- be the basis for lectures and discussions; focus on place of one of the survey courses (30710–30720, ready mastered the rudiments of Spanish grammar thought and daily life. Readings and discussions will 30810–30820) with prior approval by the under- and who wish to improve their speaking proficiency focus primarily on the unity and diversity of Latin graduate coordinator. In such cases, students must in Spanish. This course is for those students who America this semester. Students will be expected to make up the fourth distribution requirement with a want to pursue a career in the health care profession. participate actively. Continuing improvement of 40000-level course. It is especially useful for pre-med students who want language skills will be emphasized. There will be to become doctors or those wishing to pursue careers an oral presentation, two writing assignments, one ROSP 30710. Survey of Spanish Literature I such as nurses, medical technicians, hospital admin- exam, and a final. (3-0-3) Juarez istrators or counselors in a medical setting. Emphasis This course is a survey of Spanish literature from is on vocabulary, a series of short compositions ROSP 20700. Spanish Phonetics the medieval period through the 17th century. We conversations, dialogues, and oral presentations. (3-0-3) will study representative works with a view to un- This course counts as a cognate towards the Spanish Intensive study of the phonetics and philology of derstanding the cultural, intellectual and historical major. This course is not recommended for students Spanish aimed at mastering articulation in the lan- forces that shaped the literary production of the pe- returning from study abroad in Spanish-speaking guage. Pronunciation exercises with the objective of riod. Much emphasis will be placed on the evolving countries nor for near-native students because their correcting common phonetic problems experienced notions of “literature”, and its conventions. Works oral proficiency is already beyond the scope of this by the foreign student. Different Spanish dialects to be studied include Poema De Mio Cid, Libro De course. This course counts as a cognate course to- will also be analyzed. Buen Amor, La Celestina, Lazarillo De Tormes, poetry wards the Spanish major. of Garcilaso, San Juan de la Cruz, Fray Luis de Leon, ROSP 20750. Creative Versions: Art of G’ngora y Quevedo, and one play by Lope de Vega. Translation Active student participation is required. Lecturing ROSP 20500. Composition and Stylistics (3-0-3) (3-0-3) will be kept to a minimum so as to allow more time Prerequisite(s): (ROSP 20220 or ROSP 202 or ROSP Prerequisite(s): See online Course Catalog for details. for analysis and discussion of the texts. The class 220) Intended to develop writing proficiency through will be conducted in Spanish. Requirements for the This course provides the tools necessary for mean- literary and nonliterary texts from Spain and Latin course include one paper (7-8 pages) on topics ap- ingful translation of Spanish texts to English. America while continuing to promote the develop- proved by the instructor (30 percent of final grade), ment of oral skills in Spanish. This course plans to seminar presentations and class participation (20 review and refine language techniques and linguistic percent), a midterm exam (25 percent), and a final functions in order to write Spanish more effectively. exam (25 percent). 237

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ROSP 30720. Survey of Spanish Literature II ROSP 37000. Special Studies that characterizes Spanish Romanticism. Among (3-0-3) Amago, Jerez-Farran (3-0-3) the works to be read, there will be selections from This course is designed as an introduction to modern Mexican and Canadian literature emphasizing cul- authors such as Larra, Estbanez Caldern, Mesonero Spanish Peninsular literature and to basic concepts tural interaction between the US and its southern Romano, Gil y Carrasco, Duque de Rivas, Espron- of literary analysis in Spanish. The student will be and northern neighbors ceda, Ventura de la Vega, Gomez de Avellaneda, Jos expected to have mastered 20000-level skills, includ- Zorrilla, Carolina Coronado, Eugenio Hartzenbusch, ing grammar. The class consists of lectures and class ROSP 40080. Introduction to Spanish Garca Gutierrez, Becquer, and Fernon Caballero. discussions of a selected group of 19th and 20th- Linguistics In addition, students will read a selection of major century Spanish plays, poetry, and novels and their (3-0-3) critical and theoretical works as a supplement to relation to the history and culture of the period. The Through problem solving, interactive lectures, and the main readings. Lectures and discussions will be course will focus on representative works of the last group projects, this course introduces students to the conducted in Spanish. The final grade will be deter- two centuries’ literary movements of Spain and their varieties of Spanish spoken today. No prior exposure mined by a term paper (10–12 pages), one to two critical analysis: Romanticism, Realism, “The Gener- to linguistics is required. oral presentations, a midterm and final exam, class ation of ‘98”, “The Generation of ‘27”, and the post- participation and a short report (one to two pages) Civil War novel, poetry, and theatre. Final grades ROSP 40220. Renaissance and Baroque every two to three weeks on different themes. will be determined by class attendance, participation, Poetry of Spain (3-0-3) an oral presentation of 10 to 15 minutes, two term ROSP 40370. Nineteenth-Century Spanish A close reading of traditional and Italianate poetry papers, a midterm, and final exam, and short writ- Novel that includes villancicos, romances, and the works ten reports (12 pages) every two to three weeks on (3-0-3) of Garcilaso de la Vega, Fray Luis de Leon, San Juan different themes. The course will be conducted in A study of the development of the Spanish novel, de la Cruz, Gongora, Quevedo, and Sor Juana Ines Spanish. Students who are looking for an overview of which is examined as an aesthetic expression of the de la Cruz. Peninsular literature are encouraged to enroll. long process of consolidation of the bourgeois social order in 19th-century Spain. ROSP 40230. Cervantes: DON QUIXOTE ROSP 30810. Survey of Spanish-American (3-0-3) Literature I ROSP 40380. Modernismo y Generacion del (3-0-3) Anadon A close textual analysis of Cervantes’ novel in its ‘98 This course provides a panoramic survey of Spanish literary, historical, and cultural contexts. (3-0-3) American literature during the Colonial period, from A study of the most representative literary works ROSP 40235. The Picaresque Novel from these two movements, against the background the time of the first encounter (1492) through the (3-0-3) 19th century. We will read from chronicles, autobi- of social, national, and ideological crises in turn-of- An introduction to a unique Spanish genre, the the-century Spain. ographies, short stories, and travel accounts, as well Picaresque novel, or literature of the delinquent, as poetry and texts of indigenous peoples. We will with major focus on the Spanish Golden Age mas- complement our reading with the viewing of selected ROSP 40414. Topics in Spanish-American terpieces: Lazarillo de Tormes, Guzman de Alfarache, films set in the colonial period. Selections will be Literature: Cuban Literature and El Buscon. (3-0-3) chosen from N’huatl and Maya literature, Christo- An in-depth study of a particular theme, author, or pher Columbus, clvar N’’ez Cabeza de Vaca, Inca ROSP 40240. Spanish Golden Age Theater genre in Cuban literature. Garcilaso, Bernardo de Balbuena, Sor Juana InZs de (3-0-3) la Cruz, and others. Two exams, two five-page essays, A critical evaluation of representative Golden Age ROSP 40420. Modern Spanish Poetry and active class discussion will determine final grade. plays, highlighting their major themes, national (3-0-3) This course satisfies the early Latin American litera- character, and the strengths and limitations of their A close reading and analysis of the major Spanish ture requirement. conventions. poets of late 19th- and 20th-century Spain, with emphasis on Machado, Jimenez, Lorca, Alberti, Guillen, ROSP 30820. Survey of Spanish-American ROSP 40350. Romanticism and poets from post-Franco Spain. Literature II (3-0-3) (3-0-3) Anderson, Heller Spanish Romanticism is closely related to two major This course is intended to be an introduction to the ROSP 40435. Short Story in Spain historical events: the crisis initiated in 1808 due to (3-0-3) principal literary trends in Spanish America from the French invasion of Spanish territory; and the Close examination of the evolution of the short story Modernismo, at the beginning of the 20th century, return to Spain of the exiled Spanish intellectual as a in Spanish literature from the 19th to the 20th cen- to the present day. Special attention will be given to result of the death of Ferdinand VII in 1833. As a lit- tury with emphasis on contemporary authors. the evolution of the narrative of fiction, poetry, and erary movement, Romanticism emerges as a rejection essay, as well as to a number of political, cultural, of the “coldness” of reason and the moralist attitude ROSP 40470. Recent Developments in the and historical phenomena. Evaluation: midterm associated with the ideological structure of neoclas- Spanish Novel (take-home examination), participation in class, a sicism and the Enlightenment Period (18th cen- (3-0-3) short composition, and final examination. Lectures, tury). Romanticism favored individualism without A panoramic view of contemporary (1990s and be- class discussions, and presentations will be in Span- restrictions, the open expression of emotions, and yond) narrative in Spain. Authors discussed include ish. Students are encouraged to participate actively! heterogeneity in philosophical, thematic, syntactic, Nuria Amat, Rosa Montero, Juan Jose Millas, and and stylistic combinations; as well as Costumbrismo, Javier Cercas. ROSP 30890. Nations in Motion: Latino/Latina which is considered another form of narrative in the Literature in the United States ROSP 40520. Recent Spanish Cinema (3-0-3) prose of Romantic literature. In the political arena, Romanticism cultivated a spirit of criticism and the (3-0-3) This course focuses on the analysis of literary works This course examines recent developments in Span- by Mexican American, Cuban American, Puerto Ri- expression of the liberal ideology of the emerging social groups (the bourgeoisie). Through a cross ish film since the 1980s. Films discussed include can, and Dominican American authors. Some read- works by Carlos Saura, Alejandro Amenabar, and ing knowledge of Spanish recommended. reading of multiple literary genres, this course will explore the inherent contradictions, influences, Pedro Almodovar. tendencies, intertextuality and interdiscursivity 238

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ROSP 40530. Gender and National Identities Casas and his followers in its 16th century context, ROSP 40909. Colonial Indigenism in Modern in Contemporary Spanish Cinema and then to enquire into the connections between Latin American Literature (3-0-3) the ideas of Las Casas and contemporary theologians (3-0-3) Corequisite(s): ROSP 41530 of liberation, in particular Gustavo Gutierrez. Reminiscences of colonial and indigenist themes in Discussion of films from the period immediately contemporary Latin American narratives. preceding the final demise of the Franco dictatorship ROSP 40615. Topics in Colonial Latin to the present with an emphasis on issues of gender American Literature ROSP 40935. Studies in Spanish-American and national identity. (3-0-3) Anadon Culture An in-depth study of a particular theme, author, or (3-0-3) ROSP 41530. Gender and National Identities genre in colonial Latin American literature. A survey of the development of the short-story genre in Contemporary Spanish Cinema Lab in Spanish America. Close readings of works by rep- (2-0-0) ROSP 40617. Topics in Colonial Latin resentative authors. ROSP 453 Lab. Discussion of films from the period American Literature immediately preceding the final demise of the Franco (3-0-3) ROSP 40960. Spanish-American Poets of the dictatorship to the present with an emphasis on is- An in-depth study of a particular theme, author, or Twentieth Century sues of gender and national identity. genre in colonial Latin American literature. (3-0-3) This course will focus on the principal trends of ROSP 40555. Film and the Latin American ROSP 40720. Great Spanish American Poets Spanish-American poetry through close readings of Imaginary of the Twentieth Century texts from the avant-garde to the present. (3-0-3) (3-0-3) Corequisite(s): ROSP 41555 This course will focus on the principal trends of ROSP 40980. Contemporary Women’s Fiction This course considers the issue of Latin American Spanish America lyrical production through close in Spanish America identity through films from various national tradi- readings of poetry from the avant-garde to the (3-0-3) tions, including Cuba, Chile, Mexico, and Brazil. present. An overview of contemporary women writers, their Class discussions consider how shared cultural ele- fiction, and their situation within their respective ments are represented in Latin American film and ROSP 40775. New Readings in Modern cultures. how these representations challenge assumptions Caribbean Literature (3-0-3) about identity politics. ROSP 41555. Film and the Latin American This course will analyze a selection of works from a Imaginary wide range of genres by representative authors from (0-1-1) ROSP 40610. DE LAS CASAS: Context/ This course considers the issue of Latin American Resonance Cuba, the Dominican Republic, and Puerto Rico, (3-0-3) written from the early 20th century to the present. identity through films from various national tradi- The Spanish conquest of Central and South America tions, including Cuba, Chile, Mexico, and Brazil. generated a crisis of conscience in Spanish universi- ROSP 40777. Pop Culture: Caribbean Class discussions consider how shared cultural ele- ties and in Spain at large. People wanted to know: (3-0-3) ments are represented in Latin American film and was the conquest justified, and if not, seeing that it In this class we will study a number of aspects of how these representations challenge assumptions could not be undone, what were the invaders to do? popular culture in the modern Hispanic caribbean about identity politics. In this prolonged and often bitter debate, Bartolome (Cuba, Puerto Rico, Dominican Republic) including de las Casas (1484–1566), Dominican friar and literature, music, film, and art. All readings and class ROSP 41590. Spanish Theater Workshop (2-0-2) bishop of Chiapa in Mexico, formulated what still discussion will be in Spanish. A full-immersion language experience for the study, are among the most moving and intellectually inci- practice, production, and performance of authentic sive arguments for the equality of all human beings. ROSP 40778. Topics in Spanish-American Literature: Cuban Literature Spanish texts. Includes analytical and writing He also wrote one of the earliest comparative histo- (3-0-3) Anderson components. ries of civilization (Apologetica Historia). The task of This course focuses primarily on Cuban literature the course is to understand the thought of Las Casas written during the first 100 years of the republic, ROSP 47000. Special Studies I and his followers in its 16th-century context, and within the context of the island’s history and various (3-0-3) then to enquire into the connections between the aspects of Cuban culture, including art, music, and Prerequisite(s): Senior standing, dean’s list. ideas of Las Casas and contemporary theologians of film. liberation, in particular Gustavo Gutierrez. ROSP 53000. Senior Seminar ROSP 40780. Mexican Literature (3-0-3) ROSP 40611. DE LAS CASAS: Context/ (3-0-3) This course may cover an in-depth study of a par- Resonance Combines an overview of the historical develop- ticular author, theme, genre, or century. In addition (3-0-3) ment of prose, poetry, and theatre in Mexico, with a to treating primary texts, some critical material will The Spanish conquest of Central and South America close look at special problems and issues in Mexican be required reading. The course culminates in a generated a crisis of conscience in Spanish universi- literature. substantial research paper. May be taken either fall ties and in Spain at large. People wanted to know: or spring term. was the conquest justified, and if not, seeing that ROSP 40890. From El Barrio to Calle Ocho: it could not be undone, what were the invaders to The Urban Experience in US Latino/a In this class we will study a variety of authors and do? In this prolonged and often bitter debate, Bar- Literature literary genres that are representative of Cuban art, tolome de las Casas (1484–1566), Dominican friar (3-0-3) Moreno music, and literature during the first 100 years of the and bishop of Chiapa in Mexico, formulated what This course examines Latino/a texts of various ethnic republic: 1902–2002. We will focus on the political still are among the most moving and intellectually backgrounds that offer representations of the urban and historical dimensions of the works, and special incisive arguments for the equality of all human be- landscape and experience. Knowledge of Spanish attention will be given to the Cuban Revolution and ings. He also wrote one of the earliest comparative required. its impact on the country’s intellectual and cultural histories of civilization (the Apologetica Historia). The task of the course is to understand the thought of Las 239

romance languages and literatures circles. We will also study related issues, such as the theater: its political function. Plays by authors such major sites and monuments, such as the Capito- relationship between the U.S. and Cuba and the as Florencio S?nchez, Roberto Arlt, Rodolfo Usigli, line Hill, St. Peter’s and the Vatican complex, the phenomenon of mass exile and the resulting litera- Griselda Gambaro, Jorge D?az, Sabina Berman, Edu- Lateran, and Santa Maria Maggiore. We will read ture of the Cuban diaspora. ardo Pavlovsky, among others will be analyzed. Re- travelers’ descriptions and literary evocations of quirements: Students must participate actively. They the city with a view to reliving the enchantment of The final grade will be based on class participation, will be responsible for a formal oral presentation on Rome, and the “idea” of Rome, through the ages. In several short papers, and a longer final paper. All one of the plays that he or she selects. There will be a addition to our readings and lectures, members of class lectures and discussions will be in Spanish. mid-semester paper, and a final research paper due at the class will have an opportunity to develop projects the end of the semester. All lectures as well as student on objects, structures, or works of art of their own ROSP 53430. Senior Seminar: Recent participation will be in Spanish. choosing. Spanish Fiction (3-0-3) Amago This senior seminar represents a critical evaluation ROSP 63110. Topics in Medieval Spanish LLRO 30805. Francophone Cul Africa & Carib (3-0-3) of current trends in Spanish narrative fiction. We Literature (3-0-3) This course will focus on writings and films/ will read and discuss novels by some fo the most The literature of medieval Spain in light of recent documentaries from Guadeloupe, Haiti, and Mar- popular and critically acclaimed novelists writing in developments in critical theory. tinique. Authors will include CZsaire, Chamoiseau, Spain today, including Carlos Ruiz Zafon, Juan Jose CondZ, Dracius-Pinalie, Glissant, Roumain, Millas, Lucia Etxebarria, Javier Cercas and Soledad Schwarz-Bart, and others. Ths course will be con- Puertolas. The following courses are taught in English. There ducted in French and students will be required are no prerequisites. to produce a research paper. Required for all first ROSP 53765. Senior Sem: Borges and Cortazar majors. (3-0-3) LLRO 10115. Intensive Beginning Quechua This course may cover an in-depth study of a par- (6-0-6) LLRO 31555. African Cinema: Black Gazes/ ticular author, theme, genre, or century. In addition This course covers the material of LLRO 10101 and White Camera (0-2-2) to treating primary texts, some critical material will 10102 in one semester. Equal emphasis is placed on Corequisite(s): LLRO 30555 be required reading. The course culminates in a spoken and written Quechua. LLRO counts as two A course exploring the image of black Africa through substantial research paper. May be taken either fall courses and may be taken in connection with LLRO the lens of white cinematographers. or spring term. 20201 or 20215 to fulfill the language requirement.

LLRO 13186. Literature: University Seminar LLRO 40040. Intro to Linguistics ROSP 53778. Senior Sem: Cuba 1902–2002 (3-0-3) (3-0-3) in English (3-0-3) MacKenzie This course requires no previous study of linguistics. This course may cover an in-depth study of a par- Cultural and literary crossroads in the Francophone, It serves as an introduction to the most basic ele- ticular author, theme, genre, or century. In addition Italian, and Hispanic worlds. Restricted to first-year ments of human language. Students will have the to treating primary texts, some critical material will students. opportunity to analyze the word order and sound be required reading. The course culminates in a systems of various languages of the world. Each stu- substantial research paper. May be taken either fall LLRO 30123. King Arthur in History and dent will have the option of focusing investigations or spring term. Literature on one language in particular. Through this course, In this class we will study a variety of authors and (3-0-3) they will “discover” universal rules that govern all literary genres that are representative of Cuban art, This course, intended to introduce undergraduates languages of the world. Finally, the course will take music, and literature during the first 100 years of the to one of the major themes as well as to the inter- a brief look at how both first and second languages republic: 1902–2002. We will focus on the political disciplinary approaches characteristic of medieval are learned, both inside and outside of the classroom. and historical dimensions of the works, and special studies, is a team-taught examination of the develop- Students of all languages are strongly encouraged to attention will be given to the Cuban Revolution and ment and influence of the legend of Arthur, King of register for this course. its impact on the country’s intellectual and cultural Britain, both in history and in literature. circles. We will also study related issues, such as the LLRO 40105. France/England Hundred Yrs relationship between the U.S. and Cuba and the LLRO 30125. Arthurian Literature in France War phenomenon of mass exile and the resulting litera- and England (3-0-3) (3-0-3) ture of the Cuban diaspora. The course will examine in depth some of the major Survey of Arthurian literature. works of English and French literature in the period The final grade will be based on class participation, of the Hundred Years War, when each country de- several short papers, and a longer final paper. All LLRO 30555. African Cinema: Black Gazes/ fined its sense of national identity, and will set these class lectures and discussions will be in Spanish. White Camera works in their cultural, social, and political context. (3-0-3) Among the works to be read are those of Guillaume Corequisite(s): LLRO 31555 ROSP 53980. Senior Sem: Span-American de Machaut, Froissart, Chaucer, Sir Richard Roos, A course exploring the image of black Africa through Theatre Charles d’OrlZans, and a selection of Englsh and the lens of white cinematographers. (3-0-3) French songs from the 14th and 15th centuries. The purpose of this senior seminar is to study the One of the aims of the course will be to examine the most representative dramatic works of the 20th-cen- LLRO 30800. Rome: Journey in Art and History interrelationships between historical and fictional tury Spanish American theater. Our analysis of each literature, and between literature and life. French of the selected plays will enable us not only to under- (3-0-3) This class is an exploration of the history and culture works will be read in English translation, but Middle stand social, political and cultural topics such as the English works will be read in the original. transformations of certain ethnic groups (gauchos, of Rome from late medieval times through the 20th for example), the Mexican revolution, authoritarian century, with an emphasis on art and architecture. Requirements: two papers (seven to 10 pages); one regimes, political repression, gender issues, etc., but We will examine the urban panorama of the Eternal oral presentation; final exam. also to become conscious of the subversive power of City through a series of layered investigations of its 240

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LLRO 40120. From Roland to the Holy Grail films made by directors, such as Vittorio DeSica, LLRO 40860. Brazilian Film and Popular Music (3-0-3) Roberto Rossellini, and Luchino Visconti, who (3-0-3) This is a survey of medieval French literature from belonged to the neo-realist movement (1945–53). This course offers social, cultural, and historical per- 1100 to 1300, including the epic, the romance, These filmmakers rejected escapist cinema and tried spectives on Brazil through film and popular music. drama, and poetry. to make films that examined the contemporary expe- Topics include the reception of Cinema Novo and riences of ordinary Italians. As well as analyzing the post-Cinema Novo films, bossa nova, samba, and LLRO 40145. Dante I films in themselves, the course examines the formal Tropic?lia. Special attention will be paid to Tropic?lia (3-0-3) Boitani and ideological continuities and differences between (a movement with key manifestations in literature, The course will be a journey inside the ultimate neo-realist films and their silent and fascist predeces- cinema and popular music), and the circumstances nightmare in the whole history of literature: Dante’s sors. In a similar way, it analyses neo-realism’s impact surrounding its creation, the repressive military Inferno-a prison for eternity, accurately subdivided on later film-makers, such as Federico Fellini, Pietro regime that governed Brazil from 1964 to 1985. The like a model dungeon, perfectly organized, with no Germi, Pier Paolo Pasolini, Gillo Pontecorvo, Dino class is offered in English. possible evasions, no bribery to the guardians, no Risi, and Francesco Rosi, who attempted to develop leagues between inmates, crossed through by two new versions of cinematic realism. Finally, the course LLRO 40981. Short Fiction:Portuguese- traveling poets, one of them relating about his trip aims to locate the films in their historical and cul- Speaking World with outstanding precision, the other guiding him tural contexts and to address theoretical issues arising (3-0-3) after rescuing him and becoming one of the great from the concept of realism. This is a comparative study of short prose fiction in characters of the entire poem. We will study this the Portuguese-speaking world, with special empha- great metaphor of a cosmic incarceration created by LLRO 40721. Simone Weil:Justice, Grace, and sis on theoretical issues related to this literary genre. Dante’s genius, and the amazing variety of the world Creativity Authors studied include Machado de Assis, Jo?o of the convicted felons, and the philosophical ideas (3-0-3) Guimar?es Rosa, Clarice Lispector, M?rio de S?-Car- that rule this descent into the womb of the Earth Twentieth-century French philosopher and educator, neiro, Miguel Torga, and Luandino Vieira. Texts and where Lucifer, the utmost convict, lies. militant activist, and mystic, Simone Weil dedicated discussions in English. her life to analyzing and actively combating the LLRO 40542. Comedy, Italian Style! malaise that she sensed in modern technological LLRO 40983. Immigrant Voices/Continental (3-0-3) society. Her work in support of equal justice for all Brazilian Literature An exploration of comic traditions in Italy: the pop- human beings and her compassion for the suffering (3-0-3) ular film genre known as “comedy Italian style” is an- of the poor and oppressed were a prelude to a series This course examines literary perspectives on the Eu- alyzed in its historical development in the 1950s and of mystical experiences that led her to a deeper ap- ropean and non-European immigrant experience in 60s, together with Italian film comedies from the preciation of the role of grace in the transformation Brazil. Readings from literature, literary and cultural silent period through the present. Roberto Benigni’s of the temporal order. This course will give equal at- theory, cultural studies, history, and anthropology. new film version of Pinoccchio, for example, released tention to Weil’s distinctive contribution to theology, Authors studied include Moacyr Scliar, Samuel in the United States in December of 2002, extends aesthetic theory, and social practice. Working within Rawet, NZlida Pi?on, and Milton Hatoum. Texts a long line of comic genius. The commedia dell’arte, a study group and seminar format, student partici- and discussions in English. Goldoni’s comedy of manners, and the political farce pants will examine primary sources, texts from which of Nobel Prize winner Dario Fo provide further ex- Simone Weil drew inspiration, and authors who were LLRO 40990. Luso-Brazil Literature & Society (3-0-3) amples of a comic tradition that continues to be a vi- influenced by her writing. Required research and This course will focus on questions of national tal force of aesthetic pleasure and political comment. reflection papers will be tailored to meet individual identity in the Luso-Brazilian world. We will ex- Requirements include attendance at mandatory film student needs according to one’s area of specializa- amine how social and cultural issues are perceived, screenings, participation in class discussions, a num- tion; i.e., theology, French studies or gender studies. ber of short papers, and midterm and final exams. conceptualized, represented, and understood in and by literature. The course will pay particular attention The class will be conducted in English. LLRO 40820. Masterpieces\Literature from Africa to how literature depicts important human problems LLRO 40545. Italian National Cinema (3-0-3) such as gender and race relations, the crafting of (3-0-3) This course is designed to provide students with a national identity and national heroes, class conflict, Corequisite(s): ROIT 41505 specific and global view of the diversity of literatures family structure, and some ideological values such as Conducted in English, this course examines the con- from the African continent. We will read texts writ- success, love, happiness, fairness, misfortune, destiny, cept and reality of “national cinema” in the Italian ten in English or translated from French, Portuguese, honesty, equality, and faith. Authors to be studied case. A history of one of the world’s most renowned Arabic, and African languages. Through novels, short will include Manuel Ant?nio de Almeida, Machado national cinemas focusing on the construction of stories, poetry, and drama, we will explore such top- de Assis, Jorge Amado, and Guimar?es Rosa, on the national identity in film. ics as the colonial encounter, the conflict between Brazilian side, and Miguel Torga, Jo?o de Melo, JosZ tradition and modernity, the negotiation of African Saramago, and L?dia Jorge, on the Portuguese side. LLRO 40548. Italian Cinema: Realities of identities, post-independence disillusion, gender Conducted in English with readings in Portuguese or History issues, Apartheid and post-Apartheid. In discussing English (discussion group available in Portuguese). (3-0-3) this variety of literatures from a comparative context, Requirements will include active class participation, This course explores the construction and develop- we will assess the similarities and the differences two oral presentations, and two papers. ment of the Italian cinematic realist tradition from apparent in the cultures and historical contexts the silent era to the early 1970s, although its primary from which they emerge. Readings include Chinua LLRO 40995. Dictatorship/Luso. Fiction & Film focus is on the period 1934–1966, which stretches Achebe’s Things Fall Apart, Naguib Mahfouz’s, (3-0-3) from the appearance of Blasetti’s openly fascist “his- Midaq Alley, Calixthe Beyala’s The Sun Hath Looked Prerequisite(s): (ROPO 20202 or ROPO 202 or torical” reconstruction, La vecchia guardia, to Paso- Upon Me, Camara Laye’s The African Child, and ROPO 202P) lini’s “eccentric” exercise in Left-wing commitment, Luandino Vieira’s Luanda. This course explores the role of the dictator as paint- Uccellacci e uccellini, with its mix of expressionist ed in popular fiction and film production. and hyper-realist techniques. At the centre of this period are found some of Italy’s most highly regarded 241

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LLRO 41148. Dante and Petrarch Minicourse films in themselves, the course examines the formal (3-0-3) and ideological continuities and differences between Sociology This course aims to examine the oeuvre and career neo-realist films and their silent and fascist predeces- Chair: of, arguably, the most original and influential writer sors. In a similar way, it analyses neo-realism’s impact Daniel Myers in Western culture from three closely interlinked on later film-makers, such as Federico Fellini, Pietro William R. Kenan Jr. Professor of Sociology: perspectives. First, the course provides an overview of Germi, Pier Paolo Pasolini, Gillo Pontecorvo, Dino Joan Aldous all Dante’s writings, the books he actually produced. Risi, and Francesco Rosi, who attempted to develop William P. and Hazel B. White Professor of Sociology: Second, it explores his intellectual formation and new versions of cinematic realism. Finally, the course Maureen T. Hallinan his attitude towards the literary tradition-the books aims to locate the films in their historical and cul- Eugene Conley Professor of Sociology: that were probably present in his “library.” Third, it tural contexts and to address theoretical issues arising Jorge Bustamante will assess the manner in which Dante synthesized from the concept of realism. Julian Samora Chair in Latino Studies: his different ideological and poetic interests in order Gilberto Cárdenas to develop an incisive and powerful assessment and Professors: critique of humanity’s position in the order of divine Fabio B. Dasilva (emeritus); Robert M. creation. In the Middle Ages, the created universe Fishman; Eugene W. Halton; Daniel Myers; J. was often metaphorically described as “God’s book” Samuel Valenzuela; Andrew J. Weigert or the “book of creation.” The course thus attempts Associate Professors: to investigate the complex interrelationship that Kevin J. Christiano; David S. Hachen Jr.; Dante forged between his books and the “book” of David M. Klein; Richard A. Lamanna (emeri- the Supreme Artist, a popular and highly influential tus); Rory McVeigh; Jackie Smith; Lynnette P. medieval image for God the Creator. Spillman; Robert H. Vasoli (emeritus); Michael R. Welch; Richard A. Williams LLRO 41545. Italian National Cinema Lab Concurrent Assistant Professor: (3-1-4) Mark L. Gunty Corequisite(s): FTT 30235 Assistant Professors: Focusing on the question of national cinema, this William J. Carbonaro; Sean Kelly; David course examines the concept and the reality of Sikkink; Juliana Sobolewski; Erika Summers- “national” cinema in the Italian case. Tracing the Effler history of one of the world’s most renowned and Visiting Assistant Professor: Beloved national cinemas, topics include: the origins Larissa Fast of Italian cinema and film culture, silent film genres, Adjunct Professor: and the development of a star system, Hollywood in Rev. Leonard F. Chrobot Italy in the 1920s and 30s, the transition to sound, Director of Undergraduate Studies: the Italian film industry under fascism, neorealism, Ann R. Power popular film genres of the 1950s and 60s, auteurs of the 60s and 70s, along with current film and media Assistant Professional Specialist: practices. Attention will also be given to governmen- Ann R. Power tal film policies and attempts to produce a national cinema, the construction of national identity in film, Program of Studies. The Department of Sociology and an examination of the ways in which images of has a national reputation and its scope of interest is the nation are understood and received by audiences worldwide. Yet it also is intensely concerned with the both at home and abroad. Requirements include US cultural and social experience and its problems. preparation of readings and participation in class dis- The requirements for a sociology major reflect a pro- cussions, attendance at mandatory film screenings, gram that offers both structure and flexibility. The a research paper of modest length, an oral presenta- program is designed to acquaint the student with the tion, a midterm, and a final exam. The class will be core of the discipline and with areas of specialization conducted in English. which can be studied in some depth.

LLRO 41548. Italian Cinema: Realities Lab Sociology deals with human interaction on the group (2-0-0) level wherever it may occur: in family and business, This course explores the construction and develop- law and politics, medicine and religion, and a host ment of the Italian cinematic realist tradition from of other settings. What can you do with a sociology the silent era to the early 1970s, although its primary degree? Notre Dame’s survey of alumni who majored focus is on the period 1934–1966, which stretches in sociology revealed that they are employed as uni- from the appearance of Blasetti’s openly fascist “his- versity professors, corporation executives, real estate torical” reconstruction, La vecchia guardia, to Paso- agents, insurance agents, consultants, politicians, lini’s “eccentric” exercise in Left-wing commitment, medical administrators, teachers, social workers, Uccellacci e uccellini, with its mix of expressionist business managers, religious ministers, and many and hyper-realist techniques. At the centre of this other occupations. period are found some of Italy’s most highly regarded films made by directors, such as Vittorio DeSica, Roberto Rossellini, and Luchino Visconti, who belonged to the neo-realist movement (1945–53). These filmmakers rejected escapist cinema and tried to make films that examined the contemporary experiences of ordinary Italians. As well as analyzing the 242

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The requirements for the sociology major are as Students pursuing a major in sociology must meet connected to each other through social relationships, follows. all requirements for the major or equivalent courses. groups, networks, and organizations. With these Additional courses from other departments and pro- social connectors you will see how sociology can help (a) Every student is encouraged to take SOC 10002, grams may be accepted as fulfilling the major, pro- answer such questions as: How are stereotypes deter- Understanding Societies; SOC 20001, The Socio- vided they meet with the approval of the sociology mined? Where do our social identities come from? logical Enterprise; or SOC 30004, Principles of So- department. The department tries to be flexible What do people do when they experience role con- ciology. Neither course is required but recommended when working out an individual student’s program, flict? Why are networks so important in the diffusion as a good foundation for the sociology major. and with the advisor’s recommendation, other modi- of ideas and information? What are bureaucracies (b) Students must take a minimum of 25 credit fications also are possible. and why are they so prevalent? How can I know hours (usually eight courses and the proseminar— what is of value in another culture? How do people The department has an active Epsilon Chapter of one credit) offered by the department. Students are and groups gain power over others? Are there social Alpha Kappa Delta, the international sociology urged to start their major as early as possible but can classes and how important are class divisions? Have honor society. Especially through the AKD, as well declare a major or change majors at any time as long race relations changed very much in the United as through informal meetings in faculty homes and as they are able to fulfill the requirments. States? When and where are women treated differ- field trips, majors make strong friendships with other ently than men? How have technological changes, majors having common interests. Students interested (c) Central to the requirements for the major are the immigration, and social movements altered the ways in the various phases of the program are encouraged following four courses: in which people connect to each other? to contact the director of Undergraduate Studies (Room 823 Flanner Hall) at any time. SOC 30900. Foundations of Sociological Theory SOC 12002. Understanding Societies Tutorial SOC 30902. Research Methods The department also encourages students to join (0-0-0) SOC 30903. Statistics for Social Research the University of Notre Dame Sociology Club. The Corequisite(s): SOC 10002 SOC 33090. Proseminar (one credit) purpose of this club is to enrich the sociology major. This tutorial must be taken as a co-requisite to SOC 10002, Understanding Societies. Required courses should be taken as soon as possible, This student organization sponsors activities ori- especially before taking any 40000-level courses. ented to careers in sociology and sociology-oriented careers, to becoming professionally active while in SOC 10722. Introduction to Social Psychology (3-0-3) Myers, Sobolewski (d) Each major must take a minimum of two 40000- college, and to student interests in society, as well as Analysis of important human processes including level lecture or seminar courses. Internships (SOC to purely social activities. 45096) and Directed Readings in Sociology (SOC perceiving and knowing other people, attitudes and 46097) do not fulfill this requirement. Writing in Sociology. The College of Arts and Let- attitude change, conformity and nonconformity, co- ters is proud of the level of writing its undergradu- operation and competition with others, leadership in (e) A maximum of six credit hours of internship can ates achieve. One way in which the college supports groups, attraction and love, aggression and violence, be used as electives to meet the 25-hour requirement students’ writing development is by requiring each prejudice. Social psychology studies how individuals for the major. Normally a student should take an department to offer at least one writing-intensive and groups are influenced by other individuals and appropriate lecture course in preparation for the course. Soc 30900, Foundations of Sociological The- groups. In this broad introduction to social behavior, internship. ory, is the Sociology Department’s writing-intensive we will learn about what makes people do the things The department prides itself on its program of close course. There, students reflect on the quality of their they do: What decides whom someone will fall in personal advising, in which each major can build a own and others’ writing and learn to articulate a love with? Where do aggressive, violent, and criminal program of courses with the help of a faculty advi- sociological perspective in writing. Instructors in this behaviors come from? Why are some people more sor and undergraduate director. Advisors willingly course may spend more time doing textual analyses, charitable than others? Why do some people obey give much time to aid students in planning their going over students’ writing, holding in-class writing authority and conform while others always have to course schedules and careers. Each major is assigned workshops, and giving opportunities to do re-writes buck the trend? Why are some people lazier when to a faculty advisor whose own academic interests than in other courses. The department’s 40000-level they work in groups? What is the source of people’s dovetail with those of the student. Each student, courses also demand high-level writing within a stereotypes and prejudices? How can we overcome working closely with a faculty advisor, can map out sociological perspective. In addition, students may them? What causes conflict between groups? And a personalized program of study that will satisfy opt to develop their research and writing skills by en- finally, what makes us become who we are? the department’s requirements for the major and rolling in the department’s Capstone Project, where simultaneously accommodate the student’s academic they carry out independent research and write an SOC 13181. Social Science University interests and career aspirations. honors thesis. Also, any sociology major may submit Seminar a paper to Sociological Voices, a journal of research (3-0-3) Christiano, Klein The sociology major can be pursued along with by undergraduates at Notre Dame founded and run An introduction to the seminar method of instruc- another major. Many of our students combine soci- by the Sociology Department, to be considered for tion accenting the organization and expression of ology with a major in business, economics, political publication. arguments suggested by readings in sociology. Each science, preprofessional, psychology, theology, etc. It of the seminars treats a particular sociological topic, is important to note that students in the Mendoza Course Descriptions. The following course de- such as family life, social problems, the urban crisis, College of Business who wish to major in sociology scriptions give the number and title of each course. poverty, etc. in addition to their business major do not have to Lecture hours per week, laboratory, and/or tutorial meet all the other requirements of the College of hours per week, and credits each semester are in pa- SOC 20001. The Sociological Enterprise Arts and Letters. rentheses. The instructor’s name is also included. (3-0-3) Sociologists like to watch people do things with and Of particular interest to students in recent years have Graduate Courses. Senior majors may take any to one another, and then try to explain how and been the Gender Studies Interdisciplinary Concen- 60000-level graduate course with the permission of why they do them. We are the voyeurs of social life. tration; the program of the International Institute for the instructor. This course invites students to become part of this Peace Studies; the Computer Applications Program; sociological enterprise of observing and explaining the Hesburgh Program in Public Service; and Educa- SOC 10002. Understanding Societies the social world. It presumes no previous exposure tion, Schooling, and Society. All of the above are (3-0-3) Hachen readily combined with a sociology major. Corequisite(s): SOC 12002 This introductory course looks at how people are 243

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to sociology as an academic discipline, though we all their origins to the present day. It will deal with the SOC 20228. Social Inequality and American bring with us a life’s worth of experiences of living history and expansion of Islam, both as a world re- Education in society and we will draw upon those experiences ligion and civilization, from its birth in the Arabian (3-0-3) Carbonaro throughout the course. peninsula in the seventh century to its subsequent Many have claimed that the American educational spread to other parts of western Asia and North system is the “great equalizer among men.” In other SOC 20022. Black Music, World Market Africa. Issues of religious and social ethics, political words, the educational system gives everyone a (3-0-3) governance, gender, social relations and cultural chance to prosper in American society regardless of Students will read works about the development of practices will be explored in relation to a number each person’s social origins. In this course, we explore diaspora musical arts as well as about other relevant of Muslim societies in the region, such as in Egypt, the validity of this claim. Do schools help make issues such as recording technology, the global flow Morocco, and Iran. The course foregrounds the American society more equal by reducing the impor- of commodities, the distinction between “mass” and diversity and complexities present in a critical area of tance of class, race, and gender as sources of inequali- “popular” culture, intellectual property rights, artistic what we call the Islamic world today. ty, or do schools simply reinforce existing inequalities appropriation, racial essentialism, and Pan-African- and reproduce pre-existing social relations? Topics ism. The course will examine a number of musical SOC 20044. Introduction to Islamic Civilization covered include unequal resources among schools, genres including spirituals, calypso, salsa, reggae, (3-0-3) sorting practices of students within schools, parents’ samba, Afro-pop, high-life, “juju”, “World Beat,” This course provides an introduction to Islamic roles in determining student outcomes, the role of and South African migrant workers’ choral singing. civilization and Muslim culture and societies through schooling in determining labor market outcomes for Some familiarity with the study of culture would be scholarly works, literature, media clips, films, and individuals, and the use of educational programs as a helpful to a prospective student as the course read- audio-video material (some made by the instruc- remedy for poverty. ings are demanding. tor during recent trips to the Middle East). The background reading will provide a context for the SOC 20342. Marriage and Family SOC 20030. Society and Cultures of South audio-visual material, giving a general overview of (3-0-3) Sobolewski Asia the history of the Islamic world from the advent of Changing family patterns, sex roles, sexuality, pre- (3-0-3) Islam to the present day. The ultimate goal of this marital relationships, marriage and divorce, parent- This course provides a broad introduction to societ- course is for students to gain a better understanding hood, childhood, and family interaction are some of ies and cultures of South Asia (including India, of the Muslim peoples and their culture and societies the topics. Singles, dual-career families, alternative Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, within the broader context of Islamic civilization. marriage forms, and the future of marriage and fam- and the Maldives). Emphasis will be on the Indian Focal point: brief overview of the canons and basic ily are also taken up. This course in the sociology subcontinent. tenets of Islam as a world religion, recognition and of the family has two primary purposes, one being transcendence of stereotypes, awareness of Western to introduce the student to the scientific study of SOC 20032. Social Problems Culture and political influence on today’s Arab-Is- the family: theoretical approaches, current research, (3-0-3) lamic world and vice versa, and exposure to Middle societal variations in the family through space and In this course, students will explore a variety of issues Eastern culture. time, and current issues in the analysis of the family. deemed problematic by major portions of society. However, because the family is a social institution Issues such as poverty, homelessness, stratification SOC 20050. Chinese Society and Culture and a set of relationships in which almost everyone (racial, gender, educational), and crime will be (3-0-3) Blum participates, a second purpose of the course is to covered as well others. Students will develop skills From headlines we often have the impression that provide a realistic appraisal of marriage and family in in using sociological theory and research to gain a China is becoming “capitalist” and will soon be just American society for the utility this may have to the deeper understanding of contemporary social prob- like us. It is true that China is rapidly changing, yet student in his/her personal life, considering his/her lems. Global manifestations of these problems will it will not soon resemble the United States. It is also own values, expectations, and goals. also be discussed as well as the possibilities of finding wrong to regard everything about it as radically new. solutions. This course introduces students to the complexities Some of the topics to be covered include: the of contemporary Chinese society in the context of American family and social change; gender roles; the SOC 20035. Peoples of Southeast Asia the past. Topics covered include food, family and development and expression of sexuality; premarital (3-0-3) gender, political activity, ethnicity and identity, relationships; marriage and divorce; parenthood and This course will introduce Southeast Asia, examining urban and rural life, work and unemployment, childhood; family interaction—the quality and style the region’s history, religions, and social organiza- economic complexity, multilingualism, arts, religion, of relationships within the family; societal, class, and tions, tracing out themes and variations that give this medicine and the body, and literature. We will look ethnic variations in family life; communes, singles region its unity and, for all its diversity and its many at film, fiction, the Internet, ethnographies, standard and single parenthood, homosexuality, and alterna- waves of immigration, make Southeast Asia a field of historical accounts, and other sources to ensure a tive forms of marriage; and the future of marriage related cultures. multifaceted understanding of China beyond its and the family. usual superficial portrayal as a vast potential market SOC 20040. Japanese Society of consumers (though that’s not entirely wrong!). SOC 20479. Introduction to Latinos in (3-0-3) American Society This course presents a survey of the social structures Students will be encouraged to investigate a topic of (3-0-3) Cárdenas and forms of expression that make up the complex their choosing in greater depth. Cannot take if previously taken SOC 43473. This society of contemporary Japan, using anthropologi- course will examine the sociology of the Latino expe- SOC 20060. Societies/Cultures in Latin cal writings, history, reporting, film, and fiction. rience in the United States, including the historical, America (3-0-3) cultural, and political foundations of Latino life. We SOC 20041. Islamic Societies of the Middle This course introduces students to the diverse cul- will approach these topics comparatively, thus at- East and North Africa: Religion, History, and tures and societies of Latin America through histori- tention will be given to the various experiences of a Culture multiplicity of Latino groups in the United States. (3-0-3) Afsaruddin cal, ethnographic, and literary study. Contemporary This course is an introductory survey of the Islamic issues of globalization, violence, and migration will societies of the Middle East and North Africa from preoccupy the discussion of Central and South America and the Caribbean today. 244

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SOC 20502. Today’s Organizations toward others. We will be looking at such areas as: who successfully complete the seminar are required (3-0-3) conformity, independence, social roles, attitudes, to commit to an additional semester of service as a Examines macrosociological topics such as social altruism, aggression and violence, and collective volunteer in the after-school program before gradu- evolution theories of industrial societies, the histori- behavior. A major objective in this course is for the ating from Notre Dame or Saint Mary’s Tutoring for cal development of capitalism, hierarchical differen- students to take these concepts and principles and Tomorrow Program. tiations within a society (social classes, social status, apply them to the world around them. Not recom- urbanization), and the bureaucratic structures of mended for students having had SOC 10722 as the SOC 23827. Topics on Race in the Americas organizations. Will enable students to analyze their content may overlap. . (1-0-1) societal structure in terms of history, present configu- This course takes and interdisciplinary approach to ration, and dynamic processes. SOC 20732. Introduction to Criminology a range of historical, literary, religious, and social (3-0-3) Welch science topics important to the understanding of the SOC 20503. Today’s Organizations As in introduction to the topic of criminology, this experiences of Latino and African-American people (3-0-3) course examines crime as a social problem within in American society. The mini-course will focus, Examines macrosociological topics such as social American society. Particular attention is given to among other topics, on human rights, race relations, evolution theories of industrial societies, the histori- the nature and function of law in society, theoretical mestizaje, racism, ethnicity, social justice, and media cal development of capitalism, hierarchical differen- perspectives on crime, victimology, sources of crime images. Mandatory lecture series/seminar (six or tiations within a society (social classes, social status, data, the social meaning of criminological data and seven dates) participation is required. In addition, urbanization), and the bureaucratic structures of the various societal responses to crime. These topics student will write a short paper. Students interested organizations. Will enable students to analyze their are addressed through specialized readings, discus- in this course must attend a short organizational societal structure in terms of history, present configu- sion, and analysis. meeting on Thursday, November 6, 2003 at noon in ration, and dynamic processes. 208 McKenna Hall. SOC 20810. Gender Roles and Violence in SOC 20533. Responding to World Crisis Society SOC 30002. Global Issues and the United (6-0-3) Valenzuela (3-0-3) Gunty Nations This course focuses on current issues in international Much of the violence in contemporary society— (3-0-3) Smith affairs and what the US policy response to them whether it is domestic abuse, school shootings, gang This course is designed to increase students’ under- should be. The participants will be divided into warfare, video games, or inter-ethnic conflict—has standings of contemporary global problems and the groups specializing events and issues in each conti- something to do with gender. This course explores ways the international community addresses these nent in the world, with an additional group focusing the connection between gender role socialization and through institutions like the United Nations. The on the international economy. Each session of the the expression of conflict or aggression. Through course will cover the history, structure, and opera- seminar will hear the reports prepared by students in readings, discussions, films, and projects, students tions of the United Nations and is designed to intro- two of such (i.e., the Africa and the Asia groups, or will be encouraged to examine sex differences in vio- duce students to the variety of interests, goals, and the Europe and World Issues groups). The reports lent behavior as the outcome of complex processes. perspectives that different nations and social groups must be individually written, with the crisp style of We will try to understand those processes better and bring to this global political forum. We will examine policy briefs, on different countries or issues, and develop the ability to describe the causes and their major global issues that are being discussed in inter- must include an assessment of the origins and nature effects. national organizations, and extensive attention will of the problem or problems at hand, a well as recom- be paid to how civil society groups use the United mendations regarding what the US should do. The SOC 20819. Sociology of Race and Ethnicity Nations to promote social change. A major aim of required reading for the seminar will be the New York (3-0-3) the course is to encourage students’ ongoing partici- Times (the printed version) on a daily basis. Students This course provides an overview of some of the pation in public discussions and debates about global may go to Internet news services of the New York classic and contemporary sociological understand- problems. Among the issues that will be covered are: Times or other sources such as the Economist for ad- ings and perspectives of race and ethnicity. We will peace and international security, economic develop- ditional background information on the situation focus particular attention on the racial/ethnic groups ment, human rights, and environmental protection. they wish to write about. common to the US, broadly categorized as African, Asian, European, and Hispanic Americans. The SOC 30004. Principles of Sociology SOC 20552. Social Problems through Films course will cover areas of identity and culture and (3-0-3) (3-0-3) will address issues such as racism, immigration, as- This course is intended to provide a belated in- This course focuses on using the sociological similation, segregation, and affirmative action. We troduction to the basic theories, perspectives, imagination to understand and propose solutions will use printed texts as well as film clips; some as- substantive areas, and seminal findings in sociology. to many of the most pressing social problems facing signments may include movie viewing. Through readings, lectures, discussion, and actually our global and national societies. Through readings, “doing” sociology, students in this class will work lectures, and films, students will be exposed to a SOC 23236. Tutoring in the Community together and with the instructor to develop their variety of issues such as poverty, inequality, racism, (1-0-1) ability to “see” the world and themselves more socio- sexism, homophobia, education, crime, Third World This course is a seminar for current volunteers in logically. Especially important will be to get beyond underdevelopment, terrorism, and war. Students are Teamwork for Tomorrow, an after-school literacy, the taken-for-granted notions of everyday life in expected to be analytical and critical in examining athletic, and mentoring program for children in order to examine the unobserved structure and detail the problems of modern societies, their causes, and grades 3 through 6 who live in South Bend public of our social reality. their solutions. housing. The seminar will consist of two modules. The first will cover methods, skill assessment, be- SOC 30006. Latinos and other Minorities in the SOC 20720. Social Psychology havior, and other issues relating to the mechanics of United States (3-0-3) tutoring underprivileged children in reading. The (3-0-3) This course will explore the relationship between the second module will cover topics in social justice, The main purpose of this course is to broaden our culture in which the individual has been socialized, race, socioeconomics, poverty, and other issues that understanding of Latinos, relative to other racial and the social institutions in which he or she participates, Teamwork volunteers may confront during their ethnic minorities in the US Throughout this course, the groups to which he or she belongs, his or her period of service. This module will also consist of the political, economic, and social lives of diverse own personal characteristics, and his or her behavior periods of reflection and idea sharing. Students Latino national groups, relative to Afro-Americans, 245

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Asian Americans, and Native Americans, will be SOC 30017. Sociology of Intercollegiate SOC 30042. In the President’s Shoes: Leading examined on the basis of both historical experience Athletics Struggling Democracies in a Globalized World and empirical data. We will also discuss such diverse (3-0-3) (3-0-3) topics as racial hierarchy and inequality, ethnicity, This course will focus on a sociological examination Public support for democracy is shrinking rapidly assimilation, residential segregation and economic of intercollegiate sports. Readings, discussion, and in developing countries. Massive protests around mobility, generational transmission, and transnation- assignments will revolve around how college athlet- the world blame the globalized economic system al practice. Students are encouraged to share their ics are affected by and affect such social systems as: and its main political actors for increasing poverty insights and experiences with the class as relevant to gender, race, politics, the economy, and especially and inequality. In South America, four elected presi- the topics discussed. education. Where relevant, we will use the University dents have been forcefully replaced since 1998 and of Notre Dame as a case study, which we can use to two others are facing great difficulties to remain in SOC 30007. Race/Ethnicity and American illustrate some of these important and sometimes power—let alone exercise authority or leadership. Politics controversial issues. Non-sports fans are especially How have so many governments disappointed their (3-0-3) encouraged to enroll. citizenry? What can be done—if anything—to curb This course introduces students to the dynamics of this dangerous trend? This course, taught predomi- the social and historical construction of race and eth- SOC 30019. Sociology of Sport nantly from a Third World perspective by a former nicity in American political life. The course explores (5-0-3) Welch President of Ecuador, is offered to students planning the following core questions: What are race and As a phenomenal growth industry of postindustrial to participate actively in civil or political life or try- ethnicity? What are the best ways to think about the leisure societies, sports demand critical study. Theo- ing to understand how the public sector works and impact of race and ethnicity on American citizens? ries, schools’ involvements, professionalization, race, relates with society as a whole. The course introduces What is the history of racial and ethnic formation in and sex inequalities, methods of business control, the students to the basic toolkit of skills (decision mak- American political life? How do race and ethnicity use and misuse of talent/skills, Olympic problems, ing, negotiation, communication, leadership) that link up with other identities animating political ac- are some aspects of this course’s contents. allow one to deal with public policies (economic, tions like gender and class? What role do American social, environmental) and institution building political institutions—the Congress, presidency, SOC 30026. Technology and Social Change immersed in a broader ethical, value-ridden, pur- judiciary, state and local governments, etc.—play in (3-0-3) pose-oriented debate. In essence, the course is a constructing and maintaining these identity catego- This class will examine how technology has often “flight simulator experience.” Through case analysis, ries? Can these institutions ever be used to overcome served as the catalyst for social change for hundreds role-playing exercises, and confrontations with real- the points of division in American society? (indeed, thousands) of years. The course will be di- life dilemmas, the students are invited to fly in the vided into several sections, some of which will trace plane’s cockpit, to play the President’s role in rec- SOC 30009. Religion and Politics from a historical perspective the social impact of ognizing, analyzing, and prioritizing problems and (3-0-3) specific technologies (some predating the Industrial brainstorming strategies and action plans. An examination of the link among religious beliefs, Revolution, like the clock, the stirrup, and the pul- world views, group identifications, political attitudes, ley). Other course sections will examine technology SOC 30050. Latin American International and behavior, based on literature in political sci- and social change in specific contexts (e.g., the medi- Relations ence, sociology, psychology, and theology. Topics cal and communication contexts). (3-0-3) Hagopian include the meaning and measurement of religios- This course examines the international relations of The first portion of the class will be devoted to some ity; religious and anti-religious values embedded in Latin America with an emphasis on what determines of the basic issues in our collective understanding of American political institutions; religious world views US policy toward Latin America, and the policies technology and social change. Issues such as de-skill- and political philosophy; cue giving and political of Latin American states toward the United States, ing of workers, institutionalization of technology mobilization by religious groups, denominational other regions of the world, and each other. It ana- into society, and innovation will be examined, as will traditions, partisanship and issue positions; religious lyzes recurring themes in US-Latin American rela- various approaches to understanding technology, movements, social conflict and political coalitions. tions, including the response of the United States to such as the social construction of technology and dictatorships, expropriations of US-owned property, technological determinism. SOC 30010. The State of the American States and revolution. It also studies new directions and (3-0-3) issues in Latin America’s international relations, e.g., This course provides a “critical” and comprehensive SOC 30031. Creole Language and Culture (3-0-3) trade policy, the environment, migration, and drugs examination of politics in the states of the US, and This course introduces students to the vivid, sono- in a post-Cold War world. does so by analyzing topics from several theoretical rous language of Kreyol, or Haitian Creole, and to perspectives. States are major policymakers concern- the fascinating culture of its speakers. This intensive, SOC 30054. Cultural Aspects of Clinical ing such central public policies as education, welfare, Medicine beginning-level course is intended for students with and criminal justice, among a host of others. There is (4-0-4) no knowledge of Haitian Creole. tremendous variation, yet, at the same time, there are This course focuses on social science approaches similarities between and among the 50 states in their to sickness and healing. The medical encounter is SOC 30041. Witnessing the Sixties examined from anthropological perspectives. The political processes and governmental institutions as (3-0-3) course emphasizes the difficulties traditional bio- well as in their public policy concerns and outcomes. The purpose of this interdisciplinary course is medicine has in addressing patients’ expectations for The focus of the course is on understanding why the twofold: to examine the social context and cultural care. Students serve an internship as patient ombuds- states vary as they do and the consequences of that change of the ‘60s, on the one hand, and on the man in a local hospital emergency room four hours variation for such core American values as democracy other to explore the various journalistic representa- per week. Students are required to sign a waiver, to and equality, and how states have different conceptions of events, movements, and transformation. present evidence of immunizations, and to receive tualizations, or different visions or versions, of those We will focus on the manner in which each writer a TB skin test. Course requirements include weekly core values. witnessed the ‘60s and explore fresh styles of writ- quizzes, two lab reports, and a final exam. ing, such as the new journalism popularized by Tom SOC 30012. Black Music, World Market Wolfe. Major topics for consideration include the (3-0-3) counterculture and the movement—a combination This is the old number for this course, phasing out of civil rights and anti-war protest. this number. 246

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SOC 33063. Politics and Conscience political consequences? In this course, we will read ical approaches and contemporary issues in the field (3-0-3) Keys fictional works depicting behaviors and attitudes of education will be discussed. Topics to be addressed Against a backdrop of large-scale society, mass move- that are considered by society in general as antisocial, include, but are not limited to, gender and race in- ments, and technological bureaucracy, the invoca- anticonventional, and sometimes anti-Party. We equalities in education, the role of schools as agents tion of “conscience” recalls the individual human will investigate the contexts of these behaviors and of selection and socialization, and the nature of edu- person as a meaningful actor in the political sphere. their political implications. For instance, are these cational reform movements. Class participation and But what is conscience, and what are its rights and behaviors justified? Are different standards applied the experiences of students will be emphasized. responsibilities? What is it about conscience that to women? What are the temporal and spatial fac- ought to command governmental respect, and are tors in people’s conception of an antisocial behav- SOC 30237. Teaching Sociology: Seminar in there any limits to its autonomy? What role should ior? To what extent are these behaviors culturally the Sociology of Education conscience play in questions of war and peace, law- determined? No prior knowledge of the Chinese (3-0-3) abidingness and civil disobedience, citizenship, and languages or China is required. This course surveys the sociological foundations of political leadership? And how does the notion of teaching and learning in America’s elementary and conscience connect with concepts of natural law and SOC 30151. Popular Culture secondary school classrooms. The class begins with natural rights, rationality and prudence, religion and (3-0-3) Pressler an examination of teaching as a profession. What at- toleration? This course will engage these questions The first half of the course will introduce a variety tracts individuals to the teaching profession, and why through select readings from the history of political of theoretical perspectives, presented as a historical do they leave? What constitutes professional success thought. We will also consider various 20th-century overview of popular cultural studies, both in the for teachers? Next, we’ll examine how local context reflections on conscience, expressed in essays, plays, United States and Britain. The theories to be con- shapes the work that teachers do, looking at some el- short stories, speeches, and declarations. sidered include: mass culture theory, Marxism, the ements of schools and communities that impact the Frankfurt Schools (Critical Theory), Structuralism, nature of teachers’ work. The course concludes by SOC 30070. Caribbean Diasporas Semiotics, Feminism, and Post-Modernism. During looking at the teacher’s role in producing educational (3-0-3) this first half of the course, students will be required success by considering two enduring educational Born out of the violent processes of conquest and to write a paper in which they analyze an aspect of problems, how to foster student engagement, and enslavement, Caribbean societies have developed popular culture utilizing one or more of the theoreti- how to teach students of differing abilities within the cultures with roots in Africa and Europe, but with cal perspectives. same classroom. In addition to research in the sociol- distinctive American identities. This course examines ogy of teaching, students will be exposed to teacher The second half of the course is devoted to a histori- the development of Creole societies in the French, narratives of success and struggle. cal analysis, using the perspectives already addressed, Spanish, Dutch, and British Caribbean in response of the social impact and meaning systems of rock to colonialism, slavery, migration, nationalism, and, SOC 30239. Trust and Education Reform ‘n’ roll music. The exegesis will begin with a study most recently, transnationalism. The recent exodus (3-0-3) of African music, using recordings of chants and of as much as 20 percent of Caribbean populations School reform efforts run the gamut from shared celebratory music, and will explore the music of to North America and Europe has afforded the rise decision making to “teacher-proof” curricula. No American slaves, chain gangs, and spirituals, toward of new transnational modes of existence. Caribbean matter what strategy is chosen, the success of any re- the goal of identifying elements exhibited by those communities now span multiple sites across nation- form’s implementation depends of person-to-person genres that eventually evolved into rock ‘n’ roll. states. Constant comings and goings of messages, interactions between principals, teachers, students, Students will be required to write a research paper people, spirits, gifts, and money keep members of and parents. Sociologists have found that relational on some aspect, personality, group, or historical de- host and home communities actively involved with trust serves as a key resource for the successful imple- velopment of rock ‘n’ roll. This course is not recom- one another’s lives. They creatively appropriate the mentation of school reform. Why is trust important mended for students who have taken SOC 451, as same technologies of communication, media, and in schools and how can it be built? In this course, we the content will overlap. travel that have aided the rapid shifts of capital in the will examine the role of trust in organizations, how Caribbean and around the globe. This course will ex- trust impacts school change efforts, and how trust SOC 30216. Contemporary Issues in American plore the consciousness and experience of Caribbean might be fostered in a school community. Topics Education to be covered include competing models of trust in diasporas through ethnography and history, religion, (3-0-3) organizations, the special characteristics of schools literature, music, and culinary arts. Assignments In this class, we discuss several issues of current as organizations, and the influence of power and include a book review, a research paper, a midterm, importance and/or debate related to the educational authority on the development of trust. and a final exam. system of the United States, including school choice, affirmative action, and bilingual education. To better SOC 30464. Human Rights and Migrants SOC 30075. Culture and Conflict in the Pacific understand the roots of these issues, our study begins (3-0-3) McDougall (3-0-3) with an examination of the purpose and function Diverse cultures of the Pacific are examined in his- This course is an extension from the “mini-course” of public education as it has been conceived of in torical perspective, analyzing contemporary conflicts to a full term, with a wider coverage of international the United States. We also explore how each one of of military coups, crises of law and order, struggles migration experiences in the world with an emphasis these educational issues is related to the concepts of for land rights, battles over nuclear testing, indig- on human rights. It starts with a historical approach educational equality and excellence; for example, by enous rights, relations between indigenous people to various immigration waves to the United States, discussing what specific problems each educational and migrants, and the role of outside powers in from the years of the Industrial Revolution to the program or policy tries to address and how the im- Pacific Island states. present. It focuses on the current debate on the plementation of such programs affects both equality impact of the undocumented immigration from and excellence in schooling. The class includes both SOC 30092. Anti-Social Behavior in Modern Mexico and Central America, with a discussion of Chinese Fiction lecture and seminar-type discussions. the gap between public perceptions and research (3-0-3) findings. Differences between Mexico and the Chinese society is often characterized as highly con- SOC 30235. Sociology of Education United States’ migration policies, and its social and (3-0-3) formative and lacking in individuality. Is this true? economic implications, are discussed. The recent This course focuses on the relationship between edu- What kind of behaviors then would be considered developments within the context of the United Na- cation and society. In the course, a variety of theoret- antisocial, and what are their moral, social, and tions’ Commission of Human Rights on the relationship between migration and human rights are also 247

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covered. Cannot take if previously taken Soc 43479, SOC 30514. Social Movements It then discusses the validity of theoretical statements content overlap. (3-0-3) Summers-Effler on central questions in the social science literature How is social change possible? This is one of the by examining them in light of the Chilean case. The SOC 30466. Problems in Latin American Soc central questions for the study of social movements, main issues to be examined are the reasons for the (3-0-3) as well as the organizing theme of this course. In this successes or failures of Third World development, Since the fall of dictatorships in the 1980s, a mul- course we will consider the ways in which difference the origins and breakdowns of democracies, the char- titude of new social organizations has emerged in sociological theories of social movements have asked acteristics of authoritarian regimes, and processes of Latin America. At the same time, globalization has and answered this question, playing particular atten- restoring democracies. presented new challenges to social groups struggling tion to theories of identity, emotion, and networks. to retain their livelihoods and their communities. SOC 30643. Sociology of Vocation This course examines traditional and new social SOC 30527. Historical Memories and the (3-0-3) movements, organizations, and institutions in con- Developments Bridging Latino and Latin The unifying theme of this course is the crisis that temporary Latin America. American Cultures is created when people’s lives and work are divorced (3-0-3) from the religious foundation that constitutes them SOC 30478. Migration, Race, and Ethnicity in This course introduces students to the political pro- as a vocation in the world. Students will read and Twenty-first Century America cesses affecting the development and transformation engage Karl Marx’s analysis of worker alienation in (3-0-3) of Latin identities in the Americas. The length and capitalism and Marx Weber’s diagnosis of the voca- Migration from Latin America and Asia over 1970– arduous path to the development of Latin America tion crisis in the modern West, mid-20th century 2000 brings a new heterogeneity for the United and the Hispanic Caribbean identities began with critiques by C. Wright Mills (White Collar) and States that mirrors the global population. Now, the conquest of the New World. It began with the William Whyte (The Organization Man), and more the consequences of this migration are reflected in miscegenation of races and cultures and continued contemporary analyses of the moral dimension of federal statistical policy to expand official popula- with the multiple and never ending attempts of work and economics (e.g., by Robert Bellah and tion categories of five categories on race and two on establishing democratic national states from south Robert Wuthnow). Through reading, writing, and ethnicity. This course is an introduction to these US of the Rio Grande to the Patagonia. The political discussion, students will have the opportunity to populations of whites, blacks or African Americans, dynamics in Latin America have maintained a con- develop and apply their sociological imaginations Native Americans or Alaskan Natives, Native Hawai- stant movement of people and cultures. Civil wars, in interpreting their own life and goals through the ians or other Pacific Islanders, and Latinos or His- dictatorships, social exclusion, hunger, but also the sociological diagnoses. The class will conclude by panics as to historical context, social and economic dreams of a better life constantly rupture the ties that considering the possibility of a contemporary reap- characteristics, and current research and policy link the people from their homeland. The United propriation of an explicitly Christian conception of issues. Migration in the post-1965 era of Asians and States is the magnet and recipient of thousands of vocation. NOTE: This course is reading-intensive Latinos created new racial and ethnic communities Latin Americans who entered legally or illegally into and discussion-based, and students will be required geographically concentrated in California, Texas, the country. Their process of assimilation and ac- to write a 20+—page paper. Florida, New York, Illinois, and Arizona. Conceptu- culturation has transformed their original identities alization and quantification involve new challenges while at the same time has transformed Latinidad in SOC 30671. Catholicism in Contemporary increasingly relevant for governmental and private American society. This course should be of interest America sectors, nationally and for communities. Scholars are to both Latino and Latin American students. (3-0-3) more attentive to changing identities and popula- This course offers a sociological overview of the tion heterogeneity for social institutions of family, SOC 30547. Global Society Roman Catholic Church in the United States since education, and government. The 2000 Census and (3-0-3) World War II. Recent trends will be examined at population projections show the future population “Globalization” is the buzzword of the new millen- the societal, organizational, and individual levels as considerably different from that of the past. These nium-but what does it mean? (For example, some of analysis. Topics include the involvement of the topics hold relevance in contemporary discussions of critics say that “globalization” means the “McDon- Church in public life, the causes and consequences world population growth, immigration policy, social aldization” of the world.) Economics is increasingly of the priest shortage, and increasing individualism change, globalization, and environment. global, but is a global society even possible, let alone and personalism among lay Catholics. inevitable? How do society and economy interact in SOC 30508. Social Meanings of Food a world made ever smaller by technology—and, can SOC 30672. Religion and Social Life (3-0-3) anyone control this process? How will globalization (3-0-3) Christiano This is a course on the roles of food in society. The affect America and Americans? How will it affect real How does social life influence religion? How does role food plays in the life course of a society may people, wherever they are from? Who would benefit religion influence society? What is religion’s so- seem self evident or commonplace to some. Yet food from a global society, and who would not? To answer cial significance in a complex society like ours? Is is more than the physical substances that sustains these questions we will aim to penetrate behind religion’s significance declining? This course will life. Food is intertwined with religion and central to both the hype and the horror stories about “glo- consider these and other questions by exploring the many rites and rituals. Food is linked to medicine, balization,” and clarify this amorphous concept in great variety in social expressions of religion. The which was largely based on dietary principles until concrete terms. To do this, we will use a broad range course examines the social bases of churches, sects, well into the 18th century. Technology related to of readings and other media to explore the many and cults, and it focuses on contemporary religion in production of food has affected the inequalities dimensions of our topic. Class time will be used for the United States. found in all societies. The politics of food plays a mini-lectures, discussions, and presentations. Grades major role in understanding the “social issues” affect- will be based on a series of short discussion papers, SOC 30673. Religion and Labor Management ing many nations around the globe. This is a fasci- periodic exams, and an optional research paper. (3-0-3) nating area of study: that which we take for granted This course examines current faith-based movements so much of the time is intertwined with economics, SOC 30567. Chile in Comparative Perspective seeking to promote workplace justice and greater politics, psychology, social life, and law. Cannot take (3-0-3) Valenzuela management/labor cooperation. The collaboration if previously taken Soc 467 content overlap. This course provides a detailed analysis of the devel- of unions and managers is essential, in the face of so opment of the Chilean economy, society, and policy many disadvantages for US companies (e.g., trade since independence from Spain in 1818, drawing se- imbalance, foreign government subsidization, market lected comparisons with other national experiences. competition, plant revitalization, profit margins, 248

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labor costs, and reinvestment). Industrial-society lit- vary and how differences in the institution of time people and events that we encounter daily. A con- erature reveals the crucial role of workers, in terms of affect people’s lives. A few of the topics we will study crete aim in this course is to increase your conscious motivation, job performance, morale, productivity, are the fundamental difference between cyclical and reflection and decision-making in everyday life. job satisfaction, and the prospects for industrial de- linear time; why some societies are clock watching, Enhanced self-awareness entails self-knowledge-how mocracy-worker co-ownership and co-management. while others move to a more natural rhythm; and, you learn, your behavioral style, and your values. Sociology of religion literature reveals the collabora- how it came to be that “time is money.” This course in applied social psychology should have tive nature of the major US religious groups in social practical value as you enter more fully into a cultur- issues such as civil rights, poverty, and labor-manage- SOC 30732. Criminology ally diverse and fragmented world. ment crises. The history and teaching of Catholic, (3-0-3) Welch Jewish, and Protestant groups in the United States This course will introduce you to theoretical inter- SOC 30801. Women in Social Theory evidences concern about issues such as humanization pretations of criminal behavior, empirical research (3-0-3) MacMillen in work-healthy and safe conditions, adequate wages, on crime in diverse contexts, and policy debates on This learning community pedagogy course is de- fringe benefits, the right to organize for collective crime control and punishment. Our intent will be to signed to look at the offerings women have made- bargaining, and worker participation in management raise critical questions and to challenge commonly though marginalized-in the related fields of social and ownership. The course stresses the possibilities, held views about the nature of crime and punish- theory, philosophy and theology. Each theorist is responsibilities, and strategies in interfaith coalitions ment in the United States today. As students of very different, reinforcing the point that is made with enlightened business and labor groups for more sociology, we will operate under the assumption that above-that there is no essentialized “women’s” view cooperative and productive labor-management. crime and punishment are social phenomena; they of the social world. Each has come from a different can only be understood by analyzing their relation- culture and historic context. We will be reading the SOC 30729. Therapeutic Jurisprudence ship to the broader social, political, and cultural con- work of Harriet Martineau (1802–1876), Hannah (3-0-3) text in which they exist. With a particular emphasis Arendt, (1906–1975), Simone Weil (1909 –1943). Therapeutic jurisprudence (“TJ”) looks at how laws on race, class, and gender, we will explore crime and Simone de Beauvoir, (1908–1986), and Gillian Rose affect social life and at how laws and policies are practices of punishment in three social contexts: “the (1947–1995), among others. In a quick observa- social forces, producing both intended and unin- street,” paid work settings, and intimate and family tion of the lives of these women, one is to find an tended consequences in society. These consequences relations. Cannot take if previously taken Soc 43752; interesting correspondence between them. Many of can be positive, negative, or both. The objectives of content overlap. these women were not only social thinkers, but also this course are to identify and explore the various activists. A philosphy of praxis (or action) is what consequences of laws and policies based on the his- SOC 30733. Social Deviance binds sociology to itself: “The philosophy of praxis,” tory and use of laws and to develop empirical studies (3-0-3) Gramsci one proclaimed, “is precisely the concrete to analyze these consequences. The first portion In this course, students will discuss deviant people historicisation of philosophy and its identification of the course will be devoted to an overview of TJ and activities with special attention paid to the pro- with history.” Given that living the vocation of a principles and how these principles can be applied cess whereby deviance is defined. Discussions will sociologist is not only developing theoretical exper- to laws and policies. Different perspectives—those focus on issues of social power, moral entrepreneur- tise, but it is also tied to giving voice, advocacy, and of the various legal actors-will be examined, along ship, and human variation. concern about and work in the world at it is given, with how legal actors can affect the effects of laws there is a required social service component part of and policies. The aim for this portion of the course SOC 30734. Critical Issues in Criminology the classroom experience. You are required to invest is to develop a method of critical review of laws and (3-0-3) at least 10 working hours (with at least 3 visitations) policies. The second portion of the course will look In this course, students will discuss deviant people at a local volunteer organization. at societal influence on laws, interactions between and activities with special attention paid to the pro- different policies, and how the effects of a law or cess whereby deviance is defined. Discussions will SOC 30806. Race and Ethnicity in America policy can be assessed through empirical research focus on issues of social power, moral entrepreneur- (3-0-3) prior to enactment. ship, and human variation. This course has three objectives. First, the course will help you to think critically about issues related to SOC 30730. Criminology SOC 30737. Ethnicity, Immigration, Organized race and ethnicity in American society. These issues (3-0-3) Crime include the meaning of race and ethnicity; the extent Crime data, crime causation theories, criminal (3-0-3) of racial and ethnic inequality in the U.S., the nature behavior systems, criminal procedure, and correc- Immigrant groups have played the central role in the of racism, discrimination, and racial stereotyping; tions. Firsthand knowledge of courts, police jails, organized crime scene in the United States from the the pros and cons of affirmative action; the develop- and prisons is encouraged. Optional field trips. This early Irish immigrants, the domination of the Italian ment of racial identity; differences between assimila- section was for Arts and Letters students only to take mafia, and the recently arrived immigrant groups of tion, amalgamation, and multiculturalism; and social criminology. the last 20 years. This class will examine the history and individual change with respect to race relations. and formation of those groups and the role of immi- The second objective is to foster a dialogue between gration and ethnicity as it applies to organized crime. SOC 30731. The Sociology of Time you and other students about racist and ethnocen- (5-0-3) Faeges tric attitudes and actions. The third objective is to SOC 30770. Self and Society Every Notre Dame student knows about time pres- encourage you to explore your own racial and ethnic sure. Have you ever wondered why? We tend to (3-0-3) You are an outcome of your past social environ- identity and to understand how this identity reflects accept time as a physical fact that is given, to which and shapes your life experiences. we must adapt. But the study of time is one of the ment, yet you can be independent of it. The goal of this course is to help you think reflectively about fastest-growing areas of sociology. Time is socially SOC 30838. Poverty, Inequality, and Social society and your place in it, to be aware of the values constructed, it is part of the foundation of social Stratification life, and it affects the shape of every other social involved in people’s perspectives on social issues, and (3-0-3) institution-and it varies from society to society. In to become aware of the social processes that define Social inequality is a prominent and persistent fea- this course, we will study how and why time can who you are. We spend most of our lives in a “taken ture of modern society. Social stratification theory for granted” world. We are taught certain values and attempts to explain the causes of inequality and the ways of acting in different situations. Our values and reasons for its persistence. This course will address behavioral patterns become a “natural” response to such questions as: Why are some people rich and 249

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some people poor? Why does inequality persist? sciences, as well as many areas of the business and/or in and committed to studying the role of food in Who gets ahead? Can men and women get the same medical world. The focus is on a conceptual under- society. jobs? Do different races have the same opportuni- standing of what the statistic does, means, and what ties? Is inequality necessary? Potential topics include assumptions are made from it. Hands-on experience SOC 37099. Special Studies inner-city and rural poverty, welfare dependency, in using data analysis is part of the course. (3-0-3) homelessness, status attainment and occupational This will be a reading and research course, which will mobility, racial and ethnic stratification, gender SOC 33062. Social Concerns Seminar: also include some field experiences. We will explore stratification and class theory. Cultural Diversity the symbolic and social meaning of food, as well as (1-0-1) Pettit emerging issues resulting from the globalization of SOC 30846. Today’s Gender Roles The purpose of this course is to begin to analyze the the food system. This should be an engaging and (3-0-3) Aldous positive aspects of ethnic and cultural diversity as enjoyable exploration of the place of food in today’s This course is concerned with current changes in well as related tensions, including racism. During world. Maximum of five students who are interested male and female roles in the light of social science, break, students will participate in a five-day program in and committed to studying the role of food in primarily sociological evidence. Such issues as the at selected sites for an orientation to culturally di- society. Spring semester. source of male and female role differences, the range verse communities and to engage in discussions on of roles open to women and men and the conse- relevant issues with local residents and community SOC 43001. Transnational Social Movements quences of changing roles and institutions like paid leaders. Students participate in preparation and fol- (3-0-3) Smith work and the family are considered. The class format low-up sessions. This seminar explores how increasing global integra- is primarily group discussions supplemented by some tion affects political participation and the prospects lectures presentations from visiting scholars. SOC 33090. Proseminar for democracy. We will briefly review the broader (1-0-1) Power research literature on the sociology of social move- SOC 30875. Polish Americans This course provides an introductory overview of ments within nations as a first step in our consid- (3-0-3) the sociology major and the opportunities students eration of the relationships between “globalization” A study of the cultural and racial pluralism of Ameri- have within the Sociology Department and the Arts and social movements. Seminar discussions will can society through the focus of the Polish-American and Letters College, as well as across the University. explore how transnational movements compare with experience; a review of the social and historical back- The course has a practical focus. Some classes are those operating at local and national levels. Readings ground, the immigration experience, and adaptation devoted to equipping students with knowledge and will reflect a range of cases and analytical perspec- to the American experiment in terms of family, reli- skills that will serve them as they progress through tives. We will explore relationships between move- gion, education, work, and government. the major. Other classes focus on future plans, such ments and political institutions, the factors affecting as entering the work force, going on to graduate or the abilities of relatively powerless groups to mobilize SOC 30900. Foundations of Sociological professional school, and performing service after the resources and build coalitions, and the ideological Theory baccalaureate. The idea of “career as vocation” is also and cultural dimensions of transnational mobiliza- (3-0-3) Faeges, Fishman explored. This course is for one credit, pass/fail, and tion. Considerable attention will be placed on the The course explores the content and the method of is required of all sociology majors. contemporary global justice movement as we explore great written works by sociology’s founding theorists. these questions, and methodological issues relevant Theorists to be discussed include Durkheim, Weber, SOC 35091. Intermediate Analysis of to this field of study will be addressed throughout Marx, and Tocqueville. An examination of their writ- Collective Contention I the course. ings serves as an introduction to the intellectual con- (V-0-V) cerns and the new insights, the theoretical ambitions, This course is a yearlong class examining theoretical SOC 43003. Social Demography of the US and the controversies that provided the foundation developments and empirical analysis of collective Latino Population for the development of sociology. Through a focus contention. Students will conduct intensive research (2-0-2) on classic texts the course will address two main projects involving thorough literature review, formal This course is an introduction to the social demogra- themes: the methodological arguments concerning proposal, statistical and interpretive analysis, and phy of Latino or Hispanic populations in the United the appropriate intellectual strategy for fulfilling the writing of a professional research report. Fall States as to historical background, sociological fields, sociology’s scientific ambitions and the substantive semester course. and current statistics and studies. First, in exploring debates over the nature and dynamics of a changing the demographic perspective on the Latino popula- society. Some attention will be directed to the impli- SOC 35092. Interdisciplinary Analysis of tion, a strikingly young and increasing segment of cations of classical sociological theory for contempo- Collective Contention II the US population, the processes of fertility, mortali- rary controversies and research. (3-0-3) ty, and migration are presented. Next to be addressed This course is the continuation of Sociology 35091, is the literature on conceptualizing and quantifying SOC 30902. Research Methods a yearlong class examining theoretical developments the US Latino population, legal frameworks for resi- (3-0-3) Gunty, Williams and empirical analysis of collective contention. dence status of migrants, and Latinos in the context Begins with discussion of scientific method, concep- Students will conduct intensive research projects in- of social institutions of family, education, and gov- tualization of research problems, and measurement. volving thorough literature review, formal proposal, ernment. In the future, the changing Latino popula- The course then explores the dominant modes of statistical and interpretive analysis, and the writing tion is expected to contribute to a US population social science research: field work and participant of a professional research report. profile different from the US population of the past observation, survey and interviewing, experimental century. Thus, the course is relevant in contemporary designs, and evaluation research. SOC 37098. Special Studies discussions of immigration policy, globalization, and (V-V-V) environment. SOC 30903. Statistics for Social Research This will be a reading and research course, which will include some field experiences. We will explore (3-0-3) SOC 43004. Latino Economic Development: This course is designed to show students how to the symbolic and social meaning of food, as well as Research and Policy interpret and critically evaluate statistics commonly emerging issues resulting from the globalization of (2-0-2) used to describe, predict, and evaluate in the social the food system. This should be an engaging and This course examines the Latino experiences in the enjoyable exploration of the place of food in today’s United States and the underlying conditions of La- world. Maximum of five students who are interested tino workers, businesses, and communities. It begins 250

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with a profile of Latino workers by age, gender, edu- population displacement (e.g. refugee populations, as the various cultural representations that work to cation, immigrant make-up, and occupation in the migrant workers, and other deterritorialized com- organize social perceptions of the situation. We will labor market. Students will learn how to use federal munities); tourism and ecotourism and their effects conclude by placing contemporary US homelessness and state data to examine Latino workers, income, on local populations; the growth of transnational into global context. and occupation status. Students will learn about the social movements; the economics of the environment There will be an experiential component to the industrial and occupational classification systems in global contexts; and the effects of “free trade” and seminar as well. used by the federal government to study workers structural adjustment policies in the Third World. and working conditions. They will also study related This course will expose students to different theories SOC 43021. Food and Poverty public policies of the federal government that govern of globalization, transnationalism, and modernity, (1-0-1) over the human rights, economic status, and eco- and will discuss why the study of regional, national, This course will examine the relationship between nomic wellbeing of all US workers. and international linkages has become a critical com- food and poverty in the United States and around ponent of contemporary anthropological research. the world. Students who enroll in this course are SOC 43010. Latinos in Education expected to participate in World Hunger Day in (3-0-3) SOC 43014. Think Tank on World Food and mid-October. This is an international event spon- This course examines the educational experiences Hunger sored by the Food and Agricultural Organization of and struggles of Latinos in US public schools. (V-0-V) the United Nations. Participants in this one-credit Students will study these experiences through legal, “Think Tanks” are one method that contemporary seminar will help plan local events to increase aware- political, historical, social, and economic perspec- society uses to try solving complex multifaceted ness of issues related to hunger. tives, regarding educational policies and practices. problems. Think tanks are organizations, formal or Additionally, this course focuses on the potential of informal, that study issues, see solutions to prob- SOC 43030. Documentary: Critical Analysis education as an agent for social justice and change lems, and evaluate ideas as to feasibility. There is no and Method for linguistically and culturally diverse groups, and single solution to a multifaceted problem. In fact, (3-1-3) Snively thus its important role in the Latino experience. The in most cases think tanks consider “best case” and We see documentaries in many different forms every goal of this course is to develop a reflective individual “worse case” scenarios instead of solutions. The goal day via journalism, reality television, the Discovery who is able to understand the educational context of of this course, which would meet every two or three channel, and the nonfiction film. This course turns a Latinos in the United States. weeks for an hour to an hour-and-a-half, would be critical, anthropological and methodological eye to- to explore the many paradigms related to food and wards interpreting, constructing and contextualizing SOC 43012. Comparative Cultural Studies hunger issues and explore various creative solutions. the documentary. (3-0-3) One of the many goals of the process is to create a The purpose of this seminar is to introduce students consensus statement or position paper on food and SOC 40033. Global Crime and Corruption to comparative dimensions of American Studies. hunger controversies and point to policies supported (3-0-3) International perspectives will be explored and ap- by the statement. This is a limited enrollment ex- As the world of the 21st century globalizes, so too proaches that compare American culture with an- perimental course to implement the goals of the US does crime. Millions of people and trillions of dollars other national culture will be encouraged. Concepts, National Committee for World Food Day. circulate in illicit economies worldwide. This repre- methods, and materials related to comparative stud- sents power blocks larger and more powerful than ies will be examined. Students will work on selecting SOC 40019. Multiculturalism many of the world’s countries. This class will look at appropriate comparative topics, organizing informa- (3-0-3) what constitutes the illegal today, who is engaged in tion and ideas, developing themes, and designing an The course explores the economic, state, and nation- crime and corruption, and what kinds of economic, interdisciplinary framework for their projects. al conditions of multiculturalism as a social relation political, and social powers they wield. It will also and semiotic form. Seminal questions include the look at the societies and cultures of “out-laws.” Although the seminar will demonstrate the analysis issues of difference deployed in debates over multi- and interpretation of a specific comparative topic For example, internationalization has influenced culturalism and anthropology’s location in them as a crime in much the same ways that multinationals and representative theme, the course utilizes a stu- study of human diversity. dent-centered pedagogy and students are required to and nongovernmental organizations have: criminal undertake substantial research and give oral presenta- networks now span continents, forge trade agree- SOC 40022. Confronting Homelessness ments, and hone foreign policies with other criminal tions in a seminar format. Students will prepare bib- (3-0-3) organizations, and set up sophisticated systems of liographies, conduct research in a comparative and In recent years, the prevalence of homelessness has information, exchange, and control. Anthropol- interdisciplinary manner, present in class, and then tended to aggravate the problem of inequality in the ogy-with its studies of cultures-provides a dynamic follow up with a written version. United States. As a form of extreme poverty, the cri- approach to the illegal: what customs inform law sis of contemporary homelessness reflects a rupture abiders and criminals, what values guide their ac- SOC 40014. Transnational Societies and from within the social system. This rupture tears at tions, what behaviors shape their worlds. The course Cultures the heart of the nation’s democratic ideals and puts (3-0-3) will explore the many kinds and levels of criminality into question the effectiveness of the current social This course analyzes how cultural identities and be- and corruption: How do we consider the differences welfare state. haviors are formed in the context of global systems. (or similarities) among, for example, drug and arms Through specific case studies, students will explore The purpose of this seminar is to examine the condi- smugglers, white collar corruption, gem runners or how different social groups construct their cultures tions of extreme poverty and homelessness within modern day slavers, and governmental or multina- in interaction with other cultures; and how, in so do- the broader context of American culture and society. tional corporate crime? What impact does each have ing, these groups are both responding to and shaping In order to confront the nature of these conditions, on our world and in our lives? What solutions exist? global agendas. Focusing on linkages between local this seminar will draw upon insights from history, Class is interactive in nature, and in addition to the and international systems, this course will investigate literature, documentary film and photography, and normal reading and writing, students will do an an- issues such as: the globalization of Western media the social sciences. We will focus on the degree of thropological class project on a topic of their choice (especially cable TV, films, Internet); the rise of permanence and change in our approach to both tra- concerning global crime and corruption. transnational corporations and their effects on indig- ditional and modern forms of the social problem. In enous economies; the anthropology of development; addition, the causes and processes related to extreme poverty and homelessness will be explored as well 251

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SOC 40034. Gender and Violence SOC 40090. Ethnographic Method and Writing discussed in a seminar format. Independent student (3-0-3) Mahmood for Change research and experiential learning opportunities will This seminar interrogates the intersections among (3-0-3) augment the learning experience. male, female, violence, and nonviolence. How is The notion that a written text can itself be a “site Special permission required from Jay gender related to war and peace across cultures? We of resistance,” a location where political commit- Brandenberger—Center for Social Concerns. explore the biological, psychological, ritual, spiritual, ment and rigorous scholarship intersect, under girds social, political, and military entanglements of sex, this course on ethnographic method. We study the construction and interpretation of field notes, SOC 43045. Subversive Culture gender and aggression in this course. We examine the (3-0-3) subjectivity and objectivity in research, ethical issues lived realities of women and men in zones of conflict The course will explore anti-structures of society us- in fieldwork, feminist and postcolonial critiques as both survivors and perpetrators of violence, and ing anthropological perspectives and analyze forms of ethnographic practice, “voice” and oral history, consider the potential of each as peace builders. of creative resistance and social protest in art, per- and aspects of ethnographic inquiry that impact on formance, literature, and popular culture, using case SOC 40037. Film and Society change processes. Students engage in field projects studies from various cultures around the world. (3-0-3) in the local community and produces experimental Students will contextualize the films via a reader ethnographic text as a central part of coursework. We SOC 43046. Society and Culture Thru Films packet drawing on articles from anthropology, film also examine the writing process, rhetorical style, the (3-0-3) studies, basic film production, and culture theory. responsibilities of the author, and polyvocalism and This course will deal with a variety of social issues as Course work will include research papers and the inclusivity. Ethnography as a nexus of theory and they are perceived, conceptualized, represented, and production of a short visual narrative piece represent- practice, of scholarship and action, emerges from our understood by the movies. The focus of this course ing students’ conceptualizations of a theme. work in the course. will not be on the cinema history, cinema structure or movie-making processes, but on how important SOC 40055. Race, Ethnicity, and Power SOC 40743. Deviant Behavior human problems such as cultural diversity, race rela- (3-0-3) (3-0-3) tions, the crafting of national identity and national Presents a review and discussion of social scientific This course is concerned primarily with the so- heroes, urban life, class conflict, family structure, research concerning the nature of race and ethnicity ciological conceptions and theories of deviance. war, and some ideological values such as success, love and their expression as social and cultural forces in At the onset, deviance is differentiated from those happiness, fairness, misfortune, destiny, honesty, the organization of multiethnic societies. The focus phenomena designated as social problems and social faith, and the like are depicted and treated by the is multidisciplinary, while giving primary focus to disorganization. The remainder of the course focuses movies. literature drawn from anthropology, political science, on deviant acts and deviants. Various responses are and sociology. The course uses a mixed case study/ explored to questions such as: Who are deviants? SOC 43064. Power and Culture in Mexico theoretical approach. What does it mean to be a deviant—to the deviant (3-0-3) himself, as well as to others? What common social This course provides an overview of the power struc- SOC 40060. Asia: Culture, Health and Aging processes and experiences do most deviants undergo? ture and culture of Mexican society with special at- (3-0-3) Various theories or models of delinquency, crime, tention to the various ways power has been displayed With a focus on Asian case studies (Japan, Korea, suicide, sex deviation, and drug use are used to aid and exercised. China, Taiwan, and India), this seminar introduces in constructing a sociological understanding of devi- both cultural gerontology and critical medical an- ance, the analysis of deviant acts, and the formation SOC 43067. Global Food Systems thropology. of deviant careers or roles. (3-0-3) This is a course on food in society. The role food SOC 40064. Race and the Constitution SOC 43036. Applied Anthropology: Immigrant plays in the life course of a society may seem self- (3-0-3) Zuckert Labor Rights evident or commonplace to some. Yet food is more The primary goal of the course is to understand (4-0-4) than the physical substances that sustain life. Food is the bases for the political, economic, and security In conjunction with local organizations and social intertwined with religion and central to many rites relations of Latin American states with the United science researchers, students will work within Elkhart and rituals. Food is linked to medicine, which was States. The course begins with a theoretical and his- collecting ethnographic data from immigrant com- largely based on dietary principles until well into the torical examination of the competing perspectives on munity members. They will also learn how to apply 18th century. Technology related to production of what determines United States policy toward Latin the data they have collected to models for serving food has affected the inequalities found in all societ- America: its normative ideals, its security interests, the community to find ways to better serve the local ies. The politics of food plays a major role in under- or its economic interests. It then takes up several community and meet its needs. standing the “social issues” affecting many nations enduring themes in US -Latin American relations, around the globe. This is a fascinating area of study: including the response of the United States to dic- SOC 43037. Leadership, Ethics and Social that which we take for granted so much of the time tatorships, expropriations of United States-owned Responsibility is intertwined with economics, politics, psychology, property, and revolution, and efforts to promote (3-0-3) Brandenberger social life, and law. development, democracy, and human rights. Next, This course examines leadership and empowerment it considers the relations of several Latin American issues from various disciplinary perspectives, focusing on the role of the leader within organizations SOC 43068. From Field to Table states with each other and the United States, from (3-0-3) that promote service, social action, or other forms of the Latin American point of view, with special atten- This course examines changing food production social responsibility. Alternative models of leadership tion paid to the foreign policies of Cuba and Mexico. in America and the impact on the people involved are explored, with attention to value and moral im- Finally, it examines several new issues in U S-Latin in the food system. The current transformation of plications. Sample topics include: historical/cultural American relations, including regional free trade “food” is a fascinating area of study that is emerging paradigms of leadership, organizational theory, lead- agreements and trade policy, the environment, mi- as a major area of public policy debated. “Roughly a ership and gender, and the like. gration, and drugs, in a post-Cold War environment. quarter of the nation’s population buys fast food ev- Student leaders from various majors and campus ery day-and yet, few people give the slightest thought student organizations are encouraged to participate. to who makes it or where it comes from.” (Schlosser, Readings will be drawn from a variety of sources and Fast Food Nation.) 252

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Those who participate in this seminar will commit Latino art. We will approach this by examining a political, and economic roles in society. We will pay themselves during spring break to working among range of topics, including Chicano and Puerto Rican special attention to the issue of school reform, and migrant workers in Southern Florida. Maximum poster art, muralism, Latina aesthetics, and border investigate how schools can best serve the interests of enrollment 15 students. art. The readings will enable us to survey a number both individuals and society. of important exhibitions of Latino art and to explore SOC 43074. Conflict Resolution: Theory and new possibilities for exhibition and representation. SOC 43250. Educational Stratification in Practice We will examine descriptive material and critical Theory and Practice (3-0-3) writings concerning issues pertaining to the represen- (3-0-3) This course has two fundamental aims: (1) to tation and interpretation of Latino culture and art As we now embark into a new millennium and acquaint students with the broad array of social con- as well as how these questions surface in a national compete on a global scale, it is important that we flict theory that exists in the social sciences as it re- museum context. understand how our educational system works, the lates to our ability to manage and transform conflict, ways it combats and perpetuates the existing social ranging from the interpersonal to international are- SOC 43170. Materialism and Meaning in hierarchy, and the ways that we can improve it. This nas; and (2) to teach students a range of basic skills Modern Life course is designed to address these three important in conflict analysis and resolution. Thus the course (3-0-3) issues. The first half of the course is devoted to learn- demands substantial reading as well as participation In the 20th century, the twin problems of meaning and critiquing existing theories of social stratifi- in simulation and training exercises. Students will ing and materialism have come to the forefront of cation in general and educational stratification, more have to write several short reflective papers, as well as modern civilization, forming the basis of variety specifically. The second half of the course analyzes a longer paper and an exam during the course. of philosophies and social theories, animating actual educational practices and their relationship revolutionary movements in art, looming as the with stratification. SOC 43113. Cultural Sociology silent specter behind mass society and its dramas of (3-0-3) Spillman consumption. It is by no means clear that the mas- SOC 43332. Changes and Challenges in In this class, we will examine cultural dimensions sive technological advances and material gains in Family Life of important social processes, and we will survey advanced industrial societies have contributed to a (3-0-3) contemporary sociological approaches to analyzing better way of life; many would say increased mean- This course will focus on the changes and challenges culture. Examples will include readings on home inglessness is the actual result. that families face today and their implications for and work, social hierarchies, political culture, media individuals and relationships. Sociologically, we can and the arts, and social change. This class cannot SOC 43209. Great Books in Sociology of think of many of these “private” circumstances such be taken if SOC 30009 has previously been taken; Education as marital conflict and divorce, single parenting, co- course content may overlap. (3-0-3) Sikkink habitation and remarriage, and work/family conflict This course focuses on classic works in the sociology as also being “public” issues related to larger cultural SOC 43151. Popular Culture of education that not only shaped the direction of and economic changes with implications for the (3-0-3) Pressler the education subfield, but also were landmarks in family as a social institution. In this course, we will The first third of the course will introduce a variety the field of sociology as a whole and often greatly in- consider research in these areas with the goal of un- of theoretical perspectives, presented as a histori- fluenced public policy. Discussion of the works will derstanding some of today’s family experiences, the cal overview of popular culture studies, both in the focus not only on an evaluation of the contribution challenges they present, and their implications for United States and Britain. The theories to be con- of each work to sociology of education but also on adults and children. We will also think about what sidered are similar to those of SOC 34151, although the question of how these works contributed to so- these experiences may mean in historical context and somewhat more time and effort will be spent with ciological theory. One important goal of the course is for the family as a social institution. theories associated with post-modernism. to use careful evaluation of classic works to develop good research questions and/or to use concepts and SOC 43341. Family Policy Seminar Next, students will use a specifically post-modern, arguments from the works to inform current research (3-0-3) deconstructive approach as they examine the mean- projects. The seminar covers family policy in the US and ing systems and messages present in the animated in other countries with a concentration in the US. films produced by Disney since 1989, e.g., The Little SOC 43210. The Social World and There is comparison of the background, content, Mermaid, Aladdin, The Lion King, The Hunchback Adolescents’ Achievements and consequences of policies in the various countries. of Notre Dame, and Mulan. Students will prepare an (3-0-3) Such provocative topics as welfare policy, parental analytical paper in which they apply a theory from This course examines the impact of the social world leave, and childcare are discussed. The relation the course to another of the movies in the Disney on the educational performances of adolescents. between families and the work setting or families oeuvre. The relationship between social contexts, such as and government will also be addressed. A discussion Finally, the course will address the social history of the family, neighborhood, school, peer network, format is used. Students write a term paper on some rock ‘n’ roll, as noted above. In this section, however, and religion, and adolescent achievement will be aspect of family policy. It is directed especially to we shall also explore the comparisons of meanings explored. Theoretical and empirical research on the juniors, seniors, and graduates. and values, whether in common or in conflict, of impact of these social contexts will also be explored. both Disney films and rock ‘n’ roll music. To com- Finally, how all the contexts work simultaneously to SOC 43342. Family Development (3-0-3) Klein plete this section, students will write a research paper influence the educational performance of adolescents Family Careers is directed to the sociology, psycholo- in which they examine some aspect of the American will be discussed. gy, counseling, preprofessional, nursing, social work, rock revolution. This course is not open to students and other majors who will necessarily be working who have taken SOC 34151, as the content will SOC 43234. The Schooled Society (3-0-3) with or seeking to understand families in the course overlap substantially. Everyone knows schools teach students the “3 Rs” of their occupations. The course covers change in (reading, ‘riting, and ‘rithmetic). However, few families from the time when couples marry until SOC 43162. Aesthetics of Latino Cultural people think about the fourth “R” that schools Expression their dissolution due to divorce or death of one of (3-0-3) teach us: our roles in society. In this course, we will the spouses. Parent-child relations beginning when This course will analyze the philosophy and prin- examine how our experiences in school affect who children are born until parents’ death, changes in ciples underlying the social and political aspects of we are as individuals and how we perform our social, 253

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sibling relations as persons age, as well as the devel- Each course stands by itself inasmuch as the distinc- migration experiences in the world with an emphasis opment of the marital union will be examined. The tion between theory and methods can be made. The on human rights. It starts with a historical approach family cycles of childless and one-parent families will common objective of the courses is to prepare stu- to various immigration waves to the United States, also be included. Students have the opportunity to dents to design research projects on international mi- from the years of the Industrial Revolution to the apply the course material on family careers to their gration with emphasis on immigration to the US for present. It focuses on the current debate on the im- own families within the context of marriage, occupa- theses and dissertations. Course II refers to a review pact of the undocumented immigration from Mexi- tional and educational plans. They do a case history of basic questions on this subject and the methods co and Central America, with a discussion of the gap of a family in order to gain experience in using the through which these questions have been adequately between public perceptions and research findings. family development approach. or inadequately answered. The numbers, the impact, Differences between Mexico and the United States’ the nature, the structure, the process, the human migration policies, and its social and economic im- SOC 43345. World Families experience, will be discussed in terms of the research plications, are discussed. The recent developments (3-0-3) methods commonly used to approach them. Spring. within the context of the United Nations’ Commis- World Families is a course designed to examine sion of Human Rights on the relationship between families as related to gender across space and through SOC 43411. The Legacy of Exile: Cubans in migration and human rights are also covered. time. How gender is related to power, roles, and re- the United States sponsibilities within families in the various areas and (3-0-3) SOC 43483. Social Demography of US across social class and ethnicity is a focus. The fami- This class deals with one of the most visible and Minorities lies to be studied come from a number of societies political of all US immigrant groups: Cubans. The (3-0-3) other than the United States. Also considered will be theme of the class is that the Cuban presence has The intent of this demography course is to familiar- families in the United States as they existed in earlier been shaped by the experience of exile. In under- ize students with basic statistical methods and tech- periods to give another basis for comparison among standing the case of the Cuban immigration to the niques that are applied to the study of population families today. United States, the students will gain insight into the data. The course will offer students an opportunity dynamics of US immigration policy, the differences to gain “hands-on” experience with manipulating SOC 43355. Family I between immigrants and exiles, inter-ethnic relations quantitative data and generating results. The back- (3-0-3) among newcomers and established residents, and the drop for the class is ethnic status. Because we will Covers current theoretical and substantive develop- economic development of immigrant communities. have access to social data for major ethnic categories ments in the area of family as well as applicable The class will explore the long tradition of Cuban (e.g., white, African American, Hispanic, Asian, and research methods. Family research findings relevant immigration to the United States, the elements of Native Americans), one of the byproducts of learning to family policy will also be discussed. Cuban culture that have emerged and reinforced this the methods and techniques of demographic analysis tradition of migration, the impact that Cubans have will be a comparative study of ethnic groups across SOC 43377. Families and Their Interrelations had on the Miami area as well as the changes within several social dimensions. with Gender the community as it develops into a well-established The first topic will be population growth. This will (3-0-3) minority group within the United States. The class include discussions about birth rates, mortality rates, A consideration of the part gender plays in family will juxtapose elements of Cuban culture that are immigration, emigration, and how to generate popu- processes like the couple formation through cohabi- well known in the United States—anti-Castro lation estimates. Another topic will be a broader dis- tation and/or marriage, having and rearing children, sentiments, economic success, and political conser- cussion of rates that will distinguish incidence rates division of labor, and the post-children era. vatism—with a fresh analysis of the diversity among from prevalence rates, and show how they are ap- Cuban-Americans, including the second generation. plied to generate indicators of health, crime, school SOC 43402. Population Dynamics In addition to exploring rich ethnography, fascinat- (3-0-3) enrollment, service usage, and other social statistics. ing vignettes, and case studies, this class provides an Demography, the science of population, is concerned A review of direct and indirect standardization opportunity to examine issues of current importance with virtually everything that influences, or can be techniques, plus a review of how to analyze changing within sociology and anthropology, such as social influenced by, population size, distribution, pro- rates, will follow this discussion. Most rate changes change, transnationalism, displacement, and regional cesses, structure, or characteristics. This course pays can be attributable to either change in behaviors, impact of immigration in an easy-to-understand particular attention to the causes and consequences change in the population, or changes in both. How manner. of population change. Changes in fertility, mortality, you decompose crude differences into their compo- migration, technology, lifestyle, and culture have nent parts is an essential step in understanding the SOC 43473. Latinos in American Society dramatically affected the United States and the other (3-0-3) dynamics of social phenomenon. This will be fol- nations of the world. These changes have implica- This seminar will focus on the breakdown of the lowed by a review of how we collect and study such tions for a number of areas: hunger, the spread of ill- Spanish empire in Latin America and the emergence social attainments as education, occupation, and ness and disease, environmental degradation, health of new nation-states in the region in the first quarter income. Here we will examine issues of measurement services, household formation, the labor force, mar- of the 19th century. Contrary to common expecta- (e.g., do we count years of attendance or credential riage and divorce, care for the elderly, birth control, tions, the former colonies did not form a united na- earned) and various ways to generate difference mea- poverty, urbanization, business marketing strategies, tion but rather split into 10 different republics that sure (e.g., Gini index, index of dissimilarity, mean and political power. An understanding of these is developed their own unique histories, only to split differences). This discussion will also include ways important as business, government, and individuals further apart during the course of the century. This to decompose observed differences and generate hy- attempt to deal with the demands of the changing seminar will examine the origins and actors of the pothetical estimates of attainment via regression and population. independence movements, the development of an discrete Markov processes. ideology of emancipation, and the variegated causes SOC 43404. International Migration: Mexico of fragmentation. SOC 43500. Ideology and Politics/Latin and the United States II America (2-0-2) (3-0-3) SOC 43479. International Migration and Designed to be either complementary to or indepen- Ideological discourse shapes political action in Latin Human Rights dent of International Migration: Mexico and the US (3-0-3) Bustamante America. Thinkers such as Mart, Maritegui, Haya I. Both correspond to relations between theory and This course is an extension from the mini-course to de la Torre, Lombardo Toledano, Mella, Recabar- methods for the scientific research on the subject. a full term, with a wider coverage of international ren, Prebish, Medina Echavarra, Germani, Cardoso, 254

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and others and their discourses-nationalism, revo- low birth rates in most of southern Europe to signifi- relationships. The goal of this class is to provide lutionary nationalism, Latin-American Marxism, cantly higher birth rates further north, the connec- students with new perspectives on economic actions developmentalism, modernization theory, depen- tions between urban and rural life, and the impact by reading recent sociological studies of topics like dency theory, democratization-acted within specific of education on inequalities. The role of institutions, money, markets, work, businesses, industries, and historical contexts and contributed actively to the cultures, national histories, and policies in account- consumer society. conformation of political action. It is our purpose ing for this pattern of difference will be reviewed. to present the main ideological positions and their The course will also examine the combinations of SOC 43591. Social Transformations and impact upon political action in the continent. Their identities—national, regional, and European—found Democratization in Chile constituent elements conform a unity which we among citizens of Europe. Students will be encour- (3-0-3) will discuss on the basis of lectures, reading of the aged to develop their expertise on at least one coun- This course provides a comprehensive view of the so- texts and debates presented by teams of students. try while also doing comparative reading. cial, cultural, and political transformations that have The course is divided into 21 sessions (including the taken place in Chile since 1990. The consolidation three reading exams and four debates). For each ses- SOC 43561. History, Politics, and Society of of democracy and the rapid pace of economic growth sion, we indicate required readings. The final paper Chile and modernization in the country have effected these is to be presented on the last session of the course, (3-0-3) transformations. The course draws comparisons to together with the third reading exam. An introduction to the formation and development the same processes that have occurred in recent years of Chilean National Society. The course begins in Central and Eastern Europe. SOC 43528. Social Ties, Social Networks, by examining the colonial period and the struggle Social Capital for independence. It then focuses on 19th- and SOC 43626. Latino Religion and Public Life (3-0-3) 20th-century issues such as the consolidation of the (2-0-2) This course examines three fundamental and inter- Central State, the development of Democracy, the One of the most hotly debated public policy issues related sociological concepts, each of which offers creation of the party and electoral systems, economic in the US today is the role of religion in public life. us an approach to the study of social connections cycles of growth and stagnation, the break down of In this course students will explore the question: In and their impact on the human experience. Social democracy in 1973, the Pinochet dictatorship, and what ways does the Latino church contribute to the ties, social networks, and social capital overlap sub- the return to democracy in the 1990s. Class lectures social transformation of urban communities? We will stantially in their scholarly usage but the concepts and discussions will include relevant comparisons discuss the emerging field of the sociology of Latino are far from identical. We will review theoretical with other Latin American and even European religious experience from an ecumenical perspective. and methodological literature on all three concepts countries. Using recent data sources, students will examine how as well as major empirical studies that examine the religion is related to civic engagement and the factors world through one or more of these perspectives. We SOC 43563. Nationalism that may contribute to socially engaged will explore both theoretical and practical arguments (3-0-3) Faeges congregations. for the selection of one or more of these conceptual Nationalism embraces a type of identity, a form of approaches as the basis for studying how social con- politics, and a basis for organizing societies. This SOC 43665. Religion in Postwar America nections shape the human experience. The course course will study the origins, nature, and possible (3-0-3) is intended to stimulate a critical reading of recent future of nationalism, overall and in particular cases This course surveys the major developments in literature on contemporary society and to assist stu- that will be determined by students’ interest—for religious life in the United States since the 1950s dents who wish to use one or more of these concepts example, what our responses to September 11 tells us through an in-depth examination of several of the in their work. about American nationalism. The main assignment most important recent books on the subject, such will be a research paper on a topic chosen by each as: Wade Clark Roof’s Spiritual Marketplace, Tom SOC 43553. Building Democratic Institutions in student. Beaudoin’s Virtual Faith, Christian Smith’s American First-Wave Democracies Evangelicalism, and Helen Berger’s A Community (3-0-3) SOC 43576. Social Breakdown in American of Witches. With these works as the backdrop, each Elements of democratic regimes emerged long be- Society student will research and write her family’s religious fore the regimes as such can be identified as being (3-0-3) history across three generations. minimally in place. Beginning with a brief discussion Prerequisite(s): (SOC 30900 or SOC 300) of the essential features of democracies, the course This course examines the apparent weakening of SOC 43669. Religion and Power in Latin examines how and why such institutions emerged, the fabric of social life in America that has occurred America and the critical moments in which the actual transi- within the past half-century. It investigates the past (3-0-3) tions to the new democratic regimes occurred. The influences of both the market economy and the The cultural dimension of religion and the institu- course focuses on democratizations that took place political welfare state on several central societal prob- tional building abilities present in religious commu- before the Second World War, and will examine key lems, such as the deterioration of interpersonal trust, nities are building new power sources for religions European and Latin American cases. the erosion of social obligations and informal social in the present Latin American context. Taking the control, and the lessening of altruistic concern for experience of Peru, we will look at Latin American SOC 43558. Comparing European Societies others. Students will discuss the significance of these recent processes in the religious domain. (3-0-3) problems, as well as potential solutions. The course will describe the changing conditions This course offers students a review of major patterns of the Catholic Church in Latin America and the of difference, along with some similarities, among SOC 43590. Sociology of Economic Life new situation of religious pluralism produced by the the 15 member states of the European Union. De- (3-0-3) Spillman growing presence of evangelical groups and Pentecos- spite the larger contrasts with the United States, and Economic actions like working, buying, selling, sav- talism. We will look at the impact of religion in the the pressures toward convergence generated by the ing, and giving are a fundamental part of everyday empowerment of people from below, and its relation process of European integration, European societies life, and all spheres of society, from family to religion to new social movements as well as to the institu- remain remarkably different from one another on a to politics, are interrelated with economy. Sociolo- tionalization of power at the state level in the new number of dimensions including: the overall level gists examine how social relationships from small context of globalization. and form taken by employment and unemployment, networks to transnational linkages affect economic systems of social protection and welfare state organi- actions and their outcomes, and the ways cultural zation, demographic trends ranging from extremely meanings and political strategies shape those social 255

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SOC 43685. Sociology of Religion I will change each time the course is offered) and understanding the identity landscapes of which we (3-0-3) compare responses made by those representing the are a part. Classical and contemporary theories in the sociol- left and right in American society. We will critique ogy of religion. Culture, stratification, ideology and the adequacy of these responses from a sociological SOC 43825. Ethnicity in America determinants of experience are some of the key issues viewpoint. (3-0-3) Chrobot related to societal and personal formulations of reli- A study of the dynamic process of formation and gion. Classical authors such as Durkheim, Marx, and SOC 43752. Theoretical Criminology development of the society of the United States and Weber are considered. (3-0-3) its cultural, religious, and racial pluralism; a review This course will introduce you to theoretical inter- of the history and theory of interethnic relations, and SOC 43693. Religion and Identity pretations of criminal behavior, empirical research their manifestation in the basic institutions of family, (3-0-3) on crime in diverse contexts, and policy debates on education, religion, economics, and government. Students will be required to read a list of books and crime control and punishment. Our intent will be to articles prior to coming to Notre Dame and will raise critical questions and to challenge commonly SOC 43839. Unequal America spend the majority of their time here working on a held views about the nature of crime and punish- (3-0-3) Carbonaro research project. This course was in Pew Summer ment in the United States today. As students of Although America is world’s richest nation, it has Program. sociology, we will operate under the assumption that the most unequal distribution of wealth and income crime and punishment are social phenomena; they in the industrialized world. In this course, we will SOC 43694. Social and Religious Identities can only be understood by analyzing their relation- examine why this is so. In particular, we will examine (3-0-3) ship to the broader social, political, and cultural con- the following questions: What social forces create Students will be required to read a list of books and text in which they exist. We shall explore a variety of inequality in society? Is inequality inevitable? Is there articles prior to coming to Notre Dame and will theoretical perspectives, both classical and contem- such a thing as “social class”? Who gets ahead and spend the majority of their time here working on a porary, that attempt to uncover the causes, etiology, why? Why is race/ethnicity and gender still related research project. and solutions of the problem of criminal behavior. to social status, wealth, and income? Does America have a “ruling elite?” Who are “the poor” and what SOC 43719. Self, Society, and Environment SOC 43756. Social Psychology of Humor explains their poverty? Are there social policies that (3-0-3) Weigert (3-0-3) can create more equality in American society — and This course focuses on social psychological aspects of Every society has humor that plays a role in creating is that what Americans really want? relationships between humans and the natural envi- and protecting the social order. For individuals a ronment. Issues include how humans interact with sense of humor often helps people overcome adver- SOC 43849. Sociology of Masculinity different environments, symbolic transformations sity. Humor has a social function that is important in (3-0-3) of environments, and competing accounts or claims the interaction of everyday life. This seminar explores the social construction of concerning human-environment relationships. The masculinity and its many forms, both traditional and course is framed in a sociology knowledge perspec- What makes something funny? What are the differ- emerging, through readings, movies, discussions, and tive and touches on alternative ways of envisioning ent types and forms of humor or comedy? No jok- writing assignments. Members of the seminar will and valuing individual and institutional perspectives ing, humor is worthy of study and understanding!!! seek a better understanding of shifting roles, identi- on human-environment relationships with an eye We will contrast different kinds of humor and dif- ties, and social structures that influence the way both toward implications for social change. ferent types of comedians. This new course should males and females develop the meaning of masculin- increase your understanding of social science and still ity. Topics include socialization, role conflicts, gender SOC 43724. Employment in a Changing be fun. You can help make a creative contribution to violence, sexuality, the impact of fathering and men’s Economy the development of this course. movements, the masculinities in the United States (3-0-3) and around the world. It is intended to complement How is employment changing? What distinguishes SOC 43774. Society and Identity the study of gender in other disciplines, but some fa- the new economy from the old economy? How do (3-0-3) miliarity with basic concepts in sociology is strongly people find better jobs? What are employers looking This course looks at sources, dynamics, and conse- recommended. for when they attempt to meet their labor needs? quences of identity in contemporary society. Identity This course will attempt to answer these and other is conceived as definitions of an individual that self SOC 43866. Sex Inequality in Workplace questions by contrasting the new and old economy. and others use as a basis for interacting with one (3-0-3) In the old economy some people worked for the another. Significant outcomes of the way we are de- This course will examine sex inequality in the same employer their entire lives. Why did workers fined are the life chances, evaluations and emotional workplace in the United States. We will review evi- stay with the same firm? Why did employers want to meanings we experience. The course format is a dence of gender differences in access to jobs and job retain their employees? In the new economy employ- discussion. Seminar. rewards and we will seek to understand the origins ers seem to want flexibility. Why do they want flex- and persistence of inequality in the workplace by ibility and how do they attempt to achieve it? What SOC 43805. Exploring Identities examining the roles of capitalism, male workers and consequences does the quest for flexibility have for (3-0-3) employers, organizational practices, and women’s ac- how people become employed? The focus of the Prerequisite(s): See online Course Catalog for details. tions and preferences. Finally, we will evaluate policy course will be on employment in the United States, How do we define ourselves? What are the vari- strategies to reduce inequality. though we will look at changes occurring in other ous components of one’s identity and how do we countries, especially in Europe. begin to understand these issues sociologically? SOC 43882. Latino Image in American Films These themes form the outlines of this course. We (3-0-3) SOC 43730. Crime and Deviance in will explore identities, their formation, and their This course traces the historical depiction of Chica- Ideological Perspective consequences, in post-colonial, and in Western nos, Mexicanos, Puerto Ricans, Cubans, and other (3-0-3) societies, in peaceful, and in societies experiencing Latinos in Hollywood-made movies. Cinematic This seminar course will examine selected issues ethnic/racial conflict, among women and men, and plots, roles, and motifs—from the earliest of silent (e.g., white collar crime, gang violence, pornogra- in developed and in developing countries. Drawing films through the onset of the 1980s—are examined phy, etc.) in the study of crime and deviance (issues on novels, films, autobiographies, and sociological to explore the changing physical, social, and cultural arguments, we will piece together a framework for definitions of Latinos in the United States. All films 256

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and filmmakers are considered within their histori- are placed with a community agency in the South SOC 63377. Families and Their Interrelations cal context. Though the main object of study is the Bend area and normally work six hours a week as with Gender Latino image, the course also surveys corresponding interns under the supervision of an experienced (3-0-3) images for other ethnic minority groups. practitioner. Hours are flexible, usually set to accom- A consideration of the part gender plays in family modate the intern’s availability and the needs of the processes like the couple formation through cohabi- SOC 43948. Sociology of the Body host agency. Fall. tation and/or marriage, having and rearing children, (3-0-3) division of labor, and the post-children era. The human body, that extraordinary organic basis SOC 45097. Sociology Internships of the self and its sign-making abilities, remains very (3-0-3) SOC 63482. Social Demography of US much present in human communication and culture. This is an “experiential” course designed to give stu- Minorities Though many of our cognitive beliefs may have been dents some practical experience in the area of urban (3-0-3) developed in civilized societies and their cultural affairs, social welfare, education, health care services, The intent of this demography course is to familiar- conventions, the self reaches deep into the human or business, in order to test their interest, comple- ize students with basic statistical methods and tech- body, and that body was refined over many tens of ment their academic work, or acquire work experi- niques that are applied to the study of population thousands of years of hunter-gatherer life, and de- ence preparatory for future careers. Students are data. The course will offer students an opportunity veloped over an even longer period of hominid, pri- placed with a community agency in the South Bend to gain “hands-on” experience with manipulating mate, and mammalian evolution. This course aims area and normally work six hours a week as interns quantitative data and generating results. The back- to focus directly on the organic human body itself as under the supervision of an experienced practitioner. drop for the class is ethnic status. Because we will a center of self and society. We will explore a variety Hours are flexible, usually set to accommodate the have access to social data for major ethnic categories of readings related to the human body as organic intern’s availability and the needs of the host agency. (e.g., white, African American, Hispanic, Asian, and matrix of meaning, and that reveal bodily bases of Spring semester. Native Americans), one of the byproducts of learning social life, such as Ashley Montagu’s Touching: On the the methods and techniques of demographic analysis Significance of Skin, or issues of human development. SOC 46097. Directed Readings will be a comparative study of ethnic groups across We will also explore the body as a source of self-orig- (V-0-V) several social dimensions. inated experience through class “practice” sessions, Intensive study on a special topic to produce a schol- and ways contemporary techno-culture seems to seek arly paper, or special investigative experience in the to displace bodily based experience. field leading to the production of oral and written reports reflecting deeper theoretical and empirical SOC 43959. Sociology of the Life Course understanding. This course does not count towards (3-0-3) the 40000-level major requirement. This course seeks to understand how and why people change or remain the same throughout their lives. SOC 46099. Independent Study Through seminar-style discussion of major works (V-0-V) in life course studies, it will explore how lives are Intensive study on a special topic to produce a schol- shaped by specific historical contexts, how indi- arly paper, or special investigative experience in the viduals actively construct their life course within field leading to the production of oral and written historical and social constraints, how life domains are reports reflecting deeper theoretical and empirical intertwined (and how this shapes human actions), understanding. This course does not count towards and how the impact of life transitions on life tra- the 40000-level major requirement. jectories is contingent on the timing of a particular change in a person’s life. Substantively, the course SOC 47099. Special Studies will focus on change within and the relationship (3-0-3) over the life course between the domains of religion, Independent study with sociology faculty. Sociology education, and politics. The course will have a strong phasing out this course. methodological orientation, focusing on data collection issues and measurement strategies for capturing SOC 48007. Honors Tutorial (3-0-3) religious formation and change over the life of the Intensive independent study and research on selected course, and for understanding the perhaps reciprocal sociological topics, generating a scholarly paper. relation between religious development and educa- May be based on special field experience under tional and political attitudes and behavior. supervision of an instructor. Students may apply for the Honors Tutorial and/or be invited by a faculty SOC 43980. Qualitative Methodology (3-0-3) member. A formal application process is required. The seminar will cover the general topic, with partic- Fall semester course. ular attention to ethnography and field work, visual methods, archival research, and related strategies. SOC 48008. Sociology Capstone Project (3-0-3) Heavy emphasis will be placed on cross-cultural re- Intensive independent study and research on selected search in minority communities in the United States. sociological topics, generating a scholarly paper. May be based on special field experience under supervi- SOC 45096. Sociology Internships (0-0-V) sion of an instructor. Students may apply for the This is an “experiential” course designed to give stu- Honors Tutorial and/or be invited by a faculty mem- dents some practical experience in the area of urban ber. A formal application process is required. Spring affairs or social welfare either to test their interest, Semester, permission of instructor required. complement their academic work or acquire work experience preparatory for future careers. Students 257

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Professional Specialists: of topics and approaches covered in the study of the- Theology Regina Coll, CSJ (emerita); Sr. Ann S. ology. All courses in the theology major, primary or Chair: Goggin, RC; Rev. Eugene F. Gorski, CSC; supplementary, must be 3-credit courses and graded John C. Cavadini Rev. John A. Melloh, SM; Nathan Mitchell; (with the exception of the proseminar). Abrams Professor of Jewish Thought and Culture: Janice M. Poorman; F. Ellen Weaver (emerita) Rabbi Michael A. Signer Associate Professional Specialists: Summary of the primary major: Crowley-O’Brien Professor of Theology: Rev. Michael E. Connors, CSC; Matthew C. First University requirement: THEO 10001 (fresh- Rev. Richard P. McBrien Zyniewicz man) or 20001 (sophomore, junior, senior) or 13183 Catherine F. Huisking Professor of Theology: (University seminar) or 20002 (honors). Rev. Brian E. Daley, SJ Second University requirement: a THEO course Catherine F. Huisking Professor of Theology: The Theology Program University of Notre Dame listed between 20101 and 29999. Cyril J. O’Regan John A. O’Brien Professor of Theology: At the University of Notre Dame, the study of theol- THEO 40201 and 40202—Christian Traditions I Lawrence S. Cunningham ogy is carried out in the spirit of the classic formula- and II tion of theology as “Faith seeking understanding.” John A. O’Brien Professor of Theology: THEO 40101 or 43101—Hebrew Scriptures or The Theology Department dedicates itself to critical Rev. John S. Dunne, CSC New Testament John A. O’Brien Professor of Theology: reflection on the historic faith of Catholic Christian- Jean Porter ity in service to our students, to the larger church, to Electives (15 hours at the upper level) John A. O’Brien Professor of Theology: the world of the academy, and for the general public. THEO 43001—Proseminar (1 credit) Eugene C. Ulrich (on leave 2006) Including the University requirements, the primary John A. O’Brien Professor of Theology: Why major in theology? major thus consists of 31 credit hours. James C. VanderKam (on leave 2005) Some students study theology to prepare for a career John Cardinal O’Hara Professor of Theology: in high school teaching or religious ministry. Oth- Summary of the supplementary major: Gustavo Gutierrez, OP ers plan to proceed to graduate work in theology or First University requirement: THEO 10001 (fresh- Theodore M. Hesburgh, CSC, Professor of Philosophy religious studies in anticipation of a university career. man) or 20001 (sophomore, junior, senior) or 13183 and Theology: Most students, however, major in theology simply (University seminar) or 20002 (honors). Rev. David B. Burrell, CSC because they find the study fascinating and reward- ing. As an inherently interdisciplinary field, theology Second University requirement: a THEO course William K. Warren Professor of Catholic Theology: is an ideal liberal arts major. Through close study of listed between 20101 and 29999. Rev. John P. Meier influential theological and religious texts, rituals, and William K. Warren Professor of Catholic Theology: THEO 40201 and 40202—Christian Traditions I artifacts, students learn about their own faith and Rev. Thomas F. O’Meara, OP (emeritus) and II our common culture. Professors: Many other students elect theology as a second- THEO 40101 or 43101—Hebrew Scriptures or Gary Anderson; David Aune; Gerard F. ary major whose focus on the central questions of New Testament Baumbach (concurrent); Joseph Blenkinsopp human existence complements and extends their (emeritus); Rev. Paul F. Bradshaw (London Electives (9 hours at the 40000-level) commitment to their first major in science, engineer- Program); Keith J. Egan (adjunct); Josephine THEO 43001—Proseminar (1 credit) ing, business, architecture, or in another discipline M. Ford (emerita); Mary Catherine Hilkert, Including the University requirements, the supple- within the College of Arts and Letters. Professional O.P.; Rev. Maxwell E. Johnson (on leave mentary major thus consists of 25 credit hours. schools increasingly appreciate how such diverse and 2005–06); Charles Kannengiesser (emeritus); balanced preparation enhances a candidate’s profile. M. Cathleen Kaveny; Robert A. Krieg; Rev. What other programs are offered? The Department of Theology welcomes students Edward A. Malloy, CSC; Rev. Jerome Neyrey, The Theology Honors Program pursuing these varied interests and goals. Students SJ; Rev. Robert S. Pelton, CSC (concurrent); The Theology Department offers a special program work with faculty mentors who are renowned leaders Rev. Gregory Sterling; William Storey (emer- for particularly gifted undergraduate majors who both in teaching and research, and have the opportu- itus); Lawrence Sullivan seek a deeper, more sustained experience in the nity to explore a wide range of subjects, including the major through the completion of a thesis project. Associate Professors: history of Christian thought and practice, scripture, J. Matthew Ashley; John C. Cavadini; Mary Each spring semester, the junior class of theology spirituality, systematic theology, liturgy, ethics, Juda- majors will be invited to apply; those selected will be Rose D’Angelo; Rev. Michael S. Driscoll; ism and the eastern religions. The smaller class size David Fagerberg; Jennifer Herdt; Jean Laporte assigned a thesis director from among the faculty of of most upper-division courses creates a conducive the department. A minimum grade point average of (emeritus); Blake Leyerle; Gerald P. McKenny; environment for the creative exploration of ideas. Bradley J. Malkovsky; Timothy Matovina; Rev. 3.7 within the major is normally expected. Seniors Don McNeill, CSC (concurrent); Rev. Leon in the Honors Program will enroll in a one-credit What are the requirements for the theology Honors Colloquium as well as a one-credit honors Mertensotto, CSC; Rev. Matthew Miceli, major? research course in the fall semester, and a three-credit CSC (emeritus); Hindy Najman; Rev. Edward Beyond the six theology credits required of every Honors Thesis Writing course in the spring semester, O’Connor, CSC (emeritus); Rev. Paulinus Notre Dame student, primary majors take 25 hours; culminating in the submission of a 50-page thesis. Odozor, CSSp; Rev. Hugh R. Page; Rev. Mark supplementary majors take 19 hours. Each of these The Honors Program will normally consist of 36 Poorman, CSC; Thomas Prügl; Maura Ryan; majors combines formally required courses and hours, as compared to 31 hours in the regular prima- Joseph Wawrykow (on leave 2005–06); Todd electives. ry major. To receive the honors designation on their Whitmore; Robin Darling Young; Randall The formally required courses for the primary and transcript, students must earn an A- or higher grade Zachman supplementary major are identical, and total 10 cred- on their thesis. A full description of the Theology Assistant Professors: it hours: the two-semester sequence in the history Honors Program is available on the departmental Rev. Michael J. Baxter, CSC (on leave 2005); of Christian thought; an upper-division scripture website (see below for address). David A. Clairmont; Mary Doak; Rev. Charles course; and the one-credit hour proseminar offered Gordon, CSC; Rev. Daniel Groody, CSC; Rev. The Joint Major in Philosophy and Theology each spring, which introduces students to the variety Paul V. Kollman, CSC; Margaret Pfeil; Gabriel In cooperation with the Department of Philosophy, Reynolds; Thomas W. Ryba (adjunct) 258

theology the Department of Theology offers a Joint Major in www.nd.edu/~theo. second, the investigation of the ancient Israelite no- Philosophy and Theology. The joint major incorpo- tions of salvation and, third, and most important, rates the formal requirements of a major in theology, THEO 10002. Introduction to Theology the investigation of the ancient Israelite notions of with the exception of the Proseminar, and adds oth- (3-0-3) faith. In order to achieve these objectives, we shall ers. A full description of the joint major is provided For any student beginning the study of a science, spend considerable time trying to understand the in a separate brochure available at the department the most fundamental questions are those that world views of the peoples who shaped these theolo- office. reveal that science’s aims, methods, and objects of gies as well as the historical and critical tools that study. It is the purpose of this course to provide an scholars employ in trying to uncover the theologies The Minor in Theology elementary (but comprehensive) answer to the ques- of biblical authors. The minor is recognized by the University on the tion “What is Christian theology?” In the course of student’s transcript. To fulfill requirements for a mi- answering such fundamental questions, this course THEO 10004. New Testament Theology nor, a student must take 12 credit hours beyond the serves as a survey of the general forms theology has (3-0-3) required 6 hours (for a total of 18 hours). The addi- taken in its Western, Christian history. For any student beginning the study of a science, tional 12 hours must be composed of 3-credit graded the most fundamental questions are those that The emphasis of this course will be upon the great courses, which can be taken at the 20000, 30000, or reveal that science’s aims, methods, and objects of breadth that has historically characterized this disci- 40000 level. The minor in theology is accepted by study. It is the purpose of this course to provide an pline. Only after we have engaged in a wide-ranging many parochial schools as adequate preparation for elementary (but comprehensive) answer to the ques- survey of the history, sources, varieties, methods, secondary school teaching. tion “What is Christian theology?” In the course of themes, and structures of Christian theology will our answering such fundamental questions, this course inquiry lead us to something like an adequate idea Contact information serves as a survey of the general forms theology has of its nature. Along the way, we will encounter the You may reach Prof. David Fagerberg, the director of taken in its Western, Christian history. Undergraduate Studies in Theology, through Doro- most intriguing personalities, arguments, heresies thy Anderson at the departmental office: and ideas—all of which have made theology what it The emphasis of this course will be upon the great is today. Among the guiding questions considered in breadth, which has historically characterized this dis- 574-631-7811 this class will be: How do theologians think? What cipline. Only after we have engaged in a wide-rang- [email protected] do theologians argue about? How has theology de- ing survey of the history, sources, varieties, methods, www.nd.edu/~theo/undergrad/undergraduate.html veloped? What are the most important theological themes, and structures of Christian theology will our Department of Theology ideas? How do we know anything about God? Can inquiry lead us to something like an adequate idea 130 Malloy Hall we say anything meaningful about God? Can we of its nature. Along the way, we will encounter the University of Notre Dame prove the existence of God? Does God have gender? most intriguing personalities, arguments, heresies Notre Dame, IN 46556‑5601 Can God suffer? What is the trinity? What is the and ideas-all of which have made theology what it is incarnation of God? What are the Christian ideas of today. Among the guiding questions considered in Writing-intensive Requirement salvation? Do we have freedom of will? What is the this class will be: How do theologians think? What THEO 40101 (Hebrew Scriptures) and 43101 (New Christian church? What is grace? What are sacra- do theologians argue about? How has theology de- Testament), have been designated writing-intensive ments? What is religious experience? veloped? What are the most important theological courses by the Department of Theology. All majors ideas? How do we know anything about God? Can are required to take one of these courses in fulfill- THEO 10003. Old Testament Theology we say anything meaningful about God? Can we ment both of their upper-level scripture requirement (3-0-3) prove the existence of God? Does God have gender? within the major and of the College of Arts and Let- The purpose of Theology 10003 is to provide the Can God suffer? What is the trinity? What is the ters’ writing intensive requirement. Students will be student with a critical overview of the religious incarnation of God? What are the Christian ideas of expected to work closely with the professor through- content of the Old Testament Scriptures (in their salvation? Do we have freedom of will? What is the out the semester on a significant written project, al- temporal development). Key to this purpose are the Christian church? What is grace? What are sacra- though specific writing assignments will be designed notions of religion and development. In our stud- ments? What is religious experience? by the faculty member teaching the course. ies, we shall discover that the characteristic religious thought of the Israelites—though unique—was in- THEO 13183. Theology University Seminar Course Descriptions. The following course de- fluenced by the mythologies, cultures, philosophies, (3-0-3) scriptions give the number and title of each course. and theologies of other Mediterranean peoples. The This course, prerequisite to all other courses in the Lecture hours per week, laboratory, and/or tutorial assumption behind this investigation is that theol- Theology Department, introduces the critical study hours per week and credits each semester are in pa- ogy—as a non-native category—has application to of Scripture and to the theological development of rentheses. The instructor’s name is also included. the Old Testament Scriptures only after these are Christian doctrine for the first six centuries. Success- understood in the historical, social, and intellectual ful completion of this course satisfies the first of the first university theology contexts from which they emerged. Our general two University requirements in theology. requirement theological orientation to this study will be partisan, that is to say it will be Christian (and more specifi- THEO 20001. Foundations of Theology: THEO 10001. Foundations of Theology: cally Roman Catholic), but our approach to the his- Biblical/Historical Biblical/Historical torical materials will be based on a neutral academic (3-0-3) (3-0-3) stance (as far as this is possible). This means we will This first course in theology offers a critical study of This first course in theology offers a critical study of take account of other interpretations of the ancient the Bible and the early Catholic tradition. Following the Bible and the early Catholic tradition. Following Israelite culture, especially when these are at variance an introduction to the Old and New Testaments, an introduction to the Old and New Testaments, with the Christian interpretations of biblical history students follow major post-biblical developments students follow major post-biblical developments and theology. in Christian life and worship (e.g., liturgy, theol- in Christian life and worship (e.g., liturgy, theology, doctrine, asceticism), emphasizing the first five ogy, doctrine, asceticism), emphasizing the first five The general purpose of this course will be achieved centuries. For details on emphases of individual centuries. For details on emphases of individual through three more specific objectives: first, the instructors, see the Department of Theology Course instructors, see the Department of Theology Course investigation of the ancient Israelite notions of God, Description Booklet or the departmental Web site: Description Booklet or the departmental website: www.nd.edu/~theo. 259

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THEO 20002. Honors Foundations of beings have been called to communion with God. of our relationships and by the fragility of life on our Theology: Biblical/Historical (Gaudium st spes19) In encountering the divine Mys- planet. A sense of this threat provides much of the (3-0-3) Anderson, Cunningham tery through our experience in the world, especially background for human greed and violence, but it is The first course, Foundations of Theology, intro- through the teaching and worship of the Church, we also the context for human hope. The heart of Chris- duces students to theology as a discipline through an are led to center our lives on faith in God, ultimate tian faith is to hope for life in the face of death; it introduction to the Bible and Christian literature of reality, and to find in that faith a meaning for human is to see a lasting value in our historical choices and the post-biblical centuries. life, a cause to hope and an impulse to love. In this loves, because Jesus is risen and because he promises course, we will reflect on both the challenges and the us a share in his resurrection and his life. Christian second university theology blessings of this encounter with God as transcen- hope can only be expressed in images, since what requirement (20101–29999) dent Mystery, and on how our experience of God is it refers to still lies in the realm of promise; yet the formed by the Church preaching of the risen Jesus. Christian believer can live from that hope now, can Prerequisite: First University Theology Beginning with the Bible presentation of the Mystery love in the freedom it affords, because the Holy Requirement of God, we will read selections from Church Fathers, Spirit has been given us by the risen Lord as “a fore- St. Anselm, St. Thomas Aquinas, 16th-century mys- taste of things to come” (Eph. 1. 14). Through faith THEO 20101. Re-membering Jesus (3-0-3) D’Angelo tics, John Henry Newman, and several 20th-century enlivened by the Spirit, we find in our present reality This course looks at the traditions about Jesus as authors; we will reflect on the modern phenomenon signs of a life without end that is, in a mysterious they are reconfigured by the lives and hopes of suc- of atheism, and on what is actually involved in living way, already ours. This course will study the details ceeding generations of Christians. It will explore the faith in a living God. of this Christian hope for the future in its origins, images of Jesus in the gospels, questions about the development, and implications. It will study “the Jesus who lies behind and inspires them (the “Quest THEO 20202. Why God Became Human last things”—death, judgment, purgation, heaven (3-0-3) Zachman for the Historical Jesus”), the process by which the and hell-in both their individual and their social This course will investigate historically and system- Church came to explain and relate divinity and dimensions, as Christian theology has tradition- atically the central Christian confession that God humanity in the person of Jesus, and contemporary ally conceived them; and it will try to articulate an became human in Jesus of Nazareth, especially in reappropriations of the meaning of Jesus in light understanding of these objects of hope as they might light of the death of Jesus on the cross. We will con- of post-holocaust, liberation, and feminist theolo- best be integrated today into Christian thought and sider theologians from the patristic to modern eras, gies. In addition to the gospels and texts from the practice. In addition, it will consider the ways that including Irenaeus, Athanasius, Anselm, Luther, Pas- early church, and contemporary theological essays, a Christian sense of the finality of salvation colors cal, Barth, and von Balthasar. Course requirements students will review two or more novels and two or and influences all the other aspects of the intelligent will include four six-page comparative papers and a more films that re-member Jesus and bring him back reflection on faith we call theology. longer constructive paper. alive into a new context. THEO 20206. US Latino Spirituality THEO 20203. Sin and Redemption (3-0-3) Groody THEO 20102. En/Gendering Christianity (3-0-3) O’Regan (3-0-3) D’Angelo US Latino spirituality is one of the youngest spiritu- This course explores the biblical and theological ac- This course is an introduction to feminist ap- alities among the great spiritual traditions of human- counts of sin and redemption. Focus will be on the proaches to spiritual and philosophical traditions in ity. The course will explore the indigenous, African, variety of perspectives in the biblical and theological the Christian West. Beginning from the pastoral and and European origins of US Latino spirituality accounts with regard to the meaning of sin, its social practical issues raised by gender assignments in the through the devotions, practices, feasts, and rituals and individual significance, and on the understand- context of religious experience, it addresses major of the people. ing of redemption, its worldly as well as other- topics of theological thinking (such as sin, salvation, worldly dimensions, and its scale, whether inclusive images of God, and Christology) relating historical THEO 20207. Veneration of the Saints, or relatively exclusive. An attempt will be made to Especially the Mother of God, in the History of development and contemporary feminist re-readings. distinguish the biblical and theological views from Christianity The approach is both critical (i.e., analytical) and the views of other religions both past and present, (3-0-3) Darling Young constructive; the primary focus is on Christian and and to engage modern criticism. Debated as to its origins and controversial among post-Christian theological and literary texts, some early modern and contemporary Christians, but some attention is given to other religious THEO 20204. Sin and Redemption the long and complex tradition of devotion to the perspectives. (3-0-3) saints still flourishes in Catholicism and Orthodoxy. This course explores the biblical and theological This course considers the beginnings of devotion THEO 20103. The One Jesus and His Many accounts of sin and redemption. Focus will be on to the saints in ancient Christianity, the origins of Portraits: The Various Images of Jesus in the the variety of perspectives in the biblical and theo- the cult of the Virgin Mary, and local transnational New Testament and Beyond (3-0-3) Meier logical accounts with regard to the meaning of sin, devotions in ancient and medieval Christianity and This course explores the many different faith- its social and individual significance, and on the Byzantium. Shrines, pilgrimages, and relics with portraits of Jesus painted by various books of the understanding of redemption, its worldly as well as their associated commerce will receive attention, as New Testament: e.g., from suffering servant aban- other-worldly dimensions, and its scale, whether in- will the reaction against such devotion in the 16th- doned by God through high priest interceding with clusive or relatively exclusive. An attempt will made century West. The course will also examine selected God to Godself. In each case, the course will ask how to distinguish the biblical and theological views from modern scholarly examinations of sainthood and this particular portrait did or did not have an impact the views of other religions both past and present, cults, as well as the contemporary ambivalence about on subsequent Christian faith and what it may say and to engage modern criticism. traditional devotions (especially to the Mother of to faith in Christ today. The course will combine a God), the relationship of devotion to the saint to lecture format with discussions, readings, and reflec- THEO 20205. Christian Hope: Confronting the developing theological themes of the person of tions on the readings. Last Things Christ and the church as communion of saints, and (3-0-3) Daley the appearance and canonization of new saints in As individuals and as a world society, we tend to THEO 20201. God Western and Eastern Christianity. (3-0-3) Daley focus our energies on building a happy and secure The outstanding feature of human dignity, the future for ourselves; yet in a real sense we live sur- Second Vatican Council reminds us, is that human rounded by death, threatened by the impermanence 260

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THEO 20208. Spirituality of the Christian East: human nature? How are we saved, and from what? or rejection of any specific political structures? When Experience, Form, Expression Why do the innocent suffer? Christians participate in the political realm, does this (3-0-3) Alexopoulos participation have any salvific significance? What sort This course will examine the biblical and extra-bibli- “Christianity is more than a theory about the uni- of participation, if any, is required by Christian faith, cal sources of original sin, the elaboration of the converse, more than teachings written down on paper; and to what extent should the form of participation cept, and its reception in the Christian West through it is a path along which we journey—in the deepest vary depending upon the particular regimes in which the Reformation. Because this topic touches on and richest sense, the way of life” (Kallistos Ware). we find ourselves? This course will introduce the student to the Chris- issues of sexuality, embodiment, and gender, as well tian East and will focus on its spirituality as the as the nature and causes of human suffering, we will This course aims to address these and related ques- expression of this “journey,” this “way of life.” The spend the latter part of the course examining modern tions. The first section of the course will focus on different experiences, forms, and expressions of this perspectives on original sin, especially among libera- key historical moments in the development of Chris- spirituality will be examined and discussed during tion and feminist theologians. tian reflection on these topics. Theologians treated the course, having the writings of the fathers of the will include selections from the early church fathers, Christian East as a basis, a foundation, and a spring- THEO 20216. Elements of Christian Doctrine Augustine, Aquinas, Luther, Calvin, and selections (3-0-3) Cavadini board for further reflection. from Radical Reformation writers. The second sec- This course will offer a theological synthesis of basic tion of the course will put these resources from the Christian doctrine, using the articles of the Creed THEO 20210. Theology of the Cross Christian tradition in conversation with modern (3-0-3) Martens as the organizing principle. Readings will be drawn and contemporary authors. The goal of the course is It is a central element of the Christian confession from a large variety of primary sources from the twofold: (1) For students to know and to understand that in the death of Jesus of Nazareth, God has tradition, as well as from contemporary theologians the thought of key figures in the Christian tradition acted decisively in our favor. Jesus was not simply and the first two section (“pillars”) of the Catechism with regard to these questions, and (2) for students crucified-—“he was crucified for us” (Nicene-Con- of the Catholic Church. This course is for those who to develop the critical skills necessary to think about stantinopolitan Creed). While it is scarcely doubted desire an overall acquaintance with the fundamental the relationship between their faith and their obliga- that this event is central to our salvation, theologians points of what the Church believes, confesses, and tions as citizens of a contemporary liberal democracy. from the authors of the New Testament through to- teaches, offered in a style which demonstrates the Requirements for the course will include: midterm, day have understood in various ways how this is so. situation and context of these basic doctrines within final, and several short essays. In this course we will examine a selection of the most theological conversation and debate. significant of these interpretations of the cross. THEO 20219. Ecology and the Christian THEO 20217. Christian Theology in the Middle Tradition East: Origins to the Present THEO 20213. Following Jesus (3-0-3) Ashley (3-0-3) Amar (3-0-3) Daley In this course we will explore different Christian The spread of Christianity from Jerusalem to Hearing Jesus’ Gospel of the coming Kingdom of understandings of the relationship between human Asia Minor and Europe, and the development of God, and receiving it as a word of truth and new beings and nonhuman members of creation. We will Christian doctrine that followed upon it, is well life, has meant, since the time of Jesus, not simply begin by considering several representations of this documented and well known. Less well known is the accepting a new way of understanding the world, but relationship in the biblical text—especially those that movement of Christianity east of Jerusalem, and the taking on a new pattern of living, “costing not less can supplement our usual dependence on the Gen- developments of Christian doctrine that attended than everything.” This course will consider how the esis creation accounts. Next we will study a selection this movement. This course will investigate the Christian tradition, since the time of the Gospels, of historical texts that exemplify some of the major development of Christianity and Christian doctrine has understood the person and work of Jesus, and conceptions of humanity’s role on earth and consider in the Middle East and Central Asia. This will in- will consider the impact this faith in him and in his how they have influenced how we understand and volve consideration of the central doctrines of the message have had, and continues to have, on the way treat the rest of creation. Finally we will investigate Christian faith (especially the doctrines of Christ, his disciples live in the world. how theologians have addressed challenges to our the Church, and the sacraments) from the time tradition that have developed with the dawning of THEO 20214. Latino Theology and Christian they were articulated in the period of the first seven contemporary ecological consciousness. Fox exam- Tradition ecumenical councils, to their development, in both ple, is it accurate to claim that we have used tenets (3-0-3) Matovina continuity and contrast, in the churches of the East. of our religious tradition to justify the pillaging of This course examines the emergence and develop- Students will acquire a sense of the largely untold the earth? Have we characterized the world around ment of Latino religion and theology in the United story of the origins and history of Christianity in the us as something from which we must escape? Are States. In particular, the course will explore how US Middle East (a topic especially timely today), as well there elements of the Christian tradition that we can Latina and Latino theologians have articulated the as a grasp of the fundamental Christian doctrines at draw upon to counteract these kinds of assumptions meaning and implications for Christian living of stake in this history and still at stake in the present and use to construct a vision of sustainable life on core theological topics such as Christology, evangeli- as they bear on the issue of the reunification of the earth? One of the main objectives of this class is to zation, social justice, and liturgy. churches. Readings will include documents from both critique and retrieve our biblical and historical the councils, from relevant theologians, from local traditions in ways that respond to contemporary THEO 20215. Catholic Social Thought history, native accounts, as well as archaeological concerns while avoiding uncritical anachronisms. Re- (3-0-3) Goodwin evidence. quirements include significant participation in class The doctrine of Original Sin has been elaborated in and in group work, two six- to eight-page papers, a Christian theology as a way of understanding the hu- THEO 20218. Christianity and the Politcal creative group service project with and individual man experience of alienation from oneself and God: Order reflection paper, and a final exam. “For I do not do the good that I want, but the evil (3-0-3 Maliewicz) I do not want is what I do,” wrote Paul in his letter What is the relationship between Christianity and THEO 20220. Vatican II in Historical Context to the Romans. But more than just an explanation political orders? How do particular understandings (3-0-3) of why it’s hard to be good, original sin has been a of the role of the political order from a Christian Ever since the convening of Vatican II (1962–65), metaphor central to Christian thinking on ultimate perspective bear on the way in which the obligations this council’s significance has been a matter of dis- questions: Why did God become human? What is of citizenship are understood and carried out? Does pute by clerics, the ordered and laity alike. There Christianity necessitate or support an endorsement is no ignoring the practical and theoretical changes 261

theology effected in the updating of liturgy and theology. The cial moments in the history of the Christian move- humans, why do we feel the need to express ourselves jury is still out, however, on this council’s ultimate ment. Providing an introduction to the main themes and our relationship to God through ritual activity? import. Liberal Roman Catholics argue that the and problems in ecclesiology (the doctrine about (2) Theology: What are the Christological and eccle- second Vatican council meant nothing less than the the Church), this course will examine the teachings siological underpinnings for the sacraments? (3) His- deconstruction and, then, the reconstruction of the of leading theologians in the Patristic and Medieval tory: What is the historical development of each of Church on new “constitutional” principles. Con- period (e.g., Augustine; Aquinas; Luther) and the de- the seven sacraments? What has remained constant servative Roman Catholics argue that by opening a terminations of the last two Vatican councils, largely in spite of the historical mutations? window to the breath of the Holy Spirit, Pope John concerned with such ecclesiological matters as the XXIII let in a whirlwind. Indeed, the unrest and constitution of the church, the role of the papacy, THEO 20402. Theology and the Arts contention felt in the contemporary church is largely infallibility, and the universal versus local churches. (3-0-3) Hahenberg a function of how near this event is on the past his- Christian faith is expressed and shaped by a variety torical horizon. THEO 20224. Christ and the Church in the of media: the narratives of sacred scripture, the Christian Tradition propositions of ecumenical councils, the moral It is the purpose of this course to lead students on (3-0-3) Canty witness of saints, etc. This course will explore how a close reading of the Vatican II documents against This course offers students the opportunity to musical, visual, and literary arts have mediated the backdrop of the Patristic ecumenical councils, explore and reflect upon the relationship between Christian faith in a variety of cultural contexts. From the Gregorian reforms, Trent, Vatican I and the Christ and the Church. The course readings, taken theological perspectives we will explore and analyze social and intellectual ferment of the 19th and 20th from Scripture, various Christian authors from musical compositions such as the Odes of Solomon, centuries so that the characteristic continuities and different theological traditions, and recent official Ambrosian hymns, and J. S. Bach’s Magnificat; visual discontinuities of Roman Catholicism emerge. This teachings of the Catholic Church, will allow students arts such as catacomb wall-paintings, icons, and the purpose is conditioned by our understanding of the not only to understand historical developments in Sistine Chapel ceiling; and literary arts such as The essence of Roman Catholicism and how that essence the conceptualization of this relationship, but also Dream of the Rood, G.M. Hopkins’ poetry, and the is related to changing conditions in the world. In to learn how contemporary questions and interests short stories of Andre Dubus. speaking of an essence of Roman Catholicism we do shape current reflections on this topic. not attempt—in an unduly metaphysical way—to THEO 20403. Sacraments of Vocation load our understanding of a living tradition. Noth- THEO 20225. The Mystery of Christ (3-0-3) Wendlinder ing more is meant than the regular features which (3-0-3) Barnes In the Roman Catholic tradition, marriage and holy have characterized this tradition since its incep- Affirmation that Jesus of Nazareth is the Son of God orders have been treated together as “sacraments tion and which provide the means for comparing stands at the center of the Christian faith, but what vocation,” while recent theological reflection and continuities and discontinuities across time. Even does this mean? A Christology, critical theological church teaching have emphasized how both flow so, by introducing the notion of essence, we are reflection on Jesus of Nazareth, attempts to offer a from the call of baptism. This course introduces immediately involved in questions of the relativity systematic account of Jesus Christ’s identity and im- students to the history, liturgical celebration, and of truth and that of doctrinal development. Thus, a port. This course will introduce students to Christol- current issues surrounding the sacraments of mar- subsidiary purpose of this course will be to come to ogy, examining theologians representative of diverse riage and holy orders. It presents marriage within some clarity about how the Roman Catholic Church historical periods and theological approaches. This the broader context of Christian commitment and can change while claiming to be the repository of a chronological order will frame our focus on select holy orders within the context of Christian ministry truthful revelation. Christological topics. The concern throughout will and discipleship. Questions concerning church be how Christology seeks to better appreciate the (What is the role of community in our relations to THEO 20221. In One Body through the Cross mystery of Jesus Christ. God?);sacrament (What are these realities imbued (3-0-3) Wells with the hidden presence of God?); and voca- How has historic Christianity understood the re- THEO 20226. Sin and the Incarnation tion (Who am I in God’s plan for me?) are raised lationship between membership in the church and (3-0-3) Martens throughout the course. Christian unity? And how have Christians in the In this course we will examine how Christians under- West understood the unity of the church and her stand Jesus to be the savior. In what manner did he THEO 20404. Sacrament and Sacramental sacraments in the wake of 16th-century divisions, offer salvation and from what? We will first examine Theology schisms, and the like? In what relevant sense, for in some depth how leading voices in the NT under- (3-0-3) Joncas instance, is the church “one,” as confessed in the stand Jesus’ role in salvation, particularly against the This course is an introduction to the Roman Nicene Creed? This course examines Scripture and backdrop of the OT. From what was Jesus saving Catholic sacraments and contemporary sacramental the history of Christian thought on the matter of the people and how did his healing ministry, his teach- theology. The course curriculum is divided into three church as a baptismal and eucharistic community. ings, his death on the cross, the resurrection, and his sections. The first section considers the history of Special emphasis is placed on the achievements of status as exalted Lord address this problem? the sacraments and the development of sacramental the ecumenical movement in the 20th century, and theology from the Christian Scriptures [New Testa- Next we will consider what theologians representa- on contemporary proposals and problems related ment period] through the Second Vatican Council tive of discrete theological traditions have to say to Christian unity and difference, communion, and and current reflections on the renewal of the sacra- about our topic (Orthodox, Protestant, Roman forgiveness, particularly between and among Roman ments resulting from the council. The second section Catholic). Finally, we will examine two contested Catholic and mainline Protestant and other Refor- examines sacramental practice within the Roman issues: the redefinition of sin (and thus salvation) in mation traditions. Catholic liturgy, and considers contemporary prac- liberation Christology and the claim that Jesus is a tice of sacraments in Christian faith traditions other savior, and not the Savior. THEO 20223. The Church We Believe In than Roman Catholicism as well as the promises and (3-0-3) Prugl challenges of an ecumenical perspective. The third From the New Testament on, the Christian com- THEO 20401. Church and Worship (3-0-3) Joncas section will explore the intimate role sacraments play munity has turned repeatedly to the formulation and in conversion and ongoing conversion in Christian description of its identity, essence and constitutional An analysis of the church as a community of believers and a social institution, and a study of church life. Each of the first two sections of the course will elements. Specifying what is entailed in the claim conclude with an in-class examination, and the third of the creed-”I believe in the one, holy and catholic liturgy and sacraments. This course will center around three key areas, namely (1) Anthropology: As section will conclude with a final paper. church”-has been especially necessary at certain cru- 262

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THEO 20405. Music, Worship, and Theology Major themes include: reason and revelation, the THEO 20606. Theology of Marriage (3-0-3) Joncas idea of a Christian polity and Christian citizenship (3-0-3) Odozor Music both expresses and shapes religious experience. (i.e., City of God vs. City of Man); rights, duties, Prerequisite(s): See online Course Catalog for details. This course will explore the practice and theory of original sin, limitations of government, rebellion, This course seeks to introduce participants to the music-making in Christian worship and devotion. revolution, virtues, humility, magnanimity, friend- principal elements in the Catholic Tradition on mar- Special emphasis will be given to the study of music ship, family, prudence, power, justice, war, religion, riage by examining the sources of this tradition in in the Bible, Gregorian chant as foundational for Ro- toleration, truth, theocracy, democracy, liberalism, sacred scripture, the work of ancient Christian writ- man Rite worship music; the historical development civil religion, and liberty, among others. ers, the official teachings of the Church and recent of other forms of Christian church music; and con- theological reflection. The method employed in the temporary issues of music, culture, and spirituality. THEO 20602. Catholic Morality and the Good course is thus historical, scriptural, and thematic. Life The readings selected for this course are intended THEO 20406. Christian Liturgy and Music (3-0-3) Mattison to expose students to contemporary discussion in (3-0-3) Johnson What is the good life? The answer to this question, moral theology apropos of these issues, and provide Music has long played an important role in Christian subject of reflection for millennia, depends on how them with the necessary theological tools to critically liturgy as an artistic expression of the Church’s prayer one understands the world, and the human person’s evaluate a wide variety of ethical positions dealing and theology. Part I of this course will survey the place in the world. Catholic beliefs about God, with marriage in the Catholic tradition. historical development of Christian liturgy and its creation, the human person, and Jesus Christ are the theological interpretation from the New Testament source of the Catholic vision of the good life. The THEO 20609. God, Creation, and the period forward, focusing in particular on the role of purpose of this course is to explore different answers Environment music and theology of music in liturgy. Part II will to the question of the good life, from both outside (3-0-3) Doak concentrate on the use of music in liturgy today, and within the Catholic tradition. Students will criti- This course examines the Christian understanding studying various official Church documents on cally engage Biblical, theological, and philosophical of God, especially as that understanding is related to music from Vatican II forward (including Sacrosanc- texts, from before time of Christ to the present, our valuation of the nonhuman world. Our semes- tum Concilium, Musicam Sacram, Music in Catholic which address the question of the good life. Students ter’s discussions will be divided into five sub-topics. Worship, and Liturgical Music Today), and drawing will be expected describe and charitably evaluate First, we will survey major portrayals of God and the forth principles for determining theologically and these various responses, with an eye toward enhanc- importance of the nonhuman world in the Bible. pastorally what are the functions and appropriate ing their own response to the question of the good Second, we will study the doctrine of the Trinity and uses of music in liturgy today. Assessment: there will life. After this historical survey, the final third of the its implications for the environment as developed in be a midterm exam and a final exam, and students course will examine a few contested ethical issues in the work of select patristic, medieval, and modern will engage in an exercise in practical theology utiliz- order to understand how competing visions of the theologians. Third, we will explore the religious sig- ing participant-observation methods to analyze the good life play out in varying positions on difficult nificance of the nonhuman world in some important use of music in several liturgical events. Students will moral issues. Catholic prayers, rituals, and forms of spirituality. develop a final report/analysis of their observations, Fourth, we will investigate some contemporary which they will both present in class and submit in THEO 20605. Introduction to Catholic Moral theological reflections on God (and especially on written form. Theology the doctrine of the Trinity) that strive to counteract (3-0-3) Clairmont what is taken to be a theological devaluation of the THEO 20407. Liturgy and Architecture This course will be structured into three sections, nonhuman world. Finally, insofar as time permits, (3-0-3) Brodhacker addressing respectively, biblical foundations, fun- we will compare the Christian doctrine of God with Churches are not museums, but places where the damental topics, and selected contemporary ethical the basic views of other world religions and their im- people of God come together to worship. As the questions. The biblical section of the course will plications for stewardship of the environment. forms and theologies of worship change so must the study some of the key ethical perspectives and teach- buildings where worship takes place. In this course, ings of the Scriptures, primarily the Gospels and the THEO 20610. Relationships, Sexuality, and we will trace the past 500 years of liturgical and Pauline letters. This section will be followed by an Christian Tradition architectural changes in the Roman Catholic and introduction to several fundamental topics in moral (3-0-3) Poorman Protestant churches. theology including (1) the theology of grace; (2) the This course is an introduction to the traditions and orientation of ethics toward the achievement of hap- methods of Christian ethics and Roman Catholic THEO 20408. The Sacraments of the Church piness; (3) the development of the moral and theo- moral theology, especially as they are applied to hu- (3-0-3) Austin logical virtues as capacities that enable us to act well; man sexuality and sexual ethics. Following a brief This course will study all seven of the Church’s sacra- (4) the relation between moral truth and authentic introduction to current cultural contexts for consid- ments. Special emphasis will be given to the notion human freedom; (5) the natural law, and (6) the ering human sexuality, we will compare several theo- of sacrament, the restored rite of Christian initiation stages and analysis of moral action. The third section retical bases for sexual morality. We will also consider of adults, and the centrality of the eucharist in the of the course will consider some contemporary ethi- methods and theories of Christian sexual ethics. life of the Church. cal questions in the context of this biblical and sys- Finally, we will turn our attention to a number of tematic framework. The course will draw primarily contemporary issues, including marriage, extramari- THEO 20601. Political Theology in the Bible upon the classical Catholic tradition, as represented tal sexuality, contraception, assisted reproduction, and Christian Tradition especially by St. Thomas Aquinas. We will also read and homosexuality. The format of the course will (3-0-3) Park selected sections of recent encyclical letters by Pope be lecture and discussion. We will employ a number In this course we will examine the major themes of John Paul II including his Veritatis Splendor (On the of cases and scenarios to prompt discussion and the relationship between Christianity and politics Splendor of the Truth), Evangelium Vitae (The Gospel to exemplify methods and theories. Requirements by way of the careful examination of major works of of Life) and Fides Et Ratio (On Faith and Reason). include attendance at all class sessions, careful read- political philosophy and political theology, from the Students will be expected to write a summary of a ing of the assigned texts, significant contributions Bible and Plato to early American political thought short reading for each class, write one five-page paper in discussions, a five-page reflection paper, midterm and beyond (including: Aristophanes, Augustine, for each of the first two sections of the course, write and final exams, and a 10-page researched essay on Aquinas, Dante, Marsilius of Padua, Luther, Calvin, a final 10-page paper applying what has been studied an issue related to Christian sexual ethics. There may Machiavelli, Spinoza, Locke, Madison, Jefferson, to a particular ethical question, and present a sum- also be several one-page, ungraded essays assigned to Tocqueville, Hegel, Nietzsche). mary of this paper to the class. 263

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promote thought and discussion on specific topics cornerstone of a theology of love. Various aspects of THEO 20617. Contemporary Issues in or questions. love will be explored so that love for God, love for Christian Ethics others, and love for self can be more fully understood (3-0-3) Poorman THEO 20611. Relationships and Sexuality in and brought into harmony. The material will thus The purpose of this “second” course in theology is to Christian Tradition include a broad survey of theological and philosophi- introduce the student to the tradition and methods (3-0-3) cal writings on love as well as an analysis of relevant of Christian ethics, especially as they are applied to This course is an introduction to the traditions and biblical texts. Four unit tests will be administered, selected contemporary issues and several recurring methods of Christian ethics and Roman Catholic and students will compose a final paper that will help moral questions in professional life. The course is moral theology, especially as they are applied to hu- them to integrate the theoretical facets of love and divided into three sections; first, we will examine the man sexuality and sexual ethics. Following a brief apply this theory to concrete situations. moral life as it has been articulated in some classical introduction to current cultural contexts for consid- and modern theories of ethics, and we will review ering human sexuality, we will compare several theo- THEO 20615. From Rome to Wall Street: The particular methods and themes of Christian eth- retical bases for sexual morality. We will also consider Church and Economic Life ics. Second, we will study contemporary issues and methods and theories of Christian sexual ethics. (3-0-3) Incrando Christian responses in the areas of bioethics, human Finally, we will turn our attention to a number of The primary purpose of this course is to develop a sexuality, and social justice. In the third section of contemporary issues, including marriage, extramari- critical understanding, through engagement with key the course, we will discuss three issues in profes- tal sexuality, contraception, assisted reproduction, texts and writings in the Christian tradition, of theo- sional ethics—deception, informed consent, and and homosexuality . logical interpretations of the relationship between social responsibility—and evaluate the contribution the church and the economic order. Texts from The format of the course will be lecture and discus- of the Christian ethical tradition in addressing these the Roman Catholic social tradition to be studied sion. We will employ a number of cases and scenar- issues. Format: lecture and discussion. Requirements include Rerum Novarum and Economic Justice for All ios to prompt discussion and to exemplify methods include a five-page reflection paper, a midterm (the US Bishops’ Letter on the US Economy). Broad and theories. Requirements include attendance at all examination, a 10-page reflection paper, and a final theological and ethical questions to be considered in- class sessions, careful reading of the assigned texts, examination. clude: How have fundamental Christian understand- significant contributions in discussions, a five-page ings of Creation—including teachings regarding THEO 20618. Christian Understanding of reflection paper, midterm and final exams, and a 10- human dignity and stewardship—shaped theological Human Nature page researched essay on an issue related to Christian interpretations of the relationship between Church (3-0-3) Plumer sexual ethics. There may also be several one-page, and economy? What is the appropriate role of the What does it mean to be human? Christians believe ungraded essays assigned to promote thought and church and individual Christians in the economic that this question can be adequately answered only discussion on specific topics or questions. order? Is economic justice a proper concern for the in the light of divine revelation. This course will church? If so, how ought the church and individual begin with an exploration of the central beliefs that THEO 20612. Catholic Faith and Practice shape the Christian understanding of human nature: (3-0-3) Doak Christians work to achieve economic justice? Par- creation in the image of God; the fall and original This course will explore the fundamental beliefs and ticular questions include attention to the tension sin; salvation in Christ. From there we will go on to characteristic practices of Catholicism. Special atten- between the ideal of poverty and the acquisition of compare and contrast the Christian understanding tion will be given to the inherent unity of this faith property by the church and its members and the role with those of several non-Christian scientists and as a sacramental approach to reality, rooted in the of women in economic life. Course requirements in- philosophers. Finally we will consider the Christian central Christian belief in the triune God who is the clude significant participation in class discussion and understanding in relation to various contemporary source and goal of our lives. The distinctively Catho- group work, a community-based learning project, a issues, including feminism, the environment, addic- lic beliefs and practices will thus be examined in mid-semester paper, and a final exam. The instructor tion, and the transformation of culture inaugurated light of the Catholic interpretation of basic Christian will work with gender studies and Catholic social by television and the computer. Course content will beliefs about God, humanity, sin, and redemption. tradition students to enhance the gender and CST consist mainly but not exclusively of lectures and Our emphasis on the unity of Catholic faith and its content of the course through discussion and written readings from the course packet. Requirements: implications for our lives will provide a basis for fur- assignments. midterm and final examinations; quizzes; either one ther critical and careful thought about the meaning six-page paper or two shorter papers. and truth of Catholicism, especially in comparison THEO 20616. Theology, Ethics, and the Environment with alternative approaches to the value and pur- (3-0-3) McKenny THEO 20619. Rich, Poor, and War pose of human life. Students will be encouraged Does our ecological awareness require radically new (3-0-3) Whitmore to develop a project in experiential learning as one theologies and moralities? What moral claims, if This course examines the interrelationships between of their major requirements for this course. Those any, do nonhuman entities make on us? Can current economic injustice and violence. It begins by investi- who have recently completed the Urban Plunge or a Christian and philosophical moral theories address gating the gap between rich and poor both in the US similar program will have the opportunity to explore these claims? This course raises these questions on and worldwide. We also look at the history of Chris- the Catholic tradition in light of and dialogue with both theoretical and practical levels. Theoretically, tian thought on wealth and poverty. We then address the insights and questions their experience may have we will examine various theological and philosophi- the ways in which economic disparity intersects with raised. This course may be of most interest to Roman cal views of the moral status of nonhuman nature. the problem of violence in both domestic (violence Catholics, but is open to anyone willing to engage Practically, we will explore the implications of these against women) and political realms (war and revolu- the Christian understanding of reality as developed views for issues such as wilderness conservation/ tion). Next, we canvass Christian thought on the in the Catholic tradition. Where practicable, major preservation, treatment of animals, agricultural use of violence. This raises the question of whether points of commonality with and difference from biotechnology, and others. The diversity of positions Christianity itself contributes more to violence or to non-Catholic Christians will be examined. we will consider will range from those who embrace peace. Finally, we pose the question of whether for- standard, modern human-centered theologies and giveness for violence is advisable or feasible. THEO 20614. Nature and Demands of moral theories to critics (such as deep ecologists, Christian Love THEO 20620. Corporate Conscience (3-0-3) Lowery ecofeminists, and others) who hold that the very (3-0-3) Mertensotto This course will examine the place of love in the theoretical stance of our dominant theologies and This course is a reflection on the Christian moral Christian life, using the love commandments as the moral theories is incompatible with a genuinely ethical orientation to the environment. meaning of corporate action and purpose within 264

theology business organizations. It deals with an analysis of by leaders from other religious traditions, e.g., (one-page) written assignments on the readings, two the relation between Christian values and corporate Badshah Khan, Gandhi, and Thich Nhat Hanh. Us- in-class exams, and a final. policy in order to raise the consequences of orga- ing the method of service-learning, this course will nizational policies. The objective is to develop a invite students to develop an awareness of their social THEO 20627. Science and Theology comprehensive corporate ethic, which deals with the justice commitments in light of their own sense (3-0-3) Ashley self-interest of the organization, multiple responsi- of vocation. More information about the course Both science and religion generate assertions that are bilities, and a social vision for a more human world. format is explained in the Learning Agreement and held to provide true descriptions of the world and Application Form, available at the Center for Social our place in it. Both science and theology subject THEO 20621. Medical Ethics Concerns. these assertions to disciplined inquiry and testing (3-0-3) Mertensotto within specific communities. In societies (like ours) A discussion of ethical problems in the medical pro- THEO 20624. Catholic Social Thought: in which both science and religion are vital forces, fession in light of natural law and Christian moral Discipleship, Loving Action for Justice these processes of enquiry and testing overlap and principles. (3-0-3) interrelate in complicated ways, resulting sometimes This course is for students returning from summer in conflict and sometimes in mutual enrichment. THEO 20622. A Faith to Die For service internships or other service experiences who This course will investigate these interrelations by (3-0-3) Baxter desire an extended opportunity for reflection and means three case studies: the Galileo affair, the con- An introduction to Catholic moral theology, with analysis. Some of the major themes to be discussed flict of evolution and creationism, and the ethical an accent on how Catholic belief and practice shape are: Christian compassion, discipleship, and Catholic issues that arise from new genetic biotechnologies. the Church’s understanding of the moral life. Aspects social teaching. The course culminates with a com- Requirements: frequent, short (one-page) written of Catholic belief and practice to be covered include prehensive research project on a theological ques- assignments on the readings, two in-class exams. and baptism, penance, reading scripture, preaching, tion or issue that emerges from the summer and/or a final. prayer, the Eucharist, martyrdom, religious life, mar- other service experiences and is explored with other riage, and mission. In the context of these beliefs and academic disciplines. More information about the THEO 20628. War, Law, and Ethics practices, several leading themes in Catholic moral course format, the experiential learning method and (3-0-3) theology will be explored (e.g., sanctification, the the process of evaluation is explained in the Learning This course is designed to explore the ethical and le- eternal and natural law, and virtues and vices), and Agreement and Application Form which is available gal considerations related to war and the use of force. several moral issues will be examined (e.g., abortion, at the Center for Social Concerns. This course fulfills Beginning with a historical overview of Christian suicide, capital punishment, economic justice, and the second theology requirement. thinking on war and peace, we will develop an ac- war and peace). This course explores an understand- count of various ethical positions on the use of force, ing of the moral life in terms of participation in the THEO 20625. Discipleship: Loving Action including views rooted in the just war tradition life, death, and resurrection of Christ, but at the (3-0-3) Pfeil and in pacifism. We will also consider the ethical same time it avoids construals of the moral life that This course is for students returning from summer implications of contemporary issues related to the rest merely on pious exhortations (“Jesus says”), as- service internships or other service experiences who use of force, e.g., sanctions, war crimes, humanitar- sertions of ecclesial authority (“the Church says”), desire an extended opportunity for reflection and ian intervention, and terrorism. In collaboration or invocations of negative moral prohibitions (“thou analysis. Some of the major themes to be discussed with the Center for Social Concerns and La Casa shalt not”). Thus, the “faith” will be presented as a are: Christian compassion, discipleship, and Catholic de Amistad, students will have the opportunity to set of beliefs and practices that are disturbingly radi- social teaching. The course culminates with a com- engage in service-learning by working with students cal, demanding that Christians die to themselves, prehensive research project on a theological ques- from Washington High School to collect stories from yet also deeply attractive, in that dying serves as a tion or issue that emerges from the summer and/or local war veterans as part of the Library of Congress, passageway to true life. As suggested by the title, a other service experiences and is explored with other “Veterans History Project.” leading emphasis in the course is that only a faith academic disciplines. More information about the worth dying for can forge a moral life that is truly course format, the experiential learning method and THEO 20629. War, Law, and Ethics worth living. Readings include selections from scrip- the process of evaluation is explained in the Learning (3-0-3) Pfeil ture, liturgical texts, theological and moral treatises, Agreement and Application, available at the Center This course is designed to explore the ethical and le- encyclicals, and the documents of Vatican II, plus for Social Concerns. This course fulfills the second gal considerations related to war and the use of force. Augustine’s Confessions, Cantalamessa’s The Eucharist: theology requirement. Beginning with a historical overview of Christian Our Sanctification, Graham Greene’s The Power and thinking on war and peace, we will develop an ac- the Glory, short stories of Flannery O’Connor, Doro- THEO 20626. Science and Theology count of various ethical positions on the use of force, thy Day’s The Long Loneliness, and Helen Prejean’s (3-0-3) including views rooted in the just war tradition Dead Man Walking. Evaluation is based on a mid- Both science and religion generate assertions that and in pacifism. We will also consider the ethical term, a final, several short papers, and interactive are held to provide true descriptions of the world implications of contemporary issues related to the class participation. and our place in it. Both science and theology use of force, e.g., sanctions, war crimes, humanitar- subject these assertions to disciplined inquiry and ian intervention, and terrorism. In collaboration THEO 20623. Vocation and Leadership in testing within specific communities: of scientists, with the Center for Social Concerns and La Casa Catholic School Tradition in the former, and in a religious community and its de Amistad, students will have the opportunity to (3-0-3) Pfeil, Shappell historical tradition, in the latter. In societies (like engage in service-learning by working with students This course will invite students to consider the ours) in which both science and religion are strong from Washington High School to collect stories from meaning of vocation in relation to the social mis- and pervasive, these processes of enquiry and testing local war veterans as part of the Library of Congress, sion of the church. Beginning with a theological overlap and interrelate in complicated ways, result- “Veterans History Project.” understanding of the significance of vocation and ing sometimes in conflict and sometimes in mutual charisms, this course will provide a narrative-based enrichment. This course investigates these interrela- THEO 20630. Health Care Ethics for the 21st exploration of the vocational journey of prominent tions. We begin with a consideration of the Galileo Century figures in the Catholic social tradition such as Fran- affair, move to a study of the conflict of evolution (3-0-3) Ryan cis of Assisi, Dorothy Day, Cesar Chavez, and Oscar and creationism in the United States, and conclude This course explores the importance of religious Romero. The emergent understanding of vocation with a selected topic concerning the ethical issues in- and moral values for the life and death choices we will be held in conversation with the witness given volved in the use of technology. Requirements: short make, individually and as a society. Basic principles 265

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and methods of contemporary bioethics will be THEO 20807. Catholicism causality which is creation, divine providence, the introduced, and a range of issues considered, e.g., (3-0-3) McBrien primacy of the divine name of Love, and the evolu- medical research, physician assisted suicide, health A comprehensive exposition of Catholic theology tion of a formal doctrine of the Trinity. care reform, new genetic technologies, responding to from a historical, doctrinal, and ecumenical perspec- AIDS. Especially recommended for students plan- tive. The course addresses the following questions: THEO 20811. Jesus and Salvation ning on a career in medicine or science. Lecture/ the interrelationships among faith, theology, and (3-0-3) Hilkert discussion format. Requirements: short papers, belief; the meaning of human existence (a multidisci- An exploration of the mystery of Jesus the Christ midterm, final. plinary exploration); the problem of God (revelation, and the experience of salvation through examination religious pluralism, providence, the Trinity, etc.); of the life, ministry, death, and resurrection of Jesus THEO 20803. God’s Grace and Human Action Jesus Christ (New Testament data, doctrinal develop- (Part I); the development of classic Christian doc- (3-0-3) Wawyrykow ment, contemporary views, including a discussion of trine (Part II); and selected contemporary perspec- What are the respective roles of God and the human Jesus’ self-consciousness, sexuality, and sinlessness); tives and questions (Part III). person in salvation? Are ideas of human freedom and the Church (New Testament data, history, Vatican II, of the value of human acts compatible with a belief mission, sacraments, authority, ministry, Mariology, THEO 20812. Concept of Resurrection/Bible in God as the source of grace and redemption? These etc.); and Christian existence (ethics, spirituality, (3-0-3) Davis and other questions about salvation have been hotly eschatology). The first half of this course focuses on the inter- debated by Christian theologians throughout the pretation of the New Testament accounts of the centuries. This course analyses the positions articu- THEO 20808. Fundamental Theology empty tomb, the resurrection appearances, and the lated by such figures as Augustine, Aquinas, Luther, (3-0-3) Wormley ascension of Jesus. Selected Old Testament readings and Calvin, and examines how they shaped the Contemporary theologians hotly debate the nature, throw light on the Jewish and biblical background Catholic-Protestant debate about the role of good purpose, and possibility of fundamental theology. to these resurrection traditions in the New Testa- works, and of God, in salvation. However individual theologians understand it, ment. The purpose of this study is (1) to provide a fundamental theology includes the method(s) of historical verdict on the reported Easter events and THEO 20805. Vatican II History and theology, conceptions of faith, relation, and religious (2) to assess the theological significance of the New Consequences experience, and the critique and defense of the ratio- Testament accounts of these events. The second half (3-0-3) Vance-Trembath nality of normative Christian faith. This course will of this course focuses on ecclesiastical practices and The Aggiornamento or “bringing up to date” that probe these central themes of fundamental theology. doctrines that are related to belief in the resurrection occurred at the Second Vatican Council involved a of Jesus. Attention is given to the rites of baptism, quest for a deeper understanding of how the Gospel THEO 20809. Interpreting Suffering Eucharist, laying on of hands, etc. A brief survey of Jesus Christ might speak more effectively to the (3-0-3) Thompson is made of heretical beliefs related to the nature of modern world through the Catholic Church and Suffering, as it has been interpreted or experienced Jesus’ resurrection. The overall purpose of this course sought to identify practical and pastoral ways of ap- by theologians, mystics, martyrs, victims, and sur- is to stimulate theological reflection on the subject of plying the Gospel not only to society-at-large but vivors, has profoundly shaped Christian theology. resurrection. to the Church itself as well. This course provides a Focusing particularly on Christology and Christian review of the theological history of the council, an discipleship, this course will consist of three parts. THEO 20813. The Problem of Human exploration of the work of the theologians and bish- Part I will look at how some of the earliest teachings Suffering ops at the council itself and in its documents, and of the church developed out of a need to interpret (3-0-3) Ashley the consequences of the Council in the life of the authoritatively the suffering Christ and the suffering If religion has often been a source of strength and Church since 1965. There will be an optional service of the early Christian martyrs. Part II will consider consolation in the face of human suffering, it is component for this class that attempts to apply some the suffering of Christ as it was understood system- also true that the presence of meaningless suffering of the principles of the council by working in various atically and/or lived spiritually by key medieval and in human experience has posed one of the greatest forms of ministry in the local church. reformation thinkers. In light of these traditional challenges to religious practice and thought. We theological responses to suffering, Part III will will examine this issue by studying classics in the THEO 20806. The Church We Believe In consider a variety of modern theological attempts Christian tradition, including the scriptural locus of (3-0-3) Prugl to confront the radical human suffering of the 20th later theological reflection, the Book of Job. After From the New Testament on, the Christian com- century. This course will have two goals: (1) to reflect considering answers to the problem of suffering as munity has turned repeatedly to the formulation and on how theology talks about Christ and Christian it has traditionally been posed, we will look on the description of its identity, essence and constitutional discipleship in the face of human suffering; (2) to new shape it has assumed in the modern age, due to elements. Specifying what is entailed in the claim of reflect on how experiences of suffering have shaped historical catastrophes like the Holocaust. Authors the creed—”I believe in the one, holy and catholic (and continue to shape) theological discourse. Re- considered include Augustine of Hippo, C.S. Lewis, church”—has been especially necessary at certain quirements: three short papers (with opportunities Fyodor Dostoyevsky, Gustavo Gutierrez, Johann crucial moments in the history of the Christian for experiential learning), class participation, mid- Baptist Metz, and Elie Wiesel. movement. Providing an introduction to the main term, and final. themes and problems in ecclesiology (the doctrine THEO 20815. The Catholic Experience about the Church), this course will examine the THEO 20810. The God of Jesus Christ (3-0-3) Cunningham teachings of leading theologians in the Patristic and (3-0-3) Barron This course has three quite specific aims: (1) to Medieval period (e.g., Augustine; Aquinas; Luther) The purpose in this course is to study the Catholic- describe that form of the Christian tradition both in and the determinations of the last two Vatican Christian understanding of God. The method em- doctrine and practice which is called Catholic; (2) councils, largely concerned with such ecclesiological ployed is the reading of selected texts from some of to argue that within the Catholic tradition there are matters as the constitution of the church, the role the theological and spiritual masters of our tradition different “ways” of being a Catholic; (3) to outline a of the papacy, infallibility, and the Universal versus as well as from certain contemporary authors. The general way of being a Christian within the Catho- Local Churches. themes to be developed include the rootedness of the lic tradition; we will call that “way” a “spirituality. doctrine of God in the total event of the Incarnation, “ Theology 20815 will meet weekly for a lecture “proofs” for the existence of God in both classical followed by discussion groups. Attendance will be and contemporary theology, the bi-polar or tensive required. Each week a short reflection paper (two nature of divine attribution, the unique mode of pages) will be readied for the discussion section. In 266

theology addition, there will be an essay-style midterm and relates to the vocations of the individual students. in common by the three traditions (nature of God, final. But we will also be using the concept of vocation as creation, Christology, atonement) and then move on a lens by which to penetrate more deeply into the to issues over which divisions have occurred (sin and THEO 20816. Who is Jesus? mysteries of Christianity. the nature of human beings, the Trinity, scripture (3-0-3) Smith and tradition, sacraments and worship practices, and Throughout the centuries, Christians have been THEO 20821. The Mystery of Being Human the papacy). Since a religious tradition is more than convinced of the central importance of the person of (3-0-3) Hilkert its confessions alone, we will also pay some attention Jesus. This course surveys the history of reflection on This course will explore some key questions of hu- to different cultural manifestations, such as art, mu- the fundamental questions, Who is Jesus? What did man existence in relation to basic Christian beliefs sic, architecture, and ritual. He do? And what is its significance for our lives? about human life and destiny. What is the meaning of human dignity, personhood, and community THEO 20824. Literary Catholicism THEO 20818. Religious Autobiography in light of the Christian claims that we are created (3-0-3) Gordon (3-0-3) Dunne in the image of God and baptized into the image This course will explore the Catholic theological tra- A course on the spiritual journey of the individual of Christ? How are we to understand the reality of dition primarily as it finds expression in six novels by person, drawing on diaries and autobiographies. The evil in the world and the fundamental ambiguity authors whose writing is influenced by that tradition. first half is on the story of the life in terms of feeling of human experience in relation to the symbol of The novels discussed will be The End of the Affair and imagination and insight and choice, and the “Original Sin”? What do “graced human existence” and The Power and the Glory by Graham Greene, The second half is on the story of the person in terms of and “relationship with God” mean? Do they affect Ball and the Cross by G. K. Chesterton, Silence by the life project, the boundary situations of life, and the way we experience and live everyday life? How Shusaku Endo, Wise Blood by Flannery O’Connor, conversion of mind, of heart, and of soul. Readings: can Christians live in hope in the face of suffering and Love in the Ruins by Walker Percy. Among the Saint Augustine, Confessions; Martin Buber, The Way and death? topics to be treated are Jesus Christ, revelation, the of Man; Carolina Maria de Jesus, Child of the Dark; fall of humanity and the problem of evil, the nature John Dunne, Reasons of the Heart and Search for God THEO 20822. What Catholics Believe of sacraments, and faith as a relationship with a lov- in Time and Memory; Etty Hillesum, An Interrupted (3-0-3) Gorski ing God. Life; C.G. Jung, Memories, Dreams, Reflections; Rain- A theological exploration of the basic content and er Maria Rilke, Letters to a Young Poet Writings: a practice of the Catholic faith. The focus is on the THEO 20825. World Religions and Catholicism spiritual diary (not handed in), a personal essay, and fundamentals that form the foundation of Catholi- in Dialogue a midterm take-home and a final take-home exam. cism and against which everything else is explained (3-0-3) Gorski or judged. The aim of this course is not simply A theological exploration of Hinduism, Buddhism, THEO 20819. Religion and Psychology to educate students about Catholicism. Rather, it Taoism, Judaism, Islam, and the relationship of (3-0-3) Burrell intends to facilitate their personal appropriation Christianity to those religions. The goal of this ex- To show how the quest for psychological explanation of the Catholic tradition: that is, to challenge and ploration is specifically (1) to set forth the essential can raise issues classically identified as religious, we help them reason critically for themselves about the characteristics of the world’s great religions, (2) to shall explore how the psychological articulation of meaning and practical implications of their faith. disengage the essential differences between Christi- these issues addresses the “task” of becoming a Chris- Some of the questions students will ponder concern anity and the other world religions, (3) to identify tian. Beginning with Aristotle’s Ethics to explore the God, Jesus Christ, the church, Christian spirituality, the distinctiveness of Catholicism within the family most common idiom for human action, we jump and moral behavior. But since we raise these ques- of Christian traditions, and (4) to examine histori- to Kierkegaard’s Sickness unto Death and then enter tions in an attempt to come to terms with the mean- cally and systematically the Christian theological ap- the “psychological revolution” with Sigmund Freud’s ing of our own lives, we begin with the question of praisal of other world religions. Thus, the course will Civilization and Its Discontents, followed by Carl our own human existence: Who am I or who are we? enable the students to gain a deeper understanding Jung’s Psychology of the Transference. By that time we The course is based on the conviction that all theo- of Christianity by “passing over” into and experienc- will be ready to appreciate Sebastian Moore’s The logical questions start with us as the ones who pose ing as well as appraising the different major religious Crucified Jesus is No Stranger, testing his work against the questions in the first place. While the approach traditions of the world. To enhance the learning two diaries: Ruzbihan Baqli’s Unveiling Of Secrets: taken will be one that appeals immediately to critical experience, the course will use the BBC film series Diary of a Sufi Master, and Etty Hillesum’s An Inter- reason rather than to conversion of the mind and titled The Long Search. Each of these hour-long films rupted Life. A series of exercises (one-page papers) are heart, the aim ultimately is to help students discern, focuses on perspectives of the world’s major religions. designed to help us learn the language of these au- respond to, and be transformed by the presence of thors. A final paper offers a way to link that language God in their lives, and to work for the continuing THEO 20826. Eschatology with more explicitly theological inquiry. A midterm renewal of the world in light of this discernment of (3-0-3) Baynes (in two parts) and a final exam give opportunities for God. The Heaven’s Gate cult and David Koresh’s Branch synoptic grasp. Davidians. The enormous popularity of the “Left THEO 20823. Catholic, Orthodox, Protestant: Behind” novels. What people believe about the end THEO 20820. Theology of Vocation: Called A Theological Comparison time really matters. Eschatology is the study of the by Christ (3-0-3) “last things.” Traditionally for an individual these (3-0-3) This course is an introduction to the fundamentals “last things” are death, judgment, heaven, and hell. This course examines the place of the concept of Catholic doctrine, but it will accomplish this end But eschatology also encompasses speculation about vocation in Christianity, especially in the Catholic by examining Catholicism in contrast to Eastern Or- the fate of the larger cosmos, both earthly (animal, theological tradition. Starting with the documents thodoxy and Protestantism. The purpose of making vegetable, and mineral) and heavenly (the physical of Vatican II, which remind us that we are all called such a comparison is twofold: first, to discern what is universe as well as heavenly creatures, angelic and by Christ, the course is divided into five sections: distinctive to the Roman Catholic tradition through demonic). This course addresses eschatology chrono- Vatican II and the universal call to holiness, voca- critical comparison and contrast; second, to advance logically. It begins in the Hebrew and Christian tion in the Bible,life in Christ (the sacraments and ecumenical understanding by making students aware Scriptures, moves to the millenarian controversies vocation), vocation in the writings of John Paul II, of the issues that originally separated these Christian of the early church, and explores the eschatological and the saints and Vocation. The texts we will be bodies, and what progress toward unity has been hopes of the Middle Ages. It looks at Luther’s opin- reading are meant to foster further reflection on what made. The course will begin with teachings held ions of the last things, American apocalyptic move- vocation means both in general, and in specific as it ments, and 20th-century systematic theologies of 267

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eschatology. It will also examine Islamic eschatology THEO 20829. Jesus: Christianity and Islam through the study of biblical texts. In addition, and the contribution of women such as Hildegard (3-0-3) students will learn how to use reference grammars, of Bingen to the topic. In Judeo-Christian scriptures We will examine four bodies of writings: the concordances, and apparatus to the Biblia Hebraica. and thought, eschatological themes are often articu- Qur’anic material on Jesus, corresponding biblical The course encourages students to think about the lated in a narrative form with plot and characters. material, Islamic polemics against Christian doctrine. grammatical forms and their implications for biblical At this point in time the evangelical/fundamentalist Through these writings we will seek both to better interpretation. (Summer, each fall, and spring) “Left Behind” novels, based on the Book of Revela- understand the Islamic and the Christian Jesus, by tion, are extremely popular. This class will not read examining questions of scripture, prophecy and THEO 30003. Elementary Hebrew II those books, but it will read two Catholic eschato- salvation. Students are expected both to become con- (3-0-3) logical novels, A Canticle for Leibowitz and Pierced by versant in these questions and to reflect theologically This is a two-semester introductory course in biblical a Sword. A Canticle for Leibowitz narrates Cold-War on their own response to the Islamic challenge of Hebrew; under normal circumstances, the student fears of nuclear destruction. Pierced by a Sword places Christian teachings. must complete the first to enroll in the second. The Armageddon, the ultimate showdown between good fall semester will be devoted to learning the gram- and evil, on the “God Quad” of the University of THEO 20830. Regarding the Islamic Challenge mar of biblical Hebrew. The spring semester will be Notre Dame! Reading these novels gives the students to Christianity divided into two parts. For the first six weeks we will the opportunity to apply what they have learned (3-0-3) Reynolds finish and review the grammar. In the remaining part about the historical sweep of eschatology to a 20th- While many Christians have described Islam as a of the course we will read and translate texts from century context in an enjoyable way. Christian heresy, many Muslims consider Christian- the Hebrew Bible, Qumran, and Rabbinic literature. ity to be an Islamic heresy. Jesus, they maintain, The course will focus on developing reading and THEO 20827. Christianity and World Religions was a Muslim prophet. Like Adam and Abraham comprehension skills in biblical Hebrew through (3-0-3) Malkovsky before him, like Muhammad after him, he was sent the study of biblical texts. In addition, students will The purpose of this course is to introduce the to preach Islam. In this view Islam is the natural learn how to use reference grammars, concordances, student to the basic teachings and spiritualities of religion—eternal, universal, and unchanging. Other and apparatus to the Biblia Hebraica. The course Hinduism, Buddhism, and Islam. We will approach religions, including Christianity, arose only when encourages students to think about the gram- these religions both historically and theologically, people went astray. Therefore Muslims have long matical forms and their implications for biblical seeking to determine where they converge and differ challenged the legitimacy of Christian doctrines that interpretation. from Christianity on such perennial issues as death, differ from Islam, including the Trinity, the incarna- meaning, the nature of the ultimate mystery, the tion, the cross, the new covenant and the church. In THEO 30004. Introduction to Christian Latin overcoming of suffering, etc. We will also examine this course we will examine Islamic writings, from (4-0-4) Sheerin some traditional and contemporary Catholic and the Qur’an to contemporary texts, in which these This class has two goals: to improve the student’s Protestant approaches to religious pluralism. Our doctrines are challenged. We will then examine the all-around facility in dealing with Latin texts and to own search to know how the truth and experience of history of Christian responses to these challenges and introduce the student to the varieties of Christian other faiths is related to Christian faith will be guid- consider, as theologians, how Christians might ap- Latin texts. Medieval Latin II, a survey of medieval ed by the insights of important Catholic contempla- proach them today. Latin texts, follows this course in the spring term. tives who have entered deeply in the spirituality of other traditions. By course’s end we ought to have a upper-level electives THEO 30005. Catechist Formation greater understanding of what is essential to Chris- (1-0-1) Prerequisites: Must Require 6 Credits in Theology, tian faith and practice as well as a greater apprecia- The one-credit course is offered for students who are But See Department for Details tion of the spiritual paths of others. Requirements: enrolled in the catechist program through campus Short papers, midterm exam, and final exam. ministry. Students sign up to serve as catechists in lo- THEO 30001. Intensive Elementary Hebrew cal parishes and take this course to prepare them for (3-0-3) Machiela their ministry. The goals of the class are: (1) to offer THEO 20828. Christianity and World Religions This six-week intensive language course will be de- (3-0-3) Malkovsky a overview of catechetical documents and directives voted to learning the grammar of biblical Hebrew. The purpose of this course is to introduce the in the church; (2) to explore lesson planning and Throughout the course we will focus on developing student to the basic teachings and spiritualities of curriculum for religious education; and (3) to share reading and comprehension skills in biblical Hebrew Hinduism, Buddhism, and Islam. We will approach practical applications for creative teaching and class- through the study of biblical texts. In addition, these religions both historically and theologically, room management. students will learn how to use reference grammars, seeking to determine where they converge and differ concordances, and apparatus to the Biblia Hebraica. from Christianity on such perennial issues as death, THEO 30006. Faith and Revelation The course encourages students to think about the meaning, the nature of the ultimate Mystery, the (1-0-1) Elizondo grammatical forms and their implications for biblical overcoming of suffering, etc. We will also examine Preliminary notes: Christianity is basically about the interpretation. some traditional and contemporary Catholic and communication of God’s message (offer) of salva- Protestant approaches to religious pluralism. Our tion to humanity (revelation) and our acceptance THEO 30002. Elementary Hebrew I own search to know how the truth and experience of (faith) or rejection of this offer. From the time of (3-0-3) the Council of Trent (1500s) until the time of the other faiths is related to Christian faith will be guid- This is a two-semester introductory course in biblical ed by the insights of important Catholic contempla- Second Vatican Council (1960s), the emphasis was Hebrew; under normal circumstances, the student on the content of this message usually presented as tives who have entered deeply in the spirituality of must complete the first in order to enroll in the other traditions. By course’s end we ought to have a “propositions of faith” to be believed. Revelation was second. The fall semester will be devoted to learning identified as “verbal truths.” Vatican II, after much greater understanding of what is essential to Chris- the grammar of biblical Hebrew. The spring semester tian faith and practice as well as a greater apprecia- heated debate, shifted the emphasis from the con- will be divided into two parts. For the first six weeks tent of revelation to the dynamics of revelation—to tion of the spiritual paths of others. Requirements: we will finish and review the grammar. In the re- Short papers, midterm exam, and final exam. revelation as a living act. The understanding of faith maining part of the course we will read and translate also shifted from an emphasis on an acceptance of texts from the Hebrew Bible, Qumran, and Rabbinic certain truths and disciplines to a personal encounter literature. The course will focus on developing read- and relationship with the living God through Jesus ing and comprehension skills in biblical Hebrew Christ. 268

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THEO 30007. Know Your Catholic Faith: THEO 30012. Know Your Catholic Faith: distinctive identity of Jesus has been imitated in the Christianity: Life: Morality Eucharist life of the church through the lives of various saints. (1-0-1) Poorman (1-0-1) Wawrykow Throughout the course we will combine historical The course will introduce Catholic moral theology The eucharist is, as the catechism of the Catholic questions concerning who was Jesus with the press- with a focus on appropriate scriptural passages, on Church stresses, the “source and summit of the ing issues of our own day: who is Jesus for me. the historical evaluation of the Catholic moral tradi- Christian life.” This course examines Catholic tion and on the resources available for contemporary teaching about this central sacrament through the THEO 30017. Catechist Formation moral reflection. Catholic Catechism; papal and other ecclesiasti- (1-0-1) Fagerberg cal documents; and, the writings of St. Thomas Prerequisite(s): See online Course Catalog for details. THEO 30008. Know Your Catholic Faith: Jesus Aquinas. Particular attention will be given to real The one-credit course is offered for students who are (1-0-1) Daley presence, and, to the ways in which the eucharistic enrolled in the catechist program through campus This course will look at the Christian hope for the Christ promotes spiritual growth. ministry. Students sign up to serve as catechists in lo- resurrection of the body, as that hope is grounded in cal parishes and take this course to prepare them for our confession that Jesus, who was crucified for us, THEO 30013. Know Your Catholic Faith: their ministry. The goals of the class are: (1) to offer has been raised by the Father. Beginning with a con- Matrimony a overview of catechetical documents and directives sideration of key passages on death and resurrection (1-0-1) Ryan in the church; (2) to explore lesson planning and in the Old and New Testaments, it will focus then on This course is an introduction to the core teachings curriculum for religious education; and (3) to share classic passages in the Christian theological tradition of the Roman Catholic Church on the sacrament of practical applications for creative teaching and class- and in contemporary theology, which articulate just matrimony. The course is based on the Catechism room management. what that hope for the full redemption and transfor- of the Catholic Church (1994) and exposes students mation of our human existence implies, and how it to both historical and contemporary writings on the THEO 30018. ND: Vocation Initiative is rooted in our understanding of what has already theology of marriage. (2-0-2) Poorman happened in the Paschal Mystery. The purpose of this course is to foster a sense of vo- THEO 30014. Know Your Catholic Faith: Mass cation among our students, inviting them to become THEO 30009. Original Sin (1-0-1) Fagerberg more aware of how they can live their whole lives (1-0-1) Ashley The subject matter was driven by students as much as a response to a call from God. We hope to help This course begins with the definition and explana- as possible, asking them at the first session to identify young men and women realize, through their own tion of the doctrine of Original Sin as it is contained questions they had concerning a theology of the faith experience, that the reality of Christian “voca- in The Catechism of the Catholic Church and selected mass. In subsequent sessions we discussed (1) histori- tion” invites each of them in some particular way to other Church documents. Then we will examine cal roots, with particular attention to sources of the live as committed disciples of Christ in a challenging how the doctrine arose, beginning with scriptural Mass in Jewish worship, (2) ecumenical concerns world. Through the decisions that they make every texts, moving through elected patristic documents, by identifying Protestant and Orthodox bodies, (3) day as young adults they explore their own voca- and then moving to modern attempts to make sense signs and symbols within the Mass, and (4) structur- tion. In order to achieve these stated goals, we will of the doctrine in the light of developments in our al and theological components of the Mass. Readings study the lives of 50 saints, holy men and women knowledge of human origins and history. were taken from photocopy and Internet sources and who responded to the call to follow Christ in their disseminated to students the week before class. lives. Encyclical letters, Church doctrine, and other THEO 30010. Know Your Catholic Faith: Faith resources on vocation will be used to demonstrate and Transformation THEO 30015. Know Your Catholic Faith: what vocation means in the Catholic tradition. (1-0-1) Ignation Spirit (1-0-1) Daley We shall reflect together on Robert Barron’s And THEO 30019. ND: Vocation Initiative Music Now I See: A Theology of Transformation, to learn the This course, which will be conducted in the in- (1-0-1) strategies he uses to read the sometimes austere for- tensive “retreat” style on a single weekend, invites The NDVI: music class is for the student music lead- mulations of church teaching as “food for the soul.” students to learn first-hand about the distinctive ers for the Notre Dame Vocation Initiative. Training His use of literature to enhance our understanding approach to contemplative prayer aimed at conver- in this choir begins at the start of the spring semester of the key notions of our faith will allow us to appro- sion of life and practical decisions for discipleship (each January); the choir meets once every week priate that faith more personally, as our discussions that is classically embodied in St. Ignatius Loyola’s throughout the spring semester. will enhance the number of perspectives that same Spiritual Exercises. After an introductory lecture on faith can elicit. the theology of Christian prayer and the distinctive The initial responsibilities lie with learning all the role of Ignatius in Christian spirituality, students will choral music, mass settings, responsorial psalms, THEO 30011. Know Your Catholic Faith: Mary participate in lectures and presentations on the text canticles, and service music that accompanies the (1-0-1) Matovina and structure of the exercises, and will then be asked week-long NDVI gatherings in the summer. Most This course, which will be given in the form of an to pray through the various meditations and consid- of this repertoire is written for four-part harmony; intensive on-campus retreat on a single weekend, erations Ignatius offers, in a brief but concentrated each student must be thoroughly competent in his will combine readings, lectures, discussions, com- way. As background to the course, students will be or her respective voice part. Additionally, the choir is mon prayer, and quiet reflection on the subject of expected to have read the section on prayer in the the core group for the various (three) scriptural skit the mystery of God. After considering how God is catechism of the Catholic Church and Ignatius of presentations that take place weekly. This work is presented in some major passages of the Old and Loyola’s autobiography. further complemented by the choir members taking New Testaments, we will discuss the presentation of part in small group discussions with the high-school God as mystery, and of the ways we come to know THEO 30016. Know Your Catholic Faith: campers, as time allows. and speak of God, in the catechism of the Catholic Identity of Jesus Church. We will then discuss selected passages from (1-0-1) Anderson THEO 30020. A Theological Exploration of St. Augustine’s Confessions and from the works of This course will attempt to answer the question: Vocation Karl Rahner and C. S. Lewis, to get some sense of Just who was Jesus of Nazareth and what are the (1-0-1) Cavadini how the Christian theological tradition has dealt implications of this person for me? We will try to This course is meant to prepare the undergraduate with God’s being, God’s knowability, and God’s answer these questions through a careful reading of resident counselors — known as “mentors-in-faith” nearness. selected biblical texts and an examination of how the — of the ND Vision high school summer retreat 269

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program. This preparation includes developing small THEO 30201. Migration and Catholicism THEO 30206. The Catholic Reformation group facilitation skills, acquiring the necessary (1-0-1) (3-0-3) Gregory theological understandings upon which the program This course examines the international phenomenon Corequisite(s): HIST 32353 is built, and building community. The culminating of migration, the factors that give rise to it and its ef- This course will examine some of the main historical project of the course is a short Christian witness on fects on people. We will examine the Catholic docu- realities, theological developments, and traditions of one of approximately six themes that incorporates ments that address the issue of migration spirituality within Roman Catholicism c. 1450-c. one’s own life experience as well as one’s faith-based 1700, the period of Catholic reform both before and reflections. THEO 30202. Building Civilization of Love after the emergence of the Protestant Reformation. (1-0-1) Signer The class format will be two lectures plus one discus- THEO 30021. Liturgical Choir This course is an experience of service, based on sion-based tutorial section per week, the latter based (1-0-1) Walton faith, fostering theological reflection on inter-faith on the reading of primary sources in translation. Study, rehearsal, and performance of sacred choral dialogue. Students will travel to Camp Brother- Major topics to be discussed include the character music of high quality from plainchant through mu- hood in Skagit County, Washington, during fall of the late medieval Church and reforming efforts sic composed in the 21st century. Membership in the break, and meet and work with Jewish, Muslim, and within it (e.g. the Observantine movement, Chris- 65-voice SATB ensemble is by audition and limited Protestant and Catholic Christians on Together We tian humanism); Roman Catholic response to the to undergraduate and graduate students. The choir Build, a Habitat For Humanity “build,” constructing Protestant Reformation, including the Roman Inqui- sings each Sunday at the 10:00 a. m. Solemn Mass at migrant worker housing. While in the Seattle area, sition; the revival of existing and emergence of new the Basilica of the Sacred Heart, for Sunday evening students will also meet with leaders of faith com- religious orders (especially the Society of Jesus); the vespers, and at special University liturgies and con- munities and visit places of worship. This week-long Council of Trent and its implementation among the certs throughout the year. experience will provide a perspective from which clergy and laity; Catholic missionary activity in Asia to think theologically on inter-faith dialogue. This and the Americas; post-Tridentine Catholic art and THEO 30022. Women’s Liturgical Choir course aims to foster inter-faith life by providing: a scholarship; the relationship between the Church (1-0-1) McShane basic understanding of Judaism and Islam, (with a and European states in the 16th and 17th centuries; The University of Notre Dame Women’s Liturgical particular focus on the Catholic understanding of Jansenism; and the flowering of Catholic spirituality Choir, under the direction of Andrew McShane, is these religions), a side-by-side experience of service in the 17th century. a group of approximately 60 women who lead the with members of other faiths, and an education liturgical music for the Saturday 5 p.m. Vigil Mass in learning to think theologically about inter-faith THEO 30207. Romans and Their Gods in the Basilica of the Sacred Heart. The Women’s Li- experience and about dialogue. Readings will include (3-0-3) Bradley turgical Choir is also heard at Sunday Vespers, wed- Nostra Aetate and other church documents pertain- An introduction to they way in which the Roman dings, Junior Parent’s Weekend, Advent lessons, and ing to inter-faith dialogue, as well as contemporary conceived of, worshipped, and communicated with carols and other special University liturgies. Each theological treatments. Participation and one reflec- the myriad gods of their pantheon. The course will spring semester, the choir tours within the United tion paper. focus first on conventional religious rituals and their States, and at the end of the academic year presents a cultural value, and secondly on the success of Roman concert of sacred music at the Basilica of the Sacred THEO 30203. Christianity in the Middle East polytheism in adapting to changing historical and Heart. The repertoire of the Women’s Liturgical (3-0-3) Amar social conditions. Particular attention will be paid to Choir includes chant, renaissance polyphony, and This course will examine the origins and develop- the so-called “mystery religions,” including Christi- music from the 18th through 20th centuries. ment of Christianity in the Middle East where anity, and their relationship to conventional forms of Semitic language and culture molded the indigenous Rehearsals are held on Monday and Wednesday religious behavior. “Oriental” churches of the region. Topics include: evenings from 5 to 6:30 p.m. and on Saturday’s from Semitic-Christian spirituality, Christianity in India 4 to 5 p.m. in Room 329 of the Coleman-Morse THEO 30208. The Paschal Mystery in the and China, the impact of Islam on the Middle East Latino Community Center. If you are a female student, staff, or faculty Christianity, the modern diaspora: Europe and the (1-0-1) Elizondo member from the Notre Dame, St. Mary’s or Holy Americas. Drawing on native accounts, and the latest This is an intensive immersion experience in the Cross family and are interested in joining the choir, archaeological evidence, we will piece together the Latino ritual celebrations of Holy Week combined please contact Andrew McShane at 1‑7800 or e-mail largely untold story of Christianity in the Middle with a theological reflection based on the experience mcshane.1@nd. edu. East. and appropriate scripture. The students are required to write a final reflection paper. THEO 30023. Folk Choir (1-0-1) Warner THEO 30204. Augustine and William James (3-0-3) THEO 30209. Canon and Literature of Islam Work with the folk choir, which continues to build A course devoted, for the most part, to a careful (3-0-3) Afsaruddin the repertoire for Catholic school use. Class meets reading of significant parts of Augustine’s Confessions This course is an introduction to the religious for seven weeks. (Second summer elective) and James’ The Variety of Religious Experience. The literature of the Arab-Islamic world. Emphasis is goal is to come to an understanding of what these on works from the classical and medieval periods THEO 30101. In Parables of Islam, roughly from the 7th to the 14th century (3-0-3) Hart two great philosophers and psychologists can teach of the Common Era. We will read selections from A course devoted to what used to be called philo- us about the spiritual quest. the Qur’an (the sacred scripture of Islam), the sophical psychology. The goal will be to understand Hadith literature (sayings attributed to the prophet some of the ways the Augustinian tradition in philos- THEO 30205. Kierkegaard (3-0-3) Neiman Muhammed), the biography of the Prophet, com- ophy attempts to make sense of the soul, in terms of This course will be devoted to a central theme in mentaries on the Qur’an, historical and philosophi- mind, spirit, abd will, but especially in terms of the Kierkegaard’s ethics, i.e., his discussion of the reli- cal texts, and mystical poetry. All texts will be read heart. To be read are Augustine’s Confessions and De gious commandment to love God and thy neighbor in English translation. No prior knowledge of Islam Trinitate, and Bonaventure’s The Mind’s Road to God. as thyself. We will proceed by way of a slow and care- and its civilization is assumed, although helpful. ful reading of his Works of Love. 270

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THEO 30210. Religion and Politics Chinese as they have been drawn from local tradi- THEO 30602. Christianity and Ecstatic Life (3-0-3) Dowd tions, as well as worship and sacrifice to heroes, and (3-0-3) An examination of the linkage among religious the cult of the dead. Through a close reading of A central aspect of the Christian vision is its ar- beliefs, world views, group identifications, political primary texts in translation, it also surveys China’s ticulation of the ecstatic movement of the self and attitudes and behavior, based on literature in political grand philosophical legacy of Daoism, Buddhism, communities away from immanent satisfactions and science, sociology, psychology and theology. Topics “Confucianism,” and “Neo-Confucianism” and the towards God. This movement itself is complex: It include the meaning and measurement of religios- later religious accommodation of Christianity and involves, on the one hand, intellectual and moral ity; religious and anti-religious values embedded in Islam. conversion and intellectual and moral journey, on American political institutions; religious world views the other. Importantly, however, both conversion and political philosophy; cue giving and political THEO 30215. 4 Cultures West Christianity and journey are always plotted against the back- mobilization by religious groups, denominational (0.5-0-0.5) ground of the goal of conversion and journey, that traditions, partisanship and issue positions; religious A series of four lectures by Rev. John W. O’Malley, is, real encounter with God. The course focuses on movements, social conflict and political coalitions. SJ. Students receive .5 hr of credit for writing short all three dimensions of the ecstatic movement, that papers about each lecture. is, conversion, journey, and encounter as they are THEO 30211. Philosophy of Judaism envisaged and variously calibrated throughout the (3-0-3) Neiman THEO 30216. Chinese Mosaic: Philosophy, Christian tradition. Included among the leitmotifs of An attempt to come to a reasonable understanding Politics, and Religion the course are Christian interpretation of the Song of of the philosophy of Judaism as presented in Abra- (3-0-3) Songs to extract a specific kind of Christian eroticism ham Joshua Heschel’s masterwork, God in Search of This is a special topics class that introduces the di- and the issues of whether a vision of God is possible Man: A Philosophy of Judaism. verse lifeways constituting the puzzle of the Chinese in this life, and if so what are its contours and limits. people. The course will chart this terrain of current Authors include Origen, Athanasius, Augustine, THEO 30212. Women and American Chinese imagination as it has been shaped from the Gregory the Great, Hildegard of Bingen, Bernard of Catholicism contending, and often contentious, influences of re- Clairvaux, Bonaventure, Dante, Luther, the Anabap- (3-0-3) ligion, philosophy, and politics, introducing students tists, and Pascal. This course is a survey of women in the American to the heralded works of the Chinese intellectual tra- Catholic Church from the colonial period to the dition while requiring critical engagement with the THEO 30604. Dorothy Day and the Catholic present. Through lectures, reading, and discussion, philosophic and religious traditions animating this Worker Movement we will consider the following themes: the experience culture. Thus, as they learn about China, students (1-0-1) Whitmore of women in religious communities, women and also will reflect on how Chinese and Westerners have This course will examine the life and writings of men in family life, gender and education, lay women interpreted it. Dorothy Day, the “mother” of the Catholic Worker and social reform, ethnic diversity among Catholic Movement and its ongoing inspiration. We will read women, the development of feminist theology, and THEO 30401. Writing the Rites: Liturgical her autobiography, The Long Loneliness, and other of the intersections and departures between Catholi- Books her writings. cism and feminism. Assigned texts include three (3-0-3) monographs and a course packet of primary source This is a theology course about liturgical books, THEO 30605. Life, Death, and Morality material relating to women such as Henriette Delille, their development through history, and their role in (1-0-1) Poorman Elizabeth Seton, Madeleva Woolf, Dorothy Day, and ritual practice. The course introduces and maintains The purpose of this course is to introduce the stu- Helen Prejean. Course requirements include a mid- a dynamic relationship between three main themes: dent to three contemporary moral issues centered on term and a final examination, several short writing interdisciplinary study, material culture of the book, the beginning and end of human life: assisted repro- assignments, and a final paper and principles of pastoral liturgy. Participants will duction, end-of-life discernment, and abortion. We gain practical skills in manuscript studies and liturgy will study and discuss the contributions of Catholic THEO 30213. Women and Religion in US planning. Background in disciplines outside of theol- Church teaching and moral theology to the consid- History ogy is welcome. The course may be of special interest eration of these issues. The course will be a lecture- (3-0-3) Cummings to those considering graduate work in the humani- and-discussion format on two consecutive evenings. The course is a survey of women and religion in ties, ministry, library science, and archival studies. America during the 19th and 20th centuries. Among Intense participation from students and interaction THEO 30801. Holy Fools in Christian Tradition others, we will consider the following themes: how with the instructor and other experts is required. In (3-0-3) religion shaped women’s participation in reform the process, students will become familiar with sev- Through the analysis of a variety of texts ranging movements such as abolition, temperance, and civil eral resources unique to our University: The Depart- from the New Testament books to hagiographies rights; how religious ideology affected women’s work, ment of Special Collections, The Medieval Institute, and philosophical treatises we will examine different both paid and unpaid; the relationship between The Center for Pastoral Liturgy, The Basilica of the forms of holy foolishness in spiritual and cultural religion, race, and ethnicity in women’s lives; female Sacred Heart, The Church of the Loretto, and the traditions of Eastern and Western Christianity and religious leaders; and feminist critiques of religion. Schola Musicorum. establish their cultural bearings. Concepts under We will examine women’s role within institutional discussion will include asceticism; sanctity; heresy; churches in the Protestant, Catholic, and Jewish THEO 30601. Christian Love canonization: hagiography. Among the course read- traditions, as well as raise broader questions about (6-0-6) ings will be the First Epistle of the Apostle Paul to gender and religious belief. How did religious belief This class explores the Christian understanding of the Corinthians; Early Christian Paterika; individual affect women both as individuals and in community? love through close reading of a range of Christian Vitae of Byzantine holy fools (St. Simeon of Emessa, How could religion be used to both reinforce and classics on the topic from Tertullian to the early St. Andrew of Constantinople); controversial Lives of subvert prevailing gender ideology? Reformation. The course’s goal is to arrive at an Christian saints (Life of Alexis the Man of God); Lives understanding of the central themes and technical of Eastern Orthodox Saints (Kieve Cave Monks; St. THEO 30214. Chinese Ways of Thought vocabulary of Christian thought on this question, Basil the Fool of Moscow): Lives of Western Christian (3-0-3) Jensen and to encourage critical engagement with what the Saints (St. Francis of Assisi, Magery Kempe), and lat- This is a special topics class on religion, philosophy, tradition claims. er elaborations on the subject of folly found in such and the intellectual history of China that introduces works as In Praise of Folly by Erasmus of Rotterdam the student to the world view and life experience of and Madness and Civilization by Michael Foucault. 271

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THEO 33801. From Power to Communion: “Confucianism,” and “Neo-Confucianism” and the THEO 33932. Seminar: Service Learning Toward a New Way of Being Church-Based on later religious accommodation of Christianity and Internship: ACCION the Latin American Experience Islam. (3-0-3) Shappell (3-0-3) Pelton This is a leadership internship for African-American This seminar explores the present and the future THEO 30808. Islam: Religion and Culture students who work 10–12 weeks in an African- of the Catholic Church, placing emphasis on how (3-0-3) American area with organizations dedicated to em- its future is foreshadowed in the growing ecclesial This course will discuss the rise of Islam in the powering local communities. Students will complete interdependence that exists between the churches Arabian peninsula in the 7th century and its subse- the requirements of THEO 33931 and work with of North and Latin America. Emphasis is placed quent establishment as a major world religion and the Center for Social Concerns to build partnerships on the growing involvement of the laity in Latin civilization. Lectures and readings will deal with the with the agencies and people involved. America and where this may lead the North Ameri- core beliefs and institutions of Islam, with particular can church. In a particular way, attention is given to emphasis on religious and political thought from the THEO 33933. Seminar: Service Learning the role of small Christian communities. Middle Ages through our own time. All readings are Internship: Hispanic Studies in English; no prerequisite. (3-0-3) Shappell THEO 30802. God, Philosophy, and This is a leadership internship for Hispanic studies Universities: Aquinas, Arnauld, Newman THEO 30811. Learn Our Faith: Sharing Faiths working 10–12 weeks in a Hispanic/Latino area with (3-0-3) MacIntyre (1-0-1) organizations dedicated to empowering local com- Enquiry and teaching in Catholic universities have Sharing with persons of other faiths inevitably leads munities. Students will complete the requirements of aimed at understanding how the universe—physical, us to fresh understandings of our own faith. This THEO 33931 and work with the Center for Social animal, and human-is ordered to God. One task course is designed to include Notre Dame students Concerns to build partnerships with the agencies and of philosophy in the Catholic tradition has been from diverse faith traditions and encourage mutual people involved. to show how the various secular disciplines both understanding contribute to such understanding and remain in- THEO 33934. Seminar: Service Learning complete without theology. This course examines the THEO 30812. Vatican II Internship: Worker Justice question of how this task is to be carried out. (3-0-3) Krieg (3-0-3) Beckman The Second Vatican Council (aka Vatican II and VC See Center for Social Concerns THEO 30803. Modernism and Mysticism II) initiated the reform and renewal of the Catholic (3-0-3) Church. Because it determined the character and di- THEO 33935. Seminar: Service Learning This course examines the persistence of mystical and rection of contemporary Catholicism, it is the focus Internship: Contemporary Issues (3-0-3) Shappell spiritual traditions in the literary texts of the early of this course. “Vatican II” consists of four units: Ca- This internship is for students interested in learning 20th century: Underhill, Hopkins, Yeats, Conrad, tholicism from 1846 to 1958, the unfolding of VC more about how the Catholic social teachings are ad- Joyce, Owen, Eliot, Crane, Hesse, Forster, Mansfield, II from 1958 through 1965, the council’s teachings dressed in the work of a church organization, such as Woolf, and Waugh. on the Church itself, and the council’s teachings on the Catholic Campaign for Human Development. the Church in relation to the contemporary world. THEO 30804. Popular Religion and Philosophy Along with the reading of the Council’s documents THEO 33936. Confronting Social Issues: in China and related literature, the course requires three tests (3-0-3) Summer Service Projects (60 percent), class participation (10 percent), and a This lecture/discussion course will introduce the (3-0-3) Pfeil final examination (30 percent). It presupposes the student to the plural religious traditions of the This three-credit service-learning course takes place “first” and “second” courses in theology; it does not Chinese as manifested in ancestor worship, sacrifice, before, during, and after student participation in assume that students are theology majors. exorcism, and spirit possession. From an understand- eight-week “Summer Service Projects” sponsored ing of these practices, the course will offer insight by the Center for Social Concerns. The goals of the THEO 33858. Social Concerns Seminar: into the mantic foundations of Chinese philosophy, course are to reflect on the meaning and dynam- International Issues ics of Christian service, compassion and Catholic especially metaphysics. Readings will consist of texts (1-0-1) Tomas, Morgan social teaching through readings and writing, along in translation of popular cults, as well as scholarly This course revolves around international experien- with discussion and reflection with site supervisors interpretations of these phenomena. tial learning opportunities, examining the culture, and alumni, and scheduled group discussions upon community, and life of the people encountered, in- return to campus. Writing assignments include a THEO 30806. Modernism and Mysticism cluding the poor. Students participate in preparation journal, reflection paper of six to eight pages and (3-0-3) and follow-up sessions. This course examines the persistence of mystical and responses to study questions related to the course spiritual traditions in the literary texts of the early packet. This course is completed during the first five 20th century: Underhill, Hopkins, Yeats, Conrad, Social Concerns SeminARS weeks of fall semester and is graded Satisfactory or Joyce, Owen, Eliot, Crane, Hesse, Forster, Mansfield, The Department of Theology offers a variety of Unsatisfactory. Acceptance is based on the student’s Woolf, and Waugh. social concerns seminars in collaboration with the application and interview. Contact the Center for Center for Social Concerns. Permission is required Social Concerns for more information. THEO 30807. Chinese Ways of Thought for each of these and is obtained through the center. (3-0-3) Jensen More information is available at the Center for So- THEO 33937. Confronting Social Issues: This is a special topics class on religion, philosophy, cial Concerns, 631‑5319. No theology prerequisite Theology and the intellectual history of China that introduces required, unless stated. (3-0-3) Brandenberger the student to the world view and life experience of Same as THEO 33936 but restricted to theology Chinese as they have been drawn from local tradi- THEO 33931. Summer Service Learning: majors. tions, as well as worship and sacrifice to heroes, and ACCION the cult of the dead. Through a close reading of (3-0-3) Pfeil primary texts in translation, it also surveys China’s Corequisite(s): BAMG 30229 grand philosophical legacy of Daoism, Buddhism, The ACCION Internships run 10–12 weeks in micro-lending offices across the country. 272

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THEO 33938. Summer Service Learning: THEO 33954. Social Concerns Seminar: to the reality of Latin America through inter-cultural International Leadership Issues exchange, shared work experience, and faith reflec- (3-0-3) (1-0-1) Miller, McGraw tion. Students examine the social, cultural, and Tomas, Morgan This three-credit course provides This course is open to student leaders of various international forces operative in the region through students the opportunity to encounter international campus organizations focused on community service discussion, relevant readings, and written reflection. realities through work with poor and marginalized and social action (e.g., student groups affiliated with people. Same academic requirements as THEO the Center for Social Concerns, social concerns com- THEO 33961. Social Concerns Seminar: 33936 with the addition of area/country specific missioners of dorms, etc.). This seminar will examine Discernment readings and meetings. leadership and empowerment issues from a multi- (1-0-1) Shappell disciplinary perspective, focusing on the role of the This seminar focuses on senior students discerning THEO 33939. Summer Service Learning: leader within organizations promoting community and envisioning the integration of faith/theology and National Youth Sports Program service, social awareness, and action for justice and social concerns into their lives beyond Notre Dame. (3-0-3) Pettit peace. The objective is to provide students the opportunity The National Youth Sports Program runs for six to integrate their experience with the insights of weeks on the Notre Dame campus. Students work THEO 33955. Social Concerns Seminar: speakers and authors, emphasizing the Catholic with low-income children from the South Bend area Learning and Leadership social tradition, in written and oral expression. The in educational enrichment and recreation. Same (1-0-1) seminar will meet for six Wednesdays from 5:00–7: requirements as THEO 360. Prerequisite(s): See online Course Catalog for details. 00 p.m. at the Center for Social Concerns. This seminar examines models of community-based THEO 33950. Social Concerns Seminar: learning and service-learning, building on and THEO 33962. Social Concerns Seminar: Appalachia enhancing student leadership in such educational Gospel of Life (1-0-1) Miller, McGraw initiatives. Students will examine related texts, and (1-0-1) Miller, McGraw This seminar involves experiential learning during learn means to facilitate faith-based reflection. The Gospel of Life Seminar provides opportunities the semester break. The course is centered on a ser- to read, reflect, and be of service on a variety of life vice-learning immersion in the region of Appalachia THEO 33956. Social Concerns Seminar: Field issues through service and experiential learning. Ex- and provides preparation for and follow-up to that Education ploration begins in orientation classes where students experience. Students may focus on particular themes (1-0-1) Brandenberger will become familiar with the issues through reading (e.g., rural health care, environmental issues) at vari- A directed field education experience in theology, Church documents such as THE GOSPEL OF LIFE ous sites while learning about the region and rural augmented by readings and dialogue with faculty and through meeting people of the South Bend and issues. and others. Area of focus and placement determined Notre Dame communities that work on pro-life by student interest and initiative, in collaboration issues. During the week of service and experiential THEO 33951. Social Concerns Seminar: with the Center for Social Concerns. Site placements learning in Washington DC over fall break, the semi- Washington, DC may involve service-learning or related work (at, for nar participants will learn from Church and govern- (1-0-1) Miller, McGraw example, La Casa De Amistad, the Center for the ment leaders, various agencies, and individuals. The This course centers on a trip to Washington, DC, Homeless, or other site where the Center has placed follow-up classes facilitate analysis and synthesis of over fall break, during which time students analyze a a community-based learning coordinator). A learn- insights gained during the week in Washington, DC. significant social issue through contact with various ing agreement will outline specific learning tasks and agencies, government offices, and church organiza- requirements. THEO 33963. Church and Social Action: tions. Students participate in preparation and fol- Urban Plunge low-up sessions. Themes (e.g., Educational Reform, THEO 33957. Conscience in Crossfire: War (1-0-1) Violence in America) vary each year. (1-0-1) Pfeil This course centers around a 48-hour immersion This course will explore issues central to the 2004 (colloquially known as the Urban Plunge) in an ur- THEO 33952. Social Concerns Seminar: elections, with a focus on how citizens, in particular ban setting during the winter break (prior to return Advanced Studies those who bring a faith perspective, may address to campus). The course includes a preparation work- (1-0-1) Brandenberger social concerns in their voting and political partici- shop in the fall semester, readings, two reflection This seminar is designed to enhance the students’ pation. Guest speakers from campus and beyond papers, and follow-up educational meetings. study and application of a particular social concern will present multiple secular, religious, and policy issue. The experiential component of the course perspectives. THEO 33964. Social Concerns Seminar: will be tailored to the specific interest of the student Education and requires preparation and orientation, follow-up THEO 33959. Social Concerns Seminar: (1-0-1) reflection, and associated readings. Cultural Diversity This seminar focuses on the educational and out- (1-0-1) Pettit reach endeavors of St. John Vianney Catholic Par- THEO 33953. Social Concerns Seminar: The purpose of this course is to begin to analyze the ish in Goodyear, Arizona, and builds upon Notre Contemporary Issues positive aspects of ethnic and cultural diversity as Dame’s relationships with the Congregation of Holy (1-0-1) Brandenberger, Tomas, Morgan well as related tensions, including racism. Students Cross. Participants are hosted by parish families and This seminar allows students to participate in an ex- will participate in a five-day program during break at spend several days in the classroom with a mentor periential opportunity designed to examine contem- selected sites that provides an orientation to cultural- teacher. Participants also visit organizations in Phoe- porary social problems. Emphasis will be placed on ly diverse communities and allows students to engage nix doing outreach to people who are homeless and understanding issues/conflicts from the perspective in discussions on relevant issues with local residents to pregnant women. of the various participants. Preparation and follow- and community leaders. Students participate in up sessions are tailored to the specific opportunity. preparation and follow-up sessions. THEO 33965. Social Concerns Seminar: Organizing Power and Hope THEO 33960. Social Concerns Seminar: (1-0-1) Mexico Service-Learning Project This seminar focuses on diverse church, school, (1-0-1) Tomas, Morgan leadership, and community-organizing initiatives to This seminar involves three weeks of service-learning improve life in Chicago neighborhoods. Participants in Oaxaca, Mexico. It is designed to expose students 273

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will be challenged to examine perceptions of power, THEO 33971. Social Concerns Seminar: Civil THEO 48002. Thesis Research service and social action. Rights and Social Change (V-0-V) (1-0-1) Under the direction of a faculty member, students THEO 33966. Social Concerns Seminar: The purpose of this seminar is to study key events define a topic, undertake independent research, and Border Issues and leaders that sparked the broad-based movement write a thesis. This course is largely for the joint (1-0-1) to secure civil rights in the United States. Students THEO-PHIL major who chooses to write the senior The seminar examines immigration and related will visit communities (Atlanta, Birmingham) and thesis in theology. It may be used in other special issues that exist between the United States and Mex- religious institutions that shaped the ideology and circumstances. ico. Participants travel to El Paso, Texas and Ciudad development of movement in the late 1950s and Juarez, Mexico to meet with refugees, Border Patrol, early 1960s. Participants will also be asked to explore THEO 48005. Honors Research parish organizations, and families who live in “squat- the current state of leadership in the civil rights com- (1-0-1) ter” villages. Participants also analyze and discuss munity, assessing its relevance and potential for con- Students who are accepted to the theology honors policy issues. The immersion is in partnership with tinued influence on issues of race and discrimination program research their topics during fall semester Annunciation House. into the new century. under the direction of a faculty advisor.

THEO 33967. Social Concerns Seminar: THEO 33972. Social Concerns Seminar: THEO 48006. Honors Colloquium Migrant Experiences Children and Poverty (1-0-1) (1-0-1) (3-0-3) Students who are accepted to the theology honors This seminar offers a unique immersion into the This seminar focuses on concerns that affect the program meet as a group in colloquium during fall lives of migrant farm workers in Florida during the youth of our nation, especially poverty and violence, semester, led by a faculty member. spring harvest. Students pick tomatoes in the fields and examines efforts to foster positive youth devel- (donating their wages), live with migrant families, opment. Immersion in New York City. Participants THEO 48007. Honors Thesis Writing assist church and social agencies that serve migrants, read Catholic social teaching focused on youth/ (3-0-3) and meet with community leaders, never again to family issues. Students who are accepted to the theology honors take food for granted. program write their thesis during spring semester THEO 43001. Proseminar under the direction of a faculty advisor. THEO 33968. Social Concerns Seminar: (1-0-1) L’Arche Communities This one-credit course will introduce the field of THEO 40014. Medieval Latin Survey (1-0-1) theology, emphasizing its nature and task, its relation (3-0-3) This seminar centers around travel to a L’Arche com- to faith and experience, and its various methods of This survey of Medieval Latin texts emphasizes liter- munity (e.g., Toronto, Canada) to share commu- inquiry. Class sessions will have discussion format to ary texts, but some attention will be given to more nity life with developmentally challenged persons. promote close interaction among all the participants. technical writing as well. Students draw from the philosophy of Jean Vanier, The seminar will feature different members of the the works of theologian Henri Nouwen, and other faculty who will discuss the goals and methods of THEO 40101. Hebrew Scriptures spiritual writings to augment this participatory learn- their respective disciplinary areas. During the course (3-0-3) Ulrich ing experience. students will gain the necessary background to begin This course will offer students an introductory- planning their own programs in theology. Required level survey of the books of the Hebrew Bible, with THEO 33969. Social Concedrns Seminar: for all majors and supplementary majors, and open emphasis placed on the holistic (i.e., theological, Hispanic Ministry to minor, pre-seminarians, and any other interested literary, and social-scientific) study of the history, (1-0-1) students. Spring only. literature, and religion of ancient Israel. The im- This seminar gives participants the opportunity to plications of selected texts in Christian and Jewish experience the Church’s option for the poor through THEO 46001. Directed Readings theological discourse will also be explored. Required an immersion into the spirituality, culture, and (V-0-V) course components include the major divisions economy of the rural, Southern California valley Prerequisite(s): Senior standing, dean’s list average, of the Hebrew Bible (Pentateuch, Prophets, and community of Coachella. Students work with the written consent of instructor. Writings), and writing spans the following research- members of the Congregation of Holy Cross who are related genres (case studies, article reviews, journal, in ministry there. THEO 47001. Honors Colloquium and critical notes). Fall only. (0-0-1) THEO 33970. Social Concerns Seminar: Each student will make two presentations to the THEO 43101. New Testament International Issues honors colloquium. At the first, the student will (3-0-3) Neyrey (1-0-1) present argumentative summaries of a book or set of A critical introduction to the Christian scriptures for This seminar serves as the required orientation articles that the student has read in preparation for Western readers. In addition to important histori- course for all THEO 33938: International Ser- the thesis project, and will discuss the developing cal and literary aspects of the New Testament, this vice-learning Program participants. It will provide shape of his or her project. At a second presentation course aims to interpret those scriptures in the light students with an introduction to international issues to the colloquium, each student will present an out- of the cultural world of Jesus. This means that read- in developing countries through the lens of Catholic line of the thesis. ers will be learning the essential and relevant cultural social tradition, guidance in independent country/ models for reading Jesus, Paul, Timothy, etc., in their area study, preparation and tools for cross-cultural THEO 48001. Undergraduate Research own culture: basic values (honor and shame), institu- service, opportunities for theological reflection, (V-0-V) tions (kinship), modal personality (group-oriented) logistical information necessary for international Varies with instructor. Variable credit. and the like. Spring only. programs and travel, and general support within the context of a community of colleagues. Other THEO 46002. Directed Readings THEO 40102. Prophets students doing summer internships in developing (V-0-V) (3-0-3) Najman countries may take the seminar with permission Research and writing on an approved subject under This course will examine different concepts of from the instructor. the direction of a faculty member. prophecy in the Hebrew Bible and in later Second 274

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Temple traditions. How did prophets, priests, and politics and arrangements of race and class in the THEO 40202. The Christian Theological scribes claim divine inspiration? How did they con- 21st century. Participation, three short or one short Tradition II nect revelation and heavenly journey to textual au- and one longer paper. (3-0-3) Zachman thority and the production of Scripture? Throughout The course will examine the development of the the course we will focus mainly upon biblical texts, THEO 40106. Memory and Prophecy Christian tradition from the time of the Reformation but we will also look at claims to prophetic authority (3-0-3) Gutierrez to the present, with special attention to the confes- made in non-biblical wisdom, apocalyptic and litur- In the last decades, significant theological trends sional division of the western Christian tradition gical texts. No prior knowledge of biblical prophecy, have emerged both from poor countries and from during the Reformation, and the responses that post- biblical studies, or ancient languages is required. marginalized groups within wealthy countries. Reformation Christian traditions make to the secu- Why have they emerged from different Christian larization of Western culture. The objective of this THEO 40103. Prophets churches of our time? This course will explore this course is to develop an ecumenical understanding of (3-0-3) question taking the case of Latin American theology. contemporary Christian traditions. Class time each What were the theologically significant effects of In particular, it will consider the implications of the week will consist of two lectures and one student-led the destruction of the Temple in 586 BCE and in “preferential option for the poor” for the areas of discussion. Evaluation will be based on discussion, 70 CE? Traditionally scholarship has responded by theological reflection, pastoral work, and spirituality. four short papers, and a final exam. Spring only. claiming that the divine revelation eventually with- Special attention will be paid to the biblical founda- drew from the Jewish tradition and that prophecy tions of that option as summed up in two crucial THEO 42202. Christian Tradition II Discussion ceased. More nuanced accounts speak of a trans- concepts: memory and prophecy. The 16th-century (0-0-0) formation from prophecy into scribalism, in which Dominican, Bartolomi De Las Casas, said, “Of the Discussion group for Christian Traditions II divine revelation conveyed by the prophet is replaced least and most of forgotten people, God has a very by an inherited and inspired text, which is read by an fresh and vivid memory. “ The Bible invites us to THEO 40205. Medieval Theology: Introduction authorized interpreter. While revelation and inspira- make God’s memory our own, and one component (3-0-3) Prugl tion persisted, there was a gradual but significant of that memory is the remembrance of the “least The Middle Ages brought about a broad spectrum of transformation in the role of the divine and of the ones. “ The announcement of the Gospel is linked to theological thought and literature. Both traditional interpretation of destruction and exile. This course the advice received by Paul to “remember the poor” and innovative medieval theologians eventually made studies how suffering, destruction, and exile come to (Gal. 2:10). Theologically, poverty is the negation of theology a “science.” Though exposing the faith be recast as part of the salvation history of Judaism. creation. Poverty means death. Thus, the option for to rational inquiry, medieval theology remained a We will study texts from ancient Judaism (Hebrew the poor also manifests in the prophetic opposition thoroughly biblical endeavor. The Middle Ages also Bible, Dead Sea Scrolls, Pseudepigrapha, Apocrypha, to that which means death for the poor. The course produced a great number of classics of Christian Rabbinic Midrash). will examine what memory and prophecy signify for spirituality. living a Christian life and doing theology in light The course will focus on single theologians as well THEO 40104. The Quest for the Historical of some of the major challenges to Christian faith as on important controversies and theological ideas. Jesus today. Particular emphasis will be given to the leading (3-0-3) Meier figures of the 12th and the 13th century, such as The purpose of this course (a lecture course supple- THEO 40107. Introduction to Rabbinic Anselm of Canterbury, Peter Abelard, Bernhard of mented by readings and discussion) is to introduce Literature Clairvaux, Hugh of Saint Victor, Albert the Great, the student to the major historical and exegetical (3-0-3) Hirshman Bonaventure, Thomas Aquinas, and Duns Scotus problems involved in the quest for the historical Je- The course will serve as an introduction to the criti- sus, especially as pursued today in the so-called Third cal study of Mishna, Tosefta, Midrash, and Talmud THEO 40206. Reformation Theology: Topics Quest. The course will move from initial definitions and will focus on the place of study within the vari- (3-0-3) Zachman and concepts, through questions of sources and ous Rabbinic approaches. Some comparison will be An examination of the development of Christian criteria, to consideration of major sayings and deeds made with Christian and Greco-Roman thinking on thought from the Council of Constance in 1415 to of Jesus that may reasonably be considered historical. the subject. the First Vatican Council in 1869–70, with special As time allows, major areas to be treated will include attention given to the impact of the Reformation Jesus’ relation to John the Baptist, Jesus’ procla- THEO 40201. The Christian Theological and the Enlightenment on the formation of Chris- Tradition I mation of the kingdom as future yet present, his tian theology. realization of the kingdom through deeds of power (3-0-3) Cunningham (miracles) and table fellowship, the various levels A survey of Christian theology from the end of the New Testament period to the eve of Reformation. THEO 40207. Christ, Spirit, and or circles of followers (the crowds, the disciples, the Transformation History Twelve), various competing groups (Pharisees, Sad- Through the close reading of primary texts, the (3-0-3) ducees), his teaching in relation to the Mosaic Law, course focuses on Christology of such influential This course will look at the relationships between the enigma (riddle-speech) of his parables, self-des- thinkers such as Origen, Athanasius, Augustine, embracing an authentic Christian spirituality and ignation, final days, passion, and death. Obviously, Anselm, and Aquinas. How do these thinkers un- working to transform society and history. We start it is more desirable that students be allowed time for derstand the person and work of Jesus Christ? What from the observation that while “spirituality” is cur- discussion and questions than that all these topics are the Christological problems that they tried to rently very popular in the United States, it is often be covered. resolve? How do the different Christologies of these extremely individualistic and presented as a haven or thinkers reflect their differing conceptions of the oasis in which to escape a harsh world. The thesis of THEO 40105. Women and Christian Origins purpose and method of “theology?” Some attention this course is that this is an impoverishment or dis- (3-0-3) D’Angelo will also be given to non-theological representations tortion of authentic Christian spirituality. To investi- The course is a survey of the New Testament and of Christ. How does the art of the early and medieval gate this we will begin by looking at how spirituality other literature from its context from a feminist periods manifest changes in the understanding of the is presented in the Bible, with particular attention perspective. It will delineate patterns of gender in significance of Jesus. This course is obligatory for all to its relationship to conversion and evangelization, the theology and structure of these works, attempt first and supplementary majors but is open to others as expressed in and through people’s involvement in to retrieve the participation of women in the move- who have completed the University requirements of their particular cultures and histories. Then we look ments behind them, and consider the impact of the theology and who wish to gain a greater fluency in at certain important figures in the development of a texts and their contexts in gender relations, sexual the history of Christian thought. Fall only. 275

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spirituality that is transformative of history, includ- THEO 40212. Theology and Popular Piety in ter? How can Christians and Jews develop a theology ing (among others) Bartolome de las Casas and US Catholicism of “the other” that is not triumphalist, but empathic? Henri Nouwen. Finally, we look at recent texts from (3-0-3) Matovina the magisterium, beginning with texts of Vatican II This course explores the theological insights inher- THEO 40218. Jewish Spirituality and proceeding through select papal writings (Pacem ent in the religious practices and spiritual traditions (3-0-3) Wolfson In Terris, Evangelii Nuntiandi), and concluding with of African-American, Latino/a, and European- This course will explore several central themes that an analysis of John Paul II’s insistence on the trans- American Catholics. Particular emphasis is given to have informed the texture of Jewish spirituality formation of history as an integral part of a “new popular piety as a source for theology and the ways through the ages. Topics will include: liturgy and evangelization” of culture. Requirements: Two papers theologians and pastoral ministers can critically en- iconic visualization of God; sacred space and time on and a class presentation gage popular religious traditions. ritual performance; letter meditation and the magical imagination; contemplation and mystic union; THEO 40208. Monastic Way in the History of THEO 40213. Culture, Religion, and textual study and inspired exegesis; divine suffering Christianity Evangelization and messianic redemption. Material will be selected (3-0-3) Young (3-0-3) from biblical, apocalyptic, rabbinic, and kabbalistic Although often hidden from view, even hidden from This course will examine the theological basis of sources. view in the church, the monastic way is one of the enculturation, its historical development, ecclesial oldest expressions of Christian devotion to God and documentation, and the implications for ecclesiol- THEO 40219. Topics in Early Christianity: Mary neighbor, usually pursued alone communally. The ogy, liturgy, catechesis, and the theological elabora- in the Christian Tradition purpose of this course is to explore how Christian tion. The course will include lectures, videos, class (3-0-3) Daley men and women have lived this life, from earliest discussion, and practical exercises. The good news of Christianity is first of all about Christianity to the present. To that end, we will Jesus, the risen Lord, and so about us, as his brothers read the writings of monks of eastern and western THEO 40215. Miracles and sisters—about our future, our world, the church Christianity, paying close attention to monastic (3-0-3) Cavadini we constitute. Still, Christian preaching and art have voices from antiquity (such as Anthony, Evagrius, What is a miracle? Can miracles happen? What is repeatedly singled out Mary, the mother of Jesus, Basil, and Benedict), medieval Christianity (e.g. their significance? The course will approach these as an object for contemplation and loving, personal Ailred of Rievaulx, Bernard of Clairvaus, Hildegard questions using a variety of paradigms, including attachment, and Christian theology has repeatedly of Bingen, as well as Gregory Palamas and Theodore philosophical, theological, and sociological. We will focused on her as a symbol for speculation and a the Studite) up to the present day (Seraphim of consider a variety of texts and issues, including the subject of debate. So Mariology, although in itself Sarov, Thomas Merton, Mother Maria Skobtsova). Bible, classical exegeses of biblical miracle stories (in a secondary area in Christian thought, is central to The primary format of the class will be discussion, Origen, Augustine, and Gregory the Great) as well any study Christian religion through the centuries, aided by the composition of short essays throughout their counterparts in modern scholarship, philo- as well as a rich testing-ground for the implications the course. sophical debates about the status of the miraculous, of Christian belief concerning the person of Christ, and recent studies of communities where miraculous the nature and future of the church, the reality of sin THEO 40209. Topics in Medieval Theology: events are alleged to have occurred. We will also and redemption, and the importance of male and Sacraments consider the canonical process for the investigation female images in our experience of and response to (3-0-3) Prugl of alleged miracles, as well as literary treatments of God’s love. This course will survey the most impor- An examination of the development of Christian the theme. We will ask, finally, What is the religious tant moments in the development of the church’s thought from the Council of Constance in 1415 to significance of wonder? understanding of and feeling for Mary’s role in the the First Vatican Council in 1869–70, with special mystery of our salvation, beginning with the New attention given to the impact of the Reformation THEO 40217. The Christian-Jewish Encounter: Testament and ending with our own time. and the Enlightenment on the formation of Chris- From Disputation to Dialogue tian theology. (3-0-3) Signer THEO 40220. Theology and History of In the closing days of the II Vatican Council Nostra Christian Missionaries THEO 40210. Topics in Historical Theology: Aetate (Declaration on Non-Christian Religions) (3-0-3) Kollman Medieval Spirituality reversed a negative attitude of the Catholic Church This course will study the missionary activity of the (3-0-3) Cunningham toward Judaism and the Jewish people. This remark- church. After a brief look at mission and evangeliza- This course considers selected texts from the history able change promoted “dialogue” with Jews, and tion in the New Testament and the early church, of Christian Spirituality. The cluster of texts changes positive changes in the ways in which Judaism was we will then explore several important moments of but some representative topics have included monas- presented in Liturgy and Catechesis. Reactions from missionary contact in the Americas, Africa, and Asia tic texts, texts from the early Franciscan movement the Jewish communities were diverse: from rejection in the modern (post-Columbian) period. The course and texts in hagiography. to welcoming. This course will explore a number of will conclude with a look at contemporary mission- issues which emerge from the history of Christian ary practice and theory. THEO 40211. St. Anselm’s Philosophy/ thought and theology: How did a negative image of Theology Judaism develop within Christianity? In what ways THEO 40221. Martyrs and Monastic Lives (3-0-3) did these unfavorable teachings contribute toward (3-0-3) Leyerle An examination of the major philosophical and violence against the Jews? What is the relationship Early and medieval Christian communities were theological writings of St. Anselm. His Monologion, between Christian anti-Jewish teachings and Anti- largely defined by their views not only of God or Proslogion, and Cur Deus Homo will be of central Semitism? Is there any correspondence to Christian the personhood of Jesus, but also of the body; under concern, but several lesser-known texts will also be hostility within Judaism? In what ways have Jewish fierce debate were questions of what, when, or even read. Topics discussed in these writings include argu- authors reacted to Christian tradition? We shall whether, to eat, drink, or engage in sexual activity. ments for the existence of God, the divine nature, also want to construct a more positive theology for By reading intriguing texts stemming from the expe- the Trinity, the Incarnation, freedom (and its com- the future. How can Jews and Christians develop rience of martyrdom and monasticism, this course patibility with divine foreknowledge), and truth. religious responses to modernity? In what senses can will illustrate how often explicitly theological con- a study of Judaism by Christians, or Christianity by cerns (for instance, an understanding of the incarna- Jews, help either community to understand itself bet- tion) have their roots in just such pressing social concerns. Christians were further urged to ponder 276

theology the relationship of the body to theology, by the present their final projects within the course and in activity before, during, and after the colonial period; experience of sporadic persecution launched against other venues. This course is by instructor’s permis- the rise of African Independent Churches; the in- them initially by pagans, but after Constantine, in- sion only. Interested students should pick up a learn- teraction between Christianity and Islam in the past creasingly by other groups of Christians. This course ing agreement either in the Theology Department and present; and contemporary issues surrounding will examine a selection of intriguing texts stemming offices or at the Center for Social Concerns. Christianity and the African nation-state. We will from the experience of martyrdom and monasticism. also investigate theological questions surrounding We will begin with the earliest portrait of Christians THEO 40224. Simone Weil: Justice, Grace, the relationship between Christianity and culture. left to us, namely that found in the New Testament, and Creativity In addition to a final exam, students will have the and will end with the Reformation period, which (3-0-3) Martin option of one longer research paper or several shorter not only saw a reassessment of the goals and good- Twentieth-philosopher and educator, militant activ- papers. ness of the monastic life but also a resurgence of ist, and mystic, Simone Weil dedicated her life to persecution. Two further and related concerns will analyzing and actively combating the malaise that THEO 40229. Theology of Edith Stein also shape this course, namely, the uncovering of the she sensed in modern technological society. Her (3-0-3) contours of “ordinary” Christian life in these peri- work in support of equal justice for all human beings Canonized by John Paul II on October 11, 1998, ods, and a growing appreciation of how Christian and her compassion for the suffering of the poor Edith Stein (1891–1942) is one of the most contro- women, whose stories have often been eclipsed in and oppressed were a prelude to a series of mystical versial saints of the Roman Catholic tradition, living surveys devoted to intellectual or doctrinal history, experiences that led her to a deeper appreciation of as she did at the center of one of the 20th-century’s have shaped Christian tradition through their ascetic the role of grace in the transformation of the tem- most important philosophical movements—phe- practices, and have been in turn shaped by them. poral order. This course will give equal attention to nomenology-and dying in the midst of its most hor- Our perspective will be that of social historians. Weil’s distinctive contribution to theology, aesthetic rific tragedies—the Holocaust. Last born in a large theory, and social practice. Working within a study Jewish family, Stein went on—despite adversity and THEO 40222. St. Bonaventure: History, group and seminar format, student participants intellectual restlessness—to study psychology at Bre- Theology, and Spirituality will be asked to examine texts from which Simone slau and then philosophy with Edmund Husserl at (3-0-3) Prugl Weil drew inspiration, as well as authors who were Gsttingen and Freiburg, eventually writing a brilliant Along with Thomas Aquinas and Albertus Magnus, influenced by her writing. Required research and dissertation on the problem of empathy. Having read St. Bonaventure is considered one of the leading and reflection papers will be tailored to meet individual the autobiography of Teresa of Avila in one night in most influential theologians of the high Scholastic student needs according to one’s area of specializa- 1921, she converted to Catholicism and joined the period. Although he had to abandon his promising tion, i.e., theology, French studies, or gender studies. Carmelite order. Until her martyrdom by the Nazis, career as a university teacher in order to lead the Stein lived as a Carmelite nun, writing on spiritual fledgling Franciscan Order as its minister general, THEO 40225. Post-Holocaust Literature and topics and trying to square Husserlian and Thomis- Bonaventure continued his theological work until Theology tic philosophies. It is the purpose of this course the end of his life. Critical of the growing influence (3-0-3) Signer to put Edith Stein into dialogue with two other of Aristotelian thought within theology, he deliber- Between 1933 and 1945, the actions of the Nazi extraordinary Jewish intellectuals of the World War ately chose the tradition of St. Augustine, Ps.-Denis government transformed the map of the world po- II period—Simone Weil (1901–43) and Hannah and Hugh of St. Victor as the basis for his theol- litically, aesthetically, and theologically. The ability Arendt (1906–75)—in order to compare and study ogy. The recent emphasis on his spiritual writings of the Nazis to gather the cooperation of German common points of biography as well as their literary notwithstanding, Bonaventure developed a highly citizens and the citizens of other occupied countries and non-literary writings, their original theological/ speculative and consistent theology, which spans the to implement their policies against the Jews has philosophical insights, their political entanglements, whole horizon of scholastic theology. Providing an raised questions about the claims that European and struggles with their Jewish identities. Of special introduction to Bonaventure’s life and writings, the civilization is based on Christianity. How could value to this dialogue will be Stein’s conceptualiza- course will focus on central aspects of his theology barbarism flourish in Germany, the land of poets tion of empathy as a tool of interpretation. While such as the Trinity, creation, Christology, anthropol- and thinkers? Both Christians and Jews, for common the Purdue course is designed to encourage a broader ogy, and theological epistemology. and different reasons, look upon the Holocaust as an comparison and contrast of Stein, Weil, and Arendt, abyss, a dark night of the soul. During this semester the University of Notre Dame component has a THEO 40223. Church and Society in El we shall attempt to move from horrified silence to slightly more narrow inflection. Students enrolled Salvador: Transforming Reality insight into the possible frameworks for constructing in the University of Notre Dame component of this (3-0-3) Ashley theology “after the abyss.” We shall also read literary seminar are expected to focus on the philosophy, The premise of this course is that the Central works that attempt to describe the indescribable. theology, and spirituality of Edith Stein. American nation of El Salvador provides a unique Both literature and theology written after the Ho- opportunity for understanding how one local church locaust present the paradox of how to comprehend THEO 40230. American Religious Imagination tried to heed the call of the Second Vatican Council the incomprehensible. No single theologian or faith (3-0-3) to read the signs of the times and interpret them community has the answer to the problems raised Prerequisite(s): or (THEO 20807 or THEO 231) in the light of the Gospel (Gaudium Et Spes No. 4). by the Holocaust. No author writing in German, How has Christianity been refigured in America? Consequently, besides theological reflection, this English, Yiddish, French, or Hebrew can describe the This course begins by looking at powerful interpreta- seminar will make use of a number of disciplines in horrors and fully transmit the fullness of the atrocity. tions of the faith by Ralph Waldo Emerson and Wil- order to “read” the reality of the country. It will be- However, we shall attempt to read, evaluate, and-for liam James. We then turn our attention to a range of gin with a general introduction to social, economic, some of us-appropriate what theologians, poets, and narratives that deal with Christian themes, as treated political, and ecclesial challenges within El Salvador. storytellers have written. by Catholics and Protestants, by men and women. In consultation with the course instructors, students Christian gothic writing and satire of preachers, as will pick a specific theme or issue around which to THEO 40226. Christianity in Africa well as quest narratives and attempts to determine develop a research project. They will work on this (3-0-3) Kollman an authentic American sense of the sacred, will be project using resources at Notre Dame and then with This course will explore the history of Christianity considered. Authors to be studied include Charles resource persons in El Salvador itself during a trip to in Africa, beginning with the early church but with Brockden Brown, Willa Cather, Sinclair Lewis, that country over spring break. In the final weeks of heightened attention to the more recent growth of Cormac McCarthy, Flannery O’Connor, and Walker the course we will further reflect on our experiences Christianity on the continent. Particular topics to Percy. We will also consider Harold Bloom on The and complete the research projects. Students will be addressed include: the dynamics of missionary American Religion. 277

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THEO 40232. Latino Films: Culture, God, the way in which the Church expresses itself theo- poral works of mercy; issues include the relationship Redemption logically by means of a particular calendar, as well as between justice and “private charity” (i.e., whether (3-0-3) Elizondo, Matovina for theology majors and interested graduate students in a truly just distributive scheme there would be The course will view great films from Latin America in theology. no place for some or all of the works of mercy). (3) and Latino USA and discern what culture is por- Mercy in its Relationship to Social Justice. The main trayed, the presence or absence of God within the THEO 40403. The Catholic Sacraments focus here will be on the role of solidarity; is it an as- film and how is redemption expressed in the film. (3-0-3) Fagerberg pect of social justice or is it the social face of mercy? Since some of the films will not have sub-titles, a Lumen Gentium says that in the Church, “the life (4) Divine Mercy. Here the focus will be the various working knowledge of spoken Spanish will be help- of Christ is poured into the believers who, through ways theologians have attempted to reconcile divine ful but is not a requirement. the sacraments, are united in a hidden and real mercy and divine justice. Readings for the class will way to Christ who suffered and was glorified” (7). be interdisciplinary; they will include materials from THEO 40237. Heaven, Hell, and Purgatory This course will look at the seven sacraments of the legal, philosophical, and theological sources. (A legal (3-0-3) Young Catholic Church as the means whereby Christians background is not a prerequisite). Course require- If there is a life after death for human beings, what are mystically united to the life of Christ. Although ments will include class presentations and a paper. is it like? How does a person get there? Reach one of we will use a historical framework to organize our the eternal destinations envisioned as punishment material, the main focus of attention will be on the THEO 40602. Foundations of Moral Theology for sins or reward for good deeds? Are they states of theological dimensions of each sacrament. This will (3-0-3) being, or actual places? If the latter, what do they give us the opportunity both to examine particular As John Mahoney noted in his The Making of Moral look like, and who are the inhabitants? Early Judaism questions that conditioned the development of cur- Theology the term “moral theology” (theologia mora- and the two millennia of Christian tradition have rent sacramental theology, and the content of each lis) refers to a distinctive science thematically sepa- developed a variety of sources to elaborate an answer rite as it exists today. Some attention will be paid to rate from all of the other branches of theology but of to these questions. This course will consider how the the nature of sacramental symbol in general, but the relatively recent vintage. It has only been in use since tradition has proposed answers, and will look at vari- course’s primary focus is on the sacraments as liturgi- the Thomist renaissance at the end of the 16th cen- ous ways in which the answer has been elaborated. cal rites by which Christian life is celebrated. tury, in the wake of the Council of Trent. Even so, Materials for the course will draw from accounts the systematic consideration of Christian morality or of visionaries and mystics who ascended to Heaven THEO 40404. Liturgical Theology in the ethics is both much older than this and has a wider (or descended to Hell) and reported what they saw, Roman Mass scope than this recent Roman Catholic inflection. It theologians who attempted to give comprehensive (3-0-3) Fagerberg is the purpose of this course to investigate the devel- and consistent accounts of the paths to these places The principle of lex orandi statuat lex credendi means opment of Roman Catholic moral theology against (or states), and Christian poets who metaphorically that the law of worship establishes the law of belief. its wider historical horizon. This course is an intro- evoked Heaven and Hell to express the consequences This course will accordingly work from practice to duction to the study of the basic elements of Roman of contemporary social or political conditions. The doctrine: in order to do what we do at liturgy, what Catholic moral experience and understanding as well course will consider the development, primarily in must we believe theologically? The Church’s liturgi- as the criteria of Christian moral judgment and ac- Roman Catholicism, of the belief in and doctrine cal reality is unpacked by its teachings, so the course tion, including the data of moral knowledge, theories of Purgatory and the debates about that belief. The will consider traditional Catholic doctrines (Trinity, of the ultimate end of human nature, ontic and epis- contemporary reconsideration of Heaven, Hell, and Christology, ecclesiology, anthropology, eschatology, temic aspects of sin, moral agency, the conscience, Purgatory “ and the embarrassment about Hell “ will sin, salvation) as they break surface in the Mass. theories and methods for moral decision making, conclude the course. and the three dominant forms that moral theologi- THEO 40405. Mary and the Saints in Liturgy, cal thinking has taken in the history of the Roman THEO 40401. Christian Initiation and Eucharist Doctrine, and Life Catholic Church (aretalogical, deontological, and (3-0-3) Johnson (3-0-3) Johnson consequentialist). This study will be accomplished, This course explores the evolution and theology of The Rites of Christian Initiation (baptism, confirma- historically, through a series of readings from major Mary and the saints in their liturgical and doctrinal tion, and first eucharist) and the eucharistic liturgy Roman Catholic moral theologians/ethicists (and expressions in an attempt to discern, evaluate, and as the primary sacramental celebrations of and in their influences) including: pre-Christian philosophi- articulate their proper place within Christian liturgy, the Church: their biblical and anthropological foun- cal sources, ancient medieval, modern, and contem- doctrine, and life today in relationship to the central dations, historical and theological evolution, and porary approaches to Christian moral theology/ethics mediatorial role of Christ. Issues of popular piety, contemporary forms and celebration in a variety of and their philosophical influences. The culmination “models of holiness,” and ecumenical division, dia- churches. Requirements will include short papers of this study will be a close reading of John Paul II’s logue, convergence, feminist critique, and liturgical and exams. Veritatis Splendor with the previous readings as its renewal will also be examined. Requirements include backdrop. THEO 40402. Feasts and Seasons several short papers/seminar-style presentations, and (3-0-3) Johnson a research paper. THEO 40603. Theology of Medicine The Church measures time and lives not by the civic (3-0-3) Ryan calendar but according to its own cycle of feasts THEO 40601. Mercy and Justice An examination of moral problems in medicine in (3-0-3) Kaveny and seasons. This course will explore the origins, the context of key theological themes, e.g., creation, This course will explore the meaning of mercy, par- evolution, and theological meaning of the central providence, the nature of Christian personhood, suf- ticularly in its relationship to justice. It will have four feasts and seasons of what is called the liturgical or fering and redemption, freedom and grace. Various major topics: (1) Mercy in its Relation to Retributive Church year: the original Christian feast of Sunday; normative problems will be explores, e.g., physician- Justice. Here we will look at the role of mercy (i.e., Advent, Christmas, and Epiphany; Lent, Easter, and assisted suicide, artificial reproduction, and access to clemency) in the case of criminal sentencing, as well Pentecost; and with some attention to the feasts of health care. the saints. What do we celebrate on such occasions as broader questions of retribution and wrongdo- ing. Issues arising here include whether there can or and how might we celebrate these feasts and seasons THEO 40604. Christian Ethics and should be criteria for the exercise of mercy, whether “fully,” “consciously,” and “actively?” Of special Contemporary Culture: God and Morality interest to those who work with the liturgical year in one can exercise mercy unjustly, and the relationship (3-0-3) McKenny a variety of ways and for all who seek to understand of forgiveness to mercy. (2) Mercy in its Relation to This course examines major themes in recent Chris- Distributive Justice. The focus here will be the cor- tian ethics in light of the broad moral context of 278

theology modern Western societies. The course focuses on methods employed in making ethical decisions. connect and relate to one another. In order to do themes such as moral order, virtue, and the problem This course is therefore a foundational course which this, the student will engage and incorporate theory of Christian community in a post-Christian era. is meant to prepare students for further studies in and method from several fields (e.g., archaeology, Authors include Oliver O’Donovan, Jean Porter, Lisa moral theology and ethics or for life as responsible theology, anthropology, philology, textual studies, Cahill, John Howard Yoder, John Courtney Murray, Christian men and women who are reasonably well history, art, and others). This course encourages the John-Paul II, Richard Rorty, and Charles Taylor. No equipped to face up to the implications of their faith student to use as many available tools as possible to prior work in Christian ethics is assumed. for life in the world. investigate and understand the past and its impact on the present. The class will expose students to the THEO 40606. Social Ethics THEO 40609. Love and Sex in the Christian material remains through slides and some physical (3-0-3) Baxter Tradition artifacts that will assist them in better comprehend- The aim of this course is to help the student develop (3-0-3) Porter ing the theological foundations of Judaism and the analytic tools to think through problems in con- Christian reflections on sexuality comprise one of the Christianity. temporary social ethics. We will do this by focusing richest yet most controversial aspects of the Christian on three issue areas: war and peace in the post-Cold moral tradition. In this course, we will examine THEO 48801. Research in Biocultural War era, economic justice after the collapse of com- Christian sexual ethics from a variety of perspectives Anthropology munism, and abortion in the Clinton era. In each through a study of historical and contemporary (6-0-6) case we will look at both Roman Catholic docu- writings. Topics to be considered include Christian The Jerusalem field school will engage students in ments and the wider debates. perspectives on marriage and family, the ethics of an experiential learning environment that immerses sex within and outside of marriage, contraception, them in anthropological method and theory. Using THEO 40607. Catholic Social Teaching divorce and remarriage, and homosexuality. Course the large Byzantine St. Stephen’s skeletal collection (3-0-3) Whitmore requirements will include four or five short papers as the cornerstone, historical and archaeological Prerequisite(s): See online Course Catalog for details. and a final examination. information will be synthesized in a bio-cultural This course will have three components: (1) The reconstruction of ancient monastic life. Students close reading of classic texts of the Catholic social THEO 40611. Christian Attitudes toward War, will conduct original research, share in a field trip tradition, particularly but not exclusively the papal Peace, Revolution program visiting numerous Byzantine sites and area and conciliar documents from Pope Leo XIII’s Re- (3-0-3) Baxter research institutions, and will participate in a lecture rum Novarum to John Paul II’s Centesimus Annus. This course is a survey of Christian understandings program delivered by top scholars in the fields of Other texts will include source documents (e.g., of war, peace, and revolution from the time of Christ biological anthropology, classics, and Near Eastern writings by Thomas Aquinas and Augustine) and and the early church to the present. Emphasis will be studies. contemporary appropriations (e.g. writings by libera- placed on the way in which theological convictions tion theologians and neo-conservatives). Require- in the areas of Christology, pneumatology, eschatol- THEO 40803. Thomas Aquinas: Theologian ment: Short papers of critical analysis and responses, ogy, ecclesiology, and so on, have shaped Christian (3-0-3) Prugl intensive class participation; (2) Immersion in pro- teaching on the nature of peace and the permissibil- The writings and thought of Thomas Aquinas fessional context. Each student will find a placement ity of using violence. Cases will be used to examine influenced the subsequent course of Catholic theol- in a location similar to that student’s anticipated certain aspects of just-war theory, with the purpose ogy perhaps more than any other single theologian profession. The student is to observe, interview, and of addressing the question: is just war theory applica- in the church history. By exploring his career as a to the extent possible participate in the life of the set- ble to warfare in the era of the modern nation state? Dominican master through a variety of his writings, ting. For instance, the students can observe a law or Other issues will be taken up as well, including the this course will provide students with a basic intro- architectural firm or a medical practice. The director military chaplaincy, ROTC in Catholic colleges and duction to Aquinas theology. To that end, the course and the executive committee will develop a list of universities, the role of Christian churches in mobi- will pay particular attention to his masterpiece the placements or the student can seek one out on her lizing for war, and the use of violence in revolution. Summa Theologie as well as other shorter works in or- own, which must then be approved by the director. der to highlight the major loci of his theology (e.g., Requirement: keep an ongoing journal as a “pastoral THEO 40612. Catholic Radicalism God, Trinity, creation, sin, grace, virtues, Christ, and ethnography” of the setting (an interpretation of the (3-0-3) Baxter the sacraments). Students will be required to write practice in the setting in light of the Catholic social This course traces the emergence and development four papers on assigned readings and prepare short tradition); (3) Final project: each student is to articu- of Catholic Radicalism in the United States from the class presentations. late or construct a setting in his or her anticipated early 20th century to the present. Special attention profession in light of the Catholic social tradition will be placed on the Catholic Worker Movement. THEO 40804. Christian Autobiography (e.g., imagine and construct what a law firm/health Readings will include texts by and about Dorothy (3-0-3) Dunne clinic/ad agency would look like if it practiced in Day, Peter Maurin, Virgil Michel, Paul Hanly Furfey, This course examines three major yet very different light of the Catholic social tradition). The pedagogi- Gordon Zahn, Thomas Merton, and Daniel Ber- attempts at Christian autobiography: St. Augustine’s cal goals and means of this course requires that it be rigan, as well as some recent theologians. Issues to be Confessions, St. Teresa of Avila’s Life, and John Henry a seminar (no more than 15 students). taken up in the course include the relation between Newman’s Apologia Pro Vita Sua. Throughout, we theology and social theory, nature and the super- will attend to three demands: a close reading of the THEO 40608. Introduction to Christian Ethics natural, the nature of the modern state, capitalism texts themselves, including their narrative and rhe- (3-0-3) Odozor and socialism, and the challenges facing Catholic torical structures; a sense of how the self is imagined Faith in Jesus Christ as Lord and savior has practi- Radicalism in the beginning of the 21st century. by the three writers; and an awareness of the authors’ cal implications for the way believers construe the religious contexts. world, organize their lives and engage with the THEO 40801. Archaeological Foundations of world. In this course, students will be introduced to Christianity and Judaism in Antiquity THEO 40805. Christian Ahthropology (3-0-3) Burgh the basic elements in Christian moral thinking and (3-0-3) Hilkedrt This course surveys ancient Israel/Palestine (the Holy decision making. We will look at nature of ethics in This course will explore theological perspectives on Land) during the biblical period. The class will chal- general and of Christian ethics in particular. We will how Christians understand human life in light of the lenge students to think critically and creatively about cover questions related to the specificity of Chris- life, death, and resurrection of Jesus. Part One will the makeup/construction of previous cultures, their tian ethics, Jesus and moral thinking, the human focus on Karl Rahner’s theology of the incarnation life-ways, and how the components of the culture (Christian) person as moral agent, and the different as the key to understanding the mystery of being 279

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human in an evolutionary world. Questions to be Texts : Apologia Pro Vita Sua, A Grammer of Assent, THEO 40811. Religion and Autobiography considered include: How is human life related to An Essay on the Development of Doctrine. Also course (3-0-3) Dunne the rest of creation? What does it mean to be a hu- packet with sections from sermons on the Theory of A course on the spiritual journey of the individual man person? In what sense can human life be called Religious Belief, The Arians of the Fourth Century, person, drawing on diaries and autobiographies. The a sacrament? Do we have a vocation and destiny? and Plain and Parochial Sermons. first half is on the story of the life in terms of feeling What is the impact of the sin of the world on human and imagination and insight and choice, and the freedom? What does it mean to be called to com- THEO 40809. Theology after Darwin second half is on the story of the person in terms of munion with God and with all of creation? Part Two (3-0-3) Ashley the life project, the boundary situations of life, and will turn to the reality of suffering in its personal, in- Daniel Dennett, a philosopher at Tufts University, conversion of the mind, of heart, and of soul. Read- terpersonal, social, and global dimensions. In a world has argued that the modern theory of evolution has ings: Saint Augustine, Confessions; Martin Buber, The of increasing violence, suffering, and ecological not only made it intellectually possible and satisfy- Way of Men; Carolina Maria de Jesus, Child of the devastation, how are Christians called to re-imagine ing to be an atheist, but mandatory. What is the Dark; John Dunne, Reasons of the Heart and Search the symbols of creation in the image of God, original history of this anti-theistic use of Darwin, and how for God in Time and Memory; Etty Hillesum, An In- sin, grace, and hope for the future? Based on careful have Christian theologians responded? This course terrupted Life; C.G. Jung, Memories, Dreams, Reflec- reading of required texts, students will develop a offers an advanced survey of attempts by Christian tions; Rainer Maria Rilke, Letters to a Young Poet and series of thesis statements that respond to the reading theologians (both Protestant and Catholic) to come Reading the Gospel. Writings: a spiritual diary (not as well as articulate their own developing theological to grips with the challenges raised by the Darwin- handed in), a term paper, and a midterm take-home anthropology. The final paper, based on those thesis ian revolution. We will begin with an overview of and a final take-home exam. statements, will be a constructive paper in which the the role of the so-called argument from design in student articulates her or his theology of the human 18th- and 19th-century Christian theology. Then THEO 40812. Theology of Church and Ministry person or of some dimension of human life (e.g., we will consider two paradigmatic late 19th-century (3-0-3) O’Meara theology of work, play, suffering, sexuality, death). reactions to Darwin: that of Charles Hodge (What This course treats four basic areas of the ecclesiology Midterm and final examinations will be based on the is Darwinism?) and of John Zahm, CSC (Evolution of the Catholic church today: (1) the foundation of required readings. and Dogma). From there we will study the largely the church by Jesus and some of its basic and origi- negative mood of the early 20th century, with par- nal characteristics; (2) the forms history has assumed THEO 40807. Christian Spirituality ticular attention to the rise of creationism. We will from the time of the Twelve Apostles up to today; (3-0-3) Cunningham conclude by looking at three influential contempo- (3) lay ministry and the ministry of priesthood; (4) This course will first set out some general principles rary responses to Darwin: the modified creationist authority as a ministry in the church. The calling of of Christian spirituality using materials from Cun- attack on Darwinism represented by the so-called disciples and the origins of the church bring charisms ningham and Egan’s Christian Spirituality: Themes “intelligent design” argument; the use of Darwin and ministries to the baptized. Lay ministry—in par- from the Tradition. We will then consider some to attack the coherence of Christian faith by figures ish and diocese—has expanded considerably over the selected “classics” from the tradition including the such as Daniel Dennett and Richard Dawson; and past 25 years and its variety, identity, and relation- writings of John Cassian, Gregory of Nyssa, Bernard the argument by John Haught and Denis Edwards ship to pastor and bishop are of import. Finally, a of Clairvaux, Julian of Norwich, Teresa of Avila, (building on Teilhard de Chardin) that the Darwin- pervasive factor of Catholic life is church authority, Thomas Merton, and Gustavo Gutierrez. Class ian revolution can in fact support and enrich Chris- and this is explored in terms of the bishop of Rome participation, the timely submission of some short tian faith and theology. This course will build on the and bishops, of theologians and the faithful. reflection papers, an occasional test, and a final re- study of Darwin done in STV 43169: the Darwinian search paper are required. Revolution. Students who have not had this course THEO 40813. Death and Rebirth are welcome to take “Theology After Darwin,” as (3-0-3) Dunne THEO 40808. Modern Catholic Theologian long as they agree to do a modest amount of reading A course on the spiritual journey through the ages: (3-0-3) O’Regan from The Cambridge Companion to Darwin (three or the figure Gilgamesh (the human quest of eternal The course focuses on three of the major contribu- four chapters) prior to the beginning of the course life), the figure of Socrates (the sense of a deeper life tions made by John Henry Newman to modern in August. that lives through death), the figure of Jesus (the I religious thought. (1) Newman’s contribution to re- and thou with God in Christianity; how this leads ligious epistemology, especially the question whether THEO 40810. Feminist and Multicultural to an understanding of death and resurrection, or it is rational or irrational to believe. A Grammar of Theologies Incarnation and Trinity), Dante and the spiritual Assent is our central text, although a number of New- (3-0-3) Hilkert journey (the Christian sense of a life that lives on man’s much early Oxford sermons will also come in An exploration of how the voices of women have both sides of death), Kierkegaard and the eternal self for discussion. (2) Newman’s contribution to our helped to reshape theological discourse and to bring (the Christian encounter with the modern sense of understanding of the genesis, nature, and function to light new dimensions of the living Christian selfhood), and a concluding vision (the experience of doctrine. Our main text here is the famous Essay tradition. Like other liberation theologies, feminist of the presence of God). Requirements include a On Developement that, arguably, is the single-most theologies take the experience of suffering and miss- midterm and a final exam (take home exams) and a important text on tradition written in the 19th ing voices in the tradition as the starting points for personal essay. century. (3) Newman’s view of Christ. Unlike his theological reflection on the mystery of God and all treatment of religious epistemology and his view of reality in relation to God. Using the writings of THEO 40814. Christ and Prometheus: of the development of doctrine, Newman does not feminist, womanist, Latina, mujerista, Asian, and Evaluation/Technology have a single authoritative treatment of Christ. His Third World theologians, this class will focus on (3-0-3) reflections are scattered throughout, especially in the the following questions and areas of theology: the The history of technology in Western culture and voluminous sermons and in his historical works. We theological task and vocation, the significance of has been intertwined in complex ways with religious will read samples of both to discern the main drift of gender and social location in the fields of theological and theological conceptions. These include under- Newman’s concerns and his conclusions. As an in- anthropology and Christology, theologies of the cross standings of what it means to be created in the image troduction to Newman, his intellectual development in the face of contemporary suffering, the mystery of and likeness of God, the value of intermundane and his period, as well as a classic in its own right the God, and implications of women’s spirituality in our work in a passing world marred by sin, and the dan- course opens with Newman’s celebrated Required day. Students will have the opportunity to join an ger of prideful self-assertion. For many, technology optional reading group that will focus on classic texts has represented the primordial temptation, “you shall in the development of feminist theologies. 280

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be like gods.” For others, technology was a privi- THEO 40818. Option for the Poor: Bible/ Church’s teaching on Islam). Finally, we will consider leged way for human beings to fulfill the mandate Spirituality the contribution to this conversation of more recent to flourish and subdue creation and thus cooperate (3-0-3) Elizondo religious movements-including Baha’ism, Ahmad- with God in the work of restoring the broken image The sentence “preferential option for the poor” is ism, and the Nation of Islam—and the impact of and likeness in humanity. This course will examine well known, but it is not always well understood. It September 11 on this conversation. both the diverse historical connections between the expresses the experience and the reflection of many rise of technology in Western Christian societies and Christian people from Latin America. It was present THEO 40822. Educating in Faith Christian religious self-understanding, and divergent in the Latin American Bishops’ conferences of the (3-0-3) Poorman modern theologies. last decades and today it belongs to the universal This course is designed to assist current or prospec- Ecclesial Magisterium. Pope John Paul II has several tive teachers of religion/theology at the junior high THEO 40815. Psychology of Religion times mentioned this perspective in his addresses. and high school levels in the catechesis of young (3-0-3) Pope-Davis This option has numerous consequences in the adults in Catholic schools. The course is open to Introduction to the major issues, theories, and personal, social and political life of Christians and in Theology Department students at the undergraduate research in the psychology of religion through criti- the witness of the whole Church. We know how dif- and graduate levels (including those enrolled only cal analysis of classical and modern literature from ficult, painful and rich this testimony has been. The for the Summer Session), to MEd students serv- Western and Eastern cultures. Topics discussed will purpose of the course is to provide some elements in ing in the Alliance for Catholic Education, and to help illuminate the role of religion as a powerful order to underline the meaning and the scope of the Notre Dame undergraduates with minors in educa- meaning system that can affect the lives of individu- option for the poor. We need to recall that it is, first tion, schooling, and society. Within class sessions als in terms of their beliefs, motivations, emotions, of all, a way to be Christian, a disciple of Jesus. This designed to be highly dialogical, interactive, and and behaviors. A major focus of this course will be is what we call spirituality. From this deep level we prayerful, participants will explore both theological in the area of religious identity development where can understand that in a second moment it is an in- and practical/pedagogical dimensions of the process various developmental theories of religion will be spiration for doing theology. Talk about God comes of catechesis. Required readings are drawn from The utilized to understand how religious identity unfolds after the silence of prayer and after the commitment Catechism of the Catholic Church, from publications across time. to others. It is a discourse that is rooted into a faith of the United States Catholic Conference (notably lived in community and thus inserted into a history the General Directory for Catechesis, the National Cat- THEO 40816. Philosophy and Theology of the of the transmission and acceptance of the Christian echetical Directory for Catholics in the United States, Body message. In order to do that this class will explore and the Guide for Catechists ) and from the works of (3-0-3) Reimers the biblical foundations of the option for the poor, several theologians and educational theorists who Pope John Paul II’s “theology of the body,” presented revisiting several scriptural texts. In addition, we are have contributed significant responses to the two in his weekly public audiences over the course of five going to pay attention to the witness of some great central questions addressed in this course: “What is years, constitutes a thorough effort to develop an Christians like Bartolome de Las Casas (Domini- catechesis?” and “How do we engage in catechesis integrated understanding of the human being as the can missionary from the 16th century), Pope John in the context of Catholic schools?”. During this “image of God.” John Paul II finds in human sexual- XXIII, and others. course, participants will explore all of the central ity an important key to the fundamental significance tasks that constitute the holistic process of catechesis of the body as the person’s way of being present THEO 40819. Islam and Muslim-Christian as delineated in the general and national Catholic in the world and to others. Besides examining the Dialogue catechetical directories: communicating knowledge content and structure of John Paul II’s thought, the (3-0-3) Malkovsky of the mystery of God’s self-revelation; fostering ma- course will relate these to his intellectual predecessors This course has a two-fold aim. It not only provides turity of faith and moral development; sharing and and to alternative conceptions. The first half of the an introduction to the world of Islam but also at- celebrating faith by forming Christian communities course will focus on key concepts, such as solitude, tempts a comparison and evaluation of Islamic and of prayerful people; promoting Christian service and gift, communion, shame, and nuptial significance, Christian theological themes from both a systematic social justice; and witnessing to faith through peda- in relation to human sexual being and behavior. The and historical perspective. Topics such as the nature gogy and by the example of authentic spiritual lives. second half will focus on the application of these of God and the process and content of divine revela- theological concepts to ethics and vocation (marriage tion; the person and function of Muhammad and THEO 40823. Religion and Literature and celibacy), including John Paul’s reflections of Jesus and exemplars of faith; the role and nature of (3-0-3) O’Regan the encyclical Humanae Vitae. Requirements: Course scared scripture and tradition; the place and nature This course has as its essential context the crisis of requirements include four tests, two 5- to 7- page of piety and practice in everyday life; the way that authority of discourse in the modern period sub- papers, and a final exam. Students will be expected each religion sees itself in relation to other faiths; sequent to literature gaining independence from to participate actively in class discussions. For one changes that each tradition has undergone in the Christianity. It focuses specifically on the three of the papers, an appropriate project may be substi- modern period—these and other topics will be main postures literature strikes vis-a-vis confessional tuted, with the agreement of the instructor. treated with the intention of deeper understanding forms of Christianity no longer thought to have and appreciation of the other. cultural capital. (1) The antithetical posture. Here THEO 40817. Joint Seminar Philosophy/ Christianity is viewed in exclusively negative terms Theology: Creation and Freedom THEO 40820. Christianity—Islam, Dialogue as repressive, authoritarian, and obscurantist, the (3-0-3) Burrell and Relations very opposite of a true humanism that is literature’s Modern Western notions of freedom equate freedom (3-0-3) Reynolds vocation. Readings include Voltaire and French exis- with choice and exalt “doing what I wanna do”— In this course we will analyze the history of the tentialism. (2) The retrievalist posture. This posture something already exposed by Socrates as effective Muslim-Christian conversation. We will begin with is fundamentally nostalgic. The loss of Christianity’s bondage to our endless needs. When freedom turns the Qur’an and the earliest Christian writings on cultural authority is mourned, and literature is seen out to be bondage, and demands exploitation of Islam and continue with medieval polemical and as an illegitimate substitute. Readings will include other humans and of the earth to satisfy its demands, apologetical works (in English) by Arab and Europe- Dostoyevsky, T.S. Eliot, and Flannery O’Connor. (3) something seems wrong! We shall examine classical an authors. Turning to the contemporary period we The parasitic posture. Here Christianity is criticized and modern sources to highlight the contrast, locat- will look, on one hand, at missionary tracts aimed at but not totally dismissed. Portions of it are savable, ing the signal difference in the presence (or absence) converting (focusing on material on websites), and, especially select elements of the New Testament that of a creator. on the other, at efforts to seek mutual understanding through dialogue (including the development of the 281

supplemental majors, minors, and special programs emphasize human being’s creative capacities. Read- second, the competing responses to Jacobi developed ings include Coleridge, Shelley, and Emerson. in the early 19th century by German Idealists such Supplementary Majors, as Hegel and by Romantics such as Schleiermacher; Minors, and Special THEO 40824. Hindu and Christian Interaction and, third, the very different responses given in the (3-0-3) Malkovsky late 19th and early 20th centuries by post-Hegelian Programs This course will provide a survey of the main events, thinkers such as Kierkegaard, Rosenzweig, and A supplementary major is one that cannot stand human figures and theological models which have Levinas. Special attention will be paid to the various alone in qualifying a student for an undergraduate characterized Hindu-Christian interaction, especially roles played in these developments by the thought of degree but must be taken in conjunction with a pri- since the beginning of the 19th century, a period Judaism and its relation to Christianity. mary major. Several departments offer both majors that marks a turning-point in Hinduism’s under- and supplementary majors. They have been de- standing of itself. We shall attempt to determine how THEO 60212. Later Medieval Manuscript scribed above. Included below are interdisciplinary each of the two religions has undergone transforma- Studies nondepartmental supplementary majors and minors. tion in its theology and spirituality, either through (3-0-3) the enrichment or through the challenge which the Takes students through the steps of editing a medieval scholastic text, from the beginning search for DEPARTMENT OF AFRICANA other tradition has presented. Theologically we shall STUDIES SUPPLEMENTARY MAJOR examine such issues as revelation and history, divine manuscripts through their comparison and construc- AND MINOR grace and human freedom, personhood of the deity, tion of apparatus. Hindu and Christian views of Christ, theistic and Chair: non-dualistic metaphysics. Richard B. Pierce Associate Professor, THEO 40827. Comparative Spiritualities Department of History (3-0-3) Malkovsky Assistant Director: This course provides a first introduction to some Keith D. Lee of the more influential spiritualities practiced by Assistant Director for Program Development Hindus, Buddhists, Muslims, and Eastern Orthodox and Operations Christians down through the ages and seeks to de- Administrative Assistant: termine their significance for contemporary Roman Beverly Love-Holt Catholic spiritual praxis and theology. In order to Senior Administrative Assistant properly understand the practices of Hindu yoga and Joint Faculty: bhakti, of Buddhist vipassana and Zen, of Muslim Hugh R. Page Jr. salat/namaz and Sufism, of the Eastern Orthodox Dean, First Year of Studies; Walter Associ- Jesus Prayer/Hesychasm and the accompanying place ate Professor of Theology, Department of of human effort in asceticism and morality, it will be Theology necessary to examine underlying convictions about Donald B. Pope-Davis the nature of the human person and the supreme Associate Vice President for Graduate Stud- reality, of divine presence and grace, as well as the ies, Professor of Psychology, Department of declared ultimate goal of spiritual endeavor, whether Psychology; Director of McNair Scholars it be expressed more in terms of a communion of Program love or of enlightened higher consciousness. Advisory Committee: Heidi Ardizonne During the semester we will not only study important spiritual texts of other religions, but we will also Assistant Professor, Department of American practice meditation, visit a local mosque for Friday Studies prayers and sermon, and be instructed by expert Antonette K. Irving guest speakers who represent religious traditions Assistant Professor, Department of English other than our own. Keith D. Lee Assistant Professional Specialist, THEO 40931. Youth Ministry Weekend Department of Africana Studies Workshop Emily Osborn (1-0-1) Carl E. Koch Assistant Professor, Department The development and implementation of youth of History ministry programs. (Fall) Hugh R. Page Jr. Associate Professor, Department of Theology THEO 43201. Joint Seminar in Philosophy and Richard B. Pierce Theology: Aquinas and Scotus on God Associate Professor, Department of History (3-0-3) Gina V. Shropshire Is faith threatened by reason? Do conceptions of Assistant Professional Specialist, Mendoza reason developed in modernity pose a threat to faith? College of Business If faith is threatened by reason, can faith be pre- Alvin Tillery served only through irrationalism? Or is it possible Assistant Professor, Department of Political to conceive of reason as compatible with-perhaps Science as involving-faith? We will pursue these questions Fabian E. Udoh by exploring three moments in the recent history Assistant Professor, Program of Liberal of theology and philosophy: first, the Spinozism Studies controversy initiated in 1785 by Jacobi, who argued Ivy Wilson that philosophical conceptions of reason led inevi- Assistant Professor, Department of English tably to Spinozism, hence to atheism and nihilism; 282

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The Department of Africana Studies at the Univer- Supplementary Major History Requirements sity of Notre Dame is dedicated to the holistic and The supplementary major requires completion of integrative study of people of African descent in the AFAM 30201: Survey of African-American one designated literature course (3 credit hours), the History I Americas and the global diaspora. Building on the two-course sequence in African-American history (6 AFAM 30202: Survey of African-American legacy of the former African and African-American credit hours), one stipulated social science course (3 History II Studies Program (1967–2005), the department credit hours), and either the senior project or senior emphasizes a cross-regional, cross-cultural perspec- History Electives thesis (3 credit hours). Three additional elective tive, a comparative analysis of and between differ- courses in literature, history, or social science can be ent diasporan groups and the national and global The following are examples of courses that fulfill the selected (9 credit hours) to complete the 24-credit- contexts they inhabit. This multidisciplinary depart- history electives. hour requirement. ment seeks to explore the history, society, politics, AFAM 30252: African Resistance/Colonial economic development, philosophical, theological Interdisciplinary Minor Rule and theoretical perspectives, literature, arts, religions, AFAM 30204: Era of U.S. Civil War 1846–77 and cultures of the peoples of Africa and the African The interdisciplinary minor consists of one literature AFAM 30205: US Labor History diaspora. Its comparative and relational foci highlight course, one history course, and three electives (9 AFAM 30251: African History since 1800 the connections between culture, race, gender, class, credit hours) in one of three areas of specializations: AFAM 40202: Jacksonian America nationality, and other categories of identity and literature, history, or social science to complete the AFAM 40700: African American Resistance AFAM 40701: Multiculturalism experience. 15-credit-hour requirement. Senior Project The Department of Africana Studies aspires to be- Social Science Requirements and Electives come a center for academic and community activity, The capstone of the supplementary major is the sean innovative centerpiece for the University of Notre nior project, which may be either a senior internship Majors must take one social science course (3 cred- Dame, and an inventive leader in the national fields or senior thesis. Either option provides seniors with its) and minors with a sub-specialty in social science of African-American, African diasporan, and African an opportunity to reflect upon the larger implica- must take three electives (9 credits). The following studies. Undergraduates draw on a range of academic tions of their course work and, should they desire, to are examples of courses that fulfill the social science and community activities designed to stimulate incorporate a service-learning component. A written requirement and electives. intellectual inquiry, excellence in scholarship, and proposal describing the intended internship or thesis Social Science Electives creative engagement. At the same time, the depart- must be submitted to the department for formal ap- ment serves as an important resource for graduate proval. If accepted, the student will be assigned a su- AFAM 10401: Introduction to Jazz students, faculty, and staff across the University. pervisor/advisor and required to write a 10-15 page AFAM 20472: Black Music, World Market Moreover, the department provides a paradigm for project summation for the internship or a 30- to AFAM 20550: African Philosophy AFAM 30213: American Social Movements integrating the intellectual and spiritual missions of 40-page paper for the senior thesis. The final version the University of Notre Dame through such pro- AFAM 30601: Race/Ethnicity and American of the senior project is due at the end of the term. Politics grams as the Erskine Peters Fellowship Program, the An oral presentation on the senior project, during AFAM 30701: Fundamentals of Human Institute for the Study of Religion and Culture in Africa the week of final examinations, completes the degree Evolution and the African Diaspora, the Urban Research and De- requirements for majors. AFAM 30704: Homefronts during War velopment Initiative, and the Communitas Initiative. AFAM 30650: Politics of Southern Africa Literature Requirements and Electives AFAM 30750: Peoples of Africa Program of Studies. Its pedagogical commitment AFAM 34702: Human Diversity is twofold: (1) to create a disciplined and rigorous Majors and minors must complete one literature AFAM 40351: Christianity in Africa intellectual environment within the study of the his- course (3 credits). Additionally, minors with a sub- AFAM 43202: Race, Gender, and Women of tories, literatures, languages, and cultures of African specialty in literature must complete three supple- Color in American Culture and Afrodiasporan peoples; and (2) to foster an ap- mentary literature courses (9 credits). The following AFAM 43204: Immigration, Ethnicity, and Race preciation of the richness, diversity, and complexity are examples of courses that fulfill the literature in the US of the African-American experience—particularly requirement and electives. AFAM 43704: Ethnicity in America when it is viewed within national and global AFAM 20100: Introduction to African-American Course Descriptions. The following course de- contexts. Literature scriptions give the number and title of each course. The department seeks to create opportunities for AFAM 20101: Harlem Renaissance Lecture hours per week, laboratory, and/or tutorial AFAM 20107: Tropical Heat Waves: dialogue, reflection, and social engagement within hours per week and credits each semester are in pa- Contemporary Latino/a and Caribbean rentheses. The instructor’s name is also included. and beyond the classroom. Upon completion of all Literature requirements, students will have received both a solid AFAM 20108: Beats, Rhymes and Life: An introduction to the discipline of Africana studies and Introduction to Cultural Studies AFAM 10401. Introduction to Jazz an appreciation of how it interfaces with other areas AFAM 40105: African-American Poetry and (3-0-3) Dwyer in the humanities, arts, social sciences, and theologi- Poetics A music appreciation course requiring no musical cal disciplines. Critical inquiry and service learning AFAM 40106: African-American Literature background and no prerequisites. General coverage are essential components of this studies program. AFAM 40150: Literature of Southern Africa of the history, various styles, and major performers of jazz, with an emphasis on current practice. African Studies degree options for Notre Dame History Requirements and Electives undergraduates consist of a supplementary major Majors are required to complete the two-course se- AFAM 20100. Introduction to African-American (24 credit hours of required course work, including quence (6 credits) in African-American history. Mi- Literature a “capstone” experience consisting of a senior project (3-0-3) nors are required to complete one of the two-course or thesis) and an interdisciplinary minor (15 credit A survey of 300 years of African-American literature. sequence (3 credits). Additionally, minors with a hours of required course work, with a subspecialty in sub-specialty in history must take three additional literature, history, or social science). history electives (9 credits). 283

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AFAM 20101. Harlem Renaissance AFAM 20367. Islamic Societies of the Middle mestizaje, racism, ethnicity, social justice, and media (3-0-3) East and North Africa: Religion, History, and images. Mandatory lecture series/seminar (six to A study of the historical, cultural, and political Culture seven dates). Participation is required. In addition, circumstances that led to the flowering of African- (3-0-3) Afsaruddin students will write a short paper. Students interested American literature in the ’20s and early ’30s and the This course is an introductory survey of the Islamic in this couse must attend a short organizational writers whom it fostered: Hughes, Hurston, Toomer, societies of the Middle East and North Africa from meeting at the beginning of the semester. Redmon Fauset, Larson, Thurman. their origins to the present day. It will deal with the history and expansion of Islam, both as a world re- AFAM 20702. Sociology of Race and Ethnicity AFAM 20102. Women in the Americas ligion and civilization, from its birth in the Arabian (3-0-3) (3-0-3) Peninsula in the seventh century to its subsequent This course provides an overview of some of the A survey of a wide variety of literature (fiction, spread to other parts of western Asia and North classic and contemporary sociological understand- poetry, testimonio, personal essay, autobiography, Africa. Issues of religious and social ethics, political ings and perspectives of race and ethnicity. We will critical essay, and oral history) and film written by governance, gender, social relations, and cultural focus particular attention on the racial/ethnic groups and about women in the Americas from the time of practices will be explored in relation to a number common to the United States, broadly categorized as conquest/encounter to the present. of Muslim societies in the region, such as in Egypt, African, Asian, European, and Hispanic Americans. Morocco, and Iran. The course foregrounds the The course will cover areas of identity and culture AFAM 20103. African-American Literature and diversity and complexities present in a critical area of and will address issues such as racism, immigration, the Bible what we call the Islamic world today. assimilation, segregation, and affirmative action. We (3-0-0) will use printed texts as well as film clips; some as- An examination of the Bible, from Genesis to the AFAM 20475. Black Music, World Market signments may include movie viewing. Gospel writers’ parables of Jesus, and how these (3-0-3) Hebrew and Christian stories inspired African- Slavery and the coerced migration of Africans to the AFAM 20703. Social Problems American artists. New World left a multitude of popular musical styles (3-0-3) from black peoples (and others) on both sides of the Analysis of selected problems in American society AFAM 20104. Passing in Twentieth-Century Atlantic. This course is an examination of the diver- such as crime, narcotic addiction, alcoholism, de- American Literature sity of \black popular musics on a global scale. linquency, racial and ethnic conflict, prostitution, (3-0-3) and others. Discussions, debates, films, tapes, and Interracial relationships as depicted in the writings of AFAM 20550. African Philosophy readings. black and white American writers. (3-0-3) This course explores such issues as myth and its AFAM 33001. Civil Rights in America: AFAM 20105. African-American Migration relationship to philosophy, reality as a whole as a Freedom Tour Narratives principle that underlies the African universe, the (V-0-1) (3-0-3) question of ancestors, and being and knowing. It This seminar exposes students to issues fundamental Life writings and issues of self-representation in the will explore the development of African philosophy to the Civil Rights Movement. Through contact (in African-American expressive cultural tradition in the through three periods: the traditional/classical, the Birmingham and Atlanta) with communities, lead- 19th and 20th centuries. colonial, and the contemporary/post-colonial. ers, and religious institutions that shaped the ideology and development of the movement, students AFAM 20106. Introduction to Post-Colonial AFAM 20575. Ways of Peacemaking: Gandhi/ explore historical and current challenges in race rela- Literature King tions and collaboration. (3-0-3) (3-0-3) Neiman Traces the development of literatures from the for- An intensive study of the philosophy and spirituality mer colonies of various empires, but principally the AFAM 30201. African-American History I of two of the greatest activists and peace educators (3-0-3) British and French. of our century, M. Gandhi and M. Luther King. We This course is a survey of the history of African will be especially concerned with the way each of Americans, beginning with an examination of their AFAM 20107. Tropical Heat Waves: these men came to construct new, yet quite ancient, Contemporary Latino/a and Caribbean West African origins and ending with the Civil War Literature images or controlling myths that they hoped would era. We will discuss the 14th and 15th centuries, (3-0-3) Rohrleitner lead us to think and act in revolutionary ways. West African kingdoms, forms of domestic slavery A review of selected contemporary Latino/a and and West African cultures, the Atlantic slave trade, Caribbean novels. AFAM 20675. Societies and Cultures of Latin early slave societies in the Caribbean, slavery in co- America lonial America, the beginnings of African-American (7.5-0-3) Downey AFAM 20108. Beats, Rhymes and Life: An cultures in the North and South during and after the Introduction to Cultural Studies This course introduces students to the diverse cul- revolutionary era, slave resistance and rebellions, the (3-0-3) Irving tures and societies of Latin America through histori- political economy of slavery and resulting sectional An introduction to cultural studies using a variety of cal, ethnographic and literary study. Contemporary disputes, and the significance of “bloody Kansas” media: literature, film, and music. issues of globalization, violence and migration will and the Civil War. preoccupy the discussion of Central and South AFAM 20175. Ethnic Identities America and the Caribbean today. AFAM 30202. Survey of African-American (3-0-3) History II An exploration of the interconnectedness among AFAM 23701. Topics on Race in the Americas (3-0-3) literatures of prominent authors from the Americas, (1-0-1) Corequisite(s)(s): HIST 32800 Africa, England, and the Caribbean. This course takes an interdisciplinary approach to a This course will survey the history of African range of historical, literary, religious, and social sci- Americans from 1865 to 1980. Specifically, this ence topics important to the understanding of the course will focus on the problems of Reconstruction experiences of Latino and African-American people in the South after the Civil War, the adjustments in American society. The mini-course will focus, and reactions of African Americans to freedom, the among other topics, on human rights, race relations, economic exploitation of sharecropping, northern 284

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black communities at the end of the 19th century, AFAM 30206. The United States since World We will also consider the Confederate experience the migration of black Southerners to northern ur- War II and Reconstruction. ban areas, black political leadership, the Civil Rights (3-0-3) There will be one paper (30 percent), two exams (25 Movement, current examples of institutional racism, The purpose of this course is to study the political, percent each), reading reports (10 percent) and class and affirmative action in America. diplomatic, economic, social, and cultural development of the United States from 1945 through the participation (10 percent). AFAM 30203. Colonial America presidency of Ronald Reagan. Although the military (3-0-3) and diplomatic history of World War II will be AFAM 30212. African-American Politics, This course considers the history of New World 1900–50 considered by way of background, the principal top- (3-0-3) exploration and settlement by Europeans from the ics of investigation will be the Fair Deal Program of This course examines the diverse struggles for full 15th to the 18th century. It examines the process of President Truman, the Cold War, the Korean Con- citizenship and human rights on the part of African colonization in a wide variety of cultural and geo- flict, the Eisenhower presidency, the New Frontier, Americans from 1900 to 1950. The topics to be graphic settings. It explores the perspectives of Indi- Vietnam, President Johnson’s Great Society, the Civil studies include the Great Migration, the New Negro ans, Europeans, and slaves with a particular emphasis Rights Movement, the Nixon years, the social and Movement and Harlem Renaissance, the Marcus on the consequences of interracial contacts. We will intellectual climate of this postwar era, and the presi- Garvey Movement, the rise of A. Philip Randolph’s discuss the goals and perceptions of different groups dencies of Jimmy Carter and Ronald Reagan. Brotherhood of Sleeping Car Porters, the involve- and individuals as keys to understanding the violent ment of blacks in the Communist Party, and the conflict that became a central part of the American AFAM 30207. Race in American Culture transformations in black culture and politics brought experience. Lectures, class discussions, readings, and (3-0-3) about by the two World Wars. This course will ex- films will address gender, racial, class, and geographic This course will explore the history of American so- amine the efforts of liberal-integrationist, socialist, variables in the peopling (and depeopling) of English ciety—its culture, politics, and people— through an communist, and Black Nationalist organizations to North America. in-depth look at the defining issue of race. combat white racism and qualitatively improve the lives of blacks in various regions of the United States. AFAM 30204. Era of the Civil War 1846–77 AFAM 30208. US Gilded Age/Progressive Era (4-0-4) (3-0-3) It hopes to convey blacks’ diverse thoughts on com- Arguably, the study of the American Civil War is Through discussion and lectures, students examine plex issues such as identity, politics, class, gender, a suitable training ground for novice historians, the emergence of a recognizably modern United race, and nationality. for traditionally, a historian must learn to examine States. Topics examined will include the emergence events and issues from varying perspectives. Indeed, of the corporation, progressive reforms, the changing AFAM 30213. American Social Movements (3-0-3) in this course, emphasis lies not only on the events contours of American religion, the character of the This interdisciplinary survey of civil rights and social of the period, but also on the interpretation of those New South, the battle for women’s suffrage, develop- protest movements in the United States examines events by different interest groups. Students are ments in the arts, and American involvement in the suffrage inclusion, abolitionism and black Civil expected not only to learn the facts of the era, but First World War. Rights Movements, labor organizing, and women’s also to think about the consequences of events on rights in the 19th and 20th centuries, as well as different sections and different peoples. This course AFAM 30210. American Political Traditions several contemporary protest movements. These divides the period into three sections: the coming since 1865 movements certainly question selected American of the Civil War, the War, and Reconstruction. A (3-0-3) ideologies, but they also draw on American values test follows the end of each section; half of the final Students will investigate the political debates—and and practices. We will use history, film, fiction, jour- exam will be on the Reconstruction section and the simultaneous examinations of democracy’s charac- nalism, and autobiographies to trace a tradition of rest will be comprehensive. In addition to the tests, ter—that have animated American reformers and protest that both depends on and offers challenges to students will write a short paper and a short book intellectuals since the Civil War. The focus will a democratic society. review. be on these political traditions, not the studies of voter behavior or policy implementation that also constitute an important part of political history. The AFAM 30215. Women in the US South AFAM 30205. US Labor History (3-0-3) (3-0-3) Graff course will begin with discussion of the character of This course introduces students to the historical This course will examine the history of paid and Reconstruction, and move through the “social ques- study of women in the United States South. It will unpaid labor in the United States from colonial tion” of the late 19th century, Progressive reform in cover topics such as women in slavery, the transition times to the near present. We will seek to understand the early 20th century, the New Deal, the origins of to freedom, race relations, and social movements. how working people both shaped—and were shaped modern conservatism, and various post-World War Through student-centered discussions, presenta- by—the American Revolution, the debates over II social reform movements. Readings will include tions, and a variety of different writing assignments, slavery and free labor culminating in the Civil War court cases, memoirs, speeches, and a sampling of students will analyze how race, class, and gender and Reconstruction, the rise of big business, the the philosophical and historical literature. structured the experiences of women in southern creation of a national welfare state, the Cold War-era society. At the end of the semester, students will be repression of the Left, and continuing debates over AFAM 30211. History of U.S. South to 1877 prepared to pursue more advanced research in the the meanings of work, citizenship, and democracy. (3-0-3) field of women’s history. Throughout the course, we will devote considerable This course will provide a survey of the American time to the organizations workers created to advance South through Reconstruction. We will briefly AFAM 30250. African History I their own interests, namely the labor movement. We describe Native American societies and early Span- ish settlements in Florida and the Southwest before (3-0-3) will also pay special attention to the complicated yet This course introduces students to major themes in crucial connections between work and racial and addressing in greater detail the political, cultural, and social history of the region as it was settled beginning African history to 1800. It investigates agricultural gender identities. Specific topics may include slavery, and iron revolutions, states and empires, religious farm labor, women’s domestic work, trade unions, in the Southeast. We will examine how ideas like honor, freedom, patriarchy, and religious beliefs were movements, and patterns of migration and labor questions of industrial democracy, the role of radical- exploitation. The latter part of the course focuses on ism, and the challenges confronting workers in the forged and evolved in the context of a slave economy, and how they shaped the day’s political questions. Africa in the era of trans-Atlantic slave trade. Ques- current era of corporate globalization and anti-sweat- tions to explore include: What was the effect of the shop activism. 285

supplemental majors, minors, and special programs slave trade on Africa? How did the slave trade shape tion society, immigration, the emergence of populist Guimaraes Rosa, Clarice Lispector, Mario deCar- the formation and destruction of African states? politics, industrialization, and efforts to develop the neiro, Miguel Torga, and Luandino Vieira. Texts and How did the slave trade influence social systems, Amazon, military rule, and democratization. discussions in English. gender relations, cultural practices, religious beliefs, and demographics in Africa? AFAM 30410. Topics in African-American AFAM 30601. Race/Ethnicity and American Cinema Politics AFAM 30251. African History since 1800 (3-2-3) (3-0-3) (3-0-3) Corequisite(s): AFAM 31410 This course introduces students to the dynamics of This course will focus on African history from 1800 An investigation of selected topics concerning theory, the social and historical construction of race and eth- to the 1960s. In the 19th century, new states, econo- history, and research in film, television, the media, or nicity in American political life. The course explores mies, and societies emerged in Africa as African cultural studies. the following core questions: What are race and peoples developed new relations among themselves ethnicity? What are the best ways to think about the and with the rest of the world. With the “scramble AFAM 31410. Topics: African-American impact of race and ethnicity on American citizens? for Africa” of the 1880s, European powers colonized Cinema Lab What is the history of racial and ethnic formation in Africa and suppressed many of these processes. In the (0-1-0) American political life? How do race and ethnicity 1960s, however, self-rule resurged as Africans threw Corequisite(s): AFAM 30410 link up with other identities animating political ac- off the yoke of colonial rule and formed independent During the lab times, certain films will be viewed for tions like gender and class? What role do American nation-states. This course will consider the social, further discussion in class. political institutions (the Congress, presidency, economic, and political history of Africa by using judiciary, state and local governments, etc.) play in case studies from the Democratic Republic of Congo AFAM 30476. African Cinema: Black Gazes/ constructing and maintaining these identity catego- White Camera ries? Can these institutions ever be used to overcome (Congo-Zaire), Nigeria, Sierra Leone, and South (3-0-3) the points of division in American society? Africa. A course exploring the image of black Africa through the lens of white cinematographers. AFAM 30253. South Africa, 1795–1910 AFAM 30605. Social Movements (3-0-3) (3-0-3) Summers-Effler AFAM 30501. Canon and Literature of Islam How is social change possible? This is one of the This course examines the political, social, and eco- (3-0-3) central questions for the study of social movements, nomic changes in South Africa since the first arrival This course is an introduction to the religious lit- as well as the organizing theme of this course. In this of the British in 1795, up to the creation of the erature of the Arab-Islamic world. Emphasis is on course, we will consider the ways in which different Union of South Africa in 1910. During that period works from the classical and medieval periods of sociological theories of social movements have asked one can observe great changes in South Africa, which Islam, roughly from the seventh to the 14th cen- and answered this question, paying particular atten- to a great extent decided the future of the region. tury of the Common Era. We will read selections tion to theories of identity, emotion, and networks. We will observe the great upheavals of the first half from the Qur’an (the sacred scripture of Islam), the Hadith literature (sayings attributed to the prophet of the 19th century (Mfecane and Great Trek), AFAM 30650. Politics of South Africa which completely changed the map of the region; Muhammed), the biography of the Prophet, com- (3-0-3) Walshe the creation, development, and eventual fall of the mentaries on the Qur’an, historical and philosophi- This course focuses on the key state of the region, independent African states; and the rise of Anglo- cal texts, and mystical poetry. All texts will be read the republic of South Africa. After outlining the Boer antagonism, with its culmination in the South in English translation. No prior knowledge of Islam political history of apartheid, the phenomenon of African War (1899–1902). We will analyze the and its civilization is assumed, although helpful. Afrikaner nationalism, and the rise of African na- dynamics of social and political interaction between tionalism and the liberation movements, attention different ethnic and racial groups and the impact of AFAM 30575. Literature issue de l’immigration turns to the country’s escalating turmoil of the 1980s (3-0-3) mineral revolution in the history of the region. We and resulting political transition in the 1990s. South An introduction to the literary productions by Af- also will try to examine the birth and development Africa’s political and economic prospects are also rican, Caribbean, and Asian immigrants to France. of Afrikaner national consciousness, and last but examined. The semester concludes with a survey of Students will acquire a detailed understanding of the not least, the process of creating the Union of South the transitions that brought South Africa’s neighbor- relevant strands of current theoretical thinking, and Africa. ing territories to independence, the destabilization through a close analysis of the texts themselves, will strategies of the apartheid regime, and United States This course requires a critical attitude toward history examine recurrent themes and forms in immigrant policy in that region. and historical interpretations. Its goal is to teach the literature, including the representation of identity; methods of historical analysis, especially the analysis the concepts of origins; the intersection of race, class, of primary and secondary sources. The objective of AFAM 30651. Politics of Tropical Africa and gender; and the textual strategies underpinning (3-0-3) this course is also to broaden the knowledge and these considerations. Finally, we will examine the Following an introduction to traditional political understanding of South African history. Students different ways in which these authors are redefining institutions, the colonial inheritance, and the rise of will be evaluated by exams, written work, class atten- French literature with their singular voices and styles. African nationalism, the course concentrates on the dance, and participation in discussions. Writers to be studied include Farida Belghoul, Azouz current economic and political problems of tropical Beggag, Soraya Nini, Calixthe Beyala, Bolya Baenga, Africa. This includes case studies of political organi- AFAM 30275. History of Brazil Gisele Pineau, and Linda Li. (3-0-3) zations, ideologies, and government institutions in This course surveys the history of Brazil, Latin The course will be taught in French. Ghana, Nigeria, and Tanzania. America’s largest nation, from its pre-Columbian roots to the present, with particular emphasis on AFAM 30576. Short Fiction of the Portuguese- AFAM 30675. Introduction to Comparative Government social, economic, and political developments during Speaking World (3-0-3) (3-0-3) that time. Topics will include indigenous people, This is a comparative study of short prose fiction in This course poses three questions in the study of the formation of colonial societies and economies, the Portuguese-speaking world, with special empha- politics: (1) Why are some countries democratic and independence, slavery, abolition and post-emancipa- sis on theoretical issues related to this literary genre. others authoritarian? (2) In what ways do democratic Authors studied include Machado de Assis, Joao regimes vary from one another? (3) What constitutes 286

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“good” government? In answering these questions, AFAM 30705. Poverty/Inequality/Social beginning-level course is intended for students with we study two different types of mobilization (na- Stratification no knowledge of Haitian Creole. tionalist and developmental) and four countries: the (3-0-3) United States, Russia, China, and Great Britain. This Social inequality is a prominent and persistent fea- AFAM 30776. Francophone Cultures of Africa course cannot be taken if you have already taken ture of modern society. Social stratification theory and Caribbeans POLS 20400 . attempts to explain the causes of inequality and the (3-0-3) reasons for its persistence. This course will address This course examines the historical formation of AFAM 30676. Problems of International such questions as: Why are some people rich and francophone culture in Africa and the Carribbeans. Relations some people poor? Why does inequality persist? It familiarizes students with the colonial and post- (3-0-3) Who gets ahead? Can men and women get the same colonial cultures of Africa and the Caribbeans. This course looks at a series of issues important to jobs? Do different races have the same opportuni- Readings in African and Caribbean studies, histories, understanding international events. ties? Is inequality necessary? Potential topics include literature, and sociology are utilized to emphasize inner-city and rural poverty, welfare dependency, similarities between the societies such as a shared co- AFAM 30701. Fundamentals to Human homelessness, status attainment and occupational lonial history. Furthermore, this course will enhance Evolution mobility, racial and ethnic stratification, and gender one’s cross-cultural understanding and, therefore, (3-0-3) Rowan, Sheridan stratification and class theory. facilitate the students’ cross-cultural thinking and This course deals with human evolution in both dialogue. biological and cultural terms. Topics covered will AFAM 30706. Criminology include primate behavior, the mechanisms of evolu- (3-0-3) AFAM 30777. Religion, Myth, and Magic tion, the fossil record, and the characteristics of The course examines popular medical concepts and (3-0-3) prehistoric cultures. expectations patients bring with them to the clinical The study of religious beliefs and practices in tribal or hospital setting, as well as the attitudes, organiza- and peasant societies emphasizing myths, ritual, AFAM 30702. Race and Ethnicity in America tion, and goals of the clinical medical care. Students symbolism, and magic as ways of explaining man’s (3-0-3) divide their time between classroom and service as place in the universe. Concepts of purity and pollu- This course focuses on race and ethnic relations in patient/family liaisons in an area emergency room. tion, the sacred and the profane, and types of ritual the United States. Current cases involving racial and Student access to a car is necessary. specialists and their relationship to social structure ethnic issues will be presented and discussed in class. will also be examined. Readings and materials will present three approaches AFAM 30720. Cultural Aspects of Clinical to the study of majority-minority group relations, Medicine AFAM 30779. African Diaspora in the Americas the emergence and maintenance of group domi- (4-0-4) (3-0-3) Busdiecker nance, and minority-group adaptations to modes of This course examines popular medical concepts and This course will introduce students to black popula- dominance, including separation, accommodation, expectations patients bring with them to the clinical tions in different parts of Latin America and the acculturation, and assimilation. Class participation or hospital setting, as well as the attitudes, organiza- Caribbean. Students will gain familiarity with ele- and students’ experiences will be emphasized. tion, and goals of clinical medical care. Students ments of the history, social context, and culture of divide their time between classroom and service as the particular populations covered, and, through the AFAM 30703. Fashioning Identity in American patient/family liaisons in an area emergency room. course’s comparative scope, come to better under- History Student access to a car is necessary. stand race, ethnicity, culture, nation, and Diaspora (3-0-3) as concepts and as salient experiences contributing This course will focus on dress and material/visual AFAM 30750. Peoples of Africa to the formation of group identities within and culture in American history starting with the colo- (3-0-3) Bellis beyond the African diaspora. Students will also learn nial period. It will introduce methodology, and offer An introduction to the societies of Sub-Saharan about different theoretical approaches to blackness an overview of key themes in the history of dress Africa. It examines cultures in present-day Africa as and about some of the different forms of social and and consumerism within the framework of gender well as in the past in order to lend an understand- political activism associated with black populations. studies. ing to the developmental processes that led to their Haiti, Mexico, Brazil, and Bolivia will be among the modern forms, emphasizing the relationship between national contexts considered in course readings and AFAM 30704. Home Fronts during War a culture and its physical environment. students will have opportunities to explore other (3-0-3) contexts in accordance with their individual interests. How have Americans responded at home to war and AFAM 30775. Caribbean Diasporas threats of war throughout the 20th century and into (3-0-3) AFAM 43075. Social Seminar: Gullah People the 21st? What internal divisions and shared identi- This course explores the transnational orienta- (1-0-1) Miller, McGraw ties has war inspired or revealed? We will examine tions and the multidimensional consequences of This seminar will examine the rich history and not the battles and factors that determined the movement from the Caribbean as it affects sites culture of the Gullah people, many of whom are military outcomes, but the domestic struggles that in Miami, London, Paris, or Brooklyn, as well as descendants of slaves brought over from West Africa. have defined our national experience and informed Havana, Jamaica, Haiti, or Belize. Reading works of Because of their geographic isolation, the Gullah many of our responses to current events. Topics will ethnography, fiction, and history, questions about people have been able to retain more of their African include: critiques of democracy and civil rights inclu- the construction and reconstruction of family bonds, heritage than other African Americans. Through sion during WWI; treatment of Japanese Americans community identity, religion, political power, and service and cultural opportunities, participants will during WWII; development of peace movements, economic relations will be treated in the domestic learn about the rich history and culture of the Gullah anti-nuclear movements; cold war politics and fears and the global context. people as well as learn about current pressures facing of American communism; debates over the draft, the residents of the Sea Islands. just-war, racism at home, and US policies abroad in AFAM 35775. Creole Language and Culture the wake of Vietnam. The final unit will focus on (3-0-3) AFAM 45100. Senior Internship the Gulf War, terrorism, and developments since This course introduces students to the vivid, sono- (V-0-3) September 11, 2001. rous language of Kreyol, or Haitian Creole, and to A capstone of the AFAM supplementary major is the fascinating culture of its speakers. This intensive, the senior project, which may be either a senior internship or senior thesis. Either option provides 287

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seniors with an opportunity to reflect upon the larger AFAM 40104. Crossing Color Lines AFAM 40175. Caribbean Voices implications of their course work and, should they (3-0-3) (3-0-3) desire, to incorporate a service-learning component. This literature course explores the conflicted and An introduction to the literature of Anglophone A written proposal describing the intended intern- contradictory ways in which racial and ethnic identi- Caribbean. ship must be submitted to the AFAM director for ties have been constructed and mediated in Ameri- formal approval. If accepted, the student will be can culture. AFAM 40201. Religion and Women’s Rights assigned a supervisor/advisor and required to write a (3-0-3) 10–15 page project summation. The final version of AFAM 40105. African-American Poetry and This course focuses on religious aspects of the the senior project is due at the end of the term. An Poetics women’s rights movement and women’s movements oral presentation on the senior project must also be (3-0-3) within religious communities. Focusing primarily made to the director and advisory committee during A close reading of selected African-American poets to on the Protestant, Catholic, and Jewish traditions, the week of final examinations in order to complete discern what is called an “African-American” poetics. we will examine how women have understood the degree requirements. relationship between their religious beliefs and their AFAM 40106. Women of Color interest in expanding women’s roles. From this (3-0-3) AFAM 46100. Directed Readings beginning, we will explore several historical and (1-0-3) A critical examination of the literature and scholarly contemporary examples of the influence of religion This is a specialized opportunity for a student to writings about literature from “women of color” on the women’s rights movement and, by the 20th design a readings course with a professor on a spe- across disparate cultural backgrounds. century, the influence of the women’s movement in cific topic of academic interest. A research paper is American religion. required at the end of the semester. The professor di- AFAM 40107. African-American Literature (3-0-3) Wilson recting the readings will establish lectures and other AFAM 43201. Harlem Renaissance A historical and thematic account of the rise and meeting arrangements. (3-0-3) achievement of African-American authors over sev- This course focuses on the broad questions that have eral centuries. AFAM 48100. AFAM Thesis emerged as a part of the contemporary study of the (0-0-3) Harlem Renaissance. How did the phenomenal ar- A capstone of the AFAM supplementary major is AFAM 40108. Our America/African-American ray of black cultural production from literature to the senior project, which may be either a senior Literature music emerge within this section of New York City? (3-0-3) Irving internship or senior thesis. Either option provides To what degree did the Great Migration, religion, Close readings of various 20th-century African- seniors with an opportunity to reflect upon the larger and politics influence this creativity? And how do American literatures, with foci on how “black implications of their course work and, should they we understand the impact of the Renaissance on subjectivity” is created; the relationship of literature, desire, to incorporate a service-learning component. African-American culture outside of New York? Dis- history, and cultural mythology; the dialectic of free- A written proposal describing the intended thesis cussion begins with the many works written directly dom and slavery in American rhetoric; the American must be submitted to the AFAM director for formal about Harlem in the 1920s as well as those materi- obsession with race; and the sexual ideology and approval. If accepted, the student will be assigned a als on broader African-American life that emerged competing representations of domesticity. supervisor/advisor and required to write a 30- to 40- from Harlem in the 1930s and early ‘40s. Further, page paper for the senior thesis. The final version of while exploring the question of black Harlem and its AFAM 40109. Writing Harlem: Race, the senior project is due at the end of the term. An Renaissance, and the Modern cultural vitality, we will also deal with the interplay oral presentation on the senior project must also be (5-0-3) Johnson-Roullier of white and black American artists within the New made to the director and advisory committee during A study of the historical, cultural, and political York setting. Readings include many of the tradi- the week of final examinations in order to complete circumstances that led to the flowering of African- tional writers from James Weldon Johnson to Claude degree requirements. American literature in Harlem in the 1920s and McKay to Zora Neale Hurston, in addition to later 1930s. writers who made Harlem their focus, such as James AFAM 40101. Constituting Americans Baldwin. To best understand the context of these (3-0-3) AFAM 40150. Literature of Southern Africa works, we will discuss histories of African Americans This course will explore life writings and issues of (3-0-3) in Harlem and New York City, as well as theoretical self-representation in the African-American expres- A study of the literary culture of Southern Africa work on the making of black cultural expression sive cultural tradition from 1850 to 1905. This in the last 25 years of the 20th century, specifically within urban life. course is concerned with the concept of citizenship, the ways in which individual writers confronted its implied universalism, and the necessity of critiqu- the apartheid regime and their responses to the new AFAM 40202. Jacksonian America ing this universalism that maintains a unified notion South Africa in the post-apartheid period. (3-0-3) of democracy. This course explores the early 19th-century history AFAM 40151. Masterpieces\Literature from of the United States, from the close of the War of AFAM 40102. Passing and Fictions of Race Africa 1812 to the coming of the Civil War (1815–50). (3-0-3) (3-0-3) Although the era and course take their name from A close analysis of how notions are “race” explored in This course offers an introduction to the diversity President Andrew Jackson, we will cover much more Anglo and Anglo-Irish literature. of literatures from the African continent. Readings than national politics and affairs of state. We will are in English and some are translated from French, explore the birth of mass political parties, conflicts AFAM 40103. Women’s Autobiography Arabic, and African languages, including several between nationalism and sectionalism, early indus- (3-0-3) recorded form the oral tradition. Literature from trialization and the rise of class conflict, the develop- A close analysis of women’s life narratives and poetry, different parts of Africa are composed in a variety of ment of slavery and antislavery, changing gender based on the following questions: How do women’s forms like novels, dramas, epics, and poetry. roles and the rise of feminism, evangelical religion, narratives affirm or challenge cultural norms? How and reform, and Native-American resistance and do concepts such as “high” and “low” art affect the removal. The course will emphasize active participa- reading of women’s autobiographical literature? And tion by students through regular discussion and can lines be drawn between fiction and nonfiction frequent writing assignments. when studying autobiography? 288

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AFAM 43202. Race, Gender and Women of ers of the World, and the Congress of Industrial How was it formed? How have people of African de- Color Organizations, to important sectoral actors like the scent forged new identities in the Atlantic World and (3-0-3) Brotherhood of Sleeping Car Porters, the United what are the implications of identity construction This seminar analyzes dominant American beliefs Automobile Workers, the American Federation for people of African descent in the future? These about the significance of race and gender primar- of Teachers, and the United Farm Workers. The questions form the basis of our historical study of the ily through the focusing lens of the experiences of central questions of the course will be when, where, African diaspora. We examine themes of migration women of color in the US. How did intersecting and why have US workers organized collectively in and cultural change through comparative case stud- ideologies of race and gender attempt to define and the 20th century—and how successful have they ies of black communities in the United States, the limit the lives of women of color as well as other been? What has been the response of employers, Caribbean, Africa, and Latin America. The first half Americans? How have women of color responded the government, and the public-at-large to these of the course will focus on the Atlantic slave trade, to and reinterpreted white American ideas about collective efforts of workers, and how and why have the middle passage, and slavery in the Americas. their identity to develop their own self-defenses and those responses changed over time? What has been We will examine identity and culture for people of ideologies? the relationship between organized labor and racial African descent in South Carolina, Louisiana, and and gender discrimination, as well as the causes of Jamaica. The second half of the course will deal with AFAM 40204. Culture Wars: 1960s America racial and gender equality? And how have Americans the problem of freedom in the 19th century Atlantic (3-0-3) generally, and workers in particular, understood the World. We will direct our attention to free black America remains divided over the legacy of the labor movement in relation to capitalism, freedom, populations and Creole communities in Louisiana, 1960s. We worry about whether our President and democracy? Students will be expected to write Brazil, and Sierra Leone, West Africa. We will also inhaled marijuana or served in Vietnam; we debate several short papers, engage in regular classroom dis- consider the impact of emancipation at the end of abortion and the extent of the welfare state; we cussion, and screen several films outside of class. the 19th-century through an examination of black continue to have serious problems with racial rela- American emigration movements, “back to Africa” tions and the aftermath of the sexual revolution; and AFAM 43205. Whiteness Studies and to the U.S. West, and Afro-Brazilian identity we wonder how our culture broke so clearly along (3-0-3) in a post-emancipation society. This course will religious lines. The 1960s continue to be a contro- Over the last decade, “whiteness studies” has been all conclude with a discussion of the state of the African versial part of America’s historical memory because the rage in academic disciplines as diverse as law and diaspora today and its implications for future trans- many of our current debates can be traced to that literature, anthropology and art. This course will be formations in African-American identity. decade. How can we understand a time so recently a high-level introduction to and critical appraisal of in America’s past that it is both the source of new this burgeoning literature-particularly as it relates to AFAM 40351. Christianity in Africa freedoms and frustrations? This course will explore American studies. We will examine some of its key (3-0-3) the nature of American society—its culture, politics, texts from its earliest roots among African-American Soon nearly half the world’s Christians will be Afri- and people—through an in-depth look at the 1960s. scholars, to its more recent incarnations in US his- cans. This course will explore the history of Christi- By studying primary sources, biography, architecture, tory, literary criticism, critical race and legal studies, anity in Africa beginning with the early church, but films, and the work of historians students will be sociology, anthropology, and more. We will also with heightened attention to the more recent growth able to locate and describe the basic divisions, main examine recent attempts—both scholarly and popu- of Christianity on the continent. We will also partici- events, actors, and culture of 1960s, and be able to lar—to make sense of this literature. Along the way, pate in a conference held in September here at Notre relate them to our present society. Cross-listed with we will focus on the following key questions: What is Dame titled “A Call to Solidarity with Africa,” orga- American Studies 30313. “whiteness studies”? Where did it come from? What nized to respond to the US Catholic Bishops’ letter is it so popular now? What are some of its contribu- of the same title. Particular topics to be addressed in AFAM 43204. Immigration, Ethnicity, Race in tions and limitations? What is its future? the class include the dynamics of missionary activ- the US ity before, during, and after the colonial period; the (3-0-3) AFAM 40250. Prophets/Protest in African rise of African Independent Churches; the interac- Examining monographs, novels, film, photography, History tion between Christianity and Islam in the past poetry, government records, and court cases, we (3-0-3) and present; and contemporary issues surrounding will explore a variety of immigrant groups and time This dialogue-intensive seminar focuses on men and Christianity and the African nation-state. We will periods—from the Irish of the mid-19th century to women who led political, religious, and social move- also investigate theological questions surrounding Jamaicans, Mexicans, and the Vietnamese today. We ments in Africa in the 19th and 20th centuries. The the relationship between Christianity and culture. will focus on questions of identity—how immigrants Islamic Mouride brotherhood in Senegal, the Wom- In addition to a final exam, students will write three have come to understand themselves racially and eth- en’s Wars of Nigeria, and the Mau Mau uprising in five-page papers. nically over time—and questions of power—where colonial Kenya will introduce students to important immigrants have been located within America’s episodes in African history and to the intellectual AFAM 40477. Third Cinema developing racial order and what difference this has debates of the field. Students are expected to read a (3-2-3) made in their everyday lives—their jobs, homes, variety of texts, participate vigorously in class discus- Corequisite(s): AFAM 41477 families, and opportunities. sion, make oral presentations, and complete written “Third Cinema” is the terms for a wide, multicul- assignments. tural range of films from the Third World. The films’ AFAM 40205. Labor Movements in Twentieth- stylistic and thematic practices differentiate them Century US AFAM 40275. Moving New Directions: African from the Hollywood and European traditions that (3-0-3) Diaspora have dominated world cinema. We will not study This course explores American workers’ collective (3-0-3) these films merely as isolated masterpieces, but rather efforts in their search for economic security, politi- Migration and the emergence of new identities have in relation to their larger cultural, historical, and cal power, and social and cultural autonomy from defined the formation and evolution of the African theoretical contexts. To this end, the course readings the 1890s to the near present. For the most part, diaspora in the modern era. This course is designed will include essays concerning not only the films this course will focus on the unions and related to introduce students of African-American studies themselves but also the theoretical and political is- organizations forged by workers throughout the to the concept of African diaspora and to provide a sues they engage: colonialism and post-colonialism, past century—from major umbrella groups like the framework for understanding how it has changed cultural, ethnic, racial, and sexual difference, and American Federation of Labor, the Industrial Work- over time. What constitutes the African diaspora? questions of otherness and multiculturalism. 289

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AFAM 41477. Third Cinema Lab AFAM 43702. The Social World and from prevalence rates, and show how they are ap- (0-0-0) Adolescents’ Achievments plied to generate indicators of health, crime, school Corequisite(s): AFAM 40477 (3-0-3) enrollment, service usage, and other social statistics. During the lab times, certain films will be viewed for This course examines the impact of the social world A review of direct and indirect standardization further discussion in class. on the educational performances of adolescents. techniques, plus a review of how to analyze changing The relationship between social contexts, such as rates, will follow this discussion. Most rate changes AFAM 40601. Introduction to American Politics the family, neighborhood, school, peer network, can be attributable to either change in behaviors or (3-0-3) and religion, and adolescent achievement will be population, or changes in both. How you decompose This course surveys the basic institutions and explored. Theoretical and empirical research on the crude differences into their component parts is an es- practices of American politics. It examines the insti- impact of these social contexts will also be explored. sential step in understanding the dynamics of social tutional and constitutional framework of American Finally, how all the contexts work simultaneously to phenomenon. This will be followed by a review of politics and identifies the key ideas needed to under- influence the educational performance of adolescents how we collect and study such social attainments as stand the subject and develop a basis for evaluating will be discussed. education, occupation, and income. Here we will ex- American politics today. amine issues of measurement (e.g., do we count years AFAM 43703. Theoretical Criminology of attendance or credential earned) and various ways AFAM 40700. African- American Resistance (3-0-3) to generate difference measure (e.g., Gini index, (3-0-3) Pierce This course will introduce you to theoretical inter- index of dissimilarity, mean differences). This discus- An exploration of a series of cases of African Ameri- pretations of criminal behavior, empirical research sion will also include ways to decompose observed can resistance throughout US history. on crime in diverse contexts, and policy debates on differences and generate hypothetical estimates of crime control and punishment. Our intent will be to attainment via regression and discrete Markov pro- AFAM 40701. Multiculturalism raise critical questions and to challenge commonly cesses. The final area to be reviewed will be the s (3-0-3) held views about the nature of crime and punish- The course explores the economic, state, and nation- ment in the United States today. As students of AFAM 40710. Women and Work in Early al conditions of multiculturalism as a social relation sociology, we will operate under the assumption that America and semiotic form. Seminal questions include the crime and punishment are social phenomena; they (3-0-3) issues of difference deployed in debates over multi- can only be understood by analyzing their relation- This course will introduce students to a broad view culturalism and anthropology’s location in them as a ship to the broader social, political, and cultural con- of early American social history that foregrounds the study of human diversity. text in which they exist. We shall explore a variety of gendered aspects of work in Early America defined theoretical perspectives, both classical and contem- loosely as the period from colonial settlement to AFAM 43701. Social Demography of the US porary, that attempt to uncover the causes, etiology, 1820. On one level, this approach allows for the Latin Population and solutions of the problem of criminal behavior. recovery of women and girls’ contributions to the (2-0-2) This class cannot be taken if the student has previ- formal and informal economies of pre-Industrial This course is an introduction to the social demogra- ously taken SOC 30732 because of content overlap. early America, including their work activities within phy of Latino or Hispanic populations in the United the household. This perspective is also crucial to the States as to historical background, sociological fields, AFAM 43704. Ethnicity in America examination of the gendered ideologies of white, Na- and current statistics and studies. First, in exploring (3-0-3) Chrobot tive-American, and African servitude and/or slavery. the demographic perspective on the Latino popula- A study of the dynamic process of formation and These ideologies dictated the work experiences of tion, a strikingly young and increasing segment of development of the society of the United States and large race- and class-defined segments of the popula- the US population, the processes of fertility, mortali- its cultural, religious, and racial pluralism; a review tion. Yet cultural retention also played a part and this ty, and migration are presented. Next to be addressed of the history and theory of interethnic relations, and course will invite students to investigate the impact is the literature on conceptualizing and quantifying their manifestation in the basic institutions of family, of derivative work practices (for example examining the US Latino population, legal frameworks for resi- education, religion, economics, and government. African women’s dominance of market activities in dence status of migrants, and Latinos in the context the New World through the lens of West-African of social institutions of family, education, and gov- AFAM 43705. Social Demography of US work practices). Further, while the course title ernment. In the future, the changing Latino popula- Minorities emphasizes women’s experiences, the class and race tion is expected to contribute to a US population (3-0-3) implications of male work practices in early America profile different from the US population of the past The intent of this demography course is to familiar- will be similarly illuminated by a gender studies ap- century. Thus, the course is relevant in contemporary ize students with basic statistical methods and tech- proach. Thus, an overreaching purpose of the course discussions of immigration policy, globalization, and niques that are applied to the study of population will be to highlight the fluid and instable concepts environment. data. The course will offer students an opportunity of work that were applied alternately to masculine as to gain “hands-on” experience with manipulating opposed to feminine occupations, just as they were AFAM 47701. Subversive Culture quantitative data and generating results. The back- alternately applied to European versus non-Euro- (3-0-3) drop for the class is ethnic status. Because we will pean, free versus enslaved, and public versus private The course will explore anti-structures of society us- have access to social data for major ethnic categories spheres. ing anthropological perspectives and analyze forms (e.g., white, African American, Hispanic, Asian, and of creative resistance and social protest in art, per- Native American), one of the byproducts of learning formance, literature, and popular culture, using case AFAM 40778. Society and Culture through the methods and techniques of demographic analysis Films studies from various cultures around the world. will be a comparative study of ethnic groups across (3-0-3) several social dimensions. This course will deal with a variety of social issues as AFAM 40702. Race, Ethnicity, and Power they are perceived, conceptualized, represented, and (3-0-3) The first topic will be population growth. This will understood by the movies. The focus of this course Presents a review and discussion of social scientific include discussions about birth rates, mortality rates, will not be on the cinema history, cinema structure, research concerning the nature of race and ethnicity immigration, emigration, and how to generate popu- or movie-making processes, but on how important and their expression as social and cultural forces in lation estimates. Another topic will be a broader dis- human problems such as cultural diversity, race rela- the organization of multiethnic societies. The focus cussion of rates that will distinguish incidence rates tions, the crafting of national identity and national is multidisciplinary. heroes, urban life, class conflict, family structure, 290

supplemental majors, minors, and special programs war, and some ideological values such as success, love Students who undertake the additional course-work medical/scientific, race, film, and queer theory). Or- happiness, fairness, misfortune, destiny, honesty, of the supplementary major in gender studies gain ganizing issues will include identification and spec- faith, and the like are depicted and treated by the a firm grounding in this rapidly developing field, tatorship, the body, the family/domestic, citizenship, movies. which serves to make them attractive candidates to sexuality, and violence (girl and otherwise). graduate programs and helps ensure their success AFAM 40779. Human Rights in Latin America should they choose to engage gender issues at an GSC 20100. Engendering Christianity (3-0-3) advanced academic level. Students who plan to enter (3-0-3) This course takes the concept of international hu- the work force immediately after graduation will This course is an introduction to feminist ap- man rights as the framework to explore contempo- also benefit from the supplementary major in gender proaches to spiritual and philosophical traditions in rary cultural, economic, and political debates about studies. As the demographics of the workforce have the Christian West. Beginning from the pastoral and identity, culture, and society in Latin America. We changed, a host of gender issues have emerged that practical issues raised by gender assignments in the will review the civil and political rights, the social are of pressing concern. The increased ability to context of religious experience, it addresses major and economic rights, and the indigenous people’s think critically about gender will prepare students to topics of theological thinking (such as sin, salvation, rights of the International Declaration of Human engage these issues responsibly, making them valu- images of God, and Christology) relating historical Rights through ethnographic case studies. For ex- able and productive in their future careers. development and contemporary feminist re-read- ample, we will explore freedom of speech in Chile ings. The approach is both critical (i.e., analytical) and review the report of the findings of the Truth Course Requirements. Students in the supple- and constructive; the primary focus is on Christian Commission; indigenous people’s rights in Colombia mentary major are required to complete 24 credit and post-Christian theological and literary texts, but and learn about the Afro-Colombian movements for hours distributed as follows: GSC 10000/20000. some attention is given to other religious perspec- ancestral lands; and social and economic rights in Introduction to Gender Studies (three credits)—a tives. Guatemala and current efforts to implement socio- course that maintains a crossdisciplinary approach; economic recommendations of the Commission for one three-credit critical methods course—a 30000- GSC 20101. Women: Alternate Philosophical Historical Clarification. In each area, we will specifi- or 40000-level course whose chief focus is on theory Perspectives cally address the role of anthropology, the American and critical methods in the study of gender; one (3-0-3) Anthropological Association’s human rights declara- course that links questions of gender to issues of An examination of some of the most pressing tion, and the unique contribution anthropologists cultural diversity, such as race or class differences; problems currently confronting women, the more can make to international efforts to understand GSC 48001, Gender Studies Senior Seminar (three important theories, from the ultraconservative to the human rights. credits)—a course that allows seniors to pursue inde- radical feminist, that have been proposed to explain pendent research projects as well as experiential work these problems and the concrete proposals for change on gender issues; four elective courses in gender in society suggested by such theories. GENDER STUDIES SUPPLEMENTARY MAJOR AND MINOR studies (12 credits). At least one elective course must be in the humanities and at least one must be in the GSC 20102. Theories of Sexual Difference Director: social sciences. Students in the minor are required (3-0-3) Kathleen Pyne to complete 15 credit hours, including GSC10000/ An examination of the following questions: What Assistant Director: 20000, Introduction to Gender Studies; two core kind of differences separate men and women? Are Sophie White courses; and two electives. these differences natural or are they socially pro- Administrative Assistant: duced, and are these differences beneficial to us Tori Davies GSC 10001. Introduction to Gender Studies or are they limiting? What does equality mean for Objectives. The Gender Studies Program was inau- (3-0-3) people characterized by such differences? gurated in 1988 to foster intellectual inquiry and This course is intended to equip students with ques- discussion of gender issues at the University. tions and methods of gender studies and women’s GSC 20103. Twentieth-Century American studies across the disciplines, including questions of Feminist Fiction The minor offers students the opportunity to explore gender, race and class; feminist literary, social and (3-0-3) Brogan in-depth the rapidly developing scholarship in the political analysis; women’s history; and theories of Close readings of major 20th-century novels, written areas of gender, women’s studies, men’s studies, sexuality; and queer theory by both men and women, which may be accurately feminist theory, queer theory, and sexuality. It aspires described as “feminist.” to two intertwining pedagogical objectives: first, to GSC 20001. Introduction to Gender Studies allow students to become proficient in the cross- (3-0-3) White GSC 20176. Gender, Race, Class, Sexuality disciplinary mode of inquiry that is central to the This course is intended to equip students with ques- (3-0-3) exploration of issues of gender; second, to prepare tions and methods of gender studies and women’s Owing to its reputation as the most “transcendent” undergraduates to engage issues of gender after they studies across the disciplines, including questions of and “autonomous” of all the arts, music has long graduate, whether they undertake advanced study in gender, race, and class; feminist literary, social and been deemed “exempt” from the kinds of ideological graduate and professional programs devoted to the political analysis; women’s history; and theories of critique applied to other modes of cultural produc- study of gender or enter the workforce. sexuality; and queer theory. tion. In recent years, however, critics have begun to challenge the notion of autonomy in music and have The supplementary major seeks not only to offer attempted to demonstrate the inevitably ideologi- students additional knowledge about gender but also GSC 40901. Feminist Theory (3-0-3) cal nature of all music, whether texted or not. This to shape their overall orientation toward learning. This course introduces students to the study and ap- course adopts a cultural studies approach, focused Through advanced course work on gender, students plication of feminist theory. We will track the devel- on issues of gender, race, class, and sexuality, to the gain the ability to negotiate traditional disciplinary opment of feminist theories and apply them to the study of a wide range of both classical and popular boundaries and to attain a deeper understanding of analysis of a variety of texts: from scientific articles musics, from pastourelles of the Middle Ages to the issues of central concern to all who study and and literary works to artifacts of modern pop culture. music videos of Madonna, with special attention to work in the field of gender studies. Further, this In the process, we will examine how feminst theories Mozart’s Don Giovanni and Bizet’s Carmen. Students habit of mind has a transformative impact on the engage with other analytical models (i.e. Marx- will learn how to listen and recognize common entirety of academic life, making students more cre- ist, psychoanalytical, postcolonial, public sphere, ative as they undertake work in their primary major and in other areas of the University. 291

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signifying practices adopted by composers and musi- GSC 20255. Moral Problems and settlements in the New World, Republican-era cians—e.g., specific uses of melody, rhythm, meter, (3-0-3) Catholicism’s experiment with democracy, and the tempi, harmonic scales and chord progressions, An introduction to the field of moral philosophy, immigrant church from 1820 to 1950. The second dynamics, and instrumentation—and to explore with major emphasis on contemporary moral issues. half of the course focuses on the preparations for, critical modes of interpreting those particular musi- and impact of, the Second Vatican Council (1962– cal choices within specific ideological frameworks. GSC 20258. From Rome to Wall Street: The 65). Assigned reading includes a packet of articles Intended for non-majors; no formal prerequisites. Church and Economic Life and primary sources about the liturgical renewal, Recommended University elective. (3-0-3) Catholic action, social justice movements, and other The primary purpose of this course is to develop a preconcilliar developments. GSC 20177. American Men, American Women critical understanding, via engagement with key texts (3-0-3) and writings in the Christian tradition, of theologi- GSC 20261. American Social Movements What does it mean to be male or female in America? cal interpretations of the relationship between the (3-0-3) How different are our ideas about gender from those church and the economic order. Texts from the Ro- This interdisciplinary survey of civil rights and social of other cultures? This course will focus on the 20th man Catholic social tradition to be studied include protest movements in the United States examines century and look at the origins and development of Rerum Novarum And Economic Justice For All (the suffrage inclusion, abolitionism and black civil rights masculine and feminine roles in the United States. US Bishops’ Letter on the US Economy). Broad movements, labor organizing, and women’s rights How much have they changed over time and what theological and ethical questions to be considered in- in the 19th and 20th centuries, as well as several aspects have been retained? We will explore the ways clude: How have fundamental Christian understand- contemporary protest movements. These movements that cultural images, political changes, and economic ings of Creation—including teachings regarding certainly question selected American ideologies, but needs have shaped the definition of acceptable be- human dignity and stewardship—shaped theological they also draw on American values and practices. We havior and life choices based on gender. Topics will interpretations of the relationship between church will use history, film, fiction, journalism, and auto- range from Victorian ideals through the Jazz Age and and economy? What is the appropriate role of the biographies to trace a tradition of protest that both war literature to movie Westerns, ‘50s television fam- church and individual Christians in the economic depends on and offers challenges to a democratic ilies, and ‘60s youth culture; and into recent shifts order? Is economic justice a proper concern for the society. with women’s rights, extreme sports, and talk shows. church? If so, how ought the church and individual Christians work to achieve economic justice? Par- GSC 20425. Islamic Societies of the Middle GSC 20179. Tropical Heat Waves: ticular questions include attention to the tension East and North Africa: Religion, History, and Contemporary Latino/a & Caribbean Literature between the ideal of poverty and the acquisition of Culture (3-0-3) Rohrleitner property by the church and its members and the role (3-0-3) Afsaruddin A review of selected contemporary Latino/a and of women in economic life. Course requirements in- This course is an introductory survey of the Islamic Caribbean novels. clude significant participation in class discussion and societies of the Middle East and North Africa from group work, a community-based learning project, a their origins to the present day. It will deal with the GSC 20221. Introduction to Twentieth-Century mid-semester paper, and a final exam. The instructor history and expansion of Islam, both as a world re- Art will work with Gender Studies and Catholic Social ligion and civilization, from its birth in the Arabian (3-0-3) Gunty Tradition students to enhance the gender and CST Peninsula in the seventh century to its subsequent This sociology course will examine gender roles and content of the course through discussion and written spread to other parts of western Asia and North violence in society. assignments. Africa. Issues of religious and social ethics, political governance, gender, social relations, and cultural GSC 20251. Simone de Beauvoir GSC 20259. Introduction to Twentieth-Century practices will be explored in relation to a number (3-0-3) Art of Muslim societies in the region, such as in Egypt, An analysis of the philosophical writings of the (3-0-3) Morocco, and Iran. The course foregrounds the greatest feminist theorist of this century, perhaps This course provides an introduction to art, aesthetic diversity and complexities present in a critical area of of all time. The main ethical and feminist themes philosophy, art criticism, and cultural politics from what we call the Islamic world today. discussed include freedom, love, resistance to oppres- roughly 1900 to the present. European, Russian, sion, sources of misogynist and sexist prejudices, bad and American art are the primary focus. Rather than GSC 20426. Beats, Rhymes, and Life: faith, embodiment, intersubjectivity, negativity, and a mere chronological survey of artistic movements, Introduction to Cultural Studies reciprocity. the course addresses a range of conceptual problems (3-0-3) Irving to engage students in different modern methods An introduction to cultural studies using a variety of GSC 20252. Evolution and Ethics (Marxist, psychoanalytic, formal, feminist, and so media: literature, film, and music. (3-0-3) forth) for interpreting art and its history. Painting, An examination of ethical/political models of gen- sculpture, photography, video, and graphic design GSC 20466. Marriage and the Family der-neutral access to public and domestic requisites (3-0-3) Sobolewski are among the media analyzed. Among the artists for the development of basic human capabilities, and Changing family patterns, sex roles, sexuality, pre- studied are Henri Matisse, Pablo Picasso, Georgia a comparison of these models with current studies marital relationships, marriage and divorce, parent- O’Keeffe, Alexander Rodchenko, Max Ernst, Jack- of the significance of human sexual dimorphism in hood, childhood, and family interaction are some of son Pollock, Andy Warhol, Judy Chicago, Cindy evolutionary psychology. the topics. Singles, dual-career families, alternative Sherman, and others. Lectures, class discussion of marriage forms, and the future of marriage and fam- assigned readings, and museum visits are key compo- GSC 20253. Memoirs of Madness ily are also taken up. (3-0-3) nents of the course. This course has three major dimensions: (1) com- GSC 30001. Feminist Theory GSC 20260. American Catholic Experience parative description and analysis of biomedical and (3-0-3) (3-0-3) Cummings psychodynamic models of psychiatric training; (2) This course introduces students to the study and Corequisite(s): HIST 22612 comparative analysis of personal accounts of mental application of feminist theory. We will track the A survey of the history of Roman Catholicism in illnesses; and (3) philosophical analysis of psychody- development of feminist theories and apply them the United States from colonial times to the present, namic models of mental illness and therapy. to the analysis of a variety of texts: from scientific with emphasis on the 20th-century experience. The articles and literary works to artifacts of modern first half of the course covers the Catholic missions 292

supplemental majors, minors, and special programs pop culture. In the process, we will examine how are intimately bound up with questions of free will present. Through lectures, reading, and discussion, feminist theories engage with other analytical models and destiny, gender relations, the secularization of we will consider the following themes: the experience (i.e., Marxist, psychoanalytical, postcolonial, public learning, time, and eternity. of women in religious communities, women and sphere, medical/scientific, race, film, and queer theo- men in family life, gender and education, lay women ry). Organizing issues will include identification and GSC 30108. Women in Antiquity and social reform, ethnic diversity among Catholic spectatorship, the body, the family/domestic, citizen- (3-0-3) women, the development of feminist theology, and ship, sexuality, and violence (girl and otherwise). An examination of women’s roles in ancient Greek the intersections and departures between Catholi- and Roman society. A comparison of mythological cism and feminism. GSC 30100. Women in Irish Oral Tradition and literary images of women with everyday lives of (3-0-3) Greek and Roman women. Origins of Western at- GSC 30114. Russian Women Memoirists Oral storytelling, traditional singing, and other titudes toward women. (3-0-3) verbal arts can offer ways of thinking and knowing Throughout the history of Russian literature, the that are independent of the linear modes of writing GSC 30109. Love and Money in the genres of autobiography, memoir, and diary have and print. Moreover, like other kinds of art, oral Nineteenth-Century British Novel provided a venue for women to find their voices in tradition offers individuals and communities ways of (3-0-3) a private arena safely distanced from the privileged constructing and maintaining identity, often against This course focuses on the ways in which the novel genres of novels and lyric poetry. This course ex- considerable external pressure. This course will both reflected and produced transformations in amines the history and development of the female explore oral verbal art in Irish and English, through the relationship between class, gender, and love in memoir in Russian literature, from the 18th-century transcribed texts, sound recordings, and film, paying 19th-century England, reading Austen, E. Bronte, memoirs of a courtier of Catherine the Great to doc- particular attention to depictions of and perfor- Dickens, James, and Wilde. uments of the Stalinist terror and prison camp life mances by women, and offering gendered readings of the 20th century. We also will address theoretical of the material studied. We will examine and discuss GSC 30110. Women and Religion in US questions about women’s autobiographical writing a number of genres of oral verbal art, including the History and consider the relationship of the works we read to (3-0-3) international folktale, legends of the supernatural, the dominant “male” literary tradition. The course is a survey of women and religion in and lament poetry, and we will also pay attention to America during the 19th and 20th centuries. Among the use of this material by 20th-century writers. GSC 30115. American Women Writers to 1930 others, we will consider the following themes: how (3-0-3) religion shaped women’s participation in reform GSC 30101. Love and Knowledge in A close reading of “major” and “minor” American Renaissance Literature movements such as abolition, temperance, and civil women writers of the 18th, 19th, and early 20th (3-0-3) rights; how religious ideology affected women’s work, centuries. In this class we will survey Renaissance literature by both paid and unpaid; the relationship between looking at what kind of knowledge these texts think religion, race, and ethnicity in women’s lives; female GSC 30116. Family/Household in Roman love affords. As the new science and new philosophy religious leaders; and feminist critiques of religion. World of the early modern period emerged, questions of We will examine women’s role within institutional (3-0-3) how we know and what counts as knowledge became churches in the Protestant, Catholic, and Jewish A survey of the life-course in Roman antiquity. Top- particularly important. In light of criteria such as traditions, as well as raise broader questions about ics studied will include: marriage, divorce, child-rear- certainty, objectivity, and rationality, literature of this gender and religious belief. How did religious belief ing, old age, the way in which family and household period persistently explores other ideas of what it affect women both as individuals and in community? were conceptualized by the Romans, and the demog- means to think and to know. How could religion be used to both reinforce and raphy of the Roman world. subvert prevailing gender ideology? GSC 30102. Gender/Sex/Power: Medieval GSC 30118. Nineteenth-Century European Europe GSC 30111. Early Modern European Women’s Painting (3-0-3) History (3-0-3) Pyne What has gender to do with sexuality and how can (3-0-3) This survey of nineteenth-century painting treats the we think about its entanglements in terms of a histo- This course will introduce students to women’s his- major figures of the period within the context of the ry of power? How do shifting borders between what tory in Early Modern Central Europe by focusing social, political, and intellectual ferment that shaped counts as masculine and what counts as feminine on the social, cultural, and mental constructions the culture—primarily, the numerous political produce other kinds of bodies in medieval societies: of women’s identities, and by looking at women’s revolutions and the rise of industrial capitalism and bodies that don’t matter? Using original sources and presence in both the private and public spheres. the middle class in France, England, and Germany. material remains produced from the third through Central to the course will be an emphasis on the Among the artistic movements discussed are neo- 15th centuries, together with current feminist and wide and rich structure of European feudal societies classicism, romanticism, realism, pre-Raphaelitism, queer theory, students will think about the work of in their social, ethnic, religious, and cultural aspects. impressionism, and symbolism. Some of the major gendered embodiment and the production of bodies The assigned texts will include the traditional and themes addressed are the relationships between tradi- that don’t matter. the nontraditional, with the main goal of teaching tion and innovation, between the artist and public, students how to analyze historical sources (especially and between gender and representation, as well as GSC 30103. British Novel: Economics, iconographical and literary ones, using methods and the multiple meanings of “modern” and “modern- Politics, Gender categories employed by other social sciences, such ism.” The class will visit the Snite Museum of Art (3-0-3) as art history, anthropology, and literary criticism). on occasion to discuss special exhibitions related to Major British novels of the 18th, 19th, and 20th Students will write two short papers, plus a longer topics in the course. century confront the political, economic, and gender one based on a topic of their choosing. issues of their times. GSC 30179. Image of Women in Chinese GSC 30113. Women and American Literature GSC 30105. Falling in Love in the Middle Ages Catholicism (3-0-3) (3-0-3) (3-0-3) This course explores changing images of woman in This course attempts to explore the variety of medi- This course is a survey of women in the American Chinese literature, from her early appearance in folk eval representations of love, and to show how they Catholic Church from the colonial period to the 293

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poetry to the dominant role she comes to play in the GSC 30227. Feminist Political Thought GSC 30256. Humor and Violence in History vernacular novel and drama. (3-0-3) (3-0-3) This course will examine different ideas, approaches, This course explores the relation between humor and GSC 30180. Women in the Americas and issues within feminist political thought. The first violence from Western antiquity to the present, and (3-0-3) part of the course will compare different theoretical works from the premise that humor is a response This introductory course will survey a wide variety of perspectives, from liberalism to Marxism, that have and antidote to violence and suffering. We will use literature (fiction, poetry, testimonial, personal essay, been employed by contemporary feminists. The a wide range of literary works, films, and students’ autobiography, critical essay, and oral history) and course will pay particular attention to the meanings assignments to investigate our subject. Course re- film written by and about women in the Americas ascribed to “woman” and her roles in society. The quirements include numerous short quizzes, three from the time of conquest/encounter to the present. second part of the course will examine how women analytical and creative papers of intermediate length, Issues to be explored include colonization and resis- have been represented throughout Western political and group presentations. tance; slavery; intercultural contact, exchange, and thought, and the values ascribed to them by political transformation; the place of womanhood in the de- theorists. Finally, in the last part of the course, we GSC 30257. The Criminal in American velopment of nation; women of color and feminism; will turn to an examination of several contempo- Literature religion and spirituality. rary political issues particularly relevant to feminist (3-0-3) thought. American mythology, according to R.W.B. Lewis, GSC 30201. The Anthropology of Gender describes the “authentic American as a figure of (3-0-3) GSC 30251. Twentieth-Century Ethnic heroic innocence. American power’s formation in This course introduces students to the main issues American Novels “criminal” acts of treason, conquest, and economic and debates characterizing the anthropology of gen- (3-0-3) exploitation, however, troubles both this mythology der and explores how anthropologists have attempted In this class we will explore several ethnic American of “innocence” and American democratic ideals. to understand changing roles, sexual asymmetry, and novels by focusing on the theme of memory, specifi- Thus, much of American literature is fascinated by stratification. cally on the ways in which remembering one’s own the slippage between heroic and the criminal. This or one’s ancestors’ past becomes part of one’s self- course will survey American literature through its GSC 30221. Gender Issues: Workplace identification as an ethnic American. Since the ties criminals. Diversity between past and present are rarely straightforward, (3-0-3) remembering one’s own family history if often a GSC 30258. Madness in Victorian Literature This course was cross-listed through the Mendoza painful, haunting experience. Yet facing the ghost’s (3-0-3) College of Business. There is no course description of one’s past can be a liberating process, too, allowing This course will explore the Victorian fascination available. for self-invention. with the aberrant, the peculiar, and the fantastic alongside of the Victorians’ notorious reputation for GSC 30222. Anthropology of Human Sexuality GSC 30252. Fictions of Insanity prudery and repressiveness. (3-0-3) (3-0-3) This course seeks to examine human sexuality in an This course will explore the literary motifs of insan- GSC 30259. Fashioning Identity in American anthropological context. We will review sexuality in ity in novels ad short stories from the 19th and 20th History an evolutionary perspective via a comparison of non- centuries, tracing cultural fascinations with “abnor- (3-0-3) human primate sexual behavior and the theoretical mal” minds. Examining classifications such as insane, This course will focus on dress and material/visual constructs surrounding adaptive explanations for hu- mad, psychotic, and crazy, we will look at the ways culture in American history starting with the colo- man sexuality. The physiology of sex and the devel- these characters’ struggles with mental illness might nial period. It will introduce methodology and offer opment of the reproductive tract will also be covered. be based in biology or rooted in historical and social an overview of key themes in the history of dress The remainder of the course will consist of the evalu- circumstances. We will further consider how gender, and consumerism within the framework of gender ation of data sets regarding aspects of human sexual social class, and race play a role in these diverse por- studies. practice, sexual preference, mate choice, gendered trayals of disturbed characters. sexuality, and related issues of human sexuality. GSC 30260. World War I: Narratives at War GSC 30253. Ethnic Identities (3-0-3) GSC 30224. Today’s Gender Roles (3-0-3) This course will examine narratives during World (3-0-3) Aldous This class will explore the interconnectedness among War I. Current changes in male and female roles and the literatures of prominent authors from the Americas, reasons for these changes are examined. Existing gen- Africa, England, and the Caribbean. This course em- GSC 30262. Passing in Twentieth-Century der differences, various explanations for them, and phasizes comparative perspectives by exploring how American Literature (3-0-3) proposals for change are discussed and evaluated. authors from various parts of the globe address issues Interracial relationships as depicted in the writings of such as nationalism, power, gender, and race. GSC 30225. Gender and Science black and white American writers. (3-0-3) GSC 30254. Early Modern American Fiction An exploration of the ways in which science is gen- (3-0-3) GSC 30263. African-American Migration dered, starting with the ways in which women have Narratives In this class, we will explore several ethnic American (3-0-3) been excluded from science, and moving through novels by focusing on the theme of memory, specifi- such issues as the invisibility and shabby treatment This course will explore life writings and issues of cally on the ways in which remembering one’s own self-representation in the African-American expres- of women with the products of scientific research, or one’s ancestors’ past becomes part of one’s self- the contributions of women to science and whether sive cultural tradition in the 19th and 20th centuries. identification as an ethnic American. Since the ties We will pay special attention to questions of gender, these are different in kind from the contributions of between past and present are rarely straightforward, men, and the differential effects of science on men’s audience, authenticity, and competing feminist and remembering one’s family history is often a painful, nationalist ideologies and women’s lives. haunting experience. Yet facing the ghosts of one’s past can be a liberating process, too, allowing for self-invention. 294

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GSC 30264. Renaissance Rebels GSC 30281. Spanish Women by Chicanas and the important contributions this (3-0-3) (3-0-3) art has had in Mexican-American spirituality will Shakespeare’s plays, including histories, tragedies, There is no course description available be discussed. The diverse artistic strategies created and comedies. by these artists, such as altar installations, will be GSC 30283. Twentieth-Century Art I: 1900–55 addressed, as well as the relevance of this art in the GSC 30265. Humor and Violence in History (3-0-3) contemporary art scene. The course draws heavily on (3-0-3) Open to all students. Fulfills fine arts requirement. the visual production of Chicana women artists from This course explores the relation between humor and This course focuses on early 20th-century art and the Southwest. violence from Western antiquity to the present, and cultural politics in Europe, Russia, and the United works from the premise that humor is a response States. In the early modern period, many of the most GSC 30287. Self and Society in Modern and antidote to violence and suffering. We will use ambitious and innovative artists strove to destroy old Japanese Fiction a wide range of literary works, films, and students’ models of art, often replacing them with models that (3-0-3) assignments to investigate our subject. Course re- advocated revolutionary forms for a new, imaginary Immediately after opening its doors to the West in quirements include numerous short quizzes, three society. At other times, artists have employed art the 19th century, Japan was faced with questions of analytical and creative papers of intermediate length, to undermine accepted norms of bourgeois culture identity on both the national and individual levels, and group presentations. and to liberate art and experience from convention. and self-discovery/expression soon became one of the These are themes addressed in this course, along main themes of Japanese literature. GSC 30266. Shakespeare’s Comedies with the contradictory reality in which the art arose: (3-0-3) an era defined by massive wars, racist ideologies, GSC 30289. Jacksonian America A survey of the comedic plays of William and violent suppressions. Among the selected artists (3-0-3) Shakespeare. analyzed are Pablo Picasso, Henri Matisse, Piet Mon- This course explores the early 19th-century history drian, Marcel Duchamp, Lyubov Popova, Salvador of the United States, from the close of the War of GSC 30267. Love, Death, and Revenge i Dali, Walter Gropius, Diego Rivera, and Jackson 1812 to the coming of the Civil War (1815–50). Japanese Drama Pollock. Although the era and course take their name from (3-0-3) President Andrew Jackson, we will cover much An introduction to Japanese classical theater (Noh, GSC 30284. Twentieth-Century Art II: 1955 to more than national politics and affairs of state. We Kyogen, Bunraku and Kabuki) through readings and Present will explore the birth of mass political parties, con- videotapes of selected plays. (3-0-3) flicts between nationalism and sectionalism, early Open to all students. This introductory course is industrialization and the rise of class conflict, the GSC 30268. Japanese Society subtitled “Techno-Capitalism and the Art of Accom- development of slavery and antislavery, changing (3-0-3) modation.” The post-World War II era, particularly gender roles and the rise of feminism, evangelical This course presents a survey of the social structures in the United States, is marked by the greatest expan- religion and reform, and Native American resistance and forms of expression that make up the complex sion of corporate and consumer capitalism in history. and removal. The course will emphasize active par- society of contemporary Japan, using anthropologi- Massive wars are fought to defend capitalist ideology. ticipation by students through regular discussion and cal writings, history, reporting, film, and fiction. (A case in point is the tragic Vietnam War.) How has frequent writing assignments. art figured into these social transformations? Has art GSC 30278. British Art protested these conditions or easily accommodated GSC 30290. Modeling Sanctity (3-0-3) itself to overpowering economic, political, and (3-0-3) This course is a general survey of the development of legalistic techno-capitalist regimes? These questions In this course we will examine the lives and legacy British painting from 1560 to 1900. In this context, arise throughout this course, which concentrates of selected saints with a view to defining the ideal the relationship between English 17th-century and on selective artistic events in the United States and qualities and criteria by which sainthood is made early 18th-century and American colonial painting Europe during the second half of the 20th century. known. Incorporating visual as well as textual mate- are considered, alongside a discussion of uniquely Movements considered include pop art, minimalism, rials, hagiographies, theological writings, and written British traditions. op art, arte povera, postminimalism, earth art, con- testimonies, the course will consider the varieties of ceptual art, photo-realism, video and performance evidence that testify to sanctity. An important part of GSC 30279. Survey of 19th-Century Art this course will be a discussion of how different kinds (3-0-3) art, and other recent picture/theory approaches to art of evidence must be evaluated according to their Open to all students. This survey of 19th-century making. This course focuses on recent developments medium and audience; for example, how visual por- painting treats the major figures of the period within in painting and sculpture. It also examines associated trayals—whether portrait, narrative cycle, or manu- the context of the social, political, and intellectual theories of art criticism. script representations—can be compared to written ferment that shaped the culture—primarily, the nu- ones, and differentiated from textual sources not merous political revolutions and the rise of industrial GSC 30285. Scandal, Intrigue in Traditional Japanese Literature only in iconographic terms but also as unique and capitalism and the middle class in France, England, (3-0-3) forceful forms of knowledge in their own right. and Germany. Among the artistic movements dis- Explore the aesthetics and politics of courtship and cussed are neoclassicism, romanticism, realism, pre- marriage among the aristocracy of Japan. Readings GSC 30291. African-American History I Raphaelitism, impressionism, and symbolism. Some include 10th- and 11th-century classics such as The (3-0-3) of the major themes addressed are the relationships Pillow Book, The Tale of the Genji, and The Gossamer This course is a survey of the history of African between tradition and innovation, between the artist Years. Americans, beginning with an examination of their and public, and between gender and representation, West African origins and ending with the Civil War as well as the multiple meanings of “modern” and GSC 30286. Topics in Latino Art era. We will discuss the 14th and 15th centuries, “modernism.” The class will visit the Snite Museum (3-0-3) West African kingdoms, forms of domestic slavery of Art on occasion to discuss special exhibitions re- Chicanas in the Visual Arts. This course examines and West African cultures, the Atlantic slave trade, lated to topics in the course. the visual production of Chicana artists. Mastizaje early slave societies in the Caribbean, slavery in co- as a feminist paradigm has provided these artists lonial America, the beginnings of African-American with a powerful venue of expression. Gender, racial, cultures in the North and South during and after the class, and ethnic issues involved in the art created revolutionary era, slave resistance and rebellions, the 295

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political economy of slavery and resulting sectional GSC 30296. City in Modern Chinese Fiction Wright, Paley, and Cisneros, as well as contempora- disputes, the significance of “bloody Kansas,” and (3-0-3) neous nonfiction and films the Civil War. Examining portrayals of cities such as Beijing and Shanghai in fictional works, this course explores GSC 30304. Victorian Literature GSC 30292. African-American History II the image of the city as the big, the bad, and the ir- (3-0-3) (3-0-3) resistible site of desire for modernity in 20th-century A description is not available for this course. This course will survey the history of African Ameri- China. cans from 1865 to 1980. Specifically, we will focus GSC 30305. Colonial America on the problems of Reconstruction in the South GSC 30298. The Harlem Renaissance (3-0-3) Slaughter after the Civil War, the adjustments and reactions of (5-0-3) Johnson-Roullier This course considers the history of New World African Americans to freedom, the economic exploi- A study of the historical, cultural, and political exploration and settlement by Europeans from the tation of sharecropping, northern black communities circumstances that led to the flowering of African- 15th century to the 18th century. It examines the at the end of the 19th century, the migration of American literature in the ‘20s and early ‘30s and process of colonization in a wide variety of cultural black Southerners to northern urban areas, black the writers it fostered: Hughes, Hurston, Toomer, and geographic settings. It explores the perspectives political leadership, the Civil Rights Movement, cur- Redmon Fauset; Larson, and Thurman. of Indians, Europeans, and slaves with a particular rent examples of institutional racism, and affirmative emphasis on the consequences of interracial contacts. action in America. GSC 30299. Islam: Religion and Culture We will discuss the goals and perceptions of differ- (3-0-3) ent groups and individuals as keys to understanding GSC 30293. United States Labor History This course will discuss the rise of Islam in the the violent conflict that became a central part of the (3-0-3) Graff Arabian Peninsula in the seventh century and its sub- American experience. Lectures, class discussions, This course will examine the history of paid and sequent establishment as a major world religion and readings, and films will address gender, racial, class, unpaid labor in the United States from colonial civilization. Lectures and readings will deal with the and geographic variables in the peopling (and de- times to the near present. We will seek to understand core beliefs and institutions of Islam, with particular peopling) of English North America. how working people both shaped—and were shaped emphasis on religious and political thought from the by—the American Revolution, the debates over Middle Ages through our own time. All readings are GSC 30306. Morality and Social Change in slavery and free labor culminating in the Civil War in English; no prerequisite. United States History and Reconstruction, the rise of big business, the (3-0-3) Abruzzo creation of a national welfare state, the Cold War-era GSC 30300. The Short Story In East Asia and How do we explain sweeping moral changes in repression of the Left, and continuing debates over the Asian Diasporas society? Why did so many people support legal slav- the meanings of work, citizenship, and democracy. (3-0-3) ery for so long, and what motivated others to turn Throughout the course, we will devote considerable This course introduces students to short stories by against it? What is the relationship between social time to the organizations workers created to advance 20th-century writers in China, Taiwan, Korea, Japan, change and moral theory? The purpose of this class their own interests, namely the labor movement. We and the East Asian diasporas. The goals of the course is to examine the moral frameworks that Americans will also pay special attention to the complicated are to examine the intertwined modern histories of have used to understand—and to change—their yet crucial connections between work and racial East Asian nation-states, investigate the short story society. We will focus on hotly debated issues in and gender identities. Specific topics may include: as a literary genre, and explore critical concepts of American history, looking at the way that Americans slavery, farm labor, women’s domestic work, trade literary and cultural identity studies. The stories will thought about issues such as slavery, animal cruelty, unions, questions of industrial democracy, the role be read in conjunction with critical essays on nation, sex, family roles, labor, economics, war and citizen- of radicalism, and the challenges confronting work- gender, and the short story with particular attention ship, and civil rights. We will look at both sides of ers in the current era of corporate globalization and to the narrative strategies of the authors. Reading the debates to understand the values and beliefs that anti-sweatshop activism. stories both in terms of the cultural and ideological shaped traditions of social change and resistance to contexts in which they were written and as material that change. GSC 30294. African-American Literature artifacts available to us in English today helps to (3-0-3) problematize the meanings of “Chinese,” “Japanese,” GSC 30425. Love, Death, and Exile in Arabic This course is designed to familiarize students with or “Korean” in East Asia and beyond. Ultimately, Literature the diverse concerns of black women’s writing from this course will provide students with the conceptual (3-0-3) Guo the first novel written in 1854 through the present. framework and vocabulary to interrogate gender, This course explores the literary and artistic pre- race, and nationality as socially constructed catego- sentation of the themes of love, death, and exile in GSC 30295. African-American History II ries. All readings are in English; no prior knowledge medieval and modern Arabic literature and popular (3-0-3) of Asia is presumed. culture. Through close readings of Arabic poetry, Corequisite(s): HIST 32800 essays, short stories, and novels (with English sub- This course will survey the history of African Ameri- GSC 30301. Food and Consumption in North titles), we discuss the following issues: topics and cans from 1865 to 1980. Specifically, we will focus American Literature genres of love and poetry, gender, eroticism, and on the problems of Reconstruction in the South (3-0-3) sexuality in literary discourse, the traditional motif of after the Civil War, the adjustments and reactions of An exploration of the literary world of eating, food, Al-hanin ila al-watan (“yearning for the homeland”) African Americans to freedom, the economic exploi- and food culture through a long chronological span in modern poetry and fiction. tation of sharecropping, northern black communities of American and Mexican writing and through a at the end of the 19th century, the migration of wide range of genres, as keys to understanding the GSC 30427. The Japanese Empire and black Southerners to northern urban areas, black self and the other. Literature (3-0-3) Bowen-Stryuk political leadership, the Civil Rights Movement, cur- Japan emerged on the global stage as an imperialist rent examples of institutional racism, and affirmative GSC 30302. The City in American Literature power with the defeat of China in 1895 (over Korea) action in America. (3-0-3) Literary representations of the city and social identity and the defeat of Russia in 1905 (again, over Korea). in American texts from the 1890s to the present, By the end of the First World War, the “Japanese including Riis, Dreiser, Wharton, Sinclair, Yezierska, Empire” included Taiwan, Korea, the south Pacific islands called Nan-yang, and the southern half of 296

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Sakhalin, not to mention the late 19th century ac- GSC 30469. Fundamentals of Human GSC 48001. Senior Symposium quisitions Okinawa and Hokkaido. Hardly a static Evolution (3-0-3) referent from 1895 until its dismantling upon defeat (3-0-3) Rowan, Sheridan A yearlong course, required for gender studies stu- in 1945, the “Japanese Empire” must have meant This course deals with human evolution in both dents in their senior year, the symposium includes something terribly different, depending on whether biological and cultural terms. Topics covered will both independent study and group discussion. Stu- you were a Japanese national or colonial subject; a include primate behavior, the mechanisms of evolu- dents design a project in keeping with their interests man or a woman; in the military or a man of letters; tion, the fossil record, and the characteristics of and incorporating a gender studies orientation. They a domestic worker or colonial settler; businessman prehistoric cultures. pursue that project under the direction of a faculty or maid. Even within the Japanese archipelago—in- mentor, starting in the fall semester. Requirements deed, even at the height of government censorship GSC 30471. Human Diversity include an independent project, based either on on cultural production in the early to mid ‘40s—the (3-0-3) experiential work in the community or on scholarly meaning of the “Japanese Empire” was a site of cul- Prerequisite(s): See online Course Catalog for details. research; a written report, participation in class tural contestation. This course presents the methods used by physical meetings, and brief presentation of the project at the anthropologists to study both the biological basis of final a written report, participation in class meet- This class looks at the literary and artistic produc- human differences (race, intelligence, sex, gender, ings, and brief presentation of the project at the final tion—fiction, memoirs, poetry, film, visual arts and etc.), as well as the ongoing process of human adap- gender studies symposium in the late spring. The drama—of the 50-year rise and fall of the Japanese tation and evolution in response to climate, nutri- practicum meets three times in the fall and weekly in Empire. A current of this class deals with the inter- tion, and disease. the spring. Students receive no credit in the fall and Asian, Bolshevik-inspired organizations that looked three credits in the spring. to Japanese radicals, with no little irony, for solidar- GSC 30472. Poverty, Inequality, and Social ity in the fight against Japanese imperialism. Stratification GSC 40100. Mother Love (3-0-3) (3-0-3) GSC 30467. Sociology of Aging Social inequality is a prominent and persistent fea- A surprising number of poetic and narrative works (3-0-3) ture of modern society. Social stratification theory are haunted by a maternal presence (think of Gren- With life expectancy increasing and birth rates attempts to explain the causes of inequality and the del’s mother, or Hamlet’s mother Gertrude). In this declining, the populations of Western cultures have reasons for its persistence. This course will address course, we’ll read medium length story-making po- been rapidly aging. What are the implications of such questions as: Why are some people rich and ems (shorter than epics, longer than lyrics) with an this aging process for social institutions (the family, some people poor? Why does inequality persist? eye to their handling of matters related to maternity. economy, government) as well as for the individual Who gets ahead? Can men and women get the same wellbeing of the elderly? What does the future hold jobs? Do different races have the same opportuni- GSC 43100. Seminar: Women Writers in Spain for those of us who will spend an increasing propor- ties? Is inequality necessary? Potential topics include (3-0-3) tion of our lives past age 65? These and other ques- inner-city and rural poverty, welfare dependency, This course may cover an in-depth study of a par- tions are addressed in this course, which focuses on homelessness, status attainment and occupational ticular author, theme, genre, or century. In addition the social, economic and personal challenges facing mobility, racial and ethnic stratification, gender to treating primary texts, some critical material will all of us in the latter half of the life cycle. The course stratification, and class theory. be required reading. The course culminates in a will be divided into two roughly equal units: (1) the substantial research paper. May be taken either fall aging individual in social context, and (2) family GSC 47000. Special Studies or spring term. relationships in later life. The first unit will cover (7-0-3) such topics as images of aging, theoretical perspec- Special studies are available with gender studies-af- GSC 40101. Redemption and Suffering: An tives, social bonds of the elderly, caregiving for the filiated faculty. Ancient Judgment oldest-old, work and leisure, finances and housing, (3-0-3) mental and physical health, victimization, women GSC 40001. Feminist Theory What were the theologically significant effects of and minorities, death and dying, and social policy. (3-0-3) the destruction of the Temple in 586 BCE and in The second unit will focus on several familial units How does feminist thinking reconceptualize the 70 CE? Traditionally, scholarship has responded or situations, including marriage, single-hood, par- problems of identity, equality, oppression, and by claiming that the divine revelation eventu- ents and their adult children, grandparenting, and resistance? How do feminist theorists redefine the ally withdrew from the Jewish tradition and that sibling relations. Student performance will rely on a differences of race, gender, and class? What do these prophecy ceased. More nuanced accounts speak of combination of the following activities: essay exams, questions have to do with the analysis of literary texts a transformation from prophecy to scribalism, in research projects based on library work and/or field- and films? The purpose of this course is to raise these which divine revelation conveyed by the prophet is work, and both general discussions and brief presen- questions, provide the forum for discussion, and to replaced by an inherited and inspired text, which is tations made in class. introduce students to the main debates in feminist read by an authorized interpreter. While revelation theory. The course will be organized around the key and inspiration persisted, there was a gradual but GSC 30468. Fundamentals of Social and concepts in feminist theory—such as embodiment, significant transformation in the role of the divine Cultural Anthropology desire, sexual difference, performativity, power rela- and of the interpretation of destruction and exile. (3-0-3) tions of race, gender and class, and the structure of Already in Hosea, Ezekiel, and Jeremiah, Israel or This course addresses the question of how and why spectatorship—and the main controversies surround- Judah is represented as the faithless wife or wanton cultures differ, the relationship between environment ing these concepts. woman who is rejected by the divine husband. How- and culture and how humans use culture to solve ever, confronted by destruction, the prophet comes common problems. Students examine the cultural GSC 45001. Gender Studies Internship to identify with the feminine. It is the woman who nature of language, personality, religion, economics, (5-0-3) knows how to express mourning in lament, It is the politics, family and kinship, play, and even deviant Semester-long internships (3 credits) are available woman who possesses insight into the mystery of behavior. with a variety of organizations in the South Bend birth and the suffering that precedes it. Not that the area. Assistance with transportation may be available. role of prophet is taken over, so far as we know, by Please see advisor for further information. women. Rather, the prophet must take over the role of woman. Prophecy becomes in part the effort to 297

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imagine the impersonal position of a ravaged wom- the theology and structure of these works, attempt GSC 40112. Virtue, Sex, and the Good Life an, which is now the way to represent Zion. In this to retrieve the participation of women in the move- (3-0-3) way, the prophet seeks to give voice to a lament that ments behind them, and consider the impact of the A thematic analysis of selected Enlightenment-era is at the same time the possibility of salvific reunion texts and their contexts in gender relations, sexual literature. with the divine, the possibility of birth. In order to politics, and arrangements of race and class in the deepen the conceptualization of the feminization of 21st century. Participation, three short or one short GSC 40113. Sex and Gender in Cinema prophecy in the face of destruction, we will consider and one longer paper. (3-0-3) contemporary studies of the use of woman as a sym- Corequisite(s): FTT 41431 bol of lament and suffering, a gesture that one can GSC 40105. Religion and Women’s Rights This course analyzes representations of and theories trace back to the ancient world of Greece and of the (3-0-3) about sex and gender in cinema. Students will read Hebrew Bible. This course focuses on religious aspects of the major texts in feminist theory, queer theory, and women’s rights movement and women’s movements masculinity studies in order to become familiar with GSC 40102. English Women: 1553–1714 within religious communities. Focusing primarily important concepts and debates within the field. (3-0-3) on the Protestant, Catholic, and Jewish traditions, Topics covered will include “the male gaze,” specta- The purpose of this course is to understand how we will examine how women have understood the torship, performance and stardom, camp, “reading such categories as “women” and “mothers” are con- relationship between their religious beliefs and their against the grain,” consumption, gender and genre, structed within particular historical circumstances. interest in expanding women’s roles. From this race and gender, masquerade, authorship, and mas- Tudor and Stuart history, in all its aspects, will be beginning, we will explore several historical and culinity “in crisis.” Students will view classical Hol- considered from the viewpoint of women. Topics contemporary examples of the influence of religion lywood films, silent films, and avant-garde films and will include monarchy and revolution, orthodox on the women’s rights movement and, by the 20th videos. Evening screenings required. religion and radicalism, health and sickness, the century, the influence of the women’s movement in household and crime. The women whose lives, American religion. GSC 41113. Sex and Gender in Cinema Lab words, and representations will feature as primary (0-3-0) material will include queens and murderers, house- GSC 40106. Women’s Autobiography Corequisite(s): GSC 40113 wives and prophets, poets and midwives, criminals (3-0-3) During the lab times, certain films will be viewed for and their accusers. The experiences of women will be A close analysis of women’s life narratives and poetry, further discussion in class. recovered, as far as sources permit, and they will be based on the following questions: How do women’s examined within the context of the social structure narratives affirm or challenge cultural norms? How GSC 40115. Simone Weil: Justice, Grace, and and gender ideologies that constrained them. do concepts such as “high” and “low” art impact the Creativity reading of women’s autobiographical literature? And (3-0-3) The basis of this course will consist of weekly read- can lines be drawn between fiction and nonfiction Twentieth-century philosopher and educator, mili- ings in primary and secondary sources. Visual images when studying autobiography? tant activist, and mystic, Simone Weil dedicated her of women, religious texts, and didactic writings life to analyzing and actively combating the malaise about conduct will be used to understand the frame- GSC 40108. Love and Gender in Renaissance that she sensed in modern technological society. Her work within which women operated. The poetry and (3-0-3) work in support of equal justice for all human beings prose of a wide range of women will be examined. Examining works by Sydney, Spenser, Shakespeare, and her compassion for the suffering of the poor and Diaries, autobiographies, and court records will Marvell, Donne, and others, this course discusses oppressed were a prelude to a series of mystical ex- prove especially useful as a means of understanding how cultural understandings of gender influence the periences that led her to a deeper appreciation of the the lives of the widest possible range of women. depiction of love. role of grace in the transformation of the temporal order. This course will give equal attention to Weil’s Assessment will be mainly based on written work, GSC 40110. Gender/National Identity in distinctive contribution to theology, aesthetic theory, including a book review, an essay based on secondary Spanish Cinema and social practice. sources, and an essay based principally on primary (3-0-3) material. Corequisite(s): ROSP 41530 GSC 40116. Dandies, Decadents, and New Discussion of films from the period immediately Women GSC 40103. Cinema Ideologies preceding the final demise of the Franco dictatorship (3-0-3) (3-0-3) Godmilow to the present with an emphasis on issues of gender An introduction to the three major literary move- Corequisite(s): GSC 41103 and national identity. ments in Britain in the latter half of the 19th cen- Cinema, both in fiction and nonfiction forms, is one tury. of the major contributing forces to the construction GSC 40111. Love and Sex in the Christian of ourselves and our perception of “others,” in terms Tradition GSC 40117. Love and the Novel of class, gender, and race. This course proposes to (3-0-3) (3-0-3) study and dissect these constructions in films like Christian reflections on sexuality comprise one of the Love has been a constant subject of the novel since Malcolm X, Schindler’s List, Philadelphia, The Kill- richest yet most controversial aspects of the Christian the time of early Roman Empire—at least. Yet love ing Fields, And Striptease through a close-reading moral tradition. In this course, we will examine appears in various and puzzling guises, and as a sub- practice. Christian sexual ethics from a variety of perspectives ject creates multiple tensions. it evokes hostility as through a study of historical and contemporary well as fascination. Eros is something like a character GSC 41103. Cinema Ideologies Lab writings. Topics to be considered include Christian in its own right, certainly a disturber of the social (0-1-0) perspectives on marriage and family, the ethics of order, and never comfortable. Corequisite(s): GSC 40103 sex within and outside of marriage, contraception, Characters in novels (like ourselves) search for love, Required lab that accompanies Cinema Ideologies. divorce and remarriage, and homosexuality. Course but their desires may be chaotic and the object requirements will include four or five short papers forbidden. Is adultery central to fiction? Is desire GSC 40104. Women and Christian Origins and a final examination. (3-0-3) for narrative intertwined with erotic desire? We The course is a survey of the New Testament and may think we like love, but we may not. Love, so other literature from its context from a feminist often represented as a rose, seems sometimes a kind perspective. It will delineate patterns of gender in 298

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of weed to be rooted out. Yet, as the novels dem- GSC 40127. Mary Wollstonecraft and her China, Malaysia, Indonesia, and India, with a special onstrate, eros refuses to be counted out of issues of Legacies emphasis on contemporary Japan. identity, and it slides into the heart of philosophical (3-0-3) Botting enquiries and searches. This course will begin by examining the political GSC 40176. African-American Women thought of Mary Wollstonecraft (1759–97) through (3-0-3) GSC 40118. Women and War in US History a close study of her corpus of original writings, in- At the end of the millennium, at a time of great (3-0-3) cluding her early educational writings, her two great anxiety for at least a portion of our society, we have This course will explore new perspectives on wars treatises of political theory, A Vindication of the Rights also witnessed a great explosion of African-American fought by Americans and will provide an overview of Men and A Vindication of the Rights of Woman, women writers. This course will seek to understand of American conflicts from the colonists’ wars with and her late literary writings. Next, the course will the relation of these women to the larger American Native Americans to the current war on terrorism. investigate the contested question of Wollstonecraft’s culture and what they have to say about our collec- By looking at the various roles women play in war political, philosophical, literary and popular legacies. tive vision and future. and examining the ways in which women’s lives can Through the study of the works of major nine- be shaped by war, the course will also introduce teenth-century writers who read, critically engaged, GSC 40177. Women and Work in Early students to important themes in women’s history and in many cases appropriated Wollstonecraft’s America and to new methodologies influential in the study of radical ideas on women’s rights, marriage and family, (3-0-3) history. Films and documentaries, and primary and theology, and educational, economic and political This course will introduce students to a broad view secondary readings will be used. reform, we will challenge the thesis that her husband of early American social history that foregrounds the William Godwin’s scandalous 1798 biography of her gendered aspects of work in Early America defined GSC 40119. Twentieth-Century British Women life diminished her influence in the century after her loosely as the period from colonial settlement to Writers death. Finally, we will look at how Wollstonecraft has 1820. On one level, this approach allows for the (3-0-3) been received in the past hundred years and engage recovery of women and girls’ contributions to the Modern and postmodern fiction (and some nonfic- the puzzling question of why the most visionary and formal and informal economies of pre-Industrial tion prose) by British women. Authors may include influential theorist of women’s rights in the modern early America, including their work activities within Woolf, Butts, Rhys, Cunard, Richardson, Car- tradition has not yet secured a steady place in the the household. This perspective is also crucial to the rington, West, Mansfield, Carter, and Winterson. Western canon. examination of the gendered ideologies of white, Native American, and African servitude and/or GSC 43120. Seminar: Feminist Issues, GSC 40128. Images of Women in American slavery. These ideologies dictated the work experi- Modern Art Cinema ences of large race and class defined segments of the (3-0-3) (3-0-3) Halperin population. Yet cultural retention also played a part In this course we will survey many of the major In viewing any film, we must ask ourselves what the and this course will invite students to investigate figures—both men and women artists-of the 19th- filmmakers want us to think. To answer that ques- the impact of derivative work practices (for example and 20th-century European and American art, in or- tion for a specific genre, we will be studying portray- examining African women’s’ dominance of market der to examine current debates about the role of the als of 20th century women in film and how these activities in the New World through the lens of West feminine in modern art. The selected readings will images have evolved in reaction to, and as a backlash African work practices). Further, while the course explore a broad range of significant, recent discus- against, the modern feminist movement. title emphasizes women’s’ experiences, the class and sions of the fiend, as well ad the theoretical sources race implications of male work practices in early of these studies. The most important of these issues GSC 40129. Family Development America will be similarly illuminated by a gender will include theories of sexuality; the role of gender (3-0-3) Klein studies approach. Thus, an overreaching purpose of in the formation of the avant-garde; the problem of a This course is directed to the sociology, psychology, the course will be to highlight the fluid and instable feminine subjectivity-its possibility or impossibility; counseling, preprofessional, nursing, social work, conceptions of work that were applied alternately to the woman-child as the type of woman artist; the and other majors who will necessarily be working masculine as opposed to feminine occupations, just importance of the maternal body for men and wom- with or seeking to understand families in the course as they were alternately applied to European versus en artists; the experience of mothering in developing of their occupations. The course covers change in non-European, free versus enslaved, and public ver- artistic subjectivity; the feminine as performance and families from the time when couples marry until sus private spheres. masquerade; and the collapse of the feminine into their dissolution due to divorce or death of one of the primitive. the spouses. Parent-child relations beginning when GSC 40178. Race, Gender and Women of children are born until parents’ death, changes in Color GSC 40123. Women’s Voice in Twentieth- sibling relations as persons age, as well as the devel- (3-0-3) Century French Prose opment of the marital union will be examined. The This seminar analyses dominant American beliefs (3-0-3) family cycles of childless and one-parent families will about the significance of race and gender primar- An in-depth analysis of 20th-century French prose also be included. Students have the opportunity to ily through the focusing lens of the experiences of with a special emphasis on the uniqueness of the apply the course material on family careers to their women of color in the U.S. How did intersecting female voice within the text. own families within the context of marriage, occupa- ideologies of race and gender attempt to define and tional and educational plans. They do a case history limit the lives of women of color as well as other GSC 40126. Some Strains in Twentieth- of a family in order to gain experience in using the American? How did intersecting ideologies of race Century American Fiction and gender attempt to define and limit the lives of (3-0-3) family development approach. women of color as well as other American? How This course studies the interconnections among six have women of color responded to and reinterpreted of our best fiction writers of the last century, tracing GSC 40175. Gender and Power Asian white American ideas about their identity to develop the dynamic aesthetic and moral development of Cultures (3-0-3) their own self-defenses and ideologies? American fiction from Fitzgerald through Heming- The class studies the representations of women and way, Faulkner, Hurston, and Walker, to Morrison. men in different Asian societies and in different political, social, and economic contexts, and their effect on kinship, family, work, religion, and the state. Ethnographic studies will cover Japan, Korea, 299

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GSC 40179. Feminist and Multicultural to pursue more advanced research in the field of only contribute to an understanding of U.S. families, Theologies women’s history. but also to an ability to function in an increasingly (3-0-3) interdependent world. (2) To give the student a An exploration of how the voices of women have GSC 40183. Sex, Sexuality, and Gender in the greater understanding of social organization through helped to reshape theological discourse and to bring United States to 1890 a study of families interrelationships with other so- to light new dimensions of the living Christian (3-0-3) Bederman cial associations. Students will see how the interrela- tradition. Like other liberation theologies, feminist Sexuality, like other areas of social life, has a history. tionships of families with other social associations in theologies take the experience of suffering and miss- Yet historians have only written about the history of a particular society, such as those having to do with ing voices in the tradition as the starting points for sex for the last 40 years or so. This course will both religion or economy, help account for the differences theological reflection on the mystery of God and all introduce students to a variety of current themes in and similarities among families in different societ- of reality in relation to God. Using the writings of the history of sexuality and invite them to consider ies. ()3) To examine the changes and continuities in feminist, womanist, Latina, mujerista, Asian, and how they themselves might research and write that family functioning within a sociological perspective. Third World theologians, this class will focus on history. The class will survey recent topics in the Here the student will learn how the process of in- the following questions and areas of theology: the history of sexuality from first colonial settlement to dustrialization has affected family life in this country theological task and vocation, the significance of the end of the Victorian era. Issues we may consider and examine ongoing changes in family patterns in gender and social location in the fields of theological include different religions’ attitudes toward sexual- other societies seeking industrial development. (4) To anthropology and Christology, theologies of the cross ity (the Puritans were not anti-sex!), how different become more familiar with the scientific literature in the face of contemporary suffering, the mystery of cultures’ views of sex shaped relations between colo- and the research methods upon which it is based. God, and implications of women’s spirituality in our nists and Indians, why sex was an important factor With such knowledge students can become a more day. Students will have the opportunity to join an in establishing laws about slavery in Virginia, birth sophisticated consumer of research. optional reading group that will focus on classic texts control and abortion practices, changing patterns in the development of feminist theologies. of courtship, men who loved men and women who GSC 40202. Economics/Gender and Ethnic loved women, and why the average number of chil- Discrimination GSC 40180. History of American Women I dren in American families fell by 50 percent between (3-0-3) (3-0-3) 1790 and 1890. Women and ethnic minorities have the lowest This course surveys the social, cultural, and political incomes, worst jobs, and highest levels of unemploy- developments that shaped American women’s lives GSC 40184. Icons and Action Figures in Latin ment and poverty in the United States today. This from the colonial period to 1890. It will analyze Literature course examines the role of racism and sexism in the both the ways American culture defined women’s (3-0-3) US economy. place during different historical periods and the ways Understanding US Latino/Latina literature, art, and women themselves worked to comply with or to film through its many allusions to and re-interpreta- GSC 40221. Gender and Violence resist those definitions. Topics include pre-industrial tions of traditional icons and historic figures as well (3-0-3) Mahmood society, transformations in work and family life, as legends, myths, popular figures, and action heroes/ This upper-level anthropology course focuses on industrialism and class formation, slavery, women’s heroines of the Americas (including those with the problematic intersection between gender and culture, and the emergence of a woman’s movement. origins in Native American, Latino/Latina, African, violence. The question of male aggression and female Throughout, stress will be laid on the importance of Asian, and European cultures). pacifism is explored, with attention to female fight- class, race and ethnicity in shaping women’s histori- ers and male practitioners of nonviolence. Women cal experience. GSC 40185. Gender Issues in Asian Theatre in circumstances of war, trauma, and healing are (3-0-3) studied for the insight such study may provide for GSC 40181. History of American Women II The course introduces the student to the process of peacebuilding initiatives. Gender in the military, (3-0-3) devising a dramatic text leading to a performance gender and violence ritual cross-culturally, and rape This course surveys women’s relationship to the of the text through collaborative methods. The class as a sociopolitical phenomenon are among the other social, cultural and political developments shaping discourse will evolve from gender issues articulated topics considered. Primary source readings comple- American society from 1890 to the present, concen- by Asian theatre, traditional as well as contemporary. ment intensive class discussion; substatioal writing trating on developments in women’s activism and in Through this method, the students contribute, and speaking buttress academic skills. popular culture. Topics include the new woman and evaluate, and try out their ideas towards the writing Progressivism, the transformation of feminism in the and production of a theatre creation, which shall be GSC 43222. Seminar: Representations of 1920s, women’s paid and unpaid labor, the “femi- performed at the end of the semester. Approach is Feminine nine mystique,” the Women’s Liberation Movement inter-disciplinary. (3-0-3) of the 1960s, and changing gender roles in recent de- An in-depth analysis of 20th-century French prose cades. Particular attention will be paid to the impact GSC 40186. Gender and Culture with a special emphasis on the uniqueness of the of class, race, and ethnicity on issues of gender. (3-0-3) Ellmann female voice within the text. An introduction to literary theories of gender and GSC 40182. Women in the US South culture in film, literature, and other media. GSC 40223. Sociology of Masculinity (3-0-3) (3-0-3) This course introduces students to the historical GSC 40201. World Families This seminar explores the social construction of study of women in the United States South. It will (3-0-3) masculinity and its many forms, both traditional and cover topics such as women in slavery, the transi- World Families is a course designed to examine fami- emerging, through readings, movies, discussions, and tion freedom, race relations, and social movements. lies across space and through time. The families to be writing assignments. Members of the seminar will Through student-centered discussions, presentations, studied come from a number of societies other than seek a better understanding of shifting roles, identi- and a variety of different writing assignments, stu- the United States. Also considered will be families in ties, and social structures that influence the way both dents will analyze how race, class, and gender struc- the United States as they existed in earlier periods to males and females develop the meaning of masculin- tured the experiences of women in southern society. give another basis for comparison among families to- ity. Topics include socialization, role conflicts, gender At the end of the semester students will be prepared day. Course Objectives: (1) To enable the student to violence, sexuality, the impact of fathering and men’s acquire knowledge of families in major world civili- movements. The masculinities in the United States zations other than our own. Such knowledge will not 300

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and around the world. It is intended to complement GSC 40254. Joyce: Introduction to Critical GSC 40260. Images of War and Peace in the study of gender in other disciplines, but some fa- Theory Literature miliarity with basic concepts in sociology is strongly (3-0-3) (3-0-3) recommended. This course is offered for students who would like to No course description is currently available for this be more self-conscious about their interpretation of course. GSC 40224. Sex Inequality in Workplace literature. What are our assumptions underlying our (3-0-3) readings of the texts? The course will try to articulate GSC 40261. Witchcraft and the Occult This course examines issues of gender inequality and clarify the main positions, issues, and stakes in (3-0-3) within the workplace. current critical debates. The persecution of witches took place during the period when modern rationality was being defined, GSC 40225. Engendering Archaeology GSC 40255. Household Archaeology from the High Renaissance to the early Enlighten- (3-0-3) (3-0-3) ment. Although the numbers executed were not This course will consider the historical and theoreti- This course explores the theoretical and method- as great as used to be thought, the notoriety of cal foundations of creating an engendered past, the ological challenges faced by archaeologists excavating some cases and the widespread use of the concepts methodological and practical aspects of “doing” ancient households. Students will explore the social, meant that the ideas involved were of consider- engendered archaeology, and the intersection be- economic, political, and physical characteristics of able importance, not least in defining the nature of tween political feminism, archaeological knowledge households, the relationship between households and womanhood and the scope of the Devil’s power in production, and the politics of an engendered communities, and the contribution of household the world. There was wide variation across Europe, archaeology. archaeology to architectural, artifactual, and social with some Catholic and Protestant states prosecut- analyses of ancient communities. ing extensively and others largely avoiding trials GSC 40251. Fashioning Identities in Colonial for witchcraft or stopping them at an early date. In America GSC 40256. Cross-Cultural Psychology many countries and regions, most cases were against (3-0-3) (3-0-3) women; in some others, most were against men. The This course will focus on dress and material/visual The general purpose of this course is to examine and powers and character attributed to witches varied culture in colonial North America. It will introduce learn to talk about issues of culture and race in the widely and the beliefs involved were not universally methodology, and offer an overview of key themes United States from a psychosocial perspective. Cul- accepted as true. in the history of dress and consumerism within the ture and race are not synonyms. So, we will be exam- framework of gender studies. In our focus on the ining some of the ways that each affects the quality GSC 40262. Constituting Americans colonial period (especially in the 18th century), we of our psychological functioning. The goals of this (3-0-3) will analyze the economics of dress (the production, course are to learn to recognize and appreciate cul- This course will explore life writings and issues of marketing, and acquisition of cloth and clothing) ture in ourselves and others; to examine the different self-representation in the African-American expres- and will assess the importance of fashion and com- ways that cultural and racial socialization influence sive cultural tradition from 1850 to 1905. This merce and politics. We will evaluate the role of dress behavior, to consider how culture and race relate to course is concerned with the concept of citizenship, in the construction of colonial identities, and we will various psychological constructs, and to understand its implied universalism, and the necessity of critiqu- examine the ways that dress operated as a visual locus the ways in which racism and ethnocentrism oper- ing this universalism that maintains a unified notion for racial, class and ethnic encounters. ates in everyday life. To accomplish these goals, we of democracy. will use readings, group discussions, lectures, films, GSC 40252. War/Money/Romance: 1100– and each other to expanding our awareness of how GSC 40263. Caribbean Voices 1200 culture and race operates in our everyday life. As a (3-0-3) (3-0-3) student in this class, you will be encouraged to share An introduction to the literature of Anglophone During the 12th century, the royal court of England your ideas and life experiences. Caribbean. made revolutionary advances in killing, counting, and judging at the same time that they patron- GSC 40258. Person, Self, and Body GSC 40264. Holocaust ized the emergence of Arthurian romance. History (3-0-3) (3-0-3) textbooks usually compartmentalize the history of How is the private self different from the public Corequisite(s): HIST 32408 war, accounting, the law, and romance. This course, person, and how do these contrasts vary in different In this lecture/discussion class, we will study the instead, asks what they may have in common, spe- societies? How is the body valued, situated, and con- Nazi German program of mass killings that has cifically how they were engendered on the bodies of tested? What are the sources of conflict within a per- come to be known as the Holocaust. We will explore imaginary dead maidens, cannibalized Muslims, and son, between persons, and with the material world? the ideas, decisions, and actions that culminated in tortured Jews. We will study breakthroughs in royal How is identity constructed from these components? murder of an estimated hundred thousand people accounting procedures as a powerful formal rhetoric This course will examine contemporary and classical deemed handicapped, half a million Roma (Gypsies), with links to law and war. As a formal rhetoric ca- theoretical works as well as ethnographic accounts and six million European Jews. The role of historical pable of abstracting space, accounting transformed of persons, selves, and bodies to address these ques- prejudices, the impact of National Socialist ideol- the social space of the body, household, and court, tions. For juniors and seniors only. ogy and leadership, and the crucial factor of the and inaugurated new notions of social time. We war itself will all be considered. We will address the also will consider how the same court patronized GSC 40259. Moving New Directions: African experiences of those targeted for annihilation as well new forms of Arthurian romance. We will ask how Diaspora as the actions of perpetrators and the role of others: romance renders violence and forgets the violence (3-0-3) bystanders, witnesses, and rescuers. At the same time perpetrated by Christians elsewhere, especially on Migration and the emergence of new identities have we will examine how attacks on other groups—for the Crusades (First Crusade, 1096–1102; Second defined the formation and evolution of the African example, homosexuals, Polish intellectuals, Soviet Crusade, 1147–49; Third Crusade, 1189–92; Fourth diaspora in the modern era. This course is designed prisoners of war, Jehovah’s Witnesses, and Afro-Ger- Crusade, 1202-04). Finally, we will question how to introduce students to the concept of African dias- mans—fit into the overall Nazi scheme for a “new accounting and violence intersect with the treatment pora and to provide a framework for understanding world order.” The legacy of the Holocaust after 1945 of Jewish communities residing in England during how it has changed over time. will be discussed as well. the 12th century. 301

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GSC 40265. Ethnicity in America GSC 40276. Consumers and Culture in US ods, and a growing appreciation of how Christian (3-0-3) History women, whose stories have often been eclipsed in A study of the ethnic and racial formation of Ameri- (3-0-3) surveys devoted to intellectual or doctrinal history, can society and cultural pluralism; a review of the This course will explore the emergence of modern have shaped Christian tradition through their ascetic theory and history of ethnicity, its policy implica- consumer society in the United States. From the van- practices, and have been in turn shaped by them. tions for family, education, economics, religion, gov- tage point of the close of the 20th century, American Our perspective will be that of social historians. ernment, and international relations; in-depth study culture seems to be defined by the conspicuous of one ethnic group of choice. consumption of goods. It is important to remember, GSC 40279. Victorian National Romance however, that phenomena like mass marketing, (3-0-3) GSC 40266. Advanced Moral Problems advertising, and mass distribution were not always By examining texts from the different nations within (3-0-3) so entrenched. A historical approach allows us to the British Isles—Scotland, Ireland, and Eng- An in-depth discussion of three very important mor- explore the changing relationship of Americans to land—we will explore the complex question of how al problems of our time: affirmative action, animal consumer goods and the cultural transformation that national boundaries are drawn, how a sense of mem- rights, and sexual harassment. went along with this change. The course is roughly bership in a nation is created, and what that might chronological, with readings organized around a have to do with falling in love, getting married, and GSC 40267. Chaucer: Canterbury Tales specific theme each week. The course will consist of staying married. (3-0-3) both lectures and class discussions. Topics covered Chaucer’s masterwork, studied in its original Middle include the evolution of the American economy, ad- GSC 40281. Victorian Literature: Science and English. vertising, retailing, gender and consumption, leisure, Art and consumer protest. There will be two short writ- (3-0-3) GSC 40268. Philosophy and Psychiatry in the ten assignments and one longer research paper. Novels by Braddon, Eliot, and James in the context Twentieth Century of art, science, and their place in a changing social (3-0-3) GSC 40277. Revolutionary America structure. A course dealing with (1) the intellectual history of (3-0-3) psychiatry from the time of Freud and Kraepelin to This course examines the American Revolution as GSC 40282. Dramatic Literature since 1900 the present, (2) the social history of the care of the both a process of change and an event with profound (3-0-3) mentally ill since World War II, and (3) the interpre- consequences for the history of the American people. An advanced survey of theatrical literature and criti- tation and critique of Freud and psychiatry. It emphasizes conditions and consequences of the cism from the earliest plays to the beginning of the Revolution for common people and for those living 20th century. Students will read one to two plays per GSC 40270. Prophets/Protest in African at the fringes of economic subsistence and political week along with selected secondary critical literature. History (3-0-3) power—laborers, women, slaves, and Native Ameri- cans—in addition to the ambitions of the founding GSC 40285. Film Melodrama The course will provide a general survey of Chinese (3-2-3) fathers. The long-term preconditions for revolution history from 1644 (the establishment of the Qing Corequisite(s): GSC 41285 are considered within the contexts of domestic and dynasty) to the present. It will highlight China’s Melodrama, one of the most important literary and international politics. We will focus on the conflict evolution from a period of strength and unity during cinema modes, has its roots in the 19th century. This that was the heart of the Revolutionary experience the last dynasty to a period of disunity and weakness course incorporates recent critical thought on melo- and that was the fundamental legacy of the war for during the revolutionary period 1911–49, back to dramatic forms into a study of (mostly) French cin- American society. a period of strength under the Communist govern- ema. Examples of films that may be studied include ment from 1949 to the present. Special attention Written on the Wind, Quai Des Brumes, Les Enfants GSC 40278. Martyrs and Monastic Lives will be given to the problems of economic mod- (3-0-3) du Paradis, Vivre sa Vie, and Madame Bovary. ernization, the role that foreigners have played in Early and medieval Christian communities were this process, and the relationship of both to cultural largely defined by their views not only of God or GSC 41285. Film Melodrama Lab (0-3-0) development. the personhood of Jesus, but also of the body; under : GSC 40285 fierce debate were questions of what, when, or even Corequisite(s) GSC 40274. Studies in Criticism During the lab times, certain films will be viewed for whether, to eat, drink, or engage in sexual activity. (3-0-3) further discussion in class. This interdisciplinary course adopts postmodern By reading intriguing texts stemming from the experience of martyrdom and monasticism, this course critical approaches (cultural studies, feminist and GSC 40286. Postmodern British Poetry gender criticism, gay/lesbian studies) to the study will illustrate how often explicitly theological con- (3-0-3) of selected topics in classical and popular music cerns (for instance, an understanding of the incarna- Study of competing galaxies of late-20th-century and multimedia. Topics this semester will include tion) have their roots in just such pressing social British poets, for whom more than art was at stake: issues of gender, race, class, sexuality, and/or sexual concerns. Christians were further urged to ponder agendas of race, gender, region, class, and other cul- the relationship of the body to theology, by the violence in Hollywood films since 1987 Moonstruck( , tural materials. experience of sporadic persecution launched against Pretty Woman, Philadelphia), rock music of the ’50s, them initially by pagans, but after Constantine, in- ’60s, and ’70s, music and videos of Madonna, and GSC 40287. Passing and Fictions of Race creasingly by other groups of Christians. This course comparative stagings of Mozart’s Don Giovanni. (3-0-3) will examine a selection of intriguing texts stemming Intended for music majors, music minors, and non- A close analysis of how notions are “race” explored in from the experience of martyrdom and monasticism. majors/minors who can read a musical score. Anglo and Anglo-Irish literature. We will begin with the earliest portrait of Christians left to us, namely that found in the New Testament, GSC 40275. Topics in Modern Art GSC 40289. The British Imagination (3-0-3) and will end with the Reformation period, which (3-0-3) There is currently no course description available not only saw a reassessment of the goals and good- London Program. This course explores the nature ness of the monastic life but also a resurgence of and experience of the British way of life in the 20th persecution. Two further and related concerns will century. It draws on all aspects of the media from fic- also shape this course, namely, the uncovering of the tion and poetry to television soap operas and news- contours of “ordinary” Christian life in these peri- papers in order to consider some central themes: 302

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nationalism, imperialism, the class system, the mon- GSC 40297. Acting: Viewpoints GSC 40305. Growing Up Latino: Narratives archy, the popular imagination, race, politics. (3-0-3) and Literature Topic varies. Refer to department. (3-0-3) GSC 40290. Labor Movements in Twentieth- Autobiography and biography are modes of narrative Century US GSC 40298. Realism and Naturalism in discourse, and certain marginalized groups—women (3-0-3) American Literature and people of color—use narratives to define ques- This class explores American workers’ collective ef- (3-0-3) tions of identity, to question power relations, to forts as workers in their search for economic security, This course will consider American literature be- explore their own voices as writers and as learners in political power, and social and cultural autonomy tween the Civil War and World War I in relation hegemonic institutions, like schools. from the 1890s to the near present. For the most to the literary movements known as realism and part, this course will focus on the unions and related naturalism. GSC 40308. Politics Memory in Latino/a organizations forged by workers throughout the Literature past century—from major umbrella groups like the GSC 40299. French Travelers to North Africa (3-0-3) American Federation of Labor, the Industrial Work- (3-0-3) A study of prominent contemporary Latino/a poets ers of the World, and the Congress of Industrial This course will explore works by French writers whose work has enriched and diversified the canon Organizations, to important sectoral actors like the and artists who visited or resided in the North- of American poetry in the last 20 years. Brotherhood of Sleeping Car Porters, the United African countries of Morocco and Algeria from Automobile Workers, the American Federation of the early 19th through the late 20th centuries. We GSC 40315. Victorian City Teachers, and the United Farm Workers. The cen- will examine aesthetic representations as well as the (3-0-3) Mahoney tral questions of the course will be: When, where, travel diaries and correspondence of painters such How notions of “the city” were depicted in 19th- and why have US workers organized collectively in as Eugene Delacroix, Theodore Chasseriau, Eugene century British literature. the 20th century—and how successful have they Fromentin, and Henri Matisse; the travel narratives been? What has been the response of employers, of Fromentin (Une annee dans le sahel), Pierre Loti GSC 40367. Mexican Transnationalism South the government, and the public at large to these (Au Maroc), and Isabelle Eberhardt (excerpts from Bend (3-0-3) collective efforts of workers, and how and why have Ecrits sur le SablE); short stories by Eberhardt, and This course uses experiential learning in the Mexican those responses changed over time? What has been novels by J.M.G. Le Clezio (Desert), Michel Tournier community of South Bend in order to understand the relationship between organized labor and racial (La Goutte D’or), and Didier Van Cauwelaert (Un how Mexican migrants conduct their lives across and gender discrimination, as well as the causes of Aller Simple). Studies by Edward Said (Orientalism) the vast distances separating South Bend and their racial and gender equality? And how have Americans and Fatimah Mernissi (Beyond the Veil: Male Female homeland. generally, and workers in particular, understood the Dynamics in a Modern Muslim Society), among oth- labor movement in relation to capitalism, freedom, ers, will enable us to approach Islamic culture as well GSC 40368. Doing Things with Words and democracy? Students will be expected to write as the vexed questions of French colonialism and the (3-0-3) several short papers, engage in regular classroom dis- condition of women in North Africa. This course looks at some of the ways humans do cussion, and screen several films outside of class, Discussions conducted in French. Students will give things with words. Topics include religious language; two short oral presentations and write a weekly jour- silence; politeness and sincerity; truth, deception, GSC 40291. Négres, Africains, Négropolitains lying, and cheating; linguistic variety, identity, and (3-0-3) nal as a means of preparing for two analytical and stereotypes; moral evaluations made of language; and This course will explore textual relations between interpretive papers (minimum of 5 pages each, with language used for power and solidarity. French and North-African literary works as one pos- the option to rewrite the first paper), OR one longer sible opening onto inter-cultural dialogue. We will paper (10–12 pages) at the end of the semester. As- GSC 40370. Anthropology of War and Peace first look at French writers and artists who visited or siduous preparation for and participation in class discussions are essential. (3-0-3) Nordstrom resided in Morocco and Algeria from the early 19th This class will explore the human capacity for war throughout the late 20th centuries and who were and peace, from tribal conflicts through guerilla seemingly guided by an aspiration to understand the GSC 40301. American Film (3-0-3) Krier warfare to conventional and nuclear war. It will also culture they encountered. Presentations and discussions of the several genres of study societies without war and populations with in- film produced in America since the early 1900s. novative ideas about peace. GSC 43294. Seminar: Venetian and Northern Italian Art GSC 40371. Families and Their Interrelations (3-0-3) GSC 43301. Seminar: Narratives of Modern with Gender This course focuses on significant artistic develop- Art (3-0-3) (3-0-3) ments of the 16th century in Venice, with brief Permission required. Seminar on specific subjects in A consideration of the part gender plays in family excursions into Lombardy and Piedmont. Giorgione, 19th-century and 20th-century European art. processes like the couple formation through cohabi- Titian, and Palladio, the formulators of the High Re- tation and/or marriage, having and rearing children, naissance style in Venice, and subsequent artists such GSC 40302. Contemporary Art: Photographic division of labor, and the post-children era. as Tintoretto and Veronese are examined. An inves- Effects tigation of the art produced in important provincial (3-0-3) GSC 43372. Family Policy Seminar and urban centers such as Brescia, Cremona, Milan, Seminar on specific subjects in contemporary art. (3-0-3) Parma, Varallo, and Vercelli also provide insight into (Alternate spring) The seminar covers family policy in the United the unique traditions of the local schools and their States and in other countries with a concentration on patronage. GSC 40304. Lost Generation (3-0-3) the United States. There is comparison of the back- This course studies the writings of authors, mostly ground, content, and consequences of policies in the GSC 43295. Seminar: Courts of Renaissance Americans, who achieved prominence in the 1920s: various countries. Such provocative topics as welfare Italy policy, parental leave, and child care are discussed. (3-0-3) Hemingway, Fitzgerald, H.D., Stein, Cummings, Hughes, and others. The relation between families and the work setting Permission required. The subject of this seminar will or families and government will also be addressed. vary from year to year. 303

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A discussion format is used. Students write a term to, nationalism and transnationalism; colonialism Arts and Letters/Science paper on some aspect of family policy. It is directed and post-colonialism; political-economy; gender; Honors Program especially for juniors, seniors, and graduates. religion; ethnicity; language; and medicine and the body. Emphasis will be on social and cultural trans- In the fall semester of 1983, the University inau- GSC 40374. Anthropology of Reproduction formations in specific historical contexts. gurated an honors program for a small number of (3-0-3) outstanding students in the College of Arts and Let- This course examines how societies throughout the GSC 40475. Child Development and Family ters and the College of Science. A limited number of globe view and manage reproductive processes. The Conflict students with academic intents for each college are emphasis will be primarily, though not exclusively, (3-0-3) identified for this program at the time of admission. on women’s reproductive health throughout the life Current trends and findings pertaining to construc- Although selection criteria include the promise of cycle, including puberty, pregnancy, family planning, tive and destructive conflict within families, and outstanding academic performance as demonstrated childbirth, and menopause. the effects of conflicts within families on children, by standardized test scores and high school perfor- will be considered. A focus will be on interrelations mance, the program is looking for more than mere GSC 40375. Celebrity, Scandal, Obscurity: between family systems (marital, parent-child, and academic ability. It hopes to identify students with a The Nineteenth-Century Poet sibling), and methodologies for studying these ques- deep intellectual curiosity. (3-0-3) Mahoney tions. A particular concern will be how positive and The program offers honors sections to fulfill most How 19th-century British Victorian poets courted, negative conflict processes in the marital relationship of the University and college requirements in the simultaneosuly, celebrity, scandal, and obscurity. affect families, marriages, and children. The role students’ freshman and sophomore years. At present, of interparental conflict in various family contexts there is the yearlong Honors Seminar (satisfying the GSC 40376. The Very Long Victorian Novel (divorce, parental depression, violence and abuse, writing and literature requirements), Honors Calcu- (3-0-3) Maurer custody, physical illness, or disability), and relations lus, Honors Philosophy, Honors Theology, Honors A close reading of selected 19th-century British between family and community conflict and vio- Biology, Honors Physics, and an array of Honors So- novels. lence, will be examined. The positive side of family cial Science courses. Since these courses are restricted conflict will be considered, including the elements of to honors students, they are smaller than non-honors GSC 40377. Post-War British and Irish Poetry constructive marital and family conflict, and psycho- (3-0-3) Huk sections and are usually taught in a seminar format. educational strategies for promoting for constructive An analysis of British and Irish poetry written after The teachers for honors sections are chosen from the conflict processes within families. Theories and mod- World War Two. most outstanding teachers in each college. After the els for conceptualizing the effects from a family-wide first year, students’ academic work will be mainly perspective will also be considered. Requirements: GSC 40425. Class, Labor, and Narrative centered in their major field (or fields) of study, but Class attendance, active participation in class discus- (3-0-3) Sayers two or more honors electives are also taken during sions and activities, including leading discussions on How selected American writers addressed class and these years. In the fall of the senior year, there is an articles in small groups, participation and report of labor. “Honors Thesis/Research Seminar,” which is fol- the results of small-scale field studies in small groups, lowed by the “senior seminar” in the spring. The fall completion of a review paper on a topic in this area, GSC 40426. African History since1800 seminar is intended to be a spur to the students’ cap- and completion of midterm and final in-class exams. (3-0-3) stone project, whereas the spring seminar brings the This course will focus on African history from 1800 honors students from diverse majors back together GSC 40476. Environmental Justice to the independence movements of the 1960s. In the for some concluding topical discussions. All honors 19th century, new states, economies, and societies (3-0-3) This course will will survey environmental impact students will also be expected to complete a special emerged in Africa as African peoples developed new six-hour senior research honors project in their major relations among themselves and with the rest of the assessment (EIA), ecological risk assessment (ERA), and human-health risk assessment (HHRA); ethical field of study. In science, this is the culmination of a world. With the “scramble for Africa” of the 1880s, research project that is begun earlier, and in arts and European powers colonized Africa and suppressed and methodological issues related to these techniques; then apply these techniques to contemporary letters, it is a two-semester project culminating in a many of these processes. In the 1960s, however, self- thesis. Those writing senior theses work individually rule resurged as Africans helped throw off the yoke assessments for which state and federal governments are seeking comments by scientists and citizens. under the direction of a faculty advisor of their of colonial rule and form independent nation-states. choosing in their major field. Funds are available for This course will consider the social, economic, and The course is hands-on and the goal will be to teach students EIA, ERA, and HHRA and how to evaluate research projects during summers either at Notre political history of Africa by using case studies from Dame or other universities. the Democratic Republic of Congo (Congo-Zaire), draft analyses, particularly those used to site facili- Nigeria, Sierra Leone, and South Africa. ties or make environment-related decisions in which In addition to the more narrowly academic features poor people, minorities, and other stakeholders are of the honors program, students will be offered vari- GSC 40427. Our America: Exploring the themselves unable to provide comments. Course will ous opportunities for broadening personal, cultural Hyphen between African and American cover flaws in scientific method and flaws in ethics and spiritual growth. Regular colloquia, informal (3-0-3) Irving that typically appear in these assessments. discussions and cultural excursions are available. Close readings of various 20th-century African- American literatures, with foci on how “black subjec- GSC 50001. Gender Issues and the Law Further information on the structure and content of tivity” is created; the relationship between literature, (3-0-3) the honors program or on the criteria for admission history, and cultural mythology; the dialectic of free- Focuses on those legal situations in which gender is may be obtained by contacting Prof. Alex Hahn or dom and slavery in American rhetoric; the American an issue before the court. Topics covered include the Prof. Cornelius Delaney, 323 O’Shaughnessy Hall, obsession with race; and the sexual ideology and workplace, equal protection, criminal law, the First Notre Dame, IN 46556, 574-631‑5398. competing representations of domesticity. Amendment (freedoms of speech and association), and education. Focuses on case analysis as well as on GSC 40466. Topics in Social/Cultural other documents that comprise the cases such as tes- Anthropology timony transcripts and briefs. Students will read arti- (3-0-3) cles written from various jurisprudential perspectives. This course explores the latest developments in social-cultural anthropology including, but not limited 304

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Arts and Letters The Program of Courses Senior Year Preprofessional Studies First Year First Semester First Semester Science Elective 3 Advisor: FYC 13100. Composition 3 Arts and Letters Major 3 Jennifer Ely Nemecek MATH 10350. Calculus 4 Arts and Letters Major 3 Assistant dean CHEM 10117. General Chemistry I 4 Second Theology/Second Philosophy College of Arts and Letters Foreign Language 3 (Medical Ethics) 3 First Philosophy/First Theology 3 History 3 Program of ALPP. Arts and Letters Preprofessional Physical Education - — Program students are required to complete an arts — 15 and letters primary major in addition to the prepro- 17 Second Semester fessional supplementary major. The ALPP program Second Semester Arts and Letters Major 3 provides students who intend to pursue a career in University Seminar 3 Arts and Letters Major 3 health science with an opportunity to complete a MATH 10360. Calculus B 4 Second Philosophy/Second Theology 3 major in the College of Arts and Letters while build- CHEM 10118. General Chemistry II 4 Fine Art 3 ing a firm foundation in the basics of science. Most Foreign Language 3 Arts and Letters Major or Elective 3 students elect the ALPP program because they wish History/Social Science 3 — to go on to medical or dental school; however, there Physical Education - 15 are students who intend to pursue other health- — related careers or simply prefer the integration of 17 science classes into the arts and letters curriculum. Sophomore Year Computer Applications Medical schools encourage prospective applicants to Program First Semester seek a broad, liberal arts education, which enables College Seminar 3 Director: them to develop skills that will be useful throughout BIOS 20201/21201. General Biology A 4 Charles R. Crowell life. The ALPP program provides students with all of CHEM 20223/21223. Elementary Assistant Director and Director of Advising: the necessary prerequisites to prepare for the Medical Organic Chemistry I 4 Louis J. Berzai or Dental College Admissions Test. Foreign Language 3 Faculty: The use of Advanced Placement (AP) to fulfill sci- Arts and Letters Major or Elective 3 Amy Amoni; Robert N. Barger; Kevin Barry; ence course work is strongly discouraged. As a rule, a — Louis J. Berzai; Mike Chapple; Christopher G. student may use no more than eight credits' worth of 17 Clark; Charles R. Crowell; Donald K. Irmiger AP toward the ALPP major. Second Semester III; A.E. Manier; Patrick Miller; Raymond G. Arts and Letters Major or Elective 3 Sepeta; John F. Sherman; Jeff Sucec; John C. Since the Medical/Dental College Admissions Tests BIOS 20202/21202 General Biology B 4 Treacy are ordinarily taken in the spring semester of the CHEM 20224/21224 Elementary junior year, students should have completed the fol- Organic Chemistry II 4 Program of Studies. Computer Applications (CAPP) lowing courses by that time: MATH 10350–10360, First Theology/First Philosophy 3 teaches the skills necessary to function in the uses of BIOS 20201–21201, CHEM 10117/11117–10118/ Arts and Letters Major or Elective 3 information technology. Its goal is to combine the 11118, CHEM 20223/21223–20224/21224 and — diverse background of arts and letters with computer PHYS 30210/31210–30220/31220. Students must 17 skills in a way that applies to a full realm of occupa- also take three upper-level science electives (nine Junior Year tions and business fields. CAPP offers firsthand -ex credits) to complete the ALPP program. The fol- First Semester perience on applying classroom knowledge to actual lowing electives are recommended to provide the PHYS 30210. Physics I 4 business applications and focuses on a conceptual student with the background necessary for admission Science Elective 3 understanding of how to approach tasks using com- to most medical and dental schools: Genetics (BIOS Arts and Letters Major 3 puter technology. Designed with the arts and letters 20303), Biochemistry (CHEM 40420), Physiology Arts and Letters Major 3 student in mind, CAPP is a cross-disciplinary (BIOS 30344 or BIOS 40421), Cell Biology (BIOS Social Science/History 3 sequence of courses that provides students with 30341), or Microbiology (BIOS 40401). Biochem- — employment opportunities, computer language expe- istry (CHEM 40420) and Physiology (BIOS 33044 16 rience, application experience in areas of choice and or BIOS 40421) are strongly recommended. CHEM Second Semester familiarity with state-of-the-art technology. 20204, MATH 20340, and PHYS 20140 do not PHYS 30220. Physics II 4 count toward the first three upper-level science elec- Science Elective 3 CAPP strives to demonstrate the relationship be- tives. Arts and Letters Major 3 tween computer technology and problem-solving Arts and Letters Major 3 and illustrate the value of computers in traditional All curricular advising in reference to the ALPP areas of concern and interest. major is conducted by the ALPP advisor in 105 Literature 3 O’Shaughnessy. The sequencing of courses taken — With CAPP available only as a supplementary major, throughout the sophomore, junior and senior years is 16 students must have a traditional field of study within worked out by the student in consultation with the the college. As its title implies, CAPP stresses the ALPP advisor and the student’s departmental advisor application of technology to organizational, institu- so that the best schedule for each individual is ar- tional and interpersonal issues and problems. CAPP ranged. One possible sequence is the following. aims at giving students an understanding of how technology can be applied to diverse areas of life by giving them experience in applying contemporary technology to problem solving. 305

supplemental majors, minors, and special programs

The actual courses offered vary from year to year, with its “Write Once, Run Anywhere” feature, Java CAPP 30410. Statistics for Social Research but the structure of the program can be outlined as has earned its place as the most-used programming (SOC) follows: language. This course introduces Java as a general- (3-0-3) purpose programming language, with World Wide Designed to teach students how to interpret and Hours Web applet examples. The approach will be hands- critically evaluate statistics commonly used in the I. Computer Ethics 3 on, with the class conducted in a computer lab. social sciences and in many areas of the business and II. Language courses (C++, JAVA, etc.) 6 medical world to describe, project, and evaluate. Fo- III. Technology and Society (non-ethics) 3 CAPP 30340. Artificial Intelligence cus is upon a conceptual understanding of what the IV. Technology Applications (3-0-3) statistic does, what it means, and what assumptions (Client/Server, Systems Design, etc.) 12 Artificial intelligence is the effort to create human are being made in its use. The course requires only intelligence in machines (computers). In this en- high school arithmetic and is not mathematically Course Descriptions deavor, we come to better understand the nature of difficult. intelligence. Along the way, we discover clever and CAPP 20505. Introduction to Computer ingenious solutions via computer science. We will CAPP 30415. Statistics for Economics (ECON) Systems consider various positions on AI ranging from strong (3-0-3) (3-0-3) Berzai support to total opposition. Topics covered are the The course is devised to present statistics and statisti- As an introduction to information processing, this history of AI, the Turing Test, the Chinese Room, cal inference appropriately for economics students. is a literacy course that explains computer systems, state spaces and search, heuristics, games, knowledge There are two goals for the course: first, to prepare including hardware, software, systems analysis, and representations and reasoning, expert systems, plan- the student to read elementary quantitative analysis other related topics. The class learns some computer ning, neural networks, and program evolution. The studies; and second, to prepare the student to under- programming, logic, design, and documentation course proceeds through a progression of artificial take elementary quantitative analyses. using the BASIC language. The students also work intelligence systems or “agents” that react to their on teams to learn some phase of the IS environment, environment with increasing sophistication. CAPP 30420. Experimental Psychology I: learn multimedia software, and make presentations Stats (PSY) (4-0-4) to the class. CAPP 30350. Visual Basic (3-0-3) An introduction to the analysis and evaluation of CAPP 20506. Introduction to Computer Prerequisite(s): CAPP 20505 or CAPP 243 experimental data, with particular emphasis on Systems The course will investigate object-oriented data measures of central tendency, variability, and covari- (3-0-3) processing concepts using Microsoft’s Visual Basic ability, and their relationship to psychological theory As an introduction to information processing, this Programming Language. Terminology and technique and explanation. is a literacy course that explains computer systems will be combined to explore the object-oriented including hardware, software, systems analysis, and paradigm. Object-oriented will be compared to tra- CAPP 30510. Management Information other related topics. The class learns some computer ditional procedural paradigms wherever appropriate. Systems programming, logic, design, and documentation (3-0-3) Berzai Students are introduced to leadership and manage- using the BASIC language. The students also work CAPP 30360. World Wide Web Programming on teams to learn some phase of the IS environment, (3-0-3) ment skills in the information processing environ- learn multimedia software, and make presentations This course covers several languages that are used ment. Discussions on why and how management to the class. to construct sites on the World Wide Web. These makes decisions are an important part of the course, languages are: (1) HyperText-Markup Language as are discussions of current problems of manage- CAPP 30310. Introduction to C++ (HTML), a scripting language used to control the ment in the business world related to computer (3-0-3) Treacy format of web pages; (2) JavaScript, an object-based applications. Although COBAL programs support many of today’s scripting/processing language used to provide cli- information systems, new development has migrated ent-side interactivity for web pages; and (3) Java, an CAPP 30515. Systems Analysis and Design (3-0-3) to object-oriented C++. If students majoring in In- object-oriented compiled processing language that Administered in two major segments, this course first formation Systems are to be competitive when they can create applets that are platform-independent. graduate, they need some competence working with exposes students to the full scope of analyzing and designing computer systems by covering problem the object-oriented paradigm and, in particular, C++. CAPP 30380. Web Development: HTML and definition, data collection, documentation of existing Java CAPP 30320. Introduction to Scheme (5-0-3) Barger systems, and definition of new systems requirements. (3-0-3) Students will study materials necessary to construct We use the methodology of Systems Development Scheme is a modern programming language that and maintain World Wide Web pages. They will Life Cycle (SDLC). The second segment deals first is both powerful and easy to learn. Scheme teaches learn the basics of the Hypertext Markup Language with students working on genuine business projects. many important programming ideas and, with a (HTML), a scripting language for formatting Web A part of this segment gets into object-oriented knowledge of scheme, students can readily learn oth- pages. They will also learn Java, a secure object-ori- systems analysis, that is a new concept in systems er languages like C++ and Java. The scheme course ented language which can be used for stand-alone analysis and design. will be a beginning course and will not require applications or for applets which provide client-side programming experience. The course will emphasize processing within Web pages. In the Java section, the CAPP 30518. Chinese Pop Songs: Global/ problem-solving skills and it will demonstrate how course will concentrate on applets. Learning activi- Local (LLEA) (3-0-3) data drives program development. ties will be done on-line. These activities will include This course uses popular songs since the 1980s from laboratory assignments, a Web page project, and China, Taiwan, and Hong Kong to examine various CAPP 30330. Introduction to Java HTML and Java examinations. The object of the ways Chinese construct images of the self. Issues to Programming course is not to produce expert-level programmers in (3-0-3) be examined include nationalism, love as allegory, HTML and Java, but to provide a basic level of skills Mostly known as a language of the World Wide family, tradition versus modernity, and language in these languages so that graduates of the course will Web, Java is also a versatile, object-oriented, general- politics. Attention will be given to the contexts in be able to work knowledgeably with future clients, purpose programming language. In only six years, corporate analysts, and professional programmers. 306

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that popular music is produced and consumed glob- read material and write a 15- to 20-page paper deal- CAPP 40220. The Computer as an Economic ally and locally. ing with an agreed-upon topic that deals with ethics and Social Phenomenon (ECON) in technology use. (3-0-3) CAPP 30520. E-Commerce This course takes the perspective of “science studies” (3-0-3) CAPP 40135. Ethics Practicum and applies it to issues that do not fit easily into ei- Electronic commerce is a system that includes not (1-0-1) ther computer science or economics. These include: only those transactions that center on buying and This course is for students who have difficulty fitting Does the computer have a well-defined existence? selling goods and services to directly generate rev- the 471 Computer Ethics or 475 Current Trends How has the computer influenced our theories of enue but also transactions that support revenue gen- course into their schedules. This one-credit-hour human nature? Is the “new information economy” a eration, such as generating demand for those goods self-directed readings course requires that students real phenomenon? It also deals with some emerging and services, offering sales support and customer read material and write a 15-to 20-page paper deal- issues in Internet commerce. service, or facilitating communications between busi- ing with an agreed-upon topic that deals with ethics ness partners. Electronic commerce builds on the in technology use. CAPP 40230. Technology, Privacy, and Civil advantages and structures of traditional commerce by Liberties adding the flexibility offered by electronic networks. CAPP 40140. Computer Ethics (3-0-3) (3-0-3) This seminar will examine the many ways in that CAPP 30523. Applied Multimedia Technology The course concentrates on the theory and practice technology has had (and is having) an impact on (3-0-3) Clark of computer ethics. To facilitate this study, students civil liberties in the United States. It will also ex- Students will create an interactive multimedia project will first learn several UNIX utilities and such Inter- plore how technology affects privacy in the United that incorporates a variety of media types, including net applications as e-mail and listserv. Methodologies States and other countries. We will explore various text, animations, pictures, sounds, and videos. Stu- used in the course include in-class case analysis, in- technologies and applications, such as information dents will learn to use Macromedia Flash, Fireworks, class discussions, and examinations. technology, genetic profiling, radio-frequency iden- Peak, and iMovie to develop the project. Topics such tification tags, data mining, thermal imaging, and as interface design and copyright will be discussed. CAPP 40150. Current Trends bio-behavioral technologies (e.g., “functional MRI” (3-0-3) Berzai of the brain). The course will also examine exactly CAPP 30525. Advanced Multimedia The Current Trends course allows the students to what we mean by “civil liberties,” by focusing on (3-0-3) think about and discuss issues openly that pertain the U.S. Constitution and Supreme Court case law. Prerequisite(s): CAPP 30523 or CAPP 395 to computer ethics, business ethics, and some social We will also examine U.S. law and European Union The Advanced Multimedia course will be using ethical issues. We start out by having an understand- directives on privacy, to compare and contrast the Macromedia Director to explore the development ing of the distinction between the terms Moral approaches each takes to protecting personal privacy of multimedia applications using an object-oriented and Ethical. The class works through the generally vis a vis information technologies, in particular. The approach. In addition to the object-oriented ap- accepted theories for resolving moral and ethical course will rely on the Constitution, case law, texts, proach to development of complex projects, we will conflicts. These are egoism, natural law, utilitarian- and newspapers and magazines as its core reading learn how to use net lingo and exploit the ability of ism, and respect for persons. We also discuss the material. Students will be evaluated on the basis of director objects to communicate with one another reasons businesses exist and what they think their short written assignments, a midterm exam, partici- across networks. Acquisition of media to be used in responsibility toward society is now and how it pation in a “mock trial” or other major role-playing the creation of projects by digitizing and editing still might change in the future. The students also debate activity, and a research paper. images, audio, and video will be part of the course, several business ethical issues. In the area of informa- and we will explore some advanced techniques in tion technology, there is discussion about what the CAPP 40240. Private/Public/Internet video editing. student sees as right or wrong,ethical or not ethical (3-0-3) in the many issues of discussion that are presented. This course is about the political and social implica- CAPP 40120. Computer Ethics and Public Restriction: CAPP Seniors only tions of the Internet revolution. We will focus on Policy (STV) the tension between private freedoms the Net avails (3-0-3) CAPP 40210. The Internet and Society and the broader public good it may serve. We will The profound impact computer technology has on (3-0-3) Monaghan consider topics as wide ranging as the digital divide, society is difficult to overstate: it has changed the na- This course will spend the semester studying the counterterrorism, public morality, and political ture of our interactions in the social, economic, and impact the World Wide Web has had on several interest. In addition, the Net will serve as an impor- political realms, and will continue to do so. These key areas of our society, including communications, tant medium for both class exchanges and research. changes often raise important ethical questions about commerce, marketing, productivity, education, col- Because teams of students will design their own personal and professional responsibility, intellectual laboration, and our sense of community. Through a WWW pages, it would be nice if some students have property, personal privacy, crime, and security. They combination of discussion, group presentation, guest Web design skills (but this is NOT a requirement). also raise questions about the changing relationships lectures, and out of class research, students will be My sole requirement is that you be interested in the between individuals and institutions (i.e., private exposed to some of the profound effects this medium topic and be willing to work hard. For and earlier sector corporations and public sector agencies). This has had on our culture. In spite of the bursting of version of the course (including examples of student course examines these trends and changing relation- the dot come bubble, the Web has left all of the Web pages), see http://www.nd.edu/~amcadams/ ships, and the ethical issues that are faced by com- above mentioned areas substantially changed, many CAPP485/capp485home.html puter professionals, policy makers, and computer for the long term. The positive and negative forces users in trying to grapple with them. brought on by this technology must be recognized, CAPP 40250. Democracy in the Age of the Net studied, and dealt with if we are to truly embrace (POLS) CAPP 40130. Ethics Practicum the momentous opportunities brought about by the (3-0-3) (1-0-1) World Wide Web. This course focuses on the Internet’s potentially This course is for students who have difficulty fitting paradoxical impact on liberal democracy. We will the 471 Computer Ethics or 475 Current Trends consider both the positive contributions the Internet course into their schedules. This one-credit-hour revolution may have upon our system of government self-directed readings course requires that students as well as its possibly negative implications. Topics to be considered include: the contending theory’s of the 307

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Net’s impact; the digital divide; the role of the state a computational model. The course is constructed tion of music. Students will experience all of these in cyberspace; the rise of the Net communities and so as to cover each category of uses of ANNs, while technologies on an introductory level, but focus new forms of social mobilization; authoritarianism in emphasizing the communalities between them. their interests on a technology-based final project to an age of virtual transparency; and various utopian develop and display their acquired skills. and dystopian images of Web-based cultures. CAPP 40540. CAD for the Stage (FTT) (3-0-3) CAPP 40555. Introduction to Relational CAPP 40425. Quantitative Political Research The study of the use of the computer to design Databases using Oracle (POLS) scenery and lighting for the stage. The course will (3-0-3) Miller (3-0-3) begin at a rudimentary level of understanding of This course provides the student a working knowl- Students will learn to understand statistical tech- computer-aided design and progress to 2-D and then edge of enterprise relational database systems and niques used in political science and acquire the skills 3-D design techniques. A basic understanding of the how they can be used in the development of applica- to interpret the results. For each selected topic, stu- Macintosh computer system is necessary, and signifi- tions. The course will utilize the Oracle enterprise re- dents will read works on the key issues and debates cant computer work is required outside class. lational database, but the principles and skills learned and create their own spreadsheet programs to execute in this course will apply to other relational database analysis. They will download and clean datasets used CAPP 40545. Computers in Psychological systems. The student will learn the terminology and in the published research, replicate analysis from Research and Education (PSY) fundamental concepts of relational database design these readings, and write short papers evaluating the (3-0-3) Crowell and Structured Query Language (SQL) and develop research. Possible projects include education, work productiv- a relational database for an application. ity, decision making, database management, expert CAPP 40430. Statistics systems, knowledge retrieval, data analysis, and CAPP 40556. Client/Server Technology (3-0-3) experiment control. Projects may require campus (3-0-3) Exposition of statistical techniques with applications mainframe computer or microcomputers, particu- Client/server technology is a relatively new concept in development, labor theory, and public policy eco- larly the Macintosh or IBM PC. that promises to dramatically change the informa- nomics. Testing hypotheses in economic theory and tion technology industry. Client/server technology estimating behavioral relationships in economics. CAPP 40547. Multimedia Design I (Art) is a paradigm or model for the interaction between (3-0-3) Sherman concurrently executing software systems. CAPP 40530. Haunted Campus: Media/ This advanced digital imagemaking course gives the Memory studio or design major the opportunity to pursue CAPP 40610. Foundations of Business (3-0-3) research and development in an advanced area of Thinking In this experimental studio course, teams of history technology. In some semesters, a topic is announced (3-0-3) Sucec and CAPP majors will devise and install an outdoor as a focus for the course, such as PostScript program- This course is designed to provide an integrated un- campus installation using digital audio and possibly ming or hypermedia design. derstanding of the foundational business disciplines video materials. We will craft our digital archive out of accounting, finance, marketing, and management, of our research on Native American and French his- CAPP 40550. Digital 3-D Modeling (Design) especially for CAPP majors planning a career in busi- tories of this campus space as it was upon its founda- (3-0-3) ness. Fundamental leadership and consulting skills tion in the 1840s. The goal of the installation will be This course introduces students to sophisticated, will also be addressed. Case analysis, coupled with a to “re-member” the historical encounter of these two complex three- and four-dimensional computer highly interactive format, will be employed to ensure cultures as a haunting “memoryscape”-a space with software for designing objects and images and practical exposure to today’s business environment. a past to tell. We will start out in the Notre Dame animated graphic sequences. In this digital explora- Primary areas of focus will address the critical ele- archive and examine historical materials especially re- tion, computer technology will be used to generate, ments for success in the corporate environment, the lating to the foundation of the campus in the 1840s. modify, and present design ideas. An intense session knowledge and preparation necessary to facilitate We will grapple, too, with the challenge of thinking of CAD instruction for technical documentation will your interviewing process, and the business funda- about the local Potawatomi tribe, a people without be included. mentals for those with entrepreneurial aspirations. such an archive. We will then think about strategies for translating our research into digital artifacts to CAPP 40553. Music through Technology CAPP 45565. Internship be used in designing our installation. We will end (3-0-3) (3-0-3) up out on the campus installing our speakers and Music through Technology is a lecture/lab course This encompasses working with various civic, public, monitors to project our installation. The teacher open primarily to CAPP and music majors, with and/or private organizations using acquired comput- and students from different majors will “grade” our consideration of music minor and other talented stu- er applications knowledge and skills. Credit is given work, as they walk through our memoryscape and dents. Lecture topics include the historical evolution only if work is done in the information systems area respond to it online. A willingness to grapple with of technology in music, surveying the influence that of an organization. historical problems and also a desire to learn about technology had on the music world, from a creative crafting digital artifacts designed to explore historical standpoint to the accessibility and distribution of CAPP 45566. Internship problems is what you need to bring with you on the music to the masses. Other examples of technology’s (3-0-3) first day of class. Some background in multimedia is influence in music may include the development of This encompasses working with various civic, public, helpful, but not required of History majors. CAPP multi-track recording on popular music, synthesizer and/or private organizations using acquired comput- majors should have good all-around digital skills and and midi technology, technology’s applications for er applications knowledge and skills. Credit is given skills in digital audio. musical composition, and the adaptation of CD only if work is done in the information systems area and mp3 formats to musical performers. The his- of an organization. CAPP 40531. Neural Networks torical influence of technology is an illuminating (3-0-3) foundation to current developments in the creative CAPP 47557. Special Project Arts and Letters This course is designed to introduce the broad field processes of music. Lab topics cover an introduction (3-0-3) of Artificial Neural Networks (ANNs). This field to current music technology including digital audio This course gives students an opportunity to apply involves models based on parallel networks of simple recording and editing, midi technology (sound and their information technology skills to create a project computing elements. There are three main branches notation), and the digital management and distribu- in their first major. Students will work with a faculty to this field based on the specific goals for developing member in their first major to design and develop a 308

supplemental majors, minors, and special programs functional application (including, but not limited to, must be met by the program: University require- Third Semester a Web site, database, or CD-ROM). ments, College of Arts and Letters requirements, and Theology/Philosophy 3 requirements of the College of Engineering, as the Modern Language 3 CAPP 47566. Special Studies following table indicates. PHYS 10320. General Physics II 4 (V-0-V) MATH 20550. Calculus III 3.5 Special Projects/Arts and Letters University Requirements Credit Hours Engineering Program† 3 Philosophy 6 — CAPP 47567. Special Studies Theology 6 16.5 Composition 3 (V-0-V) Fourth Semester Individually designed course work between a stu- University Seminar+ (3) Theology/Philosophy 3 dent and the advisor in his/her first major or in the History 3 CSEM 23101. College Seminar 3 Computer Applications Program constitute a special Social Science 3 Modern Language 3 topic. This involves working with a faculty member, Literature or Fine Arts* 3 MATH 20580. Introduction to Linear Algebra ND department or an outside firm to do either Mathematics (MATH 10550, 10560) 8 and Differential Equations 3.5 programming or working with multimedia software. Natural Science (CHEM 10121, 10122) 7 Engineering Program† 3 Permission required. — Engineering Program 3 39 — Technology, Business, and Arts and Letters Requirements 18.5 CSEM 23101 3 Society—Complementary Fifth Semester Literature or Fine Arts* 3 sKills Program Philosophy/Theology 3 History or Social Science* 3 History/Social Science* 3 Hours Language** 6/9 Engineering Program 3 I. Programming Language 3 Major (minimum) 27 Arts and Letters Major‡ 3 II. Technology Application 3 — Engineering Program 3 III. Business Knowledge 3 42/45 Engineering Program 3 IV. Techology-Related Ethics 3 Engineering Requirements V. Technology and Society 3 — MATH 20550, 20580 7 18 PHYS 10310, 10320 8 Sixth Semester EG 10111, 10112 6 Philosophy/Theology 3 Dual Degree Program with the — Arts and Letters Major 3 College of Engineering 21 Arts and Letters Major 3 Advisors: Engineering Program Engineering Program 3 John J. Uhran Jr. Engineering Program 3 Sr. Associate Dean, College of Engineering Engineering degree program Engineering Program 3 Ava Preacher (required courses and program — Assistant Dean, College of Arts and Letters or technical electives) 66/72 18 ——— Seventh Semester Program of Studies. The dual degree five-year pro- Total 168/177 Literature* 3 gram between the College of Arts and Letters and History/Social Science 3 the College of Engineering enables the student to Schematic Program of Studies Engineering Program 3 acquire degrees from both colleges—the bachelor First Semester Engineering Program 3 of arts from the College of Arts and Letters and the FYC 13100. Composition 3 Engineering Program 3 bachelor of science degree in a chosen program from History/Social Science* 3 Arts and Letters Major 3 the College of Engineering. MATH 10550. Calculus I 4 — CHEM 10121. General Chemistry 18 This combination program, instituted in 1952, of- —Fundamental Principles 4 fers students the advantages of both a liberal and a Eighth Semester EG 10111. Introduction to Fine Arts* 3 technical education. The student completing one Engineering Systems I 3 Engineering Program 3 of these combination programs has a background Physical Education — Engineering Program 3 in the humanities and social sciences as well as a 17 Arts and Letters Major 3 degree from one of the programs offered by the Second Semester Engineering Program 3 College of Engineering. Because it is a demanding University Seminar+ 3 Engineering Program 3 program, only students who have both the aptitude PHYS 10310. General Physics I 4 — and motivation necessary for the five-year program MATH 10550. Calculus II 4 18 should apply. Advisors for the program are available CHEM 10122. General Chemistry Ninth Semester for consultation about the advisability of entering —Biological Processes 3 the program and about meeting the particular needs Engineering Program 3 EG 10112. Introduction to Engineering Program 3 of each student already pursuing this program. Engineering Systems II 3 Qualified students are eligible to receive modest Engineering Program 3 Physical Education — Engineering Program 3 scholarship support from the John J. Reilly Endowed 17 Scholarship Program during their fifth year of study. Arts and Letters Major 3 Arts and Letters Major 3 The decision to enter the program ordinarily should — be made prior to beginning the sophomore year, 18 although students can also enter the program at a later stage. There are three sets of requirements that 309

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Tenth Semester In the College of Business: business education. and proper exercise of kingship bring an unprece- Engineering Program 3 dented level of detail to Christian analysis of the just Notre Dame undergraduates interested in one of the Engineering Program 3 society. Pope Leo XIII inaugurates Catholicism’s ef- professional teacher education programs must apply Engineering Program 3 fort to bring its social tradition to bear on industrial to the department NO LATER than the first semes- Arts and Letters Major 3 society in his 1891 encyclical, Rerum Novarum (The ter of the sophomore year. Engineering Program 3 Condition of Labor). Since then, popes have drawn — Students in the College of Arts and Letters, con- upon Rerum Novarum and the social tradition to 15 tact eduation advisor Dr. Vicki Toumayan at broaden and develop Leo’s set of concerns in encyc- +The University Seminar may be selected from 574‑631‑2603 or [email protected] for more in- licals often titled—as with Pius XII’s Quadragesimo an appropriate history, social science, fine arts, or formation and help with planning. Students in the Anno, Paul VI’s Octogesima Adveniens, and John Paul literature course, or the first course in theology or College of Science, contact Dr. Kathleen Cannon at II’s 1991 Centesimus Annus—in accordance with philosophy. 574‑631‑5812. their relationship to the earlier document. In doing *The University degree requirement is one course in so, the popes and the Second Vatican Council have literature or fine arts. The College of Arts and Letters addressed issues ranging across all spheres of social requires a minimum of one course in each subject Interdisciplinary Minors life from the family to the state to the church. The area, plus one additional course in history or social Within the College US bishops have made sophisticated application of science. these teachings to the specific circumstances of the During the junior and senior years, students may United States. **Two courses in the intermediate or advanced series elect to complete one or more interdepartmental mi- complete the requirement. Beginning or elementary nors in addition to the departmental major sequence. Unfortunately, many Catholics are unaware of this series require three semesters’ work to fulfill the lan- Composed of 15 hours of class work chosen from tradition. Pope John Paul II writes, “It must be guage requirement. at least two departments, these minors encourage asked how many Christians really know and put students to think from an interdisciplinary perspec- into practice the principles of the church’s social †Courses specified by the student’s major engineer- tive about a given issue or topic. Requirements for doctrine.” The US bishops concur. While “Catholic ing department. Minimum total for the five-year completion are determined by the faculty director social teaching is a central and essential element of program to fulfill degree requirements in both col- in consultation with the relevant college committee. our faith,” it is still the case that “our social heritage leges is 168 to 177 credit hours. Current offerings include Catholic Social Tradition; is unknown by many Catholics.” At the same time, ‡Courses necessary to fulfill the requirements for a Education, Schooling, and Society; Gender Studies; graduates of Notre Dame move on to assume leader- major in the student’s major arts and letters Hesburgh Program in Public Service; Journalism, ship positions, often quite advanced ones, in a broad department. Ethics, and Democracy; Latino Studies; Medieval spectrum of social spheres, including in politics, law, Studies; Peace Studies; Philosophy and Literature; business, education, the media, and the military. Education Philosophy, Politics, and Economics; Philosophy (For example: national security advisor, president of Within the Catholic Tradition; Religion and Litera- Panama, attorney general of California, CEO of Mo- Elementary Education The Notre Dame student taking elementary educa- ture; and Science, Technology, and Values. These bil Corporation, president of the Chicago Mercantile tion at Saint Mary’s College also must complete were formerly called concentrations and are de- Exchange, presidents of nine universities other than a Notre Dame major along with the appropriate scribed in detail below. Notre Dame, executive producer of “Nightline,” and college requirements. Those interested in the el- secretary of the Air Force.) The Program in Catholic ementary education program are encouraged to take Catholic Social Tradition Social Tradition serves as a resource for Notre Dame undergraduates to learn the tradition so that it can the prerequisite course, EDU 201, at Saint Mary's Director: inform life both before and after graduation. in the second semester of their first year of studies. Todd David Whitmore With approproate planning, and possibly summer- Executive Committee: The Minor in Catholic Social Tradition involves 15 school course work, both the Notre Dame major and R. Scott Appleby (history); Michael Baxter, credit hours of course work, including a core course elementary teaching certification can be completed CSC (theology); Jay Dolan (history); Rev. (three credits), three electives (each three credits), in four years. Patrick Gaffney, CSC (anthropology); Maura and three one-credit colloquia/social concerns semi- A. Ryan (theology); Robert Sullivan (history); nars. The core course will have three components: Secondary Education Paul Weithman(philosophy); Charles Wilbur (including middle school) 1. The close reading of classic texts of the Catholic (economics) The following Notre Dame majors have been ap- Social Tradition, particularly but not exclusively The Minor in Catholic Social Tradition is an inter- proved for secondary education licensing through the papal and conciliar documents from Pope Leo disciplinary program that serves as a resource for the Education Department at Saint Mary’s College: XIII’s Rerum Novarum to John Paul II’s Centesimus Notre Dame undergraduates to learn Catholicism’s Annus. Other texts will include source documents In the College of Science: biology, chemistry, math- social tradition. (e.g., writings by Thomas Aquinas and Augustine) ematics, physics. Catholicism offers a longstanding and profound and contemporary appropriations (e.g., writings by In the College of Arts and Letters: English, languages tradition of thought and teaching that addresses, liberation theologians and neo-conservatives). (French, Spanish, Latin), art, music, social studies from a normative standpoint, the full range of social 2. Immersion in professional context. Each student (history and political science). Students interested in spheres. It does so through a constellation of con- will find a placement in a location similar to that a secondary license in social studies also must com- cepts that, taken as a whole, give articulation to a co- student’s anticipated profession. The student is to plete additional course work in political science or herent yet variegated vision of the good society. Such observe, interview and, to the extent possible, par- history (depending on the major) and in one other concepts include those of solidarity, the common ticipate in the life of the setting. For instance, the area: either economics, sociology, or psychology. good, the just wage, human rights, the free economy, students can observe a law or architectural firm or subsidiarity, and the option for the poor. a medical practice. Here, the student will keep an Sources for the tradition go back as far as the Bible ongoing journal as a “pastoral ethnography” of the and develop even in the early church fathers. Medi- setting (an interpretation of the practice in the set- eval writings on topics such as usury and the origins ting in light of the Catholic social tradition). 310

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3. Final project: Students are to articulate or con- class discussion and group work, a community-based CST 30308. War, Peace and Conscience struct a setting in their anticipated profession in light learning project, a mid-semester paper, and a final (1-0-1) of the Catholic social tradition (e.g., imagine and exam. The instructor will work with gender studies The Catholic tradition affirms that there are two key construct what a law firm/health clinic/ad agency and Catholic social tradition students to enhance traditions to responding to the question of peace and would look like if it practiced in light of the Catholic the gender and CST content of the course through war: the just war tradition and pacifism. Engaging social tradition). discussion and written assignments. either of these traditions, however, requires the exercise of an informed conscience. This course examines The electives will be chosen by the student in consul- CST 20302. War, Law, and Ethics the issue of the formation of conscience against the tation with the director from among courses offered (3-0-3) backdrop of the many questions that arise when a in the University. The one-credit courses will be This course is designed to explore the ethical and le- country goes to war. devoted to the critical reading and discussion of one gal considerations related to war and the use of force. or two major works each semester. Social concerns Beginning with a historical overview of Christian CST 30309. Migration and Catholicism seminars are one-credit courses lodged first within thinking on war and peace, we will develop an ac- (1-0-1) the Department of Theology and often crosslisted count of various ethical positions on the use of force, This course examines the international phenomenon with other departments. including views rooted in the just war tradition of migration, the factors that give rise to it, and its Contact: Prof. Todd David Whitmore, and in pacifism. We will also consider the ethical effects on people. We will examine the Catholic E-mail: [email protected] implications of contemporary issues related to the documents that address the issue of migration. use of force, e.g., sanctions, war crimes, humanitar- CST 20209. Political Theology ian intervention, and terrorism. In collaboration CST 33001. Catholic Social Teaching (3-0-3) with the Center for Social Concerns and La Casa (3-0-3) Whitmore In this course we will examine the major themes of de Amistad, students will have the opportunity to This seminar will introduce students to the key texts the relationship between Christianity and politics engage in service learning by working with students that make up Catholic social teaching. Students by way of the careful examination of major works of from Washington High School to collect stories from will read one document each week and ask how the political philosophy and political theology, from the local war veterans as part of the Library of Congress, document’s ideas relate to our own present lives and Bible and Plato to early American political thought “Veterans History Project.” planned futures. The course concludes with asking and beyond (including: Aristophanes, Augustine, what would our anticipated professional vocations Aquinas, Dante, Marsilius of Padua, Luther, Calvin, CST 20303. Catholic Radicalism look like if informed by Catholic social teaching. For Machiavelli, Spinoza, Locke, Madison, Jefferson, (3-0-3) instance, what would a law firm or health clinic look Tocqueville, Hegel, and Nietzsche). This course will examine the tradition of Catholic like if they were formed by ideas such as the com- radicalism, including the thought of Paul Hanley mon good and the option for the poor. Major themes include: reason and revelation, the Murphy, Dorothy Day, Peter Maurin, and others. idea of a Christian polity and Christian citizenship CST 33100. Dorothy Day and the Catholic (i.e., City of God vs. City of Man); rights, duties, CST 20304. Vocation and Leadership in Worker Movement original sin, limitations of government, rebellion, Catholic School Tradition (1-0-1) revolution, virtues, humility, magnanimity, friend- (3-0-3) This course examines the life and writings of Doro- ship, family, prudence, power, justice, war, religion, This course will invite students to consider the thy Day, the co-founder and spiritual guide of the toleration, truth, theocracy, democracy, liberalism, meaning of vocation in relation to the social mis- Catholic Worker Movement. The course is seminar civil religion, and liberty, among others. sion of the church. Beginning with a theological in style. Readings will include Day’s autobiography, understanding of the significance of vocation and The Long Loneliness, and selections from her other CST 20259. From Rome to Wall Street: The charisms, this course will provide a narrative-based writings. Church and Economic Life exploration of the vocational journey of prominent (3-0-3) figures in the Catholic social tradition such as Fran- CST 45100. CST Internship The primary purpose of this course is to develop a cis of Assisi, Dorothy Day, Cesar Chavez, and Oscar (0-3-3) critical understanding, via engagement with key texts Romero. The emergent understanding of vocation This course is set up on an individual basis to pro- and writings in the Christian tradition, of theologi- will be held in conversation with the witness given vide students the opportunity to reflect upon intern- cal interpretations of the relationship between the by leaders from other religious traditions, e.g., ship experiences in light of Catholic social teaching. church and the economic order. Badshah Khan, Gandhi, and Thich Nhat Hanh. Us- Readings and requirements will be set up on an ing the method of service-learning, this course will individual basis. Texts from the Roman Catholic social tradition to be invite students to develop an awareness of their social studied include Rerum Novarum and Economic Justice justice commitments in light of their own sense of CST 46100. Directed Readings for All (the US Bishops’ Letter on the US Economy). vocation. PERMISSION IS REQUIRED. More (3-0-3) Broad theological and ethical questions to be con- information about the course format is explained This course will be set up on an individual basis and sidered include: How have fundamental Christian in the Learning Agreement and Application Form, allows students to pursue individual interests in the understandings of Creation—including teachings available at the Center for Social Concerns. Catholic social tradition. Topics might include, for regarding human dignity and stewardship—shaped instance, poverty and policy, medical ethics, and so theological interpretations of the relationship be- CST 30150. Collegiate Sports and Catholic forth. tween Church and economy? What is the appropri- Identity ate role of the church and individual Christians in (1-0-1) Whitmore CST 47100. Special Studies the economic order? Is economic justice a proper This course assesses the relationship between col- (0-3-3) concern for the church? If so, how ought the church legiate sports and Catholic identity. Presenters will Research and writing on an approved subject under and individual Christians work to achieve economic include former Notre Dame football players as well the direction of a faculty member. justice? Particular questions include attention to the as other commentators. tension between the ideal of poverty and the acquisition of property by the church and its members and the role of women in economic life. Course requirements include significant participation in 311

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Education, Schooling, and assimilation, segregation, and affirmative action. will then topically and chronologically cover the Society We will use printed texts as well as film clips; some post-1900 urban and regional experiences of Latin assignments may include movie viewing. This is an American-origin immigrants, migrants, and exiles The primary goal of this interdisciplinary minor in education-general course. throughout the US. The focus will be on those peo- is to serve students who want to understand learning ple coming from Mexico and the Hispanic Caribbe- and education as complex and challenging aspects ESS 20201. Social Psychology an, but immigrants from Central and South America of human and societal experience. Education is one (3-0-3) are also included. Some of the areas of emphasis of the central and shared experiences of people in An analysis of important human processes, including are the Chicano Movement and civil rights; Latino contemporary societies in the United States and perceiving and knowing other people, attitudes and music and culture; race, ethnicity, and the family; around the world. It is both an end in itself and a attitude change, conformity and nonconformity, co- education; and contemporary trends in transnational means to many personal, professional, and spiritual operation and competition with others, leadership in migration. The instructor will necessarily adopt a goals. Thus, understanding its history and traditions, groups, attraction and love, aggression and violence, comparative approach, and students will study and analyzing its processes, and critiquing its goals are of prejudice. Specifically designed for sociology and critique a variety of interpretations and ideologies. great importance to all of us. other liberal arts majors and will emphasize theory Lectures and discussions will be supplemented with Most societies rely on education to work funda- and research. As a result, it is not recommended for visual material. Grading will be based primarily on mental changes in students and in society. We students having had SOC 10722, as the content may two midterm essay exams and a final research paper will use the tools and resources of a liberal arts overlap. This is an education-general course. (10 pp.). This is an education-general course. perspective to help students reflect on, understand, and influence the role of education in society. In ESS 20202. Social Inequality and American ESS 20301. American Catholic Experience Education addition, the program will provide a rich body of re- (3-0-3) Cummings (3-0-3) Carbonaro Corequisite(s): HIST 22612 sources for students who may want to pursue careers Many have claimed that the American educational in education after graduation, including certification A survey of the history of Roman Catholicism in system is the “great equalizer among men.” In other the United States from colonial times to the present, to teach, or research and teaching careers at the uni- words, the educational system gives everyone a versity level. with emphasis on the 20th-century experience. The chance to prosper in American society regardless first half of the course covers the Catholic missions Normally, students apply for admission to the of each person’s social origins. In this course, we and settlements in the New World, Republican-era minor late in their freshman year or early in their explore the validity of this claim. Do schools help Catholicism’s experiment with democracy, and the sophomore year, and this is ideal. Students can be make American society more equal by reducing the immigrant church from 1820 to 1950. The second admitted through the first semester of their junior importance of class, race, and gender as sources of half of the course focuses on the preparations for, year, assuming that they can meet requirements in inequality, or do schools simply reinforce existing in- and impact of, the Second Vatican Council (1962– the remaining semesters. Students should be in good equalities and reproduce pre-existing social relations? 65). Assigned reading includes a packet of articles academic standing and demonstrate a strong interest Topics covered include unequal resources among and primary sources about the liturgical renewal, in issues related to the causes and consequences of schools, sorting practices of students within schools, Catholic action, social justice movements, and other learning, schooling, and educational policy. parents’ roles in determining student outcomes, preconciliar developments. This is an education- the role of schooling in determining labor market general course. The minor in Education, Schooling and Society outcomes for individuals, and the use of educational involves 15 hours of course work. The introductory programs as a remedy for poverty. This is an educa- ESS 30205. Race and Ethnicity in America course in the program is ESS 33600. This course tion-focused course. (3-0-3) must be completed by the second semester of the This course focuses on race and ethnic relations in junior year. At the middle level of the program (nine ESS 20203. Social Problems the United States. Current cases involving racial and hours), students will select one course from a set (3-0-3) ethnic issues will be presented and discussed in class. of approved courses that are focused exclusively on Analysis of selected problems in American society Readings and materials will present three approaches educational issues and two courses from a set of ap- such as crime, narcotic addiction, alcoholism, delin- to the study of majority-minority group relations, proved courses that include education as one of sev- quency, racial and ethnic conflict, prostitution, and the emergence and maintenance of group domi- eral course foci. Students participate in the capstone others. Discussions, debates, films, tapes, and read- nance and minority-group adaptations to modes of course, ESS43640, the Senior Research Seminar, in ings. This is an education-general course. dominance, including separation, accommodation, the fall semester of their senior year. acculturation, and assimilation. Class participation ESS 20204. Marriage and the Family and students’ experiences will be emphasized. This is The faculty work closely with students on post- (3-0-3) Sobolewski an education-general course. graduate planning, including employment, graduate Changing family patterns, sex roles, sexuality, pre- or professional school, or service opportunities. marital relationships, marriage and divorce, parent- ESS 30207. Sociology of Education Director: Dr. Stuart Greene, Phone: (574)631-4263 hood, childhood, and family interaction are some of (3-0-3) Person to see: Nancy McAdams, Phone: the topics. Singles, dual-career families, alternative This course focuses on the relationship between 574‑631‑0985, 156 Institute for Educational Initia- marriage forms,and the future of marriage and fam- education and society. In the course, a variety of tives, E-mail: nmcadams @nd.edu. ily are also taken up. This is an education-general theoretical approaches and contemporary issues in course. the field of education will be discussed. Topics to be ESS 20200. Sociology of Race and Ethnicity addressed include, but are not limited to, gender and (3-0-3) ESS 20300. Latinos in the US race inequalities in education, the role of schools as (3-0-3) This course provides an overview of some of the agents of selection and socialization, and the nature This course will examine the history of Latinos/as classic and contemporary sociological understand- of educational reform movements. Class participa- in the US. Readings and discussions will trace the ings and perspectives of race and ethnicity. We will tion and the experiences of students will be empha- founding and development of early Mexican-Ameri- focus particular attention on the racial/ethnic groups sized. This is an education-focused course. common to the United States, broadly categorized as can communities in the present-day Southwest. We African, Asian, European, and Hispanic Americans. The course will cover areas of identity and culture and will address issues such as racism, immigration, 312

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ESS 30208. Poverty, Inequality, and Social key topics: historical roots of Latinos/as in the US; ESS 30370. Fundamentals of Social and Stratification the evolution of a Latino/a ethnicity and identity Cultural Anthropology (3-0-3) within the US; immigration, transmigration, and the (3-0-3) McDougall, Nordstrom Social inequality is a prominent and persistent fea- shaping of Latino/a communities; Latino/a labor his- This course introduces students to the field of social- ture of modern society. Social stratification theory tory; segregation; civil rights; nationalism and trans- cultural anthropology. Cultural anthropologists are attempts to explain the causes of inequality and the nationalism; the Chicano Civil Rights Movement; primarily interested in exploring issues of human reasons for its persistence. This course will address Latinos in film; and post-1965 changes in Latino/a cultural diversity across cultures and through time. such questions as: Why are some people rich and life. This is an education-general course. This course will explore key theoretical, topical, some people poor? Why does inequality persist? and ethical issues of interest to cultural anthropolo- Who gets ahead? Can men and women get the same ESS 30303. US Gilded Age/Progressive Era gists. We will examine diverse ways in which people jobs? Do different races have the same opportuni- (3-0-3) around the globe have constructed social organiza- ties? Is inequality necessary? Potential topics include Through discussion and lectures, students examine tions (such as kinship, and political and economic inner-city and rural poverty, welfare dependency, the emergence of a recognizably modern United systems) and cultural identities (such as gender, homelessness, status attainment and occupational States. Topics examined will include the emergence ethnicity, nationality, race, and class) and we will mobility, racial and ethnic stratification, gender of the corporation, progressive reforms, the changing consider the impact of increasing globalization on stratification and class theory. This is an education- contours of American religion, the character of the such processes. Throughout the course we will con- general course. New South, the battle for women’s suffrage, develop- sider how different anthropologists go about their ments in the arts, and American involvement in the work as they engage in research and as they represent ESS 30210. Today’s Gender Roles First World War. This is an education-general course. others through the writing of ethnographies. This is (3-0-3) Aldous an education-general course. Current changes in male and female roles and the ESS 30304. Women and Religion in US reasons for these changes are examined. Existing gen- History ESS 30371. The Anthropology of Gender der differences, various explanations for them, and (3-0-3) (3-0-3) proposals for change are discussed and evaluated. The course is a survey of women and religion in This course introduces students to the main issues This is an education-general course. America during the 19th and 20th centuries. Among and debates characterizing the anthropology of gen- others, we will consider the following themes: how der and explores how anthropologists have attempted ESS 30211. Teaching Sociology religion shaped women’s participation in reform to understand changing roles, sexual asymmetry, and (3-0-3) movements such as abolition, temperance, and civil stratification. This is an education-general course. This course surveys the sociological foundations of rights; how religious ideology affected women’s work, teaching and learning in America’s elementary and both paid and unpaid; the relationship between ESS 30400. Introduction to African-American secondary school classrooms. The class begins with religion, race, and ethnicity in women’s lives; female Literature an examination of teaching as a profession. What religious leaders; and feminist critiques of religion. (3-0-3) attracts individuals to the teaching profession, and We will examine women’s role within institutional A survey of three hundred years of African-American why do they leave? What constitutes professional churches in the Protestant, Catholic, and Jewish literature. This is an education-general course. success for teachers? Next, we’ll examine how local traditions, as well as raise broader questions about context shapes the work that teachers do, looking gender and religious belief. How did religious belief ESS 30470. Race, Ethnicity, and American at some elements of schools and communities that affect women both as individuals and in community? Democracy impact the nature of teachers? work. The course How could religion be used to both reinforce and (3-0-3) concludes by looking at the teacher’s role in produc- subvert prevailing gender ideology? This is an educa- This course introduces students to the dynamics of ing educational success by considering two enduring tion-general course. the social and historical construction of race and eth- educational problems: how to foster student engage- nicity in American political life. The course explores ment, and how to teach students of differing abilities ESS 30305. Women and American the following core questions: What are race and within the same classroom. In addition to research in Catholicism ethnicity? What are the best ways to think about the the sociology of teaching, students will be exposed to (3-0-3) impact of race and ethnicity on American citizens? teacher narratives of success and struggle. This is an This course is a survey of women in the American What is the history of racial and ethnic formation in education-focused course. Catholic Church from the colonial period to the American political life? How do race and ethnicity present. Through lectures, reading, and discussion, link up with other identities animating political ac- ESS 30302. Latino/a History we will consider the following themes: the experience tions like gender and class? What roles do American (3-0-3) of women in religious communities, women and political institutions—the Congress, presidency, This is an interdisciplinary history course examin- men in family life, gender and education, lay women judiciary, state and local governments, etc—play in ing the Latino experience in the United States after and social reform, ethnic diversity among Catholic constructing and maintaining these identity catego- 1848. We will examine the major demographic, women, the development of feminist theology, and ries? Can these institutions ever be used to overcome social, economic, and political trends of the past the intersections and departures between Catholi- the points of division in American society? This is an 150 years with an eye to understanding Latino/a cism and feminism. Assigned texts include three education-general course. America. Necessarily a large portion of the subject monographs and a course packet of primary source matter will focus on the history of Mexican Ameri- material relating to women such as Henriette Delille, ESS 30471. Schools and Democracy cans, and Mexican immigrants in the Southwest, and Elizabeth Seton, Madeleva Woolf, Dorothy Day, and (3-0-3) Campbell Midwestern United States, but we will also explore Helen Prejean. Course requirements include a mid- Education sits high on the public policy agenda. the histories of Puerto Ricans, Cubans, and Latin term and a final examination, several short writing We are living in an era of innovations in education Americans within the larger Latino/a community. assignments and a final paper (10–12 pages). This is policy, with heated discussion surrounding issues Latinos are US citizens and as such the course will an education-general course. such as vouchers, charter schools, and the No Child spend significant time on the status of these groups Left Behind Act. This course introduces students to before the law, and their relations with the state, at the arguments for and against these and other edu- the federal, local, and community level. To explore cational innovations, and does so through the lens these issues within the various Latino communities of how schools affect the civic health of the nation. of the United States we will explore the following Often forgotten amidst debates over school choice 313

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and standardized testing is the fact that America’s ESS 30612. History of American Education of influences on learning, teaching, and schooling. schools have a civic mandate to teach young people (3-0-3) We will incorporate both classic and current texts. how to be engaged citizens. Students in this course The purpose of this course is to examine the his- The core course will incorporate several disciplinary will grapple with the civic implications of America’s tory of education in America from around 1800 to perspectives. educational landscape, and have an opportunity to the present in order to better understand the varied propose ways to improve the civic education pro- meanings Americans have attached to education ESS 36615. Directed Readings vided to young people. during that period. Consequently, the course seeks (V-0-V) to treat American educational history within the Student and instructor will design readings relevant ESS 30500. Economics of Poverty context of American intellectual, political, religious, to a special interest in education. (3-0-3) and ethnic history. The course will be conducted as a An examination of the extent and causes of poverty seminar, which means that the course will be heavily ESS 33620. Race and Ethnicity in Public in the United States. The current system of gov- geared toward reading and discussion of both pri- Education, 1848–2004 ernment programs to combat poverty is analyzed. mary and secondary source materials. (3-0-3) Reforms of this system are also considered. This is an This course is motivated by two key questions: education-general course. ESS 30613. Creativity in the Classroom “Does the prevailing distribution of literacy conform (3-0-3) to standards of social justice?” and “What social and ESS 30501. Addressing US Poverty at the Creativity is traditionally considered a valuable educational policies might promote such standards?” Local Level classroom commodity in teachers and students—but These questions will guide our study of urban (3-0-3) how is it fostered? Why is creativity associated with schooling since the landmark case; Brown v. Board of This course focuses on four arenas where poverty gifted students? Is it possible for creativity to flourish Education (1954,1955) initiated a move toward the manifests itself: homelessness, education, healthcare, in an era of mandated curriculum and an emphasis desegregation of schools in the US. We will examine and jobs. This is an education-general course. on proficiency testing? What academic experiences the contemporary scene of urban schooling, particu- inspire your creativity? To investigate these questions, larly the intersections of poverty, race, and culture. ESS 30502. Economics and Education we will examine theories of creativity, and apply This is an education-focused course. (3-0-3) Warlick them to examples of learning and instruction. The This course introduces students to the dynamics of course content will also include articles on integrat- ESS 33650. Toward Equity and Excellence the social and historical construction of race and eth- ing work and play in classroom environments as well in Education: A Review of Pedagogical nicity in American political life. The course explores Approaches from 1950 to Present as the development of talent. This is an education- (3-0-3) the following core questions: What are race and focused course. ethnicity? What are the best ways to think about the Students will examine issues of educational equity impact of race and ethnicity on American citizens? and achievement in the United States from 1950 ESS 30614. Educational Psychology to the present. The course begins by framing these What is the history of racial and ethnic formation in (3-0-3) Long issues in terms of social and cultural processes, using American political life? How do race and ethnicity Although the goal of educational psychology is to an anthropological perspective. Students then will link up with other identities animating political ac- understand and improve education in general, every examine issues of educational equity in relation to tions like gender and class? What roles do American classroom offers unique challenges relating to each long-established patterns of social stratification by political institutions—the Congress, presidency, student’s individual differences. In this course, we race, ethnicity, and class at the dawn of the Civil judiciary, state and local governments, etc—play in will explore the three primary dimensions associated Rights era. Studies evaluating these efforts will be constructing and maintaining these identity catego- with the field of individual differences (i.e., cogni- reviewed, and contemporary efforts to promote ries? Can these institutions ever be used to overcome tion, affect, and motivation/volition) to determine equity and excellence will be examined in relation to the points of division in American society? This is an how they collectively and uniquely contribute to a what has been learned from past efforts. This is an education-general course. model of integrated learning. Can we design edu- education-focused course. cational experiences that engage our minds, wills, ESS 30610. Family/Community Issues in and emotions? What types of classrooms encourage ESS 40212. Latinos in Education Education students to care about their subjects? These and (3-0-3) (3-0-3) other provocative questions will be addressed by ex- This course will examine the research on the ef- This course examines the educational experiences amining a cross-section of the educational literature fects of family involvement on student learning as and struggles of Latinos in US public schools. on motivation, cognition, and emotion. This is an well as strategies for increasing productive family Students will study these experiences through legal, education-focused course. involvement in schools. Participants with both read political, historical, social, and economic perspec- literature appropriate to establishing a community tives, regarding educational policies and practices. ESS 33360. Social Concerns Seminar: Additionally, this course focuses on the potential of service project in a school and participate in a service Education project in a local school. This is an education-fo- (0-0-1) education as an agent for social justice and change cused course. This seminar focuses on the educational and out- for linguistically and culturally diverse groups, and reach endeavors of St. John Vianney Catholic Par- thus its important role in the Latino experience. The ESS 30611. Tutoring in the Community ish in Goodyear, Arizona, and builds upon Notre goal of this course is to develop a reflective individual (1-0-1) Dame’s relationships with the Congregation of Holy who is able to understand the educational context of ESS 30611 is a one-credit seminar for students who Cross. Students also collaborate with those in min- Latinos in the United States. This is an education- are tutoring in the South Bend community. This istry with Holy Cross in Phoenix. The immersion focused course. seminar will provide tutors with an opportunity to takes place over winter break. Apply at the Center explore the social, economic, and cultural forces that for Social Concerns in the fall. ESS 40213. The Schooled Society influence the lives of their students. Tutoring in the (3-0-3) This seminar focuses on the structure and organi- Community will give tutors the tools they need to ESS 33600. Education, Schooling, and Society analyze beliefs and pedagogy, improve instruction, (3-0-3) Long zation of schooling in American society, and the and foster development in South Bend school chil- The aim of the introductory course is to introduce societal forces that influence decisions about schools dren in need. some basic questions about the nature and goals of and student learning. These forces include legisla- education, its history, and theoretical explanations tion governing schooling, and cultural and religious 314

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norms that impact schools. The course will cover the ESS 40252. Psychological Perspectives on ESS 40260. Abnormal Psychology role of schools in society, the political, economic and Asian Americans (3-0-3) Gibney social dimensions of schooling, education reform and (3-0-3) Defines the concept of abnormal or maladaptive its underpinnings, and the transformation of higher This course examines major psychological topics behavior; reviews the principles involved in human education. This is an education-focused course. relevant to Asian Americans. Broad areas to be cov- development and adjustment and describes the com- ered include Asian American personality, identity, mon clinical syndromes, their causes, and ESS 40214. Society and Identity and mental health as well as sociocultural influences treatments. (3-0-3) that shape personality and mental health. Specific This course looks at sources, dynamics, and conse- topics include: cultural values and behavioral norms, ESS 40402. The Teaching of Writing quences of identity in contemporary society. Identity the acculturation process, ethnic identity develop- (3-0-3) is conceived as definitions of an individual that self ment, family processes, stressors and social support Kinney This course is designed to acquaint students and others use as a basis for interacting with one systems within Asian communities, psychopathology, seeking professional training in English with the another. Significant outcomes of the way we are academic achievement, and culturally competent methods, theories, and pedagogies appropriate for defined are the life chances, evaluations, and emo- mental health treatment and service delivery. This is teaching English language arts and composition tional meanings we experience. The course format is an education-general course. based on National Council of Teachers of English a discussion. Seminar. This is an education-general (NCTE) and International Reading Association course. ESS 40253. Latino Psychology (IRA) standards. (3-0-3) Torres Throughout the semester students will engage in ESS 40215. Great Books in Sociology of The purpose of this course is to examine the psy- Education chosocial research and literature about Latino/a an array of writing tasks, including lesson planning, (3-0-3) Sikkink individuals and communities within the United research writing, and other formal and informal This course focuses on classic works in the sociology States. Students will be actively involved in discuss- writing activities. Most of the writing projects serve of education that not only shaped the direction of ing issues relevant to Latino/a well-being, including as models for the kinds of assignments you might the education subfield, but also were landmarks in immigration and acculturation, ethnic identity, develop and implement in future classrooms. the field of sociology as a whole and often greatly in- religiosity, family life, prejudice and discrimination, fluenced public policy. Discussion of the works will and multiracial identity. Economic, educational and ESS 40530. Education in Faith: Catechesis in focus not only on an evaluation of the contribution Catholic Schools social opportunities for Latinos also will be studied, (3-0-3) of each work to sociology of education but also on and efforts towards social advocacy and the delivery This course is designed to assist current or prospec- the question of how these works contributed to so- of psychological interventions for Latino communi- tive teachers of religion/theology at the junior-high ciological theory. One important goal of the course is ties will be critically examined. This is an education- and high school levels in the catechesis of young to use careful evaluation of classic works to develop general course. adults in Catholic schools. The course is open to good research questions and/or to use concepts and Theology Department students at the undergraduate arguments from the works to inform current research ESS 40256. Theories of Moral Development/ and graduate levels (including those enrolled only for projects. This is an education-focused course. Identity (3-0-3) Narvaez the summer session), to MEd students serving in the Alliance for Catholic Education, and to Notre Dame ESS 40250. Children and Poverty: Readings will cover diverse perspectives on the Developmental Implications nature of moral development and identity, with a undergraduates with minors in education, school- (3-0-3) special emphasis on Catholic moral identity. Theo- ing, and society. Within class sessions designed to Examines the impact of rising levels of child poverty ries include perspectives within psychology, major be highly dialogical, interactive, and prayerful, par- and related concerns from the perspective of devel- religious traditions, classic and modern theories. ticipants will explore both theological and practical/ opmental and social psychology. This is an Students will compare and contrast theories, formu- pedagogical dimensions of the process of catechesis. education-focused course. late a personal theory, design a research study, and Required readings are drawn from the Catechism implement a spiritual practice to their own identity of the Catholic Church, from publications of the ESS 40251. Cross-Cultural Psychology development. This is an education-general course. United States Catholic Conference (notably the (3-0-3) General Director for Catechesis, the National Cat- The general purpose of this course is to examine and ESS 40257. Character Formation: Theory, echetical Directory for Catholics in the United States, learn to talk about issues of culture and race in the Research, and Pedagogy and the Guide for Catechists) and from the works of United States from a psycho-social perspective. Cul- (3-0-3) several theologians and educational theorists who ture and race are not synonyms. So, we will be exam- Students read research, study theory, and learn peda- have contributed significant responses to the two ining some of the ways that each affects the quality gogical approaches in the area of character education central questions addressed in this course: “What is of our psychological functioning. The goals of this and moral development. They apply course material Catechesis?” and “How Do We Engage in Catechesis course are to learn to recognize and appreciate cul- in a real-world setting of their choice. Students de- in the Context of Catholic Schools?” During this ture in ourselves and others; to examine the different velop creative, analytical, and practical intelligences course, participants will explore all of the central ways that cultural and racial socialization influence as well as leadership skills. This is an education-fo- tasks that constitute the holistic process of catechesis behavior, to consider how culture and race relate to cused course. as delineated in the general and national Catholic various psychological constructs, and to understand catechetical directories: communicating knowledge the ways in which racism and ethnocentricism oper- ESS 40259. Psychology of Personality of the mystery of God’s self-revelation; fostering ma- ates in everyday life. To accomplish these goals, we (3-0-3) Gibney turity of faith and moral development; sharing and will use readings, group discussions, lectures, films, Major theories and research findings on social, celebrating faith by forming Christian communities and each other to expanding our awareness of how emotional, and cognitive development are covered. of prayerful people; promoting Christian service and culture and race operates in our everyday life. As a Although emphasis is on the time from birth to social justice; and witnessing to faith through peda- student in this class, you will be encouraged to share early adulthood, some research on adulthood and gogy and by the example of authentic spiritual lives. your ideas and life experiences. This is an education- the elderly is included. Attention is given to how This is an education-focused course. general course. different environments enhance or hinder healthy development. 315

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ESS 43258. Motivation and Academic Christianity and Feminist Ethics; Japanese Women The Hesburgh Program offers students the oppor- Learning Writers; Afro-American Literature 1940 to present; tunity for summer internships in public policy con- (3-0-3) Gender and Science; Sex Inequality in the Work texts through the Gary Lyman Internships in Public Traditional studies of learning have focused almost Place; Feminist Theory; Gender, Race, Class, Sexual- Service. In the fall of their junior year, Hesburgh exclusively on cognitive, or “cold,” processes. Recent ity; American Men, American Women; The Femi- students may apply for the Lyman Internship. Up research on learning illustrates how “hot” processes nine in Modern Art; History of American Women; to 20 students are selected in a competitive process. also influence thinking and academic learning. In Women: Alternative Philosophical Perspectives; Students selected as Lyman interns are aided by the this course, we focus on how social, motivational, Women in Antiquity; Sociology of Masculinity; program’s director in securing appropriate intern- and emotional influences interact with cognitive pro- Gender Issues in the Law; Feminist and Multicul- ships, usually in Washington, DC. Lyman interns cesses to affect academic learning. Social influences tural Theology; Gender and Violence. receive a taxable stipend to defray their cost of living will include students’ social goals in school, friend- while in their internship. ships, and family dynamics. Motivational influences Hesburgh Program in Public During the course of the academic year, the are explored through the study of major theories Service of achievement motivation, including attribution, Hesburgh Program sponsors student public-policy- self-efficacy, intrinsic motivation, “possible selves,” Director: related forums and activities and campus visits to and goal theories. Emotional factors such as coping Martine De Ridder Notre Dame by public figures. They give public mechanisms, test anxiety, and well-being also are The health of American society is closely related to addresses, teach in the classroom and are available discussed. In addition, we explore how development good public policy and competent, ethical public for conversations with students and faculty. The staff affects students’ social, motivational, and emotional service. Thus, awareness of public policy and public works closely with students on postgraduate plan- responses to learning. Child, adolescent, and adult service is not only the foundation for public-sector ning, including employment, professional schools models are discussed, and applications to educational careers, but it is also a necessity for those who will such as law and public policy and academic graduate settings will be an integral part of the course. This is work in the nonprofit sector or in the private sector programs. and seek to be knowledgeable citizens. an education-focused course. In addition, many of our course offerings are offered The Hesburgh Program in Public Service prepares through various arts and letters departments such as ESS 43640. Seminar: Educational Research Notre Dame students for a life of active and ef- American Studies, Anthropology, Computer Appli- (3-0-3) Greene, Power fective citizenship as well as for the possibility of cations, Economics, History, Philosophy, Psychology, Students will learn about both methods and topics careers in public service. The program honors the Political Science, Sociology, and Theology. in educational research. Students will design and principled, dedicated public service of Notre Dame’s execute an original research study. For more information, visit our website at president emeritus, Rev. Theodore Hesburgh, CSC www.nd.edu/~hesprg/. The Hesburgh Program offers an interdisciplinary Gender Studies Minor curriculum designed to inform students about the Person to see: Dr. Martine DeRidder, Direcctor Director: dimensions of policymaking, public administration Hesburgh Program in Public Service Kathleen Pyne and policy evaluation, and to develop skills in re- E-mail address: [email protected]. search, sensitivity to ethical issues, and appreciation Assistant Director: Course Descriptions Sophie White for the character and limits of constitutional Administrative Assistant: democracy. HESB 20000. Introduction to American Tori Davies First-year students and sophomores of all colleges Objectives of the Minor. The Gender Studies Pro- Government are invited to apply to the interdisciplinary minor, as (3-0-3) gram was inaugurated in 1988 to foster intellectual well as first semester junior transfers. To be admitted, This course provides students with an overview of inquiry and discussion of gender issues at the students will need to be in good academic standing the American political system. Topics include the University. and demonstrate a strong interest in public policy presidency, Congress, the Supreme Court, bureau- The minor offers students the opportunity to explore in and public service. An introduction to American cracy, separation of powers, federalism, political depth the rapidly developing scholarship in the areas of politics (POLS 10100, 20100, or equivalent) and an parties, interest groups, the public policy process, gender, women’s studies, men’s studies, feminist theory, introduction to economics (ECON 10101, 20010, voting, public opinion, and participation. This queer theory, and sexuality. It aspires to two inter- or equivalent) are prerequisites to the Hesburgh course cannot be taken if you have already taken twining pedagogical objectives: first, to allow students Program course of study. At the time of admission, POLS 10100. to become proficient in the crossdisciplinary mode of students should have completed or be in the process inquiry that is central to the exploration of issues of gen- of completing these requirements. HESB 20001. American Politics (3-0-3) Campbell, Wolbrecht der; second, to prepare undergraduates to engage issues The minor in the Hesburgh Program involves 15 Corequisite(s): POLS 22100 of gender after they graduate, whether they undertake hours of course work. The “gateway” course to the This course provides students with an overview of advanced study in graduate and professional programs program is HESB 20010, Introduction to Public the American political system. Topics include the devoted to the study of gender or enter the workforce. Policy, normally taken in the second semester of the presidency, Congress, the Supreme Court, bureau- sophomore year. At the middle level of the program, Requirements. 15 credits (five courses) including cracy, separation of powers, federalism, political students will take one course drawn from each of GSC 10001/20001, Introduction to Gender Stud- parties, interest groups, the public policy process, three categories of courses approved by the program. ies, which maintains a cross-disciplinary focus (three voting, public opinion, and participation. These are research skills, values, and institutions credits); and four three-credit courses from a list of and processes. During the senior year, students who approved selections. HESB 20010. Introduction to Public Policy have been on a summer internship will register for (3-0-3) Courses include GSC 10001/20001, Introduction the research seminar, HESB 43020, that builds on The Hesburgh Program in Public Service prepares to Gender Studies; GSC 48001, Gender Studies their field experience. Other students will take one of students for an active and informed life in public Senior Seminar; and GSC 45001, Gender Studies several senior-level policy seminars identified by the service, and HESB 20010 is the gateway course to Internship. Crosslisted courses include Marriage and program each semester. the Hesburgh interdisciplinary minor. This course the Family; Women in the Christian Tradition; The explores the character and substance of public policy Anthropology of Gender; Today’s Gender Roles; 316

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making in the United States. We shall consider why address them. Then we ask, once formulated, how HESB 30204. Computer, Ethics, and Public and how government responds to some issues (and policies are implemented. The course will examine Policy (STV) not others). We shall examine how public problems government’s “menu” of options for policy imple- (3-0-3) are conceptualized in the public arena and focus our mentation. Student research papers will focus on the Restriction: CAPP seniors only. The profound im- attention to the elements of the policy process and evolution over time of a specific policy, examining pact computer technology has on society is difficult its operation, and students will develop some knowl- how that policy’s implementation affected its impact. to overstate; it has changed the nature of our interac- edge of substantive areas of public policy. Finally, we Requirements for the course include a midterm tions in the social, economic and political realms will turn our attention to leadership to link a con- exam, a research paper, and a final exam. During the and will continue to do so. These changes often raise ception of effective and ethical public service with semester, students will be required to prepare several important ethical questions about personal and pro- our analytic understanding of the policy process. The shorter papers as progress reports on their research fessional responsibility, intellectual property, personal course will conclude with students participating in papers. Students taking this course already should privacy, crime, and security. They also raise questions policy hearings based on their research on substan- have taken POLS 10100 or 20100, Introduction to about the changing relationships between individuals tive public policy controversies. American Government. It also will be helpful to have and institutions (i.e., private sector corporations and had an Introduction to Economics course. public sector agencies). This course examines these HESB 20210. US Latino Spirituality trends and changing relationships, and the ethical (3-0-3) Groody HESB 30100. Research Methods issues that are faced by computer professionals, poli- US Latino spirituality is one of the youngest spiritu- (3-0-3) Gunty, Williams cymakers, and computer users in trying to grapple alities among the great spiritual traditions of human- Limited to sociology majors. Begins with discussion with them. ity. The course will explore the indigenous, African, of scientific method, conceptualization of research and European origins of US Latino spirituality problems and measurement. The course then ex- HESB 30205. Comparative Cultural Studies through the devotions, practices, feasts, and rituals plores the dominant modes of social science research: (3-0-3) of the people. field work and participant observation, survey and The purpose of this seminar is to introduce students interviewing, experimental designs, and evaluation to comparative dimensions of American studies. HESB 20211. Rich, Poor, and War research. International perspectives will be explored and (3-0-3) Whitmore approaches that compare American culture with This course examines the interrelationships between HESB 30101. Statistics in the Professions another national culture will be encouraged. Intra- economic injustice and violence. It begins by investi- (3-0-3) national comparative topics will also be welcome (ex- gating the gap between rich and poor both in the US Limited to sociology majors. Designed to teach ample: Asian-American studies). Concepts, methods, and worldwide. We also look at the history of Chris- students how to interpret and critically evaluate and materials related to comparative studies will be tian thought on wealth and poverty. We then address statistics commonly used in the social sciences and in examined. Students will work on selecting appropri- the ways in which economic disparity intersects with many areas of the business and medical world to de- ate comparative topics, organizing information and the problem of violence in both domestic (violence scribe, project and evaluate. Focus is upon a concep- ideas, developing themes, and designing an interdis- against women) and political realms (war and revolu- tual understanding of what the statistic does, what it ciplinary framework for their projects. tion). Next, we canvass Christian thought on the means, and what assumptions are being made in its use of violence. This raises the question of whether use. The course requires only high school arithmetic HESB 30207. Politics and Conscience Christianity itself contributes more to violence or to and is not mathematically difficult. (3-0-3) Keys peace. Finally, we pose the question of whether for- Against a backdrop of large-scale society, mass move- giveness for violence is advisable or feasible. HESB 30102. Intermediate Micro Theory ments, and technological bureaucracy, the invocation (3-0-3) Betson of “conscience” recalls the individual human person HESB 20212. War, Law, and Ethics An examination of the language and analytical tools as a meaningful actor in the political sphere. But (3-0-3) Pfeil of microeconomics, emphasizing the functional rela- what is conscience, and what are its rights and re- This course is designed to explore the ethical and le- tionship between the factor and product markets and sponsibilities? What is it about conscience that ought gal considerations related to war and the use of force. resource allocation. to command governmental respect, and are there any Beginning with a historical overview of Christian limits to its autonomy? What role should conscience thinking on war and peace, we will develop an ac- HESB 30103. Quantitative Political Analyst play in questions of war and peace, law-abidingness count of various ethical positions on the use of force, (3-0-3) Coppedge and civil disobedience, citizenship and political lead- including views rooted in the just war tradition Students in this course will learn to understand the ership? And how does the notion of conscience con- and in pacifism. We will also consider the ethical most common statistical techniques used in politi- nect with concepts of natural law and natural rights, implications of contemporary issues related to the cal science and acquire the skills necessary to use nationality and prudence, religion and toleration? use of force, e.g., sanctions, war crimes, humanitar- these techniques and interpret their results. Mastery This course engages these questions through select ian intervention, and terrorism. In collaboration of these techniques is essential for understanding readings from the history of political thought. We with the Center for Social Concerns and La Casa research on public opinion and voting behavior, also will consider various 20th-century reflections on de Amistad, students will have the opportunity to electoral studies, and comparative research on the conscience, expressed in essays, plays, short stories, engage in service-learning by working with students causes of democracy. For each topic, students will speeches, and declarations. from Washington High School to collect stories from read works to orient them to key issues and debates. local war veterans as part of the Library of Congress, They will learn the reasoning behind the statisti- HESB 30208. Religion and Women’s Rights “Veterans History Project.” cal analysis in these readings and create their own (3-0-3) spreadsheet programs to execute such analyses. They This course focuses on religious aspects of the HESB 30010. Public Policy and Bureaucracy will then download and clean datasets actually used women’s rights movement and women’s movements (3-0-3) in the published research, replicate selected analyses within religious communities. Focusing primarily This course explores the process, substance, and from these readings using a statistical package, and on the Protestant, Catholic, and Jewish traditions, efficacy of public policymaking and policy imple- write short papers evaluating the inferences defended we will examine how women have understood the mentation in the United States. We begin by asking: in the published research. relationship between their religious beliefs and their Why do some problems become public issues while interest in expanding women’s roles. From this others do not? Attention is given to how government beginning, we will explore several historical and identifies problems and formulates policies meant to contemporary examples of the influence of religion 317

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on the women’s rights movement and, by the 20th toward understanding the roots of our own ways of represented America’s changing ideas of race, gender, century, the influence of the women’s movement in thinking. Especially in the first weeks of the course, and ethnicity. American religion. European backgrounds will also receive attention. Students will write a midterm and a final exam, as HESB 30403. Latino Politics HESB 30209. American Political Traditions well as a 10-page research paper. (3-0-3) (3-0-3) McGreevy This course provides a careful and “critical” analysis Students will investigate the political debates-and HESB 30221. Morality and Social Change in of the political status, conditions, and the political simultaneous examinations of democracy’s char- US History activities of the major Latino (or “Hispanic”) groups acter-that have animated American reformers and (3-0-3) Abruzzo in the United States-Mexican Americans, Puerto intellectuals since the Civil War. The focus will How do we explain sweeping moral changes in Ricans, and Cuban Americans. To provide a context be on these political traditions, not the studies of society? Why did so many people support legal slav- and grounding, various theoretical perspectives are voter behavior or policy implementation that also ery for so long, and what motivated others to turn first considered, followed by discussions of the his- constitute an important part of political history. The against it? What is the relationship between social torical experiences and contemporary socioeconomic course will begin with discussion of the character of change and moral theory? The purpose of this class situations of the several Latino groups. Attention Reconstruction, and move through the “social ques- is to examine the moral frameworks that Americans then turns to a number of issues concerning politi- tion” of the late 19th century, Progressive reform in have used to understand—and to change—their cal attitudes, behaviors, and activities. Assessments the early 20th century, the New Deal, the origins of society. We will focus on hotly debated issues in of Latino influence upon the major local, state and modern conservatism, and various post-World War American history, looking at the way that Americans national institutions of the political system-and vice II social reform movements. Readings will include thought about issues such as slavery, animal cruelty, versa-are next are considered. Policy areas particularly court cases, memoirs, speeches, and a sampling of sex, family roles, labor, economics, war and citizen- significant for Latinos are also examined. Finally, the philosophical and historical literature. ship, and civil rights. We will look at both sides of the major issues, questions, and themes considered debates to understand the values and beliefs that throughout the semester are “revisited” and HESB 30213. Liberty and Culture shaped traditions of social change and resistance to reconsidered. (3-0-3) that change. When and how is it justified to interfere with HESB 30404. Therapeutic Jurisprudence harmful traditional practices, such as female genital HESB 30400. The American Congress (3-0-3) cutting in Africa and footbinding in China? We (3-0-3) Therapeutic jurisprudence (“TJ”) looks at how laws will examine, explain, and evaluate such practices, Prerequisite(s): See online Course Catalog for details. impact social life and at how laws and policies are including as well early female marriage, male circum- This class will expose the student to the practical social forces, producing both intended and unin- cision, corsetry, social alcoholism, obstetric taboos, workings of the US Congress, some major theories tended consequences in society. These consequences kuru, and nonharmful conventions such as road attempting to explain those workings, and some of can be positive, negative, or both. The objectives of rules. Why do people adhere to such practices? How the methods and materials needed to do research on this course are to identify and explore the various do people abandon them? Should the state coercively Congress. It will place the study of Congress in the consequences of laws and policies based on the his- intervene against such practices? Should a powerful context of democratic theory, and in particular the tory and use of laws and to develop empirical studies country coercively intervene against the practice problem of the way in which the institution across to analyze these consequences. The first portion in weaker countries? Are non-coercive methods ef- time grapples with the problem of the common of the course will be devoted to an overview of TJ fective? Topics include the Millian harm principle, good. principles and how these principles can be applied ethical relativism, women in development, liberal to laws and policies. Different perspectives—those imperialism, and moral panics. The course will range HESB 30401. Presidential Leadership of the various legal actors—will be examined, along through political theory, social ethics, simple game (3-0-3) with how legal actors can impact the effects of laws theory, and comparative politics and sociology. The Prerequisite(s): See online Course Catalog for details. and policies. The aim for this portion of the course instructor is an authority on the topic of female This course examines the role of the presidency is to develop a method of critical review of laws and genital cutting, and is personally involved in the only in the American regime and its change over time. policies. The second portion of the course will look successful mass movement in Africa to abandon the Particular attention will be given to expectations at societal influence on laws, interactions between practice. about presidential leadership through the course of different policies, and how the effects of a law or American political history. Beginning with questions policy can be assessed through empirical research HESB 30214. Nationalism about the original design and role of the presidency, prior to enactment. (3-0-3) Faeges the course turns to consideration of the role of lead- Nationalism embraces a type of identity, a form of ership styles for change and continuity in American HESB 30405. Labor Economics politics, and a basis for organizing societies. This politics. Finally, cases of presidential leadership are (3-0-3) course studies the origins, nature, and possible fu- studied to comprehend the way leadership and po- A survey course covering the economics of em- ture of nationalism, overall and in particular cases litical context interact. ployment and unemployment; wages and income that will be determined by students’ interests—for distribution; poverty, education and discrimination; example, what our responses to September 11 tells us HESB 30402. Television in American Culture unions and labor and industrial relations systems; about American nationalism. The main assignment (3-0-3) and comparative labor systems. will be a research paper on a topic chosen by each This course examines the formation of commercial student. broadcast television in the United States, focusing HESB 30406. United States Labor History on the industrial, economic, technological, and (3-0-3) Graff HESB 30219. American Intellectual History I social forces that have shaped the images we see. We This course will examine the history of paid and un- (3-0-3) Turner will look at how American television developed in paid labor in the United States from colonial times This lecture course will survey major developments the competitive business climate of the 1920s and to the near present. We will seek to understand how in American thought from the first English con- 1930s, and how advertiser-supported networks came working people both shaped-and were shaped by-the tacts with North America to the mid-19th century. to dominate. We then analyze the role of television American Revolution, the debates over slavery and Emphasis will fall on ideas about religion, society, in America’s social and political life: its links to free labor culminating in the Civil War and Recon- politics, and natural science and on the institutions suburbia and consumerism, its impact on the politi- struction, the rise of big business, the creation of a and social contexts of intellectual life, with an eye cal movements of the 1960s, and the ways it has national welfare state, the Cold War-era repression of 318

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the left, and continuing debates over the meanings of Roosevelt, William Taft, and Woodrow Wilson, the and practice in the United States. We will explore work, citizenship, and democracy. Throughout the causes and effects of World War I, the cultural devel- broad theoretical issues, grounded in substantive course, we will devote considerable time to the orga- opments of the 1920s, the causes of the Wall Street cases from the current and historic experience of nizations workers created to advance their own inter- Crash and Great Depression, the New Deal legisla- American group politics. ests, namely the labor movement. We will also pay tion of President Franklin Roosevelt, the diplomacy special attention to the complicated yet crucial con- of the interwar period, and the home front during HESB 30415. Economics of Education nections between work and racial and gender identi- World War II. (3-0-3) ties. Specific topics may include: slavery, farm labor, This course applies an economic perspective to cur- women’s domestic work, trade unions, questions of HESB 30411. Race, Ethnicity, and Power rent educational issues in America including the industrial democracy, the role of radicalism and the (3-0-3) adequacy of public education, how much educa- challenges confronting workers in the current era of Presents a review and discussion of social scientific tion individuals should undertake, how we should corporate globalization and anti-sweatshop activism. research concerning the nature of race and ethnicity finance elementary and secondary education, and and their expression as social and cultural forces in what should be done about the rising costs of higher HESB 30407. American Social Movements the organization of multiethnic societies. The focus education. The class as a whole will research a single (3-0-3) is multidisciplinary. issue with each student assuming responsibility for This interdisciplinary survey of civil rights and social a unique aspect of that issue with the goal of devel- protest movements in the United States examines HESB 30412. Sociology of Education oping a comprehensive understanding by sharing suffrage inclusion, abolitionism and black civil rights (3-0-3) results. movements, labor organizing, and women’s rights This course focuses on the relationship between edu- in the 19th and 20th centuries, as well as several cation and society. In the course, a variety of theoret- HESB 30417. American Peace Movement contemporary protest movements. These movements ical approaches and contemporary issues in the field since WWI certainly question selected American ideologies, but of education will be discussed. Topics to be addressed (3-0-3) they also draw on American values and practices. We include, but are not limited to, gender and race in- This course looks at sources, dynamics, and conse- will use history, film, fiction, journalism, and auto- equalities in education, the role of schools as agents quences of identity in contemporary society. Identity biographies to trace a tradition of protest that both of selection and socialization, and the nature of edu- is conceived as definitions of an individual that self depends on and offers challenges to a democratic cational reform movements. Class participation and and others use as a basis for interacting with one society. the experiences of students will be emphasized. another. Significant outcomes of the way we are defined are the life chances, evaluations, and emotional HESB 30408. Ethnicity in America HESB 30413. Theoretical Criminology meanings we experience. The course format is a (3-0-3) Chrobot (3-0-3) discussion. Seminar. A study of the ethnic and racial formation of Ameri- This course will introduce you to theoretical inter- can society and cultural pluralism; a review of the pretations of criminal behavior, empirical research HESB 30418. Poverty, Inequality, and Social theory and history of ethnicity, its policy implica- on crime in diverse contexts, and policy debates Stratification tions for family, education, economics, religion, gov- on crime control and punishment. Our intent will (3-0-3) ernment and international relations; in-depth study be to raise critical questions and to challenge com- Social inequality is a prominent and persistent fea- of one ethnic group of choice. monly held views about the nature of crime and ture of modern society. Social stratification theory punishment in the United States today. As students attempts to explain the causes of inequality and the HESB 30409. Self and Society of sociology, we will operate under the assumption reasons for its persistence. This course will address (3-0-3) that crime and punishment are social phenomena; such questions as: Why are some people rich and You are an outcome of your past social environ- they can only be understood by analyzing their some people poor? Why does inequality persist? ment, yet you can be independent of it. The goal relationship to the broader social, political, and cul- Who gets ahead? Can men and women get the same of this course is to help you think reflectively about tural context in which they exist. We shall explore a jobs? Do different races have the same opportuni- society and your place in it, to be aware of the values variety of theoretical perspectives, both classical and ties? Is inequality necessary? Potential topics include involved in people’s perspectives on social issues, and contemporary, that attempt to uncover the causes, inner-city and rural poverty, welfare dependency, to become aware of the social processes that define etiology, and solutions of the problem of criminal homelessness, status attainment and occupational who you are. We spend most of our lives in a “taken behavior. This class cannot be taken if the student mobility, racial and ethnic stratification, gender for granted” world. We are taught certain values and has previously taken SOC 30732, because of content stratification and class theory. ways of acting in different situations. Our values and overlap. behavioral patterns become a “natural” response to HESB 30419. Deviant Behavior people and events that we encounter daily. A con- HESB 30414. Interest Group Politics (3-0-3) crete aim in this course is to increase your conscious (3-0-3) This course is concerned primarily with the so- reflection and decision-making in everyday life. En- Interest groups have long been considered central to ciological conceptions and theories of deviance. hanced self-awareness entails self-knowledge—how an understanding of the working of American poli- At the onset, deviance is differentiated from those you learn, your behavioral style, and your values. tics. As mediating institutions, interest groups sit at phenomena designated as social problems and social This course in applied social psychology should have the intersection between the public and the political disorganization. The remainder of the course focuses practical value as you enter more fully into a cultur- decision makers who govern them. Examining if and on deviant acts and deviants. Various responses are ally diverse and fragmented world. how interest groups facilitate effective representation explored to questions such as: Who are deviants? thus tells us a great deal about the functioning and What does it mean to be a deviant-to the deviant HESB 30410. US 1900–45 quality of American democracy. In this course, we himself, as well as to others? What common social (3-0-3) Blantz will consider the historical development of inter- processes and experiences do most deviants undergo? The purpose of this course is to study the political, est group politics, the current shape of the interest Various theories or models of delinquency, crime, diplomatic, economic, social and cultural develop- group universe, potential bias in representation and suicide, sex deviation, and drug use are used to aid ment of the United States from 1900 to 1945. function, membership and group maintenance, strat- in constructing a sociological understanding of devi- The principle topics to be investigated will be the egies and tactics, and above all, the influence and ance, the analysis of deviant acts, and the formation Progressive Period legislation of Presidents Theodore role of interest groups on democratic policy making of deviant careers or roles. 319

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HESB 30420. Sociology of Race and Ethnicity focus on issues of social power, moral entrepreneur- HESB 30431. Global Crime and Corruption (3-0-3) ship, and human variation. (3-0-3) This course provides an overview of some of the This class will look at what constitutes the illegal classic and contemporary sociological understand- HESB 30425. Economics of Poverty today, who is engaged in crime and corruption, and ings and perspectives of race and ethnicity. We will (3-0-3) what kinds of economic, political, and social powers focus particular attention on the racial/ethnic groups An examination of the extent and causes of poverty they wield. It will also look at the societies and cul- common to the United States, broadly categorized as in the United States. The current system of gov- tures of “out-laws.” African, Asian, European, and Hispanic Americans. ernment programs to combat poverty is analyzed. The course will cover areas of identity and culture Reforms of this system are also considered. Writing HESB 30432. Consumers and Culture in US and will address issues such as racism, immigration, intensive. History assimilation, segregation, and affirmative action. We (3-0-3) will use printed texts as well as film clips; some as- HESB 30426. Today’s Gender Roles This course will explore the emergence of modern signments may include movie viewing. (3-0-3) Aldous consumer society in the United States. From the van- Current changes in male and female roles and the tage point of the close of the 20th century, American HESB 30421. Race/Ethnicity and American reasons for these changes are examined. Existing gen- culture seems to be defined by the conspicuous Politics der differences, various explanations for them and consumption of goods. It is important to remember, (3-0-3) proposals for change are discussed and evaluated. however, that phenomena like mass marketing, This course introduces students to the dynamics of advertising, and mass distribution were not always the social and historical construction of race and eth- HESB 30427. American Political Parties so entrenched. A historical approach allows us to nicity in American political life. The course explores (3-0-3) explore the changing relationship of Americans to the following core questions: What are race and Prerequisite(s): See online Course Catalog for details. consumer goods and the cultural transformation that ethnicity? What are the best ways to think about the Political parties play many vital roles in American went along with this change. The course is roughly impact of race and ethnicity on American citizens? politics: They educate potential voters about political chronological, with readings organized around a What is the history of racial and ethnic formation in processes, policy issues, and civic duties. They mobi- specific theme each week. The course will consist of American political life? How do race and ethnicity lize citizens into political activity and involvement. both lectures and class discussions. Topics covered link up with other identities animating political ac- They provide vital information about public debates. include the evolution of the American economy, ad- tions like gender and class? What role do American They control the choices candidates and platforms vertising, retailing, gender and consumption, leisure, political institutions—the Congress, presidency, that voters face at the ballot box. They influence and consumer protest. There will be two short writ- judiciary, state and local governments, etc.—play in and organize the activities of government officials. ten assignments and one longer research paper. constructing and maintaining these identity catego- Most importantly, by providing a link between ries? Can these institutions ever be used to overcome government and the governed, they are a central HESB 30433. Culture Wars: 1960s America the points of division in American society? mechanism of representation. These roles—how well (3-0-3) they are performed, what bias exists, how they shape America remains divided over the legacy of the HESB 30422. Social Problems outcomes, how they have changed over time—have 1960s. We worry about whether our President (3-0-3) consequences for the working of the American po- inhaled marijuana or served in Vietnam; we debate Analysis of selected problems in American society litical system. This class explores the contribution abortion and the extent of the welfare state; we such as crime, narcotic addiction, alcoholism, de- of political parties to the functioning of American continue to have serious problems with racial rela- linquency, racial and ethnic conflict, prostitution, democracy. tions and the aftermath of the sexual revolution; and and others. Discussions, debates, films, tapes, and we wonder how our culture broke so clearly along readings. HESB 30428. News in American Life religious lines. The 1960s continue to be a contro- (3-0-3) versial part of America’s historical memory because HESB 30423. Political Participation This course seeks to promote an understanding of many of our current debates can be traced to that (3-0-3) modern media by examining the goals and motiva- decade. How can we understand a time so recently This course is intended to explore some of the causes tions of newsmakers, the power of instant informa- in America’s past that it is both the source of new of citizens’ differentiated rates of political participation, the future of news delivery and an examination freedoms and frustrations? This course will explore tion in American politics, as well as the impact that of how the traditional principles of fairness, privacy, the nature of American society—its culture, politics, this has on the representational relationship between and ethics are treated. Students will read several and people—through an in-depth look at the 1960s. constituents and legislators. We will begin with a books and newspaper articles dealing with the his- By studying primary sources, biography, architecture, theoretical overview of some of the unique aspects tory and the business of the media, and will use daily films, and the work of historians, students will be of our representational system. Next, we will analyze newspapers throughout the course. able to locate and describe the basic divisions, main the factors that influence the formation of individu- events, actors, and culture of the 1960s, and be able als’ political preferences, and their propensity to un- HESB 30429. Media and American Culture to relate them to our present society. dertake various forms of political participation. Then (3-0-3) we will turn to an analysis of the formation and uses This course examines the myths and realities of HESB 30434. The Social World and of public opinion. Finally, the class will investigate media in the American past and present, paying Adolescents’ Achievements the consequences of using institutional reforms particular attention to the ways in which old media (3-0-3) geared toward “direct democracy” to increase politi- and new have combined to change our lives, and the This course examines the impact of the social world cal participation and/or the weight of public opinion ways different groups of Americans have used various on the educational performances of adolescents. on the legislative process. media to make history. The relationship between social contexts, such as the family, neighborhood, school, peer network, HESB 30424. Social Deviance HESB 30430. Industrial Organization and religion, and adolescent achievement will be (3-0-3) (3-0-3) explored. Theoretical and empirical research on the In this course, students will discuss deviant people An investigation into the structure of American impact of these social contexts will also be explored. and activities with special attention paid to the pro- industry and an analysis of the implications of cor- Finally, how all the contexts work simultaneously to cess whereby deviance is defined. Discussions will porate economic power for public welfare. influence the educational performance of adolescents will be discussed. 320

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HESB 30435. Medicine in Modern History HESB 30439. The State of the American anti-nuclear movements; Cold War politics and fears (3-0-3) States of American communism; debates over the draft, An exploration of themes in European and American (3-0-3) just-war, racism at home, and US policies abroad in medicine. This course integrates the perspectives This course provides a “critical” and comprehensive the wake of Vietnam. The final unit will focus on and issues of social history—who were the medical examination of politics in the states of the US, and the Gulf War, terrorism, and developments since practitioners, who were their patients, what relations does so by analyzing topics from several theoretical September 11, 2001. existed between these groups, how have the realities perspectives. States are major policymakers concern- of illness and death figured in the lives of ordinary ing such central public policies as education, welfare, HESB 30443. Religion and Politics people in different places and times—with the per- and criminal justice, among a host of others. There is (3-0-3) spectives and issues of the history or medicine as a tremendous variation, yet, at the same time, there are An examination of the linkage among religious science: What understandings of the human body similarities between and among the 50 states in their beliefs, world views, group identifications, political and its ills have practitioners had, what tools have political processes and governmental institutions as attitudes and behavior, based on literature in political they developed and used for intervening in illnesses? well as in their public policy concerns and outcomes. science, sociology, psychology, and theology. Topics Topics include the humoral pathology, epidemics The focus of the course is on understanding why the include the meaning and measurement of religios- as social crises, the rise of pathological anatomy, the states vary as they do and the consequences of that ity; religious and anti-religious values embedded in germ theory and public health, the transformation of variation for such core American values as democracy American political institutions; religious world views the hospital, the history of nursing, changing modes and equality, and how states have different concep- and political philosophy; cue giving and political of health care, finance and administration, and rela- tualizations, or different visions or versions, of those mobilization by religious groups, denominational tions between “regular” doctors and sectarian medi- core values. traditions, partisanship and issue positions; religious cal traditions such as homeopathy and osteopathy. movements, social conflict and political coalitions. HESB 30440. Trust and Education Reform HESB 30436. Who is an American? (3-0-3) HESB 30444. Latino-American History (3-0-3) School reform efforts run the gamut from shared (3-0-3) Focusing on the 20th century and examining a wide decision-making to “teacher-proof” curricula. No This is an interdisciplinary history course examining range of material from novels and movies to history matter what strategy is chosen, the success of any re- the Latino experience in the US after 1848. We will and the law, this class charts the various struggles form’s implementation depends of person-to-person examine the major demographic, social, economic, to define who is an American. Who gets to decide? interactions between principals, teachers, students, and political trends of the past 150 years with an eye What is the criteria? What difference does the Amer- and parents. Sociologists have found that relational to understanding Latino/a America. Necessarily a icanness and “un-Americanness” make in people’s trust serves as a key resource for the successful imple- large portion of the subject matter will focus on the everyday lives? To what extent and how have these mentation of school reform. Why is trust important history of Mexican Americans, and Mexican immi- issues changed over the course of the 20th century? in schools and how can it be built? In this course, we grants in the Southwest, and Midwestern US, but we will examine the role of trust in organizations, how will also explore the histories of Puerto Ricans, Cu- HESB 30437. Constitutional Law trust impacts school change efforts, and how trust bans, and Latin Americans within the larger Latino/a (3-0-3) Kommers might be fostered in a school community. Topics community. Latinos are US citizens and as such the This course examines the main principles of Ameri- to be covered include competing models of trust in course will spend significant time on the status of can Constitutional law, the process of constitutional organizations, the special characteristics of schools these groups before the law, and their relations with interpretation, and the role of the Supreme Court as organizations, and the influence of power and the state, at the federal, local, and community level. in the American political system. Topics covered are authority on the development of trust. To explore these issues within the various Latino presidential war powers, congressional—executive communities of the US we will explore the following relations, free speech, church-state relations, the right HESB 30441. Social Movements key topics: historical roots of Latinos/as in the US; to life (abortion, right to die, and death penalty), (3-0-3) the evolution of a Latino/a ethnicity and identity race and gender discrimination, and the American This course focuses on race and ethnic relations in within the US; immigration, transmigration, and federal system. A good deal of attention is given over the United States. Current cases involving racial and the shaping of Latino/a communities; Latino/a labor to recent personnel changes on the Supreme Court ethnic issues will be presented and discussed in class. history; segregation; civil rights; nationalism and and the extent to which these changes are reflected Readings and materials will present three approaches transnationalism; the Chicano Civil Rights Move- in the court’s opinions. A background in American to the study of majority-minority group relations, ment; Latinos in film; and post-1965 changes in national government is desirable. the emergence and maintenance of group dominance Latino/a life. and minority-group adaptations to modes of domi- HESB 30438. American Social Movements nance, including separation, accommodation, ac- HESB 30445. Critical Issues in Criminology (3-0-3) culturation, and assimilation. Class participation and (3-0-3) This interdisciplinary survey of civil rights and social students’ experiences will be emphasized. In this course, students will discuss deviant people protest movements in the United States examines and activities with special attention paid to the pro- suffrage inclusion, abolitionism and black civil rights HESB 30442. Home Fronts during War cess whereby deviance is defined. Discussions will movements, labor organizing, and women’s rights (3-0-3) focus on issues of social power, moral entrepreneur- in the 19th and 20th centuries, as well as several How have Americans responded at home to war and ship, and human variation. contemporary protest movements. These movements threats of war throughout the 20th century and into certainly question selected American ideologies, but the 21st? What internal divisions and shared identi- HESB 30446. African-American History I they also draw on American values and practices. We ties has war inspired or revealed? We will examine (3-0-3) will use history, film, fiction, journalism, and auto- not the battles and factors that determined the This course is a survey of the history of African- biographies to trace a tradition of protest that both military outcomes, but the domestic struggles that Americans, beginning with an examination of their depends on and offers challenges to a democratic have defined our national experience and informed west African origins and ending with the Civil War society. many of our responses to current events. Topics will era. We will discuss the 14th and 15th centuries, include: critiques of democracy and civil rights inclu- west African kingdoms, forms of domestic slavery sion during WWI; treatment of Japanese Americans and west African cultures, the Atlantic slave trade, during WWII; development of peace movements, early slave societies in the Caribbean, slavery in colonial America, the beginnings of African-American 321

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cultures in the north and south during and after the HESB 30450. Labor Economics educational landscape, and have an opportunity to revolutionary era, slave resistance and rebellions, the (3-0-3) propose ways to improve the civic education pro- political economy of slavery and resulting sectional A survey course covering the economics of em- vided to young people. disputes, the significance of “bloody Kansas”, and ployment and unemployment; wages and income the Civil War. distribution; poverty, education, and discrimination; HESB 30462. Race, Ethnicity and Racism in unions and labor and industrial relations systems; Modern America HESB 30447. Women in the US South and comparative labor systems. (3-0-3) Mason (3-0-3) This course will survey American attitudes, beliefs, This course introduces students to the historical HESB 30451. Leadership, Ethics, and Social and practices regarding race and ethnicity from the study of women in the United States South. It will Responsibility late 19th century to the present, including a consid- cover topics such as women in slavery, the transi- (3-0-3) Brandenberger eration of the development and changing meaning of tion freedom, race relations, and social movements. This course examines leadership and empowerment the concept of “racism.” A major emphasis will be to Through student-centered discussions, presentations, issues from multidisciplinary perspectives, focusing trace the shifting constructions of ethnicity over time and a variety of different writing assignments, stu- on the role of the leader within organizations that and the constantly evolving understandings of what dents will analyze how race, class, and gender struc- promote service, social action, or other forms of race entails, how racial boundaries are demarcated tured the experiences of women in southern society. social responsibility. Alternative models of leader- and crossed, and how all these definitions are histori- At the end of the semester students will be prepared ship are explored, with attention to value and moral cally and culturally flexible. Another central theme to pursue more advanced research in the field of implications. will be to trace how various European groups trans- women’s history. formed themselves from racial-ethnic outsiders to be- HESB 30459. Criminology ing “white,” a process that simultaneously expanded HESB 30448. Labor Movements in Twentieth- (3-0-3) Welch the bounds of inclusion for some and solidified the Century US This course will introduce you to theoretical inter- terms of exclusion for others. (3-0-3) pretations of criminal behavior, empirical research This course explores American workers’ collective ef- on crime in diverse contexts, and policy debates on HESB 30463. Violence in American History forts as workers in their search for economic security, crime control and punishment. Our intent will be to and Culture political power, and social and cultural autonomy raise critical questions and to challenge commonly- (3-0-3) Mason from the 1890s to the near present. For the most held views about the nature of crime and punish- In the late 1960s, black militant H. Rap Brown part, this course will focus on the unions and related ment in the United States today. As students of exclaimed, “Violence is as American as cherry pie.” organizations forged by workers throughout the sociology, we will operate under the assumption that It might be said that the purpose of this entire course past century—from major umbrella groups like the crime and punishment are social phenomena; they will be to evaluate the truth of Brown’s statement. American Federation of Labor, the Industrial Work- can only be understood by analyzing their relation- This will be accomplished in two ways: first, by ers of the World, and the Congress of Industrial ship to the broader social, political, and cultural con- surveying some of the major episodes and themes Organizations, to important sectoral actors like the text in which they exist. With a particular emphasis of violence in American history, from its colonial Brotherhood of Sleeping Car Porters, the United on race, class, and gender, we will explore crime and origins through contemporary issues; and second, by Automobile Workers, the American Federation of practices of punishment in three social contexts: “the assessing the meaning of that violence as it simulta- Teachers, and the United Farm Workers. The cen- street,” paid work settings, and intimate and family neously reflects and shapes American society, culture, tral questions of the course will be: when, where, relations. and values. Our focus will be on social violence, and why have US workers organized collectively in including riots, lynchings, revolutionary violence, the 20th century—and how successful have they HESB 30460. Tax Policy vigilantism, identity-based violence (religious/racial/ been? What has been the response of employers, (3-0-3) Betson ethnic), and war. We will also consider the structures the government, and the public at large to these This course will introduce students to the following and cultural assumptions and prejudices that lead to collective efforts of workers, and how and why have topics: description of alternative tax instruments; his- these forms of physical violence. those responses changed over time? What has been torical trends of tax policies of the federal and state the relationship between organized labor and racial governments; discussion of what would be a “good” HESB 30464. African-American Resistance and gender discrimination, as well as the causes of tax and criteria for choosing among different taxes; (3-0-3) Pierce racial and gender equality? And how have Americans theoretical analysis of taxes on household and busi- Through a close examination of 12 historical events, generally, and workers in particular, understood the ness decisions; empirical evidence of the distribution we will study African-American resistance in the labor movement in relation to capitalism, freedom, and efficiency consequences of different taxes; and United States from the 17th century through the and democracy? Students will be expected to write debt and deficits. 20th century. We will employ a case-study method several short papers, engage in regular classroom dis- and seek to categorize and characterize the wide va- cussion, and screen several films outside of class. HESB 30461. Schools and Democracy riety of African-American resistance. Our study will (3-0-3) Campbell include the politics of confrontation and civil disobe- HESB 30449. Constitutional Interpretation Education sits high on the public policy agenda. dience, polarization of arts, transformation of race (3-0-3) We are living in an era of innovations in education relations, the tragedies and triumphs of Reconstruc- Prerequisite(s): See online Course Catalog for details. policy, with heated discussion surrounding issues tion, interracial violence, black political and institu- Americans have always debated Supreme Court such as vouchers, charter schools, and the No Child tional responses to racism and violence, the Harlem opinions on specific constitutional questions involv- Left Behind Act. This course introduces students to Renaissance, jazz, blues, and the Civil Rights and ing the powers of government and the rights of indi- the arguments for and against these and other edu- Black Power movements. Students will be confronted viduals and minorities. The leading objective of this cational innovations, and does so through the lens with conflicting bodies of evidence and challenged to course is to acquaint students with the basic issues of of how schools affect the civic health of the nation. analyze these issues and arrive at conclusions. Music constitutional interpretation and to show how they Often forgotten amidst debates over school choice and film will supplement classroom discussions. influence questions involving constitutional rights and standardized testing is the fact that America’s and powers and the scope of judicial review. schools have a civic mandate to teach young people HESB 35206. Democracy in Age of the Web how to be engaged citizens. Students in this course (3-0-3) will grapple with the civic implications of America’s This course focuses on the paradoxical implications of the Internet Revolution for modern democracy. 322

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On the one hand, we will investigate the potentially and emphasize the role played by politics in several perspectives, competing religious and secular faiths, liberating and liberalizing implications of new com- specific science programs such as the space program and roles of various forms of Christianity and other munications technologies on democratic cultures and the Human Genome Project. The first part of religious beliefs in American life. worldwide. On the other, we will consider the the seminar will be devoted to an overview of science threats to personal privacy and democratic liberties policy in the US, to provide students with a ground- HESB 43502. Self, Society, and Environment presented by these revolutionary developments. ing in how science has generally been undertaken by (3-0-3) Weigert the federal government up until World War II. We This course introduces students to social-psychologi- HESB 35433. Integration in Global Economy will also examine the role of both the executive and cal aspects of the natural environment. Issues consid- (3-0-0) dept legislative branches of government in supporting sci- ered include interacting with different environments, ence and identify interest groups that have been in- symbolic transformations of environments, compet- HESB 40405. Global Food Systems fluential in shaping science policy. The final portion ing accounts and claims concerning environments. (3-0-3) of the course will require students to undertake an With an overview of basic information, these issues This is a course on food in society. The role food actual exercise in budget allocation, based on budget are discussed from the perspectives of individual self plays in the life course of a society may seem self- figures for various science programs in the federal and sociocultural institutions. The course touches evident or commonplace to some. Yet food is more government. The readings for the class will consist of on alternative ways of envisioning, interacting, and than the physical substances that sustain life. Food is excerpts from several books about science policy and valuing human-environment relations with an eye intertwined with religion and central to many rites politics, federal budget documents, and potentially toward individual and collective change. and rituals. Food is linked to medicine, which was transcripts of Congressional committee hearings. largely based on dietary principles until well into the There will also be at least one additional class meet- HESB 43503. Race, Gender, and Women of 18th century. Technology related to production of ing outside of the regularly scheduled time to view Color (3-0-3) food has affected the inequalities found in all societ- the filmThe Right Stuff. Students will be evaluated This seminar analyzes a dominant American beliefs ies. The politics of food plays a major role in under- on the basis of one essay exam, one presentation, a about the significance of race and gender primar- standing the “social issues” affecting many nations group project (the budget exercise) and one research ily through the focusing lens of the experiences of around the globe. This is a fascinating area of study: paper. Class participation will also be evaluated to- women of color in the US. How did intersecting that which we take for granted so much of the time ward the final grade. is intertwined with economics, politics, psychology, ideologies of race and gender attempt to define and limit the lives of women of color as well as other social life, and law. HESB 43500. Restoring Economic Vitality/ Inner City Americans? How have women of color responded HESB 40416. US Presidents: FDR to Clinton (3-0-3) to and reinterpreted white American ideas about (3-0-3) eSantis This community-based learning and research course their identity to develop their own self-defenses and A study of the personalities, style, policies, and will examine the political economy of US inner-city ideologies? performances of American presidents from Franklin revitalization, with South Bend as a case study. Com- D. Roosevelt to Bill Clinton as they developed the munity-based learning (CBL) requires that students HESB 43504. America as a World modern American presidency and made it the most both learn and apply what they are learning within a Phenomenon (3-0-3) important elective office in the world. setting outside the classroom. In addition to in-class This course will consider the United States as a seminar sessions, CBL activities will include meet- world phenomenon by examining how current glo- HESB 40419. Race and the Constitution ings with local organizations that link public agen- balization processes are prefigured in American histo- (3-0-3) Zuckert cies and private enterprise; visits to varied businesses ry and how they play out in the United States today. This course will cover the decisions of the Su- located in urban South Bend; and meetings with area Globalization is defined as a set of longstanding and preme Court in the area of race relations, from the government representatives and relevant church and intensifying transformative processes that include the 19th-century problem of fugitive slaves to current neighborhood organizations. During the first third flow of people, goods and services, capital, informa- problems involving school desegregation, affirma- of the semester, students will learn about the central tion, ideas, and other commodities across borders. tive action, and “private” acts of race discrimination. problems of the US city and their roots, viewing the The United States is considered both product of Class will focus not only on court cases but also on issues firsthand locally. In the second third, they will globalization(s) and agent of globalism. Because the the broader constitutional and philosophical study how inner-city problems are being addressed course is organized as a research seminar, students implications. in selected areas of the country as well as in South are expected to actively participate in discussions and Bend. HESB 43020. Research Seminar in Public present their research findings in class. Policy (3-0-3) De Ridder HESB 43501. American Thought, Belief, and Values since 1865 HESB 43505. Introduction to Political Economy All Lyman Interns are required to enroll in this post- (3-0-3) (3-0-3) internship seminar. A study of Americans’ most characteristic American An introduction to theoretical frameworks, economic policies, and social factors often downplayed Bsaed on their internship experience, students will be intellectual, moral, and religious beliefs, especially as or ignored in mainstream economics. Topics include asked to select a research topic, formulate a proposal, expressed by leading thinkers, and of why these be- alternative theories of political economy, the rela- and write a research paper. Initial class meetings will liefs have flourished in the American cultural setting. tionship between economics and politics, and the focus on the nature of policy research. Students will Topics will include questions such as the competing analysis of institutions. then formulate a research proposal to be discussed authorities of faith and science, the search for truth and presented in class. After fall break, research will in a pluralistic society, professional and popular philosophies including pragmatism and post-mod- HESB 43506. Society and Culture through be pursued by each participant on an individual ba- Films sis. Research findings will be presented in class at the ernism, moral authority in democratic culture, (3-0-3) end of the semester. social science and law, the relation of individuals This course will deal with a variety of social issues as to communities, the relation of American material- they are perceived, conceptualized, represented, and HESB 43030. Science Policy and Politics ism to American beliefs, the outlooks of diverse understood by the movies. The focus of this course (3-0-3) sub-cultures, African-American outlooks, feminist This class will meet in seminar format. We will examine the general process for science policy making 323

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will not be on the cinema history, cinema structure, will be on selected economic issues, employment constructs, deconstructs, and reconstructs history, or movie-making processes, but on how important policy, international trade policy, etc. Theoretical and advances political agendas, we will examine how human problems such as cultural diversity, race rela- issues will include process and end-result theories of story is used by (1) journalists in reporting news as tions, the crafting of national identity and national justice, Pareto optimality vs. the Common Good, story; (2) medical professionals in collecting case heroes, urban life, class conflict, family structure, etc. Special attention will be given to the Catholic histories; (3) ethnographers in describing unfamiliar war, and some ideological values such as success, contribution to the debates. cultural practices or investigating inter-group or love, happiness, fairness, misfortune, destiny, hon- inter-state conflict situations; (4) historians in inter- esty, faith, and the like are depicted and treated by HESB 43512. World Families preting the past; (5) political leaders in establishing the movies. (3-0-3) public policy and political power; and (6) advertising World Families is a course designed to examine fami- and marketing interests. HESB 43507. Public Budget Expenditure lies across space and through time. The families to be Policy studied come from a number of societies other than HESB 43515. Families and Their (3-0-3) the United States. Also considered will be families in Interrelationships with Gender This course will introduce students to normative the United States as they existed in earlier periods to (3-0-3) and positive economic theories of the role of govern- give another basis for comparison among families to- A consideration of the part gender plays in family mental agencies in the economy, privatization and day. Course Objectives: (1) To enable the student to processes like the couple formation through cohabi- the role of nonprofits; discussion of what level of acquire knowledge of families in major world civili- tation and/or marriage, having and rearing children, government should undertake collective action (fiscal zations other than our own. Such knowledge will not division of labor, and the post-children era. federalism); examination of the level and composi- only contribute to an understanding of US families, tion of our federal and local governments’ budgets but also to an ability to function in an increasingly HESB 43516. Confronting Homelessness as well as the current budgeting process; cost-benefit interdependent world. (2) To give the student a (3-0-3) analysis, theoretical and pragmatic practices; and the greater understanding of social organization through The purpose of this seminar is to examine the condi- impact of governmental rules and regulations on the a study of families interrelationships with other so- tions of extreme poverty and homelessness within economy. cial associations. Students will see how the interrela- the broader context of American culture and society. tionships of families with other social associations in In order to confront the nature of these conditions, HESB 43508. Current Economic Policy a particular society, such as those having to do with this seminar will draw upon insights from history, (3-0-3) religion or economy, help account for the differences literature, documentary film and photography, and The purpose of the seminar is to discuss current and similarities among families in different societ- the social sciences. We will focus on the degree of economic policy issues. The students are required ies. (3) To examine the changes and continuities in permanence and change in our approach to both to read the newspapers (Wall Street Journal/new York family functioning within a sociological perspective. traditional and modern forms of the social problem. Times) on a daily basis and be prepared to discuss the Here the student will learn how the process of in- There will be an experiential component to the economics of what was in the newspaper. Periodi- dustrialization has affected family life in this country seminar as well. cally throughout the semester, the students have to and examine ongoing changes in family patterns in write one-to two-page critiques of the coverage of an other societies seeking industrial development. (4) To HESB 43517. The Schooled Society issue which they found in the newspaper. They are become more familiar with the scientific literature (3-0-3) required to write a major paper on a current issue and the research methods upon which it is based. This seminar focuses on the structure and organi- and make a presentation in the seminar. With such knowledge students can become a more zation of schooling in American society, and the sophisticated consumer of research. societal forces that influence decisions about schools HESB 43509. Cultural Aspects of Clinical and student learning. These forces include legisla- Medicine HESB 43513. Family Policy Seminar tion governing schooling, and cultural and religious (4-0-4) (3-0-3) norms that impact schools. The course will cover the The course examines popular medical concepts and The seminar covers family policy in the United role of schools in society, the political, economic, expectations patients bring with them to the clinical States and in other countries with a concentration in and social dimensions of schooling, education re- or hospital setting, as well as the attitudes, organiza- the United States. There is comparison of the back- form and its underpinnings, and the transformation tion, and goals of the clinical medical care. Students ground, content and consequences of policies in the of higher education. divide their time between classroom and service as various countries. Such provocative topics as welfare patient/family liaisons in an area emergency room. policy, parental leave, and child care are discussed. HESB 43518. Technology, Privacy, and Civil Student access to a car is necessary. The relation between families and the work setting Liberties (3-0-3) or families and government will also be addressed. This seminar will examine the many ways in which HESB 43510. Tax Policy A discussion format is used. Students write a term (3-0-3) technology has had (and is having) an impact on paper on some aspect of family policy. It is directed This course will introduce students to the following civil liberties in the United States. It will also ex- especially for juniors, seniors, and graduates. topics: description of alternative tax instruments; his- plore how technology affects privacy in the United torical trends of tax policies of the federal and state States and other countries. We will explore various HESB 43514. Anthropology of War and Peace governments; discussion of what would be a “good” (3-0-3) technologies and applications, such as information tax and criteria for choosing among different taxes; During the last decade interest in narratives has technology, genetic profiling, radio-frequency identi- theoretical analysis of taxes on household and busi- increased dramatically. Feminist studies, cultural fication tags, data mining, thermal imaging, and bio- ness decisions; empirical evidence of the distribution studies, and anthropology have broadened our ap- behavioral technologies (e.g., “functional MRI” of and efficiency consequences of different taxes; debt preciation for the role story plays not simply in the brain). The course will also examine exactly what and deficits. personal psychology but also in constructing and we mean by “civil liberties,” by focusing on the US mediating our social life. The purpose of this semi- Constitution and Supreme Court case law. We will HESB 43511. Economics, Ethics, and Public nar-style course is to investigate the shape, purposes also examine US law and European Union directives Policy on privacy, to compare and contrast the approaches (3-0-3) and multiple meanings of narratives both in the lives of individuals and within institutions and cultures. each takes to protecting personal privacy vis-a-vis A study of the interaction of econmics and ethics, information technologies, in particular. The course both in economic theory and economic policy. Focus In order to understand how story influences personal identity, contributes to or ameliorates conflict, 324

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will rely on the Constitution, case law, texts, and new journalism popularized by Tom Wolfe and the JED 30100. Fundamentals of Journalism newspapers and magazines as its core reading mate- music/lyrics performed by Bob Dylan. Major topics (3-0-3) Ciccone rial. Students will be evaluated on the basis of short for consideration include the counterculture and the What is news? What are the most effective ways of written assignments, a midterm exam, participation movement—a combination of civil rights and anti- presenting news to the public? What ethical deci- in a “mock trial” or other major role-playing activity, war protest. sions are involved in gathering and reporting news? and a research paper. These are a few of the questions addressed in this HESB 46000. Directed Readings class. HESB 43519. Seminar in Health Care Policy (0-0-V) (3-0-3) Juniors and seniors have an opportunity to further JED 30101. Broadcast Journalism The first segment of the course demonstrates how their knowledge about a public public policy topic (3-0-3) Sieber economics can be applied to the analysis of the through a semester of “a la carte” readings. Permis- Four major topics are covered: (1) Writing for broad- health care sector. The second part focuses upon the sion and proposal must be presented to the director cast: Emphasis on developing the student’s under- pending policy debate of how we as a society will of the program in the beginning of the semester. standing of grammar and style in the construction provide for the health care needs of the elderly. Number of credits varies. of effective news stories; (2) newsroom structure: understanding who does what in today’s broadcast HESB 43520. Addressing US Poverty at the John W. Gallivan Program in newsroom and how economics affects the flow of in- Local Level Journalism, Ethics, and formation. (3) journalism ethics: analysis of personal (3-0-3) democracy values, ethical principles, and journalistic duties that This course focuses on four arenas where poverty influence newsroom decisions; and (4) legal con- manifests itself: homelessness, education, healthcare, Director: siderations in news gathering with special attention Robert Schmuhl and jobs. paid to libel laws and invasion of privacy.

HESB 43521. Latino Economic Development The John W. Gallivan Program in Journalism, Eth- JED 30102. News in American Life Research and Policy ics, and Democracy offers several courses for students (3-0-3) (0-0-2) interested in careers in print and broadcast journal- This course seeks to promote an understanding of This course examines the Latino experiences in the ism. Begun in 1997 with a grant from the John S. modern media by examining the goals and motiva- United States and the underlying conditions of La- and James L. Knight Foundation and now endowed tions of newsmakers, the power of instant informa- tino workers, businesses and communities. It begins by the family of John W. Gallivan, this minor com- tion, the future of news delivery and an examination with a profile of Latino workers by age, gender, edu- bines professional training in journalistic skills along of how the traditional principles of fairness, privacy cation, immigrant make-up, and occupation in the with examination of philosophical concerns related and ethics are treated. Students will read several labor market. Students will learn how to use federal to the practice of journalism. For example, what books and newspaper articles dealing with the his- and state data to examine Latino workers, income, ethical issues arise in preparing a particular story? Or tory and the business of the media, and will use daily and occupation status. Students will learn about the what role does—and should—journalism play in a newspapers throughout the course. industrial and occupational classification systems self-governing society? used by the federal government to study workers The journalism minor requires completion of 15 JED 30103. Witnessing the Sixties and working conditions. They will also study related (3-0-3) hours in addition to a student’s major requirements public policies of the federal government that govern The purpose of this interdisciplinary course is and a news-related internship during either the over the human rights, economic status, and eco- twofold: to examine the social context and cultural summer or the academic year. Fundamentals of nomic well-being of all US workers. change of the ‘60s, on the one hand, and on the Journalism is the first, or gateway, class for students other to explore the various journalistic representa- participating in the program. Other courses that HESB 43524. Unequal America tions of events, movements, and transformation. count for the concentration include The Craft (3-0-3) Carbonaro We will focus on the manner in which each writer of Journalism; Advanced Reporting; Multimedia Although America is world’s richest nation, it has witnessed the ‘60s and explore fresh styles of writ- Journalism; Writing for Publication; Persuasion, the most unequal distribution of wealth and income ing, such as the new journalism popularized by Tom Commentary, and Criticism; Broadcast Journalism; in the industrialized world. In this course, we will Wolfe. Major topics for consideration include the Media Ethics; and Media Criticism. In addition, new examine why this is so. In particular, we will examine counterculture and the movement—a combination courses are currently being developed. No more than the following questions: What social forces create of civil rights and antiwar protest. inequality in society? Is inequality inevitable? Is there two courses beyond Fundamentals of Journalism concentrating on journalistic techniques will count such a thing as “social class”? Who gets ahead and JED 30104. America Abroad: US Media in a why? Why is race/ethnicity and gender still related for the required 15 hours. Global Context to social status, wealth, and income? Does America The director of the program is Robert Schmuhl of (3-0-3) have a “ruling elite?” Who are “the poor” and what the Department of American Studies. An advisory This course investigates the strategies companies explains their poverty? Are there social policies that committee of Notre Dame graduates in journalism adopt when fashioning media for overseas markets. can create more equality in American society — is helps guide the program. Members include Tom Bet- The course will begin during the 1940s, when Amer- that what Americans really want? tag, senior executive producer, ABC News Nightline; ica moved aggressively outward after the isolation- Bill Dwyre, sports editor, Los Angeles Times; John ism of the 1930s. We will examine how US media HESB 43525. Witnessing the Sixties companies tried to export American values to Latin (3-0-3) Giamo W. Gallivan, former chairman of the board of the Kearns-Tribune Corporation and publisher emeri- America during the war and to Japan after its sur- The purpose of this interdisciplinary course is render. The impact of satellites during the 1960s will twofold: to examine the social context and cultural tus of the Salt Lake Tribune; Monica Yant Kinney, metro columnist, The Philadelphia Inquirer; John also be noted. In discussing the 1970s and 1980s, change of the ‘60s, on the one hand, and on the we will examine international responses to American other to explore the various journalistic and aesthetic McMeel, chairman and president, Andrews McMeel Universal; Bill Mitchell, online editor/marketing television news, game shows, and dramas. In looking representations of events, movements, and transfor- at media today we will analyze international co-pro- mations. We will focus on the manner in which each director, Poynter Institute for Media Studies; Anne Thompson, national correspondent, NBC News; ductions that use American stars and studios but are writer or artist witnessed the ‘60s and explore fresh intended to reach a wider audience. styles of writing and cultural expression, such as the Kelley Tuthill, reporter, WCVB-TV, Boston; Don Wycliff, public editor, Chicago Tribune. 325

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JED 30105. The Craft of Journalism During the term, students should plan to spend serve as the examinations in this course, which is (3-0-3) Schmuhl a substantial amount of time surveying available taught by a political columnist for the South Bend Prerequisite(s): See online Course Catalog for details. news media. Three or four texts-for example, Evelyn Tribune who also serves as host of public affairs pro- This class will focus on how print and broadcast Waugh’s Scoop and The Penguin Book of Journalism: grams on WNIT-TV, Public Broadcasting. journalists work—how they think and act as well as Secrets of the Press—will also be required. Some ses- Open to American Studies majors and Journalism, the dilemmas they face in delivering news, analysis, sions will involve presentations by journalists and Ethics, and Democracy minors by permission. Other and commentary. Several sessions will be devoted to visits to news facilities in London. Besides regular applicants must submit writing samples for review. presentations by visiting correspondents, editors, and reading assignments, students will be responsible for producers, explaining their approaches to specific writing two analytical essays assessing media coverage stories and circumstances. In addition, students JED 40103. Writing for Publication and for completing a final, cumulative exam. (3-0-3) Collins will discuss the issues and questions raised in a few This course is designed to improve and extend books. JED 40100. Media and the Presidency student skills in writing non fiction articles, with (3-0-3) Ohmer emphasis on writing for magazines. It will touch JED 30106. Witnessing the Sixties As the brouhaha over Howard Dean’s “yell” illus- on freelancing, researching markets, understanding (3-0-3) Giamo trates, media have come to play a key role in the cov- audience, finding salable topics, writing query letters, Prerequisite(s): See online Course Catalog for details. erage of presidential elections. This course examines and working with editors. But the major emphasis The purpose of this interdisciplinary course is how print and broadcast media have functioned in of the course will be on writing: Students will be twofold: to examine the social context and cultural US elections since the way we choose a President was expected to write several short articles and one major change of the sixties, on the one hand, and on the first established. After a brief overview of changing one, and they will be responsible for developing a other to explore the various journalistic representa- relationships between journalists and presidential marketing plan for the long article. The instructor tions of events, movements, and transformation. candidates in the 19th century, we will focus on Much that was written during the period was elections since the 1920s, when radio first broadcast of this course is the editor emeritus of Notre Dame ephemeral. There are, however, certain lasting ac- election updates. We will analyze how candidates Magazine. counts of the sixties by authors who command have used radio, television, and the Internet to con- Open to American Studies majors and Journalism, respect today, writers whose new publications or struct images of themselves and their platforms, and Ethics, and Democracy minors by permission. Other publications about them get front-page reviews in how journalists have become an active force in rep- applicants must submit writing samples for review. the New York Times Book Review section. We will resenting the political process. Rather than see elec- focus on the manner in which each writer witnessed tronic media as neutral or “objective,” we will assess JED 40104. Literary Journalism the sixties as well as the unique interaction between the narrative strategies and visual and verbal codes by (3-0-3) personal expression, social event, and cultural mean- which media present politics to us, the voters. This writing course is open by application to a few ing. We will focus on fresh styles of writing, such as students who have shown unusual promise in other the new journalism popularized by Tom Wolfe, as JED 40101. American Nonfiction Narrative: journalism courses and/or have demonstrated supe- well as writing that is aimed toward protest, resis- The Literature of Social Concerns rior writing skills in student publications or media tance, dislocation, solipsism, and reportage. Major (3-0-3) Kotlowitz internships. Literary journalism is a demanding form topics for consideration include the counterculture This course will—through both reading and writ- of communication that combines fictional tech- and the movement —a combination of civil rights ing—explore the place and the art of what is often niques with scrupulous adherence to fact. Students and anti-war protest. These topics will sharpen our called literary journalism or narrative nonfiction. will be responsible for two to three major pieces of interest in social history, cultural change, politics, What makes for a compelling story? Why employ writing and will work closely with one another and foreign affairs, music, literature, documentary film. the use of narrative? How does it form our view of the instructor, who is the editor emeritus of Notre people and events? We’ll read nonfiction narratives Dame Magazine and an experienced freelance writer. JED 30300. Broadcast Journalism on such issues as war, poverty and race. Readings will (3-0-3) include John Hersey’s Hiroshima, Philip Gourevitch’s JED 40105. Advanced Reporting Four major topics are covered: (1) Writing for broad- We Wish to Inform You that Tomorrow We Will Be (3-0-3) cast: Emphasis on developing the student’s under- Killed with Our Families, and Richard Wright’s Black This is an advanced course in journalistic reporting standing of grammar and style in the construction Boy, as well as the instructor’s The Other Side Of The and writing devoted to learning how to prepare, in a of effective news stories; (2) newsroom structure: River. We’ll also explore the craft and work with professional manner, in-depth articles on issues and understanding who does what in today’s broadcast rigor and discipline on the art of reporting and writ- events of community interest for Notre Dame and in newsroom and how economics affects the flow of ining story. There will be regular writing assignments, this area. Emphasis will be on the techniques, ethics, formation. (3) journalism ethics: analysis of personal and students will be encouraged to report and craft a and responsibilities of conducting interviews and values, ethical principles, and journalistic duties that narrative on an issue of interest to them. This course research and crafting pieces for newspapers and other influence newsroom decisions; and (4) legal con- will be run as a seminar, so there will be an emphasis publications. siderations in news gathering with special attention on critical class discussion, including presentations paid to libel laws and invasion of privacy. by students. JED 40106. Media Ethics (3-0-3) JED 30400. Anglo-American Journalism JED 40102. Persuasion, Commentary, and This course will examine the journalistic and ethical (3-0-3) Criticism challenges that newsroom managers face as well as An interdisciplinary and comparative study of (3-0-3) Colwell the issues that reporters in the field must tackle on print, broadcast, cable, satellite, and Internet news This course will consider the roles of persuasion, a daily basis. Roughly half of the course will deal media both in Great Britain and the United States. commentary, and criticism in contemporary Ameri- with case studies of ethical dilemmas and the other Throughout the semester, we will analyze similarities can culture and will explore the techniques of these half will involve students in making choices for the and differences between journalism—and the insti- forms of expression. Students will prepare and front of the mythical newspaper. Although there will tutions that produce news-in the UK and the US, discuss their own writing assignments, including be readings from books on the topics, students will judging strengths and weaknesses of individual me- opinion columns, editorials, and critical reviews of be expected to read the New York Times, The South dia and their indigenous philosophical frameworks performances or books. Ethics and responsibilities Bend Tribune, and The Observer on a regular basis, and traditional practices. in contemporary American journalism in expression of opinions also will be explored. Assignments will 326

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especially on the class days when the front-page deci- Latinos in the United States and the Caribbean and science, literature, and visual arts, except for the fol- sions will be made. The stories in those newspapers South and Central America. While the emphasis is lowing two cases. will provide the basis for those decisions We will also on domestic Latino communities, the discipline’s Students who are pursuing Spanish language profi- consider how television deals with news on local and focus inevitably becomes internationalized when we ciency (not minor or major) may replace one elec- network levels. consider globalization, immigration, and border tive (three credit hours) with a 20000 level Spanish issues. course. Students may also replace one elective (three JED 40300. Racial Equality Internship (3-0-3) In addition to the teaching program, Latino minor credit hours) from a field comparable to Latino Internship while abroad in London Program. students are exposed to the Institute’s research and studies (e.g., gender studies, Latin American studies, community outreach components. In summary, stu- or African American studies) as long as at least one- JED 40301. News Internship dents will be able to take advantage of the resources fourth of the course content includes Latino studies. (3-0-3) of ILS, which also include two specialized units that A list of appropriate courses will always be available Apprentice training with newspapers. Satisfactory/ conduct pioneering programs in Latino theology and for students. The following represents a sample list of unsatisfactory credit only. spirituality. courses offered in previous terms and in spring 2005. As an interdisciplinary program, the minor in Latino ILS 20000. Chicano Art Survey LATINO STUDIES studies will complement and provide a broader ILS 20701. Introduction to Latinos in American Director and Assistant Provost: cultural and social background to students in the Society ILS 20702. Topics on Race in the Americas Gilberto Cárdenas various departments and colleges at the University. The minor is open to all undergraduate majors. ILS 20800. US Latino Spirituality Julian Samora Chair in Latino Studies ILS 20900. Spanish for Heritage Speakers Director, Undergraduate Studies and Academic Affairs: Participants in the program will be prepared to work ILS 30101. Caribbean Diaspora Yolanda Lizardi Marino in a myriad of professional settings and to serve an ILS 30201. Latinos: Wealth, Inequality, and increasingly diverse society. Asset-Building Policies Program of Studies. The Institute for Latino Stud- ILS 30300. Latino History Minor in Latino Studies Curriculum. The minor in ILS 30302. Latino/Latina American Literature ies (ILS) offers Notre Dame undergraduates the Latino studies consists of 15 credit hours, including minor in Latino studies. Latino Studies is a field of ILS 30304. Border Crossings: Mexican and a required gateway course (three credits), practicum Canadian Literature academic inquiry that rigorously examines the his- course (three credits), and nine credit hours of elec- ILS 30306. Women in the Americas torical and contemporary experiences of Latinos in tive course work. Although there is no language ILS 30307. Icons and Action Figures in Latino/ the context of American society and its institutions. requirement for the minor, students are encouraged Latina Literature Latinos include people who trace their heritage to to study and acquire fluency in the Spanish language. ILS 30308. Latino Poetry Mexico, Puerto Rico, Cuba, the Dominican Re- All Latino studies courses are open to all students. ILS 30706. Toward Equity and Excellence in public, and Central and South American countries. Education: A Review of Pedagogical and In addition to providing opportunities for focusing Introductory "Gateway" Course: Policy Approaches from 1950 to Present intellectual inquiry on specific groups (e.g., Mexicans ILS 30900. Nations in Motion: Latino/Latina ILS 20701 Introduction to Latinos in American Literature in the United States or Cubans), Latino studies also analyzes the Latino Society ILS 30000. Chicanas in the Visual Arts population as a whole through courses, lectures, re- (3 credit hours; required for Latino studies minor) ILS 30703. Migration, Race, and Ethnicity in search, and other academic activities. Latino studies This course will examine the sociology of the Latino Twenty-First-Century America aims to give students—both Latinos and non-Lati- experience in the United States, including the his- ILS 30309. The American Intersections of nos—and scholars from diverse disciplines a context torical, cultural, and political foundations of Latino Latino/a Writing for exploring the historical, literary, social, economic, life. We will approach these comparatively, thus at- ILS 35801. Hispanic Leadership Intern religious, and political experiences of this vastly tention will be given to the various experiences of a Program heterogeneous population. Students who pursue the multiplicity of Latino groups in the United States. ILS 40101. Introduction to Post-Colonial minor in Latino studies will have the opportunity Studies Practicum Course LS 40714. Social Demography of the US to be at the forefront of the study of one of the 21st Latino Population (3 credit hours, required for Latino studies minor) century’s most significant demographic changes in ILS 40713. Latino Economic Development: the United States. In this yearlong course usually taken during their Research and Policy senior year, students will complete a practicum that ILS 40700. International Migration: Mexican The Institute for Latino Studies is committed to will include directed research/reading on an Institute and US II scholarship that will promote critical thinking about project, class discussion, and experiential work in the ILS 40406. Latinos and Christianity such issues as spirituality, social action, language, Latino community. Students will have the option ILS 40712. Legacy of Exile: Cubans in the race, ethnicity, class, assimilation/acculturation of choosing and designing a project, regardless of United States paradigms, and indigenous traditions, to name a their major, in keeping with their interests. They will ILS 40101. Race, Ethnicity, and Power few. Literary and visual arts, which often function as carry out the project under the direction of a faculty ILS 40801. Theology and Popular Piety in US Catholicism vehicles for social change and creative empowerment, mentor starting in the fall semester. A written report constitute another focus of our curriculum. Overall, ILS 40802. Culture, Religion, and and a class presentation will complete this academic Evangelization Latino studies aims to strike a balance among the experience. Methods and analytical frameworks will ILS 40716. Latino Religion and Public Life: social sciences, humanities, and arts in its teaching, vary depending on the student and faculty advisors. Exploring the Social Impact of the Latino research, and service. Church Elective Courses As the Latino diaspora evolves, so does the field of ILS 40804. Latino Film: Culture, God, and (9 elective credit hours) Redemption Latino studies. Latino studies recognizes the value of Students must take two out of three courses at ILS 40706. Latinos in American Society a comparative, cross-border perspective for arriving the 30000–40000 level unless they receive special ILS 40707. International Migration and Human at an in-depth understanding of Latinos’ histori- permission from their faculty advisor. In addition, Rights cal roots and multi-ethnic heritages. It promotes ILS 40710. Aesthetics of Latino Cultural students must choose their electives from within research and analyses of new issues such as emerging Expression at least two major subjects in Latino studies, e.g., transnational communities, changing immigration ILS 40900. New Readings in Modern health, business, social science, theology, political patterns, remittances, and cultural flows between Caribbean Literature 327

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ILS 40301. The Politics of Memory in ILS 20701. Introduction to Latinos in American ILS 20804. Migration and Catholicism Contemporary Latino/Latina Literature Society (1-0-3) ILS 40304. Latino Literature and Visual Culture (3-0-3) Cárdenas This course examines the international phenomenon Cannot take if previously taken SOC 473 or SOC of migration, the factors that give rise to it and its ef- 43473. This course will examine the sociology of the fects on people. We will examine the Catholic docu- ILS 20000. Chicano Art Survey Latino experience in the United States, including (2-0-2) ments that address the issue of migration. the historical, cultural, and political foundations of The student will investigate the social turmoil and Latino life. We will approach these topics compara- conditions of Chicano people that gave rise to the ILS 20900. Spanish for Heritage Speakers tively, thus attention will be given to the various (3-0-3) Coloma Chicano Art Movement. The course will illuminate experiences of a multiplicity of Latino groups in the This course of intensive grammar study, reading, and the fundamental concerns to the artist and why the United States. writing is designed for those who may speak Spanish mural and the poster were chosen to confront these with some fluency but need additional work on their conditions. The original intentions of the artists and ILS 20702. Topics on Race in the Americas grammar and writing skills. It is most appropriate the direction of their work has taken will be exam- (1-0-1) for students who speak some Spanish in the home ined and analyzed within this social context. This course takes an interdisciplinary approach to but whose primary language is English. The goal a range of historical, literary, religious, and social is to work toward becoming fully bilingual and to ILS 20100. Cine de la Raza: Latino Film science topics important to the understanding of (3-0-3) strengthen the command of written Spanish and the the experiences of Latinos and African Americans This mini-course will explore the Latino experience mechanics of composition and style. in American society. The mini-course will focus, from the perspective of contemporary Latino film- among other topics, on human rights, race relations, makers. Ranging from cross-border organizing, to ILS 30000. Topics in Latino Art mestizaje, racism, ethnicity, social justice, and media (3-0-3) economic globalization, transnational communities, images. Mandatory lecture series/seminar (six or Chicanas in the Visual Arts. This course examines American society, and the impact of gentrification, seven dates) participation is required. In addition, the visual production of Chicana artists. Mastizaje Latino filmmakers are giving voice to the complex- students will write a short paper. Students interested as a feminist paradigm has provided these artists ity of La Raza in the United States. This course will in this course must attend a short organizational with a powerful venue of expression. Gender, racial, examine these themes through documentary, inde- meeting on Thursday, November 6, 2003 at noon in class, and ethnic issues involved in the art created by pendent film, and lectures and discussion with the 208 McKenna Hall. Chicanas and the important contributions this art filmmakers themselves. has had in Mexican-American spirituality will be dis- ILS 20800. US Latino Spirituality cussed. The diverse artistic strategies created by these ILS 20300. Introduction to Creative Writing (3-0-3) Groody (3-0-3) artists, such as altar installations will be addressed, as US Latino spirituality is one of the youngest spiritu- An introduction to writing fiction and poetry, with well as the relevance of this art in the contemporary alities among the great spiritual traditions of human- outside readings and coverage of basic critical terms. art scene. The course draws heavily on the visual pro- ity. The course will explore the indigenous, African, In-class discussion of student work. duction of Chicana women artists fro the Southwest, and European origins of US Latino spirituality but not exclusively from that geographical area. through the devotions, practices, feasts, and rituals ILS 20301. Creative Versions: Art of Translation of the people. ILS 30100. Societies/Cultures Latin Amer (3-0-3) (3-0-3) This course provides the tools necessary for mean- ILS 20801. Latin American and US Latino This course introduces students to the diverse cul- ingful translation of Spanish texts to English. Theologies tures and societies of Latin America through histori- (3-0-3) cal, ethnographic, and literary study. Contemporary This course examines the emergence and develop- ILS 20400. Latinos in the US issues of globalization, violence, and migration will (3-0-3) ment of Latino religion and theology in the United preoccupy the discussion of Central and South This course will examine the history of Latinos in States. In particular, the course will explore how US America and the Caribbean today. the United States. Readings and discussions will Latina and Latino theologians have articulated the begin by introducing students to early Mexican- meaning and implications for Christian living of ILS 30101. Caribbean Diasporas American communities in the present-day Southwest core theological topics such as Christology, evangeli- (3-0-3) and proceed topically and chronologically to cover zation, social justice, and liturgy. This course explores the transnational orientations the various urban and regional experiences of immi- and the multidimensional consequences of move- grants, migrants, and exiles. Other areas include the ILS 20803. Theology and Social Ministry ment from the Caribbean as it affects sites in Miami, (3-0-3) Chicano Movement, civil rights (broadly construed), London, Paris, or Brooklyn as well as Havana, Jamai- This course is for students returning from summer Latino music and culture, and trends in transnation- ca, Haiti, or Belize. Reading works of ethnography, service internships or other service experiences who al migration. Students will necessarily adopt a com- fiction, and history, questions about the construction desire an extended opportunity for reflection and parative framework, studying and critiquing a variety and reconstruction of family bonds, community analysis. Some of the major themes to be discussed of interpretations, approaches, and ideologies. identity, religion, political power, and economic rela- are: Christian compassion, discipleship, and Catholic tions will be treated in the domestic and the global social teaching. The course culminates with a com- ILS 20700. Social Problems context. (3-0-3) prehensive research project on a theological ques- Analysis of selected problems in American society tion or issue that emerges from the summer and/or ILS 30200. Economics of Poverty such as crime, narcotic addiction, alcoholism, de- other service experiences and is explored with other (3-0-3) linquency, racial and ethnic conflict, prostitution, academic disciplines. More information about the An examination of the extent and causes of poverty and others. Discussions, debates, films, tapes, and course format, the experiential learning method, and in the United States. The current system of govern- readings. the process of evaluation is explained in the Learning ment programs to combat poverty is analyzed. Re- Agreement and Application Form available at the forms of this system are also considered. Cross-listed Center for Social Concerns. This course fulfills the with ECON 30500. second theology requirement. 328

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ILS 30201. Latinos in US: Wealth, Inequality, ILS 30301. Latin American Images of US ILS 30308. Latino Poetry and Asset Building Policies (3-0-3) (3-0-3) (3-0-3) Drawing upon a wide variety of sources—novels, Close readings of prominent contemporary Latino This course introduces students to the public policy essays, poems, travel literature, social science texts, poets. making process in an interdisciplinary context. film, art, etc.—a survey Latin American views of Many disciplines (such as sociology, political science, North American society, customs, politics, and ILS 30310. Tropical Heat Waves: anthropology, cultural studies, communications, individual character, with a particular emphasis and Contemporary Latino/a and Caribbean business, economics, education, psychology, social United States interventionism. Literature work, computer science, engineering, and the natural (3-0-3) Rohrleitner sciences) touch upon public policy issues that af- ILS 30302. Latino/a American Literature A review of selected contemporary Latino/a and fect Latino communities in the United States. The (3-0-3) Caribbean novels. course will focus on how particular policy debates are Studies of Latino and Latina authors, including Chi- enriched and bring new solutions to old problems cano, Caribbean, or South American. ILS 30400. Modern Mexico when an interdisciplinary approach is used. The (3-0-3) policy issues that will be covered and discussed in ILS 30303. West Indian Poetry This course examines the complex nation that is class include: demographic changes in the Latino (3-0-3) Mexico in the 20th century, its challenges, and its population and how this impacts the wealth position Poems from the many languages and cultures of the prospects. Focusing primarily on the period since of Latinos in the US, educational issues, cultural Caribbean region. 1870, we will study the social, economic, political, and socio-psychological issues in Latino communi- and cultural forces that have shaped the history of ties, media and journalistic portrayals and images ILS 30304. Border Crossings: Mexican and the United States’s southern neighbor. of Latinos, rapid technology changes and its effect Canadian Literature (3-0-3) ILS 30500. Latino Politics on Latino communities, and most importantly asset Mexican and Canadian literature emphasizing cul- (3-0-3) building and capacity building in Latino communi- tural interaction between the USA and its southern This course provides a careful and “critical” analysis ties in the US. and northern neighbors. of the political status, conditions, and the political activities of the major Latino (or “Hispanic”) groups ILS 30202. Restoring Economic Vitality/Inner in the United States-Mexican Americans, Puerto City ILS 30305. Introduction to Post-Colonial (3-0-3) Literature Ricans, and Cuban Americans. To provide a context (3-0-3) This community-based learning and research course and grounding, various theoretical perspectives are Traces the development of literature from the former examines the political economy of US inner-city first considered, followed by discussions of the his- colonies of various empires, but principally the Brit- revitalization, with South Bend as a case study. Com- torical experiences and contemporary socioeconomic ish and the French. munity-Based Learning (CBL) requires that students situations of the several Latino groups. Attention both learn and apply what they are learning within then turns to a number of issues concerning political ILS 30306. Women in the Americas attitudes, behaviors, and activities. Assessments of a setting outside the classroom. In addition to in- (3-0-3) class seminar sessions, CBL activities will include Latino influence upon major local, state, and nation- This introductory course will survey a wide variety al institutions of the political system—and vice versa. meetings with local organizations that link public of literature (fiction, poetry, testimonios, personal agencies and private enterprise, visits to varied busi- Policy areas particularly significant for Latinos are essays, autobiographies, critical essays, and oral his- also examined. Finally, the major issues, questions, nesses in urban South Bend, and meetings with area tories) and film written by and about women in the government representatives and relevant church and and themes considered throughout the semester are Americas from the time of the conquest/encounter “revisited” and reconsidered. neighborhood organizations. During the first third to the present. We will focus on literature and film of the semester, students will learn about the central produced by women of color in the Americas (South, problems of the US city and their roots, viewing the ILS 30501. Latin American Politics Central, and North, as well as the Caribbean). Issues (3-0-3) issues firsthand locally. In the second third, they will to be explored include: colonization and resistance; This course is an introduction to Latin American study how inner-city problems are being addressed slavery; intercultural contact, exchange, and transfor- politics. Thematically, we will focus on two of the in selected areas of the country as well as in South mation; the place of womanhood in the development great issues facing this region of the world at the end Bend. The South Bend Heritage Foundation (SBHF) of nation; woman of color feminism; and religion of the 20th century: democratization and strategies will act as a client organization for this course by and spirituality. We will read materials from previous for promoting economic development. After spend- posing research questions for students to investigate historical periods, but we will primarily focus on ing the first part of the course examining theses two during the last third of the semester. The SBHF is a 20th-century representations and interpretations of issues, we will then analyze these same issues, focused private, not-for-profit service and community devel- these issues. on Brazil, Chile, and Mexico. opment corporation dedicated to the stabilization, enhancement, and empowerment of South Bend’s ILS 30307. Icons and Action Figures in Latino/ ILS 30502. Race/Ethnicity and American inner-city neighborhoods. Latina Literature Politics (3-0-3) (3-0-3) ILS 30300. Latino/a History Understanding US Latino/Latina literature, art, and This course introduces students to the dynamics of (3-0-3) film through its many allusions to and re-interpreta- the social and historical construction of race and eth- This course will examine the history of Latinos in tions of traditional icons and historic figures as well nicity in American political life. The course explores the United States. Readings and discussions will be- as legends, myths, popular figures, and action heroes/ the following core questions: What are race and gin by introducing students to early Mexican-Ameri- heroines of the Americas (including those with ethnicity? What are the best ways to think about the can communities in the Southwest and proceed origins in Native American, Latino/Latina, African, impact of race and ethnicity on American citizens? topically and chronologically to cover the diverse Asian and European cultures). What is the history of racial and ethnic formation in Latino population. American political life? How do race and ethnicity link up with other identities animating political actions like gender and class? What role do American 329

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political institutions—the Congress, presidency, of Latin identities in the Americas. The length and ILS 30800. Pascal Mystery/Latino Community judiciary, state and local governments, etc.—play in arduous path to the development of Latin America (1-0-1) constructing and maintaining these identity catego- and the Hispanic Caribbean identities began with A one-credit travel course to San Antonio, Texas to ries? Can these institutions ever be used to overcome the conquest of the New World. It began with the take part in all the Holy Week rituals, including a the points of division in American society? miscegenation of races and cultures and continued theological reflection; tour of the missions; a reflec- with the multiple and never ending attempts of tion paper on the experience/insights. ILS 30503. Introduction to Public Policy establishing democratic national states from south (3-0-3) of the Rio Grande to the Patagonia. The political ILS 30802. From Power to Communion: Prerequisite(s): See online Course Catalog for details. dynamics in Latin America have maintained a con- Toward a New Way of Being Church-Based on The objective of this course is to introduce stu- stant movement of people and cultures. Civil wars, the Latin American Experience dents to the process of public policy formation in dictatorships, social exclusion, hunger, but also the (3-0-3) American politics. The course will be divided into dreams of a better life constantly rupture the ties that This seminar explores the present and the future three parts. The first section will encompass a brief link the people from their homeland. The United of the Catholic Church, placing emphasis on how review of some of the more important mechanisms States is the magnet and recipient of thousands of its future is foreshadowed in the growing ecclesial of American politics that affect the legislative process Latin Americans who entered legally or illegally into interdependence that exists between the churches (political participation, interest groups, congressional the country. Their process of assimilation and ac- of North and Latin America. Emphasis is placed elections, etc.). We will then engage in a general re- culturation has transformed their original identities on the growing involvement of the laity in Latin view of how such factors have affected the direction while at the same time has transformed Latinidad in America and where this may lead the North Ameri- and tone of federal public policy over the past 30 American society. This course should be of interest can church. In a particular way, attention is given to years. The final two sections of the course will be de- to both Latino and Latin-American students. the role of small Christian communities. voted to detailed analysis of two public policy areas of particular interest to younger voters: education re- ILS 30703. Migration, Race, and Ethnicity in ILS 30803. Social Concerns Seminar: Hispanic form and drug laws. Building on the earlier readings 21st-Century America Ministry (0-1-1) and the analytical tools developed, we will examine (3-0-3) The Center for Social Concerns and the Hispanic the current debates and prospects for reform in these Migration from Latin America and Asia over 1970– Ministry jointly offer a pilgrimage based in the policy areas, with an eye toward understanding the 2000 brings a new heterogeneity for the United Parish of Nuestra Senora de Soledad in Coachella, political realities of public policy formation. States that mirrors the global population. Now, the consequences of this migration are reflected in California. Participants will have the opportunity to experience the Church’s option for the poor through ILS 30700. Problems in Latin American federal statistical policy to expand official popula- Society tion categories of five categories on race and two on an immersion into the spirituality, culture, and econ- (3-0-3) ethnicity. This course is an introduction to these US omy of the rural southern California community of Since the fall of dictatorships in the 1980s, a mul- populations of whites, blacks or African Americans, Coachella. Students will meet with resource people titude of new organizations has emerged in Latin American Indians or Alaskan Natives, Native Hawai- making a difference in the lives of valley residents America. At the same time, globalization has pre- ians or Other Pacific Islanders, and Latinos or His- by helping them with immigration issues, housing, sented new challenges to social groups struggling to panics as to historical context, social and economic access to education and health programs, and over- retain their livelihoods and their communities. This characteristics, and current research and policy coming addiction. course examines traditional and new social move- issues. Migration in the post-1965 era of Asians and ments, organizations, and institutions in contempo- Latinos created new racial and ethnic communities ILS 30804. Social Concerns Seminar: Border rary Latin America. Issues geographically concentrated in California, Texas, (0-1-1) Florida, New York, Illinois, and Arizona. Conceptu- This seminar examines immigration and related ILS 30701. Human Rights and Migrants alization and quantification involve new challenges (3-0-3) issues that surface between the United States and increasingly relevant for governmental and private Mexico. Participants travel to El Paso, and Ciudad This course is an extension from the “mini-course” sectors, nationally and for communities. Scholars are to a full term offered by Prof. Bustamante, with a Juarez, Mexico to meet refugees, work with parish more attentive to changing identities and popula- organizations, and discuss policy issues. wider coverage of international migration experi- tion heterogeneity for social institutions of family, ences in the world with an emphasis on human education, and government. The 2000 Census and rights. It starts with a historical approach to various ILS 30805. Latino Theology and Christian population projections show the future population Traditions immigration waves to the Unites States, from the as considerably different from that of the past. These (3-0-3) Matovina years of the Industrial Revolution to the present. It topics hold relevance in contemporary discussions of This course examines the emergence and develop- focuses on the current debate on the impact of the world population growth, immigration policy, social ment of Latino Religion and theology in the United undocumented immigration from Mexico and Cen- change, globalization, and environment. States. In particular, the course will explore how US tral America, with a discussion of the gap between Latino and Latina theologians have articulated the public perceptions and research findings. Differences ILS 30704. Race and Ethnicity meaning and implications for Christian living of between Mexico and the United States’ migration (3-0-3) core theological topics such as Christology, evangeli- policies, and its social and economic implications, This course focuses on race and ethnic relations in zation, social justice, and liturgy. are discussed. The recent developments within the the United States. Current cases involving racial and context of the United Nations’ Commission of Hu- ethnic issues will be presented and discussed in class. ILS 30900. Nations in Motion: Latino/Latina man Rights on the relationship between migration Readings and materials will present three approaches Literature in the United States and human rights are also covered. to the study of majority-minority group relations, (3-0-3) the emergence and maintenance of group dominance This course focuses on the analysis of literary works ILS 30702. Historical Memories and the and minority-group adaptations to modes of domi- by Mexican-American, Cuban-American, Puerto Developments Bridging Latino and Latin nance, including separation, accommodation, ac- Rican, and Dominican-American authors. Some American Cultures culturation, and assimilation. Class participation and reading knowledge of Spanish recommended. (3-0-3) students’ experiences will be emphasized. This course introduces students to the political processes affecting the development and transformation 330

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ILS 30901. Survey of Spanish-American ILS 40301. Caribbean Voices ILS 40406. Latinos and Christianity Literature II (3-0-3) (3-0-3) (3-0-3) An introduction to the literature of Anglophone This course examines the unique religious history of A survey of literary trends and major figures in mod- Caribbean. US Latinas/os, starting with the Spanish and Latin ern Spanish-American literature from 1880 to the American colonial origins and outlining the rise of present. Readings of selected texts in prose, poetry, ILS 40302. Crossing Color Lines parishes and congregations north of Mexico. Read- and theatre. (3-0-3) ings and lectures will present historical, sociological, An exploration of the conflicted and contradictory and theological methods for examining contempo- ILS 35801. Summer Service Learning ways in which racial and ethnic identities have been rary issues facing Latino Catholics and Protestants, Internship: Hispanic constructed and mediated in American culture. such as social justice movements, religion in the (3-0-3) thought of prominent Latina/o writers and com- This is a leadership internship for Hispanic studies ILS 40303. American War Literature mentators, and ecumenical trends in Latin America working 10–12 weeks in a Hispanic/Latino area with (3-0-3) and US Latino Christianity. Other important themes organizations dedicated to empowering local com- Beginning with Mary Rowlandson’s captivity narra- include the changing role of Latinos in the US munities. Students will complete the requirements of tive and ending with Tim O’Brien’s The Thing They immigrant church, the impact of Latin American THEO 33931 and work with the Center for Social Carried, an exploration of the aesthetic, historical, liberation theology on US Latinos, and the linkages Concerns to build partnerships with the agencies and and theoretical functions and values of war writing between religion and cultural identity among peoples people involved. Application and interview necessary in the United States. with roots in Mexico, the Hispanic Caribbean, and for participation. Central and South America presently living in the ILS 40402. History of Cubans in the US US. Lectures and discussions will be supplemented (3-0-3) ILS 40100. Applied Anthropology: Immigrant with visual material. Labor Rights This course will examine the Cuban experience in (4-0-4) the United States, especially through the concept In conjunction with local organizations and so- ILS 40407. Latinos in Modern America of exile. We will examine the history of Cuban im- (5-0-3) cial science researchers, students will work within migration, community formation, socioeconomic This is an interdisciplinary history course examin- Elkhart, collecting ethnographic data from immi- integration, political development, expressions of ing the Latino experience in the United States after grant community members. They will also learn how exile and national identity, the emergence of Cuban- 1848. We will examine the major demographic, to apply the data they have collected to models for American identity, and impact of Cuban exiles on social, economic, and political trends of the past serving the community to find ways to better serve US foreign policy toward Cuba. The course will 150 years with an eye to understanding Latino/a the local community and meet its needs. also explore those aspects of Cuban history that America. Necessarily a large portion of the subject have contributed historically to the creation of exile matter will focus on the history of Mexican-Ameri- ILS 40101. Introduction to Post-Colonial communities in the United States, including Cuba’s cans, and Mexican immigrants in the Southwest and Studies 19th-century wars of independence against Spain, (3-0-3) Richman Midwestern United States, but we will also explore early 20th century-efforts at political stability, and Investigation of the development of literatures the histories of Puerto Ricans, Cubans, and Latin the Cuban Revolution of 1959. from the former colonies of various empires, but Americans within the larger Latino/a community. principally the British and French. Major regions Latinos are US citizens, so the course will spend ILS 40403. Survey of Latin American History significant time on the status of these groups before include Africa, India, the Caribbean, and Southeast (3-0-3) the law, and their relations with the state, at the Asia. Authors may include Achebe, Ba, Emecheta, This course provides an introduction to the major federal, local, and community level. To explore these Desai, Head, Lamming, Rushdie, Soyinka, Chandra, themes of Latin American colonial history, includ- issues within the various Latino communities of the Walcott, and Thich Nhat Hanh, among others. ing the discovery, conquest, and settlement of the US, we will explore the following key topics covered: Theorists include Fanon, Said, Spivak, and Ngugi New World, the institutional framework established historical roots of “Latinos/as” in the US; the evolu- wa Thiong’o. by the Iberian countries to advance their economic, tion of a Latino/a ethnicity and identity within the political, and religious interests in the region, and US; immigration, transmigration, and the shaping of ILS 40300. Growing Up Latino: Narrative and various aspects of Latin American society and culture Latino/a communities; Latino/a labor history; seg- Literature until independence in the early 19th century. (3-0-3) regation; civil rights; nationalism and transnational- This course will explore the ways in which ism; the Chicano Civil Rights Movement; Latinos in ILS 40404. Hispanic Origins in the US narratives/stories, specifically autobiographical and (3-0-3) film; and post-1965 changes in Latino/a life. biographical ones, tell an individual as well as a total The Hispanic presence in territories that are today story. What do the Latino/a writers say about their part of the United States date from the foundation ILS 40500. Human Rights in Latin America (3-0-3) own identities and cultures as Chicanos/Mexicanos, of communities like San Agustin, La Florida (1565), This course takes the concept of international hu- as Cubanos, Puertoriquenos, and as women? How Santa Fe, San Antonio, Texas (1718), and Los Ange- man rights as the framework to explore contempo- and in what ways are ethnic identities within a La- les, California (1781). This course will examine the rary cultural, economic, and political debates about tino diaspora constructed, and what issues cut across foundation and historical development of these and identity, culture, and society in Latin America. We ethnic and racial lines. How do Latinos construct other communities within the context of Spanish will review the civil and political rights, the social race/ethnicity vis-a-vis whiteness? In other words, and Mexican civilization, tracing their trajectory to- and economic rights, and the indigenous people’s how do we frame ourselves and how are we framed ward their eventual conquest and incorporation into rights of the International Declaration of Human in relation to the dominant constructions of race in the United States during the first half of the 19th Rights through ethnographic case studies. For this country? How is gender constructed, and how century. Placing this story within the larger picture example, we will explore (1) freedom of speech in do we construct gender? What emerges as counter- of US Latino history, the course will examine the po- Chile and review the report of the findings of the hegemonic for us and these writers? litical, socioeconomic, religious, and culturaldimen- Truth Commission; (2) indigenous people’s rights sions of early US Hispanic history. in Colombia and learn about the Afro-Colombian movements for ancestral lands; and (3) social and 331

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economic rights in Guatemala and current efforts ILS 40703. Latino Image in American Films ILS 40707. International Migration and Human to implement socio-economic recommendations of (3-0-3) Rights the Commission for Historical Clarification. In each This course traces the historical depiction of Chica- (3-0-3) Bustamante area, we will specifically address the role of anthro- nos, Mexicanos, Puerto Ricans, Cubans, and other This course is an extension from the mini-course pology, the American Anthropological Association’s Latinos in Hollywood-made movies. Cinematic to a full term offered by Prof. Bustamante, with a human rights declaration, and the unique contribu- plots, roles, and motifs—from the earliest of silent wider coverage of international migration experi- tion anthropologists can make to international ef- films through the onset of the 1980s—are examined ences in the world with an emphasis on human forts to understanding human rights. to explore the changing physical, social, and cultural rights. It starts with a historical approach to various definitions of Latinos in the United States. All films immigration waves to the United States, from the ILS 40600. Latino Psychology and filmmakers are considered within their histori- years of the Industrial Revolution to the present. It (3-0-3) Torres cal context. Though the main object of study is the focuses on the current debate on the impact of the The purpose of this course is to examine the psycho- Latino image, the course also surveys corresponding undocumented immigration from Mexico and Cen- social research and literature about Latino/a indi- images for other ethnic minority groups. tral America, with a discussion of the gap between viduals and communities within the United States. public perceptions and research findings. Differences Students will be actively involved in discussing issues ILS 40704. History, Politics, and Society of between Mexico and the United States’s migration relevant to Latino/a well-being, including immigra- Chile policies, and its social and economic implications, tion and acculturation, ethnic identity, religiosity, (3-0-3) are discussed. The recent developments within the family life, prejudice and discrimination, and mul- An introduction to the formation and development context of the United Nations’ Commission of Hu- tiracial identity. Economic, educational, and social of Chilean National Society. The course begins man Rights on the relationship between migration opportunities for Latinos also will be studied, and by examining the colonial period and the struggle and human rights are also covered. efforts towards social advocacy and the delivery of for independence. It then focuses on 19th- and psychological interventions for Latino communities 20th-century issues such as the consolidation of the ILS 40708. Social Demography of US will be critically examined. central state, the development of democracy, the Minorities creation of the party and electoral systems, economic (3-0-3) ILS 40700. International Migration: Mexico and cycles of growth and stagnation, the break down of The intent of this demography course is to familiar- the United States II democracy in 1973, the Pinochet dictatorship, and ize students with basic statistical methods and tech- (2-0-2) the return to democracy in the 1990s. Class lectures niques that are applied to the study of population A three-week course that refers to a review of basic and discussions will include relevant comparisons data. The course will offer students an opportunity questions on international migration, with empha- with other Latin American and even European to gain “’hands-on” experience with manipulating sis on immigration to the United States and the countries. quantitative data and generating results. The back- methods through which these questions have been drop for the class is ethnic status. Because we will adequately or inadequately answered. The numbers, ILS 40705. Religion and Power in Latin have access to social data for major ethnic categories impact, nature, structure, process, and human ex- America (e.g., white, African American, Hispanic, Asian, and perience will be discussed in terms of the research (3-0-3) American Indian), one of the byproducts of learning methods commonly used to approach them. Spring. The cultural dimension of religion and the institu- the methods and techniques of demographic analysis tional building abilities present in religious commu- will be a comparative study of ethnic groups across ILS 40701. Social Ties, Social Network, Social nities are building new power sources for religious several social dimensions. Capital in present Latin American context. Taking the (3-0-3) experience of Peru, we will look at Latin American ILS 40709. Ideology and Politics/Latin America This course examines three fundamental and inter- recent processes in the religious domain. The course (3-0-3) related sociological concepts, each of which offers will describe the changing conditions of the Catholic Ideological discourse shapes political action in Latin us an approach to the study of social connections church in Latin America and the new situation of re- America. Thinkers such as Marti, Mari, Cardoso, and their impact on the human experience. Social ligious pluralism produced by the growing presence and others and their discourses-nationalism, revo- ties, social networks, and social capital overlap sub- of evangelical groups and Pentecostalism. We will lutionary nationalism, Latin-American Marxism, stantially in their scholarly usage but the concepts look at the impact of religion in the empowerment developmentalism, modernization theory, depen- are far from identical. We will review theoretical of people from below, and its relation to new social dency theory, democratization-acted within specific and methodological literature on all three concepts movements as well as to the institutionalization of historical contexts and contributed actively to the as well as major empirical studies that examine the power at the state level in the new context of conformation of political action. It is our purpose world through one or more of these perspectives. We globalization. to present the main ideological positions and their will explore both theoretical and practical arguments impact upon political action in the continent. Their for the selection of one or more of these conceptual ILS 40706. Latinos in American Society constituent elements conform a unity we will discuss approaches as the basis for studying how social con- (3-0-3) on the basis of lectures, reading of the texts, and de- nections shape the human experience. The course This seminar will focus on the breakdown of the bates presented by teams of students. is intended to stimulate a critical reading of recent Spanish empire in Latin America and the emergence literature on contemporary society and to assist stu- of new nation-states in the region in the first quarter ILS 40710. Aesthetics of Latino Cultural dents who wish to use one or more of these concepts of the 19th century. Contrary to common expecta- Expression in their work. tions, the former colonies did not form a united na- (3-0-3) tion but rather split into 10 different republics that This course analyzes the philosophy and principles ILS 40702. Qualitative Methodology developed their own unique histories, only to split underlying the social and political aspects of Latino (3-0-3) further apart during the course of the century. This art. The seminar will cover the general topic, with partic- seminar will examine the origins and actors of the ular attention to ethnography and field work, visual independence movements, the development of an ILS 46711. Directed Readings: Latino Studies methods, archival research, and related strategies. ideology of emancipation, and the variegated causes (6-0-6) Heavy emphasis will be placed on cross-cultural re- of fragmentation. Independent faculty supervised readings.* credits search in minority communities in the United States. 1–6 332

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ILS 40712. Legacy of Exile: Cubans in the US of social institutions of family, education, and gov- ILS 40802. Culture, Religion, and (3-0-3) ernment. In the future, the changing Latino popula- Evangelization This class deals with one of the most visible and tion is expected to contribute to a US population (3-0-3) political of all US immigrant groups: Cubans. The profile different from the US population of the past This course will examine the theological basis of theme of the class is that the Cuban presence has century. Thus, the course is relevant in contemporary inculturation, its historical development, ecclesial been shaped by the experience of exile. In under- discussions of immigration policy, globalization, and documentation, and the implications for ecclesiol- standing the case of the Cuban immigration to the environment. ogy, liturgy, catechesis, and the theological elabora- United States, the students will gain insight into the tion. The course will include lectures, videos, class dynamics of US immigration policy, the differences ILS 40715. Latinos in Education discussion, and practical exercises. between immigrants and exiles, inter-ethnic relations (3-0-3) among newcomers and established residents, and the This course examines the educational experiences ILS 40803. Memory and Prophecy economic development of immigrant communities. and struggles of Latinos in US public schools. (3-0-3) The class will explore the long tradition of Cuban Students will study these experiences through legal, In the last decades, significant theological trends immigration to the United States, the elements of political, historical, social, and economic perspec- have emerged both from poor countries and from Cuban culture that have emerged and reinforced this tives, regarding educational policies and practices. marginalized groups within wealthy countries. tradition of migration, the impact that Cubans have Additionally, this course focuses on the potential of Why have they emerged from different Christian had on the Miami area as well as the changes within education as an agent for social justice and change churches of our time? This course will explore this the community as it develops into a well-established for linguistically and culturally diverse groups, and question taking the case of Latin American theology. minority group within the United States. The class thus its important role in the Latino experience. The In particular, it will consider the implications of the will juxtapose elements of Cuban culture that are goal of this course is to develop a reflective individual “preferential option for the poor” for the areas of well known in the United States—anti-Castro who is able to understand the educational context of theological reflection, pastoral work, and spirituality. sentiments, economic success, and political conser- Latinos in the United States. Special attention will be paid to the biblical founda- vatism—with a fresh analysis of the diversity among tions of that option as summed up in two crucial Cuban Americans, including the second generation. ILS 40800. Church/Society in El Salvador concepts: memory and prophecy. The 16th-century In addition to exploring rich ethnography, fascinat- Transforming Reality Dominican, Bartolomi De Las Casas, said, “Of the ing vignettes, and case studies, this class provides an (3-0-3) least and most of forgotten people, God has a very opportunity to examine issues of current importance The premise of this course is that the Central Ameri- fresh and vivid memory.” The Bible invites us to within sociology and anthropology, such as social can nation of El Salvador provides a unique opportu- make God’s memory our own, and one component change, transnationalism, displacement, and regional nity for understanding how one local church tried to of that memory is the remembrance of the “least impact of immigration in an easy to understand heed the call of the Second Vatican Council to read ones.” The announcement of the Gospel is linked to manner. the signs of the times and interpret them in the light the advice received by Paul to “remember the poor” of the Gospel (gaudium et spes no. 4). Consequently, (Gal. 2:10). Theologically, poverty is the negation of ILS 40713. Latino Economic Development: besides theological reflection, this seminar will make creation. Poverty means death. Thus, the option for Research and Policy use of a number of disciplines in order to “read” the the poor also manifests in the prophetic opposition (2-0-2) reality of the country. It will begin with a general to that which means death for the poor. The course This course examines the Latino experiences in the introduction to social, economic, political, and will examine what memory and prophecy signify for United States and the underlying conditions of La- ecclesial challenges within El Salvador. In consulta- living a Christian life and doing theology in light tino workers, businesses, and communities. It begins tion with the course instructors, students will pick of some of the major challenges to Christian faith with a profile of Latino workers by age, gender, edu- a specific theme or issue around which to develop a today. cation, immigrant make-up, and occupation in the research project. They will work on this project us- labor market. Students will learn how to use federal ing resources at Notre Dame and then with resource ILS 40900. From El Barrio to Calle Ocho: and state data to examine Latino workers’ income persons in El Salvador itself during a trip to that Urban Experience in US Latino/a Literature and occupation status. Students will learn about the country over spring break. In the final weeks of the (3-0-3) Moreno industrial and occupational classification systems course we will further reflect on our experiences and In this course students will examine Latino/a texts of used by the federal government to study workers complete the research projects. Students will present various ethnic backgrounds that offer representations and working conditions. They will also study related their final projects within the course and in other of the urban landscape and experience. Issues of mi- public policies of the federal government that govern venues. This course is by instructor’s permission gration, discrimination, social mobility, gender, class, over the human rights, economic status, and eco- only. Interested students should pick up a learning race, and transnationalism will be central to our nomic well-being of all US workers. agreement either in the Theology Department offices discussions of the cultural politics of urban space. or at the Center for Social Concerns. Knowledge of Spanish required. ILS 40714. Social Demography of the US Latino Population ILS 40801. Theology and Popular Piety in US ILS 40804. Latino Film: Culture, God, and (2-0-2) Catholicism Redemption This course is an introduction to the social demogra- (3-0-3) (3-0-3) Elizondo phy of Latino or Hispanic populations in the United This course explores the theological insights inherent The course will view great films from Latin America States as to historical background, sociological fields, in the religious practices and spiritual traditions of and the Latino United States and discern what and current statistics and studies. First, in exploring African American, Latino/a, and European-American culture is portrayed, the presence or absence of God the demographic perspective on the Latino popula- Catholics. Particular emphasis is given to popular pi- within the film, and how redemption is expressed in tion, a strikingly young and increasing segment of ety as a source for theology and the ways theologians the film. Since some of the films will not have sub- the US population, the processes of fertility, mortali- and pastoral ministers can critically engage popular titles, a working knowledge of Spanish is helpful. ty, and migration are presented. Next to be addressed religious traditions. is the literature on conceptualizing and quantifying ILS 40901. Cuban Literature the US Latino population, legal frameworks for resi- (3-0-3) Anderson dence status of migrants, and Latinos in the context An in-depth study of a particular theme, author, or genre in Cuban literature. 333

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Medieval Studies Area C: The promotion of social, economic, and en- by experiential learning approaches. By the last day vironmental justice. The study of social change, with of the seminar, each student participant will write The Minor in Medieval Studies allows students who specific attention to the role of nongovernmental a one-page “focus” statement about how peace and are committed to other programs of study to pursue organizations, commercial enterprises, and states in justice might be achieved in the future and what role interests in the culture of the Middle Ages and to fostering sustainable economic development, respect they hope to play in such a future. cross the limits of individual disciplines as a means of for human rights, conflict resolution and nonviolent understanding the changing social, economic, legal, conflict transformation, support of gender and fam- IIPS 20501. International Relations intellectual, and artistic systems of medieval society. ily issues, and protection of the environment. (3-0-3) Lieber Students may declare their intention to undertake a Corequisite(s): POLS 22200 In both the Supplementary Major (24 credit hours Area A: This course provides students with an un- minor in medieval studies to the director of under- of required course work) and in the Minor (15 graduate studies at any time before the end of their derstanding of historical and current events in world credit hours of required course work), students will politics. As such, the course has three central objec- third year. The undergraduate director will then act complete an introduction course, explore the three as their minor advisor and help them select a set of tives: to introduce various theoretical frameworks key areas of Peace Studies, and participate in an inte- for analyzing international political and economic courses that form a coherent program of study, often grative senior seminar. in conjunction with their major if possible. Students events, to provide an overview of substantive topics in international relations, and to supply a basic must take five courses in three of the 10 departments The Supplementary Major understanding of contemporary international events. affiliated with the Medieval Institute (Anthropology, The Supplementary Major in Peace Studies requires We explore substantive issues such as cooperation Art History, Classics, English, German and Russian completion of the introductory course in Peace Stud- and conflict in international relations, the causes Languages, History, Music, Philosophy, Romance ies (three credit hours), one course in each of the of war, nuclear proliferation, regional free trade Languages, and Theology). Courses counted toward three areas of study (nine credit hours), three elective agreements, the causes and effects of economic the major may not be used for the minor. A list of courses in Peace Studies (nine credit hours), and the globalization, and the role of international law and course offerings is available from the Medieval senior seminar (three credit hours). The program for institutions. Discussion sections use historical case Institute. a Supplementary Major in Peace Studies follows. studies and current events to illustrate concepts in- Minors, like majors, are invited to participate fully in IIPS 30101 Introduction to Peace Studies troduced in lectures. This course cannot be taken if the life of the Medieval Institute. They are welcome Area A one course from list you have already taken POLS 10200. to attend institute lectures and to participate in the Area B one course from list institute’s own graduation ceremony. Area C one course from list IIPS 20502. Responding to World Crisis [elective] (5-0-3) Valenzuela Peace Studies [elective] Area A: This course focuses on current issues in [elective] international affairs and what the US policy response Director of Academic Programs: IIPS 40101 Senior Seminar to them should be. The participants will be divided Jaleh Dashti-Gibson into groups specializing events and issues in each The Minor continent in the world, with an additional group Program of Studies. Peace Studies is defined as the The Minor in Peace Studies requires completion of focusing on the international economy. Each ses- interdisciplinary examination of the conditions that the introductory course in Peace Studies (three credit sion of the seminar will hear the reports prepared by make for peace. It also investigates the obstacles hours), one course in each of the three areas of study students in two of such (i.e., the Africa and the Asia to the realization of these conditions, drawing on (nine credit hours), and the senior seminar (three groups, or the Europe and World Issues groups). The theories and methods from diverse disciplines to credit hours). The program for a minor in peace reports must be individually written, with the crisp focus on what makes for the development of a just Studies follows. style of policy briefs, on different countries or issues, and peaceful world order. Peace Studies relates schol- and must include an assessment of the origins and arship to praxis and challenges those who engage in IIPS 30101 Introduction to Peace Studies nature of the problem or problems at hand, a well as it to develop new ways of thinking and acting in the Area A one course from list recommendations regarding what the US should do. world. Area B one course from list The required reading for the seminar will be the New Area C one course from list York Times (the printed version) on a daily basis. Stu- Notre Dame’s Peace Studies program divides its IIPS 40101 Senior Seminar curriculum of more than 50 courses into three over- dents may go to Internet news services of the New lapping but distinct areas: An alphabetical list of courses by area is available on York Times or of other sources such as the Economist the Kroc Institute website: www.nd.edu/~krocinst/ for additional background information on the situa- Area A: The role of international norms, insti- programs/undergraduate/index.html. tion they wish to write about. tutions, and states in a peaceful world order. An exploration of ways of making governmental and IIPS 13100. Global Issues Seminar IIPS 20701. Rich, Poor, and War intergovernmental institutions more effective and (1-0-1) (3-0-3) Whitmore representative, and of strengthening governmental Through a series of integrated themes and experi- Area B: This course examines the interrelationships compliance with fundamental norms of peace and ences, this seminar addresses the issue of whether the between economic injustice and violence. It begins human rights. peoples of the world can achieve peace and justice. by investigating the gap between rich and poor both We also explore how those who take Catholic social in the US and worldwide. We also look at the his- Area B: The impact of religious, philosophical, and teaching seriously might play a role in that process. tory of Christian thought on wealth and poverty. We cultural influences on peace. The study of the ethics We examine how the values we possess might in- then address the ways in which economic disparity of the use of force, theological and philosophical vi- teract with global political, economic, and social intersects with the problem of violence in both do- sions of global justice, the ways in which the world realities to produce viable strategies in the future. mestic (violence against women) and political realms religious traditions foment violence or encourage The seminar blends a variety of learning modes and (war and revolution). Next, we canvass Christian peace, the practice of nonviolence, and the linguistic, emphasizes interaction among participants with thought on the use of violence. This raises the ques- literary, and historical dimensions of cultures of seminar reading, with one another, and with faculty tion of whether Christianity itself contributes more peace. facilitators. These varied academic experiences are to violence or to peace. Finally, we pose the question complemented by time for spiritual reflection and of whether forgiveness for violence is advisable or feasible. 334

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IIPS 20702. War, Poverty, Genocide, and tives who have entered deeply in the spirituality of IIPS 20708. Philosophy of Education Justice other traditions. By course’s end we ought to have a (3-0-3) (3-0-3) greater understanding of what is essential to Chris- Area B: An introduction to the kinds of problems Area B: This course examines theories of distributive tian faith and practice as well as a greater apprecia- and questions philosophers typically discuss when justice applied to political and economic systems that tion of the spiritual paths of others. Requirements: education comes to mind. Possible issues include re- contribute to violence and suffering. Specifically, we Short papers, midterm exam, and final exam. ligion and education, education and politics (includ- will use the theories of distributive justice of Plato, ing global politics), the value of social and empirical John Rawls, and Michael Walzer to understand the IIPS 20705. Ways/Peacemaking: Gandhi, sciences for the study of education, the problem of ongoing injustices of global poverty, genocide, and Heschel, King indoctrination, etc. war. Their theories are about the just distribution (3-0-3) Neiman of rights, privileges, obligations, opportunities, and Area B: An intensive study of the philosophy and IIPS 20713. Culture and Politics in Northern goods; in other words, they are theories of what spirituality of two of the greatest activists and peace Ireland a just structure is. Where there is abject poverty, educators of our century, M. Gandhi and M. Luther (3-0-3) Smyth genocide, or war, there is also structural injustice. King. We will be especially concerned with the way Area B: Using a broad range of texts-drama, fiction, This basic idea is in the following quote from Jeremy each of these human beings came to construct new, poetry, film, painting, and documentary material-an Hobbs, Executive Director of Oxfam International: yet quite ancient, images or controlling myths that examination of the politics of culture, and the cul- “Oxfam believes that poverty and injustice are they hoped would lead us to think and act in revolu- tures of politics, in the North of Ireland during the inseparable .... and that both are structural and tionary ways. 20th century. avoidable.” IIPS 20706. War and Philosophy IIPS 20714. Islamic Societies of the Middle Many people believe that such injustices are either (3-0-3) East and North Africa: Religion, History, and inevitable (e.g., poverty is a result of natural selec- Area B: The goal of the course is to understand and Culture (3-0-3) Afsaruddin tion, genocide and war are unavoidable results of evaluate the teachings that philosophers have drawn Area B: This course is an introductory survey of human nature) or the results of individual decisions from the experience of war and conflict. Authors the Islamic societies of the Middle East and North (e.g., Hitler and Stalin are the individuals responsible to be read include Thucydides, Plato, Augustine, Africa from their origins to the present day. It will for certain wars and genocides, and individuals live Hobbes, and Maritain. in abject poverty because each is either stupid or deal with the history and expansion of Islam, both as a world religion and civilization, from its birth lazy). This course consists of theory-driven argu- IIPS 20707. A Faith to Die For ments against such fatalistic or individualistic expla- (3-0-3) in the Arabian Peninsula in the seventh century to nations of injustices. Area B: An introduction to Catholic moral theology, its subsequent spread to other parts of western Asia with an accent on how Catholic belief and practice and North Africa. Issues of religious and social eth- IIPS 20703. War, Law, and Ethics shape the Church’s understanding of the moral life. ics, political governance, gender, social relations and (3-0-3) Pfeil Aspects of Catholic belief and practice to be covered cultural practices will be explored in relation to a Area B: This course is designed to explore the ethi- include baptism, penance, reading scripture, preach- number of Muslim societies in the region, such as in cal and legal considerations related to war and the ing, prayer, the Eucharist, martyrdom, religious life, Egypt, Morocco, and Iran. The course foregrounds use of force. Beginning with a historical overview marriage, and mission. In the context of these beliefs the diversity and complexities present in a critical of Christian thinking on war and peace, we will de- and practices, several leading themes in Catholic area of what we call the Islamic world today. velop an account of various ethical positions on the moral theology will be explored (e.g., sanctification, use of force, including views rooted in the just war the eternal and natural law, and virtues and vices), IIPS 20901. Gender Roles and Violence in tradition and in pacifism. We will also consider the and several moral issues will be examined (e.g., abor- Society (6-0-3) Gunty ethical implications of contemporary issues related to tion, suicide, capital punishment, economic justice, Area C: Much of the violence in contemporary the use of force, e.g., sanctions, war crimes, humani- and war and peace). This course explores an under- society-whether it is domestic abuse, school shoot- tarian intervention, and terrorism. In collaboration standing of the moral life in terms of participation ings, gang warfare, video games, or inter-ethnic con- with the Center for Social Concerns and La Casa in the life, death, and resurrection of Christ, but at flict-has something to do with gender. This course de Amistad, students will have the opportunity to the same time it avoids construals of the moral life explores the connection between gender role social- engage in service-learning by working with students that rest merely on pious exhortations (“Jesus says”), ization and the expression of conflict or aggression. from Washington High School to collect stories from assertions of ecclesial authority (“the Church says”), Through readings, discussions, films, and projects, local war veterans as part of the Library of Congress, or invocations of negative moral prohibitions (“thou students will be encouraged to examine sex differ- “Veterans History Project.” shalt not”). Thus, the “faith” will be presented as a ences in violent behavior as the outcome of complex set of beliefs and practices that are disturbingly radi- processes. We will try to understand those processes IIPS 20704. Christianity and World Religions cal, demanding that Christians die to themselves, (3-0-3) Malkovsky better and develop the ability to describe the causes yet also deeply attractive, in that dying serves as a Area B: The purpose of this course is to introduce and their effects. passageway to true life. As suggested by the title, a the student to the basic teachings and spiritualities of leading emphasis in the course is that only a faith Hinduism, Buddhism, and Islam. We will approach IIPS 20902. Environmental Ethics worth dying for can forge a moral life that is truly these religions both historically and theologically, (3-0-3) DePaul worth living. Readings include selections from scrip- seeking to determine where they converge and differ Area C: The course will be an attempt to come to ture, liturgical texts, theological and moral treatises, from Christianity on such perennial issues as death, grips critically with the moral significance of con- encyclicals, and the documents of Vatican II, plus meaning, the nature of the ultimate mystery, the temporary concern for ecology and the environment. Augustine’s Confessions, Cantalamessa’s The Eucharist: overcoming of suffering, etc. We will also examine Our Sanctification, Graham Greene’s The Power and some traditional and contemporary Catholic and IIPS 30101. Introduction to Peace Studies the Glory, short stories of Flannery O’Connor, Doro- Protestant approaches to religious pluralism. Our (3-0-3) Lopez thy Day’s The Long Loneliness, and Helen Prejean’s own search to know how the truth and experience of This course surveys: (1) the major causes of deadly Dead Man Walking. Evaluation is based on a mid- other faiths is related to Christian faith will be guid- conflict around the world; (2) various definitions of term, a final, several short papers, and interactive ed by the insights of important Catholic contempla- “peace” and the conditions under which it occurs class participation. and is sustained; and (3) the style and comparative 335

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success of various strategies such as building peace IIPS 30502. Diplomacy of US Foreign Policy IIPS 30506. Northern Ireland since 1920 movements and nonviolent social change as ways to (3-0-3) (3-0-3) achieve peace. (Open to all undergraduates-required Area A: The United States emerged from World War Area A: This course examines society and politics for peace studies minors and majors) II in a new peacetime role as a superpower. We had in Northern Ireland from the partition of Ireland to discover for ourselves how to combine diplomacy to the current, increasingly unstable, peace process. IIPS 30401. Terror, Peace, and Other and military power in a manner consistent with our The “Troubles” or armed political conflict of the last Inconsistencies democratic principles. While the policy choices were 30 years will be a particular concern. Students will (3-0-3) Lopez stark in the days of the Cold War, they have become examine the changing structure of the Catholic and Area A: This course examines the roots and sustain- more complex in recent years. Presented by a career Protestant communities and their ideologies and the ing conditions of contemporary terrorism, as well diplomat who headed US overseas missions in four Anglo-Irish dimension of the conflict; they will also as diverse counter-terrorism measures and policy countries, the course emphasizes case studies and the assess the analyses and interpretations advanced by prescriptions for the US and for the international practical problems that have confronted US leaders both participants and academic observers. Students community. We then address what challenges both from the end of World War II to the present. The will read a range of academic articles, political tracts, the causes and the cures for terror pose to those who issues treated will illustrate the height of tensions in autobiographies, and memoirs. take seriously the creation of a world with less war the Cold War, the emergence of detente and deter- and violence and greater cooperation among rivals. rence, and the challenges of the global agenda after IIPS 30507. Arab-Israeli Conflict The course will require a heavy dose of reading each the end of the Cold War. The course aims to help (3-0-3) week, from 200–250 pages, and participants will be the student understand current foreign policy issues, Area A: This course tracks the Arab-Israeli conflict required to write four persuasive and/or policy pa- which will be discussed briefly in class. A research from its origins in the late 19th century to the pers, based on course readings, of about seven pages paper (10 pages), a midterm exam, and a final exam present, making special use of primary sources that each in length. are required. express differing perspectives in their full intensity. Current issues of the conflict will be analyzed IIPS 30402. Global Issues and the United IIPS 30503. Politics of South Africa in depth with the help of current periodical and Nations (3-0-3) Walshe electronic sources. Classes will include a mixture (3-0-3) Smith Prerequisite(s): See online Course Catalog for details. of lectures, video, and role-playing. There will be a Area A: This course is designed to increase students’ Area A: This course focuses on the key state of the midterm exam and a short policy paper. understandings of contemporary global problems region-the Republic of South Africa. After outlining and the ways the international community addresses the political history of apartheid, the phenomenon IIPS 30508. UN and Global Security these through institutions like the United Nations. of Afrikaner nationalism, and the rise of African (3-0-3) The course will cover the history, structure, and nationalism and the liberation movements, attention Area A: This course explores the United Nations’ operations of the United Nations and is designed to turns to the country’s escalating turmoil of the 1980s responsibility for maintaining international peace introduce students to the variety of interests, goals, and resulting political transition in the 1990s. South and security; the reasons for its successes and failures and perspectives that different nations and social Africa’s political and economic prospects are also in peacekeeping, enforcement, and peacebuilding groups bring to this global political forum. We will examined. The semester concludes with a survey of in recent cases; the international legal basis for hu- examine major global issues that are being discussed the transitions that brought South Africa’s neighbor- manitarian intervention and for preventing crimes in international organizations, and extensive atten- ing territories to independence, the destabilization against the peace, war crimes, crimes against human- tion will be paid to how civil society groups use the strategies of the apartheid regime, and United States ity and other gross violations of human rights; and United Nations to promote social change. A major policy in that region. the ethical challenges posed for people seeking to be aim of the course is to encourage students’ ongoing good citizens both of their nation and of the world. participation in public discussions and debates about IIPS 30504. International Law Students evaluate ways to strengthen the role of global problems. Among the issues that will be cov- (3-0-3) international law and organization in preventing war ered are: peace and international security, economic Area A: International law and institutions are in- and terrorism while addressing ethical issues related development, human rights, and environmental creasingly important for understanding the nature of to international peace and security. protection. world politics. This course investigates the interaction between international law and international IIPS 30509. Latin American International IIPS 30501. Arab-Israel Conflict politics. We examine how international institutions Relations (3-0-3) Dutt operate, the significance of international law to state (3-0-3) Hagopian Area A: This course tracks the Arab-Israeli conflict behavior, and the connections between international Area A: This course examines the international rela- from its origins in the late 19th century to the norms and domestic law. The substantive issues ad- tions of Latin America with an emphasis on what present, making special use of primary sources that dressed in this course include trade, human rights, determines US policy toward Latin America, and the express differing perspectives in their full inten- and environmental protection. policies of Latin American states toward the United sity. Current issues of the conflict will be analyzed States, other regions of the world, and each other. in depth with the help of current periodical and IIPS 30505. International Organizations It analyzes recurring themes in US-Latin American electronic sources. Classes will include a mixture (3-0-3) Reydams relations, including the response of the United States of lectures, video, and role-playing. There will be a Area A: Examination of governance in international to dictatorships, expropriations of US-owned prop- midterm exam and a short policy paper. relations, including both formal and informal in- erty, and revolution. It also studies new directions stitutions. The functioning of organizations such as and issues in Latin America’s international relations, IIPS 33501. Summer Service Learning: the United Nations, International Monetary Fund, e.g., trade policy, the environment, migration, and International World Trade Organization, European Union, and drugs in a post-Cold War world. (3-0-3) Tomas, Morgan multilateral development banks. Research papers Area A: This three-credit course provides students on topics including peacekeeping and humanitarian IIPS 30510. War and the Nation-State the opportunity to encounter international realities intervention, political conflicts surrounding trade (3-0-3) through work with poor and marginalized people. liberalization, and assessment of economic develop- Prerequisite(s): See online Course Catalog for details. Same academic requirements as THEO 33936 with ment programs. Area A: This course will examine the phenomenon the addition of area/country specific readings and of war in its broader political, social, and economic meetings. 336

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context since the emergence of the modern nation- war? Would you send US soldiers into war? If so, distinct? What are the major challenges facing Latin state. The general themes of the course include the into which wars and for what reasons? How do our America as it enters the new millennium? We will impact of nationalism, democratization, industri- economic policies affect others? Does trade help or address these and other questions by exploring alization, military professionalization, the nuclear hurt the US economy and its citizens? To answer several themes in the first half of the course. These revolution, and the information and communication these questions, we first study several theories about topics include culture, the role of the Catholic revolution on the development of warfare and the foreign policy. We then examine the US foreign Church, democracy, economic development, and the state. Particular historical emphasis will be placed policy process, including the President, Congress, the environment. With the concepts used to examine on exploring the causes and conduct of World War I bureaucracy, the media, and public opinion. To see these themes, we will spend the latter part of the and World War II. how this all works in practice, we turn to the history course examining the cases of three Latin American of US foreign policy, from Washington’s farewell ad- countries in comparative perspective. We will focus IIPS 30511. Politics of Tropical Africa dress through the World Wars and the Cold War to on Chile, Brazil, and Mexico. (3-0-3) the Gulf War. We then study several major current Area A: Following an introduction to traditional po- issue areas, including weapons of mass destruction, IIPS 30519. Diplomacy and US Foreign Policy litical institutions, the colonial inheritance, and the terrorism, trade and economics, and the environ- (3-0-3) rise of African nationalism, the course concentrates ment. Finally, we develop and debate forecasts and Area A: The United States emerged from World War on the current economic and political problems of strategies for the future. II in a new peacetime role as a superpower. We had tropical Africa. This includes case studies of political to discover for ourselves how to combine diplomacy organizations, ideologies, and government institu- IIPS 30515. Terrorism, War, and Peace after and military power in a manner consistent with our tions in Ghana, Nigeria, and Tanzania. 9/11 democratic principles. While the policy choices were (3-0-3) stark in the days of the Cold War, they have become IIPS 30512. International Political Economy Area A: The events of September 11 have forced us more complex in recent years. Presented by a career (3-0-3) Singer to explore new thinking about the global role of the diplomat who headed US overseas missions in four Prerequisite(s): See online Course Catalog for details. United States, the nature of conflicts that cross reli- countries, the course emphasizes case studies and the Area A: This course examines the interactions gious and cultural as well as economic and political practical problems that have confronted US leaders between international politics and international lines, and the meaning of human security and how from the end of World War II to the present. The economics. We begin with a brief exploration of the to achieve it. To carry that exploration further in issues treated will illustrate the height of tensions in economic rationale for trade and financial relations this course, students will examine (1) the origins of the Cold War, the emergence of detente and deter- and then examine the recent political history of hatred and militancy that lead people to act violently rence, and the challenges of the global agenda after global trade and finance. Topics include global and against large numbers of innocent people; (2) diverse the end of the Cold War. The course aims to help regional trade liberalization, coordination and coop- suggestions for how to deal with those who com- the student understand current foreign policy issues, eration in monetary policy (including the advent of mit acts of terror and crimes against humanity; and which will be discussed briefly in class. the single currency in Europe), causes and implica- (3) selected political, legal, sociological, economic, tions of financial crises, and the linkages among and ethical implications of contemporary violence, IIPS 30520. International Humanitarian Issues economic globalization, environmental regulation, as well as its impact on global governance and the (3-0-3) and human rights. enforcement of international law. Relevant readings Area A: Issues of famine, forced migration, human and guest lecturers from across several disciplines rights, war crimes, and genocide grab world atten- IIPS 30513. Nuts and Bolts of Russian Politics will address these questions and provide theoreti- tion on a regular basis. Whether in Kosovo, Indone- (3-0-3) cal framework for analysis. Following each major sia, Central Africa, or Colombia, humanitarian crises Prerequisite(s): See online Course Catalog for details. lecture, students will explore the main themes of the often engage American political and military atten- Area A: How are we to understand a return to the lecture and of the assigned readings, as well as their tion, and decisively shape regional politics. The array symbolism of Russian royalty by those who were own thinking following events of September 11, in of policy tools and organizations for dealing with communists and now claim to be democrats? The small discussion groups and written assignments. these humanitarian crises has greatly expanded in frequent squabbles between president and parlia- recent years, yet hopes of progress in stemming the ment, including the October 1993 shelling of the IIPS 30516. International Relations of the tide of violence and disaster have been disappointed. Parliament Building? The high assassination rate for Middle East This course will introduce the key actors, cases, and journalists, bankers, and police officers? This course (3-0-3) theories in humanitarian politics, and provide a focuses on the nuts and bolts of Russian politics, Prerequisite(s): (GOVT 20200 or GOVT 241 or springboard for student research. including the similarities and differences between GOVT 241A) Communist Russia and the current Russian state. Fa- Area A: This course covers the relations among the IIPS 30521. Society, Politics, and Economy in miliarity with Soviet politics is a crucial precondition contemporary states of the core Middle East, with India to analysis of the modern political scene, so students emphasis on the Arab-Israel conflict. It includes the (3-0-3) first develop an understanding of the nature of Bol- historical and cultural background in the region, the Area A: India has a long history, and its chronicle of shevik rule and its collapse. foreign policy perspectives of contemporary states, many achievements coexists with a record of many and current diplomatic issues. unresolved problems. This course concentrates on IIPS 30514. US Foreign Policy three crucial aspects of the “Indian experience.” First, (3-0-3) IIPS 30517. International Relations in East defying democratic theory, India has continued to be Area A: The United States is the most powerful state Asia democratic since 1947 (with the exception of a brief in the world today. US foreign policy is important (3-0-3) period between 1975–77). Few developing countries not just for US citizens, but it also affects whether Area A: This course is part of the Nagoyo, Japan match India’s democratic record. Second, remark- others go to war and whether they will win, whether program and introduces students to the basics of able cultural, ethnic, and religious diversity marks states receive economic aid, what kind of aid starving international politics. the social landscape. Hinduism, Islam, Buddhism, people will receive, and the extent of global efforts Christianity, and Sikhism constitute the religious to cope with environmental problems. With these IIPS 30518. Latin American Politics tapestry. More than 15 languages, with long histo- issues at stake, this course addresses the following (3-0-3) ries, developed grammar and literature, are spoken in questions: What determines US foreign policy? Prerequisite(s): See online Course Catalog for details. the country. Generally speaking, caste and religious What is the national interest? When do we go to Area A: How and why are Latin American politics cleavages, rather than class cleavages, have played 337

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the most significant role in politics. Third, Indian IIPS 30526. Political Movements in Asia IIPS 30705. Chinese Society and Culture economy has been going through a market-oriented (3-0-3) (3-0-3) economic reform since July 1991, raising prospects Area A: This course analyzes a wide range of political Area B: This course introduces students to the com- of a serious industrial transformation in the coming movements including nationalist and revolutionary plexities of contemporary Chinese society in the con- years. As for agriculture, thanks to a “green revolu- movements, guerrilla insurgencies, terrorist organiza- text of the past. Topics covered include food, family tion,” production breakthroughs have been achieved tions, democracy movements, and peace movements. and gender, political activity, ethnicity and identity, over the last three decades. The Asian region encompasses China (including Tai- urban and rural life, work and unemployment, wan, Tibet, Xinjiang, Hong Kong), Mongolia, North economic complexity, multilingualism, arts, religion, IIPS 30523. Indigenous and Colonial Mexico and South Koreas, Japan, the Philippines, Vietnam, medicine and the body, and literature. (3-0-3) Beatty Thailand, Cambodia, Burma, Malaysia, Indonesia, Area A: This course investigates the history of Meso- India, Pakistan, Nepal, Afghanistan, and so on. To IIPS 30706. Humor and Violence in History america from the Olmec, Mayan, and Aztec societies understand various movements, we will study global (3-0-3) to Mexico’s independence from Spain after 1800. We trends, human rights values, cultural differences, Area B: This course, linked to Classics 30905, ex- will examine the nature of several indigenous societ- religious doctrines, historical legacies, state-society plores the relation between humor and violence from ies, their conquest and domination by Europeans, relations, leadership skills, mobilization strategies, Western antiquity to the present, and works from post-conquest debates concerning Indians’ nature and violent vs. nonviolent trajectories. In addition the premise that humor is a response and antidote and colonial Indian policy, the structure of colonial to analytical readings, we will also watch a series of to violence and suffering. We will use a wide range society, including relations between Indians, Afri- documentaries and read a number of prominent of literary works, films, and students’ assignments to cans, and Europeans, Catholic conversions and the (auto-)biographies. investigate our subject. Course requirements include role of the Church, and finally the causes of indepen- numerous short quizzes, three analytical and creative dence. We will use readings, lectures, discussions, ar- IIPS 30527. Chile in Comparative Perspective papers of intermediate length, and group presenta- cheological evidence, film, and literature throughout (3-0-3) Valenzuela tions. the course. Students need not have any background Students will learn about the Chilean political pro- in Latin American history. cess since the 1930s, with a special emphasis on the IIPS 30707. Border Crossings: Mexican and period from 1964 to 2002. Students will analyze and Canadian Literature IIPS 30524. US Labor History discuss institutional, economic, social, and cultural (3-0-3) (3-0-3) changes that occurred during that period. Chilean Area B: Mexican and Canadian literature emphasiz- Area C: This course will examine the history of politics, economics, and sociology will be addressed ing cultural interaction between the USA and its paid and unpaid labor in the United States from from a historical perspective. southern and northern neighbors. the American Revolution to the near present. We will seek to understand how working people both IIPS 30702. Violence in US History IIPS 30708. Canon and Literature of Islam shaped-and were shaped by-the American Revolu- (3-0-3) (3-0-3) Afsaruddin tion, early industrialization, the debates over slavery Area B: In the late 1960s, black militant H. Rap Area B: This course is an introduction to the reli- and free labor culminating in the Civil War and Brown exclaimed, “Violence is as American as apple gious literature of the Arab-Islamic world. Emphasis Reconstruction, the rise of big business, the cre- pie.” It might be said that the purpose of this entire is on works from the classical and medieval periods ation of a national welfare state, the Cold War-era course will be to evaluate the truth of Brown’s state- of Islam, roughly from the seventh to the 14th cen- repression of the Left, and continuing debates over ment. This will be accomplished in two ways: first, tury of the Common Era. We will read selections the meanings of work, citizenship, and democracy. by surveying of some of the major episodes and from the Qur’an (the sacred scripture of Islam), the Throughout the course, we will devote considerable themes of violence in American history, from its Hadith literature (sayings attributed to the prophet time to the organizations workers themselves created colonial origins through contemporary foreign policy Muhammed), the biography of the Prophet, com- to advance their own interests, namely the unions and domestic debates; and second, by assessing the mentaries on the Qur’an, historical and philosophi- and affiliated institutions that have made up the meaning of that violence as it simultaneously reflects cal texts, and mystical poetry. All texts will be read labor movement. We will also pay special attention and shapes American society, culture, and values. in English translation. No prior knowledge of Islam to the crucial connections between work and identi- This course will include significant reading and writ- and its civilization is assumed, although helpful. ties of class, race, and gender as they evolved over the ing components, as well as a group project. past two centuries. IIPS 30709. Societies and Cultures of South IIPS 30703. Islam: Religion and Culture Asia (3-0-3) IIPS 30525. Latin American Development and (3-0-3) Area B: This course provides a broad introduction to Politics Area B: This course will discuss the rise of Islam in (3-0-3) Lies the Arabian Peninsula in the seventh century and its societies and cultures of South Asia (including India, Area A: Latin American countries face many chal- subsequent establishment as a major world religion Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, lenges, some inherited from Spanish and Portuguese and civilization. Lectures and readings will deal with and the Maldives). Emphasis will be on the Indian colonial rule, some created by today’s globalization , the core beliefs and institutions of Islam, with par- subcontinent. and some common to all developing countries. this ticular emphasis on religious and political thought course examines to several Latin American countries from the Middle Ages through our own time. All IIPS 30710. Religion, Myth, and Magic (3-0-3) have responded to the most important of these chal- readings are in English; no prerequisite. Area B: The study of religious beliefs and practices lenges: How to build a state that can maintain order in tribal and peasant societies emphasizing myths, at home and stay at peace with its neighbors, how to IIPS 30704. Latin American Images of the US ritual, symbolism, and magic as ways of explaining form legitimate governments that can pass needed (3-0-3) man’s place in the universe. Concepts of purity and laws, how to ensure that citizens have political rights Area B: Drawing upon a wide variety of sources- pollution, the sacred and the profane, and types of and a say in the political process, how to promote novels, essays, poems, travel literature, social science ritual specialists and their relation to social structure industrialization and economic growth, and how texts, film, art, etc.-a survey of Latin American views will also be examined. to achieve a more equal distribution of wealth and of North American society, customs, politics, and ensure that basic human needs are met. individual character, with a particular emphasis and United States interventionism. 338

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IIPS 30711. Catholic Social Teaching in the course will be to evaluate the truth of Brown’s state- visited during their overseas projects, orienting them 21st Century ment. This will be accomplished in two ways: first, in relation to broader global, regional, and national (0-0-1) by surveying of some of the major episodes and patterns. Area B: Not available. themes of violence in American history, from its colonial origins through contemporary foreign policy IIPS 30905. Liberty and Culture IIPS 30713. Societies/Cultures Latin Amer and domestic debates; and second, by assessing the (3-0-3) (3-0-3) meaning of that violence as it simultaneously reflects Area C: When and how is it justified to interfere Area B: This course introduces students to the di- and shapes American society, culture, and values. with harmful traditional practices, such as female verse cultures and societies of Latin America through This course will include significant reading and writ- genital cutting in Africa and footbinding in China? historical, ethnographic, and literary study. Contem- ing components, as well as a group project. We will examine, explain, and evaluate such prac- porary issues of globalization, violence, and migra- tices, including as well early female marriage, male tion will preoccupy the discussion of Central and IIPS 30901. Home Fronts during War circumcision, corsetry, social alcoholism, obstetric South America and the Caribbean today. (3-0-3) taboos, kuru, and nonharmful conventions such as Area C: How have Americans responded at home road rules. Why do people adhere to such practices? IIPS 30714. The Living Wage to war and threats of war throughout the 20th How do people abandon them? Should the state (1-0-1) century and into the 21st? What internal divisions coercively intervene against such practices? Should Area B: The aim of this course is to look at wealth, and shared identities has war inspired or revealed? a powerful country coercively intervene against poverty, and the gap between them both nationally We will examine not the battles and factors that the practice in weaker countries? Are non-coercive and globally from a variety of disciplinary perspec- determined the military outcomes, but the domestic methods effective? Topics include the Millian harm tives including theology, philosophy, economics, struggles that have defined our national experience principle, ethical relativism, women in development, history, and sociology. We will also examine the idea and informed many of our responses to current liberal imperialism, and moral panics. The course of a living wage as a remedy for that gap. The course events. Topics will include: critiques of democracy will range through political theory, social ethics, will include both seminars and visits from visiting and civil rights inclusion during WWI; treatment simple game theory, and comparative politics and scholars and activists. of Japanese Americans during WWII; development sociology. The instructor is an authority on the topic of peace movements, anti-nuclear movements; Cold of female genital cutting, and is personally involved IIPS 30715. The Living Wage War politics and fears of American communism; in the only successful mass movement in Africa to (3-0-3) debates over the draft, just-war, racism at home, and abandon the practice. Area B: The aim of this course is to look at wealth, US policies abroad in the wake of Vietnam. The poverty, and the gap between them both nationally final unit will focus on the Gulf War, terrorism, and IIPS 30906. Development Economics and globally from a variety of disciplinary perspec- developments since September 11. (3-0-3) Ros tives including theology, philosophy, economics, Area C: The current problems of Third World coun- history, and sociology. We will also examine the idea IIPS 30902. Social Movements tries are analyzed in a historical context, with atten- of a living wage as a remedy for that gap. The course (3-0-3) Summers-Effler tion given to competing theoretical explanations and will include both seminars and visits from visiting Area C: How is social change possible? This is one policy prescriptions. The course will combine the scholars and activists. of the central questions for the study of social move- study of the experiences of Latin American, African, ments, as well as the organizing theme of this course. and Asian countries with the use of the analytical IIPS 30716. Peoples of Africa In this course we will consider the ways in which tools of economics. (3-0-3) difference sociological theories of social movements Area B: An introduction to the societies of Sub-Saha- have asked and answered this question, playing IIPS 30907. Restoring Economic Vitality to the ran Africa. It examines cultures in present-day Africa particular attention to theories of identity, emotion, Inner City: What Works, What Doesn’t, and as well as in the past in order to lend an understand- and networks. Why ing to the developmental processes that led to their (3-0-3) modern forms, emphasizing the relation between a IIPS 30903. Peace and Development in Africa Area C: This community-based learning and research culture and its physical environment. (3-0-3) course examines the political economy of US inner- Area C: This course addresses two questions: “Why city revitalization, with South Bend as a case study. IIPS 30717. Native Peoples of North America is there so much conflict in Africa?” and “Why is Af- Community-Based Learning (CBL) requires that (3-0-3) rica still so poor?” A variety of different explanations students both learn and apply what they are learning Prerequisite(s): See online Course Catalog for details. are considered, including pre-colonial and colonial within a setting outside the classroom. In addition to Area B: This course offers a survey of the major legacies, ethnic heterogeneity, poor leadership, the in-class seminar sessions, CBL activities will include groups with an emphasis on their forms of social character of African institutions, and international meetings with local organizations that link public organization, their political and economic patterns, factors. Students will consider the nature of Africa’s agencies and private enterprise, visits to varied busi- their technological, religious, and artistic realms. challenges, what conditions distinguish Africa’s suc- nesses in urban South Bend, and meetings with area Beginning with archaeological and linguistic evi- cesses from its failures, and what can be realistically government representatives and relevant church and dence that traces the process by which the American accomplished in the future. neighborhood organizations. During the first third Indians come to occupy the continent, the presenta- of the semester, students will learn about the central tion of material will then follow the classical culture IIPS 30904. Cultural Difference and Social problems of the US city and their roots, viewing the area paradigm. This overview recognizes a set of 11 Change issues firsthand locally. In the second third, they will basic divisions such as Eastern Woodlands, the Great (3-0-3) study how inner-city problems are being addressed Plains, and the Northwest Coast. Area C: This course is designed especially for stu- in selected areas of the country as well as in South dents returning from summer service projects or Bend. The South Bend Heritage Foundation (SBHF) IIPS 30722. Violence in America study abroad programs in the developing world. will act as a client organization for this course by (3-0-3) Mason Students can only enroll with the permission of the posing research questions for students to investigate Area C: In the late 1960s, black militant H. Rap instructor or the director of the ISSLP at the Center during the last third of the semester. The SBHF is a Brown exclaimed, “Violence is as American as apple for Social Concerns. In the class, students will con- private, not-for-profit service and community devel- pie.” It might be said that the purpose of this entire duct research to better understand the sites that they opment corporation dedicated to the stabilization, enhancement, and empowerment of South Bend’s 339

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inner-city neighborhoods. IIPS 30911. Culture and Conflict in the Pacific IIPS 30916. US Labor History (3-0-3) McDougall (3-0-3) Graff IIPS 30908. Human Rights and Migrants Area B: In recent years, many Pacific societies has Area C: This course will examine the history of (3-0-3) been unsettled by conflict-military coups, crises of paid and unpaid labor in the United States from Area C: This course is an extension from the mini- law and order, struggles for land rights, and battles the American Revolution to the near present. We course to a full term offered by Prof. Bustamante, over nuclear testing. This course introduces students will seek to understand how working people both with a wider coverage of international migration to the diverse cultures of the Pacific by examining shaped-and were shaped by-the American Revolu- experiences in the world with an emphasis on human some of these contemporary conflicts in historical tion, early industrialization, the debates over slavery rights. It starts with a historical approach to various perspective. Topics of particular interest are indig- and free labor culminating in the Civil War and Re- immigration waves to the United States, from the enous rights, relations between indigenous people construction, the rise of big business, the creation of years of the Industrial Revolution to the present. It and migrants, and the role of outside powers in a national welfare state, the Cold War-era repression focuses on the current debate on the impact of the Pacific Island states. In addition to examining the of the left, and continuing debates over the meanings undocumented immigration from Mexico and Cen- indigenous cultures of the Pacific, we will compare of work, citizenship, and democracy. Throughout the tral America, with a discussion of the gap between and contrast societies in which indigenous islanders course, we will devote considerable time to the orga- public perceptions and research findings. Differences are disenfranchised minorities (as in Hawaii, New nizations workers themselves created to advance their between Mexico and the United States’s migration Zealand, and Australia) and those societies in which own interests, namely the unions and affiliated insti- policies, and its social and economic implications, they are the dominant majority (as they are in Fiji tutions that have made up the labor movement. We are discussed. The recent developments within the and Solomon Islands). will also pay special attention to the crucial connec- context of the United Nations’ Commission of Hu- tions between work and identities of class, race, and man Rights on the relationship between migration IIPS 30913. US Foreign Policy to 1945 gender as they evolved over the past two centuries. and human rights are also covered. (3-0-3) Brady Area A: This course covers the main developments in IIPS 33502. Conscience in Crossfire: War IIPS 30909. Economics, Ethics, and Public American foreign relations from the Spanish-Ameri- (1-0-1) Dolcich-Ashley Policy can War in 1898 through World War II. It traces Area A: This course will explore issues central to (3-0-3) the emergence of the United States as a major world the 2004 elections, with a focus on how citizens, in Area C: This course will investigate the interac- power and examines in some detail how the United particular those who bring a faith perspective, may tions of economics and ethics in economic theory States became involved in the two world wars. A address social concerns in their voting and politi- and policy. Cases will focus on poverty in the US. recurring theme will be the major traditions in cal participation. Guest speakers from campus and Philosophical and theological ethics will be drawn America foreign policy and the ways in which these beyond will present multiple secular, religious, and upon, with special emphasis on the Roman Catholic traditions influenced policy makers in the early years policy perspectives. contribution to the debates. This will be a com- of the “American Century.” munity-based learning course in which students will IIPS 33503. Social Concerns Seminar: make on-site visits to nonprofit and governmental IIPS 30914. International Environmental International Issues entities addressing poverty locally, such as the South Politics (1-0-1) Tomas, Morgan Bend Heritage Foundation and the Center for the (3-0-3) Connolly Area A: This course revolves around international Homeless. Representatives of selected organizations Area C: This course surveys the major actors (states, experiential learning opportunities, examining the will participate with economists and other social sci- NGO’\s, scientists, IOs, consumers, corporations) culture, community, and life of the people encoun- entists to discuss with students ethical considerations and issues relating to global and regional environ- tered, including the poor. Students participate in involved in addressing poverty. mental problems. We consider issues such as ozone preparation and follow-up sessions. depletion, deforestation, climate change, biodiversity, IIPS 30910. Post-War Reconciliation Issues acid rain, water supply, nuclear power safety, and IIPS 33701. Social Concerns Seminar: Cultural (3-0-3) more. We study the range of political mechanisms Diversity Area C: Peace, justice, truth, and mercy are all as- that have been used to foster international environ- (1-0-1) pects of reconciliation in states or regions that have mental cooperation and ask how existing political Area B: The purpose of this course is to begin to experienced war and violent atrocities. Yet, usually, solutions have fared in response to some of the analyze the positive aspects of ethnic and cultural these four goals express conflicting demands and major international environmental problems. We diversity as well as related tensions, including racism. claims such that one must be sacrificed for the sake will develop a sense of what works for international Students will participate in a five-day program dur- of another. This course examines these four ideals environmental protection and what does not, in ing break at selected sites providing an orientation to and how they have been weighed and ordered in order to assess how policymakers might devise effec- culturally diverse communities and allows students various contexts. We will look at how truth commis- tive responses to current and future environmental to engage in discussions on relevant issues with local sions, criminal trials, reparations, and other strategies problems. residents and community leaders. Students partici- have been employed in South Africa, South America, pate in preparation and follow-up sessions. the former Yugoslavia, Rwanda, Germany, and Ja- IIPS 30915. Democracy, Development, and pan. What have been the goals, the difficulties, the Conflict in Africa IIPS 33901. Social Concerns Seminar: Take successes, and the appropriateness of these methods (3-0-3) Singh Ten for moving societies toward political and social Area C: This course surveys African politics through (1-0-1) reconciliation? How do other possible ingredients of the lens of the the “big themes” in comparative Area C: This will be an applied course with student reconciliation-such as religious faith, individual trau- politics- democratization, economic development, leaders of Take Ten, an effort to promote non-vio- ma healing, aid, and reconstruction-factor into these and internal conflict. Each theme is approached lence among youth that is developing nationally. processes? Finally, what is the role and contribution through both broad theories and specific case stud- of the international community both for inter-state ies, so that students will learn about Africa in general IIPS 33902. Social Concerns Seminar: and concrete ways. Students will consider the nature Leadership Issues and intra-state reconciliation processes? (1-0-1) of Africa’s challenges, what conditions distinguish Area C: This course is open to student leaders of Africa’s successes from its failures, and what can be various campus organizations focused on community realistically accomplished in the future. 340

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service and social action (e.g., student groups af- strategies for promoting economic development. IIPS 40509. Ideology and Politics of Latin filiated with the Center for Social Concerns, social After spending the first part of the course examining America concerns commissioners of dorms, etc.). This semi- these two issues in a broad way, we will then analyze (3-0-3) nar will examine leadership and empowerment issues these same issues, but focused on Brazil, Chile, and Area B: Ideological discourse shapes political action from a multidisciplinary perspective, focusing on the Mexico. in Latin America. Thinkers such as Marte, Mari- role of the leader within organizations promoting etegui, Haya de la Torre, Lombardo Toledano, Mella, community service, social awareness, and action for IIPS 40503. Global Crime and Corruption Recabarren, Prebish, Medina Echavarra, Germani, justice and peace. The course will provide students (3-0-3) Cardoso, and others and their discourses-national- with an opportunity to examine and develop their Area A: This class will look at what constitutes the il- ism, revolutionary nationalism, Latin American personal leadership styles and potentials through a legal today, who is engaged in crime and corruption, Marxism, developmentalism, modernization theory, variety of experientially based learning experiences. and what kinds of economic, political and social dependency theory, democratization-acted within powers they wield. It will also look at the societies specific historical contexts and contributed actively IIPS 33903. Social Concerns Seminar: Civil and cultures of “out-laws.” to the conformation of political action. It is our pur- Rights and Social Change pose to present the main ideological positions and (3-0-3) IIPS 40505. UN and Counterterrorism their impact upon political action in the continent. Area C: The purpose of this Seminar is to study (3-0-3) Their constituent elements conform a unity that we key events and leaders that sparked the broad-based Area A: Our attention will be focused on the scope will discuss on the basis of lectures, reading of the movement to secure civil rights in the United States. and meaning of the work of the UN Counter-Ter- texts, and debates presented by teams of students. Students will visit communities (Atlanta, Birming- rorism Committee (CTC), which was established by ham) and religious institutions that shaped the ideol- the Security Council Resolution 1373 on September IIPS 40510. Game Theory and Strategic ogy and development of movement in the late 1950s 28, 2001. Working under the direction of the project Analysis and early 1960s. Participants will also be asked to ex- research director, each participant will engage in an (3-0-3) plore the current state of leadership in the civil rights intense investigation of one of the numerous topics The objective of this course is to help students de- community, assessing its relevance and potential for or queries relevant to the study. velop a good understanding of the basic concepts in continued influence on issues of race and discrimina- game theory and learn how to employ these concepts tion into the new century. IIPS 40506. Latin American Politics to better understand strategic interactions. Topics (3-0-3) covered will include normal form games, extensive IIPS 36401. Directed Readings Area A: This course is an introduction to Latin form games, pure and mixed strategies, Nash Equi- (0-0-V) American politics. Thematically, we will focus on librium, subgame perfect equilibrium, repeated 30000-level directed readings for Area A: The Role two of the great issues facing this region of the world games, and introduction to games of incomplete of International Norms, Institutions, and States in a at the end of the 20th century: democratization and information. Selected applications will include com- Peaceful World. strategies for promoting economic development. petition and collusion in oligopoly, entry deterrence, After spending the first part of the course examining political competition and rent seeking, social norms IIPS 36601. Directed Readings these two issues in a broad way, we will then analyze and strategic interaction. (0-0-V) these same issues, but focused on Brazil, Chile, and 300-level directed readings for Area B: The Impact Mexico. IIPS 40511. Politics and Economics of of Religious, Philosophical, and Cultural Influences Globalization on Peace. IIPS 40507. Technology of War and Peace (3-0-3) (3-0-3) Area A: This course examines the intersection of IIPS 36801. Directed Readings Area A: This course surveys the impact of military politics and economics in an increasingly global (0-0-V) technologies on world history. Topics include the world. Economic interdependence has increased dra- 300-level directed readings for Area C: The Promo- rise of gunpowder weaponry and the fortification matically over the past 50 years. While this has raised tion of Social, Economic, and Environmental Justice. revolution in the early modern period, navalism, living standards in many countries, it has also given particularly in the 19th century, the role of military rise to new social, economic, and political tensions. IIPS 40401. Arab-Israel Conflict technologies in European colonial expansion, and This course offers an analytical framework for evalu- (3-0-3) Dowty the science-based military of the 20th century, lead- ating the consequences of globalization and provides Area A: The objective of this course is to impart an ing up to the age of nuclear weapons. The course an overview of several theoretical approaches to and understanding of the historical development and considers also military technologies as deterrents, the empirical issues in today’s global economy. The the current issues of the Arab-Israel conflict through and issues of war and peace as stimuli to technologi- first half of the course focuses on contending theories a close look at the perspectives of both sides. This cal development. of globalization, while the second half of the course course will track the conflict from its origins in deals with more substantive issues. Empirical topics the late nineteenth century to the present, with an IIPS 40508. Social Transormations and discussed include: labor inequality, capital mobility, emphasis on presenting the differing perspectives in Democracy in Chile democratization, international institutions, regional their full intensity. Current issues of the conflict will (3-0-3) trading blocs, the environment, human rights, and be analyzed in depth with the help of periodical and Area A: This course provides a comprehensive view state sovereignty. electronic sources, and by simulation of final status of the social, cultural, and political transformations negotiations. There will be a midterm exam and a that have taken place in Chile since 1990. These IIPS 40512. Historical Politics and Society of short policy paper. transformations have been effected by the consolida- Chile tion of democracy and the rapid pace of economic (3-0-3) IIPS 40502. Latin American Politics growth and modernization in the country. The Area A: An introduction to the formation and de- (3-0-3) course draws comparisons to the same processes that velopment of Chilean national society. The course Area A: This course is an introduction to Latin- have occurred in recent years in Central and Eastern begins by examining the colonial period and the American politics. Thematically, we will focus on Europe. struggle for independence. It then focuses on 19th- two of the great issues facing this region of the world and 20th-century issues such as the consolidation of at the end of the 20th century: democratization and the central state, the development of democracy, the 341

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creation of the party and electoral systems, economic IIPS 40705. Understanding Story: Conflict, from theological as well as other perspectives. The cycles of growth and stagnation, the breakdown of Culture, Identity larger historical and social consequences of conver- democracy in 1973, the Pinochet dictatorship, and (3-0-3) sion to Christianity will also be examined. the return to democracy in the 1990s. Class lectures Area B: During the last decade interest in narra- and discussions will include relevant comparisons tives has increased dramatically. Feminist studies, IIPS 40711. Legacy of Exile: Cubans in US with other Latin American and even European cultural studies, and anthropology have broadened (3-0-3) countries. our appreciation for the role story plays not simply Area B: This class deals with one of the most visible in personal psychology but also in constructing and and political of all US immigrant groups: Cubans. IIPS 40515. Diplomacy of US Foreign Policy mediating our social life. The purpose of this semi- The theme of the class is that the Cuban presence (3-0-3) Kamman nar-style course is to investigate the shape, purposes, has been shaped by the experience of exile. In under- Area A: The United States emerged from World War and multiple meanings of narratives both in the lives standing the case of the Cuban immigration to the II in a new peacetime role as a superpower. We had of individuals and within institutions and cultures. United States, the students will gain insight into the to discover for ourselves how to combine diplomacy In order to understand how story influences per- dynamics of US immigration policy, the differences and military power in a manner consistent with our sonal identity, contributes to or ameliorates conflict, between immigrants and exiles, inter-ethnic relations democratic principles. While the policy choices were constructs, deconstructs, and reconstructs history, among newcomers and established residents, and the stark in the days of the Cold War, they have become and advances political agendas, we will examine how economic development of immigrant communities. more complex in recent years. Presented by a career story is used by (1) journalists in reporting news as The class will explore the long tradition of Cuban diplomat who headed US overseas missions in four story; (2) medical professionals in collecting case immigration to the United States, the elements of countries, the course emphasizes case studies and the histories; (3) ethnographers in describing unfamiliar Cuban culture that have emerged and reinforced practical problems that have confronted US leaders cultural practices or investigating inter-group or this tradition of migration, the impact that Cubans from the end of World War II to the present. The inter-state conflict situations; (4) historians in inter- have had on the Miami area as well as the changes issues treated will illustrate the height of tensions in preting the past; (5) political leaders in establishing within the community as it develops into a well- the Cold War, the emergence of detente and deter- public policy and political power; and (6) advertising established minority group within the United States. rence, and the challenges of the global agenda after and marketing interests. The class will juxtapose elements of Cuban culture the end of the Cold War. The course aims to help that are well known in the United States-anti-Castro the student understand current foreign policy issues, IIPS 40706. Multiculturalism sentiments, economic success and political conser- which will be discussed briefly in class. A research (3-0-3) vatism-with a fresh analysis of the diversity among paper (10 pages), a midterm exam, and a final exam Area B: The course explores the economic, state, Cuban Americans, including the second generation. are required. and national conditions of multiculturalism as a In addition to exploring rich ethnography, fascinat- social relation and semiotic form. Seminal questions ing vignettes and case studies, this class provides an IIPS 40701. Advanced Moral Problems include the issues of difference deployed in debates opportunity to examine issues of current importance (3-0-3) over multiculturalism and anthropology’s location in within sociology and anthropology, such as social Area B: An in-depth discussion of three very impor- them as a study of human diversity. change, transnationalism, displacement, and regional tant moral problems of our time: affirmative action, impact of immigration in an easy to understand animal rights, and sexual harassment. IIPS 40707. Topics in Social/Cultural manner. Anthropology IIPS 40702. Prophets/Protext in African History (3-0-3) IIPS 40712. Religion and Women’s Rights (3-0-3) Area B: This course explores the latest developments (3-0-3) Area B: This dialogue-intensive seminar focuses on in social-cultural anthropology including, but not Area B: This course focuses on religious aspects of men and women who led political, religious, and limited to, nationalism and transnationalism; co- the women’s rights movement and women’s move- social movements in Africa in the 19th and 20th lonialism and post-colonialism; political-economy; ments within religious communities. Focusing centuries. The Islamic Murride brotherhood in gender; religion; ethnicity; language; and medicine primarily on the Protestant, Catholic, and Jewish Senegal, the Women’s Wars of Nigeria, and the Mau and the body. Emphasis will be on social and cultural traditions, we will examine how women have under- Mau uprising in colonial Kenya will introduce stu- transformations in specific historical contexts. stood the relationship between their religious beliefs dents to important episodes in African history and and their interest in expanding women’s roles. From to the intellectual debates of the field. Students are IIPS 40708. Anthropology of War and Peace this beginning, we will explore several historical and expected to read a variety of texts, participate vigor- (3-0-3) Nordstrom contemporary examples of the influence of religion ously in class discussion, make oral presentations, Area B: This class will explore the human capacity on the women’s rights movement and, by the 20th and complete written assignments. for war and peace, from tribal conflicts through century, the influence of the women’s movement in guerilla warfare to conventional and nuclear war. It American religion. IIPS 40703. Culture and Politics in Northern will also study societies without war and populations Ireland with innovative ideas about peace. IIPS 40713. Gender and Power in Asian (3-0-3) Cultures Area B: What the literature of Northern Ireland IIPS 40710. Conversion to Christianity and (3-0-3) reveals about the culture and politics of Northern Modernity Area B: The class studies the representations of Ireland. (3-0-3) women and men in different Asian societies and in Area B: This course will examine the expansion of different political, social, and economic contexts, IIPS 40704. American War Literature Christianity in the modern period, attending both and their effect on kinship, family, work, religion, (3-0-3) to various historical encounters of Christianity with and the state. Ethnographic studies will cover Japan, Area B: Beginning with Mary Rowlandson’s captivity cultures and peoples in the past five centuries as well Korea, China, Malaysia, Indonesia, and India, with a narrative and ending with Tim O’Brien’s The Things as the theological innovations that accompanied special emphasis on contemporary Japan. They Carried, an exploration of the aesthetic, histori- such encounters. Building on a study of several well- cal, and theoretical functions and values of war writ- documented cases from various places and times, an ing in the United States. analysis will be made of the dynamics of conversion 342

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IIPS 40714. Religion and Power in Latin in low and high level disputes. Thus the course de- IIPS 40904. Labor Movements in Twentieth- America mands substantial reading as well as participation in Century US (3-0-3) simulation and training exercises. There are a series (3-0-3) Area B: The cultural dimension of religion and the of short, written assignments as well as two exams Area C: This course explores American workers’ institutional building abilities present in religious during the course. collective efforts as workers in their search for communities are building new power sources for reli- economic security, political power, and social and gions in the present Latin American context. Taking IIPS 40802. Youth, Violence, and Peace cultural autonomy from the 1890s to the near pres- the experience of Peru, we will look at Latin Ameri- (3-0-3) ent. For the most part, this course will focus on the can recent processes in the religious domain. Area C: In this course, we will examine the roles of unions and related organizations forged by workers youth as local-global political actors through study throughout the past century-from major umbrella The course will describe the changing conditions of their participation in wars and other forms of groups like the American Federation of Labor, the of the Catholic Church in Latin America and the political violence, in the global economy, and in Industrial Workers of the World, and the Congress new situation of religious pluralism produced by the peacebuilding in deeply divided societies. We will ex- of Industrial Organizations, to important sectoral growing presence of evangelical groups and Pentecos- amine, among others, cases from Northern Ireland, actors like the Brotherhood of Sleeping Car Porters, talism. We will look at the impact of religion in the South Africa, the Balkans, and the United States. the United Automobile Workers, the American Fed- empowerment of people from below, and its relation eration of Teachers, and the United Farm Workers. to new social movements as well as to the institu- IIPS 40901. Leadership and Social The central questions of the course will be: when, tionalization of power at the state level in the new Responsibility where, and why have US workers organized collec- context of globalization. (3-0-3) tively in the 20th century-and how successful have Area C: This course examines leadership and they been? What has been the response of employers, IIPS 40715. Comparative Cultural Studies empowerment issues from multidisciplinary per- the government, and the public at large to these (3-0-3) spectives, focusing on the role of the leader within Area B: The purpose of this seminar is to introduce collective efforts of workers, and how and why have organizations that promote service, social action or those responses changed over time? What has been students to comparative dimensions of American other forms of social responsibility. Alternative mod- studies. International perspectives will be explored the relationship between organized labor and racial els of leadership are explored, with attention to value and gender discrimination, as well as the causes of and approaches that compare American culture with and moral implications. another national culture will be encouraged. Intra- racial and gender equality? And how have Americans national comparative topics will also be welcome (ex- generally, and workers in particular, understood the IIPS 40902. Self, Society, and Environment labor movement in relation to capitalism, freedom, ample: Asian-American studies). Concepts, methods, (3-0-3) Weigert and democracy? Students will be expected to write and materials related to comparative studies will be Area C: This course focuses on social psychological several short papers, engage in regular classroom dis- examined. Students will work on selecting appropri- aspects of relationships between humans and the cussion, and screen several films outside of class. ate comparative topics, organizing information and natural environment. Issues include how humans ideas, developing themes, and designing an interdis- interact with different environments, symbolic ciplinary framework for their projects. IIPS 40905. International Migration: Mexico transformations of environments, and competing and the United States II accounts or claims concerning human-environment (2-0-2) IIPS 40716. Images of War and Peace in relationships. The course is framed in a sociology Area C: A three-week course that refers to a review of Literature of knowledge perspective and touches on alterna- (3-0-3) basic questions on international migration, with em- tive ways of envisioning and valuing individual and phasis on immigration to the United States and the Area B: Using English language novels and poetry institutional perspectives on human-environment of the 20th century, this course will (1) examine the methods through which these questions have been relationships with an eye toward implications for adequately or inadequately answered. The numbers, metaphors and themes which unmask the realities social change. of war and disclose the aspirations and struggles impact, nature, structure, process, and human ex- for peace; and (2) explore the ways literary works perience will be discussed in terms of the research IIPS 40903. International Migration and methods commonly used to approach them. Spring. themselves-through language, rhythms, and im- Human Rights ages-become battlegrounds on which the human (3-0-3) Bustamante imagination creates an individual’s sense of self and IIPS 40906. Gender and Violence Area C: This course is an extension from the mini- (3-0-3) Mahmood constructs and deconstructs cultural ideologies. Lit- course to a full term offered by Prof. Bustamante, Area C: This upper-level anthropology course focuses erature translated into English from other languages with a wider coverage of international migration on the problematic intersection between gender and may be the focus of independent research projects experiences in the world with an emphasis on human violence. The question of male aggression and female within the course. rights. It starts with a historical approach to various pacifism is explored, with attention to female fight- immigration waves to the United States, from the ers and male practitioners of nonviolence. Women IIPS 40717. Power and Culture in Mexico years of the Industrial Revolution to the present. It (3-0-3) in circumstances of war, trauma, and healing are focuses on the current debate on the impact of the studied for the insight such study may provide for Area B: This course provides an overview of the undocumented immigration from Mexico and Cen- power structure and culture of Mexican society with peacebuilding initiatives. Gender in the military, tral America, with a discussion of the gap between gender and violence ritual cross-culturally, and rape special attention to the various ways power has been public perceptions and research findings. Differences displayed and exercised. as a sociopolitical phenomenon are among the other between Mexico and the United States’s migration topics considered. Primary source readings comple- policies, and its social and economic implications, IIPS 40801. Conflict Resolution: Theory and ment intensive class discussion; substatioal writing are discussed. The recent developments within the and speaking buttress academic skills. Practice context of the United Nations’ Commission of Hu- (3-0-3) man Rights on the relationship between migration Area C: This course has two fundamental aims: (1) IIPS 40907. Child Development and Family and human rights are also covered. to acquaint students with the broad array of social Conflict conflict theory that exists in the social sciences as (3-0-3) it relates to our ability to manage conflict, ranging Area C: Current trends and findings pertaining to from the interpersonal to the international arenas; constructive and destructive conflict within families, and (2) to teach basic skills of conflict resolution 343

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and the effects of conflicts within families on chil- IIPS 40911. Economic Development of Latin No specific prerequisites in history or economics are dren, will be considered. A focus will be on interrela- America necessary. tions between family systems (marital, parent-child, (3-0-3) Mark and sibling), and methodologies for studying these Area C: An examination of the roots of dependence IIPS 43101. Peace Studies Senior Seminar questions. A particular concern will be how posi- in Latin America. An analysis of the key problems of (3-0-3) Merritt tive and negative conflict processes in the marital economic development and the policies prescribed The peace studies senior seminar is a capstone course relationship affects families, marriages and children. for their solution. for both the supplemental major and the minor The role of interparental conflict in various family in peace studies. The centerpiece of the course is a contexts (divorce, parental depression, violence and IIPS 40912. Overcoming Political Tragedy seminar paper that students research and write on abuse, custody, physical illness or disability), and (3-0-3) a subject of their choice. The course also consists of relations between family and community conflict An interdisciplinary course in drama and peace stud- readings and discussions that explore familiar topics and violence, will be examined. The positive side ies. Drama is a potentially fascinating topic for peace in peace studies in greater depth as tell as introduce of family conflict will be considered, including the studies because, at the heart of traditional drama and research methods to the students. Required course elements of constructive marital and family conflict, theatre, there is conflict-and the question of whether for all peace studies majors and minors. and psycho-educational strategies for promoting for it can be resolved. Moreover, just as politics is often constructive conflict processes within families. Theo- dramatic, drama is often political; there is, for exam- IIPS 46401. Directed Readings ries and models for conceptualizing the effects from ple, an extensive tradition of plays that make a theme (0-0-V) a family-wide perspective will also be considered. of political revolution, usually in the form of tragedy 400-level directed readings for Area A: The Role of Requirements: Class attendance, active participation or comedy. Students in this course read classic politi- International Norms, Institutions, and States in a in class discussions and activities, including leading cal dramas that are neither tragedies nor comedies Peaceful World. discussions on articles in small groups, participation but rather bring potentially tragic public conflict to and report of the results of small-scale field studies positive yet nontrivial resolution. Having discussed IIPS 46601. Directed Readings (0-0-V) in small groups, completion of a review paper on a definitions of tragedy and comedy, and what might 400-level directed readings for Area B: The Impact topic in this area, and completion of midterm and be the advantages of aesthetic renditions of conflict, of Religious, Philosophical, and Cultural Influences final in-class exams. the class then reads some of these dramas of political reconciliation: Aeschylus, Oresteia/Eumenides; Shake- on Peace. IIPS 40908. International Economics speare, Measure for Measure; Caldern, The Mayor of (3-0-3) Rakowski Zalamea; Corneille, Cinna; Lessing, Nathan the Wise; IIPS 46801. Directed Readings (0-0-V) Prerequisite(s): See online Course Catalog for details. Schiller, William Tell; Kleist, The Prince of Homburg; 400-level directed readings for Area C: The Promo- Area C: A study of the general theory of interna- Brecht, The Caucasian Chalk Circle; Lan, Desire; and tion of Social, Economic, and Environmental Justice. tional trade; the pattern of trade, gains from trade, Fugard, Valley Song. (We also may include selected tariffs, trade and special interest groups, trade and films, such asMeet John Doe, On The Waterfront, or IIPS 47901. Cultural Differences and Social Twelve Angry Men.) We will examine these plays (and growth, foreign exchange markets, balance-of-pay- Change ment problems and plans for monetary reform. films) through both the categories of drama analysis (3-0-3) and theories of conflict resolution, mediation, and Area C: This course is designed especially for stu- IIPS 40909. Holocaust transformation, with the expectation of achieving dents returning from summer service projects or (3-0-3) greater depth in our interpretations of the dramatic study abroad programs in the developing world. Area C: In this lecture/discussion class we will study texts and in our understanding of the theories of Students can only enroll with the permission of the the Nazi German program of mass killings that has conflict resolution. Students of peace studies and instructor or the director of the ISSLP at the Center come to be known as the Holocaust. We will explore political science who are familiar with these pieces for Social Concerns. In the class, students will con- the ideas, decisions, and actions that culminated in of world literature will have acquired a new kind of duct research to better understand the sites that they murder of an estimated hundred thousand people resource for their ability to think through and work visited during their overseas projects, orienting them deemed handicapped, half a million Roma (Gypsies), in conflict resolution. in relation to broader global, regional, and national and six million European Jews. The role of historical patterns. prejudices, the impact of National Socialist ideol- IIPS 40913. Global Development in Historical Perspective ogy and leadership, and the crucial factor of the IIPS 50506. Strategic Communications in Latin (3-0-3) Beatty war itself will all be considered. We will address the America experiences of those targeted for annihilation as well Area C: The difference between rich and poor na- (3-0-3) as the actions of perpetrators and the role of others: tions is not, as Ernest Hemingway once said, that the Area A: The course prepares students to conduct a bystanders, witnesses, and rescuers. At the same time rich have more money than the poor, but is in part strategic communication in a Latin American sce- we will examine how attacks on other groups-for because the rich produce more goods and services. nario. It reviews the culture, social, economic, and example, homosexuals, Polish intellectuals, Soviet Industrialization, in other words, has often brought political changes that explain the emergence of the prisoners of war, Jehovah’s Witnesses, and Afro-Ger- wealth (as well as social dislocation and protest) discipline of strategic communications. Among these mans-fitted into the overall Nazi scheme for a “new to some countries, but not to others. This course are transformations in the mass media industry as world order.” The legacy of the Holocaust after 1945 examines the process of industrialization from a well as the rise of a public opinion that is oriented as will be discussed as well. comparative perspective and integrates the history of never before by a consumer logic. The course reviews industrialization and its social consequences, possibly the main concepts and tools of strategic communi- IIPS 40910. Race, Ethnicity, and Power including Western Europe (Britain and Germany), cations: identity, images, brands, communications (3-0-3) the United States, Latin America (Mexico and Bra- crisis, and community, organizational, and political Area C: Presents a review and discussion of social zil), and East Asia (Japan and South Korea). We will communications, among others. The course employs scientific research concerning the nature of race and concentrate on these countries’ transition from agri- a case-study approach, and will require an active par- ethnicity and their expression as social and cultural culturally-based societies to industrial societies. We ticipation by the students. (Theme II) forces in the organization of multiethnic societies. will analyze the process of industrialization on two The focus is multidisciplinary. levels: from above (the role of political authority), and from below (a view of factory life, industrial relations, and protest from the perspective of workers). 344

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IIPS 50701. War/Peace/Literary Imagination the course; and (5) to work with government agen- IIPS 55701. Ethnographic Method and Writing (3-0-3) cies and local communities, both to correct environ- for Change Area B: Using English-language novels and poetry mental justice problems and to publish reports of the (3-0-3) of the 20th century, this course will (1) examine students’ analyses. (Theme V) Area B: The notion that a written text can itself be the metaphors and themes that unmask the realities a “site of resistance,” a location where political com- of war and disclose the aspirations and struggles IIPS 50902. Building Democratic Institutions in mitment and rigorous scholarship intersect, under- for peace and (2) explore the ways literary works First-Wave Democracies girds this course on ethnographic method. We study themselves-through language, rhythms, and im- (3-0-3) the construction and interpretation of field notes, ages-become battlegrounds on which the human Area A: Elements of democratic regimes emerged subjectivity and objectivity in research, ethical issues imagination creates an individual’s sense of self and long before the regimes as such can be identified as in fieldwork, feminist and postcolonial critiques constructs and deconstructs cultural ideologies. Lit- being minimally in place. Beginning with a brief of ethnographic practice, “voice” and oral history, erature translated into English from other languages discussion of the essential features of democracies, and aspects of ethnographic inquiry that impact on may be the focus of independent research projects the course examines how and why such institutions change processes. Students engage in field projects in within the course. emerged, and the critical moments in which the the local community and produce experimental eth- actual transitions to the new democratic regimes oc- nographic text as a central part of course work. We IIPS 50702. Terrorism and Political Philosophy curred. course focuses on democratizations that took also examine the writing process, rhetorical style, the (3-0-3) place before the Second World War, and will exam- responsibilities of the author, and polyvocalism and An exploration of various ethical questions raised by ine key European and Latin-American cases. inclusivity. Ethnography as a nexus of theory and terrorism through an evaluation of competing con- practice, of scholarship and action, emerges from our ceptions of justice. Some questions to be considered IIPS 50903. Human Rights in Latin America work in the course. include: How should we understand the terrorism (3-0-3) that the United States opposes? Is it something only Area C: This course takes the concept of international human rights as the framework to explore our enemies have engaged in or have we ourselves Information on Peace Studies. Peace Studies at contemporary cultural, economic, and political and our allies also engaged in terrorist acts? Is terror- Notre Dame is centered in the Joan B. Kroc Institute debates about identity, culture and society in Latin ism always wrong, or are there morally justified acts for International Peace Studies (in the Hesburgh America. We will review the civil and political rights, of terrorism? (Theme III) Center for International Studies). Information on the social and economic rights, and the indigenous courses available, faculty fellows in Peace Studies, people’s rights of the International Declaration of IIPS 50801. International NGO Management and ongoing activities in Peace Studies can be found Human Rights through ethnographic case studies. (3-0-3) Cortright on the Institute’s website, http://kroc.nd.edu. Area C: This course will introduce concepts and For example, we will explore: (1) freedom of speech skills needed to effectively manage projects in inter- in Chile and review the report of the findings of the national nongovernmental organizations (NGOs). Truth Commission; (2) indigenous people’s rights Philosophy and Literature Through simulations, case studies, and discussion, in Colombia and learn about the Afro-Colombian The Minor in Philosophy and Literature is designed the class will critically examine the logframe ap- movements for ancestral lands; and (3) social and for students who want to pursue an interdisciplinary proach to project planning, which is widely used by economic rights in Guatemala and current efforts course of studies that focuses on the intersections NGOs and often required by donor agencies. As a to implement socio-economic recommendations of between literature and philosophy. Majors from any primary assignment in the class, each student will the Commission for Historical Clarification. In each literature department or from philosophy are eligible develop a grant proposal and budget for a project he area, we will specifically address the role of anthro- for the concentration. or she has designed using methods discussed in class. pology, the American Anthropological Association’s The class will also explore several issues related to human rights declaration, and the unique contribu- Literature and philosophy have always shared many project evaluation, including how to design a project tion anthropologists can make to international ef- of their concerns, and the minor is designed to monitoring and evaluation system, approaches to forts to understanding human rights. explore this common ground and to establish an “scaling up” project impact, stakeholder perspectives interdepartmental forum for both formal study and on evaluation, and the unique challenges which arise IIPS 53801. Transnational Social Movements informal contacts. The minor should also be ex- in evaluating peacebuilding projects. (Every spring) (3-0-3) Smith cellent preparation for students interested in gradu- Area C: This seminar explores how increasing global ate studies. IIPS 50901. Environmental Justice integration affects political participation and the The curriculum of the minor in philosophy and (3-0-3) Shrader-Frechette prospects for democracy. We will briefly review the Literature consists of 15 credit hours, distributed as Area C: This course will meet once a week on broader research literature on the sociology of social follows: Wednesdays, from 4:00-6:30 p.m. It features outside movements within nations as a first step in our con- speakers, including African Americans from East sideration of the relationships between “globaliza- • A core course: “Studies in Literature and Phi- Chicago and South Chicago. The course will exam- tion” and social movements. Seminar discussions will losophy,” taken with the permission of the director ine the way poor people and minorities, because of explore how transnational movements compare with of the P/L Minor and crosslisted in English and their political powerlessness, face environmental and those operating at local and national levels. Readings philosophy, and/or the department in which it orig- health threats that are hundreds of times greater than will reflect a range of cases and analytical perspec- inates. This course is to be taken in the first semester those faced by the average person. There are no tests tives. We will explore relationships between move- of the minor (spring of the sophomore or junior and all student work will be on a self-chosen project. ments and political institutions, the factors affecting years). This gateway course is an intensive seminar These student projects can deal with any of the cur- the abilities of relatively powerless groups to mobilize and will help students and faculty from the various rent 2,500 environmental justice problems in the resources and build coalitions, and the ideological disciplines to speak a common language. Four credit U.S./world. The goal will be for students (1) to learn and cultural dimensions of transnational mobiliza- hours. specific tools for assessing environmental justice tion. Considerable attention will be placed on the • At least two one-credit colloquia in the semesters threats; (2) to use these tools to empower and assist contemporary global justice movement as we explore following the core seminar. The colloquia will be vulnerable communities; (3) to actually correct envi- these questions, and methodological issues relevant devoted to the critical reading and discussion of one ronmental justice problems on the basis of material to this field of study will be addressed throughout or two major works each semester. The colloquia will learned in the course; (4) to work with governmental the course. justice problems on the basis of material learned in 345

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build on the esprit de corps and intellectual common Persons to contact: PPE director John Roos, De- Religion and Literature ground established in the core course. partment of Political Science. Director: • Three three-credit courses approved by the minor Kevin Hart committee, at least two in the disciplines in which PHILOSOPHY WITHIN THE CATHOLIC TRADITION the student is not a major. This part of the cur- The interdisciplinary minor in Religion and Lit- riculum will require written approval of the director Director: erature offers an intellectually rigorous and scholarly of P/L. Alasdair MacIntyre approach to formalized study of the interrelations between “religion” and “literature” broadly construed. Students are encouraged, though not required, to This minor is only open to undergraduates who are The minor will draw on the rich resources Notre write a senior essay (in the department in which they majors in either philosophy or theology and who Dame offers, including the faculty and intellectual are majoring) that in some way reflects the inter- wish to add to their knowledge of philosophy and traditions of Theology and the various literature disciplinary concerns developed in P/L. theology an understanding of what the distinctively departments that exist at Notre Dame. The minor’s For further information, students should contact Catholic tradition in philosophy is. It is unlike most focus is both broad and refined. Its breadth offers Prof. Alain Toumayan, Department of Romance interdisciplinary minors in being restricted in this students the opportunity to investigate the interani- Languages, [email protected]. way; work in this minor presupposes a background mating and cross-disciplinary influences of “religion” of some significant work in either philosophy or and “literature.” As broad coverage inevitably leads Philosophy, Politics, theology. A central task assigned to philosophy to sharpened questions, students will enjoy the free- and Economics within the Catholic tradition has been that of under- dom to pursue a specific interest through a refined standing the relationship of theology to the secular senior thesis. The Minor in Philosophy, Politics, and Econom- disciplines, so that the relevance both of theology to ics (PPE) is designed for students and faculty with these disciplines and of those disciplines to theology The minor enjoys a special consultative and working serious interests at the intersection of political theory, becomes clear. In this minor, political science will be relationship with many of the university’s already political philosophy and economic theory. The the secular discipline whose relationship with theol- identified centers of excellence, capitalizing on both minor integrates these three fields, and through sem- ogy provides a subject for philosophical enquiry. their long-term faculty and other resource expertise inars and colloquia strives to create an intellectual as well as making full use of their visiting fellows, community among students and faculty that goes The Catholic philosophical tradition is one of debate special seminars, and general lecture programs. To beyond formal course work. To be eligible for PPE, and constructive disagreement and the philosophers this end, students who choose the Religion and students normally must major in either philosophy, whom it will be possible to study in satisfying the Literature concentration have extensive and first-rate political science, economics, or the Program of Lib- requirements for this minor will include thinkers scholarly resources available to support their own eral Studies (who for PPE requirements are treated as of very different standpoints: Augustine, Anselm, intellectual development. philosophy students). The Justice Seminar, the gate- Aquinas, Pascal, Arnauld, Newman, Edith Stein and Curricular Requirements way course into the minor, is always offered in the others. Because these thinkers have in common an Normally, students apply for admission to the minor fall semester; applications for the Justice Seminar are allegiance to the Catholic faith, they agree in reject- late in their freshman year or early in their sopho- taken in the middle of the preceding spring term. ing philosophical positions incompatible with that faith. But they also disagree with each other and in more year. The minor requires students to complete The PPE faculty committee consists of David both cases what matters is the quality of their philo- 15 credit hours of approved course work; of these no O’Connor (philosophy), Paul Weithman (phi- sophical arguments. more than three, and in special cases six credit hours losophy), Mary Keys (political science), John Roos at the 20000 or sophomore level will be accepted to- (political science), Philip Mirowski (economics), The requirements of the minor are satisfied by taking ward fulfillment of the concentration’s requirements. Jennifer Warlick (economics), and Esther-Mirjam 15 credit hours, beginning with Philosophy 30326, The balance of the course work must be completed Sent (economics). Committee members also serve as crosslisted as THEO 30802, God, Philosophy and through course work at the senior (30000–40000) advisors for PPE students. Universities. Students have to take two appropri- level. Of the overall 15-hour requirement, three ate courses in political science and one course on credit hours will be awarded for completion of the The PPE curriculum consists of 15 credit hours, usu- a major Catholic philosopher or set of Catholic senior thesis. It is intended that students will, in ef- ally distributed over four semesters, as follows: philosophers, either in the Theology Department fect, do a thesis inspired by issues which have arisen A. The Justice Seminar (crosslisted as POLS 43640, or in the Philosophy Department. No course can in their course work for the minor. count both as satisfying one of the requirements ECON 33250, and PHIL 43404), an intensive One entry-level “gateway” course will be required three-credit seminar that is the gateway course into for the student’s major and as satisfying one of the requirements of this minor. All students are required of each student desiring a minor concentration in the minor, taken in the fall semester of sophomore or Religion and Literature. Several courses will serve junior year. Three credit hours. to take a capstone seminar in which the question of what part philosophy can play in the integration this function, and students must take one of them B. Three one-credit PPE Colloquia, each usually of the secular disciplines with theology will be ad- to complete the minor. Ideally, the student will devoted to the critical reading and discussion of one dressed through discussion of texts and arguments complete the required class early in his or her course or two major works, normally taken in the three encountered in earlier courses. Lists of philosophy, of study. semesters following the Justice Seminar. Three credit theology, and political science courses that will satisfy In addition to the gateway course and senior thesis, hours. the requirements of the minor will be available each students will be required to complete three three- C. Three approved three-credit courses from the two semester from the director. For further information, credit courses approved by the Religion and Lit- fields outside the student’s first major, with at least please contact the director, Prof. Alasdair MacIntyre, erature committee, at least two in a discipline other one course in both non-major fields. Nine credit Flanner 1042. than the student's major. hours. To promote intellectual cohesiveness within the Total credit hours: 15. minor, participating students will be required to take part in a series of seminars and talks organized by PPE students are also encouraged (but not required) the Religion and Literature committee. These events to write a senior thesis in their major field that re- will be structured to take advantage of offerings by flects the interdisciplinary focus of the minor. Notre Dame faculty members or lectures by visiting 346

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scholars whose topics relate to the program’s focus. RLT 20204. Political Theory RLT 30223. Mysticism and Modern Literature The seminar or lecture presentations will serve to (3-0-3) (3-0-3) function as either a point of departure or a conclud- Corequisite(s): POLS 22600 This course examines the persistence of mystical and ing event in a short, focused study which will include This course serves as the department’s required intro- spiritual traditions in the literary texts of the early some preparatory reading of material salient to the ductory course in political theory, and as a University 20th century: Underhill, Hopkins, Yeats, Conrad, presentation. elective. It introduces students to key questions in Joyce, Owen, Eliot, Crane, Hesse, Forster, Mansfield, political theory, such as the nature of law, the ques- Woolf, and Waugh. Person to see: Prof. Kevin Hart. Malloy 427. tion of conventional versus natural moral standards, the relationship between individual and community, RLT 30301. Ancient and Medieval Political RLT 20101. Introduction to Art and Catholicism and the relationship between individualistic- versus Theory (3-0-3) (3-0-3) Keys This undergraduate lecture/discussion course will community-oriented political theories. Authors studied include Madison, Aristotle, Aquinas, Hobbes, What is the meaning of justice and why should we give students the opportunity to analyze and discuss care about it? Can politics ever perfectly establish the history of Catholic doctrine as it pertains to the Locke, Scott Momady, Sophocles, Plato, and Flan- nery O’Connor. Students will write three one-page justice? Which forms of government are best for visual arts. From the Council of Elvira in 306 AD to human beings to live under, and why? What is the John Paul II’s Letter to Artists of 1999, Catholicism papers analyzing specific cases, and then two four- page papers. There is a comprehensive final. In Fri- political relevance of religion and philosophy, family has engaged with and debated the role of the arts as and ethnicity, war and peace, nature and freedom, a legitimate vehicle for spiritual experience and theo- day discussion groups, students will critically apply the materials covered in class to specific cases. law and right? What are the qualities of a good logical knowledge. In this course, we will examine citizen and political leader? How should relations the changing, complex, and various ideas that have RLT 20208. Religious Writings and Images in among diverse political communities be conducted? been brought to the question of the function of art Medieval England This course introduces students to theoretical reflec- in the Church. It will become clear that Catholic (3-0-3) tion on these and related questions through the attitudes to the arts have been subject to a range of This course examines the visual and dramatic aspects study of some of the great works of ancient and influences that have helped shape a still fluid and of literary religious writings. Texts include: The Mir- medieval political thought. Readings will include potential relationship between Catholicism and ror of the Blessed Life of Jesus Christ (selections), The writings of authors such as Thucydides, Plato, Aris- art. Among other topics we’ll will examine the ac- Cloud of Unknowing (selections), Julian of Norwich’s totle, Cicero, Augustine, Farabi, Maimonides, and commodation of traditional pagan practices in Late Showings, The Book of Margery Kempe, the York Cor- Aquinas. Antiquity; the impact of Byzantine and Carolingian pus Christi Play, from the Creation to the Last Judg- theological discourse on the arts; Mendicant thought ment and Chaucer’s Summoner’s Tale. RLT 40201. Survey: Greek Art/Architecture and practice regarding the arts; lay piety in the Later (3-0-3) Middle Ages; issues raised by the Reformation; the RLT 30210. Christianity and Modernism Open to all students. This course analyzes and traces Council of Trent and the Counter-Reformation; the (3-0-3) the development of Greek architecture, painting, implications of Modernism; neo-Thomist aesthetics; A study of Christian writers and how they struggle and sculpture in the historical period from the 8th and the aftermath of Vatican II. In all instances, the with the literary and cultural movement labeled through 2nd century BC, with some consideration course will be shaped by the discussions of primary “modernism.” of prehistoric Greek forebears of the Mycenaean Age. readings (in translation when necessary) that will Particular emphasis is placed upon monumental set these texts in a context that is social, intellectual, RLT 30212. Faith and Fragmentation in Mod. art, its historical and cultural contexts, and how it theological, and cultural. Each reading will then (3-0-3) reflects changing attitudes toward the gods, human lead to an examination of the artistic environment This class examines how British and American mod- achievement, and the relationship between the divine that preceded and succeeded the ideas shaped by ernist writers responded to an upheaval of traditional and the human. these texts. It is expected that students will leave this religious belief in the first half of the 20th century. In course with a rich knowledge of the central ideas and particular, we will explore how their choice of literary RLT 40203. Art into History: Byzantine works of art that have come to shape the continuing forms reflects the loss of stability traditional Christi- (3-0-3) dialogue between Catholicism and art. anity had earlier provided. As we will see, many writ- This undergraduate lecture/discussion course will ers produced works that are more fragmentary than give students the opportunity to analyze and discuss RLT 20102. Introduction to Islamic Civilization coherent, which is symptomatic of their loss of a the history of Catholic doctrine as it pertains to the (3-0-3) cohesive worldview. Formal fragmentation, however, visual arts. Byzantine art has often been opposed This course introduces Islamic civilization and Mus- rarely yields a simple, lamentable heap of chaos and to the traditions of western naturalism, and as such lim culture and societies through scholarly works, lit- meaninglessness. Rather it testifies to the troubles has been an undervalued or little known adjunct erature, media clips, films, and audio-video material and consolations of living in the modern world. The to the story of medieval art. In order to develop a (some made by the instructor during recent trips to class will focus on reading a variety of fiction and more sophisticated understanding of this material the Middle East). The background reading will pro- poetry, which will serve as an introduction to mod- we will examine the art produced in Byzantium in vide a context for the audio-visual material, giving a ernist literature. We will read Nietzsche, Faulkner, the period from the 9th to the 12th century, a pe- general overview of the history of the Islamic world Woolf, Stein, Hopkins, and Eliot. Requirements: riod that marks the high point of Byzantine artistic from the advent of Islam to the present day. The two papers (five to seven pages), short responses, preproduction and influence. Stress will be places upon ultimate goal of this course is for students to gain sentations, and a midterm and final exam. the function of this art within the broader setting of a better understanding of the Muslim peoples and this society. Art theory, the notions of empire and their culture and societies within the broader context RLT 30216. C.S. Lewis, Tolkien and Inklings holiness, the burdens of the past and the realities of of Islamic civilization. Focal point: brief overview of (3-0-3) contemporary praxis will be brought to bear upon the canons and basic tenets of Islam as a world reli- “Otherworldly” fiction as well as the theological, our various analyses of material from all media. How gion, recognition and transcendence of stereotypes, critical, and philosophical writings of C.S. Lewis, we, as art historians can write the history of this rich awareness of Western culture and political influence J.R.R. Tolkien, and the Inklings. culture will be a central issue in this course. on today’s Arab-Islamic world and vice versa, and exposure to Middle Eastern culture. 347

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RLT 40205. Sociology of Vocation Empire in the period from Augustus to Constantine, RLT 40220. Romans and Their Gods (3-0-3) move to a study of the complexity and diversity of (3-0-3) The unifying theme of this course is the crisis that Roman religious life and culture (with special at- An introduction to they way in which the Roman is created when people’s lives and work are divorced tention to Mystery Cults, e.g. that of Isis), and then conceived of, worshipped, and communicated with from the religious foundation that constitutes them examine the development of the Jesus movement and the myriad gods of their pantheon. The course will as a vocation in the world. Students will read and Rome’s reaction to it. Particular topics to be studied focus first on conventional religious rituals and their engage Karl Marx’s analysis of worker alienation in will include miracle-working and the practice of cultural value, and secondly on the success of Roman capitalism and Marx Weber’s diagnosis of the voca- magic, the problem of the historical Jesus, the sectar- polytheism in adapting to changing historical and tion crisis in the modern West, mid-20th century ian and subversive character of early Christianity, the social conditions. Particular attention will be paid to critiques by C. Wright Mills (White Collar) and issue of how persecution and martyrdom are to be the so-called “mystery religions,” including Christi- William Whyte (The Organization Man), and more historically understood, and the meaning of religious anity, and their relationship to conventional forms of contemporary analyses of the moral dimension of conversion in the polytheistic Roman world. Above religious behavior. work and economics (e.g., by Robert Bellah and all the course will concentrate on the questions of Robert Wuthnow). Through reading, writing, and how and why in historical terms a new religious RLT 40221. Literature of Religion discussion, students will have the opportunity to system came to have such appeal that Constantine (3-0-3) develop and apply their sociological imaginations chose to make himself the first Christian emperor This course will explore the interface and conflict in interpreting their own life and goals through the of Rome. between fairy and Christian in the medieval and sociological diagnoses. The class will conclude by renaissance tradition by discussing the legend of the considering the possibility of a contemporary reap- RLT 40214. American Literature: Varieties of holy grail and by reading Sir Gawain and the Green propriation of an explicitly Christian conception of Religious Experience Knight, Book 1 of Spenser’s Faerie Queene, Shake- vocation. NOTE: This course is reading-intensive (3-0-3) speare’s Midsummer Night’s Dream, Milton’s Comus, and discussion-based, and students will be required Many American authors are skeptical toward reli- and parts of Tennyson’s Idylls of the King. In the to write a 20+ page paper. gion, yet they are, nonetheless, preoccupied with second half of the course, we will turn to a modern the religious experience. This course explores the mythmaker by reading Tolkien’s Lord of the Rings. RLT 40206. Dante relationship between these attitudes in American (3-0-3) literature. RLT 40222. Christianity in the Middle East A study of The Divine Comedy, in translation with (3-0-3) facing Italian text, with special attention to the his- RLT 40215. Religion, Myth and Magic This course will examine the origins and develop- tory of ideas, the nature of mimesis and allegory, (3-0-3) ment of Christianity in the Middle East where and Dante’s sacramental vision of life. We will also The study of religious beliefs and practices in tribal Semitic language and culture molded the indigenous consider the influence of Augustine’s Confessions and peasant societies emphasizing myths, ritual, “Oriental” churches of the region. Topics include: on Dante’s imagination and experience and read symbolism, and magic as ways of explaining man’s Semitic-Christian spirituality, Christianity in India selections from the Fioretti, or Little Flowers of St. place in the universe. Concepts of purity and pollu- and China, the impact of Islam on the Middle East Francis, and from such later figures as Teresa of Avila tion, the sacred and the profane, and types of ritual Christianity, the modern diaspora: Europe and the as well as modern writers-including T.S. Eliot-for specialists and their relation to social structure will Americas. Drawing on native accounts, and the latest whom Dante constitutes a powerful presence. also be examined. archaeological evidence, we will piece together the largely untold story of Christianity in the Middle RLT 40209. Religion and Social Life RLT 40217. Dante and Aquinas East. (3-0-3) Christiano (3-0-3) McInerny How does social life influence religion? How does An introduction to the thought of two great medi- RLT 40224. Revelation and Revolution religion influence society? What is religion’s so- eval figures, Aquinas and Dante. (3-0-3) cial significance in a complex society like ours? Is Between the years 100 and 1000 AD, Christianity religion’s significance declining? This course will RLT 40218. Chinese Ways of Thought and Islam were born and struggled for supremacy as (3-0-3) consider these and other questions by exploring the world empires. The rivalry that resulted was religious This is a special topics class on religion, philosophy, great variety in social expressions of religion. The and theological, but it expressed itself in story, art, and the intellectual history of China that introduces course examines the social bases of churches, sects, and imagination. This course follows the early prog- the student to the world view and life experience of and cults, and it focuses on contemporary religion in ress of a rivalry that continues to our own day. [Top- Chinese as they have been drawn from local tradi- the United States. ics include: history of religious interaction, politics tions, as well as worship and sacrifice to heroes, and of empire, Arabic literature, mytho-poetics, art, and the cult of the dead. Through a close reading of RLT 40211. Islam: Religion and Culture architecture.] (3-0-3) primary texts in translation, it also surveys China’s This course will discuss the rise of Islam in the grand philosophical legacy of Daoism, Buddhism, RLT 40225. In Parables Arabian Peninsula in the 7th century and its subse- “Confucianism,” and “Neo-Confucianism” and the (3-0-3) quent establishment as a major world religion and later religious accommodation of Christianity and This seminar takes as its primary focus the parables civilization. Lectures and readings will deal with the Islam. of Jesus, and seeks to examine their literary structure. core beliefs and institutions of Islam, with particular We will read a broad selection of Jesus’s parables, emphasis on religious and political thought from the RLT 40219. Kierkegaard and Newman both inside and outside the New Testament canon, (3-0-3) Middle Ages through our own time. All readings are and consider how later prose writers and poets have An examination of the thought of two 19th-cen- in English; no prerequisite. rewritten them. tury figures of fundamental importance: Soren Kierkegaard (1813–55) and John Henry Newman RLT 40213. Romans and Christians RLT 40226. Canon and Literature of Islam (3-0-3) (1801–90). (3-0-3) Afsaruddin This course will examine the early development This course is an introduction to the religious lit- of the Christian religion in its historical Roman erature of the Arab-Islamic world. Emphasis is on context. It will begin with a survey of the political, social, and administrative structures of the Roman 348

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works from the classical and medieval periods of The second third of the term will focus on Spanish RLT 40235. En/Gendering Christianity Islam, roughly from the 7th to the 14th century of painting, particularly the work of Francisco Zurba- (3-0-3) the common era. We will read selections from the ran and Diego Velazquez. The final section of the This course is an introduction to feminist ap- Qur’an (the sacred scripture of Islam), the Hadith course will consider painting in the Low Countries proaches to spiritual and philosophical traditions in literature (sayings attributed to the prophet Mu- looking at the art of Rubens, Rembrandt, Vermeer, the Christian West. Beginning from the pastoral and hammed), the biography of the Prophet, commen- and others. Among the issues that will be addressed practical issues raised by gender assignments in the taries on the Qur’an, historical and philosophical are art and spirituality, shifting modes of patronage, context of religious experience, it addresses major texts, and mystical poetry. All texts will be read in art and politics, and definitions of gender. topics of theological thinking (such as sin, salvation, English translation. No prior knowledge of Islam images of God, and Christology) relating historical and its civilization is assumed, although helpful. RLT 40231. Greek Literature and Culture development and contemporary feminist re-readings. (2.5-0-3) Schlegel The approach is both critical (i.e., analytical) and RLT 40227. Literary Catholicism Survey of masterpieces of Greek literature, history, constructive; the primary focus is on Christian and (3-0-3) and philosophy, designed as classical background post-Christian theological and literary texts, This course will explore the Catholic theological tra- for humanities students. Readings from Homer, but some attention is given to other religious dition primarily as it finds expression in six novels by Aeschylus, Sophocles, Euripides, Thucydides, Plato, perspectives. authors whose writing is influenced by that tradition. and Aristotle. The novels discussed will be The End of the Affair RLT 40236. Poetry and Pragmatism and The Power and the Glory by Graham Greene, The RLT 40232. Religious Poetry: Herbert and (3-0-3) Ball and the Cross by G. K. Chesterton, Silence by Hopkins An exploration of the complex relationships between Shusaku Endo, Wise Blood by Flannery O’Connor, (3-0-3) poetry, philosophy, and science at the end of the and Love in the Ruins by Walker Percy. Among the This course examines the work of the two strongest 19th century and the beginning of the 20th century. topics to be treated are Jesus Christ, revelation, the religious poets in the English language: George Her- Three American poets studied are Emily Dickinson, fall of humanity and the problem of evil, the nature bert and Gerard Manley Hopkins. We will read, as Robert Frost, and Wallace Stevens. of sacraments, and faith as a relationship with a lov- closely as possible, the major poems of each writer. ing God. Also, we will attend to the religious contexts of each RLT 40238. Religion and Autobiography writer’s poetry, and the influence of Herbert on Hop- (3-0-3) RLT 40228. Romanesque Art kins. Special attention will be given to the themes of A course on the spiritual journey of the individual (3-0-3) “poetry and prayer” and “poetry and sacrament.” person, drawing on diaries and autobiographies. The In this course we will examine the place of art in an first half is on the story of the life in terms of feeling expanding culture. The 11th and 12th centuries wit- RLT 40233. Gods, Heroes, Mysteries, Magic and imagination and insight and choice, and the nessed the economic and military expansion of the (3-0-3) second half is on the story of the person in terms of societies of Western Europe. This growth produced Contrary to popular belief, the ancient Greeks were a the life project, the boundary situations of life, and a complex and rich art that can be broadly labeled as strange bunch. Their statues were not pristine white conversion of the mind, of heart, and of soul. Read- Romanesque. We will investigate this phenomenon marble; their beliefs were hardly consistently ratio- ings: Saint Augustine, Confessions; Martin Buber, The (or rather these phenomena) through three actual nal. With this mindset as our starting point, in this Way of Men; Carolina Maria de Jesus, Child of the and metaphorical journeys: the pilgrimage to Santia- course we will examine some literary (epic, hymns, Dark; John Dunne, Reasons of the Heart and Search go de Compostela, a journey to the ruins of ancient tragedy, comedy), archaeological (temples, sanctuar- for God in Time and Memory; Etty Hillesum, An In- Rome, and a visit to the Palestine of the Crusades. ies), and material (vase paintings, coins, votives, terrupted Life; C.G. Jung, Memories, Dreams, Reflec- These journeys, in many ways typical of this period, curse tablets) remains of the ancient Greek world to tions; Rainer Maria Rilke, Letters to a Young Poet and will provide the means of examining how the art of develop a picture of its varied and unique religious Reading The Gospel. Writings: a spiritual diary (not this period responds to the various new demands of beliefs and practices. In addition to this historical handed in), a term paper, and a midterm take-home an increasing knowledge provoked by travel. perspective, this course also will take an anthropo- and a final take-home exam. logical and cultural approach to the study of Greek RLT 40229. Chinese Mosaic Philosophy, religion. We will consider anthropological defini- RLT 40239. Late Antique and Early Christian Politics, and Religion tions of religion and read comparative material from Art (3-0-3) other cultures. Finally, in articulating Greek religious (3-0-3) This special topics class introduces the diverse life- beliefs and practices, we will further consider how Art in Late Antiquity has traditionally been char- ways constituting the puzzle of the Chinese people. these institutions intersected with politics, gender, acterized as an art in decline, but this judgment is The course will chart this terrain of current Chinese and class within and among Greek city-states, focus- relative, relying on standards formulated for art of imagination as it has been shaped from the contending on ancient Athens, for which we have the most other periods. Challenging this assumption, we will ing, and often contentious, influences of religion, thorough documentation. examine the distinct and powerful transformations philosophy, and politics, introducing students to within the visual culture of the period between the the heralded works of the Chinese intellectual tradi- RLT 40234. Hopkins and the Jesuits third and sixth centuries AD. This period witnesses tion while requiring critical engagement with the (3-0-3) the mutation of the institutions of the Roman Em- philosophic and religious traditions animating this This course has two foci: a close reading of Hopkins’s pire into those of the Christian Byzantine Empire. culture. Thus, as they learn about China, students major poems, and careful attention to their liter- Parallel to these social changes we can identify the also will reflect on how Chinese and Westerners have ary and religious contexts. Particular attention will emergence of a Christian art that defines our basic interpreted it. be paid to Hopkins as a Jesuit, and to that end we assumptions about the role of art in a Christian will refer to the writings of St. Ignatius Loyola. The society. The fundamental change in religious identity RLT 40230. Survey of Baroque Art influence of Duns Scotus on Hopkins will also be that was the basis for this development had a direct (3-0-3) considered. Hopkins’s debts to his literary forebears, impact upon the visual material that survives from Open to all students. This course will examine the especially George Herbert, will be examined; and this period. This course examines the underlying art of Europe during the 17th century. The first third particular attention will be given to the themes of conditions that made images so central to cultural of the semester will be devoted to the work of Coun- poetry as sacrament and poetry as a conductor of identity at this period. ter-Reformation Italy and the work of individual mystery. artists such as Caravaggio and Gian Lorenzo Bernini. 349

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RLT 40240. Post Holocaust Literature and RLT 40251. Northern Renaissance Art Augustine’s On the City of God and the works of Theology (3-0-3) pseudo-Dionysius the Areopagite. The course is (3-0-3) Open to all students. This course traces the devel- intended to be accessible to students without knowl- Between 1933 and 1945, the actions of the Nazi opment of painting in Northern Europe (France, edge of Latin or Greek. Requirement: one final paper government transformed the map of the world po- Germany, and Flanders) from approximately 1300 to of ca. 20 pp. litically, aesthetically, and theologically. The ability 1500. Special attention is given to the art of Jan Van of the Nazis to gather the cooperation of German Eyck, Rogier van der Weyden, Heironymous Bosch, RLT 40354. Twelfth-Century Poetry and citizens and the citizens of other occupied countries and Albrecht Durer. Through the consideration of Philosophy to implement their policies against the Jews has the history of manuscript and oil painting and the (3-0-3) Gersh raised questions about the claims that European graphic media, students will be introduced to the This course will aim to provide a close reading of civilization is based on Christianity. How could special wedding of nature, art, and spirituality that Bernard Silvestris’s Cosmographia and Alan of Lille’s barbarism flourish in Germany, the land of poets defines the achievement of the Northern Renais- De Planctu Naturae against the background of early and thinkers? Both Christians and Jews, for common sance. twelfth-century philosophical thought and gram- and different reasons, look upon the Holocaust as an matical-rhetorical theory. Although it will be initially abyss, a dark night of the soul. During this semester RLT 43301. Seminar: Topics in Medieval Art necessary to cover the philological and historical we shall attempt to move from horrified silence to (3-0-3) ground with some care, the course will also attempt insight into the possible frameworks for constructing The topic and format of this course will vary from to explore in a more speculative and creative manner theology “after the abyss.” We shall also read literary year to year. the question of the kind of relation between phi- works that attempt to describe the indescribable. losophy and literature in general that works like the Both literature and theology written after the Ho- RLT 43345. Seminar: Out of the Purple Cosmographia and De Planctu suggest. As stimuli to locaust present the paradox of how to comprehend Chamber such reflections, we shall pause to examine in some the incomprehensible. No single theologian or faith (3-0-3) detail such textual phenomena as the philosophi- community has the answer to the problems raised Permission required. The subject of this seminar will cal allegory, the hermeneutical and metaphysical by the Holocaust. No author writing in German, vary from year to year. implications of number, the notion of self-reflexivity, English, Yiddish, French, or Hebrew can describe the and the negative symbol. The course is intended to horrors and fully transmit the fullness of the atrocity. RLT 43347. Seminar: Greek Monumental Art be accessible to students without skill in Latin (al- (3-0-3) However, we shall attempt to read, evaluate, and-for though the latter would, obviously, be an advantage). Permission required. Seminar on specific subjects in some of us-appropriate what theologians, poets, and Requirement: one final paper of ca. 20 pp. Greek and/or Roman art. storytellers have written. RLT 40400. Religion and Literature RLT 43348. Seminar: Saints and the Sacred RLT 40242. Dante II (3-0-3) O’Regan in Art Prerequisite(s): See online Course Catalog for details. (3-0-3) (3-0-3) This course has as its essential context the crisis of This course will compare and contrast major works Permission required. The subject of this seminar will authority of discourse in the modern period sub- of these “classical” Italian Renaissance authors. vary from year to year. sequent to literature gaining independence from RLT 40243. Dante’s Commedia Christianity. It focuses specifically on the three RLT 43349. Seminar: Courts of Renaissance (3-0-3) Italy main postures literature strikes vis-a-vis confessional The course will offer a survey of major themes, (3-0-3) forms of Christianity no longer thought to have scenes, and cantos in Dante’s Inferno, Purgatorio, Permission required. Seminar on specific subjects in cultural capital. (1) The antithetical posture. Here and Paradiso, trying to link their medieval context Renaissance art. Christianity is viewed in exclusively negative terms with our contemporary concerns and underlining as repressive, authoritarian, and obscurantist, the the poetic value of the passages. We shall examine RLT 43350. Seminar very opposite of a true humanism that is literature’s the overall structure of the poem and its central (1-0-1) vocation. Readings include Voltaire and French exis- images of the voyage and sailing, the way in which RLT Concentrates only. The seminar allows for those tentialism. (2) The retrievalist posture. This posture Dante deals with shadows, his concern with creation, students concentrating in religion and literature to is fundamentally nostalgic. The loss of Christianity’s prophecy, and the future. We shall also analyze con- attend designated lectures and conferences sponsored cultural authority is mourned, and literature is seen trasting pairs of dramatic scenes and discuss different by religion and literature for one hour of credit. as an illegitimate substitute. Readings will include kinds of sublimity. Dostoyevsky, T.S. Eliot, and Flannery O’Connor. (3) RLT 40352. Plato Christianus The parasitic posture. Here Christianity is criticized RLT 40246. Age of Rembrandt: North Baroque (3-0-3) Gersh but not totally dismissed. Portions of it are savable, (3-0-3) This course is designed as an introduction to the especially select elements of the New Testament that Open to all students. This course investigates the philosophy of Plato, the “Platonism” (i.e., Middle emphasize human being’s creative capacities. Read- century most fully identified with the Early Renais- Platonism, Neoplatonism) of antiquity, the transfor- ings include Coleridge, Shelley, and Emerson. sance in Italy. Individual works by artists such as mation of Platonism by the Greek and Latin Church Brunelleschi, Donatello, Ghiberti, Botticelli, and Al- Fathers, and the medieval and Renaissance tradi- RLT 40823. Death and Rebirth berti are set into their social, political, and religious tions derived from the above. In the first half of the (3-0-3) Dunne context. Special attention is paid to topics such as semester, we shall survey the tradition as a whole and A course on the spiritual journey through the ages: the origins of art theory, art and audience, portrai- deal with a variety of general questions. However, the figure Gilgamesh (the human quest of eternal ture and the definition of self, Medician patronage, particular attention will be given to two fundamen- life), the figure of Socrates (the sense of a deeper life and art for the Renaissance courts of northern Italy tal hermeneutic criteria employed by the followers that lives through death), the figure of Jesus (the I and Naples. of this tradition: namely, “radical selectivity” and and thou with God in Christianity; how this leads “philosophical allegorization.” In the second half of to an understanding of death and resurrection, or the semester, two specific texts which have arguably Incarnation and Trinity), Dante and the spiritual set the pattern for the Latin and Greek intellectual journey (the Christian sense of a life that lives on traditions respectively will be studied in more detail: both sides of death), Kierkegaard and the eternal self (the Christian encounter with the modern sense of 350

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selfhood), and a concluding vision (the experience The program helps sponsor a wide range of cross- 40151 Psychology and Medicine of the presence of God). Requirements include a listed courses taught by faculty representing the hu- 40152 History of Medicine to 1700 midterm and a final exam (take-home exams) and a manities, the social sciences and the natural sciences. 40153 Visits to Bedlam personal essay. Students electing an STV minor can focus their 40154 Cultural Aspects of Clinical Medicine work on areas of particular interest, such as science, 40155 Christ and Prometheus: Evaluation/ RLT 48500. Thesis technology and public policy; ethics, ecology and Technology (3-0-3) 40166 History of Modern Astronomy environment; medical ethics; ethical issues in science 40167 Global Food Systems RLT concentrates only. The thesis is required for all and techand nology; humanistic and social aspects 43169 Darwinian Revolution students taking a minor in religion and literature. of medicine; science and technology as cultural phe- 40172 History of Chinese Medicine Students should approach Prof. Kevin Hart to deter- nomena; history and philosophy of technology. 40174 Philosophy and Psychiatry mine a topic and to find an advisor. 40181 Philosophy of Human Biology Students electing a minor in STV must take at least 40186 Medicine in Modern History five courses (15 hours) from among those offered Science, Technology, and 40187 Technology in History Values under the sponsorship of the STV program. These 40194 Building America must include the core course (STV 20556). Students Acting Director: are urged to satisfy this requirement early in the Cluster Two: Science, Technology, and Ethics Sheri Alpert, associate professional specialist program. At least one course also must be taken from 20245 Medical Ethics each of clusters one, two, and three below, and either 20247 Environmental Ethics Affiliated faculty: one additional course from these clusters, or from 20248 Modern Science and Human Values Chairholders: the elective list in Cluster Four. All STV courses are 20258 Philosophy of Technology Michael J. Crowe, Program of Liberal Studies crosslisted. 20260 Theology, Ethics, and the Environment and history (concurrent); Rev. John J. 20282 Health Care Ethics in the 21st Century Cavanaugh I Chair (emeritus) Core Course 43243 Ethics and Science 43283 Ethics and Risk Kristin Shrader-Frechette, philosophy and 20555 Science and Technology in Phil biology; O’Neill Family Chair Perspective Cluster Three: Science, Technology, and Public Professors: 20556 Perspectives in Science and Policy Michael DePaul, philosophy Technology Christopher Fox, English 20556 Science, Technology and Society 20304 Energy and Society Don Howard, philosophy 20306 Environmental Chemistry Cluster One: Human Dimensions of Science and David Ladouceur, classics 30311 Introduction to the American Health Technology Edward Manier, philosophy Care System 34366 Medical Practice and Policy UK (Taught Dian Murray, history 20115 Gender, Politics, and Evolution in London) 20124 Memoirs of Madness Thomas Schlereth, American studies 30382 Technology of War and Peace 20134 The Technological American Phillip Sloan, Program of Liberal Studies and 40319 Self, Society, and Environment 20139 Minds, Brains, and Persons history (concurrent) 43328 Science Policy and Politics 20142 Architectural History II James Sterba, philosophy 40357 Computers, Ethics, and Public Policy 20146 History of Communications 43363 Spy Culture: Surveillance, Privacy, and Andrew Weigert, sociology Technologies Society Associate Professors: 20149 Environmental Philosophy 43364 Technology, Privacy and Civil Liberties Matthew Ashley, theology 20152 Visual America II 43396 Environmental Justice Dennis Doordan, architecture 20154 Modern Physics and Moral Janet Kourany, philosophy Responsibility Cluster Four: Optional Electives Gerald McKenny, theology 20163 Science and Religion Vaughn McKim, philosophy 20179 Science and Theology 20419 Brief History of Time/Space/Motion 30106 History of Economic Modern Thought William Ramsey, philosophy 20441 Environmental Studies 30110 Health, Healing, and Culture Maura Ryan, theology 30445 Technologies and Shaping of America 30113 Classical Origins of Medical 20452 Ethics, Ecology, Economics and David Solomon, philosophy Terminology Energy Leopold Stubenberg, philosophy 30142 History of Ancient Medicine 20461 Nuclear Warfare Robert Wolosin, anthropology (adjunct) 30146 History of Communication 43400 Science, Technology, and Values in Assistant Professors: Technologies Contemporary Society Katherine Brading, philosophy 30153 History of Psychiatry 40401 The Future of Energy 30154 Gender and Science 40402 Wireless Communications: The 30157 Introduction to the Philosophy of Science and technology are pivotal forces in modern Technology and Impact of 24/7 Biology society and play key roles in shaping cultural sensi- Connectivity 34162 History of Science and Technology in 40424 Technology and Development in bilities in the modern world. Indeed, our technolo- Britain (taught in London only) History gies are reflected in our institutions, our work, our 30175 Environmental History 43445 The Internet—Interpretations expectations, even in our moral problems. Science, 30189 Philosophical Issues in Physics 43470 Molecular Revolution Technology, and Values (STV) is an interdisciplinary 33195 Technology and Social Change 46497 Directed Readings minor within which faculty and students from a 40113 Computer as Social Phenomenon variety of disciplines and different colleges can reflec- 40118 Witchcraft and Occult 1400–1700 Because individuals attracted to the STV minor have tively explore the nature of science and technology as 40126 Philosophy of Cognitive Science diverse interests and differing academic backgrounds, 43134 Addiction, Science, and Values human enterprises, interacting incomplex ways with 40135 Philosophy of Science the program advisor works closely with each student our values and social institutions. 43136 Nature in America to help select courses that will complement the 40140 Science and Social Values student’s major program or be most relevant to par- 40144 Religion and Science ticular career aspirations. 40147 History/Design: Form, Values, and Technology 351

interdisciplinary minors within the college

Contact Dr. Sheri Alpert, STV Program Office, 309 to mass-produced books for university students. We STV 20245. Medical Ethics O’Shaughnessy Hall. Web address: www.nd.edu/ will then examine the shifts following the invention (3-0-3) Solomon ~stv. of the printing press in the 15th century. Finally, we Corequisite(s): PHIL 22602 will consider some of the 20th-century developments An exploration from the point of view of ethical STV 20115. Gender, Politics, and Evolution in communications technology, including the revolu- theory of a number of ethical problems in contem- (3-0-3) tion of cyberspace. porary biomedicine. Topics discussed will include An examination of ethical/political models of euthanasia, abortion, the allocation of scarce medical gender-neutral access to public and domestic requi- STV 20149. Environmental Philosophy resources, truth telling in the doctor-patient relation- sites for the development of basic human capabili- (3-0-3) ship, the right to medical care and informed consent ties, and a comparison of these models with current A philosophically integrated examination of current and human experimentation. studies of the significance of human sexual dimor- environmental issues, drawing on familiar literature phism in evolutionary psychology. from ecology (Leopold), economics (Boulding), and STV 20247. Environmental Ethics ethics (Singer), as well as recent fiction (Tolkien, (3-0-3) DePaul STV 20124. Memoirs of Madness Herbert). This course is concerned with the relationship (3-0-3) between human beings and the rest of the natural This course has three major dimensions: (1) com- STV 20152. Visual America II world, and critically examines various proposals that parative description and analysis of biomedical and (3-0-3) have been made about how we ought to treat plants, psychodynamic models of psychiatric training; (2) An introductory course that explores dimensions of animals, ecosystems, future generations, and scarce comparative analysis of personal accounts of mental several types of visual expression popular photog- natural resources. illnesses; and (3) philosophical analysis of psychody- raphy, cartography, genre and historical painting, namic models of mental illness and therapy. chromolithography, the commercial and graphic arts STV 20248. Modern Science and Human in American cultural history from Louis Daguerre’s Values STV 20134. The Technological American development of photography in 1839 to the pub- (3-0-3) (3-0-3) lic exhibition of television at the 1939 New York The purpose of this course is to introduce students In this course we will explore the impact new tech- World’s Fair. to some of the most important ethical theories in nologies have had on our domestic and economic Western philosophical and religious thought and lives. We also will discuss how new technologies have STV 20154. Modern Physics and Moral to study the applications of those theories to moral changed the way we communicate and the kinds of Responsibility problems that arise in the context of the life sciences. leisure entertainment we enjoy. Though technology (3-0-3) is often celebrated for the promise of liberation, we This class examines such questions as: What are the STV 20258. Philosophy of Technology will see how new inventions have also raised fears of moral responsibilities of the scientist? Should the (3-0-3) alienation and loss of control. scientist be held accountable for what might be done Topics covered will be: early philosophy of technol- with the results of his or her scientific research? Does ogy, recent philosophy of technology, technology STV 20139. Minds, Brains, and Persons the scientist have any special role to play, as a citizen, and ethics, technology and policy, technology and (3-0-3) Stubenberg in public debate about science policy? Should the human nature, and technology and science. Readings This course will treat some central issues in the scientist sometimes simply refuse to engage in some will be principally derived from David M. Kaplan philosophy of mind, such as freedom of the will, kinds of research because of moral concern about (2004) Readings in the Philosophy of Technology and personal identity, and the relationship between mind the consequences of research of that area? No special Francis Fukuyama (2002) Our Posthuman Future. and body. background in physics will be assumed. STV 20260. Theology, Ethics, and the STV 20142. Architectural History II STV 20163. Science and Religion Environment (3-0-3) (3-0-3) (3-0-3) This course continues the history survey, beginning An examination of the interrelation and tension be- Does our ecological awareness require radically new with Renaissance and Baroque Europe and continu- tween contemporary science and traditional religious theologies and moralities? What moral claims, if ing to the 18th and 19th centuries in Europe and the belief. any, do nonhuman entities make on us? Can current United States. It extends to the Modern Movement Christian and philosophical moral theories address as it affected countries as far-reaching as Japan and STV 20179. Science and Theology these claims? This course raises these questions on Australia. (3-0-3) both theoretical and practical levels. Theoretically, Both science and religion generate assertions that are we will examine various theological and philosophi- STV 20146. History of Communication held to provide true descriptions of the world and cal views of the moral status of nonhuman nature. Technologies our place in it. Both science and theology subject Practically, we will explore the implications of these (3-0-3) these assertions to disciplined inquiry and testing views for issues such as wilderness conservation/ The Internet is revolutionizing the ways we produce, within specific communities. In societies (like ours) preservation, treatment of animals, agricultural communicate, and organize information. This course in which both science and religion are vital forces, biotechnology, and others. The diversity of positions seeks to deepen our understanding of current issues these processes of enquiry and testing overlap and in- we will consider will range from those who embrace about the access to information, the ownership and terrelate in complicated ways, resulting sometimes in standard, modern human-centered theologies and authority of ideas, and the possibilities for change. conflict and sometimes in mutual enrichment. This moral theories to critics (such as deep ecologists, We can gain a new perspective by examining the course will investigate these interrelations by means ecofeminists, and others) who hold that the very history of previous shifts in the technology of com- three case studies: the Galileo affair, the conflict of theoretical stance of our dominant theologies and munication in ancient medieval and early modern evolution and creationism, and the ethical issues that moral theories is incompatible with a genuinely ethi- societies. We will begin by learning about the affects arise from new genetic biotechnologies. cal orientation to the environment. the earliest forms of writing had on ancient societies. Next we will discuss the role of Christianity in the transfer from the scroll of the codex. The third, larger section will explore the development of different kinds of books, from illuminated manuscripts 352

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STV 20282. Health Care Ethics Twenty-First environmental studies, and design issues with the experiences of illness, health, and healing from a Century focus on in-site planning, landscape design, and pas- cross-cultural perspective. This course will consider (3-0-3) Ryan sive energy measures for architecture. the ways in which medical anthropology has histori- This course examines religious and moral questions cally been influenced by debates within the discipline raised in health care today. Basic concepts in bioeth- STV 20452. Ethics, Ecology, Economics and of anthropology, as well as by broader social and ics will be introduced and a range of contemporary Energy political movements. Particular emphasis will be issues in bioethics will be treated, e.g. ,physician- (3-0-3) placed on the importance of viewing biomedicine as assisted suicide and euthanasia, organ donation, A critical examination of the following hypotheses: one among many culturally constructed systems of genetic testing and genetic therapies, and decisions (1) that continuing economic growth requires ever- medicine. in neonatology. Special emphasis will be given to the increasing consumption of energy, (2) that increasing contribution of the Roman Catholic moral tradition energy consumption results in increasing degradation STV 30113. Classical Origins of Medical to contemporary debates. of the biosphere, and (3) that increasing degradation Terminology of the biosphere poses an increasing threat to human (3-0-3) STV 20304. Energy and Society existence. Scientists have long recognized that considerable (3-0-3) Dobrowolska-Furdyna learning in science is based on education in vocabu- A course developing the basic ideas of energy and STV 20461. Nuclear Warfare lary. More than 95 percent of medical technical power and their applications from a quantitative (3-0-3) Wiescher terminology is drawn from Greek and Latin. This and qualitative viewpoint. The fossil fuels (coal, oil, Nuclear phenomena; nuclear fission and fusion. complex terminology satisfies a need for precise natural gas) are studied together with their societal Nuclear weapons. Effects of blast, shock, thermal ra- words to facilitate the exchange of ideas and arose limitations (pollution, global warming, diminishing diation, prompt and delayed nuclear radiation. Fire, because people of learning employed the classi- supply). Nuclear power is similarly studied in the fallout, ozone-layer depletion, electromagnetic pulse, cal languages for their concepts and descriptions context of the societal concerns that arise (radiation, “nuclear winter.” Medical consequences, physical well into the 19th century. To the modern student reactor accidents, nuclear weapons proliferation, damage, effects on the individual and on society. De- without Greek and Latin, terms like hemiballismus, high-level waste disposal). The opportunities as well fensive measures and their feasibility. Scenarios for encephalomalacia, and chistosternia are indecipher- as the risks presented by alternative energy resources, war and peace, proliferation of nuclear weapons ma- able. This course will introduce the student to the in particular solar energy, wind, geothermal and terial, recent diplomatic history. US Bishops’ Pastoral elements of Greek and Latin sufficient to dissect and hydropower, together with various aspects of energy Letter. The course is open to all students and counts decode even the most unusual terms. It will focus on conservation, are developed and discussed. This for science majors as a general elective credit. the basic roots, suffixes, and prefixes but also place course is designed for the non-specialist. them within the intellectual context of ancient and STV 20555. Science and Technology in modern medical theories so that the student will STV 20306. Environmental Chemistry Philosophical Perspective come away from the course with some sense of the (3-0-3) (3-0-3) history of medicine and its language. Lectures on Discussion of basic chemical processes occurring in This course examines the mutual relations between mythical figures will also illuminate the origin of the environment, particularly those relating to the science and technology and the complex ways they certain bioscientific terms: the extremely poisonous impact of humanity’s technological enterprise. interact. The more abstract philosophical issues will alkaloid atropine, for example, derives its name from be examined through examples and case studies. Atropos, one of the three sisters of fate who measure STV 20419. Brief History of Time/Space/ Several narratives about scientists and their research out a person’s life. Anatomic models and charts will Motion will be read and a number of ongoing disputes con- be employed as well as slides examining a wide range (3-0-3) cerning technological systems such as biotechnology, of pathologies. An examination of the historical evolution of the transportation, and city/town planning. philosophical conceptions of time, space, and mo- STV 30142. History of Ancient Medicine tion from Plato to Einstein. Special attention will STV 20556. Science, Technology, and Society (3-0-3) be paid to the influence of developments in physics (3-0-3) McKim This course will trace the development of ancient on this evolution in philosophical theorizing (and This course introduces the interdisciplinary field of medicine from the Neolithic period down to the vice versa). science and technology studies. Our concern will be second century after Christ. The emphasis will be on with science and technology (including medicine) as three cultures: Egyptian, Greek, and Roman. How STV 20431. Philosophy and Cosmology: A social and historical, i.e., as human, phenomena. We historians use the three main categories of evidence Revolution shall examine the divergent roots of contemporary (written documents, human remains, and artistic (3-0-3) Brading science and technology, and the similarities and representations) will be clearly illustrated. In the 17th century there was a revolution in our (sometimes surprising) differences in their methods view of the cosmos and of our own place in it. Most and goals. The central theme of the course will be STV 30146. History of Commucation vivid, perhaps was the change from believing that the the ways in which science and technology interact Technologies Earth is at the center of everything to believing that with other aspects of society, including the effects (3-0-3) the Earth is just one planet among many, orbiting of technical and theoretical innovation in bringing A history of the survival and destruction of books, the sun. This course will consider how and why these about social change, and the social shaping of science from Alexandria to the Internet. Our understand- changes took place. and technology themselves by cultural, economic ing of historical events is based primarily on written and political forces. Because science/society interac- evidence. But have you ever stopped to consider how STV 20441. Environmental Studies tions so frequently lead to public controversy and these documents were made, how they were pre- (3-0-3) conflict, we shall also explore what resources are served, and how it is that we possess them now? This This course investigates the relationship between available to mediate such conflicts in an avowedly course questions how we “know” anything about the built environment and the natural environment. democratic society. the past by examining the transmission of written Lectures, readings, and exercises explore the ethical sources through time. We will survey the different and professional responsibilities of the architect rela- STV 30110. Health, Healing, and Culture ways that people have recorded their histories (in tive to ongoing environmental issues. (3-0-3) Lende stone, on papyrus scrolls, in handwritten and printed This course introduces the field of medical an- Topics include a survey of the effects of the built books, on websites) and how their choices have af- thropology, which examines beliefs, practices, and environment on natural systems, a survey of evolving fected the way we now understand the past. We will 353

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also consider how libraries have helped to create and STV 33195. Technology and Social Change STV 40113. Computer as Social Phenomenon shape “knowledge” through their accumulation and (3-0-3) (3-0-3) preservation of these sources. This class examines how technology has often This course takes the perspective of “science studies” served as the catalyst for social change for hundreds and applies it to issues that do not fit easily into ei- STV 30154. Gender and Science (indeed, thousands) of years (and vice versa). The ther computer science or economics. These include: (3-0-3) course will be divided into several sections, some Does the computer have a well-defined existence? An exploration of the ways in which science is gen- of which will trace from a historical perspective the How has the computer influenced our theories of dered, starting with the ways in which women have social impact of specific technologies. Other course human nature? Is the “new information economy” a been excluded from science, and moving through sections will examine technology and social change real phenomenon? It also deals with some emerging such issues as the invisibility and shabby treatment in specific contexts (e.g., the medical and communi- issues in Internet commerce. of women with the products of scientific research, cation contexts). the contributions of women to science and whether STV 40118. Witchcraft and the Occult these are different in kind from the contributions of The first portion of the class will be devoted to some (3-0-3) men, and the differential effects of science on men’s of the basic issues in our collective understanding of The history of witches, witchcraft, and the occult sci- and women’s lives. technology and social change. Issues such as de-skill- ences fascinate and challenge historians. This course ing of workers, institutionalization of technology explores these related histories and seeks to develop a STV 30157. Intro to the Philosophy of Biology into society, and innovation will be examined, as will historically sensitive understanding of them. Modern (3-0-3) various approaches to understanding technology, science has banished much of the belief in witch- An examination of key concepts and controversies in such as the social construction of technology and craft, magic, spirits, and the various occult sciences. contemporary biology. The meaning of gene, organ- technological determinism. Historians often trace the triumph of science over ism, and environment and their interrelationships in the forces of superstition back to the High Renais- the context of development, evolutionary theory, and STV 30311. Introduction to the American sance and the Scientific Revolution of the 16th and ecology are closely considered. Health Care System 17th centuries. It was, however, precisely this period (3-0-3) that witnessed some of the most fervent persecution The course will begin with a short history of the STV 30175. Environmental History of witches and eager pursuit of the occult sciences American health care system and will be followed by (3-0-3) and forms of divination. The numbers of witches a discussion of the major components of the system This course is an introduction to the new field of executed was not as great as commonly thought, but (patients, providers, payers), health insurance cover- environmental history. In recent decades, historians the notoriety of some cases and the widespread use of age, managed care programs, the movement for qual- have begun to actively explore the past sensibilities of the concept “witch” as a derogatory category consid- ity health care, physicians in the changing medical various groups toward the quality of their air, water, erably shaped the definition of womanhood and fe- marketplace, health care expenditures, and academic and land; the passionate discussions of philosophers, male. In the sciences, people such as Kepler, Galileo, medical centers. theologians, and social and natural scientists about and Newton were as interested in transmuting metals resource use, the safety of the environment, and and casting horoscopes as they were in developing long-term prospects for humanity; and the customs, STV 30382. Technology of War and Peace (3-0-3) the sciences of astronomy and physics. Moreover, al- laws, and managerial systems that guided use of the This course surveys the impact of military technolo- chemy, astrology, black magic, and natural magic all environment. Historians have also increasingly paid gies on world history. Topics include the rise of gun- occupied important places in the political and social attention to the ways environmental factors have powder weaponry and the fortification revolution in world of the 16th and 17th centuries. Although the affected the course of history: the effects of the distri- the early modern period, navalism, particularly in powers and efficacy attributed to witchcraft, witches, bution of water, wood, and minerals and of changes the 19th century, the role of military technologies in and the occult sciences varied widely, scarcely any- in climate or endemic disease. This course ranges European colonial expansion, and the science-based one rejected them. By combining a close reading of widely in methodology from the history of ideas to military of the 20th century, leading up to the age of primary sources—ranging from texts to trial records paleoclimatology, geographically from the ancient nuclear weapons. The course considers also military to paintings and literature—with secondary sources, Near East to modern America, topically from wood- technologies as deterrents, and issues of war and we will confront the challenges these activities pose cutting rights in medieval France to the rise of the peace as stimuli to technological development. for our understanding of the past and, indeed, the organic farming movement and water-allocation laws present. in the 20th-century American West. STV 30445. Technologies and Shaping of America STV 40126. Philosophy of Cognitive Science STV 30189. Philosophical Issues in Physics (3-0-3) (3-0-3) (3-0-3) This course assumes a basic knowledge of American In this course, we will explore three main topics: This course is intended for non-science students history, and offers a social history of the ways Ameri- philosophical foundations of cognitive science, phil- who desire to begin an examination of the origins of cans have woven technologies into everyday life. osophical critiques of contemporary cognitive sci- the modern laws of physics and for science students Focusing primarily on the 19th and 20th centuries, ence, and the implications of cognitive research for who wish to know the actual route to the discovery it will show how shifts in technological systems are traditional philosophical issues. The first part of the and the broader implications of the formal theories inextricably linked to changes in class relations, course will examine the ways in which certain philo- with which they are already familiar. The historical national identity, patterns of consumption, and defi- sophical theories about the mind provide support background to and philosophical questions associ- nitions of the self, including race and gender. The for the basic assumptions of cognitive science, while ated with major laws of physics will be discussed, in short survey text will be Carroll Pursell, The Machine others have challenged these assumptions. In the sec- large measure by examining directly relevant excerpts in America (Johns Hopkins University Press), supple- ond part we will look at specific ways empirical work from the writings of some of the creators of seminal mented by primary sources and case studies, such as in psychology is thought to be relevant to issues in concepts and theories in physics. The latter part of David E. Nye, Electrifying America (MIT Press). Vi- philosophy of mind, epistemology, philosophy of sci- the course will concentrate on historical and philo- sual materials will be emphasized in class, including ence and other areas of philosophical inquiry. Ques- sophical issues related to relativity and especially to paintings, photography, maps, and film. tions to be addressed will include the following: Is it quantum theory and its interpretation. possible for a computer to be conscious? Are we born with certain kinds of knowledge? To what extent are humans rational creatures? What is the relevance of neuroscience to psychology, and vice versa? 354

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STV 40135. Philosophy of Science primarily intended for students intending to enter gods.” For others, technology has been a privileged (3-0-3) medical school. Most classes will involve brief formal way for human beings to fulfill the mandate to flour- Does science represent a distinct way of knowing, set presentations by the instructors and invited guests, ish and subdue creation, and even to cooperate with apart from other forms of knowledge by the security followed by discussion of assigned readings pertinent the divine work of redeeming humankind by restor- and universality of its claims? What is the basis of to the day’s topic. In addition, students will be ex- ing through our technological prowess the broken scientific knowledge? What are its methods? What posed, through a limited practicum, to a variety of image and likeness in humanity. This course will ex- are its scope and limits? medical settings. amine the diverse historical connections between the rise of technology in Western Christian societies and This course will provide a survey of the major con- STV 40152. History of Medicine to 1700 Christian religious self-understanding, reading from cepts and issues examined in contemporary philoso- (3-0-3) figures such as St. Augustine and Francis Bacon. We phy of science, including explanation, confirmation, The course surveys the history of Western biomedi- will also consider two divergent modern evaluations the role of convention in science, and the realism/ cal ideas, research, and health care practices from of the theological significance of our contemporary instrumentalism debate. The emphasis will be on the its ancient Mediterranean and Middle Eastern technological society: that of Pierre Teilhard de way these issues have been treated in the mainstream foundations to the medical reforms and materialistic Chardin, and that of Jacques Ellull. analytic tradition during the 20th century, but we theories of the mid-18th century. The canonical ap- will also look at challenges to that tradition deriving proach emphasizes the growth of rational medicine, STV 40166. History of Modern Astronomy from such sources as Thomas Kuhn’s historicist ap- focusing on the development of medical epistemol- (3-0-3) proach to the philosophy of science, social construc- ogy and method, but also considers how medicine The course traces the development of astronomy and tivism, and feminist philosophy of science. as it has been practiced in the West reflected classical cosmology from the late 17th century to the 1930s. theory, embraced folk beliefs and treatments, and Attention is given to the interactions of astronomy STV 40140. Science and Social Values integrated the therapeutic and doctrinal knowledge with other areas of science and with philosophical, (3-0-3) of Medieval Islam. Medical thought and practice religious, and social factors. A consideration of such questions as: Should science was shaped by the intellectual, social, and religious be value-free, or should it be shaped by the needs changes that shook Europe in the late Middle Ages STV 40167. Global Food Systems and ideals of the society that supports it? If the for- and early modern period, resulting in a profound (3-0-3) mer, how can scientists shaped by society contribute transformation of natural philosophy and efforts to This is a course on food in society. The role food to it, and what claim to the resources of the society reform society during the scientific revolution and plays in the life course of a society may seem self- can scientists legitimately make? If the latter, how nascent Enlightenment. Many of the basic elements evident or commonplace to some. Yet food is more can scientists still claim to be objective? of modern medical ethics, research methodology, than the physical substances that sustain life. Food is and the criteria for sound scientific thinking that first intertwined with religion and central to many rites STV 40144. Religion and Science and rituals. Food is linked to medicine, which was (3-0-3) Rea emerged in late classical Greek thought were refined largely based on dietary principles until well into the An examination of the nature and limits of both during this period, and much of the diversity of heal- 18th century. Technology related to production of scientific and religious knowledge, and a discussion ing paradigms in American and European national food has affected the inequalities found in all societ- of several cases in which science and religion seem to cultures today, as well as many of the reactions of ies. The politics of food plays a major role in under- either challenge or support one another. Western medical authorities to non-Western ideas and practices, can be understood if viewed in the standing the “social issues” affecting many nations around the globe. This is a fascinating area of study: STV 40147. History/Design Forms, Values, context of antecedent medical principles. that which we take for granted so much of the time and Technology (3-0-3) STV 40153. Visits to Bedlam is intertwined with economics, politics, psychology, This course will provide a historical perspective on (3-0-3) social life, and law. the development of industrial, product, and graphic Literary, medical, and social views of madness in the design in the 19th and 20th centuries. More than 18th century. STV 43134. Addiction, Science and Values (3-0-3) Manier the aesthetic styling of products, design mediates the Students will be introduced to topics in the ethics of intersection of technology and cultural values in the STV 40154. Cultural Aspects of Clinical care for the indigent; to alternative therapies for re- modern era. The role of the modern designer as both Medicine (4-0-4) covery and maintenance; and to current brain mod- a facilitator and a critic of industrial technology will The course examines popular medical concepts and els of addiction. They will be placed as volunteers be examined. expectations patients bring with them to the clinical (for 14 weeks) with institutions serving indigent or hospital setting, as well as the attitudes, organiza- recovering addicts in St. Joseph and Elkhart counties. STV 40151. Psychology and Medicine (3-0-3) tion, and goals of the clinical medical care. Students This course has two basic objectives. First, it exam- divide their time between classroom and service as STV 43136. Nature in America (3-0-3) ines from a lifespan and psychobiological perspective patient/family liaisons in an area emergency room. A seminar designed to explore the concept of na- the factors that place individuals at different stages Student access to a car is necessary. ture in the American historical and contemporary of life at risk for illness and assist them in maintain- experience within an interdisciplinary context of ing their health. In addition, it addresses a variety STV 40155. Christ and Prometheus: Evaluation/Technology art, history, literature, and ecology. In addition to of challenging psychological and social issues that (3-0-3) weekly reading discussions, the seminar will meet, physicians and other healthcare professionals must The history of technology in Western culture has on a number of occasions, at several “nature” sights: face in the practice of medicine. The course covers a been influenced in complex ways by religious and Morris Conservatory and Muessel-Ellison Tropical range of topics dealing with health issues related to theological conceptions. These include understand- Gardens; Potawatomi Zoo, Elkhart Environmental different stages of human development (childhood, ings of what it means to be created in the image and Center; Shiojiri Niwa Japanese Garden; Fernwood adolescence, and adulthood), disabled populations, likeness of God, the value of intra-mundane work Botanical Garden and Nature Preserve; University of culture and gender, stress, physician-patient inter- in a world marred by sin and thus passing away, and Notre Dame Grene-Nieuwland Herbarium. Purpose: actions, death and dying, professional ethics, and understandings of sin as prideful self-assertion (the To study nature in American Art (painting, photog- social policies relating to health care. The course is sin of Prometheus). For many, technology has repre- raphy, sculpture) seminar meetings will be held at sented the primordial temptation, “you shall be like 355

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the Snite Museum of Art; South Bend Regional Mu- critical appraisal of alternate research strategies. the same time beneficial to both engineers and non- seum of Art; South Bend Regional Museum of Art engineers. The required background in mathematics and the Midwest Museum of American Art. STV 40186. Medicine in Modern History is largely confined to high school algebra, with oc- (3-0-3) casional use of elementary concepts from differential STV 43169. The Darwinian Revolution An exploration of themes in European and American and integral calculus. (3-0-3) medicine. This course integrates the perspectives A combined historical and philosophical approach to and issues of social history—who were the medical STV 40402. Wireless Communications: The the revolution created by the work of Charles Dar- practitioners, who were their patients, what relations Technology and Impact of 24/7 Connectivity win. The course deals with the origins of Darwinism; existed between these groups, how have the realities (3-0-3) Huang the 19th-century debate over evolution; the sub- of illness and death figured in the lives of ordinary This survey-style course offers an opportunity to sequent development of mathematical and genetic people in different places and times—with the per- gain a basic understanding of the technical, regula- approaches to natural selection theory; and the for- spectives and issues of the history or medicine as a tory and business aspects of the wireless revolution mulation of neosynthetic evolutionary theory. The science: What understandings of the human body and its impact on society. It is intended for both course will close with consideration of more recent and its ills have practitioners had, what tools have engineering and non-engineering students. The developments connected to developmental genetics, they developed and used for intervening in illnesses? course will include such topics as the representation, punctuated equilibrium theory, and chaos-theoretical Topics include the humoral pathology, epidemics transmission, and reception of information in electri- approaches to evolution. Students will be introduced as social crises, the rise of pathological anatomy, the cal form, the physical properties of radio signals and to the historical and philosophical literature of cur- germ theory and public health, the transformation of other wireless media, the principles and challenges of rent interest. the hospital, the history of nursing, changing modes sharing a common medium, and privacy and security of health care, finance and administration, relations issues, as well as the social and commercial implica- STV 40172. History of Chinese Medicine between “regular” doctors and sectarian medical trations of wireless communications. (3-0-3) Murray ditions such as homeopathy and osteopathy. In light of the contemporary currency of certain STV 40424. Technology and Development in Chinese practices in the field of alternative medicine, STV 40319. Self, Society, and Environment History this course will explore the phenomenon of Chi- (3-0-3) Weigert (3-0-3) nese traditional medicine in both its historical and This course introduces students to social psychologi- Technologies are often seen as either the product of contemporary settings. The first unit, Medicine in cal aspects of the natural environment. Issues consid- human genius and achievement, or as an alienating, Ancient China, will explore the earliest medical ideas ered include interacting with different environments, inhuman, and sometimes destructive force. Both of the Chinese and will demonstrate how the state’s symbolic transformations of environments, compet- perspectives argue that technological change has political unification gave rise to a correlative cosmol- ing accounts, and claims concerning environments. been one of the most important forces shaping world ogy that not only included Heaven and Earth, but With an overview of basic information, these issues history over recent centuries. This course examines also human beings as integral elements of an organic are discussed from the perspectives of individual self technological developments and theories of techno- cosmos. The second unit will explore the influences and sociocultural institutions. The course touches logical change in world history. It focuses on the re- and contributions of Taoism (Daoism) and Bud- on alternative ways of envisioning, interacting, and lationship between new technologies, social change, dhism to Chinese medicine and will explore what valuing human-environment relations with an eye and economic development since 1750, surveying it meant to be both physicians and patients in late toward individual and collective change. cases from Britain, the United States, China, Japan, imperial China. The third unit will focus on medi- and Latin America. We will pay special attention to cine in contemporary China and will feature the STV 40357. Computer Ethics and Public technology transfers: the movement of new machines experiences of Elisabeth Hsu, a student of Chinese Policy and processes and knowledge from one society to an- medical anthropology who, as a part of her doctoral (3-0-3) other, and the ways that social, cultural, and political research, enrolled as a student in Yunnan Traditional The profound impact computer technology has on forces have shaped technological change in different Chinese Medical College between September 1988 society is difficult to overstate; it has changed the na- parts of the world. and December 1989. We will conclude the course ture of our interactions in the social, economic, and with a brief examination of the influence of Chinese political realms and will continue to do so. These STV 43243. Ethics and Science medicine on the contemporary world. changes often raise important ethical questions about (3-0-3) personal and professional responsibility, intellectual Use of four ethical theories and five classical logical/ STV 40174. Philosophy and Psychiatry in the property, personal privacy, crime, and security. They analytical criteria to ethically evaluate case studies 20th Century also raise questions about the changing relationships in contemporary science. Problems analyzed via (3-0-3) between individuals and institutions (i.e., private contemporary science include practical issues of The course deals with (1) the intellectual history of sector corporations and public sector agencies). plagiarism, attribution, peer reviewing, data sharing, psychiatry from the time of Freud and Kraepelin to This course examines these trends and changing data ownership, collaborative science, scientific mis- the present, (2) the social history of the care of the relationships, and the ethical issues that are faced by conduct, paternalism, whistle blowing, conflicts of mentally ill since World War II, and (3) the interpre- computer professionals, policymakers, and computer interest, secrecy in science, and advocacy in science. tation and critique of Freud and psychiatry. users in trying to grapple with them. Methodological issues to be dealt with include scientists misrepresenting their opinions with confirmed STV 40181. Philosophy of Human Biology STV 40401. The Future of Energy science, cooking and trimming their data, failure to (3-0-3) (3-0-3) Incropera attend to the purposes for which their research may The course examines central issues in the philosophy This three-credit course provides a comprehensive be used or misused, and scientists’ use of evaluative of science from the perspective of the life sciences treatment of the role of energy in society and may presuppositions, questionable inferences and default with particular emphasis on topics in evolution be taken concurrently by engineering and non-en- rules, question-begging validation and benchmark- theory and sociobiology and upon the topic of in- gineering students. It proceeds along two parallel ing, and misleading statistics. tertheoretical integration in the life sciences (from tracks, one dealing with the scientific/technical foun- organic chemistry to cognitive neuroscience). Topics dations of energy utilization and the other with its to be covered include: teleology, reductionism and economic, political, environmental, and ethical im- supervenience, the biological basis of cognition, ex- plications. Scientific/technical issues will be treated planation, scientific realism, theory change, and the at a level that is appropriate for non-engineers and at 356

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STV 43283. Ethics and Risk The course is hands-on, will have no tests, but will (3-0-3) be project-based, with students working on actual Area Studies Minors An investigation of classical ethical papers, all in con- assessments that they choose (about 2,500 are done temporary, analytic, normative ethics, that attempt in US each year). The goal will be to teach students Program of Studies. The College of Arts and Let- to develop the ethical theory necessary to deal with EIA, ERA, and HHRA and how to evaluate draft ters offers its students the opportunity to pursue an legitimate imposition of risk of harm. analyses, particularly those used to site facilities or interdisciplinary sequence of area studies minor that make environment-related decisions in which poor may supplement the major. Currently, there are mi- STV 43328. Science Policy and Politics people, minorities, and other stakeholders are them- nors in African studies, Asian studies, Irish studies, (3-0-3) selves unable to provide comments. Latin American studies, Mediterranean/Middle East This class will meet in seminar format. We will ex- studies, Russian and East European studies and West amine the general process for science policymaking Course will cover flaws in scientific method and European studies. and emphasize the role played by politics in several flaws in ethics that typically appear in these specific science programs such as the space program assessments. The purpose of these minors is to assemble the and the Human Genome Project. The first part of courses dealing with the language, literature, history, the seminar will be devoted to an overview of science STV 43445. The Internet—Interpretations politics, anthropology, philosophy, sociology and (3-0-3) policy in the US, to provide students with a ground- economics of each area. In this way a meaningful This is not a “how to” course, nor an explanation ing in how science has generally been undertaken by course structure is available to students who wish to of hardware and software. Rather, we will explore the federal government up until World War II. We concentrate their scholarly interest upon a cultural or the different stories, or narratives, that Americans will also examine the role of both the executive and geographical area as well as upon an interdisciplinary invented to make sense of the Internet c. 1990. For legislative branches of government in supporting sci- approach. Such programs can be especially useful to the last decade there has been an explosion of writ- ence and identify interest groups that have been in- students who plan a career in international business, ing on this subject, with every conceivable position fluential in shaping science policy. The final portion international organizations or government service represented, whether Marxist, liberal, capitalist, of the course will require students to undertake an or who intend to do graduate work in one of these feminist, Luddite, etc. On one level, this is an inter- actual exercise in budget allocation, based on budget areas. disciplinary seminar that combines some literature figures for various science programs in the federal and film with analytical readings. On another level, government. The readings for the class will consist of The student who wishes to complete one of the area we will concern ourselves with historiography (i.e., excerpts from several books about science policy and studies minors is required to take at least four area case studies of the different interpretations of a new politics, federal budget documents, and potentially studies courses (12 hours) distributed over three technology, the traditions from which these interpre- transcripts of Congressional committee hearings. different departments. These courses must be taken tations come, which social groups tend to make what Students will be evaluated on the basis of one essay in addition to those required for the major. The arguments, and examples of similar arguments made exam, one presentation, a group project (the budget student must also take courses in a language of the in the past about previous new technologies, notably exercise) and one research paper. Class participation area being studied (Russian or an East European the telegraph, film, radio, and television.) The goal will also be evaluated toward the final grade. language for the Russian studies program; Spanish or of the seminar is to engage students in the history of Portuguese for the Latin American studies program; STV 43364. Technology, Privacy, and Civil technology as a general subject and to show the value French, German or Italian for the West European Liberties of a humanistic approach. studies program; a Mediterranean language for the (3-0-3) Mediterranean/Middle East studies program; Irish This seminar will examine the many ways in which STV 43470. Molecular Revolution for the Irish studies program; and Japanese or Chi- technology has had (and is having) an impact on (3-0-3) nese for the Asian studies program). In most cases civil liberties in the United States. It will also ex- This course offers a historical and philosophical the required number of courses will be equivalent plore how technology affects privacy in the United analysis of the origins and development of the to those required to satisfy the arts and letters lan- States and other countries. We will explore various molecular revolution in biology that broke into full guage requirement, but students should check with technologies and applications, such as information public view in the early 1950s with dramatic dis- program directors for the specific requirements of technology, genetic profiling, radio-frequency identi- coveries of the molecular structure of DNA and the a given area. While not required to take additional fication tags, data mining, thermal imaging, and bio- biophysical mechanism of the action potential in the language instruction for the African studies program, behavioral technologies (e.g., “functional MRI” of nervous system. The course will approach this with students who plan to continue their African interest the brain). The course will also examine exactly what an analysis of the development of the chemistry and at the graduate level are encouraged to develop a we mean by “civil liberties,” by focusing on the US physics of living materials from Lavoisier and the competency in Swahili, French, Portuguese, or Ara- Constitution and Supreme Court case law. We will German biophysical school (Helmholtz), through bic. In the senior year, each student must submit a also examine US law and European Union directives the remarkable advances in physiology of the French satisfactory essay based upon research that combines on privacy, to compare and contrast the approaches school (Bernard) and the development of genetics. the major discipline with the area studies curriculum. each takes to protecting personal privacy vis-a-vis in- The course will terminate in the examination of mo- Students interested in an area studies minor should formation technologies, in particular. The course will lecular approaches in contemporary work in human consult the director (listed below). rely on the Constitution, case law, texts, and newspa- genetics (the Human Genome Project). pers and magazines as its core reading material. STV 46497. Directed Readings/Research AFRICAN STUDIES (V-0-V) STV 43396. Environmental Justice Chair: (3-0-3) Shrader-Frechette Independent research or readings taken under the supervision of an STV faculty member. An approved Richard B. Pierce This course will survey environmental impact assess- Department of Africana Studies ment (EIA), ecological risk assessment (ERA), and proposal for the research/readings will be filed with human-health risk assessment (HHRA); ethical and the STV office. (In order to receive STV credit, the student’s proposal will need to be approved by the Students wishing to develop their understanding methodological issues related to these techniques; of Africa may pursue the undergraduate African then apply these techniques to contemporary assess- faculty member supervising the student’s research/ readings and by the director of the STV program.) Studies minor. This involves taking four courses ments for which state and federal governments are in three departments. In addition, a research essay seeking comments by scientists and citizens. must be completed (AL 48001 Area Studies Essay: Africa). While no additional language instruction 357

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beyond the college requirement is expected, students ASIA 20301. Chinese Society and Culture European Studies wishing to continue their interests in Africa at the (3-0-3) Blum graduate level are encouraged to study additional This course introduces students to the complexities Director: languages. Students desiring to minor in African of contemporary Chinese society in the context of A. James McAdams Studies minor should contact Africana Studies, 327 the past. Topics covered include food, family and O’Shaughnessy Hall. gender, political activity, ethnicity and identity, Stretching from the Atlantic Ocean to the Ural urban and rural life, work and unemployment, Mountains, Europe plays a critical role in global affairs. The ongoing enlargement of the European Asian Studies economic complexity, multilingualism, arts, religion, medicine and the body, and literature. Union is helping to unite many countries and peo- Director: ples in an otherwise diverse region. As future leaders, Susan Blum ASIA 20304. Societies and Cultures of South Notre Dame students need to know about Europe to Asia make sense of the contemporary world. Sixty percent of the world’s people live in Asia, in (3-0-3) countries as different from each other as India, Chi- This course provides a broad introduction to societ- Goals The Nanovic Institute for European Studies is dedi- na, Japan, Korea, Vietnam, and Indonesia. Students ies and cultures of South Asia (including India, cated to broadening the students’ learning experience who are contemplating graduate study in a particular Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, by bringing Europe to Notre Dame, by supporting area of the world or a career in international busi- and the Maldives). Emphasis will be on the Indian teaching and scholarship, and by cultivating global ness or government—or those who are merely curi- subcontinent. ous—are well served by the Minor in Asian Studies. perspectives. Through grants and programs, films, and cultural events the Institute provides an interdis- It provides a well-rounded introduction to a par- ASIA 30302. Culture and Conflict in the Pacific ticular area in the world’s most populous continent. (3-0-3) McDougall ciplinary home for undergraduate students, graduate The Minor in Asian Studies is a very appropriate ac- In recent years, many Pacific societies have been students, and faculty to explore the evolving ideas, companiment to majors in Anthropology, East Asian unsettled by conflict, military coups, crises of law identities, institutions, and beliefs that shape Europe Languages and Literatures, History, Political Science, and order, struggles for land rights, and battles over today. nuclear testing. This course introduces students to or other Arts and Letters departments. Minor This interdisciplinary minor requires four courses in the diverse cultures of the Pacific by examining some Administered by the Nanovic Institute, the European Asian Studies (12 units) from at least three different of these contemporary conflicts in historical perspec- Studies minor takes an interdisciplinary approach departments and at least one full year of a relevant tive. Topics of particular interest are indigenous to the study of Europe. Students take courses in a Asian language. In the senior year, students write rights, relations between indigenous people and variety of fields, such as politics, history, econom- a capstone project under the direction of a faculty migrants, and the role of outside powers in Pacific Is- ics, literature, culture, theology, and philosophy. member affiliated with the Center and overseen by land states. In addition to examining the indigenous Language is also an essential element of the minor. the director of the Center for Asian Studies. cultures of the Pacific, we will compare and contrast Faculty advisors help students design their program Students should meet with the Director of the societies in which indigenous islanders are disenfran- in European Studies. Special events and programs Center for Asian Studies as early as possible in their chised minorities (as in Hawaii, New Zealand, and are organized to benefit students enrolled in the pro- academic career to plan their courses wisely. They Australia) and those societies in which they are the gram. Students completing the minor will receive a should also meet with her each semester to select ap- dominant majority (as they are in Fiji and Solomon certificate at graduation. proved courses. Islands). Student Support Requirements: ASIA 33302. Human Rights Environment and Each semester the Nanovic Institute offers research • 12 units, Asian Studies courses, from at least 3 Development: In South Asia and travel grants for undergraduates. The Institute different departments (3-0-3) Qazilbash also offers support for students wishing to go to Eu- • 1 year relevant Asian language The course, with the help of real world cases, will rope to pursue internships, language study, and other • 3 units, capstone project identify that the issues of development, human educational endeavors. Students hoping to pursue rights, and the protection of the environment are careers in international affairs, business, the Foreign ASIA 20004. Islamic Societies of the Middle of great importance to all of human society. They Service, or who simply are curious about Europe East and North Africa: Religion, History, and assume critical importance in South Asian countries should consider becoming a European Studies minor Culture where the issues are intricately linked to complex and/or applying to the Nanovic Institute for support. (3-0-3) Afsaruddin socio-political and economic factors. This course is an introductory survey of the Islamic For more information, interested students should At first glance, development would appear to be societies of the Middle East and North Africa from consult the Institute’s website: www.nd.edu/ instrumental, the prime vehicle for promoting the their origins to the present day. It will deal with the ~nanovic. realization of human rights, in particular economic history and expansion of Islam, both as a world re- rights such as the right to an adequate standard of ligion and civilization, from its birth in the Arabian Irish Studies living, the right to work, the right to social security, Peninsula in the seventh century to its subsequent right to education, the right to food and to the right Director: spread to other parts of western Asia and North to housing. Environmental preservation and reha- Christopher Fox Africa. Issues of religious and social ethics, political bilitation also should be achieved through develop- governance, gender, social relations and cultural ment. It is a sad fact however, that the development The Keough Institute for Irish Studies provides stu- practices will be explored in relation to a number projects in the South Asian countries have overtaken dents with a unique opportunity to explore Ireland’s of Muslim societies in the region, such as in Egypt, poverty as the single largest cause of human rights extraordinary tradition in literature (in both the Morocco, and Iran. The course foregrounds the violations and environmental degradation. Many English and Irish languages) and distinctive historical diversity and complexities present in a critical area of development projects that should have brought development, including its influence on the his- what we call the Islamic world today. well-being to local populations have, in fact, brought tory of the United States. The Irish Studies faculty violations of human rights and environmental deg- includes leaders in several fields, including English, radation. history, film, and Irish language and literature. The Irish Studies Program also organizes a calendar of 358

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intellectual and cultural activities in which under- IRST 20103. Intermediate Irish tempo, and 150 years later, it can still be heard in graduates are encouraged to participate; recent visi- (3-0-3) McKibben Bono’s gravelly tones and nostalgic lyrics. This course tors to campus have included Seamus Heaney and Prerequisite(s): See online Course Catalog for details. focuses on four cities intimately connected through John Hume, both Nobel Prize winners, and other Continuation of the study of the Irish language with literature, art, music and film. It will study both leading Irish writers and public figures. increased emphasis on the ability to read 20th-cen- their tense political and social relationships with tury literary work in the original Irish. one another as well as their idiosyncratic cultures Minor and geographies (including their landmarks, streets, The core of the program is a minor in Irish Stud- IRST 20105. Old Irish transportation and water systems, etc.), and will ies. The minor helps students develop their un- (3-0-3) McQuillan think about the resonance of these cities histories on derstanding of Irish society, culture, and politics The aim of this course is to enable students with no global, contemporary culture. through both course work and firsthand experience previous knowledge of Irish, medieval or modern, of Ireland. To qualify for the minor, students must to take the first steps towards acquiring a reading Readings include selections from Baudelaire and (a) demonstrate proficiency in Irish language (by tak- knowledge of Old Irish. By “Old Irish” is meant con- Apollinaire, works by Padraic O Conaire, Joseph ing IRST 10101, 10102, and 20103); (b) complete ventionally the language of the seventh and eighth Conrad, James Joyce, Liam O’Flaherty, Samuel four three-credit Irish Studies courses (mainly in the centuries AD. The emphasis will be on reading texts Beckett, Virginia Woolf, Elizabeth Bowen, John fields of history; English; Irish language and litera- in the original language by means of a detailed exam- Banville, and Michael McLaverty, and selected po- ture; film, television, and theater; or anthropology), ination of the grammatical structure of the language. ems from Seamus Heaney, John Montague, Derek and (c) write a capstone essay in their senior year We will also, however, give some consideration to Mahon, and Ciaran Carson. Photos, paintings and that links the minor with their major. Qualifying aspects of the literary and cultural contexts in which song lyrics will supplement the readings, and there courses are listed in the Schedule of Classes under our texts were composed. The texts we will use have will also be a few movie showings. Course require- IRST; the list is available each semester from 422 yet to be decided. ments include class participation, weekly quizzes, Flanner Hall. one 10–12 page paper, and a midterm. IRST 20201. Stage Irish:The Irish in Plays Dublin Program (3-0-3) IRST 20401. The Irish Military Tradition The home of the Dublin program is the Keough- A study of representations of the Irish drama in the (2-0-3) Notre Dame Centre in O'Connell House in the 19th and 20th centuries. Corequisite(s): IRST 22401 historic heart of Ireland’s capital. Each semester, A study of the history and culture of “Fighting Irish” some 35 Notre Dame students enroll for courses in IRST 20229. Twentieth-Century Irish and military tradition from medieval through modern the Centre and at Trinity College Dublin, University Native-American Literature: When We were times. College Dublin, and the National College of Art and Noble Savages Design. The program includes several field trips and (3-0-3) Dougherty-McMichael IRST 20403. Irish-American Experience (3-0-3) a variety of social and cultural activities. Students From the outset of colonization in both Ireland and taking the Minor in Irish Studies have a distinct North America, literature was employed in similar Corequisite(s): HIST 22610 advantage when applying for this highly competitive fashion to romanticize, demonize and, more often For sophomores only. This course will examine the program. than not, silence Irish and Native American cultures. history of the Irish in the United States. Today, with the surge in post-colonial literatures, IRST 20512. Culture and Politics in Northern Irish Internships Irish and Native American literatures have found The Keough Institute for Irish Studies annually new voices that look to the past in order to explore Ireland (3-0-3) Smyth awards Keough Irish Internships, which place under- the present. Instead of romanticizing cultural memo- This course explores the politics of culture, and graduates in internship positions in Dublin relating ries, these authors subvert and challenge heroic the cultures of politics, in the North of Ireland to Irish politics and commerce, culture, and society. representations while dispelling stereotypes. Together during the 20th century. Using a multiplicity of In the past, students have been placed in the Irish these separate literary traditions intersect and di- genres-drama, fiction, poetry, film, painting and parliament, government departments, the Irish Film verge, challenging accepted perspectives of history documentary material-we will unravel the history Centre, and various social service organizations. The and culture while blending stories with oral tradi- behind partition, the causes of the Troubles, and Internships last for a period of seven weeks. Two In- tion, popular history and pop culture. the nature of the conflict. Among the key moments ternships are reserved for students taking the Minor With these intersections in mind, we will explore an or events upon which we will concentrate are: The in Irish Studies. array of literature from both Irish and Native Ameri- Somme, the sinking of the Titanic, Bloody Sunday, For further information, students should consult can traditions, from novels to poetry to film. We will the hunger strikes, Drumcree, the Anglo-Irish Agree- Prof. Christopher Fox, director; telephone 631‑3555. look at a variety of authors including Flann O’Brien, ment, and the Shankill Butchers. Certain key themes Nuala Ni Dhomhnaill, Eilis Ni Dhuibhne, Leslie will stretch through our semester’s work. Among RST 10101. Beginning Irish I Marmon Silko, Sherman Alexie, and Simon Ortiz. these are: sectarianism; the relationship between (3-0-3) Ô Conchubhair Requirements include a midterm exam, one short violence and culture; the role of religion in the state; An introduction to modern spoken and written Irish: paper (3‑ pages), one longer paper (8–10 pages), and borders; hatred; identity; and issues of social and basic principles of grammar and sentence structure, a presentation. political justice. Some of the writers whose work we as well as core vocabulary. Emphasis is placed on the will read are: Seamus Heaney, Frank McGuinness, application of these principles in everyday situations. IRST 20230. City Streets, City Beats: Belfast, Sam Thompson, John Montague, Seamus Deane, Dublin, London, and Paris from Baudelaire to Eoin MacNamee, Bernard MacLaverty, Bernadette IRST 10102. Beginning Irish II Bono Devlin, and Thomas Kinsella. This class is discus- (3-0-3 Arbery (3-0-3) Ô Conchubhair sion-based, and will involve student presentations As one of the most dominant themes of modernity, Prerequisite(s): See online Course Catalog for details. and engaged participation. The second of three courses in Irish; see preceding the city figures as a poster child of trendsetters, for description of program. go-getters, floozies, and philanderers. It is the embodiment of shabby chic. Wherever there is couture there are cutthroats, and if there is a ballroom there is bound to be a bordello. Baudelaire’s Paris sets the tone for the modern cities fast-paced but staggering 359

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IRST 20518. Anglo-Irish Literature: The IRST 30203. Victorian Empire Writing IRST 30222. Culture and Politics in Northern Cultured Misrule of Dissolute Lords and Rebel 1868–1901 Ireland Countesses (3-0-3) (3-0-3) Smyth (3-0-3) Witek An exploration of the empire as theme in selected This course discusses the literature of Northern An examination of Irish Identity through an intro- Irish writers of the late 19th century. Ireland and how it reveals the culture and politics of duction to the literature, both historical and contem- Northern Ireland. porary, of Anglo Ireland. IRST 30204. Northern Irish Writing and Politics (3-0-3) IRST 30301. Women in Irish Oral Tradition IRST 20528. Folklore in Irish Literature A study of Irish writers in the North since the (3-0-3) (3-0-3) Henigan Troubles began in the 1960s. This course will explore oral verbal art in Irish and A close reading of traditional Irish myths, tales, English, through transcribed texts, sound recordings songs, customs, rituals, and beliefs. IRST 30205. Modern Irish Drama and film, paying particular attention to depiction of (3-0-3) and performances by women, and offering gendered IRST 21601. Irish and American Tap Dance Dramatic representations of the Irish “character” and readings of the material studied. (1-0-1) the Irish nation from the end of the 19th century This course will teach a range of fundamental steps. through the 20th. Includes Yeats, Lady Gregory, IRST 30371. Introduction to Irish Writers O’Casey, Shaw, and Synge. (3-0-3) IRST 22401. The Irish Military Tradition— Corequisite(s): ENGL 22514 Tutorial IRST 30206. Writing in Northern Ireland W.B. Yeats, Elizabeth Brown, Bram Stoker, J.M. (0-1-0) (3-0-3) Synge, Seamus Heaney, and Medbh McGuckian. Corequisite(s): IRST 20401 This course explores the politics of culture, and the Co-requisite tutorial for The Irish Military cultures of politics, in the North of Ireland during IRST 30404. Irish History I Traditions. the 20th century. (3-0-3) Smyth Irish political history from the beginning of the IRST 30105. The Irish in Their Own Words IRST 30207. Anglo-Irish Literature Tudor Reconquest to the enactment of the legislative (3-0-3) (3-0-3) union in 1801. Attention is given to colonization, This course is designed as an introduction to the An examination of Irish Identity through an intro- religious conflict, the Ulster Plantation, political and literature of Medieval Ireland. The manner in which duction to the literature, both historical and contem- constitutional reactions to British government poli- such texts shed light on the nature of medieval Irish porary, of Anglo Ireland. cies, and the rise of Protestant patriotism. society will be examined. IRST 30208. Writing and Politics in Northern IRST 30405. Irish History II IRST 30106. Irish Poetry in Translation: Ireland (3-0-3) 1880–2000 (3-0-3) Irish political history and Anglo-Irish relations from (3-0-3) This course explores the politics of culture, and the 1801 up to and including the current conflict in This course will examine poetry written in Irish cultures of politics, in the North of Ireland during contemporary Northern Ireland. Attention will be from the early days of the Gaelic Revival up to the the 20th century. given to religious conflict, the development of ro- very recent past. No previous knowledge of Irish is mantic and revolutionary nationalism, the changing required. IRST 30209. Irish Fiction, 1945–2001 nature of Anglo-Irish relations, the Irish-American (3-0-3) dimension, and the special problems of the North. IRST 30107. The Hidden Ireland: Themes and A study of major Irish writers since World War II. Issues in Eighteenth-Century Irish Poetry (3-0-3) O’Buachalla IRST 30406. Northern Ireland since 1920 IRST 30210. Irish Writing, 1600–2000 (3-0-3) The Hidden Ireland denotes both a book and a (3-0-3) This course examines society and politics in North- concept. The book was written by Daniel Corkery A survey of major writers over the last four centuries. ern Ireland from the partition of Ireland to the cur- in 1924 and was an immediate success as it encapsu- rent, increasingly unstable peace process. lated a version of Irish history that had not hitherto IRST 30211. Irish Gothic/Union to Troubles been available to the general public; it is still con- (3-0-3) An exploration of the ways in which Irish literature, IRST 30407. The Fighting Irish since 1534 sidered to be a classic of its kind. The concept pro- (3-0-3) both historical and contemporary, uses ghosts, moted the notion that history should emanate from This course will focus on the cult of the “Fighting vampires, demons, and rebels to grapple with threats “below” and should not be confined to the elites and Irish” in history, literature, art, iconography, film, facing Irish society. governing classes. Both book and concept have had a and media. Lectures and readings will deal primarily profound impact on our understanding of Irish iden- with the period between the Reformation (1534) IRST 30213. Imprisonment in Irish Literature tity, Irish history and Irish literature. This course will and the Irish Civil War (1922–23). examine the book in depth and utilitze it to open a (3-0-3) window on the hidden Ireland of the 18th century. The theme of imprisonment in 19th-century Irish writing. IRST 30408. Nineteenth-Century Ireland The cultural, historical, and literary issues raised by (3-0-3) the book will be studied in the context of the poetry Drawing on monographs and general studies, this of the period. Poetry will be read in translation. IRST 30214. Twentieth-Century Irish Literature (3-0-3) course invites students to consider how different The cultural and political factors that have shaped social groups experienced the profound changes that IRST 30202. Crime and Progress in the transformed 19th-century Ireland. Nineteenth-Century British Novel Ireland’s extraordinary literary achievement, paying (3-0-3) particular attention to Irish Decolonization and Violence and social change, sexuality, economics, the Northern Troubles. Readings from Shaw, Yeats, and politics in novels written in Ireland and Britain Joyce, Bowen, Friel, Heaney, and Deane. during the last half of the 19th century. 360

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IRST 30501. Folklore, National Culture, Irish IRST 40219. Modern Irish Drama will explore the main documentary sources in trans- History (3-0-3) lation-mythological and historical, ecclesiastical and (3-0-3) In this course, we will study both the drama pro- secular-as well as discussing the importance of the This course will explore the idea of folklore within duced by the playwrights of the Irish literary renais- archaeological evidence. the history of ideas and will examine the relation- sance-Yeats, Synge, Lady Gregory, and O’Casey-and ships between folklore and popular culture and the political struggle for Irish independence that was IRST 40411. Ideology, Poetry, and Politics in between folklore and modernity in Ireland. taking place at the same time. Ireland (3-0-3) IRST 30502. Irish Traditional Culture IRST 40220. Passing and Fictions of Race This course is a broad-based exploration of Ireland (3-0-3) (3-0-3) and her neighbors from the 8th century to the 16th. To examine Irish peasant culture, this course will fo- A close analysis of how notions of “race” are explored cus on the materials accumulated by folklorists since in Anglo and Anglo-Irish literature. IRST 40412. Late Medieval/Early Modern the late 19th century. Ireland IRST 40221. Anglo-Irish “Gothic” (3-0-3) IRST 30602. Irish Traditional Music (3-0-3) This course offers new perspectives on the struggle (0-0-3) An interpretation of the uses of the uncanny and for mastery in Ireland from 1470 to 1660. The most This course examines the historical background of the supernatural in Anglo-Irish fiction of the 19th important effect of these contending conquests was the instrumental and song traditions; musical style century. Readings will include ghost stories as well the way they shaped the diverse responses of the na- and its relationship to specific musicians and regional as Gothic and “Big House” fiction (some of it in tive Irish, ranging from accommodation and assimi- traditions; performance practice; and the social and English disguise). lation to outright rebellion and national war. cultural context of “the music.” IRST 40222. Culture and Politics in Northern IRST 40413. Ethnic Conflict to Northern IRST 30603. National Cinema: Irish Cinema/ Ireland Ireland Culture (3-0-3) (3-0-3) (3-2-3) What the literature of Northern Ireland reveals about A history of the Troubles. Corequisite(s): FTT 31232 the culture and politics of Northern Ireland. This course examines the films of ireland and other IRST 40414. The Vikings countries to reveal their distinctive styles, stories, and IRST 40223. Versions of the Gothic (3-0-3) visual and narrative techniques. (3-0-3) Discussion will be based on medieval primary A survey of Gothic fiction in England and Ireland sources from England, Ireland, France, and Russia. IRST 31603. National Cinema: Irish Cinema/ from the mid-18th century to the Victorian Age. Scandinavian life at home and the possible reasons Culture Lab for migration will also be considered, as background (0-1-0) IRST 40224. Contemporary Irish Drama to the more exciting events abroad. The importance Corequisite(s): IRST 30603 (3-0-3) of archaeological evidence (including art), and mod- Co-requisite for 30603 This course explores the drama produced by Irish ern treatments of Vikings in film and literature, will playwrights during the latter half of the 20th also be included. IRST 40215. Visits to Bedlam century. (3-0-3) IRST 40503. Archaeology of Ireland Literary, medical, and social views of madness in the IRST 40304. Poetry and Politics in Early (3-0-3) Chesson 16th through the 19th century. Modern Ireland 1541–1688 This course examines the cultural and historical (3-0-3) O’Buachalla trajectory of the archaeology of Ireland through a IRST 40216. Irish and British Literature The political poetry of the period 1541-1688 will be series of richly illustrated lectures, organized chrono- 1790–1815 discussed and analyzed against the historical back- logically, that trace cultural, social, and technological (3-0-3) ground. The primary focus will be the mentality of developments from the Neolithic through the Viking Burke, Paine, Godwin, Wordsworth, Edgeworth, the native intelligentsia as it is reflected in the poetry period. Integrated with this lecture series, and run- and Scott in the context of the French Revolution and as it responded to the momentous changes of ning concurrently on alternate days, will be a series and the Irish political situation at the end of the the period. The origins and rise of the cult of the of seminar and discussion classes focused upon a 18th century. Stuarts will be examined and the historiography of number of anthropological and archaeological issues the period will be assessed. related to each of these periods of time. This includes IRST 40217. Anglo-Irish Identities 1600–1800 the emergence of the unique systems of communi- (3-0-3) IRST 40409. Elizabethans and Their World ties, and the development of systems of metallurgy Observers of the political and cultural problems that (3-0-3) in the Iron Age. Other classes will touch upon the continue to plague relations between the modern This course aims to set the work of the great fig- topics of regionalism and identity and contact at dif- Irish State, six counties in the north of Ireland, and ures of the Elizabethan Renaissance- Shakespeare, ferent periods of time, mortuary practices and ritual, Great Britain cannot fail to note that the unresolved Spenser, and Sidney-in their larger cultural and intel- and discussion of village life in ring forts during the differences that have festered over the last two hun- lectual context, such as political commentaries, social Bronze Age. dred years had their roots in the traumas of the pre- polemics, historical works, crime writing, religious ceding centuries of English colonialism in Ireland. exhortations, ballads, engravings, and maps, which IRST 40540. Conflict and Consensus in Focusing on that crucial period in Irish history, this made up the Elizabethans attempts to comprehend Twentieth Century Ireland course will explore the complex and contested cul- and control their perilously changing world. (3-0-3) tural, political, and ideological identities of a group Prerequisite(s): See online Course Catalog for details. we have come to call the Anglo-Irish. IRST 40410. Medieval Ireland This course examines the government and politics (3-0-3) of the Republic of Ireland and Northern Ireland IRST 40218. Studies in Six Irish Writers This course comprises a survey of the history and through the lenses of democratization, state-de- (3-0-3) culture of the Irish and the other Celtic peoples from velopment, nationalism, and unionism. Among W.B. Yeats, Elizabeth Brown, Bram Stoker, J.M. the Neolithic era to approximately AD 1500. We the themes covered in the course are: the British Synge, Seamus Heaney, and Medbh McGuckian. and Irish national questions; religion, ethnicity, 361

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and nationalism; the partition of Ireland and its IRLL 20105. Old Irish a variety of courses, campus activities, internships, consequences; the constitutional development and (3-0-3) McQuillan and firsthand overseas learning experiences. Through democratization of an independent Ireland; devolved The aim of this course is to enable students with no the Kellogg Institute, the program offers a calendar government and control in Northern Ireland; the previous knowledge of Irish, medieval or modern, of cultural events, summer research and internship party systems in Northern Ireland and the Republic to take the first steps towards acquiring a reading grants, current affairs panels and regular talks on of Ireland; and the consequences of British direct knowledge of Old Irish. “Old Irish” is meant con- Latin America by Notre Dame faculty and visiting rule. ventionally the language of the seventh and eighth lecturers. In addition, the institute brings several centuries AD. The emphasis will be on reading texts visiting fellows each semester who are from Latin IRST 40605. Irish Film and Culture in the original language by means of a detailed exam- America or who specialize in the region; these Fel- (3-0-3) ination of the grammatical structure of the language. lows visit classes and meet with students. Corequisite(s): IRST 41606 We will also, however, give some consideration to The core of the program is a minor in Latin Amer- A study of Irish film. aspects of the literary and cultural contexts in which ican Studies. The minor aims to give students well- our texts were composed. The texts we will use have rounded training that complements their major area IRST 41606. Irish Film and Culture Lab yet to be decided. (0-1-0) of study and to make this training easily recognized Corequisite(s): IRST 40605 IRLL 30107. The Hidden Ireland on a graduating student’s transcript. To qualify for Required for IRST 40605 Irish Film and Culture. (3-0-3) O’Buachalla the minor, students must demonstrate proficiency in The Hidden Ireland denotes both a book and a Spanish or Portuguese (through two courses at the IRLL 10101. Beginning Irish I concept. The book was written by Daniel Corkery University or advanced placement), and complete (3-0-3) Ô Conchubhair in 1924 and was an immediate success as it encap- five courses on Latin America that are distributed No prior knowledge of the Irish language required. sulated a version of Irish history which had not across at least three departments, with the option of This course provides an enjoyable introduction to hitherto been available to the general public; it is still writing a senior essay. modern Irish. Energetic teachers in small classes considered to be a classic of its kind. The concept Qualifying courses are listed each semester in the teach basic language skills and prepare students to promoted the notion that history should emanate conduct conversations and read authentic texts. Ex- Schedule of Classes under LAST. They include from “below” and should not be confined to the Contemporary Latin American History, Economic tensive use is made of role-play and interactive teach- elites and governing classes. Both book and concept ing methods. Irish 10101 is a superb opportunity to Development of Latin America, Latin American have had a profound impact on our understanding Politics, Liberation Theology, Sociology of Devel- learn a new language, explore Irish/Celtic culture, of Irish identity, Irish history, and Irish literature. and investigate the linguistic politics of the only mi- opment, and Spanish-American and Brazilian This course will examine the book in depth and uti- Literature. The program offers the John J. Kennedy nority language offered at Notre Dame. In addition lize it to open a window on the hidden Ireland of the to satisfying the language requirement of the College Prize annually for an outstanding senior essay deal- 18th century. The cultural, historical, and literary ing with a Latin American topic. The summer re- of Arts and Letters and the College of Science, Irish issues which are raised by the book will be studied in satisfies the popular Irish Studies minor’s require- search grants are offered through Kellogg to students the context of the poetry of the period. Poetry will after their junior year to encourage undergraduates ments, and selected students will have an opportu- be read in translation. nity to study in Dublin, Ireland. to undertake original research on international subjects. The summer internships aim to provide IRLL 30301. Women in Irish Oral Tradition undergraduates real-world experience in dealing with IRLL 10102. Beginning Irish II (3-0-3) Latin American issues. The summer fellowships offer (3-0-3) Ô Conchubhair Oral tradition offers individuals and communities freshmen and sophomores the opportunity to engage Prerequisite(s): See online Course Catalog for details. ways of constructing and maintaining identity, often in initial exploratory projects in Latin America. For Second semester of instruction in the Irish language. against considerable external pressure. This course more complete information about courses that qual- More emphasis will be placed on reading simple texts will explore oral verbal art in Irish and English ify each semester for the minor degree, the calendar in Irish. through transcribed texts, sound recordings, and of events or the summer research and internship film, paying particular attention to depiction of and competitions, please consult the LASP Web page at IRLL 13186. Literature University Seminar performances by women, and offering gendered (3-0-3) McKibben www.nd.edu/~kellogg/LASP, or call Holly Rivers, readings of the material studied. The Hidden Ireland denotes both a book and a academic coordinator, at 631‑6023. concept. The book was written by Daniel Corkery IRLL 40304. Poetry and Politics in Early in 1924 and was an immediate success as it encapsu- LAST 10501. Intensive Beginning Quechua Modern Ireland, 1541–1688 (6-0-6) lated a version of Irish history that had not hitherto (3-0-3) O’Buachalla been available to the general public; it is still con- Designed for highly motivated students, this inten- sidered to be a classic of its kind. The concept pro- The political poetry of the period 1541–1688 will sive language course meets five days a week, covers moted the notion that history should emanate from be discussed and analyzed against the historical back- material of LLRO 10101 and 10102, and counts as “below” and should not be confined to the elites and ground. The primary focus will be the mentalite of two courses. Along with the acquisition of language governing classes. Both book and concept have had a the native intelligentsia as it is relfected in the poetry skills, LLRO 10115 emphasizes the active use of spo- profound impact on our understanding of Irish iden- and as it responded to the momentous changes of ken Quechua in context. tity, Irish history, and Irish literature. This course the period. The origins and rise of the cult of the will examine the book indepth and utilize it to open Stuarts will be examined and the historiography of LAST 20000. Black Music, World Market (3-0-3) a window on the hidden Ireland of the 18th century. the period will be assessed. Slavery and the coerced migration of Africans to the New World left a multitude of popular musical styles IRLL 20103. Intermediate Irish Latin American Studies (3-0-3) McKibben Program from black peoples (and others) on both sides of the Prerequisite(s): See online Course Catalog for details. Atlantic. This course is an examination of the diver- Director: Continuation of the study of the Irish language with sity of popular black musics on a global scale. Edward Beatty increased emphasis on the ability to read 20th-century literary work in the original Irish. This program promotes opportunities for students to deepen their understanding of the region through 362

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LAST 20001. Societies/Cultures of Latin LAST 30100. Economic Development of Latin LAST 30204. Colonial Latin America America America (3-0-3) (3-0-3) (3-0-3) Ros This course provides an introduction to the major This course introduces students to the diverse cul- An examination of the roots of dependence in Latin themes of Latin-American colonial history, includ- tures and societies of Latin America through histori- America. An analysis of the key problems of eco- ing the discovery, conquest, and settlement of the cal, ethnographic, and literary study. Contemporary nomic development and the policies prescribed for New World, the institutional framework established issues of globalization, violence, and migration will their solution. by the Iberian countries to advance their economic, preoccupy the discussion of Central and South political, and religious interests in the region, and America and the Caribbean today. LAST 30200. Modern Mexico various aspects of Latin-American society and culture (3-0-3) until independence in the early 19th century. LAST 20150. Latino Poetry This course examines the complex nation that is (3-0-3) Mexico in the 20th century, its challenges and its LAST 30300. Latin American Politics Close readings of prominent contemporary Latino prospects. Focusing primarily on the period since (3-0-3) poets. 1870, we will study the social, economic, political, How and why are Latin-American politics distinct? and cultural forces that have shaped the history of What are the major challenges facing Latin America LAST 20400. Studies in Spanish-American the United States’s southern neighbor. as it enters the new millennium? The course will ad- Culture dress these and other questions by exploring several (3-0-3) LAST 30201. Indigenous and Colonial Mexico themes in the first half of the course. These topics An introduction to the scope and variety of Spanish- (3-0-3) Beatty include culture, the role of the Catholic Church, American culture. Readings at an intermediate level This course investigates the history of Mesoamerica democracy, economic development, and the envi- in history, art, culture, and society. from the Olmec, Mayan, and Aztec societies to ronment. With the concepts used to examine these Mexico’s independence from Spain after 1800. It will themes, we will spend the latter part of the course LAST 20500. Conversation and Composition: examine the nature of several indigenous societies, examining the cases of three Latin American coun- Afro-Brazilian Culture their conquest and domination by Europeans, post- (3-0-3) tries in comparative perspective. We will focus on conquest debates concerning Indians’ nature and co- Chile, Brazil, and Mexico. This course explores cultural perspectives on Brazil lonial Indian policy, the structure of colonial society, through a wide variety of sources, including literary, including relations between Indians, Africans, and sociological, and historical texts, feature films, mu- LAST 30301. Latin-American Politics and Europeans, Catholic conversions and the role of the Economic Development sic, and news reports. Topics for discussion include Church, and finally the causes of independence. We (3-0-3) race relations in Brazil, Afro-Brazilian culture and will use readings, lectures, discussions, archeological During the past few decades, Latin America has identity, and Brazil’s contemporary relations with evidence, film, and literature throughout the course. undergone deep political and economic change. Africa. Oral and written assignments aim at perfect- Students need not have any background in Latin- The patterns of political polarization and the imple- ing students’ proficiency in speaking, reading, and American history. mentation of import substitution industrialization writing. This course reviews major concepts of Por- models that characterized the region were altered by tuguese grammar in context and provides practical LAST 30202. The Emergence of Nations in the emergence of bureaucratic authoritarian regimes. exercises in diction and vocabulary building. Course Latin America From the 1980s on, Latin-American nations sought conducted in Portuguese. (3-0-3) Jaksic to reinstall democracy and promote economic devel- This course provides an introduction to the major opment, yet the paths they followed to those ends LAST 27500. Topics in Afro-Luso-Brazilian themes of 19th-century Latin-American history. It have been quite diverse, as have their achievements. Cultures provides an overview of the colonial background to This course examines those divergent paths during (3-0-3) the independence struggle that engulfed the region This course explores cultural perspectives on Brazil the past four decades. After introducing students in the early part of the century, describes the motiva- to some contextual information on the region, the through a wide variety of sources, including literary, tions, and in many cases reluctance, of the colonies sociological, and historical texts, feature films, mu- course will examine the different roads to democratic to disengage from the Spanish empire, and the lega- breakdown, the emergence of authoritarian regimes, sic, and news reports. Topics for discussion include cies and opportunities for the construction of a new race relations in Brazil, Afro-Brazilian culture and and the contrasting paths to redemocratization and social, political, and economic order in the region. development. identity, and Brazil’s contemporary relations with The course examines the influence of regionalism in Africa. Oral and written assignments aim at perfect- the emergence of the new nations, and pays particu- ing students’ proficiency in speaking, reading, and LAST 30302. International Relations of Latin- lar attention to the impact of liberalism on social, America writing. This course reviews major concepts of Por- political, and economic structures in the region. (3-0-3) tuguese grammar in context and provides practical This course is based on the commonly accepted as- exercises in diction and vocabulary building. Course LAST 30203. History, Politics, and Society of sumption from theories of political realism that the conducted in Portuguese. Chile United States successfully has exercised hegemony (3-0-3) over the Western Hemisphere since the beginning of LAST 30001. Caribbean Diasporas An introduction to the formation and development the 20th century. The first topic to be considered is (3-0-3) of Chilean national society. The course begins by what tactics were used to consolidate that hegemony This course explores the transnational orientations examining the colonial period and the struggle for and how the “face of hegemony” evolved during the and the multidimensional consequences of move- independence. It then focuses on 19th and 20th cen- 1900s up until the present day. This will involve ment from the Caribbean as it affects sites in Miami, tury issues such as the consolidation of the central an examination of the history of hemispheric rela- London, Paris, or Brooklyn as well as Havana, state, the development of democracy, the creation of tions with an emphasis on the political, economic, Jamaica, Haiti, or Belize. Readings include works of the party and electoral systems, economic cycles of and cultural aspects of Washington’s strategy. The ethnography, fiction, and history that pose questions growth and stagnation, the breakdown of democracy examination assumes that great powers attempt to about how the construction and reconstruction of in 1973, the Pinochet dictatorship, and the return to control the behavior of less powerful countries in family bonds, community identity, religion, political democracy in the 1990s. Class lectures and discus- their sphere of influence, and one should not be power, and economic relations will be treated in the sions will include relevant comparisons with other surprised to find such a situation. The second half of domestic and the global context. Latin-American and even European countries. the semester deals with some discrete situations or 363

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issues within the hemisphere: economic integration LAST 30308. Latin American Politics LAST 30600. From Power to Communion: efforts such as NAFTA, CAFTA, and MERCOSUR; (3-0-3) Toward a New Way of Being Church Based on the role of petroleum (particularly as regards Venezu- This course is an introduction to Latin-American the Latin-American Experience ela); the drug issue; developments relating to the US politics. Thematically, we will focus on two of the (3-0-3) Mexican border; the long-standing Castro regime in great issues facing this region of the world at the end This seminar explores the present and the future Cuba; and the foreign policies of individual Latin- of the 20th century: democratization and strategies of the Catholic Church, placing emphasis on how American countries (particularly Brazil and Mexico). for promoting economic development. After spend- its future is foreshadowed in the growing ecclesial There will be two written examinations plus a final ing the first part of the course examining these two interdependence that exists between the churches one and one paper and/or class presentation. issues in a broad way, we will then analyze these same of North and Latin America. Emphasis is placed issues, but focused on Brazil, Chile, and Mexico. on the growing involvement of the laity in Latin LAST 30304. Politics and Violence in Latin America and where this may lead the North Ameri- America LAST 30309. Latin American Development can church. In a particular way, attention is given to (3-0-3) and Politics the role of small Christian communities. This course examines the political, historical, and (3-0-3) Lies economic context of violence in Latin-American Latin American countries face many challenges, LAST 40000. Race, Ethnicity, and Power countries, and the significance of violence in Latin- some inherited from Spanish and Portuguese co- (3-0-3) American politics today. lonial rule, some created by today’s globalization, Presents a review and discussion of social scientific and some common to all developing countries. This research concerning the nature of race and ethnicity LAST 30305. Current Events of Latin America course examines to several Latin American countries and their expression as social and cultural forces in (3-0-3) have responded to the most important of these chal- the organization of multiethnic societies. The focus This course analyzes the main challenges that Latin lenges: how to build a state that can maintain order is multidisciplinary. America has tackled for the past few years. After at home and stay at peace with its neighbors, how to introducing students to some basic concepts and form legitimate governments that can pass needed LAST 40001. Aesthetics of Latino Culture contextual information on the region, the course laws, how to ensure that citizens have political rights (3-0-3) explores the various social, economic, and political and a say in the political process, how to promote This course analyzes the philosophy and principles events that Latin-American countries have con- industrialization and economic growth, and how underlying the social and political aspects of Latino fronted as well as the different ways in which they to achieve a more equal distribution of wealth and art. have responded to these challenges. The course also ensure that basic human needs are met. incorporates an analysis of some of the “unsolved” is- LAST 40002. Latino Image in American Films sues of the region, such as environmental protection LAST 30400. Survey of Spanish-American (3-0-3) and sustainable development, gender quality, and Literature I This course traces the historical depiction of Chica- ethnic minority rights. (3-0-3) Anadon nos, Mexicanos, Puerto Ricans, Cubans, and other A general introduction to and survey of major works Latinos in Hollywood-made movies. Cinematic LAST 30306. Political Economy of Latin of colonial and 19th-century literature up to plots, roles, and motifs from the earliest of silent America modernism. films through the onset of the 1980s are examined (3-0-3) to explore the changing physical, social, and cultural This course analyzes the political bases of the devel- LAST 30401. Survey of Spanish-American definitions of Latinos in the United States. All films opmental and distributive strategies pursued by sev- Literature II and filmmakers are considered within their histori- eral Latin-American countries in the post-World War (3-0-3) cal context. Though the main object of study is the II period, and the relationship between economic A survey of literary trends and major figures in mod- Latino image, the course also surveys corresponding crises in the region and political change. Topics ern Spanish-American literature from 1880 to the images for other ethnic minority groups. covered include the rise and fall of import-substitut- present. Readings of selected texts in prose, poetry, ing industrialization, the economic stabilization and and theatre. LAST 40003. Human Rights in Latin America recovery policies undertaken by politically repressive (3-0-3) regimes, and the challenges and opportunities pre- LAST 30402. Nations in Motion: Latino/Latina Prerequisite(s): See online Course Catalog for details. sented to democratic governments in the 1980s and Literature in the United States This course takes the concept of international hu- 1990s to implement a neo-liberal economic order. (3-0-3) man rights as the framework to explore contempo- This course focuses on the analysis of literary works rary cultural, economic, and political debates about LAST 30307. US-Latin American International by Mexican-American, Cuban-American, Puerto identity, culture, and society in Latin America. We Relations Rican, and Dominican-American authors. Some will review the civil and political rights, the social (3-0-3) Hagopian reading knowledge of Spanish recommended. and economic rights, and the indigenous people’s This course examines the international relations of rights of the International Declaration of Human Latin America with an emphasis on what determines LAST 30550. Chile in Comparative Rights through ethnographic case studies. For US policy toward Latin America, and the policies Perspective example, we will explore (1) freedom of speech in (3-0-3) Valenzuela of Latin-American states toward the United States, Chile and review the report of the findings of the Students will learn about the Chilean political pro- other regions of the world, and each other. It ana- Truth Commission; (2) indigenous people’s rights cess since the 1930s, with a special emphasis on the lyzes recurring themes in US-Latin-American rela- in Colombia and learn about the Afro-Colombian period from 1964 to 2002. Students will analyze and tions, including the response of the United States to movements for ancestral lands; and (3) social and discuss institutional, economic, social, and cultural dictatorships, expropriations of US owned property, economic rights in Guatemala and current efforts changes that occurred during that period. Chilean and revolution. It also studies new directions and to implement socio-economic recommendations of politics, economics, and sociology will be addressed issues in Latin America’s international relations, e.g., the Commission for Historical Clarification. In each from a historical perspective. trade policy, the environment, migration, and drugs area, we will specifically address the role of anthro- in a post-Cold War world. pology, the American Anthropological Association’s human rights declaration, and the unique contribution anthropologists can make to international efforts to understanding human rights. 364

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LAST 40004. Multiculturalism LAST 40202. Seminar: Coffee/Sugar/Other LAST 40400. Studies in Latin American (3-0-3) Goods Colonial Literature The course explores the economic, state, and nation- (3-0-3) (3-0-3) Anadon al conditions of multiculturalism as a social relation Between their origin in the earth and their ultimate An in-depth study of a particular theme, author, or and semiotic form. Seminal questions include the destination in our bodies, coffee, sugar, and other genre in colonial Latin American literature. issues of difference deployed in debates over multi- addictive commodities (such as tobacco, cacao, tea, culturalism and anthropology’s location in them as a opium, cocaine, and perhaps oil) have had profound LAST 40401. Mexican Literature study of human diversity. effects on world history. In all cases, their produc- (3-0-3) tion, processing, distribution, and consumption have Combines an overview of the historical develop- LAST 40005. Cultural Difference and Social been intertwined with the historical development of ment of prose, poetry, and theatre in Mexico, with a Change individuals, peoples, nations, and international rela- close look at special problems and issues in Mexican (3-0-3) Downey tions. Growing consumption has profoundly altered literature. This course is designed especially for students return- the social, economic, and environmental history ing from summer service projects or study abroad of producing countries, with especially profound LAST 40402. Film/Latin-American Imagery programs in the developing world. Students can impact on those individuals whose labor brings them (3-0-3) only enroll with the permission of the instructor or from the earth. And in all cases, most of the world’s A survey of the development of the short-story genre the director of the ISSLP at the Center for Social supply of such commodities comes from relatively in Spanish America. Close readings of works by rep- Concerns. In the class, students will conduct research poor regions while consumption is centered in the resentative authors. to better understand the sites they visited during relatively wealthy, industrialized nations. their overseas projects, orienting them in relation to LAST 40403. Spanish-American Poets of the broader global, regional, and national patterns. The course introduces students to the broad outlines Twentieth Century of the history of comparative commodities though (3-0-3) LAST 40200. Technology and Development in class readings and discussions. Students will then This course will focus on the principal trends of History conduct research on an approved topic related to Spanish America lyrical production through close (3-0-3) a specific commodity or theme that examines one readings of poetry from the avant-garde to the pres- Technologies are often seen as either the product of aspect of the role of a commodity in world history. ent. human genius and achievement, or as an alienating, Course requirements include the submission of a inhuman, and sometimes destructive force. Both bibliography, a thesis statement, a first draft, and a LAST 40404. Senior Seminar perspectives argue that technological change has 25-page research paper. (3-0-3) been one of the most important forces shaping world This course may cover an in-depth study of a par- history over recent centuries. This course examines LAST 40300. In the President’s Shoes: ticular author, theme, genre, or century. In addition technological developments and theories of techno- Leading Struggling Democracies in a to treating primary texts, some critical material will logical change in world history. It focuses on the re- Globalized World be required reading. The course culminates in a lationship between new technologies, social change, (3-0-3) substantial research paper. May be taken either fall and economic development since 1750, surveying Public support for democracy is shrinking rapidly in or spring term. cases from Britain, the United States, China, Japan, developing countries. Massive protests around the and Latin America. We will pay special attention to world blame the globalized economic system and LAST 40405. Spanish-American Short Story (3-0-3) technology transfers: the movement of new machines its main political actors for increasing poverty and This course considers the issue of Latin-American and processes and knowledge from one society to an- inequality. In South America, four elected presidents identity through a variety of media, including film, other, and the ways that social, cultural, and political have been forcefully replaced since 1998 and two literature, and popular culture. Focus may be on a forces have shaped technological change in different others are facing great difficulties to remain in power particular region or genre. parts of the world. let alone exercise authority or leadership. How have so many governments disappointed their citizenry? LAST 40406. Seminar: SELVAS, ILANOS Y LAST 40201. Global Development in Historical What can be done if anything to curb this dangerous trend? This course, taught predominantly from OTRO Perspective (3-0-3) (3-0-3) Beatty a Third World perspective by a former president This course may cover an in-depth study of a par- The difference between rich and poor nations is not, of Ecuador, is offered to students planning to particular author, theme, genre, or century. In addition as Ernest Hemingway once said, that the rich have ticipate actively in civil or political life or trying to to treating primary texts, some critical material will more money than the poor, but is in part because the understand how the public sector works and relates be required reading. The course culminates in a rich produce more goods and services. Industrializa- with society as a whole. The course introduces stu- substantial research paper. May be taken either fall tion, in other words, has often brought wealth (as dents to the basic toolkit of skills (decision making, or spring term. well as social dislocation and protest) to those who negotiation, communication, leadership) that allow have succeeded. This course examines the process one to deal with public policies (economic, social, environmental) and institution-building immersed LAST 40407. Studies in Latin-American of industrialization from a comparative perspective Colonial Literature and integrates the history of industrialization and its in a broader ethical, value-ridden, purpose-oriented (3-0-3) social consequences for Western Europe (Britain and debate. In essence, the course is a “flight simulator An in-depth study of a particular theme, author, or Germany), the United States, Latin America (Mex- experience.” Through case analysis, role-playing genre in colonial Latin-American literature. ico), and East Asia (Japan and South Korea). We exercises, and confrontations with real-life dilemmas, will concentrate on these countries’ transition from the students are invited to fly in the plane’s cockpit, LAST 40408. Film and the Latin American agriculture-based societies to industrial societies. We to play the president’s role in recognizing, analyzing, Imagery will analyze the process of industrialization on two and prioritizing problems and brainstorming strate- (3-0-3) levels: from above the role of political authority and gies and action plans. Corequisite(s): LAST 41408 from below a view of factory life, industrial relations, This course considers the issue of Latin-American and protest from the perspective of workers and the identity through films from various national tradi- working classes. No specific prerequisites in history tions, including Cuba, Chile, Mexico, and Brazil. or economics are necessary. 365

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Class discussions consider how shared cultural ele- Sa-Carneiro, and Luandino Vieira. Texts and discus- public perceptions and research findings. Differences ments are represented in Latin-American film and sions in English. between Mexico and the United States’s migration how these representations challenge assumptions policies, and its social and economic implications, about identity politics. LAST 40502. Immigrant Voices/Contemporary are discussed. The recent developments within the Brazilian Literature context of the United Nations’ Commission of Hu- LAST 40409. Topics in Colonial Latin American (3-0-3) man Rights on the relationship between migration Literature This course examines literary perspectives on the Eu- and human rights are also covered. (3-0-3) ropean and non-European immigrant experience in An in-depth study of a particular theme, author, or Brazil. Readings from literature, literary and cultural LAST 40552. Social Transformations and genre in colonial Latin-American literature. theory, cultural studies, history and anthropology. Democratic Chile Authors studied include Moacyr Scliar, Samuel (3-0-3) LAST 40410. Senior Seminar Rawet, Nelda Pion, and Milton Hatoum. Texts and This course provides a comprehensive view of the (3-0-3) discussions in English. social, cultural, and political transformations that This course may cover an in-depth study of a par- have taken place in Chile since 1990. These transfor- ticular author, theme, genre, or century. In addition LAST 40503. Dictatorships in Lusophone mations have been effected by the consolidation of to treating primary texts, some critical material will Fiction and Film democracy and the rapid pace of economic growth be required reading. The course culminates in a (3-0-3) and modernization in the country. The course draws substantial research paper. May be taken either fall This course explores the role of the dictator as paint- comparisons to the same processes that have oc- or spring term. ed in popular fiction and film production. curred in recent years in Central and Eastern Europe.

LAST 40413. Spanish-American Literature: LAST 40504. Colonialism Revisited LAST 40553. Ideology and Politics in Latin Borges y Cortazar (3-0-3) America (3-0-3) Verani Ferreira Gould (3-0-3) This course will examine the short narrative (short With readings from Angola, Mozambique, Brazil, Ideological discourse shapes political action in Latin story and novellas) of 20th century authors Jorge and Portugal, this course examines colonialism and America. Thinkers such as Mart?, Maritegui, Haya Luis Borges and Julio Cortazar. The emphasis will its aftermath in Africa in light of postcolonial fiction de la Torre, Lombardo Toledano, Mella, Recabar- be on close readings of the texts along with recent and contemporary sociological and anthropologi- ren, Prebish, Medina Echavarra, Germani, Cardoso, developments in critical theory. cal writing from the Lusophone world. This course and others and their discourses-nationalism, revo- brings the Lusophone experience, with its important lutionary nationalism, Latin-American Marxism, LAST 40414. Topics in Spanish-American developmentalism, modernization theory, depen- Literature: Cuban Literature varieties, yet overlooked implications, into broader debates in the field of postcolonial studies. Course dency theory, democratization-acted within specific (3-0-3) Anderson historical contexts and contributed actively to the An in-depth study of a particular theme, author, or conducted in English with readings in Portuguese and /or English. conformation of political action. It is our purpose genre in Cuban literature. to present the main ideological positions and their impact upon political action in the continent. Their LAST 40500. Luso-Brazilian Literature and LAST 40550. Religion and Power in Latin constituent elements conform a unity which we will Society America (3-0-3) (3-0-3) discuss on the basis of lectures, reading of the texts This course will focus on questions of national The cultural dimension of religion and the institu- and debates presented by teams of students. identity in the Luso-Brazilian world. We will ex- tional building abilities present in religious commu- The course is divided into 21 sessions (including the amine how social and cultural issues are perceived, nities are building new power sources for religions three reading exams and four debates). For each ses- conceptualized, represented, and understood in and in the present Latin-American context. Taking the sion, we indicate required readings. The final paper by literature. The course will pay particular attention experience of Peru, we will look at Latin-American is to be presented on the last session of the course, to how literature depicts important human problems recent processes in the religious domain. The course together with the third reading exam. such as gender and race relations, the crafting of will describe the changing conditions of the Catholic national identity and national heroes, class conflict, Church in Latin America and the new situation of LAST 40554. Building Democratic Institutions family structure, and some ideological values such as religious pluralism produced by the growing pres- in First-Wave Democracies success, love, happiness, fairness, misfortune, destiny, ence of evangelical groups and Pentecostalism. We (3-0-3) honesty, equality, and faith. Authors to be studied will look at the impact of religion in the empower- Elements of democratic regimes emerged long be- will include Manuel Antonio de Almeida, Machado ment of people from below, and its relation to new fore the regimes as such can be identified as being de Assis, Jorge Amado and Guimares Rosa, on the social movements as well as to the institutionaliza- minimally in place. Beginning with a brief discussion Brazilian side, and Miguel Torga, Jo de Melo, Jose tion of power at the state level in the new context of of the essential features of democracies, the course Saramago, and Lydia Jorge, on the Portuguese side. globalization. examines how and why such institutions emerged, Conducted in English with readings in Portuguese or and the critical moments in which the actual transi- English (discussion group available in Portuguese). LAST 40551. International Migration and tions to the new democratic regimes occurred. The Requirements will include active class participation, Human Rights course focuses on democratizations that took place (3-0-3) Bustamante two oral presentations, and two papers. before the Second World War, and will examine key This course is an extension from the mini-course European and Latin-American cases. to a full term offered by Prof. Bustamante, with a LAST 40501. Short Fiction of the Portuguese- Speaking World wider coverage of international migration experi- LAST 40600. Church and Society in El (3-0-3) ences in the world with an emphasis on human Salvador: Transforming Reality This is a comparative study of short prose fiction rights. It starts with a historical approach to various (3-0-3) in the Portuguese-speaking world, with special immigration waves to the United States, from the The premise of this course is that the Central emphasis on theoretical issues related to this literary years of the Industrial Revolution to the present. It American nation of El Salvador provides a unique genre. Authors studied include Machado de Assis, focuses on the current debate on the impact of the opportunity for understanding how one local church Joso Guimares Rosa, Clarice Lispector, Mario de undocumented immigration from Mexico and Cen- tried to heed the call of the Second Vatican Council tral America, with a discussion of the gap between to read the signs of the times and interpret them 366

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in the light of the Gospel (Gaudium Et Spes No. 4). HIST 20201. Martyrs, Monks, and Crusaders RU 43501. St. Petersburg as Russian Cultural Consequently, besides theological reflection, this HIST 43075. Jerusalem Icon seminar will make use of a number of disciplines in MI 30235/HIST 30080. Medieval Middle East RU 47101. Tolstoy order to learn the reality of the country. It will begin ROFR 20600. French Civilization and Culture ROSP 20600. Civilization and Culture: Spain with a general introduction to social, economic, Political Science political, and ecclesial challenges within El Salvador. ROIT 30710. Introduction to Italian Literature POLS 30471. The Nuts and Bolts of Russian Other courses may apply with the permission of the In consultation with the course instructor, students Politics director. will pick a specific theme or issue around which to POLS 358__. Comparative Politics of East develop a research project. They will work on this Europe project using resources at Notre Dame and then with Russian and East European resource persons in El Salvador itself during a trip to Studies History that country over spring break. In the final weeks of Director: HIST 13184. Modern Russian Memoirs the course, we will further reflect on our experiences Thomas Gaiton Marullo HIST 30407. Europe between the Wars and complete the research projects. Students will HIST 30409. Europe since 1945 HIST 30471. Early Imperial Russia, 1700– present their final projects within the course and in The program in Russian and East European Studies other venues. This course is by instructor’s permis- 1861 enables students to enrich their understanding of HIST 30473. Twentieth-Century Russian sion only. Interested students should pick up a learn- the region through a variety of courses in language, History ing agreement either in the Theology Department literature, history, politics, and economics while HIST 30474. Russia since World War II offices or at the Center for Social Concerns. also encouraging and supporting the acquisition of HIST 30481. East-Central Europe I firsthand experience in the culture of the area. Its HIST 30481. East-Central Europe II LAST 41408. Film and the Latin American largest initiative provides grants for summer courses HIST 30482. Eastern Europe Since 1945 Imagery taken from accredited programs, either in the United HIST 30490. Nineteenth- and Twentieth- (3-0-3) Century Polish History States or abroad. Traditionally, this has meant lan- Corequisite(s): LAST 40408 HIST 30581. Modern European Diplomacy guage study in Moscow, St. Petersburg, Warsaw, and This course considers the issue of Latin-American HIST 30582. European Women in the Kraków, but language study elsewhere in Eastern identity through films from various national tradi- Twentieth Century tions, including Cuba, Chile, Mexico, and Brazil. Europe as well as cultural programs and internships HIST 40475. Modern Russian Society and Culture I Class discussions consider how shared cultural ele- may also qualify for support. The program’s lecture series allows students to expand their knowledge of HIST 40476. Modern Russian Society and ments are represented in Latin-American film and Culture II how these representations challenge assumptions Russia and Eastern Europe beyond the scope of their course work by supplying a continuous source of HIST 40480. Polish and Lithuanian about identity politics. Commonwealth fresh ideas about the region. Each year, the program HIST 40890. Late Imperial Russia, 1861–1917 invites nationally and internationally renowned HIST 40893. Dostoevsky’s Russia Mediterranean/Middle East scholars to campus to share their latest research in Studies HIST 43750. Europe in the Two World Wars fields pertinent to the minor. By virtue of their com- HIST 53002. Russian Thinkers Director: petence in Russian or an East European language, HIST 53002. The Russian Revolution Joseph Amar participants in the program also are eligible to study language abroad for a semester during the school This is a broad-based program that includes all year and to work in the region as business interns aspects of the ancient and modern cultures that and teachers during the summer. surround the Mediterranean. Courses from three regions apply. In Europe, this includes the study of COURSES IN RUSSIAN AND EAST Classical Greece and Rome as well as modern Italy, EUROPEAN STUDIES France, Spain and Portugal. Courses on the Middle East are related to the study of Semitic peoples and Russian Language and Literature their cultures, languages, religions, and politics. In In English: North Africa, Arab, and Francophone, history and RU 30101–30102. The Literature of Imperial Russia I and II civilization are the focus. RU 30103. The Literature of the Russian Revolution COURSES IN MEDITERRANEAN/ RU 30104. The Literature of the Russian MIDDLE EAST STUDIES Dissidence RU 30201. Dostoevsky MEAR 10001–30006. Arabic Language RU 30202. Tolstoy MELC 20010. Arabic Literature in English RU 30501. Holy Fools in Christian Traditions Translation RU 33301. The Brothers Karamozov MELC 20050. Middle East History RU 33401. Russian Women Memoirists MELC 20080. Women’s Memories, Women’s RU 33520. New Directions in Russian Cinema Narrative MELC 20090. The Golden Age of Islamic In Russian: Civilization RU 40101–40102. Advanced Russian I and II MELC 30040. Christianity in the Middle East RU 43101. Nineteenth-Century Russian MELC 30050. Canon and Literature of Islam Literature MELC 20060. Islam: Religion and Culture RU 43102. Twentieth-Century Russian CLAS 30105/HIST 30220. Greek History Literature CLAS 30210/HIST 30231. Roman Law and RU 43208. Chekhov Governance RU 43420. Post-Soviet Russian Literature and CLAS 40350. Greek and Roman Mythology Culture RU 43405. Russian Romanticism 367

arts and letters

Officers of the Administration

MARK W. ROCHE, PhD PAUL WEITHMAN, PhD I.A. O’Shaughnessy Dean of the College of Arts Chair of the Department of Philosophy and Letters RODNEY E. HERO, PhD GREGORY E. STERLING, PhD Chair of the Department of Political Science Associate Dean of the College of Arts and Letters HENRY WEINFIELD, PhD STUART GREENE Chair of the Program of Liberal Studies Associate Dean of the College of Arts and Letters CINDY BERGEMAN, PhD JULIA BRAUNGART-RIEKER, PhD Chair of the Department of Psychology Associate Dean of the College of Arts and Letters THEODORE CACHEY DALE SEIDENSPINNER-NÚÑEZ, Ph.D Chair of the Department of Romance Languages Associate Dean of the College of Arts and Letters and Literatures AVA PREACHER, MA DANIEL MYERS, PhD Assistant Dean of the College of Arts and Letters Chair of the Department of Sociology Pre-Law Advisor JOHN CAVADINI, PhD JENNIFER ELY NEMECEK, MA Chair of the Department of Theology Assistant Dean of the College of Arts and Letters Preprofessional Advisor DOROTHY PRATT, PhD Assistant Dean of the College of Arts and Letters VICKI TOUMAYAN, PhD Assistant Dean of the College of Arts and Letters RICHARD PIERCE, PhD Chair of the Department of Africana Studies BENEDICT F. GIAMO, PhD Chair of the Program in American Studies MARK SCHURR, PhD Chair of the Department of Anthropology DENNIS DOORDAN, PhD Chair of the Department of Art, Art History, and Design KEITH BRADLEY, PhD Chair of the Department of Classics LIONEL JENSEN, PhD Chair of the Department of East Asian Languages and Literatures RICHARD JENSEN, PhD Chair of the Department of Economics and Econometrics JENNIFER WARLICK Chair of the Department of Economics and Policy Studies STEPHEN FREDMAN, PhD Chair of the Department of English PETER HOLLAND, PhD Chair of the Department of Film, Television, and Theatre ROBERT NORTON, PhD Acting Chair of the Department of German and Russian Languages and Literatures JOHN T. McGREEVY Chair of the Department of History DONALD CRAFTON, PhD Acting Chair of the Department of Music 368

arts and letters

Advisory Council

HUGH T. ANDREWS THOMAS A. HERBSTRITT JR. ANTHONY D. PEREZ Kansas City, Missouri River Forest, Illinois Ann Arbor, Michigan FRANK J. ANNESE WILLIAM P. JOHNSON DONALD V. POTTER Cooperstown, New York and Naples, Florida Syracuse, Indiana Moraga, California RUSSELL G. ASHBAUGH JR. PATRICK J. KEOUGH ROBERT T. ROLFS Edwardsburg, Michigan Rye, New York West Bend, Wisconsin JAMES T. BARRY JR. B. ROBERT KILL FRANKLIN D. SCHURZ JR. Whitefish Bay, Wisconsin South Bend, Indiana South Bend, Indiana ROBERT L. BERNER JR. PAUL G. KIMBALL JULIA J. SCHWARTZ Winnetka, Illinois New Cangan, Connecticut Granger, Indiana RAYMOND B. BIAGINI MARGARET R. LARACY DAVID F. SENG Chevy Chase, Maryland Washington, DC Dawsonville, Georgia DAVID L. BOEHNEN EDWARD D. LEWIS CHARLES E. SHEEDY St. Paul, Minnesota West Palm Beach, Florida Houston, Texas MATTHEW A. BOMBERGER MICHAEL R. LINDBURG MARK S. SHIELDS New Castle, Washington Londonville, New York Chevy Chase, Maryland RAYMOND J. BON ANNO EARL L. LINEHAN NICHOLAS C. SPARKS Aurora, Colorado Ruxton, Maryland New Bern, North Carolina BRIAN R. BRADY F. JOSEPH LOUGHREY F. QUINN STEPAN Elkhart, Indiana Columbus, Indiana Winnetka, Illinois BRUCE A. BROILLET CAROL L. LYMAN GEORGE W. STRAKE JR. Bel Air, California Winnetka, Illinois Houston, Texas CHRISTOPHER WAI-CHE CHENG JOHN R. MADDEN KELLEY J. TUTHILL Kowloon, Hong Kong Oak Brook, Illinois Boston, Massachusetts MORRISON A. CONWAY JR. LUCIA RODARTE MADRID MARK E. WATSON JR. Wilsonville, Oregon Chandler, Arizona San Antonio, Texas WILLIAM J. DEVERS JR. ROBERT D. MAROTTA SAM A. WING JR. Winnetka, Illinois Columbus, Ohio Dallas, Texas JAMES F. FLAHERTY III F. GERARD McGRATH NOEL DON WYCLIFF Los Angeles, California Darien, Connecticut Evanston, Illinois DANIEL K. FLATLEY ANDREW J. McKENNA JR. Basking Ridge, New Jersey Chicago, Illinois MICHAEL D. GALLIVAN JOHN P. McMEEL Salt Lake City, Utah Kansas City, Missouri JOHN W. GLYNN LAWRENCE J. MELODY Atherton, California Houston, Texas CHARLES L. GRACE DANIEL S. MESSINA Charlotte, North Carolina Wethersfield, Connecticut JOHN J. GRAY JOSEPH E. MORAHAN III Ross, California Cherry Hills Village, Colorado ROBERT N. GRECO PATRICK J. MORAN Spokane, Washington Houston, Texas MARK A. GREEN CHRISTOPHER J. MURPHY III Vernon Hills, Illinois South Bend, Indiana JANE SWIHART HAGALE ROBERT S. NANOVIC Houston, Texas North Yarmouth, Maine SUSAN DARIN HAGAN THOMAS J. O’DONNELL Pittsburgh, Pennsylvania Long Boat Key, Florida PAUL M. HENKELS JEREMIAH P. O’GRADY Plymouth Meeting, Pennsylvania Bryn Mawr, Pennsylvania TIMOTHY J. O’SHAUGHNESSY Alexandria, Virginia