College of Arts and Letters
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Curricula and Degrees. The College of Arts and Admission Policies. Admission to the College of College of Arts Letters offers curricula leading to the degree of bach- Arts and Letters takes place at the end of the first elor of fine arts in Art (Studio and Design) and of year. The student body of the College of Arts and and Letters bachelor of arts in: Letters thus comprises sophomores, juniors and American Studies seniors. Anthropology The prerequisite for admission of sophomores The College of Arts and Letters is the oldest, and Art: into the College of Arts and Letters is good standing traditionally the largest, of the four undergraduate Studio at the end of the student’s first year. colleges of the University of Notre Dame. It houses Design The student must have completed at least 24 17 departments and several programs through Art History credit hours and must have satisfied all of the speci- which students at both undergraduate and graduate Classics: fied course requirements of the First Year of Studies levels pursue the study of the fine arts, the humani- Classical Civilization Program: University Seminar; Composition; two se- ties and the social sciences. Latin mester courses in mathematics; two semester courses Greek in natural science; one semester course chosen from Liberal Education. The College of Arts and Let- East Asian Languages and Literatures: history, social science, philosophy, theology, litera- ters provides a contemporary version of a tradi- Chinese ture or fine arts; and two semester courses in physical tional liberal arts educational program. In the Japanese education or in ROTC. (The University seminar will college, students have the opportunity to under- Economics satisfy the relevant requirement in fine arts, litera- stand themselves as heirs of a rich intellectual and English ture, history, social science, philosophy or theology.) spiritual tradition and as members of a complex na- Film, Television, and Theatre Two semesters of physical education are also re- tional and international society. The faculty of the German and Russian Languages and quired. A student who does not meet all of these college are committed to the life of the mind, to Literatures: conditions is retained in the First Year of Studies un- the critical and constructive engagement with the German til all of the conditions are met. The deficiencies whole of human experience. On the basis of a firm Russian must be removed at the Notre Dame Summer Ses- yet broad foundation, graduates of the college are History sion or in the student’s third semester at Notre equipped for a lifetime of learning in an ever- Mathematics (honors only) Dame. changing world. The overall curriculum and the Medieval Studies specific major programs encourage students to ap- Music Description of General College Requirements. proach issues reflectively, to analyze them carefully Philosophy Every student graduating from the College of Arts and to express their reasoned conclusions with Philosophy/Theology (joint major) and Letters must have a minimum of 120 credit clarity. Political Science hours and must have fulfilled all University, college The intellectual quest conducted in the College Program of Liberal Studies and major requirements. Unless special permission of Arts and Letters takes place in an explicitly Psychology has been obtained from the Office for Undergradu- Catholic environment. Here ultimate questions of Romance Languages and Literatures: ate Studies, special studies and directed readings the meaning and value of human life before God Spanish courses do not satisfy university or college are welcome, and efforts to deal with such ques- French requirements. tions utilize the immense resources of the Catholic Italian University Requirements Courses tradition. Inquiry and faith are seen not as oppos- Sociology Composition 1 ing forces but as complementary elements of the Theology Mathematics 2 fully human pursuit of truth. Natural Science 2 The college also offers supplementary majors, but *History 1 Organization. The college’s administrative center, not standalone first or degree-yielding majors, in: *Social Science 1 the Office for Undergraduate Studies, is located in Arts and Letters Preprofessional Studies (ALPP) *Theology 2 101 O’Shaughnessy Hall. Sophomores who have African and African American Studies *Philosophy 2 not yet declared a major and students of all levels Art History (24 hours) *Fine Arts or Literature 1 in the college with questions about college or Uni- Chinese (24 hours) (Physical Education-two hours) 2 versity requirements should seek advising there. Classical Civilization —— Staff members are also available to discuss academic Computer Applications (CAPP) 14 courses progress, problems or career goals with all students. Gender Studies Pre-law and preprofessional advisors are also avail- German (24 hours) * One of these requirements must be a University able in this office. Greek (24 hours) Seminar 180. Because education is not limited to the class- French (24 hours) room, the college also sponsors or helps to subsi- Italian (24 hours) dize events which are intended to enrich the Japanese (24 hours) undergraduate experience and facilitate faculty-stu- Latin (24 hours) dent interaction both on and off campus. Medieval Studies (24 hours) Music (36 hours) Philosophy (24 hours) Russian (24 hours) Spanish (24 hours) Theology (25 hours) 87
Arts and Letters Requirements Registering for these courses will not affect a Dual Degree. Programs leading to dual degrees Arts and Letters Core 2 student’s overload status. These credits do not count (two undergraduate degrees, such as a bachelor of Language 1-3 toward a student’s 17 semester hours. If students arts and a bachelor of business administration) are +History/Social Science 1 complete more than three of these courses, these will distinct from programs in which a student receives *Literature and Fine Arts appear on a student’s transcript, but the extra credits one degree with two majors (such as a bachelor of (whichever is not taken above) 1 will be subtracted from the student’s total number of business administration with a major in finance and Major 8-12 hours at the time the graduation check is made; a major in political science). Dual degree programs hence, these will not count toward the 120 hours require the permission of the deans of both colleges. + In addition to the University requirement of one his- needed to graduate. There are additional requirements which usually re- tory and one social science course, the college requires a sult in the need for a fifth year. Dual degree students third course, which can be either history or social sci- Pass-Fail. Juniors and seniors may take one non- in the college are required to take the Arts and Let- ence. major, non-required elective course each semester on ters Core Course (CORE 211 and CORE 212). * The arts and letters student is required to complete a pass-fail grading basis. These declarations must be The requirements for a dual degree generally are one fine arts and one literature course. made during the enrollment period of each semester, as follows: The student completes all of the Univer- University requirements are described on and once made, these declarations are sity requirements, all of the requirements for both pages 18-19. irreversible. colleges, all of the requirements for both majors, and the total number of degree credits specified for a Course Load. The normal course load in Arts and Letters Degree Credit. Students should dual degree in two colleges. While the total number the College of Arts and Letters is five courses. The not have both examination and degree credit for the of hours required does depend on the two major maximum number of credit hours per semester is 17. same course. For example, if students have examina- programs, the minimum required total number of Overloads for juniors and seniors are accepted only tion placement credit for German 101, then they degree credits is set to be 30 degree credits beyond with the permission of the deans in the Office for should neither take nor receive credit for German the college total for the college with the greater num- Undergraduate Studies and only during the desig- 101 or German 105. Similarly, students should take ber of degree credits. nated days of the enrollment period. either Theology 100 or 200 and Philosophy 101 or 201, but not both. Economics 115 and 225 are con- International Studies. In light of the expansion of Writing Requirement. Students in arts and letters sidered to be equivalent courses, as are Economics Notre Dame’s international study programs, the are required to complete one course in their major at 123 and 223. Students should take only one of each provost’s office has asked that students be encour- the 300 or 400 level designated as a writing intensive pair but not both. In cases where students have aged to participate in University programs whenever course. This course may satisfy other distributional double credit for the same course (that is, both ex- possible. Limited exceptions, however, will be made requirements within the major. Writing intensive amination and degree credit), the examination credit for students whose academic or programmatic needs courses require the student to work closely with a will not be counted toward a student’s degree credit cannot be met through existing Notre Dame pro- professor throughout the semester on a significant despite the fact that it will be included on the grams, i.e., Chinese or Russian majors who wish to written project. student’s transcript. A list of equivalent math and pursue language instruction in Beijing or St. Peters- science courses can be found on page 151. The same burg, or art history majors who may require a semes- Activity and Experiential Learning Courses. rules about double credit apply to them also. ter in Florence. These exceptions will be made on an Three elective credits of the required 120 hours can No courses in Logic will satisfy the University individual basis after extensive consultation with be derived/obtained from the following activity philosophy requirement for students in arts and let- both the students and their faculty advisors. courses: ters. After matriculation into the college, it is the ex- Band (Marching and Concert) pectation that arts and letters students will complete Orchestra any outstanding math or science requirements at Chorale Notre Dame. Glee Club Liturgical Choir ROTC. First-year students enrolled in any of the Folk Choir three ROTC programs are exempted from the Music Lessons and Ensembles University’s physical education requirement. Credits Ballet received for 100- and 200-level ROTC courses do Debate not count toward a student’s 120 credit hours, de- Social Concerns Seminars spite the fact that they appear on the transcript. They will be manually subtracted from the student’s Exceptions will be made for music majors. total number of hours appearing thereon. Credits re- ceived for 300- and 400-level courses will count as elective credit in the College of Arts and Letters. 88
CLASSICS GERMAN AND RUSSIAN LANGUAGES Student Awards Departmental Award in Greek, Latin or Arabic — AND LITERATURES awarded when merited to a graduating senior for The Rev. Lawrence G. Broestl, C.S.C., Award — and Prizes excellence in study of: Greek, Latin or Arabic. presented to the graduating senior with the best academic achievement in German. EAST ASIAN LANGUAGES COLLEGIATE AWARD IN MODERN Jeffrey Engelmeier Award — presented to the out- AND LITERATURES AND CLASSICAL LANGUAGES standing student of German whose leadership and Departmental Awards in Chinese and Japanese— contribution to the life of the department are espe- The Robert D. Nuner Modern and Classical Lan- awards given when merited to graduating seniors cially conspicuous. guage Award — presented to the graduating senior for excellence in Chinese and Japanese language The Russian Language and Literature Award — pre- in the College of Arts and Letters with a first or studies. sented to the graduating senior with the best aca- second major, in any classical or modern foreign demic achievement in Russian. language, who has earned the highest cumulative ECONOMICS Delta Phi Alpha German Honor Society Award — grade point average. The Weber Award — awarded to the senior eco- awarded to a graduating senior for outstanding AMERICAN STUDIES nomics major who has achieved the highest aca- achievement in the study of German language and demic average. literature. James E. Murphy Award for Excellence in Journalism John Harold Sheehan Prize Essay Award — given to — open to graduating American Studies majors or the senior Economics major who has written the HISTORY non-majors with an interdisciplinary minor in best senior honors essay in economics. The Monsignor Francis A. O’Brien Prize — pre- Journalism, Ethics and Democracy. The John Joyce Award on the American Worker — sented to the senior who has achieved distinction in Paul Neville Award for Journalism — awarded to The award is given as merited to the best under- the best essay in History. a senior in American studies for excellence in graduate short story or poem on the “American The O’Hagan Award —awarded to the undergradu- journalism. Worker,” by the Higgins Labor Research Center ate who has submitted the best original essay on a Hugh A. O’Donnell Award in American Studies — and the Economics Department. (There is also a phase of Irish history. awarded to a senior in American studies for supe- graduate award for the best graduate essay). The O’Connell Award — an annual award for the rior academic achievement. best sophomore or junior essay in History. Prof. James Withey Award — awarded to a senior in ENGLISH American studies for notable achievement in The Academy of American Poets Award — awarded LATIN AMERICAN STUDIES writing. to the undergraduate or graduate student submit- John J. Kennedy Prize for Latin American Studies — ANTHROPOLOGY ting the best collection of original poetry. awarded to the senior who has written an outstand- The Ernest Sandeen Poetry Award — awarded to ing essay on Latin America. (Occasionally there is a The Kenneth E. Moore Founding Chair Award — the best original poetry submitted by an runner-up award). awarded to the outstanding senior in cultural undergraduate. anthropology. Eleanor Meehan Medal for Literary Merit — pre- MEDIEVAL STUDIES The Rev. Raymond W. Murray, C.S.C., Award in sented to the English major who submits the best Michel Prize in Medieval Studies — given to gradu- Anthropology — awarded to the outstanding senior original critical essay written for an English course. ating senior who has written the best essay on a majoring in anthropology. The Richard T. Sullivan Award for Fiction Writing medieval subject. ART, ART HISTORY, AND DESIGN — awarded to the undergraduate who submits the best original fiction manuscript. MUSIC Grief Art Awards — awarded to oustanding senior Department of Music Senior Award — awarded to B.F.A. students to defray the cost of their thesis FILM, TELEVISION, AND THEATRE the outstanding senior in the music department. exhibitions. Joseph P. O’Toole Jr. Award — The award was es- Emil Jacques Medals for Work in the Fine Arts — tablished by Joseph P. O’Toole Jr. (B.A., 1948) of PHILOSOPHY The department awards a gold medal and a silver San Jose, California, and goes to the outstanding The Dockweiler Medal for Philosophy — presented medal for excellence in studio art to undergraduates graduating senior in film and television. to the senior submitting the best essay on a philo- pursuing a B.F.A. Catherine Hicks Award — This award was estab- sophical subject. Mabel L. Mountain Memorial Art Award — lished by Catherine Hicks (B.A.., 1974—Saint The John A. Oesterle Award in Philosophy — awards awarded for excellence in studio art. Mary’s) of Los Angeles and goes to the outstanding given when merited to graduating philosophy ma- The Radwan and Allan Riley Prize in Design — graduating senior in theatre. jors for excellence in philosophy. awarded to a senior design major for excellence in his or her respective field. GENDER STUDIES POLITICAL SCIENCE The Radwan and Allan Riley Prize in Studio The David and Shari Boehnen Internship Awards— Paul Bartholomew Essay Prize — awarded to the se- Art — awarded to a senior studio art major for awarded for outstanding summer internships won nior major submitting the best senior honors essay excellence in his or her respective field. by Gender Studies students. in the fields of American politics or political The Radwan and Allan Riley Prize in Art History Gender Studies Outstanding Essay Award — theory. and Criticism — awarded for the best essay in art awarded to the best undergraduate essay. The Stephen Kertesz Prize — awarded to a senior history or criticism submitted by an undergraduate major submitting the best senior honors essay in or graduate student. the fields of international relations or comparative Eugene M. Riley Prize in Photography — awarded to politics. an undergraduate or graduate photography major for excellence in photography. Judith A. Wrappe Memorial Award — awarded to an outstanding junior studio/design major. It is presented at the beginning of the student’s senior year of study. 89
PROGRAM OF LIBERAL STUDIES The Edward J. Cronin Award — awarded annually to a student in the Program of Liberal Studies for excellence in writing in regular coursework. The Willis D. Nutting Award — given to the senior major who has contributed most to the education of fellow students. The Otto A. Bird Award — awarded to the senior in the Program of Liberal Studies who has written the best senior essay.
PSYCHOLOGY Senior Recognition Award in Psychology — given in recognition of outstanding achievement in re- search, academic performance and student-life ac- tivities, while pursuing a major course of study in psychology. The John F. Santos Award for Distinctive Achieve- ment in Psychology — to a senior psychology major in recognition of outstanding achievement in re- search, academic performance and student-life activities.
ROMANCE LANGUAGES AND LITERATURES Walter Langford Awards for Excellence in Spanish Literature and Excellence in French Literature — two awards — to the graduating senior majors in French and Spanish literature whose work was deemed most outstanding by the Romance lan- guages and literatures faculty. The Joseph Italo Bosco Senior Award — awarded to a graduating senior for excellence in Italian studies.
SOCIOLOGY The Margaret Eisch Memorial Prize in Sociology — awarded to the outstanding graduating senior ma- MUSIC POLITICAL SCIENCE joring in sociology. The Daniel H. Pektke Memorial Award — pre- George Brinkley Service Award — awarded to the The Sociology Major Essay Award — presented to sented to two underclassmen in the Notre Dame student who best exemplifies the political science the senior sociology major who has written the best Glee Club in recognition of musical leadership, ex- department’s ideal of public service through service essay. emplary personal character and overall contribution to the department, the University, or the wider to the success of the group. community. THEOLOGY Outstanding Band Member — for loyalty, dedica- The Gertrude Austin Marti Award in Theology — tion and leadership. ROMANCE LANGUAGES presented to a graduating senior who has evidenced Gerald J. Smith Memorial Award — awarded for AND LITERATURES qualities of personal character and academic citizenship and loyalty to band. William Richardson Award in Hispanic Culture for achievement in theological studies. Outstanding Marching Band Award — awarded for an African American Student — given to a graduat- The Rev. Joseph H. Cavanaugh, C.S.C., Award — dedication, ability and leadership during marching ing African American student who has shown an awarded to the senior who has evidenced high band season. unusually strong interest in Hispanic Culture qualities of personal character and academic The Kobak Memorial Scholarship — for outstanding through his or her active participation in campus achievement, particularly in theological studies. instrument achievement for band. and/or community projects or activities. Robert F. O’Brien Award — for outstanding service José Tito Sigüenza Award for Service to Hispanic and dedication to the band. Youth — awarded to the senior who has studied SERVICE AWARDS Thomas J. Kirschner Band Treasurer Prize — Spanish at Notre Dame and contributed outstand- annual award to the elected band treasurer. ing service to Hispanic youth. AMERICAN STUDIES Band Vice President Prize — annual award to the Carlos Aballí Award in Hispanic Cultural Awareness J. Sinnot Meyers Award — awarded to a senior in elected vice president of the band. — given to a graduating Hispanic student who has American studies for outstanding service to the aca- Terry Baum Secretary Prize — awarded for the sec- taken Spanish at Notre Dame and has been active demic community. retary of the band presented by the University of in promoting Hispanic cultural awareness at Notre Notre Dame. Dame. ECONOMICS Halland President’s Prize — annual award for the The Mara Fox Award for Service to the Hispanic Lawrence J. Lewis Award — awarded to the senior outgoing president of the band. Community — awarded to a graduating senior who in the Department of Economics who has best dis- Social Chairperson Award — plaque given annually has peformed outstanding service to benefiting the tinguished himself or herself in community service. to the social chairperson in appreciation for dedica- Hispanic community. tion and service to the Notre Dame Bands. 90
Special Arts and Letters Requirements
Language Requirement. Students in arts and letters are required to reach intermediate profi- ciency in a foreign language, but “intermediate pro- ficiency” is defined differently in each of the languages, depending on the complexity of the lan- guage itself and the intensity of the course. Stu- dents with some background in the language they elect will be placed by examination: the CEEB Achievement Test, AP and SAT II tests, or the de- partmental placement examinations given during first-year orientation and prior to spring preregis- tration. Depending upon the outcome of these ex- aminations, students may receive up to six credits in a given language. If for some reason a student re- ceives more than six hours of credit, which appears on the transcript, they will be manually subtracted from the total number of degree credits. Regardless of the scores on these exams, it is impossible for a student to test out of the language requirement in the College of Arts and Letters. Everyone must take at least one course at the appropriate level which deals with texts in the original language. For the specific details of a given language offering or pro- gram, check with the relevant department.
Core Course. All sophomores in the College of Arts and Letters enroll in the two-semester core course — Ideas, Values, Images. Through a careful selection of readings and problems, the course in- troduces the new liberal arts students to the disci- plines and subject matter normally encountered in the college’s various departments. A special effort is made to recognize the questions of value which un- derlie the various topics studied in the course. The course is normally taught in semester sec- tions of 18, and the students stay together for the entire academic year. Authors of some of the books Arts and Letters Majors being read, special contributions by the fine arts departments of the college, and audiovisual materi- Programs als supplement the ongoing class discussions. A major sequence is a carefully chosen combination With the introduction of a core course into the of courses from an individual department or pro- curriculum for the academic year 1979-80, the col- The programs offered by the College of Arts and gram that stand alone in qualifying students for an lege acknowledged the increasingly urgent question Letters include majors, supplementary majors, and undergraduate degree. They usually consist of be- of the nature and purpose of liberal education and minors, which may be either departmental or inter- tween eight and 12 courses. In contrast to the Uni- attempted to provide its students with some pro- disciplinary. The latter includes what were formerly versity and college requirements that provide ductive ways to think about that question. called concentration and area study programs. Ev- students with broad exposure to a variety of the lib- For descriptions of the University and other ery student in the college must complete one major eral arts and sciences, the major affords the student colleges’ requirements, see pages 18-19. sequence. Supplementary majors and minors are an opportunity to gain more specialized knowledge optional and may be taken to supplement or en- of a particular field or discipline. hance a student’s major but do not lead to gradua- The major in liberal arts programs is normally tion in and of themselves. chosen during the sophomore year and is com- pleted during the junior and senior years. Each spring before preregistration, the college holds a se- ries of programs and meetings to inform the stu- dents about the various majors so that they may make intelligent choices. Students pursue their ma- jors under the direction of the departmental or pro- gram chair and its advising staff. 91
Supplementary majors are those that cannot 2. Approval of the special major will be granted by stand alone in qualifying a student for an under- the dean, on the recommendation of the Under- Minors graduate degree but must be taken in conjunction graduate Studies Advisory Committee. The com- with a primary major. They include both interdis- mittee will review the proposals and communicate Minors are five course sequences that can either be ciplinary and departmental offerings. their recommendations to the students before the departmental or interdisciplinary. The college has preregistration period begins. As it deliberates, the three categories of minors: Departmental, Interdis- Arts and Letters Preprofessional Studies (ALPP) committee may ask for additional information ciplinary (formerly Concentrations) and Area African and African American Studies from the student, faculty sponsors and other col- Studies. Art History (24 hours) leagues in related areas to assist in further refining Chinese (24 hours) and rewriting the original proposal. It is the expec- Departmental: Classical Civilization tation that the on-campus portions of the major African and African American Studies Computer Applications (CAPP) will rely heavily on existing courses. Anthropology Gender Studies 3. Special majors must culminate in a capstone es- Art History German (24 hours) say or where appropriate, other work, which will be Classical Civilization Greek (24 hours) evaluated by more than one faculty member. (In Classical Literature French (24 hours) most cases, it is assumed that the faculty evaluators East Asian Languages and Literature: Italian (24 hours) will be the faculty sponsors). A detailed proposal of Chinese Japanese (24 hours) the capstone project must be submitted to the fac- Japanese Latin (24 hours) ulty sponsors by November 1 of the senior year. It German Medieval Studies (24 hours) is expected that a capstone essay will consist of be- Greek Music (36 hours) tween 30 and 50 pages (7,500-15,000 words). Italian Philosophy (24 hours) Latin Russian (24 hours) 4. Changes in an individual program need the ap- Music Spanish (24 hours) proval of the chair of the supervising committee Russian Theology (25 hours) and the dean. If students discover midstream that Theology they are unable to complete the special major, it For details, see the departmental descriptions in the may be “dropped,” but they must then complete section “Programs of Study.” Self-Designed Majors. A new program for a spe- one of the traditional departmental majors. Retro- cial self-designed major was approved by the col- active proposals will not be considered. Thus, these Interdisciplinary (formerly called Concentrations): lege council during the 1994-95 year. This is a programs should be well under way by the end of Catholic Social Tradition special program for self-designed majors that will the junior year. Education, Schooling, and Society be conducted on a limited, experimental basis. 5. Administration of special majors will take place Gender Studies While it is not the intent to predetermine the kind through the Office of Undergraduate Studies in a Hesburgh Program in Public Service and nature of majors to be proposed, it is the ex- manner similar to that of the ALPP program; i.e., Journalism, Ethics, and Democracy pectation that they will involve substantive integra- students will pick up their PINs in 101 Medieval Studies tion of the subject matter in ways that cannot be O’Shaughnessy. Peace Studies undertaken within any existing major, minor, area Philosophy and Literature studies or concentration program. 6. The college council will periodically review the Philosophy, Politics, and Economics (PPE) special major program. Religion and Literature The Process: Science, Technology, and Values 1. Interested students, in consultation with three faculty sponsors from at least two departments, Area Studies: should present a detailed written proposal of their African major (which has been signed by their faculty spon- Asian sors) to the Undergraduate Studies Advisory Com- European mittee no later than Friday before the midsemester Irish break of each semester. One of the faculty sponsors Latin American should be identified as the chair of the supervising Mediterranean/Middle East committee. Russian and Eastern European Electives
In addition to the University and college require- ments and the major, the balance of a student’s usual five-course-per-semester program consists of elective courses, which can be drawn from the of- ferings of any department or college that are open to non-majors who have met the necessary prerequisites. 92
P r o g r a m s o f S t u d y
American Studies Course Descriptions. The following course de- 254. The Technological American scriptions give the number and title of each course. (3-0-3) Ohmer Lecture hours per week, laboratory and/or tutorial In this course we will explore the impact new Chair: hours per week and credits each semester are in pa- technologies have had on our domestic and eco- Benedict F. Giamo rentheses. The instructor’s name is also included. nomic lives. We also will discuss how new Professors: technolo-gies have changed the way we communicate and the kinds of leisure F. Richard Ciccone (adjunct); Eugene Halton BEGINNING COURSES (concurrent); Thomas J. Schlereth; Robert P. entertainment we enjoy. Though technology is Schmuhl (on leave spring 2003), Thomas J. often celebrated for the promise of liberation, we 201. The Rise and Fall of the Modern Racial Stritch (emeritus); H. Ronald Weber will see how new inventions have also raised fears Order: Race and Ethnicity in the 20th-Century of alienation and loss of control. (emeritus) United States Associate Professors: (3-0-3) 255. American Identities Elizabeth Christman (emerita); Walton Collins A mixture of lecture, discussion, and in-class group (3-0-3) Hodson (adjunct); Jack Colwell (adjunct); Benedict F. projects, this course is an introduction to the his- American Identities surveys the development of Giamo tory of race and ethnicity in the 20th-century American culture and society by examining Assistant Professors: United States. The key questions of the course will constructs of identity. The course explores such Heidi Ardizzone; Thomas Guglielmo; Susan be: How has race, as a “social construction,” been questions as: What is a nation? How is national Ohmer made and un-made over the years? That is, how identity determined? What constitutes American Visiting Welch Chair Professor: have the “south Italian race” and the “Anglo-Saxon identity, and how has it changed over time? Who Alex Kotlowitz (fall semester only) race” come and gone, while the “white race” and has been included and excluded from full David E. Nye (spring semester only) “black race” have stayed with us? How have these citizenship in the past, and why? How do Visiting Professor: groups and others encountered the nation’s racial multicultural societies reconcile national and group Joel C. Hodson order over the years, with some attempting to dis- identities? Where is the United States heading as a Professional Specialist: mantle it to gain greater equality (e.g. the civil society? Ruthann Johansen (Arts and Letters Core rights movement) and others attempting to shore it 256. American Conditions: Poverty and Course) up to protect their own privileges (e.g., the KKK Affluence in the United States, 1930-1990 and the Zoot Suit Riots)? (3-0-3) Giamo The Department of American Studies provides 250. Victorian America: Transformations in To advance our inquiry, we will take an students with a unique opportunity to study Everyday Life, 1876-1915 interdisciplinary perspective on the relationship American culture and society in challenging and in- (3-0-3) Schlereth between poverty and affluence in American culture novative ways. Students majoring in American An introductory American Studies course designed and society. What is the nature of reality—the Studies explore the American experience from both to interpret and integrate the cultural and social meaning and significance—concerning each realm integrative and disciplinary perspectives by select- ideas, institutions, and artifacts of average of social existence? In addressing that question, we ing interdisciplinary courses taught by the Americans in the period 1876-1915. Within this will explore the social conditions, values, and Department’s faculty as well as cross-listed classes Victorian era, the course will explore the changes attitudes associated with each dimension, especially offered by Anthropology, English, Political Science, and continuities in domestic life and housing in relationship to the broader American experience. History, and Sociology. With help from a faculty arrangements, common foodways of eating and Historical, socioeconomic, and political approaches advisor, a student plans a curriculum of 12 courses, drinking, working places and patterns of will be considered. In addition, we will focus on six from within American Studies and six in Ameri- recreational and leisure pursuits. cultural perceptions of poverty and affluence, as can subjects offered in cognate departments. The seen through literature, photography, and film. interdisciplinary courses housed in the Department 251. Visual America 258. American Art: History, Identity, Culture of American Studies span a broad range of aca- (3-0-3) Schlereth (3-0-3) Schlereth demic interests: Arts and Material Culture; Journal- An introductory course, offered as a sequel to Arts Introductory and historical overview of the role ism and Media Studies; Literature and Society; and in America (AMST 357), that will explore that several arts—architecture, painting, Social History/Movements. Additional areas under dimensions of several types of visual expression— sculpture—played in American cultural history, development include Narrative Nonfiction as well popular photography, cartography, genre and 1640-1940. In addition to surveying major high as Regional and Comparative Cultures. Courses in historical painting, chromolithography, the style trends, attention is given to selected regional, these academic areas typically include an historical commercial and graphic arts—in American cultural folk, and vernacular artistic traditions. Basically a dimension, insights gathered from a variety of history from Louis Daguerre’s development of lecture-format course in which the student prepares sources, perspectives drawn from traditional disci- photography in 1839 to the public exhibition of television at the 1939 New York World’s Fair. two short papers, researches and assembles a 15- plines, and an integrative approach that comple- page visual portfolio, and takes two exams, a mid- ments specialism. Because of its breadth, the major term and a final. enables students to experience much of the richness of the College of Arts and Letters. Internships are available which offer practical experience in the po- tential career areas of historical research, journal- ism, publishing, and social service. Special features include an affiliated interdisciplinary minor in Journalism, Ethics, and Democracy. 93
306. Homefronts During War (3-0-3) How have Americans responded at home to war and threats of war throughout the twentieth cen- tury and into the first? What internal divisions and shared identities has war inspired or revealed? We will examine not the battles and factors that deter- mined the military outcomes, but the domestic struggles that have defined our national experience and informed many of our responses to current events. Topics will include: critiques of democracy and civil rights inclusion during WWI; treatment of Japanese Americans during WWII; development of peace movements, anti-nuclear movements; cold war politics and fears of American communism; de- bates over the draft, just-war, racism at home, and U.S. policies abroad in the wake of Vietnam. The final unit will focus on the Gulf War, terrorism, and developments since September 11th. 311. Television in American Culture (3-0-3) Ohmer This course examines the formation of commercial broadcast television in the United States, focusing on the industrial, economic, technological and social forces that have shaped the images we see. We will look at how American television developed in the competitive business climate of the 1920s Robert P. Schmuhl, professor of American studies and 1930s, and how advertiser-supported networks came to dominate. We then analyze the role of television in America’s social and political life: its 264. American Social Experience: Traditions of INTERMEDIATE COURSES links to suburbia and consumerism, its impact on Protest the political movements of the 1960s, and the ways (3-0-3) Ardizzone it has represented America’s changing ideas of race, This interdisciplinary survey of civil rights and 301. Fundamentals of Journalism gender, and ethnicity. social protest movements in the United States (3-0-3) Ciccone 312H. Fashioning Identity in American History examines suffrage inclusion, abolitionism and Black What is news? What are the most effective ways of See GSC 312. civil rights movements, labor organizing, and presenting news to the public? What ethical women’s rights in the nineteenth and twentieth decisions are involved in gathering and reporting 317E. Latino/Latina American Literature centuries, as well as several contemporary protest news? These are a few of the questions addressed in See ENGL 316. movements. These movements certainly question “Fundamentals of Journalism.” 322E. Passing in 20th-Century American selected American ideologies, but they also draw on 305. American Landscapes: Regions and Literature American values and practices. We will use history, Regionalism in North America See ENGL 319. film, fiction, journalism, and autobiographies to (3-0-3) Hodson trace a tradition of protest which both depends on 330. Culture and Society in the Great American Landscapes examines aspects of the Depression and offers challenges to a democratic society. history, geography, politics, economy, and society (3-0-3) Giamo 282. American Political Life of North America (the United States, Canada, and This course explores the culture and society of one of (3-0-3) Schmuhl Mexico). It will explore discreet cultural regions the most turbulent periods in American history. The An introductory and interdisciplinary examination but also adopt a comparative approach, analyzing economic collapse and ensuing national crisis altered of American political culture, particularly interregional as well as transnational issues, such as the political, social, and symbolic landscape of the contemporary political thought and behavior. immigration flows, labor standards, energy use, and country. We will examine the historical context and Although we will trace the development of our environmental controls. social activism of this period (1929-1941), including political culture from the nation’s beginning to the the conditions and responses of those affected by present, a principal concern of the class will be the various hardships. Also, we will be concerned with the involvement of the mass media in recent political cultural expression of Depression America as depicted history. In short, we will attempt to come to terms in literature, film, the art of social realism, and various with questions about the role and influence of mass documentary formats. communications in modern politics. 94
337. Race and Ethnicity in American Television 354. America Abroad: U.S. Media in a Global 387H. American Peace Movement Since World (3-0-3) Ohmer Context War II This course examines the formation of commercial (3-0-3) Ohmer See HIST 474. broadcast television in the United States, focusing This course investigates the strategies companies 391E. Contemporary Short Fiction on the industrial, economic, technological and so- adopt when fashioning media for overseas markets. See ENGL 392E. cial forces that have shaped the images we see. We The course will begin during the 1940s, when will look at how American television developed in America moved aggressively outward after the isola- the competitive business climate of the 1920s and tionism of the 1930s. We will examine how U.S. ADVANCED COURSES 1930s, and how advertiser-supported networks media companies tried to export American values to Latin America during the war and to Japan after came to dominate. We then analyze the role of tele- 401. Immigration, Ethnicity, and Race in the vision in America’s social and political life: its links its surrender. The impact of satellites during the United States, 1840s-Present to suburbia and consumerism, its impact on the 1960s will also be noted. In discussing the 1970s (3-0-3) political movements of the 1960s, and the ways it and 1980s, we will examine international responses Examining monographs, novels, film, photography, has represented America’s changing ideas of race, to American television news, game shows and dra- poetry, government records, and court cases, we gender, and ethnicity. mas. In looking at media today we will analyze in- will explore a variety of immigrant groups and time ternational co-productions that use American stars 338Z. Poverty, Inequality, and Social periods—from the Irish of the mid-19th century to Stratification and studios but are intended to reach a wider Jamaicans, Mexicans, and the Vietnamese today. See SOC 338. audience. We will focus on questions of identity—how immi- grants have come to understand themselves racially 340. Witnessing the Sixties 357. The Arts in America and ethnically over time—and questions of power (3-0-3) Giamo (3-0-3) Schlereth The purpose of this interdisciplinary course is two- Introductory and historical overview of the role —where immigrants have been located within fold: to examine the social context and cultural that several arts—architecture, painting, sculpture, America’s developing racial order and what differ- ence this has made in their everyday lives—their change of the sixties, on the one hand, and on the photography, and the decorative arts—played in jobs, homes, families, and opportunities. other to explore the various journalistic representa- American cultural history, 1640-1940. In addition tions of events, movements, and transformation. to surveying major high style trends, attention will 405G. Public Policy and Bureaucracy We will focus on the manner in which each writer also be given to selected regional, folk, vernacular, See POLS 405. witnessed the sixties and explore fresh styles of and popular artistic traditions. Basically a lecture- format course in which the student prepares one 412. Comparative Cultural Studies writing, such as the new journalism popularized by (3-0-3) Giamo Tom Wolfe. Major topics for consideration include research essay and takes two exams, a midterm and a final. The purpose of this seminar is to introduce the counterculture and the movement—a combina- students to comparative dimensions of American tion of civil rights and anti-war protest. 360. News in American Life Studies. International perspectives will be explored 347H. Era of U.S. Civil War, 1848-1877 (3-0-3) Ciccone and approaches that compare American culture See HIST 454. This course seeks to promote an understanding of with another national culture will be encouraged. modern media by examining the goals and motiva- Intranational comparative topics will also be 348G. Interest Group Politics tions of newsmakers, the power of instant informa- welcome (example: Asian-American studies). See POLS 303. tion, the future of news delivery and an exam- Concepts, methods, and materials related to 350. The Craft of Journalism ination of how the traditional principles of fairness, comparative studies will be examined. Students will (3-0-3) Schmuhl privacy and ethics are treated. Students will read work on selecting appropriate comparative topics, This class will focus on how print and broadcast several books and newspaper articles dealing with organizing information and ideas, developing journalists work—how they think and act as well as the history and the business of the media, and will themes, and designing an interdisciplinary the dilemmas they face in delivering news, analysis, use daily newspapers throughout the course. framework for their projects. and commentary. Several sessions will be devoted 366H. African-American History I 416H. American Thought, Belief, and Values to presentations by visiting correspondents, editors, See HIST 371. See POLS 416. and producers, explaining their approaches to specific stories and circumstances. In addition, 368H. U.S. Presidents: FDR to Clinton 419. American Nonfiction Narrative: The students will discuss the issues and questions raised See HIST 458. Literature of Social Concerns in a few books. 369H. Jacksonian America (3-0-3) See HIST 369. This course will—through both reading and writ- 351. Visual America ing-explore, the place and the art of what is often (3-0-3) Schlereth 380. The Presidency in American Culture called literary journalism or narrative nonfiction. Offered as a sequel to American Art (AMST 258). (3-0-3) Ohmer What makes for a compelling story? Why employ The course has two objectives: First, to introduce This course examines the interactions among the use of narrative? How does it form our view of students to the various methods scholars have journalists, media companies, and Presidents in the people and events? We’ll read nonfiction developed to use visual evidence in cultural history United States since the Great Depression. narratives on such issues as war, poverty and race. research; and second, to provide students with a Throughout the term we will emphasize several Readings will include John Hersey’s Hiroshima, content course in United States history, one where general principles or trends. We will explore how Philip Gourevitch’s We Wish To Inform You That they receive an overview of the various roles that new forms of technology have triggered changes in Tomorrow We Will Be Killed With Our Families, the art forms noted above have played in 19th- and political practice, a trend that becomes clear when and Richard Wright’s Black Boy, as well as the 20th-century American life. Iconographic we analyze the role the Internet has taken in this instructor’s The Other Side Of The River. We’ll also analysis—the uncovering of past and present, year’s campaign. During the semester we will look explore the craft, itself—and work with rigor and conflicting and paradoxical layers of cultural at representations of Presidents and the Presidency discipline on the art of reporting and writing story. meanings within an image or assemblage of that are embodied in films and television programs. images—will be an important part of the course. 386H. U.S. Foreign Policy Since 1945 See HIST 458. 95
There will be regular writing assignments, and stu- 427. Jack Kerouac and the Beats 439. Advanced Reporting dents will be encouraged to report and craft a (3-0-3) Giamo (3-0-3) Colwell narrative on an issue of interest to them. This This seminar will reexamine Kerouac and his prose Prerequisite: Completion of a writing course above course will be run as a seminar, so there will be an in relation to Beat subculture and the larger context freshman level and/or previous news experience. emphasis on critical class discussion, including pre- of post-World War II American society. Although This is an advanced course in journalistic reporting sentations by students. the work of other Beat writers, such as William S. and writing devoted to learning how to prepare, in Burroughs, Allen Ginsberg, and Gary Snyder will a professional manner, in-depth articles on issues 419E. African-American Literature be considered, the primary focus will be on and events of community interest for Notre Dame See ENGL 419C. Kerouac. Moreover, the seminar will question the and in this area. Emphasis will be on the 420. America as a World Phenomenon cultural codification of Kerouac as “King of the techniques, ethics, and responsibilities of (3-0-3) Hodson Beats” and advance the notion that he was a prose conducting interviews and research and crafting This course considers the United States as a world artist on a spiritual quest. Or, as Ginsberg aptly put pieces for newspapers and other publications. phenomenon by examining how current it—an “American lonely Prose Trumpeter of 440. Persuasion, Commentary, Criticism globalization processes are prefigured in American drunken Buddha Sacred Heart.” (3-0-3) Colwell history and how they play out in the United States 429. Race and Ethnicity in U.S. Media This course will consider the roles of persuasion, today. Globalization is defined as a set of (3-0-3) Ohmer longstanding and intensifying transformative commentary and criticism in contemporary This course analyzes how racial and ethnic processes that include the flow of people, goods American culture, and will explore the techniques differences have been addressed in a variety of and services, capital, information, ideas, and other of these forms of expression. Following intro- media contexts from the 1950s through today, commodities across borders. ductory sessions dealing with principles and including narrative films, talk shows, situation concerns, students will prepare and discuss their 422. Confronting Homelessness comedies, music videos and news. We will look at own writing assignments—including opinion in American Culture and Society how film and television both shape and are shaped columns, editorials and book or performance (3-0-3) Giamo by social change and struggle, and how discourses reviews. The purpose of this seminar is to examine the on race and ethnicity intersect with issues of class, conditions of extreme poverty and homelessness gender and national identity. 440A. Native Americans in Fact and Fiction within the broader context of American culture and See ANTH 440. 430. American Spaces society. In order to confront the nature of these (3-0-3) Schlereth 440H. U.S. Latinos: A History conditions, this seminar will draw upon insights A comparative survey of the multiple histories of See HIST 440. from history, literature, documentary film and several natural and human-made environments 441. Literary Journalism photography, and the social sciences. We will focus created in America from the New England (3-0-3) Collins on the degree of permanence and change in our common to the Los Angeles freeway. Using specific This writing course is open by application to a few approach to both traditional and modern forms of cases studies, the course will analyze sites such as students who have shown unusual promise in other the social problem. There will be an experiential the Mesa Verde pueblo, Rockefeller Center, the journalism courses and/or have demonstrated component to the seminar as well. Southern plantation, the Midwest Main Street, the superior writing skills in student publications or 425. Religion and Women’s Rights Prairie style residence, the Brooklyn Bridge, New media internships. Literary journalism is a demand- (3-0-3) Ardizzone Harmony (Indiana), U.S. Route 40, the American ing form of communication that combines fictional This course focuses on religious aspects of the college campus, Pullman (Illinois), the skyscraper, techniques with scrupulous adherence to fact. women’s rights movement and women’s Spring Grove Cemetery (Cincinnati), the Victorian Students will be responsible for two to three major movements within religious communities. Focusing suburb, Grand Central Station, Golden Gate Park, pieces of writing and will work closely with one primarily on the Protestant, Catholic and Jewish Coney Island, Yosemite National Park, another and the instructor, who is the editor traditions, we will examine how women have Chautauqua (New York), and the 1939 New York emeritus of Notre Dame magazine and an understood the relationship between their religious World’s Fair. experienced freelance writer. beliefs and their interest in expanding women’s 436A. Society and Culture Through Films 450. Writing for Publication roles. From this beginning, we will explore several See ANTH 436. (3-0-3) Collins historical and contemporary examples of the This course is designed to improve and extend influence of religion on the women’s rights 437. Online America student skills in writing non-fiction articles, with movement and, by the 20th century, the influence (3-0-3) Ohmer emphasis on writing for magazines. It will touch on of the women’s movement in American religion. This seminar offers students the opportunity to explore one of the newest and most challenging freelancing, researching markets, understanding 425Z. Ethnicity in America forces that are reshaping American culture today: audience, finding salable topics, writing query See SOC 452. the Internet. The class will explore several issues letters, and working with editors. Students will be 426. Leadership and Social Responsibility together before focusing on individual student expected to write several short articles and one See PSY 407. projects. We will read about the history of this major one, and they will be responsible for wired medium and compare its development to developing a marketing plan for the long article. that of more established technologies. Then we will The instructor of this course is the editor emeritus examine how the Net is affecting communication of Notre Dame magazine. and information processing in journalism, politics 453H. Revolutionary America and corporate life, to see how this new medium See HIST 452. changes the ways we relate to each other and learn 456H. United States 1900-1945 about our social environment. See HIST 456. 96
460. Politics, Policy, and the Media 498. Special Studies: Reading and Research (3-0-3) Schmuhl (0-9-3) Giamo Anthropology The seminar will also explore how popular commu- Special Studies offers students the opportunity to nications affect the policy process and political life pursue an independent, semester-long reading or Chair: as well as the formation of public opinion. Al- research project under the direction of a faculty James J. McKenna though the majority of the seminar’s time will be member. The subject matter of Special Studies Edmund P. Joyce Professor of Anthropology: devoted to analyzing contemporary, practical mani- must not be duplicated in the regular curriculum. Roberto A. DaMatta; James J. McKenna festations of the policy, politics, press relationships, Nancy O’Neill Associate Professor of Anthropology: we will also consider theoretical principles that INTERNSHIPS Susan G. Sheridan serve as the foundation for the interplay between Professors: our democratic/republic system and our “free Leo A. Despres (emeritus); Carl W. O’Nell press.” AMERICAN STUDIES INTERNSHIPS (emeritus); Irwin Press (emeritus) 470H. History of the American Woman II All American Studies Internships provide opportu- Associate Professors: See HIST 470. nities for practical work experiences under the su- James O. Bellis; Susan D. Blum (on leave 480. American Architecture pervision of a professional. Students will spend 2002-03); Douglas E. Bradley (concurrent); (3-0-3) Schlereth nine to twelve unpaid, supervised hours per week Agustin Fuentes; Rev. Patrick D. Gaffney, A course designed to examine the social factors, on the job, the hours to be arranged between the C.S.C. (on leave spring 2003); Ian Kuijt; technological innovation and artistic impulses that student and the “employer.” Intern candidates Joanne M. Mack (concurrent); Cynthia have produced the American built environment, should so arrange their academic schedule as to al- Mahmood (on leave spring 2003); Kenneth E. 1740-1940. Comparing several building types—the low large chunks of time for internship work, such Moore (emeritus); Carolyn R. Nordstrom private residence, the workplace, and the public as entire days or entire mornings. Assistant Professors: building—the seminar will explore structures and Meredith S. Chesson; Gregory J. Downey (on spaces as material culture evidence of American 496A. Publishing Internship leave 2002-03); Satsuki Kawano (on leave technological, artistic, and social history. (0-9-3) Collins 2002-03); Karen E. Richman; Victoria D.L. Sanford; Mark R. Schurr; Cecilia Van Hollen 483Z. Social Demography for U.S. Minorities Apprentice training with Notre Dame magazine. Satisfactory/unsatisfactory credit only. See SOC 483. Program of Studies. The undergraduate pro- 484. Material America: Creating, Collecting, 496B. Community Service Internship gram in anthropology is designed to help students Consuming (0-9-3) move toward a number of possible career choices (3-0-3) Schlereth Apprentice training with community social service while simultaneously offering an intellectual core of A seminar exploring how historians, archaeologists, organizations. Satisfactory/unsatisfactory credit understanding about human life essential to a lib- art historians, folklorists, geographers, and cultural only. eral education. As a broad field of study, anthropol- anthropologists use material culture as important 496C. Historical Research Internship ogy is basic in that it addresses fundamental evidence in interpreting the American historical (0-9-3) Schlereth questions relating to the meaning of human nature. and contemporary experience. Research fieldwork Apprentice training in archives or museums or his- It is comprehensive in that it deals with human life in area museums and historical agencies such as the torical preservation with local organizations. Satis- in virtually every aspect of activity ranging across Snite Museum, the Northern Indiana Center For factory/unsatisfactory credit only. the political, artistic, social, religious, psychological History, National Studebaker Museum, and 496D. News Internship and economic spheres. Anthropology offers its stu- Copshalolm/Oliver Mansion will be part of the dents a well-rounded view of what it means to be seminar. (0-9-3) Schmuhl Apprentice training with newspapers. Satisfactory/ human. It does this through time comparisons, ex- amining human adaptation from remote past to the 484E. Tragedy: Shakespeare and Melville unsatisfactory credit only. See ENGL 482C. present moment; and group comparisons, examin- ing the rich array of cultural diversities from their 486: Grecian Architecture and Furniture I simplest to most complex forms. It is through the See ARCH 581. comparative perspective that students of anthropol- 487. Building America: Architecture, ogy achieve a depth of appreciation for things hu- Economics, Politics man that is the hallmark of the field. (3-0-3) Schlereth Anthropology provides an excellent back- A seminar designed to examine the social and ground for careers demanding expertise in under- economic factors, energy and land use policies, standing human relations, motivations and demographic urban/suburban trends, technological activities; for example, law, business, education, innovations and artistic impulses that have public service and medicine. Should a student as- produced the American built environment, 1640- pire to a career in anthropology, the undergraduate 1940. Comparing several building types—the major constitutes an important step in preparing private residence, the workplace, and the public for entrance to a graduate program. building—the seminar will explore structures and In addition to the major, other programmatic spaces as material culture evidence of American options are available. Some students will find it ad- domestic, real estate, political and cultural history. vantageous to take, in addition to anthropology, a major or supplementary major in another disci- pline. Still other students may elect to minor in an- thropology. The requirements for these options are described below. Students are welcome to come to the departmental office in 611 Flanner for further information. 97
Major Programs: Approaches and Methods (six hours) Topics in Anthropology (three hours) 1. The Major. There are no prerequisites to the 305. Introduction to Human Ethology 382. The Anthropology of Gender major. The major requires 27 hours, six of which 310. Health, Healing and Culture 386. Religion, Myth, and Magic must be in the sequence of fundamentals,either 322. Black Music, World Market 414. Transnational Societies and Cultures ANTH 326 (Fundamentals of Linguistic Anthro- 326. Fundamentals of Linguistic Anthropology 420. Person, Self, and Body pology) or ANTH 328 (Fundamentals of Social 327. Fundamentals of Archaeology 421. Religious Life in Asian Cultures and Cultural Anthropology), and either ANTH 382. The Anthropology of Gender 423. Tribe, Religion, Nation in Africa 327 (Fundamentals of Archaeology) or ANTH 386. Religion, Myth and Magic 431. Race, Ethnicity and Power 329 (Fundamentals of Human Evolution). ANTH 403. Anthropology of Art 432. Anthropology of War and Peace 430 (Development of Anthropological Theory) 404. Topics in Biological Anthropology 435. The Brazilian Experience and ANTH 495 (Advanced Seminar) are also re- 405. Biological Anthropology 436. Society and Culture Through Films quired of all students in the major sequence. It is 407. Human Osteology 440. Native Americans in Fact and Fiction recommended that students take the fundamentals, 408. Native North American Art 451. Anthropology of Reproduction ANTH 326 or 328 and ANTH 327 or 329, by the 420. Person, Self, and Body 454. Cultural Aspects of Clinical Medicine end of their junior year, whereas ANTH 430 is 451. Anthropology of Reproduction 463. Gender and Power in Asian Cultures usually taken as a junior or senior. ANTH 495 is 463. Gender and Power in Asian Cultures designed as a senior capstone seminar. The remain- 470. Engendering Archaeology Course Descriptions. The following course de- ing 15 hours must be apportioned among various 472. Theory and Method in Archaeology scriptions give the number and title of each course. subareas as follows: Approaches and Methods (six 473. The Archaeology of Death Lecture hours per week, laboratory and/or tutorial hours); Evolutionary Perspectives and Cultural Ad- 475. Archaeological Materials Analysis: hours per week and credit hours per semester are aptation (three hours); Area Studies (three hours); Lithic Technology enclosed within parentheses. The names of the and Topics in Anthropolgy (three hours). Courses 484. Museum Anthropology: An Introduction instructors normally responsible for courses are taken for pass-fail credit will not satisfy require- 486. Mother-Baby Behavioral Sleep Laboratory indicated. ments for the major. Courses in which graduate students may enroll 2. The Major with Senior Thesis. Students may Evolutionary Perspectives and Adaptation and for which graduate credit may be obtained are elect to complete a senior thesis (see ANTH 499) (three hours) indicated with an asterisk (*) before the course num- for six credits in addition to the requirements for 305. Introduction to Human Ethology ber. Special requirements are made of graduate stu- the major. 336. Human Diversity dents who enroll in these courses. 3. The Minor in Anthropology. The minor re- 340. Ancient Cities and States 389. Prehistory of Eastern North America 109. Introduction to Anthropology quires 15 credit hours. There are no prerequisites. (3-0-3) Staff Students must take either ANTH 326 or 328 and 391. Prehistory of Western North America 404. Topics in Biological Anthropology This course deals with the nature of anthropology as either ANTH 327 or 329 and are free to elect the a broad and diverse area of study. The anthropologi- remaining nine hours from among the 300- and 405. Biological Anthropology 406. Primate Behavior cal study of humankind will be approached from the 400-level courses in the department. Courses taken 407. Human Osteology perspectives of physical anthropology; prehistory and for pass-fail credit will not satisfy requirements for 452. Evolutionary Medicine archaeology; linguistic anthropology and sociocul- the minor. 458. Infancy: Evolution, History and Development tural anthropology. The diversity of humankind will 4. Anthropology and the Preprofessional Program. 470. Engendering Archaeology be explored in all its aspects from times past to the Preprofessional students will find anthropology to 474. Environmental Archaeology present. be a highly relevant major. 477. Forager/Farmer Transition 180. Social Science University Seminar (3-0-3) Staff SUBAREAS Area Studies (three hours) Anthropology, the holistic study of humans and 322. Black Music, World Market their societies and cultures, is the focus of this semi- 340. Ancient Cities and States nar course. Through discussion and analysis of a va- Courses and Major Subareas 353. Societies and Cultures of South Asia riety of anthropology texts, this seminar course aims of the Department. The department offers 354. Japanese Society to develop writing skills among first-year students courses in four major subareas in addition to the 359. Peoples of Africa while exposing them to some central problems and fundamentals (ANTH 326, 327, 328, and 329), 361. Societies and Cultures of Latin America issues within anthropology. Adopting an approach theory (ANTH 430), and capstone seminar 365. The Contemporary Middle East which reflects the four-field character of anthropol- (ANTH 495). See “The Major” on this page. Mini- 368. Native Peoples of North America ogy, the seminar will encourage students to explore mum required hours in each subarea are indicated 370. Caribbean Diasporas topics such as: (1) anthropology as a way of know- in parentheses. 389. Prehistory of Eastern North America ing; (2) anthropology as an encounter with and ef- 391. Prehistory of Western North America fort to explain human diversity; (3) anthropology as 408. Native North American Art a discipline which uniquely contributes to our un- 414. Transnational Societies and Cultures derstanding of the symbolic dimensions of human 421. Religious Life in Asian Cultures behavior and communication; (4) anthropology as a 423. Tribe, Religion, Nation in Africa discipline which uniquely contributes to our under- 435. The Brazilian Experience standing of human strategies for subsistence and sur- 436. Society and Culture Through Films vival; (5) anthropology as a discipline which 482. Archaeology of Ireland uniquely contributes to our understanding of human biological and cultural origins. This course satisfies the University social science requirement. 98
205/305. Introduction to Human Ethology 324. Irish Traditional Culture 336. Human Diversity (3-0-3) McKenna (3-0-3) Gillan (3-0-3) Sheridan This course explores the cultural and evolutionary To examine Irish peasant culture, this course will fo- Prerequisite: ANTH 327 or 329. origins of language, non-verbal communication, in- cus on the materials accumulated by folklorists since Issues concerning the nature of human diversity fant behavior, parenting, human aggression, sexual the late 19th century. Folklorists recorded a huge (race, intelligence, sex, gender, etc.) are a continuing behavior, gender development and human court- volume of information as part of a project to rescue source of social and scientific debate. This course is ship rituals. Each subject is examined from a cross- and rehabilitate the Gaelic tradition within a mod- designed to present the issues and methods used by species, cross-cultural, evolutionary and ernizing Ireland. This information was from peasant physical anthropologists to study both the biological developmental (including historical) perspective. society, but was often seen as transcending it basis of human differences, as well as the ongoing (Gramsci’s “national-popular”). The course will in- 310. Health, Healing, and Culture process of human adaptation and evolution in re- terrogate the notion of “traditional culture,” implicit (3-0-3) Nordstrom, Van Hollen sponse to climate, nutrition and disease. or explicit in the work of folklorists, and will relate Prerequisite: ANTH 109, 326, 327, 328, or 329. 340. Ancient Cities and States that work to anthropological and other writing on Disease has been a constant companion of human- (3-0-3) Chesson Ireland. The notion of traditional culture as a ity, shaped by the culture and through human Ancient civilizations are interesting not only for their knowledge system will also be discussed. There will impact on the environment. All societies have re- often spectacular remains but also for what they can be particular emphasis on narrative traditions (sto- sponded by creating medical systems to cope with tell us about our own urban society. This course ries and storytelling), popular religion (folk belief) poor health. After introducing the student to the looks at the archaeology of ancient cities and states, and material culture (folklife), traditionally the core discipline of medical anthropology, the course fo- with a special emphasis on those of the eastern areas for researchers in folklore and folklife. cuses on the interaction between disease and culture Mediterranean and the Near East. It also explores and on the characteristics and functions of diverse 326. Fundamentals of Linguistic Anthropology theories about why ancient civilizations rose and fell. (3-0-3) Blum, Gaffney medical systems. 353. Societies and Cultures of South Asia An inquiry into the origins of language, the nature of 321. Folklore, National Culture, Irish History (3-0-3) Van Hollen meaning, the power of language and how language (3-0-3) Gillan This course provides a broad introduction to soci- systems are acquired and variously function in culture The notion of folklore emerged in the late 18th eties and cultures of South Asia (including India, and society. and 19th centuries. Closely associated with ideas Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, of cultural relativism, from the romantic period on 327. Fundamentals of Archaeology and the Maldives). Emphasis will be on the Indian it became an important resource to national move- (3-0-3) Chesson, Kuijt, Schurr subcontinent. Central themes and topics of the ments in search of cultural authenticity. This This course is an introduction to the methods, goals, course include religious pluralism and communal- course will explore the idea of folklore within the and theoretical concepts of archaeology, with a pri- ism; linguistic pluralism and ethnonationalism; the history of ideas and will examine the relationships mary focus on that practiced in the Middle East, ideologies and practices of caste, class, and gender; between folklore and popular culture and between North America, and Europe. Case studies of survey, colonialism and postcolonial development projects; folklore and modernity. It will also outline the de- excavation, and analytical techniques will focus on healing and the construction of the body; aesthetic velopment of folklore as an academic discipline. It recent or ongoing investigations of archaeological traditions (film, dance, music, art); and experiences will look at the Irish case in detail, from the begin- sites in North America, Central America, Europe, of the South Asian Diaspora (particularly in North nings of scholarly interest in popular culture in Africa, and the Middle East. America). Ireland to the central intellectual engagement of 328. Fundamentals of Social 354. Japanese Society the literary revivals in English and Irish at the end and Cultural Anthropology (3-0-3) Kawaro of the 19th century, leading ultimately to the in- (3-0-3) Gaffney, Kawano, Nordstrom, Richman, Van This course presents a survey of the social structures stitutionalization of folklore study in the Irish Hollen and forms of expression that make up the complex state. This course addresses the question of how and why society of contemporary Japan. Drawing on a range 322. Black Music, World Market cultures differ, the relationship between environment of sources, including anthropological writings, his- (3-0-3) Downey and culture and how humans use culture to solve tory, reporting, film, and fiction, the course will ex- Prerequisite: ANTH 109, 326, or 328. common problems while creating unique behavioral plore the basic institutions that underlie Japanese Slavery and the coerced migration of Africans to systems. Students examine the cultural nature of lan- life, including family, work settings, religious tradi- the New World left a multitude of popular musi- guage, personality, religion, economics, politics, fam- tions, urban and rural dynamics, political and eco- cal styles, the result both of seemingly inexhaust- ily and kinship, play and even deviant behavior. nomic order, gender relations, youth, and popular ible musical creativity and of exchange among 329. Fundamentals of Human Evolution culture, as well as an inquiry into recent controver- Black peoples (and others) on both sides of the At- (3-0-3) Bellis, Fuentes, McKenna, Schurr, Sheridan sies reflecting changing attitudes toward Japan’s na- lantic. This course is an examination of the diver- This course deals with human evolution in both bio- tional identity. sity of Black popular musics on a global scale. logical and cultural terms. Topics covered will include 359. Peoples of Africa 323H. Modern Mexico primate behavior, the mechanisms of evolution, the (3-0-3) Bellis (3-0-3) Beatty fossil record and the characteristics of prehistoric cul- This course is designed to provide an introduction to This course examines the complex nation that is tures. the societies of Sub-Saharan Africa. It examines cul- Mexico in the 20th century, its challenges and its tures in present-day Africa as well as in the past in prospects. Focusing primarily on the period since order to lend an understanding to the developmental 1870, we will study the social, economic, political processes which led to their modern forms. The im- and cultural forces that have shaped the history of portance of the relation between a culture and its the United States’ southern neighbor. physical environment is stressed. 99
388E. Chinese Mosaic: Philosophy, Politics, Religion (3-0-3) Jensen This is a special topics class that provides an introduction to the diverse lifeways constituting the puzzle of the Chinese people. The course will chart this terrain of current Chinese imagination as it has been shaped from the contending, and often contentious, influences of religion, philosophy, and politics, introducing students to the heralded works of the Chinese intellectual tradition while requiring critical engagement with the philosophic and religious traditions animating this culture. Thus, as they learn about China, students also will reflect on how Chinese and Westerners have interpreted it. 389. Prehistory of Eastern North America (3-0-3) Schurr This course traces the development of a Native American culture from its earliest beginnings in North America to the time of European contact. Archaeology may provide answers as to when the American Indians first entered North America, who the Moundbuilders were, how the Native Americans invented agriculture, how they devel- Players of capoeira, an Afro-Brazilian martial art and dance, prepared to start a game in Salvador, Brazil. oped sophisticated societies, and why historic American Indian tribes were so diverse. 361. Societies and Cultures of Latin America 382. Anthropology of Gender 390M. Islam: Religion and Culture (3-0-3) Downey (3-0-3) Richman (3-0-3) Afsaruddin This course introduces students to the diverse Prerequisite: ANTH 109, 326, or 328. This course discusses the rise of Islam in the cultures and societies of Latin America. Through This course introduces students to the main issues Arabian peninsula in the seventh century and its historical, ethnographic and literary study, it and debates characterizing the anthropology of gen- subsequent establishment as a major world religion explores relations of power, ideology and resistance der and explores how anthropoligists have at- and civilization. Lectures and readings deal with from the colonial conquest to the present, including tempted to understand changing roles, sexual the core beliefs and institutions of Islam, with economic dependency, underdevelopment and assymetry, and stratification. The class contrasts particular emphasis on religious and political development, political institutions, the churches, the and compares the representation of women and thought from the Middle Ages through our own military, social movements, religious expressions, men in different kinds of societies and in different time. All readings are in English. No prerequisite. and ethnic and class relations. Contemporary issues political-economic contexts. of globalization, violence and migration will 391. Prehistory of Western North America 386. Religion, Myth, and Magic (3-0-3) Mack preoccupy our discussion of Central and South (3-0-3) Gaffney, Richman America and the Caribbean today. Archaeological data and cultural life of prehistoric The study of religious beliefs and practices in tribal Western North America over the last 20,000 years 365. The Contemporary Middle East and peasant societies emphasizing myths, ritual, will be covered. This course emphasizes origins and (3-0-3) Gaffney symbolism and magic as ways of explaining man’s cultural development from an early pioneer stage to Surveys Islamic civilization, the most important cul- place in the universe. Concepts of purity and pollu- the later, sophisticated, diverse cultures of Native tural influence in the Middle East, as context for dis- tion, the sacred and the profane, and types of ritual Americans and focuses on material cultures, envi- cussion of the life of Middle Eastern peoples. Topics specialists and their relation to social structure will ronmental relationships and technology to explore explored include the foundations of Islam, Muslim also be examined. cultural change, land-use patterns, economics and ethics, Sunni-Shi’a split, religious pilgrimage, eth- 387E. City in Modern Chinese Fiction political complexity. nicity, ecological adaptations, religious brotherhoods (3-0-3) Lin and sisterhoods, Sufism and concepts of the state. *403. Anthropology of Art Examining portrayals of cities such as Beijing and (3-0-3) Bellis 370. Caribbean Diasporas Shanghai in fictional works, this course explores Prerequisite: ANTH 109, 326, 327, 328 or 329, or (3-0-3) Richman the image of the city as the big, the bad, and the ir- art major. Prerequisite: ANTH 109, 326, or 328. resistible site of desire for modernity in 20th-cen- This course will examine art as a functional part of The movement of money and raw materials as well tury China. culture from an anthropological point of view. At- as the displacement of people have long structured tention is given to evolution of art as part of hu- the Caribbean experience. This course explores the man culture and to evolution of the study of art by transnational orientations and the multidimensional anthropologists. Open to graduate students. consequences of movement from the Carribean as it affects sites in Miami, London, Paris or Brooklyn as well as Havana, Jamaica, Haiti or Belize. Reading works of ethnography, fiction and history, questions about the construction and reconstruction of family bonds, community identity, religion, political power and economic relations will be treated in the domes- tic and the global context. 100
404. Topics in Biological Anthropology 414. Transnational Societies and Cultures 430. Development of Anthropological Theory (3-0-3) Fuentes (3-0-3) Richman (3-0-3) Blum, DaMatta, Gaffney, Sanford Prerequisite: ANTH 109, 327, or 329. Prerequisite: ANTH 109, 326, or 328. Prerequisite: ANTH 326 or 328. Anthropology This course explores the latest developments in This course analyzes how cultural identities and be- majors only. biological anthropology, including but not lim- haviors are formed in the context of global systems. The material to be covered in this course includes ited to population genetics, human diversity, the Through specific case studies, students will explore the seminal contributions to American and Euro- concept of race, primate evolution and behavior, how different social groups construct their cultures pean anthropological thought as these emerged in patterns of adaptation, and evolutionary medi- in interaction with other cultures and how, in so approximate chronological order. Ideas about the cine. Emphasis will be on the role culture plays doing, these groups are both responding to and place of human beings in nature, the uniqueness of in the development of biological systems. shaping global agendas. This course will expose stu- the human condition and the evolution of all na- 405. Biological Anthropology dents to different theories of globalization and dis- ture dominated the intellectual ferment that gave (3-1-4) Fuentes, Sheridan cuss why the study of regional, national and rise to anthropology. This initial stage was followed Prerequisite: ANTH 109, 327, or 329. international linkages has become a critical compo- by varied reactions to and revisions of the evolu- This course includes research pertaining to human nent of contemporary anthropological research. tionary scheme, including controversy over the cul- evolution and to epidemiological and nutritional 420. Person, Self, and Body ture concept and the inception of theoretical studies both now and in the remote past, as well as (3-0-3) Blum schools such as functionalism, historicism, materi- the applied physical anthropology fields of forensic Prerequisite: ANTH 109, 326 or 328. alism and structuralism, as well as the advancement sciences and genetics. The course will help the un- How is the private self different from the public of systematic field research, the primary tool in an- dergraduate student understand the range of work person, and how do these contrasts vary in different thropological study. possible in biological anthropology. societies? How is the body valued, situated, and 431. Race, Ethnicity, and Power 406. Primate Behavior contested? What are the sources of conflict within a (3-0-3) (3-0-3) Fuentes, Sheridan, McKenna person, between persons, and with the material Prerequisite: ANTH 109, 326, or 328. Prerequisites: ANTH 109, 327, or 329. world? How is identity constructed from these Presents a review and discussion of social scientific This course will explore the similarities and differ- components? This course will examine contempo- research concerning the nature of race and ences in behavior among members of the order of rary and classical theoretical works as well as ethno- ethnicity and their expression as social and cultural Primates. Investigations of the form, function and graphic accounts of persons, selves, and bodies to forces in the organization of multiethnic societies. adaptations of our closest living relatives are essen- address these questions. For juniors and seniors The focus is multidisciplinary while giving primary tial to the study of human evolution. Aspects of only. focus to literature drawn from anthropology, politi- cal science, and sociology. The course uses a mixed primate social interaction—mother/infant bonds, *421. Religious Life in Asian Cultures case study/theoretical approach. male/female interactions, dominance hierarchies, (3-0-3) Kawano communication, reproductive strategies, and aber- Prerequisite: ANTH 109, 326 or 328. 432. Anthropology of War and Peace rant behaviors—will be explored in light of their This course examines diverse religious expressions (3-0-3) Mahmood, Nordstrom relationship to human origins. and lives of contemporary Asian peoples from an Prerequisite: ANTH 109, 326, or 328. 407. Human Osteology anthropological perspective. This course explores This class will explore the human capacity for war (3-1-4) Sheridan topics such as ritual, ancestor worship, shamanism, and peace. Anthropology provides a unique per- Prerequisite: ANTH 327 or 329. spirit possession, divination, and festivals in chang- spective on violence and conflict resolution as an- This is a lab-intensive course that explores the ing Asian societies. Ethnographic examples will be thropologists often go to the front lines to methods used in physical anthropology for study- taken from a variety of Asian societies, such as Ja- document the experience of war and peacebuilding ing individual human skeletal remains, as well as pan, Korea, China, Malaysia, and India. firsthand. The course will explore examples of the many forms of war in the world today, from tribal those employed to establish biocultural connections *423. Tribe, Religion, Nation in Africa conflicts through guerilla warfare to conventional at the population level. Forensic techniques utilized (3-0-3) Gaffney and nuclear war. It will also study societies without in individual identification will be developed in the Prerequisite: ANTH 109, 326, or 328. war and populations with innovative ideas about first third of the course. This course will examine the key theoretical issues peace. 408. Native North American Art in this difficult process of the formation of large, (3-0-3) Mack culturally heterogeneous and complex social group- *435. The Brazilian Experience Prerequisite: ANTH 326 or 328 or ARHI 169. ings from many smaller and more homogeneous (3-0-3) DaMatta Contact with Western Europeans and their art tra- ethnic groups. Special attention will be given to the Prerequisite: ANTH 109, 326, or 328. ditions beginning about A.D. 1600 and thereafter influence of religion in this process, both conceptu- In this course we will discuss Brazil as a society and with the art traditions of Africans, Asians and ally and institutionally. The role of Christianity as a culture, taking as our main frame of reference South Americans modified form, technique and and Islam as well as the influence of traditional Af- for discussion its daily routines, its basic values and context of Native North American art. However, rican religions and the many efforts at their revival its ritual system. Thus, we will see how popular traditional form, technique and context continued will be considered as major forces in the establish- music, carnival festivity, civic ceremonies, religious through the centuries since 1600. The perception ment and advancement of some shared notions of beliefs and folklore shape the life of this social of this art also changed. The collections of Native the ideologies of peoplehood, nationhood and the space called Brazil. Open to graduate students. North American art curated at the Snite Museum growing awareness of the need for transnational of Art exemplify the changing content, technique movements. Open to graduate students. and context of this art. This course will allow stu- 426. Ethnicity in America dents to work with our collections under direct su- (3-0-3) Chrobot pervision. Review of the theory and history of ethnicity, its policy implications for family, education, econom- ics, religion, government and international rela- tions; in-depth study of one ethnic group of choice. 101
436. Society and Culture Through Films 452. Evolutionary Medicine 458. Infancy: Evolution, History, and (3-0-3) DaMatta (3-0-3) McKenna Development Prerequisites: Two previous anthropology courses. Prerequisite: ANTH 205, 305, 329, 394 or 458. (3-0-3) McKenna This course will deal with a variety of social issues This course will reconceptualize a variety of human Prerequisite: Senior majors and minors only. as they are perceived, conceived, represented and diseases, syndromes and disorders from the stand- This course explores aspects of infant biology and understood by movies. The focus of this course will point of evolution, in the modern cultural context. socio-emotional development in relationship to not be on cinema history, cinema structure or The evolution of infectious diseases, menopause, Western child care practices and parenting. West- moviemaking processes but on how important hu- women’s reproductive cancers, allergy, pediatric ern pediatric approaches to infancy and parenting man problems such as cultural diversity, race rela- topics (colic, physiologic jaundice, sleep problems, are evaluated in light of Western cultural history tions, the crafting of national identity and national SIDS), breastfeeding, obstetrics, geriatric medicine, and cross-cultural, human evolutionary and devel- heroes, urban life, class conflict, family structure, structural and genetic abnormalities, psychiatric opmental data. A variety of mammals are included war, and values such as success, love, happiness, disorders, psychological health, eating disorders, as a comparative background to explore the rela- fairness, misfortune, destiny, honesty, faith and the nutrition, obesity, myopia, emotional disorders, tionships between infant physiology, mental and like are depicted and treated by movies. touch therapy and massage will be examined in the physical health and contemporary infant caregiving concepts. 440. Native Americans in Fact and Fiction context of this exciting and emerging new field. (3-0-3) Mack 453P. Psychology and Medicine 463. Gender and Power in Asian Cultures Prerequisite: ANTH 109, 326, or 328. (3-0-3) Kolberg (3-0-3) Kawano This course focuses on our images of Native This course has two basic objectives. First, it exam- Prerequisite: ANTH 109, 326 or 328. Americans and how these images may have been ines from a lifespan and psychobiological perspec- The class studies the representations of women and shaped by popular and scientific writing and film. tive the factors that place individuals at different men in different Asian societies and in different po- Using an anthropological perspective, students read stages of life at risk for illness and assist them in litical, social, and economic contexts, and their af- fiction and factual accounts of Native Americans maintaining their health. In addition, it addresses a fect on kinship, family, work, religion, and the and their cultures, both past and present, allowing variety of challenging psychological and social is- state. Ethnographic studies will cover Japan, Korea, them to build a more accurate image of Native sues that physicians and other healthcare profes- China, Malaysia, Indonesia, and India, with a spe- Americans. The course uses books and film to sionals must face in the practice of medicine. The cial emphasis on contemporary Japan. broaden the understanding of Indian stereotypes, course covers a range of topics dealing with health 464P. Child Development and Family Conflict and students will compare them to ethnographic issues related to different stages of human develop- (3-0-3) Cummings studies which reveal much more realistically the ment (childhood, adolescence, and adulthood), dis- This course provides an overview of the power diversity of Native American beliefs, lifestyles and abled populations, culture and gender, stress, structure and culture of Mexican society with spe- material culture. physician-patient interactions, death and dying, cial attention to the various ways power has been professional ethics, and social policies relating to 443. Latinos in American Society displayed and exercised. It will start with some his- health care. The course is primarily intended for (3-0-3) Cardenas torical antecedents of Mexico such as the nature of students intending to enter medical school. This course will examine the sociology of the the Spanish conquest and the Colonial period, and Most classes will involve brief formal presenta- Latino experience in the United States, including the influence of pre-conquest cultures on contem- tions by the instructors and invited guests, followed the historical, cultural and political foundations of porary Mexico. It will follow with selected topics by discussion of assigned readings pretinent to the Latino life. We will approach these topics compara- such as kinship structure, rural-urban migration, day’s topic. In addition, students will be exposed, tively; thus, attention will be given to the various urbanization and industrialization, the rise of the via a limited practicum, to a variety of medical experiences of a multiplicity of Latino groups in middle class, and the role of the state in those pro- settings. the United States. cesses of modernization. Taking an anthropological 454. Cultural Aspects of Clinical Medicine perspective on political culture, it will also examine 451. Anthropology of Reproduction (3-1-4) Wolosin recent conflicts arising in various sectors, while as- (3-0-3) Van Hollen Permission required. sessing the key factors that underlie the economic Prerequisite: ANTH 310, 326, or 328. The course examines popular medical concepts and and social differences between the privileged, the This course examines how societies throughout the expectations patients bring with them to the clini- marginal and those in the middle. globe view and manage reproductive processes. The cal or hospital setting, as well as the attitudes, orga- emphasis will be primarily, though not exclusively, 468. Household Archaeology nization and goals of the clinical medical care. The on women’s reproductive health throughout the (3-0-3) Chesson interface between these sets of concepts and expec- life cycle, including puberty, pregnancy, family Prerequisite: ANTH 327, 329, 340, or 389. tations is examined with regard to health care man- planning, childbirth, and menopause. This course This course explores the theoretical and method- agement and outcome of treatment. Students provides a global perspective on reproduction by ological challenges faced by archaeologists excavat- divide their time between classroom and service as both examining reproduction cross-culturally and ing ancient households, one of the most common patient/family liaisons in an area emergency room. looking at reproduction in the context of contexts encountered in archaeological excavations Enrollment is by consent of instructor only, and globalization. A key question to be debated throughout the world. Students will explore topics limited to anthropology and premedical majors. throughout the course will be: to what extent is the which include the social, economic, political and Student access to a car is necessary. Open only to biomedicalization of reproductive health occurring physical characteristics of households, the relation- juniors and seniors. in a uniform way across the globe? ship between households and communities, and the contribution of household archaeology to architec- tural, artifactual, and social analyses of ancient communities. 102
470. Engendering Archaeology 475. Archaeological Materials Analysis: Lithic 483. Social Demography of U.S. Minorities (3-0-3) Chesson Technology (3-0-3) Garcia Prerequisite: ANTH 327, 329, 340, or 389. (3-1-4) Kuijt This course will focus on the demographic status of This course will consider the historical and theo- Prerequisite: ANTH 109, 327, 329, or 389. ethnic minorities in the United States. Some of the retical foundations of creating an engendered past, The course will cover laboratory procedures and major topics include population size and projec- the methodological and practical aspects of “doing” techniques used in the analysis of a range of exca- tions, geographical distribution, and residential engendered archaeology, and the intersection be- vated chipped stone artifacts from prehistoric con- patterns. Other issues are educational attainment, tween political feminism, archaeological knowledge texts. Major lecture topics will include occupational status, and personal and family in- production, and the politics of an engendered procurement and production of stone tools, typol- come. The course will cover the basics of demo- archaeology. ogy, debitage analysis, style, ethnicity, and experi- graphic methods and techniques. mental technology. Students will gain familiarity 472. Theory and Method in Archaeology 484. Museum Anthropology: An Introduction with these topics in a laboratory context by partici- (3-0-3) Bellis, Chesson (3-0-3) Mack pating in flintknapping practice and working inten- Prerequisite: ANTH 327, 329 or 488. Prerequisite: ANTH 326, 327, or 328. sively with several archaeological collections. Archaeology is not a discipline but a methodologi- An introduction to the history, philosophy, and cal approach to an understanding of the human 477. The Forager/Farmer Transition professional practices of museums. It includes an condition which relies on an analysis of the mate- (3-0-3) Kuijt examination of the ethical and practical issues of rial culture remains of a society. Many different Prerequisite: ANTH 109, 327, 329, or 389. museum work through readings, discussions, and disciplines (e.g., anthropology, history, theology, The course explores the transition from hunting hands-on experience. Emphasis is on the role of an- classics and art history) use the method, and the and gathering ways of life to agricultural societies thropologists in museums and the exhibition of course may be found useful for individuals from and systems of food production in the Old and non-Western European art. New Worlds. This course examines the origins of any of these disciplines who may have an interest in 486. Mother-Baby Behavioral Sleep Laboratory food production in diverse areas as a long-term so- archaeological problems in their own field of study. (1-2-3) McKenna cial, conceptual and economic process. The practice of archaeological research will be cov- Prerequisite: ANTH 205, 305 or 394. Permission ered, from the various methods of identifying sites 479H. History of Chinese Medicine required. in the field, to excavation procedures, to analysis of (3-0-3) Murray This course examines the sleeping arrangements of material in the laboratory. In light of the contemporary currency of certain infants and children, nighttime nurturing patterns *473. The Archaeology of Death Chinese practices in the field of alternative medi- by parents, and the cultural values and ideologies (3-0-3) Schurr cine, this course will explore the phenomenon of that underlie them. The focus will center largely on Prerequisite: ANTH 327 or 329. Chinese traditional medicine in both its historical American and European societies. Research will be Our species is unique because it is the only species and contemporary settings. The first unit, Medi- conducted in a sleep laboratory on the sleep behav- that deliberately buries its dead. Mortuary analysis cine in Ancient China, will explore the earliest ior of mothers, fathers and children from the local (the study of burial patterns) is a powerful ap- medical ideas of the Chinese and will demonstrate community. proach that archaeologists use for the study of pre- how the state’s political unification gave rise to a correlative cosmology that not only included 495. Advanced Seminar historic social organization and ideology. This (3-0-3) Various course explores the significance of prehistoric hu- Heaven and Earth, but also human beings as inte- gral elements of an organic cosmos. The second Prerequisite: ANTH 430. man mortuary behavior, from the first evidence of This course will provide an opportunity for stu- deliberate burial by Neanderthals as an indicator of unit will explore the influences and contributions of Taoism (Daoism) and Buddhism to Chinese dents to apply theoretical knowledge and critical the evolution of symbolic thought, to the analysis thinking skills that they have acquired in their an- of the sometimes spectacular burial patterns found medicine and will explore what it meant to be both physicians and patients in late imperial China. The thropology courses, especially ANTH 430, which is in the complex societies such as ancient Egypt and a prerequisite. The course is designed to be a Megalithic Europe. Open to graduate students. third unit will focus on medicine in contemporary China and will feature the experiences of Elisabeth capstone requirement to the anthropology major. A 474. Environmental Archaeology Hsu, a student of Chinese medical anthropology research paper will be completed by the end of the (3-0-3) Schurr who as a part of her doctoral research enrolled as a course. This course may be used as the first semes- Prerequisite: ANTH 109, 327, 329, or 389. student in Yunnan Traditional Chinese Medical ter of the two semester senior thesis sequence. This course explores the relationships between past College between September 1988 and December 497A. Directed Readings in Archaeology societies and the ecosystems they inhabited and 1989. We will conclude the course with a brief ex- (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr constructed. It will show how archaeologists inves- amination of the influence of Chinese medicine on Prerequisites: Junior or senior standing, dean’s list, tigate the relations between past societies and their the contemporary world. consent of instructor. environments using concepts from settlement ar- 482. Archaeology of Ireland Intensive independent readings on a special prob- chaeology, human geography, and paleoecology lem area in archaeology about which the student (the study of ancient ecosystems). (3-0-3) Kuijt Prerequisite: Permission required. will be expected to produce a detailed annotated This course examines the cultural and historical bibliography and write a scholarly paper. trajectory of the archaeology of Ireland from the 497B. Directed Readings in Biological Neolithic through the Viking period. Topics in- Anthropology clude the emergence of the unique systems of (V-V-V) Fuentes, McKenna, Sheridan communities, the development of systems of Prerequisites: Junior or senior standing, dean’s list, metallurgy in the Iron Age, regionalism, mon- consent of instructor. etary practices and ritual, and discussion of vil- Intensive independent readings on a special prob- lage life in ring forts during the Bronze Age. lem area in biological anthropology about which the student will be expected to produce a detailed annotated bibliography and write a scholarly paper. 103
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497C. Directed Readings 498E. Directed Research Sleep Lab in Sociocultural Anthropology (V-V-V) McKenna Art, Art History, (V-V-V) Blum, DaMatta, Downey, Gaffney, Prerequisites: Junior or senior standing, dean’s list, Kawano, Mack, Mahmood, Nordstrom, Richman, consent of instructor. and Design Sanford, Van Hollen Intensive independent research at the Mother-Baby Prerequisites: Junior or senior standing, dean’s list, Behavioral Sleep Laboratory about which the stu- Chair: consent of instructor. dent will be expected to produce a detailed anno- Rev. Austin I. Collins, C.S.C. Intensive independent readings on a special prob- tated bibliography and write a scholarly paper. lem area in sociocultural anthropology about which Professors: 499. Anthropology Senior Thesis the student will be expected to produce a detailed Frederick S. Beckman (emeritus); Dennis A. (V-V-V) Various annotated bibliography and write a scholarly paper. Doordan; Douglas Kinsey (emeritus); William Prerequisites: Senior standing, dean’s list, consent of J. Kremer; Dean A. Porter (emeritus); Charles 497D. Directed Readings in Bioarchaeology instructor. M. Rosenberg (V-V-V) Schurr, Sheridan This course, which continues for two semesters, Associate Professors: Prerequisites: Junior or senior standing, dean’s list, provides the student with the opportunity for inde- Charles E. Barber; Robert R. Coleman; Rev. consent of instructor. pendent study and the development of skills in re- Austin I. Collins, C.S.C.; Jean A. Dibble; Paul Intensive independent readings on a special prob- search and writing during the senior year of A. Down; Rev. James F. Flanigan, C.S.C.; Ri- lem area in biological anthropology and/or archae- undergraduate work. The effort is the student’s chard L. Gray; Martina A. Lopez; Rev. Martin ology about which the student will be expected to own, from the choosing of a topic to the conclu- Lam Nguyen; Kathleen A. Pyne; Robin F. produce a detailed annotated bibliography and sion presented in the final paper. A thesis director Rhodes; Maria C. Tomasula write a scholarly paper. is chosen to guide the student and provide Assistant Professors: 498A. Directed Research in Archaeology assistance. Nyame O. Brown; John K. Caruso; Meredith (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr Gill; Robert Haywood; Robert P. Sedlack Prerequisites: Junior or senior standing, dean’s list, Associate Professional Specialist: consent of instructor. John F. Sherman Intensive independent research on a special prob- Assistant Professional Specialist: lem area in archaeology about which the student Derek L. Chalfant will be expected to produce a detailed annotated Concurrent Assistant Professors: bibliography and write a scholarly paper. Douglas E. Bradley; Stephen R. Moriarty 498B. Directed Research in Biological The department. Anthropology The Department of Art, Art (V-V-V) Fuentes, McKenna, Sheridan History, and Design at the University of Notre Prerequisites: Junior or senior standing, dean’s list, Dame, as part of the College of Arts and Letters, is consent of instructor. dedicated to the liberal education of the whole per- Intensive independent research on a special prob- son. The art and design student, guided by an ac- lem area in biological anthropology about which tive faculty, can expect to become critically aware the student will be expected to produce a detailed of the rich artistic past and challenged to become a annotated bibliography and write a scholarly paper. thoughtful maker of contemporary visual expres- sion. The art history student, under the tutelage of 498C. Directed Research an expert faculty, will achieve a broad and evalua- in Sociocultural Anthropology tive knowledge of the art of the Western world. An (V-V-V) Blum, DaMatta, Downey, Gaffney, active lecture and visiting artist series and the ex- Kawano, Mack, Mahmood, Nordstrom, Richman, tensive collections of the Snite Museum of Art Sanford, Van Hollen strengthen and broaden the work in the classroom Prerequisites: Junior or senior standing, dean’s list, and studio. The South Bend and Chicago area pro- consent of instructor. vide additional cultural activities and experiences. Intensive independent research on a special The department has 14 visual art and design problem area in sociocultural anthropology about and seven art history faculty. The student may pur- which the student will be expected to produce a sue one of three degrees at the undergraduate level: detailed annotated bibliography and write a the bachelor of arts (B.A.) in studio art and design scholarly paper. or a B.A. in art history, or the bachelor of fine arts 498D. Directed Research in Bioarchaeology (B.F.A.) in studio art and design. Studio concentra- (V-V-V) Schurr, Sheridan tions are offered in ceramics, design, painting, pho- Prerequisites: Junior or senior standing, dean’s list, tography, printmaking and sculpture. The size of consent of instructor. the department enables the serious student to re- Intensive independent research on a special prob- ceive a solid foundation and, through personal con- lem area in biological anthropology and/or archae- tact with the faculty, to develop a creative ology about which the student will be expected to individual direction in a discipline. The depart- produce a detailed annotated bibliography and ment is further enriched by an active graduate pro- write a scholarly paper. gram offering the M.F.A. degree in studio art and design and the M.A. degree in art history. 104
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The art history classrooms, slide library and B.F.A. Freshman and Sophomore Years Design Concentration faculty offices are housed on the first floor of Students beginning in the program are required to The design program offers courses in graphic O’Shaughnessy Hall near the central department complete a seven-course studio core curriculum design, product design and digital design. These office. Riley Hall houses all the visual arts activities during their first two years. Five of these courses three disciplines can overlap, creating a unique in well-equipped studios that are always available are mandated: Drawing I, Figure Drawing, 2-D design educational offering. for student use; faculty studios and the Isis Gallery Foundations, 3-D Foundations and Photography I. Graphic Design is concerned with issues in vi- are also in Riley Hall. Skilled technical staff and The remaining two studio courses are optional, sual communication through an understanding of support facilities are available as appropriate for based on the student’s interest. This intensive cur- the use of symbols, typography and images. each medium that is offered. riculum establishes a base for the studio practices Courses concentrate on the conceptual develop- and principles for all visual art expression. At the ment and craft involved in the design of various end of the fourth semester, students who have types of communication projects. The graphic de- THE STUDIO ART AND DESIGN earned a minimum 3.25 grade point average in signer has a profound influence on the visual style MAJOR their studio core courses will be accepted as candi- of today’s society. Everything published in every dates for the B.F.A. degree. Students who do not media, from print to video, is the potential domain qualify are eligible for the B.A. degree. B.F.A. can- of the designer. It is therefore a concern of the pro- Bachelor of Arts Degree in Studio Art didates are waived from the second History/Social gram to be sensitive to the designer’s ethical role in and Design Science requirement and the University Fine Arts society. Design need not only concern itself with The Bachelor of Arts degree program in art and de- requirement. commerce but can also serve society by playing a sign is defined as a general liberal arts degree. The key role in the positive communication of ideas. B.A. degree is ideal for the student who desires a B.F.A. Junior and Senior Years Product Design strives to give society the best liberal education with a strong emphasis in art. Stu- Students accepted into the B.F.A. program begin a products within the context of a specific industry. dents enrolling in the B.A. degree program are re- two-year primary concentration in one of the fol- The product designer is concerned with human quired to complete a five-course core curriculum lowing studio areas: ceramics, design, painting, needs as well as with the function and appearance during their first three semesters. These courses are: photography, printmaking or sculpture. The con- of the product. In this sense, the contemporary de- Drawing I, 2-D Foundations, 3-D Foundations, Art centration requires 15 hours of study in a major signer influences the aesthetic and human con- Traditions I and Art Traditions II. Students are not concentration area during the last four semesters. science of industry. The introductory studio required to select a major concentration for the Teaching in the major is highly individualized and courses emphasize a pragmatic/technical problem- B.A. degree, but some focus of study is encouraged. stresses the creative development and preparation solving methodology. The design student learns The B.A. degree consists of 36 hours in art and of the student for the professional world. In addi- skills in visual sensitivity and gains experience with design, of which 27 are in studio and nine in art tion to pursuing a concentration, all B.F.A. majors a variety of materials, methods of construction, history. must enroll in the B.F.A. Seminar and the Senior mechanisms and surfaces that are currently avail- Thesis Course. The culmination of the B.F.A. de- able to designers for manufactured objects. Upper- Bachelor of Fine Arts Degree in Studio Art gree is the completion of a senior thesis. This two- level design studios stress the importance of and Design semester senior project, directed by a faculty conveying reason, justification and content to The bachelor of fine arts degree program in art and member, will be exhibited and approved by the fac- design. The program aims to address cultural, design is intended for the student who wishes to ulty as a requirement for graduation. social and technological concerns through progres- pursue a professional career in the visual arts. The sive and communicative solutions. Emphasis is program is organized into a four-year sequence of placed on design interaction throughout the art study that provides a solid understanding of art and STUDIO ART AND DESIGN and design studios. Students are encouraged to es- art history. The student has an opportunity to ex- CONCENTRATIONS tablish a meaningful theme throughout their work. plore a variety of curricular options and then Digital Design is an introduction to the tech- chooses an intensive and professional major con- Ceramics Concentration nology that has redefined the design field. Under- centration. In addition to a primary concentration, standing this technology and its non-linear-based Ceramics is a concentration emphasizing clay as the B.F.A. students are encouraged to select a second- form is imperative in today’s design education. primary vehicle for expression. Pottery, vessel mak- ary area of interest to broaden their thinking and to Digital imagemaking focuses on various ways of ing and sculpture may be addressed through a vari- enrich their creative study. B.F.A. candidates share assembling image, from video capture, scanners, ety of processes to include hand-building, throwing a close working relationship with the department’s computer programming and graphic software. and casting. As students develop technical skill faculty who are active professional artists and de- Upper-level classes explore the presentation of with the medium, they will create and explore signers. Intensive studio work is complemented by information by nontraditional methods such as the forms and ideas of their own choosing. Beyond an academic education with strong art history and Internet, hypermedia, CD-ROM and information clay, students will be encouraged to study and uti- liberal arts component. The B.F.A. degree consists kiosks. lize other sculptural media as well as become famil- of 66 credit hours in art, of which 54 are in studio By combining the advantages of this technol- iar with contemporary and historical source and 12 in art history. ogy with a foundation in graphic and/or product material which will inform their own direction in design, the student will establish a sensitivity and ceramics. thorough working platform from which to enter the world of the professional designer. 105
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The design faculty at Notre Dame are profes- sionals in their fields. Their diverse experiences, as well as their commitment to quality design educa- tion, complement an atmosphere for creative learn- ing and problem solving. The faculty’s range of qualifications extend internationally to include Eastern and Western Europe, into the corporate realm as design managers, design and manufactur- ing entrepreneurs, professional design consultants and experts in digital design technologies. These credentials present the students with a rich comple- ment of educational resources plus a professional base in which to network, both nationally and internationally.
Painting Concentration Painting is a traditional visual expression of human experience that combines the direct manipulation of materials with an illusion of the world in space. Paintings can report what the eye sees as well as what the eye might see; it is fact and fantasy. A painting can also stimulate and delight the con- sciousness with formulations of colored pastes on a flat surface. The concentration in painting exposes students to the varied traditions of the medium and encourages them to explore their own capacity to create. Emphasis is placed on discovering the Jean A. Dibble, associate professor of art, art history, and design student’s individual values and developing tech- niques that elucidate and clarify those values. Sculpture Concentration 133S-134S. Basic Painting (0-6-3) (0-6-3) Photography Concentration The goal of the sculpture program is to offer stu- Open to all students. Photographs mediate our experiences with the dents a solid understanding of sculptural materials, This course is an introduction to oil painting tech- physical world experiences that take place at the in- tools and techniques which will enable them to ex- niques and to stretcher and canvas preparation. tersection between art, culture and our own indi- pand their ideas into skillful and thoughtful indi- The emphasis is on finding a personal direction. vidual perceptions. The concentration in vidual expression. Students work in well-equipped photography is designed to inform students of pho- studios under the direction of the sculpture faculty. 149S. 3-D Foundations tographic traditions while engaging them in issues A full range of sculptural experiences in traditional (0-6-3) (0-6-3) of contemporary art practice. The photography and nontraditional media are available in specific This required core course for all art majors intro- program seeks to facilitate growth and development courses. Independent study, visiting artist lectures duces the student to three-dimensional art by pro- of the art student through a full range of courses and visits to area museums and galleries supple- ducing sculptures (both figurative and abstract) in a dealing with technical, historical, critical and aes- ment course offerings. By blending required and variety of media. Contemporary movements in thetic concerns. The goal of the program is to en- elective courses, students may design a curriculum sculpture are examined through slide lectures and able students to be conversant with these issues and that will respond to their particular needs and attendance at visiting artist lectures and visits to ex- to recognize the power of photography as a direction. hibitions. uniquely flexible medium for both personal and 209S-210S. Ceramics I Course Descriptions. The following course de- cultural expression. (0-6-3) (0-6-3) scriptions give the number and title of each course. Open to all students. Lecture hours per week, studio hours per week and Printmaking Concentration This course examines basic techniques of wheel- credits each semester are in parentheses. “V” indi- The printmaking concentration emphasizes a man- thrown and hand-built clay structures for sculpture cates variable. ner of thinking and making images that and pottery. printmaking techniques allow and encourage. As students become familiar with the various tech- 231S-232S. Watercolor I ART STUDIO COURSES niques and technologies of lithography, intaglio, re- (0-6-3) (0-6-3) lief and silkscreen, they learn methods of Open to all students. This course is an introduction to the watercolor developing images and ideas. Experimentation and 121S-122S. Basic Drawing medium and deals with a variety of methods, mate- exploration of mixed print media images are en- (0-6-3) (0-6-3) rials and techniques (both realistic and abstract) couraged. The courses are designed to progressively Open to all students. with special emphasis on color and composition. develop skill, creativity, personal imagery and This course deals with form depiction in its many knowledge of relevant current issues. Advanced stu- aspects and modes and is intended for beginning dents are encouraged to work on a professional students as well as advanced students who need ad- level by creating a cohesive body of work and by ditional experience in drawing. striving toward exhibiting that work. 106
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241S-242S. Wood Sculpture 291S-292S. Etching I 349S-350S. Advanced Sculpture (0-6-3) (0-6-3) (0-6-3) (0-6-3) (0-6-3) Open to all students. Open to all students. Prerequisites: 3-D Foundations, Wood Sculpture or This course uses wood as a primary medium. Em- This basic studio class introduces techniques of Metal Sculpture. phasis is placed on individual concept and design. etching. Students learn basic plate making and This sculpture course allows students to work in Students learn the use of hand and power tools as printing techniques while learning to incorporate one or a combination of the following media: clay, well as techniques of joining, laminating, fabricat- their own drawing skills and points of view. His- metal, wood, plaster, resins or concrete. Students ing and carving. torical and contemporary prints are reviewed. are encouraged to develop an individual direction. 243S-443S. Metal Foundry 293S. Lithography 366S-367S. Photography II (0-6-3) (0-6-3) (3-3-3) (0-6-3) Open to all students. Open to all students. Prerequisite: Photography I. This course focuses on work in fabricated and This course is an introduction to planographic This course extends and develops the skills and welded steel and cast bronze sculptures. Students print techniques including drawing, painting, and concepts initiated in Photography I. Students are learn basic welding techniques using oxygen and photographic transfer on stone and metal plate. also introduced to a variety of photographic possi- acetylene, and arc and heliarc welding. Moldmak- Basic black-and-white and color printing tech- bilities outside traditional black-and-white print- ing, working in wax, and metal finishing tech- niques are practiced. Contemporary and historical ing. Techniques explored include darkroom niques are also explored. prints are reviewed. Emphasis is on development of manipulations, photo-constructions, Polaroid 245S-246S. Metal Sculpture I the student’s own ideas and methodology. transfers, installations and non-silver processes. Projects encourage students to continue defining (0-6-3) (0-6-3) 294S. Photolithography their own areas of interest and to locate their own Open to all students. (0-6-3) concerns within the broad range of photographic Metal is the medium of choice in this course de- Photolithography is a method of printmaking uti- issues. signed to explore three-dimensional design with a lizing a metal plate that is photosensitive. Hand- variety of projects grounded in historical prece- drawn and computer-generated images as well as 375S. Color Photography dents. Students become familiar with as many met- traditional photographs are used to create prints (3-3-3) alworking techniques as time and safety allow, such that reflect an individual’s creativity. Emphasis is Prerequisite: Photography I. as gas and arc welding, basic forge work, and sev- placed on the student developing his or her own vi- This course is an introduction to the tools, materi- eral methods of piercing, cutting and alternative sion and its expression. als and processes used in color photography. The joinery. 297S. Artists’ Books and Papermaking assignments explore the use of color prints, slides and Polaroid materials, emphasizing the develop- 247S-248S. Figure Sculpture (0-6-3) (0-6-3) (0-6-3) Open to all students. ment of personal imagery. Slide lectures, demon- Open to all students. This introductory course explores the making of strations and critiques help students to refine their This course concentrates on modeling from the fig- artists’ books and papermaking. Students learn ba- technical and creative skills in the medium. ure. Work is predominantly in clay, but mold-mak- sic bookbinding techniques for books and printing 377S. Documentary Photography ing and casting techniques are also explored. techniques for stationery and posters. They also (0-6-3) 285S. Photography I learn how to make handmade papers. Part of the Prerequisite: Photography I. (0-6-3) focus is on historical books as well as on what con- Through individual projects, readings and slide lec- Open to all students. temporary artists are doing with books. tures, students explore the history and implications of the documentary tradition. Major styles, practi- This course is an introduction to the tools, materi- 309S-310S. Ceramics II als and processes of black-and-white photography. (0-6-3) (0-6-3) tioners and techniques are discussed. Special atten- Lectures and demonstrations expose students to Prerequisite: Ceramics I. tion is paid to issues of truth and realism including both traditional and contemporary practices in This course explores advanced processes in clay the impact of digital imaging on the medium. Stu- photography. Critiques of ongoing work encourage for pottery and sculpture as well as techniques of dents produce several creative projects. students to begin discovering and developing their glazing. 400S. B.F.A. Seminar individual strengths and interests in the medium. 325S. Figure Drawing (0-6-3) B.F.A. Majors Only. 287S-288S. Relief and Collography (0-6-3) (0-6-3) (0-6-3) (0-6-3) Open to all students. Required of all B.F.A. studio and design majors. B.A. Open to all students. The emphasis is on drawing in all its aspects: mate- students who have had four studio courses beyond the This course investigates various relief methods of rials, methods, techniques, composition, design and core program are also eligible. printmaking, including linocut, woodcut and personal expression. The human figure is the sub- This course is designed to broaden the context of collograph. Emphasis is on experimentation and ject matter. While anatomy is studied, the course is the student’s chosen major in the department by combining media. not an anatomy class. Male and female models, introducing the student to alternative and inte- clothed and nude, are used. grated points of view from all areas of study that 289S. Silkscreen I are represented by the studio and design field. This (0-6-3) 333S-334S. Painting II course will help junior B.F.A. majors to orient to- Open to all students. (0-6-3) (0-6-3) ward their chosen direction and project for the This course is an introduction to stencil processes Prerequisite: Painting I. B.F.A. senior thesis year. Critical writing and di- and printing. Hand-drawn and photographic This course is devoted to painting from models. rected readings will be assigned throughout the se- stencil-making techniques are explored. Mono- The emphasis is on observing nature and incorpo- mester. Slide lectures, visiting artist interviews, printing and discovery of unique aspects of rating figures into a composition. gallery visits, student presentations, portfolio serigraphy are encouraged. Emphasis is on explora- preparation and graduate school application proce- tion of color and development of student’s ideas dures will supplement the course. and methodologies. 107
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409S-410S. Ceramics Studio 493S-494S. Printmaking Studio—Lithography 217S. Visual Dialogue (0-6-V) (0-6-V) (0-6-V) (0-6-V) (0-6-3) Prerequisites: Ceramics I and II. Permission required. Open to all students. This advanced course is for students pursuing an This course offers advanced experience in mixed Emphasis is placed on developing a sensitive visual individual direction in ceramics. Emphasis is on in- print media printmaking. The emphasis is on de- thinking process and acquiring drawing skills essen- dividual concepts and techniques. veloping personal imagery and techniques. tial to both Product Design and Graphic Design. 433S. Painting Studio 495S. Topics in Photography The course is intended for students entering studio (0-6-V) (0-6-3) practice for the first time as well as for advanced Permission required. Permission required. students who wish to deepen their visualization and This course is devoted to defining personal paint- This is a topics course for advanced photography illustration skills. ing directions (oil/acrylic). Students gain experi- students. Students are engaged in critical issues in- 218S. Product Design I ence in criticism and in exhibition techniques. volving contemporary studio practice through slide (0-6-3) 449S-450S. Sculpture Studio lectures, discussions, visiting artist interviews, gal- This foundation 3-D design studio begins as a (0-6-V) (0-6-V) lery visits and student presentations. Directed read- natural extension of Basic Design. Students are en- Prerequisites: 3-D Foundations, Wood Sculpture or ings and critical writings will be assigned during couraged to think and work in three-dimensional Sculpture Studio. the semester. Students will concurrently develop a media. A series of fundamental design problems are This advanced sculpture course offers serious stu- creative project. assigned during the course of the semester. Empha- dents an opportunity to pursue a sculptural direc- 498. Special Studies sis is placed on the transformation of imagination tion and to carry that direction to a professional (0-V-V) from mind to paper to model. level of competence. It also develops the student’s Permission required. 281S. Graphic Design I awareness of definitions and criticism of sculpture. Independent study in art studio: directed readings, (0-6-3) The work may be done in any three-dimensional research or creative projects. Open to qualified se- Prerequisite: 2-D Foundations. medium. niors with permission of the instructor. This is an introductory course in the use of materi- 476S. Advanced Photography 499S. B.F.A. Thesis als and processes related to the production of (0-6-3) (0-6-3) graphic media. Laboratory applications in typogra- Prerequisite: Color Photography or Photography II. Prerequisite: B.F.A. candidacy. phy, photographic processes, and printing technol- This is an advanced photography course that allows The B.F.A. Thesis is defined by an independent ogy are utilized in the development of students to explore their own areas of interest while thesis project, continuing for two semesters during student-designed projects. learning about a broad range of contemporary pho- the senior year. The B.F.A. Thesis is a personal vi- 314S. Digital 3-D tographic issues. Students may work in any photo sual statement that is the culmination of a student’s (0-6-3) medium (black-and-white, color, digital, etc.) they collective development within the department. The Permission required. choose. Emphasis is on creating a portfolio of im- B.F.A. Thesis can be the extension of an ongoing This course introduces students to sophisticated, ages. body of work or a defining project. The thesis complex three- and four-dimensional computer 480S. Digital Photography project is supported by a written statement defining software for designing objects and images and ani- (3-3-3) the project, which is due at the end of the first se- mated graphic sequences. In this digital explora- Permission required. nior semester. The thesis project culminates in the tion, computer technology will be used to generate, This course explores the use of computers for cre- second senior semester with a B.F.A. Thesis Exhibi- modify and present design ideas. An intense session ative imagemaking. Students are introduced to the tion. The B.F.A. Thesis student signs up with a fac- of CAD instruction for technical documentation practices and procedures of digital imaging with an ulty member working in the student’s area of will be included. emphasis on exploring their own personal work. interest, who serves as an advisor for the thesis 316S. Graphic Design — Brands project. 485S. Studio Photography (3-0-3) (0-6-3) Open to sophomores and juniors. Prerequisites: Photography I and Photography II or DESIGN COURSES This course focuses on creative projects in advertis- Color Photography I. ing campaigns employed in the demand creation This course introduces the student to the funda- 111S. 2-D Foundations strategies for brands and services. mentals of studio photography. Included are light- (0-6-3) 317S. Product Design II — Materials ing skills and the basics of large-format cameras. Art majors only. and Processes The course serves as an introduction to both com- This course deals with fundamentals of two-dimen- (0-6-3) mercial illustration and methods for personal work sional design and is intended for students entering Prerequisites: Visual Dialogue, Introduction to with the view camera. studio practice for the first time. The course is also Product Design. This course exposes Art and Art Design students to 491S-492S. Printmaking Studio—Etching open to more advanced students who wish to in- common low- and high-production manufacturing (0-6-V) (0-6-V) crease their knowledge of the elements and prin- processes. Students use these methods to execute Permission required. ciples of design. The course is project-oriented. their own original designs. Students are introduced This course offers advanced experience in Studio practice in the basic principles of design em- to plastic thermoforming, injection molding, sheet printmaking. The emphasis is on developing per- ploying color theory, form and space organization, and profile extrusion, blow-molding, rotational sonal imagery and techniques. as well as materials and processes used in the design process, are emphasized. molding, reaction-injection molding, and open mold laminating. Metal processes include roll forming, foundry sand casting, die casting, extru- sion, stamping, anodizing and plating. 108
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318S. Product Design III 430S. Furniture Design Studio All 400-level art history courses include an in- (0-6-3) (0-6-3) tensive writing component for art history majors. Prerequisite: Product Design II. Open to all students. In addition, all majors are required to write a re- This Design Research Studio challenges the ad- This course offers advanced students an opportu- search paper in the context of their fulfillment of vanced student with problems requiring a combina- nity to develop a personal direction, using wood as the required course in art history methods (ARHI tion of skills. Investigation leads to an identifi- a material of expression. 496). cation of needs. Final proposals will demonstrate 481S-482S. Multimedia Design Students with a first major in another depart- concern for human factors, knowledge of material (0-6-3) (0-6-3) ment can complete a second major in art history and process and a sensitivity of form. Presentations Permission required. by taking Art Traditions I and II, the Art History typically include project documentation, concep- This advanced digital imagemaking course gives the Methods seminar, one course in each of the four tual information, control drawings, renderings, and studio or design major the opportunity to pursue departmental areas, and one optional art history finished presentation models. National and re- research and development in an advanced area of course (24 credit hours total). gional industry-sponsored projects are employed on technology. In some semesters, a topic is an- Students wishing to minor in art history can occasion. nounced as a focus for the course, such as do so by taking five art history courses, typically 330S. Furniture I PostScript programming or hypermedia design. Art Traditions I and II and three additional 400- level courses (15 credit hours total). (0-6-3) 496. Design Internship Open to all students. Courses taken for the second major or the mi- (V-V-V) Down nor cannot be counted in more than one University In this course, students gain an understanding of Permission required. the design and construction of furniture. Lectures program, with the exception of undergraduate ma- This course provides an opportunity for the design jors in studio art or design. and demonstrations expose students to the history student to earn credit at an approved design office. of furniture, basic woodworking techniques, and the use of woodworking tools and equipment. Stu- 498. Special Studies Course Descriptions. The following course de- dents construct full-scale furniture of their original (0-V-V) (0-V-V) scriptions give the number and title of each course. design. Permission required. Lecture hours per week, laboratory and/or tutorial Independent study in design. hours per week, and credits each semester are in pa- 415S. Graphic Design II rentheses. “V” indicates variable. Prerequisites, if 499S. B.F.A. Thesis (0-6-3) any, are also given. Most of the following courses (0-6-3) Prerequisite: Graphic Design I. are offered at least once over a three-year period. Be Prerequisite: B.F.A. candidacy. This advanced course in Visual Communication is sure to consult the course elective booklet pub- The B.F.A. Thesis is defined by an independent for students interested in the layout and production lished by the department each semester for particu- thesis project, continuing for two semesters during of advertising campaigns, corporate identity and lar offerings. packaging. the senior year. The B.F.A. Thesis is a personal vi- sual statement that is the culmination of a student’s 180. Fine Arts University Seminar: Topics 416S. Graphic Design III collective development within the department. The in Art History (0-6-3) B.F.A. Thesis can be the extension of an ongoing (3-0-3) Prerequisite: Graphic Design II. body of work or a defining project. The thesis University seminars will address a variety of topics This advanced course in Visual Communication is project is supported by a written statement defining in the history of art depending on the interests of for students interested in the layout and production the project, due at the end of the first senior semes- the professor. Topics which have been treated in of advertising campaigns, corporate identity and ter, and is represented in the second senior semester the past in the context of this course are visual nar- packaging. with a B.F.A. Thesis Exhibition. The B.F.A. Thesis rative and biography, the art of Andy Warhol and 417S. I.D. Research Project student will sign up with a faculty member, work- the language of art. These courses require several (0-6-3) ing in the student’s area of interest, to serve as an short papers as well as a final written exercise ap- Prerequisite: Product Design II. advisor for the thesis project course. propriate to the material. This advanced-level studio is directed toward the 230. Survey of Medieval Art product design student who is preparing to enter (3-0-3) THE ART HISTORY MAJOR either graduate school or professional practice. Ful- Open to all students. fillment of this studio requires the completion of This course will provide an introduction to the vi- one research and design project. In addition, port- The bachelor of arts degree program in art history sual arts of the period c. A.D. 300 to c. A.D. 1300. folios and resumes are prepared. Emphasis is placed is a 30-credit-hour major. An art history major In the course of the semester, we shall devote much on knowledge, analytical skills, logic, creativity and should strive to achieve a broad knowledge of the time to considering the possibility of a history of excellence in visualization. development of the art of the Western world. Ma- Medieval art, as the objects and practices of the 418S. Product Design V jors are required to take Art Traditions I and II (six Middle Ages will be shown to make our assump- (0-6-3) credit hours) and the Art History Methods seminar tions about the nature of art history problematic. Prerequisite: Product Design IV. (three credit hours). In addition, the department Working from individual objects and texts we will This advanced-level studio is directed toward the offers courses in four areas of Western art: ancient, construct a series of narratives that will attend to product design student who is preparing to enter medieval, Renaissance and baroque, and modern the varieties of artistic practices available to the either graduate school or professional practice. Ful- (19th and 20th centuries). An art history major Middle Ages. From these, it will be shown that art fillment of this studio requires the completion of must take at least one course in each of these areas was a vital, complex, lucid and formative element one research and design project. In addition, port- (12 credit hours). The remaining nine credit hours in the societies and cultures, both secular and sa- folios and resumes are prepared. Emphasis is placed can be taken in any period. The sequence in which cred, that shaped this period. on knowledge, analytical skills, logic, creativity, ex- the area and elective courses are taken is left to the cellence in visualization and modeling skills, as well discretion of the individual student. The Art His- as on oral presentation skills. tory Methods seminar should be taken in the senior year. Majors are also encouraged to take six elective hours of studio or design courses. 109
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231. Survey of Early Christian and Byzantine Art 311: Pre-Columbian Art: The Olmec 330. Survey of Medieval Art (3-0-3) and Their Legacy: 1500 B.C.–A.D. 1500 (3-0-3) Staff Open to all students. (3-0-3) This course will provide an introduction to the vi- This course will provide an introduction to the vi- Open to all students. sual arts of the period c. A.D. 300 to c. A.D. 1300. sual arts of the period c. A.D. 200 to c. A.D. 1600. The Olmec civilization was the mother culture of In the course of the semester, we shall devote much We will begin by examining the complex relations Mesoamerica, and beginning in 1500 B.C. It time to considering the possibility of a history of between Early Christian iconography and its Late forged the template of pre-Columbian cultural Medieval art, as the objects and practices of the Antique context. We will then consider the birth development for the next 3,000 years. This course Middle Ages will be shown to make our assump- and history of the icon, the development of an im- will introduce the student to the Mesoamerican tions about the nature of art history problematic. perial art, the theological implications of art, and worldview by tracing the origins of Mexican art, Working from individual objects and texts we will the question of colonialism and cultural exchange religion and culture from the development of the construct a series of narratives that will attend to in a Medieval context. Olmec civilization up to Aztec times. Each week’s the varieties of artistic practices available to the classes will consist of a thorough examination of 251. Art Traditions I Middle Ages. From these, it will be shown that art the iconography and function of art objects (3-1-4) was a vital, complex, lucid and formative element through slide lectures, as well as hands on, in-depth Open to all students. Required—Major/Minor. in the societies and cultures, both secular and sa- study of individual pieces of sculpture. Special A chronological survey of Western art from prehis- cred, that shaped this period. emphasis will be placed upon the essential unity of toric times to the end of the 15th century. This 331. Late Antique and Early Christian Art religious concepts as iconography evolved over this course is team-taught by three faculty members in (3-0-3) 3,000-year time span.This will be an object- three, five-week sections. The course is designed to Open to all students. oriented course. Students will be called upon to introduce students to fundamental issues in the his- Art in late antiquity has traditionally been charac- reason logically, voice opinions, and make aesthetic tory of art, to acquaint them with certain key terized as an art in decline, but this judgment is judgments. A good visual memory is helpful. monuments (e.g. the Parthenon, Chartes Cathe- relative, relying on standards formulated for art of dral, Ghiberti’s Gates of Paradise) and to equip 321. Survey of Greek Art and Architecture other periods. Challenging this assumption, we will them to speak intelligently about art. There is no (3-0-3) examine the distinct and powerful transformations assumption of any prior knowledge about art. Open to all students. within the visual culture of the period between the This course analyzes and traces the development of third and the eighth centuries A.D. This period 252. Art Traditions II Greek architecture, painting, and sculpture in the witnesses the mutation of the institutions of the (3-1-4) historical period from the eighth through second Roman Empire into those of the Christian Byzan- Open to all students. Required — Major/Minor. century B.C., with some consideration of prehis- tine Empire. The fundamental change in religious This course is a discussion of major themes in the toric Greek forebears of the Mycenaean Age. Par- identity that was the basis for this development had later history of Western art from the High ticular emphasis is placed upon monumental art, its a direct impact upon the visual material that sur- Renaissance to contemporary culture. These historical and cultural contexts, and how it reflects vives from this period, such that the eighth century themes are considered in their historical context changing attitudes toward the gods, human witnesses extensive and elaborate debates about the and will include constructions of power and art, achievement, and the relationship between the di- status and value of religious art in Jewish, Moslem, gender identities in art, the emergence of the avant- vine and the human. Byzantine and Carolingian society. This course will garde, and conflicts between secular and religious examine the underlying conditions that made im- spheres of culture. The course is team- taught by 324. Etruscan and Roman Art and Architecture ages so central to cultural identity at this period. three faculty members in three, five-week sections. (3-0-3) It is designed as an introduction to art history Open to all students. 332. Early Medieval Art which will acquaint students with certain key Roman art of the Republic and Empire is one focus (3-0-3) monuments (e.g., St. Peter’s, Impressionist of this course, but other early cultures of the Italian Open to all students. painting, Pop Art) and will equip them to speak peninsula and their rich artistic production are also This course will investigate the art produced in intelligently about art. There is no assumption of considered. In particular, the arts of the western Europe in the period between the seventh any prior knowledge about art. Villanovans and the Etruscans are examined and and 11th centuries. Often characterized as a Dark evaluated as both unique expressions of discrete Age, this period in fact demonstrates a fertile, fluid 269. Understanding Museums cultures and as ancestors of and influence on and inventive response to the legacy of Late An- (3-0-3) Rome. The origins and development of monumen- tique Christianity. The course will focus on the Open to all students. tal architecture, painting, portraiture and historical production and reception of illuminated manu- This course is designed to present the museum as a relief sculpture are isolated and traced from the scripts, using facsimiles of these works as a basis for resource from the past, present, and future for early first millennium B.C. through the early teaching. Students will become familiar with art- learning and enjoyment. It introduces the student fourth century of the modern era. historical methods for the examination of such to the issues that challenge art museums in general works and will be invited to contemplate the inter- and The Snite Museum of Art in particular. It play of word and image that these books propose. provides the tools that make a museum visit more Categories of material discussed include: insular meaningful and immediate. art, the Carolingian scriptoria, Ottonian imperial image making, Anglo-Saxon art, Spanish apocalypses, and Italian exultets. 110
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333. Byzantine Art 342. Survey of Italian Renaissance Art 365. History of Photography (3-0-3) (3-0-3) (3-0-3) Open to all students. Open to all students. Open to all students. Byzantine art has often been opposed to the tradi- This course will examine the painting, sculpture This course deals with the development and use of tions of Western naturalism and, as such, has been and architecture produced in Italy from the very photography as an artistic medium from the time an undervalued or little known adjunct to the story end of the 12th through the beginning of the 16th of its invention in the mid-19th century to the of Medieval art. To develop a more sophisticated century, from Giotto’s Franciscan spirituality to present. Besides viewing slides, the student will be understanding of this material, we will examine the Michelangelo’s heroic vision of man and God. A able to view a large number of original photographs art produced in Byzantium in the period from the wide variety of questions will be considered in the from the Snite Museum of Art. ninth to the 12th century, a period that marks the context of this chronological survey, including 366. Modern Art I—1900 to 1955: Utopianism high point of Byzantine artistic production and in- changing conventions of representation, the social and Iconoclasm fluence. Stress will be placed upon the function of function of art, and the impact of the Renaissance (3-0-3) this art within the broader setting of this society. ideology of individual achievement on the produc- Open to all students. Art theory, the notions of empire and holiness, the tion of art and the role of the artist. This introductory course focuses on early 20th-cen- burdens of the past and the realities of contempo- 346. Survey of Italian Baroque Art: tury art and cultural politics in Europe, Russia and rary praxis will be brought to bear upon our various From Caravaggio to Tiepolo the United States. In the early modern period, analyses of material from all media. How art histo- (3-0-3) many of the most ambitious and innovative artists rians can write the history of this rich culture will Open to all students. strove to destroy old models of art, often replacing be a central issue of this course. This course surveys Italian painting, sculpture, and them with models that advocate revolutionary 334. Romanesque Art architecture of the 17th and 18th centuries, a forms for a new, imaginary society; at other times, (3-0-3) period which also witnessed the foundation and artists have employed art to undermine accepted Open to all students. suppression of the Jesuit Order, the Counter- norms of bourgeois culture and to liberate art and This course will examine the place of art in an Reformation, absolute monarchy, and democratic experience from convention. These are themes ad- expanding culture. The 11th and 12th centuries nations. Thus, the course begins with the “new dressed in this course, along with the contradictory witnessed the economic and military expansion of Rome” of Pope Sixtus V, which attracted pilgrims reality in which the art arose: an era defined by the societies of Western Europe. This growth and artists from all over Europe, and ends with the massive wars, racist ideologies, and violent suppres- produced a complex and rich art that can be early years of Enlightenment. From Northern Italy sions. Among the selected artists analyzed are Pablo broadly labeled as Romanesque. The course will came Caravaggio and the Carracci, artists who were Picasso, Henri Matisse, Piet Mondrian, Marcel investigate this phenomenon (or rather these responsible for creating a new style based upon Duchamp, Hannah Höch, Lyubov Popova, Salva- phenomena) through three actual and metaphorical High Renaissance principles and a new kind of dor Dali, Walter Gropius, Diego Rivera and Jack- journeys: the pilgrimage to Santiago de naturalism derived from the study of life. There son Pollock. Compostela, a journey to the ruins of ancient was Bernini, whose architectural and sculptural 367. Twentieth-Century Art II: 1955 to present Rome, and a visit to the Palestine of the Crusades. monuments almost singlehandedly gave Rome its (3-0-3) These journeys, in many ways typical of this Baroque character. Other artists and architects of Open to all students. period, will provide the means of examining how this era under discussion include such diverse This introductory course is subtitled “Techno- the art of this period responds to the various new personalities as Borromini, Guarini, Algardi, Capitalism and the Art of Accommodation.” The demands of an increasing knowledge provoked by Artemisia Gentileschi, and the great ceiling painters post-World War II era, particularly in the United travel. Pietro da Cortona, Baciccio, Pozzo, and Tiepolo. States, is marked by the greatest expansion of cor- 335. Gothic Art in France 347. Survey of European Baroque Art porate and consumer capitalism in history. Massive (3-0-3) (3-0-3) wars are fought to defend capitalist ideology. (A Open to all students. Open to all students. case in point is the tragic Vietnam War.) How has This course will examine the art produced in This course will examine the art of Europe during art figured into these social transformations? Has France in the 13th and 14th centuries. Alongside the 17th century. The first third of the semester art protested these conditions or easily accommo- the more traditional discussions of court culture will be devoted to the world of Counter-Reforma- dated itself to overpowering economic, political, and of the development of Gothic architecture, this tion Italy and the work of individual artists such as and legalistic techno-capitalist regimes? These ques- class will use the power, class, gender, spirituality, Caravaggio and Gian Lorenzo Bernini. The second tions arise throughout this course, which concen- identity, and learning. The first half of this course third of the term will focus on Spanish painting, trates on selective artistic events in the United will treat such institutions as Saint-Denis, Chartres, particularly the work of Francisco Zurbáran and States and Europe during the second half of the and the Sainte-Chapelle as complex cultural Diego Velázquez. The final section of the course 20th century. Movements considered include pop phenomena that weave together a variety of visual will consider painting in the Low Countries, look- art, minimalism, op art, arte povera, media into strong political and spiritual messages. ing at the art of Rubens, Rembrandt, Vermeer and postminimalism, earth art, conceptual art, photo- The second half of the course will examine others. Among the issues to be addressed are art realism, video and performance art, and other re- devotional practices and their importance in and spirituality, shifting modes of patronage, art cent picture/theory approaches to art making. This defining responses to the arts available at this and politics, and definitions of gender. course focuses on recent developments in painting period. and sculpture. It also examines associated theories of art criticism. 111
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369. The Art of Mythology 371. Art of the Mexican Ballgame 375B. Fashioning Identity in American History (3-0-3) Staff (3-0-3) (3-0-3) Open to all students. Open to all students. Open to all students. This cross-disciplinary class is an exploration of the The ritual ballgame was an athletic event that This course will focus on dress and material/visual representation of classical myth in Western art and formed one of the major religious expressions of culture in American history starting with the Colo- literature, ranging from the seventh century B.C.E. Mexican culture from 1500 B.C. to A.D. 1521. nial period. It will provide an introduction to to the 18th century C.E. Beginning with mytho- The ceramic, stone and wood sculptures used to methodology, and offer an overview of key themes logical subjects in the political and religious sculp- depict players, to protect them, to hit the ball, and in the history of dress and consumerism within the ture, temple architecture and vase decoration of to mark the position of the ball in the ball court framework of gender studies. In one segment of the Ancient Greece, we will move on to study Roman reflect the basic themes of Mesoamerican existence: course, we will focus on the Colonial period as a painting and sculpture, medieval Ovidian allegory, the concern with the promotion of life and fertility, case study: we will analyze the economics of dress the Renaissance reinvention of classical types and the necessity of human sacrifice to maintain order (the production, marketing and acquisition of 18th-century neo-classicism. We will compare liter- in the universe, and the duality expressed in the clothing) and will assess the importance of fashion ary and visual narratives, evaluating the discursive tension between these two forces. Ballgame to commerce. We will then evaluate the role of modes of each, and analyzing how and why poets, sculptures remain among the finest art objects dress in the construction of colonial identities, and philosophers, artists, sculptors, and architects se- produced in Mesoamerica. This course will we will examine the ways that dress operated as a lected and adapted the episodes that they did. Pri- introduce the student to the Mesoamerican visual focus for racial, class and ethnic encounters mary readings will include selections from Greek worldview by tracing the origins of ballgame art in American societies. In another segment, students and Roman epic, lyric and dramatic poetry, Greek from the Olmec civilization — the mother culture will be given the opportunity to work on and and Roman philosophical mythology, and early of Mesoamerica that forged the template of pre- present independent research from any period or analyses of the relationship between art and myth Columbian cultural development — down to Aztec area of American studies. such as Philostratus’ Eikones. Among the artistic times. Each week’s classes will consist of a thorough 403. Anthropology of Art works that we will examine will be Raphael’s Ro- examination of the iconography and function of art (3-0-3) man cycles, Bellini and Titian’s poesie, and objects through slide lectures, as well as hands on, Open to all students. Bernini’s sculpted dramas. We will consider the in-depth study of individual pieces of sculpture This course is an examination of art as a functional erudite contexts for such works, including gardens, from the collections of the Snite Museum of Art. part of culture from the anthropological point of drawing rooms, princely residences, and civic insti- Special emphasis will be placed upon the essential view. Attention will be given to both the evolution tutions. We will discuss the connection between unity of religious concepts as iconography evolved of art as part of human culture and to the evolution political power and myth, and concepts such as over a 3,000-year time span. This will be an object- of the study of art by anthropologists. heroism, metamorphosis, and earthly and divine oriented course. Students will be called upon to 408. Native North American Art love. One aim of this class will be to identify the reason logically, voice opinions, and make aesthetic (3-0-3) explanatory character of myth, and of story-telling judgments. A good visual memory is helpful. within culture, as means of historical self-under- Art department majors only. standing, self-revelation, and catharsis. 374. African Art and Culture Native North American art existed for thousands of (3-0-3) years and continues to be created today. Its original 370. Modeling Sanctity: The Saint in Image and Open to all students. Text context was most often sacred (both public and This course outlines the power and elegance of (3-0-3) private) and/or political. Contact with Western African sculpture from the last 500 years against Open to all students. Europeans and their art traditions beginning about the rich fabric of constantly evolving African This course examines the lives and legacy of se- A.D. 1600 and thereafter, along with the art cultures. This will be an object-oriented course, lected saints with a view to defining the ideal quali- traditions of Africans, Asians, and South Ameri- and typical works of art from the five sculpture- ties and criteria by which sainthood is made cans, modified form, technique, and context of producing culture areas of the continent will be known. Native North American art. examined in each session. Slide lectures will Incorporating visual as well as textual materials, This course will allow students to work with the provide the cultural context of each style. Students hagiographies, theological writings and written tes- collections of Native North Americans curated at will be called upon to reason logically, voice timonies, this course will consider the varieties of the Snite Museum. Students will observe some of opinions, and make aesthetic judgments. A good evidence that testify to sanctity. An important part the changes in art which have occurred in the last visual memory is helpful. of this course will be a discussion of how different 150 years. Students’ final projects will include a kinds of evidence must be evaluated according to visual presentation of a particular change in con- their medium and audience — for example, how tent, context or technique, which they have deter- visual portraits (whether portrait, narrative cycle or mined through research and direct examination of manuscript representations) can be compared to selected pieces from our collections. The course is written ones and differentiated from textual sources limited to 15 students and will be held in the Snite not only in iconographic terms but as unique and Museum. forceful forms of knowledge in their own right. The saints we will focus on during the semester (concentrating on the period extending from late medieval times through the 17th century) include, most prominently, Saints Augustine, Bernard, Dominic, Francis, and Theresa of Avila. Each member of the class will choose a saint other than those studied as a case study and the subject of the student’s independent research. 112
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421. Classical Greek Art 441. Trecento: Giotto to the Duomo 446. Seminar: Venetian and Northern Italian (3-0-3) (3-0-3) Art Open to all students. Open to all students. (3-0-3) This course analyzes and traces the development of Beginning with Giotto’s Scrovegni Chapel in This course focuses on significant artistic develop- Greek architecture, painting and sculpture from the Padua, we will examine the arts in Italy in the ments of the 16th century in Venice, with brief ex- beginning of the fifth century B.C. through the 1300s, concluding with Brunelleschi’s cursions into Lombardy and Piedmont. Giorgione, death of Alexander the Great in 323 B.C. Particu- revolutionary design for the dome of Florence Titian and Palladio, the formulators of the High lar emphasis is placed upon the monumental arts, Cathedral of 1436. We will consider the regional Renaissance style in Venice, and subsequent artists their historical and cultural contexts, and how they traditions of Rome and the city-states, including such as Tintoretto and Veronese are examined. An reflect changing attitudes toward the gods, human Siena, Venice, Florence and Pisa and as expressed investigation of the art produced in important pro- achievement, and the relationship between the di- in narrative fresco programs, altarpieces, sculpture vincial and urban centers such as Brescia, Cremona, vine and the human. and architecture. Among our subjects are the royal Milan, Parma, Varallo and Vercelli also provide in- sight into the unique traditions of the local schools 422. Hellenistic Art tombs in Naples and Milan, the evolution of the and their patronage. (3-0-3) equestrian monument, St. Mark’s in Venice, the Open to all students. character of Gothic expression in Italy, and the 447. Italian Baroque Art This course examines the complex artistic produc- impact of the Black Death. (3-0-3) tion of the Greek world in the three centuries fol- 442. 15th-Century Italian Art The focus of this course is on Roman art of the lowing the death of Alexander the Great in 323 (3-0-3) 17th century. The evolution of the style and con- B.C. and the division of his immense empire into Open to all students. tent of painting, sculpture and architecture in ba- separately administered kingdoms. The relationship This course investigates the century most fully roque Italy is considered in light of the social, of Hellenistic art and culture to their Classical fore- identified with the Early Renaissance in Italy. Indi- political and religious climate of the period. Among bears, the development of an artistic and cultural vidual works by artists such as Brunelleschi, the artists considered are Caravaggio, the Bolognese koine in the Hellenistic world, and the Helleniza- Donatello, Ghiberti, Botticelli, and Alberti are set Carracci and their followers, Guercino, Artemisia tion of Republican Rome will all be considered. into their social, political and religious context. Gentileschi, Bernini and Borromini. 423. Greek Architecture Special attention is paid to topics such as the ori- 448. Northern Baroque Painting (3-0-3) gins of art theory, art and audience, portraiture and (3-0-3) Open to all students. the definition of self, Medician patronage, and art Open to all students. In this course, the development of Greek monu- for the Renaissance courts of northern Italy and Epitomized by the self-conscious art of Rembrandt, mental architecture and the major problems that Naples. Northern Baroque painting and printmaking not define it will be traced from the eighth through the 443. Northern Renaissance Art only became a domestic commodity sold in a more second centuries B.C., from the late Geometric (3-0-3) modern-looking marketplace, it also continued to through the Archaic, Classical and Hellenistic peri- Open to all students. serve its traditional political, moral and spiritual ods. Among themes to be treated are the relation- This course traces the development of painting in functions. This course will concentrate on ship between landscape and religious architecture, northern Europe (France, Germany, Flanders, and paintings and prints produced in Flanders, Spain, the humanization of temple divinities, the architec- Holland) from approximately 1300 to 1560. and the Dutch Republics during the 17th century, tural expression of religious tradition and even spe- Special attention is given to the art of Jan van an era of extraordinary invention. The work of cific history, architectural procession and hieratic Eyck, Heironymus Bosch, Albrecht Dürer, and artists such as Rubens, van Dyck, Velázquez, direction, emblem and narration in architectural Pieter Brueghel. In tracing the evolution of Zurbarán, Leyster, Hals, and Rembrandt will be sculpture, symbolism and allusion through archi- manuscript and oil painting and the graphic media, considered in the context of a number of tectural order, religious revival and archaism, and students become conscious of the special wedding interrelated themes, including the business of art, the breaking of the architectural and religious of nature, art, and spirit that defines the the status of the artist, art in service of the state, the canon. achievement of the northern Renaissance. rise of genre, gender stereotypes, allegory, and art, religion, and spirituality. 425. Roman Architecture 444. Italian High Renaissance and (3-0-3) Mannerist Art 449. Seminar in 18th-Century European Art Open to all students (3-0-3) (3-0-3) The content of this course spans 11 centuries, from Leonardo, Michelangelo, Bramante and Raphael Open to all students. the eighth century B.C. to the fourth century of the provide the basis for a study of one of the most im- Profound and universal inquiry into all aspects of modern era, and traces the development of Roman pressive periods of artistic activity in Italy — the knowledge marked the history of the century of the architecture from its origins in Iron Age huts on High Renaissance in Rome and Florence. The Enlightenment and the Grand Tour. The rise of the Palatine Hill and Etruscan temples and tombs, course also investigates the origins of Mannerism in the collective idea of nature, the study and instru- through the Roman colonization of the Italian pen- the expressive achievements of such notable figures mentality of the antique, the foundations of insula and the establishment of basic tenets of town as Jacopo Pontormo, Rosso Fiorentino and the suc- religion, the state, morality and reason, the rela- planning, through the conquest of Greece and the ceeding generation of late-Renaissance maniera art- tionship of the arts to the state, the philosophy of consequent Hellenization of Rome, through the in- ists who helped to formulate a new courtly style. aesthetic were all critically analyzed and vention of Roman concrete and the gradual explo- questioned. ration of its practical properties and its potential for spatial manipulation, through the architectural expression of propaganda and ideal in the great building programs of the emperors, to the creation of a specifically Christian architecture from the combined architectural forms and spirit of Greece and Rome. 113
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This course investigates various stylistic trends 463. History of Design: Form, Values, 483. Seminar in Renaissance Art* in 18th-century art in Italy, France and England and Technology (3-0-3) with a focus on the institutionalization of art (3-0-3) Permission required. through the academies. Discussion also centers on Open to all students. Seminar on specific subjects in Renaissance art. This course will provide a historical perspective on classical art theory and its relationship to the acad- 484. Seminar in Baroque Art* the development of industrial, product and graphic emies in light of the social, political and religious (3-0-3) design in the 19th and 20th centuries. More than climate of the period. We will also consider the Permission required. the aesthetic styling of products, design mediates aesthetical, art historical and social consequences of Seminar on specific subjects in Baroque art. the writings of Kant, Burke and Winckelmann. the intersection of technology and cultural values The course begins with the late baroque paintings in the modern era. The role of the modern designer 485. Seminar in American Art* of Carlo Maratti and his followers and then moves as both a facilitator and a critic of industrial tech- (3-0-3) to subsequent stylistic trends as neoclassicism, nology will be examined. Permission required. Seminar on specific subjects in American art. Egyptian revival, and the rococco. Attention is also 471. Topics in Greek and/or Roman Art given to the vedute painters and to such diverse (3-0-3) 486. Seminar in British Art* personalities as Piranesi, Mengs, Kauffmann, Topics course on special areas of Greek and/or (3-0-3) Tiepolo, Watteau and Chardin. Roman art. Permission required. Seminar on specific subjects in British art. 451. American Art 472. Topics in Byzantine Art (3-0-3) (3-0-3) 487. Seminar in Modern European Art* This course examines American painting, architec- Prerequisite: 200- or 300-level Art History course (3-0-3) ture and sculpture from Puritan culture to the end or permission. Permission required. of World War I. The approach is to examine the The content of this course will change from year to Seminar on specific subjects in 19th-century and development of American art under the impact of year. Intended for senior undergraduates, it will ex- 20th-century European art. social and philosophical forces in each historical amine narrow themes. Readings and discussion will 488. Seminar in Contemporary Art* era. The course explores the way in which artists be central to this class. Topics that might be ad- (3-0-3) and architects give expression to the tensions and dressed include gender and sexuality, court culture, Permission required. sensibilities of each period. Among the major monasticism and spirituality, and colonialism. Seminar on specific subjects in Contemporary art. themes of the course are the problem of America’s 473. Topics in Renaissance Art self-definition, the impact of religious and scientific 490. Art History Methods (3-0-3) thought on American culture, Americans’ changing (3-0-3) Topics course on special areas of Renaissance art. attitudes toward European art, and the American Required of all art history majors. Permission re- contribution to modernism. 474. Topics in Baroque Art quired. (3-0-3) This seminar is a survey of the historiography of art 452. British Art Topics course on special areas of Baroque art. history, with special attention paid to the various (3-0-3) types of methodology which have been applied to This course is a general survey of the development 475. Topics in American Art the analysis of art. Special attention is given to of British painting from 1560 to 1900. In this con- (3-0-3) 19th-century and 20th-century art historical meth- text, the relationship between English 17th-century Topics course on special areas of American art. ods, including connoisseurship, biography, and early 18th-century and American colonial 476. Topics in British Art iconology, psychoanalysis, and semiotic and femi- painting are considered, alongside a discussion of (3-0-3) nist approaches. uniquely British traditions. Topics course on special areas of British art. 498. Special Studies 453. Nineteenth-Century European Art 477. Topics in Modern European Art (V-V-V) (3-0-3) (3-0-3) Permission required. Open to all students. Topics course on special areas of 19th-century and Independent study in art history under the direc- This survey of 19th-century painting treats the 20th-century European art. tion of an individual faculty member. major figures of the period within the context of 478. Topics in Contemporary Art the social, political, and intellectual ferment that * In seminars, the particular area of concentration shaped the culture. Among the artists included are (3-0-3) will be determined each time the course is offered. Jacques-Louis David, Eugène Delacroix, Francisco Topics course on special areas of Contemporary Students will be expected to research a topic, present Goya, Jean-Auguste-Dominique Ingres, Caspar art. their findings to the seminar, and submit a paper David Friedrich, Joseph Mallard William Turner, 481. Seminar in Greek and/or Roman Art* summarizing their conclusions. John Constable, Gustave Courbet, Camille Corot, (3-0-3) Jean- François Millet, Édouard Manet, Claude Permission required. Monet, Pierre-Auguste Renoir, and Edgar-Hilaire Seminar on specific subjects in Greek and/or Degas. Some of the major themes addressed are the Roman art. relationships between tradition and innovation, between the artist and the public, and between the 482. Seminar in Medieval Art* artist and nature. These topics are set against the (3-0-3) dynamic forces of change released with the French Permission required. revolution and the urban and industrial Seminar on specific subjects in Medieval art. revolutions. 114
The lower-level courses equip the student with Classics rudimentary knowledge of languages and with a MINORS IN CLASSICS conspectus of ancient history and culture. Ad- vanced courses in Latin and Greek literature and Minors provide students majoring in other areas Chair: the limited-enrollment courses in Ancient Civiliza- with structure and certification for a variety of ap- Keith R. Bradley tion provide opportunities for more focused and proaches to the study of Greek and Latin language, Eli J. Shaheen Professor of Classics: detailed study and are conducted in a seminar for- literature and civilization. Keith R. Bradley mat with emphasis on research and writing. Professor: In addition to the other University require- Latin minor Daniel J. Sheerin ments, students majoring in classics will, under The Latin minor provides a solid grounding in the Associate Professors: normal circumstances, complete at least 10 philological and literary study of Latin texts of the Joseph P. Amar (Classics: Arabic); W. Martin courses in one of three areas of concentration: classical period, or, for those who prefer, of Chris- Bloomer; Elizabeth Forbis Mazurek; J. William Greek, Latin or Classical Civilization. tian Latin literature. It consists ordinarily of five Hunt (emeritus); Brian A. Krostenko; David J. courses (15 hours) in Latin: (1) Intermediate Latin Ladouceur Greek major or its equivalent. This can be fulfilled by successful Assistant Professors: 5 courses in Greek language/literature: completion of Intermediate Latin or by advanced Asma Afsaruddin (Classics: Arabic); Rev. 103 and above 15 placement; (2) Latin Literature and Stylistics; (3-5) Leonard N. Banas,C.S.C. (emeritus); Li Guo 2 courses in Latin 6 three courses to be chosen from Latin courses at the (Classics: Arabic); Sarah E. McKibben 2 courses in classics or related subjects approved 300/400 level. Students interested in later Latin (Classics: Irish); Chris McLaren; Peter T.G. by the department 6 texts are directed to the joint offerings of the de- McQuillan (Classics: Irish); Brian Greek History 3 partment and the Medieval Institute. Ó Conchubhair (visiting); Catherine M. ———— Schlegel; Robert A. Vacca 30 Greek minor Concurrent Associate Professors: Latin major The minor in Greek provides a solid grounding in Blake Leyerle; David O’Connor; Robin Rhodes 5 courses in Latin language/literature: the philological and literary study of Greek texts Concurrent Assistant Professor: 103 and above 15 of the classical and Hellenistic periods. It consists Tadeusz R. Mazurek 2 courses in Greek 6 ordinarily of five courses (15 hours) in Greek: Adjunct Assistant Professor: 2 courses in Classics or related subjects approved (1) Intermediate Greek, or equivalent; (2) Greek Joseph P. Stanfiel by the department 6 Literature and Stylistics; (3-5) three courses to be Roman History 3 chosen, with departmental approval, from Greek The department. The Department of Classics of- courses at the 300/400 level. fers programs of courses in the languages, litera- ———— tures, archaeology, history and civilization of the 30 Classical Civilization minor ancient world. Cooperation with other departments This minor provides a broadly based orientation to of the college makes available to Classics students Classical Civilization major the history and civilization of the classical world. additional courses in the art, philosophy, political Greek Literature and Culture The three specifically required courses supply the theory and religions of antiquity. (or approved equivalent) 3 needed framework of study of history and religious The department also provides the administra- Roman Literature and Culture thought. Requirements for the minor: (1) Greek tive home for the programs in the languages and (or approved equivalent) 3 History; (2) Roman History; (3) Greek and Roman cultures of the Middle East and in Irish literature Greek & Roman Mythology 3 Mythology; (4-5) two courses chosen either from and culture. 2 additional courses in Classics or related subjects CLAS courses, whether offered by the department approved by the department 6 or crosslisted courses offered by other programs, or MAJORS IN CLASSICS Greek History 3 from Greek or Latin language courses above the in- Roman History 3 troductory level. Classics majors encounter at their sources the pe- 3 courses in Greek or Latin 9 Classical Literature (in Translation) minor rennial cultures of Greece and Rome, cultures that ———— The minor in Classical Literature in translation is continue to exercise a profound influence on Euro- 30 designed to provide a broad experience of Greek American civilization. Classical training imparts Supplementary majors and Latin literature studied in English translation. enhanced skills in close reading and analysis of lit- Requirements for the minor: (1) Greek Literature erary and rhetorical forms, as well as repeated expe- Supplementary majors in Greek are exempt from and Culture; (2) Roman Literature and Culture; rience of the integration of literature, history and the Latin requirement. Supplementary majors in (3) Classical Mythology; (4-5) two electives chosen, ancillary studies. Thus, a major in classics provides Latin are exempt from the Greek requirement. subject to departmental approval, either from the archetypal humanistic education and an ideal Supplementary majors in Classical Civilization are CLAS courses (whether offered by the department preparation for entry into any of the professions exempt from the Latin or Greek requirement but or cross-listed courses offered by other programs) which require mastery of language, close analysis of are expected to take an additional course in classics. or from Greek or Latin language courses above the documents and integration of multiplex details. All other requirements are the same as those for the primary major. introductory level. 115
Course Descriptions. The following course de- 465. Tragedy 325. Latin Literature and Stylistics scriptions give the number, title and a brief charac- (3-0-3) Schlegel (3-0-3) Krostenko terization of each course. Lecture or class hours per Texts selected from Aeschylus, Sophocles and Provides an introduction to the advanced study of week, laboratory or tutorial hours per week and Euripides. Tragedy as a dramatic genre and as a Latin literary texts through close reading of selected credits each semester are in parentheses. Not all of view of life. Introduction to scholarship in this texts combined with practice in Latin composition. these courses are offered every year. subject. 350. Age of Cicero 466/566. Images of Alexander (3-0-3) Staff NOTE: All literature courses at the 300 level or (3-0-3) Mazurek Readings in historical and literary texts of the late above, whether in translation or in the original, The career of Alexander the Great (356-323 Republic; to include works by Sallust and will satisfy the arts and letters elective option in B.C.E.) and his effect on world history, ancient and Lucretius, as well as the letters of Cicero and literature. modern, are examined through close reading of Caesar’s Civil War. Arrian’s History and Plutarch’s Life of Alexander 355. Age of Augustus GREEK and the different images they offer of this (3-0-3) Mazurek fascinating yet controversial figure. Alexander’s Roman history and literature from 44 B.C.-A.D. influence on our concepts of empire, monarchy, 14. A study of Augustus as a social, political and 101-102. Beginning Greek I and II and the divide between East and West are given cultural focal point. Texts: Res Gestae, texts by (3-0-3) (3-0-3) Ladoceur, Schlegel special emphasis. Suetonius, Horace, Vergil, Ovid. For beginning language students. The course aims 467. Advanced Greek: Plato at developing a reading knowledge of Attic prose. 365. Later Latin Literature (3-0-3) Vacca Plato and Xenophon are the primary authors. (3-0-3) Sheerin This course will consider Plato’s rejection of his An introduction to the Latin fathers, with attention 103. Intermediate Greek own Athenian culture and efforts to establish the given to the development of Christian Latin idiom, (3-0-3) Vacca philosophical life as a comprehensive personal al- the emergence of new literary genres and the Prerequisite: 102 or the equivalent. ternative. Texts from Plato’s middle period, par- Christianization of classical genres. Practice in reading Greek literature. Selections ticularly Gorgias and Republic, will be central. from Homer, Greek tragedy and philosophy. 400. Latin Lyric Poetry 470. Greek Orators (3-0-3) Schlegel 325. Greek Literature and Stylistics (3-0-3) Ladouceur Extensive readings in the lyrics of Catullus and (3-0-3) Vacca Historical and cultural examination of the speeches Horace. Provides an introduction to the advanced study of of Lysias and Demosthenes. Discussions of Attic Greek literary texts through close reading of se- Law, stylistic analysis and compositional exercises. 410. Roman Historians lected texts combined with practice in Greek com- (3-0-3) Staff 475. Greek Philosophical Texts position. A survey of Roman historical writings from the fall (3-0-3) Vacca of the Republic to the early Principate. Readings in 410. Greek Historians Reading and analysis of selected Platonic dialogues. Sallust, Caesar, Livy and Tacitus. (3-0-3) Ladouceur Consideration of political, moral and metaphysical Readings in Herodotus and Thucydides. Close lit- topics in Platonic philosophy. Current scholarly 415. Roman Satire erary and historiographical analysis of texts. issues. (3-0-3) Schlegel A study of satire as a mockery of Roman society 421. Homer 498. Special Studies in Greek Literature and its anomalies. Readings in Lucilius, Horace (3-0-3) Vacca (3-0-3) Staff and Juvenal. Reading and analysis of selections from Iliad and Permission of department required. Odyssey. Theory of oral composition. Current issues 416. Roman Oratory, Theory, and Practice in Homeric scholarship. (3-0-3) Krostenko LATIN We examine the relationship between oratorical 432. Philosophical Poetry style and political ideology in three speeches of (3-0-3) McLaren 101-102. Beginning Latin I and II Cicero. Latin composition also is featured. This course consists of a survey of extant Greek (3-0-3) (3-0-3) Staff 420. Roman Epic: Virgil philosophical poetry, along with a detailed An introductory course for students beginning (3-0-3) Staff examination of its place in the histories of both their study of Latin. literature and philosophy in antiquity. An introduction to the poetry of Virgil, covering 103. Intermediate Latin selections from the Georgics and the Aeneid. 450. Early Greek Poetry (3-0-3) Staff 431. Advanced Latin: Poetry (3-0-3) Mazurek Prerequisite: 102 or the equivalent. Readings in Hesiod and the Homeric Hymns. Lit- For students with two semesters of college-level (3-0-3) Bradley erary and cultural developments of Archaic Greece. Latin or the equivalent, this course aims both to Representative selections from the poets of the late Roman Republic, including Lucretius, Catullus, 457. Hellenistic Literature consolidate knowledge of Latin vocabulary and Horace, and Virgil. (3-0-3) Staff syntax and to introduce students to Latin Texts from Aristotle, Theophrastus, Menander and literatures through readings of more extensive 465. St. Augustine’s Confessions selections. Plutarch. Analysis of the development of fiction af- (3-0-3) Sheerin ter the classical period. 118. Intensive Latin I and II This course provides an introduction to St. 460. Greek Comedy (5-0-5) Ladouceur Augustine’s Confessions, through reading of (3-0-3) Vacca This course is intended for students who wish to extensive selections from the Latin text, a careful Reading and analysis of selected comic plays of learn a full year of Latin in one semester. Successful reading of the entire work in English translation, Aristophanes. The role of the comic theatre in the completion of the course leads students to Latin and the application of a variety of critical Athenian community. 103, after which they will have satisfied the college approaches, old and new. language requirement. 116
475. Introduction to Christian Latin Texts 300. Greek Literature and Culture 311. Roman Slavery (Medieval Latin I) (3-0-3) Staff (3-0-3) Bradley (3-0-3) Sheerin Survey of masterpieces of Greek literature, history A survey of the role slavery played in the This class has two goals: to improve the student’s and philosophy, designed as classical background maintenance of Roman civilization and culture. all-around facility in dealing with Latin texts and to for humanities students. Readings from Homer, Topics studied include how the Romans acquired introduce the student to the varieties of Christian Aeschylus, Sophocles, Euripides, Thucydides, Plato slaves, how they were treated, what jobs they Latin texts. Medieval Latin II, a survey of medieval and Aristotle. performed, their living conditions, and their Latin texts, follows this course in the spring term. response to being enslaved. Particular attention is 301. Roman Literature and Culture paid to ancient philosophical thought about 498. Special Studies in Latin Literature (3-0-3) Staff slavery, including early Christian thought. (3-0-3) Staff Survey of masterpieces of Latin literature, history Permission of department required. and philosophy designed as classical background 326. Medieval Latin Literature in Translation for humanities students. Readings from Catullus, (3-0-3) Sheerin Lucretius, Cicero, Virgil, Ovid, Tacitus and A survey of works of Medieval Latin literature from CLASSICS COURSES IN ENGLISH Juvenal. the sixth through the 13th century read in English translation. 305. Greek History No prerequisites. (3-0-3) Vacca 330. Hieroglyphs and History 121. Ancient Greece and Rome Ancient Greek history from the Bronze Age to the (3-0-3) Ladouceur (3-0-3) Mazurek Roman conquest and the appearance of Christian- This course focuses on Egyptian hieroglyphs both An introduction to the major historical and ity. Emphasizes social and cultural developments as as a means to reconstruct Egyptian history and cul- cultural periods of ancient Greek and Roman well as political history. ture as well as a reflection of that culture. The stu- dent will be taught to translate and interpret civilization through close reading of texts central to 306. Roman History primary sources, especially on monuments and ar- the Classical Greek and Latin literary traditions. (3-0-3) Staff chaeological finds. Topics to be considered include: concepts of the Introduction to the history of the Roman Empire, divine; heroism and virtue; concepts of gender; from the founding of Rome in the eighth century 335. History of Ancient Medicine democracy, empire, and civic identity. The course B.C . to the collapse of the western empire in the (3-0-3) Ladouceur aims to deepen students’ appreciation for the fifth century A.D. Special topics include the politi- This course will trace the development of ancient Classical roots of their own social, intellectual, and cal careers of Cicero, Julius Caesar and Augustus, medicine from the neolithic period down to the religious lives. social issues such as warfare and slavery, and the second century after Christ. The emphasis will be 150. Introduction to Greco-Roman Mythology legacy of Roman historical writing. on three cultures, Egyptian, Greek, and Roman. How historians use the three main categories of (3-0-3) McLaren 307. Introduction to Egyptology evidence (written documents, human remains and This course surveys the mythologies of Greece and (3-0-3) Ladouceur artistic representations) will be clearly illustrated. Rome and traces their transmission and influence A methods-oriented course that provides an intro- down to the present day. We examine Greek and duction to the discipline of Egyptology; areas cov- 340. Democracy and the Greeks Roman myths as embodied in a wide variety of ered include the history of Egyptology, interpre- (3-0-3) Vacca ancient media, as well as the way in which these tation of archeological evidence, the reading of hi- An in-depth study of the Athenian Democracy and stories and characters survive and are transformed eroglyphic texts, the establishment of chronology, its critics, and the influence of this material for the in later literature and the visual arts. The class is and the use of comparative social science models. fundamentals of European practical theory. All designed not only to introduce students to a Prior enrollment in Egyptian Civilization is not re- texts in translation. number of the characters, themes, and plot lines quired but strongly advised. 355. Women in Antiquity that have helped define the West, but also to (3-0-3) Mazurek introduce students early in their college careers to a 308. Roman Law and Governance An examination of women’s roles in ancient Greek number of the interpretive methodologies currently (3-0-3) Mazurek at the forefront of teaching and scholarship in the Students will study all branches of Roman govern- and Roman society. A comparison of mythological and literary images of women with everyday lives of humanities. ment, with special emphasis on the judiciary and the development of Roman law from the XII Greek and Roman women. Origins of Western at- 180H. History University Seminar Tables to Justinian’s Digest. Students will gain a titudes toward women. (3-0-3) Stanfiel thorough understanding of the bureaucratic opera- 356. Portraits of Heroic Women An introduction to the seminar method of instruc- tion of the ancient Roman state. from Classical and Early Christian Literature tion that introduces students to the material life Prior study of Roman history is recommended (3-0-3) Sheerin and culture of the Roman Empire and that empha- but not required. Figures to be studied include Helen of Troy and sizes research methods as well as organization and Mary of Egypt, Hypatia and Lysistrata, expression of arguments. 310. Latin Literature in Translation Clytemnestra and Alcestis; particular attention will (3-0-3) Sheerin 180J. Literature University Seminar be given to the fragmentary self-portraits left by This is a survey, in lecture/discussion format, of (3-0-3) Staff Sappho and Vibia Perpetua. selected works of Classical Latin literature. In Introduces first-year students to the study of classi- addition to close reading of the texts, we routinely 360. Classical Love Literature cal literature on a comparative basis, with readings give attention to the sociocultural worlds that (3-0-3) Sheerin from Greco-Roman, Irish and Arabic literature. produced Latin litreature and to the character of A survey of the Greco-Roman literature of love: 207. Egyptian Civilization Latin literature’s abiding influence in Christian amatory poetry, drama, romance and theoretical (3-0-3) Ladouceur antiquity, the Middle Ages, the Renaissance and treatments of love and friendship. Both pagan and An introduction to the history and culture of early modern periods, and modern cultures. Christian texts will be explored. pharaonic Egypt, with particular attention to the Weekly quizzes, biweekly essays, and a final. history of Egyptian religion, literature, art and ar- chitecture. 117
369. The Art of Mythology 482. Sem: Vision and Ecstasy in Medieval Art Course Descriptions. The following course de- (3-0-3) McLaren, Gil (3-0-3) Barber scriptions give the number, the title and a brief This course surveys the mythologies of Greece and This seminar addresses a wide range of Medieval characterization of each course. Lecture or class Rome and traces their transmission and influence texts and objects that will enable us to analyze the hours per week, laboratory or tutorial hours per down to the present day. We examine Greek and nature of Medieval vision as it pertains to the visual week and credits each semester are in parentheses. Roman myths as embodied in a wide variety of an- arts. The type of texts included will be theological, Not all of these courses are offered every year. cient media, as well as the way in which these sto- epistological, liturgical, rhetorical, and philosophi- 101-102. Beginning Irish I and II ries and characters survive and are transformed in cal. Objects will include architecture, illuminated (3-0-3) (3-0-3) Staff later literature and the visual arts. The class is de- manuscripts, frescoes, mosaics, and icons. The The first two courses in Irish; see preceding for signed not only to introduce students to a number seminar encompasses both Byzantium and the description of program. of the characters, themes, and plot lines that have Latin West. The primary purpose of the seminar is helped define the West, but also to introduce them to examine the complexity of visual experience as a 103. Intermediate Irish early in their college careers to a number of the in- form of knowledge. The secondary purpose is to (3-0-3) McQuillan terpretive methodologies that are currently at the consider the extent to which this experience is ec- Prerequisite: 102 or the equivalent. forefront of teaching and scholarship in the static, disrupting our modernist notion of the ob- Continuation of the study of the Irish language humanities. servant subject as the foundation of knowledge. through the intermediate stage. Participants in the seminar will be expected to 423. Greek Architecture 301. The Irish in Their Own Words write a lengthy term paper on a topic that interests (3-0-3) (3-0-3) McQuillan them. In this course, the development of Greek monu- This course is designed as an introduction to the mental architecture and the major problems that 498. Special Studies literature of Medieval Ireland. Particular emphasis define it will be traced from the eighth through the (V-V-V) will be placed on the prose saga texts like the T/ain second centuries B.C., from the late Geometric B/o Cuailnge or Cattle Raid of Cooley, which fea- through the Archaic, Classical and Hellenistic peri- tures the legendary hero C/u Chulainn; also the ods. Among themes to be treated are the relation- PROGRAM IN IRISH various texts in both prose and poetry of the Fenian ship between landscape and religious architecture, cycle of Fionn Mac Cumhaill (Finn McCool). The the humanization of temple divinities, the architec- The program in Irish offers language courses at the manner in which such texts shed light on the na- tural expression of religious tradition and even spe- beginning (two semesters) and intermediate (one ture of medieval Irish society will be examined. cific history, architectural procession and hieratic semester) levels. Irish is the Celtic language often There will be regular reading and writing assign- direction, emblem and narration in architectural called “Gaelic.” It is one of the languages of the so- ments, and students will be expected to take part in sculpture, symbolism and allusion through archi- called “Celtic fringe” of northwest Europe and is class discussion. tectural order, religious revival and archaism, and related, most closely, to Scottish Gaelic and, more the breaking of the architectural and religious distantly, to Welsh and Breton (northwest France). canon. These are all fully-fledged modern languages in PROGAM IN SEMITIC LANGUAGES their own right, but they offer something fascinat- 450. Greek and Roman Mythology ingly “different” in the Western European context. (3-0-3) McLaren Courses in Arabic, Syriac and Hebrew offer instruc- Irish is the oldest attested written European lan- The major mythical tales and figures from the clas- tion in the languages, literatures and cultures of the guage outside the classical languages and, as such, sical world which have influenced world literature. Middle East. The study of these languages is neces- offers a window on a kind of civilization long Study of the Olympic and vegetation cults. Homer sary for an understanding of Semitic culture and as passed away in most of Western Europe. The em- and Hesiod, national and local myth, Syncretism, background for the development of Judaism, phasis of these courses is, however, very much a Mysteries. Christianity, Islam and Middle Eastern contacts modern one: They teach the contemporary lan- with the Classical world, with Africa, Europe and 455. Classical Epic guage as spoken in the “Gaeltacha/i” (Irish-speak- America. (3-0-3) Schlegel ing areas) of Ireland today. The initial emphasis is In recent years, the West has become increas- A study of the epic literature of classical antiquity on basic listening, speaking and writing. At least ingly aware of the Arabic-speaking East. Courses in in English translation, this course will give students one class per week is conducted in the Language Arabic language and literature are a prerequisite for a solid grasp of the texts of the classical epics and Resource Center to enable students to work on an understanding of the rise of Islam, the literature the cultural contexts in which they were set. pronunciation and communicative skills. Students it produced and subsequent developments among 460. Greek Tragedy (in translation) are also introduced to various aspects of Irish lan- Arabic-speaking Muslems and Christians. (3-0-3) McLaren guage and culture through the reading of simple Courses in Syriac taught at the graduate level Origins and functions of tragedy. Readings from texts in the original language. are available to qualified undergraduates by Aeschylus, Sophocles, Euripides. Interested students should also consult the list- permission. ings in this Bulletin under Irish studies, English, 470. Roman Satire political science, history, and medieval studies for (3-0-3) Mazurek complementary courses in Irish studies. Graduate A study of the origins, forms and influence of Ro- students should consult the Graduate School Bulle- man Satire. Readings from the works of Lucilius, tin for information on the appropriate 500-level Horace, Persius, Petronius, Juvenal, Lucian, Swift “Studies in the Irish Language” courses. and Pope. 118
Course Descriptions. The following course de- Courses in English 260. The Golden Age of Islamic Civilization scriptions give the number, the title and a brief (3-0-3) Afsaruddin characterization of each course. Lecture or class 235. Arabic Literature in English Translation: This course will deal with the period A.D. 750- hours per week, laboratory or tutorial hours per Fiction 1055, commonly dubbed the “golden age” of Is- week and credits each semester are in parentheses. (3-0-3) Guo lamic civilization. This period under the Abbasid Not all of these courses are offered every year. The object of this course is to introduce the stu- dynasty saw the greatest flowering of the arts, archi- dent to Arabic literature — a major world literature tecture, literature, the sciences, and religious and Arabic Major that remains largely unexplored in the West — philosophical thought. This is the time, for ex- 4 semesters of Arabic 12 from its beginning to the present. The course will ample, of the caliph Harun al-Rashid of Arabian 2 literature courses in Classics read and discuss, in a seminar context and from a Nights fame, a man of legendary wealth and gener- taught by the Arabic faculty 6 broadly comparative perspective, key works of me- osity, whose court attracted the best and the bright- 2 courses in Middle East history 6 dieval Arabic narrative prose, the Arabian Nights est of its time. The influence of medieval Islamic 1 course in Islam 3 and the Maqmat, and selected works of modern civilization upon Europe will be considered as well. 1 elective, subject to departmental approval 3 Arabic fiction by the Nobel laureate Naguib All readings will be in English translation; no prior ———— Mahfouz (Egypt), among others. There will also be knowledge of Islam and its civilization is assumed. 30 several screenings of the film adaptations. Some of The course will supplement texts with audiovisual the issues to be discussed are the influence of the materials to attempt to provide an authentic “taste” Mediterranean/Middle East Area Studies Arabian Nights in Western literature, representa- of the age. Minor tion and interpretation, and literary compositional 350. Christianity in the Middle East: Origins to strategies in “domesticating” an “imported” genre, This is a broad-based program that includes all as- the Present namely fiction, used by modern Arab writers. pects of the ancient and modern cultures that sur- (3-0-3) Amar round the Mediterranean. Courses from three 240. Middle East History Crosslisted with HIST 462 and THEO 345. regions apply. In Europe, this includes the study of (3-0-3) Amar The spread of Christianity from Jerusalem into Classical Greece and Rome as well as modern Italy, A survey of the Middle East from ancient to Asia Minor and Europe is well documented. But France, Spain and Portugal in Europe. Courses on modern times. Christianity is not a European phenomenon; it is the Middle East are related to the study of Semitic Middle Eastern and Semitic in its origins. Why was peoples and their cultures, languages, religions and 242. Revelation to Revolution: The Middle East the existence of Christianity in the Middle East politics. In North Africa, Arab and Francophone from A.D. 100 to 1000 marginalized by the earliest Christian historians? history and civilization are the focus. (3-0-3) Amar Why is Christianity in the Middle East so Students are required to fulfill a sequence of 12 This class investigates the interplay between inadequately understood today? This course credits (four courses distributed over the area). In Christianity and Islam in the Middle East from examines the evidence for Christianity articulated addition, they are required to write a major re- A.D. 100 to 1000. Topics include religious in the native Aramaic language and culture of the search essay under the direction of one of the advi- interaction, politics of empire, Arabic literature, region. We investigate the origins and development sors for three credits. art, and architecture. of the indigenous “Oriental” churches of Syria, 255. Women’s Memories, Women’s Narratives Arabic Lebanon, Jordan, Iraq and Iran, and the missionary (3-0-3) Afsaruddin activity that took the gospel into India and China. This course will focus primarily on women’s mem- 101-102. Beginning Arabic I and II Topics include the Semitic approach to Jesus and oirs, autobiographies, and fiction to analyze the (3-0-3) Staff the Gospel; Christianity and the Arabs; the impact construction of the feminine self and identity in An introduction to modern standard Arabic. Prin- of the Crusades. The course concludes with an modern Arab societies. Rather than look at these ciples of basic grammar, syntax and vocabulary. investigation of Islamic fundamentalism and the works through the prism of sweeping gender para- diaspora of Middle Eastern Christians in Europe 103. Intermediate Arabic digms, we will be more concerned with letting the and the Americas. Drawing from local history, (3-0-3) Staff women speak for themselves through the imme- native accounts and archaeological evidence, we A continuation of Arabic I and II with emphasis on diacy of their own experiences. A broad knowledge piece together the largely untold story of writing and speaking for self-expression. of Middle Eastern history and political events is Christianity in the Middle East. 104. Continuing Arabic helpful but not vital. All readings are in English translation. 360. Canon and Literature of Islam (3-0-3) Guo (3-0-3) Afsaruddin Continues the study of Arabic beyond the interme- This course is an introduction to the religious diate level and introduces students to modern jour- literature of the Arab-Islamic world. Emphasis is on nalistic texts. works from the classical and medieval periods of 105. Advanced Arabic I Islam, roughly from the seventh to the 14th (3-0-3) Staff century of the common era. We will read selections Commences study of formal Arabic literary texts from the Qur’an (the sacred scripture of Islam), the with additional emphasis on classroom discussion Hadith literature (sayings attributed to the prophet in Arabic. Muhammed), the biography of the Prophet, commentaries on the Qur’an, historical and 106. Advanced Arabic II philosophical texts, and mystical poetry. All texts (3-0-3) Staff will be read in English translation. No prior Continuation of advanced study of literary Arabic. knowledge of Islam and its civilization is assumed, although helpful. 119
390. Islam: Religion and Culture (3-0-3) Afsaruddin East Asian Languages PROGRAM IN CHINESE This course discusses the rise of Islam in the Arabian peninsula in the seventh century and its and Literatures The program in Chinese offers language classes in subsequent establishment as a major world religion Mandarin Chinese at the first-, second-, third-, and and civilization. Lectures and readings deal with fourth-year levels, as well as courses in English on Chair: the core beliefs and institutions of Islam, with classical and modern Chinese literature and culture. Lionel M. Jensen particular emphasis on religious and political Qualified students also have the opportunity to at- Research Professor: thought from the Middle Ages through our own tend East China Normal University in Shanghai, Howard Goldblatt time. All readings are in English. No prerequisite. People’s Republic of China. Associate Professors: The Chinese program offers first and supple- 400. Modern Arabic Fiction in Translation Michael C. Brownstein; Liangyan Ge; Lionel mentary majors and a minor. (3-0-3) Guo M. Jensen Basic requirements: For the major, students An introduction to the Arabic short story and Assistant Professors: must complete 30 credit hours, including Third- novel, with emphasis on the emergence of Arabic Sylvia Li-chun Lin; Lili I. Selden Year Chinese. For the supplementary major, stu- fiction in the 20th century. Margaret Baptist Wan; Xiaoshan Yang dents must complete 24 credit hours, including 405. Arabic Literature in Translation Associate Professional Specialist: Third-Year Chinese. For the minor, students must (3-0-3) Guo Noriko Hanabusa complete 15 credit hours, including two semesters (Crosslisted with ENGL 318C) Assistant Professional Specialists: of language classes beyond the first year. A survey of the development of Arabic literature in Setsuko Shiga; Chengxu Yin Other requirements: In addition to the lan- English translation. From the Qur’an through the guage course requirements described above, First classical period. The peoples of East Asia comprise one quarter of and Supplementary majors as well as the Minor the world’s population and account for a similar also requires one course in Chinese literature. Re- 455. Cross, Crescent, Kublai Khan proportion of the world’s production and con- maining credit hours may be satisfied by taking ad- (3-0-3) Amar sumption. This, along with the contemporary fu- ditional Chinese language and literature courses, or Study of the English translation of the diary of two sion of Asia and the West politically and East Asia-related courses approved by the academic 13th-century Christian monks of their journey economically, makes knowledge of the diverse lan- advisor. from Beijing to the West. guages and cultures of East Asia vital to an under- 498. Special Studies standing of our global community and (3-0-3) Staff indispensable for the preparation of careers in the PROGRAM IN JAPANESE Permission of department required. Pacific Rim focusing on business, public policy, lit- eratures, and the arts. The Department of East The program in Japanese offers language classes in Asaian Languages and Literatures provides the re- modern Japanese at the beginning, intermediate HEBREW sources and instruction necessary for success in all and advanced levels, as well as courses in English of these fields. The department is dedicated to pro- on classical and modern Japanese literature and cul- 481-482. Elementary Biblical Hebrew I-II viding rigorous language training in Chinese and ture. Qualified students also have the opportunity (3-0-3) (3-0-3) Staff Japanese as well as courses taught in English on to attend Nanzan University in Nagoya, A beginning course in classical Biblical Hebrew Chinese and Japanese philosophy, religion, litera- Japan. grammar and readings. An introduction to the He- ture, and culture. Complementary courses in other The Japanese program offers first and supple- brew language, principally Biblical Hebrew gram- disciplines are listed in this Bulletin under depart- mentary majors and a minor. mar, morphology, vocabulary, syntax. We will ments such as history, philosophy, theology, politi- Basic requirements: For the major, students work through a standard textbook of Biblical He- cal science, economics, and anthropology. must complete 30 credit hours, including 22 cred- brew, incorporating some work in Mishnaic and Completion of First-Year Chinese or Japanese its in language classes beyond the first year. For the Modern Hebrew. No previous knowledge of He- (10 credits) or Beginning Japanese (nine credits) supplementary major, students must complete 24 brew is assumed. will satisfy the language requirement for both the credit hours, including 16 credits in language College of Arts and Letters and the College of Sci- classes beyond the first year. For the minor, stu- ence. Although the College of Business does not dents must complete 15 credit hours including two have a language requirement, it strongly supports semesters of language classes beyond the integration of language courses into its curriculum first year. and encourages students to participate in the Inter- Other requirements: In addition to the lan- national Study Programs (See “International Study guage course requirements described above, first Programs” under Mendoza College of Business). and supplementary majors as well as the minor also require one course in Japanese literature. Remain- Placement and Language Requirement. Stu- ing credit hours may be satisfied by taking addi- dents who wish to enroll in a Chinese or Japanese tional Japanese language and literature courses, or language course beyond the 101 or 111 level must East Asia-related courses approved by the take a placement examination administered by the academic advisor. Department. Students testing out of 100-level lan- guage courses must complete at least one course at the 200 level or higher to satisfy the language re- quirement. 120
211-212. Second-Year Chinese I and II 311-312. Third-Year Japanese I and II SHANGHAI AND NAGOYA (5-0-5) (5-0-5) Lin (3-0-3) (3-0-3) Hanabusa PROGRAMS Prerequisite: 112 or instructor’s permission. Prerequisite: 212 or instructor’s permission. Grammar review and training in the four basic The first in a sequence of intermediate courses of- skills to higher levels of sophistication: oral/aural fered for those students who do not participate in The Shanghai and Nagoya programs provide stu- skills for fluency in communication, reading for the Year-in-Japan Program. Development of oral/ dents with the opportunity to spend an academic critical understanding, and the ability to write aural skills with an emphasis on typical conversa- year at Nanzan University in Nagoya, Japan, or a simple compositions. tional situations. Improvement of reading and semester or academic year at East China Normal writing skills. University in Shanghai, People’s Republic of 311-312. Third-Year Chinese I and II China. To qualify for the Shanghai Program, stu- (3-0-3) (3-0-3) Yin 411-412. Fourth-Year Japanese I and II dents must complete at least one semester of Chi- Prerequisite: 212 or instructor’s permission. (3-0-3) (3-0-3) Shiga nese language study at Notre Dame with at least a Development of advanced conversational, reading Prerequisite: 312 or instructor’s permission. 3.0 grade point average in the language courses. and writing skills, using a wide range of authentic The second in a sequence of intermediate courses For the Nagoya Program, at least one year of materials, including material from news media. offered for those students who do not participate in the Year-in-Japan. Aimed at achieving a high profi- Japanese language studies at Notre Dame with a 411-412. Fourth-Year Chinese I and II 3.0 grade point average or better in the language ciency in the four skills: speaking, listening, reading (3-0-3) (3-0-3) Ge and writing. courses is required. Students may attend Nanzan Prerequisite: 312 or instructor’s permission. or East China Normal during their sophomore or Practice in advanced conversational, reading and 498. Special Studies junior year. Students who intend to combine a writing skills, using newspapers, short fiction, vid- (3-0-3) Selden, Hanubasa First or Supplementary major in Chinese or Japa- Prerequisite: Instructor’s permission based on eotapes and other authentic materials. nese with a major in another discipline and who in- student’s performance on a placement exam and tend to apply for the Shanghai or Nagoya programs 498. Special Studies oral interview at the beginning of the semester. are urged to plan their course of studies carefully in (V-V-V) Staff This course takes students beyond textbook Japa- consultation with their advisors prior to applying Prerequisite: instructor’s permission. nese by introducing original materials created for for either program. For more information and Requires “contractual agreement” with the profes- Japanese audiences (literature, current events and course listings, see “Nagoya Program” or “Shanghai sor prior to scheduling. For advanced students who video materials, etc.). Emphasis is on grammar and Program” under “International Study Programs” in wish to pursue an independent research project syntax, vocabulary building, speaking, reading this Bulletin. reading Chinese language materials. and writing.
Course Descriptions. The following course de- COURSES IN ENGLISH scriptions give the number, title and brief charac- JAPANESE LANGUAGE COURSES terization of each course. Lecture or class hours per week, laboratory or tutorial hours per week and 101-102-103. Beginning Japanese I, II, and III The courses listed below use materials in English credits each semester are in parentheses. Not all of (3-0-3)(3-0-3)(3-0-3) Hanabusa, Shiga translation and require no prior background in these courses are offered every year. For students with no background in Japanese. Asian studies. This is a three-semester sequence of three credit 180. Literature University Seminar CHINESE LANGUAGE COURSES hours per semester covering the same material as (3-0-3) Staff 111-112 and designed to prepare students to enter An introduction to the study of East Asian 211. The sequence begins each spring with 101 and 101-102-103. Beginning Chinese I, II, and III literature. Focus either on Chinese or Japanese concludes the following spring with 103. The series literature. (3-0-3)(3-0-3)(3-0-3) Yin, Yang provides an introduction to the fundamentals of For students with no background in Chinese. modern Japanese, with equal emphasis on speaking, 190. Chinese Calligraphy This is a three-semester sequence of three credit listening, reading, and writing. An introduction is (1-0-1) Ge hours per semester covering the same material as provided of the hiragana and katakana syllabaries, A workshop for appreciating and practicing Chi- 111-112 and designed to prepare students to enter and 200 kanji. nese calligraphy and studying the history of the art. 211. The sequence begins each spring with 101 and concludes the following spring with 103. Equal 111-112. First-Year Japanese I and II 250. Chinese Literary Traditions emphasis is placed on the basic skills of listening, (5-0-5) (5-0-5) Hanabusa (3-0-3) Yang speaking, reading, and writing. Students may Introduction to the fundamentals of modern Japa- A survey course introducing students to the major expect to master a spoken vocabulary of about nese. Equal emphasis on speaking, listening, read- themes and genres of Chinese literature through se- 1,000 words and a written vocabulary of ing and writing. Introduction of the hiragana and lected readings of representative texts. 500 characters. katakana syllabaries, and 200 kanji. 252. Introduction to Japanese Civilization 111-112. First-Year Chinese I and II 211-212. Second-Year Japanese I and II (3-0-3) Brownstein (5-0-5) (5-0-5) Yin (5-0-5) (5-0-5) Shiga A survey of Japan’s cultural history from its origins For students with no background in Chinese. In- Prerequisite: 112 or instructor’s permission. in prehistoric times up to the middle of the 18th troduction to Mandarin Chinese using traditional Continued training in the fundamentals of the century. characters. Equal emphasis on the basic skills of lis- modern language. Equal emphasis on speaking, lis- tening, speaking, reading and writing. Students tening, reading and writing. Introduction of ap- may expect to master a spoken vocabulary of proximately 200 kanji. about 1,000 words and a written vocabulary of 500 characters. 121
253. Introduction to Chinese Civilization 378. Japanese Women Writers 387. The City in Modern Chinese Fiction (3-0-3) Staff (3-0-3) (3-0-3) Lin This course provides general historical and cultural A study of Japanese “female” literature that reviews Examining portrayals of cities such as Beijing and background with a view to preparing students for the important role of women writers in creating Shanghai in fictional works, this course explores more specialized courses in Asian studies. A histori- and maintaining the literary traditions of the land the image of the city as the big, the bad, and the ir- cal overview accompanies thematic presentation of of the rising sun. resistible site of desire for modernity in 20th-cen- cultural achievements in philosophical and religious 380. Chinese Ways of Thought tury China. thought, literature and the fine arts. (3-0-3) Jensen 388. A Chinese Mosaic: Philosophy, Politic, and 347. Modern Japan This is a special topics class on religion, philoso- Religion See HIST 348. phy, and the intellectual history of China that in- (3-0-3) Jensen troduces the student to the world view and life This is a special topics class that provides an 350. Love, Death, and Revenge in Traditional experience of Chinese as they have been drawn introduction to the diverse lifeways constituting the Japanese Drama from local traditions, as well as worship and sacri- puzzle of the Chinese people. The course will chart (3-0-3) Brownstein fice to heroes, and the cult of the dead. Through a this terrain of current Chinese imagination as it has An introduction to Japanese classical theater (Noh, close reading of primary texts in translation, it also been shaped from the contending, and often Kyogen, Bunraku and Kabuki) through readings surveys China’s grand philosophical legacy of contentious, influences of religion, philosophy, and and videotapes of selected plays. Daoism, Buddhism, “Confucianism,” and “Neo- politics, introducing students to the heralded works 353. Societies and Cultures of South Asia Confucianism” and the later religious accommoda- of the Chinese intellectual tradition while requiring See ANTH 353. tion of Christianity and Islam. critical engagement with the philosophic and religious traditions animating this culture. Thus, as 358. Gender Images in Modern Japanese Fiction 384. Popular Religion and the Practice they learn about China, students also will reflect on (3-0-3) Selden of Philosophy in China how Chinese and Westerners have interpreted it. An examination of the changing images of men and (3-0-3) Jensen women during the modern era as seen in the novels This lecture/discussion course will introduce the 460. The Garden in Chinese Literature and short stories of Japan’s finest male and female student to the plural religious traditions of the (3-0-3) Yang writers. Chinese as manifested in ancestor worship, This course examines the literary representations of the garden in the Chinese tradition. Supplemented 360. Heroism and Eroticism in Chinese Fiction sacrifice, exorcism, and spirit possession. From an by visual materials, readings in poetry, fiction, (3-0-3) Ge understanding of these practices, the course will drama and prose illustrate the variegated configura- A study of selected readings from pre-modern Chi- offer insight into the mantic foundations of tions of the garden as a religious, philosophical, nese literature, and an examination of heroism and Chinese philosophy, especially metaphysics. moral and aesthetic space. eroticism as two major literary themes in the Chi- Readings will consist of texts in translation of nese context. popular cults, as well as scholarly interpretations of 463. Gender and Power in Asian Cultures these phenomena. See ANTH 463. 362. The Image of Woman in Chinese Literature (3-0-3) Wan 386. Chinese Pop Songs: Global/Local 478. History of Chinese Medicine This course explores changing images of woman in (3-0-3) Wan See HIST 478M. Chinese literature, from her early appearance in This course uses popular songs since the 1980s folk poetry to the dominant role she comes to play from China, Taiwan, and Hong Kong to examine in the vernacular novel and drama. various ways Chinese construct images of the self. Issues to be examined include nationalism, love as 364. Scandal and Intrigue in Traditional allegory, family, tradition versus modernity, and Japanese Literature language politics. Attention will be given to the (3-0-3) Selden contexts in which popular music is produced and Explore the aesthetics and politics of courtship and consumed globally and locally. marriage among the aristocracy of Japan. Readings include 10th- and 11th-century classics such as The Pillow Book, The Tale of Genji, and The Gossamer Years. 368. Self and Society in Modern Japanese Literature (3-0-3) Brownstein A study of Japan’s modern masters of prose with a focus on how writers address the problem of “self” and the issue of what it means to be Japanese in the modern world. 370. 20th-Century Chinese Literature (3-0-3) Ge Crosslisted with HIST 362N. A study of selected works from 20th-century Chi- nese literature (mainly fiction but also drama), with a special focus on understanding literary develop- ments in their social context. 122
All majors must take three courses: Political Economy Economics 315. Introduction to Political Economy 301. Intermediate Economic Theory — Micro 334. Topics in Political Economy 302. Intermediate Economic Theory — Macro 413. Marxian Economic Theory Chair: 303. Statistics for Economics 414. Beyond Economic Man Richard Jensen In addition, students must satisfy a distribution re- 416. Problems in Political Economy Director of Undergraduate Studies: quirement by taking one course in at least three of 435. Law and Economics Frank J. Bonello the following 10 areas. Director of Undergraduate Advising: Urban and Regional Economics William H. Leahy Policy 367. Restoring Economic Vitality to the Inner Carl E. Koch Professor of Economics: 310. Economics, Ethics, and Public Policy City 430.The New Urban Crisis and Economic Philip Mirowski 335. Economics of Poverty 337. Economics of Education Analysis Professors: 489. Regional Economic Development Rev. Ernest J. Bartell, C.S.C.; Charles Craypo 340. Introduction to Public Policy 404. Topics in Applied Microeconomics (emeritus); John T. Croteau (emeritus); 441. Public Budget Expenditure Policy The remaining two courses may be any other 300- Amitava K. Dutt; Rev. Mark J. Fitzgerald, 442. Tax Policy and 400-level courses the department offers, except C.S.C. (emeritus); Denis Goulet (emeritus); 446. Environmental Economics those specifically designated as not fulfilling major Richard A. Jensen; Kwan S. Kim; William H. 447. Seminar in Health Care Policy requirements. Leahy; Jaime Ros; Roger B. Skurski; Thomas 448. Seminar in Current Economic Policy In addition, the student must fulfill an inten- 449. Seminar in Policy Evaluation R. Swartz; Charles K. Wilber (emeritus) sive writing requirement in one of the following 465. Stabilization Policy Associate Professors: ways: by taking a 300- or 400-level course specifi- David M. Betson; Frank J. Bonello; Gregory cally designated as an intensive writing course (stu- Quantitative Methods Curme (emeritus); Byung-Joo Lee; Teresa dents will receive information on this every Ghilarducci; Lawrence C. Marsh; Vai-Lam 408. Game Theory and Strategic Analysis 433. Mathematics for Economists semester); or by taking a special studies course Mui; James J. Rakowski; Kali P. Rath; David F. 434. Applied Econometrics which involves writing a term paper under the su- Ruccio; Esther-Mirjam Sent; Jennifer Warlick; 490. Econometrics pervision of a faculty member; or writing a senior Martin H. Wolfson essay. Assistant Professor: History and Philosophy of Economics James X. Sullivan 305. Philosophy of Economics Course Clusters Within Economics. The eco- Assistant Research Professor: 306. History of Economic Thought nomics program offers the undergraduate student Kajal Mukhopadhyay 307. Seminar in History and Philosophy of the opportunity to concentrate in several different Economic Thought areas that may correspond to a student’s career goal 405. Consumption and Happiness Program of Studies. The undergraduate major or that may represent a broad common theme in economics within the College of Arts and Letters within economics. These areas are only suggestions, is designed to make a unique contribution to the Monetary and Financial Economics 421. Money, Credit, and Banking and there is no requirement that a student com- student’s liberal education. The program provides 422. The Financial System plete a cluster. Indeed, the economics major may students with the insights of scientific analysis and desire to pursue a different cluster or some combi- social perspective to deepen their understanding of Labor Economics nation of the clusters listed below. the complex economic forces at work in society. 350. Labor Economics Such an understanding is an essential ingredient in 450. Labor Relations Law Pre-law Cluster the intellectual development of an educated person. 451. Employment Relations Law and Human 345. Industrial Organization The program is also designed to prepare the stu- Resources Practices 435. Law and Economics dent for a variety of professional objectives, includ- 453. Collective Bargaining: the Private Sector 441. Public Budget Expenditure Policy ing careers in public service and law as well as 454. Collective Bargaining: the Public Sector 442. Tax Policy managerial positions in business and industry. 455. Topics in Labor 445. The Economics of Industrial 457. Economics of Gender and Ethnic Organization The major requires eight 300- and 400-level Discrimination 450. Labor Relations Law courses in economics. The best preparation for be- 458. Labor Arbitration 451. Employment Relations Law and Human ginning the major is the completion of the two-se- Resource Practices mester Principles of Economics sequence (ECON Development Economics 453. Collective Bargaining — Private 123/223 and 224), but these courses do not count 380. Development Economics Sector 454. Collective Bargaining — Public as part of the required eight courses. The comple- 484. Economic Development of Latin America tion of the one-semester course Introduction to Sector 458. Labor Arbitration Economics (ECON 115/225) is an adequate alter- International Economics native beginning to the major. 471. International Economics 472. International Trade Pre-M.B.A. Economics Cluster 345. Industrial Organization 473. International Money 350. Labor Economics 421. Money, Credit, and Banking Industrial Organization 422. The Financial System 345. Industrial Organization 434. Applied Econometrics 445. The Economics of Industrial Organization 465. Stabilization Policy 471. International Economics 472. International Trade 473. International Money 123
Labor Economics and Industrial Relations Departmental advisors will assist students in 223. Principles of Economics I Cluster designing a program of study that meets their edu- (3-0-3) Staff 350. Labor Economics cational and career goals. Students are also encour- An introduction to economics with emphasis on 450. Labor Relations Law aged to pursue related courses in other departments the nature and method of economics, national in- 451. Employment Relations Law and Human of the College of Arts and Letters and in the come and its determinants, fluctuations in national Resource Practices Mendoza College of Business. Materials relating to income, money and credit, fiscal and monetary 453. Collective Bargaining — Private Sector policies and economic growth. Not open to stu- 454. Collective Bargaining — Public Sector professional work in law, graduate study in business and graduate programs in public and foreign ser- dents who have taken ECON 123. International Development Cluster vice are available from the director of undergradu- 224. Principles of Economics II 380. Development Economics ate studies. (3-0-3) Staff 471. International Economics An introduction to economics, with particular at- 472. International Trade Graduate Courses. Advanced undergraduate ma- tention to the pricing mechanism, competitive and 473. International Money jors are encouraged (in consultation with depart- monopolistic markets, government regulation of 484. Economic Development of Latin America mental advisors) to select graduate courses as a part the economy, labor-management relations and pro- of their programs. The following are recom- grams, income determination and public policy, Public Policy Cluster mended. 310. Economics, Ethics, and Public Policy foreign trade and the international economy. Not 335. Economics of Poverty 501. Graduate Macroeconomic Theory I open to first-year students. 502. Graduate Microeconomic Theory I 337. Economics of Education 225. Introduction to Economics 506. History of Economic Thought and 345. Industrial Organization (3-0-3) Staff 416. Problems in Political Economy Methodology 421. Money, Credit and Banking 522. Financial Institutions, Markets, A one-semester survey of micro- and macroeco- 422. The Financial System and Instability nomics, national income, fiscal and monetary 430. The New Urban Crisis and Economic 541. Labor Economics policy, supply and demand, stabilization policy and Analysis 542. Labor Theory alternative views of the economy. Not open to stu- 441. Public Budget Expenditure Policy 561. Economic Development dents who have taken ECON 115. 442. Tax Policy 562. International Trade 446. Environmental Ecomonics 581. Industrial Organization 301. Intermediate Economic Theory — Micro 445. The Economics of Industrial Organization 591. Graduate Statistics (3-0-3) Betson, Marsh, Mui, Rakowski, Rath 448. Seminar in Current Economic Policy 592. Econometrics I Prerequisite: ECON 115 or 225 or 224. 449. Seminar in Policy Evaluation An examination of the language and analytical tools 451. Employment Relations Law and Human Course Descriptions. The following course de- of microeconomics, emphasizing the functional re- Resource Practices scriptions give the number and title of each course. lationship between the factor and product markets 457. Economics of Gender and Ethnic Lecture hours per week, laboratory and/or tutorial and resource allocation. Discrimination hours per week and credits each semester are in pa- 465. Stabilization Policy 302. Intermediate Economic Theory — Macro rentheses. The instructor’s name, as available, is (3-0-3) Bonello, Dutt, Ros, Sent also included. Pre-Graduate Cluster Prerequisite: ECON 115 or 225 or 123 or 223. Students who plan to pursue graduate studies in 115. Introduction to Economics An intensive examination of macroeconomics, with economics are strongly advised to consider the fol- (3-0-3) Staff particular reference to the determination of eco- lowing courses (graduate courses require permission A one-semester survey of micro- and macroeco- nomic growth, national income, employment ,and from the student’s advisor): nomics, national income, fiscal and monetary the general price level. policy, supply and demand, stabilization policy and 303. Statistics for Economics 433. Mathematics for Economists alternative views of the economy. 434. Applied Econometrics (3-1-4) Betson, Lee, Marsh 501. Graduate Macro Theory I 123. Principles of Economics I The course is devised to present statistics and statis- 502. Graduate Micro Theory I (3-0-3) Staff tical inference appropriately for economics stu- 591. Graduate Statistics An introduction to economics with emphasis on dents. There are two goals for the course: first, to 592. Graduate Econometrics the nature and method of economics, national in- prepare the student to read elementary quantitative come and its determinants, fluctuations in national analysis studies; and second, to prepare the student or a broad range of undergraduate field courses income, money and credit, fiscal and monetary to undertake elementary quantitative analyses. such as: policies, economic growth. 305. Philosophy of Economics 350. Labor Economics 180. Social Science University Seminar (3-0-3) Mirowski, Sent 380. Development Economics (3-0-3) Staff Prerequisites: ECON 115 or 225 or 123 or 223 or 408. Game Theory and Strategic Analysis Economics sections will deal with different aspects 224. 416. Problems in Political Economy of economic analysis and policy issues. The focus What does it mean to do good research in econom- 421. Money, Credit, and Banking 445. The Economics of Industrial will be on understanding how economists think ics? If you thought the answer to this question was Organization about theoretical issues and how they apply their straightforward, you will be in for a surprise! The 471. International Economics analytical tools to real-world economic problems intention of the course is to problematize such no- and policies. No background in economics is as- tions as “prediction is the goal of economics” or as well as courses that are crosslisted with the sumed. The seminars will satisfy the University and “there is progress in economics” or “assumptions in graduate program. It is also recommended that stu- College of Arts and Letters social science require- economics should be (un)realistic.” To do this, we dents take a course in linear algebra and a one-year ments in addition to the University seminar will explore literature on philosophy of science, so- sequence of calculus courses. requirement. ciology of scientific knowledge, and economic theory. 124
306. History of Modern Economic Thought 334. Topics in Political Economy 367. Restoring Economic Vitality to the Inner (3-0-3) Mirowski, Sent (3-0-3) Ghilarducci, Wolfson City: What Works, What Doesn’t, and Why The problems of the construction of a scientific Seminar course concerned with policy problems (3-0-3) discipline of economics are surveyed from the such as unemployment, inflation, growth, balance Prerequisite: ECON 115 or 225 or 224. Physiocrats to the early 20th century. Particular of payments and income distribution. Alternative This community-based learning and research emphasis is placed upon the theories of value, pro- methods of analysis and policy prescriptions are course examines the political economy of U.S. in- duction and distribution. While the major stress discussed. Orthodox views are studied and ner-city revitalization, with South Bend as a case will focus upon the history of classical political compared to nontraditional approaches to the study. Community-based learning (CBL) requires economy and neoclassical economics, some atten- analysis of the United States and other advanced that students both learn and apply what they are tion will also be given to the German Historicist economics. learning within a setting outside the classroom. In addition to in-class seminar sessions, CBL activities and American Institutionalist schools. The course 335. Economics of Poverty will include meetings with local organizations that relies upon a mixture of primary texts and second- (3-0-3) Warlick link public agencies and private enterprise, visits to ary sources. Prerequisites: ECON 115 or 225 or 123 or 223 or varied businesses in urban South Bend, and meet- 307. Seminar in the History of Economic 224. ings with area government representatives and rel- Thought An examination of the extent and causes of poverty evant church and neighborhood organizations. (3-0-3) Mirowski, Ruccio, Sent in the United States. The current system of govern- During the first third of the semester, students will Each seminar is devoted to a specific topic in meth- ment programs to combat poverty is analyzed. Re- learn about the central problems of the U.S. city odology and the history of economic thought. Ex- forms of this system are also considered. amples include the problem of measurement errors, and their roots, viewing the issues firsthand locally. 337I. Economics of Education economics and natural images, postmodernism and In the second third, they will study how inner-city (3-0-3) Warlick economics, Keynes and the Bloomsbury Group, problems are being addressed in selected areas of Prerequisite: ECON 115 or 225 or 224. feminist criticisms of “economic man,” and the role the country as well as in South Bend. The South This course reviews economic literature addressing of the gift in economic thought. All seminars in- Bend Heritage Foundation (SBHF) will act as a cli- current educational issues in America, including volve extensive reading, writing and independent ent organization for this course by posing research the adequacy of our K-12 public school system, the research. Graduate students and undergraduate stu- questions for students to investigate during the last effectiveness of market-based reforms (vouchers dents outside economics are encouraged to enroll, third of the semester. The SBHF is a private, not- and charter schools) and administered forms of ac- with permission from the instructor. for-profit service and community development cor- countability (standardized testing). We also exam- poration dedicated to the stabilization, 310. Economics, Ethics, and Public Policy ine the rate of return to additional years of enhancement, and empowerment of South Bend’s (3-0-3) Staff education (how much education should individuals inner-city neighborhoods. Prerequisite: ECON 115 or 225 or 224. undertake?), access to higher education, financial 380. Development Economics A study of the interaction of economics and ethics, aid systems, and options to offset the rising cost of (3-0-3) Dutt, Kim, Ros, Ruccio both in economic theory and economic policy. Fo- higher education. cus will be on selected economic issues, employ- Prerequisite: ECON 115 or 225 or 123 or 223 or 340. Introduction to Public Policy ment policy, international trade policy, etc. 224. (3-0-3) Betson Theoretical issues will include process vs. end-result The current problems of Third World countries are This course focuses on the policy process from the theories of justice, Pareto optimality vs. the Com- analyzed in a historical context, with attention perspective of both the policymaker and analyst of mon Good, etc. Special attention will be given to given to competing theoretical explanations and policy. To achieve these two perspectives, this the Catholic contribution to the debates. policy prescriptions. The course will combine the course will make substantial use of case studies of study of the experiences of Latin American, African 315. Introduction to Political Economy public policy problems and decisions. Among the and Asian countries with the use of the analytical (3-0-3) Ghilarducci, Ruccio subjects of these case studies will be the areas of tax tools of economics. Prerequisite: ECON 115 or 225, or 224. reform, social welfare and defense. 398. Special Studies An introduction to theoretical frameworks, eco- 345. Industrial Organization (3-0-3) Staff nomic policies, and social factors often downplayed (3-0-3) Mui, Warlick 404. Topics in Applied Microeconomics or ignored in mainstream economics. Topics in- Prerequisite: ECON 115 or 225 or 224. (3-0-3) Rakowski, Mui clude alternative theories of political economy, the Introduces the student to economic thinking about Prerequisite: ECON 301. relationship between economics and politics and the role of industry organization in economic per- This course applies microeconomic analysis to un- the analysis of institutions. formance. Traditional economic thinking that derstand a selection of policy-related issues. The 333. Justice Seminar oligopolistic industry structures lead to poor per- topics chosen will vary from semester to semester, (3-0-3) Staff formance is contrasted to theories which suggest but there will be a coverage of issues highlighted in The Justice Seminar undertakes a critical that such organization may under some circum- current policy debates. Examples of topics are dis- examination of major theories of justice, both the stances lead to superior performance. The two per- tributive effects of taxes, the effects of minimum deontological (e.g., contract theory) and teleologi- spectives are used to evaluate the relative wages, health insurance, immigration, trade policy. cal (e.g., utilitarian and virtue-based theories). This performance of U.S. and Japanese industries. is the core course for the concentration in Philoso- 350. Labor Economics phy, Politics, and Economics (PPE). (3-0-3) Ghilarducci Prerequisite: ECON 115 or 225 or 224. A survey course covering the economics of employ- ment and unemployment; wages and income distri- bution; poverty, education and discrimination; unions and labor and industrial relations systems; and comparative labor systems. 125
405. Consumption and Happiness (3-0-3) Dutt Prerequisite: 301 or 302 or permission of instructor. We live in an age in which consumption in many parts of the globe has increased to unprecendented levels and continues to rise. Many people take it for granted that this increase in consumption is a good thing because it increases human happiness. But others are more skeptical, arguing that increasing consumption has adverse consequences on the poor, the environment, and future growth; that it results in moral deprivation; and that it does not even make those who consume more any happier. This course critically examines this debate, which relates to all of us as consumers, using the tools of economic analysis. 408. Game Theory and Strategic Analysis (3-0-3) Mui Prerequisites: MATH 104 or equivalent, MATH 105 or equivalent, ECON 301 or permission of in- structor. The objective of this course is to help students de- velop a good understanding of the basic concepts in game theory and learn how to employ these con- cepts to better understand strategic interactions. Topics covered will include normal form games, extensive form games, pure and mixed strategies, Nash Equilibrium, subgame perfect equilibrium, repeated games, and introduction to games of in- complete information. Selected applications will in- clude competition and collusion in oligopoly, entry Jaime Ros, professor of economics and fellow in the Helen Kellogg Institute for International Studies deterrence, political competition and rent seeking, social norms and strategic interaction. 416. Problems in Political Economy current developments in historical context. Ex- 413. Marxian Economic Theory (3-0-3) Wolfson amples of topics include financial crises; financial (3-0-3) Ruccio Prerequisite: ECON 115 or 225 or 123 or 223 or innovation and deregulation; the changing roles of Prerequisites: ECON 115 or 225 or 224. 224. commercial banks, investment banks, and savings An introduction to Marxian economic analysis. A seminar course concerned with policy problems and loan associations; the evolution of the interna- Topics include the differences between mainstream such as poverty, unemployment, quality of tional monetary system; and the implications of and Marxian economics, general philosophy and worklife, energy and the environment, corporate corporate and government debt. power, military power and discrimination. Alterna- methodology, Marxian value theory, and critical 430. The New Urban Crisis: An Economic appraisals and current relevance of Marx’s “critique tive policy prescriptions and methods of analysis Analysis of political economy.” are discussed. Orthodox, conservative and liberal (3-0-3) Swartz views are studied and later compared with nontra- 414. Beyond Economic Man Prerequisite: ECON 301 or 303. ditional approaches to the analysis of American The purpose of this seminar/lecture course is to in- (3-0-3) Ruccio, Sent capitalism and its institutional modifications. The aim of this course is to explore the presence troduce class participants to a series of economic and effects of feminist theory in contemporary eco- 421. Money, Credit, and Banking problems and issues surrounding the public finance nomics. We begin by examining some of the basic (3-0-3) Bonello, Wolfson of urban America. In our federal system of govern- themes and concepts of feminist theory and the de- Prerequisite: ECON 302. ment, which is undergoing a radical transformation bates surrounding the history of feminism in rela- An examination of the money and credit-supply through devolution, fiscal responsibility is prima- tion to economics. Then we look at the impact that processes and the role of money and credit in the rily the concern of state and local governments. feminist theory is having on contemporary discus- economy. Topics include financial intermediaries, Thus, this course will focus on this often neglected sions in economics, especially the idea that main- financial markets, the changing regulatory environ- area of state and local public finance. stream economics is a gendered discourse. Finally, ment, monetary policy and international monetary Class participants are expected to generate an we examine some of the implications of the femi- arrangements. original research product. The focus of this research nist critique of economic theory in specific areas 422. The Financial System product varies from semester to semester. Some is- such as the household, labor, industrial policies and (3-0-3) Wolfson sues considered in the past have been (1) “working Third World development. Prerequisite: ECON 115 or 225 or 123 or 223 or and poor in urban America,” (2) “the collapse of 224. urban commercial and residential property markets An examination of the functioning of the U.S. fi- and the resulting impact on property taxation” and nancial system, both domestically and internation- (3) “the changing face of fiscal federalism.” ally. The emphasis will be on understanding 126
433. Mathematics for Economists 445. The Economics of Industrial Organization 451. Employment Relations Law (3-0-3) Dutt, Lee, Mukhopadhyay (3-0-3) Warlick and Human Resource Practices Prerequisite: ECON 301 or ECON 302 or permis- Prerequisite: ECON 301 or 302. (3-0-3) Leahy sion of instructor. An investigation into the structure of American in- A case approach using primarily U.S. Supreme Exposition of mathematical methods used in eco- dustry and an analysis of the implications of corpo- Court cases of the various federal laws that are en- nomic theory and analysis, with application of rate economic power for public welfare. countered in personnel management. The course will cover the impact of law in such areas of the these methods to economic theory. Major methods 446. Environmental Economics personnel function as recruitment and selection of covered include differential and integral calculus (3-0-3) Jensen employees, training, promotion, affirmative action, and matrix algebra. Recommended for students Prerequisite: 115 or 225 or 224. testing, evaluation, wages, fringe benefits and safety planning to go to graduate school in economics. An analysis of the welfare economics of environ- and health. 434. Applied Econometrics mental problems, emphasizing market failures due (3-0-3) Lee to negative environmental externalities. Air, water, 453. Collective Bargaining: The Private Sector Prerequisites: ECON 301 or permission of and land pollution are classic examples of these ex- (3-0-3) Leahy instructor. ternalities, which occur when third parties bear An analysis of the procedures and economic impli- This course introduces the statistical and econo- costs resulting from the transactions of the two pri- cations of collective bargaining as it now operates metric methods using the least squares estimation mary market participants. The theory and practice in the United States. Emphasizes a game theory method in empirical economic applications. It is of environmental policy to promote efficiency at approach resulting in the negotiation of a labor oriented toward the practical applications of eco- the U.S. local, state, and federal levels and in other contract. nomic theory with econometric methods rather countries is explored. International problems such 454. Collective Bargaining: The Public Sector than the theoretical development of these subjects. as transboundary pollution and global warming are (3-0-3) Leahy Emphasis will be placed on the analysis of eco- also studied. This course will examine the relevant state and fed- nomic problems such as the capital asset pricing 447. Seminar in Health Care Policy eral laws covering public-sector collective bargain- model, wage discrimination, and the married (3-0-3) Betson ing. It will examine the various issues and women workforce participation decision issues. Prerequisite: ECON 301 or premission of techniques covering collective bargaining in gov- 435. Law and Economics instructor. ernment. The major part of this course will be a (3-0-3) Skurski What has caused the dramatic rise in health care game theory in which an actual contract will be Prerequisite: ECON 301. expenditures? Are we getting our money’s worth bargained. An introduction to the use of economic methods from our health care dollar? Who is paying the 455. Topics in Labor for the analysis of legal rules and decisions. Empha- bills? Is the health care system equitable? In this (3-0-3) Ghilarducci sis will be in applications. Much of the course ma- seminar we will attempt to answer these questions Topics vary with instructors and current trends. terial will come from cases. A variety of subjects, from not only an economic perspective but also Examples include employment and earnings experi- such as torts, contracts, and labor law, will be cov- from a historical and political perspective. ences of professional and managerial employees, ered. Students are not presumed to have any legal 448. Seminar in Current Economic Policy new managerial systems, incentive and compensa- knowledge. (3-0-3) Betson tion systems, the health care crisis, the decline of 441. Public Budget Expenditure Policy Prerequisites: ECON 301, 302 and 303 or equiva- unions, poverty and working poor, and labor mar- (3-0-3) Betson lent. ket regulations. Prerequisite: ECON 301. The purpose of the seminar is to discuss current 457. Economics of Gender This course will introduce students to normative economic policy issues. Students will be required to and Ethnic Discrimination and positive economic theories of the role of gov- read newspapers (Wall Street Journal/New York (3-0-3) Ghilarducci ernmental agencies in the economy, privatization Times) on a daily basis and be prepared to discuss Women and ethnic minorities have the lowest in- and the role of nonprofits; discussion of what level the economics of what was in the newspapers. Peri- comes, worst jobs and highest levels of unemploy- of government should undertake collective action odically throughout the semester, the students will ment and poverty in the United States today. This (fiscal federalism); examination of the level and write one- to two-page critiques of the coverage of course examines the role of racism and sexism in composition of our federal and local governments’ an issue they found in the newspaper and will write the U.S. economy. budgets as well as the current budgeting process; a major paper on a current issue and make a pre- 458. Labor Arbitration cost-benefit analysis, theoretical and pragmatic sentation in the seminar. (3-0-3) Leahy practices; and the impact of governmental rules and 449. Seminar in Policy Evaluation Prerequisite: Permission of instructor. regulations on the economy. (3-0-3) Warlick Analysis of the practice and procedures of arbitra- 442. Tax Policy Prerequisite: ECON 303 or equivalent. tion in labor grievances, with emphasis on rights (3-0-3) Betson Nontraditional seminar in which students collec- and interest issues in both public- and private-sec- Prerequisite: ECON 301. tively analyze a current policy issue relevant to St. tor employment. Course stresses an analysis of This course will introduce students to the following Joseph County, Indiana. The majority of the se- arbitral awards. topics: description of alternative tax instruments; mester is spent outside the classroom. Research ac- historical trends of tax policies of the federal and tivities include conducting interviews, data state governments; discussion of what would be a collection and report writing. “good” tax and criteria for choosing among differ- 450. Labor Relations Law ent taxes; theoretical analysis of taxes on household (3-0-3) Leahy and business decisions; empirical evidence of the A study of the development of common and statu- distribution and efficiency consequences of differ- tory law with reference to industrial relations in the ent taxes; debt and deficits. United States, giving emphasis to the case method. 127
465. Stabilization Policy 489. Regional Economic Development (3-0-3) Ros (3-0-3) Leahy English Prerequisite: ECON 302. Prerequisite: ECON 115 or 225 or 123 or 223 or An in-depth examination of the various actions 224. Chair: that have been and may be used to achieve the An analysis of regional economic problems in the Chris Vanden Bossche macroeconomic objectives of economic growth, full United States and selected European countries, Assistant to the Chair: employment and price stability. The actions in- with a focus on regional theory, methods of re- Matthew Benedict clude monetary and fiscal policy, wage and price gional analysis and pertinent development Director of Undergraduate Studies: controls and other types of income policies. The programs. James P. Dougherty actions are compared at both the theoretical level 490. Econometrics Director of Graduate Studies: and in terms of the results obtained in the past. Al- (3-0-3) Lee, Marsh, Mukhopadhyay Greg P. Kucich though the primary focus is on the United States, Prerequisite: ECON 303 or permission of Director of Creative Writing: the student will be exposed to policies and experi- instructor. Sonia G. Gernes ences of other countries. Provides students with an understanding of when Assistant to Director of Creative Writing: 471. International Economics and how to use basic econometric methods in their Kymberly Taylor (3-0-3) Kim, Rakowski work as an economists, including the ability to rec- William B. and Hazel White Professor of English: Prerequisites: ECON 115 or 225 or 123 or 223 or ognize which econometric technique is appropriate Gerald L. Bruns 224. in a given situation as well as what explicit and im- William R. Keenan Chair of English: A study of the general theory of international trade; plicit assumptions are being made using the Joseph A. Buttigieg the pattern of trade, gains from trade, tariffs, trade method. Topics covered include estimation and hy- Donald and Marilyn Keough Professor of Irish and special interest groups, trade and growth, for- pothesis testing using basic regression analysis, Studies: eign exchange markets, balance-of-payment prob- problems with basic regression analysis, alternative Seamus Deane lems and plans for monetary reform. econometric methods, limited dependent variables John and Barbara Glynn Family Professor 472. International Trade and simultaneous equation models. of Literature: (3-0-3) Dutt, Kim, Rakowski Margaret Anne Doody Prerequisite: ECON 301 or equivalent. Notre Dame Chair: This course examines major theoretical, empirical READING AND RESEARCH Michael Lapidge Notre Dame Chair: and institutional issues in the study of international COURSES trade and international factor movements. The top- Jill Mann ics covered include determinants of trade patterns, Notre Dame Chair: trade and welfare, commercial policy, trade and 398. Special Studies: Readings and Research Katherine O’Brien O’Keefe growth, customs unions, international capital and (3-0-3) Staff Professors: labor movements, and trade and development. Prerequisites: Junior standing, dean’s list average Joseph X. Brennan (emeritus), Jacqueline and written consent of instructor. Vaught Brogan, Donald P. Costello (emeri- 473. International Money Independent study under the direction of a faculty tus), James P. Dougherty, Christopher B. Fox, (3-0-3) Kim, Ros member. Course requirements may include sub- Stephen A. Fredman, Dolores W. Frese, Sonia Prerequisite: ECON 302 or equivalent. stantial writing as determined by the director. The G. Gernes, Luke Gibbons, Thomas J. This course examines major institutional changes director will disenroll a student early for failure to Jemielity, Edward A. Kline (emeritus), Robert in the international financial system, theoretical de- meet course requirements. Students who have been Lordi (emeritus), John E. Matthias, William velopments in the field of international monetary disenrolled or who have failed at the end of the first O’Rourke, Valerie Sayers, Chris Vanden economics, and policy issues in the contemporary semester are disqualified for Special Studies in the Bossche, Edward Vasta (emeritus), James H. global financial market. Topics include balance- following term. Walton, Barbara Walvoord (concurrent), Tho- of-payments accounts, exchange rate markets and mas Werge 495. Senior Honors Essay I and II systems, open-economy macroeconomics, interna- Associate Professors: (3-0-3) (3-0-3) Staff tional debt, and contemporary international mon- James M. Collins (concurrent); Stephen M. Senior economics majors only. etary and financial arrangements. Fallon (concurrent); Barbara J. Green; Stuart A two-semester tutorial requiring a completed essay Greene; Sandra Gustafson; Graham Hammill; 481. History of Economic Development on a selected topic in economics in depth. The Glenn Hendler; Cyraina Johnson-Roullier; (3-0-3) Ruccio John Harold Sheehan Prize Essay Award with in- Theresa Krier; William J. Krier; Greg P. Prerequisite: ECON 115 or 225 or 224. scribed plaque is awarded by the Department of Kucich; Leslie H. Martin (emeritus); Lewis E. This course focuses on the history of modern capi- Economics to the graduating senior who has writ- Nicholson (emeritus); Kathy Psomiades; Paul talist and socialist development around the world. ten the best Senior Honors Essay. Senior econom- A. Rathburn (emeritus); Donald C. Particular emphasis will be given to the history of ics majors only. economic development in Latin America. Both Sniegowski; Ewa Ziarek; Krzysztof Ziarek theoretical models and historical cases will be 498. Special Studies: Readings and Research Assistant Professors: studied. (3-0-3) Staff Kate Baldwin; John Duffy; Susan Harris; Prerequisites: Senior standing, dean’s list average Antonette Irving; Jesse Lander; Holly Martin 484. Economic Development of Latin America and written consent of instructor. See above. (concurrent); Orlando Menes; Maura Nolan; (3-0-3) Bartell John Staud (concurrent) Prerequisite: ECON 115 or 225 or 123 or 223 or Professional Specialists: 224. Matthew Benedict; J. Anne Montgomery; An examination of the roots of dependence in Noreen Deane-Moran; Stephen Tomasula; Latin America. An analysis of the key problems of Kymberly Taylor economic development and the policies prescribed for their solution. 128
Program of Studies. The Department of English 200. Introduction to Creative Writing 316. Latino and Latina American Literature offers its majors a variety of courses in language (3-0-3) Staff (3-0-3) Staff and literature. The offerings include courses in the An introduction to writing fiction and poetry, with Studies of Latino and Latina authors, including several periods of British literature from medieval outside readings and coverage of basic critical Chicano, Caribbean, or South American. to modern times, in American literature from terms. In-class discussion of student work. 316G. Border Crossings: Mexican and Canadian colonial to modern times, in certain aspects of 201. Introduction to Fiction Writing Literature classical and European literature, and in other (3-0-3) LeMay literatures written in English; in the genres of (3-0-3) Staff Mexican and Canadian literature emphasizing literature, in major authors, in rhetorical, linguistic A workshop on the writing of fiction. cultural interaction between the USA and its and literary theory, and in expository and creative 202. Introduction to Poetry Writing southern and northern neighbors. writing. All courses taught in the department, not (3-0-3) Staff just those designated as writing courses, contain A workshop on the writing of poetry. 316I. Late 20th-Century Canadian Literature significant writing components. All majors also 300D. Image and Text (3-0-3) LeMay The course examined selected works by take a research seminar that emphasizes intensive (3 0 3) Montgomery contemporary Canadian authors, including those writing. This course investigates the interaction between the from Quebec. The English major at Notre Dame studies the verbal language of poetry and prose on the page English language both as it has been used by skilled and the visual images which are designed to 317A. C. S. Lewis, Tolkien, and the Inklings artists and as it can be used by the student. Pre- accompany them. (3-0-3) Tomko cisely how the study proceeds is a matter of con- This course considers both the literary and the 301. Fiction Writing tinuing decision by the student major. spiritual dimensions of a group of British writers of (3-0-3) O’Rourke, Sayers, Gernes, Walton, The department, then, makes available a wide fiction, fantasy, romance, and allegory. Benedict, Tomasula variety of courses, encouraging each major to de- A course in writing the short story and related 319A. Native American Literature velop a program of selections suitable to his or her forms of brief fiction. (3-0-3) Staff desires and needs; each major is assigned a faculty This course serves as an introductory exploration of 302. Poetry Writing advisor to assist in this planning. The English ma- the literatures written by Native American au- (3-0-3) Matthias, Gernes, Taylor, Menes jor is thus able to select from a broad spectrum of thors—oral literatures, transitional literatures (a A workshop on writing poetry, from exercises on possible combinations in designing a comprehen- combination of oral and written expression), and the making of images to poetry as objective narra- sive education in the humanities. Of course, each contemporary poetry and prose. major will vary his or her program to select courses tive, subjective journal, monologue and direct appropriate to individual postcollege plans which address. 319D. A Survey of Black Women Writing in America might include careers in, e.g., education, business, 305B. Writing, Rhetoric, and Public Life (3-0-3) Irving journalism, government service or a graduate de- (3-0-3) Duffy This course is designed to familiarize students with gree in business, law school, medical or dental This course is devoted to the study and practice of the diverse concerns of Black women’s writing school, graduate study for an M.A., M.F.A., or writing in public life, or writings about political, from the first novel written in 1854 through the Ph.D., or some less overtly vocational notion or environmental, and cultural issues. present. purpose. 309A. Creative Non-Fiction 319G. “Passing” in 20th-Century American The requirements for the English major in- (3-0-3) Staff clude: a minimum total of 10 courses (30 credit Literature This is a course in “close writing” in a wide range (3-0-3) Ahad hours) in addition to the courses required by the of dynamic and innovative genres of creative non- college (two first-year courses and one literature Interracial relationships as depicted in the writings fiction, from the personal essay to meditations to of black and white American writers. course). The total credit hours must include three literary journalism. courses (nine credit hours) in British and Ameri- 322. Point-of-View of the Novel 313. Introduction to Linguistics can Literary Traditions and seven other courses (3-0-3) Deane-Moran (3-0-3) Brogan, Ziarek, Montgomery (21 credit hours) at the 400- or 500-level includ- This course focuses on an introduction to the novel Study of the basic forms and syntax of the English ing a one-semester course designated “Methods” as a form, as a means to view the world of the au- language with application to teaching, writing, and early in the major and a one-semester course des- thor/artist and that of the reader. literature. ignated “Seminar” to be taken in the senior year. 322E. Realism and the Supernatural 315A. Self and Society In Modern Japanese (3-0-3) Walton Fiction Course Descriptions. The following course de- This course is an attempt to develop a theory of the (3-0-3) Brownstein scriptions give the number and title of each course. supernatural and the uncanny in “realistic” fiction Crosslisted with LLEA 368. Lecture hours per week, laboratory, and/or tutorial from Daniel Defoe to Henry James. hours per week and credits each semester are in pa- This class explores how writers responded to the 324. Crime and Detection in Popular Culture rentheses. The instructor’s name is also included. challenges of an “imported” “modern” Japan, (3-0-3) Harris For fuller descriptions and recent additions to particularly after World War II. An overview of the development of crime fiction as course offerings, consult the department course 315B. City in Modern Chinese Fiction a genre, from its origins in Victorian sensationalist (3-0-3) Lin description booklet for the current semester, or the fiction to the proliferation of sub-genres in contem- Examining portrayals of cities such as Beijing and Department’s Web site, www.nd.edu/~english/. porary American film and television. 180J. Literature University Seminar Shanghai in fictional works, this course explores the image of the city as the big, the bad, and the ir- 328. Satire (3-0-3) Staff (3-0-3) Jemielity An introduction to the seminar method of instruc- resistible site of desire for modernity in 20th-cen- tury China. Studies in satirical literature from the classical tion, emphasizing the analysis of literary texts. period to the present. 129
328B. Studies in Comedy 373I. Crime in Irish in the 19th-Century British 395A. Postmodern British Novels (3-0-3) Jemielity Novel (3-0-3) Hertz Various forms of comic literature through the ages. (3-0-3) O’Brien Readings in Peter Ackroyd, Martin Amis, Julian 333. Arthurian Literatures Diverse perspectives on Irish and British history Barnes, Anthony Burgess, Angela Carter, John (3-0-3) Frese and literature provide a frame for discussing vio- Fowles, Doris Lessing, Irvine Welsh, and Jeanette Survey of Arthurian literature. lence and social change, sexuality, economics and Winterson politics in novels written in Ireland and Britain 398. Special Studies 337. The Journey in Medieval Literature during the last half of the 19th century. (3-0-3) Bays (3-0-3) Staff 381. Readings in 19th-Century Map’s The Quest of the Holy Grail; Dante’s Divine Prerequisites: Junior or senior standing, dean’s list American Literature Comedy; Chaucer’s Canterbury Tales’ Cervantes’ average, written consent of instructor and approval (3-0-3) Staud Don Quixote. of the chair. This course focuses on major literary figures and Independent study under the direction of a faculty 340. Shakespeare works of 19th-century America, focusing chiefly on member. (3-0-3) Martin the two decades before the Civil War, a period of- 400M-499M. Methods Course Shakespeare’s plays, including histories, tragedies, ten hailed as the first flowering of a genuine (3-0-3) Staff and comedies. “American” literature. Methods courses encourage the student to see 342. Love and Knowledge in the Renaissance 381A. Literature of America I English as a discipline, having its own assumptions, (3-0-3) Nichols (3-0-3) Lundin procedures, and outcomes. The content and Conflicts and concords between love and the quest This course eamines the literature of America from approach of each methods course are chosen by the for scientific knowledge, as found in the poetry, the 17th century through the Civil War, with the instructor. drama, and prose of the English Renaissanc.e central focus being the question of identity in 400Z-499Z. Research Seminars American culture. 366. The Romantic Tradition (3-0-3) Staff (3-0-3) Norton 390. Travel in American Literature Seminar classes on various literary topics for sec- Crosslisted with GE/RU 330. (3-0-3) Gustafson ond-semester junior and first-semester senior En- This course focuses principally on the German This course focuses on how the notion of travel is glish majors, emphasizing literary research and contribution to the movement known as represented and explored, through a survey of intensive writing. Romanticism by tracing its origins, development American literature across the centuries. and eventual decline in works of literature, 401. Advanced Fiction Writing 392A. West Indian Poetry philosophy, theology, music, painting, and (3-0-3) Walton, O’Rourke, Sayers (3-0-3) Menes architecture. A seminar in the students’ own writing of prose fic- Poems from the many languages and cultures of the tion; for students with previous experience or 369. Madness in Victorian Literature Caribbean region. coursework in writing. (3-0-3) Karpenko 392B. American Novel Studies in transgression, madness, and deviancy as 401A. Fiction Writing for English Majors (3-0-3) Dougherty, Werge depicted in British fiction of the 19th century. (3-0-3) Sayers, O’Rourke, Gernes, Walton Novels from Hawthorne to Morrison. An intensive fiction workshop for English majors. 372C. Irish Writing and Colonial Experience, 392E. Contemporary Short Fiction 1600-2000 401J. Fiction Writing for Majors (3-0-3) Gibley (3-0-3) Sundell (3-0-3) Sayers, O’Rourke, Gernes, Walton A study of short stories and novellas written in the Crosslisted with IRST 379. An intensive fiction workshop exclusively for En- last half of the 20th century. The course surveys Irish literature from the 18th glish majors. through the 20th century, from the time of 393B. Paranoia, Identity, and the Narrative 402. Advanced Poetry Writing Ireland’s colonization to its current prosperity and Crisis in the 20th Century (3-0-3) Matthias, Gernes, Taylor, Menes status in the European Union. (3-0-3) Hansen A course in poetry writing for students with previ- The course evaluates the ways in which narrative fills 373A. Writing and Politics in Northern Ireland ous experience or coursework in writing. the implied need of the self to find a comfortable (3-0-3) Smyth 402B. Poetry Writing for English Majors pattern for life, even if that pattern is self-destructive. Crosslisted with IRST 372B. (3-0-3) Taylor, Gernes, Matthias, Menes This course explores the politics of culture, and the 393C. “Testimonios” as Literature, Story, and A intensive poetry workshop for English majors. Holy Texts cultures of politics, in the North of Ireland during 402C. Advanced Poetry Writing the 20th century, using a multiplicity of genres: (3-0-3) Moreno Crosslisted with ILS 393B. (3-0-3) Matthias, Gernes, Taylor, Menes drama, fiction, poetry, film, painting, and A course in poetry writing for students with previ- documentary material. This course explores “testimonios,” statements or testaments by Latina women about their lives, as ous experience or coursework in writing. 373C. Imprisonment in Irish Literature literature, life stories, and “holy” texts. 402M. Methods: Close Reading—Poetry (3-0-3) O’Brien Matthias Crosslisted with IRST 380. 393G. The Criminal in American Literature (3-0-3) Crosby An introduction to the study of literature through Confinement (literal or metaphorical) in Irish lit- learning how to read poetry, with close attention to erature from 1842 to 1925. Readings in Poe, Douglass, Melville, Holmes, and 20th-century fiction, poetry and film. details of sound and sense. 373G. Victorian Empire Writing 1868-1901 395. Leaving the 20th Century 405. Writing About Literature (3-0-3) Wallace (3-0-3) Vanden Bossche This course studies how literature bolstered the ide- (3-0-3) Hertz This course maps out the stylistic and ideological Reading, discussing, and writing about literary ology of imperialism in the Victorian popular texts. imagination. preoccupations of British novelists at the end of the 20th century. 130
405C. Rhetoric and Public Life (3-0-3) Duffy Intensive practice in mastering the skills of exposi- tory and argumentative writing. 407. Perspectives on Literacy (3-0-3) Greene What it means to be “literate” and the conditions that enable literacy to flourish. 408A. Philosophy and Literature Seminar (4-0-4) Bruns, K. Ziarek The introduction to the Concentration in Philoso- phy and Literature. 410. British Literary Traditions I (3-0-3) Staff Intensive survey of British writers and literary forms from the beginnings through the Renaissance. 411. British Literary Traditions II (3-0-3) Staff Intensive survey of British writers and literary forms of the 18th and 19th centuries. 412-413. American Literary Traditions I and II (3-0-3) Staff Intensive survey of American writers and literary forms. 413E. Greek Tragedy (3-0-3) McLaren Crosslisted with CLAS 460 This course acquaints students with the tragic philosophy and the dramatic techniques of classical Greek theater. 414M. Methods: Approaches to Otherness: The American Context (3-0-3) Baldwin Krzysztof Ziarek, associate professor of English This course explores different theoretical approaches to conventional categories of 419C. African-American Literature 430Z.Seminar: Medieval Dreams Before Freud “otherness.” (3-0-3) Staff (3-0-3) Frese 415B. Religious Imagination A historical and thematic account of the rise and Dreams as a source of wisdom, and dream-vision in American Literature achievement of African-American authors over poems, in medieval literature. (3-0-3) Werge several centuries. 431E. Latin Literature in Translation The ways in which selected American writers and 425. Comparative Studies of Modern Poetry (3-0-3) Sheerin works are informed and illuminated by religious (3-0-3) K. Ziarek Literature of ancient Rome, from Plautus to Saint traditions, ideas, and concerns. English translations of 20th-century poetry origi- Augustine, tracing such themes as the individual’s 416M. Methods: Feminist Literary Studies nally written in various languages. relation to his community, the state as modeled on the household, and the roles within the public and (3-0-3) Green 428C. Studies in Comedy private spheres that men, women, and children Introduces English majors to literary study by (3-0-3) Jemielity were expected to assume examining the many ways in which the concerns of A multimedia examination of recurring patterns the feminist movement have influenced the and themes in comedy. 432A. Chaucer: Canterbury Tales interpretation of works of literature. (3-0-3) Mann 430B. History of the English Language Chaucer’s masterwork, studied in its original 418G. Dramatic Literature Before 1900 (3-0-3) O’Brien O’Keeffe Middle English. (3-0-3) Arons This course is designed to introduce students to the Crosslisted with FTT 482. historical development of the English language, 438A. Falling in Love in the Middle Ages This survey of theatrical literature from the earliest from its earliest recorded appearance to its current (3-0-3) Mann plays to the 20th century examines the ways theatre state as a world language. This course attempts to explore the variety of reflected and shaped people’s perception of them- medieval representations of love, and to show how 430C. Introduction to Old English selves through history, paying particular attention they are intimately bound up with questions of free (3-0-3) Lapidge, O’ Brien O’Keeffe to issues of gender and power as depicted in plays. will and destiny, gender relations, the secularization Training in reading the Old English language, and of learning, time, and eternity. study of the literature written in Old English. 131
440C. Love and Gender in the Renaissance 472. Postmodern British Poetry 481M. Methods: Interpreting America in the (3-0-3) T. Krier (3-0-3) Huk 1850s Examining works by Sydney, Spenser, Shakespeare, Study of competing galaxies of late-20th-century (3-0-3) Hendler Marvell, Donne, and others, this course discusses British poets, for whom more than art was at stake: This course focuses on several widely discussed how cultural understandings of gender influence agendas of race, gender, region, class, and other American literary texts from the 1850s: the depiction of love. cultural materials Hawthorne’s The Scarlet Letter, Stowe’s Uncle 442Z. Seminar: Shakespeare and His 472E. Modernism/Modernity Tom’s Cabin, Melville’s “Benito Cereno,” and Contemporaries (3-0-3) E. Ziarek Jacobs’s Incidents in the Life of a Slave Girl. (3-0-3) Lander Changing contours of literary modernism in the 482C. Tragedy: Shakespeare and Melville This seminar places Shakespeare’s plays within the larger context of the philosophical, social, and po- (3-0-3) Staud vibrant world of Tudor-Stuart drama. litical culture of modernity. Using concepts of tragedy as a linking principle, 448. Milton 472I. Becoming Modern: The European Novel this course reads several Shakespearean plays and (3-0-3) Hammill (3-0-3) Hertz then Moby-Dick, noting Shakespeare’s influence on This course includes close readings of Milton’s This course is intended to introduce students to the American novelist. work, from all stages of his career, and discussions Modernism as it formed in Europe. 483Z. Writing the “New World”: Literatures of of his highly self-conscious attempt to make the American Landscape 472M. Art, Technology, the Avant-Garde himself into England’s greatest poet. (3-0-3) Gustafson (3-0-3) K. Ziarek 451Z. Seminar: Virtue, Sex, and the Good Life: This course examines literary works that portray This course explores the importance of technology the landscapes of North America and the places of 18th-Century Novels for the radical 20th-century art and literature. (3-0-3) Doody humans within those landscapes. 473C. Studies in Modern Poetry The 18th-century novel deals with the questions of 485C. Mark Twain and the American social, political, sexual, and economic identities and (3-0-3) K. Ziarek Imagination choices in a time of great change, and this course This course focuses on four highly important and (3-0-3) Werge examines several novels representative of the time innovative, though still often underrated, poets: The influence of the literature of Mark Twain on period. Velimir Khlebnikov, Gertrude Stein, Mina Loy, American culture. and Miron Biaoszewski. 453. Visits to Bedlam 488. American Film (3-0-3) Fox 474Z. Seminar: Contemporary Irish Literature (3-0-3) Krier Literary, medical and social views of madness in the (3-0-3) Harris W. Krier 18th century. Irish drama, fiction, and poetry of the second half Presentations and discussions of the several genres of the 20th century. 455B. Irish and British Literature, 1790-1815 of film produced in America since the early 1900s. (3-0-3) Deane 475. Phantoms of Modernity: Gothic 489M. Methods: Reading Ulysses Imagination and Literary Modernism Crosslisted with IRST 455. (3 0 3) Johnson-Roullier (3-0-3) Hansen Burke, Paine, Godwin, Wordsworth, Edgeworth, This course explores various ways to read literature The course explores the ways in which such themes and Scott in the context of the French Revolution by employing different theoretical approaches to as doubling, haunting, terror, and sexual anxiety, and the Irish political situation at the end of the study James Joyce’s most famous text. themes that inhere in the Gothic novel, operate in 18th century. modernist fiction. 490Z. Seminar: Black Cultural Studies 464B. Victorian Literature: Science and Art (3-0-3) Irving 475Z. T.S. Eliot, David Jones, and W.H. Auden (3-0-3) Psomiades This interdisciplinary course considers the (3-0-3) Matthias Novels by Braddon, Eliot, and James in the context conflicted ways in which “racial” identities and This course is an in-depth study of three major of art, science, and their place in a changing social differences have been constructed throughout U.S. poets of the 20th century: T.S. Eliot, David Jones, structure. culture. and W.H. Auden. 468B. Victorian Fiction 492J. Lost Generation 478Z. Seminar: Postmodern British Poetry and (3-0-3) Brogan (3-0-3) Vanden Bossche, Psomiades Contemporary Culture This course studies the writings of authors, mostly An examination of major Victorian novels. (3-0-3) Huk Americans, who achieved prominence in the 1920s: 468Z. Seminar: 19th-Century British Novel A discussion of communities of late-20th-century Hemingway, Fitzgerald, H.D., Stein, Cummings, (3-0-3) Vanden Bossche poets differentiating themselves according to Hughes, and others. The British novel, 1830-1860, as a popular me- various agendas inflected by race, gender, region, dium through which writers explored serious con- class, intranational “nation” and aesthetic gene- 493B. Latino Poetry cerns: E. Brontë, Gaskell, Dickens, Collins. alogy; and of British culture since World War II. (3-0-3) Menes This course will focus on several prominent 470A. Anglo-Irish Identities 1600-1800 480B. Nature in American Literature contemporary Latino and Latina poets—among (3-0-3) Fox (3-0-3) Lundin them, Gary Soto, Lorna Dee Cervantes, Victor Crosslisted with IRST 470. This course examines the central and changing role Hernandez Cruz, Martin Espada—whose work has Focusing on the 200-year historical period that was of nature in American literature, from the enriched and diversified the canon of American crucial in the formation of “Ireland,” this course typological eschatology of the Puritans to the pop- poetry. explores the complex and contested cultural, culture apocalypticism of Don DeLillo’s White political, and ideological identities of a group we Noise. have come to call the Anglo-Irish. 471B. Studies in Six Irish Writers (3-0-3) Deane W.B. Yeats, Elizabeth Brown, Bram Stoker, J.M. Synge, Seamus Heaney, Medbh McGuckian. 132
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493C. American Women Writers Students graduating from this department have (3-0-3) Baldwin, Brogan Film, Television, numerous postgraduate choices. Many of our This course examines literature written by Ameri- graduates seek careers in law, medicine, business, can women during the middle decades of the cen- and Theatre education, public service, or other professions. tury, investigating intersections between race, Others will pursue careers in theatre, film, or televi- gender and nation in the war years and early Cold sion. However, we are not a professional training (Fomerly Communication and Theatre) War period. Of key interest is the place of Ameri- program. Rather, we seek to provide the creative can women within the concurrent political dis- and technological tools for student scholar/artists Acting Chair: courses of containment and expansionism. to build a basis for advanced study and professional Mark Pilkinton careers in the arts should they so desire. It is our 493Z. Seminar: American Women Writers Associate Chair and Director hope that those whose work and determination (3-0-3) Brogan of Undergraduate Studies: lead them to seek careers in these fields will be This course will focus on the work of women James M. Collins challenged and assisted by their liberal arts curricu- writers after World War II and up to the end of McMeel Chair in Shakespeare Studies lum. Our courses provide tools to understand the this past century, with the idea of gaining an Peter Holland analytical, technical and imaginative processes of understanding of the range of women writers in Professors: the field, whether pursued as future work, study, or this country during this period. Donald Crafton (on leave 2002-03); Vincent as an enhancement of intellectual life. 494G. Film Melodrama Friedewald Jr. (visiting); Luke Gibbons Most FTT courses fulfill the University fine (3-3-3) Radner (concurrent); Jill Godmilow; Mark C. arts requirement. Crosslisted with FTT 470. Pilkinton; John Welle (concurrent) For more information and up-to-date listings This course looks at the influence of 19th-century Associate Professors: of courses and FTT events, visit the Web at melodramatic sensibilities on the development of Reginald F. Bain (emeritus); James M. Collins; www.nd.edu/~ftt. film drama, emphasizing the woman’s weepies of Rev. Arthur S. Harvey, C.S.C. (emeritus); the 1930s and the Hollywood family melodramas Hilary Radner; Frederic W. Syburg (emeritus); Program of Studies. In 1998, all COTH courses of the 1950s. Pamela Wojcik became FTT. Students interested in the major are Assistant Professors: 498. Special Studies encouraged to visit the departmental office (314 Wendy Arons; Christine Becker; Jessica (3-0-3) Staff O’Shaughnessy Hall) for information about the Chalmers (on leave 2002-03); Gary Sieber Prerequisites: Dean’s list average, and written con- programs and department faculty. You also may (adjunct); William L. Wilson (visiting) sent of instructor and approval of chair. For En- visit our Web site at www.nd.edu/~ftt. It is recom- Professional Specialists: glish majors only. mended that interested students complete one of Thomas M. Barkes (concurrent); Independent study under the direction of a faculty the freshman/sophomore basic courses, Basics of Richard E. Donnelly; Karen Heisler (visiting) member. Film and Television (FTT 104/204) or Introduc- Associate Professional Specialists: tion to Theatre (FTT 105/205), before selecting Graduate Courses. Kevin C. Dreyer; Theodore E. Mandell; Ava Courses numbered between the major. These courses are essential introductions Preacher (concurrent) 500 and 599 are open to qualified students. to the subjects and methodologies of the two de- Assistant Professional Specialists: Description of these courses and of graduate work partmental concentrations, as well as prerequisites William Donaruma; Siiri Scott (artist in in English is in the Graduate School Bulletin of for most departmental courses. When taking either residence) Information. course is impossible, instructors of the courses may Instructor: approve students for concurrent registration. 501. Graduate Fiction Writing Seminar Christopher Sieving (visiting) 501C. Teaching Creative Writing Step-by-step instructions for becoming a major are available on our Web site. All students declar- 502. Graduate Poetry Writing Seminar The department. The Department of Film, Tele- 504. The Writing Profession ing a major first must obtain the signature of the 505. English for Non-Native Speakers vision, and Theatre curriculum includes study of department chair or associate chair and select a de- 506. Introduction to Graduate Studies the arts of theatre and performance, film and video, partmental faculty advisor, with whom the student 531. Beowulf and television. Our goal is to provide students with will consult to prepare a plan of study reflecting 533A. English Religious Writing intellectual and intuitive resources for analysis and their educational interests and goals. Students may 538C. What Happened Before Chaucer? production of these performing and media arts. We elect to major in the department as either a first or Literature 1066–1350 seek both to encourage and inspire intellectual dis- second major in accordance with college guidelines. 538. Canterbury Tales cipline and curiosity as well as to discover and nur- Normally, students concentrate in either Film/ 548A. Books, Authors & Readers in Early ture student creativity. We offer, therefore, both a Modern England Television or in Theatre. At least 30 credit hours 553. The Stupendous, the Charming, the scholarly and creative context for education of the are needed to complete the major. The Film/Tele- Grotesque, and the Strange: A Second general liberal arts student at Notre Dame as well vision concentration requires at least one elective Look at the Aesthetics of Enlightenment as the individual seeking an intensive preparation on an international subject and at least three upper- 564. 19th-Century British Novel for advanced study in these fields. In an interdisci- level courses. The Theatre concentration offers a 573C. History and Theory of Aesthetics plinary spirit of collaboration, students in this de- supplementary major requiring 24 credit hours, at 579C. Modern Geographies partment investigate film, television, and theatre least three of which must be at the 400 level, de- 596C. Poetics: Modern and Contemporary (and occasionally other media) as complex cultural 603. Small-Press Literature and Publishing pending on the choice of concentration. The Film/ phenomena in order to develop skills in analysis, 702A. Practicum: Preparation for Profession Television concentration requires at least one elec- evaluation, and theory formation as well as to en- tive on an international subject, and the depart- gage in creative production. ment requires writing throughout the curriculum.
(A major combining courses from both areas of the department is possible with approval of the de- partment chair.) 133
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The Department of Film, Television, and The- Complementary Nature of Departmental Concentra- 105/205. Introduction to Theatre atre participates in two international programs by tions: There is a strong creative and scholarly rela- (3-2-3) Staff crosslisting courses and sponsoring internships. For tionship in the mix of courses and activities of the A study of theatre viewed from three perspectives: more information, see the Bulletin descriptions for department of which students should be aware. historical, literary and contemporary production the Dublin program and the London program. The concentrations offered by this department can practices. Through lectures, readings and discus- Several courses are offered in the summer ses- provide many complementary areas of creative and sion, students will study this art form and under- sion, including FTT 104/204 and 105/205. See the technical study for students involved in film and stand its relevance to their own life as well as to Summer Session Bulletin for availability and further television production, as well as overlapping his- other art forms. A basic understanding of the his- information. torical, theoretical and critical concerns. Similarly, tory of theatre and the recognition of the duties those concentrating in theatre are urged to avail and responsibilities of the personnel involved in Film/Television Concentration. The unifying themselves of the many opportunities for produc- producing live theatre performances will allow stu- element in the Film/Television Concentration of tion experience and critical, cultural and theoretical dents to become more objective in their own the- the department is the four-course fundamanetals studies offered by the film and television faculty. atre experiences. requirement, which provides students not only 215. American Film Genres with resources for the critical examination of form, Co-curricular Activities: The department encourages non-majors to elect courses, participate as audience (3-2-3) Staff style, and meaning of the media in contemporary Corequisite: FTT 215L. culture but also a theoretical foundation for inten- in our extensive film and theatre series, and involve themselves in film, television and theatre produc- This course explores the ways in which Hollywood sive hands-on production experience. has developed productions in waves and cycles of Summary of Requirements: Basics of Film and tion as a means of informing and complementing their liberal arts education at Notre Dame. Occa- films with similar subjects and styles. In addition to Television (FTT 104/204), History of Film I (FTT exploring the idea of genre itself as a critical issue, 310), History of Film II (FTT 311), Film and sional guest artists and lecturers are also sponsored by the department. Information on all department- there are case studies of specific groups of films. Television Theory (FTT 377). In addition to these These include the traditional American genres, e.g., four courses, students must elect six courses from sponsored activities is available in the department office and on the department’s Web site. gangster films, westerns and musicals, as well as among the many offerings of the department in the lesser-known genres, which vary each year. areas of film and television studies, film and televi- Course Descriptions. The following course de- sion production, theatre and other media studies scriptions give the number and title of each course. 221. Acting: Process for a total of at least 30 hours. At least three hours Lecture hours per week, laboratory hours per week (3-0-3) Scott, Staff must be taken on an international topic. See advi- and credits each semester are in parentheses. The Prerequisite: FTT 105/205. sors and the Web site for specific offerings. Nor- instructor’s name is also included. Many courses re- This is a basic introduction to the art and craft of mally, three of these electives must be at the 400 quire completion of prerequisite courses, early ap- acting. It is a workshop course including lecture, level (not including internships). plication and/or permission prior to registration in exercises, rehearsal techniques and scene study. The order to assure the student’s readiness to take the emphasis is on development and growth and not Theatre Concentration. The Theatre Concen- course and to control numbers in the class. Stu- on finished work. In addition, students are re- tration requires students to obtain a broad general dents should discuss their interests and clarify quired to see the mainstage plays and keep a jour- education in all areas of theatre study — history, course registration requirements with the course in- nal incorporating notes on class work, rehearsals theory, and production. Students may focus their structors and/or their advisors. Virtually all courses and outside reading. studies in selected areas by choosing electives in in this department require attendance at cinema 228. Irish and American Tap Dance their particular areas of interest. screenings (labs), plays and other arts events. (1.5-0-1.5) McKenna Summary of Requirements: Introduction to The- 104/204. Basics of Film and Television This course will teach a range of fundmental atre (FTT 105/205), Stage Management (FTT (3-2-3) Staff American tap steps in addition to at least two fin- 241), Theatre Seminar (FTT 494). Plus two of the Corequisite: FTT 104L/204L. ished tap dance pieces set to music. Several hard following three courses: Scene Design and Methodol- This course introduces students to the study of film shoe Irish tap dances will be taught, and depending ogy (FTT 360), Lighting Design and Methodology and television, with particular emphasis on narra- on the ability of the students, several other com- (FTT 363), Costume Design and Methodology tive. Students will learn to analyze audio-visual pleted dances are possible. The particular range of (FTT 364). Plus three of the following four courses: form, including editing, framing, mise-en-scène, and individual tap dances learned will permit the stu- History of Theatre Before 1700 (FTT 411), His- sound. Students will consider topics in film and dent to use these steps and expand them to fit a tory of Theatre Since 1700 (FTT 413), Dramatic television studies such as authorship, genre, star- wide diversity of music types and rhythms. Al- Literature and Criticism Before 1900 (FTT 482), dom, and feminism. Focusing on Classical Holly- though the class is intended for students who have Dramatic Literature and Criticism Since 1900 wood and American TV, the course will also never learned tap previously, both elementary and (FTT 483). Plus two other courses within the depart- introduce students to international and/or alterna- middle-range students have found the class suited ment, selected in consultation with an advisor, for a tive cinemas and television styles. Evening screen- to their needs. Tap shoes are a necessity and should total of at least 30 hours. ings are required. Serves as prerequisite to most be purchased before the class begins. Students selecting the Theatre Concentration upper-level courses in film and television. Does not fulfill the fine arts requirement. as a supplementary major may do so by completing only the eight core requirements. 134
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229. Ballet I 300. Principles of Television 311. History of Film II (3-0-1.5) Barkes and Multimedia Production (3-2-3) Becker, Collins Ballet I is an exploration of fundamental ballet (3-0-3) Friedewald Prerequisite: FTT 310 or consent of instructor. technique. It is an activity course that is heavily de- This course is designed to provide a fundamental Corequisite: FTT 311L. pendent upon attendance. The course will be understanding of video and multimedia program This course is a continuation of FTT 310, examin- geared toward those who have had little or no bal- production, from initial concept to final broadcast. ing the most important developments in world cin- let training, with the intention of getting the class The point of view is from the perspective of the ex- ema from 1946 to the present. ecutive producer, who oversees all business and cre- moving quickly enough that those with some train- 317. History of Popular Culture ative aspects of television programs. All media ing will find it useful. Ballet, if pursued correctly, (3-2-3) Collins which incorporate video, including broadcast tele- can be a great help to those who engage in other Prerequisite: FTT 104/204. vision, CD-ROM, DVD and the Internet, will be movement activities. While it is a stylized form, Corequisite: FTT 317L. covered. Topics include proposal development and ballet fundamentals can provide a solid foundation The focus of this course is a consideration of the budgets; understanding the target audience; audi- for actors, athletes, and even normal pedestrians. development of popular culture through a reinves- ence exposure, attention, perception and retention; For example, good ballet placement is also good tigation of its history and place within the past and production elements; locations; the script; sponsor posture. For the first class, dress comfortably and present cultures. Novels and other print media are relations; credibility and ethics; motivational televi- be ready to move. The only monetary investment considered, as well as film and television. for the course is a pair of ballet shoes, which may sion; and on-camera interview techniques. 322. Acting: Character be purchased at The Ballet Shop in the nearby 301. History of Television (3-0-3) Scott Town and Country Shopping Center. (3-0-3) Becker Prerequisite: FTT 105/205 or 221 or permission. Does not fulfill the fine arts requirement. Corequisite: FTT 301L. Majors only through third The second course in the acting progression, this period; then open to all. 230. Performance Workshop I course expands on basic methodology and incorpo- This course examines the historical evolution of (3-2-3) Chalmers rates physical techniques for building a character. television, focusing on the industrial, political, Corequisite: FTT 230L. Students explore psychological gestures, Laban ef- technological, and cultural forces that have shaped This class represents an exciting new venture for fort shapes, and improvisation as they develop a the development of the medium in the United Notre Dame theater, introducing students to the personal approach to creating a role. alternative practices of performance art and perfor- States and abroad. In addition to analyzing the mance theater. Bringing together painters, video history of American broadcasting, we cover the 325. Acting: Role/Modern artists, musicians, and writers (among others), per- histories of other television systems, including (3-0-3) Staff formance has emphasized modernist and avant- those of Great Britain, China, Latin America, and Prerequisite: FTT 221 or permission. garde experimentation. The work of these and the Middle East. As such, we explore the variety of Advanced exploration of technique and methodol- other artists are studied through readings and film forms this ubiquitous mass medium has taken on ogy focusing on problem solving in approaching and video documentation. Students also will be across the globe and investigate the historical roles from the literature of the modern theatre. asked to use these examples as models to create a factors that bought about those forms. 326. Acting: Role/Classical series of their own short performance pieces. Stu- 308. Broadcast Journalism (3-0-3) Scott dents at all levels and disciplines are encouraged to (3-0-3) Sieber Prerequisite: FTT 221 or permission. enroll. A background in theater is not required— Prerequisite: By application only. This course looks at Shakespeare’s texts from the only a spirit of collaboration and openness toward Four major topics are covered: (1) Writing for actors’ perspective. Various techniques for unlock- alternative uses of character, text, space, lighting, broadcast: Emphasis on developing the student’s ing meaning and emotional content will be intro- and sound. understanding of grammar and style in the con- duced. Students will use the First Folio for textual 241. Stage Management struction of effective news stories. (2) Newsroom analysis and explore the fine arts in Elizabethan En- (3-0-3) Dreyer structure: Understanding who does what in today’s gland to discover the physical world of Prerequisite: FTT 105/205 or permission. broadcast newsroom and how economics affects the Shakespeare’s characters. The course culminates in This course will explore the duties and functions of flow of information. (3) Journalism ethics: Analysis a series of vignettes allowing each student to create the stage manager in both the pre-production and of personal values, ethical principles, and journalis- several different classical roles. production phases of the mounting of a show. Stu- tic duties that influence newsroom decisions. (4) 327. Acting: Role/Contemporary dents will learn how to produce a promptbook and Legal considerations in news gathering with special (3-0-3) Staff to track and block a show. They will also learn attention paid to libel laws and invasion of privacy. Prerequisites: FTT 221 or permission. performance etiquette and documentation of a 310. History of Film I Advanced exploration of technique and methodol- production. (3-2-3) Crafton ogy, focusing on problem solving in approaching 260. Introduction to New Media Prerequisite: FTT 104/204. roles from the literature of the contemporary (3-0-3) Staff Corequisite: FTT 310L. theatre. The Internet, interactive computer technologies, This course traces the major developments within 328. Voice and Movement and unprecedented ways of performing and the history of U.S. and international cinema from (3-0-3) Scott expressing ideas make an awareness of new media its beginnings to 1946. It will look at films from Prerequisites: FTT 105/205 and 221. (broadly defined) necessary. This course examines the major cinematic movements and genres and A course designed to help the advanced acting stu- the history, application, and social impact of these from major filmmakers. These films and filmmak- dent focus on kinesthetic awareness. The actor will new systems. ers will be considered in terms of the social, eco- identify and work to remove physical and vocal nomic, technological and aesthetic forces that have tensions which cause habituated movement and shaped them. impede natural sound production. Through move- ment and vocal exercises created for actors, stu- dents will experience what “prepared readiness” for the stage consists of, and how to meet the demands of a live performance. 135
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330. Advanced Tap and Choreography 351. Playwriting and Screenwriting 363. Lighting Design and Methodology (1-0-1) McKenna (3-2-3) Pilkinton (3-0-3) Dreyer Does not apply to overload. Prerequisite: Majors only; non-majors require the Prerequisite: FTT 105/205 or permission. This class is directed toward advanced dance instructor’s permission, because of the limited en- This course serves as an introduction to the theo- students interested in creating and performing rollment. ries and practice of lighting design for the stage. advanced tap techniques and choreographing, with This creative-writing course deals with the prin- Students will explore the design process as well as the instructor or, in some cases, independently. ciples of dramatic construction with consideration study the practical considerations of the execution Tap pieces covering a range of tap genres, including of character development, plot structure, dialogue of a design. Specific topics covered will include Irish hard shoe step dancing, are included. and critical analysis, as well as the evolution of dra- electricity, light, theatrical equipment and its devel- matic form into cinematic narrative. Students can opment, communication of the design, and the role 334A. National Cinemas choose to work in either (or both) formats, that is, of the designer within the artistic infrastructure. (3-2-3) Staff theatre or film. Students will develop plays or Corequisite: FTT 334L. 364. Costume Design and Methodology screenplays appropriate for later production within Every industrialized country, and many nonindus- (3-0-3) Donnelly the department and will analyze and evaluate each trialized ones, have developed distinctive national Prerequisite: FTT 105/205 or permission. other’s creative work. Screenings and play perfor- cinemas. Often these productions are a dynamic This course teaches the principles of costume de- mances outside class are required. Advanced mix of Hollywood influences, assertive local cul- sign for the stage and the techniques of construct- students only. tures, and government control. This course exam- ing costumes. The course will explore the use of ines the films of one or more countries to reveal 355. Topics in Performance Studies costumes to express character traits by analyzing their distinctive styles, stories, and visual and narra- (3-0-3) Chalmers play scripts. The course will include an introduc- tive techniques. (The nationality varies each year.) This course introduces students to performance tion of the basic skills needed to construct The idea of “nation” as a critical concept is also ad- studies, a new interdisciplinary field. This class will costumes. dressed. Satisfies the FTT “International Area” re- explore the meanings of “performativity” as it has 365. Makeup for the Stage quirement for Film/TV concentrators. May be been applied by scholars of performance studies to (3-0-3) Donnelly repeated. Fulfills the University fine arts events both in and outside theater. We will begin Prerequisite: FTT 105/205 or permission. requirement and the Film/TV international area by looking at leading critic’s work on ritual and Theory and practice of makeup design, including requirement. theater. Next, these founding concepts, developed basic, corrective, old-age and special character in an academic context, will be discussed in rela- makeup. 335. National Theatre tion to the practice of performance art and experi- (3-0-3) Staff mental theater since the late 1950s. 366. History of Costume This course provides students with insight into the (3-0-3) Donnelly development of European theatre, from Brecht- 360. Scene Design and Methodology This course is an overview of the history of cos- Weigel’s work at the Berliner Ensemble to the (3-0-3) Auerbach tume and fashion from the prehistoric cultures theatre works of Giorgio Strehler at the Piccolo Prerequisite: FTT 105/205 or permission. through the 20th century. The course will look at (Italy), Peter Brook at the Buffes de Nord (UK, An introduction to the theories and practice of sce- the ever-changing trends in clothing and provide France), Ariane Mnouchkine at Theatre de Soleil nic design for the stage. Students will explore the an understanding of the cultural and historical ef- (France), Peter Stein at the Schaubeuhne, Pina design process as well as study the practical consid- fects of those changes. The class will investigate Bausch at Tanztheater Wuppertal, and Heiner erations of the execution of a design. Specific topics how fabric, style, color and the psychology of Mueller and Einar Schleef at the Volksbuehne and covered will include elements of design, drafting, clothing reflects personal choice, cultural impres- the Berlin Ensemble (Germany). Students are construction techniques, model building and ren- sions and historical perspectives. introduced to the main productions of these dering. Various periods and styles will be explored directors, their theatrical roots, and their influence along with the role of the designer within the artis- 373. History of Documentary Film on contemporary European theater and tic infrastructure and play analysis from the (3-2-3) Godmilow playwriting. designer’s point of view. Prerequisite: FTT 104/204 or permission. Corequisite: FTT 373L. 361. Introduction to Film and Video Production 344. Directing: Process This course will track the history of nonfiction film (3-0-3) Staff (3-3-4) Mandell and television, examining various structures and Prerequisite: FTT 105/205 or permission. Prerequisite: Application to instructor. formats including expository, narrative, experimen- All aspects of directing a play will be analyzed and An introductory course in the fundamentals of tal, formalist, docudrama and “reality TV.” It will discussed including working with text, space, actor shooting, editing and writing for film and video also examine the uses of “actuality” footage in films and audience. There will be three exercises staged productions. This is a hands-on production course that make no pretense to objectivity. At the center in class. Each student will direct a one-act play and emphasizing aesthetics, creativity, and technical ex- of the course will be a deconstruction of the notion submit a full detailed promptbook of that produc- pertise. The course requires significant amounts of of “film truth.” Students will develop skills in the tion as a final project for the course. All work for shooting and editing outside class. Students pro- critical analysis of documentary and examine the the final is outside regular class time. duce short video projects using digital video and standards by which we evaluate them. Super 8mm film cameras and edit digitally on com- 350. Love, Death, Revenge: Japanese Drama puter workstations. The principles of three-camera (3-0-3) studio production are also covered. An introduction to Japanese classical theater (Noh, Kyogen, Bunraku and Kabuki) through readings and videotapes of selected plays. 136
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374. The American Film Industry 395. Broadcasting and Cable 414. Cinema Ideologies (3-2-3) Wojcik (3-0-3) Heisler (3-2-3) Godmilow Corequisite: FTT 374L. This course examines the history and current prac- Prerequisite: FTT 104-204. Students survey critical moments in the develop- tices of the broadcast and cable television industry Corequisite: FTT 414L. ment of Hollywood and American cinema from the and looks at its effect on American culture and Cinema, both in fiction and nonfiction forms, is early formation of the star system (c. 1910), society. Topics of discussion include important is- one of the major contributing forces to the con- through the establishment and demise of the pro- sues in the industry, government regulation, news, struction of ourselves and our perception of “oth- ducing studios, ending with the age of television sports and entertainment programming strategies ers,” in terms of class, gender and race. This course and the multiplex. Topics may include the effects and practices, ratings and advertising. The course proposes to study and dissect these constructions in of censorship and the rating system, economic as- also offers an introduction to basic television pro- films like Malcolm X, Schindler’s List, Philadelphia, pects of distribution and exhibition, and the chang- duction through eight production sessions at The Killing Fields and Striptease through a close- ing film audience. WNDU-TV. reading practice. 377A, B. Film and Television Theory 401. Film and Cultural Studies 415. Dramatic Theory and Criticism (3-2-3) Collins, Radner (3-2-3) Collins (3-0-3) Pilkinton Prerequisites: FTT 310 and FTT 311. Prerequisite: FTT 104/204. Prerequisite: Majors only or permission. Corequisite: FTT 377L. Corequisite: FTT 401L. This seminar-style course examines the work of ma- This course offers an introduction to the philo- This course investigates the ways that film may be jor dramatic theorists and critics from ancient sophical, aesthetic, cultural and historical issues studied within a broader cultural context than Greece to the 20th century. Theorists and critics that inform current scholarship and production in other courses in history or criticism. The chief in- covered include Plato, Aristotle, Tertullian, film and television. The focus of the course may terests here are how film relates to the culture that Northbrooke, Collier, Congreve, Voltaire, Diderot, vary from semester to semester. Course not avail- produces it and how film study leads to larger ques- Lessing, Schiller, Hugo, Wagner, Ibsen, Shaw, able to students who have taken FTT 484. tions concerning how we conceptualize “culture.” Brecht, Artaud and Schechner. 378. Acting in Film and Theatre 407. Entertainment and Arts Law 419. Advanced Topics in Theatre Studies (3-2-3) Arons, Wojcik (3-0-3) Wilson (3-0-3) Staff Prerequisite: FTT 104/204 or 105/205. Prerequisite: None. Open to majors and non- Prerequisite: Permission of instructor. Corequisite: FTT 378L. majors. Advanced study in the areas of theatre history, dra- This course provides an introduction to acting Persons in various positions in the arts and enter- matic literature, criticism and theory. Topics are styles in theater and film, with particular interest in tainment communities encounter a wide range of taught in a seminar format. May be repeated for the way in which theater and film influence each legal issues. Students will be introduced to the basic credit. other. Rather than “how-to” acting class, this concepts of contract, copyright and First Amend- 421. Advanced Scene Study course approaches acting from critical, historical, ment issues. In addition, students will examine the (3-0-3) Staff and theoretical perspectives. Topics may include concepts of rights of publicity and privacy, story Prerequisite: FTT 221 and permission. silent film acting, melodrama, naturalism, the ideas, receipt of credit, and trademarks. Students This course will be an in-depth look at the acting Method, improvisation, the star system, alienation are also exposed to the inner workings of the film, process through a workshop study of monologues effects, comedic practices, and performance in television, theatre, music, and publishing indus- and scenes from the masters of modern theatre. everyday life. Frequent screenings required. tries. It is assumed the students have no prior expe- The course begins with the plays of Chekhov and 389. Topics in Media Theory, History rience in the study of law. (Summers only.) works through the 20th century to contemporary and Research 411. History of Theatre Before 1700 times. (3-2-3) Staff (3-0-3) Pilkinton 444. Directing: Practice Prerequisites: FTT 104/204 or permission. A rigorous survey of the development of theatre as (3-0-3) Staff Corequisite: FTT 389L. an art form from the recorded beginnings in fifth- Prerequisites: FTT 344 and permission. An investigation of selected topics concerning century B.C. Athens to the end of the 17th cen- Advanced independent projects in directing. Stu- theory, history and research in film, television, the tury, including the physical theatre, dramatic dents considering this course should consult with media or cultural studies. literature, production practices, cultural contexts the instructor for departmental guidelines. 390. Theatre Production Workshop and theoretical foundations. 445. Advanced Makeup for the Stage (V-V-V) Donnelly 413. History of Theatre Since 1700 (3-0-3) Donnelly Prerequisite: Instructor’s permission. (3-0-3) Pilkinton Prerequisite: FTT 365. A workshop course in the process of theatre pro- A rigorous survey of the development of theatre as Advanced theory and practice of makeup design, duction, in which students assume a major nonper- an art form during the 18th, 19th, and 20th centu- including script analysis, character interpretation formance production responsibility including, but ries, including the physical theatre, dramatic litera- and prosthetic work. not limited to, that of stage manager, assistant stage ture, production practices, cultural contexts and manager, prop master, costumer, technical director theoretical foundations. and assistant director. Can be repeated for up to four hours of credit. 137
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446. Theatre for Youth (3-0-3) Staff Designed for both majors and non-majors, this class combines history, literature, theory and prac- tice for a hands-on experience of theatre for young audiences. The class takes a comprehensive look at the trends during the 100 years of theatre, profes- sional and nonprofessional, that has been per- formed by adults for a mainly child audience. The students are required to attend all Theatre for Youth productions in the area and will bring to- gether their studies in a performance and an ac- companying educational study guide. 448. Intermediate Film/Video Production (3-2-4) Donaruma Prerequisites: FTT 361. This film-production course will focus on 16mm black-and-white silent narrative film production. It will explore the technical and aesthetic aspects of the film camera and various equipment and focus on narrative script development for the short film. Students will shoot a composition video exercise, a film-lighting exercise and finally write, produce, shoot and edit one 16mm black-and-white film in teams of two. Students will edit on film and com- plete a cut workprint. There is a strong emphasis on cinematography, the technical skills involved and the process of working in a crew environment. 470. Film and Melodrama 473B. Sex and Gender in Cinema Also required are a midterm exam, some Friday (3-2-3) Radner (3-2-3) Wojcik workshops and evening screenings. Corequisite: FTT 470L. Prerequisite: FTT 104/204. 463. Professional Video Production Melodrama, one of the most important literary and Corequisite: FTT 473L. (3-3-3) Mandell cinema modes, has its roots in the 19th century. This course analyzes representations of and theories Prerequisites: FTT 361 or DESN 282S or permis- This course incorporates recent critical thought on about sex and gender in cinema. Students will read sion of instructor. melodramatic forms into a study of (mostly) major texts in feminist theory, queer theory, and A course for the advanced production student in- French cinema. Examples of films that may be masculinity studies, in order to become familiar terested in the techniques and technology of the studied include Written on the Wind, Quai des with important concepts and debates within the broadcast video industry, utilizing the following brumes, Les Enfants du Paradis, Vivre sa vie and field. Topics covered will include “the male gaze,” post-production software: Avid Media Composer, Madame Bovary. spectatorship, performance and stardom, camp, Adobe After Effects, Lightwave 3D, and Digidesign “reading against the grain,” consumption, gender 471. French Cinema and Culture Pro Tools. Students produce projects using and genre, race and gender, masquerade, (3-2-3) Radner BetacamSP and DV video equipment while learn- authorship, and masculinity “in crisis.” Students Corequisite: FTT 471L. ing the basics of non-linear editing, digital audio will view classical Hollywood films, silent films, France has been a leading producer of films and an sweetening, 2-D compositing and 3-D animation and avant-garde films and videos. Evening innovator in artistic form and content throughout techniques. screenings required. the 20th century. This course, the focus of which 465. CAD for the Stage varies each year, examines French cinema and its 474. Film and Media Genres (3-2-3) Staff relations to political, social, and cultural develop- (3-2-3) Wojcik Prerequisite: Permission of instructor. ments. Satisfies the FTT “International Area” re- Prerequisite: FTT 104/204 or permission The study of the use of the computer to design quirement for Film/TV concentrators. May be of instructor. scenery and lighting for the stage. The course will repeated. Corequisite: FTT 474L. begin at a rudimentary level of understanding of The course will look at types of stories in film, tele- 473A. Feminist Theory and Representation computer-aided design and progress to 2-D and vision or other media. The course may concentrate (3-2-3) Radner then 3-D design techniques. A basic understanding on a particular genre, such as the Hollywood Corequisite: FTT 473L. of the Macintosh computer system is necessary, and musical, detective fiction, the Western or the soap The course offers an introduction to feminist significant computer work is required outside class. opera; or, it may offer a more general exploration theory and its relation to mass culture. The course of the concept of “genre.” will look at how the representation of gender plays an important role in the way we see the world and in the stories we tell ourselves about it. 138
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475. Topics 479. New American Cinema and Culture 484. Critical Theory in Film and Television (3-2-3) Crafton (3-2-3) Collins Studies Prerequisite: FTT 104/204 and majors only. Prerequisite: FTT 104/204 or permission. (3-2-3) Collins Corequisite: FTT 475L. Corequisite: FTT 479L. Prerequisites: FTT 104/204, FTT 377. This is an advanced study of the use of film or tele- This course concentrates on the most important Corequisite: FTT 484L. vision technique. Students examine group styles — developments in American cinema and culture This course offers an introduction to the philo- such as the Hollywood cinema or the European art since the 1960s. Beginning with the collapse of the sophical, aesthetic, cultural and historical issues cinema — or the individual styles of major film or classic studio system at the end of the 1950s, this that inform current scholarship and production in television artists. course explores the profound changes that the film film and television. The focus of the course may Topics vary from semester to semester. industry has undergone over the decades, and in- vary from semester to semester. 476. Gender and Genre vestigates the major aesthetic developments that oc- 485. Contemporary Narrative (3-2-3) Staff curred in film and other media during the same (3-2-3) Collins Prerequisite: FTT 104/204. period — pop art, metafiction, and Prerequisite: Permission of instructor. Corequisite: FTT 476L. postmodernism. Corequisite: FTT 485L. Starting from the fact that certain film genres have 480. Ritual and Drama This seminar will focus on the different types of been seen as appealing largely to one gender, this (3-0-3) Staff storytelling that have emerged within the past de- course will examine the connections between genre In this course, performance is studied as a past or cade in literature and film. and gender, attempting to get beyond conventional imaginary behavior that is restored in the present so 486. Overcoming Political Tragedy explanations of the gendering of genres (e.g., “guys as to create a certain effect on spectators. Perfor- See GE 484. like violence”; “women like romance”). The course mance concepts are used to learn how to distin- will consider various theories of male and female guish ritual from theatre and how to find ritual in 487. Advanced Film/Video Script Development spectatorship and attempt to assess their applicabil- theatre. The time structures of dramatic perfor- (3-0-3) Godmilow ity to different genres. At the same time, however, mance are studied. Students present analyses of Topic varies. Refer to department. this course will question the rigid demarcation of scripts and performances of drama using these con- 488. Advanced Film/Video Production both gender and genres, looking closely at the cepts. Regular attendance and required screenings (3-2-6) Godmilow seemingly increasing prevalence of “gender-bend- are part of this course. Recommended University Prerequisite: FTT 488A; permission required by ing” and “genre-blending.” elective. application. 477. Third Cinema 481. Drama and Directors This is a film/video production workshop for ad- (3-2-3) Staff (3-0-3) Staff vanced students, focusing on the development and Prerequisite: FTT 104/204 or permission. This course investigates the major directing styles production of 16mm short films and videotapes in Corequisite: FTT 477L. of Euro-American directors of drama. Styles may the fiction, documentary or formal mode. It “Third Cinema” is the terms for a wide, include realism, theatricalism, interculturalism, stresses writing skills with an emphasis on innova- multicultural range of films from the Third World. epic theatre, avant-garde and New Vaudeville. Di- tions that expand the existing traditions of and Their stylistic and thematic practices differentiate rectors include Stanislavsky, Brecht, Welles, Kazan, boundaries between fiction and non-fiction prac- them from the Hollywood and European traditions Brook and Schechner. Students make presentations tices. Students will work in teams of two and utilize that have dominated world cinema. We will not based on readings and performances. Regular atten- 16mm color film processes and/or Betacam study these films merely as isolated masterpieces, dance in class and the viewing of several films out- videotape technologies. Some evening screenings but rather in relation to their larger cultural, his- side class are required. Recommended University required. torical and theoretical contexts. To this end, the elective. 489. Advanced Topics in Media Theory, History, and Research course readings will include essays concerning not 482. Dramatic Literature and Criticism only the films themselves but also the theoretical Before 1900 (3-2-3) Staff and political issues they engage: colonialism and (3-0-3) Arons Prerequisites: FTT 104/204, FTT 310, 311, and post-colonialism, cultural, ethnic, racial and sexual Prerequisite: FTT 105/205 or instructor’s permission of instructor. May be repeated for difference, and questions of otherness and permission. credit. multiculturalism. An advanced survey of theatrical literature and An advanced investigation of selected topics con- cerning media or cultural studies. 478. Film Culture criticism from the earliest plays to the beginning of (3-2-3) Collins the 20th century. Students will read one to two 490. Advanced Theatre Production Workshop Prerequisite: FTT 104/204 or permission. plays per week along with selected secondary (3-4-3) Arons Corequisite: FTT 478L. critical literature. Prerequisite: Instructor’s permission. This course will investigate how films are circulated 483. Dramatic Literature and Criticism Corequisite: FTT 490L. and evaluated throughout cultures at different Since 1900 A workshop course in the process of theatre pro- points in the history of the medium. The focus will (3-0-3) Arons duction, in which students learn to do a dramatur- be on the way films acquire varying levels of cul- Prerequisite: FTT 105/205 or instructor’s gical analysis of a play for production as well as tural significance in terms of how they are accessed permission. assume a major production responsibility includ- by which audiences and how they intersect with An advanced survey of theatrical literature and ing, but not limited to, that of performer, stage other media: publishing industries, popular music, criticism since the beginning of the 20th century. manager, assistant stage manager, prop master, cos- magazines, and literary culture. Students will read one to two plays per week along tumer, technical director and assistant director. with selected secondary critical literature. Does not count toward overload. May be repeated. 139
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493. Special Projects in Film 496C. Theatre Internship (3-2-3) Godmilow (V-0-V) Staff German and Russian Prerequisites: FTT 447-448 or FTT 487-488. Prerequisite: Permission of instructor by applica- This is a film production workshop for advanced tion. Languages and students, focusing on the development and produc- Placement of advanced students with local profes- tion of short films in the fiction, documentary or sional or community theatre organizations. DOES Literatures formal mode. It stresses writing skills with an em- NOT COUNT as a Film/TV upper-level course. phasis on innovations that expand the existing tra- Taken S/U only. Chair: ditions of and boundaries between fiction and 496E. Film Production Internship Robert E. Norton nonfiction practices. Students will work in teams of (V-0-V) Mandell Rev. Edmund P. Joyce, C.S.C., Professor three and utilize 16mm color film processes and/or Prerequisites: FTT 447/448, and permission by ap- of German Language and Literature: Betacam videotape technologies. Some evening plication to instructor. Mark W. Roche screenings required. Placement of advanced students as crew members Max Kade Distinguished Visiting Professor of 494A. Theatre Seminar with local, professional and educational film pro- German: (3-V-3) Scott ductions. DOES NOT COUNT as a Film/TV up- Wolfgang Braungart Prerequisite: Senior majors only, or with permis- per-level course. Taken S/U only. Paul G. Kimball Professor of Arts and Letters: sion. 496F. Media Internship Vittorio Hösle Corequisite: 494L. Cannot be counted toward FTT major. (Intended Professors: Preparation for advanced study of theatre. A course for non-FTT majors. 1 credit.) Vittorio Hösle; Randolph J. Klawiter (emeri- of study for the semester is developed between the tus); Klaus Lanzinger (emeritus); Thomas G. student and a faculty advisor or advisors (selected 498. Special Studies Marullo; Robert E. Norton; Vera B. Profit; on the basis of goals established at the beginning of (V-V-V) Staff Konrad Schaum (emeritus) the course). Students who will be taking this course Prerequisite: Permission of the sponsoring professor Associate Professors: should consult with the instructor during the and chair required, by application. David W. Gasperetti; Albert K. Wimmer spring preregistration period to preliminarily dis- Research for the advanced student. Assistant Professors: cuss future goals. Jan Lüder Hagens; Kirsten M. Christensen; 494B. Media Seminar Alyssa W. Dinega; John I. Liontas (V-V-V) Staff Visiting Assistant Professor: Prerequisite: Permission of instructor. Karla A. Cruise Variable topic seminar. May be repeated for credit Associate Visiting Instructor: with permission. Denise M. DellaRossa Professional Specialist: 495. Practicum Hannelore Weber (V-V-V) Pilkinton Prerequisite: Majors only, and permission required. Program of Studies. The study of German and Individual practical projects for the advanced stu- Russian languages and literatures provides educa- dent. May be repeated up to six hours credit. tional opportunities relevant to an increasingly in- Taken S/U only. terdependent world. The acquisition of foreign 496A. Broadcast Internship (WNDU) language skills in general is an important compo- (V-O-V) Heisler nent of liberal education because it enhances stu- Prerequisites: FTT 361 or 395, and application to dents’ powers of communication and it serves to instructor. introduce them to enduring cultural achievements Students may receive academic credit by complet- of other peoples. In this sense, the study of German ing an internship at WNDU-TV. Interns will en- and Russian widens students’ intellectual horizons, hance their skills and knowledge about the stimulates the understanding of two significant cul- broadcasting/video production industry while gain- tural traditions and allows the examination of these ing practical experience. Interns generally work 10- traditions in a more sophisticated and cosmopoli- 12 hours a week, complete a midsemester and final tan manner. evaluation report and produce a project of signifi- Beginning, elementary and intermediate cance for the department in which they intern. courses develop students’ abilities to understand, DOES NOT COUNT as a Film/TV upper-level speak, read and write German or Russian with fa- course. Taken S/U only. cility and confidence. Weekly exercises in the lan- 496B. Broadcast Internship guage resource center provide further practice in (V-O-V) Mandell oral communication. Courses in advanced German Prerequisites: FTT 361 or FTT 395 or FTT 399, or Russian language, literature, culture and civiliza- and application to instructor. tion expose the student to a wealth of literary, cul- Placement of advanced students with local com- tural and humanistic traditions as well as facilitate a mercial or public broadcasting facility. DOES better understanding of the rich national cultures NOT COUNT as a Film/TV 400-level course. of the German-speaking countries and of Russia. Taken S/U only. 140
The department. The Department of German THE RUSSIAN PROGRAM Writing-Intensive Courses and Russian Languages and Literatures offers in- All 300- and 400-level literature courses in German struction in German and Russian at all levels of Requirements for Russian Majors or Russian are writing intensive. Majors in German competence, from beginning language courses at Majors in Russian must complete 10 courses (30 or Russian who take upper-level literature courses the 100 level to literature and civilization courses credit hours) beyond the three-semester language fulfill the writing-intensive requirement of the Col- on the 300 and 400 levels. requirement, of which four must be taken at the lege of Arts and Letters. 300 or 400 level from departmental offerings. At THE GERMAN PROGRAM least two of these courses must be literature in the Placement and Language Requirement original Russian (400-level). In addition, one At the beginning of each semester, placement tests Requirements for German Majors course may be on a Russian subject in another dis- in German and Russian will be administered that The requirements for a major in German include cipline, e.g., art, political science, or history. will allow students either to test out of one or two competency in the target language and the suc- Supplementary majors in Russian must com- semesters of the language requirement or enroll in a cessful completion of 10 courses (30 credit hours) plete eight courses (24 credit hours) beyond the course commensurate with their language profi- above the three-semester language requirement, of three-semester language requirement, of which ciency. The placement test is mandatory for stu- which at least four have to be taken on the ad- three must be taken at the 300 or 400 level from dents who had German or Russian in high school. vanced level (300 or 400) within departmental departmental offerings. As with the major, two of Students testing out of three semesters must offerings. these courses must be in Russian literature in the complete an additional course at the 200 level or Supplementary majors are expected to demon- original. In addition, one course may be on a Rus- higher before receiving credit and testing out of the strate competency in German and complete a sian subject in another discipline, e.g., art, politi- language requirement. minimum of eight courses (24 credit hours) above cal science, or history. the three-semester language requirement, of Course Descriptions. The following course de- which at least three must be taken at the advanced Minor in Russian scriptions give the number, title and a brief charac- level (300 or 400) within departmental offerings. 15 credits, or five courses, of which at least four terization of each course. Lecture or class hours per For majors or supplementary majors in Ger- must be in Russian language and/or literature at week, laboratory or tutorial hours per week and man, a year of study abroad in Innsbruck, Austria, the 200 level or above and conducted in Russian; credits each semester are in parentheses. Not all of is considered customary. They are, therefore, of these four, at least one must be at the 400 level. these courses are offered every year. strongly encouraged to participate in this program The fifth course may be a course on Russian during their sophomore or junior year. For further literature taught in English, or a course on a GERMAN information, see the section on International Study Russian subject in another discipline (e.g., art, Programs. philosophy, political science, history, theology, Students are encouraged to consider taking a etc.). 101-102. Beginning German I and II supplementary major in German. It is manageable (4-0-3) (4-0-3) Staff to fulfill requirements next to any major. Past expe- Minor in Russian and East European Studies No prerequisite. rience has shown that a major in German can be For a minor in Russian and East European studies, An introductory course of the spoken and written very helpful for any future career plans. students must have (1) at least four college semes- language. Aims at the acquisition of basic struc- ters or the equivalent of Russian or a language spo- tures, vocabulary and sound systems. For students The Minor in German ken in Central or Eastern Europe (German will be with no previous study of the language. 15 credits, or 5 courses, of which at least four accepted in certain cases); (2) four area studies 101F-102F. Intensive Beginning German I and II must be in German language and/or literature at courses beyond the major, chosen from at least No prerequisite. the 200 level or above and conducted in German; three departments (students with double majors (6-0-5) (6-0-5) Weber of these four, at least one must be at the 300 or can normally count two courses in the second ma- In this course students will develop skills in under- 400 level. The fifth course may be a course on jor toward fulfilling this requirement); and (3) a standing, speaking, reading and writing German. German literature taught in English, or a course thesis normally written in the senior year and di- They will also attain a grasp of the basic structures on a German subject in another discipline rected by a faculty member in the Russian and East of the language. During class, emphasis will be (Philosophy, Political Science, History, Theology, European Studies program. Students can typically placed on using the language to communicate and etc.). attain six credits for this project, i.e., three credits interact in a variety of situations and contexts. In for directed readings in the first semester and three addition, there will be a comprehensive introduc- Senior Thesis credits for writing the thesis in the second. tion to the culture of German-speaking countries, German majors who wish to graduate with honors Students studying Russian are urged to spend a with a particular emphasis on Austria, as this course may write a Senior Thesis. For those German ma- summer or a semester in Russia through an ap- is designed to prepare students with no previous jors who elect to write a thesis, several requirements proved international study program. Courses in study of German to participate in the International must be met: (1) The student must have a GPA of language and literature taken in Russia in approved Studies Program in Innsbruck. 3.5 or higher in the major, (2) the thesis must be at programs may substitute for certain Russian courses least 40 pages long, and (3) the thesis must be writ- here at Notre Dame. 180. Literature University Seminar ten in German. Students are encouraged to consider taking a (3-0-3) Staff The student writing a thesis enrolls in German supplementary major in Russian. It is manageable This course introduces students to German litera- 499 and receives one course credit (three credit to fulfill requirements next to any major. Past expe- ture and culture while also serving as an introduc- hours) for the course. Although the thesis is graded rience has shown that a supplementary major in tion to the seminar method of instruction. The by the advisor (to receive honors, the thesis must Russian can be very helpful for any career plans. course is writing intensive with emphasis given to receive a grade of B+ or higher), the entire depart- improving students’ writing skills through the care- ment reads the thesis, acting as an advisory body to ful analysis of specific texts. the advisor. The thesis is due the week after spring break, and the student is strongly advised to begin thinking about it and start conferring with the ad- visor before the October break of the fall term. 141
201. Intermediate German I 302. The ABCs of Reading and Writing about 306. The Face(s) of German Identity (3-0-3) Staff Literature (in German) (3-0-3) DellaRossa Prerequisite: Two semesters or equivalent. (3-0-3) Profit Prerequisite: GE 202 or equivalent. In this course, students will build on and develop Prerequisite: 202 or equivalent. The dismantling of the border between the two their communicative abilities acquired in Begin- At most two works will be read: Dürrenmatt’s Der German states not only changed the German land- ning German I and II. The four skills approach Richter und sein Henker and Der Besuch der alten scape but also disrupted the silence regarding con- (speaking, listening, reading, writing) is centered Dame. We will read these carefully with great cepts of national identity in Germany. This course on authentic texts, recordings, videos, and other attention to detail. Writing assignments will evolve examines the cultural constructions of nation and images. The course includes grammar review, con- from the readings; they may include a character identity in Germany, beginning with the French centrated vocabulary expansion, and intensive portrayal, the description of an outdoor event, a Revolution and continuing to today. The subjects practice. short conversation, description of a crime scene, we examine include essays, poetry, short stories, etc. They will increase in length from a single films, architecture, and painting, facilitating class- 201F-202F. Intensive Intermediate German I paragraph to two or three pages. room discussions on the intersecting discourses of and II geography, religion, gender, ethnicity, and nation- 303. German for Conversation (4-1-5) (4-1-5) Weber ality and their influence on German identity. Prerequisite: Two semesters or equivalent. (3-0-3) Liontas Comprehensive training in all language skills lead- This is an advanced German language course, de- 309. Literatur von Gestern und Heute ing to a balanced mastery of German. For students signed for students who have successfully com- (3-0-3) DellaRossa with two to three years of German in high school, pleted a minimum of four semesters of German. Prerequisite: GE 202 or equivalent. this course serves as preparation for the Innsbruck This course expands on the grammatical structures This course acquaints students with the major peri- International Study Program. of the German language spoken in German-speak- ods and issues of German literature through the ex- ing countries today, with emphasis on communica- amination of a significant constellation of literary 202. Intermediate German II tion and acquisition of advanced language skills: texts. Students read, discuss, and analyze selected (3-0-3) Staff reading and listening comprehension, and oral and texts from prose, poetry, and drama and become fa- Prerequisite: Three semesters or equivalent. written expression. A study of everyday German miliar with basic techniques of approaching and in- In this bridge course, students will strengthen and culture supports the language study. The conversa- terpreting texts that will prepare them for a wider refine the four linguistic skills (speaking, listening, tional component of the course requires student/ range of more specialized courses. reading, writing). Students will work toward teacher and student/student interaction (in large greater fluency, accuracy, and complexity of expres- 310. Literary Forms and Composition and small group settings) to exchange information, (3-0-3) Staff sion. They will debate, analyze, and express opin- clarify meanings, express opinions, argue points of ions. Materials and class discussions will center on Prerequisite: Four semesters. view, and engage in any other communicative func- This course fosters careful reading and a sensitivity a cultural topic that will carry through the entire tion for which native speakers use language. The semester. to different kinds of literary texts. Discussions and course includes ongoing evaluation of students, us- weekly essays will refine the student’s language 210. Readings in German Cultural History ing a variety of evaluative instruments and commu- skills and written expression in German. (3-0-3) Staff nicative contexts. Prerequisite: Three semesters or the equivalent. Note: Native speakers or students who already 313. Business German (in German) An introduction to the development and flowering have achieved a high level of oral proficiency (to be (3-0-3) Wimmer of the various epochs of German culture against the determined by an Oral Proficiency Interview with Prerequisite: Four semesters. broader background of European history as a the instructor) will not be given credit for this German business language and practices. Designed whole. course. to introduce the internationally oriented business and German major to the language, customs and 241. Intermediate Conversation and 305. Advanced Stylistics and Composition practices of the German business world. Composition (3-0-3) Christensen (3-0-3) Hagens, Wimmer This course offers students the opportunity to in- 315. Medieval German Literature Prerequisite: Three semesters or the equivalent. crease the sophistication of their written German. (3-0-3) Wimmer This course is designed to strengthen the student’s Speaking, listening, and reading skills also will ben- Prerequisite: Four semesters or equivalent. ability to master the German language in the prin- efit. Assignments are varied widely to address the GE 315 constitutes a survey of German literature cipal skills of speaking, comprehension and writing. interests and strengths of all students and to allow from its beginnings during Germanic times until The various text selections used should help the many opportunities for creativity. For example, the 16th century. Ideas, issues and topics are dis- student to become familiar with some of the issues students may work at writing letters, biography or cussed in such a way that their continuity can be and problems of contemporary life of German- autobiography, short stories, editorials, film re- seen throughout the centuries. Lectures and discus- speaking countries and to develop an ability to views, or advertisements, to name just a few of the sions are in German, but individual students’ lan- communicate thoughts on topics of general inter- genres and writing styles we explore. In the process, guage abilities are taken into consideration. est, both orally and in writing. students build their vocabulary, including idiom- Readings include modern German selections from atic expressions, and solidify their understanding of major medieval authors and works such as 253. Philosophy of Power German grammar. German culture, as expressed in Hildebrandslied, Rolandslied, Nibelungenlied, Iwein, (3-0-3) Hösle short texts, the Internet, films, and music, provide Parzival, Tristan, courtly lyric poetry, the German No prerequisite. a rich and meaningful context for the writing pro- mystics, secular and religious medieval drama, Der Power is a pervasive feature of human relations but cess. Students work frequently in groups to read Ackermann aus Böhmen, and the beast epic Reineke nevertheless difficult to grasp. It is unavoidable and and edit each other’s work. Fuchs. Class discussions and brief presentations in at the same time in dire need of moral restraints. German by students on the selections are intended This lecture course is dedicated to a logical analysis as an opportunity for stimulating exchange and for- of the concept of power, to a phenomenology of its mal use of German. forms and to a systematization of the maxims of power-oriented individuals as well as to an ethical evaluation of those forms and those maxims. We will use many examples from history and literature. 142
330. The Romantic Tradition Poetic Realism, and Naturalism, students will gain 398. Special Studies I and II (3-0-3) Norton a sense of literary developments in the 19th century (3-0-3) Staff No prerequisite. and how these reflect shifts within the broader cul- Prerequisite: Junior standing, dean’s list. Crosslisted with ENGL 366. ture. Among the writers to be read: Goethe, Tieck, 420. Love and Violence in Medieval German Between 1790 and 1830, the movement known as Kleist, Hoffmann, Eichendorff, Stifter, Storm, Literature (in German) Romanticism profoundly changed the artistic, mu- Keller and Hauptmann. As a 300-level course, writ- (3-0-3) Christensen sical, historical, religious, and political sensibilitites ing will be emphasized. Students will be required to Prerequisite: Four semesters or the equivalent. on the Continent and in Britain. Romanticism rewrite each of their essays. This course will investigate the interplay of love marked a turn from the rational formalism of the 366. 19th-Century German Literature (in and violence in a fascinating variety of secular and Classical period and reawakened an interest in German) religious texts by both women and men from the myth, religious faith, the imagination, and emo- (3-0-3) Norton German Middle Ages. Knowledge of Middle High tional experience. In this course we will focus prin- Prerequisite: Four semesters or equivalent. German is not required, but, where available, cipally on the German contribution to The 70 years that separate the death of Goethe in students will read modern German with facing Romanticism and trace its origins, development, 1832 and the turn of the 20th century are rich in medieval text. and eventual decline in works of literature, philoso- examples of literary and cultural achievement. This phy, theology, music, painting, and architecture. 440. Goethe and His Time diversity and complexity has given rise to a variety Works to be studied will include those by the writ- (3-0-3) Norton of epochal designations — Biedermeyer, ers Ludwig Tieck, Friedrich von Hardenberg Prerequisite: Four semesters. “Vormärz,” Realism, Naturalism, Symbolism, to (Novalis), and Friedrich Schelgel; the philosophers An intensive study of Goethe’s major works of po- name the most prominent — which have served to Fichte and Shcelling; the theologian Friedrich etry, prose and drama within the cultural frame- Schleiermacher; the painters Caspar David categorize each successive generation’s literary, work of his times. Friedrich and some members of the Nazarene political, and social agenda. In this course, we will consider the main outlines of 19th-century German 448. German Cinema in the Weimar Republic school; the composers Franz Schubert, Felix (1918-1933) (in English) literature (including in Austria and Switzerland) by Mendelssohn, and Robert Schumann; and the ar- (3-0-3) Hagens studying representative works of all major genres chitect Karl Friedrich Schinkel. Prerequisites: None for those taking the class in — prose, poetry, drama — and by some of the translation. For those desiring German credit, 350. The Nazi Past in Postwar German Film (in greatest writers of their day: Mörike, Heine, advanced standing in German (five semesters or English) Grillparzer, Hebbel, Keller, Meyer, Raabe, permission of instructor) is necessary. (3-3-3) Hagens Fontane, George. Prerequisite: None for those taking the class in The years between 1918 and 1933 are the translation; to receive German credit, advanced 370. Ostalgie? The Cultural Legacies of the Golden Age of German film. In its development standing in German (minimum of four semesters GDR from Expressionism to Social Realism, the German or the equivalent) is required. (3-0-3) DellaRossa cinema produced works of great variety, many of How have German films since 1945 been trying to Through literature, film, and news sources, this them in the international avant-garde. This course deal with the Nazi past? How do Germans picture course examines the cultural production of the gives an overview of the silent movies and sound their memories of the Third Reich, how do they German Democratic Republic. We look at how films made during the Weimar Republic and define themselves within and against their East German cultural policies influenced literary situate them in their artistic, social, and political content and style, what forms that resistance to country’s history, and how do they live with their context. The oeuvre of Fritz Lang, the greatest these policies took, and how East German artists remembrances now? Primarily, this class aims at is- German director, receives special attention. Should grappled with Nazi Germany and the Holocaust sues in the realm of ethics (perpetrators, victims, we interpret Lang’s disquieting visual style as a and have now transformed into the new unified and passive accomplices; stereotypes; courage and highly individual phenomenon independent of its Germany. cowardice; personal and national guilt; revisionism, environment, or can we read his obsessive themes coming-to-terms, and productive memory; respon- 390. Germany and the New Millennium (world conspiracies and terrorized masses, sibility and the [im]possibility of reconciliation). (3-0-3) Liontas compulsive violence and revenge, entrapment and Some central questions about German history dur- Prerequisite: Four semesters or the equivalent. guilt) as a mirror image of the historical period? ing the Third Reich and the postwar era will be This course addresses the most important political, Might his films, as come critics have suggested, dealt with. The course will also develop basic cat- socioeconomic, cultural, and environmental issues even illustrate how a national psyche gets enmeshed egories of film analysis and ask questions about the currently confronting Germany, Austria, and Swit- in fascist ideology? special capacity of film to help a nation work zerland. The course is designed to develop confi- Films subtitled, dubbed, or in English; read- through its past. Films subtitled, dubbed, or En- dence in communicative skills and greater facility ings, lectures, and discussions in English. in dealing with ideas in German and aims to ex- glish language. Readings, lectures and discussions 455. German Drama 1750 to the Present (in in English. pand the learners’ cultural knowledge acquired in German) previous German courses, with emphasis on com- 365. German Novelle (3-0-3) Hagens munication and acquisition of the advanced lan- Prerequisite: Five semesters or the equivalent, or (3-0-3) Staff guage skills: genre-based reading and listening Prerequisite: Four semesters or the equivalent. permission of the instructor. comprehension, and oral and written expression on We will read and discuss some of the greatest plays This course will explore the German “Novelle,” contemporary topics. The conversational compo- one of the most popular genres of 19th-century in the German dramatic tradition, by authors such nent of this course will require student/teacher and as Lessing, Goethe, Schiller, Kleist, Grillparzer, German literature. Each work will be read and dis- student/student interaction (in large and small cussed with careful attention to its formal charac- Nestroy, Freitag, Hauptmann, Hofmannsthal, group settings) to exchange cultural information, Brecht, and Werfel. This semester we will focus on teristics as well as its historical and cultural clarify meanings, express opinions, argue points of the so-called “drama of reconciliation,” a newly contexts. By proceeding chronologically through view, and engage in communicative functions that rediscovered genre, where the conflict is serious but the literary periods of Romanticism, Biedermeier, language is used for. This course will include an ends harmoniously. By interpreting classic ongoing evaluation of students, using a variety of German-language plays in the original, you will (1) evaluative instruments and communicative con- learn how to approach drama analysis, and you will texts. 143
(2) develop a sense for the history of drama 475. The World as Theater (in German) 480. The German Novel Since 1945 throughout the past 250 years. In addition, we will (3-0-3) Hagens (3-0-3) Profit study a few short, and often English-language, texts Prerequisite: Four semesters of German or the Prerequisite: Four semesters. in the theory of drama (Aristotle, Schelling, equivalent. An extensive study of the post-World War II novel Carriere, and Cavell, as well as our department’s “All the world’s a stage” — this insight has been of the German-speaking countries, its characteristic own Hösle and Roche), which will (3) allow you to dramatized by many playwrights. While the core of themes and forms. Readings will include Böll, Wolf differentiate between the basic genres of drama this idea seems to have remained the same (namely, and Dürrenmatt. (tragedy, comedy, and drama of reconciliation), the world is like a theatre, human existence like a 481. Die DDR: Die Ideen und die Menschen and you will (4) understand better the nature of play, and we are like actors), the form of the idea (3-0-3) Christensen conflict and reconciliation. Students interested in has gone through many telling variations. By ob- Prerequisite: Four semesters. other national literatures will have the opportunity serving these changes, we will learn not only about We will begin this course by discussing the end of to draw comparisons with plays by authors such as the history of drama and theatre over the past 350 World War II and the consequent division of Ger- Aeschylus, Sophocles, Shakespeare, Calderón, years but also about the relation between a stage many. We will study the German Democratic Re- Corneille, Racine, and Ibsen; and those interested play and the rest of reality; and most importantly, public from the inside, that is, through literature in film may branch out into analyzing works by we will find out what the foremost dramatists advo- that was officially sanctioned by the GDR govern- directors such as Hitchcock, Renoir, Ford, Capra, cated our proper role in life should be. We will ment. This will include writings to represent each Curtiz, Hawks, Chaplin, and Kurosawa. read, discuss and write about some of the greatest decade from the 1940s through the 1980s, culmi- dramas in the German-language tradition, by au- 470. Modern Lyric Poetry nating with the fall of the Berlin Wall, by authors thors such as Weise, Tieck, Buechner, Schnitzler, (3-0-3) Profit such as Friedrich Wolf, Willi Bredel, Stephan Hofmannsthal, Brecht, Weiss, Handke, Prerequisite: Four semesters. Hermlin, Christa Wolf, Ulrich Plenzdorf and Duerrenmatt and Tabori. A close reading and analysis of 20th-century poetry Christoph Hein. To provide important perspective, from expressionism to the present. 477. Holocaust in German Film and Theatre we will also read works by artists who were com- (in German) pelled to leave the GDR to continue their craft, 471. 20th-Century Prose and Poetry (3-0-3) Hagens such as Wolf Biermann and Freya Kliwer. We will (3-0-3) Profit Prerequisite: Five semesters of German or also consider news articles, letters, interviews, Prerequisite: Four semesters. permission of instructor. school texts and political cartoons, which will offer To make the student aware of the rich diversity of We will study German, Austrian, and Swiss stage a diverse, provocative, authentic and sometimes both form and content extant in 20th-century lit- plays and films that have the Holocaust for their quite personal approach to the study of the GDR. erature, a wide variety of materials will be studied. central issue. Our close analyses will be framed by We will also study the short but significant span of They will not only encompass various genres (the broader questions: How can the (re)presentation of time between the fall of the Wall and the unifica- poem, the short story, the novel and the drama) evil on stage or screen become meaningful—or is tion of the two German states and will conclude by but will also represent various time periods, from such an endeavor beyond the limits of (re)presen- reading several short stories by Doris Doerrie treat- the early 1900s to the ’70s. Among others, readings tation? What are the respective weaknesses and ing the lasting complexities of unification. will include Rilke; Die Weise von Liebe und Tod des strengths of theatre and cinema when confronted 482. Literature of Unified Germany 1989-2000 Cornets Christoph Rilke; Kafka, Der Landarzt; with this challenging topic? How do German and (in German) Dürrenmatt, Der Richter und sein Henker; Borchert, Austrian plays and films about the Holocaust differ Draussen vor der Tür. from the ones produced in other countries? (3-0-3) Christensen 472. The Modern German Short Story Prerequisite: Four semesters or the equivalent. 479. Aesthetics, Aestheticism, Aestheticization How has German identity changed since 1989? In (3-0-3) Staff (in English) Prerequisite: Four semesters. what ways has the status quo of divided Germany (3-0-3) Norton been maintained, even fortified, by unification? Is Modern German Prose: the German short story No prerequisite. and other forms of prose from the “Stunde Null” in the literature written in Germany since 1989 One of the persistent clichés of modern German merely reflecting or is it influencing societal, cul- 1945 to the 1990s. Authors range from East and culture was that Germany was the land of “poets West German writers of the immediate postwar era tural or political change? Or is it indeed indepen- and thinkers,” with politics largely falling outside dent of such changes? To begin to answer these to the most recent commentators on issues of poli- the equation. Obviously, this disregard for politics tics, society, gender and aesthetics. questions, we read a variety of texts written in Ger- is itself a deeply political gesture, with potentially many since late 1989. To facilitate deep explora- 473. Drama and Directors — and in Germany’s case, verifiably — disastrous tion and discussion, we read a relatively small (3-0-3) Arons consequences. In this class, we explore the relation- number of texts that will nonetheless represent a No prerequisite. ship between art, theories of art, and politics, with wide range of genres (novel, short story, drama, po- “Brecht and Beyond.” The German playwright and an emphasis on the peculiarly German desire to etry, reportage). Authors include Christa Wolf, director Bertolt Brecht is considered to be one of envision a political utopia based on aesthetic Günther Grass, Dürs Grünbein, Holger Teschke, the most influential theatre artists of the 20th principles. Spanning nearly two centuries, the texts Ingo Schulze, Luise Endlich, Dorris Dörrie. To il- century. This course will look at his impact on the we study trace a development that began in the En- luminate the literary works we will read, we also development of theatre here and abroad. In the first lightenment and reached a conclusion during the read and debate what some German authors have half of the semester, we will read several of Brecht’s middle of this century. Readings may include written and are writing about their own social and plays and discuss his directorial practices and works by Herder, Schiller, Hegel, Heine, Marx, historical role — and the role of their writings — theoretical work. In the second half, we will look at Nietzsche, Thomas Mann, Walter Benjamin, in Germany today. plays and productions in the United States and Heidegger, Georg Lukacs, and Adorno. Europe that have been influenced by Brecht’s work. 144
483. Seminar on German Women Writers (in 485. Religious Themes in Modern German 489. Literature and Religion (in German) German) Literature and Thought (3-0-3) Braungart (3-0-3) Christensen (3-0-3) Roche Prerequisite: Four semesters. Participants in this seminar will explore the rich lit- Prerequisite: Four semesters. Literature, according to Martin Walser, descends erary history of female writers from German-speak- This course addresses a variety of religious issues, from religion just as irrefutably as human beings do ing Europe. We read works of many genres (drama, ranging from 18th-century secularization and dis- from the apes. Indeed, there is no denying that short story, novella, novel, letter) by women from cussions of the theodicy to the 19th century’s vari- even during aesthethic modernism, literature, art, the early Middle Ages to the present. In the pro- ous critiques of religion and 20th-century and religion are closely intertwined. When art cess, we encounter Europe’s first playwright, one of discussions of the responsibility of the Church and achieved autonomous status in the second half of the 21st century’s brightest young literary stars, and of religion and intellectuals. The course addresses the 18th century, it did shed its subservient func- an array of intriguing women who lived in the in- both the literary embodiment of religious themes tion relative to religion, yet in terms of its topics, terim. We scrutinize and apply various theoretical and essayistic analyses of religious issues. Authors themes, and, most particularly, its claim to inter- and critical approaches to women’s literature, both to be read and discussed include Lessing, Novalis, pret and give meaning to human existence, litera- in writing and in lively debates. Hölderlin, Büchner, Grillparzer, Feuerbach, Marx, ture remained tied to religion and also became its 484. Overcoming Political Tragedy Nietzsche, Freud and Hochhuth. great rival. (3-0-3) Hagens 486. Der Artusroman—Arthurian Epic This class examines several stations of this de- Prerequisite: If taken for German, five semesters of (3-0-3) Christensen velopment. Beginning with church hymns during German. Otherwise, none. Fulfills literature re- Come and explore the enduring legend of King the Renaissance and Barock, we see how the Bible quirement in the College of Arts and Letters. Arthur and his court as interpreted by German au- was seen as a literary text in the 18th century. At An interdisciplinary course in drama and peace thors of the high Middle Ages (late 12th and 13th the end of the century, art is conceived as an au- studies. Drama is a potentially fascinating topic for centuries). We spend the majority of the semester tonomous and even holy artifact. Poetry, for some, peace studies because, at the heart of traditional on the three best-known and most complete even becomes the medium of human self-definition drama and theatre, there is conflict—and the ques- Arthurian epics in the German tradition: Erec and and the place in which new myths are created. In tion of whether it can be resolved. Moreover, just Iwein by Hartmann von Aue, and Wolfram von the Romantic period, art and religion again become as politics is often dramatic, drama is often politi- Eschenbach’s Parzival, as well as other later Ger- fused into a single unity. A century later, art and cal; there is, for example, an extensive tradition of man adaptations they influenced. These tales are religion again come into close contact in lyric po- plays that make a theme of political revolution, among the most imaginative and fascinating in the etry of the fin-de-siècle. The class concludes with a usually in the form of tragedy or comedy. Students German canon, full of the adventures and exploits consideration of the psalm form in 20th-century in this course read classic political dramas that are of knights and ladies. Our exploration of these texts poetry. Readings include works by Luther, Paul neither tragedies nor comedies but rather bring po- focuses on their relationship to their French and Gerhardt, Klopstock, Hölderlin, Wackenroder, tentially tragic public conflict to positive yet non- English predecessors, on the many twists and turns Stefan George, Rilke, Trakl, Brecht, Celan, and trivial resolution. in story line and character development that each Bachmann. Having discussed definitions of tragedy and individual author creates, and on the information 492. Schopenhauer comedy, and what might be the advantages of aes- they suggest about “real” life in the medieval world. (3-0-3) Hösle thetic renditions of conflict, the class then reads We also take a look at some of the most interesting Prerequisite: Senior standing, dean’s list. some of these dramas of political reconciliation: modern literary and film adaptations of the Schopenhauer’s philosophy signifies a great break Aeschylus, Oresteia/Eumenides; Shakespeare, Mea- Arthurian legend. in the history of Western philosophy: No longer sure for Measure; Calderón, The Mayor of Zalamea; 487. Literature in the Age of Technology Reason, but the Will becomes the grounding prin- Corneille, Cinna; Lessing, Nathan the Wise; (3-0-3) Roche ciple; Schopenhauer claims furthermore to inte- Schiller, William Tell; Kleist, The Prince of Hom- Prerequisite: Four semesters. grate in a productive way Buddhism into his burg; Brecht, The Caucasian Chalk Circle; Lan, De- By way of philosophical analyses and literary ex- pessimistic world view. His influence on the phi- sire; and Fugard, Valley Song. (We also may include amples we shall analyze the role of literature and losophy, but also on the arts of the 19th and 20th selected films, such as Meet John Doe, On the Wa- centuries, has been enormous, not least of all be- terfront, or Twelve Angry Men.) We will examine the humanities in an age increasingly defined by technology. Works will be chosen from authors cause of his original aesthetics. We will read his these plays (and films) through both the categories main work, The World as Will and Representation. of drama analysis and theories of conflict resolu- such as Schiller, Hoffmann, Storm, Kaiser, Ben- tion, mediation, and transformation, with the ex- jamin, Heidegger, Benn and Dürrenmatt. 493. Nietzsche pectation of achieving greater depth in our 488. Philosophical Dialogues (3-0-3) Hösle interpretations of the dramatic texts and in our un- (3-0-3) Hösle Prerequisite: Senior standing, dean’s list. derstanding of the theories of conflict resolution. No prerequisite. Nietzsche’s philosophy represents one of the great- Students of peace studies and political science Philosophy is communicated in different literary est interruptive moments in the history of philoso- who are familiar with these pieces of world litera- genres, as essays, treatises, didactic poems, the phy: No one has destroyed as many assumptions as ture will have acquired a new kind of resource for choice of which influences in a subtle manner the radically as Nietzsche. At the same time, his work their ability to think through and work in conflict contents exposed. One of the most interesting liter- represents a challenge to the literary mind resolution. Being able to draw on such artistically ary genres used by philosophers is certainly the dia- inasmuch as Nietzsche discovered new forms of ex- crafted illustrations of political mediation opens up logue, since it allows to hide the author’s mind pression for philosophical thought. All who are in- historically diverse, cross-cultural, and emotionally behind a variety of different positions that get the terested in German intellectual history as well as in nuanced perspectives onto the topic of their stud- chance to articulate themselves and since it shows the philosophy of the 20th century should study ies. Conversely, students of drama and theatre will the connection between philosophical ideas and his work, even if they conclude that Nietzsche’s ar- acquire more sophisticated technical instruments discoursive behavior. We shall read different texts guments for this break in the tradition are not for the analysis of aesthetic conflict. ranging from Plato to Feyerabend to see how dif- convincing. It is hoped that guest speakers from other de- ferent philosophers have exploited the possibilities partments will participate in the class. All discus- of this genre. sions, texts, and papers are in English, and special arrangements can be made for students of German. 145
494. Thomas Mann (3-0-3) Hösle Thomas Mann is certainly the most influential German novelist of the 20th century. Rooted in the Bildungsbürgertum of the 19th century, influenced by Richard Wagner and the philosophies of Arthur Schopenhauer and Friedrich Nietzsche, he is at the same time a profoundly modern writer with remarkable innovations in narrative techniques. We shall read three of his novels which deal with general cultural (and sometimes also very specific German) issues—the humanizing power of myth (Joseph and His Brothers), the greatness of an outstanding individual and its unhealthy impact on his environment (Lotte in Weimar), the development of modern art at the price of the dissolution of its bonds with morality and its political consequences (Doktor Faustus). 498. Special Studies I and II (3-0-3) Wimmer Prerequisite: Senior standing, dean’s list.
RUSSIAN
101-102. Beginning Russian I and II (3-0-3) (3-0-3) Dinega, Marullo, Cruise No prerequisite. An intensive introduction to the essentials of Rus- sian grammar, with specific emphasis on the noun and verbal systems. Aims at the acquisition of basic structures, vocabulary and sound systems. 201-202. Intermediate Russian I and II (3-0-3) Gasperetti Prerequisite: 102 or the equivalent. This course is an intensive review of grammar designed to facilitate a native-like mastery of the form and function of the Russian noun, verbal, and adjectival systems. Exceptional forms are stressed, and reading selections on contemporary Russian life and excerpts from literary texts are employed to Robert E. Norton, chair of German and Russian languages and literatures improve comprehension and build conversational skills. Bronze Horseman” (1833) and Eugene Onegin Daily readings and discussions. Several small 241-242. Advanced Russian I and II (1833); Mikhail Lermontov’s A Hero of Our Time papers, projects, and exams. (3-0-3) (3-0-3) Staff (1840); Nikolai Gogol’s “Nevsky Prospekt” (1835), 375-376. 20th-Century Russian Literature I and Prerequisite: 202 or the equivalent. “The Portrait” (1835), “The Overcoat” (1842) and II (in English) Drill in everyday patterns of conversation; empha- Dead Souls (1842); Ivan Turgenev’s Notes of a (3-0-3) (3-0-3) Marullo sis on idiomatic Russian; vocabulary expansion; Huntsman (1852) and Rudin (1856); Fyodor No prerequisite. grammar review; reading and discussion of Russian Dostoevsky’s Poor Folk (1845), The Double (1846) RU 375 investigates the literary expression that at- literature and culture; written compositions, news- and Netochka Nezvanova (1849); and Leo Tolstoy’s tended the explosion in the arts in Russia—for ex- papers and magazines used as supplementary Childhood (1852) and The Sevastopol Sketches ample, Stravinsky in music, Diaghilev in ballet, materials. (1855-1856). Chagall in painting—in the first 30 years of the Topics to be included are the content and 373-374. 19th-Century Russian Literature 20th century. Literary movements covered include method of Realism (“gentry,” “urban,” “classical,” Survey I and II (in English) decadence, proletarian literature, and modernism. “romantic,” and “psychological”); the evolution of (3-0-3) (3-0-3) Marullo RU 376 focuses on literature as protest against So- the “family” chronicle; the nature and development No prerequisite. viet totalitarianism and as an assertion of the free- of the Russian hero and heroine, particularly, the 19th-Century Russian Literature I (1800-1860) in dom and dignity of the individual in the face of so-called “superfluous” and “little” man; the inter- English is the first part of a two-semester survey of challenges from the state and from “modern life.” play of “patriarchal,” “matriarchal,” and messianic” long and short fiction and focuses on the rise of voices; the dynamics of Russian soul and soil; the Realism in Russia, in particular the early fiction of interaction of lord and peasant; and finally, the Turgenev, Tolstoy and Dostoevsky. Readings in- conflict between city and country, “old” and clude Alexander Pushkin’s The Tales of Belkin “new,” Russia and the West. (1830), “The Queen of Spades” (1830), “The 146
379. Brothers Karamazov (in English) 462. 20th-Century Russian Literature Survey OMPARATIVE ITERATURE (3-0-3) Gasperetti (in Russian) C L No prerequisite. (3-0-3) Dinega, Gasperetti This course is a multifaceted investigation into the Prerequisite: 202 or the equivalent. No prerequisites. philosophical, political, psychological, religious, Surveys the literary innovation and political sup- 411. Self-Definition and the Quest for Happiness and literary determinants of Dostoevsky’s longest pression of literature that defined Russia in the in Continental and American Prose of the 20th and most complex novel. Emphasis is placed on 20th century. Introduces such movements/periods Century (English and German) daily, in-depth discussions based on a close reading as Symbolism, Acmeism, Futurism, the “Fellow (3-0-3) Profit of The Brothers Karamazov. Collateral assignments Travelers,” Socialist Realism, and the “Thaw.” Prerequisite: Four semesters of German or the illuminate a variety of themes in the novel, from 471. Introduction to Russian Poetry (in equivalent. the author’s visionary political predictions and Russian) Everyone from the ancients to the most technologi- rejection of West European materialism to his (3-0-3) Dinega cally conscious CEOs tell us that those who suc- critique of rationalism and mockery of literary Prerequisite: 202 or the equivalent. ceed know the difference between the important convention. An introduction to Russian poetry, poetic and the unimportant and they allocate their time 381. Russian Women Memoirists movements, and verse forms. We will survey the accordingly. But how does one make these choices? (3-0-3) Dinega major periods and styles of Russian poetry, If in fact success and happiness are synonymous, as Throughout the history of Russian literature, the including Classicism and the Baroque (18th some would claim, which way lies success, lies hap- genres of autobiography, memoir, and diary have century), Romanticism and the post-Romantics piness? And what are the guideposts? provided a venue for women to find their voices in (19th century), and the early Modernist poetry of What really matters? In an age such as ours, a private arena safely distanced from the privileged the pre-Revolutionary period (including does anything have lasting value? Do I really mat- genres of novels and lyric poetry. This course exam- Symbolism, Acmeism, and Futurism), as well as ter? If I am most assuredly defined by my beliefs ines the history and development of the female later 20th-century Russian poetry. Readings will and my deeds, what then do I believe, what do I memoir in Russian litreature, from the 18th-cen- include poems by Derzhavin, Pushkin, Pavlova, do? In the final analysis, who am I? tury memoirs of a courtier of Catherine the Great Zhukovskii, Tiutchev, Nekrasov, Blok, Akhmatova, If literature, as so many maintain, not only to documents of the Stalinist terror and prison Mandel’shtam, Pasternak, Khlebnikov, mirrors but also foretells world events, how have camp life of the 20th century. We also will address Maiakovskii, Tsvetaeva, Vysotskii, Brodskii, and several 20th-century authors representing diverse theoretical questions about women’s autobio- others. Emphasis will be placed on the evolution of national traditions formulated the answers to these graphical writing and consider the relationship of verse forms and poetics, as we attempt to fathom seminal questions? Readings will include F. Scott the works we read to the dominant “male” literary the extraordinary power of the Russian poetic word Fitzgerald, The Great Gatsby; Albert Camus, The tradition. in the context of Russian society, history, and Stranger; Max Frisch, Homo Faber. 393. Dostoevsky (in English) culture. Students will be required to write short 470. The Outsider in 20th-Century European (3-0-3) Marullo compositions in Russian, make oral presentations, Fiction (English and German) No prerequisite. and translate selected passages from assigned works. (3-0-3) Profit Selections from Dostoevsky’s short stories, novellas 493. Pushkin and His Time (in Russian) Critical analysis of six modern works, Gide and and novels. (3-0-3) Dinega, Gasperetti Hesse among them, which will attempt to define the nature of the outsider, the man without a 394. Tolstoy (in English) Prerequisite: 202 or the equivalent. An analysis of the lyric and narrative poetry, physical and spiritual home and his pivotal signifi- (3-0-3) Cruise cance for our times. No prerequisite. drama, and prose fiction of Russia’s national liter- Selections from Tolstoy’s folk tales, short stories, ary treasure. Discussions focus on Pushkin’s contri- 491. Evil and the Lie (English and German) novellas and novels. butions to the creation of a literary language, his (3-0-3) Profit transition from Romanticism to Realism, his inno- In an attempt to define the nature of evil and its re- 451. St. Petersburg as Russian Cultural Icon vative treatment of genres, and his role in the de- lation to such phenomena as lying and the preser- (3-0-3) Gasperetti velopment of the Russian tradition of prose fiction. vation of a self-image, this seminar will carefully St. Petersburg’s rich cultural heritage is used to in- analyze works spanning the years 1890-1972. vestigate Russia’s struggle for national identity. Ar- 494. Tolstoy (in Russian) (3-0-3) Gasperetti Among them will be Wilde, The Picture of Dorian eas covered include literature (Pushkin, Gogol, Gray; Gide, The Immoralist; and Frisch, Andorra. Dostoevsky, Blok, Akhmatova, Zamiatin), painting Prerequisite: 202 or the equivalent. Samples Tolstoy’s novellas, short stories, and Further courses acceptable for Comparative (Repin, Surikov, Malevich), music (Stravinksy, Literature majors will be found listed by the De- Shostakovich), dance (Diaghliev, Fokine), and film folktakes, with excerpts from the major novels. partment of English. Consultation of program di- (Eisenstein). Themes include Tolstoy’s Realism, his critique of the institutions of church and state, his philosophy rector is required. 461. 19th-Century Russian Literature Survey of nonviolence, and the impact of his religious “cri- (in Russian) sis” on the latter half of his literary career. (3-0-3) Gasperetti Prerequisite: 202 or the equivalent. 498. Special Studies Introduces the major movements and authors of (3-0-3) Staff the 19th century. Special attention is given to the Prerequisite: Senior standing, dean’s list. genesis of the modern tradition of Russian litera- ture in the first half of the century and to the role literary culture played in the political and social fer- ment of the period. Readings, discussions and writ- ten assignments are in Russian. 147
Professional Specialist A student in the History Honors Program will History and Concurrent Associate Professor: take 30 hours, rather than 24, of upper-division D’Arcy Jonathan Boulton history courses to satisfy both the Honors Program Assistant Professional Specialist: and History Major requirements. The History Chair: Daniel A. Graff Honors student will follow the regular program of John T. McGreevy Associated Faculty: studies above and, in addition, take HIST 495H, Director of Graduate Studies: Michael J. Crowe (Program of Liberal Studies); 494H, and 499H, replacing HIST 491-493. Olivia Remie Constable Lionel Jensen (East Asian Languages and Each History Honors student also will select a Director of Undergraduate Studies: Literatures); Thomas Schlereth (American field of concentration (pre-1600 Europe, post-1600 Rev. Thomas Blantz, C.S.C. Studies); Phillip Sloan (Program of Liberal Asia, the Americas, Intellectual History, etc.) and Associate Director of Undergraduate Studies: Studies); Kevin Whelan (Keough Institute for will take three courses (nine hours) in this field to Daniel A. Graff Irish Studies) complete the program. Andrew V. Tackes Professor of History: Concurrent assistant professors: Nathan O. Hatch Steven Brady; Kathleen Sprows Cummings; Course Descriptions. The following course de- Andrew V. Tackes Professor of History: Dorothy Pratt scriptions give the number and title of each course. John H. Van Engen (on leave 2002-03) Lecture hours per week, laboratory and/or tutorial Andrew V. Tackes Professor of History: Program of Studies. The Department of History hours per week and credits each semester are in Thomas P. Slaughter offers courses for undergraduates designed to ex- parentheses. The instructor’s name is also included. Francis A. McAnaney Professor of History: pose them to life in the past as it was experienced George M. Marsden (on leave spring 2003) in Europe, Asia, Africa, and the Americas. In addi- 111. Western Civilization I Rev. John A. O’Brien Associate Professor of History: tion to courses that contribute to an understanding (3-0-3) Noble, O’Leary John T. McGreevy of Western culture and its roots, the department A survey of the major events and issues in Western Carl E. Koch Assistant Professor of History: also offers courses on Middle Eastern, East Asian, history from the emergence of civilization in Egypt Richard Pierce (on leave fall 2002) Native American and African American history, as and Mesopotamia until the 15th century. Subjects Rev. John J. Cavanaugh, C.S.C., Professor of well as ones that explore the historical dimensions studied at length include Greek culture, democ- Humanities: of issues of race, class and gender. Courses offered racy, and imperialism; the Roman Republic and James Turner consist of lectures and seminars that require Empire; and the emergence of the Christian civili- Robert M. Conway Director of the Medieval Institute: students to develop a critical appreciation of pri- zation of the Middle Ages. Thomas Noble mary and secondary texts, and skills in historical 112. Western Civilization II John M. Regan Jr. Director of the Joan B. Kroc writing. (3-0-3) Bergen, Crago, Hamburg, Kselman Institute for International Peace Studies: To major in history, a student must take a to- This course will examine important topics in Euro- R. Scott Appleby tal of 24 semester hours (eight courses) numbered pean history from the Renaissance to the present: Professors: 300 or above and distributed as follows: the evolution of statecraft in Machiavelli’s Flo- R. Scott Appleby; Kathleen A. Biddick (on * six hours in Africa/Asia/Europe (pre-1600) rence; the impact of the Reformation on European leave 2002-03); Rev. Thomas Blantz, C.S.C.; * six hours in Africa/Asia/Europe (post-1600) society and political life; the Scientific Revolution Gary M. Hamburg; Christopher S. Hamlin; * six hours in the history of the Americas and the Enlightenment; the French Revolution and Nathan O. Hatch; Ivan A. Jaksic (on leave * six hours of electives its aftermath; the development of liberalism, social- 2002-03); Thomas A. Kselman (on leave spring ism, feminism and nationalism in the 19th 2003); George S. Marsden (on leave spring The study of history provides an ideal context century; the evolution of 20th-century warfare; the 2003); Dian H. Murray; Thomas Noble; within which students can sharpen their analytical Russian Revolution of 1917; the bloody history of Thomas P. Slaughter; James Turner; John H. and verbal skills. To encourage this process, every fascism and Nazism; the Holocaust; the “atomic Van Engen (on leave 2002-03); J. Robert Wegs history major is required to enroll in at least one age,” the Cold War and the collapse of the Soviet (on leave 2002-03) departmental seminar (491-493), a course that will empire. Professors Emeritus: require students to engage in extensive research and Robert E. Burns; Vincent P. De Santis; Jay P. write a major essay. 115. The Growth of the American Nation Dolan; J. Philip Gleason; Rev. Robert L. Qualified students, with the permission of the (3-0-3) Dowd, Waldstreicher, Turner A survey of the social, cultural and political history Kerby; Bernard P. Norling; Walter Nugent; instructor, may elect courses in the 500 series of the of the British North American colonies and the Rev. Marvin R. O’Connell; Andrzej Walicki history department (see the Graduate School Bulle- United States to the close of the Civil War. Orga- Associate Professors: tin of Information). Work in one of the concentra- nized around the question of American “nation- Gail Bederman (on leave 2002-03); Doris tions or area studies programs described below may hood,” topics include Indian, European and Bergen; Olivia Remie Constable; Gregory E. also be undertaken in conjunction with the Depart- African encounters; regional and sectional diver- Dowd;John T. McGreevy; Rev. Wilson D. ment of History. Miscamble, C.S.C.; James Smyth (on leave gence; religious impulses and revivals; imperial con- 2002-03); Rev. Robert Sullivan; Julia Thomas; History Honors Program. The history depart- flict and revolution; constitutional development David Waldstreicher ment offers a special program of study, the History and argument; immigration and nativism; the fron- Assistant Professors: Honors Program, for the most talented and moti- tier hypothesis and westward expansion; slavery Ted Beatty; Paul Cobb (on leave 2002-03); vated history majors. The program, consisting of a and emancipation; sectional division and the Civil Laura A. Crago; Semion Lyandres; Aideen three-course sequence, began in the spring 2002 se- War. O’Leary; Emily Osborn (on leave fall 2002); mester with an inaugural class of 15 juniors. Suc- Richard B. Pierce (on leave fall 2002) ceeding classes of junior history majors will be invited to join in the fall semester of each academic year. 148
116. The Development of Modern America 180. History University Seminar 235. Irish American Experience (3-0-3) Blantz, McGreevy, Miscamble, Bederman, (3-0-3) Staff (3-0-3) Dolan Brady An introduction to the seminar method of instruc- For sophomores only. The purpose of this course is to provide the student tion which explores the major methodologies of the This course will examine the history of the Irish in with a basic understanding of the political, diplo- historical discipline and which accents the organi- the United States. In many respects the Irish are matic, social and economic development of the zation and expression of arguments suggested by the great success story in American history. They United States from the end of the Civil War to the readings in historical topics. have moved from the shantytowns of urban present. Major topics to be covered include the in- 214. Europe from the French Revolution to America to the board rooms of Wall Street. Along dustrial revolution of the late 19th century, the World War I the way they have left their mark on American poli- Populist movement, the progressive presidencies of (3-0-3) Bergen tics, literature, religion and the labor movement. Theodore Roosevelt and Woodrow Wilson, the This course explores Europe from 1789 to 1945, These are the areas that the course will study. Since Great Depression, the causes and effects of World 150 years that included both the peak of European the story must begin in Ireland, one-third of the Wars I and II, the Cold War years of Presidents world power and its unprecedented wars of self- course will examine the history of modern Ireland Harry Truman and Dwight Eisenhower, the destruction. We will address the wars, revolutions, so that the students can better understand the New Frontier and Great Society, the Civil Rights ideas, social movements, and the individuals that Irish experience in the United States. After study- Movement, Vietnam, President Richard Nixon and shaped Europe from the French Revolution to ing the famine of the 1840s, the course will turn to Watergate, and the presidency of Ronald Reagan. Hitler. Nationalism, liberalism, conservatism, the theme of emigration in order to bring the Irish The class format will be two lectures and one dis- socialism, imperialism, racism, antisemitism, and to the United States. Then it will study the great cussion session per week. feminism are among the intellectual and political themes of Irish American history—politics, litera- 121. Ancient Greece and Rome trends to be examined. The course will include ture, religion and labor. The heart of the course (3-0-3) Mazurek lectures as well as small group discussions based on will be the century of immigration, 1820-1920. In this course, first-year students will explore the reading of primary sources and literary works by 240. Vikings history and culture of ancient Greece and Rome writers such as Shelley, Marx, Flaubert, (3-0-3) O’Leary through study of texts central to the Classical Dostoevsky, Ibsen, Freud, Kafka, Woolf, and Levi. The Vikings are notorious in European history for Greek and Latin literary traditions. Major authors We will also watch several classic films. plunder and pillage, pagan savagery, and horned to be read include Homer, Sophocles, Plato, and 222. Burned at the Stake: Medieval Heresy helmets. Participants in this lecture-and-discussion Vergil. Important topics to be considered through- (3-0-3) O’Leary course will study the impact of Viking invaders in out the semester include concepts of the divine; This class will cover the principal heresies of the Europe and North America over four centuries, heroism and virtue; concepts of gender; democracy, Middle Ages, beginning with the teachings and and will consider whether Scandinavians made any empire, and civic identity. Students should come developments of early heretical movements. real contribution to the societies they terrorized. away from the course with deeper appreciation for Students will investigate what constituted a heresy Discussion (including heated debates) will be based the Classical roots of their own social, intellectual, and how “orthodox” Christianity responded to on medieval primary sources from England, Ire- and religious lives. such challenges. Requirements include land, France, and Russia. Scandinavian life at home 150. Modern Russia 1600 to Present participation in class discussion, a final exam, and a and the possible reasons for migration will also be (3-0-3) Hamburg, Lyandres paper on a topic of the student’s choice. considered, as background to the more exciting events abroad. The importance of archaeological This course is an introduction to the turbulent po- 224. The Holocaust litical and cultural history of modern Russia. Lec- evidence (including art), and modern treatments of (3-0-3) Bergen Vikings in film and literature, will also be included. tures will treat such topics as the rise and fall of the In this lecture/discussion class we will study the Russian empire, the bloody legacy of the Soviet Nazi German program of mass killings that has 246. History of Communication Technologies Union and Russia’s current experiment with consti- come to be known as the Holocaust. We will ex- (3-0-3) Staff tutional government and capitalism. plore the ideas, decisions, and actions that culmi- The Internet is creating a revolution in the ways we 155. Collapse of European Communism nated in the murder of an estimated hundred communicate and organize information. This (3-0-3) Crago thousand people deemed handicapped, half a mil- course seeks to deepen our understanding of cur- Why did certain countries become communist lion Roma (Gypsies), and six million European rent issues about the access to information, owner- regimes after World War II? And how did Jews. The role of historical prejudices, the impact ship of ideas and the possibilities for change. We communism collapse there? This course will of National Socialist ideology and leadership, and can gain a new perspective by examining the his- explore the rise and fall of communism in Eastern the crucial factor of the war itself will all be tory of previous shifts in the technology of commu- Europe from World War II to 1989. Emphasis will considered. We will address the experiences of nication in ancient, medieval and early modern be placed on the Hungarian, Czech, Polish, and those targeted for annihilation as well as the actions societies. We begin by learning about the effects Yugoslav experiences. Students will examine the of perpetrators and the role of others: bystanders, that the earliest forms of writing had on ancient so- period by reading traditional historical and political witnesses, and rescuers. At the same time we will cieties. Next, we discuss the role of Christianity in writings as well as examining literature and films examine how attacks on other groups — for ex- the transfer from the scroll to the codex. The third from the period. The reading includes ample, homosexuals, Polish intellectuals, Soviet and larger section explores the development of dif- approximately five books. Although a lecture class, prisoners of war, Jehovah’s Witnesses, and Afro- ferent kinds of books, from illuminated manu- the instructor has reserved Fridays for in-class Germans —fit into the overall Nazi scheme for a scripts like the fabulous Book of Kells and tiny discussion. Students will also be expected to sit for “new world order.” The legacy of the Holocaust af- books for private prayer to mass-produced books a midterm and final examination and to complete a ter 1945 will be discussed as well. for university students. We then examine the shifts 10- to 15-page research paper. following the invention of the printing press in the 15th century. Finally, we consider the current revo- lution of cyberspace. 149
250. Modern Russia to the Present 285. King Arthur in History and Literature 311. Gender/Sexuality/Power: Medieval Europe (3-0-3) Hamburg, Lyandres (3-0-3) Boulton (3-0-3) Biddick This course is an introduction to the turbulent po- This course, intended to introduce undergraduates What has gender to do with sexuality and how can litical and cultural history of modern Russia. Lec- to one of the major themes as well as to the inter- we think about its entanglements in terms of a his- tures will treat such topics as the rise and fall of the disciplinary approaches characteristic of Medieval tory of power? How do shifting borders between Russian empire, the bloody legacy of the Soviet Studies, is a team-taught examination of the devel- what counts as masculine and what counts as femi- Union and Russia’s current experiment with consti- opment and influence of the legend of Arthur, nine produce other kinds of bodies in medieval so- tutional government and capitalism. King of Britain, both in history and in literature. cieties: bodies that don’t matter? Using original sources and material remains produced from the 258. American Art: History, Identity, Culture 305. Greek History third through 15th centuries, together with current (3-0-3) Schlereth (3-0-3) Vacca feminist and queer theory, students will think Introductory and historical overview of the role The primary purpose of the course is to provide a about the work of gendered embodiment and the that several arts (architecture, painting, sculpture) basic narrative history of Greece from the Bronze production of bodies that don’t matter. played in American cultural history, 1640-1940. In Age through the Roman conquest. Another pur- addition to surveying major high style trends, at- pose is systematic insight into special problems of 311E. Western Civilization I tention will also be given to selected regional, folk, two key phases of Greek development, the archaic (3-0-3) Noble, O’Leary vernacular and popular artistic traditions. and classical periods. The rapid growth of the city- For students intending to seek certification in sec- state and the cultural ideals and problems that led ondary teaching through the Saint Mary’s Educa- 261. American Catholic Experience to the invention of philosophy and tragedy are con- tion Program only. (3-0-3) Appleby, Cummings sidered. The course then takes up the institutions A survey of the major events and issues in Western A survey of the history of Roman Catholicism in and policies of democratic and imperialistic Athens history from the emergence of civilization in Egypt the United States from colonial times to the and the political theories they embodied. The class and Mesopotamia until the 15th century. Subjects present, with emphasis on the 20th-century ends with a look at the new Hellenistic world and studied at length include Greek culture, democ- experience. The first half of the course covers the the impact of Greek values on Christianity. racy, and imperialism; the Roman Republic and Catholic missions and settlements in the New Empire; and the emergence of the Christian civili- World, Republican-era Catholicism’s experiment 306. Roman History zation of the Middle Ages. with democracy, and the immigrant church from (3-0-3) Mazurek 1820 to 1950. The second half of the course fo- An introduction to ancient Roman history, tracing 312E. Western Civilization II cuses on the preparations for, and impact of, the the development of Roman civilization through po- Bergen, Crago, Hamburg, Kselman Second Vatican Council (1962-65). Assigned read- litical, religious and social institutions of the Re- For students intending to seek certification in sec- ing includes a packet of articles and primary public and Empire. Students read original sources ondary teaching through the Saint Mary’s Educa- sources about the Liturgical Renewal, Catholic Ac- in translation as well as secondary works by modern tion Program only. tion, social justice movements and other historians. See HIST 112. preconcilliar developments. 315E. The Growth of the American Nation 307. Middle Ages I Dowd, Waldstreicher, Turner 265. Visual America (3-0-3) Boulton, Van Engen For students intending to seek certification in sec- (3-0-3) Schlereth This course is designed as a topical introduction to ondary teaching through the Saint Mary’s Educa- This course explores dimensions of several types of European history between 500 and 1000. It will ex- tion Program only. visual expression: popular photography, genre and amine the evolution of various forms of economic See HIST 115. historical painting, chromolithography, commercial systems, societies, and civilizations in Western Eu- arts in American culture history from Louis rope during this period, concentrating on France, 316E. The Development of Modern America Daguerre’s development of photography in 1839 to Italy, England, and Germany. History majors as Blantz, McGreevy, Miscamble, Bederman, Brady the public exhibition of television at the 1939 New well as students interested in a historical introduc- For students intending to seek certification in sec- York World’s Fair. tion to medieval civilization are welcome. ondary teaching through the Saint Mary’s Educa- tion Program only. 270. The Civil Rights Movement 308. Middle Ages II See HIST 116. (3-0-3) Pierce (3-0-3) Constable, Van Engen There may not be a term in American society This course is designed as a topical introduction to 314. England Since 1789 which is as recognized yet misunderstood as “civil European history between 1000 and 1500. It will (3-0-3) Sullivan rights.” Often civil rights are conflated with human examine the evolution of various forms of eco- The course involves reading and thinking about rights, even though each is distinct from the other. nomic systems, societies, and civilizations in West- and discussing both the history and the historical During the semester, we will trace the Civil Rights ern Europe during this period, concentrating on interpretations of some major elements in the Movement in the United States during the 20th France, Italy, England, and Germany. History development of modern English politics, society, century and its lasting impact on American society. majors as well as students interested in a historical and culture. We will do so using as many media as possible. introduction to medieval civilization are welcome. Fortunately, we will have the opportunity to study 310. 100 Years’ War (1337-1453) an important part of American history in signifi- (3-0-3) Staff cant detail. The time span we cover will not be that This course surveys the history of France and En- great, but the issues we investigate challenge the gland during the 14th and early 15th centuries. founding principles of American society to its core. Major themes include the dynastic claims of En- glish kings upon the crown of France, the Black Death, the rise of the Burgundian state, the growth of a middle class, the question of growing national identity, and new trends in the arts. 150
316. Medieval Towns and Urban Life 326. Irish History I 343. Intellectuals and Politics (3-0-3) Constable (3-0-3) Smyth in Latin American Society This lecture course will cover the structure and de- This course consists of lectures and readings exam- (3-0-3) Jaksic velopment of urban centers in Europe and the ining Irish political history from the beginning of This course will discuss the role of intellectuals in Mediterranean World from the Late Antique pe- the Tudor Reconquest to the enactment of the leg- the politics of modern Latin America. It will iden- riod until the 14th century. The course will begin islative union in 1801. Attention is given to tify and define who is an intellectual in Latin with a general discussion of modern urban theory colonization, religious conflict, the Ulster Planta- America, review the range of their concerns, and as- together with ancient and medieval conceptions of tion, political and constitutional reactions to Brit- certain the impact of their ideas on their respective what makes a “city.” From this point, we will track ish government policies, and the rise of Protestant nations. Themes to be addressed include the role of the history of urban life in medieval Europe, patriotism. intellectuals in nation-building in 19th-century Latin America, the participation of intellectuals in Byzantium and the Islamic World, with lectures 327. Making of the Irish Nation II electoral politics, their role in university reform devoted to urban geography, architecture, society, (3-0-3) Smyth movements, and their opposition to military dicta- economy and demography. We will also look in This course will consist of lectures and readings ex- torship, among others. Intellectuals will also be depth at medieval life in individual cities, including amining Irish political history and Anglo-Irish rela- seen in the larger context of such movements as lib- London, Paris, Cairo and Constantinople, in order tions from 1801 up to and including the current eralism, positivism, Marxism, and Christian de- to consider variations in urban society and institu- conflict in contemporary Northern Ireland. Atten- mocracy, among others. tions in different regions. tion will be given to religious conflict, the develop- 320. The Making of Modern Europe ment of romantic and revolutionary nationalism, 345. Europe from the French Revolution (3-0-3) Staff the changing nature of Anglo-Irish relations, the to World War I This course traces the development of Europe as it Irish American dimension, and the special prob- (3-0-3) Kselman emerged from the Middle Ages and slowly teetered lems of the north. During this time Europe changed dramatically in ways that shaped the 20th century: political reform forward to the modern era. Our focus will be on 332. History of the U.S. South, 1876-Present movements advocating nationalism, democracy, the growth of the modern state. From an interdisci- (3-0-3) Pratt and socialism challenged established regimes; the plinary perspective we investigate critical changes This survey relies on cultural, social, and political industrial revolution led to massive changes in soci- in politics, science, economics, religion and the arts analysis to develop an understanding of the region ety and the economy, including the emergence of a which helped usher in the new European system. and its identity. Circumstances and events unique large and affluent middle class and an industrial Attention will also be paid to the segments of soci- to the South will be evaluated in context of the proletariat; European states consolidated power and ety who stood apart from many of these innova- common experiences of the United States. tions affecting the European state. We will seek to mobilized popular support and an advanced tech- understand the place of women, Jews and other 332M. 20th-Century Jerusalem nology for wars in Europe and throughout the “outsiders” in this new European order. (3-0-3) Staff world, into which they expanded as colonial pow- This course will focus on the city of Jerusalem and ers; writers, artist,s and composers reacted to the 323. History of Modern Mexico examine the religious and national contestation changes and conflicts with novels, paintings, songs, (3-0-3) Beatty over the holy city during the 20th century. There is and symphonies that, in their variety of styles, sug- This course examines the complex nation that is an overwhelming body of literature on Jerusalem. gest the vitality and anxiety of this period. Mexico in the 20th century, its challenges and its The course will be limited to exploring the role 346. Making Australia prospects. Focusing primarily on the period since Jerusalem has played during the 20th century in 1870, we will study the social, economic, political four distinct political eras: Ottoman rule, the Brit- (3-0-3) Miscamble and cultural forces that have shaped the history of ish Mandate for Palestine, and Hashemite Jorda- This course will provide both a broad coverage of the United States’ southern neighbor. nian and Israeli control in Jerusalem. In the first Australian history and an analysis of some issues two situations, Jerusalem was part of a great em- and developments of special significance in 325. Enlightenment In Europe pire; in the last two, part of a modern nation-state. contemporary Australia. (3-0-3) Sullivan We will look at the role of religion and holy places 348. Modern Japan By studying works as diverse as Vico’s New Science, within these political systems as well as consider na- (3-0-3) Thomas Mozart’s Don Giovanni, Voltaire’s Philosophical tional aspirations, whether met or unmet. The This introduction to modern Japanese history fo- Dictionary, Turner’s Sun Rising Through Vapour course will also consider the Palestinians and their cuses on political, social, economic, and military af- and Laclos’s Dangerous Liaisons, we first try to map role in the competition for holy city/national capi- fairs in Japan from around 1600 to the early the sheer variety of the cultural achievements of tal-in-the-making. post-WWII period. It considers such paradoxes as Europeans, from Dublin to Naples and samurai bureaucrats, entrepreneurial peasants, up- Koenigsberg to Madrid, during the long 18th cen- 333. British History: 1660-1800 per-class revolutionaries, and Asian fascists. The tury (c. 1687-1807). Then we critically analyze (3-0-3) Smyth course has two purposes: (1) to provide a chrono- some of the major scholarly efforts to reduce and This course of lectures and readings concentrates logical and structural framework for understanding organize into some unitary movement, usually on British history from the restoration of monarchy the debates over modern Japanese history, and (2) called “the Enlightenment,” the stubborn complex- in 1660 to the great crisis detonated by the French to develop the skill of reading texts analytically to ity, and frequent contradiction, of the ways in Revolution and war in the 1790s. The other discover the argument being made. The assump- which self-consciously modern, or enlightened, Eu- themes addressed include Protestant dissent, politi- tion operating both in the selection of readings and ropeans in their prose, poetry, paintings, and music cal ideologies, the role of parliament and the rise of in the lectures is that Japanese history, as with all represented power, knowledge, faith, emotions, his- the radical parliamentary reform movement. histories, is the site of controversy. Our efforts at tory, and progress. this introductory level will be dedicated to under- standing the contours of some of the most impor- tant of these controversies and judging, as far as possible, the evidence brought to bear in them. 151
352. Gilded Age and Progressive Era 369. Jacksonian America 377. Engendering War, Business, and Law (3-0-3) McGreevy, Cummings (3-0-3) Graff (3-0-3) Biddick Through discussion and lectures, students examine This course explores the early 19th-century history During the 12th century the Anglo-Norman royal the emergence of a recognizably modern United of the United States, from the close of the War of court made revolutionary advances in killing, States. Topics examined will include the emergence 1812 to the coming of the Civil War (1815-1850). counting and judging at the same time that they of the corporation, progressive reforms, the chang- Although the era and course take their name from patronized the emergence of Arthurian romance in ing contours of American religion, the character of President Andrew Jackson, we will cover much historical writing. History textbooks usually com- the New South, the battle for women’s suffrage, de- more than national politics and affairs of state. We partmentalize the history of war, accounting, the velopments in the arts, and American involvement will explore the birth of mass political parties, con- law, and romance. This course, instead, asks what in the First World War. flicts between nationalism and sectionalism, early they have in common, specifically, how they were industrialization and the rise of class conflict, the 353. Polish and Lituanian Commonwealth engendered on the bodies of imaginary dead maid- development of slavery and antislavery, changing (3-0-3) Crago ens, cannibalized Muslims, and tortured Jews. gender roles and the rise of feminism, evangelical This course will survey the history of the Polish religion and reform, and Native American resis- 378. Polish History I: From the Jaqiellonians and Lithuanian Commonwealth from its origins in to Stansislaw Augustus tance and removal. The course will emphasize ac- the 1386 dynastic union of Jogailo, Grand (3-0-3) Crago tive participation by students through regular Duke of Lithuania, with Hedvig, the daughter of This course will examine Polish history from the discussion and frequent writing assignments. Polish king, Louis the Great (1370-1382), through union of Lithuania with Poland in 1386 to the par- the transformation into a political union at Lublin 371. Survey of African American History I titions of Poland in 1772, 1793, and 1795. In in 1569 to the collapse of the Commonwealth (3-0-3) Pierce other words, the course will survey Polish history which culminated in three partitions at the end of This course is a survey of the history of African from the period when Poland emerged as a unique the 18th century. Special emphasis will be placed Americans, beginning with an examination of their and great European state through the period when on the political processes which transformed the west African origins and ending with the Civil War Poland experienced political and social decline and Commonwealth into one of the most democratic era. We will discuss the 14th and 15th centuries, succumbed to political extinction. Topics to be ex- countries in the world, but also ultimately contrib- west African kingdoms, forms of domestic slavery amined may include: the growth of unprecedented uted to its decline. Attention, too, will be paid to and west African cultures, the Atlantic slave trade, parliamentary institutions; religious toleration in the wars which ravaged the Commonwealth, in- early slave societies in the Caribbean, slavery in co- the age of the Reformation and the Counter Refor- cluding those with Muscovy, Sweden, the Ottoman lonial America, the beginnings of African American mation; the emergence of unprecedented political Empire, and with the peoples of what today is cultures in the north and south during and after freedoms for the nobility; the Renaissance; the modern Ukraine. the revolutionary era, slave resistance and rebel- “second serfdom”; the Commonwealth’s military 356. American Social History lions, the political economy of slavery and resulting exploits; the crisis of Polish democracy in the 17th and 18th centuries; Polish “orientalism” and (3-0-3) Staff sectional disputes, the significance of “bloody Kan- “Sarmatianism”; and the Polish Enlightenment. This upper-division course examines the social his- sas” and the Civil War. tory of the United States. Format may include lec- 372. Survey of African American History II 379. European Women in the 20th Century tures, readings, discussions, exams and a (3-0-3) Pierce (3-0-3) Bergen paper. This course will survey the history of African This course explores European history of the 20th 360M. Media and American Culture from the Americans from 1865 to 1980. Specifically, this century as it has been shaped, experienced and in- Age of Print to the Internet course will focus on the problems of Reconstruc- terpreted by women. Using a variety of sources — (3-0-3) Waldstreicher tion in the South after the Civil War, the adjust- memoirs, government documents, novels, films and This course examines the myths and realities of me- ments and reactions of African Americans to newspaper accounts—we will examine women’s dia in the American past and present, paying par- freedom, the economic exploitation of sharecrop- lives from the turn of the century to the present ticular attention to the ways in which old media ping, northern black communities at the end of the day. Themes to be addressed include women and and new have combined to change our lives, and 19th century, the migration of black Southerners to war, the women’s movements, wealth and poverty, the ways different groups of Americans have used northern urban areas, black political leadership, the paid and unpaid work, women’s bodies and repro- various media to make history. Civil Rights Movement, current examples of insti- ductive issues, ethnicity, religion, and popular rep- tutional racism and affirmative action in America. resentations of femininity. Rather than provide a 361M. Origins of American Political Traditions generalized survey, the course will focus on differ- (3-0-3) Waldstreicher 375. Anglo-American Thought ent societies and regions as case studies for specific The ideas, movements, and structures that shaped (3-0-3) Turner issues. the development of American politics (and, argu- A survey of the intellectual history of Britain and ably, American society) from the late colonial English-speaking America from around 1600 to the 380. East-Central Europe I period until the eve of the Civil War. Topics will mid-19th century, including European back- (3-0-3) Crago include theories of politics and society (monarchy, grounds and contexts. Emphasis on writings about A survey of the history of East-Central Europe colonialism, republicanism, liberalism, democracy); religion, government, natural science, education from A.D. 966 to the partitions of Poland. The lec- political parties and their ideologies; constitutional- and human nature. ture will place special emphasis on the political, so- ism; presidential leadership; social movements; re- cial and cultural histories of Poles, Czechs, Slovaks, bellions; nationalism, regionalism and localism; Croats and Hungarians. and the popular political practices that made poli- tics part of everyday life. 152
380M. United States Labor History 385M. American Political Traditions Since 1865 392. History of Christianity to 1500 (3-0-3) Graff (3-0-3) McGreevy (3-0-3) Sullivan This course will examine the history of paid and Students will investigate the political debates—and A survey of the development of Christianity from unpaid labor in the United States from colonial simultaneous examinations of democracy’s charac- late antiquity to the eve of the 16th-century Refor- times to the near present. We will seek to under- ter—that have animated American reformers and mation. Emphases include processes of Christian- stand how working people both shaped—and were intellectuals since the Civil War. The focus will be ization, definitions of prescribed and proscribed shaped by—the American Revolution, the debates on these political traditions, not the studies of voter beliefs and practices, institutional elaboration, rela- over slavery and free labor culminating in the Civil behavior or policy implementation that also consti- tions with imperial and royal authority, impact of War and Reconstruction, the rise of big business, tute an important part of political history. The and on culture, and varieties of religious behaviors. the creation of a national welfare state, the Cold course will begin with discussion of the character of Although the history of the Latin (Catholic) church War-era repression of the left, and continuing de- Reconstruction, and move through the “social is highlighted, the dynamics and consequences of bates over the meanings of work, citizenship, and question” of the late 19th century, Progressive re- its separation first from the Oriental and then from democracy. Throughout the course, we will devote form in the early 20th century, the New Deal, the the Orthodox churches will be examined. The considerable time to the organizations workers cre- origins of modern conservatism, and various post- course aspires to achieve a routine of interactive ated to advance their own interests, namely the la- World War II social reform movements. Readings lectures. bor movement. We will also pay special attention will include court cases, memoirs, speeches and to the complicated yet crucial connections between a sampling of the philosophical and historical 393. History of Christianity II, 1600 to the Present work and racial and gender identities. Specific top- literature. (3-0-3) Sullivan ics may include: slavery, farm labor, women’s do- 386. Europe Since 1945 A course surveying the development of modern mestic work, trade unions, questions of industrial (3-0-3) Wegs Christianity, with emphasis on the West. Subjects democracy, the role of radicalism and the chal- This course introduces students to the economic- include ideas and movements of reform, church lenges confronting workers in the current era of social aspects of post-World War II Europe. Spe- government and structures, missionary enterprises, corporate globalization and anti-sweatshop cific topics include the Cold War, the Soviet Union forms of spirituality and worship, and the political activism. and Eastern Europe, European unity, economic role and cultural impact of Christianity. 381. East-Central Europe II and social change, 1968, thought and culture since 394. Medieval Middle East (3-0-3) Crago 1945 and the revolutionary events of 1989-90. (3-0-3) Cobb A survey of the history of East-Central Europe 388. Environment and Environmentalism in This course offers a survey of Middle Eastern his- from the partitions of Poland to the outbreak of History tory from the rise of Islam in the seventh century World War II. The lecture will place special em- (3-0-3) Hamlin A.D. until the rise of Mongol successor polities in phasis on the political, social and cultural histories This course is an introduction to the new field of the 15th century. The course is structured to cover of Poles, Czechs, Slovaks, Croats, and Hungarians. environmental history. In recent decades, historians political and cultural developments and their rela- 382. Eastern Europe Since 1945 have begun to actively explore the past sensibilities tionship with broader changes in society during the (3-0-3) Crago of various groups toward the quality of their air, formative centuries of Islamic civilization. The course surveys the emergence of communist water and land; the passionate discussions of phi- 395. Modern Middle East Eastern Europe in the wake of World War II and losophers, theologians and social and natural scien- (3-0-3) Cobb then explores the seminal developments which con- tists about resource use, the safety of the environ- This course surveys Middle Eastern history from tributed to the collapse of communism. Emphasis ment, and long-term prospects for humanity; and 1500 to the present. The primary themes to be cov- will be placed on the Hungarian, Czech, Polish, the customs, laws and managerial systems that ered include the emergence and demise of the last and Yugoslav experiences. Students in the course guided use of the environment. Historians have Muslim unitary states; European colonial and im- will examine the evolution in Eastern European so- also increasingly paid attention to the ways envi- perial penetration of the Middle East in the 19th ciety by reading traditional historical and political ronmental factors have affected the course of his- century; the social and cultural impact of imperial- writings as well as drawing on literary and film ac- tory: the effects of the distribution of water, wood ism; state-building in the 20th century; new ideolo- counts of the period. and minerals and of changes in climate or endemic disease. This course ranges widely in methodology gies/nationalisms; contemporary problems of 383. 19th- and 20th-Century Polish History from the history of ideas to paleoclimatology, geo- political and economic development. We will also (3-0-3) Crago graphically from the ancient near east to modern consider the most important movements of Islamic This course will examine the history of Poland America, topically from wood-cutting rights in me- reform and revival over the past two centuries. since the partitions of the Polish state (1772) until dieval France to the rise of the organic farming 404. Mediterranean World, 400-1400 contemporary times. movement and water-allocation laws in the 20th- (3-0-3) Constable 384. Modern European Diplomacy century American West. This lecture course covers the history of the Medi- (3-0-3) Crago 391. Religions in China terranean world from the fifth to the 15th century, This course will investigate some of the main prob- (3-0-3) Murray from the fall of Rome to the fall of Constan- lems in the history of European relations from the This course will examine the religions of China tinople. It examines both elements of unity and di- middle of the 19th century to the present. The em- from both the historical and cultural perspective. versity found around the shores of the medieval phasis will be on the patterns of political interac- It will focus on Confucianism, Taoism, and Mediterranean. Many features, including climate, tion between and among the European powers Buddhism. agriculture, a common Greco-Roman cultural heri- (Britain, France, Germany, Austria-Hungary, Rus- tage, and the sea itself served to unify the Mediter- sia and Italy). We shall also examine their respec- ranean region, while others, such as religion and tive military strategies, both in peacetime and in politics, created tensions and disunity. This course war, and whether those strategies changed over surveys the political history of Southern Europe, time. Our other concern will be to place European Byzantium, and the Islamic world and looks at spe- relations with the context of the great-power sys- cialized topics such as the crusades; commercial ex- tem as a whole. change; intellectual contacts between Christianity, Judaism and Islam; the impact of the plague; 153
Mediterranean families and the position of women; and Mediterranean food. 405. Chivalry, Faith and Splendor: The Court of Burgundy, 1363-1519 (3-0-3) Boulton This course will examine the relationships between political power, Catholic Christianity (both official and popular), chivalry, and the fine arts, in the court of Dukes of Burgundy of the Valois line: the richest and most influential court of Latin Christendom of its day. It will be team-taught by members of several relevant departments. 409. Renaissance Europe (3-0-3) Staff This course will focus primarily on the city-states of Italy, especially Florence and Venice, from roughly 1300 to 1550. We will explore the social and economic foundations of the Italian Renais- sance, its artistic and intellectual expressions (hu- manism and Neoplatonism), and the structures of power and the life of the family within the city- states. We will also devote attention to cultural and political developments in Germany, France, En- gland and Spain, particularly the spread of human- ism north of the Alps and the development of centralized monarchies, monarchies that would help to put an end to the Italian Renaissance. Kathleen A. Biddick, professor of history 410. The Reformation (3-0-3) Staff This course examines the great religious convulsion 413. History/Fantasy/Colony 416. American Thought, Belief, and Values that gripped Europe in the 16th and 17th centu- (3-0-3) Biddick Since 1865 ries. Chronologically, however, we will begin in the What is the relation of history, fantasy, colony? Us- (3-0-3) Marsden late medieval period as we consider important ing two major texts written in the 12th century A study of Americans’ most characteristic American changes that were occurring in European culture (History of the Kings of Britain and History and To- intellectual, moral, and religious beliefs, especially and society culminating with Europe’s first Refor- pography of Ireland), we will analyze the fabrication as expressed by leading thinkers, and of why these mation, not in Germany but in Bohemia. We con- of Englishness and the other within not only in the beliefs have flourished in the American cultural set- clude by considering the relaxation of religious 12th centry but also as a repeating problem in his- ting. Topics will include questions such as the tensions in the late 17th century and concurrent tory, fantasy, colony in 19th- and 20th-century competing authorities of faith and science, the growth of toleration and skepticism. Throughout Britain. search for truth in a pluralistic society, professional the course we will consider religion as a dynamic Some other course materials include two films: and popular philosophies including pragmatism that has a broad impact on society affecting not Handsworth Songs (Black Audio Collective) and and post modernism, moral authority in demo- only personal belief but also the politics, social pat- Robin Hood: Prince of Thieves. We also will ques- cratic culture, social science and law, the relation of terns, and the intellectual and cultural production tion how major British cultural institutions, such as individuals to communities, the relation of Ameri- of the early modern world. the Public Record Office, represent themselves on can materialism to American beliefs, the outlooks 412. Religious Movements the Web and compare that representation with of diverse sub-cultures, African-American outlooks, in the High Middle Ages their contested histories. Students will work to- feminist perspectives, competing religious and (3-0-3) Van Engen gether in group discussion and reports. secular faiths, and roles of various forms of Chris- tianity and other religious beliefs in American life. This course will study major religious movements 414. Early Imperial Russia, 1700 to 1861 in the high middle ages, that is, beginning about (3-0-3) Hamburg, Lyandres 417. Dostoyevsky’s Russia the year 1200 and concluding about 1450. Reli- This course explores the political, cultural and so- (3-0-3) Hamburg, Lyandres gious movements refers broadly to a series of both cial history of Russia from Peter the Great’s re- This course will focus: 1. on Dostoyevsky’s life, his organized and dissenting groups that helped set the forms to the abolition of serfdom in 1861. religious and ideological beliefs as articulated in tone for religious life in the higher middle ages. major fictional and nonfictional works, his contri- The purpose of the course is less to offer survey- 415. 20th-Century Russian History butions to 19th-century debates about Russia’s style “coverage” than to introduce students to rep- (3-0-3) Hamburg, Lyandres place in the world and its historical “mission”; and resentative groups and especially to the writings This course examines the birth of the Soviet state, 2. on the Russian social, religious and ideological that came from these groups. The religious women, the genesis and operation of the Stalinist system of context(s) in which Dostoyevsky operated. The and it will end with Hussites, a massive rebellion government, post-Stalinist socialism and the end of reading will likely include Dostoyevsky’s Notes from against the medieval church. It will include such the Soviet Union. the House of the Dead, Notes from the Underground, groups as the Franciscans, both the accepted con- Crime and Punishment, The Idiot, and Brothers ventual varieties and the dissenting spirituals; the Karamazov. so-called “Rhineland mystics”; and the “modern devotion.” 154
418. Modern Russian Society and Culture I 424. Holocaust 428. Anglo-Saxon England (3-0-3) Lyandres (3-0-3) Bergen, Wegs (3-0-3) O’Leary This course examines selected critical issues in the This course will combine lectures, discussions and In this course (based on lectures and discussion), foundations of modern Russian society and culture films in an attempt to describe and reach some un- students will gain an appreciation of the major de- from the late 19th through the first half of the 20th derstanding of the Nazi policy of eliminating velopments in England from pre-Christian times century. Lectures and discussions include such top- Europe’s Jewish population (The Holocaust). The until the Norman conquest in the 11th century. ics as late Imperial politics and society, cultural in- course will consist of a background to German- Through weekly discussion of primary and second- novation of the “Silver Age,” World War I, Jewish relations before the Nazi period, the Nazi ary sources — political, ecclesiastical, and literary Revolutions of 1917, creation of socialist society seizure of power and its impact on Germany’s Jew- — students will form their own judgments on the and culture, and the experience of the Stalinist ter- ish population, World War II and the Holocaust, principal issues in English history. We will also ror. and the subsequent postwar problem of compre- consider England’s political and cultural relations 420. Austria from the Hapsburgs to Haider hending and coping with the Holocaust. with her neighbors, especially Ireland, Scotland, Wales and France. (3-0-3) Wegs 425. France in the Old Regime The course will examine the political, social and (3-0-3) Kselman 429. Late Imperial Russia cultural history of Austria. It will begin with In 1700, France, under the Sun King, Louis XIV, (3-0-3) Hamburg Austria’s dominant position in Europe under the was the most powerful state in Europe. Louis’ court This course examines Russian history from the end Habsburgs after the Napoleonic wars and continue at Versailles was a brilliant cultural center envied of serfdom in 1861 to the revolutions of 1917. The with the struggle against Germany for dominance by the rest of Europe, whose kings saw France as a instructor will acquaint students not only with the in Europe in the late 19th century and the destruc- model to be emulated. In 1789, the French Revolu- political history of Russia in this turbulent period, tion of the Habsburg Monarchy in World War I. tion challenged and eventually destroyed the mon- but also with topics that are sometimes neglected in The 20th century section will include Austrian fas- archy, but the power of France nonetheless grew. broad surveys: the resemblances between Russian cism in the interwar period, the Second World By 1800, France under the leadership of the consul serfdom and American slavery; the history of family War, Austria’s rebirth following the war and Napoleon was expanding rapidly in Europe and life, gender relations and sexuality in Russia; the present political, social and cultural history includ- would eventually control an empire that included role of religion in defining Russian identities; the ing the emergence of a right-wing populist group Spain, Italy and much of central Europe. This psychological underpinnings of political radicalism led by Jorg Haider. Course requirement will in- course examines French history from the establish- and terrorism; the difficult relationships between clude a midterm and final examination and an ex- ment of the Bourbon family on the throne in 1589 various ethnic groups in the “prison of peoples.” tended historical essay. to the rise of Napoleon in 1790s, with about one- Course requirements will include: a short essay, a 421. Europe in the Nazi Era third of the class concentrating on the revolution- midterm examination and a final examination. No (3-0-3) Bergen ary events that began in 1789. The course is prior knowledge of Russian history required. organized around major political developments and This class will explore Germany and those parts of 431. The Nobility of Medieval England seeks to understand how the monarchy, so potent Europe under German control between 1933 and and France in 1700, could have collapsed less than a century 1945. An important focal point will be the Holo- (3-0-3) Boulton later. caust and its origins, course and context. Topics to This course is intended both to introduce students be covered include National Socialist ideology; 426. Modern France to the historiography of the dominant stratum of Hitler’s rise to power; European antisemitism; (3-0-3) Kselman English society from the time of the Anglo-Saxon women’s and men’s roles in the Third Reich; perse- This course will examine the political, social and invasions of the fifth and sixth centuries to the Tu- cutions of homosexuals, Jehovah’s Witnesses, Com- cultural developments in France from Napoleon dor period and to the problems and methods of munists, Slavs and others and their relation to the through the present. After a review of the legacy of historical research and analysis relative to the pe- Shoah; World War II in Europe; the so-called Eu- the Revolution of 1789, students will explore the riod and area in question. The course will concen- thanasia program and the attack on Europe’s Gyp- continuing importance of the revolutionary tradi- trate on the period after the Norman Conquest of sies; ghettoization, deportation and murder of Jews; tion in France, which led to major upheavals in 1066 and will examine the development of the vari- collaboration, rescue and resistance inside and out- 1830, 1848, 1870 and 1968. The political history ous strata of the noble class in England after that side Germany; the collapse of the Nazi empire. of France will be discussed in a context of social event: the baronage and peerage, the knightage and and economic development which produced class 422. Germany and Austria Since 1870 the lesser “gentry” of squires and gentlemen. conflict that the state tried to control in a variety of (3-0-3) Wegs 433M. Europe Between the Wars ways, ranging from the repression of dissent to oc- The German history segment will include the im- (3-0-3) Staff casional flirtation with socialism. Social and politi- perial period of Bismarck and Emperor Wilhelm II, Between the end of the First World War and the cal developments will also be related to changes World War I, the Weimar Republic, the Nazi pe- beginning of the Second, there were only 20 years. that occurred in private life, in family relations, and riod and the post-1945 period. The Austrian seg- But during this short period were Hitler, Stalin, the in the use of leisure time. ment will consider the decline and fall of the Great Crisis, the League of Nations, and much Habsburg Monarchy, the interwar turn to 427. Medieval Spain more. Understanding the present requires a knowl- authoritarianism, the Nazi occupation and the (3-0-3) Constable edge of these pivotal years. post-1945 recovery. This course, a smaller reading plus discussion 435. Medieval Ireland course, examines the history of Spain in the Middle 423. 20th-Century German History (3-0-3) O’Leary Ages. Topics to explore include the arrival of Islam, This course comprises a survey of the history and (3-0-3) Bergen the Christian Reconquest, Iberian Jewish life, Ibe- culture of the Irish and the other Celtic peoples This course examines modern Germany from na- rian economy and urban life under Christian rule, from the Neolithic era to approximately A.D. tional unification in 1871 to the recent unification the idea of Iberian society, and Jews and Muslims 1500. We will explore the main documentary of the two Germanies and beyond. We will investi- under Christian rule. gate cultural, political and social dimensions of sources in translation—mythological and historical, Germany’s dynamic role in Europe and in the ecclesiastical and secular—as well as discussing the world. importance of the archaeological evidence. 155
436M. Foreign Influences In Medieval Ireland 442M. The Emergence of Nationalism 444M. History of Chile (3-0-3) O’Leary in Latin America (3-0-3) Jaksic This course is a broadly-based exploration of Ire- (3-0-3) Jaksic Chile is generally considered as an exceptionally land and her neighbors from the eighth century to This course provides an introduction to the major stable and even prosperous country when compared the 16th. Beginning with the long-term conse- themes of 19th-century Latin American history. It with many of its neighbors in the region. This quences of Viking activity in Ireland and England, provides an overview of the colonial background to course will explore the politics, culture, and students will consider in detail the reasons behind the independence struggle that engulfed the region economy of Chile since independence in order to the Norman conquests of Ireland and Britain, and in the early part of the century, describes the moti- assess whether the country is unique, or has shared the profound French political, social and cultural vations, and in many cases reluctance, of the colo- many of the difficulties and challenges of other influence on the region. We will then focus on nies to disengage from the Spanish empire, and the Latin American nations. The readings, lectures, and Irish interprovincial warfare, especially the extent legacies and opportunitities for the construction of discussions will cover such topics as Chilean inde- to which the real Brian Boru corresponded to the a new social, political and economic order in the pendence, wars and revolutions in the 19th cen- saintly champion portrayed in some historical region. The course examines the influence of re- tury, as well as labor unrest, political mobilization, sources. We will assess relations among Ireland, gionalism in the emergence of the new nations, and and state-led economic development. The course England, Wales and France by examining questions pays particular attention to the impact of liberalism will also cover the Pinochet dictatorship and hu- of church and state; and investigate why propa- on social, political and economic structures in the man rights, and the return to democracy in the ganda and “forged” history became predominant in region. 1990s. In addition to textbooks, students will use the British Isles in the 12th century. The course 443. African History I other sources, such as novels and films to explore also includes analysis of English colonization in Ire- (3-0-3) Osborn different facets of Chilean history. land from English, Irish and Scottish perspectives; Interaction, adaptation, creativity, innovation and 445. Modern China and assessment of Gaelic politics and culture dur- change have characterized the history of Africa (3-0-3) Murray ing the Tudor conquest. from the earliest times. State building, trade rela- This course begins with a brief examination of cer- 440M. The Vikings tions and the impact of world religions such as Is- tain key themes in Chinese history from the late (3-0-3) O’Leary lam and Christianity have acted as catalysts for Ming dynasty to the 18th century and devotes the The Vikings are notorious in European history for change across the continent. This course explores major portion of the semester to a study of internal plunder and pillage, pagan savagery, and horned these themes by drawing from a variety of regional and external pressures for changes that led “tradi- helmets. Participants in this lecture-and-discussion examples that span the period before 1800. We will tional” China onto a path of “modernization.” Spe- course will study the impact of Viking invaders in examine ancient Egypt and the early Christian cial emphasis is placed on China’s relations with Europe and North America over four centuries, kingdom of Axum (Ethiopia), the Swahili coast and the three nations—Japan, the United States and and will consider whether Scandinavians made any Great Zimbabwe. We will discuss trans-Saharan Russia—that helped chart its course toward revolu- real contribution to the societies they terrorized. trade and Islam in the kingdoms of the western tion and communism. Topics to be examined in- Discussion (including heated debates) will be based Sudan, the introduction of Christianity in the clude the collapse of the Manchu dynasty, the on medieval primary sources from England, Ire- Congo, and the settlement of the Cape of Good establishment of the first republic, the shift of land, France, and Russia. Scandinavian life at home Hope. This course will conclude by investigating power from the nationalists to the communists in and the possible reasons for migration will also be the development of the Atlantic Slave Trade and the Civil War, the creation of the People’s Repub- considered, as background to the more exciting the arrival of Europeans to sub-Saharan Africa from lic of China, and some contemporary issues. events abroad. The importance of archaeological the fifteenth to the 18th century. 448. War/Money/Romance: 1100-1200 evidence (including art), and modern treatments of 444. African History Since 1800 (3-0-3) Biddick Vikings in film and literature, will also be included. (3-0-3) Osborn During the 12th century, the royal court of En- 442. Nineteenth-Century Ireland This course on the social and political history of gland made revolutionary advances in killing, (3-0-3) Staff Africa begins by investigating the legacies of the counting, and judging at the same time that they Drawing on monographs and general studies, this trans-Atlantic slave trade and the dynamism that patronized the emergence of Arthurian romance. course invites students to consider how different shaped the era of so-called legitimate commerce History textbooks usually compartmentalize the social groups experienced the profound changes Jihads, the rise of new states, cash crop production, history of war, accounting, the law, and romance. that transformed 19th-century Ireland. Although missionary movements, the intensification of do- This course, instead, asks what they may have in the course traces political developments, it pays mestic African slavery, and the growth of European common, specifically how they were engendered on equal attention to socioeconomic and cultural is- and black settler communities contributed to 19th- the bodies of imaginary dead maidens, cannibalized sues, including the shift from high fertility to century processes of change in Africa. By the start Muslims, and tortured Jews. sexual restraint; patterns of emigration, consump- of the 20th century, European powers laid claim to We will study breakthroughs in royal account- tion and social unrest; improvements in education and colonized almost the whole of Africa. The at- ing procedures as a powerful formal rhetoric with and literacy; linguistic change; changing devotional tempts by Europeans to control Africans and their links to law and war. As a formal rhetoric capable practices and cultural “revival” in the late 1800s. cultural, economic, and social lives often took bru- of abstracting space, accounting transformed the tal forms, but Africans nevertheless hindered and social space of the body, household, and court and resisted the colonial project in both covert and also inaugurated new notions of social time. overt ways. Analyzing European education, labor, We also will consider how the same court pa- and political policies sheds light on how the colo- tronized new forms of Arthurian romance. We will nial state sought to remake Africans and how Afri- ask how romance renders violence and forgets the can colonial subjects developed alternative inter- violence prepetrated by Christians elsewhere, espe- pretations and possibilities for the future, as na- cially on the Crusades (First Crusade, 1096-1102; tionalist movements demonstrate. This course will Second Crusade, 1147-1149; Third Crusade, conclude by focusing on independence movements 1189-1192; Fourth Crusade, 1202-1204). Finally, and the challenges faced by post-colonial African we will question how accounting and violence in- nation-states. Case Studies include the Democratic tersect with the treatment of Jewish communities Republic of Congo (Congo-Zaire), Kenya, Nigeria, residing in England during the 12th century. Sierra Leone, Senegal, South Africa and Tanzania. 156
451. Colonial America 454. Era of the Civil War, 1848-1877 458. U.S. Presidents: FDR to Clinton (3-0-3) Dowd (3-0-3) Pratt, Waldstreicher, Graff (3-0-3) DeSantis What is America and how did it happen? These are In the mid-19th century the American political sys- A study of the personalities, style, policies and per- questions that run through this course. The histori- tem collapsed. Divergent visions of the American formances of American presidents from Franklin cal setting is eastern North America from the first ideal plunged north and south into the bloodiest D. Roosevelt to Bill Clinton as they developed the Spanish contracts to the beginnings of the imperial war in the Republic’s history. This lecture course modern American presidency and made it the most crises that led to the American Revolution. Themes examines the roots of the nation’s sectional divi- important elective office in the world. of the course include the expansion of Europe over- sion, the disintegration of mechanisms for political 461. Survey of Latin American History seas; the establishment of various English colonies; compromise, the structures and policies of the (3-0-3) Beatty, Jaksic the complex relations among Indians, Europeans, wartime Confederate and Union governments, the This course surveys the history of Latin America and Africans; the rise of Puritanism and evangelical strategic conduct of the armed conflict, the societ- from A.D. 900 to 1810. In particular, it looks at religion; the development of highly differentiated ies at war and the Union’s first hesitant steps to- the impact of the conquest on Amerindian groups colonial societies; the problem of colonial unity; ward reconstruction and recovery. and the formation of a distinctive colonial society and the horror, meaning, and striking results of co- and economy. Topics will include the nature of lonial warfare. 455M. Concepts of Nature and the Environment in Japan and Europe pre-Columbian populations, European expansion, 452. Revolutionary America (3-0-3) Thomas the conquest of the Aztec and Inca Empires, the (3-0-3) Dowd, Slaughter The purpose of this course is to explore Japanese Columbian Exchange, the formation of export eco- This course examines the American Revolution as concepts of nature in comparison with those of the nomics, the beginnings of the African slave trade both a process of change and an event with pro- West and then to ask how these concepts effect and slavery, the introduction of Christianity to the found consequences for the history of the American modern Japan’s understanding of environmental hemisphere, and the consolidation of colonial people. It emphasizes conditions and consequences protection. In other words, this course combines society. of the Revolution for common people and for those intellectual history and environmental history in 462M. Latin American History II living at the fringes of economic subsistence and Japan and Europe. We discuss the relationship (3-0-3) Beatty, Jaksic political power—laborers, women, slaves, and Indi- among nature, divinity, and human beings in the The goal of this course is to enable students to un- ans—in addition to the ambitions of the founding Bible and Shinto and Confucian texts. We read derstand contemporary Latin America — its struc- fathers. The long-term preconditions for revolution radical agrarianist Ando Shoeki and see how his tures, problems and alternatives — by placing them are considered within the contexts of domestic and vision of the natural state compares with that of his within a historical perspective. Economic growth, international politics. We will focus on the conflict French counterpart, Rousseau. We consider how integration into the world market, social change, that was the heart of the Revolutionary experience nature shapes political history in Hegel and authoritarian rule, reform and revolution are some and that was the fundamental legacy of the war for Maruyama. Finally, we try to figure out what the of the themes that will be treated. Examples will be American society. claim that the Japanese love nature means both in drawn from the histories of Mexico, Cuba, Brazil, terms of aesthetics and nationalism and in terms of 453. The New Nation, 1781-1841 Bolivia, Chile, Argentina and Central America. (3-0-3) Waldstreicher environmental protection. 464. Society and Culture in the High Middle This course examines the social, political, and cul- 456. The United States, 1900-1945 Ages tural history of the United States from the ratifica- (3-0-3) Blantz (3-30-3) Van Engen tion of the Constitution to the beginnings of the The purpose of this course is to study the political, This course will introduce students to major topics political crisis over expansion and slavery. It covers diplomatic, economic, social and cultural in current historical debates about the European the democratization of politics and the problems of development of the United States from 1900 to middle ages, focusing upon the 12th and 13th cen- national independence in the wake of the Revolu- 1945. The principle topics to be investigated will turies. The readings will juxtapose primary sources tion; territorial expansion; economic change; the be the Progressive Period legislation of Presidents with current interpretations. The major topics to development of regional, class, religious, racial, eth- Theodore Roosevelt, William Taft, and Woodrow be covered include the founding of universities and nic, and gendered subcultures; slavery and resis- Wilson, the causes and effects of World War I, the the thought of schoolmen, the forming of court tance to slavery; and the new political and reform cultural developments of the 1920s, the causes of culture and vernacular lyric, new religious groups movements that respond to the era’s deep and last- the Wall Street Crash and Great Depression, the and a literature of devotion and mysticism, animal ing changes. New Deal legislation of President Franklin tales as allegories for society, and history-writing as Roosevelt, the diplomacy of the interwar period, 453M. Pre-Modern Japan a form of social critique. (3-0-3) Thomas and the home from during World War II. 468. American Indian History This course examines the development of Japanese 457. United States Since World War II (3-0-3) Dowd culture from earliest times to the early 19th century (3-0-3) Blantz This course examines the complicated history of in the context of the major political and social The purpose of this course is to study the political, American Indian relations with the British North forces that molded the country’s history. Major pe- diplomatic, economic, social and cultural develop- American colonies and the United States. Begin- riods and cultural epochs to be examined include a ment of the United States from 1945 through the ning with a brief survey of American Indian cul- courtier culture during the Heian period (794- presidency of Ronald Reagan. Although the mili- tures, we will focus on relations along the moving 1185), a samurai culture developing in the 12th tary and diplomatic history of World War II will be frontier between the two peoples. Topics include century on, a Zen culture during a medieval age, considered by way of background, the principal mutual adaptation and exchange, invasion and re- the Christian century, a bourgeois culture and an topics of investigation will be the Fair Deal sistance, environment and economics, racism and urban popular culture during the Tokugawa period Program of President Truman, the Cold War, the ethnic identity. Covering almost half a millennium, (1603-1868). Japan’s relations with other Asian Korean Conflict, the Eisenhower Presidency, the the course will give roughly equal time to the four and European nations is also examined to under- New Frontier, Vietnam, President Johnson’s centuries that followed the first serious attempt at stand Japan’s receptivity to cultural influences from Great Society, the Civil Rights Movement, the British colonization (1585). Almost two-thirds of abroad and its effort to synthesize them with native Nixon Years, the social and intellectual climate of the course will therefore deal with peoples east of taste. this postwar era, and the presidencies of Jimmy the Mississippi River in the years before 1838. Carter and Ronald Reagan. 157
469. History of American Women I 474. American Peace Movement 482. Technology of War and Peace (3-0-3) Bederman Since World War II (3-0-3) Hamlin This course surveys the social, cultural and political (3-0-3) DeSantis This course surveys the impact of military tech- developments that shaped American women’s lives This course examines the emergence of the Modern nologies on world history. Topics include the rise from the colonial period to 1890. It will analyze American Peace Movement between the two World of gunpowder weaponry and the fortification revo- both the ways American culture defined women’s Wars and its development in the Nuclear Age since lution in the early modern period, navalism, place during different historical periods and the World War II. It examines the shifting patterns of particularly in the 19th century, the role of military ways women themselves worked to comply with or support for the peace movement, the curious ways technologies in European colonial expansion, and to resist those definitions. Topics include Americans have searched and worked for peace, the science-based military of the 20th century, pre-industrial society, transformations in work and and some of the important peace groups and leading up to the age of nuclear weapons. The family life, industrialism and class formation, sla- leaders. course considers also military technologies as very, women’s culture and the emergence of a 477. Pre-Modern China deterrents, and issues of war and peace as stimuli to woman’s movement. Throughout, stress will be (3-0-3) Murray technological development. laid on the importance of class, race and ethnicity The course will provide a general survey of Chinese 483. Sensibility, Mind, and Culture in Late in shaping women’s historical experience. history from the Shang Dynasty (1766-1027 B.C.) Medieval Europe 470. History of American Women II to A.D. 1600 Besides highlighting the major devel- (3-0-3) Van Engen (3-0-3) Bederman opments of each dynasty, the course will devote This course studies the culture and thought of me- This course surveys women’s relationship to the so- special attention to the Confucian and Legalist un- dieval Europe on the eve of its transition into the cial, cultural and political developments shaping derpinnings of the Chinese empire, the influence of modern world, focusing on the 14th and 15th cen- American society from 1890 to the present, con- Buddhism on Chinese society, the emergence of turies. This era is often depicted as a time of ex- centrating on developments in women’s activism gentry culture and the civil service examination sys- tremes, of mystics, sophisticated court masques, and in popular culture. Topics include the new tem, and the phenomenon of “barbarian” conquest impenetrably difficult scholastic thought, and the woman and Progressivism, the transformation of and cultural interaction. dance of death. Because contemporaries proved un- feminism in the 1920s, women’s paid and unpaid 478M. History of Chinese Medicine usually articulate in expressing their passions and labor, the “feminine mystique,” the Women’s Lib- (3-0-3) Murray worries in literature and art, historians can examine eration Movement of the 1960s, and changing gen- In light of the contemporary currency of certain their sense of life and of death with care. Combina- der roles in recent decades. Particular attention will Chinese practices in the field of alternative medi- tion of lectures and discussions; readings in pri- be paid to the impact of class, race and ethnicity on cine, this course will explore the phenomenon of mary and secondary materials. issues of gender. Chinese traditional medicine in both its historical 486. Medicine in Modern History 471. U.S. and the Vietnam War and contemporary settings. The first unit, Medi- (3-0-3) Hamlin (3-0-3) Miscamble, Brady cine in Ancient China, will explore the earliest An exploration of themes in European and Ameri- This course examines the participation of the medical ideas of the Chinese and will demonstrate can medicine. This course integrates the perspec- United States in its “longest war”: the conflict in how the state’s political unification gave rise to a tives and issues of social history—who were the Vietnam. The course is taught primarily from an correlative cosmology that not only included medical practitioners, who were their patients, “American” as opposed to a “Vietnamese” Heaven and Earth, but also human beings as inte- what relations existed between these groups, how perspective. gral elements of an organic cosmos. The second have the realities of illness and death figured in the unit will explore the influences and contributions lives of ordinary people in different places and 472. U.S. Foreign Policy Before 1945 of Taoism (Daoism) and Buddhism to Chinese times—with the perspectives and issues of the his- (3-0-3) Miscamble, Brady medicine and will explore what it meant to be both tory or medicine as a science: What understandings This course covers the main developments in physicians and patients in late imperial China. The of the human body and its ills have practitioners American foreign policy from the Spanish Ameri- third unit will focus on medicine in contemporary had, what tools have they developed and used for can War in 1898 through World War II. It traces China and will feature the experiences of Elisabeth intervening in illnesses? Topics include the hu- the emergence of the United States as a major Hsu, a student of Chinese medical anthropology moral pathology, epidemics as social crises, the rise world power and examines in some detail how the who as a part of her doctoral research enrolled as a of pathological anatomy, the germ theory and pub- United States became involved in two world wars. student in Yunnan Traditional Chinese Medical lic health, the transformation of the hospital, the 473. U.S. Foreign Policy Since 1945 College between September 1988 and December history of nursing, changing modes of health care, (3-0-3) Miscamble, Brady 1989. We will conclude the course with a brief ex- finance and administration, relations between This course covers the main developments in amination of the influence of Chinese medicine on “regular” doctors and sectarian medical traditions American foreign policy from World War II the contemporary world. such as homeopathy and osteopathy. through the Bush presidency. The principal topics 479. American Religious History 487. Technology in History of investigation will be wartime diplomacy and the (3-0-3) Appleby, Cummings (3-0-3) Hamlin origins of the Cold War; the Cold War and con- This course will review the interaction between re- A thematic survey of the history of technology, tainment in Europe and Asia: Eisenhower/Dulles ligion and America from at least four sets of per- from the Neolithic discovery of agriculture to the diplomacy; Kennedy-Johnson and Vietnam; spectives: the perspectives of Native Americans, information age. Topics include the chemistry and Nixon-Kissinger and detente; Carter and the diplo- New England Puritans and their descendants, metallurgy of antiquity (high-tech ca. 1000 B.C.), macy of Human Rights; Reagan and the revival of Catholic and Jewish immigrants, and 20th-century technology in Christian theology; the power revo- containment; Bush and the end of the Cold War. social reformers. lution of 1200; arms races from the 15th century onward; the marriage of art and science; the indus- trial, agricultural, transport and communications revolutions; the American system of manufactures; the evolution of the engineering profession; and modern efforts to plan the technological future. 158
These topics form the basis for exploring the fol- 491H. Ireland in the Age of Revolution the course, students and the professor will read and lowing themes: How does technology change? How (3-0-3) Smyth discuss a small portion of the vast literature on did we get where we are — do we have the This seminar focuses on the crisis of Irish politics American Indian history. In the second part of the technology now that we must have, should have, or and society in the final quarter of the 18th century. course, students will conduct their research and need to have? What guides technical creativity? It consists of close readings and discussion of sec- produce their papers. The object, as in all history How have social effects of technologies been as- ondary and contemporary literature, mapping the seminars, is a 25-page paper, based largely upon sessed and dealt with? How have technologies fun- road from reformism, through radicalism to “primary” sources. There are abundant sources in damentally changed ordinary life and societal revolution. the library for such work. organization? 491J. Latin American Independence Movements 491X. Sem: Nationalism in Europe 491, 492, 493. Seminar Series in History (3-0-3) Jaksic (3-0-3) Crago All history majors must take one seminar, though This seminar will focus on the breakdown of the This course will begin with several joint sessions the faculty encourages majors to take at least two. Spanish empire in Latin America and the emer- devoted to an examination of the role nationalism Juniors, in particular, should consider enrolling in gence of new nation-states in the region in the first has played in shaping modern European history. a seminar during the spring semester. Each seminar quarter of the 19th century. Contrary to common Given the broad nature of the course, emphasis will treats a special theme by reading, discussion, and expectations, the former colonies did not form a be placed on the theoretical underpinnings of na- writing of a paper based on original research. En- united nation but rather split into 10 different tionalism and on how national mythology influ- rollment in each seminar is limited to 18. republics that developed their own unique histo- ences historiography. The second portion of the ries, only to split further apart during the course of course offers students an opportunity to conduct 491A. America in the 20th Century the century. This seminar will examine the origins research on topics approved by the instructor. (3-0-3) Blantz and actors of the independence movements, the de- The purpose of this course is twofold. First, it per- 491Y. Heretics and Friars, Mystics and Nuns velopment of an ideology of emancipation, and the mits the student to gain a greater familiarity with (3-0-3) VanEngen variegated causes of fragmentation. several of the major topics in 20th-century Ameri- From about 1100 until about 1400, European soci- can history — the Progressive Period of Theodore 491M. The United States and the Cold War ety witnessed wave after wave of new religious Roosevelt and Woodrow Wilson; the Wall Street (3-0-3) Miscamble, Brady movements. These energies yielded groups and Crash of 1929 and Great Depression that followed; This course will examine the various issues sur- teachers of all stripes, men and women regarded as the New Deal legislation of Franklin Roosevelt; the rounding the United States and the Cold War, heretics and as saints. This course will treat the origins of World War I and World War II; the from its inception to the tearing down of the Berlin most important of these, from the Cistercian Cold War; the domestic legislation of Presidents Wall. monks who rejected the established ways of their Harry Truman, Dwight Eisenhower, John 491N. Jerusalem fellow Benedictines around 1100, to Francis of Kennedy, and Lyndon Johnson; the Civil Rights (3-0-3) Cobb Assisi’s lay penitents and preachers, to suspect Movement and the Feminist Movement; This research seminar provides an in-depth exami- beguines in the Lowlands and the Rhineland mys- Richard Nixon and Watergate; aspects of 20th-cen- nation of the city of Jerusalem and its diverse his- tics. The emphasis will fall upon studying texts tury American culture; and the presidency of torical experiences from the rise of Islam to from these religious teachers and actors that will Ronald Reagan. Second, and more importantly, the the present (c. 600-2000). This course is primarily help us get at the aspirations of these new religious, course offers each student the opportunity to re- student-driven: students will lead portions of dis- while setting them into their social and cultural en- search and produce a major paper on a topic of cussions, present their research, and constructively vironments. one’s own choosing in 20th-century American critique the work of their peers. 492C. U.S. Catholic History history. 491P. Europe in the Two World Wars (3-0-3) Cummings 491F. Notre Dame History (3-0-3) Bergen This seminar is designed with two goals in mind: to (3-0-3) Turner Students in this seminar will devote much of their introduce students to the major events and themes Using Notre Dame as a case study, this course will time to producing a major research paper on some in the history of American Catholicism, and to help students organize, research, and write an original explore the social, intellectual, religious, and insti- aspect of European history in the age of the world work of historical scholarship. During the first half tutional history of American higher education. The wars. Substantial work with primary sources is re- of the semester, we will read and discuss a variety of major work of the course will be a 25- to 30-page quired. As a group we will also read and discuss primary and secondary sources concerning the fol- paper based on primary research in the Notre some important studies by scholars of World Wars lowing topics: immigrant and ethnic Catholicism; Dame archives. I and II. the experience of Catholic women, especially 491G. Americans in Paris and Vice Versa 491Q. North American Indians to 1890 women religious; Catholic devotional life; Catholic (3-0-3) Kselman (3-0-3) Dowd social movements; and the relationship between Americans love to go to Paris and love to return In this seminar, we will discuss both histories and Catholics and the broader American society. We with stories about how difficult the Parisians were. documents of Native American relations with the will explore some of the major historical interpreta- This typical tourist experience suggests a British colonies and the United States. We will be- tions of the Catholic experience, and become famil- long-standing love-hate relationship between gin with the first English efforts at settlement and iar with methods of historical research. During the France and the United States that will be the sub- end with the 1890s, the “low point” of American second half of the semester, students will work in- ject matter of this seminar. Ranging from diplo- Indian history. Topics include: trade and warfare; dependently (in consultation with the instructor) matic to cultural history, we will begin with some accommodation and resistance; missions and reli- to prepare their research papers. At the end of the general readings about the history of French- gious revitalization; environment and economics; semester, they will share their findings with other American relations. Students will then focus on racism and ethnic identity. The emphasis in this participants in the seminar through an oral presen- particular topics based on their interests and pro- course is on research and writing. In the first half of tation. duce a seminar paper of about 25 pages based on research in primary sources. 159
492D. Occupation of Japan 494. Introduction to Historical Methods (3-0-3) Thomas (3-0-3) Bederman, Crago Mathematics Today President Bush argues that American should This seminar, offered for the first time in fall 1999, not be involved in “nation building” in Afghani- provides select, invited juniors an opportunity to stan, but in 1945 the United States was determined gain a general introduction to research methodolo- Chair: Steven A. Beuchler to rebuild Japan along peaceful and democratic gies used by historians. It is specifically designed lines. As American troops poured into the bombed- for students who have yet to take the research semi- Associate Chair: out and defeated country, nation building was their nar but nonetheless have defined a future profes- Alex A. Himonas goal. Was it reasonable and just for Occupation of- sional interest in research and writing. The Director of Graduate Studies: ficials to hope to alter the fundamental political, emphasis in the seminar will be on learning how to Federico Xavier economic, and cultural framework of their former conduct primary research, to master the mechanics Director of Undergraduate Studies: enemy? How did they attempt this monumental of scholarly writing, and to transform research into Juan Migliore task? To what extent were they successful? And a well-argued piece of historiography. The seminar William J. Hank Family Professor of Mathematics: William G. Dwyer (on leave 2002-03) how did the Japanese respond? From movie the- will focus on the ability to think creatively and to aters to agricultural regulations, from elementary translate both thoughts and inquires into a clear, Charles L. Huisking Professor of Mathematics: schools to national defense, no aspect of Japanese concise, well-researched piece of scholarship. Julia F. Knight Vincent J. Duncan and Annamarie Micus Duncan life remained untouched, but were they truly re- 494H. Honors Methodology modeled? Professor of Mathematics: Staff Andrew Sommese 492E. Europe in the Nazi Era History Honors Program students only. John A. Zahm, C.S.C., Professor of Mathematics (3-0-3) Bergen In the spring of the junior year, the History Hon- Stephen A. Stolz This research seminar will address issues related to ors student will enroll in this Reading and Discus- Kenna Associate Professor of Mathematics: the rise, expansion, and defeat of Nazism between sion colloquium. The course is intended to Xiaobo Liu 1933 and 1945. Although Germany occupies a introduce the student to basic issues of critical in- Professors: central place in this history, we will focus on the terpretation and historiography through a specific Mark S. Alber; Steven A. Buechler; Jianguo Europe-wide impacts of Nazi ideas and aggression. field. This course will rotate between various divi- Cao (on leave 2002-03); Francis X. Connolly; Students will read and discuss key works in the sions within the department. (Those studying Leonid Faybusovich; Alexander J. Hahn; Alex field dealing with topics such as Hitler’s rise to abroad will take this course in the spring of the se- A. Himonas; Alan Howard; Bei Hu; Juan power, European diplomacy in the 1930s; the nior year.) Migliore; Timothy O’Meara (Kenna Professor course of World War II; Nazi occupation practices; 495H. Honors Colloquium of Mathematics, emeritus, and provost emeri- the Holocaust and other programs of mass killing; Staff tus); Richard R. Otter (emeritus); Barth Pollak women and the war effort; popular consensus, col- History Honors Program students only. (emeritus); Joachim Rosenthal; Mei-Chi Shaw; laboration, and resistance; and the immediate post- In the fall of the senior year, the History Honors Brian Smyth; Dennis M. Snow; Nancy K. war period. At the same time, each student will student will enroll in this course, where he or she Stanton; Wilhelm Stoll (Duncan Professor of write a major research paper, based on primary will complete a research paper of up to 25 pages. Mathematics, emeritus); Laurence R. Taylor; E. sources, that explores in depth some aspect of this Like the Reading and Discussion colloquium, this Bruce Williams (on leave 2002-03); Pit-Mann crucial period of European history. seminar will rotate among the department’s various Wong; Warren J. Wong (emeritus); Frederico 492G. Era of Richard III divisions. To encourage breadth of knowledge, the Xavier (3-0-3) Staff Methodology seminar and the Reading and Discus- Associate Professors: This course considers the historical evidence re- sion colloquium will be offered in two different Mario Borelli; Ferdinand L. Brown, C.S.C. garding the English King Richard III (r. 1483- fields in successive semesters. (emeritus); Peter A. Cholak; John E. Derwent; Jeffrey A. Diller (on leave fall 2002); Matthew 1485). Richard’s reputation suffered greatly 498. Special Studies following his defeat at the Battle of Bosworth Field J. Dyer (on leave 2002-03); Samuel R. Evens; (0-1-3) Staff Michael Gekhtman; Abraham Goetz (emeri- in 1485. He was immediately cast as the villain Prerequisite: Written consent of instructor. whose reign was a fitting climax to 100 years of En- tus); Matthew Gursky; Brian C. Hall; Qing Independent study, writing and research under the Han (on leave 2002-03); Cecil B. Mast (emeri- glish suffering during the Wars of the Roses, and direction of a faculty member. Tudor propaganda—culminating in Shakespeare’s tus); Gerard K. Misiolek; Liviu Nicolaescu; Richard II —was enormously successful in perpetu- 499H. Honors Thesis Sergei Starchenko; Vladeta Vuckovic (emeritus) ating this image. But dissident voices occasionally Staff Assistant Professors: spoke out, and even today there are those who ar- History Honors Program students only. Katrina D. Barron; Karen A. Chandler; Rich- gue that Richard is misunderstood, and completely In the spring of the senior year, the History Hon- ard Hind; George McNinch; David P. innocent of the deaths of the two princes in the ors student will work on a thesis (up to 50 pages) Nicholls; Claudia Polini (on leave fall 2002) Tower of London. This course covers a wide range under the supervision of a specific faculty member. of readings, including Shakespeare’s Richard III, a This directed writing course will satisfy the seminar 20th-century mystery, secondary accounts of 15th- requirement (HIST 491, 492, or 493) of the major century English history, and translated primary and will be written within the student’s field of sources for Richard III. This is a writing-intensive concentration. course requiring reviews and essays, and culminat- ing in a major review essay in which the students will use primary sources to support or challenge the Tudor version of Richard III. 160
Program of Studies. Students in the College of Second Semester Arts and Letters may pursue a major in mathemat- Introduction to Philosophy 3 Medieval Studies ics with a concentration in honors. (Note that this Core Course 3 program should not be confused with the Arts and Theology 3 Robert M. Conway Director of the Medieval Institute: Letters/Science Honors program and that several MATH 262: Honors Algebra II 3 Thomas F.X. Noble concentrations, including Honors, are available MATH 266: Honors Calculus IV 4 Director of Undergraduate Studies: with a major in mathematics in the College of Sci- ——— Calvin M. Bower ence.) The mathematics major in arts and letters 16 Faculty of the Institute: aims to give the student a thorough liberal intellec- Junior Year Professors: tual discipline and to furnish an adequate back- First Semester The Rt. Rev. Abbot Astrik Gabriel (emeritus); ground for other fields of study. At the same time it Theology 3 Stephen Ellis Gersh (philosophy) prepares the student for graduate work in math- MATH 361: Honors Algebra III 3 Librarian: ematics, and many of those who have taken the MATH 365: Honors Analysis I 3 Marina Smyth program have entered graduate schools in that Elective 5 Associated Faculty: field. Others have entered philosophy, medicine, History or Social Science 3 Professors: law, economics and industrial management. ——— Kathleen A. Biddick (history); Alexander Students intending to follow this major in the 17 Blachly (music); Maureen McCann Boulton College of Arts and Letters must declare their in- Second Semester (Romance languages: French); Calvin M. tention to the advisor indicated by the mathematics Philosophy 3 Bower (music); Keith R. Bradley (classics: Ro- department and the dean of arts and letters at ad- MATH 362: Honors Algebra IV 3 man history); Rev. David Burrell, C.S.C. (phi- vance registration in the spring of their freshman MATH 366: Honors Analysis II 3 losophy); Theodore J. Cachey (Romance year. Students must have completed or be complet- English/American Literature 3 languages: Italian); Lawrence S. Cunningham ing satisfactory work in MATH 165 and 166. The Elective 3 (theology); Rev. Brian E. Daley, S.J. (theol- program of their studies is subject in its entirety to ——— ogy); Kent Emery Jr. (liberal studies: philoso- approval by the advisor. 15 phy); Alfred J. Freddoso (philosophy); Dolores Students whose first major is in the College of Senior Year Warwick Frese (English); Michael Lapidge (En- Arts and Letters may also pursue a second major in First Semester glish); Ralph M. McInerny (philosophy); Jill mathematics. See “Mathematics As a Second Ma- Mathematics Electives 6 Mann (English); Katherine O’Brien O’Keeffe jor” on page 286 of this Bulletin for information Electives 9 (English); Charles Rosenberg (art history); about this option. ——— Dayle Seidenspinner-Núñez (Romance lan- 15 guages: Spanish); Daniel J. Sheerin (Classics: THE PROGRAM OF COURSES Latin); Michael Signer (theology); John Van Second Semester Engen (history) Mathematics Electives 6 Associate Professors: First Year Electives 9 Joseph Amar (Classics: Arabic); Charles Barber First Semester ——— English 3 (art history); W. Martin Bloomer (classics: 15 History or Social Science 3 Latin); John C. Cavadini (theology); Olivia MATH 165: Honors Calculus I 4 (At least six credits of mathematics electives must Remie Constable (history); Robert Coleman Natural Science 3 be at the 400 level.) (art history); JoAnn Della Neva (Romance lan- Language: (French, German or guages: French); Rev. Michael Driscoll (theol- Russian recommended) 3 Course Descriptions. See “Mathematics” in the ogy); Stephen Dumont (philosophy); Paula Physical Education — College of Science section of this Bulletin. Higgins (music); Rev. John Jenkins, C.S.C. ——— (philosophy); Blake Leyerle (theology); Chris- ———— tian R. Moevs (Romance languages: Italian); 16 Gretchen Reydams-Schills (liberal studies: Second Semester philospohy); Susan Guise Sheridan (anthropol- Language: French, German or Russian 3 ogy, archaeology) Joseph P. Wawrykow (theol- University Seminar 3 ogy); Albert Wimmer (German) MATH 166: Honors Calculus II 4 Concurrent Associate Professor: Natural Science 3 D’Arcy Jonathan Boulton (history) Electives 3 Assistant Professors: Physical Education — Asma Afsaruddin (Classics: Arabic); Kirsten ——— Christensen (German); Paul Cobb (history); 16 Meredith Gill (art history); Li Guo (Classics: Arabic); Encarnacion Juarez (Romance lan- Sophomore Year guages: Spanish); Mary Keys (political science); First Semester Julia Marvin (liberal studies); Maura Nolan Core Course 3 (English); Aideen O’Leary (history); Thomas Language: French, German or Russian 3 Pruegl (theology) Fine Arts Elective 3 Postdoctoral Teaching Fellow: MATH 261: Honors Algebra I 3 Daniel B. Hobbins MATH 265: Honors Calculus III 4 Mellon Visiting Fellow: ——— Deborah McGrady 16 161
The Medieval Institute Undergraduate A. Two semesters of a language appropriate to 2. The Supplementary Major. Programs. Medieval Studies. 6 or 0 credits Many students pursuing a major in one of the de- The liberal arts were first cultivated as a university partments that participate and contribute to the curriculum during the Middle Ages; thus, the un- Two semesters of a language appropriate to Medi- broad mission of the Medieval Institute may wish dergraduate programs in Medieval Institute offer eval Studies forms a prerequisite for any major. to supplement and strengthen their primary major an ideal context in which to pursue them in the Normally, Latin will form the language component with a second major in Medieval Studies. The fol- modern world. Medieval Studies foster close read- in the program, but the student is encouraged to lowing program is available to students as a supple- ing, precise textual analysis, careful writing, and study Greek, Hebrew, or Arabic if his or her inter- mentary major. vigorous discussion. Medieval Studies therefore est lies in Eastern Europe or in Arabic culture. provide not only a solid foundation for graduate Syriac may be taken if the student has a strong in- A. Two semesters of a language appropriate to study, but also—and even more significantly—a terest in Eastern liturgies and patristic studies. If Medieval Studies 6 or 0 credits superb liberal arts education relevant to a wide vari- the student counts two semesters of Latin, for ex- ety of personal and professional goals. The objec- ample, as the college requirement, the prerequisite See qualifications stated above under major. tive of undergraduate programs in the Medieval is fulfilled, but the credit does not apply to the ma- Institute is to introduce students to medieval cul- jor; if, on the other hand, the student uses another B. Both courses from the Medieval History se- ture and to the disciplinary and interdisciplinary language to meet the college requirement, two se- quence (307 and 308) 6 credits skills necessary for the serious pursuit of the liberal mesters of Latin may be added to the major. arts in general and medieval studies in particular. Courses in an appropriate language above 300 may C. An interdisciplinary course 3 credits be counted below in G. Undergraduate studies in the Medieval Institute Normally, this course should be one offered within may follow one of four tracks: B. Both courses from the Medieval History the Medieval Institute. sequence (307 and 308) 6 credits 1. Major in Medieval Studies D. One course in Medieval Art History, Music 2. The Supplementary Major C. An interdisciplinary course 3 credits History, or Vernacular Literature 3 credits 3. The Major in Medieval Studies with Specialist Option Normally, this course should be one offered within E. One course in Medieval Philosophy or 4. The Minor in Medieval Studies the Medieval Institute. Theology 3 credits
All four of these programs enable students to take a D. One course in Medieval Art History, Music F. One advanced seminar (400 level or above) in wide variety of courses focused on the intellectual, History, or Vernacular Literature 3 credits Medieval Studies 3 credits cultural, and religious heritage of Europe. Students have access to the resources of the collection and E. One course in Medieval Philosophy or This course will be selected carefully in consulta- staff of the library that forms the core of the Medi- Theology 3 credits tion with the undergraduate advisor. The course eval Institute, located on the seventh floor of the normally will be taken in an area in which the stu- Hesburgh Library; they also are encouraged to par- F. One advanced seminar (400 level or above) in dent has a strong background and, in certain cases, ticipate in the intellectual life of the Medieval Insti- Medieval Studies 3 credits even may be a graduate-level seminar. tute, particularly to attend the institute’s lecture series and to engage guest scholars, faculty mem- This course will be selected carefully in consulta- G. Two further courses in Medieval Studies bers, and graduate students, as well as undergradu- tion with the undergraduate advisor. The course chosen from any of the participating disciplines ate colleagues. Undergraduates in the institute normally will be taken in an area in which the stu- 0 or 6 credits compete for the Michel Prize, awarded to an out- dent has a strong background and, in certain cases, standing paper written by an undergraduate on a even may be a graduate-level seminar. These courses should be chosen in consultation medieval topic, and participate in the unique with the undergraduate advisor, so that they both graduation ceremony sponsored by the institute. G. Four (or two) further courses in Medieval strengthen the primary field of interest and Studies chosen from any of the participating broaden the student’s background and disciplinary 1. The Major in Medieval Studies. disciplines. 6 or 12 credits skills. Upper-level courses in an additional foreign Students wishing to major in Medieval Studies language may fulfill this requirement. build their program of studies from courses offered These courses should be chosen in consultation by the 10 departments that participate in the inter- with the undergraduate advisor, so that they both Total credits for supplementary major: 30 disciplinary program of the Medieval Institute: (1) strengthen the student’s principal interests and Anthropology; (2) Art, Art History, and Design broaden the student’s background and disciplinary 3. The Medieval Studies Major—Specialist (art history); (3) Classics (Latin); (4) English (Old skills. Upper-level courses in an additional foreign Option (in Either History, English, or Comparative Literature) and Middle English); (5) German and Russian language may fulfill this requirement. (Cf. require- (Old and Middle High German); (6) History; (7) ment A: If Latin is counted as credit in the major, Music (musicology); (8) Philosophy; (9) Romance two further courses meet this requirement.) Students with an interest in medieval culture and a Languages and Literatures (Old and Middle clear disciplinary focus in Comparative Literature, French, Old Provençal, Spanish and Italian); and Total credits for major: 36 English, or History may pursue the Medieval Stud- (10) Theology. While students are encouraged to ies Major with specialist option. The goal of this explore various directions in all these department, program is to prepare students for advanced studies the fundamental requirements for the major in Me- by providing them with (1) a broad overview of the dieval Studies are as follows. major events and developments of the Middle Ages, (2) a grounding in the topics and approaches to medieval studies in one particular discipline, (3) an introduction the study of medieval culture in two 162
or three other disciplines, and (4) certain basic Requirements: 316. Medieval Towns and Urban Life skills (linguistic, methodological and theoretical) Five courses treating aspects of the Middle Ages (3-0-3) Constable necessary for the serious pursuit of medieval studies distributed among three disciplines. Students are See HIST 316. on the graduate level. Twelve courses are required encouraged to use at least one course offered in the 318. Survey of Spanish Literature I in this curriculum, distributed as follows. Medieval Institute itself as one of the “disciplines.” (3-0-3) Seidenspinner-Núñez While the minor has no specific language re- See ROSP 318. A. Two semesters of a language appropriate to quirement, the student is encouraged to use courses Medieval Studies 6 credits in a language to complete the minor. Minors are 325. Latin Literature and Stylistics taken seriously in the Medieval Institute and par- (3-0-3) Mazurek Normally, Latin (any level) will form the language ticipate fully in the graduation ceremony sponsored See CLLA 325. component in the program, especially if the student by the institute. For further details, see the listing 330. Survey of Medieval Art is specializing in English or Comparative Litera- under Minors. (3-0-3) Barber ture. The student may study Greek or Arabic if his See ARHI 330. or her interest lies in Eastern Europe or in Arabic Most courses in the major and minor programs are 345. Introduction to Italian Literature I culture. drawn from participating departments, and full course descriptions should be sought in the relevant (3-0-3) Moevs B. Both courses from the Medieval History sections of the Bulletin. For additional information See ROIT 345. sequence (307 and 308) 6 credits on specific programs in the institute and availabil- 353. Polish and Lithuanian Commonwealth ity and sequence of courses, see the director of un- (3-0-3) Staff C. An interdisciplinary course 3 credits dergraduate studies. See HIST 353. 360. Canon and Literature of Islam Normally, this course should be one offered within Course Descriptions. The following list of (3-0-3) Afsaruddin the Medieval Institute. courses gives the number and title of each course. See MELC 360. Lecture hours per week, studio hours per week, and D. One course in Medieval Art History, Music credits each semester are in parentheses. The 369. The Art of Mythology History, or Vernacular Literature 3 credits instructor’s name is also included. (3-0-3) Gill, McLaren See ARHI 369. 180. University Seminar Vernacular Literature is highly recommended for Because medieval studies is an interdisciplinary 370. Modeling Sanctity: The Saint in Image students whose specialist discipline is English or program, this seminar, depending on the expertise and Text Comparative Literature. of the instructor, will introduce students to the (3-0-3) Gill See ARHI 370. paradigms of medieval philosophy, history or litera- E. One advanced seminar (400 level or above) in ture and in doing so will satisfy the respective Uni- 371. Survey of French Literature I Medieval Studies 3 credits versity requirement. In addition, each course (3-0-3) M. Boulton contains a significant writing component with a See ROFR 371. This course will be selected carefully in consulta- minimum of 24 pages required of each student. tion with the undergraduate advisor and the advi- 390. Medieval Middle East sor in the student’s primary field. The course 241. Music History I: Medieval and (3-0-3) Staff normally will be taken in an area in which the stu- Renaissance See HIST 394. dent has a strong background and, in certain cases, (3-0-3) Bower 391. Islam: Religion and Culture even may be a graduate-level seminar. See MUS 241. (3-0-3) Afsaruddin 285. King Arthur in History and Literature See MELC 390. F. One seminar in the history, methodology, (3-0-3) D.J. Boulton, M. Boulton 392. History of Christianity to 1500 or theory of the history or literature 3 credits See HIST 285. (3-0-3) Sullivan See HIST 392. P. Requirements determined by specialist: 301. Ancient and Medieval Philosophy 3 or 6 credits (3-0-3) Burrell, Dumont, or Freddoso 395. Christian Theological Traditions I 1. History: two semesters of medieval survey in one See PHIL 301. (3-0-3) Cunningham, Wawrykow discipline or two disciplines. (6) 302. Medieval German Literature See THEO 395. 2. For English, one medieval English survey. (3) (3-0-3) Wimmer 405. Chivalry, Faith, and Splendor 3. Comparative Literature: one medieval literature See GE 315. (3-0-3) J. Boulton survey. (3) 307. Middle Ages I See HIST 405. (3-0-3) Staff 412A. Renaissance and Baroque Poetry Q. Two or three additional courses in the special- See HIST 307. of Spain ist discipline (if only one seminar was taken under (3-0-3) Juarez F) 9 or 6 credits 308. Middle Ages II (3-0-3) Van Engen See ROSP 412. Total credits for major with specialist option: 36 See HIST 308. 413A. History/Fantasy/Colony 310 A. Hundred Years’ War (1337-1453) (3-0-3) Biddick 4. The Medieval Studies Minor. (3-0-3) Hobbins See HIST 413. The Minor in Medieval Studies allows students See HIST 310. 421. Introduction to Old French and Anglo- who are also committed to other programs of study Norman to pursue their interests in medieval culture by 311. Gender, Sexuality, and Power in the Middle Ages (3-0-3) Boulton combining a focused group of courses treating the See ROFR 421. Middle Ages with a Major and/or a Supplementary (3-0-3) Biddick Major in other departments. See HIST 311. 163
422. Dante I 457. Byzantine Art (3-0-3) Cachey or Moevs (3-0-3) Barber Music See ROIT 421. See ARHI 433. 422C. Dante’s Commedia 460. Heretics and Friars, Mystics and Nuns Chair: (3-0-3) Boitani in the High Middle Ages Paul Johnson See ROIT 421C.423. (3-0-3) Van Engen Professors: See HIST 491Y. 423. Dante II Alexander Blachly; Calvin M. Bower; William (3-0-3) Cachey or Moevs 461A. Petrarch Cerny (emeritus); Craig J. Cramer; Kenneth See ROIT 422. (3-0-3) Cachey, Moevs W. Dye; Ethan T. Haimo; Paula M. Higgins; See ROIT 432. Eugene J. Leahy (emeritus); Luther M. Snavely 427. Medieval Spain (emeritus); Susan L. Youens 471. The Vulgate and Related Texts (3-0-3) Constable Associate Professors: (3-0-3) Bower See HIST 427. Karen L. Buranskas; Paul Johnson; Rev. Patrick Readings in the Latin of the Vulgate, texts by 428. Anglo-Saxon England Maloney, C.S.C. (emeritus); Robert F. O’Brien Jerome associated with this translation, and read- (3-0-3) O’Leary (emeritus); Carolyn R. Plummer; Georgine ings from Augustine (de doctrina christiana) con- See HIST 428. Resick; Peter H. Smith cerning how scriptures should be read. 430B. History of the English Language Assistant Professors: 472. Martyrs and Monastic Lives (3-0-3) O’Brien O’Keeffe John Blacklow; Mary Frandsen; James S. See ENGL 430B. (3-0-3) Leyerle Phillips (emeritus) See THEO 356. Associate Professional Specialist: 430C. Introduction to Old English 473. The Romans and Their Gods Daniel C. Stowe; Rev. George Wiskirchen, (3-0-3) O’Brien O’Keeffe C.S.C. (emeritus); Lawrence H. Dwyer See ENGL 430C. (3-0-3) Bradley See CLAS 472. Visiting Assistant Professional Specialist: 431B. Readings in Medieval Literature Lane W. Weaver (3-0-3) Frese 474. Family and Household in the Roman World Adjunct Faculty: See ENGL 431. (3-0-3) Bradley John Apeitos: Darlene Catello; Walter R. See CLAS 475. 432A. Chaucer: Canterbury Tales Ginter; Samuel L. Sanchez (3-0-3) Mann 475. Introduction to Christian Latin Program of Studies. See ENGL 432A.. (3-0-3) Sheerin The Department of Music See CLLA 475. offers students a variety of musical experiences in 435A. Life, Love, and Literature 476. Medieval Latin Survey accordance with its two objectives: (1) to provide in Renaissance Lyon all students, regardless of their major, knowledge (3-0-3) Della Neva (3-0-3) Sheerin See CLLA 475. and training in music through introductory, his- See ROFR 432. torical and theoretical courses, through participa- 438A. Medieval Romance 481. The Medieval Book tion in large and small ensembles and through (3-0-3) Nolan (3-0-3) Bower applied instrumental or vocal study; and (2) to pro- See ENGL 438 A historical survey of the medieval book as a cul- vide intensive curriculum and training for the stu- tural, archeological, artistic, and commercial object dent who chooses music as a major. 438B. Falling in Love in the Middle Ages from about A.D. 300 to 1500. Four areas of specialization are offered for ad- (3-0-3) Mann vanced training in music and are recommended for See ENGL 438A.. 482. Medieval Art Seminar (3-0-3) Barber those students wishing to pursue graduate study in 439. Classics of the Italian Renaissance See ARHI 482. the field. These are the specializations in music (3-0-3) Cachey history, music theory, and sacred music, each of 483. Renaissance Art Seminar See ROIT 439. which requires 54 hours, and the specialization in (3-0-3) Rosenberg performance, which requires 69 hours. 440. Trecento: Giotto to the Duomo See ARHI 483. (3-0-3) Gill See ARHI 441. 486. Der Artusroman/Arthurian Epic The requirements for a 69-credit performance (3-0-3) Christensen major are: 440H. The Vikings See GE 486. (3-0-3) O’Leary CLASS CREDITS See HIST 440M. 491. Jerusalem (3-0-3) Cobb 442. 15th-Century Italian Renaissance Art See HIST 491N. Music History Survey I-III 9 (3-0-3) Rosenberg Theory I-V 15 See ARHI 442. 495F. French Senior Seminar Musicianship I-IV 4 (3-0-3) M. Boulton, Della Neva Applied Lessons 24 443. Northern Renaissance Painting See ROFR 495. (3-0-3) Rosenberg Performance Specialization 15 See ARHI 443. 495I. Italian Senior Seminar Recitals (junior and senior) 2 (3-0-3) Cachey, Moevs — 445. Jews and Christians Throughout History See ROIT 495. Music total 69 (3-0-3) Signer Collegiate/University Requirements 51 See THEO 441. 497. Directed Readings (3-0-3) ——— 448. War/Money/Romance: 1100-1200 Total 120 (3-0-3) Biddick See HIST 448. 164
The major in performance waives the college require- Students considering these programs should con- The Department of Music also offers an 18-credit ments for a second social science and a course in the tact the department as early as possible, preferably minor. fine arts. in the freshman year. Given the number of credits required for these specializations, it is difficult to The requirements for a minor are: The requirements for a 54-credit music history complete the curriculum if the student does not be- major are: gin intensive musical studies in the freshman year. CLASS CREDITS In addition to its programs leading to degrees Music History Survey I-III (choice of 2) 6 CLASS CREDITS appropriate for further professional study in the Theory I-II 6 Music History Survey I-III 9 field, the Department of Music offers a 36-credit Applied Lessons 6 Theory I-V 15 program in music, usually taken as a supplemen- ——— Musicianship I-IV 4 tary major. This program allows for the study of Total 18 Applied Lessons 8 the basic foundations of music while pursuing a Advanced History 9 major in another field. All of the major degree programs have require- Counterpoint 3 ments beyond the course work. These can include Orchestration 3 The requirements for a 36-credit performance recitals, juries, piano proficiency and so forth. Stu- Senior Honors Thesis 3 major are: dents should contact the department for details. — All students who wish to participate in large or CLASS CREDITS Music total 54 small ensembles must qualify through audition. Music History Survey I-III 9 Collegiate/University Requirements 60 Students who elect courses in music may do so Theory I-IV 12 Electives 6 with permission of the student’s dean or faculty ad- Musicianship I-II 2 ——— visor. Applied music lessons are available to all stu- Applied Lessons 13 Total 120 dents, with or without credit; a fee of $190 is — required of students for the 14 half-hour lessons Music Total 36 The requirements for a 54-credit music theory per semester. (Fees are charged to the students’ ac- Collegiate/University Requirements 60 major are: counts, and no partial refunds are made after the Electives 24 third full week of class.) ——— CLASS CREDITS Total 120 Music History Survey I-III 9 Course Descriptions. The following course de- Theory I-V 15 scriptions give the number and title of each course. The requirements for a 36-credit theory/history Musicianship I-IV 4 Lecture hours per week, laboratory and/or tutorial major are: Applied Lessons 8 hours per week and credits each semester are in pa- Advanced Theory 9 CLASS CREDITS rentheses. The instructor’s name is also included. Counterpoint 3 Music History Survey I-III 9 Orchestration 3 Theory I-IV 12 MUSIC ORGANIZATIONS Senior Honors Thesis 3 Musicianship I-II 2 — Applied Lessons 7 Music total 54 Additional History/Theory 6 100. Band (Marching-Varsity) Collegiate/University requirements 60 — (V-0-1) Dye, Dwyer Electives 6 Music Total 36 Performs for athletic events and special functions. —— Collegiate/University Requirements 60 Admission by audition. Total 120 Electives 24 101. Orchestra ——— (V-0-1) Stowe The requirements for a 54-credit major in sacred Total 120 Performs music from the 18th to the 20th century music are: in several concerts a year. Admission by audition. The requirements for the 36-credit major in sacred CLASS CREDITS music are: 102. Chamber Orchestra Music History I-III 9 (V-0-1) Blachly Theory I-IV 15 CLASS CREDITS An ensemble of 10-15 players drawn primarily Musicianship I-IV 4 from the ranks of the Notre Dame Orchestra. Ad- Conducting I-II 4 Music History I-III 9 mission by audition. Music of the Catholic Rite 3 Theory I-IV 12 103. Glee Club Counterpoint or Orchestration 3 Musicianship I-II 2 (V-0-1) Stowe Senior Seminar in Sacred Music 3 Music of the Catholic Rite 3 Notre Dame’s traditional all-male choir. Admission Applied Music 13-15 Applied Music 10 by audition. ——— — 107. Concert Band Total 54-56 Music total 36 (V-0-1) Dye, Dwyer Collegiate/University Requirements 60 The large wind ensemble. Tours during spring va- Electives 24 cation. Admission by audition. ———— Total 120 165
110. Chamber Ensemble 311. Organ 413. Guitar (V-0-1) Staff (V-0-V) Cramer (V-0-V) Staff This ensemble is organized according to the needs Prerequisite: Musical background. Lessons for advanced students. of those who audition through the regular process Individual instruction. 414. Voice at the beginning of each semester. It consists of 312. Harpsichord (V-0-V) Resick those for whom the larger ensembles are inappro- (V-0-V) Catello Lessons for advanced students. priate. Admission by audition. Prerequisite: Musical background. 415A. Violin 110A. Percussion Ensemble Individual instruction. (V-0-V) Plummer (V-0-1) Sanchez 313. Classical Guitar Lessons for advanced students. Admission by audition. (V-0-V) Staff 415B. Viola 121D. Jazz Ensemble Prerequisite: Musical background. (V-0-V) Staff (V-0-1) Dwyer Individual instruction. Lessons for advanced students. Open through audition. 314. Voice 415C. String Bass 170. Collegium Musicum (V-0-V) Resick (V-0-V) Staff (V-0-1) Stowe Prerequisite: Musical background. Lessons for advanced students. A select choir that concentrates its performances in Individual instruction. 416. Cello the medieval and Renaissance repertoire. Admis- 315A. Violin sion by audition. (V-0-V) Buranskas (V-0-V) Plummer Lessons for advanced students. 203. Chorale Prerequisite: Musical background. (V-0-1) Blachly Individual instruction. 417. Brass A select group devoted to the singing of diversified (V-0-V) Dwyer 315C. String Bass Lessons for advanced students. sacred and secular literature. Performs at Notre (V-0-V) Staff Dame and on tour. Admission by audition. Prerequisite: Musical background. 418. Woodwinds 407. Brass Ensemble Individual instruction. (V-0-V) Dye Lessons for advanced students. (1-0-1) Dwyer 316. Cello 408. Woodwind Ensemble (V-0-V) Buranskas 419. Percussion (1-0-1) Dye Prerequisite: Musical background. (V-0-V) Dye Lessons for advanced students. 427D. Opera Workshop Individual instruction. (1-0-1) Resick 317. Brass A group devoted to the performance of classical op- (V-0-V) Dwyer COURSES eras. Admission by audition. Prerequisite: Musical background. Individual instruction. 120/220. Introduction to Classical Music APPLIED MUSIC INSTRUCTION 318. Woodwinds (3-0-3) Stowe (V-0-V) Dye Historical survey of Western art music from the Prerequisite: Musical background. Middle Ages to the present, with emphasis on the 210. Piano Class Individual instruction. study of selected significant vocal and instrumental (1-0-1) Staff works. A class for beginners in piano. 319. Percussion (V-0-V) Dye 121/221. Introduction to Jazz 213. Guitar Class Prerequisite: Musical background. (3-0-3) Dwyer (1-0-1) Staff Individual instruction. A music appreciation course requiring no musical A class for beginners in guitar. 401. String Performance Techniques background and no prerequisites. General coverage 214. Voice Class (1-0-1) Buranskas, Plummer of the history, various styles and major performers (1-0-1) Resick Performance class/master class format designed to of jazz, with an emphasis on current practice. A class for beginners in voice. give string students opportunities to perform. 123/223. Music of the Catholic Rite 308. Harp (3-0-3) Frandsen 410. Piano A study of the music composed for the Mass, the (V-0-V) Staff (V-0-V) Stablein Office hours (primarily Vespers), and the Requiem Prerequisite: Musical background. Lessons for advanced students. Individual instruction. Mass from the Middle Ages to the present day. The 411. Organ musical repertoire of each era is examined both 309. Viola (V-0-V) Cramer from a purely musical standpoint and in light of (V-0-V) Staff Lessons for advanced students. the reactions of various popes, from John XXIII Prerequisite: Musical background. through Pius X, to the sacred music of their day. Individual instruction. 412B. Harp (V-0-V) Staff Documents on sacred music issued after Vatican II 310. Piano Lessons for advanced students. also are examined in relation to postconciliar (V-0-V) Stablein church music for both the choir and the Prerequisite: Musical background. 412D. Harpsichord congregation. Individual instruction according to the level and (V-0-V) Catello ability of the student. Lessons for advanced students. 166
125/225. Current Jazz 231-232. Music Theory I and II 461. Counterpoint (3-0-3) Dwyer (3-0-3) Haimo, Johnson, Smith (3-0-3) Haimo, Johnson, Smith A study of the jazz performers and practices of to- Prerequisite: Musical background. Prerequisite: Approved background. day and of the preceding decade — the roots, sty- A systematic approach to the understanding and The technique of writing counterpoint and the use listic developments and directions of individual manipulation of the basic materials of music. Re- of contrapuntal devices. artists, small combos and big bands. quired of and intended for music majors and mi- 463. Composition 126/226. American Music nors, but open to students with sufficient musical background. (V-0-V) Haimo, Johnson (3-0-3) Staff Prerequisite: Approved background. 233-234. Musicianship I and II An appreciation-level course that will concentrate Creative writing in various forms, conventional and upon the major stylistic and historical develop- (2-0-1) Stowe contemporary. Private instruction only. ments of American music since the colonial period. Exercise and mastery of basic skills in music: me- 486. Vocal Pedagogy 127/227. Gender, Race, Class, and Sexuality lodic, harmonic, rhythmic and keyboard. To be in Western Musical Culture taken along with Theory I and II. Required of all (1-0-1) Resick (3-0-3) Higgins students intending to major in music. Basic techniques of vocal pedagogy. This course adopts a cultural studies approach, 241-242-243. Music History I, II and III 495. Senior Recital focused on issues of gender, race, class, and (3-0-3) Blachly, Bower, Frandsen, Higgins, Youens (V-0-1) Staff sexuality, to the study of a wide selection of both A survey of music. The study of the major forms 498. Special Studies classical and popular musics, ranging and styles in Western history. Required of music (V-0-V) Staff chronologically from pastourelles from the Middle majors and minors, but open to students with suffi- Prerequisite: Approval of the chair. Ages to the music videos of Madonna, with special cient musical background. An individualized course in directed studies under attention to two operas: Mozart’s Don Giovanni 251. Music Theory III personal supervision of the teacher. and Bizet’s Carmen. Students will learn how to (3-0-3) Haimo, Johnson, Smith listen to and recognize common musical practices 499. Undergraduate Thesis Direction Prerequisites: Music Theory I and II. composers and musicians use—specific uses of (V-0-V) Staff Studies in advanced harmony. melody, rhythm, meter, tempi, harmonic scales and chord progressions, dynamics, and 253-254. Musicianship III and IV instrumentation—and to explore critical modes of (2-0-1) Stowe interpreting them within specific ideological Exercise and mastery of more advanced skills in frameworks. music: melodic, harmonic, rhythmic, keyboard and score-reading. To be taken along with Theory III 180. Fine Arts University Seminar and IV. Required of all students majoring in music. The nature and principles of music in cultural con- text. Recent topics have included Mozart, 335. Music Theory V Beethoven, and Schubert; Gender and Sexuality in (3-0-3) Haimo, Johnson, Smith Opera; Impressionism in Music; Music of J.S. Prerequisite: Theory I-IV. Bach. A study of the procedures for harmonic, melodic, rhythmic and formal analysis. 228. 20th-Century Music (3-0-3) Johnson 395. Junior Recital An introduction to the history and ideas of West- (V-0-1) Staff ern classical music from 1900 to 1998. 409. Chamber Music 229. Music of the 18th Century (1-0-1) Buranskas, Plummer (3-0-3) Frandsen Study and performance of selected chamber com- Introduction to the major composers and musical positions. Intended for music majors or with spe- genres of the 18th century. Composers studied in- cial permission. clude Vivaldi, Bach, Handel, C.P.E. Bach, Gluck, 425-426. Conducting I and II Mozart, and Haydn; musical genres studied include (2-0-2) Ginter the cantata, concerto, sonata, fantasia, quartet, op- Prerequisite: Individual approval. era, and oratorio. Readings include reactions and Basic techniques of instrumental and choral con- criticisms of 18th-century listeners, and writings of ducting. Opportunities for practical experience. modern music scholars. 432. 20th-Century/Music Theory IV 230. Theory for Non-Majors (3-0-3) Haimo, Johnson (3-0-3) Haimo, Smith Prerequisite: Approved background. Intended for A one-semester survey of the structure of tonal mu- music majors. sic. Topics covered include chord formation, voice The theoretical and historical sources and develop- leading, harmonic progression, cadences, disso- ment of music from Debussy to the present. nance treatment and form. 167
The logic requirement can also be fulfilled by 101. Introduction to Philosophy Philosophy MATH 210, though this course does not count to- (3-0-3) Staff ward the eight courses required for the major). In A general introduction to philosophy, with empha- addition, regular majors must take at least two sis on perennial problems such as the existence of Chair: courses at the 400-level on some topic in contem- God, human freedom and moral obligation. The Paul J. Weithman porary philosophy and three upper-division elec- course is also intended to sharpen the student’s Michael P. Grace Professor of Medieval Studies: tives. Students in the Arts and Letters Prepro- skills of critical thinking. Satisfies the University Ralph McInerny fessional Program or the Arts and Letters Engineer- requirement for a first course in philosophy. For F.J. and H.M. O’Neill Professor of Science, ing Program who take the regular major in philoso- first-year students only. Technology and Values: phy are required to take seven rather than eight Kristin Shrader-Frechette 180. Philosophy University Seminar philosophy courses beyond the two-course Univer- Rev. Theodore M. Hesburgh Professor (3-0-3) Staff sity requirement but otherwise must fulfill all other of Arts and Letters: A general introduction to philosophy, with empha- requirements for the major. Rev. David Burrell, C.S.C. sis on perennial problems such as the existence of Honors philosophy majors are required to McMahon/Hank Professor of Philosophy: God, human freedom and moral obligation. The take 10 courses in philosophy beyond the general Karl Ameriks course is also intended to sharpen the student’s two-course University requirement. In addition to Rev. John A. O’Brien Professor of Philosophy: skills of critical thinking. Satisfies the University re- the courses taken to satisfy the regular major re- Alvin Plantinga; Philip L. Quinn quirement for a first course in philosophy. quirements, honors majors must take one addi- John Cardinal O’Hara Professor Emeritus tional 400-level seminar in a contemporary area of 195. Honors Philosophy Seminar of Philosophy: philosophy and write a senior thesis (PHIL 499) in (3-0-3) Staff Rev. Ernan McMullin (emeritus) the fall semester of the senior year. The senior the- A general introduction to philosophy, with empha- John Cardinal O’Hara Professor of Philosophy: sis will count as a regular three-hour course and sis on perennial problems such as the existence of Peter Van Inwagen should be planned with the director of undergradu- God, human freedom, and moral obligation. The George N. Shuster Professor of Philosophy: ate studies during the semester prior to its writing. course is also intended to sharpen the student’s Michael J. Loux The honors major is intended primarily for stu- skills of critical thinking. Satisfies the University re- Senior Research Professor: dents planning postgraduate study, and a mini- quirement for a first course in philosophy. For stu- Alasdair C. MacIntyre mum grade point average of 3.5 is expected, dents in the Arts and Letters/Science Honors Professors: though exceptions are possible. Students in the Arts Program. Joseph Bobik; Fred Dallmayr; Marian A. and Letters Preprofessional Program or the Arts David; Cornelius F. Delaney; Michael R. 201. Introduction to Philosophy and Letters Engineering Program who take DePaul; Michael Detlefsen; Thomas P. Flint; (3-0-3) Staff Alfred Freddoso; Gary M. Gutting; Vittorio the honors major in philosophy are required to take A general introduction to philosophy, with empha- Hösle (concurrent); Don A. Howard; LynnJoy; nine rather than 10 philosophy courses beyond the sis on perennial problems such as the existence of Edward Manier; Kenneth Sayre; Sun-Joo Shin; two-course University requirement but otherwise God, human freedom, and moral obligation. The James P. Sterba; Stephen H. Watson; Paul J. must fulfill all other requirements for the major. course is also intended to sharpen the student’s Weithman Students majoring in other departments may skills of critical thinking. Satisfies the University re- Associate Professors: complete a supplementary major in philosophy by quirement for a first course in philosophy. Patricia Blanchette; Sheilah Brennan (emerita); taking six courses beyond the two-course Univer- Stephen Dumont; Rev. John Jenkins, C.S.C.; sity requirement. These six courses must include IMAGES OF HUMANITY Janet A. Kourany; Vaughn R. McKim; David the history of philosophy sequence (PHIL 301 and K. O’Connor; William Ramsey; Michael Rea; 302) and two additional courses at the 300-level or higher, selected in consultation with one of the Rev. Herman Reith, C.S.C. (emeritus); John 206. Philosophy and Psychiatry philosophy department’s faculty advisors. Students Robinson; W. David Solomon; Leopold (3-0-3) Manier in the Program of Liberal Studies may complete the Stubenberg; Ted A. Warfield A comparative analysis of first-person narratives of supplementary major with five rather than six Assistant Professors: life with mental disorder and a comparative evalua- courses beyond the University two-course require- Timothy Bays; Paul Franks; Anja Jauernig; tion of anthropological, philosophical, and bio- ment but otherwise must fulfill all other require- Lenny Moss; Fred Rush; Rev. Charles Weiher, medical perspectives on the lived experiences of ments for the second major. Philosophy also C.S.C. (emeritus) mental illness. contributes to a number of interdepartmental Professional Specialists: 207. Knowledge and Mind Montey G. Holloway; Alven Neiman concentrations in the College of Arts and Letters. Details can be found in the section of the Bulletin (3-0-3) Stubenberg An introductory survey of a number of issues in the Program of Studies. on Interdicsiplinary Minors Within the College. There are two ways to ma- theory of knowledge and the philosophy of mind. jor in philosphy: Regular philosophy majors are Course Descriptions. required to take eight courses in philosophy be- The following course de- 210. Simone De Beauvoir yond the general two-course University require- scriptions give the number and title of each course. (3-0-3) Shrader-Frechette ment. Three specific courses must be included Lecture hours per week, laboratory and/or tutorial An analysis of the philosophical writings of the among the eight: a two-semester sequence of hours per week and credits each semester are in pa- greatest feminist theorist of the 20th century, per- courses in the history of philosophy, Ancient and rentheses. The instructor’s name is also included. haps of all time. The main focus of the course is on Medieval Philosophy (PHIL 301) and Modern Phi- The Second Sex, but the readings also include The losophy (PHIL 302), and a course in formal logic Ethics of Ambiguity, Old Age, and The Woman (PHIL 313 or, for qualified students, PHIL 513. Destroyed. 168
215. Gender, Politics, and Evolution 226. Images of Humanity: Aesthetics and the 236. Classics of Political and Constitutional (3-0-3) Manier Philosophy of Art Theory An examination of ethical/political models of gen- (3-0-3) Rush (3-0-3) Flint der-neutral access to public and domestic requisites An introductory course in the application of philo- An examination of a number of the fundamental for the development of basic human capabilities, sophical methods to questions of aesthetics and art. texts in political and constitutional theory, with an and a comparison of these models with current The first part of the course will concern the history emphasis on works of special importance to the studies of the significance of human sexual dimor- of aesthetics, concentrating on the views of Plato, British and American political systems. phism in evolutionary psychology. Aristotle, Horace, Aquinas, Kant and Hegel. The second part of the course will consider contempo- 237. Philosophy and Classical Physics 216. Ancient Wisdom and Modern Love rary approaches to problems such as the nature of (3-0-3) Howard (3-0-3) O’Connor aesthetic properties and categories, what distin- A survey of the history of natural philosophy and An examination of contemporary issues of love and guishes art from other things, and the role of criti- physics from antiquity to the end of the 19th cen- friendship from the perspective of ancient philoso- cal interpretation in the experience of art. tury, but with an emphasis on the philosophical is- phy. Course materials range from Plato and sues that arise in this history, meaning questions Aristotle to Shakespeare and contemporary film. 227. Ways of Knowing of metaphysics, epistemology and scientific (3-0-3) David, Stubenberg methodology. 217. Visual Thinking This course examines a number of “ways of know- (3-0-3) Shin ing”: mathematical, scientific, historical, literary, 238. Education of the Spirit A examination of the relation between thought and legal and theological, in order to determine signifi- (3-0-3) Neiman imagery, one of the most debated topics in philoso- cant differences and similarities. The course will What is spirituality? Is there such a thing as spiri- phy, psychology, and anthropology. draw upon the experience students have had in dif- tual intelligence, or what the ancients called wis- 219. A Brief History of Time, Space, and Motion ferent major fields of study. It is thus primarily de- dom? If so, can it be taught? Finally, if education of (3-0-3) Jauernig signed for upper-level students. the spirit is possible, is it compatible with educa- An examination of the historical evolution of the tion for democratic virtue (with its separation of 228. Philosophy and the Arts church and state)? In this course we examine some philosophical conceptions of time, space, and mo- (3-0-3) A. Gutting tion from Plato to Einstein. Special attention will answers to these questions as suggested by the A consideration of the nature of art and the aes- Christian Monastic tradition, the pragmatism of be paid to the influence of developments in physics thetic using both philosophical texts and works of on this evolution in philosophical theorizing (and William James, “12-step groups” and several ver- art drawn from a wide variety of media (painting, sions of feminism. vice versa). literature, film, architecture, etc.). 221. Philosophy of Human Nature 239. Minds, Brains and Persons 229. Death and Dying (3-0-3) Jenkins, Stubenberg (3-0-3) Weiher, Moss (3-0-3) Warfield An examination of some competing views of hu- This course will treat some central issues in the phi- This course examines metaphysical and ethical is- losophy of mind, such as freedom of the will, per- man nature based on classical readings ranging sues associated with bodily death. Metaphysical is- from Plato to the present day. sonal identity and the relationship between mind sues taken up in this course include the following: and body. 222. Images of Humanity: Existentialist Themes What is death? Is death a bad thing? Is there any (3-0-3) Ameriks, Watson hope for survival of death? Ethical issues to be dis- An examination of fundamental questions about cussed include suicide, euthanasia and abortion. MORALS AND POLITICS the nature of human beings and their destiny-based 232. Women: Alternative Philosophical on a critical examination of the work of pivotal ex- Perspectives 241. Ethics istentialist thinkers: Kierkegaard, Marcel and (3-0-3) Kourany (3-0-3) DePaul, Holloway, Warfield Sartre. An examination of some of the most pressing prob- An examination of the relationship between 224. Memoirs of Madness lems currently confronting women, the more im- thought and action in light of contemporary and (3-0-3) Manier portant theories, from the ultraconservative to the traditional accounts of the nature of ethics. An introduction to biological, psychological and radical feminist, that have been proposed to explain 242. Basic Concepts in Political Philosophy cultural perspectives on mental disorders. The these problems and the concrete proposals for (3-0-3) Bays, Weithman overarching philosophical issue of the course is the change in society suggested by such theories. An introduction to important thinkers and prob- problem of personal identity, the construction of 234. Self and World lems of political philosophy. Basic concepts to be the self as a center of responsible human agency. (3-0-3) Dumont considered are equality, liberty and authority. The most important subtopic is the social and cul- A general introduction to the fundamental ques- tural construction of gender roles and their rela- tions about the nature of the world and our place 243. Moral Problems tionship to human sexual dimorphism. A large, in it, the area of philosophy called metaphysics. (3-0-3) Sterba, Warfield growing number of excellent “memoirs of mad- An introduction to the field of moral philosophy, 235. Philosophy and Fantasy ness” facilitate discursive analysis of the subject. with major emphasis on contemporary moral (3-0-3) Sayre 225. Images of Humanity: Scientific issues. A consideration of fantasy literature from a philo- 244. Philosophy of Law Perspectives sophic vantage point as dramatizing human beings’ (3-0-3) Howard, Ramsey (3-0-3) Robinson age-old wonderment regarding the nature of the An examination of the relationship between fair An inquiry into the conception of a person sug- universe and their place within it. gested by the results of modern science. Such issues procedures and just outcomes in the judicial pro- as the mind-body problem, the problem of human cess, a study of the conditions under which freedom and the uniqueness of human rationality punishment is morally defensible, an investigation will be dealt with in light of research findings in of the extent to which the state may regulate the neurophysiology, psychology, linguistics, biology private affairs of its citizens, and a consideration of and the physical sciences. the role that moral theory has to play in the process of constitutional interpretation. 169
245. Medical Ethics 260. Virtues and Vices SPECIALIZED ELECTIVES (3-0-3) Solomon (3-0-3) MacIntyre An exploration from the point of view of ethical An examination of what qualities of mind and theory of a number of ethical problems in contem- character differentiate the good from the bad. Six 301. Ancient and Medieval Philosophy porary biomedicine. Topics discussed will include different and rival answers to this question are con- (3-0-3) Burrell, Freddoso, Jenkins, O’Connor euthanasia, abortion, the allocation of scarce medi- sidered: those of Confucius, Socrates, Aquinas, This course will concentrate on major figures and cal resources, truth-telling in the doctor-patient re- Machiavelli, Hume, and Nietzsche. persistent themes. A balance will be sought between lationship, the right to medical care and informed 270A. Chinese Mosaic: Philosophy, Politics, scope and depth, the latter ensured by a close read- consent and human experimentation. Religion ing of selected texts. 246. Ethics and Business (3-0-3) Jensen This is a special topics class that provides an 302. Modern Philosophy (3-0-3) Holloway introduction to the diverse lifeways constituting the (3-0-3) Ameriks, David, Delaney, Kremer, This course aims at helping the student recognize puzzle of the Chinese people. The course will chart Solomon the moral aspects of business decisions on the per- this terrain of current Chinese imagination as it has An examination of the perennial tension between sonal level and of business institutions on the social been shaped from the contending, and often reason and experience as exemplified in classical level. contentious, influences of religion, philosophy, and modern rationalism and empiricism; its subsequent 247. Environmental Ethics politics, introducing students to the heralded works synthesis in Kant. (3-0-3) DePaul, Sterba of the Chinese intellectual tradition while requiring 303. 19th- and 20th-Century Philosophy The course will be an attempt to come to grips critical engagement with the philosophic and (3-0-3) Ameriks, Watson critically with the moral significance of contempo- religious traditions animating this culture. Thus, as A survey of developments in philosophy since rary concern for ecology and the environment. they learn about China, students also will reflect on Kant. Readings in both the Continental and Anglo- how Chinese and Westerners have interpreted it. 248. Modern Science and Human Values American traditions. (3-0-3) Quinn 304. History of Ethics Applications of ethical theory to moral problems PHILOSOPHY OF RELIGION (3-0-3) Solomon created by science, such as distributing scarce medi- A survey of Western philosophical ethics from cal resources, experimenting with animals, teaching Socrates to Nietzsche. Major figures and schools to creationism and dealing with computer invasions of 261. Philosophy of Religion be discussed include Socrates, Plato, Aristotle, the privacy. (3-0-3) Bobik, Van Inwagen A discussion of some basic issues: the nature of the Stoics, the Epicureans, Augustine, Aquinas, 251. Modern Physics and Moral Responsibility philosophy of religion, the notion of God, grounds Hobbes, Butler, Hume, Kant, Mill, Marx and (3-0-3) Howard for belief and disbelief in God, faith, revelation, re- Nietzsche. An examination of such questions as: What are the ligious language and knowledge, verification, 313. Formal Logic moral responsibilities of the scientist? Should the immortality. (3-0-3) Blanchette, Detlefsen, Shin scientist be held accountable for what might be An introduction to the fundamentals and tech- done with the results of his or her scientific re- 263. Science and Religion niques of logic for majors. This course does not search? Does the scientist have any special role to (3-0-3) Rea satisfy the University requirement. play, as a citizen, in public debate about science An examination of the interrelation and tension policy? Should the scientist sometimes simply between contemporary science and traditional 326. God, Philosophy, and Universities refuse to engage in some kinds of research because religious belief. (3-0-3) MacIntyre of moral concerns about the consequences of that 264. Faith and Reason Enquiry and teaching in Catholic universities have research? (3-0-3) Freddoso, Jenkins aimed at understanding how the universe—physi- This course will deal with the relation between cal, animal, and human—is ordered to God. One 254. Morality and Modernity task of philosophy in the Catholic tradition has faith and reason. Some questions to be discussed (3-0-3) Solomon been to show how the various secular disciplines are: Can the doctrines of the faith conflict with the An examination of the complex relation of morality both contribute to such understanding and remain deliverances of reason found in philosophy and sci- and modernity, both to moral critiques of moder- incomplete without theology. This course examines ence? Is it possible to defend the doctrines of the nity and to the claim that morality is a particularly the question of how this task is to be carried out. modern phenomenon. faith against the objections of nonbelievers in a non-question-begging way? How might one go 335. Journalism and Ethics 255. Contemporary Social and Political about constructing an apologetics for the Christian (3-0-3) O’Connor Philosophy faith? Authors to be read include St. Thomas An examination of such questions as: Does journal- (3-0-3) Sterba Aquinas, G.K. Chesterton and C.S. Lewis. ism have special responsibilities because of its im- A critical evaluation of the major political ideals of portance to democracy? Have internet technologies our time, namely, libertarian justice, welfare liberal 269. Thought of Aquinas that produce “instant journalism” changed our justice, socialist justice, feminist justice, communi- (3-0-3) McInerny, Neiman ethical standards? What ethical issues arise when tarian justice, and postmodern justice. Further con- A general introduction to Aquinas’ overall the line between journalism and entertainment be- sideration will be given to how these political ideals philosophical view. comes blurred? apply to a range of practical problems. 256. Science, Technology, and Society (3-0-3) Shrader-Frechette, McKim This course focuses on the many ways in which sci- ence and technology interact with society and ex- plores the character of the value-laden controversies which such interaction frequently produces. 170
352. Ethics, Ecology, Economics, and Energy 404. Aristotle 421. Three Catholic Philosophers (3-0-3) Sayre (3-0-3) Loux (3-0-3) MacIntyre A critical examination of the following hypotheses: An examination and evaluation of Aristotle’s phi- A study of the enquiries of three 20th-century (1) that continuing economic growth requires ever- losophy, with special emphasis on the logical, Catholic philosophers at work within three very increasing consumption of energy, (2) that increas- physical and metaphysical writings. different philosophical traditions, designed to iden- ing energy consumption results in increasing tify the relationship between a commitment to degradation of the biosphere, and (3) that increas- 406. The Ethics of Thomas Aquinas philosophical enquiry and Catholic faith. To be ing degradation of the biosphere poses an increas- (3-0-3) Freddoso considered are Jacques Maritain’s pursuit of ques- ing threat to human existence. A seminar on the philosophical thought of tions opened up by Aristotle and Aquinas, Edith Aquinas, focusing upon the first part of the second Stein’s progress beyond Husserl in her phenomeno- 354. Gender and Science part of the Summa Theologiae, viz., the treatises on logical enquiries, and G.E.M. Anscombe’s response (3-0-3) Kourany happiness, action, passion, habit, virtue, sin, law to Wittgenstein. An exploration of the ways in which science is and grace. gendered, starting with the ways in which women 422. Epistemology have been excluded from science, and moving 407. Descartes and Locke (3-0-3) David, Stubenberg through such issues as the invisibility and shabby (3-0-3) David The aim of this class is to provide an understanding treatment of women with the products of scientific An attempt to understand and an evaluation of the of the fundamental issues and positions in the con- research, the contributions of women to science opposing views of Descartes, the figurehead of temporary theory of knowledge. modern rationalism, and Locke, the figurehead of and whether these are different in kind from the 423. Ethical Theory modern empiricists. contributions of men, and the differential effects of (3-0-3) Solomon, Sterba science on men’s and women’s lives. 408. Kant A systematic study of philosophical foundations of 357. Introduction to the Philosophy of Biology (3-0-3) Ameriks morality, drawing from major historical develop- (3-0-3) Moss An examination of the background of Kant’s work, ments. Basic concepts of classical ethics will be de- An examination of key concepts and controversies followed by a tracing of some of the principal veloped—human nature, happiness or fulfillment, in contemporary biology. The meaning of gene, or- themes of the Critiques, especially the freedom, virtue—and their place in relation to ganism, and environment and their interrelation- major themes of The Critique of Pure Reason. moral judgment will be examined. Special attention ships in the context of development, evolutionary 409. Philosophy and Literature Seminar to subjectivism vs. objectivism on the question of ethical norms and principles. theory, and ecology are closely considered. (4-0-4) O’Connor, Ziarek, Watson 389. Philosophical Issues in Physics This intensive four-credit seminar is the introduc- 424. Metaphysics (3-0-3) Howard tion to the concentration in philosophy and litera- (3-0-3) Flint, Freddoso, Loux, Van Inwagen This course is intended for non-science students ture and will pursue interdisciplinary approaches to An examination of the nature of metaphysics and who desire to begin an examination of the origins literary, theoretical and philosophical texts. of those metaphysical issues that have proved cen- tral in Western philosophical tradition. Topics dis- of the modern laws of physics and for science stu- 411. Agustine and William James cussed will include mind-body problem, freedom dents who wish to know the actual route to the dis- (3-0-3) Neiman of will, universals, substance, time, categories and covery and broader implications of the formal A course devoted, for the most part, to a careful God. theories with which they are already familiar. reading of significant parts of Augustine’s Confes- 401. Socrates and Athens sions and James’ The Variety of Religious Experience. 425. Topics in Philosophy of Religion (3-0-3) O’Connor, Vacca The goal is to come to an understanding of what (3-0-3) Warfield A study of the moral upheaval in Athens during the these two great philosophers and psychologists can An examination of central topics in contemporary Peloponnesian War, using Thucydides, teach us about the spiritual quest. philsophy of religion and Christian philosophical Aristophanes, Euripides, and Sophocles as primary 418. Kierkegaard and William James theology. sources. Then, an examination of Socrates as re- (3-0-3) Neiman 427. Advanced Moral Problems sponding to that crisis, using Alcibiades I, Gorgias, An examination of the views of Kierkegaard and (3-0-3) Sterba and other dialogues. James on the traditional philosophical ideas of An in-depth discussion of three very important 402. The Moral Doctrine of Thomas Aquinas meaning and truth, knowledge and explanation. moral problems of our time: Affirmative Action, (3-0-3) McInerny 419. Maritain: Science, Metaphysics, Animal Rights, and Sexual Harassment. A lecture course in which the main features of the Mysticism 429. Philosophy of Mind moral teaching of Thomas Aquinas will be system- (3-0-3) Neiman (3-0-3) Ramsey, Stubenberg atically discussed. The Summa theologiae, prima An attempt to better understand one particular Dualist and reductionist emphases in recent analy- secunde and Thomas’s Commentary on the type of knowledge—i.e, the grace-infused type of ses of mind. Topics covered will include identity of Nichomachean Ethics will be the principal sources. contemplation best exemplified by mystics such as mind and body, intentionality, actions and their 403. Plato St. John of the Cross. explanation and problems about other minds. (3-0-3) Sayre 420. Locke’s Moral Philosophy 431. Contemporary Philosophy of Religion A detailed and systematic reading, in translation, of (3-0-3) Shrader-Frechette (3-0-3) Quinn the fragments of the pre-Socratics and of the fol- A careful, evaluative reading of Locke’s Letter Con- A critical examination of the philosophical import lowing Platonic dialogues: Euthyphro, Apology, cerning Toleration, his Second Treatise on Civil Gov- of some contemporary theories of religion. The Crito, Meno, Protagoras, Phaedo, Republic, Phaedrus, ernment, and his Questions Concerning the Law of course will be organized around the attempt to dis- Symposium and Theaetetus. Nature as well as a more cursory look at his Some cover a meaningful place for religious forms of life Thoughts Concerning Education. in a secular culture. 171
433. Justice Seminar (3-0-3) O’Connor, Solomon, Weithman A critical examination of major theories of justice, both deontological (e.g., contract theories) and te- leological (e.g., utilitarian and virtue-based theo- ries). The seminar focuses on the careful reading of one or more major theoretical works and requires substantial participation of the students both in the form of seminar papers and in oral discussion. This is the core course for the minor in philosophy, poli- tics, and economics (PPE). 435. Philosophy of Science (3-0-3) Howard, Kourany A detailed consideration of the central method- ological and epistemological questions bearing on science. 436. Religion and Science (3-0-3) Gutting An examination of the nature and limits of both scientific and religious knowledge, and a discussion of several cases in which science and religion seem to either challenge or support one another. 439. Faith and Reason (3-0-3) Freddoso An examination of some key theoretical issues con- cerning faith and reason. Among these issues are the nature of faith, the nature of intellectual in- Paul J. Weithman, professor and chair of philosophy quiry, the role of affections in intellectual inquiry, the main competing accounts of intellectual in- 455. Anselm quiry and of the philosophical life. Authors to be 448. Philosophy of Language (3-0-3) Flint read include Aquinas, Descartes, Hume, Mill, (3-0-3) Blanchette, David, Shin An examination of the major philosophical and Nietzsche, Chesterton and Pope John Paul II. The aim of this course is to provide an overview of the field. Major topics include the relation between theological writings of St. Anselm. His Monologion, 440. Four Moral Philosophers truth and meaning; truth-conditional semantics; Proslogion, and Cur Deus Homo will be of central (3-0-3) Solomon the meaning of sentences, proper names, definite concern, but several lesser-known texts will also be A careful reading of basic texts from Aristotle, descriptions, general terms and indexicals; the rela- read. Topics discussed in these writings include ar- Hume, Kant, and Nietzsche, and an examination tions between expressing a belief, making a state- guments for the existence of God, the divine na- of the ways in which their views are appropriated ment and uttering a sentence. ture, the Trinity, the Incarnation, freedom (and its for purposes associated with the contemporary compatibility with divine foreknowledge), and problematic in normative ethics. 449. Phenomenology truth. (3-0-3) Watson 442. The Origins of Analytic Philosophy An introduction to the arguments and themes of 456. Divine Attributes (3-0-3) Blanchette phenomenology, a school of philosophy based on (3-0-3) Flint An examination of fundamental writings at the be- the description of lived experience that had broad A consideration of the attributes Christians have ginning of the 20th century that ushered in the lin- impact on 20th-century philosophy. traditionally ascribed to God, such as omnipotence, guistic and logical tradition of analytic philosophy. omniscience, omnibenevolence, eternality and sim- 452. Contemporary German Philosophy: plicity. The course will examine both the reasons 443. Analytic Philosophy Habermas for attributing such properties to God and the ways (3-0-3) McKim (3-0-3) Moss in which philosophers have tried to explicate these An in-depth survey focusing on the techniques and The course will attempt to cover the “formative” concepts. presuppositions of linguistic analysis (of both ideal phase of Habermas’ career extending from his point and ordinary language varieties) as they have been of departure from Marx, and his analysis of the 457. Wittgenstein developed by English and American philosophers public sphere, through his critique of the human (3-0-3) Sayre in this century. sciences and up to the beginning of his theory of A careful reading and detailed discussion of several 444. Postmodern Analytic Philosophy communicative action. of Wittgenstein’s works, including Tractatus Logico-Philosophicus, Philosophical Investigations, (3-0-3) Gutting 454. Hellenistic Ethics and the Subject Culture and Value, On Certainty, and Remarks on A study of several philosophers who combine an (3-0-3) Reydam-Schils the Foundations of Mathematics. analytic commitment to clarity and argument with An examination of the very distinctive manner in an interest in the history and critique of modern which Hellenistic philosophy (Cynics, Epicureans, 458. Classical Philosophy of Religion thought. Philosophers to be considered are Richard Stoics, New Academy) defines the subject, of (3-0-3) Quinn Rorty, Charles Taylor, Bernard Williams, and knowledge, of action, and of interaction with oth- A critical examination of some classical philosophi- Martha Nussbaum. ers in the environment. cal theories of religion. The central focus of the course will be issues concerning justification and explanation in religion. 172
459. Philosophical Poets: Dante and Claudel 479. Environmental Risk Assessment 490. Topics in Philosophical Anthropology: (3-0-3) McInerny (3-0-3) Shrader-Frechette Emotions A discussion of the difference between poetic and An investigation of the probabilistic and decision- (3-0-3) Moss philosophical modes of discourse, with special ref- theoretic methods of evaluating environmental haz- An examination of recent empirical work in areas erence to Dante and Paul Claudel. ards. Emphasis is on the epistemological and including neurobiology, evolutionary biology, and developmental psychology which attempt to char- 460. Joint Seminar in Philosophy and Theology ethical assumptions in the methods and the conse- acter- (3-0-3) Staff quences following from their acceptance or use. ize and explain the causes of emotion. The course Prerequisite: Six hours in theology; permission is 480. Ethics and Risk will survey some of this new work and attempt to required. (3-0-3) Shrader-Frechette bring it into a larger philosophical perspective. This seminar, led by a theologian and a philoso- An investigation of classical ethical papers, all in pher, will examine an issue in which the differing contemporary, analytic, normative ethics, that at- 491. Mind and Language approaches of philosophy and theology may prove tempt to develop the ethical theory necessary to (3-0-3) Shin fruitful. Both the topic and the instructors will deal with legitimate imposition of risk of harm. An examination of the Innateness Hypothesis as an answer to the question of how human beings ac- change from year to year. 482. Philosophy of Math quire their first languages. 469. Philosophy of Law (3-0-3) Blanchette, Bays (3-0-3) Warfield An examination of such questions as: How do we 497. Directed Readings A survey of theoretical topics in philosophy of law come to know truths of mathematics, since we can (V-0-V) Staff and the relation between philosophy of law and not see or touch its (apparent) subject matter? Are Prerequisites: Dean’s list average, written consent other areas of philosophical inquiry, and an exami- there really such purely mathematical things as of instructor and approval of department. Ad- nation of topics in “applied” philosophy of law. numbers and functions, or are these just useful fic- vanced seniors are permitted to take a tutorial with a faculty member; readings will be assigned in a 471. Episodes in Ethics tions? How are abstract mathematical truths able to particular area and writing assignments required. (3-0-3) MacIntyre play such an important role in empirical applica- A study of three debates in the history of ethics, tions? No particular mathematical background is 499. Senior Thesis that in which Aristotle responds to earlier Greek presupposed. (3-0-3) Staff thought and practice, that in which Aquinas con- 483. Ethics of Scientific Research An opportunity for senior philosophy majors to fronts problems of law in the 13th century, and (3-0-3) Shrader-Frechette work on a sustained piece of research in a one-to- that in which Hume, Diderot, Kant and Mill de- An analysis of the ethical theories provided by con- one relationship with a faculty member. fine moral modernity. temporary philosophers to guide scientific research 472. Kierkegaard and Newman and an investigation of the different norms pro- (3-0-3) McInerny vided by alternative ethical theories. The course An examination of the thought of two 19th-cen- will cover professional codes of ethics adopted by tury figures of fundamental importance: Soren scientific societies, as well as case studies of ethical Kierkegaard (1813-1855) and John Henry problems in community ecology, conservation biol- Newman (1801-1890). ogy, toxicology, and engineering design. 485. Philosophy of Human Biology 474. Philosophy and Psychiatry in the 20th Century (3-0-3) Moss (3-0-3) Manier An examination of the evolution of such things as advanced motor control capable of dancing and A course dealing with (1) the intellectual history of mimetic communication, human emotion and psychiatry from the time of Freud and Kraepelin to sexuality, and human developmental plasticity. The the present, (2) the social history of the care of the significance of human biological specificity for mentally ill since World War II, and (3) the inter- questions in the philosophies of language, mind, pretation and critique of Freud and psychiatry. ethics, and aesthetics will be considered. 475. Topics in Philosophical Logic: Modal Metatheory 486. Philosophy of Social Science (3-0-3) Bays (3-0-3) McKim A consideration of topics in the metatheory of An exploration of central philosophical issues that modal logic, including basic correspondence arise from reflection on the nature and practice of theory, and completeness and the finite modal social science, viz., causal/explanatory vs. interpre- property. tive conceptions of social inquiry, individual ratio- 478. Do Faith and Reason Clash?— Religion nality and cultural relativism, the role of values/ and Science ideology in social theorizing, and questions about (3-0-3) Plantinga the metaphysical status of social reality (holism vs. A course focusing on such questions as: Does cur- individualism). rent science, or perhaps the method of science im- 487. Biomedical Ethics and Public Health Risk ply or suggest that Christian and theistic ways of (3-0-3) Shrader-Frechette thinking of ourselves are out of date or superseded? An analysis of the ethical theories provided by con- Are religion and science two different ways of com- temporary philosophers to guide research and prac- ing to know important truths about ourselves? Can tice in biomedicine. The course will focus on they conflict? If they do, what is the right response analysis of contemporary public health problems —give up the science? Give up the religious ways of created by environmental/technological pollution thinking? Try not to think about them at the same and will address classic cases of biomedical ethics time? Or what? problems. 173
The remaining courses in the joint major will Philosophy and be at the discretion of the student. Normally taken Political Science at the 400 level, there should be an equal distribu- Theology Joint Major tion in the electives between theology and philoso- Chair: phy. However, students who wish may devote up Rodney E. Hero to six hours within the joint major to additional Director: Director of Graduate Studies: language work. These hours may add to the classi- Jennifer Herdt, theology Andrew Gould cal language previously studied, or used to begin Faculty: Director of Undergraduate Studies: another language of significance for philosophical Additional faculty for the joint major John Roos and theological work. are drawn from the departments of Packey J. Dee Professor of Political Science: The joint major differs from a first major in philosophy and theology. Fred R. Dallmayr one discipline and a supplementary major in the Helen Kellogg Professor of International Studies: other in that the latter requires 55 credit hours, Program of Studies. The joint major is intended Guillermo O’Donnell (on leave 2002-03) whereas the joint major requires 60. Furthermore, for undergraduates who are intrigued by philo- Joseph and Elizabeth Robbie Professor the joint major calls for language instruction be- sophical and theological ideas and who have an of Political Science: yond what the University requires for all under- equal commitment to both disciplines. It seeks to Donald P. Kommers graduates. Finally, the joint seminars should prove equip such students to handle theology and phi- Helen Conley Professor of Political Science: especially challenging, inviting students to explore losophy adeptly. The major is structured, providing Scott P. Mainwaring (on leave 2002-03) important topics in an interdisciplinary way. These undergraduates with a suitable introduction to the William M. Scholl Professor of International Affairs: features should make the joint major particularly study of both disciplines, but also flexible, granting A. James McAdams attractive to students preparing for advanced study. students considerable scope for the pursuit of their Nancy Reeves Dreux Professor of Political Science: own interests. Catherine Zuckert (on leave spring 2003) Requirements in Philosophy: The joint major offers the opportunity for an Nancy Reeves Dreux Professor of Political Science: PHIL 101 or 201, and 2XX-level course (Univer- informed investigation of religious and philosophi- Michael P. Zuckert (on leave 2002-03) sity-required courses; a higher-level course may be cal ideas and should appeal especially to those who Packey J. Dee Professor of Political Science: substituted for the latter). intend to pursue graduate work in philosophy or Rodney E. Hero theology. PHIL 301 and 302. History of Philosophy Packey J. Dee Assistant Professor of Political Science: The joint major incorporates the University re- I and II. Christina Wolbrecht quirements in the two departments and most of the Thomas J. and Robert T. Rolfs Assistant Professor PHIL 313. Formal Logic. formal requirements of the first majors in theology of Political Science: and philosophy. Students in the joint major will Layna Mosley (on leave 2002-03) Requirements in Theology: take the two-semester sequence in Christian Tradi- Professors: THEO 100 or 200 and 2XX-level course tions and an upper-level course in Scripture. The Peri E. Arnold; Sotirios A. Barber (on leave (University-required courses). joint major, however, does not require the one- 2002-03); A. J. Beitzinger (emeritus); George credit proseminar in theology. THEO 395 and 396. Christian Traditions A. Brinkley (emeritus); Rev. Raymond F. Cour, Other formal requirements are peculiar to the I and II. C.S.C. (emeritus); Alan K. Dowty; Michael J. joint major. Students will study a classical language Francis; Edward A. Goerner (emeritus); THEO 401 or 411. Upper division scripture for two semesters. (For practical as well as peda- Vittorio G. Hösle (concurrent); Robert course. gogical reasons, this will normally be Greek.) Ma- Johansen; David C. Leege (emeritus); Gilburt jors will also be expected to take the joint seminar D. Loescher (emeritus spring 2002); George Plus: offered each spring. Each seminar, led by a theolo- Lopez (on leave); A. James McAdams; Peter R. gian and a philosopher, will examine an issue in Classical language (normally Greek) — Moody; Walter Nicgorski (concurrent); John which the differing approaches of philosophy and two semesters. Roos; Rev. Timothy R. Scully, C.S.C.; Raimo theology may prove fruitful. The topic and instruc- Vayrynen (on leave 2002-03); A. Peter Walshe; Joint seminar(s). tors will change from year to year. Finally, each Catherine Zuckert (on leave spring 2003); major will submit a senior thesis prepared under Senior thesis. Michael Zuckert (on leave 2002-03) the direction of two advisors, drawn from each de- Associate Professors: Electives (including up to an additional six credit partment. At the option of the directors, this thesis Michael Coppedge; Andrew C. Gould; Frances hours in language study). may be presented and discussed in an informal col- Hagopian; Anthony M. Messina (on leave fall loquium consisting of the other students in the 2002); Christina Wolbrecht joint major. Assistant Professors: Louis J. Ayala; Eileen M. Botting; David E. Campbell; Kathleen A. Collins; Barbara M. Connolly; John D. Griffin; Gretchen Helmke (on leave 2002-03); Theodore B. Ivanus (emeritus); Mary M. Keys; Keir A. Lieber; Daniel A. Lindley III (on leave 2002-03); Martha Merritt; Layna Mosley (on leave 2002- 03); Mitchell S. Sanders; Alvin B. Tillery Jr.; Christopher Welna (concurrent) Associate Professional Specialist: Joshua B. Kaplan 174
Program of Studies. The Department of Politi- 142. Introduction to Comparative Politics cal Science offers its majors a liberal education in COURSES IN THE FIRST YEAR (3-0-3) Staff an important field of the social sciences. The major OF STUDIES This course is an introduction to the main themes aims at educating the student in basic problems in and areas of the comparative politics subfield. The course covers issues such as regime type, Leninism understanding politics. The department offers 140. Introduction to American Politics and socialism’s collapse, authoritarianism and au- courses in four main subfields: American politics, (3-0-3) Staff thoritarian collapse, Islam and theocracy, transi- comparative politics, international relations and This course surveys the basic institutions and prac- tions to democracy, democratic state-building, political theory. Students majoring in political sci- tices of American politics. The course aims to make political parties and electoral systems, economic re- ence go on to work in a wide variety of vocations, students better informed and more articulate. It ex- form, and civil and ethnic conflict. Geographically, including government, law, nongovernmental amines the institutional and constitutional frame- organizations, teaching, politics, journalism and work of American politics and identifies the key the course introduces students to the institutions business. ideas needed to understand the subject and develop and politics of most regions of the world. The em- a basis for evaluating politics today. The premise of phasis is on East Asia, Africa, the former Soviet Requirements. The major requires a minimum the course is that American government has advan- Union, South Asia, and Latin America. This course of 10 courses: an introductory 100- or 200-level tages and disadvantages alike, which come from the fulfills a political science major requirement. course in each of the four subfields, four 300- or same source—the Constitution and the American 180E. University Seminar 400-level (below 491) courses and two senior approach to power that it reflects. Themes of the (3-0-3) Staff writing seminars. When choosing their upper-level course include the logic and consequences of A seminar for first-year students devoted to an in- courses, students are free to specialize in a subfield checks and balances and the separation of powers; troductory topic in political science in which writ- or take courses in several different fields. the causes and consequences of divided govern- ing skills are stressed. It will fulfill the College of All majors are required to take a senior writing ment; the importance of procedures and the built- Arts and Letters social science requirements but seminar or 500-level course in each semester of in biases of institutions and procedures; the ways does not count toward the politial science major. their senior year. These seminars are numbered 491 American government both fragments and concen- in the fall and 492 in the spring. Pi Sigma Alpha trates power; the implications of America’s weak members may take these courses in the second se- party system; the nomination, campaign-finance, REQUIRED COURSES mester of their junior year, with permission. These congressional, and budgetary reforms of the 1970s; IN THE MAJOR seminars give seniors the opportunity to take small, the ways those reforms have shaped American poli- discussion-oriented courses, as well as do more tics today; and the trends and tendencies of the writing in their field. The senior thesis can take the past 30 years. Although the course will prepare pro- 240. Introduction to American Government place of one of these seminars. spective political science majors for further study of (3-0-3) Staff Students on the dean’s list may also take indi- American politics, its primary aim is to introduce This course provides students with an overview of vidual directed readings. students of all backgrounds and interests to the in- the American political system. Topics include the formation, concepts, and ideas that will enable presidency, Congress, the Supreme Court, bureau- Honors Track. Students in the department may them to understand American politics better and cracy, separation of powers, federalism, political receive departmental honors. To graduate with de- help them to become more thoughtful and respon- parties, interest groups, the public policy process, partmental honors a student must have a 3.55 cu- sible citizens. This course fulfills a political science voting, public opinion, and participation. This mulative average and a 3.55 average in the major, major requirement. course cannot be taken if you have already taken GOVT 140. must complete a senior honors essay or area studies 141. Introduction to International Relations essay with a grade of at least B-plus, and must re- (3-0-3) Staff 241. International Relations place one of their 300-level courses with an ad- This course provides a basic understanding of the (3-0-3) Staff vanced course. The advanced course may be either major concepts, issues, and theories in international This course provides students with an an additional writing seminar, a 500-level course, relations. What explains conflict and cooperation understanding of historical and current events in or the research design course. in world politics? We will examine competing world politics. As such, the course has three central theories of state behavior, briefly review the objectives: to introduce various theoretical Senior Thesis. Students who achieve a grade evolution of international history, and discuss frameworks for analyzing international political point average of 3.5 or above are encouraged to enduring and contemporary issues such as and economic events, to provide an overview of write a senior thesis in their senior year. This year- interstate war; civil, ethnic, and religious conflict; substantive topics in international relations, and to long project involves working closely with a faculty proliferation of weapons of mass destruction; supply a basic understanding of contemporary reader on original research and offers the opportu- terrorism; international trade and finance; international events. We explore substantive issues nity to explore more deeply and independently a globalization; the information revolution; and such as cooperation and conflict in international topic of the student’s choice. international law, organization, and institutions. relations, the causes of war, nuclear proliferation, The ultimate goal of the course is to enhance our regional free trade agreements, the causes and Pi Sigma Alpha. Students who have taken a capacity to think critically about the basic forces effects of economic globalization, and the role of minimum of four political science courses, who that drive international politics, thereby improving international law and institutions. Discussion have received no grade lower than a B in their gov- our ability to evaluate and shape our world. sections use historical case studies and current ernment courses and who have a cumulative grade Discussion sections use historical and current events to illustrate concepts introduced in lectures. point average of 3.55 or above are eligible for Pi events to illustrate concepts introduced in lectures. Sigma Alpha, the national political science honor This course fulfills a political science major society. requirement.
Course Descriptions. The following course de- scriptions give the number and title of each course. Lecture hours per week, laboratory and/or tutorial hours per week and credits each semester are in parentheses. The instructor’s name is also included. 175
242. Comparative Government 306. Gender and the Constitution 314. Race and the Constitution (3-0-3) Staff (3-0-3) M. Zuckert (3-0-3) M. Zuckert This course poses three questions in the study of This course will cover the decisions of the Supreme This course will cover the decisions of the Supreme politics: (1) Why are some countries democratic Court in the area of gender issues from the 19th- Court in the area of race relations, from the 19th- and others authoritarian? (2) In what ways do century beginnings of a constitutional law of century problem of fugitive slaves to current prob- democratic regimes vary from one another? (3) gender through such 20th-century issues as lems involving school desegregation, affirmative What constitutes “good” government? In answering abortion, equal rights, and affirmative action. Class action and “private” acts of race discrimination. these questions, we study two different types of will focus not only on court cases but also on the Class will focus not only on court cases but also on mobilization (nationalist and developmental) and broader constitutional, ethical and philo-sophical the broader constitutional and philosophical four countries: the United States, Russia, China, implications. implications. and Great Britain. 308. American Voting and Elections 315G. Comparative Constitutionalism 243. Political Theory (3-0-3) (3-0-3) Langan (3-0-3) Staff This course will examine voting and opinions, and This course examines the principles of constitu- This course serves as the departments’ required in- the linkage between political leaders and the mass tional law and constitutional interpretation of two troductory course in political theory, and also as a public. Possible topics include an introduction to modern federal constitutional systems. We will ex- University elective. It introduces students to key electoral analysis; the history of recent electoral plore how the people, politicians, and jurists of questions in political theory, such as the nature of politics; the nature of political participation, espe- each country understand the role of constitutional law, the question of conventional versus natural cially the rationality of voting turnout and non- interpretation, the role of supreme courts in the moral standards, the relationship between indi- electoral specialization; party identification and political lives of each nation, and the meaning of vidual and community, and the relationship be- opinions, attitudes and ideology; social groups and individual rights and liberties in each political sys- tween individualistic- versus community-oriented cultural identities; mass media and image cam- tem. The course will help students understand the political theories. Authors studied include Madi- paigns; and differences between presidential and different interpretive theories of law as well as the son, Aristotle, Aquinas, Hobbes, Locke, Scott congressional elections. role of constitutional law in separation of power conflicts and the political and legal disputes over Momady, Sophocles, Plato, and Flannery 309. Religion and Politics civil liberties. O’Connor. Students will write three one-page pa- (3-0-3) pers analyzing specific cases, and then two four- An examination of the linkage among religious be- 318. Introduction to Public Policy page papers. There is a comprehensive final. In liefs, world views, group identifications, political (3-0-3) Ayala Friday discussion groups, students will critically ap- attitudes and behavior, based on literature in politi- The objective of this course is to introduce students ply the materials covered in class to specific cases. cal science, sociology, psychology and theology. to the process of public policy formation in Ameri- Topics include the meaning and measurement of can politics. The course will be divided into three ELECTIVE COURSES religiosity; religious and anti-religious values em- parts. The first section will encompass a brief re- bedded in American political institutions; religious view of some of the more important mechanisms of IN THE MAJOR world views and political philosophy; cue giving American politics that affect the legislative process and political mobilization by religious groups, de- (political participation, interest groups, congres- sional elections, etc.). We will then engage in a AMERICAN GOVERNMENT nominational traditions, partisanship and issue po- sitions; religious movements, social conflict and general review of how such factors have affected the AND POLITICS political coalitions. direction and tone of federal public policy over the past 30 years. The final two sections of the course 313. Constitutional Law will be devoted to detailed analysis of two public 304. Presidential Leadership (3-0-3) Kommers policy areas of particular interest to younger voters: (3-0-3) Arnold This course examines the main principles of Ameri- education reform and drug laws. Building on the This course examines the role of the presidency in can Constitutional law, the process of constitu- earlier readings and the analytical tools developed, the American regime and its change over time. Par- tional interpretation, and the role of the Supreme we will examine the current debates and prospects ticular attention will be given to expectations about Court in the American political system. Topics for reform in these policy areas, with an eye toward presidential leadership through the course of covered are presidential war powers, congressional- understanding the political realities of public policy American political history. Beginning with ques- executive relations, free speech, church-state rela- formation. tions about the original design and role of the tions, the right to life (abortion, right to die, and 332. Arab-Israeli Conflict presidency, the course turns to consideration of the death penalty), race and gender discrimination, and (3-0-3) Dowty role of leadership styles for change and continuity the American federal system. A good deal of atten- This course tracks the Arab-Israeli conflict from its in American politics. Finally, cases of presidential tion is given over to recent personnel changes on origins in the late 19th century to the present, leadership are studied to comprehend the way lead- the Supreme Court and the extent to which these making special use of primary sources that express ership and political context interact. changes are reflected in the court’s opinions. A background in American national government is differing perspectives in their full intensity. Cur- 305. The American Congress desirable. rent issues of the conflict will be analyzed in depth (3-0-3) Roos with the help of current periodical and electronic This class will expose the student to the practical sources. Classes will include a mixture of lectures, workings of the U.S. Congress, some major theo- video, and role-playing. There will be a midterm ries attempting to explain those workings, and exam and a short policy paper. some of the methods and materials needed to do research on Congress. It will place the study of Congress in the context of democratic theory, and in particular the problem of the way in which the institution across time grapples with the problem of the common good. 176
333. International Environmental Politics 346. Democratic Regimes 416. Constitution and Federalism (3-0-3) Connally (3-0-3) Helmke (3-0-3) Barber This course presents an introduction to the role of This course surveys the main theoretical and em- This course takes up our oldest and perhaps our states, NGOs, international organizations, scien- pirical issues around the topic of democratization. most pervasive constitutional problem: the proper tists, and other actors in international environmen- It will examine competing conceptions of democ- relationship between the powers of the national tal politics. We consider policy instruments such as racy, the conditions under which democracies government and the powers of the states. The root economic incentives, international treaties, and aid. emerge and consolidate, and the impact of demo- of this problem lies in the kind of country and Case studies include ozone depletion, deforestation, cratic regimes on economic development and po- people the Constitution commits us to be. Its many biodiversity, climate change, issues of developing litical accountability. Because institutions in branches include political and legal questions relat- countries, acid rain, trade and the environment, democratic regimes vary widely from country to ing to the regulation of the economy, federal power and UNCED. country, particular emphasis will be placed on ex- over the nation’s morals, race relations in America, 333W. Soc Con Sem: Washington, D.C. amining institutional choices and the subsequent the nature of community in America and the Crosslisted from the Center for Social Concerns. effects of specific institutions—including nation’s obligation to the poor. This course is de- See “Center for Social Concerns” in the front sec- presidentialism, parliamentarianism, political par- signed for undergraduates with a background in tion of this Bulletin. ties, and non-elected institutions such as courts, the American national government. military, and bureaucracies—on democratic gover- 419. Constitutional Interpretation 339V. Diplomacy of U.S. Foreign Policy nance. Empirical examples will be drawn from a (3-0-3) Barber (3-0-3) Kamman broad array of countries in Latin America, Russia, Americans have always debated Supreme Court The United States emerged from World War II in and Eastern Europe. a new peacetime role as a superpower. We had to opinions on specific constitutional questions in- discover for ourselves how to combine diplomacy 375. Machiavellianism volving the powers of government and the rights of and military power in a manner consistent with our (3-0-3) Staff individuals and minorities. The leading objective of democratic principles. While the policy choices Machiavelli is notorious for promoting a certain this course is to acquaint students with the basic is- were stark in the days of the Cold War, they have “hard-nosed realism” in political analysis and prac- sues of constitutional interpretation and to show become more complex in recent years. tice. This course explores Machiavellianism in the how they influence questions involving constitu- Presented by a career diplomat who headed master himself and in the tradition to which we tional rights and powers and the scope of judicial U.S. overseas missions in four countries, the course give his name. We will read representatives of Ma- review. emphasizes case studies and the practical problems chiavellian republication, including a novel with a that have confronted U.S. leaders from the end of decidedly Machiavellian lesson (Mark Twain’s Tom INTERNATIONAL RELATIONS World War II to the present. The issues treated will Sawyer), and conclude with the recent book by illustrate the height of tensions in the Cold War, John Mearsheimer, often thought to be the leading 320. Theories of War the emergence of détente and deterrence, and the Machiavellian analyst of international politics of (3-0-3) Vayrynen challenges of the global agenda after the end of the our day. The course explores major theories of war from Cold War. 377. Politics and Conscience Machiavelli to Martin van Creveld. Rather than The course aims to help the student understand (3-0-3) Keys focusing on military details, the course tries to current foreign policy issues, which will be dis- Against a backdrop of large-scale society, mass contextualize the theories of war and military cussed briefly in class. A research paper (10 pages), movements, and technological bureaucracy, the in- strategies, to show how they reflect economic a midterm exam, and a final exam are required. vocation of “conscience” recalls the individual hu- conditions, technological capabilities, dominant 341G. Latin American Politics and Economic man person as a meaningful actor in the political political ideologies, and cultural beliefs of each era. Development sphere. But what is conscience, and what are its Therefore, theories are transformed with changes in (3-0-3) Castiglioni rights and responsibilities? What is it about con- these underlying factors. The emphasis of the During the past few decades, Latin America has un- science that ought to command governmental re- course will be on the conceptions by the 19th- and dergone deep political and economic change. The spect, and are there any limits to its autonomy? 20th-century political and social theorists about the patterns of political polarization and the implemen- What role should conscience play in questions of nature, functions, and consequences of warfare. tation of import substitution industrialization war and peace, law-abidingness and civil disobedi- These conceptions concern the role of war in state models that characterized the region were altered ence, citizenship and political leadership? And how formation, bureaucratization of society, economic by the emergence of bureaucratic authoritarian re- does the notion of conscience connect with con- development, and ideological currents. The authors gimes. From the 1980s on, Latin American nations cepts of natural law and natural rights, nationality to be discussed in detail include Carl von sought to reinstall democracy and promote eco- and prudence, religion and toleration? This course Clausewitz, Alexis de Tocqueville, Thorstein nomic development, yet the paths they followed to engages these questions through select readings Veblen, Joseph Schumpeter, Raymond Aron, those ends have been quite diverse, as have their from the history of political thought. We also will Henry Kissinger, and Martin van Creveld. The achievements. This course examines those divergent consider various 20th-century reflections on con- course will also pay attention to the political and paths during the past four decades. After introduc- science, expressed in essays, plays, short stories, economic foundations of deterrence and other ing students to some contextual information on the speeches, and declarations. doctrines concerning nuclear weapons. region, the course will examine the different roads 321. Regionalism in International Relations to democratic breakdown, the emergence of au- (3-0-3) Vayrynen thoritarian regimes, and the contrasting paths to The course explores different theories of redemocratization and development. regionalism and its manifestations in international relations. Theories range from the early studies of regional integration in the 1960s through the focus on regional conflict formations in the 1980s to the revival of this area of research in the 1990s. Current studies on regionalism view it as an outcome of economic processes rather than a result of governmental decisions. 177
Regionalism in the Americas, Asia, and Europe 328. International Organization 348. The European Union can be thus construed as a response to the forces of (3-0-3) (3-0-3) Mosley globalization, an effort to create both a shelter and Examination of governance in international rela- In this course, we will explore the process of finan- a base for expansion vis-a-vis external competitors. tions, including both formal and informal institu- cial and trade integration in Europe and the politi- In the security realm, regional cooperation is tions. The functioning of organizations such as the cal forces that either promote or retard further increasingly focused on the prevention and United Nations, International Monetary Fund, integration. For example, we will consider the role management of local conflicts and the creation of World Trade Organization, European Union, and of national governments, of national trade unions, peaceful security communities. In addition to multilateral development banks. Research papers and of business interest groups in the integration theories, the course covers several regional on topics including peacekeeping and humanitarian process. We will devote particular attention to the integration schemes, such as the European Union intervention, political conflicts surrounding trade development and implementation of European (EU), the North American Free Trade Area liberalization, and assessment of economic develop- Monetary Union and to the expansion of the Euro- (NAFTA), the Economic Community of West ment programs. pean Union’s involvement to the areas of social African States (ECOWAS), the Gulf Cooperation 330. International Political Economy policy and political cooperation. Students will read Council (GCC), the Association of South East (3-0-3) Mosley general course materials and will select additional Asian Nations (ASEAN), and Mercosur in the This course examines the interactions between reading materials that deal with particular topics or Southern Cone. internation politics and international economics by nations. 324. Introduction to American Foreign Policy providing students with an overview of several key 379. Latin American International Relations (3-0-3) Lindley issues in international political economy. We begin (3-0-3) Hagopian The United States is the most powerful state in the with a brief overview of the economic rationale for This course examines the international relations of world today. Its actions are important not just for trade and financial relations. We then examine the Latin America with an emphasis on what U.S. citizens, but they also affect whether others go recent history of the world economy: How did the determines U.S. policy toward Latin America, to war, whether they will win their wars, whether international trade and monetary systems operate and the policies of Latin American states toward they receive economic aid, whether they will go in the early and mid-20th century, and what role the United States, other regions of the world, and broke, or whether they will starve. What deter- did politics play in these systems? We then devote each other. It analyzes recurring themes in U.S.- mines U.S. foreign policy? What is the national in- the bulk of the class to considering issues central to Latin American relations, including the response of terest? When do we go to war? Would you send contemporary international political economy: the United States to dictatorships, expropriations U.S. soldiers into war? If so, into which wars and trade liberalization, coordination and cooperation of U.S.-owned property, and revolution. It also for what reasons? How do our economic policies in monetary policy (including the advent of the studies new directions and issues in Latin America’s affect others? Does trade help or hurt the U.S. single currency in Europe), implications of national international relations, e.g., trade policy, the economy and its citizens? We first study several and regional financial crises, and the links among environment, migration, and drugs in a post-Cold theories about foreign policy. We then examine the economic globalization, environmental regulation, War world. and human rights. U.S. foreign policy process, including the presi- 481. The International Economy dent, Congress, the bureaucracy, the media, and 331. International Relations of the Middle East and Domestic Politics public opinion. To see how this all works, we turn (3-0-3) Dowty (3-0-3) Mosley to the history of U.S. foreign policy, from Prerequisite: POLS 141 or 241. In this course, we examine the reciprocal interac- Washington’s farewell address through the World This course covers the relations among the contem- tion between the international economy and do- Wars and the Cold War to the Gulf War. We then porary states of the core Middle East, with empha- mestic political processes, with an emplasis on study several major issue areas, including weapons sis on the Arab-Israel conflict. It includes the developed democracies. The course employs con- of mass destruction, trade and economics, and the historical and cultural background in the region, cepts based in international relations, international environment. Finally, we develop and debate fore- the foreign policy perspectives of contemporary economics and comparative politics. The first part casts and strategies for the future. This course re- states and current diplomatic issues. of the course introduces the basic concepts needed quires papers about the history of American foreign 334. International Relations in East Asia to analyze the connections between the interna- policy and about a current policy problem, as well (3-0-3) Moody tional economy and domestic politics. The second as a comprehensive final. Participation, debate, and This course is intended to provide the cultural, his- part of the course focuses on the ways in which pri- oral presentation skills are also important. torical and political background necessary for un- vate (“demand side”) actors — industries, firms, 326. International Law and Institutions derstanding East Asia’s current conditions and and investors — respond to changing international (3-0-3) Mosley speculating about its prospects. economic conditions. We consider how domestic International law and institutions are increasingly actors are affected by and respond to international 335. U.S. Relations with Latin America important for understanding the nature of world trade and financial relations. (3-0-3) Francis politics. This course investigates the interaction be- This class begins with a historical overview of tween international law and international politics. United States relations with Latin America since We examine how international institutions operate, COMPARATIVE GOVERNMENT World War II. It will analyze separately the Latin the significance of international law to state behav- American politics of the presidents from Kennedy ior, and the connections between international to Clinton. It will also focus on some particular 301. Leadership and Social Change norms and domestic law. The substantive issues questions, including the role of economic integra- (3-0-3) Scully addresed in this course include trade, human tion, theories of declining hegemony, the Cuban Prerequisite: Permission of instructor. rights, and environmental protection. situation, illegal immigration into the United This course is intended to introduce seminar par- States and other problems. A number of videotapes ticipants to themes in leadership. Through read- will be shown during the semester. The form of the ings, presentations, and other media (such as film class and some of the assignments will be influ- and interaction with visitors), the course aims to enced by the size of the class, but at least one piece provide critical reflections on the nature and of research will be required, one group project, a sources of differing types of leadership and author- midterm test and a final examination. ity, and a deeper understanding of the vocation to lead. 178
352. Politics of Southern Africa (3-0-3) Walshe This course focuses on the key state of the region — the republic of South Africa. After outlining the political history of apartheid, the phenomenon of Afrikaner nationalism, and the rise of African na- tionalism and the liberation movements, attention turns to the country’s escalating turmoil of the 1980s and resulting political transition in the 1990s. South Africa’s political and economic pros- pects are also examined. The semester concludes with a survey of the transitions that brought South Africa’s neighboring territories to independence, the destabilization strategies of the apartheid regime and United States policy in that region. 354. Political Economy of Post-Industrial States (3-0-3) Messina This course investigates the nexus between politics and economics in the advanced industrial democra- cies. After a brief discussion of the theoretical prin- ciples of economic liberalism, the course focuses on the impact of economic actors and conditions on politics and the political and economic conse- quences of the organization of the world economy along market principles. It concludes by examining the relationship between domestic politics and the project for economic integration in the case of the European Union. 355. Parties and Party Systems (3-0-3) Coppedge Political parties are the most crucial link between state and society in democratic regimes. They are responsible for recruiting candidates, devising pro- grams, shaping the political agenda, aggregating in- terests, organizing the work of legislatures, bargaining with executives, and defending democ- racy. In some countries, they also help to adminis- ter government programs. Parties around the world vary tremendously in the ways they perform, or fail to perform, these functions; yet whether parties perform these tasks well or poorly, party character- istics powerfully influence the quality and stability of democracy. This course examines parties in com- Left to right: Daniel Lindley, assistant professor; Alvin Tillery, assistant professor; parative perspective, exploring how the nature of Christina Wolbrecht, Packey J. Dee Assistant Professor parties and party systems affects democratic gover- nance primarily in Europe, Latin America, and the United States. 343. European Politics and Institutions journalists, bankers and police officers? This course (3-0-3) Gould focuses on the nuts and bolts of Russian 356. Tradition and Modernization in China This course considers politics in Europe. We will politics, including the similarities and differences and Japan examine the literature on three major issues: re- between Communist Russia and the current Rus- (3-0-3) Moody gional integration, origins of modern political au- sian state. Familiarity with Soviet politics is a cru- This course compares the traditional social, politi- thority, and industrial political-economy. Readings cial precondition to analysis of the modern political cal, cultural and economic systems of China and on the European Union, Germany, France, Spain, scene, so students first develop an understanding of Japan and compares the way in which each system and contemporary political debates. the nature of Bolshevik rule and its collapse. has changed in response to the intrusion of the Western powers into east Asia. It concludes with an 347. Nuts and Bolts of Russian Politics 351. Politics of Tropical Africa extended discussion and analysis of the contempo- (3-0-3) Walshe (3-0-3) Merritt rary situation in each country. Class requirements Following an introduction to traditional political How are we to understand a return to the symbol- will include class participation, a midterm examina- ism of Russian royalty by those who were commu- institutions, the colonial inheritance and the rise of tion, two brief discussion papers dealing with mate- African nationalism, the course concentrates on the nists and now claim to be democrats? The frequent rial relevant to the course, and a final examination. squabbles between president and parliament, in- current economic and political problems of tropical cluding the October 1993 shelling of the Parlia- Africa. This includes case studies of political orga- ment Building? The high assassination rate for nizations, ideologies and government institutions in Ghana, Nigeria and Tanzania. 179
358. Comparative Politics of Eastern Europe 431. Building the European Union The Colombian state is, according to varying (3-0-3) McAdams (3-0-3) Messina analysts, semi-democratic or semi-collapsed. In re- An examination of the principal characteristics of This course introduces the contemporary project sponse to the crisis, the current U.S. administration Eastern European politics and institutions in the for greater economic, political, and security inte- is making Colombia a focal point of its Latin post-war era, focusing on the communist experi- gration among the current 15 members of the Eu- American policy and the third largest recipient of ence, relations with the Soviet Union, and post- ropean Union within its appropriate historical U.S. military aid. In this course we examine the 1989 efforts to create stable democracies and context, its current economic and political setting, current crisis and its antecedents in detail, the U.S. capitalist economies. and its projected future ambitions. The course is response to it, and broader U.S.-Colombian rela- 359. Chinese Politics thus very much concerned with recent events and tions. In an effort to gain an important compara- (3-0-3) Moody important European events-in-the-making, includ- tive perspective, we also will examine the Study of the contemporary Chinese political system ing the implementation of the Amsterdam Treaty, experiences of other countries in the region with and process in the light of Chinese history and cul- the expansion of the membership of the European insurgency and paramilitary movements, refugee ture. Some of the topics treated include the tradi- Union and EU-sponsored strategies to facilitate and internal displacement crises, narcotics traffick- tional political order; the revolutionary movements; democratic transitions in Eastern Europe. ing, and relations with the United States. This will be a writing-intensive, seminar-style course. the rise of communism; Maoism and the rejection 435. International Political Economy of Maoism; the political structure; leadership, per- (3-0-3) Staff 441. The Political Economy of Latin America sonalities, and power struggles; economic policy; This course examines the interactions between in- (3-0-3) Hagopian social policy and movements; problems of corrup- ternational politics and international economics. This course analyzes the political bases of the devel- tion and instability; and prospects for democratic We begin with a brief exploration of the economic opmental and distributive strategies pursued by development. There will be some attention to Tai- rationale for trade and financial relations and then several Latin American countries in the postwar pe- wan and Hong Kong as special Chinese societies. examine the recent political history of global trade riod and the relationship between economic crises and finance. Topics include global and regional in the region and political change. It explicitly ex- 405. Public Policy and Bureaucracy trade liberalization, coordination and cooperation amines the relationship between regime type and (3-0-3) Arnold in monetary policy (including the advent of the This course explores the process, substance, and ef- economic policies and performance. single currency in Europe), causes and implications ficacy of public policymaking and policy imple- 443. German Politics of financial crises, and the linkages among eco- mentation in the United States. We begin by (3-0-3) Kommers nomic globalization, environmental regulation, and asking: Why do some problems become public is- This course examines various aspects of German human rights. sues while others do not? Attention is given to how government and politics, including the party sys- government identifies problems and formulates 440. Latin American Politics tem, elections and voting, patterns of political par- policies meant to address them. Then we ask, once (3-0-3) Mainwaring, Welna, Hagopian, Coppedge ticipation, civil liberties, policymaking institutions, formulated, how policies are implemented. The This course is an introduction to Latin American and foreign policy. The course also deals with the course will examine government’s “menu” of op- politics. Thematically, we will focus on two of the historical debates over Germany’s past and current tions for policy implementation. Student research great issues facing this region of the world at the attempts to come to terms with it. It also focuses papers will focus on the evolution over time of a end of the 20th century: democratization and strat- on Germany’s constitutional order together with specific policy, examining how that policy’s imple- egies for promoting economic development. After the political and societal problems arising out of mentation affected its impact. spending the first part of the course examining Germany’s reunification. Requirements for the course include a midterm these two issues in a broad way, we will then ana- 449C. Social Transformations and Democratic exam, a research paper, and a final exam. During lyze these same issues, but focused on Brazil, Chile Chile the semester, students will be required to prepare and Mexico. (3-0-3) several shorter papers as progress reports on their 440G. Colombia Pol: Drug Runners Crosslisted with the Department of History. See research papers. Students taking this course already (3-0-3) Hinojosa History or SOC 491 for description. should have taken POLS 140 or 240, Introduction Colombia is a country in crisis. It is home to a civil to American Government. It also will be helpful to 474. The Enlightenment and Its Revolutions war that dates back some 40 years, has one of the have had an Introduction to Economics course. (3-0-3) Hunt world’s largest concentrations of internally dis- This course explores the enduring significance of 415. Juidicial Politics placed people, and is the center of the world’s larg- the Enlightenment and its many revolutions: the (3-0-3) Colucci est and most sophisticated drug trafficking scientific revolutions (Bacon, Newton), the philo- This course examines the effect of the legal system networks. The civil war is being waged by two left- sophical and theological revolutions (Descartes, on American politics, government, and society. We ist insurgency movements (the FARC and the Voltaire, Hume, Kant), and the social revolutions begin by reviewing the institutions, actors, and pro- ELN) and a right-wing paramilitary organization in the family and civil society (Wollstonecraft, cesses of the legal system, focusing on the institu- (the AUC), all of which receive substantial financ- Smith). We will examine the legecy, both good and tional and individual influences on judicial ing from drug trafficking as well as kidnappings bad, of these Enlightenment revolutions for con- decision-making. In the second part of the semes- and extortion, and all three of which were on the temporary American liberalism. ter, we closely analyze the political consequences of State Department’s list of terrorist organizations legal decisions in areas such as criminal law, race even before September 11. and education—including desegregation, school fi- nance, and school choice—abortion, the death pen- alty, and homosexual rights. We conclude by evaluating the extent toe which courts can and should be expected to bring about social and politi- cal change. 180
374. Republicanism and the Origins 383. War and Peace OLITICAL HEORY P T of American Liberalism (3-0-3) C. Zuckert (3-0-3) Hunt From the time political associations arose in an- 371. Politics, Poetry, and Philosophy in Ancient This course traces the evolution of republican po- cient Greece, thoughtful observers have asked why Greece litical theory, from the ancient Greeks and Romans the people within such societies and also the poli- (3-0-3) C. Zuckert to the Italian and Northern European Renaissance ties themselves seem always to come into conflict. Democratic politics and philosophical investiga- to the British and French Enlightenments, and ex- Are such conflicts inevitable? Are they necessarily tions of nature—two distinctive components of plores the legacy of republicanism for the American violent? Or can conflict be controlled, if not re- Westeren civilization—were invented in ancient constitutional tradition. Readings may include solved peacefully? In this course, we will read a va- Greece. How and why did these distinctive forms Plato, Aristotle, Polybius, Cicero, Contarini, riety of different attempts to answer these questions of human activity arise? Are they essentially related Machiavelli, Savonarola, Calvin, Milton, Locke, in classic works of political theory by to one another? If so, how? To answer these ques- Montesquieu, Rosseau, Jefferson, Madison, Mill, Thucydides, Machiavelli, Hobbes, Grotius, tions, in this course we will first read the celebra- Rawls, and Arendt. Montesquieu, and Kant. tion of replacement of military monarchy by the 376. American Political Thought 384. Politics and Literature rule of law, based on popular consent in the trag- (3-0-3) M. Zuckert (3-0-3) C. Zuckert edies of Aeschylus. Then we will look at Thcydides’ A selective survey of classic works and thinkers in This course involves the study of works of political critique of the “poetic” account of the origins of the American political tradition. Themes and read- theory and literature in order to address some of political order and the more “imperialistic” descrip- ings will vary from time to time, but texts such as the central questions of political theory in the mod- tion of political necessity he gives in his History of the Puritan writings on politics, the Federalist and ern age. The examination of the relation between the Peloponnesian War. Aristophanes opposed the Anti-Federalist writings on the Constitution, the truth, faith and politics, and the nature of political politics of war with comedies advocating the plea- writings of Thomas Jefferson, James Fenimore action will form central questions of the course. sure of peace. He introduced a new element into Cooper, Abraham Lincoln, Walt Whitman, We will pay special attention to the problems of the discussion of the requirements and most desir- Frederick Douglass, Herbert Croly, Reinhold founding polities and membership in political able form of politics, moreover, by attacking Niebuhr, John Courtney Murray and Martin communities. Socratic philosophy as a corrupting force. In the Luther King are among the materials to be studied. second half of the course, we will, therefore, exam- 389. The Enlightenment Political Novel 378. 19th-Century Political Thought ine Plato’s response to Aristophanes’ critique in his (3-0-3) Hunt (3-0-3) Kaplan Apology of Socrates and Symposium as well as Plato’s This course will investigate the place of the novel in This course surveys the works and themes of se- somewhat comic response to Aristotle’s attempt to Enlightenment political theory. Authors such as lected 19th-century political theorists, including formulate a comprehensive science of politics in the Daniel Dafoe (Robinson Crusoe) used the novel to Joseph de Maistre, Auguste Comte, Alexis de Politics. In all cases, we will be asking whether and express radical new moral and political ideas that Tocqueville, G.W.F. Hegel, and Karl Marx. The to what extent the things these ancient authors say deeply influenced later Enlightenment political course focuses on the role of theory in the after- about political life still hold true for us. theorists. Many of the great political theorists of math of the French Revolution. The goal of the the Enlightenment also used the novel alongside 373. Early Modern Political Theory course is to understand the characteristic concerns the philosophical treatise to express their innovative (3-0-3) M. Zuckert and approaches of 19th-century political theory moral and political ideas. Enlightenment thinkers An examination of the development of modern po- and to consider the relevance of those concerns and often have been narrowly construed as arch- litical theory from Machiavelli to Rousseau, focus- approaches today. rationalists and individualists who were inattentive ing on Renaissance and Reformation individualism, 379. Contemporary Liberal Theory to the role of the passions and human relationships emergence of national sovereignty (Bodin), variants (3-0-3) M. Zuckert in morality and politics. The political novels of of social contract theory (Hobbes, Locke, Ever since the publication of John Rawls’ A Theory Swift, Montesquieu, Rousseau, Voltaire, Rousseau), and Enlightenment ideas (Voltaire, of Justice in 1971, liberal political theory has experi- Wollstonecraft, and Godwin break down this inac- Diderot). enced a great revival and now is a flourishing enter- curate caricature of Enlightenment political theory. 372. Christian Political Theory prise. This course will take Rawls as its point of We will read the political novels of these thinkers (3-0-3) Keys departure and survey the state of current liberal po- alongside selections from their philosophical and This course introduces students to the rich tradi- litical philosophy, considering such thinkers as political essays and treatises and examine how their tion of Christian reflection on politics and its place Ronald Dworkin, Joseph Raz, Richard Rorty, and novels both expound and reinterpret their “enlight- in human life. Central questions include Robert Nozick. ened” ideas on rights, liberty, moral and civil laws, (1) the relation of Christian ethics to citizenship manners and mores, social and economic inequal- 382. Non-Western Political Thought and to the sometimes harsh necessities of political ity, political justice, love, family, and the good life. (3-0-3) Dallmayr leadership; and (2) the interplay between reason Readings may include Robinson Crusoe; Gulliver’s The course offers an introduction to prominent and revelation, philosophy and theology in the Travels; The Persian Letters; Emile, Julie or the New modes of non-Western thought, such as Islam, various theoretical approaches we will study. Read- Heloise; Candide; Mary, a Fiction; Maria, or the Hinduism, Buddhism, and Confucianism, with a ings will span the patristic, medieval and contem- Wrongs of Woman; and Caleb Williams. focus on the political implications of these teach- porary periods and will also include some ings. In each case, attention will be given both to 471. Justice Seminar documents from 20th-century Catholic social classical and to modern texts and developments. (3-0-3) Roos teaching. Among classical sources, consideration will be given An examination of major theories of justice, both to Al-Farabi, Averroes, Ibn Khaldun, the Vedas, ancient and modern. Readings include representa- Upanishads, some Buddhist Sutras, and the tives of liberal theorists of right, such as John Analects; among modern or recent developments Rawls, as well as perfectionist alternatives. The the focus will be on Islamic “fundamentalism” and course also serves as the core seminar for the phi- secularism, on Gandhi and Indian nationalism, and losophy, politics and economics concentration. on “engaged Buddhism” and Chinese communism. 181
475. Contemporary Political Theory 491/492. Writing Seminars (3-0-3) Dallmayr These intensive writing seminars are required Program of Liberal An introduction to contemporary political philoso- courses. Open to senior majors and second-semes- phy as articulated both by American and European ter junior Pi Sigma Alpha members with permis- Studies thinkers. The main aim of the course is to investi- sion of the director of undergraduate studies. gate whether our century makes room for genuine The Writing Seminars give seniors the opportunity Chair: political thought. Among those discussed are Leo to work in a seminar setting, to explore a topic F. Clark Power Strauss, Michael Oakeshott, Eric Voegelin, more deeply, and to gain experience writing in Rev. John J. Cavanaugh, C.S.C., Hannah Arendt, John Rawls, and Juergen their field. Recent topics have included Issue Poli- Professor of Humanities: Habermas. tics, the Constitution and Public Policy, Constitu- Michael J. Crowe (emeritus) tional Rights, African Politics, Israeli Politics, 476. Continental Political Theory Professors: Issues in Democratic Politics, Latin American Poli- (3-0-3) Dallmayr Rev. Nicholas Ayo, C.S.C.; Frederick J. tics, The Problem of the Common Good, Women This course offers an introduction to the social and Crosson (emeritus); Kent Emery Jr.; Walter J. and Politics, Non-Western Political Thought, Poli- political thought of leading representatives of Con- Nicgorski; F. Clark Power; Phillip R. Sloan tics and Literature, and The Politics of Cultural tinental philosophy in the 20th century. After ex- Associate Professors: Differences. ploring the work of the main “founders” of Edward J. Cronin (emeritus); Stephen M. phenomenology and existentialism (Husserl, 496. Internships Fallon; G. Felicitas Munzel; Gretchen Heidegger, Jaspers), the course will concentrate (3-0-3) Arroyo Reydams-Schils; M. Katherine Tillman; chiefly on the “French school” of existentialism and The goal of the internship program is to provide Henry M. Weinfield existential phenomenology (Marcel, Camus, Sartre, opportunities to integrate coursework with experi- Assistant Professors: Merleau-Ponty and Ricoeur). The course will con- ential learning. To this end we sponsor internships Steven G. Affeldt; Edmund Goehring; Julia clude with some reflections on contemporary post- through the Notre Dame area with a variety of lo- Marvin; Fabian E. Udoh phenomenology and deconstruction (Foucault, cal government or government-related agencies. Derrida). Learning through internships encompasses polish- Program of Studies. The Program of Liberal 495V. Mock Trial ing your resume, honing your interviewing skills, Studies, Notre Dame’s Great Books program, offers (3-0-3) Dwyer and improving writing and analytical skills by en- an integrated three-year sequence of studies leading Permission required. tering the world of work and getting hands-on ex- to the bachelor of arts degree. Students enter the This course is designed to prepare students to par- perience. All internships are nonpaid. Internship program at the end of the First Year of Studies. ticipate in the American Mock Trial Association credits do not fulfill the political science major re- Fundamental to the program is a conception of annual mock trial tournaments. Students will learn quirements. Permission required. a liberal arts education that aims to avoid the sep- to apply the judicial rules of civil/criminal proce- 497. Directed Readings: Reading aration of the humanities and sciences. The dure and rules of evidence to the 2002-03 national and Research program seeks to provide a unified undergraduate case. Participants will assume the roles of trial at- (0-V-0) Staff education in all of the liberal arts. For this reason torneys and witnesses for the plaintiff and defense Students with a G.P.A. at the Dean’s list level are the program is not to be equated with a “general and will develop critical analytical and communica- eligible for independent study under the direction humanities” educational program. The study of tions skills in preparing and presenting the case of a faculty member. Registration requires a literature, philosophy, natural and social science, through the direct examination and cross examina- “contractual agreement” with professor prior to theology, history and fine arts will take place tion at trial. scheduling. within a larger unifying conception of the liberal arts that cuts across many of the disciplinary 499. Senior Honors Thesis boundaries suggested by these names. Because the THER OURSES (0-V-3) Staff O C goal of the program education is more than an Seniors with a grade point average of 3.5 or above introduction to various subject matters, none of the are encouraged to write a senior honors thesis. For 418. Research Design and Methods tutorials or seminars stands alone in the program. this project, the student works closely with a fac- (3-0-3) Staff The curriculum grows organically over the three ulty member on a topic of the student’s choice. This course reviews approaches to the study of so- years, with each course presuming all of its The senior honors thesis builds on the student’s cial and political phenomena. Students will learn to predecessors. coursework, experience, and interests and trains the structure a research question and to review possible Although the program emphasizes education in student to work deeply and independently. Three methods for answering the questions that are raised the liberal arts, it also considers the liberal arts in credits of this two-semester project fulfill one se- by observing political and social processes. The themselves as insufficient for a complete education. nior writing seminar requirement. The other three course will acquaint students with a variety of re- The liberal arts are the critical tools of learning, but credits can count toward elective credit but not to- search methods and with the advantages and draw- they are also to be related to the larger search for ward the major. backs each method introduces. The course is genuine understanding and philosophic wisdom. designed for junior political science majors inter- 500-Level Courses. Many 500-level graduate Philosophy, which explores the basic questions of ested in writing a senior honors thesis and for other courses are open to qualified undergraduates with a epistemology, ethics, and politics, is also related to students whose careers may require research skills. grade point average of 3.6 or higher and permission the claims of the Christian tradition. The program Students will learn to develop research proposals of the instructor. Descriptions of these courses are maintains specific tutorials in the various and to critically review the research reported in the available in the Graduate School Bulletin of Informa- disciplines to enable these relationships to develop mass media and in more specialized source. Both tion, as well as in the political science department systematically. qualitative and quantitative methods are presented office. The normal method of instruction in the to help students become critical consumers of re- program is through the reading and discussion of search. primary texts. The student is asked to take an active role in the learning process. Particularly in the seminar, the authors of the great books are considered to be the primary teachers. 182
The program requires writing throughout the Second Semester 381-382. Great Books Seminar III and IV curriculum, especially in the tutorial classes. In the 346. Literature II: Shakespeare and (4-0-4) (4-0-4) Staff spring semester of their senior year, all students are Milton/Spenser/Wordsworth 3 The second seminar sequence deals with the pri- required to write a major research essay under the 348. Political and Constitutional Theory 3 mary works of the High Middle Ages, the Renais- direction of a faculty advisor. The senior essay 382. Great Books Seminar IV 4 sance, and early modern authors through the offers students a particularly intensive writing Elective 3 Enlightenment. Authors treated include Thomas experience and an opportunity to investigate a Elective 3 Aquinas, Dante, Chaucer, Luther, Cervantes, Ba- specialized topic of interest in depth. ______con, Descartes, Hobbes, Pascal, Milton, Hume, To accomplish the goals of the program, the 16 Rousseau, Swift, Austen, Kant, and Goethe. student must take the entire sequence of courses, 481-482. Great Books Seminar V and VI Senior Year each building upon the earlier components to (4-0-4) (4-0-4) Staff First Semester achieve a cumulative and organic educational expe- The third sequence deals with 19th- and 20th-cen- 443. Christian Theological Tradition 3 rience. For this reason, the program must consti- tury works, including some consideration of the 445. Intellectual and Cultural History 3 tute the student’s major. Sufficient electives are primary works of the Eastern tradition. Authors 481. Great Books Seminar V 4 available in each of the three years, however, to al- treated include selected writings of Chinese and Elective 3 low outside concentrations to be completed. Hindu authors, Hegel, Tocqueville, Melville, Elective 3 Supplementary majors are difficult but not impos- Tolstoy, Mill, Marx, Kierkegaard, Newman, Dar- ______sible and can be accommodated. win, Nietzsche, Freud, Peirce, James, Heidegger, 16 Students must formally apply for entrance into Woolf, Wittgenstein, Ellison, and Dostoevsky. the program by a stated date in the spring of the first year, and application blanks will be available Second Semester by mid-January. Students interested in entering the 444. Metaphysics and Epistemology 3 LITERATURE program are urged to complete the University sci- 446. Modern Astronomy/ Developmental Psychology 3 ence, mathematics, and first theology requirement 243. Literature I: Poetic Diction 462. Essay Tutorial 3 in the first year. In some special cases, typically in- (3-0-3) Fallon, Marvin 482. Great Books Seminar VI 4 volving international study, a student may begin An introduction to poetry through intensive study Elective 3 the program at a later date, but in no case after the of several lyric poets writing in English. Through ______beginning of the junior year. Students admitted to close reading of selected works in English, students 16 the program at later stages must be prepared to will become familiar with central literary devices, make up prior components. including rhythm and meter, image, metaphor, Course Descriptions. The following course de- symbol, paradox and irony. Authors may include scriptions give the number and title of each course. Shakespeare, Herbert, Marvell, Keats, Wordsworth, SEQUENCE OF COURSES Lecture hours per week, laboratory and/or tutorial Yeats, and Eliot. Fall. hours per week and credits each semester are in pa- rentheses. The instructor’s name is also included. 346. Literature II: The Longer Forms Sophomore Year (3-0-3) Fallon, Marvin First Semester Building on the techniques of close reading devel- EMINARS 241. Philosophical Inquiry 3 S oped in Literature I, this course will turn to longer 243. Literature I: Poetic Diction 3 literary works. Attention will be focused on meth- 281. Great Books Seminar I 4 180. Literature University Seminar I and II ods by which authors unify long works and on the Elective 3 (3-0-3) (3-0-3) Staff expressive power of literary genres, modes, and Elective 3 conventions. The reading list normally will include ______The introductory seminar to the program will ful- works by Shakespeare and at least one of the central 16 fill the University literature requirement. It is de- signed to develop the art of careful reading, narrative poets in English (Chaucer, Spenser, Milton, Pope, Wordsworth). Spring. Second Semester discussion and writing. Students will read founda- 244. Mathematical Sciences and tional works of Greek and Latin civilization. Au- Classical Astronomy 3 thors treated include Homer, the Greek dramatists, PHILOSOPHY AND THEOLOGY 246. The Bible and Its Interpretation 3 Thucydides, Plato, Aristotle, Virgil, and Augustine. 282. Great Books Seminar II 4 281-282. Great Books Seminar I and II 241. Philosophical Inquiry Elective 3 (4-0-4) (4-0-4) Staff (3-0-3) Reydams-Schils, Staff Elective 3 The introductory seminar sequence is designed to Exercises in philosophical inquiry in the context of ______introduce the student to the great books seminar the liberal arts tradition, including a study of both 16 methodology. A discussion format is intended to classical and modern texts and an introduction to Junior Year develop the art of discussion and the communica- the forms of logical argument. Fall. First Semester tion of complex ideas through readings in the foun- 341. Fine Arts 3 dational works of Greek and Latin civilization. 246. The Bible and Its Interpretations 343. Mechanics/Life Sciences 3 Authors treated include Homer, the Greek drama- (3-0-3) Ayo 347. Ethics 3 tists, Herodotus, Thucydides, Plato, Aristotle, A close study of the Bible. Selected passages will be 381. Great Books Seminar III 4 Cicero, Virgil, Augustine, and Bonaventure. analyzed in detail. The course will consider the role Elective 3 of the Bible in the life of the church, the history of ______its interpretation and the various approaches of 16 modern scholarship. Spring. 183
347. Ethics (3-0-3) Affeldt An examination of modes of moral reasoning and what constitutes the good life, based primarily on the study of the ethical teachings of some of the main philosophers and theologians of the Western tradition. Readings will include Aristotle and Kant and a selection from such authors as Augustine, Rousseau, and Mill and from works on moral de- velopment. Fall. 348. Political and Constitutional Theory: Ancient and Modern (3-0-3) Affeldt, Nicgorski An approach to understanding the fundamental problems of political community and the nature of various solutions to these, especially the democratic solution. Readings include Aristotle’s Politics, Locke’s Second Treatise, and The Federalist. Spring. 443. Christian Theological Tradition (3-0-3) Ayo, Emery A study of the major Christian doctrines in their development, including God, creation and human- ity, incarnation and redemption, and the sacra- ments. The course moves toward a historical and systematic understanding of Christianity, specifi- cally the Roman Catholic tradition. Readings typi- cally include patristic authors, medieval authors such as Aquinas, and the documents of Vatican II. Michael J. Crowe, professor emeritus in the Program of Liberal Studies Fall.
444. Metaphysics and Epistemology 343. Mechanics/Life Sciences FINE ARTS (3-0-3) Munzel, Reydams-Schils (3-0-3) Sloan An inquiry into the nature of knowledge and real- This course is divided into halves. The first half ity, and their relation, based on close study of select studies the development of mechanics by a consid- 341. Fine Arts writings of Plato, Aristotle, Aquinas, Kant, Arendt eration of the contributions of such authors as (3-0-3) Staff and others. Spring. Aristotle, Descartes, Galileo, Newton and Einstein. This course serves as an introduction to the arts, The second unit concentrates on the sciences of liv- aesthetics, critical vocabularies, and ways of seeing SCIENCE ing nature, exploring this first through a case study and hearing of literate Western culture. Principal of the development of Harvey’s theory of the circu- emphasis is placed on the major genres of Western lation of the blood, with readings from Galen, art—music from the Middle Ages to the present, 244. Mathematical Sciences Harvey and Descartes. This will be followed by the including the Mass, oratorio, opera, symphony, and Classical Astronomy analysis of Darwin’s theory of evolution and the and song—but more important developments in (3-0-3) Bordogna, Sloan Darwin debates, concentrating on a reading of The the visual arts and relevant literary and intellectual Drawing on a great-books approach to science Origin of Species and related texts. Fall. movements may also be considered. Using various through use of classic texts, the science tutorial 446. Modern Astronomy/Developmental live artistic resources of the Michiana and Chicago courses constitute a distinctive attempt to under- Psychology areas, recordings and reproductions, slides and stand the main principles and developments in the (3-0-3) Crowe, Power films, as well as important readings on theory, aes- sciences and mathematics that have most dramati- This semester will be composed of two half-semes- thetics and criticism, students will develop a con- cally influenced humanity’s view of itself and its ter units. One will deal with the development of ceptual framework through which to evaluate and universe through the study of select primary stellar and extra-galactic astronomy. Writings un- discuss the arts. Fall. sources. Laboratory and observatory experience will der consideration will include works by Herschel, be incorporated to bring students into direct con- Shapley, and Hubble. The second unit will exam- tact with the critical scientific observations and ex- ine modern social science. The focus of this unit periments. The first half of the first natural science will be on the cognitive developmental psychology course explores the nature of mathematical reason- of Jean Piaget with supplementary readings from ing, primarily by the study of Euclidean geometry. John Dewey, Lawrence Kohlberg and Stanley The second half, focused on a study of the Coper- Milgram. Spring. nican revolution, begins with readings from Aristotle, Plato and Ptolemy, followed by a selec- tive study of the new theories of Copernicus, Kepler and Galileo. Spring. 184
The undergraduate courses are intended to HISTORY Psychology meet the needs of students who plan to (1) major in psychology and later attend graduate 445. Intellectual and Cultural History school in psychology or affiliated fields, (2) major Chair: (3-0-3) Staff in psychology as part of a general cultural program, Jeanne D. Day This tutorial will deal with the issue of history and (3) obtain training in psychology as a special Director of Undergraduate Studies: its location in the great-books curriculum. The first supplement to their major interest or (4) use psy- Anré Venter portion of the course will examine the issues of his- chology to satisfy social science requirements or Andrew J. McKenna Professor of Psychology: toriography and the use of historical analysis and electives. John G. Borkowski contextualized reading. The course after this point One of the department’s main features is an Nancy Reeves Dreaux Professor of Psychology: will examine selectively critical issues in the foun- emphasis on opportunities for close faculty-student Naomi M. Meara dations of the modern era by means of primary and involvement in research projects at the undergradu- Matthew A. Fitzsimons Professor of Psychology: secondary sources dealing with the French Revolu- ate level. The research specialties in which majors Scott E. Maxwell tion and its aftermath, the transformation at the may become involved range from basic research in Notre Dame Professor of Catholic Education: end of the 18th century in philosophy, and the In- such areas as psychophysics, human and animal G. Michael Pressley dustrial Revolution. The course will conclude with learning, child development, aging and Professors: a select examination of issues at the end of the 19th psycholinguistics, to applied research in a commu- Rev. William A. Botzum, C.S.C. (emeritus); century. Texts to be treated will include Carr, What nity setting. Students planning to do graduate work E. Mark Cummings: Jeanne D. Day; George S. is History; Montesquieu, The Spirit of the Laws; in psychology will plan their program in close coor- Howard; Don Pope-Davis; Thomas L. Rousseau, The Social Contract; Kant, What is En- dination with their faculty advisors. Whitman lightenment and Idea of a Universal Peace; primary Associate Professors: documents on the French Revolution; Dickens, Undergraduate major. The psychology major Willis E. Bartlett (emeritus); Cindy S. Hard Times; Mann, The Magic Mountain; Eliade, requires a minimum of seven three-credit courses, Bergeman; Julie M. Braungart-Rieker; Laura Cosmos and History. Fall. two four-credit courses (341 and 342) and one Carlson; Charles R. Crowell; William E. one-credit course (300), and, therefore, a mini- Dawson; Bradley S. Gibson; Anita E. Kelly; mum of 30 credit hours. SPECIAL COURSES Sheridan P. McCabe (emeritus); Thomas V. The specific requirements comprising the mini- Merluzzi; Darcia Narveaz; G.A. Radavansky; mum 30 credit hours are as follows. All majors are David A. Smith 462. Essay Tutorial required to take three credits of PSY 111, Introduc- Concurrent Associate Professor: (3-0-3) Staff tory Psychology (for freshmen), or PSY 211 or Patrick W. Utz This course provides the framework in which se- 211A, Introductory Psychology (for upperclass stu- Assistant Professors: niors in the program prepare a substantial essay, dents) as a prerequisite for the content psychology Steven M. Boker; Alexandra F. Corning; culminating their three years in the program. Fac- courses. In addition, all psychology majors are re- Kathleen Eberhard; Dawn Gondoli; Christof ulty members working with small groups of stu- quired to take PSY 341, Experimental Psychology Schuster; Michael J. Wenger; Robert L. West dents help them define their topics and guide I: Statistics (four credits), and PSY 342, Experi- Adjunct Assistant Professors: them, usually on a one-to-one basis, in the prepara- mental Psychology II: Research Methods (four Rita J. Donley; Leonard A. Hickman; Wendy tion of their essays. Spring. credits). Majors then have a choice in that they are Settle; Susan C. Steibe-Pasalich; Julianne C. required to complete two of the following four 497. Directed Readings Turner; Robert D. White; Mickey Franco courses in the Social and Developmental Processes (3-0-3) Staff Associate Professional Specialist: (CLASS A): PSY 350, Developmental Psychology; Anre Venter 498. Special Studies PSY 352, Social Psychology; PSY 353, Personality; Adjunct Instructors: (3-0-3) Staff and PSY 354, Abnormal Psychology. Similarly, ma- Roya Ghiaseddin; Kathy Gibney; Alicia Instructor’s written permission and permission of jors are required to complete two of the following Knoedler; Kathleen Kolberg chair required. Reading courses in areas of interest four courses in the Biological and Learning Pro- to the student. cesses (CLASS B): PSY 355, Physiological Psychol- Program of Studies. Psychology is the scientific ogy; PSY 356, Learning and Memory; PSY 357, study of the behavior of organisms with a primary Sensation and Perception; and PSY 359, Cogni- focus on human behavior. It is concerned with the tion. In their senior year each major must take two biological and environmental determinants of be- content courses at the 400 level, which are small, havior as reflected in the study of physiological, in-depth discussion-oriented seminars generally in sensory, perceptual, cognitive, motivational, learn- the instructor’s specific area of expertise. All 400- ing, developmental, aging and social processes. The level seminars are designated writing-intensive undergraduate program seeks a balance between ex- courses, satisfying the College of Arts and Letters posure to basic psychological principles and theo- writing requirement. (See arts and letters writing ries and their extension to the applied areas such as requirement, page 79.) PSY 498, Special Studies, child education, counseling, mental retardation and cannot be used to satisfy the 400-level major re- behavioral deviancy. quirement. Finally, in the spring semester following their declaration of a major in psychology, new ma- jors are expected to participate in a one-credit-hour seminar called PSY 300, Psychology: Science, Prac- tice, Policy, which provides an introduction to the department and the faculty. 185
Note: PSY 398 or PSY 498, Special Studies cannot 300. Psychology: Science, Practice, and Policy 344. Graphic Data Analysis be used to satisfy any of the 300 level or 400 level (1-0-1) Borkowski (3-0-3) courses. However, these credits are strongly recom- This one-credit seminar introduces the depart- The process by which psychological knowledge ad- mended for any students intent on pursuing a ment’s programs and faculty research interests as vances involves a cycle of theory development, ex- graduate career in psychology. In addition, even well as the profession of psychology. The goal is to perimental design and hypothesis testing. though Introductory Psychology (PSY 111, PSY encourage more active reflection on how psychol- Exploratory data analysis completes this research 211, or PSY 211A) is a prerequisite for the content ogy can be useful, both personally and profession- cycle by helping to form and change new theories. area courses, it does not fulfill any of the 30-credit- ally; also to present the major tensions within After the planned hypothesis testing for an experi- hour requirements for the major. contemporary psychology as well as its potential ment is finished, exploratory data analysis can look impact on public policies in the decade ahead. for patterns in these data that may have been missed by the original hypothesis tests. A second Course Descriptions. The following course de- 305. Leadership, Culture, and Community use of exploratory data analysis is in diagnostics for scriptions give the number and title of each course. (3-0-3) Pope-Davis hypothesis tests. There are many reasons why a hy- Lecture hours per week, laboratory and/or tutorial This course is designed to give students exposure to pothesis test might fail or reject the null for an un- hours per week and credits each semester are in pa- some of the present day Notre Dame legends in expected reason. Exploratory methods help the rentheses. The instructor’s name is also included. leadership. Students will participate in discussions informed researcher understand what went wrong with Notre Dame and South Bend leaders such as 111. Introductory Psychology FY (or what went right for the wrong reason). athletic coaches, University administrators, presi- (3-0-3) Venter, Radvansky, Utz dents, deans, and faculty of various disciplines. 345. Dynamical Systems Analysis A broad coverage of the methods and findings This is a rare opportunity to discuss culture, com- (3-0-3) Boker which characterize scientific psychology, including munity, and leadership issues with proven profes- Questions posed by researchers in psychology re- a description of historical and recent developments sionals, philanthropists, and prominent community quire studying evolving behavior over time. Dy- in the areas of learning and motivation; perceptual, figures. namical systems methods were developed to study cognitive and physiological processes; social, per- During the semester students will be asked to just such evolving systems and can be helpful in sonality and child development; and abnormal be- examine issues of differences and conflict that can both experimental design and analysis of resulting havior and clinical treatment. Open to first-year arise when cultural, community, and leadership data. This course presents methods that can be students only. styles attempt to co-exist. Potential ways of used to analyze intra-individual variability from a 180. Social Science University Seminar addressing these issues will be proposed and evalu- dynamical systems perspective. Recently developed (3-0-3) Staff ated. techniques such as mutual information, state-space These seminars are designed for further under- Approximately 12 speakers from the Notre embedding, fractal dimension, and surrogate data standing of the myriad ways psychology is embed- Dame and South Bend community will be invited tests are presented along with more traditional time ded in the biological, social and cultural contexts of to present their personal histories as it relates to series and linear statistical methods. one’s everyday life. their professional development, leadership style, 350. Developmental Psychology culture, and communities in which they work. 211. Introductory Psychology SJS (3-0-3) Braungart, Gondoli Speakers will also address issues of cultural differ- (3-0-3) Corning, Staff Major theories and research findings on social, ences and similarities that may lead to conflict and A broad coverage of the methods and findings emotional and cognitive development are covered. how they are resolved. which characterize scientific psychology, including Although emphasis is on the time from birth to a description of historical and recent developments 310A. Soc Con Sem: Children and Poverty early adulthood, some research on adulthood and in the areas of learning and motivation; perceptual, (1-0-1) Brandenberger the elderly is included. Attention is given to how cognitive and physiological processes; social, per- Refer to “Center for Social Concerns” in the front different environments enhance or hinder healthy sonality and child development and abnormal be- section of this Bulletin. development. havior and clinical treatment. Open only to 310C. Soc Con Sem: Leadership Ethics 352. Social Psychology sophomores, juniors and seniors. (1-0-1) Brandenberger (3-0-3) Venter 211A. Introductory Psychology PSI Refer to “Center for Social Concerns” in the front An introduction to the major theoretical orienta- (0-0-3) Crowell section of this Bulletin. tions within the field of experimental social psy- This course covers the same content as PSY 211 341. Experimental Psychology I: Statistics chology and a survey of the research findings in but is taught using an individualized, self-paced (3-2-4) Ghiaseddin, Gibson, Schuster, Venter, selected areas such as attitude formation and method of instruction. This method is a variant of Wenger change, affiliation, interpersonal attraction and so- the Personalized System of Instruction (PSI) format An introduction to the analysis and evaluation of cial cognition. and includes features such as self-paced learning, experimental data, with particular emphasis upon 353. Psychology of Personality emphasis upon mastery of the written rather than measures of central tendency, variability and (3-0-3) Kelly, Meara the spoken word, frequent testing and an option to covariability and their relationship to psychological An introduction to personality development from retake unsatisfactory quizzes. theory and explanation. birth to old age. Emphasis is given to the role of 342. Experimental Psychology II: Methods heredity and environment in personality develop- The department requires that Introductory Psy- (3-3-4) Bergeman, Braungart-Rieker, Carlson, ment and the importance of motivation, traumas, chology (PSY 111, PSY 211, or PSY 211A) pre- West learning, perception, thought, creativity and abnor- cede its 300- and 400-level courses. Prerequisite: PSY 341. mality for an understanding of personality A continuation of Psychology 341, with emphasis function. on the design and methods of execution of psycho- logical research. Training in writing reports in pro- fessional format is also provided. 186
354. Abnormal Psychology 390B. Practicum in Developmental Dysfunction 397. Directed Readings (3-0-3) Smith, Staff Whitman (0-0-3) Defines the concept of abnormal or maladaptive This practicum/seminar is the logical outgrowth of Prerequisite: Consent of instructor. behavior; reviews the principles involved in human a long informal relationship that student volunteers Directed reading is carried out under the supervi- development and adjustment and describes the have had with families in the Michiana community sion of a faculty member. A typewritten report on common clinical syndromes, their causes and who have autistic and other special-needs children. the reading is required. The practicum aspect of the course will involve stu- treatments. 398. Special Studies dents going into a family home and working in a 355. Physiological Psychology (0-V-V) Staff structured program with an autistic child for, on (3-V-3) Crowell, Gibson Prerequisite: Consent of instructor. Majors only. average, three times a week and a total of six to An introduction to the biological bases Independent research carried out under supervision seven hours. In addition, students will meet in class of behavior, with a major emphasis being placed of a faculty member. A typewritten report of a once a week for discussion on a range of topics re- upon the neurological correlates of behavior. May research literature or an experimental study is lating to autism, including issues regarding its defi- be offered with lab section. required. nition, assessment, etiology, and treatment, as well 356. Learning and Memory as topics regarding the impact of autism on the The following advanced courses and seminars are (3-0-3) Radvansky, West family, community resources, and social policy. A primarily for majors; however, non-majors may A survey of the theories and methods relating to number of classes will feature discussions led by enroll with the consent of the instructor. basic processes in learning and memory from both parents of autistic children. This class is recom- 401. Motivation biological and cognitive perspectives. mended particularly for students interested in child (3-0-3) Crowell clinical psychology, education, developmental psy- 357. Sensation and Perception Overview of theory and research relation to the chology, and social work. (3-0-3) Dawson, Gibson, Wenger concept of motivation. Both historical and contem- Includes a diverse range of topics, from sensory 391. Marital Communication porary issues are considered. processes and perceptual development to sensory (3-0-3) Smith 402. Psychological Testing deprivation and visual illusions. Emphasis is on This seminar begins with a review of general prin- (3-0-3) Staff auditory and visual perception. ciples of behavior therapy as applied to marital Prerequisite: PSY 341. problems. Following this, practical readings on 359. Cognitive Psychology An introduction to the theory of psychological how to improve marital functioning will be (3-0-3) Carlson, Eberhard, Gibson, Radvansky measurement. The course surveys representative covered. The seminar will conclude with a service A lecture course presenting a cognitive approach to tests of intelligence, personality, attitudes, interests learning experience that involves creating and de- higher processes such as memory, problem solving, and aptitudes. livering a marital communication and problem- learning, concept formation and language. solving workshop to couples at The Robinson 405. Children and Poverty: 385. Practicum in Teaching Technology Community Learning Center, a Notre Dame Cen- Developmental Implications (3-0-3) Crowell ter for Social Concerns community agency. (3-0-3) Brandenberger Prerequisite: Consent of instructor. Examines the impact of rising levels of child pov- 392. Sign Language An introduction to and experience in applying the erty and related concerns from the perspective of (3-0-3) Stillson principles and methods of behavior instruction in developmental and social psychology. The American Sign Language class is designed to the classroom. introduce basic vocabulary and simple sentence 406. Learning for Change: Alternative 388. Computers in Psychological Research structure for conversational use. A cultural view is Pedagogies and Moral Imagination and Education presented to examine traditions and values. A lin- (3-0-3) Brandenberger (3-0-3) (3-0-3) Crowell guistic view is presented to introduce structure, Exploration of broad issues relating education and Permission of instructor required. syntax and manual alphabet. Experiential activities, the common good with an emphasis on the peda- Possible projects include: education, work produc- receptive and expressive exercises andfluency op- gogical practices promoting moral development tivity, decision making, database management, ex- portunities are incorporated into the format. This and moral imagination. pert systems, knowledge retrieval, data analysis and is an introductory class for students with no prior 407. Leadership and Social Responsibility experiment control. Projects may require campus knowledge of American sign language. (3-0-3) Brandenberger mainframe computer or microcomputers, particu- 393A. Family Business This course examines leadership and empowerment larly the Macintosh or IBM PC. Same as CAPP See the Mendoza College of Business section of this issues from multidisciplinary perspectives, focusing 481C. Bulletin for a description. on the role of the leader within organizations that promote service, social action or other forms of so- 394. Culture and Community Psychology cial responsibility. Alternative models of leadership (3-0-3) Pope-Davis are explored, with attention to value and moral Prerequisite: PSY 341. implications. The course will address cultural identity theory, re- search and practice in society, and how it affects the psychosocial development of different cultural groups. Cultural assumptions, values, and attitudes will also be examined. 187
408. Cross-Cultural Psychology 422. Human Resiliency 427. Formal Representations of Psychological (3-0-3) Pope-Davis (3-0-3) Whitman Hypotheses I The general purpose of this course is to examine As part of being alive, human beings confront (3-0-3) Wenger and learn to talk about issues of culture and race in routine stressors, major life challenges and severe This course serves as an introduction to methods the United States from a psycho-social perspective. traumas. Individuals vary considerably in their for representing hypotheses regarding psychological Culture and race are not synonyms. So, we will be ability to cope with such events. This course processes and phenomena as mathematical and/or examining some of the ways that each affects the examines a range of stressors (e.g., adolescence, computational models. Emphasis is placed on sto- quality of our psychological functioning. school and job “failure,” divorce, parenting, chastic models, and analytic and computational The goals of this course are to learn to recog- chronic illness and disabilities, aging, death, tools for constructing and exploring such models, nize and appreciate culture in ourselves and others; poverty, prejudice, child abuse, and war) and how in the context of particular psychological phenom- to examine the different ways that cultural and ra- people manage them. Particular emphasis will be ena, will be introduced. Issues of model identifi- cial socialization influence behavior, to consider placed on examining why some individuals develop ability and testability will be emphasized. Students how culture and race relate to various psychological serious problems such as depression when chal- will be responsible for constructing and exploring constructs, and to understand the ways in which lenged and others are resilient, that is, able to meet the predictions of a formal representation of a hy- racism and ethnocentricism operates in everyday life’s challenges and grow stronger. Theoretical pothesis in their own area of expertise or interest. life. To accomplish these goals, we will use read- (e.g., biological, psychoanalytic, humanistic, exis- 431. Health Psychology ings, group discussions, lectures, films, and each tential and behavioral) perspectives on resiliency (3-0-3) Merluzzi other to expanding our awareness of how culture are evaluated along with relevant empirical An overview of health psychology and behavioral and race operates in our everyday life. As a student research. Fictional and nonfictional examples of medicine, with the following topics: psychology in this class, you will be encouraged to share your resilient individuals are examined. An important and medicine, health psychology models, stress ideas and life experiences. focus of the course is on thinking about how and health, adaptation to illness, psychological 410. Psychology of Discrimination resiliency can be fostered through parenting, aspects of some severe illnesses, and professional (3-0-3) Corning education, therapy and social policy. Specific opportunities. This course is intended to facilitate students’ un- techniques for managing routine and exceptional 452. Moral and Spiritual Development derstanding of discrimination and prejudice from a stressors will be discussed. The course is especially social-psychological perspective. The psychologi- recommended for students interested in clinical, (3-0-3) Narvaez cally-based causes, correlates, and consequences of counseling, educational and developmental As an introductory course to the field of moral psy- chology, we examine major research traditions. We discrimination and prejudice will be examined via psychology. the application of social-cognitive theories and re- study the theoretical underpinnings, goals, and 423. Cognitive Processes in Children practices of major approaches to moral education. search to the real experiences of stigmatized group (3-0-3) Day members. As such, this course is intended to help Concentrated introduction to cognition focusing 453. Behavioral Pediatrics students better understand the major psychological on the development of intelligence. Primary em- (3-0-3) Whitman, Kohlberg principles underlying prejudiced attitudes and dis- phasis will be given to the developmental psychol- This course is directed toward premedical students criminatory behavior; become acquainted with cur- ogy of Piaget, followed by reviews of other selected interested in pediatric medicine and psychology rent research on the causes, correlates, and theories for comparison. majors interested in health psychology. It exposes consequences of prejudice and discrimination; and areas of psychology, biology and medicine perti- engage in more objective examination of one’s own 424. Seminar in Sensory Processes and nent to children. Specific emphasis is placed on attitudes and behaviors. Psychophysics studying infants who are at risk for developmental (3-0-3) Dawson 420. Teaching and the Development of Thought problems. An in-depth look at the major human sense explor- (3-0-3) Day 453A. Psychology and Medicine ing their physical, physiological, and psychological An examination of current research in cognition aspects. It covers specification, description, and (3-0-3) Kolberg and instruction. The focus is on how cognitive pro- measures of the relevant physical stimuli, physi- This course has two basic objectives. First, it exam- cesses can be enhanced through education. Also ological mechanisms, as well as the various psycho- ines from a lifespan and psychobiological perspec- included are readings and discussions on how indi- logical or sensory results that occur in sensation. tive the factors that place individuals at different vidual differences, such as special aptitudes, may Also covered will be the various psychophysical stages of life at risk for illness and assist them in influence learning in the classroom. methods that have been and are used to assess sen- maintaining their health. In addition, it addresses a 421. Infancy and Early Childhood sory function. These include measurs of absolute variety of challenging psychological and social is- (3-0-3) Braungart-Rieker and differential sensitivity plus methods of psycho- sues that physicians and other healthcare profes- sionals must face in the practice of medicine. The This seminar is designed for advanced students physical scaling. course covers a range of topics dealing with health who are interested in developmental psychology, issues related to different stages of human develop- particularly the period of infancy and early child- ment (childhood, adolescence, and adulthood), dis- hood. The course focuses on major theories and abled populations, culture and gender, stress, empirical research on developmental processes dur- physician-patient interactions, death and dying, ing infancy and early childhood. professional ethics, and social policies relating to health care. The course is primarily intended for students intending to enter medical school. Most classes will involve brief formal presenta- tions by the instructors and invited guests, followed by discussion of assigned readings pretinent to the day’s topic. In addition, students will be exposed, via a limited practicum, to a variety of medical settings. 188
454. Behavior Therapy (3-0-3) Whitman Prerequisite: PSY 356 recommended. Introduction to the wide array of learning and cog- nitive theory-based technologies and their applica- tion in psychiatric, special education, regular education and home environments. Reviews re- search evaluating this approach to changing human behavior and the ethical implications of human control procedures. 455. Adulthood and Aging (3-0-3) Bergeman Prerequisite: PSY 342 strongly recommended. A study of change from young adulthood to old age, the course covers a broad range of topics, in- cluding demographic information, biological, social and cognitive changes, mental illness and death and dying. 456. Mental Health and Aging (3-0-3) Bergeman An introduction to the mental health problems of the elderly. Etiologies of mental health disorders as well as therapeutic interventions will be discussed. 457. Behavioral Genetics (3-0-3) Bergeman An introduction to the principles necessary to un- derstand genetic and environmental influences on Laura A. Carlson, associate professor of psychology development, with an overview of the methods and research. 464. Children/Families in Conflict 465. Seminar in Counseling Theories (3-0-3) Cummings (3-0-3) Kelly 458. Social Support Across the Lifespan Current trends and findings pertaining to construc- This seminar will address the following questions: (3-0-3) Bergeman tive and destructive conflict within families, and Does counseling work? If so, how does counseling A focus on research in social support, including the the effects of conflicts within families on children, help people reduce their symptoms of depression, way social support is measured, the relationship will be considered. A focus will be on interrelations anxiety and other types of problems? We will dis- with developmental outcomes such as physical and between family systems (marital, parent-child and cuss several of the key traditional and nontradi- mental health, and the use of social support strate- sibling), and methodologies for studying these tional theories of counseling and show how these gies as an intervention technique. questions. A particular concern will be how positive theories are applied to clients’ problems. 461. History and Systems of Psychology and negative conflict processes in the marital rela- 466. Professional Psychology: Methods and (3-0-3) Dawson, Meara, Radvansky tionship affects families, marriages and children. Practice Traces the development of contemporary psychol- The role of interparental conflict in various family (3-0-3) Staff ogy from its early philosophical origins to the contexts (divorce, parental depression, violence and Students will be introduced to the key research present. An emphasis is placed on the era of mod- abuse, custody, physical illness or disability), and methods, empirical findings, and theories from the ern psychology (mid-1800s to the present) with relations between family and community conflict clinical/counseling psychology literature. Prospects considerable discussion of current issues and and violence, will be examined. The positive side of for developing and testing new theories of psycho- movements. family conflict will be considered, including the el- therapy will be discussed. Students will be encour- ements of constructive marital and family conflict, 462. Psychological Disorders of Childhood aged to begin forming concepts for research and Adolescence and psycho-educational strategies for promoting for projects and developing their own integrated theo- (3-0-3) Staff constructive conflict processes within families. retical approaches to treating clients. An overview of the major dysfunctions within the Theories and models for conceptualizing the 469. Interpersonal Communication Skills context of normal development, the basic theories effects from a family-wide perspective will also be (3-0-3) Corning seeking to explain these dysfunctions, together with considered. Requirements: Class attendance, active partici- Prerequisite: Consent of instructor. a review and a critique of the empirical approaches The Human Relations Training Program provides to assessment and treatment of them. pation in class discussions and activities, including leading discussions on articles in small groups, par- instruction and experience in developing effective ticipation and report of the results of small-scale communication and basic helping skills. Attending, field studies in small groups, completion of a re- empathy, respect, immediacy, self-disclosure and view paper on a topic in this area, and completion self-exploration are studied and practiced in small- of midterm and final in-class exams. group format. Open only to juniors and seniors. 189
470. Seminar: Developmental Psychology 476E. Psychology of Sports 480A. Motivation and Academic Learning (3-0-3) Day (3-0-3) Franco (3-0-3) Turner Introductory lectures followed by reading and dis- Social, psychological and personological approaches Traditional studies of learning have focused almost cussion of selected topics in the area of develop- to issues of sports and athletic performance. exclusively on cognitive, or “cold,” processes. Re- mental psychology. 477. Seminar: Sensation and Perception cent research on learning illustrates how “hot” pro- cesses also influence thinking and academic 470B. Infant Development and Dysfunction (3-0-3) Dawson learning. In this course, we focus on how social, (3-0-3) Whitman Introductory lectures followed by reading and dis- motivational, and emotional influences interact Addresses physical, emotional, cognitive and social cussion of selected topics in the area of sensation with cognitive processes to affect academic learn- factors that influence infant development, particu- and perception. ing. Social influences will include students’ social larly as disruptions in those factors place infants at 477A. Perception and Attention goals in school, friendships, and family dynamics. risk for developmental problems. (3-0-3) Gibson Motivational influences are explored through the 470C. Adolescent Development Surveys variety of issues in visual perception and at- study of major theories of achievement motivation, (3-0-3) Gondoli tention, including consequences of visual attention, including attribution, self-efficacy, intrinsic moti- Focuses on adolescent development within various motion perception, object recognition, mental im- vation, “possible selves,” and goal theories. Emo- social contexts, including family, peer groups and agery and visual creativity. tional factors such as coping mechanisms, test the workplace. Special emphasis on normative 478. Seminar: Social Psychology anxiety, and well-being also are discussed. In addi- development at the transition from childhood to (3-0-3) Staff tion, we explore how development affects students’ adolescence. Introductory lectures followed by reading and social, motivational, and emotional responses to 471. Infant and Child Development discussion of selected topics in the area of social learning.Child, adolescent, and adult models are (3-0-3) Braungart-Rieker psychology. discussed, and applications to educational child set- tings will be an integral part of the course. This course focuses on physical, cognitive, and 478A. Stereotyping: A Social Psychological socio-emotional development during infancy and Approach 480B. Implications of Psychology for Education childhood. Readings will include a textbook and (3-0-3) Staff (3-0-3) Turner several articles. Topics for reading and discussion Seminar exploring the cognitive and motivational Examines the manner in which cognitive and de- include methods for studying infants and young biases underlying the formation, maintenance and velopmental psychology can inform educational children, prenatal development, cognitive pro- utilization of stereotypes. practice, especially instruction. cesses, language development, emotional processes, 480C. Research in Educational Psychology parent-child relationships, and peer relationships. 478C. Attitudes and Persuasion (3-0-3) Staff (3-0-3) Pressley 474. The Neuropsychology of Consciousness Discussion of both classic and contemporary theo- This course develops the understanding of a range (3-0-3) Gibson ries in the area of attitudes and attitude change, of basic and applied educational psychology Considers the extent to which perception, personal- with an emphasis on applying the principles and research and research design and analytic strategies. ity and various states of consciousness (e.g., dreams) techniques of persuasion to marketing. 481. Seminar: Personality and Psychology are due to the brain’s anatomy and physiology. 479. Seminar: Theory and Research in Aging (3-0-3) Merluzzi 474A. Language and Space (3-0-3) Staff Introductory lectures followed by reading and dis- (3-0-3) Carlson Prerequisite: Some previous coursework in aging de- cussion of selected topics in the area of personality Presents the theoretical work of psycholinguists and sired but not essential. and abnormal psychology. cognitive psychologists to address the issue of “how A research-oriented seminar discussing current in- 482. Seminar: Memory we talk about what we see.” vestigations, methodologies and theory in the study (3-0-3) Staff 474C. Cognitive Science of adult aging. An emphasis is placed on the cur- Introductory lectures followed by reading and dis- (3-0-3) Eberhard rent issues and research possibilities in geropsy- cussion of selected topics in the area of memory. chology. Explores an interdisciplinary approach to answering 483. Seminar: Psychobiology questions about the nature of the human mind and 480. Seminar: Motivation (3-0-3) Staff its relation to the brain. (3-0-3) Staff Introductory lectures followed by reading and 475. Seminar: Psycholinguistics Introductory lectures followed by reading and dis- discussion of selected topics in the area of (3-0-3) Eberhard cussion of selected topics, research and current is- psychobiology. sues in motivation. An interdisciplinary seminar with emphasis upon 483A. Developmental Psychobiology student participation covering topics such as lin- (3-0-3) Kolberg guistics, memory and perception for language Historical overview and current research on se- stimuli, child language, bilingualism and social psy- lected topics in developmental psychobiology. Ex- chology of language. plores possible societal benefits of research combining psychology and biology in the areas of medicine, mental health and education. 190
483C. Philosophy and Psychiatry Assignments and format: One or two longer 488A. The Environment: Science, Culture, (3-0-3) papers on topics chosen by student in consultation Values Mental illness is something we experience subjec- with instructor (multiple drafts recommended). (3-0-3) Howard tively, “socially construct” and attempt to under- Two take-home examinations, including the final. Examines ecological problems from various per- stand through various scientific or therapeutic Interactive critical discussion of short papers on as- spectives (biological, historical, ethical, economic, models (the psychodynamic, the biomedical, etc.). signed reading. etc.) through a series of guest lectures. Highlights The course juxtaposes these perspectives for the importance of cross-discipline cooperation in solv- 483E. Stress: Med and Management sake of exploring the possibilities of both integrat- ing complex ecological problems. (3-0-3) Kolberg ing them and highlighting the resources they offer This course is concerned with stress, its effect, and 488C. Living Healthy Lives for mutual criticism. coping mechanisms from a biological as well as a (3-0-3) Howard We begin with the assumption we can learn psychological viewpoint. Didactic material and experimental activities perti- something about mental illness by examining the 1. We explore the nature of stress itself. What nent to daily living, particularly to normal crises various sorts of stories told about it. We do not exactly is stress? How do issues of control and per- and transition stages. Topics include marriage, di- judge a memoir of madness in the same way as we sonality enter into the perception of stress? Can we vorce, career changes, childbirth, retirement; the would the clinical case history of the same patient. have physiological stress without the perception of resources available at crisis points, such as therapy, Careful collaborative reading and class discus- stress? We examine some speical types of stress such pastoral support, community agencies, etc.; some sion of two first person accounts of mental disorder as long-term or serious illness and work-related common behavioral problems, like substance abuse, serves two purposes. It provides students with a stress. depression and stress; and related topics. shared acquaintance with concrete descriptions of 2. We cover the stress response and the effect of mental illness and also provokes such questions as: 495. Practicum in Diversity Education this response on the level of the whole organism In psychiatry, is the true story simply the one that Moss (fatigue, irritability, insomnia, cognitive difficul- enables the patient to “recover”? What do we mean This is a one-credit course designed to instruct stu- ties, etc.). by terms like “recovery” and “mental health”? dents in the theory of diversity education while 3. We examine the link between stress and dis- How are these terms related to ethical and political training them in the art of facilitating diversity dis- ease on the level of organ systems such as the car- norms relating to “human flourishing,” “honesty,” cussions. The theoretical framework for the mate- diovascular system, the immune system, the or “authenticity”? These issues require an introduc- rial in the course comes from the “theory of gastrointestinal system, and the endocrine system. tion to literary, anthropological, and philosophical oppression” and the various individual, institu- 4. We examine the biological and psychological criticism of the social construction of mental illness. tional, cultural, and systemic manifestations of that basis of common coping mechanisms such as cog- Then we take a look at a fresh and psychiatri- oppression. Thet application portion of this course nitive therapy, social support, drug therapy (self- cally meaningful approach to the classic mind/body entails the presentation of diversity programs in a prescribed and physican-prescribed), alcohol, problem: examination of the links between the con- required course (Concepts of Wellness) for first- exercise, meditation, and sleep. The major aim is to ceptual frameworks underlying psychoanalytic and year students. The structure of the Practicum in understand the mechanism, evaluate the efficacy in biomedical approaches to psychiatry. Diversity Education course includes theory instruc- alleviating the stress response, and any potentially We will take an extended and careful look at tion/training before the semester break and making harmful effects. philosopher/psychiatrist Jonathan Lear’s effort to presentations/facilitating diversity discussions for 5. We examine theory and practices of mobiliz- locate the psychoanalytic perspectives of Freud and the remaining portion of the semester. ing support in stressful circumstances. Loewald within a putatively more hospitable Aris- Class performance will be based on two exami- 498. Special Studies: Reading and Research totelian philosophical framework, thereby cleansing nations, one term paper (approximately 15-10 (0-V-V) Staff Freud’s approach from the extraneous baggage of pages), and classroom participation. Students also Prerequisite: Senior standing and permission of in- late 19th century scientism (determinism, reduc- will keep a stress and health diary. structor. Majors only. tionism, speculative biology). Lear uses Aristotle Independent reading and/or research carried out and Wittgenstein to dissolve the traditional mind- 485C. Autism under supervision of a faculty member. A typewrit- body problem and to critically reconstitute a (3-0-3) Whitman ten report is required discussing research literature “science of subjectivity” around the notion that eros This seminar discusses topics related to develop- or an experimental study. This course may not be is a basic force of nature. mental disabilities, with a special emphasis on per- used to satisfy the 400-level requirement. A select subset of Lear’s version of the concep- vasive developmental disorders and autism. Issues tual foundations of psychoanalysis, particularly his regarding their definition, etiology and treatment 499. Senior Honors Thesis critique of “knowingness” and his interpretations of are also discussed. (3-0-3) (3-0-3) Merluzzi These two seminars assist the senior major to pro- transference and of “restlessness, phantasy, and the 487A. Race Talk pose, execute and write an honors thesis. The first concept of mind,” will be compared with closely re- (3-0-3) Day semester is devoted to the development and presen- lated biopsychological models of memory, attach- The central goal of this course is to encourage stu- tation of the proposal, and the second to its execu- ment, temperament and response to trauma. dents to understand and challenge their own and tion, writeup and subsequent presentation. Required texts: The Wounded Story Teller, Body, others’ views about issues of race and ethnicity. Illness and Ethics, Arthur W. Frank, University of Chicago, 1995. Undercurrents, A Life Beneath the Surface, Martha M. Manning, HarperSanFrancisco, 1994. A Shining Affliction, A Story of Harm and Healing in Psychotherapy, Annie Rogers, Penguin, 1995. States of Mind: New Discoveries About How Our Brains Make Us Who We Are, Roberta Conlan, Wiley, 1999. Open Minded, Working Out the Logic of the Soul, Jonathan Lear, Harvard, 1998. 191
Program of Studies. The Romance languages de- Studies Advisor. AP credits satisfy the language Romance Languages rive from Vulgar Latin spoken throughout the Ro- requirement only and may not be applied to the man Empire. A major course of study is offered in major. and Literatures French, Italian and Spanish. The study of foreign languages, literatures, and cultures provides educa- The Supplementary Major in French and tional opportunities relevant to an increasingly in- Francophone Stufies Chair: terdependent world. The acquisition of Dayle Seidenspinner-Núñez The requirements for a supplementary major in foreign-language skills is a crucial component of Vice Chair and Director of Graduate Studies: French and Francophone Studies include compe- liberal education because it enhances our powers of Theodore J. Cachey tency in the language and successful completion communication and serves to introduce us to the Assistant Chair of 24 credit hours or eight courses at the 200 level enduring cultural achievements of other peoples. and Director of Undergraduate Studies: or above. Of these eight courses, five must be in lit- Such study is essential to broaden our mental hori- Paul McDowell erature/culture studies and at least half must be zons, to encourage the examination of problems Professors: taken in residence at Notre Dame. Required among and issues in a more global manner and to stimu- José Anadón; Maureen Boulton; Theodore J. these eight courses are: ROFR 310 (Textual Analy- late our understanding of the traditions of other Cachey; Bernard Doering (emeritus); Julia V. sis), ROFR 371 (French Literary Survey I), ROFR nations. Douthwaite (Resident Director, Angers Pro 372 (French Literary Survey II), and two courses at Elementary and intermediate courses develop gram, 2002-03); Dayle Seidenspinner- the 400 level. Supplementary majors may elect to the students’ ability to understand, speak, read and Núñez; John P. Welle take ROFR 495 (Senior Seminar) in their senior write a foreign language with facility and confi- Associate Professors: year as one of the 400-level courses, with the per- dence. Students can take advantage of the latest in Paul F. Bosco (emeritus); JoAnn DellaNeva; mission of the instructor. It is expected that these foreign language technology in the Language Re- Ben Heller; Kristine L. Ibsen; Carlos Jerez five required courses be taken in residence at Notre source Center to increase their fluency in the target Farrán (on leave spring 2003); Louis Dame. The requirement of ROFR 372 (French Lit- language. Upper-division courses present a wealth MacKenzie; Christian R. Moevs; María Rosa erary Survey II) may be waived if students take of literary, historical, and cultural traditions and Olivera Williams; Catherine Perry; Alain both ROFR 373 and ROFR 374 in Angers—that emphasize the nature and development of national Toumayan is, two advanced courses on 19th- and 20th-cen- cultures. Many courses focus on the literature and Assistant Professors: tury French literature. Any other substitution will culture of certain historical periods, others trace the Thomas Anderson; Vittoria Bosco (emerita); require the approval of the Undergraduate Studies development of literary genres or examine a theme Ayo Abiétou Coly; Sébastien Dubreil; Andrew Advisor. AP credits satisfy the language require- across periods and genres, and still others inculcate P. Farley; Isabel Ferreira; Encarnación Juárez ment only and may not be applied to the major. the critical and analytical skills necessary for an in- (on leave 2002-03); Colleen Ryan-Scheutz formed interpretation of foreign language texts. (on leave fall 2002) The Honors Track in French Participation in Notre Dame’s international Research Professor: study programs in Chile, France, Italy, Mexico, French majors with a GPA of at least 3.7 in the Hugo Verani and Spain (see the International Study Programs major may be admitted into the honors track by in- Associate Professional Specialists section of this Bulletin) is highly recommended al- vitation. In addition to completing the major, stu- and Concurrent Lecturers: though not required to pursue a major in Romance dents will either take a graduate course as an 11th Geraldine Ameriks, Sr. Mary Louise Gude, Languages and Literatures. Majors and second ma- course (for first majors) or as a ninth course (for C.S.C., Janet Fisher-McPeak, Barbara J. jors in French, Italian, and Spanish must complete supplementary majors), or, by invitation, write an Mangione 50 percent of their credit hours in the major in honors thesis, which will count as an 11th or a Assistant Professional Specialists and residency at Notre Dame and meet the following ninth course. Concurrent Lecturers: program requirements. Lisa Caponigri (on leave 2002-03); María Combined B.A./M.A. Program in French Coloma; Silvia Dupont; Marie-Christine PROGRAM IN FRENCH Escoda-Risto; David Gohre; Isabel Jakab; Kelly AND FRANCOPHONE STUDIES The Department of Romance Languages and Lit- Kingsbury; Giovanna Lenzi-Sandusky;; Elena eratures offers its majors in French the opportunity Mangione-Lora; Patrick I. Martin; Kristina to participate in its graduate program through a The Major in French and Francophone Studies McCollam-Wiebe; Paul McDowell; Ivis Menes; combination B.A./M.A. degree in French. This Odette Menyard; Laura Ramírez-Krueger; The requirements for a major in French and program requires students to take 30 credit hours Andrea Topash Ríos; Patrick Vivirito Francophone Studies include competency in the at the 200 level or above during the normal four- language and successful completion of 30 credit year undergraduate period, followed by a total of hours or 10 courses at the 200 level or above. Of 30 credit hours of graduate courses taken during these 10 courses, six must be in literature/culture the fourth and fifth years of residence. Six credit studies and at least half of the major courses must hours can be counted toward both the undergradu- be taken in residence at Notre Dame. Required ate and graduate degrees. During their senior year, among these 10 courses are: ROFR 310 (Textual participants in this program take two graduate Analysis), ROFR 371 (French Literary Survey I), courses, take the qualifying exam given to all first- ROFR 372 (French Literary Survey II), and at least year graduate students, and apply to the Graduate two courses at the 400 level, one of which would be School for admission during the Spring semester. a Senior Seminar (ROFR 495). It is expected that B.A./M.A. students are eligible for a teaching fel- these five required courses be taken in residence at lowship during their fifth year that includes a tu- Notre Dame. The requirement of ROFR 372 ition waiver and a generous teaching stipend. (French Literary Survey II) may be waived if stu- Well-qualified students who are interested in this dents take both ROFR 373 and ROFR 374 in An- program should contact the Director of Graduate gers—that is, two advanced courses on 19th- and Studies and/or the Graduate Liaison in French at 20th-century French literature. Any other substitu- the beginning of their junior year. tion will require the approval of the Undergraduate 192
PROGRAM IN ITALIAN LITERATURE The Honors Track in Italian The Supplementary Major in Spanish AND CULTURE Italian majors are admitted into the honors track Supplementary majors in Spanish are required to by invitation. The honors track major consists of demonstrate competency in Spanish and to com- The Major in Italian 33 credits or 11 courses, including all the require- plete 24 hours or eight courses at the 200 level or The major requires 30 credits or 10 courses at the ments for the major, a GPA in the major of at least above, including the required core sequence de- 200 level or above, including no more than three 3.5, plus a substantial final essay to be written in scribed above or equivalents and one 400-level 200-level courses, ROIT 345 (Introduction to Ital- Italian for a graduate course or an Honors Directed course. Supplementary majors may take the Senior ian Literature I), ROIT 385 (Introduction to Ital- Reading Tutorial, which will constitute the 11th Seminar with permission of the instructor. Equiva- ian Literature II), a minimum of three ROIT course. lent courses from international study programs or elective courses in Italian literature or culture at the other universities may be substituted with depart- 300 or 400 level, and ROIT 495 (Italian Seminar). PROGRAM IN IBERIAN mental approval. Fifty percent of the credits for the By permission, and depending on the student’s AND LATIN AMERICAN STUDIES supplementary major must be taken in residence on proficiency, a maximum of two of the three upper- the Notre Dame campus. division electives may be conducted in English or All majors in Spanish are required to take ROSP with texts in translation. Italian language or litera- 310 (Textual Analysis), which is the recommended The Honors Track in Spanish ture courses from international study programs or prerequisite for 300- and 400-level courses. Distri- Spanish majors are admitted into the honors track other universities may be substituted by permis- bution requirements for majors and supplementary by invitation. The honors track major consists of sion. The 10th course may be another ROIT majors include one course in each of the following 33 credits or 11 courses including all the require- course in Italian literature or culture or a course on areas: early peninsular literature to 1700, modern ments for the major, a GPA in the major of at least an Italian subject in another discipline (for ex- peninsular literature, Spanish American literature 3.7, plus a substantial final essay to be written in ample, Architecture, Art History, History). Fifty to 1800, and modern Spanish American literature. Spanish for an Honors Directed Reading Tutorial, percent of the credits for the major must be taken The required core sequence comprises ROSP 310 which will constitute the 11th course. in residence at Notre Dame. (Textual Analysis), ROSP 318 (Peninsular Survey I), ROSP 319 (Peninsular Survey II), ROSP 328 The Combined B.A./M.A. Program in Spanish The Supplementary Major in Italian (Latin American Survey I) and ROSP 329 (Latin American Survey II). These survey courses may be The Department of Romance Languages and Lit- Supplementary majors in Italian are expected to substituted with equivalent 400-level courses by eratures offers its majors in Spanish the opportu- demonstrate competency in the language and to permission. Fifty percent of the credits for the ma- nity to participate in its graduate program through complete 24 credits or eight courses at the 200 jor and supplemental major must be taken in resi- a combination B.A./M.A. degree in Spanish. This level or above, including no more than three at the dence on the Notre Dame campus. program requires students to take 30 credit hours 200 level, ROIT 345 (Introduction to Italian Lit- at the 200 level or above during the normal four- erature I), ROIT 385 (Introduction to Italian Lit- Latin American Area Studies Program year undergraduate period, followed by a total of erature II), ROIT 495 (Italian Seminar), and two 30 credit hours of graduate courses taken during ROIT elective courses in Italian literature or cul- All Spanish majors are encouraged to also pursue the fourth and fifth years of residence. Six credit ture at the 300 or 400 level. By permission, and de- courses offered through the Latin American Area hours can be counted toward both the undergradu- pending on the student’s proficiency, these two Studies Program. Interested students may complete ate and graduate degrees. During their senior year, upper-division courses may be conducted in En- a Minor in Latin American Area Studies. Please participants in this program take two graduate glish or with texts in translation. Italian language or contact Chris Welna at (574) 631-3636 for further courses, take the qualifying exam given to all first- literature courses from international study pro- information. Likewise, the Institute for Latino year graduate students, and apply to the Graduate grams or other universities may be substituted by Studies supports a wide variety of allied courses. School for admission during the Spring semester. permission. Fifty percent of the credits for the ma- Please contact either Allert Brown-Gort at (574) B.A./M.A. students are eligible for a teaching fel- jor must be taken in residence at Notre Dame. 631-3787 or Elida Matovina at (574) 631-4440 for lowship during their fifth year that includes a tu- details. ition waiver and a generous teaching stipend. The Minor in Italian Well-qualified students who are interested in this The Major in Spanish The minor in Italian comprises 15 credits or five program should contact the Director of Graduate courses at the 200 level or above, including at least The major requires 30 credits or 10 courses at the Studies and/or the Graduate Liaison in Spanish at two courses at the 300 or 400 level. Four of the five 200 level or above, including the required core se- the beginning of their junior year. courses must be in Italian language and/or litera- quence described above or equivalents, two 400- ture; the fifth course may be a course on Italian lit- level courses, and ROSP 495 (Senior Seminar). Major in Romance Languages and Literatures erature taught in English or a course on an Italian Equivalent courses from international study pro- The undergraduate major in Romance Languages subject in another discipline (Art History, Architec- grams or other universities may be substituted with and Literatures is designed for qualified students ture, History). Courses from international study departmental approval. Fifty percent of the credits who wish to major in two programs (French, Ital- programs or other universities may be substituted for the major must be taken in residence at Notre ian, or Spanish). Cross-cultural in focus, the major by permission, but at least two courses for the Ital- Dame. recognizes the importance of studying the corre- ian minor must be taken in residence at Notre spondences and differences among various Ro- Dame. mance literatures and cultures and of reexamining traditional disciplinary boundaries. The requirements for a major in Romance Lan- guages and Literatures include competency in two languages and successful completion of 36 credit hours or 12 courses at the 200 level and above, dis- tributed equally between the two respective lan- guage programs as follows: 193
(1) Two survey courses in each language and litera- 102A. Elementary French 221. Advanced French Review ture program (French or Italian); Spanish requires (4-0-3) Staff (3-0-3) Staff either four survey courses (two in peninsular and A one-semester language course for students with Prerequisites: 103, 112F, or placement by exam. two in Latin American) or a combination of two some exposure to French (normally one or two A comprehensive grammar review at an accelerated survey courses in one area and two 400-level years in high school). Enrollment limited to stu- pace combined with an in-depth study of a French courses in the other area; dents receiving one semester advanced standing by novel. Students are expected to have already at- means of the placement exams. Offered each tained intermediate proficiency through previous (2) Textual Analysis in one program; semester. study. (3) Two 400-level courses in each program (if the 103. Intermediate French 222. Composition and Stylistics survey requirement in Spanish is fulfilled with two (4-0-3) Staff (3-0-3) McDowell, Perry 400-level courses, these courses may count for the Prerequisite: 102A or placement by exam. Prerequisite: 201 or 221. 400-level requirement in Spanish); A third-semester college language course. Includes This course is designed to meet the needs of stu- (4) One senior seminar in one program; review and expansion of basic grammatical struc- dents who, having progressed beyond the basic tures. Extensive practice in speaking and writing. principles of French grammar, are interested in ex- (5) Two elective courses at the 200 level or above Readings and discussions of a variety of literary and ploring those linguistic resources that contribute to in the department (any exception requires permis- nonliterary texts of appropriate difficulty. Comple- a fluent idiomatic writing style. sion). tion of 103 will fulfill the language requirement 231. Conversational French and may also qualify students to study abroad. Placement in Language Courses. For French (3-0-3) Staff Offered each semester. and Spanish, there is a departmental placement Prerequisite: 103, 201 or 221. exam for students who have not already demon- 105. Angers: Atelier préparatoire This course is designed to further develop the strated language proficiency through national stan- (1-0-1) McDowell student’s conversational skills and grasp of a wide dardized testing, such as the AP or Achievement A mini-course that prepares students accepted for variety of styles and registers in French. Spoken tests. Students with previous experience are re- study abroad in Notre Dame’s program in Angers, French will be practiced through various types of quired to take one of these tests before enrolling in France. Students are prepared for various cultural classroom activities and assignments. Emphasis will their first course in those languages. The normal and day-to-day challenges that await them in An- be on topics of current interest. prerequisite for a 300-level course is at least one gers. Course begins the week after Spring Break. 232. French for Business (Le français des 200-level course or permission of the instructor. 111F-112F. Intensive Beginning French I and II affaires) The normal prerequisite for a 400-level course is (6-0-5) (3-0-3) Menyard at least one 300-level course or permission of the An intensive, two-semester introductory French In this course, students travel to the Francophone instructor. course, using an interactive video method to teach Business World, in order to acquire cultural and language and culture. Completion of 112 will ful- linguistic tools and develop their communicative Policy Regarding Romance Language Place- fill the language requirement and may also qualify proficiency and cultural awareness in business-re- ment Examination. The placement examination students to study abroad in the Angers program. lated situations. Videos and the WWW are impor- is designed to place each student at an appropriate 112F is also open to students who have completed tant components of this course. For business level within a language sequence. It is therefore 102A. students, this would fulfill a requisite in the Inter- open to first-year students and sophomores. Juniors national Business Program. and Seniors must obtain the permission of the De- 115F-215F. Intensive Intermediate French I and partment of Romance Languages and Literatures to II for Foreign Study 234. Francophone Cultures register for the test. (5-0-5) (5-0-5) Staff (3-0-3) Coly Prerequisite: Placement by exam into the intermedi- Prerequisite: 201 or 221. Course Descriptions. The following course de- ate level or permission of instructor. This course will introduce students to French- scriptions give the number, the title and a brief de- A two-semester sequence of intensive, comprehen- speaking cultures outside of Europe, including the scription of each course. Lecture or class hours per sive training in the language skills necessary for Caribbean, Africa, South East Asia, the Indian week, laboratory or tutorial hours per week and residence and study in France. Includes review of Ocean and French Polynesia. We will explore the credits each semester are in parentheses. Not all grammar, readings, civilization and specific orienta- history of French contact with these regions (colo- courses are offered every year. tion for international study. For students with two nialism), the treatment through literature of this re- to three years of high school French (with satisfac- lationship, and conclude with an analysis of the tory achievement) preparing for the Angers interna- cultural and political concept of “francophonie.” FRENCH tional study program. 235. French Civilization and Culture 201. Advanced French I (3-0-3) Escoda-Risto 101. Beginning French (3-0-3) Staff Prerequisite: 201 or 221. By permission only. (0-0-3) Prerequisite: 103 or 112F. An introduction to the scope and variety of French An introductory, first-year language course with a Emphasis on expansion and refinement of oral and culture. Geared especially toward those desiring to balanced presentation of the spoken and written written language skills (competence) requisite for continue studies in language and culture but pre- language. The goals of this course include work in upper-level language and literature courses. ferring to de-emphasize the literature component. acquisition of basic structures, vocabulary, and Reading and discussion of a variety of literary and Readings at an intermediate level in history, art, sound systems, as well as sowing seeds of cultural nonliterary texts of appropriate difficulty. Not in- culture and society will be the basis for lectures and literacy. Designed for students with no previous tended for students beginning their college level discussions. Not designed for international study study of French. work at the advanced level (see 221). returnees. 194
236. French Phonetics 320. French Headline News: The Hidden Daily 421. Introduction to Old French and Anglo- (3-0-3) Fisher-McPeak Life of the French (La France à la une: la vie Norman Prerequisite: 201 or 221. privée des Français au quotidien) (3-0-3) Boulton An introduction to the study of French phonetics. (3-0-3) Dubreil An introduction to the literary language of France Recommended for those considering a career in France has its share of cultural icons and its place as during the 12th to the 14th century. Taught in teaching. a nation and a culture is well-respected throughout English. the world. Beyond these façades of institutions and 237. Le Tour de France des régions symbols, which are often envisioned in a too static 426. From Roland to the Holy Grail (3-0-3) Escoda-Risto manner, how do French people really live on a day- (3-0-3) Boulton Prerequisite: 201 or 221. to-day basis? This class is designed to enable stu- A survey of medieval French literature from 1100 A historical, artistic and gastronomical tour of the dents to enter French homes through the backdoor. to 1300, including the epic, the romance, drama French provinces. Intermediate-level readings will Students will examine articles selected from the and poetry. help define the identity of each region and its con- current-year issues of French national newspapers 427. Topics in Medieval Literature tribution to the national mosaic which is France. through a web-based curriculum. This information (3-0-3) Boulton 238. Introduction to French Readings will be supported by major theoretical texts shed- A concentrated study of a particular author, theme (3-0-3) Martin ding light on the various themes at the core of or genre of Medieval French literature. Prerequisite: 201 or 221. France’s social, political, and cultural landscape. 428. Medieval French Romance A transition from the formal study of French gram- 371-372. Survey of French Literature (3-0-3) Boulton mar to the analysis of literary and cultural texts. An and Culture I and II A survey of the development of the medieval emphasis will be placed on developing reading (3-0-3) (3-0-3) Staff French romance from the 12th to the 14th century. strategies. Students planning to major in French Reading of selections and complete works of out- Course may be taught in English as LLRO 428. will find this course a good preparation for ad- standing French authors from major genres and vanced study. periods. Required of all majors. 429. Love and War in Late Medieval France (3-0-3) Boulton 239. French Through Acting 398. Special Studies I and II The literature of 14th- and 15th-century France in (3-0-3) McDowell (3-0-3) Staff its social and political context. Prerequisite: 201 or 221. Prerequisite: Junior standing. A nontraditional approach to conversational 430. Love Poetry of the Renaissance French that asks students to create scenes for a 409. Literature and Opera (3-0-3) DellaNeva weekly soap opera centered on a large cast of stu- (3-0-3) MacKenzie Prerequisite: 310. dent-created characters who live together in an An examination of literary texts and the operas they An in-depth study of the love poetry of Scève, apartment building in France. Weekly scenes are engendered. Authors and composers may include DuBellay, Ronsard and their contemporaries. videotaped for review of phonetics, gestures, and Molière, Beaumarchais, Mérimée, Dumas, Mozart, 432. Life, Love, and Literature choice of idioms. Puccini, Bizet, Rossini, Verdi and others. May be taught in English as LLRO 409. in Renaissance Lyons 243F. Intensive Advanced French Review (3-0-3) DellaNeva (4-0-4) McDowell 410. Le Couple maudit This course focuses on the city of Lyons, the cul- A course for students considering a year in Angers, (3-0-3) MacKenzie tural center of the French Renaissance. Literary France. The five-day format provides an intensive Focuses on the numerous pairs of starcrossed lovers works include extensive readings from the city’s grammar review and preparation for life in France found in French literature, including texts such as major poets, Scève, Du Guillet, Labé, as well as ex- along with the opportunity for students to bond as Bérénice, Les Liaisons dangereuses, La Princesse de cerpts from the works of Rabelais, Marot, and Du a group before their year abroad together. Clèves, Manon Lescaut, Adolphe, Carmen, Madame Bellay. Cultural topics include the role of women Bovary, Eugénie Grandet and Un Amour de Swann. in Lyonnais society, art, music, royal pageantry, 270. Facets of French, France, and the French 410. Remaking French Culture banking, printing, and the presence of Italians in (3-0-3) MacKenzie Lyons. Prerequisite: Intermediate competence in French, (3-0-3) Dubreil French movies have met with quite a success in the i.e., equivalent of ROFR 103. 434. The Renaissance Woman U.S. and have inspired in American directors or Actually four mini-courses—Conversation, Images (3-0-3) DellaNeva producers the desire to make French films in the of France in Current Cinema, Strategies and Tac- A study of women in French Renaissance culture, American idiom. Accordingly, this class will exam- tics of Analysis and Oral Interpretation—ROFR with special emphasis on the works of women writ- ine American remakes of French films as well as 270 is intended to serve as a bridge between the ers such as Marguerite de Navarre, Louise Labé and their French sources. Remake as a cinematographic language sequences and the offerings at the 300 Pernette Du Guillet. This course may be offered in genre will be studied. Through lectures and class and 400 levels. English as LLRO 434. discussions, students will be led to explore the dif- 310. Textual Analysis: The Art of Interpretation ferences between French and American film-mak- 435. Topics in French Renaissance Literature (3-0-3) Staff ing with regards to cinematography, editing (3-0-3) DellaNeva Prerequisite: Two semesters of 200-level French. techniques, and production. Close examination of An in-depth study of a particular theme, author or Introduction to French techniques of formal analy- particular scenes and sequences will also be con- genre in Renaissance literature. sis of literary texts through detailed study of con- ducted and will be used as a basis for cross-cultural tent and form. Application to prose, poetry and exploration. theater. Includes significant written and oral com- 413. Voyages in Literature ponent. Required of all majors. (3-0-3) Douthwaite A topography of voyage literature encompassing 17th-, 18th- and 19th-century authors. 195
436. Life, Love, and Literature in the Reign of 458. Topics in 18th-Century Literature 478. From Existentialism to Post-Structuralism Francis I (3-0-3) Douthwaite (3-0-3) Toumayan (3-0-3) DellaNeva A concentrated study focusing on the works of a This course will examine the elaboration of the hu- This course will include selections from the early single author, treatment of a specific theme or de- manist doctrines of Camus, Malraux and Sartre. It court poets known as the “Rhetoriqueurs,” velopment of a particular genre in 18th-century will then focus on the systematic challenges to this Rabelais, Marot, and Marguerite de Navarre (sister literature. humanism, by such authors as Beckett, Blanchot, of Francis I). The cultural component of this Genet and Levinas. 459. Prose Fiction of the 18th Century course studies the art, music, and architecture of (3-0-3) Douthwaite 481A. French Travelers to North Africa the châteaux of the Loire Valley and Fontainebleau. An exploration of the development of the genre (3-0-3) C. Perry Special attention is given to the role of Francis I as and the literary themes reflected in outstanding This course will explore works by French writers an initiator of the French Renaissance and the reli- works of this period. Authors studied include and artists who visited or resided in the North-Afri- gious unrest of the times. LeSage, Prévost, Marivaux, Diderot, Rousseau, can countries of Morocco and Algeria from the 437. Life, Love, and Literature in the World of Laclos and Bernardin de Saint-Pierre. early 19th through the late 20th century. We will the Baroque examine aesthetic representations as well as the 462. Tradition and Revolution in French (3-0-3) DellaNeva travel diaries and correspondence of painters such Romanticism This course focuses on the literature of the last as Eugène Delacroix, Théodore Chassériau, Eugène (3-0-3) Perry quarter of the sixteenth century, including the late Fromentin, and Henri Matisse; the travel narratives poetry of Ronsard, his rival Desportes, Montaigne, This course focuses on writers’ attempts during the first half of the 19th century to find new ways of of Fromentin (Une Année dans le Sahel), Pierre and the religious poets D’Aubigné, Du Bartas, La Loti (Au Maroc), and Isabelle Eberhardt (excerpts Ceppède, and Sponde. Cultural topics include the understanding the self, the relationship between the individual and society, the role of literature in poli- from Écrits sur le sable); short stories by Eberhardt, Reformation movement and the esthetic of the Ba- and novels by J.M.G. Le Clézio (Désert), Michel roque. tics, and religious identity. Works by Constant, Chateaubriand, Hugo, Lamartine, Musset, Vigny, Tournier (La Goutte d’or), and Didier Van 442. Auteurs/Autour de Port Royal Balzac, Stendhal. Cauwelaert (Un aller simple). Studies by Edward (3-0-3) MacKenzie Saïd (Orientalism) and Fatimah Mernissi (Beyond 464. Topics in 19th-Century Literature A study of works reflecting a Jansenist world view: the Veil: MaleFemale Dynamics in a Modern Mus- Pascal’s Lettres provinciales et Pensées; La (3-0-3) Perry, Toumayan lim Society), among others, will enable us to ap- Rochefoucauld’s Maximes; La Bruyère’s Caractères; Topics will range from the oeuvre of a single author proach Islamic culture as well as the vexed Racine’s Andromaque and Phèdre; and LaFayette’s (e.g., Baudelaire, Hugo) and certain major texts to questions of French colonialism and the condition La Princesse de Clèves. specific cultural, literary and poetic problems of women in North Africa. (ritual and theatre, history as literature). 443. Reading Versailles 482. Littérature issue de l’immigration 465. 19th-Century Short Story (3-0-3) MacKenzie (3-0-3) Coly The political, social and artistic phenomena re- (3-0-3) Toumayan An introduction to the literary productions by Afri- sumed in the word Versailles, approached from a The development of the genre of short narrative in can, Caribbean and Asian immigrants to France. number of perspectives: historical, architectural, 19th-century France. Works of Balzac, Nerval, Students will acquire a detailed understanding of mythological, in painting and in literature. Barbey d’Aurevilly, Flaubert, Gautier, Mérimée, the relevant strands of current theoretical thinking, Maupassant, Nodier and Villiers de l’Isle Adam will and through a close analysis of the texts themselves, 444. Topics in 17th-Century French Literature be considered. will examine recurrent themes and forms in immi- (3-0-3) MacKenzie grant literature, including: the representation of 468. Literature of the Fin-de-Siècle and the The format of this course will allow for a variety of identity; the concepts of origins; the intersection of Belle Époque approaches; e.g., thematic or generic, or the work race, class and gender; and the textual strategies un- (3-0-3) Perry of a particular author. derpinning these considerations. Finally, we will A study of late 19th- and early 20th-century examine the different ways in which these authors 446. Fate, Freud, and Phèdre French prose and poetry, in conjunction with the are redefining French literature with their singular (3-0-3) MacKenzie music of Wagner and the philosophies of voices and styles. Writers to be studied include: An investigation of Racine’s Phèdre, Euripides’ Schopenhauer, Nietzsche, and Bergson. Works by Farida Belghoul, Azouz Beggag, Soraya Nini, Hippolytos and Seneca’s Phaedra. The course will Baudelaire, Huysmans, Rachilde, Verlaine, Calixthe Beyala, Bolya Baenga, Gisèle Pineau, and focus on issues such as fate, free will, original sin Mallarmé, Barrès, Gide, Proust, Anna de Noailles, Linda Lê. and sexuality. Colette, Valéry. 485. Representations of the Feminine 450. What Is Enlightenment? Approaches to a 471. 20th-Century Novel in French Literature Concept (3-0-3) Perry, Toumayan (3-0-3) Perry (3-0-3) Douthwaite Extensive readings in the novel, from the beginning A study of male-constructed images of the “other” This course explores some of the major ideas that of the 20th century to the present, including such in feminine guise, and responses from female writ- animated “Enlightenment” thought. Authors to be authors as Gide, Proust, Mauriac, Sartre, Camus ers to such portrayals, from the late 18th to the studied include Fontenelle, Voltaire, Maupertuis, and Robbe-Grillet. Bougainville, Rousseau, Mme. de Graffigny and early 20th century. Works by Bernardin de Saint- 475. 20th-Century Poetry Laclos. Pierre, Chateaubriand, Lamartine, Balzac, (3-0-3) Perry, Toumayan Mérimée, Baudelaire, Flaubert, Barrès, George 451. The French Revolution: A Cultural Prerequisite: ROFR 310. Sand, Marceline Desbordes-Valmore, Anna de Approach Extensive readings of works by major poets of the Noailles, Colette. (3-0-3) Douthwaite 20th century, from the symbolist movement to the An interdisciplinary seminar that explores diverse present. facets of revolutionary culture, including politics, religion, art history, cuisine, fiction and films about the events of 1789-1800. 196
486. Women’s Voices in 20th-Century 105-106. Beginning Italian for Architects 236. Culture, Custom, Buone Maniere French Prose (3-0-3) (3-0-3) Staff (Italian D) (3-0-3) Perry An introduction to Italian similar to 101-102, but (3-0-3) Mangione This course examines the gendered notions of with a greater emphasis on practical information This course focuses on conversation and composi- “voice” and “silence” in the narrative prose of 20th- necessary for architects planning an international tion skills through a variety of oral activities, in- century French and Francophone female authors. study experience. cluding class discussions based on assigned readings Works by Anna de Noailles, Gérard d’Houville on contemporary Italian culture, practice of new 115. Intensive First-Year Italian (A-B) (Marie de Régnier), Colette, Simone de Beauvoir, vocabulary and idiomatic constructions, individual (6-0-5) (6-0-5) Staff Anne Hébert, Marguerite Duras, Nicole Brossard, and group presentations, and scene playing. An accelerated one-semester Italian course that in- Sylvie Germain, Amélie Nothomb, and essays in troduces the student to the same topics covered in 237. Italian Composition and Conversation French feminist criticism. the traditional 101-102 sequence. Students who (Italian D) 490. French Theatre Production successfully complete 115 are encouraged to enroll (3-0-3) Staff (3-0-3) McDowell in 201 the following semester. This course is de- The course is designed to further develop the Students will work on a French play throughout signed for highly motivated students or those with student’s spoken and written Italian on the basis of the fall semester and present it during spring se- previous Romance language experience. free conversation and the analysis of prose texts and mester. Students from all levels are encouraged to composition. participate either in an onstage role or behind the 201. Comprehensive Second-Year Italian scenes. (Italian C) 238. Attitude: Italian Style (3-0-3) Staff (3-0-3) Mangione 490A. Molière: homme de théâtre Prerequisite: 102/115 or permission of the instruc- This course is designed for students who have com- (1-0-1) tor. pleted ROIT 201, who are returning from a pro- Prerequisite: By permission only. A third-semester college language course. Includes gram in Italy, or who are preparing to study This one-credit course is an optional supplement to review and expansion of basic grammatical struc- abroad. In-class emphasis on the development of the ROFR 490 French Theatre Production, open tures. Extensive practice in speaking and writing. oral proficiency and conversation skills, homework only to actors in this year’s production. We will Readings and discussions of a variety of literary and assignments aimed at practice of advanced gram- look at the many hats Molière wore during his the- nonliterary texts of appropriate difficulty. mar, reaction papers designed to improve written atrical career: playwright, company manager, actor, expression: all of these will help the student to gain 231. Italian Stylistics and Culture theoretician of theatre, as well as the numerous confidence while increasing understanding of the (3-0-3) Staff battles Molière fought to stage his theatre. We will deep culture of contemporary Italy. also view selected scenes performed by professionals Prerequisite: 103 or permission of the instructor. as well as our own Illustre Théâtre de Notre Dame An advanced, fourth-semester language course de- 239B. Tragicomedy/Opera: Short Story/Film du Lac. signed to further develop the student’s conversa- (3-0-3) Mangione tional skills and grasp of a wide variety of styles and Tragicomedy in Italian Opera/Short Story/Film ex- 495. Senior Seminar registers in Italian. Spoken and written Italian will plores the role of irony and humor as coping (3-0-3) Staff be practiced through various classroom activities mechanisms in tragic situations. Students will read Required of all first majors. and assignments. Readings include a wide array of opera libretti as literature, view and analyze several 498. Special Studies literary and nonliterary texts (newspapers and films, and read short stories and excerpts from (3-0-3) Staff magazines, short fiction, and so on). longer works by contemporary authors. Grammar review, regular written homework, and composi- Prerequisite: Senior standing, dean’s list. 234. Italian Mass Media (Italian D) tions will complement discussion, presentations, (3-0-3) Dupont 499. Senior Thesis and exams in this course. (3-0-3) Staff Conducted in Italian, this course allows the student This course may cover an in-depth study of a par- to develop linguistic skills through the study of au- 240. OK Computer Italian ticular author, theme, genre or century. In addition thentic language materials including popular mu- (3-0-3) Cachey to primary texts, some critical material will be re- sic, newspapers, television, and film. Spoken and This Internet-based Italian language and culture quired reading. This course culminates in a sub- written Italian will be practiced through a wide va- course is specially designed for students who have stantial research paper. riety of class activities and assignments. compiled ROIT 102, the Intensive Italian series, or are returning from Italy or getting ready to go 235. Italian Popular Culture (Italian D) there. The course presents a syllabus of authentic (3-0-3) Ryan-Scheutz ITALIAN video-based courseware treating a variety of topics, This course explores various aspects of Italian lan- including Italian cultural stereotypes, la famiglia, guage and culture by incorporating a variety of climate and physical characteristics of the Italian 101-102. Beginning Italian I and II (A-B) Internet and media materials with reading of short peninsula, spot pubblicitari, politics, popular mu- (4-0-3) (4-0-3) Staff literary texts. Students learn about Italian culture sic, folklore, sport, and various aspects of high and An introductory, first-year language course with a (popular music, sports, television, film, literature, low culture. Emphasis is on conversation and writ- balanced presentation of the spoken and written journalism, and folklore). Written assignments and ing skills and grammar review. language. Aims at the acquisition of basic struc- discussions focus on cultural diversity, stereotypes, tures, vocabulary and sound systems; implies culti- and social trends. 247. Italian Society Today vation of cultural awareness. Designed for students (3-0-3) Staff with no previous study of Italian. 101 offered fall A multimedia exploration of major aspects of only. contemporary Italian society. Each unit focuses on specific topics, themes, grammar, communication activities, and composition goals. 197
345. Introduction to Italian Literature I 427. Italian Dialect Literature 470. Italian Women Writers (3-0-3) Cachey, Moevs (3-0-3) Haller (3-0-3) Ryan-Scheutz Prerequisite: A 200-level Italian course. In this minicourse, we discuss aspects of Italy’s lit- This course explores the development of female dis- An introduction to the major writers, genres, and erary tradition in dialect across time, space, and course in the works of female writers across the critical issues of Italian literature from its origins genres. Following a brief introduction to Italy’s centuries, with a focus on the 20th century. We through the High Rennaisance. Besides the tre dialect varieties, we will consider some major poets trace and identify the subtleties and variations corone (Dante, Petrarch, Boccaccio), we will read who write in Milanese, Roman, and Neapolitan among women’s voices within the Italian literary works ranging from St. Francis and the duecento dialect, and the plurilingual theatrical tradition. canon. Discussions, presentations, and assignments poets (Giacomo da Lentini, Guido Cavalcanti) will examine themes such as motherhood, autobi- 432. Petrarch through the humanists (Poliziano, Lorenzo ography, and feminism. (3-0-3) Cachey, Moevs de’Medici), and the great figures of the High Re- The course will explore fundamental themes in 482. Comedy, Italian Style! naissance (Machiavelli, Ariosto), in their historical, Petrarch’s writings in Latin, especially the Secretum (3-0-3) Welle cultural, geographical and artistic (including musi- and the epistles and in the Triumphs and the An examination of Italian comic traditions in the- cal) context. Taught in Italian. Canzoniere. Contemporary critical approaches will atre and cinema within the contexts of history, 385. Introduction to Italian Literature II be employed in the analysis of the Canzoniere. politics, and society. The popular film genre “com- (3-0-3) Moevs, Ryan-Scheutz, Welle edy Italian style” is analyzed, together with film 433. Boccaccio This course introduces students to major writers comedies from the silent period through the 1990s. (3-0-3) Cachey, Moevs and literary movements in 18th, 19th, and 20th- A textual analysis of the Decameron, with emphasis 483. Spotlight on Pirandello century Italy, including Goldoni, Leopardi, on structure and themes. Different critical ap- (3-0-3) Welle Foscolo, Manzoni, Verga, Pirandello and many proaches will be used in the analysis of individual The literary, theatrical, and cinematic works of others. Taught in Italian. tales, their relationships to the frames and their re- Luigi Pirandello within the context of Italian cul- 398. Special Studies flection on Boccacio’s society. ture and society between the 1880s and the 1930s, (3-0-3) Staff and as an integral force of Italian and European 434. Machiavelli and Guicciardini Prerequisite: Junior standing, dean’s list. modernism. (3-0-3) Cachey 409. The Italian Lyric This course will compare and contrast major works 485. Cinema e Scrittori (3-0-3) Moevs of these “classical” Italian Renaissance authors. (3-0-3) Ryan-Scheutz An in-depth textual analysis of selected lyric mas- An in-depth study of a particular Italian filmmaker 435. La Letteratura di Viaggio: storica e critica terpieces from the breadth of the Italian tradition, (Pasolini, Fellini, Antonioni, Wertmueller) or (3-0-3) Cachey from Cavalcanti to Montale. Taught in Italian. group of filmmakers and their relationship rto art This course examines major Renaissance Italian with various literary works, trends and groups. 410. The Italian Short Story narratives of the Age of Discovery. It concentrates (3-0-3) Welle on the theoretical and practical problems involved 489. Modern Italian Fiction Readings in short prose fiction beginning with in attempting to read historical texts as “literary (3-0-3) Welle Boccaccio’s Decamerone and reaching to our times artifacts.” Major works of Italian fiction from the 19th cen- with special emphasis on narrative techniques, the tury until the present are analyzed in relation to 437. Ariosto e Calvino: “un’idea di letteratura” literary periods, language and critical theories. Italian society and culture within the contexts of (3-0-3) Cachey European history and literary movements. 411. Cinema e letteratura This course examines Lodovico Ariosto’s Orlando (3-0-3) Ryan, Welle Furioso in the light of Italo Calvino’s reading of the 495. Italian Seminar Conducted in Italian, this course analyzes Italian poem and the recent “Calvinian” reading of the (3-0-3) Faculty films and literary works in studying points of inter- poem by one of Italy’s leading philologist-critics, Prerequisite: A 300- or 400-level course taught in section and divergence between film and literature. Corrado Bologna (La Machina del Furioso). We will Italian. begin with a reading of Calvino’s Six Memos for the An in-depth study of a particular author, theme, 421-422. Dante I and II Next Millennium and then move on to a reading of genre or century. In addition to treating the pri- (3-0-3) (3-0-3) Moevs, Cachey the Furioso. mary texts, some critical material will be required An in-depth study, over two semesters, of the entire reading. This course culminates in a substantial re- Comedy, in its historical, philosophical and literary 450. Afieri, Foscolo, and Leopardi search paper. Taught in Italian. context, with selected readings from the minor (3-0-3) Moevs works (e.g., Vita Nuova, Convivio, De vulgari A study of selected works from the three greatest 498. Special Studies eloquentia). Lectures and discussion in English; the poets of the Neoclassical and Romantic period, (3-0-3) Staff text will be read in the original with facing-page with particular attention paid to the tension and Prerequisites: Senior standing, dean’s list. translation. Cross-listed.Students may take one se- fusion in their thought between Enlightenment 499. Thesis mester or both, in either order. and Romantic conceptions of self, humanity and (3-0-3) Faculty nature. 421C. Dante’s Commedia Prerequisites: Senior standing, dean’s list. (3-0-3) P. Boitani 460. Manzoni This course will offer a survey of major themes , (3-0-3) Moevs scenes and cantos in Dante’s Inferno, Purgatorio A close reading of the Promessi Sposi in its historical and Paradiso, trying to link their medieval context and cultural context, with special attention given to with our contemporary concerns and underlining its artistic and social aims as a novel at once histori- the poetic value of the passages. We shall examine cal, political, and self-consciously Catholic. the overall structure of the poem and its central im- ages of the voyage and sailing, the way in which Dante deals with shadows, his concern with cre- ation, prophecy and the future. 198
PORTUGUESE
111F-112F. Intensive Beginning Portuguese (6-0-5) Staff An intensive introductory course with a balanced presentation of the spoken and written language. Along with the acquisition of language skills, em- phasis is placed on comprehension and cultural awareness. The sequence of 111-112F fulfills the language requirement. 121-122. Portuguese for Spanish Speakers I and II (3-0-3) Ferreira The intensive Portuguese 121-122 course sequence is designed for students with at least intermediate- level proficiency in Spanish. Classroom activities emphasize the acquisition of basic language struc- tures, vocabulary, and sound system, as well as the active use of spoken language in context. Students are introduced to the cultures of the Portuguese- speaking countries through current video, printed media, music, and short fiction. 201. Intermediate Portuguese (3-0-3) Ferreira Through selected readings in Portuguese, Brazilian, and Lusophone African literatures, films, newspa- Catherine Perry, associate professor of French per and magazine articles, and popular music, stu- dents discuss a variety of cultural issues and expand 118. Intensive Beginning Spanish for Study 201. Advanced Spanish I their vocabulary. Particular attention is placed on Abroad (3-0-3) Staff reviewing major topics of Portuguese grammar and (5-0-5) Farley Prerequisite: 103 or placement by exam. developing students’ writing abilities. Conducted The ROSP 118-128 sequence is designed for those An advanced, fourth-semester college language in Portuguese. who intend to participate in an international study course. Emphasis on expansion and refinement of program in Mexico or Spain while at Notre Dame. oral and written language skills (competence) req- SPANISH ROSP 118 is an intensive beginning course that uisite for work in upper-level language and litera- covers the material from Spanish 101 and 102 in ture courses. Reading and discussion of a variety of one semester, with classes five days per week. Equal literary and nonliterary texts of appropriate diffi- 101A. emphasis is placed on spoken and written Spanish. culty. Grammar review is a secondary component. (0-0-3) Along with the acquisition of language features, 202. Advanced Spanish II The first semester of beginning Spanish, via Ad- students gain an awareness of Hispanic culture. (3-0-3) Staff vanced Placement credit, the CEEB or the Notre The intensive ROSP 118-128 course sequence ful- Prerequisite: 201 or placement by exam. Dame placement examination. fills the language requirement. An advanced, fifth-semester college language course 101-102. Beginning Spanish I and II 128. Intensive Intermediate Spanish for Study for those who choose to continue the type of work (4-0-3) (4-0-3) Staff Abroad begun in 201. Emphasis on refinement of oral and An introductory, first-year language course with a (5-0-5) Ameriks written language skills (competence). Reading and balanced presentation of the spoken and written Prerequisite: 118 or placement by exam in 128. discussion of a variety of literary and nonliterary language. Aims at the acquisition of basic struc- The ROSP 118-128 sequence is designed for those texts of appropriate difficulty. Grammar review is tures, vocabulary and sound systems; stresses appre- who intend to participate in an international study again a component, but one of secondary ciation of cultural awareness. Designed for program in Mexico or Spain while at Notre Dame. importance. students with no previous study of Spanish. 101 ROSP 128 is an intensive intermediate course that 211-212. Spanish for Near-Native Speakers I and 102 offered every semester. covers the material from Spanish 103 and 201 in and II 103. Intermediate Spanish one semester, with classes five days per week. Equal (3-0-3) (3-0-3) Jakab, Coloma (3-0-3) Staff emphasis is placed on spoken and written Spanish. A course of intensive grammar study, reading and Prerequisite: 102 or placement by exam. The course includes a review of major grammar writing. Designed for those who may speak with A third-semester college language course, designed points, literary readings, and cultural readings. The considerable fluency but have little or no grasp of to provide a comprehensive and thorough review of intensive 118-128 course sequence fulfills the lan- grammar and the written language. The goal is to grammar emphasizing the active use of Spanish for guage requirement. achieve a level of literacy equivalent to that of a col- practical oral and written communication. Oral lege-educated native speaker: to strengthen the practice is realized through in-class activities, read- command of written Spanish and the mechanics of ings, and cultural videos of appropriate difficulty. composition and style. Offered both semesters. 199
230. Spanish for the Medical Profession 255. Studies in Mexican Culture 401. Medieval Spanish Literature (3-0-3) Jakab (3-0-3) Ibsen (3-0-3) Seidenspinner-Núñez This course introduces students who have mastered An introduction to Mexican culture that includes This course is intended to introduce the student to the rudiments of Spanish grammar to a vocabulary intermediate-level readings on history, art, litera- the literature of medieval Spain. The texts will be allowing them to discuss medicine and health care ture, as well as films and music, as the basis for lec- discussed and analyzed in the light of both medieval with the Spanish-speaking population. Linguistic tures and discussions. Active participation is and modern critical concepts, and with a view to skills are fostered through vocabulary study, a series encouraged. Preference for this course will be given developing an understanding of the medieval cul- of short compositions, classroom dialogues, conver- to freshmen and sophomores, although juniors are ture of which they were a part. The works to be sation and oral presentations. welcome to apply. covered were written between 1200 and 1500 and include a wide variety of themes and genres. 231. Conversational Spanish 290. 20th-Century Latin America and the Arts (3-0-3) Staff (3-0-3) Staff 411. Spanish Golden Age Theater Prerequisite: 103 or placement by exam. Prerequisite: 201. (3-0-3) Juárez, Seidenspinner-Núñez This course is designed to further develop the An introduction to painters, such as Botero, Matta A critical evaluation of representative golden age student’s conversational skills and grasp of a wide and Rivera, and major films of the last 30 years. plays will highlight the major themes, their in- variety of styles and registers in Spanish. Spoken tensely national character and the strengths and 310. Textual Analysis Spanish will be practiced through various types of limitations of their conventions. (3-0-3) Staff classroom activities and assignments, with special Prerequisites: Two or more 200-level courses or per- 412. Renaissance and Baroque Poetry of Spain attention to conversation and vocabulary building. mission. (3-0-3) Juárez Emphasis will be on topics of current interest. A practical introduction to the analysis and explica- A close reading of traditional and italianated poetry Grammatical principles will be applied to struc- tion of Spanish-language literary texts. Short texts that includes villancicos, romances and the works of tured conversations and compositions. in prose, poetry and theater from a variety of peri- Garcilaso de la Vega, Fray Luis de León, San Juan 232. Spanish Current Events ods and countries within the Hispanic world are de la Cruz, Góngora, Quevedo and Sor Juana Inés (3-0-3) Staff read, presented and discussed. Recommended pre- de la Cruz. Prerequisite: 201 or placement by exam. requisite for the survey courses. Required to be 413. The Picaresque Novel Course will be using current events as its founda- taken by the end of the junior year. (3-0-3) Juárez tion for developing reading, writing and conversa- 318. Survey of Spanish Literature I An introduction to a unique Spanish genre, the tion skills, with its primary source of information a (3-0-3) Juárez, Seidenspinner-Núñez Picaresque novel, or literature of the delinquent, Spanish newspaper published in the United States. A survey of Spanish literature through 1700. Read- with major focus on the Spanish golden age master- 234. Civilization and Culture of Spain ings of selected texts in prose, poetry and theater pieces: Lazarillo de Tormes, Guzman de Alfarache (3-0-3) Staff from the medieval, Renaissance and baroque and El Buscón. The works are studied as literature Prerequisite: 201 or placement by exam. periods. and as social commentary. This class will explore the geographical, historical 319. Survey of Spanish Literature II 414. Don Quixote and political factors which have contributed to the (3-0-3) Jerez-Farrán (3-0-3) Juárez development of contemporary Spain. A survey of Spanish literature from the neoclassical A close textual analysis of the novel in its literary, 235. Hispanic Civilization and Culture period to the present. Readings include a selection historical and cultural contexts. (3-0-3) Staff of texts by the most representative poets, play- 416. Topics in Golden-Age Spanish Literature Prerequisite: 201 or placement by exam. wrights and novelists of each of the literary periods (3-0-3) Faculty An introduction to the scope and variety of His- under study: Moratín, Rivas, Espronceda, Bécquer, An in-depth study of a particular theme, author or panic culture. Especially for those desiring to con- Galdós, Unamuno, García Lorca, and Cela. genre in golden age literature. tinue studies in language and culture but preferring 328. Survey of Spanish American Literature I to de-emphasize the literature component. Read- 431. Literature, Society and Politics (3-0-3) Anadón, Anderson, Heller ings at an intermediate level in history, art, culture in 19th-Century Spain A general introduction to and survey of major and society will be the basis for lectures and discus- (3-0-3) Faculty works of colonial and 19th-century literature up to sions; focus on thought and daily life. Not designed A study of the cultural and social issues of 19th- Modernism. for international study returnees. century Spain through various texts (from short sto- 329. Survey of Spanish American Literature II ries to novels, from political declarations to 236. Spanish for Business (3-0-3) Anderson, Ibsen, Olivera-Williams newspaper articles). (3-0-3) Caponigri A survey of literary trends and major figures in Prerequisite: 201. 432. Spanish Avant-Garde Literature modern Spanish-American literature (1880- This class is designed for the student who wants to (3-0-3) Jerez-Farrán present). Readings of selected texts in prose, poetry learn and study Spanish terminology, phrases and An analysis of avant-garde literary movements in and theatre. cultural conventions used in business situations in Spain, including works by authors such as Valle- Spain and Latin America. 390. Advanced Composition and Stylistics Inclán and the generation of 1927. (3-0-3) Staff 237. Spanish Conversation and Writing 433. Modernismo y Generación del ’98 A further refinement of Spanish speaking and writ- (3-0-3) Staff (3-0-3) Jerez-Farrán ing skills. Prerequisite: 201 or placement by exam. A study of the most representative literary works Intended to develop writing proficiency through 398. Special Studies from these two movements, against the background literary and nonliterary texts from Spain and Span- (3-0-3) Faculty of social, national and ideological crises in fin-de- ish America while continuing to promote oral pro- Prerequisite: Junior standing, dean’s list. siécle Spain. ficiency development. 200
434. 19th-Century Spanish Novel 465. Studies in Latin American Colonial 490. Spanish American Short Story (3-0-3) Faculty Literature (3-0-3) Ibsen A study of the development of the Spanish novel (3-0-3) Anadón A survey of the development of the short-story since 1868, examined as aesthetic expression of the Prose texts from the colonial period examined in genre in Spanish America. Close readings of out- long process of consolidation of the bourgeois so- their cultural context. standing works by major authors. cial order in 19th-century Spain. 471. Does a Nation Have a Woman’s Face? 491. Studies in Spanish American Culture 442. Modern Spanish Poetry (3-0-3) Olivera-Williams (3-0-3) Anderson, Heller, Ibsen, Olivera-Williams (3-0-3) Jerez-Farrán A study of the national imaginary depicted This course considers the issue of Latin American A close reading and analysis of the major Spanish throughout 19th-century Spanish American fic- identity through a variety of media including film, poets of 19th- and 20th-century Spain, with em- tional prose and essays. Special attention will be literature, and popular culture. Focus may be on a phasis on Machado, Juan Ramón Jiménez, Lorca, given to gender issues and historical events. particular region or genre. Alberti, Guillén and other poets from post-Franco 481. Modern Spanish American Novel 492. Mexican Literature Spain. (3-0-3) Ibsen (3-0-3) Ibsen 443. Modern Spanish Prose A study of novels reflecting major literary currents Combines an overview of the historical develop- (3-0-3) Jerez-Farrán and historical events, from the Mexican Revolu- ment of prose, poetry and theatre in Mexico, with a Major novels of contemporary Spain examined tion, indigenismo, to the experimental novels of close look at special problems and issues in Mexi- within the context of the social, political and intel- more recent times. can literature. lectual crises from the time of the Spanish-Ameri- 483. Great Spanish American Poets of the 20th 493. Topics in Contemporary Spanish American can War of 1898 to the post-Franco period. Century Literature Includes works by Baroja, Unamuno, Cela, Martin- (3-0-3) Olivera-Williams 3-0-3) Olivera-Williams, Verani Santos, Laforet, Matute, Goytisolo and Montero. This course will focus on the principal trends of An in-depth study of a particular theme, author, or 444. Love in 20th-Century Spanish Literature Spanish America lyrical production through close genre in Contemporary Spanish American litera- (3-0-3) Jerez-Farrán readings of outstanding poems by major authors, ture. from the avant-garde to the present. Works by An examination of the theme of love in major 494. Women Writers of the Spanish-Speaking Mistral, Vallejo, Paz, Gelman, Pizarnik, and Peri- 20th-century works and in aesthetic trends of World Rossi will be included. modern Spain. (3-0-3) Ibsen 448. Feminism in Modern Spain 484. Contemporary Caribbean A general introduction to female writers, both (3-0-3) Jerez-Farran and Central American Narrative Spanish peninsular and Latin American, from the A study of the literary output of female writers in (3-0-3) Anderson, Ibsen golden age of Spain through the 20th century. May the second half of 20th-century Spain seen in rela- This course will focus on the principal trends of also be offered with emphasis solely on Latin tion to the social, political, and cultural changes of Caribbean and Central American narrative through American female authors. close reading of both novels and short stories, the time. 495. Senior Seminar including works by Asturias, Cabrera, Carpentier (3-0-3) Faculty 450. Spanish Short Story and Ferré. (3-0-3) Jerez-Farrán Prerequisite: Senior Spanish majors only. Close examination of the evolution of the short 485. Modern Spanish-American Theater This course may cover an in-depth study of a par- story in Spanish literature from the 19th to the (3-0-3) Olivera-Williams ticular author, theme, genre or century. In addition 20th century, with emphasis on contemporary Combines a study of the development of the dra- to treating primary texts, some critical material will authors. matic genre in Spanish America with close readings be required reading. The course culminates in a of plays mirroring major historical events and spe- substantial research paper. May be taken either fall 451. Modern Spanish Theater cial problems in Spanish American literature. or spring term. (3-0-3) Jerez-Farrán A survey of Spanish theatrical expressions from the 486. Contemporary Women’s Fiction 498. Special Studies in Spanish America early 19th century to the present. Includes neoclas- (3-0-3) Staff sical, romantic and realist theatre and the technical (3-0-3) Olivera-Williams Prerequisites: Senior standing, dean’s list. innovations of contemporary playwrights such as An overview of contemporary women writers, their fiction, and their situation within the culture. 499. Thesis Benavente, Lorca, Valle-Inclán and the theatre of (3-0-3) Staff the present. 487. New Readings in Modern Caribbean Literature 463. Chronicles of the Spanish Conquest ROMANCE LITERATURES (3-0-3) Anadón (3-0-3) Anderson, Heller A course on the major chronicles of the discovery This course will analyze a selection of works from a wide range of genre — poetry, theater, prose, essay and conquest of America by Spanish and Latin The following courses are taught in English. — by representative authors from Cuba, the Do- American authors. There are no prerequisites. minican Republic and Puerto Rico, written from 464. Spanish American Colonial Poetry the turn of the century to the present. 180. Literature University Seminar (3-0-3) Anadón 488. Pop Culture: Caribbean Cultural and literary crossroads in the Close readings and discussion of selected works of Francophone, Italian and Hispanic worlds. Re- poetry by major authors from colonial Latin (3-0-3) Anderson stricted to first-year students. America. In this class, we study a number of aspects of popu- lar culture in the modern Hispanic Caribbean (Cuba, Puerto Rico, Dominican Republic), includ- ing literature, music, film, and art. 201
385. King Arthur in History and Literature 481. Italian Film and Literature (3-0-3) Boulton (3-0-3) Welle Sociology A team-taught examination of the development Italian films and literary works are analyzed to and influence of the legend of Arthur, King of Brit- study the points of intersection and divergence be- Chair: ain, both in history and in literature. tween film and literature. Michael R. Welch 421-422. Dante I and II 485. Modern French Literature in Translation William R. Kenan Jr. Professor of Sociology: (3-0-3) Moevs, Cachey (3-0-3) Toumayan Joan Aldous An in-depth study, over two semesters, of the entire A study of major works of 19th- and 20th-century William P. and Hazel B. White Professor Comedy, in its historical, philosophical and literary French literature, including works by Baudelaire, of Sociology: context, with selected readings from the minor Flaubert, Proust, Valery, Malraux, Camus, Sartre, Maureen T. Hallinan works (e.g., Vita Nuova, Convivio, De vulgari Beckett and Hebert. Eugene Conley Professor of Sociology: eloquentia). Lectures and discussion in English; the 487. African and Caribbean Women Writers Jorge Bustamante text will be read in the original with facing-page Julian Samora Chair in Latino Studies: (3-0-3) translation. Gilberto Cárdenas Writings by women from the Francophone cultures 428. Arthurian Romance of North (the Maghreb) and sub-Saharan Africa Professors: (3-0-3) Boulton and the Caribbean (Martinique, Guadeloupe and Fabio B. Dasilva (emeritus); Eugene W. A study of the medieval romances of the Arthurian Haiti). An examination of the political and Halton; J. Samuel Valenzuela (on leave spring Round Table, in French, German, Spanish, Italian, sociological circumstances in which women have 2003); Andrew J. Weigert and English. produced literature in these national spaces, their Associate Professors: respective ideological stances, attempts at Kevin J. Christiano; Robert M. Fishman; 429. Words and Music constructing cultural and political identities and David S. Hachen Jr.; C. Lincoln Johnson; (3-0-3) Boulton the emergence of a feminist aesthetics. Taught in David M. Klein; Richard A. Lamanna A study of the relationship between words and English. Crosslisted with ROFR 487. (emeritus); Felicia LeClere; Daniel Myers; melody in medieval Latin and French poetry. Lynnette P. Spillman; Robert H. Vasoli 432. Lyric Poetry of the Renaissance (emeritus); Michael R. Welch; Richard A. (3-0-3) DellaNeva Williams A study of three major lyric poets of Italy, France Concurrent Assistant Professor: and England: Petrarch, Ronsard and Shakespeare. Mark L. Gunty Assistant Professors: 434. The Renaissance Woman William J. Carbonaro; Naomi R. Cassirer (on (3-0-3) DellaNeva leave); Rory McVeigh; Vibha Pinglé (on leave); A study of women in the Renaissance, both as au- David Sikkink (on leave); David Yamane (on thors of texts and as images within texts. leave) 435. The Italian Renaissance Visiting Assistant Professor: (3-0-3) Cachey Michael Gibbons; Ann R. Power A critical analysis of the highest achievements of Adjunct Professor: the Italian Renaissance in literature and related ar- Rev. Leonard F. Chrobot eas. Focus on representative authors, e.g., Petrarch, Director of Undergraduate Studies: Boccaccio, Alberti, Leonardo, Castiglione, Ann R. Power Machiavelli, Michelangelo, Guicciardini, Vasari and Cellini and on leading impulses in the arts, Program of Studies. The Department of Sociol- philosophy and religion. ogy has a national reputation and its scope of inter- est is worldwide. Yet it also is intensely concerned 460. Outspoken Readings in Literature with the U.S. cultural and social experience and its (3-0-3) Jerez-Farrán problems. A study of literary representations of homosexuality The requirements for a sociology major reflect from the classical period to modern times that in- a program that offers both structure and flexibility. tersect with other major contemporary themes such The program is designed to acquaint the student as theories of gender construction and the history with the core of the discipline and with areas of of sexuality, sexual deviance and heterosexism. specialization which can be studied in some depth. 480. History of the Italian Cinema Sociology deals with human interaction on the (3-0-3) Welle group level wherever it may occur: in family and Taught in English, this course traces the evolution business, law and politics, medicine and religion, of the Italian cinema from its origins to the present. and a host of other settings. What can you do with Representative film classics and genres are studied a sociology degree? Notre Dame’s survey of alumni in their cultural, political and economic contexts. who majored in sociology revealed that they are employed as university professors, corporation ex- ecutives, real estate agents, insurance agents, con- sultants, politicians, medical administrators, teachers, social workers, business managers, reli- gious ministers, and many other occupations. 202
The requirements for the sociology major are as Of particular interest to students in recent years 180. Social Sciences University Seminar follows. have been the Gender Studies Interdisciplinary Ma- (3-0-3) Christiano, Hachen, Klein, Sikkink, (a) Every student is encouraged to take SOC jor (GSC2) or Minor (MGSC), the program of the Carbonaro 102, Understanding Societies, or SOC 304, Prin- International Institute for Peace Studies (IIPS), the An introduction to the seminar method of instruc- ciples of Sociology. Neither course is required but Computer Applications Program (CAP2), the tion, accenting the organization and expression of recommended as a good foundation for the sociol- Hesburgh Program in Public Service (MHES), and arguments suggested by readings in sociology. Each ogy major. the Program in Social Work at Saint Mary’s Col- of the seminars treats a particular sociological topic, (b) Students must take a minimum of 25 credit lege. All of the above are readily combined with a such as family life, social problems, the urban crisis, hours (usually eight courses and the proseminar— sociology major. poverty. one credit) offered by the department. Students Students pursuing a major in sociology must 202. Today’s Organizations are urged to start their major as early as possible meet all requirements for the major or equivalent (3-0-3) Hachen but can declare a major or change majors at any courses. Additional courses from other departments Examines macrosociological topics such as social time as long as they are able to fulfill the and programs may be accepted as fulfilling the ma- evolution theories of industrial societies, the his- requirments. jor, provided they meet with the approval of the so- torical development of capitalism, hierarchical dif- (c) The requirments for the major are the fol- ciology department. The department tries to be ferentiations within a society (social classes, social lowing four courses: flexible when working out an individual student’s status, urbanization) and the bureaucratic struc- SOC 300. Foundations of Sociological Theory program, and with the advisor’s recommendation, tures of organizations. Will enable students to ana- SOC 302. Research Methods other modifications also are possible. lyze their societal structure in terms of history, SOC 303. Statistics in the Professions The department has an active Epsilon Chapter present configuration and dynamic processes. SOC 390. Proseminar (one credit) of Alpha Kappa Delta, the international sociology Required courses should be taken as soon as honor society. Especially through the AKD, as well 218. Ethnicity, Gangs, and Organized Crime possible, especially before taking any 400-level as through informal meetings in faculty homes and (3-0-3) Staff courses. field trips, majors make strong friendships with This course examines the intersection of ethnicity, (d) Each major must take a minimum of two other majors having common interests. Students gangs, and organized crime from both a historical 400-level lecture or seminar courses. Internships interested in the various phases of the program and sociological viewpoint. We will undertake a ba- (SOC 496) and Independent Studies (SOC 497) are encouraged to contact the director of Under- sic survey of criminological theories as they apply do not fulfill this requirement. graduate Studies (Room 823 Flanner Hall) at any to ethnic and group crime; we will attempt to ex- (e) A maximum of six credit hours of intern- time. plain and define organized crime, with a particular ship can be used as electives to meet the 25-hour The department also encourages students to emphasis on ethnic Mafias; and we will examine requirement for the major. Normally a student join the University of Notre Dame Sociology Club. the phenomenon of ethnic gangs in the United should take an appropriate lecture course in prepa- The purpose of this club is to enrich the sociology States today. ration for the internship. major. This student organization sponsors activities 220. Social Psychology The department prides itself on its program of oriented to careers in sociology and sociology-ori- (3-0-3) Welch, Williams, Myers, Power close personal advising, in which each major can ented careers, to becoming professionally active An analysis of important human processes, includ- build a program of courses with the help of a fac- while in college, and to student interests in society, ing perceiving and knowing other people, attitudes ulty advisor and Undergraduate Director. Advisors as well as to purely social activities. and attitude change, conformity and nonconfor- willingly give much time to aid students in plan- mity, cooperation and competition with others, ning their course schedules and careers. Each major Course Descriptions. The following course de- leadership in groups, attraction and love, aggression is assigned to a faculty advisor whose own academic scriptions give the number and title of each course. and violence, prejudice. Specifically designed for interests dovetail with those of the student. Each Lecture hours per week, laboratory and/or tutorial sociology and other liberal arts majors and will em- student, working closely with a faculty advisor, can hours per week and credits each semester are in pa- phasize theory and research. As a result, it is not map out a personalized program of study that will rentheses. The instructor’s name is also included. recommended for students having had SOC 122, satisfy the department’s requirements for the major as the content may overlap. and simultaneously accommodate the student’s aca- 102. Understanding Societies 228. Social Inequality and American Education demic interests and career aspirations. (3-0-3) Myers, Yamane, Hachen (3-0-3) Carbonaro Sociological analysis of personality, culture and so- The department also insists that its students Many have claimed that the American educational ciety. A wide variety of groups and institutions are have ample opportunity to develop further their system is the “great equalizer among men.” In studied, including the economy and business, law scientific and creative writing skills. Thus, all fac- other words, the educational system gives everyone and politics, religion and churches, marriage and ulty are urged to require intensive writings in each a chance to prosper in American society regardless family, education and schools, inequality and class. Indeed, SOC 300 (Foundations of Sociologi- of each person’s social origins. In this course, we equality. cal Theory), required of all sociology majors, is des- explore the validity of this claim. Do schools help ignated by the sociology department as a “most 122. Introduction to Social Psychology make American society more equal by reducing the intensive” writing course. (3-0-3) Welch, Johnson, Myers, Power importance of class, race, and gender as sources of The sociology major can be pursued along with Analysis of important human processes including inequality, or do schools simply reinforce existing another major. Many of our students combine soci- perceiving and knowing other people, attitudes and inequalities and reproduce pre-existing social rela- ology with a major in business, economics, political attitude change, conformity and nonconformity, tions? Topics covered include unequal resources science, preprofessional, psychology, theology, etc. cooperation and competition with others, leader- among schools, sorting practices of students within It is important to note that students in the ship in groups, attraction and love, aggression and schools, parents’ roles in determining student out- Mendoza College of Business who wish to major in violence, prejudice. comes, the role of schooling in determining labor sociology in addition to their business major do not market outcomes for individuals, and the use of have to meet all the other requirements of the Col- educational programs as a remedy for poverty. lege of Arts and Letters. 203
232. Social Problems (3-0-3) Johnson, Gibbons Analysis of selected problems in American society such as crime, narcotic addiction, alcoholism, de- linquency, racial and ethnic conflict, prostitution and others. Discussions, debates, films, tapes and readings. 234. Criminal Justice (3-0-3) McVeigh This course is intended to introduce the student to various aspects of the criminal justice system, in- cluding the police, the prosecutor, the courts and parole. The primary focus will be on a sociological analysis of crime and the workings of the criminal justice system. Topics will include social perception of the criminal justice system, relations between members of the criminal justice systems and the community, treatment of women and minorities in the criminal justice system, and current events. 242. Marriage and Family (3-0-3) Klein, Cassirer Changing family patterns, sex roles, sexuality, pre- marital relationships, marriage and divorce, parent- hood, childhood and family interaction are some of the topics. Singles, dual-career families, alternative marriage forms and the future of marriage and fam- ily are also taken up. 300. Foundations of Sociological Theory (3-0-3) Fishman, Pinglé, Yamane Limited to sociology majors. This course surveys the history of social thought in the United States and Europe since the 19th cen- tury. Emphasis is given to major theorists who have contributed to such principal movements of socio- logical theory as Marxism, structural-functionalism, social Darwinism, pragmatism and symbolic interactionism. 302. Research Methods (3-0-3) Gunty, Hachen, LeClere, Carbonaro, Williams Begins with discussion of scientific method, conceptualization of research problems and mea- surement. The course then explores the dominant modes of social science research: field work and participant observation, survey and interviewing, experimental designs and evaluation research. 303. Statistics in the Professions (3-1-4) Johnson, Myers, Gibbons Designed to teach students how to interpret and Daniel Myers, associate professor of sociology critically evaluate statistics commonly used in the social sciences and in many areas of the business 306. Race and Ethnicity in America 309. Culture and Society: Sociological Approaches and medical world to describe, project and evalu- (3-0-3) Cassirer (3-0-3) Spillman ate. Focus is upon a conceptual understanding of This course focuses on race and ethnic relations in In this class we will examine cultural dimensions of what the statistic does, what it means and what as- the United States. Current cases involving racial important social processes, and we will survey con- sumptions are being made in its use. The course re- and ethnic issues will be presented and discussed in temporary sociological approaches to analyzing cul- quires only high school arithmetic and is not class. Readings and materials will present three ap- ture. Examples will include readings on home and mathematically difficult. proaches to the study of majority-minority group relations, the emergence and maintenance of group work, social hierarchies, political culture, media dominance and minority-group adaptations to and the arts, and social change. modes of dominance, including separation, accom- modation, acculturation and assimilation. Class participation and students’ experiences will be emphasized. 204
320. Sociology of Aging 335. Sociology of Education 347. Global Society (3-0-3) Klein (3-0-3) Sikkink, Hallinan, Power, Carbonaro (3-0-3) With life expectancy increasing and birth rates de- This course focuses on the relationship between “Globalization” is the buzzword of the new millen- clining, the populations of Western cultures have education and society. In the course, a variety of nium— but what does it mean? (For example, been rapidly aging. What are the implications of theoretical approaches and contemporary issues in some critics say that “globalization” means the this aging process for social institutions (the family, the field of education will be discussed. Topics to “McDonaldization” of the world.) Economics is in- economy, government) as well as for the individual be addressed include, but are not limited to, gender creasingly global, but is a global society even pos- well-being of the elderly? What does the future and race inequalities in education, the role of sible, let alone inevitable? How do society and hold for those of us who will spend an increasing schools as agents of selection and socialization, and economy interact in a world made ever smaller by proportion of our lives past age 65? These and the nature of educational reform movements. Class technology — and, can anyone control this pro- other questions are addressed in this course, which participation and the experiences of students will cess? How will globalization affect America and focuses on the social, economic and personal chal- be emphasized. Americans? How will it affect real people, wherever lenges facing all of us in the latter half of the life 338. Poverty, Inequality, and Social they are from? Who would benefit from a global cycle. Stratification society, and who would not? To answer these ques- tions we will aim to penetrate behind both the 326. Technology and Social Change (3-0-3) Myers hype and the horror stories about “globalization,” (3-0-3) Alpert Social inequality is a prominent and persistent fea- and clarify this amorphous concept in concrete This class examines how technology has often ture of modern society. Social stratification theory terms. To do this, we will use a broad range of served as the catalyst for social change for hun- attempts to explain the causes of inequality and the readings and other media to explore the many di- dreds—indeed, thousands—of years. The course is reasons for its persistence. This course will address mensions of our topic. Class time will be used for divided into several sections, some of which will such questions as: Why are some people rich and mini-lectures, discussions and presentations. trace from a historical perspective the social impact some people poor? Why does inequality persist? Grades will be based on a series of short discussion of specific technologies—some predating the In- Who gets ahead? Can men and women get the papers, periodic exams and an optional research pa- dustrial Revolution, such as the clock, the stirrup, same jobs? Do different races have the same oppor- per. and the pulley. Other course sections will examine tunities? Is inequality necessary? Potential topics in- technology and social change in specific contexts— clude inner-city and rural poverty, welfare 353. Society and Cultures of South Asia e.g., the medical and communication contexts. The dependency, homelessness, status attainment and (3-0-3) VanHollen first portion of the class will be devoted to some of occupational mobility, racial and ethnic stratifica- This course provides a broad introduction to soci- the basic issues in our collective understanding of tion, gender stratification and class theory. eties and cultures of South Asia, including India, Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, technology and social change. Issues such as 341. Witnessing the Sixties and the Maldives. Emphasis will be on the Indian deskilling of workers, institutionalization of tech- (3-0-3) Giamo subcontinent. Central themes and topics include nology into society, and innovation will be exam- The purpose of this interdisciplinary course is two- religious pluralism and communalism; linguistic ined, as will various approaches to understanding fold: to examine the social context and cultural pluralism and ethnonationalism; the ideologies and technology, such as the social construction of tech- change of the sixties, on the one hand, and on the practices of caste, class, and gender; colonialism nology and technological determinism. other to explore the various journalistic representa- and postcolonial development projects; healing and 331. The Sociology of Time tions of events, movements, and transformation. the construction of the body; aesthetic traditions (3-0-3) We will focus on the manner in which each writer (film, dance, music, art); and experiences of the Every Notre Dame student knows about time pres- witnessed the sixties and explore fresh styles of South Asian Diaspora, particularly in North sure. Have you ever wondered why? We tend to ac- writing, such as the new journalism popularized by America. cept Time as a physical fact that is given, to which Tom Wolfe. Major topics for consideration include we must adapt. But the study of Time is one of the the counterculture and the movement—a combina- 363. Social Concerns Seminar: Cultural fastest growing areas of sociology. Time is socially tion of civil rights and anti-war protest. Diversity (1-0-1) McNeil constructed, it is part of the foundation of social 346. Today’s Gender Roles life and it affects the shape of every other social in- Prerequisite: Permission from Center of Social (3-0-3) Aldous stitution — and it varies from society to society. In Concerns. Prerequisite: Sociology course. this course we will study how and why Time can The purpose of this course is to begin to analyze Current changes in male and female roles and the vary and how differences in the institution of Time the social forces that contribute to ethnic and cul- reasons for these changes are examined. Existing affect people’s lives. A few of the topics we will tural diversity and to related tensions, including gender differences, various explanations for them study are the fundamental difference between cycli- racism. Students participate in a five-day program and proposals for change are discussed and cal and linear time; why some societies are clock at selected Chicago sites that provide an orientation evaluated. watching, while others move to a more natural to a culturally diverse community. Students engage rhythm; and, how it came to be that “time is in discussion on relevant issues with local residents money.” and community leaders. 332. Criminology (3-0-3) McVeigh Crime data, crime causation theories, criminal be- havior systems, criminal procedure and corrections. Firsthand knowledge of courts, police jails and pris- ons is encouraged. Optional field trips. 205
367. Chilé in Comparative Perspective 372. Religion and Social Life 390. Proseminar (3-0-3) Valenzuela (3-0-3) Christiano (1-0-1) Power This course provides a detailed analysis of the de- Critical examination of the social and sociopsy- Limited to sociology majors. velopment of the Chilean economy, society and chological aspects of religion in the modern world. Introduction to library and social research labora- policy since independence from Spain in 1818, Special attention is given to the current theoretical tory resoures; the career options available to sociol- drawing selected comparisons with other national and research issues. ogy graduates; preparations for graduate, law experiences. It then discusses the validity of theo- 373. Religion and Labor Management or professional schools; and relationship of sociol- retical statements on central questions in the social (3-0-3) Staff ogy to social work, psychology and other science literature by examining them in light of the This course examines current faith-based move- disciplines. Chilean case. The main issues to be examined are ments seeking to promote workplace justice and 391A. Intermediate Analysis the reasons for the successes or failures of Third greater management/labor cooperation. The col- of Collective Contention I World development, the origins and breakdowns of laboration of unions and managers is essential, in (3-0-3) Myers democracies, the characteristics of authoritarian re- the face of so many disadvantages for U.S. compa- Prerequisite: Permission of instructor. Enrollment gimes, and processes of restoring democracies. nies (e.g., trade imbalance, foreign government in SOC 391B in spring semester is required. 369. Carribean Diasporas subsidization, market competition, plant revitaliza- This course is a yearlong class examining theoreti- (3-0-3) Richman tion, profit margins, labor costs, and reinvestment). cal developments and empirical analysis of collec- Born out of the violent processes of conquest and Industrial-society literature reveals the crucial role tive contention. Students will conduct intensive enslavement, Caribbean societies have developed of workers, in terms of motivation, job perfor- research projects involving thorough literature re- cultures with roots in Africa and Europe, but with mance, morale, productivity, job satisfaction, and view, formal proposal, statistical and interpretive distinctive American identities. This course exam- the prospects for industrial democracy—worker co- analysis, and the writing of a professional research ines the development of Creole societies in the ownership and co-management. Sociology of reli- report. French, Spanish, Dutch, and British Caribbean in gion literature reveals the collaborative nature of 398. Special Studies response to colonialism, slavery, and, most recently, the major U.S. religious groups in social issues such (V-V-V) transnationalism. The recent exodus of as much as as civil rights, poverty, and labor-management cri- 20 percent of Caribbean populations to North ses. The history and teaching of Catholic, Jewish, 402. Population Dynamics America and Europe has afforded the rise of new and Protestant groups in the United States evi- (3-0-3) Williams transnational modes of existence. Caribbean com- dences concern about issues such as humanization Demography, the science of population, is con- munities now span multiple sites across nation- in work-healthy and safe conditions, adequate cerned with virtually everything that influences, or states. Constant comings and goings of messages, wages, fringe benefits, the right to organize for col- can be influenced by, population size, distribution, people, spirits, gifts, and money keep members of lective bargaining, and worker participation in processes, structure or characteristics. This course host and home communities actively involved with management and ownership. The course stresses pays particular attention to the causes and conse- one another’s lives. They creatively appropriate the the possibilities, responsibilities, and strategies in quences of population change. Changes in fertility, same technologies of communication, media, and interfaith coalitions with enlightened business and mortality, migration, technology, lifestyle and cul- travel that have aided the rapid shifts of capital in labor groups for more cooperative and productive ture have dramatically affected the United States the Caribbean and around the globe. This course labor-management. and the other nations of the world. These changes have implications for a number of areas: hunger, will explore the consciousness and experience of 375. Polish Americans the spread of illness and disease, environmental Caribbean diasporas through ethnography and his- (3-0-3) Chrobot degradation, health services, household formation, tory, religion, literature, music, and culinary arts. A study of the cultural and racial pluralism of the labor force, marriage and divorce, care for the 370. Self and Society American society through the focus of the Polish elderly, birth control, poverty, urbanization, busi- American experience; a review of the social and (3-0-3) Gibbons ness marketing strategies and political power. An You are an outcome of your past social environ- historical background, the immigration experience, understanding of these is important as business, ment, yet you can be independent of it. The goal of and adaptation to the American experiment in government and individuals attempt to deal with this course is to help you think reflectively about terms of family, religion, education, work, and the demands of the changing population. society and your place in it, to be aware of the val- government. 403. International Migration: Mexico ues involved in people’s perspectives on social is- 376. Sociology of Religious Conversion sues, and to become aware of the social processes and the United States I (3-0-3) Yamane (1-0-1) Bustamante that define who you are. Prerequisite: SOC 302. We spend most of our lives in a “taken for Three-week course consisting of six sessions of This course is a practicum in which students par- granted” world. We are taught certain values and three hours each. Different conceptual approaches ticipate in a research project on religious conver- ways of acting in different situations. Our values presented in lecture format. One session links vari- sion being conducted by a sociology faculty and behavioral patterns become a “natural” re- ous themes with the cause of Mexican immigration member. In the first third of the course, students sponse to people and events that we encounter to the United States. Another is dedicated to the will learn about the theory and methods relevant to daily. A concrete aim in this course is to increase historical analysis of Mexican immigration to the the social scientific study of religious conversion. In your conscious reflection and decision-making in United States. A third attempts to link the histori- the second two-thirds of the course, students will everyday life. Enhanced self-awareness entails self- cal context with a theoretical approach and another be personally involved in the collection and analysis knowledge—how you learn, your behavioral style, session will be dedicated to the professor’s own of data on conversion to Roman Catholicism and your values. This course in applied social psy- theoretical approach in contrast with the others through the Rite of Christian Initiation of Adults. chology should have practical value as you enter previously discussed. Fall. A final paper that reports on the data analysis is re- more fully into a culturally diverse and fragmented quired. The emphasis of the course is on the collec- world. tion and analysis of primary data within an ongoing sociological study. Failure to complete any aspect of the data collection and analysis will result in a failing grade. 206
404. International Migration: Mexico and the 416. Visual Sociology: Exploring Society 420. Organizations United States II Photographically (3-0-3) Hachen (1-0-2) Bustamante (3-0-3) Cárdenas Organizations are complex and multifaceted enti- A three-week course which refers to a review of ba- This course will examine the uses of photography ties. Organizations are more than just collections of sic questions on international migration, with em- and film in sociology and will explore the impact of people behaving and interacting in certain ways. phasis on immigration to the United States and the visual expression on society. This includes Organizational behavior and interactions are struc- methods through which these questions have been introductory work in documentary photography tured by rules and procedures, jobs and occupa- adequately or inadequately answered. The num- and film, gender advertising, ethnographic film, tions, authority relations, goals and strategies, bers, impact, nature, structure, process and human political cinema, muralism and social protest art. technologies and distributions of power. Within experience will be discussed in terms of the research This is a sociology course and will emphasize the our organizations not only are orders given and methods commonly used to approach them. study of societal aspects of photography, film and tasks accomplished, but also decisions are made, Spring. artistic expression, rather than technique, without conflicts occur and are sometimes resolved, and 405. Exploring Identities ignoring the relationship between the two aspects. control is exercised. Finally, organizations interact (3-0-3) Pinglé We will not emphasize the technical/lab training in with other organizations and actors in their envi- How do we define ourselves? What are the various photography. This course, while broad in scope, ronment. These interactions can lead to changes in components of one’s identity and how do we begin will rely on content that is very heavily grounded organizational goals, strategies and structures or to understand these issues sociologically? These on a social problem context as is found in the changes in the environment in which the organiza- themes form the outlines of this course. We will ex- United States, the American Southwest, Mexico, tion operates. plore identities, their formation, and their conse- and Latin America. Given the complexity of organizations, it is not quences; in post-colonial and in western societies, Homework and projects will include: (1) a surprising that there are numerous theories of orga- in peaceful and in societies experiencing ethnic/ra- short essay on documentary photography and the nization. In the first half of the course we will dis- cial conflict, among women and men, and in devel- study of social problems and issues or photography cuss various theoretical approaches. The objective oped and in developing countries. Drawing on assignments (black and white), print-slide work; will be to critically analyze these theoretical ap- novels, films, autobiographies, and sociological ar- and (2) other creative work. proaches by comparing the different characteristics guments we will piece together a framework for un- Evaluation: Two exams will be given; no final. of organizations that each theory discusses. The derstanding the identity landscapes of which we are The exams will constitute 40 percent of the grade: second half of the course will deal with specific as- a part. short essay, critiques, and class participation, 20 pects of organization (goals and strategies, technol- percent of the grade; and projects 40 percent of the 407. Honors Tutorial ogy, environments, decision making, conflict, grade. Students should have access to their own (3-0-3) Staff power and control). The objective is to develop a equipment (i.e., camera) and will be responsible for Prerequisite: Permission of instructor. more complete understanding of the complex na- developing and printing (yourself or commercially) Intensive independent study and research on ture of organizations and to compare organizations if a photo project is chosen. selected sociological topics, generating a scholarly along a variety of dimensions. Required readings:John and Malcolm Collier, paper. May be based on special field experience un- 423. Race, Ethnicity, and Identities Visual Anthropology, University of Albuquerque der supervision of an instructor. (3-0-3) Pinglé Press, 1987; Carl Fleischhauer and Beverly W. How do we define ourselves and why? What does 413. Cultural Sociology Brannan (ed.), Documenting America 1935-1943, this definition say about our society? How are (3-0-3) Spillman University of California Press, 1988; Alan peaceful social relations maintained in In this class we will examine cultural dimensions of Trachtenberg, Reading American Phonographs, multicultural societies? What contributes to ethnic important social processes, and we will survey con- Noonday, 1990. temporary sociological approaches to analyzing cul- and racial conflict? Drawing heavily on social 419. Self, Society, and Environment ture. Examples will include readings on home and theory, and focusing on the experiences of Yugosla- (3-0-3) Weigert work, social hierarchies, political culture, media via, Sri Lanka, South Africa and the United States, This course introduces students to social psycho- and the arts, and social change. This class cannot this course will explore the issues of identity, race, logical aspects of the natural environment. Issues be taken if SOC 309 has previously been taken; and ethnicity. The grade for the class is based on considered include interacting with different envi- course content may overlap. class presentations, a midterm exam, and a final ronments, symbolic transformations of environ- paper. 415. Political Sociology ments, competing accounts and claims concerning 425. Ethnicity in America (3-0-3) Valenzuela, Fishman environments. With an overview of basic informa- (3-0-3) Chrobot This course explores the impact of social forces and tion, these issues are discussed from the perspec- A study of the ethnic and racial formation of societal dynamics on politics. Major themes include tives of individual self and socio-cultural institu- American society and cultural pluralism; a review sociological explanation for the emergence and sta- tions. The course touches on alternative ways of en- of the theory and history of ethnicity, its policy im- bility — or crisis and breakdown — of democracy; visioning, interacting and valuing human-environ- plications for family, education, economics, reli- the extent to which election outcomes and policy ment relations with an eye toward individual and gion, government and international relations; choices are shaped by societal dynamics or remain collective change. independent of social determination; equality in in-depth study of one ethnic group of choice. shaping political life; and the impact of both social consensus and social conflict in the political arena. This course explores theoretical debates and em- pirical work, focusing on the national experience of various countries including the United States. Stu- dents will be encouraged to develop their own thoughts about important questions for research. 207
427. Culture and Power 432. Blues and American Culture 436. Society and Culture Through Films (3-0-3) Spillman (3-0-3) Halton (3-0-3) Damatta How do norms, values, symbols and rituals operate Blues and jazz are two distinctive musical expres- This course will deal with a variety of social issues to dominate or empower? In this class we will ex- sions of American culture which also reflect Ameri- as they are perceived, conceived, represented and amine a number of important classical and contem- can social life. Growing out of the African understood by movies. The focus of this course will porary texts which offer answers to this question, American experience, the blues provide a focus not be on cinema history, cinema structure or which has been a theme of recent work in a variety through which to see many aspects of 20th-century moviemaking processes but on how important hu- of fields in sociology. At the same time we will ex- social history in America, from the changing identi- man problems such as cultural diversity, race rela- amine concrete cases, selected from studies of de- ties of African American culture to problems of rac- tions, the crafting of national identity and national velopment, deviance, gender, mass communi- ism, poverty, industrialization and urbanization. heroes, urban life, class conflict, family structure, cations, organizations, social movements, and This course will draw from a variety of written and war, and values such as success, love, happiness, stratification. Some reading assignments will be de- audiovisual materials to explore the ways in which fairness, misfortune, destiny, honesty, faith and the manding; however, some class time will be allo- blues both expresses the American experience and like are depicted and treated by movies. cated to work with assigned readings. provides an indicator of American society. The 438. Race Relations in the United States 428. Social Ties, Social Networks, Social course will trace the evolution of the blues in Chi- (3-0-3) Cassirer Capital cago and interweave that evolution with the sociol- This course focuses on racism and race relations in (3-0-3) Fishman ogy of Chicago. the United States. Current cases involving racial is- This course examines three fundamental and inter- 433. Transnational Societies and Cultures sues will be presented and discussed in class. Read- related sociological concepts, each of which offers (3-0-3) Staff ings, discussion and lectures will examine the us an approach to the study of social connections This course analyzes how cultural identities and be- background and current status of the dominant and their impact on the human experience. Social haviors are formed in the context of global systems. ethnic minority groups in the United States today. ties, social networks and social capital overlap sub- Through specific case studies, students explore how The issue of race will also be viewed in relationship stantially in their scholarly usage but the concepts differing social groups construct their cultures in to police practices, housing patterns, economic op- are far from identical. We will review theoretical interaction with other cultures and how, in so do- portunities, gender relations and politics. Class par- and methodological literature on all three concepts ing, these groups are both responding to and shap- ticipation and student experiences will be as well as major empirical studies that examine the ing global agendas. Focusing on linkages between emphasized. world through one or more of these perspectives. local and international systems, this course investi- 441. Family Policy Seminar We will explore both theoretical and practical argu- gates issues such as the globalization of Western (3-0-3) Aldous ments for the selection of one or more of these con- media, the rise of transnational corporations and The seminar covers family policy in the United ceptual approaches as the basis for studying how their effects on indigenous economies, population States and in other countries with a concentration social connections shape the human experience. displacement (e.g., refugee populations), tourism in the United States. There is comparison of the The course is intended to stimulate a critical read- and its effects on local populations, the growth of background, content and consequences of policies ing of recent literature on contemporary society transnational social movements (particularly those in the various countries. Such provocative topics as and to assist students who wish to use one or more active in human rights policy), the role of mission- welfare policy, parental leave and child care are dis- of these concepts in their work. aries in the creation of transnational society, and cussed. The relation between families and the work the effects of “free trade” and structural adjustment 429. Conflict and Social Life setting or families and government will also be ad- (3-0-3) Klein policies in the Third World. This course exposes students to different theories of globalization and dressed. A discussion format is used. Students write This course focuses on theory and research con- a term paper on some aspect of family policy. It cerning the nature, causes, consequences, preven- discusses why the study of regional, national, and international linkages has become a critical compo- is directed especially for juniors, seniors and tion and resolution of social conflicts. Conducted graduates. in a seminar format, each student reads a unique nent of contemporary anthropological research. 442. Family Development set of materials, summarizes them in class and dis- 434. The Schooled Society cusses the ideas presented by others. Every student (3-0-3) Hallinan, Sikkink, Carbonaro (3-0-3) Klein selects one institutional setting or social context for This seminar focuses on the structure and organiza- Family Development is directed to the sociology, special focus. Then students write and present dur- tion of schooling in American society, and the soci- psychology, counseling, preprofessional, nursing, ing the seminar a critical review of issues in their etal forces that influence decisions about schools social work and other majors who will necessarily chosen areas. and student learning. These forces include legisla- be working with or seeking to understand families in the course of their occupations. The course cov- 431. The Fifties tion governing schooling, and cultural and religious norms that impact schools. The course will cover ers change in families, from the time couples marry (3-0-3) Halton until their dissolution by divorce or death of one of The 1950s witnessed unprecedented prosperity in the role of schools in society, the political, eco- nomic and social dimensions of schooling, educa- the spouses. Parent-child relations beginning when the United States, as well as major transformation children are born until parents’ death, changes in of American society related to the Cold War, the tion reform and its underpinnings, and the transformation of higher education. sibling relations as persons age, as well as the devel- rise of suburbs, the baby boom, the flowering of opment of the marital union, will be examined. forms of popular culture, the spread of mass cul- The family cycles of childless and one-parent fami- ture, and the demise of high modernist culture. lies will also be included. Students have the oppor- This course will explore the many-sided manifesta- tunity to apply the course material on family tions of culture and changes of American society careers to their own families within the context of associated with the decade of “the fifties.” marriage, occupational and educational plans. They do a case history of a family to gain experience in using the family development approach. 208
443. Deviant Behavior 449. Sociology of Masculinity 465. Religion in Postwar America (3-0-3) McVeigh (3-0-3) Gunty (3-0-3) Yamane This course is concerned primarily with the socio- This seminar explores the social construction of This course surveys the major developments in reli- logical conceptions and theories of deviance. At the masculinity and its many forms, both traditional gious life in the United States since the 1950s onset, deviance is differentiated from those phe- and emerging, through readings, movies, discus- through an in-depth examination of several of the nomena designated as social problems and social sions and writing assignments. Members of the most important recent books on the subject, such disorganization. The remainder of the course fo- seminar will seek a better understanding of shifting as: Wade Clark Roof’s Spiritual Marketplace, Tom cuses on deviant acts and deviants. Various re- roles, identities and social structures that influence Beaudoin’s, Virtual Faith, Christian Smith’s Ameri- sponses are explored to questions such as: Who are the way both males and females develop the mean- can Evangelicalism, and Helen Berger’s A Commu- deviants? What does it mean to be a deviant—to ing of masculinity. Topics include socialization, nity of Witches. With these works as the backdrop, the deviant himself, as well as to others? What role conflicts, gender violence, sexuality, the impact each student will research and write her family’s re- common social processes and experiences do most of fathering and men’s movements. The masculini- ligious history across three generations. deviants undergo? ties in the United States and around the world. It is 466. Sex Inequality in the Workplace Various theories or models of delinquency, intended to complement the study of gender in (3-0-3) Cassirer crime, suicide, sex deviation, and drug use are used other disciplines, but some familiarity with basic This course will examine sex inequality in the to aid in constructing a sociological understanding concepts in sociology is strongly recommended. workplace in the United States. We will review evi- of deviance, the analysis of deviant acts, and the 453. Building Democratic Institutions in First- dence of sex differences in access to jobs and job re- formation of deviant careers or roles. Wave Democracies wards and we will seek to understand the origins 444. State Formation and Society: Contrasting (3-0-3) Valenzuela and persistence of inequality in the workplace by Paths in England and France Elements of democratic regimes emerged long be- examining the roles of capitalism, male workers and (3-0-3) Valenzuela fore the regimes as such can be identified as being employers, organizational practices, and women’s Whether it is the development of democracy under minimally in place. Beginning with a brief discus- actions and preferences. Finally, we will evaluate a monarchy or a republic, the effects of religion on sion of the essential features of democracies, the policy strategies to reduce inequality. politics, intellectual and cultural styles, the charac- course examines how and why such institutions 467. Global Food Systems teristics of the legal system, the extension of suf- emerged, and the critical moments in which the ac- (3-0-3) Johnson frage to men and to women, the creation of party tual transitions to the new democratic regimes oc- This is a course on food in society. The role which systems, the formation and development of the la- curred. The course focuses on democratizations food plays in the life course of a society may seem bor movement, the relationship of the military es- that took place before the Second World War, and self-evident or commonplace to some. Yet food is tablishment to the head of state, or simply the will examine key European and Latin American more than the physical substances which sustain matter of overall political stability, France and En- cases. life. Food is intertwined with religion and central gland offer the most interesting contrasts among 461. History, Politics, and Society of Chile to many rites and rituals. Food is linked to medi- advanced Western European countries. This course (3-0-3) Valenzuela cine, which was largely based on dietary principles examines the political and social history of the two An introduction to the formation and development until well into the 18th century. Technology re- countries and tries to tease out these differences of Chilean National Society. The course begins by lated to production of food has affected the in- while trying to explain them. examining the colonial period and the struggle for equalities found in all societies. The politics of food 445. World Families independence. It then focuses on 19th- and 20th- plays a major role in understanding the “social is- (3-0-3) Aldous century issues such as the consolidation of the Cen- sues” affecting many nations around the globe. Families in different parts of the world and of dif- tral State, the development of Democracy, the cre- This is a fascinating area of study: that which we ferent historical periods are studied to gain perspec- ation of the party and electoral systems, economic take for granted so much of the time is intertwined tive on American family changes. Current cycles of growth and stagnation, the break down of with economics, politics, psychology, social life and variations in families are examined. democracy in 1973, the Pinochet dictatorship, and law. the return to democracy in the 1990s. Class lec- 446. Family Problem Solving tures and discussions will include relevant compari- 470. Materialism and Meaning in Modern Life (3-0-3) Klein, Cassirer sons with other Latin American and even European (3-0-3) Halton In-depth analysis of the processes families use to Countries. In the 20th century, the twin problems of meaning solve the problems they face. Material is drawn and materialism have come to the forefront of from the social psychology of small groups, the so- 462. Aesthetics of Latino Cultural Expression modern civilization, forming the basis of variety of ciology of format organizations, and research and (3-0-3) Cárdenas philosophies and social theories, animating revolu- theory directly concerned with family problem This course analyzes the philosophy and principles tionary movements in art, looming as the silent solving. This course is designed for students who underlying the social and political aspects of Latino specter behind mass society and its dramas of con- plan on working with families professionally. art. sumption. It is by no means clear that the massive 463. Nationalism technological advances and material gains in ad- (3-0-3) Staff vanced industrial societies have contributed to a Nationalism embraces a type of identity, a form of better way of life—many would say increased politics, and a basis for organizing societies. This meaninglessness is the actual result. course studies the origins, nature, and possible fu- ture of nationalism, overall and in particular cases that will be determined by students’ interests—for example, what our responses to September 11 tells us about American nationalism. The main assign- ment will be a research paper on a topic chosen by each student. 209
471. Protests, Riots and Movements 477. Families and Their Interrelations with 482. The Latino Image in American Films (3-0-3) Myers Gender (3-0-3) Cárdenas This course is concerned with how people act to- (3-0-3) Aldous This course traces the historical depiction of gether to pursue collective political aims via extra- A consideration of the part gender plays in family Chicanos, Mexicanos, Puerto Ricans, Cubans, and institutional forms of behavior: When and why do processes like the couple formation through co- other Latinos in Hollywood-made movies. Cin- people go outside the conventional political struc- habitation and/or marriage, having and rearing ematic plots, roles, and motifs — from the earliest ture to address social issues important to them? children, division of labor and the post-children of silent films through the onset of the 1980s—are During the course we will examine political behav- era. examined to explore the changing physical, social, ior ranging from the relatively mild (like a letter- 478. Chile in Comparative Perspective Seminar and cultural definitions of Latinos in the United writing campaign) to the severe (like rioting, (3-0-3) Valenzuela States. All films and filmmakers are considered looting and killing). We will also discuss aspects of This course provides a detailed analysis of the de- within their historical context. Though the main collective behaviors that are less political in nature velopment of the Chilean economy, society and object of study is the Latino image, the course also (like panics and fads). Some of the social move- polity since independence from Spain in 1818, surveys corresponding images for other ethnic mi- ments we will discuss include the civil rights move- drawing selected comparisons with other national nority groups. ment, the women’s movement, the antiwar experiences. It then discusses the validity of theo- 483. Social Demography of Minoritites movement, the gay and lesbian movement, the pro- retical statements on central questions in the social (3-0-3) Cárdenas life and pro-choice movements, and the environ- science literature by examining them in light of the This course will focus on the demographic status of mental movement (among many others). In the Chilean case. The main issues to be examined are ethnic minorities in the United States. Some of the end, we will try to explain how grievances, re- the reasons for the successes or failures of Third major topics include population size and projec- sources, the political environment, repression, indi- World development, the origins and breakdowns of tions, geographical distribution, and residential vidual decision making, and movement tactics all democracies, the characteristics of authoritarian re- patterns. Other issues are educational attainment, contribute to the success and failure of protest gimes, and processes of redemocratization. occupational status, and personal and family in- movements, their impact on social change and the come. The course will cover the basics of demo- future of activism. 479. International Migration and Human Rights (3-0-3) Bustamante graphic methods and techniques. 473. Latinos in American Society This course is an extension from the mini-course to 484. Primary Data Collection and Survey (3-0-3) Cardénas a full term offered by Professor Bustamante, with a Methodology This course will examine the sociology of the wider coverage of international migration experi- (3-0-3) LeClere Latino experience in the United States, including ences in the world with an emphasis on human This course will be offered to students in Sociology the historical, cultural and political foundations of rights. It starts with a historical approach to various and other social sciences who have an interest in Latino life. We will approach these topics compara- immigration waves to the United States, from the the design, implementation, and use of social sur- tively, thus attention will be given to the various years of the “industrial revolution” to the present. veys and databases in social science research. The experiences of a multiplicity of Latino groups in It focuses on the current debate on the impact of course will include all practical aspects of survey the United States. the undocumented immigration from Mexico and design including sample design and selection, ques- 474. Society and Identity Central America, with a discussion of the gap be- tionnaire design, measurement, mode of adminis- (3-0-3) Weigert tween public perceptions and research findings. tration, field methods, data editing and data base This course looks at sources, dynamics, and conse- Differences between Mexico and the United States’ development. We will also cover theoretical devel- quences of identity in contemporary society. Iden- migration policies, and its social and economic im- opments in survey methodology including research tity is conceived as definitions of an individual that plications, are discussed. The recent developments on cognitive process and questionnaire response, self and others use as a basis for interacting with within the context of the United Nations’ Com- the role of social theory in questionnaire design and one another. Significant outcomes of the way we mission of Human Rights on the relationship be- other specialized topics. This course will prove use- are defined are the life chances, evaluations and tween migration and human rights are also covered. ful for both conducting primary data collection emotional meanings we experience. The course for- 480. Qualitative Methodology and interpreting data from secondary sources. Pre- mat is a discussion. Seminar. (3-0-3) Cárdenas vious coursework in research methods and statistics 476. Social Breakdown in American Society The seminar will cover the general topic, with par- will be helpful but not required. (3-0-3) Welch ticular attention to ethnography and field work, vi- 485. Materials and Methods of Demographic This course examines the apparent weakening of sual methods, archival research and related Analysis the fabric of social life in America that has occurred strategies. Heavy emphasis will be placed on cross (3-0-3) LeClere within the past half-century. It investigates the past cultural research in minority communities in the This course is a survey course in techniques widely influences of both the market economy and the United States. used in demographic analysis. These techniques in- clude those that describe population structure, ana- political welfare state on several central societal 481. Research Seminar in Latino Studies lyze demographic dynamics and evaluate demo- problems, such as the deterioration of interpersonal (3-0-3) Cárdenas graphic data. In addition, many of the analytic trust, the erosion of social obligations and informal Study of the scope, focus and development of skills and techniques stressed throughout the course social control, and the lessening of altruistic Latino Studies. The course will concentrate on the have more general applicability in social science concern for others. Students will discuss the development of social thought and scholarship, fo- research. The aim of the course is to acquaint stu- significance of these problems, as well as potential cusing on Latino Studies as a field of research and dents with the nature and structure of a variety of solutions. academic concentration. The course will also exam- techniques and to provide you with the experience ine the social construction of contemporary Latino in applying those techniques. identities and its bearing on Latino Studies. 210
491. Social Transformations and Assistant Professors: Democratization in Chile Theology Rev. Michael J. Baxter, C.S.C. (on leave 2002- (3-0-3) Valenzuela 03); Rev. Michael E. Connors, C.S.C.; Mary This course provides a comprehensive view of the Doak (on leave 2002-03); Rev. Charles Chair: social, cultural, and political transformations that Gordon, C.S.C.; Rev. Daniel Groody, C.S.C.; John C. Cavadini have taken place in Chile since 1990. These trans- Rev. Paul V. Kollman, C.S.C.; Hindy Abrams Professor of Jewish Thought and Culture: formations have been affected by the consolidation Najman; Thomas Pruegl; Thomas W. Ryba Rabbi Michael A. Signer of democracy and the rapid pace of economic (adjunct) Crowley-O’Brien Professor of Theology: growth and modernization in the country. The Professional Specialists: Rev. Richard P. McBrien course draws comparisons to the same processes Regina Coll, C.S.J. (emerita); Rev. Eugene F. Catherine F. Huisking Professor of Theology: that have occurred in recent years in Central and Gorski, C.S.C.; Rev. John A. Melloh, S.M.; F. Rev. Brian E. Daley, S.J. Eastern Europe. Ellen Weaver (emerita) John A. O’Brien Professor of Theology: Assistant Professional Specialist: 496. Sociology Internships Lawrence S. Cunningham Matthew C. Zyniewicz (3-0-3)(V-V-V) Power John A. O’Brien Professor of Theology: This is an “experiential” course designed to give Rev. John S. Dunne, C.S.C. students some practical experience in the area of John A. O’Brien Professor of Theology: THE THEOLOGY PROGRAM urban affairs or social welfare either to test their in- Jean Porter terest, complement their academic work or acquire John A. O’Brien Professor of Theology: UNIVERSITY OF NOTRE DAME work experience preparatory for future careers. Stu- Eugene C. Ulrich dents are placed with a community agency in the John A. O’Brien Professor of Theology: Why major in theology? South Bend area and normally work six hours a James C. VanderKam Some students study theology to prepare for a ca- week as interns under the supervision of an experi- John Cardinal O’Hara Professor of Theology: reer in high school teaching or religious ministry. enced practitioner. Hours are flexible, usually set to Gustavo Gutierrez, O.P. Others plan to proceed to graduate work in theol- accommodate the interns availability and the needs Theodore M. Hesburgh, C.S.C., Professor ogy or religious studies in anticipation of a univer- of the host agency. of Philosophy and Theology: sity career. Most students, however, major in 497. Independent Study Rev. David B. Burrell, C.S.C. theology simply because they find the study fasci- (V-V-V) Staff William K. Warren Professor of Catholic Theology: nating and rewarding. As an inherently interdisci- Prerequisite: Permission of instructor. Rev. John P. Meier (on leave 2002 calendar plinary field, theology is an ideal liberal arts major. Intensive study on a special topic to produce a year) Through close study of influential theological and scholarly paper, or special investigative experience William K. Warren Professor of Catholic Theology: religious texts, rituals and artifacts, students learn in the field, leading to the production of oral and Rev. Thomas F. O’Meara, O.P. (emeritus) about their own faith and our common culture. written reports reflecting deeper theoretical and Professors: Many other students elect theology as a supple- empirical understanding. David Aune; Joseph Blenkinsopp (emeritus); mentary major whose focus on the central ques- Rev. Paul F. Bradshaw (London Program tions of human existence complements and extends Graduate Courses. Senior majors may take any 2002-03); Keith J. Egan (adjunct); Josephine their commitment to their first major in science, 500-level graduate course with the permission of M. Ford (emerita); Rev. Maxwell E. Johnson; engineering, business or architecture. Professional the instructor. Charles Kannengiesser (emeritus); M. Cathleen schools increasingly appreciate how such diverse Kaveny; Robert A. Krieg; Rev. Edward A. and balanced preparation enhances a candidate’s Malloy, C.S.C.; Rev. Jerome Neyrey, S.J.; profile. Cyril O’Regan; Rev. Gregory Sterling; The Department of Theology welcomes stu- William Storey (emeritus); Rev. James F. dents pursuing these varied interests and goals. Its White (emeritus) distinguished faculty boasts outstanding teachers Associate Professors: who offer upper-division courses on a wide range of J. Matthew Ashley; John C. Cavadini; Mary subjects, including the history of Christian thought Rose D’Angelo; Rev. Michael S. Driscoll; and practice, scripture, spirituality, systematic the- Jennifer Herdt; Mary Catherine Hilkert, O.P.; ology, liturgy, ethics, Judaism and the Eastern reli- Jean Laporte (emeritus); Blake Leyerle; Gerald gions. The smaller class size of most upper-division P. McKenny (on leave 2002-03); Rev. Don courses creates a conducive environment for the McNeill, C.S.C. (concurrent); Bradley J. creative exploration of ideas. Malkovsky; Timothy Matovina; Rev. Leon Mertensotto, C.S.C.; Rev. Matthew What are the requirements for the theology Miceli, C.S.C. (emeritus); Rev. Edward major? O’Connor, C.S.C. (emeritus); Rev. Hugh R. Beyond the six theology credits required of every Page; Rev. Mark Poorman, C.S.C.; Maura Notre Dame student, majors take 25 hours; Ryan; Joseph Wawrykow; Todd Whitmore (on supplementary majors take 19 hours. Each of these leave 2002-03); Randall Zachman majors combines formally required courses and electives. 211
The formally required courses for the first and Whom should I contact for more BEGINNING COURSES the supplementary major are identical and total 10 information? credit hours: the two-semester sequence in the his- The director of the undergraduate program in the- tory of Christian thought, an upper-division scrip- ology would be happy to answer any additional Prerequisite: THEO 100, 180, 200 or 201 for all ture course, and the one-credit hour Proseminar questions. The director may be reached through courses numbered from 202 to 299. offered each spring, which introduces students the departmental office. to the variety of topics covered in the study of University of Notre Dame 209. Political Theology in the Bible theology. Department of Theology and the Christian Tradition Remaining hours, chosen at the discretion of Notre Dame, IN 46556 (3-0-3) Park the student, are usually taken at the 400 level; ad- (574) 631-7811 Christian theological arguments have been used in vanced students, however, are often encouraged to political theory from the patristic age through the take master’s-level (500-level) courses. early modern period. For a millenium and a half, INTENSIVE WRITING the themes of creation, fall, christology, the church, Summary of the major: REQUIREMENTS and eschatology, as well as appeals to various Old THEO 100 or 200 and 200-level course and New Testament texts, have dominated political discourse. Political theology (in the Christian con- (University required courses) The primary assessment tool for theology depart- text), then, refers to both the political teaching of THEO 395 and 396 — Christian Traditions ment courses numbered 401 and above is papers. the bible and the political thought of Christian I and II Hence, all majors can expect to write the equivalent theologians and thinkers. One of the main underly- THEO 401 or 411 — Upper-division scripture of 20 to 25 pages per semester in these courses. course ing themes of this course is to understand how we got where we are today regarding the issue of reli- Electives (15 hours at the 400-level) Course Descriptions. The following course gion and politics: i.e., the separation of Church and THEO 400 — Proseminar (one credit) descriptions give the number and title of each State as enshrined in the establishment and free-ex- Including the University requirements, the major course. Lecture hours per week, laboratory and/or ercise clauses of the first amendment. In order to thus consists of 31 credit hours. tutorial hours per week and credits each semester fully understand and appreciate the path that west- are in parentheses. The instructor’s name is also ern civilization took on this issue, we will need to Summary of the supplementary major: included. THEO 100 or 200 and 200-level course examine the political theology of some major (University-required courses) 100. Foundations of Theology: Biblical/ Christian theologians and thinkers throughout the Historical THEO 395 and 396 — Christian Traditions history of western civilization. With the political (3-0-3) Staff I and II ascendancy of Christianity occasioned by the con- This first course in theology offers a critical study THEO 401 or 411 — Upper-division scripture version of the Emperor Constantine, Christianity course of the Bible and the early Catholic tradition. Fol- found itself holding the reins of political power. Electives (nine hours at the 400-level) lowing an introduction to the Old and New Testa- How the Church handled that power, and the THEO 400 — Proseminar (one credit) ments, students follow major post-biblical theological and philosophical debates that lay be- Including the University requirements, the supple- developments in Christian life and worship (e.g., neath the issue—including the medieval debates mentary major thus consists of 25 credit hours. liturgy, theology, doctrine, asceticism), emphasiz- over the extent of papal power—are a major topic ing the first five centuries. For details on emphases of interest in this course. What other programs are offered? of individual instructors, see the Department of In this course, therefore, we will examine the In cooperation with the Department of Philosophy, Theology Course Description Booklet or the depart- political theology of the Bible and the Christian the Department of Theology offers a Joint Major mental Web site: www.nd.edu/~theo. tradition with special attention to the theological- political problem; i.e., the problem of the relation- in Philosophy and Theology. The joint major in- 180. Theology University Seminar ship between Christianity and politics. In addition corporates the formal requirements of a major in (3-0-3) Staff to the theological issues mentioned above, this will theology, with the exception of the Proseminar, This course, prerequisite to all other courses in the require addressing subtopics and related themes and adds others. A full description of the new joint theology department, provides an introduction to such as justice, law, nature, convention, virtue, mo- major is provided in a separate brochure available the critical study of Scripture and to the theological rality, coercion (especially with regard to heretics at the department office. development of Christian doctrine for the first six and unbelievers), political organization, leadership, Students can also minor in theology. The mi- centuries. Successful completion of this course sat- sedition, and war, as well as the vitally important nor requires 12 hours beyond the University re- isfies the first of the two University requirements in issue of the relationship between reason and revela- quirement for a total of 18 hours. Any courses at theology. For details on emphases of individual in- tion. Approximately one-quarter of the course will the 200- and 400-level, as well as letter-graded structors, see the Department of Theology Course De- focus on the political thought of the Bible. August- courses at the 300-level, can be used toward the ad- scription Booklet or the departmental Web site. ditional 12 hours. The minor in theology meets ine and Aquinas, because of their huge impact on 200. Foundations of Theology: Biblical/ certification requirements for secondary school the Church and western civilization as a whole, will Historical teachers in some states. also be the focus of a quarter of the course. In order (3-0-3) Staff to fully appreciate and understand these two great See course description above. theologians, we will need to very briefly examine For sophomores, juniors and seniors. For details on how they were influenced by classical political phi- emphases of individual instructors, see the Depart- losophy (Plato, Aristotle, etc.). The remainder of ment of Theology Course Description Booklet or the the course will focus on the works of other Chris- departmental Web site. tian thinkers and early modern political theorists 201. Foundations of Theology (Honors) (Marsilius of Padua, Machiavelli, Bacon, Hobbes, (3-0-3) Page Spinoza, Locke) to see in what ways they utilized See description above. the Christian tradition and/or struggled against it. We will end the course with a class on religion and politics in the American founding. 212
216. Re-Membering Jesus 225. Sin and Redemption 228. U.S. Latino Spirituality (3-0-3) D’Angelo (3-0-3) O’Regan (3-0-3) Elizondo 220. En/Gendering Christianity This course explores the biblical and theological ac- U.S. Latino Spirituality is one of the youngest (3-0-3) D’Angelo counts of sin and redemption. Focus will be on the spiritualities among the great spiritual traditions of This course is an introduction to feminist ap- variety of perspectives in the biblical and theologi- humanity. The course will explore the indigenous, proaches to spiritual and philosophical traditions in cal accounts with regard to the meaning of sin, its African and European origins of U.S. Latino Spiri- the Christian West. Beginning from the pastoral social and individual significance, and on the un- tuality through the devotions, practices, feasts and and practical issues raised by gender assignments in derstanding of redemption, its worldly as well as rituals of the people. the context of religious experience, it addresses ma- other-worldly dimensions, and its scale, whether 230. The Church We Believe In jor topics of theological thinking (such as sin, salva- inclusive or relatively exclusive. An attempt will be (3-0-3) Pruegl tion, images of God, and Christology) relating made to distinguish the biblical and theological From the New Testament on, the Christian com- historical development and contemporary feminist views from the views of other religions both past munity has turned repeatedly to the formulation re-readings. The approach is both critical (i.e., ana- and present, and also to engage modern criticism. and description of its identity, essence and consti- lytical) and constructive; the primary focus is on 226ABC. Christian Hope: tutional elements. Specifying what is entailed in the Christian and post-Christian theological and liter- Confronting Last Things claim of the creed—“I believe in the one, holy and ary texts, but some attention is given to other reli- (3-0-3) Daley catholic church”—has been especially necessary at gious perspectives. As individuals and as a world society, we tend to certain crucial moments in the history of the Chris- focus our energies on building a happy and secure 221. God’s Grace and Human Action tian movement. future for ourselves; yet in a real sense we live sur- (3-0-3) Wawrykow Providing an introduction to the main themes rounded by death, threatened by the imperma- What are the respective roles of God and the hu- and problems in ecclesiology (the doctrine about nence of our relationships and by the fragility of man person in salvation? Are ideas of human free- the Church), this course will examine the teachings life on our planet. A sense of this threat provides dom and of the value of human acts compatible of leading theologians in the Patristic and Medieval much of the background for human greed and vio- with a belief in God as the source of grace and re- period (e.g., Augustine; Aquinas; Luther) and the lence, but it is also the context for human hope. demption? These and other questions about salva- determinations of the last two Vatican councils, The heart of Christian faith is to hope for life in tion have been hotly debated by Christian largely concerned with such ecclesiological matters the face of death; it is to see a lasting value in our theologians throughout the centuries. This course as the constitution of the church, the role of the historical choices and loves, because Jesus is risen analyzes the positions articulated by such figures as papacy, infallibility, and the universal versus local and because he promises us a share in his resurrec- Augustine, Aquinas, Luther and Calvin, and exam- churches. tion and his life. Christian hope can only be ex- ines how they shaped the Catholic-Protestant de- 231. Catholicism pressed in images, since what it refers to still lies in bate about the role of good works, and of God, in (3-0-3) McBrien the realm of promise; yet the Christian believer can salvation. A comprehensive exposition of Catholic theology live from that hope now, can love in the freedom it from a historical, doctrinal, and ecumenical per- 222. The One Jesus and His Many Portraits: affords, because the Holy Spirit has been given us spective. The course addresses the following ques- The Various Images of Jesus by the risen Lord as “a foretaste of things to come” tions: the interrelationships among faith, theology, in the New Testament and Beyond (Eph. 1.14). Through faith enlivened by the Spirit, and belief; the meaning of human existence (a (3-0-3) Meier we find in our present reality signs of a life without multidisciplinary exploration); the problem of God This course explores the many different faith-por- end that is, in a mysterious way, already ours. This (revelation, religious pluralism, providence, the traits of Jesus painted by various books of the New course will study the details of this Christian hope Trinity, etc.); Jesus Christ (New Testament data, Testament: e.g., from suffering servant abandoned for the future in its origins, development and im- doctrinal development, contemporary views, in- by God through high priest interceding with God plications. It will study “the last things”—death, cluding a discussion of Jesus’ self-consciousness, to Godself. In each case, the course will ask how judgment, purgation, heaven and hell—in both sexuality, and sinlessness); the Church (New Testa- this particuliar portrait did or did not have an im- their individual and their social dimensions, as ment data, history, Vatican II, mission, sacraments, pact on subsequent Christian faith and what it may Christian theology has traditionally conceived authority, ministry, Mariology, etc.); and Christian say to faith in Christ today. The course will com- them; and it will try to articulate an understanding existence (ethics, spirituality, eschatology). bine a lecture format with discussions, readings, of these objects of hope as they might best be inte- and reflections on the readings. grated today into Christian thought and practice. 232. Suffering and the God of Love 224. Why God Became Human In addition, it will consider the ways that a Chris- (3-0-3) Herdt (3-0-3) Zachman tian sense of the finality of salvation colors and in- What does our suffering mean? And what does the This course will investigate historically and system- fluences all the other aspects of the intelligent central doctrine of the goodness of God mean in atically the central Christian confession that God reflection on faith we call theology. the face of the immensity of suffering in the world? Is suffering a punishment for sin? A test of faithful- became human in Jesus of Nazareth, especially in 227. Church and Worship ness? A source of growth? An inevitable byproduct light of the death of Jesus on the cross. We will (3-0-3) Driscoll of the finitude of creation, or of human freedom? Is consider theologians from the patristic to modern An analysis of the Church as a community of be- suffering in this life wiped out by the joys of the eras, including Irenaeus, Athanasius, Anselm, lievers and a social institution, and a study of life to come? Is it eased by our knowledge that Luther, Pascal, Barth, and von Balthasar. Course Church liturgy and sacraments. This course will Christ on the cross took our sufferings upon him- requirements will include four six page comparative center around three key areas, namely (1) Anthro- self? Is God beyond all suffering, or does God suf- papers and a longer constructive paper. pology: As humans, why do we feel the need to ex- fer with us? Moving from the sufferings of Job to press ourselves and our relationship to God early Christian reflections on the destruction of through ritual activity? (2) Theology: What are the Jerusalem, from medieval responses to the plague Christological and ecclesiological underpinnings to modern attempts to fathom the Holocaust, tak- for the sacraments? (3) History: What is the histori- ing in genres as varied as novel, treatise, and film, cal development of each of the seven sacraments? we will explore theological reflections on the good- What has remained constant in spite of the histori- ness of God in light of human suffering. cal mutations? 213
232A. Spirituality of the Christian East: Experience, Form, Expression (3-0-3) Alexopolous “Christianity is more than a theory about the uni- verse, more than teachings written down on paper; it is a path along which we journey—in the deepest and richest sense, the way of life” (Kallistos Ware). This course will introduce the student to the Chris- tian East and will focus on its spirituality as the ex- pression of this “journey,” this “way of life.” The different experiences, forms and expressions of this spirituality will be examined and discussed during the course, having the writings of the Fathers of the Christian East as a basis, a foundation, and a springboard for further reflection. 234. Interpreting Suffering (3-0-3) Thompson Suffering, as it has been interpreted or experienced by theologians, mystics, martyrs, victims, and sur- vivors, has profoundly shaped Christian theology. Focusing particularly on Christology and Christian discipleship, this course will consist of three parts. Part I will look at how some of the earliest teach- ings of the church developed out of a need to inter- pret authoritatively the suffering Christ and the suffering of the early Christian martyrs. Part II will consider the suffering of Christ as it was under- stood systematically and/or lived spiritually by key medieval and reformation thinkers. In light of these traditional theological responses to suffering, Part III will consider a variety of modern theological at- tempts to confront the radical human suffering of the 20th century. This course will have two goals: (1) to reflect on how theology talks about Christ and Christian discipleship in the face of human suffering; (2) to reflect on how experiences of suf- fering have shaped (and continue to shape) theo- logical discourse. Requirements: 3 short papers (with opportunities for experiential learning), class participation, midterm, and final. 235. Following Jesus (3-0-3) Daley Hearing Jesus’ Gospel of the coming Kingdom of God, and receiving it as a word of truth and new life, has meant, since the time of Jesus, not simply accepting a new way of understanding the world, but taking on a new pattern of living, “costing not less than everything.” This course will consider how the Christian tradition, since the time of the Gospels, has understood the person and work of Jesus and will consider the impact this faith in him and in his message have had, and continues to have, on the way his disciples live in the world. John C. Cavadini, chair and associate professor of theology 237. The God of Jesus Christ (3-0-3) Baron both classical and contemporary theology, the bi- 240. Jesus and Salvation The purpose in this course is to study the Catholic- polar or tensive nature of divine attribution, the (3-0-3) Hilkert Christian understanding of God. The method em- unique mode of causality which is creation, divine An exploration of the mystery of Jesus the Christ ployed is the reading of selected texts from some of providence, the primacy of the divine name of and the experience of salvation through examina- the theological and spiritual masters of our tradi- Love, and the evolution of a formal doctrine of the tion of the life, ministry, death, and resurrection of tion as well as from certain contemporary authors. Trinity. Jesus (Part I); the development of classic Christian The themes to be developed include the rootedness doctrine (Part II); and selected contemporary per- of the doctrine of God in the total event of the In- spectives and questions (Part III). carnation, “proofs” for the existence of God in 214
242. The Mystery of God 247. The Catholic Experience the present, as they bear on the issue of the reunifi- (3-0-3) Doak (3-0-3) Cunningham cation of the churches. Readings include docu- Who is the God Christians believe in? Beyond the This course has three quite specific aims: (1) to de- ments from the councils, relevant theologians, local acknowledgment that God is a mystery, accepted in scribe that form of the Christian tradition both in history, native accounts, and archaeological faith and worshipped in reverence, what do Chris- doctrine and practice which is called Catholic; (2) evidence. tians claim to know about God? How did the doc- to argue that within the Catholic tradition there are 258. Creation: How God Relates to the World trine of the Trinity develop, and what difference different “ways” of being a Catholic; (3) to outline (3-0-3) Brey does it make? a general way of being a Christian within the The course will explore the connections between This course will explore these and related ques- Catholic tradition; we will call that “way” a “spiri- one’s understanding of the world and one’s under- tions through study of the development of the doc- tuality.” standing of salvation and God by surveying some trine of God in Christian theology, giving special Theology 247 will meet weekly for a lecture major representative treatments of the world that attention to contemporary theological efforts to re- followed by discussion groups. Attendance will be have emerged down through the ages. To better ap- articulate the doctrine of God in response to the required. Each week a short reflection paper (two preciate the uniqueness of the Judaic-Christian questions and issues of our own day. We will also pages) will be readied for the discussion section. In doctrine of creation, the course will begin by exam- consider the contributions of different theological addition, there will be an essay style midterm and ining some ancient pre-Christian views of the approaches, especially those emphasizing the Bible, final. world and salvation: Hinduism, Buddhism and the philosophy, spirituality, or socio-historical location 251. Liberation Theology Greek-speaking world. We will then turn to look at as resources for better understanding the Christian (3-0-3) Ashley the Biblical account of creation and its emerging experience of God. Liberation theology arose in the late sixties and sev- treatment by some of the early church Fathers: Students will be encouraged to consult with the enties as many Christians in different parts of the Irenaeus, Origen and Augustine. Continuing, the instructor about the possibility of an experiential world were becoming vitally engaged in various course will jump forward in time so that we can learning project involving theological reflection on struggles for peace and justice. One of its central survey the impact that modernity has had on the their own experiences of service, prayer, or worship themes is the relationship between Christian spiri- Christian doctrine of creation: the rise of science, as resources for better understanding God. tuality and working for justice. This course will in- Kant, Schleiermacher, Hegel and Barth. Also, in a 243. Theology of Marriage troduce liberation theology by focusing on this less historical vein we will spend time considering (3-0-3) Odozor theological problem. Background will be provided what Paul calls “the last enemy,” namely death. To This course seeks to introduce participants to the by a historical survey of attempts to understand the what degree is death an enemy of creation, and can principal elements in the Catholic Tradition on relationship between contemplation and action, us- the harsh reality of death really be reconciled with marriage by examining the sources of this tradition ing patristic and medieval homilies on Lk 10:38- all our academic speculations? Finally, we will read in sacred scripture, the work of ancient Christian 42, and concluding with an examination of the some contemporary musings on creation by Robert writers, the official teachings of the Church and re- Ignatian ideal of “contemplation in action.” Then Capon, J.R.R. Tolkien, and C.S. Lewis. The re- cent theological reflection. The method employed we will examine how various theologians, including quirements for the course include daily readings, in the course is thus historical, scriptural, and the- the Peruvian, Gustavo Gutiérrez, and Jon Sobrino, several short papers and an essay-oriented final. matic. The readings selected for this course are in- from El Salvador, have tried to apply this ideal in 260. Theology, Ethics, and the Environment tended to expose students to contemporary regions lacerated by systemic injustice and torn by (3-0-3) McKenny discussion in moral theology apropos of these is- warfare. Requirements: frequent short (one-page) Does our ecological awareness require radically new sues, and provide them with the necessary theologi- essays on readings, midterm and final. While not theologies and moralities? What moral claims, if cal tools to critically evaluate a wide variety of mandatory, community service in the South Bend any, do nonhuman entities make on us? Can cur- ethical positions dealing with marriage in the area will be integrally worked into the course. rent Christian and philosophical moral theories ad- Catholic tradition. 256. Christian Theology in the Middle East: dress these claims? This course raises these 244. Catholic Social Thought Origins to the Present questions on both theoretical and practical levels. (3-0-3) Pfeil (3-0-3) Amar Theoretically, we will examine various theological This seminar fulfills the requirement for a second The spread of Christianity from Jerusalem to Asia and philosophical views of the moral status of non- theology course. It is for students returning from Minor and Europe, and the development of Chris- human nature. Practically, we will explore the im- Summer Service Projects who desire an extended tian doctrine that followed upon it, is well docu- plications of these views for issues such as opportunity for reflection and analysis in addition mented and well known. Less well known is the wildreness conservation/preservation, treatment of to the regular SSP course (THEO 360, three cred- movement of Christianity east of Jerusalem, and animals, agricultural biotechnology, and others. its, graded S/U). Some of the major themes to be the developments of Christian doctrine that at- The diversity of positions we will consider will discussed are: Christian compassion, discipleship, tended this movement. This course investigates the range from those who embrace standard, modern the mystery of God, and Catholic social teaching. development of Christianity and Christian doctrine human-centered theologies and moral theories to The course culminates with a comprehensive re- in the Middle East and Central Asia. This approach critics (such as deep ecologists, ecofeminists, and search project on a theological question or issue involves consideration of the central doctrines of others) who hold that the very theoretical stance of that emerges from the summer and/or other service the Christian faith (especially the doctrines of our dominant theologies and moral theories is in- experiences and is explored with other academic Christ, the Church, and the sacraments) from the compatible with a genuinely ethical orientation to disciplines. Students must have participated in a time they were articulated in the period of the first the environment. Summer Service Project during the preceding sum- seven ecumenical councils, to their development, in 261. Christianity and Feminist Ethics mer to enroll in this course. More information both continuity and contrast, in the churches of (3-0-3) Porter about the course format, the experiential learning the East. Students will acquire a sense of the largely This course is designed as an introduction to Chris- method and the process of evaluation is explained untold story of the origins and history or Christian- tian ethics that focuses on the relevance of the his- in the Learning Agreement and Application ity in the Middle East (a topic especially timely to- torical Christian tradition to a specific Form, which is available at the Center for Social day), we well as a grasp of the fundamental contemporary issue or issues. Concerns. Christian doctrines at stake in this history as well as 215
262. Contemporary Issues in Christian Ethics ecclesial authority (“the Church says”), or invoca- 273. Christian Call to Service and Justice (3-0-3) Poorman tions of negative moral prohibitions (“thou shalt (3-0-3) Ashley The study of contemporary issues and Christian re- not”). Thus, the “faith” will be presented as a set of In this course, Christian leadership will be explored sponses in the areas of bioethics, sexuality, social beliefs and practices that are disturbingly radical, through presentations and readings from biblical, justice, and professional ethics. demanding that Christians die to themselves, yet historical and contemporary perspectives on ser- 264A. Sacraments of Vocation: Baptism, also deeply attractive, in that dying serves as a pas- vice, compassion, justice and community. There Marriage, and Holy Orders sageway to true life. As suggested by the title, a are specific requirements for participation in expe- (3-0-3) Hahnenberg leading emphasis in the course is that only a faith riential and/or service learning projects which ex- In the Roman Catholic tradition, marriage and worth dying for can forge a moral life that is truly plore past and contemporary faith-based ways of holy orders have been treated together as “sacra- worth living. bringing about a more just and humane world. The ments of vocation,” while recent theological reflec- Readings include selections from scripture, li- requirements for the course include short papers/ tion and church teaching have emphasized how turgical texts, theological and moral treatises, en- reports, a midterm exam, and a comprehensive pa- both flow from the call of baptism. This course in- cyclicals, and the documents of Vatican II, plus per that explores a pastoral/theological issue or troduces students to the history, liturgical celebra- Augustine’s Confessions, Cantalamessa’s The Eucha- theme that is linked with the exploration of Chris- tion, and current issues surrounding the sacraments rist: Our Sanctification, Graham Greene’s The tian leadership as vocation in reponse to contempo- of marriage and holy orders. It presents marriage Power and the Glory, short stories of Flannery rary social concerns and the Catholic social within the broader context of Christian commit- O’Connor, Dorothy Day’s The Long Loneliness, tradition. ment and holy orders within the context of and Helen Prejean’s Dead Man Walking. Evalua- 275. The Mystery of Being Human Christian ministry and discipleship. Questions con- tion is based on a midterm, a final, several short pa- (3-0-3) Hilkert cerning church (What is the role of community in pers, and interactive class participation. This course will explore some key questions of hu- our relating to God?), sacrament (What are these 269. Religion and Psychology man existence in relation to basic Christian beliefs realities imbued with the hidden presence of God?), (3-0-3) Burrell about human life and destiny. What is the meaning and vocation (Who am I in God’s plan for me?) To show how the quest for psychological explana- of human dignity, personhood, and community in and raised throughout the course. tion can raise issues classically identified as reli- light of the Christian claims that we are created in 265. Corporate Conscience gious, we shall explore how the psychological the image of God and baptized into the image of (3-0-3) Mertensotto, Heppen articulation of these issues addresses the “task” of Christ? How are we to understand the reality of This course is a reflection on the Christian moral becoming a Christian. Beginning with Aristotle’s evil in the world and the fundamental ambiguity of meaning of corporate action and purpose within Ethics to explore the most common idiom for hu- human experience in relation to the symbol of business organizations. It deals with an analysis of man action, we jump to Kierkegaard’s Sickness “original sin”? What do “graced human existence” the relation between Christian values and corporate Unto Death, and then enter the “psychological and “relationship with God” mean? Do they affect policy in order to raise the consequences of organi- revolution” with Sigmund Freud’s Civilization and the way we experience and live everyday life? How zational policies. The objective is to develop a com- Its Discontents, followed by Carl Jung’s Psychology of can Christians live in hope in the face of suffering prehensive corporate ethic, which deals with the the Transference. By that time we will be ready to and death? self-interest of the organization, multiple responsi- appreciate Sebastian Moore’s The Crucified Jesus Is 279. Science and Theology bilities and a social vision for a more human world. No Stranger, testing his work against two diaries: (3-0-3) Ashley For business majors. Ruzbihan Baqli’s Unveiling of Secrets: Diary of a Sufi Master, and Etty Hillesum’s An Interrupted 281. War, Law, and Ethics 266. Medical Ethics Life. A series of exercises (one-page papers) are de- (3-0-3) Pfeil (3-0-3) Mertensotto signed to help us learn the language of these au- 282. Bioethics A discussion of ethical problems in the medical thors. A final paper offers a way to link that (3-0-3) Ryan profession in the light of natural law and Christian language with more explicitly theological inquiry. This course explores the importance of religious moral principles. For premed students. A midterm (in two parts) and a final exam give op- and moral values for the life and death choices we 268. A Faith to Die For portunities for synoptic grasp. make, individually and as a society. Basic principles (3-0-3) Baxter 272A. Sacraments/Sacramental Theology and methods of contemporary bioethics will be in- An introduction to Catholic moral theology, with (3-0-3) Wendlinder troduced, and a range of issues considered, e.g., an accent on how Catholic belief and practice This course is an introduction to the Roman medical research, physician assisted suicide, health shape the Church’s understanding of the moral life. Catholic Sacraments and Contemporary Sacramen- care reform, new genetic technologies, responding Aspects of Catholic belief and practice to be cov- tal Theology. The course curriculum is divided into to AIDS. Especially recommended for students ered include baptism, penance, reading scripture, three sections. The first section considers the his- planning on a career in medicine or science. Lec- preaching, prayer, the Eucharist, martyrdom, reli- tory of the sacraments and the development of sac- ture/ discussion format. Requirements: short pa- gious life, marriage, and mission. In the context of ramental theology from the New Testament period pers, midterm, final. these beliefs and practices, several leading themes in through the Second Vatican Council and current Catholic moral theology will be explored (e.g., reflections on the renewal of the sacraments result- sanctification, the eternal and natural law, and vir- ing from the council. The second section examines tues and vices), and several moral issues will be ex- sacramental practice within the Roman Catholic amined (e.g., abortion, suicide, capital punishment, liturgy, and considers contemporary practice of sac- economic justice, and war and peace). This course raments in Christian faith traditions other than Ro- explores an understanding of the moral life in man Catholicism and the promises and challenges terms of participation in the life, death, and resur- of an ecumenical perspective. The third section will rection of Christ, but at the same time it avoids explore the intimate role sacraments play in conver- construals of the moral life that rest merely on pi- sion and on-going conversion in Christian life. ous exhortations (“Jesus says”), assertions of 216
286. Literary Catholicism 290. Christianity and World Religions second. The fall semester will be devoted to learn- (3-0-3) Gordon (3-0-3) Malkovsky ing the grammar of biblical Hebrew. The spring se- This course will explore the Catholic theological The purpose of this course is to introduce the stu- mester will be divided into two parts. For the first tradition primarily as it finds expression in six nov- dent to the basic teachings and spiritualities of six weeks we will finish and review the grammar. In els by authors whose writing is influenced by that Hinduism, Buddhism, and Islam. We will ap- the remaining part of the course we will read and tradition. The novels discussed will be: The End of proach these religions both historically and theo- translate texts from the Hebrew Bible, Qumran, the Affair and The Power and the Glory by Graham logically, seeking to determine where they converge and Rabbinic literature. The course will focus on Greene, The Ball and the Cross by G. K. and differ from Christianity on such perennial is- developing reading and comprehension skills in Chesterton, Silence by Shusaku Endo, Wise Blood sues as death, meaning, the nature of the ultimate biblical Hebrew through the study of biblical texts. by Flannery O’Connor, and Love in the Ruins by Mystery, the overcoming of suffering, etc. We will In addition, students will learn how to use refer- Walker Percy. Among the topics to be treated are also examine some traditional and contemporary ence grammars, concordances, and apparatus to the Jesus Christ, revelation, the fall of humanity and Catholic and Protestant approaches to religious Biblical Hebraica. The course encourages students the problem of evil, the nature of sacraments, and pluralism. Our own search to know how the truth to think about the grammatical forms and their im- faith as a relationship with a loving God. and experience of other faiths is related to Chris- plications for biblical interpretation. tian faith will be guided by the insights of impor- 287. World Religions and Catholicism in 325. From Power to Communion: Dialogue tant Catholic contemplatives who have entered Toward a New Way of Being Church-Based (3-0-3) Gorski deeply in the spirituality of other traditions. By on the Latin American Experience A theological exploration of Hinduism, Buddhism, course’s end we ought to have a greater understand- (3-0-3) Pelton Taoism, Judaism, Islam and the relationship of ing of what is essential to Christian faith and prac- Prerequisite: Six hours of theology. Christianity to those religions. The goal of this ex- tice as well as a greater appreciation of the spiritual This seminar explores the present and the future of ploration is specifically (1) to set forth the essential paths of others. Requirements: Short papers, mid- the Catholic Church, placing emphasis on how its characteristics of the world’s great religions, (2) to term exam, and final exam. future is foreshadowed in the growing ecclesial in- disengage the essential differences between Chris- 292. Liturgy and Architecture terdependence that exists between the churches of tianity and the other world religions, (3) to identify (3-0-3) Brodhacker North and Latin America. Emphasis is placed on the distinctiveness of Catholicism within the family Churches are not museums, but places where the the growing involvement of the laity in Latin of Christian traditions, (4) to examine historically people of God come together to worship. As the America and where this may lead the North Ameri- and systematically the Christian theological ap- forms and theologies of worship change so must can church. In a particular way, attention is given praisal of other world religions. Thus, the course the buildings where worship takes place. In this to the role of small Christian communities. will enable the students to gain a deeper under- course we will trace the past 500 years of liturgical 340. Know Your Catholic Faith (series) standing of Christianity by “passing over” into and and architectural changes in the Roman Catholic (1-0-1) Cavadini experiencing as well as appraising the different ma- and Protestant. The department offers a series of one-credit jor religious traditions of the world. To enhance 308. Introduction to Christian Latin courses in cooperation with the Office of Campus the learning experience, the course will use the Sheerin Ministry. BBC film series titled The Long Search. Each of What does the Church teach? Why does it mat- 326. God, Philosophy, and Universities: these hour-long films focuses on perspectives of the ter? Each one-credit course reflects on a central fea- world’s major religions. Aquinas, Arnauld, Newman (3-0-3) Macintyre ture of the Catholic faith, so that students come 288. Liberation Theology Enquiry and teaching in Catholic universities have away with a clear idea of what the Church holds on (3-0-3) Gorski aimed at understanding how the universe—physi- these topics as well as a basic theological and per- An exploration of “liberation theology”—one of cal, animal, human—is ordered to God. One task sonal understanding of them. the most challenging and influential theological of philosophy in the Catholic tradition has been to 347. Popular Religion and the Practice of movements since the Second Vatican Council. The show how the various secular disciplines both con- Philosophy in China initiators of this widespread movement are firmly tribute to such understanding and remain incom- (3-0-3) Jensen convinced that the liberation of the world’s poor plete without theology. How is this task to be Prerequisite: Six hours of theology. and oppressed—the suffering majority of human- carried out? We shall consider answers by three This lecture/discussion course will introduce the ity—is the most pressing need of our age. And they Catholic philosophers in different intellectual and student to the plural religious traditions of the Chi- are developing a theology that is intended to in- cultural situations, Aquinas, Arnauld, and Newman nese as manifested in ancestor worship, sacrifice, spire and promote such liberation. They evolve this in the hope of learning how to answer this question exorcism, and spirit possession. From an under- theology of liberation not only from their reflec- today. standing of these practices, the course will offer in- tions on the Bible and other traditional sources, Requirements: Three papers will be required. sight into the mantic foundations of Chinese but also from their immediate pastoral relationships There will be no examination. philosophy, especially metaphysics. Readings will with the poor — and from their social-historical- (Crosslisted as PHIL 326.) consist of texts in translation of popular cults, as political-economic analyses of the causes of poverty well as scholarly interpretations of these phenom- and oppression. While this course will treat of the ena. In his Natural History of Religion (1757), liberation theology being developed in the United ELECTIVES David Hume articulated the now common distinc- States, it will focus first and principally on the the- tion between high and low religion, identifying the ology of liberation rooted in the history of Latin monotheistic traditions (Christianity, Judaism, Is- America and found expressed in the writings of 307A-307B. Elementary Hebrew I-II lam) with the former and the polytheistic (the ma- some prominent Latin American theologians. (3-0-3) (3-0-3) Ulrich jority of the world’s religions) with the latter. These include: Clodovis Boff, Leonardo Boff and Prerequisite: Six hours of theology. Gustavo Gutierrez. The works of these innovative This is a two-semester introductory course in bibli- authors are at the heart of liberation theology; un- cal Hebrew; under normal circumstances, the stu- derstanding them is a precondition for understand- dent must complete the first to enroll in the ing the liberation writings from the U.S.A. and from other places. 217
Social Concerns Seminars (THEO 350– 359C. Smr SrvLrn Intrn: Hispanic 361. Soc Con Sem: Appalachia THEO 372). The Department of Theology offers (3-0-3) Cunningham/Knight-Santoni/Groody (1-0-1) Ashley/Loesch a variety of social concerns seminars in This is a leadership internship for Hispanic studies This seminar involves experiential learning during collaboration with the Center for Social Concerns. working 10-12 weeks in a Hispanic/Latino area the semester break. The course is centered on a ser- Permission is required for each of these and is with organizations dedicated to empowering local vice-learning immersion in the region of Appala- obtained through the center. More information is communities. Students will complete the require- chia and provides preparation for and follow-up to available at the Center for Social Concerns, (574) ments of THEO 359 and work with the Center for that experience. Students may focus on particular 631-5319. Social Concerns to build partnerships with the themes (e.g., rural health care, environmental is- 355. Soc Con Sem: Civil Rights and Social agencies and people involved. Application and in- sues) at various sites while learning about the re- Change terview necessary for participation. gion and rural issues. (3-0-3) Caponigro 359E. Smr SrvLrn Intrn: Contemporary Issues 362/SOC 362. Soc Con Sem: Cultural Diversity The purpose of this Seminar is to study key events (3-0-3) Cunningham (1-0-1) Outlaw/Brandenberger/Pettit and leaders that sparked the broad-based move- This internship is for students interested in learn- The purpose of this course is to begin to analyze ment to secure civil rights in the United States. ing more about how the Catholic social teachings the positive aspects of ethnic and cultural diversity Students will visit communities (Atlanta, Birming- are addressed in the work of a church organization, as well as related tensions, including racism. Stu- ham) and religious institutions that shaped the ide- such as the Catholic Campaign for Human dents will participate in a five-day program during ology and development of movement in the late Development. break at selected sites that provides an orientation 1950s and early 1960s. Participants will also be to culturally diverse communities and allows stu- asked to explore the current state of leadership in 360. Confronting Social Issues: SSPs (3-0-3) Cunningham/Connors dents to engage in discussions on relevant issues the civil rights community, assessing its relevance with local residents and community leaders. Stu- and potential for continued influence on issues of This three-credit service-learning course takes place dents participate in preparation and follow-up race and discrimination into the new century. before, during, and after student participation in eight-week “Summer Service Projects” sponsored sessions. 356. Soc Con Sem: Migrant Experiences by the Center for Social Concerns. The goals of the 363/POLS 496. Soc Con Sem: (3-0-3) Brandenberger course are to reflect on the meaning and dynamics Washington, D.C. This Seminar offers a unique immersion into the of Christian service, compassion and Catholic so- (1-0-1) Brandenberger/Loesch/Ashley lives of migrant farm workers in Florida during the cial teaching through readings and writing, along This course centers on a trip to Washington, D.C., spring harvest. Students pick tomatoes in the fields with discussion and reflection with site supervisors over fall break, during which time students analyze (donating their wages), live with migrant families, and alumni, and scheduled group discussions upon a significant social issue through contact with vari- assist church and social agencies that serve mi- return to campus. Writing assignments include a ous agencies, government offices, and church orga- grants, and meet with community leaders, never journal, reflection paper of six to eight pages and nizations. Students participate in preparation and again to take food for granted. responses to study questions related to the course follow-up sessions. Themes (e.g., Educational Re- 357. Soc Con Sem: L’Arche Communities packet. This course is completed during the first form, Violence in America) vary each year. (3-0-3) Brandenberger five weeks of fall semester and is graded Satisfactory 366. Soc Con Sem: This Seminar centers around travel to a L’Arche or Unsatisfactory. Acceptance is based on the Mexico Service-Learning Project community (e.g., Toronto, Canada) to share com- student’s application and interview. Contact the (1-0-1) Brandenberger/Elizondo/Tomas-Morgan munity life with developmentally challenged per- Center for Social Concerns for more information. This seminar involves three weeks of service-learn- sons. Students draw from the philosophy of Jean 360A. Confronting Social Issues: THEO ing in Oaxaca, Mexico. It is designed to expose stu- Vanier, the works of theologian Henri Nouwen (3-0-3) Cunningham/Connors/Brandenberger dents to the reality of Latin America through and other spiritual writings to augment this partici- Same as THEO 360 but restricted to theology ma- inter-cultural exchange, shared work experience, patory learning experience. jors; graded A-F. and faith reflection. Students examine the social, 358. Soc Con Sem: Children and Poverty cultural, and international forces operative in the 360B. Summer Service Learning: Int’l (3-0-3) Brandenberger/Ashley region through discussion, relevant readings, and (3-0-3) Cunningham/Tomas-Morgan/Kollman written reflection. This Seminar focuses on concerns that affect the Prerequisite: Domestic service-learning experiences. youth of our nation, especially poverty and vio- This three-credit course provides students the op- 367. Soc Con Sem: Advanced Studies lence, and examines efforts to foster positive youth portunity to encounter international realities (1-0-1) Brandenberger/Ashley/Beckman development. Immersion in New York City. Par- through work with poor and marginalized people. Prerequisite: One other Social Concerns Seminar. ticipants read Catholic social teaching focused on Same academic requirements as THEO 360 with The Advanced Studies Seminar is designed to en- youth/family issues. the addition of area/country specific readings and hance the students’ study and application of a par- 359A. Summer Service Learning: ACCION meetings. ticular social concern issue. The experiential (3-0-3) Cunningham/Connors component of the course will be tailored to the spe- 360C. Summer Service Learning: NYSP cific interest of the student and requires prepara- The ACCION Internships run 10-12 weeks in mi- (3-0-3) Cunningham/Connors/Pettit cro-lending offices across the country. tion and orientation, follow-up reflection and The National Youth Sports Program runs for six associated readings. For junior Business majors only. weeks on the Notre Dame campus. Students work 359B. Smr SrvLrn Intrn: ACCION with low-income children from the South Bend 368. Soc Con Sem: Contemporary Issues (3-0-3) Cunningham/Groody area in educational enrichment and recreation. (1-0-1) Brandenberger/Ashley The ACCION Internships run 10-12 weeks in mi- Same requirements as THEO 360. This seminar allows students to participate in an cro-lending offices across the country. experiential opportunity designed to examine con- For junior Business majors only. temporary social problems. Emphasis will be placed on understanding issues/conflicts from the perspec- tive of the various participants. Preparation and fol- low-up sessions are tailored to the specific opportunity. 218
368A. Soc Con Sem: Discernment 385. Islam: Religion and Culture present in an unconventional, but more evocative, (1-0-1) Shappell, Cunningham (3-0-3) Afsaruddin manner that engenders understanding of contem- 369. Soc Con Sem: Leadership Issues This course will discuss the rise of Islam in the Ara- porary political resistance to single-party rule. (1-0-1) Knight-Santoni/Brandenberger/Ashley bian peninsula in the seventh century and its subse- (Crosslited with LLEA 388.) quent consolidation as a major world religion and This course is open to student leaders of various 388JE. Naming God in Three Abrahamic campus organizations focused on community ser- civilization. Lectures and readings will deal with Traditions vice and social action (e.g., student groups affiliated the life of the Prophet Muhammad, the Qur’an (3-0-3) Burrell with the Center for Social Concerns, social con- and its interpretation, early Islamic history, com- This course, team taught in Jerusalem with cerns commissioners of dorms, etc.). This seminar munity formation, law and ritual, theology, phi- Mustafa Abu-Sway and Alon Goshen-Gottstein, will examine leadership and empowerment issues losophy, mysticism, and literature. Emphasis will will explore the ways in which Jews, Christians and from a multi-disciplinary perspective, focusing on be on the core beliefs and institutions of Islam and Muslims employ their revelatory tradition to name the role of the leader within organizations promot- on the religious and political thought of its practi- God—that is, to come to a way of understanding ing community service, social awareness, and action tioners from the Middle Ages through our own and relating to the One whom all three traditions for justice and peace. The course will provide stu- time. The latter part of the course will deal with re- believe freely created the universe. We shall explore dents with an opportunity to examine and develop formist trends within Islam and contemporary how each tradition uses names differeently, and so their personal leadership styles and potentials Muslim engagements with modernity. All readings identify the relevant differences in these Abrahamic through a variety of experientially based learning are in English; no prerequisite. faith-traditions. (Crosslisted with MGLC 390/518.) experiences. 391. Liturgical Choir 386. Canon and Literature of Islam 370. Soc Con Sem: Nonviolence (1-0-1) Walton (1-0-1) Brandenberger (3-0-3) Afsaruddin Prerequisite: Six hours of theology. 391A. Women’s Liturgical Choir This course allows students to explore the theoreti- (1-0-1) cal dimensions of nonviolence and the practice of This course is an introduction to the religious lit- nonviolence as manifest in contemporary social erature of the Arab-Islamic world. Emphasis is on 392. Folk Choir movements. The course will examine the writings works from the classical and medieval periods of Is- (1-0-1) Warner lam, roughly from the seventh to the 14th century of Jesus, Mahatma Gandhi, Martin Luther King, 395. The Christian Theological Tradition I Dorothy Day and others. Students participate in a of the common era. We will read selections from the Qur’an (the sacred scripture of Islam), the (3-0-3) Cunningham one-week experience with faith-based communities Prerequisite: Six credit hours of theology. involved in nonviolent activities, prayer, service, Hadith literature (sayings attributed to the prophet Muhammed), the biography of the Prophet, com- A survey of Christian theology from the end of the and public witness. A one-credit course graded sat- New Testament period to the eve of the Reforma- isfactory or unsatisfactory. mentaries on the Qur’an, historical and philosophi- cal texts, and mystical poetry. All texts will be read tion. Through the close reading of primary texts, 371. Soc Con Sem: International Issues in English translation. No prior knowledge of the course focuses on the Christology of such influ- (1-0-1) Brandenburger/Tomas-Morgan/Kollman Islam and its civilization is assumed, although ential thinkers as Origen, Athanasius, Augustine, This course revolves around international experien- helpful. Anselm and Aquinas. How do these thinkers un- tial learning opportunities, examining the culture, derstand the person and work of Jesus Christ? community and life of the people encountered, in- 388A. Chinese Mosaic: Philosophy, Politics, What are the Christological problems that they Religion cluding the poor. Students participate in prepara- tried to resolve? How do the different Christologies (3-0-3) Jensen tion and followup sessions. of these thinkers reflect their differing conceptions This is a special topics class that provides an intro- of the purpose and methods of “theology?” Some 372. Soc Con Sem: Field Education duction to the diverse life ways constituting the attention will also be given to non-theological rep- (1-0-1) Brandenberger/Ashley puzzle of the Chinese people. The course will chart resentations of Christ. How does the art of the A directed field education experience in theology, the terrain of current Chinese imagination as it has early and medieval periods manifest changes in the augmented by readings and dialogue with faculty been shaped from the contending, and often con- understanding of the significance of Jesus. This and others. Area of focus and placement deter- tentious, influences of religion, philosophy, and course is obligatory for all first and supplementary mined by student interest and initiative, in collabo- politics, introducing students to the heralded works majors but is open to others who have completed ration with the Center for Social Concerns. Site of the Chinese intellectual tradition while at the the University requirements of theology and who placements may involve service-learning or related same time requiring critical engagement with the wish to gain a greater fluency in the history of work (at, for example, La Casa De Amistad, the philosophic and religious traditions animating this Christian thought. Fall only. Center for the Homeless, or other site where the culture. Thus, as they learn about China students Center has placed a Community-Based Learning will also reflect on how it has been interpreted by 396. The Christian Theological Tradition II Coordinator). A learning agreement will outline Chinese and by Westerners. From readings in both (3-0-3) Herdt specific learning tasks and requirements. Special primary texts and secondary interpretations the Prerequisite: Six credit hours of theology. permision (during the semester prior to the experi- class will reconstruct the ethos of the Chinese, at- The course will examine the development of the ence) is required. tending particularly to the ways in which inherited Christian tradition from the time of the Reforma- tion to the present, with special attention to the 378. Catechism and Catechetics traditions have been affected by the rise of the modern, authoritarian state. Our concerns will in- confessional division of the western Christian tradi- (3-0-3) Cavadini tion during the Reformation, and the responses Prerequisite: Six hours of theology. clude questions of philosophy as a response to moral crisis, the abridgement of tradition in ideol- which post-Reformation Christian traditions make 383. The Paschal Mystery in the Latino ogy, the creative reinvention and persistence of to the secularization of West culture. The objective Community popular religion, and the politics of representation. of this course is to develop an ecumenical under- (1-0-1) Elizondo From our attempts to address these concerns, we standing of contemporary Christian traditions. will reconstitute the philosophic discourse of an- Class time each week will consist of two lectures cient China and the religious practice of the and one student-led discussion. Evaluation will be based on discussion, four short papers, and a final exam. Spring only. 219
411. Christian Scriptures 436. Modern Catholic Theology: Newman DVANCED OURSES A C (3-0-3) D’Angelo (3-0-3) O’Regan A critical introduction to the Christian Scriptures The courses focuses on three of the major contribu- 400. Proseminar for Western readers. In addition to important his- tions made by John Henry Newman to modern re- (3-0-3) Wawrykow torical and literary aspects of the New Testament, ligious thought. (1) Newman’s contribution to Prerequisite: Six credit hours of theology. this course aims to interpret those Scriptures in the religious epistemology, that is, to the question of This one-credit course will provide an introduction light of the cultural world of Jesus. This means that religious belief and whether it is irrational or ratio- to the field of theology, emphasizing its nature and readers will be learning the essential and relevant nal to believe. A Grammar of Assent is central here, task, its relation to faith and experience, and its cultural models for reading Jesus, Paul, Timothy, although other texts will also be taken into ac- various methods of inquiry. Class sessions will have etc., in their own culture: basic values (honor and count. (2) Newman’s contribution to the under- discussion format to promote close interaction shame), institutions (kinship), modal personality standing of the genesis, nature and function of among all the participants. Five sessions of the (group-oriented) and the like. Spring only. doctrine. Our main text here is the famous Essay on seminar will feature different members of the fac- 423. Reformation Theology: A Survey Development which, arguably, is the single-most ulty who will discuss the goals and methods of their (3-0-3) Zachman important text on tradition written in the nine- respective disciplinary areas. During the course stu- An examination of the development of Christian teenth century (3) Newman’s view of Christ. Un- dents will gain the necessary background to begin thought from the Council of Constance in 1415 to like his reflections on religious epistemology and planning their own programs in theology. Re- the First Vatican Council in 1869-70, with special his view of doctrine, Newman does not have a quired for all majors and supplementary majors, attention given to the impact of the Reformation single authoritative treatment of Christ. His reflec- and open to minor, pre-seminarians, and any and the Enlightenment on the formation of Chris- tions are scattered throughout his writings, espe- other interested students. Spring only. tian theology. cially in his sermons and his historical works. We will read samples of both to discern the main drift 401. Hebrew Scriptures 426A. Topics in Theology: Sacraments of Newman’s concerns and his conclusions. (3-0-3) Ulrich (3-0-3) Prügl Prerequisite: Six credit hours of theology. Pastoral necessity as well as heresies and uncertain- 437A. Miracles This course will offer students an introductory- ties about the nature of the sacraments made it un- (3-0-3) Cavadini level survey of the books of the Hebrew Bible, with avoidable for the medieval church to reflect upon What is a miracle? Can miracles happen? What is emphasis placed on the holistic (i.e., theological, its most distinctive liturgical rites. Within the con- their significance? The course will approach these literary, and social-scientific) study of the history, text of the formation and growth of scholasticism, questions using a variety of paradigms, including literature, and religion of ancient Israel. The impli- the sacraments provided an excellent training philosophical, theological, and sociological. We cations of selected texts in Christian and Jewish ground to test the strength of western theological will consider a variety of texts and issues, including theological discourse will also be explored. Re- thought. Due to the influence of Peter Lombard’s the Bible, classical exegeses of biblical miracle sto- quired course components include occasional quiz- collection of patristic “Sententiae” the sacraments ries (in Origen, Augustine, and Gregory the Great) zes, three unit tests covering the major divisions of finally became a major field within the institution- as well their counterparts in modern scholarship, the Hebrew Bible (Pentateuch, Prophets, and Writ- alized theology at the universities. Our course will philosophical debates about the status of the mi- ings), and 20 pages of writing spanning the follow- focus on those events and texts of the earlier raculous, and recent studies of communities where ing research-related genres (case studies, article Middle Ages which challenged theologians like miraculous events are alleged to have occurred. We reviews, journal, and critical notes). Fall only. Paschasius Radbertus, Berengar of Tour and will also consider the canonical process for the in- Lanfranc of Bec to specify their views about the vestigation of alleged miracles, as well as literary 402. Archaeological Foundations of Christianity treatments of the theme. We will ask, finally, What and Judaism in Antiquity Eucharist. It will consider the formation of a sys- is the religious significance of wonder? (3-0-3) Burgh tematic treatise on the sacraments in the French This course surveys ancient Israel/Palestine (the schools of the 12th century, and finally present the 441. The Christian-Jewish Encounter: Holy Land) during the biblical period. The class synthesis of high scholastic sacramental theology in From Disputation to Dialogue will challenge students to think critically and cre- Thomas Aquinas and Bonaventure. Besides the ge- (3-0-3) Signer atively about the makeup/construction of previous neric questions on the nature of the sacraments as In the closing days of the II Vatican Council cultures, their life-ways, and how the components such, special attention shall also be paid to baptism, Nostra Aetate (Declaration on non-Christian Reli- of the culture connect and relate to one another. In the Eucharist, confirmation and penitence. gions) reversed a negative attitude of the Catholic Church toward Judaism and the Jewish people. order to do this, the student will engage and incor- 428. Topics in Medieval Theology This remarkable change promoted “dialogue” with porate theory and method from several fields (e.g., (3-0-3) Staff archaeology, theology, anthropology, philology, Jews, and positive changes in the ways in which Ju- textual studies, history, art, and others). This 435. Christian Spirituality daism was presented in Liturgy and Catechesis. Re- course encourages the student to use as many avail- (3-0-3) Cunningham actions from the Jewish communities were diverse: able tools as possible to investigate and understand This course intends to introduce the student to (1) from rejection to welcoming. the past and its impact on the present. The class the methodologies for studying Christian spiritual- This course will explore a number of issues will expose students to the material remains ity; (2) some theological reflections on the Chris- which emerge from the history of Christian through slides and some physical artifacts that will tian way of life “in the Spirit”; and (3) A thought and theology: How did a negative image of assist them in better comprehending the theological consideration of the structure of some “schools” of Judaism develop within Christianity? In what ways foundations of Judaism and Christianity. spirituality within the Christian tradition. Apart did these unfavorable teachings contribute toward from preparation of readings, class participation, violence against the Jews? What is the relationship and regular attendance, the basic course require- between Christian anti-Jewish teachings and ment will be to finish in a timely fashion a series of Antisemitism? Is there any correspondence to short papers which will reflect topic assignments Christian hostility within Judaism? In what ways given by the professor. These short papers will bear have Jewish authors reacted to Christian tradition? a family resemblance to take-home examinations. 220
We shall also want to construct a more positive 450. Theology and History of Christian 459. Love and Sex in the Christian Tradition theology for the future. How can Jews and Chris- Missionaries (3-0-3) Porter tians develop religious responses to modernity? In (3-0-3) Kollman Christian reflections on sexuality comprise one of what senses can a study of Judaism by Christians, This course will study the missionary activity of the the richest yet most controversial aspects of the or Christianity by Jews, help either community to church. After a brief look at mission and evangeli- Christian moral tradition. In this course, we will understand itself better? How can Christians and zation in the New Testament and the early church, examine Christian sexual ethics from a variety of Jews develop a theology of “the other” which is not we will then explore several important moments of perspectives through a study of historical and con- triumphalist, but empathic. missionary contact in the Americas, Africa, and temporary writings. Topics to be considered in- Asia in the modern (post-Columbian) period. The clude Christian perspectives on marriage and 442. Theology and Medicine course will conclude with a look at contemporary family, the ethics of sex within and outside of mar- (3-0-3) Ryan missionary practice and theory. riage, contraception, divorce and remarriage, and Prerequisite: Six hours of theology. (Crosslisted as THEO 547A.) homosexuality. Course requirements will include An examination of moral problems in medicine in four or five short papers and a final examination. the context of key theological themes, e.g. creation, 453A. Death and Rebirth providence, the nature of Christian personhood, (3-0-3) Dunne 460. Joint Seminar in Philosophy and Theology: suffering and redemption, freedom and grace. A course on the spiritual journey through the ages: Aquinas and Scotus on God Various normative problems will be explores, e.g. the figure Gilgamesh (the human quest of eternal (3-0-3) Wawrykow physician-assisted suicide, artificial reproduction, life), the figure of Socrates (the sense of a deeper 469. After the Abyss: Christian and Jewish and access to health care. life that lives through death), the figure of Jesus Theology after the Holocaust (the I and thou with God in Christianity; how this (3-0-3) Signer 443. Jewish Spirituality leads to an understanding of death and resurrec- (3-0-3) Wolfson At the close of the 20th century, Jews and Chris- tion, or Incarnation and Trinity), Dante and the tians have become aware that the Nazi Holocaust This course will explore several central themes that spiritual journey (the Christian sense of a life that have informed the texture of Jewish spirituality presented significant challenges to their traditional lives on both sides of death), Kierkegaard and the theologies. For many Jews the problem arises from through the ages. Topics will include: liturgy and eternal self (the Christian encounter with the mod- iconic visualization of God; sacred space and time the question “How could God have permitted the ern sense of selfhood), and a concluding vision (the murder of innocent children?” Many Christians, on ritual performance; letter meditation and the experience of the presence of God). Requirements magical imagination; contemplation and mystic Catholic and Protestant, have raised different is- include a midterm and a final exam (take home ex- sues: “How could Christianity have given up its union; textual study and inspired exegesis; divine ams) and a personal essay. suffering and messianic redemption. Material will moral authority to the State and remained silent; be selected from biblical, apocalyptic, rabbinic, and 456. Martyrs and Monastic Lives what beliefs within the Christian tradition may kabbalistic sources. (3-0-3) Leyerle have contributed to the contempt of Jews and (Crosslisted as THEO 543.) Early and medieval Christian communities were Judaism?” Both communities have produced new largely defined by their views not only of God or explorations of the role of God in human history. 445. Christian Initiation and Eucharist the personhood of Jesus, but also of the body; un- In our course we will read both Jewish and Chris- (3-0-3) Johnson der fierce debate were questions of what, when, or tian theologians. Jewish theologians such as Martin The Rites of Christian Initiation (Baptism, Confir- even whether, to eat, drink, or engage in sexual ac- Buber, Arthur Cohen, Emil Fackenheim, Emanuel mation, and First Eucharist) and the Eucharistic tivity. By reading intriguing texts stemming from Rackman and Irving Greenberg will be read along Liturgy as the primary sacramental celebrations of the experience of martyrdom and monasticism, this with some of the writings of more traditional Jew- and in the Church: their biblical and anthropologi- course will illustrate how often explicitly theologi- ish theologians. From the Christian perspective we cal foundations, historical and theological evolu- cal concerns (for instance, an understanding of the will read from the writings of Johann B. Metz, tion, and contemporary forms and celebration in a incarnation) have their roots in just such pressing Jurgen Moltmann, Karl Barth, David Tracy and variety of churches. Requirements will include social concerns. Christians were further urged to Paul van Buren. short papers and exams. ponder the relationship of the body to theology, by 471. The Development of Latino Christianity in 449. Feminist and Multicultural Theologies the experience of sporadic persecution launched the USA (3-0-3) Hilkert against them initially by pagans, but after (3-0-3) Elizondo An exploration of critical and constructive contri- Constantine, increasingly by other groups of Chris- The development of religion in the great “frontera” butions of women to the development of contem- tians. This course will examine a selection of in- between Nordic America and Latin America, which porary Christian theology. Using the writings of triguing texts stemming from the experience of is in the southwest of the USA. feminist, womanist, Latina, mujerista, and Asian martyrdom and monasticism. We will begin with women theologians, the class will consider recent the earliest portrait of Christians left to us, namely work in the field of systematic theology with par- that found in the New Testament, and will end ticular attention to questions of method, theologi- with the Reformation period, which not only saw a cal anthropology, Christology/soteriology, and the reassessment of the goals and goodness of the mo- mystery of God. nastic life but also a resurgence of persecution. Two further and related concerns will also shape this course, namely, the uncovering of the contours of “ordinary” Christian life in these periods, and a growing appreciation of how Christian women, whose stories have often been eclipsed in surveys devoted to intellectual or doctrinal history, have shaped Christian tradition through their ascetic practices, and have been in turn shaped by them. Our perspective will be that of social historians. 221
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474. Islam and Muslim-Christian Dialogue Supplementary as exposure to essential sources and critical issues. A (3-0-3) Malkovsky “capstone” experience consisting of a Senior Project This course has a twofold aim. It not only provides Majors, Minors, and or Thesis rounds out the curriculum for the an introduction to the world of Islam but also at- Supplementary Major. tempts a comparison and evaluation of Islamic and Special Programs Upon completion of all requirements, students Christian theological themes from both a system- will have received both a solid introduction to the atic and historical perspective. Topics such as the As indicated above, a supplementary major is one discipline of African and African-American Studies nature of God and the process and content of di- that cannot stand alone in qualifying a student for and an appreciation of how it interfaces with other vine revelation; the person and function of an undergraduate degree but must be taken in con- areas in the Humanities, Social Sciences, and Theo- Muhammad and Jesus as exemplars of faith; the junction with a primary major. Several departments logical Disciplines. role and nature of sacred scripture and tradition; offer both majors and supplementary majors. They the place and nature of piety and practice in every- Supplementary Major have been described above. Included below are in- day life; the way that each religion sees itself in re- The AFAM Supplementary Major requires comple- terdisciplinary non-departmental supplementary lation to other faiths; changes that each tradition tion of one designated literature course (3 credit majors and minors. has undergone in the modern period: these and hours), the two course sequence in African-Ameri- other topics will be treated with the intention of can History (6 credit hours), one stipulated Social deeper understanding and appreciation of the AFRICAN AND AFRICAN AMERICAN Science course (3 credit hours), and the Senior other. Requirements: oral presentations, short ana- Project or Senior Thesis (3 credit hours). Three ad- lytical papers, one research paper. STUDIES SUPPLEMENTARY ditional AFAM elective courses in Literature, His- 479. Hindu-Christian Interaction MAJOR AND MINOR tory, or Social Science can be selected (9 credit (3-0-3) Malkovsky hours) to complete the 24 credit hour requirement. This course will provide a survey of the main events, human figures and theological models Director: Literature which have characterized Hindu-Christian interac- Hugh R. Page Jr. Majors must take one of the following courses. tion, especially since the beginning of the nine- Associate Professor, Department teenth century, a period which marks a of Theology AFAM 384a: Afro-American Literature I turning-point in Hinduism’s understanding of it- Advisory Committee: 1746-1900 self. We shall attempt to determine how each of the Cyriana E. Johnson-Roullier AFAM 384b: Afro-American Literature II two religions has undergone transformation in its Associate Professor, Department of English 1900-1940 Richard B. Pierce II AFAM 384c: Afro-American Literature theology and spirituality, either through the enrich- 1940-present Assistant Professor, Department of History ment or through the challenge which the other tra- AFAM 384e: AFAM Literature dition has presented. Theologically we shall Gina V. Shropshire and Contemporary Issues examine such issues as revelation and history, di- Assistant Professional Specialist, Mendoza vine grace and human freedom, personhood of the College of Business The following courses are considered AFAM Deity, Hindu and Christian views of Christ, theis- Fabian E. Udoh Literature electives. tic and non-dualistic metaphysics. Assistant Professor, Program of Liberal Studies 497. Directed Readings AFAM 324: Harlem Renaissance (3-0-3) Wawrykow AFAM 419C: African-American Poetry and Program of Studies. The African and African Poetics Prerequisites: Senior standing, dean’s list average, American Studies Program (AFAM) is dedicated to AFAM 379a: African Literature written consent of instructor. the interdisciplinary study of the peoples of Africa AFAM 413: Art/Politics Richard Wright and the African Diaspora. Its pedagogical commit- AFAM 470b: Joyce and Baldwin The following courses are offered as transfer ment is twofold: (1) to create a disciplined and rig- AFAM 479a: Modern African Literature credit courses at Purdue University: AFAM 494b: Writing Whiteness orous intellectual environment within which the AFAM 494e: Slavery Era Afro-American 171P. Introduction to Biblical Theology study of the histories, literatures, languages, and Literature (3-0-3) Ryba cultures of African and Afrodiasporan peoples can AFAM 591 (grads only): Politics and Literature take place; and (2) to foster an appreciation of the in Francophone Sub-Saharan 173P. Theological Reflections richness, diversity, and complexity of the African- Africa (3-0-3) Ryba American experience—particularly when it is 176P. Dynamics of Christian Freedom viewed within both national and global contexts. History (3-0-3) Ryba Critical inquiry and service learning are essential Majors are required to complete the two-course components of the AFAM Program It seeks to cre- sequence in African American History. 476P. Advanced Theological Interpretations ate opportunities for dialogue, reflection, and social (3-0-3) Ryba engagement within and beyond the classroom. The AFAM 270: Civil Rights Movement 497P. Directed Readings AFAM Program offers Notre Dame undergraduates AFAM 371: Survey of African-American History I (3-0-3) Ryba the option of electing a Supplementary Major (24 AFAM 372: Survey of African-American credit hours of required coursework) or Interdisci- History II plinary Minor (15 credit hours of required coursework, with a sub-specialty in Literature, His- tory, or Social Science). Students selecting either option receive thorough grounding in the analytical methods employed by scholars in the field as well 222
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The following courses are AFAM History Minors must also take one of the following two AFAM 425: Ethnicity in America electives. History courses (3 credit hours): AFAM 428: Race, Gender, and Women of Color in American Culture AFAM 321: Making of Multicultural America AFAM 371: Survey of African-American AFAM 432: Blues in American Culture AFAM 328: Famine in Africa/Ireland/India History I AFAM 473: Christianity in Africa AFAM 380: U.S. Labor History AFAM 372: Survey of African-American AFAM 444: African History Since 1800 History II Senior Project AFAM 453: The New Nation The Senior Project (or Senior Thesis) is the AFAM 454: Era of U.S. Civil War 1846-1877 Minors will choose one of the following three areas capstone of the AFAM Supplementary Major. It of specialization: Literature, History or Social Sci- provides seniors with an opportunity to reflect Social Science ence. The remaining three courses (9 credit hours) upon the larger implications of their coursework AFAM majors are required to take the will be in the area chosen. and, should they desire, to incorporate a service following Social Science course. learning component. A written proposal describing Literature the intended project or thesis must be submitted to AFAM 372a: The Archaeology of Africa The following are AFAM Literature electives for the AFAM director for formal approval. If ac- the minor. cepted, the student will be assigned a thesis direc- The following courses are AFAM Social Science tor. A written summation of the project (or final electives. AFAM 324: Harlem Renaissance version of the thesis) is due at the end of the term. AFAM 479a: African Literature An oral presentation must also be made to the di- AFAM 215: Education, Multiculturalism, AFAM 413: Art/Politics of Richard Wright rector and Advisory Committee during the week of and Democracy AFAM 419C: African-American Poetry and AFAM 221: Introduction to Jazz Poetics final examinations. AFAM 232: Social Problems AFAM 470b: Joyce and Baldwin AFAM 302: American Social Experience: AFAM 479a: Modern African Literature Traditions of Protest AFAM 487: African and Caribbean Woman GENDER STUDIES SUPPLEMENTARY AFAM 306: Homefronts During War Writers MAJOR AND MINOR AFAM 311: Race/Ethnicity and American AFAM 494b: Writing Whiteness Politics AFAM 494e: Slavery Era of African American AFAM 319: Sociology of Sport Literature Director: AFAM 322: Black Music, World Market AFAM 591 (by special permission): Politics Kathleen Pyne AFAM 329: Fundamentals of Human and Literature in Francophone Assistant Director: Evolution Sub-Saharan Africa Sophie White AFAM 332: Criminology Administrative Assistant: AFAM 336: Human Diversity History Tori Davies AFAM 336s: Poverty, Inequality, and In addition to the two required classes, any of the Education following History courses may be taken as AFAM AFAM 338: Poverty/Inequality/Social Objectives. See page 229. Strategy electives. The Supplementary Major seeks not only to of- AFAM 352: Politics of Southern Africa fer students additional knowledge about gender but AFAM 359: Peoples of Africa AFAM 270: Civil Rights Movement AFAM 312: Slavery in Antiquity also to shape their overall orientation toward learn- AFAM 401: Immigration, Ethnicity, Race ing. Through advanced coursework on gender, stu- in the U.S. AFAM 321: Making of Multicultural America dents gain the ability to negotiate traditional AFAM 425: Ethnicity in America AFAM 328: Famine in Africa/Ireland/India AFAM 428: Race, Gender, and Women AFAM 369: Jacksonian America disciplinary boundaries and to attain a deeper un- of Color in American Culture AFAM 380: U.S. Labor History derstanding of the issues of central concern to all AFAM 432: Blues in American Culture AFAM 444: African History Since 1800 who study and work in the field of gender studies. AFAM 457: American Culture and Subculture AFAM 453: The New Nation Further, this habit of mind has a transformative AFAM 444: Anthropology of Cities AFAM 454: Era of U.S. Civil War 1846-1877 impact on the entirety of academic life, making AFAM 464: Children/Families in Conflict students more creative as they undertake work in Social Science AFAM 473: Christianity in Africa their primary major and in other areas of the AFAM 478: Stereotyping: Social Psychology The following are considered AFAM Social Science University. electives. Interdisciplinary Minor Students who undertake the additional course- work of the Supplementary Major in Gender Stud- The AFAM minor offers students an opportunity AFAM 221: Introduction to Jazz ies gain a firm grounding in this rapidly developing to focus on one of three areas: Literature, History, AFAM 302: American Social Experience: Traditions of Protest field, which serves to make them attractive candi- or Social Science. Minors must take one of the fol- AFAM 306: Homefronts During War dates to graduate programs and helps ensure their lowing four AFAM Literature courses (3 credit AFAM 311: Race/Ethnicity and American hours). success should they choose to engage gender issues Politics at an advanced academic level. Students who plan AFAM 322: Black Music, World Market to enter the work force immediately after gradua- AFAM 384a: Afro-American Literature I: AFAM 329: Fundamentals of Human 1746-1900 Evolution tion will also benefit from the Supplementary Ma- AFAM 384b: Afro-American Literature II: AFAM 336: Human Diversity jor in Gender Studies. As the demographics of the 1900-1940 AFAM 352: Politics of Southern Africa workforce have changed, a host of gender issues AFAM 384c: Afro-American Literature, AFAM 359: Peoples of Africa have emerged that are of pressing concern. The in- 1940-present AFAM 372a: The Archaeology of Africa creased ability to think critically about gender will AFAM 384e: Afro-American Literature AFAM 401: Immigration, Ethnicity, Race prepare students to engage these issues responsibly, and Contemporary Issues in the U.S. making them valuable and productive in their fu- ture careers. 223
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Requirements. Supplementary majors in gender electives are also taken during these years. There is Since the Medical/Dental College Admissions studies must choose a faculty advisor. With their also an Honors Seminar in the fall of the senior Tests are ordinarily taken in the spring semester of advisor, they draft a rationale for their second ma- year to bring the honors students from diverse ma- the junior year, students should have completed the jor and propose a general course plan. The Gender jors back together for some topical discussions. All following courses by that time: MATH 119-120, Studies Curriculum Committee reviews and gives honors students will also be expected to complete a BIOS 201/L-202/L, CHEM 117/L-118/L, CHEM final approval to this prospectus. The faculty advi- special six-hour senior research honors project in 223/L-224/L and PHYS 221/L-222/L. Students sor will meet with the student regularly to advise their major field of study. In science, this is the cul- must also take three upper-level natural science about course selection. mination of a research project that is begun earlier, electives (nine credits) to complete the ALPP pro- Course Requirements: Students in the Supple- and in arts and letters, it is a two-semester project gram. The following electives are recommended to mentary Major are required to complete 24 credit culminating in a thesis. Those writing senior theses provide the student with the background necessary hours distributed as follows: GSC 101/201: Intro- work individually under the direction of a faculty for admission to most medical and dental schools: duction to Gender Studies (three credits) — a advisor of their choosing in their major field. Genetics (BIOS 303), Biochemistry (CHEM 420), course that is team-taught by members of the Gen- Funds are available for research projects during Physiology (BIOS 344 or BIOS 421), Cell Biology der Studies faculty and that maintains a summers either at Notre Dame or other universi- (BIOS 341), or Microbiology (BIOS 401). Bio- crossdisciplinary approach; one three-credit critical ties. chemistry (CHEM 420) and Physiology (BIOS methods course — a 300- or 400-level course In addition to the more narrowly academic 344 or BIOS 421) are strongly recommended. whose chief focus is on theory and critical methods features of the honors program, students will be All curricular advising in reference to the ALPP in the study of gender; one course that links ques- offered various opportunities for broadening per- major is conducted by the ALPP advisor in 101 tions of gender to issues of cultural diversity, such sonal, cultural and spiritual growth. Regular collo- O’Shaughnessy. Advising in reference to the appli- as race or class differences; GSC 495: Gender Stud- quia, informal discussions and cultural excursions cation process to medical and dental schools in the ies Practicum (three credits) — a course that allows are available. spring of the junior year is conducted by the sci- seniors to pursue independent research projects as Further information on the structure and con- ence preprofessional chair in 329 Nieuwland Sci- well as experiential work on gender issues; four tent of the honors program or on the criteria for ence Hall. All ALPP juniors are invited to a elective courses in Gender Studies (12 credits). At admission may be obtained by contacting Prof. meeting in January of their junior year to introduce least one elective course must be in the humanities Alex Hahn or Prof. Cornelius Delaney, 210 them to the medical/dental school application pro- and at least one must be in the social sciences. O’Shaughnessy Hall, Notre Dame, IN 46556, cess. All ALPP supplementary majors are added to (574) 631-5398. a listserve to announce upcoming meetings, semi- Courses: See page 229. nars, summer internship opportunities and infor- mation on other health-related careers. ARTS AND LETTERS The sequencing of courses taken throughout the sophomore, junior and senior years is worked ARTS AND LETTERS/SCIENCE PREPROFESSIONAL STUDIES out by the student in consultation with the ALPP HONORS PROGRAM advisor and the student’s departmental advisor so Advisor: that the best schedule for each individual is ar- Jennifer Ely Nemecek ranged. One possible sequence is the following. In the fall semester of 1983, the University inaugu- Assistant dean rated an honors program for a small number of College of Arts and Letters outstanding students in the College of Arts and The Program of Courses Letters and the College of Science. A limited num- Program of Studies. Arts and Letters Preprofess- ber of students with academic intents for each col- ional Program students are required to complete an First Year lege are identified for this program at the time of arts and letters primary major in addition to the admission. Although selection criteria include the First Semester preprofessional supplementary major. The ALPP promise of outstanding academic performance as FYC 110: Composition 3 program provides students who intend to pursue a demonstrated by standardized test scores and high MATH 119: Calculus A 4 career in health science with an opportunity to school performance, the program is looking for CHEM 117: General Chemistry I 4 complete a major in the College of Arts and Letters more than mere academic ability. It hopes to iden- Foreign Language 3 while building a firm foundation in the basics of tify students with a deep intellectual curiosity. First Philosophy/First Theology 3 science. Most students elect the ALPP program be- The program offers honors sections to fulfill Physical Education - cause they wish to go on to medical or dental most of the University and college requirements in — school; however, there are students who intend to the students’ freshman and sophomore years. At 17 pursue other health-related careers or simply prefer present, there are honors sections of theology the integration of science classes into the arts and (THEO 201) and philosophy (PHIL 195I), the Second Semester letters curriculum. Medical schools encourage pro- two-semester honors seminar (satisfying the writing University Seminar 180 3 spective applicants to seek a broad, liberal educa- requirement — usually accomplished through En- MATH 120: Calculus B 4 tion, which enables them to develop skills that will glish 109 — in the fall semester, and the literature CHEM 118: General Chemistry II 4 requirement during the spring), chemistry, physics, be useful throughout life. The ALPP program pro- Foreign Language 3 mathematics, a social science, and literature. Since vides students with all of the necessary prerequisites History/Social Science 3 these courses are restricted to honors students, they to prepare for the Medical or Dental College Physical Education - are smaller than non-honors sections and are usu- Admissions Test. — ally taught in a seminar format. The teachers for 17 honors sections are chosen from the most outstand- ing teachers in each college. After the sophomore year, students’ academic work will be mainly cen- tered in their major field of study, but two honors 224
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Sophomore Year Computer Applications Program COMPUTER APPLICATIONS First Semester Course Descriptions CORE 211: Ideas, Values and Images 3 PROGRAM BIOS 201/L: General Biology A 4 CHEM 223/L: Elementary Organic Chemistry I 4 243. Introduction to Computer Systems Director: Foreign Language 3 (3-0-3) Charles R. Crowell Arts and Letters Major or Elective 3 As an introduction to Information Processing, this Associate Director: — is a literacy course which explains computer sys- Margaret B. Wan 17 tems including hardware, software, systems analysis Assistant Director and Director of Advising: and other related topics. The class learns some Second Semester Louis J. Berzai computer programming, logic, design and docu- CORE 212: Ideas, Values and Images 3 Faculty: mentation using the BASIC language. The students BIOS 202/L: General Biology B 4 Sheri A. Alpert; Bruce C. Auerbach; Robert N. also work on teams to learn some phase of the IS CHEM 224/L: Elementary Organic Chemistry II 4 Barger; Kevin Barry; Paul Berrettini; Louis J. environment, learn multimedia software and make First Theology/First Philosophy 3 Berzai; Charles R. Crowell; Donald K. Irmiger presentations to the class. Arts and Letters Major or Elective 3 III; C. Lincoln Johnson; Thomas C. Laughner; — Lawrence C. Marsh; Patrick Miller; Philip 303. Statistics for the Professions (SOC) 17 Mirowski; Raymond G. Sepeta; John F. (3-0-3) Junior Year Sherman; Jeff Sucec; Johanes Suhardjo; John This course is designed to teach students how to in- First Semester C. Treacy; Margaret B. Wan terpret and critically evaluate statistics. Social sci- PHYS 221: Physics I 4 ences as well as many areas of business use statistics Science Elective 3 Program of Studies. Computer Applications to describe, project and evaluate data. The focus is Arts and Letters Major 3 (CAPP) teaches the skills necessary to function in on a conceptual understanding of the purpose of Arts and Letters Major 3 the uses of information technology. Its goal is to statistics, how to interpret them and what assump- Social Science/History 3 combine the diverse background of arts and letters tions can be drawn from them. Students will work — with computer skills in a way that applies to a full with one of a number of statistical software pack- 16 realm of occupations and business fields. CAPP of- ages, usually SPSS. Second Semester fers firsthand experience on applying classroom 304. Statistics for Economics (ECON) PHYS 222: Physics II 4 knowledge to actual business applications and fo- (3-0-3) Science Elective 3 cuses on a conceptual understanding of how to ap- The main objective of this course is to give you a Arts and Letters Major 3 proach tasks using computer technology. Designed working knowledge of statistics. This knowledge Arts and Letters Major 3 with the arts and letters student in mind, CAPP is a includes the ability to recognize which statistical Literature 3 cross-disciplinary sequence of courses that provides technique or test applies in a given situation, how — students with employment opportunities, computer to perform the test, and how to draw the correct 16 language experience, application experience in areas conclusions. What appear to the uninformed to be Senior Year of choice and familiarity with state-of-the-art formulas are actually meaningful and important First Semester technology. transformations. These transformations when prop- Science Elective 3 CAPP strives to demonstrate the relationship erly understood do not require memorization but Arts and Letters Major 3 between computer technology and problem-solving are remembered and expressed easily once their Arts and Letters Major 3 and illustrate the value of computers in traditional purpose and significance is fully understood. Second Theology/Second Philosophy areas of concern and interest. 308. Quantitative Political Research (POLS) (Medical Ethics) 3 With CAPP available only as a supplementary (3-0-3) History 3 major, students must have a traditional field of Students will learn to understand statistical tech- — study within the college. As its title implies, CAPP niques used in political science and acquire the 15 stresses the application of technology to organiza- Second Semester skills to interpret the results. Mastery of these tech- tional, institutional and interpersonal issues and Arts and Letters Major 3 niques is essential for understanding research on problems. CAPP aims at giving students an under- Arts and Letters Major 3 public opinion and voting behavior, electoral stud- standing of how technology can be applied to di- Second Philosophy/Second Theology 3 ies, comparative and international political verse areas of life by giving them experience in Fine Art 3 economy, and many other topics. For each selected applying contemporary technology to problem Arts and Letters Major or Elective 3 topic, students will read works on the key issues solving. — and debates and create their own spreadsheet pro- The actual courses offered vary from year to 15 grams to execute analyses. They will download and year, but the structure of the program can be out- clean datasets used in the published research, repli- lined as follows: cate analyses from these readings, and write short Hours papers evaluating the research. I. Computer Ethics 3 315. Management Information Systems II. Language courses (C++, JAVA, etc.) 6 (3-0-3) III. Statistics 3 Students are introduced to leadership and manage- IV. Applications ment skills in the information processing environ- (Client/Server, Systems Design, etc.) 12 ment. Discussions on why and how management makes decisions are an important part of the course, as are discussions of current problems of management in the business world related to com- puter applications. 225
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316. Systems Analysis and Design The course procceds through a progression 405. Foundations of Business Thinking (3-0-3) of artificial intelligence systems or “agents” that (3-0-3) Administered in two major segments, this course react to their environment with increasing This course is designed to provide an integrated first exposes students to the full scope of analyzing sophistication. understanding of the foundational business disci- and designing computer systems by covering prob- plines of accounting, finance, marketing, and man- 386. Chinese Pop Songs: Global/Local (LLEA) lem definition, data collection, documentation of agement, especially for CAPP majors planning a (3-0-3) existing systems and definition of new systems re- career in business. Fundamental leadership and This course explores pop songs since the 1980s quirements. We use the methodology of Systems consulting skills will also be addressed. Case analy- from China, Taiwan, and Hong Kong to examine Development Life Cycle (SDLC). The second seg- sis, coupled with a highly interactive format, will be various ways Chinese construct images of the self. ment deals first with students working on genuine employed to ensure practical exposure to today’s As a means of analyzing the material and expressing business projects. A part of this segment gets into business environment. Primary areas of focus will their own viewpoint, each student will build a se- object-oriented systems analysis, which is a new address the critical elements for success in the cor- ries of media-rich Web pages including clips from concept in systems analysis and design. porate environment, the knowledge and prepara- the pop songs introduced. Students will become tion necessary to facilitate your interviewing 338. Democracy in the Age of the Web (POLS) proficient with Web authoring programs and process, and the business fundamentals for those (3-0-3) streaming audio applications such as SoundForge. This course focuses on the Internet’s potentially with entrepreneurial aspirations. 389. Visual Basic paradoxical impact on liberal democracy. We will 413. The Computer as an Economic and Social (3-0-3) consider both the positive contributions the Phenomenon (ECON) Prerequisite: CAPP 243. Internet revolution may have upon our system of (3-0-3) The course will investigate object-oriented data government and its possibly negative implications. This course attempts an overview of the computer processing concepts using Microsoft’s Visual Basic Topics to be considered include the contending as a social phenomenon without committing to the Programming Language. Terminology and tech- theory’s of the Net’s impact, the digital divide, the viewpoint of a single discipline. We will survey the nique will be combined to explore the object-ori- role of the state in cyberspace, the rise of the Net issue from historical, sociological, science-studies, communities and new forms of social mobilization, ented paradigm. Object-oriented will be compared and economic perspectives and will engage with de- authoritarianism in an age of virtual transparency, to traditional procedural paradigms wherever velopments from artificial intelligence to techno- and various utopian and dystopian images of Web- appropriate. logical innovations, legal controversies, and based cultures. 391. E-Commerce political questions about the relationship of cyberspace to democracy. 365. Introduction to C++ (3-0-3) (3-0-3) Electronic commerce is a system that includes not 457. Computer, Ethics, and Public Policy (STV) Although many of today’s information systems are only those transactions that center on buying and (3-0-3) supported by COBOL programs, new development selling goods and services to directly generate rev- The profound impact computer technology has on has migrated to object-oriented C++. If students enue but also transactions that support revenue society is difficult to overstate; it has changed the majoring in Information Systems are to be com- generation, such as generating demand for those nature of our interactions in the social, economic petitive when they graduate, they need some com- goods and services, offering sales support and cus- and political realms and will continue to do so. petence working with the object-oriented paradigm tomer service, or facilitating communications be- These changes often raise important ethical ques- and, in particular, C++. tween business partners. Electronic commerce tions about personal and professional responsibil- builds on the advantages and structures of tradi- ity, intellectual property, personal privacy, crime, 367. Introduction to Java Programming tional commerce by adding the flexibility offered and security. They also raise questions about the (3-0-3) by electronic networks. changing relationships between individuals and in- Mostly known as a language of the World Wide stitutions (i.e., private sector corporations and pub- Web, Java is also a versatile, object-oriented, gen- 395. Applied Multimedia Technology lic sector agencies). This course examines these eral-purpose programming language. In only six (3-0-3) trends and changing relationships, and the ethical years, with its “Write Once, Run Anywhere” fea- Students learn to use several multimedia software issues that are faced by computer professionals, ture, Java has earned its place as the most-used pro- packages, such as Director, Toolbook, Power Point policymakers, and computer users in trying to gramming language. This course introduces Java as and Persuasion. These, along with other forms of grapple with them. a general-purpose programming language, with multimedia technology, can assist you with class World Wide Web applet examples. The approach projects, working with faculty and preparing pre- 470. Ethics Practicum will be hands-on, with the class conducted in a sentation software. (0-0-1) computer lab. 400. Advanced Multimedia This course is for students who have difficulty fit- 385. Artificial Intelligence (3-0-3) ting the 471 Computer Ethics or 475 Current Trends course into their schedules. This one-credit- (3-0-3) The Advanced Multimedia course will be using hour self-directed readings course requires that stu- Artificial intelligence is the effort to create human Macromedia Director to explore the development dents read material and write a 15-to-20-page intelligence in machines (computers). In this of Multimedia applications using an object-ori- paper dealing with an agreed-upon topic that deals endeavor, we come to better understand the nature ented approach. In addition to the object-oriented with ethics in technology use. of intelligence. Along the way, we discover clever approach to development of complex projects, we and ingenious solutions via computer science. We will learn how to use net lingo and exploit the abil- 471. Computer Ethics will consider various positions on AI ranging from ity of director objects to communicate with one an- (3-0-3) strong support to total opposition. Topics covered other across networks. Acquisition of media to be Restriction: CAPP seniors only. are the history of AI, the Turing Test, the Chinese used in the creation of projects by digitizing and The course concentrates on the theory and practice Room, state spaces and search, heuristics, games, editing still images, audio, and video will be part of of computer ethics. To facilitate this study, knowledge representations and reasoning, expert the course, and we will explore some advanced students will first learn several UNIX utilities systems, planning, neural networks, and program techniques in video editing. and such Internet applications as e-mail and evolution. listserv. Methodologies used in the course include in-class case analysis, in-class discussions, and examinations. 226
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475. Current Trends 488. Introduction to Relational Databases using (3-0-3) Oracle DUAL DEGREE PROGRAM Restriction: CAPP seniors only. (3-0-3) WITH THE COLLEGE OF This course involves discussions on new directions This course provides the student a working knowl- and developments in the information technology edge of enterprise relational database systems and ENGINEERING environment. Discussion of management, com- how they can be used in the development of appli- puter, and social ethical issues are integral parts of cations. The course will utilize the Oracle enter- Advisors: the class. prise relational database, but the principles and John J. Uhran Jr. skills learned in this course will apply to other rela- 480. Computers in Psychological Research Associate dean and Education (PSY) tional database systems. The student will learn the College of Engineering terminology and fundamental concepts of rela- (3-0-3) tional database design and Structured Query Lan- CAPP 480, along with its counterpart in psychol- Ava Preacher guage (SQL) and develop a relational database for ogy (PSY 388), is a project-oriented class. It is not Assistant dean an application. an introductory course on computer applications. College of Arts and Letters Students need to already have (or learn during the 489. Client/Server Technology semester) the skills needed to complete whatever (3-0-3) Program of Studies. The dual degree five-year project is defined. Generally, projects are applica- Client/Server Technology is a relatively new con- program between the College of Arts and Letters tions or systems that fit into the broad spectrum of cept that promises to dramatically change the infor- and the College of Engineering enables the student Professor Crowell’s interests in organizational psy- mation technology industry. Client/Server to acquire degrees from both colleges — the bach- chology or learning and performance technology. Technology is a paradigm or model for the interac- elor of arts from the College of Arts and Letters Once a project is defined, students work on it over tion between concurrently executing software and the bachelor of science degree in a chosen pro- the course of the semester, reporting to Professor systems. gram from the College of Engineering. This combination program, instituted in 1952, Crowell on a weekly basis. Since this is a three- 490A. Special Project Arts and Letters offers students the advantages of both a liberal and hour class, students are expected to put in an effort (3-0-3) a technical education. The student completing one equivalent to other three-hour courses. Planning This course gives students an opportunity to apply of these combination programs has a background and developing a functional application requires a their information technology skills to create a in the humanities and social sciences as well as a considerable effort. project in their first major. Students will work with degree from one of the programs offered by the 481. World Wide Web Programming a faculty member in their first major to design and College of Engineering. Because it is a demanding (3-0-3) develop a functional application (including, but program, only students who have both the aptitude Prerequisite: Knowledge of some programming lan- not limited to, a Web site, database, or CD-ROM). and motivation necessary for the five-year program guage, i.e., EG 120, CAPP 331, CAPP 361, CAPP 496. Internship should apply. Advisors are available for consulta- 365, CAPP 389. (3-0-3) tion with students about the advisability of enter- This course covers several languages which are used Restriction: CAPP seniors only. ing the program and meeting the needs of students to construct sites on the World Wide Web. These This encompasses working with various civic, pub- already pursuing this program. Qualified students languages are: (1) HyperText Markup Language lic and/or private organizations using acquired are eligible to receive scholarship support from the (HTML), a scripting language used to control the computer applications knowledge and skills. Credit John J. Reilly Endowed Scholarship Program dur- format of Web pages; (2) JavaScript, an object- is given only if work is done in the information sys- ing their fifth year of study. based scripting/processing language use to provide tems area of an organization. The decision to enter the program ordinarily client-side interactivity for Web pages; (3) Java, an 498. Special Studies should be made in the First Year of Studies, al- object-oriented compiled processing language (V-0-V) though several students have entered the program which can create applets which are platform-inde- Individually designed coursework between a stu- at a later stage. There are three sets of requirements pendent. dent and the advisor in the Computer Applications that must be met by the program: University re- 482. Multimedia Design I (Art) Program. This course involves working on a project quirements, arts and letters requirements, and re- (3-0-3) either involved in programming or working with quirements of the College of Engineering, as the This advanced design course gives the studio or de- multimedia tools. following table indicates. sign major the opportunity to investigate digital in- terface design. Topics include multimedia University Requirements Credit Hours CD-ROM development with Macromind Director, Philosophy 6 basic user interface design considerations, and some Theology 6 Internet design. Skills with various graphics English Composition 3 software, such as Adobe Photoshop, are very History 3 important. Mathematics (MATH 125, 126) 8 Natural Science (CHEM 117, 116) 7 Social Science 3 Fine Arts/Literature* 3 University Seminar+ (3) — 39 227
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Arts and Letters Requirements Fifth Semester **Two courses in the intermediate or advanced series AL 211, 212 6 Philosophy/Theology 3 complete the requirement. Beginning or elementary se- Literature/Fine Arts* 3 History/Social Science 3 ries require three semesters’ work to fulfill the lan- History/Social Science* 3 Engineering Program 3 guage requirement. Language** 6/9 Arts and Letters Major‡ 3 †Courses specified by the student’s major engineering Major (minimum) 24 Engineering Program 3 department. Number varies depending on program. — Engineering Program 3 ‡Courses necessary to fulfill the requirements for a 42/45 — major in the student’s major arts and letters depart- 18 ment. Engineering Requirements Sixth Semester Minimum total for the five-year program to fulfill de- MATH 225, 228 7 Philosophy/Theology 3 gree requirements in both colleges is 170 to 180 credit PHYS 131, 132 8 Arts and Letters Major 3 hours. EG 111, 112 6 Arts and Letters Major 3 — Engineering Program 3 21 Engineering Program 3 EDUCATION Engineering Program 3 Engineering Program — Elementary Education Engineering degree program 18 The Notre Dame student taking elementary educa- (required courses and program Seventh Semester tion at Saint Mary’s College also must complete a or technical electives) 68/75 Literature* 3 Notre Dame major along with the appropriate col- History/Social Science 3 Total 170/180 lege requirements. This process normally takes five Engineering Program 3 years. Summer school can accelerate the progress Engineering Program 3 Schematic Program of Studies toward certification. Notre Dame undergraduates Engineering Program 3 First Semester interested in one of the professional teacher educa- Arts and Letters Major 3 ENGL 110: Composition 3 tion programs must apply to the education depart- — MATH 125: Calculus I 4 ment NO LATER than the first semester of the 18 CHEM 117: General Chemistry I 4 sophomore year. Those interested in the elementary Eighth Semester EG 111: Introduction to Engineering Systems I 3 education program are encouraged to take the pre- Fine Arts* 3 History/Social Science 3 requisite course, EDU 201, at Saint Mary’s in the Engineering Program 3 Physical Education — second semester of their first year of studies. Engineering Program 3 ——— 17 Arts and Letters Major 3 Secondary Education Second Semester Engineering Program 3 (including junior high or middle school) University Seminar+ 3 Engineering Program 3 PHYS 131: General Physics I 4 — The following Notre Dame majors have been ap- MATH 126: Calculus II 4 18 proved for secondary education licensing through CHEM 116: General Chemistry II 3 Ninth Semester the Education Department at Saint Mary’s College. EG 112: Introduction to Engineering Systems II 3 Engineering Program 3 Physical Education - Engineering Program 3 1. In the College of Science: biology; chemistry; — Engineering Program 3 mathematics; physics. 17 Engineering Program 3 2.In the College of Arts and Letters: English; lan- Arts and Letters Major 3 guages (French, German, Spanish, Latin); art; so- Third Semester Arts and Letters Major 3 cial studies (history and political science). Students Theology/Philosophy 3 — interested in a secondary license in social studies Modern Language 3 18 must also complete additional course work in po- PHYS 132: General Physics II 4 Tenth Semester litical science or history (depending on the major) MATH 225: Calculus III 3.5 Engineering Program 3 and in one other area: sociology, economics, or AL 211: Ideas, Values, Images 3 Engineering Program 3 psychology). Engineering Program† 3 Engineering Program 3 — Arts and Letters Major 3 Please contact Dr. Julianne Turner, Notre ———— 19.5 Dame advisor for education, for more information Engineering Program 3 and help with planning at (574) 631-3429 or Fourth Semester — [email protected]. Theology/Philosophy 3 ———— 15 AL 212: Ideals, Values and Images 3 Engineering Program 3 +The University Seminar may be selected from an ap- MATH 228: Introduction to Linear Algebra propriate history, social science, fine arts, or literature and Differential Equations 3.5 course, or the first course in theology or philosophy. Engineering Program 3 *The arts and letters student is required to complete Modern Language 3 one fine arts and one literature course, plus one addi- — tional history or social science course. 18.5 228
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Interdisciplinary Sources for the tradition go back as far as the WASHINGTON PROGRAM Bible and develop even in the early church fathers. Minors Within Medieval writings on topics such as usury and the Notre Dame Director: origins and proper exercise of kingship bring an John Eriksen the College unprecedented level of detail to Christian analysis Executive Director in Washington: of the just society. Pope Leo XIII inaugurates Thomas Kellenberg During the junior and senior years, students may Catholicism’s effort to bring its social tradition to bear on industrial society in his 1891 encyclical, Students in the Notre Dame Washington Program elect to complete one or more interdepartmental Rerum Novarum (The Condition of Labor). Since live, study, and work in the nation’s capital in ei- minors in addition to the departmental major se- then, popes have drawn upon Rerum Novarum and ther the fall or spring semester. The program seeks quence. Composed of 15 hours of class work cho- the social tradition to broaden and develop Leo’s students who are interested in Washington, D.C. It sen from at least two departments, these minors set of concerns in encyclicals often titled—as with invites applications by students interested in study- encourage students to think from an interdiscipli- Pius XII’s Quadragesimo Anno, Paul VI’s ing amidst the high energy and excitement of na- nary perspective about a given issue or topic. Re- Octogesima Adveniens, and John Paul II’s 1991 tional politics and policy. quirements for completion are determined by the Centesimus Annus—in accordance with their rela- The program combines coursework with in- faculty director in consultation with the relevant tionship to the earlier document. In doing so, the ternships in government organizations, Congress, college committee. Current offerings include popes and the Second Vatican Council have ad- non-governmental organizations, the media and Catholic Social Tradition; Education, Schooling, dressed issues ranging across all spheres of social life cultural institutions. The program is located in a and Society; Gender Studies; Hesburgh Program in from the family to the state to the church. The historic and secure neighborhood in northwest Public Service; Journalism, Ethics, and Democracy; U.S. bishops have made sophisticated application Washington, and students have easy access to their Medieval Studies; Peace Studies; Philosophy and of these teachings to the specific circumstances of internship sites, research facilities, and cultural op- Literature; Philosophy, Politics, and Economics; the United States. portunities. Students live in modern, well-fitted Religion and Literature; and Science, Technology, Unfortunately, many Catholics are unaware of apartments in a building that includes study space, and Values. These were formerly called concentra- this tradition. Pope John Paul II writes, “It must be computers, and classroom facilities. tions and are described in detail below. asked how many Christians really know and put Students earn 15 credit hours in the Washing- into practice the principles of the church’s social ton program. They take a six-credit seminar and doctrine.” The U.S. bishops concur. While “Catho- two other three-credit courses and earn three cred- CATHOLIC SOCIAL TRADITION lic social teaching is a central and essential element its for the internship. Students can do an indepen- of our faith,” it is still the case that “our social heri- dent project related to their interests or an Director: tage is unknown by many Catholics.” At the same internship that substitutes for one of the three- Todd David Whitmore time, graduates of Notre Dame move on to assume credit courses. Students work with the program Executive Committee: leadership positions, often quite advanced ones, in staff on campus and in Washington to locate in- R. Scott Appleby (history); Michael Baxter, a broad spectrum of social spheres, including in ternships that will be most suitable for their inter- C.S.C. (theology); Jay Dolan (history); Rev. politics, law, business, education, the media, and ests and experiences. Patrick Gaffney, C.S.C. (anthropology); Maura the military. (For example: national security advi- Students of any major and college are encour- A. Ryan (theology); Robert Sullivan (history); sor, president of Panama, attorney general of Cali- aged to apply for the Washington Program. Paul Weithman(philosophy); Charles Wilbur fornia, CEO of Mobil Corporation, president of The program is open to sophomores, juniors, and (economics) the Chicago Mercantile Exchange, presidents of seniors. There is no additional charge for the Notre nine universities other than Notre Dame, executive Dame Washington Program beyond regular Notre The Minor in Catholic Social Tradition is an inter- producer of “Nightline,” and secretary of the Air Dame tuition and room-and-board fees. disciplinary program that serves as a resource for Force.) The Program in Catholic Social Tradition For more information, see our Web site at Notre Dame undergraduates to learn Catholicism’s serves as a resource for Notre Dame undergraduates www.nd.edu/~semester, or visit our office in 346 social tradition. to learn the tradition so that it can inform life both O’Shaughnessy. Catholicism offers a longstanding and pro- before and after graduation. found tradition of thought and teaching that ad- The Minor in Catholic Social Tradition in- dresses, from a normative standpoint, the full range volves 15 credit hours of coursework, including a of social spheres. It does so through a constellation core course (three credits), three electives (each of concepts that, taken as a whole, give articulation three credits), and three one-credit colloquia/so- to a coherent yet variegated vision of the good soci- cial concerns seminars. The core course will have ety. Such concepts include those of solidarity, the three components: common good, the just wage, human rights, the 1. The close reading of classic texts of the free economy, subsidiarity, and the option for the Catholic Social Tradition, particularly but not ex- poor. clusively the papal and conciliar documents from Pope Leo XIII’s Rerum Novarum to John Paul II’s Centesimus Annus. Other texts will include source documents (e.g. writings by Thomas Aquinas and Augustine) and contemporary appropriations (e.g. writings by liberation theologians and neo- conservatives). 229
2. Immersion in professional context. Each stu- Normally, students apply for admission to the Requirements. 15 credits (five courses) includ- dent will find a placement in a location similar to minor late in their freshman year or early in their ing: GSC 101/201: Introduction to Gender Stud- that student’s anticipated profession. The student is sophomore year. Students will be admitted through ies, which is team-taught by members of the to observe, interview and, to the extent possible, the first semester of their junior year. Students Gender Studies faculty and maintains a cross- participate in the life of the setting. For instance, should be in good academic standing and demon- disciplinary focus (three credits); three three-credit the students can observe a law or architectural firm strate a strong interest in issues related to the causes courses from a list of approved selections; GSC or a medical practice. Here, the student will keep and consequences of learning, schooling, and edu- 495: Gender Studies Practicum, a course that al- an ongoing journal as a “pastoral ethnography” of cational policy. lows senior concentrators to pursue independent the setting (an interpretation of the practice in the The minor in Education, Schooling and Soci- field work and research on issues of gender. setting in light of the Catholic social tradition). ety involves 15 hours of coursework. The introduc- Courses include: GSC 101/201: Introduction to 3. Final project: Students are to articulate or tory course to the program is ESS 301, Education, Gender Studies; GSC 445/446: Gender Studies construct a setting in their anticipated profession in Schools and Society, normally taken in the sopho- Practicum. Crosslisted courses include: Marriage light of the Catholic social tradition (e.g., imagine more year. At the middle level of the program (9 and the Family; Women in the Christian and construct what a law firm/health clinic/ad hours), students will select one course from a set of Tradition; The Anthropology of Gender; Today’s agency would look like if it practiced in light of the approved courses that are focused exclusively on Gender Roles; Christianity and Feminist Ethics; Catholic social tradition). educational issues and two courses from a set of ap- Japanese Women Writers; Afro-American The electives will be chosen by the student in proved courses that include education as one of Literature 1940-present; Gender and Science; Sex consultation with the director from among courses several course foci. During the senior year, students Inequality in the Work Place; Feminist Theory; offered in the University. The one-credit courses will participate in a capstone course, ESS 495, Se- Questions of Homosexuality in Literature; Woman will be devoted to the critical reading and discus- nior Seminar. and the Avant-Garde; The Feminine in Modern sion of one or two major works each semester. So- The faculty work closely with students on post- Art; History of American Women; Women: cial concerns seminars are one-credit courses lodged graduate planning, including employment, gradu- Alternative Philosophical Perspectives; Women in first within the Department of Theology and often ate or professional school, or service opportunities. Antiquity; Sociology of Masculinity; Romanticism: crosslisted with other departments. Person to see: Dr. Julianne Turner, Institute Gender Crossings; Gender in International for Educational Initiatives. E-mail: turner.37 Relations; Gender Issues in the Law; Feminist and Courses for Fall 2002: @nd.edu. Multicultural Theologies; Gender/Sexuality/Power: CST 311: Women and Catholic Social Teaching Medieval Europe. (Malkiewicz) (one credit) GENDER STUDIES MINOR Courses for Spring 2003: HESBURGH PROGRAM CST 200: Core Seminar (Malkiewicz) Director: IN PUBLIC SERVICE CST 312: Catholic Social Teaching and the Global Kathleen Pyne Economy (Wilber) (one credit) Assistant Director: Sophie White Director: Contact: Prof. Todd David Whitmore, Martine De Ridder e-mail:[email protected]. Administrative Assistant: Tori Davies The health of American society is closely related to good public policy and competent, ethical public EDUCATION, SCHOOLING, Objectives of the Minor. The Gender Studies service. Thus, awareness of public policy and public Program was inaugurated in 1988 to foster intellec- AND SOCIETY service is not only the foundation for public-sector tual inquiry and discussion of gender issues at the careers, but it is also a necessity for those who will University at a time in which the enrollment of The primary goal of this interdisciplinary minor in work in the nonprofit sector or the private sector undergraduate women and men was just reaching is to serve students who want to understand learn- and for those who seek to be knowledgeable citi- parity. ing and education as complex and challenging as- zens. The minor offers students the opportunity to pects of human and societal experience. Education The Hesburgh Program in Public Service seeks explore in-depth the rapidly developing scholarship is one of the central and shared experiences of to prepare Notre Dame students for a life of active in the areas of gender, women’s studies, men’s people in contemporary societies in the United and effective citizenship as well as for the possibil- studies, feminist theory, queer theory, sexuality, States and around the world. It is both an end in it- ity of careers in public service. The program honors and sexual orientation. It aspires to two intertwin- self and a means to many personal, professional, the principled, dedicated public service of Notre ing pedagogical objectives: first, to allow students and spiritual goals. Thus, understanding its history Dame’s president emeritus, Rev. Theodore to become proficient in the crossdisciplinary mode and traditions, analyzing its processes, and Hesburgh, C.S.C. The Hesburgh Program offers an of inquiry that is central to the exploration of issues critiquing its goals are of great importance to all of interdisciplinary curriculum designed to inform of gender; second, to prepare undergraduates to en- us. students about the dimensions of policymaking, gage issues of gender after they graduate, whether Most societies rely on education to work fun- public administration and policy evaluation, and to they undertake advanced study in graduate and damental changes in students and in society. We develop skills in research, sensitivity to ethical is- professional programs devoted to the study of gen- will use the tools and resources of a liberal arts per- sues, and appreciation for the character and limits der or enter the workforce. spective to help students reflect on, understand, of constitutional democracy. and influence the role of education in society. In addition, the program will provide a rich body of resources for students who may want to pursue ca- reers in education after graduation, including the Alliance for Catholic education, certification to teach, or research and teaching careers at the uni- versity level. 230
Normally, students apply for admission to the minor late in their freshman year or early in their JOHN W. GALLIVAN PROGRAM MEDIEVAL STUDIES sophomore year. Students who transfer to Notre IN JOURNALISM, ETHICS, Dame as juniors may be admitted through the first The Minor in Medieval Studies allows students semester of their junior year. Students should have AND DEMOCRACY who are committed to other programs of study to completed or be completing POLS 140 or 240 and pursue interests in European culture of the Middle ECON 115 or 225, be in good academic standing, Director: Robert Schmuhl Ages and to cross the limits of individual disci- and demonstrate a strong interest in public policy plines as a means of understanding the changing and public service. The John W. Gallivan Notre Dame Program in social, economic, legal, intellectual and artistic sys- The minor in the Hesburgh Program involves Journalism, Ethics, and Democracy offers several tems of medieval Europe. 15 hours of coursework. The “gateway” course to courses for students interested in careers in print Students may declare their intention to under- the program is HESB 350, “Introduction to Public and broadcast journalism. Begun in 1997 with a take a minor in medieval studies to the director of Policy,” normally taken in the second semester of grant from the John S. and James L. Knight Foun- undergraduate studies at any time before the end of the sophomore year. At the middle level of the pro- dation and now endowed by the family of John W. their third year. The undergraduate director will gram, students will take one course drawn from Gallivan, this minor combines professional training then act as their minor advisor and help them select each of three categories of courses approved by the in journalistic skills along with examination of a set of courses that form a coherent program of program. These are research skills, values, and insti- philosophical concerns related to the practice of study, often in conjunction with their major if pos- tutions and processes. During the senior year, stu- journalism. For example, what ethical issues arise in sible. Students must take five courses in three of dents who have been on a summer internship will preparing a particular story? Or what role does — the 10 departments affiliated with the Medieval register for the internship research seminar, HESB and should — journalism play in a self-governing Institute (Anthropology, Art History, Classical 450, that builds on their field experience. Other society? and Oriental Languages, English, German and students will take one of several senior-level policy The journalism minor requires completion of Slavic Languages, History, Music, Philosophy, seminars identified by the program each semester. 15 hours in addition to a student’s major require- Romance Languages, and Theology). Courses The Hesburgh Program offers students the op- ments and a news-related internship during either counted toward the major may not be used for the portunity for summer internships in public policy the summer or the academic year. Fundamentals minor. A list of course offerings is available from contexts through the Gary Lyman Internships in of Journalism is the first, or gateway, class for stu- the Medieval Institute. Public Service. In the fall of their junior year, dents participating in the program. Other courses Minors, like majors, are invited to participate Hesburgh students may apply for the Lyman In- that count for the concentration include The Craft fully in the life of the Medieval Institute. They are ternship. Up to 20 students are selected in a com- of Journalism, Writing and Editing, Writing for welcome to attend institute lectures and to partici- petitive process. Students selected as Lyman interns Publication, Persuasion, Commentary, Criticism, pate in the institute’s own graduation ceremony, are aided by the program’s director in securing ap- and Broadcast Journalism. In addition, new courses held each year before the Baccalaureate Mass. propriate internships, usually in Washington, D.C. are currently being developed No more than two Lyman interns receive a taxable stipend to defray courses beyond Fundamentals of Journalism con- their cost of living while in their internship, and a centrating on journalistic techniques will count for sum for the cost of travel between their home and the required 15 hours. their internship city. The director of the program is Robert Schmuhl During the course of the academic year, the of the Department of American Studies. An advi- Hesburgh Program sponsors student public-policy- sory committee of Notre Dame graduates in jour- related forums and activities and campus visits to nalism helps guide the program. Members include Notre Dame by public figures. They give public Tom Bettag, executive producer, ABC News addresses, teach in the classroom and are available Nightline; Bill Dwyre, sports editor, Los Angeles for conversations with students and faculty. The Times; John W. Gallivan, chairman of the board staff works closely with students on postgraduate and publisher emeritus of the Kearns Tribune Cor- planning, including employment, professional poration; Monica Yant Kinney, metro columnist, schools such as law and public policy and academic The Philadelphia Inquirer; John McMeel, chairman graduate programs. and president, Andrews McMeel Universal; Jim Person to see: Dr. Martine De Ridder, director, Naughton, president, Poynter Institute for Media Hesburgh Program in Public Service. Studies; Anne Thompson, national correspondent, NBC News; Kelley Tuthill, reporter, WCVB-TV, Boston, Massachusetts; Don Wycliff, public editor, Chicago Tribune.
Andrew J. Weigert Professor of Sociology
2002 Recipient of the Charles E. Sheedy Award for Excellence in Teaching 231
Area C: The promotion of social, economic, and PEACE STUDIES environmental justice. The study of social change, PHILOSOPHY AND LITERATURE with specific attention to the role of nongovern- Director: mental organizations, commercial enterprises, and The Minor in Philosophy and Literature is de- Cynthia K. Mahmood states in fostering sustainable economic develop- signed for students who want to pursue an interdis- Associate professor, Department ment, respect for human rights, conflict resolution ciplinary course of studies that focuses on the of Anthropology and nonviolent conflict transformation, support of intersections between literature and philosophy. Senior fellow, Joan B. Kroc Institute gender and family issues, and protection of the en- Majors from any literature department or from phi- for International Peace Studies vironment. losophy are eligible for the concentration. Advisory Committee: Literature and philosophy have always shared R. Scott Appleby In both the Supplementary Major (24 credit hours many of their concerns, and the minor is designed Professor, Department of History of required coursework) and in the Minor (15 to explore this common ground and to establish an Director, Joan B. Kroc Institute credit hours of required coursework, students will interdepartmental forum for both formal study and for International Peace Studies complete an introduction course, explore the three informal contacts. The minor should also be excel- George A. Lopez key areas of Peace Studies, and participate in an in- lent preparation for students interested in graduate Professor, Department of Political Science tegrative Senior Seminar. studies. Senior fellow, Joan B. Kroc Institute The curriculum of the Minor in Philosophy for International Peace Studies The Supplementary Major and Literature consists of 15 credit hours, distrib- Ruthann K. Johansen The Supplementary Major in Peace Studies re- uted as follows: Professional specialist, quires completion of the introductory course in • A core course: “Studies in Literature and Phi- College of Arts and Letters Peace Studies (3 credit hours), one course in each losophy,” taken with the permission of the director Fellow, Joan B. Kroc Institute of the three areas of study (9 credit hours), three of the P/L Minor and crosslisted in English and for International Peace Studies elective courses in Peace Studies (9 credit hours), philosophy, and/or the department in which it Rev. Michael J. Baxter, C.S.C. and the Senior Seminar (3 credit hours). The pro- originates. This course is to be taken in the first se- Assistant professor, gram for a Supplementary Major in Peace Studies mester of the minor (spring of the sophomore or Department of Theology follows. Fellow, Joan B. Kroc Institute junior years). This gateway course is an intensive seminar and will help students and faculty from the for International Peace Studies IIPS 320 Introduction to Peace Studies J. Daniel Philpott various disciplines to speak a common language. Area A one course from list Four credit hours. Assistant professor, Area B one course from list Department of Political Science • At least two one-credit colloquia in the se- Area C one course from list mesters following the core seminar. The colloquia Fellow, Joan B. Kroc Institute [elective] for International Peace Studies will be devoted to the critical reading and discus- [elective] sion of one or two major works each semester. The [elective] Program of Studies. colloquia will build on the esprit de corps and in- Peace Studies is defined as IIPS 490 Senior Seminar the interdisciplinary examination of the conditions tellectual common ground established in the core course. that make for peace. It also investigates the ob- The Minor • Three three-credit courses approved by the stacles to the realization of these conditions, draw- The Minor in Peace Studies requires completion of minor committee, at least two in the disciplines in ing on theories and methods from diverse the introductory course in Peace Studies (3 credit which the student is not a major. This part of the disciplines to focus on what makes for the develop- hours), one course in each of the three areas of curriculum will require written approval of the di- ment of a just and peaceful world order. Peace study (9 credit hours), and the Senior Seminar (3 Studies relates scholarship to praxis and challenges credit hours). The program for a minor in peace rector of P/L. those who engage in it to develop new ways of Studies follows. Students are encouraged, though not required, thinking and acting in the world. to write a senior essay (in the department in which Notre Dame’s Peace Studies program divides IIPS 320 Introduction to Peace Studies they are majoring) that in some way reflects the in- its curriculum of more than 50 courses into three Area A one course from list terdisciplinary concerns developed in P/L. overlapping but distinct areas: Area B one course from list For further information, students should Area C one course from list contact Prof. Alain Toumayan, Department of Area A: The role of international norms, institu- IIPS 490 Senior Seminar Romance Languages, Alain.P.Toumayan.2 tions, and states in a peaceful world order. An ex- @nd.edu. ploration of ways of making governmental and Information on Peace Studies. Peace Studies at intergovernmental institutions more effective and Notre Dame is centered in the Joan B. Kroc representative, and of strengthening governmental Institute for International Peace Studies (in the compliance with fundamental norms of peace and Hesburgh Center for International Studies). human rights. Information on courses available, faculty fellows in Peace Studies, and ongoing activities in Peace Area B: The impact of religious, philosophical, and Studies can be found there as well as on the cultural influences on peace. The study of the eth- Institute’s Web site, www.nd.edu/~krocinst. ics of the use of force, theological and philosophical visions of global justice, the ways in which the world religious traditions foment violence or en- courage peace, the practice of nonviolence, and the linguistic, literary, and historical dimensions of cul- tures of peace. 232
In order to promote intellectual cohesiveness PHILOSOPHY, POLITICS, RELIGION AND LITERATURE within the minor, participating students will be re- quired to take part in a series of seminars and talks AND ECONOMICS Directors: organized by the Religion and Literature commit- Joseph Buttigieg and Collin Meissner tee. These events will be structured to take advan- tage of offerings by Notre Dame faculty members The Minor in Philosophy, Politics, and Economics The interdisciplinary minor in Religion and Litera- or lectures by visiting scholars whose topics relate (PPE) is designed for students and faculty with se- ture offers an intellectually rigorous and scholarly to the program’s focus. The seminar or lecture pre- rious interests at the intersection of political theory, approach to formalized study of the interrelations sentations will serve to function as either a point of political philosophy and economic theory. The mi- between “Religion” and “Literature” broadly con- departure or a concluding event in a short, focused nor integrates these three fields, and through semi- strued. The minor will draw on the rich resources study which will include some preparatory reading nars and colloquia strives to create an intellectual Notre Dame offers, including the faculty and intel- of material salient to the presentation. community among students and faculty that goes lectual traditions of Theology and the various lit- Persons to see: Professors Joseph Buttigieg and beyond formal coursework. To be eligible for PPE, erature departments that exist at Notre Dame. The Collin Meissner. students normally must major in either philosophy, minor’s focus is both broad and refined. Its breadth political science, economics, or the Program of Lib- offers students the opportunity to investigate the eral Studies (who for PPE requirements are treated interanimating and cross-disciplinary influences of SCIENCE, TECHNOLOGY, as philosophy students). The Justice Seminar, the “Religion” and “Literature.” As broad coverage in- gateway course into the minor, is always offered in evitably leads to sharpened questions, students will AND VALUES the fall semester; applications for the Justice Semi- enjoy the freedom to pursue a specific interest nar are taken in the middle of the preceding spring through a refined senior thesis. term. The minor enjoys a special consultative and Acting Director: The PPE faculty committee consists of David working relationship with many of the university’s Sheri Alpert, associate professional specialist O’Connor (philosophy), Paul Weithman (philoso- already identified centers of excellence, capitalizing Affiliated faculty: phy), Mary Keys (political science), L. John Roos on both their long-term faculty and other resource Chairholders: (political science), Philip Mirowski (economics), expertise as well as making full use of their visiting Michael J. Crowe, Program of Liberal Studies Jennifer Warlick (economics), and Esther-Mirjam fellows, special seminars, and general lecture pro- and history (concurrent); Rev. John J. Sent (economics). Committee members also serve grams. To this end, students who choose the Reli- Cavanaugh I Chair (emeritus) as advisors for PPE students. gion and Literature concentration have extensive Philip Quinn, philosophy; Rev. John A. The PPE curriculum consists of 15 credit and first-rate scholarly resources available to sup- O’Brien Chair hours, usually distributed over four semesters, as port their own intellectual development. Kristin Shrader-Frechette, philosophy and follows: biology; O’Neill Family Chair A. The Justice Seminar (crosslisted as POLS CURRICULAR REQUIREMENTS Professors: 450, ECON 333, and PHIL 433), an intensive Rudolph Bottei, chemistry three-credit seminar that is the gateway course into Normally, students apply for admission to the mi- Michael DePaul, philosophy the minor, taken in the fall semester of sophomore nor late in their freshman year or early in their Christopher Fox, English or junior year. Three credit hours. sophomore year. The minor requires students to Don Howard, philosophy B. Three one-credit PPE Colloquia, each usu- complete 15 credit hours of approved course work; David Ladouceur, classics ally devoted to the critical reading and discussion of these no more than 3, and in special cases 6 Edward Manier, philosophy of one or two major works, normally taken in the credit hours at the 200 or sophomore level will be Peter Moody, political science three semesters following the Justice Seminar. accepted toward fulfillment of the concentration’s Thomas Schlereth, American studies Three credit hours. requirements. The balance of the course work must Phillip Sloan, Program of Liberal Studies C. Three approved three-credit courses from be completed through course work at the senior and history (concurrent) the two fields outside the student’s first major, with (300-400) level. Of the overall 15 hour require- James Sterba, philosophy at least one course in both non-major fields. Nine ment, 3 credit hours will be awarded for comple- Andrew Weigert, sociology credit hours. tion of the senior thesis. It is intended that students Associate Professors: Total credit hours: 15. will, in effect, do a thesis inspired by issues which Matthew Ashley, theology PPE students are also encouraged (but not re- have arisen in their course work for the minor. Dennis Doordan, architecture quired) to write a senior thesis in their major field One entry-level “gateway” course will be re- Vaughn McKim, philosophy that reflects the interdisciplinary focus of the quired of each student desiring a minor concentra- Janet Kourany, philosophy minor. tion in Religion and Literature. Several courses will William Ramsey, philosophy Persons to contact: PPE directors—John Roos, serve this function, and students must take one of Maura Ryan, theology Department of Political Science; and David them in order to complete the minor. Ideally the Leopold Stubenberg, philosophy O’Connor, Department of Philosophy. student will complete the required class early in his David Solomon, philosophy or her course of study. Robert Wolosin, anthropology (adjunct) In addition to the gateway course and senior Assistant Professors: thesis, students will be required to complete three Marya Lieberman, chemistry 3-credit courses approved by the Religion and Lit- Lenny Moss, philosophy erature committee, at least two in a discipline other than the student's major. 233
Science and technology are pivotal forces in Cluster Two: Science, Technology, Area Studies Minors modern society and play key roles in shaping cul- and Ethics tural sensibilities in the modern world. Indeed, our 238. Ethics at the End of Life technologies are reflected in our institutions, our 245. Medical Ethics Program of Studies. The College of Arts and work, our expectations, even in our moral prob- 247. Environmental Ethics 248. Modern Science and Human Values Letters offers its students the opportunity to pursue lems. Science, Technology, and Values (STV) is an 250. Issues in Justice an interdisciplinary sequence of area studies minor interdisciplinary minor within which faculty and 270. Religious Ethics and the Environment that may supplement the major. Currently, there students from a variety of disciplines and different 282. Health Care Ethics for the 21st Century are minors in African studies, Asian studies, Irish colleges can reflectively explore the nature of sci- 416. Ethics of Scientific Research studies, Latin American studies, Mediterranean/ ence and technology as human enterprises, interact- 417. Biomedical Ethics and Public Health Middle East studies, Russian and East European ing in complex ways with our values and social 462. Ethics of Development studies and West European studies. institutions. 480. Ethics and Risk The purpose of these minors is to assemble the The program helps sponsor a wide range of Cluster Three: Science, Technology, courses dealing with the language, literature, his- crosslisted courses taught by faculty representing and Public Policy tory, politics, anthropology, philosophy, sociology the humanities, the social sciences and the natural 204. Energy and Society and economics of each area. In this way a meaning- sciences. Students electing an STV minor can focus 205. Nuclear Warfare ful course structure is available to students who their work on areas of particular interest, such as 206. Environmental Chemistry wish to concentrate their scholarly interest upon a Science, Technology and Public Policy; Ethics, 208. Chemistry and Public Policy cultural or geographical area as well as upon an in- Ecology and Environment; Medical Ethics; Ethical 242. Architectural History terdisciplinary approach. Such programs can be es- 311. Introduction to the American Health Care Issues in Science and Technology; Humanistic and pecially useful to students who plan a career in Social Aspects of Medicine; Science and Technol- System 382. Technology in War and Peace international business, international organizations ogy As Cultural Phenomena; History and Philoso- 419. Self, Society, and the Environment or government service or who intend to do gradu- phy of Technology. 430. American Spaces ate work in one of these areas. The development of a strong environmental 456. Tradition/Modernization in China The student who wishes to complete one of sciences program at Notre Dame has provided a and Japan the area studies minors is required to take at least new opportunity for students to combine the STV 457. Computers, Ethics, and Public Policy four area studies courses (12 hours) distributed minor with an environmental sciences major or mi- 460. Appropriate Technology and the Third over three different departments. These courses nor. The STV program is collaborating with the World must be taken in addition to those required for the Environmental Sciences Program in sponsoring a Cluster Four: Optional Electives major. The student must also take courses in a lan- Notre Dame “semester abroad” program at the Bio- (Satisfy fifth course requirement) guage of the area being studied (Russian or an East sphere 2 facility in Arizona. 215A. Gender, Politics, and Evolution European language for the Russian studies pro- Students electing a minor in STV must take at 228. Neurobiology and Narrative gram; Spanish or Portuguese for the Latin Ameri- least five courses (15 hours) from among those of- 241. Environmental Studies can studies program; French, German or Italian for fered under the sponsorship of the STV program. 246. History of Communications Technology the West European studies program; a Mediterra- These must include the core course (STV 256). 251. Visual America 263. Science and Religion nean language for the Mediterranean/Middle East Students are urged to satisfy this requirement 306. History of Modern Economic Thought studies program; Irish for the Irish studies program; early in the program. At least one course also 312. Philosophical Importance of Darwin and Japanese or Chinese for the Asian studies pro- must be taken from clusters one, two, and three 342. History of Ancient Medicine gram). In most cases the required number of below, and either one additional course from 352. Ethics, Ecology, Economics, and Society courses will be equivalent to those required to sat- these clusters, or from the elective list in Cluster 357. Introduction to Philosophy of Biology isfy the arts and letters language requirement, but Four. All STV courses are crosslisted. 435. Philosophy of Science students should check with program directors for 446. Technology and Medicine the specific requirements of a given area. While not Cluster One: Human Dimensions of Science 447. History/Design: Form, Values, Technology and Technology 467. Global Food Systetms required to take additional language instruction for 221. Philosophy of Human Nature 469. Darwinian Revolution the African studies program, students who plan to 225. Scientific Images of Humanity 471. History of Photography continue their African interest at the graduate level 227. Ways of Knowing 472. History of Chinese Medicine are encouraged to develop a competency in Swahili, 237. Philosophy and Classical Physics 479. Environmental Risk Assessment French, Portuguese, or Arabic. In the senior year, 239. Minds, Brains, and Persons 481. Philosophy of Human Biology each student must submit a satisfactory essay based 254. Modern Physics and Moral Response 485. Philosophy of Social Science upon research that combines the major discipline 279. Science and Theology 490. Literature and Science with the area studies curriculum. 310. Health, Healing, and Culture 495. Topics in Philosophical Anthropology 354. Gender and Science Students interested in an area studies minor should consult the director (listed below). 375. Environmental History Because individuals attracted to the STV minor 383. Introduction to Philosophy of Science have diverse interests and differing academic back- 389. Philosophical Issues in Physics 395. Technology and Social Change grounds, the program advisor works closely with 444. Religion and Science each student to help select courses that will 454. Cultural Aspects of Clinical Medicine complement the student’s major program or be 466. History of Modern Astronomy most relevant to particular career aspirations. 474. Philosophy and Psychiatry Contact Dr. Sheri Alpert, STV Program Of- 478. Do Faith and Reason Clash? fice, 346 O’Shaughnessy Hall. Web address: 481. Philosophy of Human Biology www.nd.edu/~stv. 484. American Material Culture: Topics in the History of American Technology 486. Medicine in History 487. Technology in History 234
The European Area Studies Minor is tied Irish Internships AFRICAN STUDIES closely to the Nanovic Institute for European Stud- The Keough Institute for Irish Studies annually ies that provides two summer study grants/intern- awards Donald and Marilyn Keough Irish Intern- A. Peter Walshe, director ships for East-Central Europe and three summer ships, which place undergraduates in internship po- Students wishing to develop their understanding of study grants for Western Europe. This program is sitions in Dublin relating to Irish politics and Africa may pursue the undergraduate African Stud- recommended for students who wish to study commerce, culture, and society. In the past, stu- ies minor. This involves taking four courses in abroad and who wish to pursue a career in interna- dents have been placed in the Irish parliament, gov- three departments. In addition, a research essay tional politics, business or the foreign service. Stu- ernment departments, the Irish Film Centre, and must be completed (AL 495A Area Studies Essay: dents completing the Area Studies Minor will various social service organizations. The Internships Africa). While no additional language instruction receive a European Area studies certificate at gradu- last for a period of seven weeks. Two Internships beyond the college requirement is expected, stu- ation. Students should contact the Nanovic Insti- are reserved for students taking the Minor in Irish dents wishing to continue their interests in Africa tute for European Studies for further information. Studies. at the graduate level are encouraged to study For further information, students should consult French. Students who anticipate working toward IRISH STUDIES Prof. Christopher Fox, director; telephone 631- the African Studies minor should contact Prof. Pe- 3555. ter Walshe, Director of African Studies, Room 123, Institute for International Peace Studies. Christopher Fox, director The Keough Institute for Irish Studies provides students with a unique opportunity to explore LATIN AMERICAN STUDIES ASIAN STUDIES Ireland’s extraordinary tradition in literature (in PROGRAM both the English and Irish languages) and distinc- tive historical development, including its influence Dian Murray, director on the history of the United States. The Irish Stud- Christopher Welna, director This minor provides opportunities for students to ies faculty includes leaders in several fields, includ- This program promotes opportunities for students develop an interdisciplinary understanding of Asia. ing Literature, History, Film, and Northern Irish to deepen their understanding of the region Students may satisfy the requirements for the mi- politics. The Irish Studies Program also organizes a through a variety of courses, campus activities, in- nor by taking four area-related courses (12 hours) calendar of intellectual and cultural activities in ternships, and firsthand overseas learning experi- distributed over three departments and by writing ences. Through the Kellogg Institute, the program which undergraduates are encouraged to partici- an essay (AS 495 Area Studies Essay: Asia) with one pate; recent visitors to campus have included offers a calendar of cultural events, summer re- of the Asian studies faculty. The student must also Seamus Heaney and John Hume, both Nobel Prize search and internship grants, current affairs panels complete one year of intensive or three semesters of winners, and other leading Irish writers and public and regular talks on Latin America by Notre Dame non-intensive Chinese or Japanese language. Those figures. faculty and visiting lecturers. In addition, the insti- wishing to declare this minor should do so with tute brings several Visiting Fellows each semester Dian Murray, Director of Asian Studies, 457 Minor who are from Latin America or who specialize in Decio, and those already enrolled in the program The core of the Program is a Minor in Irish Stud- the region; these Fellows visit classes and meet should meet with her during the pre-registration ies. The Minor helps students develop their under- with students. period of each semester for advising. standing of Irish society, culture, and politics The core of the program is a minor in Latin through both coursework and firsthand experience American Studies. The minor aims to give students of Ireland. To qualify for the Minor, students must well-rounded training that complements their ma- EUROPEAN STUDIES (a) demonstrate proficiency in Irish language (by jor area of study and to make this training easily taking IRST 101, 102 and 103); (b) complete four recognized on a graduating student’s transcript. In Irish Studies courses (mainly in the fields of his- order to qualify for the minor, students must dem- A. James McAdams, director tory, English, film, television and theater), and (c) onstrate proficiency in Spanish or Portuguese Formerly known as the Western European Area write a capstone essay in their senior year that links (through the three-course sequence in the Romance Studies Program, this minor now includes the the Minor with their Major. Qualifying courses are Languages Department or advanced placement), study of East-Central Europe as well as Western listed in the Schedule of Classes under IRST; the complete four courses on Latin America that are Europe. All the East-Central European states are list is available each semester from 1146 Flanner distributed across at least three departments, and now under consideration for inclusion in the Euro- Hall. write a senior essay. pean Union. Students will study the politics, his- tory and culture of these areas as well as the Dublin Program language of a particular country. The home of the Dublin program is the Keough- Students may fulfill their course requirements Notre Dame Centre in Newman House on St. by selecting courses recommended each semester by Stephen’s Green in the historic heart of Ireland’s the Nanovic Institute. These course listings are capital. Each semester, some 35Notre Dame stu- available each semester at the institute. dents enroll for courses in the Centre and at Trin- Students should contact their department rep- ity College Dublin, University College Dublin, and resentatives or the director, James McAdams, as the National College of Art and Design. The pro- soon as possible in order to enroll in the program gram includes several field trips and a variety of so- and select appropriate courses. For those with lan- cial and cultural activities. Students taking the guage skills, other courses are available in the lan- Minor in Irish Studies have a distinct advantage guage departments. Some courses, particularly those when applying for this highly competitive program. in a foreign language, will need the permission of the instructor. 235
Qualifying courses are listed each semester in COURSES IN MEDITERRANEAN/MIDDLE COURSES IN RUSSIAN AND EAST the Schedule of Classes under LAST. They include EAST STUDIES EUROPEAN STUDIES Contemporary Latin American History, Economic MEAR 101-104. Arabic Language Russian Language and Literature Development of Latin America, Latin American MELC 235. Arabic Literature in English Politics, Liberation Theology, Sociology of Devel- Translation In English: opment, and Spanish-American and Brazilian Lit- MELC 240. Middle East History RU 373-374. 19th-Century Russian Literature erature. The program offers the John J. Kennedy MELC 255. Women’s Memories, Women’s I and II RU 375-376. 20th-Century Russian Literature Prize annually for an outstanding senior essay deal- Narrative MELC 260. The Golden Age of Islamic I and II ing with a Latin American topic. The summer re- RU 379. The Brothers Karamozov search fellowships are offered through Kellogg to Civilization MELC 300Y. Zion in the American-Israeli RU 381. Russian Women Memoirists students after their junior year to encourage under- Imagination RU 393. Dostoevsky graduates to undertake original research on interna- MELC 325. Christians and Muslims RU 394. Tolstoy tional subjects. The summer internships aim to MELC 350. Christianity in the Middle East In Russian: provide undergraduates real-world experience in MELC 360. Canon and Literature of Islam RU 451: St. Petersburg as Russian Cultural dealing with Latin American issues. Recently, in- MELC 390. Islam: Religion and Culture Icon terns have been placed at the Washington Office CLAS 305/HIST 305. Greek History RU 461. Survey of 19th-Century Russian on Latin America and the Center of Concern in CLAS 308/HIST 319. Roman Law and Literature Washington, D.C.; the Minnesota Advocates for Governance RU 462. Survey of 20th-Century Russian Human Rights in Minneapolis; the Nature Conser- CLAS 450. Greek and Roman Mythology Literature POLS 331. IR of the Middle East vancy in Brazil and in Washington; FUSADES in RU 471. An Introduction to Russian Poetry HIST 248. Martyrs, Monks, and Crusaders RU 492. Chekhov El Salvador; and Acceso in Costa Rica. For more HIST 491N. Jerusalem RU 393. Pushkin and His Time complete information about courses that qualify MI 390/HIST 394A. Medieval Middle East RU 494. Tolstoy each semester for the minor degree, the calendar of ROFR 235. French Civilization and Culture events or the summer research and internship com- ROSP 234. Civilization and Culture: Spain Political Science petitions, please consult the LASP Web page at ROIT 345. Introduction to Italian Literature www.nd.edu/~kellogg/laasp/about/index.html. POLS 347. The Nuts and Bolts of Russian Other courses may apply with the permission of the Politics Students are also invited to consult affiliated director. POLS 358. Comparative Politics of East Europe faculty, who include Thomas Anderson, Isabel Ferreira, Maria Rosa Olivera-Williams, and History Kristine Ibsen (Romance languages); Michael RUSSIAN AND EAST EUROPEAN Coppedge, Frances Hagopian, Michael Francis, HIST 250. Modern Russia to the Present Gretchen Helmke, Guillermo O’Donnell, Scott STUDIES HIST 380. East-Central Europe I HIST 381. East-Central Europe II Mainwaring, Rev. Timothy Scully, and Christo- HIST 382. Eastern Europe Since 1945 pher Welna (political science); Ted Beatty (his- David Gasperetti, director HIST 383. 19th- and 20th-Century Polish tory); Jaime Ros (economics); Gregory Downey, The program in Russian and East European Studies History Roberto da Matta, and Victoria Sanford (anthro- enables students to enrich their understanding of HIST 414. Late Imperial Russia, 1861-1917 pology); J. Samuel Valenzuela (sociology); Juan the region through a variety of courses in language, HIST 414A. Early Imperial Russia, 1700-1861 Rivera (business); and Rev. Robert Pelton literature, history, politics, and economics while HIST 415. 20th-Century Russian History (theology). also encouraging and supporting the acquisition of HIST 417. Dostoevsky’s Russia firsthand experience in the culture of the area. Its HIST 418. Modern Russian Society and Culture I largest initiative provides grants for summer courses HIST 422. Russia Since World War II MEDITERRANEAN/MIDDLE EAST taken from accredited programs, either in the HIST 495. Russian Thinkers United States or abroad. Traditionally, this has HIST 495. The Russian Revolution TUDIES S meant language study in Moscow, St. Petersburg, Warsaw, and Kraków, but language study elsewhere Joseph Amar, director in Eastern Europe as well as cultural programs and This is a broad-based program that includes all as- internships may also qualify for support. The pects of the ancient and modern cultures that sur- program’s lecture series allows students to expand round the Mediterranean. Courses from three their knowledge of Russia and Eastern Europe be- regions apply. In Europe, this includes the study of yond the scope of their coursework by supplying a Classical Greece and Rome as well as modern Italy, continuous source of fresh ideas about the region. France, Spain and Portugal. Courses on the Middle Each year, the program invites nationally and inter- East are related to the study of Semitic peoples and nationally renowned scholars to campus to share their cultures, languages, religions and politics. In their latest research in fields pertinent to the minor. North Africa, Arab and Francophone history and By virtue of their competence in Russian or an East civilization are the focus. European language, participants in the program also are eligible to study language abroad for a se- mester during the school year and to work in the region as business interns and teachers during the summer. 236
Officers of Administration
In the College of Arts and Letters THOMAS KSELMAN, Ph.D. JAMES McKENNA, Ph.D. Chair of the Department of History Chair of the Department of Anthropology MARK W. ROCHE, Ph.D. PAUL JOHNSON, Ph.D. I.A. O’Shaughnessy Dean of the College of Arts AUSTIN COLLINS, C.S.C., M.F.A. Acting Chair of the Department of Music and Letters Chair of the Department of Art, Art History, and Design PAUL WEITHMAN, Ph.D. GREGORY E. STERLING, PH.D. Chair of the Department of Philosophy Associate Dean of the College of Arts and Letters MARTIN BLOOMER, Ph.D. Chair of the Department of Classics RODNEY E. HERO, Ph.D. GREGORY E. DOWD, Ph.D. Chair of the Department of Political Science Associate Dean of the College of Arts and Letters LIONEL JENSEN, Ph.D. Chair of the Department of East Asian Languages CLARK POWER, Ph.D. CINDY S. BERGEMAN, Ph.D. and Literatures Chair of the Program of Liberal Studies Associate Dean of the College of Arts and Letters RICHARD JENSEN, Ph.D. JEANNE DAY, Ph.D. AVA PREACHER, M.A. Chair of the Department of Economics Chair of the Department of Psychology Assistant Dean of the College of Arts and Letters Pre-Law Advisor CHRIS VANDEN BOSSCHE, Ph.D. DAYLE SEIDENSPINNER-NÚÑEZ Chair of the Department of English Chair of the Department of Romance Languages JENNIFER ELY NEMECEK, M.A. and Literatures Assistant Dean of the College of Arts and Letters DONALD CRAFTON, Ph.D. Preprofessional Advisor Chair of the Department of Film, Television, MICHAEL WELCH, Ph.D. and Theatre Chair of the Department of Sociology DOROTHY PRATT, Ph.D. Assistant Dean of the College of Arts and Letters ROBERT NORTON, Ph.D. JOHN CAVADINI, Ph.D. Acting Chair of the Department of German Chair of the Department of Theology BENEDICT F. GIAMO, Ph.D. and Russian Languages and Literatures Chair of the Program in American Studies 237
Advisory Council
EDWARD M. ABRAMS C. ROBERT HANLEY CHRISTOPHER J. MURPHY III Atlanta, Georgia Naples, Florida South Bend, Indiana FRANK J. ANNESE PAUL M. HENKELS ROBERT S. NANOVIC Cooperstown, New York Blue Bell, Pennsylvania North Yarmouth, Maine RUSSELL G. ASHBAUGH JR. THOMAS A. HERBSTRITT JR. THOMAS J. O’DONNELL Elkhart, Indiana Franklin Park, Illinois Chicago, Illinois JAMES T. BARRY JR. LAURA G. HOEY JEREMIAH P. O’GRADY Milwaukee, Wisconsin Cambridge, Massachusetts New York, New York ROBERT L. BERNER JR. WILLIAM P. JOHNSON MICHAEL D. O’HALLERAN Winnetka, Illinois Goshen, Indiana Chicago, Illinois DAVID L. BOEHNEN J. COLLIS JONES TIMOTHY J. O’SHAUGHNESSY Minneapolis, Minnesota Washington, D.C. Alexandria, Virginia MATTHEW BOMBERGER PATRICK J. KEOUGH LISA MARIE PORCHE-BURKE New Castle, Washington Warren, Michigan Alhambra, California BRIAN R. BRADY B. ROBERT KILL DONALD V. POTTER Elkhart, Indiana South Bend, Indiana Moraga, California CORDELIA CANDELARIA PAUL G. KIMBALL PAUL A. RAMSEY Tempe, Arizona New York, New York New York, New York CHRISTOPHER WAI-CHE CHENG EDWARD D. LEWIS ROBERT T. ROLFS Kwung Tong, Kowloon, Hong Kong Palm Beach, Florida West Bend, Wisconsin KATHRYN H. COLLETT EARL L. LINEHAN FRANKLIN D. SCHURZ JR. Bettendorf, Iowa Towson, Maryland South Bend, Indiana MORRISON A. CONWAY JR. F. JOSEPH LOUGHREY DAVID F. SENG Wilsonville, Oregon Columbus, Indiana Dawsonville, Georgia WILLIAM J. DEVERS JR. CAROL LYMAN BRIAN O. SHANNON Chicago, Illinois Winnetka, Illinois Chicago, Illinois JAMES F. FLAHERTY III JOHN R. MADDEN CHARLES E. SHEEDY Los Angeles, California La Grange, Illinois Houston, Texas DANIEL K. FLATLEY LUCIA RODARTE MADRID MARK S. SHIELDS Basking Ridge, New Jersey Phoenix, Arizona Washington, D.C. BADI G. FOSTER JOSEPH F. McCANN JEFFREY J. SPEAKS Beachwood, Ohio Purchase, New York Princeton, New Jersey MICHAEL D. GALLIVAN F. GERARD McGRATH F. QUINN STEPAN Salt Lake City, Utah New York, New York Northfield, Illinois JOHN W. GLYNN ANDREW J. McKENNA JR. MATTHEW V. STORIN Atherton, California Morton Grove, Illinois Boston, Massachusetts CHARLES L. GRACE JOHN P. McMEEL GEORGE W. STRAKE JR. Charlotte, North Carolina Kansas City, Missouri Houston, Texas ROBERT N. GRECO M. ROSE MEISSNER THOMAS A. SULLIVAN Spokane, Washington South Bend, Indiana New York, New York MARK A. GREEN KENNETH R. MEYER KELLY J. TUTHILL Vernon Hills, Illinois Chicago, Illinois Boston, Massachusetts JANE SWIHART HAGALE JOSEPH E. MORAHAN III MARK E. WATSON JR. Houston, Texas Denver, Colorado San Antonio, Texas SUSAN DARIN HAGAN JAMES A. MORSE SR. NOEL DON WYCLIFF Pittsburgh, Pennsylvania Muskegon, Michigan Chicago, Illinois