101. Methods of Thinking. ECB writing assessment. (4). (Introductory Composition).
This course has two aims: (1) to improve the student's ability to read with understanding, to think critically, and to write well; (2) to help the student to achieve a better understanding of the nature of intellectual activity and of education. College work is, and should be, different from high school work, requiring different and more sophisticated intellectual skills and techniques. But almost all courses in college concentrate exclusively on their own special subject-matter. A sociology course concentrates on teaching you sociology, a chemistry course on teaching chemistry, and so on. College instructors rarely teach in an explicit and direct manner the intellectual techniques and frameworks necessary for successful college work. They assume that you have these skills already or can somehow pick them up along the way, while they go ahead and teach their own special subjects. University Course 101 attempts to teach these skills directly and explicitly, to make your college career more successful and to sharpen abilities which will be invaluable in later life whatever field you may work in. This is a course for the person who is seriously interested in intellectual activity. It is not a remedial course and it is not an orientation course. Some of the materials which we will discuss will be complex and profound, and a number of the topics lie on the intellectual frontiers of our time.
The topics for discussion will include the following: the nature of argumentation, evaluation of arguments and positions, methods of reading, types of critical thinking; special intellectual problems in the humanities, the social sciences, and the natural sciences - problems such as the relation between theory and reality, bias and subjectivity in the social sciences, the nature and justification of the humanities; questions about education, including morality in education, diverse ideals of the educated person, open admissions, reverse discrimination, academic freedom, and the unionization of the faculty. This course will be taught in small sections of no more than fifteen students each, so that students can receive individual attention. Readings will be assigned covering the above topics. We will proceed by class discussion supplemented by some lectures. There will be a number of writing assignments throughout the term. (J. Meiland)
150. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (HU). May be repeated for
Section 001 – Creativity, Media and Society. Following a brief exploration of the nature of creativity in the arts and the media, the seminar will focus on the presence or absence of creative effort in television and film today, with special emphasis on their effects on society. Outstanding examples of creative work in both media will be examined in class as springboards for discussion. A few short field trips to studios to watch work in progress may be planned at hours convenient to the group. No previous contact with television or film production is required, nor is this course designed for students who intend to major in radio, television, or film. A reasonable amount of weekly reading and the writing of frequent papers should be expected. (Stasheff)
Section 002 – Metaphors We Live By. Metaphor is for most people a device of the poetic imagination and the rhetorical flourish – a matter of extraordinary rather than ordinary language. Moreover, metaphor is typically viewed as characteristic of language alone, a matter of words rather than thought or action. For this reason, most people think they can get along perfectly well without metaphor. We have found, on the contrary, that metaphor is pervasive in everyday life, not just in language but in thought and action. Our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature. The concepts that govern our thought are not just matters of the intellect. They also govern our everyday functioning, down to the most mundane details. Our concepts structure what we perceive, how we get around in the world, and how we relate to other people. Our conceptual system thus plays a central role in defining our everyday realities. If we are right in suggesting that our conceptual system is largely metaphorical, then the way we think, what we experience, and what we do every day is very much a matter of metaphor. But our conceptual system is not something we are normally aware of. In most of the little things we do everyday we simply think and act more or less automatically along certain lines. Just what these lines are is by no means obvious. One way to find out is by looking at language. Since communication is based on the same conceptual system that we use in thinking and acting, language is an important source of evidence for what that system is like. – from Lakoff & Johnson, Metaphors We Live By. Other principal texts include:Canetti, Earwitness; D. Antin, Talking at the Boundaries; T. Robbins, Even Cowgirls Get the Blues; - –, The Medusa and the Snail; B.L. Whorf (Carroll, Ed.), Language, Thought and Reality. (Lawler)
Section 003 – The Lost Generation – and After. The seminar will examine the relationship between the form of the short story and social change during the early part of the twentieth century. Alienation, disillusionment, expatriation, abandonment of the traditional plot structure, are a few of the ideas to be studied. Hemingway, Fitzgerald, Sherwood Anderson, Joyce, Chekhov are a few of the authors to be discussed. Creative writing germane to the course will be encouraged, and a term paper will be required. (Haugh)
Section 004 – Introduction to China. Selected topics in Chinese history and culture, some from traditional China and some from modern China. With an eye toward comparisons to the West, we will read selections in literature, philosophy, and history ranging from the earliest known writings of the Later Zhou dynasty (770-256 B.C) to recent writings of major political and literary figures. Core topics include the three traditional ways of thought - Confucianism, Taoism, and Buddhism; society and culture in the great imperial eras; China and the outside world; the fall of the last dynasty; and the nature of contemporary China. Students will be expected to prepare readings, participate in class discussions, and develop a research topic during the term. Individual research work can relate to particular interests (e.g., medicine, architecture, women's rights, Tibet, opium wars, Chan Buddhism, communes) and will culminate in a written report and an oral presentation to the class. (DeWoskin)
Section: 005 The Young and the Old: An Exploration Through Literature. Intensive reading and discussion of a number of literary works – drama, fiction, biography – in which the theme of the relations of youth and age is central. Works read and discussed will be drawn from the ancient and the modern world. Students will be asked for several sorts of papers: analysis of a problem as presented by one of the authors; evaluation of its literary treatment; autobiographical, fictional, or poetic treatment of some generational conflict drawn from their own experience; a critical review of a work other than assigned reading, as of film, television or stage production. Oral presentation will be encouraged as a supplement to written work. Reading List: Sophocles, Oedipus Rex, Antigone, and Elektra; Shakespeare, King Lear, Romeo and Juliet; Edmund Gosse, Father and Son; Henry James, Washington Square; Samuel Butler, The Way of All Flesh; Saul Bellow, Mr. Sammler's Planet; Ivan Turgenev, Fathers and Sons, and D.H.Lawrence, Sons and Lovers. (Firebaugh)
Section 006 – Comedy As a View of Reality. Comedy
in the popular mind is regarded as primarily an entertainment, however, it is somewhat more than that; it is a way of perceiving
reality and in the seminar we shall ask questions concerning the
nature of its perception of reality. The seminar will read representative
comedies from Aristophanes to Noel Coward and consider them three
ways. The first is hierarchial, that is to say looking at comedy
as a means of describing or attacking the lowest part of society
or of ourselves. The second way is to see comedy as a contrast
or incongruity; the third will propose the concept that comedy
is an equation and that it tries to show us the higher and lower
as one, the natural (rational) and unnatural (irrational) as identities.
There will be some supplementary reading assignments in critical theory, but the study of primary texts will receive major attention.
It will suffice to consider selections of exponents of each approach
- Aristotle who clearly states the hierarchial theory, Hazlitt
on the comedy of incongruence, and Plato who clearly in his Symposium
attempts a reconciliation of the higher and lower. The following
is a tentative list of plays to be considered: Aristophanes, The
Clouds, Lysistrata; Jonson, The Alchemist, Volpone; Dekker, The
Shoemakers' Holiday; Shakespeare, Taming of the Shrew, The Merchant
of Venice; Farquhar, The Beaux' Strategem; Congreve, Love for
Love; Sheridan, The Rivals, The Critic; Molière, The Misanthrope, Tartuffe; Lessing, Minna von Barnheim; Hauptmann, The Beaver's
Coat; Schnitzler, Anatol; Molnar, The Play's the Thing; Wilde, The Importance of Being Earnest; Pinero, The Magistrate, Coward, Private Lives and Shaw, Pygmalion. (Graf)
Section: 007 How to Read Poems. Fairly close reading of a wide variety of poems in English from Chaucer to the present. The kinds will include dramatic monologues, lyrics narratives, satires, ballads, philosophical and religious poems. There will be possibilities for detailed study of medieval and Renaissance poetry for those interested in that period, while others may concentrate on more modern works. Discussion, even argument, among members of the seminar and between students and teacher will be encouraged. For the first half of the semester weekly one-page explications of a poem will be required in writing; at the end, each student will hand in a term-project in lieu of a final examination. The text will be The Norton Anthology of Poetry: Revised Shorter Edition. (Huntley)
|Section 008 - Introduction to Japan. This seminar will explore the many facets of Japanese civilization – from its rich literary and artistic traditions to its phenomenal economic success, from its remote classical origins to the disaster of World War II. It will also look at Japanese society today and will examine the interrelation of the many threads in the tapestry of Japanese culture: religion, philosophy, politics, art, music, taste, values, concepts of self and society. It will go beyond the usual myths about Japan – foremost of which is the cliché that Japan is essentially a nation of borrowers – and will explore what is surely one of the most dynamic, extraordinary, and colorful of civilizations. Readings will be drawn from a wide spectrum of sources in both the humanities and social sciences, but there will be a special emphasis on literature, including portions of The Tale of the Genji (the eleventh-century amatory tale that is also the world's first psychological novel) and the work of Japan's Nobel laureate Kawabata Yasunari. (Danly)
Section 009 - Good and Evil in Buddhist Perspective. Buddhism is often seen as a spiritual discipline that liberates from social convention and rigid morality. However, traditional Asian Buddhism had a penchant for rules and strict discipline that is in need of explanation. This course focuses on concepts of right and wrong, restraint and unrestraint, good and evil in Buddhist doctrine and practice. At the factual level this is a brief survey of types of Buddhist models for human conduct – rules of restraint, rules and models for positive or altruistic action, ideals of perfection. These paradigms are studies in the context of the "higher" doctrines of liberation and conduct "beyond good and evil", as well as within the context of more popular mythologies of reward (paradises), punishment (purgatories), and transcendence. The course also looks briefly at ritual practices and disciplines of self-perfection, and other common Buddhist practices of ethical significance. Lastly, traditional Buddhist rational approaches to human behavior are examined in order to raise various issues regarding ethical paradoxes or contradictions. At the methodological level the course considers the difficulties inherent in any effort at a comparative study of human values. We will examine several problems tacitly recognized by the tradition - the paradox of desirelessness, the dilemma of a motivation for selfless love, and the problems of suffering. Students will be required to write two short papers (10-15 pps. each) on the basis of a list of themes for library research. Each student will make an oral presentation on one of these projects. Approximately one fourth of class time will be devoted to these presentations. The rest of the class meetings will be used for the discussion of selected passages from the sacred literature of Buddhism from India and China. There will also be four, very brief quizzes to insure study of factual material that must be mastered before engaging in interpretation. (Gomez)
Section 010 - The Selection and Cultivation of Identities. The seminar will address questions about our identity: Who are we? Who do we want to be, who should we want to be, and in what sense have we just used the auxiliary verb "should"? To provide a broad basis for our discourse, we shall examine the theorem of Pythagoras and its effect on our intellectual orientation, read Old-Testament tales that Sunday schools consider unfit for the ears of the innocent, seek understanding in a Shakespearean play, and study a topic of current scientific interest. Participants may suggest additional projects. Because a strong sense of language is necessary for effective thought and communication, we shall write several essays. Each student will need a copy of The Elements of Style, by William Strunk, Jr. and E.B. White. (Piranian)
Section 011 - Imagination: "Participating in the Great I Am. Samuel Taylor Coleridge's phrase does not define a term so much as it requires us to conceive of the imagination as an action involving moral obligation, religious fervor, and perhaps a dangerous Promethean aspiration to steal some of God's fire for human use. In our study we shall keep Coleridge's perception in mind while we examine other statements given us by such remarkable creators as Mozart, Jung, Freud, and Einstein. We shall also read and talk about some modern poems along with short stories. And we will try writing a few poems and a story or two in addition to the four short essays required for this course. Field trips to several University museum and, weather permitting, the Arboretum and one cemetery. (Squires)
151. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (SS).May be repeated for credit.
Section 001 – Learning to Write for Newspapers and Magazines. This is a writing course designed to give students practice in the preparation of news and feature stories. Student work will be discussed in the seminar sessions and in individual conferences with the instructor. Subject matter for the written material will be drawn from the arts and sciences activities on campus. Requirements: One piece of writing each week plus a longer term paper due the last week of the Fall term. (Field).
Section 002 – From Peasant to Proletarian: Studies in the Impact of Industrial Capitalism on the Lives of Ordinary (and some Extraordinary) European People. The past 300 years have witnessed radical changes in the way Western people live, think, play and work. Western society has been transformed as novel political and economic arrangements have flowed from and compelled changes in technologies, class structures, and individual values. Our modern world did not just happen – it was made, for good or ill. We shall try to find out how – and why. The technical goal of this course is to teach students to think, write and speak logically and coherently and to sharpen existing skills. Accordingly, we will stress reading, writing, and in-class discussion. Several short essays will be required and there will be one or two longer statements on a specific subject (or subjects) germane to the course material and chosen in consultation with the instructor. There will be no exams unless, of course, public opinion demands them. Readings, both novels and monographs, will include: Laslett, World We Have Lost; Hammond and Hammond, Village Laborer; Thompson, Making of the English Working Class; Zola, Germinal; Marx, Communist Manifesto; Orwell, Road to Wigan Pier; Wylie, Village in the Vaucluse and Schoenbaum, Hitler's Social Revolution. (Peiter)
Section 003 – The Year Two Thousand. We will consider what can be called the Age of Turbulence – rapid, headlong change and the forces which have created and influenced the vast transformations which are taking place. This has been called the Age of Multiple Revolutions – and we shall refer to the following dramatic developments - The Research Revolution, Technological Change, the Skills Revolution, Civil Rights, the Women's Movement, the Revolution in Energy, Communications, Ecology, the Population Explosion, and the Revolution in Attitudes. We shall also explore the impact which these developments have had upon the economy, the educational system, leisure, and labor-management relations. Students will be required to become acquainted with the current literature in these areas and to prepare several short papers. (Haber)
152. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (NS).May be repeated for credit.
Section 001 – Chemistry and Society: Mutual Interaction. The seminar will examine the development and practice of chemistry and chemical technology as a reflection of scientific response to social needs, pressures and concepts, as well as to how the utilization of chemistry influences our day to day lives, e.g., in respect to the problems faced by society as a result of scientific and technological developments, and, more importantly, as a consequence of the misuse of these developments. Discussion topics will include the scientific method and serendipity, motivations for pure and applied research, the assessment and evaluation of risk and the decision as to safety (with particular reference to energy sources, genetic engineering, and ecology and the environment), the origins of chemistry including the scientific basis for alchemy and the atomic theory, humanistic aspects of the study of chemistry, and the influence of chemistry on literature as exemplified by the depiction of scientific phenomena and scientists and the use of scientific concepts and theories in plot motivation. Background reading material and lists of suggested discussion topics will be furnished. Students will be encouraged to discuss and write on subjects of particular interest to them, which are relevant to the general areas covered by the Seminar. (Elving)
|Section 002 – Biographies of Some Notable Scientists or Quasi-Scientists. Carolus Linnaeus, Gregor Johann Mendel, Charles Robert Darwin, Louis Pasteur, Marie Curie, Sigmund Freud, and Margaret Mead. (K. Jones)
330. Nuclear Weapons and Nuclear War. Junior or senior standing. (3). (Excl).
History and development of nuclear weapons, potential consequences of nuclear war, the strategic arms race, deterrence theory, dangers of proliferation, prospects for arms control. Format: three weekly meetings, lecture, film, and small discussion groups. Primary references include: Office of Technology Assessment, The Effects of Nuclear War; Ground Zero, Nuclear War – What's in it for You? and What About the Russians – and Nuclear War; Harvard Study Group, Living with Nuclear Weapons, and selected journal articles. There will be occasional guest lecturers. There will be two quizzes plus a term paper. (Einhorn)
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