University Courses (Division 495)

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 credit.
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 short papers should be expected. (Stasheff)

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 (i.e., 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 hierarchical, that is to say looking at comedy as a means of describing or attacking the lower 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 in 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 hierarchical 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 Recruiting Officer; Congreve, Love for Love; Sheridan, The Rivals, The Critic; Molière, The Misanthrope, Tartuffe; Lessing, Minna von Barnheim; Hauptmann, The Beaver's Coat; Schnitzler, Anatole; Molnar, The Play's the Thing; Wilde, The Importance of Being Earnest; Pinero, The The Magistrate; Coward, Private Lives; and Shaw, Pygmalion. (O. Graf)

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 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 the 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-l5 pp. each) on the basis of a list of themes for library research. Each student will make an oral presentation of 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)

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. Students' 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. (J. Field)

Section 002 The Civilization of La Belle Époque.. In the quarter-century between 1890 and 1917 dominant European social classes crafted a civilization of distinction. Known as La Belle Époque to those who looked back with nostalgia from the barren vantage point of post-World War I Europe, this period was in fact one of the glaring contrasts between plenty and penury, militarism and pacifism, representative government and autocracy, scientific advance and anarchist assassination. It was a period of smug security laced with desperate anxiety and, as such, it both deserves and repays study by those who seek to understand themselves, their past and their prospects for the future. The reading load will be heavy a book per week (some novels) and grades will be based upon several papers as well as class participation. Some background in European history will be very useful. This will not, of course, be a chronological survey: we will use the techniques of social history to look at various classes and functional groups (like labor and business) as well as institutions such as education, bureaucracy and the military. We will pay particular attention to the attitudes and assumptions which held this society together and to the First World War, which destroyed it and them. (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 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)

Section 004 The Soviet-American Conflict. The Soviet-American conflict is perhaps the leading problem facing American foreign policy. Within this conflict are the political, military, and ideological rivalries of these two superpowers, aligned and/or allied with their respective blocs: Eastern Europe and the North Atlantic Alliance, respectively, but also involving the liberation movements of the Third World and the conflicts within the Middle East, Africa, South Asia and Latin America. The seminar will attempt to dissect to what extent these latter conflicts are part of the USSR-USA global conflict and to what extent they are the continuation and manifestation of imperialism, nationalism and decolonization. The seminar will attempt to analyze the events and trends in the 1980s as they manifest themselves in the Soviet-American conflict. The seminar aims to study in depth these questions, rather than to give a newscaster's superficial recitation of current events. The students will be graded on their participation in the seminar, on their assigned readings in periodicals and books, on their papers and on their written and oral research reports. Each student will also be expected to cover some one topic in depth, within the general framework of the seminar's subject: The Soviet-American Conflict. (Ballis)

Section 011: Creative Writing. A workshop in which the student will obtain practice in writing informal autobiographical essays, short fiction, and poems. The student's work will be read and discussed in class and will also be discussed in scheduled conferences with the instructor. The student should be prepared to submit about six copies of each written assignment for the use of his classmates. (Squires)

152. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (NS).May be repeated for credit.
Section 001 Biographies of Noted Scientists and 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. Sophomore, junior or senior standing. (3). (Excl).

History and development of nuclear weapons and delivery systems, potential consequences of nuclear war, the nuclear arms race, strategic doctrine of the U.S. and the Soviet Union, arms control (past record and future prospects), civil defense, ballistic missile defense and anti-satellite weapons, psychological and ethical dimensions of living in the nuclear age. Format: three weekly meetings, lecture, film, and small discussion groups. The course is a non-technical survey of the issues, with a focus on the arms race behavior and relationship of the two superpowers. No specific course prerequisites are necessary. Primary references include: Harvard Nuclear Study Group, Living with Nuclear Weapons; Nuclear Arms: Ethics, Strategy, Politics; many journal articles and reading selections in course pack. There will be two exams plus a term paper. (Einhorn)

340(135). Introduction to Peace Studies. Sophomore, junior or senior standing. (4). (Excl).

This course is for any students interested in developing their understanding of peace, explicating the consequences of adopting any of several competing frameworks for analysis, action, negotiation, and personal transformation. These issues will be focused in two ways: through a case study of the conflict between the U.S. and the Soviet Union, and through a simulation game exploring the current political situation in Central and South America. Students must reserve the nights of October 21 and October 28 for participating in the simulation game. Readings will be drawn from the fields of political science, history, psychology, anthropology, law, and religion, and will span the prevailing approaches to the study of peace. Assignments will include a short essay, a course log, both individual research and a collaborative proposal in preparation for the simulation game, and a final longer paper aimed at contributing to the understanding of one of the central themes of the course (analysis, action, negotiation, and transformation). The format will be a combination of lecture and discussion. (R. Mann)

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