320/Asian Studies 320/Phil. 335/Rel. 320. Introduction to Buddhism. Buddhist Studies 220 or equivalent. (3). (HU).
An introduction to the Buddhist religion, with attention to its moral and philosophical teachings, its modes of practice (e.g., meditation and ritual), and its social and institutional structures. The course takes a historical approach, concentrating primarily on the origins and development of the Hinayana, Mahayana, and Tantric traditions in India. The Buddhism of two other areas that fell within the sphere of Indian culture influence – Southeast Asia and Tibet – will also be covered in some detail. The Buddhism of East Asia (China, Korea, and Japan) is touched on lightly at the end of the course. Students desiring an introduction to East Asian Buddhism are advised to take the sequel course "Buddhism in Zen Perspective" (Buddhist Studies 325). "Introduction to Buddhism" is in lecture format, but in-class discussion is encouraged. There will be essay style examinations, including a "take-home" midterm and in-class final. No previous knowledge of the subject is required, but the material covered is challenging, and a high degree of student commitment is expected. (Foulk)
405. Classical Tibetan. Permission of instructor. (3). (Excl).
This course is designed to train students of Buddhist Studies in the basic skills necessary for reading Tibetan literature; it is not a class in spoken (colloquial) Tibetan. The plan of the course assumes that the student's primary interest is in the study of Buddhist literature. Accordingly, much time will be spent in reading Buddhist literature (autochthonous as well as in translation from Indic languages). The course offers explanations in the phonology of literary Tibetan ("Lhasa Dialect"), nominal derivation, syntax of nominal particles, verbal conjugation and suffixes, and the standard script (dbu-can). In the second term all reading exercises will be taken directly from classical sources (primarily from the works of Bu-ston, Taranatha, and Kamalasila). (Gomez)
480/Asian Studies 480/Phil. 457/Rel. 480. Problems in Buddhism. Buddhist Studies 320 or equivalent. (3). (Excl).
This course discusses selected topics in the history of Buddhist ideas. The class combines lectures and discussions on a number of primary sources ("Buddhist Texts") in English translation. Buddhist doctrines are approached from several points of view, (history of religion, philosophy, psychology) using primarily, but not exclusively, the conceptualizations of classical Buddhist systems. Two exams and one short paper.
101. Beginning Chinese. (5). (FL).
Chinese 101 is an introductory course in speaking, understanding, reading and writing Chinese. The student is expected to achieve control of the sound system, basic sentence patterns and basic vocabulary of Standard Mandarin Chinese (up to lesson 13 in both books). Starting the 5th week, we will learn to read and write the characters. In Chinese 101, the major emphasis is on SPEAKING and AURAL COMPREHENSION. We recommend that students listen to the tapes two hours per day. This is a five-credit-hour course. We meet one hour each day. Tuesdays and Thursdays are lectures; Mondays, Wednesdays, and Fridays are recitations. Students are required to register for both a lecture section and a recitation section. Attendance is taken everyday and NO AUDITS ARE ALLOWED. Textbooks: (a) John DeFrancis, BEGINNING CHINESE (Yale Univ. Press) (b) John DeFrancis, BEGINNING CHINESE READER, Part I and II (Yale Univ. Press). Materials covered (Fall Term): BEGINNING CHINESE, Lessons 1-13. BEGINNING CHINESE READER, Lessons 1-13. (Tao)
201. Second-Year Chinese. Chinese 102 or equivalent. (5). (FL).
This course is a continuation of work begun in Chinese 101-102. Students electing the course should have mastered the spoken language material presented in DeFrancis' BEGINNING CHINESE or a similar introductory text and should be able to recognize and write about 400 characters and 1200 combinations. The primary goal of the course is achievement of a basic level of reading competence within a vocabulary of 800 characters and accompanying combinations. A closely integrated secondary goal is continued improvement of aural understanding and speaking competence. These goals are approached through classroom drill and recitation, out-of-class exercises, and work in the language laboratory. Daily class attendance is required. Students are graded on the basis of daily classroom performance, periodic quizzes and tests, and homework assignments. The text is CHINESE LINGUISTICS PROJECT, Princeton, INTERMEDIATE CHINESE. (Liang)
405. Third-Year Chinese. Chinese 202 or 362. (5). (Excl).
Chinese 405 and 406 are a two-term sequence constituting the third year of the Chinese program. All four basic skills – reading, writing, listening, and speaking – are stressed, but the most time is devoted to learning to read various styles of modern Chinese, including fiction, essays, and documentary and journalistic materials. (Students who want more spoken language work are encouraged to enroll also for Chinese 378, (ADVANCED SPOKEN CHINESE.) Readings are selected from a large variety of textbook and non-textbook materials, most of them in course pack form. (Baxter)
451. Literary Chinese. Chinese 202 or 362. (4). (Excl).
This is a course primarily for specialists, requiring knowledge of Modern Chinese at least through the Second Year level. Through the use of Shadick's A FIRST COURSE IN LITERARY CHINESE and selected handouts, the style of written Chinese of imperial China from prose to poetry are selectively introduced. Class is taught in small recitation groups requiring constant preparation by the student. Quizzes, tests, and hand-in exercises on weekly basis, plus a final exam, are used to measure progress. Emphasis is on understanding of the tests, as well as the ability to render them clearly into English. This course is the first half of a two-term sequence that is prerequisite to more advanced Chinese courses. (Rolston)
461. Readings in Modern Chinese. Chinese 406 or equivalent. (5). (Excl).
Graded readings at an advanced level deal with a variety of materials to improve command of structure and vocabulary in a range of standard colloquial styles. Primary emphasis is on reading and understanding and increasing reading speed, but development of speaking and writing skills also stressed. Weekly assignments (compositions in Chinese and translations into English) are required. This course is the first half of a two-term sequence. (Rolston)
471. Classical Chinese Literature in Translation. No knowledge of Chinese required. (3). (HU).
Largely through lectures, this course will examine the highlights of early Chinese literature from antiquity to the 13th century. We will begin with THE BOOK OF CHANGES, THE BOOK OF SONGS, and a few ancient philosophical texts (which are written in brilliant literary styles) from the millennium before Christ, the millennium in which China made an astonishing "philosophic breakthrough" in its civilization. We will then undertake to follow the development of the various forms of poetry, fiction, and other kinds of prose during the subsequent centuries. The principal aim is to enable students to become familiar with, and also to be able to enjoy, these masterpieces of literature that illustrate the range and depth of the Chinese imagination, the inner life of the individual as well as the outer social and political life of China through the ages. Two short papers and a final exam are required. Sample readings include Cyril Birch, ed., ANTHOLOGY OF CHINESE LITERATURE, Vol. I; two major texts in Taoist mysticism: LAO TZU: TAO TE CHING and the "Inner Chapters" of the CHUANG TZU: BASIC WRITINGS; Burton Watson, CHINESE LYRICISM; and other materials in a course pack. (Lin)
473. Twentieth-Century Chinese Literature in Translation. No knowledge of Chinese required. (3). (HU).
This is an invitation to study some major examples of modern Chinese literature (primarily fiction), a literature that was produced during a period of unprecedented historical upheaval and that has itself been a battleground for political, cultural, and aesthetic issues. We read this literature for what it can tell us about the experience of living through specific moments of Chinese history. While taking note of the way literature reflects social change, we – and this is for our own pleasure – also want to study our examples carefully to understand and appreciate their artistry and diversity as works of literature. Through our readings we will be examining the breakdown of tradition, the impact of Western literature, and the responses to a world seen as undergoing revolution. These are some of the questions we will be asking ourselves: How does this fiction claim to represent external historical reality? What demands are placed on form and content by political pressures? What is the role of the writer and what, considering the often fatal struggle involved, is the meaning of writing? We will move from the transitional THE TRAVELS OF LAO TS'AN (1904-07) to stories of the post-Mao era. In between will be a sampling of works by Lu Xun, Ding Ling, Shen Congwen, Gao Xiaosheng, et al. Class format: lecture/discussion. Requirements: brief written responses, three short papers, a final exam. (Y. Feuerwerker)
480. Upperclass Seminar in Chinese Humanities. Two of Chinese 471, 472, 473; or permission of instructor. Knowledge of Chinese is not required. (3). (Excl). May be elected for a total of 6 credits.
Readings in traditional Chinese narratives from selected historical and literary sources. Readings in contemporary theories of history, narratology, and fiction. Discussions will focus on major issues in the understanding of Chinese narratives, including the notion of a tradition and a text, the meaning and influence of time, function and validity of the text as fiction and history, and native and Western theories of reading and interpretation. The course will offer readings in Chinese literature for concentrators beyond materials covered in the survey courses. For other students, it offers an opportunity to study monuments of the Chinese narrative tradition, examine issues in narratology and historiography with materials that test influential contemporary critical theories. The course is listed with the ECB as an Junior/Senior Writing Course. Students will be required to write three small papers and one more extensive paper. An oral report will also be required. Enrollments will be limited to an appropriate seminar group. Active participation of students in class discussion is expected.
101. Beginning Japanese. (5). (FL).
A thorough grounding is given in all the language skills: listening, speaking, reading, and writing. The aim of the oral component is to provide the student with the speaking and comprehension skills necessary to function effectively in practical situations in a Japanese-speaking environment. Attention is given to the social and cultural differences in the use of the language. In the reading and writing component the two KANA syllabaries (KATAKANA and HIRAGANA) and elementary characters (KANJI) are introduced. The goal of this component is to develop proficient reading skills through practice reinforced by oral and written short question-answer exercises. Students are required to practice with audio/video tapes a minimum of two hours for each class hour (10 hours per week). From the first day, recitation sessions are conducted entirely in Japanese; no English is permitted. Recitation sessions emphasize speaking/reading in Japanese contexts at normal speed with near native pronunciation, accent, intonation, rhythm and appropriate body language. Analyses, explanations, and discussions involving the use of English are specifically reserved for lectures with a linguist. Texts: Eleanor Harz Jorden and Mari Noda, JAPANESE: THE SPOKEN LANGUAGE, PART I-II; Eleanor Harz Jorden and Hamako Ito Chaplin, READING JAPANESE.
201. Second-Year Japanese. Japanese 102 or equivalent. (5). (FL).
Further training is given in all the language skills (listening, speaking, reading, and writing) for students who have acquired a basic language proficiency. The aim of the oral component is to provide the student with the speaking and comprehension skills necessary to function effectively in more advanced practical situations in a Japanese-speaking environment. In the reading and writing component, the emphasis is on reading elementary texts, developing an expository style, and writing short answers/essays in response to questions about these texts. Discussions on the social and cultural use of language are provided. Students are required to practice a minimum of two hours for each class hour (12 hours per week). Recitation sessions are conducted entirely in Japanese; no English is permitted. Recitation sessions emphasize speaking/reading in Japanese contexts at normal speed with near-native pronunciation, accent, intonation, rhythm, and appropriate body language. Analyses, explanations, and discussions involving the use of English are specifically reserved for lectures with a linguist. Texts: Eleanor Harz Jorden and Mari Noda, JAPANESE: THE SPOKEN LANGUAGE: PARTS II-III; Eleanor Harz Jorden and Hamako Ito Chaplin, READING JAPANESE.
378. Advanced Spoken Japanese. Japanese 202 or 362. (1). (Excl). May be repeated for credit.
Instruction in storytelling, lecturing, and speechmaking, with emphasis on both the construction of discourse and Japanese patterns of oral delivery. The class will also include discussions of socio-cultural differences and difficulties Americans have integrating into the Japanese environment.
405. Third-Year Japanese. Japanese 202 or equivalent. (5). (Excl).
Advanced training is given in all the language skills. Practice in the use of spoken Japanese is contextualized within simulated Japanese social settings. A variety of selected modern texts (essays, fiction, and newspapers) are read with emphasis on expository style. The goal is to produce self-sufficient readers who can read and discuss most texts with the aid of a dictionary. Students are required to practice with audio/visual tapes a minimum of two hours for each class hour (10 hours per week). Recitation sessions emphasize speaking/reading in Japanese contexts at normal speed with near-native pronunciation, accent, intonation, rhythm, and appropriate body language. Analyses, explanations, and discussions involving the use of English are specifically reserved for lectures with a linguist. Texts: Eleanor Harz Jorden and Mari Noda, JAPANESE: THE SPOKEN LANGUAGE: PART III; Eleanor Harz Jorden and Hamako Ito Chaplin, READING JAPANESE; selected reading material for Third-Year Japanese.
407. Advanced Readings in Modern Japanese Literature. Japanese 406. (4). (Excl).
This course introduces the student to modern Japanese fiction (largely short stories) and other materials written by outstanding writers for a mature Japanese audience. The emphasis is upon a literary approach, using close reading and translation, in class, of Japanese texts. Occasional papers and written translations of supplementary texts are required. The pace of reading is intended to help the student build up reading speed and comprehension. The course will also teach the student how to use dictionaries and other basic research aids effectively. (Ito)
461. Social Science Readings in Japanese. Japanese 406. (4 each). (Excl). May be repeated for credit with permission of instructor.
This is a course designed to give students who have completed three years of the Japanese language studies the opportunity to read various social science materials written in Japanese. The grades for the course are based on daily performance, homework, examinations and a paper. The texts are chosen according to the students' needs and specializations.
541. Classical Japanese. Japanese 406 and 408, or permission of instructor. (4). (Excl).
An introduction to the classical written language, with emphasis upon grammar, syntax, and various classical written styles. A reading knowledge of modern Japanese (equivalent to at least three years of study) is a prerequisite. Class meetings are devoted to reading, translating from Japanese into English, and grammatical analysis. A selection of literary works from the tenth through the sixteenth centuries are read, with stress on accurate translation, close analysis of grammatical structure, and careful attention to literary qualities. This course is required of graduate concentrators in Japanese and is a prerequisite (with Japanese 542) to advanced work in pre-modern Japanese literature. It is also highly recommended to graduate students of pre-modern Japanese history, Japanese art history, Buddhism, etc. It may also be taken by undergraduates with sufficient advanced preparation in the modern language. (Danly)
554. Modern Japanese Literature. Japanese 406 and 408; or permission of instructor. (3 each). (Excl). May be repeated for credit with permission of instructor.
This course provides students the opportunity to read major works of modern Japanese literature in the original and to discuss them in a seminar setting. The topic for the course changes each term. The seminar may focus on a single prominent writer such as Mori Ogai, Natsume Soseki, or Tanizaki Jun'ichiro; survey such literary movements as Japanese Naturalism or the Shirakaba school; or explore such issues as the image of the individual, the vision of the past, or the uses of the first person narrator in the modern Japanese novel. Participants in the seminar should be prepared to read a novel a week in Japanese, contribute regularly to discussions, and present frequent oral critiques of the texts discussed. A twenty-page paper is required. (Ito)
105(305). Elementary Hindi-Urdu. (4). (FL).
South and Southeast Asia 105 is the first term in the sequence of courses offered by the Dept. of Asian Languages and Cultures in Hindi and Urdu, the respective national languages of India and Pakistan. Meeting four times a week, the course is intended to develop students' skills in speaking and in aural comprehension as well as introduce them to the Devanagari writing system. There are no prerequisites.
301. Thai. (4). (FL).
This course is the first half of the sequential Elementary Thai courses. The emphases are on practicing pronunciation and simple conversation, reading and writing simple Thai, and expanding students' vocabulary. Four hours of language lab are recommended. Evaluations are based on observations of students' progress, midterm, and final.
303. Elementary Indonesian. (4). (FL).
At the time of publication this course is in the process of being renumbered to 103 and may have to be elected at CRISP under the new number.
The course is the first half of a two-term sequence designed to provide the student with a basic working knowledge of the Indonesian language. The course aims at the acquisition of the four basic language skills – listening, speaking, reading, and writing - in modern Indonesian. The class emphasizes aural-oral exercises and practice and the learning of culture throughout the course. The text used is keyed to a set of tapes for use in the language lab and concentrates on practical knowledge of the language. Evaluation is based on classroom performance, homework assignments, tests, and a final exam. (Florida)
305(505). Advanced Hindi-Urdu. S&SEA 205 and 206. (3). (FL). May be elected twice for a total of six credits.
South and Southeast Asia 305 is the fifth term in the sequence of courses offered by the Dept. of Asian Languages and Cultures in Hindi-Urdu. Meeting three times a week, the course is intended to further students' skills in speaking and aural comprehension as well as increase their proficiency in reading and writing both Hindi and Urdu. Students with prior work in Hindi-Urdu may be able to join the sequence at this point. See the instructor for placement. (Hook)
307. Elementary Tagalog. (4). (FL).
At the time of publication this course is in the process of being renumbered to 107 and may have to be elected at CRISP under the new number.
Tagalog is the national language of the Philippines. Elementary Tagalog is a two-term sequence designed to give the student who has little or no knowledge of Tagalog the necessary basis for learning to speak it and to have a functional acquaintance with the cultural context in which it functions. Tagalog is particularly interesting in the way it has integrated the broad influences of both Spanish and English into its own syntactic and semantic systems. The oral approach is greatly emphasized in the classroom, using questions and answers and short dialogues to develop active use of the language in the most natural way possible. This is complemented by the use of taped lessons in the Language Laboratory. There are frequent short quizzes, a midterm, and a final examination. At the end of the first year, the student should be able to handle brief exchanges in common social situations and to read and write simple Tagalog. For the student specializing in Philippine studies, learning Tagalog is a must. For the student specializing in language studies, a number of linguists of note have found Tagalog structure highly instructive in understanding certain aspects of language. For the student with Philippine affinities, learning Tagalog provides a bond of understanding and for some, a link to one's roots. For the student who has neither a Philippine connection nor a specialist interest in language, learning Tagalog can be rewarding as it provides an experience of new modes of expression and new ways of looking at the world around us and within ourselves. (Naylor)
401. Intermediate Thai. S&SEA 302. (3). (FL).
This course is the first half of the sequential Intermediate Thai courses. It is designed to increase students' speaking, listening, reading, and writing abilities, as well as vocabulary expansion. Students practice pronunciation and conversation as well as read and write short paragraphs. Four hours of language lab per week are recommended. Evaluations are based on observations of students' progress, midterm, and final.
403. Intermediate Indonesian. S&SEA 304. (3). (FL).
At the time of publication this course is in the process of being renumbered to 203 and may have to be elected at CRISP under the new number.
The course is the first half of a two-term sequence aimed at increasing the student's proficiency in the four basic language skills – listening, speaking, reading, and writing – in modern Indonesian. Although increasing emphasis is given to the development of reading and writing skills, listening and speaking constitute an integral part of the course which is conducted entirely in Indonesian. Vocabulary building and instruction in matters of cross-cultural sensitivity are of great import. The primary text used is keyed to a set of tapes for use in the language lab and concentrates on practical knowledge of the language. Supplementary materials introduce the student to reading modern Indonesian literature. Evaluation is based on classroom performance, homework assignments, tests, and a final exam. (Florida)
407. Elementary Sanskrit. (3). (FL).
At the time of publication this course is in the process of being renumbered to 110 and may have to be elected at CRISP under the new number.
This course begins work on elementary Sanskrit grammar and involves stories in Sanskrit which have been written to fit particular levels of grammar. The goal of the course is to enable the student to read and write basic Sanskrit. (Deshpande)
433. Intermediate Tagalog. S&SEA 314 or permission of instructor. (3). (FL).
At the time of publication this course is in the process of being renumbered to 207 and may have to be elected at CRISP under the new number.
This course is designed for the student who has some knowledge of Tagalog and who wishes to develop some fluency in spoken Tagalog and to be acquainted with Tagalog literature. It is part of a two-term sequence which is essentially a continuation of what has been learned in the first year but there will be more emphasis on reading and writing. Students who have not taken Elementary Tagalog (South and Southeast Asia 307) may take this course if they pass an evaluation test to be given by the instructor. The format will be as follows: two class hours a week will be devoted to readings and grammar review and one class hour a week will be devoted to guided conversation. Readings will be assigned and these will provide the framework for the discussion of grammatical points and question and answer sessions in Tagalog on the content. There will be written assignments, a midterm, and a final examination. By the end of the second year, students should have acquired sufficient competence to handle longer conversations, write brief letters, read certain plays, newspapers, magazines, etc. Course texts are: INTERMEDIATE READINGS IN TAGALOG, ed. by Bowen; TAGALOG REFERENCE GRAMMAR by Schacter and Octanes; and a Tagalog-English Dictionary. Supplementary readings will be assigned during the term. (Naylor)
501. Advanced Thai. S&SEA 402. (3). (FL).
This course is the first half of the two course sequence of Advanced Thai. The course is designed to improve students' proficiency in speaking, reading, writing, and comprehension of the Thai language. The course is flexible and tailored to suit students' needs and interests.
503. Advanced Indonesian. S&SEA 404. (3). (FL).
The course is the first half of a two-term sequence aimed at the further development of the student's proficiency in the four basic language skills – listening, speaking, reading and writing - in modern Indonesian. The course work is designed to improve the student's command of basic grammatical structures as well as to build advanced vocabulary. Socio-cultural orientation will increase the student's familiarity with the important socio-linguistic aspects of Indonesian language use. The course stresses active manipulation of a practical vocabulary for both formal and informal language situations. Readings further the student's exposure to modern Indonesian literature. Evaluation is based on classroom performance, homework assignments, tests and a final exam or project. (Florida)
507. Advanced Sanskrit. S&SEA 507. (3). (FL).
At the time of publication this course is in the process of being renumbered to 310 and may have to be elected at CRISP under the new number.
This course begins work on advanced grammar of classical Sanskrit and also involves reading simple stories, parts of Sanskrit dramas and other similar classical literary texts. The goal of the course is to prepare the student to read non-technical classical Sanskrit. (Deshpande)
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