Most RC courses are open to LSA students and may be used to meet distribution requirements.
105. Logic and Language. (4). (N.Excl).
Argument is the focus of this course, both in symbols and in language. We deal with the forms of arguments, the applications of them, what makes them valid or invalid, weak or strong. We do this in two concurrent ways: a) Microcosmically, we examine the structure of arguments, what makes them tick. In the deductive sphere we deal with the relation of truth and validity, develop logic of propositions, and enter the logic of quantification. In the inductive sphere, we deal with argument by analogy, and causal analysis, and with elementary probability theory. b) Macrocosmically, we do the analysis of real arguments in controversial contexts, as they are presented in classical and contemporary philosophical writing: ethical arguments (in Plato); argument about religion (in Hume) and about knowledge (in Descartes); political argument (in J.S. Mill); and legal arguments as they appear in Supreme Court decisions. In all cases both substance and form are grist for our mill. Time demands on students are substantial. Class periods (two 1-hour meetings and one 2-hour meeting each week) are a mixture of lecture and discussion. Open to all LSA students. (Cohen)
300. Writing and Theory. Not open to freshmen. (4). (Excl).
This course is designed for students interested in improving their writing. It is not a creative writing course; rather, the emphasis is on personal narrative – on writing about people, experiences, reflections, opinions from the perspective of the writer. Students will be encouraged to write in the first person active voice, e.g., "I think...," rather than "It was thought that...." We will look at essays by modern authors (e.g., Orwell, White, Woolf, Thoreau, Didion), but the primary emphasis will be to write, write, and rewrite – an essay each week. Constructive criticism will come from other students in the class as well as from the instructor in bi-weekly conferences. Texts are Strunk and White, ELEMENTS of STYLE, and EIGHT MODERN ESSAYISTS, 4th EDITION, editor William Smart. (Robertson)
190. Intensive French I. No credit granted to those who have completed French 100, 101, 102, or 103. (8). (FL).
Intensive courses meet twice a day in lecture and discussion, four (five in Russian) days a week. Students may also become involved in language lunch tables, coffee hours, and other social events. There is a language laboratory in the College, and the language teachers are available for advising and additional help. If a student begins a new language, proficiency is normally attained in one year through the Residential College program. The goal of this course is to provide the student with a basic but solid knowledge of grammatical structures and syntax, a functional vocabulary, a familiarity with intonation patterns and native pronunciation, and practice in speaking and writing. Upon completion of this course the student can understand simplified written texts or short spoken passages without the aid of a dictionary, and carry on a short, elementary conversation.
191, 193, 194. For information on these intensive language courses (191: German; 193: Russian; 194: Spanish) see description for 190 (above).
290. Intensive French II. Core 190. No credit granted to those who have completed French 230, 231, or 232. (8). (FL).
The goal of this course is to expand vocabulary and mastery of grammatical structures and syntax to the level of competency required to pass the Proficiency Exam. This entails communication with some ease in speaking and in writing with a native speaker and understanding the content of a text of a non-technical nature (written and spoken), and presenting a general (non-literary) interest.
291, 294. For information on these intensive language courses (291: German; 294: Spanish) see description for 290 (above).
320. Seminaire en français. Proficiency test. (4). (Excl). May be repeated for credit.
Section 001. See description in the RC Counseling Office, 134 Tyler.
Section 002. See description in the RC Counseling Office, 134 Tyler.
Section 003. See description in the RC Counseling Office, 134 Tyler.
321. Readings in German. Proficiency test. (4). (Excl). May be repeated for credit.
See description in the RC Counseling Office, 134 Tyler.
324. Readings in Spanish. Proficiency test. (4). (Excl). May be repeated for credit.
SECTION 001. See description in the RC Counseling Office, 134 Tyler.
SECTION 002. See description in the RC Counseling Office, 134 Tyler.
269. Elements of Design. (4). (Excl).
This course provides non-art concentrators with the opportunity to practice, as well as study, visual skills. It attempts to give students a broad experience through (1) exposure to art history, anthropology and art, and the psychology of visual perception, presented in slide lectures; (2) technical mastery of a range of media, including pencil, charcoal, and paints; (3) development of creative and technical skills, and (4) critical assessment of works of art during class discussions and critiques. During the first part of the course students acquire a visual vocabulary by working with the basic elements of design, including line, shape, tone, texture, perspective, balance, and color. Students complete projects dealing with these visual elements. During the final part of the course students apply their new visual skills to longer, more complex projects. Students are evaluated individually on their progress and the quality of their projects. Class critiques are frequent, and attendance is mandatory. (Savageau)
285. Photography. (4). (Excl). Materials fee.
An introduction to the medium of photography from the perspective of the artist. It includes an overview of photography's role in the arts, the development of an understanding of visual literacy and self-expression as they relate to the photographic medium, and the development of basic technical skills in black and white and color photographs. A visual emphasis is maintained in both presentation and course work, and the student works with the medium towards a goal of personal expression. (Hannum)
287. Printmaking. (4). (Excl). Materials fee.
Developing an understanding of the art of printmaking through lectures, demonstrations, practical studio experience, examples, and individual and group discussions. The course will focus on creating original prints, exploring images, visual ideas, and the possibilities of self-expression. Emphasis will be placed on linoleum cut, wood-block, and silk-screen techniques. Field trips to several area museums will be part of the class experience. Approximately eight projects will be assigned. A sketchbook/notebook is required. Class attendance is mandatory, as well as lab time spent outside the scheduled class period. There will be a studio lab fee. (Cressman)
289. Ceramics. (4). (Excl). Materials fee.
This course presents basic problems in forming clay, throwing and handbuilding techniques, testing, preparing, and applying glazes, stacking and firing kilns, and operating a ceramics studio. Students are required to learn the complete ceramic process and the assumption of studio responsibilities and regular class attendance is mandatory. The theory, practice, and history of ceramics are integral parts of this study and are used to encourage individual sensitivity to the material. There will be a studio fee. (Crowell)
236/Film Video 236. The Art of the Film. (4). (HU). A fee is assessed to help defray the costs of film rentals.
Through lectures, demonstrations and discussions, we analyze the psychological and dramatic effects of various film elements and techniques (e.g., camera movement, sound, pacing, lighting, lenses, acting, special effects), and note film's technological history. Two evenings a week we view films which make outstanding use of these elements and techniques, and during Friday discussions we interpret these films and discuss the success with which they employ the particular element or technique presented in lecture. Students write five two-page exercises, a ten page analysis of a current movie, and a final exam. A lab fee of $30.00 is assessed to pay for the film rentals. (Cohen)
291. The Experience of Arts and Ideas in the Nineteenth Century. (4). (HU).
This course will offer a broad introduction to the larger developments in European art and cultural history of the period, including fiction, drama, poetry, painting, architecture, and music. Among the principal figures discussed will be Wordsworth, Keats, Soane, Gericault, Delacroix, Beethoven, Berlioz, Buchner, Turner, Flaubert, Monet, Dickens, Wagner, Van Gogh, Cezanne, Ibsen, Zola. (Crow)
311. Intellectual Currents of the Renaissance. Sophomore standing or permission of instructor. (4). (HU).
THE WORLD OF RABELAIS. This course will be devoted to a close reading and analysis of the five books of Rabelais, called GARGANTUA AND PANTAGRUEL. In our analysis, we will address problems of narrative structure ("story" and "discourse"), narrative space (symbolic versus illusionistic), and myths of authorship, originality, and literary genealogy that are both embodied in and problematized by this narrative. We will also explore Ancient, Medieval, and Renaissance constructions of madness (ecstasy, folly, melancholia) in order to see to what extent they have determined Rabelais' narrative. Because this course is interdisciplinary, we will compare Rabelais' text with selected works by four Renaissance painters, Bosch, Titian, Brueghel, and Durer. How does narrative unfold in visual space? What are the similarities and differences between verbal and visual space? What is the connection between vision and madness? Finally, we will probe these works for evidence of a significant contradiction: as both exponents and critiques of humanism, as simultaneously promulgating and undermining the Renaissance myth of rebirth. Texts: Rabelais GARGANTUA AND PANTAGRUEL (five books), Plato THE SYMPOSIUM, THE LITTLE FLOWERS OF ST. FRANCIS, THE LIFE OF CHRISTINA THE ASTONISHING. Visual Arts: Hieronymus Bosch, Titian, Pieter Brueghel, Albrecht Durer. (Sowers)
214. Fundamentals of Narrative Fiction. (4). (HU).
"Once upon a time..." This phrase places us at the threshold of a fictional world and leads us to expect...what? How does the writer of stories exploit our expectations and shape our responses while enticing us to enter? Why do we care intensely about events and people that are made up of nothing but words on a page? How do we as readers participate in producing the fictional text? These are a few of the questions we will ask while exploring some of the vast territory covered by fictional narrative and thinking about it as a distinctive literary form. We will read carefully several complex classics like CRIME AND PUNISHMENT (Dostoevsky), THE TRIAL (Kafka), and short stories by Chekov, Faulkner, and Joyce, but also take a quick look at examples of popular fiction – mysteries, a Western, and a romance – to consider the relationship between fictional formulas and social values. Through SONG OF SOLOMON (Morrison) and THE WOMAN WARRIER (Kingston) we will examine the role of stories in relation to problems of culture and identity. Finally, we will discuss works of fiction that play with narrative conventions and comment on their own nature: KISS OF THE SPIDER WOMAN, (Puig) and stories by James, Barth, Borges. Requirements: some in-class writing, 3 short papers, midterm and final. No prerequisites, but a love of reading is helpful. (Feuerwerker)
318. Critical Approaches to Literature. (4). (HU).
First, this course will offer a basic introduction to the Freudian and Jungian theory of human psychology and psychopathology: the nature of the personal and impersonal unconscious; theories of the instincts and their transformation; the development and function of the ego; the mechanisms of defense and repair; and theories and methods for the interpretation of dreams and works of art. Second, this course will conclude with two studies in applied psychoanalysis. 1. Kafka and Freud: Kafka's childhood and his relationship to his father will be examined in light of the trauma of the bourgeois nuclear family as described by Freud. Also, the Freudian theory of dream interpretation will be applied as a technique for the analysis of Kafka's literary fantasies of guilt, punishment and suicide. Texts: Freud's THE INTERPRETATION OF DREAMS; Kafka's short stories and THE TRIAL. 2. Hesse and Jung: "The search for identity" of Hesse's protagonists will be examined in the perspective of Jung's individuation process, the persona, the shadow, archetypes of the Collective Unconscious, and man's quest for mystical illumination. Texts: Selections from THE PORTABLE JUNG; Hesse's SIDDHARTHA and STEPPENWOLF. Kafka's and Hesse's lives will also be analyzed from the perspective of theories of neurosis and artistic creativity. Midterm and final exam. (Peters)
360. The Existential Quest in the Modern Novel. Junior/senior standing, or permission of instruction. (4). (Excl).
"God is dead. God remains dead. And we have killed him." (Nietzsche) "If there is no God, then everything is permitted." (Dostoevsky) "Everything that exists is born without reason, continues to live out of weakness, and dies by chance." (Sartre) Existentialism combines the investigation of major issues in the history of Western philosophy with daily problems of intense personal concern. In this course, existentialism will be viewed as a literary as well as a philosophical movement united by a number of recurrent and loosely related themes. (1) Theological: the disappearance of God; the condition of being "thrown" into an indifferent and ultimately absurd universe; man's encounter with nothingness beneath the floor of everyday reality revealed when familiar objects and language drop away. (2) Psychological: mans' imperfection, fragility, and loneliness; the feeling of anxiety and despair over the emptiness of life and the terror of death; arguments for and against suicide; human nature as fundamentally ambiguous and hence not explicable in scientific thought or in any metaphysical system; the absence of a universally valid morality; and human nature as undetermined and free. (3) Social: man's rebellion against the inhumanity of social institutions that suffocate the "authentic self"; the escape from individual responsibility into the "untruth of the crowd." (4) Finally, man's various attempts to transform nihilistic despair into a creative affirmation of life. Philosophic texts by Pascal, Kierkegaard, Nietzsche, Buber, Jaspers and Heidegger; fiction by Dostoevsky, Tolstoy, Camus, Sartre, Rilke, and Kafka. Midterm and final examinations and one term paper. Texts include: Philosophy: Pascal, PENSEES; Kierkegaard, THE CONCEPT OF DREAD, Nietzsche, THUS SPOKE ZARATHUSTRA; Buber, I AND THOU; Camus, THE MYTH OF SISYPHUS; Heidegger, THE WAY BACK INTO THE GROUND OF METAPHYSICS. Fiction: Dostoevsky, NOTES FROM UNDERGROUND; Tolstoy, THE DEATH OF IVAN ILYICH; Conrad, THE HEART OF DARKNESS; Kafka, THE CASTLE; Sartre, NAUSEA; Camus, THE PLAGUE. (Peters)
410. Upperclass Literature Seminar. (4). (HU). May be repeated for credit.
SECTION 001. FATHERS AND SONS. Relationships between fathers and sons are at the center of some of the world's major myths and literature: Uranus is overthrown and castrated by his son Kronos, King Priam braves death to retrieve his son's corpse, Hamlet sacrifices his life to revenge his beloved father's murder, Kafka writes a letter to his father charging him with maiming him psychologically. The novels, plays, short stories, essays, poems and films we will read or see this term present a variety of father-son relation- ships, some in which the father and soon relate harmoniously, some in which the father is unable or unwilling to provide sufficient love for the son or to recognize his achievements or independence, some in which the son rebels or escapes from a father who makes excessive or unfair demands. So fraught with feeling and explosive are these relationships and conflicts that sometimes the behaviour of either party can be surprising and embarrassing. SAMPLE TEXTS: Freud on the Oedipal Complex, Eugene O'Neill's LONG DAYS JOURNEY INTO NIGHT, Alan Paton's CRY THE BELOVED COUNTRY, Arthur Miller's THE DEATH OF A SALESMAN, Warick Deeping's SORRELL AND SON, Turgeniev's FATHERS AND SONS, Keri Hulme's THE BONE PEOPLE, Saul Bellow's SEIZE THE DAY, Ingmar Bergman's THROUGH A GLASS DARKLY, O'Connor's THE GREAT SANTINI. Students will write two papers, a midterm and final exam. Film showings will be at night. (Cohen)
SECTION 002. EAST BY WEST AND WEST BY EAST: IMAGES IN CONTRAST. To explore the nature, intention, and reasoning formulating the contrasting images and portrayals of the East by the West and the West by the East through a study of modern fiction in English and of the western visual arts (painting, cinema, TV), as well as of the modern fiction and the visual arts from Asia, Africa, and the Caribbean. Reading of non-fictional writings of Marx, Mill, Carlyle, Barthe, Fanton, and Said will constitute the initial framework to critically examine the differences in attitude, treatment, and conceptualization pertaining to people and customs, institutions, and cultures. The study will combine both aesthetic (style, form, characterization), and philosophic (structuralist, phenomenological), Marxist approaches to the analysis of literary and artistic works by Kipling, Conrad, Cary, Forster, Orwell, Hemingway, Bellow, Delacroix, Gauguin, for example, from the west; and from the east, Maipual, Jhabvala, Juminer, Aidoo, Selvan, Salih. What are the ideational and ideological formulations behind such portrayals in arts and literature? What value in art and culture? What about cultural conditioning? What does "orientalism" imply? How does one gather and interpret knowledge of the "other"? The reading material and the particular approach would challenge us to re-evaluate the relationship of art, literature, and ideology, to reexamine the traditional critical assumptions about art, literature and culture, to be aware of alternate critical instruments in analyzing them, to gain some understanding of phenomenological issues pertaining to the notions of "I-Thou," "the Other," territoriality, the appropriation and interpretation of knowledge and history, and finally, to probe our own patterns of thinking, feeling, and behavior with regard to what is separate and different. An important benefit for the students will also be their introduction to some of the finest creative work done in Africa, Asia, the Caribbean, and the Arab world. (Patnaik)
220. Narration. Permission of instructor. (4). (Excl).
Suggested assignment: 1250 words of prose fiction every two weeks. The class meets as a group up to two hours per week. Collections of short fiction and short novels by established writers are read and discussed. Every student meets privately with the instructor each week. (Hecht)
221. The Writing of Poetry. Permission of instructor. (4). (Excl).
The amount of poetry each student is required to submit is determined by the instructor. The class meets three hours per week as a group. Students' poems are presented to the class for appraisal and criticism. In addition, each student receives private criticism from the instructor every week. Contemporary poetry is read and discussed in class for style. Students are organized into small groups that meet weekly. (Mikolowski)
222. Writing for Children and Young Adults. (4). (Excl).
Individualized instruction, group discussions and readings aim at the development of original story ideas and the perfection of narrative techniques relevant to the authorship of children's books. Preliminary assignments - picture book, folklore-narrative, and media – prepare each student for a self-directed final project. No prerequisites; however, a thorough reading background in children's books – or the willingness to compensate for its lack – is presumed. Please do NOT take this course expecting "lectures" about children's books or child development. This is a writing course emphasizing story-writing skills and aesthetics. (Balducci)
325. Creative Writing Tutorial. Hums. 221 or 320, and permission of instructor. (4). (Excl).
SECTIONS OO1, OO2, AND 003. Tutorials allow students whose writing has attained a high degree of sophistication to work in an extended project under close supervision. Tutorials also provide an opportunity for students who want to write, no matter how sophisticated their work, to have their efforts recognized both with constructive criticism and academic credit. Reading may or may not be assigned, depending upon the background needs of the individual student. Tutorial students meet privately with the instructor each week. Permission of instructor is required. (Hecht, Mikolowski, Balducci)
SECTION 004. This tutorial will consist primarily of journal writing in connection with the New England Literature Program Fall Semester in New England. Permission of instructor is required. (W. Clark)
326. Creative Writing Tutorial. Hums. 221 or 320, and permission of instructor. (4). (Excl).
See RC Humanities 325. (Hecht, Mikolowski, Balducci)
425. Creative Writing Tutorial. Permission of instructor. (4). (Excl).
See RC Humanities 325. (Hecht, Mikolowski, Balducci)
426. Creative Writing Tutorial. Permission of instructor. (4). (Excl).
See RC Humanities 325. (Hecht, Mikolowski, Balducci)
280/English 245/Theatre 211. Introduction to Drama and Theatre. (4). (Excl).
See Theatre and Drama 211. (Walsh)
390. Special Period and Place Drama. Hums. 280 or permission of instructor. (4). (Excl). May be repeated for credit.
ART AND POLITICS IN IMPERIAL AND WEIMAR GERMANY. Between 1890 and 1930, Germany went through an enormous cultural, social, and political upheaval which culminated, artistically, in one of the richest periods of innovation and experiment in the 20th century (the Weimar years) and, politically, in one of the most murderous regimes of modern times (National Socialism). This course explores the interrelationship of art and politics in this era, seeking to understand how social and cultural crises worked themselves out dialectically in creativity and destruction. To gain focus, we will concentrate primarily on the art of theatre and film and on the development of political thought, although we will take up representative visual artists and consider key political events of themes in the history of the Empire, the First World War, and the Weimar Republic. For the imperial period, readings will include selections from Nietzsche, Max Weber, Gerhardt Hauptmann, Heinrich Mann, and Expressionist drama; for the period of the 1920s, readings will include works by Georg Kaiser, Bertolt Brecht, Erwin Piscator, Oswald Spengler, and Walther Benjamin, as well as a number of films from the period including THE CABINET of DR. CALIGARI, METROPOLIS, and KULHE WAMPE. There will be two lectures and one section meeting a week. Walsh's section will concentrate on drama and its development in the period; Bright's section will focus on historical and political matters. In addition, there will be a series of evening sessions, on Tuesday nights, for film showing, guest appearances, and scene work. All students will be expected to do some work on stage. Two papers and participation in an end-of-term project will be required. (Walsh and Bright)
485. Special Drama Topics. Sophomore standing. (1-2). (Excl). Offered mandatory credit/no credit. May be repeated for a total of 4 credits.
See description in the RC Counseling Office, 134 Tyler. (Walsh)
250. Chamber Music. (1). (Excl). Offered mandatory credit/no credit.
All students who are interested in participating in small vocal and instrumental ensembles can enroll for one hour of credit. Ensembles have included: madrigal singers (meeting time has been M 6-9:00); mixed ensembles of strings and winds (meeting T 6-9:00); brass quintet; intermediate recorder ensemble; string quartet; woodwind quintet; and some other duos and trios. Responsibilities include 3-4 hours of rehearsal time per week (some individual and some group rehearsal) and participation in one or more chamber music concerts per term, if appropriate. (Barna)
251. Topics in Music. (4). (HU).
HANDEL AND HIS ERA: A study of the music, life, and times of George Frederic Handel. A major composer around the first half of the eighteenth century. Handel lived and worked in Germany, Italy and England. The course will tie together contemporary musical, artistic, and political aspects of where he lived. No music reading skills are necessary. Listening examples will be taken from Handel's operas, oratorios, keyboard, and chamber music, and we will attend a performance of the oratorio "Messiah" given in early December by the U-M Choral Union. Readings will be taken from contemporary accounts. There will be a midterm, a final, and an individual or team project which will be created by the students according to their backgrounds and interests. The text is HANDEL by Christopher Hogwood (1984, in paperback). (Halsted)
253. Choral Ensemble. (1). (Excl). Offered mandatory credit/no credit.
The Residential College Singers is a choral ensemble open to any interested member of the University community, including but not limited to Residential College students, CEW students, and residents of East Quad. The class focuses on improving singing and music reading skills, interpreting choral works, and preparing music for performance. The course may be elected each term for credit and will satisfy the arts practicum requirement. Grades are not given; credit is based primarily on regularity of attendance. No audition or prerequisites are necessary. (Schrock)
254. The Human Voice as An Acoustical Instrument. (4). (Excl).
BASIC TECHNIQUES FOR SINGERS AND ACTORS AND THE ALEXANDER TECHNIQUE. This course is open to any student who wants to develop the vocal instrument for speaking and singing, to sing more comfortably, and to maintain a healthy voice. The course is directed toward singers (with or without previous vocal training), speech and drama students, and actors. Most voices are undeveloped (or underdeveloped) in a mechanical sense, yet we can learn how to develop our vocal equipment for whatever our own purpose. Because our voices are housed within, we must consider the whole voice-body-mind as the subject of our study. Ms. Heirich is a STAT and NASTAT- certified teacher of the Alexander Technique, and this work will inform all that we do in the course. Be prepared to schedule large and small group, as well as individual sessions during these blocks of time: Monday 1-3:30, Wednesday 12:30- 4:30, and Friday 1-3:30. There will be one text, many optional readings, daily preparations, and an individual term project required. Among the required readings will be "Miracles Usually Can't be Learned," a basic vocal text by Jane Heirich, available at Kinko's as a course pack. (J. Heirich)
310/Women's Studies 312. Gender and Science. An introductory course in natural science, engineering, social sciences or women's studies. (4). (N.Excl).
This course introduces students to the complex relationships between women and science, and emphasizes both pragmatic and theoretical approaches. The course will examine the history of women's participation in the sciences and the social and cultural factors that have contributed to their underrepresentation. The course is intended for students who are interested in the sciences, in women's experiences in nontraditional fields, and in the nature and ideology of science itself. In studying the lives of individual scientists and the patterns of women's participation in the sciences, students will gain an understanding of the ways in which the institution of science effects the condition of women both within science and within the larger culture that science helps to sustain. Students can expect to read six books, including P.G. Abir-am and D. Outram's UNEASY CAREERS AND INTIMATE LIVES: WOMEN IN SCIENCE, F. F. Keller's GENDER & SCIENCE, S. Harding's SEX AND SCIENTIFIC INQUIRY, and R. Bleier's SCIENCE AND GENDER: A CRITIQUE OF BIOLOGY AND ITS THEORIES ON WOMEN. Student evaluations will be based on a combination of three short (3-5 pgs.) papers, a research paper, and class participation. The class meets for three hours per week in a lecture/discussion format. ECB. (Sloat)
350. Special Topics. (1). (Excl). Offered mandatory credit/no credit. May be repeated for a total of 6 credits.
SECTION 001 – HEALTH and LIFESTYLE. THIS PARTICULAR TOPIC OF HEALTH AND LIFESTYLE MAY NOT BE REPEATED FOR CREDIT. This is a one credit short course consisting of six two-hour seminars exploring concepts of health promotion and personal responsibility for health. The course will cover subjects including: how people make decisions about their health, effective strategies for changing health-related behaviors, identification of areas in which individuals can take charge of treating illnesses, and specific health topics such as stress, nutrition, exercise, alcohol, and smoking. The course focus will be aimed toward students interested in changing personal health habits as well as those who may be considering health-related careers. The course will meet September 11 to October 16. (Sarris)
351. Special Topics. (2). (Excl). Offered mandatory credit/no credit. May be repeated for a total of 8 credits.
SECTION 001. PSYCHOLOGICAL DEVELOPMENT DURING YOUNG ADULTHOOD. Drawing on psychological theory, literary accounts, and interview data, this course explores patterns of personal development during young adulthood. Among the covered topics are: the process of leaving home, changing relationships with parents, anxiety and depression in development, patterns of friendship and intimacy, identity and career choice, involvement in social issues, and the development of an integrative life purpose. In addition to lectures, readings, and class discussion, the class will draw heavily on interviews to be conducted by the students themselves. Through analysis of these interviews, the class will be involved in CREATING psychological theory – not only learning and applying it. (Greenspan)
430. Perspectives on High Technology Society. Upperclass standing. (4). (Excl).
PERSPECTIVES ON HIGH TECHNOLOGY: THE THEORY AND PRACTICE OF SCIENCE. This course examines two types of literature on the nature of science that are important for understanding the social use of modern science. On the one hand, we shall examine selected works in recent history and sociology of science that have emphasized the permeability of the procedures and conclusions of science to social and cultural influences, and have, as a result, also challenged the traditional positivist claim that science offers a way to give a true account of reality undistorted by extra-scientific factors. On the other hand, we shall investigate the use of science in policy decisions on technological risks, environmental hazards, and military threats, in which it is frequently assumed that science can provide an authoritative basis for policy. The differences in perspective between these approaches to scientific claims will be explored. In particular, the course addresses a general philosophical problem that social constructivist approaches to science tend to produce: if science can only be understood relative to the society and culture in which it is embedded, does this mean that it is impossible to compare and evaluate scientific claims? Can science provide definitive answers to technical issues associated with policy making and if not, how can/should science be used in policy making? We shall explore answers to these questions by examining several case studies in the use of science in policy making, including the following: the assessment of the carcinogenicity of the pesticides aldrin and dieldrin in the United States and the United Kingdom; the assessment of the hazards of recombinant DNA technology in the United States and the United Kingdom; the controversy over U.S. allegations of Soviet use of toxin weapons ("yellow rain") in Southeast Asia and the interpretation of military research in the biological sciences in the 1980s. This is an upper-level course designed primarily for seniors in science or social science. Readings (tentative): Michael Mulkay, SCIENCE AND THE SOCIOLOGY ON KNOWLEDGE, (1979); Robert Young, DARWIN AS METAPHOR: NATURE'S PLACE IN VICTORIAN CULTURE (1986); Bruno Latour and Steve Woolgar, LABORATORY LIFE: THE CONSTRUCTION OF SCIENTIFIC FACTS 2nd ed. (1986); Sharon Traweek, BEAMTIMES AND LIFETIMES: THE WORLD OF HIGH ENERGY PHYSICISTS (1988); Sandra Harding, THE SCIENCE QUESTION IN FEMINISM (1986); Karin Knorr and Michael Mulkay (eds.) SCIENCE OBSERVED (1983); Martin Hollis and Steven Lukes (eds.) RATIONALLY AND RELATIVISM (1982); Sheldon Krimsky and Alonzo Plough (eds.) ENVIRONMENTAL HAZARDS: COMMUNICATING RISKS AS A SOCIAL PROCESS (1988). (Wright)
450. Science and Social Responsibility. (4). (Excl).
SCIENCE AND STRATEGY IN THE NUCLEAR ARMS RACE. This course will examine in historical detail how advances in science and technology affect nuclear strategies and the possibilities of nuclear war or disarmament. The course begins with the early days of the arms race when the United States had a monopoly on nuclear technology and hardware, through the days of effective parity, to the present day when counterforce weapons are actively considered in first use, limited and prolonged nuclear war, and the disarming first strike options. At all points, the interaction between technical capabilities and political strategies will be emphasized. The course will cover not just some technical aspects of nuclear weapons, technical weapons, but also the central role that they play in foreign policy. Also emphasized will be an analysis of the divergent stands of various governments and groups (including scientific groups and protest movements) as they promote or react to the new technological possibilities. The goals are: 1) to increase students' understanding of the nuclear arms race and its connection to overall foreign affairs; 2) to discuss how, where, and by whom nuclear policy might be affected, and 3) to stimulate thinking about the social responsibilities of scientists and professionals in general. (Axelrod)
263/Urban Planning 263. Energy and the Environment. (4). (NS).
ENERGY AND ENVIRONMENT. This course introduces the concepts of energy and the environment, which then serve as a basis for discussion of pollution, scarcity of resources, possible technological catastrophe and man's future. Basic science and the political-economic aspects of problems and possible solutions are emphasized. Topics include alternative energy sources, the ultimate limit to consumption of resources, risks associated with nuclear power, and fossil fuel resources. Possible energy futures for America and their implications in terms of life-styles, policies and ethical considerations are explored through lectures, discussions, and simulation games. Only rudimentary concepts in science and mathematical reasoning are assumed. Prerequisites: 2 1/2 years of high school math. (Jones)
270. New Biotechnology: Scientific, Social and Historical Perspectives. High school biology or permission of instructor. (4). (N.Excl).
SCIENTIFIC, SOCIAL AND HISTORICAL PERSPECTIVES. This course examines the development of genetic engineering and other new biogenetic technologies that provide powerful methods for controlling and modifying lifeforms. The principal goal of the course is to provide a broad historical perspective on the emergence and development of a new "high-technology" field, one that emphasizes the contexts in which the field has evolved, the forces that have affected both promotion and control of the field, and the terms on which the field has advanced. The introductory sessions examine the underlying theory of molecular biology that provides the concepts and models on which biogenetic technologies are based. Later sessions examine details of the techniques and the history of their development. Finally, the course explores the social and ethical issues associated with industrial, agricultural, medical and military applications of these fields. Required reading: James Watson and John Tooze (eds.), THE DNA STORY: A DOCUMENTARY HISTORY OF GENE CLONING (San Francisco: W.H. Freeman, 1981; David Freifelder (ed.), RECOMBINANT DNA: READINGS FROM SCIENTIFC AMERICAN (San Francisco: W.H. Freeman, 1978); Sheldon Krimsky, GENETIC ALCHEMY (Cambridge, Mass.: MIT Press, 1982; Edward Yoxen, THE GENE BUSINESS (New York: Harper and Row, 1983); Marc Lappe, THE BROKEN CODE (San Francisco: Sierra Club Books, 1984). (Wright)
230. Alternative Approaches to Economic Development. (4). (SS).
This course focuses on the economies of Africa, Asia, and Latin America, on the changes that their past involvement in the global economy has brought, and the possibilities for the future. It focuses on alternative ways of thinking about the economy, on the insights and limitations of each approach when confronted with concrete experiences, and on the relationship of social science analysis to practical programs. The theories of neo-classical economics, dependency theory, and Marxism will each provide a focus for examining, re-examining, and comparing different historical and contemporary experiences of economic change. The course stresses that development economics – like other branches of social science – is not a technical problem of how to achieve a goal on which all agree, but a matter of conflicting approaches to basic questions. Aimed at freshmen and sophomores, the course will juxtapose different theories against different case studies, the discipline of history against economics, and the possibilities for future changes against the experiences of the past. It should provide an introduction to theory and analysis in the social sciences as well as an examination of a particularly important issue. Two five-page papers, and a final (take-home) exam will be required. (Cooper)
360. Social Science Junior Seminar. Upperclass standing. (4). (Excl). May be repeated for credit.
SECTION 00l. RACE, GENDER & CLASS IN THE U.S. SOUTH. From Appalachia to the piedmont, the southern U.S. provides us with a richly complex arena in which to examine the interplay of race, class, and gender. Using contemporary and historical sources, we will look at the differential impact of social, economic, and political institutions on Blacks and whites, women and men in the South during slavery, industrialization, agricultural change, and regional diversification. We will pay particular attention to periods of labor conflict and social upheaval and the various forms of resistance to class, racial, and gender domination by workers, Blacks, and women on the land, in mill towns and coal camps, and in cities. Readings will be drawn from history, social science, oral history and autobiography; films/videos and guest speakers will also be part of the format that will depend heavily on discussion. (Frankel)
SECTION 002. CULTURE AS ENVIRONMENT-THIS IS OUR LAND: ETHNIC LAND SYSTEMS IN STRUGGLE. In this course, we will together study two cases where Native American ethnic groups are embattled, struggling to preserve their farmlands from encroachment and seizure by others with different world views. During the latter part of the course, students will do individual research projects which they will report to the class. This course has both a substantive dimension and a methodological dimension. The two cases we will study are the resistance of the Yanomamo and Kaiapo groups in Brazil's rainforest and that of the Hopi and Dineh (Navajo) in the United States' Southwestern drylands. These conflicts have escalated in the past 10 years. While learning ethnically-sensitive comparative systems analysis, we will focus on the roles and actions of politicians who in some way control the governments involved. Framing questions include: How do ethnic cultural patterns shape groups' relationships to their environments, especially the plant, animal and land communities which support them? What happens when groups come into conflict over land? Can "economic development" ever be compatible with established land systems? We will also need to consider how ethnic groups shape their world views and thus their perceptions of their environments, construct geographies, conceive of human beings as part of the natural and supernatural universes, organize their territories, and use technology to exploit land resources. Students should expect to investigate land struggles involving Native American groups. To do their research, they will be expected to use the method of ethnically-sensitive comparative systems analysis introduced in the two cases studied in common. Students are required to participate fully in class sessions and work, and to write 2 short papers and one long research paper. (Larimore)
SECTION 003 – ART AND POLITICS IN GERMANY 1890-1933. Between 1890 and 1933, Germany went through an enormous cultural, social, and political upheaval which culminated, artistically, in one of the richest periods of innovation and experiment in the twentieth century (the Weimar years) and, politically in one of the most murderous regimes of modern times (National Socialism). This course explores the interrelationship of art and politics in this era, seeking to understand how social and cultural crises worked themselves out dialectically in creativity and destruction. To gain focus, we will concentrate primarily on the art of theater and film and on the development of political thought, -although we will take up representative visual artists and consider key political events or themes in the history of the Empire, the First World War, and the Weimar Republic. For the imperial period, readings will include selections from Nietzsche, Max Weber, Gerhardt Hauptmann, Heirich Mann, and Expressionist drama; for the period of the 1920s, readings will include works by Georg Kaiser, Bertolt Brecht, Erwin Piscator, Oswald Spengler, and Walther Benjamin, as well as a number of films from the period, including THE CABINET of DR. CALIGARI, METROPOLIS, and KULHE WAMPE. There will be two lectures and one section meeting a week. Walsh's section will concentrate on drama and its development in the period; Bright's section will focus on historical and political matters. In addition, there will be a series of evening sessions, on Tuesday nights, for film showings, guest appearances, and scene works. All students will be expected to do some work on stage. Two papers and participation in an end-of-term project will be required. (Bright and Walsh)
SECTION 004. EXPLORING ALTERNATIVES TO CAPITALISM. This course is designed for students who are familiar with radical political-economic analysis and criticism of capitalist societies, and who wish to explore other forms of socioeconomic organization that have been proposed or established in an effort to overcome some of the perceived shortcomings of capitalism. We will review (briefly) the kinds of critiques that have been leveled at capitalist societies, and examine (at greater length) various conceptions of socialism advanced by critics of capitalism – from Karl Marx to contemporary socialist thinkers and activists. We will consider from a theoretical perspective the problems raised by efforts to develop alternatives to such basic capitalist institutions as private property and the market. Finally, we will examine the real-world experience of a number of different actually existing alternatives to capitalism as we know it in the United States – including Western European social democracy, Eastern European "market socialism," and various micro-level efforts to establish more cooperative and egalitarian modes of production. Prerequisites for admission are RC Social Sciences 220 (Political Economy), Economics 407 (Marxist Economics), or permission of the instructor. The course will meet twice weekly for an hour and a half, and it will be organized partly in lecture and partly in seminar format; students will be expected both to participate actively in classroom discussion and to write papers on different topics addressed by the course. (Weisskopf)
460. Social Science Senior Seminar. Senior standing. (4). (Excl). May be repeated for credit.
SECTION 001. EVALUATION RESEARCH: EVALUATING NEW APPROACHES TO HEALTH CARE. How does one design, implement, and evaluate social experiments that offer new approaches to health care? American health care is going through major changes in the organization of health services, in the understanding of the health/disease process, and in the kinds of health services people use. Key interest groups in government and industry, as well as participants in alternative social movements, are actively exploring different ways to deal with health and disease in America. This research seminar will offer "hands-on" opportunity to participate in social research that is relevant to the changes currently underway. In this seminar students will read relevant literature concerning contemporary changes in health care policy and practice and social science approaches to evaluation research. They will have access to some current research data and an opportunity to work with research teams analyzing the effects of current worksite wellness programs. Seminar participants also will have an opportunity to participate in the design and grant-writing stages of a proposed, client- centered, national study of approaches being used by persons with AIDS, a study proposal that will introduce new strategies for evaluation research. (Heirich)
SECTION 002. BORN-AGAIN RELIGION AND CULTURE. Born again Christians in America today are, culturally, descendants of the Protestants who rejected "the domestication of religion" in the late nineteenth and early twentieth century. These Protestants, who came to be known as fundamentalists after 1910 and, more accurately, evangelicals after World War II, resisted various cultural, social, political and intellectual pressures to limit the influence of religion to their private lives, and within their lives, to church activities. For born- again Christians, religion is not a set of beliefs and ritual practices but a total way of life. This course surveys born-again religion and culture in America and its history in this century. Topics, figures and traditions we will cover include: the Pentecostal-Holiness movement; fundamentalist Baptists; the Black gospel music movement; charismatic Catholics and Episcopalians; self, family and sex among fundamental Christians; Bible institutes and parachurch organizations; the Scopes trial and the Moral Majority; Billy Sunday and Billy Graham. TENTATIVE books, in whole or part: Shirley Nelson, THE LAST YEAR OF THE WAR; Marshall Frady, BILLY GRAHAM; David Harrell, ALL THINGS ARE POSSIBLE; Tony Heilbut, THE GOSPEL SOUND: GOOD NEWS AND BAD TIMES; Hatch and Noll, Editors, THE BIBLE IN AMERICA. (Harding)
SECTION 003. PSYCHOLOGICAL ASPECTS OF CONFLICT, WAR, AND PEACE. Why do some crises escalate to violence and war, while others are peacefully resolved? This course will consider theory and research on psychological factors (such as motives, perceptions, and social interaction processes) underlying conflict, war, and peace. The course will begin with study of classic crisis that unexpectedly escalated to war – the outbreak of World War I. Then classic and modern works on psychological factors in conflict (by Freud, Jervis, McClelland, and others) will be surveyed. The validity and usefulness of these theories will be explored by comparing escalating crises to those that were peacefully resolved (e.g., the Cuban Missle Crisis of 1962), drawing on recent "crisis comparison" research. Students will develop their own research project, focusing on one or more crises of their own choice. These projects will involve systematic research using original materials (documents, diaries and memoirs, and/or the contents of mass media) to test or evaluate some theory or hypothesis about psychological or social factors underlying war. Comparative research, and working in the original language of the materials is strongly encouraged. TENTATIVE readings to be assigned include the following: Martel, THE ORIGINS OF THE FIRST WORLD WAR; Koch (ed.), GREAT POWER RIVALRY AND GERMAN WAR AIMS; Choucri and North, NATIONS IN CONFLICT: NATIONAL GROWTH AND INTERNATIONAL VIOLENCE; Freud, selected writings on aggression; McClelland, POWER: THE INNER EXPERIENCE; Holsti, CRISIS, ESCALATION, WAR; Jervis, PERCEPTION AND MISPERCEPTION IN INTERNATIONAL RELATIONS; research students from the "Correlates of War" project at the University of Michigan. (Winter)
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