Most RC courses are open to LS&A students and may be used to meet distribution requirements.
RESIDENTIAL COLLEGE WAITLIST PROCEDURES: Unless otherwise indicated, waitlists for all Residential College courses are maintained in the Residential College Counseling Office, 130 Tyler, East Quad. When a course fills, students should come to the RC Counseling Office to be placed on a waitlist. Policies and procedures for the waitlist will be explained then. Residential College students are given priority in all Residential College courses.
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 LS&A students. [Cost:1] (Cohen)
334. Special Topics. (4). (Excl).
CULTURAL TRADITIONS IN ART. This course will explore issues in aesthetics and culture, with particular reference to the variety of cultural influences on Korean art. An exact syllabus is not available at this time. (R. Sayers)
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 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. (Carduner)
191, 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. (Carduner)
291, 293, 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.
SEMINAIRE EN FRANCAIS, FAIRY TALES AND OTHER STORIES. Fairy tales help children to grow up with some assurance that all will end well. After Freud, psychologists and scholars, like Marc Soriano in France, have uncovered the deep meanings of fairy tales, and how they indirectly teach about despair, hopes and methods of overcoming tribulations and finding oneself. The structure of tales will also be examined with the theories of C. Bremond and his "Logique of Narration" that followed Propp's "Morphology of the Folktale." Perrault's tales, well known as "Les Contes de ma mere l 'Oye" will anchor this study; several tales and short stories by contemporary French writers will be examined for recurrence of traditional themes, symbolism and structural organization. Folk tales from cultures other than French will also be read: tales from Africa and from the Basque country. Assigned works: Charles Perrault HISTOIRES OU CONTES DU TEMPS PASSE, AVEC DES MORALITIES. Paris 1697, and a selection of tales, ancient and modern. Films: Jean Cocteau LA BELLE ET LA BETE Jacques Demy PEAU D'ANE. [Cost:1] (S. Carduner)
324. Readings in Spanish. Proficiency test. (4). (Excl). May be repeated for credit.
WOMEN IN LATIN AMERICA. This class will examine some of the crucial issues of women's existence in Latin America. The focus will be on a period of thirty years, between 1960 and 1990. Women in Latin America have been directly or indirectly affected by the social, political and economic changes which occurred over this period. They have participated fully in the creation of new forms of survival, resistance and social relations and understanding. In order to understand this process, we will use material published by Centers of Women Studies of different countries, we will use Literature written by women and films, poems and other material. Every effort will be made to include examples from Central as well as South America, as well as Mexico. (Moya-Raggio)
268. Introduction to Visual Thinking: Adventures in Creativity. (4). (Excl).
STUDENTS MUST ATTEND THE FIRST CLASS TO HOLD THEIR PLACES IN THE RESIDENTIAL COLLEGE ART COURSES.
INTRODUCTION TO VISUAL THINKING: ADVENTURES IN CREATIVITY. This is a studio course designed to develop and enhance visual thinking skills, flexible problem-solving strategies, and creativity. No previous art training is necessary. There will be daily activities designed to overcome perceptual and conceptual blocks and nurture creative strategies. Four longer 3-D projects will give students the opportunity to put these strategies into practice. Slides, lectures, readings and discussions about the creative process will supplement studio work. Cooperative learning in groups will be emphasized. Students will keep a comprehensive notebook of sketches and ideas, plus a daily log making explicit the creative strategies they use for a given problem. Major projects are equivalent to written exams. Readings include Roger von Oech, A KICK IN THE SEAT OF THE PANTS (Harper and Row, 1986) plus selected articles on visual thinking and creativity. [Cost:3] (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. [Cost:7] (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. [Cost:2] (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. [Cost:4] (Crowell)
236/Film Video 236. The Art of the Film. (4). (HU).
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. [Cost:2] (Cohen)
290. The Experience of Arts and Ideas in the Twentieth Century. (4). (HU).
MODERNISM AND ITS MYTHS. The period of class modernism in the first half of the 20th century saw an extraordinary amount of artistic and critical activity, much of it experimental or avant-garde in nature, entailing a radical break with the past. A coherent and finely articulated body of critical thought emerged which exercised, especially in the visual arts, considerable influence over how that art was understood and even, to a certain extent, how it was produced. Modernist theory emphasizes the autonomy of the work, its self-sufficiency and even indifference to other areas of human endeavor, such as literature, philosophy, or religion. The defining gesture was the "self-reflexive turn" – the work's centripetal reference to the materials and means of its own making. This gesture sought a state of innocent opacity. In some respects, modernist art criticism enacted its own project, and found itself removed from the work of artists it ostensibly represented. These artists remained persistently, if covertly, transparent to traditional sources of inspiration and reference; they invoked in ciphers and frames and major mirrors the guilty past from which modernist critics had attempted to liberate them. Modernist theory was a myth about art, and in many cases a myth quite different from the uneasy ones present at the numerous creations of the works themselves. In this interdisciplinary course, we will explore literature, the visual arts, and a selection of critical essays considered seminal in the study of modernism. Thomas Mann, DEATH IN VENICE; Rainer Maria Rilke, SONNETS TO ORPHEUS; Wassily Kandinsky, paintings and drawings; Virginia Woolf, TO THE LIGHTHOUSE; Henry Moore, sculpture and drawings; Barbara Hepworth, sculpture and drawings; William Faulkner, AS I LAY DYING; Jackson Pollock, paintings; Samuel Beckett, WAITING FOR GODOT; Mark Rothko, paintings and drawings. (C. Sowers)
313/Slavic 313. Soviet Cinema. (3). (HU).
See Slavic Film 313. (Eagle)
476/Chinese 476/Asian Studies 476. Writer and Society in Modern China. (4). (HU).
See Chinese 476.
310. Medieval Sources of Modern Culture. Sophomore standing or permission of instructor. (4). (HU).
During the medieval period, a major revision of the representation of the body in Western art took place. The Classical model, in which the body occurs as a form, an idea, or an illusion, is corrected, subverted, stood on its head, and sometimes abandoned altogether. Instead, the physicality of the body – interior space as well as surface, internal organs as well as outward appearance – becomes the paradigm for such literary genres as confession, song, narrative and meditation. Very often, the body is projected into these genres as the imaginative landscape within which they unfold. Even more, the body and its organic transformations become the site of verbal and visual figuration itself; they generate a rhetoric. This body does not always observe the usual syntax assigned to it by nature. It begins to speak an extravagant language: the skin is a book, tongues of fire burst from every side, hearts have mouths, bellies, hands and genitals flourish an array of musical instruments. Nor are the well-bred hierarchies of classical decorum preserved: humiliation, decay, the collapse of the body under the blows of violence, disease and time are all rhetoricalized with the intensity usually reserved for displays of power and invulnerability. In MEDIEVAL SOURCES, we will explore this new representation of the body in both literature and the visual arts. This interdisciplinary approach will involve the close reading of texts and the careful analysis of images. Our goal will be precisely to improve these skills, reading and looking, and to become both more sophisticated and more confident in the way in which we generate our own interpretations from the material. (Sowers)
318. Critical Approaches to Literature. (4). (HU).
PSYCHOANALYSIS AND MODERN EUROPEAN LITERATURE. 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)
410. Upperclass Literature Seminar. (4). (HU). May be repeated for credit.
SECTION 001. 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)
SECTION 002. This will be a literature seminar offered in conjunction with the New England Literature Program Fall Semester in New England. Permission of instructor is required. (Clark)
451/Russian 451. Survey of Russian Literature. A knowledge of Russian is not required. (3). (HU).
See Russian 451.
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. [Cost:1] [WL:3] (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. [Cost:1] [WL:3] (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)
320. Advanced Narration. Hums. 220 and 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)
325. Creative Writing Tutorial. Hums. 221 or 320, and permission of instructor. (4). (Excl).
SECTIONS OO1, OO2, 003 AND 004. 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. [Cost:1] [WL:3] (Hecht, Mikolowski, Balducci, Levin)
SECTION 005. 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. (Clark)
326. Creative Writing Tutorial. Hums. 221 or 320, and permission of instructor. (4). (Excl).
See RC Humanities 325. [Cost:1] [WL:3] (Hecht, Mikolowski, Balducci, Levin)
425. Creative Writing Tutorial. Permission of instructor. (4). (Excl).
See RC Humanities 325. [Cost:1] [WL:3] (Hecht, Mikolowski, Balducci, Levin)
426. Creative Writing Tutorial. Permission of instructor. (4). (Excl).
See RC Humanities 325. [Cost:1] [WL:3] (Hecht, Mikolowski, Balducci, Levin)
280/English 245/Theatre 211. Introduction to Drama and Theatre. (4). (HU).
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.
CURRENTS IN MODERN DRAMA, 1890-1930. This is a course in the drama that was written and performed in Western Europe between 1890 and 1930. Using the Irish Dramatic Movement as its main subject, the course will examine the drama, theatre styles, and theories which represent the early twentieth century's big aesthetic "-isms": Realism, Symbolism, Surrealism, and Expressionism. Playwrights to be read include Strindberg, Wedeking, Yeats, Synge, Wilde, Jarry, Apollinaire, Cocteau, Shaw, Chekhov, Pirandello, and surveyed through the prose writings of several of the playwrights and of the following theorists or manifesto-makers: Gordon Craig, Otto Brahm, Adolph Appia, Tirtan Tzara, Andre Breton, Konstantin Stanislavsky, and Vesvelod Meyerhold. Three short analytic papers, prepared scene presentations, class discussion, and a final group presentation fill out the course's requirements. Sophomore standing and previous acquaintance with drama and theatre are prerequisites. (The RC course, "Fundamentals of Drama Study," or its equivalent, plus at least one other course in DRAMA, will satisfy the requirement.) Permission of instructor may also be obtained by individual consultation. (P. Ferran)
480. Dramatic Theory and Criticism. RC Hums. 280 and three drama courses or permission of instructor. (4). (HU).
DRAMATIC THEORY AND CRITICISM. This course is intended for upperclass concentrators in drama. Permission of instructor is required for non- concentrators. The course has two strains, one purely theoretical, the other practical. The theoretical one consists of reading several thinkers who have wondered what drama is and have inquired philosophically into the matter. The assumption behind this strain of the course is that we need to be acquainted with a wide variety of theories about the drama before we can either settle upon our own or confidently criticize a play. The wisdom of the best drama theorists will increase our own critical abilities. The practical strain will consist of writing critical reviews of several area productions. In addition to the written reviews (at least three), a long term paper on some theoretical topic, to be chosen in consultation with the instructor, is required. Also, everyone will keep a journal, which will be handed in frequently. The readings include the three or more plays to be reviewed and the following theoretical/critical works (some in excerpt only): DRAMA THEORY AND CRITICISM, Dukore; FEELING AND FORM, Langer; THE THEORY OF THE MODERN STAGE, Bentley; THE IDEA OF A THEATRE, Fergussson; THE SEVEN AGES OF MAN, Southern; DRAMA, STAGE, AND AUDIENCE, Styan; THE EMPTY SPACE, Brook; THE MESSINGKAUF DIALOGUES, Brecht. (Walsh)
481. Play Production Seminar. (4). (Excl).
This is an upper-level, intensive study of all the essential activities preparatory to the realization of a single full-length play in production. Essential activities means: analysis and interpretation of the text; researching and practical application of conventions of acting and of costume and scenic design/construction, characteristics of stage and playhouse, and composition of audience; and, the consequent formation of an appropriate production concept for the play. The play is THE PLAYBOY OF THE WESTERN WORLD, by John Millington Synge. We will strive to form a collaborative working/producing unit whose aim to experience as nearly as possible the entire process of preparing a dramatic work for performance. To this comprehensive end, prospective class members should have equivalent experience in drama studies. Thus the prerequisites of Humanities 280 or equivalent, and three drama courses, or permission of instructor. (Ferran/Brown)
485. Special Drama Topics. Sophomore standing. (1-2). (Excl). Offered mandatory credit/no credit. May be repeated for a total of 4 credits.
SHAKESPEAREAN CRITICISM. Students will attend at least four Shakespeare productions at Stratford, Ontario, during a long weekend field trip in late September/early October. They will be plays in preparation and will sit for a two-hour exam on critical questions evolved from the productions viewed. This seasons productions may include JULIUS CAESAR, MERRY WIVES OF WINDSOR, AS YOU LIKE IT, MACBETH. (Walsh/Brown)
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. [Cost:2] (Barna)
252. Topics in Music. (4). (HU).
WORDS AND MUSIC. Through the study of various genres combine poetry and music, this course will address both the technical-aesthetic issues in the combination of the two art forms, and the social contexts in which these genres are created. Primarily European and American music will be studied, including music in a number of languages and from various time periods, such as the madrigal, art song, opera, folk, pop/rock, and jazz. Course work will include several short papers as well as a larger final project. This project will be a detailed study of some music of current interest to each student, and may draw on personal musical experience as well as musical experiences to be found in the community. Class will be participatory in style, drawing on the various strengths – literary, linguistic, musical – of its members. In-class performances of any of the types of music studied will be welcomed. No prerequisites. Text: UNSUSPECTED ELOQUENCE: A HISTORY OF THE RELATIONS BETWEEN POETRY AND MUSIC by James Anderson Winn. (New Haven, 1981). [Cost:2] (J. Frascarelli)
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. (Conley)
254. The Human Voice as An Acoustical Instrument. (4). (Excl).
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 groups, as well as individual sessions, during these blocks of time: Monday 1-3 and Friday. Student schedules should remain flexible between 12-5 on Wednesdays only for small group section meetings. (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 relationship between gender 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 of ideology of science itself. In studying the lives of individual scientists, the history and patterns of women's participation in the sciences, and feminist critiques of science, students will gain an understanding of the ways in which the institution of that science helps to sustain. Readings will include E. F. Keller's GENDER & SCIENCE, R. Rossiter's WOMEN SCIENTISTS IN AMERICA, and selections from P.G. Abir-am and D. Outram's UNEASY CAREERS AND INTIMATE LIVES: WOMEN IN SCIENCE and S. Harding's SEX AND SCIENTIFIC INQUIRY. Student evaluations will be based on a combination of short (2-5 pp.) papers, a research paper/project, and class participation. The class meets for three hours per week in a lecture/discussion format. [Cost:3] (B. 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 10 through October 15. (Sarris)
351. Special Topics. (2). (Excl). Offered mandatory credit/no credit. May be repeated for a total of 8 credits.
SECTION 001. PATTERNS OF 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. [Cost:1] (Greenspan)
370. Western and Non-Western Medicine. Permission of instructor. (4). (Excl).
WESTERN AND NON-WESTERN MEDICINE. This course is a cross-cultural offering in the sociology of knowledge, using basic concepts involved in health and medical practices of classical China, India, and the contemporary West. It will compare how three major cultural traditions have understood the relation of health to physical, mental, emotional and spiritual processes, the kinds of interventions that are appropriate, and the social arrangements that are needed for health care. Students will be introduced to areas in which the traditions are beginning to come together, and to the implications these could have for health care. [Cost:2] (Heirich)
391. The Politics of Quantification. (4). (Excl).
POLITICS OF QUANTIFICATION: QUANTITATIVE METHODS IN THE SOCIAL SCIENCES. This course is designed as an introduction to statistics and quantitative methods in the social science through a question-focused approach. Students will gain skill in reading and evaluating research reports as well as completing a basic statistical analysis from raw data. The first part of the course will focus on the process of translating a social science question into a research question, and from there developing appropriate measures and methods for answering that question. The appropriate measures and methods for answering that question. The second (and largest) part of the course will present basic descriptive and inferential statistical techniques, focusing on interpretation of results and utility for answering particular types of research questions. The third part of the course will focus on writing reports to communicate the results of social science research, using statistical information appropriately to support a policy, theory, or other finding. Computers: Students in this course will be introduced to the SPSS statistical package on MTS. SPSSx is a user-friendly program used widely in universities, industry, and government. SPSSx can be used from any terminal in any of the computer sites on campus. Students will complete a number of required exercises to gain mastery of quantitative and statistical techniques. Each student will write a critique of a published research article and a research report based in the RC Survey data. Two exams covering concepts and computations will be offered on a mastery basis; students can retake an exam after further study. (Weisskopf/Bogue)
263/Urban Planning 263. Energy and the Environment. (4). (NS).
This course introduces the concepts of energy and the environment, which then serve as a basis for discussion of pollution, scarcity of resources, technological impacts, and man's future. Basic science and the political-economic aspects of problems and possible solutions are emphasized. Topics include a survey of non-renewable resources and current energy use patterns, nuclear (fission and fusion) power issues, and the prospects for, and problems with, alternative energy scenarios. Possible energy futures for America and their implications in terms of life-styles, policies, and ethical considerations are explored through lectures, discussions, and simulations games. There are no college physics prerequisites. [Cost:1] (Rycus)
343. Scientific Change. Any introductory science course or permission of instructor. (4). (NS).
This course examines a wide range of positions on the nature of science and the dynamics of scientific change. The course begins with an examination of the traditional empiricist view of scientific inquiry as an unambiguous effort, unaffected by social and cultural influences, to determine the character of a "natural" world assumed to exist independently of scientific inquiry. The course then examines a variety of challenges to empiricism, including those of feminist theorists, according to which science does not differ from other forms of knowledge in being socially and culturally contingent. Finally, the course addresses recent postmodernist arguments that scientific knowledge is simply a social construction, and draws comparisons with simply a social construction, and draws comparisons with parallel developments in other fields. Throughout, the course explores connections between positions on the nature of science, responses to the question of the possibility and desirability of a universal form of knowledge, and conceptions of the social roles and responsibilities of scientists. The central issues addressed in this course, concerning the nature of scientific theory and the roles and responsibilities of scientists, are examined with reference to case studies of scientific development drawn from contemporary physics and biology and from the history of science. To emphasize differences in disciplinary perspectives on the nature of science, there will be guest lectures by scientists and social scientists. Reading list may be obtained in the RC Counseling Office, 134 Tyler, East Quad. (Wright)
419/IPPS 519/Nat. Res. 574/Physics 419. Energy Demand. Basic college economics and senior standing. (3). (SS).
See Physics 419.
211. The World in the 20th Century: The Imperial Era, 1880's-1920's. (4). (SS).
This course is part of a two term sequence that seeks to develop a global perspective on 20th Century history by studying the dynamic interaction between successive western systems of global order which were deployed in an effort to stabilize domination and realize control, and the patterns of political resistance and cultural renewal that were continuously generated at the local levels of social organization to thwart, evade, or accommodate these systems of control. In the fall term, we will focus on the western-centered organization of the world and discourse about the world in the era of imperialism. Our emphasis will be on what the west did with its capacity for global domination and how, in trying to realize world order, western power established new terms of survival for people around the world and new footholds of contention in the defense (or renewal) of cultural difference and autonomy within non-western societies. This will involve a close study of how colonial systems worked and how thought about the world has reconstructed in a western idiom, as a prelude to examining the forces undermining imperial order during and after the first world war. A course of lectures and discussions, with a relatively heavy load of reading, students will have three written assignments: a book review, an interpretative essay, and a final paper. [Cost:3] (Bright)
320. Exploring Alternatives to Capitalism. RC Soc. Sci. 220, Econ. 407, or permission of instructor. (4). (SS).
This course is designed for students who are familiar with 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 much 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. [Cost:2] (Weisskopf)
360. Social Science Junior Seminar. Upperclass standing. (4). (Excl). May be repeated for credit.
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. CLASS, RACE AND GENDER IN THE CARIBBEAN. This course will explore key components of the historical and contemporary make-up of Caribbean societies with regard to race, class and gender. Though the focus will be on the English-speaking Caribbean (Jamaica, Barbados, Guyana, Grenada, etc.), there will be some concern to explore issues of race, class and gender as they apply to all Caribbean and indeed Afro-American communities. Among the topics to be covered are: Caribbean Political Economy, Race and Color in the Caribbean, Women and Gender Relations in the Caribbean, Class and State in the Caribbean, Resistance and Popular Culture. The readings reflect a concern to explore students to analytical works by prominent Caribbean and Caribbeanist scholars and intellectuals, as well as to different approaches taken in the interpretation of Caribbean social dynamics. A course pack will include writings by C.L.R. James, M.G. Smith, Clive Thomas, Walter Rodney, Ken Post, Sidney Mintz, Honor Ford Smith, Rhoda Reddock, and others. A main text to be selected, will provide a unifying framework. Course requirements include a midterm test and a research paper. (Green-Gosa)
SECTION 004. THE ASIAN AMERICAN EXPERIENCE IN THE 20TH CENTURY. This course seeks to provide a historical framework of analysis for understanding the social, political, economic, cultural, and psychological forces which have shaped and continue to shape the lives and communities of Asian Americans. Topics covered include discussion of (1) the historical forces in the Asian countries and in the U.S. which cause and shape Asian immigration, (2) the development of ethnic communities, and (3) the history of the discriminatory laws and regulations that have impeded the full growth and Asian-American communities. The disturbing issues of American institutional racism and the failure of the American democratic process fully to protect the civil rights of a large segment of its population is explored. The course includes study, too, of the implications for and the impact on Asian Americans of the concepts of assimilation and America as a melting pot. Importantly, this course covers not only what was done to Asian Americans, but also what Asian Americans have done in building a place for themselves in American society. The human dimension of Asian American history is developed through readings of literature written by Asian Americans. This course seeks to make students aware of the varied multicultural nature of American society and the varied ethnic cultures that form "American" culture. Course requirements include three papers and a seminar presentation. (Nomura)
460. Social Science Senior Seminar. Senior standing. (4). (Excl). May be repeated for credit.
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 Missile 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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