150. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (HU). May be repeated for
Section 001. Following a brief exploration of the nature of creativity in the arts and media, the seminar will focus on the presence or absence of creative effort in radio, television, and film today, with special emphasis on their effect on society. Outstanding examples of creative work in all three media will be examined in class as springboards for discussion. A few short field trips to studios to watch work in progress may be planned at hours convenient to the group. No previous contact with radio, television, or film production is required. (Stasheff)
Section 002 – Deals with the Devil: The Faust Theme. The story of the scholar who "sold his soul to the devil" in return for magic powers which gave him access to intellectual insights and sensuous experiences beyond the reach of normal human capacities has repeatedly fascinated the popular imagination and inspired creative artists. Touched off by the life and mysterious death of a real Johann Faust, the story soon developed legendary elaborations. Several versions of a popular Faustbuch appeared in Faust's native Germany in the 16th century. An English translation inspired the drama Doctor Faustus by Shakespeare's contemporary, Christopher Marlowe. Traveling English actors took the play to Europe, where it was imitated and popularized. Faust puppet plays were still popular in the 18th century. In all these versions, Faust is carried off by the devil when his 24-year pact expires. In his great poetic drama, Johann Wolfgang von Goethe portrayed Faust more optimistically as a man whose constant striving made possible his ultimate salvation, despite repeated error and guilt. The Gretchen tragedy, with which the first part of Faust concludes, is one of the great love stories of European literature. In Part II, Faust's sphere of activity is broadened. He becomes a symbol of modern Western civilization in both its admirable and its questionable aspects. In our own century, under the shadow of the Nazi menace, Thomas Mann wrote his novel Doktor Faustus while in exile in the United States. The life story of the fictitious composer Adrian Leverkuhn is set in modern Germany. Here the Faust theme has come full circle. Leverkuhn's fate parallels more closely that of the traditional Faust than that of Goethe's more positive hero. The course will deal primarily with the three major literary works by Marlowe, Goethe, and Mann. Some attention will also be paid to treatments of the theme in music and in the pictorial arts. Texts to be purchased are: Marlowe, Doctor Faustus (Signet); Goethe, Faust, trans. Arndt (Norton); Mann, Doctor Faustus, trans. Lowe-Porter (Random). (Crichton)
Section 003 – Russian Civilization. Reading of Russian classics in several genres – including fiction, autobiography, memoirs, political speeches, essays, poetry and philosophical treatises – will serve as a basis for discussions and papers. We shall debate the existence of something called "the Russian mind" as we encounter such repeated themes as East vs. West, rationality vs. irrationality, fathers vs. sons, authority vs. freedom. The role of art in the development of Russian civilization in the last two centuries will be a major topic, as will Russian concepts of punishment for political heresies. The readings below will all be required; others will be added according to the individual interests of the participants. First Philosophical Letter, P. Chaadaev, The Bronze Horseman, A. Pushkin, Fathers and Sons, I. Turgenev, Notes from Underground, F. Dostoevsky, What is Art?, L. Tolstoi, Russian Populism, Isaiah Berlin, The Twelve, A. Blok, And Quiet Flows the Don, M. Sholokhov, Time Forward, V. Kataev, We, E. Zamyatin, Party Resolution on Two Journals, A. Zhdanov, Hope Against Hope, Nadezhda Mandelstam, To Be Preserved Eternally, L. Kopelev, A. Solzhenitsyn, Harvard Commencement Address. (Proffer)
151. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (SS). May be repeated for credit.
The seminar will focus on perhaps the key issue of American Foreign Policy: the Soviet-American Conflict. The seminar will begin with a description and analysis of how this conflict came about ideologically, politically and militarily. The seminar will proceed next with a delineation of the current issues between the USSR and the USA which are present in this conflict. Issues like national and international security, armaments and arms control, revolution and liberation movements in the Third World, trade, technology, energy, emigration and human rights, etc. will be studied. The seminar will attempt to analyze whether or not the USSR and the USA are on an inevitable collision course from which there is no peaceful alternative. The seminar aims to study in depth these questions, rather than give a newscaster's superficial recitation of current events. The seminar has no final exam but the students will be graded on their participation in the seminar, on their papers and on their written and oral research report. Each student will be expected to cover some one topic within the general framework of the seminar's subject of the Soviet-American Conflict. The members of the seminar will also be expected to read and discuss in the meetings relevant articles in Foreign Affairs, Current History, Foreign Policy, Problems of Communism, International Affairs (Moscow) and The New York Times. There will also be a textbook, Thomas B. Larson, Soviet-American Rivalry, New York: Norton, 1978 (paperback), which members of the seminar will be expected to read and discuss. (Ballis)
153. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (N. Excl). May be repeated
Achievement and Avoidance Games. The prerequisites to this course are: (1) freshman status, (2) a love of games, (3) a lot of curiosity, (4) geometric intuition, and (5) a fine sense of humor. These games have been discovered so recently that the best strategies for playing most of them have not yet been fully discovered. Achievement and avoidance games are suggested both by concepts and by theorems. We will derive best strategies in the classroom while playing these games. The students will be encouraged to invent additional games, and to analyze them for strategy, their instructive aspects, and their enjoyability. (Harary)
202. Drawing and Painting for Everyone. (3). (Excl).
The course encourages and develops creativity in Art and increases pleasure in the Museum of Art. Even inexperienced people have more talent than they may imagine. The course greatly increases that talent, as students personally experience the problems of the artist and become familiar with the museum collections. Instead of just looking, the student is taught to see like the artist who searches for deeper vision, the design beneath the surface of life. "The development of the sensory experience is the greatest good one can do for the people in the world," Dr. Rene Dubos, Prof-Emeritus, Rockefeller University.
Instruction is in a series of problems in (1) Design and Drawing, (2) Color as theory and practice, (3) Art History and the Art Museum as sources of knowledge and inspiration, (4) A Visual Dictionary of symbolic feeling, and (5) The Psychology of the Artist. A final problem, over the last three weeks, constitutes an exam, calling for understanding of all the earlier material. Grades are given on the basis of a portfolio of daily class work plus the final exam problem. In the classroom four pieces of work are performed every day so that the portfolio contains 104 pieces of work. The student has studied about Art but has also created Art in abundance. The supplies are chosen so as to be easily handled by the inexperienced: lead pencils, Magic Markers, colored paper. The text is the Handbook of the Art Museum of The University of Michigan or Daumier from the Master Draughtsman series.
This course fills a gap between History of Art and the Art School. History of Art shows and discusses Art, the Art School trains eyes and hands to be skillful. My course in connection with the Museum is a practical experience for those whose specialty lies elsewhere but who feel the need of Art to complete their educations and their lives. The ultimate ideal is perhaps that tomorrow's leaders with their expertise in the professions and finance will also be connoisseurs of Art. (Prendergast)
265. Values and Science. (4). (HU).
In this course, students will be introduced to the array of issues and information that needs to be taken into consideration when thinking about problems that involve science and values. During the term students will work on one topic of their own choosing, either individually or as a team, with the main course requirement being a term-paper/project/oral presentation on this topic. The weekly lectures and discussion will cover issues of general interest to the entire class: the limits of science, the complexities of public policy, the subjective nature of values, the role of the media, and so on. Term projects will be undertaken with the help of the main instructor (Steneck) and another faculty member who is an expert on some aspect of the topic being investigated. Possible topics include: the nuclear arms race, chemical dumps, the energy crisis, nuclear reactor wastes, genetic engineering, environmental causes of disease, or some other problem that brings into focus science-values conflicts. (Steneck)
308/Math. 308. Mathematical Ideas in Science and the Humanities. (3). (N.Excl).
See Mathematics 308.
401. Work in America I. Upperclass standing and permission of instructor. (3). (Excl).
The central theme for Work in America I is how the turbulence of this swiftly changing period required flexibility and comprehension from those who will make business decisions. The course is multidisciplinary and covers aspects of the psychology and sociology of work: work and the law, the impact of technology, the quality of work life, corporate social responsibility, organizational structure and its effect on problem solving. Students are helped to explore the significance of different factors as they try to make decisions and generate solutions to problem cases. The course is a lecture-discussion format, with a midterm and a final.
This course is the first sequence of the LSA Internship Program and is followed by a full time job and Work in America II. Juniors and seniors are eligible with permission of the instructor. Texts: Managing in Turbulent Times, Peter Drucker; Working, Studs Terkel; Management, Peter Drucker; The Social Psychology of Organizations, Daniel Katz; Careers in Organizations, Douglas Hall; Changing the Structure and Functioning of an Organization, Stan Seashore; assorted readings, assigned weekly. (Schwartz)
488/Eng. Hums. 418. Alternative Futures. (3). (SS).
The main objectives of the course are (1) to acquaint the student with the contemporary social/cultural situation, specifically to analyze the causes, and consequences of technological society; (2) to make the student aware of the variety of alternative approaches to the future (often called utopias), and to prepare the student, to a degree, to envision an alternative future; (3) to encourage the student to see the world in global and comprehensive terms as opposed to narrow or partisan approaches; and (4) to bring to the student's attention ideologies, value systems, and the concepts of humanity which underlie various alternative futures. Both approaches to problems and required reading reflect the methods and materials of several disciplines. (Skolimowski)
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