135. Introduction to Peace Studies. (4). (Excl).
This course is for any students interested in developing their understanding of peace and peacemaking. We will examine the ways in which people conceive of peace, explicating the consequences of adopting any of several competing frameworks for analysis, action, negotiation, and personal transformation. These issues will be focused in two ways: through a case study of the conflict between the U. S. and the Soviet Union, and through a simulation game exploring some systematic contributions which faculty and students at the University of Michigan might make to peace. Students must reserve the nights of March 11 and March 18 for participating in the simulation game. Readings will be drawn from the fields of political science, history, psychology, anthropology, law and religion, and will span the prevailing approaches to the study of peace. Assignments will include a short essay, a course log, both individual research and a collaborative proposal in preparation for the simulation game, and a final longer paper aimed at contributing to the understanding of one of the central themes of the course (analysis, action, negotiation, and transformation). The format will be a combination of lecture and discussion. (R. Mann)
150. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (HU). May be repeated for
Section 001 – Tragedy and the Human Condition. The readings in the seminar will consist of primary materials, but there will be a few presentations of critical theories and interpretations at the beginning of the term. For our purposes the many theories of tragedy can be reduced to this simple characterization: Tragedy is a serious drama, a serious presentation by speech and action of some phase of human life. The seminar will consider tragedies from Aeschylus to Arthur Miller and will study them in order to demonstrate how the formulation above has been adapted, modified or challenged by dramatists. The seminar is not a lecture course and participants are expected to do most of the talking. There will be four written assignments, a midterm and a final examination, both based on take-home study questions. Aeschylus Oresteia; Sophocles, Oedipus the King; Euripides, Electra, The Phoenician Women; Aristophanes, The Frogs; Racine, Iphigenie, Andromaque; Shakespeare, Macbeth;Othello; King Lear, Goethe, Faust, Part I; Ibsen, Ghosts, Doll's House; O'Casey, Juno and the Paycock and Miller, Death of a Salesman. (Graf)
Section 002 – The Bible Now. A new look at an old book. A study of the Bible in English as a source of traditional wisdom in the Western world: its influence upon learning and upon the ethical and social attitudes and the religious beliefs of Western man; its poetic and narrative stature. The King James version of the Bible, including the Old and New Testaments and the Apocrypha, will be the text. (Firebaugh)
Section 003 – Understanding and Enjoying Poetry. The "medium" of poetry is the words we use everyday for all kinds of practical purposes, both in speaking and in writing. But while poetry is speech, a mode of communicating among men and women, it is speech of a special kind, and in it words are used, combined in such a way as to produce not simply a straightforward utilitarian statement like a telegram or a set of directions, but a complex work of art that communicates in many-sided, subtle ways. The aim of the seminar will be to explore, by studying and discussing a variety of individual poems from both past and present, the ways in which poems work to produce the specific kinds of satisfaction they can offer us, and to help the individual reader develop a sense of the unique value of poetry: an understanding of why it is that a poem by John Donne or Keats, by Robert Lowell or Sylvia Plath – for all that it is so unassumingly available to us, simply by opening a book – deserves and rewards the same careful, full attention we give to the music of Mozart or Mahler, the painting of Titian or Rembrandt or Jackson Pollock. Reading assignments: close, analytic reading of a few poems for each class meeting. Short papers on single poems throughout the term, and a more extensive paper, towards the end of the term, on the work of a particular poet chosen by each student individually. Text: The Norton Anthology of Poetry . Third Edition. (Complete Edition, not the Shorter Edition). (Barrows)
151. Freshman Seminar. Freshmen; sophomores
with permission of instructor. (4). (SS). May be repeated for
Section 001 – Custer's Last Stand: From Myth to History. On June 25,1876 at approximately 2 p.m. General George Armstrong Custer, with part of his Seventh Cavalry Regiment, unwittingly engaged a vastly superior force of Sioux Indians and their allies on the Little Big Horn River, near what is today Gary Owen, Montana. Within an hour all of Custer's troops were annihilated; other elements of the regiment, dug in several miles away, survived, although with heavy losses. Almost immediately this battle aroused heated controversy, the supporters of Custer practically deifying him, his detractors blackening his name. The historical event passed into the realm of myth, and for over 100 years "History" has been trying to catch up. What happened? What were the causes? The consequences? What was Custer's role in the Debacle? The assumption of this seminar is that a Presidential Commission has assigned to us the task of sorting through the large amount of available evidence and bringing back conclusions. We accept the challenge and organize ourselves as "History, Incorporated," an investigative team, in which each of us, with the instructor as senior partner, carves out an area (or several areas) for individual research. We shall begin with the events – the Battle – and walk logically and slowly outward from the battlefield backward in time, and forward as well, so that by the end of the term, we shall have investigated everything from the memoirs and official records of both the cavalry and the Indians' sides to the biographies of the major participants, their expectations and motivations, as well as issues of national policy regarding the Indians, and the role of the media of the time of reporting the events. The aim is to introduce the seminar to working as Historians. A field trip to Monroe, Michigan, sometime home of Custer and location of a fine collection of Custeriana is also planned. (Orlin)
Section 002 – Blacks and Jews: Dialogue on Ethnic Identity This course will explore a wide variety of questions on ethnic identity focusing primarily on the experience of Blacks and Jews. Discussion will move from a study of the experience of being a member of a minority group to a review of dominant historical issues for Blacks and Jews. Attention will also be given to issues such as socio-economic mobility, educational opportunity, intergroup marriage, etc. The class will also discuss relations between Blacks and Jews, probing alliances and coalitions as well as Black anti-Semitism and Jewish racism. Dialogue among students in the class will be an essential component of the course and it is expected that students selecting the class will be prepared to openly, actively, and sensitively participate to further an understanding of the issues. Films, guest speakers, and a simulation game will supplement the regular discussion. A journal, short paper, and longer research paper will be required. Admission to this course will be by permission of the instructor. (Schoem)
210. Perspectives on Careers in Medicine and Health Care. (4). (Excl).
This seminar is for students who have not been accepted to a graduate program and who are still considering a career in one of the health-related professions. It is designed to help them acquire perspectives which will enable them to make a career decision. Health care professionals will visit the seminar and share their educational and professional experiences. We will become acquainted with prerequisites for professional schools and spend time with students enrolled in the schools of dentistry, medicine and public health. Then we will spend time on problems of health care delivery before moving on to consider some ethical questions closely related to health care; for example, we will discuss issues related to death and dying. All students will be expected to attend the one day Conference on Ethics and Humanism held in March in Ann Arbor. In addition we will get a maximum exposure to a variety of service, research, and practice careers in the health professions. Students will be expected to respond in writing and in class discussions to our visitors, to the reading materials, and to films. A course pack will be used in place of a text. Additional required reading includes On Death and Dying by Kubler-Ross. All students will be responsible for taking definite steps toward the development of their own goals through a self-inventory of their values, skills and interests. Evaluation will be based on class attendance and participation and completion of all assignments. All students must meet with the instructor three times during the term to discuss work in progress. (F. Zorn)
335. Seminar in Peace Studies. (3). (Excl).
This course is for students with some background in the study of peace and conflict, and is especially appropriate for those who are considering a career in social change or peace-related work. Students should gain from the course a critical understanding of the relationships between peace education, peace research, and peace action. The course will focus most on peace research - both in the library and in the field, independently and as part of a research team. Students will draw on their research as part of a simulation game exploring some systematic contributions which The University of Michigan faculty and students might make to peace; the nights of March 11 and March 18 must be reserved for participating in the game. Readings will examine the areas of disarmament and arms control, conflict and conflict resolution, and social justice. Assignments will include an autobiographical essay and a critical essay, a major research paper on a problem in peacemaking, and a portion of a group analysis of a peace organization. The format will be mainly discussion. (J. Reiff)
405. Analogy, Essence, and Elegance. Permission of the instructor. (3). (Excl).
The course title was not easy to come by! Such words as "perception," "creativity," and "beauty" were all strong candidates as well. The course aims at characterizing certain fundamental mental phenomena – phenomena that have to do with the essential "haziness" or "blur" around every concept – a blur that wreaks havoc with most attempts to represent knowledge or understanding in computational formalisms, structures, or languages. Yet these "blur" phenomena, which might be looked upon as merely pesky obstacles, are the undergirdings of common sense and insight, since it is from the blurry web of interconnections among concepts that our mental topology arises, allowing us to see the crux of a situation and to make long-range conceptual leaps without embarrassingly silly slips that give away an underlying fragility and rigidity. In this course we will look at a varied set of places where these central phenomena show up: in memory (storage and recall); in analogy, metaphor, and translation; in linguistic invention (including errors of speech, writing and typing); in condensation, compression, or searching for "the gist" of a complex situation; and in artistic and scientific creation. Then we will discuss approaches to the modeling of these phenomena on computers, and the ways in which such an approach could make use of randomness, parallelism, and statistical emergence of top-level behavior out of a seething lower-level "soup." I personally have come to see this strategy as the only hope for bridging the wide gap between the informal, fluid level of human minds and the formal, mechanical level of human brains (or computational hardware of any sort). The ideas about the mental phenomena are certain and clear; the ideas about the computational approach are more tentative and exploratory, and form the basis of some ongoing research projects, which will be discussed in the class. Students with an interest in judgment in any domain – particularly when based on simplicity and elegance – are encouraged to attend. Examples of such judgment occur in the discovery and generalization of concepts (mathematical concepts, toys, games, jokes, visual styles, etc.), in legal argumentation (mapping of a case onto precedents), in linguistic translation, in typeface and letterform design, in architecture, and in fact in any constraint-bound artistic creation, such as composition of tonal music (especially forms such as canon and fugue, but not limited to them), rhyming poetry and structured prose. Students with an interest in how such fluid acts can be explained or modeled on a computer are welcome. The level of "computer literacy" is negotiable, but it would be helpful to have an understanding of the general principles and tenets of artificial intelligence, or some experience in programming (preferably in Lisp). Otherwise, some background in cognitive science (i.e., cognitive psychology, linguistics, or philosophy of mind) would be helpful. The level of students is fluid, but I am aiming mostly at upperclass and graduate students. The ideal number would be 25 or under. This class is closed at CRISP. Students should see Mary Hendricks at 2524 LSA Building to get on the waitlist. (Hofstadter)
450. Madness and Culture: Shamanism, Psychoanalysis, and the Constitution of the Self. Senior standing or permission of instructor. (3). (SS).
While there are many different ways we could construe a title like "Madness and Culture," this term I would like to begin by thinking of madness not only in psychiatric terms, but also as a theme developed in Western humanism, one particularly emphasized in the political aesthetics of the twentieth century. Taking this tack will allow us to move between consideration of how madness is constituted by/in various cultures and consideration of the "uses" to which madness is put in varying definitions of human nature and social life. We will be less concerned with madness as such than with the way questions/definitions of consciousness, choice creativity and social action may be refracted through it. Readings will combine case material, life history, and biography with theoretical and historical studies. Evaluation will be based upon class participation and one or two written assignments. (C. Davis-Roberts)
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