220/Asian Studies 220/Rel. 202. Introduction to World Religions: South and East Asia. (4). (HU).
Intended primarily for freshmen and sophomores, this course is an introduction to the philosophical, contemplative, ritual and institutional heritage of the major Asian religious traditions. Hinduism (India), Confucianism and Taoism (China), Shinto (Japan), and Buddhism (India, Tibet, China, Japan) will be considered against their historical/cultural backgrounds, and against the background of human religiousness in general. To lend coherence to the vast and highly diverse field of study known as "Asian religions," in dealing with each religion we will focus on certain universal themes, such as death and the afterlife, world denying vs. world affirming ideals, and modes of religious expression in the so-called "great" (philosophical) vs. "little" (popular) traditions. There will be two lectures and one discussion section each week, with use of slides and films. There is no prerequisite for the course, which is itself a prerequisite for intermediate and advanced courses in Asian religions, especially Buddhism. It also is required for concentration in the Program on Studies in Religion. There will be two brief quizzes, and a midterm and final exam. (Foulk)
325/Rel. 323. Buddhism in Zen Perspective. (3). (HU).
"Buddhism in Zen Perspective" is intended to provide an introduction to the Buddhism of the Far East, as viewed through the perspective of the historical development of the Zen (Ch'an) school in China, Korea and Japan. Offered by the Department of Asian Languages and Literature as Buddhist Studies 325 and cross-listed as Religion 323, the course will serve to complement Buddhist Studies/Religion 320, "Introduction to Buddhism," which focuses primarily on the origins and development of Buddhism in its native India. It is also designed, however, to stand alone (with no prerequisites) as an introduction to Zen and the Far Eastern religious and cultural milieus in which it has flourished (Foulk)
102. Beginning Chinese. Chinese 101 or equivalent. (5). (FL).
Chinese 102 (Beginning Chinese) is a continuation of Chinese 101. The textbooks are Beginning Chinese and Beginning Chinese Reader (Part I & II), both by John DeFrancis. Students are required to listen to tapes after class (at least 5 or 6 hours a week). We meet five hours a week – 2 hours of lectures and 3 hours of drills. We will begin with Lesson 14 in both texts. Readings are longer than in Chinese 101 and will take much of a student's time outside of class toward the end of the term. Students are also required to make up sentences for each lesson as part of the homework. Note: No visitors are allowed. (Tao)
202. Second-Year Chinese. Chinese 201 or equivalent. (5). (FL).
This course is a continuation of Chinese 201. Its goals are twofold: (1) to achieve a basic level of reading competence within a vocabulary of 800 characters and accompanying combinations. (2) to continue improving aural understanding and speaking competence. Classes are conducted solely in Chinese. Students are graded on the basis of daily classroom performance, weekly quizzes or tests, homework assignments, essays, and a final exam. The texts are Intermediate Chinese and the movie script The Sorrows and Joys of Middle Age. (Liang)
452. Literary Chinese. Chinese 202 or 362. (4). (Excl).
This course is a continuation of the introductory term of literary Chinese. We continue to read in a variety of texts covering all premodern periods. Further practice is aimed at improving understanding of the structure of literary Chinese, introductory practice in dictionaries and other aids to interpretation, better familiarity with important grammatical particles. Supplementary areas of concern include policies and problems in using literary Chinese in research, problems of translation, and the general evolution of styles in the literary tradition. (DeWoskin)
472. Traditional Chinese Drama and Fiction in Translation. No knowledge of Chinese required. (3). (HU).
This course will provide an introduction to some major representative works in the Chinese literary tradition. Although they are richly informative about their social and historical world, we will also be concerned with questions of literary development and values. We want to consider the complex ways in which characteristics of literature can be correlated with aspects of the society and culture in which it was produced. Our explorations will include story-tellers' tales and their influence on the novel as well as popular verse forms associated with the evolution of the drama. Readings selected to represent the various modes of allegory, fantasy, satire, and realism will include: Ma and Lau, eds., Traditional Chinese Stories; Hsiung, Romance of the Western Chamber; Crump, Chinese Theatre in the Days of Kublai Khan; Waley, trans. Monkey; Chin P'ing Mei ("The Golden Lotus"); Hawkes, trans., The Story of the Stone ("Dream of the Red Chamber"); Shadick, trans. The Travels of Lao Ts'an. Lecture/discussion; three or four short papers, occasional brief in-class writing, a final exam. (Feuerwerker)
475/Asian Studies 475/Hist. of Art 487/RC Hums. 475/Philosophy 475. The Arts and Letters of China. (4). (HU).
This interdisciplinary course will be jointly taught by a team of faculty specialists from the fields of Chinese history, philosophy, art history, drama, and literature. Although primarily aimed at students not concentrating in Chinese studies, the course will also offer concentrators exposure to fields beyond their own. This is NOT a survey course. The focus will be on sustained and critical study of a number of significant and representative works - philosophical, literary, dramatic, visual – drawn from several humanistic disciplines in order to present the major themes of Chinese civilization. Background lectures on history, language, and cosmology will be followed by topics and readings that will include: Confucianism (Mencius) and Taoism (Chuang-tzu); classical narratives; lyricism and visual experience in poetry and painting; popular tales in vernacular, diary of a literati (Six Records of a Floating Life); the classical poetic-musical theatre; modern fiction of revolutionary China. Course format: lectures and discussions by Munro (philosophy); Edwards (art history); A. Feuerwerker (history); Crump (drama); DeWoskin (classical fiction); Mills, Y. Feuerwerker (modern literature); Y. Feuerwerker (poetry). Four or five short papers and a final exam. (Y. Feuerwerker)
505/Phil. 505. Topics in Chinese Philosophy. Permission of instructor. (3). (Excl).
See Philosophy 505. (Munro)
402. Japanese Literature in Translation: Classical Periods to 1600. A knowledge of Japanese is not required. (3). (HU).
Primarily through lectures, the course will examine the various forms of popular Japanese literature in the age of the shoguns, the Edo period (1600-1868) – haiku, novels, puppet plays, and kabuki drama. It will also explore the rise of the modern psychological novel beginning in the Meiji period (1868-1912) and will focus on the great works of modern Japanese fiction from the Meiji era to the present, including the novels of Natsume Soseki, Tanizaki Jun'ichiro, and Nobel laureate Kawabata Yasunari. (Danly)
408. Advanced Readings in Modern Japanese Literature. Japanese 407. (4). (Excl).
Through close readings of works in a variety of styles in modern Japanese literature, the course aims to facilitate the student's progress in reading Japanese, to move beyond the level of deciphering and to help the student increase both his speed and accuracy of reading. The emphasis of the course is on close translation, in class, of the Japanese text. The course will also teach the student how to use dictionaries and other basic research aids effectively, and will help him begin to develop some critical sensitivity to Japanese literature. (Ito)
461. Social Science Readings in Japanese. Japanese 406. (4 each). (Excl). May be repeated for credit with permission of instructor.
This is a course designed to give students who have completed three years of the Japanese language studies the opportunity to read various social science materials written in Japanese. The grades for the course are based on daily performance, homework, examinations and a paper. The texts are chosen according to the students' needs and specializations. (Orbaugh)
542. Classical Japanese. Japanese 541 or permission of instructor. (4). (Excl).
The second half of an introduction to the classical written language with emphasis on its structural characteristics: reading and close analysis of selected texts from the tenth-nineteenth centuries. (Danly)
554. Modern Japanese Literature. Japanese 406 and 408; or permission of instructor. (3 each). (Excl). May be repeated for credit with permission of instructor.
During the Winter Term of 1987, the Seminar on Modern Japanese Literature will focus on the Meiji novelist Natsume Soseki, whose words provide compelling portraits of lonely, alienated men in a modernizing society. Most Japanese would cite Soseki as their most important and serious novelist. The seminar will examine Soseki's major works – Kusamakura, Sanshiro, Sorekara, Mon, Kojin, Kokoro, and Meian – in an effort to explore such issues as the writer's attitude toward modernization, the tension between escapism and engagement in his early work, and the development of his portrayal of women. Participants in the seminar should be prepared to read a novel a week in Japanese. A paper approximately twenty pages in length will be required. (Ito)
302. Thai. (4). (FL).
This course is the second half of the sequential Elementary Thai courses. The course aims at the acquisition of the four basic language skills – speaking, listening, reading and writing. The emphases are on practicing pronunciation and simple conversation, reading and writing simple Thai, and expanding students' vocabulary. Four hours of language lab per week are recommended. Course materials include learning program (produced by instructor), handouts, and J.M. Brown, A.U.A. Language Center Thai Course Book 2, 3. Evaluations are based on observations of students' progress, midterm and final exams. (Boonkhachorn)
304. Elementary Indonesian. (4). (FL).
Indonesian, the national language of Indonesia, is the language of over 100 million speakers in Indonesia. In addition it is nearly identical with Malay, the language of approximately 12 million speakers in nearby Malaysia. The geographical area covered by the Indonesian and Malay languages – over 3,000 miles from east to west is much larger than commonly realized. Within this area there exists a stunning variety of cultures and ethnic groups of great interest to the researcher, social scientist, or student of culture. At the same time, the growing economic dynamism of Southeast Asia makes this an ideal area for work in development or business-related fields. Southeast Asian 304 is the second half of a sequence designed to provide the student with a basic working knowledge of the Indonesian language. The text used is keyed to a set of tapes for use in the language lab and concentrates on practical knowledge of the language. Evaluation is based on a series of short quizzes, a midterm and a final exam. (Hunter)
308. Elementary Tagalog. S&SEA 307. (4). (FL).
Tagalog is the national language of the Philippines. Elementary Tagalog is a two-term sequence designed to give the student who has little or no knowledge of Tagalog the necessary basis for learning to speak it and to have a functional acquaintance with the cultural context in which it functions. Tagalog is particularly interesting in the way it has integrated the broad influences of both Spanish and English into its own syntactic and semantic systems. The oral approach is greatly emphasized in the classroom, using questions and answers and short dialogues to develop active use of the language in the most natural way possible. This is complemented by the use of taped lessons in the Language Laboratory. There are frequent short quizzes, a midterm, and a final examination. At the end of the first year, the student should be able to handle brief exchanges in common social situations and to read and write simple Tagalog. For the student specializing in Philippine studies, learning Tagalog is a must. For the student specializing in language studies, a number of linguists of note have found Tagalog structure highly instructive in understanding certain aspects of language. For the student with Philippine affinities, learning Tagalog provides a bond of understanding and for some, a link to one's roots. For the student who has neither a Philippine connection nor a specialist interest in language, learning Tagalog can be rewarding as it provides an experience of new modes of expression and new ways of looking at the world around us and within ourselves. (Naylor)
402. Intermediate Thai. S&SEA 401. (3). (FL).
This course is the second half of the sequential Intermediate Thai courses. It is designed to increase students' speaking, listening, reading and writing abilities, as well as vocabulary expansion. Students practice pronunciation and conversation as well as read and write short paragraphs. Four hours of language lab per week are recommended. Evaluations are based on observations of students' progress, midterm and final exams. (Boonkhachorn)
404. Intermediate Indonesian. S&SEA 403. (3). (FL).
Intermediate Indonesian is the second half of a two-term sequence aimed at increasing the student's skills in speaking, comprehension, reading, and writing the Indonesian language. The text and associated tapes used stress building a practical vocabulary for both formal and informal language situations. One meeting a week is devoted to clarifying basic grammatical structures that underlie both formal and informal language types. In addition, slide-shows with simple Indonesian narration and short written narratives on a variety of cultural subjects are introduced in order to increase the student's familiarity with the social and cultural settings in which Indonesian and Malay are used. Evaluation is based on regular homework assignments stressing the ability to compose coherently in Indonesian, a midterm writing or translation project, and a final exam. (Hunter)
406. Intermediate Hindi-Urdu. S&SEA 405. (3). (FL).
A continuation of 405. Students with some prior background in Hindi and in Urdu may be able to enter the sequence at this point. Contact the instructor. (Hook)
434. Intermediate Tagalog. S&SEA 433 or permission of instructor. (3). (FL).
This is a two-term sequence in which the student who has some knowledge of Tagalog expands his knowledge, develops fluency, and becomes acquainted with Tagalog literature. While the oral approach continues, there is much greater emphasis on reading and writing and much heavier cultural content in the materials read. In the first term, one meeting a week is devoted to the study of grammar. The rest of the time is spent in oral reading (dramatization) of a series of story episodes in dialogue form, translation, question-and-answer on content, and discussion of the linguistic and cultural aspects of each episode. Written homework is regularly assigned. To complement the grammar lessons, tapes are available at the Language Laboratory. There will be occasional quizzes, a midterm, and a final. The second term is essentially a continuation of the first. Instead of dialogues, however, we read narratives and essays and instead of studying grammar separately, we integrate it with work on the readings which provide the framework for the discussion of grammatical points. At the end of the second year, the student should have acquired (a) sufficient competence to handle short conversations, write brief letters, read texts of low to medium complexity, and (b) a broader knowledge of the culture that the language is an expression of and in which the language functions. (Naylor)
502. Advanced Thai. S&SEA 501. (3). (FL).
This course is the second half of the two course sequence of Advanced Thai. The course is designed to improve students' proficiency in speaking, reading, writing and comprehension of the Thai language. The course is flexible and tailored to suit students' needs and interests. (Boonkhachorn)
504. Advanced Indonesian. S&SEA 503. (3). (FL).
This is the second term of a two-term sequence designed to bring the student up to the level of proficiency in spoken and written Indonesian language. The textbook used stresses the ability to read and discuss materials written in formal Indonesian. As far as possible readings are discussed and evaluated in the classroom using Indonesian as the language of discussion. A final project to be completed by all students includes a written translation of materials written in Indonesian relevant to the student's interests or research goals and a presentation of these materials in class using Indonesian language as the language of presentation and discussion. Alternatively the student may compose an essay (or fictional work) in Indonesian. Evaluation is based on participation in classroom reading and discussion, a midterm exam in comprehension and composition and evaluation of the final project and presentation. (Hunter)
506. Advanced Hindi-Urdu. S&SEA 505. (3). (FL).
A continuation of SSEA 505. (Hook)
508. Advanced Sanskrit. S&SEA 507. (3). (FL).
This course continues work on advanced grammar of classical Sanskrit and also involves reading simple stories, parts of Sanskrit dramas and other similar classical literary texts. The goal of the course is to prepare the student to read non-technical classical Sanskrit. (Deshpande)
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