220/Asian Studies 220/Rel. 202. Introduction to World Religions: South and East Asia. (4). (HU).
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 and the "New Religions" (Japan), and Buddhism (India, South East Asia, 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 are three hours of lectures, and one discussion section per 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. Requirements will include a midterm and final exam, as well as short papers and quizzes. (Sharf)
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 and 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 – two hours of lecture and three hours of drills. We will begin with Lesson 14 in both texts. In Chinese 102 we do two lessons from BCR each week. Readings are longer than in Chinese 101 and will take much of a students time outside of class toward the end of the term. Students have to do question-answer sheets twice a week. Students are also required to memorize parts of the dialogues from some lessons we did in Chinese 101. Toward the end of the term students have to write a skit together with other students and their performance will be video-taped and their pronunciation will be graded. We have a test or quiz each week on Thursdays. In general the workload in Chinese 102 is much heavier than that in Chinese 101. 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. The texts are INTERMEDIATE CHINESE and the movie script THE SORROWS and JOYS of MIDDLE AGE. (Liang)
378. Advanced Spoken Chinese. Chinese 202 or 362. (1). (Excl). May be repeated for credit.
This course is designed as a spoken language supplement to the post-second year Chinese reading courses. The prerequisite is two years of modern Chinese (UM courses 101 through 202, or equivalent course at another institution), and students enrolled in the course should also be enrolled in a third year, fourth year, or classical Chinese course. The purpose of the course is to continue building on the foundation of spoken competence laid down in first and second year Chinese. This is done through conversation, presentation of brief speeches and stories, discussion of materials read and of fellow students' presentations, and through out-of-class preparation for these activities. There is no required textbook for the course. (Liang)
406. Third-Year Chinese. Chinese 405. (5). (Excl).
Chinese 405 and 406 are a two-term sequence constituting the third year of the Chinese program. All four basic skills – reading, writing, listening, and speaking – are stressed, but the most time is devoted to learning to read various styles of modern Chinese, including fiction, essays, and documentary and journalistic materials. (Students who want more spoken language work are encouraged to enroll also for Chinese 378, ADVANCED SPOKEN CHINESE). Readings are selected from a large variety of textbook and non-textbook materials, most of them in course pack form. (Baxter)
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)
462. Readings in Modern Chinese. Chinese 461 or equivalent. (5). (Excl).
Reading course in modern expository Chinese with some fiction, essays and journal articles. Heavy emphasis on structure and vocabulary. Goal to enable students to understand modern (1920) written Chinese. Prerequisite: Chinese 461 or equivalent. (Mills)
469/Phil. 469. Later Chinese Thought (A.D. 220-1849) Upperclass standing; no knowledge of Chinese required. (3). (HU).
See Philosophy 469. (Munro)
472. Traditional Chinese Drama and Fiction in Translation. No knowledge of Chinese required. (3). (HU).
The growth of Chinese fiction differs from the West since its style was influenced deeply by the Chinese story-teller and its contents were influenced by Chinese Buddhism and Taoism. Special attention is paid to the circumstances of this growth from the 14th century to the beginning of the 20th century. In a fashion just as unique, Chinese dramatic forms evolved from early song and dance performances. All types of traditional Chinese drama are eclectic and synthetic. Since drama is closely associated with various types of verse forms, the student will also be exposed to non-dramatic forms of lyric and occasional poetry which are associated with the drama. Readings will include: Birch, ed., ANTHOLOGY OF CHINESE LITERATURE, Vols. I and II; 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"); David Hawkes, trans., THE STORY OF THE STONE, Vol. I; C. C. Wang, trans., THE DREAM OF THE RED CHAMBER; Shadick, trans., THE TRAVELS OF LAO TS'AN. (LIN)
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 faculty specialists from the fields of Chinese history, religion, philosophy, art history, drama, poetry, and fiction. It is NOT a survey course. Instead the focus will be on the sustained and critical study of a number of significant and representative works selected from several humanistic disciplines in order to present the major themes of Chinese civilization. No prerequisites. Background lectures on history, language, religion 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 landscape painting; popular tales in the vernacular; the 16th century novel MONKEY; the classical poetic-musical theatre; modern fiction of revolutionary China. Course format; lectures and discussions by Munro (philosophy); Gomez (religion); Baxter (language); Edwards (art history); Young (history); Crump (drama); DeWoskin (classical fiction); Lin (poetry); Mills, Y. Feuerwerker (modern literature). 3 short papers and a final exam. (Y. Feuerwerker)
402. Japanese Literature in Translation: Edo and Modern Periods. A knowledge of Japanese is not required. (3). (HU).
The course will examine the various forms of Japanese literature in the age of the shoguns, the Edo period (1600-1868) – haiku, prose fiction, puppet plays, and KABUKI drama. It will also introduce the student to 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 works of Natsume Soseki, Tanizaki Jun'ichiro, Enchi Fumiko, and the Nobel Laureate Kawabata Yasunari. A knowledge of Japanese is not required. (Sherif)
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. (Sherif)
450. Undergraduate Seminar in Japanese Literature. Japanese 401 and 402. Knowledge of Japanese is not required. (3). (Excl). May be elected for a total of 6 credits with permission of the instructor.
This course provides an opportunity to focus on major thematic and critical issues in Japanese literature by utilizing the considerable body of English translations now available. The method consists of close textual analysis, brief oral presentations preceding discussions, and critical written articulations of the issue under study through four short essays during the term and a final long paper. Prerequisites are Japanese 401 and 402 or, for non-concentrators, permission of the instructor. TOPIC FOR WINTER '88: THE PROBLEM OF SELF-IDENTITY IN THE MODERN JAPANESE NOVEL. From its very inception, the modern Japanese novel was motivated by an anxious search for a new authentic self within the context of a modernizing nation confronted by Western ideology, forced to examine its feudal values of self-denial as well as the Buddhist lesson that the self lacks a positive existence. The seminar will analyze the problematics of that search and trace the stages of the journey from Natsume Soseki's tortured examinations of the newly transplanted modern ego in Japan to Abe Kobo's purposeful allegories on the fragility of the whole modern concept of individual self-identity. The readings will also include Shiga Naoya's A DARK NIGHT'S PASSING, Mishima Yukio's final OPUS, the SEA OF FERTILITY tetralogy, and Oe Kenzaburo's dramatic portrayals of youth in violent revolt against the alienating condition of modern society. (E. Ramirez-Christensen)
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)
106(306). Elementary Hindi-Urdu. (4). (FL).
A continuation of 105. Contact the instructor for details. (Hook)
304. Elementary Indonesian. (4). (FL).
The course is the second half of a two-term sequence designed to provide the student with a basic working knowledge of the Indonesian language. The course aims at the acquisition of the four basic skills – listening, speaking, reading and writing – in modern Indonesian. The class emphasizes aural-oral exercises and practice and the learning of culture throughout the course. 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 classroom performance, a series of short quizzes, a midterm and a final examination. (Florida)
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).
The course is the second half of a two-term sequence aimed at increasing the student's proficiency in the four basic language skills – listening, speaking, reading and writing – in modern Indonesian. Although increasing emphasis is given to the development of reading and writing skills, listening and speaking constitute an integral part of the course which is conducted entirely in Indonesian. Vocabulary building and instruction in matters of cross – cultural sensitivity are of great import. The primary text used is keyed to a set of tapes for use in the language lab and concentrates on practical knowledge of the language. Supplementary materials introduce the student to reading modern Indonesian literature. Evaluation is based on classroom performance, a series of short quizzes, a midterm and a final exam. (Florida)
406. Intermediate Hindi-Urdu. S&SEA 405. (4). (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)
408. Elementary Sanskrit. (3). (FL).
This course continues work on elementary Sanskrit grammar and involves stories in Sanskrit which have been written to fit particular levels of grammar. The goal of the course is to enable the student to read and write basic Sanskrit. (Deshpande)
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 and the dialogues, tapes are available at the Language Laboratory. There will be occasional quizzes, a midterm, and a final when schedules permit, we have conversation hour once a week throughout the term. 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).
The course is the second half of a two-term sequence designed to introduce the student to critical readings of modern Indonesian texts. A reading and speaking knowledge of modern Indonesian is a prerequisite. With an emphasis on text analysis, the student is required to produce translations of, and critical commentaries on, selected passages from a variety of assigned texts. The course is run as a seminar with discussion conducted in Indonesian. Evaluation is based on the written assignments and classroom performance. (Florida)
506. Advanced Hindi-Urdu. S&SEA 405 and 406. (3). (FL). May be elected twice for a total of six credits.
A continuation of 505. (Advanced Hindi-Urdu, first term.) (Hook)
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