Note: The Department Waitlist policy for all courses is 1 -
Get on the Waitlist through Touch-Tone Registration, and then
attend the first class meeting. Policies and procedures for handling the waitlist will be explained there.
112/Hist. 152. Southeast Asian Civilization. (4). (SS).
See History 152. (Lieberman)
122/Hist. 122. Modern Transformation of East Asia. (4). (SS).
See History 122. (Young)
220/Buddhist Studies 220/Rel. 202. Introduction to World Religions: South and East Asia. (4). (HU).
See Buddhist Studies 220. (Young)
381. Junior/Senior Colloquium for Concentrators. Junior or senior standing and concentration in Asian Studies. (3). (Excl).
This colloquium is an intensive research-oriented seminar designed for all those interested in exploring specific Asia-related topics or themes. These topics can be historical or contemporary, humanities or social science related. Students are expected to research and offer presentations to the class on topics chosen in consultation with the instructor. Though all Asian Studies concentrators are required to take this course, it is open to all interested students. Prerequisites: History 121 or 122 or permission of the instructor. (Forage)
444. The Southeast Asian Village. (3). (Excl).
Our everyday understanding of the term 'village' carries particular connotations of territorial location, boundedness, and function, but our commonsense perceptions do not in many cases fit the concrete varieties of 'primary human communities' one finds in Southeast Asia. Furthermore, our concept of a village as a permanent, bounded, and rural human settlement does not help us account for the transformations occurring in human communities in Southeast Asia, and throughout the world, under conditions of global economy, politics, and culture. In this course, we will begin with an assessment of the social theory and ethnology constituting the Western idea of village in order to examine critically the application of the concept to Southeast Asia. We will examine Southeast Asian examples of primary human communities through case studies, including ethnographies, social science reports, literary works, and films. Through this material we will study the internal structures, forms, and cultural meanings of these communities; their surrounding social, political, economic, ecological, and cultural environments, as these have affected, and been affected by, village-type communities in Southeast Asian history; and the processes by which 'village' forms and meaning are maintained and change. It is expected that students will leave the course with social science knowledge and methodology, as it applies to the concept of community, and an understanding and appreciation of Southeast Asian societies and cultures. (Adler)
475/Chinese 475/Hist. of Art 487/RC Hums. 475/Phil. 475. The Arts and Letters of China. (4). (HU).
See Chinese 475. (Feuerwerker)
490. Topics in Japanese Studies. (3).
Section 001 – Dialogue of Violence: Cinema in WWII's Pacific Theater. For Winter Term, 1997, this section is offered jointly with Film-Video 455.001. (Nornes)
491. Topics in Japanese Studies. (1).
Section 001 – Folk Religion in a Changing World: Shugendo, Japan's Mountain Asceticism. This is a one-credit mini-course that aims to introduce a dimension of Japanese culture through the study of Shugendo, one of the most influential types of folk religion associated with mountains and austerity. The class will examine how Japan's living traditions meet the rapidly changing world by focusing on: the structure of Japan's folk religion; the concept of nature, death and rebirth; and the practice and meanings of mountain asceticism and female pollution. Requirements include class attendance and participation, and a five-page paper that analyzes or responds to issues and questions found in the readings, discussion, or films. Cost:1 WL:4 (Miyake)
220/Asian Studies 220/Rel. 202. Introduction to World Religions: South and East Asia. (4). (HU).
This course is an introduction to the heritage of the major Asian religious traditions. Hinduism (India), Confucianism and Taoism (China), Shinto (Japan), and Buddhism (India, Southeast Asia, China, and Japan) will be considered against their cultural backgrounds, and against the background of human religiousness in general. To lend coherence to the vast and diverse field of study known as "Asian religions," we will focus on certain broad themes, such as ritual, meditation, mysticism, and death. There are three hours of lectures, and one discussion section per week, with occasional use of slides and films. There is no prerequisite for the course. Requirements will include frequent short written assignments and quizzes, and a final exam. (Young)
250. Undergraduate Seminar in Buddhist Studies. No
knowledge of an Asian language required. (3). (HU). May be repeated
with department permission.
Section 001 – On The Nightmare. In this course, we will compare psychological, phenomenological, and cultural approaches to the nightmare. In so doing, we will critically examine the relationship between dreams and folklore, and our conceptions of witches, vampires, and incubi. Texts will include The Devils of Loudun, by Aldous Huxley; Europe's Inner Demons, by Norman Cohn; Vampires, Burial, and Death, by Paul Barber; and The Terror that Comes in the Night, by David Hufford. (Young)
481/Rel. 483. Ch'an and Zen Buddhism. (3). (Excl).
An introduction to the history, doctrine, and institutions of Chinese Ch'an and Japanese Zen Buddhism in the light of modern scholarship. We will focus on the interrelationship between the mythology, the philosophy, and the ritual and monastic culture of the Ch'an and Zen traditions. (Sharf)
487. Buddhism in India: It's Doctrines and History. Buddhist Studies 230 or permission of instructor. (3). (Excl).
This course is intended as an introduction to the history, doctrines, and institutions of Buddhism in India, from it's origins
in the fifth century BC to its revival in the second half of the
twentieth century. It is designed as a course for beginning M.A.
students and upper-level undergraduates. Previous undergraduate
course work in Asian Studies and Religion is assumed. (GÛmez)
102. Beginning Chinese. Chinese 101 or equivalent. (5). (LR). Laboratory fee ($10) required.
In Chinese 102, we do longer readings and question-answer sheets twice a week. Students are also required to memorize short dialogues. Toward the end of the term, students have to write a skit together with other students and their performance will be videotaped 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 in Chinese 101. For both courses, we recommend that students listen to tapes one hour per day. Attendance is taken everyday, and no audits are allowed. Textbooks: (a) John DeFrancis, Beginning Chinese (Yale Univ. Press) and (b) John DeFrancis, Beginning Chinese Reader, Parts I and II (Yale Univ. Press). (Tao)
202. Second-Year Chinese. Chinese 201 or equivalent. (5). (LR).
This course is a continuation of work begun in Chinese 101-102. Students electing the course should have mastered the spoken language material presented in DeFrancis' Beginning Chinese or a similar introductory text and should be able to recognize and write about 400 characters and 1200 combinations. The primary goal of the course is achievement of a basic level of reading competence within a vocabulary of 900 characters and accompanying combinations. A closely integrated secondary goal is continued improvement of aural understanding and speaking competence. These goals are approached through classroom drill, out-of-class exercises, and work in the language laboratory. Daily class attendance is required. Students are graded on the basis of daily classroom attendance, and weekly quizzes or tests. The texts are Intermediate Reader of Modern Chinese (Princeton University Press, 1992) and the movie script The Great Wall. Students who are native or near-native Mandarin Chinese speakers are not eligible for this course. They should enroll in Chinese 302 (Reading and Writing Chinese) which covers all of the material presented in Chinese 201/202 and is offered in the Winter Term. No visitors are allowed. (Baxter)
225. Calligraphy. Chinese 101 or equivalent, or permission of instructor. (1). (Excl). May be repeated for a total of three credits.
To explore the richness of Chinese calligraphy, this class is designed to include a series of fundamental introductions to the history of Chinese calligraphy and a brief theoretical framework for evaluation and appreciation; in addition, a practice session will be held in each class to facilitate a hands-on learning process.
302. Reading and Writing Chinese. Permission of instructor. No credit granted to those who have completed or are enrolled in Chinese 201, 202, or 362. (4). (LR).
This course is designed for students with native or near-native speaking ability in Chinese and who know approximately 400 characters. Meeting four hours per week, Chinese 302 focuses on reading and writing Chinese and covers the regular 201-202 reading material except for the movie script A Great Wall. Students will be graded on the basis of daily classroom performance, daily quizzes, periodic tests, and homework assignments. The text is Intermediate Reader of Modern Chinese. (An)
378. Advanced Spoken Chinese. Chinese 202 or 362. (1). (Excl). May be repeated for a total of four credits.
This course is designed as a spoken language supplement to the post-second year Chinese reading courses. The prerequisite is two years of modern Mandarin Chinese (UM courses Chinese 101 through 202, or equivalent courses at another institution). The purpose of this course is to continue building on the foundation of spoken competence laid down in first- and second-year Chinese by providing two hours a week for students to talk, talk, and talk. This is accomplished through presentation of brief speeches and discussions on topics selected by the class. The role of the instructor, who serves as a coordinator for the class, is not to teach students how to speak Chinese, but to encourage and coach them in speaking Chinese. Vocabulary lists will be provided before and after each discussion session. The grades will be determined by students' attendance, participation in discussion, oral presentations, and vocabulary quizzes. This course is not for native speakers, auditors, or sit-ins. (Liang)
406. Third-Year Chinese. Chinese 405. (5). (Excl).
All four basic skills – reading, writing, listening, and speaking - are stressed. In this course, students learn to read various styles and genres of modern Chinese, including fiction, essays, and occasionally poetry. Course readings are selected from a large variety of genuine Chinese materials; there is no textbook. On completing third-year Chinese, students should (with the aid of a dictionary) be able to read and discuss most non-technical subjects in modern Chinese. This course meets five hours per week. Of these, three hours are devoted to understanding and discussing the reading material. The fourth hour is reserved for oral presentations, discussions, and skits. The fifth hour is used for taking quizzes or tests. Student work is evaluated on the basis of daily attendance, exercises, one dictation every second day, and one quiz or test per week. The class is conducted mainly in Chinese. Cost:2 WL:1 (Liang)
416. Chinese for the Profession. Chinese 406. (3). (Excl).
Chinese for the Professions (i.e., Business Chinese) focuses on practical language skills that are most helpful in actual business interactions with Chinese-speaking communities. Classroom activities, largely in the form of real world simulation, will be based on authentic documents and correspondence as well as a textbook. Some highlights are: business negotiation in international trade, business letter writing, business documents comprehension/translation, business oral presentation, commercial language, and word processing. Through intensive practice in the listening, speaking, reading, and writing of the Chinese language for business purposes, students will enhance their cultural awareness and acquire vocabulary, phrases, and sentence patterns commonly used in typical Chinese business contexts. (Chen)
432. Contemporary Social Science Texts. Chinese 431 or equivalent. (5). (Excl).
Chinese 431-432, a two-term Chinese language course sequence designed to help students with an interest in Chinese social sciences, is particularly accommodating to the needs of graduate students in various China-oriented fields. Instructional activities will seek to enhance students' ability to read Chinese research papers and articles focusing on Chinese politics, economics, diplomacy, history, and culture. This allows students to do their research using original Chinese materials. Although the primary emphasis will be on reading comprehension, the class will also develop practical listening, speaking, and writing skills needed by professionals in China-related affairs. Classes will be conducted largely in Chinese. (Chen)
462. Readings in Modern Chinese. Chinese 461 or equivalent. (5). (Excl).
Chinese 461-462 is a two-term Chinese language course sequence with graded readings at an advanced level. Texts chosen from a variety of sources in both Mainland China and Taiwan include 20th-century fiction and essays on various topics. While students are helped to further improve command of structure and vocabulary in a range of language styles, the primary emphasis of the sequence is on reading comprehension with the aim of enabling students to read original materials with less reliance on a dictionary. Development of speaking and writing skills will also be stressed through discussions on the readings. In this term, longer texts will be used and efforts will be made to improve reading skills and speed. Weekly assignments such as, but not limited to, composition in Chinese and translation into English are required. Classes are conducted largely in Chinese. (Chen)
250. Undergraduate Seminar in Chinese Culture. No
knowledge of Chinese language is required. (3). (HU). May be repeated
with department permission.
Section 001 – Journeys to China. This is a comparative study of Chinese culture and the outside, focusing on contacts and interactions between Chinese and the outside world from the thirteenth century to the present day. Readings include The Travels of Marco Polo, The Memory Palace of Matteo Ricci, The Immobile Empire, American Advisors in China, Iron and Silk, and Salesman in Beijing. In our discussions, we will search for the historical and cultural roots of contemporary issues, as an emerging China and an adapting outside world seek accommodation with each other. (DeWoskin)
Section 002 – Taoism in the Western World. Taoism is an ancient school of Chinese thought with a history dating back over two thousand years. Since its introduction to the Western world in the last few centuries, it has been interpreted in many different ways and elicited a broad range of responses. This course will examine the diverse uses to which the works of Taoist thinkers such as Lao-tzu and Chuang-tzu have been put by figures ranging from GWF Hegel, Arthur Schopenhauer, Martin Heidegger, Oscar Wilde, John Cage, Alan Watts, Dany Leferriere, Henry Miller, Norman O. Brown, Frank Lloyd Wright, Fritjof Capra, Carl Jung, Jacques Lacan and Frederick Perls to Osho Rajneesh, Winnie the Pooh, and Ronald Reagan. What has Taoism meant to the West; what has it presented that was felt to have formerly been missing; for what purposes was it used; and what does it contribute to the formation of new modes of thought in a Western context? Is the vast diversity of interpretations and uses to which it has been put a sign of cultural appropriation and misapprehension, or a sign of the enduring vitality, importance, and uniqueness of the Taoist vision? Or both? The subject of this course will be the reception of Taoism in the West and its influence on Western (and occasionally Indian) philosophy, psychology, science, art, music, and politics. Several English translations and interpretations of Lao-tzu and Chuang-tzu will also be examined and compared. All reading for this course will be in English. Three short papers will be assigned. (Ziporyn)
452. Literary Chinese. Chinese 202 or 362. (4). (Excl).
This is a course primarily for specialists, requiring knowledge of Modern Chinese at least through the second-year level. Through the use of Shadick's A First Course in Literary Chinese and selected handouts, the styles of written Chinese of imperial China from prose to poetry are selectively introduced. Class is taught in small recitation groups requiring constant preparation by the student. Quizzes, tests, and hand-in exercises on a weekly basis, plus a final exam, are used to measure progress. Emphasis is on understanding of the texts, as well as the ability to render them clearly into English. This course is the second half of a two-term sequence that is prerequisite to more advanced Chinese courses. In this term, 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, introducing the practice of using dictionaries and other aids for interpretation, and increasing 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)
469/Phil. 469. Later Chinese Thought (A.D. 220-1849). Upperclass standing; no knowledge of Chinese required. (3). (HU).
This course will present an overview of major developments in Chinese thought from the Han to the Ming dynasties, covering a period of over 1500 years. It will involve readings of the Neo-Taoist philosophy of Wang Pi and Kuo Hsiang, the development of the intricate metaphysical and epistemological systems of Chinese Buddhism, and the Neo-Confucianism of the Sung and Ming, including both the "rationalistic" Ch'eng-Chu school and the "idealistic" Lu-Wang school. The focus of this class will be on developing a mastery of the philosophical issues, premises, modes of reasoning and systematic consequences underlying the several alternate world-views emerging during this period of Chinese intellectual history, their differences and commonalities, together with critical evaluation of the philosophical propositions put forward and comparisons with Western philosophy. Two papers will be assigned. All readings will be in English. (Ziporyn)
472. Traditional Chinese Drama and Fiction in Translation. No knowledge of Chinese required. (3). (HU).
The focus of this course is the development of drama and fiction in premodern China. Written in vernacular Chinese, these works expand the permissible subjects and modes of literary expression giving the reader an intimate "backstage" view of traditional Chinese culture unavailable elsewhere. Course requirements are several short papers, a final exam, and participation in class discussion. Readings include, depending on availability, plays: Chinese Theater in the Days of Kublai Khan, The Lute, and The Peach Blossom Fan; short stories: Stories from a Ming Collection, Silent Operas; autobiography: Six Records of a Floating Life; and novels: The Plum in the Golden Vase (cc. 1-20), The Tower of Myriad Mirrors, The Story of the Stone (v. 1), and The Travels of Lao Ts'an. (Rolston)
475/Asian Studies 475/Hist. of Art 487/RC Hums. 475/Philosophy 475. The Arts and Letters of China. (4). (HU).
This interdisciplinary course is taught jointly by faculty
specialists in Chinese philosophy, religion, history of art, drama
and literature. It is not a survey course. Instead the main task will be the sustained and critical study of a number
of significant and representative works in order to present some
major themes of the distinct and complex civilizations of China.
In spite of inner tensions, this is a cultural tradition that
can be seen as a highly integrated system composed of mutually
reinforcing parts, making such an interdisciplinary and multimedia
approach particularly effective. Toward the end of the term we
will observe the system's collapse as it struggles to adapt to the modern world, consider how our themes continue, persist, or
change. Background lectures on history, language, and cosmology
will be followed by topics and readings that include: Confucianism
(Mencius) and Taoism (Chuang-Tzu); themes in Chinese religiosity, Ch'an (Zen Buddhism); classical narratives; lyricism and visual
experience in poetry and landscape painting; traditional storyteller
tales; poetic-musical theater; fiction of modern "revolutionary"
and post-Mao China. Course format: lectures and discussions by
Baxter (language); Crump (theater); Feuerwerker (modern fiction);
Lin (poetry); Powers (art history); Rolston (traditional fiction);
Sharf (religion). In the fourth hour class will divide into two
discussion sections. No prerequisites. Requirements: three short
papers and final exam. (Y. Feuerwerker)
102. Beginning Japanese. Japanese 101 or equivalent. (5). (LR). Laboratory fee ($9) required.
This course is designed for students who have less than the equivalent of one year's study of Japanese at the University of Michigan. The goal of the course is the simultaneous progression of four skills (speaking, listening, writing, and reading) as well as becoming familiar with aspects of Japanese culture which are necessary for language competency. Recitation sessions are conducted in Japanese emphasizing speaking/reading in Japanese contexts at normal speeds. Analyses, explanations, and discussions involving the use of English are specifically reserved for lectures with a linguist. Students are required to do assignments with audio tapes a minimum of two hours for each class hour (10 hours per week). It is expected that, by the end of the year, students will have basic speaking and listening comprehension skills, a solid grasp of basic grammar, reading and writing skills in Hiragana and Katakana, and will be able to recognize and produce approximately 140 Kanji in context. Texts: Situational Functional Japanese, Vol. 1-2. (Johnson)
202. Second-Year Japanese. Japanese 201 or equivalent. (5). (LR). Laboratory fee ($9) required.
Further training is given in all the language skills (listening, speaking, reading, and writing) for students who have acquired a basic language proficiency. The aim of the oral component is to provide the student with the speaking and comprehension skills necessary to function effectively in more advanced practical situations in a Japanese-speaking environment. In the reading and writing component, the emphasis is on reading elementary texts, developing an expository style, and writing short answers/essays in response to questions about these texts. Approximately 400 of the essential characters are covered. Discussions on the social and cultural use of language are provided. Students are required to attend five hours of class per week: two hours of lecture and three hours of recitation. Students are also required to practice a minimum of two hours for each class hour (12 hours per week). Recitation sessions are conducted entirely in Japanese; no English is permitted. Recitation sessions emphasize speaking/reading in Japanese contexts at normal speed with near-native pronunciation, accent, intonation, rhythm, and appropriate body language. Analyses, explanations, and discussions involving the use of English are specifically reserved for lectures with a linguist. Texts: Eleanor Harz Jorden and Mari Noda, Japanese: The Spoken Language, Parts II-III; Eleanor Harz Jorden and Hamako Ito Chaplin, Reading Japanese. (Van Compernolle)
225(250). Calligraphy. Japanese 101 or equivalent, or permission of instructor. (1). (Excl). May be repeated for a total of three credits.
In this course students will learn the art of Japanese calligraphy. The goals of the course are to help you learn how to practice Japanese calligraphy and cultivate your mind through practice. In this course, we will practice six subjects, including Kanzi and Hiragana. We will focus on basic skills such as the way of using brushes, how to keep characters' balance, and so forth. In order to master the basic skills, we will practice a character Ei as warm up each session. Throughout the course, we will work on cultivating our minds by writing characters in peace and quiet. We will also concentrate on keeping right posture and behavior, for our bodies are closely connected to our minds. (Onishi)
406. Third-Year Japanese. Japanese 405 or equivalent. (5). (Excl).
Advanced training is given in all the language skills. Practice in the use of spoken Japanese is contextualized within simulated Japanese social settings. A variety of selected modern texts (essays, fiction, and newspapers) are read with emphasis on expository style. The goal is to produce self-sufficient readers who can read and discuss most texts with the aid of a dictionary. Students are required to practice with audio/visual tapes a minimum of two hours for each class hour (10 hours per week). Recitation sessions emphasize speaking/reading in Japanese contexts at normal speed with near-native pronunciation, accent, intonation, rhythm, and appropriate body language. Analyses, explanations, and discussions involving the use of English are specifically reserved for lectures with a native English speaker. Texts: Eleanor Harz Jorden and Mari Noda, Japanese: The Spoken Language, Part III; Eleanor Harz Jorden and Hamako Ito Chaplin, Reading Japanese; selected reading materials for Third-Year Japanese. (Abbas, Aizawa)
417. Communicative Competence for Japan-Oriented Careers II. Japanese 406, 411, or equivalent. (3). (Excl).
This course stresses the effective use of the Japanese spoken language in contexts likely to be encountered by a career-oriented professional in Japan. Winter Term topics include: Banking, Import and Export, The Japanese Market, Annual Reports, Business Ritual and Socializing. In addition, the course will include practice in rapid reading and transcription/dictation of moderately difficult texts, newspaper articles, and news broadcasts. Students are expected to practice with audio tapes for a minimum of two hours for each class hour. (Aizawa)
446. Readings in Technical Japanese. Japanese 445, or permission of instructor. A maximum of 10 credits may be elected through Japanese 421, 445, and 446. (4). (Excl).
Japanese 445-446, a two term sequence of Readings in Technical Japanese, is designed to train fourth-year level Japanese language students to read technical materials written for a Japanese audience. Readings will consist of articles and reports taken from publications in fields where Japanese conduct leading-edge research. There will also be an oral/aural component stressing communications strategies for establishing and conducting professional relationships in technical environments. Japanese engineers carrying out advanced studies in Michigan, or employed at the many technical centers in this area, will be an important resource. Students will also be introduced to the uses of technical dictionaries and indexes. Class attendance is mandatory. Students are required to prepare for recitations and for frequent quizzes. Written translations will be assigned. There will be a midterm and a final. (Unedaya)
250. Undergraduate Seminar in Japanese Culture. No
knowledge of Japanese language is required. (3). (HU). May be
repeated with department permission.
Section 001 – The Loss of Paradise in Japanese Literature. Through a range of styles and periods, this course will examine the sense of loss that great writers have examined throughout the history of Japanese poetry, fiction, and film – one of the world's great literary traditions. The discussion will range from the exploration of poems on the vagrancies of love to tales of the supernatural. We will read of samurai warriors fighting for their lives and university students groping with the uncertainties of a new age. And, we will attempt to understand how the sense of loss – whether real or imaginary – profoundly shapes a cultural tradition.
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 Edo period (1600-1868) – haiku, prose fiction, puppet plays, and Kabuki drama. It will also introduce the student to the development of the modern novel beginning in the Meiji period (1868-1912) and will focus on major works of modern Japanese fiction from the Meiji era to the present, including the novels of Natsume Soseki, Tanizaki Jun'ichiro, and the Nobel Laureate Kawabata Yasunari. A knowledge of Japanese is not required. (Ito)
461. Social Science Readings in Japanese. Japanese 406. (4). (Excl). May be repeated for credit with permission of instructor.
This course helps students to develop reading skills necessary to conduct research in Japanese social science topics. Readings are assigned from newspapers, books, and journals in a variety of fields. The emphasis is on the acquisition of "kango" vocabulary which arise in understanding these readings. Class attendance is mandatory. Homework includes a minimum of two hours of preparation per class hour. Students are expected to prepare for the readings and for frequent quizzes so that they can participate actively in discussion in Japanese in class. Japanese essays will be assigned. (Kozuka)
475. Japanese Cinema. A
knowledge of Japanese is not required. (3). (Excl). Special fee
(not to exceed $20) required.
Section 001 – History of Japanese Cinema. This class will survey the history of the Japanese moving image, from its beginnings in one-shot actualities to the proliferation of video-based media. Explorations of films by a diverse range of filmmakers, from Kurosawa Akira to Beat Takeshi, will enable us to study the interaction between national and international dimensions of texts, auteurs and movements. Cost:2 WL:1 (Nornes)
490. Introduction to Japanese Linguistics. Japanese 102 or 361; or permission of the instructor. (3). (HU).
This course is designed for both undergraduate (prerequisite
is required) and graduate students who are interested in acquiring the specifics of Japanese grammar. It is also recommended for
anyone considering a career as a teacher of Japanese. The goals
of the course are to gain knowledge of the basic characteristics
of sentence structure and meaning in Japanese; to become familiar
with selected theoretical analyses (or competing analyses) which
linguists have proposed for various structural patterns in Japanese;
and to develop a repertoire of linguistic vocabulary with which
to talk about sentence structure and meaning in Japanese. (Johnson)
102. Beginning Korean. Korean 101 or equivalent. (5). (LR).
This first-year course is for those who have no or minimal proficiency in Korean. This course will introduce the basic structure of Korean while focusing on the development of reading, writing, and speaking skills. Class regularly meets five times a week - two hours of lecture and three hours of aural/oral practice - and daily attendance is expected. In addition, students are required to do additional hours of work for practice on their own in the computer lab. Through lectures, students will learn Korean characters, be able to read sentences with considerable fluency, and understand the basic grammatical structures of Korean. Based on the knowledge obtained through lectures, recitation classes will help the students develop an ability to use basic conversational expressions freely. The checkpoints for evaluation include homework assignments, weekly quizzes, reading aloud, and oral interviews. The textbook for the course is College Korean by Clare You (University of California Press). Those who successfully finish the course will gain sustained control of basic conversation. Those interested in taking this course should see the instructor for an interview before registration. (Kim)
202. Second Year Korean. Korean 201 or equivalent. (5). (LR).
This is an intermediate course in spoken and written Korean. It will emphasize the aural/oral skill, but attention will also be given to grammatical structure. Class regularly meets five times a week – two hours of lectures and three hours of aural/oral practice – and daily attendance is expected. Through lectures, students will learn relatively complex structural patterns of Korean, build up their vocabulary, and get acquainted with various aspects of Korean culture and society. Based on the knowledge obtained through lectures, recitation classes will help the students develop an ability to carry on survival-level conversation. In evaluation, weight will be placed on homework assignments, biweekly quizzes, and oral interviews. Those interested in taking this course should see the instructor for an interview before registration. (Lee)
402. Third Year Korean. Korean 401 or equivalent. (5). (Excl).
Third-year Korean will help students improve their skills, both spoken and written, up to intermediate-high level. Class meets five hours per week – two hours of lecture and three hours of recitation. In lecture classes, the students will learn Chinese characters, and thereby build up their vocabulary and heighten reading ability. The reading materials will inform the students of various cultural aspects of Korea. Through weekly writing assignments, the students will also learn more accurate syntax, pragmatic ways of expression, and logical ways of thinking in Korean. In recitation classes, strengthened aural/oral training will be given. The students will tell a short story, have free group-discussion, and learn songs. Evaluation will be based on attendance, homework assignments, exams, class activities, and various oral performances. (Cho)
Korean Courses in English
Courses in this section do not require knowledge of Korean.
249(150)/Hist. 249. Introduction to Korean Civilization. (3). (HU).
A comprehensive introduction to Korea both as a modern country
with a long and rich cultural heritage, and as a product of existing
for centuries in the shadow of stronger neighbors. Students will
explore aspects of history, literature, thought (philosophy), and art over a period of many centuries leading to the present
time. Class meets three hours per week. Readings are in translation.
Slides and films are shown occasionally. No knowledge of Korean
is required. (Cho)
102. Beginning Thai. S&SEA 101 or equivalent. (5). (LR).
Standard Thai, the language of Thailand, is typical of several Asian languages in its grammar and tonal pronunciation. The focus of the course is the use of language in everyday situations. Upon successful completion of the course, students will be able to conduct conversations dealing with several survival concerns, e.g., introduction, ordering food, transportation, banking, post-office trip, shopping, etc. From the first day of class, students will learn Thai scripts and will be able to read course materials and short passages in Thai at the end of the term. Writing assignments are also assigned. Thai cultures, history, geography, etc., will be offered both in the content of the language lessons and supplementary presentations. Placement test required before registration. (Krishnamra)
104. Beginning Indonesian. S&SEA 103 or equivalent. (5). (LR).
Indonesian is the national language of Indonesia, a country noted for its rich and deep cultural heritage as well as for its remarkable cultural diversity. With its 180 million speakers, Indonesian is the sixth most prevalently spoken of the world languages. The relatively simple syntactic and grammatical structures which characterize Indonesian make it an accessible language for native speakers of English. The elementary course comprises 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 language 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, homework assignments, tests, and a final exam. (Sudarsih)
106. Elementary Hindi-Urdu. S&SEA 105 or 305. No credit granted to those who have completed or are enrolled in S&SEA 315 or 365. (4). (LR).
SSEA 106 is the second course in the first year sequence of Hindi-Urdu courses. Hindi and Urdu are the respective national languages of India and Pakistan. The course meets four hours per week in four sessions. Only the Devanagari writing system (for Hindi) is introduced. Nastaliq (for Urdu) comes in the second year. The course concentrates on developing skills in reading, writing, speaking, and aural comprehension. Evaluation is based on attendance, written homework assignments, quizzes, dictations, and examinations. (Siddiqi)
108. Beginning Tagalog. S&SEA 107 or equivalent. (4). (LR).
Tagalog/Filipino 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 an 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. There are frequent short quizzes, short dialogues, and a final examination. At the end of the this course, the student should be able to handle brief exchanges in common social situations and to read and write simple dialogues and essays in Tagalog. Text is Conversational Tagalog: A Functional-Situational Approach by Teresitz Ramos. Supplementary readings and visual presentations will be provided when appropriate. (Weller)
114. Elementary Tamil. S&SEA 113. No credit granted to those who have completed or are enrolled in S&SEA 373. (4). (LR).
This course offers an introduction to spoken and written Tamil, the major Dravidian language spoken in Tamil Nadu, the largest state in southern India, and by the largest minority in Sri Lanka, Singapore, and Malaysia. It is one of the oldest languages of the world with a literary tradition beginning in 3 BC. All major language skills – listening, speaking, reading, and writing - are covered. The aim of achieving proficiency in speaking comprehension is to enable the student to function effectively in different everyday situations in a native environment. Class meets in a computer lab once or twice a week to practice listening and reading using HyperCard multimedia software implemented for Tamil. Public access to a section of this software is possible in the computers at the Modern Language Building (MLB). A standard textbook is used, supplemented by reference grammars and additional materials selected or specially prepared by the instructor. Recitation sections emphasize speaking and listening in native contexts at normal speed with near-native pronunciation, intonation, rhythm, and appropriate body language. Students learn to handle the script in which Tamil is written. Reading materials introduce the students to the culture and the religion of Tamil speaking people. Evaluation is based on classroom performance, homework assignments, tests, and a final exam. (Manickam)
116(382). Beginning Vietnamese. S&SEA 115 or permission of instructor. (5). (LR).
This course continues and develops the students' proficiency in the four basic language skills – listening, speaking, reading, and writing – of the only language of more than 72 million Vietnamese speakers. The course emphasizes aural-oral practices and vocabulary building. Supplementary materials distributed throughout the course will provide the students some knowledge of the Vietnamese culture. Students will be encouraged to communicate in the target language, and classes will be largely conducted in Vietnamese. Course evaluation will be graded on classroom attendance and performance, home assignments, tests, and a final examination. (Nguyen)
202. Intermediate Thai. S&SEA 201 or equivalent. (5). (LR).
This course continues and extends the four skills students developed in Thai 201. Reading and discussion as well as written assignments from authentic materials will be covered. Also, discussions on topics interesting to students will be covered in order to increase speaking fluency. Class is conducted largely in Thai. Students are required to actively participate in class. (Krishnamra)
204. Intermediate Indonesian. S&SEA 203. (5). (LR).
The course is 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 importance. The primary text used is keyed to a knowledge of the language. Supplementary materials introduce the student to reading modern Indonesian literature. Evaluation is based on classroom performance, homework assignments, tests, and a final exam. (Sudarsih)
206. Intermediate Hindi-Urdu. S&SEA 205. No credit granted to those who have completed or are enrolled in S&SEA 316 or 366. (4). (LR).
This course is intended to increase students' skills and proficiency in speaking, comprehending, reading, and writing the Devanagari (Hindi) script. Students are also introduced to the Nastaliq (Urdu) writing system. Evaluation is based on attendance, written homework assignments, quizzes, dictations, and examinations.
208. Intermediate Tagalog. S&SEA 207 or equivalent. (3). (LR).
The format will be as follows: two class hours a week will be devoted to readings and grammar review, one class hour a week will be devoted to guided conversation. Readings will be assigned, and these will provide the framework for the discussion of grammatical points and question-and-answer sessions in Tagalog on the content of the texts. There will be written assignments, a midterm, and a final examination. By the end of the term, students should have acquired sufficient competence to handle longer conversations, write letters and brief essays, read certain plays, and (with the aid of a dictionary) newspapers and magazines. Course text is Intermediate Tagalog, Developing Cultural Awareness Through Language by Terisita Ramos and Rosalina Morales Goulet. Supplementary readings and visual aids will be provided when appropriate. (Weller)
212. Intermediate Punjabi. S&SEA 211. No credit granted to those who have completed or are enrolled in S&SEA 372. (3). (LR).
This course emphasizes the advanced grammatical constructions, composition, vocabulary development, and conversational skills of modern Punjabi. Particular attention will be paid to the Punjabi verbs and their classifications. Readings will include items from Sikh scripture, a variety of short stories depicting the Punjabi culture, items from Punjabi newspapers, poetry, and plays. A video film will be shown to examine the spoken language of the Punjab. Throughout the course the students will be encouraged to communicate in the Punjabi language. There will be two tests: a midterm worth 30% and a final worth 40%. In addition there will be homework assignments worth 20%. The remaining 10% of marks will be allotted to oral communication. Texts: Motia Bhatia, An Intensive Course in Punjabi, (Mysore, Central Institute of Indian Languages, 1985); Harjit Singh Gill and Henry A. Gleason, Jr., A Reference Grammar of Punjabi, (Patiala, Punjabi University, 1969); a course pack will also be used. (Singh)
214(436). Intermediate Tamil. S&SEA 213. No credit granted to those who have completed or are enrolled in S&SEA 374. (3). (LR).
This course is designed to further students skills in speaking and writing as well as increase their proficiency in reading and comprehension. A standard textbook is used, supplemented by HyperCard Tamil software consisting of a sequence of graded dialogues chosen from daily conversations and Tamil movies. Evaluation is based on classroom performance, homework assignments, tests, and a final exam. (Manickam)
216(482). Intermediate Vietnamese. S&SEA 215. (5). (LR).
This course continues to develop the students' four language skills – speaking, listening, reading and writing – in Vietnamese. Although emphasis is given to the development of reading and writing skills, supplementary materials distributed throughout the term will provide the students with knowledge of various socio-cultural aspects of Vietnam. By the end of the course, students should have acquired sufficient competence to handle casual conversation, write short compositions, and read Vietnamese newspapers. Evaluation will be based on class attendance and performance, home assignments, tests, and a final examination. (Nguyen)
310. Advanced Sanskrit. S&SEA 309 or equivalent. (3). (LR).
The continuation of the sequence of courses offered in Sanskrit. This course works on advanced grammar of classical Sanskrit and also involves reading simple stories, parts of Sanskrit drama and other similar classical literary texts. The goal of the course is to prepare the student to read non-technical classical Sanskrit. (Deshpande)
402. Advanced Thai. S&SEA 401 or equivalent. (4). (Excl).
In this course students will complete the move from material written specifically for foreign language learners to "real" Thai, including such genres as newspaper articles, essays, and fiction. Class discussion of the reading selections and other topics will be in Thai, giving students the chance to acquire more sophisticated oral skills such as those of advancing and supporting opinions and interpretations. Written assignments will advance students' facility at writing Thai. (Krishnamra)
404. Advanced Indonesian. S&SEA 403. (4). (Excl).
The course is aimed at the further development of the student's proficiency in the four basic language skills (listening, speaking, reading and writing) in modern Indonesian. The course work is designed to improve the student's command of basic grammatical structures as well as to build advanced vocabulary. Sociocultural orientation will increase the student's familiarity with the important sociolinguistic aspects of Indonesian language use. The course stresses active manipulation of practical vocabulary for both formal and informal language situations. Readings further the student's exposure to modern Indonesian literature. Evaluation is based on classroom performance, homework assignments, tests, and a final exam or project. (Sudarsih)
414(536). Advanced Tamil. S&SEA 413. (3). (Excl).
This course is designed to further students' skill in understanding the diglossic nature of Tamil and different styles of writing, as well as increase their proficiency in reading novels and modern poetry. A standard set of text books are used. Further, students will be required to listen to and comprehend graded dialogues chosen from daily conversations, public speeches, and movies. Evaluation is based on classroom performance, assignments, weekly tests, and a final exam. (Manickam)
416(598). Advanced Vietnamese. S&SEA 415. (4). (Excl).
This course aims at improving the students' proficiency in reading and writing, although increasing emphasis is given to text analysis and discussion. A wide selection of materials, ranging from literary books to newspapers, folk stories and other economic and cultural articles, will provide the students opportunities to get acquainted with various sociocultural aspects of Vietnam. Course evaluation will be graded on classroom attendance and performance, homework assignments, and a final examination. (Nguyen)
464. Advanced Readings of Modern Indonesian Texts II. S&SEA 404 or equivalent. (3). (Excl). May be elected for a total of 6 credits.
The course is designed to introduce the student to critical readings of modern Indonesian texts. A reading and speaking knowledge of modern Indonesian is prerequisite. With an emphasis on text analysis, the student is required to produce critical commentaries on (and sometimes translations of) 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.
250. Undergraduate Seminar in South and Southeast Asian
Culture. No knowledge of any Asian language required.
(3). (HU). May be repeated with department permission.
Section 001 – Religion in Modern India. This course is about the diversity of religious life in modern India. It will begin with the examination of the following three points, namely, (1) that ancient layers of India's religious life are alive and well in contemporary India; (2) that the hybrid discourse of the "secular state" is itself a religious discourse in modern India; and (3) that India's unique agony over religion is instructive for rethinking some of our most general notions about "religion" and "secularization." In this course, we will discuss the overall periodization of the various layers of India's religious life, namely, (1) the Indus Valley (c. 3000-1500 BCE), (2) the Indo-Brahmanical (c. 1500-600 BCE), (3) the Indo-Sramanical (c. 600 BCE-300 CE), (4) the Indic (Hindu-Buddhist-Jain) (c. 300-1200), (5) the Indo-Islamic (c. 1200-1757), and (6) the Indo-Anglian (c. 1757-present). We will then apply the overall analysis to the five salient religious crises in contemporary India: the Sikhs in the Punjab, the Muslim issue in Kashmir, the Shah Banno case and the Muslim Women's Bill, the Mandal Commission Report on Other Backward Classes and the controversy in Ayodhya. We will also examine the role of ethnic and racial conflict that led to these crises. (Singh)
Section 002 – Traditions of Poetry in India. Through readings and discussion SSEA 250 introduces the student to six traditions of poetry in India: (1) Vedic-Upanishadic mystic poetry; (2) Tamil Sangam love poetry; (3) classical Sanskrit and Prakrit court poetry; (4) medieval devotional poetry; (5) Urdu metaphysical poetry; and (6) modern secular poetry. We will read translations of selections from each of these six traditions, appraise them as sources of esthetic enjoyment from our own points of view and where possible evaluate them in the context of their own place and time. In coming to terms with traditions far removed in space and time, the student will come to know something of Indian esthetic theories and the continually re-negotiated role of the poet in forming and transforming the ways in which people interpret their own life experience. Each student will introduce one of the poets whose work we will read. The course will require several short papers, at least two of which will be close readings and explications of individual poems, and at least one other will compare notions of what makes poetry in India and the West. Translation and/or transcreation is an option for some of these assignments. (Hook)
Section 003 – Bhagavad-Gita: The Activist View of Hinduism. This class introduces Hinduism to students through an intensive study of this single most important scriptural text, the Bhagavad-Gita. We spend half the time going over the text-in-translation, chapter by chapter. The other half of the class time is devoted to critical issues relating to the text, i.e., history of the text, its transmission, its location within the history of Hinduism, its connections with political/cultural history, its ancient and modern interpretations. The grade is based on class participation, two papers, and two in-class examinations. (Deshpande)
Section 004 – A Thousand Years of Vietnamese History and Poetry. In this course, we (students and teacher) will explore the poetry of the Vietnamese from the beginning of this millennium to its end against the background of their history. The two-hour session will provide the visual as well as the social, cultural, and political context for the poems. Lectures and slides will join the background reading to bring the students into the changing Vietnamese world. In the one-hour session on Wednesdays the student and teacher will discuss the poems and what they tell us about the Vietnamese people. Half the course will look at premodern Vietnamese history (to 1800) and half the modern era (1800-2000). We will observe the wars of the twentieth century, particularly the American War, through Vietnamese poetic expression. The requirements will be weekly discussions of the poems, two 5-10 page essays, and a final examination. The first essay will be due at midterm and will draw from one of the seven long narrative poems written in or around the eighteenth century. The second will be due at the end of classes and will use one or more poems of the student's choice to describe aspects of Vietnamese life. The final examination will be an interpretive essay on the relations among Vietnamese poetry, history, and life. The goal of the course is a greater understanding of Vietnamese life and its elements through time as described by the Vietnamese themselves. The texts are Huynh Sanh Thong's An Anthology of Vietnamese Poems (1996) and Neil L. Jamieson's Understanding Vietnam (1993), together with the selected readings in a course pack. (Whitemore)
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