Results for DLCL

The At Home Abroad House invites you to challenge your habits of visual culture, fill your ears with less-familiar sounds, and build your own understanding of what it means to live in a global age. Stanford experts from a multitude of cultural disciplines representing multiple geographic regions have selected some of the best of the best of recent film for you to view: come see for yourself and see outside the box with this tailored line-up of contemporary cinema from around the world. Weekly screenings hosted at the At Home Abroad House; class is open to undergrads only and is mandatory for pre-assigned residents of AHA.

How do AI language models work and what is their impact on education? In this course we will: Experiment with translation; Experiment with textual analysis of specific texts from different contexts and historical periods and cultures; Experiment with large data questions that are very hard to do by a single person; Experiment with ways to fact-check an AI generated work: we know AI creates false assertions, and backs them up with false references; Experiment with collaborating with AI to write a final paper, a blog, a newspaper article, etc.

Handwriting has a long history and significance. Think about Toni Morrison's diaries; a note by Einstein; a Laozi manuscript from the second century; Elizabeth I's poems; hieroglyphic laws; an electronic signature; a postcard from a friend. This course will investigate the history of handwriting, focusing on the importance of the technology and its digital aspects. We shall consider the training and physical efforts of scribes, and the transmission of knowledge, including that of traditionally oral cultures. We'll look at the development of western scripts, gain insight about materials and tools (from animal skin to reed pens) and learn calligraphy from an expert modern scribe, the better to understand the skill and aesthetic of this most everyday of technologies that, I shall argue, will outlive all others

For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies. NOTE: The professor will send a survey to students that are enrolled to determine the day / time this class will meet.

In the occupied France of the 1940s, Catalan psychiatrist Francesc Tosquelles used culture (amateur cinema, theater, and literature) and politics (self-management, cooperatives, and anti-Stalinist communism) to "cure" the institutions rather than patients. In his work he engaged with avantgarde poets like Paul ¿luard, Antonin Artaud and Tristan Tzara, the post-colonial philosopher and psychiatrist Frantz Fanon and philosopher F¿lix Guattari. His project was shaped by radical politics in Catalonia during the 1930s and his own practice of treating the therapeutic community rather than the patients themselves. Tosquelles worked with people outside the medical profession: musicians, writers, lawyers and even prostitutes. These experiences resonate in the book he wrote on poet Gabriel Ferrater and the Spanish Civil War. Taught in English.

Materia is a focal group on post-anthropocentrism, Latin Americanist and otherwise. Building on and expanding the theoretical framework offered by thinkers such as Fernando Ortiz, Bruno Latour, and Jane Bennett, we engage with works of literature and criticism that de-center the human as object of study. To earn the unit, undergraduate and graduate students should attend the workshops held by the focal group, prepare the pre-circulated readings, and actively contribute to discussion throughout the year. The latter can take place during plenary, over office hours with faculty coordinators, or via contributions to the focal group's online platforms. A short quarterly response paper that relates group discussions with the student's ongoing research is recommended. May be repeated for credit.

The Focal Group in Philosophy and Literature brings together scholars and students from eight departments to investigate questions in aesthetics and literary theory, philosophically-inflected literary texts, and the form of philosophical writings. Fields of interest include both continental and analytic philosophy, as well as cognitive science, political philosophy, rational choice theory, and related fields. Students may sign up for a unit of credit each quarter via DLCL 222. To earn the unit, students must secure written permission in advance from one of the instructors, before the final study list deadline. They must then do one of the following three things: (a) attend an event hosted by the Philosophy and Literature group (including events hosted by the graduate workshop) and write up a reaction paper of 2-5 pages; (b) present a paper of their own to the graduate workshop; (c) agree with one of the DLCL 222 instructors on a reading related to the year's activities, and meet with him/her for a discussion of that reading. Normally, students should register for the CR/NC option; only students planning to use DLCL 222 for the Ph.D. minor in Philosophy and Literature should enroll for a letter grade. Prerequisite for undergraduates: undergraduate students wishing to take DLCL 222 must previously have taken the philosophy and literature gateway course PHIL 81 ( CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, SLAVIC 181) or a class taught by one of the instructors of DLCL 222.

The Renaissances Group brings together faculty members and students from several departments at Stanford to consider the present and future of early modern literary studies (a period spanning the fourteenth through the seventeenth centuries). Taking seriously the plural form of the group's name, we seek to explore the early modern period from a wide range of disciplinary, cultural, linguistic, and geographical perspectives.

The Workshop in Poetics is concerned with the theoretical and practical dimensions of the reading and criticism of poetry. During the many years of its existence, the Workshop has become a central venue at Stanford enabling participants to share their individual projects in a general conversation outside of disciplinary and national confinements. The two dimensions that the workshop sees as urgent are: poetics in its specificity as an arena for theory and interpretive practice, and historical poetics as a particular set of challenges for the reader and scholar.

The Medieval Studies Workshop brings together faculty members and Ph.D. students from several departments to consider interdisciplinary scholarly developments in the field of medieval studies, a period spanning the fifth through the fifteenth century CE. To earn the unit, graduate students should attend the workshops held by the focal group and actively contribute to discussion throughout the year. The latter can take place during plenary or over office hours with faculty leaders. May be repeated for credit.

This course is a follow-up to The Learning and Teaching of Second Languages (DLCL 301) and is structured to reflect the needs and challenges of students and teachers embarking on courses at the late second-year level and beyond. Participants will focus on a language and literary area within a chosen foreign language. They will interrogate how literature learning assists further language acquisition and how the level of language knowledge facilitates and impedes literary interpretation and reading comprehension. Prerequisite: DLCL 301.

This course serves as the Core Seminar for the PhD Minor in Philosophy, Literature, and the Arts. It introduces students to a wide range of topics at the intersection of philosophy with literary and arts criticism. The seminar is intended for graduate students. It is suitable for theoretically ambitious students of literature and the arts, philosophers with interests in value theory, aesthetics, and topics in language and mind, and other students with strong interest in the psychological importance of engagement with the arts. In this year's installment, we will focus on issues about the nature of fiction, about the experience of appreciation and what it does for us, about the ethical consequences of imaginative fictions, and about different conceptions of the importance of the arts in life more broadly. May be repeated for credit.

A survey of how literary theory and other methods have been made institutional since the nineteenth century. The readings and conversation are designed for entering Ph.D. students in the national literature departments and comparative literature.