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AFRICAAM 18A: Jazz History: Ragtime to Bebop, 1900-1940 (MUSIC 18A)

From the beginning of jazz to the war years.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Berry, F. (PI)

AFRICAAM 18B: Jazz History: Bebop to Present, 1940-Present (MUSIC 18B)

Modern jazz styles from Bebop to the current scene. Emphasis is on the significant artists of each style.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Berry, F. (PI)

AFRICAAM 20A: Jazz Theory (MUSIC 20A)

Introduces the language and sounds of jazz through listening, analysis, and compositional exercises. Students apply the fundamentals of music theory to the study of jazz. Prerequisite: 19 or consent of instructor.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; Nadel, J. (PI)

AFRICAAM 30: The Egyptians (CLASSICS 82)

Overview of ancient Egyptian pasts, from predynastic times to Greco-Roman rule, roughly 3000 BCE to 30 BCE. Attention to archaeological sites and artifacts; workings of society; and cultural productions, both artistic and literary. Weekly participation in a discussion section is required.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

AFRICAAM 43: Introduction to African American Literature (AMSTUD 143, ENGLISH 43, ENGLISH 143)

(English majors and others taking 5 units, register for 143.) African American literature from its earliest manifestations in the spirituals, trickster tales, and slave narratives to recent developments such as black feminist theory, postmodern fiction, and hip hop lyricism. We will engage some of the defining debates and phenomena within African American cultural history, including the status of realist aesthetics in black writing; the contested role of literature in black political struggle; the question of diaspora; the problem of intra-racial racism; and the emergence of black internationalism. Attuned to the invariably hybrid nature of this tradition, we will also devote attention to the discourse of the Enlightenment, modernist aesthetics, and the role of Marxism in black political and literary history.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Rasberry, V. (PI)

AFRICAAM 48Q: South Africa: Contested Transitions (HISTORY 48Q)

Preference to sophomores. The inauguration of Nelson Mandela as president in May 1994 marked the end of an era and a way of life for S. Africa. The changes have been dramatic, yet the legacies of racism and inequality persist. Focus: overlapping and sharply contested transitions. Who advocates and opposes change? Why? What are their historical and social roots and strategies? How do people reconstruct their society? Historical and current sources, including films, novels, and the Internet.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI, Writing 2 | Grading: Letter or Credit/No Credit
Instructors: ; Samoff, J. (PI)

AFRICAAM 54N: African American Women's Lives (AMSTUD 54N, CSRE 54N, FEMGEN 54N, HISTORY 54N)

Preference to freshmen. The everyday lives of African American women in 19th- and 20th-century America in comparative context of histories of European, Hispanic, Asian, and Native American women. Primary sources including personal journals, memoirs, music, literature, and film, and historical texts. Topics include slavery and emancipation, labor and leisure, consumer culture, social activism, changing gender roles, and the politics of sexuality.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Hobbs, A. (PI)

AFRICAAM 105: Introduction to African and African American Studies

Interdisciplinary. Central themes in African American culture and history related to race as a definitive American phenomenon. African survivals and interpretations of slavery in the New World, contrasting interpretations of the Black family, African American literature, and art. Possible readings: Frederick Douglass, Harriet Jacobs, Booker T. Washington, W.E.B. DuBois, Richard Wright, Maya Angelou, James Baldwin, Malcolm X, Alice Walker, and Bell Hooks. Focus may vary each year.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Alim, H. (PI); Brown, C. (PI)

AFRICAAM 133: Literature and Society in Africa and the Caribbean (FRENCH 133, JEWISHST 143)

This course aims to equip students with an understanding of the cultural, political and literary aspects at play in the literatures of Francophone Africa and the Caribbean. Our primary readings will be Francophone novels and poetry, though we will also read some theoretical texts, as well as excerpts of Francophone theater. The assigned readings will expose students to literature from diverse French-speaking regions of the African/Caribbean world. This course will also serve as a "literary toolbox," with the intention of facilitating an understanding of literary forms, terms and practices. Students can expect to work on their production of written and spoken French (in addition to reading comprehension) both in and outside of class. Required readings include: Aimé Césaire, "Cahier d'un retour au pays natal," Albert Memmi, "La Statue de Sel," Kaouther Adimi, "L'envers des autres", Maryse Condé, "La Vie sans fards". Movies include "Goodbye Morocco", "Aya de Yopougon", "Rome plutôt sue Vous". Taught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ulloa, M. (PI)

AFRICAAM 152G: Harlem Renaissance (AMSTUD 152G, ENGLISH 152G)

Examination of the explosion of African American artistic expression during 1920s and 30s New York known as the Harlem Renaissance. Amiri Baraka once referred to the Renaissance as a kind of "vicious Modernism", as a "BangClash", that impacted and was impacted by political, cultural and aesthetic changes not only in the U.S. but Europe, the Caribbean and Latin America. Focus on the literature, graphic arts, and the music of the era in this global context.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Elam, M. (PI)

AFRICAAM 226: Mixed-Race Politics and Culture (AMSTUD 152K, ENGLISH 152K, POLISCI 226D)

Today, almost one-third of Americans identify with a racial/ethnic minority group, and more than 9 million Americans identify with multiple races. What are the implications of such diversity for American politics and culture? In this course, we approach issues of race from an interdisciplinary perspective, employing research in the social sciences and humanities to assess how race shapes perceptions of identity as well as political behavior in 21st century U.S. n We will examine issues surrounding the role of multiculturalism, immigration, acculturation, racial representation and racial prejudice in American society. Topics we will explore include the political and social formation of race; racial representation in the media, arts, and popular culture; the rise and decline of the "one-drop rule" and its effect on political and cultural attachments; the politicization of Census categories and the rise of the Multiracial Movement.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

AMELANG 126: Reflection on the Other: The Jew and the Arab in Literature (COMPLIT 145, JEWISHST 106)

How literary works outside the realm of Western culture struggle with questions such as identity, minority, and the issue of the Other. How the Arab is viewed in Hebrew literature, film and music and how the Jew is viewed in Palestinian works in Hebrew or Arabic (in translation to English). Historical, political, and sociological forces that have contributed to the shaping of these writers' views.nnGuest lectures about the Jew in Palestinian literature and music.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Shemtov, V. (PI)

AMELANG 171: The Bible in Modern Hebrew Literature

The role of biblical myths in shaping Israeli identity and the development of a secular Hebrew literature. Readings include modern Hebrew poems and novels which offer new meanings to the stories of Genesis, Exodus, David, and the Song of Songs and make them relevant to the context of modern and postmodern Israeli culture. Readings in Hebrew and English. Prerequisite: intermediate Hebrew.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

AMSTUD 50N: The Literature of Inequality: Have and Have-Nots from the Gilded Age to the Occupy Era

Not since the turn of the last century have Americans experienced such a profound gap between those who have and those who do not, between wealthy and working poor, between defacto upper and lower classes, between those of the status quo and those who slip to the social periphery. We will be examining literary and artistic explorations of social and economic inequity, fiction and art that looks at reversals of fortune as well as the possibilities for social change. Readings include Jacob Riis¿ How the Other Half Lives, W.E.B. Du Bois¿ The Souls of Black Folk, Edith Wharton¿s House of Mirth , James Agee & Walker Evans¿ Let Us Not Forget Famous Men , T.C. Boyle¿s The Tortilla Curtain, Julie Otsuka¿s When the Emperor Was Divine and Occupy Movement art.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter (ABCD/NP)

AMSTUD 51Q: Comparative Fictions of Ethnicity (COMPLIT 51Q, CSRE 51Q)

We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED, Writing 2 | Grading: Letter (ABCD/NP)

AMSTUD 54N: African American Women's Lives (AFRICAAM 54N, CSRE 54N, FEMGEN 54N, HISTORY 54N)

Preference to freshmen. The everyday lives of African American women in 19th- and 20th-century America in comparative context of histories of European, Hispanic, Asian, and Native American women. Primary sources including personal journals, memoirs, music, literature, and film, and historical texts. Topics include slavery and emancipation, labor and leisure, consumer culture, social activism, changing gender roles, and the politics of sexuality.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Hobbs, A. (PI)

AMSTUD 68N: Mark Twain and American Culture

Preference to freshmen. Mark Twain has been called our Rabelais, our Cervantes, our Homer, our Tolstoy, our Shakespeare. Ernest Hemingway maintained that all modern American literature comes from one book by Mark Twain called The Adventures of Huckleberry Finn. President Franklin D.nRoosevelt got the phrase New Deal from A Connecticut Yankee in King Arthur's Court. Class discussions will focus on how Twain's work illuminates and complicates his society's responses to such issues as race, technology, heredity versus environment, religion, education, and what it means to be American.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

AMSTUD 101: American Fiction into Film: How Hollywood Scripts and Projects Black and White Relations

Movies and the fiction that inspires them; power dynamics behind production including historical events, artistic vision, politics, and racial stereotypes. What images of black and white does Hollywood produce to forge a national identity? How do films promote equality between the races? What is lost or gained in film adaptations of books?
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

AMSTUD 103: On the Road: Cars and the Auto-Mobility of Race, Gender, Class, and Age in American Literature

The car in American literature, history, and culture, provides hope and makes it possible to relocate, transcend social status, and reinvent oneself. In this class we will examine how the car allows Americans to navigate identity in new ways. Readings include: Fitzgerald, Stein, Steinbeck, Escovedo-Colton, Nabokov, Barrett, Walker, Murray, Simpson, Wolfe, Kerouac, Davis, Freeman, Gilroy, Lucasi, Hamper, Moore, and Nass.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

AMSTUD 114Q: Visions of the 1960s

Preference to sophomores. Introduction to the ideas, sensibility, and, to a lesser degree, the politics of the American 60s. Topics: the early 60s vision of a beloved community; varieties of racial, generational, and feminist dissent; the meaning of the counterculture; and current interpretive perspectives on the 60s. Film, music, and articles and books.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Gillam, R. (PI)

AMSTUD 121: Introduction to American Literature (ENGLISH 21, ENGLISH 121)

(English majors and others taking 5 units, register for 121.) An exploration of the diverse political, racial, social, and aesthetic questions which inform works of American literature from the early national period to the late twentieth century.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

AMSTUD 123D: American Literature, 1855 to World War I

A survey of American writers from Whitman to T.S. Eliot, including Emily Dickinson, Mark Twain, Stephen Crane, Frank Norris, Kate Chopin, Theodore Dreiser, and Henry James. Topics include the tension between romance and realism, the impact of naturalism and modernism, as well as race, gender, and the literary evolution of the American language.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

AMSTUD 123G: Mark Twain: A Fresh Look at an Icon and Iconoclast, 100 Years after His Death

The vitality and versatility of a writer who has been called America's Rabelais, Cervantes, Homer, Tolstoy, and Shakespeare. Journalism, travel books, fiction, drama, and sketches by Mark Twain; how Twain engaged such issues as personal and national identity, satire and social justice, imperialism, race and racism, gender, performance, travel, and technology. What are Twain's legacies in 2010, the centennial of his death, the 175th anniversary of his birth, and the 125th anniversary of his most celebrated novel? Guests include actor Hal Holbrook.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter or Credit/No Credit

AMSTUD 124A: The American West (ARTHIST 152, ENGLISH 124, HISTORY 151, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

AMSTUD 132: American Art and Culture, 1528-1910 (ARTHIST 132, ARTHIST 332)

The visual arts and literature of the U.S. from the beginnings of European exploration to the Civil War. Focus is on questions of power and its relation to culture from early Spanish exploration to the rise of the middle classes. Cabeza de Vaca, Benjamin Franklin, John Singleton Copley, Phillis Wheatley, Charles Willson Peale, Emerson, Hudson River School, American Genre painters, Melville, Hawthorne and others.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter (ABCD/NP)

AMSTUD 139B: American Women Writers, 1850-1920

The ways in which female writers negotiated a series of literary, social, and intellectual movements, from abolitionism and sentimentalism in the nineteenth century to Progressivism and avant-garde modernism in the twentieth. Authors include Harriet Beecher Stowe, Harriet Jacobs, Rebecca Harding Davis, Emily Dickinson, Kate Chopin, Edith Wharton, Gertrude Stein, Willa Cather, and Charlotte Perkins Gilman.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter or Credit/No Credit

AMSTUD 140: Stand Up Comedy and the "Great American Joke" Since 1945 (CSRE 140C)

Development of American Stand Up Comedy in the context of social and cultural eruptions after 1945, including the Borscht Belt, the Chitlin¿ Circuit, the Cold War, censorship battles, Civil Rights and other social movements of the 60s and beyond. The artistry of stories, monologues, jokes, impersonations, persona, social satire, scatology, obscenity, riffs, rants, shtick, and more by such artists as Lenny Bruce, Dick Gregory, Richard Pryor, George Carlin, Margaret Cho, Sarah Silverman, Jon Stewart, Stephen Colbert, as well as precursors such as Mark Twain, minstrelsy and vaudeville and related films, TV shows, poems and other manifestations of similar sensibilities and techniques.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Obenzinger, H. (PI)

AMSTUD 142: The Literature of the Americas (COMPLIT 142, CSRE 142, ENGLISH 172E)

A wide-ranging overview of the literatures of the Americas inncomparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures as well as the distinctive national and cultural elements of a diverse array of primary works. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes--the Harlem Renaissance, the Beats, magic realism, Noigandres--in unaccustomed conversation with each other.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter (ABCD/NP)

AMSTUD 143: Introduction to African American Literature (AFRICAAM 43, ENGLISH 43, ENGLISH 143)

(English majors and others taking 5 units, register for 143.) African American literature from its earliest manifestations in the spirituals, trickster tales, and slave narratives to recent developments such as black feminist theory, postmodern fiction, and hip hop lyricism. We will engage some of the defining debates and phenomena within African American cultural history, including the status of realist aesthetics in black writing; the contested role of literature in black political struggle; the question of diaspora; the problem of intra-racial racism; and the emergence of black internationalism. Attuned to the invariably hybrid nature of this tradition, we will also devote attention to the discourse of the Enlightenment, modernist aesthetics, and the role of Marxism in black political and literary history.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Rasberry, V. (PI)

AMSTUD 145M: Culture Wars: Art and Social Conflict in the USA, 1890-1950 (ARTHIST 145, ARTHIST 345, FEMGEN 145)

This course examines social conflicts and political controversies in American culture through the lens of visual art and photography. We consider how visual images both reflect and participate in the social and political life of the nation and how the terms of citizenship have been represented¿and, at times, contested¿by artists throughout the first half of the 20th century. The class explores the relation between American art and the body politic by focusing on issues of poverty, war, censorship, consumerism, class identity, and racial division.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

AMSTUD 146: Asian American Culture and Community (ASNAMST 146S, COMPLIT 146, CSRE 146S)

This course introduces students to the histories of Asians in America, specifically as these histories are part of a broader Asia-US-Pacific history that characterized the 20th century and now the 21st. We will combine readings in history, literature, sociology, with community-based learning.nnThe course takes place over two quarters. The first quarter focuses on gaining knowledge of Asian America and discussion key topics that students wish to focus on collaboratively. During this first quarter we also learn about community-based learning, set up teams and projects, and develop relationships with community organizations. The second quarter students work with student liaisons (senior students who have experience in service learning) and complete their work with the community¿there are no formal class meetings this second quarter. Service Learning Course (certified by Haas Center). Course can be repeated once.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Palumbo-Liu, D. (PI)

AMSTUD 146C: Hemingway, Hurston, Faulkner, and Fitzgerald (ENGLISH 146C)

While Hemingway and Fitzgerald were flirting with the expatriate avant-garde in Europe, Hurston and Faulkner were performing anthropological field-work in the local cultures of the American South. Focus on the tremendous diversity of concerns and styles of four writers who marked America's coming-of-age as a literary nation with their multifarious experiments in representing the regional and the global, the racial and the cosmopolitan, the macho and the feminist, the decadent and the impoverished.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Jones, G. (PI)

AMSTUD 147J: Studies in Music, Media, and Popular Culture: The Soul Tradition in African American Music (MUSIC 147J, MUSIC 247J)

The African American tradition of soul music from its origins in blues, gospel, and jazz to its influence on today's r&b, hip hop, and dance music. Style such as rhythm and blues, Motown, Southern soul, funk, Philadelphia soul, disco, Chicago house, Detroit techno, trip hop, and neo-soul. Soul's cultural influence and global reach; its interaction with politics, gender, place, technology, and the economy. Pre-/corequisite (for music majors): MUSIC 22. (WIM at 4 units only.)
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

AMSTUD 150: American Literature and Culture to 1855 (ENGLISH 23, ENGLISH 123)

(English majors and others taking 5 units, register for ENGLISH 123 or AMSTUD 150). A survey of early American writings, including sermons, poetry, captivity and slave narratives, essays, autobiography, and fiction, from the colonial era to the eve of the Civil War.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

AMSTUD 152A: "Mutually Assured Destruction": American Culture and the Cold War

The temperature of the early Cold War years via readings of Soviet and U.S. propaganda; documentary film and film noir; fiction by Bellow, Ellison, O¿Connor, and Mailer; social theory by Arendt, the New York Intellectuals, and the Frankfurt School; and political texts such as Kennan¿s Sources of Soviet Conduct, the ¿Truman Doctrine¿ speech, and the National Security Council Report 68. Major themes include the discourse of totalitarianism, MacCarthyism, strategies of containment, the nuclear threat, the figure of the ¿outsider¿ and the counterculture, and the cultural shift from sociological to psychological idioms.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

AMSTUD 152C: The JFK Era and American Literature (ENGLISH 152C)

Few U.S. presidents have exerted so great a fascination on the national and global post-World War II imagination as John F. Kennedy. As the 2013's semi-centennial anniversary of Kennedy's assassination attests, the production of films, television and multimedia programs, biographies, conspiracy theories, academic studies, and literary texts about the iconic JFK and his fabled, thousand-day presidency continues unabated. In this course, we will explore the attention Kennedy has drawn from writers and filmmakers like Norman Mailer, Lorraine Hansberry, Don DeLillo, Oliver Stone, Mario Vargas Llosa, and Stephen King.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Rasberry, V. (PI)

AMSTUD 152G: Harlem Renaissance (AFRICAAM 152G, ENGLISH 152G)

Examination of the explosion of African American artistic expression during 1920s and 30s New York known as the Harlem Renaissance. Amiri Baraka once referred to the Renaissance as a kind of "vicious Modernism", as a "BangClash", that impacted and was impacted by political, cultural and aesthetic changes not only in the U.S. but Europe, the Caribbean and Latin America. Focus on the literature, graphic arts, and the music of the era in this global context.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Elam, M. (PI)

AMSTUD 152K: Mixed-Race Politics and Culture (AFRICAAM 226, ENGLISH 152K, POLISCI 226D)

Today, almost one-third of Americans identify with a racial/ethnic minority group, and more than 9 million Americans identify with multiple races. What are the implications of such diversity for American politics and culture? In this course, we approach issues of race from an interdisciplinary perspective, employing research in the social sciences and humanities to assess how race shapes perceptions of identity as well as political behavior in 21st century U.S. n We will examine issues surrounding the role of multiculturalism, immigration, acculturation, racial representation and racial prejudice in American society. Topics we will explore include the political and social formation of race; racial representation in the media, arts, and popular culture; the rise and decline of the "one-drop rule" and its effect on political and cultural attachments; the politicization of Census categories and the rise of the Multiracial Movement.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

AMSTUD 154: American Intellectual and Cultural History to the Civil War (HISTORY 154)

(Same as HISTORY 54. History majors and others taking 5 units, register for 154.) How Americans considered problems such as slavery, imperialism, and sectionalism. Topics include: the political legacies of revolution; biological ideas of race; the Second Great Awakening; science before Darwin; reform movements and utopianism; the rise of abolitionism and proslavery thought; phrenology and theories of human sexuality; and varieties of feminism. Sources include texts and images.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; duRivage, J. (PI)

AMSTUD 160: Perspectives on American Identity

Required for American Studies majors. Changing interpretations of American identity and Americanness.
Terms: Win, Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit

AMSTUD 178: Ethnicity and Dissent in United States Art and Literature (ARTHIST 178, ARTHIST 378)

The role of the visual arts of the U.S. in the construction and contesting of racial, class, and gender hierarchies. Focus is on artists and writers from the 18th century to 1990s. How power, domination, and resistance work historically. Topics include: minstrelsy and the invention of race; mass culture and postmodernity; hegemony and language; memory and desire; and the borderlands.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

AMSTUD 183: Re- Imagining American Borders (CSRE 183, FEMGEN 183)

How novelists, filmmakers, and poets perceive racial, ethnic, gender, sexual preference, and class borders in the context of a national discussion about the place of Americans in the world. How Anna Deavere Smith, Sherman Alexie, or Michael Moore consider redrawing such lines so that center and margin, or self and other, do not remain fixed and divided. How linguistic borderlines within multilingual literature by Caribbean, Arab, and Asian Americans function. Can Anzaldúa's conception of borderlands be constructed through the matrix of language, dreams, music, and cultural memories in these American narratives? Course includes examining one's own identity.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Duffey, C. (PI)

AMSTUD 186: Tales of Three Cities: New York, Chicago, Los Angeles (ENGLISH 186)

How urban form and experience shape literary texts and how literary texts participate in the creation of place, through the literature of three American cities as they ascended to cultural and iconographical prominence: New York in the early to mid 19th century; Chicago in the late 19th and early 20th centuries; and Los Angeles in the mid to late 20th century.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

AMSTUD 186A: American Hauntings

Cultural, psychological, social, and political dynamics of haunting in American literature, from the early national period to the late 20th century. Sources include ghost stories and other instances of supernatural, emotional, or mental intervention. Authors include Charles Brockden Brown, Washington Irving, Edgar Allan Poe, Nathaniel Hawthorne, Louisa May Alcott, Charlotte Perkins Gilman, Charles Chesnutt, Henry James, Edith Wharton, Toni Morrison, and Stephen King.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

AMSTUD 214: The American 1960s: Thought, Protest, and Culture

The meaning of the American 60s emphasizing ideas, culture, protest, and the new sensibility that emerged. Topics: black protest, the new left, the counterculture, feminism, the new literature and journalism of the 60s, the role of the media in shaping dissent, and the legacy of 60s protest. Interpretive materials from film, music, articles, and books.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Gillam, R. (PI)

AMSTUD 244: The Visual Culture of the American Home Front, 1941-1945 (ARTHIST 244)

How does home front of WWII look now? What sort of meanings appear with the vantage of more than sixty years' distance? Examining Hollywood films from those years -films made during the war but mostly not directly about the war - the seminar focuses on developing students' abilities to write emotion-based criticism and history. Weekly short papers, each one in response to a film screening, are required. Among the films screened: Shadow of a Doubt, Gaslight, I Walked with a Zombie, The Best Years of Our Lives.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ANTHRO 12: Anthropology and Art

Modernity. How the concept of art appears timeless and commonsensical in the West, and with what social consequences. Historicizing the emergence of art. Modernist uses of primitive, child art, asylum, and outsider art.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ANTHRO 145B: Reinventing the Other: Greeks, Romans, Barbarians

Ancient ethnography was a highly conventionalized tradition stretching from "the father of History," Herodotus, to the last historian of the ancient world, Procopius. We will read selections of these two authors' works as well as of Sallust, Tacitus, and lesser known ones. Within various theoretical frameworks'rhetorical, anthropological, structuralist we will reconstruct the shifting images of The Other, explore what they tell us about their producers, and reflect on what ancient ethnography contributed to its modern descendant.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ANTHRO 162: Indigenous Peoples and Environmental Problems (ANTHRO 262)

The social and cultural consequences of contemporary environmental problems. The impact of market economies, development efforts, and conservation projects on indigenous peoples, emphasizing Latin America. The role of indigenous grass roots organizations in combating environmental destruction and degradation of homeland areas.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)
Instructors: ; Durham, W. (PI)

ARCHLGY 42: Pompeii

(Formerly CLASSART 42 and CLASSGEN 60.) The Roman town of Pompeii, buried by the eruption of Mt. Vesuvius in 79 C.E., provides information about the art and archaeology of ancient social life, urban technology and production, and ancient spatial patterns and experience. Its fame illustrates modern relationships to the ancient past, from Pompeii's importance on the Grand Tour, to plaster casts of vaporized bodies, to debates about reconstruction, preservation, and archaeological methods.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter (ABCD/NP)

ARCHLGY 81: Introduction to Roman Archaeology (CLASSICS 52)

(Formerly CLASSART 81.) This course will introduce you to the material culture of the ancient Roman world, from spectacular imperial monuments in the city of Rome to cities and roads around the Mediterranean, from overarching environmental concerns to individual human burials, from elite houses and army forts to the the lives of slaves, freedmen and gladiators. Key themes will be change and continuity over time; the material, spatial and visual workings of power; how Roman society was materially changed by its conquests and how conquered peoples responded materially to Roman rule.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Leidwanger, J. (PI)

ARCHLGY 111: Emergence of Chinese Civilization from Caves to Palaces (CHINGEN 141, CHINGEN 241)

Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.
Terms: Aut | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Liu, L. (PI)

ARCHLGY 118: Engineering the Roman Empire (CLASSICS 168)

(Formerly CLASSART 117.) Roman monuments and monumental space were designed to impress. This class explores the interrelated aesthetics and mechanics of construction that led to one of the most extensive building programs undertaken by a pre-modern state. Through case studies ranging from arches, columns and domes to road networks, machines and landscape modification, we investigate not only the materials, methods, and knowledge behind Roman architectural innovation, but the communication of imperial messages through designed space.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Leidwanger, J. (PI)

ARCHLGY 142: Lost and found: Roman Coinage (ARCHLGY 242, CLASSART 232)

New trends in Roman numismatics (from the late Republic to the early Empire, 3rd-c. BCE-1st-c. CE). Archaeology from coins. Barter, money, and coinage. The introduction of coinage in Rome and the provinces. Making money (coin production), using money (monetary, non-monetary and ritual uses), losing money (coin circulation, hoards, single finds): contextual interpretations. Monetary systems: coins from Rome and coins from the provinces. Coinage and identity. False coinage.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ARCHLGY 143: Classical Archaeology Today: Ethical Issues of Excavation, Ownership, and Display

(Formerly CLASSART 143.) While Classical archaeology engages with material remains from the Greco-Roman past, it is embedded within and inseparable from contemporary practice. Through an examination of case studies, legal statutes, professional codes, and disciplinary practices, this seminar discusses ethical dilemmas raised by Classical archaeology in the 21st century. We will focus on broad issues ranging from ownership, looting, reconstruction, and collecting to nationalism, religion, tourism, and media, with an eye toward defining ethical ¿best practices¿ for Classical archaeology.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter (ABCD/NP)

ARCHLGY 145: Sailing the Wine-Dark Sea: Maritime Archaeology of the Ancient Mediterranean (CLASSICS 154)

(Formerly CLASSART 145.) Why do we care about shipwrecks? What can sunken sites and abandoned ports tell us about our past? Focusing primarily on the archaeological record of shipwrecks and harbors, along with literary evidence and contemporary theory, this course examines how and why ancient mariners ventured across the "wine-dark seas" of the Mediterranean for travel, warfare, pilgrimage, and especially commerce. We will explore interdisciplinary approaches to the development of maritime contacts and communication from the Bronze Age through the end of Roman era. At the same time, we will engage with practical techniques of maritime archaeology, which allows us to explore the material record first hand.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Leidwanger, J. (PI)

ARTHIST 1B: Introduction to the Visual Arts: History of Western Art from the Renaissance to the Present

This course surveys the history of Western painting from the start of the 14th century to the late 20th century and our own moment. Lectures introduce important artists (Giotto, Rembrandt, Velazquez, Goya, Manet, Matisse, Pollock, and others), and major themes associated with the art of particular periods and cultures. The course emphasizes training students to look closely at - and to write about - works of art.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Nemerov, A. (PI)

ARTHIST 2: Asian Arts and Cultures (JAPANGEN 60)

An introduction to major monuments, themes, styles, and media of East and South Asian visual arts, in their social, literary, religious, and political contexts. Through close study of primary monuments of architectural, pictorial, and sculptural arts and related texts, this course will explore ritual and mortuary arts; Buddhist arts across Asia; narrative and landscape images; and courtly, urban, monastic, and studio environments for art from Bronze Age to modern eras.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II | Grading: Letter or Credit/No Credit

ARTHIST 3: Introduction to World Architecture (CLASSICS 54)

This lecture course surveys the history of architecture and urbanism, from the first societies to the present, in Europe, West and East Asia, the Americas, and Africa. The course progresses by case studies of exemplary monuments and cities, and examines the built environment as both cultural artifact and architectural event. It considers the social and political circumstances of architectural invention as well as plumbing the depth of artistic context by which particular formal choices resonate with an established representational culture.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Barry, F. (PI)

ARTHIST 100N: The Artist in Ancient Greek Society (CLASSICS 18N)

Given the importance of art to all aspects of their lives, the Greeks had reason to respect their artists. Yet potters, painters and even sculptors possessed little social standing. n nWhy did the Greeks value the work of craftsmen but not the men themselves? Why did Herodotus dismiss those who worked with their hands as "mechanics?" What prompted Homer to claim that "there is no greater glory for a man¿ than what he achieves with his own hands," provided that he was throwing a discus and not a vase on a wheel?n nPainted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vases from which to pour them. Economic prosperity depended on the export of wine and oil in durable clay containers. At home, depictions of gods and heroes on vases reinforced Greek values and helped parents to educate their children. Ceramic sets with scenes of Dionysian excess were reserved for elite symposia from which those who potted and painted them were excluded.n nSculptors were less lowly but even those who carved the Parthenon were still regarded as "mechanics," with soft bodies and soft minds (Xenophon) "indifferent to higher things" (Plutarch).n nThe seminar addresses these issues. Students will read and discuss texts, write response papers and present slide lectures and gallery talks on aspects of the artist's profession.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

ARTHIST 101: Archaic Greek Art (CLASSICS 161)

In the decades 480-460, just before work began on the Parthenon, the sculptor Myron, creator of the Discus-Thrower, was even more celebrated for his bronze cow. Ancient authors describe an image so palpably alive that shepherds threw stones at her, thinking that she had strayed from the herd, and bulls vied for her attention. A century later, the quest for mimesis prompted a contest between two artists. Zeuxis painted a bunch of grapes seductive enough to attract hungry birds; Parrhasios then added a linen curtain, which Zeuxis asked to be removed from his painting. Zeuxis conceded defeat since he had fooled only birds, whereas Parrhasios had deceived an artist. nnThis course explores the art and culture of the ancestors of these men. The Greeks of the archaic period (1000-480) would have understood the painters¿ competitive zeal, but only toward the end of the period would they have recognized naturalism as an artistic aim. nnEarlier Greek art is more abstract than life-like, closer to Calder than Michelangelo. In the eighth century Homer¿s descriptions of the rippling muscles (and egos) of his heroes, and the grief of Achilles¿ horses, evoke living men and sentient animals, but his fellow sculptors and painters prefer abstraction.nnThis changes in the seventh century as a result of commercial contacts with the Near East and Egypt. Imported bronzes, ivories and other Near Eastern exotica alerted Greek artists to a wider range of subjects, techniques and intentions, including naturalism. Later in the century, Greek expatriates learned the art of carving hard stone from Egyptian masters and soon marble sculpture and architecture spread throughout Greece. nnIn the course of the sixth and early fifth centuries Greek artists assimilate what they had borrowed, compete with one another, obey and disobey their teachers, test the tolerance of the gods and eventually produce works of art that speak with a Greek accent. When the Persians invaded the Acropolis in 480 and 479, they encountered artifacts with little trace of alien influence or imprint and, at Salamis and Plataea, fought decisive battles in which the Greeks prevailed. In the aftermath of the war, as the Greeks rebuilt their cities and their lives, Myron¿s cow reminded them of their debts to other cultures and their resolve to remain true to their own.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

ARTHIST 102: Empire and Aftermath: Greek Art from the Parthenon to Scopas (ARTHIST 302, CLASSICS 162)

The class begins with the art, architecture and political ideals of Periclean Athens, from the emergence of the city as the political and cultural center of Greece in 450 to its defeat in the Peloponnesian War in 404. It then considers how Athens and the rest of Greece proceed in the fourth century to rebuild their lives and the monuments that define them. Earlier artistic traditions endure, with subtle changes, in the work of sculptors such as Kephisodotos. Less subtle are the outlook and output of his son Praxiteles. In collaboration with Phryne, his muse and mistress, Praxiteles challenged the canons and constraints of the past with the first female nude in the history of Greek sculpture. His gender-bending depictions of gods and men were equally audacious, their shiny surfaces reflecting Plato¿s discussion of Eros and androgyny. Scopas was also a man of his time but pursued different interests. Drawn to the inner lives of men and woman, his tormented Trojan War heroes and victims are still scarred by memories of the Peloponnesian War, and a world away from the serene faces of the Parthenon. His famous Maenad, a devotee of Dionysos who has left this world for another, belongs to the same years as Euripides¿ Bacchae and, at the same time, anticipates the torsion and turbulence of Bernini and the Italian Baroque. In the work of these and other fourth century personalities, the stage is set for Alexander the Great and his conquest of a kingdom extending from Greece to the Indus River. (Formerly CLASSART 102)
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

ARTHIST 105: Art & Architecture in the Medieval Mediterranean (ARTHIST 305, CLASSICS 172)

Chronological survey of Byzantine, Islamic, and Western Medieval art and architecture from the early Christian period to the Gothic age. Broad art-historical developments and more detailed examinations of individual monuments and works of art. Topics include devotional art, court and monastic culture, relics and the cult of saints, pilgrimage and crusades, and the rise of cities and cathedrals.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 106: Byzantine Art and Architecture, 300-1453 C.E. (ARTHIST 306, CLASSICS 171)

(Formerly CLASSART 106/206.) This course and its study trip to the Getty (Los Angeles) to view the new Byzantine exhibition explores the art and architecture of the Eastern Mediterranean: Constantinople, Jerusalem, Alexandria, Antioch, Damascus, Thessaloniki, and Palermo, 4th-15th centuries. Applying an innovative approach, we will probe questions of phenomenology and aesthetics, focusing our discussion on the performance and appearance of spaces and objects in the changing diurnal light, in the glitter of mosaics and in the mirror reflection and translucency of marble.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

ARTHIST 107A: St. Petersburg, a Cultural Biography: Architecture, Urban Planning, the Arts

The most premeditated city in the whole world, according to Dostoevsky; created in 1703 by Peter the Great as a counterpoise to Moscow and old Russian culture; planned as a rational, west-European-appearing capital city of the Russian Empire. St. Petersburg's history through works of its artists, architects, urban planners, writers, and composers.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ARTHIST 108: Virginity and Power: Mary in the Middle Ages (ARTHIST 308)

The most influential female figure in Christianity whose state cult was connected with the idea of empire. The production and control of images and relics of the Virgin and the development of urban processions and court ceremonies though which political power was legitimized in papal Rome, Byzantium, Carolingian and Ottonian Germany, Tuscany, Gothic France, and Russia.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ARTHIST 109: The Book in the Medieval World (ARTHIST 309)

Studying the design and function of books in medieval society from the 7th to the 15th century, and the ways in which manuscripts are designed to meet (and shape) the cultural and intellectual demands of their readers. Major themes are the relationships between text and image, and between manuscripts and other media; the audience and production context of manuscripts; and changing ideas about pictorial space, figural style, page design, and progression through the book. Final project may be either a research paper or an original artist's book.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Kitzinger, B. (PI)

ARTHIST 111: Introduction to Italian Renaissance, 1420-1580 (ARTHIST 311)

New techniques of pictorial illusionism and the influence of the humanist revival of antiquity in the reformulation of the pictorial arts in 15th-century Italy. How different Italian regions developed characteristic artistic cultures through mutual interaction and competition.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Hansen, M. (PI)

ARTHIST 114: Mystical Naturalism: Van Eyck, Dürer, and the Northern Renaissance (ARTHIST 314)

A survey of the major innovations in Northern European painting ca. 1400-1600, in light of the social status of the artist between city and court. In the early fifteenth century painters began to render an idealized world down to its smallest details in ways that engaged new devotional practices. Later Hieronymus Bosch would identify the painter¿s imagination with the bizarre and grotesque. In response to Renaissance humanism, some painters introduced classical mythology and allegorical subjects in their works, and many traveled south to absorb Italianate pictorial styles. We will be visiting art museums in San Francisco and Stanford. May be repeat for credit.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)

ARTHIST 117: Picturing the Papacy, 1300-1850 (ARTHIST 317)

Popes deployed art and architecture to glorify their dual spiritual and temporal authority, being both Christ's vicars on earth and rulers of state. After the return of the papacy from Avignon, Rome underwent numerous campaigns of renovation that staged a continuity between the pontiffs and the ancient Roman emperors. Patronage of art and architecture became important tools in the fight against Protestantism. Artists include Botticelli, Michelangelo, Caravaggio, and Bernini.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)

ARTHIST 120: Living in a Material World: Seventeenth-century Dutch and Flemish Painting (ARTHIST 320)

Painting and graphic arts by artists in Flanders and Holland from 1600 to 1680, a period of political and religious strife. Historical context; their relationship to developments in the rest of Europe and contributions to the problem of representation. Preferences for particular genres such as portraits, landscapes, and scenes of everyday life; the general problem of realism as manifested in the works studied.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Marrinan, M. (PI)

ARTHIST 121: 18th-Century Art in Europe, ca 1660-1780 (ARTHIST 321)

Major developments in painting across Europe including the High Baroque illusionism of Bernini, the founding of the French Academy, and the revival of antiquity during the 1760s, with parallel developments in Venice, Naples, Madrid, Bavaria, and London. Shifts in themes and styles amidst the emergence of new viewing publics. Artists: the Tiepolos, Giordano, Batoni, and Mengs; Ricci, Pellegrini, and Thornhill; Watteau and Boucher; Chardin and Longhi; Reynolds and West; Hogarth and Greuze; Vien, Fragonard, and the first works by David. Additional discussion for graduate students.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 122: The Age of Revolution: Painting in Europe 1780-1830 (ARTHIST 322)

Survey of European painting bracketed by the French Revolution and the end of the Napoleonic conquest. Against this background of social upheavel, the visual arts were profoundly affected by shifts in patronage, public, and ideas about the social utility of image making. Lectures and readings align ruptures in the tradition of representation with the unfolding historical situation, and trace the first manifestations of a "romantic" alternative to the classicism that was the cultural legacy of pre-Revolutionary Europe.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ARTHIST 124: The Age of Naturalism, Painting in Europe1830-1874 (ARTHIST 324)

Survey of European painting from the heyday of Romanticism to the first Impressionist exhibition. Lectures and readings focus on the tensions between traditional forms and ambitions of history painting and the challenge of "modern" subjects drawn from contemporary life. Attention to the impact of painting in the open-air, and the effect of new imaging technologies- notably lithography and photography - to provide "popular" alternatives to the hand-wrought character and elitist appeal of "high art" cultural forms.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

ARTHIST 126: Post-Naturalist Painting (ARTHIST 326)

How conceptual models from language, literature, new technologies, and scientific theory affected picture making following the collapse of the radical naturalism of the 1860s and 1870s. Bracketed in France by the first Impressionist exhibition (1874) and the first public acclamation of major canvases by Matisse and Picasso (1905), the related developments in England, Germany, Belgium, and Austria. Additional weekly discussion for graduate students. Recommended: some prior experience with 19th-century art.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 132: American Art and Culture, 1528-1910 (AMSTUD 132, ARTHIST 332)

The visual arts and literature of the U.S. from the beginnings of European exploration to the Civil War. Focus is on questions of power and its relation to culture from early Spanish exploration to the rise of the middle classes. Cabeza de Vaca, Benjamin Franklin, John Singleton Copley, Phillis Wheatley, Charles Willson Peale, Emerson, Hudson River School, American Genre painters, Melville, Hawthorne and others.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter (ABCD/NP)

ARTHIST 142: Architecture Since 1900 (CEE 32G)

Art 142 is an introduction to the history of architecture since 1900 and how it has shaped and been shaped by its cultural contexts. The class also investigates the essential relationship between built form and theory during this period.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Beischer, T. (PI)

ARTHIST 143A: American Architecture (ARTHIST 343A)

A historically based understanding of what defines American architecture. What makes American architecture American, beginning with indigenous structures of pre-Columbian America. Materials, structure, and form in the changing American context. How these ideas are being transformed in today's globalized world.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 145: Culture Wars: Art and Social Conflict in the USA, 1890-1950 (AMSTUD 145M, ARTHIST 345, FEMGEN 145)

This course examines social conflicts and political controversies in American culture through the lens of visual art and photography. We consider how visual images both reflect and participate in the social and political life of the nation and how the terms of citizenship have been represented¿and, at times, contested¿by artists throughout the first half of the 20th century. The class explores the relation between American art and the body politic by focusing on issues of poverty, war, censorship, consumerism, class identity, and racial division.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

ARTHIST 147: MODERNISM AND MODERNITY (ARTHIST 347)

The development of modern art and visual culture in Europe and the US, beginning with Paris in the 1860s, the period of Haussmann, Baudelaire and Manet, and ending with the Bauhaus and Surrealism in the 1920s and 30s. Modernism in art, architecture and design (e.g., Gauguin, Picasso, Duchamp, Mondrian, Le Corbusier, Breuer, Dali) will be explored as a compelling dream of utopian possibilities involving multifaceted and often ambivalent, even contradictory responses to the changes brought about by industrialization, urbanization, and the rise of mass culture.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Troy, N. (PI)

ARTHIST 152: The American West (AMSTUD 124A, ENGLISH 124, HISTORY 151, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

ARTHIST 157A: Histories of Photography (ARTHIST 357A)

This course investigates multiple histories of photography. It begins in early nineteenth-century Europe with the origins of the medium and ends in the United States on September 11, 2001, a day that demonstrated the limits of photographic seeing. Rather than stabilizing any single trajectory of technological iterations, the course is more interested in considering the ¿work¿ performed by photography. Through historical case studies, it considers how `to photograph¿ is to order and to construct the world; to incite action and to persuade; to describe and to document; to record and to censor; to wound; to heal.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 164A: Technology and the Visual Imagination (ARTHIST 364A, FILMSTUD 164A, FILMSTUD 364A)

An exploration of the dynamic relationship between technology and the ways we see and represent the world. The course examines technologies from the Renaissance through the present day, from telescopes and microscopes to digital detectors, that have changed and enhanced our visual capabilities as well as shaped how we imagine the world. We also consider how these technologies influenced and inspired the work of artists. Special attention is paid to how different technologies such as linear perspective, photography, cinema, and computer screens translate the visual experience into a representation; the automation of vision; and the intersection of technology with conceptions of time and space.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Kessler, E. (PI)

ARTHIST 165A: Fashion Shows: From Lady Godiva to Lady Gaga (ARTHIST 365A, FILMSTUD 165A, FILMSTUD 365A)

The complex and interdependent relationship between fashion and art. Topics include: the ways in which artists have used fashion in different art forms as a means to convey social status, identity, and other attributes of the wearer; the interplay between fashion designers and various art movements, especially in the 20th century; the place of prints, photography, and the Internet in fashion, in particular how different media shape how clothes are seen and perceived. Texts by Thorstein Veblen, Roland Barthes, Dick Hebdige, and other theorists of fashion.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ARTHIST 173: Issues in Contemporary Art (ARTHIST 373)

Major figures, themes, and movements of contemporary art from the 80s to the present. Readings on the neo-avant garde; postmodernism; art and identity politics; new media and technology; globalization and participatory aesthetics. Prerequisite: ARTHIST 155, or equivalent with consent of instructor.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 176: Feminism and Contemporary Art (ARTHIST 376)

(Same as ARTHIST 176) The impact of second wave feminism on art making and art historical practice in the 70s, and its reiteration and transformation in contemporary feminist work. Topics: sexism and art history, feminist studio programs in the 70s, essentialism and self-representation, themes of domesticity, the body in feminist art making, bad girls, the exclusion of women of color and lesbians from the art historical mainstream, notions of performativity.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)

ARTHIST 178: Ethnicity and Dissent in United States Art and Literature (AMSTUD 178, ARTHIST 378)

The role of the visual arts of the U.S. in the construction and contesting of racial, class, and gender hierarchies. Focus is on artists and writers from the 18th century to 1990s. How power, domination, and resistance work historically. Topics include: minstrelsy and the invention of race; mass culture and postmodernity; hegemony and language; memory and desire; and the borderlands.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

ARTHIST 184: Aristocrats, Warriors, Sex Workers, and Barbarians: Lived Life in Early Modern Japanese Painting (ARTHIST 384, JAPANGEN 184, JAPANGEN 384)

Changes marking the transition from medieval to early modern Japanese society that generated a revolution in visual culture, as exemplified in subjects deemed fit for representation; how commoners joined elites in pictorializing their world, catalyzed by interactions with the Dutch.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Takeuchi, M. (PI)

ARTHIST 186: Theme and Style in Japanese Art (ARTHIST 386, JAPANGEN 186, JAPANGEN 286)

A mixture of lecture and discussion, this course presents a chronological introduction to some of the defining monuments in the history of Japanese visual culture from prehistory to the mid-19th century. This introductory class presumes no prior knowledge of art history or of Japan. We will emphasize certain overarching themes like religious life; notions of decorum appropriate to various classes (court, warrior, and commoner); the relationship between and among the arts, such as the visual and the verbal, or the symphonic assemblage arts as seen in the tea ceremony; pervasive cultural tropes like nostalgia, seasonality, or the sense of place; and broader issues such as censorship, patronage, gender issues, and the encounters between Japanese and foreign cultures.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Takeuchi, M. (PI)

ARTHIST 187: Arts of War and Peace: Late Medieval and Early Modern Japan, 1500-1868 (ARTHIST 387, JAPANGEN 185)

Narratives of conflict, pacification, orthodoxy, nostalgia, and novelty through visual culture during the change of episteme from late medieval to early modern, 16th through early 19th centuries. The rhetorical messages of castles, teahouses, gardens, ceramics, paintings, and prints; the influence of Dutch and Chinese visuality; transformation in the roles of art and artist; tensions between the old and the new leading to the modernization of Japan.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

ARTHIST 188A: The History of Modern and Contemporary Japanese and Chinese Architecture and Urbanism (ARTHIST 388A)

The recent rapid urbanization and architectural transformation of Asia; focus is on the architecture of Japan and China since the mid-19th century. History of forms, theories, and styles that serve as the foundation for today's buildings and cityscapes. How Eastern and Western ideas of modernism have merged or diverged and how these forces continue to shape the future of Japanese and Chinese architecture and urban form.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 203: Greek Art In and Out of Context (CLASSICS 163)

The seminar considers Greek artifacts in the context of Greek life (including the life of the workshop), and the endless ways in which craftsmen served the needs of Greek society. Their foundries, factories and ceramic studios produced the material goods that defined Greek life: temples, statues and other offerings for the gods; arms and armor for warriors; sporting equipment and prizes for athletes; houses, clothing and crockery for the family; ships and sailcloth, wagons and ploughs, wine and oil-presses for a thriving domestic and overseas economy; gravestones and funeral vases for the dead. (Formerly CLASSART 109.) nMost of the antiquities exhibited in museums, or purchased by private collectors from galleries and auction houses, survive because they were buried with people who used and cherished them. The Greeks¿ belief that the artifacts they valued in life would serve them in the afterlife informs the second part of the seminar, which is devoted to the recent history of tomb looting and the illicit trafficking in antiquities.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

ARTHIST 205: Cairo and Istanbul: Urban Space, Memory, Protest

In the aftermath of the Arab Spring, the city of Cairo has become a theater of social and political upheaval. In Istanbul, the Gezi protests in spring and summer 2013 drew attention to the contested public space. These events are the result of longstanding developments in the urban and social fabric. This seminar introduces students to the architectural and urban history of Istanbul and Cairo, with the current transformations as a central point of reference. Readings will focus on the tension between historical center and recent urban development, the social problems arising from the segregation, and reactions of scholars, architects, and artists to these issues.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Blessing, P. (PI)

ARTHIST 205A: Islamic Painting: Landscape, Body, Power

This seminar focuses on the production of paintings, mostly but not exclusively miniatures in books, in the Islamic world. A particular focus lies on the Muslim Empires of the sixteenth to eighteenth centuries, namely the Ottoman, Safavid, and Mughal realms, together stretching from the Balkans to India. During this period, illustrated books were popular objects of high-level patronage, and numerous examples have survived that allow a detailed study of the implications of these images. Themes discussed include: figural representation in Islam, patronage and court culture; gender and the body; illustrations of literature and history; images of Sufis ceremonies; portraiture; images of animals and nature; the impact of European prints and paintings; space and landscape. A field-trip to the Museum of Asian Art in San Francisco to view Mughal paintings from India is planned.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ARTHIST 208: Hagia Sophia (CLASSICS 173)

By employing a methodology based in psychoacoustics, semiotics, and phenomenology, this course explores the relationship among sound, water, marble, meaning, and religious experience in the sixth-century church of HagianSophia built by emperor Justinian in Constantinople. We will read medieval sources describing the interior and ritual, make short movies exploring the shimmer of marble in buildings on campus, and study the acoustics of domed buildings through computer auralization done at Stanford's CCRMA (Center for Computer Research in Music and Acoustics)
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 212: Renaissance Florence, 1440-1540

Notions of cultural superiority in light of changes in Florentine society as it went from being a republic to a duchy ruled by the Medici. Artists and architects such as Donatello, Brunelleschi, Botticelli, Michelangelo, and Pontormo praised as having revived the arts and returned them to a level of ancient splendor. The role of the sacred in daily life and uses of the pagan past for poetic and scholarly expressions and as vehicles for contemporary experience.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Hansen, M. (PI)

ARTHIST 213: Renaissance Print Culture: Art in the Cantor Arts Center

The seminar takes place in the Cantor Arts Center and provides a unique opportunity to study original works of art from the museum's storage. Beginning in the fifteenth century new techniques of reproduction changed the pictorial culture of Europe. Some engravings called attention to the engraver's virtuosity, and the private nature of the medium was explored for erotic imagery. By the sixteenth century printed images were used for political and religious propaganda during the societal upheavals.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)

ARTHIST 244: The Visual Culture of the American Home Front, 1941-1945 (AMSTUD 244)

How does home front of WWII look now? What sort of meanings appear with the vantage of more than sixty years' distance? Examining Hollywood films from those years -films made during the war but mostly not directly about the war - the seminar focuses on developing students' abilities to write emotion-based criticism and history. Weekly short papers, each one in response to a film screening, are required. Among the films screened: Shadow of a Doubt, Gaslight, I Walked with a Zombie, The Best Years of Our Lives.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 246A: California Dreaming: West Coast Art and Visual Culture, 1848 - present

This seminar examines art, photography, and other forms of cultural production (e.g. film, advertisements, postcards) in and about California from the middle of the 19th century to the present. It approaches California as a contested political, historical and geographical site and as a series of images and alternative "lifestyles." How have artists pictured the state's diverse landscapes, both natural and commercial, as well as its complex history of labor, immigration, ethnicity, tourism, and social division?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 262: Office of Metropolitan Architecture: Workshop of the New (CEE 132Q)

This seminar investigates all aspects of the work of the Office of Metropolitan Architecture (OMA) and its leader Rem Koolhaas. Topics for class research and inquiry include but are not be limited to: Koolhaas's early work at the Architectural Association and the founding of OMA, the publications of OMA and their style of presentation and theoretical foundations, the importance of AMO, and the architects who have left OMA and founded their own practices and how these differ from OMA. Each student completes an in-depth research paper and an in-class presentation.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ARTHIST 264A: Picturing the Cosmos

This seminar explores the place of images in how we understand and imagine the universe. The course draws on art, science, and popular culture, and pays particular attention to the ways they inform each other. Examples include: star maps, science fiction films, appropriated astronomical images, and telescopic views of stars, planets, and nebulae. Using these representations as well as accompanying readings we will discuss the importance of aesthetics for conceptions of the cosmos; the influence of technology on representations; strategies for representing concepts that exceed the limits of human vision; and the ways that views of the universe reflect and shape their cultural context. Open to undergraduates and graduates.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ARTHIST 287: Pictures of the Floating World: Images from Japanese Popular Culture (ARTHIST 487X, JAPANLIT 287)

Printed objects produced during the Edo period (1600-1868), including the Ukiyo-e (pictures of the floating world) and lesser-studied genres such as printed books (ehon) and popular broadsheets (kawaraban). How a society constructs itself through images. The borders of the acceptable and censorship; theatricality, spectacle, and slippage; the construction of play, set in conflict against the dominant neo-Confucian ideology of fixed social roles.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ARTHIST 288B: The Enduring Passion for Ink: Contemporary Chinese Ink Painting

Contemporary Chinese ink painters are exploring new ground. They push the limits of the medium, creating installations and performances, mixing ink with other media, and advancing age-tested brushstrokes and compositions. The recent flurry of exhibitions attests to contemporary ink painting¿s increasing importance. nnThis seminar introduces major figures (Xu Bing, Liu Dan, Zheng Chongbin, Li Huasheng, etc.) and movements in contemporary Chinese ink art. Emphasis is placed on improving writing abilities and on in-class reports and discussion. Topics for discussion include readings, individual works of art, and broad issues in contemporary art. Prerequisite: courses in Art History and/or Studio Art OR permission of instructor. open to undergraduates and graduates.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ARTHIST 296: Junior Seminar: Methods & Historiography of Art History

Historiography and methodology. Through a series of case studies, this course introduces a range of influential critical perspectives in art history as a discipline and a practice. The goal is to stimulate thinking about what it means to explore the history of art today, to expose and examine our assumptions, expectations and predilections as we undertake to learn and write about works of art, their meanings and their status in the world.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Troy, N. (PI)

ARTSTUDI 131: Sound Art I (MUSIC 154A)

Acoustic, digital and analog approaches to sound art. Familiarization with techniques of listening, recording, digital processing and production. Required listening and readings in the history and contemporary practice of sound art. (lower level)
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; DeMarinis, P. (PI)

ASNAMST 146S: Asian American Culture and Community (AMSTUD 146, COMPLIT 146, CSRE 146S)

This course introduces students to the histories of Asians in America, specifically as these histories are part of a broader Asia-US-Pacific history that characterized the 20th century and now the 21st. We will combine readings in history, literature, sociology, with community-based learning.nnThe course takes place over two quarters. The first quarter focuses on gaining knowledge of Asian America and discussion key topics that students wish to focus on collaboratively. During this first quarter we also learn about community-based learning, set up teams and projects, and develop relationships with community organizations. The second quarter students work with student liaisons (senior students who have experience in service learning) and complete their work with the community¿there are no formal class meetings this second quarter. Service Learning Course (certified by Haas Center). Course can be repeated once.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Palumbo-Liu, D. (PI)

CEE 32B: Design Theory

This seminar focuses on the key themes, histories, and methods of architectural theory -- a form of architectural practice that establishes the aims and philosophies of architecture. Architectural theory is primarily written, but it also incorporates drawing, photography, film, and other media. nnOne of the distinctive features of modern and contemporary architecture is its pronounced use of theory to articulate its aims. One might argue that modern architecture is modern because of its incorporation of theory. This course focuses on those early-modern, modern, and late-modern writings that have been and remain entangled with contemporary architectural thought and design practice. nnRather than examine the development of modern architectural theory chronologically, it is explored architectural through thematic topics. These themes enable the student to understand how certain architectural theoretical concepts endure, are transformed, and can be furthered through his/her own explorations.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Beischer, T. (PI)

CEE 32G: Architecture Since 1900 (ARTHIST 142)

Art 142 is an introduction to the history of architecture since 1900 and how it has shaped and been shaped by its cultural contexts. The class also investigates the essential relationship between built form and theory during this period.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Beischer, T. (PI)

CEE 132Q: Office of Metropolitan Architecture: Workshop of the New (ARTHIST 262)

This seminar investigates all aspects of the work of the Office of Metropolitan Architecture (OMA) and its leader Rem Koolhaas. Topics for class research and inquiry include but are not be limited to: Koolhaas's early work at the Architectural Association and the founding of OMA, the publications of OMA and their style of presentation and theoretical foundations, the importance of AMO, and the architects who have left OMA and founded their own practices and how these differ from OMA. Each student completes an in-depth research paper and an in-class presentation.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

CHILATST 140: Migration in 21st Century Latin American Film (ILAC 140)

Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an evergrowing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: El niño pez, Bolivia, Ulises, Faustino Mayta visita a su prima, Copacabana, Chico y Rita, Sin nombre, Los que se quedan, Amador, and En la puta calle. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

CHILATST 180E: Introduction to Chicana/o-Latina/o Studies

Historical and contemporary experiences that have defined the status of Latina/o peoples living in the U.S. Topics include the U.S./Mexico border and the borderlands; immigration and transnational migrations; literary and cultural traditions; music; labor; historical perspectives on Latina/o peoples in the U.S. and the Chicano movement; urban realities; gender relations; political and economic changes; and inter- and intra-group interactions. Sources include social science and humanities scholarship.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter or Credit/No Credit
Instructors: ; Gallardo, S. (PI)

CHILATST 200: Latin@ Literature (CSRE 200, ILAC 280, ILAC 382)

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Yarbro-Bejarano, Y. (PI)

CHINGEN 70N: Animal Planet and the Romance of the Species (COMPLIT 70N)

Preference to freshmen.This course considers a variety of animal characters in Chinese and Western literatures as potent symbols of cultural values and dynamic sites of ethical reasoning. What does pervasive animal imagery tell us about how we relate to the world and our neighbors? How do animals define the frontiers of humanity and mediate notions of civilization and culture? How do culture, institutions, and political economy shape concepts of human rights and animal welfare? And, above all, what does it mean to be human in the pluralistic and planetary 21st century?
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Lee, H. (PI)

CHINGEN 91: Introduction to China

Required for Chinese and Japanese majors. Introduction to Chinese culture in a historical context. Topics include political and socioeconomic institutions, religion, ethics, education, and art and literature.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Egan, R. (PI)

CHINGEN 131: Chinese Poetry in Translation (CHINGEN 231)

From the first millennium B.C. through the 12th century. Traditional verse forms representative of the classical tradition; highlights of the most distinguished poets. History, language, and culture. Chinese language not required.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

CHINGEN 132: Chinese Fiction and Drama in Translation (CHINGEN 232)

From early times to the 18th century, emphasizing literary and thematic discussions of major works in English translation.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

CHINGEN 133: Literature in 20th-Century China (CHINGEN 233)

(Graduate students register for 233.) How modern Chinese culture evolved from tradition to modernity; the century-long drive to build a modern nation state and to carry out social movements and political reforms. How the individual developed modern notions of love, affection, beauty, and moral relations with community and family. Sources include fiction and film clips. WIM course.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Wang, B. (PI)

CHINGEN 134: Early Chinese Mythology (CHINGEN 234)

The definition of a myth. Major myths of China prior to the rise of Buddhism and Daoism including: tales of the early sage kings such as Yu and the flood; depictions of deities in the underworld; historical myths; tales of immortals in relation to local cults; and tales of the patron deities of crafts.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

CHINGEN 137: Tiananmen Square: History, Literature, Iconography (CHINGEN 237)

Multidisciplinary. Literary and artistic representations of this site of political and ideological struggles throughout the 20th century. Tiananmen-themed creative, documentary, and scholarly works that shed light on the dynamics and processes of modern Chinese culture and politics. No knowledge of Chinese required.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Lee, H. (PI)

CHINGEN 138: Love and Politics in Chinese Cinema (CHINGEN 238)

How films work as expressions of desire, impulse, emotional connection, and communal attachment during times of social upheaval and reconstruction. Film theory and aesthetics, and alternative paradigms about world and social relations. Chinese language not required.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

CHINGEN 141: Emergence of Chinese Civilization from Caves to Palaces (ARCHLGY 111, CHINGEN 241)

Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.
Terms: Aut | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Liu, L. (PI)

CHINGEN 150: Sex, Gender, and Power in Modern China (CHINGEN 250, FEMGEN 150, FEMGEN 250)

Investigates how sex, gender, and power are entwined in the Chinese experience of modernity. Topics include anti-footbinding campaigns, free love/free sex, women's mobilization in revolution and war, the new Marriage Law of 1950, Mao's iron girls, postsocialist celebrations of sensuality, and emergent queer politics. Readings range from feminist theory to China-focused historiography, ethnography, memoir, biography, fiction, essay, and film. All course materials are in English.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Lee, H. (PI)

CHINGEN 193E: Female Divinities in China (CHINGEN 393E)

The role of powerful goddesses, such as the Queen Mother of the West, Guanyin, and Chen Jinggu, in Chinese religion. Imperial history to the present day. What roles goddesses played in the spirit world, how this related to the roles of human women, and why a civilization that excluded women from the public sphere granted them such a major, even dominant place, in the religious sphere. Readings in English-language secondary literature.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)

CHINLIT 93: Late Imperial China (FEMGEN 93, HISTORY 93)

(Same as HISTORY 193. History majors and others taking 5 units, register for 193.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Sommer, M. (PI)

CHINLIT 295J: Chinese Women's History (FEMGEN 295J, HISTORY 295J)

The lives of women in the last 1,000 years of Chinese history. Focus is on theoretical questions fundamental to women's studies. How has the category of woman been shaped by culture and history? How has gender performance interacted with bodily disciplines and constraints such as medical, reproductive, and cosmetic technologies? How relevant is the experience of Western women to women elsewhere? By what standards should liberation be defined?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

CLASSICS 16N: Sappho: Erotic Poetess of Lesbos (FEMGEN 24N)

(Formerly CLASSGEN 24N.) Preference to freshmen. Sappho's surviving fragments in English; traditions referring to or fantasizing about her disputed life. How her poetry and legend inspired women authors and male poets such as Swinburne, Baudelaire, and Pound. Paintings inspired by Sappho in ancient and modern times, and composers who put her poetry to music.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-CE, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Peponi, A. (PI)

CLASSICS 17N: To Die For: Antigone and Political Dissent (TAPS 12N)

(Formerly CLASSGEN 6N.) Preference to freshmen. Tensions inherent in the democracy of ancient Athens; how the character of Antigone emerges in later drama, film, and political thought as a figure of resistance against illegitimate authority; and her relevance to contemporary struggles for women's and workers' rights and national liberation. Readings and screenings include versions of Antigone by Sophocles, Anouilh, Brecht, Fugard/Kani/Ntshona, Paulin, Glowacki, Gurney, and von Trotta.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-ED, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Rehm, R. (PI)

CLASSICS 18N: The Artist in Ancient Greek Society (ARTHIST 100N)

Given the importance of art to all aspects of their lives, the Greeks had reason to respect their artists. Yet potters, painters and even sculptors possessed little social standing. n nWhy did the Greeks value the work of craftsmen but not the men themselves? Why did Herodotus dismiss those who worked with their hands as "mechanics?" What prompted Homer to claim that "there is no greater glory for a man¿ than what he achieves with his own hands," provided that he was throwing a discus and not a vase on a wheel?n nPainted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vases from which to pour them. Economic prosperity depended on the export of wine and oil in durable clay containers. At home, depictions of gods and heroes on vases reinforced Greek values and helped parents to educate their children. Ceramic sets with scenes of Dionysian excess were reserved for elite symposia from which those who potted and painted them were excluded.n nSculptors were less lowly but even those who carved the Parthenon were still regarded as "mechanics," with soft bodies and soft minds (Xenophon) "indifferent to higher things" (Plutarch).n nThe seminar addresses these issues. Students will read and discuss texts, write response papers and present slide lectures and gallery talks on aspects of the artist's profession.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

CLASSICS 21Q: Eight Great Archaeological Sites in Europe

(Formerly CLASSART 21Q.) Preference to sophomores. Focus is on excavation, features and finds, arguments over interpretation, and the place of each site in understanding the archaeological history of Europe. Goal is to introduce the latest archaeological and anthropological thought, and raise key questions about ancient society. The archaeological perspective foregrounds interdisciplinary study: geophysics articulated with art history, source criticism with analytic modeling, statistics interpretation. A web site with resources about each site, including plans, photographs, video, and publications, is the basis for exploring.
Terms: Aut, Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, Writing 2 | Grading: Letter (ABCD/NP)
Instructors: ; Shanks, M. (PI)

CLASSICS 31: Greek Mythology

(Formerly CLASSGEN 18.) The heroic and divine in the literature, mythology, and culture of archaic Greece. Interdisciplinary approach to the study of individuals and society. Illustrated lectures. Readings in translation of Homer, Hesiod, Herodotus, and the poets of lyric and tragedy. Weekly participation in a discussion section is required.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Martin, R. (PI)

CLASSICS 32: Gender and Power in Ancient Greece (FEMGEN 17)

(Formerly CLASSGEN 17.) Introduction to the sex-gender system of ancient Greece, with comparative material from modern America. How myths, religious rituals, athletics, politics and theater reinforced gender stereotypes and sometimes undermined them. Skills: finding clues, identifying patterns and making connections amongst the components of a strange and beautiful culture very different from our own. Weekly participation in a discussion section is required.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Gleason, M. (PI)

CLASSICS 34: Ancient Athletics

(Formerly CLASSGEN 34.) How the Olympic Games developed and how they were organized. Many other Greek festivals featured sport and dance competitions, including some for women, and showcased the citizen athlete as a civic ideal. Roman athletics in contrast saw the growth of large-scale spectator sports and professional athletes. Some toured like media stars; others regularly risked death in gladiatorial contests and chariot-racing. We will also explore how large-scale games were funded and how they fostered the development of sports medicine. Weekly participation in a discussion section is required; enroll in sections on coursework.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Stephens, S. (PI)

CLASSICS 35: Becoming Like God: An Introduction to Greek Ethical Philosophy

(Formerly CLASSGEN 35.) This course investigates key ethical philosophies in classical Greece. After reading several Greek tragedies (representing traditional Greek values), we examine the Greek philosophers' rejection of this tradition and their radically new ethical theories. Socrates, Plato, and Aristotle offered different ethical theories, but they shared basic conceptions of goodness and happiness. They argues that we could "become like gods" by achieving philosophic wisdom. What kind of wisdom is this? How does it make us ethically good and supremely happy people?
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Nightingale, A. (PI)

CLASSICS 36: Gender and Power in Ancient Rome

(Formerly CLASSGEN 119.) Interactions of gender and power in ancient Roman politics, religion, spectacles, and daily life. Masculinity and femininity in founding legends and public rituals; the ambiguous status of Vestal Virgins; gendered behavior in the Roman Forum; the spatial logic of prostitution; sexual characterizations of good vs. bad emperors in ancient texts; gender and time in Roman houses; inversions of gender and space in early Christian martyr narratives. Readings include modern gender theory as well as ancient Roman texts and material culture.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Trimble, J. (PI)

CLASSICS 41: Herodotus

For Ancient History field of study majors; others by consent of instructor. Close reading technique. Historical background to the Greco-Persian Wars; ancient views of empire, culture, and geography; the wars and their aftermath; ancient ethnography and historiography, including the first narrative of ancient Egypt.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

CLASSICS 42: Philosophy and Literature (COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, PHIL 81, SLAVIC 181)

(Formerly CLASSGEN 81) Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin. Taught in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

CLASSICS 52: Introduction to Roman Archaeology (ARCHLGY 81)

(Formerly CLASSART 81.) This course will introduce you to the material culture of the ancient Roman world, from spectacular imperial monuments in the city of Rome to cities and roads around the Mediterranean, from overarching environmental concerns to individual human burials, from elite houses and army forts to the the lives of slaves, freedmen and gladiators. Key themes will be change and continuity over time; the material, spatial and visual workings of power; how Roman society was materially changed by its conquests and how conquered peoples responded materially to Roman rule.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Leidwanger, J. (PI)

CLASSICS 54: Introduction to World Architecture (ARTHIST 3)

This lecture course surveys the history of architecture and urbanism, from the first societies to the present, in Europe, West and East Asia, the Americas, and Africa. The course progresses by case studies of exemplary monuments and cities, and examines the built environment as both cultural artifact and architectural event. It considers the social and political circumstances of architectural invention as well as plumbing the depth of artistic context by which particular formal choices resonate with an established representational culture.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Barry, F. (PI)

CLASSICS 76: Global History: The Ancient World (HISTORY 1A)

This course examines the emergence of "world empires"-- the first way of constituting a world-- in four regions of the eastern hemisphere from the first millennium BCE to the year 900 CE. It will study the pivotal role of cities, the importance of rulers, the incorporation of diverse peoples, and how the states that followed their collapse constituted new world orders through combining imitation of the vanished empire with the elaboration of the new "world religions."
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Lewis, M. (PI)

CLASSICS 82: The Egyptians (AFRICAAM 30)

Overview of ancient Egyptian pasts, from predynastic times to Greco-Roman rule, roughly 3000 BCE to 30 BCE. Attention to archaeological sites and artifacts; workings of society; and cultural productions, both artistic and literary. Weekly participation in a discussion section is required.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

CLASSICS 83: The Greeks (HISTORY 101)

(Formerly CLASSHIS 101.) 250 years ago, for almost the first time in history, a few societies rejected kings who claimed to know what the gods wanted and began moving toward democracy. Only once before had this happened--in ancient Greece. This course asks how the Greeks did this, and what they can teach us today. It uses texts and archaeology to trace the material and military sides of the story as well as cultural developments, and looks at Greek slavery and misogyny as well as their achievements. Weekly participation in a discussion section is required.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Morris, I. (PI)

CLASSICS 84: The Romans (HISTORY 102A)

(Formerly CLASSHIS 60.) How did a tiny village create a huge empire and shape the world, and why did it fail? Roman history, imperialism, politics, social life, economic growth, and religious change. Weekly participation in a discussion section is required; enroll in sections on Coursework.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Scheidel, W. (PI)

CLASSICS 88: Origins of History in Greece and Rome (HISTORY 114)

(Formerly CLASSHIS 117.) The beginnings and development of historical writing in the ancient world. Emphasis on major classical historians and various models of history they invented, from local to imperial, military, cultural, biographical, world history and church history. Focus on themes of power, war, loss, growth and decline, as put by the ancients into historical narrative forms and probed by way of historical questioning and explanation. Attention to how these models resonate still today. Readings in translation: Herodotus, Thucydides, Tacitus, Livy and others. Participation in a weekly discussion section is required.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ceserani, G. (PI)

CLASSICS 112: Introduction to Greek Tragedy: Gods, Heroes, Fate, and Justice (TAPS 167)

(Formerly CLASSGEN 110.) Gods and heroes, fate and free choice, gender conflict, the justice or injustice of the universe: these are just some of the fundamental human issues that we will explore in about ten of the tragedies of Aeschylus, Sophocles, and Euripides.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; McCall, M. (PI)

CLASSICS 123: Ancient Medicine

Contemporary medical practice traces its origins to the creation of scientific medicine by Greek doctors such as Hippocrates and Galen. Is this something of which modern medicine can be proud? The scientific achievements and ethical limitations of ancient medicine when scientific medicine was no more than another form of alternative medicine. Scientific medicine competed in a marketplace of ideas where the boundaries between scientific and social aspects of medicine were difficult to draw.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit

CLASSICS 124: Ancient and Modern Medicine

Imagine a world where the Universe has a built-in purpose and point. How would this belief impact man's place in nature? Imagine a world where natural substances have "powers." How might this impact diet and pharmacology? Magical vs. scientific healing: a clear divide? Disease and dehumanization: epilepsy, rabies. Physical and mental health: black bile and melancholy. The ethical and scientific assumptions hidden in medical language and imagery. How ancient medicine and modern medicine (especially alternative medicine) illuminate each other.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

CLASSICS 136: The Greek Invention of Mathematics (MATH 163)

(Formerly CLASSGEN 103.) How was mathematics invented? A survey of the main creative ideas of ancient Greek mathematics. Among the issues explored are the axiomatic system of Euclid's Elements, the origins of the calculus in Greek measurements of solids and surfaces, and Archimedes' creation of mathematical physics. We will provide proofs of ancient theorems, and also learn how such theorems are even known today thanks to the recovery of ancient manuscripts.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Netz, R. (PI)

CLASSICS 142: Emperor, Explorer, and God: Alexander the Great in the Global Imagination (RELIGST 109)

(Formerly CLASSGEN 109.) This course will survey the changing image of Alexander the Great from the Hellenistic world to the contemporary. We shall study the appropriation of his life and legend in a variety of cultures both East and West and discuss his reception as both a divine and a secular figure by examining a variety of media including texts (primary and secondary) and images (statues, coins, mosaics, illuminated manuscripts, film, and TV) in the Hellenistic, Roman, Byzantine, Jewish, Islamic, Medieval, Renaissance, and Early Modern contexts. In concluding the quarter, students will evaluate contemporary representations in film and popular culture, such as Alexander directed by Oliver Stone and Pop Art in order to better appreciate his enduring legacy.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Vevaina, Y. (PI)

CLASSICS 145: Early Christian Gospels (RELIGST 132D)

An exploration of Christian gospels of the first and second century. Emphasis on the variety of images and interpretations of Jesus and the good news, the broader Hellenistic and Jewish contexts of the gospels, the processes of developing and transmitting gospels, and the creation of the canon. Readings include the Gospel of John, the Gospel of Mark, the Gospel of Thomas, the Gospel of Mary and other canonical and non-canonical gospels.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Copeland, K. (PI)

CLASSICS 146: Winged Bulls and Sun Disks: Religion and Politics in the Persian Empire (CLASSICS 246, RELIGST 229, RELIGST 329)

Stretching from India to Ethiopia, the Persian Empire¿the largest empire before Rome¿has been represented as the exemplar of oriental despotism and imperial arrogance, a looming presence and worthy foil for the ¿West¿ and Greek democracy. This course will provide a general introduction to the Persian Empire, beginning in the 6th century BCE to the fall of Persia to Alexander the Great in 331 BCE. We shall not only examine the originality of the first world empire of antiquity, but the course will also attempt to present a broad picture of the diverse cultural institutions and religious practices found within the empire. Readings in translation from the royal edicts and the inscriptions of Cyrus, Darius, and Xerxes will allow us to better appreciate the subtle ways in which these Persian kings used religion to justify and propagate the most ambitious imperial agenda the world had ever seen. In concluding the quarter, students will evaluate contemporary representations of Persia and the Persians in politics and popular culture in a wide array of media, such as the recent film 300 and the graphic novel on which it is based, in an attempt to better appreciate the enduring legacy of the Greco-Persian wars.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Vevaina, Y. (PI)

CLASSICS 147: Priests, Prophets, and Kings: Religion and Society in Late Antique Iran (CLASSICS 247, RELIGST 309)

From India to the Levant and from the Caspian Sea to the Arabian Peninsula, the Sasanian Empire (224-651 CE) was the dominant power in the Middle East till the advent of Islam. Diverse religious institutions and social practices of the Zoroastrians, Manicheans, Jews, and Christians in late antique Iran. Complex relationships between the Zoroastrian priesthood, the Sasanian monarchs, and these minority religions within the context of imperial rule. Profound religious and social changes that occurred with the Islamic conquests of Iran as well as examine the rich cultural continuities that survived from the Pre-Islamic past.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit

CLASSICS 148: Imperishable Heroes and Unblemished Goddesses: Myth, Ritual, and Epic in Ancient Iran (CLASSICS 248, RELIGST 209E, RELIGST 309E)

Designed as a broad introduction to the world of ancient Iran, students will be introduced to the Indo-European inheritance in ancient Iranian culture; the shared world of ritual, religion, and mythology between Zoroastrianism in Iran and Vedic Hinduism in India; and to the contours of early Zoroastrian religious thought. We will also survey mythoepic literature in translation from the archaic Avesta through the late antique Zoroastrian Middle Persian corpus to the early medieval national epic of Iran, the Book of Kings of Ferdowsi.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

CLASSICS 150: Majors Seminar

(Formerly CLASSGEN 176.) Required of Classics majors and minors in junior or senior year; students contemplating honors should take this course in junior year. Advanced skills course involving close reading, critical thinking, editing, and writing. In-class and take-home writing and revising exercises. Final paper topic may be on any subject related to Classics. Fulfills WIM requirement for Classics.
Terms: Win, Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

CLASSICS 154: Sailing the Wine-Dark Sea: Maritime Archaeology of the Ancient Mediterranean (ARCHLGY 145)

(Formerly CLASSART 145.) Why do we care about shipwrecks? What can sunken sites and abandoned ports tell us about our past? Focusing primarily on the archaeological record of shipwrecks and harbors, along with literary evidence and contemporary theory, this course examines how and why ancient mariners ventured across the "wine-dark seas" of the Mediterranean for travel, warfare, pilgrimage, and especially commerce. We will explore interdisciplinary approaches to the development of maritime contacts and communication from the Bronze Age through the end of Roman era. At the same time, we will engage with practical techniques of maritime archaeology, which allows us to explore the material record first hand.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Leidwanger, J. (PI)

CLASSICS 161: Archaic Greek Art (ARTHIST 101)

In the decades 480-460, just before work began on the Parthenon, the sculptor Myron, creator of the Discus-Thrower, was even more celebrated for his bronze cow. Ancient authors describe an image so palpably alive that shepherds threw stones at her, thinking that she had strayed from the herd, and bulls vied for her attention. A century later, the quest for mimesis prompted a contest between two artists. Zeuxis painted a bunch of grapes seductive enough to attract hungry birds; Parrhasios then added a linen curtain, which Zeuxis asked to be removed from his painting. Zeuxis conceded defeat since he had fooled only birds, whereas Parrhasios had deceived an artist. nnThis course explores the art and culture of the ancestors of these men. The Greeks of the archaic period (1000-480) would have understood the painters¿ competitive zeal, but only toward the end of the period would they have recognized naturalism as an artistic aim. nnEarlier Greek art is more abstract than life-like, closer to Calder than Michelangelo. In the eighth century Homer¿s descriptions of the rippling muscles (and egos) of his heroes, and the grief of Achilles¿ horses, evoke living men and sentient animals, but his fellow sculptors and painters prefer abstraction.nnThis changes in the seventh century as a result of commercial contacts with the Near East and Egypt. Imported bronzes, ivories and other Near Eastern exotica alerted Greek artists to a wider range of subjects, techniques and intentions, including naturalism. Later in the century, Greek expatriates learned the art of carving hard stone from Egyptian masters and soon marble sculpture and architecture spread throughout Greece. nnIn the course of the sixth and early fifth centuries Greek artists assimilate what they had borrowed, compete with one another, obey and disobey their teachers, test the tolerance of the gods and eventually produce works of art that speak with a Greek accent. When the Persians invaded the Acropolis in 480 and 479, they encountered artifacts with little trace of alien influence or imprint and, at Salamis and Plataea, fought decisive battles in which the Greeks prevailed. In the aftermath of the war, as the Greeks rebuilt their cities and their lives, Myron¿s cow reminded them of their debts to other cultures and their resolve to remain true to their own.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

CLASSICS 162: Empire and Aftermath: Greek Art from the Parthenon to Scopas (ARTHIST 102, ARTHIST 302)

The class begins with the art, architecture and political ideals of Periclean Athens, from the emergence of the city as the political and cultural center of Greece in 450 to its defeat in the Peloponnesian War in 404. It then considers how Athens and the rest of Greece proceed in the fourth century to rebuild their lives and the monuments that define them. Earlier artistic traditions endure, with subtle changes, in the work of sculptors such as Kephisodotos. Less subtle are the outlook and output of his son Praxiteles. In collaboration with Phryne, his muse and mistress, Praxiteles challenged the canons and constraints of the past with the first female nude in the history of Greek sculpture. His gender-bending depictions of gods and men were equally audacious, their shiny surfaces reflecting Plato¿s discussion of Eros and androgyny. Scopas was also a man of his time but pursued different interests. Drawn to the inner lives of men and woman, his tormented Trojan War heroes and victims are still scarred by memories of the Peloponnesian War, and a world away from the serene faces of the Parthenon. His famous Maenad, a devotee of Dionysos who has left this world for another, belongs to the same years as Euripides¿ Bacchae and, at the same time, anticipates the torsion and turbulence of Bernini and the Italian Baroque. In the work of these and other fourth century personalities, the stage is set for Alexander the Great and his conquest of a kingdom extending from Greece to the Indus River. (Formerly CLASSART 102)
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

CLASSICS 163: Greek Art In and Out of Context (ARTHIST 203)

The seminar considers Greek artifacts in the context of Greek life (including the life of the workshop), and the endless ways in which craftsmen served the needs of Greek society. Their foundries, factories and ceramic studios produced the material goods that defined Greek life: temples, statues and other offerings for the gods; arms and armor for warriors; sporting equipment and prizes for athletes; houses, clothing and crockery for the family; ships and sailcloth, wagons and ploughs, wine and oil-presses for a thriving domestic and overseas economy; gravestones and funeral vases for the dead. (Formerly CLASSART 109.) nMost of the antiquities exhibited in museums, or purchased by private collectors from galleries and auction houses, survive because they were buried with people who used and cherished them. The Greeks¿ belief that the artifacts they valued in life would serve them in the afterlife informs the second part of the seminar, which is devoted to the recent history of tomb looting and the illicit trafficking in antiquities.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Maxmin, J. (PI)

CLASSICS 168: Engineering the Roman Empire (ARCHLGY 118)

(Formerly CLASSART 117.) Roman monuments and monumental space were designed to impress. This class explores the interrelated aesthetics and mechanics of construction that led to one of the most extensive building programs undertaken by a pre-modern state. Through case studies ranging from arches, columns and domes to road networks, machines and landscape modification, we investigate not only the materials, methods, and knowledge behind Roman architectural innovation, but the communication of imperial messages through designed space.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Leidwanger, J. (PI)

CLASSICS 171: Byzantine Art and Architecture, 300-1453 C.E. (ARTHIST 106, ARTHIST 306)

(Formerly CLASSART 106/206.) This course and its study trip to the Getty (Los Angeles) to view the new Byzantine exhibition explores the art and architecture of the Eastern Mediterranean: Constantinople, Jerusalem, Alexandria, Antioch, Damascus, Thessaloniki, and Palermo, 4th-15th centuries. Applying an innovative approach, we will probe questions of phenomenology and aesthetics, focusing our discussion on the performance and appearance of spaces and objects in the changing diurnal light, in the glitter of mosaics and in the mirror reflection and translucency of marble.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

CLASSICS 172: Art & Architecture in the Medieval Mediterranean (ARTHIST 105, ARTHIST 305)

Chronological survey of Byzantine, Islamic, and Western Medieval art and architecture from the early Christian period to the Gothic age. Broad art-historical developments and more detailed examinations of individual monuments and works of art. Topics include devotional art, court and monastic culture, relics and the cult of saints, pilgrimage and crusades, and the rise of cities and cathedrals.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

CLASSICS 173: Hagia Sophia (ARTHIST 208)

By employing a methodology based in psychoacoustics, semiotics, and phenomenology, this course explores the relationship among sound, water, marble, meaning, and religious experience in the sixth-century church of HagianSophia built by emperor Justinian in Constantinople. We will read medieval sources describing the interior and ritual, make short movies exploring the shimmer of marble in buildings on campus, and study the acoustics of domed buildings through computer auralization done at Stanford's CCRMA (Center for Computer Research in Music and Acoustics)
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

CLASSICS 174: Art and Religious Experience in Byzantium and Islam (ARTHIST 209, ARTHIST 309)

This course presents a comparative study of Christian and Islamic paradigms (sixth to the thirteenth centuries) in the construction of religious experience through the material fabric of the building, the interior decor, objects, and rituals. We will read medieval ekphrastic texts and poetry, which stirred the viewer/participant to experience the building/object as animate. Among the sites we will study are: Hagia Sophia, the Ka'ba, the Dome of teh Rock, the Mosque at Damascus and at Cordoba. We will read Byzantine and Arabic writers such as Paul the Silentiary, Patriarch Germanos, Maximus Confessor, Shahrawardi, and Ibn Arabi.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

CLASSICS 181: Classical Seminar: Origins of Political Thought (CLASSICS 381, PHIL 176A, PHIL 276A, POLISCI 230A, POLISCI 330A)

(Formerly CLASSHIS 133/333.) Political philosophy in classical antiquity, focusing on canonical works of Thucydides, Plato, Aristotle, and Cicero. Historical background. Topics include: political obligation, citizenship, and leadership; origins and development of democracy; and law, civic strife, and constitutional change.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ober, J. (PI)

COMPLIT 10N: Shakespeare and Performance in a Global Context

Preference to freshmen. The problem of performance including the performance of gender through the plays of Shakespeare. In-class performances by students of scenes from plays. The history of theatrical performance. Sources include filmed versions of plays, and readings on the history of gender, gender performance, and transvestite theater.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter or Credit/No Credit

COMPLIT 11Q: Shakespeare, Playing, Gender

Preference to sophomores. Focus is on several of the best and lesser known plays of Shakespeare, on theatrical and other kinds of playing, and on ambiguities of both gender and playing gender.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Parker, P. (PI)

COMPLIT 38Q: Ethics of Jihad

Why choose jihad? An introduction to Islamic ethics. Focus on ways in which people have chosen, rejected, or redefined jihad. Topics include jihad in the age of 1001 Nights, feminist jihad, jihad in Africa, al-Qaida and Hamas, and the hashtag #MyJihad. All readings and discussion in English.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Key, A. (PI)

COMPLIT 41N: Borderlands of Literature and Culture

Rather than try to examine the whole of such an extensive body of work by artists of Mexican descent living in Mexico and the United States, the focus will be on the transnational themes of border thinking, memory, and identity (both personal and collective). Looking at the foundational poetry, auto-ethnographies, and narratives by Américo Paredes and Gloria Anzaldúa and how their literary and ethnographic work laid the groundwork for subsequent imaginings in the narratives, poetry, and theory of border thinking and writing. We will explore the trans-frontier cultural conditions under which imaginative literary texts are produced, disseminated, and received. We will consider not only the historical transnational experiences that inform these borderlands texts but the potential futures of Mexico and the United States they imagine.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

COMPLIT 41Q: Ethnicity and Literature

Preference to sophomores. What is meant by ethnic literature? How is ethnic writing different from non-ethnic writing, or is there such a thing as either? How does ethnicity as an analytic perspective affect the way literature is read by ethnic peoples? Articles and works of fiction; films on ethnic literature and cultural politics. How ethnic literature represents the nexus of social, historical, political, and personal issues.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter (ABCD/NP)

COMPLIT 51Q: Comparative Fictions of Ethnicity (AMSTUD 51Q, CSRE 51Q)

We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED, Writing 2 | Grading: Letter (ABCD/NP)

COMPLIT 70N: Animal Planet and the Romance of the Species (CHINGEN 70N)

Preference to freshmen.This course considers a variety of animal characters in Chinese and Western literatures as potent symbols of cultural values and dynamic sites of ethical reasoning. What does pervasive animal imagery tell us about how we relate to the world and our neighbors? How do animals define the frontiers of humanity and mediate notions of civilization and culture? How do culture, institutions, and political economy shape concepts of human rights and animal welfare? And, above all, what does it mean to be human in the pluralistic and planetary 21st century?
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Lee, H. (PI)

COMPLIT 101: What is Comparative Literature?

Introduction to theories about reading and theories about thinking. How should we best read novels, plays, short stories, poetry, and a variety of other forms of literary expression? Why compare texts to other texts? What is theory and how does it work? What has literature done and what should it do? Authors will include G.W.F. Hegel, Judith Butler, Jonathan Culler, Arabic Adab, and Gustave Flaubert. Fulfills the Writing in the Major requirement. Gateway to the Comparative Literature Major.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

COMPLIT 110: Introduction to Comparative Queer Literary Studies (COMPLIT 310, FEMGEN 110X, FEMGEN 310X)

Introduction to the comparative literary study of important gay, lesbian, queer, bisexual, and transgender writers and their changing social, political, and cultural contexts from the 1880s to today: Oscar Wilde, Rachilde, Radclyffe Hall, Djuna Barnes, James Baldwin, Jean Genet, Audre Lorde, Cherrie Moraga, Jeanette Winterson, Alison Bechdel and others, discussed in the context of 20th-century feminist and queer literary and social theories of gender and sexuality.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

COMPLIT 112: Oscar Wilde and the French Decadents (COMPLIT 312, FRENCH 112, FRENCH 312)

Close reading of Oscar Wilde's work together with major texts and authors of 19th-century French Decadence, including Symbolism, l'art pour l'art, and early Modernism. Points of contact between Wilde and avant-garde Paris salons; provocative, creative intersections between (homo)erotic and aesthetic styles, transgression; literary and cultural developments from Baudelaire to Mallarmé, Huysmans, Flaubert, Rachilde, Lorrain, and Proust compared with Wilde¿s Salomé, Picture of Dorian Gray, and critical writings; relevant historical and philosophical contexts. All readings in English; all student levels welcome.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

COMPLIT 115: Nabokov in the Transnational Context (COMPLIT 315, SLAVIC 156, SLAVIC 356)

Nabokov's techniques of migration and camouflage as he inhabits the literary and historical contexts of St. Petersburg, Berlin, Paris, America, and Switzerland. His early and late stories, last Russian novel "The Gift," "Lolita" (the novel and screenplay), and "Pale Fire." Readings in English. Russian speakers will be encouraged to read Russian texts in original.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

COMPLIT 121: Poems, Poetry, Worlds

What is poetry? How does it speak in many voices to questions of history, society, and personal experience? Why does it matter? The reading and interpretation of poetry in crosscultural comparison as experience, invention, form, sound, knowledge, and part of the world. Readings include: classical Chinese poetry, English Romantic poetry, and modern Arabic, American, Brazilian, Japanese, German, Spanish poetry, with specific attention to landscape, terrain, the environment, and the role of the poet.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Barletta, V. (PI)

COMPLIT 122: Literature as Performance: The Potentials of Theater

An introduction to the "theatrical" dimensions of literature in different cultures based on a view of the staging arts as a specific segment within phenomena of "performance". Documentation and discussions of the history of western drama as a central axis within the debate about the cultural status of other forms of performance art that are normally not culturally canonized within this genre (eg. sports).
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

COMPLIT 123: The Novel, the Global South (ENGLISH 184)

Literary inventiveness and social significance of novelistic forms from the Great Depression to the present.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Saldivar, J. (PI)

COMPLIT 125: Past Desire Made Present: The Traditions of Erotic Poetry in Medieval Iran and Europe

Aims to make present and accessible, to our early 21st-century experience, convergences and differences between medieval Persian and medieval European love poetry. Poetry will be dealt with as a discursive and institutional means through which it is possible to make present and tangible that which is absent -- both in space and time. If we accept that medieval Persian and European love poetry conjured up moods of homo- and heteroerotic desire for contemporary audiences, then this desire can also become present for us today through a close reading of those same texts.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

COMPLIT 125A: The Gothic Novel

The Gothic novel and its relatives from its invention by Walpole in The Castle of Otranto of 1764. Readings include: Northanger Abbey, The Italian, The Monk, Frankenstein, Jane Eyre, Great Expectations, and Dracula. What defines the Gothic as it evolves from one specific novel to a mode that makes its way into a range of fictional types?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

COMPLIT 129A: Contemporary Persian Poetry: Encounter of a Thousand-Year-Old Classical Tradition with Modernity

The primacy of poetic expression in Persian culture in the transition from tradition to modernity. Major 20th-century poets in relation to historical events and social change. Authors include: Nima Yushij, Ahmad Shamloo, Sohrab Sepehri, Mehdi Akhavan Sales, Forough Farrokhzad, Nader Naderpour, Fereydoun Moshiri, Esma'il Kho'i, and Afghan and Tajik poets.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Graded

COMPLIT 133: Gender and Modernism (COMPLIT 333)

Gender and sexuality in trans-Atlantic modernist literature and culture from the 1880s-1930s. Topics include the 19th-century culture wars and the figures of the dandy and the New Woman; modernist critiques of Enlightenment rationality; impact of World War I on gender roles; gender and the rise of modern consumer culture, fashion, design; the modernist metropolis and gender/sexuality; the avant-garde and gender; literary first-wave feminism; homoerotic modernism; modernism in the context of current theories of gender and sexuality.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

COMPLIT 141A: The Meaning of Arabic Literature: a seminar investigation into the nebulous concept of adab

An investigation into the concept of literature in mediaeval Arabic. Was there a mediaeval Arabic way of thinking? We look to develop a translation for the word "adab," a concept that dominated mediaeval Arabic intellectual culture, and is related in some ways to what we mean today when we use the word literature. Our core text is a literary anthology from the 900s in Iraq and we try, together, to work out what literature meant for the author and his contemporaries. Readings, assignments and, class discussion all in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

COMPLIT 142: The Literature of the Americas (AMSTUD 142, CSRE 142, ENGLISH 172E)

A wide-ranging overview of the literatures of the Americas inncomparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures as well as the distinctive national and cultural elements of a diverse array of primary works. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes--the Harlem Renaissance, the Beats, magic realism, Noigandres--in unaccustomed conversation with each other.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter (ABCD/NP)

COMPLIT 142B: Translating Japan, Translating the West (JAPANGEN 121, JAPANGEN 221)

Translation lies at the heart of all intercultural exchange. This course introduces students to the specific ways in which translation has shaped the image of Japan in the West, the image of the West in Japan, and Japan's self-image in the modern period. What texts and concepts were translated by each side, how, and to what effect? No prior knowledge of Japanese language necessary.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Levy, I. (PI)

COMPLIT 143A: Alla Turca Love: Tales of Romance in Turkish Literature (COMPLIT 342)

An introduction to the theme of romantic love in Turkish literature, with particular attention to key classical and contemporary works that influenced the development of the Turkish literary tradition. Topics include close reading and discussion of folk tales, poems, short stories, and plays with particular attention to the characters of lover/beloved, the theme of romantic love, and the cultural and historical background of these elements. We will begin with essential examples of ghazels from Ottoman court poetry to explore the notion of "courtly love" and move to the most influential texts of 19th and 20th centuries. All readings and discussions will be in English; all student levels welcome.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

COMPLIT 144A: Istanbul the Muse: The City in Literature and Film

The multiple layers of culture and history in Istanbul, a city on two continents between East and West, wrapped in past and present have inspired great art and literature. The class explores how Istanbul inspired artists and writers, and focuses on the idea of '€œinbetweenness'€ through art, literature, music, and film seen chronologically. In addition to discussing literary, historical, and secondaty texts we will explore visual genres such as film, painting, and photography. All readings, screenings, and discussions will be in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Karahan, B. (PI)

COMPLIT 145: Reflection on the Other: The Jew and the Arab in Literature (AMELANG 126, JEWISHST 106)

How literary works outside the realm of Western culture struggle with questions such as identity, minority, and the issue of the Other. How the Arab is viewed in Hebrew literature, film and music and how the Jew is viewed in Palestinian works in Hebrew or Arabic (in translation to English). Historical, political, and sociological forces that have contributed to the shaping of these writers' views.nnGuest lectures about the Jew in Palestinian literature and music.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Shemtov, V. (PI)

COMPLIT 145B: Ideas of Africa in Atlantic Writing (COMPLIT 345B, CSRE 145B, FRENCH 145B, FRENCH 345B)

This course examines the ways Anglophone and Francophone writers from the African, Caribbean and North Atlantic have depicted Africa as a geographic, cultural and political space. We will begin with Equiano's Interesting Narrative (1789), a touchstone for the autobiographical tradition, in order to develop a set of seminal questions about the politics of narrativizing Africa in the twentieth and twenty-first centuries. How, for instance, have writers continued to use images of Africa for the purposes of dramatizing arrival and constructing new selves? How differently have they imagined the continent when expressing racial and historical unity, or individual and social fragmentation? What ideas of Africa are advanced when authors re-imagine communities or question their norms and borders? And how are these projects influenced by the choice of language and genre? We will address these questions via attention to various narrative forms, namely prose fiction (Conrad, Kane, Condé, Head, Adichie), poetic and theoretical prose (Césaire, Glissant), reportage and testimony (Gourevitch, Krog), film (Coppola, Morris) and autobiography (Barack Obama).
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

COMPLIT 146: Asian American Culture and Community (AMSTUD 146, ASNAMST 146S, CSRE 146S)

This course introduces students to the histories of Asians in America, specifically as these histories are part of a broader Asia-US-Pacific history that characterized the 20th century and now the 21st. We will combine readings in history, literature, sociology, with community-based learning.nnThe course takes place over two quarters. The first quarter focuses on gaining knowledge of Asian America and discussion key topics that students wish to focus on collaboratively. During this first quarter we also learn about community-based learning, set up teams and projects, and develop relationships with community organizations. The second quarter students work with student liaisons (senior students who have experience in service learning) and complete their work with the community¿there are no formal class meetings this second quarter. Service Learning Course (certified by Haas Center). Course can be repeated once.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Palumbo-Liu, D. (PI)

COMPLIT 151A: Philosophies, Literatures, and Alternatives (COMPLIT 351A)

Aristotelian poetics and mediaeval Arabic literary theory. Nietzsche's irony and Philosophies and literatures, together and apart, dominate the last two millennia of human thought. How might they best be read? Are philosophy and literature two different ways of thinking, or are they just two separate institutional histories? This course starts with familiar Greeks, moves onto unfamiliar Arabs, confronts old Europe, and ends with contemporary Americans arguing.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

COMPLIT 154A: Film & Philosophy (FRENCH 154, ITALIAN 154, PHIL 193C, PHIL 293C)

Issues of freedom, morality, faith, knowledge, personal identity, and the value of truth explored through film; philosophical investigation of the filmic medium itself. Screenings to include Twelve Monkeys (Gilliam), Ordet (Dreyer), The Dark Knight (Nolan), Vicky Cristina Barcelona (Allen), and Eternal Sunshine of the Spotless Mind (Kaufman). Taught in English.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

COMPLIT 168: Imagining the Oceans (ENGLISH 168, FRENCH 168)

How has Western culture constructed the world's oceans since the beginning of global ocean exploration? How have imaginative visions of the ocean been shaped by marine science, technology, exploration, commerce and leisure? Readings might include voyage accounts by Cook and Darwin, sailors' narratives by Equiano and Dana, poetry by Coleridge, Bishop and Walcott, novels by Melville, Verne, Conrad and Woolf. Visual culture might include paintings by Turner and Redon, and films by Jean Painlevé, Kathryn Bigelow, Jerry Bruckheimer and James Cameron. Critical texts will be drawn from interdisciplinary theorists of modernity and mobility, such as Schmitt, Wallerstein, Corbin, Latour, Deleuze + Guattari, and Cresswell.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Cohen, M. (PI)

COMPLIT 181: Philosophy and Literature (CLASSICS 42, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, PHIL 81, SLAVIC 181)

(Formerly CLASSGEN 81) Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin. Taught in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

COMPLIT 190: Tolstoy's Anna Karenina in Dialogue with Contemporary Philosophical, Social, and Ethical Thought (COMPLIT 390, SLAVIC 190, SLAVIC 390)

Anna Karenina, the novel as a case study in the contest between "modernity" and "tradition," their ethical order, ideology, cultural codes, and philosophies. Images of society, women and men in Tolstoy v. those of his contemporaries: Marx, Mill, Nietzsche, Weber, Durkheim, Freud. Open to juniors, seniors and graduate students. Requirements: three interpretive essays (500-1000 words each). Analysis of a passage from the novel; AK refracted through a "philosophical" prism and vice versa (30% each); class discussion and Forum (10%).
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

COMPLIT 199: Senior Seminar: The Pleasures of Reading

Senior seminar for Comp Lit Senior majors only.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Cohen, M. (PI)

COMPLIT 211A: Emile Zola (FRENCH 211)

A comprehensive introduction to and historical analysis of Emile Zola's literary work as foundational for the late-nineteenth century literary movement that we call "Naturalism." The analysis of Zola's novels will be embedded in the historical situation of France in the transition from the Second Empire to the Third Republic, with special emphasis on the epistemological situation of that time. Knowledge of French desirable but participation through English translations will be possible.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Gumbrecht, H. (PI)

COMPLIT 213A: Martin Heidegger (COMPLIT 313A, GERMAN 282, GERMAN 382)

Working through the most systematically important texts by Martin Heidegger and their historical moments and challenges, starting with Being and Time (1927), but emphasizing his philosophical production after World War II. The philological and historical understanding of the texts function as a condition for the laying open of their systematic provocations within our own (early 21st-century) situations. Satisfies the capstone seminar requirement for the major tracks in Philosophy and Literature. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

COMPLIT 221A: Courtly Love: Deceit and Desire in the Middle Ages (FRENCH 234, ITALIAN 234)

A comparative seminar on medieval love books and their reception. We will examine and question the notion of "amour courtois," which arose in the lyrics and romances of medieval France and was codified in Romantic-era criticism. Primary readings will be enriched by thinking about this notion through the lens of modern theories of desire, such as those of Girard, Lacan, and Zizek. Conducted in English with readings in translation.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

COMPLIT 223: Literature and Human Experimentation (CSRE 123B, MED 220)

This course traces the uses of imaginative literature as an alternative venue for ethics debates about experimental care and human subjects research. Students will gain a substantive understanding of two important fields: research bioethics and narrative ethics; and they will learn how the fields' key issues, insights and modes of analysis have long intersected in writing not typically assumed to be integral to medical ethics. We will start with Mary Shelley's Frankenstein (1818), as an early touchstone for this vein of ethical writing, and we will continue our study via works of fiction (Toni Morrison, John le Carré, Kazuo Ishiguro), drama (David Feldshuh), memoir (Frances Burney, Charlotte Gilman) and reportage (Frantz Fanon, Rebecca Skloot). Throughout the course, we will pair literary readings with philosophical and policy writing of the period, with our primary objective being to understand the place of literature in the development of ethical thought regarding humane human subjects research.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

COMPLIT 225E: Petrarch & Petrarchism: Fragments of the Self (COMPLIT 325E, ITALIAN 225, ITALIAN 325)

In this course we will examine Francis Petrarch's book of Italian lyric poems, Rerum vulgarium fragmenta, and its reception in early modern France, England, and Spain. Readings from Petrarch's epistolary and ethical writings will contextualize historically and intellectually the aesthetics and ethics of the fragment in his poetry. With this foundation, we will investigate the long-lasting impact of Petrarch¿s work on Renaissance poetry and humanism, with attention to both the literary and the material aspects of its reception. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Lummus, D. (PI)

COMPLIT 229: Literature and Global Health (CSRE 129B, FRENCH 229, HUMBIO 175L, MED 234)

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with an introduction to global health ethics as a field rooted in philosophy and policy that address questions raised by practice in resource-constrained communities abroad. We will then spend the quarter understanding the way literature may deepen and even alter those questions. For instance: how have writers used scenes of practice in Africa, the Caribbean or Latin America to think through ideas of mercy, charity, beneficence and justice? How differently do they imagine such scenes when examining issues of autonomy, paternalism and language? To what extent, then, do novels and memoirs serve as sites of ethical inquiry? And how has literary study revealed the complexities of narrating care for underserved communities, and therefore presented close reading as a mode of ethics for global health? Readings will include prose fiction by Albert Camus, Joseph Conrad, Amitav Ghosh and Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese and Paul Farmer.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

COMPLIT 247F: Beyond Casablanca: North African Cinema and Literature (FRENCH 242, JEWISHST 242)

This course explores the emergence of Francophone cinema and literature from North Africa (Algeria, Tunisia, Morocco) in the post-indepence era: aesthetics, exile, language message, race and gender relations, collective memory, parallax, nationalism, laicité, religion, emigration and immigration, and the Arab Spring will be covered. Special attention will be given to judeo-maghrebi history, and to the notions of francophone / maghrebi / "beur" / diasporic cinema and literature. Readings from Frantz Fanon, Albert Memmi, Kateb Yacine, Albert Camus, Colette Fellous, Abdelkebir Khatibi, Leila Sebbar, Benjamin Stora, Lucette Valensi, Abdelwahab Meddeb. Movies include Viva Laldjérie, Tenja, Le Chant des Mariées, Française, Bled Number One, Omar Gatlato, Casanegra, La Saison des Hommes. Taught in French. Films in French and Arabic with English subtitles.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Ulloa, M. (PI)

COMPLIT 254A: Was Deconstruction an Illusion? (FRENCH 254)

A both systematic and historical presentation of "Deconstruction" as a philosophical and intellectual movement that dominated academic and general culture in many western societies during the final decades of the twentieth century, with special focus on the writings of Jacques Derrida and Paul de Man. Deconstruction's specific reception history obliges us to ask the question of whether the extremely high esteem that it enjoyed over two decades was intellectually justified – or the result of a misunderstanding. Participation through English translations is possible.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Gumbrecht, H. (PI)

COMPLIT 281: Visions of the Future in Literature

Emphasis on personal and collective future as perceived and described in works translated from Hebrew or written originally in English. Focus on novels, short stories, poems and movies that deal both with the future of Israel and the Middle East and the future of individuals in the area. Guest speaker on Science Fiction and the Graphic Novel. The course is part of "The Future of Storytelling" activities organized by Taube Center for Jewish Studies.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

COMPLIT 281E: Pirandello, Sartre, and Beckett (COMPLIT 381E, FRENCH 214, FRENCH 314, ITALIAN 214, ITALIAN 314)

In this course we will read the main novels and plays of Pirandello, Sartre, and Beckett, with special emphasis on the existentialist themes of their work. Readings include The Late Mattia Pascal, Six Characters in Search of an Author, Henry IV; Nausea, No Exit, "Existentialism is a Humanism"; Molloy, Endgame, Krapp's Last Tape, Waiting for Godot. Taught in English.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Harrison, R. (PI)

CSRE 51Q: Comparative Fictions of Ethnicity (AMSTUD 51Q, COMPLIT 51Q)

We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED, Writing 2 | Grading: Letter (ABCD/NP)

CSRE 54N: African American Women's Lives (AFRICAAM 54N, AMSTUD 54N, FEMGEN 54N, HISTORY 54N)

Preference to freshmen. The everyday lives of African American women in 19th- and 20th-century America in comparative context of histories of European, Hispanic, Asian, and Native American women. Primary sources including personal journals, memoirs, music, literature, and film, and historical texts. Topics include slavery and emancipation, labor and leisure, consumer culture, social activism, changing gender roles, and the politics of sexuality.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Hobbs, A. (PI)

CSRE 65: Nation in Motion: Film, Race and Immigration in Contemporary French Cinema (FRENCH 122)

An examination of the current debates in France regarding national identity, secularism, and the integration of immigrants, notably from the former colonies. Confronts films' and other media's visual and discursive rhetorical strategies used to represent ethnic or religious minorities, discrimination, citizens' resistance to government policies, inter-racial marriages, or women's rights within immigrant communities. By embodying such themes in stories of love, hardships, or solidarity, the motion pictures make the movements and emotions inherent to immigration tangible: to what effect? Taught in French. Films in French with English subtitles. Additional paper for students enrolled in 235.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

CSRE 123B: Literature and Human Experimentation (COMPLIT 223, MED 220)

This course traces the uses of imaginative literature as an alternative venue for ethics debates about experimental care and human subjects research. Students will gain a substantive understanding of two important fields: research bioethics and narrative ethics; and they will learn how the fields' key issues, insights and modes of analysis have long intersected in writing not typically assumed to be integral to medical ethics. We will start with Mary Shelley's Frankenstein (1818), as an early touchstone for this vein of ethical writing, and we will continue our study via works of fiction (Toni Morrison, John le Carré, Kazuo Ishiguro), drama (David Feldshuh), memoir (Frances Burney, Charlotte Gilman) and reportage (Frantz Fanon, Rebecca Skloot). Throughout the course, we will pair literary readings with philosophical and policy writing of the period, with our primary objective being to understand the place of literature in the development of ethical thought regarding humane human subjects research.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

CSRE 129B: Literature and Global Health (COMPLIT 229, FRENCH 229, HUMBIO 175L, MED 234)

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with an introduction to global health ethics as a field rooted in philosophy and policy that address questions raised by practice in resource-constrained communities abroad. We will then spend the quarter understanding the way literature may deepen and even alter those questions. For instance: how have writers used scenes of practice in Africa, the Caribbean or Latin America to think through ideas of mercy, charity, beneficence and justice? How differently do they imagine such scenes when examining issues of autonomy, paternalism and language? To what extent, then, do novels and memoirs serve as sites of ethical inquiry? And how has literary study revealed the complexities of narrating care for underserved communities, and therefore presented close reading as a mode of ethics for global health? Readings will include prose fiction by Albert Camus, Joseph Conrad, Amitav Ghosh and Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese and Paul Farmer.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

CSRE 140C: Stand Up Comedy and the "Great American Joke" Since 1945 (AMSTUD 140)

Development of American Stand Up Comedy in the context of social and cultural eruptions after 1945, including the Borscht Belt, the Chitlin¿ Circuit, the Cold War, censorship battles, Civil Rights and other social movements of the 60s and beyond. The artistry of stories, monologues, jokes, impersonations, persona, social satire, scatology, obscenity, riffs, rants, shtick, and more by such artists as Lenny Bruce, Dick Gregory, Richard Pryor, George Carlin, Margaret Cho, Sarah Silverman, Jon Stewart, Stephen Colbert, as well as precursors such as Mark Twain, minstrelsy and vaudeville and related films, TV shows, poems and other manifestations of similar sensibilities and techniques.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Obenzinger, H. (PI)

CSRE 142: The Literature of the Americas (AMSTUD 142, COMPLIT 142, ENGLISH 172E)

A wide-ranging overview of the literatures of the Americas inncomparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures as well as the distinctive national and cultural elements of a diverse array of primary works. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes--the Harlem Renaissance, the Beats, magic realism, Noigandres--in unaccustomed conversation with each other.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter (ABCD/NP)

CSRE 142A: What is Hemispheric Studies?

Will attempt to open up "America," beyond the United States. Have we reached the end of an era in our national literary imaginations? What is the utility and durability of the idea of the nation in a global era? New developments in hemispheric, Black Atlantic, and trans-american studies have raised questions about the very viability of US literary studies. Should we, as Franco Moretti suggests, map, count, and graph the relationships in our close (rhetorical) and "distant" readings of texts in the Americas? Topics include the definitions of concepts such as coloniality, modernity, time and the colonial difference, the encounters between world views of Europeans and indigenous Native American peoples, and the inventions of America, Latinamericanism, and Americanity.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

CSRE 145B: Ideas of Africa in Atlantic Writing (COMPLIT 145B, COMPLIT 345B, FRENCH 145B, FRENCH 345B)

This course examines the ways Anglophone and Francophone writers from the African, Caribbean and North Atlantic have depicted Africa as a geographic, cultural and political space. We will begin with Equiano's Interesting Narrative (1789), a touchstone for the autobiographical tradition, in order to develop a set of seminal questions about the politics of narrativizing Africa in the twentieth and twenty-first centuries. How, for instance, have writers continued to use images of Africa for the purposes of dramatizing arrival and constructing new selves? How differently have they imagined the continent when expressing racial and historical unity, or individual and social fragmentation? What ideas of Africa are advanced when authors re-imagine communities or question their norms and borders? And how are these projects influenced by the choice of language and genre? We will address these questions via attention to various narrative forms, namely prose fiction (Conrad, Kane, Condé, Head, Adichie), poetic and theoretical prose (Césaire, Glissant), reportage and testimony (Gourevitch, Krog), film (Coppola, Morris) and autobiography (Barack Obama).
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

CSRE 146S: Asian American Culture and Community (AMSTUD 146, ASNAMST 146S, COMPLIT 146)

This course introduces students to the histories of Asians in America, specifically as these histories are part of a broader Asia-US-Pacific history that characterized the 20th century and now the 21st. We will combine readings in history, literature, sociology, with community-based learning.nnThe course takes place over two quarters. The first quarter focuses on gaining knowledge of Asian America and discussion key topics that students wish to focus on collaboratively. During this first quarter we also learn about community-based learning, set up teams and projects, and develop relationships with community organizations. The second quarter students work with student liaisons (senior students who have experience in service learning) and complete their work with the community¿there are no formal class meetings this second quarter. Service Learning Course (certified by Haas Center). Course can be repeated once.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Palumbo-Liu, D. (PI)

CSRE 162A: Spirituality and Nonviolent Urban and Social Transformation (RELIGST 162, URBANST 126)

A life of engagement in social transformation is often built on a foundation of spiritual and religious commitments. Case studies of nonviolent social change agents including Rosa Parks in the civil rights movement, César Chávez in the labor movement, and WIlliam Sloane Coffin in the peace movement; the religious and spiritual underpinnings of their commitments. Theory and principles of nonviolence. Films and readings. Service learning component includes placements in organizations engaged in social transformation. Service Learning Course (certified by Haas Center).
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

CSRE 177: Writing for Performance: The Fundamentals (FEMGEN 177, TAPS 177, TAPS 277)

Course introduces students to the basic elements of playwriting and creative experimentation for the stage. Topics include: character development, conflict and plot construction, staging and setting, and play structure. Script analysis of works by contemporary playwrights may include: Marsha Norman, Patrick Shanley, August Wilson, Suzan-Lori Parks, Paula Vogel, Octavio Solis and others. Table readings of one-act length work required by quarter's end.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter (ABCD/NP)
Instructors: ; Moraga, C. (PI)

CSRE 183: Re- Imagining American Borders (AMSTUD 183, FEMGEN 183)

How novelists, filmmakers, and poets perceive racial, ethnic, gender, sexual preference, and class borders in the context of a national discussion about the place of Americans in the world. How Anna Deavere Smith, Sherman Alexie, or Michael Moore consider redrawing such lines so that center and margin, or self and other, do not remain fixed and divided. How linguistic borderlines within multilingual literature by Caribbean, Arab, and Asian Americans function. Can Anzaldúa's conception of borderlands be constructed through the matrix of language, dreams, music, and cultural memories in these American narratives? Course includes examining one's own identity.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Duffey, C. (PI)

CSRE 188Q: Imagining Women: Writers in Print and in Person (FEMGEN 188Q)

Gender roles, gender relations and sexual identity explored in contemporary literature and conversation with guest authors. Weekly meetings designated for book discussion and meeting with authors. Interest in writing and a curiosity about diverse women's lives would be helpful to students. Students will use such tools as close reading, research, analysis and imagination. Seminar requires strong voice of all participants. Oral presentations, discussion papers, final projects.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED, Writing 2 | Grading: Letter (ABCD/NP)
Instructors: ; Miner, V. (PI)

CSRE 200: Latin@ Literature (CHILATST 200, ILAC 280, ILAC 382)

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Yarbro-Bejarano, Y. (PI)

CSRE 246: Constructing Race and Religion in America (HISTORY 256G, HISTORY 356G, RELIGST 246, RELIGST 346)

This seminar focuses on the interrelationships between social constructions of race, and social interpretations of religion in America. How have assumptions about race shaped religious worldviews? How have religious beliefs shaped racial attitudes? How have ideas about religion and race contributed to notions of what it means to be "American"? We will look at primary and secondary sources, and at the historical development of ideas and practices over time.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Lum, K. (PI)

DANCE 160: Rethinking the Ballerina (FEMGEN 160, TAPS 160, TAPS 260)

The ballerina occupies a unique place in popular imagination as an object of over-determined femininity as well as an emblem of extreme physical accomplishment for the female dancer. This seminar is designed as an investigation into histories of the ballerina as an iconographic symbol and cultural reference point for challenges to political and gender ideals. Through readings, videos, discussions and viewings of live performances this class investigates pivotal works, artists and eras in the global histories of ballet from its origins as a symbol of patronage and power in the 15th century through to its radical experiments as a site of cultural obedience and disobedience in the 20th and 21st centuries.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Ross, J. (PI)

DANCE 197: Dance in Prison: The Arts, Juvenile Justice, and Rehabilitation in America (TAPS 197)

Participatory seminar. The nexus of art, community, and social action, using dance to study how the performing arts affect self-construction, perception and experiences of embodiment, and social control for incarcerated teenagers in Santa Clara Juvenile Hall. Service Learning Course (certified by Haas Center).
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Ross, J. (PI)

DLCL 121: Performing the Middle Ages (FRENCH 151)

Through an analysis of medieval love, satirical and Crusade lyrics in the Old Occitan, Old French, and Galician-Portuguese traditions, we will study deictic address, corporeal subjectivity, the female voice, love debates, and the body as a figure of political conflict. Special attention will be given to the transmission of vernacular song from live performance to manuscripts. Authors include Ovid, Bernart de Ventadorn, Bertran de Born, La Comtessa de Dia, Thibaut de Champagne, Dante, and Pound. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Galvez, M. (PI)

ENGLISH 21: Introduction to American Literature (AMSTUD 121, ENGLISH 121)

(English majors and others taking 5 units, register for 121.) An exploration of the diverse political, racial, social, and aesthetic questions which inform works of American literature from the early national period to the late twentieth century.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

ENGLISH 23: American Literature and Culture to 1855 (AMSTUD 150, ENGLISH 123)

(English majors and others taking 5 units, register for ENGLISH 123 or AMSTUD 150). A survey of early American writings, including sermons, poetry, captivity and slave narratives, essays, autobiography, and fiction, from the colonial era to the eve of the Civil War.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

ENGLISH 43: Introduction to African American Literature (AFRICAAM 43, AMSTUD 143, ENGLISH 143)

(English majors and others taking 5 units, register for 143.) African American literature from its earliest manifestations in the spirituals, trickster tales, and slave narratives to recent developments such as black feminist theory, postmodern fiction, and hip hop lyricism. We will engage some of the defining debates and phenomena within African American cultural history, including the status of realist aesthetics in black writing; the contested role of literature in black political struggle; the question of diaspora; the problem of intra-racial racism; and the emergence of black internationalism. Attuned to the invariably hybrid nature of this tradition, we will also devote attention to the discourse of the Enlightenment, modernist aesthetics, and the role of Marxism in black political and literary history.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Rasberry, V. (PI)

ENGLISH 43A: American Indian Mythology, Legend, and Lore (ENGLISH 143A, NATIVEAM 143A)

(English majors and others taking 5 units, register for 143A.) Readings from American Indian literatures, old and new. Stories, songs, and rituals from the 19th century, including the Navajo Night Chant. Tricksters and trickster stories; war, healing, and hunting songs; Aztec songs from the 16th century. Readings from modern poets and novelists including N. Scott Momaday, Louise Erdrich, and Leslie Marmon Silko, and the classic autobiography, "Black Elk Speaks."
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Fields, K. (PI)

ENGLISH 47N: Sports and Culture

Stanford has the most successful student-athlete program in the country (maybe ever) and athletics are an enormously important aspect of Stanford¿s student culture. This course looks in depth at sports in American culture. Through film, essays, fiction, poetry and other media, we will explore an array of topics including representations of the athlete, violence, beauty, the mass media, ethics, college sports, race and gender.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Vermeule, B. (PI)

ENGLISH 51N: The Sisters: Poetry & Painting

Poetry and painting have often been called the "sister arts". Why? Sometimes a poem or a painting stands out to us, asking that we stay with it, that we remember it, although we cannot exactly say why. Poems have a way of making pictures in the mind, and paintings turn "rhymes" amid the people, places, and things they portray. Each is a concentrated world, inviting an exhilarating closeness of response: why does this line come first? Why does the artist include that detail? Who knows but that as we write and talk about these poems and pictures we will be doing what John Keats said a painter does: that is, arriving at a "trembling delicate and snail-horn perception of Beauty." Each week explore the kinship between a different pair of painter and poet and also focuses on a particular problem or method of interpretation. Some of the artist/poet combinations we will consider: Shakespeare and Caravaggio; Jorie Graham and (the photographer) Henri Cartier-Bresson; Alexander Pope and Thomas Gainsborough; William Wordsworth and Caspar David Friedrich; Christina Rossetti and Mary Cassatt; Walt Whitman and Thomas Eakins; Thomas Hardy and Edward Hopper.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

ENGLISH 65N: Contemporary Women Fiction Writers

Preference to freshmen. Novels and story collections addressing childhood, coming of age, and maturity; love, sexuality, orientation; the experience of violence and the politics, domestic and global, of women¿s lives. Texts include Gordimer, Eisenberg, Latiolais, Munro, O'Brien, and others.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Tallent, E. (PI)

ENGLISH 81: Philosophy and Literature (CLASSICS 42, COMPLIT 181, FRENCH 181, GERMAN 181, ITALIAN 181, PHIL 81, SLAVIC 181)

(Formerly CLASSGEN 81) Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin. Taught in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ENGLISH 100A: Literary History I

First in a three quarter sequence. Team-taught, and ranging in subject matter across almost a millennium from the age of parchment to the age of Facebook, this required sequence of classes is the department's account of the major historical arc traced so far by literature in English. It maps changes and innovations as well as continuities, ideas, and aesthetic forms, providing a grid of knowledge and contexts for other, more specialized classes.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

ENGLISH 100B: Literary History II

Second in a three quarter sequence. Team-taught, and ranging in subject matter across almost a millennium from the age of parchment to the age of Facebook, this required sequence of classes is the department's account of the major historical arc traced so far by literature in English. It maps changes and innovations as well as continuities, ideas as well as aesthetic forms, providing a grid of knowledge and contexts for other, more specialized classes.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

ENGLISH 100C: Literary History III

Third in a three quarter sequence. Team-taught, and ranging in subject matter across almost a millennium from the age of parchment to the age of Facebook, this required sequence of classes is the department's account of the major historical arc traced so far by literature in English. It maps changes and innovations as well as continuities, ideas as well as aesthetic forms, providing a grid of knowledge and contexts for other, more specialized classes.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Moretti, F. (PI)

ENGLISH 102: Chaucer

An introduction to Chaucer's writings, including The Canterbury Tales, The Book of the Duchess, and The Parliament of Fowls. Readings in Middle English. No prior knowledge of Middle English or medieval literature is expected.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Karnes, M. (PI)

ENGLISH 106E: Dante and Aristotle (PHIL 193D)

Focuses on Dante and Aristotle's writings about the cosmos, love, and the good. Readings will include Dante's Commedia, Aristotle's Nicomachean Ethics and De caelo, Aquinas's Summa theologiae, and Richard of St. Victor's Benjamin Minor. All readings will be in English.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)

ENGLISH 111B: Medieval Romance

Romance emerges as a distinct genre in the Middle Ages, defined not just by love stories but by quests and battles and otherworldly creatures. Study of its origins and development, focusing on Middle English texts. About half of the class will be devoted to Chaucer, including some of the "Canterbury Tales" and "Troilus and Criseyde". Readings include some Arthurian literature: "Sir Gawain and the Green Knight", as well as popular romances such as "Sir Orfeo" and "Floris and Blancheflour". No knowledge of Middle English or medieval literature is expected.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Karnes, M. (PI)

ENGLISH 115A: Shakespeare and Modern Critical Developments

Approaches include gender studies and feminism, race studies, Shakespeare's geographies in relation to the field of cultural geography, and the importance of religion in the period.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Parker, P. (PI)

ENGLISH 115C: Hamlet and the Critics (TAPS 151C)

Focus is on Shakespeare's Hamletas a site of rich critical controversy from the eighteenth century to the present. Aim is to read, discuss, and evaluate different approaches to the play, from biographical, theatrical, and psychological to formalist, materialist, feminist, new historicist, and, most recently, quantitative. The ambition is to see whether there can be great literature without (a) great (deal of) criticism. The challenge is to understand the theory of literature through the study of its criticism.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Lupic, I. (PI)

ENGLISH 118: Literature and the Brain (ENGLISH 218, FRENCH 118, FRENCH 318, PSYCH 118F)

Recent developments in and neuroscience and experimental psychology have transformed the way we think about the operations of the brain. What can we learn from this about the nature and function of literary texts? Can innovative ways of speaking affect ways of thinking? Do creative metaphors draw on embodied cognition? Can fictions strengthen our "theory of mind" capabilities? What role does mental imagery play in the appreciation of descriptions? Does (weak) modularity help explain the mechanism and purpose of self-reflexivity? Can the distinctions among types of memory shed light on what narrative works have to offer?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ENGLISH 121: Introduction to American Literature (AMSTUD 121, ENGLISH 21)

(English majors and others taking 5 units, register for 121.) An exploration of the diverse political, racial, social, and aesthetic questions which inform works of American literature from the early national period to the late twentieth century.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

ENGLISH 122A: Austen and Woolf

Reading of three novels by Jane Austen¿arguably the most influential and gifted of British female novelists-¿and three novels by Virginia Woolf, whose debt to Austen was immense. Topics include the relationship between women writers and the evolution of the English novel; the extraordinary predominance of the marriage plot in Austen¿s fiction (and the various transformations Woolf works on it); each novelist¿s relationship to the cultural and social milieu in which she wrote.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ENGLISH 123: American Literature and Culture to 1855 (AMSTUD 150, ENGLISH 23)

(English majors and others taking 5 units, register for ENGLISH 123 or AMSTUD 150). A survey of early American writings, including sermons, poetry, captivity and slave narratives, essays, autobiography, and fiction, from the colonial era to the eve of the Civil War.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

ENGLISH 124: The American West (AMSTUD 124A, ARTHIST 152, HISTORY 151, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

ENGLISH 126D: Victorian Sex (FEMGEN 126D)

How can we make sense of a culture of extraordinary sexual repression that nevertheless seemed fully preoccupied with sex? Examination of the depictions of sex in Victorian literary and cultural texts. Authors include: Collins, Braddon, the Brownings, Swinburne, Stoker and Wilde.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Jarvis, C. (PI)

ENGLISH 141B: World Literature in English

One of the most significant cultural consequences of British colonialism has been the emergence of global varieties of English. This is a diverse and diffuse body of literature, including work from spaces with vastly different histories - the colonies in sub-Saharan Africa, the Caribbean, and South Asia, the settler colonies of Australia, New Zealand and Canada, and the even more unclassifiable contexts of Ireland and South Africa, just to mention some of its major sites. In this course we shall try to sample a small selection of the richness and the complexity of English as a language of world literature outside its canonical location of England and the US.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Majumdar, S. (PI)

ENGLISH 143: Introduction to African American Literature (AFRICAAM 43, AMSTUD 143, ENGLISH 43)

(English majors and others taking 5 units, register for 143.) African American literature from its earliest manifestations in the spirituals, trickster tales, and slave narratives to recent developments such as black feminist theory, postmodern fiction, and hip hop lyricism. We will engage some of the defining debates and phenomena within African American cultural history, including the status of realist aesthetics in black writing; the contested role of literature in black political struggle; the question of diaspora; the problem of intra-racial racism; and the emergence of black internationalism. Attuned to the invariably hybrid nature of this tradition, we will also devote attention to the discourse of the Enlightenment, modernist aesthetics, and the role of Marxism in black political and literary history.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Rasberry, V. (PI)

ENGLISH 143A: American Indian Mythology, Legend, and Lore (ENGLISH 43A, NATIVEAM 143A)

(English majors and others taking 5 units, register for 143A.) Readings from American Indian literatures, old and new. Stories, songs, and rituals from the 19th century, including the Navajo Night Chant. Tricksters and trickster stories; war, healing, and hunting songs; Aztec songs from the 16th century. Readings from modern poets and novelists including N. Scott Momaday, Louise Erdrich, and Leslie Marmon Silko, and the classic autobiography, "Black Elk Speaks."
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Fields, K. (PI)

ENGLISH 144A: Writing and Fighting: Literature of the First World War One Hundred Years On

2014 marks the hundredth anniversary of the Great War, the 'war to end all wars' and the war that infamously was meant to be over in four months and dragged on for four blood-soaked years.   This course will introduce students to the wide literary production, especially the poetic and novelistic output, borne by the experience of war to demonstrate the intimate relationship between political, cultural and aesthetic crises of the 1914-1918 period.   Wide access to newly available online text and film archives will be central to our examinations.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Staveley, A. (PI)

ENGLISH 146: Development of the Short Story: Continuity and Innovation

Exploration of the short story form's ongoing evolution as diverse writers address love, death, desire. Maupassant, D.H. Lawrence, Woolf, Flannery O'Connor, Hurston, and others. Required for Creative Writing emphasis. All majors welcome.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Tallent, E. (PI)

ENGLISH 146C: Hemingway, Hurston, Faulkner, and Fitzgerald (AMSTUD 146C)

While Hemingway and Fitzgerald were flirting with the expatriate avant-garde in Europe, Hurston and Faulkner were performing anthropological field-work in the local cultures of the American South. Focus on the tremendous diversity of concerns and styles of four writers who marked America's coming-of-age as a literary nation with their multifarious experiments in representing the regional and the global, the racial and the cosmopolitan, the macho and the feminist, the decadent and the impoverished.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Jones, G. (PI)

ENGLISH 150: Poetry and the Internet

How has contemporary poetry been transformed by the Internet and other new media. How have poets responded to the new media forms, from Facebook to Twitter, that now absorb the attention of so many people? How have poets utilized the torrents of information accessible to them with a few keystrokes? Focus will mostly be on poetry written after 2000; secondary readings will draw from literary criticism, media theory, and sociology.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ENGLISH 150D: Women Poets (FEMGEN 150D)

The development of women's poetry from the 17th to the 20th century. How these poets challenge and enhance the canon, amending and expanding ideas of tone, voice and craft, while revising societal expectations of the poet's identity. Poets include Katharine Philips, Letitia Barbauld, Elizabeth Barrett Browning, Charlotte Mew, Sylvia Plath, and Adrienne Rich.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Boland, E. (PI)

ENGLISH 151F: Angelheaded Hipsters: Beat Writers of San Francisco and New York

Reading of central writers of the Beat movement (Ginsberg, Kerouac, di Prima, Snyder, Whalen) as well as some related writers (Creeley, Gunn, Levertov). Issues explored include NY and SF, Buddhism and leftist politics, poetry and jazz. Some exposure to reading poems to jazz accompaniment. Examination of some of the writers and performers growing out of the Beats: Bob Dylan, rock music, especially from San Francisco, and jazz.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; Fields, K. (PI)

ENGLISH 152C: The JFK Era and American Literature (AMSTUD 152C)

Few U.S. presidents have exerted so great a fascination on the national and global post-World War II imagination as John F. Kennedy. As the 2013's semi-centennial anniversary of Kennedy's assassination attests, the production of films, television and multimedia programs, biographies, conspiracy theories, academic studies, and literary texts about the iconic JFK and his fabled, thousand-day presidency continues unabated. In this course, we will explore the attention Kennedy has drawn from writers and filmmakers like Norman Mailer, Lorraine Hansberry, Don DeLillo, Oliver Stone, Mario Vargas Llosa, and Stephen King.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Rasberry, V. (PI)

ENGLISH 152G: Harlem Renaissance (AFRICAAM 152G, AMSTUD 152G)

Examination of the explosion of African American artistic expression during 1920s and 30s New York known as the Harlem Renaissance. Amiri Baraka once referred to the Renaissance as a kind of "vicious Modernism", as a "BangClash", that impacted and was impacted by political, cultural and aesthetic changes not only in the U.S. but Europe, the Caribbean and Latin America. Focus on the literature, graphic arts, and the music of the era in this global context.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Elam, M. (PI)

ENGLISH 152K: Mixed-Race Politics and Culture (AFRICAAM 226, AMSTUD 152K, POLISCI 226D)

Today, almost one-third of Americans identify with a racial/ethnic minority group, and more than 9 million Americans identify with multiple races. What are the implications of such diversity for American politics and culture? In this course, we approach issues of race from an interdisciplinary perspective, employing research in the social sciences and humanities to assess how race shapes perceptions of identity as well as political behavior in 21st century U.S. n We will examine issues surrounding the role of multiculturalism, immigration, acculturation, racial representation and racial prejudice in American society. Topics we will explore include the political and social formation of race; racial representation in the media, arts, and popular culture; the rise and decline of the "one-drop rule" and its effect on political and cultural attachments; the politicization of Census categories and the rise of the Multiracial Movement.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ENGLISH 153A: James Joyce

A close reading of Joyce's works, including Dubliners, A Portrait of the Artist as a Young Man, Ulysses, and Finnegans Wake. We will also read Stephen Hero, the abandoned draft of A Portrait, Giacomo Joyce, several of Joyce's speeches, letters and poems, and the play Exiles. We'll devote some attention to his biographies, and also watch clippings from the two film versions of Ulysses: Joseph Strick's Ulysses:(1967) and Sean Walsh's Bloom (2004). We will read some of the classics of Joyce criticism (Wilson, Levin, Lukacs), as well as later, more contemporary approaches (Jameson, Moretti, Duffy, Gibson, Wicke, Latham, Rubenstein, Walkowitz).
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Majumdar, S. (PI)

ENGLISH 160: Poetry and Poetics

Introduction to the reading of poetry, with emphasis on how the sense of poems is shaped through diction, imagery, and technical elements of verse.
Terms: Aut, Win, Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

ENGLISH 161: Narrative and Narrative Theory

An introduction to stories and storytelling--that is, to narrative. What is narrative? When is narrative fictional and when non-fictional? How is it done, word by word, sentence by sentence? Must it be in prose? Can it be in pictures? How has storytelling changed over time? Focus on various forms, genres, structures, and characteristics of narrative.
Terms: Aut, Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

ENGLISH 163D: Shakespeare: The Ethical Challenge (TAPS 163D)

Was the eighteenth century right in proclaiming Shakespeare to be the greatest moral philosopher? What are the ethical challenges Shakespeare's major plays still pose for us? Can we divorce ethical decisions from the contingencies of experience? We will ask a series of normative ethical questions (to do with pleasure, power, old age, self-sacrifice, and truth telling) and attempt to answer them in relation to the dramatic situation of Shakespeare's characters on the one hand and our own cultural situation on the other. The ethical challenge of Shakespearean drama will be set against selected readings in ethical theory.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Lupic, I. (PI)

ENGLISH 164: Senior Seminar

Small-class format focused on the close reading of literary texts and analysis of literary criticism. This class answers the questions: How do literary critics do what they do? What styles and gambits make criticism vibrant and powerful? Goal is to examine how one goes about writing a lucid, intelligent, and convincing piece of literary criticism based on original research.
Terms: Aut, Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ENGLISH 168: Imagining the Oceans (COMPLIT 168, FRENCH 168)

How has Western culture constructed the world's oceans since the beginning of global ocean exploration? How have imaginative visions of the ocean been shaped by marine science, technology, exploration, commerce and leisure? Readings might include voyage accounts by Cook and Darwin, sailors' narratives by Equiano and Dana, poetry by Coleridge, Bishop and Walcott, novels by Melville, Verne, Conrad and Woolf. Visual culture might include paintings by Turner and Redon, and films by Jean Painlevé, Kathryn Bigelow, Jerry Bruckheimer and James Cameron. Critical texts will be drawn from interdisciplinary theorists of modernity and mobility, such as Schmitt, Wallerstein, Corbin, Latour, Deleuze + Guattari, and Cresswell.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Cohen, M. (PI)

ENGLISH 172E: The Literature of the Americas (AMSTUD 142, COMPLIT 142, CSRE 142)

A wide-ranging overview of the literatures of the Americas inncomparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures as well as the distinctive national and cultural elements of a diverse array of primary works. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes--the Harlem Renaissance, the Beats, magic realism, Noigandres--in unaccustomed conversation with each other.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter (ABCD/NP)

ENGLISH 175C: Literature and Culture of the American Landscape

This course examines a wide range of American literary engagements with nature: as a determinant of national character and destiny; as a source of spiritual, sexual, and moral revitalization; as a battleground for the survival of races and ethnicities; as a molding mechanism of citizenship and gender; as the basis of a national art and culture; and as a resource for exploitation or preservation.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Spingarn, A. (PI)

ENGLISH 183F: Introduction to Critical Theory

An introduction to critical theory, beginning with some of the defining moments of its history in the 20th century, to current developments in the field in the context of the contemporary global skepticism of humanistic critique, both in its institutional capacity and within the larger public sphere. Texts by Louis Althusser, Michel Foucault, Helene Cixous, Michael Hardt and Antonio Negri, Edward Said, David Lodge and others.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Majumdar, S. (PI)

ENGLISH 184: The Novel, the Global South (COMPLIT 123)

Literary inventiveness and social significance of novelistic forms from the Great Depression to the present.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Saldivar, J. (PI)

ENGLISH 184C: Data and Knowledge in the Humanities

How different disciplines understand and use data, and how skills such as interpretation and critical thought work with data to create knowledge. How the introduction of mathematics reshaped disciplines like cosmology and sociology in the past and how, in the present, the humanities are facing the same challenges with the emergence of fields such as spatial history and the digital humanities. In addition to readings and class discussion, this course will also feature guest lectures from scholars from different disciplines, including the natural and social sciences, who will discuss how their fields create knowledge from data.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Algee-Hewitt, M. (PI)

ENGLISH 184H: Text Technologies: A History (STS 200D)

Beginning with cave painting, carving, cuneiform, hieroglyph, and other early textual innovations, survey of the history of writing, image, sound, and byte, all text technologies employed to create, communicate and commemorate. Focus on the recording of language, remembrance and ideas explicating significant themes seen throughout history; these include censorship, propaganda, authenticity, apocalypticism, technophobia, reader response, democratization and authority. The production, transmission and reception of tablet technology, the scroll, the manuscript codex and handmade book, the machine-made book, newspapers and ephemera; and investigate the emergence of the phonograph and photograph, film, radio, television and digital multimedia.The impact of these various text technologies on their users, and try to draw out similarities and differences in our cultural and intellectual responses to evolving technologies. STS majors must have senior status to enroll in this senior capstone course.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Treharne, E. (PI)

ENGLISH 186: Tales of Three Cities: New York, Chicago, Los Angeles (AMSTUD 186)

How urban form and experience shape literary texts and how literary texts participate in the creation of place, through the literature of three American cities as they ascended to cultural and iconographical prominence: New York in the early to mid 19th century; Chicago in the late 19th and early 20th centuries; and Los Angeles in the mid to late 20th century.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Richardson, J. (PI)

ENGLISH 201: The Bible and Literature

Differences in translations of the Bible into English. Recognizing and interpreting biblical allusion in texts from the medieval to modern periods. Readings from the Bible and from British, Canadian, American, and African American, and African literature in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Parker, P. (PI)

ENGR 131: Ethical Issues in Engineering

Moral rights and responsibilities of engineers in relation to society, employers, colleagues, and clients; cost-benefit-risk analysis, safety, and informed consent; the ethics of whistle blowing; ethical conflicts of engineers as expert witnesses, consultants, and managers; ethical issues in engineering design, manufacturing, and operations; ethical issues arising from engineering work in foreign countries; and ethical implications of the social and environmental contexts of contemporary engineering. Case studies, guest practitioners, and field research. Limited enrollment seminar in Autumn. Combination lecture and seminar sections in Spring.
Terms: Aut, Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; McGinn, R. (PI)

ETHICSOC 20: Introduction to Moral Philosophy (PHIL 2)

A survey of moral philosophy in the Western tradition. What makes right actions right and wrong actions wrong? What is it to have a virtuous rather than a vicious character? What is the basis of these distinctions? Why should we care about morality at all? Our aim is to understand how some of the most influential philosophers (including Aristotle, Kant, and Mill) have addressed these questions, and by so doing, to better formulate our own views. No prior familiarity with philosophy required.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Schapiro, T. (PI)

ETHICSOC 136R: Introduction to Global Justice (INTNLREL 136R, PHIL 76, POLISCI 136R, POLISCI 336)

Recent work in political theory on global justice. Topics include global poverty, human rights, fair trade, immigration, climate change. Do developed countries have a duty to aid developing countries? Do rich countries have the right to close their borders to economic immigrants? When is humanitarian intervention justified? Readings include Charles Beitz, Thomas Pogge, John Rawls.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit

ETHICSOC 170: Ethical Theory (PHIL 170, PHIL 270)

A more challenging version of Phil 2 designed primarily for juniors and seniors (may also be appropriate for some freshmen and sophomores - contact professor). Fulfills the Ethical Reasoning requirement. Graduate section (270) will include supplemental readings and discussion, geared for graduate students new to moral philosophy, as well as those with some background who would like more.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Dannenberg, J. (PI)

ETHICSOC 171: Justice (IPS 208, PHIL 171, PHIL 271, POLISCI 3P, POLISCI 136S, POLISCI 336S, PUBLPOL 103C, PUBLPOL 307)

Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality. Counts as Writing in the Major for PoliSci majors.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; van Wietmarschen, H. (PI)

ETHICSOC 174A: Moral Limits of the Market (PHIL 174A, PHIL 274A, POLISCI 135P)

Morally controversial uses of markets and market reasoning in areas such as organ sales, procreation, education, and child labor. Would a market for organ donation make saving lives more efficient; if it did, would it thereby be justified? Should a nation be permitted to buy the right to pollute? Readings include Walzer, Arrow, Rawls, Sen, Frey, Titmuss, and empirical cases.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit

ETHICSOC 233R: The Ethics of Religious Politics (RELIGST 233)

Is it possible for a deeply committed religious person to be a good citizen in a liberal, pluralistic democracy? Is it morally inappropriate for religious citizens to appeal to the teachings of their tradition when they support and vote for laws that coerce fellow citizens? Must the religiously committed be prepared to defend their arguments by appealing to 'secular reasons' ostensibly accessible to all 'reasonable' citizens? What is so special about religious claims of conscience and expression that they warrant special protection in the constitution of most liberal democracies? Is freedom of religion an illusion when it is left to ostensibly secular courts to decide what counts as religion? Exploration of the debates surrounding the public role of religion in a religiously pluralistic American democracy through the writings of scholars on all sides of the issue from the fields of law, political science, philosophy, and religious studies.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Sockness, B. (PI)

ETHICSOC 276R: Religion and Politics: a Latin American Perspective (ETHICSOC 376R, PHIL 176C, PHIL 276C)

Religion has traditionally been banished from politics in some places in Latin America. Religious symbols may not be displayed in public buildings, political discourse is expected to be free from all religious content, and religious ministers are not allowed to run for public office, among other measures. This course examines the political motivation for this kind of policies towards religion taking a comparative perspective with American and French variants of secularism.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

FEMGEN 17: Gender and Power in Ancient Greece (CLASSICS 32)

(Formerly CLASSGEN 17.) Introduction to the sex-gender system of ancient Greece, with comparative material from modern America. How myths, religious rituals, athletics, politics and theater reinforced gender stereotypes and sometimes undermined them. Skills: finding clues, identifying patterns and making connections amongst the components of a strange and beautiful culture very different from our own. Weekly participation in a discussion section is required.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Gleason, M. (PI)

FEMGEN 24N: Sappho: Erotic Poetess of Lesbos (CLASSICS 16N)

(Formerly CLASSGEN 24N.) Preference to freshmen. Sappho's surviving fragments in English; traditions referring to or fantasizing about her disputed life. How her poetry and legend inspired women authors and male poets such as Swinburne, Baudelaire, and Pound. Paintings inspired by Sappho in ancient and modern times, and composers who put her poetry to music.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-CE, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Peponi, A. (PI)

FEMGEN 36N: Gay Autobiography (HISTORY 36N)

Preference to freshmen. Gender, identity, and solidarity as represented in nine autobiographies: Isherwood, Ackerley, Duberman, Monette, Louganis, Barbin, Cammermeyer, Gingrich, and Lorde. To what degree do these writers view sexual orientation as a defining feature of their selves? Is there a difference between the way men and women view identity? What politics follow from these writers' experiences?
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Robinson, P. (PI)

FEMGEN 54N: African American Women's Lives (AFRICAAM 54N, AMSTUD 54N, CSRE 54N, HISTORY 54N)

Preference to freshmen. The everyday lives of African American women in 19th- and 20th-century America in comparative context of histories of European, Hispanic, Asian, and Native American women. Primary sources including personal journals, memoirs, music, literature, and film, and historical texts. Topics include slavery and emancipation, labor and leisure, consumer culture, social activism, changing gender roles, and the politics of sexuality.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Hobbs, A. (PI)

FEMGEN 93: Late Imperial China (CHINLIT 93, HISTORY 93)

(Same as HISTORY 193. History majors and others taking 5 units, register for 193.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Sommer, M. (PI)

FEMGEN 110X: Introduction to Comparative Queer Literary Studies (COMPLIT 110, COMPLIT 310, FEMGEN 310X)

Introduction to the comparative literary study of important gay, lesbian, queer, bisexual, and transgender writers and their changing social, political, and cultural contexts from the 1880s to today: Oscar Wilde, Rachilde, Radclyffe Hall, Djuna Barnes, James Baldwin, Jean Genet, Audre Lorde, Cherrie Moraga, Jeanette Winterson, Alison Bechdel and others, discussed in the context of 20th-century feminist and queer literary and social theories of gender and sexuality.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

FEMGEN 115: Queer Reading and Queer Writing in Early Modern England

Considers the possibility of identifying queer reading and writing practices in early modern England as well the theoretical and historical obstacles such a project necessarily encounters. Focus on the role which Renaissance discourses of desire continue to play in our negotiations of homo/erotic subjectivity, identity politics, and sexual and gender difference. Study of Renaissance queerness in relation to the classical tradition on the one hand and the contemporary discourses of religion, law, and politics on the other. Readings include plays, poems, and prose narratives as well as letters, pamphlets, and ephemeral literature. Both major and minor authors will be represented.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

FEMGEN 126D: Victorian Sex (ENGLISH 126D)

How can we make sense of a culture of extraordinary sexual repression that nevertheless seemed fully preoccupied with sex? Examination of the depictions of sex in Victorian literary and cultural texts. Authors include: Collins, Braddon, the Brownings, Swinburne, Stoker and Wilde.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Jarvis, C. (PI)

FEMGEN 130: Sex and Gender in Judaism and Christianity (JEWISHST 120, RELIGST 130)

What role do Jewish and Christian traditions play in shaping understandings of gender differences? Is gender always imagined as dual, male and female? This course explores the variety of ways in which Jewish and Christian traditions - often in conversation with and against each other - have shaped gender identities and sexual politics. We will explore the central role that issues around marriage and reproduction played in this conversation. Perhaps surprisingly, early Jews and Christian also espoused deep interest in writing about 'eunuchs' and 'androgynes,' as they thought about Jewish and Christian ways of being a man or a woman. We will examine the variety of these early conversations, and the contemporary Jewish and Christian discussions of feminist, queer, trans- and intersex based on them.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)
Instructors: ; Fonrobert, C. (PI)

FEMGEN 145: Culture Wars: Art and Social Conflict in the USA, 1890-1950 (AMSTUD 145M, ARTHIST 145, ARTHIST 345)

This course examines social conflicts and political controversies in American culture through the lens of visual art and photography. We consider how visual images both reflect and participate in the social and political life of the nation and how the terms of citizenship have been represented¿and, at times, contested¿by artists throughout the first half of the 20th century. The class explores the relation between American art and the body politic by focusing on issues of poverty, war, censorship, consumerism, class identity, and racial division.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

FEMGEN 150: Sex, Gender, and Power in Modern China (CHINGEN 150, CHINGEN 250, FEMGEN 250)

Investigates how sex, gender, and power are entwined in the Chinese experience of modernity. Topics include anti-footbinding campaigns, free love/free sex, women's mobilization in revolution and war, the new Marriage Law of 1950, Mao's iron girls, postsocialist celebrations of sensuality, and emergent queer politics. Readings range from feminist theory to China-focused historiography, ethnography, memoir, biography, fiction, essay, and film. All course materials are in English.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Lee, H. (PI)

FEMGEN 150D: Women Poets (ENGLISH 150D)

The development of women's poetry from the 17th to the 20th century. How these poets challenge and enhance the canon, amending and expanding ideas of tone, voice and craft, while revising societal expectations of the poet's identity. Poets include Katharine Philips, Letitia Barbauld, Elizabeth Barrett Browning, Charlotte Mew, Sylvia Plath, and Adrienne Rich.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Boland, E. (PI)

FEMGEN 160: Rethinking the Ballerina (DANCE 160, TAPS 160, TAPS 260)

The ballerina occupies a unique place in popular imagination as an object of over-determined femininity as well as an emblem of extreme physical accomplishment for the female dancer. This seminar is designed as an investigation into histories of the ballerina as an iconographic symbol and cultural reference point for challenges to political and gender ideals. Through readings, videos, discussions and viewings of live performances this class investigates pivotal works, artists and eras in the global histories of ballet from its origins as a symbol of patronage and power in the 15th century through to its radical experiments as a site of cultural obedience and disobedience in the 20th and 21st centuries.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Ross, J. (PI)

FEMGEN 177: Writing for Performance: The Fundamentals (CSRE 177, TAPS 177, TAPS 277)

Course introduces students to the basic elements of playwriting and creative experimentation for the stage. Topics include: character development, conflict and plot construction, staging and setting, and play structure. Script analysis of works by contemporary playwrights may include: Marsha Norman, Patrick Shanley, August Wilson, Suzan-Lori Parks, Paula Vogel, Octavio Solis and others. Table readings of one-act length work required by quarter's end.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter (ABCD/NP)
Instructors: ; Moraga, C. (PI)

FEMGEN 183: Re- Imagining American Borders (AMSTUD 183, CSRE 183)

How novelists, filmmakers, and poets perceive racial, ethnic, gender, sexual preference, and class borders in the context of a national discussion about the place of Americans in the world. How Anna Deavere Smith, Sherman Alexie, or Michael Moore consider redrawing such lines so that center and margin, or self and other, do not remain fixed and divided. How linguistic borderlines within multilingual literature by Caribbean, Arab, and Asian Americans function. Can Anzaldúa's conception of borderlands be constructed through the matrix of language, dreams, music, and cultural memories in these American narratives? Course includes examining one's own identity.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Duffey, C. (PI)

FEMGEN 187: Romance, Desire, and Sexuality in Modern Japanese Literature (JAPANGEN 187, JAPANGEN 287)

This class is structured around three motifs: love suicide (as a romantic ideal), female desire, and same-sex sexuality. Over the course of the quarter we will look at how these motifs are treated in the art and entertainment from three different moments of Japanese history: the Edo period (1615-1868), the modern period (1920-65), and the contemporary period (1965-present). We will start by focusing on the most traditional representations of these topics. Subsequently, we will consider how later artists and entertainers revisited the conventional treatments of these motifs, informing them with new meanings and social significance. We will devote particular attention to how this material comments upon issues of gender, sexuality, and human relationships in the context of Japan. Informing our perspective will be feminist and queer theories of reading and interpretation.
Terms: Aut | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

FEMGEN 188Q: Imagining Women: Writers in Print and in Person (CSRE 188Q)

Gender roles, gender relations and sexual identity explored in contemporary literature and conversation with guest authors. Weekly meetings designated for book discussion and meeting with authors. Interest in writing and a curiosity about diverse women's lives would be helpful to students. Students will use such tools as close reading, research, analysis and imagination. Seminar requires strong voice of all participants. Oral presentations, discussion papers, final projects.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED, Writing 2 | Grading: Letter (ABCD/NP)
Instructors: ; Miner, V. (PI)

FEMGEN 193: Late Imperial China (HISTORY 193)

(Same as HISTORY 93. History majors and others taking 5 units, register for 193.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Sommer, M. (PI)

FEMGEN 208B: Women Activists' Response to War (HISTORY 208B, HISTORY 308B)

Theoretical issues, historical origins, changing forms of women's activism in response to war throughout the 20th century, and contemporary cases, such as the Russian Committee of Soldiers Mothers, Bosnian Mothers of Srebrenica, Serbian Women in Black, and the American Cindy Sheehan. Focus is on the U.S. and Eastern Europe, with attention to Israel, England, and Argentina.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)
Instructors: ; Jolluck, K. (PI)

FEMGEN 295J: Chinese Women's History (CHINLIT 295J, HISTORY 295J)

The lives of women in the last 1,000 years of Chinese history. Focus is on theoretical questions fundamental to women's studies. How has the category of woman been shaped by culture and history? How has gender performance interacted with bodily disciplines and constraints such as medical, reproductive, and cosmetic technologies? How relevant is the experience of Western women to women elsewhere? By what standards should liberation be defined?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

FEMST 153: Women and the Creative Imagination (FEMST 253)

Examines the nature of artistic imagination, considering the relationship among muses, mentors and models for women engaged painting, music, theatre, film, creative writing, dance, etc We will study how gender relations and sexual identity have affected women¿s art across various cultures, lands and times. We will critically examine gender roles in music, visual art and literature. Active student participation (in writing, discussion as well as in attendance at performances, exhibits and readings) is the heart of the class.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)

FEMST 166: Feminist Theories of Knowledge (PHIL 184F, PHIL 284F)

Feminist critique of traditional approaches in epistemology and alternative feminist approaches to such topics as reason and rationality, objectivity, experience, truth, the knowing subject, knowledge and values, knowledge and power.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter or Credit/No Credit

FEMST 210: Queer Almodovar (ILAC 210)

Focus on the representation of non-normative sexualities and genders in films by Pedro Almodóvar, one of the most recognizable auteur directors in Europe today. Analysis of his hybrid and eclectic visual style complemented by critical and theoretical readings in queer studies. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

FILMSTUD 4: Introduction to Film Study

Formal, historical, and cultural issues in the study of film. Classical narrative cinema compared with alternative narrative structures, documentary films, and experimental cinematic forms. Issues of cinematic language and visual perception, and representations of gender, ethnicity, and sexuality. Aesthetic and conceptual analytic skills with relevance to cinema.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Bukatman, S. (PI)

FILMSTUD 100A: History of World Cinema I, 1895-1929 (FILMSTUD 300A)

From cinema's precursors to the advent of synchronized sound.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

FILMSTUD 100B: History of World Cinema II, 1930-1959 (FILMSTUD 300B)

The impact of sound to the dissolution of Hollywood's studio system.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Greenhough, A. (PI)

FILMSTUD 100C: History of World Cinema III, 1960-Present (FILMSTUD 300C)

From the rise of the French New Wave to the present.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Ma, J. (PI)

FILMSTUD 101: Fundamentals of Cinematic Analysis (FILMSTUD 301)

The close analysis of film. Emphasis is on formal and narrative techniques in structure and style, and detailed readings of brief sequences. Elements such as cinematography, mise-en-scène, composition, sound, and performance. Films from various historical periods, national cinemas, directors, and genres. Prerequisite: FILMSTUD 4 or equivalent. Recommended: ARTHIST 1 or FILMSTUD 102. Course can be repeated twice for a max of 8 units.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)

FILMSTUD 102: Theories of the Moving Image (FILMSTUD 302)

Major theoretical arguments and debates about cinema: realism,formalism, poststructuralism, feminism, postmodernism, and phenomenology. Prerequisites: FILMSTUD 4.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

FILMSTUD 110: Science Fiction Cinema (FILMSTUD 310)

Science fiction film's sense of wonder depends upon the development and revelation of new ways of seeing. The American science fiction film emphasizes the fundamental activity of human perception, its relation to bodily experience and the exploration of other worlds, new cities, and other modes of being, in such new technological spaces as the cyberspaces of the information age. It is perhaps the Hollywood genre most directly concerned with the essence of cinema itself.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

FILMSTUD 114: Introduction to Comics (FILMSTUD 314)

The modern medium of comics, a history that spans 150 years. The flexibility of the medium encountered through the genres of humorous and dramatic comic strips, superheroes, undergrounds, independents, journalism, and autobiography. Innovative creators including McCay, Kirby, Barry, Ware, and critical writings including McCloud, Eisner, Groenstee. Topics include text/image relations, panel-to-panel relations, the page, caricature, sequence, seriality, comics in the context of the fine arts, and relations to other media.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Bukatman, S. (PI)

FILMSTUD 116: International Documentary (FILMSTUD 316)

Historical, aesthetic, and formal developments of documentary through nonfiction films in Europe, Asia, Latin America, and Africa.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Meltzer, J. (PI)

FILMSTUD 133: Contemporary Chinese Auteurs (FILMSTUD 333)

New film cultures and movements in Taiwan, Hong Kong, and mainland China in the 80s. Key directors including Jia Zhangke, Wu Wenguang, Tsai Ming-liang, Hou Hsiao-hsien, Wong Kar-wai, Ann Hui. Topics include national cinema in the age of globalization, the evolving parameters of art cinema, and authorship.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

FILMSTUD 140: Film Aesthetics: Editing (FILMSTUD 340)

Practical and theoretical approaches to editing and montage. The role of editing in film meaning, and cognitive and emotional impact on the viewer. Developments in the history and theory of cinema including continuity system, Soviet montage, French new wave, postwar and American avant garde. Aesthetic functions, spectatorial effects, and ideological implications of montage. Film makers include Eisenstein, Godard, and Conner.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

FILMSTUD 141: Music Across Media: Music Video to Postclassical Cinema (FILMSTUD 341, MUSIC 185, MUSIC 385)

What makes music videos, YouTube clips and musical numbers in today's films engaging? What makes them tick? Emphasis is on aesthetics and close reading. How music videos and its related forms work. Uses of the body, how visual iconography operates, what lyrics and dialogue can do, how and what music can say, and how it can work with other media. Questions of representation such as how class, ethnicity, gender, race, and nationality function. Viewership and industry practices.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

FILMSTUD 145: Politics and Aesthetics in East European Cinema (FILMSTUD 345)

From 1945 to the mid-80s, emphasizing Polish, Hungarian, Czech, Slovak, and Yugoslav contexts. The relationship between art and politics; postwar establishment of film industries; and emergence of national film movements such as the Polish school, Czech new wave, and new Yugoslav film. Thematic and aesthetic preoccupations of filmmakers such as Wajda, Jancso, Forman, and Kusturica.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

FILMSTUD 150: Cinema and the City (FILMSTUD 350)

Utopian built environments of vast perceptual and experiential richness in the cinema and city. Changing understandings of urban space in film. The cinematic city as an arena of social control, social liberation, collective memory, and complex experience. Films from international narrative traditions, industrial films, experimental cinema, documentaries, and musical sequences. Recommended: 4 or equivalent.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

FILMSTUD 164A: Technology and the Visual Imagination (ARTHIST 164A, ARTHIST 364A, FILMSTUD 364A)

An exploration of the dynamic relationship between technology and the ways we see and represent the world. The course examines technologies from the Renaissance through the present day, from telescopes and microscopes to digital detectors, that have changed and enhanced our visual capabilities as well as shaped how we imagine the world. We also consider how these technologies influenced and inspired the work of artists. Special attention is paid to how different technologies such as linear perspective, photography, cinema, and computer screens translate the visual experience into a representation; the automation of vision; and the intersection of technology with conceptions of time and space.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Kessler, E. (PI)

FILMSTUD 165A: Fashion Shows: From Lady Godiva to Lady Gaga (ARTHIST 165A, ARTHIST 365A, FILMSTUD 365A)

The complex and interdependent relationship between fashion and art. Topics include: the ways in which artists have used fashion in different art forms as a means to convey social status, identity, and other attributes of the wearer; the interplay between fashion designers and various art movements, especially in the 20th century; the place of prints, photography, and the Internet in fashion, in particular how different media shape how clothes are seen and perceived. Texts by Thorstein Veblen, Roland Barthes, Dick Hebdige, and other theorists of fashion.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

FRENCH 112: Oscar Wilde and the French Decadents (COMPLIT 112, COMPLIT 312, FRENCH 312)

Close reading of Oscar Wilde's work together with major texts and authors of 19th-century French Decadence, including Symbolism, l'art pour l'art, and early Modernism. Points of contact between Wilde and avant-garde Paris salons; provocative, creative intersections between (homo)erotic and aesthetic styles, transgression; literary and cultural developments from Baudelaire to Mallarmé, Huysmans, Flaubert, Rachilde, Lorrain, and Proust compared with Wilde¿s Salomé, Picture of Dorian Gray, and critical writings; relevant historical and philosophical contexts. All readings in English; all student levels welcome.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

FRENCH 118: Literature and the Brain (ENGLISH 118, ENGLISH 218, FRENCH 318, PSYCH 118F)

Recent developments in and neuroscience and experimental psychology have transformed the way we think about the operations of the brain. What can we learn from this about the nature and function of literary texts? Can innovative ways of speaking affect ways of thinking? Do creative metaphors draw on embodied cognition? Can fictions strengthen our "theory of mind" capabilities? What role does mental imagery play in the appreciation of descriptions? Does (weak) modularity help explain the mechanism and purpose of self-reflexivity? Can the distinctions among types of memory shed light on what narrative works have to offer?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

FRENCH 120: Coffee and Cigarettes: The Making of French Intellectual Culture

Examines a quintessential French figure "l'intellectuel" from a long-term historical perspective. We will observe how this figure was shaped over time by such other cultural types as the writer, the artist, the historian, the philosopher, and the moralist. Proceeding in counter-chronological order, from the late 20th to the 16th century, we will read a collection of classic French works. As this course is a gateway for French studies, special emphasis will be placed on oral proficiency. Taught in French; readings in French.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

FRENCH 122: Nation in Motion: Film, Race and Immigration in Contemporary French Cinema (CSRE 65)

An examination of the current debates in France regarding national identity, secularism, and the integration of immigrants, notably from the former colonies. Confronts films' and other media's visual and discursive rhetorical strategies used to represent ethnic or religious minorities, discrimination, citizens' resistance to government policies, inter-racial marriages, or women's rights within immigrant communities. By embodying such themes in stories of love, hardships, or solidarity, the motion pictures make the movements and emotions inherent to immigration tangible: to what effect? Taught in French. Films in French with English subtitles. Additional paper for students enrolled in 235.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

FRENCH 126: Postcolonial Economies in Literature

The ways in which postcolonial literatures account for and dialogue with economic systems such as socialism and capitalism. Sources include fiction and nonfiction texts alongside political and social movements to unravel cultural interpretations of economics provided by cultural agents and local actors of postcolonial societies. How a body of knowledge about economics sometimes emerges from cultural productions and how this can lead to innovations in the realm of social change. The course poses the following questions: How does the study of postcolonial cultures and literatures contribute to the understanding of the economics of global capitalism and social reforms? How can postcolonial societies and cultures offer a privileged position to apprehend the relationship between culture and economics while fostering a better understanding of cultural globalization? Themes include: postcolonialism, modernity in the postcolonial context, African socialism, the sacred, development, money, gender economics, foreign aid, immigration, urban cultures, secularism and Islam, hip hop and social change. Texts and films from: Ousmane Sembène, Frantz Fanon, Leopold S. Senghor, Djibril Mambety, Aminata Sow Fall, Patrick Chamoiseau, Jean Pierre Dupuy, Serge Latouche, Gayatri Spivak, Jean and John Comaroff, Zein-Elabdin and Charuscheela. Taught in French.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Seck, F. (PI)

FRENCH 127: Fatal Attractions: A Brief History of Passion in the French Tradition

Why is French culture so often associated with love and romance? This course examines romantic love--from the earliest romances written in French in the Middle Ages to its cinematic representations in the 21st century. We'll focus on the most passionate and controversial stories, exploring the problems posed by religion, class, race, and sexual orientation. We'll also look at the ways in which romantic love can be a trope in French culture, or a rhetorical instrument used to re-imagine personal awakenings, political situations, or one's relationship to the spiritual or to art. The approach is inter disciplinary, and students will study novels, theater, opera, and cinema. As this course is a gateway for French studies, special emphasis will be placed on oral proficiency. Taught in French.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Pierson, I. (PI)

FRENCH 128: Revolutionary Moments in French Thought (HISTORY 239K)

French intellectual and political culture has often been associated with revolutionary attempts to break free from the hold of tradition. Indeed, the concept of "revolution" has itself become a French tradition of sorts. Over the last 500 years, these revolutions have taken place in a number of arenas. In philosophy, René Descartes challenged all traditional learning and defined new principles that were central to the so-called ¿Revolution of the Mind.¿ In religion, Enlightenment thinkers not only advocated the toleration of different faiths but also questioned the veracity of Christianity and of all theistic worldviews. In politics, the French Revolution redefined the very concept of a political revolution and set the stage for modern conceptions of sovereignty. French socialist thinkers of the 19th century, in turn, reshaped the ways their contemporaries thought about socio-economic arrangements. Finally, 20th-century existentialists have attempted to rethink the very purpose of human existence. In this course, we will explore these and other seminal revolutionary moments that not only transformed French society, but that also had implications for European and, indeed, global culture. Taught in English, readings in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Matytsin, A. (PI)

FRENCH 130: Introduction to Medieval and Renaissance French Literature

Introduction to the Middle Ages and the Renaissance. The birth of a national literature and its evolution. Literature as addressing cultural, philosophical, and artistic issues which question assumptions on love, ethics, art, and the nature of the self. Readings: epics (La Chanson de Roland), medieval romances (Tristan, Chrétien de Troyes' Yvain), post-Petrarchan poetics (Du Bellay, Ronsard, Labé), and prose humanists (Rabelais, Montaigne). Taught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Galvez, M. (PI)

FRENCH 131: Absolutism, Enlightenment, and Revolution in 17th- and 18th-Century France

The literature, culture, and politics of France from Louis XIV to Olympe de Gouges. How this period produced the political and philosophical foundations of modernity. Readings include Corneille, Molière, Racine, Lafayette, Voltaire, Diderot, Rousseau, Beaumarchais, and Gouges. Taught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Kassabova, B. (PI)

FRENCH 132: Literature, Revolutions, and Changes in 19th- and 20th-Century France

This course will explore several of the most important texts of 19th- and 20th-century French literature. The aim of the course will be understanding stylistic and thematic experimentation in its historical/cultural context, with a focus on the theme of transgression : moral, political, and social. We will read works in all major literary genres (poetry, prose, and drama) and will discuss prominent movements such as Realism, Romanticism, Symbolism, Decadentism, and Existentialism through the works that best define them. Readings include Constant, Balzac, Baudelaire, Mallarmé, Rimbaud, Flaubert, Maupassant, Jarry, Gide, Apollinaire, Breton, Yourcenar, Sartre. All readings, discussion, and assignments are in French.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Apostolides, J. (PI)

FRENCH 133: Literature and Society in Africa and the Caribbean (AFRICAAM 133, JEWISHST 143)

This course aims to equip students with an understanding of the cultural, political and literary aspects at play in the literatures of Francophone Africa and the Caribbean. Our primary readings will be Francophone novels and poetry, though we will also read some theoretical texts, as well as excerpts of Francophone theater. The assigned readings will expose students to literature from diverse French-speaking regions of the African/Caribbean world. This course will also serve as a "literary toolbox," with the intention of facilitating an understanding of literary forms, terms and practices. Students can expect to work on their production of written and spoken French (in addition to reading comprehension) both in and outside of class. Required readings include: Aimé Césaire, "Cahier d'un retour au pays natal," Albert Memmi, "La Statue de Sel," Kaouther Adimi, "L'envers des autres", Maryse Condé, "La Vie sans fards". Movies include "Goodbye Morocco", "Aya de Yopougon", "Rome plutôt sue Vous". Taught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ulloa, M. (PI)

FRENCH 145B: Ideas of Africa in Atlantic Writing (COMPLIT 145B, COMPLIT 345B, CSRE 145B, FRENCH 345B)

This course examines the ways Anglophone and Francophone writers from the African, Caribbean and North Atlantic have depicted Africa as a geographic, cultural and political space. We will begin with Equiano's Interesting Narrative (1789), a touchstone for the autobiographical tradition, in order to develop a set of seminal questions about the politics of narrativizing Africa in the twentieth and twenty-first centuries. How, for instance, have writers continued to use images of Africa for the purposes of dramatizing arrival and constructing new selves? How differently have they imagined the continent when expressing racial and historical unity, or individual and social fragmentation? What ideas of Africa are advanced when authors re-imagine communities or question their norms and borders? And how are these projects influenced by the choice of language and genre? We will address these questions via attention to various narrative forms, namely prose fiction (Conrad, Kane, Condé, Head, Adichie), poetic and theoretical prose (Césaire, Glissant), reportage and testimony (Gourevitch, Krog), film (Coppola, Morris) and autobiography (Barack Obama).
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

FRENCH 151: Performing the Middle Ages (DLCL 121)

Through an analysis of medieval love, satirical and Crusade lyrics in the Old Occitan, Old French, and Galician-Portuguese traditions, we will study deictic address, corporeal subjectivity, the female voice, love debates, and the body as a figure of political conflict. Special attention will be given to the transmission of vernacular song from live performance to manuscripts. Authors include Ovid, Bernart de Ventadorn, Bertran de Born, La Comtessa de Dia, Thibaut de Champagne, Dante, and Pound. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Galvez, M. (PI)

FRENCH 154: Film & Philosophy (COMPLIT 154A, ITALIAN 154, PHIL 193C, PHIL 293C)

Issues of freedom, morality, faith, knowledge, personal identity, and the value of truth explored through film; philosophical investigation of the filmic medium itself. Screenings to include Twelve Monkeys (Gilliam), Ordet (Dreyer), The Dark Knight (Nolan), Vicky Cristina Barcelona (Allen), and Eternal Sunshine of the Spotless Mind (Kaufman). Taught in English.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

FRENCH 168: Imagining the Oceans (COMPLIT 168, ENGLISH 168)

How has Western culture constructed the world's oceans since the beginning of global ocean exploration? How have imaginative visions of the ocean been shaped by marine science, technology, exploration, commerce and leisure? Readings might include voyage accounts by Cook and Darwin, sailors' narratives by Equiano and Dana, poetry by Coleridge, Bishop and Walcott, novels by Melville, Verne, Conrad and Woolf. Visual culture might include paintings by Turner and Redon, and films by Jean Painlevé, Kathryn Bigelow, Jerry Bruckheimer and James Cameron. Critical texts will be drawn from interdisciplinary theorists of modernity and mobility, such as Schmitt, Wallerstein, Corbin, Latour, Deleuze + Guattari, and Cresswell.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Cohen, M. (PI)

FRENCH 181: Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, GERMAN 181, ITALIAN 181, PHIL 81, SLAVIC 181)

(Formerly CLASSGEN 81) Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin. Taught in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

FRENCH 190Q: Parisian Cultures of the 19th and Early 20th Centuries

Preference to sophomores. Political, social, and cultural events in Paris from the Napoleonic era and the Romantic revolution to the 30s. The arts and letters of bourgeois, popular, and avant garde cultures. Illustrated with slides. Taught in English.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

FRENCH 204: Revolutions in Prose: The 19th-Century French Novel

The French Revolution was not just a haunting memory in nineteenth-century France: it was the decisive structure around which French politics, but also French culture and the arts more generally, were centered. As some historians have argued, the French Revolution might not even have really "ended" until 1880. In this course, we will examine both literary representations of the French Revolution, as well as the literary analyses of a society constantly dealing with the fears (or hopes) of a new Revolution. Primary readings by Stendhal, Balzac, Flaubert, Zola. Taught in French.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

FRENCH 206: The "Renaissance" of the Twelfth Century

This course examines key intellectual, social and political developments in Europe during the twelfth century, and inquires after the afterlife of the "€œRenaissance"€ into the thirteenth century. Readings include works of literature (Chrétien de Troyes, lyric poetry of troubadours and Minnesinger, fables such as Roman de Renart), philosophy (Peter Abelard and scholasticism), and studies about the rise of the Gothic architectural style. The course takes up the Fourth Lateran Council and the history of the crusading movement in the first half of the thirteenth century. Taught in English.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Galvez, M. (PI)

FRENCH 211: Emile Zola (COMPLIT 211A)

A comprehensive introduction to and historical analysis of Emile Zola's literary work as foundational for the late-nineteenth century literary movement that we call "Naturalism." The analysis of Zola's novels will be embedded in the historical situation of France in the transition from the Second Empire to the Third Republic, with special emphasis on the epistemological situation of that time. Knowledge of French desirable but participation through English translations will be possible.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Gumbrecht, H. (PI)

FRENCH 214: Pirandello, Sartre, and Beckett (COMPLIT 281E, COMPLIT 381E, FRENCH 314, ITALIAN 214, ITALIAN 314)

In this course we will read the main novels and plays of Pirandello, Sartre, and Beckett, with special emphasis on the existentialist themes of their work. Readings include The Late Mattia Pascal, Six Characters in Search of an Author, Henry IV; Nausea, No Exit, "Existentialism is a Humanism"; Molloy, Endgame, Krapp's Last Tape, Waiting for Godot. Taught in English.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Harrison, R. (PI)

FRENCH 221: Conceiving Other Worlds: Travel Narrative and Science Fiction in Early-Modern France

This course will concentrate on the important role of science fiction and travel literature in early-modern France. Although these narratives were intended to describe distant worlds and different ways of living, they frequently revealed more about the aspirations, assumptions, hopes, and concerns of the cultures in which they originated than about their actual subject matter. Authors frequently sought to determine the identity and uniqueness of their own cultures by contrasting them against the 'otherness' of their imagined subjects. Similarly, by describing either utopian or dystopian civilizations, writers attempted to highlight the problems that plagued their own societies. Among other texts, we will read selections from Montaigne's 'Essais,' Cyrano de Bergerac's 'L'Autre monde ou les états et empires de la Lune,' Huygens's 'Nouveau traité de la pluralité des mondes,' Fontenelle's 'Entretiens sur la pluralité des mondes,' Voltaire's 'Micromegas,' Bougainville's 'Voyage autor du monde,' and Diderot's 'Supplement au voyage de Bougainville.' Taught in English. Readings in French (English translations available).
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

FRENCH 223: 17th-Century French Theatre

In this course, taught in French, we will explore theater from different angles including literary theory (the different dramatic genres), aesthetics (the classical representation) and cultural theories (the social function of theatre under absolutism). A new approach to acting will be considered, i.e. the many connections between theatre and possession. Amongst the authors considered, we will include Rotrou, Corneille, Cyrano de Bergerac, Racine, Molière and Regnard. Taught in French.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Apostolides, J. (PI)

FRENCH 224: Leopardi, Baudelaire, and Modernity (FRENCH 324, ITALIAN 224, ITALIAN 324)

A close reading of Giacomo Leopardi's Canti and Charles Baudelaire's Flowers of Evil and Paris Spleen in the context of 19th-century Europe. Discussion of the poetry will be enriched by selections from their essays on literature and art and by notes from the Zibaldone and Mon coeur mis à nu. Key themes and concepts include language, imagination, "noia," "spleen," and the oppositions between nature and civilization, modernity and antiquity. Taught in English.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Pierson, I. (PI)

FRENCH 227: Paris: The Making of a Modern Icon (HISTORY 239E, URBANST 142)

Few places have been as heavily romanticized and mythologized as Paris. To many observers, Paris and its attractions serve as icons of modernity itself. By engaging with fiction, film, journalism, painting, photography, poetry, song, and other media, we¿ll trace how different people at different times have used Paris as both backdrop and main protagonist, and we'll consider how the city itself has incorporated and rebelled against such representations. The scope of our inquiry will stretch from the late 18th century to the present, covering a host of topics, figures, and sites: from the French Revolution to the protests of May '68, from Baudelaire to Hemingway, from the Impressionists to the Situationists. Taught in English
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Braude, M. (PI)

FRENCH 228E: Getting Through Proust

Selections from all seven volumes of "In Search of Lost Time". Focus on issues of personal identity (perspective, memory, life-narrative); interpersonal relations (friendship, love, homosexuality, jealousy, indirect expression); knowledge (objective truth, subjective truth, necessary illusions); redemption (enchantment, disenchantment, re-enchantment); aesthetics (music, painting, fiction); and Proust'™s own style (narrative sequence, sentence structure, irony, metaphor, metonymy, metalepsis). Taught in English; readings in French or English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Landy, J. (PI)

FRENCH 229: Literature and Global Health (COMPLIT 229, CSRE 129B, HUMBIO 175L, MED 234)

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with an introduction to global health ethics as a field rooted in philosophy and policy that address questions raised by practice in resource-constrained communities abroad. We will then spend the quarter understanding the way literature may deepen and even alter those questions. For instance: how have writers used scenes of practice in Africa, the Caribbean or Latin America to think through ideas of mercy, charity, beneficence and justice? How differently do they imagine such scenes when examining issues of autonomy, paternalism and language? To what extent, then, do novels and memoirs serve as sites of ethical inquiry? And how has literary study revealed the complexities of narrating care for underserved communities, and therefore presented close reading as a mode of ethics for global health? Readings will include prose fiction by Albert Camus, Joseph Conrad, Amitav Ghosh and Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese and Paul Farmer.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

FRENCH 234: Courtly Love: Deceit and Desire in the Middle Ages (COMPLIT 221A, ITALIAN 234)

A comparative seminar on medieval love books and their reception. We will examine and question the notion of "amour courtois," which arose in the lyrics and romances of medieval France and was codified in Romantic-era criticism. Primary readings will be enriched by thinking about this notion through the lens of modern theories of desire, such as those of Girard, Lacan, and Zizek. Conducted in English with readings in translation.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

FRENCH 242: Beyond Casablanca: North African Cinema and Literature (COMPLIT 247F, JEWISHST 242)

This course explores the emergence of Francophone cinema and literature from North Africa (Algeria, Tunisia, Morocco) in the post-indepence era: aesthetics, exile, language message, race and gender relations, collective memory, parallax, nationalism, laicité, religion, emigration and immigration, and the Arab Spring will be covered. Special attention will be given to judeo-maghrebi history, and to the notions of francophone / maghrebi / "beur" / diasporic cinema and literature. Readings from Frantz Fanon, Albert Memmi, Kateb Yacine, Albert Camus, Colette Fellous, Abdelkebir Khatibi, Leila Sebbar, Benjamin Stora, Lucette Valensi, Abdelwahab Meddeb. Movies include Viva Laldjérie, Tenja, Le Chant des Mariées, Française, Bled Number One, Omar Gatlato, Casanegra, La Saison des Hommes. Taught in French. Films in French and Arabic with English subtitles.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Ulloa, M. (PI)

FRENCH 245: French Political Thought From Rousseau to the Present (POLISCI 336C)

An overview of the current awakening of French political thought as it is grounded in a new reading of the great classics of French social thought, from Rousseau to Tocqueville and Benjamin Constant. Readings of Lefort, Castoriadis, Louis Dumont, Ricoeur, Furet, Manent, Ferry, Renaut, Gauchet, Raynaud, etc. Readings in French. (Translations in English will be made available whenever possible.) Discussions in French and in English.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Dupuy, J. (PI)

FRENCH 251: Writing, Memory, and Self-Fashioning (ITALIAN 251)

Writing is not a mere recording of the past, but a selection and reinvention of our experiences. We will look at how writing is central to the philosophical project of fashioning the self, even as it reveals that much of what we call the self is a fictional construct. Materials include fiction and memoirs (Primo Levi, Michel Tournier, Melania Mazzucco, Jonathan Littell), and theoretical works in philosophy (Bergson, James, Freud, Jung, Derrida, Wyschogrod, Nehamas), psycholinguistics, and neuroscience. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

FRENCH 254: Was Deconstruction an Illusion? (COMPLIT 254A)

A both systematic and historical presentation of "Deconstruction" as a philosophical and intellectual movement that dominated academic and general culture in many western societies during the final decades of the twentieth century, with special focus on the writings of Jacques Derrida and Paul de Man. Deconstruction's specific reception history obliges us to ask the question of whether the extremely high esteem that it enjoyed over two decades was intellectually justified – or the result of a misunderstanding. Participation through English translations is possible.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Gumbrecht, H. (PI)

FRENCH 258: The Great War: WWI in Literature, Film, Art, and Memory (HISTORY 231C)

This course concerns how writers, artists, and other cultural producers understood and represented the traumas of the First World War and its aftermath. Rather than tracing a political or military history of the conflict, we¿ll focus on how the horrors of War (both in the trenches and on the home front) fostered broader social and cultural shifts, as people questioned the very foundations of European civilization. Most specifically, we'll explore the connections between the War and the emergence of post-War modernist movements, as writers and artists created new works to help them make sense of the catastrophe and the new world it wrought. Though France provides our starting point, we'll also travel beyond the Hexagon to incorporate other views and major works. Course readings will be in English, though students may elect to read works in French if they wish.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Braude, M. (PI)

FRENCH 277: Literature and the Self in Twentieth-Century France

In this course, we will explore how the different discoveries concerning the self during the XXth Century (throughout philosophy, politics or psychoanalysis) do reflect in the domain of literature. Nouveau roman, autobiography, auto fiction or self references will be amongst the themes explored in class. Our main texts will be taken out of the official list issued by the French Department. Taught in French.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Apostolides, J. (PI)

GERMAN 80N: Modern Conservatives

How do conservatives respond to the modern world? How do they find a balance between tradition and freedom, or between stability and change? This seminar will examine selections from some conservative and some classically liberal writers that address these questions. At the center of the course are thinkers who left Germany and Austria before the Second World War: Friedrich Hayek, Leo Strauss and Hannah Arendt. We will also look at earlier European writers, such Edmund Burke and Friedrich Nietzsche, as well as some recent American thinkers. Taught in English.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

GERMAN 124: Introduction to German Poetry

Introduction to lyric poetry in German from the 18th century to the present. Readings include poems by Goethe, Holderlin, Brentano, Eichendorff, Heine, Rilke, Trakl, Celan, Brecht. Ways of thinking about and thinking with poetry. Focus on poetic form, voice, figural language, and the interaction of sensory registers. Taught in German, with attention to discussion and writing skills. Prerequisite: Gerlang 1-3 or equivalent
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Dornbach, M. (PI)

GERMAN 128N: Medicine, Modernism, and Mysticism in Thomas Mann's the Magic Mountain

Published in 1924, The Magic Mountain is a novel of education, tracing the intellectual growth of a budding engineer through a maze of intellectual encounters during a seven- year sojourn in a sanatorium set high in the Swiss Alps. It engages with the key themes of modernism: the relativity of time, the impact of psychoanalysis, the power of myth, and an extended dispute between an optimistic belief in progress and a pessimistic vision of human nature. Through its detailed discussion of disease (tuberculosis), this remarkable text connects the study of medicine to the humanities. There will be an exploration of this rich and profound novel both as a document of early twentieth-century Europe and as a commentary on the possibilities of education that are urgent for liberal arts education today. Taught in English.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

GERMAN 131: What is German Literature?

This course covers material from the fairy tales of German romanticism, expressionist poetry and painting, literary responses to Nazi Germany and reflections on a unified Germany. Exploring the shifting relationships between cultural aesthetics, entertainment, historical context, and "what is German", we will cover roughly 250 years of literary and artistic production, social and political upheavals, as well as the lives of numerous authors, both male and female. Taught in German. Prerequisite: One year of German language at Stanford or equivalent.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Watson, G. (PI)

GERMAN 181: Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, ITALIAN 181, PHIL 81, SLAVIC 181)

(Formerly CLASSGEN 81) Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin. Taught in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

GERMAN 182: War and Warfare in Germany

Survey of Germany at war through historical, theoretical and literary accounts. War in the international system and the role of technology. Religious wars, rationalization of warfare, violence and politics, terrorism. War films, such as All Quiet on the Western Front. Readings by authors such as Clausewitz, Jünger, Remarque, Schimtt, and Arendt. Taught in English.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

GERMAN 184: Technology, Innovation, and the History of the Book

An historical perspective on the intellectual and social impact of developments in information technology will be examined. Focusing on the evolution of media from scrolls to codices to printed books we will look at the social, historical, cultural, and economic sources and ramifications of innovation in media and information technology, and explore why such innovation occurs in certain places and within certain social groups and not others. Examples draw from German cultural history, e.g. Gutenberg and the printing press, but also from the broader European history of the book. Students will have the opportunity to work with historical materials from Special Collections. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

GERMAN 220: German Literature 1: How Stories are Told (ca. 1170-1600) (GERMAN 320)

This seminar offers a survey of medieval and early modern German literature and culture from ca.1170 to 1600. Genres include heroic epic, romance, lyric poetry, and mysticism as well as the popular literary forms characteristic of Reformation culture. We will pay special attention to the changing strategies of storytelling across time, genre, and medium. Discussion in English. All texts are available in modern German or English translation. Undergraduates enroll in 220 for 5 units, graduate students enroll in 320 for 5 or 8 units.
Terms: Win | Units: 5-8 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Starkey, K. (PI)

GERMAN 245: German Idealist and Romantic Aesthetics

Focus on influential theories of aesthetic experience as an autonomous cultural domain that supplements science and morality. How the discovery of beauty and sublimity in nature led to an unprecedented celebration of art as the highest form of human activity. The problem of the relation between aesthetic experience and conceptual understanding. Readings by Kant, Schiller, Friedrich Schlegel, Schelling, Hegel, and more recent responses to their works. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

GERMAN 282: Martin Heidegger (COMPLIT 213A, COMPLIT 313A, GERMAN 382)

Working through the most systematically important texts by Martin Heidegger and their historical moments and challenges, starting with Being and Time (1927), but emphasizing his philosophical production after World War II. The philological and historical understanding of the texts function as a condition for the laying open of their systematic provocations within our own (early 21st-century) situations. Satisfies the capstone seminar requirement for the major tracks in Philosophy and Literature. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HISTORY 1A: Global History: The Ancient World (CLASSICS 76)

This course examines the emergence of "world empires"-- the first way of constituting a world-- in four regions of the eastern hemisphere from the first millennium BCE to the year 900 CE. It will study the pivotal role of cities, the importance of rulers, the incorporation of diverse peoples, and how the states that followed their collapse constituted new world orders through combining imitation of the vanished empire with the elaboration of the new "world religions."
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Lewis, M. (PI)

HISTORY 1B: Global History: The Early Modern World, 1300 to 1800

Topics include early globalization and cross-cultural exchanges; varying and diverse cultural formations in different parts of the world; the growth and interaction of empires and states; the rise of capitalism and the economic divergence of "the west"; changes in the nature of technology, including military and information technologies; migration of ideas and people (including the slave-trade); disease, climate, and environmental change over time. Designed to accommodate beginning students, non-majors, and more advanced history students
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Como, D. (PI)

HISTORY 12N: The Early Roman Emperors: HIstory, Biography, and Fiction

Preference to freshmen. The politics, drama, and characters of the period after the fall of the Roman Republic in 49 B.C.E. Issues of liberty and autocracy explored by Roman writers through history and biography. The nature of history writing, how expectations about literary genres shape the materials, the line between biography and fiction,and senatorial ideology of liberty. Readings include: Tacitus' Annals, Suetonius' Lives of the Caesers, and Robert Graves' I Claudius and episodes from the BBC series of the same title.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HISTORY 20A: The Russian Empire, 1450-1800

(Same as HISTORY 120A. History majors and others taking 5 units, register for 120A.) Explores rise of Russian state and expanse of empire; patterns of governance of a Eurasian empire; strategies and institutions of governance; survey of various ethnic and religious groups in empire and their varied cultures and political economies; gender and family; serfdom; Russian Orthodox religion and culture; reforms and Europeanization of 18th century.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)
Instructors: ; Kollmann, N. (PI)

HISTORY 20N: Russia in the Early Modern European Imagination

Preference to freshmen. The contrast between the early modern image of Europe as free, civilized, democratic, rational, and clean against the notion of New World Indians, Turks, and Chinese as savage. The more difficult, contemporary problem regarding E. Europe and Russia which seemed both European and exotic. Readings concerning E. Europe and Russia from the Renaissance to the Enlightenment; how they construct a positive image of Europe and conversely a negative stereotype of E. Europe. Prerequisite: PWR 1.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI, Writing 2 | Grading: Letter or Credit/No Credit

HISTORY 31: Leonardo's World: Science, Technology, and Art in the Renaissance (HISTORY 131)

(Same as HISTORY 31. History majors and others taking 5 units, register for 131.) What did Leonardo actually know? How did he acquire that knowledge? Explores Leonardo¿s interests and accomplishments in such fields as painting, architecture, nengineering, physics, mathematics, geology, anatomy, and physiology, and more generally the nature of Renaissance science, art, and technology. Considers the nrelationship between the society of fifteenth century Italy and the work of the man nfrom Vinci: why did this world produce a Leonardo? How might we use him to understand creativity, innovation, and invention in the Renaissance and beyond? What was his legacy and how did he become a myth? Designed both for students interested in the history of science, medicine, and technology and for students interested in the history and art of Renaissance Italy.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Brege, B. (PI)

HISTORY 36N: Gay Autobiography (FEMGEN 36N)

Preference to freshmen. Gender, identity, and solidarity as represented in nine autobiographies: Isherwood, Ackerley, Duberman, Monette, Louganis, Barbin, Cammermeyer, Gingrich, and Lorde. To what degree do these writers view sexual orientation as a defining feature of their selves? Is there a difference between the way men and women view identity? What politics follow from these writers' experiences?
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Robinson, P. (PI)

HISTORY 39: Modern Britain and the British Empire

(Same as HISTORY 139. History majors and others taking 5 units, register in 139.) From American Independence to the latest war in Iraq. Topics include: the rise of the modern British state and economy; imperial expansion and contraction; the formation of class, gender, and national identities; mass culture and politics; the world wars; and contemporary racial politics. Focus is on questions of decline, the fortunes and contradictions of British liberalism in an era of imperialism, and the weight of the past in contemporary Britain.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Satia, P. (PI)

HISTORY 42S: The Circle of Life: Visions of Nature in Modern Science, Religion, Politics and Culture

A new understanding of nature emerged in the 1700s that fundamentally altered our perception of the living world and humanity's relationship with it. By tracing the evolution of this understanding forward, we gain insight into the interactions among science, religion, politics and culture. Topics include: nature in Romantic science, poetry and art; Darwin's theory of evolution and its afterlife in science, literature and popular culture; the science and politics of the 20th-century environmental movement; and the philosophical presuppositions underlying modern debates about biodiversity. In addition to close readings of canonical texts and contemporary commentaries, students will be introduced to digital history methods. Students will design their own final projects in consultation with the instructor.
Terms: not given this year, offered once only | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 46N: Science and Magic in History

Preference to freshmen. This course explores the intertwined histories of science and magic. We will begin with the emergence of experimental modern science from natural magic during the Renaissance and will look closely at the apparatus of the natural magician -- magic lanterns and other optical devices, magnets, siphons and other tricky gadgets -- which supplied the first experimental philosophers with their instruments. We will follow the development of scientific performances through the electrical and pneumatic amusements of the 18th century and the founding of "modern magic" in the 19th. Finally, we will look at the legacy of this joint history for both magic and science today. You may think magic and science sound like opposites, but by the light of history -- presto! -- you will see them merge in surprising ways.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Riskin, J. (PI)

HISTORY 48Q: South Africa: Contested Transitions (AFRICAAM 48Q)

Preference to sophomores. The inauguration of Nelson Mandela as president in May 1994 marked the end of an era and a way of life for S. Africa. The changes have been dramatic, yet the legacies of racism and inequality persist. Focus: overlapping and sharply contested transitions. Who advocates and opposes change? Why? What are their historical and social roots and strategies? How do people reconstruct their society? Historical and current sources, including films, novels, and the Internet.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI, Writing 2 | Grading: Letter or Credit/No Credit
Instructors: ; Samoff, J. (PI)

HISTORY 54: American Intellectual and Cultural History to the Civil War

(Same as HISTORY 154. History majors and others taking 5 units, register for 154.) How Americans considered problems such as slavery, imperialism, and sectionalism. Topics include: the political legacies of revolution; biological ideas of race; the Second Great Awakening; science before Darwin; reform movements and utopianism; the rise of abolitionism and proslavery thought; phrenology and theories of human sexuality; and varieties of feminism. Sources include texts and images.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; duRivage, J. (PI)

HISTORY 54N: African American Women's Lives (AFRICAAM 54N, AMSTUD 54N, CSRE 54N, FEMGEN 54N)

Preference to freshmen. The everyday lives of African American women in 19th- and 20th-century America in comparative context of histories of European, Hispanic, Asian, and Native American women. Primary sources including personal journals, memoirs, music, literature, and film, and historical texts. Topics include slavery and emancipation, labor and leisure, consumer culture, social activism, changing gender roles, and the politics of sexuality.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Hobbs, A. (PI)

HISTORY 91D: China: The Northern and Southern Dynasties

(Same as HISTORY 191D. History majors and others taking 5 units, register for 191D.) Examines one of the most dynamic periods of Chinese history with the emergence of the institutional religions (Buddhism and Daoism), the development of the garden as an art form, the rise of landscape as a theme of verse and art, the invention of lyric poetry, and the real beginnings of the southward spread of Chinese civilization.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HISTORY 93: Late Imperial China (CHINLIT 93, FEMGEN 93)

(Same as HISTORY 193. History majors and others taking 5 units, register for 193.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Sommer, M. (PI)

HISTORY 94B: Japan in the Age of the Samurai

(Same as HISTORY 194B. History majors and others taking 5 units, register for 194B.) From the Warring States Period to the Meiji Restoration. Topics include the three great unifiers, Tokugawa hegemony, the samurai class, Neoconfucian ideologies, suppression of Christianity, structures of social and economic control, frontiers, the other and otherness, castle-town culture, peasant rebellion, black marketing, print culture, the floating world, National Studies, food culture, samurai activism, black ships, unequal treaties, anti-foreign terrorism, restorationism, millenarianism, modernization as westernization, Japan as imagined community.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Sakakibara, S. (PI)

HISTORY 95: Modern Korean History

(Same as HISTORY 195. History majors and others taking 5 units, register for 195.) This lecture course provides a general introduction to the history of modern Korea. Themes include the characteristics of the Chosôn dynasty, reforms and rebellions in the nineteenth century, Korean nationalism; Japan's colonial rule and Korean identities; decolonization and the Korean War; and the different state-building processes in North and South, South Korea's democratization in 1980s, and the current North Korean crisis.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Moon, Y. (PI)

HISTORY 101: The Greeks (CLASSICS 83)

(Formerly CLASSHIS 101.) 250 years ago, for almost the first time in history, a few societies rejected kings who claimed to know what the gods wanted and began moving toward democracy. Only once before had this happened--in ancient Greece. This course asks how the Greeks did this, and what they can teach us today. It uses texts and archaeology to trace the material and military sides of the story as well as cultural developments, and looks at Greek slavery and misogyny as well as their achievements. Weekly participation in a discussion section is required.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Morris, I. (PI)

HISTORY 102A: The Romans (CLASSICS 84)

(Formerly CLASSHIS 60.) How did a tiny village create a huge empire and shape the world, and why did it fail? Roman history, imperialism, politics, social life, economic growth, and religious change. Weekly participation in a discussion section is required; enroll in sections on Coursework.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Scheidel, W. (PI)

HISTORY 114: Origins of History in Greece and Rome (CLASSICS 88)

(Formerly CLASSHIS 117.) The beginnings and development of historical writing in the ancient world. Emphasis on major classical historians and various models of history they invented, from local to imperial, military, cultural, biographical, world history and church history. Focus on themes of power, war, loss, growth and decline, as put by the ancients into historical narrative forms and probed by way of historical questioning and explanation. Attention to how these models resonate still today. Readings in translation: Herodotus, Thucydides, Tacitus, Livy and others. Participation in a weekly discussion section is required.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ceserani, G. (PI)

HISTORY 120A: The Russian Empire, 1450-1800

(Same as HISTORY 20A. History majors and others taking 5 units, register for 120A.) Explores rise of Russian state and expanse of empire; patterns of governance of a Eurasian empire; strategies and institutions of governance; survey of various ethnic and religious groups in empire and their varied cultures and political economies; gender and family; serfdom; Russian Orthodox religion and culture; reforms and Europeanization of 18th century.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Kollmann, N. (PI)

HISTORY 120B: The Russian Empire

From Peter the Great to the Bolsheviks. Russia as an empire; its varied regions, including the Caucasus, Central Asia, Ukraine, Poland, and the Baltics. Focus is on the politics and cultures of empire. Sources include novels, political tracts, paintings, music, and other primary sources.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 120C: 20th-Century Russian and Soviet History

The Soviet polity from the 1917 Revolution to its collapse in 1991. Essentials of Marxist ideology; the Russian Empire in 1917. Causation in history; interpretations of the Revolution; state building in a socialist polity; social engineering through collectivization of agriculture, force-paced industrialization, and cultural revolution; terror as concept and practice; nationality policies in a multiethnic socialist empire; the routinization, decline, and collapse of the revolutionary ethos; and the legacy of the Soviet experiment in the new Russia.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 126B: Protestant Reformation (RELIGST 126)

The emergence of Protestant Christianity in 16th-century Europe. Analysis of writings by evangelical reformers (Luther, Calvin, Zwingli, Sattler, Hubmeier, Müntzer) and study of reform movements (Lutheran, Reformed, Anabaptist, Spiritualist) in their medieval context and as expressions of new and influential visions of Christian belief, life, social order.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Pitkin, B. (PI)

HISTORY 131: Leonardo's World: Science, Technology, and Art in the Renaissance (HISTORY 31)

(Same as HISTORY 31. History majors and others taking 5 units, register for 131.) What did Leonardo actually know? How did he acquire that knowledge? Explores Leonardo¿s interests and accomplishments in such fields as painting, architecture, nengineering, physics, mathematics, geology, anatomy, and physiology, and more generally the nature of Renaissance science, art, and technology. Considers the nrelationship between the society of fifteenth century Italy and the work of the man nfrom Vinci: why did this world produce a Leonardo? How might we use him to understand creativity, innovation, and invention in the Renaissance and beyond? What was his legacy and how did he become a myth? Designed both for students interested in the history of science, medicine, and technology and for students interested in the history and art of Renaissance Italy.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Brege, B. (PI)

HISTORY 132: Ordinary Lives: A Social History of the Everyday in Early Modern Europe

What war meant for foot soldiers and the peasants across whose fields they marched. Ordinary people's lives in the eras of Machiavelli, Shakespeare, the Reformation, and the scientific revolution. Topics include: birth, marriage, and death; city life and peasant culture; lay encounters with religious and intellectual ideas; war and crime; and gender and sexuality.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HISTORY 137: The Holocaust (HISTORY 337, JEWISHST 183, JEWISHST 383)

The emergence of modern racism and radical anti-Semitism. The Nazi rise to power and the Jews. Anti-Semitic legislation in the 30s. WW II and the beginning of mass killings in the East. Deportations and ghettos. The mass extermination of European Jewry.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Rodrigue, A. (PI)

HISTORY 139: Modern Britain and the British Empire

(Same as HISTORY 39. History majors and others taking 5 units, register in 139.) From American Independence to the latest war in Iraq. Topics include: the rise of the modern British state and economy; imperial expansion and contraction; the formation of class, gender, and national identities; mass culture and politics; the world wars; and contemporary racial politics. Focus is on questions of decline, the fortunes and contradictions of British liberalism in an era of imperialism, and the weight of the past in contemporary Britain.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Satia, P. (PI)

HISTORY 145A: Africa Until European Conquest

Episodes in African history from the earliest records up until European partition of the continent, focusing on how knowledge about the natural, social, and spiritual worlds was linked to the exercise of power. The effects of technological innovations on states and other forms of social complexity; use of religious beliefs and practices to legitimate or critique authority. The effects of slave trades and imperial conquest on these forms of authority.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

HISTORY 151: The American West (AMSTUD 124A, ARTHIST 152, ENGLISH 124, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

HISTORY 154: American Intellectual and Cultural History to the Civil War (AMSTUD 154)

(Same as HISTORY 54. History majors and others taking 5 units, register for 154.) How Americans considered problems such as slavery, imperialism, and sectionalism. Topics include: the political legacies of revolution; biological ideas of race; the Second Great Awakening; science before Darwin; reform movements and utopianism; the rise of abolitionism and proslavery thought; phrenology and theories of human sexuality; and varieties of feminism. Sources include texts and images.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; duRivage, J. (PI)

HISTORY 154D: Religion and War in America (RELIGST 105)

Scholars have devoted much attention to wars in American history, but have not agreed as to whether religion was a major cause or simply a cover for political, economic, and other motives. We will compare interpretations that leave religion out, with those that take it into account. We will also look at the impact of war on the religious lives of ordinary Americans. We will examine both secondary as well as primary sources, beginning with King Philip's War in the 17th century, and ending with the "War on Terror" in the present day.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Lum, K. (PI)

HISTORY 165: Mexican American History through Film

Focus is on the 20th century. Themes such as immigration, urbanization, ethnic identity, the role of women, and the struggle for civil rights.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter (ABCD/NP)

HISTORY 168: American History in Film Since World War ll

U.S. society, culture, and politics since WW II through feature films. Topics include: McCarthyism and the Cold War; ethnicity and racial identify; changing sex and gender relationships; the civil rights and anti-war movements; and mass media. Films include The Best Years of Our Lives, Salt of the Earth, On the Waterfront, Raisin in the Sun, Kramer v Kramer, and Falling Down.
Terms: Sum | Units: 3-4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Carroll, P. (PI)

HISTORY 191D: China: The Northern and Southern Dynasties

(Same as HISTORY 91D. History majors and others taking 5 units, register for 191D.) Examines one of the most dynamic periods of Chinese history with the emergence of the institutional religions (Buddhism and Daoism), the development of the garden as an art form, the rise of landscape as a theme of verse and art, the invention of lyric poetry, and the real beginnings of the southward spread of Chinese civilization.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HISTORY 193: Late Imperial China (FEMGEN 193)

(Same as HISTORY 93. History majors and others taking 5 units, register for 193.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Sommer, M. (PI)

HISTORY 194B: Japan in the Age of the Samurai

(Same as HISTORY 94B. History majors and others taking 5 units, register for 194B.) From the Warring States Period to the Meiji Restoration. Topics include the three great unifiers, Tokugawa hegemony, the samurai class, Neoconfucian ideologies, suppression of Christianity, structures of social and economic control, frontiers, the other and otherness, castle-town culture, peasant rebellion, black marketing, print culture, the floating world, National Studies, food culture, samurai activism, black ships, unequal treaties, anti-foreign terrorism, restorationism, millenarianism, modernization as westernization, Japan as imagined community.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Sakakibara, S. (PI)

HISTORY 195: Modern Korean History (HISTORY 395)

(Same as HISTORY 95. History majors and others taking 5 units, register for 195.) This lecture course provides a general introduction to the history of modern Korea. Themes include the characteristics of the Chosôn dynasty, reforms and rebellions in the nineteenth century, Korean nationalism; Japan¿s colonial rule and Korean identities; decolonization and the Korean War; and the different state-building processes in North and South, South Korea¿s democratization in 1980s, and the current North Korean crisis.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit
Instructors: ; Moon, Y. (PI)

HISTORY 197: Southeast Asia: From Antiquity to the Modern Era

The history of S.E. Asia, comprising Indonesia, the Philippines, Malaysia, Singapore, Thailand, Vietnam, Burma, Cambodia, and Laos, from antiquity to the present. The spread of Indian cultural influences, the rise of indigenous states, and the emergence of globally linked trade networks. European colonization, economic transformation, the rise of nationalism, the development of the modern state, and the impact of globalization.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Lewis, M. (PI)

HISTORY 207: Biography and History (HISTORY 308)

The relationship between biographical and historical writing, primarily in Europe and America. Problems of methodology, evidence, dispassion, and empathy. Texts: biographies, critical literature on biographical work, and novels (A. S. Byatt's Possession, Bernard Malamud's Dubin's Lives) that illuminate the intellectual underpinnings of biographical labor.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 208: Private Lives, Public Stories: Autobiography in Women's History

Changing contexts of women's lives and how women's actions have shaped and responded to those contexts.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)

HISTORY 208B: Women Activists' Response to War (FEMGEN 208B, HISTORY 308B)

Theoretical issues, historical origins, changing forms of women's activism in response to war throughout the 20th century, and contemporary cases, such as the Russian Committee of Soldiers Mothers, Bosnian Mothers of Srebrenica, Serbian Women in Black, and the American Cindy Sheehan. Focus is on the U.S. and Eastern Europe, with attention to Israel, England, and Argentina.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)
Instructors: ; Jolluck, K. (PI)

HISTORY 221A: Men, Women, and Power in Early Modern Russia, 1500-1800

Social values, gender relations, and social change in an era of rapid change; challenges to established norms by new constructions of deviance (witchcraft, religious reform, and revolt) and new standards of civility; encounters with non-Russians and the construction of national consciousness. Social values as political ethos: patrimonial autocracy and the reality of female rule in the late 17th and 18th century.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-SI | Grading: Letter (ABCD/NP)

HISTORY 223: Art and Ideas in Imperial Russia (HISTORY 323)

Poetry, novels, symphonic music, theater, opera, painting, design, and architecture: what they reveal about the politics and culture of tsarist Russia.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 230A: The Witness in Modern History: Memoir, Reportage, Image

The rise of the witness as icon and debates about its reliability as a historical source. The power of eyewitness accounts to convict accused criminals, inspire indignation about war and genocide, and attract attention to humanitarian crises. Their notorious unreliability due to exaggeration and misapprehension. Sources include reportage, photography, and documentary film. Case studies include criminal cases, war, poverty, and natural disasters.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HISTORY 231C: The Great War: WWI in Literature, Film, Art, and Memory (FRENCH 258)

This course concerns how writers, artists, and other cultural producers understood and represented the traumas of the First World War and its aftermath. Rather than tracing a political or military history of the conflict, we¿ll focus on how the horrors of War (both in the trenches and on the home front) fostered broader social and cultural shifts, as people questioned the very foundations of European civilization. Most specifically, we'll explore the connections between the War and the emergence of post-War modernist movements, as writers and artists created new works to help them make sense of the catastrophe and the new world it wrought. Though France provides our starting point, we'll also travel beyond the Hexagon to incorporate other views and major works. Course readings will be in English, though students may elect to read works in French if they wish.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Braude, M. (PI)

HISTORY 232D: Rome: The City and the World, 1350-1750 (HISTORY 332D)

What lies beyond the ruins of an ancient city? The history of Rome from the Renaissance to the age of the grand tour. Topics include: the political, diplomatic, and religious history of the papacy; society and cultural life; the everyday world of Roman citizens; the relationship between the city and the surrounding countryside; the material transformation of Rome as a city; and its meaning for foreigners.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 233C: Two British Revolutions (HISTORY 333C)

Current scholarship on Britain,1640-1700, focusing on political and religious history. Topics include: causes and consequences of the English civil war and revolution; rise and fall of revolutionary Puritanism; the Restoration; popular politics in the late 17th century; changing contours of religious life; the crisis leading to the Glorious Revolution; and the new order that emerged after the deposing of James II.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Como, D. (PI)

HISTORY 233F: Political Thought in Early Modern Britain

1500 to 1700. Theorists include Hobbes, Locke, Harrington, the Levellers, and lesser known writers and schools. Foundational ideas and problems underlying modern British and American political thought and life.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 236: The Ethics of Imperialism

Can a commitment to liberty, progress, and universal rights be reconciled with imperialism? The ethical underpinnings of empire; how modern Europeans provided ethical and political justifications for colonial expansion. How European ideals were used to defend and justify inequality, violence, and genocide. The ethics of American-driven globalization and humanitarianism. Texts include primary sources, philosophical treatises, and historical studies.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 236B: Hobbes to Habermas: The Idea of Society in Modern Thought (HISTORY 336B)

Classic texts in social theory from the seventeenth century to the present. Readings include Locke, Smith, Hegel, Comte, and Durkheim, and Weber.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Baker, K. (PI)

HISTORY 239E: Paris: The Making of a Modern Icon (FRENCH 227, URBANST 142)

Few places have been as heavily romanticized and mythologized as Paris. To many observers, Paris and its attractions serve as icons of modernity itself. By engaging with fiction, film, journalism, painting, photography, poetry, song, and other media, we¿ll trace how different people at different times have used Paris as both backdrop and main protagonist, and we'll consider how the city itself has incorporated and rebelled against such representations. The scope of our inquiry will stretch from the late 18th century to the present, covering a host of topics, figures, and sites: from the French Revolution to the protests of May '68, from Baudelaire to Hemingway, from the Impressionists to the Situationists. Taught in English
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Braude, M. (PI)

HISTORY 239F: Empire and Information (HISTORY 339F)

How do states see? How do they know what they know about their subjects, citizens, economies, and geographies? How does that knowledge shape society, politics, identity, freedom, and modernity? Focus is on the British imperial state activities in S. Asia and Britain: surveillance technologies and information-gathering systems, including mapping, statistics, cultural schemata, and intelligence systems, to render geographies and social bodies legible, visible, and governable.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Repeatable for credit | Grading: Letter (ABCD/NP)

HISTORY 239K: Revolutionary Moments in French Thought (FRENCH 128)

French intellectual and political culture has often been associated with revolutionary attempts to break free from the hold of tradition. Indeed, the concept of "revolution" has itself become a French tradition of sorts. Over the last 500 years, these revolutions have taken place in a number of arenas. In philosophy, René Descartes challenged all traditional learning and defined new principles that were central to the so-called ¿Revolution of the Mind.¿ In religion, Enlightenment thinkers not only advocated the toleration of different faiths but also questioned the veracity of Christianity and of all theistic worldviews. In politics, the French Revolution redefined the very concept of a political revolution and set the stage for modern conceptions of sovereignty. French socialist thinkers of the 19th century, in turn, reshaped the ways their contemporaries thought about socio-economic arrangements. Finally, 20th-century existentialists have attempted to rethink the very purpose of human existence. In this course, we will explore these and other seminal revolutionary moments that not only transformed French society, but that also had implications for European and, indeed, global culture. Taught in English, readings in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Matytsin, A. (PI)

HISTORY 254: Popular Culture and American Nature

Despite John Muir, Aldo Leopold, and Rachel Carson, it is arguable that the Disney studios have more to do with molding popular attitudes toward the natural world than politicians, ecologists, and activists. Disney as the central figure in the 20th-century American creation of nature. How Disney, the products of his studio, and other primary and secondary texts see environmentalism, science, popular culture, and their interrelationships.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; White, R. (PI)

HISTORY 255: Martin Luther King, Jr.: The Social Gospel and the Struggle for Justice

The religious and political thought of Martin Luther King, Jr., using the documentary resources of the King Institute at Stanford. His social gospel Christianity and prophetic message of radical social transformation. Readings include the forthcoming The Papers of Martin Luther King, Jr., Volume VI: Advocate of the Social Gospel.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HISTORY 256G: Constructing Race and Religion in America (CSRE 246, HISTORY 356G, RELIGST 246, RELIGST 346)

This seminar focuses on the interrelationships between social constructions of race, and social interpretations of religion in America. How have assumptions about race shaped religious worldviews? How have religious beliefs shaped racial attitudes? How have ideas about religion and race contributed to notions of what it means to be "American"? We will look at primary and secondary sources, and at the historical development of ideas and practices over time.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Lum, K. (PI)

HISTORY 286: Jews Among Muslims in Modern Times (HISTORY 386, JEWISHST 286, JEWISHST 386)

The history of Jewish communities in the lands of Islam and their relations with the surrounding Muslim populations from the time of Muhammad to the 20th century. Topics: the place of Jews in Muslim societies, Jewish communal life, variation in the experience of communities in different Muslim lands, the impact of the West in the Modern period, the rise of nationalisms, and the end of Jewish life in Muslim countries.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Rodrigue, A. (PI)

HISTORY 288: Palestine and the Arab-Israeli Conflict (JEWISHST 288, JEWISHST 388)

This course examines some salient issues of the Israeli-Palestinian conflict from the late 19th century to the present. At the end of the course you should be able to articulate the positions of the major parties to the conflict, with the understanding that there is no single, unified Zionist (or Jewish) or Palestinian (or Arab) position. One quarter does not allow sufficient time to cover even all of the important topics comprehensively (for example, the role of the Arab states, the USA and the USSR, and the internal history of Israel receive less attention than is desirable). Some prior knowledge of Middle East history is desirable, but not required. Vigorous debate and criticism are strongly encouraged. Criticism and response expressed in a civil tone is an important way to get a fuller and more truthful picture of something. This is not only a fundamental democratic right and a basic citizenship skill, but it is essential to interpreting information and making good policy. Rights not used are easily lost.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 295J: Chinese Women's History (CHINLIT 295J, FEMGEN 295J)

The lives of women in the last 1,000 years of Chinese history. Focus is on theoretical questions fundamental to women's studies. How has the category of woman been shaped by culture and history? How has gender performance interacted with bodily disciplines and constraints such as medical, reproductive, and cosmetic technologies? How relevant is the experience of Western women to women elsewhere? By what standards should liberation be defined?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

HISTORY 296: Communism and Revolution in China

From the formation of the Chinese Communist Party (CCP) in 1921 through the 1949 founding of the People's Republic of China (PRC). Topics include: early theories of socialism in China; the relationship between Chinese communism and the Communist International and Soviet Union; agrarian reformulation of communism by Mao; the communist-nationalist civil war; the Communist Revolution of 1949; and the consolidation of communist power in the PRC.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

HISTORY 297F: Religion and Power in the Making of Modern South Asia (RELIGST 255, RELIGST 355)

This course examines the diverse ways that religious traditions have been involved in the brokering of power in South Asia from the late seventeenth century to the present day. We will examine the intersection of religion and power in different arenas, including historical memory, religious festivals, language politics, and violent actions. At the core of our inquiry is how religion is invoked in political contexts (and vice-versa), public displays of religiosity, and the complex dynamics of religion and the state. Among other issues, we will particularly engage with questions of religious identity, knowledge, and violence. HISTORY297F must be taken for 4-5 units.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Truschke, A. (PI)

HPS 60: Introduction to Philosophy of Science (PHIL 60)

The nature of scientific knowledge: evidence and confirmation; scientific explanation; models and theories; objectivity; science, society, and values.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Longino, H. (PI)

HPS 61: Science, Religion, and the Birth of Modern Philosophy (PHIL 61)

Galileo's defense of the Copernican world-system that initiated the scientific revolution of the 17th century, led to conflict between science and religion, and influenced the development of modern philosophy. Readings focus on Galileo and Descartes.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

HUMBIO 74: Ethics in a Human Life (PHIL 74A)

Ethical questions pervade a human life from before a person is conceived until after she dies, and at every point in between. This course raises a series of ethical questions, following along the path of a person¿s life ¿ questions that arise before, during, and after she lives it. We will explore distinctive questions that a life presents at each of several familiar stages: prior to birth, childhood, adulthood, death, and even beyond. We will consider how some philosophers have tried to answer these questions, and we will think about how answering them might help us form a better understanding of the ethical shape of a human life as a whole. Seminar for Juniors and Seniors in Philosophy or Humbio - others by permission.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Dannenberg, J. (PI)

HUMBIO 175L: Literature and Global Health (COMPLIT 229, CSRE 129B, FRENCH 229, MED 234)

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with an introduction to global health ethics as a field rooted in philosophy and policy that address questions raised by practice in resource-constrained communities abroad. We will then spend the quarter understanding the way literature may deepen and even alter those questions. For instance: how have writers used scenes of practice in Africa, the Caribbean or Latin America to think through ideas of mercy, charity, beneficence and justice? How differently do they imagine such scenes when examining issues of autonomy, paternalism and language? To what extent, then, do novels and memoirs serve as sites of ethical inquiry? And how has literary study revealed the complexities of narrating care for underserved communities, and therefore presented close reading as a mode of ethics for global health? Readings will include prose fiction by Albert Camus, Joseph Conrad, Amitav Ghosh and Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese and Paul Farmer.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

ILAC 122: Literature and Politics - Two Mediterranean Cases: Catalonia and Italy (ITALIAN 136)

A comparison between the different roles played by writers as members of the intellectual establishment in Catalonia, Spain and Italy. Focus on the relation between intellectuals and politics in shaping national identity. We will give especially consideration to the role played by intellectuals during the Fascist and Francoist dictatorships and during Spain's transition to democracy. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ILAC 130: Introduction to Iberia: Cultural Perspectives

The purpose of this course is to study major figures and historical trends in modern Iberia against the background of the linguistic plurality and social and cultural complexity of the Iberian world. We will study the fundamental issues of empire, the Napoleonic occupation of Spain, Latin American independence, recurring civil wars, federal republicanism, and the historic nationalisms (Galician, Basque, and Catalan), all leading up to the Spanish Civil War (1936-1939), which is a defining moment in modern Spanish and European history, with ongoing consequences still felt and debated painfully today in contemporary Spain. This course is designed to help prepare students for their participation in the Stanford overseas study programs in Barcelona and Madrid. Taught in Spanish.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Santana, C. (PI)

ILAC 131: Introduction to Latin America: Cultural Perspectives

Part of the Gateways to the World program, this is an introductory course for all things Latin American: culture, history, literature, and current events. By combining lecture and seminar formats, the class prepares you for all subsequent research on, and learning about, the region. Comparative discussion of independence movements in Mexico, Central America, the Caribbean, the Andean Region, Brazil, and the Southern Cone. Other topics vary yearly, including: representations of ethnicity and class, the Cold War, popular culture, as well as major thinkers and writers. Open to all. Recommended for students who want to study abroad in Santiago, Chile. Required for majors in Spanish or Iberian and Latin American Cultures (ILAC). In Spanish.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Hoyos, H. (PI)

ILAC 136: Modern Iberian Literatures

1800 to the mid 20th century. Topics include: romanticism; realism and its variants; the turn of the century; modernism and the avant garde; the Civil War; and the first half of the 20th century. Authors may include Mariano Jose de Larra, Gustavo Adolfo Becquer, Rosalia de Castro, Benito Perez Galdos, Jacint Verdaguer, Eca de Queiros, Miguel de Unamuno, Ramon de Valle-Inclan, Antonio Machado, and Federico García Lorca. Taught in Spanish. Prerequisites: SPANLANG 13 or equivalent.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Predmore, M. (PI)

ILAC 140: Migration in 21st Century Latin American Film (CHILATST 140)

Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an evergrowing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: El niño pez, Bolivia, Ulises, Faustino Mayta visita a su prima, Copacabana, Chico y Rita, Sin nombre, Los que se quedan, Amador, and En la puta calle. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ILAC 157: Medieval and Early Modern Iberian Literatures

Survey of literature in Spanish from the early modern period. Course will draw on transatlantic literature. Taught in Spanish; prerequisite: SPANLANG 13 or equivalent.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ILAC 161: Modern Latin American Literature

From independence to the present. Topics include romantic allegories of thennation; modernism and postmodernism; avant-garde poetry; regionalism versus cosmopolitanism; indigenous and indigenist literature; magical realism and the literature of the boom; Afro-Hispanic literature; and testimonial narrative. Authors may include: Bolívar, Bello, Gómez de Avellaneda, Isaacs, Sarmiento, Machado de Assis, Darío, Martí­, Agustini, Vallejo, Huidobro, Borges, Cortázar, Neruda, Guillon, Rulfo, Ramos, Garcí­a Marquez, Lispector, and Bolaño. Taught in Spanish.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Ruffinelli, J. (PI)

ILAC 193: The Cinema of Pedro Almodovar (ILAC 393)

Pedro Almodóvar is one of the most recognizable auteur directors in the world today. His films express a hybrid and eclectic visual style and the blurring of frontiers between mass and high culture. Special attention is paid to questions of sexuality and the centering of usually marginalized characters. This course studies Pedro Almodóvar's development from his directorial debut to the present, from the "shocking" value of the early films to the award-winning mastery of the later ones. Prerequisite: ability to understand spoken Spanish. Readings in English. Midterm and final paper can be in English. Majors should write in Spanish.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

ILAC 193Q: Spaces and Voices of Brazil through Film (PORTLANG 193Q)

The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

ILAC 210: Queer Almodovar (FEMST 210)

Focus on the representation of non-normative sexualities and genders in films by Pedro Almodóvar, one of the most recognizable auteur directors in Europe today. Analysis of his hybrid and eclectic visual style complemented by critical and theoretical readings in queer studies. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

ILAC 240E: Borges and Philosophy

Analysis of the Argentine author's literary renditions of philosophical ideas. Topics may include: time, free will, infinitude, authorship and self, nominalism vs. realism, empiricism vs. idealism, skepticism, peripheral modernities, postmodernism, and Eastern thought. Close reading of short stories, poems, and essays from Labyrinths paired with selections by authors such as Augustine, Berkeley, James, and Lao Tzu. The course will be conducted in English; Spanish originals will be available. Satisfies the capstone seminar requirement for the major in Philosophy and Literature.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ILAC 277: Spanish and Society: Rock en Español

Can music be a medium to study how a society communicates? This course wants to answer this question by paying attention to how has Spanish changed and adapted in recent history. Taking rock and pop as a global musical phenomenon, the focus of the course will be the most prominent bands and songs in Spanish language. Emphasis is on the analysis of the use of Spanish in real-world contexts. In Spanish.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Briceno, X. (PI)

ILAC 280: Latin@ Literature (CHILATST 200, CSRE 200, ILAC 382)

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Yarbro-Bejarano, Y. (PI)

INTNLREL 136R: Introduction to Global Justice (ETHICSOC 136R, PHIL 76, POLISCI 136R, POLISCI 336)

Recent work in political theory on global justice. Topics include global poverty, human rights, fair trade, immigration, climate change. Do developed countries have a duty to aid developing countries? Do rich countries have the right to close their borders to economic immigrants? When is humanitarian intervention justified? Readings include Charles Beitz, Thomas Pogge, John Rawls.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit

INTNLREL 141A: Camera as Witness: International Human Rights Documentaries

Rarely screened documentary films, focusing on global problems, human rights issues, and aesthetic challenges in making documentaries on international topics. Meetings with filmmakers.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Bojic, J. (PI)

ITALIAN 41N: Imagining Italy

Preference to freshmen. To the English and American literary imagination, Italy has long been a source of fascination. During the past hundred years, writers from Nathaniel Hawthorne to Frances Mayes have explored the broad range of contradictory resonances of the Italian setting, in fiction, travel essays, and memoirs. While some writers have celebrated the sensuality of Italian culture and landscape, others have imagined Italy as a more dangerous place -- as dangerous as the erotic love with which it is often identified. The range of literary responses to Italy by writers in English during the past hundred years will be examined, and the ways in which our culture has continued to construct myths of Italy will be explored. We will also see how these myths have been transformed into commodities in today's consumer culture, making "Italy" one of the most profitable fictions in the marketplace. Taught in English.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ITALIAN 100: Masterpieces: Dante

An exploration of Dante's "Inferno" (the first of the three canticles of The Divine Comedy). The aim is to learn how to read the poem in detail and in depth, through both slow reading and ongoing reconstruction of Dante's world. We will also ask to what extent Dante's civic identity as a Florentine, especially his exile from Florence, gave momentum to his literary career and helped him become the author of one of the masterpieces of Western literature. Special emphasis is placed on Dante's ethical world view and his representation of character. Taught in English.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Harrison, R. (PI)

ITALIAN 101: Italy: The Good, the Bad and the Ugly

Renowned for its rich cultural tradition, Italy is also one of the most problematic nations in Europe. This course explores the contradictions at the heart of Italy, focusing key phenomena, such as art, corruption, migration, and crises of all kinds. Through the study of historical and literary texts, films, and news media, the course seeks to examine Italy's present and future trajectory by looking to its past as a point of comparison. Taught in English.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Lummus, D. (PI)

ITALIAN 127: Inventing Italian Literature

An introduction to the study of literature in Italian, especially short prose fiction and poetry. Attention will be given to building a vocabulary and critical tool-set for the interpretation of literary texts from the Middle Ages to the contemporary period. Taught in Italian. Prerequisites: ITALLANG 22A or equivalent (2 years of Italian)
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Alberti, G. (PI)

ITALIAN 128: The Italian Renaissance: Power and Perspective

The literature, art, and history of the Renaissance in Italy. Topics vary year to year. In 2015, the course will address the question of perspective in art, history, politics, literature, and philosophy, with a focus on the Florentine Renaissance. Taught in Italian. Prerequisites: ITALLANG 22A or equivalent (2 years of Italian)
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Lummus, D. (PI)

ITALIAN 129: Modern Italian Culture: Literary Landscapes

Italian national and cultural identity in the 19th and 20th centuries. Topics vary from year to year. In 2015, the course will address the importance of landscape, geography, and regional traditions and languages in modern Italian history and literature. Taught in Italian. Prerequisites: ITALLANG 22A or equivalent (2 years of Italian).
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Pierson, I. (TA)

ITALIAN 136: Literature and Politics - Two Mediterranean Cases: Catalonia and Italy (ILAC 122)

A comparison between the different roles played by writers as members of the intellectual establishment in Catalonia, Spain and Italy. Focus on the relation between intellectuals and politics in shaping national identity. We will give especially consideration to the role played by intellectuals during the Fascist and Francoist dictatorships and during Spain's transition to democracy. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ITALIAN 154: Film & Philosophy (COMPLIT 154A, FRENCH 154, PHIL 193C, PHIL 293C)

Issues of freedom, morality, faith, knowledge, personal identity, and the value of truth explored through film; philosophical investigation of the filmic medium itself. Screenings to include Twelve Monkeys (Gilliam), Ordet (Dreyer), The Dark Knight (Nolan), Vicky Cristina Barcelona (Allen), and Eternal Sunshine of the Spotless Mind (Kaufman). Taught in English.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ITALIAN 155: The Mafia in Society, Film, and Fiction

The mafia has become a global problem through its infiltration of international business, and its model of organized crime has spread all over the world from its origins in Sicily. At the same time, film and fiction remain fascinated by a romantic, heroic vision of the mafia. Compares both Italian and American fantasies of the Mafia to its history and impact on Italian and global culture. Taught in English.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ITALIAN 166: Women's Voices in Contemporary Italian Literature (ITALIAN 366)

The traditional canon of Italian literature consists almost exclusively of male authors. Yet Italian women writers have been active since the time of Dante. This presents an overview of women's prose fiction of the last 100 years, from Sibilla Aleramo's groundbreaking feminist novel *Una donna* (1906) to novels from the 80's and 90's. We will examine such issues as the central issue of sexual violence in many female autobiographies; the experience of motherhood; the conflict between maternal love and the desire for self-determination and autonomy; paths to political awareness; reinventing the historical novel. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)

ITALIAN 181: Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, PHIL 81, SLAVIC 181)

(Formerly CLASSGEN 81) Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin. Taught in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

ITALIAN 214: Pirandello, Sartre, and Beckett (COMPLIT 281E, COMPLIT 381E, FRENCH 214, FRENCH 314, ITALIAN 314)

In this course we will read the main novels and plays of Pirandello, Sartre, and Beckett, with special emphasis on the existentialist themes of their work. Readings include The Late Mattia Pascal, Six Characters in Search of an Author, Henry IV; Nausea, No Exit, "Existentialism is a Humanism"; Molloy, Endgame, Krapp's Last Tape, Waiting for Godot. Taught in English.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Harrison, R. (PI)

ITALIAN 215: Italian Film, Fashion, and Design, 1950-1968 (ITALIAN 315)

In a close analysis of films by Fellini, Antonioni, Rossellini, Pasolini, and Bertolucci, we will explore the various contradictions that fueled the Italian cultural imagination in the 50s and 60s: minimalism and multiplicity, male and female, industrial and archaic, comic and tragic, wealth and poverty. Special emphasis placed on fashion, design, and modernist art. Taught in English, with the option of an additional discussion section in Italian.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Pierson, I. (PI)

ITALIAN 220: Early Modern Seminar (DLCL 323)

Explores some of the key texts of European early modernity and the critical paradigms according to which the idea of the "Renaissance" has been formed, analyzed, and questioned since the 19th century. Will aim to provide a broad introduction to Early Modern studies from the point of view of the Italian Renaissance and its reception in different European contexts. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ITALIAN 224: Leopardi, Baudelaire, and Modernity (FRENCH 224, FRENCH 324, ITALIAN 324)

A close reading of Giacomo Leopardi's Canti and Charles Baudelaire's Flowers of Evil and Paris Spleen in the context of 19th-century Europe. Discussion of the poetry will be enriched by selections from their essays on literature and art and by notes from the Zibaldone and Mon coeur mis à nu. Key themes and concepts include language, imagination, "noia," "spleen," and the oppositions between nature and civilization, modernity and antiquity. Taught in English.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Pierson, I. (PI)

ITALIAN 225: Petrarch & Petrarchism: Fragments of the Self (COMPLIT 225E, COMPLIT 325E, ITALIAN 325)

In this course we will examine Francis Petrarch's book of Italian lyric poems, Rerum vulgarium fragmenta, and its reception in early modern France, England, and Spain. Readings from Petrarch's epistolary and ethical writings will contextualize historically and intellectually the aesthetics and ethics of the fragment in his poetry. With this foundation, we will investigate the long-lasting impact of Petrarch¿s work on Renaissance poetry and humanism, with attention to both the literary and the material aspects of its reception. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Lummus, D. (PI)

ITALIAN 234: Courtly Love: Deceit and Desire in the Middle Ages (COMPLIT 221A, FRENCH 234)

A comparative seminar on medieval love books and their reception. We will examine and question the notion of "amour courtois," which arose in the lyrics and romances of medieval France and was codified in Romantic-era criticism. Primary readings will be enriched by thinking about this notion through the lens of modern theories of desire, such as those of Girard, Lacan, and Zizek. Conducted in English with readings in translation.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

ITALIAN 247: Shakespeare and Italy

Focus on Italy's presence in Shakespeare's corpus; his use of Italian literary sources, and the Italian settings of some of his plays. It will also look at the reception of Shakespeare in Italy, especially in Italian opera and film. Readings will include Petrarch, Boccaccio, Bandello and Machiavelli; Shakespeare's sonnets and some of his major plays that are set in Italy. We will also discuss Verdi's opera, Otello, and Zeffirelli's movie Romeo and Juliette, among others Italian renditions of Shakespeare's plays. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

ITALIAN 251: Writing, Memory, and Self-Fashioning (FRENCH 251)

Writing is not a mere recording of the past, but a selection and reinvention of our experiences. We will look at how writing is central to the philosophical project of fashioning the self, even as it reveals that much of what we call the self is a fictional construct. Materials include fiction and memoirs (Primo Levi, Michel Tournier, Melania Mazzucco, Jonathan Littell), and theoretical works in philosophy (Bergson, James, Freud, Jung, Derrida, Wyschogrod, Nehamas), psycholinguistics, and neuroscience. Taught in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

JAPANGEN 60: Asian Arts and Cultures (ARTHIST 2)

An introduction to major monuments, themes, styles, and media of East and South Asian visual arts, in their social, literary, religious, and political contexts. Through close study of primary monuments of architectural, pictorial, and sculptural arts and related texts, this course will explore ritual and mortuary arts; Buddhist arts across Asia; narrative and landscape images; and courtly, urban, monastic, and studio environments for art from Bronze Age to modern eras.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II | Grading: Letter or Credit/No Credit

JAPANGEN 75N: Around the World in Seventeen Syllables: Haiku in Japan, the U.S., and the Digital World

Preference to freshmen. Origins of the haiku form in Japan, its place in the discourse of Orientalism during the 19th and early 20th centuries in the West, its appropriation by U.S.devotees of Zen and the beat poets after WW II, and its current transformation into a global form through the Internet.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

JAPANGEN 79: Japanese Ghosts: The Supernatural in Japanese Art and Entertainment (JAPANGEN 179)

The complex meanings of ghosts in Japanese culture. Representations of the supernatural in images, drama, oral narratives, prose, film, comics and animation at different moments in Japanese history.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

JAPANGEN 82N: Joys and Pains of Growing Up and Older in Japan

What do old and young people share in common? With a focus on Japan, a country with a large long-living population, this seminar spotlights older people's lives as a reflectiion of culture and society, history, and current social and personal changes. Through discussion of multidisciplinary studies on age, analysis of narratives, and films, we will gain a closer understanding of Japanese society and the multiple meanings of growing up and older. Students will also create a short video/audio profile of an older individual, and we will explore cross-cultural comparisons.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Matsumoto, Y. (PI)

JAPANGEN 92: Introduction to Japan

Required Japanese majors. Introduction to Japanese culture in historical context. Previous topics include:shifting paradigms of gender relations and performance, ancient mythology, court poetry and romance, medieval war tales, and the theaters of Noh, Bunraku, and Kabuki.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Carter, S. (PI)

JAPANGEN 121: Translating Japan, Translating the West (COMPLIT 142B, JAPANGEN 221)

Translation lies at the heart of all intercultural exchange. This course introduces students to the specific ways in which translation has shaped the image of Japan in the West, the image of the West in Japan, and Japan's self-image in the modern period. What texts and concepts were translated by each side, how, and to what effect? No prior knowledge of Japanese language necessary.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Levy, I. (PI)

JAPANGEN 124: Manga as Literature

Analysis of representative manga as narratives that combine verbal and visual elements, with attention to historical and cultural background. Representative manga by Tezuka Osamu, Tatsumi Yoshihiro, Koike Kazuo, Taniguchi Jiro, Natsume Ono, Kono Fumiyo, and others. All readings in English.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

JAPANGEN 137: Classical Japanese Literature in Translation (JAPANGEN 237)

Prose, poetry, and drama from the 10th-19th centuries. Historical, intellectual, and cultural context. Works vary each year. May be repeated for credit with consent of instructor.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

JAPANGEN 138: Introduction to Modern Japanese Literature and Culture (JAPANGEN 238)

This class introduces key literary texts from Japan's modern era (1868-present), locating these works in the larger political, social, and cultural trends of the period. Primary texts include: Futabatei Shimei's Floating Clouds, Higuchi Ichiyô's Child's Play, Natsume Sôseki's Kokoro, Kobayashi Takiji's Cannery Boat, Ôe Kenzaburô's The Catch, and Yoshimoto Banana's Kitchen. Examination of these literary works will be contextualized within larger political trends (e.g., the modernization program of the Meiji regime, the policies of Japan's wartime government, and postwar Japanese responses to the cold war), social developments (e.g., changing notions of social class, the women's rights movement, and the social effects of the postwar economic expansion), and cultural movements (e.g., literary reform movement of the 1890s, modernism of the 1920s and 30s, and postmodernism of the 1980s). The goal of the class is to use literary texts as a point of entry to understand the grand narrative of Japan's journey from its tentative re-entry into the international community in the 1850s, through the cataclysm of the Pacific War, to the remarkable prosperity of the bubble years in the 1980s.
Terms: Spr | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Reichert, J. (PI)

JAPANGEN 141: Japanese Performance Traditions (JAPANGEN 241)

Major paradigms of gender in Japanese performance traditions from ancient to modern times, covering Noh, Kabuki, Bunraku, and Takarazuka.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

JAPANGEN 148: Modern Japanese Narratives: Literature and Film (JAPANGEN 248)

Central issues in modern Japanese visual and written narrative. Focus is on competing views of modernity, war, and crises of individual and collective identity and responsibility. Directors and authors include Kurosawa, Mizoguchi, Ozu, Ogai, Akutagawa, Tanizaki, Abe, and Oe.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED | Grading: Letter or Credit/No Credit

JAPANGEN 149: Screening Japan: Issues in Crosscultural Interpretation (JAPANGEN 249)

Is the cinematic language of moving images universal? How have cultural differences, political interests, and genre expectations affected the ways in which Japanese cinema makes meaning across national borders? Sources include the works of major Japanese directors and seminal works of Japanese film criticism, theory, and scholarship in English. No Japanese language skills required.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

JAPANGEN 179: Japanese Ghosts: The Supernatural in Japanese Art and Entertainment (JAPANGEN 79)

The complex meanings of ghosts in Japanese culture. Representations of the supernatural in images, drama, oral narratives, prose, film, comics and animation at different moments in Japanese history.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

JAPANGEN 184: Aristocrats, Warriors, Sex Workers, and Barbarians: Lived Life in Early Modern Japanese Painting (ARTHIST 184, ARTHIST 384, JAPANGEN 384)

Changes marking the transition from medieval to early modern Japanese society that generated a revolution in visual culture, as exemplified in subjects deemed fit for representation; how commoners joined elites in pictorializing their world, catalyzed by interactions with the Dutch.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Takeuchi, M. (PI)

JAPANGEN 185: Arts of War and Peace: Late Medieval and Early Modern Japan, 1500-1868 (ARTHIST 187, ARTHIST 387)

Narratives of conflict, pacification, orthodoxy, nostalgia, and novelty through visual culture during the change of episteme from late medieval to early modern, 16th through early 19th centuries. The rhetorical messages of castles, teahouses, gardens, ceramics, paintings, and prints; the influence of Dutch and Chinese visuality; transformation in the roles of art and artist; tensions between the old and the new leading to the modernization of Japan.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

JAPANGEN 186: Theme and Style in Japanese Art (ARTHIST 186, ARTHIST 386, JAPANGEN 286)

A mixture of lecture and discussion, this course presents a chronological introduction to some of the defining monuments in the history of Japanese visual culture from prehistory to the mid-19th century. This introductory class presumes no prior knowledge of art history or of Japan. We will emphasize certain overarching themes like religious life; notions of decorum appropriate to various classes (court, warrior, and commoner); the relationship between and among the arts, such as the visual and the verbal, or the symphonic assemblage arts as seen in the tea ceremony; pervasive cultural tropes like nostalgia, seasonality, or the sense of place; and broader issues such as censorship, patronage, gender issues, and the encounters between Japanese and foreign cultures.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Takeuchi, M. (PI)

JAPANGEN 187: Romance, Desire, and Sexuality in Modern Japanese Literature (FEMGEN 187, JAPANGEN 287)

This class is structured around three motifs: love suicide (as a romantic ideal), female desire, and same-sex sexuality. Over the course of the quarter we will look at how these motifs are treated in the art and entertainment from three different moments of Japanese history: the Edo period (1615-1868), the modern period (1920-65), and the contemporary period (1965-present). We will start by focusing on the most traditional representations of these topics. Subsequently, we will consider how later artists and entertainers revisited the conventional treatments of these motifs, informing them with new meanings and social significance. We will devote particular attention to how this material comments upon issues of gender, sexuality, and human relationships in the context of Japan. Informing our perspective will be feminist and queer theories of reading and interpretation.
Terms: Aut | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

JAPANLIT 170: The Tale of Genji and Its Historical Reception (JAPANLIT 270)

Approaches to the tale including 12th-century allegorical and modern feminist readings. Influence upon other works including poetry, Noh plays, short stories, modern novels, and comic book ( manga) retellings. Prerequisite for graduate students: JAPANLNG 129B or 103, or equivalent.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

JEWISHST 18N: Religion and Politics: Comparing Europe to the U.S. (RELIGST 18N)

Interdisciplinary and comparative. Historical, political, sociological, and religious studies approaches. The relationship between religion and politics as understood in the U.S. and Europe. How this relationship has become tense both because of the rise of Islam as a public religion in Europe and the rising influence of religious groups in public culture. Different understandings and definitions of the separation of church and state in Western democratic cultures, and differing notions of the public sphere. Case studies to investigate the nature of public conflicts, what issues lead to conflict, and why. Why has the head covering of Muslim women become politicized in Europe? What are the arguments surrounding the Cordoba House, known as the Ground Zero Mosque, and how does this conflict compare to controversies about recent constructions of mosques in Europe? Resources include media, documentaries, and scholarly literature.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED | Grading: Letter (ABCD/NP)

JEWISHST 71: Jews and Christians: Conflict and Coexistence (RELIGST 71)

The relationship between Judaism and Christianity has had a long a controversial history. Christianity originated as a dissident Jewish sect but eventually evolved into an independent religion, with only tenuous ties to its Jewish past and present. At the same time, Judaism has at times considered Christianity a form of idolatry. It seems that only since the catastrophe of the Holocaust, Jews and Christians (Catholics and Protestants) have begun the serious work of forging more meaningful relationships with each other. This course explores the most significant moments, both difficult and conciliatory ones, that have shaped the relationship between Judaism and Christianity, and introduces students to some of the most important literature, art, and music that are part of it. nSelected literature: Gospel according Matthew, the letters of St. Paul, St. Augustine, the Talmud (selections), Maimonides, Martin Luther's sermons on the Jews, Nostra Aetate (Vatican II)nArt and Music: Medieval art and sculpture, Haendel's Messiah.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Fonrobert, C. (PI)

JEWISHST 80T: Jewish Music in the Lands of Islam (MUSIC 80T)

An Interdisciplinary study of Music, Society, and Culture in communities of the Jewish Diaspora in Islamic countries. The course examines the diverse and rich musical traditions of the Jews in North Africa and the Middle East. Based on the "Maqamat" system, the Arabic musical modes, Jewish music flourished under Islamic rule, encompassing the fields of sacred music, popular songs, and art music. Using musicological, historical, and anthropological tools, the course compares and contrasts these traditions from their original roots through their adaptation, appropriation, and re-synthesis in contemporary art music and popular songs.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Tchamni, A. (PI)

JEWISHST 106: Reflection on the Other: The Jew and the Arab in Literature (AMELANG 126, COMPLIT 145)

How literary works outside the realm of Western culture struggle with questions such as identity, minority, and the issue of the Other. How the Arab is viewed in Hebrew literature, film and music and how the Jew is viewed in Palestinian works in Hebrew or Arabic (in translation to English). Historical, political, and sociological forces that have contributed to the shaping of these writers' views.nnGuest lectures about the Jew in Palestinian literature and music.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Shemtov, V. (PI)

JEWISHST 120: Sex and Gender in Judaism and Christianity (FEMGEN 130, RELIGST 130)

What role do Jewish and Christian traditions play in shaping understandings of gender differences? Is gender always imagined as dual, male and female? This course explores the variety of ways in which Jewish and Christian traditions - often in conversation with and against each other - have shaped gender identities and sexual politics. We will explore the central role that issues around marriage and reproduction played in this conversation. Perhaps surprisingly, early Jews and Christian also espoused deep interest in writing about 'eunuchs' and 'androgynes,' as they thought about Jewish and Christian ways of being a man or a woman. We will examine the variety of these early conversations, and the contemporary Jewish and Christian discussions of feminist, queer, trans- and intersex based on them.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)
Instructors: ; Fonrobert, C. (PI)

JEWISHST 129: Modern Jewish Thought (RELIGST 129)

From 1870 to the late twentieth century, Jewish thought and philosophy attempted to understand Judaism in response to the developments and crises of Jewish life in the modern world. In this course we shall explore the responses of figures such as Martin Buber, Franz Rosenzweig, Hermann Cohen, Abraham Joshua Heschel, Joseph Soloveitchik, Emil Fackenheim, and Emmanuel Levinas. Central topics will concern ethics and politics, faith and revelation, redemption and messianism, and the religious responses to catastrophe and atrocity. We shall discuss Judaism in European culture before and after World War I and in North America in the postwar period and after the Six Day War. A central theme will be the ways in which attempts to understand Jewish experience are related to history.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

JEWISHST 143: Literature and Society in Africa and the Caribbean (AFRICAAM 133, FRENCH 133)

This course aims to equip students with an understanding of the cultural, political and literary aspects at play in the literatures of Francophone Africa and the Caribbean. Our primary readings will be Francophone novels and poetry, though we will also read some theoretical texts, as well as excerpts of Francophone theater. The assigned readings will expose students to literature from diverse French-speaking regions of the African/Caribbean world. This course will also serve as a "literary toolbox," with the intention of facilitating an understanding of literary forms, terms and practices. Students can expect to work on their production of written and spoken French (in addition to reading comprehension) both in and outside of class. Required readings include: Aimé Césaire, "Cahier d'un retour au pays natal," Albert Memmi, "La Statue de Sel," Kaouther Adimi, "L'envers des autres", Maryse Condé, "La Vie sans fards". Movies include "Goodbye Morocco", "Aya de Yopougon", "Rome plutôt sue Vous". Taught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ulloa, M. (PI)

JEWISHST 148: Writing Between Languages: The Case of Eastern European Jewish Literature (JEWISHST 348, SLAVIC 198, SLAVIC 398)

Eastern European Jews spoke and read Hebrew, Yiddish, and their co-territorial languages (Russian, Polish, etc.). In the modern period they developed secular literatures in all of them, and their writing reflected their own multilinguality and evolving language ideologies. We focus on major literary and sociolinguistic texts. Reading and discussion in English; students should have some reading knowledge of at least one relevant language as well.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

JEWISHST 155D: Jewish American Literature (REES 145D)

Fiction of Jewish-American writers across the 20th and into the 21st centuries, both immigrants and subsequent generations of native-born Jews, to show how the topic of assimilation is thematized in the literature and to evaluate the distinctiveness of Jewish-American literature as a minority literature.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

JEWISHST 183: The Holocaust (HISTORY 137, HISTORY 337, JEWISHST 383)

The emergence of modern racism and radical anti-Semitism. The Nazi rise to power and the Jews. Anti-Semitic legislation in the 30s. WW II and the beginning of mass killings in the East. Deportations and ghettos. The mass extermination of European Jewry.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Rodrigue, A. (PI)

JEWISHST 242: Beyond Casablanca: North African Cinema and Literature (COMPLIT 247F, FRENCH 242)

This course explores the emergence of Francophone cinema and literature from North Africa (Algeria, Tunisia, Morocco) in the post-indepence era: aesthetics, exile, language message, race and gender relations, collective memory, parallax, nationalism, laicité, religion, emigration and immigration, and the Arab Spring will be covered. Special attention will be given to judeo-maghrebi history, and to the notions of francophone / maghrebi / "beur" / diasporic cinema and literature. Readings from Frantz Fanon, Albert Memmi, Kateb Yacine, Albert Camus, Colette Fellous, Abdelkebir Khatibi, Leila Sebbar, Benjamin Stora, Lucette Valensi, Abdelwahab Meddeb. Movies include Viva Laldjérie, Tenja, Le Chant des Mariées, Française, Bled Number One, Omar Gatlato, Casanegra, La Saison des Hommes. Taught in French. Films in French and Arabic with English subtitles.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Ulloa, M. (PI)

JEWISHST 286: Jews Among Muslims in Modern Times (HISTORY 286, HISTORY 386, JEWISHST 386)

The history of Jewish communities in the lands of Islam and their relations with the surrounding Muslim populations from the time of Muhammad to the 20th century. Topics: the place of Jews in Muslim societies, Jewish communal life, variation in the experience of communities in different Muslim lands, the impact of the West in the Modern period, the rise of nationalisms, and the end of Jewish life in Muslim countries.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Rodrigue, A. (PI)

JEWISHST 288: Palestine and the Arab-Israeli Conflict (HISTORY 288, JEWISHST 388)

This course examines some salient issues of the Israeli-Palestinian conflict from the late 19th century to the present. At the end of the course you should be able to articulate the positions of the major parties to the conflict, with the understanding that there is no single, unified Zionist (or Jewish) or Palestinian (or Arab) position. One quarter does not allow sufficient time to cover even all of the important topics comprehensively (for example, the role of the Arab states, the USA and the USSR, and the internal history of Israel receive less attention than is desirable). Some prior knowledge of Middle East history is desirable, but not required. Vigorous debate and criticism are strongly encouraged. Criticism and response expressed in a civil tone is an important way to get a fuller and more truthful picture of something. This is not only a fundamental democratic right and a basic citizenship skill, but it is essential to interpreting information and making good policy. Rights not used are easily lost.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

LINGUIST 163: History of the English Language

This course traces the history of the English language from its roots through its earliest written records into the present. It will trace the fundamental changes that English has undergone in terms of morphology, phonology, syntax, semantics, and vocabulary. It will also explore some of the social, cultural, and historical forces that affect language. The course emphasizes the pre-modern history of English.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

MATH 163: The Greek Invention of Mathematics (CLASSICS 136)

(Formerly CLASSGEN 103.) How was mathematics invented? A survey of the main creative ideas of ancient Greek mathematics. Among the issues explored are the axiomatic system of Euclid's Elements, the origins of the calculus in Greek measurements of solids and surfaces, and Archimedes' creation of mathematical physics. We will provide proofs of ancient theorems, and also learn how such theorems are even known today thanks to the recovery of ancient manuscripts.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Netz, R. (PI)

MS&E 197: Ethics, Technology, and Public Policy

Ethical issues in science- and technology-related public policy conflicts. Focus is on complex, value-laden policy disputes. Topics: the nature of ethics and morality; rationales for liberty, justice, and human rights; and the use and abuse of these concepts in policy disputes. Case studies from biomedicine, environmental affairs, technical professions, communications, and international relations.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; McGinn, R. (PI)

MUSIC 1A: Music, Mind, and Human Behavior

An introductory exploration of the question of why music is a pervasive and fundamental aspect of human existence. The class will introduce aspects of music perception and cognition as well as anthropological and cultural considerations.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

MUSIC 2C: An Introduction to Opera

The lasting appeal of opera as a lavishly hybrid genre from the 1600s to the present. How and why does opera set its stories to music? What is operatic singing? Who is the audience? How do words, music, voices, movement, and staging collaborate in different operatic eras and cultures? Principal works by Monteverdi, Handel, Mozart, Verdi, Wagner, Strauss, Britten, and Adams. Class studies and attends two works performed by the San Francisco Opera.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Grey, T. (PI)

MUSIC 7B: Musical Cultures of the World

An overview of selected musical cultures from Africa, Asia, Europe, and the Americas. Course objectives: cultivate an appreciation for the diversity of human musical expression; discover how music is used to shape social interactions and systems of meaning; develop active listening skills that can be used when encountering any music; gain a preliminary understanding of ethnomusicological concepts and vocabulary. No musical experience is necessary. Class format: Lecture, discussion, listening, guest performances, musical participation, and a concert analysis.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

MUSIC 8A: Rock, Sex, and Rebellion

Development of critical listening skills and musical parameters through genres in the history of rock music. Focus is on competing aesthetic tendencies and subcultural forces that shaped the music. Rock's significance in American culture, and the minority communities that have enriched rock's legacy as an expressively diverse form. Lectures, readings, listening, and video screenings. Attendance at all lectures is required.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Applebaum, M. (PI)

MUSIC 11N: A View from the Podium: The Art of Conducting

How a conductor interprets music, realizes a personal vision through the rehearsal process, and communicates with orchestra and audience. Conducting as based on human communication skills. How to apply these lessons to other fields of endeavor.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

MUSIC 13Q: Classical Music and Politics: Western Music in Modern China

Preference to sophomores. Social history, cultural studies, China studies, international relations, and music. From the Italian Jesuit, Matteo Ricci who presented a clavichord to the Chinese emperor to the emergence of a modern generation of Chinese musicians.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit
Instructors: ; Cai, J. (PI)

MUSIC 14N: Women Making Music

Preference to freshmen. Women's musical activities across times and cultures; how ideas about gender influence the creation, performance, and perception of music.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Hadlock, H. (PI)

MUSIC 15N: The Aesthetics of Data

Focus on visual and auditory display of data, specifically, the importance of aesthetic principles in effective data display, and the creative potential of scientific, biological, environmental and other data as inspiration for artistic expression.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter (ABCD/NP)
Instructors: ; Berger, J. (PI)

MUSIC 17N: The Operas of Mozart

Preference to freshmen. Four of Mozart's mature operas, the earliest works in the operatic repertoire never to go out of fashion. What accounts for this extraordinary staying power? Focus on the history of their composition, performance, and reception, and their changing significance from Mozart's time to the present.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Berger, K. (PI)

MUSIC 17Q: Perspectives in North American Taiko

Preference to sophomores. Taiko, or Japanese drum, is a newcomer to the American music scene. Emergence of the first N. American taiko groups coincided with increased Japanese American activism, and to some it is symbolic of Japanese American identity. N. American taiko is associated with Japanese American Buddhism. Musical, cultural, historical, and political perspectives of taiko. Hands-on drumming. Japanese music and Japanese American history, and relations among performance, cultural expression, community, and identity.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-CE, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Sano, S. (PI); Uyechi, L. (PI)

MUSIC 18A: Jazz History: Ragtime to Bebop, 1900-1940 (AFRICAAM 18A)

From the beginning of jazz to the war years.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Berry, F. (PI)

MUSIC 18B: Jazz History: Bebop to Present, 1940-Present (AFRICAAM 18B)

Modern jazz styles from Bebop to the current scene. Emphasis is on the significant artists of each style.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Berry, F. (PI)

MUSIC 19A: Introduction to Music Theory

For non-music majors and Music majors or minors unable to pass the proficiency test for entry to MUSIC 21. The fundamentals of music theory and notation, basic sight reading, sight singing, ear training, keyboard harmony; melodic, rhythmic, and harmonic dictation. Skill oriented, using piano and voice as basic tools to develop listening and reading skills.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Berger, T. (PI)

MUSIC 19B: Intermediate Music Theory

This course is an introduction to music theory geared toward students who have basic literacy skills (i.e. fundamental notation, identifying major and minor scales, keys, etc). Using musical materials from repertoire selected from campus and area concerts, and incorporating the opportunity to attend these concerts, the course will introduce elements of harmony, melody, form, orchestration and arrangement. The course is an appropriate successor to Music 19A. Students who successfully complete Music 19B can go on directly to Music 21.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; Berger, T. (PI)

MUSIC 20A: Jazz Theory (AFRICAAM 20A)

Introduces the language and sounds of jazz through listening, analysis, and compositional exercises. Students apply the fundamentals of music theory to the study of jazz. Prerequisite: 19 or consent of instructor.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; Nadel, J. (PI)

MUSIC 20B: Advanced Jazz Theory

Approaches to improvisation through listening and transcribing, and developing familiarity with important contributors to this music. Topics: scale theory, altered dominants, and substitute harmony. Prerequisite: 20A or consent of instructor.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; Nadel, J. (PI)

MUSIC 21: Elements of Music I

Preference to majors. Introduction to tonal theory. Practice and analysis. Diatonic harmony focusing on melodic and harmonic organization, functional relationships, voice-leading, and tonal structures. Students must concurrently enroll in an Ear-training and musicianship lab (MUSIC 24a, 24b, or 24c as appropriate). Music majors must take 4 courses in ear training, and pass an ear training exit exam in their Junior year. Enrollment limited to 40. Prerequisites: (1) Piano Proficiency Exam (must be passed within the first two weeks of the term) or MUSIC 12A (may be taken concurrently); (2) Passing grade on a basic musical skills proficiency examination on the first day of class or MUSIC 19.
Terms: Aut, Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit

MUSIC 22: Elements of Music II

Preference to majors. Introduction to chromatic harmony focusing on secondary functions, modulations, harmonic sequences, mode mixture, and the Neapolitan, and augmented sixth chords. Analysis of musical forms and harmonizations complemented by harmonic and melodic dictation, sight singing, and other practical skills. Students must concurrently enroll in an Ear-training and musicianship lab (MUSIC 24a, 24b, or 24c as appropriate). Music majors must take 4 courses in ear training, and pass an ear training exit exam in their Junior year. Prerequisites: (1) MUSIC 21; (2) Piano Proficiency Exam or MUSIC 12B (may be taken concurrently).
Terms: Win, Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit

MUSIC 23: Elements of Music III

Preference to majors. Continuation of chromatic harmony and complex forms of late Romantic period. Satisfactory passage of ear-training proficiency exam, part of the course's final, is a requirement for course completion and for continuation in the major sequence. Students must concurrently enroll in an Ear-training and musicianship lab (MUSIC 24a, 24b, or 24c as appropriate). Music majors must take 4 courses in ear training, and pass an ear training exit exam in their Junior year. Prerequisites: (1) MUSIC 22; (2) Piano Proficiency Exam or MUSIC 12C (may be taken concurrently).
Terms: Aut, Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; Berger, T. (PI)

MUSIC 30N: A Stranger in a Strange Land: Jewish Musics in Translation

What does it mean to be a stranger in a strange land? For centuries Jewish people have struggled to shape their identities in unfamiliar surroundings, using music to remember the past and generate new, hybrid identities. In this class we adopt the metaphor of translation to think about how minority Jewish communities bridge distinct languages, musical idioms, and cultural practices. Our theme will take us on a journey across time and space¿from Italy to India, New York, Syria, Russia, and Israel. We consider the case of Salamone Rossi, a 17th-century Italian Jewish composer who moved uneasily between dual careers in the synagogue and a secular/Christian court. We also explore a group of Indian Jews (Bene Israel) who combine idioms learned from Jewish and Christian missionaries with local Hindu musical traditions. In all our examples musicians translate languages, musical styles, and cultures to unite memories of a Jewish past with the realities of minority status in the present. The class format includes listening, discussion, some singing, student presentations, and guest lectures.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

MUSIC 32N: Sculpting with Sounds, Images, and Words

Preference to freshmen. Contemporary culture abounds in multimedia forms, in which sounds, images and words are interwoven in unique ways. What are their individual and combined powers? How would you harness them? Participants face these questions in creative projects as well as through in-class viewing, analysis and debates, readings, guest lectures and student presentations. The seminar is taught at the Center for Computer Research in Music and Acoustics where students have access to new media technologies.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; Kapuscinski, J. (PI)

MUSIC 34N: Performing America: The Broadway Musical

Musical theater as a site for the construction of American identity in the twentieth century to the present. Issues of class, race, gender, and sexuality; intersections with jazz, rock, and pop; roles of lyricist, composer, director, choreographer, producer, performers. Individual shows (Showboat, Oklahoma, South Pacific, Guys and Dolls, West Side Story, Wicked, Bloody Bloody Andrew Jackson, Book of Mormon), show tunes in jazz performance, film musicals, and television. Opportunities for performance and attendance at local productions.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter (ABCD/NP)
Instructors: ; Grey, T. (PI)

MUSIC 36N: Humor in Music

Through theoretical readings the course will touch on psychological and neurological bases of humor, explore contingent, tactical, modal, and ontological difficulties in the apprehension of humor, and address ethical issues surrounding humor in music. In addition to in-class listening and screening sessions, analytic discussions will be led by students who will find and present examples of humor in music. Students will also be invited to compose original humorous song lyrics and to create collaborative works of musical humor.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit

MUSIC 38N: Singing Early Music

Preference to freshmen. 15th- and 16th-century musical repertories and their contexts; performance practice.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter (ABCD/NP)
Instructors: ; Rodin, J. (PI)

MUSIC 40: Music History to 1600

Pre- or corequisite: 21.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Reuland, J. (PI)

MUSIC 41: Music History 1600-1830

Pre- or corequisite: 22.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Hadlock, H. (PI)

MUSIC 42: Music History Since 1830

Pre- or corequisite: 23.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Kronengold, C. (PI)

MUSIC 80T: Jewish Music in the Lands of Islam (JEWISHST 80T)

An Interdisciplinary study of Music, Society, and Culture in communities of the Jewish Diaspora in Islamic countries. The course examines the diverse and rich musical traditions of the Jews in North Africa and the Middle East. Based on the "Maqamat" system, the Arabic musical modes, Jewish music flourished under Islamic rule, encompassing the fields of sacred music, popular songs, and art music. Using musicological, historical, and anthropological tools, the course compares and contrasts these traditions from their original roots through their adaptation, appropriation, and re-synthesis in contemporary art music and popular songs.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Tchamni, A. (PI)

MUSIC 122A: Counterpoint

Analysis and composition of contrapuntal styles from the Renaissance and Baroque periods. Use of keyboard, ear training, and sight singing underlies all written work. Prerequisites: 23 and piano-proficiency examinations.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Ulman, E. (PI)

MUSIC 122B: Analysis of Tonal Music

Complete movements, or entire shorter works of the 18th and 19th centuries, are analyzed in a variety of theoretical approaches. Prerequisites: 23 or consent of instructor; and pass the ear-training and piano-proficiency examinations.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Barth, G. (PI)

MUSIC 122C: Introduction to 20th-Century Composition

Contemporary works, with emphasis on music since 1945. Projects in free composition based on 20th-century models. Prerequisites: 23 or consent of instructor; and successful completion of the piano-proficiency examination.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Ulman, E. (PI)

MUSIC 123: Undergraduate Seminar in Composition

Current trends in composition. May be repeated for credit a total of 7 times. Prerequisites: Music major; 23 or consent of instructor.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: ; Kapuscinski, J. (PI)

MUSIC 127: Instrumentation and Orchestration

Individual instruments, instrumental groups within the orchestra, and combinations of groups. Arrangements from piano to orchestral music. Score analysis with respect to orchestration. Practical exercises using chamber ensembles and school orchestra. Prerequisite: 23.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter or Credit/No Credit

MUSIC 140J: Studies in Music of the Middle Ages: Music and Memory (MUSIC 240J)

Prerequisites: MUSIC 21, MUSIC 40. (WIM at 4-unit level only.)
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Reuland, J. (PI)

MUSIC 141: Studies in Music of the Renaissance (MUSIC 241)

Prerequisites: MUSIC 21, MUSIC 40. (WIM at 4-unit level only.)
Terms: alternate years, given next year | Units: 2-4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter or Credit/No Credit

MUSIC 142: Studies in Music of the Baroque (MUSIC 242)

Prerequisites: MUSIC 22, MUSIC 41. (WIM at 4-unit level only.)
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum | Repeatable for credit | Grading: Letter or Credit/No Credit

MUSIC 143J: Studies in Music of the Classical Period: Franz Joseph Haydn (MUSIC 243J)

Music and Musicians in the Age of EnlightenmentnPrerequisites: MUSIC 22, MUSIC 41. (WIM at 4-unit level only.)
Terms: Aut | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Grey, T. (PI)

MUSIC 144J: Studies in Music of the Romantic Period: Faust in 19th-century Music (MUSIC 244J)

Prerequisites: MUSIC 23, MUSIC 42 (WIM at 4-unit level only.)
Terms: Spr | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Hadlock, H. (PI)

MUSIC 145J: Studies in Western Art Music Since 1900: The Music & Ideas of Charles Ives (MUSIC 245J)

Prerequisites: MUSIC 23, MUSIC 42. (WIM at 4-unit level only.)
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Barth, G. (PI)

MUSIC 146J: Studies in Ethnomusicology: Music Ethnography of the Bay Area (MUSIC 246J)

An introduction to music ethnography through student research on musical life in the Bay Area. Focus is on the intersections of music, social life, and cultural practice by engaging with people as they perform music and culture in situ. Techniques taught include participant-observation, interviewing and oral history, writing fieldnotes, recording, transcription, analysis, and ethnographic writing. Pre-/corequisite (for music majors): MUSIC 22. (WIM at 4 units only.)
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

MUSIC 147J: Studies in Music, Media, and Popular Culture: The Soul Tradition in African American Music (AMSTUD 147J, MUSIC 247J)

The African American tradition of soul music from its origins in blues, gospel, and jazz to its influence on today's r&b, hip hop, and dance music. Style such as rhythm and blues, Motown, Southern soul, funk, Philadelphia soul, disco, Chicago house, Detroit techno, trip hop, and neo-soul. Soul's cultural influence and global reach; its interaction with politics, gender, place, technology, and the economy. Pre-/corequisite (for music majors): MUSIC 22. (WIM at 4 units only.)
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Kronengold, C. (PI)

MUSIC 147K: Studies in Music, Media, and Popular Culture: Music and Urban Film (MUSIC 247K)

How music and sound work in urban cinema. What happens when music's capacity to transform everyday reality combines with the realism of urban films? Provides an introduction to traditional theories of film music and film sound; considers how new technologies and practices have changed the roles of music in film. Readings discuss film music, realistic cinema, urban musical practices and urban culture. Viewing includes action/adventure, Hindi film, documentary, film noir, hip hop film, the musical, and borderline cases by Jean-Luc Godard, Spike Lee, Wong Kar-Wai and Tsai Ming-Liang. Pre- or corequisite (for music majors): MUSIC 22. (WIM at 4 unit level only.)
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

MUSIC 148J: Studies in Perf Practice: Reactions to the Record: Early Recordings, Lost Styles, and Music's Future (MUSIC 248J)

This is a seminar on the transformation of musical style in the era of recordings in light of their roots in cultural trends, including shifting hierarchies between composer and performer, work and notation, text and act. Early recordings will be studied as documents of musical values and conceptions different from those around us today. Methodologies of performance analysis will be explored and used to contextualize sources, which include historic recordings from Stanford's Archive of Recorded Sound, performance documents, and field research with performers, composers, critics, and listeners. Repertoire includes works for orchestra, piano, strings, chamber ensemble and voice. Outstanding contributions from seminar members may be featured in the Music Department¿s May 2014 Reactions to the Record symposium. May be repeated for credit. Pre- or corequisite (for music majors): MUSIC 22. (WIM at 4-unit level only.)
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter (ABCD/NP)

MUSIC 154A: Sound Art I (ARTSTUDI 131)

Acoustic, digital and analog approaches to sound art. Familiarization with techniques of listening, recording, digital processing and production. Required listening and readings in the history and contemporary practice of sound art. (lower level)
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-CE | Grading: Letter or Credit/No Credit
Instructors: ; DeMarinis, P. (PI)

MUSIC 185: Music Across Media: Music Video to Postclassical Cinema (FILMSTUD 141, FILMSTUD 341, MUSIC 385)

What makes music videos, YouTube clips and musical numbers in today's films engaging? What makes them tick? Emphasis is on aesthetics and close reading. How music videos and its related forms work. Uses of the body, how visual iconography operates, what lyrics and dialogue can do, how and what music can say, and how it can work with other media. Questions of representation such as how class, ethnicity, gender, race, and nationality function. Viewership and industry practices.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

MUSIC 186: Religion and Music in South Asia (MUSIC 286, RELIGST 259)

How music and other arts in South Asia are intertwined with religion. Classical, devotional, folk, and popular examples introduce Gods as musicians, sound as God, music as yoga, singing as devotion, music as ¿ecstasy¿-inducing, music as site for doctrinal argument, music and religion as vehicles for nationalism. Co-taught by professors of Music and Religious Studies, focusing Hinduism and Islam in India, Pakistan, and the diaspora. Music practice along with academic study; guest artists and films; no background required.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

NATIVEAM 143A: American Indian Mythology, Legend, and Lore (ENGLISH 43A, ENGLISH 143A)

(English majors and others taking 5 units, register for 143A.) Readings from American Indian literatures, old and new. Stories, songs, and rituals from the 19th century, including the Navajo Night Chant. Tricksters and trickster stories; war, healing, and hunting songs; Aztec songs from the 16th century. Readings from modern poets and novelists including N. Scott Momaday, Louise Erdrich, and Leslie Marmon Silko, and the classic autobiography, "Black Elk Speaks."
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Fields, K. (PI)

OSPBEIJ 17: Chinese Film Studies

Stages of Chinese cinema from the establishment of P.R. China in 1949 to the present. State policies, filmmaking trends, representative filmmakers and films, and the state of the industry in the different periods, with close readings of some important films. Historical perspective and broad knowledge of Chinese cinema; academic approaches to film studies.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPBEIJ 48: Chinese Literature: Tradition in Transformation

Classical Chinese literature from the beginning (ca. 1000 BC) to the 14th centure. Primary texts in translation with attention to the poetic works that feature Chinese literary tradition. Understanding of past experience of Chinese people living in another cultural space through observation, analysis, and reconstruction.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Zhang, P. (PI)

OSPBEIJ 60: Chinese Philosophies and Modern China

Introduction to Chinese philosophy. Daoism, Confucianism, the Confucian development in the Song and Ming periods, the "liberal" and Legal school of thought, Buddhism, the Confucian thinkers of the Modern period, and "Dialectical Materialism." Chinese form of "liberalism" since the 1980s and the future of Confucian scholarship in the postmodern era. How central questions of Western philosophy pertain to the Chinese tradition, and how relevant Chinese philosophy is to the differences in approaches taken to such issues as truth, good, beauty, mind, body, spirit, being, cosmology, ontology, and epistemology.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPBER 17: Split Images: A Century of Cinema

20th-century German culture through film. The silent era, Weimar, and the instrumentalization of film in the Third Reich. The postwar era: ideological and aesthetic codes of DEFA, new German cinema, and post-Wende filmmaking including Run Lola Run and Goodbye Lenin. Aesthetic aspects of the films including image composition, camera and editing techniques, and relation between sound and image.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Kramer, K. (PI)

OSPBER 25: Architecture, Memory, Commemoration

Exploration of questions about architectural form together with a sense of place in Berlin and surrounding regional cities. Interdisciplinary approach to the study of urbanism and memory through the concerns of cultural geography, anthropology, history, fiction and films. Trips to sites to explore how memory is visualized in the built environment. Themes of the course include: "About Form," "Mapping the City," and "Heritage and Commemoration."
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Ebron, P. (PI)

OSPBER 43: Culture Clashes: Race, Ethnicity and Migration in Germany and the U.S.

This course interrogates cultural products from Germany and the U.S. (novels, graphic narratives, tv and film, advertising images) to explore the cultural imaginaries through which people understand themselves, their compatriots, and the incoming migrants to the geopolitical regions in which they live. In asking what it might take to create racial and ethnic justice in our time, we look at the diversity of group formation, attend to conflicting claims to national belonging, and debate theoretical perspectives on race and ethnicity.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

OSPBER 68: Protestant Reformation

New forms of Christian religious thought and practice that emerged in Western Europe in the early to mid-sixteenth century and decisively shaped the course of Western history. Religious status quo and other forms of religious dissent that challenged late medieval Christendom; proposals for reform exemplified by Martin Luther, Andreas Karlstadt, Thomas Müntzer; impact of the changes in religion and the conflicts over religion for society more broadly.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPBER 70: The Long Way to the West: German History from the 18th Century to the Present

Battles still current within Germany¿s collective memory. Sources include the narrative resources of museums, and experts on the German history in Berlin and Potsdam. Field trips.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Jander, M. (PI)

OSPBER 101A: Contemporary Theater

Texts of plays supplemented by theoretical texts or reviews. Weekly theater visits, a tour of backstage facilities, and discussions with actors, directors, or other theater professionals. In German. Prerequisite: completion of GERLANG 3 or equivalent.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Kramer, K. (PI)

OSPFLOR 11: Film, Food and the Italian Identity

Food in Italian cinema staged as an allegory of Italy¿s social, political and cultural milieu. Intersections between food, history and culture as they are reflected in and shaped by Italian cinema from the early 1900s until today. Topics include: farmer's tradition during Fascism; lack of food during WWII and its aftermath; the Economic Miracle; food and the Americanization of Italy; La Dolce Vita; the Italian family; ethnicity, globalization and the re-discovery of regional culinary identity in contemporary Italy. Impact of cinema in both reflecting and defining the relationship between food and culture.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)
Instructors: ; Campani, E. (PI)

OSPFLOR 17: The Evolution of Modern Italian Design

Cultural context that gave rise to the globally recognized phenomenon of "Italian Design" in the 20th century. Historical complexity of Italian design through an analysis of selected case studies. Several on-site visits to important areas of design innovation and production offer students hands-on opportunities.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPFLOR 20: Design Driven Innovation: Italian Excellence

Focus on fashion, furniture and food, the three F¿s of Italian style. Historical knowledge combined with contemporary analysis; tools to understand the role of Italian design and its contribution to the innovation process. Masters and masterpieces of each discipline starting from the point of view of design itself with case studies specifically dedicated to each of the three F¿s. On-site classes complement lectures.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPFLOR 22: The Italian Way to Car Design

The history of car design, analysis of the most famous Italian car companies: Alfa Romeo, Lamborghini, Maserati. Car body designers such as Pininfarina, Touring, Castagna and Zagato as well as indivdiual designers. On site visits to relevant historical collections and museums.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPFLOR 34: The Virgin Mother, Goddess of Beauty, Grand Duchess, and the Lady: Women in Florentine Art

Influence and position of women in the history of Florence as revealed in its art. Sculptural, pictorial, and architectural sources from a social, historical, and art historical point of view. Themes: the virgin mother (middle ages); the goddess of beauty (Botticelli to mannerism); the grand duchess (late Renaissance, Baroque); the lady, the woman (19th-20th centuries).
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

OSPFLOR 44: Galileo: Genius, Innovation and the Scientific Revolution

Galileo's life and scientific progress starting from his student years at the University of Pisa. Departure from traditional natural philosophy leading to radical reformation of cosmology and physics, emphasizing the science of motion. His innovative use of observation and measurement instruments, emphasizing the telescope. Cultural and social context.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPFLOR 48: Sharing Beauty in Florence: Collectors, Collections and the Shaping of the Western Museum Tradition

The city's art and theories of how art should be presented. The history and typology of world-class collections. Social, economic, political, and aesthetic issues in museum planning and management. Collections include the Medici, English and American collectors of the Victorian era, and modern corporate and public patrons.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Rossi, F. (PI)

OSPFLOR 49: On-Screen Battles: Filmic Portrayals of Fascism and World War II

Structural and ideological attributes of narrative cinema, and theories of visual and cinematic representation. How film directors have translated history into stories, and war journals into visual images. Topics: the role of fascism in the development of Italian cinema and its phenomenology in film texts; cinema as a way of producing and reproducing constructions of history; film narratives as fictive metaphors of Italian cultural identity; film image, ideology, and politics of style.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Campani, E. (PI)

OSPFLOR 54: High Renaissance and Mannerism: the Great Italian Masters of the 15th and 16th Centuries

The development of 15th- and early 16th-century art in Florence and Rome. Epochal changes in the art of Michelangelo and Raphael in the service of Pope Julius II. The impact of Roman High Renaissance art on masters such as Fra' Bartolomeo and Andrea del Sarto. The tragic circumstances surrounding the early maniera: Pontormo and Rosso Fiorentino and the transformation of early Mannerism into the elegant style of the Medicean court. Contemporary developments in Venice.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPFLOR 58: Space as History: Social Vision and Urban Change

A thousand years of intentional change in Florence. Phases include programmatic enlargement of ecclesiastical structures begun in the 11th century; aggressive expansion of religious and civic space in the 13th and 14th centuries; aggrandizement of private and public buildings in the 15th century; transformation of Florence into a princely capital from the 16th through the 18th centuries; traumatic remaking of the city¿s historic core in the 19th century; and development of new residential areas on the outskirts and in neighboring towns in the 20th and 21st centuries.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Rossi, F. (PI)

OSPFLOR 67: The Celluloid Gaze: Gender, Identity and Sexuality in Cinema

Film in the social construction of gender through the representation of the feminine, the female, and women. Female subjects, gaze, and identity through a historical, technical, and narrative frame. Emphasis is on gender, identity, and sexuality with references to feminist film theory from the early 70s to current methodologies based on semiotics, psychoanalysis, and cultural studies. Advantages and limitations of methods for textual analysis and the theories which inform them. Primarily in Italian.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Campani, E. (PI)

OSPFLOR 75: Florence in the Renaissance: Family, Youth and Marriage in the Fourteenth and Fifteenth Centuries

Using a series of texts written by 14th and 15th century Florentines, look at the urban values of the city's citizens. Topics include: thinking about urban space; social relations; the values attached to politics, money, family, religion. How meanings of words such as "state", "government", and "family" might have changed over time.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPFLOR 111Y: From Giotto to Michelangelo: The Birth and Flowering of Renaissance Art in Florence

Lectures, site visits, and readings reconstruct the circumstances that favored the flowering of architecture, sculpture, and painting in Florence and Italy, late 13th to early 16th century. Emphasis is on the classical roots; the particular relationship with nature; the commitment to human expressiveness; and rootedness in the real-world experience, translated in sculpture and painting as powerful plasticity, perspective space, and interest in movement and emotion.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPFLOR 115Y: Building the Cathedral and the Town Hall: Constructing and Deconstructing Symbols of a Civilization

The history, history of art, and symbolism of the two principal monuments of Florence: the cathedral and the town hall. Common meaning and ideological differences between the religious and civic symbols of Florence's history from the time of Giotto and the first Guelf republic to Bronzino and Giovanni da Bologna and the Grand Duchy.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPKYOTO 10: Gamelan to Kabuki: Musical Traditions of Far East Asia

Introduction to traditional musical cultures of the Far East with an emphasis on Japan. Listening, viewing and study of prominent musical examples. Survey of unique traditional instruments and ensembles in a range of performance contexts, from sacred rituals to secular dance and theater. Traditional genres and their impact on local and global musical culture of today. Development of critical listening skills. Live performances and encounters with local masters; early morning monastery chanting; visits to Bunraku and Kabuki theaters.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)
Instructors: ; Kapuscinski, J. (PI)

OSPKYOTO 11: Experiencing Ma: Time & Space in Japanese Arts

The study, experience, and expression of Ma, a key concept in Japanese art, through field trips, meetings with artists, empirical research, presentations, and creative projects. Exploration and comparative examination of landscape gardens, architecture, calligraphy, ikebana, tea ceremony, poetry, theater, classical music, media art, installation art, dance, and cuisine. Visits to gardens, temples, museums, concerts, and events in Kyoto and nearby cities as catalysts for discussion of Japanese cultural identity and its distinctiveness within the global community.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; Kapuscinski, J. (PI)

OSPKYOTO 13: Contemporary Japanese Religion

Japanese attitudes to religion and popular forms of religiosity. Syncretic nature of beliefs and practices drawn on a variety of interwoven concepts, beliefs, customs and religious activities of native Japanese, Korean, Chinese, and Indian origins as background. Topics include: pursuit of worldly benefits, religion and healing, fortune-telling, ascetic practices, pilgrimage, festivals (matsuri), new religions and their image, impact of the internet, response of religion in times of crisis.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPKYOTO 17R: Religion and Japanese Culture

Major religious traditions of Japan. Topics include: relation between religion and culture; ancient Japanese religion and Shinto; Buddhist schools of Heian Japan; Zen Buddhism as it flourished in the Kamakura period; Confucianism, as originally conceived in ancient China and as transmitted to Japan in the Edo period in its neo-Confucian form; characteristic modern practices. Field trips to religious centers to observe current religious practices.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

OSPMADRD 22: Spain on Stage: La cartela de 2014

Students attend theater and analyze works currently in performance in Madrid, including canonical plays, and performances at smaller historical and alternative theaters. History of Spanish theater; background on the plays. Skills and strategies for reading dramatic works as literature and analyzing scenic languages of performance.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Surwillo, L. (PI)

OSPMADRD 41: Dissidence and Continuity: Spanish Theater, 1907 to the Present

Tradition, transformation, experimentation, rupture, renovation, and innovation in the theater in Spain as a reflection of the artistic, social and historical commotion that led to the Spanish Civil War, Franco, and the present democratic monarchy. Ortega y Gasset, Benavente, Grau, Valle-Inclán, García Lorca, Buero Vallejo, Sastre, Arrabal, Fernán Gómez, Paloma Pedrero, Yolanda Pallín or other playwrights who may be staged in Madrid theaters.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Tejerina-Canal, S. (PI)

OSPMADRD 43: The Jacobean Star Way and Europe: Society, Politics and Culture

The Saint James' Way as a tool to understand historic dynamics from a global perspective. Its effect on the structures that form a political and institutional system, and its society, economy, and ideology.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

OSPMADRD 45: Women in Art: Case Study in the Madrid Museums

Viewing the collections at the Prado Museum through study and analysis of the representations of women. Contemporary literary texts and images that situate paintings in the historical, social, and political conditions that produced the works.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

OSPMADRD 50: Flirting with Spanish Metafiction: Cervantes, Velázquez, Fuentes, Almodóvar

Literary theory and critical analysis of peninsular and Latin American texts. Emphasis is on the origins and development of self-conscious fiction (metafiction). Works by Cervantes, Velázquez, Unamuno, Borges, Fuentes, Torrente Ballester, and Almodóvar. Attendance at music, art, cinema, and Spanish novelist events. In Spanish.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Tejerina-Canal, S. (PI)

OSPMADRD 74: Islam in Spain and Europe: 1300 Years of Contact

Primary problems and conflicts in the contemporary Islamic world and it relations with the West, as well as the relationship between Spain and Islam throughout history. Special attention to the history of al-Andalus, an Islamic state in the Iberian Peninsula during the Middle Ages, evaluating the importance of its legacy in Europe and in contemporary Spain. Spain¿s leading role in relations between Europe and the Mediterranean Islamic states from the Modern Era to the present day.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

OSPOXFRD 57: The Rise of the Woman Writer 1660-1860

Emergence and rise of the professional woman writer from playwright and Royalist spy Aphra Behn (1640-89) to novelist and proto-feminist Charlotte Bronte (1816-55). How women writers dealt with criticism for writing publicly, placing each author and text in its historical and literary context. Range of poets, playwrights, and novelists including Eliza Haywood, Frances Burney, and Mary Elizabeth Braddon. Topics: gender roles and proto-feminism, the public versus the private sphere, sexuality, courtship and marriage.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter (ABCD/NP)

OSPOXFRD 60: Shakespeare and his Contemporaries

Study of Shakespeare's work alongside that of his contemporaries. Characteristics of his art as well as insight into this period of British history. Visits to performances of plays.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPOXFRD 93: Collecting the World

The art, science, and culture of the creation, transmission and collection of valuable, useful and informative objects and texts before the twentieth century, and the associated theories, purposes, and methods for collecting `worldly' goods and other valuables. Means by which local academic practices engaged with global developments in the arts and sciences through examination of primarily early modern material and intellectual culture in and around Oxfordshire. Assessments of quality, meaning, usage, cultural significance and the reception of material ¿treasures¿ in the storage rooms, vaults, and on display in museums, galleries, and libraries.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

OSPOXFRD 221Y: Art and Society in Britain

Themes in 18th-, 19th-, and 20th-century British art. Painting, sculpture, and design. Comparisons between the British experience and that of continental Europe and the U.S. Readings address questions related to the role of art in modern society. Limited Enrollment.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Tyack, G. (PI)

OSPPARIS 27: Paris and Politics

Development of Paris as a capital city over the past four centuries, emphasizing how political entities and ideals and sociopolitical challenges have shaped its physical setting and urban culture. Field trips.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Lougee Chappell, C. (PI)

OSPPARIS 30: The Avant Garde in France through Literature, Art, and Theater

Multiple artistic trends and esthetic theories from Baudelaire to the Nouveau Roman, from the Surrealists to Oulipo, from the theater of cruelty to the theater of the absurd, from the Impressionists to Yves Klein. Interdisciplinary approach to reflect on the meaning of avant garde and modernity in general, and on the question of why revolutionary artists in France remained in search of institutional recognition, nonetheless.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPPARIS 34: Franco-American Encounters: Paris-New York in the 20th Century

Double vision of American artists and intellectuals of Paris, as well as their French counterparts of New York, throughout the 20th century. Exploration of Franco-American relations through two very problematic itineraries. Superposing the two will create a rich and complex image of the interaction between the two cultures. Migration of American artists and intellectuals to Paris in the 1920¿s and of French artists and intellectuals to New York during the Second World War. Through study of films, texts and images, view the two cities through eyes of immigrants, both temporary and permanent. Major figures such as Hemingway, Josephine Baker, and Louis-Ferdinand Céline.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPPARIS 54: The Artist's World: The Workshop, Patronage and Public in 19th and 20th Century France

Synergy between artists, their workshops, patrons, models and the public in 19th and 20th century France. Weekly sessions in museums, artists' studios, and special venues within and around Paris, attempting to understand the world of the artist, and how, in many cases, this world became not only a place of refuge, but a metaphor of the artistic creation itself.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Halevi, E. (PI)

OSPPARIS 60: Representations of Women in Christian Art: Boldness and Virtue

Representation of women as biblical heroes and saints in Christian art. Codes of iconography and the attributes of women saints from the Renaissance to the 19th century; underlying social and moral force of these women figures throughout history. Class sessions in Paris museums.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II | Grading: Letter (ABCD/NP)

OSPPARIS 72: The Ceilings of Paris

Seventeenth century transformation of the ceilings of Paris, religious, private and public. Itinerary of this transformation from artists¿ initial drawings to their finished work. In conjunction with an exhibition in the Louvre on this topic, study the original drawings as well as the venues in and around Paris. Sites vary from the most illustrious (Versailles) to the lesser known (Hôtel Lauzun). Reflection on the changing religious, social and political aspirations as represented in these new artistic forms.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

OSPPARIS 92: Building Paris: Its History, Architecture, and Urban Design

The development of Parisian building and architecture from the 17th century to the present. Interaction of tradition and innovation in its transformation and its historical, political, and cultural underpinnings. Visits and case studies throughout Paris illustrate the formation of the city landscape and its culture.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Halevi, E. (PI)

OSPPARIS 186F: Contemporary African Literature in French

Focus is on African writers and those of the diaspora, bound together by a common history of slave trade, bondage, colonization, and racism. Their works belong to the past, seeking to save an oral heritage of proverbs, story tales, and epics, but they are also contemporary.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

OSPSANTG 14: Women Writers of Latin America in the 20th Century

Key figures in poetry, narrative fiction, theater, and testimonio, such as Mistral, Garro, Lispector, Poniatowska, Valenzuela, Eltit and Menchú. Close reading technique. Issues raised in literary texts that reflect the evolution of the condition of women in Latin America during the period. Topics include gender differences and relationships, tradition versus transgression, relationship between changes in the status of women and other egalitarian transformations, and women writers and the configuration of literary canons.
Terms: Aut, Spr | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Missana, S. (PI)

OSPSANTG 30: Short Latin American Fiction of the 20th Century

Introduction to short narrative fiction produced in Latin America during the 20th Century. Key features of the short story genre, as defined by Chekhov in the 19th Century and redefined by Kafka and Borges in the 20th Century. Main literary movements of the period in Latin America, including Regionalism, Social Realism, the Avant-Garde, the Boom of the 1960s and Magical Realism, the Post-Boom, etc. Close reading course with strong emphasis on analysis and discussion of the required texts. Readings placed in the context of the main developments in Latin American history and culture in the period.
Terms: Sum | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Missana, S. (PI)

PHIL 1: Introduction to Philosophy

Is there one truth or many? Does science tell us everything there is to know? Can our minds be purely physical? Do we have free will? Is faith rational? Should we always be rational? What is the meaning of life? Are there moral truths? What are truth, reality, rationality, and knowledge? How can such questions be answered? Intensive introduction to theories and techniques in philosophy from various contemporary traditions.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Hussain, N. (PI)

PHIL 2: Introduction to Moral Philosophy (ETHICSOC 20)

A survey of moral philosophy in the Western tradition. What makes right actions right and wrong actions wrong? What is it to have a virtuous rather than a vicious character? What is the basis of these distinctions? Why should we care about morality at all? Our aim is to understand how some of the most influential philosophers (including Aristotle, Kant, and Mill) have addressed these questions, and by so doing, to better formulate our own views. No prior familiarity with philosophy required.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Schapiro, T. (PI)

PHIL 6N: Pictures and the Imagination

Paintings, drawings, and photographs often function as pictures or images of the preexisting things they take as subjects. They represent these subjects from specific spatial vantage points in ways that may be more or less definite, more or less detailed, and more or less faithful to what the subjects are actually like. One longs to know how this works: how vision, imagination, and background knowledge come together when we experience a picture as a picture. Certain forms of imagining and remembering involve mental picturing, mental imagery. Sometimes we imagine or remember things in visual terms from a specific spatial vantage point, with the result that we feel brought face to face with the things imagined or remembered, however far away they may actually be. How is the physical picturing that goes on in paintings, drawings, and photographs both like and unlike the mental picturing that goes on when things swim before the mind's eye? What role does mental picturing play in physical picturing? What kinds of artistic value and interest attach to paintings, drawings, and photographs in virtue of what they picture and how they picture it?
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 7Q: What is Truth

This question can be answered precisely in some important cases. We begin with the language of propositional logic where truth is defined by simple tables. This is already sufficient for description of many important problems and leads to a famous ($1 000 000) problem P=NP. We use Sudoku puzzles for illustration. Close connection between propositional truth and proof is established by the resolution method forming a basis of most automated theorem provers. The language of predicate logic covers much more and illustrates the notion of completeness. Register machines provide connection with computations and lead to a fundamental classification of problems of truth with respect to decidability. The language of arithmetic exhibits a new phenomenon of incompleteness that changed significant part of philosophy in 20-th century.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 8N: Free Will and Responsibility

In what sense are we, or might we be free agents? Is our freedom compatible with our being fully a part of the same natural, causal order that includes other physical and biological systems? What assumptions about freedom do we make when we hold people accountable morally and/or legally? When we hold people accountable, and so responsible, can we also see them as part of the natural, causal order? Or is there a deep incompatibility between these two ways of understanding ourselves? What assumptions about our freedom do we make when we deliberate about what to do? Are these assumptions in conflict with seeing ourselves as part of the natural, causal order?nWe will explore these and related questions primarily by way of careful study of recent and contemporary philosophical research on these matters.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 9N: Philosophical Classics of the 20th Century

Last century's best and most influential philosophical writings. Topics include ethics (what is the nature of right and wrong?), language (how do meaning, reference, and truth arise in the natural world?), science (can science claim objectively accurate descriptions of reality?), existence (are there things that don't exist?), and the mind (could robots ever be conscious?). Authors include Bertrand Russell, Ludwig Wittgenstein, Rudolf Carnap, Willard Quine, Thomas Kuhn, John Rawls, and Saul Kripke. The lay of the land in contemporary philosophy.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 11N: Skepticism

Preference to freshmen. Historical and contemporary philosophical perspectives on the limits of human knowledge of a mind-independent world and causal laws of nature. The nature and possibility of a priori knowledge. Skepticism regarding religious beliefs..
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)
Instructors: ; De Pierris, G. (PI)

PHIL 14N: Belief and the Will

Preference to freshmen. Is there anything wrong with believing something without evidence? Is it possible? The nature and ethics of belief, and belief's relation to evidence and truth. How much control do believers have over their belief?
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Lawlor, K. (PI)

PHIL 15N: Freedom, Community, and Morality

Preference to freshmen. Does the freedom of the individual conflict with the demands of human community and morality? Or, as some philosophers have maintained, does the freedom of the individual find its highest expression in a moral community of other human beings? Readings include Camus, Mill, Rousseau, and Kant.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)

PHIL 41Q: Truth

Preference to sophomores. Central issues animating current work in the philosophy of truth. What is truth? What is it about a statement or judgment that makes it true rather than false? Are there any propositions that are neither true nor false? Could truth be relative to individuals or communities? Do people have different notions of truth for different enterprises such as mathematics and ethics? Might truth be a matter of degree? Sources include the instructor's book manuscript and other contemporary writers.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 42: Philosophy through Theater: Choice and Chance

Dramatic literature as a window into philosophical work on freedom of the will and indeterminism. Students participate in the production of original one-act plays.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 60: Introduction to Philosophy of Science (HPS 60)

The nature of scientific knowledge: evidence and confirmation; scientific explanation; models and theories; objectivity; science, society, and values.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Longino, H. (PI)

PHIL 61: Science, Religion, and the Birth of Modern Philosophy (HPS 61)

Galileo's defense of the Copernican world-system that initiated the scientific revolution of the 17th century, led to conflict between science and religion, and influenced the development of modern philosophy. Readings focus on Galileo and Descartes.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 74A: Ethics in a Human Life (HUMBIO 74)

Ethical questions pervade a human life from before a person is conceived until after she dies, and at every point in between. This course raises a series of ethical questions, following along the path of a person¿s life ¿ questions that arise before, during, and after she lives it. We will explore distinctive questions that a life presents at each of several familiar stages: prior to birth, childhood, adulthood, death, and even beyond. We will consider how some philosophers have tried to answer these questions, and we will think about how answering them might help us form a better understanding of the ethical shape of a human life as a whole. Seminar for Juniors and Seniors in Philosophy or Humbio - others by permission.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Dannenberg, J. (PI)

PHIL 76: Introduction to Global Justice (ETHICSOC 136R, INTNLREL 136R, POLISCI 136R, POLISCI 336)

Recent work in political theory on global justice. Topics include global poverty, human rights, fair trade, immigration, climate change. Do developed countries have a duty to aid developing countries? Do rich countries have the right to close their borders to economic immigrants? When is humanitarian intervention justified? Readings include Charles Beitz, Thomas Pogge, John Rawls.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit

PHIL 77S: Philosophy of Religion (RELIGST 36)

(Formerly RELIGST 62S) Explores fundamental questions about the existence of God, free will and determinism, faith and reason, through traditional philosophical texts. Course is divided into four sections: first asks what is religion; second surveys the western philosophical tradition from Boethius through Descartes, Hume, Kant, and Kierkegaard regarding the foundation for theist beliefs; third investigates questions mystical experience raises through both western and Buddhist materials; and fourth takes up the ethics of belief, what we have a right to believe, through the Clifford and James debate and the opposing stances of Camus and Pascal.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Gelber, H. (PI)

PHIL 80: Mind, Matter, and Meaning

Central topics in philosophy emphasizing development of analytical writing skills. Are human beings free? How do human minds and bodies interact? Prerequisite: introductory philosophy course.
Terms: Aut, Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

PHIL 81: Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, SLAVIC 181)

(Formerly CLASSGEN 81) Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin. Taught in English.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 100: Greek Philosophy

We shall cover the major developments in Greek philosophical thought, focusing on Plato, Aristotle, and the Hellenistic schools (the Epicureans, the Stoics, and the Skeptics). Topics include epistemology, metaphysics, psychology, ethics and political theory.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 101: Introduction to Medieval Philosophy (PHIL 201)

Classics of Western philosophy by Augustine, Boethius, Anselm, and Aquinas. Explore the puzzles facing someone seeking to lead a good life and to understand herself and her world. A theory of will and human motivation, a theory of ethics based on the agent's intention, and a theory of divine omniscience and omnipotence consistent with divine goodness and human freedom. Works include On Free Choice, The Consolation of Philosophy, On the Fall of the Devil, and Summa Theologiae.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II | Grading: Letter (ABCD/NP)

PHIL 102: Modern Philosophy, Descartes to Kant

Major figures in early modern philosophy in epistemology, metaphysics, and philosophy of mind. Writings by Descartes, Leibniz, Hume, and Kant.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Duarte, S. (PI)

PHIL 103: 19th-Century Philosophy

Focus is on ethics and the philosophy of history. Works include Mill's Utilitarianism, Hegel's The Philosophy of World History, Marx's Economic and Philosophic Manuscripts, Kierkegaard's The Sickness Unto Death, and Nietzsche's On the Genealogy of Morals.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 104: Philosophy of Religion

Key issues in the philosophy of religion. Topics include the relationship between faith and reason, the concept of God, proofs of God's existence, the meaning of religious language, arguments for and against divine command theory in ethics and the role of religious belief in a liberal society.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 106: Ancient Skepticism (PHIL 206)

The ancient Pyrrhonian skeptics who think that for any claim there is no more reason to assert it than deny it and that a life without any beliefs is the best route to happiness. Some ancient opponents of the Pyrrhonian skeptics and some relations between ancient and modern skepticism.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 107: Early Plato (PHIL 207)

We shall focus on Plato¿s early or Socratic dialogues (e.g. the Crito, the Gorgias, and the Protagoras). In these dialogues, Plato focuses on ethics and ethical psychology without explicitly drawing on epistemological and metaphysical claims. We¿ll try to determine whether the Socrates of these dialogues is a purely destructive critic or whether he has a positive ethical view that he advances.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Repeatable for credit | Grading: Letter or Credit/No Credit

PHIL 107A: The Greeks on Irrationality (PHIL 207A)

In this course, we shall examine the views of some central Greek philosophers (Plato, Aristotle, the Epicureans, and the Stoics) on the irrational and non-rational aspects of human life. What makes something irrational and what roles (negative and perhaps positive as well) does the irrational play in our lives? We shall examine their views on anger, fear, madness, love, pleasure and pain, sexual desire and so on. We shall also consider more briefly some depictions of these psychic items in ancient Greek literature.
Terms: not given this year | Units: 2-4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 108: Aristotle's Metaphysics Book Alpha (PHIL 208)

An introduction both to Aristotle's own metaphysics and to his treatment of his predecessors on causality, included the early Ionian cosmologists, atomism, Pythagoreans, Heraclitus, Parmenides, Empedocles, Anaxagoras and Plato. Prerequisite: one course in ancient Greek philosophy.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter or Credit/No Credit

PHIL 109: Topics in Ancient Philosophy: Plato and Aristotle on Art and Rhetoric (PHIL 209)

Plato's and Aristotle's views on the nature of art and rhetoric and their connections with the emotions, reason and the good life. Readings include Plato's Gorgias, Ion and parts of the Republic and the Laws and Aristotle's Poetics and Rhetoric.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Repeatable for credit | Grading: Letter or Credit/No Credit

PHIL 109A: Special Topics in Ancient Philosophy (PHIL 209A)

In this course we will read carefully Book I, Chapters 1-3, of Aristotle's *Physics* and the commentary on those chapters by John Philoponus. Topics to be covered include Aristotle's preliminary discussion of the principles of natural science and his detailed exposition and refutation of Eleatic Monism.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter or Credit/No Credit

PHIL 109B: Greek philosophers read their ancestors: Intro to the ancient reception of Presocratic philosophy (PHIL 209B)

The first Greek philosophers are known to us only through fragments of their original works, generally few in number and transmitted by later authors, as well as through a set of testimonies covering a thousand years and more. Thus it is crucial, in order to understand archaic thought, to get a sense of how they were read by those to whom we owe their transmission. What was their aim, their method, their presuppositions or prejudices?nn The course will employ this perspective to examine authors such as Plato, Aristotle, Theophrastus, Diogenes Laertius, Simplicius ¿ among others. We shall also reflect, on the basis of the paradigmatic case of the Presocratics, on some of the more general problems raised by literary and philosophical approaches to the notion of reception.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 110: Plato (PHIL 210)

Plato's Republic.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 111: Aristotle and Contemporary Ethics (PHIL 211)

Aristotle's Nicomachean Ethics, focusing on virtue, happiness, pleasure, practical reasoning, and particularism. Sources include the Eudemian Ethics, contemporary philosophers who have taken many of these topics up again, and contemporary material such as that by Anscombe, Foot, Hursthouse, Korsgaard, and McDowell.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 113: Hellenistic Philosophy (PHIL 213)

Epicureans, skeptics, and stoics on epistemology, ethics, metaphysics, and psychology.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 115: Problems in Medieval Philosophy: Islamic Aristotelianism and Western Scholasticism (PHIL 215)

The western world adopted Aristotle's metaphysics and natural philosophy as the foundation of its educational system and scholarly life between 1210 and 1255. Christian Europe was thereby following the example set by Islam in Spain and the Near East. Today some people believe that this development was independent, and others think that the scholastics copied even their methods from Arabic philosophers. Historical evaluation of those claims.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Repeatable for credit | Grading: Letter (ABCD/NP)

PHIL 117: Descartes (PHIL 217)

(Formerly 121/221.) Descartes's philosophical writings on rules for the direction of the mind, method, innate ideas and ideas of the senses, mind, God, eternal truths, and the material world.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; De Pierris, G. (PI)

PHIL 118: British Empiricism, 1660s-1730s

Focus is on the big three British Empiricists and their developments of thought based on the foundational role that they give to sensory perception or experience as the source of knowledge. Topics may include the theory of ideas, idealism, personal identity, human agency, moral motivation, causation, and induction. Readings predominantly from Locke, Berkeley, and Hume.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 119: Rationalists (PHIL 219)

Developments in 17th-century continental philosophy. Descartes's views on mind, necessity, and knowledge. Spinoza and Leibniz emphazing their own doctrines and their criticism of their predecessors. Prerequisite: 102.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 120A: The Leibniz-Clarke Correspondence (PHIL 220A)

Correspondence on metaphysics, theology, and science.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 122: Hume (PHIL 222)

(Formerly 120/220; graduate students enroll in 222.) Hume's theoretical philosophy, in particular, skepticism and naturalism, the theory of ideas and belief, space and time, causation and necessity, induction and laws of nature, miracles, a priori reasoning, the external world, and the identity of the self.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 124: Topics in Early Modern Philosophy

Philosophical views of the highly influential rationalist philosophers Benedict (or Baruch) Spinoza (1632-1677) and G. W. Leibniz (1646-1716). Topics to be treated include: the nature of God and the question of his providential care for human beings, the concept of substance and its extension, the ontological relation of finite beings to God, the mental and its relation to the corporeal, and the nature of human freedom.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 125: Kant's First Critique (PHIL 225)

(Graduate students register for 225.) The founding work of Kant's critical philosophy emphasizing his contributions to metaphysics and epistemology. His attempts to limit metaphysics to the objects of experience. Prerequisite: course dealing with systematic issues in metaphysics or epistemology, or with the history of modern philosophy.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; De Pierris, G. (PI)

PHIL 126B: Kant's Ethical Theory (PHIL 226B)

(Graduate students register for 226B.) Kant's moral philosophy based primarily on the Groundwork of Metaphysics of Morals, Critique of Practical Reason, and The Metaphysics of Morals.
Terms: not given this year | Units: 2-4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 127A: Kant's Value Theory (PHIL 227A)

(Graduate students register for 227A.) The role of autonomy, principled rational self-governance, in Kant's account of the norms to which human beings are answerable as moral agents, citizens, empirical inquirers, and religious believers. Relations between moral values (goodness, rightness) and aesthetic values (beauty, sublimity).
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Hills, D. (PI)

PHIL 128: Fichte's Ethics (PHIL 228)

(Graduate students register for 228.) The founder of the German Idealist movement who adopted but revised Kant's project of transcendental philosophy basing it on the principle of awareness of free self-activity. The awareness of other selves and of ethical relations to them as a necessary condition for self-awareness. His writings from 1793-98 emphasizing the place of intersubjectivity in his theory of experience.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 130: Hegel (PHIL 230)

(Formerly 122/222; graduate students register for 230.) Introduction to Hegel's philosophy, emphasizing his moral and political philosophy, through study of his last major work (1821). May be repeated for credit. Prerequisite: course in the history of modern philosophy.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Repeatable for credit | Grading: Letter (ABCD/NP)

PHIL 134: Phenomenology and Intersubjectivity (PHIL 234)

(Graduate students register for 234.) Readings from Husserl, Stein, Heidegger, Sartre, and Merleau-Ponty on subjects related to awareness of others. Topics include solipsism, collective experience, empathy, and objectification of the other.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 135: Existentialism (PHIL 235)

Focus is on the existentialist preoccupation with human freedom. What constitutes authentic individuality? What is one's relation to the divine? How can one live a meaningful life? What is the significance of death? A rethinking of the traditional problem of freedom and determinism in readings from Rousseau, Kierkegaard, and Nietzsche, and the extension of these ideas by Sartre, Beauvoir, and Camus, including their social and political consequences in light of 20th-century fascism and feminism.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter or Credit/No Credit

PHIL 136: History of Analytic Philosophy (PHIL 236)

(Formerly 147/247; graduate students register for 236.) Theories of knowledge in Frege, Carnap, and Quine. Emphasis is on conceptions of analyticity and treatment of logic and mathematics. Prerequisite: 50 and one course numbered 150-165 or 181-90.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 137: Wittgenstein (PHIL 237)

(Graduate students register for 237.) An exploration of Wittgenstein's changing views about meaning, mind, knowledge, and the nature of philosophical perplexity and philosophical insight, focusing on the Tractatus Logico-Philosophicus and Philosophical Investigations.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 138: Recent European Philosophy: Between Nature and History (PHIL 238)

A critical introduction to the novel understandings of time, language, and cultural power developed by 20th-century continental thinkers, with close attention to work by Heidegger, Saussure, Benjamin, and Foucault.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 143: Quine (PHIL 243)

(Formerly 183/283; graduate students register for 243.) The philosophy of Quine: meaning and communication; analyticity, modality, reference, and ontology; theory and evidence; naturalism; mind and the mental.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 160A: Newtonian Revolution (PHIL 260A)

(Graduate students register for 260A.) 17th-century efforts in science including by Kepler, Galileo, Descartes, and Huygens, that formed the background for and posed the problems addressed in Newton¿s Principia.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 160B: Newtonian Revolution (PHIL 260B)

(Graduate students register for 260B.) Newton¿s Principia in its historical context, emphasizing how it produced a revolution in the conduct of empirical research and in standards of evidence in science.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 163: Significant Figures in Philosophy of Science (PHIL 263)

(Graduate students register for 263.) Directed study of two or more thinkers, past or present, who have made a lasting impact on contemporary philosophy of science. Subjects last year were Henri Poincaré, Pierre Duhem, and Gaston Bachelard.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 164: Central Topics in the Philosophy of Science: Theory and Evidence (PHIL 264)

(Graduate students register for 264.) Is reductionism opposed to emergence? Are they compatible? If so, how or in what sense? We consider methodological, epistemological, logical and metaphysical dimensions of contemporary discussions of reductionism and emergence in physics, in the ¿sciences of complexity¿, and in philosophy of mind.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter or Credit/No Credit

PHIL 165: Philosophy of Physics (PHIL 265)

Graduate students register for 265.) Central topic alternates annually between space-time theories and philosophical issues in quantum mechanics; the latter in Winter 2013-14. Conceptual problems regarding the uncertainty principle, wave-particle duality, quantum measurement, spin, and their treatment within the 'Copenhagen interpretation' of quantum mechanics, and the related doctrine of complementarity. The issue of quantum entanglement as raised by Einstein and Schrödinger in the 1930s and the famous EPR (Einstein-Podolsky-Rosen) paper of 1935. Examination of EPR-type experimental set-ups and a result due to Bell in the 1960s, according to which no "hidden variables" theory satisfying a certain locality condition (apparently assumed by EPR) can reproduce all the predictions of quantum mechanics. Survey of several live interpretive options for standard quantum mechanics: Bohmian mechanics (a.k.a. 'pilot wave theory'), 'spontaneous collapse' theories, and Everett¿s relative-state interpretation. Critical scrutiny of the ¿decoherence¿ program that seeks to explain the classical-to-quantum transition, i.e., the emergence of the world of classical physics and macroscopic objects from quantum physics. May be repeated for credit if content is different.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: ; Ryckman, T. (PI)

PHIL 167A: Philosophy of Biology (PHIL 267A)

(Graduate students register for 267A.) Evolutionary theory and in particular, on characterizing natural selection and how it operates. We examine debates about fitness, whether selection is a cause or force, the levels at which selection operates, and whether cultural evolution is a Darwinian process.
Terms: not given this year | Units: 2-4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 167B: Philosophy, Biology, and Behavior (PHIL 267B)

(Graduate Students register for 267B) Philosophical study of key theoretical ideas in biology as deployed in the study of behavior. Topics to include genetic, neurobiological, ecological approaches to behavior; the classification and measurement of behaviors: reductionism, determinism, interactionism. Prerequisites: one PHIL course and either one BIO course or Human Biology core; or equivalent with consent of instructor.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Longino, H. (PI)

PHIL 167C: Associative Theories of Mind and Brain (PHIL 267C)

After a historical survey of associative theories from Hume to William James, current versions will be analyzed including the important early ideas of Karl Lashley. Emphasis will be on the computational power of associative networks and their realization in the brain.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 167D: Philosophy of Neuroscience (PHIL 267D, SYMSYS 206)

Can problems of mind be solved by understanding the brain, or models of the brain? The views of philosophers and neuroscientists who believe so, and others who are skeptical of neurophilosophical approaches to the mind. Historical and recent literature in philosophy and neuroscience. Topics may include perception, memory, neural accounts of consciousness, neurophenomenology, neuroscience and physics, computational models, and eliminativism.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Skokowski, P. (PI)

PHIL 169: Evolution of the Social Contract (PHIL 269)

Explore naturalizing the social contract. Classroom presentations and term papers.nTexts: Binmore - Natural Justicen Skyrms - Evolution of the Social Contract.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Skyrms, B. (PI)

PHIL 170: Ethical Theory (ETHICSOC 170, PHIL 270)

A more challenging version of Phil 2 designed primarily for juniors and seniors (may also be appropriate for some freshmen and sophomores - contact professor). Fulfills the Ethical Reasoning requirement. Graduate section (270) will include supplemental readings and discussion, geared for graduate students new to moral philosophy, as well as those with some background who would like more.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Dannenberg, J. (PI)

PHIL 170B: Metaphor (PHIL 270B)

In metaphor we think and talk about two things at once: two different subject matters are mingled to rich and unpredictable effect. A close critical study of the main modern accounts of metaphor's nature and interest, drawing on the work of writers, linguists, philosophers, and literary critics. Attention to how understanding, appreciation, and pleasure connect with one another in the experience of metaphor. Consideration of the possibility that metaphor or something very like it occurs in nonverbal medial: gesture, dance, painting, music.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 171: Justice (ETHICSOC 171, IPS 208, PHIL 271, POLISCI 3P, POLISCI 136S, POLISCI 336S, PUBLPOL 103C, PUBLPOL 307)

Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality. Counts as Writing in the Major for PoliSci majors.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; van Wietmarschen, H. (PI)

PHIL 172: History of Modern Moral Philosophy (PHIL 272)

This course traces the development of moral philosophy in Britain just prior to the nearly simultaneous emergence of Kant's moral philosophy and Bentham's utilitarianism in the 1780's. Emphasis is on the dialogue between empiricists and rationalists on the subject of the relationship between the natural and the normative. Authors include Hobbes, Clarke, Hutcheson, Hume, Smith, Price, and Bentham. Prerequisite: some familiarity with Kant's moral theory and utilitarianism, and demonstrated interest in philosophy.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Schapiro, T. (PI)

PHIL 172B: Recent Ethical Theory (PHIL 272B)

Study the works of several prominent contemporary moral philosophers. Possible authors include: Scanlon, Darwall, Nagel, Williams, Blackburn, Gibbard, Korsgaard. Prerequisite: students should have taken an introduction to moral philosophy (Phil. 20, Phil. 170 or equivalent).
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Schapiro, T. (PI)

PHIL 172D: Bernard Williams (PHIL 272D)

An exploration of some central themes from the work of Bernard Williams. Particular attention will be paid to his discussion of the character and identity of the self, his sustained critique of morality and moral philosophy. We will also read several of Williams¿ interlocutors, including Nagel, Parfit, Korsgaard, and Herman.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 173A: Aesthetics: Metaphor across the Arts

What if a metaphor is an instructively compact work of art, or if finding a metaphor apt is an instructively simple case of finding something aesthetically valuable? What does this reveal about the nature of art and language? Introduction to the philosophical study of art and aesthetic value, organized around metaphor. Contemporary accounts of metaphor as a verbal device. Arguments for the existence of nonverbal metaphor in nonliterary arts. The power and appeal of metaphors drawn from art, art criticism, theoretical inquiry, and everyday life.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 173B: Metaethics

This is an undergraduate only class. Can moral and ethical values be justified or is it just a matter of opinion? Is there a difference between facts and values? Are there any moral truths? Does it matter if there are not? Is anything in life really valuable or meaningful? Focus is not on which things or actions are valuable or morally right, but what is value or rightness itself. Contemporary metaethics. Prerequisites: 1 and 80.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 174: Freedom and the Practical Standpoint (PHIL 274)

(Graduate students register for 274.) Confronted with the question of how to act, people think of themselves as freely determining their own conduct. Natural science poses a challenge to this by explaining all events, including human actions, in terms of causal processes. Are people justified in thinking of themselves as free? Major philosophical approaches to this question: incompatibilism, compatibilism, and the two-standpoint view.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 174A: Moral Limits of the Market (ETHICSOC 174A, PHIL 274A, POLISCI 135P)

Morally controversial uses of markets and market reasoning in areas such as organ sales, procreation, education, and child labor. Would a market for organ donation make saving lives more efficient; if it did, would it thereby be justified? Should a nation be permitted to buy the right to pollute? Readings include Walzer, Arrow, Rawls, Sen, Frey, Titmuss, and empirical cases.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit

PHIL 175: Philosophy of Law

This course will explore foundational issues about the nature of law and its relation to morality, and about legal responsibility and criminal punishment, with a focus on criminal culpability for attempts. Prerequisite: PHIL 80 and one additional PHIL course.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Asarnow, S. (PI)

PHIL 175M: Two Ethical Theories and Being a Person (PHIL 275M)

The distinction between the ethics of being a person and the ethics of rules as opposed to the distinction between Kantian ethics and utilitarianism or consequentialism consequentialism. Comparison of these two types of ethics with respect to their relationship to agency and being a good person. Relations between Western ethics and those of other continents.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 176: Political Philosophy: The Social Contract Tradition (PHIL 276, POLISCI 137A, POLISCI 337A)

(Graduate students register for 276.) Why and under what conditions do human beings need political institutions? What makes them legitimate or illegitimate? What is the nature, source, and extent of the obligation to obey the legitimate ones, and how should people alter or overthrow the others? Study of the answers given to such questions by major political theorists of the early modern period: Hobbes, Locke, Rousseau, and Kant.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ryan, A. (PI)

PHIL 176A: Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, PHIL 276A, POLISCI 230A, POLISCI 330A)

(Formerly CLASSHIS 133/333.) Political philosophy in classical antiquity, focusing on canonical works of Thucydides, Plato, Aristotle, and Cicero. Historical background. Topics include: political obligation, citizenship, and leadership; origins and development of democracy; and law, civic strife, and constitutional change.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ober, J. (PI)

PHIL 176C: Religion and Politics: a Latin American Perspective (ETHICSOC 276R, ETHICSOC 376R, PHIL 276C)

Religion has traditionally been banished from politics in some places in Latin America. Religious symbols may not be displayed in public buildings, political discourse is expected to be free from all religious content, and religious ministers are not allowed to run for public office, among other measures. This course examines the political motivation for this kind of policies towards religion taking a comparative perspective with American and French variants of secularism.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 180: Metaphysics (PHIL 280)

Broadly construed, metaphysics concerns the most general questions one can ask about the world and our place in it: What sorts of entities are there? What are their features? Topics for this course may include: ontology, modality, properties, gender and race, causation, and persistence.nPrerequisite: Philosophy 80 (or consent of instructor).
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Wang, J. (PI)

PHIL 180A: Realism, Anti-Realism, Irrealism, Quasi-Realism (PHIL 280A)

Realism and its opponents as options across a variety of different domains: natural science, mathematics, ethics, and aesthetics. Clarify the various conceptions that fall under these terms and outline the reasons for and against adopting realism for the various domains. Highlight the general issues involved. Prerequisites: 80, 181
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 181: Philosophy of Language (PHIL 281)

The study of conceptual questions about language as a focus of contemporary philosophy for its inherent interest and because philosophers see questions about language as behind perennial questions in other areas of philosophy including epistemology, philosophy of science, metaphysics, and ethics. Key concepts and debates about the notions of meaning, truth, reference, and language use, with relations to psycholinguistics and formal semantics. Readings from philosophers such as Frege, Russell, Wittgenstein, Grice, and Kripke. Prerequisites: 80 and background in logic.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Crimmins, M. (PI)

PHIL 181B: Philosophy of Language: Contemporary Debates (PHIL 281B)

This course builds on the material of 181/281, focusing on debates and developments in the pragmatics of conversation, the semantics/pragmatics distinction, the contextuality of meaning, the nature of truth and its connection to meaning, and the workings of particular linguistic constructions of special philosophical relevance. Students who have not taken 181/281 should seek the instructor's advice as to whether they have sufficient background.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Crimmins, M. (PI)

PHIL 182: Truth (PHIL 282)

Philosophical debates about the place in human lives and the value to human beings of truth and its pursuit. The nature and significance of truth-involving virtues such as accuracy, sincerity, and candor. Prerequisite Phil 80 or permission of the instructor.
Terms: Aut | Units: 2-4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Hills, D. (PI)

PHIL 183T: Atheism: Hegel to Heidegger (RELIGST 183)

The radical changes in ideas of God between Hegel and Heidegger, arguing that their questions about theism and atheism are still pertinent today. Texts from Hegel, Feuerbach, Marx, Nietzsche, and Heidegger: on God, history, and the social dimensions of human nature. N.B.: Class size limited. Apply early at tsheehan@stanford.edu.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Sheehan, T. (PI)

PHIL 184: Theory of Knowledge (PHIL 284)

What is knowledge? How are beliefs justified? Contemporary theories evaluated against central problems: the regress argument, Gettier problem, and skeptical paradox. Prerequisite Phil 80 or consent of the instructor.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Hills, D. (PI)

PHIL 184C: Epistemology of Testimony (PHIL 284C)

Many of our beliefs come from others, and not from direct experience. Is testimony a source of fundamental reasons¿reasons that do not have to be supported or validated by other sources like perception or inference? What sort of responsibility does one have to one¿s hearers, when one gives testimony?
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 184F: Feminist Theories of Knowledge (FEMST 166, PHIL 284F)

Feminist critique of traditional approaches in epistemology and alternative feminist approaches to such topics as reason and rationality, objectivity, experience, truth, the knowing subject, knowledge and values, knowledge and power.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter or Credit/No Credit

PHIL 184P: Probability and Epistemology

Confirmation theory and various ways of trying to understand the concept of evidence. Discuss a series of issues in epistemology including probabilism (the view that you should assign degrees of belief to various propositions), conditionalization, confirmational holism, reliabilism and justification, and disagreement.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 185: Memory

Structure, content, functional role, and epistemic authority of human memories. Sources include philosophical and psychological literature from different schools and historical periods.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 185B: Philosophy of Perception (PHIL 285B)

The nature of perceptual experience and the role it plays in securing empirical knowledge. Focus will be on what is sometimes called "the problem of perception": the question of how perception could provide us with direct awareness of the surrounding environment given the possibility of illusions or hallucinations. Topics, include the relationship between perception and belief, the nature of perceptual phenomenology, whether or not perceptual experiences are representational states, and the philosophical relevance of empirical research on perception.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 186: Philosophy of Mind (PHIL 286)

(Graduate students register for 286.) This is an advanced introduction to core topics in the philosophy of mind. Prerequisite: PHIL 80
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Malmgren, A. (PI)

PHIL 186B: Inner Sense

Often the label "inner" is used to describe aspects of ourselves we believe are not immediately observable to another. Thoughts, feelings, sensations; these all happen on the "inside," whereas speech, mannerisms, and actions are "outward" expressions. But how useful is this way of thinking? And what does it assume about what is "inner" versus what is "outer"? How reliable are the various internal mechanisms that allow us to know ourselves? Do we have a special kind of direct access to our own inner lives? And what can we know about the inner lives of others? Readings from philosophy of mind and cognitive science.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 187: Philosophy of Action (PHIL 287)

(Graduate students register for 287.) Contemporary research in the philosophy of action. Topics include: What is it to be an agent? Is there a philosophically defensible contrast between being an agent and being a locus of causal forces to which one is subject? What is it to act purposively? What is intention? What is the relation between intention and belief? What is it to act intentionally? What is it to act for a reason? What is the relation between explaining why someone acted by citing the reasons for which she acted and causal explanation of her action? What is the relation between theoretical and practical rationality? What is the nature of our knowledge of our own intentional activity? What is it to act autonomously? What is shared cooperative activity? Prerequisite: 80..
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 188: Personal Identity (PHIL 288)

Do you persist through time the way that a skyscraper persists through space, by having different parts at different locations? Or are you ¿wholly present¿ at every moment of your life, in something more like the way that an elevator is present in each place as it travels up to the top floor? What criteria determine whether you now are the very same person as some unique person located at some time in the past? Is the continuity of your memories or other mental states sufficient for your survival? Can you survive the loss or destruction of your body? Do you really exist for more than just the present moment? How do different answers to these questions bear on your moral, personal, and professional obligations? What kinds of considerations could possibly help us to answer these questions? This course explores these and related issues. Readings include a mix of introductory survey, historical, and contemporary material.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 189: Examples of Free Will (PHIL 289)

Examples drawn from three domains: choice, computation, and conflict of norms. Conceptually, a distinction is made between examples that are predictable and those that are not, but skepticism about making a sharp distinction between determinism and indeterminism is defended.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 193C: Film & Philosophy (COMPLIT 154A, FRENCH 154, ITALIAN 154, PHIL 293C)

Issues of freedom, morality, faith, knowledge, personal identity, and the value of truth explored through film; philosophical investigation of the filmic medium itself. Screenings to include Twelve Monkeys (Gilliam), Ordet (Dreyer), The Dark Knight (Nolan), Vicky Cristina Barcelona (Allen), and Eternal Sunshine of the Spotless Mind (Kaufman). Taught in English.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 193D: Dante and Aristotle (ENGLISH 106E)

Focuses on Dante and Aristotle's writings about the cosmos, love, and the good. Readings will include Dante's Commedia, Aristotle's Nicomachean Ethics and De caelo, Aquinas's Summa theologiae, and Richard of St. Victor's Benjamin Minor. All readings will be in English.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)

PHIL 193H: The Art of the Movies: Story, Drama, and Image

A philosophical study of how movies coordinate and transform elements they borrow from older arts of literary narrative, live theater, and graphic illustration. Examples from the career of Alfred Hitchcock.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 193W: Nietzsche, Doestoevsky, and Sartre

Literary works in which philosophical ideas and issues are put forward, such as prose poems, novels, and plays. Ideas and issues and the dramatic or narrative structures through which they are presented. Texts include: Nietzsche, Thus Spoke Zarathustra; Dostoevsky, The Brothers Karamazov; and Sartre, Nausea and No Exit.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

PHIL 194C: Time and Free Will

Classic and contemporary reading on free will, with special attention to the consequence argument for incompatibilism, and issues involving causation and time.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 194L: Montaigne

Preference to Philosophy seniors. Philosophical and literary aspects of Montaigne's Essays including the nature of the self and self-fashioning, skepticism, fideism, and the nature of Montaigne's philosophical project. Montaigne's development of the essay as a literary genre.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Anderson, R. (PI)

PHIL 194N: Philosophical Issues in Cognitive Science

Philosophers generally do not perform systematic empirical observations or construct computational models. But philosophy remains important to cognitive science because it deals with fundamental issues that underlie the experimental and computational approach to mind. Abstract questions such as the nature of representation and computation. Relation of mind and body and methodological questions such as the nature of explanations found in cognitive science. Normative questions about how people should think as well as with descriptive ones about how they do. In addition to the theoretical goal of understanding human thinking, cognitive science can have the practical goal of improving it, which requires normative reflection on what we want thinking to be. Philosophy of mind does not have a distinct method, but should share with the best theoretical work in other fields a concern with empirical results.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 194P: Naming and Necessity

Saul Kripke's lectures on reference, modal metaphysics, and the mind/body problem.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 194R: Epistemic Paradoxes

Paradoxes that arise from concepts of knowledge and rational belief, such as the skeptical paradox, the preface paradox, and Moore¿s paradox. Can one lose knowledge without forgetting anything? Can one change one's mind in a reasonable way without gaining new evidence?
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PHIL 234B: The Later Heidegger: Art, Poetry, Language (RELIGST 277, RELIGST 377)

Lectures and seminar discussions of the problematic of the later Heidegger (1930 - 1976) in the light of his entire project. Readings from "On the Origin of the Work of Art" and Elucidations of Holderlin's Poetry.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

POLISCI 3P: Justice (ETHICSOC 171, IPS 208, PHIL 171, PHIL 271, POLISCI 136S, POLISCI 336S, PUBLPOL 103C, PUBLPOL 307)

Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality. Counts as Writing in the Major for PoliSci majors.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; van Wietmarschen, H. (PI)

POLISCI 124A: The American West (AMSTUD 124A, ARTHIST 152, ENGLISH 124, HISTORY 151)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

POLISCI 135P: Moral Limits of the Market (ETHICSOC 174A, PHIL 174A, PHIL 274A)

Morally controversial uses of markets and market reasoning in areas such as organ sales, procreation, education, and child labor. Would a market for organ donation make saving lives more efficient; if it did, would it thereby be justified? Should a nation be permitted to buy the right to pollute? Readings include Walzer, Arrow, Rawls, Sen, Frey, Titmuss, and empirical cases.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit

POLISCI 136R: Introduction to Global Justice (ETHICSOC 136R, INTNLREL 136R, PHIL 76, POLISCI 336)

Recent work in political theory on global justice. Topics include global poverty, human rights, fair trade, immigration, climate change. Do developed countries have a duty to aid developing countries? Do rich countries have the right to close their borders to economic immigrants? When is humanitarian intervention justified? Readings include Charles Beitz, Thomas Pogge, John Rawls.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit

POLISCI 136S: Justice (ETHICSOC 171, IPS 208, PHIL 171, PHIL 271, POLISCI 3P, POLISCI 336S, PUBLPOL 103C, PUBLPOL 307)

Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality. Counts as Writing in the Major for PoliSci majors.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; van Wietmarschen, H. (PI)

POLISCI 137A: Political Philosophy: The Social Contract Tradition (PHIL 176, PHIL 276, POLISCI 337A)

(Graduate students register for 276.) Why and under what conditions do human beings need political institutions? What makes them legitimate or illegitimate? What is the nature, source, and extent of the obligation to obey the legitimate ones, and how should people alter or overthrow the others? Study of the answers given to such questions by major political theorists of the early modern period: Hobbes, Locke, Rousseau, and Kant.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ryan, A. (PI)

POLISCI 226D: Mixed-Race Politics and Culture (AFRICAAM 226, AMSTUD 152K, ENGLISH 152K)

Today, almost one-third of Americans identify with a racial/ethnic minority group, and more than 9 million Americans identify with multiple races. What are the implications of such diversity for American politics and culture? In this course, we approach issues of race from an interdisciplinary perspective, employing research in the social sciences and humanities to assess how race shapes perceptions of identity as well as political behavior in 21st century U.S. n We will examine issues surrounding the role of multiculturalism, immigration, acculturation, racial representation and racial prejudice in American society. Topics we will explore include the political and social formation of race; racial representation in the media, arts, and popular culture; the rise and decline of the "one-drop rule" and its effect on political and cultural attachments; the politicization of Census categories and the rise of the Multiracial Movement.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

POLISCI 230A: Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, PHIL 176A, PHIL 276A, POLISCI 330A)

(Formerly CLASSHIS 133/333.) Political philosophy in classical antiquity, focusing on canonical works of Thucydides, Plato, Aristotle, and Cicero. Historical background. Topics include: political obligation, citizenship, and leadership; origins and development of democracy; and law, civic strife, and constitutional change.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Ober, J. (PI)

PORTLANG 193Q: Spaces and Voices of Brazil through Film (ILAC 193Q)

The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

PSYCH 29N: Growing Up in America

Preference to freshmen. To what extent is it possible to describe an "American" experience? How are different people included in or excluded from the imagined community that is America? How do a person's race, class, gender and sexuality affect his or her experience of belonging to this country? These are just some of the questions we will consider as we familiarize ourselves with the great diversity of childhood and young adult experiences of people who have grown up in America. We will read and discuss narratives written by men and women, by urban, suburban, and rural Americans, and by Asian Americans, African Americans, Native Americans, Latina/os, and European Americans.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

PSYCH 118F: Literature and the Brain (ENGLISH 118, ENGLISH 218, FRENCH 118, FRENCH 318)

Recent developments in and neuroscience and experimental psychology have transformed the way we think about the operations of the brain. What can we learn from this about the nature and function of literary texts? Can innovative ways of speaking affect ways of thinking? Do creative metaphors draw on embodied cognition? Can fictions strengthen our "theory of mind" capabilities? What role does mental imagery play in the appreciation of descriptions? Does (weak) modularity help explain the mechanism and purpose of self-reflexivity? Can the distinctions among types of memory shed light on what narrative works have to offer?
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

PUBLPOL 103C: Justice (ETHICSOC 171, IPS 208, PHIL 171, PHIL 271, POLISCI 3P, POLISCI 136S, POLISCI 336S, PUBLPOL 307)

Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality. Counts as Writing in the Major for PoliSci majors.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; van Wietmarschen, H. (PI)

REES 145D: Jewish American Literature (JEWISHST 155D)

Fiction of Jewish-American writers across the 20th and into the 21st centuries, both immigrants and subsequent generations of native-born Jews, to show how the topic of assimilation is thematized in the literature and to evaluate the distinctiveness of Jewish-American literature as a minority literature.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

RELIGST 1: Religion Around the Globe

A survey of significant religious traditions of the world with emphasis on contemporary manifestations. We will address aspects of Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. In addition, we will discuss interaction between individuals and communities in diverse and complex religious settings such as East Asia, the Middle East, and North America.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Bashir, S. (PI)

RELIGST 2: Is Stanford a Religion?

This course seeks to introduce students to the study of religion by posing a two-part question: What is a religion, and does Stanford qualify as one? Scientific, pragmatic, seemingly secular, Stanford may not seem at all similar to religions like Christianity, Judaism or Buddhism, but a deeper look reveals that it has many of the qualities of religion--origin stories, rituals and ceremonies, sacred spaces and times, visions of the future, even some spirits. By learning some of the theories and methods of the field of religious studies, students will gain a better understanding not just of Stanford culture but of what motivates people to be religious, the roles religion plays in people's lives, and the similarities and differences between religious and secular culture.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Lum, K. (PI)

RELIGST 11N: The Meaning of Life: Philosophical, Aesthetic, and Religious Perspectives

Raise ultimate questions about life. Yes, the unexamined life is not worth living, but also the unlived life is not worth examining. Students and professor examine their own lives in the light of questions that the readings and lectures bring up: 1. The big picture: Is there such a thing as "the" meaning of life? 2. What is entailed in making personal-existential sense of one's own life? 3. What constitutes the good life, lived in society? 4. How can a university education bear upon the search for a meaningful life? 5. What "methods" for or approches to life can one learn from studies in the humanities? After introductory lectures, the seminar studies a series of artworks, poems, diverse texts, and a film, all of which bear on the questions mentioned above -- works such: 1. Plato's Allegory of the Cave, from "The Republic" 2. Manet's "A bar at the Folies Bergere" 3. A comparison/contrast of Monet's early (1862) "Still Life" and van Gogh's late (1889) "Irises" 4. Lyric poetry T.S. Eliot: "The Love Song of J. Alfred Prufrock," "The Waste Land," and "East Coker"; Edwin Muir: "The Heart Could Never Speak"; Philip Larkin: "Days" 5. Martin Heidegger's "What Is Metaphysics?" 6. Jean-Paul Sartre's novel "Nausea" 7. Marx's Paris Manuscripts of 1844 8. Bergman's "The Seventh Seal"
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Sheehan, T. (PI)

RELIGST 12N: Perspectives on the Good Life

The question is how to approach and evaluate different perspectives on the good life, especially when those perspectives are beautifully, and elusively, presented to us as texts. We will consider both classic and modern writers, from the West and from China; some are explicitly religious, some explicitly secular; some literary, some philosophical. Most of the class will revolve around our talk with each other, interpreting and questioning relatively short texts. The works we will read - by Dante, Dickenson, Zhuangzi, Shklar, and others - are not intended to be representative of traditions, of eras, or of disciplines. They do, however, present a range of viewpoint and of style that will help frame and re-frame our views on the good life. They will illustrate and question the role that great texts can play in a modern 'art of living.' Perhaps most important, they will develop and reward the skills of careful reading, attentive listening, and thoughtful discussion. (Note: preparation and participation in discussion are the primary course requirement. Enrollment at 3 units requires a short final paper; a more substantial paper is required for the 4-unit option.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 13Q: Mystical Journeys: Beyond Knowing and Reason

What makes a mystic a mystic? This question has many sides. Why do we call someone a mystic? Is there such a thing as mystical experience? Do experiences make a mystic? Do beliefs? Practices? Many religious traditions have records of visionaries whose lives and writings open windows on the more hidden and aspirational aspects of belief and practice. These writings also take many forms: poems, letters, teachings, and accounts of visions, which we will encounter in the course of the quarter. Readings for the course will cover a cross-section of texts taken from Christian, Jewish, Muslim, Buddhist, and Native American sources.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED, Writing 2 | Grading: Letter (ABCD/NP)
Instructors: ; Gelber, H. (PI)

RELIGST 14N: Demons, Death, and the Damned: The 'Other' and the Otherwordly in America

This course will examine how beliefs about the "other world" actually shape and are shaped by Americans' this-worldly actions and interactions (i.e. in the demonization of the "other," whether defined religiously, racially, ethnically, or in gendered terms). Students will ask how ideas about demons and death, heaven and hell have reflected the concerns, values, and identities of Americans over time. Students will learn how to read primary sources against secondary literature.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 17N: Love, Power, and Justice: Ethics in Christian Perspective

From its inception, the Christian faith has, like all religions, implied an ethos as well as a worldview, a morality and way of life as well as a system of beliefs, an ethics as well as a metaphysics. Throughout history, Christian thinkers have offered reasoned accounts of the moral values, principles, and virtues that ought to animate the adherents of what eventually became the world's largest religion. We will explore a variety of controversial issues, theological orientations, and types of ethical reasoning in the Christian tradition, treating the latter as one 'comprehensive doctrine' (John Rawls) among many; a normative framework (actually a variety of contested religious premises, moral teachings, and philosophical arguments) formally on par with the religious ethics of other major faiths as well as with the various secular moral theories typically discussed in the modern university. We will learn to interpret, reconstruct, criticize, and think intelligently about the coherence and persuasiveness of moral arguments offered by a diverse handful of this religious tradition's best thinkers and critics, past and present.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Sockness, B. (PI)

RELIGST 18N: Religion and Politics: Comparing Europe to the U.S. (JEWISHST 18N)

Interdisciplinary and comparative. Historical, political, sociological, and religious studies approaches. The relationship between religion and politics as understood in the U.S. and Europe. How this relationship has become tense both because of the rise of Islam as a public religion in Europe and the rising influence of religious groups in public culture. Different understandings and definitions of the separation of church and state in Western democratic cultures, and differing notions of the public sphere. Case studies to investigate the nature of public conflicts, what issues lead to conflict, and why. Why has the head covering of Muslim women become politicized in Europe? What are the arguments surrounding the Cordoba House, known as the Ground Zero Mosque, and how does this conflict compare to controversies about recent constructions of mosques in Europe? Resources include media, documentaries, and scholarly literature.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED | Grading: Letter (ABCD/NP)

RELIGST 20A: The Sun Also Shines on the Wicked: The Problem of Evil in Religious Thought

The problem of Evil has plagued religious thinkers and philosophers for centuries. If God is omnipotent, omniscient, and omnibenevolent, then why is there Evil in the world? We will read and discuss the key thinkers and foundational texts from Plato and the Book of Job to Fyodor Dostoevsky, Friedrich Nietzsche and Sigmund Freud in order to appreciate the diverse responses to this most vexed of questions. We will survey some of the major approaches to the problem of Evil such as skepticism and theodicy in the works of the Classical authors and in those of the Christian, Jewish, and Islamic thinkers like Augustine, Maimonides, and al-Ghazali. We will also engage with dualist traditions such as Zoroastrianism and Manicheism, and with the ethics of the major figures of the Enlightenment such as Leibniz, Hume, and Kant. We will end the quarter by reading the most strident atheistic responses from contemporary scientists and philosophers such as Richard Dawkins and Sam Harris.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Vevaina, Y. (PI)

RELIGST 21: Religion in Science Fiction and Fantasy

Science fiction and fantasy create alternate worlds that incorporate religious institutions and beliefs that illuminate how we think about religion now and for the future. Texts work off diverse religious traditions: Islam, Buddhism, Catholic and Protestant forms of Christianity, Mayan religion, and Voudou are some that appear. Themes of free will and determinism, immortality, apocalypse and redemption. Myth, ritual, prophecy, the messianic hero, monasticism and mysticism. Texts like Dune, Count Zero, Sandman, Grass and the like explore religion in the contemporary imagination. Main assignment: write a short story.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE | Grading: Letter (ABCD/NP)
Instructors: ; Gelber, H. (PI)

RELIGST 26: The Bible and its Interpreters

Introduction to major stories, figures, and themes of the Christian Bible and their retellings in theological writing, art, literature, film, and music throughout the ages.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Pitkin, B. (PI)

RELIGST 31: The Religious Life of Things

Temples, prayer beads, icons, robes, books, relics, candles and incense, scarves and hats, sacred food and holy water; objects of all sorts play a prominent role in all religions, evoking a wide range of emotional responses, from reverence, solace and even ecstasy, to fear, hostility and violence. What is it about these things that makes them so powerful? Is it beliefs and doctrines that inspire particular attitudes towards certain objects, or is it the other way around? Many see a tension or even contradiction between religion and material pursuits and argue that the true religious life is a life without things. But is such a life even possible? This course adopts a comparative approach, drawing on a variety of traditions to examine the place of images, food, clothing, ritual objects, architecture and relics in religious thought and practice. Materials for the course include scholarship, scripture, images and at least one museum visit.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Kieschnick, J. (PI)

RELIGST 36: Philosophy of Religion (PHIL 77S)

(Formerly RELIGST 62S) Explores fundamental questions about the existence of God, free will and determinism, faith and reason, through traditional philosophical texts. Course is divided into four sections: first asks what is religion; second surveys the western philosophical tradition from Boethius through Descartes, Hume, Kant, and Kierkegaard regarding the foundation for theist beliefs; third investigates questions mystical experience raises through both western and Buddhist materials; and fourth takes up the ethics of belief, what we have a right to believe, through the Clifford and James debate and the opposing stances of Camus and Pascal.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Gelber, H. (PI)

RELIGST 50: Exploring Buddhism

From its beginnings to the 21st century. Principal teachings and practices, institutional and social forms, and artistic and iconographical expressions. (Formerly RELIGST 14.)
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Harrison, P. (PI)

RELIGST 61: Exploring Islam

This course introduces some of the most important features of the Islamic religious tradition. It explores the different ways in which Muslims have interpreted and practiced their religion. The main subjects of discussion ¿¿ including the life of the Prophet Muhammad, the Quran, Law, Ritual, Mysticism, Theology, Politics, and Art ¿- will be considered with reference to their proper historical contexts. Some of the topics covered include abortion, gender, rebellion and violence, and the visual vocabulary of paintings. Students will be exposed to important theories and methods in the academic study of religion. No prior knowledge is required.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Sadeghi, B. (PI)

RELIGST 62: Philosophy of Religion

Classic and modern questions in the philosophy of religion traced through Western and Eastern traditions: the coherence of theism, relativism, verification and ethics of belief, and mystical experience. Readings from traditional and modern texts.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 71: Jews and Christians: Conflict and Coexistence (JEWISHST 71)

The relationship between Judaism and Christianity has had a long a controversial history. Christianity originated as a dissident Jewish sect but eventually evolved into an independent religion, with only tenuous ties to its Jewish past and present. At the same time, Judaism has at times considered Christianity a form of idolatry. It seems that only since the catastrophe of the Holocaust, Jews and Christians (Catholics and Protestants) have begun the serious work of forging more meaningful relationships with each other. This course explores the most significant moments, both difficult and conciliatory ones, that have shaped the relationship between Judaism and Christianity, and introduces students to some of the most important literature, art, and music that are part of it. nSelected literature: Gospel according Matthew, the letters of St. Paul, St. Augustine, the Talmud (selections), Maimonides, Martin Luther's sermons on the Jews, Nostra Aetate (Vatican II)nArt and Music: Medieval art and sculpture, Haendel's Messiah.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Fonrobert, C. (PI)

RELIGST 81: Exploring Indian Religions

This course provides an overview of Indian religious traditions, including Hinduism, Buddhism, Jainism, Islam, and Sikhism. We will spend approximately half the course on Hindu thought and traditions from the Vedic period until the present day, emphasizing the diverse forms of this religion in different times and places. The second half of the course will be devoted to religions that emerged in South Asia (e.g., Jainism) and those that came to find a home and particular forms of expression on the subcontinent (e.g., Islam). Throughout students will read selections from a range of theological texts, epics, and literature that have permeated many aspects of daily religious life in India. We will also emphasize ritual activities, visual experiences in temples, and networks of pilgrimage places that dot the subcontinent. We will often pair primary sources (in translation) with later interpretations and impacts of those texts in modern South Asia. We will also survey the modern incarnations of particular Indian religious traditions throughout South Asia and the diaspora. By the conclusion of this course, students will be conversant with the texts, beliefs, and practices of the major Indian religions in their cultural and historical contexts and also have a working knowledge of basic categories important for the study of religion more broadly.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Truschke, A. (PI)

RELIGST 82: Approaches to the Study of Religion: Exploring Christianity

Historical and contemporary Christianity from four viewpoints: ritual and prayer; sacred texts and creeds; ethics and life; and community governance.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 95: How to Read the Bible

What does the Bible mean? Seeks to help students answer this question for themselves by introducing some of the many ways in which the Bible has been read over the ages. The focus will be the book of Genesis, but the real subject is the history of biblical interpretation¿how Genesis has been understood by theologians, writers, artists, scholars and others¿and the ultimate goal is not merely to engage the Bible itself but to gain a better appreciation of the act of reading, why people read differently and the consequences of that difference for religious history.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 105: Religion and War in America (HISTORY 154D)

Scholars have devoted much attention to wars in American history, but have not agreed as to whether religion was a major cause or simply a cover for political, economic, and other motives. We will compare interpretations that leave religion out, with those that take it into account. We will also look at the impact of war on the religious lives of ordinary Americans. We will examine both secondary as well as primary sources, beginning with King Philip's War in the 17th century, and ending with the "War on Terror" in the present day.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Lum, K. (PI)

RELIGST 106: Religion and the Environment: The Moral Meanings of Nature

What does it mean to live in "harmony" with nature? What do humans seek and find in nature and our relationship to it? How have understandings of nature oriented human actions and values and given "place" to humanity in the cosmos? From religious texts to Deep Ecology, American conservationism to Buddhist and Romantic nature poetry, naturalist critics of religion to religious naturalists, and finally debates over the role of religion in dealing with environmental crisis, this course is designed as a general introductory survey of the topic of religion and the environment. It will be guided by the question of how conceptions of nature have been a source of reflection on the goals of life and the ways in which humans are to understand their existential "lot". Readings will include primary texts from major religious traditions, poetry, and scholarly and philosophical texts from figures including, among others, Descartes, Goethe, Nietzsche, J.S. Mill, Thoreau, Aldo Leopold, John Muir, Gary Snyder, and Peter Singer.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit

RELIGST 107: Hindus and Muslims in South Asia

Hindus and Muslims have lived together in the subcontinent for over 1000 years, joined by Sikhs in the last 500. Contrasting narratives may emphasize composite cultures and interdependent societies, or separation and conflict. In the first half we will introduce these traditions and communities and highlight composite cultures in religion, literature, and music. In the second half we will examine key moments of conflict: the 11th-century invasions of Mahmud of Ghazni and narratives about them in Hindu and Muslim sources; the 1947 Partition of India and Pakistan; the Khalistan movement and the 1984 massacre of Sikhs after Indira Gandhi's assassination; the 2002 Gujarat riots. Learning goals: critically examine the categories `Hindu,' `Muslim,' `Sikh,' `religion'; analyze differing narratives of the same events; clarify the complex factors involved in violent `religious' conflict.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit

RELIGST 109: Emperor, Explorer, and God: Alexander the Great in the Global Imagination (CLASSICS 142)

(Formerly CLASSGEN 109.) This course will survey the changing image of Alexander the Great from the Hellenistic world to the contemporary. We shall study the appropriation of his life and legend in a variety of cultures both East and West and discuss his reception as both a divine and a secular figure by examining a variety of media including texts (primary and secondary) and images (statues, coins, mosaics, illuminated manuscripts, film, and TV) in the Hellenistic, Roman, Byzantine, Jewish, Islamic, Medieval, Renaissance, and Early Modern contexts. In concluding the quarter, students will evaluate contemporary representations in film and popular culture, such as Alexander directed by Oliver Stone and Pop Art in order to better appreciate his enduring legacy.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Vevaina, Y. (PI)

RELIGST 113B: Japanese Religion Through Film

Themes in premodern and modern Japanese religion though animations, movies and documentaries
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 113C: Asceticism: The Discipline of Desire

Asceticism is an intense negotiation of the self with its desires, usually taking the form of the attempt to repress or curtail desire. Asceticism is often understood as a radical response to the problem of obsessive desire. Excessive attachments to food, money, and sex are among the most common of these concerns¿today we refer to these as addictions¿both in the contemporary world and to those living in a pre-modern context. In this course, we will discuss the experiences of ascetic figures throughout history not as relics of history but as intelligible responses to the problem of obsessive desire common to all ages. We will comparatively examine case studies from the ancient Christian world and the modern Indian world. The first part of the course will be devoted to understanding some of the most notable theoretical approaches to ascetic behavior in the field of religious studies while the second part of the course will be devoted to close readings of the cases in light of these theoretical approaches. Cross-cultural comparison and contrast will also be stressed. In the final part of the course, we will turn to modern philosophical reflections on ascetic behavior, attempting to answer the question, does the ascetic response to obsessive desire make sense in the world we live in today?
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Witkowski, N. (PI)

RELIGST 114: Yoga Ancient and Modern

Originating in ancient India, yoga went through many developments over more than 4000 years in India and other parts of Asia. Having migrated to Euro-America in the late nineteenth century, today yoga is everywhere--studios, schools, gyms, malls, resorts, ashrams, retreat centers. It comes in many flavors¿austere, with meditative instructors and Sanskrit chants; stylish, in 105-degree heat, with portable-miked instructors loudly motivating students to go through poses with speed and intensity; niche-crafted to meet the needs of busy professionals, pregnant women, senior citizens, or people with back problems. It may appear as a spiritual path or as a heavily marketed commodity. It generates lawsuits as teachers dispute ownership of certain styles, or as some Americans oppose its teaching yoga in public schools. In the first half of the course we will study the history of yoga in India, reading primary texts composed between about 500 BCE and 1600 CE. In the second half we will learn about yoga¿s globalization in the last century. Participating in a yoga class is recommended. 4 units without yoga class, 6 units with yoga class and weekly short reflections on the experience.
Terms: Spr | Units: 4-6 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Hess, L. (PI)

RELIGST 116: Who Speaks for Religion? Scholars Versus Believers

This course introduces students to the Insider /Outsider problem in the study of Religion focusing on questions of location, position, relation and boundaries. Who possesses the authority to decide on which people are inside/outside a religion, religious group or tradition? How do we conceive of the participant observer relationship and the speaking and writing about religion? How should we think about the scientific pretensions of religious studies as a reductionist approach? How do we meaningfully engage with questions of faith, theology, and the beliefs of others as part of a historical narrative of religious studies that both privileges lived experience of believers and extols the need for critical distance on the part of scholars?
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 117: Christianity in 21st-century America

As the largest religion practiced in the United States, Christianity not only shapes the lives of a large number of its citizens but also impinges on public discourse, policies, and debates. This course investigates the ways in which Christianity in America is changing and what these changes bode for its role in the public and private spheres. Issues include shifting demographics lead to declining numbers in 'mainline' denominations; the polarization of Christian conservatives and religious 'nones'; interfaith toleration and cooperation alongside interreligious conflict; the rise of 'spiritual, not religious' young adults; the effects of immigration; religion and science.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: ; Pitkin, B. (PI)

RELIGST 118: Gandhi, Nonviolence, Religion

We will study Gandhi and his era, focusing on sources that relate Gandhi¿s theory and practice of nonviolence to religion and ethics. Topics include Gandhi¿s biography and personal influences; his construction of Hinduism and inclination to asceticism; his encounters with Jainism and Christianity; his attempts to negotiate the increasingly intractable and violent issues between Hindus and Muslims leading up to independence/partition; and the religious arguments involved in his bitter break with the leader of the anti-caste and ¿untouchable¿ liberation movement, B.R. Ambedkar. We will locate discussions of religion within larger political and social circumstances. Readings include The Story of My Experiments with Truth, Hind Swaraj, and other writings by Gandhi; the Bhagavad Gita; Erik Erikson¿s psychoanalytic study, Gandhi¿s Truth; and recent critical works on Gandhi and religion.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter or Credit/No Credit
Instructors: ; Hess, L. (PI)

RELIGST 119: Gandhi and His Legacy: Violence and Nonviolence in the World and in Ourselves

Gandhi, the pioneer of nonviolent political struggle in the first half of the 20th century, is used as a springboard to study violence more broadly¿what it is, what it does to individuals and societies, how it can be addressed and transformed. Special attention to connections between (non)violence on an individual/personal level and in the larger world. New format includes both academic study and experiential workshops
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Hess, L. (PI)

RELIGST 124: Sufi Islam

The complex of Islamic intellectual and social perspectives subsumed under the term Sufism. Sufi mystical philosophies and historical and social evolution. Major examples include: Qushayrî, Râbi'a, Junayd, Hallâj, Sulamî, Ibn al-'Arabî, Rûmî, Nizâm al-Dîn Awliyâ'. Social and political roles of Sufi saints and communities. Readings include original prose and poetry in translation, secondary discussions, and ethnography.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

RELIGST 126: Protestant Reformation (HISTORY 126B)

The emergence of Protestant Christianity in 16th-century Europe. Analysis of writings by evangelical reformers (Luther, Calvin, Zwingli, Sattler, Hubmeier, Müntzer) and study of reform movements (Lutheran, Reformed, Anabaptist, Spiritualist) in their medieval context and as expressions of new and influential visions of Christian belief, life, social order.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Pitkin, B. (PI)

RELIGST 128: The Five Books of Moses

A survey of the first five books of the Hebrew Bible/Old Testament--Genesis, Exodus, Leviticus, Numbers and Deuteronomy¿that will explore their authorship, form and meaning.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 129: Modern Jewish Thought (JEWISHST 129)

From 1870 to the late twentieth century, Jewish thought and philosophy attempted to understand Judaism in response to the developments and crises of Jewish life in the modern world. In this course we shall explore the responses of figures such as Martin Buber, Franz Rosenzweig, Hermann Cohen, Abraham Joshua Heschel, Joseph Soloveitchik, Emil Fackenheim, and Emmanuel Levinas. Central topics will concern ethics and politics, faith and revelation, redemption and messianism, and the religious responses to catastrophe and atrocity. We shall discuss Judaism in European culture before and after World War I and in North America in the postwar period and after the Six Day War. A central theme will be the ways in which attempts to understand Jewish experience are related to history.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

RELIGST 130: Sex and Gender in Judaism and Christianity (FEMGEN 130, JEWISHST 120)

What role do Jewish and Christian traditions play in shaping understandings of gender differences? Is gender always imagined as dual, male and female? This course explores the variety of ways in which Jewish and Christian traditions - often in conversation with and against each other - have shaped gender identities and sexual politics. We will explore the central role that issues around marriage and reproduction played in this conversation. Perhaps surprisingly, early Jews and Christian also espoused deep interest in writing about 'eunuchs' and 'androgynes,' as they thought about Jewish and Christian ways of being a man or a woman. We will examine the variety of these early conversations, and the contemporary Jewish and Christian discussions of feminist, queer, trans- and intersex based on them.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender | Grading: Letter (ABCD/NP)
Instructors: ; Fonrobert, C. (PI)

RELIGST 132C: How Jesus the Jew became God

Contemporary historical-critical methods in investigating how one might study Jewish and Christian texts of the 1st century CE. Social contexts including economic realities and elite ideological views. What can be known historically about 1st-century Judaism and Jesus' part it in it. How Jewish apocalyptic messianism shaped the birth of Christianity and its trajectory through the 1st century.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 132D: Early Christian Gospels (CLASSICS 145)

An exploration of Christian gospels of the first and second century. Emphasis on the variety of images and interpretations of Jesus and the good news, the broader Hellenistic and Jewish contexts of the gospels, the processes of developing and transmitting gospels, and the creation of the canon. Readings include the Gospel of John, the Gospel of Mark, the Gospel of Thomas, the Gospel of Mary and other canonical and non-canonical gospels.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Copeland, K. (PI)

RELIGST 133: Inventing Christianity in Late Antiquity

The transformation of an apocalyptic sect into an imperial religion from 200 to 600 C.E. Shifts in structures of authority, worship, and belief mapped against shifts in politics, economics and religion in the larger Roman empire. Cultural visions of this history including Edward Gibbon's Decline and Fall of the Roman Empire, Dan Brown's conspiracy theory in The Da Vinci Code, and Elaine Pagels' The Secret Gospel of Thomas.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 140: RELIGION AND ETHICS: The Limits of Dialogue

How do religious traditions address ethical problems? Although ¿the good¿ seems like a universal goal, religious traditions force us to consider non-universal ways of defining it. From marriage to genetic engineering, from abortion to organ donation, issues of community, faith, and practice continue to complicate our ethical thinking. Exploration of case-studies and concepts, with readings from Kant, Foucault, Butler and others, as well as Jewish and Christian interpretations of the Bible.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas | Grading: Letter (ABCD/NP)

RELIGST 144: John Calvin and Christian Faith

Close reading and analysis of Calvin's Institutes of the Christian Religion as a classic expression of Christian belief.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

RELIGST 146: Religious Mystery and Rational Reflection

Explores the boundaries of rational knowledge about Christian faith through a careful reading of the transcendental project of Jesuit theologian Karl Rahner. Rahner¿s thought, informed by various sources (e.g., the mystics, Aquinas, Kant, Hegel and Ignatius Loyola), results in an interpretation of Christian faith that strives for intellectual honesty in the face of challenges from science, atheism and post-modern culture. Yet it leaves room for a fundamental human openness to the source and goal of self-transcendence, what Rahner calls Holy Mystery. Weekly short position papers will be required to stir both reflection and discussion.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 148: From Jesus to Paul

Jesus considered himself God's definitive prophet, but he did not think he was God, and had no intention of founding a new religion. How did this Jewish prophet become the gentile God and the founder of Christianity? The role of Paul.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 148A: St. Paul and the Politics of Religion

The major letters written by Paul, the Apostle, and his biography, Acts of the Apostles. Historical context in first century Jewish cultural politics. Origins of Christianity, and the split into Judaism and Christianity. The relationship between Jews and non-Jews. The juxtaposition of law and faith. Origins of cultural universalism. Paul as Jewish radical versus Paul, the first Christian thinker and theologian. Recent philosophical readings of Paul (Taubes, Badiou, and Agamben).
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 150: The Lotus Sutra: Story of a Buddhist Book

The Lotus school of Mahayana, and its Indian sources, Chinese formulation, and Japanese developments.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom | Grading: Letter (ABCD/NP)

RELIGST 161: Modern Religious Thought: From Galileo to Freud

The three centuries following the Protestant Reformation led to a gradual clarification of the notions of the religious and secular and gave rise to a new genre of religious thought, ideally freed from theology, church or synagogue-a secular philosophy of religion, or in some cases a religiously-imbued philosophy. We will examine some of the foundations of religious thought in modernity, including Galileo, Spinoza, Diderot, Kant, Hegel, Schleiermacher, Kierkegaard, Feuerbach, Marx, Nietzsche and Freud.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 162: Spirituality and Nonviolent Urban and Social Transformation (CSRE 162A, URBANST 126)

A life of engagement in social transformation is often built on a foundation of spiritual and religious commitments. Case studies of nonviolent social change agents including Rosa Parks in the civil rights movement, César Chávez in the labor movement, and WIlliam Sloane Coffin in the peace movement; the religious and spiritual underpinnings of their commitments. Theory and principles of nonviolence. Films and readings. Service learning component includes placements in organizations engaged in social transformation. Service Learning Course (certified by Haas Center).
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

RELIGST 168: Philosophy of Religion

Course traces efforts within the Western tradition from Boethius through Anselm, Aquinas, Descartes, Hume, Kant, and Kierkegaard to Camus to establish a rational foundation for theist belief and its consistency or coherence with everyday experience. We will deal extensively with the criticisms that that effort has cast up and then turn to investigate issues that extraordinary or mystical experience raises. We will incorporate a look at Buddhist traditions as well as those in the west to gain insight into these questions. And finally, we will look at the ethics of belief, at our responsibility toward our commitments, and some of the varying positions available to us.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 173: What is Enlightenment? Religion in the Age of Reason

Many contemporary attitudes towards religion were forged in 17th- and 18th-century Europe in the midst of heated debates over the meaning and value of Christianity in a world 'come of age': Liberal calls for justice, toleration, and pluralism in matters religious; secular suspicions about religious superstition, fanaticism, and ideology; skepticism regarding the solubility of ultimate questions of meaning and metaphysics. Seminal readings on religion from Descartes, Pascal, Leibniz, Voltaire, Hume, Mendelssohn and Kant.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 174: Religious Existentialism-Kierkegaard

Existentialism is often understood to be a secular or anti-religious philosophy of life, a substitute for Christian ethics in a post-theistic world come of age. Yet this twentieth-century philosophical movement owes many of its concerns and much of its vocabulary to the hyper-Protestant Danish thinker Soren Kierkegaard, and much of the best Christian and Jewish thought in the 20th-century (Bultmann, Buber, Tillich) adopted existentialism as the ¿best philosophy¿ for making sense of these traditions in a secular age. This course will examine the origins of existentialist thought in the writings of Kierkegaard and its appropriation by a handful of influential 20th- century religious thinkers.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

RELIGST 176: Religious Diversity: Theoretical and Practical Issues

What does it mean for a religion to be true? If one religion is true, what about the truth of other religious possibilities? How, and why, should religious traditions be compared? Readings address tolerance and pluralism, relativism, comparative theory, and new religious virtues.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 183: Atheism: Hegel to Heidegger (PHIL 183T)

The radical changes in ideas of God between Hegel and Heidegger, arguing that their questions about theism and atheism are still pertinent today. Texts from Hegel, Feuerbach, Marx, Nietzsche, and Heidegger: on God, history, and the social dimensions of human nature. N.B.: Class size limited. Apply early at tsheehan@stanford.edu.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Sheehan, T. (PI)

RELIGST 185: Prophetic Voices of Social Critique

Judges, Samuel, Amos, and Isaiah depict and question power, strong leaders who inevitably fail, the societal inequities and corruption inevitable in prosperity, and the interplay between prophet as representative of God and the human king. How these texts succeed in their scrutiny of human power and societal arrangements through attention to narrative artistry and poetic force, and condemnation of injustice. Includes service-learning component in conjunction with the Haas Center.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

RELIGST 188A: Issues in Liberation: El Salvador

Within the context of US intervention in Central America the course investigates the history of liberation movements in El Salvador (including ¿liberation theology¿), as well as ethical questions relating economic, social, and political issues in that country. This class will likely include immersion travel to El Salvador over spring break and consequently the size of this course is limited. Students will be given an application by email. All applications will be reviewed to determine final class enrollment.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Sheehan, T. (PI)

RELIGST 201: Islamic Law (RELIGST 301)

(This course is combined with LAW 586) Emphasis is on methods of textual interpretation. History of premodern Islamic law, including origins, formation of schools of law, and social and political contexts. Laws of sale, marriage, divorce, and the obligation to forbid wrong.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: ; Sadeghi, B. (PI)

RELIGST 201A: Gender in Classical Islamic Law (RELIGST 301A)

The course examines classical Islamic society and law. It covers historical development, the unity and diversity of Muslim legal traditions, and the relationship between laws and values. Constructions of gender in law are examined through rituals, marriage, divorce, birth control, child custody, and sexuality.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 203: Myth, Place, and Ritual in the Study of Religion (RELIGST 303)

Sources include: ethnographic texts and theoretical writings; the approaches of Charles Long, Jonathan Z. Smith, Victor Turner, Michael D. Jackson, and Wendy Doniger; and lived experiences as recounted in Judith Sherman's Say the Name: A Survivor's Tale in Prose and Poetry, Jackson's At Home in the World, Marie Cardinal's The Words to Say It, and John Phillip Santos¿ Places Left Unfinished at the Time of Creation.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit

RELIGST 205: Religious Poetry

Religious poetry drawn from the Islamic, Christian, Confucian and Daoist traditions. Limited enrollment or consent of the instructor required.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

RELIGST 208A: Ex Oriente Lux: Orientalism and the Study of Religion (RELIGST 308A)

This seminar is designed to expose students to issues relating to discourse and subjectivity within the textual constructions of Oriental religions in the colonial era. We will begin with Edward W. Said¿s provocative work on notions of representation and power embedded in the discourse on the Orient that established, produced, and, ultimately, perpetuated western knowledge about the Other. We will then discuss the impact of the Oriental Renaissance and the vital role that Eastern wisdom played in constructing the field of Comparative Religious Studies. In addition, students will also read ethnographies, fables, and travelogues that both support and undermine Said¿s thesis of an active West constructing a largely passive East.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: ; Vevaina, Y. (PI)