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11 - 17 of 17 results for: ESF

ESF 21: Decolonial Thought

How do we make sense of the colonial foundations of the modern world? What is it to decolonize our institutions, minds and politics? In recent years, the Rhodes Must Fall movement in South Africa has spurred on a vibrant and difficult discussion across the world, about the legacy of colonialism in the modern university. Students and academics have been engaged in devising methods to understand and undo this colonial inheritance and confront the various connected structures of power such as hetero-patriarchy, racism, and class. One aspect of this endeavor has been to delve deep into the intellectual resources developed by anti-colonial and decolonial writers, revolutionaries, academics, and activists from the postcolonial world. This course is designed as a deep engagement with this critical decolonial work by some of the most significant thinkers from the Global South in the last hundred years. We will begin the course by developing a basic understanding of the contemporary call for de more »
How do we make sense of the colonial foundations of the modern world? What is it to decolonize our institutions, minds and politics? In recent years, the Rhodes Must Fall movement in South Africa has spurred on a vibrant and difficult discussion across the world, about the legacy of colonialism in the modern university. Students and academics have been engaged in devising methods to understand and undo this colonial inheritance and confront the various connected structures of power such as hetero-patriarchy, racism, and class. One aspect of this endeavor has been to delve deep into the intellectual resources developed by anti-colonial and decolonial writers, revolutionaries, academics, and activists from the postcolonial world. This course is designed as a deep engagement with this critical decolonial work by some of the most significant thinkers from the Global South in the last hundred years. We will begin the course by developing a basic understanding of the contemporary call for decolonizing the university and the field of postcolonial and decolonial scholarship. After this, the main focus of this course will be a close reading and reflection on the writings that today constitute a rich reservoir of ideas for contemporary struggles to decolonize, to think critically about structures of power and injustice and to search for languages of liberation.
Terms: Aut | Units: 7 | UG Reqs: College, THINK, WAY-A-II, WAY-EDP, Writing 1

ESF 21A: Decolonial Thought

How do we make sense of the colonial foundations of the modern world? What is it to decolonize our institutions, minds and politics? In recent years, the Rhodes Must Fall movement in South Africa has spurred on a vibrant and difficult discussion across the world, about the legacy of colonialism in the modern university. Students and academics have been engaged in devising methods to understand and undo this colonial inheritance and confront the various connected structures of power such as hetero-patriarchy, racism, and class. One aspect of this endeavor has been to delve deep into the intellectual resources developed by anti-colonial and decolonial writers, revolutionaries, academics, and activists from the postcolonial world. This course is designed as a deep engagement with this critical decolonial work by some of the most significant thinkers from the Global South in the last hundred years. We will begin the course by developing a basic understanding of the contemporary call for de more »
How do we make sense of the colonial foundations of the modern world? What is it to decolonize our institutions, minds and politics? In recent years, the Rhodes Must Fall movement in South Africa has spurred on a vibrant and difficult discussion across the world, about the legacy of colonialism in the modern university. Students and academics have been engaged in devising methods to understand and undo this colonial inheritance and confront the various connected structures of power such as hetero-patriarchy, racism, and class. One aspect of this endeavor has been to delve deep into the intellectual resources developed by anti-colonial and decolonial writers, revolutionaries, academics, and activists from the postcolonial world. This course is designed as a deep engagement with this critical decolonial work by some of the most significant thinkers from the Global South in the last hundred years. We will begin the course by developing a basic understanding of the contemporary call for decolonizing the university and the field of postcolonial and decolonial scholarship. After this, the main focus of this course will be a close reading and reflection on the writings that today constitute a rich reservoir of ideas for contemporary struggles to decolonize, to think critically about structures of power and injustice and to search for languages of liberation.
Terms: Aut | Units: 7 | UG Reqs: College, THINK, WAY-A-II, WAY-EDP, Writing 1

ESF 23: Heroes and Heroism

Drawing upon Chinese, Greek, and Roman literary, philosophical, and historical writings, the seminar would examine, in a comparative light, concepts of heroism and models of courage, fortitude, and leadership in these paradigmatic ancient traditions. Possible authors: Mencius, Sima Qian, Liu Xiang, Guan Hanqing, and Ji Junxiang; Homer, Aeschylus, Sophocles, Plato, Aristotle, Plutarch, Virgil, and Seneca.
Terms: Aut | Units: 7 | UG Reqs: WAY-A-II, WAY-ER

ESF 23A: Heroes and Heroism

Drawing upon Chinese, Greek, and Roman literary, philosophical, and historical writings, the seminar would examine, in a comparative light, concepts of heroism and models of courage, fortitude, and leadership in these paradigmatic ancient traditions. Possible authors: Mencius, Sima Qian, Liu Xiang, Guan Hanqing, and Ji Junxiang; Homer, Aeschylus, Sophocles, Plato, Aristotle, Plutarch, Virgil, and Seneca.
Terms: Aut | Units: 7 | UG Reqs: WAY-A-II, WAY-ER

ESF 25: Development and Dispossession

Many students come to Stanford hoping to "make the world a better place," but what does that mean? Where do our ideas about human development, progress and improvement come from? This class asks you to consider this goal from a global historical perspective, including but not limited to the Middle East. How do ideas about human progress intersect with the development of nonhuman landscapes, built environments and infrastructure? What are the intended and unintended consequences of the projects and plans these ideas inspire? In particular, we will examine how projects aimed at improvement have legitimated and shaped colonial expansion, large-scale infrastructure schemes, and population exchanges, alongside human experiences of dispossession, loss, and exile.
Terms: Aut | Units: 7 | UG Reqs: WAY-EDP, WAY-SI

ESF 25A: Development and Dispossession

Many students come to Stanford hoping to "make the world a better place," but what does that mean? Where do our ideas about human development, progress and improvement come from? This class asks you to consider this goal from a global historical perspective, including but not limited to the Middle East. How do ideas about human progress intersect with the development of nonhuman landscapes, built environments and infrastructure? What are the intended and unintended consequences of the projects and plans these ideas inspire? In particular, we will examine how projects aimed at improvement have legitimated and shaped colonial expansion, large-scale infrastructure schemes, and population exchanges, alongside human experiences of dispossession, loss, and exile.
Terms: Aut | Units: 7

ESF 50: Education as Self-Fashioning: Lecture Series

One-unit lecture series featuring prominent intellectuals lecturing on the nature and meaning of liberal education (associated with Education as Self-Fashioning.) NOTE: students enrolled in the 7-unit ESF course should NOT add this course to their study list; this 1-unit course is only for non-ESF students who wish to enroll in the lecture series only. Lectures will constitute an ongoing, campus-wide conversation about the aims of liberal education that extends the ''First Lecture'' featured in New Student Orientation.
Terms: Aut | Units: 1
Instructors: Findlen, P. (PI)
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