2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Browse
by subject...
    Schedule
view...
 

1 - 10 of 29 results for: IHUM

IHUM 2: Epic Journeys, Modern Quests

First of a two quarter sequence. Through the metaphor of the journey, epic poems externalize the human quest for identity and self-definition: as the epic hero crosses the physical world and descends into the underworld, to visit the dead and seek counsel from them, he gradually comes closer to himself. The different goals of such journeys and the evolution of the epic hero as he struggles to reach his destination, with attention to how exile and alienation, the encounter with ancestors, the female voice, and divine guidance define the trajectories traced by the various epics in question.The diminished importance of the dead and the increased emphasis on the power of the living in various literary genres. How concepts of humanity and society are defined by the sense of rupture with the past, including a heightened importance given to innovation, the present, the living, and the everyday that contrasts with the formative power of the afterlife, tradition, and the dead.
Terms: Win | Units: 4 | UG Reqs: GER:IHUM-2

IHUM 3: Epic Journeys, Modern Quests

Second of a two quarter sequence. Through the metaphor of the journey, epic poems externalize the human quest for identity and self-definition: as the epic hero crosses the physical world and descends into the underworld, to visit the dead and seek counsel from them, he gradually comes closer to himself. The different goals of such journeys and the evolution of the epic hero as he struggles to reach his destination, with attention to how exile and alienation, the encounter with ancestors, the female voice, and divine guidance define the trajectories traced by the various epics in question.The diminished importance of the dead and the increased emphasis on the power of the living in various literary genres. How concepts of humanity and society are defined by the sense of rupture with the past, including a heightened importance given to innovation, the present, the living, and the everyday that contrasts with the formative power of the afterlife, tradition, and the dead.
Terms: Spr | Units: 4 | UG Reqs: GER:IHUM-3

IHUM 11A: Making of the Modern World: Europe and Latin America

First in a two quarter sequence. How did the modern world come to be? The emergence of modernity from 1300 to the present. Demographic and religious transformations in Europe; the development of ideologies, social formations, and political institutions as they eventually crossed the Atlantic and were modified in the Americas; 20th-century social revolution and authoritarianism throughout Latin America. Students build an understanding of the modern world and engage with the creative/destructive tensions inherent in this long transformation. Readings include classics of imaginative literature, political thought, and historical criticism. Theorists who have confronted and analyzed the problem of the origins of capitalist modernity, such as Adam Smith, Karl Marx, Max Weber. Records of ordinary life, such as parish registers, wills and diaries illustrate changes in social and economic existence. Sources include materials drawn from literature, philosophy, economic and social theory, and primary source documents and visual media.
Terms: Win | Units: 4 | UG Reqs: GER:IHUM-2

IHUM 11B: Making of the Modern World: Europe and Latin America

Second in a two quarter sequence. How did the modern world come to be? The emergence of modernity from 1300 to the present. Demographic and religious transformations in Europe; the development of ideologies, social formations, and political institutions as they eventually crossed the Atlantic and were modified in the Americas; 20th-century social revolution and authoritarianism throughout Latin America. Students build an understanding of the modern world and engage with the creative/destructive tensions inherent in this long transformation. Readings include classics of imaginative literature, political thought, and historical criticism. Theorists who have confronted and analyzed the problem of the origins of capitalist modernity, such as Adam Smith, Karl Marx, Max Weber. Records of ordinary life, such as parish registers, wills and diaries illustrate changes in social and economic existence. Sources include materials drawn from literature, philosophy, economic and social theory, and primary source documents and visual media.
Terms: Spr | Units: 4 | UG Reqs: GER:IHUM-3

IHUM 13: Beyond Survival

How do men and women survive, physically, intellectually, creatively, spiritually in the world? Focus is on texts that imaginatively model strategies to overcome physical deprivation (such as enslavement, prison camp confinement, and sexual violence) and social oppression (such as religious persecution and gender discrimination). How does a legacy of psychic and social trauma manifest itself in the contemporary moment? How do people reach beyond survival and rise above the historical circumstances into which they are born? Sources include works from the 17th century to the present that look back to critical moments in the past. The texts confront events of political and psychological rupture: slavery, the Holocaust, Latin American dictators. History and memory, ritual and reality collide as characters confront the past and negotiate its meanings and its presence. Innovative strategies of survival represented in these works appear in forms such as physical resistance, bearing witness, purposeful manipulation, ritual communion, artistic challenge, cultural rebellion, or rhetorical suasion. Sources include drama, fiction, a graphic novel, and a slave narrative.
Terms: Aut | Units: 4 | UG Reqs: GER:IHUM-1

IHUM 23A: The Fate of Reason

Two quarter sequence. Every day, each one of us faces problems about what to believe and how to act. Socrates began the tradition of philosophy by insisting that answers to these problems ought to be guided by reason¿that if we could only believe and act more rationally, our lives would be better for us overall. This course explores the fate of Socrates¿ proposal.nSome of our authors defend the power of reason to improve our lives. Others insist that purely rational principles demand too much of us, or else are insufficient to help us act well or reach important insights. Many writers focus on working out the proper relation between reason and the passions, or emotions. We will trace the fate of reason in several cultural traditions, thereby exploring the fundamental basis for our commitments about how to live, and for our most important beliefs about God, ourselves, the world, and our place within it.
Terms: Win | Units: 4 | UG Reqs: GER:IHUM-2

IHUM 23B: The Fate of Reason

Two quarter sequence. Every day, each one of us faces problems about what to believe and how to act. Socrates began the tradition of philosophy by insisting that answers to these problems ought to be guided by reason¿that if we could only believe and act more rationally, our lives would be better for us overall. This course explores the fate of Socrates¿ proposal.nSome of our authors defend the power of reason to improve our lives. Others insist that purely rational principles demand too much of us, or else are insufficient to help us act well or reach important insights. Many writers focus on working out the proper relation between reason and the passions, or emotions. We will trace the fate of reason in several cultural traditions, thereby exploring the fundamental basis for our commitments about how to live, and for our most important beliefs about God, ourselves, the world, and our place within it.
Terms: Spr | Units: 4 | UG Reqs: GER:IHUM-3

IHUM 25A: Art and Ideas

First in a two quarter sequence. Arts and Ideas will explore a broad sampling of cultural practices ¿ primarily dance and theater ¿ that use the human body as an art medium. From the critical perspectives of dance and drama history and theory, we will examine both established and emerging works. The focus will be on developing perceptual and interpretive skills for understanding how the performing arts have functioned historically and critically as key indexes to and challenging templates of cultural understanding. How can ¿we come to read the body as an art medium? What kinds of knowledge can a highly disciplined moving body reveal? What does it mean to re-present life through performance historically? How does a live performance work to construct the spectator who views it? How do we come to know ourselves through both watching and participating in performance?nn From romantic ballet and realist drama to the present ¿ including examples such as the Harlem Renaissance, the early-20th century European avant-garde, Happenings and the environmental theatre/dance experiments of 1960s New York, and new forms of ¿postdramatic¿ dance-theatre ¿ we will use performances as central texts for understanding the world. The class includes extensive viewing of performances in digital media and live venues as well as exhibitions at the Cantor Art Center. The syllabus will take advantage of leading artists visiting Stanford and the Bay Area during the winter and spring quarters.
Terms: Win | Units: 4 | UG Reqs: GER:IHUM-2

IHUM 25B: Art and Ideas

Second in a two quarter sequence. Arts and Ideas will explore a broad sampling of cultural practices ¿ primarily dance and theater ¿ that use the human body as an art medium. From the critical perspectives of dance and drama history and theory, we will examine both established and emerging works. The focus will be on developing perceptual and interpretive skills for understanding how the performing arts have functioned historically and critically as key indexes to and challenging templates of cultural understanding. How can ¿we come to read the body as an art medium? What kinds of knowledge can a highly disciplined moving body reveal? What does it mean to re-present life through performance historically? How does a live performance work to construct the spectator who views it? How do we come to know ourselves through both watching and participating in performance?nn From romantic ballet and realist drama to the present ¿ including examples such as the Harlem Renaissance, the early-20th century European avant-garde, Happenings and the environmental theatre/dance experiments of 1960s New York, and new forms of ¿postdramatic¿ dance-theatre ¿ we will use performances as central texts for understanding the world. The class includes extensive viewing of performances in digital media and live venues as well as exhibitions at the Cantor Art Center. The syllabus will take advantage of leading artists visiting Stanford and the Bay Area during the winter and spring quarters.
Terms: Spr | Units: 4 | UG Reqs: GER:IHUM-3

IHUM 28A: Poetic Justice: Order and Imagination in Russia

Russia is where the most beautiful dreams and the ugliest nightmares of other places come true. There the doctrines of Christianity, Marxism, and now free-market capitalism, born elsewhere, have developed in fantastic ways, and borrowed artistic forms, from the novel to the ballet, have reached a new level. This course traces Russian culture over a millennium, focusing on the tensions that developed there between beauty and power, self and other, past and future. We start the winter with Biblical stories, folktales about princes and peasants, medieval icons and saints' lives, then turn to masterpieces of nineteenth-century literature. Alexander Pushkin transforms the bloody history of the Pugachev rebellion into a novella about disguise, power and love. Nikolai Gogol imagines an uneasy world where your own nose could leave your body to become your rival. Fedor Dostoevsky, in The Brothers Karamazov, questions why we trust the state, the church, the family, and language itself. Lev Tolstoy, in Hadji Murad, explores the margins of the ungovernable empire and the equally ungovernable interior of the self. At the end of the quarter, in the poetry of Blok and the music of Stravinsky, we hear the rhythm of violent revolution on its way.nnPoetic Justice maintains an extensive website at: www.stanford.edu/class/ihum28a.
Terms: Win | Units: 4 | UG Reqs: GER:IHUM-2
Filter Results:
term offered
updating results...
teaching presence
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints