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201 - 210 of 1219 results for: all courses

CHINA 151B: The Nature of Knowledge: Science and Literature in East Asia (CHINA 251B, JAPAN 151B, JAPAN 251B, KOREA 151, KOREA 251)

"The Nature of Knowledge" explores the intersections of science and humanities East Asia. It covers a broad geographic area (China, Japan, and Korea) along a long temporal space (14th century - present) to investigate how historical notions about the natural world, the human body, and social order defied, informed, and constructed our current categories of science and humanities. The course will make use of medical, geographic, and cosmological treatises from premodern East Asia, portrayals and uses of science in modern literature, film, and media, as well as theoretical and historical essays on the relationships between literature, science, and society.As part of its exploration of science and the humanities in conjunction, the course addresses how understandings of nature are mediated through techniques of narrative, rhetoric, visualization, and demonstration. In the meantime, it also examines how the emergence of modern disciplinary "science" influenced the development of literary language, tropes, and techniques of subject development. This class will expose the ways that science has been mobilized for various ideological projects and to serve different interests, and will produce insights into contemporary debates about the sciences and humanities.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI | Repeatable 2 times (up to 10 units total)

CHINA 163: Chinese Biographies of Women (CHINA 263)

Generic and historical analysis of the two-millennia long biographical tradition inaugurated by Liu Xiang, ca. 79-8 B.C.E. Chinese women's history, intellectual history, historiography, and literary studies.
Last offered: Autumn 2018 | UG Reqs: WAY-A-II

CHINA 163A: Looking for the Way (Dao) in East Asia (HUMCORE 113)

This course looks at foundations of East Asian thought, including Confucianism, Daoism, and Buddhism as well as other cultural traditions. The ideologies were first articulated in ancient China (or India) and from there spread to Korea, Japan, and throughout Southeast Asia, where they remain important today. We will read selections from seminal texts including "The Confucian Analects", "Daode jing", "Zhuangzi", and "The Platform Sutra of the Sixth Patriarch". Attention is also given to other perennial (and often problematic) themes of Asian life and society, including those of conflicting loyalties and violent revenge. Finally, the course examines aesthetic expression in painting and calligraphy that became the embodiment of classical philosophical values and their own articulation of an aestheticized Way, still widely practiced and admired. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Last offered: Autumn 2022 | UG Reqs: WAY-A-II

CLASSICS 9N: What Didn't Make the Bible (HISTORY 112C, JEWISHST 4, RELIGST 4)

Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. "What Didn't Make It in the Bible" focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The course assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed f more »
Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. "What Didn't Make It in the Bible" focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The course assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed for students who are part of faith traditions that consider the bible to be sacred, as well as those who are not. The only prerequisite is an interest in exploring books, groups, and ideas that eventually lost the battles of history and to keep asking the question "why." In critically examining these ancient narratives and the communities that wrote them, you will investigate how religions canonize a scriptural tradition, better appreciate the diversity of early Judaism and Christianity, understand the historical context of these religions, and explore the politics behind what did and did not make it into the bible.
Terms: Aut | Units: 4 | UG Reqs: WAY-A-II, WAY-SI
Instructors: Penn, M. (PI)

CLASSICS 13N: Race, Blackness, Antiquity (CSRE 13N)

What was the definition of 'race' twenty-five hundred years ago? What did black skin color indicate in the centuries before the Trans-Atlantic slave trade? In this course, students will investigate the history of black skin color in Greek and Roman antiquity alongside the legacy of race within the field of Classics (ancient Greek and Latin literature). In addition to interrogating the terms 'race' and 'blackness' as it applies to an ancient time period, students will cross-examine the role that race and cultural imperialism have played in the formation of the current discipline of Classics. This course will benefit greatly from students with a broad spectrum of interests; all are welcome to join the discussion.
Last offered: Spring 2022 | UG Reqs: WAY-A-II, WAY-EDP

CLASSICS 14N: Ecology in Philosophy and Literature

What can we do to help the environment? How do our conceptions of the environment affect our actions? In this class, we examine the basic principles of ecological thinking in Western culture. We explore the ways that different writers represent and conceive of the natural world. We also analyze different environmental philosophies. We will address the following questions: What is nature? Who decides what is "natural"? How do humans differ from other animals? Do these differences make us superior beings? How do our eating habits affect the earth? What are the philosophical arguments for vegetarianism and veganism? How have the technologies of television, cell phones, and computers affected our relationship to the natural world? To what extent do we dwell in cyberspace? How does this affect our habitation on earth? How does modern technology inform the way that we think and act in the world? To help us answer these questions, we read nature writers (Edward Abbey, Annie Dillard), philosophers (Descartes, Heidegger), short stories (Kafka, Ursula le Guin), novelists (Conrad, Tournier) and contemporary writers (Peter Singer, Michael Pollan, Elizabeth Kolbert).
Last offered: Spring 2019 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER

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. Why 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? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels 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. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were exclu more »
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. Why 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? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels 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. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were excluded. Sculptors were less lowly but still regarded as "mechanics," with soft bodies and soft minds (Xenophon), "indifferent to higher things" (Plutarch). The seminar addresses such issues as we work to acknowledge our own privilege and biases. Students will read and discuss texts, write response papers and present slide lectures on aspects of the artist's profession.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II, GER:DB-Hum
Instructors: Maxmin, J. (PI)

CLASSICS 19N: Eloquence Personified: How To Speak Like Cicero

This course is an introduction to Roman rhetoric, Cicero's Rome, and the active practice of speaking well. Participants read a short rhetorical treatise by Cicero, analyze one of his speeches as well as more recent ones by, e.g., Kennedy, Martin Luther King Jr., and Obama, and watch their oratorical performances. During the remainder of the term they practice rhetoric, prepare and deliver in class two (short) speeches, and write an essay.
Last offered: Winter 2023 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE

CLASSICS 21Q: Eight Great Archaeological Sites in Europe (ARCHLGY 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: Win, Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, Writing 2, WAY-A-II
Instructors: Shanks, M. (PI)

CLASSICS 31: Greek Mythology

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, and the poets of lyric and tragedy. Weekly participation in a discussion section is required during regular academic quarters (Aut, Win, Spr)
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II
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