printer friendly pageSLE 92: Structured Liberal Education
Focusing on great works of philosophy, religion, literature, painting, and film drawn largely from the Western tradition, the SLE curriculum places particular emphasis on artists and intellectuals who brought new ways of thinking and new ways of creating into the world, often overthrowing prior traditions in the process. These are the works that redefined beauty, challenged the authority of conventional wisdom, raised questions of continuing importance to us today, and - for good or ill - created the world we still live in. Texts may include: Augustine, the Qur'an, Dante, Rumi, Machiavelli, Montaigne, Shakespeare, Cervantes, Las Casas, Descartes, Locke, Mill, Schleiermacher, and Flaubert.
Terms: Win
| Units: 8
| UG Reqs: College, GER:DB-Hum, GER:IHUM-2, THINK, WAY-A-II, WAY-ER, Writing SLE
Instructors:
Garcia, M. (PI)
;
Kretler, K. (PI)
;
Landy, J. (PI)
;
Mann, P. (PI)
;
Sabol, J. (PI)
;
Shin, E. (PI)
;
Watkins, G. (PI)
SOC 8: Sport, Competition, and Society
This course uses the tools of social science to help understand debates and puzzles from contemporary sports, and in doing so shows how sports and other contests provide many telling examples of enduring social dynamics and larger social trends. We also consider how sport serves as the entry point for many larger debates about the morality and ethics raised by ongoing social change.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI, WAY-ER
Instructors:
Cervantes, J. (PI)
;
Freese, J. (PI)
;
Hausen, S. (PI)
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Instructors:
Cervantes, J. (PI)
;
Freese, J. (PI)
;
Hausen, S. (PI)
;
Hellman, A. (PI)
;
Johfre, S. (PI)
;
Warner, M. (PI)
;
van Loon, A. (PI)
SOC 122D: Free Speech and Inclusion on Campus (AMSTUD 122D)
How do we balance norms of inclusion and respect with norms of free speech? This seminar course utilizes readings from sociology, political science, and legal/ethical reasoning to elucidate the larger structures and ideals that are at stake in the debates over what kind of speech is tolerable, or more normatively speaking, desirable, at colleges and universities. The expected learning outcomes are: a greater understanding of the free speech's role in American society and democracy, how America's position on free speech compares to other countries, and how speech restriction and liberties can reveal larger patterns in social structure and agency. Finally, key skills students will develop are learning how to identify common ethical frameworks that academic and popular authors use and how to analyze the origins of and changes in social institutions and social structures.
| UG Reqs: WAY-ER, WAY-SI
SPANLANG 108SL: Advanced Spanish Immersion:Migration, Asylum & Human Rights at the Border
Students develop advanced Spanish language proficiency through examination of issues surrounding current immigration and refugee crises. Discussion of Central American contexts, international treaties, human rights, and U.S. immigration law. Class will include expert commentary from legal and mental health professionals, human rights specialists, migrants, and refugees. Legal, medical, and psychological implications of migration. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Students may enroll in the companion elective
HUMRTS 108 to volunteer for one week with the CARA Family Detention Pro Bono Project in Dilley, TX,working directly with Spanish-speaking asylum seekers. Prerequisite: completion of SPANLANG 13, 23B or equivalent.
SPANLANG 108SL is a requirement for
HUMRTS 108. This course requires an application process. Please email instructor for consent
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
Instructors:
Brates, V. (PI)
STS 123: Making of a Nuclear World: History, Politics, and Culture
Nuclear technology has shaped our world through its various applications (e.g., weapons, energy production, medicine) and accidents and disasters (e.g., Chernobyl, Three Mile Island, Fukushima). This course will examine the development of nuclear technology and its consequences to politics and culture at the global, national, regional and local levels from interdisciplinary perspectives. Some of the key questions addressed are: How did different countries and communities experience and respond to the 1945 bombings of Hiroshima and Nagasaki? How did such experiences affect the later development of the technology in different national contexts? How have nuclear tests and disasters change the ways in which risks are understood and managed globally and locally? What kinds of political activism, international arrangements, and cultural tropes and imageries emerged in response to nuclear technology? We explore these questions through key works and recent studies in history, anthropology, sociology, and science and technology studies, as well as through films and literature.
Terms: Sum
| Units: 4
| UG Reqs: WAY-ER, WAY-SI
Instructors:
Sato, K. (PI)
;
Bykowski, M. (TA)
TAPS 12N: To Die For: Antigone and Political Dissent (CLASSICS 17N)
(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: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-ER
Instructors:
Rehm, R. (PI)
TAPS 163D: Shakespeare: The Ethical Challenge (ENGLISH 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: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
Instructors:
Lupic, I. (PI)
TAPS 180Q: Noam Chomsky: The Drama of Resistance
Preference to sophomores. Chomsky's ideas and work which challenge the political and economic paradigms governing the U.S. Topics include his model for linguistics; cold war U.S. involvements in S.E. Asia, the Middle East, Central and S. America, the Caribbean, and Indonesia and E. Timor; the media, terrorism, ideology, and culture; student and popular movements; and the role of resistance.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-ER, WAY-SI
Instructors:
Rehm, R. (PI)
THINK 19: Rules of War
When, if ever, is war justified? How are ethical norms translated into rules that govern armed conflict? Are these rules still relevant in light of the changing nature of warfare? We will examine seminal readings on just war theory, investigate the legal rules that govern the resort to and conduct of war, and study whether these rules affect the conduct of states and individuals. We will examine alternative ethical frameworks, competing disciplinary approaches to war, and tensions between the outcomes suggested by ethical norms, on the one hand, and legal rules, on the other. Students will engage actively with these questions by participating in an interactive role-playing simulation, in which they will be assigned roles as government officials, advisors, or other actors. The class will confront various ethical, legal, and strategic problems as they make decisions about military intervention and policies regarding the threat and use of force in an international crisis.
Last offered: Winter 2018
| UG Reqs: College, THINK, WAY-ER, WAY-SI
THINK 24: Evil
What is evil? Are we naturally good or evil? How should we respond to evil? There are many books and courses that focus on the good life or the virtues. Yet despite their obvious apparent presence in our life and world, evil and the vices are rarely taken as explicit topics. We will read philosophical and literary texts that deal with the question of evil at a theoretical level, but will also focus on some practical implications of these issues. By exploring evil, we will confront larger questions about the nature of human beings, the appropriate aims of the good society, the function of punishment, and the place of morality in art.
Terms: Aut
| Units: 4
| UG Reqs: College, THINK, WAY-A-II, WAY-ER
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