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1091 - 1100 of 1221 results for: all courses

POLISCI 230A: Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, ETHICSOC 130A, PHIL 176A, PHIL 276A, POLISCI 330A)

Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER

PSYC 82: The Literature of Psychosis (ANTHRO 82P, HUMBIO 162L, PSYC 282)

One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.
Last offered: Spring 2021 | UG Reqs: WAY-A-II, WAY-EDP | Repeatable 2 times (up to 10 units total)

PSYC 126: Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 118, ENGLISH 218, FRENCH 118, FRENCH 218, PSYCH 118F)

How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II

PSYCH 118F: Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 118, ENGLISH 218, FRENCH 118, FRENCH 218, PSYC 126)

How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II

PWR 91CW: Intermediate Writing: Seeing is Believing: The Power of Persuasive Data Stories

In this course, students will study and practice principles of data visualization informed by fields like rhetorical theory, statistics, and cognitive science, using these principles to critically read, redesign, and create charts, maps, and other datastories more effectively. For full course description and video visit https://pwrcourses.stanford.edu/pwr91cw
Terms: Aut | Units: 3 | UG Reqs: WAY-A-II, WAY-CE
Instructors: Wright, C. (PI)

PWR 91LF: The Art of Access: Disability, Creativity, Communication

How do assistive technologies like captions and speech recognition shape the way creators and audiences produce and consume digital media? In this course, we will investigate what constitutes "creative access" in the arts and in media. Students will collaborate with nationally-recognized disabled media artists who are reimagining what art can be when access is integrated into its aesthetics from an accessible digital video game character creator for non-visual gamers, to a digital media instrument for individuals who are bed-bound. Guest talks, artist-led workshops, and case studies will guide students through a self-designed project, such as a work of accessible media art or a curatorial proposal for an exhibition. This class provides a rare inside look into professional artist-designer practices and research, equipping students to critically engage in disability justice-centered communication, storytelling, and collaboration. No previous artistic experience or expertise is required. Course does not fulfill WR1 or WR2 requirement.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: Felt, L. (PI)

PWR 194AJB: Race, Ethnicity, and Language: Black Digital Cultures from BlackPlanet to AI (AFRICAAM 389C, CSRE 385, EDUC 389C)

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win | Units: 3-4 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: Banks, A. (PI)

PWR 194AV: Topics in Writing & Rhetoric: Drawn from Life: The Power of True Stories in Autobio Comics

The most impactful, fantastical stories often come not from fiction but from our own richly diverse lives. In this course you will explore autobiographical comics as a form of personal narrative ideally suited for communicating purposeful messages about culture, identity, and experience. We will embark on an immersive journey through comics in which authors tell their own true stories with rhetorical purpose, such as revealing the nuances of cultural identity, illuminating the experiences of marginalized communities or perspectives, and/or promoting advocacy or change. You will engage in deep analysis of how these comics reveal and help create the rhetorical practices of particular cultural communities. No drawing experience or expertise is required. For more information see https://undergrad.stanford.edu/programs/pwr/courses/additional-elective-courses-writing-and-rhetoric
Last offered: Winter 2022 | UG Reqs: WAY-A-II, WAY-CE

PWR 194BR: Topics in Writing & Rhetoric: The Rhetoric of Health and Medicine

This course will aim to give students a foundation in the rhetoric of health and medicine across major stakeholders researchers, government, institutions, doctors, patients, journalists, and a general public obsessed with health and wellness. For example, we will analyze key theories about the relation of institutions, doctors, and patients, from Foucault's Birth of the Clinic to Rita Charon's Narrative Medicine: Honoring the Stories of Illness. We will also investigate how patients make sense of their illnesses through art and memoirs, how doctors are trained in an empathetic bedside manner, and the rhetoric of medical breakthroughs. From this foundation, students will choose an issue to tackle in their own research projects, from the politicization of Planned Parenthood and women's healthcare, to the experience of trans patients seeking care, to the rhetoric of access vs. coverage in current debates about health insurance. Prerequisite: completion of WR-1 & WR-2 req or permission of instructor. For full description, see https://undergrad.stanford.edu/programs/pwr/courses/additional-elective-courses/rhetoric-health-and-medicine
Last offered: Autumn 2017 | UG Reqs: WAY-A-II, WAY-ER

PWR 194CW: Brave New Worlds: An Introduction to (De)colonial Rhetorics

Since the time of Columbus, colonial agendas and policies have engendered their own rhetorics of justification and explanation. After all, European modernism began with the encounter of the New World, and Europe¿s own identity was forged in the process of ¿Latinization¿ of the Western Hemisphere. In response, decoloniality arose as a rich intellectual critique in the late 1990s in South America and the Caribbean. Decolonial rhetorical traditions stand in a unique position vis-à-vis the development of modernity, colonialism, racialized identities, the crisis of European reason, and the dawn of globalization. In an era of Trumpism, in which European modernity once again justifies restricting the mobility and freedom of Latinx immigrants, among other ethnic groups, perhaps no other form of intellectual critique seems quite so urgent. This course introduces students to primary decolonial rhetorical texts and asks students to apply these insights to pressing contemporary challenges by practicing deep reading of primary and secondary texts, preparing group presentations, and exploring creative acts of composition with an eye toward imagining brave new worlds and the decolonial rhetorical practices valued therein.
Last offered: Winter 2019 | UG Reqs: WAY-A-II, WAY-EDP
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