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

511 - 520 of 1219 results for: all courses

ESF 17A: What Can You Do for Your Country?

What does it mean to serve your country? All ethical systems train the individual to relinquish self-interest in favor of a larger communal good. When you applied to Stanford, you answered many application questions designed to elicit evidence of your ability to serve others, which is considered a sign of good character, leadership, and ability to thrive beyond the confines of your family and private world. Knowing you've wrestled with this question at length, showing sacrifice, endurance, empathy, and understanding of higher goods, this course asks you to examine the nation's view. How can the nation present itself as worthy of your personal sacrifice? Do you need to believe in the greatness of your nation to serve? What kind of cause demands your devotion? Nations have differently articulated such a commitment. Some make modest demands and promise you your own sovereignty. Others request only that you dream of national greatness as your own and that you lend a hand. But all nations r more »
What does it mean to serve your country? All ethical systems train the individual to relinquish self-interest in favor of a larger communal good. When you applied to Stanford, you answered many application questions designed to elicit evidence of your ability to serve others, which is considered a sign of good character, leadership, and ability to thrive beyond the confines of your family and private world. Knowing you've wrestled with this question at length, showing sacrifice, endurance, empathy, and understanding of higher goods, this course asks you to examine the nation's view. How can the nation present itself as worthy of your personal sacrifice? Do you need to believe in the greatness of your nation to serve? What kind of cause demands your devotion? Nations have differently articulated such a commitment. Some make modest demands and promise you your own sovereignty. Others request only that you dream of national greatness as your own and that you lend a hand. But all nations require at some point, everything from you. What and when are you prepared to give? This course begins with the shortest and most powerful demand for the last full measure your devotion. President Abraham Lincoln's 'Gettysburg Address', which presents the ideals of the American nation as worthy of returning to war. Following this question of devotion to your nation, the course moves to President JF Kennedy's 'What can you do for your nation' speech, and then to diverse periods and perspectives around the globe.
Terms: Aut | Units: 7 | UG Reqs: College, THINK, WAY-A-II, Writing 1

ESF 18: Between Gods and Beasts: The Struggle for Humanity

Centuries ago, Plotinus famously wrote that humanity was "poised midway between gods and beasts" (Enneads 3.2.8). Some individuals 'grow like to the divine", he asserted, and "others to the brute". Since antiquity, many different societies, east and west, have understood education as a fundamental factor in determining whether individuals became fully realized as human beings, or something less. Considered a civilizing force for individuals and societies, education aimed not only at the acquisition of knowledge and skills, but also at the cultivation of goodness, the attainment of wisdom, and the achievement of happiness. In short, the goal of learning was to live well. What does it mean to live well? How does one cultivate one's nature or become one's best possible self? What kind of personal and intellectual development does this presuppose? Are there limits to the human capacity for self-development and change? In this course we will ponder such questions as we reflect critically on human nature and on historical and contemporary ideas regarding education, self-development, and living well.
Terms: Aut | Units: 7 | UG Reqs: College, THINK, WAY-A-II, Writing 1

ESF 18A: Between Gods and Beasts: The Struggle for Humanity

Centuries ago, Plotinus famously wrote that humanity was "poised midway between gods and beasts" (Enneads 3.2.8). Some individuals 'grow like to the divine", he asserted, and "others to the brute". Since antiquity, many different societies, east and west, have understood education as a fundamental factor in determining whether individuals became fully realized as human beings, or something less. Considered a civilizing force for individuals and societies, education aimed not only at the acquisition of knowledge and skills, but also at the cultivation of goodness, the attainment of wisdom, and the achievement of happiness. In short, the goal of learning was to live well. What does it mean to live well? How does one cultivate one's nature or become one's best possible self? What kind of personal and intellectual development does this presuppose? Are there limits to the human capacity for self-development and change? In this course we will ponder such questions as we reflect critically on human nature and on historical and contemporary ideas regarding education, self-development, and living well.
Terms: Aut | Units: 7 | UG Reqs: College, THINK, WAY-A-II, Writing 1

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

ETHICSOC 20: Introduction to Moral Philosophy (PHIL 2)

What should I do with my life? What kind of person should I be? How should we treat others? What makes actions right or wrong? What is good and what is bad? What should we value? How should we organize society? Is there any reason to be moral? Is morality relative or subjective? How, if at all, can such questions be answered? Intensive introduction to theories and techniques in contemporary moral philosophy.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER

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

ETHICSOC 131S: Modern Political Thought: Machiavelli to Marx and Mill (POLISCI 131L)

This course is an introduction to the history of Western political thought from the late fifteenth century through the nineteenth century. We will consider the secularization of politics, the changing relationship between the individual and society, the rise of consent-based forms of political authority, and the development and critiques of liberal conceptions of property. We will cover the following thinkers: Machiavelli, Hobbes, Locke, Rousseau, Wollstonecraft, Mill, and Marx.
Terms: Spr | Units: 5 | UG Reqs: WAY-A-II, WAY-ER, GER:EC-EthicReas
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