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171 - 180 of 1045 results for: all courses

CHINA 111: Literature in 20th-Century China (CHINA 211)

(Graduate students register for 211.) How modern Chinese culture evolved from tradition to modernity; the century-long drive to build a modern nation state and to carry out social movements and political reforms. How the individual developed modern notions of love, affection, beauty, and moral relations with community and family. Sources include fiction and film clips. WIM course.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
Instructors: Wang, B. (PI)

CHINA 112: Tiananmen Square: History, Literature, Iconography (CHINA 212)

Multidisciplinary. Literary and artistic representations of this site of political and ideological struggles throughout the 20th century. Tiananmen-themed creative, documentary, and scholarly works that shed light on the dynamics and processes of modern Chinese culture and politics. No knowledge of Chinese required. Repeat for credit.
Last offered: Winter 2020 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-SI | Repeatable 2 times (up to 10 units total)

CHINA 115: Sex, Gender, and Power in Modern China (CHINA 215, FEMGEN 150, FEMGEN 250)

Investigates how sex, gender, and power are entwined in the Chinese experience of modernity. Topics include anti-footbinding campaigns, free love/free sex, women's mobilization in revolution and war, the new Marriage Law of 1950, Mao's iron girls, postsocialist celebrations of sensuality, and emergent queer politics. Readings range from feminist theory to China-focused historiography, ethnography, memoir, biography, fiction, essay, and film. All course materials are in English.
Terms: Sum | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP

CHINA 118: Humanities Core: Everybody Eats: The Language, Culture, and Ethics of Food in East Asia (HUMCORE 22, JAPAN 118, KOREA 118)

Many of us have grown up eating "Asian" at home, with friends, on special occasions, or even without full awareness that Asian is what we were eating. This course situates the three major culinary traditions of East Asia--China, Japan, and Korea--in the histories and civilizations of the region, using food as an introduction to their rich repertoires of literature, art, language, philosophy, religion, and culture. It also situates these seemingly timeless gastronomies within local and global flows, social change, and ethical frameworks. Specifically, we will explore the traditional elements of Korean court food, and the transformation of this cuisine as a consequence of the Korean War and South Korea¿s subsequent globalizing economy; the intersection of traditional Japanese food with past and contemporary identities; and the evolution of Chinese cuisine that accompanies shifting attitudes about the environment, health, and well-being. Questions we will ask ourselves during the quarter include, what is "Asian" about Asian cuisine? How has the language of food changed? Is eating, and talking about eating, a gendered experience? How have changing views of the self and community shifted the conversation around the ethics and ecology of meat consumption?
Last offered: Spring 2020 | UG Reqs: WAY-A-II, Writing 2

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.nnAs 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: 4-5 | UG Reqs: WAY-A-II, WAY-SI | Repeatable 2 times (up to 10 units total)
Instructors: Zur, D. (PI)

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: Order, Patterns, and Disorder in Early China (HUMCORE 113)

This course explores the human impulse of order-making and its limits in the specific context of Early China. Since antiquity, the Chinese civilization displayed constant efforts to understand the natural world and human society, to seek patterns from the numerous and the diverse, and to fathom individuals¿ positions in the world and the proper ways to respond to all its complexity. Such attempts manifested in a cosmology with an emphasis on the resonance between the human and the natural realms, the prescription of ideals for behaviors and morals, the persistent pursuit and celebration of refined patterns in expression, and the state¿s construction of order through policies and cultural projects of standardization. Yet, despite the efforts of order and control, there had always been a strong tendency of anarchy, unveiling how much the seemingly prevailing structures could not contain. The course will probe into ancient philosophy, dynastic histories, literature, and arts to trace these efforts of establishing order and their consequences. The materials will also lead us to contemplate the other side of the story: What was left out? What were the restrictions? What if one failed to conform? Were any advantages found in disorder? This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Aut | Units: 3 | UG Reqs: WAY-A-II

CLASSICS 9N: What Didn't Make It into the Bible (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 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

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 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)
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