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361 - 370 of 1004 results for: all courses

ESF 13A: Education as Self-Fashioning: The Discovery of the Mind

The struggle to know began long before you entered the university. The university as an institution has its origins in the late Middle Ages; it has been reinvented repeatedly as our ideas about education have changed. People have been rebelling against how institutions define learning (and for whom) ever since. This course introduces you to some of the most thoughtful and interesting reflections on the nature and purpose of an education, on knowledge and ignorance, at the birth of the modern world. Understanding the quest to discover the mind and to embrace learning as a lifelong endeavor is a starting point to reflect on the goals of your own education, as an engaged intellectual citizen of the world.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, WAY-SI

ESS 86N: The Most Rational People in the World

Humans, broadly construed, emerged as bipedal apes in the African mixed savanna-woodlands approximately two million years ago. From humble beginnings, humans have gone on to be become the ecologically dominant species in most biomes and grown to a global population in excess of seven billion. This dominance arises from a combination of features of the human organism including its extreme degree of behavioral flexibility and flexible social organization. The prima facie evidence of human evolutionary and ecological success raises a paradox with respect to recent work in economics and psychology which increasingly argues for pervasive irrationality in human decision-making in a wide array of behavioral contexts. How is it possible for an organism with such seemingly flawed software supporting decision-making to become the globally dominant species? We will use this contradiction as the launching point for understanding what rationality means in a broad ecological and cross-cultural conte more »
Humans, broadly construed, emerged as bipedal apes in the African mixed savanna-woodlands approximately two million years ago. From humble beginnings, humans have gone on to be become the ecologically dominant species in most biomes and grown to a global population in excess of seven billion. This dominance arises from a combination of features of the human organism including its extreme degree of behavioral flexibility and flexible social organization. The prima facie evidence of human evolutionary and ecological success raises a paradox with respect to recent work in economics and psychology which increasingly argues for pervasive irrationality in human decision-making in a wide array of behavioral contexts. How is it possible for an organism with such seemingly flawed software supporting decision-making to become the globally dominant species? We will use this contradiction as the launching point for understanding what rationality means in a broad ecological and cross-cultural context. What do we mean by `rationality¿? How do different disciplines conceive of rationality in different ways? Is there such a thing as a rationality that transcends cultural differences or is the very idea of rationality a cultural construction that is used to justify imperialism and other modes of paternalism? Are there systematic factors that promote or impede rational decision-making? The seminar will provide a gentle introduction to the formal approaches of decision theory which we will apply to an unusual array of topics centered on the subsistence and reproductive decisions of hunter-gatherers, horticulturalists, pastoralists, and agrarian peasants, in short, people living in face-to-face, subsistence societies. In addition to doing reading from a broad array of social and natural science disciplines around the topic of rationality, students will regularly engage in exercises to assess their own approaches to decision-making.
Terms: Sum | Units: 4 | UG Reqs: WAY-SI
Instructors: Jones, J. (PI)

ESS 106: World Food Economy (EARTHSYS 106, EARTHSYS 206, ECON 106, ECON 206, ESS 206)

The economics of food production, consumption, and trade. The micro- and macro- determinants of food supply and demand, including the interrelationship among food, income, population, and public-sector decision making. Emphasis on the role of agriculture in poverty alleviation, economic development, and environmental outcomes. Grades based on mid-term exam and group modeling project and presentation. Enrollment is by application only and will be capped at 25, with priority given to upper level undergraduates in Economics and Earth Systems and graduate students (graduate students enroll in 206).
Terms: Spr | Units: 5 | UG Reqs: WAY-SI
Instructors: Naylor, R. (PI)

ESS 112: Human Society and Environmental Change (EARTHSYS 112, EARTHSYS 212, HISTORY 103D)

Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut | Units: 4 | UG Reqs: WAY-SI

ESS 118X: Shaping the Future of the Bay Area (CEE 118X, CEE 218X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 224X, PUBLPOL 118X)

The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Changing urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to more »
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Changing urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) course is specifically focused on concepts and skills, and completion is a prerequisite for participation in the Winter (Y) and/or Spring (Z) practicum quarters, which engage teams in real-world projects with Bay Area local governments or community groups. X is composed of four modules: (A) participation in two weekly classes which prominently feature experts in research and practice related to urban systems; (B) reading and writing assignments designed to deepen thinking on class topics; (C) fundamental data analysis skills, particularly focused on Excel and ArcGIS, taught in lab sessions through basic exercises; (D) advanced data analysis skills, particularly focused on geocomputation in R, taught through longer and more intensive assignments. X can be taken for 3 units (ABC), 4 units (ACD), or 5 units (ABCD). Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-SI

ETHICSOC 106: Human Rights in Comparative and Historical Perspective (CLASSICS 116, HUMRTS 106)

This course examines core human rights issues and concepts from a comparative and historical perspective. In the beginning part of the course we will focus on current debates about the universality of human rights norms, considering the foundation of the international human rights regime and claims that it is a product of western colonialism, imperialism, or hegemony. We will then discuss a series of issues where the debates about universality are particularly acute: gender inequality and discrimination, sexual violence, child marriage and forced marriage more generally, and other related topics. We will also consider the way in which issues of gender-based violence arise in the context of internal and international conflicts.
Last offered: Spring 2019 | UG Reqs: WAY-ER, WAY-SI

ETHICSOC 135: Citizenship (PHIL 135X, POLISCI 135)

This class begins from the core definition of citizenship as membership in a political community and explores the many debates about what that membership means. Who is (or ought to be) a citizen? Who gets to decide? What responsibilities come with citizenship? Is being a citizen analogous to being a friend, a family member, a business partner? How can citizenship be gained, and can it ever be lost? These debates figure in the earliest recorded political philosophy but also animate contemporary political debates. This class uses ancient, medieval, and modern texts to examine these questions and different answers given over time. We¿Äôll pay particular attention to understandings of democratic citizenship but look at non-democratic citizenship as well. Students will develop and defend their own views on these questions, using the class texts as foundations. No experience with political philosophy is required or expected, and students can expect to learn or hone the skills (writing / reading / analysis) of political philosophy.
Terms: Spr | Units: 5 | UG Reqs: WAY-ER, WAY-SI

ETHICSOC 135F: Deliberative Democracy and its Critics (AMSTUD 135, COMM 135, COMM 235, COMM 335, POLISCI 234P, POLISCI 334P)

This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win | Units: 3-5 | UG Reqs: WAY-ER, WAY-SI
Instructors: Fishkin, J. (PI)

FEMGEN 5C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, EMED 5C, HISTORY 5C, INTNLREL 5C)

(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Win | Units: 3 | UG Reqs: WAY-SI

FEMGEN 41Q: Madwomen and Madmen: Gender and the History of Mental Illness in the U.S. (AMSTUD 41Q)

This seminar explores the ways that gender and historical context shaped the experience and treatment of mental illness in U.S. history. What is the relationship between historically constructed ideas of femininity and masculinity and madness? Why have women been the witches and hysterics of the past, while men experienced neurasthenia and schizoid conditions? Why have there historically been more women than men among the mentally ill? How has the emotional and psychological suffering of women differed from that of men, and how has it changed over time? Among the sources we use to explore these questions are memoirs and films such as The Three Faces of Eve and One Flew Over the Cuckoos Nest. By contrasting the changing ways women and men experienced mental illness and were treated in the past, this seminar will elucidate the historically embedded nature of medical ideas, diagnoses and treatments.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-SI
Instructors: Horn, M. (PI)
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