2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Browse
by subject...
    Schedule
view...
 
  COVID-19 Scheduling Updates!
Due to recent announcements about Autumn Quarter (see the President's update), please expect ongoing changes to the class schedule.

671 - 680 of 1084 results for: all courses

HUMCORE 113: Order, Patterns, and Disorder in Early China (CHINA 163A)

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 thes more »
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

HUMCORE 121: Ancient Knowledge, New Frontiers: How the Greek Legacy Became Islamic Science (CLASSICS 47, COMPLIT 107A)

What contributions did Arabic and Islamic civilization make to the history of science? This course will read key moments in Greek and Islamic science and philosophy and ask questions about scientific method, philosophy, and religious belief. We will read Ibn Sina (Avicenna), Ibn Haytham, and Baha al-Din al-Amili, among others. What is the scientific method and is it universal across time and place? What is Islamic rationality? What is Greek rationality? Who commits to empiricism and who relies on inherited ideas? This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Win | Units: 3 | UG Reqs: WAY-A-II

HUMCORE 123: Beauty and Renunciation in Japan (JAPAN 163A)

Is it okay to feel pleasure? Should humans choose beauty or renunciation? This is the main controversy of medieval Japan. This course introduces students to the famous literary works that created a world of taste, subtlety, and sensuality. We also read essays that warn against the risks of leading a life of gratification, both in this life and in the afterlife. And we discover together the ways in which these two positions can be not that far from each other. Does love always lead to heartbreak? Is the appreciation of nature compatible with the truths of Buddhism? Is it good to have a family? What kind of house should we build for ourselves? Can fictional stories make us better persons? Each week, during the first class meeting, we will focus on these issues in Japan. During the second class meeting, we will participate in a collaborative conversation with the other students and faculty in Humanities Core classes, about other regions and issues. This course is taught in English.
Terms: Win | Units: 3 | UG Reqs: WAY-A-II

HUMCORE 133: Humanities Core: How to be Modern in East Asia (CHINA 24, COMPLIT 44, JAPAN 24, KOREA 24)

Modern East Asia was almost continuously convulsed by war and revolution in the 19th and 20th centuries. But the everyday experience of modernity was structured more profoundly by the widening gulf between the country and the city, economically, politically, and culturally. This course examines literary and cinematic works from China and Japan that respond to and reflect on the city/country divide, framing it against issues of class, gender, national identity, and ethnicity. It also explores changing ideas about home/hometown, native soil, the folk, roots, migration, enlightenment, civilization, progress, modernization, nationalism, cosmopolitanism, and sustainability. All materials are in English. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, Writing 2

ILAC 12Q: Humanities Core: Great Books, Big Ideas -- Europe, Middle Ages and Renaissance (DLCL 12Q, FRENCH 12Q, HUMCORE 12Q)

This three-quarter sequence asks big questions of major texts in the European and American tradition. What is a good life? How should society be organized? Who belongs? How should honor, love, sin, and similar abstractions govern our actions? What duty do we owe to the past and future? The second quarter focuses on the transition from the Middle Ages to Modernity, Europe's re-acquaintance with classical antiquity and its first contacts with the New World. Authors include Dante, Shakespeare, Machiavelli, Cervantes, and Milton. N.B. This is the second of three courses in the European track. These courses offer an unparalleled opportunity to study European history and culture, past and present. Take all three to experience a year-long intellectual community dedicated to exploring how ideas have shaped our world and future. Students who take HUMCORE 11 and HUMCORE 12Q will have preferential admission to HUMCORE 13Q (a WR2 seminar).
Last offered: Winter 2019 | UG Reqs: WAY-A-II

ILAC 111Q: Texts and Contexts: Spanish/English Literary Translation Workshop (COMPLIT 111Q, DLCL 111Q)

This course introduces students to the theoretical knowledge and practical skills necessary to translate literary texts from Spanish to English and English to Spanish. Students will workshop and revise a translation project throughout the quarter. Topics may include comparative syntaxes, morphologies, and semantic systems; register and tone; audience; the role of translation in the development of languages and cultures; and the ideological and socio-cultural forces that shape translations.
Terms: Aut | Units: 4 | UG Reqs: WAY-A-II, WAY-CE
Instructors: Santana, C. (PI)

ILAC 113Q: Borges and Translation (DLCL 113Q)

Borges's creative process and practice as seen through the lens of translation. How do Borges's texts articulate the relationships between reading, writing, and translation? Topics include authorship, fidelity, irreverence, and innovation. Readings will draw on Borges's short stories, translations, and essays. Taught in Spanish. Prerequisite: 100-level course in Spanish or permission of instructor.
Last offered: Autumn 2017 | UG Reqs: WAY-A-II, WAY-CE

ILAC 116: Approaches to Spanish and Spanish American Literature

Short stories, poetry, and theater. What analytical tools do the "grammars" of different genres call for? What contact zones exist between these genres? How have ideologies, the power of patronage, and shifting poetics shaped their production over time? Authors may include Arrabal, Borges, Cortázar, Cernuda, García Márquez, Lorca, Neruda, Rivas. Taught in Spanish. Prerequisite: 100-level course in Spanish or permission of instructor.
Last offered: Autumn 2018 | UG Reqs: WAY-A-II

ILAC 119: The Memory of the Eye: Iberian Cinema from Buñuel to Almodóvar

An introduction to Spanish, Portuguese, Basque, and Catalan cinema through films from the 1920s and 30s to the present. How film uses a visual grammar of the image to tackle social questions and construct a collective memory. This course will consider the problems of individual recollection under conditions of collective trauma and distortion of the past, exploring the relation between film and history. The course will also focus on how images can be used to explore subjectivity and the passions. We will be watching outstanding films by Luis Buñuel, Carlos Saura, Víctor Erice, Bigas Luna, Pedro Almodóvar, Miguel Gomes, Julio Medem, Ventura Pons, Iciar Bollaín, and Isabel Coixet. Students will be responsible for watching all the films, engaging in lively discussion, in preparation for which, they will be asked to consider certain issues in writing before each class. Each student will present on one of the films for about fifteen minutes. There will be one short midterm essay and one final paper "on a different film."
Last offered: Spring 2020 | UG Reqs: WAY-A-II

ILAC 122A: Radical Poetry: The Avant-garde in Latin America and Spain

The first few decades of the 20th century ushered in a dynamic literary and aesthetic renewal in Spain and Latin America. Young poets sought a radical change in response to a rapidly changing world, one marked by the horrors of World War I and the rise of a new technological urban society. This course will focus on the poetry and attendant manifestos of movements such as Creacionismo, Ultraismo, Estridentismo, Surrealismo and other -ismos. How did the European avant-garde (e.g. Futurism, Dada, and Surrealism) inform such aesthetic turns? In what ways did poetry assimilate modern visual culture while questioning established poetics? Authors may include Aleixandre, Borges, Cansino-Assens, G. Diego, G. de Torre, Huidobro, Larrea, Lorca, Maples Arce, Neruda, Tablada, and Vallejo. Taught in Spanish. Prior completion of SpanLang 102 is highly recommended.
Terms: Win | Units: 4 | UG Reqs: WAY-A-II
Instructors: Santana, C. (PI)
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