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141 - 150 of 905 results for: all courses

CHINA 164: Classical Chinese Rituals (CHINA 264)

Meanings of rituals regarding death, wedding, war, and other activities; historical transformations of classical rituals throughout the premodern period; legacy of the Chinese ritual tradition. Sources include canonical texts.
Terms: not given this year | Units: 3-5 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)

CHINA 168: The Chinese Family (CHINA 268)

History and literature. Institutional, ritual, affective, and symbolic aspects. Perspectives of gender, class, and social change.
Terms: not given this year, last offered Winter 2018 | Units: 3-5 | UG Reqs: GER:EC-GlobalCom, WAY-SI | Grading: Letter (ABCD/NP)

CHINA 170: Chinese Language, Culture, and Society

Functions of languages in Chinese culture and society, origin of the Chinese language, genetic relations with neighboring languages, development of dialects, language contacts, evolution of Chinese writing, language policies in Greater China. Prerequisite: one quarter of Chinese 1 or 1B or equivalent recommended.
Terms: not given this year, last offered Spring 2018 | Units: 4 | UG Reqs: WAY-SI | Grading: Letter or Credit/No Credit

CHINA 175: Constructing National History in East Asian Archaeology (ARCHLGY 135, ARCHLGY 235, CHINA 275)

Archaeological studies in contemporary East Asia share a common concern, to contribute to building a national narrative and cultural identity. This course focuses on case studies from China, Korea, and Japan, examining the influence of particular social-political contexts, such as nationalism, on the practice of archaeology in modern times.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Liu, L. (PI)

CHINA 176: Emergence of Chinese Civilization from Caves to Palaces (ARCHLGY 111, CHINA 276)

Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Liu, L. (PI)

CLASSICS 9N: What Didn't Make it into the Bible (JEWISHST 9N, RELIGST 9N)

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 seminar assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed more »
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 seminar 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 learn about the content and history of the Bible, 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: 3 | UG Reqs: WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Penn, M. (PI)

CLASSICS 12N: Income and wealth inequality from the Stone Age to the present (HISTORY 12N)

Rising inequality is a defining feature of our time. How long has economic inequality existed, and when, how and why has the gap between haves and have-nots widened or narrowed over the course of history? This seminar takes a very long-term view of these questions. It is designed to help you appreciate dynamics and complexities that are often obscured by partisan controversies and short-term perspectives, and to provide solid historical background for a better understanding of a growing societal concern.
Terms: Aut | Units: 4 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Scheidel, W. (PI)

CLASSICS 26N: The Roman Empire: Its Grandeur and Fall (HISTORY 11N)

Preference to freshmen. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: Aut | Units: 4 | UG Reqs: GER:IHUM-3, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Saller, R. (PI)

CLASSICS 34: Ancient Athletics

How the Olympic Games developed and how they were organized. Many other Greek festivals featured sport and dance competitions, including some for women, and showcased the citizen athlete as a civic ideal. Roman athletics in contrast saw the growth of large-scale spectator sports and professional athletes. Some toured like media stars; others regularly risked death in gladiatorial contests and chariot-racing. We will also explore how large-scale games were funded and how they fostered the development of sports medicine. Weekly participation in a discussion section is required; enroll in sections on coursework.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

CLASSICS 43: Exploring the New Testament (JEWISHST 86, RELIGST 86)

To explore the historical context of the earliest Christians, students will read most of the New Testament as well as many documents that didn't make the final cut. Non-Christian texts, Roman art, and surviving archeological remains will better situate Christianity within the ancient world. Students will read from the Dead Sea Scrolls, explore Gnostic gospels, hear of a five-year-old Jesus throwing divine temper tantrums while killing (and later resurrecting) his classmates, peruse an ancient marriage guide, and engage with recent scholarship in archeology, literary criticism, and history.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Penn, M. (PI)
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