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Honors Program Seminars
By Semester


FALL 2010

HONORS ITHACA SEMINARS

(O灥渠p湬n to 楮捯mi湧 F楲獴
-
奥Y爠st畤敮es)

I䍓C 11000
-
01 T桥hGo汤敮l䍩Cy: T桥h剨整o物捡氠lo湳t牵捴楯渠nf 䍬Css楣i氠lt桥湳

HU, LA, 3a, h

 

4
Credits

CRN 21901, MWF 11:00
-
11:50 &

F 12:00
-
12:50

INSTRUCTOR: Robert Sullivan

 


OBJECTIVES: This seminar will consist of a multidisciplinary investigation of the myths and realities of Classical
Athens. We will inquire critically into the city’s political and social structures, its aestheti
c monuments, its
intellectual milieu and its everyday life. The seminar will not, however, be a conventional historical accounting of
who did what when in ancient Greece. We will examine Athens as an instance of rhetorical self
-
creation and
examine the mat
erial of Athenian history as rhetorical artifacts. A rhetorical approach to Classical artifacts
foregrounds the rich political, social, and cultural contexts that underlie historical and aesthetic self
-
portraiture.
Accordingly, we will re
-
engage the disput
es that vitalized Athenian life
-

and in doing so may well come to see the
contemporary American experience through a radically different lens.

 


ISCM 11000
-
02, 03 Why Are We Here?: Youth Culture and the Problem of College

HU, LA, 1

 

4
credits

02: CRN 2190
2, TR 10:50
-
12:05 & W 12:00
-
12:50

03: CRN 21903, TR 2:35
-
3:50 & W 12:00
-
12:50

INSTTRUCTOR: Elizabeth Bleicher

 


OBJECTIVES: What does it mean to be educated? Are you here to get a job or to get a life? To answer these
questions, we will explore competing r
ationales behind collegiate study and engage in advanced literary and cultural
analyses. We will study historical precedents, scholarly and journalistic articles, social critiques, and fictional
collegians. We will conduct primary research into youth cultu
re and attitudes toward education, develop rhetorical
skills by sharing our findings, and write extensively across a variety of genres. Individually, you will articulate your
personal philosophy of education and develop your own personal goals. Collaborati
vely, we will analyze the extent
to which our readings and writings fit with our evolving understanding of the goals for collegiate study.

 


ICSM 10800
-
06 Tribes and Scribes HU, LA 3a

4 Credits

CRN 22943 TR 1:10
-
2:25 & W 12:00
-
12:50

Instructor Ron Denson


This seminar considers the lives of American Indians today as revealed in stories they tell about their history in
North America, their ongoing relations with mainstream culture, and the cultural traditions and values that have
sustained them since the arr
ival of Columbus over 500 years ago. We will focus on the American Indian future such
as, how do Native Americans respond to the challenge of "living in two worlds"? How do they resist both
stereotyping and mythologizing by a mainstream culture? What relat
ion to the natural world are they committed to,
and how do they envision our common environmental future? This course will be writing
-
intensive and will satisfy
departmental and school requirements for a 100
-
level writing course equivalent to WRTG
-
10600 or

WRTG
-
10800.

ICSM 11800
-
01 The Art of Politics: Language and Power in Classical Athens

HU, LA, 3a, g, h

 

4
Credits

CRN 21904, MWF 2:00
-
2:50 & F 12:00
-
12:50

INSTRUCTOR: David Flanagan

 


OBJECTIVES: This honors seminar will combine the study of history, poli
tical philosophy, and rhetorical theory
and practice. It will explore canonical texts, such as Sophocles’ Antigone and Plato’s Apology, that have generated
Western traditions of literature and political philosophy and secondary sources such as Irving F. St
one’s The Trial of
Socrates. This course will be writing
-
intensive and will satisfy requirements for a 100
-
level writing course
equivalent to WRTG 10600 or WRTG 10800 (Academic Writing I).

 


ISCM 11800
-
02 Writing about Nature and the American Experience

HU
, LA, 3a

 

4 Credits

CRN
21905,

TR 2:35
-
3:50 & W 12:00
-
12:50

INSTRUCTOR: Marlene Kobre


OBJECTIVES: In this seminar we consider our human relationship with the natural world. Discussion focuses on
the complex, often contradictory, ways Americans have addre
ssed questions about nature from the days of
exploration and colonization to the present. Students read works by American writers who have struggled to
articulate the meaning of nature and its relation to the human experience. This course will be writing
-
i
ntensive and
will satisfy departmental and school requirements for a 100
-
level writing course equivalent to WRTG 10600 or
WRTG 10800 (Academic Writing I).

SELECTED TOPICS IN HONORS

IISP 21000
-
01 Selected Topics in Honors: Experiencing Teatro

1 CREDIT

CRN 2
0529, W 4:00
-
5:15

INSTRUCTOR: Annette Levine

ENROLLMENT: 30


COURSE DESCRIPTION: The object of the course is to stage a chosen play from the Spanish, Latin American, or
US Latino Spanglish traditions, with the highest possible production values given lim
ited time and budget. All
students registered in the course will be expected to participate in some aspect of the staging of the performance.
Students do not need to have previous theater or theater production experience. In the course of the semester, we
will meet to discuss the selected play as a literary text, and will then rapidly break up into production groups. The
course is open to students of all levels of Spanish proficiency. The course will be conducted in English and the
amount of Spanish used wi
ll be determined by the play that is selected. Work schedules may be uneven, depending
on the task. For some members of the group (for example
--
but not exclusively
--
lights, sound, makeup, costumes)
there are two periods of intense work: (1) at the design s
tage and (2) during the final rehearsals and play production.

HONORS INTERMEDIATE SEMINARS

IISP 20000

01 Honors Intermediate Seminar: Kiran Nagarkar

3 CREDITS

CRN 20528, TR 10:50
-
12:05

INSTRUCTOR: Kiran Nagarkar

ENROLLMENT: 20


COURSE DESCRIPTION: This will be a seminar taught by the Honors Program’s International Visiting Scholar,
Kiran Nagarkar. This seminar will consist of an intensive study of the literary and intellectual career of one of the
most important authors in contem
porary India, Kiran Nagarkar. His works, which address many of the issues that
mark the post
-
colonial experience


the weight of tradition, religion, subalternity, and language


have won the
highest literary prizes on the sub
-
continent. Many of his works
address matters of powerful political import, such as
terrorism and the roles of religion in culture and politics. Others, such as his play Bed
-
Time Story are considered
dangerous enough to be the object of censorship. will be several guest speakers, field

experiences, and cultural
outings associated with this seminar.

BIOL 22040
-
01 The Evolution of Evolution: Society and the Theory of Evolution by Natural Selection

LA 2a

3 credits

CRN 20880, MWF 10:00
-
10:50

INSTRUCTOR: Leann Kanda, CNS 159, 43986,
lkanda@
ithaca.edu

ENROLLMENT: 20


COURSE DESCRIPTION: We will address both the theory of evolution by natural selection as an explanation of
the natural world and as a concept that has shaped and been shaped by society. Students will learn about what the
theory e
ntails, and a brief history of the social reactions to the concept, including the long
-
standing conflict with
western religion. We will explore how our understanding of evolution has, and has not, itself evolved from Darwin's
formulations. Finally, the app
lication of evolutionary theory in modern society will be considered, from its relevance
to racism to its role in the internet.

REQUIREMENTS & GRADING: Essays, midterm and final papers, and
participation.

HIST 26901
-
01 Microhistories: Individuals in Moder
n Europe

LA (General Education designation pending)

3
CREDITS

CRN 21062, TR 9:25
-
10:40

INSTRUCTOR: Karin Breuer, Muller 418, Ext. 4
-
1489

ENROLLMENT: 25


COURSE DESCRIPTION: This is a class about individuals in modern Europe. All of our seminar readings are

about individuals


and almost entirely of ones who are disenfranchised from historical narratives (i.e., women and
people of the lower and middling classes).Textbooks say almost nothing of such individuals, because they are
supposedly not the ones who ca
use historical change. By studying little
-
known individuals, we can discover a great
deal about the values, beliefs, and practices of previous generations.

COURSE REQUIREMENTS & GRADING:
Readings, active participation, a short response paper, a 15 page res
earch paper based on primary and secondary
source material, and a reflective journal.

MATH 26500
-
01 Chances

LA NS 2b

3 CREDITS

CRN 21512, MWF 12:00
-
12:50, in Williams
317

INSTRUCTOR: Jim Conklin, Williams 402C, X43570, Conklin@ithaca.edu

ENROLLMENT: 25


COURSE DESCRIPTION: People have long been both fascinated and terrified by randomness. The uncertainties
we face are both a source of freedom and anxiety. While obviously no one can predict uncertain events with
certainty, this honors seminar will explore
the nature of the uncertainty itself in a wide variety of contexts. This is an
area full of both concepts and controversies. What are the strengths and weaknesses, assumptions and
misconceptions of polls, ratings and surveys? Why are conflicting health and

medical claims so prevalent? In this
age of overwhelming information, how can we sort out noise and coincidence from valuable observations? The
seminar will explore how we are profoundly informed by chance and chaos and how misinterpretations cause us to
misjudge our world.

POLT 22003 The Politics of The Wire

(General Education designation pending)

3 CREDITS

CRN 20763, TR
10:50
-
12:05

INSTRUCTOR: Thomas Shevory

ENROLLMENT: 20


COURSE DESCRIPTION: The course involves critical analysis of the first season (1
3 episodes) of the acclaimed
HBO series, The Wire. The series focuses on Baltimore's drug trade and the police department that attempts to
control it. The series has been labled as the best television program ever produced. It raises a set of interconnecte
d,
interdisciplinary issues, related not just to the drug trade and the "war on drugs," but also to poverty, crime,
violence, legal rights, bureaucracy, free markets, social and economic class, and race, and gender equality. Such
issues will be considered
in the context of the program, but will also be explored through a variety of supplemental
readings.

COURSE REQUIREMENTS & GRADING: Screenings, discussion. Critical papers (4), readings, and
class participation. Standard grading: A
-
F

POLT 22002 Shame, Apo
logy, Reparation: The Theory and Global History of Reparation

1, g,h

3
CREDITS

CRN 20761, MWF 12:00
-
12:50

INSTRUCTOR: Naeem Inayatullah

ENROLLMENT: 20


This seminar will consist of a survey of the global history of apology and reparation with an emphasis o
n
conceptualizing the problems and opportunities of reparation. Almost every student lives in a society that has either
apologized to another society for past harms (e.g. colonialism, imperialism, slavery, and genocide), lives in a society
that has asked f
or an apology and for reparations for past harms, or both. Students don’t often understand that their
relations with other members of their nation or their relations with global others are mediated by different
interpretations of such past harms. This cour
se will ask each student to assess the placement of their self and their
society within the context of past social and historical harms. The course ask students if unearthing the shame,
apology, and reparations embedded within their self and society allows

them to change their understanding of how
the world works and their role in it.

WRTG 27001
-
01 2012: The End of Time?

LA ( General Education designation pending)

3 CREDITS

CRN
21205, TR 10:50
-
12:05

INSTRUCTOR: Ron Denson, Smiddy 416, X3567, denson@ithaca.e
du

ENROLLMENT:
22

PREREQUISITES: WRTG 20100 or WRTG 20500.


COURSE DESCRIPTION: This seminar examines the phenomenon of Americans’ fascination with what is
purported to be the Mayan prediction of the end of the current creation on Dec. 21, 2012, the date t
hat marks the end
of their “great” calendar cycle of 5,126 years. The flurry of books, articles, and big
-
budget Hollywood films, the
proliferation of sites devoted to the “Y12” question on the internet, the bemused curiosity of even self
-
professedly
“ratio
nal” people, all attest to the interest that the end of the Mayan Long Count has generated in recent years. The
seminar addresses the various kinds of significance

and nonsignificance

attached to the event by orthodox and
dissenting scholars, scientific po
pularizers, religious leaders, and activists intent on hastening the collapse of the
American empire and ushering in a new age. It pursues this inquiry in a historical context that takes into account
Christian millenarian movements of the last 2000 years a
s well as more recent technological fantasies such as the
Y2K meltdown.

WRTG 27002
-
01 Women and Fairy Tales

LA (General Education designation pending)

3 CREDITS

CRN
21206, MWF 11:00
-
11:50

INSTRUCTOR: Katharyn Machan, Smiddy 424, X3325,
machan@ithaca.edu

EN
ROLLMENT: 15


COURSE DESCRIPTION: Steady reading and discussion/workshop will inform scholarly and creative writing,
culminating in a final portfolio and a 20
-
minute oral presentation. Each student will be encouraged to enter into the
study of fairy tales
from his or her own career perspective and to contribute openly to classmates’ understanding of
the material from diverse points of view.

COURSE REQUIREMENTS & GRADING: Lecture, discussion, and
workshop. Letter grades based on reading (quizzes), four pape
rs, one formal oral presentation, and attentive
attendance/participation.

HONORS SENIOR SEMINARS

IISP 40000 What a Piece of Work: Changing Narratives of What It Means To Be Human


From Below the
Angels to Homo Gestalt

3 CREDITS

CRN 20531, W 4:00
-
6:30 FRIE
NDS 306

INSTRUCTOR: Bruce
Henderson

ENROLLMENT: 20


COURSE DESCRIPTION: The seminar will be an interdisciplinary approach to a question that has challenged
scholars, artists, scientists, philosophers, and other thinkers through recorded history

what does
it mean to be a
human being? We will begin our consideration of this topic with the English Renaissance and move forward
topically and chronologically to present
-
day arguments and imaginings of the future of “human” as a concept and
experience. Readings wi
ll be drawn from literature, philosophy, religion, history, biology, psychology, sociology;
students will be encouraged both to integrate the interdisciplinary approaches to learning that have marked their
experience in the Honors Program as well as to bri
ng the specialized knowledge of their advanced work in their own
majors and minors.


SPRING 2010 HONORS ITHACA SEMINARS

New this year: special one credit Block I and II selected topics seminars in Honors

Block Courses

Capable World Citizens: Martha Nussbau
m and Cosmopolitanism

IISP 21000
-
01 CRN 43615

Block
: I

Instructor
: Craig Duncan

Credit:
1

Objectives
: Martha Nussbaum is a leading contemporary political
philosopher, known for her defense of cosmopolitanism (and criticism of nationalism), as well as for her defense of
the “capabilities approach” within political philosophy. This course will examine Nuss
baum’s cosmopolitanism and
the capabilities approach, and the critical challenges these doctrines have faced. The seminar will meet once a week
in 75 minute sessions during Block I. The purposes of the seminar will be to help students understand Nussbaum’s

political philosophy and to prepare the seminarians to have a full and informed engagement with Professor
Nussbaum, who will be visiting Ithaca College as the 2010 Distinguished Speaker in the Humanities. Professor
Nussbaum will lead the final session of
the seminar.

The Brain as Text
-

A Journey into Consciousness

IISP 21000
-
02 CRN 43644

Block
: II

Instructor
: Jean
Hardwick

Credit
: 1

Objectives
: Jonah Lehrer, an important new voice in explaining neuroscience to the public,
will be the 2010 CP Snow Speaker a
t Ithaca College. This seminar will examine Lehrer’s two most recent works,
Proust Was A Neuroscientist, and How We Decide, within the context of current scientific knowledge about the
brain and consciousness. The seminar will meet one evening a week in 75

minute sessions during Block II. The
purposes of the seminar will be to help students fully understand Lehrer’s works and to prepare the seminarians to
have a full and informed engagement with the author, who will lead one of the sessions of the seminar w
hen he
comes to campus.

Honors Intermediate Seminars

The Spiritual Journey

RLST 22200
-
01 CRN 43582 HU, 1, g

Instructor
: Rachel Wagner

Credits
:
3

Objectives
: This Honors Seminar will invite students to consider how different religions relate to one another
in
the contemporary world. The backbone of the course is Diana Eck’s, Encountering God: Spiritual Journey from
Bozeman to Banares. In this book, Eck discusses the problem of religious dialogue and outlines three approaches to
religious positions different
from one’s own: exclusivism (they are wrong; I am right); inclusivism (I am right, and
they are right too insofar as they are like me); and pluralism (everyone is right if we see things properly). We will
put Eck’s paradigm into action as we explore the tr
avel narratives of real people who attempt to understand other
cultures and religions through actual pilgrimage to other places and as they engage in dialogue with other people.
Along the way, we will explore what is at stake in thinking about the overlap
in different religious positions, and
consider both why some people avoid such dialogue and why others seek it out.

 


Culture and Psychology
--
Debatable Themes

Psych 24700
-
01 CRN 43319 HU, G, LA 1

Instructor
: Judith Pena
-
Shaff

Credits
: 3

Objectives
: Through

the exploration and discussion of debatable themes in the field of cross
-
cultural psychology, this seminar’s focal point will be on the relationship between the cultural context where
individuals grow and develop and the behaviors that become established
in the repertoire of individuals growing up
in a particular culture. This seminar will try to bring to light how universal as well as culture
-
specific phenomena
influence human behavior.

Enacting the Past

ENGL 20002
-
01 CRN 43231 H, 3a, 3b

Instructor
: Clair
e Gleitman

Credits
: 3

Objectives
:
In this course, we will examine numerous 20th century dramas that fit (with varying degrees of neatness) within the
general category we will call “the history play.” It is worth admitting from the start that this category
is a slippery
one, and we will devote a fair bit of energy to defining and redefining its borders. The problem is surely connected
to the question of how one defines “history,” a concept that is itself not static. It was not until the 19th century that
his
torians came to regard themselves as scientists engaged in a particular discipline detached from other humanist
enterprises, one dedicated to the rigorous uncovering of “facts.” And of course, the very instant that modern history
was born, philosophers and

artists set about rebelling against its certainty, denying the possibility that the past could
be recaptured “as it really happened.”

Very much in this spirit, our plays do not simply represent history; they challenge our assumptions about the act of
unde
rstanding the past. Again and again, they invite us to ask: What constitutes “history?” How does one go about
representing it accurately? From whose vantage point is it most objectively or feelingly told? Since many of our
plays are written in the shadow o
f the two World Wars, we will begin our analysis by considering the impact of
World War I on the century’s collective imagination. From there, we will proceed to examine the shape that these
and other horrors take on the modern and postmodern stages of Eur
ope and America. Because our focus is on
dramas, we will consider our texts both as literary artifacts and as blueprints for theatrical events, drawing their
performative nature into our discussion wherever possible Authors will include: George Bernard Sha
w, Bertolt
Brecht, Sean O’Casey, Brian Friel, Caryl Churchill, Peter Weiss, Frank McGuinness, Anna Deavere Smith, Michael
Frayn and Tom Stoppard.

The Moral Basis of Politics

POLT 22001
-
01 CRN 43380

Instructor
: Alex Moon

Credits
: 3

Objectives
:
Liberals,
Marxists, critical theorists, and postmodernists give different accounts of the central values underlying
political life. These values derive from different viewss of the meaning of life, human nature, dynamics of social
life, and the sources of moral know
ledge. The course will focus on determining what these values are and judging
them. To this end, we will examine how the different schools of thought resolve controversies surrounding the
morality of war, terrorism, human rights, national and global distri
butive justice, and multiculturalism.

Relativity & Quantum Physics in Society

PHYS 23200
-
01 CRN 43404 LA, NS, 2a

Instructor
: Matthew C.
Sullivan

Credits
: 3

Objectives
: Special relativity and quantum mechanics are the backbone of modern physics
and the
basis for one
-
third of our current economy, yet are poorly understood and often misinterpreted by the
general public. This course will examine the mathematical and physical basis for special relativity and quantum
mechanics such that all students in the co
urse have a basic understanding of the phenomena and how to use them.
We will then explore how society views these phenomena: in news reports, fiction, and pseudo
-
scientific and neo
-
religious texts. However, even the mathematically and physically correct a
pplication of the theories lead to real (and
unresolved) scientific and philosophic quandaries, which we will also explore in this course.

Creativity and Madness: An Investigation

WRTG 27000
-
01 CRN 43594 HU, 3a

Instructor
: Mary Beth
O’Connor

Credits
: 3

Obj
ectives
: Much has been written on the apparent relationship between creativity and
madness at least as far back as the Socratic Dialogue Ion, in which Plato describes the inspired artist as inhabiting a
state of “divine madness.” Taking up C.G. Jung’s warn
ings against reductionism, specifically his admonition that we
remember that “a work of art is not a disease,” we will problematize such terms as “madness,” “mental illness,” and
“creativity,” and then proceed to investigate psychoanalytic theories includi
ng the following: that the artist creates in
order to heal her or himself, that the mood disturbances present in a high percentage of artists and writers may be
related to cognitive processes associated with certain emotional states, and even that there is

no real link between
creativity and madness. We’ll also view and read the works of visual artists and writers identified as having suffered
from “madness,” as well as accounts by these artists and writers themselves regarding their motivations for creatin
g
art, their use of suffering in their work, and their self
-
destructive tendencies.

The course is designed as an exploration into an issue fraught with a long history of philosophical assumptions,
scientific theories, and personal narratives, as well as a
rich body of artistic work. It is a necessarily interdisciplinary
investigation, with important implications especially for those who wish to pursue art themselves, as well as for
those interested in aesthetics, psychology, literature, and visual art.

The
Mathematics of Art and Architecture

MATH 26500
-
01 CRN 41635 H, G, NS, 2b

Instructor
: Osman
Yurekli

Credits
: 3

Objectives
: The course will use the student's interest in art or architecture as motivation for
learning the mathematics in particular geometry n
eeded to construct or to understand the work of art throughout
history. Furthermore, the course will attempt to use student's interest in geometry as motivation for learning about
art and art history. It will also show that mathematics in particular geomet
ry is a dynamical field that is related to
many other human endeavors in particular art and architecture.

The course will emphasize multicultural aspects of mathematics. This approach helps to promote a holistic view of
mathematics. For example, we will ex
plore Islamic art, design, and architecture. This will give students a chance to
see the mathematical, historical, aesthetic and religious dimensions of Islamic World. Students will able to connect
other liberal art subjects such as art, religious studies,

history and social studies.

The seminar will emphasize experimental and investigative mathematics not just proofs. For instance, we will
investigate how numbers, arithmetic, and mathematics are invented and how these concepts helped create
geometrical des
igns and beautiful architecture.

As a result of this course, the student should learn to view mathematics more broadly and to appreciate the varied
roles mathematics has played in people’s lives throughout the world.

The Cultural Production of Sex, Gender,

and Desire

PSYC 23701
-
01 CRN 43400

Instructor
: Carla
Golden

Credits
: 3

Objectives
: The question posed by this seminar is one that many people never bother to ask
because they assume they know. But answering the question “what is gender?” and considering t
he implications of
living in the world as gendered beings, is not as straightforward as it might seem. In this seminar, we will explore
gender and its relation to biological sex and to sexual desire. We will consider whether there are only two genders,
and

look at the functions and consequences of adherence to binary conceptualizations of sex and gender. We will
look at how other cultures conceptualize gender, as well as how gender has been constructed across historical time.
Are there only two sexes? Is se
x itself a social construction? How is sexual desire produced and constrained by
culture? What does sexual desire have to do with biological sex and with gender? What does resistance to sex and
gender categorization look like? What is the contemporary tran
sgender movement about? What are the implications
of thinking about genders and sexualities as fluid rather than fixed? In sum, this seminar will examine gender and its
multiple expressions, and consider the implications for individuals, relationships, and

culture.

Cultural Encounters: Force and Resistance in Cultural Contact

IISP
-
30000
-
01 CRN 42362 G, 1

Instructor
:
Naeem Inayatullah

Credits
:

3

Objectives
: Most cultural encounters fail to treat others as valuable and necessary
resources. Instead, cultural d
ifferences are primarily seen as threats against which we must defend ourselves. Or they
are regarded as deficiencies that require us to preach, teach, and assimilate others. No doubt we have reasons for
these two responses


as various forms of realism an
d idealism remind us. Yet cultural encounters can reveal richer
possibilities, deeper motivations, and alternative postures. They can be seen as opportunities that heal an internal
wound or fulfill an inner emptiness. We will use the junior year seminar as

a means to assess our response to the
differences and cultural encounter.

Newest Sexes/Genders/Races

IISP 40000
-
01 CRN 42363

Instructor
: Zillah Eisenstein

Credits
: 3

Objectives
:
This course will ask students to think or re
-
think the static/NATURALIZED way
s they think about sexes, races and
genders. At the core will be attempts to de
-
naturalize and de
-
normalize the constructions of these categories to see
what is known and unknown; what is historical construction and what is biological necessity; whether th
ere is such a
thing as biology or sexual and/or racial difference to `begin with’

so
-
to
-
speak. The framework of the course is to
open up the newest possibilities for questioning and knowing why and what and how we see/view notions of
biology, culture, poli
tics, history, etc. In the course we travel the globe, examine the `08 election, think about the
biological body and then revamp it, etc… We will read a book a week and the books cover a wide interdisciplinary
spectrum. There are two required analytic pape
rs which are based on these course readings.



FALL 2009 HONORS ITH
ACA SEMINARS


Why Are We Here?: Youth Culture and the Quest for a College Education

ISCM 10103
-
01, 02


HU, LA, 1

Instructor
:

Elizabeth Bleicher


Objectives
: What does it mean to be
educated? Are you here to get a job or to get a life? To answer these questions,
we will explore competing rationales behind collegiate study and engage in advanced literary and cultural analyses.
We will study historical precedents, scholarly and journali
stic articles, social critiques, and fictional collegians. We
will conduct primary research into youth culture and attitudes toward education, develop rhetorical skills by sharing
our findings, and write extensively across a variety of genres. Individually
, you will articulate your personal
philosophy of education and develop your own personal goals. Collaboratively, we will analyze the extent to which
our readings and writings fit with our evolving understanding of the goals for collegiate study.



The Gol
den City: The Rhetorical Construction of Classical Athens

ICSM 10119
-
01

HU, LA,

3a, h

Instructor
:
Robert Sullivan


Objectives
: This seminar will consist of a multidisciplinary investigation of the myths and realities of Classical
Athens. We will inquire c
ritically into the city’s political and social structures, its aesthetic monuments, its
intellectual milieu and its everyday life. The seminar will not, however, be a conventional historical accounting of
who did what when in ancient Greece. We will examin
e Athens as an instance of rhetorical self
-
creation and
examine the material of Athenian history as rhetorical artifacts. Rhetoric, first conceptualized and codified in
Athens, is more than the art of political speechifying that it is often conceived to be
. Rhetoric is the strategic use of
language to accomplish things in the world. A rhetorical approach to Classical artifacts foregrounds the rich
political, social, and cultural contexts that underlie historical and aesthetic self
-
portraiture. Accordingly,
we will re
-
engage the disputes that vitalized Athenian life
-

and in doing so may well come to see the contemporary American
experience through a radically different lens.



The Art of Politics: Language and power in Classical Athens

ICSM 10163
-
01


HU, LA
, 3a, g, h

Instructor
:
David Flanagan


Objectives
: This honors seminar will combine the study of history, political philosophy, and rhetorical theory and
practice. It will explore canonical texts, such as Sophocles’

Antigone

and Plato’s

Apology
, that have

generated
Western traditions of literature and political philosophy and secondary sources such as Irving F. Stone’s

The Trial of
Socrates
. This course will be writing
-
intensive and will satisfy requirements for a 100
-
level writing course
equivalent to
WRTG
-
10600 or WRTG
-
10800 (Academic Writing I or II).



Writing about Nature and the American Experience

ICSM 10164
-
01

HU, LA, 3a

Instructor
:
Marlene Kobre


Objectives
: In this seminar we consider our human relationship with the natural world. Discussion
focuses on the
complex, often contradictory, ways Americans have addressed questions about nature from the days of exploration
and colonization to the present. Students read works by American writers who have struggled to articulate the
meaning of nature a
nd its relation to the human experience. This course will be writing
-
intensive and will satisfy
departmental and school requirements for a 100
-
level writing course equivalent to WRTG
-
10600 or WRTG
-
10800
(Academic Writing I or II).





Fall 2009 Honors Inte
rmediate Seminars



Nations and Nationalisms
HIST 28000
-
01 CRN 22822 1, h

Instructor
:

Jonathan Ablard

Credits
: 3

Objectives
: The goal of the course is to introduce students to a series of questions concerning an area of social and
political organization t
hat is often taken as a “natural” phenomenon of human society.

Two basic lines of inquiry
will guide the course.

The first is simply, what is the nation?

To grapple with this question, we will read a wide array
of essays by both “practitioners” (by which I

mean politicians who have employed notions of the nation) and
theoreticians and scholars of the nation.

The second question is why nationalism is such a compelling organizing
principle for humans?

This course will focus primarily on the case studies of th
e United States, Argentina, Cuba,
France, West Africa, and South East Asia.

This course is interdisciplinary in terms of both assignments and
research.

The nation and nationalism are themes that are omnipresent in literature, film, historical scholarship,
travel
writings, and even in science, medicine, psychology.

Students will be exposed, then to the myriad ways in which
national discourse has been employed and analyzed.



The Cartographic Impulse
ENGL 20002
-
01 CRN 23373 1, h

Instructor
:

Anjeli Nerlekar

Cr
edits
: 3

Objectives
: The Oxford Dictionary defines a map as follows:

“A representation of the earth’s surface or part of it,
its physical and political features, etc., or of the heavens, delineated on a flat surface of paper or other material, each
point i
n the drawing corresponding to a geographical or celestial position according to a definite scale or
projection.”

The aim of this course would be to examine and destabilize these assumptions about the factual
character of a map, and explore the cultural, p
olitical, social contexts in which maps are made and circulated.

We
will analyze cartographic tropes as they are configured in literary texts of the colonial and the postcolonial world
and the ways in which such knowledge was put to use in consolidating co
lonial power.

Finally, we will also examine
the ways in which cartographic tropes and concepts are reused, undermined and reclaimed in postcolonial
literatures.

Possible authors we will read in this course will include writers from Ireland, England, Africa
, and the
Caribbean. There will also be field trips to Cornell University and to New York City to see the map collections at
the Cornell Library and the New York Public Library.




Honors Intermediate Seminar: “The Mythic Truth”
ENGL 20008
-
01

CRN 23340 H
U, 3a, h

Instructor
:

Michael Twomey

Credits
: 3

Objectives
:

Myths constitute one of the most ancient and enduring forms of cultural expression, informing works of
literature and art form ancient to modern times.

Anthropology, art history, history,
literature, philosophy,
psychology, and religion have all contributed to modern thinking about mythology.

In this course we will consider
questions about the origin and oral transmission of myths together with theoretical perspectives from the past 100
yea
rs or so


for example, the ritualistic (James G. Frazer, Jesse L. Weston), the psychoanalytical (Sigmund Freud,
C. G. Jung), the archetypal (Joseph Campbell), the structural (Claude Levi
-
Strauss). Readings in myth will be drawn
from a variety of sources,
including Greek, Norse, Celtic, African, and Native American.Via papers and reports,
students will have the opportunity to make connections between theories of myth and mythologies on the one hand,
and modern adaptations of myth in forms such as films, gra
phic novels, and urban folktales on the other.

Readings,
both in original texts and in theoretical writings, will be in texts, a course booklet, and on reserve.

Students in this
course will take part in a project to create a mythology wiki.



Chances: Insi
ghts to the Unknown
MATH 26500
-
01

CRN 22199 2, b

Instructor
:

John Maceli

Credits
: 3

Objectives
: People have long been both fascinated and terrified by randomness.

The uncertainties we face are both a
source of freedom and anxiety.

While no one can predict
uncertain events with certainty, this honors seminar will
explore the nature of the uncertainty itself in a wide variety of contexts.

This is an area full of both concepts and
controversies.

What are the strengths and weaknesses, assumptions and controvers
ies of polls and surveys?

Why are
conflicting health and medical claims so prevalent?

In this age of overwhelming information, how can we sort out
noise and coincidence from valuable observations?

How is modern knowledge of chance events being used in
inve
stigations


in applications ranging from trying to reconstruct the history of our DNA to attempting to determine
authorship of unknown manuscripts to rooting out irregularities in financial transactions and fraudulent exams and
tax returns.

What is the of
ten cited “law of averages” and when can we trust our intuition about chance?

What
insights can we gain studying games of chance?


Oil, Energy, and the Future of Society

MATH 26502
-
01

CRN

23339 2a

Instructor
:

Thomas Pfaff

Credits
: 3

Objectives
: This course will examine why past societies have collapsed and scientifically examine our current
energy consumption, with special attention to oil, and how this consumption may impact our future.

We will be
using Jared Diamond's book,
Collapse: How Soci
eties Choose to Fail or Succeed
, to

provide scientific criterion to
analyze past societies and to provide some

historic perspective.

At the same time we will analyze our

current energy
consumptions with a focus on

peak oil to try and decide if we are curre
ntly choosing to fail or succeed.


Students
will gain

a

scientific perspective of past societies and gain data analysis skills to understand our current
energy

situation.



Sex, Gender, and Desire
PSYC 23701
-
01 CRN 22924

(1)

Instructor
:

Carla Golden

Credit
s
: 3

Objectives
: The question posed by this seminar is one that many people never bother to ask because they assume
they know.

But answering the question “what is gender?” and considering the implications of living in the world as
gendered beings, is not
as straightforward as it might seem.

In this seminar, we will explore gender and its relation
to biological sex and to sexual desire.

We will consider whether there are only two genders, and look at the
functions and consequences of adherence to binary con
ceptualizations of sex and gender.

We will look at how other
cultures conceptualize gender, as well as how gender has been constructed across historical time.

Are there only two
sexes?


Is sex itself a social construction?

How is sexual desire produced an
d constrained by culture? What does
sexual desire have to do with biological sex and with gender?

What does resistance to sex and gender categorization
look like? What is the contemporary transgender movement about? What are the implications of thinking ab
out
genders and sexualities as fluid rather than fixed?

In sum, this seminar will examine gender and its multiple
expressions, and consider the implications for individuals, relationships, and culture.





Honors Junior Year Seminar



Cultural Encounters:
Force and Resistance in Cultural Contact
IISP 30000
-
01 1, g

Instructor
: Naeem Inayatullah

Credits
: 3

Objectives
: Most cultural encounters fail to treat others as valuable and necessary resources.

Instead, cultural
differences are primarily seen as threats
against which we must defend ourselves.

Or they are regarded as
deficiencies that require us to preach, teach, and assimilate others.

No doubt we have reasons for these two
responses


as various forms of realism and idealism remind us.

Yet cultural encoun
ters can reveal richer
possibilities, deeper motivations, and alternative postures.

They can be seen as opportunities that heal an internal
wound or fulfill an inner emptiness.

We will use the junior year seminar as a means to assess our response to the
di
fferences and cultural encounter.




Honors Senior Seminar



Newest Sexes/Genders/Races
IISP 40000
-
01

Instructor
: Zillah Eisenstein

Credits
: 3

Objectives
: This course will ask students to think or re
-
think the static/NATURALIZED ways they think about
sexes
, races and genders.

At the core will be attempts to de
-
naturalize and de
-
normalize the constructions of these
categories to see what is known and unknown; what is historical construction and what is biological necessity;
whether there is such a thing as b
iology or sexual and/or racial difference to `begin with’

so
-
to
-
speak.

The
framework of the course is to open up the newest possibilities for questioning and knowing why and what and how
we see/view notions of biology, culture, politics, history, etc. In t
he course we travel the globe, examine the `08
election, think about the biological body and then revamp it, etc… We will read a book a week and the books cover
a wide interdisciplinary spectrum. There are two required analytic papers which are based on th
ese course readings.



Spring 2009 Honors Seminars



The Ocean of Stories: Sanskrit Literature in Translation
HIST 20100
-
01 CRN 43414

Instructor
:

Jason Freitag

Objectives
: Titled after the Kathāsaritsāgara, one of the most important and popular works in
the classical Sanskrit
canon, this seminar will be an intensive introduction to the classic texts of the Sanskrit literary world.

The seminar
will consider works within a range of genres from fables and fairy tales to court poetry to princely didactic text
s and
ending with an extended consideration of the major epics of the Indian tradition, the Mahābhārata and the
Rāmāyaṇa.

This seminar will take a fully multidisciplinary approach to the analysis of these texts.

The works will
be examined for what they ar
e as individual expressive works, they will be placed in their contexts, both historically
and as representatives of their genre within the history of Sanskrit literature, and students will explore the
connections between these texts and larger currents in

Indian society and culture.

Further, the seminar will introduce
students to aspects of the Sanskrit language and the distinctive features of Sanskrit that have made it one of the
world’s premier literary languages. Finally, students in the seminar will co
nsider the role of translation as both an
historical and a literary process through an examination of selected excerpts from alternate translations of the texts
under study.



A Tale of Two Theatrical Cities: Visual, Performing, and Literary Artistic Respo
nses to the French
Revolution
THPA 26800

CRN

42384 3b


Instructor:
Jack Hrkach

Objectives
: In this course we will attempt to discover how and why the arts and particularly performing arts react to
this dramatic event in world history. We will encounter and

ask questions of paintings, plays, films, operas, dances,
and novels that attempt, in manners that range from the clownish to the deadly serious, to come to terms with the
Revolution.

When we’ve finished we should have developed a more comprehensive notio
n of the questions artists
from the late 18th century to the beginning of the 21st have asked about the French Revolution in particular, and to
understand how artists use an historic event to hold a mirror up to their own times.


Two prime course materials

are the novels

A Tale of Two Cities

and

The Scarlet Pimpernel

as well as the plays,
musicals and films based on them. Other plays include

Danton’s Death,

Marat/Sade, and Ariane
Mnouchkine’s

1789; operas featured include

Andrea Chenier,

Dialogues of the Ca
rmelites

and

The Ghosts of
Versailles; films featured include silents

Napoleon

and

Orphans of the Storm, two versions of

Marie Antoinette,
and

Scaramouche.

We will examine the works of the painters Jacques
-
Louis David and Elizabeth Vigée LeBrun,
among othe
rs. Also included are a classics illustrated comic book, a Blackadder episode, even a Bugs Bunny
cartoon!


In order to accommodate the vast and varied material in the course, students will give presentations on material that
most interests them in addition

to writing short papers and a major paper that should synthesize what they have
learned in this busy semester.



Multicultural Approaches to Mathematics
MATH 26500

CRN

41815 2b, h, g


Instructor:


Osman Yurekli

Objectives
: This course explores
mathematical ideas as they have been developed and expressed in non
-
Western
societies in general and investigates the relationship of mathematics and culture.

The focus is on the ideas as they
are embedded in traditional or small
-
scale human communities. T
he course will emphasize experimental and
investigative mathematics, not just proofs.

For example, we will investigate how and why numbers, arithmetic, and
mathematics are invented in different human communities throughout history.

We will look into Art, C
rafts, and
Symmetries of other cultures and attempt to determine how they might have constructed these drawings.

We will
research the background of mathematical games in one or more cultures, or compare similar games from different
cultures.

As a result of

this course, the student should learn to view mathematics more broadly and to appreciate the
varied roles mathematics has played in people’s lives throughout the world.



Alternative Futures
BIOL 22030

CRN

42723 2a

Instructor:


Peter Melcher

Objectives
: T
his course will examine the environmental consequences that have resulted from human ingenuity
from 10,000 years ago to the present. From a scientific vantage point we will explore advances that led to the
relatively recent rapid growth rate of the human p
opulation and factors that have contributed to this rapid growth.
Because we are doubling the human population from 6.5 to about 10 billion people in the next 50 years, we will
investigate current practices in food production and the benefits / potential d
angers of bioengineering. This course
will also cover topics on how human activities impact our global biosphere. As a class, our main objectives will be
to propose alternatives to human activities that are resulting in the planet’s demise.




What Is Beau
ty?
ENGL 20007 CRN

43271

3a, 3b, h

Instructor:
Wendy Hyman

Objectives
:

This course sets out to explore the meaning, the fascination, the limitations, and even the danger of the
concept of beauty

as applied to art, literature, and persons. We will begin by
exploring the classical foundations of
aesthetics (ideals such as proportion, symmetry, and clarity), and look at both literary and visual objects that
demonstrate these seemingly eternal ideals. We then will grapple with what is the "opposite" of beauty:
is it
"ugliness," as is commonly thought, or is it the "sublime"

an aesthetic experience so overawing and even terrifying
that it transcends beauty? This will prepare us to consider 19th and 20th
-
century attacks on literary and visual beauty
as ideological
ly suspect: although "beauty" may define what moves and delights us, can it also be a deceptively
empty or anti
-
intellectual category, merely reaffirming of the status quo? Finally, we will turn to a consideration of
the applicability and limits of the con
cept of beauty in science and mathematics.



SELF AND SELF
-
LOVE IN LITERATURE AND CULTURE
ENGL 20006
-
01 CRN 42754

HU, LA, 3a, h

Instructor:
Dan Breen

Objectives
:

This course aims to use literary and analytical texts from a wide range of genres and historic
al periods
in order to examine the phenomenon of self
-
love and its influences on our understandings of self, culture, and
society.

More specifically, we will investigate the development of the cultural category commonly called “the
individual” by exploring

the relationship between this development and self
-
love, and we will draw upon the
resources provided by literature, literary criticism, philosophy, religion, and the history of the subject.

Our
hypothesis is that the contemporary elevation of “the indivi
dual” is generated by a reverence for psychological
autonomy, and the work we do in the course will attempt to evaluate the full scope of this reverence.

We will begin
with a selection of Classical, medieval and Renaissance texts, move on to the Romantics,

and conclude with a
discussion of twentieth and twenty
-
first
-
century literature.


Many of the literary and philosophical figures we will examine over the course of the semester demonstrate a
tendency toward self
-
destruction that seems to be generated in l
arge part by their intense self
-
reliance.

As we
explore this connection, we will want to think further about some of the broader themes that shape and contain
treatments of “the individual,” such as for example the oppositional relationship between self
-
lo
ve and community
and the eerily strong connection between narcissism, an extreme form of self
-
love, and death.

Ultimately our goal is
to arrive at a fuller understanding of representations of the self in popular and “intellectual” discourse, and of the
soc
ial and cultural phenomena that influence these representations.



Afghanistan and the Origins of Global Fury
POLT 20221

CRN 43395 1, g, h

Instructor:
Naeem Inayatullah

Objectives
: Third World rage towards the policies of the U.S. almost always emerges from the living history of
colonialism.


The colonial past and present day neo
-
colonialism continue to shape the economics, politics, and
culture of Third World societies so that the
y primarily serve the needs of Europeans/North Americans.


Most First
World understandings of such historical structures, on the other hand, are myopic, forgetful, and dismissive.


The
hypothesis of this course is that without some familiarity with the his
torical origins and underdevelopment of the
Third World, our understanding of recent events

such as the attacks of 9/11 and the Wars in Afghanistan and
Iraq

will remain shallow, fruitlessly confusing, inaccessible to public deliberation, and easily prone t
o
manipulation.


For those who seek it, an analysis of First/Third World relations that is historical, ethnological,
psychodynamic, and political
-
economic may serve to ground their understanding of the motives of foreign others as
well as to catalyze futur
e explorations of their own role as global citizens.


The course does not seek to accumulate,
sort, and evaluate ethical judgments.


Rather, it is motivated by a prior question:


Is it possible to bridge
communication between, on the one side, a set of bel
iefs cultivated under the aegis of a superpower and, on the other
side, beliefs forged through resistance to such power?


More simply, under what conditions can First and Third
Worlders communicate without violence but nevertheless with openness, sincerity
, and integrity?


The focus of the
seminar

its main case study

is the history of Afghanistan since 1978.




Capitalism: Stability or Crisis?
ECON 25500

CRN

42937

1, h

Instructor:
Shaianne Osterreich

Objectives
:

Some theorists conceive of capitalism as an e
conomic system that is generally resting in a state where
workers, firms, and consumers have reached some optimal and harmonious agreement on prices, wages, production
levels, and labor hours. From this view, the system tends to be in equilibrium, with the

exception of only temporary
fluctuations. Others argue that capitalism is always in crisis: that moments of equilibrium are themselves only
temporary and that unemployment and instability better characterize the regular state of a capitalist economy. From

this perspective, it can be argued that racial and gender identities and hierarchies both reflect and affect the crisis.
This class will explore these competing theories and apply them to three different historical time periods: The Great
Depression, the
Stagflation of the 1970s, and the Boom of the late 1990’s. It will be a course which is half history of
economic thought and half economic theory. The readings will include Adam Smith, Karl Marx, John Stuart Mill,
Thorstein Veblen, Milton Friedman, Studs T
erkel’s collection of narratives about the Depression, John Maynard
Keynes, and Robert Shiller.




Academic Year 2008
-
2009 Junior Seminar


Travel, Culture, and Modernity: Western Constructions of "Self" and "Other" from the Enlightenment to
Postmodernism

I
ISP 30000

CRN 42893 1, 3a

Instructor:
Ron Denson

Objectives
:

The aim of this course is two
-
fold: (1) to explore how the West has fashioned and reinforced its own
sense of identity and knowledge in response to other(s) it has encountered when it ventures aw
ay from home, and
(2) to examine how that sense of self
-
knowledge occludes, enables, complicates both knowledge of and relations
with other cultures, other ways of being, especially those whose practices deviate in significant ways from the
West's understa
nding of itself as "modern." The course will thus examine the interplay among the three primary
terms of its title, and while seeking integral relations among them, will also look at how each is tested by related,
often competing terms (e.g., "tourism," "c
ultures," "civilization," "savagery," "barbarism," "underdevelopment,"
"postmodernity"). The class will be discussion
-
based and structured around a series of two
-
week mini
-
units
conducted by guest presenters from the H&S faculty.


A significant amount of r
eading and a series of written
assignments will be required through the course of the term.




Academic Year 2008
-
2009 Senior Seminar



Human Nature, Culture, and “Normality”

IISP 40000

CRN

42894

Instructor:


Carla Golden

Objectives: What constitutes norma
lity in ourselves, other people, the world at large?

Can human nature be defined,
and what does culture have to do with who we are?

Why do the circumstances of “normal” living so often give rise
to mental ill health?


Is the western model of mental illness

applicable to diverse cultures?


What happens to people
when they live under extreme circumstances of war, poverty, migration?

This course is designed to offer an
extended look at human nature, culture, and the normal.

We will read a series of engaging a
nd highly provocative
books, roughly one each week, to lay the basis for active exchange and debate.

The books are by diverse authors,
and are not strictly “academic” texts; they will include Anne Fadiman (1997)

The spirit catches you and you fall
down; Ad
rian Nicole LeBlanc (2003)

Random Family: Love, drugs, trouble, and coming of age in the Bronx; Frans
de Waal (2005)

Our inner ape: A leading primatologist explains why we are who we are;

Judith Rich Harris
(2006)

No two alike: Human nature and human indiv
iduality; and Ishmeal Beah (2007)

A long way gone: Memoirs
of a boy soldier.





Fall 2008 Honors Freshman Seminars



The Golden City: The Rhetorical Construction of Classical Athens

ICSM 10133
-
01 3a, h

Instructor:
Robert Sullivan

Objectives
: Classical
Athens has long exercised a powerful thrall over the historical imagination. When we
catalogue the political, cultural, and social contributions of Athens to our civilization, the list can seem
overwhelming. For 2500 years people have asked, how could one
rather small city, with relatively meager resources,
have such an astounding impact in so many areas? In a real sense, we are all Athenians. However, though Athens is
a powerfully evocative psychic site, it is very much a paradoxical one as well: it is bot
h the birthplace of democracy
and the place where Socrates was legally murdered, both the heroic

polis

that stood down the invading Persians and
the degraded imperial power that engaged in vicious atrocities during the Peloponnesian War, both the location
where the sublime expressions of Greek architecture, drama, and philosophy flourished and a city where slavery,
sexism, and demagogic authoritarianism thrived. If, then, we are all Athenians, to some degree all of the
contradictions of Athenian life
-

demo
cracy and imperialism, freedom and license, liberty and repression,
individualism and collectivism
-

are fully in play in our own contemporary culture.



This seminar will consist of a multidisciplinary investigation of the myths and realities of Athens in

its most
tumultuous century, from the beginning of the Persian War (ca. 490 B.C.E.) until the death of Socrates (399 B.C.E.).
We will inquire critically into the city’s political and social structures, its aesthetic monuments, its intellectual
milieux and

its everyday life. The seminar will not, however, be a conventional historical accounting of who did
what when in ancient Greece. We will examine Athens as an instance of rhetorical self
-
creation and examine
the

materia

of Athenian history as a body of rh
etorical artifacts.

A rhetorical approach to Classical artifacts moves
into the foreground the rich political, social, and cultural contexts that underlie the Greek’s historical and aesthetic
self
-
portraiture. Accordingly, we will re
-
engage the disputes t
hat vitalized Athenian life
-

and in doing so may well
come to see the contemporary American experience through a radically different lens.

Readings: Herodotus,

Histories
; Plato,

Symposium
,

Gorgias
,

Apology
; Aristophanes,

Clouds
,
Lysistrata
,
Thucydides,

Pel
oponnesian War
; Lysias,

On the Murder of Eratosthenes, On the Matter of the Olive
-
Stump
;
Antiphon,

On the Stepmother
.



Youth Culture, Rhetoric, and the Purpose of a College Education

ICSM 10117
-
01 (1)

Instructor:
Elizabeth Bleichler

Objectives
: What does

it mean to be an educated person, and why is this a socially

valued distinction? What is the
real point of going to college? Why do

students have to take “general education” classes if they already know
the

discipline in which they want to major? What doe
s it mean to be an

“intellectual”? What is the relationship
between education and

self
-
determination, economic security, political power or social order? Is

college supposed to
help you grow as a person, obtain a credential for a

career, or enjoy your last

four years of freedom? This course
will

challenge you to grapple with such questions, and provide you with an

opportunity to explore competing
theories of higher education, to engage

in advanced literary, rhetorical and cultural analyses, and to research

and
articulate both your personal philosophy of education, as well as an

answer to the age
-
old question, “What are you
going to do with that

major?”


Over the course of the semester, we will consider the evolution of the

assumption that college attendance
is both a
universal good and experience

to which every American youth is entitled. We will analyze the rhetoric

used to
portray adolescents in the media and to shape them into desiring

consumers of goods, services and, by extension, of
education. For

contr
ast, we will study the rhetoric used by young people to assert their

identities and describe their
experience. Perhaps the primary issue on

which we will focus is the tangled relationship between power
and

education. In the process, we will conduct our own

primary and secondary research on college students’
attitudes toward their education, and will write

extensively in a wide variety of genres. Individually, you will
articulate your personal philosophy of education and develop your own personal goals

for t
he next four years;
collaboratively, we will analyze the extent to

which our readings and writings fit with our evolving understanding of
the

goals for collegiate study. Readings include extensive articles selected from contemporary academic

and
journalist
ic discourses, as well as film and fictional accounts of the

adolescent and collegiate experience in the
United States.


The Art of Politics: Language and Power in Classical Athens
ICSM 10108
-
01

3a, h

Instructor:
David Flanagan

Objectives
:

How did the anc
ient Athenians view the relationships between language and power, between state
authority and individual responsibility? Students will develop their skills in academic writing by reading and writing
about essential Greek texts in translation:

Antigone

and
other Attic plays,
Apology

and other Platonic dialogues. May
satisfy departmental and school requirements for a level
-
1 writing course. Students may not receive credit for both
this class and WRTG 10600 or WRTG 10800.




Fall 2008 Honors Intermediate Semin
ars


The Cartographic Impulse

ENGL 20007
-
01

1, h


Instructor
: Anjeli Nerlekar

Objectives
: The Oxford Dictionary defines a map as follows: "A representation of the earth's surface or part of it, its
physical and political features, etc., or of the heavens,
delineated on a flat surface of paper or other material, each
point in the drawing corresponding to a geographical or celestial position according to a definite scale or projection."
The aim of this course would be to examine and destabilize these assumpti
ons about the factual character of a map,
and explore the cultural, political, social contexts in which maps are made and circulated. We will analyze
cartographic tropes as they are configured in literary texts of the colonial and the postcolonial world an
d the ways in
which such knowledge was put to use in consolidating colonial power. Finally, we will also examine the ways in
which cartographic tropes and concepts are reused, undermined and reclaimed in postcolonial literatures. Possible
authors we will r
ead in this course will include writers from Ireland, England, Africa, and the Caribbean.

There will also be field trips to Cornell University and to New York City to see the map collections at the Cornell
Library and the New York Public Library.


Enacting

the Past

ENGL 20002
-
01 3b, h


Instructor
: Claire Gleitman

Objectives
:

In this course, we will examine numerous 20th century dramas that fit (with varying degrees of
neatness) within the general category we will call “the history play.”


It is worth
admitting from the start that this
category is a slippery one, and we will devote a fair bit of energy to defining and redefining its borders. The problem
is surely connected to the question of how one defines “history,” a concept that is itself not static
. It was not until the
19th century that historians came to regard themselves as scientists engaged in a particular discipline detached from
other humanist enterprises, one dedicated to the rigorous uncovering of “facts.”

And of course, the very instant th
at
modern history was born, philosophers and artists set about rebelling against its certainty, denying the possibility
that the past could be recaptured “as it really happened.”



Very much in this spirit, our plays do not simply represent history; they
challenge our assumptions about the act of
understanding the past. Again and again, they invite us to ask: What constitutes “history?” How does one go about
representing it accurately? From whose vantage point is it most objectively or feelingly told? Sinc
e many of our
plays are written in the shadow of the two World Wars, we will begin our analysis by considering the impact of
World War I on the century’s collective imagination.

From there, we will proceed to examine the shape that these
and other horrors
take on the modern and postmodern stages of Europe and America.

Because our focus is on
dramas, we will consider our texts both as literary artifacts and as blueprints for theatrical events, drawing their
performative nature into our discussion wherever po
ssible


Authors will include: George Bernard Shaw, Bertolt
Brecht, Sean O’Casey, Brian Friel, Caryl Churchill, Peter Weiss, Frank McGuinness, Anna Deavere Smith, Michael
Frayn and Tom Stoppard.


Witchcraft in a Cross
-
Cultural Perspective

HIST 26900
-
01 1, h


Instructor
: Vivian Conger

Objectives
:

This course will focus on the "Burning Times" in early modern Europe (Germany, France, Italy, and
England in the fifteenth and sixteenth centuries); seventeenth
-
century New England and the Salem witch trials; the
dep
iction of the witch in fairy tales from the Grimms to Disney; the depiction of witches and their persecution in
literature that purports to rely on historical sources (such as Shakespeare’s

Macbeth
, Arthur Miller’s

The Crucible
,
and Cary Churchill’s “Vineg
ar Tom”); and the explanations that scholars espouse for witch persecutions.

It will
examine why the outbreaks occurred when they did, who was accused of witchcraft and why, how the outbreaks
reflected social and cultural values, and how the crises were re
solved.

Issues of religion, class, social structure, and
especially gender will form the backdrop against which these broader questions will be explored.


The variety of the readings, from religious tracts to historical and fictional representations to pop

culture to
scholarship, will expose students to historical sources as well as scholarly criticism and, more importantly, a variety
of argumentation styles with regard to the representation of witches.

Students will be encouraged to critique
historical as
well as fictional sources, investigate the truth
-
claims of these sources, and explore the basis for these
claims (what are the underlying assumptions of historical accounts; which historical accounts are more credible,
which less, and why; to what extent c
an fiction claim to represent any empirical "truth"; what purposes does each
kind of narrative serve?).


Chances: Insights to the Unknown

MATH 26500
-
01 2b

Instructors
: John Maceli & Jim Conklin

Objectives
:

People have long been both fascinated and terrifie
d by randomness.

The uncertainties we face are both a
source of freedom and anxiety.

While no one can predict uncertain events with certainty, this honors seminar will
explore the nature of the uncertainty itself in a wide variety of contexts.

This is an a
rea full of both concepts and
controversies. What are the strengths and weaknesses, assumptions and controversies of polls and surveys?

Why are
conflicting health and medical claims so prevalent?

In this age of overwhelming information, how can we sort out

noise and coincidence from valuable observations?

How is modern knowledge of chance events being used in
investigations


in applications ranging from trying to reconstruct the history of our DNA to attempting to determine
authorship of unknown manuscript
s to rooting out irregularities in financial transactions and fraudulent exams and
tax returns. What is the often cited “law of averages” and when can we trust our intuition

about chance?


What
insights can we gain studying games of chance?



The Pursuit o
f Happiness

WRTG 23001
-
01 3a


Instructor
: Corey Brown

Objectives
: The course explores the meaning of happiness.

First, we will use examples from world literature as an
introduction to the topic and as models for our own forays into writing (in several diff
erent genres) about the
subject.

Then we will study and critique several “icons” of happiness:

getting and spending; sex, love, and marriage;
and religion and intoxication.

In each case, we will seek to define this icon, analyze how it functions as a promi
sed
source of happiness, and assess how successful it is in fulfilling its promises.

In the process, we will consider two
insights in particular:

one derived from Nietzsche, that these icons claim to give us power over ourselves or others;
and the other de
rived from Foucault, that these icons support one another to form a complex network of cultural
directives for defining happiness and attaining it. We will also consider the practicality and feasibility of alternative,
perhaps more reasonable and healthy s
ources of happiness. Students will write an essay for each unit and, in the
final section of the course, will inquire into and write about an icon of their own choosing.



Academic Year 2008
-
2009 JUNIOR SEMINAR



Travel, Culture, and Modernity: Western Con
structions of "Self" and "Other" from the Enlightenment to
Postmodernism

IISP 30000

1, 3a


Instructor
: Ron Denson

Objectives
: The aim of this course is two
-
fold: (1) to explore how the West has fashioned and reinforced its own
sense of identity and knowled
ge in response to other(s) it has encountered when it ventures away from home, and
(2) to examine how that sense of self
-
knowledge occludes, enables, complicates both knowledge of and relations
with other cultures, other ways of being, especially those who
se practices deviate in significant ways from the
West's understanding of itself as "modern." The course will thus examine the interplay among the three primary
terms of its title, and while seeking integral relations among them, will also look at how each

is tested by related,
often competing terms (e.g., "tourism," "cultures," "civilization," "savagery," "barbarism," "underdevelopment,"
"postmodernity"). The class will be discussion
-
based and structured around around a series of two
-
week mini
-
units
conduc
ted by guest presenters from the H&S faculty.

A significant amount of reading and a series of written
assignments will be required through the course of the term.




Academic Year 2008
-
2009 SENIOR SEMINAR



Human Nature, Culture, and “Normality”

IISP 40000


Instructor
:

Carla Golden

Objectives
: What constitutes normality in ourselves, other people, the world at large?

Can human nature be defined,
and what does culture have to do with who we are?

Why do the circumstances of “normal” living so often give rise
to mental ill health?

Is the western model of mental illness applicable to diverse cultures?


What happens to people
when they live under extreme circumstances of war, poverty, migration?

This course is designed to offer an
extended look at human nature, c
ulture, and the normal.


We will read a series of engaging and highly provocative
books, roughly one each week, to lay the basis for active exchange and debate. The books are by diverse authors,
and are not strictly “academic” texts; they will include Anne

Fadiman (1997)

The spirit catches you and you fall
down
; Adrian Nicole LeBlanc (2003)

Random Family: Love, drugs, trouble, and coming of age in the Bronx
; Frans
de Waal (2005)

Our inner ape: A leading primatologist explains why we are who we are;

Judith R
ich Harris
(2006)

No two alike: Human nature and human individuality
; and Ishmeal Beah (2007)

A long way gone: Memoirs
of a boy soldier.





Spring 2008 Honors Intermediate Seminars


American Breakdown: The Literature of Madness and Mental Instability in American Literature
ENGL
20004 3a


Instructor
: Hugh Egan

Objectives
: In this honors seminar we will investigate some of America’s literature of madness and psychological
instability, b
eginning with a Puritan sermon and proceeding more or less chronologically through the 20th century.
American literature is often viewed in terms of its self
-
reliant and “sane” male narrators and characters (including
Benjamin Franklin and the founding fat
hers, Ralph Waldo Emerson, Henry David Thoreau and others), but there is
another, equally powerful and counterbalancing literary strain that records narratives of breakdown, psychosis, and
suicidal descent. These two literary traditions are not mutually ex
clusive, and indeed might best be seen as weirdly
co
-
dependent. A number of discrete themes will emerge in the course of our reading, including: the importance of
the Puritan tradition to America’s volatile self
-
image; how “madness” in America is inflected

in terms of race and
gender; how the process of

going mad

is recorded in language; and how psychological interpretations of literature
unearth buried assumptions about self and nation. Authors will include Jonathan Edwards, Edgar Allan Poe, Emily
Dickinso
n, Kate Chopin, William Faulkner, Robert Lowell, Sylvia Plath, Ken Kesey, Louise Erdrich, Toni
Morrison, and Susanna Kaysen. There will be three required essays and a final project.


IMAGINING HITLER

GERM 22201
-
01 3a, 3b, h


INSTRUCTOR:

Michael Richardson

Objectives
: To develop a deeper understanding of the role of Hitler and the Nazis in the U.S. cultural imagination.


Emphasis on group discussion and conversation. This course will examine American representations of Hitler and
Nazism, from Chaplin’s

The G
reat Dictator

to Don DeLillo’s
White Noise
. In American culture, “Hitler”


the
person and the concept


has generally stood in for terrifying and absolute evil. Yet this seems to be contradicted by
the multitude of humorous representations that disempower
the Nazis by turning them into evil, yet bumbling and
inept clowns. This class will examine (primarily) American representations of Hitler and the Nazis and ask the
following questions: What is the function of Hitler in these representations? Does it ultim
ately facilitate or prevent
our deeper examination of the Holocaust? What sorts of identifications are at work (or not at work) in these
representations? What sort of limits are there (or must there be) on representations of Hitler? What determines those
l
imits: good taste, morality, politics, something else? Topics will include: the use of humor in representations of
Hitler and the Holocaust, representations of Hitler that imagine his survival or victory, sexualized representations of
Hitler and the Nazis,

and the use and misuse of Hitler in contemporary public discourse.


Multicultural Approaches to Mathematics
MATH 26500

2b, h, g

Instructor:


Osman Yurekli

Objectives
: This course explores mathematical ideas as they have been developed and expressed in non
-
Western
societies in general and investigates the relationship of mathematics and culture. The focus is on the ideas as they
are embedded in traditional or small
-
scale human communities. The course will emphasize experimental and
investigative mathematics
, not just proofs. For example, we will investigate how and why numbers, arithmetic, and
mathematics are invented in different human communities throughout history. We will look into Art, Crafts, and
Symmetries of other cultures and attempt to determine ho
w they might have constructed these drawings. We will
research the background of mathematical games in one or more cultures, or compare similar games from different
cultures.

As a result of this course, the student should learn to view mathematics more bro
adly and to appreciate the
varied roles mathematics has played in people’s lives throughout the world.



“Physics?” in Cartoons and Movies
PHYS 23100

2a


Instructor:
Michael Rogers

Objectives
: This is a project
-
driven seminar to discover the physical rules

used in the universes of cartoons (like the
Road Runner series) and films (like The Matrix).


In this seminar students will extract data through the use of
video/DVD capture software, graph data, derive theories of motion, and compare the results with cur
rent scientific
understanding.


After learning the basic techniques of extracting and analyzing data from cartoons and movies,
students will work in groups analyzing a cartoon or movie of their choice. This project will take several weeks, and
the results
will be reported to the class in presentations and a final report toward the end of the semester.


MORAL BASIS OF POLITICS

POLT 22001


INSTRUCTOR:
Alex Moon

Objectives
: Liberals, Marxists, critical theorists, and postmodernists give different accounts of t
he central values
underlying political life.

These values derive from different views of the meaning of life, human nature, dynamics of
social life, and the sources of moral knowledge.

The course will focus on determining what these values are and
judging
them. To this end, we will examine how the different schools of thought resolve controversies surrounding
the morality of war, terrorism, human rights, national and global distributive justice, and multiculturalism.



A Tale of Two Theatrical Cities: Visu
al, Performing, and Literary Artistic Responses to the French
Revolution
THPA 26800 3b


Instructor:
Jack Hrkach

Objectives
: In this course we will attempt to discover how and why the arts and particularly performing arts react to
this dramatic event in wor
ld history. We will encounter and ask questions of paintings, plays, films, operas, dances,
and novels that attempt, in manners that range from the clownish to the deadly serious, to come to terms with the
Revolution.


When we’ve finished we should have de
veloped a more comprehensive notion of the questions artists
from the late 18th century to the beginning of the 21st have asked about the French Revolution in particular, and to
understand how artists use an historic event to hold a mirror up to their own
times.


Two prime course materials are the novels

A Tale of Two Cities

and

The Scarlet Pimpernel

as well as the plays,
musicals and films based on them. Other plays include

Danton’s Death
,

Marat/Sade
, and Ariane
Mnouchkine’s

1789
; operas featured include

A
ndrea Chenier
,

Dialogues of the Carmelites

and

The Ghosts of
Versailles
; films featured include silents

Napoleon

and

Orphans of the Storm
, two versions of

Marie Antoinette
,
and

Scaramouche.

We will examine the works of the painters Jacques
-
Louis David and
Elizabeth Vigée LeBrun,
among others. Also included are: a classic illustrated comic book, a Blackadder episode, even a Bugs Bunny
cartoon! In order to accommodate the vast and varied material in the course, students will give presentations on
material tha
t most interests them in addition to writing short papers and a major paper that should synthesize what
they have learned in this busy semester.



Honors Junior Year Seminar



Cultural Encounters: Force and Resistance in Cultural Contact
IISP 30000 1, g


Instructor:

Naeem Inayatullah

Objectives
: Most cultural encounters fail to treat others as valuable and necessary resources.


Instead, cultural
differences are primarily seen as threats against which we must defend ourselves.

Or they are regarded as
defici
encies that require us to preach, teach, and assimilate others.

No doubt we have reasons for these two
responses
--

as various forms of realism and idealism remind us.

Yet cultural encounters can reveal richer
possibilities, deeper motivations, and alterna
tive postures.


They can be seen as opportunities that heal an internal
wound or fulfill an inner emptiness.

We will use the junior year seminar as a means to assess our response to the
differences and cultural encounter.


This course is team
-
taught.

Facul
ty will conduct two
-
week units that serve as illustrations or case studies of the
overall theme.

As convener, I will frame the purpose and motivation of the course, link the various case studies, and
evaluate written work.

Team members include Ron Denson (
Writing), Bodhi Rogers (Physics), Susan Swensen
(Biology), John White (Music), and Naeem Inayatullah (Politics).







Honors Senior Year Seminar



Human Nature, Culture, and “Normality”
IISP 40000

Instructor:


Carla Golden

Objectives
: What constitutes nor
mality in ourselves, other people, the world at large?

Can human nature be defined,
and what does culture have to do with who we are?

Why do the circumstances of “normal” living so often give rise
to mental ill health?

Is the western model of mental illnes
s applicable to diverse cultures?

What happens to people
when they live under extreme circumstances of war, poverty, migration?

This course is designed to offer an
extended look at human nature, culture, and the normal.


We will read a series of engaging
and highly provocative
books, roughly one each week, to lay the basis for active exchange and debate.

The books are by diverse authors,
and are not strictly “academic” texts; they will include Anne Fadiman (1997)

The spirit catches you and you fall
down
; A
drian Nicole LeBlanc (2003)

Random Family: Love, drugs, trouble, and coming of age in the Bronx
; Frans
de Waal (2005)

Our inner ape: A leading primatologist explains why we are who we are;

Judith Rich Harris
(2006)

No two alike: Human nature and human indi
viduality
; and Ishmeal Beah (2007)

A long way gone: Memoirs
of a boy soldier.





Fall 2007 Ithaca Seminars



The Golden City: The Rhetorical Construction of Classical Athens
ICSM 10133
-
01 3a, h

Instructor:
Robert Sullivan



Youth Culture, Rhetoric, and th
e Purpose of a College Education

ICSM 10117
-
01 (1)

Instructor:
Elizabeth Bleichler




Fall 2007 Honors Intermediate Seminars



Alternative Futures
BIOL 22030

2a


Instructor:


Peter Melcher

Objectives
: This course will examine the environmental
consequences that have resulted from human ingenuity
from 10,000 years ago to the present. From a scientific vantage point we will explore advances that led to the
relatively recent rapid growth rate of the human population and factors that have contribute
d to this rapid growth.
Because we are doubling the human population from 6.5 to about 10 billion people in the next 50 years, we will
investigate current practices in food production and the benefits / potential dangers of bioengineering. This course
will

also cover topics on how human activities impact our global biosphere. As a class, our main objectives will be
to propose alternatives to human activities that are resulting in the planet’s demise.



Politics of Popular Music
POLT 20230

(1)


Instructor:
T
om Shevory

Objectives
: The course involves an historical and critical overview of a number of musical forms, including blues,
rock, rap, metal, country, and punk.

Special attention is given to class, race, and gender constructions within and
through popula
r music and its cultures.

The central thesis of the course is that popular music shapes and is shaped by
larger forces of politics, economy, and culture.

Books could include the following:

Steve Waksman,
Instruments of
Desire
; Barbara Ching,
Wrong's What I

Do Best: Hard Country Music and Contemporary Culture
; Wendy Fonarow,
Empire of Dirt: The Aesthetics and Rituals of British Indie Music
; Charise Cheney,
Brothers Gonna Work It Out:
Sexual Politics in the Golden Age of Rap Nationalism
; Josh Kun
, Music, Race
, and America
; Philip Auslander,
Performing Glam Rock: Gender and Theatricality in Popular Music
.



Power and the Fate of Republics:

The Early American Legacy

HIST 26930

1, h

Instructor
:

Vivian Bruce Conger

Objectives
: In this course you will examine the
experience of Americans from the time of first permanent settlement
by English colonists in 1607 to the American Revolution (1770s).

You will explore historical analysis and argument
through the examination of the planting, growth, and development of Ameri
can societies.

You will learn not only
the basic data of early American history but also to express that knowledge in written and oral argument that
employs evidence to prove historical theses. Most importantly, you will immerse yourself in primary source
documents and play historically accurate roles in order to comprehend the complexities of Puritan life and thought in
Massachusetts through the trial of Anne Hutchinson and of revolutionary America in New York City, 1775
-
76.

You
will be randomly assigned d
ifferent roles derived from each historical setting. Your roles are defined largely by the
"game objectives."


However, you will write (literally) your own scripts, derived from important texts in the history
of ideas.

The heart of each game is persuasion.

For nearly every role to which you're assigned, you must persuade
others that "your" views make more sense than those of your opponents. Your views will be informed by the texts
cited in your game objectives.


By the end of the course, you will be able to
:



Identify the changing meaning and significance of power and resistance to authority in American society
and politics, and relate that to current American ideological issues;



Understand at a visceral level the fundamental ideologies of Puritans and Americ
an revolutionaries;



Organize and consolidate material provided in lectures and readings in order to answer essay questions
which require comparative analyses, synthetic thinking, and cause/effect linkages.



Honors Intermediate Seminar:

“Myths That Were an
d Are
” ENGL 20006

HU, 3a, h

Instructor
:

Michael Twomey

Objectives
: Myths constitute one of the most ancient and enduring forms of cultural expression, informing works of
literature and art from ancient to modern times.

Anthropology, art history, history,
literature, philosophy,
psychology, and religion have all contributed to modern thinking about mythology.

In this course we will consider
questions about the origin and oral transmission of myths together with theoretical perspectives from the past 100
yea
rs or so

for example, the ritualistic (James G. Frazer, Jesse L. Weston), the psychoanalytical (Sigmund Freud,
C. G. Jung), the archetypal (Joseph Campbell), the structural (Claude Lévi
-
Strauss).

Readings in myth will be drawn
from a variety of sources, in
cluding Greek, Norse, Celtic, African, and Native American.


Via papers and reports, students will have the opportunity to make connections between theories of myth and
mythologies on the one hand, and modern adaptations of myth in forms such as films, gra
phic novels, and urban
folktales on the other.

Readings, both in original texts and in theoretical writings, will be in texts, a course booklet,
and on reserve.

Students in this course will take part in a project to create a mythology wiki.





Fall 2007 S
pring 2008 Junior Seminar



Cultural Encounters: Force and Resistance in Cultural Contact
IISP 30000

1, g

Instructor
:

Naeem Inayatullah

Objectives
: Most cultural encounters fail to treat others as valuable and necessary resources.

Instead, cultural
differ
ences are primarily seen as threats against which we must defend ourselves. Or they are regarded as
deficiencies that require us to preach, teach, and assimilate others.

No doubt we have reasons for these two
responses
--

as various forms of realism and id
ealism remind us. Yet cultural encounters can reveal richer
possibilities, deeper motivations, and alternative postures.

They can be seen as opportunities that heal an internal
wound or fulfill an inner emptiness. We will use the junior year seminar as a m
eans to assess our response to the
differences and cultural encounter.



This course is team
-
taught.


Faculty will conduct two
-
week units that serve as illustrations or case studies of the
overall theme.

As convener, I will frame the purpose and motivation

of the course, link the various case studies, and
evaluate written work.

Team members include Ron Denson (Writing), Bodhi Rogers (Physics), Susan Swensen
(Biology), John White (Music), and Naeem Inayatullah (Politics).




Academic Year 2007
-
2008 Senior Se
minar



Human Nature, Culture, and “Normality”

IISP 40000



Instructor
:


Carla Golden

Objectives
: What constitutes normality in ourselves, other people, the world at large? Can human nature be defined,
and what does culture have to do with who we are?

Why
do the circumstances of “normal” living so often give rise
to mental ill health?

Is the western model of mental illness applicable to diverse cultures?

What happens to people
when they live under extreme circumstances of war, poverty, migration?

This cours
e is designed to offer an
extended look at human nature, culture, and the normal.


We will read a series of engaging and highly provocative
books, roughly one each week, to lay the basis for active exchange and debate. The books are by diverse authors,
and

are not strictly “academic” texts; they will include Anne Fadiman (1997)
The spirit catches you and you fall
down
; Adrian Nicole LeBlanc (2003)
Random Family: Love, drugs, trouble, and coming of age in the Bronx
; Frans
de Waal (2005)
Our inner ape: A lead
ing primatologist explains why we are who we are;

Judith Rich Harris (2006)
No two alike: Human nature and human individuality
; and Ishmeal Beah (2007)
A long way gone: Memoirs of a boy
soldier.




Academic Year 2006
-
2007



Fall 2006 First
-
Year Seminars


I
nto the Wild

3071150001 3a, g, h

Instructor
: James Swafford



Facing Nature, Without and Within

3771620001 3a, h

Instructor
: Catherine Penner




Fall 2006 Intermediate Seminars



Myths That Were and

Are

ENGL 20006 3a, g, h

Instructor
: Michael Twomey



Numeracy: Mathematics for Democracy

MATH 26400 2a

Instructor
: John Maceli



Resisting Representation: Native Americans in American Culture

WRTG 23100 3a, h

Instructor
: Marlene Kobre



Politics of Popular Music

POLT 20230 (1)

Instructor
: Tom Shevory



Light

Fantastic

CLTC 22000 (1)

Instructor
: Mara Alper




Spring 2007 Intermediate Seminars



Multicultural Approaches to Mathematics

MATH 26500 2b, h, g

Instructor
: Osman Yurekli

Objectives
: This course explores mathematical ideas as they have been developed an
d expressed in non
-
Western
societies in general and investigates the relationship of mathematics and culture.

The focus is on the ideas as they
are embedded in traditional or small
-
scale human communities. The course will emphasize experimental and
investi
gative mathematics, not just proofs.

For example, we will investigate how and why numbers, arithmetic, and
mathematics are invented in different human communities throughout history.

We will look into Art, Crafts, and
Symmetries of other cultures and attem
pt to determine how they might have constructed these drawings.

We will
research the background of mathematical games in one or more cultures, or compare similar games from different
cultures.

As a result of this course, the student should learn to view ma
thematics more broadly and to appreciate the
varied roles mathematics has played in people's lives throughout the world.



What Is Beauty?

ENGL 20007 3a, 3b, h

Instructor
: Wendy Hyman

Objectives
: This course sets out to explore the meaning, the fascination
, the limitations, and even the danger of the
concept of beauty

as applied to art, literature, and persons. We will begin by exploring the classical foundations of
aesthetics (ideals such as proportion, symmetry, and clarity), and look at both literary and

visual objects that
demonstrate these seemingly eternal ideals. We then will grapple with what is the "opposite" of beauty: is it
"ugliness," as is commonly thought, or is it the "sublime"

an aesthetic experience so overawing and even terrifying
that it t
ranscends beauty? This will prepare us to consider 19th and 20th
-
century attacks on literary and visual beauty
as ideologically suspect: although "beauty" may define what moves and delights us, can it also be a deceptively
empty or anti
-
intellectual catego
ry, merely reaffirming of the status quo? Finally, we will turn to a consideration of
the applicability and limits of the concept of beauty in science and mathematics.




Human Nature

PHIL 23500 (1)

Instructor
: Frederik Kaufman

Objectives
: In a very fundam
ental sense, we do not understand ourselves at all.

What does it mean to be a human
being?

This perennial and troubling question is variously answered by different thinkers, cultures, and belief systems
around the world. Each of the great religious traditi
ons incorporates a particular conception of humanity, declaring
us essentially spiritual beings. Alternatively, secular accounts of humanity hold that we are natural beings, subject to
the causal forces of this world just like any other aspect of nature.

B
ut we are not mere animals:

we construct
cultures and economies; we can reason and conceptualize, and we have a moral sense.

How do these elements fit
into our nature? Are we mere products of our surroundings, or can we live authentic lives based on free c
hoice?

This
course will be a philosophical examination of humanity's differing conceptions of itself.



Chemistry for Concerned

Citizens

CHEM 20100 2a

Instructor
: Heinz Koch

Objectives
: The du Pont company once had a motto, "Better Things for Better Living

through Chemistry."

This
served as the goal of many of their research scientists and managers. Synthetic materials developed by chemists and
chemical engineers were much better than the naturally occurring materials they replaced. Nylon has superior
prope
rties to naturally occurring polyamides. Synthetic polyesters allowed the production of wrinkle
-
free clothes
that required no ironing.

Polytetrafluoroethylene (Teflon) allowed the manufacture of stick
-
free cooking utensils.
Many of these advances have sign
ificantly improved modern living; however, by
-
products of some of these
advances have also decreased the overall quality of life. After an introduction to the language and symbols of
chemistry, topics related to contemporary problems and examples will foll
ow some compounds from research
curiosities to industrial products. As part of a process of encouraging educated decisions, students will be made
aware of the risks as well as the benefits of chemical advances.



Afghanistan and the Origins of Global Fury

POLT 20221 1, g, h

Instructor
: Naeem Inayatullah

Objectives
: Third World rage towards the policies of the U.S. almost always emerges from the living history of
colonialism.

The colonial past and present day neo
-
colonialism continue to shape the economics,

politics, and
culture of Third World societies so that they primarily serve the needs of Europeans/North Americans.

Most First
World understandings of such historical structures, on the other hand, are myopic, forgetful, and dismissive.

The
hypothesis of
this course is that without some familiarity with the historical origins and underdevelopment of the
Third World, our understanding of recent events

such as the attacks of 9/11 and the Wars in Afghanistan and
Iraq

will remain shallow, fruitlessly confusing
, inaccessible to public deliberation, and easily prone to
manipulation.

For those who seek it, an analysis of First/Third World relations that is historical, ethnological,
psychodynamic, and political
-
economic may serve to ground their understanding of th
e motives of foreign others as
well as to catalyze future explorations of their own role as global citizens.

The course does not seek to accumulate,
sort, and evaluate ethical judgments. Rather, it is motivated by a prior question:

Is it possible to bridge

communication between, on the one side, a set of beliefs cultivated under the aegis of a superpower and, on the other
side, beliefs forged through resistance to such power?

More simply, under what conditions can First and Third
Worlders communicate withou
t violence but nevertheless with openness, sincerity, and integrity?

The focus of the
seminar

its main case study

is the history of Afghanistan since 1978.



Wealth and Poverty in American History

HIST 26920 1, h

Instructor
: Michael Smith

Objectives
: In an

era of welfare reform and rising poverty rates, of record highs in CEO compensation and the
number of millionaires in the U.S., poverty and wealth have become central issues in the political and cultural
discourse.

Though it may seem especially vociferous

in this moment of American history, the debate over how

or
even whether

public policy should address the distribution of wealth in this country is not new.

The course will
illuminate the way wealth and, especially, poverty have always been central to disc
ussions of what this nation is and
has aspired to become.

Using a variety of sources

historical, literary, philosophical, and visual

and the
experience of volunteering for a social
-
service agency in Ithaca, the course will address four principal questions
related to wealth and poverty in America:

(1) Who were and are the rich and poor?

(2) What has been the
relationship between wealth and poverty?

(3) How have Americans viewed the poor and the causes of poverty? (4)
What have been the responses

both in term
s of public policy and private philanthropy (or lack thereof)

to
poverty? (Please note:


this course has a required service component that will be integral to the academic
experience.

See the instructor if you have any questions.)





Fall 2006
-
Spring 2007

Junior Seminar



Emotional Intelligence and Cognition: How Feeling Influences

Thinking IISP 30000

Instructor
: Marian MacCurdy

Objectives
: The root of the word "emotion" comes from "to move"

that is, emotions cause us to act.


They provide
the motivations
for our decisions.

It is therefore essential that we have more than a passing acquaintance with our
emotional lives, yet the curriculum in higher education has seldom addressed this vital part of our makeup.

In recent
years, perhaps owing to the rapid pace

of scientific research in this area, some disciplines have begun to incorporate
into the curriculum a discussion of how emotions affect learning.

This course will investigate the relationship
between emotion and cognition beginning with the historical und
erpinnings of the split between the two and moving
on to current scientific theories that shed light on how and why feelings and thoughts intersect.

Possible units in the
course include pre
-
classical and classical discussions of the relationship between co
gnition and emotions, the
scientific revolution/the enlightenment and the shift to "reason," the rise of psychology and its response to the
"problem" of emotions, the contributions of neuroscience and trauma theory to our understanding of how emotions
affe
ct cognition, and the utility of writing theory and its literary products as methodological models for accessing
both feelings and thoughts.




Fall 2006
-
Spring 2007 Senior Seminar



New Sexes / Races

IISP 40000

Instructor
: Zillah Eisenstein

Objectives
:
This course will ask students to think or re
-
think the static ways they think about sexes, races and
genders.

At the core will be attempts to de
-
naturalize and de
-
normalize the constructions of these categories to see
what is known and unknown; what is his
torical construction and what is biological necessity; whether there is such a
thing as biology or sexual and/or racial difference to "begin with"

so to speak.

The framework of the course is to
open up possibilities for students to know "deeply" about what

they see and the way that they see it; what they look
at and what they don't, and why.

The readings will traverse the discussions of biology, culture, politics, history, etc.




Academic Year 2005
-
2006



Fall 2005 First
-
Year Seminars



Facing Nature, With
out and Within

3771620001 3a, h

Instructor
: Catherine Penner

Objectives
: We will begin the course with Nick Jans' book Grizzly Maze and the film Grizzly Man, both of which
present perspectives on Timothy Treadwell's many summers among the bears of the
Alaskan coast. We will then
read works of such naturalists as Wendell Berry and Scott Russell Sanders, as well as Ceremony, native
-
American
Leslie Marmon Silko's novel about the torturous return of a young, WWII
-
scarred soldier to his native landscape.
We
will discuss the sometimes complementary, sometimes competing views these writers offer of both the wilds of
nature and the wilderness within ourselves and of what they see as ideal relationships of humans to the potentially
threatening and/or comforting,
imperiled natural world. Our readings and discussions will culminate in essays of
personal discovery, of analysis, of argument.



Into the Wild

3071150001 3a, g, h

Instructor
: James Swafford

Objectives
: In this seminar, students will investigate both "wild
ness" (the experience) and "wilderness" (the place)
and the temptation they offer and the fear they inspire. To what extent is a journey into the physical wilderness also
a journey into unfamiliar realms of the psyche? What is the relationship between our
ideas and representations of the
wild and the actualities of it? What of wildness can be conveyed through art, such as landscape painting? On the
literary side, we'll explore these issues in such works as Euripides' play The Bakkhai, Shelley's Frankenstein
, Silko's
Ceremony, Burgess?s A Clockwork Orange, and poetry by Blake, Coleridge, and Lawrence.



Fall 2005 Intermediate Seminars


Afghanistan and the Origins of Global Fury

310
-
20221 1, g, h

Instructor
: Naeem Inayatullah



Staging History: Versions of the

Past in Modern Drama

307
-
20002 3a, 3b, h

Instructor
: Claire Gleitman



Capitalism: Stability or Crisis?

306
-
25500 1, h

Instructor
: Shaianne Osterreich



Wealth and Poverty in American

History 311
-
26920 1, h

Instructor
: Michael Smith




Spring 2006


Interm
ediate Seminars



Sexing the Gender of War

310
-
21000 1, g

Instructor
: Zillah Eisenstein



"Physics?" In Cartoons and Movies

315
-
23100 2a

Instructor
: Michael Rogers



Biotechnology

303
-
22010
-
01 2a

Instructor
: Jean Hardwick



The Cultural Production of Sex,
Gender, and Desire

330
-
23701
-
01 (1)

Instructor
: Carla Golden



Jamesland: Henry, William, and Alice, From Page to Stage to Screen

319
-
23300 3a, 3b, h

Instructor
: Bruce Henderson



A Modern Project? Genocide in Comparative Perspective

310
-
2200 1, h, g

Instr
uctor
: Don Beachler





Fall 2005
-
Spring 2006 Junior Seminar



Travel, Culture, and Modernity: Western Constructions of "Self" and "Other" from the Enlightenment to
Postmodernism

336
-
30000 1, 3a

Instructor
: Rob Denson

Objectives
: The aim of this course is
two
-
fold: (1) to explore how the West has fashioned and reinforced its own
sense of identity and knowledge in response to other(s) it has encountered when it ventures away from home, and
(2) to examine how that sense of self
-
knowledge occludes, enables, co
mplicates both knowledge of and relations
with other cultures, other ways of being, especially those whose practices deviate in significant ways from the
West's understanding of itself as "modern." The course will thus examine the interplay among the three

primary
terms of its title, and while seeking integral relations among them, will also look at how each is tested by related,
often competing terms (e.g., "tourism," "cultures," "civilization," "savagery," "barbarism," "underdevelopment,"
"postmodernity")
. The class will be discussion
-
based and structured around



Fall 2005
-

Spring 2006 Senior Seminar



Persons and the Human

Condition 336
-
40000

Instructor
: Michael McKenna

Objectives
: What is it to be a person? Is it the same as being human? If you think so
, then what would you say about
the android character Data from the Star Trek series? Would it be okay to take Data apart with a wrench and a screw
driver in a way that it would not be okay to take your roommate apart? If you think so
-
that is, if you think

that
dismantling Data is just fine but dismantling your roommate is not
-
then I mean to challenge you on this point. It is
likely that if you think this, it is because you assume that there is something privileged about human beings. If you
think not
-
that
is, if you think that dismantling Data would be just as objectionable as dismantling your roommate
-
I
mean to encourage you to state clearly why, which, I hope to show, is not nearly as easy as you might think it is.
This class will be devoted to the import
ance that we attach to the notion of personhood. This importance arises in a
variety of ways, from the relation we have to the environment, to moral decisions that we are forced to make at the
beginning and the end of life. It also naturally invites questi
ons about the value of life itself, and of the sorts of
social and political relations that we should foster. And of course, it forces us to consider ourselves as the embodied
biological creatures that we are. We will explore all of these topics and will h
ave no agenda as to how these matters
shall be settled. Once our class ends, you should have more new questions before you than you will have questions
answered.




Academic Year 2004
-
2005



Fall 2004 First
--
Year Seminars



Into the Wild

3071150001 3a, g, h

Instructor
: James Swafford



Facing Nature, Without and Within

3771620001 3a, h

Instructor
: Catherine Penner




Fall 2004 Intermediate Seminars



Can We Laugh at Hitler?

309
-
22200 3a, 3b, h

Instructor
: Michael Richardson


The Prison of

Images376
-
25700 3b, h

Instructor
: Stephen Clancy



Resisting Representation: Native Americans in American Culture

377
-
23100 3a, h

Instructor
: Marlene Kobre



Politics of Popular Music

310
-
20210 1b

Instructor
: Tom Shevory







Spring 2005 Intermediate
Seminars



Numeracy: Mathematics for Democracy

313
-
26400 2b

Instructor
: John Maceli



The Pursuit of Happiness

377
-
23001 3a

Instructor
: Cory Brown



American Eloquence: A Historical Survey of American Oratory

319
-
22200 3a, h

Instructor
: Robert Sullivan



The Enchantments of Technology

344
-
21100 1a

Instructor
: Lee Bailey




“Physics?” in Cartoons and

Movies 315
-
23100 2a

Instructor
: Michael Rogers



Chemistry for Concerned Citizens

304
-
20100 2a

Instructor
: Heinz Koch




Fall 2004
-
Spring 2005 Junior Seminar



Individualism

336
-
30000 (1a, 1b, 3a

Instructor
: Hugh Egan




Fall 2004
-
Spring 2005 Senior Seminar



Great Apes and Bad Seeds: Cultural Constructions of Evolution, Eugenics, and

Genetics 336
-
40000

Instructor
: Bruce Henderson





Academic Year 2003
-
2004



Fall 2003 First
-
Year Seminars



Nature’s Way

3071150001 (ENGL
-
11500)

Instructor
: James Swafford



Facing Nature: Facing Ourselves

3771620001 (WRTG
-
16200)

Instructor
: Marlene Kobre





Fall 2003 Intermediate Seminars



The Origins of Global Fury: A Third Wo
rld Perspective

310
-
20220 1a, 1b, h, g

Instructor
: Naeem Inayatullah



Staging History: Versions of the Past in Modern Drama

307
-
20002 3a, 3b, h

Instructor
: Claire Gleitman



Numeracy: Mathematics for Democracy

313
-
26400 2b

Instructor
: John Maceli



Capita
lism: Stability of Crisis?

306
-
25500 1b, h

Instructor
: Shaianne Osterreich



Genes, Embryos, and the Technology of Reproduction

303
-
22020 2a

Instructor
: Marc Servetnick




Spring 2004 Intermediate Seminars



American Youth in the New Millennium

331
-
25100 1b

Instructor
: James Rothenberg



American Breakdown: The Literature of Madness and Mental Instability

307
-
20004 3a

Instructor
: Hugh Egan



Wealth and Poverty in American History
311
-
26920 1a, 1b, h

Instructor
: Michael Smith



The Origins of Global Fury: A Third World Perspective

310
-
20220 1a, 1b, g, h

Instructor
: Naeem Inayatullah



Alternative Futures

303
-
22030 2a

Instructor
: Peter Melcher



The Social Construction of Sex, Gender, and Desire

330
-
23701 1a, 1b

Instructor
: Carla
Golden




Fall 2003
-
Spring 2004 Junior Seminar



Travel, Culture, and Modernity

336
-
30000 1a, 1b, g

Instructor
: Ron Denson




Fall 2003
-
Spring 2004 Senior Seminar



Elsewheres

336
-
40000

Instructor
: Zillah Eisenstein





Academic Year 2002
-
2003



Fall 2002
First
-
Year Seminars



Nature’s Way

3071150001 (ENGL
-
11500)

Instructor
: James Swafford



Facing Nature: Facing Ourselves

3771620001 (WRTG
-
16200)

Instructor
: Marlene Kobre




Fall 2002

Intermediate Seminars



Can We Laugh at Hitler?

309
-
22200 3a, 3b, h

Instr
uctor
: Michael Richardson



Capitalism: Stability of Crisis?

306
-
25500 1b, h

Instructor
: Shaianne Osterreich



Techno
-
Politics Through Pop

Music 310
-
20210 1b

Instructor
: Tom Shevory



Genes, Embryos, and the Technology of

Reproduction

303
-
22020 2a

Instructor
: Marc Servetnick



The Shakespeare Effect

307
-
20003 3a

Instructor
: Madhavi Menon




Spring 2003 Intermediate Seminars



American Visions

307
-
20000 3a

Instructor
: Kevin Murphy



Can We Laugh at Hitler?

309
-
22200 3a, 3b, h

Instructor
: Michael Rich
ardson



The Evolutions of the Western State

311
-
26910 1a, 1b, h

Instructor
: Joseph Tempesta



Math and Politics: Who Gets What?

313
-
26300 2b

Instructor
: Stan Seltzer



American Eloquence: A Historical Survey of American Oratory

319
-
22200 la, 3a, h

Instruc
tor
: Robert Sullivan




Fall 2002
-
Spring 2003 Junior Seminar



Narrative as Knowing and Doing

336
-
30000 3a, 3b

Instructor
: Bruce Henderson







Fall 2002
-
Spring 2003 Senior Seminar



Trauma and the 20th Century: Witness, Denial, Justice, and Healing

336
-
40000

Instructor
: Marian MacCurdy




Academic Year 2001
-
2002



Fall 2001 First Year Seminars



Nature’s Way

3071150001 (ENGL
-
11500)

Instructor
: James Swafford



Facing Nature: Facing Ourselves

3771620001 (WRTG
-
16200)

Instructor
: Marlene Kobre




Fall
2001 Intermediate Seminars



Telling Tales/Performing Cultures: Oral Tradition, Folklore, and the Novel

319
-
23200 3b, g

Instructor
: Bruce Henderson



Biological Minds and Cultural Brains

330
-
21400 2a

Instructor
: Nancy Rader



Techno
-
Politics Through Pop
Music

310
-
20210 1b

Instructor
: Tom Shevory



The Evolution of the Western

State

311
-
26910 1a, 1b, h

Instructor
: Joseph Tempesta



Staging History: Versions of the Past in the Drama of the Twentieth Century

307
-
20002 3a, 3b, h

Instructor
: Claire Gleitman




Spring 2002 Intermediate Seminars



American Youth in the New Millennium

331
-
25100 1b

Instructor
: James Rothenberg



Genetics, Decisions, and Society

303
-
25700 2a

Instructor
: Vicki Cameron



Literature and Modern Myths

307
-
20001 3a

Instructor
: James Swaff
ord



Math and Politics: Who Gets What?

313
-
26300 2b

Instructor
: Stan Seltzer



Autonomy and Responsibility

314
-
20200 1a

Instructor
: Michael McKenna



The Evolution of the Western State

311
-
26910 1a, 1b, h

Instructor
: Joseph Tempesta

Fall 2001
-
Spring 2002
Junior Seminar



Cultural Encounters: The Context of Force and Resistance in Cultural

Contact

336
-
30000 1a, 1b, g

Instructor
: Naeem Inayatullah





Fall 2001
-
Spring 2002 Senior Seminar



Bodies of Knowledge

336
-
40000

Instructor
: J. Gil Harris




Academic Y
ear 2000
-
2001



Fall 2000 First
-
Year Seminars



Nature’s Way

3071150001 (ENGL
-
11500)

Instructor
: James Swafford



Facing Nature: Facing Ourselves

3771620001 (WRTG
-
16200)

Instructor
: Marlene Kobre




Fall 2000 Intermediate Seminars



Literature and Modern
Myths

307
-
20001

Instructor
: James Swafford



Dylan to Death Row: Politics in Popular

Music

310
-
20200

Instructor
: Thomas Shevory



Chemistry for Concerned Citizens

304
-
20100

Instructor
: Heinz Koch



American Youth in the New Millennium

331
-
25100

Instructor
:

James Rothenberg



Paradigms of Economics

306
-
25100

Instructor
: Elia Kacapyr




Spring 2001 Intermediate Seminars



Math and Politics: Who Gets What
? 313
-
26300 2b

Instructor
: Stan Seltzer



Biotechnology

303
-
22010
-
012a

Instructor
: Jean Hardwick




The Soc
ial Construction of Sex, Gender, and Desire

330
-
23701 1a, 1b

Instructor
: Carla Golden



Object and Image: Art History in an Age of Visual Information

376
-
25600

Instructor
: Gary Wells



American Visions

307
-
20000 3a

Instructor
: Kevin Murphy



Autonomy and
Responsibility

314
-
20200 1a

Instructor
: Michael McKenna




Fall 2000
-
Spring 2001 Junior Seminar



Travel, Culture, and Modernity

336
-
30000

Instructor
: Ron Denson




Fall 2000
-
Spring 2001 Senior Seminar



Trauma and the 20th Century: Witness, Denial, Justic
e, and Healing

336
-
40000

Instructor
: Marian MacCurdy




Academic Year 1999
-
2000



Fall 1999 First
-
Year Seminars



The Native American in American Culture

Instructor
: Marlene Kobre



The Native Voice in American Fiction

Instructor
: Hugh Egan




Fall 1999
Intermediate Seminars



Literature and Modern Myths

307
-
20001 HU, LA, 3a

Instructor
: James Swafford



Dylan to Death Row: Politics in Popular Music

310
-
20200 SS, 1b

Instructor
: Thomas Shevory



Questioning the Universe

315
-
24000 NS, 2a

Instructor
: Ahren
Sadoff



Object and Image

376
-
25600 LA, 3b, g, h

Instructor
: Gary Wells




Spring 2000 Intermediate Seminars



Chance: Concepts and Controversy

313
-
26200 NS, 2b

Instructor
: James Conklin



Origins of Democracy

311
-
26900 HU, LA, 1a, 1b, h

Instructor
: Joseph

Tempesta



Telling Tales/Performing Cultures: Oral Tradition, Folklore, and the

Novel

319
-
23200 3b, g

Instructor
: Bruce Henderson



Sex, Gender, and Desire

330
-
23700 SS, 1a, 1b

Instructor
: Carla Golden



The Prison of Images

376
-
25700 3b, h

Instructor
:
Stephen Clancy




Fall 1999
-
Spring 2000 Junior Seminar



Cultural Encounters: The Context of Force and Resistance in Cultural Contact

336
-
30000 1a, 1b, g

Instructor
: Naeem Inayatullah




Fall 1999
-
Spring 2000 Senior Seminar



Bodies of Knowledge

336
-
40000

Instructor
: J. Gil Harris




Academic Year 1998
-
1999



Fall 1998 First Year
-
Seminars



The Native American in American Culture

Instructor
: Marlene Kobre



The Native American in American Fiction

Instructor
: Hugh Egan




Fall 1998 Intermediate Seminars



Dylan to Death Row: Politics in Popular Music

310
-
20200 SS

Instructor
: Thomas Shevory



Freedom and Slavery in the Americas

311
-
26700 HU, 1b, h, g

Instructor
: Jules Benjamin



Autonomy and Responsibility

314
-
20200 HU

Instructor
: Michael McKenna



Spring 19
99 Intermediate Seminars



Nations and New Nationalisms

310
-
20000 SS, 1b

Instructor
: Zillah Eisenstein



Origins of Democracy

311
-
26900 HU, LA, 1a, 1b, h

Instructor
: Joseph Tempesta



Chance
-
Concepts and Controversy

313
-
26200 NS, 2b

Instructor
: John Maceli



Gender Sex, and Desire: Limits and Possibilities

330
-
23700 SS, 1a, 1b, h

Instructor
: Carla Golden



Composing America

377
-
23000 HU, 3a, h

Instructor
: David Flanagan




Fall 1998 Spring 1999 Junior Seminar



Travel, Culture, and Modernity

336
-
30000 HU

Instructor
: Ron Denson




Academic Year 1997
-
1998



Fall 1997 First Year Seminar



Savages and Civilization: The Continuing Rediscovery of America

Instructor
: Ron Denson



The American Frontier: Discovery and Discourse in American Literature

Instructor
: Hu
gh Egan




Fall 1997 Intermediate Seminars



Genetics, Decisions and Society

003
-
25700 LA, 2a

Instructor
: Vicki Cameron



Freedom and Slavery in the Americas

311
-
26700 HU, LA, 1b, h, g

Instructor
: Jules Benjamin



Our Monsters

077
-
23000 LA, 3a

Instructor
:
Diane McPherson




Spring 1998 Intermediate Seminars



American Visions

307
-
20000 HU, 3a

Instructor
: Kevin Murphy



Origins of Democracy

311
-
26900 HU, 1a, 1b, h

Instructor
: Joseph Tempesta


Chance: Concepts and Controversy

313
-
26200 NS, 2b

Instructor
:
James Conklin



Questioning the Universe

315
-
24000 NS, 2a

Instructor
: Ahren Sadoff



Prison of Images

376
-
25700 FA, 3b, h

Instructor
: Stephen Clancy




Academic Year 1996
-
1997



Fall 1996 First
-
Year Seminar


Spring 1997 Intermediate Seminars


Object and Im
age: Art History in an Age of Visual Information

076
-
25600 LA, 3b, h, g

Instructor
: Gary Wells



Rethinking the Nation in the 20th Century

010
-
20000 LA, 1b

Instructor
: Zillah Eisenstein



Biological Minds and Cultural Brains

030
-
21400 LA, 2a

Instructor
:
Nancy Rader