SAH COURSE OFFERINGS FALL 16 *All courses listed below are four units, unless noted otherwise* APPLIED WOMEN’S STUDIES AWS 300, “Applied Women's Studies Applications” Linda Perkins Tuesdays, 7-­‐9:50 pm This course will discuss the applications of women's studies in society. The course will review both domestic and global women and gender issues. The class will include readings, guest speakers and video presentations and field trip(s) to non-­‐profit organization(s) within southern California. This course requires a 40 hour internship. ARCHIVAL STUDIES ARCH 310, “Introduction to Archival Studies” Gabriele Carey Mondays, 9-­‐11:50 pm This course introduces students to archival theory and practice, covering a variety of issues and principles related to professional work with archives, records, and special collections. It will introduce students to fundamental archival skills and methods. Specific topics will include accessioning and appraisals, arrangement and description, preservation, security, archives users, and ethics and standards. Students will also get a chance to work with original materials and do some hands-­‐on work in archival processing at Special Collections, Honnold/Mudd Library. ARCH 310 counts as a Research methods course. ART Art 328, “Installation Seminar (The Dialogue with Surrounding Space)” Rachel Lachowicz Tuesdays, 1-­‐12:00 pm Installation Art, from the 1960s to present day, holds a challenging array of headings, sub categories, and/or alternate terms, depending upon the type of experience, methodology and theoretical stance. Installation (the dialogue with surrounding space) is primarily a critique course, covering different forms of installation art. CGU Art has many outstanding exhibition spaces, both indoor and outdoor, all of which will be used for this course. Each student will construct two installations as well as participate in a final exhibition. This is a fast-­‐paced, upbeat course geared toward production of artwork and designed to augment or jumpstart one’s ongoing practice. Course limited to art students only. Art 331, “Audio Text Seminar” Rachel Lachowicz Wednesdays, 1-­‐12:00 pm The Audio Text Seminar uses multiple modalities (text, audio, & images) to closely examine specific writings. Studies have proven that an audiovisual experience creates greater comprehension and retention, which is further enhanced when it is in a collaborative learning environment. Each week, we will listen to the required readings, stopping often to discuss key ideas and dissenting opinions, rigorously examining the texts with corresponding and related projected images. Students are expected to come prepared to intensely engage and analyze the specific texts. This class is designed for MFA students whose artistic practice is their thesis work. Course limited to art students only. Art 344A, “Ideas in Contemporary Art” Carmine Iannaccone Thursdays, 1-­‐4:00 pm “The Grand Tour”. Many commentators believe that what has been called the Golden Age of critical theory is now over. They're probably right, but just because it's over, doesn't mean it's finished. Anything as far-­‐reaching as the body of thought that is also known as "Continental Theory" will permanently bend the light through which all successive history is viewed, to one degree or another. These theories were influential not just because they got written, but also because of how they were interpreted, discussed, unloaded and applied by legions of others in a process that (for better or for worse) is certainly still underway. And that may make it crucial to understand the theories now more than ever. The process of exegesis can become vapid and attenuate the original ideas, to the point where we forget what made them revolutionary in the first place. As more and more people talk about them, the key terms become markers of fashion rather than insight. Anyone can now throw around the word "deconstruction" and sound very informed, hip, and up-­‐to-­‐date without needing to know what deconstruction means. That's a problem. Art 349, “Survey of Contemporary Art” David Pagel Wednesday, 1-­‐4:00 pm “The Great Wheel of Art: Art in the United States and Europe, 1957-­‐74”. This class introduces students to some of the most influential art made in California, New York, and Europe from just before the beginning of the 1960s to just after. It examines the transatlantic and transcontinental dialogues that emerged among artists before globalism transformed the art-­‐world into what is now: a multinational, corporate-­‐style enterprise that combines aspects of the entertainment industry, the education business, and naked commercial speculation. ARTS MANAGEMENT ARMGT 317-­‐1, “ Finance and Accounting for Creative Industries” Prag/Wallace Mondays, 9-­‐12:00 pm Department approval required. ARMGT 317-­‐2, “Finance and Accounting for Creative Industries“ Prag/Wallace Mondays, 1-­‐4:00 pm Department approval required. ARMGT 301, “Legal Foundations for Creative Industries “ Sarah Odenkirk Tuesdays, 9-­‐12:00 pm Department approval required. ARMGT 349, “Strategic Planning for Arts Organizations” Hovig Tchalian Tuesdays, 7-­‐10:00 pm Department approval required. ARMGT 309B-­‐1, “Startup Studio” Staff Wednesdays, 1-­‐4:00 pm Department approval required. ARMGT 309B-­‐2, “Startup Studio” Staff Wednesday, 4-­‐7:00 pm Department approval required. ARMGT 401, “Arts Management Consulting Practicum” Hope Schneider Wednesdays, 4-­‐7:00 pm Department approval required. ARMGT 383-­‐1, “Economics of Strategy” Jay Prag Mondays, 4-­‐7:00 pm Department approval required. *2 unit course *Module 1: 8/29-­‐10/22 ARMGT 383-­‐2, “Economics of Strategy” Jay Prag Mondays, 7-­‐10:00 pm Department approval required. *2 unit course *Module 1: 8/29-­‐10/22 ARMGT 321-­‐1, “Marketing Management” Jenny Darroch Tuesdays, 4-­‐7:00 pm Department approval required. *2 unit course *Module 1: 8/29-­‐10/22 ARMGT 321-­‐2, “Marketing Management” Jenny Darroch Tuesdays, 7-­‐10:00 pm Department approval required. *2 unit course *Module 1: 8/29-­‐10/22 ARMGT 360, “Fundraising 1” Amy Shimshon-­‐Santo Thursdays, 1-­‐4:00 pm Department approval required. *2 unit course *Module 1: 8/29-­‐10/22 ARMGT 410, “Creative Industries Colloquium” Staff Thursdays, 4-­‐7:00 pm Department approval required. *2 unit course *Module 1: 8/29-­‐10/22 ARMGT 380, “Museum Collections Management” Staff Thursdays, 7-­‐10:00 pm Department approval required. *2 unit course *Module 1: 8/29-­‐10/22 ARMGT 319-­‐1, “Design Thinking and Strategy” Yamawaki/Pick Tuesdays, 4-­‐7:00 pm Department approval required. *2 unit course *Module 2: 10/24-­‐12/17 ARMGT 307, “Social and Digital Media Marketing” Ron Evans Tuesdays, 4-­‐7:00 pm Department approval required. *2 unit course *Module 2: 10/24-­‐12/17 ARMGT 319-­‐2, “Design Thinking and Strategy” Yamawaki/Pick Tuesdays, 7-­‐10:00 pm Department approval required. *2 unit course *Module 2: 10/24-­‐12/17 ARMGT 361, “Fundraising” Amy Shimshon-­‐Santo Thursdays, 1-­‐4:00 pm Department approval required. *2 unit course *Module 2: 10/24-­‐12/17 ARMGT 344, “Cultural and Arts Policy in Asia” Kang Thursdays, 7-­‐10:00 pm Department approval required. *2 unit course *Module 2: 10/24-­‐12/17 CULTURAL STUDIES CLST 300, “Time and Space of Cultural Studies” Eve Oishi Mondays, 1-­‐3:50 pm The readings in this course will introduce students to some of the important writers whose work has shaped the field of cultural studies, particularly in the fields of anthropology, postcolonialism, ethnic studies, feminism, diaspora studies, and geography. We begin this class by attempting to trace the narratives through which cultural studies understands its own disciplinary development. Although the field has always insistently situated itself against the concept of grand narratives (despite early scholars’ wrestling with the grand narrative of Marx), it is impossible to avoid some attempts at periodization. We will use these contradictory impulses to our advantage by sketching some of the possible routes of influence from one scholar/idea/approach to another. As we will see, the project quickly exceeds a singular linear narrative of progress. While the first part of the course can be characterized as a temporal analysis of cultural studies, including its theorization of various ideas of modernity in relation to culture, the second part, which engages work from geography and urban studies, can be understood as a spatial analysis of the field, examining the construction and significance of geographic borders, architectural design, and urban spaces. CLST 316, “Latino/a & Latin American Cultural Studies” David Luis-­‐Brown Tuesdays, 9-­‐11:50 am An overview of key texts in Chicano/a, Latino/a and Latin American cultural studies that have alternately built on the writings of Birmingham School of Cultural Studies scholars like Hazel Carby, Paul Gilroy, Stuart Hall, and Raymond Williams and their theoretical foundations in Marxist, post-­‐structural and postcolonial theory or have grown out of an autonomous tradition of Latin American cultural theory. CLST 412, “The History and Theory of Museums” Joshua Goode Thursdays, 1-­‐3:50 pm This course examines the history and theory of museums as repositories and creators of knowledge, memory and culture. We will consider both the theoretical and practical components of museums, examining their origins, their development over time and their on-­‐going role as a nexus of academic and public debate about core social, national and universal values. We will study recent museum exhibitions that elicited energetic public debate about content and about the role of the museum in society. In addition, we will examine the practical side of museum work as we meet museum professionals and artists who will explain how they do their work, how they like their work displayed, and how they decide what to collect and what to curate. We will also puzzle over the future of the museum as institutions, public and private, and also the future of display, collection, ownership in a multi-­‐media and increasingly digital world. Students will be able to engage in a wide-­‐range of projects in this course working within and across the large disciplinary terrain in which museum work and theory reside. CLST 443, “Michel Foucault: Texts and Contexts” Darrell Moore Mondays, 4-­‐6:50 pm Michel Foucault was one of the most influential continental European philosophers of the latter half of the 20th century. We will pursue his thought through close readings of selected well-­‐known works (to be drawn from History of Madness (1961), The Birth of the Clinic (1963), The Order of Things (1966), The Archeology of Knowledge (1969), Discipline and Punish (1975) and The Will to Know (1976), The Use of Pleasure (1984), and The Care of the Self (1984)) and lesser-­‐known works such as Mental Illness and Psychology (1954) and Death and the Labyrinth (1963). Our selected close readings will be complemented by an examination of selected book-­‐length lectures, such as Manet and the Object of Painting (1967-­‐1971) and his seminars at the Collège de France (1971-­‐1984), and interviews – crucial in light of Foucault’s thoughts on the importance of the interview as form. Our readings and discussions will pay particular attention to the hypotheses Foucault formulates and the methods he develops to pursue his hypotheses. We will begin with two simple questions: what are his hypotheses and what methods does he deploy to pursue them? We will flesh out these two questions, which will be elaborations on, to take three examples, archaeology, genealogy, and power-­‐knowledge regime, with our own pursuits of questions that emerge from the theoretical-­‐political-­‐affective challenges of reading closely, thinking about, and discussing the intricacies of Foucault’s argumentation; namely, Foucault’s attempt to problematize how we understand our embodiment of the liberal concepts sovereign subjectivity and freedom and the implications of his problematization on how we pursue truth, knowledge, critique, and political action. Our task will be to develop approaches to reading Foucault, paying particular attention to his argumentative style, in order to grasp his complex and influential body of work. We will also place his written and oral texts into aspects of the contextual conditions of possibility for their emergence; under what conditions did Foucault articulate his ideas; what were the responses to his ideas; how did he respond to those responses; and, more generally, what can the context of textual production tell us about intellectual and academic activities? CLST 478, “History of Film” Eve Oishi Wednesdays, 1-­‐3:50 pm This course explores the history of world cinema from the silent era to the late twentieth century. We will cover topics and movements such as Soviet film, German Expressionism, Italian Neorealism, French New Wave, Iranian, Japanese cinema and U.S. cinema as well as avant-­‐garde film. Attention will be paid to aesthetic and technical developments in editing, and narrative techniques. ENGLISH ENG 327, “Taking Refuge: Nineteenth-­‐Century British Literature and the Institution of Global Criticism” Sina Rahmani Tuesdays, 4-­‐6:50 pm A 2004 article in the Christian Science Monitor about the current state of literary criticism opens with an “old joke: Where are the last bastions of Marxism? Answer: the Kremlin and the Duke University English department. But now that the Soviet Union has dissolved, the last defenders of Karl Marx's ideas may indeed reside on a pretty, Gothic-­‐style campus in the pinewoods of North Carolina.” Ironically, the article, which boringly rehashes decades-­‐old clichés about the disappearance of a mode of literary criticism supposedly untainted by vulgar modern “isms,” highlights one of the landmark achievements of academic literary studies in the last half-­‐century. Namely, it became a place of refuge for modes of thinking otherwise barred from their “home” disciplines. For all the rhetoric about the “marketplace of ideas” that surrounds American intellectual life, large swaths of the university became increasingly protectionist and isolationist during this time period—something that has only worsened in these belt-­‐tightening times. But English departments and literary studies in general, as the article points out, became home to non-­‐traditional forms of thinking imported from other parts of both the world and the university. Unable to find homes in Philosophy, Economics, or Psychology, “isms” like Marxism, feminism, and, psychoanalysis were welcomed by literary scholars and their graduate students. With the help of comparatists who translated their texts, misfit thinkers shunned by their colleagues found ready and willing allies who not only read their work but also transplanted it into new literary terrains and contexts. Even the definition of textuality began expanding to include different medias and visual forms like films, comic books, painting, and architecture. In this course, we will explore the powerful and long-­‐lasting consequences that came about as a result of the refuge provided by literary studies to radical and unorthodox thinking. In particular, we will look at how certain texts and authors that long represented the sanctum sanctorum of high British letters were grafted to new strategies of reading. Towards the end of the class, we will look at how some contemporary authors have returned the favor by importing modern literary and cultural criticism into their own work. Course readings may include texts by Jane Austen, Charles Dickens, Thomas Hardy, Mary Shelley, W.G. Sebald, Teju Cole, and Zia Haider Rahman. ENG 379, “American Literature from Puritanism to Modernism” Wendy Martin Mondays, 1-­‐3:50 pm This seminar will provide an over-­‐view of American Literature from its Puritan origins through the secularization of these ideas in Transcendentalist and Modernist Writers. We will read the work of Winthrop, Bradstreet, Taylor, Edwards, Franklin, Hawthorne, Thoreau, Dickinson, Whitman, James, Wharton, Dreiser, Fitzgerald, Hemingway, Faulkner, Cather, Hurston, Hughes, McKay, Eliot, Williams, Moore, and others. We will analyze the work of these writers in historical, political, economic and cultural context in an effort to better understand how Puritan concepts of salvation and sin as well as the millennial ideal of building a City on the Hill in the New World evolve into secular concepts such as Manifest Destiny and American Exceptionalism. In short, we will study how this transition from a Puritan theocracy to an American Democracy has had a profound impact on American literature. Please note: There will be an assignment to be completed for the first class meeting. ENG 380, “From Angel to Amazon: American Women Writers from the Puritans to the Present” Wendy Martin Mondays, 4-­‐6:50 pm This seminar will explore the tradition(s) of writing by women from Anne Bradstreet to Toni Morrison. Writers also include Anne Bradstreet, Mary Rowlandson, Phyllis Wheatley, Susanna Rowson, Judith Sargent Murray, Louisa May Alcott, Margaret Fuller, Rebecca Harding Davis, Emily Dickinson, Edith Wharton, Willa Cather, Edna St Vincent Millay, Marianne Moore, Quendolyn Brooks, Zora Neal Hurston, Katherine Anne Porter, Mary McCarthy, Sylvia Plath, Adrienne Rich, Louise Erdrich, Sandra Cisneros, Maxine Hong Kingston, Toni Morrison and others. We will analyze the work of these writers in historical, political, economic and cultural context in order to trace the trajectory of American women from subservient helpmeet to individuals with varying degrees of agency. ENG 437, “Theme and Genre in Early Modern English Literature” Lori Anne Ferrell Tuesdays, 1-­‐3:50 pm This course will center on several themes (for example: the meaning of love, the place of labor, the “new philosophy,” the realms of legitimate and illegitimate power, classical learning versus vernacular) and major genres (poetry both epic and smaller scale; drama both Shakespearean and non-­‐; prose both secular and sacred; popular cultural production) in early modern English Literature from the 16th to the mid-­‐eighteenth centuries. ENG 456, “Hemispheric Americas Studies” David Luis-­‐Brown Wednesdays, 9-­‐11:50 am The “transnational turn” in American Studies over the last two decades has sought to explain how U.S. American culture and history is bound up with the histories of the Black Atlantic, the Pacific, and the Americas. Building on a bumper crop of innovative, comparative and multilingual scholarship in hemispheric studies—one of the most influential fields in the transnational turn—this course examines the literature and culture of the Americas from the nineteenth century to the present. Although topics and texts in this interdisciplinary course may differ from year to year, this year the focus will be on nation, race, empire and violence in Central America, Cuba, Haiti, Mexico and the United States. The course will examine a wide variety of cultural texts, ranging from novels, essays, poetry and political tracts to murals and films, along with critical essays, theory and historiography. HISTORY HIST 300, “Introduction to Doing History and Being an Historian” Joshua Goode Mondays, 1-­‐3:50 pm L.P. Hartley’s line, that the past is a foreign country, is not just a discomfort to historians; it is their primary challenge. This course examines the study of history, its formation and development as a discipline and some of the newest techniques for examining the past. As one of the few required courses in the History department, this class explores not just the theories of studying the past and what we can know about the past, but also provides some hands-­‐on experience in working with primary sources. The course is meant to introduce you to the study of history in Claremont, in the United States and in the world. It is a reading-­‐ and writing-­‐intensive course in a discussion seminar format, with a short writing assignment and a longer analytical paper as part of their semester’s work. HIST 309, “Twentieth Century U.S. Identities: Third Spaces of Being” JoAnna Poblete Wednesdays, 4-­‐6:50 pm This course will explore historical cases of in-­‐between statuses in legal-­‐political, social, cultural, and economic realms of the United States. This class will highlight how and when individuals have occupied one or more of these grey spaces. Too often, scholarly analyses create stark binaries of categorization. Each week, this class will examine historical experiences of liminality. For example, instead of focusing on citizen vs. foreigner issues, we will study U.S. colonials, or wards of the United States who belong to, but are not members of the nation. By the end of this course, students will develop their own knowledge base for discussing multiplicious categories of identity, living, and being in the United States and beyond. HIST 310, “Topics in Nineteenth-­‐Century U.S. Social and Cultural History” Janet Brodie Tuesdays, 4-­‐6:50 pm In this seminar, we will read a combination of new and classic accounts of key events and issues affecting social, cultural, and political life in the nineteenth-­‐century United States. Several themes will engage us throughout: the enormity of change—physical, technological, intellectual in the decades between 1800 and 1900, the extraordinary energy and diversity of impulses to reform American society (from religious reformers to temperance, antislavery, women’s rights reformers, labor activists, agrarian reformers, and utopian communitarians), the ubiquity of violence in defining American identity and culture, and the constancy of threats real and imagined to republican democracy. HIST 316, “Things, Objects, and Material Culture in U.S. History” Janet Brodie Tuesdays, 1-­‐3:50 pm Objects hold emotional, aesthetic, intellectual, social, and cultural meanings that differ among individuals, groups, and over time. Analyzing and interpreting the complexity, diversity, and conflicted meanings has engaged scholars with many theories and from many disciplines including anthropology, sociology, literary criticism, cultural studies, art history, archeology, and of course, history. My purpose in this course is to introduce students to a wide array of approaches to the large and intriguing field of material cultural studies/history. We will cover many topics briefly. This course will begin with overviews of different theoretical approaches to the meanings of objects/things. We will then focus specifically on the changing meanings of diverse types of material culture in the U.S. past. Thus, we will pay close attention to the changing meanings over several centuries and changes based on class, race, ethnicity, and gender. Always we will analyze the types of sources historians have relied upon in their analyses of material culture. At the same time, we will keep interdisciplinary approaches firmly in our gaze. Each student will research one object in material culture deeply. I will work closely with each student on her/his project and in the last weeks of the semester each will present the project in a formal conference-­‐style lecture. HIST 320, “Early Modern Europe and Britain: Recent Historiography and Early Modern Texts” Lori Anne Ferrell Mondays, 4-­‐6:50 pm This course will explore recent historiographical approaches to early modern (1400-­‐1700) British and European History. We will read either a monograph or several journal articles/book chapters per week, consulting relevant primary texts to clarify our reading and discussions. Assignments will include weekly topics and a final research or bibliographical essay of 12-­‐15 pages. HIST 331, “The Environment and Indigeneity” JoAnna Poblete Thursdays, 1-­‐3:50 pm This course explores the intersections of environmental and indigenous histories. Environmental history, policies, and issues that impact native lives in North America and beyond will be studied. By the end of this course, students will understand a variety of indigenous approaches to resource management, general issues that stem from imperial government policies on native lands, specific historical cases and interactions, as well as create an in-­‐depth study of a related topic of their own interest. HUM HUM 340A, “Digital Humanities” Ashley Sanders Wednesday, 4-­‐6:50 pm This course bridges two exciting nascent fields by exploring the origins and development of settler colonies using digital humanities research methodologies to test the theoretical framework of settler colonial studies based on DH-­‐enabled analysis of primary sources. It explores the following two big questions: *What factors shape(d) how settler colonies form(ed) and develop(ed)? *How and why are digital tools and methods used in academic research? The first question is a pressing one in the emerging field of settler colonial studies, and its exploration in this course provides students the opportunity to weigh in on this important scholarly conversation through their digital scholarship. The second question is a pressing one for students regardless of whether they choose an academic, “alt-­‐ac”, industry, or non-­‐profit career path. Throughout the course, students will develop greater fluency with scholarly and transferrable digital skills, such as building datasets from complex sources, mining and analyzing texts, and producing media-­‐rich online content. Readings will include the works of leading settler colonial theorists Lorenzo Veracini and Patrick Wolfe; historians of settler colonialism, such as Lisa Ford and Margaret Jacobs; and DH articles and digital projects exemplifying the various research methodologies students will utilize. MUSIC MUSIC 301A, “Music Literature & Historical Styles Analysis” Nancy van Deusen Mondays, 1-­‐3:50 pm MUSIC 302, “Music Research Methodology & Bibliography” Holly Gardinier Tuesdays, 6-­‐8:50 pm MUSIC 303, “Interdisciplinary Music Criticism & Cross-­‐Cultural Aesthetics” Nancy van Deusen Wednesdays, 1-­‐3:50 pm MUSIC 304, “Historical Performance Practices” Robert Zappulla Thursdays, 4-­‐6:50 pm MUSIC 313, “Seminar in Musicology” Robert Zappulla Mondays, 4-­‐6:50 pm MUSIC 316, “American Film Music: Literature and Analysis” Peter Boyer Tuesdays, 2:30-­‐5:20pm MUSIC 406, “20th & 21st Century Music” Peter Boyer Tuesdays, 10-­‐12:50 pm PHILOSOPHY PHIL 300, “Philosophical Greek” Charles Young Monday, Tuesday, and Thursday, 9:30-­‐10:30 am PHIL 301A, “Greek Readings” Charles Young TBD PHIL 309, “Hume's Treatise on Human Nature” Patricia Easton Mondays, 4-­‐6:50pm This seminar is aimed at students who are approaching the serious reading of David Hume for the first time. We will examine the question of whether Hume is a skeptic or a cautious naturalist particularly in light of his arguments against rationalistic assumptions of cause and effect, substance, space and time, and personal identity. We will examine all sides of the question, including Russell¹s recent (2008) appeal to Hume's irreligion to solve the interpretive riddles. Our main focus will be Hume's Treatise on Human Nature and related sections of the Enquiries. Some attention will be paid to Hume's moral philosophy and how to interpret his claim that an "ought" cannot be derived from an "is." PHIL 335A, “Logic I” Charles Young Mondays, Tuesdays, and Thursdays, 11-­‐12 pm Topics in logic selected with the needs and interests of students in mind. Relative newcomers should enroll in 335A, more advanced students in 335B. If you don't know the difference between completeness and incompleteness off the top of your head, you're probably a newcomer. PHIL 335B, “Logic II” Charles Young TBD Topics in logic selected with the needs and interests of students in mind. Relative newcomers should enroll in 335A, more advanced students in 335B. If you don't know the difference between completeness and incompleteness off the top of your head, you're probably a newcomer. PHIL 350, “Early Analytic Philosophy” Masahiro Yamada Mondays, 1-­‐3:50 pm This is a course on the beginnings of what has come to be known as the analytic tradition in philosophy. While nowadays analytic philosophy is seen as largely an English-­‐speaking affair, its roots are almost entirely in late 19th and early 20th century Germany and Austria. We will be paying particular attention to the Neo-­‐Kantian background of the development of analytic philosophy. PHIL 356, “Persuasion, Manipulation, Propaganda” Masahiro Yamada Wednesdays, 1-­‐3:50 pm Influencing the ways others think and act is a central aspect of social interaction. We prefer non-­‐violent means of influence but among the non-­‐violent means, some are less objectionable than others. Recently, there has been a growing interest in phenomena that we might characterize as manipulation, both at the inter-­‐individual as well as large-­‐scale social and political level. What is the nature of manipulation and what, if anything, is objectionable about it? RELIGION REL 316WR, “Christianity in Egypt: History and Culture”
Gawdat Abdel-­‐Sayed Wednesdays, 1-­‐3:50 pm The Christians of Egypt represent the largest Christian community in the Middle East. This course provides a comprehensive introduction to Coptic history and culture. Students will be introduced to the history of Christianity in Egypt in Roman and Byzantine times as well as under Islamic dynasties. Special emphasis will be given to the Egyptian Monasticism, the Coptic monuments exhibited in the Coptic Museum, the monasteries of Scetis (Wadi al-­‐Natrun), and the Monastery of St. Antony at the Red Sea. REL 324WR, “Zoroastrian Cosmology, Eschatology, Ethics and Ritual: A textual comparison of Zoroastrianism with the Hindu, Jewish, Christian and Muslim traditions” Jenny Rose Thursdays, 9-­‐11:50 am A textual exploration of the cosmology, eschatology, ethics and rituals that have formed part of the Zoroastrian religion throughout its history, in relation to those aspects of neighboring religions, including Hinduism, Judaism, Buddhism, Christianity and Islam. REL 362, “Theories of Religion” David Ramirez Tuesdays, 4-­‐6:50 pm REL 383EC, “Religion, Violence, and Peace” Patrick Mason Tuesdays, 9:30-­‐12:20 pm Is religion inherently violent or peaceful? This course will interrogate what one scholar has called "the ambivalence of the sacred," meaning the ways in which religion alternately contributes to both violent conflict and peacebuilding in societies throughout the modern world. We will examine case studies as well as becoming familiar with the increasingly sophisticated and interdisciplinary scholarly literature in the field of religion, conflict, and peacebuilding. This course is open to and will be accessible for all students, regardless of home department or discipline. REL 414, “Phenomenology: Husserl, Heidegger, Marion” Anselm Min Wednesdays, 6-­‐8:50 pm On the basis of Husserl's Cartesian Meditations, selections from Heidegger's Being and Time, and Jean-­‐
Luc Marion's Being Given, we will study Phenomenology as a philosophical method both in its central ideas and in its development from Husserl's transcendental reduction through Heidegger's existential reduction to Jean-­‐Luc Marion's pure givenness. This course should be of interest to philosophy students in general, who should know something about the continental tradition, and in particular to those majoring in "Continental Philosophy" as well as to religion students interested in the new phenomenological turn in recent continental philosophy of religion and theology. Philosophy students may also be interested in this class. REL 431, “Modern Mormonism” Patrick Mason Thursdays, 1-­‐3:50 pm This course will examine developments in Mormonism since 1945, focusing on topics such as politics, doctrinal development, gender and sexuality, internationalization, "multiple" Mormonisms, the Mormon intellectual community, dissent, and "faith crisis." Though focused particularly on the Mormon experience, the course will serve as a helpful case study for any student interested in how religious traditions navigate late modernity. REL 433 / PP396 M, “Breaking the Veils: Globalization, Politics, Gender, Religion” Sallama Shaker Thursdays, 4-­‐6:50 pm In the book 'Globalization and the Challenges of a New Century' Peter Berger defines the term 'globalization' as a 'cliche' with cultural dimensions which is described as a process in which the world is interconnected with vast social, political and economic implications'. The course which is designed as a seminar will address the term 'breaking the veils' metaphorically and figuratively in a globalized world to argue the politics in many societies in the Muslim world where gender issues became the focal attention locally and globally. Case studies of Afghanistan, Iran, Egypt, Nigeria, Turkey and Saudi Arabia will be studied and analyzed in search for answers to politically charged issues relating to social, cultural, and political issues. The course will explore politics of the dress codes and its significance which in some cases are symbols contesting the ruling authorities and in other cases, can be a means of authentication of identity and social equalization. A central Question remains: What is Islamic Feminism and what is the place of culture and religion in a globalized world? We will study approaches and theories of culture to figure out the relationships between culture, religion and politics, religion and gender issues which will help us figure out what is colonial feminism and transnational feminism and politicizing gender issues and the “Politics of Dress”. Exploring various case studies from Pakistan, to Algiers, to France, will help us address and answer Seyla Benhabib’s question, from her book Claims of Culture: How would on resolve conflicts which arise between motive to preserve culture by affiliate community such as ethnic or religious minority in face of the growing phenomena of global culture? The course will address all these multifaceted topics and we will be studying the growing migrant crisis in Europe in view of cultural relativism. *CROSS-­‐LISTED WITH Politics and Policy AND Applied Women’s Studies. REL 456, “Women in the Book of Exodus” Tammi Schneider Wednesdays, 9-­‐11:50 am This course will explore the book of Exodus through the lens of the female characters. REL 464, “Theology of Augustine” Anselm Min Mondays, 6-­‐8:50 pm This is a relatively comprehensive introduction to the theology of Saint Augustine. In the contexts of his many controversies such as the Manichean, Donatist, and Pelagian, we will be examining his classical Christian conception of God, his theology of creation, evil, human sexuality, ultimate happiness, wisdom, the centrality of love, the church, original sin, free will, divine grace, predestination, redemption, and the Trinity. We will study these topics with both contextual and contemporary reflections. We will be reading his The Confessions, On Free Choice of the Will, Selected Writings on Grace and Pelagianism, and The Trinity. WOMEN AND GENDER STUDIES WGS 304, “Feminist Research Methods and Inquiry” Dionne Bensonsmith Wednesday, 4-­‐ 6:50 pm This course examines feminist methods and theoretical approaches to research and analysis. Participants will survey a range of feminist research methods and their applications across disciplines. The first half of the course focuses on feminist theories and critiques and the ways in which they disrupt, confirm, or amend existing methodological frameworks within the social sciences and humanities. The second half of the course will focus on specific research methodologies such as ethnography, oral history, interviewing, textual analysis, focus groups, surveys, and their applications within feminist scholarship. Specific attention will be paid to areas of research and methods that center race, class, gender and sexuality within their methodological frames. WGS 350, “Gender, Media, and Popular Culture” Thomas Keith Tuesdays, 4-­‐6:50 pm Gender, Media, and Popular Culture is a course devoted to investigating the ways that these subjects interconnect and influence one another. A longstanding question for gender scholars is whether or to what extent gendered media affects popular culture, or conversely, whether popular culture affects media. Media critic Douglas Rushkoff terms this interaction “a feedback loop,” whereby kids and teens watch media to get a sense of how to dress, speak, and behave, while makers of media watch kids and teens to determine how best to bring a new trend to market. It is a highly competitive process that pits corporations against one another to profit from the quickly changing vicissitudes of pop cultural styles in fashion, music, art, sports, cars, food, and a host of items important to young people, and more importantly to the content of the course, has a profound influence on normative gender roles.