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Course Criteria
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3.00 Credits
PQ: Consent of instructor. This sequence does not meet the general education requirement in civilization studies. This three-quarter sequence deals with the history of the Jews over a wide geographical and historical range. First-quarter work is concerned with the rise of early rabbinic Judaism and development of the Jewish communities in Palestine and the Eastern and Western diasporas during the first several centuries CE. Topics include the legal status of the Jews in the Roman world, the rise of rabbinic Judaism, the rabbinic literature of Palestine in that context, the spread of rabbinic Judaism, the rise and decline of competing centers of Jewish hegemony, the introduction of Hebrew language and culture beyond the confines of their original home, and the impact of the birth of Islam on the political and cultural status of the Jews. An attempt is made to evaluate the main characteristics of Jewish belief and social concepts in the formative periods of Judaism as it developed beyond its original geographical boundaries. Second-quarter work is concerned with the Jews under Islam, both in Eastern and Western Caliphates. Third-quarter work is concerned with the Jews of Western Europe from the eleventh through the fifteenth centuries. N. Golb. Autumn, Winter, Spring.
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3.00 Credits
PQ: Third- or fourth-year standing. This course explores several structures of knowledge that students may have encountered in their core and specialized education, with the goal of enabling students to identify and explore the implications of these different structures. We ask whether all knowledge is relative, and if so, to what When things are structured differently, does that mean that knowledge is lost Or are there several diverse ways of structuring knowledge, each of which may be viable We read a wide range of classical and modern thinkers in various disciplines. H. Sinaiko, W. Sterner. Spring.
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3.00 Credits
Russia acquired a modern literature in the eighteenth century, during the ascendancy of the neo-classicist aesthetics, leading to a flowering of literary culture in the 1830s at the hands of such writers as Pushkin, Lermonotov, and Gogol. The so-called "Golden Age" of Russian literature existed in a creative tension both with the neo-classical heritage and with contemporary developments in Western Europe, most notably Romanticism. This survey of eighteenth- and early nineteenth-century Russian literature includes works by Lomonosov, Derzhavin, Radishchev, Karamzin, Zhukovskii, Pushkin, Griboedov, Baratynskii, Lermontov, and early Gogol. Texts in English and the original. Optional Russian-intensive section offered . Autumn.
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3.00 Credits
From the 1830s to the 1890s, most Russian prose writers and playwrights were either engaged in the European-wide cultural movement known as "realistic school," which set for itself the task of engaging with social processes from the standpoint of political ideologies. The ultimate goal of this course is to distill more precise meanings of "realism," "critical realism," and "naturalism" in nineteenth-century Russian through analysis of works by Gogol, Turgenev, Tolstoy, Dostoevsky, Aleksandr Ostrovsky, Goncharov, Saltykov-Shchedrin, and Kuprin. W
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3.00 Credits
PQ: Third- or fourth-year standing. Tolstoy' s great nove l Anna Karenin a may be the finest and most compelling depiction in literature of the diverse aspects and outcomes of romantic love. Combining humanistic and social scientific perspectives, this course undertakes an intensive study of the novel to examine the joys and sorrows of romantic love, and the successes and tragedies that follow from it, as well as the aesthetic achievement of the novel as a major work of art. Resources for understanding the development of th e novel ? characters and the fate of their relationships are drawn fr om Freud 's Introductory Lectures on Psychoanaly sis and other works. Bases for a critical appreciation of novel are drawn f rom Aristotl e's Poe tics and Nietzsc he's The Birth of Tragedy. D. Orlinsky, H. Sinaiko. Spr
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3.00 Credits
PQ: Third- or fourth-year standing. What is civic knowledge Although civic rights and duties are supposedly universal to all citizens in a "democratic" nation, their implementation often depends on the strength of community connections and the circulation of knowledge across racial, class, and social boundaries. Focusing on the city of Chicago, we ask how citizens (in their roles as citizens) forge communities, make urban plans, and participate in civic affairs. How does the city construct the public spheres of its residents Are the social practices of Chicagoans truly "democratic" Could they be What does "Chicago" stand for, as a political and cultural symbol For both Chicagoans and their representatives, the circulation of knowledge depends not only on conventional media but also on how the city is constructed and managed through digital med ia. R. Schultz, M. Browning. Autum
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3.00 Credits
Online and offline, digital media generate societal networks that transform our spatial and temporal environments for living and working. In this postindustrial relation of technology and society, digital networks reconfigure our basic cultural capacity: how we communicate with each other and ourselves, in public and private, as well as our cultural production and civic participation. Assuming that we not only shape our media but we're also shaped by it, this course investigates instantaneous mass self-communication and global information exchange in practices of social media, online games, and citizen media. Our critiques will examine 'digita l literacies ' developed and used in hypermediated environments with regard to media convergence, participatory culture, and collective intelligenc e. M. Browning. Autumn.
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3.00 Credits
This course familiarizes students with the linguistic histories and structures that have served as bases for the formation of modern Balkan ethnic identities and that are being manipulated to shape current and future events. This course is informed by the instructor's thirty years of linguistic research in the Balkans, as well as experience as an adviser for the United Nations Protection Forces in Former Yugoslavia and as a consultant to the Council on Foreign Relations, the International Crisis Group, and other organizations. Course content may vary in response to current events. V. Friedman. Winter.
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3.00 Credits
For some, fairy tales count as sacred tales meant to enchant rather than edify. For others, they are cautionary tales, replete with obvious moral lessons. Critics have come to apply all sorts of literary approaches to fairy tale texts, ranging from stylistic analyses to psychoanalytical and feminist readings. For the purposes of this course, we assume that these critics are correct in their contention that fairy tales contain essential underlying meanings. We conduct our own readings of fairy tales from the German Brothers Grimm; the Norwegians, Asbj rnsen and Moe; and the Dane, Hans Christian Andersen. We rely on our own critical skills, as well as on selected secondary readings. This course is offered in alternate years. K. Kenny. Winter. Not offered 2009 C10; will be offered 201 0 -11.
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3.00 Credits
PQ: Consent of instructor and senior adviser. Students are required to submit the College Reading and Research Course Form. Autumn, Winter, Spring.
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