|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
STS What is the good life? In hard times, is it better to serve or to flee society? What power does reason have over the passions? Descartes and Pascal, Molière and Racine, Fontenelle and Foigny debated these fundamental questions during hard times in the 17th century. Optimists and pessimists alike developed their views in philosophical treatises, plays, fables, and other genres designed to reach a large Francophone audience. This course samples their writings, exploring the influences-ancient and modern, religious and libertine, scientific and political- on their thought.
-
4.00 Credits
Human Rights, SRE In its search for an elusive balance between modernity and tradition, Russian society has experienced many radical transformations, which are the subject of this introductory survey. In addition to a discussion and analysis of the main internal and external political developments in the region, the course includes an extensive examination of different aspects of the rapidly modernizing society, such as the Soviet command economy; the construction of national identity, ethnic relations, and nationalism; family, gender relations, and sexuality; and the arts. Materials include scholarly texts, original documents, works of fiction, and films.
-
4.00 Credits
GIS, Human Rights, RES East Central Europe is one of the most intriguing parts of the world. Culturally and geographically positioned between the West and Russia, this ethnically diverse region experienced very dramatic changes over the course of the 20th century. After a brief summary of the history of the region prior to and during World War II, the course concentrates on the area's history since the war and particularly on those events and developments that reflect its paradoxical evolution. Using a comparative approach, students examine a variety of topics including political systems, economic organization, ethnic conflicts, and gender relations.
-
4.00 Credits
This course reviews the evolution of insurgencies- unconventional armed uprisings against established imperial and national authorities - from ancient times to the present. It culminates in an examination of the Iraqi insurgency (or insurgencies), as well as an analysis of the efforts by various high-ranking officials within the American government to reclassify the "global war on terrorism" as a response to a global Islamist insurgency. Have insurgency and counterinsurgency replaced "war" as we have knownit for centuries? The course considers some ancient examples, but concentrates on the centuries following the establishment of the great European empires, especially the post-World War II world. Texts include historical works, as well as classic insurgency tracts from China, Vietnam, and official American, British, and French counterinsurgency manuals.
-
4.00 Credits
GIS, Human Rights In October 1949, Mao Zedong stood at the Gate of Heavenly Peace outside the old imperial palace and proclaimed the founding of the People's Republic of China. This course explores the intertwined processes of nationalism and revolution that drove this transformation. Studying China's successive republican, cultural, nationalist, "fascist," and communist revolutions, studentsexplore the causes and effects of different kinds of revolutionary movements. Course work then traces China's revolutionary process from the beginnings of modern mass mobilization at the start of the 20th century to the revolutionary cataclysms of Mao's Great Leap Forward and the Cultural Revolution during the 1950s and 1960s. Novels, films, folk songs, hairstyles and popular fashions, mass protests, and state-run spectacles are all considered as agents of cultural transformation.
-
4.00 Credits
American Studies, Jewish Studies, SRE The great waves of East European Jewish migration west after 1880 constitute a major event in the modern history of the Jews and of the United States, creating a large and important American social group. This course examines Jewish social and cultural transformations during the succeeding century. Throughout the course, the following (overlapping) questions are kept in mind: What major developments are shared with other immigrant and ethnic groups, and what is distinctive to the Jews (as a people, civilization, or religion)? And what meanings does "Jewishness" have for American Jews astheir social conditions-and the wider culture-change across generations? Substantively, the course considers such major themes as the pattern of migration and cultural amalgam of the "Yiddish" immigrant generation; the rapidupward mobility of American Jews as well as their concentration on the political left; anti- Semitism and American Jewish behavior during the European Holocaust; and other issues.
-
4.00 Credits
Jewish Studies, SRE In recent years the concept of diaspora has gained widespread popularity as a way of thinking about group identity and its relationship to place. In an era of increasing migration and globalization, individuals are both more likely to leave their homeland and to maintain links on it. This course reviews recent theoretical work on diaspora and then examines the first and longest-lived diasporic minority group: the Jewish people, who have maintained a distinct religious and ethnic identity during a worldwide dispersion lasting 2,000 years. Students consider how the attitudes of Jews toward homeland and diaspora have changed over time, as place has become increasingly important as a basis of secular identity in the modern period. Other diasporic groups studied include Southeast Asians and Africans. Readings include theoretical writings and literature as well as historical studies.
-
4.00 Credits
Africana Studies, Classical Studies, Human Rights, SRE Slavery can be defined as an institution in which an individual's labor is extracted-usually forthe duration of his/her life-with the imprimatur of recognized legal authorities and with some sort of social stigma attached to enslaved status. This system of inequality has touched every human civilization; since ancient times, societies inAsia,Africa, pre-ColumbianAmerica, and Europe have all practiced various forms of slavery. Debt/poverty, war victories, ideology, religion, race, and sex have provided avenues and reasons for the enslavement of human populations. This course focuses mainly on the ideas, practices, and experiences of slavery in Greek and Roman societies in the eighth century B.C.E. through the second century C.E., and then later in the Americas, particularly North America, from the 17th through the 19th centuries. It also briefly considers indigenous African slavery and medieval Islamic slavery, and the historical "progression" of slavery forms,relationships among types of slavery, and the differences among slavery systems.
-
4.00 Credits
German Studies, Human Rights, Jewish Studies This course provides an overview of the Nazi attempt to exterminate the Jewish people during World War II. It examines the background of modern anti-Semitic movements and the aftermath of World War I; Nazi rule and the experience of German Jews during 1933-38; the institution of ghettos and the cultural and political activities of their Jewish populations; the turn to mass murder and its implementation in the extermination camps; and the liberation and its immediate aftermath. Emphasis is on the development of Nazi policy and Jews' reactions to Nazi rule, with special attention to the question of what constitutes resistance or collaboration in a situation of total war and genocide.
-
4.00 Credits
GIS Both the UN Declaration of Human Rights in 1948 and the successor conventions that ultimately formed the International Bill of Human Rights were created in reaction to the problems of genocide and mass population transfers during World War II. This course begins by examining the fatal gaps in the previous system of nationally instantiated "universal" rights as they were initiallydeveloped in Europe. Topics include the creation of national rights from the treaty of Westphalia through the British, American, and French revolutions, and the relation of these rights to colonial administration; the postwar institutions of human rights; the relation of human rights to hegemonic power; and the roles of media, systems of organization (passports, criminal archives), and police as modern transnational phenomena that are intimately connected with the development and fate of enforcing human rights norms. The role of international NGOs in both monitoring human rights and criticizing the state of existing human rights law is also considered.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|