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Course Criteria
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4.00 Credits
See Human Rights 218 for a course description.
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4.00 Credits
This course involves equal parts reading and writing and is for students who want to develop their creative writing and analytic thinking. Readings are taken from Phillip Lopate's The Art of the Personal Essay, which traces the long tradition of the personal essay, from Seneca to Montaigne to contemporary stylists such as Richard Rodriguez and Joan Didion. The personal essay is informal, begins in the details of everyday life, and expands to a larger idea. Emphasis is placed on craft: how scenes and characters are developed, how dialogue can be used, how form can fracture from linear narrative to collage. Student work is critiqued in a workshop format. Candidates must submit samples of their work.
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4.00 Credits
This is a course for science and humanities students who share a fundamental belief in the importance of science literacy. To laypersons, contemporary science is often impenetrable. They need clear, informative, and engaging explanations of contemporary work in science, particularly as these affect ethical and political decisions at every level of society. Students write about science in a number of formats: essays, editorials, feature articles, and book reviews. They also address the problems that inevitably arise when the search for voice confronts subject matter that is hard to simplify or explain. The course is limited to 15 students, who have each passed a lab and/or quantitative science course at Bard.
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4.00 Credits
GSS To engage in queer theory is to challenge the conventional practices and assumptions of a sexuality-blind discipline or practice and to enlist a wide variety of languages and forms to shed light on lesbian, gay, bisexual, and transgender culture and history. If queer theory takes its point of departure from the feminist studies of the '70s and '80s, it enlists the traditions ofactivism, historical narrative, radical critiques of gender, and changing attitudes toward intersex individuals. Students refine their understanding of sexuality and gender within today's culture.
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4.00 Credits
This course consists of practice in imaginative writing, along with readings of selected authors. Students present their own work for group response, analysis, and evaluation. Prerequisite: permission of the instructor.
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4.00 Credits
Students present their work to the group for analysis and response. Readings include contemporary poets and studies of the problematics of poetics. This course is for students who have completed at least one college-level writing workshop. A writing sample is required.
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4.00 Credits
This course is for the self-motivated student interested in actively developing journalistic skills relating to cultural reportage, particularly criticism. Stress is placed on regular practice in writing reviews of plays, concerts, films, and television. Work is submitted for group response and evaluation. Readings draw from Agee, Connolly, Orwell, Shaw, Sontag,Wilson, and contemporary working critics.
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4.00 Credits
This is a course in two skills: students learn to make excellent nonfiction prose and to see the world around them. When it comes to the art of nonfiction prose, the emphasis nearly always falls on the personal. In this course, students turn their gaze outward and write from direct experience. Models are drawn from history and the broad category of nonfiction writing that is often, and absurdly, called "current events." For students inthe course, the goal is to become compelling witnesses and makers of acute prose-but the goal is also art, not journalism. Students write four to five pages every week.
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4.00 Credits
This course offers students an in-depth survey of the development of pedagogical thought, from antiquity through the late Enlightenment. Through a rigorous, critical engagement with the classic works of philosophical pedagogy, this course focuses on the following four questions: (1) What is the function of education in the development of the individual and what are the proper goals of the pedagogical process? (2)What are the most effective methods for attaining these goals? (3) What sort of knowledge is to be imparted by education, and to whom? (4) What is the function of education in the reproduction (or transformation) of existing social relations? Readings include works by Plato, Aristotle, Quintilian, Rousseau, Comenius, Locke, Herder, Kant, Pestalozzi, and Humboldt.
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4.00 Credits
Like most Enlightenment and Romantic writers on aesthetics, Kant and Hegel considered poetry the highest of all arts. Plato, on the other hand, was famously hostile to poetry. Poetry and philosophy have often been at odds with one another, and yet Ludwig Wittgenstein claimed that "philosophy ought only to be written as a form of poetry." This course explores the place of poetry in culture and in philosophy from classical Greece to the historical avant-garde. Students examine the nature of poetry and poetics, as well as literary criticism as it relates to poetry. Readings include selections fromAristotle, Plato, Longinus, Horace, Sidney, Puttenham, Milton, Pope, Burke, Kant, Schiller, Schlegel, Novalis,Hegel, Blake,Rimbaud, Shelley,Mallarmé, Dickinson, Lautréamont, Marinetti, Pound, Tzara, Loy, and Wittgenstein.
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