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Course Criteria
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3.00 Credits
"Go sell everything you have and give it to the poor and you will have treasure in Heaven. Then come follow me." (Luke 18:22) The exact role of poverty in Christian thought has been a vexing and unresolved problem for the past two millenia. The seemingly clear sense of a number of New Testament passages needed to be balanced against the practical exigencies of life in community, and beginning shortly after the apostolic period these passages were often idealized, spiritualized, or even ignored. However, at various times since, a number of men and women have embraced a near literal interpretation of the gospel call to poverty. In this seminar, we will examine the lives and thought of three such: St. Francis of Assisi (1185-1226), Dorothy Day (1897-1980), and Mother Teresa of Calcutta (1910-1997). Our goal is not to determine whether their interpretation of the gospels is correct, but simply to understand their understanding of the gospels and to analyze its ramifications in their lives and thought. The heart of the seminar will be a close reading and analysis (in both discussion and writing) of original source material and critical biographies. Where possible, this will be supplemented by meetings with members of the groups each of these people founded: the Franciscan Friars, the Catholic Worker movement, and the Daughters of Charity. Further, because of the centrality of personal contact with the poor in the thinking of all three, seminar participants will be working regularly as a group at community homeless shelters or soup kitchens. 1.00 units, Seminar
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3.00 Credits
This seminar will explore basic principles of human rights and the impact of the war on terror on the implementation of policies and laws. Students will become familiar with the basic tenets of human rights. There will be a special focus on the United States - from Guantanamo to Abu Ghraib and beyond. We will analyze memoranda and directives by top U.S. officials in light of our understanding of human rights law. At what point and time (if ever) should security concerns trump basic liberties What are the consequences of unchecked power for those in the position to make such a determination Is there a cost to the United States for its violation of internationally accepted due process standards Class sessions will include a number of guest speakers from leading human rights organizations as well as videos intended to facilitate class discussion. Only first-year students are eligible to enroll in this class. 1.00 units, Seminar
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3.00 Credits
This course will survey the history of spiritual ideas and practices which have sustained human beings in their various environments. When studying World Religions, "he who knows one, knows none." The non-confrontational, objective study of religion attempts to gather the relevant facts--the customs, rituals, and beliefs--and then offers theories to account for them. In this course, the major World Religions will be considered in their doctrinal and philosophical, ethical and legal, social and institutional, and material dimensions. Students will cull the N.Y. Times every day for reports of how religion drives politics in various regions of our secular global village. By the end of the course, the student "will have to decide whether the various religions of the world are hyphens that unite, or dashes that divides, and in doing so will determine the grammar of religious discourse in times to come." (Sharma, Arvind, Our Religions, xi). 1.00 units, Seminar
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1.00 Credits
Science fiction (SF) has a long history of presenting speculations on the physical laws of the universe, and the consequences of these laws for our lives and our civilization. Many of these speculations have turned out to be correct, others have proved spectacularly wrong, and some are so forward-looking that the verdict may not be known for centuries. We will read approximately a dozen of these, including "The Cold Equations" by Tom Godwin, "Think Like a Dinosaur" by James Patrick Kelly, "Story of Your Life" by Ted Chiang, "The Light of Other Days" by Bob Shaw, "All The Myriad Ways" by Larry Niven, and "The Hundred Light-Year Diary" by Greg Egan. We will consider questions like: What does each story say about physics and its impact on mankind How does the story enhance our understanding of physical laws Are the extrapolations of physical laws plausible or not Writing assignments may include a letter to the author or to the editor, a popular science article about the physics contained in the story, or a sequel that carries the ideas further or borrows elements from one story and places them in another. This course is recommended for anyone with a strong interest in science and/or science fiction, but no previous coursework in physics is required. 1.00 units, Seminar
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1.00 Credits
Why do we read life histories -- biographies, autobiographies, and memoirs We may be curious about how our predecessors lived and thought, about what they ate and how they dressed, and about their hopes and fears. We may look to their lives for moral guidance, as we face challenges and disappointments ourselves. Meanwhile, as historians, we may follow life histories to understand the roles and accomplishments of the great and the humble in places and times of the past. In this class, we will study the social history of the modern Middle East through the lives of individual men and women. We will see how they responded to the sweeping social changes that occurred in the region in the past two centuries, as Western influence grew and tradition and modernity competed. These were turbulent times: relations between classes, men and women, and nations were decisively transformed. While examining the specifically "Middle Eastern" experiences that the readings recount, we will also discuss the human universals that they present, for example, in patterns of sibling rivalry, prejudice and discrimination, and self-doubt. We will not only read life histories in this class, we will also write accounts of our own. Looking to Middle Eastern biographies for literary inspiration, we will evaluate our own places in history along with some of the changes that we have undergone or witnessed first-hand. 1.00 units, Seminar
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1.00 Credits
This course examines a wide range of violent behavior including spousal abuse, war, riots, terrorism, murder, genocide, and school shootings. What causes violence What are the consequences for perpetrators, victims and bystanders Why are some forms of behavior labeled violent while other equally destructive acts are not categorized as violent When is violence a form of political struggle Can such violence be a successful strategy What is the influence of indirect exposure to violence in the form of written descriptions, song lyrics and images on screen Readings include sociological, psychological and historical studies as well as novels and memoirs. 1.00 units, Seminar
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1.00 Credits
In this course the goal will be to understand the powerful effects of peer and media pressure on all aspects of our lives. How do we understand what is "cool" or "in" at a certain time or in a certain environment, and can that change We will learn ways in which to evaluate what is "cool" and ways in which to alter what is "cool." Currently one of the major influences in our society is the media, and we will explore ways in which the media attempts to alter our perceptions of ourselves and society in order to sell products. We will also try to learn how these pressures can change people's self-perceptions and physical appearance. We will read a selection of texts to enhance our understanding of the media. In addition we will read and conduct experiments in order to learn directly about conformity. Students will be expected to contribute to the class through both class discussion and written work. Claire V. Wiseman is an Assistant Professor of Psychology. Her research examines eating disorders such as anorexia and bulimia and ways in which we can prevent these disorders. More recently she has been working toward increasing our understanding of the ways in which media pressure contributes to the current epidemic of eating dis 1.00 units, Seminar
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3.00 Credits
This Seminar will study the modern evolution of classical liberalism - a body of ideas emphasizing individual rights, private property, limited government, and free markets - with special emphasis on its 20th century forms, including libertarianism. What arguments does classical liberalism use to support its views of the social realm, of the individuals within it, and of the legitimate role of the State How have such views been expressed in literature and film And how does classical liberalism stand up to rival ideologies We will examine the intellectual foundations of classical liberalism as expressed in the work of 18th and 19th century philosophers, political theorists, and economists, such as John Locke, David Hume, Adam Smith, and John Stuart Mill. Most of our attention, however, will be directed at an analysis of classical liberal thought and expression as it has evolved during the 20th and into the 21st Centuries. The Seminar will analyze classical liberalism's positive program for reform and its critique of other social systems. Through oral presentations, including formal class debates, and writing assignments students will have the opportunity to study various contemporary issues, such as post-9/11 civil liberties, affirmative action, and environmentalism. The Seminar will study "texts" from fiction (e.g., Ayn Rand, George Orwell, and Robert Heinlein), film (e.g., 1984; Brazil) and non-fiction (works by F.A. Hayek, Murray Rothbard, Milton Friedman, Robert Higgs, and others). The goals for the Seminar are to provide a challenging academic experience for students, a stimulating environment geared to developing writing, researching and oral communication skills, and finally, to promote critical discourse based on a candid exchange of informed ideas and tolerance for the views of others 1.00 units, Seminar
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1.00 Credits
For centuries Rome evoked awe, veneration, and to those who lived within its empire or had been conquered by its armies, fear. It was known as Caput mundi (head of the world) or, simply, Urbs (the City). However, by the fourth century CE, Constantinople had replaced Rome as the capital of the Empire and Rome experienced a long period of decline and degradation. Travelers to the city during the Middle Ages, after the Great Schism which sent the papacy to Avignon, described the city as overrun by woods and grazing cattle. However, with the return of the papacy in the fifteenth century, it enjoyed a renaissance and became home to some of Europe's greatest artists (Raphael, Michelangelo, & Bernini, to name a few). Rome is a palimpsest with its many layers of civilization literally buried in its foundations and still evident in the monuments and ruins. Today, it is a cosmopolitan city, drawing tourists from around the world who revel in its architectural and artistic marvels. Besides studying the most spectacular moments in its cultural history, we will also try to answer the following questions: How do ancient and modern Rome coexist What challenges does the city face today How will Romans today preserve their artistic legacy How have globalization, immigration, and technology impacted the city in recent years We will learn why Rome has rightfully been deemed the Eternal City. As part of our study, we will also consider Trinity College's connection to Rome. For thirty years, Trinity has had a campus there. How have generations of Trinity students and faculty been affected by their experience in Rome All roads do lead to Rome, and back again, of course. 1.00 units, Seminar
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3.00 Credits
As we start the new millennium, thousands of plant, animal and microbe species have found their way, advertently or inadvertently with the help of human beings, to distant habitats where they could not reasonably have been expected to disperse naturally. In most parts of the world, native ecosystems are under siege from these exotic or "alien" species, and biodiversity is threatened. In some places, alien plants have spread across expansive ecosystems like wildfire causing the extinctions of competitor plants in just a few decades. In other places, alien animals have taken up residency in habitats where there is no predator species to control their population growth, thus no check for their insatiable appetites for native prey. This seminar will discuss the history and biology of many appallingly successful alien invasions - from brown tree snakes in Guam, to kudzu in the American south, to zebra mussels in North America and Europe, to the toxic green seaweed Caulerpa in the Mediterranean, to spotted knapweed on the Great Plains, to avian malaria in Hawaii. We will also look at the economic impacts of these and other out-of-control alien species, and the possible solutions to bringing at least some into check. Should alien species be eliminated or ignored in their new environments Is their removal even possible We will read and discuss several works on alien invasions, and each participant will research and present to the seminar the invasive biogeographies, potential for containment, and regional plans of action for selected exotic species. This seminar will meet two times most weeks for 75 minutes (1:15 - 2:30), while in other weeks, it will meet only for a single field trip, sometimes in excess of three hours (1:15 - 3:55). Only first-year students are eligible to enroll in this class. 1.00 units, Seminar
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