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Course Criteria
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3.00 Credits
P. Balakian, S. Kepnes This course focuses on the first two dramatic genocides of the 20th century: the genocide of the Armenians committed by the Ottoman Turkish government from 1915 to 1917 and the Holocaust of the Jews of Europe committed by the Nazi government of Germany from 1939 to 1945. The course explores the historical, religious, political, and cultural forces that led to these genocides and reviews attempts by poets and writers to give expression to the victims and bear witness to genocide. The course closes with issues of recovery, denial of genocide, and ways to prevent future genocides.
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3.00 Credits
M. Coyle This course examines the ways in which, in the United States, identity formation is intricately caught up in patterns of consumption. "Youth culture" only emerged as such in the decade following the Second World War, a time when wartime technologies changed both leisure patterns and the market forces that shaped and responded to them. The course considers how and why this emergence took the forms it did and reflects upon the ethical consequences of the isolation of this unprecedented "youth market.
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3.00 Credits
K. Valente This course is devoted to two major themes: the first examines the modern emergence and formation of homosexual identities; the second considers how these are manifested in the creation of homosexual "communities." The first half of the course is shaped by the following questions: What influences have contributed to the evolution of homosexual identities in the modern age To what extent do these factors find their origins outside of, or external to, the individual or group What are the mechanisms by which these factors wield their influence and are they immutable The second half of the course explores the ways by which gays and lesbians attempt to build communities and provides a forum for discussing the need for realizing such communities, the tensions present within them, and the benefits, threats, and ethical dilemmas they may represent in local and global contexts.
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3.00 Credits
P. Kaimal This course attempts to put today's global society and its myriad problems in historical perspective. The course aims to contextualize the problems of the "Third World" that appear in today's news programs, economic forecasts, films, and literary fiction, in order to render those issues more understandable to students living in the United States, and to allow them to see the issues as they may appear to people living in less powerful countries. Specifically, the course explores how the colonizing process generated the concept of racial difference and attached to it notions of superiority and inferiority, justifying and furthering material inequities. Students search the visions of Latin American and South Asian artists for insights into the histories and identities of these regions, then study ways in which colonial authors and Hollywood screenwriters have "re-presented" these places, and the efforts visible in these works to minimize and transform people on whom they are dependent for both their wealth and their sense of self. The course offers students tools of analysis and ideas for action that they can keep with them when they leave Colga
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3.00 Credits
R. Garland, J. Naughton This course explores the way in which mythic material is inherited and transformed by great artists, and focuses in particular on two of the most significant works in the Western canon: Aeschylus' trilogy known as the Oresteia and Richard Wagner' s Ring of the Nibelung . Students examine how each work treats fundamental human issues, such as intra-familial conflict, the problem of transgression, and the relation to divinity. Approaching the materials from a multi-media perspective, students look at ways in which the two primary myths continue to resonate in a variety of more contemporary contexts and discourses and address the role of myth in contemporary Western culture.
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3.00 Credits
D.K. Johnston, M. Thie The course focuses on conceptions of the self in relation. Theories in feminist psychology and philosophy are read, as well as works that are multidisciplinary. Two things are at work in the dynamics of relationships: the specific definition of self, which has to include race, sexual orientation, class, and gender; and the dynamic of how a person lives in relation to, and responsible for, known and unknown others.
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3.00 Credits
C. Soja Charles Darwin's The Origin of Species precipitated a scientific and philosophical revolution that continues to reverberate in contemporary society. This course is a vehicle for exploring the extent to which Darwin's theory of natural selection - the single most important, unifying scientific idea ever proposed - reflec ted and transformed the scientific, social, political, economic, religious, as well as literary and artistic, contexts of Britain in the Victorian age of discovery (1830s-1900). An appreciation for Victorian society reveals how Darwin's travels, career choices, scientific activities, domestic life, fragile health, and delayed publication of his evolutionary theory were shaped by the culture of the time. Examining the diverse and intense reactions to Darwin's "dangerous idea" shows how his theory has been extended far beyond biology to a broad range of intellectual disciplines. Seminar discussions are based on multidisciplinary assignments, student presentations, and interactions with invited speakers. These are enhanced by field trips to classic localities of geologic interest and to a natural history m
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3.00 Credits
J. Harsin, J. Pagano This course provides a cultural study of gender roles in films, primarily from the 1910s through the 1960s. Course material focuses on the definition and portrayal of male and female roles, the visual language of films, film theory, and the social and economic context in which films were made.
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3.00 Credits
P. Pinet This class explores relationships between people and technology, especially those that affect the understanding of what it means to be human. How does changing technology affect one's sense of who they are What is gained in the processes of technical enhancement, and what is lost Looking at the interactions between tools and human cultures from pre-historic times to the present day, the class weighs the theories of Marx, Mumford, Diamond, and thinkers who have tried to explain what is at stake in the expansion of technical power. Students also ponder contemporary research that anticipates fundamental changes brought about by cloning, genetic engineering, robotics, and cyborg synthesis. What are the ethical and political issues involved in attempts to remake the human being
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