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Course Criteria
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3.00 Credits
This is a course about intelligence, creativity, and all the students in the class-how they think and create. While participants study the history of intelligence testing in Stephen Jay Gould' s Mismeasure of Man , th e Bell Curv e debate, the theory of multiple intelligences by Howard Gardner, and many scholars' theories of creativity, the course explores each student's thinking patterns, problem-solving styles, and capacity for creativity. Focus is placed on thinking and creating as facets of learning through the arts in education. The last six weeks of the semester comprise a service-learning component in the Geneva Middle School, where Colleges students facilitate learning in the classroom. Integrated arts experiences are directed toward the development of non-conformist thinking and acceptance of self and others, toward a less-violent culture governed by compassion and reasoned responses in place of judgment and impulsivity. (Davenpor
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3.00 Credits
In the context of globalization, a web of transnational communities has emerged in the world. These new migrations have transformed national literatures. In this seminar students focus on the work of writers from the Diaspora-writers who live outside their countries and in the memory of their native languages, religions and cultures, while forging new identities abroad. Through the works of African and Caribbean writers, students ask questions about notions of authenticity and alienation. What strategies do these writers devise to relocate themselves in new imaginary or physical spaces How do they capture the pressures, the challenges and the experiences shaping their migrant communities In what ways do they negotiate their pluralistic identities while they live in states of displacement, wandering, remembrance, and are confronted by prejudice These are among the issues discussed. From a historical perspective, students also learn about the ideological and literary relationships of black American intellectuals with African and Caribbean authors writing from their exilic situations in Paris. The main objective of the seminar is to understand how patterns of memory, exile and identity affect and operate in the fictional works of these writers. (Dahouda)
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3.00 Credits
Every community of human beings, every society around the world, is faced with the challenge of creating a culture where all individuals are respected independently of their differences. This course studies both the differences and the common bonds that connect human beings to one another. Issues of gender, race, class, religion, and sexuality, among others, are studied historically and from multicultural perspectives. By studying the dynamics of oppression that result from unequal access to power, money, information and education, and by listening to experiences and stories of hope, students develop tools to create a society in which all voices are heard. A theoretical framework for a deeper understanding of the dynamics of human oppression is provided. Yet, this course goes beyond theory to practice. In this light, the class is team-taught by faculty and students. This course also explores cultural differences regarding the use of alcohol: how various cultures view alcohol and how such differences impact behavior from an multicultural perspective.
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3.00 Credits
Yoga has many faces and has traveled many paths. It is a movement science that strengthens and disciplines the body. It is a philosophical system grounded in the classic Vedic texts of India. It is what scholar Georg Feuerstein refers to as a "psychospiritual technology" of self-realization based in a very particular understanding of the nature of human consciousness. And in America today, it is a really big business. This seminar explores all these aspects of yoga, from its roots in the pre-history of the people of India to today's yoga industry. Students read classic Indian texts; study the anatomy and physiology of yoga practice from the perspective of "western" medicine and "eastern" ayurvedic medicine; trace the development of "old" and "new". One class meeting each week is taught as a yoga class, introducing students to the classical system of asana practice (postures) and to relaxation techniques, with a full-day yoga "intensive" directed by a senior national teacher at the close of the semester. All students are welcome, both those with and without prior experience of yoga
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3.00 Credits
This course critically examines various perspectives on the nature of creative activity in the arts, sciences, and everyday life. Students read a wide range of both descriptive and theoretical literature (psychological, philosophical, historical, and sociological) while trying to articulate their own ideas on concepts such as creativity, creating, genius, intelligence, invention, and problem-solving. The course also considers the relationship between creative activity and gender, class and culture. The emphasis throughout is upon analyzing concepts of the creative in terms of actual creative experience. The course places a premium on student participation: in addition to writing weekly responses to course readings, pairs of students work with the instructor in planning and directing class discussions each week. (Collins)
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3.00 Credits
This seminar explores the aesthetic appreciation of the natural environment as the source of inspiration for some of the world's greatest literature, poetry, mythology and dance forms. After listening to the "call of the wild" in primitive as well as technological societies like our own, students come to understand how intensely the human imagination has followed the course of the stars and the rush of leaves, rivers and birds in carving out its religions, its habitations and its emotional dispositions. (Flynn
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3.00 Credits
Africa is the continent Americans probably understand the least. As a result, there are many myths and misconceptions about the people and the countries of this vast continent. This course examines the reality of Africa from many viewpoints: its geography, environment, demographics, and history; its social, economic, and political structures; and its art, music, and literature. Students also examine contemporary issues in South Africa, Nigeria, Senegal, Rwanda and elsewhere. Among the course's varied experiences are guest lectures, films, and readings. (Frishman, McCorkle)
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3.00 Credits
Marxism came to China after the Russian Revolution of 1917 and became ideologies of the Republican era (1912-1949) and the official Chinese ideology of communist China (1949-present). Over the past 80 years, Marxism has radically altered Chinese society and significantly influenced several generations of the Chinese intellectuals. Why could Marxism defeat Sun Yat-sen's Three Principles of the People in the Republican era How could Marxism dominate Confucianism under the Mao regime Why has Marxism faced serious challenges in the post-Mao era How do the leaders of the Beijing government interpret Marxism in order to retain their power This course addresses these questions by examining the relationship between Marxism and the changes of China's past, present, and the future. This course aims to increase students' awareness of the key role of Marxism in reconstructing modern China and why debate over the removal of Marxism remains current and acrimonious. (Zhou
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3.00 Credits
Nutrition is a rapidly growing field with many important and controversial issues: How are diet and disease related What are the links between nutrition and weight control What impact can nutrition have on sports performance Print and electronic media are filled with information on these and other nutrition-related questions, but how can one assess this information In this course students attempt to differentiate between pseudo-scientific information on nutrition and information based upon valid scientific research. Where possible, they match Web sites making nutrition-related claims with in-depth readings. A major goal is the assessment of opposing viewpoints using both scientific standards and personal beliefs and values. In the process, students practice the skills of information retrieval, reading, writing, critical thinking, explanation, and persuasion. (Kerlan)
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3.00 Credits
In this course, students consider two examples of societies that have attempted to deal with a history of racial oppression: South Africa, and the American South, with a focus on Mississippi during the civil rights years. By 1990, the system of apartheid had begun to crumble in South Africa. With the election of Nelson Mandela and the framing of a new constitution, the South African government created a Truth and Reconciliation Commission to try to deal with the outrages of the past and attempt an effort at national unity. The work of the Commission both borrowed from and inspired other Truth Commissions around the world. American historian George Fredrickson has researched a comparative history of racial discrimination in South Africa and America in his book Black Liberation. That provides a general framework for this examination of the two societies. Students consider the civil rights movement in America, and the government's effort to end legal discrimination in this country. They discuss suggestions that have been made to create similar programs of reconciliation and reparations in America.
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