Course Lists

Humanistic Studies Course List

CWRT 100 Academic Writing Wkshp

Based on the dual premise that writing is a form of thinking on paper, and—like painting or sculpture—a written piece is a “made thing,” requiring structural integrity and thoughtful, original use of materials (in this case, language). Students analyze a wide range of writing, including their own, and experiment with different structural and organizational strategies, sentence-level revision techniques, research methods, and the nitty-gritty of achieving a tight, powerful final draft. Required of all incoming students. A waiver is possible for students with acceptable transfer credit or after Critical Inquiry/Art Matters faculty assessment of an academic writing sample. Students for whom the workshop is required will take a total of three elective credits.

CWRT 201A ELL Sem: Fairy Tales

Figures from Western fairy and folk tales are frequent motifs in Western art and design. Students explore fairy tales as a foundation for understanding Western cultural influences and read fairy tales as a way to improve academic oral and written communication skills.

CWRT 201B ELL Sem: Biblical Narratives

Figures from the Bible are frequent motifs in Western art. Students explore biblical narratives as a foundation for understanding Western iconography and read passages from the Hebrew Bible and New Testament as a way to improve academic oral and written communication skills.

CWRT 209 Genre Experiments

Write poems, stories, essays, and scripts while focusing on the fundamental elements of a variety of genres, learning from the examples of a spectrum of prose writers, poets and dramatists. Topics include experimenting with character and scene development, narrative strategies, dialogue, point of view, autobiography, time and space, poetic compression, form, and the documentary practices of journalist. The work familiarizes students with the many ways writers turn experience into expression and form into meaning. Visiting guest writers may offer observations of their respective crafts.

Prerequisite: HMST 101

CWRT 210 Playing with Words

Engages historic and contemporary uses of language in the arts, moving beyond words as simply descriptive tools and toward an understanding of the plasticity and contingency of language. Genres explored include automatic writing, various uses of appropriation in poetry and visual art, the artist's statement, and the interview. Texts include selections from Conversing with Cage, Dialogues with Duchamp, Women Artists: The Linda Nochlin Reader; I'll Be Your Mirror: The Selected Andy Warhol Interviews, and others.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

CWRT 226 Introduction to Poetry

This course introduces the initiate poet to the basic poetical forms and the tradition of poetry in America in English. However, it focuses on developing the student’s facility to think critically and use language in ever more innovative ways as a transferable strategy to engaging creativity as a process. The POETRY SPEAKS text and compact disc set of readings and the HANDBOOK OF POETIC FORMS are required reading along with selected local and contemporary poets’ work. Requirements include portfolio assignment poems, one analytical peer essay review, one analytical essay based on assigned texts and two copies of a ten-page chapbook of original poetry to be celebrated at two required public readings with classmates.

CWRT 244 Zines Workshop

This creative writing workshop has two focuses: (1) on studying and reading zines and the impact that they had on the culture which they chronicled; and (2) creating new original zines reflecting the student’s perception of the 21st century. From the earliest zines and graphic novels scribbled on pyramid and cave walls to the pamphlets that started movements and wars and demanded the creation of the printing press, zines have been an important part of human history and human development. In this course the student is asked to consider the historical perspective of zines and to endeavor to create one 20 page zine with any kind or combination of kinds of writing with substantial intellectual and artistic meaning. These zines are to be replicated and presented at ZINEPOSIUM where a student exhibit and panel discussing topics relevant to the student zines would be celebrated by the community. Other class assignments include writing a one page review of a published zine, a one page review of a music compact disc, a one page letter to the editor, an essay to a magazine and a coherent video essay of something that happened at MICA or in Baltimore.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

CWRT 281 Wrting Childrens Picture Books

So you want to make a children's picture book? Great. This course will help you develop your text. But as we begin reading children's books (and books about children's books), writing manuscripts, and sharing them with each other, we will quickly encounter some challenging questions. What is this book for? Who is it for? Does it appeal to children and adults in different ways? What assumptions does it make about the world of childhood and the relationships children have? How does it obscure, reveal, comment on, or attempt to change the truths of life—things like love, desire, satisfaction, hurt, difference, sickness, and death? What values or norms does it establish—or subvert? Do the words and pictures reinforce one another or is there tension between them, and to what effect? What values or expectations are at stake as the story or pattern unfolds? Assignments include analyzing a children's book or books, reading books with children, emulating a specific author, reworking an old story, and developing an original story or concept. We will discuss both text and illustration in published picture books, but the creative assignments and workshop discussions will focus on the text component. Ideally, each student will conclude the semester with a manuscript that is ready for illustration.

Prerequisite: HMST 101

CWRT 304 Writing for Performance

Designed for students who want to experience the relationship between text and performance, this workshop offers participatory experiences in scene writing, improvisation, dialogue, movement and choreography, acting, and writing for the space of digital culture. We will treat the class as an active studio: creating, critiquing, improving, re-creating, performing, and revising. The course culminates in a workshop production of scenes, monologues, movement vignettes, digital work and performances written and staged by students.

Prerequisite: HMST 101

CWRT 305 Poetry Quilting

This course is a poetry course that explores the process of making original peoms as fabric quilts. Beginning with the text as the word made magic and the ideology of weaving as communication, this course asks the student to make fabric art operating a the level of communication and literary symbology.

CWRT 320 Video Poem Workshop

This literary studio workshop is your inquiry into the world view of the poet who makes and records images. Toward that end you will read poets from more than one place and write your own original poems and make poetry movies with your cell phones to be loaded on a flash drive for analysis in class that reflect your skill at analyzing text. Your original writing will overlap with writing poetry as a collective and reading assigned works that challenge you to use your critical thinking ability toward defining the concept of “seeing,” as it functions to analyze text and culture in different places and in different ways.

CWRT 322 Screenwriting Workshop

Designed to provide students the opportunity to develop their creative and analytical abilities through the practice of screenwriting and to the basic formal structures common to all dramatic writing. Each week, students approach screenwriting through a new set of workshop exercises designed to both enhance your creative imagination and your understanding of the form.

Prerequisite: 3.00 credit writing course at the 200 level or above (includes CWRT 209, 226, 304, 326, 403)

CWRT 326 Intermediate Poetry Workshop

In this poetry writing course, we will collectively engage in poiesis — the process of making — by balancing tradition with innovation, curiosity with critical thinking, and discipline with play. As a foundation for writing, consider 20th and 21st century poems and poetry collections (with occasional poems from other time periods), along with a few works in other mediums.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

CWRT 347 Writing the Short Film

Many filmmakers begin their careers with short films. Short films allow new filmmakers to fully practice and display their craft with limited resources. But short filmmaking is a distinct form in its own right. The course will provide instruction in general screenwriting while focusing on the specific techniques used to make engaging shorts. This writing-intensive class examines the elements particular to screenwriting for short films via lectures, screenings, writing assignments and in-class readings/critiques. Topics include the history of short-films, idea generation, three act structure, creating compelling characters, and dramatic scene construction. Students will complete several writing projects and deliver a production-worthy 8-15 page screenplay by the end of the semester.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

CWRT 365 Intermediate Fiction Workshop

This workshop is for students who already possess a basic understanding of narrative writing techniques. Readings and assignments provide an opportunity to explore the craft of both traditional and experimental forms of short fiction. A significant portion of class time is devoted to sharing and discussing student work.

Prerequisite: 3.00 credit writing course at the 200 level or above (includes CWRT 209, 226, 304, 326, 403)

CWRT 403 Advanced Creative Writing

The advanced topics courses offer students opportunities to go deeply into a particular genre. Where the emphasis in introductory and intermediate writing workshops is on exploration, experiment and on developing a critical sensibility, the advanced courses invite a commitment to a specific body of work: a collection of poems; personal or critical essays; a novella or collection of short stories. Each semester faculty teaching these courses will offer specific, focused topics for their particular course.

Prerequisite: 3.00 credit writing course at the 200 level or above (includes CWRT 209, 226, 304, 326, 403)

CWRT 410 Read/Write Graphic Narratives

This advanced course is designed for students who are interested in contemporary literature that uses both words and pictures. Students discuss assigned works to create and workshop their own process-driven comics. Readings include five full-length comics including work by Lynda Barry, Mark Beyer, Jaime and Gilbert Hernandez, Gabrielle Bell, Ulli Lust and Howard Cruse. These works are chosen specifically to depart from graphic novels, while representing a range of formats present in the last 30 years of comics publishing. Cultural criticism and comics theory as it applies to the texts are explored.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

CWRT 426 Advanced Poetry Workshop

“Poetic” describes the sublime accomplishment in all the arts. Poetry is the sister art of painting, and the urge to appreciate, study, and make poetry is a traditional and natural desire of the visual artist. This class is for experienced poets, a forum to uncover and gratify the desire for poetry in our lives. Students read the work of accomplished poets and write and critique the work of themselves and other members of the class.

Prerequisite: One 300- level writing course (CWRT 322, 326, 330,365, or PERF 380) or Permission of Instructor

CWRT 467 Creative Non-Fiction Wkp

Those who work in the genre of creative nonfiction recognize that writing can be creative while using factual materials. This course focuses on learning and refining the craft of creative nonfiction through the development of personal narratives. Students work on refining the traditional techniques of journalism and reportage, while maintaining a strong and special individuality, and a singularly distinctive voice. They read a series of essays that which all possess this unique subjectivity of focus, concept, context, and point of view, and analyze the way in which information is presented and defined. The final project includes the completion of a longer narrative or a series of shorter narratives.

Prerequisite: One Writing course at the 200-level or above, or Permission of Instructor (includes CWRT 209, 226, 248, 281, 304, 326, 403, 404, 406, 322, 326, 330, 365, LIT 268, and PERF 380; L 227, 240, 254, 275, 289, 309, 389, 407, 456).

CWRT 468 Adv Cr Wrtng: Writing History

Histories are great stories, and there's no better way to learn about the past (and the difficulty of interpreting it) than to try to tell one of its stories fully, accurately, and with narrative drive. Students will read and discuss a broad range of narrative histories, each with its own way of framing problems, presenting evidence, building credibility, structuring narrative, and delivering a good read. In the first half of the course students will experiment with a variety of writing techniques, and in the second half they will pursue an in-depth independent research and writing project with an optional visual component.

Prerequisite: 3.00 credit writing course at the 200 level or above (includes CWRT 209, 226, 304, 326, 403)

FA 303 The Play's the Thing

Studio component of PERF 303.

HIST 230-IH1 The Crusades

This course examines the history and legacy of the Crusades. The Crusades were mostly invasions of Christian Europeans into Muslim-ruled areas in the Middle East during the Middle Ages, although Crusades were also launched against pagans in Eastern Europe, Orthodox Christians in Constantinople, and so-called heretics within Western Europe itself. This course examines the history of the Crusades from both the perspective of the Crusaders and of those they attacked, particularly from Muslim and Arab sources. The course also attempts to contextualize the phenomenon of Crusading by providing an overview of Christian European and Arab Muslim culture and society, such as comparisons between Saint Augustine's theories of Just War and the idea of jihad in Islam. Furthermore, this course looks at the legacy and implications of the Crusades in the post-medieval world, including the continuation of the use of Crusading discourse in European/American imperialism and in anti-Western rhetoric in the present day.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

HIST 245-IH1 The Black Death in Hist & Lit

In 1348, the disease that would be called the Black Death swept west from Central Asia to Europe, where it quickly annihilated up to a third of Europe’s population in the span of one short year. This was neither the first nor the last occurrence of this dread disease in world history. The effects of the plague on the social fabric of the societies with which it came into contact were considerable, but so were the psychic effects, and the intellectual and artistic worlds felt compelled to attempt to understand what the plague was, as well as its grander philosophical and moral implications. This course studies some of those efforts, with discussions of readings from Boccaccio, Defoe, Villon, Camus, danse macabre and grotesque literature, artistic responses, and the necessary social background of the Black Death and theories about the impact of disease in history from writers such as William McNeill, Jared Diamond, and others.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

HIST 251-IH2 Arch & Soc Hist of Baltimore

In many ways Baltimore is a microcosm of the growth of the United States. The opening of the B&O Railroad linked the vast agricultural areas of the Midwest to the Port of Baltimore and the Atlantic trade system. Baltimore lay at the heart of the industrial revolution. Architecture is perhaps the art form that most closely records the economic, demographic, and political record of a city. This is especially true of Baltimore’s architecture — its churches, factories, harbors, and neighborhoods. This course explores Baltimore’s history, using architecture as a roadmap of its development.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

HIST 280-IH2 Civilization & Its Discontents

For the 10000 years since human beings first started living in complex societies, civilization has had its supporters and its detractors. For some, being human necessarily means striving to create, to build, to order, to civilize. Others have attempted to reject or critique civilization by returning to the wilderness and celebrating the natural over the constructed world. In all, defining the civilized has been a fundamental part of to defining the modern. This course investigates and interrogates the intellectual history of the concept of civilization, reading both those who have sought to define and celebrate it, and those who have, in some way, rejected it. Readings and topics may include: the pros and cons of the Agricultural Revolution, Early Christian wilderness saints, medieval Wildman legends, Norbert Elias's "Civilizing Process," Freud's "Civilization and its Discontents," living 'off the grid' and John Krakauer's "Into the Wild."

Prerequisite: Earned credit or concurrent enrollment in HMST 101

HIST 320-TH Crowds, Riots, & Mass Society

All historical societies have routinely described collective groups of people as primary actors in political and community life. Current politicians invoke "the American people”; pollsters and historians speak of a community's public opinion; medieval chronicles and modern newspapers alike describe scenes of mass hysteria, the dangerous rabble, and other similar manifestations of a sort of collective will. This course discusses the phenomenon of crowds, riots, and the mass and the various theories that have been developed to explain them. Topics include: theorizations of the crowd and the collective, mass hysteria and fear, demonstrations, sociological/mathematical modeling of crowd dynamics, the "flash mob," and the relationship of the individual with mass society. Includes readings from Plato, Marx, Rousseau’s concept of the General Will, Freudian studies of the collective psychology such as Gustave Le Bon, Canetti, contemporary sociological studies, and Existentialist literature, as well as materials from other media such as the 1928 classic film The Crowd, supplemented by field studies of crowds in action and other activities.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

HIST 330-TH Social History of Commerce

Surveys the history of commerce: the exchange of goods, services, and ideas for profit concentrating on the early modern beginnings of global trade through contemporary systems of digital exchange within a supposed knowledge economy in the global North. Students investigate the social context of production and sale, including gendered, racially based, and classed forms of labor as well as negotiated conceptions of value and fair exchange and the development of influential national business systems (e.g., the East India Company, Wedgwood, Toyota). This course traces the historical genealogy of fixtures of contemporary business such as capitalism, mass production, labor migration, the notion of “the economy” as a discrete object, banking, debt, intellectual property, marketing, the “start-up,” and the “gig" economy.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

HIST 338-TH History, Memory & Imagination

Examines the contested nature of historical inquiry and narrative during the past 100 years, addressing a number of central themes: what is the nature of the historian’s craft, and what is the relationship of historical research and writing to art, literature, and the social sciences? What is the role of moral judgment in historical inquiry, and what ethical duties must historians consider in interpreting the past? What is the nature of historical “truth,” and on what basis does the historian make truth claims? What is the nature of the historical “record,” and what constitutes historical evidence? What is the relationship of theory to historical practice, and has the use of theory enhanced or hindered our understanding of the past?

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

HIST 410 Propaganda: Thought Control

It is often said that totalitarian societies are characterized by propaganda and control of symbolic productions, while democratic societies maximize freedom of belief and expression. This course begins with the opposite assertion -- propaganda and thought control are, in fact, the cornerstone of democratic societies. In societies where governments and moneyed elites cannot easily use brute force to control people, they must adopt more subtle means of control, and in the 20th and 21st centuries this has been the control of thought through carefully designed spectacles and constructed meanings of contemporary events. This is not to say that force isn’t used in democratic societies, but an important part of the constructed meaning of “democracy” is that it is not used. While totalitarian societies control bodies, democratic societies control people’s minds. This is the lesson of George Orwell’s 1984. The contest over symbols and meanings in so-called “free or open societies” is therefore more crucial than it is in “closed societies.” Thus, public relations and propaganda have merged in the 20th century with news reporting and journalism so that now they are completely indistinguishable, or, to say it another way, most major journalism is in reality public relations. One of the founders of public relations, Edward Bernays, wrote that, “The engineering of consent is the very essence of the democratic process.”

Prerequisite: Earned credit or concurrent enrollment in HMST 101

HIST 434 The American Civil War

Investigates the political, economic, social, and military aspects of the American Civil War, beginning with an overview of the conditions and events of antebellum America and proceeding to the war itself, observing and analyzing its causes and effects. Covers the chronology of its battles and other events that punctuated the lives of Americans, from politicians to generals, from the common soldier to families left at home, from writers and artist to pundits and scalawags. Finally, the course explores post-war Reconstruction and the slow and painful beginning of the America we know today. Extensive reading is augmented by lectures, films, demonstrations, and field trips, all of which will culminate in active discussions. Examinations are given and an in-class presentation is required.

Sophomores, Juniors, and Seniors only

HMST 101 Frameworks: Themes in HMST

Previously titled Critical Inquiry, this topic-based introductory course will examine how we think about and write in our cultural landscape. Each section will be organized according to a specific and overriding theme, issue or question and will include different genres of writing. This topic will be addressed through several of these critical frameworks: Power and Inequity, Environment, Values, Borders and Margins, Self and Identity, and Evidence and Authority, which are essential for future coursework in the Humanistic Studies department. Students will pursue questions, such as how we encounter and create meaning in responses to texts of various kinds, how we understand and measure the texts' power, impact, and influence, and how we critique in forms tailored for different audiences and ends.

HMST 220 On Being Human

The first required class for majors in the Integrated Humanistic Studies exploring the question of what it means to be a human being through a review of concepts developed by thinkers and writers throughout history and in a global context on the problem of human nature. Students' build analytical reading skills along with substantial experience in research and writing. Readings include texts in literature, philosophy, history, the sciences, as well as an examination of material productions such as art, architecture, states, and nations.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

HMST 240 Global Perpectives

Explores our contemporary world and world events, especially as they relate to the interests of humanists. This course takes a "non-western" perspective, focusing on politics and history. All readings are by authors, activists and scholars outside the Euro-American nexus. Students are brought up to date on where human development and the progress of societies stand in the 21st century and introduces non-western ways of looking at the contemporary world and to the "world systems theory." The media through which so much of the world is represented and understood are also considered.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

HMST 315-TH Critical Race Theory

Critical race theory scholars have argued that racial inequality is endemic to American society. This course examines how a critical framework that initially emerged from legal studies of structural racial inequity has influenced thinking in history, sociology, and education and how elements of critical race theory have been deployed, and resisted, in public debate. Students will read classic works on race and the law, whiteness, civil rights, colorblindness, and affirmative action and recent interventions attentive to gender, class, and sexuality. Throughout the course we will consider the possibilities and limitations of critical race theory as a lens for understanding current conditions of inequity.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

HMST 325-TH Queer Memory

This course examines queer memories, histories, identities, and articulations of self through autobiography, biography, archival materials, personal essay, and memoir. Students engage with theory and methods foundational to engaging queer archives, analysis of primary-source documents, auto/biographical literature, and cultural histories. This course explores who tells queer stories, and how they are told. Students ask, whose voices and histories are heard, and uncover memories in the margins? With an emphasis on the intersections of race, socioeconomic, gender, and sexuality, students engage with materials produced by and about queer icons and significant moments in queer history, as well as lesser known figures, communities, and events. This course concludes with student produced auto/biographical projects incorporating themes and examples explored throughout the semester.

Prerequisite: 3 credits of IH1 and 3 credits of IH2

HMST 340 Writing in Humanities & Arts

Writing is important in all Humanistic Studies classes, but this class takes a practical stance. With publication as a goal, we will write for journals, blogs, conferences, and zines. Each student will produce and refine three essays, with the help of workshop-style critiques and selected readings. We will focus our energy in particular on art and cultural criticism, taking as our subjects of inquiry selected works of visual art, film, literature, and performance, as well as certain cultural phenomena. As we read the work of influential critics and write our own essays, we will consider the purpose, value, and potential of criticism, and strive to develop our own unique critical voices.

Prerequisite: one academic course at the 200 level or higher

HMST 346-TH Intro Critical Muslim Studies

An interdisciplinary area of scholarly inquiry in which Islam is not considered a religious, spiritual, or cultural tradition, but rather becomes the focal point of an area of study that explores, through a variety of disciplines and methodologies, how we produce knowledge that is no longer organized by the West/Non-West divide. Students investigate global ways of thinking and being in the world, raises questions about decolonization and postcolonial approaches to understanding the world, and critiques Islamophobia, Euro-centrism, and other forms of Xenophobia. This course introduces materials from a variety of fields, which may include Anthropology, Sociology, Literature, History, Cultural Studies, Critical Studies, and Islamic Studies.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

HMST 480 Senior Thesis I

Fall and Spring of the senior year, will be taught by a single instructor who will serve as the mentor for each student’s senior thesis project. The class will also focus on contemporary issues in Humanistic Studies. This will serve as a culmination of work done at the lower levels. The thesis project will begin very early in the fall with a written proposal by each student. Some students will choose research papers; some will choose an integrated project linking their studio work with their academic work. Students should undertake a major project that grows organically out of their three years of experience at MICA as a combined Studio Art + Humanistic Studies major.

Humanistic Studies majors and minors only

HMST 490 Senior Thesis II

Students concentrate on their thesis projects. Class presentations and group critiques take place as work progresses; students work toward a public presentation at the senior show.

Seniors only

IHST 200-IH1 Ancient Cultures

The scope and orientation of the class is global, looking at the rise and fall of centers of cultural and humanistic activity and considering as much as possible lines of influence from earlier civilizations to later ones. While some general historical and analytical books will be assigned, the emphasis will be on reading primary sources in their entirety and books that hold something of the status as major or classical contributions to the humanities or human knowledge. This course provides a foundation that can be further developed and explored in upper level courses in art history, literature, and the humanities.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 201-IH1 Strange Peoples: Ethnography

An interdisciplinary course informed by history, intellectual history, the visual arts, anthropology, and literature. Observation of “exotic” peoples in order to gain knowledge of humankind is as old as Herodotus. But since the Western encounter with the New World and with non-Western cultures in the Early Modern period, the Western imagination has also turned the anthropological approach to purely artistic ends. This course examines actual travelers’ and explorers’ descriptions of “exotic” cultures, as well as fictional accounts and visual representations of these societies. It traces the development from amateur and ad hoc ethnography to the scientific observations written by modern anthropologists, and also considers the work of artists who have imagined societies that do not exist and who give us a “scientific” report on them. In some cases, it is difficult to distinguish the imaginary account from the true one. In all cases, however, the class discovers what the observer’s statements about the foreign society tell us about our own society. Readings include Herodotus, Captain Cook’s diaries, Melville, Michaux, Kafka, Levi-Strauss, Malinowski, Sahlins, and other works of art, fact, and fiction.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 202-IH1 The Age of Reformation

This course examines the different movements initiated for the reform of western Christendom in late medieval and early modern Europe. The course will examine the medieval, scholastic, and renaissance contexts of the reformations of the sixteenth century, as well as the thought of the leading reformers. These will include, not only the major figures of the Protestant Reformation, but also those calling for internal reform from within the Catholic Church. Particular readings will include selections from the writings of such authors as Desiderius Erasmus, Martin Luther, John Calvin, and Ignatius Loyola, as well as the decrees of the Council of Trent.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 203-IH1 Early Hist. Western Religions

This course surveys the rich culture of religions that grew in the eastern Mediterranean, including Judaism, Christianity, and Islam, in their historical framework. We survey precursor pagan religions in Egypt, Israel, Persia, and Greece before considering the early development of Christianity and Islam. We will examine both the complex world-views of these religious traditions, and the role they played in everyday life, dealing directly with the texts, rituals, and religious symbols. Special attention will be paid in a comparative manner to the development of law derived from religious texts.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 206-IH1 Bandits & Outlaws:Crime/Justic

The outlaw is a paradigmatic figure that elicits admiration and fear, sympathy and revulsion, and whose example promotes both subversion and conformism. As a figure that, by definition, is removed from society, the outlaw’s example tests the limits and validity of society’s institutions in the popular mind, and thus outlaw stories have become vital tools for the questioning of authority and institutions for centuries in all societies. Larger issues such as the place of the Individual in the State, the interplay between mainstream and underground culture, crime and punishment and the police, and the limits of community solidarity, can all be addressed through the history of the outlaw.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 207-IH1 Creativity and Genius

Does being human have a special meaning related to possessing the power of creation? Does human meaning come from the self’s creative and productive interactions with an external world through art and work? What is the difference between art and work? Are there dangers, both environmental and moral, to a conception of human beings as manipulators of nature? It is these questions, all spinning off of the central issue of humanity’s creative nature, that will be at the core of a new seminar. The different historical/cultural understandings of the relationship of the creative - and creating - self with other objects (nature) and other selves (society), and these differences are connected with a set of larger fundamental questions about the purpose of human life. Beginning with the Prometheus myth, continuing through readings of Mary Shelley, Marx, Arendt, Kant, Joyce, Shakespeare, neuroscientific studies of genius, and ending with student project profiles of a creating person (artist, artisan, or worker), literary, scientific, historical, and other theoretical perspectives will be placed alongside accounts of artistic and working practices of creation - both exceptional and everyday - to provide students with a full range of the ways that different people have understood the meaning of their creative endeavors.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 208-IH1 Foundations of Western History

Investigates major events in the rise of Europe — the Crusades, explorations into new worlds, scientific experimentation, economic innovations, Protestantism — alongside developments in philosophy, the arts, and political thinking. The goal is to gain an understanding of the foundations for what came to be called Modernism.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 209-IH1 Arab & Muslim Intellectual Hst

This course provides an opportunity to appreciate the Quran and hadith as foundational texts for multiple intellectual traditions and thinkers on theology, law, philosophy, mysticism, and political thought, from 800 AD to 1800, from Spain to North Africa to Iran, to the Indian sub- continent. As an exploration in intellectual history, we will attempt to understand social and political history through readings in literature, philosophy, and the arts. While participants in this seminar will certainly read primary texts and works that have gained the status of classics, the chief goal of this course is to introduce students to critical frameworks that will allow them to situate intellectual histories and legacies into larger processes of empire making and the attendant violence that accompanies such processes. Thus more recent texts by scholars that engage longstanding (mis)-understandings of Islam and Muslims historically will be integrated throughout the course and serve to caution students and re-orient how they can more productively engage with the intellectual legacies of another era. The class takes a decolonizing approach to exploring the intellectual thoughts of Muslims (and others) across historical time periods, and thus critical and creative thinking is required for this collective commitment. At stake throughout this course is a persistent need to interrogate the criteria for what/who gets the designation Islamic and/or Muslim, and what makes an intellectual history a Muslim one?

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 210-IH1 Mapping Empire, 1500-1800

This course examines the role of maps and cartography in the context of overseas colonization during the early stages of European imperialism (1500-1800). It addresses a number of questions and issues including: 1) the ways in which maps represented (or misrepresented) indigenous peoples and their cultures; 2) the relationship of printed maps to manuscript maps, and the importance of secrecy in overseas exploration and imperial rivalry; 3) the relationship of maps to their accompanying written texts in the articulation of geographical space; 4) the development of a "cartographical rhetoric," which used maps to articulate and assert claims of sovereignty and possession under the ius gentium or "law of nations."

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 212-IH1 Before 1492: World Systems

The course "Before 1492" is an overview of world history from the birth of the first human civilizations to the end of the European Middle Ages. Our main emphasis will be on building a framework of major political, military, intellectual, and religious events and movements that have shaped world history from the Western perspective. As most people know, when Columbus set sail in 1492 he was not trying to find the Americas; rather he sought a sea shortcut into the vibrant Afro-Asiatic trading system and the center of the world’s wealth and culture at the time. But most people don’t know much about this world cultural center that extended for 1,000 years from the fall of Rome (ca. 400) to the rise of Europe (ca. 1500) and encompasses the land areas of Africa and Asia, a cultural and economic system centered on the Indian Ocean. This class proposes to explore the intellectual history of the Afro-Asiatic world system that attracted the interest of Europeans and gave them their intellectual and scientific foundations. It includes the empires of Mali and the Ottomans; the rise of Islam and the Islamic World; the Buddhist cultures in S.E. Asia and Japan.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 213-IH1 Early Western History of Ideas

This course is designed to introduce students from a non-Western educational background to key concepts of thought that shaped Western civilization from Antiquity to the Enlightenment. Using Gombrich’s A Little History of the World as the guiding textbook, reading excepts from key documents that are considered important milestones for understanding Western thought, listening to lectures and interacting with guest historians, this class will explore how history connects with ideas that shaped certain eras definitive of a Western understandings of self. The course will also introduce students to the tools of historical research – from posing a research question, to evaluating primary and secondary sources to annotating sources and compiling a bibliography, that is, students will learn the building blocks of how to approach and write a humanities research paper.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 214-IH1 Homosexuality and Civilization

Throughout the history of civilization, people have perceived same-sex love differently. While in classical Greece man-boy love was considered a socio-economic privilege and tradition, in medieval Europe men and women were burned and hanged for what is now called homosexuality. This intellectual history of homosexuality surveys the period in the West from early Greece to the present and also includes a survey of homosexuality in Imperial China (500 BCE–1849 CE) and pre-Meiji Japan (800 BCE–1868 CE) The class also explores the conjunctions of this history with same-sex love in the visual arts and literature, from ancient Greece and Rome through the Christian Middle Ages and the Renaissance, the Baroque, the Pastoral Elegists, and the Gothic. The class continues with the birth of Modernism, the American Renaissance and Aestheticism, the Decadents, Realists, and Symbolists, the 19th century sexologists, the New Woman, Wilde, and the emerging “queer” culture.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 215-IH1 Linguistics

This course is concerned with the nature of language and communication. We will consider the history of the English language, with particular emphasis on the following areas: phonology (the patterning of sounds); morphology (the structure of words); syntax (the structure of sentences); semantics (the meaning of words); pragmatics (language in context), and etymology (the origins of words). We will explore the nature of language variation (dialects and idiolects), language change over time, the psychology of language, and the science of forensic linguistics. Students will be introduced to the structure of English words of classical origin, including the common forms and rules by which their forms are derived. Students may expect to achieve substantial enrichment of their vocabulary while learning about etymology, semantic change, and the abstract rules of English word formation.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 221-IH1 Myth, Magic and Ritual

This course will focus on the origins of western philosophy and the pre-history of superstition and religion, considering the origins and tenets of hermetic belief systems such as alchemy, the occult, kabbalah, freemasonry, and other gnostic traditions and styles of thought.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 224-IH1 Witchcraft and Demonology

Addresses the rise and decline of the witch hunt, exploring the underlying social, cultural, and intellectual changes that gave rise to the European and early American “witch craze.” During the period 1450–1750, upwards of 110,000 women and men in Europe alone stood accused of maleficia—of being in league with the devil and practicing “witchcrafts.” Almost half were convicted and subsequently executed. The belief in witches was at this time pervasive and held at all levels of society from the lowest peasantry to elite society; this included high-ranking magistrates who took the threat of witchcraft to the security of the state very seriously, producing a number of learned treatises on how it might be effectively countered. This course examines a variety of readings from the period, including treatises on witchcraft, inquisitor’s manuals, literary sources, and actual transcripts of witchcraft trials.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 228-IH1 Greeks and Persians

The course “Greeks and Persians” will examine the history of interactions between Greek and Persians cultures in the 6th-4th centuries BCE through the use of ancient texts and archaeological discoveries. Frequent competitors in the political arena, Greece and Persia came to represent to the clash of two civilizations, East and West. This course will examine the time period when connections and conflicts between Greece and Persia were at their highest: the 6th-4th centuries BCE. The primary focus of the course will be historical, political, religious, and cultural aspects of the Persian empire and Greece in the context of the Eastern Mediterranean and the Ancient Near East. Additionally, we will also concentrate on iconography most representative of the two entities, their literary heritage, social history as it relates to the notion of the other, as well as such issues as the status and role of women and minorities.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 234-IH1 The Problem of Evil

Takes an interdisciplinary approach to the problem of evil: If God is all good, all knowing, and all powerful, then why is there so much evil and suffering in the world? Readings will include some biblical literature, early Christian thinkers like Ireanaeus and St. Augustine, as well as selected poetry, fiction, and drama, including Voltaire’s Candide, Alexander Pope’s Essay on Man, Albert Camus’ The Plague, and others.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 238-IH1 Mythology

Greek and Roman myths are the foundations of Western civilization, the means by which classical civilizations made sense of incomprehensible and powerful forces in the world, the elements, the heavens, and human destiny. In these stories, passed through the ages from their origins as oral and communal stories, generations have witnessed the birth of gods and goddesses, immortals who reside apart from humans, procreating, waging war, and intervening in the affairs of mortals. Versions of these myths entered the literary and in philosophical work of Homer, Hesiod, Aeschylus, Sophocles, Euripedes, Herodotus, Plato, Pindar, and the lyric poets Ovid and Virgil. This course examines Greek, Roman, and Norse mythology, and later the founding myths of Mayan, Native American, and Celtic cultures, along with their enduring influence on literature, art, music, dance, and film.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 241-IH1 The Conquest of the Americas

This course to be taught in Spanish and English. Were the Americas 'discovered' in the 15th century, or were these lands invaded and their peoples destroyed? What did contact with Europeans mean for the Western Hemisphere? When did the conquest begin, and where does it end? This course includes readings from Bartolome de Las Casas, Prescott's The Conquest of Mexico and The Conquest of Peru, Galeano's The Open Veins of Latin America, Che Guevara's Diaries, as well as writings that address the most recent issues of international trade and the self-determination of indigenous peoples.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 245-IH1 Civic Humanism

Civic humanism refers to a cluster of themes in Western political thought emphasizing the active, engaged life of the citizen and the cultivation of civic “virtue.” This course examines the development of civic humanism in Western political thought from ancient through Early Modern times, the varieties of civic humanist thought (communitarian and juridical), and the evolving attitudes of civic humanist writers towards the emergence of commercial society. Authors studied may include Aristotle, Cicero, Niccolo Machiavelli, John Milton, James Harrington, Algernon Sidney, Thomas Jefferson, and Thomas Paine.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 247-IH1 Europe in the Dark Ages

A survey of the hidden origins of Europe in the period between the fall of Rome and the Renaissance of the 12th century. This course begins with Roman explorations into barbarian Europe (Tacitus, Agricola, and Germania) and looks at the movements and settlement of various tribes (Goths, Franks, Huns) that became the nations of Europe. It covers the great epics such as Beowulf, Song of Roland, Niebelungenlied, or Scandinavian sagas of Grettir, the Volsungs, or Burnt Njal. Religious writings running from St. Augustine (The City of God) through the pious De Contemptu Mundi of many popes and finally to the Vatican Councils are covered. Finally, this course looks at medieval science in writers such as Isidore of Seville.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 248-IH1 Chinese Intellectual History

In addition to exploring salient technological achievements such as bronze metallurgy and chariot construction, the main focus of this course is on archetypical literary genres, conventions, and themes in pre-dynastic China. Attention is paid to the origin and development of the Chinese writing system, the format and materials of early manuscripts, as well as the emergence of ink-brush calligraphy as a uniquely Sinitic art form. The beginnings of ethical thinking, sayings of Confucius, and excerpts from the books of Mengzi, Mozi, and Zhuangzi are critically analyzed. Special emphasis is placed on political theories, found in the writings of Laozi, Xunzi, and Han Feizi, which support an autocratic merit-based system of government. Required texts are Zhuangzi: The Essential Writings and Legends of the Warring States.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 249-IH1 Utopia in Literature & History

What is the relationship of the perfect and the impossible with the imperfect and the immediate world? What is the commitment of those imagining utopia to their visions? What is the purpose of utopian literature? What role has it played in the development of political thought? Intellectuals and dreamers throughout history have imagined utopias - perfect worlds in which the moral and social problems that eternally plague human societies are absent. Imaginings of utopia have produced some of the most vivid and profound religious, political and artistic literature in history, and real-world efforts to create utopia have resulted in social experiments in better living both tragic and fantastic. This course investigates many of the expressions of utopia in human history, beginning with the ancient writings of the Bible and Plato and continuing to the present day. Medieval millennia heretical movements, Renaissance political manifestos, modern revolutionary texts and poems, futurist and science fiction texts, art and films, dystopian writings, and cult, fundamentalist, and environmental beliefs also discussed. While Utopian literature has been a major theme in Western culture, similar prophetic vision movements and expressions in non-Western societies, including the Maya, in African, anti-European struggles, and in the Middle and Far East discussed. The topic of utopia allows for true cross-disciplinary study, as it combines literature, political philosophy, social science, and history; utopian writing straddles several genres and forms, such that it has become its own genre of literature.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 251-IH2 United States and the World

The United States as a political formation, physical space, and cultural ideal has been shaped by its encounters with other nations. This course examines American civilization from the late eighteenth through the twentieth centuries as it was wrought on a world stage, through dialog as well as violent conflict at and beyond its borders. It focuses on the role of ideas about the frontier, manifest destiny, and American exceptionalism in the formation of the U.S.; the expansion of settlement and influence westward and into the Pacific; immigration; war and commercial enterprise abroad; and the symbiotic relationship between foreign affairs and domestic culture.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 252-IH2 The Enlightenment & Critics

This course begins with some representative Enlightenment thinkers in various fields and genres (Bacon, Newton, Locke, Voltaire, Rousseau, Jefferson, de Sade). The second part of the course focuses upon some traditional critiques of the Enlightenment found in the writings of the Romantics and the German Idealist philosophers, as well as in the works of various nationalist, Marxist, and conservative writers. After considering the very different approaches to the Enlightenment of Nietzsche, William Morris, and Dostoevsky, the course examines contemporary American “culture wars” as a battle over the legacy of the Enlightenment.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 254-IH2 American Intell Hist 1865-Pres

Tracing key developments in American intellectual history since the end of the Civil War, the course examines important topics such as the rise of Naturalism in the late 19th century, the birth of Progressivism, the emergence of intellectual and aesthetic Modernism, challenges to democratic culture, the emergence of New Deal liberalism and post-war conservatism, and the recent postmodernist turn. Students read works by important figures in the intellectual history of the modern United States, including William Graham Sumner, Elizabeth Cady Stanton, Jane Addams, Thorstein Veblen, Clement Greenberg, Martin Luther King, Betty Friedan, Allan Bloom, and Noam Chomsky.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 257-IH2 Contemporary Russia

This course explores ways of conceptualizing the Russian experience in the 20th and 21st centuries, spanning the Soviet and post-Soviet periods. While the creation and evolution of the socialist state and the Cold War is covered, the primary focus is on the period from the 1970s onward: stagnation under Brezhnev; glasnost and perestroika in the 1980s; the economic, cultural, and political shock of transition to a market economy in the 1990s; and Russia's quasi-authoritarian landscape under Putin. Drawing on the work of sociologists, anthropologists, and historians, themes pertaining to everyday life, identity, political culture, stratification, public and private spheres, socialization, and the role of ideas, images, symbols, and rituals in relations of power are focused on. Students look at empirical studies on Russia through a sociological lens.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 258-IH2 Law and American Culture

This course examines US history over the past two centuries by way of the major legal decisions that have shaped and changed American society: Plessy v Ferguson, Brown v Board of Education; Roe v Wade; Casey v Planned Parenthood; Cruzan v Missouri; among others. Also, this course examines the historical context of these landmark decisions, and the notable controversies they have stirred — some continuously. We will also consider the difficult social and moral issues behind these cases — abortion, euthanasia, affirmative action, desegregation, and how they have evolved (or not) in American society. What impact has the law had on these moral issues? Has the law successfully changed US society? How were the major legal decisions in US history made? How has society in turn shaped the law?

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 259-IH2 History of Socialism

Covers the history of socialism, extending from the early Utopian socialists, to the writings of Karl Marx, to the American labor movement, and up to and including the current presidential election. This course discuss and engage in the debates within the socialist movement: between reformers and revolutionaries in the Soviet Union, during the American Civil Rights movement, and elsewhere. The course explores the possibility of a contemporary socialism that addresses the problems besetting capitalism: environmental disasters, racial and sexual oppression, and income inequality.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 260-IH2 The Age of Darwin

This course explores Charles Darwin's ideas of natural selection and evolution, their origins, and their influences. It considers not only the work of Darwin himself, particularly "The Origins of Species" (1859), but also the historical context of his thought. Particular issues covered include the question of precursors to Darwin, the social, political, and theological ramifications of Darwinian thought, and the subsequent reception and influence of Darwinian ideas in the 19th and 20th Centuries.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 262-IH2 History of African Amer Spirit

This course is an introduction to the literature, music, and ideology of African Americans as a specific culture in the New World. Beginning with the music and literature of the Slave Narrative and extending through the congregational singing of the Civil Right Movements in the 20th century and more current examples of the signature of survivance. The course asks the student to read, perform, and lead discussions of historic text exploring the nature of American society's engagement with the ideals of diversity.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 263-IH2 Deviant Bodies

This course in the history of science, medicine, and American culture examines scientific ideas about race, sex, sexuality, and heredity form the early nineteenth century through the present. Scientific and medical ideas about differences in anatomy, physiology and psychology have shaped social norms, public policy, and the development of identity. To better understand these processes, students examine the ways in which scientific ideas about difference have evolved and persisted in American culture (as well as in Western Europe, occasionally, whose intellectual cultures informed American scientific and medical discourse). Authoritative scientific arguments about what makes people different from one another and what these differences mean has taken many forms. In particular, the historical intersections of scientific, medical, and popular ideas about differences in bodies and behavior, the relationship between ideas and heredity and the evolution of sexual mores, gender norms, definitions of deviance, and the ways the exotic, the beautiful, the monstrous, and the pathological have been constructed and culturally and politically embedded is examined.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 264-IH2 Homosexuality& Civilization II

Surveys the period in the West from the 19th century to the present and also includes a survey of Islamic homosexuality and readings on the Native American berdache, or “man-woman.” The course explores the birth of modernity in the West, the American Renaissance and Aestheticism, the Decadents, Realists, and Symbolists, the 19th century sexologists, the New Woman, Wilde, “gay culture” during both world wars and the McCarthy Era, Stonewall and gay lib, and the emerging “queer” culture.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 265-IH2 Political Violence & Modernity

Surveys modern conceptions of political violence through direct engagement with primary texts. The course follows a broadly chronological order and considers a wide array of theoretical texts deriving from and dealing with a range of modern historical matters of political violence—from state-sponsored violence and popular uprisings to mass extermination and anti-colonial revolutions. Major themes for discussion and debate include the distinction between political violence and warfare; the relationship between violence, national identity, and the rise of modern states; the causes and consequences of violence as a form of political contestation; the rise of the police as a modern institution of violence; the dynamic interaction of terrorism and torture in modern warfare; the correlation of various ideologies (based on religious communities and texts, scientific discourses on health and hygiene, and rhetoric of progress and enlightenment, etc.) to political violence; and alternatives to violence within political discourse. Most readings come from leading modern theorists of violence. Authors whose authority stems from a personal relationship to political violence (purveyor, victim, witness) are considered. The goal of the course is to provide the student with both a general background in the modern intellectual history of political violence, and a deep understanding of the problems and challenges political violence poses for the contemporary world.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 266-IH2 Human Nature in Polit. Thought

Examines changing conceptions of self-hood and human nature and how they have informed political and moral theory since the 17th century. Is human nature constant in all times and places or is it historically contingent and the product of environment? What are the ramifications of modernity’s progressive erosion of the strong conceptions of selfhood that informed classical moral thought? Readings include Descartes, Locke, Bentham, Dostoevsky, Ortega y Gasset, Golding, Sartre, Heidegger, Taylor, Derrida, and MacIntyre.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 270-IH2 Reading Peace:Hist Nonviolence

From Aristophanes’ Lysistrata in 410 BC to the early Quakers, from The Beatitudes of Jesus to the writings of Mahatma Ghandi and Martin Luther King, the vision of peace has been one of the great hopes of mankind. In times of war, who are the peacemakers? This course examines the seminal writings of the advocates of peace and nonviolent solutions to political conflict, from the ancient Greeks to the 21st century. The course questions the received wisdom, challenges conventional assumptions, and envisions our way toward a just and lasting realization of peaceful societies in the century to come.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 275-IH2 Thinking Women

Writing women and women’s difference into history is a contradictory project. Too often “women’s thought” is seen as separate or in opposition to men’s thought, rather than in congruence with it. Yet, when looking at the gross of intellectual history survey courses, it becomes all too obvious that women, and feminist thought, are still conspicuously absent from the canon. This course seeks to overcome the bias that there is only a marginal female intellectual tradition that remains outside of “proper” history before the advent of the contemporary women’s movement. This does not involve the exclusion of men from the ranks of liberatory thinkers concerning the woman’s question. When looking at feminist and women’s thought in Europe and the U.S. from the 18th century to the 1970s, it appears that gendered intellectual production is relational. Hence the revolutionary period of the late 18th century attracted men to write about education, citizenship, human rights, and poverty. Enlightenment ideals and the Industrial Revolution had staunch critics in figures like George Sand in France, Mary Shelley in England, and the Romantic salonières Varnhagen, Günderrode, Schlegel-Schelling, and Arnim in Germany. The 19th century has been characterized as solidifying the separation of gendered social spheres for men and women, and many women wrote about and undertook social and philanthropic work in this period. The course examines suffrage and abolitionism as feminist preoccupations in the U.S., nationalism and imperialism as forces that influenced women’s intellectual lives in Europe, and writing on gender and the conditions of the working class. Finally, the focus shifts to Simone de Beauvoir in the mid-20th century in Europe and Betty Friedan in the U.S. as advocates of an active intellectual tradition of thinking about gender and women in the West.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 276-IH2 Urbanism: Modern American City

From the ruins and excesses of the 20th century American city, 21st century urbanism is left — the multiple, ever-shifting ways in which people now experience public space and activity. This course examines the trends and ideologies that gave rise to the industrial city and suburbs, urban renewal areas and ghettos, and finally the contemporary city, which simultaneously recycles, mixes, and mourns all of these to produce American urbanism.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 277-IH2 Sex: Queer Feminist Sci Study

This course explores the biology of the body in a social world and examines constructions of sex, gender, and sexuality from a queer feminist science and technology studies perspective. Employing an inter-sectional approach, the texts and materials in this course survey the science of biological sex, scientific racism, histories of sexology and eugencies, reproductive technologies, asexuality and stigma, the medicalization of queer and trans identity, intersex traits and variations of sex development, and the psychology of sexual orientation, using methods of inquiry from feminist science and technology studies, psychology, evolutionary biology, queer theory, critical race theory, clinical research, social justice activism, and popular culture discourses.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 278-IH2 Revolutions

The violent revolutions and uprisings of the 19th and 20th centuries base many of their revolutionary ideologies in the ideas of secularism that characterized the enlightenment and informed 19th and 20th century ideology. This course traces some of the dominant ideas and movements that defined and fed revolutionary fervor and culminated in revolutionary actions from the 18th century to the present, where revolution is characterized by fragmentation, competing schools of thought, and movements, and in some cases a return to a religious order. To understand what kinds of epistemologies (knowledge-forming ideas) dominated and influenced the worldview of the writers and thinkers, scientists, artists, and activists, students immerse themselves in the intellectual climate of the time. This course is interdisciplinary and therefore looks beyond the ideas of revolutions, cultural revolutions, social movements, and the tenor of revolutionary ideas in de-colonizing nations in a variety of texts — ranging from literature, the arts, and philosophy to political and economic theory.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 282-IH2 Voices: Women of the World

This course highlights the experiences of women in a specific geographical area such as the Americas or the Middle East, based on the expertise of the instructor. It surveys a range of women’s experience, reaction and influence beginning with primary sources of writers and thinkers from diverse parts of the designated geographic area. Poems, essays, short stories, songs, videos, and autobiographies are examined in conjunction with secondary sources to anchor these women’s voices in their historical context.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 283-IH2 Age of Democracy

What is the best political state in which humans should live? What form of state delivers and protects individual freedom best? Is individual human freedom even a desirable political goal or concern in the first place? What can ensure peaceful cohabitation of diverse populations within a state? What can ensure peaceful cohabitation between nations? What political constitution is best equipped to achieve economic prosperity? Alternately, what form of state is most suited to fostering great cultural achievements? What makes for the most tolerant state? When, if ever, is political, cultural or religious tolerance excessive? These are some of the most significant and vexing questions that recur among political theorists over the past 2 centuries. In this course, we will examine the writings of modern and contemporary political theorists and consider their- and our- responses to these urgent questions, among others.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 287-IH2 From Humanism to Post-Humanism

The conceptions of human nature that we hold today were the creation of the Renaissance. This course traces the creation and evolution of the ideas of humanism from the Renaissance through Modernism. Post-modernism is better thought of as Post-humanism, a rejection of the Renaissance conception of human nature. This course also follows the rise and fall of the idea of humanism.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 288-IH2 History of Psychoanalysis

In this course, students study the history, origins, development and transformations of psychoanalytic theory, as handed down from Freud. It starts by examining some precursors to Freudian psychoanalysis, in Greek and Early Modern European philosophy and psychotherapy. Then, the focus shifts to Freud’s work, the basic doctrines of his theory, and its changes over his lifetime. Finally, the developments and transformations of Freudian theory in his followers and successors: Jung, Adler, Rank, Lacan, Kristeva, Klein, among others are examined.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

IHST 291-IH2 History of the Idea of Race

Recent genetic research has revealed that humans are more than 99.9 percent identical and racial categories have no meaningful basis in biology. However, race remains a powerful idea in contemporary society, contributing to our personal identities and persistent inequalities. This course examines the history of the idea of race, beginning in the late Middle Ages when Europeans first encountered the diversity of Africa, Asia, and the Americas. These initial encounters formed the basis for a “science” of race that emerged during the Enlightenment and reached its peak during the Victorian period, when the presumed superiority of white Europeans was used to justify the exploitation of non-white peoples. The course ends with a consideration of the experiences of those who were oppressed during the 19th century, as revealed in their memoirs.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 202 Reading Pleasures: Poetry

Do you like reading poems? Do you hate reading them? Have you had encounters with poems that simultaneously eluded you but also drew you in? Have you explored the similarities between poetic and visual art forms? What is the necessity of poetry at this juncture in the 21st Century? In this course, students read contemporary poems from many cultures as well as poems from earlier times. Then, luxuriate in the pleasures of encountering language forms that are crafted to perfectly express their subject matter. And students better understand why and when a poem fail to do so. Students learn effective methods (oral and written) for expressing our reactions to these poems; students look at the ways in which reading poetry might help each of us to make sense of our experiences.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 214-IH2 The Literature of Empire

Serves as an introduction to Colonial literature in the canonized male and the lesser-mapped female traditions. While works such as Robinson Crusoe, Treasure Island, and A Passage to India have been linked with the Imperialist project of empire, works like Jane Eyre and Orlando have only recently come under similar critical scrutiny. The female Colonial legacy — in which women have traditionally held a more precarious position with respect to nation building — has perhaps been less charted because women were located on a continuum of simultaneous oppression and domination within empire-building. This course serves as an overview and introduction to Colonial texts by juxtaposing men’s and women’s Colonial writing to study how the writers represented (or omitted) Colonialism, and how the ideologies of Empire surface or are critiqued in their works. Students read and analyze the literature in its socio-political context and focus particularly on the contradictions and paradoxes of nation-building and gendered and racialized involvement in the projects of Colonialism.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 216 Caribbean Literature in 20th c

This introductory course surveys Caribbean writers in English across genre as a study of New World civilization and language. The original and translated works represent the various island cultures including Haiti, Trinidad & Tobago, Jamaica, Guyana, Cuba, and Barbados. The readings are selected from a range of writers including Derek Walcott, Miss Louise, Earl Lovelace, Jean Rhys, Jacques Romaine, Cecily Waite-Smith, Anson Gonzales, Wilson Harris, Kamau Edward Braithwaite, Mervyn Morris, Aime Cesaire, Pearl Entou Springer, Renee Depestre and others.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 218-IH1 The Age of Shakespeare

Shakespearean drama – including history, comedy, and tragedy – serves as the anchoring focus of this course. Read and discuss Shakespeare’s playwriting alongside contemporaries such as Christopher Marlowe and Ben Jonson, with particular attention to the historical and cultural conditions informing their work. Explore topics like social class, familial relations, human sexuality and selfhood, as depicted in early modern literature. In turn, students consider how those representations might inform our understanding of society today.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 225-IH1 Bible as Literature & Art

Focus is the Hebrew Bible in English translation. Students become familiar with the great stories and sublime poetry of the Hebrew Bible and learn what modern scholars/ translators have to teach us about the making of the Bible, and how it can be read as literature and how it was read, through millennia, as a source for religion and art. We’ll come to appreciate the decisive significance in Western history, and in the English-speaking world in particular, of the translation of the Bible. Our translations will be the King James Version, sections of the Tyndale Bible, and contemporary literary translations by David Rosenberg, Robert Alter, and Ariel and Chana Bloch. We engage sections of Genesis, Exodus, Judges (Samson story), 1,2 Samuel (story of David), Jonah , Job, Psalms, Ecclesiastes, Song of Songs, and the Prophets.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 233-IH1 Chaucer and His World

Intellectual history involves the study of philosophers, intellectuals, artists, and traditions of thought in their cultural and social settings, with special attention to understanding the causes of intellectual change, the statics of intellectual traditions, and the dynamics of intellectual movements. Chaucer is often regarded as a pivotal figure in the transition from the Middle Ages to the Renaissance. He was associated with all of the major writers of his age—Machaut in France to Boccaccio in Italy. His age includes revolts among peasants against monarchy, the early Protestant reformers, the Crusades and the culture of Islam brought back into Europe, and the beginnings of modern science. The course looks back to the Medieval roots of the so-called High Middle Ages as well as forward to the Renaissance. Using the work of a single writer like Chaucer as a pivot point for investigating the whole world offers a unique and worthwhile experience.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 234 Contemporary Fiction

In this course, students enter the ongoing conversation among professional and casual literary critics about the virtues and vices of contemporary fiction (with an emphasis on American, Canadian and British writers). Because many of the works read, comments upon events and cultural phenomena we are living with today, this seminar examines the varying ways artists interact with and are influenced by history. Some of the latest works to seize the critical spotlight, as well as books from the distant past -- the 1980s and 1990s is read.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 246-IH1 Cunning Guile & Anc Greek Cult

Why do cunning and guileful characters figure so prominently in Greek myth and epic? Does Greek philosophy begin with ruse? The purpose of this course is to explore the ancient Greek fascination with cunning and to discover its place in Greek literary and intellectual culture. Readings include myth, Homer's works, Pre-Socratic philosophy, Plato, Greek tragedy, as well as Aesop's fables.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 262-IH2 Phil Construct of Africana Lit

The philosophies undergirding African American culture are based on important concepts that signal how and why phenomena continues to occur within this historically critical group of Americans. This course uses the concepts of initiation and assimilation to examine the ways in which certain concepts have proven useful to both maintain and change American society’s original marginal view of and interaction with Africana people. Beginning with the authoritative text Introduction to African American Studies: Transdisciplinary Approaches and Implications- by Talmadge Anderson & James Stewart , the discussion, writing and panel presentations center on the work of Aimee Ceasire, Jawanza Kunjufu, Winthrop D. Jordan, Zora Neale Hurston, Molefi Kete Asante, D. Watkins, Michelle Alexander, Wole Soyinka and others. The preparation of a Kwanzaa Feast Day,(after studying the Ngzo Saba) and the analytical research essay tests the students’ knowledge of the overall course.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 266-IH2 19th c Literature & Culture

Intellectual history involves the study of philosophers, intellectuals, artists and traditions of thought in their cultural and societal settings, with special attention to understanding the causes of intellectual change, the statics of intellectual traditions, and the dynamics of intellectual movements. This course focuses on the literature and history of the Victorian period and its importance in the modern Western intellectual tradition. In addition to poetry and literature, the course studies social and historical texts from the period, both "official" and demotic, including crime statistics, and looks at the origins of photography, the flourishing Victorian underworld, political and religious influences, and the vicissitudes of Colonialism and the power of the British Empire.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 268 Africana Storytellers Workshop

This course focuses on reading and telling stories of all kinds by Africana writers. It begins with the first fairytale in human existence, the Egyptian Tale of the Two Brothers from the Papyrus D’Orbiney and the Persian Conference of the Birds by Attar and continues with Africana connections to American Indian Myths & Legends, Pow Wow: Charting the Lines in the American Experience and a anthology of African Tales. Grade requirements include exercises and “telling” assignments using your body and voice and doing writing that develops the student’s ability to compose and tell both stories adapted from the assigned reading and original stories from the storyteller’s life. It is be noted that the course is primarily centered on understanding the worldview of Africana people globally.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 276-IH2 Harlem Renaissance

This course surveys African American literature written during the Harlem Renaissance as a way of examining the confluence of forces that created the New Negro at the beginning of the 20th century. It is the students inquiry into the world view of Africana people living and writing during this historic period. The literature of the Harlem Renaissance represents several major Africana-based artistic movements worldwide. Beginning with the authoritative text of The New Negro, (edited by Alain Locke) discussion, writing and panel presentation assignments center on the work of Marcus Garvey, Jean Toomer, Katherine Dunham, Langston Hughes, Zora Neale Hurston, W.E.B. Dubois, Georgia W. Johnson and others. The “Rent Party” simulating a Harlem “Dark Tower” soiree and the analytical research essay tests the student’s knowledge of the overall course.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 279-IH2 Love in the Non-Western World

From the complexity of re-created Egyptian Love Spells and Rituals and the search for the Buddha in Monkey-Folk Novel of China, to the complexity of modern mating, marriage, divorce and love forever after in Memoirs of a Geisha, Jagua Nana’s Daughter, Love in the Time of Cholera, Reservation Blues, and The Dragon Can’t Dance this course uses the Miniature Guide to Critical Thinking: Concepts & Tools to examine what we think about the culturally bound relationships and the implications that they have for 21st century global ethics.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 284-IH2 Judaic Literature

This course surveys narratives in the modern Judaic tradition. We will begin the course with the classic nineteenth-century Yiddish writers. We will discuss topics such as exile, hasidism, humor, rhetoric, satire, existentialism, self-referential and women's writing. We will read Hebrew fiction by the Nobel-Prize winner S. Y. Agnon and by other important Israeli, European, and American Jewish writers.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 285-IH2 Modern Folklore

Today’s folklore is not restricted to rural communities but may commonly be found in cities, and, rather than dying out, it is still part of the learning of all groups from family units to nations, albeit changing in form and function. Folklore as a creative activity and as a body of unscrutinized or unverifiable assertions and beliefs has not vanished. Folklore has come to be regarded as part of the human learning process and an important source of information about the history of human life. It is a complex and subtle social phenomenon having to do with the production and transmission of narratives. In this course, we will study contemporary ideas and beliefs, traditions, narratives, legends and anecdotes from the perspectives of anthropology, sociology, psychology, linguistics, and literature.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 292-IH2 The Uncanny

In this course, using Sigmund Freud's famous essay as a springboard, students explore various manifestations of the Uncanny as it appears in fiction, aesthetics, architecture, poetry and film, with particular attention to the inflection of the Uncanny in the literary arts. In an attempt to get to the root of the question posed by the Uncanny - how can something be both familiar and unfamiliar at the same time? --we will consider phenomena that are marginal, liminal, obscure, threatening and subversive - all characteristics can be also found in familiar and apparently harmless everyday phenomena.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 302 Contemporary Drama

Students study the drama of the immediate contemporary theater through close reading and the staging of scenes of plays drawn from the Broadway, off-Broadway, Regional and International stages. Students are asked to act, direct, and set scenes from the plays we read and discuss and to write about their experiences working with the plays.

Prerequisite: one academic course at the 200 level or higher

LIT 307-TH The Nature of the Book

This course examines the recent literature concerning the emergence of print culture since the introduction of moveable print to Western Europe in the 15th century. Particular themes and issues explored will include the relationship of the new media of the printed book to the existing media of orality and manuscript, the social, economic, and political circumstances under which books were produced and consumed, and the evolving nature of reading practices. Authors studied will include Elizabeth Eisenstein, Adrian Johns, Anthony Grafton, Roger Chartier, Ann Blair, D. F. Mackenzie, Ken Macmillan, Carlo Ginzburg, and William Sherman.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 314-TH Body Discourses

Whether we experience our bodies as the site and center of our being, or we feel we are the proprietors of a shell called “the body,” whether we are at one with it or feel alienated from it, our body is always with us, we are in our body, and we desire to know it. To understand and define it, fix it, liberate it, expose it, invent and imagine “truths” that are inscribed in the flesh, however, we turn, necessarily, to symbolization and language. When studying the body, we therefore recognizes the somatic players in the drama such as skin and bones, hair, organs, ova, semen, blood—but one can be amazed at the stories woven into intricate plots by theorists from a variety of disciplines that offer often strange, often profound, and often literal insights into the body. This course serves as an introduction to the complex and extensive field of body theory, exploring texts that narrate the sexed body, the gendered body, the orgasmic body, the ascetic body, the tortured body, the uncanny body, the raced body, the foreign body, the body in images and film, and the body and technology through a variety of discourses, ranging from religious to scientific discourses, discourses on aesthetics, political activism, cultural theory, and psychoanalysis.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 319-TH Reading Signs: Semiotics

Semiotics is the study of signs and sign systems. Language is the most elaborate and pervasive of sign systems, but it is far from the only one — images, clothes, advertising, sports, social behavior, in fact almost all cultural expression may be considered to be governed by an intricate network of signs out of which “meaning” and “significance” arise. This course explores a range of signs and sign systems in an attempt to understand the codes they embody and the principles that govern their creation and operation.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 324 Contemporary American Poetry

Beginning with the anti-academic reactions of Beat poetry, contemporary American poetry has often been concerned with subverting the theories and criticisms of poetry in favor of philosophically and politically charged poetry that breaks down literary canons. Such subversion has created a schism between elitist and populist poets. In this course, students read, discuss, and write about contemporary American poetry after the Second World War, focusing largely on poets, formal and avant-garde, who are living and writing today. Poets covered may include Allen Ginsberg, Gary Snyder, Sylvia Plath, Sherman Alexie, and Lyn Hejinian, among others.

Prerequisite: one academic course at the 200 level or higher

LIT 325-TH Edgar Allan Poe

Edgar Allan Poe is usually regarded as a writer of short horror stories, but his range and influence is actually far wider. He was an innovator and inventor of a number of popular genres, and his work offers us valuable insight into philosophy and psychology. Beyond this, he had a huge impact on literary and cultural history. His writing was central to the development of Symbolist poetry, modernist painting and illustration, film, psychoanalysis, and literary theory. This focuses mainly on Poe’s works of what he described as the “Grotesque and the Arabesque,” including his Gothic tales of doubling and haunting, his tales of sensation, his philosophical speculations, and selected poems and criticism. The work of his best-known illustrators, watch movies based on his works, and trace his legacy in Baltimore are also considered.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 327 Major Authors

Topic-driven course. This course is an opportunity for students to immerse themselves in the work of a seminal 20th century master.

Prerequisite: one academic course at the 200 level or higher

LIT 330-TH Trans/feminism

Although both transgender theory and feminist theory foreground gender as a central category of analysis, their relationship has been anything but seamless. On the one hand, transgender scholars and activists have often seen feminists, especially second wave feminists, as biologically essentialist and thus transphobic. On the other, many radical feminists have seen the transgender movement as erasing the specificity of cisgendered women’s experience and thus contributing to the patriarchal marginalization of women. At the heart of these tensions are questions such as: What is a woman? What is sex? How does the body acquire meaning? In this course, students critically analyze the debates between transgender and feminist theory, and explore a third category of scholarship: transfeminist theory, which seeks to reconcile the two bodies of knowledge. We will cover themes ranging from reproductive justice, to immigration, incarceration, and cultural representation.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 331-TH The Crit: A Consumer's Guide

Through engaging in critiques and simultaneously interrogating that process, students in The Crit: A Consumer’s Guide examine what happens (and why it happens) when visual art is subjected to expressive and analytical language. Students will investigate the common goals and assumptions, both acknowledged and unacknowledged, that attend the practice of talking about art, especially in “instructive” settings. Crucially, students will carefully consider the consequences, intended and otherwise, that flow from such art-inspired language production, both for the artist whose work is being critiqued and for those who are talking about it. In short, we will critique the critique. Student work, chosen by students themselves, from whatever course or circumstance in which it was produced, will provide the material critiqued in the course.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 340-TH Post Colonial Legacies

To get a sense of how our understanding of the world has been shaped by the histories and ideas of imperialist and colonial culture and knowledge production, and the kind of resistance that questioned, eroded and sometimes forcefully dislodged it, we will study some of the myriad voices that constitute the vibrant and evolving field of postcolonial and border literature, contact zone writing and subaltern studies. We will explore the tropes of hybridization, métissage and postcolonial and subaltern identities, pay close attention to the structures of border language and narration, look at the production of myths by nations vis-a-vis local and global experiences, expose ourselves to the ideas and critiques of various diasporas in critical writing, literature and films and discuss how these narratives imagine and re-imagine the legacies of the colonial impact and globalization.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 341 The Art of the Lyric

From the Troubadors to Tupac, words in song have mattered. Do songs differ from poetry in that they must be intelligible at first hearing? Students examine traditional lyrics from medieval ballads and songs in Shakespeare to the lyrics of Bob Dylan, Joan Armatrading, Richard Thompson, and Lucinda Williams. Students read Joyce, Yeats, Frost, and Michelle Shocked. Particular attention is devoted to lyric and poetic devices: alliteration, rhyme, wordplay, and “the hook.”

Prerequisite: one academic course at the 200 level or higher

LIT 349-TH French Feminism

Heated debates once surrounded which kinds of feminism more usefully counter the patriarchal structures we live with — the theory-laden French Feminism celebrating women as different, or the socially-oriented Anglo Feminism that strives for sameness with respect to the sexes. Today, a large body of feminist thought weds these schools — and yet the turf wars within feminism are as alive as ever. Moreover, the sex appeal of the French Feminist credo, “vive la différence,” and its joyful and playful attitude toward reclaiming and re-inventing patriarchal constructions, continue to seduce, fascinate, and appall women (and men). This course begins its exploration into French Feminism with the philosophical and very practical questions raised by Simone de Beauvoir; studies the possibilities of a feminine language or écriture féminine and comes to terms with the body as informing thought through Hélène Cixous, Luce Irigaray, Julia Kristeva, Monique Wittig, and others; and engages in a rigorous critique of French Feminist issues as perhaps utopian, perhaps élitist, by non-academics and women of color. The readings are non-traditional and often hard to classify. They range from polemics to fiction, from philosophy to psychoanalysis, from the textual to the visual with a firm focus on what happens when women speak.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 354-TH Critical Studies Seminar

Through readings, discussion, and student presentations, this seminar examines the history, theory, and practice of the following 20th century critical discourses: psychoanalysis, semiotics, structuralism, poststructuralism, Marxism, feminism, postmodernism, and cultural studies. The goal of the course is to put critical theory in context so students can read, understand, and discuss how it affects and has been affected by artists.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 358 War and Literature

In the 20th century, humanity crossed a “certain threshold” according to Nobel laureate Czeslaw Milosz. “Things too atrocious to think of did not seem possible, but, beginning in 1914, they proved to be more and more possible. A discovery has been made, that civilizations are mortal.” Twentieth-century warfare claimed the lives of more than one hundred million people. In this course, students read the works of writers who suffered and survived the World Wars, the American War in Vietnam, and the wars of uprising and revolution in Latin America and Africa, including the “soldier poets” of the trenches, Ernest Hemingway, Mary Lee Settle, Marguerite Duras, Kurt Vonnegut, W. B. Sebald, Tim O’Brien, and others. The course concludes with works that address the implications of war in the 21st century.

Prerequisite: one academic course at the 200 level or higher

LIT 361-TH Masculinity

Examines the social history of masculinity, beginning with a survey of the goals, methods, and controversies in the growing field of gender studies and men’s studies. Students use theoretical and literary texts to analyze the construction of masculinity as a concept in relation to race, class, and sexual orientation.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 362 Doing Documentary Work

This course uses literary documentary to explore how one’s point of view is influenced by individual frames of reference, social, and educational backgrounds, personal morals and political beliefs. Through documentary research (oral histories, archival sources, etc.) and writing, students explore the relationship between “reality” and the narratives we construct to represent and interpret it. Texts include literary documentary works such as George Orwell’s The Road to Wigan Pier, James Agee’s Let Us Now Praise Famous Men, Muriel Rukeyser's book-length poem about West Virginia coal miners, The Book of the Dead, and Gary Nabhan’s Gathering the Desert. Robert Cole’s Doing Documentary Work is a primary source for methodology.

Prerequisite: one academic course at the 200 level or higher

LIT 364-TH Reading Freud

This course offers a chance for in-depth study of a seminal 20th-century thinker. Texts (sometimes excerpts and sometimes entire works) include The Interpretation of Dreams, The Psychopathology of Everyday Life, Jokes and Their Relation to the Unconscious, Moses and Monotheism, Totem and Taboo, and Beyond the Pleasure Principle.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 368-TH Queer Literature and Theory

Examines the theoretical controversies surrounding terms like “invert,” “heterosexual”/“homosexual” (invented in the 19th century), “gay,” “straight,” “bisexual,” “lesbian,” “queer,” “transgendered,” and “transsexual” and read so-called “non-normative” literatures and other “texts” across these theories. Readings may include the works of such writers, theorists, artists, and philosophers as Oscar Wilde, Michel Foucault, Andre Gide, Freud, Jeannette Winterson, Henry James, Gertrude Stein, James Baldwin, Thomas Mann, Virginia Woolf, David Sedaris; poets may include Whitman, Ginsberg, Hemphill, Hughes, and Rich; filmmakers may include Marlon Riggs, and Michelle Parkerson; and artists may include Deborah Bright and David Wojnarowicz.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 371 Russian Literature

This course is a study of the intense period of literary production and social upheaval from about the time of Catherine the Great (d. 1796) to the Bolshevik revolution in 1917. Connections are made between literary works (novels, stories, plays, poems, journalism, philosophy) and the social history, especially with reference to the influence ideas from the west on Russian culture. Some authors covered are Pushkin, Herzen, Chernyshevsky, Dostoyevsky, Gogol, Tolsoty, Gorky, Chekov, Belinsky, Lenin, Trotsky, Bakunin, Goncharov, and others.

Prerequisite: one academic course at the 200 level or higher

LIT 372-TH Feminist Theories

Examines the contributions of feminist theories to the cultural understanding of power and oppression and to the struggle for social justice. Emphasis is on race, class, and gender as intersecting variables in a matrix of domination. Special attention is made to practical applications of theories for creative artists.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 373 Cont Latin Amer Lit in Spanish

Contemporary Latin American prose writers and poets have created a richly imagined literature — Magic Realism,” Surrealism, bardic epics, lyric love songs, and deeply committed “poetry of witness.” Students travel for one hundred years through Gabriel García Marquez’s magical village of Macondo in Cien Años de Soledad, fall in love with Pablo Neruda in Viente Poemas de Amor y Una Cancion Desesperada, wander through Jorge Luis Borges’s enchanting labyrinths of the mind, and become haunted by Juan Rulfo’s mysterious Pedro Paramo, and read poetry and fiction by Gabriel Infante, Miguel Angel Asturías, and Claribel Alegría. Native English speakers with a familiarity of the Spanish language are encouraged to take this course. All texts are read in Spanish.

Prerequisite: one academic course at the 200 level or higher

LIT 380 Performance Poetry

This is a course for students interested in continuing to develop their writing, acting, vocal/speech and performance/movement skills. The course uses a workshop format to do both body related exercises and cognitive exercises. The instructional goal is for students to develop their critical thinking skills and be more comfortable speaking to and performing in front of people in a way that represents the best version of their authentic selves.Multiple texts include From Totems to Hip Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

LIT 383 Postwar American Fiction

Study salient works of American fiction published in the second half of the twentieth century (primarily in the fifties, sixties and seventies). Discussions consider the literature's relationship to cultural and historical currents of the era, such as the Cold War, America's imperialist projects abroad, the struggle for Civil Rights, "the sexual revolution", feminist thought, and the nation's growing affluence). Writers may include Saul Bellow, James Baldwin, John Cheever, Joan Didion, Ken Kesey, Toni Morrison, Vladimir Nabokov, Joyce Carol Oates, Thomas Pynchon, Philip Roth, John Updike, and Alice Walker.

Prerequisite: one academic course at the 200 level or higher

LIT 391 Novel Sexualities

Have heterosexuality and homosexuality always existed? If not, when and how did they emerge and what is meant exactly by these terms? What role might novels play in registering, shaping, defining and even producing certain forms of sexuality? In order to address these questions, the course will pair key moments in the history of sexuality in the United States and Western Europe from the 19th century to the present with landmark novels. In addition to novels, we will read medical, legal and theoretical texts, as well as magazine and newspaper articles. We will end with a contemporary unit that asks what role popular culture might now play in the generation of new forms of sexuality. Through such inquiries, students will learn to historically ground their reasoning, acquire a critical understanding of sexuality and explore the relationship between novels and the production of sexuality.

Prerequisite: one academic course at the 200 level or higher

LIT 392 Neurofictions

Contemporary neuroscience has a long way to go from mapping neural connections to scientific mastery over consciousness, memory, and emotion. But the limits of science have never prevented artists and writers from imagining its possible futures. This course engages with two centuries of debate in the mind sciences and in Western culture at large that pit materialism against idealism, mechanistic against romantic views of the mind. We look at historical attempts to explain and control human consciousness, using history, philosophy, art, and especially science fiction to examine what is at stake in efforts to reduce the mind to a series of electrical impulses in the brain. Writers and artists have invoked the utopian possibilities of mental perfectibility through psychological (or psychic) tinkering; at the same time, their work often critiques the simplistic notion that science can provide a complete account of human experience. With the advent of neuroimaging and psychopharmaceuticals, the arts play an ever-more crucial role in situating the mind sciences in contemporary culture.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 410 True Crime

This course focuses on mainly American and British narratives of true crime in non-fiction, essay, and documentary (as distinct from fictional crime narratives, mysteries, thrillers and detective fiction). Drawing on the earlier discourses of confession, memoir and speculation, true crime first received attention as a form of literature with the publication of Truman Capote’s In Cold Blood (1966), and has since diversified into a variety of other media, including documentary film, essay, and graphic novel. In this course, students consider how these texts shed light on the process of justice and law enforcement (and their deficiencies), and investigate why stories of real-life murder and mystery strike such a deep chord in their audiences. Through the study of indicative texts and high-profile crimes from the 1950s to the present day, consider how our feelings about real-life crime can help us understand how a culture defines itself by its taboos and transgressors.

Prerequisite: one academic course at the 200 level or higher

LIT 411 Poetics: Joyce, Yeats, Woolf

High modernism is often invoked but seldom read with comprehension. Virginia Woolf wryly declared, “In 1910, human character changed,” and if this was not to be, the ways of conveying character certainly had changed: the interior monologue, fragmentation, and a mythic method allowed these three writers to convey deeper and more ambiguous messages about a world that still exists — altered by WWI and II and technological change. The class reads the major poetry of Yeats, concentrating on his later work, along with Joyce’s Portrait of the Artist as a Young Man and Ulysses, Woolf’s Mrs. Dalloway and To the Lighthouse, and finally Between the Acts.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 415 Literature of American South

Writings by William Faulkner, Zora Neal Hurston, James Agee, Flannery O’Connor, James Dickey, Richard Wright and others. Are these writers regional or universal, radical or reactionary, experimental or traditional? Do they celebrate or criticize the South? What is the American South: geographic place, fictional setting, or state of mind?

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 416 Gender/Sex in LatinX Lit & Art

Focus on 20th- and 21st-century Latinx literature and art. Students gain an understanding of evolution of the term “Latinx” to refer to an inclusive, diasporic community. Study numerous voices from Puerto Rican, Mexican, Dominican, Cuban and other Latin American migrations to the U.S. Read works by major authors such as: Toma´s Rivera, Sandra Cisneros, and Sonia Rivera Valde´s. Throughout the course, explore topics such as: identity formation, race, ethnicity, gender, sexuality, community, exile, resistance and assimilation, and political movements. In studying the work of other creative thinkers and the context in which they work/ed, students reflect on the influences and contexts of their own work. Ideological and aesthetic links between literature and the visual arts is explored throughout the semester, making this course particularly relevant for students majoring in any studio practice, critical studies, and art history.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 421 Third World Women Writers

The question of women writing in the Third World is linked to issues of difference, othering, colonization, subjugation, and religious fundamentalism, among others. This course introduces works that directly address the conditions of women under Islamic, patriarchal, and postcolonial rule. To gain better insight into the intertwined nature of the "Orient" and "Occident" and to assess critically our own involvement in Third World issues, we will also explore notions such as "Orientalism" and the conditions of post-coloniality and religious fundamentalism in theoretical texts. Here the class concentrates on analyzing the intersections of nation, gender/sex/sexuality, class/caste, and race/ethnicity/religion and see how these are represented in the readings.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 433 Freak Lit: Rep Difference

Freak Literature will analyze poems, stories, novels, plays, memoirs, and films that in one way or another represent 'freaks'--persons whose bodies, historically, have reinforced normality by defying it. With aid of critics and theorists, students will learn about the social categories that such bodies transgressed, the various discourses and cultural rituals that made them human spectacles, the fallout stereotypes that continue to persist today, as well as the redefinition of the 'freak' as counter cultural icon. Close examination of how literature's re-staging of 'freaks' serves often politically-loaded narratives will certainly complicate our understanding of exploitation while providing radical new ways of thinking about body and identity.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 437 Africans in the New World

A course in Africana literature, the readings focus on developing a broad knowledge of the writers and culture of Africans in the Old World and the New World. Beginning with the ancient story of Sundiata from West Africa and the Tale of 2 Brothers from ancient Egypt, and continuing with a mix of genres between continents (that introduce modern and contemporary African American and African diaspora writers), the course introduces students to the diverse perspectives and language expressions in English of Africans globally.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 442 Environmental Literature

Where does nature begin or end? What is the natural? What do eco-terrorism, global warming, and the poisoning of the oceans and the Earth have to do with art? Are they art? Engage with naturalists and other writers and thinkers from Aldo Leopold’s seminal work to contemporary authors like Annie Dillard, Tom Horton, Dianne Ackerman, and David Foster Wallace.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 444 Romanticism I

It is impossible to understand the 20th century without understanding the momentous events of the 19th century. This course surveys the turbulent Euro-American culture from the French Revolution (1789 to 1850). Students read literary and philosophical works that deal with subjects such as the rise of socialist utopian ideas, the emergence of feminism, and Romanticism. Some authors discussed are Percy and Mary Shelley, Jean-Paul Marat, Victor Hugo, Stendhal, Karl Marx, Tennyson, Mary Wollstonecraft, Madame de Stael, Rousseau, Chateaubriand, and Goethe.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 445 Romanticism II

In the preface to Justine, the Marquis de Sade poses a question that seems to have preoccupied the culture of the late 19th century: Is it “possible to find in oneself physical sensations of a sufficiently voluptuous piquancy to extinguish all moral affections?” This class examines the second generation of Romantics, or negative Romanticism, in order to understand the retreat of the arts from the long-held commitment to political and moral ideals. Students examine the rise of aestheticism, symbolism, and art for art’s sake. Students reads literary works and also philosophy and history, including authors such as Byron, Baudelaire, Rimbaud, Nietzsche, Huysmans, Wilde, Keats, and Dostoyevsky. In them, students see the collapse of European culture begun in the Renaissance and the beginnings of the dystopia of the 20th century.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 451 Modernity in American Lit

This seminar will survey the literary and intellectual history of America’s late nineteenth century. During this time, the abolitionist movement reached its apex, Lincoln emancipated the slaves, the North defeated the Confederacy, and Reconstruction came to the South. The country witnessed the rise of the women’s suffragist movement, the advent of Darwinian thought and great leaps in technology and industry. In short, the United States became modern in the late nineteenth century, and the nation’s writers played a vital role in advancing narratives, aesthetics and ideas that would change how Americans think. The reading list includes fiction by Herman Melville, Mark Twain, Kate Chopin, and Henry James. Also sample recent works of intellectual history and writings by thinkers such as Ralph Waldo Emerson, William James, Elizabeth Cady Stanton, and W.E.B. Dubois.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

LIT 485 Stories/Images: Latin America

This course focuses on the short story genre and explores the work of 19th through 21st century Latin American authors such as: Clarice Lipsector, Joaquim Maria Machado de Assis, Júlio Cortázar, João Guimarães Rosa, Gabriel García Márquez, Renaldo Arenas, and Cristina Perri Rossi. The short story is the perfect literary genre for visual artists to study since it often involves the crystallization of image due to its condensed form. Students gain an understanding of historical and cultural contexts that inform the literary woks: independence from colonial rule, slavery and abolitionist movements, indigenous rights movements and land reform, feminist movements, dictatorships, peace and justice movements, and movements for economic, racial, and gender equality. In studying the work of other creative thinkers and the context in which they work/ed, students will reflect on the influences and contexts of their own work. Ideological and aesthetic links between literature and the visual arts will be explored throughout the semester, making this course particularly relevant for students majoring in any studio practice, critical studies, and art history.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

LIT 488 The Wire & American Naturalism

Students in this seminar will consider The Wire, a "television novel" about crime in Baltimore, alongside the literary tradition of naturalism. Like the American naturalist writers of the early 20th century, The Wire suggests that individuals are captive to powerful social forces and political structures beyond their control. The program also shares with the naturalists an interest in the urban poor, abuses of power and social hierarchies. As we read from naturalists texts and view HBO's groundbreaking series, we will investigate the relationship between naturalism and political advocacy, representations of the poor by the privileged, and the intellectual underpinnings and consequences of naturalism. Possible readings include novels and stories by John Dos Passos, Richard Wright and Richard Price. We will also view the first three of the five seasons of "The Wire".

Prerequisite: one academic course at the 200 level or higher

MCLT 237 Horror Movies

Examines the origins and development of horror cinema over the last century, with attention paid to a variety of periods including German Expressionism, American 50s horror, Gore, Japanese horror, and conceptual horror. This course looks at a variety of filmmakers from Murnau and Wiene to Warhol, Carpenter, and Nakata, to see how genre concerns are balanced with the director’s aesthetic prerogative. Students study films within cultural contexts to see how horror films are frequently a reflection of social concerns, and investigate the fine line between camp and genre excellence.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

MCLT 247 B Movies

The term “B movie” has taken on numerous definitions in recent years—some equate the phrase with “camp,” others with “cult,” and others with “inexpensive.” This class explores the origins of the B-movie as a marketing tool and its evolution into a film-type with a rough set of criteria. Aesthetic and historical examinations of films by Roger Corman, Orson Welles, Sam Raimi, as well as so-called “anonymous” directors are examined.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

MCLT 271-IH2 Censored! Art of Suppression

Artistic productions across the many disciplines that comprise the Arts provide powerful insights about the complex norms and values of the cultures from which they emerge. When these productions come under fire it is often because they challenge the way entrenched powers are wielded to institutionalize suppression and marginalize dissent. This survey takes a globalized multi-disciplinary approach to examine the nexuses of social, political, moral, and religious values that underlie censorship across diverse cultures. It considers specific examples from the 19th through 21st centuries in the fields of visual arts, dance, music, film, and theater from China, the Middle East, Europe, Africa, and the Americas and asks students to consider their commonalities.Through these examples the course debates issues of cultural preservation, free expression, access to knowledge, obscenity, gender, and self-censorship. Students will examine reception and response theories, conduct primary-source research and produce a case study for their final project. By investigating these contexts students will also enhance their understanding of their own creative frameworks and how to articulate meaning through their work.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

MCLT 290-IH2 The Open Source Revolution

Most people have heard of Linux, a free "open source" operating system which was developed collaboratively. Prior to the advent of the internet, some ideas and designs were shared, not sold, in academia or in non-profits but lacked access to the streamlined distribution system present in the market that would allow them to be developed and tested by users in many different contexts. Now that the digital divide is closing, open source concept testing is faster and has the opportunity to circumvent the marketplace. Now used in art and manufacturing as well, this work model impacts culture, social stratification, morality, politics, and conceptions of property. In this course, we will use sociology of work literature to trace the origins of open source, identify its core elements, and begin to understand its consequences.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

MCLT 295 Screwball Comedy

The Screwball Comedy, a variation on the classic form of romantic comedy, emerged during the Depression and offered timely reflections of disrupted American culture in the 1930s and 1940s. Screwball comedy serves as a stage on which to examine gender roles, sex, sexiness and sexuality, as well as class and the place of madness in society. We will examine these themes in Screwball film in the context of its original audience, but also in the revivals and alterations of the genre after WWII, including its mirror image in Film Noir, and up to the present day.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

MCLT 305 Biology in Pop Culture

This course investigates how science & scientists have been portrayed in media culture from the scientific revolution to our own time. Various aspects of biology’s portrayal in the media will be discussed from a scientist’s perspective. We’ll consider the tensions between scientific experts and the lay public about core values, contemplate the search for fantastic creatures in an age of experimental proof, and probe how science fiction relates to science fact. Students will gain an awareness of how science is an aspect of the wider culture in different eras; analyze the historical roots of contemporary practices; and reflect on the ramifications of science and popular culture and the choice we make as individuals, social groups, and nations. From the first work of science fiction, Shelly’s Frankenstein, to Hollywood blockbusters like Contagion and World War Z, we will gain insight into the public understanding of science and the ideals we as a culture hold about science and its role in society.

Prerequisite: AH 100 & HMST 101

MCLT 313-TH Thinking Through Cinema

This course is aimed at re-evaluating normative concepts of the body and its complex relationship with space through the unusual vehicle of Giles Deleuze’s cinema theory and its underpinning in Henri Bergson’s affect based philosophy. Close readings of key texts, film viewings in class and online discussions will lead to an interdisciplinary paper or project in which students engage their own studio practices in light of their learnings from the course.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 317-TH Media Ethics

We live in a media-infested world; our whole lives are subjected to media transmission of some form or another: TV, film, advertisements, newspapers, the internet. In light of this fact about 21st century culture - and the significant role of artists and designers in shaping those media- it is necessary to consider the moral and political impact and influence of the various media. Do films incline us to violence? Do ads incline us to anorexia? Do newspapers incline us to Republicanism? Underlying these concerns is the larger one about the media's relation to truth and accuracy. Ought the media be objective? Can they be objective? What hidden agendas do the media betray, and how do they betray them? Also, how do the media persuade, compel ... control?

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 355-TH Realty, Illusion, Moving Image

Through extensive screenings, readings, and discussions, this course explores the continually shifting and elusive boundary between reality and illusion in film, video, installation, and animation; identifies the ways in which the moving image constructs fantasy or reveals its self-reflexive nature, using as a theoretical framework key texts and concepts from the fields of aesthetics, semiotics, and ethics. Explorations include the structural components that connote a space of “fantasy” or “verism” and a meditation on the social dynamic that generates or bridges the distances between self and other. Our examination will be expansive and generous, ranging from Hollywood classics like Singing in the Rain to the recent emergence of the indie mumblecore movement, to documentaries, to the new realm of YouTube, and to experimental video and film.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 356 Film as Art

In this course students will watch and study a series of films by a single director, accompanied by historical and theoretical articles which help to contextualize the movies. Students will look at such issues as the concept of the "auteur", art and film theory, audience reactions to work, reception theory, and the role of the director as artist. This course will also introduce students to analysis of the style and discourses of cinematic narratives and the complex and ever-changing relationship between studio production and audience consumption. The director whose work is selected will vary each time the course is taught.

Prerequisite: one academic course at the 200 level or higher

MCLT 357-TH Theories of Material Practice

An introduction to critical thought for material practice. Far from being abstract, critical theory has always been about the materials and practices of everyday life: Michel Foucault focused on how human bodies became defined by the physical spaces they moved through, in clinics, asylums, and prisons. Jacques Derrida understood writing, and thereby human thought, through its material substrate, whether etched in stone, inscribed on paper, recorded on film, or stored in magnetic memory on a hard drive. Drawing on these thinkers and others, Theories of Material Practice provides a guide to critical theory for builders, designers, makers, and artists. It focuses on how design and artworks have factored into critical thinking: how, for instance, the separation between Van Gogh’s peasant shoes and Warhol’s Diamond Dust Shoes signaled for Fredric Jameson the shift from realism to postmodernism; how the system of camera shots in classical cinema exposed for Laura Mulvey the mechanics of patriarchal culture; and how Gilles Deleuze insisted, in general, that artists and philosophers shared in the radical act of creation.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 362 Cyber Aggression

There seem to be no areas of public and private life that are not affected by activities in the cyber domain. 4 subjects of particular concern are Cyber Warfare, Cyber Espionage, Cyber Crime and Cyber Terrorism. However, due to the rapid evolution of technology and Technology platforms there is some confusion about how to define each of these areas and what cases fall within each of these areas. This course is concerned with exploring the technical and ethical issues with Cyber Aggression as it is made manifest in acts of CYBER WARFARE, CYBER ESPIONAGE, CYBER CRIME, CYBER TERRORISM.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 366-TH Theories of Material Practice

An introduction to critical thought for material practice. Far from being abstract, critical theory has always been about the materials and practices of everyday life: Michel Foucault focused on how human bodies became defined by the physical spaces they moved through, in clinics, asylums, and prisons. Jacques Derrida understood writing, and thereby human thought, through its material substrate, whether etched in stone, inscribed on paper, recorded on film, or stored in magnetic memory on a hard drive. Drawing on these thinkers and others, Theories of Material Practice provides a guide to critical theory for builders, designers, makers, and artists. It focuses on how design and artworks have factored into critical thinking: how, for instance, the separation between Van Gogh’s peasant shoes and Warhol’s Diamond Dust Shoes signaled for Fredric Jameson the shift from realism to postmodernism; how the system of camera shots in classical cinema exposed for Laura Mulvey the mechanics of patriarchal culture; and how Gilles Deleuze insisted, in general, that artists and philosophers shared in the radical act of creation.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 379 The Culture of Games

Interactive fiction, social litmus test, provider of immersive virtual flow, source of pathological violence: as a new art form with an ever-expanding audience, the video game has been assigned any number of superpowers by the media, inspiring both fear from Luddite alarmists and Utopian hubris from fans and the tech industry. However, growing in the cracks of these extremes has been a fresh area of media inquiry–one that incorporates ludology, the study of games; investigations into race, gender and class in game narratives in the manner of critical theory; analyses of multimedia tropes and visual presentation, as in film inquiries; the study of cultures, as in anthropology and sociology; and engineering matters like interface design and end-user experiences. In this class, students will explore this world, using a variety of essays, critiques, and–yes–games to gain a working knowledge of how video games work, what their underlying ideologies teach us, how they have changed over time, how gamification has influenced the wider culture, and how games developed into the world-containing productions they have become.

Prerequisite: one academic course at the 200 level or higher

MCLT 388-TH Perform Studies & Cyber Theory

This course focuses on theories of what constitutes 'performance' in everyday life, ritual, art, and cyberspace interaction. As a new and interdisciplinary field, performance studies merges anthropology, sociology, theatre, art, and new media as a way to both blur and redefine the boundaries of what is considered performative. The theoretical framework of perform-activity, whether it is looking at the everyday presentation of the self or the performance of nations and states, is a tool that enables us to critically examine the canons which produce these constructed identities. The course looks at key writers of performance studies and cyber theory in order to understand the effects of performative actions, especially in the context of the global expansion of media culture.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 412 Gender in Film

Provides an introduction to gender as a critical tool for film analysis. Students watch films of various genres, different historical periods, and cultural backgrounds. In addition to analyzing and discussing film as cultural creation, the class reads essays on film theory and cinematic production and pays particular attention to the constructions and representations of concepts such as femininity and masculinity, and to racialized, classed, and sexualized representations of otherness as they intersect with gender in film. The course also provides students with the scholarly vocabulary needed to critically engage with and write about film.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

MCLT 415 Avant-Garde Film

Every week, students screen films and determine (through class discussion) if the films viewed could be considered experimental, avant-garde, transgressive or subversive in some fashion. Students enhance the discussion further by examining films through various theoretical frameworks (Post-Colonial criticism, feminist criticism, Marxist criticism, etc.) Finally, possibilities for experimental film in the future, what’s on the horizon are discussed.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

MCLT 455 Feminist Approaches to Film

At the heart of feminist critiques of film lies the belief that cinema, like patriarchal society, is deeply marked by power inequalities between social agents. Hegemonic social and ideological structures reinforce patriarchal representations of women and position spectators within dominant structures of looking and reading that further derogate women. In order to avoid a repetition of oppressive and misogynous modes of depiction and to open up spaces for new ways of looking at women, feminists called for cinematic practices that offered spaces to positively represent and read women. To offer positive images of women, however, proved to be at best a limited strategy in challenging patriarchal cinematic conventions and at worst a repetition of the oppressive structures feminists had set out to dismantle. When feminist film theory and feminist cinema addressed the difficult questions of how to organize knowledge not merely around the trope of gender and sexual difference, but also around differences within the category of sex, and differences in race, social status, geography, age, corporeality, religion, income and sexual orientation, it became clear that to lay bare the operations of hegemonic image and knowledge-making implicated and privileged some women to the detriment of others. This course serves as a general overview of the vast field of feminist approaches to film and feminist film theory that has been informed by theoretical frameworks ranging from structuralist and post-structuralist criticism to semiotics, psychoanalysis, queer theory and postcolonial theory. Hence, we will analyze films of various genres, different historical periods and cultural backgrounds. Since class time is limited, we will view the films outside of class, and you will have to be able to make available 2 extra hours in your schedule each week for a communal film screening on campus.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

NSCI 201A Scientific Readings: Astronomy

In this course, students are introduced first to the fundamentals of astronomy, and building on that foundation, and through the wonders of NASA’s Hubble Telescope, to the wild, wonderful, absolutely beautiful and profoundly mysterious nature of the universe. We shall explore its strange realities as revealed through modern physics. Supernovas, the Big Bang, neutron stars, black holes, extrasolar planets, and even our own tiny solar system. In a lucid manner suitable for the non-specialist, we will explore the impact of quantum theory, elementary particle theory and relativity on our understanding of perhaps the deepest questions of modern science: What is the origin of the universe and where, if anywhere, is it headed? Does the universe have meaning? Is there life on other planets? What is the meaning of time and eternity? Who are we and how did we get here?

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 201B Scientific Rdgs: Earth Science

The overall goal of this course is to provide students with an understanding of the structure and composition of the earth, and of the processes that are continuously reshaping it. The course material is presented within the context of plate tectonics, geology's unifying theory. Emphasis is given on how we know what we know and students learn to understand the processes that formed the landscapes that they see around them.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 201D Scientific Rdgs: Human Anatomy

The focus of this course is to understand basic components of human anatomy, including gross and microscopic anatomy. It intends to discuss not only skin, muscle and skeletal systems, but also the nervous system, large organs, immunity and developmental anatomy. Related variations in human anatomy due to aging and certain illnesses will be discussed as well. This course overlaps somewhat with NSCI 220 General Biology; students should take either one but not both.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 201E Scientific Readings: Physics

This course examines the physics of phenomena that make up the world we live in: both the built environment and the natural environment. Visualization are emphasized as a principal tool for understanding and cross-referencing concepts in physics and mathematics. Students learn about the strength of materials, material behavior, the physics behind phenomena that are critical to the environment and to evaluate these important facts surrounding us. The course is intended to provide artists and designers a working knowledge of physical phenomena and their analysis, and to support interests such as those in built form whether in sculpture or architecture, and in environmental issues such as sustainability and climate change.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 201F Sci Rdgs: Pollinators/Famine

This course is about birds, bees, slugs, flies, beetles, and small mammals, and the strategic plants they pollinate. Students explore the co-evolution of flowering plants and their pollinators, the idiosyncrasies of many of these core species, and their ecosystem services; provisioning food, clean water, and recycled nutrients. The loss of these symbiotic species would alter the planet and severely compromise mankind's current lifestyle. Animal behavior, botany, physics, chemistry, climate change, agricultural practice, psychology, economics, and politics is discussed. Students research and present unusual topics and observe and interact with a bee hive. Students are challenged to present a poster at a scientific conference on pollinators.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 201G Sci. Rdngs: Materials Alchemy

This course explores materials and new media, applying basic principles in chemistry and materials science. Color, tactility, viscosity, flow, and magnetism are among the phenomena examined in materials and consider how to exploit. Students discover the art, architecture, and engineering of molecular forms, discuss the implications of molecular aesthetics, melodies, machines, and structures, and learn how to connect observable macro-scale behaviors and invisible nano-scale (molecular) and microscopic interactions. Historical and contemporary examples of artists innovating with new materials and their mutualistic relationship with chemists will be analyzed and evaluated for their influence on artists practice and impact on society.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 210 Environmental Science

Promotes a comprehensive understanding of humankind’s interactions (both positive and negative) with the local, regional, and global environment. The first portion provides a tour of earth’s major environmental compartments, including the hydrosphere, lithosphere, atmosphere and biosphere. Emphasis is placed on the interconnected nature of each compartment. The second highlights in greater depth environmental issues of current and emerging importance. Student-selected discussion topics are key components of this course.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 215 Big Ideas in Science

Looks at the major advances in science in the last 500 hundred years, focusing particularly on the 20th century. Newton’s laws, Einstein's theories, quantum mechanics, and string theory are explored. These ideas affect not only our understanding of the universe, but also our understanding of our cultures and ourselves.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 229 Biodiversity

An introduction to the science of biodiversity. This course examines the history of biodiversity as well as current issues, with an emphasis on building the understanding needed to be advocates for the natural world. Topics of discussion include levels of biodiversity; measuring and mapping biodiversity; dispersal and succession; the fossil record and evolution of major groups; the scope of present-day biodiversity; the relationship between biodiversity and ecosystem health; species concepts, speciation, and extinction; conservation biology; and restoration ecology.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 237 Mathematics as Experience

This course covers a range of mathematical and statistical topics needed to think critically and creatively as a consumer or producer of knowledge and information. The goal is to expand students appreciation of mathematical ideas, and facility with their application as powerful tools which have practical and aesthetic purposes. This course explores these connections for artists, creative communicators and designers through lectures, class discussion, and hands-on experience. Topics introduce students to the vocabulary of mathematics and descriptive statistics as a language and as a work of art in itself used to abstract, interpret, analyze, visualize and communicate contemporary and historical human understandings. As an applied mathematics course, it will additionally provide analytical skills that are foundational to many social science classes in humanistic studies.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 240 Scientific Controversies

Scientific theories and facts are the product of struggles between researchers and interested critics. By examining a series of controversies in science during the last two hundred years, this course explores how science has been done and the relationship between science and culture. Investigate controversies such as disagreements about plate tectonics in geology, the process by which the biological basis for the race concept was undermined, and arguments about the status of homosexuality as a mental illness and the events leading up to its removal from the primary diagnostic guide in psychology. A close examination of these episodes and others reveal the myriad ways that scientists and clinicians have developed consensus and otherwise attempted to resolve conceptual and social disagreements in science. The case of global climate change, about which there is scientific consensus, but public skepticism, help the class explore issues related to evidence, the notion of scientific community, the possibilities and limits of scientific research, and science and politics. Finally, by looking at ongoing controversies about the definition of life and when it begins, cases of ambiguous sex and sex determination, and the balance of biology and environment in producing intelligence, the class will encounter disagreements that are as much about values as they are about research methods.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 244 Objectivity

Does “objectivity” have a history, or even multiple histories? Through close readings and case studies in the history of medicine and science, the course explores how things become known to the world, how consensus becomes fact, and how (often) knowledge is unmade. Topics include: the rise of statistical thinking; objectivity in physics; rational thought and monsters; the move from pathological anatomy to the clinic; and debates between philosophy and science about perception. Students gain sophistication in their reading of individual texts, and to synthesize concepts between scientific domains and historical periods.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 245 The Science of Sustainability

This course is about understanding the fundamental scientific principles upon which life flourishes as expressed in the book "The Way Life Works " by Hoagland and Dodson. In analyzing those principles by examples, students a closer look at how human beings as a biological organism, obey those principles and how some behaviors of humankind deviate from those principles, thereby stressing ecosystems, physical forces, and availability of resources. The goal is to turn our look inwardly to oneself, one's culture, one's upbringing, etc. to analyze how each of the choices we make change the planet's state of equilibrium, especially when they are multiplied by the presence of billions of people.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 256 Foundtns Scientific World View

A course in science for non-practitioners. Starting from Newton’s description of gravitation, the course explores the role of mathematical models as the foundation of modern science. Students should achieve some degree of mathematical intuition and an understanding of the scope and limitations of the realm of science. Topics include light and color, harmonics, motion, higher-dimensional spaces, uncertainty, and the nature of scientific theories. A background in higher mathematics is not assumed or required.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 260 Logic

Logic concerns the forms and criteria of correct reasoning. This course begins with an introduction to informal fallacies and critical thinking, and proceeds toward the beginning of sentient and predicate logic. By its end, students think more clearly, read more critically, and argue more effectively.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

NSCI 314 Art and Algorithms

This 6-credit integrated course (3 credits Interdisciplinary Sculpture/3 credits Natural Science) explores the impact of algorithmic processes on art practices and society from WWII to tomorrow. Looking through the lens of systems and a systems aesthetic, students investigate cybernetic, kinetic, electronic, digital, net-art, biological, and AI-based art practices. Students explore the ways in which the world is converted into data and how that data is then made actionable in the world. Students examine the ethical implications of algorithms in society, with consideration of the explicit and implicit intentions of the authors of these performative codes as well as the inextricable role the observer/participant plays. Students create work that is data-driven and research-based, integrating art historical, sociopolitical, and critical theory perspectives with concepts from the fields of mathematics, computer science, biology, and engineering.

Prerequisite: DR 240 or IS 320, and HMST 101 Concurrent enrollment in IS 314 required, totaling 6 credits

NSCI 315 Astro-Animation

This is a collaborative course exploring astrophysics through Animation. Meet scientists from NASA Goddard Space Flight Center and explore a concept of their choice associated with the Fermi Space Telescope to turn it into animation. Topics include dark matter, cosmic rays, black holes and more. The course starts with very basic fundamentals of astrophysics and an overview of the phenomena chosen by the students. Those concepts are to be developed and translated into animation. The last 5 weeks will be spent on animation and different ways of projections. Trip to NASA and to the Maryland science center will be part of the class.

Concurrent enrollment in AN 315 required, totaling 6 credits

PERF 250-IH1 History of Western Theatre

This course will introduce students to the discipline of theatre history, focusing attention upon some of the most notable events, performances, and artifacts of the Western tradition. Students will learn to undertake the labor and practices of the theatre historian and will be encouraged to consider live performance as the most important—yet most ephemeral—primary document to unearth and analyze. The course will consider theatre and performance from a variety of eras, including Ancient, Medieval, Renaissance, Neo-Classical, Romantic, as well as styles such as Realist, Modernist and Absurdist theatre. In addition to written scholarly discourse, students will be asked to call upon their studio skills through a theatrical design project which challenges students’ historical knowledge and analytical abilities.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PERF 303 The Play's the Thing

Entry by audition (cast) and application/interview (tech crew) only.

PERF 305 Storyteller's Theatre

In this course, we engage creative and critical work exploring storytelling as a performative, culturally situated act that structures identity, community, and experience. We discuss myth-making, fact, fiction, and their interaction. Students utilize various narrative and performative techniques to examine how stories shape realities. We ask questions about the power of storytelling to create communities of place and identity. We examine the use of various storytelling tools: space, image, voice, text, body and sound, drawing from dramatic literature, film, live performance, and other media. We use our practical work, readings, and visits from guest artists as resources for creations examining performativity, theatricality, identity, power, and the social and political impact of stories. We engage in telling stories in many capacities: personal narratives, public spaces, fiction, branding, politics. Performance is our main mode, but a wide variety of media is encouraged: video, photo, music, puppetry, pageantry, and digital performance.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PERF 310-TH Performance Studies

This course examines all types of cultural performances from a variety of perspectives that includes theatre and dance studies; anthropology cultural studies; race, ethnic, gender, and disability studies; postcolonial studies; and global studies. After a basic introduction, we will apply these frames to three specific thematic areas with implications for understanding performance, art, and the humanities in a global context: 1) technology as staging, the prosthetic body, new media and identity, 2) the cultural and natural ecologies of cities, and 3) the tasks of cultural diplomacy that asks how, as artists, we can form new alliances and create new cultural and economic opportunities in the world. In the last section of the course, we will generate a set of short performance scenarios as well as longer performance proposals/scripts that cut across the themes. Key activities will include reading and discussion studio work, fieldwork exercises, response papers, and a collaborative final research project that integrates theory and practice in relationship to topics of the students’ own choosing that are related to the three course topics.

Prerequisite: one academic course at the 200 level or higher

PERF 318-TH Multicultural Theatre

Examines theaters and performances in the context of diverse cultural traditions and communities as they have manifest within and across specific geographies. The theaters will span a varied number of styles, histories, social and political frameworks, and artistic practices. The course focuses on ways in which multicultural theater in the United States can be put in conversation with a variety of global theater forms, practices, and texts. The specific content of the course will vary according to instructor expertise.

Prerequisite: one academic course at the 200 level or higher

PERF 427 Traveling Performces/Archtctre

Revolves around the question of “traveling performances/traveling architectures” and its relationship to the arts and humanities, migration, and work in the form of new cultural enterprises in relation to three cities: Hong Kong, Kochi (India), and Baltimore. Explore and develop capacities to engage in interdisciplinary inquiry, research, and practice regarding spatial studies that links performance, art, design, architecture, and urban studies. These capacities include understanding and practicing various techniques for spatial composition, interaction(s) with the environment, and cultural storytelling; then learning methods for applying these frameworks to global case studies on Hong Kong and India. To apply these methods, consider Baltimore as the primary site to collectively build a case study and to develop a strategy for moving from the findings of the work to generating a set of “future scenarios.” In the final phase of the course we will stage a series of critical and creative performance proposals that cut “across” the themes toward the creation of alternative urban futures. The visioning of these futures will encompass, among other things, a strand which focuses on work in the form of new cultural enterprises and what the implications of these new enterprises are for ourselves and our future cities. The course structure includes a combination of short lectures, discussion, observation and fieldwork exercises, and workshop activities. Workshop activities will include, but not be limited to, studio modules on observation, relational, and creative acts of making-space. Activities include theory/practice sessions for working across communities of difference that are important for the students and engaging, in a modest manner, NGOs, local businesses, government agencies, and arts organizations.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PERF 446 Shakespeare in Performance

An intensive examination of several of Shakespeare plays, such as Hamlet, Othello, Richard III, Romeo and Juliet, and As You Like It—all of which have enjoyed recent critically acclaimed cinematic treatments. Students explore Shakespeare’s work on the page, on the stage, and in the movies, studying the play texts, the classically presented BBC productions, and the recent film versions of the plays. Acting, directing, discussion, and writing are all part of the coursework.

Prerequisite: one academic course at the 300 level or higher, or Graduate or Post-Baccalaureate standing

PHIL 204-IH1 Music & Western Thought

Beginning with Plato, Western thought has reflected on the nature of music in order to address concerns that are not merely aesthetic. This course traces the history of philosophical thinking about music—polyphonic music in particular. Why is it that Western thinkers have constantly inquired about the enigma of music in order to answer questions concerning order in the universe, concerning harmony in the state, the “Dionysian” origins of tragedy, the nature of myth and eros, and more recently, the relation of language to meaning? This is not a history of music course, but a course in how seminal Western thinkers have focused on music in order to answer genuinely philosophical problems. No background in music is required, though students must be prepared to listen to a lot of music. The course covers Plato and the ancients on music; Renaissance thinkers on polyphony and harmony; parallels between Leibniz and the music of Bach; parallels between Hegel and Beethoven; Kierkegaard on Mozart and seduction; Schopenhauer and Nietzsche in relation to the music of Wagner; Schoenberg, Thomas Mann, and the philosophy of Adorno; Wittgenstein on music and language; and Levi-Strauss on music and myth.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 205-IH1 Medieval/Renaissance Phil.

This course examines ancient and early medieval philosophy primarily through the major works of Plato and Aristotle, but with Augustine and Aquinas as well. Our focus will be primarily on Plato and Aristotle as they, in many ways, set the agenda for many of the questions still thought fundamental to philosophical inquiry though they approached these questions in a distinctive spirit from that of most modern philosophers. In particular, they thought of philosophy less as a conceptual exercise and more as a way of life indeed, as the best way. The main topics we will cover in our effort to make sense of Plato and Aristotle will be: ethical virtue and its relation to the good life (happiness), the soul and its relation to the body, and the objects and nature of knowledge. The main topics to be taken up with regard to Augustine and Aquinas, who are primarily concerned with the Fall and our possibility of salvation are: sex, death, time and free will. Throughout we will make an effort to flech out the nature of the social and political climate that set the stage for these philosophers and their ideas.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 232-IH1 Classical Greek & Roman Philos

The ancient Greek world, and the adoption and mutation of its intellectual traditions by the Romans, provide seminal ideas at the basis of Western civilization. This course will examine the roots and progression of that tradition through its heyday and demise, culminating with its early transformations by Christian thought. We will cover some of the well known writings of major philosophers of this period, including Plato, Aristotle, Seneca, Lucretius, and Augustine, and consider the historical, political, religious and literary trends to which they responded and which molded their thought in turn. This means we will also sample from texts of Homer, Sophocles, Aristophanes, Cicero, and Julius Caesar, among others.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 233-IH1 Classical Greek Philosophy

Early Greek philosophers posed the fundamental questions that have dominated philosophy for the past two millenia: what is the good? What is happiness? How can I attain happiness? What is the best political arrangement for humans? Is the human soul unique and immortal? What is justice, and why is the pursuit of real justice so often inimical to everyday society? We will explore these and other essential questions in reading from Plato, Aristotle, Epicurus among others, and some of the Greek tragedians.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 251-IH2 Age Rationalism & Empiricism

The topic of this course involves one of the most significant debates in Western philosophy—one that emerges in the period following the Renaissance, starts with the question of the origins of human knowledge, but blossoms into larger controversies concerning the makeup of the human mind, the essence of personal identity, the relations between body and soul, the limits of knowledge, and the possibility of religious faith. Various voices considered in this debate include those of Descartes, Spinoza, Pascal, Hume, and Berkeley.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 260-IH2 History of Existentialism

Examines the development of Existentialism from its roots in the 19th century with thinkers such as Nietzsche and Dostoyevsky to its emergence as a major philosophical movement in the aftermath of the First World War. Students consider the basic elements of the philosophy, its aesthetic implications, and its applications in the fields of psychology and political science as a philosophy of moral freedom. Writers studied include Nietzsche, Dostoyevsky, Sartre, Camus, Hemingway, Kafka,

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 261-IH2 Moral Philosophy of Modernity

Covers the major influences, statements, and debates in Western moral thought from the end of the Renaissance through the 19th century. It explores the continuity and changes in various approaches to questions concerning the best way to live, the social duties we have, and the manner of ethical motivation. The course begins by examining the influence of Stoicism and the Reformation on the Christian moral paradigm of the Middle Ages, following with the emergence of Enlightenment ethical ideals, and concluding with the critique and rejection of the reigning moral paradigms and their religious, cultural, and philosophical foundations in the 19th century. Among the writers examined are Hobbes, Rousseau, Kant, Mill, and Nietzsche.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 277-IH2 The Scientific Revolution

The period since the Renaissance has known a remarkable rush of scientific advances culminating in unparalleled conveniences in human history. This course texts that chronicle the major advances of this period, with a view to the development of the scientific method that made these advances possible, the sociopolitical forces that encouraged particular innovations and areas of research, and of course, the effect and reception of these advances as they emerged.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

PHIL 310-TH What is Beauty?

The course explores this basic question and auxiliary questions concerning the relation of beauty to subjectivity, time and the timeless, purpose and purposelessness, the relative and the universal, desire, pleasure, artifice, cosmetics, and death. Classic philosophical treatments of the nature of beauty will be encountered in Plato, Plotinus, Kant,Schiller and contemporary re-considerations of beauty in the theories of Nehemas and Sartwell. Our reflections will be deepened and provoked by the writings of Keats, Baudelaire, Mann, Stevens, Ashbery, and by pertinent films.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 321-TH Relativism in American Thought

Students identify several strains of relativism in the theory of knowledge, theory of meaning, and ethics. The course attempts to answer such questions as these: is knowledge objective or is it a social/cultural construction? Is meaning independent of particular contexts or is it relative to a particular community’s interests, power, and purposes? When we judge something to be morally wrong, are we making a universal claim that must be valid at all times or is it a judgment that is relative and limited to a particular times, circumstances, and history? Students examine these problems as they appear in the recent relativism controversy between American proponents of literary-cultural theory on the one hand and professional philosophers on the other. At the center of this study is the late Richard Rorty, whose relativistic philosophy tries to link the American Pragmatist tradition with the European thinkers most congenial to literary theory (Nietzsche, Derrida, Foucault, and the later Wittgenstein).

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 322-TH Lang & Limits: Understanding

A course in the philosophy of language and interpretation (hermeneutics) that examines what it is to understand a language, and to address fundamental problems in the understanding of oneself, others, and beings who are “wholly other” like gods, or devils as the case may be. Some of the questions addressed: Does the fact that we speak a particular language (that we are situated in a specific culture at a certain time) preclude us from understanding persons who express themselves in a different language, persons with “conceptual schemes” that seem radically different from ours? How does a community based upon an authoritative text, like the Bible or the U.S. Constitution, handle unbridgeable conflicts in interpretation? Why would a god speak to human beings in figures, in a concealed or riddling manner? And how are we to understand such veiled language? Are there certain times when we must be unintelligible to others and even to ourselves? Are there conditions of our humanity which by their nature resist understanding? The thinkers examined may include: Heidegger, Heraclitus, Herodotus, Saint Augustine, Montaigne, and Kierkegaard.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 325-TH Theories of Madness

This course is based around a series of short stories dealing with murder, madness, mystery and the supernatural, from the 19th century to the present day, with an emphasis on the contemporary era. It also addresses issues pertaining to the short story form (language, structure, style, tone) as well as content (why are dark and sinister themes so well suited to the short story format?). Subjects covered include ghost stories, mysteries, tales of the occult, detective stories and first person fantasies. Texts include stories by Edgar Allan Poe, Wilkie Collins, M.R. James, Sheridan Lafanu, Ambrose Bierce, Herman Melville, Vladimir Nabokov, Thomas Mann, Tennessee Williams, and Katherine Mansfield.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 328-TH Psychology of Art

This course will consider the relationship between psychology and the creative arts, with a focus on the aesthetics of personal taste and perception, dreams, fantasy, symbols, subjectivity, identity, sexuality and the unconscious. We will look at the psychodynamics of the creative process and consider the motives behind creation. We will also consider the domain of aesthetics and metaphysics experience, with particular attention to how psychoanalysis can help us understand the phenomenon of the personal aesthetic. Attention will also be paid to art therapy, the Rorshach test, and the relationship between creativity, personality characteristics and emotional functioning.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 329-TH Deep Ecology: Envrnmntl Ethic

Are we merely in nature, or intimately part of it? What do we owe the earth, and may we take any liberties with her? How can we figure nature and its members into our moral community, or extend moral thinking to include it? What have been the traditional obstacles of such a project, and what present challenges - practical and ideological - face it now? Students consider such questions among others in exploring literature of ecological consciousness and an emerging environmental ethic. The guides in this course include Thoreau, Lao Tzu, John Muir, Aldo Leopold, Arne Naess, and Peter Singer.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 339-TH The Great Chain of Being

This course takes Arthur O. Lovejoy’s The Great Chain of Being: A Study of the History of an Idea (1936) as its starting point, and explores subsequent theoretical and methodological debates in the history of ideas. Particular concerns include: 1) The continuing impact of postmodernism on the history of ideas; 2) The impact of the “cultural turn” including the rise of book history on the history of ideas since the 1980s; 3) The development of the Cambridge "contextual" school of political thought; 4) The role of "unit ideas" in the history of ideas. Authors studied will include Albert O. Hirschman, Michel Foucault, Quentin Skinner, and Anthony Grafton.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 340-TH Philosophy of Religion

Religion is a universal feature of human civilization, and a central motivating factor in much that humans do, how they live, and organize their lives. This course seeks to understand religion as a motivating force, and offer students the opportunity to evaluate it as such. This entails analyzing ideas, arguments and concepts central to religion, or at least many or most religions: the nature of the divine, the afterlife, virtue, the soul, and the like. Other issues of interest to be the interaction of philosophy and theology, the nature of religious language and practice, and the problem of evil. Naturally, a prime consideration in any philosophy of religion class will be the very existence of god, however, consider the prospect of a secular age, and whether humans may be able to live without religion.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 342 Philosophy and Fiction

This course examines the fundamental themes and principles of existential philosophy and Buddhism with the intention of illustrating how philosophical themes can be expressed in the narrative of novels. Readings include selections from Soren Kierkegaard and Friedrich Nietzsche, the Dhammapada of Buddhism, Joan Didion’s Play It As It Lays, Graham Greene’s A Burnt Out Case, Hermann Hesse’s Siddhartha, and Jack Kerouac’s The Dharma Bums.

Prerequisite: one academic course at the 200 level or higher

PHIL 348-TH Nietzsche in His Time and Ours

The course introduces students to key ideas of Nietzsche: "God is dead," Dionysian art, eternal recurrence, beyond good and evil, nihilism, the will to power, the diagnosis and overcoming of resentment, the superman. Nietzsche's influence on artists, writers, and philosophers of the last century is considered as we ask what significance Nietzsche's thought may have for us in the 21st century.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 349-TH Psychopathology

This course will consider some of the major so-called psychopathologies, addressing their psychodynamics, their developmental antecedents, and their cultural underpinnings. We will think about some of the ways in which creativity and psychological pain can illuminate each other, and how we can understand (and fail to understand) psychological suffering. We will consider some of the ethical questions that arise in these circumstances. We will discuss what the insights of creative artists can bring to the relationship between psychopathology and emotional experience. We will also address the insights that the reading and writing of case studies can give us into the human condition, suffering, and our responsibility to one another, particularly when such studies encourage us to develop and nurture observation, analysis, empathy, and self-reflection, to which language and narrative are fundamental.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 352-TH Infinity and the Sublime

How do you describe and picture a god who transcends all names, images, sensuous representations and attributes, and what’s so important about such transcendence? How can you grasp infinity by means of the finite imagination? This course explores the intellectual roots of this problem of the sublime in Judaic thought, in neo-Platonic philosophy and mysticism, and in the aesthetics of the sublime. We explore how different concepts of the sublime spur the poetry of Blake, Dickinson, Crane, and Stevens as well as the “ethical sublime” in post-World War II artists and thinkers such as Celan, Levinas, Rothko, and Anselm Kiefer. We also consult continental and analytic philosophers for light on the problem.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or 230, or Graduate students

PHIL 353-TH Bioethics

Explores the field of bioethics. Students examine basic moral theory in the writings of Aristotle, Aquinas, Kant, Mill, and others and review the principal philosophical concepts (autonomy, personhood, justice, beneficence) underpinning ethical considerations as they influence medical research and practice. Special attention is paid to medical ethics history, from Hippocrates to contemporary medical ethics policies and regulations. The course includes case studies and case presentations that identify ethical conflicts, present options, recommend resolutions, and defend/challenge decisions.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 359 Palestinian-Israeli Conflict

The course is, first, a history of this 100-year war, giving due attention to the formation and internal complexity of the two nationalism's, Jewish and Palestinian. We will attempt to understand the conflict within the wider contexts of Middle Eastern and international politics, and to highlight the role of the United States. The second half of the course focuses on diplomatic attempts to reach a settlement after the failure of Oslo and on problems that stand in the way of such a settlement. Taking account of the most recent developments, students consider competing proposals for a solution and devise their own plan for Middle East peace.

Prerequisite: one academic course at the 200 level or higher

PHIL 363-TH Theory of the Everyday

The great hero of the 20th and 21st centuries has been the Everyman, the Average Joe or Plain Jane whose boring, normal life gets somehow instilled with profound significance. This is not an accident, as modern life has been structured and homogenized while it has also cultivated individualism and self-consciousness. Historians and theorists such as Michel de Certeau and Henri Lefebvre have articulated the concept of the 'Everyday' to describe a fundamental category of human (especially modern) existence: the repeating, patterned, highly structured and anomic modern life. This course studies theories of the Everyday, important historical concepts of the analysis of Daily Life, and literature, art and media that revolve around the Everyday and employ it as a basis for normative existence. Readings include de Certeau, Lefebvre, Virginia Woolf’s Mrs. Dalloway, Ionesco, Freud, Elias, studies of consumer politics and products, the feminist concept of the Personal is Political, still life paintings, the soap opera, and other materials. This course provides students with a new way of looking at their everyday existence.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 371-TH Contemp Political Philosophy

Look at issues and authors prominent in 20th and 21st century political theory. Questions considered include: what is the role and place of religion in the modern liberal democracies? How shall liberal democracies negotiate multi-culturalism, and integrating not so liberal populations? What is the relationship of violence to the modern state? What roles should the government play in alleviating poverty and social ills, and what specific policies are most effective? Why does our democracy in particular suffer increasing apathy, and how does that compare to other regimes? Authors may include Charles Taylor, Michel Foucault, Hannah Arendt, Michael Oakeshott, Isaiah Berlin, Martha Nussbaum, among others.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or 230, or Graduate students

PHIL 382-TH Animal Magic

Engage with the emerging field of animal studies and considers the role played by non-humans in the field of cultural studies, social theory, philosophy and literature. In particular, the history of animal representations in the Western literary tradition, in film, and in popular culture. Also consider the social and cultural implications of pet-keeping, dog shows, animal sacrifice, scientific experimentation, taxidermy, hunting, fur-wearing and meat-eating through recent films, novels, and cultural events that reveal how our interaction with non-human animals shapes the understanding of the human.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 383-TH Image, Time, Movement: Deleuze

Proposes to study Gilles Deleuze’s philosophy by looking closely at his writings on the temporal art of cinema, and to a lesser extent, his writings on music. To understand Deleuze’s theory of these arts, the course examines his general concepts of movement, time, and the image. Since this aspect of Deleuze’s thinking is strongly influenced by his reception of Bergson, study also includes relevant texts by this somewhat neglected philosopher.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

PHIL 435 Art Meets Ecology

The poet, Rainer Maria Rilke, suggests “the artist’s task is to imprint the temporary earth into ourselves so deeply and passionately that it can rise again inside us”. Sculptor Jackie Bookner echoes Thomas Berry’s belief that our own actions are truly creative only when we surrender to the intimate experiencing of the primacy of the natural world and its spontaneous functioning in all we do (Art Journal, Vol. 51, No. 2, Summer 1992). Students in this interdisciplinary course will explore these ideas through ecological field studies at Baltimore’s herring Run Park. Their research into basic ecological principles (energy flow, cycling of matter, adaptations/ changes in form and interrelationships) will serve as the foundation for an inquiry into the relationships between self and the natural world and between close observation and the impulse to create.

This is a 6 credit course. Concurrent enrollment in AH 435 required. Prerequisite: AH 201 and HMST 101.

RELG 222-IH1 Eastern Philosophy & Religion

Examines classical texts and writings of the major thinkers of ancient India and China, with a view to understanding the intellectual foundations and development of these respective cultures. Readings include the Upanishads and the Bhagavad-Gita, the Buddha’s Sermons and biography, Confucius’ Analects, and the Tao te Ching. This course examines the centuries-long discussion between these thinkers regarding such fundamental philosophical topics as the structure of reality, the nature of the human self, the religious issues of destiny of the soul and the existence and nature of God, and the moral and political concerns of human social duties and proper techniques of ruling. In surveying this long exchange of ideas, students consider the historical forces that shaped and prompted these ideas, and the historical influences that they in turn imparted.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

RELG 270-IH1 History of Buddhism

This course will examine the fundamental themes and principles of Buddhist philosophy, beginning with the early life experiences of Siddhartha Gautama (the Buddha), continuing through the development of the Hinayana and Mahayana schools of Buddhism, and culminating in the philosophy and way-of-life of Zen Buddhism. Texts will include: The Dhammapada, The Heart of the Buddha, and Zen Mind, Beginner's Mind.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

RELG 280-IH2 Anthropology of Secularism

Explores the genealogies of secularism, the authoritative nature of secularism and track how it has become one of the disciplining knowledges of the contemporary, and modernity, in general. The course serves to unsettle secularism as the normative mode of inhabiting the world, and instead elaborate how secularism and its power has aligned with racist and other exclusionary practices. The course will chiefly be oriented around the works of anthropologist, Talal Asad, but not only the work of Asad. Students face questions of seminal importance, such as: What happens when religion is allowed to inhabit the space of the public with regards to pluralism, difference, citizenship, and modern subjectivity? This course is a seminar format and will require very close reading of texts by students.

Pre: HMST 101, Frameworks

RELG 360-TH Religion & Storytelling

This course will examine how stories and storytelling combine entertainment and instruction to create, reflect, transform and sustain different religious contexts and the beings that inhabit them. We will use stories from various religions and cultures as opportunities to learn about diverse ways of experiencing, imagining and understanding existence in the world. Through specific examples from Native American, South Asian and European-American storytelling traditions, student will encounter Christian, Jewish, Hindu, Muslim and indigenous religious traditions. We will also focus upon the act of storytelling, and study how different modes of human communication and relationship affect religious experience. Concepts for inquiry will include truth, belief, religion, and culture. As we encounter the content of stories and the role of storytellers we will also think about creation, healing, gender roles, resistance, empowerment, and socialization.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

RELG 369-TH Religion& American Consumerism

This course explores religion and ways of being religious through juxtaposing locative and utopian ways of inhabiting material worlds. Discussions consider the cultural distances between western and indigenous ways of life, and how religious ideas inform and shape cross-cultural modes of consumption. Readings focus on Mesoamerican religious rituals, Guatemalan woman's life, development of consumerism and its spaces in America, an economic hitman's confessions, and commodification of religion through popular culture. The course encourages students to think creatively about religion and to challenge themselves to think critically as well as self-reflectively about their own culture. Is consumerism a way of life? What does consumerism reveal about Western culture and its core values?

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

RELG 465 Raja Yoga, Spirituality & Art

This course will investigate the nature of human consciousness and the creative imagination from the viewpoint of Raja Yoga (the practice of meditation and self knowledge), the spiritual vision of Wassily Kandinsky and the place of the artist in that vision, and the Japanese aesthetic sensibility of Wabi Sabi. Readings will include The Yoga Sutras of Patanjali (Swami Satchidananda commentary), Concerning the Spiritual in Art (Wassily Kandinsky), and Wabi Sabi: The Japanese Art of Impermanence (Andrew Juniper).

Prerequisite: One Academic course at the 300 level or higher.

SSCI 202 Personal & Abnormal Psychology

Surveys personality theories, various concepts of psychological adjustment, and models of mental health. Specifically, the students examine bio-psycho-social foundations of human personality theories, and normal and deviant human behaviors. The class format includes lectures, discussions, and case studies. Fulfills social science requirement.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 215 Social Problems: Anthro View

Investigates contemporary cultural scenes through the study of newspapers, periodicals, tests, media, and guest speakers. Students concentrate on the important cultural markers of postmodern society: violence, ethnic relations, gender roles, ecology, and alternate belief and healing systems.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 219 Writing Culture: Ethnography

When words gather together with energy, other places, other people, and other voices stir in a parallel life. The writer can feel more alive too, alert and connected to a welling inner source that flows outward toward other lives. This at least is the ideal. But words sometimes refuse to be summoned, leaving a writer sluggish and adrift, or worse, alone and depressed. This class offers inspiration, purpose, and nurturing company for non-fiction writers. Throughout the semester we will engage with the best of new anthropological writing and write a great deal ourselves. Our aim is to improve our ability to describe with vivid accuracy, to lay out ideas with clarity, to make every word count. Writing composed with craft touches readers on several levels—intellectual, emotional, aesthetic—and the impact lingers longer than words dashed off. At its best, strong writing can direct attention to suffering and injustice, deepen compassion and outrage, elaborate imaginative alternatives, and mobilize energies for action. Become a crafter of words.

SSCI 220 Anthropological Readings

This course is an introduction to the basic concepts, methods and perspectives of the social sciences with special attention to cultural anthropology and the study of cultural groups, including native peoples of South and Central America and Native Americans and indigenous peoples of the North.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 223-IH2 Intro to Cultural Anthropology

Humanity is a puzzle: we have highly developed intellects, yet again and again we make terrible decisions; we are co-operative yet also intensely selfish. We create beautiful art yet leave the world in an ugly mess. We create technologies which generate great wealth yet most of humanity lives in abject poverty. Why is humanity like this? How does the world work? Cultural Anthropology tries to solve these puzzles of our contemporary existence. Frequently its method is comparison. By looking at other cultures we realize that much of our own taken for granted life is neither natural nor universal. In this introductory course, we trace the history of the discipline, from it origins to the present day.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 228 The Genesis of Anthropology

This course answers the questions who, what and the how’s regarding the board discipline of Anthropology. It differs greatly in its scope from the rest of Humanities due to its “Holistic Approach” stressing Culture and its influence on all human behavior. Although the sub-groups are specialized, Anthropology is about “The People”. Join the journey as archeologists, primatologists , physical and cultural anthropologists enter unknown locations around the world. We will investigate numerous indigenous cultures with pathfinders as they unravel and collect data and build theories regarding humankind. After collecting fieldwork information and living with numerous societies searching for different cultural traits and behavior, we will discover how Anthropology has evolved and presently identifies the universality of being human.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 229 Social Cognition

Several books appeared, and became NY Times bestsellers, in recent years that attempted to examine human potential and societal issues, such as Blink and What the Dog Saw by Malcolm Gladwell and Hidden Brain by Shankar Vedantam. They discuss contemporary issues that confront us, including implicit racial bias, bystander apathy, the myth of innate ability, to mention a few. These are fascinating topics and a nontraditional psychological analysis often reveals issues that are often not obvious by rational analysis. Other issues that may be addressed include crimes and criminal personality, subliminal influences, and even alien abduction and past life regression from a scientific standpoint.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 235 Women and Sexuality

This course will examine the shifting history and politics of women's sexuality in the United States. We will explore how sexual behavior and the meanings of sexuality have changed over time and how they have varied depending on race and class. We also analyze how second-wave feminism has altered how our society views and contests female sexuality. This course places female sexuality in the context of broader shifts in American history and culture.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 239 Tribal Societies

An anthropological journey exploring the realm of indigenous cultures around the world. Taking a holistic approach, students weave the paths of adaptation that form these cultures by investigating their environment, values, beliefs, rituals, and socio-economic systems. It is important to be aware of these cultures to attain a view of our past and understand the multitude of problems of contemporary tribal peoples.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 240 Perception and Cognition

Perception is the process through which sensations are interpreted, using knowledge and understanding of the world, so that they become meaningful experiences. Thus, perception is not a passive process or simply absorbing and decoding incoming sensations. People fill in missing information and draw on past experience to give meaning to what they see, hear, touch, smell, or taste.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 251-IH2 Ethnographies of Neoliberalism

Explore neoliberalism historically, and its hold in contemporary society. Students read the work, primarily of anthropologists, who detail in their ethnographies, the rise of neoliberalism across the world at the local level. The ethnographies of neoliberalism across the world will demonstrate how neoliberal sensibilities have become foundational to how we relate, respond to and understand topics as seemingly disparate as environmentalism, higher education, art practice, immigration, sexuality, homelessness, indigeneity, health care, globalization, non-governmental organizations, social justice activism, and humanitarianism.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 253-IH2 History: Mind & Consciousness

How can consciousness be explained? Is conscious experience ultimately reducible to matter, to events and causes in the material world, or is mind substantially different from the material world? The first part of this course examines different accounts of subjective experience, from Descartes to contemporary neurology. We consider contemporary debates concerning whether artificial intelligence provides the right model of the human mind. In the process we ponder famous thought experiments such as “the Chinese room,” and the possibility of zombies, creatures that seem to do everything we do, only they don’t have minds. The second part of the course focuses on accounts of self-consciousness. In addition to learning theories of self-consciousness and higher order thought in the philosophical tradition, we examine important modern literary and cinematic explorations of self-consciousness. The last third of the course tests past and present interpretations of a famous mind that is super-conscious of its own consciousness, the mind of Hamlet. In groups, students learn and apply the principles of different contemporary schools of psychology in order to develop a persuasive account of Hamlet’s self-consciousness and madness.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 254 Death and Dying: Last Frontier

Humankind has always been in wonder of the mysteries of death and the possibilities of an after-life. Dying and death is an inevitable part of the sacred circle of life. This topic is of particular interest and often an obsession for the imaginative and creative art student. This class will examine this topic taking a multi-media cross-cultural comparative approach stressing ritual, spiritual practices and world views. Our classroom will reflect "common-unity" within a sacred space; an environment of enlightenment on a multiplicity of levels. The goal of this revived course is to gain a greater understanding and awareness of this rite of passage that we must all face and it's impact on society, family, and friends, and the "star" of the drama, the individual. Come share and experience the journey.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 275-IH2 Native American Studies

This course is an introduction to Native American studies with a particular focus on Native American religion. Like other indigenous religions around the world, Native American religions permeate the entire way of life, and their cultural expressions are enormously rich and creative. Native American religion expands usual definitions of world’s great religions by including relationships to land and spiritual dimensions of the material world. The land has religious meaning, and the natural environment is ultimately sacred. Readings focus on Mesoamerican, Lakota (Sioux) and Haudenosaunee (Iroquois) traditions. Students will explore Native American cosmovisions, creation stories, giving thanks prayers, vision quests, and ceremonial culture. Readings, films, and discussions address such critical issues as colonization and its consequences for Native Americans, sovereignty, freedom of religion, land rights, responses to climate change and globalization. The course invites students to reflect upon the contentious history of inter-cultural contact between indigenous and immigrant people of the Americas.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 284 Family Matters

At the root of human behavior is the need to survive. Cooperation and alliance making is of paramount importance. This course examines in depth the adaptive mechanisms of kinship and descent within various traditional /indigenous cultures around the world and through time. We will discuss family structures in horticultural, nomadic, pastoral, hunting & gathering and formal agrarian settings.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 285 Celebrity

What is celebrity, and how does one acquire it? Celebrity is not purely a twentieth century phenomenon. This course will track the history of celebrity and charisma, from Alexander the Great to current movie and television stars. We will consider the social, cultural and psychological issues surrounding fame and notoriety, and look at how and why cultures are compelled to create and worship their own celebrities. The course will include a series of film screenings.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 305-TH Human Development

This course is an introduction to human development across the lifespan. It is designed to cover major developmental issues in physical, cognitive, and social/emotional realms from infancy, toddlerhood, early childhood, childhood, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood. Students will learn the major developmental theories in the field, as well as current “hot topics” within human development from opposing points of view. Students will be expected to use critical thinking, research, writing and presentation skills.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 306-TH Capitalism and Its Critics

Since the fall of the Communist regimes 20 years ago, it has been taken for granted in the West that the Capitalist economic system is the best possible economic system, indeed, the best by nature, and our destiny as a species. This was not always the preponderant view. For most of its history, Capitalism was not supreme, and its supremacy self-evident, but rather, it knew significant competition—and in many parts of the world, still does. In light of the recent—and devastating—credit crisis that rocked the global economy in 2008, Capitalism’s nature, and its self-evident supremacy, very much came into question. Perhaps, critics wondered, it’s time to reconsider our embrace of bare-knuckled Capitalism in the West; perhaps it is time to consider subtler variations, compromises, hybrids—and evaluate the strengths and drawbacks of the Capitalist system anew. Perhaps it is time to admit what kind of Capitalist economy we have cobbled together—its essential problem might be that it is not in fact very ‘Capitalist’ at all! Imagine that. In this course, we will look at some of the most prominent writings in the ‘canon of Capitalism,’ as well as important contemporary voices critiquing the nature and character of the Capitalist system, and how we have allowed it to develop today.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 310-TH Anthropology of Emotion

Have you ever felt the welling-up of rage, the tender pangs of love, or the emptiness of despair? The emotions are a tantalizing subject for examination because they appear to tell us about our true selves. Yet anthropologists suggest that the emotions are neither individual nor universal. In this course we consider a broad sweep of emotions: fear, disgust, paranoia, pride, envy, compassion, and desire, examining how they vary across the world. Why, for example, don’t Inuit people show anger? How can we explain the British "stiff upper-lip"? And does it feel the same to fall in love if you do it in Baltimore or Bali? We also consider the political economy of the emotions: when lives are dominated by hunger, what becomes of love? When assaulted by daily acts of violence, what happens to trust?

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 315 Intercultural Communication

This course will explore issues in intercultural communication, balancing a review of primary research and theoretical writings with practical applications for international study and work, art-making, and media production. We will move from an understanding and critique of major work in the field of intercultural studies including theories focusing on adaptations in interactions, identity, effective communication, and adjustment. Significant features of the course will be guest lecturers from fields such as anthropology and intercultural education and a community engagement project in which we will apply theoretical understanding to service projects with community organizations working with diverse populations in Baltimore city.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 316 Belief System: Alternate Paths

Offers artists a means to explore their curiosity about such topics as magic, witchcraft, voodoo, the occult, and other beliefs within an anthropological setting.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 321 Creativity and Community

Examines the relationship between art practice and community building, drawing from the work of Paolo Freire and Saul Alinsky, as well as Kenneth Koch’s and Wendy Ewald’s work with children. Students study the use of poetry, theatre, improvisation, and photography in collaboration with communities who are engaged in the work of self-definition and cultural expression. Participants also work with students and parents on collaborative projects that are publicly exhibited. CAP course.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 322-TH Ethno/graphic

Explore how complex anthropological concepts are conveyed through comics by reading graphic novels as a form of theoretical storytelling. Students identify key themes and narratives that emerge through the graphic novels that demonstrate the nuances and ethnographic details of anthropological fieldwork. Students formulate and create ways to tell stories through visual elements based on short fieldwork exercises at MICA and in Baltimore City using the graphic narrative format as a way of building understanding across cultural, religious, class, ideological and disciplinary divides. Students also learn how to work collaboratively as a team of anthropologists, artists and designers. Many, but not all, of the graphic novels will be based on ethnographic fieldwork in the Middle East and South Asia, thus students will learn about everyday life in these regions of the world.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 323-TH Globalization & Its Discontent

While our world is divided into continents and nation states, our lives are influenced by factors that originate in far-away locations or that are completely de-territorialized. In this course we will investigate the multifarious interconnections that shape our world, and examine how people, places, practices, materials and ideas are linked across the globe through complex, multifaceted dynamics. This is a seminar course in which we will develop an understanding of globalization through theoretical texts as well as by reading ethnographies on global phenomena such as the ecological crisis and climate change, global migration, the wars on drugs and terror, global racial capital, and transnational indigenous activism.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 325-TH Anthropology of Childhood

Why do infants in Kenya sit unsupported at four months when most Western infants cannot achieve this skill before six months? Why are Chinese babies toilet-trained by twelve weeks, while American children remain in diapers into toddlerhood? Why do Beng mothers in the Cote d’Ivoire decorate their babies with jewelry and paint? Are babies divine, or do they have the devil in them? And should parents talk to their infants, or is it a waste of time? Child rearing is often viewed as a matter of “common-sense,” when, in fact, ideas about children and how they should be raised vary a great deal across cultures and throughout history. In this course we draw on anthropological research to study childhood from birth to adolescence. We examine infant development, asking how much is universal; discuss the every day actions—toileting, feeding, sleeping, and crying—that make babies into social actors; and evaluate the impact on children of poverty, migration, and war.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 326-TH Visual Anthropology

Anthropology has a long and at times troubled history of engaging with film and photography. In this course, we explore the legacies of visual anthropology in the collections of exotic artifacts and images that circulated in the West as popular spectacles, scientific specimens, and as works of art. We then examine key movements in the history of ethnographic film, consider ethical and philosophical debates about the objectivity of the filmic image, examine the power relations inherent in the ethnographic gaze, and unpack the politics of inter-cultural representation. Finally, we consider how new media shapes the anthropological endeavor. Rather than approaching visual anthropology with a divide between "anthropological content" and "aesthetic composition" this class will attempt to foster both, pushing an artistic eye toward newly unfolding anthropological concerns.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 330-TH Cyberpsychology

This course will be an immersive experiment in which we use online forums to investigate the effect of virtual communication upon our behavior and attitudes toward each other. Face-to-face class sessions will be held once every three weeks. During the two weeks in between our physical meetings, we will ""meet"" online in order to discuss how we experience online realms as psychological spaces with meaning and purpose, an intermediate zone between self and other, and even as an extension of their own minds. Students will read theory and research concerning how attitude change and social influence are affected by online discussions, and learn to evaluate healthy versus pathological internet use and the various psychological needs addressed by cyberspace (needs for sex, belonging, relationships, mastery and achievement, altered consciousness, self-actualization, transcendence). We will also experiment with the question of how people's past relationships lead them to misunderstand and misinterpret one other online. Readings will be drawn mainly from the work of John Suler and Sherry Turkle. Students should be willing to talk about personal issues in class.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 337-TH Very Bad Things

What happens when a thing goes bad? What is an unruly object and how does it get that way? Can an object get out of control? Can it be disobedient? In this course in material culture we explore the recalcitrance of things, investigating the moments when objects resist our intentions or confound our expectations. At these vital junctures, things expand beyond the limits of the human imagination, shaking up our sense of the world and our place in it. This course will consider how objects unsettle the presumed docile or one-way dynamic between human actors and material things. We will explore artifacts that surprise or horrify, magical objects, and fetishes, the naughty, the broken, the lost, the painful, and the perverse. Drawing from cultural anthropology, material culture studies, and museum studies, each class focuses on a different “very bad thing”: from slave brands to sex toys, from magical amulets to animated corpses.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 344-TH Gender, Sexuality, and Islam

This course will introduce students to the anthropological study of the position of women in the contemporary Muslim world. Students will examine ethnographic and literary works that illustrate how the construction of gender is impacted by their participation in a lived Islam, how Islamic belief and ritual shapes gender rites, how notions of family, marriage, widowhood and modernization, nationhood, politics, reform, aid-programs, education and work affect women’s lives. One important case study will be the examination of women in Afghanistan, whose lives have been impacted in the last 30 years by wars, civil wars, and Western interventions.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 345-TH Activism and Social Theory

Efforts to understand human society have always been linked to activist struggles to achieve social change. This course examines some of the major social theories of the 19th and 20th centuries, including Marxism, critical theory, and postmodernism. Students consider the influence of these ideas on social movements such as the labor movement, the student movement of the 1960s and the anti-globalization movement and discuss the ways in which the form, content, and goals of activist efforts evolve in connection with ideas from philosophers and social scientists.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 376-TH Urban Theory

The aim of this class is to obtain new knowledge of the city by conducting critical “listenings” of the city of Baltimore. Throughout the semester, students identify, research, and then experiment with various experimental, exploratory tactics, including (but not limited to) the ambulatory drift (as practiced by the Surrealists) the derive (as practiced by the Situationists), stalking (as practiced by Yoko Ono), flânerie (as practiced by Walter Benjamin), Rhythmanalysis (as practiced by Henri Lefebvre), urban detective work (as practiced by Phillip Marlowe and Jake Geddes), and actor-network theory (as practiced by Bruno Latour). While the pedagogic intent of this course therefore tends towards the epistemic, ultimately, the point is to encourage artists, architects, activists, and the like to engage their cities in ways that resist our predefined notions of what the city is or should be.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 387 Poverty & Homelessness

This course is designed to deepen the student’s understanding of the phenomena of poverty and homelessness in the United States and internationally through critical and historical analysis of each as a social concept and human reality. Students will uncover and examine widely held beliefs associated with homelessness and explores the larger cycle of poverty from diverse interdisciplinary perspectives. This course explores the human, social and design problems presented by the intersection of poverty and homelessness as well as individual constructs with special attention to their causes and consequences. This will include global economic factors, migration patterns, and political/social crises; and governmental and NGO policies and programs. This course also provides an introduction to public policy and intervention which address the causes of poverty and homelessness and its effects on special populations as differentiated by race, ethnicity, class, gender, education, immigration status, disability, age, sexual orientation and family structure.

Prerequisite: Earned credit or concurrent enrollment in HMST 101

SSCI 428 Globalization & Dispossession

This course will explore processes of globalization and dispossession through careful analyses of race, class, sexuality, and nation. How do capitalism and violence produce how subjects are gendered, racialized, classed, sexualized, nationalized, and dispossessed in the contemporary? How do we understand and theorize globalization so we understand how intimately the linked processes of capitalism and violence are to the dispossessed subjects of globalization? This course will offer anthropological ways of seeing and thinking through mutually imbricated processes of globalization and dispossession.

Prerequisite: 3 credits of IH1 and 3 credits of IH2, or HMST 220 or HMST 230

SSCI 485 Conflict and Coexistence

The course introduces students to research and studio practice surrounding the topic of settlement patterns and strategies in the Middle East, from the origins of town life to the contemporary period. Topical discussions will focus on issues like settlement patterns and lifeways in the Middle East; the importance of nomadic pastoralists and other “alternatives” to patterns of sedentism; the role of geography and natural resources; behavioral and cultural reactions to stressed geographies and ideas of sustainability; interaction of different settlement/behavioral patterns through time, the art and architecture of early city dwellers, and survivals of traditional lifeways in the contemporary era.

This is a 6 credit course. Concurrent enrollment in AH 485 is required. Prerequisite: AH 201