2017		W	4:00-6:40	Mutombo M'Panya	CH 37
2018		M	1:00-3:40	Nelson Kellogg	CH 60
2019		T	:9:00-11:40*	Margaret Anderson	CH 52
2020		TH	1:00-3:40	Debora Hammond	CH 59
2021		TH	1:00-3:40	Heidi LaMoreaux	CH 60

This is a course required of all incoming upper division students to acquaint them with the specific skills and concepts basic to a Liberal Studies education: 1) analysis of assigned readings, 2) participation in seminar discussions, 3) development of writing skills, 4) introduction to the Portfolio, 5) researching of materials leading to the completion of an Independent Study Project, and 6) application of these skills to issues developed in LIBS 304. *This course will be closed until seats are needed.

Hutchins Portfolio is available on the web. The divider categories are: Major & Portfolio, Introduction to Liberal Studies, Core Areas, Senior Synthesis, and Advising Keys.

SUCCESSFUL COMPLETION OF LIBS 302 IS REQUIRED TO CONTINUE IN THE HUTCHINS PROGRAM. Students earning a grade of C- or lower will not be allowed to continue in Hutchins. [top]

2199		W	1:00-3:40	Michael Scott	Ives 79
2200		W	4:00-6:40	Michael Scott	CH 68
2201		T	4:00-6:40	Rob Weiner	CH 68

This first course in a two-semester sequence (304 & 308), is designed to examine the fundamental beliefs, assumptions, and "self-evident" truths that serve as the foundation for American culture, and then to consider those truths in light of challenges provided by multicultural perspectives. [top]

Contract course. Must use form to register. All tenured or tenure-track faculty.

May be repeated for credit. Prerequisites: LIBS 302 and consent of instructor. Contracts available in department office (#16 in rack). Students propose a particular study they want to do, and advisors assist with completion of agreement. Form with advisor's signature is then left in Director McGuckin's mailbox (top right, outlined in blue) for signature. [top]

2202

T

1:00-3:40

Richard Zimmer

CH 68

This course is an interdisciplinary examination of the American Educational System. The course reviews the history of American schooling, philosophical issues that continue to shape its foundations, the effect of ethnicity, gender, class and disability on it, and the ways in which curriculum affects it. Appropriate readings and papers will explore these areas. In addition, students will perform forty five hours as volunteers in public school settings. This will allow students to complete their volunteer prerequisite requirement of the School of Education. Students will share their experiences from volunteering with the class. [top]

Contract course. Must use form to register. All tenured or tenure-track faculty.

See additional information under LIBS 310. [top]

2066

TH

1:00-3:40

Ianthe Brautigan Swensen

CH 68

Intended for elementary credential students, this course introduces the language arts as they are taught in grades K-6. Related topics - e.g., the history of the English Language, language acquisition, basic elements of linguistics - are briefly considered. [top]

3611

TH

4:00-6:40

Ianthe Brautigan Swensen

CH 68

Intended for elementary credential students, this course introduces the language arts as they are taught in grades K-6. Related topics - e.g., the history of the English Language, language acquisition, basic elements of linguistics - are briefly considered. [top]

Developmental processes do not simply unfold-they are constructed in real time through processes of living. Child development, then, is the examination of individual change within a particular context. This course will be a close inspection ofthe pathways child development through the windows of Western culture, emphasizing relevant behavioral, social, linguistic and cultural factors as well as major theoretical views of perceptual, cognitive, physical, emotional, and personality growth. We will contrast subjective views of childhood experiences with objective methodologies and will use a variety of disciplinary approaches and levels of analysis to shape our understanding. There will be a service learning assignment as well as some work in the Hutchins Pedagogy Project. [top]

2135

NA

Anthony Mountain

Get handout - CH 44

Intended for students seeking an elementary credential and wishing to assemble resources in children's literature projects. [top]

2136

NA

Janet Hess

Get handoout CH 44

Intended for students seeking an elementary credential and wishing to assemble resources in children's art projects. [top]

Intended for students seeking to participate in the creation of a Hutchins Community Art Show.
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A capstone course required for students who are developing portfolios and are Hutchins majors. Drawing on the papers collected for their portfolio, students will write a major paper synthesizing aspects of their own intellectual development, and will also write and present a senior synthesis study at the end of the semester.(3 units with 1 unit of non traditional) [top]

NOTE ABOUT LIBS 310, 315, 410 AND 415:
May be repeated for credit. Prerequisites: LIBS 302 and consent of instructor. Contracts (Independent Project Form - #13 in rack) are available in department office. Advisors assist with completion of agreement. Completed form with advisor's signature is then left in Provost's mailbox for signature (top right). Approved forms will be hand carried by staff to Admissions & Records.

NOTE ABOUT PORTFOLIO: Don't forget to include your major essays and projects under the corresponding core in your Portfolio at the end of the class. [top]

Courses in this area address the following issues and themes:

• Problems and possibilities before us at the start of a new century as we move toward a genuinely global culture.
• The relationship between the individual and all kinds of human groups, the context of human interaction in which the individual finds many of the dimensions of the self.
• Ideas, attitudes, and beliefs that flow between society and the individual and which result in the political and economic arrangements that make life-in-common possible.
• Historical and economic developments, geographical facts, analytical models, and moral questions necessary to understand the dynamics of individuals and their communities.
• Moral and ethical underpinnings of our patterns of social interaction and how these affect issues such as race, gender, and class.
• Questions concerning whether the goals of human dignity, political justice, economic opportunity, and cultural expression are being enhanced or destroyed by specific historical developments, cultural practices, economic arrangements, or political institutions. For example: How, in the face of that compelling force, do we shape the kind of society that values and protects the individual? How do we become the kinds of individuals who understand and help foster the just society?

In this course we study how a quest for democracy is manifested first in English and Spanish America and later in the relations between the United States, Mexico, Cuba and Puerto Rico. We explore the nature of democracy self-determination, colonialism, and the classification of citizens according to class, gender and culture. For this explorations we use theoretical tools such as economic, discursive (the intersection between power and language) and patriarchical analyses of power relations and their impact on human bodies in the present. Prerequisite: LIBS 302 or LIBS 101-202 [top]

As President Clinton often quipped in his election campaign, “it’s the economy, stupid.” With the recent crisis in the mortgage market, it is becoming increasingly apparent that our economic system could use some serious rethinking. And it is also clear that the average citizen needs to be more informed about the hidden structure of our monetary system. This course will explore the nature of money in the 21st century, the implications of a debt-based and interest bearing system, the role of the Federal Reserve, the meaning of the Gross National Product, distribution of wealth, taxes, and a variety of related topics. We will examine our national (and international) priorities as they are reflected in federal and state budgets and, on a more personal note, we will explore the significance of money in our own lives. Prerequisite: LIBS 302 or LIBS 101-202 [top]

Courses in this area address the following issues and themes:

• Science and technology and their relationships to the individual and society.
• The methods of science and important information that has been discovered through their applications.
• Some of the crucial issues posed by our cultureís applications of science and technology and, adversely, the cultural consequences of a materialist world view.
• How science and technology impact all areas of our lives.
• How, for better and for worse, as inheritors of the Scientific and Industrial Revolutions, we intervene in our material world technologically.
• Scientific aspects of particular social issues, or an issue of personal concern, the sense of science as a social endeavor.
• The values implicit in a particular technology.

Water, the most indispensable substance for all life on earth, has always played a vital role in the development of human society and culture. Today, our understanding of and the choices we make about this “Blue Gold” are increasingly central to the future of both human civilization and the natural world on which it ultimately depends. This course is an interdisciplinary exploration of the changing meaning and use of water in various eras and cultures as well as its pivotal role at present as the most vital natural ingredient capable of helping reestablish a healthy and balanced human relationship with the natural world.. Prerequisite: LIBS 302 LIBS 101-202 [top]

This course will provide a multi-faceted analysis of the system of food production and distribution in the modern world, and its implications for both human and environmental health. We will explore the global food web through a variety of lenses, including economics, politics, health, ecology, chemistry, aesthetics, and psychology. We will examine the consequences of industrial agriculture and developments in genetic engineering, as well as the recent emergence of farm to school projects in our local community, which are building stronger connections between schools and local farmers, and integrating food and gardens into all aspects the curriculum. We will explore a variety of perspectives on diet and nutrition. The course will include a service learning or community-based research component, and will hopefully add new meaning to the notion that “you are what you eat.”

Mechanization and automation, concepts born of the industrial revolution, continue to dominate our lives and economic means of production well into the information age. We need to understand the human fascination with the construction of devices and the aesthetic of the artificial if we are to avoid greater "dis-integration" with our present and future roles in society. This course will survey the spectrum of responses to the artificial landscape in the ninetheenth and twentieth centuries, from the "Zen of machine" consciousness of the practitioner to the fearful jeremiad of the alienated observer. Several up-close class activities with both the artist's and gadgeteer's perspectives will complete the reconnaissance. Prerequisite: LIBS 302 or LIBS 101-202
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An interdisciplinary look at what constitutes "garbage."  Students will learn the chemistry of garbage, the technologies of disposing of garbage, the social definitions of garbage presently and in history, the social dimensions of garbage, and the finances of garbage.  Recycling will be explored.  Students will make a number of field trips and perform service learning projects with schools and community agencies. Field trips to be arranged. Prerequisite: LIBS 302 or LIBS 101-202
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Courses in this area address the following issues and themes:

• Why humans create literature, epics, poetry, drama, and other literary forms, the visual arts, languages, architecture, music, dance, the writings of philosophers, and the thought and literature of the worldís religions.
• The inner world of creativity and individual values as well as the questions about how we arrive at a sense of meaning and purpose, ethical behavior, and a sense of beauty and order in the world.
• Deep and significant aspects of ourselves which may otherwise remain obscure and therefore troubling.
• Important questions - and occasional answers - about life and death, about feelings, and about the ways we see things.
• The metaphors that help us recognize and become aware of the interrelations of all the areas of inquiry humanity has developed.
• Images from which we may learn about our reality or realities of other times.
• Creative and intuitive thinking processes that lead to an understanding of the aesthetic experience.
• How the arts can be an end in themselves, as well as a means to an end.

In his dissent from McKlesky v. Kemp (107 S.Ct. 1756 [1987]), Justice William Brennan described the fate of prisoners on death row, arguing that a majoritarian chorus should not dictate the conditions of social life. "Those whom we could banish from society or from the human community itself," Brennan argued, "often speak in too faint a voice to be hears[.]" id. In this course we will approach the challenge of attending to voices from the margin. What are the social a historical mechanisms that suppress or marginalize the perspectives of those less powerful than ourselves? What perspectives or paradigms might we adopt to enable us to acknowledge, if not inhabit, worlds other than our own? Where is the line between societal empowerment/empathy and the acknowledgement of personal responsibility for suffering? Where voices are marginalized as a consequence of cultural difference, how can they be apprehended without turning them into a mere litany of cultural difference? These and other questions will be explored through an examination of historical criticism, legal cases, autobiography, poetry, and cinema, as well as a critical examination of news media and student focus on a selected "voice," as well as attention to her or his own.

This course will examine musicals from around the world. From classical Hollywood numbers to Bollywood song and dance, from the early twentieth century to the early twenty-first, we will explore the multifaceted nature of the musical genre and how it has been and continues to be deployed by various cultures around the globe, even as it reformultates these cultures via its hybrid, innovative strategies. Along with frequent screenings of musicals, we will engage in readings spanning the disciplines, including film and theatre theory, queer theory, cultural studies, postcolonial theory, and gender studies, to name but a few. Prerequisite: LIBS 302 or LIBS 101-202

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This course will explore Environmental/Earth Art Concepts, works and artists and the relationship between art and nature. We will study ancient and modern earthworks and use a variety of artistic and scientific techniques for observing, recording, and understanding nature. This is a hands-on class that will satisfy the core C requirement but is not a seminar. Prerequisite: LIBS 302 or LIBS 101-202

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Who is a tourist? What is a traveler? Is the difference, as Paul Bowles once wrote, partly one of time, where "the tourist generally hurries back home at the end of a few weeks or months," while "the traveler, belonging no more to one place than to the next, moves slowly, over periods of years, from one part of the earth to another?" Through an interdisciplinary and multicultural approach, then, involving critical essay, fiction, travel writing and film, this course will address these and other, interrelated questions concerning the experiences of travel and travelers, as well as their representations, from the post-WW2 era to the end of the 20th century. Prerequisite: LIBS 302 or LIBS 101-202

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In this course we will consider various examples of memoir writing, particularly in terms of the author’s use of place, that is, of a specific local as it relates to, or does not relate to, the writer’s depiction of his or her life story. We will want to ask questions such as: How has place shaped both the writer’s understanding of his or her world and, in turn, the issues themetized in the respective life story? How might the same environment be understood otherwise, say, in terms of a difference in gender, race, ethnicity, or religion on the part of the writer? How has our sense of place our coming from a particular locale shaped our reading of the memoir?

At the same time, we will be writing and workshopping our own life stories, looking for ways to develop and strengthen our craft and voices as writers. Furthermore, we will take at least two fieldtrips one to an urban locale, another to a nature preserve in Sonoma County and think about these places from our point of view as writers shaped by our background and world views.

Prerequisite: LIBS 302 or LIBS 101-202

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Courses in this area address the following issues and themes:

• Reality as a result of many factors, some of them psychological, some biological, some philosophical, some social and the many aspects of being or existence as reaching from the physical to the metaphysical.
• Consciousness as, somehow, the result of our gender, our ethnicity, our health, the ways in which we were reared, the social stratum in which we find ourselves, the beliefs that were engendered in us, and other factors.
• Consciousness as occurring across a spectrum of potentials (conscious/unconscious, rational/irrational, egocentric/transpersonal, masculine/feminine) that influence our personal and collective realities.
• Human needs at various levels of emotional, religious or spiritual, intellectual, and transpersonal or universal disciplines, practices, and experiences.
• One of the major concerns of people in all places at all times has been: what are the components of being human?
• The range of answers which are sometimes perplexingly inconsistent with one another, and yet their very divergence itself suggests something about the powerful complexity of the human individual.
• The study of biology as it relates to psychology, and consciousness as it affects and is affected by perceptions of reality.
• Meaning-making as a necessary human achievement, and identity formation as it is understood in the light of developmental psychology and the nature-nurture controversy.

Most of the information we receive about the world and ourselves seems to be a one-way flow from the dominant Western global  discourse, which deploys various forms of representation to make 
ourselves and “others” knowable.  In this course students will  develop awareness of the narratives, techniques, and representational  strategies that condition our assumptions about ourselves, different 
groups of people, and national identity.  Students will engage in  collective analysis of diverse media, personal reflection and  writing, creative group collaboration, and reading texts from a wide 
range of authors Prerequisite: LIBS 302 or LIBS 101-202

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Many of us have an increasing everyday sense that people are struggling these days- with anxiety, with depression, and with a general unease about their lives and the future. When so many people are finding difficulties in coping with their lives, are we to look outside the individual for causes and solutions? Is our society itself insane? Or are mental health and mental illness best seen as individual psychological/existential phenomena? Are mental health problems best treated with therapy and drugs or confronted with movements for social transformation? This course will address these wide-ranging and increasingly important concerns, and others such as the link between artistic creativity and insanity, through interdisciplinary readings and films- everything from One Flew Over the Cuckoo’s Nest to Foucault’s Madness and Civilization. Prerequisite: LIBS 302 or LIBS 101-202

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Contact professor for course description. Prerequisite: LIBS 302 or LIBS 101-202

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"God is dead," wrote Nietszche in the 1870s, but more than a century later, religious fundamentalism is a primary factor in American and in world politics, and here in northern California, hybrid and brand new, individualistic forms of religion and spirituality are widespread. What is happening?

I believe that we can gain greater understanding of these developments - and gain insight into our own possibilities for growth -- by looking closely at how a few outstanding individuals responded to the dramatic and often traumatic events of the 20th century. We will see some of the stresses on "traditional" institutional religions, and we will also see some of the creative and critical ways in which people stretched and transformed those traditions to fulfill their personal quests. We will read biographies and autobiographies of such figures as Mahatma Ghandi, Elie Wiesel, Malcolm X, Mother Teresa, and others who lived extraordinary lives, but who asked questions about life similar to ones we might ask. In each case, these authors connected their own quests to wider issues of nature, community, and history. As a result, they changed not only themselves, but the world we live in.

As we read and discuss these examples, we will attempt to support each other on our own paths toward meaning and fulfillment with respect and understanding. And we will ask how personal meaning and public welfare coincide. Prerequisite: LIBS 302 or LIBS 101-202

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This course will open only if budget situation improves.

Prerequisite: LIBS 302 or LIBS 101-202

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