1979

1

TH

1:00-3:40

Debora Hammond

CH 59

2178

2

W

9:00-11:40

Tom Shaw

TBA

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 Hutchins Portfolio binder 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.

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2070

M

1:00-3:40

Ajay Gehlawat

CH 68

While the emphasis is placed on a non-European developing country, this course will explore the practice of culture at a global level. Politics, economics, nationalism, imperialism, colonialism, traditions, literature and film are among the topics that enable students to understand the contemporary world. Our primary focus in this section will be the Third World Cinema and its attendant political, aesthetic, and cultural underpinnings. Through a combination of film screenings, weekly reading, writing, and research assignments, students will develop an understanding of global cultural exchange through the medium of film. Thus, while we will primarily be viewing cinematic representations stemming from India, Algeria, Senegal, and Brazil, the focus of this course will be how particular films engage with broader issues, such as the struggle for representation, autonomy, cross-cultural dialogue, and what constitutes - or can constitute - a "Third World" cinema or, indeed, a "Third World" perspective. NOTE: Before enrolling please be advised that some of the films in this course contain graphic sexual and/or violent material that may be disturbing.

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	2071	W	4:00-6:40	Michael Scott	CH 68
	2072	W	1:00-3:40	STAFF	TBA

While the emphasis is placed on a non-European developing country, each seminar explores the practice of culture at a global level. Politics, economics, nationalism, imperialism, colonialism, traditions and literature are among the topics that enable students to understand the contemporary world. [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. 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]

2141

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 45 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. This course is restricted to seniors only and 14 blended students. If there are open seats after Reg I, we will open it to juniors for Reg II in January. [Top]

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

See additional information under LIBS 310. [Top]

2181

TH

1:00-3:40

Ann Marie Insull

IVES 79

2294

TH

4:00-6:40

Staff

IVES 79

This course for pre-credential students examines the pedagogy and socio-political context of literacy in the contemporary world, including the process of language development and the significance of literacy as a broader educational and social issue. Students will explore the philosophies of pedagogy, the politics of language and classrooms lesson designs. [Top]

2145

T

7:00-9:40

Rob Weiner

CH 68

This course is a close inspection of child development through the windows of Western culture, emphasizing relevant social, linguistic and cultural factors as well a major theoretical views of physical, emotional, and personality growth. Subjective views of childhood experiences will be contrasted with objective observations. Particular focus on school-related concerns such as ADD/ADHD, will be addressed. This course is restricted to seniors only until the beginning of the semester. If there are open seats after Reg I, we will open it to juniors for Reg II in January..[Top]

2142

NA

Anthony Mountain

Intended for students seeking an elementary credential and wishing to assemble resources in children's literature projects. Register for this course on-line. [Top]

2143

NA

Janet Hess

Intended for students seeking an elementary credential and wishing to assemble resources in children's art projects. Register for this course on-line.[Top]

In this class you will have the opportunity to become involved in the
community. If you are already involved in some kind of community activity
on your own or as required from another class, you will be able to bring
that into the class and share it with fellow students who are similarly
involved in civic engagement. You will read about community activists,
reflect on these readings and document your own experience.

NOTE ABOUT LIBS 310, 315, 410 AND 415:
May be repeated for credit. Prerequisites: LIBS 302 and consent of instructor. Contracts (Independent Project Form - #10 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?

Prerequisite: LIBS 302 or LIBS 101-202.[top]

South Africa. To this day the very name conjures up vivid and powerful images of conflict, racial oppression and minority rule. We continue to imagine South Africa through the historical lens of the Apartheid era, whether in terms of white supremacy or the popular resistance which ended the Apartheid regime. But how are we to imagine and understand South Africa in the post-Apartheid era? Is it a land of democratic opportunity and hard-won freedom or does it remain a seething cauldron of conflict and division, a society of proverty and unfulfilled promise? This course will ask you to explore some of the striking complexities, conflicts, and contradictions of the new South Africa and map out its global significance for the possibilities of multiracial democracy in the 21st Century. This exploration will take place through collaborative dialogue with South African youth, professors and community organizers as we prepare to journey to Cape Town in June.

Prerequisite: LIBS 302 or LIBS 101-202 [top]

The study of a world historical, continental quest for democracy as manifested in English America and in Spanish American. Using three different kinds of analyses of power (liberalism, Marxism, discourse) and a comparative framework, we explore the historical presence and issues of major Latino groups in the United States and similar struggles currently taking place in other parts of the world. We examine definitions of politics, class, democracy, will of the people, colonialism, patriarchy, the State, global economy and their impact on issues like immigration and, ultimately, on human bodies.

Prerequisite: LIBS 302 or LIBS 101-202

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LIBS 320A.4 (Title TBA) (3 Units)

Prerequisite: LIBS 302 or LIBS 101-202

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In general, the study of African music looks at the formal aspects of the musical tradition. The emphasis is put on the sound system, scale, melody, harmony, instruments and more importantly, rhythm. In this course, African music will be looked at as a signifying system and studied as a social practice, which serves a number of functions, including community healing, social and political change. We will look at African music not as a technical arrangement of sounds, but as a movement in which sounds produced effectively can change a culture and produce a revolution. It is not simply the songs or rhythm that is central, but music’s place in society. In this perspective musical production in Africa, the African Diaspora, or anywhere else, is considered part of larger social institutions, integrating emotional nurture and community building.

Prerequisite: LIBS 302 or LIBS 101-202

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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 culture's 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.

Where does our energy supply come from? For the last two centuries, the overwhelming amount of energy has come from oil, coal, and natural gas. Fossil fuels can also be called “stored sunlight,” meaning that, ultimately, it was sunlight falling on the earth for millennia that produced the vegetation and other organic life that became the mineral sources for energy. But no one disagrees that the earth has only stored up a finite amount of that kind of fuel, and it is running out. So what happens when all of humanity can only run its business on “current sunlight,” or the scattered energy that falls on earth on a daily basis? What are the chances that we can reorganize the global infrastructure to run on current energy before our fossil fuels run out, and, if we can’t, what happens then? Can you say… “Party like a Cave Man!!”

Prerequisite: LIBS 302 or LIBS 101-202[Top]

Environmental issues such as the loss of rain forest and biological diversity, the depletion of the ozone layer, global warming, and toxic waste are related to the use of modern technology and to a certain sense of human and economic progress. A discussion of these issues is essential to a new understanding of the relationship between the physical environment, the cultures of the world and the modern development project. Equally important is the question of how some traditional cultures around the world have related to their ecological environments in ways that were less destructive, with a sense of balance and sustainability. This course will provide an overview of the basic elements of ecology and cultural strategies used by traditional societies in their relationship to their environmental contexts. We will also examine the impact of modern technology on these societies and discuss the cultural value of “progress.” Students will learn about the impact of modernization on diverse societies and will address the issues of sustainability from a diverse range of cultural and ecological perspectives.

Prerequisite: LIBS 302 or LIBS 101-202 [[Top]

This course will explore the economic, environmental scientific, and psychological dimensions of health and healing. We will begin with an overview of the economics of health care and a brief examination of the relationship between individual, social, and environmental health. The majority of the course will focus on developing an understanding of the major systems of the body, drawing on the Western scientific and medical tradition, as well as insights from Eastern traditions, focusing specifically on the East Indian chakra system and the Chinese meridian system. We will contrast the foundations and approach of the modern medical model with those of alternative approaches to healing and explore the mind/body connection through an inquiry into the psychological and spiritual components of wellness and disease. An important consideration in this process will be to explore the ways in which each tradition defines the key elements in the human system. Students will gain some familiarity with basic physiology as well as a basis for making informed choices in relation to their own health.

Prerequisite: LIBS 302 or LIBS 101-202 [Top]

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 world's 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.

This class explores the genre of graphic novels (book-length comics) with special attention to art and storyline. The class will begin by looking at the genre of the graphic novel in general, then we will read from a variety of different graphic novels, with students facilitating seminars and finding supplementary materials to accompany the stories. Themes in the class, depending on the graphic novels of choice, may include Holocaust studies, child abuse, genetic engineering, drug addiction, urban living, modern mythology, relativity theory, greenman, human vs. machine, the Vietnam war, and postmodernism. A field trip to a local comic convention may be a required part of the course. WARNING: Some of the material we will be discussing in this class may be considered by some to be violent and/or sexual in content. If you find this kind of material offensive, this is probably not the class for you.
Prerequisite: LIBS 302 or LIBS 101-202
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In Western society the Barbie is an icon of feminine sexuality, a site simultaneously of innocence and desire, commodification and psychological projection, and the fetishization of gender ideals and the construction and perpetuation of the feminine "mystique." What is the power of barbie? Why do we adore her? How do we resolve the apparent conflict between damage and play/desire? Does Barbie reveal, as her creator Ruth Handler argues, "the endless possibilities available [to young girls] . . . encouraging them to actively use their imagination" to interpret the adult world and "work through growing up to explore their dreams and their future?" Or do Barbies replicate an oppressive gender hierarchy? More radically yet, in a post-feminist age of interactive media and gender, is Barbie an anachronism? This class will explore these and other questions, using Barbie as an opportunity to explore the manner in which gender is constructed, commodified, and disseminated, the role of play in indoctrination and social formation,and the power of individual agency and resistance discourse in interrupting fixed social and political narratives. We will also consider the possibility of Barbie as a phenomenon beyond irony, open to our own interpretations, objectives, and desires. Prerequisite: LIBS 302 or LIBS 101-202

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This course will explore film as a storytelling medium, as well as the unique ways in which this medium has been and continues to be used by filmmakers around the world. Moving chronologically, we will examine a variety of narrative film forms, including the classical Hollywood style, innovations within this form, as well as multiple, international alternatives from the 1960s up to the present. Through frequent film screenings and readings in film theory, psychoanalysis, semiotics and cultural studies, students will develop a basic understanding of film language as well as a deeper understanding of how films operate, how they create meaning, and how, as viewers, we participate in this process. Along with brief weekly responses and a final paper, students will conduct and present their own research on course-related themes. Prerequisite: LIBS 302 or LIBS 101-202

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Once uttered 500 years ago, the idea of the "Renaissance" has had a power and a significance far beyond the time and place in which it originated. Then and now, it has referred to a revival or rebirth in the arts, but we today use the term in countless other ways, from urban renewal to cruise ship lines, to sport clubs. About half of this course will be historical and conceptual. We will study the arts; historiography; the idea of rebirth; the Italian and broader European cultural Renaissance; subsequent historical flourishings, like the "Harlem Renaissance;" the completely interdisciplinary character of the concept today; and the changing role of the arts in society. The other half of the course will be structured to help us experience and contribute to some kind of personal and community "renaissance" through creative art projects and course journal. Prerequisite: LIBS 302 or LIBS 101-202

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African cultures will be explored in this course as integrated social and political manifestations, whole and integral both prior to and in the wake of colonialism and neo-colonialism. Music and dance, assemblage and sculpture, oral and written literature, and photography and cinema will be discussed in the context of theoretical paradigms related to historical experiences, including African nationalism and the diaspora. Specific art objects, experiences and performances will be discussed in terms of the expression and negotiations of community and individual identity. Particular attention will be paid to the philosophical and social contexts of cultural discourses, to the expression of resistance and counter-colonial narratives, and to the status of "postcolonial" African culture as--in the words of the African and diasporic historian Robert Farris Thompson--"a triumph of will over the forces of destruction." Prerequisite: LIBS 302 or LIBS 101-202

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.

How do we transmit knowledge, wisdom, and beliefs? What remains memorable to us from our own experiences? What kinds of messages, lessons, or mental images remain memorable to us when they were NOT part of our original experience, but conveyed to us by someone else? Finally, when does information become more than information, but instead part of our own “meaning-narrative,” such that it drives us to act and make certain choices? These are some of the central ideas we will explore.

Prerequisite: LIBS 302 or LIBS 101-202

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In this class, we will look at the connections between the personal and the geographic. This course will examine the self and our personal histories using the ideas, tools, and methods commonly used in geography - including mapping, coring, pattern analysis, and spatial analysis. This class will use both writing and artistic techniques to examine ideas of space and place, and to create a series of maps of our interior and exterior worlds. We will also use geomorphic process concepts like erosion, sedimentation,and geologic history as metaphors to examine the internal and external forces that have molded us into the person we are. We will seminar on these ideas and create weekly projects to share in class. A paper and/or project, which will be largely autobiographical, will be required at the end of the semester. At least one weekend field trip will also be required.

Prerequisite: LIBS 302 or LIBS 101-202

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Prerequisite: LIBS 302 or LIBS 101-202
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What does it mean to "come of age?" Are we speaking of adolescence or maturity? Is it individual or communal? Is it an event or an evolution? Is it a matter of sexuality, or apprenticeship, of ageing, or of selfhood? In our relatively individualistic society, the rituals of coming of age are much less clear and comprehensive than in so-called 'traditional' societies. Our society generally seems to view "coming of age" as a matter of passing through the "problematic" phase of adolescence. . . and yet each of us may well ask, "are we there, yet?" In this course, we will look at some literary accounts of coming of age, some psychological theories of this phenomenon, and some anthropological and religious treatments of it. We will begin the course writing memoirs of our own adolescence, and later reflect on those memoirs in light of the course material. And jointly, we will try to create some kind of coming of age ritual, and after practicing it (to some degree), describe its impact on us.

Note: This course has a required overnight, starting Tuesday evening, May 5th and continuing into our class time, the following morning. Prerequisite: LIBS 302 or LIBS 101-202[Top]

"I don't want to achieve immortality through great works. I want to achieve it through not dying." - Woody Allen.

Confronting death can bring us fully to life. This course will examine biological dying, the sociology and psychology of death, and the spiritual dimensions of passing beyond through literature, art, film medicine, guided meditations, and humor. Written and experiential assignments will engage our analytic, creative, and spiritual minds. This course may be emotionally challenging. Field trips to be arranged. Prerequisite: LIBS 302 or LIBS 101-202[Top]