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Home > Curriculum > Course Descriptions > Fall 2007 Newsletter
Fall 2007 Newsletter
Fall 2007 Course Descriptions | Literature | History | Science | Special Studies FALL 2007 COURSE DESCRIPTIONS back to topLITERATURE back to top
"Travelers' Tales" This course will explore travelers' tales in the broadest sense of that term. In some cases, the authors themselves will be the travelers. In other instances, we will follow the adventures of characters on the road. The journeys will range from the literal to the allegorical, and the texts will encompass major works of literature from Greece, England, China, and Japan. We will read some works in their entirety while approaching other works only through excerpts, and we will often consider multiple translations of a single text. Classes will be a combination of lecture and discussion. There will be two papers, a final exam, and homework assignments.
"Heroes, Heroines, and Virtue" What makes a hero or heroine these days? Do we have a clear idea of heroic behavior or action today—or the idea a mixed mishmash of comic book super beings, cancer victims who have survived, civil rights leaders, soldiers, and sports figure? Where does virtue fit in with heroism? Is it a necessary ingredient? What model of virtue should we emulate and why? Do women represent the same heroic code? Do they have their own? If so, in what sense? The classical and medieval periods were much clearer about the nature of heroism than we are today and clearer still about the virtue their heroes were expected to exhibit. Do we still admire many of the characteristics classically considered heroic? Can we discern something truly admirable in a Hektor, a Beowulf, an El Cid, a Roland, a Sir Gawain or Sir Lancelot? Are there Eastern heroic models of similar virtues and dimensions? Where should we fit the Monkey King or Tripitaka, for example, in our pantheon of heroes? What should we recognize as virtue in the medieval Persian Rubáiyyát? Fall term will try to answer these questions while studying primarily poetic form (narrative, dramatic, lyric) by both men and a woman (Sappho), from Greece, from China, from England (Anglo-Saxon), from Spain and Persia. The period covered will stretch from Homer to 16th century China, from the Romans to 11th century Persia. Possible texts for the term include: Homer's Iliad, Lyric Poetry by Sappho, Medea by Euripides, La Poema de Mio Cid, The Aeneid by Virgil, Beowulf, and the female chivalric heroine, Silence, lyric carpe diem poetry by Omar Khyyám, and the Chinese classic, Journey to the West. The course will require 3 literary critical papers of medium or short length (3-5 pages, 2-4 pgs), for which a literary response journal, kept all term, can substitute for paper three. Course will be run as a mixture of punctuated lecture and discussion, including small group work, as well as large group discussion. Students will be expected to have the reading done before coming to class so that meaningful discussion is possible. There will be a final in-class exam (with study sheet one week in advance), but no midterm.
"The Narrative Subject, the Subject of Narrative" In this study of literary genres and types with attention to form, content, context, and literary history, we will concentrate on narrative (plot and genre) and identity (character). We will assess our texts with an eye to their contexts, while also enabling the past to engage our attention and sympathy. We will also gear ourselves to the habit of close reading. Our interest will be particularly drawn to the meaning of love: how does it affect character, reveal values, challenge expectations, and resist definition? Our reading list will be drawn from ancient and early medieval literature, such as The Epic of Gilgamesh, Homer, the Bible, the Mahabharata, and the Ramayana. Written work for the class will include ungraded response papers, two five-page formal papers, class presentations, and a comprehensive final examination. Some special events related to the class, such as films or readings, will be arranged during the term.
"Figurations of Femininity" This course will focus on cultural configurations of gender and sexuality as they are portrayed in literature. We will discuss gender roles and sexuality and observe how the tension between sex and gender is represented in different literary genres. We will consider definitions of femininity, the construction of gender, and the construction of identity through gender. While observing the characters' perception of themselves, their willingness or unwillingness to live up to the expectations of their societies, we will also consider the relationship between sexuality and use of language (how do language and gender affect each other?). Among the texts studied are Freud's "Femininity," Genesis 1-4 and 38, Sophocles' Antigone, Woolf's Orlando, Flaubert's Madame Bovary, and Patricia Galvão's Industrial Park.
"Journey to Ancient and Medieval Worlds" In this course we will be reading canonic works from both Western and Eastern Europe, as well as literary masterpieces from the Middle East and East Asia. Our readings will include selections from the Old Testament (chapters from Genesis and the Book of Job), passages from the Koran, chapters from Tale of Genji, the 12th century Old Russian masterpiece The Tale of Igor's Campaign, Dante's Divine Comedy ("Inferno"), the beloved Chinese classic Journey to the West (a.k.a. Monkey), and a Korean take on the myth of Robin Hood, The Tale of Hong Kiltong. While approaching the texts through close reading, we will also discuss the works in their historical and cultural contexts. Particular attention will be paid to the values and the various belief systems (Judaism, Christianity, Islam, Slavic mythology, Buddhism, Taoism, Confucianism) reflected in these texts, and their relationship to the narrative and artistic forms chosen. Some of these works are revered as sacred texts, yet others have been adapted to films and TV cartoons. What were the function and significance of these works for the earliest readers? What is their meaning for us today? What is the function of literature in different periods and places? We will be discussing these and many other questions through class discussions, class presentations, and writing papers. This course will be a combination of lecture and discussion, with student presentations toward the end of the quarter. Students will be evaluated on the basis of two papers (3-4 pages), one final in-class examination, and one presentation, as well as active participation in class.
A specific course description from this instructor currently unavailable. A general description for HC Literature follows. A study of 'ancient literature,' through to the Middle Ages. The course looks at the Greek civilization and considers epic, drama, and lyric verse. The same may be said for the Roman world. The close reading of texts is emphasized, so that the way a work is structured becomes a point of appreciation. The larger literary pieces also serve as reflections of the values of the cultures. The student comes to learn that the hero of one civilization may be very different from the hero of another. The last phase of the course considers the dissolution of the Roman world and the way it evolved into medieval Europe, as shown in the works of the Christian writers. Some instructors also consider, throughout, civilizations outside the Western canon--for example, Mesopotamian, Chinese, Japanese, Indian. Writing assignments and guided discussions are designed to give students a strong sense of argument as well as a way of analyzing artistic form. HISTORY back to top
"Building Civilizations: Ideas, Cultures, and Societies from the Birth of Civilization to 1400" This course explores the origins of civilizations and their development through the fourteenth century. In particular, we will examine the ways in which groups have defined themselves by creating religions, assembling cultures, establishing laws, building governments, and writing history. We will identify both shared qualities and distinct attributes of civilizations, striving to understand what unifies communities and what brings groups into conflict with one another. The course embraces multiple approaches to history by studying intellectual, social, cultural, political, and military trends through the period. Readings will include historical works from then and now plus additional primary sources that uncover the voices of individuals whose lives we are studying.
"Early Civilizations: Social, Cultural, and Political Comparisons" This course is the first of a three-quarter sequence designed as an "Introduction to Historical Thinking in a Global Framework." We will look at the origins and development of civilizations in three major geographic areas: the Mediterranean, Europe, and China. Chronologically we will move from the beginnings of civilizations roughly to the fourteenth century. Western and eastern Eurasia developed in virtual isolation from each other and encompassed enormous zones of human diversity and cultural exchange. We will, therefore, explore several distinct, rich sagas of the development of social, political, and cultural traditions. Our goal will be a) to understand these traditions, and the interconnections between these traditions, within each civilization; and b) to understand how and why these traditions change over time. In order to explore these civilizations in a cohesive manner, we will consider religion and literature, cultural and commercial exchange, art and warfare, political ideology and the ingredients of social status. As means of investigation, we will study scholarly texts as well as the literature, art, and architecture of ancient cultures. We will investigate these societies, therefore, through historical studies as well as learning to interpret, for example, Babylonian law, Chinese technology, Greek theater, Roman architecture, Islamic poetry, and Christian art. Through using these sources we will explore the distinct creative forces within each culture, develop skills of critical thinking and interpretation, learn to ask analytical questions of our sources, and recognize the broad patterns that mark global history.
"Central Asia: Mediterranean/Himalayan routes in the making of world history [700 B.C.E. – 1500 C.E.]" This course travels across the Eurasian continent from Greek city-states and Buddhist kingdoms to the early medieval era of Christian rulers and Sufi masters. Considering primary sources from both Europe and Asia, our focus is on social and intellectual interactions in the mid-continent areas we now refer to as Central Asia. With attention to the commercial and social practices that organized life for specific groups across Eurasia, we will traverse routes linking Changan to Constantinople. Interactions that defined Central Asia contributed to historical developments in regions to both the west and the east. Along the way we will explore aspects of the vast Hellenic metropolis of Ai Khanum, puzzle over the Tarim mummies, view the unique Greco-Buddhist sculpture of Gandhara, and analyze the conflict between Augustine’s Christianity in Rome and the Manichaeism which found refuge in the Middle Kingdom capitals of Changan and Loyang. Our method is to let the interplay of social groups across this region illuminate our understanding of any one location and time period. We will practice interpreting primary sources and write brief position papers for seminar discussion. SCIENCE back to top
"The Age of Mammals" Mammals dominate the earth's vertebrate faunas, and have for the last 65 million years. The diversity of living mammals, while immense, is dwarfed by the array of strange and wonderful mammals that have gone extinct in the earth's past. This diversity includes everything from human ancestors to woolly mammoths, giant ground sloths to horned rodents, rhinoceros the size of double-decker buses to monkeys in your own backyard here in Oregon. Because of this immense diversity, and their more than 200 million years of evolutionary history, fossil mammals offer a great system for studying the changes in the biology and geology of the earth through time. Being mammals ourselves, we can find examples in our own evolutionary tree and those of our mammalian relatives of how and why organisms evolve to keep up with changes in their biological and physical environment. Mammals also provide grounds for discussion of how climate change and human activity affect the earth's biota. The Pleistocene extinctions of many large mammals, as well as current, ongoing decline in many mammal species have been argued to be a result of human activity, changing climate, or even both at once. These issues are increasingly important with the explosion in human population and habitat modification in the last century. In this course, we will explore the history of mammals through their fossil record, and use them as examples in the study of basic geologic and biological processes. No background in science or mathematics is required. Grading will be based on exams, lab and discussion assignments. There will be two 1.5 hour lectures and 1 lab per week. SPECIAL STUDIES back to top
SPECIAL STUDIES "Forensics" Clark Honors College hosts the nationally ranked University of Oregon Forensics Program. The program is designed to teach rhetorical habits of mind and speech through intercollegiate debate and individual events. The program travels to about thirteen tournaments, hosts two on-campus tournaments, and engages in some on-campus speaking activities. Two graduate teaching fellows are assigned to the program. Debate students will be paired with partners and will be expected to conduct extensive research on the debate topics selected by the Cross Examination Debate Association (CEDA) and the Parliamentary Debate Association. Novice and experienced student debaters are welcome, and students do not need to be Clark Honors College students to enroll. Individual events students select from among ten to fifteen public speaking and oral interpretation events and, in addition, work to prepare and perfect speeches designed to persuade, entertain and move. Students are graded on their performances. COLLOQUIA back to topColloquia are limited to students with sophomore standing and above.
"Three Great English Novelists" The texts are Austen's Persuasion (1818), Eliot's Middlemarch (1872), and Lawrence's Women in Love (1920). Taken together, they represent, in my estimation, the three peak achievements of the three greatest novelists in English. We will explore, through lecture and primarily discussion, how Austen pioneered in literary characterization, developing, ultimately, her consummate portrait of Anne Elliot, the delicately nuanced heroine of her last novel. We will then consider how George Eliot (Marian Evans) learned to enlarge on Austen's psychology to create her multi-faceted study of the questing Dorothea Brooke and Tertius Lydgate, the idealistic protagonists featured in the rich provincial community set in Middlemarch (1872, the greatest novel in English). From there we will examine how Lawrence, an early devotee of Eliot, took on what he saw as the physical/spiritual crisis of the twentieth century, embodying it in the dueling lovers Rupert Birkin and Ursula Brangwen. When looking at Women in Love, we will see how this more recent novel both absorbs and challenges the legacies of Austen and Eliot, with attention given to Lawrence's battle with the censors, his struggles with gayness and bisexuality both within and outside the novel, and his ambivalent reconcilement with the empowerment of women in post-World War I. Additional reading will include one short novel, Daughters of the Vicar (1914), as an introduction to Lawrence's complex thought, and there will an option of reading the brilliant screenplay (1970) of Women in Love, written by the American gay activist, Larry Kramer, as well as the option of reading the novel, The Rainbow (1915), Women in Love's predecessor. There will be two short papers and a long one. A reading journal will be optional. Time in class will be supplemented with seeing clips from videos of all three novels, listening to tapes, and hearing volunteer students read passages aloud, so that the great beauty of the language and the complexity of the scenes may be more fully enjoyed. If you plan to take the course, please start reading Middlemarch (Norton Critical Edition) as soon as possible. It is approximately 560 pages—and very large ones!
"Generations" This class will carry out comparative cultural research—using archival sources, interviews (which might include friends and parents/grandparents), and your own experiences as well as published documents—to study the differences between the generations of "The Cold War" (from 1945 to 1989) and your own. Is there a "generation gap"? What are the commonalities? Documents that we will read or view as a class will include written works of fiction (e.g. Marge Piercy's Vida, Tim O'Brien’s Things They Carried) and nonfiction; and films, both documentary (Berkeley in the Sixties, Weather Underground, Fire in the Heartland) and dramatic. We will also read and discuss some theories of "generations." At midterm, members of the class will present the idea of their project in the form of a powerpoint-style overview with images, texts, and sound, including music. The class will culminate in a project that is a written research essay, a multimedia presentation on film and/or other media (this could be an exhibit), or an online interactive site (a wiki or web page with possibilities for discussion such as a blog). All will prepare a bibliography. For examples of such research, see papers available on the Honors College section of the library's Scholar's Bank—e.g. Courtney Flowers's essay on her father--, or the Spring 2007 library exhibit on civil rights prepared by Daniel Keller.
Graduation Requirement: This class will fulfill both of the following requirements: an Arts & Letters Colloquium and an IP Multicultural class. If the student has already taken an Arts & Letters Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IP Multicultural class. HC IDENTITIES COLLOQUIUM "Why Disability Studies Change Everything" This colloquium explores the growth over the past 15 years of a new academic discipline: disability studies (DS). This new school of thought uses a social model of disability rather than a medical model. Disability appears not as a pathology to be treated but as a form of cultural identity and a source of community. Interdisciplinary to the core, disability studies reevaluates existing fields of knowledge from the perspective of disabled people. DS “change everything” by reassessing mainstream truths from the supposed margins. This course welcomes Honors College students to participate in this process of re-imagination. No previous knowledge of disability is required. Students will talk and write about provocative readings and will engage in their own research. The course is based in literary study, but branches out from it into several other disciplines. Each week we will reassess a different field of knowledge from a disability studies perspective.
Graduation Requirement: This class will fulfill both of the following requirements: an Arts & Letters Colloquium and an IC Multicultural class. If the student has already taken an Arts & Letters Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IC Multicultural class. HC INTERNATIONAL CULTURES COLLOQUIUM "The Cultural Dimension of Contemporary Europe: Fostering Unity in Diversity" The process of European integration - creating an "ever-closer union" among disparate peoples of a vast geopolitical region - may represent one of the most important political, economic, and social movements of our time. But what is "Europe", and what does it mean to be "European"? How can the new members of the enlarged European Union feel like they are part of Europe without losing their newly-reclaimed sense of national identity? Can people in countries like Turkey or the Ukraine, or new immigrants to Europe, really become "European"? More specifically, how do European arts create spaces for and expressions of the multiple identities that all Europeans have in contemporary society? The arts and culture sphere is a relatively new constituent part of European integration, but it is becoming increasingly recognized that a collective sense of European cultural identity - of "unity within diversity" or "a community of cultures" - is a vital force for enhancing social cohesion and for fostering democratic participation. The role of cultural integration for purposes of advancing a sense of regional identity and citizenship is increasingly an arena of political engagement within Europe, and is garnering attention in other regions of the world that are eager to learn from Europe's experience. In this course, we will explore the cultural dimension of European integration through a focus on developments in institutional structure, design, and processes of the European Union. Positioned at the intersection of the humanities and social sciences, this course is interdisciplinary in nature and scope. Assigned readings are drawn primarily from scholarship in political science, sociology, cultural policy, and cultural studies. We consider "culture" in both its aesthetic and anthropological senses, with a particular emphasis on examining the role of the arts and culture sector in identity politics associated with contemporary European society. In this course, you will develop an understanding of the political, social, and cultural processes involved in European integration. You will gain insight into the role of arts and culture sector in contributing to a transnational sociopolitical construct that aims to foster unity within diversity.
"Topics in Energy Policy" The window of the world's energy economy being driven by the rampant use of fossil fuels is beginning to close. Awareness of is this window closing, however, is slow in coming to both the general public and to elected officials. However, steadily rising gas prices, the emergence of China as a major energy consumer, the destruction of infrastructure by powerful hurricanes is starting to impact this awareness. In addition, technological advances in just the last two years have lead to a wide array of energy and transportation choices. This begs the question, why the hell aren't we doing anything sensible in terms of planning our energy future? This course will focus on a multitude of physical and social issues related to energy production, demand and consumption. All forms of renewable energy for electricity production and transportation will be considered and discussed. The focus of this course, therefore, will be to examine competing alternative energy technologies from the physical, social, economic and humanistic point of view. This course will also focus on the societal/cultural barriers to energy conservation, since clearly, our energy future also depends on our ability to act more conscientiously and cooperatively. Currently each form of alternative energy has a passionate set of advocates that insist their form is the "solution". The reality is that regional combinations of different technologies are the only real solution - there is no one answer. The problem is complex at all levels. There are engineering challenges, infrastructure challenges, political challenges, economic consequence, and cultural impediments. The main goals of this class are to:
"Cosmology" Cosmology, the study of the formation and evolution of the Universe, has progressed from its origins in early man's ideas of Nature, to Chinese and Greek worldviews, to Dante's vision of Heaven and Hell, to Newton's Clockwork Universe. Today, cosmology has entered a Golden Age with the launch of numerous space telescopes and development of technology that allows us to study the echo of the Big Bang. In addition to exploring the processes behind the origin of spacetime and matter, the science of cosmology has also expanded to resolve a number of philosophical and theological issues, such as Creation (i.e. Genesis 1:1) and the anthropic principle. This course is a historical and philosophical review of our cosmological worldview from mythical times to modern science. We will explore topics in the geometry of the Universe, expanding spacetime and the Big Bang, dark matter, black holes and wormholes, quarks and mesons, galaxies and quantum physics. Our goal is to provide the student with a summary of our current understanding of astrophysics as it relates to the structure of the Universe and what topics remain to be explored in the 21st century. The material is presented without complex mathematics, but an understanding of algebra is required.
HC SCIENCE COLLOQUIUM "Chance and Determinism in the Physical World" This course for non-science or science majors will explore the questions: Is the physical world controlled by random events, or does it behave like clockwork? If the physical world evolves by random events, what is the source of this randomness? If randomness is intrinsic to events, what does this say about the ultimate nature of physical reality? What are the meanings of "probability" and "information?" The modern answers to these questions can be found in the quantum theory and in the theory of deterministic chaos and fractals. We will explore some of the possible sources of randomness, the writings of some of history's great thinkers on the subject, and recent physics experiments that have addressed these questions. We will study Laplace, Poincaré, Einstein, Bohr, B. Mandelbrot, J.S. Bell, C.E. Shannon, T. Bayes, and E.T. Jaynes, among others. The course is recommended for students with good ability in high-school-level math and science, with an interest in fundamental questions. Reading, writing, and elementary mathematical exercises, plus oral presentations and classroom discussions will improve students' understanding and communication skills.
Graduation Requirement: This class will fulfill both of the following requirements: a Social Science Colloquium and an AC Multicultural class. If the student has already taken a Social Science Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an AC Multicultural class. HC AMERICAN CULTURES COLLOQUIUM "Black Elk Speaks" Black Elk, an Oglala Lakota, was born in 1863 and lived until 1950. As a young boy, he received a powerful vision in which the Six Grandfathers took him to the center of the earth, the Black Hills of South Dakota. Black Elk was present when the Lakotas killed Custer on the Little Bighorn in 1876, traveled to Europe with "Buffalo Bill" Cody's Wild West Show, participated in the Ghost Dance movement that swept western Indian reservations in the late 1880s, and witnessed the Seventh Cavalry's massacre of 300 of his people at Wounded Knee in 1890. In the early 1900s, Black Elk was baptized as a Catholic and spent many decades as a catechist, though in his later life, he went to the Black Hills to call on the Six Grandfathers of his vision. Black Elk Speaks, an interpretation of his life written by John Neihardt, was first published in 1932 and has since become the most widely read text by or about American Indians. In this course we will use Black Elk Speaks as the basis for exploring several issues about the history and culture of the Lakota people from the 1800s to the present, including:
SPECIAL COURSE OFFERINGS back to topThese courses may or may not: satisfy CHC requirements, reserve spaces for CHC students, or feature CHC professors teaching in other departments or schools.
Prerequisite: WR 122 or equivalent This course seeks to provide students with the habits of research, argument invention, selection, and presentation necessary for moral and effective oral advocacy. Toward this end, students will gain a command of argument theory, conduct a written case study of the arguments presented in a public oral controversy, and demonstrate competency in oral advocacy. The course will help students understand how argument theory prepares them for oral controversies, how the different media (oral, written, visual, hypertext) affect the construction and reception of argument, and the need to adapt arguments to audiences and audiences to arguments. Students will learn the value of contrarian thinking, the habit of considering the various and multiple reasonable and unreasonable positions one can take on a public policy issue. The course underscores the value of informed advocacy, and will devote significant time to teaching students the need for comprehensive research on the issues inviting controversy. In addition, students will learn about the rituals of debate, which are designed to instill reason into controversy. Once the principles of moral and effective argumentation are identified and understood, students will present one speech and engage in two debates on an important public policy issue.
THESIS ORIENTATION back to top
PASS/NO PASS ATTENDANCE MANDATORY This short class introduces Clark Honors College Students to the thesis project required of all our students. The workshop will meet for one day, plus one additional conference with the instructor. We will discuss what makes a successful thesis, what the student can hope to get out of the project, how to identify possible areas of interest, how to find appropriate faculty sponsors, how to identify courses which will provide necessary background, and how to plan the project so that it is manageable and rewarding, rather than burdensome. Other subjects include the difference between research-oriented and creative theses and how to incorporate plans for study abroad into their thesis plans. This workshop is NOT a substitute for HC 477 Thesis Prospectus (see below). This new workshop aims to assist students in the earlier and preliminary work of how to approach the thesis. Consider taking this course when you begin seriously exploring your research possibilities, but no later than the term before you take HC 477H Thesis Prospectus. THESIS PROSPECTUS back to top
THESIS PROSPECTUS Students will spend the majority of their time in this class polishing their prospectuses and then participating in mock oral examinations. Course requirements include submitting a Thesis Prospectus and completing the Graduation Audit (PDF). Seniors should also have a graduation audit done in their major department(s). Enrollment is based on a first-come, first-served basis. Space is limited! Students who do not file applications in a timely manner will be asked to take Thesis Prospectus the following term. Before enrolling in this class, students should
INDIVIDUALIZED STUDY back to topIf you wish to take an individualized study course, as listed below, please follow these steps.
Please note that the individualized study courses are subject to the same deadlines as all other courses.
WINTER 2008 PROPOSED COURSES back to top
SPRING 2008 PROPOSED COURSES back to top
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