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Home > Curriculum > Course Descriptions > Winter 2000 Newsletter
Winter 2000 Newsletter
Calendar | HCSA | HC Advising | Senior Info | Literature | WINTER TERM CALENDAR December 3 - Friday December 6 - 10 December 9 - Thursday January 5 - Wednesday January 14 - Friday March 16- Thursday March 13 - 17 March 20 - 26 HONORS COLLEGE STUDENT ASSOCIATION The Honors College Student Association has met again this fall, kicking off its third year under the roof of Chapman hall. A group dedicated to voicing student issues, the HCSA meets twice a month to banter about the state of the bell, and other odd mysteries. Lately, the HCSA has emerged as a mainstay in our halls, calling in speakers, hosting events, running fundraisers, assessing curriculum, and working as a liaison between students and faculty. The past year was a lively one, with events ranging from a beatnik poetry night to a red- hot panel discussion on love. Some CHC folks were even persuaded to leave this hip school for a couple of weekend trips -- first to Yachats, and later to Ashland in search of Shakespeare. We delighted in finding most of these events well attended, with strong professor support and plenty of active students. The HCSA also supervised some changes within the halls of Chapman, overseeing a new mural painting in our lounge and numerous improvements to the library and computer lab. More importantly, HCSA students were consulted regarding course options, and class offerings were expanded in response to this input. Representatives from the HCSA met on a regular basis with Professor Csonka to discuss these concerns. More recently, HCSA students came forth to help out with the annual new student orientation. This three-day event included several social and informative gatherings, including dinners hosted by continuing students. At the moment, HCSA members are busy setting up proctor training sessions, fundraising campaigns and library work parties. The speakers and events coordinators will start off the year by having Professors Bishop and Bastress-Dukehart talk about the role of on-line discussion groups in learning communities. Perhaps most exciting for students is the up and coming hiring of a new tenure track professor in history, and the roles that they might hold in this process. This year is looking bright for HCSA buffs- and we encourage even more people to get involved. If you have any questions regarding the HCSA please contact the 1999-2000 co-chairs: Carey Clouse careyc@gladstone.uoregon.edu One of the most important aspects of the Honors College experience is the close faculty advising available to our students. You are required to see your adviser at least once a year to make sure that you are fulfilling all of the CHC core requirements. If you don't know who your adviser is, please come to the CHC Office. IMPORTANT INFORMATION FOR SENIORS 1. SENIOR THESIS SEMINAR Senior Thesis Seminar must be taken at least two terms before graduation. Therefore all seniors planning to graduate Summer 2000 should take Senior Seminar this Winter Term. Those who have not yet enrolled in Senior Seminar must file the pink "Application for Enrollment in Senior Seminar" form with Matt, the CHC Receptionist, before they can enroll or get on the wait list to enroll. Be forewarned that spaces may be limited. 2. GRADUATION ANALYSIS Seniors should see their CHC advisor for a formal graduation analysis as early as possible and then have Janice Marshall in the CHC Office check their file to be sure that no other analysis will be needed. Seniors should also have a graduation analysis done in their major department. 3. SCHEDULING ORAL DEFENSE Seniors need to see Janice Marshall, graduation and thesis coordinator, to reserve both an Honors College professor to be on their thesis committee and the week in which they can hold their oral defense. There is a limit of one oral per week for each CHC professor, so don't delay -- the weeks get booked quickly in some cases! Don't assume you can get the CHC faculty member of your choice. Thesis assignments are allocated as equally as possible among professors. No Oral Defense of Thesis will be scheduled during or after the final two weeks of the term (Dead Week and finals week) nor during the vacation breaks during the nine-month academic year. Once students have scheduled a week with Janice, they must submit the purple "Final Thesis Information form" to Matt, CHC Receptionist, no later than three weeks before their oral defense. 4. FELLOWSHIPS HC Senior Research Fellowships are available for 1999-00. Because the senior thesis and an oral examination are mandatory for graduation from the Honors College, it is important to be able to count on financial help with the expenses of producing a thesis. Typical expenses reimbursed are: costs of required books, unavailable in libraries, copying expenses, lab equipment and long distance phone calls connected with re-search. In order to receive fellowship support, students must submit receipts and a Senior Re-search Fellowship Application form to the CHC office after the final two copies of the thesis have been turned in. Emergency requests for funds in advance of completion of the thesis may be submitted for special review anytime after the senior thesis prospectus, signed by the faculty advisor, has been submitted to the HC. HC 102H CRN 23068 4 Credits "Great Debates in the Renaissance and the Neo-classic Age" The texts are Chaucer's Canterbury Tales, Shakespeare's Measure for Measure and King Lear, Behn's The Rover, Milton's Paradise Lost, Pope's "Essay on Man," and Austen's Pride and Prejudice. The course will explore major debatable liter-ary topics, as proposed by classic texts. We will look at the gain and loss of ideal worlds proposed by the Renaissance and Restoration (Aphra Behn, Shakespeare, Milton), and the subsequent equilibrium attained by the 18th century (Pope and Austen). The class will also study the forms of tragedy (King Lear), comedy (Measure for Mea-sure, The Rover, Pride and Prejudice), and epic (Paradise Lost). Class will consist of discussion, semi-formal debate (three class members versus three class members, with the rest later joining in). In lecture, particular emphasis will be given to recent scholarship, which calls for a new focus on great women authors, such as Aphra Behn, as well as a re-vision of how we view such classic writers as Milton, Austen, and Shakespeare. Writing assignments will emphasize close readings of the texts. There will be papers, plus a journal. The course will be a balance of lecture and discussion. MWF 9:00-9:50 307 CHA HC 102H CRNs 23069 or 23070 4 Credits "The Good Life II" Ancient European views of the good life were foundational for some, a source of rebellion for others, and an alternative not available to many. Here we explore the question, "How should we live and what should we value?" as posed by in-heritors of ancient Western traditions. How does the question get re-shaped, and what do we learn today from these efforts? How do the very forms created to express the most significant Medieval, Renaissance, and Neoclassical concerns come to buckle under the weight they bear? Readings will include the "Prologue" to the Canterbury Tales, The Wife of Bath's "Pro-logue" and "Tale," "The Pardoner's Tale," and "The Nun's Priest's Tale," in Middle English, Troilus and Cressida, (Shakespeare), The Rover (Aphra Behn), Paradise Lost (John Milton), and Gulliver's Travels, Book IV (Jonathan Swift). Class time will focus on discussion based on careful reading. There will be two short papers (2-6 pages), ungraded exercises, both in and out of class, a mid-term and a final exam. CRN 23069: MWF 10:00-10:50 307 CHA HC 102H CRN 23071 4 Credits "Changing the Landscape of Literature: the High Middle Ages to the Enlightenment" Continuing Fall's survey of western literature, we will begin with Dante (La Vita Nuova) and Chaucer (Troilus and Criseyde) in order to assess the invention of love. From there, through Castiglione (The Book of the Courtier) and Thomas More (Utopia), we will con-sider how changes in Early Modern govern-ance, religion, and publication affect the writing, production, and even the definition of literary works. Reading Shakespeare's Troilus and Cressida will help us think about the legacy of Troy, and reading Teresa of Avila's autobiography will bring us back to questions of self and faith; we will also think about the colonial enterprise and gender is-sues associated with this text. Swift (Gulliver's Travels) and Voltaire (Candide) will let us discuss the advent of scientific and economic inquiry and conclude the term's work with an assessment of the Enlightenment's message of hope. Written work for the course will include short response papers, some selected critical readings to be incorporated into at least one of the three formal papers, and a comprehensive final exam. UH 9:30-10:50 307 CHA Prof. Louise Bishop HC 102H CRN 23072 or 23073 4 Credits "Order: Moral and Otherwise" This course intends to explore the various systems of human and divine order (moral, political, bureaucratic, individual, romantic, etc.) which writers suggest through their works. The time period studied (Italian Renaissance through 18th century) is particularly suited to this theme, since it is a time of religious warfare, political and military strug-gles, civil war, and dynastic turbulence. The emphasis this term will be on the genre of drama and we will study the elements of that genre in depth. We will also study one prose romance and one collection of Chinese de-tective stories, along with a series of handouts featuring sonnets. Works for the term include: Malory, Mort D'Arthur; Shakespeare, Julius Caesar; Molière, Misanthrope; Tirso de Mo-lina, El Burlador de Sevilla; Aphra Behn, The Rover (Part I); Sheridan, The Rivals; Anony-mous, The Celebrated Cases of Judge Dee. You will also have handouts featuring son-nets and lyrics by: Petrarch, Wyatt, Surrey, Sidney, Louise Labé, Elizabeth I, Ronsard. There will be two 5-7 page medium-sized pa-pers due, 1-2 short writing assignments (i.e., précis, paraphrase, etc.) and an essay final (with study sheet one week in advance). Class format is lecture/discussion/questions with small discussion groups working on open-ended but complex textual questions. CRN 23072: UH 11:00-12:20 303 CHA HC 108H CRN 23074 or 23077 4 Credits Throughout the West, the quest for an elusive equilibrium characterized much of the period between the disintegration of the Carolingian empire and the outbreak of the French Revolution. While using the theme of balance in this course, we will survey developments in religion, intellectual life, politics, society, economics, and culture during this era of rapid change. During this era, European endeavors to place faith and reason in their appropriate places paralleled attempts to establish boundaries not only between the religious and secular, but between the church and state as well. Although Europeans never agreed on the proper spheres of faith and reason, they proceeded with their search for order in the world, a process that culminated in a variety of intellectual and political achievements. At the same time, they tried to strike a balance between new and old as the disintegration of feudalism, the growth of cities, the rise of the money economy, the spread of international trade, and the emergence of new social groups undermined traditional political, social, and economic practices. Changes in the arts, where Europeans sought harmony between novelty and tradition as they experimented with new cultural forms, mirrored these political, social, and economic struggles. All of these developments influenced the effort to find a via media between the emerging bureaucratic state, traditional institutions, various social groups, and the individual. The international scene, with its interminable dynastic struggles not only complicated this effort, but produced a period of great violence marked by aggressive overseas expansion, large-scale wars, and bloody civil conflicts. While surveying all of these changes, we will see how changes in one area influenced balance in others and how significant episodes such as the Black Death, the Renaissance, the Reformation, the scientific "revolution," and the Enlightenment, both facilitated and impeded the overall quest for balance. The class will focus its attention particularly on primary sources from the period. Assign-ments include two medium-length papers, a debate, and a final examination. CRN 23074: MWF 10:00-10:50 203 CHA HC 108H CRN 23075 4 Credits This course will look at culture, politics, and society in selected European, Middle Eastern, and African communities from 1100-1789 as well as European encounters with the Americas and Africa. We will be particularly interested in cultural and political representations of what individuals (noting differences of gender and ethnicity) should be and do in the world and the concomitant vision of what values and priorities communities should pursue. Topics covered will be scholastic Christianity in the Middle Ages, the development of Sufism in the Islamic World, the Mali Empire of Africa, the European Renaissance in culture and politics, the Protestant Reformation, the Spanish conquest of Mexico, women and Christianity in Europe and New Spain, the development of modern secular politics in England, the slave trade and U.S. slavery, and Enlightenment politics in France and America. Readings will be selections from the medieval scholar Peter Abelard and his lover Heloise, the Islamic poet Rumi, the Mali epic Sundiata, Marlowe's Doctor Faustus, Machiavelli, Martin Luther, a European and an Aztec account of the conquest of Mexico, the Mexican nun Sor Juana Inez de la Cruz, Sprenger and Kramer's The Hammer of Witchcraft, Hobbes' Leviathan, Rousseau's A Discourse on Ine-quality, Harriet Jacob's slave narrative, and Thomas Jefferson. Assignments will include a journal, two 5-7 page papers, and a final exam. Most class time will be devoted to discussion. MWF 11:00-11:50 307 CHA HC 108H CRNs 23076 or 23079 4 Credits This term we will explore the social, religious, economic, and cultural forces that individually and collectively transformed the lives of the European communities between the years 1350-1750. We will address the major cul-tural themes that have long characterized the transition from medieval to modern Europe: the Renaissance, Reformation, Scientific Revolution, and Enlightenment. We will ad-dress as well the attitudes and values of those peoples who may not be represented in these classifications. This includes women, non-Christians, and many non-elite social groups. In order to discover how some of these peo-ple thought about their world, we will com-pare the causes and effects of peasant rebel-lions in England, central Europe, and Russia. We will read about whether women had a Renaissance, why early modern European governments persecuted women as witches, and how women's roles changed as a result of the Reformation. Toward the end of this course our focus will turn to the European age of exploration and expansion. We will analyze how conflicts arose between Western and non-Western cultures, what motivated Europe's expansionist policies, and what some of the global, long-term effects may have been. The readings will include a textbook; a packet of primary sources; Machiavelli, The Prince; Erasmus/Luther, Discourse on Free Will; John Locke, Two Treatises of Govern-ment; Bernard le Bovier de Fontenelle, Conversations on the Plurality of Worlds; Voltaire, Candide. CRN 23076: MWF 13:00-13:50 307 CHA HC 108H CRN 23078 4 Credits This course will focus on the fundamental changes that occurred in European society from the Renaissance to the French Revolution. The changes during this period transformed Europe from the provincial backwater it was at the waning of the Middle Ages into the dominant military and economic power in the world. We will analyze developments within Europe including: the slow dissolution of feudal society; the erratic but inexorable growth of the capitalist market economy; the centralization of political power and the origins of the modern nation-state; the emergence of a new social order divided in new ways by class and gender; and the social and cultural movements accompanying these developments (Renaissance, Reformation, Enlightenment). In this study of developments within Europe, we will analyze social forms and attempt to reconstruct modes of behavior and the tone of daily life; we will also study art and literature, religion and philosophy as means of understanding how contemporaries perceived their world and attempted to solve its problems. In order to understand European developments in world-historical perspective, we will analyze European conquest of the non-Western world as a conflict of cultures. We will focus on the motives behind European expansion, and on the cultural values that Europeans con-fronted and tried to supplant with their own. Since so many current conflicts, both within the West and around the world have their origins in this period, an understanding of Europe's rise to dominance and the origins of its relations with the rest of the world is crucial to understanding the present. Assignments include a group project, two medium length papers, and a final exam. UH 11:00-12:20 307 CHA HC 208H CRN 23080 4 Credits Human activity causes many environmental problems, from species extinction to ozone depletion. Examination of Earth's history shows that global warming, acid rain, mass extinction, lethal ultraviolet radiation, and a host of other environmental ills have occurred long before humans evolved. How concerned should we be about these same problems when we are implicated as their cause? We will address this question by com-paring modern environmental phenomena with similar events and processes in the geological past, examining current problems and their geochemical, ecological, and social implications, and devising scenarios that could be implemented in the future. Class participation and in-class discussions will be emphasized. Students will be expected to do the assigned readings before the class and be prepared to discuss the topic. This course is designed for non-science ma-jors. No background in physics, chemistry, biology, or mathematics is required. Students will write two papers and participate in a debate on a current environmental issue. Open book exams. There will be two hour-and-a-half lectures and one lab period per week. UH 9:30-10:50, 303 CHA HC 208H CRN 25630 4 Credits "21st Century Science" The 21st century will be a golden age for scientific knowledge and technological progress. During this last century, our view of Nature shifted from a Cartesian-Newtonian view of a clockwork Universe to an expanding Universe ruled by chaos and complexity. This course will explore topics concerning the macroscopic world, microscopic world and cosmology, and serve as an introduction to the philosophy that we use to apply meaning to reality, such as reductionism, emergence, holism and creation. MWF 10:00-10:50 301A ALL HC 205H CRN 25629 4 Credits The objective of this course is to give the student a better understanding of how the macroeconomy functions. We will study the determination of national income, the price level and inflation, unemployment, and interest rates. Our concentration will be on what determines the changes in these aggregates over time, i.e., the reasons for economic growth and business cycles. We shall also study the effects of monetary, fiscal, and supply side policies on the economy. UH 11:00-12:20 203 CHA HC 212H CRN 25631 4 Credits This course examines the individual in the social world -- the development of personality and social relations, the regularities of social perception and social interaction, and the psychopathologies of our times. The course focuses on the empirical approach to under-standing human behavior, but it also incorporates philosophy, art, and literature. Stu-dents are involved in projects and discussions in the accompanying lab, write several short reaction papers, and have two take-home exams. The instructor will operate an extensive world-wide-web page, which offers students a learning resource and a starting point for further explorations. UH 12:30-13:50 303 CHA HC 311H CRN 25632 4 Credits "Rhetorical Traditions: Renaissance Roots" Renaissance is a French word describing a phenomenon that is essentially Italian. It has been written renaissance, rinascita or renascence; however it is written, it marks one of the most important turns in Western Civilization. For our purposes, in this course, attention will be directed toward the efforts of those persons whose influence upon the course of Renaissance Rhetoric can be seen as major. These will include some not generally considered in the more popular veins of research and instruction. In the spirit of the Renaissance, students will learn about and practice the Communicative Arts (Trivium) of Poetic, Rhetoric, and Dialectic. Texts include selected readings from primary and secondary sources, model dialogues, speeches, and debates of the period as well as selected films and dramatic television productions. Students will be judged on their daily interactions, two written assignments, oral presentations, and participation in formal debates. MWF 9:00-9:50 303 CHA HC 312H CRN 23082 4 Credits "Age of Satire" Major eighteenth-century English satirists: Rochester, Dryden, Pope, Swift, Gay, Johnson, and others, if time permits. Close reading and discussion of major works emphasizing values asserted and satiric and ironic techniques. Four 1500-word papers. No exams. UH 15:30-16:50 307 CHA HC 399H CRN 23083 4 Credits The 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 13 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). Two de-bate topics are debated each academic year. Novice and experienced student debaters are welcome. Individual events students select from among ten to fifteen public speaking and oral interpretation events and, in addition, work to pre-pare and perfect speeches designed to persuade, entertain and move. Students are graded on their performances. MW 16:00-17:20 244 GIL HC 399H CRN 25633 2 Credits "Judging Speeches and Debates" This class will provide students with the in-struction they will need to evaluate public speeches and debates. Students will learn how to judge oratory, oral interpretation, extemporaneous speaking, impromptu speaking, editorial commentary, expository speaking, debate, and other speaking events. Students will judge high school students competing in these events at the 35th annual University of Oregon High School tournament in February and write critiques. Students will be graded on the quality of their critiques MW 17:30-18:20 244 GIL HC 407H CRN 23087 or 23088 2 Credits This Senior Thesis Seminar is specifically de-signed for those students who plan to graduate "off-cycle"--Summer, Fall or Winter term, or who will not be a student in residence Fall Term. Students will spend a majority of their time in the seminar polishing their prospectuses and then participating in a mock oral examination. Before enrolling in the seminar, students should have done the following:
The seminar will begin with several weeks of instruction and aid in polishing prospectuses. The majority of the term will involve oral presentations by all students with the primary thesis adviser present. Pass/No Pass Attendance mandatory CRN 23087: M 14:00-15:50 303 CHA CRN 23088: H 15:30-17:20 303 CHA COLLOQUIA ARE LIMITED TO STUDENTS WITH SOPHOMORE STANDING AND ABOVE. HC 408H CRN 25634 4 Credits "Beyond Vengeance and Forgiveness: Responses to the Holocaust" When acts of genocide or inhumanity occur, what should be the response? this question has achieved special urgency in recent years by the efforts of societies--like South Africa--to find new ways of addressing injustices, new ways of creating a more human future. What is the place for punishment in ad-dressing past crimes? What is the place for forgiveness? Who is entitled to forgive, and what does it mean? These are some of the questions that we shall consider in this course. There will be a major focus on the holocaust and its aftermath, but other incidents of genocide/inhumanity will be ad-dressed as well. Our aim will be to explore how we can create a more positive future from the sufferings of the past. UH 14:00-15:20 303 CHA HC 408H CRN 25635 4 Credits "Visions of Freedom II" "Freedom," "liberty," "autonomy," and, more recently, "empowerment" are without a doubt the most important, most used, and most positive concepts in our political vocabulary. Beyond fine-sounding platitudes, however, freedom has proven to be remarkably difficult to define. Wars and revolutions, for example, have been fought with both sides claiming to be the defender of freedom, liberty, etc. And one person's freedom has often meant another's oppression. We in the West proclaim our freedom so ritualistically that we easily forget that rituals are often a means of convincing ourselves that the illusory is real. Freedom, liberty, autonomy, and empowerment are, in short, very slippery concepts. It is probably impossible to pin these terms down in a way that will meet with universal agreement. But our purpose in this class will be to try to give more concrete content to these terms by focusing on various dimensions that pertain essentially to them. The dimensions of freedom on which we will focus (with tentative readings) include: · the law and its institutionalization (Aeschylus, Eumenidies; Franz Kafka, The Trial; selections from Max Weber on Bureaucracy) · the existential self and identity (Friedrich Nietzsche, The Genealogy of Morals; selections from Jean-Paul Sartre) · race (Robin D.G. Kelley, Yo Mama's Dys-funktional; selections from Martin Luther King, Jr. and Stokely Carmichael) · gender (Cherrie Moraga and Gloria Andaluzia (eds.) This Bridge Called My Back) · economics, technology, and work (Studs Terkel, Working; selections from Karl Marx, William Morris, and Martin Heiddeger) · knowledge, education, the university, and freedom (bell hooks, Teaching to Transgress) · religion and society (Ignazio Silone, Bread and Wine; Gustavo Guitierrez, Liberation Theology) Written assignments are: an analytical jour-nal with entries on each section of the course; an 8-10 page paper on one of the sections of the course. In addition, there will be a group assignment; groups of three ill be responsible for a 10-15 minute oral presentation and for drecting the following dis-cussion. UH 19:00-20:50 307 CHA "Literature By and About Gay Men" The texts are Marlowe's King Edward II (drama), Melville's Billy Budd (novel), Puig's Kiss of the Spider Woman (novel), Fierstein's Torchsong Trilogy, Leavitt's The Lost Lan-guage of Cranes (novel), Cunningham's The Hours (novel), and The Penguin Anthology of Homosexual Verse. The course will provide an overview of gay men's literature, as it has evolved from the Renaissance to the present day. We will discuss such issues as the changing social ac-ceptance of the gay man and literature's advancing frankness in dealing with his experience, in the context of one play, four novels, and an assortment of poems. There will be two short papers and one long one. A reading journal will be optional. MWF 10:00-10:50 303 CHA Pre-requisite: Completion of HC Literature 101, 102, 103. THE PRECEDING COURSE CAN FULFILL CHC REQUIREMENTS FOR EITHER ARTS AND LETTERS OR COLLOQUIUM, IN ADDITION TO THE UO'S MULTICULTURAL REQUIREMENT (IP CATEGORY) If you wish to do a Reading and Conference, or one of the other open-ended courses, listed below, please follow these steps. 1. Pick up a form from the CHC office and work out, with an CHC faculty member, the num-ber of credits, grad-ing option, and the title of the course as you want it to appear on the tran-script. Instructor must sign the form. 2. Submit completed form to the CHC of-fice so that you can be pre-authorized. 3. Register for the class. Please note that open-ended courses are subject to the same deadlines as all other courses. HC 405H CRN 23085 (Variable Credits) HC 406H CRN 23086 (Variable Credits) HC 409H CRN 23089 (Variable Credits) LITERATURE HISTORY SCIENCE HC 211H HC Intro to Experimental Psych SOCIAL SCIENCE ARTS AND LETTERS COLLOQUIA HC 415H The Mesoamerican Past: Myth, History, and Religion in Nahua Civilization SEMINARS |
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