HUTTON HONORS COLLEGE INDIANA UNIVERSITY
HHC COURSE DESCRIPTIONS FALL 2013
HON-H 211 3338 & Ideas & Experience I
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Richard Cecil MW 1:00-2:15 p.m. HU 108
"What is honor?" asks Falstaff in Act V of Henry IV, pt. 1, and that's the question we will ask of each of the ten ancient masterpieces we read in this course. Beginning with Homer's aristocratic warrior's code of honor in The Iliad and The Odyssey, and ending with Madame de Lafayette's sophisticated courtier's code of honor in The Princess of Cleves, we will investigate the hidden and open assumptions about human behavior that underlie each of these masterpieces' unstated codes of honor.
Written work for the course will consist of daily written discussion questions, three critical papers of 3-5 pages, and a final 5-7 page creative paper&an original story in which one of the characters from one of the ten works we read encounters a situation which forces her/him to question the code everyone else lives by. These stories will be photocopied and distributed to all members of the class for discussion.
Course texts: Homer's The Iliad and The Odyssey, Sophocles's Antigone, Virgil's The Aeneid, Seneca's Trojan Women, Njal's Saga, Lady Murasaki's The Tale of Genji, Chaucer's Troilus & Criseyde, Shakespeare's Henry IV, pt. 1, and Madame de Lafayette's Princess of Cleves.
HON-H 211 32757 & Ideas & Experience I
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Kalani Craig MW 2:30-3:45 p.m. Wright 12-029B
History is full of crisis. From big battles that changed the fate of continents to stories of unrequited love that only mattered to one or two sad souls, what we know about the past is often centered on painful experiences. These crises didn't just change the lives of the people who wrote history; they changed the way history writing worked. This class examines how crisis changed both people and the literary practices of people who wrote history. We'll look at how an author's personal response to crisis shaped the limits of their text, the literary themes on which they depended, and the ways in which they characterized the people around them. From the Battle of Thermopylae to the Fall of Rome to the Black Death, we'll focus on large-scale crises, the societies they affected and the texts written by people who lived through crisis. We'll also come face to face with personal crises, Augustine's religious conversion; the anguished advice written by Dhuoda for her captive son; and the lifelong complaints of Peter Abelard, a man castrated for love, through the eyes of the people who experienced them.
HON-H 212 5871 & Ideas & Experience II
Perry Hodges TuTh 11:15 a.m.-12:30 p.m. HU 108
What is the modern self? Through the eyes of some of the most influential writers of the last three centuries we will explore the new ways of thinking about the individual that emerged during and after the Enlightenment. Beginning with Descartes who gave us the skeptical self, and Rousseau who gave us the inward looking self and its conflicts with society, we will then read texts by Wordsworth, Dostoevsky, Freud, Proust, and Virginia Woolf. We will look at their response to the breakdown of religious and philosophical explanations that had once defined the self's relationship to its world, and the psychological tension between a belief in an autonomous self at home in its world and the notion of a fragmented, alienated self-buffeted by forces in nature, society, and the unconscious. Through close reading, writing and discussion, students will learn to contextualize these rather broad questions by looking at the ways these writers have directed our attention to the role of memory and narration in reconstructing the self, and to other questions about childhood, deception, sexuality, and language that have come to preoccupy our present culture. Students can expect to write three short papers, regular written exercises, and a final paper.
Texts: Descartes, selection from Meditations; Rousseau, Confessions, volume I; Wordsworth, selections from The Prelude and other poems; Dostoevsky, Notes from Underground; Freud, The Wolf Man; Proust, Swann's Way; Woolf, Mrs. Dalloway.
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HON-H 212 & Ideas & Experience II
John Karaagac TuTh 11:15am-12:30pm HU 217
It is impossible to think meaningfully about ideas without reference to a range of experiences. It is a failure of the imagination to experience without some reflection on its meaning. This is a class that examines the classics & works that speak to subjects and ideas rooted in time and place but also time-less.
We will intensively read and reflect on nine to ten classic works, both from fiction and nonfiction. In some cases, we will substitute several short readings or selections from longer texts for one of those ten. In past cycles, authors have included Conrad, Woolf, Kawabata and Didion in fiction: non-fiction authors have included Adam Smith, De Tocqueville and Nietzche.
The books you read in Ideas and Experience II will be books that you will want to have in your library; the non-fiction sections will draw you into larger schools of thought.Your final grade will be based on five short (under four page) papers and two longer (seven to eight page) papers. I will grade you on your capacity to make sustained arguments with evidence from the texts.
I will also grade on your capacity to add to class discussion&discussion based on close textual analysis. Active participation is essential. This is not only a writing-intensive but a reading intensive course.
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HON-H 213 11858 Madness and Melancholy
MW 2:30-3:45 p.m. HU 108
'Madness and Melancholy' rests on the assumption that definitions of madness and melancholy are, in Roy Porter's words, "not fixed points but culture-relative." While we will read some contemporary discussions of how depression and other mental disorders are treated and defined, the bulk of our reading will consist of literary, medical, and philosophical accounts of madness and melancholy written from the classical period to the early seventeenth-century. Our reading will be comparative and we will seek to understand each account of madness and/or melancholy in the context in which it was written. Instead of agreement, we will find, in every period, debate and disagreement about how madness and melancholy should be defined and treated.
While depression and madness are now typically medicalized and pathologized, in other periods, writers, scientists included, took an approach to melancholy and madness that was as much, or more, religious, ethical, or philosophical as it was medical. We will see madness and melancholy sometimes judged positively rather than negatively. We will read writers defining madness and melancholy in relation to the bodily humors, to gender, genius, genetics, the gods or God, love, parents, power, the planets, reason, and sin. More often than not, these same writers are more concerned with what it means to live the good life than they are concerned with what it means to be well. Frequently, the writers we read are critical of the societies in which they live and of most of the people in those societies, including those who are wealthy and have power. The class has less to say, then, about psychology or medicine than it does about religion, moral philosophy, and the social and political implications of madness and melancholy.
NOTE Before you enroll in the class, you should be aware that every semester some students find some of the work we read difficult to comprehend and interpret. You should also be aware that I place a great deal of emphasis on the quality of student writing. While it is perfectly possible to get an A in the class, you have to write well to earn it.
READING Euripides, Medea ; Euripides, Bacchae; Plato, Phaedrus (Hackett); Kay Redfield Jamison, An Unquiet Mind; Shakespeare, King Lear (Arden). Excerpts on E-Reserve or on the web from work by the following writers: essays by and excerpts from: [Pseudo] Aristotle, Robert Burton, Erasmus, Marsilio Ficino, Galen, Hildegard of Bingen, Hippocrates, Ruth Padel, [Pseudo] Hippocrates, and Seneca; the following selection of work that illustrates issues central to the contemporary debate about the diagnosis and treatment of depression: entries from the Diagnostic and Statistical Manual of Mental Disorders (DSM IV), ?The bright side of being blue: Depression as an adaptation for analyzing complex problems? by Paul W. Andrews and J. Anderson Thomson, Jr., comments on that essay by Ed Coyne and Jerry Hagen, essays by Jonah Lehrer and Louis Menand, and a debate between Christopher Lane and Nassir Ghaemi about, among other topics, the present and the future of DSM IV.
ASSIGNMENTS Three six to eight page essays. 80% of final grade.A library exercise that will test your ability to find material in IUCAT and a variety of subject-specific online databases. 10% of final grade. Participation in class discussion and in-class activities. 10% of final grade. Books are available at Boxcar Books, 408 E. Sixth Street, Bloomington, IN 47408.
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HON-H 232 11457 Reading and Writing Short Fiction
Edward Gubar TuTh 4:00-5:30 p.m. HU 111
In this section of H232, students will be expected to write three short stories of varying lengths, complete several exercises, and read a selection of short fiction. There will be a final exam on the readings. Most class time will be spent work-shopping student stories. No experience writing fiction is required or expected. Students who enroll in this course, however, must be seriously committed to studying and writing short fiction.
Course texts Gotham Writers' Workshop, Writing Fiction; Gotham Writers' Workshop: Fiction Gallery; & student writing.
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HON H-232 32743 Reading and Writing Contemporary Poetry
Stacey Lynn Brown MW 1:00-2:15 p.m. Read 2-120B
This section of H232 is a poetry workshop that will focus on the close reading of contemporary poetry as well as the creation of students? own original poems. The class will be split between reading weeks and workshop weeks. During reading weeks, we will be studying elements of poetic craft from The Poet's Companion and discussing poems from the From the Fishouse anthology that exemplify these concepts. On alternate weeks, we will workshop and critique original poems written by students. We will also study four full-length collections by modern authors.
This course will be writing intensive, with writing exercises and critical responses to assigned poems due in addition to the generation of original poems. Students will be required to either memorize and recite one poem or create a broadside (a poem rendered on a medium other than the page). The final portfolio for the class will consist of the first versions of the workshopped poems as well as revised versions that take into consideration the comments and suggestions discussed in workshop. In a critical analysis that will accompany the final portfolio, students will be asked to reflect upon the writing process and discuss the choices that they made during revision.
READING Calvocoressi, Gabrielle. Apocalyptic Swing; Dungy, Camille et al. From the Fishouse: An Anthology of Poems that Sing, Rhyme, Resound, Syncopate, Alliterate, and Just Plain Sound Great; Jones, Rodney. Elegy for the Southern Drawl; Komunyakaa, Yusef. Dien Cai Dau; Laux, Dorianne and Kim Addonizio. The Poet's Companion; Plath, Sylvia. Ariel: The Restored Edition.
ASSIGNMENTS The memorization and recitation of a poem by a published poet OR
The creation and presentation of a broadside, a poem by a published poet rendered on a medium other than paper (20% of final grade). Writing exercises for each chapter read in The Poet's Companion (20% of final grade). A final portfolio, consisting of seven original poems, with revisions, and a 500-word analysis of each revised poem, explaining the rationale behind the changes made (50% of final grade). Active, vocal participation in class discussion and workshop (10% of final grade)
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HON-H 233 11458 An Interdisciplinary History of Empathy
Fritz Lieber MW 2:30-3:45 p.m. HU 217
Our working definition of empathy is the feeling of other people's feelings. As we study the history of this idea from ancient Greece to the present, we will investigate and complicate that definition. From President Obama, who named empathy a valuable trait in a Supreme Court justice, to an audience at a pole vaulting contest who lean in their seats as the pole vaulter curves over the bar, empathy is a central concept in government, athletics, art, science, and the humanities. Empathy has a privileged seat at our human table, but how did it get there? What are its roots? What can the history of empathy tell us about the concept psychologically, socially, and physically? Why is empathy such a pervasive and important idea in diverse cultures and disciplines? This course is an interdisciplinary study of the history of empathy. We follow expressions of the concept in philosophy, medicine, literature, psychology, art and aesthetics, social and behavioral science, education, psychotherapy, and morality. Beginning with Greek theories of shared feeling as the basis of physical and social organization, we work our way to modern interpretations of empathy in aesthetic appreciation and criticism, attitude, cultural understanding, perspective-taking, human development, interpersonal relationship, and neuroscience. Students will write three 5-page papers, one on assigned topics, and two on topics of personal choice. All readings are primary documents, and include works of Hippocrates, Plato, Erasmus, Rabelais, Montaigne, Joshua Reynolds, Rousseau, David Hume, Adam Smith, Herder, Keats, Freud, Edith Stein, Charles Cooley, and Carl Rogers, among others. Our class will participate in Themester 2013, Connectedness: Networks in a Complex World.
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HON-H 233 11459 Faulkner and the Legacy of Slavery
Perry Hodges TuTh 2:30-3:45 p.m. HU 108
William Faulkner has given us a vivid and densely textured picture of the racial tensions that have shaped our personal and political landscape since the Civil War. In his fiction he focuses on the inner drama that comes from living in a racially mixed society. His is a story found not in history books but in the memories of its narrators who are forced to confront a past, which threatens to destroy their lives. Rather than a linear narrative told from a single perspective, Faulkner creates multiple disjunctive stories obsessively told and retold from different perspectives. His fiction invites us to reflect on the way the mind remembers and responds to the past, the relation between storytelling and personal and collective identity, and the role of myth and tradition in southern culture.
Our course, however, will have a double focus: on the fictional world of America's greatest twentieth-century novelist, on the one hand, and on the other, the real world of southern slavery and its aftermath in the second half of the nineteenth century. We will thus be bridging two disciplines, literature and history, and attempting to see how each illuminates the other. Along with selections from W.E.B. Dubois The Souls of Black Folks (1903), and C.Van Woodward The Burden of Southern History, we shall draw on a number of first-person slave narratives; the writings of Abraham Lincoln and Ralph Ellison; and legal documents ranging from the early slave laws to the Supreme Court case of Plessy v. Ferguson (1898) which set the terms of the subsequent debate on segregation. Throughout we shall be engaged in intensive study of three of Faulkner's most demanding works: The Sound and the Fury, Absalom, Absalom, and Go Down Moses.
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H233 32736 Storytelling in Film, Fiction, and Photography
Ray Hedin TuTh 9:30-10:45 a.m. EO B01
The premise of this course is that cross-media consideration of different modes of storytelling can illuminate each particular mode as well as the underlying nature of storytelling itself. This course will begin with a consideration of the nature and role of stories and storytelling: Why are stories so appealing? Why are they so powerful? What do we accomplish by fashioning them, telling them, and listening to or watching them? How and why do they work? We will then consider some of the basic issues that are common to all modes of storytelling &emdash; e.g., what constitutes a story? What is the truth value of various kinds of storytelling? How are various kinds of storytelling shaped toward a particular effect? We will then consider three of the most important media for telling stories &emdash; fiction, film, and photography &emdash; with emphasis both on the common elements among them and on their differences. What are the characteristic narrative strategies of each medium? What are the strengths and weaknesses of each medium in regard to storytelling? What kinds of stories do each medium seem to convey most effectively? If you have a particular story to tell, what might you gain and lose by choosing one medium over another? We will investigate these questions not in the abstract or theoretically but by considering a number of iconic examples in each medium &emdash; for instance, (but not exclusively): Tim O'Brien, The Things They Carried (novel); Jhumpa Lahiri, Interpreter of Maladies (short stories); Art Spiegelman, Maus I and Maus II (graphic novel); The Godfather and Chinatown (film); Robert Frank, The Americans, and Eugene Richards, War is Personal (photography). Our emphasis will be on our own careful examination of each example, on the historical or cultural contexts that illuminate each of them, and on what we can make of the links among the examples. And along the way, we will keep our attention on what these stories convey &emdash; their themes, their underlying messages &emdash; as well as on how they convey them.
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HON-H 233 32744 Notable Nobels
Edward Gubar TuTh 1:00-2:15 p.m. HU 111
On 27 November 1895, Alfred Nobel signed his last will and testament, giving the largest share of his fortune to a series of prizes, the Nobel Prizes. As described in Nobel's will one part was dedicated to "the person who shall have produced in the field of literature the most outstanding work in an ideal direction ... 105 Nobel Prizes in Literature have been awarded since 1901. It was not awarded on seven occasions: in 1914, 1918, 1935, 1940, 1941, 1942, and 1943." Source
We will look at the history and politics of the Nobel Prize in Literature and read a selection of novels, short stories, plays, and poetry written by a diverse sample of the awardees since 1901. Our reading list may include Knut Hamsun (1920, Norway), William Butler Yeats (1923, Ireland),Thomas Mann (1929, Germany), Luigi Pirandello (1934, Italy), William Faulkner (1949, United States), Ernes t Hemingway (1954, United States), Albert Camus (1957, Algeria/France), Samuel Beckett (1969, Ireland), Pablo Neruda (1971, Chile), Gabriel García Márquez (1982, Columbia), Naguib Mahfouz (1988, Egypt), Toni Morrison (1993, United States), José Saramago (1998, Portugal), John M. Coetzee (2003, South Africa), Orhan Pamuk (2006, Turkey), Doris Lessing (2007, United Kingdom), Mo Yan (2012, China).
Writing assignments will vary: short responses, a few short essays, a longer term project, and a final exam. You will also be expected to participate in class discussions.
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HON-H 233 33036 Great Authors, Composers & Artists The Fallibility of Memory: Truth and Fact in Modern Memoir
Stacey Lynn Brown MW 2:30-3:45 p.m. Read 2-120B
"Memory is a complicated thing, a relative to truth, but not its twin." Barbara Kingsolver
The nature of memory is elusive and slippery. Our most conscious understanding of our own past is often filtered through what has happened since, and whenever we seek to reproduce or render past events, we end up (re)constructing them. When it comes to writing about childhood, especially, where many of our memories are derived from stories we've been told, how can memory be anything other than fallible? How, then, can anyone claim to write a "true" life story?
This class will examine eight contemporary memoirs through the lens of memory, specifically its limitations and relativity. Within a greater contextual analysis of our cultural fascination with "reality," we will investigate the distinctions between literal and emotional truth with an eye toward how each author navigates the tricky terrain of the past on his or her way to the nonfiction bookshelves.
READING Arenas, Reinaldo. Before Night Falls; Bartók, Mira. The Memory Palace; Beard, Jo Anne. The Boys of My Youth; Coates, Ta-Nehisi. The Beautiful Struggle: A Father, Two Sons, and an Unlikely Road to Manhood; Deraniyagala, Sonali. Wave.; Doty, Mark. Heaven's Coast.; Karr, Mary. The Liar's Club; Slater, Lauren. Lying: A Metaphysical Memoir.
ASSIGNMENTS Three 6-8 page essays critically engaging with two of the assigned texts per essay (60% of final grade). Final essay exam (30% of final grade). Attendance and participation (10% of final grade).
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HON-H 233 34121 Understanding Masterpieces
Andrei Molotiu TuTh 4:00-5:15 p.m. HU 108
This course will provide an introduction to the visual arts and to the discipline of art history by focusing on a small number of works of art that will be studied in depth. The students will
learn about different artistic techniques, about the various questions of interpretation that can be raised in art history and about the methodologies developed to answer them. The works of art
studied will come primarily from Western art since the Renaissance. The definitive selection of works for the semester will be made in the first couple of weeks of classes by the professor in
collaboration with the students, taking into consideration their specific interests. The class will be taught colloquium-style, with class discussions and brief student presentations emphasized throughout.
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HON-H 234 11461- 21st Century American Fiction
Gareth Evans MW 11:15a.m.-12:30 p.m. HU 108
Reading Jonathan Safran Foer, Extremely Loud and Incredibly Close; Jennifer Egan, A Visit from the Goon Squad; Jonathan Franzen, Freedom; Allegra Goodman, The Cookbook Collector; Junot Diaz, The Brief Wondrous Life of Oscar Wao; Chris Ware, Jimmy Corrigan: The Smartest Kid in the World; Edward Jones, The Known World; Kate Walbert, A Short History of Women.
In this course, we'll read 21st-century American novels, which, for the most part, have been written by authors who made their name in the 21st-century. The course has no thesis to propound, and the novels we read vary in style, content, and concerns, just as the authors vary in their race, ethnicity, gender, and regional background. In Extremely Loud and Incredibly Close, Foer experiments with style, images, and typeface in a tale narrated by a boy whose father died in the World Trade Center. In A Visit from the Goon Squad, Jennifer Egan also experiments with the ways in which a story may be told as she dips in and out of the lives of a group of people involved in the music business since the mid-1970s. The novels by Franzen and Goodman are both large, sprawling state of the nation novels, and we'll read them back-to-back, along with some of their reviews, to see in part how the gender of the author often shapes a novel's reception. Junot Diaz's version of American looks very different from those of Franzen and Goodman, and in The Brief Wondrous Life of Oscar Wao he focuses on an overweight Dominican-American comic book fan, or nerd, and the alternately comic and tragic events of his days in New Jersey and the Dominican Republic. Chris Ware's Jimmy Corrigan also focuses on a series of dysfunctional men and is frequently hailed as the most important graphic novel published during this century; an, indeed, the inclusion of Ware's book points, in part, to the rise of the graphic novel to prominence during the last decade. The last two novels we will read are both historical novels. In The Known World, Jones tells a tale of slavery that focuses, in part, on African-American owners of slaves, while Walbert's A Short History of Women focuses on the history of the women in one particular family from the 1890s, through the period of early twentieth-century suffrage reform, and into the twenty-first century. Range of method and concerns is the key, then, and it's that range we'll explore in this class.
Assignments Three 6-8 page essays. 90% of final grade. Attendance and participation in discussion and in-class activities. 10% of the final grade.
NOTE: The novels are listed in the order in which we will read them. The novels by Franzen, Goodman, Jones, and Ware are all lengthy, and I recommend that you read some or all of them over the summer. Books are available at Boxcar Books, 408 E. Sixth Street, Bloomington, IN 47408.
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HON-H 234 11462 Anne Frank and Hitler: Studies in the Representation of Good & Evil
Alvin Rosenfeld TuTh 2:30-3:45 p.m. BH 314
This class meets with JSTU-J 203.
Well known as historical figures, both Hitler and Anne Frank long ago began to take on symbolic dimensions &emdash; he as the twentieth century's leading personification of evil, and she as girlhood innocence despoiled by unspeakable anguish and condemned to an early death. In novels, stories, poems, plays, films, and other media, their images have evolved in interesting ways over time and in different cultures.
This course encourages students to critically examine these changes and, in so doing, to learn how history is penetrated by the shaping powers of imagination and transfigured into something like a modern mythology. Students in this course will learn how to become critically engaged with a range
of literary and other artistic genres and to see how complex a phenomenon the representation of the past can be. Given the two figures we will be focusing on?the first, a major perpetrator of genocidal crimes, the second, the most celebrated and cherished of teenage victims &emdash; tudents will be encouraged to think hard about questions of good and evil.
Readings for the course will include historical materials on Hitler and Anne Frank; fictional treatments of both figures, such as George Steiner's novel about Hitler, THE PORTAGE TO SAN CRISTOBAL OF A.H., and Philip Roth's novel about Anne Frank, THE GHOST WRITER; Anne Frank's famous diary, THE DIARY OF A YOUNG GIRL, as well as dramatic and cinematic versions of the same; at least one movie about Hitler; and more.
Writing assignments will include a mix of medium-length papers written outside of class and in-class examinations.
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HON-H 234 13853 The Pen and the Sword
Massimo Scalabrini TuTh 2:30-3:45 p.m. HU 217
What advice did the “murderous” Machiavelli give to the prince of Florence? Was the Renaissance courtier obliged to obey the prince even when asked to do shameful and dishonorable things? How do we protect ourselves from a bestial and cruel tyrant? Should we run as far as we can or should we fight back? Must we always tell the truth or do we have the right to hide our secret thoughts?
These are some of the questions addressed in this course, which focuses on the culture of the Italian Renaissance courts and the modern European national states. We will examine the complex relationship between literary creation and political power in an age that witnessed the origin of modern Absolutism in European history. How is poetry to preserve its inner freedom as well as its open access to truth in the
context of absolute and ruthless political power? The dilemmas of caution and resoluteness, simulation
and dissimulation, heroism and conformity will be considered as some of the forces shaping early modern
The goal of the course is to read some of early modern Europe’s most representative works, to understand them in their diverse historical contexts, and &emdash; on a more general note &emdash; to develop a critical approach to literary texts. We will study the cultural and political circumstances in which these works were produced and read, as well as the rhetorical and stylistic notions indispensable to an analytical understanding of them. A selection of relevant introductory and critical essays will also be discussed. In order to develop and exercise these analytical skills, the students will write three short essays, give an oral presentation, take five quizzes and a final exam.
Readings will include works by Dante, Ariosto, Machiavelli, Guicciardini, Castiglione, Della Casa, Montaigne, F. Bacon, Accetto, Gracián, La Rochefoucauld, La Bruyère and Alfieri.
Required Texts N. Machiavelli, The Prince; F. Guicciardini, Maxims and Reflections; B. Castiglione, The
Book of the Courtier; G. Della Casa, Galateo: A Renaissance Treatise on Manners. All other texts
will be available through OneCourse.
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HON-H 234 13446 - Topic: “Germany’s ‘Others:’ Nation and Exclusion”
Marc Weiner TuTh 11:15 a.m.-12:30 p.m.
Office: BH668; Office Hours: TR 1:00-2:00 5-2033; firstname.lastname@example.org
To claim that countries develop their cultural and national identities through their rejection of those they deem foreign is to state the obvious. All nations emerge out of, and in conjunction with, a set of beliefs pertaining to their subjects that defines them in part as different from those beyond their borders. To the American imagination, this seems to be particularly the case with German-speaking Europe, largely owing to the continued association in popular culture of Germany with its National Socialist past, and that means with Hitler and the Jews. On the one hand, this is unfair because Germany was, unfortunately, not unique in this regard, as the histories of France, Italy, Austria, and Great Britain demonstrate. On the other hand, throughout the centuries prior to the rise of Nazism, Germany already had a history of rejecting those it deemed foreign--not only Jews, but also a host of "Others," such as, in addition to those of foreign national provenance, Gypsies, homosexuals, and those considered the sexually deviant, and the standard concept of who constituted a German also evinced a degree of misogyny not unusual for Europe prior to the feminist movement.
The subject of this course will be the subtleties and complexities of this process of rejection as an important part of the development of Germany's national cultural identity. To better understand this phenomenon, we will also examine the complex nexus of differences that typified the Austro-Hungarian Empire from the late 18th century to World War II. We will investigate diverse kinds of works &emdash; essay, short story, novella, poetry, drama, music drama, and film &emdash; by major figures in the cultural history of German-speaking Europe: Heinrich Heine, Georg B?chner, Annette von Droste-H lshoff, Karl Marx, Richard Wagner, Otto Weininger, Richard Strauss, Stefan George, Thomas Mann, Herman Hesse, Paul Celan, Leni Riefensthal, Nelly Sachs, Rainer Werner Fassbinder, Fatih Akin, and Emine Sevgi Ozdamar.
There are three (3) writing assignments, the first two circa 5-8 pages in length each, and the final paper circa 10-12 pp. Paper I should concern a summary of, and a response to, a given aesthetic work (on the syllabus); paper 2 should assess any one (or at most, two) methods of interpretation (also discussed in class). If they wish, after their papers have been returned, students may revise and resubmit either Paper I or Paper II within one week of its return, after which the grade for the revised version will replace that of its original. In the final weeks of the course, preceding exam week, students will submit a bibliography and outline for, and give a short presentation in which they describe, an independent research project, the subject of which will have been agreed upon by the student and the instructor no later than three weeks beforehand. These projects will form the basis of the final paper, which will be due at the time scheduled for the final exam (in place of the exam).Your presence and participation in discussions are an important part of the dynamic of the class.
A student may have up to two (2) unexcused absences; every absence thereafter (without the proper documentation from a doctor or senior academic advisor) will lower the final grade by 1/3 of a grade (e.g. for three unexcused absences, a grade of "A-" would be lowered to "B+," for four unexcused absences "A-" would be lowered to "B," etc.). Nonetheless, credit is not given for attendance alone but solely for participation.
All texts will be read in English translation. No knowledge of German is required. No credit given in Germanic studies.
Grades will be computed as follows: Participation = 40%; Writing Assignment I = 15%; Writing Assignment II = 15%; Final Paper = 30%
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H236 13447 Use of Force: Enemies & Allies: Japan & America, 1850-2000
George Wilson MW 4:00-5:15 HU 217
Office: BH668; Office Hours: TR 1:00-2:00 5-2033; email@example.com
In 1945, at the end of World War II, Japan and the United States were sworn enemies, hostile in word and deed after 4 years of bitter war and a decade of
misunderstanding and conflict. But by 1950—a mere 5 years later—they had become fast friends and military partners, the best of allies in the Pacific!
How did this happen? What explains the paradoxical shifts marking the history of U.S.-Japan relations? Was it culture? Or a result of experience?
America first crossed paths with Japan in 1853 when Navy Commodore Matthew C. Perry steamed into Edo Bay with his 4 “black ships” to force the Japanese to open their doors. Weak and divided, they had no choice but to comply. Following Japan’s Meiji Restoration (1868) and the U.S. Civil War (1861-65) each side built a modern nation with an industrial economy. Next came conflict, resulting in Pearl Harbor, World War II, and 2 atom bombs. After 1945 the U.S. occupied Japan, followed by a vast trade expansion that built the largest overseas trade relationship in world history. A new Japan-U.S. security treaty in the 1960s has tied Japan’s future to the U.S. foreign policy.
A history like this is unique … and instructive. Why would countries so distant with cultures so different become such firm allies? How did mutual hatred during WWII turn into a grand commercial and military partnership? What of the future? Today China has passed Japan as the world’s #2 economy and top U.S. overseas trading partner. But Japan thrives, making superb goods (autos, optics) and exporting pop culture around the globe (Pokémon, anime). The Rising Sun still poses a strategic conundrum for America in the Pacific.
Course readings come from half a dozen paperbacks plus 2 novels. Brief oral reports required. 2 midterm exams. 12-page paper. No final exam.
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HON-H 240 11464 – Scientific Controversies
Noretta Koertge TuTh 9:30-10:45 a.m. HU 108
American citizens often need to rely on science in order to make informed decisions. But what are we to do when the media tell us that scientists disagree? Will this vaccine in fact increase the probability that my baby will be autistic? Should I really support public policy based on predictions of global warming? This course on Scientific Controversies begins with two classic controversies from the history of science, the so-called Galileo Affair and early debates about Darwinian Evolution. We will see how genuine differences of scientific opinion in the early stages of research continued to be exploited for political, religious and ideological purposes long after a scientific consensus had been achieved. The second half of the course will deal with current controversies where the balance of evidence is less clear cut -- or at least less easy to understand. We will treat all viewpoints critically, but with respect.
Students will have the opportunity to make oral presentations, as well as write short essays and take exams over assigned readings.
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HON-H 240 30109 – Introduction to Public Health
Bob Goodman MW 1:00-2:15 p.m. HU 217
The course focuses on the rationale, history and development of public health in the U.S. and globally. Emphasis is placed on underlying philosophic, historic, theory-informed, scientific, and social bases for public health practice, plus the impact of critical public health concerns on society. Professional disciplines, organizations, and methods that interact to improve the public’s health are addressed. Students will have the opportunity to make oral presentations, as well as write short essays and take exams over assigned readings.
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HON-H 241 11465 – Quick and Dirty Mental Operations
Leah Savion MW 8:00-9:15 a.m. BH 139
Our survival (and the good life) depends on effective gathering of huge amounts of information, adequate processing, fast learning, and controlling the environment to secure
predictability and adjustment. Our brain selects what to attend to, categorize and integrate perceptual input, makes inferences, establishes emotional and physical reactions to environmental cues, and activating all other systems (affective, behavioral, and physiological) with staggering speed and efficiency. These cognitive feats are executed extremely quickly and accurately with the help of mental short-cuts called heuristics'. The concept of cognitive heuristics has caught on fire recently, infiltrating areas such as economics, music, ethics, social behavior, perception, problem solving, legal reasoning, categorization, rationality, mental health, attention and learning, and even some self-help literature. This course presents students with an opportunity to investigate this relatively new and highly useful theoretical construct, from its conceptual analysis to theoretical and pragmatic applications of its models to self- awareness as a cognitive agent. The reading materials for the honors version of this course consist of four sources:
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i.The course packet, written by the instructor (see table of contents attached)
ii. Several original papers by philosophers, cognitive scientists, and social scientists, will be made
available on "Oncourse"
iii.Guided research material assembled by students for their team projects
iv.Selected focused material for each student's treasure-hunt and final thesis Micro-thematic team
presentation: in-depth analysis of some aspect of the material covered in the course packet or in the
original papers. Treasure Hunt and final research paper: individual presentation of issues not
(sufficiently) covered in class; paper with an original thesis or synthesis is due in the last week of classes.
Team project/presentation of researched topic in cognitive science, sociology, philosophy, animal
cognition, legal reasoning, economics, or linguistic. Team papers are due a week after class
presentation. Educational videos on belief perseverance, scientific frameworks, development, fallibility
of eyewitness testimony, and cognitive gender differences. Experiments and interviews to illuminate
and analyze misconceptions, biases, and the sources of belief perseverance. International folk dancing,
outdoor tennis, racket-ball, and kickboxing.
HON-H 241 12754 Food for thought: The Cognitive Science of Eating
Peter M. Todd TuTh 9:30-10:45 a.m. HU 111
People spend a lot of time thinking about food—by some estimates, we make dozens to hundreds of food-related decisions per day. But how do we think about food? What are the ways we make these decisions, and how are they influenced by what we’ve learned and remember and by what we’ve evolved to like or avoid? These are the types of questions that cognitive scientists, including psychologists, anthropologists, and behavioral biologists, ask about people’s thinking, and in this course we will apply the ideas and methods of cognitive science to the domain of eating behavior. We will look at how people learn about different foods and come to have particular preferences; how we remember what we’ve eaten and how that influences what we will eat in the future; how social influences affect our food choices; what factors make us eat more or less; and how we can influence our own decision making about food in healthy directions.
We will have a special emphasis this year on the campus-wide Themester topic of connectedness, looking at where networks are found in the context of eating. Cognitive science is full of networks, and many of these touch on food—we will explore external human networks, including how obesity may spread through the social network of friends and family, and how information and rumors about food may spread through media networks; we will study external biological networks created by evolution, such as the network of flavors linking different foods together, and the structure of food webs and what makes them stable or fragile; and we will look at internal networks, from the semantic networks of concepts that we search through in memory, to the neural networks that underlie much of our memory and cognition in the first place. We will cover the research of leading network science experts here at IU, including YY Ahn in Informatics and Complex Systems on flavor networks and Olaf Sporns in Psychology and Neuroscience on brain networks, along with guest lectures to discuss the connections in/between food and cognition.
The course will include weekly readings and discussions, participation in experiments related to food choice, writing short critical essays about these as well as a longer final research paper, and guest lectures and visits to local institutions related to thinking about food, showcasing the world-leading cognitive science program we have here at IU.
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Logue, A.W. (2004). The psychology of eating and drinking (3rd ed.). New York: BrunnerRoutledge.
Wansink, B. (2006). Mindless eating: Why we eat more than we think. New York: Bantam Books.
Other readings will be distributed each week in class or online
HON-H 241 29494 The Self-Organizing Planet
Peter Ortoleva TuTh 1:00-2:15 p.m. CHEM C203
This course considers self-organization as a powerful, overarching principle in science. A wide range of seemingly unrelated phenomena are placed within the unifying framework of the laws of chemistry and physics. The role of quantum physics in the development of molecular and crystal structure, and their implications for living and hole-planet structure and dynamics are identified. Systems displaying self-organization range from viruses undergoing structural transitions on millisecond time scales to planet-wide reorganization of the Earth's crust on the 100 million year scale. The variety of snowflake patterns are contrasted with that of human socio-economic or ecological systems. Stem cell division and 100 kilometer-scale convection patterns deep within the earth are placed within a common vision of symmetry-breaking instability. Through these and many other examples, students will become acquainted with the universal principles of self-organization that lead to an understanding of the great richness of phenomena supported by a special planet like Earth. Conditions supporting this complexity are elucidated and implications for the emergence and sustainment of life on Earth are drawn.
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HON-H 226 32731 – Religion, Friendship & Justice: Plato, Aristotle, Cicero, Aberlard and Hume
Rega Wood TuTh 11:15 a.m. – 12:30 p.m. BH 149
This class meets with PHIL-P 270.
What should we believe about God/s? What do the gods love? What do we or should we love? Why do we need friends? Why should we live justly? Is there a natural law to which we must conform? How is human happiness related to Virtue? In this course we will look at the answers to these questions proposed by five great figures from the history of philosophy: Plato (Euthyphro, Lysis, Gorgias), Aristotle (Nicomachean Ethics), Cicero (On Duties, On the Nature of the Gods), Abelard (Dialogues), and Hume (Dialogues).
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HON-H 228 29486 – History of Documentary Film
Ron Osgood M 2:30-3:45 p.m. W 2:30-5:00 p.m. HU 111
This course is a historical survey of documentary film, with an emphasis on the influence of cinema verite in the 1960’s through contemporary documentaries. The class will screen video and film documentaries and analyze the evolution of the genre and how producers and directors develop content and style. We will examine the varied roles of the documentary producer as a historian, social activist, journalist and entertainer. Last, we will explore how documentaries interface with social media and how some are created to provide online interactive storytelling experiences.
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HON-H 299 9413 Politics of What’s for Dinner, Honors Discussion
Christine Barbour MW 4:00-5:15 p.m. Tu 5:45-6:35 p.m.
HON-BN 299 consists of the following two classes:
POLS-Y 200 (3 cr.) and HON-H 299 (1 cr.). To receive honors
credit for this course, you MUST enroll in HON-BN 299. During the first week of classes, you will be dropped from HON-BN 299 and placed automatically into POLS-Y 200 and HON-H 299. Please note that the 1-credit HON-H 299 discussion section does NOT fulfill the HON-H course requirement for the General Honors Notation (GHN). For more information about the GHN, please visit the HHC web site.
Although our daily lives are organized around food, most of us, especially the fortunate few getting college educations in advanced western democracies, probably never think of it in political terms except in the narrowest of senses -- food stamp policy, perhaps, or farm subsidies. In truth, for human beings, food -- the control of our food supply and its distribution is power, and power is the essential stuff of politics. This course focuses on several aspects of the politics of food in contemporary America, including food and political identity (if we are what we eat -- who are we?); politics and the American food industry (who designed that food pyramid, and why is government telling us what to eat anyway?); fast food culture and the Slow Food alternative (you want fries with that global controversy?), and the political implications of where our food comes from (what does what’s on your plate say about what’s in your future?). Class work will range from the creative (the keeping of individual food journals and the creation of a class cookbook) to the mundane (short papers, quizzes and exams) and will be appropriate for freshmen though seniors. There will be a substantial amount of reading, including fun stuff like Fast Food Nation and Michael Pollan’s excellent work, as well as academic studies by political scientists, anthropologists and sociologists. No pre-requisites except for a healthy appetite for learning about a familiar subject in an unfamiliar way. Students taking the class for Honors credit must register for H299. They will attend the regular Y200 class plus an additional hour of discussion section weekly led by the professor. H299 does not include any additional written work, but it does involve a 2 hour/week service learning component.
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HON-H 299/PSY-P 155 32758 Introduction to Psychology & Brain Sciences, Honors Discussion
MWF 2:30-3:20 p.m. – PY 101 W 3:35-4:25 p.m. – PY 228
HHON-H 299 is not a stand-alone course. To receive honors credit for this course, you MUST enroll
HON-BT 299, class number 32928. HON-BT 299 consists of PSY-P 155 (3 cr.) and HON-H 299 (1 cr.). At the end of the first week of classes, students will be dropped from HON-BT 299 and placed automatically into PSY-P 155 and HON-H 299. Please note that the 1-credit HON-H 299 discussion section does NOT fulfill the HON-H course requirement for the General Honors Notation (GHN). For more information about the GHN, please visit the HHC web site.
Students in this honors discussion will explore introductory psychology from an exceptionally exploratory, hands-on perspective. Early in the semester, students will be guided thru the assembly of their very own physiological recording device (for measuring skin conductance; cost of materials to student approximately $50), enabling cutting-edge real-life experiments on perception, awareness, and everything in between. No prerequisite knowledge of electronics, programming, or experimentation will be assumed or expected—students will be taught everything they need to know. As the semester progresses, honors students will identify and replicate psychological experiments using their homemade devices, and in turn, we will collaboratively deconstruct the false dichotomy between mind and body, making explicit connections between abstract psychological phenomena and measurable behavior.
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HON-H 299 32763 Music for the Listener, Honors Discussion
Constance Glen TuTh 12:45-2:15 p.m – Music Library 015 Th 11:15 a.m. – 12:05 p.m. – MAC 036
a stand-alone course. To receive honors credit for this course,
you MUST enroll in HON-BU 299 class number 32947. HON-BU 299 consists of MUS-Z 101 (3 cr.) and HON-H 299 (1 cr.). At the end of the first week of classes, students will be dropped from HONBU 299 and placed automatically into MUS-Z 101 and HON-H 299. Please note that the 1-credit HON-H 299 discussion section does NOT fulfill the HON-H course requirement for the General Honors Notation (GHN). For more information about the GHN, please visit the HHC web site.
Find out what performance caused a riot in 1913, the identity of a 19th century "rock star," and the composer of the most popular piece for two hundred years! In this course, the listener is exposed to diverse types of music through exploration of European and American classics. After initial units on the elements of music and world music, the course flows from the Middle Ages to contemporary times. You do not need a musical background to be in this class, but it is important that you have a love for music. Through focused listening, discussion, and reading, the objective is to deepen your experience of music. By the end of the semester, many iconic works and composers will be familiar to you, and you will have discovered some indescribably beautiful music.
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HON-H 299 32764 History of Rock ‘n’ Roll Music III
Andrew Hollinden MW 4:40-6:10 p.m. – GH 013 Tu 11:15 a.m.-12:05 p.m. – MAC 036
HON-H 299 is not a stand-alone course. To receive honors credit for this course, you
enroll in HON-BV 299 and MUS-Z 203, class number 32949. HON-BV 299 consists of US-Z 203 (3 cr.) and HONH 299 (1 cr.). At the end of the first week of classes, students will be dropped from HON-BV 299 and placed automatically into MUS-Z 203 and HON-H 299. Please note that the 1-credit HON-H 299 discussion section does NOT fulfill the HON-H course requirement for the General Honors Notation (GHN). For more information about the GHN, please visit the HHC web site.
The course explores rock styles that came to the fore during the 1970s and 1980s. They include: Art Rock, Glam Rock, the Singer-Songwriter movement, Blues Rock, Heavy Metal, Hard Rock, Southern Rock, Country Rock, Heartland Rock, Power Pop, Jazz Fusion, Motown in the 70s, the Philadelphia Sound, R & B, Funk, Go-go, Disco, Electro-funk, Techno Pop, Krautrock, Ska, Rock Steady, Reggae, Hip-hop, Punk Rock, New Wave, Hardcore, Alternative Rock, Grunge and Industrial.
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HON-H 300 12766 - Negotiation, Managing Conflict and Change
Stephen Hayford MW 1:00-2:15 p.m. HU 111
This course will blend a rigorous scholarly treatment of the topics of negotiation, conflict resolution and leading change with an exploration of how that body of knowledge can be brought to ground and applied in the dynamic, diverse, and globalized environments students will encounter when they leave Indiana University. They will become wiser and more thoughtful decision makers; more competent problem solvers; bolder, less risk averse leaders of people; and more effective, persuasive communicators. They will also be more mindful, more aware of the effect that their personality and style of negotiating and resolving conflict has on their ability to relate to and work successfully with a diverse array of people and organizations.
Stephen L. Hayford is Professor of Business Law, Ethics and Dispute Resolution in the Kelley School of
Business at Indiana University-Bloomington. He is also Visiting Professor of Dispute Resolution at the
Straus Institute for Dispute Resolution at Pepperdine University School of Law in Malibu, California. He
teaches negotiation and conflict management, ethics and leadership and is a leading scholar in the
commercial arbitration law field.
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HON-H 300 13450 19th Century European Art, Honors Discussion
Michelle Facos TuTh 2:30-3:45 p.m. – FA 010 Tu 5:45-6:35 p.m. – FA 002
HON-H 300 is not a stand-alone course. To receive honors credit for this course, you MUST
enroll in HON-BI 300, class number 32421. HON-BI 300 consists of FINA-A 341 (3 cr.) and
HON-H 300 (1 cr.). At the end of the first week of classes, students will be dropped from HONBI-300 and placed automatically into FINA-A 341 and HON-H 300. Please note that the 1-
credit HON-H 300 discussion section does NOT fulfill the HON-H course requirement for the
General Honors Notation (GHN). For more information about the GHN, please visit the HHC
This course surveys the most dynamic century in human history, relying on paintings and
sculptures to help tell its fascinating story. Government scandals, anti-establishment rebellions,
abandonment and starvation in the guise of liberation, a population explosion, and miraculous
inventions like the train are all part of the story. In addition, the course gives a broad overview of
cultural and historical events from England to Russia and Norway to Spain.
The required text is Facos, An Introduction to Nineteenth-Century Art (available as an e-book),
for which there is a website (www.19thcenturyart-facos.com) that answers many basic questions
about artists and art works.
The Honors Section will focus on critical readings of primary and secondary sources and
discussion of original works in the IU Art Museum. We will, in addition, spend a day at the
Indianapolis Museum of Art, which has one of the best collections of nineteenth-century art
(Goya, Turner, Monet, Rodin) in the U.S.
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HON-H 300 32739 Why Do We Care? The American Tradition of Philanthropy
Les Lenkowsky TuTh 1:00-2:15 p.m. HU 108
In 2011, a year in which the United States economy was still in the aftermath one of the worst economic
downturns since the Great Depression, one in every 50 dollars produced by Americans was donated to
charities totaling nearly $300 billion. Over 64 million Americans over the age of 16 volunteered, 26.5
percent of the population. In the ten days following Hurricane Sandy last year, Americans donated $174
million to help the victims; in a comparable period after the earthquake that devastated Haiti in early
2010, they gave twice as much, and after Hurricane Katrina in 2005, they contributed $740 million in the
days following the storm. Examples of American generosity such as these are not hard to find and
usually stand in sharp contrast to how people in other countries behave. This course will examine why
Americans care as much as they seem to, the various ways in which philanthropy in the United States
occurs, what it has accomplished, and the challenges it faces. Readings will be drawn from a wide range
of humanities and social science disciplines and a comparative perspective used to highlight significant
differences (and similarities) with other countries. Students will be expected to complete an original
term paper or project on an aspect of American philanthropy, as well as write short essays.
The instructor, Leslie Lenkowsky, is professor of public affairs and philanthropic studies at the School of
Public and Environmental Affairs, Indiana University, an affiliate faculty member of the School of
Philanthropy. His career has included serving as chief executive officer of the Corporation for National
and Community Service, the Federal government agency which sponsors AmeriCorps.
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HON-H 300 32740 Statistical Techniques, Honors Discussion
Rick Hullinger MWF 9:05-9:55 a.m. M 11:15 a.m. – 12:05 p.m.
HON-H300 is not a stand-alone course. To receive honors credit for this course, you MUST enroll in
HON-BF 300, class number 32738. HON-BF 300 consists of PSY-K 300 (3 cr.) and HON-H 300 (1 cr.). At
the end of the first week of classes, students will be dropped from HON-BF 300 and placed automatically
into PSY-K 300 and HON-H 300. Please note that the 1-credit HON-H 300 discussion section does NOT
fulfill the HON-H course requirement for the General Honors Notation (GHN). For more information
about the GHN, please visit the HHC web site.
Introduction to statistics with a focus on conceptual understanding of the statistical methods. Topics
include: nature of statistical data; ordering and manipulation of data; measures of central tendency and
dispersion; elementary probability; concepts of statistical inference and decision including estimation
and hypothesis testing; regression and correlation; analysis of variance; and non-parametric tests.”
The HHC section only should also include this sentence at the end:
“Lab sections will be devoted to learning how to use and interpret the output from statistical software
(SPSS) and performing analysis of real-world data sets.
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HON-H 303 13657 Abstraction: The Arts and Beyond
Andre Molotiu TuTh 4:00-5:15 p.m. HU 108
This course will look at the history, uses, and theorization of abstraction in the arts. While most studies
on abstraction restrict themselves to the visual field, and more specifically to painting and sculpture, we
will place visual abstraction in the context of the other arts, from classical music and literature to film,
popular music and comics, and we will also study the conceptualization of abstraction in philosophy and
mathematics. The first artistic field to address the issue of abstraction was music, in the eighteenthcentury debates on vocal music versus instrumental, non-representational pieces such as sonatas or
symphonies. This continued into the nineteenth-century notion of "pure music," which also influenced
literature. Ideas of "abstraction" can be found in many critical texts on symbolist poetry of the 1880s
and 1890s. The abstract revolution in painting and sculpture of the early twentieth century was an heir
to, and took many of its arguments from, these earlier critical developments. We will study the
evolution of notions of abstraction in the visual arts, as well as the rise (in the 1920s) of abstract film and
(from the 1960s on) of abstract comics. The usage of the term in electronic music, as well as in dance,
will also be studied.
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HON-H 304 29502 – Thinking Critically about Ethics
Michael Metzger TuTh 11:15 a.m. – 12:30 p.m. HU 111
This course explores moral reasoning, starting first with an
introduction to critical thinking (How can we tell good arguments from
bad ones and why do we tend to accept bad ones?). As a result,
students’ ability to reason about any subject (good reasoning is good,
and vice versa, no matter what we’re reasoning about) should be
enhanced. Then, the central issues about ethics (What should I do?
Who should I be?) will be explored critically. Students will learn the
dominant modern ethics theories as well as some classical
approaches to the subject.
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HON-H 304 33315 Intelligence and National Security
Gene Coyle TuTh 2:30-3:45 p.m. Foster
While the CIA, FBI and other national security organizations have been much in the news over
the past decade because of the great emphasis on counterterrorism efforts, intelligence has played
an important role in American and world history since the American Revolution of 1776.
This course will begin with a look at the traditional and little studied role of intelligence during
wartime and peacetime throughout the history of America’s foreign policy, both successes and
failures. We will also look at how England, Germany, Japan and the Soviet Union/Russia made
use of intelligence during key events of the 20th century, especially in the contest between West
and East during the Cold War struggle in the Third World. We will then compare those
intelligence priorities and methodologies to the post September 11, 2001 world and see how the
U.S. and other major intelligence powers had to shift their tactics and emphasis to counter nonstate terrorist threats. During the Cold War, the threat of massive retaliation against a nation that
attacked another served as a deterrent to most, but when the attacker today may be only a handful
of people motivated by religious, political or even ecological reasons and willing to be suicide
martyrs, this is no longer a practical strategy. The changed threat requires a greater emphasis on
Human Intelligence (HUMINT) and we will examine how a real intelligence officer goes about
recruiting another person to become a spy. We will look at current civil liberty issues in
democracies as the line between foreign and domestic intelligence activities has blurred in order
to counter terrorist and cyber threats that have no distinction of borders. And we will finish with
a look at how intelligence collection priorities are changing today to deal with growing cyber
threats, Chinese industrial espionage and the resurgence of Russian intelligence efforts.
While the course is best suited for Liberal Arts students with an interest in the history and
politics of America, there are no prerequisites and it is open to students of all majors who would
like to learn something about the real world of international espionage, its role in important
world events and current threats to American national security. (However, freshmen MUST
obtain permission from the professor to register, so as to ensure that they have a good
background in American and world affairs.) The course is taught by a retired 30-year veteran of
the CIA. The class meets jointly with GV-321.
COURSE REQUIREMENTS AND GRADING
There will be a midterm worth 30 percent of the total grade and a final worth 40 percent
because it will cover material for the entire course. There will be two short quizzes, to be given
at random times, each worth 5 percent and there is a research paper of 12-15 pages (20 percent of
grade) due from the honors students on some aspect of national security, past or present. I will
grade on a straight numerical basis, not a bell curve. Honors students are also required to meet
with me three times in my office, to discuss the research paper and other aspects of the course.
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For the President’s Eyes Only, Christopher Andrew (paperback); The Dream Merchant of Lisbon, Gene Coyle (paperback and Kindle-version available)
HON-H 305 12770 – Math from Behavior
Larry Moss TuTh 9:30-10:45 a.m. BH 141
Mathematical models in the social sciences often use concepts such as "payoff," "strategy," and
"network." This class is therefore related to the Themester's focus on networks, but it includes not just the
mathematical theory but also many applications in the social sciences. The topics include applications of
game theory, graph theory, and probability. We'll also look at voting theory and social choice, addressing
the questions of what constitutes a fair election or a fair division of goods. The class is also likely to study
models of "spreading" behavior that we find in diseases, ideas, and fads.
This class is only open to HHC sophomore, junior or senior students.
It is intended for majors in fields like cognitive science, economics, and philosophy who will already be
concerned with the application areas and with mathematical models. (Of course, others may take the
course as well.) Prospective students need to be comfortable with mathematical notation and thinking, but
there are no specific math prerequisites. The class will have weekly homework, and much of the learning
will take place in the homework. The kind of thinking required would be closer to finite math (M118) and
geometry (proofs) than to calculus, and so it's important to be good at these types of activities. But critical
thinking and reasoning are also important for this course because we will always want to question the
mathematical models that are presented.
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