Humanities

Listed below are the humanities courses offered in 2008, and at which site and session each course is offered. If you are unfamiliar with our site codes, please see the site key below. The course title links will take you to the appropriate catalog course description and links to sample syllabi for the course.

If you would like to read about writing, science, or math and computer science courses, select the appropriate discipline in the following drop down menu.

Humanities Course Offerings

view site key

Session 1: June 26 - July 19, 2008
Session 2: July 19 - August 9, 2008

* = day site (no room or board provided)
** = international site (dates vary)

Site Key

* = day site (no room or board provided)
** = international site

back to list of humanities courses

Journeys and Explorations

• sample syllabus 1
• sample syllabus 2

From Shoshone interpreter Sacajawea and her pivotal role in the Lewis and Clark expedition to daredevil reporter Nellie Bly and her 72-day trip around the globe in the late nineteenth century, people have always been compelled to travel and explore. Whether incredibly difficult or relatively easy, such journeys seldom leave travelers or the places they visit unchanged. Encounters with other places and people can alter not only how we view the world around us but also how we view ourselves.

In this course, students follow the paths of famous explorers and their expeditions. For example, they may sail with Marco Polo in search of silk and spices or trek across polar ice floes with Sir Ernest Shackleton.

Inspired by what they learn, students plan, map, and conduct their own explorations. These could entail researching a specific region’s culture, politics, history, and environment. One student might choose to visit Lake Tanganyika and its chimpanzees with Jane Goodall, while another might explore the Amazon River Basin aboard the Calypso with Jacques Cousteau. Throughout the course, students develop the skills necessary to appreciate the diversity and commonalities of places and people around the world.

Students complete their classroom travels with a better understanding of how societies and cultures have developed through exploration. With the knowledge and research skills they acquire, students are ready to embark on their own journeys of lifelong learning.

Sample texts: Amelia Earhart, Wood; Around the World in a Hundred Years, Fritz; Spirit of Endurance: The True Story of the Shackleton Expedition to the Antarctic, Armstrong and Maughan; an atlas chosen by the instructor.

back to list of humanities courses

The Ancient World

• sample syllabus 1
• sample syllabus 2

The period from 2000 BCE to 300 CE saw complex and fascinating cultures flourish all around the world. In this course, students learn about daily life, social structures, governments, economics, and religions in the ancient world, and consider how traces of these civilizations live on today. In addition to reading historical accounts of ancient societies, students explore their myths, legends, and arts. For instance, students may examine the images on Grecian urns to reconstruct a typical meal—its food and the rituals surrounding it. By discovering which mummified animals have been found in pharaohs’ tombs, students may discern Egyptians’ beliefs about the world and the afterlife. Similarly, they may analyze the meaning of dragon images on the garments of Chinese emperors and generals, or consider how Indian oral traditions reflected in the 2,000-year-old epic poem Ramayana shaped the politics, religion, and art of modern South Asia.

In addition to group work, students complete individual research on topics of their choosing. They acquire critical thinking and research skills in addition to developing an appreciation for the richness and diversity of ancient cultures. Field trips to museums complement classroom work.

Sample texts: Ancient Rome, Connolly; The Ancient Greeks, Rees; India: Exploring Ancient Civilizations, Barr; Eyewitness: Ancient China, Cotterell; The Kingfisher Book of the Ancient World, Martell; City, Macauley; Ancient Egypt, Hart.

Field Trip Budget:
$780 — $910 per 3-week session (depending on enrollment)

back to list of humanities courses

Pirates: History and Culture

New course for 2008!

Pirate culture first developed during ancient times for political, economic, and military reasons, and acts of piracy have been documented in seas all over the world. Julius Caesar was captured and held for ransom by Cilician pirates; the Alawi sultans worked with pirates based along the Barbary Coast to bring riches to Morocco; Sir Francis Drake, commissioned by none other than Queen Elizabeth I, raided harbors and attacked the Spanish Armada in the Caribbean Sea; and Japanese pirates called Wakō established a forceful presence along the Chinese and Korean coasts between the thirteenth and sixteenth centuries. And pirates are still active in the world today especially in places like the Pacific Coast of Latin America and the Straits of Malacca in Southeast Asia.

Students in this course examine the formation of pirate fleets and study the profiles of famous privateers and pirates like William Kidd, Edward Teach (“Blackbeard”), and Ching Shih, the woman pirate who took over her husband’s fleets off the coast of China after he died. They explore how and why the varieties of pirate culture and laws developed over time and in different parts of the world. Students analyze the socio-economic and political forces that led to the rise of piracy and the reactions of governments to this threat on the high seas. By using pirates as a lens through which to study world history and geography, students leave this course with a greater understanding of the historical forces of trade, colonialism, ethnicity, nationalism, politics, and even art and literature.

Sample texts: new course

back to list of humanities courses

The Middle Ages

• sample syllabus 1
• sample syllabus 2

Were the Middle Ages really the “Dark” Ages? How did the ideals of nobility, piety, and chivalry shape medieval people’s lives? How did the flowering of art, culture, and science in Andalusia under the Moors compare to advances in the rest of Europe? Students consider these questions and more as they explore the cultural, social, and intellectual life of the medieval world from the fourth to fifteenth centuries.

Students examine a rich variety of medieval literature, including excerpts from Beowulf, The Canterbury Tales, Sir Gawain and the Green Knight, and French vernacular fables. They also become familiar with characteristics of Gothic and Moorish architecture and use the legacy of art to trace the social, political, and religious character of the period. Projects range from writing reports on medieval inventions to making paper models of a stained glass window.

Sample texts: The Canterbury Tales, Chaucer; The Penguin Atlas of Medieval History, McEvedy; The Rise of Islam, Child; Beowulf.

back to list of humanities courses

The Renaissance

• sample syllabus 1
• sample syllabus 2

The European Renaissance brought radical changes to Western civilization: reason surpassed revelation, strong city-states and a growing merchant class replaced feudalism, and scholars began to view the classics through a humanistic lens. Using primary sources, such as Vasari’s The Lives of the Artists, this course spans the Renaissance period and considers developments in philosophy, science, commerce, government, and industry. Students explore Renaissance cultural history by reading excerpts from works of literary masters such as Shakespeare and studying pieces by artists such as Giotto, Dürer, Brueghel, and Michelangelo, comparing experiences described in literature with those depicted in art.

Students complete both individual and group projects, which may include researching and writing a report on discoveries in astronomy, interpreting and performing scenes from Shakespeare’s A Midsummer Night’s Dream, and designing and constructing a model of Florence’s Duomo. Field trips to local museums or dramatic productions complement topics covered in class.

Sample texts: Italian Renaissance, Roberts; Reformation and Counter-Reformation, White; A Midsummer Night’s Dream, Shakespeare; The Lives of the Artists, Vasari.

Field Trip Budget:
$780 — $910 per 3-week session (depending on enrollment)

back to list of humanities courses

Model United Nations and Advanced Geography

• sample syllabus 1
• sample syllabus 2

Whether nations are trying to save whales, track the spread of disease, or care for refugees, they present their concerns to the United Nations as a step toward international cooperation. How the UN achieves its goals remains controversial, nevertheless, understanding the UN and how it works is essential to the study of international relations. 

In this course, students learn how the UN addresses global concerns. They study the structure, authority, and processes of the UN through lectures, readings, discussions, and research. In addition, they examine how physical, economic, cultural, and political geography influence and inform policy maker’ decisions. Students hone their writing, speaking, and critical thinking skills as well as gain a working knowledge of international relations and geography.

Students assume the role of ambassadors for a model United Nations simulation. Each student researches a particular country and determines where this country would stand on issues before the UN. As novice diplomats learning the art of compromise, students negotiate resolutions, learn parliamentary procedure, and build coalitions to represent their nations’ best interests. Students draft position papers and refine resolutions which are presented to a mock meeting of the General Assembly, Security Council, or another UN organ. 

Sample texts: World Cultures: A Global Mosaic, Ahmad; Basic Facts About the UN; The New York Times; an atlas chosen by the instructor.

back to list of humanities courses

International Politics

• sample syllabus 1
• sample syllabus 2

In recent years, the face of international politics has changed dramatically. Pictures of students facing down their own government’s tanks in Tiananmen Square have been replaced by images of refugees fleeing Darfur and insurgents attacking soldiers in Baghdad. Such images raise any number of critical questions: What are the historical and political causes of regional instability, and what can they tell us about our changing world? What is the role of the nation state, the traditional power center of the international system, in a world increasingly affected by globalization and humanitarian crises? How does the transnational flow of goods and ideas shape some of the most pressing issues of today, such as state security and sovereignty? Students address these and other questions as they examine various geopolitical theories and established approaches and methodologies used to understand and analyze world events.

In this course which combines the study of international relations with geography, students learn how different populations, regions, and global organizations relate to and affect one another. In addition, they examine issues such as culture, religion, and technology alongside traditional international relations topics such as history, government, and economics. By exploring the interaction of these variables, students think critically about the complex forces that shape our world.

Sample texts: World Politics in the 21st Century, Duncan; Taking Sides: Clashing Views on Controversial Issues in World Politics, Rourke; a major newspaper; an atlas chosen by the instructor

back to list of humanities courses

The Asian Pacific Rim

sample syllabus

What would happen if China consumed energy and resources at the per capita consumption rate of the United States? Is Japan’s economy still a powerhouse, or is it struggling in the face of increased competition in the region? What challenges will South Korea confront having entered into a free trade agreement with the US? Beyond economic and trade cooperation, how might East Asian countries tackle issues of security, the environment, and health with a multilateral approach? All these questions and more have turned the world’s attention more critically towards the Asian Pacific Rim. Such questions underscore the global significance of the economics and politics of the Asian Pacific Rim.

In this course, students address the current status of and future outlook for Asian Pacific Rim countries. By examining complex issues like economic development, immigration and population growth, colonialism and wartime history, security, and relationships with the US, they learn what connects these countries and what keeps them apart. Through simulations and debates, research, and analytical essays, students examine the political perspectives and developments that have affected and continue to influence Asian nations. In addition, students gain knowledge about regional organizations such as APEC (Asia-Pacific Economic Cooperation) and ASEAN (Association of Southeast Asian Nations). By the end of the course, students are equipped to think critically about the political and economic issues that shape this part of the world. 

Sample text: The Asian Pacific, Simone.

back to list of humanities courses

Islam

sample syllabus

Since September 11, 2001, Islam has figured more prominently in American popular consciousness than ever before. Despite the attention it has received in the media and its predominance in discussions of domestic and foreign policy, Islam often remains poorly understood. Sound bites and news clips inadequately portray a religion and cultures that span the globe and have rich, diverse histories.

Students in this course begin their examination of Islam by learning core doctrines, such as the Five Pillars of Islam. They explore Islam’s historical roots, examining Mohammed’s role in establishing the religion, the development of the religion into its varied historical divisions, and its connections to Judaism and Christianity. Students examine the spread of Islam across the world through trade and conquest, including the Mongol, Mogul, and Ottoman empires. They trace the influence of Islam in the arts, literature, and philosophy through the modern age. Students use this knowledge to deconstruct popular portrayals of Islam in a variety of media. They end with a close look at the intersections of Islam and American society, past and present. For example, students consider its role in Malcolm Little’s assumption of the identity of Malcolm X in the 1940s and Muhammad Ali’s faith-based objections to the Vietnam War in the 1960s, along with the influence of Islam in contemporary political discourse.

Through readings, discussions, and essay assignments, students develop a more nuanced understanding of Islam and its place in the current cultural and political landscape of the US and the world.

Sample texts: The Straight Path, Esposito; Shattering Stereotypes: Muslim Women Speak Out Since 9/11, Afzal-Khan ed.

back to list of humanities courses

Great Cases: American Legal History

• sample syllabus 1
• sample syllabus 2

Supreme Court Justice Oliver Wendell Holmes stated that the law is both a mirror of and a motor for society. Renowned trials frequently go well beyond the limits of a specific case to reflect deeper truths about American society, revealing each era’s cultural values and attitudes. Simultaneously, decisions can also drive both legal and social thinking in new directions. Viewing law and society as intimately connected helps us understand how each has affected the evolution of the other.

Students in this course trace this evolution by examining famous cases in their historical, political, and social contexts. For example, Marbury v. Madison is explored within the framework of the early Federalist period; Dred Scott v. Sanford in the context of rising political fragmentation and sectional debate; Lochner v. New York as the legal aspect of the social and political movement known as Progressivism; and the trial of Julius and Ethel Rosenberg against the backdrop of McCarthyism.

Through debates, simulations, group projects, and individual research, students develop close reading and persuasive writing skills. Moreover, in this history course, they learn to critique decisions about fundamental issues that have confronted the American legal system from the ratification of the Constitution to today.

Sample texts: Major Problems in American Constitutional History, Hall; A History of the Supreme Court, Schwartz.

back to list of humanities courses

Law and Politics in US History

• sample syllabus 1
• sample syllabus 2

In the 1830s, French observer Alexis de Tocqueville stated, “Scarcely any political question arises in the United States that is not resolved, sooner or later, into a judicial question.” What unifies this class are the questions students repeatedly pose about legal actions: What social or political forces culminated in this trial? What constitutional issues were at stake? How did different people and communities respond to similar issues at different times?

In this history class, students consider some of the most famous (and sometimes infamous) trials in the United States, placing each in its own historical, political, and social context. For example, Marbury v. Madison is explored within the framework of the early Federalist period, while Brown v. Board of Education is examined through the lens of the burgeoning Civil Rights movement. As students consider the many complex issues raised by court decisions and make connections between the cases they study and broader trends in US history, they scrutinize primary documents, participate in discussions and debates, and write analytical essays. 

Sample texts: Major Problems in American Constitutional History, Hall; A History of the Supreme Court, Schwartz.

back to list of humanities courses

Race and Politics

sample syllabus

In the twenty-first century United States, does race matter? Certainly it did on the Trail of Tears or in the time of Jim Crow laws, but what about now? Does race play a factor in determining who we allow in the country? How we define citizenship? How we vote? In this course, students examine the impact of race on American law and policy from the local level to the world stage.

Students begin by exploring various constructions of racial identity—biological, cultural, and political. They then examine the racial politics of critical moments in American history, from the forced relocation of Native Americans to the internment of Japanese Americans during World War II to the formation of the NAACP and Black Panther Party. Students also consider the role race plays in contemporary politics: What is “white privilege”? What is the “black vote”? How is the growing Hispanic population influencing the American political landscape? How does a minority group’s perceived political affiliation shape a party’s support for certain policies or candidates? Students contextualize their understanding of race and politics in the United States by exploring international issues such as Apartheid in South Africa and aboriginal rights in Australia.

As they read critically both primary and secondary sources, participate in discussions and debates, and write analytical essays, students draw sophisticated connections between issues of race and politics.

Sample texts: The Unsteady March, Klinkner; The Cherokee Removal, Perdue and Green; What Did the Internment of Japanese Americans Mean?, Murray; Remembering the American Dream: Hispanic Immigration and National Policy, Suro.

back to list of humanities courses

Dissent

sample syllabus

Thomas Paine’s pamphlet The Crisis and Allen Ginsburg’s poem “Howl” could not be more different on the surface. Yet both are documents that not only gave voice to the outrage of their generations, but also helped propel political and cultural events far beyond the time in which they were written. Taken together, they are proof that politics often produces some of the great works of art and that some of the great works of art are inherently political.

In this course, students explore the rich history of dissent in the United States, making broad, but not always obvious, connections among important writings and the movements they inspired. They read and analyze articles, speeches, poems, and even song lyrics by such varied figures as Samuel Adams, Sojourner Truth, Barry Goldwater, Malcolm X, Bob Dylan, and Gloria Steinem. By writing historically grounded critical essays, students explore a wide variety of topics, including the growth of the labor movement and the conservative backlash against a Democratic party that had been in power for much of the twentieth century. Throughout, students examine how the forces of discontent in every generation turn a minority into a force not to be ignored.

Note: This course includes some controversial material; it is recommended for students who have completed 9th grade or higher.

Sample text: Dissent in America, Young.

back to list of humanities courses

Russian History

New course for 2008!

This course is a survey of the history of modern Russia from the time of Peter the Great (1682) to the present. Students explore the old Romanov Empire; Russian political events and revolutions; Russia’s role in the two world wars; and Russian art, music, and literature. Throughout this historical survey, students examine major personalities such as Catherine the Great; czars Alexander I, Alexander II (the Czar Liberator), and Nicholas II; as well as Lenin, Stalin, and Gorbachev from the soviet era. Special attention is devoted to the implosion of the Soviet Empire and the emergence of a Russia in transition under Yeltsin and Putin. Students work with original documents in research assignments, hone their writing skills in weekly exercises, and develop their speaking capabilities in daily discussions and final research projects.

Sample text: New course.

back to list of humanities courses

Foundations of Psychology

• sample syllabus 1
• sample syllabus 2

Social theorist and psychoanalyst Erich Fromm wrote, “Man is the only animal for whom his own existence is a problem which he has to solve.” Psychology attempts to systematically solve this problem of who we are by providing a coherent framework for describing and explaining behavior; it is the science of behavior and mental processes.

This course provides students with a strong grounding in methods, and introduces them to the major content domains in modern psychology: bio-psychological, developmental, cognitive, and social. Students begin by considering different methodologies and learning what constitutes an effective research design. With this background, students examine important topics in the field, including sensation and perception, learning and memory, child and adult development, and abnormal and social psychology. Throughout the course, students develop the analytical and research skills necessary for future studies in the discipline. The course culminates with students designing research projects in their areas of interest.

Sample texts: Exploring Psychology, Myers; Forty Studies That Changed Psychology, Hock.

back to list of humanities courses

Cognitive Psychology

• sample syllabus 1
• sample syllabus 2

Are we beings that act solely in response to external stimuli or can the wealth of ideas and thoughts we possess spring from a yet unknown corner of the mind? Cognitive psychology is often referred to as the science of the mind. By exploring how we organize and process the abundance of information we receive from our environment, cognitive psychologists reveal what is going on behind the scenes of mental processes.

Taking a theoretical approach, students examine cognitive processes such as perception, attention, learning and memory, language, and intelligence and creativity.  They gain a greater understanding of this innovative field by exploring the progression of ideas that led to the Cognitive Revolution, core research methodologies within the discipline, and fundamental neurological structures involved in cognitive processes. Through observational studies, group discussions, and contemporary readings and laboratory findings, students begin to perceive human beings as information processors.

Students leave this course with a richer understanding of how people make sense of the complex world around them. For eaplxme, how is it taht rdaeres are albe to usrtadennd tihs setnecne wuhtoit mcuh dcuifflity eevn tgouhh olny the fsrit and lsat lrettes of mnay wrods are in the pperor pclae?

Sample text: Cognitive Psychology: Connecting Mind, Research and Everyday Experience, Goldstein.

back to list of humanities courses

Introduction to Logic

• sample syllabus 1
• sample syllabus 2

Too often in today’s society, solid argumentation gives way to appeals to majority opinion and personal attacks. This course introduces students to logic as a tool for evaluating arguments in modern discourse. The course encompasses informal logic—the process of analyzing language-based arguments—and, to a lesser extent, formal logic—the method of analyzing and validating arguments by means of symbolic notation.

Students learn to produce sound arguments and to differentiate valid from fallacious reasoning. They apply these skills to texts such as Plato’s writings about the trial and death of Socrates, presidential speeches, and newspaper editorials. Students participate in discussions, work problem sets, and construct arguments relevant to current topics in both philosophy and modern society, substantially strengthening their reasoning and critical thinking skills.

Sample texts: A Concise Introduction to Logic, Hurley; a philosophical work such as Three Dialogues Between Hylas and Philonous, Berkeley.

back to list of humanities courses

Logic: Principles of Reasoning

• sample syllabus 1
• sample syllabus 2

Too often in today’s society, solid argumentation gives way to appeals to majority opinion and personal attacks. This course introduces students to logic as a tool for evaluating arguments in modern discourse. The course encompasses informal logic—the process of analyzing language-based arguments—and, to a lesser extent, formal logic—the method of analyzing and validating arguments by means of symbolic notation.

Students learn to produce sound arguments and to differentiate valid from fallacious reasoning. They apply these skills to texts such as Plato’s writings about the trial and death of Socrates, presidential speeches, and newspaper editorials. Students participate in discussions, work problem sets, and construct arguments relevant to current topics in both philosophy and modern society, substantially strengthening their reasoning and critical thinking skills.

Sample texts: A Concise Introduction to Logic, Hurley; a philosophical work such as Three Dialogues Between Hylas and Philonous, Berkeley.

back to list of humanities courses

Philosophy

• sample syllabus 1
• sample syllabus 2

Is there a real world, or is everything a figment of my imagination? Do we have free will, or do our brains simply respond mechanically to stimuli? What, if anything, distinguishes right from wrong? Philosophers relentlessly pursue the fundamental questions of life, and their techniques apply to problems in any discipline or endeavor. They establish standards of evidence, provide rational methods of resolving conflicts, and create techniques for evaluating ideas and arguments.

This course is a survey of several major areas of western philosophy: metaphysics and epistemology, ethics, philosophy of mind, philosophy of language, philosophy of religion, and philosophy of science. Students explore such concepts as the nature of the world and how we have access to knowledge of the world; moral behavior and the nature of good and evil; the relationship between minds and bodies; the relationship between our thoughts and the external world; arguments for and against the existence of God; and how we should employ logical analysis and empirical observation to evaluate arguments.

For each topic, students consider both the positions of historical thinkers such as Plato, Descartes, and Hume, as well as those of contemporary philosophers such as John Rawls and Hilary Putnam. Students reflect upon philosophical issues through debate, discussion, and formal critical essays in order to develop the analytical skills necessary for effectively evaluating arguments and thinking independently.

Sample texts: Philosophical Problems: An Annotated Anthology, Baker and Bonjour; Ultimate Questions: Thinking About Philosophy, Rauhut.

back to list of humanities courses

Eastern Philosophy

sample syllabus

Concepts such as karma, nirvana, and yin and yang, and thinkers such as Buddha and Confucius, have established themselves in Western consciousness. For many people, however, these isolated bits of knowledge amount to little more than a fragmented picture of Eastern thought and its rich history.

This course is an intensive study of Eastern philosophy from ancient to modern times with an emphasis on major traditions such as Hinduism, Buddhism, Confucianism, Taoism, and Maoism. Students may also consider other strands of non-Western thought such as Persian philosophy or Japanese Buddhism. They critically reflect on the nature of the self, society, and reality presented in these systems of thought while also examining how these different traditions borrowed ideas from one another. Throughout their examination, students explore the historical impact of Eastern ideas within the Western philosophical tradition, as well as the controversial distinction between the two.

Although the historical context of these schools of thought is important, this is a philosophy course focusing on the conceptual architecture of the major traditions of Eastern philosophy. As they critique primary works, participate in discussions, and write analytical essays, students critically engage with Eastern metaphysics, epistemology, and philosophical anthropology.

Sample texts: Classic Asian Philosophy: A Guide to the Essential Texts, Kupperman; The World’s Religions: Our Great Wisdom Traditions, Smith.

back to list of humanities courses

Ethics

• sample syllabus 1
• sample syllabus 2

We all face ethical choices in our lives. How do we know what is “good” and “bad,” or “right” and “wrong”? For that matter, are there objective standards of ethics by which we can judge individuals or their actions?

Students address these issues by reflecting upon their common sense intuitions about how we ought to live our lives. They revisit their initial thoughts by applying analytical reasoning to their own insights. In so doing, students investigate the debate between moral relativism, which denies ethical distinctions such as right and wrong, and moral realism, which upholds them. They then examine major attempts to develop coherent theories capable of guiding moral decisions. Among these are views like utilitarianism, in which moral choices are evaluated based upon their results; approaches inspired by Kant’s claim that moral actions derive from a “supreme principle of morality” that is objective and rational; and virtue ethics, which focuses on the cultivation of morally worthwhile traits in each individual instead of the intentions or consequences of given actions.

Throughout the course, students investigate how different ethical theories affect judgments on current ethical dilemmas such as capital punishment, animal rights, and war. As they wrestle with ethical issues, students critique primary philosophical works, participate in discussions and debates, and write analytical essays.

Sample texts: Mortal Questions, Nagel; primary source material from philosophers such as Aristotle, Kant, and Mill.

back to list of humanities courses

Bioethics

• sample syllabus 1
• sample syllabus 2

From the early days of vaccine research to the current debate over genetically engineered foods, scientists, policymakers, and the public have turned to philosophers to help them navigate the complex ethical issues surrounding the various uses of scientific technology. In this course, students learn about scientific issues, such as stem cell research and genetic testing, while beginning to address the overarching questions that philosophers and scientists face.

Bioethics first introduces students to some of the classical foundations of ethical reasoning; they examine the underpinnings of logical argumentation as well as philosophical methodologies. Next, students take up current ethical dilemmas ranging from experimental drug trials to abortion for the purpose of avoiding genetic defects. As they critically confront both popular media sources and scientific journals, students critique primary philosophical works, participate in discussions and debates, and write analytical essays.

Sample text: Intervention and Reflection: Basic Issues in Medical Ethics, Munson.

back to list of humanities courses

Philosophy of Mind

• sample syllabus 1
• sample syllabus 2

What is the nature of mind? How is the mind related to the brain? What is consciousness? What is pain? How can we be certain that others have minds and conscious experiences? Can a computer have a mind?

In this course, students explore questions such as these as they analyze both historical and contemporary philosophical attempts to explain the mind. Beginning with philosophers such as René Descartes, students investigate traditional dualist attempts to characterize the mind as a non-physical entity existing independently of our bodies. Students then move to an analysis of various versions of materialism, which purport that the mind and mental phenomena are purely physical entities. Among the materialist formulations that students examine are the mind-brain identity thesis, behaviorism, and materialist functionalism. With a foundational understanding of the central philosophical positions on the mind-body problem, students contemplate to what extent animals and machines can be said to possess minds.

As they attempt to shed light on the nature of the mind, students critique primary philosophical works, participate in discussions and debates, and write analytical essays.

Sample text: Mind and Cognition: An Anthology, Lycan.

back to list of humanities courses

Existentialism

• sample syllabus 1
• sample syllabus 2

When attempting to define existentialism, the French philosopher Jean-Paul Sartre said, “A simple formula would be to say that life taught me la force des choses—the power of circumstances.” In this course, students approach the school of existentialist philosophy as a way of understanding broader philosophical themes. Students begin by examining questions arising out of ancient philosophy, reading selections from Plato, in which he argues that the highest ethical good is universal. Next, they study the work of philosophers who anticipated existentialism’s major concerns.

Students consider ideas proposed by nineteenth- and twentieth-century existentialists: that each human being creates his or her own nature through freedom of choice; that people affect the world around them through the choices they make; and that there is not a universal set of rules or values one should follow. While these issues are complex, they give students a solid introduction to the study of existentialist philosophy.

Philosophers to be studied include Søren Kierkegaard, Friedrich Nietzsche, Martin Heidegger, and Simone de Beauvoir. Students also examine the writings of Jean-Paul Sartre and Franz Kafka. As they explore existentialist thought and its effect on broader issues in philosophy, students critique primary philosophical works, participate in discussions and debates, and write analytical essays.

Sample texts: Meditations on First Philosophy, Descartes; No Exit and Three Other Plays, Sartre; The Stranger, Camus; Existentialism From Dostoevsky to Sartre, Kaufmann.

back to list of humanities courses

Beginning Ancient Greek

• sample syllabus 1
• sample syllabus 2

This course covers the fundamentals of ancient Greek and provides a basic introduction to the history and culture of ancient Greek civilization. As students learn introductory vocabulary, syntax, and grammar, they develop the translation skills needed to read excerpts from authors such as Homer and Plato. Exercises in prose composition help students translate ancient Greek phrases and passages into polished English and vice versa. Lectures, readings in English, discussions, and simulations provide students with insight into the aesthetics and ideals of the Archaic, Classical, and Hellenistic periods of Greek history.

This fast-paced course covers the equivalent of one year of high school or one semester of college ancient Greek. Students memorize large amounts of material in a short time, read works of prose and poetry, and learn about the contributions of ancient Greece to Western civilization. Prior knowledge of ancient Greek is not assumed.

Sample texts: Athenaze: An Introduction to Ancient Greek, Book I, Balme; The Odyssey, Homer; Homeric Greek, Pharr.

back to list of humanities courses

Intermediate Ancient Greek

sample syllabus

Designed as a follow-up to CTY’s Beginning Ancient Greek, this course provides students with more advanced interaction with the language and its grammar. In this course, each student develops the ability to read ancient Greek texts, increase vocabulary, and master grammatical constructions at his or her own pace. By practicing sight translation of ancient Greek texts as a class, students gain broad exposure to different works of epic poetry, drama, historiography, and philosophy. They leave the course having improved their translation skills by reading excerpts from authors such as Homer, Plato, and Euripides in the original ancient Greek. This course covers the equivalent of a second-year high school ancient Greek course or the second semester of an introductory college ancient Greek course. The class will be modified for students who have taken more advanced work in Ancient Greek.

Sample texts: Greek: An Intensive Course, Hansen and Quinn; The Iliad, Homer; Symposium, Plato.

back to list of humanities courses

Latin I

• sample syllabus 1
• sample syllabus 2

This course covers the fundamentals of Latin and provides a basic introduction to Roman culture. As students learn introductory Latin vocabulary, syntax, and grammar, they develop the translation skills needed to read excerpts from the works of Virgil, Livy, Horace, and Cicero. Exercises in prose composition help students translate Latin phrases and passages into polished English and vice versa. Lectures, readings in English, discussions, and simulations provide students with insight into the aesthetics and ideals of ancient Rome.

This fast-paced course covers the equivalent of one year of high school or one semester of college Latin. Students memorize large amounts of material in a short time, read works of prose and poetry, and learn about the contributions of ancient Rome to Western civilization. Prior knowledge of Latin is not assumed.

Sample texts: Oxford Latin Course, Part I and Part II, Balme and Morwood; The Metamorphoses, Ovid.

back to list of humanities courses

Etymologies

• sample syllabus 1
• sample syllabus 2

Emerson wrote that “language is fossil poetry.” This course explores how two “dead” languages, Latin and ancient Greek, are a vibrant and dynamic presence in the ongoing development of the English language. Students learn Latin and Greek prefixes, bases, and suffixes. Equipped with this basic knowledge, they explore the evolution of language: changes to word meanings, the relation of language to society, and the revival of ancient words in medical and other technical vocabularies. Students also use literature to chart the development of modern English from its Indo-European beginnings with particular attention to excerpts from, for example, Beowulf, Chaucer, Shakespeare, and Lewis Carroll.

Through lectures, group and independent study, readings, and exercises, students increase their vocabularies and reading comprehension, and they gain a more nuanced understanding of language. Students develop the skills necessary to memorize large amounts of material quickly and build a strong foundation for learning classical and Romance languages. No prior knowledge of Greek or Latin is assumed.

Sample texts: English Words from Latin and Greek Elements, Ayers and Worthen; the accompanying workbook by Dettmer; 1984, Orwell.

back to list of humanities courses

History of Western Art

sample syllabus

History of Western Art introduces students to the study of architecture, sculpture, painting, and other art forms in their social, cultural, and historical contexts by surveying pieces from the ancient world through the present. This course teaches four basic perspectives from which to consider works of art: style; iconography; patronage; and production, including artistic training and techniques. Students learn about each of these through readings, discussions, and lectures which incorporate viewing important works. Additionally, they learn about production techniques through hands-on projects such as creating a mosaic using the methods and materials available to Byzantine artists.

The Baltimore site offers a rich environment for the study of art. The Baltimore Museum of Art, home to a renowned twentieth-century art collection, is adjacent to campus. The Walters Art Museum, which houses collections of ancient and medieval art as well as Renaissance and nineteenth-century paintings, is also in Baltimore.

Using the theoretical models they explore in class, students respond to works they see in these museums through critical essays, class discussions, and independent research projects. By the course’s end, students learn to articulate broad comparisons among works produced in a variety of contexts, providing a strong foundation for an AP course in art history.

Sample text: A History of Western Art, Adams.

Field Trip Budget:
$780 — $975 per 3-week session (depending on enrollment)

back to list of humanities courses

Twentieth-Century Art

• sample syllabus 1
• sample syllabus 2

This course investigates European and American works of the twentieth century, including paintings, sculpture, architecture, and multimedia works. Within these genres, students contemplate pieces such as Pablo Picasso’s Les Demoiselles d’Avignon, Marcel Duchamp’s Bicycle Wheel, or Andy Warhol’s Marilyn Diptych that represent pivotal moments, either in technique or philosophy, and that demonstrate the close relationship of art to social history. For example, when looking at Bicycle Wheel, Duchamp’s first “ready-made,” students examine the ways World War I sparked the Dada movement. When looking at Marilyn Diptych, students consider how post-World War II prosperity, mass media images, and an American fascination with fame affected New York Pop artists.

In order to understand the theoretical dialogue surrounding twentieth-century art, students read statements by artists, critical texts, and primary sources such as the Realist and the Surrealist Manifestoes. Students also look at artists who reacted to events in social history and developed discrete styles. Periods including the Harlem Renaissance and the global depression receive particular attention.

Students learn the vocabulary and approaches of art historians and write critical responses to works they see on field trips to the Baltimore Museum of Art, the National Gallery of Art in Washington, DC, or other local galleries.

Sample text: History of Modern Art: Painting, Sculpture, Architecture, and Photography, Arnason and Prather.

Field Trip Budget:
$780 — $975 per 3-week session (depending on enrollment)

back to list of humanities courses

Music Theory

sample syllabus

Music Theory explores the relationship between what we hear and what is written in the score: between an aural understanding of a phrase of music and the ability to analyze its chord progression. In this course, students master the fundamentals of Western music: rhythm, meter, modes, major and minor scales, intervallic relationships, and triadic and seventh-chord harmonies. Students learn to listen critically, identifying basic musical elements in complex, textured works.

Students sing, play keyboards, practice musical notation, and study scores, broadening their musical vocabularies and skills so that by the end of the course they can compose their own short works. The course also provides students with a solid foundation for further study towards the AP Music Theory Exam.

Note: Ear training (the ability to distinguish and recreate pitches) is important in this college-level music theory class.

Sample texts: Music in Theory and Practice, Volume I, Benward and White; the accompanying workbook.

Student prerequisites: 1) Written recommendation from a music instructor confirming that the student thoroughly understands musical notation in treble and bass clefs; and 2) performing experience in a school music program, or at least three years of private study—instrumental or vocal.

back to list of humanities courses

Youth and Society: Service Learning

sample syllabus

What is the role of a young person in today's society? What responsibilities and opportunities do young people have to affect their communities? Offered through a partnership with the Center for Talent Development's award-winning Civic Education Project, this course provides students the opportunity to integrate academic study with meaningful community service.

Through writing, reading, discussion, and experiential learning, students examine the structure of communities and the different factors—social, political, economic—that affect them. Focus topics correspond to students’ volunteer assignments and include issues such as homelessness and urban poverty. Students spend time on both classroom work and supervised volunteer work with community organizations ranging from homeless shelters to Head Start programs to top political offices. For example, they may spend a morning volunteering in a soup kitchen and meet in the afternoon with a representative from the mayor’s office to discuss welfare reform.

By carrying academic rigor outside the classroom, this highly interactive course allows students not only to apply what they gain in the classroom but also to learn from the people most directly confronted by a given issue: the social workers and clients, the politicians and constituents. Through academic research, small group work, and facilitated reflection, students gain a deeper understanding of complex social issues and learn how young people can make a difference in communities. They emerge as more active scholars, leaders, and citizens.

Sample texts: Active Citizenship Today, Degelman and Hayes; Free the Children, Kielburger.

back to list of humanities courses

Andalus: The Culture and History of Moorish Spain

New course for 2008!

In this interdisciplinary course, students explore the "golden age" of Spain and the unique multicultural society that thrived from the 8th to14th centuries. Characterized by a blending of the arts and cultures of Jews, Christians, and Muslims, the Iberian Peninsula served as a unique center of learning in areas as varied as philosophy, astronomy, and medicine. From dissecting the cultural influences of the architecture of the Alhambra to examining the writings of Maimonides, students explore the interplay of culture during a particularly rich period in Spanish history.

back to list of humanities courses

Politics and Art: The Spanish Civil War

New course for 2008!

Perhaps the most important event in modern Spanish history, the Spanish Civil War led to the installation of a decades-long fascist regime and ignited political and artistic passions whose influence reached far beyond Spain’s borders. In this course, students explore the war through a variety of cultural texts, including Picasso’s Guernica, Dali’s Soft Construction with Boiled Beans (Premonition of Civil War), Orwell’s Homage to Catalonia, and selected poetry by Miguel Hernandez, Rafael Alberti, Federico Garcia Lorca, Pablo Neruda, and Cesar Vallejo.

back to list of humanities courses

Spanish Religious History

New course for 2008!

This course explores the rich traditions of Judaism, Islam, and Christianity in Spain with a focus on the historical interactions, whether cooperative and creative or antagonistic and destructive, between these three major religions. By examining written works, art, architecture, and other important aspects of Spanish culture, students come to understand how religious, cultural, economic and psychological aspects of contemporary Spain owe their very existence to the history of Spanish multiculturalism.

back to list of humanities courses

Great Writers & Artists of Mexico

In this course, students examine literary and artistic works of well-known Mexican writers, poets, painters, and sculptors. Through analytical reading and critical writing, students consider these works in their cultural, political, and historical contexts. Field trips to local museums are an integral component of this course.

back to list of humanities courses

 Introduction to Archaeology

In this course, students learn to survey, map, and excavate sites; recover and record data; process and analyze artifacts; and create replicas of stone tools and pottery. Field trips to local sites are an integral component of this course.

back to list of humanities courses

Mexican Architecture

New course for 2008!

In this course, students examine pre-Colombian Mayan and Aztec architecture in Mexico, the introduction of European architecture to Mexico and the development of Mexican architecture from the sixteenth through the nineteenth centuries. The works of contemporary Mexican architects are examined, including the creations of architects like Luis Barragan, the winner of the Pritzker Prize, the top prize in architecture. Students learn how architecture has shaped both public and private spaces in Mexico and the interplay of art, politics and architecture over the centuries.

back to list of humanities courses

Models of Economic Development in the Americas

New course for 2008!

In this course, students examine a variety of economic development theories and how they have been implemented in Latin America. The theories examined include import substitution industrialization, structural adjustment, and free trade and regional integration. Using historical cases, students discuss issues such as the difference between growth and development, the role of institutions in economic development, and the persistence of economic inequality and poverty in the Americas.

back to list of humanities courses

The Americas on the World Stage

Students in this course are introduced to various geopolitical theories and to the existing approaches and methodologies used to understand and analyze world events. In a course that combines the study of international relations with geography, students learn how different populations, regions, and global organizations relate to and affect one another. Special attention is given to the relationship between the United States and Mexico, including border politics, as well as to the role of the rest of the Americas in the international political arena.

Sample text: Materials compiled by the instructor.

back to list of humanities courses

Introduction to Media Studies

New course for 2008!

The constant introduction of new technologies continues to transform the cultural, political, and economic role of the media. Students in this course explore types of media ranging from the printed word to radio to film to digital technologies as they examine key media institutions and their roles during this time of transition. Through hands-on work in media labs, critical reading of central texts, conversations, and analytic writing students work to gain a better understanding of the media today and its ongoing impact on society.

back to list of humanities courses

Latin American Political Theory

New course for 2008!

In this course, students begin with the basic questions of political theory: What is justice?  What makes a society just? What constitutes citizenship? What makes a state legitimate?  Who has a right to use violence in a society? Students then apply the ideas of classical and contemporary political theorists to look at a variety of recurring historical, political dilemmas in Latin America. They discuss questions like the ability of a state to govern its people, national identity particularly when it conflicts with indigenous identity, the ability of citizens to hold governments accountable for actions of the state, and successful societal transitions from authoritarian to democratic institutions. Students use historical and contemporary case studies to understand the complex nature of Latin American politics.

back to list of humanities courses

Politics of Trade: The Americas

New course for 2008!

In this course, students examine the forces that are leading to increased trade; the dynamics of economic integration fostered by trade; and the economic, political, and social effects of free trade. Students study several examples of free trade in the Americas including the North American and Central American Free Trade Areas (NAFTA and CAFTA) and the proposed Free Trade Area of the Americas. They consider multiple variables such as macroeconomic performance, economic structures, legal and political structures, income distribution, and environmental impacts to compare the impact of free trade on different countries. The flow of goods, services and people within and among free trade groups will be evaluated by students.  Students also take into account the broader international context of free trade including the role of the World Trade Organization and comparisons between regional trade schemes in Europe and Asia and those in Latin America.

back to list of humanities courses

Contemporary Issues in Chinese Modernization

What are the social costs of China’s rapid development? How have China’s opening to the outside world, WTO accession, increase in labor mobility, and growing economic disparities transformed urban and rural China? What does everyday life in China look like? In this course, students analyze developmental issues throughout the course of China’s modernization, including population growth and control, regional inequalities, managing resources, and the environment as they look at the role of government and the market in today’s China.

Sample text: Materials compiled by the instructor.

back to list of humanities courses

China-US Relations

In the twenty-first century, perhaps no bilateral relationship is more important than that between the People’s Republic of China and the United States. Participants in this course study this dynamic, often delicate relationship with an eye to its many facets—from human rights issues to international trade. The reform of China's social, economic, and political systems is viewed as both an issue affecting the internal stability of China, and also as a factor that shapes China's actions on the international stage.

Sample texts: China Cross Talk: The American Debate over China Policy since Normalization, Kennedy, ed.; America's Response to China: A History of Sino-American Relations, Cohen.

back to list of humanities courses

Chinese Philosophy

This course in intellectual history covers the ideas, images, symbols, and methods of understanding of the three major traditions of ancient Chinese philosophy: ­­Confucianism, Taoism, and Buddhism (although other philosophies such as Mohism and Legalism may be considered briefly). This course establishes a framework for understanding how each school of thought finds expression within the larger context of Chinese literary, philosophical, religious, and political discourse. Further, students explore the relationship among these three philosophical traditions and the contributions each has made to the evolution of Chinese culture.

Sample text: Sources of Chinese Tradition, Vol. 1, De Bary and Bloom, eds.

back to list of humanities courses

Dynasties of China: Their Rise and Fall

In this course, students examine the historical and cultural legacies of some of China’s greatest dynasties from the early to later imperial periods. Since the course takes place in Nanjing, the class explores in particular the times during which the ancient city served as the capital, including the Three Kingdoms Period, Southern, and Ming dynasties.

Sample texts: The Cambridge Illustrated History of China, Ebrey; Chinese Civilization: A Sourcebook, Ebrey, ed.

back to list of humanities courses

Global Politics: Human Rights and Justice

This course examines the roles and responsibilities of nations and international organizations (governmental and non-governmental) in the areas of human rights and justice. Focusing on recent cases ranging from Rwanda to Yugoslavia to China to Iraq, students examine such issues as how much independence individual nations should have in defining human rights standards, when a nation's economic stability should outweigh other global responsibilities, and how nations can heal themselves in the aftermath of atrocities.

Students address these and other questions as they are introduced to various statistics on global inequalities and to key theories of justice and their applications in international decision making. By examining case studies, they learn the importance of analyzing world events from a number of different perspectives. In addition, students explore issues such as culture, religion, and technology alongside traditional topics such as history, government, and economics. By addressing the interplay of these variables, students think critically about the complex forces that shape our world. In doing so, they gain a greater understanding of the tangled decisions nations make when balancing sovereign interests and international human rights.

Sample texts: Human Rights Horizons, Falk; The Global New Deal, Felice; an atlas chosen by the instructor; a major newspaper; materials compiled by the instructor.

back to list of humanities courses

Human Nature and Technology

Answers to the question of human nature, of who and what we are, abound in the history of philosophy and extend into all areas of philosophical inquiry. The question of technology, although a relatively recent intellectual concern, has also pervaded the realm of philosophy, occupying philosophers of mind, ethicists, metaphysicians, and thinkers in a variety of other disciplines. The fact that technology can aid human beings in their quest for the good life or be catastrophically destructive, combined with its apparent potential to alter fundamental aspects of our human nature, has led to philosophic reactions ranging from whole-hearted endorsement of technology to wholesale rejection of the picture of humanity as the "technological species."

This philosophy course explores the question of human nature in light of the extraordinary technological advancements of the contemporary era, including new sources of communication (e.g., the Internet), developments in biotechnology (e.g., the mapping of the human genome), developments in artificial intelligence and cybernetics, and modern devices of warfare (e.g., nuclear weapons), among others. Students consider how the human ability to transform our environment by means of culture and technology affects our individual and collective self-understanding, as well as our reflections on the meaning and value of human life.

Although this is a philosophy course, it is interdisciplinary in scope, and students may be exposed to readings from a wide range of disciplines, including literature, history, and biology. As they explore the relationship between human nature and technology, students critique primary philosophical works, participate in discussions and debates, and write analytical essays.

Sample texts: The Philosophy of Technology: The Technological Condition: An Anthology, Scharff and Dusek; Natural Born Cyborgs, Clark; On the Internet, Dreyfus.

back to list of humanities courses