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Cultural Heritage—Eight Credits

The dominant culture of the United States has its roots in the history and development of “Western culture” and its interplay with “non-Western” societies. For good or for ill, Western culture is now having an increasingly global impact.

Hope students, whether or not they see the dominant culture of the U.S. as “home turf,” benefit from knowing and critically reflecting upon the cultural heritage of Western civilization.

Whatever path a student chooses in meeting this requirement will provide an introduction to some of the central events, questions and concerns that have shaped Western culture. Students will gain an understanding of historical movements, as well as significant literary and philosophical texts. Through discussion and writing, students are encouraged to develop an informed evaluation of the strengths and weaknesses of the Western cultural legacy which will contribute greater self-understanding.

The overall idea of the Cultural Heritage requirement is to give you an introduction to three humanities disciplines (literature, history, philosophy) through just two courses, and in a way that includes both the ancient world (CH1) and the modern world (CH2).

The Cultural Heritage requirement may be fulfilled by taking IDS 171 and IDS 172, or by taking one of these interdisciplinary courses in combination with a Cultural Heritage course from English, History, or Philosophy. During fall 2008 there is also one interdisciplinary course that covers two disciplines: IDS 174, a CH2 course that includes only literature and history, can fulfill the requirement along with a CH1 course that includes philosophy (IDS 171, 175, or 177 or Philosophy 230).

Students may also fulfill the requirement with a combination of three single-discipline courses, one each from English, Philosophy, and History, two of which must be 4-credit CH1 and CH2 courses; the third may be a 4- or 2-credit course from the third discipline. For a complete list of options for fulfilling this requirement, see the college catalog under “Degree Program” (pp. 109-110). If you have questions, contact Prof. Curtis Gruenler, Director of Cultural Heritage.

Spring Semester 2015

IDS Courses Covering Literature, History, and Philosophy

IDS 171 01: Cultural Heritage I
Tragedy, Comedy, and Democracy
Allis, James MWF 8:30 AM 9:20 AM

In Greece, the fifth century B.C. begins with a war (the Persian Wars), which Athens was instrumental in winning, and it ends with a war (the Peloponnesian War), which Athens lost. Throughout this time, Athens develops a flourishing, contentious democracy which contributes to a period of great innovation and turmoil. We see experimentation in self-government, military innovations, new and extraordinary approaches in art and architecture, significant advances in mathematics and science. In this atmosphere of freedom and power, there emerged the literary forms known as tragedy and comedy.

In this class, while looking at the history of 5th century Greece and the rise of Athenian democracy, we will explore the tragedies of Aeschylus, Sophocles, and Euripides, and the comedies of Aristophanes. We will investigate how these dramatic forms can allow us to consider such basic human concerns as the possibilities and limits of freedom, what in our lives we control and what we don’t control, the nature of human responsibility, the relations between gods and humans, the relations between men and women, the uses and abuses of power, the promises and dangers of sex and love, the struggles to realize some kind of justice, the conflicts between duties to family and duties to city. And we'll explore the actions and arguments of this strange figure named Socrates, and the ways he challenges our understandings of what might count as a good life. Throughout the course, we will ask, what , if any, connections might exist between the struggles of the Greeks 2500 years ago and our efforts to live our lives today in 2013.

IDS 171 02: Cultural Heritage I
Tragedy, Comedy, and Democracy
Allis, James MWF 9:30 AM 10:20 AM

In Greece, the fifth century B.C. begins with a war (the Persian Wars), which Athens was instrumental in winning, and it ends with a war (the Peloponnesian War), which Athens lost. Throughout this time, Athens develops a flourishing, contentious democracy which contributes to a period of great innovation and turmoil. We see experimentation in self-government, military innovations, new and extraordinary approaches in art and architecture, significant advances in mathematics and science. In this atmosphere of freedom and power, there emerged the literary forms known as tragedy and comedy.

In this class, while looking at the history of 5th century Greece and the rise of Athenian democracy, we will explore the tragedies of Aeschylus, Sophocles, and Euripides, and the comedies of Aristophanes. We will investigate how these dramatic forms can allow us to consider such basic human concerns as the possibilities and limits of freedom, what in our lives we control and what we don’t control, the nature of human responsibility, the relations between gods and humans, the relations between men and women, the uses and abuses of power, the promises and dangers of sex and love, the struggles to realize some kind of justice, the conflicts between duties to family and duties to city. And we'll explore the actions and arguments of this strange figure named Socrates, and the ways he challenges our understandings of what might count as a good life. Throughout the course, we will ask, what , if any, connections might exist between the struggles of the Greeks 2500 years ago and our efforts to live our lives today in 2013.

IDS 171 03: Cultural Heritage I
Late Antiquity and the Middle Ages from Virgil to Dante
Gruenler, Curtis MWF 9:30 AM 10:20 AM

During the 1500 years between the birth of Christ and the Renaissance, the world as we know it today took shape through changes such as the rise of Christianity and Islam, the invention of romantic love, the formation of modern nations, and the interaction of Christian and classical thought. Yet even though this is such a formative time for our own culture, people saw the world much differently that we do. We will try to imagine medieval life and understand medieval thought through the lenses of history, literature, philosophy, and to a lesser extent theology, music, and art. Transporting ourselves to the past can give us a new perspective on the present and on big questions like what makes a good life, what it is to love, and how people can live together well in communities and nations. This will happen most powerfully through our encounter with great texts from this time such as Virgil’s Aeneid, Augustine’s Confessions, Boethius’s Consolation of Philosophy, philosophical works by Plato, Aristotle, and Aquinas, the Lays of Marie de France, and above all Dante’s Divine Comedy, which we will read almost in its entirety. Students will write several short papers, one longer essay, midterm and final exams, and a commonplace book or group project.

IDS 171 04: Cultural Heritage I
Real Life and the Good Life from Classical Times to Christian
LaPorte, Joseph MW 2:00 PM 3:20 PM

We all want what’s good for ourselves and others. But how do we do well in life, “get it”—what it’s all about? And in what ways have different people throughout history seen that—or not? In this course, we will be keeping our eyes on these sorts of questions, especially as they relate to sex and gender, power and slavery, and character development. The readings for this course are in large part classics, texts that have through the ages been regarded as masterpieces that transcend their own times. We will be looking at literature, philosophy, and history as well as some theology; we will be covering these disciplines as they apply to classical Greece and Rome, and then as they apply to the newly forming Christian Church which burgeons into a great religion surviving into the middle ages and the Renaissance—the church survives beyond that, of course, but we stop at the Renaissance in this course. Because the course proceeds chronologically, we can see in a powerful way how later authors build on earlier ones. Something that particularly excites me about the course is the way it illustrates how Christianity, which became the dominant religion in the West, was born in a classical world and how Christians came to incorporate classical learning and culture from ancient Greece and Rome.

IDS 171 05: Cultural Heritage I
Real Life and the Good Life from Classical Times to Christian
LaPorte, Joseph MW 3:30 PM 4:50 PM

We all want what’s good for ourselves and others. But how do we do well in life, “get it”—what it’s all about? And in what ways have different people throughout history seen that—or not? In this course, we will be keeping our eyes on these sorts of questions, especially as they relate to sex and gender, power and slavery, and character development. The readings for this course are in large part classics, texts that have through the ages been regarded as masterpieces that transcend their own times. We will be looking at literature, philosophy, and history as well as some theology; we will be covering these disciplines as they apply to classical Greece and Rome, and then as they apply to the newly forming Christian Church which burgeons into a great religion surviving into the middle ages and the Renaissance—the church survives beyond that, of course, but we stop at the Renaissance in this course. Because the course proceeds chronologically, we can see in a powerful way how later authors build on earlier ones. Something that particularly excites me about the course is the way it illustrates how Christianity, which became the dominant religion in the West, was born in a classical world and how Christians came to incorporate classical learning and culture from ancient Greece and Rome.

IDS 171 06: Cultural Heritage I
Families, Nations, and Tragedy
Bassett, Gregory TR 12:00 PM 1:20 PM

We are individuals, members of families, citizens of a country, and part of the world. What are the relationships between these aspects of our identities? Are families small societies, with their own cultures and laws? Are countries large families, held together by the affections of extended kinship? Do the duties we have to those we love conflict with the duties we have to our country? Do the duties we have to our country conflict with the duties we have to those in other countries? If they do, is there any way to decide how to act, or are we doomed to conflict and tragedy? These are questions we still struggle with today, but we can look to the past for some help in answering them. In this class, we will look at how ancient Greeks attempted to understand the relationship between families and broader society, by examining the history, drama, and philosophy of the period.

IDS 171 07: Cultural Heritage I
Freedom, Justice, and the Good Life
Portfleet, Dianne TR 9:30 AM 10:50 AM

This course will focus on 4 specific time periods in history: 5th-century B.C. Greece, 1st-century Rome, beginnings of Islam and its expansion, and Dante's Florence. In each of the historical, philosophical and literary readings, we will be focusing on the themes of freedom, justice and the good life. The last half of the semester will be spent reading the Dante’s complete Divine Comedy and expanding on all of the ideas introduced in the earlier writings.

IDS 171 08: Cultural Heritage I
Jews, Pagans, and Christians: the Ancient and Medieval Worlds Reconsidered
Tseng, Gloria MWF 11:00 AM 11:50 AM

From the heyday of the Roman Empire, when they were a small and vulnerable minority, to the “Christian centuries,” when the papacy was strong enough to rival kings, Christians lived and died in the historical and cultural contexts of their day. They were shaped and informed by their worlds even as they challenged the status quo. As they interacted with the worlds around them, they were in dialog with other cultural and religious traditions. This course will take us on a brief journey of the ancient and medieval worlds and introduce us to their questions and concerns. Emphasis will be given to meditative reading (i.e., texts that call for slow reading and contemplation), and we will consider what they have to say to us in our day in regard to spirituality and other issues of life.

IDS 171 09: Cultural Heritage I
Jews, Pagans, and Christians: the Ancient and Medieval Worlds Reconsidered
Tseng, Gloria MWF 1:00 PM 1:50 PM

From the heyday of the Roman Empire, when they were a small and vulnerable minority, to the “Christian centuries,” when the papacy was strong enough to rival kings, Christians lived and died in the historical and cultural contexts of their day. They were shaped and informed by their worlds even as they challenged the status quo. As they interacted with the worlds around them, they were in dialog with other cultural and religious traditions. This course will take us on a brief journey of the ancient and medieval worlds and introduce us to their questions and concerns. Emphasis will be given to meditative reading (i.e., texts that call for slow reading and contemplation), and we will consider what they have to say to us in our day in regard to spirituality and other issues of life.

IDS 171 10: Cultural Heritage I
The Social and the Sacred
Giannini, Heidi MWF 1:00 PM 1:50 PM

This class explores ancient and medieval approaches to fundamental questions about our relation to each other and to the divine. These questions include: “How should societies be structured politically?”, “What is the social significance of differences between the sexes?”, “What is the nature of the gods?”, “What bearing do beliefs about the gods have on our conduct?”, and “What are the roles of faith and reason in directing our lives?” The answers to these questions are bound up with conceptions of the good life – with what different societies and thinkers took to be the ideal way of life. We will rely on a number of primary sources – including works by Plato, Virgil, Augustine, Aquinas, and Dante – to help us understand how past societies addressed these issues. Over the semester, familiar ideas will emerge from the thought of ancient and medieval figures as the ideas that have formed contemporary culture are seen first taking shape.

IDS 171 11: Cultural Heritage I
The Social and the Sacred
Giannini, Heidi MWF 2:00 PM 2:50 PM

This class explores ancient and medieval approaches to fundamental questions about our relation to each other and to the divine. These questions include: “How should societies be structured politically?”, “What is the social significance of differences between the sexes?”, “What is the nature of the gods?”, “What bearing do beliefs about the gods have on our conduct?”, and “What are the roles of faith and reason in directing our lives?” The answers to these questions are bound up with conceptions of the good life – with what different societies and thinkers took to be the ideal way of life. We will rely on a number of primary sources – including works by Plato, Virgil, Augustine, Aquinas, and Dante – to help us understand how past societies addressed these issues. Over the semester, familiar ideas will emerge from the thought of ancient and medieval figures as the ideas that have formed contemporary culture are seen first taking shape.

IDS 172 01: Cultural Heritage II
From Reformation to Revolution
Gibbs, Janis MWF 11:00 AM 11:50 AM

The theme of this interdisciplinary humanities course is “From Reformation to Revolution.” The dynamic which will guide our investigation is change. Change is an important dynamic in human societies. At different times in history, men and women have developed ideas, technologies and movements which have challenged prevailing authorities, shifted people’s understanding of the truth, and changed the world. Changes can be minor, or they can be radical. They can improve existing institutions, or replace them entirely. We sometimes call changes “reforms.” If the changes are profound enough, we call them “revolutions.” How do people foster change? How do they react to calls for reform? What transforms reformation into revolution? What leads people to develop revolutionary changes, or to adopt them? How and why do other people resist reform or revolution? How can people transform the extraordinary energy of revolutionary movements into the energy required to build and maintain new institutions? Do we use the term “revolution” too easily? What is a “reform”? When does a change become revolutionary?

We will study a series of changes between the late fifteenth century (i.e. late 1400s C.E. ) and the early 19th century (1800s C.E. ). Major topics include the Protestant and Catholic Reformations, the Scientific Revolution, the Enlightenment and the French Revolution. While we will not consider all of the important, or even all of the revolutionary, changes that have occurred during this period, we will be looking at a variety of kinds of change: religious, political, intellectual, technological, social—and of course, combinations of these kinds of change, since none of them exist alone.

This course is also an introduction to three disciplines within the humanities—history, philosophy, and literature—and to the connections and distinctions between them. We will use a variety of sources to discuss reformations, revolutions, and the people who made them, joined them, resisted them, and were swept up by them. Literature, philosophy and history give us different, though related, ways of understanding the process and the experience of reform and revolution in human history.

IDS 172 02: Cultural Heritage II
From Reformation to Revolution
Gibbs, Janis MWF 12:00 PM 12:50 PM

The theme of this interdisciplinary humanities course is “From Reformation to Revolution.” The dynamic which will guide our investigation is change. Change is an important dynamic in human societies. At different times in history, men and women have developed ideas, technologies and movements which have challenged prevailing authorities, shifted people’s understanding of the truth, and changed the world. Changes can be minor, or they can be radical. They can improve existing institutions, or replace them entirely. We sometimes call changes “reforms.” If the changes are profound enough, we call them “revolutions.” How do people foster change? How do they react to calls for reform? What transforms reformation into revolution? What leads people to develop revolutionary changes, or to adopt them? How and why do other people resist reform or revolution? How can people transform the extraordinary energy of revolutionary movements into the energy required to build and maintain new institutions? Do we use the term “revolution” too easily? What is a “reform”? When does a change become revolutionary?

We will study a series of changes between the late fifteenth century (i.e. late 1400s C.E. ) and the early 19th century (1800s C.E. ). Major topics include the Protestant and Catholic Reformations, the Scientific Revolution, the Enlightenment and the French Revolution. While we will not consider all of the important, or even all of the revolutionary, changes that have occurred during this period, we will be looking at a variety of kinds of change: religious, political, intellectual, technological, social—and of course, combinations of these kinds of change, since none of them exist alone.

This course is also an introduction to three disciplines within the humanities—history, philosophy, and literature—and to the connections and distinctions between them. We will use a variety of sources to discuss reformations, revolutions, and the people who made them, joined them, resisted them, and were swept up by them. Literature, philosophy and history give us different, though related, ways of understanding the process and the experience of reform and revolution in human history.

IDS 172 03: Cultural Heritage II
Enlightenment, Revolution, and Romanticism
Perovich, Anthony MWF 1:00 PM 1:50 PM

While the French Revolution was one of the major events of modern history, the buildup to it and the fallout from it are of equal interest, and all three will be examined in this course. This section of IDS 172 is a “three-discipline” interdisciplinary course: it will focus on European history, literature, and philosophy from the middle of the seventeenth century to the middle of the nineteenth century. Special attention will be paid to the intellectual movement known as “the Enlightenment,” to the Revolution itself and the Napoleonic period that ensued, and to the Romantic movement that sprang up alongside the Revolution and continued beyond it. Figures to be read or studied will include Voltaire, Kant, Goethe, Napoleon, and Hegel. The connections of the main themes of this course to other cultural and historical developments, such as the Scientific Revolution, the American Revolution, and the rise of nationalism, will also be explored.

IDS 172 04: Cultural Heritage II
Enlightenment, Revolution, and Romanticism
Perovich, Anthony MWF 2:00 PM 2:50 PM

While the French Revolution was one of the major events of modern history, the buildup to it and the fallout from it are of equal interest, and all three will be examined in this course. This section of IDS 172 is a “three-discipline” interdisciplinary course: it will focus on European history, literature, and philosophy from the middle of the seventeenth century to the middle of the nineteenth century. Special attention will be paid to the intellectual movement known as “the Enlightenment,” to the Revolution itself and the Napoleonic period that ensued, and to the Romantic movement that sprang up alongside the Revolution and continued beyond it. Figures to be read or studied will include Voltaire, Kant, Goethe, Napoleon, and Hegel. The connections of the main themes of this course to other cultural and historical developments, such as the Scientific Revolution, the American Revolution, and the rise of nationalism, will also be explored.

IDS 172 05: Cultural Heritage II
Good, Bad, and Evil
Petit, Jeanne MW 8:00 AM 9:20 AM

What makes a movement, an idea or a person good? How can we judge whether a political system or a poem is bad? Is there such a thing as evil, and how do we know it when we see it? These questions have been debated for centuries in Western societies, and in the process, new systems of thinking and understanding have emerged. This class will use the lenses of history, literature and philosophy to explore the ways men and women in the Western world have shaped the meanings of good, bad and evil. We will also consider how these debates from the past influence on the ways those of us in the 21st century think about religion, politics, economics, gender, morality, war and our very selves.

IDS 172 06: Cultural Heritage II
Authority and the Individual
Lunderberg, Marla TR 12:00 PM 1:20 PM
How do you define yourself as an individual? And how do you relate to the many different authorities in your life? When someone (parent, spiritual leader, government authority or dorm resident director) lays down a rule, do you respond positively? Break it as a matter of principle? Toe the line but grumble? Do you react differently to different kinds of authority? When two kinds of authority conflict, how do you respond?

In this course, we will examine how others have seen their relationships to the many authorities in their lives. We'll cover a great range of time and a great variety of kinds of thinking, from Luther's distinctions between spiritual and secular authorities, to Shakespeare's exploring the power held by colonial authorities, to Confucian emphasis on family ties. We'll cover texts from the sixteenth through the eighteenth centuries, from literature, history, and philosophy, from Western and Asian traditions. We will consider texts as they relate to their particular moment in history and as they relate to each other.

Perhaps you'll see yourself in some of these thinkers. Perhaps you won't. Yet whether you agree or disagree with them, digesting what they have said can allow you to examine closely what you think.

 

IDS Courses: Literature and Philosophy

IDS 175 01: Cultural Heritage I: Lit/Phil
Classical Mythology and Plato’s Republic
Maiullo, Stephen TR 1:30 PM 2:50 PM
Classical Mythology is an invaluable component of the literature, art, and thought of the western world because it provided a great variety of stories for authors to read and adapt for their own artistic, literary, or intellectual purposes. From the ancient authors themselves to modern theater and film, the stories of the ancient world have captured our minds and imaginations for centuries. But myths are not only stories. Myths project a world-view, an ideology, a unique perspective on how ancient Greek and Roman societies lived and how they viewed their own cultures. This course will attempt to occupy the space in between: a careful study of the ways in which the Greeks and Romans used their myths, what those myths have to say about the world and the people that produced them, and also why those myths still capture our attention today. The main texts we will be reading are drawn from the fields of literature and philosophy: Homer’s Odyssey, Plato’s Republic, and Ovid’s Metamorphoses. Despite the fact that each of these texts propose radically different views about the nature of storytelling, they are all still concerned with the same perennial questions: the role of humanity in the universe, the influence of the gods in the human world, what is heroic action, the question of what happens to us after death, the differences between the sexes and if love really makes the world go round. Using these texts as our guides, we will examine not only how the ancient Greeks and Romans approached these questions, but how we too may (or may not) use them in our own search for the truth.

Philosophy Courses

Course Descriptions Coming Soon

 

History Courses

HIST 130 01 Cultural Heritage I
Introduction to Ancient Civilization
Bell, Albert TR 1:30 PM 2:50 PM

Focused on significant developments in history from Greek origins through the Renaissance. Designed to introduce the discipline of history. Can be used to fulfill part of the cultural heritage requirement, and flagged for global learning international.

HIST 130 02 Cultural Heritage I
Introduction to Ancient Civilization
Bell, Albert T 6:30 PM 9:20 PM

Focused on significant developments in history from Greek origins through the Renaissance. Designed to introduce the discipline of history. Can be used to fulfill part of the cultural heritage requirement, and flagged for global learning international.

HIST 131 01 Cultural Heritage II
Introduction to Modern European History
Baer, Marc MWF 11:00 AM 11:50 AM

The course will focus on significant developments in modern European history from the Renaissance to our own time. It is designed to introduce the student to the discipline of history and can be sued to fulfill part of the cultural heritage requirement.

HIST 131 02 Cultural Heritage II
Introduction to Modern European History
Johnson, Fred TR 12:00 PM 1:20 PM

The course will focus on significant developments in modern European history from the Renaissance to our own time. It is designed to introduce the student to the discipline of history and can be sued to fulfill part of the cultural heritage requirement.

HIST 208 01 Cultural Heritage II
World Civilization II
Janes, Lauren TR 3:00 PM 4:20 PM

This introductory world history course surveys developments in human civilization in Africa, Asia, the Americas and Europe since 1500. It employs comparative methods to investigate cultures and societies that developed in different parts of the world, and it examines the ways in which world societies have interacted in the past and interact in the present. It fulfills the Cultural Heritage II requirement and is flagged for cultural diversity and global learning international.

HIST 208 02 Cultural Heritage II
World Civilization II
Staff, TBA TR 9:30 AM 10:50 AM

This introductory world history course surveys developments in human civilization in Africa, Asia, the Americas and Europe since 1500. It employs comparative methods to investigate cultures and societies that developed in different parts of the world, and it examines the ways in which world societies have interacted in the past and interact in the present. It fulfills the Cultural Heritage II requirement and is flagged for cultural diversity and global learning international.

English Courses

ENGL 231 01: Literature Western World I
Montano, Jesus MWF 11:00 AM 11:50 AM

The objectives of this version of World Lit I are: to read, with care, several of the many important texts of the ancient, medieval, and renaissance western world; to discover and appreciate aspects of the developing literary art; and to understand how such texts reflect the ideas and values of their eras and likewise have contributed to our own. The course method will encourage connecting personally with the readings and contributing personal observations during class, which in turn will blend with informal lecture and some video viewing. Students, therefore, should expect to prepare fully for, and participate frequently during, class—at which attendance will be required. As one would expect, students do a fair amount of reading, often of rather difficult material, as well as a fair amount of explorational and formal writing.

This course fulfills the Cultural Heritage I requirement. 4 credit hours.

ENGL 231 02: Literature Western World I
Hemenway, Stephen MWF 12:00 PM 12:50 PM

The objectives of this version of World Lit I are: to read, with care, several of the many important texts of the ancient, medieval, and renaissance western world; to discover and appreciate aspects of the developing literary art; and to understand how such texts reflect the ideas and values of their eras and likewise have contributed to our own. The course method will encourage connecting personally with the readings and contributing personal observations during class, which in turn will blend with informal lecture and some video viewing. Students, therefore, should expect to prepare fully for, and participate frequently during, class—at which attendance will be required. As one would expect, students do a fair amount of reading, often of rather difficult material, as well as a fair amount of explorational and formal writing.

This course fulfills the Cultural Heritage I requirement. 4 credit hours.

ENGL 232.01: Literature Western World II
Verduin, Kathleen MWF 2:00 PM 2:50 PM

This is a course in the classics of European literature from approximately 1600 up to (well, almost) the present. Alternating narrative and drama (and throwing in some representative poems along the way), we will consider the seventeenth century’s response to a racial reorganization of Christianity; the Enlightenment’s allegiance to rationality and satire; the Romantic era’s return to emotion and the fantastic; Realism’s portrayal of marriage and money; the fascination with myth and the primitive in the early twentieth century; the Existentialist writings highly popular at mid-century and in postwar academia; and, maybe, the rise of the art film as literature’s stepchild. Although it is of course impossible to do justice to four hundred years of literary production in a mere four months, we will endeavor to gain some continuity by tracing Joseph Campbell’s mighty archetype of the Hero’s Journey.

Texts (available as individual paperbacks) will include Bunyan, Pilgrim’s Progress; Racine, Phaedra; Voltaire, Candide; Sheridan, The School for Scandal; Coleridge, The Rime of the Ancient Mariner; Goethe, Faust, Part I; Tolstoy, The Death of Ivan Ilych; Ibsen, A Doll’s House; Hesse, Demian; works by Sartre and other Existentialists, still to be selected; and probably a film or two by the Swedish director Ingmar Bergman. Three tests, three critical essays, weekly reaction papers. This course substitutes for IDS 172 and helps meet the second ("modern") half of the cultural heritage requirement.

ENGL 233.01: Ancient Global Literature
Cole, Ernest MW 9:00 AM 10:20 AM
Masterpieces of ancient and medieval literature, with emphasis on the epic tradition in western Europe, AFrica, India, China, and the Middle East. Attention is given to the historical, philosophical, and cultural contexts of the literary texts. Meets the Cultural Heritage I requirement.

ENGL 234.01: Modern Global Literature
Cole, Ernest MW 1:00 PM 2:20 PM
Mastermieces of literature written in English by non-British and non-US writers since 1600, with emphasis on the historical, philosophical, and cultural contexts of the literary texts. Meets the Cultural Heritage II requirement.