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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.

How the requirement works

The overall idea of the Cultural Heritage requirement is to include the study of both ancient culture (CH1) and modern culture (CH2) and to give you a college-level introduction to three humanities disciplines: literature, history, and philosophy.

The Cultural Heritage requirement may be fulfilled by taking only two courses if at least one of them is an IDS course and the combination of courses includes attention to all three disciplines. IDS 171 and IDS 172 each include all three disciplines and can thus combine with any other course from the opposite era (ancient or modern). There are also some two-discipline IDS courses (IDS 173-178, odd numbers for CH1, even numbers for CH2); for these, it is important to choose a companion course that covers the missing discipline. IDS 175, for example, is a CH1 course in literature and philosophy, so it needs to be paired with a course that includes history, such as History 131 or 208 or IDS 172, 174, or 178.

Worksheet to see if a combination of CH courses works
Make a 2x3 grid as below. Write the course numbers in each box for which they count. Your cultural heritage requirement is met when there is at least one course in each row and at least one course in each column.

 
 

For example, if someone took IDS 175 and HIST 208, it would look like this, with at least one course in each row and one in each column.

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. Here is how a three-course option might work:

       
 

For a complete list of options for fulfilling this requirement, see the college catalog under “Degree Program." If you have questions, contact Prof. Curtis Gruenler, Director of Cultural Heritage.

 


Fall Semester 2015


Index of Courses:

IDS Courses Covering Literature, History, and Philosophy

IDS 171 01 and 02: Rome: Freedom, Violence, Order
Allis, James MWF 8:30 AM 9:20 AM and MWF 9:30 AM 10:20 AM
IDS 171 03: Jews, Pagans, and Christians: the Ancient and Medieval Worlds Reconsidered
Tseng, Gloria MWF 11:00 AM 11:50 AM
IDS 171 04: Families, Nations, and Tragedy
Bassett, Greg MWF 11:00 AM 11:50 AM
IDS 171 06 and 07: Real Life and the Good Life from Classical Times to Christian
LaPorte, Joseph MW 2:00 PM 3:20 PM and MW 3:30 PM 4:50 PM
IDS 171 08: Freedom, Justice, and the Good Life
Portfleet, Dianne TR 9:30 AM 10:50 AM
IDS 171 10: Late Antiquity and the Middle Ages from Virgil to Dante
Gruenler, Curtis MWF 1:00 PM 1:50 PM
IDS 171 11 and 12: The Social and the Sacred
Giannini, Heidi MWF 2:00 PM 2:50 PM and MWF 1:00 PM 1:50 PM
IDS 172 01: From Reformation to Revolution
Gibbs, Janis MWF 11:00 AM 11:50 AM
IDS 172 03: Title TBD
Staff, TBA TR 3:00 PM 4:20 PM
IDS 172 04: Good, Bad, and Evil
Petit, Jeanne MWF 9:30 AM 10:20 AM

IDS Courses: History and Literature

IDS 174 01: Indigenous: Native American Literature and History in (What Came to Be Called) North America
Montano, Jesus MWF 1:00 PM 1:50 PM
IDS 174 02 and 03: From Don Quixote to the Drug War
VanOosterhout, Aaron TR 12:00 PM 1:20 PM and TR 1:30 PM 2:50 PM

IDS Courses: Literature and Philosophy

IDS 175 01: Classical Mythology and Plato’s Republic
Maiullo, Stephen TR 1:30 PM 2:50 PM

Philosophy Courses

Philosophy 230 01 and 02: Ancient Philosophy
Dell’Olio, Andrew TR 9:30 AM 10:50 AM and TR 1:30 PM 2:50 PM
Philosophy 232: Modern Philosophy—Ethics and Rise of Modern Science
Allis, Jim MWF 11:00 AM 11:50 AM

History Courses

HIST 130 01 and 02: Intro Ancient Civilization
Bell, Albert TR 1:30 PM 2:50 PM and T 6:30 PM 9:20 PM
HIST 131 01: Intro Modern European History
Johnson, Fred TR 9:30 AM 10:50 AM
HIST 207 01 and 02: World Civilization I
Janes, Lauren MWF 9:30 AM 10:20 AM and MWF 11:00 AM 11:50 AM

English Courses

ENGL 231 01 Literature Western World I
Montano, Jesus MWF 11:00 AM 11:50 AM
ENGL 231 02 Literature Western World I
Hemenway, Stephen MWF 3:00 PM 3:50 PM
ENGL 232 01 Literature Western World II
Verduin, Kathleen MWF 9:30 AM 10:20 AM
ENGL 234 01 Modern Global Literature
Cole, Ernest MW 1:30 PM 2:50 PM


Course Descriptions:

IDS Courses Covering Literature, History, and Philosophy

IDS 171 01: Cultural Heritage I
Rome: Freedom, Violence, Order
Allis, James MWF 8:30 AM 9:20 AM

IDS 171 02: Cultural Heritage I
Rome: Freedom, Violence, Order
Allis, James MWF 9:30 AM 10:20 AM

Ever since its fall, Rome has offered a model, a source of inspiration, and a cautionary tale. From its humble origins as a village of pig farmers, Rome eventually rose to dominate the entire Mediterranean world. The journey was not easy: it began as a monarchy, overthrew its king, established a republic, descended into 100-year civil war before becoming the empire we remember today. How did this extraordinary civilization develop and evolve, and what might the ancient Roman world still have to teach us today?

We will study Roman history, philosophy, comedy and poetry, and in so doing, explore certain questions: Romans prided themselves on their virtues of pietas (duty to gods, family, and country), dignitas, gravitas, libertas, gloria, yet did a certain darkness underlie the emphasis on such virtues? The Romans gained control over a great variety of peoples, but how much of their success and rule depended on their practice of a certain kind of slavery? The Romans had the strength to endure incredible loss and suffering, but did this strength at times turn into hardness and cruelty? They developed a remarkable system of freedom and self-government that endured for centuries, but did this same system contain the seeds of its own destruction? Why in the end might the Romans have settled for “bread and circuses” (including the bloody gladiatorial contests) rather then endure the rigors of self-government?

Insofar as the United States is also an experiment in self-government modeled in certain ways on Rome, what parallels might we see between ancient Rome and the contemporary U.S.? Furthermore, do the struggles of the last few years in the U.S. bear any connections with the struggles of ancient Rome?

IDS 171 03: 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 04: Cultural Heritage I
Families, Nations, and Tragedy
Bassett, Greg MWF 11:00 AM 11:50 AM

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

IDS 171 07: 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 08: 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 10: Cultural Heritage I
Late Antiquity and the Middle Ages from Virgil to Dante
Gruenler, Curtis MWF 1:00 PM 1:50 PM

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

IDS 171 12: 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 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 03: Cultural Heritage II
Title
Staff, TBA TR 3:00 PM 4:20 PM

Course Description Coming Soon!

IDS 172 04: Cultural Heritage II
Good, Bad, and Evil
Petit, Jeanne MWF 9:30 AM 10:20 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 Courses: History and Literature

IDS 174 01: Cultural Heritage I
Indigenous: Native American Literature and History in (What Came to Be Called) North America
Montano, Jesus MWF 1:00 PM 1:50 PM

Chronologically our course begins at the height of the Aztec Empire and proceeds through the colonial period, the ages of nation building and manifest destiny, and finally ends in the Now. In order to avoid the pitfalls of a straight linear chronology, however, our route will begin in modern Mexico with the Zapatista and other indigenous movements. We will proceed back into history, going through the nationalism and colonial periods all the way back to the eve of the Conquest in Mexico. At this point we will venture across the Border, and while staying in the past, we will explore Native American creation stories and the various ways in which people made sense of their relationships to each other, to the world, and to the divine. We will continue on this road, traveling from the early period of contact with Europeans toward the US colonial period and then to the era of expansion and Manifest Destiny. Our course will end by examining modern Native American authors who look back toward the past as a way of discussing modern US issues. The goal of our travels is to understand our cultural inheritance, sometimes through the lens of Western European thought and culture but most time in juxtaposition to it, through the disciplines of history and literature. We will look carefully at governmental treaties and historical events, as well as the thoughts and ideas governing both inter-cultural and intra-cultural dialogue.

IDS 174 02: Cultural Heritage I
From Don Quixote to the Drug War
VanOosterhout, Aaron TR 12:00 PM 1:20 PM

IDS 174 03: Cultural Heritage I
From Don Quixote to the Drug War
VanOosterhout, Aaron TR 1:30 PM 2:50 PM

Although not typically recognized as part of the Western canon, Spanish, Portuguese, and Latin American cultural works arguably form a principal part of our heritage. Miguel de Cervantes’s Don Quixote is widely regarded as the first—and perhaps greatest—novel in the Western literary tradition. Scholars point to the friar Bernardino de Sahagún, who worked to recover Aztec history and Nahuatl language after the Spanish Conquest, as the founder of modern ethnography. A critic once described Gabriel García Márquez’s One Hundred Years of Solitude as “the first piece of literature since the Book of Genesis that should be required reading for the entire human race.” And even from the most unlikely soil—the brutal violence of the Drug War—has sprung some of the most poignant discussion of gender in contemporary American society.

This course offers a survey of Hispanic and Latin American history and literature (in English) from the 1500s to the present. Together, we will place the above works and other primary sources in their historical and social context, focusing on changing conceptions of gender, race, and class. Furthermore, this class will help you effectively communicate what you learn. Fully half the course will be devoted to expressing your arguments clearly and succinctly, in both written and oral form. From rural Spain to the mountains of Guerrero, Mexico, this course will take students on a tour of an oft-neglected yet integral part of their own cultural inheritance.

NB: This course offers credit toward a Women’s and Gender Studies major or minor.

 

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

Philosophy 230-01: Ancient Philosophy
Professor: Dr. Andrew Dell’Olio

TR 9:30am to 10:50am

Philosophy 230-02: Ancient Philosophy
Professor: Dr. Andrew Dell’Olio
TR 1:30pm to 2:50p

Philosophy is traditionally understood as the "love of wisdom" or the quest for meaning. In this sense, philosophy addresses what might be called the "big questions" of human existence: Who am I, and what is real? What is the source of my existence and the existence of the world? What is my purpose and how ought I to live in order to achieve it? How can we achieve happiness as individuals and as a society? What is happiness and what is a just society? What is the best way to answer these questions in order to acquire knowledge? Can we acquire knowledge? What is knowledge? In this course we will look at the history of philosophy in the West from its inception in ancient Greece to its development in the Europe of the High Middle Ages. Our general aim will be to engage ideas that were formed in what seems a distant past, yet which still influence the ways we understand ourselves and our reality. Although we may not always share the views of the philosophers we study, we can always learn from their attempts to discover meaning and to live meaningfully.

This course fulfills Cultural Heritage I

Philosophy 232: Modern Philosophy— Ethics and Rise of Modern Science
Professor: Jim Allis

MWF 11:00 AM 11:50 AM

One of the central characteristics of the modern age in the West has been the rise of science and technology. Developments in science and technology have transformed the material conditions of life and increased the opportunities and possibilities for many. Today science and technology play hugely influential roles in contemporary society and world affairs.

In this course, we will explore such questions as: How did modern science begin? What is distinctive about modern scientific knowledge, and how might its approaches to the natural world and human reason contribute to its extraordinary success? How do the efforts of science and technology influence our understanding of ourselves as humans, our relations to the physical world, and our possible relation to God?

Yet even as the successes of science and technology continue to amaze us and shape our ways of living, ethical questions about the work of science begin to arise. For example, science and technology give us considerable power over the natural world, but how are we going to use that power (e.g., nuclear energy and genetic engineering)? How might we begin to figure out “good” and “not-so-good” uses of that power? Science and technology may help us realize lives of greater convenience and comfort (e.g., an expanding number of “gadgets), but do science and technology help us to achieve lives that are genuinely “better” and “happier”? Science and technology provide us with opportunities that previous generations did not have, but are we truly “freer” in any meaningful way? While science and technology continue to give us incredible insights into the workings of human beings and our world (e.g., evolutionary theory and the neurosciences), at the same time more questions emerge about our human “place” and “purpose” in the world and how we might try to live our lives in this world.

This course fulfills Cultural Heritage II

 

History Courses

HIST 130 01: Intro Ancient Civilization
Bell, Albert
TR 1:30 - 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: Intro Ancient Civilization
Bell, Albert
T 6:30 - 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: Intro Modern European History
Johnson, Fred
TR 9:30 - 10:50 AM

Focused on significant developments in modern European history from Renaissance to our own time. Designed to introduce the student to the discipline of history. Can be used to fulfill part of the cultural heritage requirement, and flagged for global learning international.

HIST 207 01: World Civilization I
Janes, Lauren
MWF 9:30 - 10:20 AM

This introductory world history course surveys developments in human civilization in Africa, Asia, the Americas and Europe from prehistory until about 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. It fulfills the Cultural Heritage I requirement and is flagged for cultural diversity.

HIST 207 02: World Civilization I
Janes, Lauren
MWF 11:00 - 11:50 AM

This introductory world history course surveys developments in human civilization in Africa, Asia, the Americas and Europe from prehistory until about 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. It fulfills the Cultural Heritage I requirement and is flagged for cultural diversity.

English Courses

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

Heroism. Love. Travel. Those are the topics we will cover in this literature course. We will trace each of these topics as they wind their way through literature, from the earliest of human writing to the Early Modern period. So if you have ever wondered where our concept of heroism comes from and how it developed over the years, especially the more manly and thus violent forms of heroism, then be prepared to delve deeply. And if you have ever been in love or are looking to be in love, so you wondered how the concept of love comes to us and how it developed over the years, especially the more chivalric forms of love, then be prepared to delve deeply. Or if you ever had dreams of taking over the world, then this course will help you delve deeply into concepts of colonialism and empire building. Heroism. Love. Travel. Reading lots of literature and writing about those topics as you develop critical skills for doing that reading and that writing: all you need to live the good life.

ENGL 231 02 Literature Western World I
Hemenway, Stephen MWF 3:00 PM 3:50 PM

Aesop's fables and Homer's tales of war and adventure start you on an odyssey of ancient literature. Frowns and smiles accompany your dramatic responses to Greek tragedies and comedies. Ancient Roman and medieval Italian epics send you on a spiritual journey that also embraces excerpts from the Hindu Bhagavad Gita and the Chinese Tao Te Ching. Chaucer takes you on a pilgrimage with the Pardoner and the Wife of Bath, and Cervantes inaugurates a quest for an impossible dream with Don Quixote. Sappho, Lady Murasaki, Margery Kempe, Marguerite de Navarre, and Sor Juana de la Cruz go places where few females dare to tread. Michelangelo, Columbus, and Shakespeare lead you through the Renaissance and Reformation and prepare you for the modern world. As you investigate and explore these authors and works, you read and take tests or test alternatives, write journals and short papers (or a longer research project), and engage in lively discussions about these masterpieces of Western literature in a global context.

ENGL 232 01 Literature Western World II
Verduin, Kathleen MWF 9:30 AM 10:20 AM

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 234 01 Modern Global Literature
Cole, Ernest MW 1:30 PM 2:50 PM

The contact between western societies and the so–called “Third World” has led to the creation of a number of discourses that have shaped and continue to shape the literary cannons of both societies and the relationship between scholars and writers of the two distinct traditions. This initial contact has led to, for instance, the discourse of imperialism and its representation of indigenous peoples and societies as “other” or “different.” The socio-cultural and political assumptions that go with these labels have shaped western consciousness of other peoples as well as contributed to the emergence of a body of work and criticism that seek to deconstruct western hegemony, control and domination by writing back to former colonialists and their literature.

This course would focus on how former colonized societies from Sub-Saharan Africa to South Asia, the Caribbean and South America react to this discourse of “otherness” and their attempts at de-colonization and promoting their political and cultural independence. In the process, this form of literature would “write back to empire” by addressing issues as destruction of indigenous cultures, representation of otherness, identity, alterity, and gender.

Thus, in this course, we would examine works that cover a considerable period of growth and development in time and place in global literatures from Africa to the Caribbean and Latin America. Within this historical and cultural framework, we would trace the impact of westernization on it the literature, and its reconfiguration of colonial perceptions of indigenous societies in the process of writing back to empire. This course fulfills the Cultural Heritage II requirement. 4 credit hours.