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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.


Spring Semester 2016

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 04 and 05: 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 06 and 08:Families, Nations, and Tragedy
Bassett, Greg MW 8:00 AM 9:20 AM and TR 8:00 AM 9:20 AM
IDS 171 07: Freedom, Justice, and the Good Life
Portfleet, Dianne TR 9:30 AM 10:50 AM
IDS 171 10 and 11: The Social and the Sacred in the Ancient and Medieval Worlds
Giannini, Heide MWF 1:00 PM 1:50 PM and MWF 2:00 PM 2:50 PM
IDS 172 01 and 07: From Reformation to Revolution
Gibbs, Janis MWF 9:30 AM 10:20 AM and MWF 8:30 AM 9:20 AM
IDS 172 03 and 04: Enlightenment, Revolution, Romanticism
Perovich, Anthony MWF 1:00 PM 1:50 PM and MWF 2:00 PM 2:50 PM
IDS 172 05: Good, Bad, and Evil
Petit, Jeanne MWF 1:00 PM 1:50 PM
IDS 172 06: Authority and the Individual
Lunderberg, Marla TR 12:00 PM 1:20 PM

IDS Courses: History and Literature

IDS 173 01: Beyond Gilgamesh: cuneiform culture in the broader context of the Ancient Near East
Morgan, Patrick TR 3:00 PM 4:20 PM
IDS 174 01: From Don Quixote to the Drug War
VanOosterhout, Aaron TR 1:30 PM 2:50 PM
IDS 174 02: Black Feminist Thought: Literary and Historical Roots
Parker, Kendra TR 9:30 AM 10:50 AM

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
Baer, Marc MWF 11:00 AM 11:50 AM
HIST 208 01 and 02: World Civilization II
Janes, Lauren TR 12:00 PM 1:20 PM and TR 1:30 PM 2:50 PM

English Courses

ENGL 231 01 Literature Western World I
Hemenway, Stephen MWF 12:00 PM 12:50 PM
ENGL 232 01 Literature Western World II
Verduin, Kathleen MWF 2:00 PM 2:50 PM
ENGL 233 01 Ancient Global Literature
Cole, Ernest MW 9:00 AM 10:20 AM
ENGL 234 01 Modern Global Literature
Cole, Ernest TR 1:30 PM 2:50 PM

Course Descriptions:

IDS Courses Covering Literature, History, and Philosophy

IDS 171: Tragedy, Comedy, Democracy (CH1)
James Allis

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. (updated 10/12)

IDS 171: Real Life and the Good Life from Classical Times to Christian (CH1)
Joseph LaPorte
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: Cultural Heritage I
Families, Nations, and Tragedy
Instructor: Greg Bassett
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: Freedom, Justice, and the Good Life (CH1)
Dianne Portfleet
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 – Jews, Pagans, and Christians: the Ancient and Medieval Worlds Reconsidered
Gloria Tseng
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 Romans, Christians, and Barbarians: Western Culture as Synthesis
Giannini, Heidi
History is messy. Understanding where we come from involves understanding the interactions of many complex systems, ideals, and events. In this course, we will focus on three traditions that came together in the ancient and medieval periods to give rise to Western culture as we know it: the Greco-Roman, the Judeo-Christian, and the Germanic. While the contributions of Romans and Christians to the development of Western civilization are widely acknowledged, the influence of the Germans – or barbarians, as the Romans called them – is often overlooked. Our class will read philosophical, literary, and historical texts that highlight the ideals of each tradition and discuss the historical forces that brought them together. We will also engage the attempts of philosophical and literary figures to synthesize these traditions. Classes will consist mostly in lecture, but plenty of time will be reserved for discussion.

IDS 172: From Reformation to Revolution
Janis Gibbs
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: Enlightenment, Revolution, and Romanticism (CH2)
Anthony N. Perovich Jr.
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: Good, Bad, and Evil (CH2)
Jeanne Petit
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: Authority and the Individual (CH2)
Marla Lunderberg

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: History and Literature

IDS 173 Beyond Gilgamesh: cuneiform culture in the broader context of the Ancient Near East
Patrick Morgan

This course surveys roughly 3000 years of cuneiform writing, the oldest written tradition known, and situates major texts and textual traditions within the broader context of Near Eastern history and culture in antiquity. Usually written on clay tablets with a sharp reed, cuneiform was invented for the Sumerian language and subsequently adapted to write in several others, such as Akkadian, the oldest known relative of languages like Hebrew and Arabic. We will read a variety of compositions. Some, like Gilgamesh or the Enuma Elish, develop and change over many centuries, swallowing other texts as they do. Others, like the broad category of "magical" lore or stories of the doings of gods and lesser heroes, play with common themes in different ways as the world around them turns. We will explore connections between cuneiform texts and those of neighboring cultures, such as biblical materials, Greek binding spells, and stories from Ugarit, a small polity on the Mediterranean coast during the 2nd millennium BCE. We will read correspondence between the rulers of Babylonia, Assyria, and Egypt. We will also consider the enduring nature of cuneiform culture, which persisted for millennia even while the ethnicities and native languages of those maintaining it remained in almost constant flux. In short, this course will give you an opportunity to approach the ancient history and literature at the root of "western" civilization from an ideal vantage point.

IDS 174: From Don Quixote to the Drug War
VanOosterhout, Aaron

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 174: Black Feminist Thought: Literary and Historical Roots, 18th -21st centuries
Parker, Kendra
Students will explore the varied experiences of Black women across the black Diaspora and understand how such experiences shaped the development of black feminist thought. The specific focus of this course will be the literary and historical development black feminism thought over the last 200 years. To avoid the drawbacks of a traditionally linear chronology, students enrolled in this course will learn through a series of carefully crafted units or “cultural touchstones”—enslavement and its legacies, medical care, theology, fetishizing the body, and citizenship. Within each unit, however, we will attempt to privilege a linear chronology of historical context and selections of literature. In doing so, students will explore how these cultural touchstones became some of conduits through which Black women constructed, shaped, and articulated the overarching tenets of what emerged in the late 20th century as “black feminist thought.”

We will begin in the late-eighteenth century Western Europe and the American colonies, understanding the cornerstones of what has become the women’s rights movement in the United States. From there, we explore the transatlantic slave trade and its legacies, particularly those in the West Indies and the United States. Next, we turn to the treatment of black women’s bodies and medical care in France and the United States. Then, we examine contexts of ancient Israel to understand Black women’s fraught relationships with Christian theology and Black theology in West African and American contexts. Then, we explore the “fetishizing” of black women’s bodies and finally turn our attention to the notion of “Citizenship.”

Also fulfills the Global Learning—International requirement and counts as an elective for Women’s and Gender Studies.


IDS Courses: Literature and Philosophy

IDS 175: Classical Mythology and Plato’s Republic
Steve Maiullo

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
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
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
Baer, Marc
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 II
Janes, Lauren
This introductory world history course surveys developments in global history since 1500. The course focuses on interregional and global interactions from the European crossing of the Atlantic through the Cold War. It fulfills the Cultural Heritage II requirement and is flagged for cultural diversity and global learning international.

HIST 207 02: World Civilization II
Janes, Lauren
This introductory world history course surveys developments in global history since 1500. The course focuses on interregional and global interactions from the European crossing of the Atlantic through the Cold War. 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
Hemenway, Stephen

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

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
Ancient Global Literatures is a four credit course that fulfils the Cultural Heritage 1 and Global Learning requirements of the General Education program. It presents a dialogic perspective of the Ancient literatures in the Western and non-Western traditions within a fresh and diverse range of selections. It seeks to examine the world’s great literature and by exploring the historical, philosophical, social as well as the literary and cultural links between past and present, East and West. Since there is a core of authors in the western literary tradition that is critical and pivotal to understanding the epic, its composition, function and impact on other traditions, these course would draw from selected writers as Dante, Virgil, and Homer, to establish a framework for contextualizing the religious, cultural and historical epics ion the non-western tradition as The Baghava Gita and The Ramayana of Valkimi in India, the epic of Sundiata in Africa and the poetry of the Wang Dynasty in ancient Chinese literary tradition.
Of particular importance to this approach to ancient global literatures is the use of the classic Western epic as Dante’s The Iliad as basis of exploring the interconnections between its religious conception of faith expressed as depicted in sin, redemption, and salvation and other religious themes expressed in different cultural contexts as in Gilgamesh, The Ramayana of Valkimi and the ancient epics of the Coptic church in Egypt.

The course is therefore conceived as cross-over between the Western and non-Western traditions of literature in their historical, cultural and philosophical contexts. It is a multi-genre course and would draw from selections including epic and lyric poetry, drama, and prose narrative, and focus on the oral narratives of Ancient Africa and the Middle East.

ENGL 234 01 Modern Global Literature
Cole, Ernest

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.