College of Arts and Letters - Registrar - University of Notre Dame

College ofArts and Letters

86COLLEGE OF ARTS AND LETTERSCollege of Artsand LettersThe College of Arts and Letters is the oldest, andtraditionally the largest, of the four undergraduatecolleges of the University of Notre Dame. It houses17 departments and several programs throughwhich students at both undergraduate and graduatelevels pursue the study of the fine arts, the humanitiesand the social sciences.Liberal Education. The College of Arts and Lettersprovides a contemporary version of a traditionalliberal arts educational program. In thecollege, students have the opportunity to understandthemselves as heirs of a rich intellectual andspiritual tradition and as members of a complex nationaland international society. The faculty of thecollege are committed to the life of the mind, tothe critical and constructive engagement with thewhole of human experience. On the basis of a firmyet broad foundation, graduates of the college areequipped for a lifetime of learning in an everchangingworld. The overall curriculum and thespecific major programs encourage students to approachissues reflectively, to analyze them carefullyand to express their reasoned conclusions withclarity.The intellectual quest conducted in the Collegeof Arts and Letters takes place in an explicitlyCatholic environment. Here ultimate questions ofthe meaning and value of human life before Godare welcome, and efforts to deal with such questionsutilize the immense resources of the Catholictradition. Inquiry and faith are seen not as opposingforces but as complementary elements of thefully human pursuit of truth.Organization. The college’s administrative center,the Office for Undergraduate Studies, is located in101 O’Shaughnessy Hall. Sophomores who havenot yet declared a major and students of all levelsin the college with questions about college or Universityrequirements should seek advising there.Staff members are also available to discuss academicprogress, problems or career goals with all students.Pre-law and preprofessional advisors are also availablein this office.Because education is not limited to the classroom,the college also sponsors or helps to subsidizeevents which are intended to enrich theundergraduate experience and facilitate faculty-studentinteraction both on and off campus.Curricula and Degrees. The College of Arts andLetters offers curricula leading to the degree of bachelorof fine arts in Art (Studio and Design) and ofbachelor of arts in:American StudiesAnthropologyArt:StudioDesignArt HistoryClassics:Classical CivilizationLatinGreekEast Asian Languages and Literatures:ChineseJapaneseEconomicsEnglishFilm, Television, and TheatreGerman and Russian Languages andLiteratures:GermanRussianHistoryMathematics (honors only)Medieval StudiesMusicPhilosophyPhilosophy/Theology (joint major)Political ScienceProgram of Liberal StudiesPsychologyRomance Languages and Literatures:SpanishFrenchItalianSociologyTheologyThe college also offers supplementary majors, butnot standalone first or degree-yielding majors, in:Arts and Letters Preprofessional Studies (ALPP)African and African American StudiesArt History (24 hours)Chinese (24 hours)Classical CivilizationComputer Applications (CAPP)Gender StudiesGerman (24 hours)Greek (24 hours)French (24 hours)Italian (24 hours)Japanese (24 hours)Latin (24 hours)Medieval Studies (24 hours)Music (36 hours)Philosophy (24 hours)Russian (24 hours)Spanish (24 hours)Theology (25 hours)Admission Policies. Admission to the College ofArts and Letters takes place at the end of the firstyear. The student body of the College of Arts andLetters thus comprises sophomores, juniors andseniors.The prerequisite for admission of sophomoresinto the College of Arts and Letters is good standingat the end of the student’s first year.The student must have completed at least 24credit hours and must have satisfied all of the specifiedcourse requirements of the First Year of StudiesProgram: University Seminar; Composition; two semestercourses in mathematics; two semester coursesin natural science; one semester course chosen fromhistory, social science, philosophy, theology, literatureor fine arts; and two semester courses in physicaleducation or in ROTC. (The University seminar willsatisfy the relevant requirement in fine arts, literature,history, social science, philosophy or theology.)Two semesters of physical education are also required.A student who does not meet all of theseconditions is retained in the First Year of Studies untilall of the conditions are met. The deficienciesmust be removed at the Notre Dame Summer Sessionor in the student’s third semester at NotreDame.Description of General College Requirements.Every student graduating from the College of Artsand Letters must have a minimum of 120 credithours and must have fulfilled all University, collegeand major requirements. Unless special permissionhas been obtained from the Office for UndergraduateStudies, special studies and directed readingscourses do not satisfy university or collegerequirements.University RequirementsCoursesComposition 1Mathematics 2Natural Science 2*History 1*Social Science 1*Theology 2*Philosophy 2*Fine Arts or Literature 1(Physical Education-two hours) 2——14 courses* One of these requirements must be a UniversitySeminar 180.

87COLLEGE OF ARTS AND LETTERSArts and Letters RequirementsArts and Letters Core 2Language 1-3+History/Social Science 1*Literature and Fine Arts(whichever is not taken above) 1Major 8-12+ In addition to the University requirement of one historyand one social science course, the college requires athird course, which can be either history or social science.* The arts and letters student is required to completeone fine arts and one literature course.University requirements are described onpages 18-19.Course Load. The normal course load inthe College of Arts and Letters is five courses. Themaximum number of credit hours per semester is 17.Overloads for juniors and seniors are accepted onlywith the permission of the deans in the Office forUndergraduate Studies and only during the designateddays of the enrollment period.Writing Requirement. Students in arts and lettersare required to complete one course in their major atthe 300 or 400 level designated as a writing intensivecourse. This course may satisfy other distributionalrequirements within the major. Writing intensivecourses require the student to work closely with aprofessor throughout the semester on a significantwritten project.Activity and Experiential Learning Courses.Three elective credits of the required 120 hours canbe derived/obtained from the following activitycourses:Band (Marching and Concert)OrchestraChoraleGlee ClubLiturgical ChoirFolk ChoirMusic Lessons and EnsemblesBalletDebateSocial Concerns SeminarsExceptions will be made for music majors.Registering for these courses will not affect astudent’s overload status. These credits do not counttoward a student’s 17 semester hours. If studentscomplete more than three of these courses, these willappear on a student’s transcript, but the extra creditswill be subtracted from the student’s total number ofhours at the time the graduation check is made;hence, these will not count toward the 120 hoursneeded to graduate.Pass-Fail. Juniors and seniors may take one nonmajor,non-required elective course each semester ona pass-fail grading basis. These declarations must bemade during the enrollment period of each semester,and once made, these declarations areirreversible.Arts and Letters Degree Credit. Students shouldnot have both examination and degree credit for thesame course. For example, if students have examinationplacement credit for German 101, then theyshould neither take nor receive credit for German101 or German 105. Similarly, students should takeeither Theology 100 or 200 and Philosophy 101 or201, but not both. Economics 115 and 225 are consideredto be equivalent courses, as are Economics123 and 223. Students should take only one of eachpair but not both. In cases where students havedouble credit for the same course (that is, both examinationand degree credit), the examination creditwill not be counted toward a student’s degree creditdespite the fact that it will be included on thestudent’s transcript. A list of equivalent math andscience courses can be found on page 151. The samerules about double credit apply to them also.No courses in Logic will satisfy the Universityphilosophy requirement for students in arts and letters.After matriculation into the college, it is the expectationthat arts and letters students will completeany outstanding math or science requirements atNotre Dame.ROTC. First-year students enrolled in any of thethree ROTC programs are exempted from theUniversity’s physical education requirement. Creditsreceived for 100- and 200-level ROTC courses donot count toward a student’s 120 credit hours, despitethe fact that they appear on the transcript.They will be manually subtracted from the student’stotal number of hours appearing thereon. Credits receivedfor 300- and 400-level courses will count aselective credit in the College of Arts and Letters.Dual Degree. Programs leading to dual degrees(two undergraduate degrees, such as a bachelor ofarts and a bachelor of business administration) aredistinct from programs in which a student receivesone degree with two majors (such as a bachelor ofbusiness administration with a major in finance anda major in political science). Dual degree programsrequire the permission of the deans of both colleges.There are additional requirements which usually resultin the need for a fifth year. Dual degree studentsin the college are required to take the Arts and LettersCore Course (CORE 211 and CORE 212).The requirements for a dual degree generally areas follows: The student completes all of the Universityrequirements, all of the requirements for bothcolleges, all of the requirements for both majors, andthe total number of degree credits specified for adual degree in two colleges. While the total numberof hours required does depend on the two majorprograms, the minimum required total number ofdegree credits is set to be 30 degree credits beyondthe college total for the college with the greater numberof degree credits.International Studies. In light of the expansion ofNotre Dame’s international study programs, theprovost’s office has asked that students be encouragedto participate in University programs wheneverpossible. Limited exceptions, however, will be madefor students whose academic or programmatic needscannot be met through existing Notre Dame programs,i.e., Chinese or Russian majors who wish topursue language instruction in Beijing or St. Petersburg,or art history majors who may require a semesterin Florence. These exceptions will be made on anindividual basis after extensive consultation withboth the students and their faculty advisors.

88STUDENT AWARDS AND PRIZESStudent Awardsand PrizesCOLLEGIATE AWARD IN MODERNAND CLASSICAL LANGUAGESThe Robert D. Nuner Modern and Classical LanguageAward — presented to the graduating seniorin the College of Arts and Letters with a first orsecond major, in any classical or modern foreignlanguage, who has earned the highest cumulativegrade point average.AMERICAN STUDIESJames E. Murphy Award for Excellence in Journalism— open to graduating American Studies majors ornon-majors with an interdisciplinary minor inJournalism, Ethics and Democracy.Paul Neville Award for Journalism — awarded toa senior in American studies for excellence injournalism.Hugh A. O’Donnell Award in American Studies —awarded to a senior in American studies for superioracademic achievement.Prof. James Withey Award — awarded to a senior inAmerican studies for notable achievement inwriting.ANTHROPOLOGYThe Kenneth E. Moore Founding Chair Award —awarded to the outstanding senior in culturalanthropology.The Rev. Raymond W. Murray, C.S.C., Award inAnthropology — awarded to the outstanding seniormajoring in anthropology.ART, ART HISTORY, AND DESIGNGrief Art Awards — awarded to oustanding seniorB.F.A. students to defray the cost of their thesisexhibitions.Emil Jacques Medals for Work in the Fine Arts —The department awards a gold medal and a silvermedal for excellence in studio art to undergraduatespursuing a B.F.A.Mabel L. Mountain Memorial Art Award —awarded for excellence in studio art.The Radwan and Allan Riley Prize in Design —awarded to a senior design major for excellence inhis or her respective field.The Radwan and Allan Riley Prize in StudioArt — awarded to a senior studio art major forexcellence in his or her respective field.The Radwan and Allan Riley Prize in Art Historyand Criticism — awarded for the best essay in arthistory or criticism submitted by an undergraduateor graduate student.Eugene M. Riley Prize in Photography — awarded toan undergraduate or graduate photography majorfor excellence in photography.Judith A. Wrappe Memorial Award — awarded toan outstanding junior studio/design major. It ispresented at the beginning of the student’s senioryear of study.CLASSICSDepartmental Award in Greek, Latin or Arabic —awarded when merited to a graduating senior forexcellence in study of: Greek, Latin or Arabic.EAST ASIAN LANGUAGESAND LITERATURESDepartmental Awards in Chinese and Japanese—awards given when merited to graduating seniorsfor excellence in Chinese and Japanese languagestudies.ECONOMICSThe Weber Award — awarded to the senior economicsmajor who has achieved the highest academicaverage.John Harold Sheehan Prize Essay Award — given tothe senior Economics major who has written thebest senior honors essay in economics.The John Joyce Award on the American Worker —The award is given as merited to the best undergraduateshort story or poem on the “AmericanWorker,” by the Higgins Labor Research Centerand the Economics Department. (There is also agraduate award for the best graduate essay).ENGLISHThe Academy of American Poets Award — awardedto the undergraduate or graduate student submittingthe best collection of original poetry.The Ernest Sandeen Poetry Award — awarded tothe best original poetry submitted by anundergraduate.Eleanor Meehan Medal for Literary Merit — presentedto the English major who submits the bestoriginal critical essay written for an English course.The Richard T. Sullivan Award for Fiction Writing— awarded to the undergraduate who submits thebest original fiction manuscript.FILM, TELEVISION, AND THEATREJoseph P. O’Toole Jr. Award — The award was establishedby Joseph P. O’Toole Jr. (B.A., 1948) ofSan Jose, California, and goes to the outstandinggraduating senior in film and television.Catherine Hicks Award — This award was establishedby Catherine Hicks (B.A.., 1974—SaintMary’s) of Los Angeles and goes to the outstandinggraduating senior in theatre.GENDER STUDIESThe David and Shari Boehnen Internship Awards—awarded for outstanding summer internships wonby Gender Studies students.Gender Studies Outstanding Essay Award —awarded to the best undergraduate essay.GERMAN AND RUSSIAN LANGUAGESAND LITERATURESThe Rev. Lawrence G. Broestl, C.S.C., Award —presented to the graduating senior with the bestacademic achievement in German.Jeffrey Engelmeier Award — presented to the outstandingstudent of German whose leadership andcontribution to the life of the department are especiallyconspicuous.The Russian Language and Literature Award — presentedto the graduating senior with the best academicachievement in Russian.Delta Phi Alpha German Honor Society Award —awarded to a graduating senior for outstandingachievement in the study of German language andliterature.HISTORYThe Monsignor Francis A. O’Brien Prize — presentedto the senior who has achieved distinction inthe best essay in History.The O’Hagan Award —awarded to the undergraduatewho has submitted the best original essay on aphase of Irish history.The O’Connell Award — an annual award for thebest sophomore or junior essay in History.LATIN AMERICAN STUDIESJohn J. Kennedy Prize for Latin American Studies —awarded to the senior who has written an outstandingessay on Latin America. (Occasionally there is arunner-up award).MEDIEVAL STUDIESMichel Prize in Medieval Studies — given to graduatingsenior who has written the best essay on amedieval subject.MUSICDepartment of Music Senior Award — awarded tothe outstanding senior in the music department.PHILOSOPHYThe Dockweiler Medal for Philosophy — presentedto the senior submitting the best essay on a philosophicalsubject.The John A. Oesterle Award in Philosophy — awardsgiven when merited to graduating philosophy majorsfor excellence in philosophy.POLITICAL SCIENCEPaul Bartholomew Essay Prize — awarded to the seniormajor submitting the best senior honors essayin the fields of American politics or politicaltheory.The Stephen Kertesz Prize — awarded to a seniormajor submitting the best senior honors essay inthe fields of international relations or comparativepolitics.

89STUDENT AWARDS AND PRIZESPROGRAM OF LIBERAL STUDIESThe Edward J. Cronin Award — awarded annuallyto a student in the Program of Liberal Studies forexcellence in writing in regular coursework.The Willis D. Nutting Award — given to the seniormajor who has contributed most to the educationof fellow students.The Otto A. Bird Award — awarded to the seniorin the Program of Liberal Studies who has writtenthe best senior essay.PSYCHOLOGYSenior Recognition Award in Psychology — given inrecognition of outstanding achievement in research,academic performance and student-life activities,while pursuing a major course of study inpsychology.The John F. Santos Award for Distinctive Achievementin Psychology — to a senior psychology majorin recognition of outstanding achievement in research,academic performance and student-lifeactivities.ROMANCE LANGUAGESAND LITERATURESWalter Langford Awards for Excellence in SpanishLiterature and Excellence in French Literature —two awards — to the graduating senior majors inFrench and Spanish literature whose work wasdeemed most outstanding by the Romance languagesand literatures faculty.The Joseph Italo Bosco Senior Award — awarded to agraduating senior for excellence in Italian studies.SOCIOLOGYThe Margaret Eisch Memorial Prize in Sociology —awarded to the outstanding graduating senior majoringin sociology.The Sociology Major Essay Award — presented tothe senior sociology major who has written the bestessay.THEOLOGYThe Gertrude Austin Marti Award in Theology —presented to a graduating senior who has evidencedqualities of personal character and academicachievement in theological studies.The Rev. Joseph H. Cavanaugh, C.S.C., Award —awarded to the senior who has evidenced highqualities of personal character and academicachievement, particularly in theological studies.SERVICE AWARDSAMERICAN STUDIESJ. Sinnot Meyers Award — awarded to a senior inAmerican studies for outstanding service to the academiccommunity.ECONOMICSLawrence J. Lewis Award — awarded to the seniorin the Department of Economics who has best distinguishedhimself or herself in community service.MUSICThe Daniel H. Pektke Memorial Award — presentedto two underclassmen in the Notre DameGlee Club in recognition of musical leadership, exemplarypersonal character and overall contributionto the success of the group.Outstanding Band Member — for loyalty, dedicationand leadership.Gerald J. Smith Memorial Award — awarded forcitizenship and loyalty to band.Outstanding Marching Band Award — awarded fordedication, ability and leadership during marchingband season.The Kobak Memorial Scholarship — for outstandinginstrument achievement for band.Robert F. O’Brien Award — for outstanding serviceand dedication to the band.Thomas J. Kirschner Band Treasurer Prize —annual award to the elected band treasurer.Band Vice President Prize — annual award to theelected vice president of the band.Terry Baum Secretary Prize — awarded for the secretaryof the band presented by the University ofNotre Dame.Halland President’s Prize — annual award for theoutgoing president of the band.Social Chairperson Award — plaque given annuallyto the social chairperson in appreciation for dedicationand service to the Notre Dame Bands.POLITICAL SCIENCEGeorge Brinkley Service Award — awarded to thestudent who best exemplifies the political sciencedepartment’s ideal of public service through serviceto the department, the University, or the widercommunity.ROMANCE LANGUAGESAND LITERATURESWilliam Richardson Award in Hispanic Culture foran African American Student — given to a graduatingAfrican American student who has shown anunusually strong interest in Hispanic Culturethrough his or her active participation in campusand/or community projects or activities.José Tito Sigüenza Award for Service to HispanicYouth — awarded to the senior who has studiedSpanish at Notre Dame and contributed outstandingservice to Hispanic youth.Carlos Aballí Award in Hispanic Cultural Awareness— given to a graduating Hispanic student who hastaken Spanish at Notre Dame and has been activein promoting Hispanic cultural awareness at NotreDame.The Mara Fox Award for Service to the HispanicCommunity — awarded to a graduating senior whohas peformed outstanding service to benefiting theHispanic community.

90SPECIAL ARTS AND LETTERS REQUIREMENTS ARTS AND LETTERS PROGRAMS MAJORSSpecial Artsand LettersRequirementsLanguage Requirement. Students in arts andletters are required to reach intermediate proficiencyin a foreign language, but “intermediate proficiency”is defined differently in each of thelanguages, depending on the complexity of the languageitself and the intensity of the course. Studentswith some background in the language theyelect will be placed by examination: the CEEBAchievement Test, AP and SAT II tests, or the departmentalplacement examinations given duringfirst-year orientation and prior to spring preregistration.Depending upon the outcome of these examinations,students may receive up to six creditsin a given language. If for some reason a student receivesmore than six hours of credit, which appearson the transcript, they will be manually subtractedfrom the total number of degree credits. Regardlessof the scores on these exams, it is impossible for astudent to test out of the language requirement inthe College of Arts and Letters. Everyone must takeat least one course at the appropriate level whichdeals with texts in the original language. For thespecific details of a given language offering or program,check with the relevant department.Core Course. All sophomores in the College ofArts and Letters enroll in the two-semester corecourse — Ideas, Values, Images. Through a carefulselection of readings and problems, the course introducesthe new liberal arts students to the disciplinesand subject matter normally encountered inthe college’s various departments. A special effort ismade to recognize the questions of value which underliethe various topics studied in the course.The course is normally taught in semester sectionsof 18, and the students stay together for theentire academic year. Authors of some of the booksbeing read, special contributions by the fine artsdepartments of the college, and audiovisual materialssupplement the ongoing class discussions.With the introduction of a core course into thecurriculum for the academic year 1979-80, the collegeacknowledged the increasingly urgent questionof the nature and purpose of liberal education andattempted to provide its students with some productiveways to think about that question.For descriptions of the University and othercolleges’ requirements, see pages 18-19.Arts and LettersProgramsThe programs offered by the College of Arts andLetters include majors, supplementary majors, andminors, which may be either departmental or interdisciplinary.The latter includes what were formerlycalled concentration and area study programs. Everystudent in the college must complete one majorsequence. Supplementary majors and minors areoptional and may be taken to supplement or enhancea student’s major but do not lead to graduationin and of themselves.MajorsA major sequence is a carefully chosen combinationof courses from an individual department or programthat stand alone in qualifying students for anundergraduate degree. They usually consist of betweeneight and 12 courses. In contrast to the Universityand college requirements that providestudents with broad exposure to a variety of the liberalarts and sciences, the major affords the studentan opportunity to gain more specialized knowledgeof a particular field or discipline.The major in liberal arts programs is normallychosen during the sophomore year and is completedduring the junior and senior years. Eachspring before preregistration, the college holds a seriesof programs and meetings to inform the studentsabout the various majors so that they maymake intelligent choices. Students pursue their majorsunder the direction of the departmental or programchair and its advising staff.

91MAJORS MINORS ELECTIVESSupplementary majors are those that cannotstand alone in qualifying a student for an undergraduatedegree but must be taken in conjunctionwith a primary major. They include both interdisciplinaryand departmental offerings.Arts and Letters Preprofessional Studies (ALPP)African and African American StudiesArt History (24 hours)Chinese (24 hours)Classical CivilizationComputer Applications (CAPP)Gender StudiesGerman (24 hours)Greek (24 hours)French (24 hours)Italian (24 hours)Japanese (24 hours)Latin (24 hours)Medieval Studies (24 hours)Music (36 hours)Philosophy (24 hours)Russian (24 hours)Spanish (24 hours)Theology (25 hours)Self-Designed Majors. A new program for a specialself-designed major was approved by the collegecouncil during the 1994-95 year. This is aspecial program for self-designed majors that willbe conducted on a limited, experimental basis.While it is not the intent to predetermine the kindand nature of majors to be proposed, it is the expectationthat they will involve substantive integrationof the subject matter in ways that cannot beundertaken within any existing major, minor, areastudies or concentration program.The Process:1. Interested students, in consultation with threefaculty sponsors from at least two departments,should present a detailed written proposal of theirmajor (which has been signed by their faculty sponsors)to the Undergraduate Studies Advisory Committeeno later than Friday before the midsemesterbreak of each semester. One of the faculty sponsorsshould be identified as the chair of the supervisingcommittee.2. Approval of the special major will be granted bythe dean, on the recommendation of the UndergraduateStudies Advisory Committee. The committeewill review the proposals and communicatetheir recommendations to the students before thepreregistration period begins. As it deliberates, thecommittee may ask for additional informationfrom the student, faculty sponsors and other colleaguesin related areas to assist in further refiningand rewriting the original proposal. It is the expectationthat the on-campus portions of the majorwill rely heavily on existing courses.3. Special majors must culminate in a capstone essayor where appropriate, other work, which will beevaluated by more than one faculty member. (Inmost cases, it is assumed that the faculty evaluatorswill be the faculty sponsors). A detailed proposal ofthe capstone project must be submitted to the facultysponsors by November 1 of the senior year. Itis expected that a capstone essay will consist of between30 and 50 pages (7,500-15,000 words).4. Changes in an individual program need the approvalof the chair of the supervising committeeand the dean. If students discover midstream thatthey are unable to complete the special major, itmay be “dropped,” but they must then completeone of the traditional departmental majors. Retroactiveproposals will not be considered. Thus, theseprograms should be well under way by the end ofthe junior year.5. Administration of special majors will take placethrough the Office of Undergraduate Studies in amanner similar to that of the ALPP program; i.e.,students will pick up their PINs in 101O’Shaughnessy.6. The college council will periodically review thespecial major program.MinorsMinors are five course sequences that can either bedepartmental or interdisciplinary. The college hasthree categories of minors: Departmental, Interdisciplinary(formerly Concentrations) and AreaStudies.Departmental:African and African American StudiesAnthropologyArt HistoryClassical CivilizationClassical LiteratureEast Asian Languages and Literature:ChineseJapaneseGermanGreekItalianLatinMusicRussianTheologyFor details, see the departmental descriptions in thesection “Programs of Study.”Interdisciplinary (formerly called Concentrations):Catholic Social TraditionEducation, Schooling, and SocietyGender StudiesHesburgh Program in Public ServiceJournalism, Ethics, and DemocracyMedieval StudiesPeace StudiesPhilosophy and LiteraturePhilosophy, Politics, and Economics (PPE)Religion and LiteratureScience, Technology, and ValuesArea Studies:AfricanAsianEuropeanIrishLatin AmericanMediterranean/Middle EastRussian and Eastern EuropeanElectivesIn addition to the University and college requirementsand the major, the balance of a student’susual five-course-per-semester program consists ofelective courses, which can be drawn from the offeringsof any department or college that are opento non-majors who have met the necessaryprerequisites.

92AMERICAN STUDIESP r o g r a m s o f S t u d yAmerican StudiesChair:Benedict F. GiamoProfessors:F. Richard Ciccone (adjunct); Eugene Halton(concurrent); Thomas J. Schlereth; Robert P.Schmuhl (on leave spring 2003), Thomas J.Stritch (emeritus); H. Ronald Weber(emeritus)Associate Professors:Elizabeth Christman (emerita); Walton Collins(adjunct); Jack Colwell (adjunct); Benedict F.GiamoAssistant Professors:Heidi Ardizzone; Thomas Guglielmo; SusanOhmerVisiting Welch Chair Professor:Alex Kotlowitz (fall semester only)David E. Nye (spring semester only)Visiting Professor:Joel C. HodsonProfessional Specialist:Ruthann Johansen (Arts and Letters CoreCourse)The Department of American Studies providesstudents with a unique opportunity to studyAmerican culture and society in challenging and innovativeways. Students majoring in AmericanStudies explore the American experience from bothintegrative and disciplinary perspectives by selectinginterdisciplinary courses taught by theDepartment’s faculty as well as cross-listed classesoffered by Anthropology, English, Political Science,History, and Sociology. With help from a facultyadvisor, a student plans a curriculum of 12 courses,six from within American Studies and six in Americansubjects offered in cognate departments. Theinterdisciplinary courses housed in the Departmentof American Studies span a broad range of academicinterests: Arts and Material Culture; Journalismand Media Studies; Literature and Society; andSocial History/Movements. Additional areas underdevelopment include Narrative Nonfiction as wellas Regional and Comparative Cultures. Courses inthese academic areas typically include an historicaldimension, insights gathered from a variety ofsources, perspectives drawn from traditional disciplines,and an integrative approach that complementsspecialism. Because of its breadth, the majorenables students to experience much of the richnessof the College of Arts and Letters. Internships areavailable which offer practical experience in the potentialcareer areas of historical research, journalism,publishing, and social service. Special featuresinclude an affiliated interdisciplinary minor inJournalism, Ethics, and Democracy.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name is also included.BEGINNING COURSES201. The Rise and Fall of the Modern RacialOrder: Race and Ethnicity in the 20th-CenturyUnited States(3-0-3)A mixture of lecture, discussion, and in-class groupprojects, this course is an introduction to the historyof race and ethnicity in the 20th-centuryUnited States. The key questions of the course willbe: How has race, as a “social construction,” beenmade and un-made over the years? That is, howhave the “south Italian race” and the “Anglo-Saxonrace” come and gone, while the “white race” and“black race” have stayed with us? How have thesegroups and others encountered the nation’s racialorder over the years, with some attempting to dismantleit to gain greater equality (e.g. the civilrights movement) and others attempting to shore itup to protect their own privileges (e.g., the KKKand the Zoot Suit Riots)?250. Victorian America: Transformations inEveryday Life, 1876-1915(3-0-3) SchlerethAn introductory American Studies course designedto interpret and integrate the cultural and socialideas, institutions, and artifacts of averageAmericans in the period 1876-1915. Within thisVictorian era, the course will explore the changesand continuities in domestic life and housingarrangements, common foodways of eating anddrinking, working places and patterns ofrecreational and leisure pursuits.251. Visual America(3-0-3) SchlerethAn introductory course, offered as a sequel to Artsin America (AMST 357), that will exploredimensions of several types of visual expression—popular photography, cartography, genre andhistorical painting, chromolithography, thecommercial and graphic arts—in American culturalhistory from Louis Daguerre’s development ofphotography in 1839 to the public exhibition oftelevision at the 1939 New York World’s Fair.254. The Technological American(3-0-3) OhmerIn this course we will explore the impact newtechnologies have had on our domestic and economiclives. We also will discuss how newtechnolo-gies have changed the way wecommunicate and the kinds of leisureentertainment we enjoy. Though technology isoften celebrated for the promise of liberation, wewill see how new inventions have also raised fearsof alienation and loss of control.255. American Identities(3-0-3) HodsonAmerican Identities surveys the development ofAmerican culture and society by examiningconstructs of identity. The course explores suchquestions as: What is a nation? How is nationalidentity determined? What constitutes Americanidentity, and how has it changed over time? Whohas been included and excluded from fullcitizenship in the past, and why? How domulticultural societies reconcile national and groupidentities? Where is the United States heading as asociety?256. American Conditions: Poverty andAffluence in the United States, 1930-1990(3-0-3) GiamoTo advance our inquiry, we will take aninterdisciplinary perspective on the relationshipbetween poverty and affluence in American cultureand society. What is the nature of reality—themeaning and significance—concerning each realmof social existence? In addressing that question, wewill explore the social conditions, values, andattitudes associated with each dimension, especiallyin relationship to the broader American experience.Historical, socioeconomic, and political approacheswill be considered. In addition, we will focus oncultural perceptions of poverty and affluence, asseen through literature, photography, and film.258. American Art: History, Identity, Culture(3-0-3) SchlerethIntroductory and historical overview of the rolethat several arts—architecture, painting,sculpture—played in American cultural history,1640-1940. In addition to surveying major highstyle trends, attention is given to selected regional,folk, and vernacular artistic traditions. Basically alecture-format course in which the student preparestwo short papers, researches and assembles a 15-page visual portfolio, and takes two exams, a midtermand a final.

93AMERICAN STUDIESRobert P. Schmuhl, professor of American studies264. American Social Experience: Traditions ofProtest(3-0-3) ArdizzoneThis interdisciplinary survey of civil rights andsocial protest movements in the United Statesexamines suffrage inclusion, abolitionism and Blackcivil rights movements, labor organizing, andwomen’s rights in the nineteenth and twentiethcenturies, as well as several contemporary protestmovements. These movements certainly questionselected American ideologies, but they also draw onAmerican values and practices. We will use history,film, fiction, journalism, and autobiographies totrace a tradition of protest which both depends onand offers challenges to a democratic society.282. American Political Life(3-0-3) SchmuhlAn introductory and interdisciplinary examinationof American political culture, particularlycontemporary political thought and behavior.Although we will trace the development of ourpolitical culture from the nation’s beginning to thepresent, a principal concern of the class will be theinvolvement of the mass media in recent politicalhistory. In short, we will attempt to come to termswith questions about the role and influence of masscommunications in modern politics.INTERMEDIATE COURSES301. Fundamentals of Journalism(3-0-3) CicconeWhat is news? What are the most effective ways ofpresenting news to the public? What ethicaldecisions are involved in gathering and reportingnews? These are a few of the questions addressed in“Fundamentals of Journalism.”305. American Landscapes: Regions andRegionalism in North America(3-0-3) HodsonAmerican Landscapes examines aspects of thehistory, geography, politics, economy, and societyof North America (the United States, Canada, andMexico). It will explore discreet cultural regionsbut also adopt a comparative approach, analyzinginterregional as well as transnational issues, such asimmigration flows, labor standards, energy use, andenvironmental controls.306. Homefronts During War(3-0-3)How have Americans responded at home to warand threats of war throughout the twentieth centuryand into the first? What internal divisions andshared identities has war inspired or revealed? Wewill examine not the battles and factors that determinedthe military outcomes, but the domesticstruggles that have defined our national experienceand informed many of our responses to currentevents. Topics will include: critiques of democracyand civil rights inclusion during WWI; treatmentof Japanese Americans during WWII; developmentof peace movements, anti-nuclear movements; coldwar politics and fears of American communism; debatesover the draft, just-war, racism at home, andU.S. policies abroad in the wake of Vietnam. Thefinal unit will focus on the Gulf War, terrorism,and developments since September 11th.311. Television in American Culture(3-0-3) OhmerThis course examines the formation of commercialbroadcast television in the United States, focusingon the industrial, economic, technological andsocial forces that have shaped the images we see.We will look at how American television developedin the competitive business climate of the 1920sand 1930s, and how advertiser-supported networkscame to dominate. We then analyze the role oftelevision in America’s social and political life: itslinks to suburbia and consumerism, its impact onthe political movements of the 1960s, and the waysit has represented America’s changing ideas of race,gender, and ethnicity.312H. Fashioning Identity in American HistorySee GSC 312.317E. Latino/Latina American LiteratureSee ENGL 316.322E. Passing in 20th-Century AmericanLiteratureSee ENGL 319.330. Culture and Society in the GreatDepression(3-0-3) GiamoThis course explores the culture and society of one ofthe most turbulent periods in American history. Theeconomic collapse and ensuing national crisis alteredthe political, social, and symbolic landscape of thecountry. We will examine the historical context andsocial activism of this period (1929-1941), includingthe conditions and responses of those affected byvarious hardships. Also, we will be concerned with thecultural expression of Depression America as depictedin literature, film, the art of social realism, and variousdocumentary formats.

94AMERICAN STUDIES337. Race and Ethnicity in American Television(3-0-3) OhmerThis course examines the formation of commercialbroadcast television in the United States, focusingon the industrial, economic, technological and socialforces that have shaped the images we see. Wewill look at how American television developed inthe competitive business climate of the 1920s and1930s, and how advertiser-supported networkscame to dominate. We then analyze the role of televisionin America’s social and political life: its linksto suburbia and consumerism, its impact on thepolitical movements of the 1960s, and the ways ithas represented America’s changing ideas of race,gender, and ethnicity.338Z. Poverty, Inequality, and SocialStratificationSee SOC 338.340. Witnessing the Sixties(3-0-3) GiamoThe purpose of this interdisciplinary course is twofold:to examine the social context and culturalchange of the sixties, on the one hand, and on theother to explore the various journalistic representationsof events, movements, and transformation.We will focus on the manner in which each writerwitnessed the sixties and explore fresh styles ofwriting, such as the new journalism popularized byTom Wolfe. Major topics for consideration includethe counterculture and the movement—a combinationof civil rights and anti-war protest.347H. Era of U.S. Civil War, 1848-1877See HIST 454.348G. Interest Group PoliticsSee POLS 303.350. The Craft of Journalism(3-0-3) SchmuhlThis class will focus on how print and broadcastjournalists work—how they think and act as well asthe dilemmas they face in delivering news, analysis,and commentary. Several sessions will be devotedto presentations by visiting correspondents, editors,and producers, explaining their approaches tospecific stories and circumstances. In addition,students will discuss the issues and questions raisedin a few books.351. Visual America(3-0-3) SchlerethOffered as a sequel to American Art (AMST 258).The course has two objectives: First, to introducestudents to the various methods scholars havedeveloped to use visual evidence in cultural historyresearch; and second, to provide students with acontent course in United States history, one wherethey receive an overview of the various roles thatthe art forms noted above have played in 19th- and20th-century American life. Iconographicanalysis—the uncovering of past and present,conflicting and paradoxical layers of culturalmeanings within an image or assemblage ofimages—will be an important part of the course.354. America Abroad: U.S. Media in a GlobalContext(3-0-3) OhmerThis course investigates the strategies companiesadopt when fashioning media for overseas markets.The course will begin during the 1940s, whenAmerica moved aggressively outward after the isolationismof the 1930s. We will examine how U.S.media companies tried to export American valuesto Latin America during the war and to Japan afterits surrender. The impact of satellites during the1960s will also be noted. In discussing the 1970sand 1980s, we will examine international responsesto American television news, game shows and dramas.In looking at media today we will analyze internationalco-productions that use American starsand studios but are intended to reach a wideraudience.357. The Arts in America(3-0-3) SchlerethIntroductory and historical overview of the rolethat several arts—architecture, painting, sculpture,photography, and the decorative arts—played inAmerican cultural history, 1640-1940. In additionto surveying major high style trends, attention willalso be given to selected regional, folk, vernacular,and popular artistic traditions. Basically a lectureformatcourse in which the student prepares oneresearch essay and takes two exams, a midterm anda final.360. News in American Life(3-0-3) CicconeThis course seeks to promote an understanding ofmodern media by examining the goals and motivationsof newsmakers, the power of instant information,the future of news delivery and an examinationof how the traditional principles of fairness,privacy and ethics are treated. Students will readseveral books and newspaper articles dealing withthe history and the business of the media, and willuse daily newspapers throughout the course.366H. African-American History ISee HIST 371.368H. U.S. Presidents: FDR to ClintonSee HIST 458.369H. Jacksonian AmericaSee HIST 369.380. The Presidency in American Culture(3-0-3) OhmerThis course examines the interactions amongjournalists, media companies, and Presidents in theUnited States since the Great Depression.Throughout the term we will emphasize severalgeneral principles or trends. We will explore hownew forms of technology have triggered changes inpolitical practice, a trend that becomes clear whenwe analyze the role the Internet has taken in thisyear’s campaign. During the semester we will lookat representations of Presidents and the Presidencythat are embodied in films and television programs.386H. U.S. Foreign Policy Since 1945See HIST 458.387H. American Peace Movement Since WorldWar IISee HIST 474.391E. Contemporary Short FictionSee ENGL 392E.ADVANCED COURSES401. Immigration, Ethnicity, and Race in theUnited States, 1840s-Present(3-0-3)Examining monographs, novels, film, photography,poetry, government records, and court cases, wewill explore a variety of immigrant groups and timeperiods—from the Irish of the mid-19th century toJamaicans, Mexicans, and the Vietnamese today.We will focus on questions of identity—how immigrantshave come to understand themselves raciallyand ethnically over time—and questions of power—where immigrants have been located withinAmerica’s developing racial order and what differencethis has made in their everyday lives—theirjobs, homes, families, and opportunities.405G. Public Policy and BureaucracySee POLS 405.412. Comparative Cultural Studies(3-0-3) GiamoThe purpose of this seminar is to introducestudents to comparative dimensions of AmericanStudies. International perspectives will be exploredand approaches that compare American culturewith another national culture will be encouraged.Intranational comparative topics will also bewelcome (example: Asian-American studies).Concepts, methods, and materials related tocomparative studies will be examined. Students willwork on selecting appropriate comparative topics,organizing information and ideas, developingthemes, and designing an interdisciplinaryframework for their projects.416H. American Thought, Belief, and ValuesSee POLS 416.419. American Nonfiction Narrative: TheLiterature of Social Concerns(3-0-3)This course will—through both reading and writing-explore,the place and the art of what is oftencalled literary journalism or narrative nonfiction.What makes for a compelling story? Why employthe use of narrative? How does it form our view ofpeople and events? We’ll read nonfictionnarratives on such issues as war, poverty and race.Readings will include John Hersey’s Hiroshima,Philip Gourevitch’s We Wish To Inform You ThatTomorrow We Will Be Killed With Our Families,and Richard Wright’s Black Boy, as well as theinstructor’s The Other Side Of The River. We’ll alsoexplore the craft, itself—and work with rigor anddiscipline on the art of reporting and writing story.

95AMERICAN STUDIESThere will be regular writing assignments, and studentswill be encouraged to report and craft anarrative on an issue of interest to them. Thiscourse will be run as a seminar, so there will be anemphasis on critical class discussion, including presentationsby students.419E. African-American LiteratureSee ENGL 419C.420. America as a World Phenomenon(3-0-3) HodsonThis course considers the United States as a worldphenomenon by examining how currentglobalization processes are prefigured in Americanhistory and how they play out in the United Statestoday. Globalization is defined as a set oflongstanding and intensifying transformativeprocesses that include the flow of people, goodsand services, capital, information, ideas, and othercommodities across borders.422. Confronting Homelessnessin American Culture and Society(3-0-3) GiamoThe purpose of this seminar is to examine theconditions of extreme poverty and homelessnesswithin the broader context of American culture andsociety. In order to confront the nature of theseconditions, this seminar will draw upon insightsfrom history, literature, documentary film andphotography, and the social sciences. We will focuson the degree of permanence and change in ourapproach to both traditional and modern forms ofthe social problem. There will be an experientialcomponent to the seminar as well.425. Religion and Women’s Rights(3-0-3) ArdizzoneThis course focuses on religious aspects of thewomen’s rights movement and women’smovements within religious communities. Focusingprimarily on the Protestant, Catholic and Jewishtraditions, we will examine how women haveunderstood the relationship between their religiousbeliefs and their interest in expanding women’sroles. From this beginning, we will explore severalhistorical and contemporary examples of theinfluence of religion on the women’s rightsmovement and, by the 20th century, the influenceof the women’s movement in American religion.425Z. Ethnicity in AmericaSee SOC 452.426. Leadership and Social ResponsibilitySee PSY 407.427. Jack Kerouac and the Beats(3-0-3) GiamoThis seminar will reexamine Kerouac and his prosein relation to Beat subculture and the larger contextof post-World War II American society. Althoughthe work of other Beat writers, such as William S.Burroughs, Allen Ginsberg, and Gary Snyder willbe considered, the primary focus will be onKerouac. Moreover, the seminar will question thecultural codification of Kerouac as “King of theBeats” and advance the notion that he was a proseartist on a spiritual quest. Or, as Ginsberg aptly putit—an “American lonely Prose Trumpeter ofdrunken Buddha Sacred Heart.”429. Race and Ethnicity in U.S. Media(3-0-3) OhmerThis course analyzes how racial and ethnicdifferences have been addressed in a variety ofmedia contexts from the 1950s through today,including narrative films, talk shows, situationcomedies, music videos and news. We will look athow film and television both shape and are shapedby social change and struggle, and how discourseson race and ethnicity intersect with issues of class,gender and national identity.430. American Spaces(3-0-3) SchlerethA comparative survey of the multiple histories ofseveral natural and human-made environmentscreated in America from the New Englandcommon to the Los Angeles freeway. Using specificcases studies, the course will analyze sites such asthe Mesa Verde pueblo, Rockefeller Center, theSouthern plantation, the Midwest Main Street, thePrairie style residence, the Brooklyn Bridge, NewHarmony (Indiana), U.S. Route 40, the Americancollege campus, Pullman (Illinois), the skyscraper,Spring Grove Cemetery (Cincinnati), the Victoriansuburb, Grand Central Station, Golden Gate Park,Coney Island, Yosemite National Park,Chautauqua (New York), and the 1939 New YorkWorld’s Fair.436A. Society and Culture Through FilmsSee ANTH 436.437. Online America(3-0-3) OhmerThis seminar offers students the opportunity toexplore one of the newest and most challengingforces that are reshaping American culture today:the Internet. The class will explore several issuestogether before focusing on individual studentprojects. We will read about the history of thiswired medium and compare its development tothat of more established technologies. Then we willexamine how the Net is affecting communicationand information processing in journalism, politicsand corporate life, to see how this new mediumchanges the ways we relate to each other and learnabout our social environment.439. Advanced Reporting(3-0-3) ColwellPrerequisite: Completion of a writing course abovefreshman level and/or previous news experience.This is an advanced course in journalistic reportingand writing devoted to learning how to prepare, ina professional manner, in-depth articles on issuesand events of community interest for Notre Dameand in this area. Emphasis will be on thetechniques, ethics, and responsibilities ofconducting interviews and research and craftingpieces for newspapers and other publications.440. Persuasion, Commentary, Criticism(3-0-3) ColwellThis course will consider the roles of persuasion,commentary and criticism in contemporaryAmerican culture, and will explore the techniquesof these forms of expression. Following introductorysessions dealing with principles andconcerns, students will prepare and discuss theirown writing assignments—including opinioncolumns, editorials and book or performancereviews.440A. Native Americans in Fact and FictionSee ANTH 440.440H. U.S. Latinos: A HistorySee HIST 440.441. Literary Journalism(3-0-3) CollinsThis writing course is open by application to a fewstudents who have shown unusual promise in otherjournalism courses and/or have demonstratedsuperior writing skills in student publications ormedia internships. Literary journalism is a demandingform of communication that combines fictionaltechniques with scrupulous adherence to fact.Students will be responsible for two to three majorpieces of writing and will work closely with oneanother and the instructor, who is the editoremeritus of Notre Dame magazine and anexperienced freelance writer.450. Writing for Publication(3-0-3) CollinsThis course is designed to improve and extendstudent skills in writing non-fiction articles, withemphasis on writing for magazines. It will touch onfreelancing, researching markets, understandingaudience, finding salable topics, writing queryletters, and working with editors. Students will beexpected to write several short articles and onemajor one, and they will be responsible fordeveloping a marketing plan for the long article.The instructor of this course is the editor emeritusof Notre Dame magazine.453H. Revolutionary AmericaSee HIST 452.456H. United States 1900-1945See HIST 456.

96AMERICAN STUDIES ANTHROPOLOGY460. Politics, Policy, and the Media(3-0-3) SchmuhlThe seminar will also explore how popular communicationsaffect the policy process and political lifeas well as the formation of public opinion. Althoughthe majority of the seminar’s time will bedevoted to analyzing contemporary, practical manifestationsof the policy, politics, press relationships,we will also consider theoretical principles thatserve as the foundation for the interplay betweenour democratic/republic system and our “freepress.”470H. History of the American Woman IISee HIST 470.480. American Architecture(3-0-3) SchlerethA course designed to examine the social factors,technological innovation and artistic impulses thathave produced the American built environment,1740-1940. Comparing several building types—theprivate residence, the workplace, and the publicbuilding—the seminar will explore structures andspaces as material culture evidence of Americantechnological, artistic, and social history.483Z. Social Demography for U.S. MinoritiesSee SOC 483.484. Material America: Creating, Collecting,Consuming(3-0-3) SchlerethA seminar exploring how historians, archaeologists,art historians, folklorists, geographers, and culturalanthropologists use material culture as importantevidence in interpreting the American historicaland contemporary experience. Research fieldworkin area museums and historical agencies such as theSnite Museum, the Northern Indiana Center ForHistory, National Studebaker Museum, andCopshalolm/Oliver Mansion will be part of theseminar.484E. Tragedy: Shakespeare and MelvilleSee ENGL 482C.486: Grecian Architecture and Furniture ISee ARCH 581.487. Building America: Architecture,Economics, Politics(3-0-3) SchlerethA seminar designed to examine the social andeconomic factors, energy and land use policies,demographic urban/suburban trends, technologicalinnovations and artistic impulses that haveproduced the American built environment, 1640-1940. Comparing several building types—theprivate residence, the workplace, and the publicbuilding—the seminar will explore structures andspaces as material culture evidence of Americandomestic, real estate, political and cultural history.498. Special Studies: Reading and Research(0-9-3) GiamoSpecial Studies offers students the opportunity topursue an independent, semester-long reading orresearch project under the direction of a facultymember. The subject matter of Special Studiesmust not be duplicated in the regular curriculum.INTERNSHIPSAMERICAN STUDIES INTERNSHIPSAll American Studies Internships provide opportunitiesfor practical work experiences under the supervisionof a professional. Students will spendnine to twelve unpaid, supervised hours per weekon the job, the hours to be arranged between thestudent and the “employer.” Intern candidatesshould so arrange their academic schedule as to allowlarge chunks of time for internship work, suchas entire days or entire mornings.496A. Publishing Internship(0-9-3) CollinsApprentice training with Notre Dame magazine.Satisfactory/unsatisfactory credit only.496B. Community Service Internship(0-9-3)Apprentice training with community social serviceorganizations. Satisfactory/unsatisfactory creditonly.496C. Historical Research Internship(0-9-3) SchlerethApprentice training in archives or museums or historicalpreservation with local organizations. Satisfactory/unsatisfactorycredit only.496D. News Internship(0-9-3) SchmuhlApprentice training with newspapers. Satisfactory/unsatisfactory credit only.AnthropologyChair:James J. McKennaEdmund P. Joyce Professor of Anthropology:Roberto A. DaMatta; James J. McKennaNancy O’Neill Associate Professor of Anthropology:Susan G. SheridanProfessors:Leo A. Despres (emeritus); Carl W. O’Nell(emeritus); Irwin Press (emeritus)Associate Professors:James O. Bellis; Susan D. Blum (on leave2002-03); Douglas E. Bradley (concurrent);Agustin Fuentes; Rev. Patrick D. Gaffney,C.S.C. (on leave spring 2003); Ian Kuijt;Joanne M. Mack (concurrent); CynthiaMahmood (on leave spring 2003); Kenneth E.Moore (emeritus); Carolyn R. NordstromAssistant Professors:Meredith S. Chesson; Gregory J. Downey (onleave 2002-03); Satsuki Kawano (on leave2002-03); Karen E. Richman; Victoria D.L.Sanford; Mark R. Schurr; Cecilia Van HollenProgram of Studies. The undergraduate programin anthropology is designed to help studentsmove toward a number of possible career choiceswhile simultaneously offering an intellectual core ofunderstanding about human life essential to a liberaleducation. As a broad field of study, anthropologyis basic in that it addresses fundamentalquestions relating to the meaning of human nature.It is comprehensive in that it deals with human lifein virtually every aspect of activity ranging acrossthe political, artistic, social, religious, psychologicaland economic spheres. Anthropology offers its studentsa well-rounded view of what it means to behuman. It does this through time comparisons, examininghuman adaptation from remote past to thepresent moment; and group comparisons, examiningthe rich array of cultural diversities from theirsimplest to most complex forms. It is through thecomparative perspective that students of anthropologyachieve a depth of appreciation for things humanthat is the hallmark of the field.Anthropology provides an excellent backgroundfor careers demanding expertise in understandinghuman relations, motivations andactivities; for example, law, business, education,public service and medicine. Should a student aspireto a career in anthropology, the undergraduatemajor constitutes an important step in preparingfor entrance to a graduate program.In addition to the major, other programmaticoptions are available. Some students will find it advantageousto take, in addition to anthropology, amajor or supplementary major in another discipline.Still other students may elect to minor in anthropology.The requirements for these options aredescribed below. Students are welcome to come tothe departmental office in 611 Flanner for furtherinformation.

97ANTHROPOLOGYMajor Programs:1. The Major. There are no prerequisites to themajor. The major requires 27 hours, six of whichmust be in the sequence of fundamentals,eitherANTH 326 (Fundamentals of Linguistic Anthropology)or ANTH 328 (Fundamentals of Socialand Cultural Anthropology), and either ANTH327 (Fundamentals of Archaeology) or ANTH329 (Fundamentals of Human Evolution). ANTH430 (Development of Anthropological Theory)and ANTH 495 (Advanced Seminar) are also requiredof all students in the major sequence. It isrecommended that students take the fundamentals,ANTH 326 or 328 and ANTH 327 or 329, by theend of their junior year, whereas ANTH 430 isusually taken as a junior or senior. ANTH 495 isdesigned as a senior capstone seminar. The remaining15 hours must be apportioned among varioussubareas as follows: Approaches and Methods (sixhours); Evolutionary Perspectives and Cultural Adaptation(three hours); Area Studies (three hours);and Topics in Anthropolgy (three hours). Coursestaken for pass-fail credit will not satisfy requirementsfor the major.2. The Major with Senior Thesis. Students mayelect to complete a senior thesis (see ANTH 499)for six credits in addition to the requirements forthe major.3. The Minor in Anthropology. The minor requires15 credit hours. There are no prerequisites.Students must take either ANTH 326 or 328 andeither ANTH 327 or 329 and are free to elect theremaining nine hours from among the 300- and400-level courses in the department. Courses takenfor pass-fail credit will not satisfy requirements forthe minor.4. Anthropology and the Preprofessional Program.Preprofessional students will find anthropology tobe a highly relevant major.SUBAREASCourses and Major Subareasof the Department. The department offerscourses in four major subareas in addition to thefundamentals (ANTH 326, 327, 328, and 329),theory (ANTH 430), and capstone seminar(ANTH 495). See “The Major” on this page. Minimumrequired hours in each subarea are indicatedin parentheses.Approaches and Methods (six hours)305. Introduction to Human Ethology310. Health, Healing and Culture322. Black Music, World Market326. Fundamentals of Linguistic Anthropology327. Fundamentals of Archaeology382. The Anthropology of Gender386. Religion, Myth and Magic403. Anthropology of Art404. Topics in Biological Anthropology405. Biological Anthropology407. Human Osteology408. Native North American Art420. Person, Self, and Body451. Anthropology of Reproduction463. Gender and Power in Asian Cultures470. Engendering Archaeology472. Theory and Method in Archaeology473. The Archaeology of Death475. Archaeological Materials Analysis:Lithic Technology484. Museum Anthropology: An Introduction486. Mother-Baby Behavioral Sleep LaboratoryEvolutionary Perspectives and Adaptation(three hours)305. Introduction to Human Ethology336. Human Diversity340. Ancient Cities and States389. Prehistory of Eastern North America391. Prehistory of Western North America404. Topics in Biological Anthropology405. Biological Anthropology406. Primate Behavior407. Human Osteology452. Evolutionary Medicine458. Infancy: Evolution, History and Development470. Engendering Archaeology474. Environmental Archaeology477. Forager/Farmer TransitionArea Studies (three hours)322. Black Music, World Market340. Ancient Cities and States353. Societies and Cultures of South Asia354. Japanese Society359. Peoples of Africa361. Societies and Cultures of Latin America365. The Contemporary Middle East368. Native Peoples of North America370. Caribbean Diasporas389. Prehistory of Eastern North America391. Prehistory of Western North America408. Native North American Art414. Transnational Societies and Cultures421. Religious Life in Asian Cultures423. Tribe, Religion, Nation in Africa435. The Brazilian Experience436. Society and Culture Through Films482. Archaeology of IrelandTopics in Anthropology (three hours)382. The Anthropology of Gender386. Religion, Myth, and Magic414. Transnational Societies and Cultures420. Person, Self, and Body421. Religious Life in Asian Cultures423. Tribe, Religion, Nation in Africa431. Race, Ethnicity and Power432. Anthropology of War and Peace435. The Brazilian Experience436. Society and Culture Through Films440. Native Americans in Fact and Fiction451. Anthropology of Reproduction454. Cultural Aspects of Clinical Medicine463. Gender and Power in Asian CulturesCourse Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credit hours per semester areenclosed within parentheses. The names of theinstructors normally responsible for courses areindicated.Courses in which graduate students may enrolland for which graduate credit may be obtained areindicated with an asterisk (*) before the course number.Special requirements are made of graduate studentswho enroll in these courses.109. Introduction to Anthropology(3-0-3) StaffThis course deals with the nature of anthropology asa broad and diverse area of study. The anthropologicalstudy of humankind will be approached from theperspectives of physical anthropology; prehistory andarchaeology; linguistic anthropology and socioculturalanthropology. The diversity of humankind willbe explored in all its aspects from times past to thepresent.180. Social Science University Seminar(3-0-3) StaffAnthropology, the holistic study of humans andtheir societies and cultures, is the focus of this seminarcourse. Through discussion and analysis of a varietyof anthropology texts, this seminar course aimsto develop writing skills among first-year studentswhile exposing them to some central problems andissues within anthropology. Adopting an approachwhich reflects the four-field character of anthropology,the seminar will encourage students to exploretopics such as: (1) anthropology as a way of knowing;(2) anthropology as an encounter with and effortto explain human diversity; (3) anthropology asa discipline which uniquely contributes to our understandingof the symbolic dimensions of humanbehavior and communication; (4) anthropology as adiscipline which uniquely contributes to our understandingof human strategies for subsistence and survival;(5) anthropology as a discipline whichuniquely contributes to our understanding of humanbiological and cultural origins. This course satisfiesthe University social science requirement.

98ANTHROPOLOGY205/305. Introduction to Human Ethology(3-0-3) McKennaThis course explores the cultural and evolutionaryorigins of language, non-verbal communication, infantbehavior, parenting, human aggression, sexualbehavior, gender development and human courtshiprituals. Each subject is examined from a crossspecies,cross-cultural, evolutionary anddevelopmental (including historical) perspective.310. Health, Healing, and Culture(3-0-3) Nordstrom, Van HollenPrerequisite: ANTH 109, 326, 327, 328, or 329.Disease has been a constant companion of humanity,shaped by the culture and through humanimpact on the environment. All societies have respondedby creating medical systems to cope withpoor health. After introducing the student to thediscipline of medical anthropology, the course focuseson the interaction between disease and cultureand on the characteristics and functions of diversemedical systems.321. Folklore, National Culture, Irish History(3-0-3) GillanThe notion of folklore emerged in the late 18thand 19th centuries. Closely associated with ideasof cultural relativism, from the romantic period onit became an important resource to national movementsin search of cultural authenticity. Thiscourse will explore the idea of folklore within thehistory of ideas and will examine the relationshipsbetween folklore and popular culture and betweenfolklore and modernity. It will also outline the developmentof folklore as an academic discipline. Itwill look at the Irish case in detail, from the beginningsof scholarly interest in popular culture inIreland to the central intellectual engagement ofthe literary revivals in English and Irish at the endof the 19th century, leading ultimately to the institutionalizationof folklore study in the Irishstate.322. Black Music, World Market(3-0-3) DowneyPrerequisite: ANTH 109, 326, or 328.Slavery and the coerced migration of Africans tothe New World left a multitude of popular musicalstyles, the result both of seemingly inexhaustiblemusical creativity and of exchange amongBlack peoples (and others) on both sides of the Atlantic.This course is an examination of the diversityof Black popular musics on a global scale.323H. Modern Mexico(3-0-3) BeattyThis course examines the complex nation that isMexico in the 20th century, its challenges and itsprospects. Focusing primarily on the period since1870, we will study the social, economic, politicaland cultural forces that have shaped the history ofthe United States’ southern neighbor.324. Irish Traditional Culture(3-0-3) GillanTo examine Irish peasant culture, this course will focuson the materials accumulated by folklorists sincethe late 19th century. Folklorists recorded a hugevolume of information as part of a project to rescueand rehabilitate the Gaelic tradition within a modernizingIreland. This information was from peasantsociety, but was often seen as transcending it(Gramsci’s “national-popular”). The course will interrogatethe notion of “traditional culture,” implicitor explicit in the work of folklorists, and will relatethat work to anthropological and other writing onIreland. The notion of traditional culture as aknowledge system will also be discussed. There willbe particular emphasis on narrative traditions (storiesand storytelling), popular religion (folk belief)and material culture (folklife), traditionally the coreareas for researchers in folklore and folklife.326. Fundamentals of Linguistic Anthropology(3-0-3) Blum, GaffneyAn inquiry into the origins of language, the nature ofmeaning, the power of language and how languagesystems are acquired and variously function in cultureand society.327. Fundamentals of Archaeology(3-0-3) Chesson, Kuijt, SchurrThis course is an introduction to the methods, goals,and theoretical concepts of archaeology, with a primaryfocus on that practiced in the Middle East,North America, and Europe. Case studies of survey,excavation, and analytical techniques will focus onrecent or ongoing investigations of archaeologicalsites in North America, Central America, Europe,Africa, and the Middle East.328. Fundamentals of Socialand Cultural Anthropology(3-0-3) Gaffney, Kawano, Nordstrom, Richman, VanHollenThis course addresses the question of how and whycultures differ, the relationship between environmentand culture and how humans use culture to solvecommon problems while creating unique behavioralsystems. Students examine the cultural nature of language,personality, religion, economics, politics, familyand kinship, play and even deviant behavior.329. Fundamentals of Human Evolution(3-0-3) Bellis, Fuentes, McKenna, Schurr, SheridanThis course deals with human evolution in both biologicaland cultural terms. Topics covered will includeprimate behavior, the mechanisms of evolution, thefossil record and the characteristics of prehistoric cultures.336. Human Diversity(3-0-3) SheridanPrerequisite: ANTH 327 or 329.Issues concerning the nature of human diversity(race, intelligence, sex, gender, etc.) are a continuingsource of social and scientific debate. This course isdesigned to present the issues and methods used byphysical anthropologists to study both the biologicalbasis of human differences, as well as the ongoingprocess of human adaptation and evolution in responseto climate, nutrition and disease.340. Ancient Cities and States(3-0-3) ChessonAncient civilizations are interesting not only for theiroften spectacular remains but also for what they cantell us about our own urban society. This courselooks at the archaeology of ancient cities and states,with a special emphasis on those of the easternMediterranean and the Near East. It also explorestheories about why ancient civilizations rose and fell.353. Societies and Cultures of South Asia(3-0-3) Van HollenThis course provides a broad introduction to societiesand cultures of South Asia (including India,Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan,and the Maldives). Emphasis will be on the Indiansubcontinent. Central themes and topics of thecourse include religious pluralism and communalism;linguistic pluralism and ethnonationalism; theideologies and practices of caste, class, and gender;colonialism and postcolonial development projects;healing and the construction of the body; aesthetictraditions (film, dance, music, art); and experiencesof the South Asian Diaspora (particularly in NorthAmerica).354. Japanese Society(3-0-3) KawaroThis course presents a survey of the social structuresand forms of expression that make up the complexsociety of contemporary Japan. Drawing on a rangeof sources, including anthropological writings, history,reporting, film, and fiction, the course will explorethe basic institutions that underlie Japaneselife, including family, work settings, religious traditions,urban and rural dynamics, political and economicorder, gender relations, youth, and popularculture, as well as an inquiry into recent controversiesreflecting changing attitudes toward Japan’s nationalidentity.359. Peoples of Africa(3-0-3) BellisThis course is designed to provide an introduction tothe societies of Sub-Saharan Africa. It examines culturesin present-day Africa as well as in the past inorder to lend an understanding to the developmentalprocesses which led to their modern forms. The importanceof the relation between a culture and itsphysical environment is stressed.

99ANTHROPOLOGY388E. Chinese Mosaic: Philosophy, Politics,Religion(3-0-3) JensenThis is a special topics class that provides anintroduction to the diverse lifeways constituting thepuzzle of the Chinese people. The course will chartthis terrain of current Chinese imagination as it hasbeen shaped from the contending, and oftencontentious, influences of religion, philosophy, andpolitics, introducing students to the heralded worksof the Chinese intellectual tradition while requiringcritical engagement with the philosophic andreligious traditions animating this culture. Thus, asthey learn about China, students also will reflect onhow Chinese and Westerners have interpreted it.Players of capoeira, an Afro-Brazilian martial art and dance, prepared to start a game in Salvador, Brazil.361. Societies and Cultures of Latin America(3-0-3) DowneyThis course introduces students to the diversecultures and societies of Latin America. Throughhistorical, ethnographic and literary study, itexplores relations of power, ideology and resistancefrom the colonial conquest to the present, includingeconomic dependency, underdevelopment anddevelopment, political institutions, the churches, themilitary, social movements, religious expressions,and ethnic and class relations. Contemporary issuesof globalization, violence and migration willpreoccupy our discussion of Central and SouthAmerica and the Caribbean today.365. The Contemporary Middle East(3-0-3) GaffneySurveys Islamic civilization, the most important culturalinfluence in the Middle East, as context for discussionof the life of Middle Eastern peoples. Topicsexplored include the foundations of Islam, Muslimethics, Sunni-Shi’a split, religious pilgrimage, ethnicity,ecological adaptations, religious brotherhoodsand sisterhoods, Sufism and concepts of the state.370. Caribbean Diasporas(3-0-3) RichmanPrerequisite: ANTH 109, 326, or 328.The movement of money and raw materials as wellas the displacement of people have long structuredthe Caribbean experience. This course explores thetransnational orientations and the multidimensionalconsequences of movement from the Carribean as itaffects sites in Miami, London, Paris or Brooklyn aswell as Havana, Jamaica, Haiti or Belize. Readingworks of ethnography, fiction and history, questionsabout the construction and reconstruction of familybonds, community identity, religion, political powerand economic relations will be treated in the domesticand the global context.382. Anthropology of Gender(3-0-3) RichmanPrerequisite: ANTH 109, 326, or 328.This course introduces students to the main issuesand debates characterizing the anthropology of genderand explores how anthropoligists have attemptedto understand changing roles, sexualassymetry, and stratification. The class contrastsand compares the representation of women andmen in different kinds of societies and in differentpolitical-economic contexts.386. Religion, Myth, and Magic(3-0-3) Gaffney, RichmanThe study of religious beliefs and practices in tribaland peasant societies emphasizing myths, ritual,symbolism and magic as ways of explaining man’splace in the universe. Concepts of purity and pollution,the sacred and the profane, and types of ritualspecialists and their relation to social structure willalso be examined.387E. City in Modern Chinese Fiction(3-0-3) LinExamining portrayals of cities such as Beijing andShanghai in fictional works, this course exploresthe image of the city as the big, the bad, and the irresistiblesite of desire for modernity in 20th-centuryChina.389. Prehistory of Eastern North America(3-0-3) SchurrThis course traces the development of a NativeAmerican culture from its earliest beginnings inNorth America to the time of European contact.Archaeology may provide answers as to when theAmerican Indians first entered North America,who the Moundbuilders were, how the NativeAmericans invented agriculture, how they developedsophisticated societies, and why historicAmerican Indian tribes were so diverse.390M. Islam: Religion and Culture(3-0-3) AfsaruddinThis course discusses the rise of Islam in theArabian peninsula in the seventh century and itssubsequent establishment as a major world religionand civilization. Lectures and readings deal withthe core beliefs and institutions of Islam, withparticular emphasis on religious and politicalthought from the Middle Ages through our owntime. All readings are in English. No prerequisite.391. Prehistory of Western North America(3-0-3) MackArchaeological data and cultural life of prehistoricWestern North America over the last 20,000 yearswill be covered. This course emphasizes origins andcultural development from an early pioneer stage tothe later, sophisticated, diverse cultures of NativeAmericans and focuses on material cultures, environmentalrelationships and technology to explorecultural change, land-use patterns, economics andpolitical complexity.*403. Anthropology of Art(3-0-3) BellisPrerequisite: ANTH 109, 326, 327, 328 or 329, orart major.This course will examine art as a functional part ofculture from an anthropological point of view. Attentionis given to evolution of art as part of humanculture and to evolution of the study of art byanthropologists. Open to graduate students.

100ANTHROPOLOGY404. Topics in Biological Anthropology(3-0-3) FuentesPrerequisite: ANTH 109, 327, or 329.This course explores the latest developments inbiological anthropology, including but not limitedto population genetics, human diversity, theconcept of race, primate evolution and behavior,patterns of adaptation, and evolutionary medicine.Emphasis will be on the role culture playsin the development of biological systems.405. Biological Anthropology(3-1-4) Fuentes, SheridanPrerequisite: ANTH 109, 327, or 329.This course includes research pertaining to humanevolution and to epidemiological and nutritionalstudies both now and in the remote past, as well asthe applied physical anthropology fields of forensicsciences and genetics. The course will help the undergraduatestudent understand the range of workpossible in biological anthropology.406. Primate Behavior(3-0-3) Fuentes, Sheridan, McKennaPrerequisites: ANTH 109, 327, or 329.This course will explore the similarities and differencesin behavior among members of the order ofPrimates. Investigations of the form, function andadaptations of our closest living relatives are essentialto the study of human evolution. Aspects ofprimate social interaction—mother/infant bonds,male/female interactions, dominance hierarchies,communication, reproductive strategies, and aberrantbehaviors—will be explored in light of theirrelationship to human origins.407. Human Osteology(3-1-4) SheridanPrerequisite: ANTH 327 or 329.This is a lab-intensive course that explores themethods used in physical anthropology for studyingindividual human skeletal remains, as well asthose employed to establish biocultural connectionsat the population level. Forensic techniques utilizedin individual identification will be developed in thefirst third of the course.408. Native North American Art(3-0-3) MackPrerequisite: ANTH 326 or 328 or ARHI 169.Contact with Western Europeans and their art traditionsbeginning about A.D. 1600 and thereafterwith the art traditions of Africans, Asians andSouth Americans modified form, technique andcontext of Native North American art. However,traditional form, technique and context continuedthrough the centuries since 1600. The perceptionof this art also changed. The collections of NativeNorth American art curated at the Snite Museumof Art exemplify the changing content, techniqueand context of this art. This course will allow studentsto work with our collections under direct supervision.414. Transnational Societies and Cultures(3-0-3) RichmanPrerequisite: ANTH 109, 326, or 328.This course analyzes how cultural identities and behaviorsare formed in the context of global systems.Through specific case studies, students will explorehow different social groups construct their culturesin interaction with other cultures and how, in sodoing, these groups are both responding to andshaping global agendas. This course will expose studentsto different theories of globalization and discusswhy the study of regional, national andinternational linkages has become a critical componentof contemporary anthropological research.420. Person, Self, and Body(3-0-3) BlumPrerequisite: ANTH 109, 326 or 328.How is the private self different from the publicperson, and how do these contrasts vary in differentsocieties? How is the body valued, situated, andcontested? What are the sources of conflict within aperson, between persons, and with the materialworld? How is identity constructed from thesecomponents? This course will examine contemporaryand classical theoretical works as well as ethnographicaccounts of persons, selves, and bodies toaddress these questions. For juniors and seniorsonly.*421. Religious Life in Asian Cultures(3-0-3) KawanoPrerequisite: ANTH 109, 326 or 328.This course examines diverse religious expressionsand lives of contemporary Asian peoples from ananthropological perspective. This course explorestopics such as ritual, ancestor worship, shamanism,spirit possession, divination, and festivals in changingAsian societies. Ethnographic examples will betaken from a variety of Asian societies, such as Japan,Korea, China, Malaysia, and India.*423. Tribe, Religion, Nation in Africa(3-0-3) GaffneyPrerequisite: ANTH 109, 326, or 328.This course will examine the key theoretical issuesin this difficult process of the formation of large,culturally heterogeneous and complex social groupingsfrom many smaller and more homogeneousethnic groups. Special attention will be given to theinfluence of religion in this process, both conceptuallyand institutionally. The role of Christianityand Islam as well as the influence of traditional Africanreligions and the many efforts at their revivalwill be considered as major forces in the establishmentand advancement of some shared notions ofthe ideologies of peoplehood, nationhood and thegrowing awareness of the need for transnationalmovements. Open to graduate students.426. Ethnicity in America(3-0-3) ChrobotReview of the theory and history of ethnicity, itspolicy implications for family, education, economics,religion, government and international relations;in-depth study of one ethnic group of choice.430. Development of Anthropological Theory(3-0-3) Blum, DaMatta, Gaffney, SanfordPrerequisite: ANTH 326 or 328. Anthropologymajors only.The material to be covered in this course includesthe seminal contributions to American and Europeananthropological thought as these emerged inapproximate chronological order. Ideas about theplace of human beings in nature, the uniqueness ofthe human condition and the evolution of all naturedominated the intellectual ferment that gaverise to anthropology. This initial stage was followedby varied reactions to and revisions of the evolutionaryscheme, including controversy over the cultureconcept and the inception of theoreticalschools such as functionalism, historicism, materialismand structuralism, as well as the advancementof systematic field research, the primary tool in anthropologicalstudy.431. Race, Ethnicity, and Power(3-0-3)Prerequisite: ANTH 109, 326, or 328.Presents a review and discussion of social scientificresearch concerning the nature of race andethnicity and their expression as social and culturalforces in the organization of multiethnic societies.The focus is multidisciplinary while giving primaryfocus to literature drawn from anthropology, politicalscience, and sociology. The course uses a mixedcase study/theoretical approach.432. Anthropology of War and Peace(3-0-3) Mahmood, NordstromPrerequisite: ANTH 109, 326, or 328.This class will explore the human capacity for warand peace. Anthropology provides a unique perspectiveon violence and conflict resolution as anthropologistsoften go to the front lines todocument the experience of war and peacebuildingfirsthand. The course will explore examples of themany forms of war in the world today, from tribalconflicts through guerilla warfare to conventionaland nuclear war. It will also study societies withoutwar and populations with innovative ideas aboutpeace.*435. The Brazilian Experience(3-0-3) DaMattaPrerequisite: ANTH 109, 326, or 328.In this course we will discuss Brazil as a society andas a culture, taking as our main frame of referencefor discussion its daily routines, its basic values andits ritual system. Thus, we will see how popularmusic, carnival festivity, civic ceremonies, religiousbeliefs and folklore shape the life of this socialspace called Brazil. Open to graduate students.

101ANTHROPOLOGY436. Society and Culture Through Films(3-0-3) DaMattaPrerequisites: Two previous anthropology courses.This course will deal with a variety of social issuesas they are perceived, conceived, represented andunderstood by movies. The focus of this course willnot be on cinema history, cinema structure ormoviemaking processes but on how important humanproblems such as cultural diversity, race relations,the crafting of national identity and nationalheroes, urban life, class conflict, family structure,war, and values such as success, love, happiness,fairness, misfortune, destiny, honesty, faith and thelike are depicted and treated by movies.440. Native Americans in Fact and Fiction(3-0-3) MackPrerequisite: ANTH 109, 326, or 328.This course focuses on our images of NativeAmericans and how these images may have beenshaped by popular and scientific writing and film.Using an anthropological perspective, students readfiction and factual accounts of Native Americansand their cultures, both past and present, allowingthem to build a more accurate image of NativeAmericans. The course uses books and film tobroaden the understanding of Indian stereotypes,and students will compare them to ethnographicstudies which reveal much more realistically thediversity of Native American beliefs, lifestyles andmaterial culture.443. Latinos in American Society(3-0-3) CardenasThis course will examine the sociology of theLatino experience in the United States, includingthe historical, cultural and political foundations ofLatino life. We will approach these topics comparatively;thus, attention will be given to the variousexperiences of a multiplicity of Latino groups inthe United States.451. Anthropology of Reproduction(3-0-3) Van HollenPrerequisite: ANTH 310, 326, or 328.This course examines how societies throughout theglobe view and manage reproductive processes. Theemphasis will be primarily, though not exclusively,on women’s reproductive health throughout thelife cycle, including puberty, pregnancy, familyplanning, childbirth, and menopause. This courseprovides a global perspective on reproduction byboth examining reproduction cross-culturally andlooking at reproduction in the context ofglobalization. A key question to be debatedthroughout the course will be: to what extent is thebiomedicalization of reproductive health occurringin a uniform way across the globe?452. Evolutionary Medicine(3-0-3) McKennaPrerequisite: ANTH 205, 305, 329, 394 or 458.This course will reconceptualize a variety of humandiseases, syndromes and disorders from the standpointof evolution, in the modern cultural context.The evolution of infectious diseases, menopause,women’s reproductive cancers, allergy, pediatrictopics (colic, physiologic jaundice, sleep problems,SIDS), breastfeeding, obstetrics, geriatric medicine,structural and genetic abnormalities, psychiatricdisorders, psychological health, eating disorders,nutrition, obesity, myopia, emotional disorders,touch therapy and massage will be examined in thecontext of this exciting and emerging new field.453P. Psychology and Medicine(3-0-3) KolbergThis course has two basic objectives. First, it examinesfrom a lifespan and psychobiological perspectivethe factors that place individuals at differentstages of life at risk for illness and assist them inmaintaining their health. In addition, it addresses avariety of challenging psychological and social issuesthat physicians and other healthcare professionalsmust face in the practice of medicine. Thecourse covers a range of topics dealing with healthissues related to different stages of human development(childhood, adolescence, and adulthood), disabledpopulations, culture and gender, stress,physician-patient interactions, death and dying,professional ethics, and social policies relating tohealth care. The course is primarily intended forstudents intending to enter medical school.Most classes will involve brief formal presentationsby the instructors and invited guests, followedby discussion of assigned readings pretinent to theday’s topic. In addition, students will be exposed,via a limited practicum, to a variety of medicalsettings.454. Cultural Aspects of Clinical Medicine(3-1-4) WolosinPermission required.The course examines popular medical concepts andexpectations patients bring with them to the clinicalor hospital setting, as well as the attitudes, organizationand goals of the clinical medical care. Theinterface between these sets of concepts and expectationsis examined with regard to health care managementand outcome of treatment. Studentsdivide their time between classroom and service aspatient/family liaisons in an area emergency room.Enrollment is by consent of instructor only, andlimited to anthropology and premedical majors.Student access to a car is necessary. Open only tojuniors and seniors.458. Infancy: Evolution, History, andDevelopment(3-0-3) McKennaPrerequisite: Senior majors and minors only.This course explores aspects of infant biology andsocio-emotional development in relationship toWestern child care practices and parenting. Westernpediatric approaches to infancy and parentingare evaluated in light of Western cultural historyand cross-cultural, human evolutionary and developmentaldata. A variety of mammals are includedas a comparative background to explore the relationshipsbetween infant physiology, mental andphysical health and contemporary infant caregivingconcepts.463. Gender and Power in Asian Cultures(3-0-3) KawanoPrerequisite: ANTH 109, 326 or 328.The class studies the representations of women andmen in different Asian societies and in different political,social, and economic contexts, and their affecton kinship, family, work, religion, and thestate. Ethnographic studies will cover Japan, Korea,China, Malaysia, Indonesia, and India, with a specialemphasis on contemporary Japan.464P. Child Development and Family Conflict(3-0-3) CummingsThis course provides an overview of the powerstructure and culture of Mexican society with specialattention to the various ways power has beendisplayed and exercised. It will start with some historicalantecedents of Mexico such as the nature ofthe Spanish conquest and the Colonial period, andthe influence of pre-conquest cultures on contemporaryMexico. It will follow with selected topicssuch as kinship structure, rural-urban migration,urbanization and industrialization, the rise of themiddle class, and the role of the state in those processesof modernization. Taking an anthropologicalperspective on political culture, it will also examinerecent conflicts arising in various sectors, while assessingthe key factors that underlie the economicand social differences between the privileged, themarginal and those in the middle.468. Household Archaeology(3-0-3) ChessonPrerequisite: ANTH 327, 329, 340, or 389.This course explores the theoretical and methodologicalchallenges faced by archaeologists excavatingancient households, one of the most commoncontexts encountered in archaeological excavationsthroughout the world. Students will explore topicswhich include the social, economic, political andphysical characteristics of households, the relationshipbetween households and communities, and thecontribution of household archaeology to architectural,artifactual, and social analyses of ancientcommunities.

102ANTHROPOLOGY470. Engendering Archaeology(3-0-3) ChessonPrerequisite: ANTH 327, 329, 340, or 389.This course will consider the historical and theoreticalfoundations of creating an engendered past,the methodological and practical aspects of “doing”engendered archaeology, and the intersection betweenpolitical feminism, archaeological knowledgeproduction, and the politics of an engenderedarchaeology.472. Theory and Method in Archaeology(3-0-3) Bellis, ChessonPrerequisite: ANTH 327, 329 or 488.Archaeology is not a discipline but a methodologicalapproach to an understanding of the humancondition which relies on an analysis of the materialculture remains of a society. Many differentdisciplines (e.g., anthropology, history, theology,classics and art history) use the method, and thecourse may be found useful for individuals fromany of these disciplines who may have an interest inarchaeological problems in their own field of study.The practice of archaeological research will be covered,from the various methods of identifying sitesin the field, to excavation procedures, to analysis ofmaterial in the laboratory.*473. The Archaeology of Death(3-0-3) SchurrPrerequisite: ANTH 327 or 329.Our species is unique because it is the only speciesthat deliberately buries its dead. Mortuary analysis(the study of burial patterns) is a powerful approachthat archaeologists use for the study of prehistoricsocial organization and ideology. Thiscourse explores the significance of prehistoric humanmortuary behavior, from the first evidence ofdeliberate burial by Neanderthals as an indicator ofthe evolution of symbolic thought, to the analysisof the sometimes spectacular burial patterns foundin the complex societies such as ancient Egypt andMegalithic Europe. Open to graduate students.474. Environmental Archaeology(3-0-3) SchurrPrerequisite: ANTH 109, 327, 329, or 389.This course explores the relationships between pastsocieties and the ecosystems they inhabited andconstructed. It will show how archaeologists investigatethe relations between past societies and theirenvironments using concepts from settlement archaeology,human geography, and paleoecology(the study of ancient ecosystems).475. Archaeological Materials Analysis: LithicTechnology(3-1-4) KuijtPrerequisite: ANTH 109, 327, 329, or 389.The course will cover laboratory procedures andtechniques used in the analysis of a range of excavatedchipped stone artifacts from prehistoric contexts.Major lecture topics will includeprocurement and production of stone tools, typology,debitage analysis, style, ethnicity, and experimentaltechnology. Students will gain familiaritywith these topics in a laboratory context by participatingin flintknapping practice and working intensivelywith several archaeological collections.477. The Forager/Farmer Transition(3-0-3) KuijtPrerequisite: ANTH 109, 327, 329, or 389.The course explores the transition from huntingand gathering ways of life to agricultural societiesand systems of food production in the Old andNew Worlds. This course examines the origins offood production in diverse areas as a long-term social,conceptual and economic process.479H. History of Chinese Medicine(3-0-3) MurrayIn light of the contemporary currency of certainChinese practices in the field of alternative medicine,this course will explore the phenomenon ofChinese traditional medicine in both its historicaland contemporary settings. The first unit, Medicinein Ancient China, will explore the earliestmedical ideas of the Chinese and will demonstratehow the state’s political unification gave rise to acorrelative cosmology that not only includedHeaven and Earth, but also human beings as integralelements of an organic cosmos. The secondunit will explore the influences and contributionsof Taoism (Daoism) and Buddhism to Chinesemedicine and will explore what it meant to be bothphysicians and patients in late imperial China. Thethird unit will focus on medicine in contemporaryChina and will feature the experiences of ElisabethHsu, a student of Chinese medical anthropologywho as a part of her doctoral research enrolled as astudent in Yunnan Traditional Chinese MedicalCollege between September 1988 and December1989. We will conclude the course with a brief examinationof the influence of Chinese medicine onthe contemporary world.482. Archaeology of Ireland(3-0-3) KuijtPrerequisite: Permission required.This course examines the cultural and historicaltrajectory of the archaeology of Ireland from theNeolithic through the Viking period. Topics includethe emergence of the unique systems ofcommunities, the development of systems ofmetallurgy in the Iron Age, regionalism, monetarypractices and ritual, and discussion of villagelife in ring forts during the Bronze Age.483. Social Demography of U.S. Minorities(3-0-3) GarciaThis course will focus on the demographic status ofethnic minorities in the United States. Some of themajor topics include population size and projections,geographical distribution, and residentialpatterns. Other issues are educational attainment,occupational status, and personal and family income.The course will cover the basics of demographicmethods and techniques.484. Museum Anthropology: An Introduction(3-0-3) MackPrerequisite: ANTH 326, 327, or 328.An introduction to the history, philosophy, andprofessional practices of museums. It includes anexamination of the ethical and practical issues ofmuseum work through readings, discussions, andhands-on experience. Emphasis is on the role of anthropologistsin museums and the exhibition ofnon-Western European art.486. Mother-Baby Behavioral Sleep Laboratory(1-2-3) McKennaPrerequisite: ANTH 205, 305 or 394. Permissionrequired.This course examines the sleeping arrangements ofinfants and children, nighttime nurturing patternsby parents, and the cultural values and ideologiesthat underlie them. The focus will center largely onAmerican and European societies. Research will beconducted in a sleep laboratory on the sleep behaviorof mothers, fathers and children from the localcommunity.495. Advanced Seminar(3-0-3) VariousPrerequisite: ANTH 430.This course will provide an opportunity for studentsto apply theoretical knowledge and criticalthinking skills that they have acquired in their anthropologycourses, especially ANTH 430, which isa prerequisite. The course is designed to be acapstone requirement to the anthropology major. Aresearch paper will be completed by the end of thecourse. This course may be used as the first semesterof the two semester senior thesis sequence.497A. Directed Readings in Archaeology(V-V-V) Bellis, Chesson, Kuijt, Mack, SchurrPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent readings on a special problemarea in archaeology about which the studentwill be expected to produce a detailed annotatedbibliography and write a scholarly paper.497B. Directed Readings in BiologicalAnthropology(V-V-V) Fuentes, McKenna, SheridanPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent readings on a special problemarea in biological anthropology about whichthe student will be expected to produce a detailedannotated bibliography and write a scholarly paper.

103ANTHROPOLOGY ART, ART HISTORY, AND DESIGN497C. Directed Readingsin Sociocultural Anthropology(V-V-V) Blum, DaMatta, Downey, Gaffney,Kawano, Mack, Mahmood, Nordstrom, Richman,Sanford, Van HollenPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent readings on a special problemarea in sociocultural anthropology about whichthe student will be expected to produce a detailedannotated bibliography and write a scholarly paper.497D. Directed Readings in Bioarchaeology(V-V-V) Schurr, SheridanPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent readings on a special problemarea in biological anthropology and/or archaeologyabout which the student will be expected toproduce a detailed annotated bibliography andwrite a scholarly paper.498A. Directed Research in Archaeology(V-V-V) Bellis, Chesson, Kuijt, Mack, SchurrPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent research on a special problemarea in archaeology about which the studentwill be expected to produce a detailed annotatedbibliography and write a scholarly paper.498B. Directed Research in BiologicalAnthropology(V-V-V) Fuentes, McKenna, SheridanPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent research on a special problemarea in biological anthropology about whichthe student will be expected to produce a detailedannotated bibliography and write a scholarly paper.498C. Directed Researchin Sociocultural Anthropology(V-V-V) Blum, DaMatta, Downey, Gaffney,Kawano, Mack, Mahmood, Nordstrom, Richman,Sanford, Van HollenPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent research on a specialproblem area in sociocultural anthropology aboutwhich the student will be expected to produce adetailed annotated bibliography and write ascholarly paper.498D. Directed Research in Bioarchaeology(V-V-V) Schurr, SheridanPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent research on a special problemarea in biological anthropology and/or archaeologyabout which the student will be expected toproduce a detailed annotated bibliography andwrite a scholarly paper.498E. Directed Research Sleep Lab(V-V-V) McKennaPrerequisites: Junior or senior standing, dean’s list,consent of instructor.Intensive independent research at the Mother-BabyBehavioral Sleep Laboratory about which the studentwill be expected to produce a detailed annotatedbibliography and write a scholarly paper.499. Anthropology Senior Thesis(V-V-V) VariousPrerequisites: Senior standing, dean’s list, consent ofinstructor.This course, which continues for two semesters,provides the student with the opportunity for independentstudy and the development of skills in researchand writing during the senior year ofundergraduate work. The effort is the student’sown, from the choosing of a topic to the conclusionpresented in the final paper. A thesis directoris chosen to guide the student and provideassistance.Art, Art History,and DesignChair:Rev. Austin I. Collins, C.S.C.Professors:Frederick S. Beckman (emeritus); Dennis A.Doordan; Douglas Kinsey (emeritus); WilliamJ. Kremer; Dean A. Porter (emeritus); CharlesM. RosenbergAssociate Professors:Charles E. Barber; Robert R. Coleman; Rev.Austin I. Collins, C.S.C.; Jean A. Dibble; PaulA. Down; Rev. James F. Flanigan, C.S.C.; RichardL. Gray; Martina A. Lopez; Rev. MartinLam Nguyen; Kathleen A. Pyne; Robin F.Rhodes; Maria C. TomasulaAssistant Professors:Nyame O. Brown; John K. Caruso; MeredithGill; Robert Haywood; Robert P. SedlackAssociate Professional Specialist:John F. ShermanAssistant Professional Specialist:Derek L. ChalfantConcurrent Assistant Professors:Douglas E. Bradley; Stephen R. MoriartyThe department. The Department of Art, ArtHistory, and Design at the University of NotreDame, as part of the College of Arts and Letters, isdedicated to the liberal education of the whole person.The art and design student, guided by an activefaculty, can expect to become critically awareof the rich artistic past and challenged to become athoughtful maker of contemporary visual expression.The art history student, under the tutelage ofan expert faculty, will achieve a broad and evaluativeknowledge of the art of the Western world. Anactive lecture and visiting artist series and the extensivecollections of the Snite Museum of Artstrengthen and broaden the work in the classroomand studio. The South Bend and Chicago area provideadditional cultural activities and experiences.The department has 14 visual art and designand seven art history faculty. The student may pursueone of three degrees at the undergraduate level:the bachelor of arts (B.A.) in studio art and designor a B.A. in art history, or the bachelor of fine arts(B.F.A.) in studio art and design. Studio concentrationsare offered in ceramics, design, painting, photography,printmaking and sculpture. The size ofthe department enables the serious student to receivea solid foundation and, through personal contactwith the faculty, to develop a creativeindividual direction in a discipline. The departmentis further enriched by an active graduate programoffering the M.F.A. degree in studio art anddesign and the M.A. degree in art history.

104ART, ART HISTORY, AND DESIGNThe art history classrooms, slide library andfaculty offices are housed on the first floor ofO’Shaughnessy Hall near the central departmentoffice. Riley Hall houses all the visual arts activitiesin well-equipped studios that are always availablefor student use; faculty studios and the Isis Galleryare also in Riley Hall. Skilled technical staff andsupport facilities are available as appropriate foreach medium that is offered.THE STUDIO ART AND DESIGNMAJORBachelor of Arts Degree in Studio Artand DesignThe Bachelor of Arts degree program in art and designis defined as a general liberal arts degree. TheB.A. degree is ideal for the student who desires aliberal education with a strong emphasis in art. Studentsenrolling in the B.A. degree program are requiredto complete a five-course core curriculumduring their first three semesters. These courses are:Drawing I, 2-D Foundations, 3-D Foundations, ArtTraditions I and Art Traditions II. Students are notrequired to select a major concentration for theB.A. degree, but some focus of study is encouraged.The B.A. degree consists of 36 hours in art anddesign, of which 27 are in studio and nine in arthistory.Bachelor of Fine Arts Degree in Studio Artand DesignThe bachelor of fine arts degree program in art anddesign is intended for the student who wishes topursue a professional career in the visual arts. Theprogram is organized into a four-year sequence ofstudy that provides a solid understanding of art andart history. The student has an opportunity to explorea variety of curricular options and thenchooses an intensive and professional major concentration.In addition to a primary concentration,B.F.A. students are encouraged to select a secondaryarea of interest to broaden their thinking and toenrich their creative study. B.F.A. candidates sharea close working relationship with the department’sfaculty who are active professional artists and designers.Intensive studio work is complemented byan academic education with strong art history andliberal arts component. The B.F.A. degree consistsof 66 credit hours in art, of which 54 are in studioand 12 in art history.B.F.A. Freshman and Sophomore YearsStudents beginning in the program are required tocomplete a seven-course studio core curriculumduring their first two years. Five of these coursesare mandated: Drawing I, Figure Drawing, 2-DFoundations, 3-D Foundations and Photography I.The remaining two studio courses are optional,based on the student’s interest. This intensive curriculumestablishes a base for the studio practicesand principles for all visual art expression. At theend of the fourth semester, students who haveearned a minimum 3.25 grade point average intheir studio core courses will be accepted as candidatesfor the B.F.A. degree. Students who do notqualify are eligible for the B.A. degree. B.F.A. candidatesare waived from the second History/SocialScience requirement and the University Fine Artsrequirement.B.F.A. Junior and Senior YearsStudents accepted into the B.F.A. program begin atwo-year primary concentration in one of the followingstudio areas: ceramics, design, painting,photography, printmaking or sculpture. The concentrationrequires 15 hours of study in a majorconcentration area during the last four semesters.Teaching in the major is highly individualized andstresses the creative development and preparationof the student for the professional world. In additionto pursuing a concentration, all B.F.A. majorsmust enroll in the B.F.A. Seminar and the SeniorThesis Course. The culmination of the B.F.A. degreeis the completion of a senior thesis. This twosemestersenior project, directed by a facultymember, will be exhibited and approved by the facultyas a requirement for graduation.STUDIO ART AND DESIGNCONCENTRATIONSCeramics ConcentrationCeramics is a concentration emphasizing clay as theprimary vehicle for expression. Pottery, vessel makingand sculpture may be addressed through a varietyof processes to include hand-building, throwingand casting. As students develop technical skillwith the medium, they will create and exploreforms and ideas of their own choosing. Beyondclay, students will be encouraged to study and utilizeother sculptural media as well as become familiarwith contemporary and historical sourcematerial which will inform their own direction inceramics.Design ConcentrationThe design program offers courses in graphicdesign, product design and digital design. Thesethree disciplines can overlap, creating a uniquedesign educational offering.Graphic Design is concerned with issues in visualcommunication through an understanding ofthe use of symbols, typography and images.Courses concentrate on the conceptual developmentand craft involved in the design of varioustypes of communication projects. The graphic designerhas a profound influence on the visual styleof today’s society. Everything published in everymedia, from print to video, is the potential domainof the designer. It is therefore a concern of the programto be sensitive to the designer’s ethical role insociety. Design need not only concern itself withcommerce but can also serve society by playing akey role in the positive communication of ideas.Product Design strives to give society the bestproducts within the context of a specific industry.The product designer is concerned with humanneeds as well as with the function and appearanceof the product. In this sense, the contemporary designerinfluences the aesthetic and human conscienceof industry. The introductory studiocourses emphasize a pragmatic/technical problemsolvingmethodology. The design student learnsskills in visual sensitivity and gains experience witha variety of materials, methods of construction,mechanisms and surfaces that are currently availableto designers for manufactured objects. Upperleveldesign studios stress the importance ofconveying reason, justification and content todesign. The program aims to address cultural,social and technological concerns through progressiveand communicative solutions. Emphasis isplaced on design interaction throughout the artand design studios. Students are encouraged to establisha meaningful theme throughout their work.Digital Design is an introduction to the technologythat has redefined the design field. Understandingthis technology and its non-linear-basedform is imperative in today’s design education.Digital imagemaking focuses on various ways ofassembling image, from video capture, scanners,computer programming and graphic software.Upper-level classes explore the presentation ofinformation by nontraditional methods such as theInternet, hypermedia, CD-ROM and informationkiosks.By combining the advantages of this technologywith a foundation in graphic and/or productdesign, the student will establish a sensitivity andthorough working platform from which to enterthe world of the professional designer.

105ART, ART HISTORY, AND DESIGNThe design faculty at Notre Dame are professionalsin their fields. Their diverse experiences, aswell as their commitment to quality design education,complement an atmosphere for creative learningand problem solving. The faculty’s range ofqualifications extend internationally to includeEastern and Western Europe, into the corporaterealm as design managers, design and manufacturingentrepreneurs, professional design consultantsand experts in digital design technologies. Thesecredentials present the students with a rich complementof educational resources plus a professionalbase in which to network, both nationally andinternationally.Painting ConcentrationPainting is a traditional visual expression of humanexperience that combines the direct manipulationof materials with an illusion of the world in space.Paintings can report what the eye sees as well aswhat the eye might see; it is fact and fantasy. Apainting can also stimulate and delight the consciousnesswith formulations of colored pastes on aflat surface. The concentration in painting exposesstudents to the varied traditions of the medium andencourages them to explore their own capacity tocreate. Emphasis is placed on discovering thestudent’s individual values and developing techniquesthat elucidate and clarify those values.Photography ConcentrationPhotographs mediate our experiences with thephysical world experiences that take place at the intersectionbetween art, culture and our own individualperceptions. The concentration inphotography is designed to inform students of photographictraditions while engaging them in issuesof contemporary art practice. The photographyprogram seeks to facilitate growth and developmentof the art student through a full range of coursesdealing with technical, historical, critical and aestheticconcerns. The goal of the program is to enablestudents to be conversant with these issues andto recognize the power of photography as auniquely flexible medium for both personal andcultural expression.Printmaking ConcentrationThe printmaking concentration emphasizes a mannerof thinking and making images thatprintmaking techniques allow and encourage. Asstudents become familiar with the various techniquesand technologies of lithography, intaglio, reliefand silkscreen, they learn methods ofdeveloping images and ideas. Experimentation andexploration of mixed print media images are encouraged.The courses are designed to progressivelydevelop skill, creativity, personal imagery andknowledge of relevant current issues. Advanced studentsare encouraged to work on a professionallevel by creating a cohesive body of work and bystriving toward exhibiting that work.Jean A. Dibble, associate professor of art, art history, and designSculpture ConcentrationThe goal of the sculpture program is to offer studentsa solid understanding of sculptural materials,tools and techniques which will enable them to expandtheir ideas into skillful and thoughtful individualexpression. Students work in well-equippedstudios under the direction of the sculpture faculty.A full range of sculptural experiences in traditionaland nontraditional media are available in specificcourses. Independent study, visiting artist lecturesand visits to area museums and galleries supplementcourse offerings. By blending required andelective courses, students may design a curriculumthat will respond to their particular needs anddirection.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, studio hours per week andcredits each semester are in parentheses. “V” indicatesvariable.ART STUDIO COURSES121S-122S. Basic Drawing(0-6-3) (0-6-3)Open to all students.This course deals with form depiction in its manyaspects and modes and is intended for beginningstudents as well as advanced students who need additionalexperience in drawing.133S-134S. Basic Painting(0-6-3) (0-6-3)Open to all students.This course is an introduction to oil painting techniquesand to stretcher and canvas preparation.The emphasis is on finding a personal direction.149S. 3-D Foundations(0-6-3) (0-6-3)This required core course for all art majors introducesthe student to three-dimensional art by producingsculptures (both figurative and abstract) in avariety of media. Contemporary movements insculpture are examined through slide lectures andattendance at visiting artist lectures and visits to exhibitions.209S-210S. Ceramics I(0-6-3) (0-6-3)Open to all students.This course examines basic techniques of wheelthrownand hand-built clay structures for sculptureand pottery.231S-232S. Watercolor I(0-6-3) (0-6-3)Open to all students.This course is an introduction to the watercolormedium and deals with a variety of methods, materialsand techniques (both realistic and abstract)with special emphasis on color and composition.

106ART, ART HISTORY, AND DESIGN241S-242S. Wood Sculpture(0-6-3) (0-6-3)Open to all students.This course uses wood as a primary medium. Emphasisis placed on individual concept and design.Students learn the use of hand and power tools aswell as techniques of joining, laminating, fabricatingand carving.243S-443S. Metal Foundry(0-6-3)Open to all students.This course focuses on work in fabricated andwelded steel and cast bronze sculptures. Studentslearn basic welding techniques using oxygen andacetylene, and arc and heliarc welding. Moldmaking,working in wax, and metal finishing techniquesare also explored.245S-246S. Metal Sculpture I(0-6-3) (0-6-3)Open to all students.Metal is the medium of choice in this course designedto explore three-dimensional design with avariety of projects grounded in historical precedents.Students become familiar with as many metalworkingtechniques as time and safety allow, suchas gas and arc welding, basic forge work, and severalmethods of piercing, cutting and alternativejoinery.247S-248S. Figure Sculpture(0-6-3) (0-6-3)Open to all students.This course concentrates on modeling from the figure.Work is predominantly in clay, but mold-makingand casting techniques are also explored.285S. Photography I(0-6-3)Open to all students.This course is an introduction to the tools, materialsand processes of black-and-white photography.Lectures and demonstrations expose students toboth traditional and contemporary practices inphotography. Critiques of ongoing work encouragestudents to begin discovering and developing theirindividual strengths and interests in the medium.287S-288S. Relief and Collography(0-6-3) (0-6-3)Open to all students.This course investigates various relief methods ofprintmaking, including linocut, woodcut andcollograph. Emphasis is on experimentation andcombining media.289S. Silkscreen I(0-6-3)Open to all students.This course is an introduction to stencil processesand printing. Hand-drawn and photographicstencil-making techniques are explored. Monoprintingand discovery of unique aspects ofserigraphy are encouraged. Emphasis is on explorationof color and development of student’s ideasand methodologies.291S-292S. Etching I(0-6-3)Open to all students.This basic studio class introduces techniques ofetching. Students learn basic plate making andprinting techniques while learning to incorporatetheir own drawing skills and points of view. Historicaland contemporary prints are reviewed.293S. Lithography(0-6-3)Open to all students.This course is an introduction to planographicprint techniques including drawing, painting, andphotographic transfer on stone and metal plate.Basic black-and-white and color printing techniquesare practiced. Contemporary and historicalprints are reviewed. Emphasis is on development ofthe student’s own ideas and methodology.294S. Photolithography(0-6-3)Photolithography is a method of printmaking utilizinga metal plate that is photosensitive. Handdrawnand computer-generated images as well astraditional photographs are used to create printsthat reflect an individual’s creativity. Emphasis isplaced on the student developing his or her own visionand its expression.297S. Artists’ Books and Papermaking(0-6-3)Open to all students.This introductory course explores the making ofartists’ books and papermaking. Students learn basicbookbinding techniques for books and printingtechniques for stationery and posters. They alsolearn how to make handmade papers. Part of thefocus is on historical books as well as on what contemporaryartists are doing with books.309S-310S. Ceramics II(0-6-3) (0-6-3)Prerequisite: Ceramics I.This course explores advanced processes in clayfor pottery and sculpture as well as techniques ofglazing.325S. Figure Drawing(0-6-3) (0-6-3)Open to all students.The emphasis is on drawing in all its aspects: materials,methods, techniques, composition, design andpersonal expression. The human figure is the subjectmatter. While anatomy is studied, the course isnot an anatomy class. Male and female models,clothed and nude, are used.333S-334S. Painting II(0-6-3) (0-6-3)Prerequisite: Painting I.This course is devoted to painting from models.The emphasis is on observing nature and incorporatingfigures into a composition.349S-350S. Advanced Sculpture(0-6-3) (0-6-3)Prerequisites: 3-D Foundations, Wood Sculpture orMetal Sculpture.This sculpture course allows students to work inone or a combination of the following media: clay,metal, wood, plaster, resins or concrete. Studentsare encouraged to develop an individual direction.366S-367S. Photography II(3-3-3) (0-6-3)Prerequisite: Photography I.This course extends and develops the skills andconcepts initiated in Photography I. Students arealso introduced to a variety of photographic possibilitiesoutside traditional black-and-white printing.Techniques explored include darkroommanipulations, photo-constructions, Polaroidtransfers, installations and non-silver processes.Projects encourage students to continue definingtheir own areas of interest and to locate their ownconcerns within the broad range of photographicissues.375S. Color Photography(3-3-3)Prerequisite: Photography I.This course is an introduction to the tools, materialsand processes used in color photography. Theassignments explore the use of color prints, slidesand Polaroid materials, emphasizing the developmentof personal imagery. Slide lectures, demonstrationsand critiques help students to refine theirtechnical and creative skills in the medium.377S. Documentary Photography(0-6-3)Prerequisite: Photography I.Through individual projects, readings and slide lectures,students explore the history and implicationsof the documentary tradition. Major styles, practitionersand techniques are discussed. Special attentionis paid to issues of truth and realism includingthe impact of digital imaging on the medium. Studentsproduce several creative projects.400S. B.F.A. Seminar(0-6-3)B.F.A. Majors Only.Required of all B.F.A. studio and design majors. B.A.students who have had four studio courses beyond thecore program are also eligible.This course is designed to broaden the context ofthe student’s chosen major in the department byintroducing the student to alternative and integratedpoints of view from all areas of study thatare represented by the studio and design field. Thiscourse will help junior B.F.A. majors to orient towardtheir chosen direction and project for theB.F.A. senior thesis year. Critical writing and directedreadings will be assigned throughout the semester.Slide lectures, visiting artist interviews,gallery visits, student presentations, portfoliopreparation and graduate school application procedureswill supplement the course.

107ART, ART HISTORY, AND DESIGN409S-410S. Ceramics Studio(0-6-V) (0-6-V)Prerequisites: Ceramics I and II.This advanced course is for students pursuing anindividual direction in ceramics. Emphasis is on individualconcepts and techniques.433S. Painting Studio(0-6-V)Permission required.This course is devoted to defining personal paintingdirections (oil/acrylic). Students gain experiencein criticism and in exhibition techniques.449S-450S. Sculpture Studio(0-6-V) (0-6-V)Prerequisites: 3-D Foundations, Wood Sculpture orSculpture Studio.This advanced sculpture course offers serious studentsan opportunity to pursue a sculptural directionand to carry that direction to a professionallevel of competence. It also develops the student’sawareness of definitions and criticism of sculpture.The work may be done in any three-dimensionalmedium.476S. Advanced Photography(0-6-3)Prerequisite: Color Photography or Photography II.This is an advanced photography course that allowsstudents to explore their own areas of interest whilelearning about a broad range of contemporary photographicissues. Students may work in any photomedium (black-and-white, color, digital, etc.) theychoose. Emphasis is on creating a portfolio of images.480S. Digital Photography(3-3-3)Permission required.This course explores the use of computers for creativeimagemaking. Students are introduced to thepractices and procedures of digital imaging with anemphasis on exploring their own personal work.485S. Studio Photography(0-6-3)Prerequisites: Photography I and Photography II orColor Photography I.This course introduces the student to the fundamentalsof studio photography. Included are lightingskills and the basics of large-format cameras.The course serves as an introduction to both commercialillustration and methods for personal workwith the view camera.491S-492S. Printmaking Studio—Etching(0-6-V) (0-6-V)Permission required.This course offers advanced experience inprintmaking. The emphasis is on developing personalimagery and techniques.493S-494S. Printmaking Studio—Lithography(0-6-V) (0-6-V)Permission required.This course offers advanced experience in mixedprint media printmaking. The emphasis is on developingpersonal imagery and techniques.495S. Topics in Photography(0-6-3)Permission required.This is a topics course for advanced photographystudents. Students are engaged in critical issues involvingcontemporary studio practice through slidelectures, discussions, visiting artist interviews, galleryvisits and student presentations. Directed readingsand critical writings will be assigned duringthe semester. Students will concurrently develop acreative project.498. Special Studies(0-V-V)Permission required.Independent study in art studio: directed readings,research or creative projects. Open to qualified seniorswith permission of the instructor.499S. B.F.A. Thesis(0-6-3)Prerequisite: B.F.A. candidacy.The B.F.A. Thesis is defined by an independentthesis project, continuing for two semesters duringthe senior year. The B.F.A. Thesis is a personal visualstatement that is the culmination of a student’scollective development within the department. TheB.F.A. Thesis can be the extension of an ongoingbody of work or a defining project. The thesisproject is supported by a written statement definingthe project, which is due at the end of the first seniorsemester. The thesis project culminates in thesecond senior semester with a B.F.A. Thesis Exhibition.The B.F.A. Thesis student signs up with a facultymember working in the student’s area ofinterest, who serves as an advisor for the thesisproject.DESIGN COURSES111S. 2-D Foundations(0-6-3)Art majors only.This course deals with fundamentals of two-dimensionaldesign and is intended for students enteringstudio practice for the first time. The course is alsoopen to more advanced students who wish to increasetheir knowledge of the elements and principlesof design. The course is project-oriented.Studio practice in the basic principles of design employingcolor theory, form and space organization,as well as materials and processes used in the designprocess, are emphasized.217S. Visual Dialogue(0-6-3)Open to all students.Emphasis is placed on developing a sensitive visualthinking process and acquiring drawing skills essentialto both Product Design and Graphic Design.The course is intended for students entering studiopractice for the first time as well as for advancedstudents who wish to deepen their visualization andillustration skills.218S. Product Design I(0-6-3)This foundation 3-D design studio begins as anatural extension of Basic Design. Students are encouragedto think and work in three-dimensionalmedia. A series of fundamental design problems areassigned during the course of the semester. Emphasisis placed on the transformation of imaginationfrom mind to paper to model.281S. Graphic Design I(0-6-3)Prerequisite: 2-D Foundations.This is an introductory course in the use of materialsand processes related to the production ofgraphic media. Laboratory applications in typography,photographic processes, and printing technologyare utilized in the development ofstudent-designed projects.314S. Digital 3-D(0-6-3)Permission required.This course introduces students to sophisticated,complex three- and four-dimensional computersoftware for designing objects and images and animatedgraphic sequences. In this digital exploration,computer technology will be used to generate,modify and present design ideas. An intense sessionof CAD instruction for technical documentationwill be included.316S. Graphic Design — Brands(3-0-3)Open to sophomores and juniors.This course focuses on creative projects in advertisingcampaigns employed in the demand creationstrategies for brands and services.317S. Product Design II — Materialsand Processes(0-6-3)Prerequisites: Visual Dialogue, Introduction toProduct Design.This course exposes Art and Art Design students tocommon low- and high-production manufacturingprocesses. Students use these methods to executetheir own original designs. Students are introducedto plastic thermoforming, injection molding, sheetand profile extrusion, blow-molding, rotationalmolding, reaction-injection molding, and openmold laminating. Metal processes include rollforming, foundry sand casting, die casting, extrusion,stamping, anodizing and plating.

108ART, ART HISTORY, AND DESIGN318S. Product Design III(0-6-3)Prerequisite: Product Design II.This Design Research Studio challenges the advancedstudent with problems requiring a combinationof skills. Investigation leads to an identificationof needs. Final proposals will demonstrateconcern for human factors, knowledge of materialand process and a sensitivity of form. Presentationstypically include project documentation, conceptualinformation, control drawings, renderings, andfinished presentation models. National and regionalindustry-sponsored projects are employed onoccasion.330S. Furniture I(0-6-3)Open to all students.In this course, students gain an understanding ofthe design and construction of furniture. Lecturesand demonstrations expose students to the historyof furniture, basic woodworking techniques, andthe use of woodworking tools and equipment. Studentsconstruct full-scale furniture of their originaldesign.415S. Graphic Design II(0-6-3)Prerequisite: Graphic Design I.This advanced course in Visual Communication isfor students interested in the layout and productionof advertising campaigns, corporate identity andpackaging.416S. Graphic Design III(0-6-3)Prerequisite: Graphic Design II.This advanced course in Visual Communication isfor students interested in the layout and productionof advertising campaigns, corporate identity andpackaging.417S. I.D. Research Project(0-6-3)Prerequisite: Product Design II.This advanced-level studio is directed toward theproduct design student who is preparing to entereither graduate school or professional practice. Fulfillmentof this studio requires the completion ofone research and design project. In addition, portfoliosand resumes are prepared. Emphasis is placedon knowledge, analytical skills, logic, creativity andexcellence in visualization.418S. Product Design V(0-6-3)Prerequisite: Product Design IV.This advanced-level studio is directed toward theproduct design student who is preparing to entereither graduate school or professional practice. Fulfillmentof this studio requires the completion ofone research and design project. In addition, portfoliosand resumes are prepared. Emphasis is placedon knowledge, analytical skills, logic, creativity, excellencein visualization and modeling skills, as wellas on oral presentation skills.430S. Furniture Design Studio(0-6-3)Open to all students.This course offers advanced students an opportunityto develop a personal direction, using wood asa material of expression.481S-482S. Multimedia Design(0-6-3) (0-6-3)Permission required.This advanced digital imagemaking course gives thestudio or design major the opportunity to pursueresearch and development in an advanced area oftechnology. In some semesters, a topic is announcedas a focus for the course, such asPostScript programming or hypermedia design.496. Design Internship(V-V-V) DownPermission required.This course provides an opportunity for the designstudent to earn credit at an approved design office.498. Special Studies(0-V-V) (0-V-V)Permission required.Independent study in design.499S. B.F.A. Thesis(0-6-3)Prerequisite: B.F.A. candidacy.The B.F.A. Thesis is defined by an independentthesis project, continuing for two semesters duringthe senior year. The B.F.A. Thesis is a personal visualstatement that is the culmination of a student’scollective development within the department. TheB.F.A. Thesis can be the extension of an ongoingbody of work or a defining project. The thesisproject is supported by a written statement definingthe project, due at the end of the first senior semester,and is represented in the second senior semesterwith a B.F.A. Thesis Exhibition. The B.F.A. Thesisstudent will sign up with a faculty member, workingin the student’s area of interest, to serve as anadvisor for the thesis project course.THE ART HISTORY MAJORThe bachelor of arts degree program in art historyis a 30-credit-hour major. An art history majorshould strive to achieve a broad knowledge of thedevelopment of the art of the Western world. Majorsare required to take Art Traditions I and II (sixcredit hours) and the Art History Methods seminar(three credit hours). In addition, the departmentoffers courses in four areas of Western art: ancient,medieval, Renaissance and baroque, and modern(19th and 20th centuries). An art history majormust take at least one course in each of these areas(12 credit hours). The remaining nine credit hourscan be taken in any period. The sequence in whichthe area and elective courses are taken is left to thediscretion of the individual student. The Art HistoryMethods seminar should be taken in the senioryear. Majors are also encouraged to take six electivehours of studio or design courses.All 400-level art history courses include an intensivewriting component for art history majors.In addition, all majors are required to write a researchpaper in the context of their fulfillment ofthe required course in art history methods (ARHI496).Students with a first major in another departmentcan complete a second major in art historyby taking Art Traditions I and II, the Art HistoryMethods seminar, one course in each of the fourdepartmental areas, and one optional art historycourse (24 credit hours total).Students wishing to minor in art history cando so by taking five art history courses, typicallyArt Traditions I and II and three additional 400-level courses (15 credit hours total).Courses taken for the second major or the minorcannot be counted in more than one Universityprogram, with the exception of undergraduate majorsin studio art or design.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week, and credits each semester are in parentheses.“V” indicates variable. Prerequisites, ifany, are also given. Most of the following coursesare offered at least once over a three-year period. Besure to consult the course elective booklet publishedby the department each semester for particularofferings.180. Fine Arts University Seminar: Topicsin Art History(3-0-3)University seminars will address a variety of topicsin the history of art depending on the interests ofthe professor. Topics which have been treated inthe past in the context of this course are visual narrativeand biography, the art of Andy Warhol andthe language of art. These courses require severalshort papers as well as a final written exercise appropriateto the material.230. Survey of Medieval Art(3-0-3)Open to all students.This course will provide an introduction to the visualarts of the period c. A.D. 300 to c. A.D. 1300.In the course of the semester, we shall devote muchtime to considering the possibility of a history ofMedieval art, as the objects and practices of theMiddle Ages will be shown to make our assumptionsabout the nature of art history problematic.Working from individual objects and texts we willconstruct a series of narratives that will attend tothe varieties of artistic practices available to theMiddle Ages. From these, it will be shown that artwas a vital, complex, lucid and formative elementin the societies and cultures, both secular and sacred,that shaped this period.

109ART, ART HISTORY, AND DESIGN231. Survey of Early Christian and Byzantine Art(3-0-3)Open to all students.This course will provide an introduction to the visualarts of the period c. A.D. 200 to c. A.D. 1600.We will begin by examining the complex relationsbetween Early Christian iconography and its LateAntique context. We will then consider the birthand history of the icon, the development of an imperialart, the theological implications of art, andthe question of colonialism and cultural exchangein a Medieval context.251. Art Traditions I(3-1-4)Open to all students. Required—Major/Minor.A chronological survey of Western art from prehistorictimes to the end of the 15th century. Thiscourse is team-taught by three faculty members inthree, five-week sections. The course is designed tointroduce students to fundamental issues in the historyof art, to acquaint them with certain keymonuments (e.g. the Parthenon, Chartes Cathedral,Ghiberti’s Gates of Paradise) and to equipthem to speak intelligently about art. There is noassumption of any prior knowledge about art.252. Art Traditions II(3-1-4)Open to all students. Required — Major/Minor.This course is a discussion of major themes in thelater history of Western art from the HighRenaissance to contemporary culture. Thesethemes are considered in their historical contextand will include constructions of power and art,gender identities in art, the emergence of the avantgarde,and conflicts between secular and religiousspheres of culture. The course is team- taught bythree faculty members in three, five-week sections.It is designed as an introduction to art historywhich will acquaint students with certain keymonuments (e.g., St. Peter’s, Impressionistpainting, Pop Art) and will equip them to speakintelligently about art. There is no assumption ofany prior knowledge about art.269. Understanding Museums(3-0-3)Open to all students.This course is designed to present the museum as aresource from the past, present, and future forlearning and enjoyment. It introduces the studentto the issues that challenge art museums in generaland The Snite Museum of Art in particular. Itprovides the tools that make a museum visit moremeaningful and immediate.311: Pre-Columbian Art: The Olmecand Their Legacy: 1500 B.C.–A.D. 1500(3-0-3)Open to all students.The Olmec civilization was the mother culture ofMesoamerica, and beginning in 1500 B.C. Itforged the template of pre-Columbian culturaldevelopment for the next 3,000 years. This coursewill introduce the student to the Mesoamericanworldview by tracing the origins of Mexican art,religion and culture from the development of theOlmec civilization up to Aztec times. Each week’sclasses will consist of a thorough examination ofthe iconography and function of art objectsthrough slide lectures, as well as hands on, in-depthstudy of individual pieces of sculpture. Specialemphasis will be placed upon the essential unity ofreligious concepts as iconography evolved over this3,000-year time span.This will be an objectorientedcourse. Students will be called upon toreason logically, voice opinions, and make aestheticjudgments. A good visual memory is helpful.321. Survey of Greek Art and Architecture(3-0-3)Open to all students.This course analyzes and traces the development ofGreek architecture, painting, and sculpture in thehistorical period from the eighth through secondcentury B.C., with some consideration of prehistoricGreek forebears of the Mycenaean Age. Particularemphasis is placed upon monumental art, itshistorical and cultural contexts, and how it reflectschanging attitudes toward the gods, humanachievement, and the relationship between the divineand the human.324. Etruscan and Roman Art and Architecture(3-0-3)Open to all students.Roman art of the Republic and Empire is one focusof this course, but other early cultures of the Italianpeninsula and their rich artistic production are alsoconsidered. In particular, the arts of theVillanovans and the Etruscans are examined andevaluated as both unique expressions of discretecultures and as ancestors of and influence onRome. The origins and development of monumentalarchitecture, painting, portraiture and historicalrelief sculpture are isolated and traced from theearly first millennium B.C. through the earlyfourth century of the modern era.330. Survey of Medieval Art(3-0-3) StaffThis course will provide an introduction to the visualarts of the period c. A.D. 300 to c. A.D. 1300.In the course of the semester, we shall devote muchtime to considering the possibility of a history ofMedieval art, as the objects and practices of theMiddle Ages will be shown to make our assumptionsabout the nature of art history problematic.Working from individual objects and texts we willconstruct a series of narratives that will attend tothe varieties of artistic practices available to theMiddle Ages. From these, it will be shown that artwas a vital, complex, lucid and formative elementin the societies and cultures, both secular and sacred,that shaped this period.331. Late Antique and Early Christian Art(3-0-3)Open to all students.Art in late antiquity has traditionally been characterizedas an art in decline, but this judgment isrelative, relying on standards formulated for art ofother periods. Challenging this assumption, we willexamine the distinct and powerful transformationswithin the visual culture of the period between thethird and the eighth centuries A.D. This periodwitnesses the mutation of the institutions of theRoman Empire into those of the Christian ByzantineEmpire. The fundamental change in religiousidentity that was the basis for this development hada direct impact upon the visual material that survivesfrom this period, such that the eighth centurywitnesses extensive and elaborate debates about thestatus and value of religious art in Jewish, Moslem,Byzantine and Carolingian society. This course willexamine the underlying conditions that made imagesso central to cultural identity at this period.332. Early Medieval Art(3-0-3)Open to all students.This course will investigate the art produced inwestern Europe in the period between the seventhand 11th centuries. Often characterized as a DarkAge, this period in fact demonstrates a fertile, fluidand inventive response to the legacy of Late AntiqueChristianity. The course will focus on theproduction and reception of illuminated manuscripts,using facsimiles of these works as a basis forteaching. Students will become familiar with arthistoricalmethods for the examination of suchworks and will be invited to contemplate the interplayof word and image that these books propose.Categories of material discussed include: insularart, the Carolingian scriptoria, Ottonian imperialimage making, Anglo-Saxon art, Spanishapocalypses, and Italian exultets.

110ART, ART HISTORY, AND DESIGN333. Byzantine Art(3-0-3)Open to all students.Byzantine art has often been opposed to the traditionsof Western naturalism and, as such, has beenan undervalued or little known adjunct to the storyof Medieval art. To develop a more sophisticatedunderstanding of this material, we will examine theart produced in Byzantium in the period from theninth to the 12th century, a period that marks thehigh point of Byzantine artistic production and influence.Stress will be placed upon the function ofthis art within the broader setting of this society.Art theory, the notions of empire and holiness, theburdens of the past and the realities of contemporarypraxis will be brought to bear upon our variousanalyses of material from all media. How art historianscan write the history of this rich culture willbe a central issue of this course.334. Romanesque Art(3-0-3)Open to all students.This course will examine the place of art in anexpanding culture. The 11th and 12th centurieswitnessed the economic and military expansion ofthe societies of Western Europe. This growthproduced a complex and rich art that can bebroadly labeled as Romanesque. The course willinvestigate this phenomenon (or rather thesephenomena) through three actual and metaphoricaljourneys: the pilgrimage to Santiago deCompostela, a journey to the ruins of ancientRome, and a visit to the Palestine of the Crusades.These journeys, in many ways typical of thisperiod, will provide the means of examining howthe art of this period responds to the various newdemands of an increasing knowledge provoked bytravel.335. Gothic Art in France(3-0-3)Open to all students.This course will examine the art produced inFrance in the 13th and 14th centuries. Alongsidethe more traditional discussions of court cultureand of the development of Gothic architecture, thisclass will use the power, class, gender, spirituality,identity, and learning. The first half of this coursewill treat such institutions as Saint-Denis, Chartres,and the Sainte-Chapelle as complex culturalphenomena that weave together a variety of visualmedia into strong political and spiritual messages.The second half of the course will examinedevotional practices and their importance indefining responses to the arts available at thisperiod.342. Survey of Italian Renaissance Art(3-0-3)Open to all students.This course will examine the painting, sculptureand architecture produced in Italy from the veryend of the 12th through the beginning of the 16thcentury, from Giotto’s Franciscan spirituality toMichelangelo’s heroic vision of man and God. Awide variety of questions will be considered in thecontext of this chronological survey, includingchanging conventions of representation, the socialfunction of art, and the impact of the Renaissanceideology of individual achievement on the productionof art and the role of the artist.346. Survey of Italian Baroque Art:From Caravaggio to Tiepolo(3-0-3)Open to all students.This course surveys Italian painting, sculpture, andarchitecture of the 17th and 18th centuries, aperiod which also witnessed the foundation andsuppression of the Jesuit Order, the Counter-Reformation, absolute monarchy, and democraticnations. Thus, the course begins with the “newRome” of Pope Sixtus V, which attracted pilgrimsand artists from all over Europe, and ends with theearly years of Enlightenment. From Northern Italycame Caravaggio and the Carracci, artists who wereresponsible for creating a new style based uponHigh Renaissance principles and a new kind ofnaturalism derived from the study of life. Therewas Bernini, whose architectural and sculpturalmonuments almost singlehandedly gave Rome itsBaroque character. Other artists and architects ofthis era under discussion include such diversepersonalities as Borromini, Guarini, Algardi,Artemisia Gentileschi, and the great ceiling paintersPietro da Cortona, Baciccio, Pozzo, and Tiepolo.347. Survey of European Baroque Art(3-0-3)Open to all students.This course will examine the art of Europe duringthe 17th century. The first third of the semesterwill be devoted to the world of Counter-ReformationItaly and the work of individual artists such asCaravaggio and Gian Lorenzo Bernini. The secondthird of the term will focus on Spanish painting,particularly the work of Francisco Zurbáran andDiego Velázquez. The final section of the coursewill consider painting in the Low Countries, lookingat the art of Rubens, Rembrandt, Vermeer andothers. Among the issues to be addressed are artand spirituality, shifting modes of patronage, artand politics, and definitions of gender.365. History of Photography(3-0-3)Open to all students.This course deals with the development and use ofphotography as an artistic medium from the timeof its invention in the mid-19th century to thepresent. Besides viewing slides, the student will beable to view a large number of original photographsfrom the Snite Museum of Art.366. Modern Art I—1900 to 1955: Utopianismand Iconoclasm(3-0-3)Open to all students.This introductory course focuses on early 20th-centuryart and cultural politics in Europe, Russia andthe United States. In the early modern period,many of the most ambitious and innovative artistsstrove to destroy old models of art, often replacingthem with models that advocate revolutionaryforms for a new, imaginary society; at other times,artists have employed art to undermine acceptednorms of bourgeois culture and to liberate art andexperience from convention. These are themes addressedin this course, along with the contradictoryreality in which the art arose: an era defined bymassive wars, racist ideologies, and violent suppressions.Among the selected artists analyzed are PabloPicasso, Henri Matisse, Piet Mondrian, MarcelDuchamp, Hannah Höch, Lyubov Popova, SalvadorDali, Walter Gropius, Diego Rivera and JacksonPollock.367. Twentieth-Century Art II: 1955 to present(3-0-3)Open to all students.This introductory course is subtitled “Techno-Capitalism and the Art of Accommodation.” Thepost-World War II era, particularly in the UnitedStates, is marked by the greatest expansion of corporateand consumer capitalism in history. Massivewars are fought to defend capitalist ideology. (Acase in point is the tragic Vietnam War.) How hasart figured into these social transformations? Hasart protested these conditions or easily accommodateditself to overpowering economic, political,and legalistic techno-capitalist regimes? These questionsarise throughout this course, which concentrateson selective artistic events in the UnitedStates and Europe during the second half of the20th century. Movements considered include popart, minimalism, op art, arte povera,postminimalism, earth art, conceptual art, photorealism,video and performance art, and other recentpicture/theory approaches to art making. Thiscourse focuses on recent developments in paintingand sculpture. It also examines associated theoriesof art criticism.

111ART, ART HISTORY, AND DESIGN369. The Art of Mythology(3-0-3) StaffOpen to all students.This cross-disciplinary class is an exploration of therepresentation of classical myth in Western art andliterature, ranging from the seventh century B.C.E.to the 18th century C.E. Beginning with mythologicalsubjects in the political and religious sculpture,temple architecture and vase decoration ofAncient Greece, we will move on to study Romanpainting and sculpture, medieval Ovidian allegory,the Renaissance reinvention of classical types and18th-century neo-classicism. We will compare literaryand visual narratives, evaluating the discursivemodes of each, and analyzing how and why poets,philosophers, artists, sculptors, and architects selectedand adapted the episodes that they did. Primaryreadings will include selections from Greekand Roman epic, lyric and dramatic poetry, Greekand Roman philosophical mythology, and earlyanalyses of the relationship between art and mythsuch as Philostratus’ Eikones. Among the artisticworks that we will examine will be Raphael’s Romancycles, Bellini and Titian’s poesie, andBernini’s sculpted dramas. We will consider theerudite contexts for such works, including gardens,drawing rooms, princely residences, and civic institutions.We will discuss the connection betweenpolitical power and myth, and concepts such asheroism, metamorphosis, and earthly and divinelove. One aim of this class will be to identify theexplanatory character of myth, and of story-tellingwithin culture, as means of historical self-understanding,self-revelation, and catharsis.370. Modeling Sanctity: The Saint in Image andText(3-0-3)Open to all students.This course examines the lives and legacy of selectedsaints with a view to defining the ideal qualitiesand criteria by which sainthood is madeknown.Incorporating visual as well as textual materials,hagiographies, theological writings and written testimonies,this course will consider the varieties ofevidence that testify to sanctity. An important partof this course will be a discussion of how differentkinds of evidence must be evaluated according totheir medium and audience — for example, howvisual portraits (whether portrait, narrative cycle ormanuscript representations) can be compared towritten ones and differentiated from textual sourcesnot only in iconographic terms but as unique andforceful forms of knowledge in their own right.The saints we will focus on during the semester(concentrating on the period extending from latemedieval times through the 17th century) include,most prominently, Saints Augustine, Bernard,Dominic, Francis, and Theresa of Avila. Eachmember of the class will choose a saint other thanthose studied as a case study and the subject of thestudent’s independent research.371. Art of the Mexican Ballgame(3-0-3)Open to all students.The ritual ballgame was an athletic event thatformed one of the major religious expressions ofMexican culture from 1500 B.C. to A.D. 1521.The ceramic, stone and wood sculptures used todepict players, to protect them, to hit the ball, andto mark the position of the ball in the ball courtreflect the basic themes of Mesoamerican existence:the concern with the promotion of life and fertility,the necessity of human sacrifice to maintain orderin the universe, and the duality expressed in thetension between these two forces. Ballgamesculptures remain among the finest art objectsproduced in Mesoamerica. This course willintroduce the student to the Mesoamericanworldview by tracing the origins of ballgame artfrom the Olmec civilization — the mother cultureof Mesoamerica that forged the template of pre-Columbian cultural development — down to Aztectimes. Each week’s classes will consist of a thoroughexamination of the iconography and function of artobjects through slide lectures, as well as hands on,in-depth study of individual pieces of sculpturefrom the collections of the Snite Museum of Art.Special emphasis will be placed upon the essentialunity of religious concepts as iconography evolvedover a 3,000-year time span. This will be an objectorientedcourse. Students will be called upon toreason logically, voice opinions, and make aestheticjudgments. A good visual memory is helpful.374. African Art and Culture(3-0-3)Open to all students.This course outlines the power and elegance ofAfrican sculpture from the last 500 years againstthe rich fabric of constantly evolving Africancultures. This will be an object-oriented course,and typical works of art from the five sculptureproducingculture areas of the continent will beexamined in each session. Slide lectures willprovide the cultural context of each style. Studentswill be called upon to reason logically, voiceopinions, and make aesthetic judgments. A goodvisual memory is helpful.375B. Fashioning Identity in American History(3-0-3)Open to all students.This course will focus on dress and material/visualculture in American history starting with the Colonialperiod. It will provide an introduction tomethodology, and offer an overview of key themesin the history of dress and consumerism within theframework of gender studies. In one segment of thecourse, we will focus on the Colonial period as acase study: we will analyze the economics of dress(the production, marketing and acquisition ofclothing) and will assess the importance of fashionto commerce. We will then evaluate the role ofdress in the construction of colonial identities, andwe will examine the ways that dress operated as avisual focus for racial, class and ethnic encountersin American societies. In another segment, studentswill be given the opportunity to work on andpresent independent research from any period orarea of American studies.403. Anthropology of Art(3-0-3)Open to all students.This course is an examination of art as a functionalpart of culture from the anthropological point ofview. Attention will be given to both the evolutionof art as part of human culture and to the evolutionof the study of art by anthropologists.408. Native North American Art(3-0-3)Art department majors only.Native North American art existed for thousands ofyears and continues to be created today. Its originalcontext was most often sacred (both public andprivate) and/or political. Contact with WesternEuropeans and their art traditions beginning aboutA.D. 1600 and thereafter, along with the arttraditions of Africans, Asians, and South Americans,modified form, technique, and context ofNative North American art.This course will allow students to work with thecollections of Native North Americans curated atthe Snite Museum. Students will observe some ofthe changes in art which have occurred in the last150 years. Students’ final projects will include avisual presentation of a particular change in content,context or technique, which they have determinedthrough research and direct examination ofselected pieces from our collections. The course islimited to 15 students and will be held in the SniteMuseum.

112ART, ART HISTORY, AND DESIGN421. Classical Greek Art(3-0-3)Open to all students.This course analyzes and traces the development ofGreek architecture, painting and sculpture from thebeginning of the fifth century B.C. through thedeath of Alexander the Great in 323 B.C. Particularemphasis is placed upon the monumental arts,their historical and cultural contexts, and how theyreflect changing attitudes toward the gods, humanachievement, and the relationship between the divineand the human.422. Hellenistic Art(3-0-3)Open to all students.This course examines the complex artistic productionof the Greek world in the three centuries followingthe death of Alexander the Great in 323B.C. and the division of his immense empire intoseparately administered kingdoms. The relationshipof Hellenistic art and culture to their Classical forebears,the development of an artistic and culturalkoine in the Hellenistic world, and the Hellenizationof Republican Rome will all be considered.423. Greek Architecture(3-0-3)Open to all students.In this course, the development of Greek monumentalarchitecture and the major problems thatdefine it will be traced from the eighth through thesecond centuries B.C., from the late Geometricthrough the Archaic, Classical and Hellenistic periods.Among themes to be treated are the relationshipbetween landscape and religious architecture,the humanization of temple divinities, the architecturalexpression of religious tradition and even specifichistory, architectural procession and hieraticdirection, emblem and narration in architecturalsculpture, symbolism and allusion through architecturalorder, religious revival and archaism, andthe breaking of the architectural and religiouscanon.425. Roman Architecture(3-0-3)Open to all studentsThe content of this course spans 11 centuries, fromthe eighth century B.C. to the fourth century of themodern era, and traces the development of Romanarchitecture from its origins in Iron Age huts onthe Palatine Hill and Etruscan temples and tombs,through the Roman colonization of the Italian peninsulaand the establishment of basic tenets of townplanning, through the conquest of Greece and theconsequent Hellenization of Rome, through the inventionof Roman concrete and the gradual explorationof its practical properties and its potentialfor spatial manipulation, through the architecturalexpression of propaganda and ideal in the greatbuilding programs of the emperors, to the creationof a specifically Christian architecture from thecombined architectural forms and spirit of Greeceand Rome.441. Trecento: Giotto to the Duomo(3-0-3)Open to all students.Beginning with Giotto’s Scrovegni Chapel inPadua, we will examine the arts in Italy in the1300s, concluding with Brunelleschi’srevolutionary design for the dome of FlorenceCathedral of 1436. We will consider the regionaltraditions of Rome and the city-states, includingSiena, Venice, Florence and Pisa and as expressedin narrative fresco programs, altarpieces, sculptureand architecture. Among our subjects are the royaltombs in Naples and Milan, the evolution of theequestrian monument, St. Mark’s in Venice, thecharacter of Gothic expression in Italy, and theimpact of the Black Death.442. 15th-Century Italian Art(3-0-3)Open to all students.This course investigates the century most fullyidentified with the Early Renaissance in Italy. Individualworks by artists such as Brunelleschi,Donatello, Ghiberti, Botticelli, and Alberti are setinto their social, political and religious context.Special attention is paid to topics such as the originsof art theory, art and audience, portraiture andthe definition of self, Medician patronage, and artfor the Renaissance courts of northern Italy andNaples.443. Northern Renaissance Art(3-0-3)Open to all students.This course traces the development of painting innorthern Europe (France, Germany, Flanders, andHolland) from approximately 1300 to 1560.Special attention is given to the art of Jan vanEyck, Heironymus Bosch, Albrecht Dürer, andPieter Brueghel. In tracing the evolution ofmanuscript and oil painting and the graphic media,students become conscious of the special weddingof nature, art, and spirit that defines theachievement of the northern Renaissance.444. Italian High Renaissance andMannerist Art(3-0-3)Leonardo, Michelangelo, Bramante and Raphaelprovide the basis for a study of one of the most impressiveperiods of artistic activity in Italy — theHigh Renaissance in Rome and Florence. Thecourse also investigates the origins of Mannerism inthe expressive achievements of such notable figuresas Jacopo Pontormo, Rosso Fiorentino and the succeedinggeneration of late-Renaissance maniera artistswho helped to formulate a new courtly style.446. Seminar: Venetian and Northern ItalianArt(3-0-3)This course focuses on significant artistic developmentsof the 16th century in Venice, with brief excursionsinto Lombardy and Piedmont. Giorgione,Titian and Palladio, the formulators of the HighRenaissance style in Venice, and subsequent artistssuch as Tintoretto and Veronese are examined. Aninvestigation of the art produced in important provincialand urban centers such as Brescia, Cremona,Milan, Parma, Varallo and Vercelli also provide insightinto the unique traditions of the local schoolsand their patronage.447. Italian Baroque Art(3-0-3)The focus of this course is on Roman art of the17th century. The evolution of the style and contentof painting, sculpture and architecture in baroqueItaly is considered in light of the social,political and religious climate of the period. Amongthe artists considered are Caravaggio, the BologneseCarracci and their followers, Guercino, ArtemisiaGentileschi, Bernini and Borromini.448. Northern Baroque Painting(3-0-3)Open to all students.Epitomized by the self-conscious art of Rembrandt,Northern Baroque painting and printmaking notonly became a domestic commodity sold in a moremodern-looking marketplace, it also continued toserve its traditional political, moral and spiritualfunctions. This course will concentrate onpaintings and prints produced in Flanders, Spain,and the Dutch Republics during the 17th century,an era of extraordinary invention. The work ofartists such as Rubens, van Dyck, Velázquez,Zurbarán, Leyster, Hals, and Rembrandt will beconsidered in the context of a number ofinterrelated themes, including the business of art,the status of the artist, art in service of the state, therise of genre, gender stereotypes, allegory, and art,religion, and spirituality.449. Seminar in 18th-Century European Art(3-0-3)Open to all students.Profound and universal inquiry into all aspects ofknowledge marked the history of the century of theEnlightenment and the Grand Tour. The rise ofthe collective idea of nature, the study and instrumentalityof the antique, the foundations ofreligion, the state, morality and reason, the relationshipof the arts to the state, the philosophy ofaesthetic were all critically analyzed andquestioned.

113ART, ART HISTORY, AND DESIGNThis course investigates various stylistic trendsin 18th-century art in Italy, France and Englandwith a focus on the institutionalization of artthrough the academies. Discussion also centers onclassical art theory and its relationship to the academiesin light of the social, political and religiousclimate of the period. We will also consider theaesthetical, art historical and social consequences ofthe writings of Kant, Burke and Winckelmann.The course begins with the late baroque paintingsof Carlo Maratti and his followers and then movesto subsequent stylistic trends as neoclassicism,Egyptian revival, and the rococco. Attention is alsogiven to the vedute painters and to such diversepersonalities as Piranesi, Mengs, Kauffmann,Tiepolo, Watteau and Chardin.451. American Art(3-0-3)This course examines American painting, architectureand sculpture from Puritan culture to the endof World War I. The approach is to examine thedevelopment of American art under the impact ofsocial and philosophical forces in each historicalera. The course explores the way in which artistsand architects give expression to the tensions andsensibilities of each period. Among the majorthemes of the course are the problem of America’sself-definition, the impact of religious and scientificthought on American culture, Americans’ changingattitudes toward European art, and the Americancontribution to modernism.452. British Art(3-0-3)This course is a general survey of the developmentof British painting from 1560 to 1900. In this context,the relationship between English 17th-centuryand early 18th-century and American colonialpainting are considered, alongside a discussion ofuniquely British traditions.453. Nineteenth-Century European Art(3-0-3)Open to all students.This survey of 19th-century painting treats themajor figures of the period within the context ofthe social, political, and intellectual ferment thatshaped the culture. Among the artists included areJacques-Louis David, Eugène Delacroix, FranciscoGoya, Jean-Auguste-Dominique Ingres, CasparDavid Friedrich, Joseph Mallard William Turner,John Constable, Gustave Courbet, Camille Corot,Jean- François Millet, Édouard Manet, ClaudeMonet, Pierre-Auguste Renoir, and Edgar-HilaireDegas. Some of the major themes addressed are therelationships between tradition and innovation,between the artist and the public, and between theartist and nature. These topics are set against thedynamic forces of change released with the Frenchrevolution and the urban and industrialrevolutions.463. History of Design: Form, Values,and Technology(3-0-3)Open to all students.This course will provide a historical perspective onthe development of industrial, product and graphicdesign in the 19th and 20th centuries. More thanthe aesthetic styling of products, design mediatesthe intersection of technology and cultural valuesin the modern era. The role of the modern designeras both a facilitator and a critic of industrial technologywill be examined.471. Topics in Greek and/or Roman Art(3-0-3)Topics course on special areas of Greek and/orRoman art.472. Topics in Byzantine Art(3-0-3)Prerequisite: 200- or 300-level Art History courseor permission.The content of this course will change from year toyear. Intended for senior undergraduates, it will examinenarrow themes. Readings and discussion willbe central to this class. Topics that might be addressedinclude gender and sexuality, court culture,monasticism and spirituality, and colonialism.473. Topics in Renaissance Art(3-0-3)Topics course on special areas of Renaissance art.474. Topics in Baroque Art(3-0-3)Topics course on special areas of Baroque art.475. Topics in American Art(3-0-3)Topics course on special areas of American art.476. Topics in British Art(3-0-3)Topics course on special areas of British art.477. Topics in Modern European Art(3-0-3)Topics course on special areas of 19th-century and20th-century European art.478. Topics in Contemporary Art(3-0-3)Topics course on special areas of Contemporaryart.481. Seminar in Greek and/or Roman Art*(3-0-3)Permission required.Seminar on specific subjects in Greek and/orRoman art.482. Seminar in Medieval Art*(3-0-3)Permission required.Seminar on specific subjects in Medieval art.483. Seminar in Renaissance Art*(3-0-3)Permission required.Seminar on specific subjects in Renaissance art.484. Seminar in Baroque Art*(3-0-3)Permission required.Seminar on specific subjects in Baroque art.485. Seminar in American Art*(3-0-3)Permission required.Seminar on specific subjects in American art.486. Seminar in British Art*(3-0-3)Permission required.Seminar on specific subjects in British art.487. Seminar in Modern European Art*(3-0-3)Permission required.Seminar on specific subjects in 19th-century and20th-century European art.488. Seminar in Contemporary Art*(3-0-3)Permission required.Seminar on specific subjects in Contemporary art.490. Art History Methods(3-0-3)Required of all art history majors. Permission required.This seminar is a survey of the historiography of arthistory, with special attention paid to the varioustypes of methodology which have been applied tothe analysis of art. Special attention is given to19th-century and 20th-century art historical methods,including connoisseurship, biography,iconology, psychoanalysis, and semiotic and feministapproaches.498. Special Studies(V-V-V)Permission required.Independent study in art history under the directionof an individual faculty member.* In seminars, the particular area of concentrationwill be determined each time the course is offered.Students will be expected to research a topic, presenttheir findings to the seminar, and submit a papersummarizing their conclusions.

114CLASSICSClassicsChair:Keith R. BradleyEli J. Shaheen Professor of Classics:Keith R. BradleyProfessor:Daniel J. SheerinAssociate Professors:Joseph P. Amar (Classics: Arabic); W. MartinBloomer; Elizabeth Forbis Mazurek; J. WilliamHunt (emeritus); Brian A. Krostenko; David J.LadouceurAssistant Professors:Asma Afsaruddin (Classics: Arabic); Rev.Leonard N. Banas,C.S.C. (emeritus); Li Guo(Classics: Arabic); Sarah E. McKibben(Classics: Irish); Chris McLaren; Peter T.G.McQuillan (Classics: Irish); BrianÓ Conchubhair (visiting); Catherine M.Schlegel; Robert A. VaccaConcurrent Associate Professors:Blake Leyerle; David O’Connor; Robin RhodesConcurrent Assistant Professor:Tadeusz R. MazurekAdjunct Assistant Professor:Joseph P. StanfielThe department. The Department of Classics offersprograms of courses in the languages, literatures,archaeology, history and civilization of theancient world. Cooperation with other departmentsof the college makes available to Classics studentsadditional courses in the art, philosophy, politicaltheory and religions of antiquity.The department also provides the administrativehome for the programs in the languages andcultures of the Middle East and in Irish literatureand culture.MAJORS IN CLASSICSClassics majors encounter at their sources the perennialcultures of Greece and Rome, cultures thatcontinue to exercise a profound influence on Euro-American civilization. Classical training impartsenhanced skills in close reading and analysis of literaryand rhetorical forms, as well as repeated experienceof the integration of literature, history andancillary studies. Thus, a major in classics providesthe archetypal humanistic education and an idealpreparation for entry into any of the professionswhich require mastery of language, close analysis ofdocuments and integration of multiplex details.The lower-level courses equip the student withrudimentary knowledge of languages and with aconspectus of ancient history and culture. Advancedcourses in Latin and Greek literature andthe limited-enrollment courses in Ancient Civilizationprovide opportunities for more focused anddetailed study and are conducted in a seminar formatwith emphasis on research and writing.In addition to the other University requirements,students majoring in classics will, undernormal circumstances, complete at least 10courses in one of three areas of concentration:Greek, Latin or Classical Civilization.Greek major5 courses in Greek language/literature:103 and above 152 courses in Latin 62 courses in classics or related subjects approvedby the department 6Greek History 3————30Latin major5 courses in Latin language/literature:103 and above 152 courses in Greek 62 courses in Classics or related subjects approvedby the department 6Roman History 3————30Classical Civilization majorGreek Literature and Culture(or approved equivalent) 3Roman Literature and Culture(or approved equivalent) 3Greek & Roman Mythology 32 additional courses in Classics or related subjectsapproved by the department 6Greek History 3Roman History 33 courses in Greek or Latin 9————30Supplementary majorsSupplementary majors in Greek are exempt fromthe Latin requirement. Supplementary majors inLatin are exempt from the Greek requirement.Supplementary majors in Classical Civilization areexempt from the Latin or Greek requirement butare expected to take an additional course in classics.All other requirements are the same as those for theprimary major.MINORS IN CLASSICSMinors provide students majoring in other areaswith structure and certification for a variety of approachesto the study of Greek and Latin language,literature and civilization.Latin minorThe Latin minor provides a solid grounding in thephilological and literary study of Latin texts of theclassical period, or, for those who prefer, of ChristianLatin literature. It consists ordinarily of fivecourses (15 hours) in Latin: (1) Intermediate Latinor its equivalent. This can be fulfilled by successfulcompletion of Intermediate Latin or by advancedplacement; (2) Latin Literature and Stylistics; (3-5)three courses to be chosen from Latin courses at the300/400 level. Students interested in later Latintexts are directed to the joint offerings of the departmentand the Medieval Institute.Greek minorThe minor in Greek provides a solid grounding inthe philological and literary study of Greek textsof the classical and Hellenistic periods. It consistsordinarily of five courses (15 hours) in Greek:(1) Intermediate Greek, or equivalent; (2) GreekLiterature and Stylistics; (3-5) three courses to bechosen, with departmental approval, from Greekcourses at the 300/400 level.Classical Civilization minorThis minor provides a broadly based orientation tothe history and civilization of the classical world.The three specifically required courses supply theneeded framework of study of history and religiousthought. Requirements for the minor: (1) GreekHistory; (2) Roman History; (3) Greek and RomanMythology; (4-5) two courses chosen either fromCLAS courses, whether offered by the departmentor crosslisted courses offered by other programs, orfrom Greek or Latin language courses above the introductorylevel.Classical Literature (in Translation) minorThe minor in Classical Literature in translation isdesigned to provide a broad experience of Greekand Latin literature studied in English translation.Requirements for the minor: (1) Greek Literatureand Culture; (2) Roman Literature and Culture;(3) Classical Mythology; (4-5) two electives chosen,subject to departmental approval, either fromCLAS courses (whether offered by the departmentor cross-listed courses offered by other programs)or from Greek or Latin language courses above theintroductory level.

115CLASSICSCourse Descriptions. The following course descriptionsgive the number, title and a brief characterizationof each course. Lecture or class hours perweek, laboratory or tutorial hours per week andcredits each semester are in parentheses. Not all ofthese courses are offered every year.NOTE: All literature courses at the 300 level orabove, whether in translation or in the original,will satisfy the arts and letters elective option inliterature.GREEK101-102. Beginning Greek I and II(3-0-3) (3-0-3) Ladoceur, SchlegelFor beginning language students. The course aimsat developing a reading knowledge of Attic prose.Plato and Xenophon are the primary authors.103. Intermediate Greek(3-0-3) VaccaPrerequisite: 102 or the equivalent.Practice in reading Greek literature. Selectionsfrom Homer, Greek tragedy and philosophy.325. Greek Literature and Stylistics(3-0-3) VaccaProvides an introduction to the advanced study ofGreek literary texts through close reading of selectedtexts combined with practice in Greek composition.410. Greek Historians(3-0-3) LadouceurReadings in Herodotus and Thucydides. Close literaryand historiographical analysis of texts.421. Homer(3-0-3) VaccaReading and analysis of selections from Iliad andOdyssey. Theory of oral composition. Current issuesin Homeric scholarship.432. Philosophical Poetry(3-0-3) McLarenThis course consists of a survey of extant Greekphilosophical poetry, along with a detailedexamination of its place in the histories of bothliterature and philosophy in antiquity.450. Early Greek Poetry(3-0-3) MazurekReadings in Hesiod and the Homeric Hymns. Literaryand cultural developments of Archaic Greece.457. Hellenistic Literature(3-0-3) StaffTexts from Aristotle, Theophrastus, Menander andPlutarch. Analysis of the development of fiction afterthe classical period.460. Greek Comedy(3-0-3) VaccaReading and analysis of selected comic plays ofAristophanes. The role of the comic theatre in theAthenian community.465. Tragedy(3-0-3) SchlegelTexts selected from Aeschylus, Sophocles andEuripides. Tragedy as a dramatic genre and as aview of life. Introduction to scholarship in thissubject.466/566. Images of Alexander(3-0-3) MazurekThe career of Alexander the Great (356-323B.C.E.) and his effect on world history, ancient andmodern, are examined through close reading ofArrian’s History and Plutarch’s Life of Alexanderand the different images they offer of thisfascinating yet controversial figure. Alexander’sinfluence on our concepts of empire, monarchy,and the divide between East and West are givenspecial emphasis.467. Advanced Greek: Plato(3-0-3) VaccaThis course will consider Plato’s rejection of hisown Athenian culture and efforts to establish thephilosophical life as a comprehensive personal alternative.Texts from Plato’s middle period, particularlyGorgias and Republic, will be central.470. Greek Orators(3-0-3) LadouceurHistorical and cultural examination of the speechesof Lysias and Demosthenes. Discussions of AtticLaw, stylistic analysis and compositional exercises.475. Greek Philosophical Texts(3-0-3) VaccaReading and analysis of selected Platonic dialogues.Consideration of political, moral and metaphysicaltopics in Platonic philosophy. Current scholarlyissues.498. Special Studies in Greek Literature(3-0-3) StaffPermission of department required.LATIN101-102. Beginning Latin I and II(3-0-3) (3-0-3) StaffAn introductory course for students beginningtheir study of Latin.103. Intermediate Latin(3-0-3) StaffPrerequisite: 102 or the equivalent.For students with two semesters of college-levelLatin or the equivalent, this course aims both toconsolidate knowledge of Latin vocabulary andsyntax and to introduce students to Latinliteratures through readings of more extensiveselections.118. Intensive Latin I and II(5-0-5) LadouceurThis course is intended for students who wish tolearn a full year of Latin in one semester. Successfulcompletion of the course leads students to Latin103, after which they will have satisfied the collegelanguage requirement.325. Latin Literature and Stylistics(3-0-3) KrostenkoProvides an introduction to the advanced study ofLatin literary texts through close reading of selectedtexts combined with practice in Latin composition.350. Age of Cicero(3-0-3) StaffReadings in historical and literary texts of the lateRepublic; to include works by Sallust andLucretius, as well as the letters of Cicero andCaesar’s Civil War.355. Age of Augustus(3-0-3) MazurekRoman history and literature from 44 B.C.-A.D.14. A study of Augustus as a social, political andcultural focal point. Texts: Res Gestae, texts bySuetonius, Horace, Vergil, Ovid.365. Later Latin Literature(3-0-3) SheerinAn introduction to the Latin fathers, with attentiongiven to the development of Christian Latin idiom,the emergence of new literary genres and theChristianization of classical genres.400. Latin Lyric Poetry(3-0-3) SchlegelExtensive readings in the lyrics of Catullus andHorace.410. Roman Historians(3-0-3) StaffA survey of Roman historical writings from the fallof the Republic to the early Principate. Readings inSallust, Caesar, Livy and Tacitus.415. Roman Satire(3-0-3) SchlegelA study of satire as a mockery of Roman societyand its anomalies. Readings in Lucilius, Horaceand Juvenal.416. Roman Oratory, Theory, and Practice(3-0-3) KrostenkoWe examine the relationship between oratoricalstyle and political ideology in three speeches ofCicero. Latin composition also is featured.420. Roman Epic: Virgil(3-0-3) StaffAn introduction to the poetry of Virgil, coveringselections from the Georgics and the Aeneid.431. Advanced Latin: Poetry(3-0-3) BradleyRepresentative selections from the poets of the lateRoman Republic, including Lucretius, Catullus,Horace, and Virgil.465. St. Augustine’s Confessions(3-0-3) SheerinThis course provides an introduction to St.Augustine’s Confessions, through reading ofextensive selections from the Latin text, a carefulreading of the entire work in English translation,and the application of a variety of criticalapproaches, old and new.

116CLASSICS475. Introduction to Christian Latin Texts(Medieval Latin I)(3-0-3) SheerinThis class has two goals: to improve the student’sall-around facility in dealing with Latin texts and tointroduce the student to the varieties of ChristianLatin texts. Medieval Latin II, a survey of medievalLatin texts, follows this course in the spring term.498. Special Studies in Latin Literature(3-0-3) StaffPermission of department required.CLASSICS COURSES IN ENGLISHNo prerequisites.121. Ancient Greece and Rome(3-0-3) MazurekAn introduction to the major historical andcultural periods of ancient Greek and Romancivilization through close reading of texts central tothe Classical Greek and Latin literary traditions.Topics to be considered include: concepts of thedivine; heroism and virtue; concepts of gender;democracy, empire, and civic identity. The courseaims to deepen students’ appreciation for theClassical roots of their own social, intellectual, andreligious lives.150. Introduction to Greco-Roman Mythology(3-0-3) McLarenThis course surveys the mythologies of Greece andRome and traces their transmission and influencedown to the present day. We examine Greek andRoman myths as embodied in a wide variety ofancient media, as well as the way in which thesestories and characters survive and are transformedin later literature and the visual arts. The class isdesigned not only to introduce students to anumber of the characters, themes, and plot linesthat have helped define the West, but also tointroduce students early in their college careers to anumber of the interpretive methodologies currentlyat the forefront of teaching and scholarship in thehumanities.180H. History University Seminar(3-0-3) StanfielAn introduction to the seminar method of instructionthat introduces students to the material lifeand culture of the Roman Empire and that emphasizesresearch methods as well as organization andexpression of arguments.180J. Literature University Seminar(3-0-3) StaffIntroduces first-year students to the study of classicalliterature on a comparative basis, with readingsfrom Greco-Roman, Irish and Arabic literature.207. Egyptian Civilization(3-0-3) LadouceurAn introduction to the history and culture ofpharaonic Egypt, with particular attention to thehistory of Egyptian religion, literature, art and architecture.300. Greek Literature and Culture(3-0-3) StaffSurvey of masterpieces of Greek literature, historyand philosophy, designed as classical backgroundfor humanities students. Readings from Homer,Aeschylus, Sophocles, Euripides, Thucydides, Platoand Aristotle.301. Roman Literature and Culture(3-0-3) StaffSurvey of masterpieces of Latin literature, historyand philosophy designed as classical backgroundfor humanities students. Readings from Catullus,Lucretius, Cicero, Virgil, Ovid, Tacitus andJuvenal.305. Greek History(3-0-3) VaccaAncient Greek history from the Bronze Age to theRoman conquest and the appearance of Christianity.Emphasizes social and cultural developments aswell as political history.306. Roman History(3-0-3) StaffIntroduction to the history of the Roman Empire,from the founding of Rome in the eighth centuryB.C . to the collapse of the western empire in thefifth century A.D. Special topics include the politicalcareers of Cicero, Julius Caesar and Augustus,social issues such as warfare and slavery, and thelegacy of Roman historical writing.307. Introduction to Egyptology(3-0-3) LadouceurA methods-oriented course that provides an introductionto the discipline of Egyptology; areas coveredinclude the history of Egyptology, interpretationof archeological evidence, the reading of hieroglyphictexts, the establishment of chronology,and the use of comparative social science models.Prior enrollment in Egyptian Civilization is not requiredbut strongly advised.308. Roman Law and Governance(3-0-3) MazurekStudents will study all branches of Roman government,with special emphasis on the judiciary andthe development of Roman law from the XIITables to Justinian’s Digest. Students will gain athorough understanding of the bureaucratic operationof the ancient Roman state.Prior study of Roman history is recommendedbut not required.310. Latin Literature in Translation(3-0-3) SheerinThis is a survey, in lecture/discussion format, ofselected works of Classical Latin literature. Inaddition to close reading of the texts, we routinelygive attention to the sociocultural worlds thatproduced Latin litreature and to the character ofLatin literature’s abiding influence in Christianantiquity, the Middle Ages, the Renaissance andearly modern periods, and modern cultures.Weekly quizzes, biweekly essays, and a final.311. Roman Slavery(3-0-3) BradleyA survey of the role slavery played in themaintenance of Roman civilization and culture.Topics studied include how the Romans acquiredslaves, how they were treated, what jobs theyperformed, their living conditions, and theirresponse to being enslaved. Particular attention ispaid to ancient philosophical thought aboutslavery, including early Christian thought.326. Medieval Latin Literature in Translation(3-0-3) SheerinA survey of works of Medieval Latin literature fromthe sixth through the 13th century read in Englishtranslation.330. Hieroglyphs and History(3-0-3) LadouceurThis course focuses on Egyptian hieroglyphs bothas a means to reconstruct Egyptian history and cultureas well as a reflection of that culture. The studentwill be taught to translate and interpretprimary sources, especially on monuments and archaeologicalfinds.335. History of Ancient Medicine(3-0-3) LadouceurThis course will trace the development of ancientmedicine from the neolithic period down to thesecond century after Christ. The emphasis will beon three cultures, Egyptian, Greek, and Roman.How historians use the three main categories ofevidence (written documents, human remains andartistic representations) will be clearly illustrated.340. Democracy and the Greeks(3-0-3) VaccaAn in-depth study of the Athenian Democracy andits critics, and the influence of this material for thefundamentals of European practical theory. Alltexts in translation.355. Women in Antiquity(3-0-3) MazurekAn examination of women’s roles in ancient Greekand Roman society. A comparison of mythologicaland literary images of women with everyday lives ofGreek and Roman women. Origins of Western attitudestoward women.356. Portraits of Heroic Womenfrom Classical and Early Christian Literature(3-0-3) SheerinFigures to be studied include Helen of Troy andMary of Egypt, Hypatia and Lysistrata,Clytemnestra and Alcestis; particular attention willbe given to the fragmentary self-portraits left bySappho and Vibia Perpetua.360. Classical Love Literature(3-0-3) SheerinA survey of the Greco-Roman literature of love:amatory poetry, drama, romance and theoreticaltreatments of love and friendship. Both pagan andChristian texts will be explored.

117CLASSICS369. The Art of Mythology(3-0-3) McLaren, GilThis course surveys the mythologies of Greece andRome and traces their transmission and influencedown to the present day. We examine Greek andRoman myths as embodied in a wide variety of ancientmedia, as well as the way in which these storiesand characters survive and are transformed inlater literature and the visual arts. The class is designednot only to introduce students to a numberof the characters, themes, and plot lines that havehelped define the West, but also to introduce themearly in their college careers to a number of the interpretivemethodologies that are currently at theforefront of teaching and scholarship in thehumanities.423. Greek Architecture(3-0-3)In this course, the development of Greek monumentalarchitecture and the major problems thatdefine it will be traced from the eighth through thesecond centuries B.C., from the late Geometricthrough the Archaic, Classical and Hellenistic periods.Among themes to be treated are the relationshipbetween landscape and religious architecture,the humanization of temple divinities, the architecturalexpression of religious tradition and even specifichistory, architectural procession and hieraticdirection, emblem and narration in architecturalsculpture, symbolism and allusion through architecturalorder, religious revival and archaism, andthe breaking of the architectural and religiouscanon.450. Greek and Roman Mythology(3-0-3) McLarenThe major mythical tales and figures from the classicalworld which have influenced world literature.Study of the Olympic and vegetation cults. Homerand Hesiod, national and local myth, Syncretism,Mysteries.455. Classical Epic(3-0-3) SchlegelA study of the epic literature of classical antiquityin English translation, this course will give studentsa solid grasp of the texts of the classical epics andthe cultural contexts in which they were set.460. Greek Tragedy (in translation)(3-0-3) McLarenOrigins and functions of tragedy. Readings fromAeschylus, Sophocles, Euripides.470. Roman Satire(3-0-3) MazurekA study of the origins, forms and influence of RomanSatire. Readings from the works of Lucilius,Horace, Persius, Petronius, Juvenal, Lucian, Swiftand Pope.482. Sem: Vision and Ecstasy in Medieval Art(3-0-3) BarberThis seminar addresses a wide range of Medievaltexts and objects that will enable us to analyze thenature of Medieval vision as it pertains to the visualarts. The type of texts included will be theological,epistological, liturgical, rhetorical, and philosophical.Objects will include architecture, illuminatedmanuscripts, frescoes, mosaics, and icons. Theseminar encompasses both Byzantium and theLatin West. The primary purpose of the seminar isto examine the complexity of visual experience as aform of knowledge. The secondary purpose is toconsider the extent to which this experience is ecstatic,disrupting our modernist notion of the observantsubject as the foundation of knowledge.Participants in the seminar will be expected towrite a lengthy term paper on a topic that intereststhem.498. Special Studies(V-V-V)PROGRAM IN IRISHThe program in Irish offers language courses at thebeginning (two semesters) and intermediate (onesemester) levels. Irish is the Celtic language oftencalled “Gaelic.” It is one of the languages of the socalled“Celtic fringe” of northwest Europe and isrelated, most closely, to Scottish Gaelic and, moredistantly, to Welsh and Breton (northwest France).These are all fully-fledged modern languages intheir own right, but they offer something fascinatingly“different” in the Western European context.Irish is the oldest attested written European languageoutside the classical languages and, as such,offers a window on a kind of civilization longpassed away in most of Western Europe. The emphasisof these courses is, however, very much amodern one: They teach the contemporary languageas spoken in the “Gaeltacha/i” (Irish-speakingareas) of Ireland today. The initial emphasis ison basic listening, speaking and writing. At leastone class per week is conducted in the LanguageResource Center to enable students to work onpronunciation and communicative skills. Studentsare also introduced to various aspects of Irish languageand culture through the reading of simpletexts in the original language.Interested students should also consult the listingsin this Bulletin under Irish studies, English,political science, history, and medieval studies forcomplementary courses in Irish studies. Graduatestudents should consult the Graduate School Bulletinfor information on the appropriate 500-level“Studies in the Irish Language” courses.Course Descriptions. The following course descriptionsgive the number, the title and a briefcharacterization of each course. Lecture or classhours per week, laboratory or tutorial hours perweek and credits each semester are in parentheses.Not all of these courses are offered every year.101-102. Beginning Irish I and II(3-0-3) (3-0-3) StaffThe first two courses in Irish; see preceding fordescription of program.103. Intermediate Irish(3-0-3) McQuillanPrerequisite: 102 or the equivalent.Continuation of the study of the Irish languagethrough the intermediate stage.301. The Irish in Their Own Words(3-0-3) McQuillanThis course is designed as an introduction to theliterature of Medieval Ireland. Particular emphasiswill be placed on the prose saga texts like the T/ainB/o Cuailnge or Cattle Raid of Cooley, which featuresthe legendary hero C/u Chulainn; also thevarious texts in both prose and poetry of the Feniancycle of Fionn Mac Cumhaill (Finn McCool). Themanner in which such texts shed light on the natureof medieval Irish society will be examined.There will be regular reading and writing assignments,and students will be expected to take part inclass discussion.PROGAM IN SEMITIC LANGUAGESCourses in Arabic, Syriac and Hebrew offer instructionin the languages, literatures and cultures of theMiddle East. The study of these languages is necessaryfor an understanding of Semitic culture and asbackground for the development of Judaism,Christianity, Islam and Middle Eastern contactswith the Classical world, with Africa, Europe andAmerica.In recent years, the West has become increasinglyaware of the Arabic-speaking East. Courses inArabic language and literature are a prerequisite foran understanding of the rise of Islam, the literatureit produced and subsequent developments amongArabic-speaking Muslems and Christians.Courses in Syriac taught at the graduate levelare available to qualified undergraduates bypermission.

118CLASSICSCourse Descriptions. The following course descriptionsgive the number, the title and a briefcharacterization of each course. Lecture or classhours per week, laboratory or tutorial hours perweek and credits each semester are in parentheses.Not all of these courses are offered every year.Arabic Major4 semesters of Arabic 122 literature courses in Classicstaught by the Arabic faculty 62 courses in Middle East history 61 course in Islam 31 elective, subject to departmental approval 3————30Mediterranean/Middle East Area StudiesMinorThis is a broad-based program that includes all aspectsof the ancient and modern cultures that surroundthe Mediterranean. Courses from threeregions apply. In Europe, this includes the study ofClassical Greece and Rome as well as modern Italy,France, Spain and Portugal in Europe. Courses onthe Middle East are related to the study of Semiticpeoples and their cultures, languages, religions andpolitics. In North Africa, Arab and Francophonehistory and civilization are the focus.Students are required to fulfill a sequence of 12credits (four courses distributed over the area). Inaddition, they are required to write a major researchessay under the direction of one of the advisorsfor three credits.Arabic101-102. Beginning Arabic I and II(3-0-3) StaffAn introduction to modern standard Arabic. Principlesof basic grammar, syntax and vocabulary.103. Intermediate Arabic(3-0-3) StaffA continuation of Arabic I and II with emphasis onwriting and speaking for self-expression.104. Continuing Arabic(3-0-3) GuoContinues the study of Arabic beyond the intermediatelevel and introduces students to modern journalistictexts.105. Advanced Arabic I(3-0-3) StaffCommences study of formal Arabic literary textswith additional emphasis on classroom discussionin Arabic.106. Advanced Arabic II(3-0-3) StaffContinuation of advanced study of literary Arabic.Courses in English235. Arabic Literature in English Translation:Fiction(3-0-3) GuoThe object of this course is to introduce the studentto Arabic literature — a major world literaturethat remains largely unexplored in the West —from its beginning to the present. The course willread and discuss, in a seminar context and from abroadly comparative perspective, key works of medievalArabic narrative prose, the Arabian Nightsand the Maqmat, and selected works of modernArabic fiction by the Nobel laureate NaguibMahfouz (Egypt), among others. There will also beseveral screenings of the film adaptations. Some ofthe issues to be discussed are the influence of theArabian Nights in Western literature, representationand interpretation, and literary compositionalstrategies in “domesticating” an “imported” genre,namely fiction, used by modern Arab writers.240. Middle East History(3-0-3) AmarA survey of the Middle East from ancient tomodern times.242. Revelation to Revolution: The Middle Eastfrom A.D. 100 to 1000(3-0-3) AmarThis class investigates the interplay betweenChristianity and Islam in the Middle East fromA.D. 100 to 1000. Topics include religiousinteraction, politics of empire, Arabic literature,art, and architecture.255. Women’s Memories, Women’s Narratives(3-0-3) AfsaruddinThis course will focus primarily on women’s memoirs,autobiographies, and fiction to analyze theconstruction of the feminine self and identity inmodern Arab societies. Rather than look at theseworks through the prism of sweeping gender paradigms,we will be more concerned with letting thewomen speak for themselves through the immediacyof their own experiences. A broad knowledgeof Middle Eastern history and political events ishelpful but not vital. All readings are in Englishtranslation.260. The Golden Age of Islamic Civilization(3-0-3) AfsaruddinThis course will deal with the period A.D. 750-1055, commonly dubbed the “golden age” of Islamiccivilization. This period under the Abbasiddynasty saw the greatest flowering of the arts, architecture,literature, the sciences, and religious andphilosophical thought. This is the time, for example,of the caliph Harun al-Rashid of ArabianNights fame, a man of legendary wealth and generosity,whose court attracted the best and the brightestof its time. The influence of medieval Islamiccivilization upon Europe will be considered as well.All readings will be in English translation; no priorknowledge of Islam and its civilization is assumed.The course will supplement texts with audiovisualmaterials to attempt to provide an authentic “taste”of the age.350. Christianity in the Middle East: Origins tothe Present(3-0-3) AmarCrosslisted with HIST 462 and THEO 345.The spread of Christianity from Jerusalem intoAsia Minor and Europe is well documented. ButChristianity is not a European phenomenon; it isMiddle Eastern and Semitic in its origins. Why wasthe existence of Christianity in the Middle Eastmarginalized by the earliest Christian historians?Why is Christianity in the Middle East soinadequately understood today? This courseexamines the evidence for Christianity articulatedin the native Aramaic language and culture of theregion. We investigate the origins and developmentof the indigenous “Oriental” churches of Syria,Lebanon, Jordan, Iraq and Iran, and the missionaryactivity that took the gospel into India and China.Topics include the Semitic approach to Jesus andthe Gospel; Christianity and the Arabs; the impactof the Crusades. The course concludes with aninvestigation of Islamic fundamentalism and thediaspora of Middle Eastern Christians in Europeand the Americas. Drawing from local history,native accounts and archaeological evidence, wepiece together the largely untold story ofChristianity in the Middle East.360. Canon and Literature of Islam(3-0-3) AfsaruddinThis course is an introduction to the religiousliterature of the Arab-Islamic world. Emphasis is onworks from the classical and medieval periods ofIslam, roughly from the seventh to the 14thcentury of the common era. We will read selectionsfrom the Qur’an (the sacred scripture of Islam), theHadith literature (sayings attributed to the prophetMuhammed), the biography of the Prophet,commentaries on the Qur’an, historical andphilosophical texts, and mystical poetry. All textswill be read in English translation. No priorknowledge of Islam and its civilization is assumed,although helpful.

119CLASSICS EAST ASIAN LANGUAGES AND LITERATURES390. Islam: Religion and Culture(3-0-3) AfsaruddinThis course discusses the rise of Islam in theArabian peninsula in the seventh century and itssubsequent establishment as a major world religionand civilization. Lectures and readings deal withthe core beliefs and institutions of Islam, withparticular emphasis on religious and politicalthought from the Middle Ages through our owntime. All readings are in English. No prerequisite.400. Modern Arabic Fiction in Translation(3-0-3) GuoAn introduction to the Arabic short story andnovel, with emphasis on the emergence of Arabicfiction in the 20th century.405. Arabic Literature in Translation(3-0-3) Guo(Crosslisted with ENGL 318C)A survey of the development of Arabic literature inEnglish translation. From the Qur’an through theclassical period.455. Cross, Crescent, Kublai Khan(3-0-3) AmarStudy of the English translation of the diary of two13th-century Christian monks of their journeyfrom Beijing to the West.498. Special Studies(3-0-3) StaffPermission of department required.HEBREW481-482. Elementary Biblical Hebrew I-II(3-0-3) (3-0-3) StaffA beginning course in classical Biblical Hebrewgrammar and readings. An introduction to the Hebrewlanguage, principally Biblical Hebrew grammar,morphology, vocabulary, syntax. We willwork through a standard textbook of Biblical Hebrew,incorporating some work in Mishnaic andModern Hebrew. No previous knowledge of Hebrewis assumed.East Asian Languagesand LiteraturesChair:Lionel M. JensenResearch Professor:Howard GoldblattAssociate Professors:Michael C. Brownstein; Liangyan Ge; LionelM. JensenAssistant Professors:Sylvia Li-chun Lin; Lili I. SeldenMargaret Baptist Wan; Xiaoshan YangAssociate Professional Specialist:Noriko HanabusaAssistant Professional Specialists:Setsuko Shiga; Chengxu YinThe peoples of East Asia comprise one quarter ofthe world’s population and account for a similarproportion of the world’s production and consumption.This, along with the contemporary fusionof Asia and the West politically andeconomically, makes knowledge of the diverse languagesand cultures of East Asia vital to an understandingof our global community andindispensable for the preparation of careers in thePacific Rim focusing on business, public policy, literatures,and the arts. The Department of EastAsaian Languages and Literatures provides the resourcesand instruction necessary for success in allof these fields. The department is dedicated to providingrigorous language training in Chinese andJapanese as well as courses taught in English onChinese and Japanese philosophy, religion, literature,and culture. Complementary courses in otherdisciplines are listed in this Bulletin under departmentssuch as history, philosophy, theology, politicalscience, economics, and anthropology.Completion of First-Year Chinese or Japanese(10 credits) or Beginning Japanese (nine credits)will satisfy the language requirement for both theCollege of Arts and Letters and the College of Science.Although the College of Business does nothave a language requirement, it strongly supportsintegration of language courses into its curriculumand encourages students to participate in the InternationalStudy Programs (See “International StudyPrograms” under Mendoza College of Business).Placement and Language Requirement. Studentswho wish to enroll in a Chinese or Japaneselanguage course beyond the 101 or 111 level musttake a placement examination administered by theDepartment. Students testing out of 100-level languagecourses must complete at least one course atthe 200 level or higher to satisfy the language requirement.PROGRAM IN CHINESEThe program in Chinese offers language classes inMandarin Chinese at the first-, second-, third-, andfourth-year levels, as well as courses in English onclassical and modern Chinese literature and culture.Qualified students also have the opportunity to attendEast China Normal University in Shanghai,People’s Republic of China.The Chinese program offers first and supplementarymajors and a minor.Basic requirements: For the major, studentsmust complete 30 credit hours, including Third-Year Chinese. For the supplementary major, studentsmust complete 24 credit hours, includingThird-Year Chinese. For the minor, students mustcomplete 15 credit hours, including two semestersof language classes beyond the first year.Other requirements: In addition to the languagecourse requirements described above, Firstand Supplementary majors as well as the Minoralso requires one course in Chinese literature. Remainingcredit hours may be satisfied by taking additionalChinese language and literature courses, orEast Asia-related courses approved by the academicadvisor.PROGRAM IN JAPANESEThe program in Japanese offers language classes inmodern Japanese at the beginning, intermediateand advanced levels, as well as courses in Englishon classical and modern Japanese literature and culture.Qualified students also have the opportunityto attend Nanzan University in Nagoya,Japan.The Japanese program offers first and supplementarymajors and a minor.Basic requirements: For the major, studentsmust complete 30 credit hours, including 22 creditsin language classes beyond the first year. For thesupplementary major, students must complete 24credit hours, including 16 credits in languageclasses beyond the first year. For the minor, studentsmust complete 15 credit hours including twosemesters of language classes beyond thefirst year.Other requirements: In addition to the languagecourse requirements described above, firstand supplementary majors as well as the minor alsorequire one course in Japanese literature. Remainingcredit hours may be satisfied by taking additionalJapanese language and literature courses, orEast Asia-related courses approved by theacademic advisor.

120EAST ASIAN LANGUAGES AND LITERATURESSHANGHAI AND NAGOYAPROGRAMSThe Shanghai and Nagoya programs provide studentswith the opportunity to spend an academicyear at Nanzan University in Nagoya, Japan, or asemester or academic year at East China NormalUniversity in Shanghai, People’s Republic ofChina. To qualify for the Shanghai Program, studentsmust complete at least one semester of Chineselanguage study at Notre Dame with at least a3.0 grade point average in the language courses.For the Nagoya Program, at least one year ofJapanese language studies at Notre Dame with a3.0 grade point average or better in the languagecourses is required. Students may attend Nanzanor East China Normal during their sophomore orjunior year. Students who intend to combine aFirst or Supplementary major in Chinese or Japanesewith a major in another discipline and who intendto apply for the Shanghai or Nagoya programsare urged to plan their course of studies carefully inconsultation with their advisors prior to applyingfor either program. For more information andcourse listings, see “Nagoya Program” or “ShanghaiProgram” under “International Study Programs” inthis Bulletin.Course Descriptions. The following course descriptionsgive the number, title and brief characterizationof each course. Lecture or class hours perweek, laboratory or tutorial hours per week andcredits each semester are in parentheses. Not all ofthese courses are offered every year.CHINESE LANGUAGE COURSES101-102-103. Beginning Chinese I, II, and III(3-0-3)(3-0-3)(3-0-3) Yin, YangFor students with no background in Chinese.This is a three-semester sequence of three credithours per semester covering the same material as111-112 and designed to prepare students to enter211. The sequence begins each spring with 101 andconcludes the following spring with 103. Equalemphasis is placed on the basic skills of listening,speaking, reading, and writing. Students mayexpect to master a spoken vocabulary of about1,000 words and a written vocabulary of500 characters.111-112. First-Year Chinese I and II(5-0-5) (5-0-5) YinFor students with no background in Chinese. Introductionto Mandarin Chinese using traditionalcharacters. Equal emphasis on the basic skills of listening,speaking, reading and writing. Studentsmay expect to master a spoken vocabulary ofabout 1,000 words and a written vocabulary of500 characters.211-212. Second-Year Chinese I and II(5-0-5) (5-0-5) LinPrerequisite: 112 or instructor’s permission.Grammar review and training in the four basicskills to higher levels of sophistication: oral/auralskills for fluency in communication, reading forcritical understanding, and the ability to writesimple compositions.311-312. Third-Year Chinese I and II(3-0-3) (3-0-3) YinPrerequisite: 212 or instructor’s permission.Development of advanced conversational, readingand writing skills, using a wide range of authenticmaterials, including material from news media.411-412. Fourth-Year Chinese I and II(3-0-3) (3-0-3) GePrerequisite: 312 or instructor’s permission.Practice in advanced conversational, reading andwriting skills, using newspapers, short fiction, videotapesand other authentic materials.498. Special Studies(V-V-V) StaffPrerequisite: instructor’s permission.Requires “contractual agreement” with the professorprior to scheduling. For advanced students whowish to pursue an independent research projectreading Chinese language materials.JAPANESE LANGUAGE COURSES101-102-103. Beginning Japanese I, II, and III(3-0-3)(3-0-3)(3-0-3) Hanabusa, ShigaFor students with no background in Japanese.This is a three-semester sequence of three credithours per semester covering the same material as111-112 and designed to prepare students to enter211. The sequence begins each spring with 101 andconcludes the following spring with 103. The seriesprovides an introduction to the fundamentals ofmodern Japanese, with equal emphasis on speaking,listening, reading, and writing. An introduction isprovided of the hiragana and katakana syllabaries,and 200 kanji.111-112. First-Year Japanese I and II(5-0-5) (5-0-5) HanabusaIntroduction to the fundamentals of modern Japanese.Equal emphasis on speaking, listening, readingand writing. Introduction of the hiragana andkatakana syllabaries, and 200 kanji.211-212. Second-Year Japanese I and II(5-0-5) (5-0-5) ShigaPrerequisite: 112 or instructor’s permission.Continued training in the fundamentals of themodern language. Equal emphasis on speaking, listening,reading and writing. Introduction of approximately200 kanji.311-312. Third-Year Japanese I and II(3-0-3) (3-0-3) HanabusaPrerequisite: 212 or instructor’s permission.The first in a sequence of intermediate courses offeredfor those students who do not participate inthe Year-in-Japan Program. Development of oral/aural skills with an emphasis on typical conversationalsituations. Improvement of reading andwriting skills.411-412. Fourth-Year Japanese I and II(3-0-3) (3-0-3) ShigaPrerequisite: 312 or instructor’s permission.The second in a sequence of intermediate coursesoffered for those students who do not participate inthe Year-in-Japan. Aimed at achieving a high proficiencyin the four skills: speaking, listening, readingand writing.498. Special Studies(3-0-3) Selden, HanubasaPrerequisite: Instructor’s permission based onstudent’s performance on a placement exam andoral interview at the beginning of the semester.This course takes students beyond textbook Japaneseby introducing original materials created forJapanese audiences (literature, current events andvideo materials, etc.). Emphasis is on grammar andsyntax, vocabulary building, speaking, readingand writing.COURSES IN ENGLISHThe courses listed below use materials in Englishtranslation and require no prior background inAsian studies.180. Literature University Seminar(3-0-3) StaffAn introduction to the study of East Asianliterature. Focus either on Chinese or Japaneseliterature.190. Chinese Calligraphy(1-0-1) GeA workshop for appreciating and practicing Chinesecalligraphy and studying the history of the art.250. Chinese Literary Traditions(3-0-3) YangA survey course introducing students to the majorthemes and genres of Chinese literature through selectedreadings of representative texts.252. Introduction to Japanese Civilization(3-0-3) BrownsteinA survey of Japan’s cultural history from its originsin prehistoric times up to the middle of the 18thcentury.

121EAST ASIAN LANGUAGES AND LITERATURES253. Introduction to Chinese Civilization(3-0-3) StaffThis course provides general historical and culturalbackground with a view to preparing students formore specialized courses in Asian studies. A historicaloverview accompanies thematic presentation ofcultural achievements in philosophical and religiousthought, literature and the fine arts.347. Modern JapanSee HIST 348.350. Love, Death, and Revenge in TraditionalJapanese Drama(3-0-3) BrownsteinAn introduction to Japanese classical theater (Noh,Kyogen, Bunraku and Kabuki) through readingsand videotapes of selected plays.353. Societies and Cultures of South AsiaSee ANTH 353.358. Gender Images in Modern Japanese Fiction(3-0-3) SeldenAn examination of the changing images of men andwomen during the modern era as seen in the novelsand short stories of Japan’s finest male and femalewriters.360. Heroism and Eroticism in Chinese Fiction(3-0-3) GeA study of selected readings from pre-modern Chineseliterature, and an examination of heroism anderoticism as two major literary themes in the Chinesecontext.362. The Image of Woman in Chinese Literature(3-0-3) WanThis course explores changing images of woman inChinese literature, from her early appearance infolk poetry to the dominant role she comes to playin the vernacular novel and drama.364. Scandal and Intrigue in TraditionalJapanese Literature(3-0-3) SeldenExplore the aesthetics and politics of courtship andmarriage among the aristocracy of Japan. Readingsinclude 10th- and 11th-century classics such as ThePillow Book, The Tale of Genji, and The GossamerYears.368. Self and Societyin Modern Japanese Literature(3-0-3) BrownsteinA study of Japan’s modern masters of prose with afocus on how writers address the problem of “self”and the issue of what it means to be Japanese in themodern world.370. 20th-Century Chinese Literature(3-0-3) GeCrosslisted with HIST 362N.A study of selected works from 20th-century Chineseliterature (mainly fiction but also drama), witha special focus on understanding literary developmentsin their social context.378. Japanese Women Writers(3-0-3)A study of Japanese “female” literature that reviewsthe important role of women writers in creatingand maintaining the literary traditions of the landof the rising sun.380. Chinese Ways of Thought(3-0-3) JensenThis is a special topics class on religion, philosophy,and the intellectual history of China that introducesthe student to the world view and lifeexperience of Chinese as they have been drawnfrom local traditions, as well as worship and sacrificeto heroes, and the cult of the dead. Through aclose reading of primary texts in translation, it alsosurveys China’s grand philosophical legacy ofDaoism, Buddhism, “Confucianism,” and “Neo-Confucianism” and the later religious accommodationof Christianity and Islam.384. Popular Religion and the Practiceof Philosophy in China(3-0-3) JensenThis lecture/discussion course will introduce thestudent to the plural religious traditions of theChinese as manifested in ancestor worship,sacrifice, exorcism, and spirit possession. From anunderstanding of these practices, the course willoffer insight into the mantic foundations ofChinese philosophy, especially metaphysics.Readings will consist of texts in translation ofpopular cults, as well as scholarly interpretations ofthese phenomena.386. Chinese Pop Songs: Global/Local(3-0-3) WanThis course uses popular songs since the 1980sfrom China, Taiwan, and Hong Kong to examinevarious ways Chinese construct images of the self.Issues to be examined include nationalism, love asallegory, family, tradition versus modernity, andlanguage politics. Attention will be given to thecontexts in which popular music is produced andconsumed globally and locally.387. The City in Modern Chinese Fiction(3-0-3) LinExamining portrayals of cities such as Beijing andShanghai in fictional works, this course exploresthe image of the city as the big, the bad, and the irresistiblesite of desire for modernity in 20th-centuryChina.388. A Chinese Mosaic: Philosophy, Politic, andReligion(3-0-3) JensenThis is a special topics class that provides anintroduction to the diverse lifeways constituting thepuzzle of the Chinese people. The course will chartthis terrain of current Chinese imagination as it hasbeen shaped from the contending, and oftencontentious, influences of religion, philosophy, andpolitics, introducing students to the heralded worksof the Chinese intellectual tradition while requiringcritical engagement with the philosophic andreligious traditions animating this culture. Thus, asthey learn about China, students also will reflect onhow Chinese and Westerners have interpreted it.460. The Garden in Chinese Literature(3-0-3) YangThis course examines the literary representations ofthe garden in the Chinese tradition. Supplementedby visual materials, readings in poetry, fiction,drama and prose illustrate the variegated configurationsof the garden as a religious, philosophical,moral and aesthetic space.463. Gender and Power in Asian CulturesSee ANTH 463.478. History of Chinese MedicineSee HIST 478M.

122ECONOMICSEconomicsChair:Richard JensenDirector of Undergraduate Studies:Frank J. BonelloDirector of Undergraduate Advising:William H. LeahyCarl E. Koch Professor of Economics:Philip MirowskiProfessors:Rev. Ernest J. Bartell, C.S.C.; Charles Craypo(emeritus); John T. Croteau (emeritus);Amitava K. Dutt; Rev. Mark J. Fitzgerald,C.S.C. (emeritus); Denis Goulet (emeritus);Richard A. Jensen; Kwan S. Kim; William H.Leahy; Jaime Ros; Roger B. Skurski; ThomasR. Swartz; Charles K. Wilber (emeritus)Associate Professors:David M. Betson; Frank J. Bonello; GregoryCurme (emeritus); Byung-Joo Lee; TeresaGhilarducci; Lawrence C. Marsh; Vai-LamMui; James J. Rakowski; Kali P. Rath; David F.Ruccio; Esther-Mirjam Sent; Jennifer Warlick;Martin H. WolfsonAssistant Professor:James X. SullivanAssistant Research Professor:Kajal MukhopadhyayProgram of Studies. The undergraduate majorin economics within the College of Arts and Lettersis designed to make a unique contribution to thestudent’s liberal education. The program providesstudents with the insights of scientific analysis andsocial perspective to deepen their understanding ofthe complex economic forces at work in society.Such an understanding is an essential ingredient inthe intellectual development of an educated person.The program is also designed to prepare the studentfor a variety of professional objectives, includingcareers in public service and law as well asmanagerial positions in business and industry.The major requires eight 300- and 400-levelcourses in economics. The best preparation for beginningthe major is the completion of the two-semesterPrinciples of Economics sequence (ECON123/223 and 224), but these courses do not countas part of the required eight courses. The completionof the one-semester course Introduction toEconomics (ECON 115/225) is an adequate alternativebeginning to the major.All majors must take three courses:301. Intermediate Economic Theory — Micro302. Intermediate Economic Theory — Macro303. Statistics for EconomicsIn addition, students must satisfy a distribution requirementby taking one course in at least three ofthe following 10 areas.Policy310. Economics, Ethics, and Public Policy335. Economics of Poverty337. Economics of Education340. Introduction to Public Policy404. Topics in Applied Microeconomics441. Public Budget Expenditure Policy442. Tax Policy446. Environmental Economics447. Seminar in Health Care Policy448. Seminar in Current Economic Policy449. Seminar in Policy Evaluation465. Stabilization PolicyQuantitative Methods408. Game Theory and Strategic Analysis433. Mathematics for Economists434. Applied Econometrics490. EconometricsHistory and Philosophy of Economics305. Philosophy of Economics306. History of Economic Thought307. Seminar in History and Philosophy ofEconomic Thought405. Consumption and HappinessMonetary and Financial Economics421. Money, Credit, and Banking422. The Financial SystemLabor Economics350. Labor Economics450. Labor Relations Law451. Employment Relations Law and HumanResources Practices453. Collective Bargaining: the Private Sector454. Collective Bargaining: the Public Sector455. Topics in Labor457. Economics of Gender and EthnicDiscrimination458. Labor ArbitrationDevelopment Economics380. Development Economics484. Economic Development of Latin AmericaInternational Economics471. International Economics472. International Trade473. International MoneyIndustrial Organization345. Industrial Organization445. The Economics of Industrial OrganizationPolitical Economy315. Introduction to Political Economy334. Topics in Political Economy413. Marxian Economic Theory414. Beyond Economic Man416. Problems in Political Economy435. Law and EconomicsUrban and Regional Economics367. Restoring Economic Vitality to the InnerCity430.The New Urban Crisis and EconomicAnalysis489. Regional Economic DevelopmentThe remaining two courses may be any other 300-and 400-level courses the department offers, exceptthose specifically designated as not fulfilling majorrequirements.In addition, the student must fulfill an intensivewriting requirement in one of the followingways: by taking a 300- or 400-level course specificallydesignated as an intensive writing course (studentswill receive information on this everysemester); or by taking a special studies coursewhich involves writing a term paper under the supervisionof a faculty member; or writing a senioressay.Course Clusters Within Economics. The economicsprogram offers the undergraduate studentthe opportunity to concentrate in several differentareas that may correspond to a student’s career goalor that may represent a broad common themewithin economics. These areas are only suggestions,and there is no requirement that a student completea cluster. Indeed, the economics major maydesire to pursue a different cluster or some combinationof the clusters listed below.Pre-law Cluster345. Industrial Organization435. Law and Economics441. Public Budget Expenditure Policy442. Tax Policy445. The Economics of IndustrialOrganization450. Labor Relations Law451. Employment Relations Law and HumanResource Practices453. Collective Bargaining — PrivateSector454. Collective Bargaining — PublicSector458. Labor ArbitrationPre-M.B.A. Economics Cluster345. Industrial Organization350. Labor Economics421. Money, Credit, and Banking422. The Financial System434. Applied Econometrics465. Stabilization Policy471. International Economics472. International Trade473. International Money

123ECONOMICSLabor Economics and Industrial RelationsCluster350. Labor Economics450. Labor Relations Law451. Employment Relations Law and HumanResource Practices453. Collective Bargaining — Private Sector454. Collective Bargaining — Public SectorInternational Development Cluster380. Development Economics471. International Economics472. International Trade473. International Money484. Economic Development of Latin AmericaPublic Policy Cluster310. Economics, Ethics, and Public Policy335. Economics of Poverty337. Economics of Education345. Industrial Organization416. Problems in Political Economy421. Money, Credit and Banking422. The Financial System430. The New Urban Crisis and EconomicAnalysis441. Public Budget Expenditure Policy442. Tax Policy446. Environmental Ecomonics445. The Economics of Industrial Organization448. Seminar in Current Economic Policy449. Seminar in Policy Evaluation451. Employment Relations Law and HumanResource Practices457. Economics of Gender and EthnicDiscrimination465. Stabilization PolicyPre-Graduate ClusterStudents who plan to pursue graduate studies ineconomics are strongly advised to consider the followingcourses (graduate courses require permissionfrom the student’s advisor):433. Mathematics for Economists434. Applied Econometrics501. Graduate Macro Theory I502. Graduate Micro Theory I591. Graduate Statistics592. Graduate Econometricsor a broad range of undergraduate field coursessuch as:350. Labor Economics380. Development Economics408. Game Theory and Strategic Analysis416. Problems in Political Economy421. Money, Credit, and Banking445. The Economics of IndustrialOrganization471. International Economicsas well as courses that are crosslisted with thegraduate program. It is also recommended that studentstake a course in linear algebra and a one-yearsequence of calculus courses.Departmental advisors will assist students indesigning a program of study that meets their educationaland career goals. Students are also encouragedto pursue related courses in other departmentsof the College of Arts and Letters and in theMendoza College of Business. Materials relating toprofessional work in law, graduate study in businessand graduate programs in public and foreign serviceare available from the director of undergraduatestudies.Graduate Courses. Advanced undergraduate majorsare encouraged (in consultation with departmentaladvisors) to select graduate courses as a partof their programs. The following are recommended.501. Graduate Macroeconomic Theory I502. Graduate Microeconomic Theory I506. History of Economic Thought andMethodology522. Financial Institutions, Markets,and Instability541. Labor Economics542. Labor Theory561. Economic Development562. International Trade581. Industrial Organization591. Graduate Statistics592. Econometrics ICourse Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name, as available, isalso included.115. Introduction to Economics(3-0-3) StaffA one-semester survey of micro- and macroeconomics,national income, fiscal and monetarypolicy, supply and demand, stabilization policy andalternative views of the economy.123. Principles of Economics I(3-0-3) StaffAn introduction to economics with emphasis onthe nature and method of economics, national incomeand its determinants, fluctuations in nationalincome, money and credit, fiscal and monetarypolicies, economic growth.180. Social Science University Seminar(3-0-3) StaffEconomics sections will deal with different aspectsof economic analysis and policy issues. The focuswill be on understanding how economists thinkabout theoretical issues and how they apply theiranalytical tools to real-world economic problemsand policies. No background in economics is assumed.The seminars will satisfy the University andCollege of Arts and Letters social science requirementsin addition to the University seminarrequirement.223. Principles of Economics I(3-0-3) StaffAn introduction to economics with emphasis onthe nature and method of economics, national incomeand its determinants, fluctuations in nationalincome, money and credit, fiscal and monetarypolicies and economic growth. Not open to studentswho have taken ECON 123.224. Principles of Economics II(3-0-3) StaffAn introduction to economics, with particular attentionto the pricing mechanism, competitive andmonopolistic markets, government regulation ofthe economy, labor-management relations and programs,income determination and public policy,foreign trade and the international economy. Notopen to first-year students.225. Introduction to Economics(3-0-3) StaffA one-semester survey of micro- and macroeconomics,national income, fiscal and monetarypolicy, supply and demand, stabilization policy andalternative views of the economy. Not open to studentswho have taken ECON 115.301. Intermediate Economic Theory — Micro(3-0-3) Betson, Marsh, Mui, Rakowski, RathPrerequisite: ECON 115 or 225 or 224.An examination of the language and analytical toolsof microeconomics, emphasizing the functional relationshipbetween the factor and product marketsand resource allocation.302. Intermediate Economic Theory — Macro(3-0-3) Bonello, Dutt, Ros, SentPrerequisite: ECON 115 or 225 or 123 or 223.An intensive examination of macroeconomics, withparticular reference to the determination of economicgrowth, national income, employment ,andthe general price level.303. Statistics for Economics(3-1-4) Betson, Lee, MarshThe course is devised to present statistics and statisticalinference appropriately for economics students.There are two goals for the course: first, toprepare the student to read elementary quantitativeanalysis studies; and second, to prepare the studentto undertake elementary quantitative analyses.305. Philosophy of Economics(3-0-3) Mirowski, SentPrerequisites: ECON 115 or 225 or 123 or 223 or224.What does it mean to do good research in economics?If you thought the answer to this question wasstraightforward, you will be in for a surprise! Theintention of the course is to problematize such notionsas “prediction is the goal of economics” or“there is progress in economics” or “assumptions ineconomics should be (un)realistic.” To do this, wewill explore literature on philosophy of science, sociologyof scientific knowledge, and economictheory.

124ECONOMICS306. History of Modern Economic Thought(3-0-3) Mirowski, SentThe problems of the construction of a scientificdiscipline of economics are surveyed from thePhysiocrats to the early 20th century. Particularemphasis is placed upon the theories of value, productionand distribution. While the major stresswill focus upon the history of classical politicaleconomy and neoclassical economics, some attentionwill also be given to the German Historicistand American Institutionalist schools. The courserelies upon a mixture of primary texts and secondarysources.307. Seminar in the History of EconomicThought(3-0-3) Mirowski, Ruccio, SentEach seminar is devoted to a specific topic in methodologyand the history of economic thought. Examplesinclude the problem of measurement errors,economics and natural images, postmodernism andeconomics, Keynes and the Bloomsbury Group,feminist criticisms of “economic man,” and the roleof the gift in economic thought. All seminars involveextensive reading, writing and independentresearch. Graduate students and undergraduate studentsoutside economics are encouraged to enroll,with permission from the instructor.310. Economics, Ethics, and Public Policy(3-0-3) StaffPrerequisite: ECON 115 or 225 or 224.A study of the interaction of economics and ethics,both in economic theory and economic policy. Focuswill be on selected economic issues, employmentpolicy, international trade policy, etc.Theoretical issues will include process vs. end-resulttheories of justice, Pareto optimality vs. the CommonGood, etc. Special attention will be given tothe Catholic contribution to the debates.315. Introduction to Political Economy(3-0-3) Ghilarducci, RuccioPrerequisite: ECON 115 or 225, or 224.An introduction to theoretical frameworks, economicpolicies, and social factors often downplayedor ignored in mainstream economics. Topics includealternative theories of political economy, therelationship between economics and politics andthe analysis of institutions.333. Justice Seminar(3-0-3) StaffThe Justice Seminar undertakes a criticalexamination of major theories of justice, both thedeontological (e.g., contract theory) and teleological(e.g., utilitarian and virtue-based theories). Thisis the core course for the concentration in Philosophy,Politics, and Economics (PPE).334. Topics in Political Economy(3-0-3) Ghilarducci, WolfsonSeminar course concerned with policy problemssuch as unemployment, inflation, growth, balanceof payments and income distribution. Alternativemethods of analysis and policy prescriptions arediscussed. Orthodox views are studied andcompared to nontraditional approaches to theanalysis of the United States and other advancedeconomics.335. Economics of Poverty(3-0-3) WarlickPrerequisites: ECON 115 or 225 or 123 or 223 or224.An examination of the extent and causes of povertyin the United States. The current system of governmentprograms to combat poverty is analyzed. Reformsof this system are also considered.337I. Economics of Education(3-0-3) WarlickPrerequisite: ECON 115 or 225 or 224.This course reviews economic literature addressingcurrent educational issues in America, includingthe adequacy of our K-12 public school system, theeffectiveness of market-based reforms (vouchersand charter schools) and administered forms of accountability(standardized testing). We also examinethe rate of return to additional years ofeducation (how much education should individualsundertake?), access to higher education, financialaid systems, and options to offset the rising cost ofhigher education.340. Introduction to Public Policy(3-0-3) BetsonThis course focuses on the policy process from theperspective of both the policymaker and analyst ofpolicy. To achieve these two perspectives, thiscourse will make substantial use of case studies ofpublic policy problems and decisions. Among thesubjects of these case studies will be the areas of taxreform, social welfare and defense.345. Industrial Organization(3-0-3) Mui, WarlickPrerequisite: ECON 115 or 225 or 224.Introduces the student to economic thinking aboutthe role of industry organization in economic performance.Traditional economic thinking thatoligopolistic industry structures lead to poor performanceis contrasted to theories which suggestthat such organization may under some circumstanceslead to superior performance. The two perspectivesare used to evaluate the relativeperformance of U.S. and Japanese industries.350. Labor Economics(3-0-3) GhilarducciPrerequisite: ECON 115 or 225 or 224.A survey course covering the economics of employmentand unemployment; wages and income distribution;poverty, education and discrimination;unions and labor and industrial relations systems;and comparative labor systems.367. Restoring Economic Vitality to the InnerCity: What Works, What Doesn’t, and Why(3-0-3)Prerequisite: ECON 115 or 225 or 224.This community-based learning and researchcourse examines the political economy of U.S. inner-cityrevitalization, with South Bend as a casestudy. Community-based learning (CBL) requiresthat students both learn and apply what they arelearning within a setting outside the classroom. Inaddition to in-class seminar sessions, CBL activitieswill include meetings with local organizations thatlink public agencies and private enterprise, visits tovaried businesses in urban South Bend, and meetingswith area government representatives and relevantchurch and neighborhood organizations.During the first third of the semester, students willlearn about the central problems of the U.S. cityand their roots, viewing the issues firsthand locally.In the second third, they will study how inner-cityproblems are being addressed in selected areas ofthe country as well as in South Bend. The SouthBend Heritage Foundation (SBHF) will act as a clientorganization for this course by posing researchquestions for students to investigate during the lastthird of the semester. The SBHF is a private, notfor-profitservice and community development corporationdedicated to the stabilization,enhancement, and empowerment of South Bend’sinner-city neighborhoods.380. Development Economics(3-0-3) Dutt, Kim, Ros, RuccioPrerequisite: ECON 115 or 225 or 123 or 223 or224.The current problems of Third World countries areanalyzed in a historical context, with attentiongiven to competing theoretical explanations andpolicy prescriptions. The course will combine thestudy of the experiences of Latin American, Africanand Asian countries with the use of the analyticaltools of economics.398. Special Studies(3-0-3) Staff404. Topics in Applied Microeconomics(3-0-3) Rakowski, MuiPrerequisite: ECON 301.This course applies microeconomic analysis to understanda selection of policy-related issues. Thetopics chosen will vary from semester to semester,but there will be a coverage of issues highlighted incurrent policy debates. Examples of topics are distributiveeffects of taxes, the effects of minimumwages, health insurance, immigration, trade policy.

125ECONOMICS405. Consumption and Happiness(3-0-3) DuttPrerequisite: 301 or 302 or permission ofinstructor.We live in an age in which consumption in manyparts of the globe has increased to unprecendentedlevels and continues to rise. Many people take it forgranted that this increase in consumption is a goodthing because it increases human happiness. Butothers are more skeptical, arguing that increasingconsumption has adverse consequences on thepoor, the environment, and future growth; that itresults in moral deprivation; and that it does noteven make those who consume more any happier.This course critically examines this debate, whichrelates to all of us as consumers, using the tools ofeconomic analysis.408. Game Theory and Strategic Analysis(3-0-3) MuiPrerequisites: MATH 104 or equivalent, MATH105 or equivalent, ECON 301 or permission of instructor.The objective of this course is to help students developa good understanding of the basic concepts ingame theory and learn how to employ these conceptsto better understand strategic interactions.Topics covered will include normal form games,extensive form games, pure and mixed strategies,Nash Equilibrium, subgame perfect equilibrium,repeated games, and introduction to games of incompleteinformation. Selected applications will includecompetition and collusion in oligopoly, entrydeterrence, political competition and rent seeking,social norms and strategic interaction.413. Marxian Economic Theory(3-0-3) RuccioPrerequisites: ECON 115 or 225 or 224.An introduction to Marxian economic analysis.Topics include the differences between mainstreamand Marxian economics, general philosophy andmethodology, Marxian value theory, and criticalappraisals and current relevance of Marx’s “critiqueof political economy.”414. Beyond Economic Man(3-0-3) Ruccio, SentThe aim of this course is to explore the presenceand effects of feminist theory in contemporary economics.We begin by examining some of the basicthemes and concepts of feminist theory and the debatessurrounding the history of feminism in relationto economics. Then we look at the impact thatfeminist theory is having on contemporary discussionsin economics, especially the idea that mainstreameconomics is a gendered discourse. Finally,we examine some of the implications of the feministcritique of economic theory in specific areassuch as the household, labor, industrial policies andThird World development.Jaime Ros, professor of economics and fellow in the Helen Kellogg Institute for International Studies416. Problems in Political Economy(3-0-3) WolfsonPrerequisite: ECON 115 or 225 or 123 or 223 or224.A seminar course concerned with policy problemssuch as poverty, unemployment, quality ofworklife, energy and the environment, corporatepower, military power and discrimination. Alternativepolicy prescriptions and methods of analysisare discussed. Orthodox, conservative and liberalviews are studied and later compared with nontraditionalapproaches to the analysis of Americancapitalism and its institutional modifications.421. Money, Credit, and Banking(3-0-3) Bonello, WolfsonPrerequisite: ECON 302.An examination of the money and credit-supplyprocesses and the role of money and credit in theeconomy. Topics include financial intermediaries,financial markets, the changing regulatory environment,monetary policy and international monetaryarrangements.422. The Financial System(3-0-3) WolfsonPrerequisite: ECON 115 or 225 or 123 or 223 or224.An examination of the functioning of the U.S. financialsystem, both domestically and internationally.The emphasis will be on understandingcurrent developments in historical context. Examplesof topics include financial crises; financialinnovation and deregulation; the changing roles ofcommercial banks, investment banks, and savingsand loan associations; the evolution of the internationalmonetary system; and the implications ofcorporate and government debt.430. The New Urban Crisis: An EconomicAnalysis(3-0-3) SwartzPrerequisite: ECON 301 or 303.The purpose of this seminar/lecture course is to introduceclass participants to a series of economicproblems and issues surrounding the public financeof urban America. In our federal system of government,which is undergoing a radical transformationthrough devolution, fiscal responsibility is primarilythe concern of state and local governments.Thus, this course will focus on this often neglectedarea of state and local public finance.Class participants are expected to generate anoriginal research product. The focus of this researchproduct varies from semester to semester. Some issuesconsidered in the past have been (1) “workingand poor in urban America,” (2) “the collapse ofurban commercial and residential property marketsand the resulting impact on property taxation” and(3) “the changing face of fiscal federalism.”

126ECONOMICS433. Mathematics for Economists(3-0-3) Dutt, Lee, MukhopadhyayPrerequisite: ECON 301 or ECON 302 or permissionof instructor.Exposition of mathematical methods used in economictheory and analysis, with application ofthese methods to economic theory. Major methodscovered include differential and integral calculusand matrix algebra. Recommended for studentsplanning to go to graduate school in economics.434. Applied Econometrics(3-0-3) LeePrerequisites: ECON 301 or permission ofinstructor.This course introduces the statistical and econometricmethods using the least squares estimationmethod in empirical economic applications. It isoriented toward the practical applications of economictheory with econometric methods ratherthan the theoretical development of these subjects.Emphasis will be placed on the analysis of economicproblems such as the capital asset pricingmodel, wage discrimination, and the marriedwomen workforce participation decision issues.435. Law and Economics(3-0-3) SkurskiPrerequisite: ECON 301.An introduction to the use of economic methodsfor the analysis of legal rules and decisions. Emphasiswill be in applications. Much of the course materialwill come from cases. A variety of subjects,such as torts, contracts, and labor law, will be covered.Students are not presumed to have any legalknowledge.441. Public Budget Expenditure Policy(3-0-3) BetsonPrerequisite: ECON 301.This course will introduce students to normativeand positive economic theories of the role of governmentalagencies in the economy, privatizationand the role of nonprofits; discussion of what levelof government should undertake collective action(fiscal federalism); examination of the level andcomposition of our federal and local governments’budgets as well as the current budgeting process;cost-benefit analysis, theoretical and pragmaticpractices; and the impact of governmental rules andregulations on the economy.442. Tax Policy(3-0-3) BetsonPrerequisite: ECON 301.This course will introduce students to the followingtopics: description of alternative tax instruments;historical trends of tax policies of the federal andstate governments; discussion of what would be a“good” tax and criteria for choosing among differenttaxes; theoretical analysis of taxes on householdand business decisions; empirical evidence of thedistribution and efficiency consequences of differenttaxes; debt and deficits.445. The Economics of Industrial Organization(3-0-3) WarlickPrerequisite: ECON 301 or 302.An investigation into the structure of American industryand an analysis of the implications of corporateeconomic power for public welfare.446. Environmental Economics(3-0-3) JensenPrerequisite: 115 or 225 or 224.An analysis of the welfare economics of environmentalproblems, emphasizing market failures dueto negative environmental externalities. Air, water,and land pollution are classic examples of these externalities,which occur when third parties bearcosts resulting from the transactions of the two primarymarket participants. The theory and practiceof environmental policy to promote efficiency atthe U.S. local, state, and federal levels and in othercountries is explored. International problems suchas transboundary pollution and global warming arealso studied.447. Seminar in Health Care Policy(3-0-3) BetsonPrerequisite: ECON 301 or premission ofinstructor.What has caused the dramatic rise in health careexpenditures? Are we getting our money’s worthfrom our health care dollar? Who is paying thebills? Is the health care system equitable? In thisseminar we will attempt to answer these questionsfrom not only an economic perspective but alsofrom a historical and political perspective.448. Seminar in Current Economic Policy(3-0-3) BetsonPrerequisites: ECON 301, 302 and 303 or equivalent.The purpose of the seminar is to discuss currenteconomic policy issues. Students will be required toread newspapers (Wall Street Journal/New YorkTimes) on a daily basis and be prepared to discussthe economics of what was in the newspapers. Periodicallythroughout the semester, the students willwrite one- to two-page critiques of the coverage ofan issue they found in the newspaper and will writea major paper on a current issue and make a presentationin the seminar.449. Seminar in Policy Evaluation(3-0-3) WarlickPrerequisite: ECON 303 or equivalent.Nontraditional seminar in which students collectivelyanalyze a current policy issue relevant to St.Joseph County, Indiana. The majority of the semesteris spent outside the classroom. Research activitiesinclude conducting interviews, datacollection and report writing.450. Labor Relations Law(3-0-3) LeahyA study of the development of common and statutorylaw with reference to industrial relations in theUnited States, giving emphasis to the case method.451. Employment Relations Lawand Human Resource Practices(3-0-3) LeahyA case approach using primarily U.S. SupremeCourt cases of the various federal laws that are encounteredin personnel management. The coursewill cover the impact of law in such areas of thepersonnel function as recruitment and selection ofemployees, training, promotion, affirmative action,testing, evaluation, wages, fringe benefits and safetyand health.453. Collective Bargaining: The Private Sector(3-0-3) LeahyAn analysis of the procedures and economic implicationsof collective bargaining as it now operatesin the United States. Emphasizes a game theoryapproach resulting in the negotiation of a laborcontract.454. Collective Bargaining: The Public Sector(3-0-3) LeahyThis course will examine the relevant state and federallaws covering public-sector collective bargaining.It will examine the various issues andtechniques covering collective bargaining in government.The major part of this course will be agame theory in which an actual contract will bebargained.455. Topics in Labor(3-0-3) GhilarducciTopics vary with instructors and current trends.Examples include employment and earnings experiencesof professional and managerial employees,new managerial systems, incentive and compensationsystems, the health care crisis, the decline ofunions, poverty and working poor, and labor marketregulations.457. Economics of Genderand Ethnic Discrimination(3-0-3) GhilarducciWomen and ethnic minorities have the lowest incomes,worst jobs and highest levels of unemploymentand poverty in the United States today. Thiscourse examines the role of racism and sexism inthe U.S. economy.458. Labor Arbitration(3-0-3) LeahyPrerequisite: Permission of instructor.Analysis of the practice and procedures of arbitrationin labor grievances, with emphasis on rightsand interest issues in both public- and private-sectoremployment. Course stresses an analysis ofarbitral awards.

127ECONOMICS ENGLISH465. Stabilization Policy(3-0-3) RosPrerequisite: ECON 302.An in-depth examination of the various actionsthat have been and may be used to achieve themacroeconomic objectives of economic growth, fullemployment and price stability. The actions includemonetary and fiscal policy, wage and pricecontrols and other types of income policies. Theactions are compared at both the theoretical leveland in terms of the results obtained in the past. Althoughthe primary focus is on the United States,the student will be exposed to policies and experiencesof other countries.471. International Economics(3-0-3) Kim, RakowskiPrerequisites: ECON 115 or 225 or 123 or 223 or224.A study of the general theory of international trade;the pattern of trade, gains from trade, tariffs, tradeand special interest groups, trade and growth, foreignexchange markets, balance-of-payment problemsand plans for monetary reform.472. International Trade(3-0-3) Dutt, Kim, RakowskiPrerequisite: ECON 301 or equivalent.This course examines major theoretical, empiricaland institutional issues in the study of internationaltrade and international factor movements. The topicscovered include determinants of trade patterns,trade and welfare, commercial policy, trade andgrowth, customs unions, international capital andlabor movements, and trade and development.473. International Money(3-0-3) Kim, RosPrerequisite: ECON 302 or equivalent.This course examines major institutional changesin the international financial system, theoretical developmentsin the field of international monetaryeconomics, and policy issues in the contemporaryglobal financial market. Topics include balanceof-paymentsaccounts, exchange rate markets andsystems, open-economy macroeconomics, internationaldebt, and contemporary international monetaryand financial arrangements.481. History of Economic Development(3-0-3) RuccioPrerequisite: ECON 115 or 225 or 224.This course focuses on the history of modern capitalistand socialist development around the world.Particular emphasis will be given to the history ofeconomic development in Latin America. Boththeoretical models and historical cases will bestudied.484. Economic Development of Latin America(3-0-3) BartellPrerequisite: ECON 115 or 225 or 123 or 223 or224.An examination of the roots of dependence inLatin America. An analysis of the key problems ofeconomic development and the policies prescribedfor their solution.489. Regional Economic Development(3-0-3) LeahyPrerequisite: ECON 115 or 225 or 123 or 223 or224.An analysis of regional economic problems in theUnited States and selected European countries,with a focus on regional theory, methods of regionalanalysis and pertinent developmentprograms.490. Econometrics(3-0-3) Lee, Marsh, MukhopadhyayPrerequisite: ECON 303 or permission ofinstructor.Provides students with an understanding of whenand how to use basic econometric methods in theirwork as an economists, including the ability to recognizewhich econometric technique is appropriatein a given situation as well as what explicit and implicitassumptions are being made using themethod. Topics covered include estimation and hypothesistesting using basic regression analysis,problems with basic regression analysis, alternativeeconometric methods, limited dependent variablesand simultaneous equation models.READING AND RESEARCHCOURSES398. Special Studies: Readings and Research(3-0-3) StaffPrerequisites: Junior standing, dean’s list averageand written consent of instructor.Independent study under the direction of a facultymember. Course requirements may include substantialwriting as determined by the director. Thedirector will disenroll a student early for failure tomeet course requirements. Students who have beendisenrolled or who have failed at the end of the firstsemester are disqualified for Special Studies in thefollowing term.495. Senior Honors Essay I and II(3-0-3) (3-0-3) StaffSenior economics majors only.A two-semester tutorial requiring a completed essayon a selected topic in economics in depth. TheJohn Harold Sheehan Prize Essay Award with inscribedplaque is awarded by the Department ofEconomics to the graduating senior who has writtenthe best Senior Honors Essay. Senior economicsmajors only.498. Special Studies: Readings and Research(3-0-3) StaffPrerequisites: Senior standing, dean’s list averageand written consent of instructor. See above.EnglishChair:Chris Vanden BosscheAssistant to the Chair:Matthew BenedictDirector of Undergraduate Studies:James P. DoughertyDirector of Graduate Studies:Greg P. KucichDirector of Creative Writing:Sonia G. GernesAssistant to Director of Creative Writing:Kymberly TaylorWilliam B. and Hazel White Professor of English:Gerald L. BrunsWilliam R. Keenan Chair of English:Joseph A. ButtigiegDonald and Marilyn Keough Professor of IrishStudies:Seamus DeaneJohn and Barbara Glynn Family Professorof Literature:Margaret Anne DoodyNotre Dame Chair:Michael LapidgeNotre Dame Chair:Jill MannNotre Dame Chair:Katherine O’Brien O’KeefeProfessors:Joseph X. Brennan (emeritus), JacquelineVaught Brogan, Donald P. Costello (emeritus),James P. Dougherty, Christopher B. Fox,Stephen A. Fredman, Dolores W. Frese, SoniaG. Gernes, Luke Gibbons, Thomas J.Jemielity, Edward A. Kline (emeritus), RobertLordi (emeritus), John E. Matthias, WilliamO’Rourke, Valerie Sayers, Chris VandenBossche, Edward Vasta (emeritus), James H.Walton, Barbara Walvoord (concurrent), ThomasWergeAssociate Professors:James M. Collins (concurrent); Stephen M.Fallon (concurrent); Barbara J. Green; StuartGreene; Sandra Gustafson; Graham Hammill;Glenn Hendler; Cyraina Johnson-Roullier;Theresa Krier; William J. Krier; Greg P.Kucich; Leslie H. Martin (emeritus); Lewis E.Nicholson (emeritus); Kathy Psomiades; PaulA. Rathburn (emeritus); Donald C.Sniegowski; Ewa Ziarek; Krzysztof ZiarekAssistant Professors:Kate Baldwin; John Duffy; Susan Harris;Antonette Irving; Jesse Lander; Holly Martin(concurrent); Orlando Menes; Maura Nolan;John Staud (concurrent)Professional Specialists:Matthew Benedict; J. Anne Montgomery;Noreen Deane-Moran; Stephen Tomasula;Kymberly Taylor

128ENGLISHProgram of Studies. The Department of Englishoffers its majors a variety of courses in languageand literature. The offerings include courses in theseveral periods of British literature from medievalto modern times, in American literature fromcolonial to modern times, in certain aspects ofclassical and European literature, and in otherliteratures written in English; in the genres ofliterature, in major authors, in rhetorical, linguisticand literary theory, and in expository and creativewriting. All courses taught in the department, notjust those designated as writing courses, containsignificant writing components. All majors alsotake a research seminar that emphasizes intensivewriting.The English major at Notre Dame studies theEnglish language both as it has been used by skilledartists and as it can be used by the student. Preciselyhow the study proceeds is a matter of continuingdecision by the student major.The department, then, makes available a widevariety of courses, encouraging each major to developa program of selections suitable to his or herdesires and needs; each major is assigned a facultyadvisor to assist in this planning. The English majoris thus able to select from a broad spectrum ofpossible combinations in designing a comprehensiveeducation in the humanities. Of course, eachmajor will vary his or her program to select coursesappropriate to individual postcollege plans whichmight include careers in, e.g., education, business,journalism, government service or a graduate degreein business, law school, medical or dentalschool, graduate study for an M.A., M.F.A., orPh.D., or some less overtly vocational notion orpurpose.The requirements for the English major include:a minimum total of 10 courses (30 credithours) in addition to the courses required by thecollege (two first-year courses and one literaturecourse). The total credit hours must include threecourses (nine credit hours) in British and AmericanLiterary Traditions and seven other courses(21 credit hours) at the 400- or 500-level includinga one-semester course designated “Methods”early in the major and a one-semester course designated“Seminar” to be taken in the senior year.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory, and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name is also included.For fuller descriptions and recent additions tocourse offerings, consult the department coursedescription booklet for the current semester, or theDepartment’s Web site, www.nd.edu/~english/.180J. Literature University Seminar(3-0-3) StaffAn introduction to the seminar method of instruction,emphasizing the analysis of literary texts.200. Introduction to Creative Writing(3-0-3) StaffAn introduction to writing fiction and poetry, withoutside readings and coverage of basic criticalterms. In-class discussion of student work.201. Introduction to Fiction Writing(3-0-3) StaffA workshop on the writing of fiction.202. Introduction to Poetry Writing(3-0-3) StaffA workshop on the writing of poetry.300D. Image and Text(3 0 3) MontgomeryThis course investigates the interaction between theverbal language of poetry and prose on the pageand the visual images which are designed toaccompany them.301. Fiction Writing(3-0-3) O’Rourke, Sayers, Gernes, Walton,Benedict, TomasulaA course in writing the short story and relatedforms of brief fiction.302. Poetry Writing(3-0-3) Matthias, Gernes, Taylor, MenesA workshop on writing poetry, from exercises onthe making of images to poetry as objective narrative,subjective journal, monologue and directaddress.305B. Writing, Rhetoric, and Public Life(3-0-3) DuffyThis course is devoted to the study and practice ofwriting in public life, or writings about political,environmental, and cultural issues.309A. Creative Non-Fiction(3-0-3) StaffThis is a course in “close writing” in a wide rangeof dynamic and innovative genres of creative nonfiction,from the personal essay to meditations toliterary journalism.313. Introduction to Linguistics(3-0-3) Brogan, Ziarek, MontgomeryStudy of the basic forms and syntax of the Englishlanguage with application to teaching, writing, andliterature.315A. Self and Society In Modern JapaneseFiction(3-0-3) BrownsteinCrosslisted with LLEA 368.This class explores how writers responded to thechallenges of an “imported” “modern” Japan,particularly after World War II.315B. City in Modern Chinese Fiction(3-0-3) LinExamining portrayals of cities such as Beijing andShanghai in fictional works, this course exploresthe image of the city as the big, the bad, and the irresistiblesite of desire for modernity in 20th-centuryChina.316. Latino and Latina American Literature(3-0-3) StaffStudies of Latino and Latina authors, includingChicano, Caribbean, or South American.316G. Border Crossings: Mexican and CanadianLiterature(3-0-3) LeMayMexican and Canadian literature emphasizingcultural interaction between the USA and itssouthern and northern neighbors.316I. Late 20th-Century Canadian Literature(3-0-3) LeMayThe course examined selected works bycontemporary Canadian authors, including thosefrom Quebec.317A. C. S. Lewis, Tolkien, and the Inklings(3-0-3) TomkoThis course considers both the literary and thespiritual dimensions of a group of British writers offiction, fantasy, romance, and allegory.319A. Native American Literature(3-0-3) StaffThis course serves as an introductory exploration ofthe literatures written by Native American authors—oralliteratures, transitional literatures (acombination of oral and written expression), andcontemporary poetry and prose.319D. A Survey of Black Women Writing inAmerica(3-0-3) IrvingThis course is designed to familiarize students withthe diverse concerns of Black women’s writingfrom the first novel written in 1854 through thepresent.319G. “Passing” in 20th-Century AmericanLiterature(3-0-3) AhadInterracial relationships as depicted in the writingsof black and white American writers.322. Point-of-View of the Novel(3-0-3) Deane-MoranThis course focuses on an introduction to the novelas a form, as a means to view the world of the author/artistand that of the reader.322E. Realism and the Supernatural(3-0-3) WaltonThis course is an attempt to develop a theory of thesupernatural and the uncanny in “realistic” fictionfrom Daniel Defoe to Henry James.324. Crime and Detection in Popular Culture(3-0-3) HarrisAn overview of the development of crime fiction asa genre, from its origins in Victorian sensationalistfiction to the proliferation of sub-genres in contemporaryAmerican film and television.328. Satire(3-0-3) JemielityStudies in satirical literature from the classicalperiod to the present.

129ENGLISH328B. Studies in Comedy(3-0-3) JemielityVarious forms of comic literature through the ages.333. Arthurian Literatures(3-0-3) FreseSurvey of Arthurian literature.337. The Journey in Medieval Literature(3-0-3) BaysMap’s The Quest of the Holy Grail; Dante’s DivineComedy; Chaucer’s Canterbury Tales’ Cervantes’Don Quixote.340. Shakespeare(3-0-3) MartinShakespeare’s plays, including histories, tragedies,and comedies.342. Love and Knowledge in the Renaissance(3-0-3) NicholsConflicts and concords between love and the questfor scientific knowledge, as found in the poetry,drama, and prose of the English Renaissanc.e366. The Romantic Tradition(3-0-3) NortonCrosslisted with GE/RU 330.This course focuses principally on the Germancontribution to the movement known asRomanticism by tracing its origins, developmentand eventual decline in works of literature,philosophy, theology, music, painting, andarchitecture.369. Madness in Victorian Literature(3-0-3) KarpenkoStudies in transgression, madness, and deviancy asdepicted in British fiction of the 19th century.372C. Irish Writing and Colonial Experience,1600-2000(3-0-3) SundellCrosslisted with IRST 379.The course surveys Irish literature from the 18ththrough the 20th century, from the time ofIreland’s colonization to its current prosperity andstatus in the European Union.373A. Writing and Politics in Northern Ireland(3-0-3) SmythCrosslisted with IRST 372B.This course explores the politics of culture, and thecultures of politics, in the North of Ireland duringthe 20th century, using a multiplicity of genres:drama, fiction, poetry, film, painting, anddocumentary material.373C. Imprisonment in Irish Literature(3-0-3) O’BrienCrosslisted with IRST 380.Confinement (literal or metaphorical) in Irish literaturefrom 1842 to 1925.373G. Victorian Empire Writing 1868-1901(3-0-3) WallaceThis course studies how literature bolstered the ideologyof imperialism in the Victorian popularimagination.373I. Crime in Irish in the 19th-Century BritishNovel(3-0-3) O’BrienDiverse perspectives on Irish and British historyand literature provide a frame for discussing violenceand social change, sexuality, economics andpolitics in novels written in Ireland and Britainduring the last half of the 19th century.381. Readings in 19th-CenturyAmerican Literature(3-0-3) StaudThis course focuses on major literary figures andworks of 19th-century America, focusing chiefly onthe two decades before the Civil War, a period oftenhailed as the first flowering of a genuine“American” literature.381A. Literature of America I(3-0-3) LundinThis course eamines the literature of America fromthe 17th century through the Civil War, with thecentral focus being the question of identity inAmerican culture.390. Travel in American Literature(3-0-3) GustafsonThis course focuses on how the notion of travel isrepresented and explored, through a survey ofAmerican literature across the centuries.392A. West Indian Poetry(3-0-3) MenesPoems from the many languages and cultures of theCaribbean region.392B. American Novel(3-0-3) Dougherty, WergeNovels from Hawthorne to Morrison.392E. Contemporary Short Fiction(3-0-3) GibleyA study of short stories and novellas written in thelast half of the 20th century.393B. Paranoia, Identity, and the NarrativeCrisis in the 20th Century(3-0-3) HansenThe course evaluates the ways in which narrative fillsthe implied need of the self to find a comfortablepattern for life, even if that pattern is self-destructive.393C. “Testimonios” as Literature, Story, andHoly Texts(3-0-3) MorenoCrosslisted with ILS 393B.This course explores “testimonios,” statements ortestaments by Latina women about their lives, asliterature, life stories, and “holy” texts.393G. The Criminal in American Literature(3-0-3) CrosbyReadings in Poe, Douglass, Melville, Holmes, and20th-century fiction, poetry and film.395. Leaving the 20th Century(3-0-3) HertzThis course maps out the stylistic and ideologicalpreoccupations of British novelists at the end of the20th century.395A. Postmodern British Novels(3-0-3) HertzReadings in Peter Ackroyd, Martin Amis, JulianBarnes, Anthony Burgess, Angela Carter, JohnFowles, Doris Lessing, Irvine Welsh, and JeanetteWinterson398. Special Studies(3-0-3) StaffPrerequisites: Junior or senior standing, dean’s listaverage, written consent of instructor and approvalof the chair.Independent study under the direction of a facultymember.400M-499M. Methods Course(3-0-3) StaffMethods courses encourage the student to seeEnglish as a discipline, having its own assumptions,procedures, and outcomes. The content andapproach of each methods course are chosen by theinstructor.400Z-499Z. Research Seminars(3-0-3) StaffSeminar classes on various literary topics for second-semesterjunior and first-semester senior Englishmajors, emphasizing literary research andintensive writing.401. Advanced Fiction Writing(3-0-3) Walton, O’Rourke, SayersA seminar in the students’ own writing of prose fiction;for students with previous experience orcoursework in writing.401A. Fiction Writing for English Majors(3-0-3) Sayers, O’Rourke, Gernes, WaltonAn intensive fiction workshop for English majors.401J. Fiction Writing for Majors(3-0-3) Sayers, O’Rourke, Gernes, WaltonAn intensive fiction workshop exclusively for Englishmajors.402. Advanced Poetry Writing(3-0-3) Matthias, Gernes, Taylor, MenesA course in poetry writing for students with previousexperience or coursework in writing.402B. Poetry Writing for English Majors(3-0-3) Taylor, Gernes, Matthias, MenesA intensive poetry workshop for English majors.402C. Advanced Poetry Writing(3-0-3) Matthias, Gernes, Taylor, MenesA course in poetry writing for students with previousexperience or coursework in writing.402M. Methods: Close Reading—PoetryMatthiasAn introduction to the study of literature throughlearning how to read poetry, with close attention todetails of sound and sense.405. Writing About Literature(3-0-3) Vanden BosscheReading, discussing, and writing about literarytexts.

130ENGLISH405C. Rhetoric and Public Life(3-0-3) DuffyIntensive practice in mastering the skills of expositoryand argumentative writing.407. Perspectives on Literacy(3-0-3) GreeneWhat it means to be “literate” and the conditionsthat enable literacy to flourish.408A. Philosophy and Literature Seminar(4-0-4) Bruns, K. ZiarekThe introduction to the Concentration in Philosophyand Literature.410. British Literary Traditions I(3-0-3) StaffIntensive survey of British writers and literaryforms from the beginnings through theRenaissance.411. British Literary Traditions II(3-0-3) StaffIntensive survey of British writers and literaryforms of the 18th and 19th centuries.412-413. American Literary Traditions I and II(3-0-3) StaffIntensive survey of American writers and literaryforms.413E. Greek Tragedy(3-0-3) McLarenCrosslisted with CLAS 460This course acquaints students with the tragicphilosophy and the dramatic techniques of classicalGreek theater.414M. Methods: Approaches to Otherness:The American Context(3-0-3) BaldwinThis course explores different theoreticalapproaches to conventional categories of“otherness.”415B. Religious Imaginationin American Literature(3-0-3) WergeThe ways in which selected American writers andworks are informed and illuminated by religioustraditions, ideas, and concerns.416M. Methods: Feminist Literary Studies(3-0-3) GreenIntroduces English majors to literary study byexamining the many ways in which the concerns ofthe feminist movement have influenced theinterpretation of works of literature.418G. Dramatic Literature Before 1900(3-0-3) AronsCrosslisted with FTT 482.This survey of theatrical literature from the earliestplays to the 20th century examines the ways theatrereflected and shaped people’s perception of themselvesthrough history, paying particular attentionto issues of gender and power as depicted in plays.Krzysztof Ziarek, associate professor of English419C. African-American Literature(3-0-3) StaffA historical and thematic account of the rise andachievement of African-American authors overseveral centuries.425. Comparative Studies of Modern Poetry(3-0-3) K. ZiarekEnglish translations of 20th-century poetry originallywritten in various languages.428C. Studies in Comedy(3-0-3) JemielityA multimedia examination of recurring patternsand themes in comedy.430B. History of the English Language(3-0-3) O’Brien O’KeeffeThis course is designed to introduce students to thehistorical development of the English language,from its earliest recorded appearance to its currentstate as a world language.430C. Introduction to Old English(3-0-3) Lapidge, O’ Brien O’KeeffeTraining in reading the Old English language, andstudy of the literature written in Old English.430Z.Seminar: Medieval Dreams Before Freud(3-0-3) FreseDreams as a source of wisdom, and dream-visionpoems, in medieval literature.431E. Latin Literature in Translation(3-0-3) SheerinLiterature of ancient Rome, from Plautus to SaintAugustine, tracing such themes as the individual’srelation to his community, the state as modeled onthe household, and the roles within the public andprivate spheres that men, women, and childrenwere expected to assume432A. Chaucer: Canterbury Tales(3-0-3) MannChaucer’s masterwork, studied in its originalMiddle English.438A. Falling in Love in the Middle Ages(3-0-3) MannThis course attempts to explore the variety ofmedieval representations of love, and to show howthey are intimately bound up with questions of freewill and destiny, gender relations, the secularizationof learning, time, and eternity.

131ENGLISH440C. Love and Gender in the Renaissance(3-0-3) T. KrierExamining works by Sydney, Spenser, Shakespeare,Marvell, Donne, and others, this course discusseshow cultural understandings of gender influencethe depiction of love.442Z. Seminar: Shakespeare and HisContemporaries(3-0-3) LanderThis seminar places Shakespeare’s plays within thevibrant world of Tudor-Stuart drama.448. Milton(3-0-3) HammillThis course includes close readings of Milton’swork, from all stages of his career, and discussionsof his highly self-conscious attempt to makehimself into England’s greatest poet.451Z. Seminar: Virtue, Sex, and the Good Life:18th-Century Novels(3-0-3) DoodyThe 18th-century novel deals with the questions ofsocial, political, sexual, and economic identities andchoices in a time of great change, and this courseexamines several novels representative of the timeperiod.453. Visits to Bedlam(3-0-3) FoxLiterary, medical and social views of madness in the18th century.455B. Irish and British Literature, 1790-1815(3-0-3) DeaneCrosslisted with IRST 455.Burke, Paine, Godwin, Wordsworth, Edgeworth,and Scott in the context of the French Revolutionand the Irish political situation at the end of the18th century.464B. Victorian Literature: Science and Art(3-0-3) PsomiadesNovels by Braddon, Eliot, and James in the contextof art, science, and their place in a changing socialstructure.468B. Victorian Fiction(3-0-3) Vanden Bossche, PsomiadesAn examination of major Victorian novels.468Z. Seminar: 19th-Century British Novel(3-0-3) Vanden BosscheThe British novel, 1830-1860, as a popular mediumthrough which writers explored serious concerns:E. Brontë, Gaskell, Dickens, Collins.470A. Anglo-Irish Identities 1600-1800(3-0-3) FoxCrosslisted with IRST 470.Focusing on the 200-year historical period that wascrucial in the formation of “Ireland,” this courseexplores the complex and contested cultural,political, and ideological identities of a group wehave come to call the Anglo-Irish.471B. Studies in Six Irish Writers(3-0-3) DeaneW.B. Yeats, Elizabeth Brown, Bram Stoker, J.M.Synge, Seamus Heaney, Medbh McGuckian.472. Postmodern British Poetry(3-0-3) HukStudy of competing galaxies of late-20th-centuryBritish poets, for whom more than art was at stake:agendas of race, gender, region, class, and othercultural materials472E. Modernism/Modernity(3-0-3) E. ZiarekChanging contours of literary modernism in thelarger context of the philosophical, social, and politicalculture of modernity.472I. Becoming Modern: The European Novel(3-0-3) HertzThis course is intended to introduce students toModernism as it formed in Europe.472M. Art, Technology, the Avant-Garde(3-0-3) K. ZiarekThis course explores the importance of technologyfor the radical 20th-century art and literature.473C. Studies in Modern Poetry(3-0-3) K. ZiarekThis course focuses on four highly important andinnovative, though still often underrated, poets:Velimir Khlebnikov, Gertrude Stein, Mina Loy,and Miron Biaoszewski.474Z. Seminar: Contemporary Irish Literature(3-0-3) HarrisIrish drama, fiction, and poetry of the second halfof the 20th century.475. Phantoms of Modernity: GothicImagination and Literary Modernism(3-0-3) HansenThe course explores the ways in which such themesas doubling, haunting, terror, and sexual anxiety,themes that inhere in the Gothic novel, operate inmodernist fiction.475Z. T.S. Eliot, David Jones, and W.H. Auden(3-0-3) MatthiasThis course is an in-depth study of three majorpoets of the 20th century: T.S. Eliot, David Jones,and W.H. Auden.478Z. Seminar: Postmodern British Poetry andContemporary Culture(3-0-3) HukA discussion of communities of late-20th-centurypoets differentiating themselves according tovarious agendas inflected by race, gender, region,class, intranational “nation” and aesthetic genealogy;and of British culture since World War II.480B. Nature in American Literature(3-0-3) LundinThis course examines the central and changing roleof nature in American literature, from thetypological eschatology of the Puritans to the popcultureapocalypticism of Don DeLillo’s WhiteNoise.481M. Methods: Interpreting America in the1850s(3-0-3) HendlerThis course focuses on several widely discussedAmerican literary texts from the 1850s:Hawthorne’s The Scarlet Letter, Stowe’s UncleTom’s Cabin, Melville’s “Benito Cereno,” andJacobs’s Incidents in the Life of a Slave Girl.482C. Tragedy: Shakespeare and Melville(3-0-3) StaudUsing concepts of tragedy as a linking principle,this course reads several Shakespearean plays andthen Moby-Dick, noting Shakespeare’s influence onthe American novelist.483Z. Writing the “New World”: Literatures ofthe American Landscape(3-0-3) GustafsonThis course examines literary works that portraythe landscapes of North America and the places ofhumans within those landscapes.485C. Mark Twain and the AmericanImagination(3-0-3) WergeThe influence of the literature of Mark Twain onAmerican culture.488. American Film(3-0-3) KrierW. KrierPresentations and discussions of the several genresof film produced in America since the early 1900s.489M. Methods: Reading Ulysses(3 0 3) Johnson-RoullierThis course explores various ways to read literatureby employing different theoretical approaches tostudy James Joyce’s most famous text.490Z. Seminar: Black Cultural Studies(3-0-3) IrvingThis interdisciplinary course considers theconflicted ways in which “racial” identities anddifferences have been constructed throughout U.S.culture.492J. Lost Generation(3-0-3) BroganThis course studies the writings of authors, mostlyAmericans, who achieved prominence in the 1920s:Hemingway, Fitzgerald, H.D., Stein, Cummings,Hughes, and others.493B. Latino Poetry(3-0-3) MenesThis course will focus on several prominentcontemporary Latino and Latina poets—amongthem, Gary Soto, Lorna Dee Cervantes, VictorHernandez Cruz, Martin Espada—whose work hasenriched and diversified the canon of Americanpoetry.

132ENGLISH FILM, TELEVISION, AND THEATRE493C. American Women Writers(3-0-3) Baldwin, BroganThis course examines literature written by Americanwomen during the middle decades of the century,investigating intersections between race,gender and nation in the war years and early ColdWar period. Of key interest is the place of Americanwomen within the concurrent political discoursesof containment and expansionism.493Z. Seminar: American Women Writers(3-0-3) BroganThis course will focus on the work of womenwriters after World War II and up to the end ofthis past century, with the idea of gaining anunderstanding of the range of women writers inthis country during this period.494G. Film Melodrama(3-3-3) RadnerCrosslisted with FTT 470.This course looks at the influence of 19th-centurymelodramatic sensibilities on the development offilm drama, emphasizing the woman’s weepies ofthe 1930s and the Hollywood family melodramasof the 1950s.498. Special Studies(3-0-3) StaffPrerequisites: Dean’s list average, and written consentof instructor and approval of chair. For Englishmajors only.Independent study under the direction of a facultymember.Graduate Courses. Courses numbered between500 and 599 are open to qualified students.Description of these courses and of graduate workin English is in the Graduate School Bulletin ofInformation.501. Graduate Fiction Writing Seminar501C. Teaching Creative Writing502. Graduate Poetry Writing Seminar504. The Writing Profession505. English for Non-Native Speakers506. Introduction to Graduate Studies531. Beowulf533A. English Religious Writing538C. What Happened Before Chaucer?Literature 1066–1350538. Canterbury Tales548A. Books, Authors & Readers in EarlyModern England553. The Stupendous, the Charming, theGrotesque, and the Strange: A SecondLook at the Aesthetics of Enlightenment564. 19th-Century British Novel573C. History and Theory of Aesthetics579C. Modern Geographies596C. Poetics: Modern and Contemporary603. Small-Press Literature and Publishing702A. Practicum: Preparation for ProfessionFilm, Television,and Theatre(Fomerly Communication and Theatre)Acting Chair:Mark PilkintonAssociate Chair and Directorof Undergraduate Studies:James M. CollinsMcMeel Chair in Shakespeare StudiesPeter HollandProfessors:Donald Crafton (on leave 2002-03); VincentFriedewald Jr. (visiting); Luke Gibbons(concurrent); Jill Godmilow; Mark C.Pilkinton; John Welle (concurrent)Associate Professors:Reginald F. Bain (emeritus); James M. Collins;Rev. Arthur S. Harvey, C.S.C. (emeritus);Hilary Radner; Frederic W. Syburg (emeritus);Pamela WojcikAssistant Professors:Wendy Arons; Christine Becker; JessicaChalmers (on leave 2002-03); Gary Sieber(adjunct); William L. Wilson (visiting)Professional Specialists:Thomas M. Barkes (concurrent);Richard E. Donnelly; Karen Heisler (visiting)Associate Professional Specialists:Kevin C. Dreyer; Theodore E. Mandell; AvaPreacher (concurrent)Assistant Professional Specialists:William Donaruma; Siiri Scott (artist inresidence)Instructor:Christopher Sieving (visiting)The department. The Department of Film, Television,and Theatre curriculum includes study ofthe arts of theatre and performance, film and video,and television. Our goal is to provide students withintellectual and intuitive resources for analysis andproduction of these performing and media arts. Weseek both to encourage and inspire intellectual disciplineand curiosity as well as to discover and nurturestudent creativity. We offer, therefore, both ascholarly and creative context for education of thegeneral liberal arts student at Notre Dame as wellas the individual seeking an intensive preparationfor advanced study in these fields. In an interdisciplinaryspirit of collaboration, students in this departmentinvestigate film, television, and theatre(and occasionally other media) as complex culturalphenomena in order to develop skills in analysis,evaluation, and theory formation as well as to engagein creative production.Students graduating from this department havenumerous postgraduate choices. Many of ourgraduates seek careers in law, medicine, business,education, public service, or other professions.Others will pursue careers in theatre, film, or television.However, we are not a professional trainingprogram. Rather, we seek to provide the creativeand technological tools for student scholar/artiststo build a basis for advanced study and professionalcareers in the arts should they so desire. It is ourhope that those whose work and determinationlead them to seek careers in these fields will bechallenged and assisted by their liberal arts curriculum.Our courses provide tools to understand theanalytical, technical and imaginative processes ofthe field, whether pursued as future work, study, oras an enhancement of intellectual life.Most FTT courses fulfill the University finearts requirement.For more information and up-to-date listingsof courses and FTT events, visit the Web atwww.nd.edu/~ftt.Program of Studies. In 1998, all COTH coursesbecame FTT. Students interested in the major areencouraged to visit the departmental office (314O’Shaughnessy Hall) for information about theprograms and department faculty. You also mayvisit our Web site at www.nd.edu/~ftt. It is recommendedthat interested students complete one ofthe freshman/sophomore basic courses, Basics ofFilm and Television (FTT 104/204) or Introductionto Theatre (FTT 105/205), before selectingthe major. These courses are essential introductionsto the subjects and methodologies of the two departmentalconcentrations, as well as prerequisitesfor most departmental courses. When taking eithercourse is impossible, instructors of the courses mayapprove students for concurrent registration.Step-by-step instructions for becoming a majorare available on our Web site. All students declaringa major first must obtain the signature of thedepartment chair or associate chair and select a departmentalfaculty advisor, with whom the studentwill consult to prepare a plan of study reflectingtheir educational interests and goals. Students mayelect to major in the department as either a first orsecond major in accordance with college guidelines.Normally, students concentrate in either Film/Television or in Theatre. At least 30 credit hoursare needed to complete the major. The Film/Televisionconcentration requires at least one electiveon an international subject and at least three upperlevelcourses. The Theatre concentration offers asupplementary major requiring 24 credit hours, atleast three of which must be at the 400 level, dependingon the choice of concentration. The Film/Television concentration requires at least one electiveon an international subject, and the departmentrequires writing throughout the curriculum.(A major combining courses from both areas ofthe department is possible with approval of the departmentchair.)

133FILM, TELEVISION, AND THEATREThe Department of Film, Television, and Theatreparticipates in two international programs bycrosslisting courses and sponsoring internships. Formore information, see the Bulletin descriptions forthe Dublin program and the London program.Several courses are offered in the summer session,including FTT 104/204 and 105/205. See theSummer Session Bulletin for availability and furtherinformation.Film/Television Concentration. The unifyingelement in the Film/Television Concentration ofthe department is the four-course fundamanetalsrequirement, which provides students not onlywith resources for the critical examination of form,style, and meaning of the media in contemporaryculture but also a theoretical foundation for intensivehands-on production experience.Summary of Requirements: Basics of Film andTelevision (FTT 104/204), History of Film I (FTT310), History of Film II (FTT 311), Film andTelevision Theory (FTT 377). In addition to thesefour courses, students must elect six courses fromamong the many offerings of the department in theareas of film and television studies, film and televisionproduction, theatre and other media studiesfor a total of at least 30 hours. At least three hoursmust be taken on an international topic. See advisorsand the Web site for specific offerings. Normally,three of these electives must be at the 400level (not including internships).Theatre Concentration. The Theatre Concentrationrequires students to obtain a broad generaleducation in all areas of theatre study — history,theory, and production. Students may focus theirstudies in selected areas by choosing electives intheir particular areas of interest.Summary of Requirements: Introduction to Theatre(FTT 105/205), Stage Management (FTT241), Theatre Seminar (FTT 494). Plus two of thefollowing three courses: Scene Design and Methodology(FTT 360), Lighting Design and Methodology(FTT 363), Costume Design and Methodology(FTT 364). Plus three of the following four courses:History of Theatre Before 1700 (FTT 411), Historyof Theatre Since 1700 (FTT 413), DramaticLiterature and Criticism Before 1900 (FTT 482),Dramatic Literature and Criticism Since 1900(FTT 483). Plus two other courses within the department,selected in consultation with an advisor, for atotal of at least 30 hours.Students selecting the Theatre Concentrationas a supplementary major may do so by completingonly the eight core requirements.Complementary Nature of Departmental Concentrations:There is a strong creative and scholarly relationshipin the mix of courses and activities of thedepartment of which students should be aware.The concentrations offered by this department canprovide many complementary areas of creative andtechnical study for students involved in film andtelevision production, as well as overlapping historical,theoretical and critical concerns. Similarly,those concentrating in theatre are urged to availthemselves of the many opportunities for productionexperience and critical, cultural and theoreticalstudies offered by the film and television faculty.Co-curricular Activities: The department encouragesnon-majors to elect courses, participate as audiencein our extensive film and theatre series, and involvethemselves in film, television and theatre productionas a means of informing and complementingtheir liberal arts education at Notre Dame. Occasionalguest artists and lecturers are also sponsoredby the department. Information on all departmentsponsoredactivities is available in the departmentoffice and on the department’s Web site.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory hours per weekand credits each semester are in parentheses. Theinstructor’s name is also included. Many courses requirecompletion of prerequisite courses, early applicationand/or permission prior to registration inorder to assure the student’s readiness to take thecourse and to control numbers in the class. Studentsshould discuss their interests and clarifycourse registration requirements with the course instructorsand/or their advisors. Virtually all coursesin this department require attendance at cinemascreenings (labs), plays and other arts events.104/204. Basics of Film and Television(3-2-3) StaffCorequisite: FTT 104L/204L.This course introduces students to the study of filmand television, with particular emphasis on narrative.Students will learn to analyze audio-visualform, including editing, framing, mise-en-scène, andsound. Students will consider topics in film andtelevision studies such as authorship, genre, stardom,and feminism. Focusing on Classical Hollywoodand American TV, the course will alsointroduce students to international and/or alternativecinemas and television styles. Evening screeningsare required. Serves as prerequisite to mostupper-level courses in film and television.105/205. Introduction to Theatre(3-2-3) StaffA study of theatre viewed from three perspectives:historical, literary and contemporary productionpractices. Through lectures, readings and discussion,students will study this art form and understandits relevance to their own life as well as toother art forms. A basic understanding of the historyof theatre and the recognition of the dutiesand responsibilities of the personnel involved inproducing live theatre performances will allow studentsto become more objective in their own theatreexperiences.215. American Film Genres(3-2-3) StaffCorequisite: FTT 215L.This course explores the ways in which Hollywoodhas developed productions in waves and cycles offilms with similar subjects and styles. In addition toexploring the idea of genre itself as a critical issue,there are case studies of specific groups of films.These include the traditional American genres, e.g.,gangster films, westerns and musicals, as well aslesser-known genres, which vary each year.221. Acting: Process(3-0-3) Scott, StaffPrerequisite: FTT 105/205.This is a basic introduction to the art and craft ofacting. It is a workshop course including lecture,exercises, rehearsal techniques and scene study. Theemphasis is on development and growth and noton finished work. In addition, students are requiredto see the mainstage plays and keep a journalincorporating notes on class work, rehearsalsand outside reading.228. Irish and American Tap Dance(1.5-0-1.5) McKennaThis course will teach a range of fundmentalAmerican tap steps in addition to at least two finishedtap dance pieces set to music. Several hardshoe Irish tap dances will be taught, and dependingon the ability of the students, several other completeddances are possible. The particular range ofindividual tap dances learned will permit the studentto use these steps and expand them to fit awide diversity of music types and rhythms. Althoughthe class is intended for students who havenever learned tap previously, both elementary andmiddle-range students have found the class suitedto their needs. Tap shoes are a necessity and shouldbe purchased before the class begins.Does not fulfill the fine arts requirement.

134FILM, TELEVISION, AND THEATRE229. Ballet I(3-0-1.5) BarkesBallet I is an exploration of fundamental ballettechnique. It is an activity course that is heavily dependentupon attendance. The course will begeared toward those who have had little or no ballettraining, with the intention of getting the classmoving quickly enough that those with some trainingwill find it useful. Ballet, if pursued correctly,can be a great help to those who engage in othermovement activities. While it is a stylized form,ballet fundamentals can provide a solid foundationfor actors, athletes, and even normal pedestrians.For example, good ballet placement is also goodposture. For the first class, dress comfortably andbe ready to move. The only monetary investmentfor the course is a pair of ballet shoes, which maybe purchased at The Ballet Shop in the nearbyTown and Country Shopping Center.Does not fulfill the fine arts requirement.230. Performance Workshop I(3-2-3) ChalmersCorequisite: FTT 230L.This class represents an exciting new venture forNotre Dame theater, introducing students to thealternative practices of performance art and performancetheater. Bringing together painters, videoartists, musicians, and writers (among others), performancehas emphasized modernist and avantgardeexperimentation. The work of these andother artists are studied through readings and filmand video documentation. Students also will beasked to use these examples as models to create aseries of their own short performance pieces. Studentsat all levels and disciplines are encouraged toenroll. A background in theater is not required—only a spirit of collaboration and openness towardalternative uses of character, text, space, lighting,and sound.241. Stage Management(3-0-3) DreyerPrerequisite: FTT 105/205 or permission.This course will explore the duties and functions ofthe stage manager in both the pre-production andproduction phases of the mounting of a show. Studentswill learn how to produce a promptbook andto track and block a show. They will also learnperformance etiquette and documentation of aproduction.260. Introduction to New Media(3-0-3) StaffThe Internet, interactive computer technologies,and unprecedented ways of performing andexpressing ideas make an awareness of new media(broadly defined) necessary. This course examinesthe history, application, and social impact of thesenew systems.300. Principles of Televisionand Multimedia Production(3-0-3) FriedewaldThis course is designed to provide a fundamentalunderstanding of video and multimedia programproduction, from initial concept to final broadcast.The point of view is from the perspective of the executiveproducer, who oversees all business and creativeaspects of television programs. All mediawhich incorporate video, including broadcast television,CD-ROM, DVD and the Internet, will becovered. Topics include proposal development andbudgets; understanding the target audience; audienceexposure, attention, perception and retention;production elements; locations; the script; sponsorrelations; credibility and ethics; motivational television;and on-camera interview techniques.301. History of Television(3-0-3) BeckerCorequisite: FTT 301L. Majors only through thirdperiod; then open to all.This course examines the historical evolution oftelevision, focusing on the industrial, political,technological, and cultural forces that have shapedthe development of the medium in the UnitedStates and abroad. In addition to analyzing thehistory of American broadcasting, we cover thehistories of other television systems, includingthose of Great Britain, China, Latin America, andthe Middle East. As such, we explore the variety offorms this ubiquitous mass medium has taken onacross the globe and investigate the historicalfactors that bought about those forms.308. Broadcast Journalism(3-0-3) SieberPrerequisite: By application only.Four major topics are covered: (1) Writing forbroadcast: Emphasis on developing the student’sunderstanding of grammar and style in the constructionof effective news stories. (2) Newsroomstructure: Understanding who does what in today’sbroadcast newsroom and how economics affects theflow of information. (3) Journalism ethics: Analysisof personal values, ethical principles, and journalisticduties that influence newsroom decisions. (4)Legal considerations in news gathering with specialattention paid to libel laws and invasion of privacy.310. History of Film I(3-2-3) CraftonPrerequisite: FTT 104/204.Corequisite: FTT 310L.This course traces the major developments withinthe history of U.S. and international cinema fromits beginnings to 1946. It will look at films fromthe major cinematic movements and genres andfrom major filmmakers. These films and filmmakerswill be considered in terms of the social, economic,technological and aesthetic forces that haveshaped them.311. History of Film II(3-2-3) Becker, CollinsPrerequisite: FTT 310 or consent of instructor.Corequisite: FTT 311L.This course is a continuation of FTT 310, examiningthe most important developments in world cinemafrom 1946 to the present.317. History of Popular Culture(3-2-3) CollinsPrerequisite: FTT 104/204.Corequisite: FTT 317L.The focus of this course is a consideration of thedevelopment of popular culture through a reinvestigationof its history and place within the past andpresent cultures. Novels and other print media areconsidered, as well as film and television.322. Acting: Character(3-0-3) ScottPrerequisite: FTT 105/205 or 221 or permission.The second course in the acting progression, thiscourse expands on basic methodology and incorporatesphysical techniques for building a character.Students explore psychological gestures, Laban effortshapes, and improvisation as they develop apersonal approach to creating a role.325. Acting: Role/Modern(3-0-3) StaffPrerequisite: FTT 221 or permission.Advanced exploration of technique and methodologyfocusing on problem solving in approachingroles from the literature of the modern theatre.326. Acting: Role/Classical(3-0-3) ScottPrerequisite: FTT 221 or permission.This course looks at Shakespeare’s texts from theactors’ perspective. Various techniques for unlockingmeaning and emotional content will be introduced.Students will use the First Folio for textualanalysis and explore the fine arts in Elizabethan Englandto discover the physical world ofShakespeare’s characters. The course culminates ina series of vignettes allowing each student to createseveral different classical roles.327. Acting: Role/Contemporary(3-0-3) StaffPrerequisites: FTT 221 or permission.Advanced exploration of technique and methodology,focusing on problem solving in approachingroles from the literature of the contemporarytheatre.328. Voice and Movement(3-0-3) ScottPrerequisites: FTT 105/205 and 221.A course designed to help the advanced acting studentfocus on kinesthetic awareness. The actor willidentify and work to remove physical and vocaltensions which cause habituated movement andimpede natural sound production. Through movementand vocal exercises created for actors, studentswill experience what “prepared readiness” forthe stage consists of, and how to meet the demandsof a live performance.

135FILM, TELEVISION, AND THEATRE330. Advanced Tap and Choreography(1-0-1) McKennaDoes not apply to overload.This class is directed toward advanced dancestudents interested in creating and performingadvanced tap techniques and choreographing, withthe instructor or, in some cases, independently.Tap pieces covering a range of tap genres, includingIrish hard shoe step dancing, are included.334A. National Cinemas(3-2-3) StaffCorequisite: FTT 334L.Every industrialized country, and many nonindustrializedones, have developed distinctive nationalcinemas. Often these productions are a dynamicmix of Hollywood influences, assertive local cultures,and government control. This course examinesthe films of one or more countries to revealtheir distinctive styles, stories, and visual and narrativetechniques. (The nationality varies each year.)The idea of “nation” as a critical concept is also addressed.Satisfies the FTT “International Area” requirementfor Film/TV concentrators. May berepeated. Fulfills the University fine artsrequirement and the Film/TV international arearequirement.335. National Theatre(3-0-3) StaffThis course provides students with insight into thedevelopment of European theatre, from Brecht-Weigel’s work at the Berliner Ensemble to thetheatre works of Giorgio Strehler at the Piccolo(Italy), Peter Brook at the Buffes de Nord (UK,France), Ariane Mnouchkine at Theatre de Soleil(France), Peter Stein at the Schaubeuhne, PinaBausch at Tanztheater Wuppertal, and HeinerMueller and Einar Schleef at the Volksbuehne andthe Berlin Ensemble (Germany). Students areintroduced to the main productions of thesedirectors, their theatrical roots, and their influenceon contemporary European theater andplaywriting.344. Directing: Process(3-0-3) StaffPrerequisite: FTT 105/205 or permission.All aspects of directing a play will be analyzed anddiscussed including working with text, space, actorand audience. There will be three exercises stagedin class. Each student will direct a one-act play andsubmit a full detailed promptbook of that productionas a final project for the course. All work forthe final is outside regular class time.350. Love, Death, Revenge: Japanese Drama(3-0-3)An introduction to Japanese classical theater (Noh,Kyogen, Bunraku and Kabuki) through readingsand videotapes of selected plays.351. Playwriting and Screenwriting(3-2-3) PilkintonPrerequisite: Majors only; non-majors require theinstructor’s permission, because of the limited enrollment.This creative-writing course deals with the principlesof dramatic construction with considerationof character development, plot structure, dialogueand critical analysis, as well as the evolution of dramaticform into cinematic narrative. Students canchoose to work in either (or both) formats, that is,theatre or film. Students will develop plays orscreenplays appropriate for later production withinthe department and will analyze and evaluate eachother’s creative work. Screenings and play performancesoutside class are required. Advancedstudents only.355. Topics in Performance Studies(3-0-3) ChalmersThis course introduces students to performancestudies, a new interdisciplinary field. This class willexplore the meanings of “performativity” as it hasbeen applied by scholars of performance studies toevents both in and outside theater. We will beginby looking at leading critic’s work on ritual andtheater. Next, these founding concepts, developedin an academic context, will be discussed in relationto the practice of performance art and experimentaltheater since the late 1950s.360. Scene Design and Methodology(3-0-3) AuerbachPrerequisite: FTT 105/205 or permission.An introduction to the theories and practice of scenicdesign for the stage. Students will explore thedesign process as well as study the practical considerationsof the execution of a design. Specific topicscovered will include elements of design, drafting,construction techniques, model building and rendering.Various periods and styles will be exploredalong with the role of the designer within the artisticinfrastructure and play analysis from thedesigner’s point of view.361. Introduction to Film and Video Production(3-3-4) MandellPrerequisite: Application to instructor.An introductory course in the fundamentals ofshooting, editing and writing for film and videoproductions. This is a hands-on production courseemphasizing aesthetics, creativity, and technical expertise.The course requires significant amounts ofshooting and editing outside class. Students produceshort video projects using digital video andSuper 8mm film cameras and edit digitally on computerworkstations. The principles of three-camerastudio production are also covered.363. Lighting Design and Methodology(3-0-3) DreyerPrerequisite: FTT 105/205 or permission.This course serves as an introduction to the theoriesand practice of lighting design for the stage.Students will explore the design process as well asstudy the practical considerations of the executionof a design. Specific topics covered will includeelectricity, light, theatrical equipment and its development,communication of the design, and the roleof the designer within the artistic infrastructure.364. Costume Design and Methodology(3-0-3) DonnellyPrerequisite: FTT 105/205 or permission.This course teaches the principles of costume designfor the stage and the techniques of constructingcostumes. The course will explore the use ofcostumes to express character traits by analyzingplay scripts. The course will include an introductionof the basic skills needed to constructcostumes.365. Makeup for the Stage(3-0-3) DonnellyPrerequisite: FTT 105/205 or permission.Theory and practice of makeup design, includingbasic, corrective, old-age and special charactermakeup.366. History of Costume(3-0-3) DonnellyThis course is an overview of the history of costumeand fashion from the prehistoric culturesthrough the 20th century. The course will look atthe ever-changing trends in clothing and providean understanding of the cultural and historical effectsof those changes. The class will investigatehow fabric, style, color and the psychology ofclothing reflects personal choice, cultural impressionsand historical perspectives.373. History of Documentary Film(3-2-3) GodmilowPrerequisite: FTT 104/204 or permission.Corequisite: FTT 373L.This course will track the history of nonfiction filmand television, examining various structures andformats including expository, narrative, experimental,formalist, docudrama and “reality TV.” It willalso examine the uses of “actuality” footage in filmsthat make no pretense to objectivity. At the centerof the course will be a deconstruction of the notionof “film truth.” Students will develop skills in thecritical analysis of documentary and examine thestandards by which we evaluate them.

137FILM, TELEVISION, AND THEATRE446. Theatre for Youth(3-0-3) StaffDesigned for both majors and non-majors, thisclass combines history, literature, theory and practicefor a hands-on experience of theatre for youngaudiences. The class takes a comprehensive look atthe trends during the 100 years of theatre, professionaland nonprofessional, that has been performedby adults for a mainly child audience. Thestudents are required to attend all Theatre forYouth productions in the area and will bring togethertheir studies in a performance and an accompanyingeducational study guide.448. Intermediate Film/Video Production(3-2-4) DonarumaPrerequisites: FTT 361.This film-production course will focus on 16mmblack-and-white silent narrative film production. Itwill explore the technical and aesthetic aspects ofthe film camera and various equipment and focuson narrative script development for the short film.Students will shoot a composition video exercise, afilm-lighting exercise and finally write, produce,shoot and edit one 16mm black-and-white film inteams of two. Students will edit on film and completea cut workprint. There is a strong emphasison cinematography, the technical skills involvedand the process of working in a crew environment.Also required are a midterm exam, some Fridayworkshops and evening screenings.463. Professional Video Production(3-3-3) MandellPrerequisites: FTT 361 or DESN 282S or permissionof instructor.A course for the advanced production student interestedin the techniques and technology of thebroadcast video industry, utilizing the followingpost-production software: Avid Media Composer,Adobe After Effects, Lightwave 3D, and DigidesignPro Tools. Students produce projects usingBetacamSP and DV video equipment while learningthe basics of non-linear editing, digital audiosweetening, 2-D compositing and 3-D animationtechniques.465. CAD for the Stage(3-2-3) StaffPrerequisite: Permission of instructor.The study of the use of the computer to designscenery and lighting for the stage. The course willbegin at a rudimentary level of understanding ofcomputer-aided design and progress to 2-D andthen 3-D design techniques. A basic understandingof the Macintosh computer system is necessary, andsignificant computer work is required outside class.470. Film and Melodrama(3-2-3) RadnerCorequisite: FTT 470L.Melodrama, one of the most important literary andcinema modes, has its roots in the 19th century.This course incorporates recent critical thought onmelodramatic forms into a study of (mostly)French cinema. Examples of films that may bestudied include Written on the Wind, Quai desbrumes, Les Enfants du Paradis, Vivre sa vie andMadame Bovary.471. French Cinema and Culture(3-2-3) RadnerCorequisite: FTT 471L.France has been a leading producer of films and aninnovator in artistic form and content throughoutthe 20th century. This course, the focus of whichvaries each year, examines French cinema and itsrelations to political, social, and cultural developments.Satisfies the FTT “International Area” requirementfor Film/TV concentrators. May berepeated.473A. Feminist Theory and Representation(3-2-3) RadnerCorequisite: FTT 473L.The course offers an introduction to feministtheory and its relation to mass culture. The coursewill look at how the representation of gender playsan important role in the way we see the world andin the stories we tell ourselves about it.473B. Sex and Gender in Cinema(3-2-3) WojcikPrerequisite: FTT 104/204.Corequisite: FTT 473L.This course analyzes representations of and theoriesabout sex and gender in cinema. Students will readmajor texts in feminist theory, queer theory, andmasculinity studies, in order to become familiarwith important concepts and debates within thefield. Topics covered will include “the male gaze,”spectatorship, performance and stardom, camp,“reading against the grain,” consumption, genderand genre, race and gender, masquerade,authorship, and masculinity “in crisis.” Studentswill view classical Hollywood films, silent films,and avant-garde films and videos. Eveningscreenings required.474. Film and Media Genres(3-2-3) WojcikPrerequisite: FTT 104/204 or permissionof instructor.Corequisite: FTT 474L.The course will look at types of stories in film, televisionor other media. The course may concentrateon a particular genre, such as the Hollywoodmusical, detective fiction, the Western or the soapopera; or, it may offer a more general explorationof the concept of “genre.”

138FILM, TELEVISION, AND THEATRE475. Topics(3-2-3) CraftonPrerequisite: FTT 104/204 and majors only.Corequisite: FTT 475L.This is an advanced study of the use of film or televisiontechnique. Students examine group styles —such as the Hollywood cinema or the European artcinema — or the individual styles of major film ortelevision artists.Topics vary from semester to semester.476. Gender and Genre(3-2-3) StaffPrerequisite: FTT 104/204.Corequisite: FTT 476L.Starting from the fact that certain film genres havebeen seen as appealing largely to one gender, thiscourse will examine the connections between genreand gender, attempting to get beyond conventionalexplanations of the gendering of genres (e.g., “guyslike violence”; “women like romance”). The coursewill consider various theories of male and femalespectatorship and attempt to assess their applicabilityto different genres. At the same time, however,this course will question the rigid demarcation ofboth gender and genres, looking closely at theseemingly increasing prevalence of “gender-bending”and “genre-blending.”477. Third Cinema(3-2-3) StaffPrerequisite: FTT 104/204 or permission.Corequisite: FTT 477L.“Third Cinema” is the terms for a wide,multicultural range of films from the Third World.Their stylistic and thematic practices differentiatethem from the Hollywood and European traditionsthat have dominated world cinema. We will notstudy these films merely as isolated masterpieces,but rather in relation to their larger cultural, historicaland theoretical contexts. To this end, thecourse readings will include essays concerning notonly the films themselves but also the theoreticaland political issues they engage: colonialism andpost-colonialism, cultural, ethnic, racial and sexualdifference, and questions of otherness andmulticulturalism.478. Film Culture(3-2-3) CollinsPrerequisite: FTT 104/204 or permission.Corequisite: FTT 478L.This course will investigate how films are circulatedand evaluated throughout cultures at differentpoints in the history of the medium. The focus willbe on the way films acquire varying levels of culturalsignificance in terms of how they are accessedby which audiences and how they intersect withother media: publishing industries, popular music,magazines, and literary culture.479. New American Cinema and Culture(3-2-3) CollinsPrerequisite: FTT 104/204 or permission.Corequisite: FTT 479L.This course concentrates on the most importantdevelopments in American cinema and culturesince the 1960s. Beginning with the collapse of theclassic studio system at the end of the 1950s, thiscourse explores the profound changes that the filmindustry has undergone over the decades, and investigatesthe major aesthetic developments that occurredin film and other media during the sameperiod — pop art, metafiction, andpostmodernism.480. Ritual and Drama(3-0-3) StaffIn this course, performance is studied as a past orimaginary behavior that is restored in the present soas to create a certain effect on spectators. Performanceconcepts are used to learn how to distinguishritual from theatre and how to find ritual intheatre. The time structures of dramatic performanceare studied. Students present analyses ofscripts and performances of drama using these concepts.Regular attendance and required screeningsare part of this course. Recommended Universityelective.481. Drama and Directors(3-0-3) StaffThis course investigates the major directing stylesof Euro-American directors of drama. Styles mayinclude realism, theatricalism, interculturalism,epic theatre, avant-garde and New Vaudeville. Directorsinclude Stanislavsky, Brecht, Welles, Kazan,Brook and Schechner. Students make presentationsbased on readings and performances. Regular attendancein class and the viewing of several films outsideclass are required. Recommended Universityelective.482. Dramatic Literature and CriticismBefore 1900(3-0-3) AronsPrerequisite: FTT 105/205 or instructor’spermission.An advanced survey of theatrical literature andcriticism from the earliest plays to the beginning ofthe 20th century. Students will read one to twoplays per week along with selected secondarycritical literature.483. Dramatic Literature and CriticismSince 1900(3-0-3) AronsPrerequisite: FTT 105/205 or instructor’spermission.An advanced survey of theatrical literature andcriticism since the beginning of the 20th century.Students will read one to two plays per week alongwith selected secondary critical literature.484. Critical Theory in Film and TelevisionStudies(3-2-3) CollinsPrerequisites: FTT 104/204, FTT 377.Corequisite: FTT 484L.This course offers an introduction to the philosophical,aesthetic, cultural and historical issuesthat inform current scholarship and production infilm and television. The focus of the course mayvary from semester to semester.485. Contemporary Narrative(3-2-3) CollinsPrerequisite: Permission of instructor.Corequisite: FTT 485L.This seminar will focus on the different types ofstorytelling that have emerged within the past decadein literature and film.486. Overcoming Political TragedySee GE 484.487. Advanced Film/Video Script Development(3-0-3) GodmilowTopic varies. Refer to department.488. Advanced Film/Video Production(3-2-6) GodmilowPrerequisite: FTT 488A; permission required byapplication.This is a film/video production workshop for advancedstudents, focusing on the development andproduction of 16mm short films and videotapes inthe fiction, documentary or formal mode. Itstresses writing skills with an emphasis on innovationsthat expand the existing traditions of andboundaries between fiction and non-fiction practices.Students will work in teams of two and utilize16mm color film processes and/or Betacamvideotape technologies. Some evening screeningsrequired.489. Advanced Topics in Media Theory, History,and Research(3-2-3) StaffPrerequisites: FTT 104/204, FTT 310, 311, andpermission of instructor. May be repeated forcredit.An advanced investigation of selected topics concerningmedia or cultural studies.490. Advanced Theatre Production Workshop(3-4-3) AronsPrerequisite: Instructor’s permission.Corequisite: FTT 490L.A workshop course in the process of theatre production,in which students learn to do a dramaturgicalanalysis of a play for production as well asassume a major production responsibility including,but not limited to, that of performer, stagemanager, assistant stage manager, prop master, costumer,technical director and assistant director.Does not count toward overload. May be repeated.

139FILM, TELEVISION, AND THEATRE GERMAN AND RUSSIAN LANGUAGES AND LITERATURES493. Special Projects in Film(3-2-3) GodmilowPrerequisites: FTT 447-448 or FTT 487-488.This is a film production workshop for advancedstudents, focusing on the development and productionof short films in the fiction, documentary orformal mode. It stresses writing skills with an emphasison innovations that expand the existing traditionsof and boundaries between fiction andnonfiction practices. Students will work in teams ofthree and utilize 16mm color film processes and/orBetacam videotape technologies. Some eveningscreenings required.494A. Theatre Seminar(3-V-3) ScottPrerequisite: Senior majors only, or with permission.Corequisite: 494L.Preparation for advanced study of theatre. A courseof study for the semester is developed between thestudent and a faculty advisor or advisors (selectedon the basis of goals established at the beginning ofthe course). Students who will be taking this courseshould consult with the instructor during thespring preregistration period to preliminarily discussfuture goals.494B. Media Seminar(V-V-V) StaffPrerequisite: Permission of instructor.Variable topic seminar. May be repeated for creditwith permission.495. Practicum(V-V-V) PilkintonPrerequisite: Majors only, and permission required.Individual practical projects for the advanced student.May be repeated up to six hours credit.Taken S/U only.496A. Broadcast Internship (WNDU)(V-O-V) HeislerPrerequisites: FTT 361 or 395, and application toinstructor.Students may receive academic credit by completingan internship at WNDU-TV. Interns will enhancetheir skills and knowledge about thebroadcasting/video production industry while gainingpractical experience. Interns generally work 10-12 hours a week, complete a midsemester and finalevaluation report and produce a project of significancefor the department in which they intern.DOES NOT COUNT as a Film/TV upper-levelcourse. Taken S/U only.496B. Broadcast Internship(V-O-V) MandellPrerequisites: FTT 361 or FTT 395 or FTT 399,and application to instructor.Placement of advanced students with local commercialor public broadcasting facility. DOESNOT COUNT as a Film/TV 400-level course.Taken S/U only.496C. Theatre Internship(V-0-V) StaffPrerequisite: Permission of instructor by application.Placement of advanced students with local professionalor community theatre organizations. DOESNOT COUNT as a Film/TV upper-level course.Taken S/U only.496E. Film Production Internship(V-0-V) MandellPrerequisites: FTT 447/448, and permission by applicationto instructor.Placement of advanced students as crew memberswith local, professional and educational film productions.DOES NOT COUNT as a Film/TV upper-levelcourse. Taken S/U only.496F. Media InternshipCannot be counted toward FTT major. (Intendedfor non-FTT majors. 1 credit.)498. Special Studies(V-V-V) StaffPrerequisite: Permission of the sponsoring professorand chair required, by application.Research for the advanced student.German and RussianLanguages andLiteraturesChair:Robert E. NortonRev. Edmund P. Joyce, C.S.C., Professorof German Language and Literature:Mark W. RocheMax Kade Distinguished Visiting Professor ofGerman:Wolfgang BraungartPaul G. Kimball Professor of Arts and Letters:Vittorio HösleProfessors:Vittorio Hösle; Randolph J. Klawiter (emeritus);Klaus Lanzinger (emeritus); Thomas G.Marullo; Robert E. Norton; Vera B. Profit;Konrad Schaum (emeritus)Associate Professors:David W. Gasperetti; Albert K. WimmerAssistant Professors:Jan Lüder Hagens; Kirsten M. Christensen;Alyssa W. Dinega; John I. LiontasVisiting Assistant Professor:Karla A. CruiseAssociate Visiting Instructor:Denise M. DellaRossaProfessional Specialist:Hannelore WeberProgram of Studies. The study of German andRussian languages and literatures provides educationalopportunities relevant to an increasingly interdependentworld. The acquisition of foreignlanguage skills in general is an important componentof liberal education because it enhances students’powers of communication and it serves tointroduce them to enduring cultural achievementsof other peoples. In this sense, the study of Germanand Russian widens students’ intellectual horizons,stimulates the understanding of two significant culturaltraditions and allows the examination of thesetraditions in a more sophisticated and cosmopolitanmanner.Beginning, elementary and intermediatecourses develop students’ abilities to understand,speak, read and write German or Russian with facilityand confidence. Weekly exercises in the languageresource center provide further practice inoral communication. Courses in advanced Germanor Russian language, literature, culture and civilizationexpose the student to a wealth of literary, culturaland humanistic traditions as well as facilitate abetter understanding of the rich national culturesof the German-speaking countries and of Russia.

140GERMAN AND RUSSIAN LANGUAGES AND LITERATURESThe department. The Department of Germanand Russian Languages and Literatures offers instructionin German and Russian at all levels ofcompetence, from beginning language courses atthe 100 level to literature and civilization courseson the 300 and 400 levels.THE GERMAN PROGRAMRequirements for German MajorsThe requirements for a major in German includecompetency in the target language and the successfulcompletion of 10 courses (30 credit hours)above the three-semester language requirement, ofwhich at least four have to be taken on the advancedlevel (300 or 400) within departmentalofferings.Supplementary majors are expected to demonstratecompetency in German and complete aminimum of eight courses (24 credit hours) abovethe three-semester language requirement, ofwhich at least three must be taken at the advancedlevel (300 or 400) within departmental offerings.For majors or supplementary majors in German,a year of study abroad in Innsbruck, Austria,is considered customary. They are, therefore,strongly encouraged to participate in this programduring their sophomore or junior year. For furtherinformation, see the section on International StudyPrograms.Students are encouraged to consider taking asupplementary major in German. It is manageableto fulfill requirements next to any major. Past experiencehas shown that a major in German can bevery helpful for any future career plans.The Minor in German15 credits, or 5 courses, of which at least fourmust be in German language and/or literature atthe 200 level or above and conducted in German;of these four, at least one must be at the 300 or400 level. The fifth course may be a course onGerman literature taught in English, or a courseon a German subject in another discipline(Philosophy, Political Science, History, Theology,etc.).Senior ThesisGerman majors who wish to graduate with honorsmay write a Senior Thesis. For those German majorswho elect to write a thesis, several requirementsmust be met: (1) The student must have a GPA of3.5 or higher in the major, (2) the thesis must be atleast 40 pages long, and (3) the thesis must be writtenin German.The student writing a thesis enrolls in German499 and receives one course credit (three credithours) for the course. Although the thesis is gradedby the advisor (to receive honors, the thesis mustreceive a grade of B+ or higher), the entire departmentreads the thesis, acting as an advisory body tothe advisor. The thesis is due the week after springbreak, and the student is strongly advised to beginthinking about it and start conferring with the advisorbefore the October break of the fall term.THE RUSSIAN PROGRAMRequirements for Russian MajorsMajors in Russian must complete 10 courses (30credit hours) beyond the three-semester languagerequirement, of which four must be taken at the300 or 400 level from departmental offerings. Atleast two of these courses must be literature in theoriginal Russian (400-level). In addition, onecourse may be on a Russian subject in another discipline,e.g., art, political science, or history.Supplementary majors in Russian must completeeight courses (24 credit hours) beyond thethree-semester language requirement, of whichthree must be taken at the 300 or 400 level fromdepartmental offerings. As with the major, two ofthese courses must be in Russian literature in theoriginal. In addition, one course may be on a Russiansubject in another discipline, e.g., art, politicalscience, or history.Minor in Russian15 credits, or five courses, of which at least fourmust be in Russian language and/or literature atthe 200 level or above and conducted in Russian;of these four, at least one must be at the 400 level.The fifth course may be a course on Russianliterature taught in English, or a course on aRussian subject in another discipline (e.g., art,philosophy, political science, history, theology,etc.).Minor in Russian and East European StudiesFor a minor in Russian and East European studies,students must have (1) at least four college semestersor the equivalent of Russian or a language spokenin Central or Eastern Europe (German will beaccepted in certain cases); (2) four area studiescourses beyond the major, chosen from at leastthree departments (students with double majorscan normally count two courses in the second majortoward fulfilling this requirement); and (3) athesis normally written in the senior year and directedby a faculty member in the Russian and EastEuropean Studies program. Students can typicallyattain six credits for this project, i.e., three creditsfor directed readings in the first semester and threecredits for writing the thesis in the second.Students studying Russian are urged to spend asummer or a semester in Russia through an approvedinternational study program. Courses inlanguage and literature taken in Russia in approvedprograms may substitute for certain Russian courseshere at Notre Dame.Students are encouraged to consider taking asupplementary major in Russian. It is manageableto fulfill requirements next to any major. Past experiencehas shown that a supplementary major inRussian can be very helpful for any career plans.Writing-Intensive CoursesAll 300- and 400-level literature courses in Germanor Russian are writing intensive. Majors in Germanor Russian who take upper-level literature coursesfulfill the writing-intensive requirement of the Collegeof Arts and Letters.Placement and Language RequirementAt the beginning of each semester, placement testsin German and Russian will be administered thatwill allow students either to test out of one or twosemesters of the language requirement or enroll in acourse commensurate with their language proficiency.The placement test is mandatory for studentswho had German or Russian in high school.Students testing out of three semesters mustcomplete an additional course at the 200 level orhigher before receiving credit and testing out of thelanguage requirement.Course Descriptions. The following course descriptionsgive the number, title and a brief characterizationof each course. Lecture or class hours perweek, laboratory or tutorial hours per week andcredits each semester are in parentheses. Not all ofthese courses are offered every year.GERMAN101-102. Beginning German I and II(4-0-3) (4-0-3) StaffNo prerequisite.An introductory course of the spoken and writtenlanguage. Aims at the acquisition of basic structures,vocabulary and sound systems. For studentswith no previous study of the language.101F-102F. Intensive Beginning German I and IINo prerequisite.(6-0-5) (6-0-5) WeberIn this course students will develop skills in understanding,speaking, reading and writing German.They will also attain a grasp of the basic structuresof the language. During class, emphasis will beplaced on using the language to communicate andinteract in a variety of situations and contexts. Inaddition, there will be a comprehensive introductionto the culture of German-speaking countries,with a particular emphasis on Austria, as this courseis designed to prepare students with no previousstudy of German to participate in the InternationalStudies Program in Innsbruck.180. Literature University Seminar(3-0-3) StaffThis course introduces students to German literatureand culture while also serving as an introductionto the seminar method of instruction. Thecourse is writing intensive with emphasis given toimproving students’ writing skills through the carefulanalysis of specific texts.

141GERMAN AND RUSSIAN LANGUAGES AND LITERATURES201. Intermediate German I(3-0-3) StaffPrerequisite: Two semesters or equivalent.In this course, students will build on and developtheir communicative abilities acquired in BeginningGerman I and II. The four skills approach(speaking, listening, reading, writing) is centeredon authentic texts, recordings, videos, and otherimages. The course includes grammar review, concentratedvocabulary expansion, and intensivepractice.201F-202F. Intensive Intermediate German Iand II(4-1-5) (4-1-5) WeberPrerequisite: Two semesters or equivalent.Comprehensive training in all language skills leadingto a balanced mastery of German. For studentswith two to three years of German in high school,this course serves as preparation for the InnsbruckInternational Study Program.202. Intermediate German II(3-0-3) StaffPrerequisite: Three semesters or equivalent.In this bridge course, students will strengthen andrefine the four linguistic skills (speaking, listening,reading, writing). Students will work towardgreater fluency, accuracy, and complexity of expression.They will debate, analyze, and express opinions.Materials and class discussions will center ona cultural topic that will carry through the entiresemester.210. Readings in German Cultural History(3-0-3) StaffPrerequisite: Three semesters or the equivalent.An introduction to the development and floweringof the various epochs of German culture against thebroader background of European history as awhole.241. Intermediate Conversation andComposition(3-0-3) Hagens, WimmerPrerequisite: Three semesters or the equivalent.This course is designed to strengthen the student’sability to master the German language in the principalskills of speaking, comprehension and writing.The various text selections used should help thestudent to become familiar with some of the issuesand problems of contemporary life of Germanspeakingcountries and to develop an ability tocommunicate thoughts on topics of general interest,both orally and in writing.253. Philosophy of Power(3-0-3) HösleNo prerequisite.Power is a pervasive feature of human relations butnevertheless difficult to grasp. It is unavoidable andat the same time in dire need of moral restraints.This lecture course is dedicated to a logical analysisof the concept of power, to a phenomenology of itsforms and to a systematization of the maxims ofpower-oriented individuals as well as to an ethicalevaluation of those forms and those maxims. Wewill use many examples from history and literature.302. The ABCs of Reading and Writing aboutLiterature (in German)(3-0-3) ProfitPrerequisite: 202 or equivalent.At most two works will be read: Dürrenmatt’s DerRichter und sein Henker and Der Besuch der altenDame. We will read these carefully with greatattention to detail. Writing assignments will evolvefrom the readings; they may include a characterportrayal, the description of an outdoor event, ashort conversation, description of a crime scene,etc. They will increase in length from a singleparagraph to two or three pages.303. German for Conversation(3-0-3) LiontasThis is an advanced German language course, designedfor students who have successfully completeda minimum of four semesters of German.This course expands on the grammatical structuresof the German language spoken in German-speakingcountries today, with emphasis on communicationand acquisition of advanced language skills:reading and listening comprehension, and oral andwritten expression. A study of everyday Germanculture supports the language study. The conversationalcomponent of the course requires student/teacher and student/student interaction (in largeand small group settings) to exchange information,clarify meanings, express opinions, argue points ofview, and engage in any other communicative functionfor which native speakers use language. Thecourse includes ongoing evaluation of students, usinga variety of evaluative instruments and communicativecontexts.Note: Native speakers or students who alreadyhave achieved a high level of oral proficiency (to bedetermined by an Oral Proficiency Interview withthe instructor) will not be given credit for thiscourse.305. Advanced Stylistics and Composition(3-0-3) ChristensenThis course offers students the opportunity to increasethe sophistication of their written German.Speaking, listening, and reading skills also will benefit.Assignments are varied widely to address theinterests and strengths of all students and to allowmany opportunities for creativity. For example,students may work at writing letters, biography orautobiography, short stories, editorials, film reviews,or advertisements, to name just a few of thegenres and writing styles we explore. In the process,students build their vocabulary, including idiomaticexpressions, and solidify their understanding ofGerman grammar. German culture, as expressed inshort texts, the Internet, films, and music, providea rich and meaningful context for the writing process.Students work frequently in groups to readand edit each other’s work.306. The Face(s) of German Identity(3-0-3) DellaRossaPrerequisite: GE 202 or equivalent.The dismantling of the border between the twoGerman states not only changed the German landscapebut also disrupted the silence regarding conceptsof national identity in Germany. This courseexamines the cultural constructions of nation andidentity in Germany, beginning with the FrenchRevolution and continuing to today. The subjectswe examine include essays, poetry, short stories,films, architecture, and painting, facilitating classroomdiscussions on the intersecting discourses ofgeography, religion, gender, ethnicity, and nationalityand their influence on German identity.309. Literatur von Gestern und Heute(3-0-3) DellaRossaPrerequisite: GE 202 or equivalent.This course acquaints students with the major periodsand issues of German literature through the examinationof a significant constellation of literarytexts. Students read, discuss, and analyze selectedtexts from prose, poetry, and drama and become familiarwith basic techniques of approaching and interpretingtexts that will prepare them for a widerrange of more specialized courses.310. Literary Forms and Composition(3-0-3) StaffPrerequisite: Four semesters.This course fosters careful reading and a sensitivityto different kinds of literary texts. Discussions andweekly essays will refine the student’s languageskills and written expression in German.313. Business German (in German)(3-0-3) WimmerPrerequisite: Four semesters.German business language and practices. Designedto introduce the internationally oriented businessand German major to the language, customs andpractices of the German business world.315. Medieval German Literature(3-0-3) WimmerPrerequisite: Four semesters or equivalent.GE 315 constitutes a survey of German literaturefrom its beginnings during Germanic times untilthe 16th century. Ideas, issues and topics are discussedin such a way that their continuity can beseen throughout the centuries. Lectures and discussionsare in German, but individual students’ languageabilities are taken into consideration.Readings include modern German selections frommajor medieval authors and works such asHildebrandslied, Rolandslied, Nibelungenlied, Iwein,Parzival, Tristan, courtly lyric poetry, the Germanmystics, secular and religious medieval drama, DerAckermann aus Böhmen, and the beast epic ReinekeFuchs. Class discussions and brief presentations inGerman by students on the selections are intendedas an opportunity for stimulating exchange and formaluse of German.

142GERMAN AND RUSSIAN LANGUAGES AND LITERATURES330. The Romantic Tradition(3-0-3) NortonNo prerequisite.Crosslisted with ENGL 366.Between 1790 and 1830, the movement known asRomanticism profoundly changed the artistic, musical,historical, religious, and political sensibilititeson the Continent and in Britain. Romanticismmarked a turn from the rational formalism of theClassical period and reawakened an interest inmyth, religious faith, the imagination, and emotionalexperience. In this course we will focus principallyon the German contribution toRomanticism and trace its origins, development,and eventual decline in works of literature, philosophy,theology, music, painting, and architecture.Works to be studied will include those by the writersLudwig Tieck, Friedrich von Hardenberg(Novalis), and Friedrich Schelgel; the philosophersFichte and Shcelling; the theologian FriedrichSchleiermacher; the painters Caspar DavidFriedrich and some members of the Nazareneschool; the composers Franz Schubert, FelixMendelssohn, and Robert Schumann; and the architectKarl Friedrich Schinkel.350. The Nazi Past in Postwar German Film (inEnglish)(3-3-3) HagensPrerequisite: None for those taking the class intranslation; to receive German credit, advancedstanding in German (minimum of four semestersor the equivalent) is required.How have German films since 1945 been trying todeal with the Nazi past? How do Germans picturetheir memories of the Third Reich, how do theydefine themselves within and against theircountry’s history, and how do they live with theirremembrances now? Primarily, this class aims at issuesin the realm of ethics (perpetrators, victims,and passive accomplices; stereotypes; courage andcowardice; personal and national guilt; revisionism,coming-to-terms, and productive memory; responsibilityand the [im]possibility of reconciliation).Some central questions about German history duringthe Third Reich and the postwar era will bedealt with. The course will also develop basic categoriesof film analysis and ask questions about thespecial capacity of film to help a nation workthrough its past. Films subtitled, dubbed, or Englishlanguage. Readings, lectures and discussionsin English.365. German Novelle(3-0-3) StaffPrerequisite: Four semesters or the equivalent.This course will explore the German “Novelle,”one of the most popular genres of 19th-centuryGerman literature. Each work will be read and discussedwith careful attention to its formal characteristicsas well as its historical and culturalcontexts. By proceeding chronologically throughthe literary periods of Romanticism, Biedermeier,Poetic Realism, and Naturalism, students will gaina sense of literary developments in the 19th centuryand how these reflect shifts within the broader culture.Among the writers to be read: Goethe, Tieck,Kleist, Hoffmann, Eichendorff, Stifter, Storm,Keller and Hauptmann. As a 300-level course, writingwill be emphasized. Students will be required torewrite each of their essays.366. 19th-Century German Literature (inGerman)(3-0-3) NortonPrerequisite: Four semesters or equivalent.The 70 years that separate the death of Goethe in1832 and the turn of the 20th century are rich inexamples of literary and cultural achievement. Thisdiversity and complexity has given rise to a varietyof epochal designations — Biedermeyer,“Vormärz,” Realism, Naturalism, Symbolism, toname the most prominent — which have served tocategorize each successive generation’s literary,political, and social agenda. In this course, we willconsider the main outlines of 19th-century Germanliterature (including in Austria and Switzerland) bystudying representative works of all major genres— prose, poetry, drama — and by some of thegreatest writers of their day: Mörike, Heine,Grillparzer, Hebbel, Keller, Meyer, Raabe,Fontane, George.370. Ostalgie? The Cultural Legacies of theGDR(3-0-3) DellaRossaThrough literature, film, and news sources, thiscourse examines the cultural production of theGerman Democratic Republic. We look at howEast German cultural policies influenced literarycontent and style, what forms that resistance tothese policies took, and how East German artistsgrappled with Nazi Germany and the Holocaustand have now transformed into the new unifiedGermany.390. Germany and the New Millennium(3-0-3) LiontasPrerequisite: Four semesters or the equivalent.This course addresses the most important political,socioeconomic, cultural, and environmental issuescurrently confronting Germany, Austria, and Switzerland.The course is designed to develop confidencein communicative skills and greater facilityin dealing with ideas in German and aims to expandthe learners’ cultural knowledge acquired inprevious German courses, with emphasis on communicationand acquisition of the advanced languageskills: genre-based reading and listeningcomprehension, and oral and written expression oncontemporary topics. The conversational componentof this course will require student/teacher andstudent/student interaction (in large and smallgroup settings) to exchange cultural information,clarify meanings, express opinions, argue points ofview, and engage in communicative functions thatlanguage is used for. This course will include anongoing evaluation of students, using a variety ofevaluative instruments and communicative contexts.398. Special Studies I and II(3-0-3) StaffPrerequisite: Junior standing, dean’s list.420. Love and Violence in Medieval GermanLiterature (in German)(3-0-3) ChristensenPrerequisite: Four semesters or the equivalent.This course will investigate the interplay of loveand violence in a fascinating variety of secular andreligious texts by both women and men from theGerman Middle Ages. Knowledge of Middle HighGerman is not required, but, where available,students will read modern German with facingmedieval text.440. Goethe and His Time(3-0-3) NortonPrerequisite: Four semesters.An intensive study of Goethe’s major works of poetry,prose and drama within the cultural frameworkof his times.448. German Cinema in the Weimar Republic(1918-1933) (in English)(3-0-3) HagensPrerequisites: None for those taking the class intranslation. For those desiring German credit,advanced standing in German (five semesters orpermission of instructor) is necessary.The years between 1918 and 1933 are theGolden Age of German film. In its developmentfrom Expressionism to Social Realism, the Germancinema produced works of great variety, many ofthem in the international avant-garde. This coursegives an overview of the silent movies and soundfilms made during the Weimar Republic andsituate them in their artistic, social, and politicalcontext. The oeuvre of Fritz Lang, the greatestGerman director, receives special attention. Shouldwe interpret Lang’s disquieting visual style as ahighly individual phenomenon independent of itsenvironment, or can we read his obsessive themes(world conspiracies and terrorized masses,compulsive violence and revenge, entrapment andguilt) as a mirror image of the historical period?Might his films, as come critics have suggested,even illustrate how a national psyche gets enmeshedin fascist ideology?Films subtitled, dubbed, or in English; readings,lectures, and discussions in English.455. German Drama 1750 to the Present (inGerman)(3-0-3) HagensPrerequisite: Five semesters or the equivalent, orpermission of the instructor.We will read and discuss some of the greatest playsin the German dramatic tradition, by authors suchas Lessing, Goethe, Schiller, Kleist, Grillparzer,Nestroy, Freitag, Hauptmann, Hofmannsthal,Brecht, and Werfel. This semester we will focus onthe so-called “drama of reconciliation,” a newlyrediscovered genre, where the conflict is serious butends harmoniously. By interpreting classicGerman-language plays in the original, you will (1)learn how to approach drama analysis, and you will

143GERMAN AND RUSSIAN LANGUAGES AND LITERATURES(2) develop a sense for the history of dramathroughout the past 250 years. In addition, we willstudy a few short, and often English-language, textsin the theory of drama (Aristotle, Schelling,Carriere, and Cavell, as well as our department’sown Hösle and Roche), which will (3) allow you todifferentiate between the basic genres of drama(tragedy, comedy, and drama of reconciliation),and you will (4) understand better the nature ofconflict and reconciliation. Students interested inother national literatures will have the opportunityto draw comparisons with plays by authors such asAeschylus, Sophocles, Shakespeare, Calderón,Corneille, Racine, and Ibsen; and those interestedin film may branch out into analyzing works bydirectors such as Hitchcock, Renoir, Ford, Capra,Curtiz, Hawks, Chaplin, and Kurosawa.470. Modern Lyric Poetry(3-0-3) ProfitPrerequisite: Four semesters.A close reading and analysis of 20th-century poetryfrom expressionism to the present.471. 20th-Century Prose and Poetry(3-0-3) ProfitPrerequisite: Four semesters.To make the student aware of the rich diversity ofboth form and content extant in 20th-century literature,a wide variety of materials will be studied.They will not only encompass various genres (thepoem, the short story, the novel and the drama)but will also represent various time periods, fromthe early 1900s to the ’70s. Among others, readingswill include Rilke; Die Weise von Liebe und Tod desCornets Christoph Rilke; Kafka, Der Landarzt;Dürrenmatt, Der Richter und sein Henker; Borchert,Draussen vor der Tür.472. The Modern German Short Story(3-0-3) StaffPrerequisite: Four semesters.Modern German Prose: the German short storyand other forms of prose from the “Stunde Null” in1945 to the 1990s. Authors range from East andWest German writers of the immediate postwar erato the most recent commentators on issues of politics,society, gender and aesthetics.473. Drama and Directors(3-0-3) AronsNo prerequisite.“Brecht and Beyond.” The German playwright anddirector Bertolt Brecht is considered to be one ofthe most influential theatre artists of the 20thcentury. This course will look at his impact on thedevelopment of theatre here and abroad. In the firsthalf of the semester, we will read several of Brecht’splays and discuss his directorial practices andtheoretical work. In the second half, we will look atplays and productions in the United States andEurope that have been influenced by Brecht’s work.475. The World as Theater (in German)(3-0-3) HagensPrerequisite: Four semesters of German or theequivalent.“All the world’s a stage” — this insight has beendramatized by many playwrights. While the core ofthis idea seems to have remained the same (namely,the world is like a theatre, human existence like aplay, and we are like actors), the form of the ideahas gone through many telling variations. By observingthese changes, we will learn not only aboutthe history of drama and theatre over the past 350years but also about the relation between a stageplay and the rest of reality; and most importantly,we will find out what the foremost dramatists advocatedour proper role in life should be. We willread, discuss and write about some of the greatestdramas in the German-language tradition, by authorssuch as Weise, Tieck, Buechner, Schnitzler,Hofmannsthal, Brecht, Weiss, Handke,Duerrenmatt and Tabori.477. Holocaust in German Film and Theatre(in German)(3-0-3) HagensPrerequisite: Five semesters of German orpermission of instructor.We will study German, Austrian, and Swiss stageplays and films that have the Holocaust for theircentral issue. Our close analyses will be framed bybroader questions: How can the (re)presentation ofevil on stage or screen become meaningful—or issuch an endeavor beyond the limits of (re)presentation?What are the respective weaknesses andstrengths of theatre and cinema when confrontedwith this challenging topic? How do German andAustrian plays and films about the Holocaust differfrom the ones produced in other countries?479. Aesthetics, Aestheticism, Aestheticization(in English)(3-0-3) NortonNo prerequisite.One of the persistent clichés of modern Germanculture was that Germany was the land of “poetsand thinkers,” with politics largely falling outsidethe equation. Obviously, this disregard for politicsis itself a deeply political gesture, with potentially— and in Germany’s case, verifiably — disastrousconsequences. In this class, we explore the relationshipbetween art, theories of art, and politics, withan emphasis on the peculiarly German desire toenvision a political utopia based on aestheticprinciples. Spanning nearly two centuries, the textswe study trace a development that began in the Enlightenmentand reached a conclusion during themiddle of this century. Readings may includeworks by Herder, Schiller, Hegel, Heine, Marx,Nietzsche, Thomas Mann, Walter Benjamin,Heidegger, Georg Lukacs, and Adorno.480. The German Novel Since 1945(3-0-3) ProfitPrerequisite: Four semesters.An extensive study of the post-World War II novelof the German-speaking countries, its characteristicthemes and forms. Readings will include Böll, Wolfand Dürrenmatt.481. Die DDR: Die Ideen und die Menschen(3-0-3) ChristensenPrerequisite: Four semesters.We will begin this course by discussing the end ofWorld War II and the consequent division of Germany.We will study the German Democratic Republicfrom the inside, that is, through literaturethat was officially sanctioned by the GDR government.This will include writings to represent eachdecade from the 1940s through the 1980s, culminatingwith the fall of the Berlin Wall, by authorssuch as Friedrich Wolf, Willi Bredel, StephanHermlin, Christa Wolf, Ulrich Plenzdorf andChristoph Hein. To provide important perspective,we will also read works by artists who were compelledto leave the GDR to continue their craft,such as Wolf Biermann and Freya Kliwer. We willalso consider news articles, letters, interviews,school texts and political cartoons, which will offera diverse, provocative, authentic and sometimesquite personal approach to the study of the GDR.We will also study the short but significant span oftime between the fall of the Wall and the unificationof the two German states and will conclude byreading several short stories by Doris Doerrie treatingthe lasting complexities of unification.482. Literature of Unified Germany 1989-2000(in German)(3-0-3) ChristensenPrerequisite: Four semesters or the equivalent.How has German identity changed since 1989? Inwhat ways has the status quo of divided Germanybeen maintained, even fortified, by unification? Isthe literature written in Germany since 1989merely reflecting or is it influencing societal, culturalor political change? Or is it indeed independentof such changes? To begin to answer thesequestions, we read a variety of texts written in Germanysince late 1989. To facilitate deep explorationand discussion, we read a relatively smallnumber of texts that will nonetheless represent awide range of genres (novel, short story, drama, poetry,reportage). Authors include Christa Wolf,Günther Grass, Dürs Grünbein, Holger Teschke,Ingo Schulze, Luise Endlich, Dorris Dörrie. To illuminatethe literary works we will read, we alsoread and debate what some German authors havewritten and are writing about their own social andhistorical role — and the role of their writings —in Germany today.

144GERMAN AND RUSSIAN LANGUAGES AND LITERATURES483. Seminar on German Women Writers (inGerman)(3-0-3) ChristensenParticipants in this seminar will explore the rich literaryhistory of female writers from German-speakingEurope. We read works of many genres (drama,short story, novella, novel, letter) by women fromthe early Middle Ages to the present. In the process,we encounter Europe’s first playwright, one ofthe 21st century’s brightest young literary stars, andan array of intriguing women who lived in the interim.We scrutinize and apply various theoreticaland critical approaches to women’s literature, bothin writing and in lively debates.484. Overcoming Political Tragedy(3-0-3) HagensPrerequisite: If taken for German, five semesters ofGerman. Otherwise, none. Fulfills literature requirementin the College of Arts and Letters.An interdisciplinary course in drama and peacestudies. Drama is a potentially fascinating topic forpeace studies because, at the heart of traditionaldrama and theatre, there is conflict—and the questionof whether it can be resolved. Moreover, justas politics is often dramatic, drama is often political;there is, for example, an extensive tradition ofplays that make a theme of political revolution,usually in the form of tragedy or comedy. Studentsin this course read classic political dramas that areneither tragedies nor comedies but rather bring potentiallytragic public conflict to positive yet nontrivialresolution.Having discussed definitions of tragedy andcomedy, and what might be the advantages of aestheticrenditions of conflict, the class then readssome of these dramas of political reconciliation:Aeschylus, Oresteia/Eumenides; Shakespeare, Measurefor Measure; Calderón, The Mayor of Zalamea;Corneille, Cinna; Lessing, Nathan the Wise;Schiller, William Tell; Kleist, The Prince of Homburg;Brecht, The Caucasian Chalk Circle; Lan, Desire;and Fugard, Valley Song. (We also may includeselected films, such as Meet John Doe, On the Waterfront,or Twelve Angry Men.) We will examinethese plays (and films) through both the categoriesof drama analysis and theories of conflict resolution,mediation, and transformation, with the expectationof achieving greater depth in ourinterpretations of the dramatic texts and in our understandingof the theories of conflict resolution.Students of peace studies and political sciencewho are familiar with these pieces of world literaturewill have acquired a new kind of resource fortheir ability to think through and work in conflictresolution. Being able to draw on such artisticallycrafted illustrations of political mediation opens uphistorically diverse, cross-cultural, and emotionallynuanced perspectives onto the topic of their studies.Conversely, students of drama and theatre willacquire more sophisticated technical instrumentsfor the analysis of aesthetic conflict.It is hoped that guest speakers from other departmentswill participate in the class. All discussions,texts, and papers are in English, and specialarrangements can be made for students of German.485. Religious Themes in Modern GermanLiterature and Thought(3-0-3) RochePrerequisite: Four semesters.This course addresses a variety of religious issues,ranging from 18th-century secularization and discussionsof the theodicy to the 19th century’s variouscritiques of religion and 20th-centurydiscussions of the responsibility of the Church andof religion and intellectuals. The course addressesboth the literary embodiment of religious themesand essayistic analyses of religious issues. Authorsto be read and discussed include Lessing, Novalis,Hölderlin, Büchner, Grillparzer, Feuerbach, Marx,Nietzsche, Freud and Hochhuth.486. Der Artusroman—Arthurian Epic(3-0-3) ChristensenCome and explore the enduring legend of KingArthur and his court as interpreted by German authorsof the high Middle Ages (late 12th and 13thcenturies). We spend the majority of the semesteron the three best-known and most completeArthurian epics in the German tradition: Erec andIwein by Hartmann von Aue, and Wolfram vonEschenbach’s Parzival, as well as other later Germanadaptations they influenced. These tales areamong the most imaginative and fascinating in theGerman canon, full of the adventures and exploitsof knights and ladies. Our exploration of these textsfocuses on their relationship to their French andEnglish predecessors, on the many twists and turnsin story line and character development that eachindividual author creates, and on the informationthey suggest about “real” life in the medieval world.We also take a look at some of the most interestingmodern literary and film adaptations of theArthurian legend.487. Literature in the Age of Technology(3-0-3) RochePrerequisite: Four semesters.By way of philosophical analyses and literary exampleswe shall analyze the role of literature andthe humanities in an age increasingly defined bytechnology. Works will be chosen from authorssuch as Schiller, Hoffmann, Storm, Kaiser, Benjamin,Heidegger, Benn and Dürrenmatt.488. Philosophical Dialogues(3-0-3) HösleNo prerequisite.Philosophy is communicated in different literarygenres, as essays, treatises, didactic poems, thechoice of which influences in a subtle manner thecontents exposed. One of the most interesting literarygenres used by philosophers is certainly the dialogue,since it allows to hide the author’s mindbehind a variety of different positions that get thechance to articulate themselves and since it showsthe connection between philosophical ideas anddiscoursive behavior. We shall read different textsranging from Plato to Feyerabend to see how differentphilosophers have exploited the possibilitiesof this genre.489. Literature and Religion (in German)(3-0-3) BraungartPrerequisite: Four semesters.Literature, according to Martin Walser, descendsfrom religion just as irrefutably as human beings dofrom the apes. Indeed, there is no denying thateven during aesthethic modernism, literature, art,and religion are closely intertwined. When artachieved autonomous status in the second half ofthe 18th century, it did shed its subservient functionrelative to religion, yet in terms of its topics,themes, and, most particularly, its claim to interpretand give meaning to human existence, literatureremained tied to religion and also became itsgreat rival.This class examines several stations of this development.Beginning with church hymns duringthe Renaissance and Barock, we see how the Biblewas seen as a literary text in the 18th century. Atthe end of the century, art is conceived as an autonomousand even holy artifact. Poetry, for some,even becomes the medium of human self-definitionand the place in which new myths are created. Inthe Romantic period, art and religion again becomefused into a single unity. A century later, art andreligion again come into close contact in lyric poetryof the fin-de-siècle. The class concludes with aconsideration of the psalm form in 20th-centurypoetry. Readings include works by Luther, PaulGerhardt, Klopstock, Hölderlin, Wackenroder,Stefan George, Rilke, Trakl, Brecht, Celan, andBachmann.492. Schopenhauer(3-0-3) HöslePrerequisite: Senior standing, dean’s list.Schopenhauer’s philosophy signifies a great breakin the history of Western philosophy: No longerReason, but the Will becomes the grounding principle;Schopenhauer claims furthermore to integratein a productive way Buddhism into hispessimistic world view. His influence on the philosophy,but also on the arts of the 19th and 20thcenturies, has been enormous, not least of all becauseof his original aesthetics. We will read hismain work, The World as Will and Representation.493. Nietzsche(3-0-3) HöslePrerequisite: Senior standing, dean’s list.Nietzsche’s philosophy represents one of the greatestinterruptive moments in the history of philosophy:No one has destroyed as many assumptions asradically as Nietzsche. At the same time, his workrepresents a challenge to the literary mindinasmuch as Nietzsche discovered new forms of expressionfor philosophical thought. All who are interestedin German intellectual history as well as inthe philosophy of the 20th century should studyhis work, even if they conclude that Nietzsche’s argumentsfor this break in the tradition are notconvincing.

145GERMAN AND RUSSIAN LANGUAGES AND LITERATURES494. Thomas Mann(3-0-3) HösleThomas Mann is certainly the most influentialGerman novelist of the 20th century. Rooted in theBildungsbürgertum of the 19th century, influencedby Richard Wagner and the philosophies of ArthurSchopenhauer and Friedrich Nietzsche, he is at thesame time a profoundly modern writer withremarkable innovations in narrative techniques. Weshall read three of his novels which deal withgeneral cultural (and sometimes also very specificGerman) issues—the humanizing power of myth(Joseph and His Brothers), the greatness of anoutstanding individual and its unhealthy impact onhis environment (Lotte in Weimar), thedevelopment of modern art at the price of thedissolution of its bonds with morality and itspolitical consequences (Doktor Faustus).498. Special Studies I and II(3-0-3) WimmerPrerequisite: Senior standing, dean’s list.RUSSIAN101-102. Beginning Russian I and II(3-0-3) (3-0-3) Dinega, Marullo, CruiseNo prerequisite.An intensive introduction to the essentials of Russiangrammar, with specific emphasis on the nounand verbal systems. Aims at the acquisition of basicstructures, vocabulary and sound systems.201-202. Intermediate Russian I and II(3-0-3) GasperettiPrerequisite: 102 or the equivalent.This course is an intensive review of grammardesigned to facilitate a native-like mastery of theform and function of the Russian noun, verbal, andadjectival systems. Exceptional forms are stressed,and reading selections on contemporary Russianlife and excerpts from literary texts are employed toimprove comprehension and build conversationalskills.241-242. Advanced Russian I and II(3-0-3) (3-0-3) StaffPrerequisite: 202 or the equivalent.Drill in everyday patterns of conversation; emphasison idiomatic Russian; vocabulary expansion;grammar review; reading and discussion of Russianliterature and culture; written compositions, newspapersand magazines used as supplementarymaterials.373-374. 19th-Century Russian LiteratureSurvey I and II (in English)(3-0-3) (3-0-3) MarulloNo prerequisite.19th-Century Russian Literature I (1800-1860) inEnglish is the first part of a two-semester survey oflong and short fiction and focuses on the rise ofRealism in Russia, in particular the early fiction ofTurgenev, Tolstoy and Dostoevsky. Readings includeAlexander Pushkin’s The Tales of Belkin(1830), “The Queen of Spades” (1830), “TheRobert E. Norton, chair of German and Russian languages and literaturesBronze Horseman” (1833) and Eugene Onegin(1833); Mikhail Lermontov’s A Hero of Our Time(1840); Nikolai Gogol’s “Nevsky Prospekt” (1835),“The Portrait” (1835), “The Overcoat” (1842) andDead Souls (1842); Ivan Turgenev’s Notes of aHuntsman (1852) and Rudin (1856); FyodorDostoevsky’s Poor Folk (1845), The Double (1846)and Netochka Nezvanova (1849); and Leo Tolstoy’sChildhood (1852) and The Sevastopol Sketches(1855-1856).Topics to be included are the content andmethod of Realism (“gentry,” “urban,” “classical,”“romantic,” and “psychological”); the evolution ofthe “family” chronicle; the nature and developmentof the Russian hero and heroine, particularly, theso-called “superfluous” and “little” man; the interplayof “patriarchal,” “matriarchal,” and messianic”voices; the dynamics of Russian soul and soil; theinteraction of lord and peasant; and finally, theconflict between city and country, “old” and“new,” Russia and the West.Daily readings and discussions. Several smallpapers, projects, and exams.375-376. 20th-Century Russian Literature I andII (in English)(3-0-3) (3-0-3) MarulloNo prerequisite.RU 375 investigates the literary expression that attendedthe explosion in the arts in Russia—for example,Stravinsky in music, Diaghilev in ballet,Chagall in painting—in the first 30 years of the20th century. Literary movements covered includedecadence, proletarian literature, and modernism.RU 376 focuses on literature as protest against Soviettotalitarianism and as an assertion of the freedomand dignity of the individual in the face ofchallenges from the state and from “modern life.”

146GERMAN AND RUSSIAN LANGUAGES AND LITERATURES379. Brothers Karamazov (in English)(3-0-3) GasperettiNo prerequisite.This course is a multifaceted investigation into thephilosophical, political, psychological, religious,and literary determinants of Dostoevsky’s longestand most complex novel. Emphasis is placed ondaily, in-depth discussions based on a close readingof The Brothers Karamazov. Collateral assignmentsilluminate a variety of themes in the novel, fromthe author’s visionary political predictions andrejection of West European materialism to hiscritique of rationalism and mockery of literaryconvention.381. Russian Women Memoirists(3-0-3) DinegaThroughout the history of Russian literature, thegenres of autobiography, memoir, and diary haveprovided a venue for women to find their voices ina private arena safely distanced from the privilegedgenres of novels and lyric poetry. This course examinesthe history and development of the femalememoir in Russian litreature, from the 18th-centurymemoirs of a courtier of Catherine the Greatto documents of the Stalinist terror and prisoncamp life of the 20th century. We also will addresstheoretical questions about women’s autobiographicalwriting and consider the relationship ofthe works we read to the dominant “male” literarytradition.393. Dostoevsky (in English)(3-0-3) MarulloNo prerequisite.Selections from Dostoevsky’s short stories, novellasand novels.394. Tolstoy (in English)(3-0-3) CruiseNo prerequisite.Selections from Tolstoy’s folk tales, short stories,novellas and novels.451. St. Petersburg as Russian Cultural Icon(3-0-3) GasperettiSt. Petersburg’s rich cultural heritage is used to investigateRussia’s struggle for national identity. Areascovered include literature (Pushkin, Gogol,Dostoevsky, Blok, Akhmatova, Zamiatin), painting(Repin, Surikov, Malevich), music (Stravinksy,Shostakovich), dance (Diaghliev, Fokine), and film(Eisenstein).461. 19th-Century Russian Literature Survey(in Russian)(3-0-3) GasperettiPrerequisite: 202 or the equivalent.Introduces the major movements and authors ofthe 19th century. Special attention is given to thegenesis of the modern tradition of Russian literaturein the first half of the century and to the roleliterary culture played in the political and social fermentof the period. Readings, discussions and writtenassignments are in Russian.462. 20th-Century Russian Literature Survey(in Russian)(3-0-3) Dinega, GasperettiPrerequisite: 202 or the equivalent.Surveys the literary innovation and political suppressionof literature that defined Russia in the20th century. Introduces such movements/periodsas Symbolism, Acmeism, Futurism, the “FellowTravelers,” Socialist Realism, and the “Thaw.”471. Introduction to Russian Poetry (inRussian)(3-0-3) DinegaPrerequisite: 202 or the equivalent.An introduction to Russian poetry, poeticmovements, and verse forms. We will survey themajor periods and styles of Russian poetry,including Classicism and the Baroque (18thcentury), Romanticism and the post-Romantics(19th century), and the early Modernist poetry ofthe pre-Revolutionary period (includingSymbolism, Acmeism, and Futurism), as well aslater 20th-century Russian poetry. Readings willinclude poems by Derzhavin, Pushkin, Pavlova,Zhukovskii, Tiutchev, Nekrasov, Blok, Akhmatova,Mandel’shtam, Pasternak, Khlebnikov,Maiakovskii, Tsvetaeva, Vysotskii, Brodskii, andothers. Emphasis will be placed on the evolution ofverse forms and poetics, as we attempt to fathomthe extraordinary power of the Russian poetic wordin the context of Russian society, history, andculture. Students will be required to write shortcompositions in Russian, make oral presentations,and translate selected passages from assigned works.493. Pushkin and His Time (in Russian)(3-0-3) Dinega, GasperettiPrerequisite: 202 or the equivalent.An analysis of the lyric and narrative poetry,drama, and prose fiction of Russia’s national literarytreasure. Discussions focus on Pushkin’s contributionsto the creation of a literary language, histransition from Romanticism to Realism, his innovativetreatment of genres, and his role in the developmentof the Russian tradition of prose fiction.494. Tolstoy (in Russian)(3-0-3) GasperettiPrerequisite: 202 or the equivalent.Samples Tolstoy’s novellas, short stories, andfolktakes, with excerpts from the major novels.Themes include Tolstoy’s Realism, his critique ofthe institutions of church and state, his philosophyof nonviolence, and the impact of his religious “crisis”on the latter half of his literary career.498. Special Studies(3-0-3) StaffPrerequisite: Senior standing, dean’s list.COMPARATIVE LITERATURENo prerequisites.411. Self-Definition and the Quest for Happinessin Continental and American Prose of the 20thCentury (English and German)(3-0-3) ProfitPrerequisite: Four semesters of German or theequivalent.Everyone from the ancients to the most technologicallyconscious CEOs tell us that those who succeedknow the difference between the importantand the unimportant and they allocate their timeaccordingly. But how does one make these choices?If in fact success and happiness are synonymous, assome would claim, which way lies success, lies happiness?And what are the guideposts?What really matters? In an age such as ours,does anything have lasting value? Do I really matter?If I am most assuredly defined by my beliefsand my deeds, what then do I believe, what do Ido? In the final analysis, who am I?If literature, as so many maintain, not onlymirrors but also foretells world events, how haveseveral 20th-century authors representing diversenational traditions formulated the answers to theseseminal questions? Readings will include F. ScottFitzgerald, The Great Gatsby; Albert Camus, TheStranger; Max Frisch, Homo Faber.470. The Outsider in 20th-Century EuropeanFiction (English and German)(3-0-3) ProfitCritical analysis of six modern works, Gide andHesse among them, which will attempt to definethe nature of the outsider, the man without aphysical and spiritual home and his pivotal significancefor our times.491. Evil and the Lie (English and German)(3-0-3) ProfitIn an attempt to define the nature of evil and its relationto such phenomena as lying and the preservationof a self-image, this seminar will carefullyanalyze works spanning the years 1890-1972.Among them will be Wilde, The Picture of DorianGray; Gide, The Immoralist; and Frisch, Andorra.Further courses acceptable for ComparativeLiterature majors will be found listed by the Departmentof English. Consultation of program directoris required.

147HISTORYHistoryChair:John T. McGreevyDirector of Graduate Studies:Olivia Remie ConstableDirector of Undergraduate Studies:Rev. Thomas Blantz, C.S.C.Associate Director of Undergraduate Studies:Daniel A. GraffAndrew V. Tackes Professor of History:Nathan O. HatchAndrew V. Tackes Professor of History:John H. Van Engen (on leave 2002-03)Andrew V. Tackes Professor of History:Thomas P. SlaughterFrancis A. McAnaney Professor of History:George M. Marsden (on leave spring 2003)Rev. John A. O’Brien Associate Professor of History:John T. McGreevyCarl E. Koch Assistant Professor of History:Richard Pierce (on leave fall 2002)Rev. John J. Cavanaugh, C.S.C., Professor ofHumanities:James TurnerRobert M. Conway Director of the Medieval Institute:Thomas NobleJohn M. Regan Jr. Director of the Joan B. KrocInstitute for International Peace Studies:R. Scott ApplebyProfessors:R. Scott Appleby; Kathleen A. Biddick (onleave 2002-03); Rev. Thomas Blantz, C.S.C.;Gary M. Hamburg; Christopher S. Hamlin;Nathan O. Hatch; Ivan A. Jaksic (on leave2002-03); Thomas A. Kselman (on leave spring2003); George S. Marsden (on leave spring2003); Dian H. Murray; Thomas Noble;Thomas P. Slaughter; James Turner; John H.Van Engen (on leave 2002-03); J. Robert Wegs(on leave 2002-03)Professors Emeritus:Robert E. Burns; Vincent P. De Santis; Jay P.Dolan; J. Philip Gleason; Rev. Robert L.Kerby; Bernard P. Norling; Walter Nugent;Rev. Marvin R. O’Connell; Andrzej WalickiAssociate Professors:Gail Bederman (on leave 2002-03); DorisBergen; Olivia Remie Constable; Gregory E.Dowd;John T. McGreevy; Rev. Wilson D.Miscamble, C.S.C.; James Smyth (on leave2002-03); Rev. Robert Sullivan; Julia Thomas;David WaldstreicherAssistant Professors:Ted Beatty; Paul Cobb (on leave 2002-03);Laura A. Crago; Semion Lyandres; AideenO’Leary; Emily Osborn (on leave fall 2002);Richard B. Pierce (on leave fall 2002)Professional Specialistand Concurrent Associate Professor:D’Arcy Jonathan BoultonAssistant Professional Specialist:Daniel A. GraffAssociated Faculty:Michael J. Crowe (Program of Liberal Studies);Lionel Jensen (East Asian Languages andLiteratures); Thomas Schlereth (AmericanStudies); Phillip Sloan (Program of LiberalStudies); Kevin Whelan (Keough Institute forIrish Studies)Concurrent assistant professors:Steven Brady; Kathleen Sprows Cummings;Dorothy PrattProgram of Studies. The Department of Historyoffers courses for undergraduates designed to exposethem to life in the past as it was experiencedin Europe, Asia, Africa, and the Americas. In additionto courses that contribute to an understandingof Western culture and its roots, the departmentalso offers courses on Middle Eastern, East Asian,Native American and African American history, aswell as ones that explore the historical dimensionsof issues of race, class and gender. Courses offeredconsist of lectures and seminars that requirestudents to develop a critical appreciation of primaryand secondary texts, and skills in historicalwriting.To major in history, a student must take a totalof 24 semester hours (eight courses) numbered300 or above and distributed as follows:* six hours in Africa/Asia/Europe (pre-1600)* six hours in Africa/Asia/Europe (post-1600)* six hours in the history of the Americas* six hours of electivesThe study of history provides an ideal contextwithin which students can sharpen their analyticaland verbal skills. To encourage this process, everyhistory major is required to enroll in at least onedepartmental seminar (491-493), a course that willrequire students to engage in extensive research andwrite a major essay.Qualified students, with the permission of theinstructor, may elect courses in the 500 series of thehistory department (see the Graduate School Bulletinof Information). Work in one of the concentrationsor area studies programs described below mayalso be undertaken in conjunction with the Departmentof History.History Honors Program. The history departmentoffers a special program of study, the HistoryHonors Program, for the most talented and motivatedhistory majors. The program, consisting of athree-course sequence, began in the spring 2002 semesterwith an inaugural class of 15 juniors. Succeedingclasses of junior history majors will beinvited to join in the fall semester of each academicyear.A student in the History Honors Program willtake 30 hours, rather than 24, of upper-divisionhistory courses to satisfy both the Honors Programand History Major requirements. The HistoryHonors student will follow the regular program ofstudies above and, in addition, take HIST 495H,494H, and 499H, replacing HIST 491-493.Each History Honors student also will select afield of concentration (pre-1600 Europe, post-1600Asia, the Americas, Intellectual History, etc.) andwill take three courses (nine hours) in this field tocomplete the program.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are inparentheses. The instructor’s name is also included.111. Western Civilization I(3-0-3) Noble, O’LearyA survey of the major events and issues in Westernhistory from the emergence of civilization in Egyptand Mesopotamia until the 15th century. Subjectsstudied at length include Greek culture, democracy,and imperialism; the Roman Republic andEmpire; and the emergence of the Christian civilizationof the Middle Ages.112. Western Civilization II(3-0-3) Bergen, Crago, Hamburg, KselmanThis course will examine important topics in Europeanhistory from the Renaissance to the present:the evolution of statecraft in Machiavelli’s Florence;the impact of the Reformation on Europeansociety and political life; the Scientific Revolutionand the Enlightenment; the French Revolution andits aftermath; the development of liberalism, socialism,feminism and nationalism in the 19thcentury; the evolution of 20th-century warfare; theRussian Revolution of 1917; the bloody history offascism and Nazism; the Holocaust; the “atomicage,” the Cold War and the collapse of the Sovietempire.115. The Growth of the American Nation(3-0-3) Dowd, Waldstreicher, TurnerA survey of the social, cultural and political historyof the British North American colonies and theUnited States to the close of the Civil War. Organizedaround the question of American “nationhood,”topics include Indian, European andAfrican encounters; regional and sectional divergence;religious impulses and revivals; imperial conflictand revolution; constitutional developmentand argument; immigration and nativism; the frontierhypothesis and westward expansion; slaveryand emancipation; sectional division and the CivilWar.

148HISTORY116. The Development of Modern America(3-0-3) Blantz, McGreevy, Miscamble, Bederman,BradyThe purpose of this course is to provide the studentwith a basic understanding of the political, diplomatic,social and economic development of theUnited States from the end of the Civil War to thepresent. Major topics to be covered include the industrialrevolution of the late 19th century, thePopulist movement, the progressive presidencies ofTheodore Roosevelt and Woodrow Wilson, theGreat Depression, the causes and effects of WorldWars I and II, the Cold War years of PresidentsHarry Truman and Dwight Eisenhower, theNew Frontier and Great Society, the Civil RightsMovement, Vietnam, President Richard Nixon andWatergate, and the presidency of Ronald Reagan.The class format will be two lectures and one discussionsession per week.121. Ancient Greece and Rome(3-0-3) MazurekIn this course, first-year students will explore thehistory and culture of ancient Greece and Romethrough study of texts central to the ClassicalGreek and Latin literary traditions. Major authorsto be read include Homer, Sophocles, Plato, andVergil. Important topics to be considered throughoutthe semester include concepts of the divine;heroism and virtue; concepts of gender; democracy,empire, and civic identity. Students should comeaway from the course with deeper appreciation forthe Classical roots of their own social, intellectual,and religious lives.150. Modern Russia 1600 to Present(3-0-3) Hamburg, LyandresThis course is an introduction to the turbulent politicaland cultural history of modern Russia. Lectureswill treat such topics as the rise and fall of theRussian empire, the bloody legacy of the SovietUnion and Russia’s current experiment with constitutionalgovernment and capitalism.155. Collapse of European Communism(3-0-3) CragoWhy did certain countries become communistregimes after World War II? And how didcommunism collapse there? This course willexplore the rise and fall of communism in EasternEurope from World War II to 1989. Emphasis willbe placed on the Hungarian, Czech, Polish, andYugoslav experiences. Students will examine theperiod by reading traditional historical and politicalwritings as well as examining literature and filmsfrom the period. The reading includesapproximately five books. Although a lecture class,the instructor has reserved Fridays for in-classdiscussion. Students will also be expected to sit fora midterm and final examination and to complete a10- to 15-page research paper.180. History University Seminar(3-0-3) StaffAn introduction to the seminar method of instructionwhich explores the major methodologies of thehistorical discipline and which accents the organizationand expression of arguments suggested byreadings in historical topics.214. Europe from the French Revolution toWorld War I(3-0-3) BergenThis course explores Europe from 1789 to 1945,150 years that included both the peak of Europeanworld power and its unprecedented wars of selfdestruction.We will address the wars, revolutions,ideas, social movements, and the individuals thatshaped Europe from the French Revolution toHitler. Nationalism, liberalism, conservatism,socialism, imperialism, racism, antisemitism, andfeminism are among the intellectual and politicaltrends to be examined. The course will includelectures as well as small group discussions based onreading of primary sources and literary works bywriters such as Shelley, Marx, Flaubert,Dostoevsky, Ibsen, Freud, Kafka, Woolf, and Levi.We will also watch several classic films.222. Burned at the Stake: Medieval Heresy(3-0-3) O’LearyThis class will cover the principal heresies of theMiddle Ages, beginning with the teachings anddevelopments of early heretical movements.Students will investigate what constituted a heresyand how “orthodox” Christianity responded tosuch challenges. Requirements includeparticipation in class discussion, a final exam, and apaper on a topic of the student’s choice.224. The Holocaust(3-0-3) BergenIn this lecture/discussion class we will study theNazi German program of mass killings that hascome to be known as the Holocaust. We will explorethe ideas, decisions, and actions that culminatedin the murder of an estimated hundredthousand people deemed handicapped, half a millionRoma (Gypsies), and six million EuropeanJews. The role of historical prejudices, the impactof National Socialist ideology and leadership, andthe crucial factor of the war itself will all beconsidered. We will address the experiences ofthose targeted for annihilation as well as the actionsof perpetrators and the role of others: bystanders,witnesses, and rescuers. At the same time we willexamine how attacks on other groups — for example,homosexuals, Polish intellectuals, Sovietprisoners of war, Jehovah’s Witnesses, and Afro-Germans —fit into the overall Nazi scheme for a“new world order.” The legacy of the Holocaust after1945 will be discussed as well.235. Irish American Experience(3-0-3) DolanFor sophomores only.This course will examine the history of the Irish inthe United States. In many respects the Irish arethe great success story in American history. Theyhave moved from the shantytowns of urbanAmerica to the board rooms of Wall Street. Alongthe way they have left their mark on American politics,literature, religion and the labor movement.These are the areas that the course will study. Sincethe story must begin in Ireland, one-third of thecourse will examine the history of modern Irelandso that the students can better understand theIrish experience in the United States. After studyingthe famine of the 1840s, the course will turn tothe theme of emigration in order to bring the Irishto the United States. Then it will study the greatthemes of Irish American history—politics, literature,religion and labor. The heart of the coursewill be the century of immigration, 1820-1920.240. Vikings(3-0-3) O’LearyThe Vikings are notorious in European history forplunder and pillage, pagan savagery, and hornedhelmets. Participants in this lecture-and-discussioncourse will study the impact of Viking invaders inEurope and North America over four centuries,and will consider whether Scandinavians made anyreal contribution to the societies they terrorized.Discussion (including heated debates) will be basedon medieval primary sources from England, Ireland,France, and Russia. Scandinavian life at homeand the possible reasons for migration will also beconsidered, as background to the more excitingevents abroad. The importance of archaeologicalevidence (including art), and modern treatments ofVikings in film and literature, will also be included.246. History of Communication Technologies(3-0-3) StaffThe Internet is creating a revolution in the ways wecommunicate and organize information. Thiscourse seeks to deepen our understanding of currentissues about the access to information, ownershipof ideas and the possibilities for change. Wecan gain a new perspective by examining the historyof previous shifts in the technology of communicationin ancient, medieval and early modernsocieties. We begin by learning about the effectsthat the earliest forms of writing had on ancient societies.Next, we discuss the role of Christianity inthe transfer from the scroll to the codex. The thirdand larger section explores the development of differentkinds of books, from illuminated manuscriptslike the fabulous Book of Kells and tinybooks for private prayer to mass-produced booksfor university students. We then examine the shiftsfollowing the invention of the printing press in the15th century. Finally, we consider the current revolutionof cyberspace.

149HISTORY250. Modern Russia to the Present(3-0-3) Hamburg, LyandresThis course is an introduction to the turbulent politicaland cultural history of modern Russia. Lectureswill treat such topics as the rise and fall of theRussian empire, the bloody legacy of the SovietUnion and Russia’s current experiment with constitutionalgovernment and capitalism.258. American Art: History, Identity, Culture(3-0-3) SchlerethIntroductory and historical overview of the rolethat several arts (architecture, painting, sculpture)played in American cultural history, 1640-1940. Inaddition to surveying major high style trends, attentionwill also be given to selected regional, folk,vernacular and popular artistic traditions.261. American Catholic Experience(3-0-3) Appleby, CummingsA survey of the history of Roman Catholicism inthe United States from colonial times to thepresent, with emphasis on the 20th-centuryexperience. The first half of the course covers theCatholic missions and settlements in the NewWorld, Republican-era Catholicism’s experimentwith democracy, and the immigrant church from1820 to 1950. The second half of the course focuseson the preparations for, and impact of, theSecond Vatican Council (1962-65). Assigned readingincludes a packet of articles and primarysources about the Liturgical Renewal, Catholic Action,social justice movements and otherpreconcilliar developments.265. Visual America(3-0-3) SchlerethThis course explores dimensions of several types ofvisual expression: popular photography, genre andhistorical painting, chromolithography, commercialarts in American culture history from LouisDaguerre’s development of photography in 1839 tothe public exhibition of television at the 1939 NewYork World’s Fair.270. The Civil Rights Movement(3-0-3) PierceThere may not be a term in American societywhich is as recognized yet misunderstood as “civilrights.” Often civil rights are conflated with humanrights, even though each is distinct from the other.During the semester, we will trace the Civil RightsMovement in the United States during the 20thcentury and its lasting impact on American society.We will do so using as many media as possible.Fortunately, we will have the opportunity to studyan important part of American history in significantdetail. The time span we cover will not be thatgreat, but the issues we investigate challenge thefounding principles of American society to its core.285. King Arthur in History and Literature(3-0-3) BoultonThis course, intended to introduce undergraduatesto one of the major themes as well as to the interdisciplinaryapproaches characteristic of MedievalStudies, is a team-taught examination of the developmentand influence of the legend of Arthur,King of Britain, both in history and in literature.305. Greek History(3-0-3) VaccaThe primary purpose of the course is to provide abasic narrative history of Greece from the BronzeAge through the Roman conquest. Another purposeis systematic insight into special problems oftwo key phases of Greek development, the archaicand classical periods. The rapid growth of the citystateand the cultural ideals and problems that ledto the invention of philosophy and tragedy are considered.The course then takes up the institutionsand policies of democratic and imperialistic Athensand the political theories they embodied. The classends with a look at the new Hellenistic world andthe impact of Greek values on Christianity.306. Roman History(3-0-3) MazurekAn introduction to ancient Roman history, tracingthe development of Roman civilization through political,religious and social institutions of the Republicand Empire. Students read original sourcesin translation as well as secondary works by modernhistorians.307. Middle Ages I(3-0-3) Boulton, Van EngenThis course is designed as a topical introduction toEuropean history between 500 and 1000. It will examinethe evolution of various forms of economicsystems, societies, and civilizations in Western Europeduring this period, concentrating on France,Italy, England, and Germany. History majors aswell as students interested in a historical introductionto medieval civilization are welcome.308. Middle Ages II(3-0-3) Constable, Van EngenThis course is designed as a topical introduction toEuropean history between 1000 and 1500. It willexamine the evolution of various forms of economicsystems, societies, and civilizations in WesternEurope during this period, concentrating onFrance, Italy, England, and Germany. Historymajors as well as students interested in a historicalintroduction to medieval civilization are welcome.310. 100 Years’ War (1337-1453)(3-0-3) StaffThis course surveys the history of France and Englandduring the 14th and early 15th centuries.Major themes include the dynastic claims of Englishkings upon the crown of France, the BlackDeath, the rise of the Burgundian state, the growthof a middle class, the question of growing nationalidentity, and new trends in the arts.311. Gender/Sexuality/Power: Medieval Europe(3-0-3) BiddickWhat has gender to do with sexuality and how canwe think about its entanglements in terms of a historyof power? How do shifting borders betweenwhat counts as masculine and what counts as feminineproduce other kinds of bodies in medieval societies:bodies that don’t matter? Using originalsources and material remains produced from thethird through 15th centuries, together with currentfeminist and queer theory, students will thinkabout the work of gendered embodiment and theproduction of bodies that don’t matter.311E. Western Civilization I(3-0-3) Noble, O’LearyFor students intending to seek certification in secondaryteaching through the Saint Mary’s EducationProgram only.A survey of the major events and issues in Westernhistory from the emergence of civilization in Egyptand Mesopotamia until the 15th century. Subjectsstudied at length include Greek culture, democracy,and imperialism; the Roman Republic andEmpire; and the emergence of the Christian civilizationof the Middle Ages.312E. Western Civilization IIBergen, Crago, Hamburg, KselmanFor students intending to seek certification in secondaryteaching through the Saint Mary’s EducationProgram only.See HIST 112.315E. The Growth of the American NationDowd, Waldstreicher, TurnerFor students intending to seek certification in secondaryteaching through the Saint Mary’s EducationProgram only.See HIST 115.316E. The Development of Modern AmericaBlantz, McGreevy, Miscamble, Bederman, BradyFor students intending to seek certification in secondaryteaching through the Saint Mary’s EducationProgram only.See HIST 116.314. England Since 1789(3-0-3) SullivanThe course involves reading and thinking aboutand discussing both the history and the historicalinterpretations of some major elements in thedevelopment of modern English politics, society,and culture.

150HISTORY316. Medieval Towns and Urban Life(3-0-3) ConstableThis lecture course will cover the structure and developmentof urban centers in Europe and theMediterranean World from the Late Antique perioduntil the 14th century. The course will beginwith a general discussion of modern urban theorytogether with ancient and medieval conceptions ofwhat makes a “city.” From this point, we will trackthe history of urban life in medieval Europe,Byzantium and the Islamic World, with lecturesdevoted to urban geography, architecture, society,economy and demography. We will also look indepth at medieval life in individual cities, includingLondon, Paris, Cairo and Constantinople, in orderto consider variations in urban society and institutionsin different regions.320. The Making of Modern Europe(3-0-3) StaffThis course traces the development of Europe as itemerged from the Middle Ages and slowly teeteredforward to the modern era. Our focus will be onthe growth of the modern state. From an interdisciplinaryperspective we investigate critical changesin politics, science, economics, religion and the artswhich helped usher in the new European system.Attention will also be paid to the segments of societywho stood apart from many of these innovationsaffecting the European state. We will seek tounderstand the place of women, Jews and other“outsiders” in this new European order.323. History of Modern Mexico(3-0-3) BeattyThis course examines the complex nation that isMexico in the 20th century, its challenges and itsprospects. Focusing primarily on the period since1870, we will study the social, economic, politicaland cultural forces that have shaped the history ofthe United States’ southern neighbor.325. Enlightenment In Europe(3-0-3) SullivanBy studying works as diverse as Vico’s New Science,Mozart’s Don Giovanni, Voltaire’s PhilosophicalDictionary, Turner’s Sun Rising Through Vapourand Laclos’s Dangerous Liaisons, we first try to mapthe sheer variety of the cultural achievements ofEuropeans, from Dublin to Naples andKoenigsberg to Madrid, during the long 18th century(c. 1687-1807). Then we critically analyzesome of the major scholarly efforts to reduce andorganize into some unitary movement, usuallycalled “the Enlightenment,” the stubborn complexity,and frequent contradiction, of the ways inwhich self-consciously modern, or enlightened, Europeansin their prose, poetry, paintings, and musicrepresented power, knowledge, faith, emotions, history,and progress.326. Irish History I(3-0-3) SmythThis course consists of lectures and readings examiningIrish political history from the beginning ofthe Tudor Reconquest to the enactment of the legislativeunion in 1801. Attention is given tocolonization, religious conflict, the Ulster Plantation,political and constitutional reactions to Britishgovernment policies, and the rise of Protestantpatriotism.327. Making of the Irish Nation II(3-0-3) SmythThis course will consist of lectures and readings examiningIrish political history and Anglo-Irish relationsfrom 1801 up to and including the currentconflict in contemporary Northern Ireland. Attentionwill be given to religious conflict, the developmentof romantic and revolutionary nationalism,the changing nature of Anglo-Irish relations, theIrish American dimension, and the special problemsof the north.332. History of the U.S. South, 1876-Present(3-0-3) PrattThis survey relies on cultural, social, and politicalanalysis to develop an understanding of the regionand its identity. Circumstances and events uniqueto the South will be evaluated in context of thecommon experiences of the United States.332M. 20th-Century Jerusalem(3-0-3) StaffThis course will focus on the city of Jerusalem andexamine the religious and national contestationover the holy city during the 20th century. There isan overwhelming body of literature on Jerusalem.The course will be limited to exploring the roleJerusalem has played during the 20th century infour distinct political eras: Ottoman rule, the BritishMandate for Palestine, and Hashemite Jordanianand Israeli control in Jerusalem. In the firsttwo situations, Jerusalem was part of a great empire;in the last two, part of a modern nation-state.We will look at the role of religion and holy placeswithin these political systems as well as consider nationalaspirations, whether met or unmet. Thecourse will also consider the Palestinians and theirrole in the competition for holy city/national capital-in-the-making.333. British History: 1660-1800(3-0-3) SmythThis course of lectures and readings concentrateson British history from the restoration of monarchyin 1660 to the great crisis detonated by the FrenchRevolution and war in the 1790s. The otherthemes addressed include Protestant dissent, politicalideologies, the role of parliament and the rise ofthe radical parliamentary reform movement.343. Intellectuals and Politicsin Latin American Society(3-0-3) JaksicThis course will discuss the role of intellectuals inthe politics of modern Latin America. It will identifyand define who is an intellectual in LatinAmerica, review the range of their concerns, and ascertainthe impact of their ideas on their respectivenations. Themes to be addressed include the role ofintellectuals in nation-building in 19th-centuryLatin America, the participation of intellectuals inelectoral politics, their role in university reformmovements, and their opposition to military dictatorship,among others. Intellectuals will also beseen in the larger context of such movements as liberalism,positivism, Marxism, and Christian democracy,among others.345. Europe from the French Revolutionto World War I(3-0-3) KselmanDuring this time Europe changed dramatically inways that shaped the 20th century: political reformmovements advocating nationalism, democracy,and socialism challenged established regimes; theindustrial revolution led to massive changes in societyand the economy, including the emergence of alarge and affluent middle class and an industrialproletariat; European states consolidated power andmobilized popular support and an advanced technologyfor wars in Europe and throughout theworld, into which they expanded as colonial powers;writers, artist,s and composers reacted to thechanges and conflicts with novels, paintings, songs,and symphonies that, in their variety of styles, suggestthe vitality and anxiety of this period.346. Making Australia(3-0-3) MiscambleThis course will provide both a broad coverage ofAustralian history and an analysis of some issuesand developments of special significance incontemporary Australia.348. Modern Japan(3-0-3) ThomasThis introduction to modern Japanese history focuseson political, social, economic, and military affairsin Japan from around 1600 to the earlypost-WWII period. It considers such paradoxes assamurai bureaucrats, entrepreneurial peasants, upper-classrevolutionaries, and Asian fascists. Thecourse has two purposes: (1) to provide a chronologicaland structural framework for understandingthe debates over modern Japanese history, and (2)to develop the skill of reading texts analytically todiscover the argument being made. The assumptionoperating both in the selection of readings andin the lectures is that Japanese history, as with allhistories, is the site of controversy. Our efforts atthis introductory level will be dedicated to understandingthe contours of some of the most importantof these controversies and judging, as far aspossible, the evidence brought to bear in them.

151HISTORY352. Gilded Age and Progressive Era(3-0-3) McGreevy, CummingsThrough discussion and lectures, students examinethe emergence of a recognizably modern UnitedStates. Topics examined will include the emergenceof the corporation, progressive reforms, the changingcontours of American religion, the character ofthe New South, the battle for women’s suffrage, developmentsin the arts, and American involvementin the First World War.353. Polish and Lituanian Commonwealth(3-0-3) CragoThis course will survey the history of the Polishand Lithuanian Commonwealth from its origins inthe 1386 dynastic union of Jogailo, GrandDuke of Lithuania, with Hedvig, the daughter ofPolish king, Louis the Great (1370-1382), throughthe transformation into a political union at Lublinin 1569 to the collapse of the Commonwealthwhich culminated in three partitions at the end ofthe 18th century. Special emphasis will be placedon the political processes which transformed theCommonwealth into one of the most democraticcountries in the world, but also ultimately contributedto its decline. Attention, too, will be paid tothe wars which ravaged the Commonwealth, includingthose with Muscovy, Sweden, the OttomanEmpire, and with the peoples of what today ismodern Ukraine.356. American Social History(3-0-3) StaffThis upper-division course examines the social historyof the United States. Format may include lectures,readings, discussions, exams and apaper.360M. Media and American Culture from theAge of Print to the Internet(3-0-3) WaldstreicherThis course examines the myths and realities of mediain the American past and present, paying particularattention to the ways in which old mediaand new have combined to change our lives, andthe ways different groups of Americans have usedvarious media to make history.361M. Origins of American Political Traditions(3-0-3) WaldstreicherThe ideas, movements, and structures that shapedthe development of American politics (and, arguably,American society) from the late colonialperiod until the eve of the Civil War. Topics willinclude theories of politics and society (monarchy,colonialism, republicanism, liberalism, democracy);political parties and their ideologies; constitutionalism;presidential leadership; social movements; rebellions;nationalism, regionalism and localism;and the popular political practices that made politicspart of everyday life.369. Jacksonian America(3-0-3) GraffThis course explores the early 19th-century historyof the United States, from the close of the War of1812 to the coming of the Civil War (1815-1850).Although the era and course take their name fromPresident Andrew Jackson, we will cover muchmore than national politics and affairs of state. Wewill explore the birth of mass political parties, conflictsbetween nationalism and sectionalism, earlyindustrialization and the rise of class conflict, thedevelopment of slavery and antislavery, changinggender roles and the rise of feminism, evangelicalreligion and reform, and Native American resistanceand removal. The course will emphasize activeparticipation by students through regulardiscussion and frequent writing assignments.371. Survey of African American History I(3-0-3) PierceThis course is a survey of the history of AfricanAmericans, beginning with an examination of theirwest African origins and ending with the Civil Warera. We will discuss the 14th and 15th centuries,west African kingdoms, forms of domestic slaveryand west African cultures, the Atlantic slave trade,early slave societies in the Caribbean, slavery in colonialAmerica, the beginnings of African Americancultures in the north and south during and afterthe revolutionary era, slave resistance and rebellions,the political economy of slavery and resultingsectional disputes, the significance of “bloody Kansas”and the Civil War.372. Survey of African American History II(3-0-3) PierceThis course will survey the history of AfricanAmericans from 1865 to 1980. Specifically, thiscourse will focus on the problems of Reconstructionin the South after the Civil War, the adjustmentsand reactions of African Americans tofreedom, the economic exploitation of sharecropping,northern black communities at the end of the19th century, the migration of black Southerners tonorthern urban areas, black political leadership, theCivil Rights Movement, current examples of institutionalracism and affirmative action in America.375. Anglo-American Thought(3-0-3) TurnerA survey of the intellectual history of Britain andEnglish-speaking America from around 1600 to themid-19th century, including European backgroundsand contexts. Emphasis on writings aboutreligion, government, natural science, educationand human nature.377. Engendering War, Business, and Law(3-0-3) BiddickDuring the 12th century the Anglo-Norman royalcourt made revolutionary advances in killing,counting and judging at the same time that theypatronized the emergence of Arthurian romance inhistorical writing. History textbooks usually compartmentalizethe history of war, accounting, thelaw, and romance. This course, instead, asks whatthey have in common, specifically, how they wereengendered on the bodies of imaginary dead maidens,cannibalized Muslims, and tortured Jews.378. Polish History I: From the Jaqielloniansto Stansislaw Augustus(3-0-3) CragoThis course will examine Polish history from theunion of Lithuania with Poland in 1386 to the partitionsof Poland in 1772, 1793, and 1795. Inother words, the course will survey Polish historyfrom the period when Poland emerged as a uniqueand great European state through the period whenPoland experienced political and social decline andsuccumbed to political extinction. Topics to be examinedmay include: the growth of unprecedentedparliamentary institutions; religious toleration inthe age of the Reformation and the Counter Reformation;the emergence of unprecedented politicalfreedoms for the nobility; the Renaissance; the“second serfdom”; the Commonwealth’s militaryexploits; the crisis of Polish democracy in the 17thand 18th centuries; Polish “orientalism” and“Sarmatianism”; and the Polish Enlightenment.379. European Women in the 20th Century(3-0-3) BergenThis course explores European history of the 20thcentury as it has been shaped, experienced and interpretedby women. Using a variety of sources —memoirs, government documents, novels, films andnewspaper accounts—we will examine women’slives from the turn of the century to the presentday. Themes to be addressed include women andwar, the women’s movements, wealth and poverty,paid and unpaid work, women’s bodies and reproductiveissues, ethnicity, religion, and popular representationsof femininity. Rather than provide ageneralized survey, the course will focus on differentsocieties and regions as case studies for specificissues.380. East-Central Europe I(3-0-3) CragoA survey of the history of East-Central Europefrom A.D. 966 to the partitions of Poland. The lecturewill place special emphasis on the political, socialand cultural histories of Poles, Czechs, Slovaks,Croats and Hungarians.

152HISTORY380M. United States Labor History(3-0-3) GraffThis course will examine the history of paid andunpaid labor in the United States from colonialtimes to the near present. We will seek to understandhow working people both shaped—and wereshaped by—the American Revolution, the debatesover slavery and free labor culminating in the CivilWar and Reconstruction, the rise of big business,the creation of a national welfare state, the ColdWar-era repression of the left, and continuing debatesover the meanings of work, citizenship, anddemocracy. Throughout the course, we will devoteconsiderable time to the organizations workers createdto advance their own interests, namely the labormovement. We will also pay special attentionto the complicated yet crucial connections betweenwork and racial and gender identities. Specific topicsmay include: slavery, farm labor, women’s domesticwork, trade unions, questions of industrialdemocracy, the role of radicalism and the challengesconfronting workers in the current era ofcorporate globalization and anti-sweatshopactivism.381. East-Central Europe II(3-0-3) CragoA survey of the history of East-Central Europefrom the partitions of Poland to the outbreak ofWorld War II. The lecture will place special emphasison the political, social and cultural historiesof Poles, Czechs, Slovaks, Croats, and Hungarians.382. Eastern Europe Since 1945(3-0-3) CragoThe course surveys the emergence of communistEastern Europe in the wake of World War II andthen explores the seminal developments which contributedto the collapse of communism. Emphasiswill be placed on the Hungarian, Czech, Polish,and Yugoslav experiences. Students in the coursewill examine the evolution in Eastern European societyby reading traditional historical and politicalwritings as well as drawing on literary and film accountsof the period.383. 19th- and 20th-Century Polish History(3-0-3) CragoThis course will examine the history of Polandsince the partitions of the Polish state (1772) untilcontemporary times.384. Modern European Diplomacy(3-0-3) CragoThis course will investigate some of the main problemsin the history of European relations from themiddle of the 19th century to the present. The emphasiswill be on the patterns of political interactionbetween and among the European powers(Britain, France, Germany, Austria-Hungary, Russiaand Italy). We shall also examine their respectivemilitary strategies, both in peacetime and inwar, and whether those strategies changed overtime. Our other concern will be to place Europeanrelations with the context of the great-power systemas a whole.385M. American Political Traditions Since 1865(3-0-3) McGreevyStudents will investigate the political debates—andsimultaneous examinations of democracy’s character—thathave animated American reformers andintellectuals since the Civil War. The focus will beon these political traditions, not the studies of voterbehavior or policy implementation that also constitutean important part of political history. Thecourse will begin with discussion of the character ofReconstruction, and move through the “socialquestion” of the late 19th century, Progressive reformin the early 20th century, the New Deal, theorigins of modern conservatism, and various post-World War II social reform movements. Readingswill include court cases, memoirs, speeches anda sampling of the philosophical and historicalliterature.386. Europe Since 1945(3-0-3) WegsThis course introduces students to the economicsocialaspects of post-World War II Europe. Specifictopics include the Cold War, the Soviet Unionand Eastern Europe, European unity, economicand social change, 1968, thought and culture since1945 and the revolutionary events of 1989-90.388. Environment and Environmentalism inHistory(3-0-3) HamlinThis course is an introduction to the new field ofenvironmental history. In recent decades, historianshave begun to actively explore the past sensibilitiesof various groups toward the quality of their air,water and land; the passionate discussions of philosophers,theologians and social and natural scientistsabout resource use, the safety of the environment,and long-term prospects for humanity; andthe customs, laws and managerial systems thatguided use of the environment. Historians havealso increasingly paid attention to the ways environmentalfactors have affected the course of history:the effects of the distribution of water, woodand minerals and of changes in climate or endemicdisease. This course ranges widely in methodologyfrom the history of ideas to paleoclimatology, geographicallyfrom the ancient near east to modernAmerica, topically from wood-cutting rights in medievalFrance to the rise of the organic farmingmovement and water-allocation laws in the 20thcenturyAmerican West.391. Religions in China(3-0-3) MurrayThis course will examine the religions of Chinafrom both the historical and cultural perspective.It will focus on Confucianism, Taoism, andBuddhism.392. History of Christianity to 1500(3-0-3) SullivanA survey of the development of Christianity fromlate antiquity to the eve of the 16th-century Reformation.Emphases include processes of Christianization,definitions of prescribed and proscribedbeliefs and practices, institutional elaboration, relationswith imperial and royal authority, impact ofand on culture, and varieties of religious behaviors.Although the history of the Latin (Catholic) churchis highlighted, the dynamics and consequences ofits separation first from the Oriental and then fromthe Orthodox churches will be examined. Thecourse aspires to achieve a routine of interactivelectures.393. History of Christianity II,1600 to the Present(3-0-3) SullivanA course surveying the development of modernChristianity, with emphasis on the West. Subjectsinclude ideas and movements of reform, churchgovernment and structures, missionary enterprises,forms of spirituality and worship, and the politicalrole and cultural impact of Christianity.394. Medieval Middle East(3-0-3) CobbThis course offers a survey of Middle Eastern historyfrom the rise of Islam in the seventh centuryA.D. until the rise of Mongol successor polities inthe 15th century. The course is structured to coverpolitical and cultural developments and their relationshipwith broader changes in society during theformative centuries of Islamic civilization.395. Modern Middle East(3-0-3) CobbThis course surveys Middle Eastern history from1500 to the present. The primary themes to be coveredinclude the emergence and demise of the lastMuslim unitary states; European colonial and imperialpenetration of the Middle East in the 19thcentury; the social and cultural impact of imperialism;state-building in the 20th century; new ideologies/nationalisms;contemporary problems ofpolitical and economic development. We will alsoconsider the most important movements of Islamicreform and revival over the past two centuries.404. Mediterranean World, 400-1400(3-0-3) ConstableThis lecture course covers the history of the Mediterraneanworld from the fifth to the 15th century,from the fall of Rome to the fall of Constantinople.It examines both elements of unity and diversityfound around the shores of the medievalMediterranean. Many features, including climate,agriculture, a common Greco-Roman cultural heritage,and the sea itself served to unify the Mediterraneanregion, while others, such as religion andpolitics, created tensions and disunity. This coursesurveys the political history of Southern Europe,Byzantium, and the Islamic world and looks at specializedtopics such as the crusades; commercial exchange;intellectual contacts between Christianity,Judaism and Islam; the impact of the plague;

153HISTORYMediterranean families and the position of women;and Mediterranean food.405. Chivalry, Faith and Splendor:The Court of Burgundy, 1363-1519(3-0-3) BoultonThis course will examine the relationships betweenpolitical power, Catholic Christianity (both officialand popular), chivalry, and the fine arts, in thecourt of Dukes of Burgundy of the Valois line: therichest and most influential court of LatinChristendom of its day. It will be team-taught bymembers of several relevant departments.409. Renaissance Europe(3-0-3) StaffThis course will focus primarily on the city-statesof Italy, especially Florence and Venice, fromroughly 1300 to 1550. We will explore the socialand economic foundations of the Italian Renaissance,its artistic and intellectual expressions (humanismand Neoplatonism), and the structures ofpower and the life of the family within the citystates.We will also devote attention to cultural andpolitical developments in Germany, France, Englandand Spain, particularly the spread of humanismnorth of the Alps and the development ofcentralized monarchies, monarchies that wouldhelp to put an end to the Italian Renaissance.410. The Reformation(3-0-3) StaffThis course examines the great religious convulsionthat gripped Europe in the 16th and 17th centuries.Chronologically, however, we will begin in thelate medieval period as we consider importantchanges that were occurring in European cultureand society culminating with Europe’s first Reformation,not in Germany but in Bohemia. We concludeby considering the relaxation of religioustensions in the late 17th century and concurrentgrowth of toleration and skepticism. Throughoutthe course we will consider religion as a dynamicthat has a broad impact on society affecting notonly personal belief but also the politics, social patterns,and the intellectual and cultural productionof the early modern world.412. Religious Movementsin the High Middle Ages(3-0-3) Van EngenThis course will study major religious movementsin the high middle ages, that is, beginning aboutthe year 1200 and concluding about 1450. Religiousmovements refers broadly to a series of bothorganized and dissenting groups that helped set thetone for religious life in the higher middle ages.The purpose of the course is less to offer surveystyle“coverage” than to introduce students to representativegroups and especially to the writingsthat came from these groups. The religious women,and it will end with Hussites, a massive rebellionagainst the medieval church. It will include suchgroups as the Franciscans, both the accepted conventualvarieties and the dissenting spirituals; theso-called “Rhineland mystics”; and the “moderndevotion.”Kathleen A. Biddick, professor of history413. History/Fantasy/Colony(3-0-3) BiddickWhat is the relation of history, fantasy, colony? Usingtwo major texts written in the 12th century(History of the Kings of Britain and History and Topographyof Ireland), we will analyze the fabricationof Englishness and the other within not only in the12th centry but also as a repeating problem in history,fantasy, colony in 19th- and 20th-centuryBritain.Some other course materials include two films:Handsworth Songs (Black Audio Collective) andRobin Hood: Prince of Thieves. We also will questionhow major British cultural institutions, such asthe Public Record Office, represent themselves onthe Web and compare that representation withtheir contested histories. Students will work togetherin group discussion and reports.414. Early Imperial Russia, 1700 to 1861(3-0-3) Hamburg, LyandresThis course explores the political, cultural and socialhistory of Russia from Peter the Great’s reformsto the abolition of serfdom in 1861.415. 20th-Century Russian History(3-0-3) Hamburg, LyandresThis course examines the birth of the Soviet state,the genesis and operation of the Stalinist system ofgovernment, post-Stalinist socialism and the end ofthe Soviet Union.416. American Thought, Belief, and ValuesSince 1865(3-0-3) MarsdenA study of Americans’ most characteristic Americanintellectual, moral, and religious beliefs, especiallyas expressed by leading thinkers, and of why thesebeliefs have flourished in the American cultural setting.Topics will include questions such as thecompeting authorities of faith and science, thesearch for truth in a pluralistic society, professionaland popular philosophies including pragmatismand post modernism, moral authority in democraticculture, social science and law, the relation ofindividuals to communities, the relation of Americanmaterialism to American beliefs, the outlooksof diverse sub-cultures, African-American outlooks,feminist perspectives, competing religious andsecular faiths, and roles of various forms of Christianityand other religious beliefs in American life.417. Dostoyevsky’s Russia(3-0-3) Hamburg, LyandresThis course will focus: 1. on Dostoyevsky’s life, hisreligious and ideological beliefs as articulated inmajor fictional and nonfictional works, his contributionsto 19th-century debates about Russia’splace in the world and its historical “mission”; and2. on the Russian social, religious and ideologicalcontext(s) in which Dostoyevsky operated. Thereading will likely include Dostoyevsky’s Notes fromthe House of the Dead, Notes from the Underground,Crime and Punishment, The Idiot, and BrothersKaramazov.

154HISTORY418. Modern Russian Society and Culture I(3-0-3) LyandresThis course examines selected critical issues in thefoundations of modern Russian society and culturefrom the late 19th through the first half of the 20thcentury. Lectures and discussions include such topicsas late Imperial politics and society, cultural innovationof the “Silver Age,” World War I,Revolutions of 1917, creation of socialist societyand culture, and the experience of the Stalinist terror.420. Austria from the Hapsburgs to Haider(3-0-3) WegsThe course will examine the political, social andcultural history of Austria. It will begin withAustria’s dominant position in Europe under theHabsburgs after the Napoleonic wars and continuewith the struggle against Germany for dominancein Europe in the late 19th century and the destructionof the Habsburg Monarchy in World War I.The 20th century section will include Austrian fascismin the interwar period, the Second WorldWar, Austria’s rebirth following the war andpresent political, social and cultural history includingthe emergence of a right-wing populist groupled by Jorg Haider. Course requirement will includea midterm and final examination and an extendedhistorical essay.421. Europe in the Nazi Era(3-0-3) BergenThis class will explore Germany and those parts ofEurope under German control between 1933 and1945. An important focal point will be the Holocaustand its origins, course and context. Topics tobe covered include National Socialist ideology;Hitler’s rise to power; European antisemitism;women’s and men’s roles in the Third Reich; persecutionsof homosexuals, Jehovah’s Witnesses, Communists,Slavs and others and their relation to theShoah; World War II in Europe; the so-called Euthanasiaprogram and the attack on Europe’s Gypsies;ghettoization, deportation and murder of Jews;collaboration, rescue and resistance inside and outsideGermany; the collapse of the Nazi empire.422. Germany and Austria Since 1870(3-0-3) WegsThe German history segment will include the imperialperiod of Bismarck and Emperor Wilhelm II,World War I, the Weimar Republic, the Nazi periodand the post-1945 period. The Austrian segmentwill consider the decline and fall of theHabsburg Monarchy, the interwar turn toauthoritarianism, the Nazi occupation and thepost-1945 recovery.423. 20th-Century German History(3-0-3) BergenThis course examines modern Germany from nationalunification in 1871 to the recent unificationof the two Germanies and beyond. We will investigatecultural, political and social dimensions ofGermany’s dynamic role in Europe and in theworld.424. Holocaust(3-0-3) Bergen, WegsThis course will combine lectures, discussions andfilms in an attempt to describe and reach some understandingof the Nazi policy of eliminatingEurope’s Jewish population (The Holocaust). Thecourse will consist of a background to German-Jewish relations before the Nazi period, the Naziseizure of power and its impact on Germany’s Jewishpopulation, World War II and the Holocaust,and the subsequent postwar problem of comprehendingand coping with the Holocaust.425. France in the Old Regime(3-0-3) KselmanIn 1700, France, under the Sun King, Louis XIV,was the most powerful state in Europe. Louis’ courtat Versailles was a brilliant cultural center enviedby the rest of Europe, whose kings saw France as amodel to be emulated. In 1789, the French Revolutionchallenged and eventually destroyed the monarchy,but the power of France nonetheless grew.By 1800, France under the leadership of the consulNapoleon was expanding rapidly in Europe andwould eventually control an empire that includedSpain, Italy and much of central Europe. Thiscourse examines French history from the establishmentof the Bourbon family on the throne in 1589to the rise of Napoleon in 1790s, with about onethirdof the class concentrating on the revolutionaryevents that began in 1789. The course isorganized around major political developments andseeks to understand how the monarchy, so potentin 1700, could have collapsed less than a centurylater.426. Modern France(3-0-3) KselmanThis course will examine the political, social andcultural developments in France from Napoleonthrough the present. After a review of the legacy ofthe Revolution of 1789, students will explore thecontinuing importance of the revolutionary traditionin France, which led to major upheavals in1830, 1848, 1870 and 1968. The political historyof France will be discussed in a context of socialand economic development which produced classconflict that the state tried to control in a variety ofways, ranging from the repression of dissent to occasionalflirtation with socialism. Social and politicaldevelopments will also be related to changesthat occurred in private life, in family relations, andin the use of leisure time.427. Medieval Spain(3-0-3) ConstableThis course, a smaller reading plus discussioncourse, examines the history of Spain in the MiddleAges. Topics to explore include the arrival of Islam,the Christian Reconquest, Iberian Jewish life, Iberianeconomy and urban life under Christian rule,the idea of Iberian society, and Jews and Muslimsunder Christian rule.428. Anglo-Saxon England(3-0-3) O’LearyIn this course (based on lectures and discussion),students will gain an appreciation of the major developmentsin England from pre-Christian timesuntil the Norman conquest in the 11th century.Through weekly discussion of primary and secondarysources — political, ecclesiastical, and literary— students will form their own judgments on theprincipal issues in English history. We will alsoconsider England’s political and cultural relationswith her neighbors, especially Ireland, Scotland,Wales and France.429. Late Imperial Russia(3-0-3) HamburgThis course examines Russian history from the endof serfdom in 1861 to the revolutions of 1917. Theinstructor will acquaint students not only with thepolitical history of Russia in this turbulent period,but also with topics that are sometimes neglected inbroad surveys: the resemblances between Russianserfdom and American slavery; the history of familylife, gender relations and sexuality in Russia; therole of religion in defining Russian identities; thepsychological underpinnings of political radicalismand terrorism; the difficult relationships betweenvarious ethnic groups in the “prison of peoples.”Course requirements will include: a short essay, amidterm examination and a final examination. Noprior knowledge of Russian history required.431. The Nobility of Medieval Englandand France(3-0-3) BoultonThis course is intended both to introduce studentsto the historiography of the dominant stratum ofEnglish society from the time of the Anglo-Saxoninvasions of the fifth and sixth centuries to the Tudorperiod and to the problems and methods ofhistorical research and analysis relative to the periodand area in question. The course will concentrateon the period after the Norman Conquest of1066 and will examine the development of the variousstrata of the noble class in England after thatevent: the baronage and peerage, the knightage andthe lesser “gentry” of squires and gentlemen.433M. Europe Between the Wars(3-0-3) StaffBetween the end of the First World War and thebeginning of the Second, there were only 20 years.But during this short period were Hitler, Stalin, theGreat Crisis, the League of Nations, and muchmore. Understanding the present requires a knowledgeof these pivotal years.435. Medieval Ireland(3-0-3) O’LearyThis course comprises a survey of the history andculture of the Irish and the other Celtic peoplesfrom the Neolithic era to approximately A.D.1500. We will explore the main documentarysources in translation—mythological and historical,ecclesiastical and secular—as well as discussing theimportance of the archaeological evidence.

155HISTORY436M. Foreign Influences In Medieval Ireland(3-0-3) O’LearyThis course is a broadly-based exploration of Irelandand her neighbors from the eighth century tothe 16th. Beginning with the long-term consequencesof Viking activity in Ireland and England,students will consider in detail the reasons behindthe Norman conquests of Ireland and Britain, andthe profound French political, social and culturalinfluence on the region. We will then focus onIrish interprovincial warfare, especially the extentto which the real Brian Boru corresponded to thesaintly champion portrayed in some historicalsources. We will assess relations among Ireland,England, Wales and France by examining questionsof church and state; and investigate why propagandaand “forged” history became predominant inthe British Isles in the 12th century. The coursealso includes analysis of English colonization in Irelandfrom English, Irish and Scottish perspectives;and assessment of Gaelic politics and culture duringthe Tudor conquest.440M. The Vikings(3-0-3) O’LearyThe Vikings are notorious in European history forplunder and pillage, pagan savagery, and hornedhelmets. Participants in this lecture-and-discussioncourse will study the impact of Viking invaders inEurope and North America over four centuries,and will consider whether Scandinavians made anyreal contribution to the societies they terrorized.Discussion (including heated debates) will be basedon medieval primary sources from England, Ireland,France, and Russia. Scandinavian life at homeand the possible reasons for migration will also beconsidered, as background to the more excitingevents abroad. The importance of archaeologicalevidence (including art), and modern treatments ofVikings in film and literature, will also be included.442. Nineteenth-Century Ireland(3-0-3) StaffDrawing on monographs and general studies, thiscourse invites students to consider how differentsocial groups experienced the profound changesthat transformed 19th-century Ireland. Althoughthe course traces political developments, it paysequal attention to socioeconomic and cultural issues,including the shift from high fertility tosexual restraint; patterns of emigration, consumptionand social unrest; improvements in educationand literacy; linguistic change; changing devotionalpractices and cultural “revival” in the late 1800s.442M. The Emergence of Nationalismin Latin America(3-0-3) JaksicThis course provides an introduction to the majorthemes of 19th-century Latin American history. Itprovides an overview of the colonial background tothe independence struggle that engulfed the regionin the early part of the century, describes the motivations,and in many cases reluctance, of the coloniesto disengage from the Spanish empire, and thelegacies and opportunitities for the construction ofa new social, political and economic order in theregion. The course examines the influence of regionalismin the emergence of the new nations, andpays particular attention to the impact of liberalismon social, political and economic structures in theregion.443. African History I(3-0-3) OsbornInteraction, adaptation, creativity, innovation andchange have characterized the history of Africafrom the earliest times. State building, trade relationsand the impact of world religions such as Islamand Christianity have acted as catalysts forchange across the continent. This course exploresthese themes by drawing from a variety of regionalexamples that span the period before 1800. We willexamine ancient Egypt and the early Christiankingdom of Axum (Ethiopia), the Swahili coast andGreat Zimbabwe. We will discuss trans-Saharantrade and Islam in the kingdoms of the westernSudan, the introduction of Christianity in theCongo, and the settlement of the Cape of GoodHope. This course will conclude by investigatingthe development of the Atlantic Slave Trade andthe arrival of Europeans to sub-Saharan Africa fromthe fifteenth to the 18th century.444. African History Since 1800(3-0-3) OsbornThis course on the social and political history ofAfrica begins by investigating the legacies of thetrans-Atlantic slave trade and the dynamism thatshaped the era of so-called legitimate commerceJihads, the rise of new states, cash crop production,missionary movements, the intensification of domesticAfrican slavery, and the growth of Europeanand black settler communities contributed to 19thcenturyprocesses of change in Africa. By the startof the 20th century, European powers laid claim toand colonized almost the whole of Africa. The attemptsby Europeans to control Africans and theircultural, economic, and social lives often took brutalforms, but Africans nevertheless hindered andresisted the colonial project in both covert andovert ways. Analyzing European education, labor,and political policies sheds light on how the colonialstate sought to remake Africans and how Africancolonial subjects developed alternative interpretationsand possibilities for the future, as nationalistmovements demonstrate. This course willconclude by focusing on independence movementsand the challenges faced by post-colonial Africannation-states. Case Studies include the DemocraticRepublic of Congo (Congo-Zaire), Kenya, Nigeria,Sierra Leone, Senegal, South Africa and Tanzania.444M. History of Chile(3-0-3) JaksicChile is generally considered as an exceptionallystable and even prosperous country when comparedwith many of its neighbors in the region. Thiscourse will explore the politics, culture, andeconomy of Chile since independence in order toassess whether the country is unique, or has sharedmany of the difficulties and challenges of otherLatin American nations. The readings, lectures, anddiscussions will cover such topics as Chilean independence,wars and revolutions in the 19th century,as well as labor unrest, political mobilization,and state-led economic development. The coursewill also cover the Pinochet dictatorship and humanrights, and the return to democracy in the1990s. In addition to textbooks, students will useother sources, such as novels and films to exploredifferent facets of Chilean history.445. Modern China(3-0-3) MurrayThis course begins with a brief examination of certainkey themes in Chinese history from the lateMing dynasty to the 18th century and devotes themajor portion of the semester to a study of internaland external pressures for changes that led “traditional”China onto a path of “modernization.” Specialemphasis is placed on China’s relations withthe three nations—Japan, the United States andRussia—that helped chart its course toward revolutionand communism. Topics to be examined includethe collapse of the Manchu dynasty, theestablishment of the first republic, the shift ofpower from the nationalists to the communists inthe Civil War, the creation of the People’s Republicof China, and some contemporary issues.448. War/Money/Romance: 1100-1200(3-0-3) BiddickDuring the 12th century, the royal court of Englandmade revolutionary advances in killing,counting, and judging at the same time that theypatronized the emergence of Arthurian romance.History textbooks usually compartmentalize thehistory of war, accounting, the law, and romance.This course, instead, asks what they may have incommon, specifically how they were engendered onthe bodies of imaginary dead maidens, cannibalizedMuslims, and tortured Jews.We will study breakthroughs in royal accountingprocedures as a powerful formal rhetoric withlinks to law and war. As a formal rhetoric capableof abstracting space, accounting transformed thesocial space of the body, household, and court andalso inaugurated new notions of social time.We also will consider how the same court patronizednew forms of Arthurian romance. We willask how romance renders violence and forgets theviolence prepetrated by Christians elsewhere, especiallyon the Crusades (First Crusade, 1096-1102;Second Crusade, 1147-1149; Third Crusade,1189-1192; Fourth Crusade, 1202-1204). Finally,we will question how accounting and violence intersectwith the treatment of Jewish communitiesresiding in England during the 12th century.

156HISTORY451. Colonial America(3-0-3) DowdWhat is America and how did it happen? These arequestions that run through this course. The historicalsetting is eastern North America from the firstSpanish contracts to the beginnings of the imperialcrises that led to the American Revolution. Themesof the course include the expansion of Europe overseas;the establishment of various English colonies;the complex relations among Indians, Europeans,and Africans; the rise of Puritanism and evangelicalreligion; the development of highly differentiatedcolonial societies; the problem of colonial unity;and the horror, meaning, and striking results of colonialwarfare.452. Revolutionary America(3-0-3) Dowd, SlaughterThis course examines the American Revolution asboth a process of change and an event with profoundconsequences for the history of the Americanpeople. It emphasizes conditions and consequencesof the Revolution for common people and for thoseliving at the fringes of economic subsistence andpolitical power—laborers, women, slaves, and Indians—inaddition to the ambitions of the foundingfathers. The long-term preconditions for revolutionare considered within the contexts of domestic andinternational politics. We will focus on the conflictthat was the heart of the Revolutionary experienceand that was the fundamental legacy of the war forAmerican society.453. The New Nation, 1781-1841(3-0-3) WaldstreicherThis course examines the social, political, and culturalhistory of the United States from the ratificationof the Constitution to the beginnings of thepolitical crisis over expansion and slavery. It coversthe democratization of politics and the problems ofnational independence in the wake of the Revolution;territorial expansion; economic change; thedevelopment of regional, class, religious, racial, ethnic,and gendered subcultures; slavery and resistanceto slavery; and the new political and reformmovements that respond to the era’s deep and lastingchanges.453M. Pre-Modern Japan(3-0-3) ThomasThis course examines the development of Japaneseculture from earliest times to the early 19th centuryin the context of the major political and socialforces that molded the country’s history. Major periodsand cultural epochs to be examined include acourtier culture during the Heian period (794-1185), a samurai culture developing in the 12thcentury on, a Zen culture during a medieval age,the Christian century, a bourgeois culture and anurban popular culture during the Tokugawa period(1603-1868). Japan’s relations with other Asianand European nations is also examined to understandJapan’s receptivity to cultural influences fromabroad and its effort to synthesize them with nativetaste.454. Era of the Civil War, 1848-1877(3-0-3) Pratt, Waldstreicher, GraffIn the mid-19th century the American political systemcollapsed. Divergent visions of the Americanideal plunged north and south into the bloodiestwar in the Republic’s history. This lecture courseexamines the roots of the nation’s sectional division,the disintegration of mechanisms for politicalcompromise, the structures and policies of thewartime Confederate and Union governments, thestrategic conduct of the armed conflict, the societiesat war and the Union’s first hesitant steps towardreconstruction and recovery.455M. Concepts of Nature and the Environmentin Japan and Europe(3-0-3) ThomasThe purpose of this course is to explore Japaneseconcepts of nature in comparison with those of theWest and then to ask how these concepts effectmodern Japan’s understanding of environmentalprotection. In other words, this course combinesintellectual history and environmental history inJapan and Europe. We discuss the relationshipamong nature, divinity, and human beings in theBible and Shinto and Confucian texts. We readradical agrarianist Ando Shoeki and see how hisvision of the natural state compares with that of hisFrench counterpart, Rousseau. We consider hownature shapes political history in Hegel andMaruyama. Finally, we try to figure out what theclaim that the Japanese love nature means both interms of aesthetics and nationalism and in terms ofenvironmental protection.456. The United States, 1900-1945(3-0-3) BlantzThe purpose of this course is to study the political,diplomatic, economic, social and culturaldevelopment of the United States from 1900 to1945. The principle topics to be investigated willbe the Progressive Period legislation of PresidentsTheodore Roosevelt, William Taft, and WoodrowWilson, the causes and effects of World War I, thecultural developments of the 1920s, the causes ofthe Wall Street Crash and Great Depression, theNew Deal legislation of President FranklinRoosevelt, the diplomacy of the interwar period,and the home from during World War II.457. United States Since World War II(3-0-3) BlantzThe purpose of this course is to study the political,diplomatic, economic, social and cultural developmentof the United States from 1945 through thepresidency of Ronald Reagan. Although the militaryand diplomatic history of World War II will beconsidered by way of background, the principaltopics of investigation will be the Fair DealProgram of President Truman, the Cold War, theKorean Conflict, the Eisenhower Presidency, theNew Frontier, Vietnam, President Johnson’sGreat Society, the Civil Rights Movement, theNixon Years, the social and intellectual climate ofthis postwar era, and the presidencies of JimmyCarter and Ronald Reagan.458. U.S. Presidents: FDR to Clinton(3-0-3) DeSantisA study of the personalities, style, policies and performancesof American presidents from FranklinD. Roosevelt to Bill Clinton as they developed themodern American presidency and made it the mostimportant elective office in the world.461. Survey of Latin American History(3-0-3) Beatty, JaksicThis course surveys the history of Latin Americafrom A.D. 900 to 1810. In particular, it looks atthe impact of the conquest on Amerindian groupsand the formation of a distinctive colonial societyand economy. Topics will include the nature ofpre-Columbian populations, European expansion,the conquest of the Aztec and Inca Empires, theColumbian Exchange, the formation of export economics,the beginnings of the African slave tradeand slavery, the introduction of Christianity to thehemisphere, and the consolidation of colonialsociety.462M. Latin American History II(3-0-3) Beatty, JaksicThe goal of this course is to enable students to understandcontemporary Latin America — its structures,problems and alternatives — by placing themwithin a historical perspective. Economic growth,integration into the world market, social change,authoritarian rule, reform and revolution are someof the themes that will be treated. Examples will bedrawn from the histories of Mexico, Cuba, Brazil,Bolivia, Chile, Argentina and Central America.464. Society and Culture in the High MiddleAges(3-30-3) Van EngenThis course will introduce students to major topicsin current historical debates about the Europeanmiddle ages, focusing upon the 12th and 13th centuries.The readings will juxtapose primary sourceswith current interpretations. The major topics tobe covered include the founding of universities andthe thought of schoolmen, the forming of courtculture and vernacular lyric, new religious groupsand a literature of devotion and mysticism, animaltales as allegories for society, and history-writing asa form of social critique.468. American Indian History(3-0-3) DowdThis course examines the complicated history ofAmerican Indian relations with the British NorthAmerican colonies and the United States. Beginningwith a brief survey of American Indian cultures,we will focus on relations along the movingfrontier between the two peoples. Topics includemutual adaptation and exchange, invasion and resistance,environment and economics, racism andethnic identity. Covering almost half a millennium,the course will give roughly equal time to the fourcenturies that followed the first serious attempt atBritish colonization (1585). Almost two-thirds ofthe course will therefore deal with peoples east ofthe Mississippi River in the years before 1838.

157HISTORY469. History of American Women I(3-0-3) BedermanThis course surveys the social, cultural and politicaldevelopments that shaped American women’s livesfrom the colonial period to 1890. It will analyzeboth the ways American culture defined women’splace during different historical periods and theways women themselves worked to comply with orto resist those definitions. Topics includepre-industrial society, transformations in work andfamily life, industrialism and class formation, slavery,women’s culture and the emergence of awoman’s movement. Throughout, stress will belaid on the importance of class, race and ethnicityin shaping women’s historical experience.470. History of American Women II(3-0-3) BedermanThis course surveys women’s relationship to the social,cultural and political developments shapingAmerican society from 1890 to the present, concentratingon developments in women’s activismand in popular culture. Topics include the newwoman and Progressivism, the transformation offeminism in the 1920s, women’s paid and unpaidlabor, the “feminine mystique,” the Women’s LiberationMovement of the 1960s, and changing genderroles in recent decades. Particular attention willbe paid to the impact of class, race and ethnicity onissues of gender.471. U.S. and the Vietnam War(3-0-3) Miscamble, BradyThis course examines the participation of theUnited States in its “longest war”: the conflict inVietnam. The course is taught primarily from an“American” as opposed to a “Vietnamese”perspective.472. U.S. Foreign Policy Before 1945(3-0-3) Miscamble, BradyThis course covers the main developments inAmerican foreign policy from the Spanish AmericanWar in 1898 through World War II. It tracesthe emergence of the United States as a majorworld power and examines in some detail how theUnited States became involved in two world wars.473. U.S. Foreign Policy Since 1945(3-0-3) Miscamble, BradyThis course covers the main developments inAmerican foreign policy from World War IIthrough the Bush presidency. The principal topicsof investigation will be wartime diplomacy and theorigins of the Cold War; the Cold War and containmentin Europe and Asia: Eisenhower/Dullesdiplomacy; Kennedy-Johnson and Vietnam;Nixon-Kissinger and detente; Carter and the diplomacyof Human Rights; Reagan and the revival ofcontainment; Bush and the end of the Cold War.474. American Peace MovementSince World War II(3-0-3) DeSantisThis course examines the emergence of the ModernAmerican Peace Movement between the two WorldWars and its development in the Nuclear Age sinceWorld War II. It examines the shifting patterns ofsupport for the peace movement, the curious waysAmericans have searched and worked for peace,and some of the important peace groups andleaders.477. Pre-Modern China(3-0-3) MurrayThe course will provide a general survey of Chinesehistory from the Shang Dynasty (1766-1027 B.C.)to A.D. 1600 Besides highlighting the major developmentsof each dynasty, the course will devotespecial attention to the Confucian and Legalist underpinningsof the Chinese empire, the influence ofBuddhism on Chinese society, the emergence ofgentry culture and the civil service examination system,and the phenomenon of “barbarian” conquestand cultural interaction.478M. History of Chinese Medicine(3-0-3) MurrayIn light of the contemporary currency of certainChinese practices in the field of alternative medicine,this course will explore the phenomenon ofChinese traditional medicine in both its historicaland contemporary settings. The first unit, Medicinein Ancient China, will explore the earliestmedical ideas of the Chinese and will demonstratehow the state’s political unification gave rise to acorrelative cosmology that not only includedHeaven and Earth, but also human beings as integralelements of an organic cosmos. The secondunit will explore the influences and contributionsof Taoism (Daoism) and Buddhism to Chinesemedicine and will explore what it meant to be bothphysicians and patients in late imperial China. Thethird unit will focus on medicine in contemporaryChina and will feature the experiences of ElisabethHsu, a student of Chinese medical anthropologywho as a part of her doctoral research enrolled as astudent in Yunnan Traditional Chinese MedicalCollege between September 1988 and December1989. We will conclude the course with a brief examinationof the influence of Chinese medicine onthe contemporary world.479. American Religious History(3-0-3) Appleby, CummingsThis course will review the interaction between religionand America from at least four sets of perspectives:the perspectives of Native Americans,New England Puritans and their descendants,Catholic and Jewish immigrants, and 20th-centurysocial reformers.482. Technology of War and Peace(3-0-3) HamlinThis course surveys the impact of military technologieson world history. Topics include the riseof gunpowder weaponry and the fortification revolutionin the early modern period, navalism,particularly in the 19th century, the role of militarytechnologies in European colonial expansion, andthe science-based military of the 20th century,leading up to the age of nuclear weapons. Thecourse considers also military technologies asdeterrents, and issues of war and peace as stimuli totechnological development.483. Sensibility, Mind, and Culture in LateMedieval Europe(3-0-3) Van EngenThis course studies the culture and thought of medievalEurope on the eve of its transition into themodern world, focusing on the 14th and 15th centuries.This era is often depicted as a time of extremes,of mystics, sophisticated court masques,impenetrably difficult scholastic thought, and thedance of death. Because contemporaries proved unusuallyarticulate in expressing their passions andworries in literature and art, historians can examinetheir sense of life and of death with care. Combinationof lectures and discussions; readings in primaryand secondary materials.486. Medicine in Modern History(3-0-3) HamlinAn exploration of themes in European and Americanmedicine. This course integrates the perspectivesand issues of social history—who were themedical practitioners, who were their patients,what relations existed between these groups, howhave the realities of illness and death figured in thelives of ordinary people in different places andtimes—with the perspectives and issues of the historyor medicine as a science: What understandingsof the human body and its ills have practitionershad, what tools have they developed and used forintervening in illnesses? Topics include the humoralpathology, epidemics as social crises, the riseof pathological anatomy, the germ theory and publichealth, the transformation of the hospital, thehistory of nursing, changing modes of health care,finance and administration, relations between“regular” doctors and sectarian medical traditionssuch as homeopathy and osteopathy.487. Technology in History(3-0-3) HamlinA thematic survey of the history of technology,from the Neolithic discovery of agriculture to theinformation age. Topics include the chemistry andmetallurgy of antiquity (high-tech ca. 1000 B.C.),technology in Christian theology; the power revolutionof 1200; arms races from the 15th centuryonward; the marriage of art and science; the industrial,agricultural, transport and communicationsrevolutions; the American system of manufactures;the evolution of the engineering profession; andmodern efforts to plan the technological future.

158HISTORYThese topics form the basis for exploring the followingthemes: How does technology change? Howdid we get where we are — do we have thetechnology now that we must have, should have, orneed to have? What guides technical creativity?How have social effects of technologies been assessedand dealt with? How have technologies fundamentallychanged ordinary life and societalorganization?491, 492, 493. Seminar Series in HistoryAll history majors must take one seminar, thoughthe faculty encourages majors to take at least two.Juniors, in particular, should consider enrolling ina seminar during the spring semester. Each seminartreats a special theme by reading, discussion, andwriting of a paper based on original research. Enrollmentin each seminar is limited to 18.491A. America in the 20th Century(3-0-3) BlantzThe purpose of this course is twofold. First, it permitsthe student to gain a greater familiarity withseveral of the major topics in 20th-century Americanhistory — the Progressive Period of TheodoreRoosevelt and Woodrow Wilson; the Wall StreetCrash of 1929 and Great Depression that followed;the New Deal legislation of Franklin Roosevelt; theorigins of World War I and World War II; theCold War; the domestic legislation of PresidentsHarry Truman, Dwight Eisenhower, JohnKennedy, and Lyndon Johnson; the Civil RightsMovement and the Feminist Movement;Richard Nixon and Watergate; aspects of 20th-centuryAmerican culture; and the presidency ofRonald Reagan. Second, and more importantly, thecourse offers each student the opportunity to researchand produce a major paper on a topic ofone’s own choosing in 20th-century Americanhistory.491F. Notre Dame History(3-0-3) TurnerUsing Notre Dame as a case study, this course willexplore the social, intellectual, religious, and institutionalhistory of American higher education. Themajor work of the course will be a 25- to 30-pagepaper based on primary research in the NotreDame archives.491G. Americans in Paris and Vice Versa(3-0-3) KselmanAmericans love to go to Paris and love to returnwith stories about how difficult the Parisians were.This typical tourist experience suggests along-standing love-hate relationship betweenFrance and the United States that will be the subjectmatter of this seminar. Ranging from diplomaticto cultural history, we will begin with somegeneral readings about the history of French-American relations. Students will then focus onparticular topics based on their interests and producea seminar paper of about 25 pages based onresearch in primary sources.491H. Ireland in the Age of Revolution(3-0-3) SmythThis seminar focuses on the crisis of Irish politicsand society in the final quarter of the 18th century.It consists of close readings and discussion of secondaryand contemporary literature, mapping theroad from reformism, through radicalism torevolution.491J. Latin American Independence Movements(3-0-3) JaksicThis seminar will focus on the breakdown of theSpanish empire in Latin America and the emergenceof new nation-states in the region in the firstquarter of the 19th century. Contrary to commonexpectations, the former colonies did not form aunited nation but rather split into 10 differentrepublics that developed their own unique histories,only to split further apart during the course ofthe century. This seminar will examine the originsand actors of the independence movements, the developmentof an ideology of emancipation, and thevariegated causes of fragmentation.491M. The United States and the Cold War(3-0-3) Miscamble, BradyThis course will examine the various issues surroundingthe United States and the Cold War,from its inception to the tearing down of the BerlinWall.491N. Jerusalem(3-0-3) CobbThis research seminar provides an in-depth examinationof the city of Jerusalem and its diverse historicalexperiences from the rise of Islam tothe present (c. 600-2000). This course is primarilystudent-driven: students will lead portions of discussions,present their research, and constructivelycritique the work of their peers.491P. Europe in the Two World Wars(3-0-3) BergenStudents in this seminar will devote much of theirtime to producing a major research paper on someaspect of European history in the age of the worldwars. Substantial work with primary sources is required.As a group we will also read and discusssome important studies by scholars of World WarsI and II.491Q. North American Indians to 1890(3-0-3) DowdIn this seminar, we will discuss both histories anddocuments of Native American relations with theBritish colonies and the United States. We will beginwith the first English efforts at settlement andend with the 1890s, the “low point” of AmericanIndian history. Topics include: trade and warfare;accommodation and resistance; missions and religiousrevitalization; environment and economics;racism and ethnic identity. The emphasis in thiscourse is on research and writing. In the first half ofthe course, students and the professor will read anddiscuss a small portion of the vast literature onAmerican Indian history. In the second part of thecourse, students will conduct their research andproduce their papers. The object, as in all historyseminars, is a 25-page paper, based largely upon“primary” sources. There are abundant sources inthe library for such work.491X. Sem: Nationalism in Europe(3-0-3) CragoThis course will begin with several joint sessionsdevoted to an examination of the role nationalismhas played in shaping modern European history.Given the broad nature of the course, emphasis willbe placed on the theoretical underpinnings of nationalismand on how national mythology influenceshistoriography. The second portion of thecourse offers students an opportunity to conductresearch on topics approved by the instructor.491Y. Heretics and Friars, Mystics and Nuns(3-0-3) VanEngenFrom about 1100 until about 1400, European societywitnessed wave after wave of new religiousmovements. These energies yielded groups andteachers of all stripes, men and women regarded asheretics and as saints. This course will treat themost important of these, from the Cistercianmonks who rejected the established ways of theirfellow Benedictines around 1100, to Francis ofAssisi’s lay penitents and preachers, to suspectbeguines in the Lowlands and the Rhineland mystics.The emphasis will fall upon studying textsfrom these religious teachers and actors that willhelp us get at the aspirations of these new religious,while setting them into their social and cultural environments.492C. U.S. Catholic History(3-0-3) CummingsThis seminar is designed with two goals in mind: tointroduce students to the major events and themesin the history of American Catholicism, and to helpstudents organize, research, and write an originalwork of historical scholarship. During the first halfof the semester, we will read and discuss a variety ofprimary and secondary sources concerning the followingtopics: immigrant and ethnic Catholicism;the experience of Catholic women, especiallywomen religious; Catholic devotional life; Catholicsocial movements; and the relationship betweenCatholics and the broader American society. Wewill explore some of the major historical interpretationsof the Catholic experience, and become familiarwith methods of historical research. During thesecond half of the semester, students will work independently(in consultation with the instructor)to prepare their research papers. At the end of thesemester, they will share their findings with otherparticipants in the seminar through an oral presentation.

159HISTORY MATHEMATICS492D. Occupation of Japan(3-0-3) ThomasToday President Bush argues that American shouldnot be involved in “nation building” in Afghanistan,but in 1945 the United States was determinedto rebuild Japan along peaceful and democraticlines. As American troops poured into the bombedoutand defeated country, nation building was theirgoal. Was it reasonable and just for Occupation officialsto hope to alter the fundamental political,economic, and cultural framework of their formerenemy? How did they attempt this monumentaltask? To what extent were they successful? Andhow did the Japanese respond? From movie theatersto agricultural regulations, from elementaryschools to national defense, no aspect of Japaneselife remained untouched, but were they truly remodeled?492E. Europe in the Nazi Era(3-0-3) BergenThis research seminar will address issues related tothe rise, expansion, and defeat of Nazism between1933 and 1945. Although Germany occupies acentral place in this history, we will focus on theEurope-wide impacts of Nazi ideas and aggression.Students will read and discuss key works in thefield dealing with topics such as Hitler’s rise topower, European diplomacy in the 1930s; thecourse of World War II; Nazi occupation practices;the Holocaust and other programs of mass killing;women and the war effort; popular consensus, collaboration,and resistance; and the immediate postwarperiod. At the same time, each student willwrite a major research paper, based on primarysources, that explores in depth some aspect of thiscrucial period of European history.492G. Era of Richard III(3-0-3) StaffThis course considers the historical evidence regardingthe English King Richard III (r. 1483-1485). Richard’s reputation suffered greatlyfollowing his defeat at the Battle of Bosworth Fieldin 1485. He was immediately cast as the villainwhose reign was a fitting climax to 100 years of Englishsuffering during the Wars of the Roses, andTudor propaganda—culminating in Shakespeare’sRichard II —was enormously successful in perpetuatingthis image. But dissident voices occasionallyspoke out, and even today there are those who arguethat Richard is misunderstood, and completelyinnocent of the deaths of the two princes in theTower of London. This course covers a wide rangeof readings, including Shakespeare’s Richard III, a20th-century mystery, secondary accounts of 15thcenturyEnglish history, and translated primarysources for Richard III. This is a writing-intensivecourse requiring reviews and essays, and culminatingin a major review essay in which the studentswill use primary sources to support or challenge theTudor version of Richard III.494. Introduction to Historical Methods(3-0-3) Bederman, CragoThis seminar, offered for the first time in fall 1999,provides select, invited juniors an opportunity togain a general introduction to research methodologiesused by historians. It is specifically designedfor students who have yet to take the research seminarbut nonetheless have defined a future professionalinterest in research and writing. Theemphasis in the seminar will be on learning how toconduct primary research, to master the mechanicsof scholarly writing, and to transform research intoa well-argued piece of historiography. The seminarwill focus on the ability to think creatively and totranslate both thoughts and inquires into a clear,concise, well-researched piece of scholarship.494H. Honors MethodologyStaffHistory Honors Program students only.In the spring of the junior year, the History Honorsstudent will enroll in this Reading and Discussioncolloquium. The course is intended tointroduce the student to basic issues of critical interpretationand historiography through a specificfield. This course will rotate between various divisionswithin the department. (Those studyingabroad will take this course in the spring of the senioryear.)495H. Honors ColloquiumStaffHistory Honors Program students only.In the fall of the senior year, the History Honorsstudent will enroll in this course, where he or shewill complete a research paper of up to 25 pages.Like the Reading and Discussion colloquium, thisseminar will rotate among the department’s variousdivisions. To encourage breadth of knowledge, theMethodology seminar and the Reading and Discussioncolloquium will be offered in two differentfields in successive semesters.498. Special Studies(0-1-3) StaffPrerequisite: Written consent of instructor.Independent study, writing and research under thedirection of a faculty member.499H. Honors ThesisStaffHistory Honors Program students only.In the spring of the senior year, the History Honorsstudent will work on a thesis (up to 50 pages)under the supervision of a specific faculty member.This directed writing course will satisfy the seminarrequirement (HIST 491, 492, or 493) of the majorand will be written within the student’s field ofconcentration.MathematicsChair:Steven A. BeuchlerAssociate Chair:Alex A. HimonasDirector of Graduate Studies:Federico XavierDirector of Undergraduate Studies:Juan MiglioreWilliam J. Hank Family Professor of Mathematics:William G. Dwyer (on leave 2002-03)Charles L. Huisking Professor of Mathematics:Julia F. KnightVincent J. Duncan and Annamarie Micus DuncanProfessor of Mathematics:Andrew SommeseJohn A. Zahm, C.S.C., Professor of MathematicsStephen A. StolzKenna Associate Professor of Mathematics:Xiaobo LiuProfessors:Mark S. Alber; Steven A. Buechler; JianguoCao (on leave 2002-03); Francis X. Connolly;Leonid Faybusovich; Alexander J. Hahn; AlexA. Himonas; Alan Howard; Bei Hu; JuanMigliore; Timothy O’Meara (Kenna Professorof Mathematics, emeritus, and provost emeritus);Richard R. Otter (emeritus); Barth Pollak(emeritus); Joachim Rosenthal; Mei-Chi Shaw;Brian Smyth; Dennis M. Snow; Nancy K.Stanton; Wilhelm Stoll (Duncan Professor ofMathematics, emeritus); Laurence R. Taylor; E.Bruce Williams (on leave 2002-03); Pit-MannWong; Warren J. Wong (emeritus); FredericoXavierAssociate Professors:Mario Borelli; Ferdinand L. Brown, C.S.C.(emeritus); Peter A. Cholak; John E. Derwent;Jeffrey A. Diller (on leave fall 2002); MatthewJ. Dyer (on leave 2002-03); Samuel R. Evens;Michael Gekhtman; Abraham Goetz (emeritus);Matthew Gursky; Brian C. Hall; QingHan (on leave 2002-03); Cecil B. Mast (emeritus);Gerard K. Misiolek; Liviu Nicolaescu;Sergei Starchenko; Vladeta Vuckovic (emeritus)Assistant Professors:Katrina D. Barron; Karen A. Chandler; RichardHind; George McNinch; David P.Nicholls; Claudia Polini (on leave fall 2002)

160MATHEMATICS MEDIEVAL STUDIESProgram of Studies. Students in the College ofArts and Letters may pursue a major in mathematicswith a concentration in honors. (Note that thisprogram should not be confused with the Arts andLetters/Science Honors program and that severalconcentrations, including Honors, are availablewith a major in mathematics in the College of Science.)The mathematics major in arts and lettersaims to give the student a thorough liberal intellectualdiscipline and to furnish an adequate backgroundfor other fields of study. At the same time itprepares the student for graduate work in mathematics,and many of those who have taken theprogram have entered graduate schools in thatfield. Others have entered philosophy, medicine,law, economics and industrial management.Students intending to follow this major in theCollege of Arts and Letters must declare their intentionto the advisor indicated by the mathematicsdepartment and the dean of arts and letters at advanceregistration in the spring of their freshmanyear. Students must have completed or be completingsatisfactory work in MATH 165 and 166. Theprogram of their studies is subject in its entirety toapproval by the advisor.Students whose first major is in the College ofArts and Letters may also pursue a second major inmathematics. See “Mathematics As a Second Major”on page 286 of this Bulletin for informationabout this option.THE PROGRAM OF COURSESFirst YearFirst SemesterEnglish 3History or Social Science 3MATH 165: Honors Calculus I 4Natural Science 3Language: (French, German orRussian recommended) 3Physical Education ————————16Second SemesterLanguage: French, German or Russian 3University Seminar 3MATH 166: Honors Calculus II 4Natural Science 3Electives 3Physical Education ————16Sophomore YearFirst SemesterCore Course 3Language: French, German or Russian 3Fine Arts Elective 3MATH 261: Honors Algebra I 3MATH 265: Honors Calculus III 4Introduction to Philosophy 3Core Course 3Theology 3MATH 262: Honors Algebra II 3MATH 266: Honors Calculus IV 4———16Junior YearFirst SemesterTheology 3MATH 361: Honors Algebra III 3MATH 365: Honors Analysis I 3Elective 5History or Social Science 3———17Second SemesterPhilosophy 3MATH 362: Honors Algebra IV 3MATH 366: Honors Analysis II 3English/American Literature 3Elective 3———15Second SemesterSenior Year———16First SemesterMathematics Electives 6Electives 9———15Second SemesterMathematics Electives 6Electives 9———15(At least six credits of mathematics electives mustbe at the 400 level.)Course Descriptions. See “Mathematics” in theCollege of Science section of this Bulletin.Medieval StudiesRobert M. Conway Director of the Medieval Institute:Thomas F.X. NobleDirector of Undergraduate Studies:Calvin M. BowerFaculty of the Institute:Professors:The Rt. Rev. Abbot Astrik Gabriel (emeritus);Stephen Ellis Gersh (philosophy)Librarian:Marina SmythAssociated Faculty:Professors:Kathleen A. Biddick (history); AlexanderBlachly (music); Maureen McCann Boulton(Romance languages: French); Calvin M.Bower (music); Keith R. Bradley (classics: Romanhistory); Rev. David Burrell, C.S.C. (philosophy);Theodore J. Cachey (Romancelanguages: Italian); Lawrence S. Cunningham(theology); Rev. Brian E. Daley, S.J. (theology);Kent Emery Jr. (liberal studies: philosophy);Alfred J. Freddoso (philosophy); DoloresWarwick Frese (English); Michael Lapidge (English);Ralph M. McInerny (philosophy); JillMann (English); Katherine O’Brien O’Keeffe(English); Charles Rosenberg (art history);Dayle Seidenspinner-Núñez (Romance languages:Spanish); Daniel J. Sheerin (Classics:Latin); Michael Signer (theology); John VanEngen (history)Associate Professors:Joseph Amar (Classics: Arabic); Charles Barber(art history); W. Martin Bloomer (classics:Latin); John C. Cavadini (theology); OliviaRemie Constable (history); Robert Coleman(art history); JoAnn Della Neva (Romance languages:French); Rev. Michael Driscoll (theology);Stephen Dumont (philosophy); PaulaHiggins (music); Rev. John Jenkins, C.S.C.(philosophy); Blake Leyerle (theology); ChristianR. Moevs (Romance languages: Italian);Gretchen Reydams-Schills (liberal studies:philospohy); Susan Guise Sheridan (anthropology,archaeology) Joseph P. Wawrykow (theology);Albert Wimmer (German)Concurrent Associate Professor:D’Arcy Jonathan Boulton (history)Assistant Professors:Asma Afsaruddin (Classics: Arabic); KirstenChristensen (German); Paul Cobb (history);Meredith Gill (art history); Li Guo (Classics:Arabic); Encarnacion Juarez (Romance languages:Spanish); Mary Keys (political science);Julia Marvin (liberal studies); Maura Nolan(English); Aideen O’Leary (history); ThomasPruegl (theology)Postdoctoral Teaching Fellow:Daniel B. HobbinsMellon Visiting Fellow:Deborah McGrady

161MEDIEVAL STUDIESThe Medieval Institute UndergraduatePrograms.The liberal arts were first cultivated as a universitycurriculum during the Middle Ages; thus, the undergraduateprograms in Medieval Institute offeran ideal context in which to pursue them in themodern world. Medieval Studies foster close reading,precise textual analysis, careful writing, andvigorous discussion. Medieval Studies thereforeprovide not only a solid foundation for graduatestudy, but also—and even more significantly—asuperb liberal arts education relevant to a wide varietyof personal and professional goals. The objectiveof undergraduate programs in the MedievalInstitute is to introduce students to medieval cultureand to the disciplinary and interdisciplinaryskills necessary for the serious pursuit of the liberalarts in general and medieval studies in particular.Undergraduate studies in the Medieval Institutemay follow one of four tracks:1. Major in Medieval Studies2. The Supplementary Major3. The Major in Medieval Studies with SpecialistOption4. The Minor in Medieval StudiesAll four of these programs enable students to take awide variety of courses focused on the intellectual,cultural, and religious heritage of Europe. Studentshave access to the resources of the collection andstaff of the library that forms the core of the MedievalInstitute, located on the seventh floor of theHesburgh Library; they also are encouraged to participatein the intellectual life of the Medieval Institute,particularly to attend the institute’s lectureseries and to engage guest scholars, faculty members,and graduate students, as well as undergraduatecolleagues. Undergraduates in the institutecompete for the Michel Prize, awarded to an outstandingpaper written by an undergraduate on amedieval topic, and participate in the uniquegraduation ceremony sponsored by the institute.1. The Major in Medieval Studies.Students wishing to major in Medieval Studiesbuild their program of studies from courses offeredby the 10 departments that participate in the interdisciplinaryprogram of the Medieval Institute: (1)Anthropology; (2) Art, Art History, and Design(art history); (3) Classics (Latin); (4) English (Oldand Middle English); (5) German and Russian(Old and Middle High German); (6) History; (7)Music (musicology); (8) Philosophy; (9) RomanceLanguages and Literatures (Old and MiddleFrench, Old Provençal, Spanish and Italian); and(10) Theology. While students are encouraged toexplore various directions in all these department,the fundamental requirements for the major in MedievalStudies are as follows.A. Two semesters of a language appropriate toMedieval Studies. 6 or 0 creditsTwo semesters of a language appropriate to MedievalStudies forms a prerequisite for any major.Normally, Latin will form the language componentin the program, but the student is encouraged tostudy Greek, Hebrew, or Arabic if his or her interestlies in Eastern Europe or in Arabic culture.Syriac may be taken if the student has a strong interestin Eastern liturgies and patristic studies. Ifthe student counts two semesters of Latin, for example,as the college requirement, the prerequisiteis fulfilled, but the credit does not apply to the major;if, on the other hand, the student uses anotherlanguage to meet the college requirement, two semestersof Latin may be added to the major.Courses in an appropriate language above 300 maybe counted below in G.B. Both courses from the Medieval Historysequence (307 and 308) 6 creditsC. An interdisciplinary course 3 creditsNormally, this course should be one offered withinthe Medieval Institute.D. One course in Medieval Art History, MusicHistory, or Vernacular Literature 3 creditsE. One course in Medieval Philosophy orTheology 3 creditsF. One advanced seminar (400 level or above) inMedieval Studies 3 creditsThis course will be selected carefully in consultationwith the undergraduate advisor. The coursenormally will be taken in an area in which the studenthas a strong background and, in certain cases,even may be a graduate-level seminar.G. Four (or two) further courses in MedievalStudies chosen from any of the participatingdisciplines. 6 or 12 creditsThese courses should be chosen in consultationwith the undergraduate advisor, so that they bothstrengthen the student’s principal interests andbroaden the student’s background and disciplinaryskills. Upper-level courses in an additional foreignlanguage may fulfill this requirement. (Cf. requirementA: If Latin is counted as credit in the major,two further courses meet this requirement.)Total credits for major: 362. The Supplementary Major.Many students pursuing a major in one of the departmentsthat participate and contribute to thebroad mission of the Medieval Institute may wishto supplement and strengthen their primary majorwith a second major in Medieval Studies. The followingprogram is available to students as a supplementarymajor.A. Two semesters of a language appropriate toMedieval Studies 6 or 0 creditsSee qualifications stated above under major.B. Both courses from the Medieval History sequence(307 and 308) 6 creditsC. An interdisciplinary course 3 creditsNormally, this course should be one offered withinthe Medieval Institute.D. One course in Medieval Art History, MusicHistory, or Vernacular Literature 3 creditsE. One course in Medieval Philosophy orTheology 3 creditsF. One advanced seminar (400 level or above) inMedieval Studies 3 creditsThis course will be selected carefully in consultationwith the undergraduate advisor. The coursenormally will be taken in an area in which the studenthas a strong background and, in certain cases,even may be a graduate-level seminar.G. Two further courses in Medieval Studieschosen from any of the participating disciplines0 or 6 creditsThese courses should be chosen in consultationwith the undergraduate advisor, so that they bothstrengthen the primary field of interest andbroaden the student’s background and disciplinaryskills. Upper-level courses in an additional foreignlanguage may fulfill this requirement.Total credits for supplementary major: 303. The Medieval Studies Major—SpecialistOption (in Either History, English, orComparative Literature)Students with an interest in medieval culture and aclear disciplinary focus in Comparative Literature,English, or History may pursue the Medieval StudiesMajor with specialist option. The goal of thisprogram is to prepare students for advanced studiesby providing them with (1) a broad overview of themajor events and developments of the Middle Ages,(2) a grounding in the topics and approaches tomedieval studies in one particular discipline, (3) anintroduction the study of medieval culture in two

162MEDIEVAL STUDIESor three other disciplines, and (4) certain basicskills (linguistic, methodological and theoretical)necessary for the serious pursuit of medieval studieson the graduate level. Twelve courses are requiredin this curriculum, distributed as follows.A. Two semesters of a language appropriate toMedieval Studies 6 creditsNormally, Latin (any level) will form the languagecomponent in the program, especially if the studentis specializing in English or Comparative Literature.The student may study Greek or Arabic if hisor her interest lies in Eastern Europe or in Arabicculture.B. Both courses from the Medieval Historysequence (307 and 308) 6 creditsC. An interdisciplinary course 3 creditsNormally, this course should be one offered withinthe Medieval Institute.D. One course in Medieval Art History, MusicHistory, or Vernacular Literature 3 creditsVernacular Literature is highly recommended forstudents whose specialist discipline is English orComparative Literature.E. One advanced seminar (400 level or above) inMedieval Studies 3 creditsThis course will be selected carefully in consultationwith the undergraduate advisor and the advisorin the student’s primary field. The coursenormally will be taken in an area in which the studenthas a strong background and, in certain cases,even may be a graduate-level seminar.F. One seminar in the history, methodology,or theory of the history or literature 3 creditsP. Requirements determined by specialist:3 or 6 credits1. History: two semesters of medieval survey in onediscipline or two disciplines. (6)2. For English, one medieval English survey. (3)3. Comparative Literature: one medieval literaturesurvey. (3)Q. Two or three additional courses in the specialistdiscipline (if only one seminar was taken underF) 9 or 6 creditsTotal credits for major with specialist option: 364. The Medieval Studies Minor.The Minor in Medieval Studies allows studentswho are also committed to other programs of studyto pursue their interests in medieval culture bycombining a focused group of courses treating theMiddle Ages with a Major and/or a SupplementaryMajor in other departments.Requirements:Five courses treating aspects of the Middle Agesdistributed among three disciplines. Students areencouraged to use at least one course offered in theMedieval Institute itself as one of the “disciplines.”While the minor has no specific language requirement,the student is encouraged to use coursesin a language to complete the minor. Minors aretaken seriously in the Medieval Institute and participatefully in the graduation ceremony sponsoredby the institute. For further details, see the listingunder Minors.Most courses in the major and minor programs aredrawn from participating departments, and fullcourse descriptions should be sought in the relevantsections of the Bulletin. For additional informationon specific programs in the institute and availabilityand sequence of courses, see the director of undergraduatestudies.Course Descriptions. The following list ofcourses gives the number and title of each course.Lecture hours per week, studio hours per week, andcredits each semester are in parentheses. Theinstructor’s name is also included.180. University SeminarBecause medieval studies is an interdisciplinaryprogram, this seminar, depending on the expertiseof the instructor, will introduce students to theparadigms of medieval philosophy, history or literatureand in doing so will satisfy the respective Universityrequirement. In addition, each coursecontains a significant writing component with aminimum of 24 pages required of each student.241. Music History I: Medieval andRenaissance(3-0-3) BowerSee MUS 241.285. King Arthur in History and Literature(3-0-3) D.J. Boulton, M. BoultonSee HIST 285.301. Ancient and Medieval Philosophy(3-0-3) Burrell, Dumont, or FreddosoSee PHIL 301.302. Medieval German Literature(3-0-3) WimmerSee GE 315.307. Middle Ages I(3-0-3) StaffSee HIST 307.308. Middle Ages II(3-0-3) Van EngenSee HIST 308.310 A. Hundred Years’ War (1337-1453)(3-0-3) HobbinsSee HIST 310.311. Gender, Sexuality, and Power in theMiddle Ages(3-0-3) BiddickSee HIST 311.316. Medieval Towns and Urban Life(3-0-3) ConstableSee HIST 316.318. Survey of Spanish Literature I(3-0-3) Seidenspinner-NúñezSee ROSP 318.325. Latin Literature and Stylistics(3-0-3) MazurekSee CLLA 325.330. Survey of Medieval Art(3-0-3) BarberSee ARHI 330.345. Introduction to Italian Literature I(3-0-3) MoevsSee ROIT 345.353. Polish and Lithuanian Commonwealth(3-0-3) StaffSee HIST 353.360. Canon and Literature of Islam(3-0-3) AfsaruddinSee MELC 360.369. The Art of Mythology(3-0-3) Gill, McLarenSee ARHI 369.370. Modeling Sanctity: The Saint in Imageand Text(3-0-3) GillSee ARHI 370.371. Survey of French Literature I(3-0-3) M. BoultonSee ROFR 371.390. Medieval Middle East(3-0-3) StaffSee HIST 394.391. Islam: Religion and Culture(3-0-3) AfsaruddinSee MELC 390.392. History of Christianity to 1500(3-0-3) SullivanSee HIST 392.395. Christian Theological Traditions I(3-0-3) Cunningham, WawrykowSee THEO 395.405. Chivalry, Faith, and Splendor(3-0-3) J. BoultonSee HIST 405.412A. Renaissance and Baroque Poetryof Spain(3-0-3) JuarezSee ROSP 412.413A. History/Fantasy/Colony(3-0-3) BiddickSee HIST 413.421. Introduction to Old French and Anglo-Norman(3-0-3) BoultonSee ROFR 421.

163MEDIEVAL STUDIES MUSIC422. Dante I(3-0-3) Cachey or MoevsSee ROIT 421.422C. Dante’s Commedia(3-0-3) BoitaniSee ROIT 421C.423.423. Dante II(3-0-3) Cachey or MoevsSee ROIT 422.427. Medieval Spain(3-0-3) ConstableSee HIST 427.428. Anglo-Saxon England(3-0-3) O’LearySee HIST 428.430B. History of the English Language(3-0-3) O’Brien O’KeeffeSee ENGL 430B.430C. Introduction to Old English(3-0-3) O’Brien O’KeeffeSee ENGL 430C.431B. Readings in Medieval Literature(3-0-3) FreseSee ENGL 431.432A. Chaucer: Canterbury Tales(3-0-3) MannSee ENGL 432A..435A. Life, Love, and Literaturein Renaissance Lyon(3-0-3) Della NevaSee ROFR 432.438A. Medieval Romance(3-0-3) NolanSee ENGL 438438B. Falling in Love in the Middle Ages(3-0-3) MannSee ENGL 438A..439. Classics of the Italian Renaissance(3-0-3) CacheySee ROIT 439.440. Trecento: Giotto to the Duomo(3-0-3) GillSee ARHI 441.440H. The Vikings(3-0-3) O’LearySee HIST 440M.442. 15th-Century Italian Renaissance Art(3-0-3) RosenbergSee ARHI 442.443. Northern Renaissance Painting(3-0-3) RosenbergSee ARHI 443.445. Jews and Christians Throughout History(3-0-3) SignerSee THEO 441.448. War/Money/Romance: 1100-1200(3-0-3) BiddickSee HIST 448.457. Byzantine Art(3-0-3) BarberSee ARHI 433.460. Heretics and Friars, Mystics and Nunsin the High Middle Ages(3-0-3) Van EngenSee HIST 491Y.461A. Petrarch(3-0-3) Cachey, MoevsSee ROIT 432.471. The Vulgate and Related Texts(3-0-3) BowerReadings in the Latin of the Vulgate, texts byJerome associated with this translation, and readingsfrom Augustine (de doctrina christiana) concerninghow scriptures should be read.472. Martyrs and Monastic Lives(3-0-3) LeyerleSee THEO 356.473. The Romans and Their Gods(3-0-3) BradleySee CLAS 472.474. Family and Household in the Roman World(3-0-3) BradleySee CLAS 475.475. Introduction to Christian Latin(3-0-3) SheerinSee CLLA 475.476. Medieval Latin Survey(3-0-3) SheerinSee CLLA 475.481. The Medieval Book(3-0-3) BowerA historical survey of the medieval book as a cultural,archeological, artistic, and commercial objectfrom about A.D. 300 to 1500.482. Medieval Art Seminar(3-0-3) BarberSee ARHI 482.483. Renaissance Art Seminar(3-0-3) RosenbergSee ARHI 483.486. Der Artusroman/Arthurian Epic(3-0-3) ChristensenSee GE 486.491. Jerusalem(3-0-3) CobbSee HIST 491N.495F. French Senior Seminar(3-0-3) M. Boulton, Della NevaSee ROFR 495.495I. Italian Senior Seminar(3-0-3) Cachey, MoevsSee ROIT 495.497. Directed Readings(3-0-3)MusicChair:Paul JohnsonProfessors:Alexander Blachly; Calvin M. Bower; WilliamCerny (emeritus); Craig J. Cramer; KennethW. Dye; Ethan T. Haimo; Paula M. Higgins;Eugene J. Leahy (emeritus); Luther M. Snavely(emeritus); Susan L. YouensAssociate Professors:Karen L. Buranskas; Paul Johnson; Rev. PatrickMaloney, C.S.C. (emeritus); Robert F. O’Brien(emeritus); Carolyn R. Plummer; GeorgineResick; Peter H. SmithAssistant Professors:John Blacklow; Mary Frandsen; James S.Phillips (emeritus)Associate Professional Specialist:Daniel C. Stowe; Rev. George Wiskirchen,C.S.C. (emeritus); Lawrence H. DwyerVisiting Assistant Professional Specialist:Lane W. WeaverAdjunct Faculty:John Apeitos: Darlene Catello; Walter R.Ginter; Samuel L. SanchezProgram of Studies. The Department of Musicoffers students a variety of musical experiences inaccordance with its two objectives: (1) to provideall students, regardless of their major, knowledgeand training in music through introductory, historicaland theoretical courses, through participationin large and small ensembles and throughapplied instrumental or vocal study; and (2) to provideintensive curriculum and training for the studentwho chooses music as a major.Four areas of specialization are offered for advancedtraining in music and are recommended forthose students wishing to pursue graduate study inthe field. These are the specializations in musichistory, music theory, and sacred music, each ofwhich requires 54 hours, and the specialization inperformance, which requires 69 hours.The requirements for a 69-credit performancemajor are:CLASS CREDITSMusic History Survey I-III 9Theory I-V 15Musicianship I-IV 4Applied Lessons 24Performance Specialization 15Recitals (junior and senior) 2—Music total 69Collegiate/University Requirements 51———Total 120

164MUSICThe major in performance waives the college requirementsfor a second social science and a course in thefine arts.The requirements for a 54-credit music historymajor are:CLASS CREDITSMusic History Survey I-III 9Theory I-V 15Musicianship I-IV 4Applied Lessons 8Advanced History 9Counterpoint 3Orchestration 3Senior Honors Thesis 3—Music total 54Collegiate/University Requirements 60Electives 6———Total 120The requirements for a 54-credit music theorymajor are:CLASS CREDITSMusic History Survey I-III 9Theory I-V 15Musicianship I-IV 4Applied Lessons 8Advanced Theory 9Counterpoint 3Orchestration 3Senior Honors Thesis 3—Music total 54Collegiate/University requirements 60Electives 6——Total 120The requirements for a 54-credit major in sacredmusic are:CLASS CREDITSMusic History I-III 9Theory I-IV 15Musicianship I-IV 4Conducting I-II 4Music of the Catholic Rite 3Counterpoint or Orchestration 3Senior Seminar in Sacred Music 3Applied Music 13-15———Total 54-56Students considering these programs should contactthe department as early as possible, preferablyin the freshman year. Given the number of creditsrequired for these specializations, it is difficult tocomplete the curriculum if the student does not beginintensive musical studies in the freshman year.In addition to its programs leading to degreesappropriate for further professional study in thefield, the Department of Music offers a 36-creditprogram in music, usually taken as a supplementarymajor. This program allows for the study ofthe basic foundations of music while pursuing amajor in another field.The requirements for a 36-credit performancemajor are:CLASSCREDITSMusic History Survey I-III 9Theory I-IV 12Musicianship I-II 2Applied Lessons 13—Music Total 36Collegiate/University Requirements 60Electives 24———Total 120The requirements for a 36-credit theory/historymajor are:CLASSCREDITSMusic History Survey I-III 9Theory I-IV 12Musicianship I-II 2Applied Lessons 7Additional History/Theory 6—Music Total 36Collegiate/University Requirements 60Electives 24———Total 120The requirements for the 36-credit major in sacredmusic are:CLASS CREDITSMusic History I-III 9Theory I-IV 12Musicianship I-II 2Music of the Catholic Rite 3Applied Music 10—Music total 36Collegiate/University Requirements 60Electives 24————Total 120The Department of Music also offers an 18-creditminor.The requirements for a minor are:CLASSCREDITSMusic History Survey I-III (choice of 2) 6Theory I-II 6Applied Lessons 6———Total 18All of the major degree programs have requirementsbeyond the course work. These can includerecitals, juries, piano proficiency and so forth. Studentsshould contact the department for details.All students who wish to participate in large orsmall ensembles must qualify through audition.Students who elect courses in music may do sowith permission of the student’s dean or faculty advisor.Applied music lessons are available to all students,with or without credit; a fee of $190 isrequired of students for the 14 half-hour lessonsper semester. (Fees are charged to the students’ accounts,and no partial refunds are made after thethird full week of class.)Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name is also included.MUSIC ORGANIZATIONS100. Band (Marching-Varsity)(V-0-1) Dye, DwyerPerforms for athletic events and special functions.Admission by audition.101. Orchestra(V-0-1) StowePerforms music from the 18th to the 20th centuryin several concerts a year. Admission by audition.102. Chamber Orchestra(V-0-1) BlachlyAn ensemble of 10-15 players drawn primarilyfrom the ranks of the Notre Dame Orchestra. Admissionby audition.103. Glee Club(V-0-1) StoweNotre Dame’s traditional all-male choir. Admissionby audition.107. Concert Band(V-0-1) Dye, DwyerThe large wind ensemble. Tours during spring vacation.Admission by audition.

165MUSIC110. Chamber Ensemble(V-0-1) StaffThis ensemble is organized according to the needsof those who audition through the regular processat the beginning of each semester. It consists ofthose for whom the larger ensembles are inappropriate.Admission by audition.110A. Percussion Ensemble(V-0-1) SanchezAdmission by audition.121D. Jazz Ensemble(V-0-1) DwyerOpen through audition.170. Collegium Musicum(V-0-1) StoweA select choir that concentrates its performances inthe medieval and Renaissance repertoire. Admissionby audition.203. Chorale(V-0-1) BlachlyA select group devoted to the singing of diversifiedsacred and secular literature. Performs at NotreDame and on tour. Admission by audition.407. Brass Ensemble(1-0-1) Dwyer408. Woodwind Ensemble(1-0-1) Dye427D. Opera Workshop(1-0-1) ResickA group devoted to the performance of classical operas.Admission by audition.APPLIED MUSIC INSTRUCTION210. Piano Class(1-0-1) StaffA class for beginners in piano.213. Guitar Class(1-0-1) StaffA class for beginners in guitar.214. Voice Class(1-0-1) ResickA class for beginners in voice.308. Harp(V-0-V) StaffPrerequisite: Musical background.Individual instruction.309. Viola(V-0-V) StaffPrerequisite: Musical background.Individual instruction.310. Piano(V-0-V) StableinPrerequisite: Musical background.Individual instruction according to the level andability of the student.311. Organ(V-0-V) CramerPrerequisite: Musical background.Individual instruction.312. Harpsichord(V-0-V) CatelloPrerequisite: Musical background.Individual instruction.313. Classical Guitar(V-0-V) StaffPrerequisite: Musical background.Individual instruction.314. Voice(V-0-V) ResickPrerequisite: Musical background.Individual instruction.315A. Violin(V-0-V) PlummerPrerequisite: Musical background.Individual instruction.315C. String Bass(V-0-V) StaffPrerequisite: Musical background.Individual instruction.316. Cello(V-0-V) BuranskasPrerequisite: Musical background.Individual instruction.317. Brass(V-0-V) DwyerPrerequisite: Musical background.Individual instruction.318. Woodwinds(V-0-V) DyePrerequisite: Musical background.Individual instruction.319. Percussion(V-0-V) DyePrerequisite: Musical background.Individual instruction.401. String Performance Techniques(1-0-1) Buranskas, PlummerPerformance class/master class format designed togive string students opportunities to perform.410. Piano(V-0-V) StableinLessons for advanced students.411. Organ(V-0-V) CramerLessons for advanced students.412B. Harp(V-0-V) StaffLessons for advanced students.412D. Harpsichord(V-0-V) CatelloLessons for advanced students.413. Guitar(V-0-V) StaffLessons for advanced students.414. Voice(V-0-V) ResickLessons for advanced students.415A. Violin(V-0-V) PlummerLessons for advanced students.415B. Viola(V-0-V) StaffLessons for advanced students.415C. String Bass(V-0-V) StaffLessons for advanced students.416. Cello(V-0-V) BuranskasLessons for advanced students.417. Brass(V-0-V) DwyerLessons for advanced students.418. Woodwinds(V-0-V) DyeLessons for advanced students.419. Percussion(V-0-V) DyeLessons for advanced students.COURSES120/220. Introduction to Classical Music(3-0-3) StoweHistorical survey of Western art music from theMiddle Ages to the present, with emphasis on thestudy of selected significant vocal and instrumentalworks.121/221. Introduction to Jazz(3-0-3) DwyerA music appreciation course requiring no musicalbackground and no prerequisites. General coverageof the history, various styles and major performersof jazz, with an emphasis on current practice.123/223. Music of the Catholic Rite(3-0-3) FrandsenA study of the music composed for the Mass, theOffice hours (primarily Vespers), and the RequiemMass from the Middle Ages to the present day. Themusical repertoire of each era is examined bothfrom a purely musical standpoint and in light ofthe reactions of various popes, from John XXIIIthrough Pius X, to the sacred music of their day.Documents on sacred music issued after Vatican IIalso are examined in relation to postconciliarchurch music for both the choir and thecongregation.

166MUSIC125/225. Current Jazz(3-0-3) DwyerA study of the jazz performers and practices of todayand of the preceding decade — the roots, stylisticdevelopments and directions of individualartists, small combos and big bands.126/226. American Music(3-0-3) StaffAn appreciation-level course that will concentrateupon the major stylistic and historical developmentsof American music since the colonial period.127/227. Gender, Race, Class, and Sexualityin Western Musical Culture(3-0-3) HigginsThis course adopts a cultural studies approach,focused on issues of gender, race, class, andsexuality, to the study of a wide selection of bothclassical and popular musics, rangingchronologically from pastourelles from the MiddleAges to the music videos of Madonna, with specialattention to two operas: Mozart’s Don Giovanniand Bizet’s Carmen. Students will learn how tolisten to and recognize common musical practicescomposers and musicians use—specific uses ofmelody, rhythm, meter, tempi, harmonic scales andchord progressions, dynamics, andinstrumentation—and to explore critical modes ofinterpreting them within specific ideologicalframeworks.180. Fine Arts University SeminarThe nature and principles of music in cultural context.Recent topics have included Mozart,Beethoven, and Schubert; Gender and Sexuality inOpera; Impressionism in Music; Music of J.S.Bach.228. 20th-Century Music(3-0-3) JohnsonAn introduction to the history and ideas of Westernclassical music from 1900 to 1998.229. Music of the 18th Century(3-0-3) FrandsenIntroduction to the major composers and musicalgenres of the 18th century. Composers studied includeVivaldi, Bach, Handel, C.P.E. Bach, Gluck,Mozart, and Haydn; musical genres studied includethe cantata, concerto, sonata, fantasia, quartet, opera,and oratorio. Readings include reactions andcriticisms of 18th-century listeners, and writings ofmodern music scholars.230. Theory for Non-Majors(3-0-3) Haimo, SmithA one-semester survey of the structure of tonal music.Topics covered include chord formation, voiceleading, harmonic progression, cadences, dissonancetreatment and form.231-232. Music Theory I and II(3-0-3) Haimo, Johnson, SmithPrerequisite: Musical background.A systematic approach to the understanding andmanipulation of the basic materials of music. Requiredof and intended for music majors and minors,but open to students with sufficient musicalbackground.233-234. Musicianship I and II(2-0-1) StoweExercise and mastery of basic skills in music: melodic,harmonic, rhythmic and keyboard. To betaken along with Theory I and II. Required of allstudents intending to major in music.241-242-243. Music History I, II and III(3-0-3) Blachly, Bower, Frandsen, Higgins, YouensA survey of music. The study of the major formsand styles in Western history. Required of musicmajors and minors, but open to students with sufficientmusical background.251. Music Theory III(3-0-3) Haimo, Johnson, SmithPrerequisites: Music Theory I and II.Studies in advanced harmony.253-254. Musicianship III and IV(2-0-1) StoweExercise and mastery of more advanced skills inmusic: melodic, harmonic, rhythmic, keyboard andscore-reading. To be taken along with Theory IIIand IV. Required of all students majoring in music.335. Music Theory V(3-0-3) Haimo, Johnson, SmithPrerequisite: Theory I-IV.A study of the procedures for harmonic, melodic,rhythmic and formal analysis.395. Junior Recital(V-0-1) Staff409. Chamber Music(1-0-1) Buranskas, PlummerStudy and performance of selected chamber compositions.Intended for music majors or with specialpermission.425-426. Conducting I and II(2-0-2) GinterPrerequisite: Individual approval.Basic techniques of instrumental and choral conducting.Opportunities for practical experience.432. 20th-Century/Music Theory IV(3-0-3) Haimo, JohnsonPrerequisite: Approved background. Intended formusic majors.The theoretical and historical sources and developmentof music from Debussy to the present.461. Counterpoint(3-0-3) Haimo, Johnson, SmithPrerequisite: Approved background.The technique of writing counterpoint and the useof contrapuntal devices.463. Composition(V-0-V) Haimo, JohnsonPrerequisite: Approved background.Creative writing in various forms, conventional andcontemporary. Private instruction only.486. Vocal Pedagogy(1-0-1) ResickBasic techniques of vocal pedagogy.495. Senior Recital(V-0-1) Staff498. Special Studies(V-0-V) StaffPrerequisite: Approval of the chair.An individualized course in directed studies underpersonal supervision of the teacher.499. Undergraduate Thesis Direction(V-0-V) Staff

167PHILOSOPHYPhilosophyChair:Paul J. WeithmanMichael P. Grace Professor of Medieval Studies:Ralph McInernyF.J. and H.M. O’Neill Professor of Science,Technology and Values:Kristin Shrader-FrechetteRev. Theodore M. Hesburgh Professorof Arts and Letters:Rev. David Burrell, C.S.C.McMahon/Hank Professor of Philosophy:Karl AmeriksRev. John A. O’Brien Professor of Philosophy:Alvin Plantinga; Philip L. QuinnJohn Cardinal O’Hara Professor Emeritusof Philosophy:Rev. Ernan McMullin (emeritus)John Cardinal O’Hara Professor of Philosophy:Peter Van InwagenGeorge N. Shuster Professor of Philosophy:Michael J. LouxSenior Research Professor:Alasdair C. MacIntyreProfessors:Joseph Bobik; Fred Dallmayr; Marian A.David; Cornelius F. Delaney; Michael R.DePaul; Michael Detlefsen; Thomas P. Flint;Alfred Freddoso; Gary M. Gutting; VittorioHösle (concurrent); Don A. Howard; LynnJoy;Edward Manier; Kenneth Sayre; Sun-Joo Shin;James P. Sterba; Stephen H. Watson; Paul J.WeithmanAssociate Professors:Patricia Blanchette; Sheilah Brennan (emerita);Stephen Dumont; Rev. John Jenkins, C.S.C.;Janet A. Kourany; Vaughn R. McKim; DavidK. O’Connor; William Ramsey; Michael Rea;Rev. Herman Reith, C.S.C. (emeritus); JohnRobinson; W. David Solomon; LeopoldStubenberg; Ted A. WarfieldAssistant Professors:Timothy Bays; Paul Franks; Anja Jauernig;Lenny Moss; Fred Rush; Rev. Charles Weiher,C.S.C. (emeritus)Professional Specialists:Montey G. Holloway; Alven NeimanProgram of Studies. There are two ways to majorin philosphy: Regular philosophy majors arerequired to take eight courses in philosophy beyondthe general two-course University requirement.Three specific courses must be includedamong the eight: a two-semester sequence ofcourses in the history of philosophy, Ancient andMedieval Philosophy (PHIL 301) and Modern Philosophy(PHIL 302), and a course in formal logic(PHIL 313 or, for qualified students, PHIL 513.The logic requirement can also be fulfilled byMATH 210, though this course does not count towardthe eight courses required for the major). Inaddition, regular majors must take at least twocourses at the 400-level on some topic in contemporaryphilosophy and three upper-division electives.Students in the Arts and Letters PreprofessionalProgram or the Arts and Letters EngineeringProgram who take the regular major in philosophyare required to take seven rather than eightphilosophy courses beyond the two-course Universityrequirement but otherwise must fulfill all otherrequirements for the major.Honors philosophy majors are required totake 10 courses in philosophy beyond the generaltwo-course University requirement. In addition tothe courses taken to satisfy the regular major requirements,honors majors must take one additional400-level seminar in a contemporary area ofphilosophy and write a senior thesis (PHIL 499) inthe fall semester of the senior year. The senior thesiswill count as a regular three-hour course andshould be planned with the director of undergraduatestudies during the semester prior to its writing.The honors major is intended primarily for studentsplanning postgraduate study, and a minimumgrade point average of 3.5 is expected,though exceptions are possible. Students in the Artsand Letters Preprofessional Program or the Artsand Letters Engineering Program who takethe honors major in philosophy are required to takenine rather than 10 philosophy courses beyond thetwo-course University requirement but otherwisemust fulfill all other requirements for the major.Students majoring in other departments maycomplete a supplementary major in philosophy bytaking six courses beyond the two-course Universityrequirement. These six courses must includethe history of philosophy sequence (PHIL 301 and302) and two additional courses at the 300-level orhigher, selected in consultation with one of thephilosophy department’s faculty advisors. Studentsin the Program of Liberal Studies may complete thesupplementary major with five rather than sixcourses beyond the University two-course requirementbut otherwise must fulfill all other requirementsfor the second major. Philosophy alsocontributes to a number of interdepartmentalconcentrations in the College of Arts and Letters.Details can be found in the section of the Bulletinon Interdicsiplinary Minors Within the College.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name is also included.101. Introduction to Philosophy(3-0-3) StaffA general introduction to philosophy, with emphasison perennial problems such as the existence ofGod, human freedom and moral obligation. Thecourse is also intended to sharpen the student’sskills of critical thinking. Satisfies the Universityrequirement for a first course in philosophy. Forfirst-year students only.180. Philosophy University Seminar(3-0-3) StaffA general introduction to philosophy, with emphasison perennial problems such as the existence ofGod, human freedom and moral obligation. Thecourse is also intended to sharpen the student’sskills of critical thinking. Satisfies the University requirementfor a first course in philosophy.195. Honors Philosophy Seminar(3-0-3) StaffA general introduction to philosophy, with emphasison perennial problems such as the existence ofGod, human freedom, and moral obligation. Thecourse is also intended to sharpen the student’sskills of critical thinking. Satisfies the University requirementfor a first course in philosophy. For studentsin the Arts and Letters/Science HonorsProgram.201. Introduction to Philosophy(3-0-3) StaffA general introduction to philosophy, with emphasison perennial problems such as the existence ofGod, human freedom, and moral obligation. Thecourse is also intended to sharpen the student’sskills of critical thinking. Satisfies the University requirementfor a first course in philosophy.IMAGES OF HUMANITY206. Philosophy and Psychiatry(3-0-3) ManierA comparative analysis of first-person narratives oflife with mental disorder and a comparative evaluationof anthropological, philosophical, and biomedicalperspectives on the lived experiences ofmental illness.207. Knowledge and Mind(3-0-3) StubenbergAn introductory survey of a number of issues in thetheory of knowledge and the philosophy of mind.210. Simone De Beauvoir(3-0-3) Shrader-FrechetteAn analysis of the philosophical writings of thegreatest feminist theorist of the 20th century, perhapsof all time. The main focus of the course is onThe Second Sex, but the readings also include TheEthics of Ambiguity, Old Age, and The WomanDestroyed.

168PHILOSOPHY215. Gender, Politics, and Evolution(3-0-3) ManierAn examination of ethical/political models of gender-neutralaccess to public and domestic requisitesfor the development of basic human capabilities,and a comparison of these models with currentstudies of the significance of human sexual dimorphismin evolutionary psychology.216. Ancient Wisdom and Modern Love(3-0-3) O’ConnorAn examination of contemporary issues of love andfriendship from the perspective of ancient philosophy.Course materials range from Plato andAristotle to Shakespeare and contemporary film.217. Visual Thinking(3-0-3) ShinA examination of the relation between thought andimagery, one of the most debated topics in philosophy,psychology, and anthropology.219. A Brief History of Time, Space, and Motion(3-0-3) JauernigAn examination of the historical evolution of thephilosophical conceptions of time, space, and motionfrom Plato to Einstein. Special attention willbe paid to the influence of developments in physicson this evolution in philosophical theorizing (andvice versa).221. Philosophy of Human Nature(3-0-3) Weiher, MossAn examination of some competing views of humannature based on classical readings rangingfrom Plato to the present day.222. Images of Humanity: Existentialist Themes(3-0-3) Ameriks, WatsonAn examination of fundamental questions aboutthe nature of human beings and their destiny-basedon a critical examination of the work of pivotal existentialistthinkers: Kierkegaard, Marcel andSartre.224. Memoirs of Madness(3-0-3) ManierAn introduction to biological, psychological andcultural perspectives on mental disorders. Theoverarching philosophical issue of the course is theproblem of personal identity, the construction ofthe self as a center of responsible human agency.The most important subtopic is the social and culturalconstruction of gender roles and their relationshipto human sexual dimorphism. A large,growing number of excellent “memoirs of madness”facilitate discursive analysis of the subject.225. Images of Humanity: ScientificPerspectives(3-0-3) Howard, RamseyAn inquiry into the conception of a person suggestedby the results of modern science. Such issuesas the mind-body problem, the problem of humanfreedom and the uniqueness of human rationalitywill be dealt with in light of research findings inneurophysiology, psychology, linguistics, biologyand the physical sciences.226. Images of Humanity: Aesthetics and thePhilosophy of Art(3-0-3) RushAn introductory course in the application of philosophicalmethods to questions of aesthetics and art.The first part of the course will concern the historyof aesthetics, concentrating on the views of Plato,Aristotle, Horace, Aquinas, Kant and Hegel. Thesecond part of the course will consider contemporaryapproaches to problems such as the nature ofaesthetic properties and categories, what distinguishesart from other things, and the role of criticalinterpretation in the experience of art.227. Ways of Knowing(3-0-3) David, StubenbergThis course examines a number of “ways of knowing”:mathematical, scientific, historical, literary,legal and theological, in order to determine significantdifferences and similarities. The course willdraw upon the experience students have had in differentmajor fields of study. It is thus primarily designedfor upper-level students.228. Philosophy and the Arts(3-0-3) A. GuttingA consideration of the nature of art and the aestheticusing both philosophical texts and works ofart drawn from a wide variety of media (painting,literature, film, architecture, etc.).229. Death and Dying(3-0-3) WarfieldThis course examines metaphysical and ethical issuesassociated with bodily death. Metaphysical issuestaken up in this course include the following:What is death? Is death a bad thing? Is there anyhope for survival of death? Ethical issues to be discussedinclude suicide, euthanasia and abortion.232. Women: Alternative PhilosophicalPerspectives(3-0-3) KouranyAn examination of some of the most pressing problemscurrently confronting women, the more importanttheories, from the ultraconservative to theradical feminist, that have been proposed to explainthese problems and the concrete proposals forchange in society suggested by such theories.234. Self and World(3-0-3) DumontA general introduction to the fundamental questionsabout the nature of the world and our placein it, the area of philosophy called metaphysics.235. Philosophy and Fantasy(3-0-3) SayreA consideration of fantasy literature from a philosophicvantage point as dramatizing human beings’age-old wonderment regarding the nature of theuniverse and their place within it.236. Classics of Political and ConstitutionalTheory(3-0-3) FlintAn examination of a number of the fundamentaltexts in political and constitutional theory, with anemphasis on works of special importance to theBritish and American political systems.237. Philosophy and Classical Physics(3-0-3) HowardA survey of the history of natural philosophy andphysics from antiquity to the end of the 19th century,but with an emphasis on the philosophical issuesthat arise in this history, meaning questionsof metaphysics, epistemology and scientificmethodology.238. Education of the Spirit(3-0-3) NeimanWhat is spirituality? Is there such a thing as spiritualintelligence, or what the ancients called wisdom?If so, can it be taught? Finally, if education ofthe spirit is possible, is it compatible with educationfor democratic virtue (with its separation ofchurch and state)? In this course we examine someanswers to these questions as suggested by theChristian Monastic tradition, the pragmatism ofWilliam James, “12-step groups” and several versionsof feminism.239. Minds, Brains and Persons(3-0-3) Jenkins, StubenbergThis course will treat some central issues in the philosophyof mind, such as freedom of the will, personalidentity and the relationship between mindand body.MORALS AND POLITICS241. Ethics(3-0-3) DePaul, Holloway, WarfieldAn examination of the relationship betweenthought and action in light of contemporary andtraditional accounts of the nature of ethics.242. Basic Concepts in Political Philosophy(3-0-3) Bays, WeithmanAn introduction to important thinkers and problemsof political philosophy. Basic concepts to beconsidered are equality, liberty and authority.243. Moral Problems(3-0-3) Sterba, WarfieldAn introduction to the field of moral philosophy,with major emphasis on contemporary moralissues.244. Philosophy of Law(3-0-3) RobinsonAn examination of the relationship between fairprocedures and just outcomes in the judicial process,a study of the conditions under whichpunishment is morally defensible, an investigationof the extent to which the state may regulate theprivate affairs of its citizens, and a consideration ofthe role that moral theory has to play in the processof constitutional interpretation.

169PHILOSOPHY245. Medical Ethics(3-0-3) SolomonAn exploration from the point of view of ethicaltheory of a number of ethical problems in contemporarybiomedicine. Topics discussed will includeeuthanasia, abortion, the allocation of scarce medicalresources, truth-telling in the doctor-patient relationship,the right to medical care and informedconsent and human experimentation.246. Ethics and Business(3-0-3) HollowayThis course aims at helping the student recognizethe moral aspects of business decisions on the personallevel and of business institutions on the sociallevel.247. Environmental Ethics(3-0-3) DePaul, SterbaThe course will be an attempt to come to gripscritically with the moral significance of contemporaryconcern for ecology and the environment.248. Modern Science and Human Values(3-0-3) QuinnApplications of ethical theory to moral problemscreated by science, such as distributing scarce medicalresources, experimenting with animals, teachingcreationism and dealing with computer invasions ofprivacy.251. Modern Physics and Moral Responsibility(3-0-3) HowardAn examination of such questions as: What are themoral responsibilities of the scientist? Should thescientist be held accountable for what might bedone with the results of his or her scientific research?Does the scientist have any special role toplay, as a citizen, in public debate about sciencepolicy? Should the scientist sometimes simplyrefuse to engage in some kinds of research becauseof moral concerns about the consequences of thatresearch?254. Morality and Modernity(3-0-3) SolomonAn examination of the complex relation of moralityand modernity, both to moral critiques of modernityand to the claim that morality is a particularlymodern phenomenon.255. Contemporary Social and PoliticalPhilosophy(3-0-3) SterbaA critical evaluation of the major political ideals ofour time, namely, libertarian justice, welfare liberaljustice, socialist justice, feminist justice, communitarianjustice, and postmodern justice. Further considerationwill be given to how these political idealsapply to a range of practical problems.256. Science, Technology, and Society(3-0-3) Shrader-Frechette, McKimThis course focuses on the many ways in which scienceand technology interact with society and exploresthe character of the value-ladencontroversies which such interaction frequentlyproduces.260. Virtues and Vices(3-0-3) MacIntyreAn examination of what qualities of mind andcharacter differentiate the good from the bad. Sixdifferent and rival answers to this question are considered:those of Confucius, Socrates, Aquinas,Machiavelli, Hume, and Nietzsche.270A. Chinese Mosaic: Philosophy, Politics,Religion(3-0-3) JensenThis is a special topics class that provides anintroduction to the diverse lifeways constituting thepuzzle of the Chinese people. The course will chartthis terrain of current Chinese imagination as it hasbeen shaped from the contending, and oftencontentious, influences of religion, philosophy, andpolitics, introducing students to the heralded worksof the Chinese intellectual tradition while requiringcritical engagement with the philosophic andreligious traditions animating this culture. Thus, asthey learn about China, students also will reflect onhow Chinese and Westerners have interpreted it.PHILOSOPHY OF RELIGION261. Philosophy of Religion(3-0-3) Bobik, Van InwagenA discussion of some basic issues: the nature of thephilosophy of religion, the notion of God, groundsfor belief and disbelief in God, faith, revelation, religiouslanguage and knowledge, verification,immortality.263. Science and Religion(3-0-3) ReaAn examination of the interrelation and tensionbetween contemporary science and traditionalreligious belief.264. Faith and Reason(3-0-3) Freddoso, JenkinsThis course will deal with the relation betweenfaith and reason. Some questions to be discussedare: Can the doctrines of the faith conflict with thedeliverances of reason found in philosophy and science?Is it possible to defend the doctrines of thefaith against the objections of nonbelievers in anon-question-begging way? How might one goabout constructing an apologetics for the Christianfaith? Authors to be read include St. ThomasAquinas, G.K. Chesterton and C.S. Lewis.269. Thought of Aquinas(3-0-3) McInerny, NeimanA general introduction to Aquinas’ overallphilosophical view.SPECIALIZED ELECTIVES301. Ancient and Medieval Philosophy(3-0-3) Burrell, Freddoso, Jenkins, O’ConnorThis course will concentrate on major figures andpersistent themes. A balance will be sought betweenscope and depth, the latter ensured by a close readingof selected texts.302. Modern Philosophy(3-0-3) Ameriks, David, Delaney, Kremer,SolomonAn examination of the perennial tension betweenreason and experience as exemplified in classicalmodern rationalism and empiricism; its subsequentsynthesis in Kant.303. 19th- and 20th-Century Philosophy(3-0-3) Ameriks, WatsonA survey of developments in philosophy sinceKant. Readings in both the Continental and Anglo-American traditions.304. History of Ethics(3-0-3) SolomonA survey of Western philosophical ethics fromSocrates to Nietzsche. Major figures and schools tobe discussed include Socrates, Plato, Aristotle, theStoics, the Epicureans, Augustine, Aquinas,Hobbes, Butler, Hume, Kant, Mill, Marx andNietzsche.313. Formal Logic(3-0-3) Blanchette, Detlefsen, ShinAn introduction to the fundamentals and techniquesof logic for majors. This course does notsatisfy the University requirement.326. God, Philosophy, and Universities(3-0-3) MacIntyreEnquiry and teaching in Catholic universities haveaimed at understanding how the universe—physical,animal, and human—is ordered to God. Onetask of philosophy in the Catholic tradition hasbeen to show how the various secular disciplinesboth contribute to such understanding and remainincomplete without theology. This course examinesthe question of how this task is to be carried out.335. Journalism and Ethics(3-0-3) O’ConnorAn examination of such questions as: Does journalismhave special responsibilities because of its importanceto democracy? Have internet technologiesthat produce “instant journalism” changed ourethical standards? What ethical issues arise whenthe line between journalism and entertainment becomesblurred?

170PHILOSOPHY352. Ethics, Ecology, Economics, and Energy(3-0-3) SayreA critical examination of the following hypotheses:(1) that continuing economic growth requires everincreasingconsumption of energy, (2) that increasingenergy consumption results in increasingdegradation of the biosphere, and (3) that increasingdegradation of the biosphere poses an increasingthreat to human existence.354. Gender and Science(3-0-3) KouranyAn exploration of the ways in which science isgendered, starting with the ways in which womenhave been excluded from science, and movingthrough such issues as the invisibility and shabbytreatment of women with the products of scientificresearch, the contributions of women to scienceand whether these are different in kind from thecontributions of men, and the differential effects ofscience on men’s and women’s lives.357. Introduction to the Philosophy of Biology(3-0-3) MossAn examination of key concepts and controversiesin contemporary biology. The meaning of gene, organism,and environment and their interrelationshipsin the context of development, evolutionarytheory, and ecology are closely considered.389. Philosophical Issues in Physics(3-0-3) HowardThis course is intended for non-science studentswho desire to begin an examination of the originsof the modern laws of physics and for science studentswho wish to know the actual route to the discoveryand broader implications of the formaltheories with which they are already familiar.401. Socrates and Athens(3-0-3) O’Connor, VaccaA study of the moral upheaval in Athens during thePeloponnesian War, using Thucydides,Aristophanes, Euripides, and Sophocles as primarysources. Then, an examination of Socrates as respondingto that crisis, using Alcibiades I, Gorgias,and other dialogues.402. The Moral Doctrine of Thomas Aquinas(3-0-3) McInernyA lecture course in which the main features of themoral teaching of Thomas Aquinas will be systematicallydiscussed. The Summa theologiae, primasecunde and Thomas’s Commentary on theNichomachean Ethics will be the principal sources.403. Plato(3-0-3) SayreA detailed and systematic reading, in translation, ofthe fragments of the pre-Socratics and of the followingPlatonic dialogues: Euthyphro, Apology,Crito, Meno, Protagoras, Phaedo, Republic, Phaedrus,Symposium and Theaetetus.404. Aristotle(3-0-3) LouxAn examination and evaluation of Aristotle’s philosophy,with special emphasis on the logical,physical and metaphysical writings.406. The Ethics of Thomas Aquinas(3-0-3) FreddosoA seminar on the philosophical thought ofAquinas, focusing upon the first part of the secondpart of the Summa Theologiae, viz., the treatises onhappiness, action, passion, habit, virtue, sin, lawand grace.407. Descartes and Locke(3-0-3) DavidAn attempt to understand and an evaluation of theopposing views of Descartes, the figurehead ofmodern rationalism, and Locke, the figurehead ofmodern empiricists.408. Kant(3-0-3) AmeriksAn examination of the background of Kant’s work,followed by a tracing of some of the principalthemes of the Critiques, especially themajor themes of The Critique of Pure Reason.409. Philosophy and Literature Seminar(4-0-4) O’Connor, Ziarek, WatsonThis intensive four-credit seminar is the introductionto the concentration in philosophy and literatureand will pursue interdisciplinary approaches toliterary, theoretical and philosophical texts.411. Agustine and William James(3-0-3) NeimanA course devoted, for the most part, to a carefulreading of significant parts of Augustine’s Confessionsand James’ The Variety of Religious Experience.The goal is to come to an understanding of whatthese two great philosophers and psychologists canteach us about the spiritual quest.418. Kierkegaard and William James(3-0-3) NeimanAn examination of the views of Kierkegaard andJames on the traditional philosophical ideas ofmeaning and truth, knowledge and explanation.419. Maritain: Science, Metaphysics,Mysticism(3-0-3) NeimanAn attempt to better understand one particulartype of knowledge—i.e, the grace-infused type ofcontemplation best exemplified by mystics such asSt. John of the Cross.420. Locke’s Moral Philosophy(3-0-3) Shrader-FrechetteA careful, evaluative reading of Locke’s Letter ConcerningToleration, his Second Treatise on Civil Government,and his Questions Concerning the Law ofNature as well as a more cursory look at his SomeThoughts Concerning Education.421. Three Catholic Philosophers(3-0-3) MacIntyreA study of the enquiries of three 20th-centuryCatholic philosophers at work within three verydifferent philosophical traditions, designed to identifythe relationship between a commitment tophilosophical enquiry and Catholic faith. To beconsidered are Jacques Maritain’s pursuit of questionsopened up by Aristotle and Aquinas, EdithStein’s progress beyond Husserl in her phenomenologicalenquiries, and G.E.M. Anscombe’s responseto Wittgenstein.422. Epistemology(3-0-3) David, StubenbergThe aim of this class is to provide an understandingof the fundamental issues and positions in the contemporarytheory of knowledge.423. Ethical Theory(3-0-3) Solomon, SterbaA systematic study of philosophical foundations ofmorality, drawing from major historical developments.Basic concepts of classical ethics will be developed—humannature, happiness or fulfillment,freedom, virtue—and their place in relation tomoral judgment will be examined. Special attentionto subjectivism vs. objectivism on the question ofethical norms and principles.424. Metaphysics(3-0-3) Flint, Freddoso, Loux, Van InwagenAn examination of the nature of metaphysics andof those metaphysical issues that have proved centralin Western philosophical tradition. Topics discussedwill include mind-body problem, freedomof will, universals, substance, time, categories andGod.425. Topics in Philosophy of Religion(3-0-3) WarfieldAn examination of central topics in contemporaryphilsophy of religion and Christian philosophicaltheology.427. Advanced Moral Problems(3-0-3) SterbaAn in-depth discussion of three very importantmoral problems of our time: Affirmative Action,Animal Rights, and Sexual Harassment.429. Philosophy of Mind(3-0-3) Ramsey, StubenbergDualist and reductionist emphases in recent analysesof mind. Topics covered will include identity ofmind and body, intentionality, actions and theirexplanation and problems about other minds.431. Contemporary Philosophy of Religion(3-0-3) QuinnA critical examination of the philosophical importof some contemporary theories of religion. Thecourse will be organized around the attempt to discovera meaningful place for religious forms of lifein a secular culture.

171PHILOSOPHY433. Justice Seminar(3-0-3) O’Connor, Solomon, WeithmanA critical examination of major theories of justice,both deontological (e.g., contract theories) and teleological(e.g., utilitarian and virtue-based theories).The seminar focuses on the careful reading ofone or more major theoretical works and requiressubstantial participation of the students both in theform of seminar papers and in oral discussion. Thisis the core course for the minor in philosophy, politics,and economics (PPE).435. Philosophy of Science(3-0-3) Howard, KouranyA detailed consideration of the central methodologicaland epistemological questions bearing onscience.436. Religion and Science(3-0-3) GuttingAn examination of the nature and limits of bothscientific and religious knowledge, and a discussionof several cases in which science and religion seemto either challenge or support one another.439. Faith and Reason(3-0-3) FreddosoAn examination of some key theoretical issues concerningfaith and reason. Among these issues arethe nature of faith, the nature of intellectual inquiry,the role of affections in intellectual inquiry,the main competing accounts of intellectual inquiryand of the philosophical life. Authors to beread include Aquinas, Descartes, Hume, Mill,Nietzsche, Chesterton and Pope John Paul II.440. Four Moral Philosophers(3-0-3) SolomonA careful reading of basic texts from Aristotle,Hume, Kant, and Nietzsche, and an examinationof the ways in which their views are appropriatedfor purposes associated with the contemporaryproblematic in normative ethics.442. The Origins of Analytic Philosophy(3-0-3) BlanchetteAn examination of fundamental writings at the beginningof the 20th century that ushered in the linguisticand logical tradition of analytic philosophy.443. Analytic Philosophy(3-0-3) McKimAn in-depth survey focusing on the techniques andpresuppositions of linguistic analysis (of both idealand ordinary language varieties) as they have beendeveloped by English and American philosophersin this century.444. Postmodern Analytic Philosophy(3-0-3) GuttingA study of several philosophers who combine ananalytic commitment to clarity and argument withan interest in the history and critique of modernthought. Philosophers to be considered are RichardRorty, Charles Taylor, Bernard Williams, andMartha Nussbaum.Paul J. Weithman, professor and chair of philosophy448. Philosophy of Language(3-0-3) Blanchette, David, ShinThe aim of this course is to provide an overview ofthe field. Major topics include the relation betweentruth and meaning; truth-conditional semantics;the meaning of sentences, proper names, definitedescriptions, general terms and indexicals; the relationsbetween expressing a belief, making a statementand uttering a sentence.449. Phenomenology(3-0-3) WatsonAn introduction to the arguments and themes ofphenomenology, a school of philosophy based onthe description of lived experience that had broadimpact on 20th-century philosophy.452. Contemporary German Philosophy:Habermas(3-0-3) MossThe course will attempt to cover the “formative”phase of Habermas’ career extending from his pointof departure from Marx, and his analysis of thepublic sphere, through his critique of the humansciences and up to the beginning of his theory ofcommunicative action.454. Hellenistic Ethics and the Subject(3-0-3) Reydam-SchilsAn examination of the very distinctive manner inwhich Hellenistic philosophy (Cynics, Epicureans,Stoics, New Academy) defines the subject, ofknowledge, of action, and of interaction with othersin the environment.455. Anselm(3-0-3) FlintAn examination of the major philosophical andtheological writings of St. Anselm. His Monologion,Proslogion, and Cur Deus Homo will be of centralconcern, but several lesser-known texts will also beread. Topics discussed in these writings include argumentsfor the existence of God, the divine nature,the Trinity, the Incarnation, freedom (and itscompatibility with divine foreknowledge), andtruth.456. Divine Attributes(3-0-3) FlintA consideration of the attributes Christians havetraditionally ascribed to God, such as omnipotence,omniscience, omnibenevolence, eternality and simplicity.The course will examine both the reasonsfor attributing such properties to God and the waysin which philosophers have tried to explicate theseconcepts.457. Wittgenstein(3-0-3) SayreA careful reading and detailed discussion of severalof Wittgenstein’s works, including TractatusLogico-Philosophicus, Philosophical Investigations,Culture and Value, On Certainty, and Remarks onthe Foundations of Mathematics.458. Classical Philosophy of Religion(3-0-3) QuinnA critical examination of some classical philosophicaltheories of religion. The central focus of thecourse will be issues concerning justification andexplanation in religion.

172PHILOSOPHY459. Philosophical Poets: Dante and Claudel(3-0-3) McInernyA discussion of the difference between poetic andphilosophical modes of discourse, with special referenceto Dante and Paul Claudel.460. Joint Seminar in Philosophy and Theology(3-0-3) StaffPrerequisite: Six hours in theology; permission isrequired.This seminar, led by a theologian and a philosopher,will examine an issue in which the differingapproaches of philosophy and theology may provefruitful. Both the topic and the instructors willchange from year to year.469. Philosophy of Law(3-0-3) WarfieldA survey of theoretical topics in philosophy of lawand the relation between philosophy of law andother areas of philosophical inquiry, and an examinationof topics in “applied” philosophy of law.471. Episodes in Ethics(3-0-3) MacIntyreA study of three debates in the history of ethics,that in which Aristotle responds to earlier Greekthought and practice, that in which Aquinas confrontsproblems of law in the 13th century, andthat in which Hume, Diderot, Kant and Mill definemoral modernity.472. Kierkegaard and Newman(3-0-3) McInernyAn examination of the thought of two 19th-centuryfigures of fundamental importance: SorenKierkegaard (1813-1855) and John HenryNewman (1801-1890).474. Philosophy and Psychiatryin the 20th Century(3-0-3) ManierA course dealing with (1) the intellectual history ofpsychiatry from the time of Freud and Kraepelin tothe present, (2) the social history of the care of thementally ill since World War II, and (3) the interpretationand critique of Freud and psychiatry.475. Topics in Philosophical Logic:Modal Metatheory(3-0-3) BaysA consideration of topics in the metatheory ofmodal logic, including basic correspondencetheory, and completeness and the finite modalproperty.478. Do Faith and Reason Clash?— Religionand Science(3-0-3) PlantingaA course focusing on such questions as: Does currentscience, or perhaps the method of science implyor suggest that Christian and theistic ways ofthinking of ourselves are out of date or superseded?Are religion and science two different ways of comingto know important truths about ourselves? Canthey conflict? If they do, what is the right response—give up the science? Give up the religious ways ofthinking? Try not to think about them at the sametime? Or what?479. Environmental Risk Assessment(3-0-3) Shrader-FrechetteAn investigation of the probabilistic and decisiontheoreticmethods of evaluating environmental hazards.Emphasis is on the epistemological andethical assumptions in the methods and the consequencesfollowing from their acceptance or use.480. Ethics and Risk(3-0-3) Shrader-FrechetteAn investigation of classical ethical papers, all incontemporary, analytic, normative ethics, that attemptto develop the ethical theory necessary todeal with legitimate imposition of risk of harm.482. Philosophy of Math(3-0-3) Blanchette, BaysAn examination of such questions as: How do wecome to know truths of mathematics, since we cannot see or touch its (apparent) subject matter? Arethere really such purely mathematical things asnumbers and functions, or are these just useful fictions?How are abstract mathematical truths able toplay such an important role in empirical applications?No particular mathematical background ispresupposed.483. Ethics of Scientific Research(3-0-3) Shrader-FrechetteAn analysis of the ethical theories provided by contemporaryphilosophers to guide scientific researchand an investigation of the different norms providedby alternative ethical theories. The coursewill cover professional codes of ethics adopted byscientific societies, as well as case studies of ethicalproblems in community ecology, conservation biology,toxicology, and engineering design.485. Philosophy of Human Biology(3-0-3) MossAn examination of the evolution of such things asadvanced motor control capable of dancing andmimetic communication, human emotion andsexuality, and human developmental plasticity. Thesignificance of human biological specificity forquestions in the philosophies of language, mind,ethics, and aesthetics will be considered.486. Philosophy of Social Science(3-0-3) McKimAn exploration of central philosophical issues thatarise from reflection on the nature and practice ofsocial science, viz., causal/explanatory vs. interpretiveconceptions of social inquiry, individual rationalityand cultural relativism, the role of values/ideology in social theorizing, and questions aboutthe metaphysical status of social reality (holism vs.individualism).487. Biomedical Ethics and Public Health Risk(3-0-3) Shrader-FrechetteAn analysis of the ethical theories provided by contemporaryphilosophers to guide research and practicein biomedicine. The course will focus onanalysis of contemporary public health problemscreated by environmental/technological pollutionand will address classic cases of biomedical ethicsproblems.490. Topics in Philosophical Anthropology:Emotions(3-0-3) MossAn examination of recent empirical work in areasincluding neurobiology, evolutionary biology, anddevelopmental psychology which attempt to characterizeand explain the causes of emotion. The coursewill survey some of this new work and attempt tobring it into a larger philosophical perspective.491. Mind and Language(3-0-3) ShinAn examination of the Innateness Hypothesis as ananswer to the question of how human beings acquiretheir first languages.497. Directed Readings(V-0-V) StaffPrerequisites: Dean’s list average, written consentof instructor and approval of department. Advancedseniors are permitted to take a tutorial witha faculty member; readings will be assigned in aparticular area and writing assignments required.499. Senior Thesis(3-0-3) StaffAn opportunity for senior philosophy majors towork on a sustained piece of research in a one-toonerelationship with a faculty member.

173PHILOSOPHY AND THEOLOGY JOINT MAJOR POLITICAL SCIENCEPhilosophy andTheology Joint MajorDirector:Jennifer Herdt, theologyFaculty:Additional faculty for the joint majorare drawn from the departments ofphilosophy and theology.Program of Studies. The joint major is intendedfor undergraduates who are intrigued by philosophicaland theological ideas and who have anequal commitment to both disciplines. It seeks toequip such students to handle theology and philosophyadeptly. The major is structured, providingundergraduates with a suitable introduction to thestudy of both disciplines, but also flexible, grantingstudents considerable scope for the pursuit of theirown interests.The joint major offers the opportunity for aninformed investigation of religious and philosophicalideas and should appeal especially to those whointend to pursue graduate work in philosophy ortheology.The joint major incorporates the University requirementsin the two departments and most of theformal requirements of the first majors in theologyand philosophy. Students in the joint major willtake the two-semester sequence in Christian Traditionsand an upper-level course in Scripture. Thejoint major, however, does not require the onecreditproseminar in theology.Other formal requirements are peculiar to thejoint major. Students will study a classical languagefor two semesters. (For practical as well as pedagogicalreasons, this will normally be Greek.) Majorswill also be expected to take the joint seminaroffered each spring. Each seminar, led by a theologianand a philosopher, will examine an issue inwhich the differing approaches of philosophy andtheology may prove fruitful. The topic and instructorswill change from year to year. Finally, eachmajor will submit a senior thesis prepared underthe direction of two advisors, drawn from each department.At the option of the directors, this thesismay be presented and discussed in an informal colloquiumconsisting of the other students in thejoint major.The remaining courses in the joint major willbe at the discretion of the student. Normally takenat the 400 level, there should be an equal distributionin the electives between theology and philosophy.However, students who wish may devote upto six hours within the joint major to additionallanguage work. These hours may add to the classicallanguage previously studied, or used to beginanother language of significance for philosophicaland theological work.The joint major differs from a first major inone discipline and a supplementary major in theother in that the latter requires 55 credit hours,whereas the joint major requires 60. Furthermore,the joint major calls for language instruction beyondwhat the University requires for all undergraduates.Finally, the joint seminars should proveespecially challenging, inviting students to exploreimportant topics in an interdisciplinary way. Thesefeatures should make the joint major particularlyattractive to students preparing for advanced study.Requirements in Philosophy:PHIL 101 or 201, and 2XX-level course (University-requiredcourses; a higher-level course may besubstituted for the latter).PHIL 301 and 302. History of PhilosophyI and II.PHIL 313. Formal Logic.Requirements in Theology:THEO 100 or 200 and 2XX-level course(University-required courses).THEO 395 and 396. Christian TraditionsI and II.THEO 401 or 411. Upper division scripturecourse.Plus:Classical language (normally Greek) —two semesters.Joint seminar(s).Senior thesis.Electives (including up to an additional six credithours in language study).Political ScienceChair:Rodney E. HeroDirector of Graduate Studies:Andrew GouldDirector of Undergraduate Studies:John RoosPackey J. Dee Professor of Political Science:Fred R. DallmayrHelen Kellogg Professor of International Studies:Guillermo O’Donnell (on leave 2002-03)Joseph and Elizabeth Robbie Professorof Political Science:Donald P. KommersHelen Conley Professor of Political Science:Scott P. Mainwaring (on leave 2002-03)William M. Scholl Professor of International Affairs:A. James McAdamsNancy Reeves Dreux Professor of Political Science:Catherine Zuckert (on leave spring 2003)Nancy Reeves Dreux Professor of Political Science:Michael P. Zuckert (on leave 2002-03)Packey J. Dee Professor of Political Science:Rodney E. HeroPackey J. Dee Assistant Professor of Political Science:Christina WolbrechtThomas J. and Robert T. Rolfs Assistant Professorof Political Science:Layna Mosley (on leave 2002-03)Professors:Peri E. Arnold; Sotirios A. Barber (on leave2002-03); A. J. Beitzinger (emeritus); GeorgeA. Brinkley (emeritus); Rev. Raymond F. Cour,C.S.C. (emeritus); Alan K. Dowty; Michael J.Francis; Edward A. Goerner (emeritus);Vittorio G. Hösle (concurrent); RobertJohansen; David C. Leege (emeritus); GilburtD. Loescher (emeritus spring 2002); GeorgeLopez (on leave); A. James McAdams; Peter R.Moody; Walter Nicgorski (concurrent); JohnRoos; Rev. Timothy R. Scully, C.S.C.; RaimoVayrynen (on leave 2002-03); A. Peter Walshe;Catherine Zuckert (on leave spring 2003);Michael Zuckert (on leave 2002-03)Associate Professors:Michael Coppedge; Andrew C. Gould; FrancesHagopian; Anthony M. Messina (on leave fall2002); Christina WolbrechtAssistant Professors:Louis J. Ayala; Eileen M. Botting; David E.Campbell; Kathleen A. Collins; Barbara M.Connolly; John D. Griffin; Gretchen Helmke(on leave 2002-03); Theodore B. Ivanus(emeritus); Mary M. Keys; Keir A. Lieber;Daniel A. Lindley III (on leave 2002-03);Martha Merritt; Layna Mosley (on leave 2002-03); Mitchell S. Sanders; Alvin B. Tillery Jr.;Christopher Welna (concurrent)Associate Professional Specialist:Joshua B. Kaplan

174POLITICAL SCIENCEProgram of Studies. The Department of PoliticalScience offers its majors a liberal education inan important field of the social sciences. The majoraims at educating the student in basic problems inunderstanding politics. The department offerscourses in four main subfields: American politics,comparative politics, international relations andpolitical theory. Students majoring in political sciencego on to work in a wide variety of vocations,including government, law, nongovernmentalorganizations, teaching, politics, journalism andbusiness.Requirements. The major requires a minimumof 10 courses: an introductory 100- or 200-levelcourse in each of the four subfields, four 300- or400-level (below 491) courses and two seniorwriting seminars. When choosing their upper-levelcourses, students are free to specialize in a subfieldor take courses in several different fields.All majors are required to take a senior writingseminar or 500-level course in each semester oftheir senior year. These seminars are numbered 491in the fall and 492 in the spring. Pi Sigma Alphamembers may take these courses in the second semesterof their junior year, with permission. Theseseminars give seniors the opportunity to take small,discussion-oriented courses, as well as do morewriting in their field. The senior thesis can take theplace of one of these seminars.Students on the dean’s list may also take individualdirected readings.Honors Track. Students in the department mayreceive departmental honors. To graduate with departmentalhonors a student must have a 3.55 cumulativeaverage and a 3.55 average in the major,must complete a senior honors essay or area studiesessay with a grade of at least B-plus, and must replaceone of their 300-level courses with an advancedcourse. The advanced course may be eitheran additional writing seminar, a 500-level course,or the research design course.Senior Thesis. Students who achieve a gradepoint average of 3.5 or above are encouraged towrite a senior thesis in their senior year. This yearlongproject involves working closely with a facultyreader on original research and offers the opportunityto explore more deeply and independently atopic of the student’s choice.Pi Sigma Alpha. Students who have taken aminimum of four political science courses, whohave received no grade lower than a B in their governmentcourses and who have a cumulative gradepoint average of 3.55 or above are eligible for PiSigma Alpha, the national political science honorsociety.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are inparentheses. The instructor’s name is also included.COURSES IN THE FIRST YEAROF STUDIES140. Introduction to American Politics(3-0-3) StaffThis course surveys the basic institutions and practicesof American politics. The course aims to makestudents better informed and more articulate. It examinesthe institutional and constitutional frameworkof American politics and identifies the keyideas needed to understand the subject and developa basis for evaluating politics today. The premise ofthe course is that American government has advantagesand disadvantages alike, which come from thesame source—the Constitution and the Americanapproach to power that it reflects. Themes of thecourse include the logic and consequences ofchecks and balances and the separation of powers;the causes and consequences of divided government;the importance of procedures and the builtinbiases of institutions and procedures; the waysAmerican government both fragments and concentratespower; the implications of America’s weakparty system; the nomination, campaign-finance,congressional, and budgetary reforms of the 1970s;the ways those reforms have shaped American politicstoday; and the trends and tendencies of thepast 30 years. Although the course will prepare prospectivepolitical science majors for further study ofAmerican politics, its primary aim is to introducestudents of all backgrounds and interests to the information,concepts, and ideas that will enablethem to understand American politics better andhelp them to become more thoughtful and responsiblecitizens. This course fulfills a political sciencemajor requirement.141. Introduction to International Relations(3-0-3) StaffThis course provides a basic understanding of themajor concepts, issues, and theories in internationalrelations. What explains conflict and cooperationin world politics? We will examine competingtheories of state behavior, briefly review theevolution of international history, and discussenduring and contemporary issues such asinterstate war; civil, ethnic, and religious conflict;proliferation of weapons of mass destruction;terrorism; international trade and finance;globalization; the information revolution; andinternational law, organization, and institutions.The ultimate goal of the course is to enhance ourcapacity to think critically about the basic forcesthat drive international politics, thereby improvingour ability to evaluate and shape our world.Discussion sections use historical and currentevents to illustrate concepts introduced in lectures.This course fulfills a political science majorrequirement.142. Introduction to Comparative Politics(3-0-3) StaffThis course is an introduction to the main themesand areas of the comparative politics subfield. Thecourse covers issues such as regime type, Leninismand socialism’s collapse, authoritarianism and authoritariancollapse, Islam and theocracy, transitionsto democracy, democratic state-building,political parties and electoral systems, economic reform,and civil and ethnic conflict. Geographically,the course introduces students to the institutionsand politics of most regions of the world. The emphasisis on East Asia, Africa, the former SovietUnion, South Asia, and Latin America. This coursefulfills a political science major requirement.180E. University Seminar(3-0-3) StaffA seminar for first-year students devoted to an introductorytopic in political science in which writingskills are stressed. It will fulfill the College ofArts and Letters social science requirements butdoes not count toward the politial science major.REQUIRED COURSESIN THE MAJOR240. Introduction to American Government(3-0-3) StaffThis course provides students with an overview ofthe American political system. Topics include thepresidency, Congress, the Supreme Court, bureaucracy,separation of powers, federalism, politicalparties, interest groups, the public policy process,voting, public opinion, and participation. Thiscourse cannot be taken if you have already takenGOVT 140.241. International Relations(3-0-3) StaffThis course provides students with anunderstanding of historical and current events inworld politics. As such, the course has three centralobjectives: to introduce various theoreticalframeworks for analyzing international politicaland economic events, to provide an overview ofsubstantive topics in international relations, and tosupply a basic understanding of contemporaryinternational events. We explore substantive issuessuch as cooperation and conflict in internationalrelations, the causes of war, nuclear proliferation,regional free trade agreements, the causes andeffects of economic globalization, and the role ofinternational law and institutions. Discussionsections use historical case studies and currentevents to illustrate concepts introduced in lectures.

175POLITICAL SCIENCE242. Comparative Government(3-0-3) StaffThis course poses three questions in the study ofpolitics: (1) Why are some countries democraticand others authoritarian? (2) In what ways dodemocratic regimes vary from one another? (3)What constitutes “good” government? In answeringthese questions, we study two different types ofmobilization (nationalist and developmental) andfour countries: the United States, Russia, China,and Great Britain.243. Political Theory(3-0-3) StaffThis course serves as the departments’ required introductorycourse in political theory, and also as aUniversity elective. It introduces students to keyquestions in political theory, such as the nature oflaw, the question of conventional versus naturalmoral standards, the relationship between individualand community, and the relationship betweenindividualistic- versus community-orientedpolitical theories. Authors studied include Madison,Aristotle, Aquinas, Hobbes, Locke, ScottMomady, Sophocles, Plato, and FlanneryO’Connor. Students will write three one-page papersanalyzing specific cases, and then two fourpagepapers. There is a comprehensive final. InFriday discussion groups, students will critically applythe materials covered in class to specific cases.ELECTIVE COURSESIN THE MAJORAMERICAN GOVERNMENTAND POLITICS304. Presidential Leadership(3-0-3) ArnoldThis course examines the role of the presidency inthe American regime and its change over time. Particularattention will be given to expectations aboutpresidential leadership through the course ofAmerican political history. Beginning with questionsabout the original design and role of thepresidency, the course turns to consideration of therole of leadership styles for change and continuityin American politics. Finally, cases of presidentialleadership are studied to comprehend the way leadershipand political context interact.305. The American Congress(3-0-3) RoosThis class will expose the student to the practicalworkings of the U.S. Congress, some major theoriesattempting to explain those workings, andsome of the methods and materials needed to doresearch on Congress. It will place the study ofCongress in the context of democratic theory, andin particular the problem of the way in which theinstitution across time grapples with the problemof the common good.306. Gender and the Constitution(3-0-3) M. ZuckertThis course will cover the decisions of the SupremeCourt in the area of gender issues from the 19thcenturybeginnings of a constitutional law ofgender through such 20th-century issues asabortion, equal rights, and affirmative action. Classwill focus not only on court cases but also on thebroader constitutional, ethical and philo-sophicalimplications.308. American Voting and Elections(3-0-3)This course will examine voting and opinions, andthe linkage between political leaders and the masspublic. Possible topics include an introduction toelectoral analysis; the history of recent electoralpolitics; the nature of political participation, especiallythe rationality of voting turnout and nonelectoralspecialization; party identification andopinions, attitudes and ideology; social groups andcultural identities; mass media and image campaigns;and differences between presidential andcongressional elections.309. Religion and Politics(3-0-3)An examination of the linkage among religious beliefs,world views, group identifications, politicalattitudes and behavior, based on literature in politicalscience, sociology, psychology and theology.Topics include the meaning and measurement ofreligiosity; religious and anti-religious values embeddedin American political institutions; religiousworld views and political philosophy; cue givingand political mobilization by religious groups, denominationaltraditions, partisanship and issue positions;religious movements, social conflict andpolitical coalitions.313. Constitutional Law(3-0-3) KommersThis course examines the main principles of AmericanConstitutional law, the process of constitutionalinterpretation, and the role of the SupremeCourt in the American political system. Topicscovered are presidential war powers, congressionalexecutiverelations, free speech, church-state relations,the right to life (abortion, right to die, anddeath penalty), race and gender discrimination, andthe American federal system. A good deal of attentionis given over to recent personnel changes onthe Supreme Court and the extent to which thesechanges are reflected in the court’s opinions. Abackground in American national government isdesirable.314. Race and the Constitution(3-0-3) M. ZuckertThis course will cover the decisions of the SupremeCourt in the area of race relations, from the 19thcenturyproblem of fugitive slaves to current problemsinvolving school desegregation, affirmativeaction and “private” acts of race discrimination.Class will focus not only on court cases but also onthe broader constitutional and philosophicalimplications.315G. Comparative Constitutionalism(3-0-3) LanganThis course examines the principles of constitutionallaw and constitutional interpretation of twomodern federal constitutional systems. We will explorehow the people, politicians, and jurists ofeach country understand the role of constitutionalinterpretation, the role of supreme courts in thepolitical lives of each nation, and the meaning ofindividual rights and liberties in each political system.The course will help students understand thedifferent interpretive theories of law as well as therole of constitutional law in separation of powerconflicts and the political and legal disputes overcivil liberties.318. Introduction to Public Policy(3-0-3) AyalaThe objective of this course is to introduce studentsto the process of public policy formation in Americanpolitics. The course will be divided into threeparts. The first section will encompass a brief reviewof some of the more important mechanisms ofAmerican politics that affect the legislative process(political participation, interest groups, congressionalelections, etc.). We will then engage in ageneral review of how such factors have affected thedirection and tone of federal public policy over thepast 30 years. The final two sections of the coursewill be devoted to detailed analysis of two publicpolicy areas of particular interest to younger voters:education reform and drug laws. Building on theearlier readings and the analytical tools developed,we will examine the current debates and prospectsfor reform in these policy areas, with an eye towardunderstanding the political realities of public policyformation.332. Arab-Israeli Conflict(3-0-3) DowtyThis course tracks the Arab-Israeli conflict from itsorigins in the late 19th century to the present,making special use of primary sources that expressdiffering perspectives in their full intensity. Currentissues of the conflict will be analyzed in depthwith the help of current periodical and electronicsources. Classes will include a mixture of lectures,video, and role-playing. There will be a midtermexam and a short policy paper.

176POLITICAL SCIENCE333. International Environmental Politics(3-0-3) ConnallyThis course presents an introduction to the role ofstates, NGOs, international organizations, scientists,and other actors in international environmentalpolitics. We consider policy instruments such aseconomic incentives, international treaties, and aid.Case studies include ozone depletion, deforestation,biodiversity, climate change, issues of developingcountries, acid rain, trade and the environment,and UNCED.333W. Soc Con Sem: Washington, D.C.Crosslisted from the Center for Social Concerns.See “Center for Social Concerns” in the front sectionof this Bulletin.339V. Diplomacy of U.S. Foreign Policy(3-0-3) KammanThe United States emerged from World War II ina new peacetime role as a superpower. We had todiscover for ourselves how to combine diplomacyand military power in a manner consistent with ourdemocratic principles. While the policy choiceswere stark in the days of the Cold War, they havebecome more complex in recent years.Presented by a career diplomat who headedU.S. overseas missions in four countries, the courseemphasizes case studies and the practical problemsthat have confronted U.S. leaders from the end ofWorld War II to the present. The issues treated willillustrate the height of tensions in the Cold War,the emergence of détente and deterrence, and thechallenges of the global agenda after the end of theCold War.The course aims to help the student understandcurrent foreign policy issues, which will be discussedbriefly in class. A research paper (10 pages),a midterm exam, and a final exam are required.341G. Latin American Politics and EconomicDevelopment(3-0-3) CastiglioniDuring the past few decades, Latin America has undergonedeep political and economic change. Thepatterns of political polarization and the implementationof import substitution industrializationmodels that characterized the region were alteredby the emergence of bureaucratic authoritarian regimes.From the 1980s on, Latin American nationssought to reinstall democracy and promote economicdevelopment, yet the paths they followed tothose ends have been quite diverse, as have theirachievements. This course examines those divergentpaths during the past four decades. After introducingstudents to some contextual information on theregion, the course will examine the different roadsto democratic breakdown, the emergence of authoritarianregimes, and the contrasting paths toredemocratization and development.346. Democratic Regimes(3-0-3) HelmkeThis course surveys the main theoretical and empiricalissues around the topic of democratization.It will examine competing conceptions of democracy,the conditions under which democraciesemerge and consolidate, and the impact of democraticregimes on economic development and politicalaccountability. Because institutions indemocratic regimes vary widely from country tocountry, particular emphasis will be placed on examininginstitutional choices and the subsequenteffects of specific institutions—includingpresidentialism, parliamentarianism, political parties,and non-elected institutions such as courts, themilitary, and bureaucracies—on democratic governance.Empirical examples will be drawn from abroad array of countries in Latin America, Russia,and Eastern Europe.375. Machiavellianism(3-0-3) StaffMachiavelli is notorious for promoting a certain“hard-nosed realism” in political analysis and practice.This course explores Machiavellianism in themaster himself and in the tradition to which wegive his name. We will read representatives of Machiavellianrepublication, including a novel with adecidedly Machiavellian lesson (Mark Twain’s TomSawyer), and conclude with the recent book byJohn Mearsheimer, often thought to be the leadingMachiavellian analyst of international politics ofour day.377. Politics and Conscience(3-0-3) KeysAgainst a backdrop of large-scale society, massmovements, and technological bureaucracy, the invocationof “conscience” recalls the individual humanperson as a meaningful actor in the politicalsphere. But what is conscience, and what are itsrights and responsibilities? What is it about consciencethat ought to command governmental respect,and are there any limits to its autonomy?What role should conscience play in questions ofwar and peace, law-abidingness and civil disobedience,citizenship and political leadership? And howdoes the notion of conscience connect with conceptsof natural law and natural rights, nationalityand prudence, religion and toleration? This courseengages these questions through select readingsfrom the history of political thought. We also willconsider various 20th-century reflections on conscience,expressed in essays, plays, short stories,speeches, and declarations.416. Constitution and Federalism(3-0-3) BarberThis course takes up our oldest and perhaps ourmost pervasive constitutional problem: the properrelationship between the powers of the nationalgovernment and the powers of the states. The rootof this problem lies in the kind of country andpeople the Constitution commits us to be. Its manybranches include political and legal questions relatingto the regulation of the economy, federal powerover the nation’s morals, race relations in America,the nature of community in America and thenation’s obligation to the poor. This course is designedfor undergraduates with a background inAmerican national government.419. Constitutional Interpretation(3-0-3) BarberAmericans have always debated Supreme Courtopinions on specific constitutional questions involvingthe powers of government and the rights ofindividuals and minorities. The leading objective ofthis course is to acquaint students with the basic issuesof constitutional interpretation and to showhow they influence questions involving constitutionalrights and powers and the scope of judicialreview.INTERNATIONAL RELATIONS320. Theories of War(3-0-3) VayrynenThe course explores major theories of war fromMachiavelli to Martin van Creveld. Rather thanfocusing on military details, the course tries tocontextualize the theories of war and militarystrategies, to show how they reflect economicconditions, technological capabilities, dominantpolitical ideologies, and cultural beliefs of each era.Therefore, theories are transformed with changes inthese underlying factors. The emphasis of thecourse will be on the conceptions by the 19th- and20th-century political and social theorists about thenature, functions, and consequences of warfare.These conceptions concern the role of war in stateformation, bureaucratization of society, economicdevelopment, and ideological currents. The authorsto be discussed in detail include Carl vonClausewitz, Alexis de Tocqueville, ThorsteinVeblen, Joseph Schumpeter, Raymond Aron,Henry Kissinger, and Martin van Creveld. Thecourse will also pay attention to the political andeconomic foundations of deterrence and otherdoctrines concerning nuclear weapons.321. Regionalism in International Relations(3-0-3) VayrynenThe course explores different theories ofregionalism and its manifestations in internationalrelations. Theories range from the early studies ofregional integration in the 1960s through the focuson regional conflict formations in the 1980s to therevival of this area of research in the 1990s.Current studies on regionalism view it as anoutcome of economic processes rather than a resultof governmental decisions.

177POLITICAL SCIENCERegionalism in the Americas, Asia, and Europecan be thus construed as a response to the forces ofglobalization, an effort to create both a shelter anda base for expansion vis-a-vis external competitors.In the security realm, regional cooperation isincreasingly focused on the prevention andmanagement of local conflicts and the creation ofpeaceful security communities. In addition totheories, the course covers several regionalintegration schemes, such as the European Union(EU), the North American Free Trade Area(NAFTA), the Economic Community of WestAfrican States (ECOWAS), the Gulf CooperationCouncil (GCC), the Association of South EastAsian Nations (ASEAN), and Mercosur in theSouthern Cone.324. Introduction to American Foreign Policy(3-0-3) LindleyThe United States is the most powerful state in theworld today. Its actions are important not just forU.S. citizens, but they also affect whether others goto war, whether they will win their wars, whetherthey receive economic aid, whether they will gobroke, or whether they will starve. What determinesU.S. foreign policy? What is the national interest?When do we go to war? Would you sendU.S. soldiers into war? If so, into which wars andfor what reasons? How do our economic policiesaffect others? Does trade help or hurt the U.S.economy and its citizens? We first study severaltheories about foreign policy. We then examine theU.S. foreign policy process, including the president,Congress, the bureaucracy, the media, andpublic opinion. To see how this all works, we turnto the history of U.S. foreign policy, fromWashington’s farewell address through the WorldWars and the Cold War to the Gulf War. We thenstudy several major issue areas, including weaponsof mass destruction, trade and economics, and theenvironment. Finally, we develop and debate forecastsand strategies for the future. This course requirespapers about the history of American foreignpolicy and about a current policy problem, as wellas a comprehensive final. Participation, debate, andoral presentation skills are also important.326. International Law and Institutions(3-0-3) MosleyInternational law and institutions are increasinglyimportant for understanding the nature of worldpolitics. This course investigates the interaction betweeninternational law and international politics.We examine how international institutions operate,the significance of international law to state behavior,and the connections between internationalnorms and domestic law. The substantive issuesaddresed in this course include trade, humanrights, and environmental protection.328. International Organization(3-0-3)Examination of governance in international relations,including both formal and informal institutions.The functioning of organizations such as theUnited Nations, International Monetary Fund,World Trade Organization, European Union, andmultilateral development banks. Research paperson topics including peacekeeping and humanitarianintervention, political conflicts surrounding tradeliberalization, and assessment of economic developmentprograms.330. International Political Economy(3-0-3) MosleyThis course examines the interactions betweeninternation politics and international economics byproviding students with an overview of several keyissues in international political economy. We beginwith a brief overview of the economic rationale fortrade and financial relations. We then examine therecent history of the world economy: How did theinternational trade and monetary systems operatein the early and mid-20th century, and what roledid politics play in these systems? We then devotethe bulk of the class to considering issues central tocontemporary international political economy:trade liberalization, coordination and cooperationin monetary policy (including the advent of thesingle currency in Europe), implications of nationaland regional financial crises, and the links amongeconomic globalization, environmental regulation,and human rights.331. International Relations of the Middle East(3-0-3) DowtyPrerequisite: POLS 141 or 241.This course covers the relations among the contemporarystates of the core Middle East, with emphasison the Arab-Israel conflict. It includes thehistorical and cultural background in the region,the foreign policy perspectives of contemporarystates and current diplomatic issues.334. International Relations in East Asia(3-0-3) MoodyThis course is intended to provide the cultural, historicaland political background necessary for understandingEast Asia’s current conditions andspeculating about its prospects.335. U.S. Relations with Latin America(3-0-3) FrancisThis class begins with a historical overview ofUnited States relations with Latin America sinceWorld War II. It will analyze separately the LatinAmerican politics of the presidents from Kennedyto Clinton. It will also focus on some particularquestions, including the role of economic integration,theories of declining hegemony, the Cubansituation, illegal immigration into the UnitedStates and other problems. A number of videotapeswill be shown during the semester. The form of theclass and some of the assignments will be influencedby the size of the class, but at least one pieceof research will be required, one group project, amidterm test and a final examination.348. The European Union(3-0-3) MosleyIn this course, we will explore the process of financialand trade integration in Europe and the politicalforces that either promote or retard furtherintegration. For example, we will consider the roleof national governments, of national trade unions,and of business interest groups in the integrationprocess. We will devote particular attention to thedevelopment and implementation of EuropeanMonetary Union and to the expansion of the EuropeanUnion’s involvement to the areas of socialpolicy and political cooperation. Students will readgeneral course materials and will select additionalreading materials that deal with particular topics ornations.379. Latin American International Relations(3-0-3) HagopianThis course examines the international relations ofLatin America with an emphasis on whatdetermines U.S. policy toward Latin America,and the policies of Latin American states towardthe United States, other regions of the world, andeach other. It analyzes recurring themes in U.S.-Latin American relations, including the response ofthe United States to dictatorships, expropriationsof U.S.-owned property, and revolution. It alsostudies new directions and issues in Latin America’sinternational relations, e.g., trade policy, theenvironment, migration, and drugs in a post-ColdWar world.481. The International Economyand Domestic Politics(3-0-3) MosleyIn this course, we examine the reciprocal interactionbetween the international economy and domesticpolitical processes, with an emplasis ondeveloped democracies. The course employs conceptsbased in international relations, internationaleconomics and comparative politics. The first partof the course introduces the basic concepts neededto analyze the connections between the internationaleconomy and domestic politics. The secondpart of the course focuses on the ways in which private(“demand side”) actors — industries, firms,and investors — respond to changing internationaleconomic conditions. We consider how domesticactors are affected by and respond to internationaltrade and financial relations.COMPARATIVE GOVERNMENT301. Leadership and Social Change(3-0-3) ScullyPrerequisite: Permission of instructor.This course is intended to introduce seminar participantsto themes in leadership. Through readings,presentations, and other media (such as filmand interaction with visitors), the course aims toprovide critical reflections on the nature andsources of differing types of leadership and authority,and a deeper understanding of the vocation tolead.

178POLITICAL SCIENCELeft to right: Daniel Lindley, assistant professor; Alvin Tillery, assistant professor;Christina Wolbrecht, Packey J. Dee Assistant Professor343. European Politics and Institutions(3-0-3) GouldThis course considers politics in Europe. We willexamine the literature on three major issues: regionalintegration, origins of modern political authority,and industrial political-economy. Readingson the European Union, Germany, France, Spain,and contemporary political debates.347. Nuts and Bolts of Russian Politics(3-0-3) MerrittHow are we to understand a return to the symbolismof Russian royalty by those who were communistsand now claim to be democrats? The frequentsquabbles between president and parliament, includingthe October 1993 shelling of the ParliamentBuilding? The high assassination rate forjournalists, bankers and police officers? This coursefocuses on the nuts and bolts of Russianpolitics, including the similarities and differencesbetween Communist Russia and the current Russianstate. Familiarity with Soviet politics is a crucialprecondition to analysis of the modern politicalscene, so students first develop an understanding ofthe nature of Bolshevik rule and its collapse.351. Politics of Tropical Africa(3-0-3) WalsheFollowing an introduction to traditional politicalinstitutions, the colonial inheritance and the rise ofAfrican nationalism, the course concentrates on thecurrent economic and political problems of tropicalAfrica. This includes case studies of political organizations,ideologies and government institutionsin Ghana, Nigeria and Tanzania.352. Politics of Southern Africa(3-0-3) WalsheThis course focuses on the key state of the region— the republic of South Africa. After outlining thepolitical history of apartheid, the phenomenon ofAfrikaner nationalism, and the rise of African nationalismand the liberation movements, attentionturns to the country’s escalating turmoil of the1980s and resulting political transition in the1990s. South Africa’s political and economic prospectsare also examined. The semester concludeswith a survey of the transitions that brought SouthAfrica’s neighboring territories to independence,the destabilization strategies of the apartheidregime and United States policy in that region.354. Political Economy of Post-Industrial States(3-0-3) MessinaThis course investigates the nexus between politicsand economics in the advanced industrial democracies.After a brief discussion of the theoretical principlesof economic liberalism, the course focuses onthe impact of economic actors and conditions onpolitics and the political and economic consequencesof the organization of the world economyalong market principles. It concludes by examiningthe relationship between domestic politics and theproject for economic integration in the case of theEuropean Union.355. Parties and Party Systems(3-0-3) CoppedgePolitical parties are the most crucial link betweenstate and society in democratic regimes. They areresponsible for recruiting candidates, devising programs,shaping the political agenda, aggregating interests,organizing the work of legislatures,bargaining with executives, and defending democracy.In some countries, they also help to administergovernment programs. Parties around the worldvary tremendously in the ways they perform, or failto perform, these functions; yet whether partiesperform these tasks well or poorly, party characteristicspowerfully influence the quality and stabilityof democracy. This course examines parties in comparativeperspective, exploring how the nature ofparties and party systems affects democratic governanceprimarily in Europe, Latin America, and theUnited States.356. Tradition and Modernization in Chinaand Japan(3-0-3) MoodyThis course compares the traditional social, political,cultural and economic systems of China andJapan and compares the way in which each systemhas changed in response to the intrusion of theWestern powers into east Asia. It concludes with anextended discussion and analysis of the contemporarysituation in each country. Class requirementswill include class participation, a midterm examination,two brief discussion papers dealing with materialrelevant to the course, and a final examination.

179POLITICAL SCIENCE358. Comparative Politics of Eastern Europe(3-0-3) McAdamsAn examination of the principal characteristics ofEastern European politics and institutions in thepost-war era, focusing on the communist experience,relations with the Soviet Union, and post-1989 efforts to create stable democracies andcapitalist economies.359. Chinese Politics(3-0-3) MoodyStudy of the contemporary Chinese political systemand process in the light of Chinese history and culture.Some of the topics treated include the traditionalpolitical order; the revolutionary movements;the rise of communism; Maoism and the rejectionof Maoism; the political structure; leadership, personalities,and power struggles; economic policy;social policy and movements; problems of corruptionand instability; and prospects for democraticdevelopment. There will be some attention to Taiwanand Hong Kong as special Chinese societies.405. Public Policy and Bureaucracy(3-0-3) ArnoldThis course explores the process, substance, and efficacyof public policymaking and policy implementationin the United States. We begin byasking: Why do some problems become public issueswhile others do not? Attention is given to howgovernment identifies problems and formulatespolicies meant to address them. Then we ask, onceformulated, how policies are implemented. Thecourse will examine government’s “menu” of optionsfor policy implementation. Student researchpapers will focus on the evolution over time of aspecific policy, examining how that policy’s implementationaffected its impact.Requirements for the course include a midtermexam, a research paper, and a final exam. Duringthe semester, students will be required to prepareseveral shorter papers as progress reports on theirresearch papers. Students taking this course alreadyshould have taken POLS 140 or 240, Introductionto American Government. It also will be helpful tohave had an Introduction to Economics course.415. Juidicial Politics(3-0-3) ColucciThis course examines the effect of the legal systemon American politics, government, and society. Webegin by reviewing the institutions, actors, and processesof the legal system, focusing on the institutionaland individual influences on judicialdecision-making. In the second part of the semester,we closely analyze the political consequences oflegal decisions in areas such as criminal law, raceand education—including desegregation, school finance,and school choice—abortion, the death penalty,and homosexual rights. We conclude byevaluating the extent toe which courts can andshould be expected to bring about social and politicalchange.431. Building the European Union(3-0-3) MessinaThis course introduces the contemporary projectfor greater economic, political, and security integrationamong the current 15 members of the EuropeanUnion within its appropriate historicalcontext, its current economic and political setting,and its projected future ambitions. The course isthus very much concerned with recent events andimportant European events-in-the-making, includingthe implementation of the Amsterdam Treaty,the expansion of the membership of the EuropeanUnion and EU-sponsored strategies to facilitatedemocratic transitions in Eastern Europe.435. International Political Economy(3-0-3) StaffThis course examines the interactions between internationalpolitics and international economics.We begin with a brief exploration of the economicrationale for trade and financial relations and thenexamine the recent political history of global tradeand finance. Topics include global and regionaltrade liberalization, coordination and cooperationin monetary policy (including the advent of thesingle currency in Europe), causes and implicationsof financial crises, and the linkages among economicglobalization, environmental regulation, andhuman rights.440. Latin American Politics(3-0-3) Mainwaring, Welna, Hagopian, CoppedgeThis course is an introduction to Latin Americanpolitics. Thematically, we will focus on two of thegreat issues facing this region of the world at theend of the 20th century: democratization and strategiesfor promoting economic development. Afterspending the first part of the course examiningthese two issues in a broad way, we will then analyzethese same issues, but focused on Brazil, Chileand Mexico.440G. Colombia Pol: Drug Runners(3-0-3) HinojosaColombia is a country in crisis. It is home to a civilwar that dates back some 40 years, has one of theworld’s largest concentrations of internally displacedpeople, and is the center of the world’s largestand most sophisticated drug traffickingnetworks. The civil war is being waged by two leftistinsurgency movements (the FARC and theELN) and a right-wing paramilitary organization(the AUC), all of which receive substantial financingfrom drug trafficking as well as kidnappingsand extortion, and all three of which were on theState Department’s list of terrorist organizationseven before September 11.The Colombian state is, according to varyinganalysts, semi-democratic or semi-collapsed. In responseto the crisis, the current U.S. administrationis making Colombia a focal point of its LatinAmerican policy and the third largest recipient ofU.S. military aid. In this course we examine thecurrent crisis and its antecedents in detail, the U.S.response to it, and broader U.S.-Colombian relations.In an effort to gain an important comparativeperspective, we also will examine theexperiences of other countries in the region withinsurgency and paramilitary movements, refugeeand internal displacement crises, narcotics trafficking,and relations with the United States. This willbe a writing-intensive, seminar-style course.441. The Political Economy of Latin America(3-0-3) HagopianThis course analyzes the political bases of the developmentaland distributive strategies pursued byseveral Latin American countries in the postwar periodand the relationship between economic crisesin the region and political change. It explicitly examinesthe relationship between regime type andeconomic policies and performance.443. German Politics(3-0-3) KommersThis course examines various aspects of Germangovernment and politics, including the party system,elections and voting, patterns of political participation,civil liberties, policymaking institutions,and foreign policy. The course also deals with thehistorical debates over Germany’s past and currentattempts to come to terms with it. It also focuseson Germany’s constitutional order together withthe political and societal problems arising out ofGermany’s reunification.449C. Social Transformations and DemocraticChile(3-0-3)Crosslisted with the Department of History. SeeHistory or SOC 491 for description.474. The Enlightenment and Its Revolutions(3-0-3) HuntThis course explores the enduring significance ofthe Enlightenment and its many revolutions: thescientific revolutions (Bacon, Newton), the philosophicaland theological revolutions (Descartes,Voltaire, Hume, Kant), and the social revolutionsin the family and civil society (Wollstonecraft,Smith). We will examine the legecy, both good andbad, of these Enlightenment revolutions for contemporaryAmerican liberalism.

180POLITICAL SCIENCEPOLITICAL THEORY371. Politics, Poetry, and Philosophy in AncientGreece(3-0-3) C. ZuckertDemocratic politics and philosophical investigationsof nature—two distinctive components ofWesteren civilization—were invented in ancientGreece. How and why did these distinctive formsof human activity arise? Are they essentially relatedto one another? If so, how? To answer these questions,in this course we will first read the celebrationof replacement of military monarchy by therule of law, based on popular consent in the tragediesof Aeschylus. Then we will look at Thcydides’critique of the “poetic” account of the origins ofpolitical order and the more “imperialistic” descriptionof political necessity he gives in his History ofthe Peloponnesian War. Aristophanes opposed thepolitics of war with comedies advocating the pleasureof peace. He introduced a new element intothe discussion of the requirements and most desirableform of politics, moreover, by attackingSocratic philosophy as a corrupting force. In thesecond half of the course, we will, therefore, examinePlato’s response to Aristophanes’ critique in hisApology of Socrates and Symposium as well as Plato’ssomewhat comic response to Aristotle’s attempt toformulate a comprehensive science of politics in thePolitics. In all cases, we will be asking whether andto what extent the things these ancient authors sayabout political life still hold true for us.373. Early Modern Political Theory(3-0-3) M. ZuckertAn examination of the development of modern politicaltheory from Machiavelli to Rousseau, focusingon Renaissance and Reformation individualism,emergence of national sovereignty (Bodin), variantsof social contract theory (Hobbes, Locke,Rousseau), and Enlightenment ideas (Voltaire,Diderot).372. Christian Political Theory(3-0-3) KeysThis course introduces students to the rich traditionof Christian reflection on politics and its placein human life. Central questions include(1) the relation of Christian ethics to citizenshipand to the sometimes harsh necessities of politicalleadership; and (2) the interplay between reasonand revelation, philosophy and theology in thevarious theoretical approaches we will study. Readingswill span the patristic, medieval and contemporaryperiods and will also include somedocuments from 20th-century Catholic socialteaching.374. Republicanism and the Originsof American Liberalism(3-0-3) HuntThis course traces the evolution of republican politicaltheory, from the ancient Greeks and Romansto the Italian and Northern European Renaissanceto the British and French Enlightenments, and exploresthe legacy of republicanism for the Americanconstitutional tradition. Readings may includePlato, Aristotle, Polybius, Cicero, Contarini,Machiavelli, Savonarola, Calvin, Milton, Locke,Montesquieu, Rosseau, Jefferson, Madison, Mill,Rawls, and Arendt.376. American Political Thought(3-0-3) M. ZuckertA selective survey of classic works and thinkers inthe American political tradition. Themes and readingswill vary from time to time, but texts such asthe Puritan writings on politics, the Federalist andAnti-Federalist writings on the Constitution, thewritings of Thomas Jefferson, James FenimoreCooper, Abraham Lincoln, Walt Whitman,Frederick Douglass, Herbert Croly, ReinholdNiebuhr, John Courtney Murray and MartinLuther King are among the materials to be studied.378. 19th-Century Political Thought(3-0-3) KaplanThis course surveys the works and themes of selected19th-century political theorists, includingJoseph de Maistre, Auguste Comte, Alexis deTocqueville, G.W.F. Hegel, and Karl Marx. Thecourse focuses on the role of theory in the aftermathof the French Revolution. The goal of thecourse is to understand the characteristic concernsand approaches of 19th-century political theoryand to consider the relevance of those concerns andapproaches today.379. Contemporary Liberal Theory(3-0-3) M. ZuckertEver since the publication of John Rawls’ A Theoryof Justice in 1971, liberal political theory has experienceda great revival and now is a flourishing enterprise.This course will take Rawls as its point ofdeparture and survey the state of current liberal politicalphilosophy, considering such thinkers asRonald Dworkin, Joseph Raz, Richard Rorty, andRobert Nozick.382. Non-Western Political Thought(3-0-3) DallmayrThe course offers an introduction to prominentmodes of non-Western thought, such as Islam,Hinduism, Buddhism, and Confucianism, with afocus on the political implications of these teachings.In each case, attention will be given both toclassical and to modern texts and developments.Among classical sources, consideration will be givento Al-Farabi, Averroes, Ibn Khaldun, the Vedas,Upanishads, some Buddhist Sutras, and theAnalects; among modern or recent developmentsthe focus will be on Islamic “fundamentalism” andsecularism, on Gandhi and Indian nationalism, andon “engaged Buddhism” and Chinese communism.383. War and Peace(3-0-3) C. ZuckertFrom the time political associations arose in ancientGreece, thoughtful observers have asked whythe people within such societies and also the politiesthemselves seem always to come into conflict.Are such conflicts inevitable? Are they necessarilyviolent? Or can conflict be controlled, if not resolvedpeacefully? In this course, we will read a varietyof different attempts to answer these questionsin classic works of political theory byThucydides, Machiavelli, Hobbes, Grotius,Montesquieu, and Kant.384. Politics and Literature(3-0-3) C. ZuckertThis course involves the study of works of politicaltheory and literature in order to address some ofthe central questions of political theory in the modernage. The examination of the relation betweentruth, faith and politics, and the nature of politicalaction will form central questions of the course.We will pay special attention to the problems offounding polities and membership in politicalcommunities.389. The Enlightenment Political Novel(3-0-3) HuntThis course will investigate the place of the novel inEnlightenment political theory. Authors such asDaniel Dafoe (Robinson Crusoe) used the novel toexpress radical new moral and political ideas thatdeeply influenced later Enlightenment politicaltheorists. Many of the great political theorists ofthe Enlightenment also used the novel alongsidethe philosophical treatise to express their innovativemoral and political ideas. Enlightenment thinkersoften have been narrowly construed as archrationalistsand individualists who were inattentiveto the role of the passions and human relationshipsin morality and politics. The political novels ofSwift, Montesquieu, Rousseau, Voltaire,Wollstonecraft, and Godwin break down this inaccuratecaricature of Enlightenment political theory.We will read the political novels of these thinkersalongside selections from their philosophical andpolitical essays and treatises and examine how theirnovels both expound and reinterpret their “enlightened”ideas on rights, liberty, moral and civil laws,manners and mores, social and economic inequality,political justice, love, family, and the good life.Readings may include Robinson Crusoe; Gulliver’sTravels; The Persian Letters; Emile, Julie or the NewHeloise; Candide; Mary, a Fiction; Maria, or theWrongs of Woman; and Caleb Williams.471. Justice Seminar(3-0-3) RoosAn examination of major theories of justice, bothancient and modern. Readings include representativesof liberal theorists of right, such as JohnRawls, as well as perfectionist alternatives. Thecourse also serves as the core seminar for the philosophy,politics and economics concentration.

181POLITICAL SCIENCE PROGRAM OF LIBERAL STUDIES475. Contemporary Political Theory(3-0-3) DallmayrAn introduction to contemporary political philosophyas articulated both by American and Europeanthinkers. The main aim of the course is to investigatewhether our century makes room for genuinepolitical thought. Among those discussed are LeoStrauss, Michael Oakeshott, Eric Voegelin,Hannah Arendt, John Rawls, and JuergenHabermas.476. Continental Political Theory(3-0-3) DallmayrThis course offers an introduction to the social andpolitical thought of leading representatives of Continentalphilosophy in the 20th century. After exploringthe work of the main “founders” ofphenomenology and existentialism (Husserl,Heidegger, Jaspers), the course will concentratechiefly on the “French school” of existentialism andexistential phenomenology (Marcel, Camus, Sartre,Merleau-Ponty and Ricoeur). The course will concludewith some reflections on contemporary postphenomenologyand deconstruction (Foucault,Derrida).495V. Mock Trial(3-0-3) DwyerPermission required.This course is designed to prepare students to participatein the American Mock Trial Associationannual mock trial tournaments. Students will learnto apply the judicial rules of civil/criminal procedureand rules of evidence to the 2002-03 nationalcase. Participants will assume the roles of trial attorneysand witnesses for the plaintiff and defenseand will develop critical analytical and communicationsskills in preparing and presenting the casethrough the direct examination and cross examinationat trial.OTHER COURSES418. Research Design and Methods(3-0-3) StaffThis course reviews approaches to the study of socialand political phenomena. Students will learn tostructure a research question and to review possiblemethods for answering the questions that are raisedby observing political and social processes. Thecourse will acquaint students with a variety of researchmethods and with the advantages and drawbackseach method introduces. The course isdesigned for junior political science majors interestedin writing a senior honors thesis and for otherstudents whose careers may require research skills.Students will learn to develop research proposalsand to critically review the research reported in themass media and in more specialized source. Bothqualitative and quantitative methods are presentedto help students become critical consumers of research.491/492. Writing SeminarsThese intensive writing seminars are requiredcourses. Open to senior majors and second-semesterjunior Pi Sigma Alpha members with permissionof the director of undergraduate studies.The Writing Seminars give seniors the opportunityto work in a seminar setting, to explore a topicmore deeply, and to gain experience writing intheir field. Recent topics have included Issue Politics,the Constitution and Public Policy, ConstitutionalRights, African Politics, Israeli Politics,Issues in Democratic Politics, Latin American Politics,The Problem of the Common Good, Womenand Politics, Non-Western Political Thought, Politicsand Literature, and The Politics of CulturalDifferences.496. Internships(3-0-3) ArroyoThe goal of the internship program is to provideopportunities to integrate coursework with experientiallearning. To this end we sponsor internshipsthrough the Notre Dame area with a variety of localgovernment or government-related agencies.Learning through internships encompasses polishingyour resume, honing your interviewing skills,and improving writing and analytical skills by enteringthe world of work and getting hands-on experience.All internships are nonpaid. Internshipcredits do not fulfill the political science major requirements.Permission required.497. Directed Readings: Readingand Research(0-V-0) StaffStudents with a G.P.A. at the Dean’s list level areeligible for independent study under the directionof a faculty member. Registration requires a“contractual agreement” with professor prior toscheduling.499. Senior Honors Thesis(0-V-3) StaffSeniors with a grade point average of 3.5 or aboveare encouraged to write a senior honors thesis. Forthis project, the student works closely with a facultymember on a topic of the student’s choice.The senior honors thesis builds on the student’scoursework, experience, and interests and trains thestudent to work deeply and independently. Threecredits of this two-semester project fulfill one seniorwriting seminar requirement. The other threecredits can count toward elective credit but not towardthe major.500-Level Courses. Many 500-level graduatecourses are open to qualified undergraduates with agrade point average of 3.6 or higher and permissionof the instructor. Descriptions of these courses areavailable in the Graduate School Bulletin of Information,as well as in the political science departmentoffice.Program of LiberalStudiesChair:F. Clark PowerRev. John J. Cavanaugh, C.S.C.,Professor of Humanities:Michael J. Crowe (emeritus)Professors:Rev. Nicholas Ayo, C.S.C.; Frederick J.Crosson (emeritus); Kent Emery Jr.; Walter J.Nicgorski; F. Clark Power; Phillip R. SloanAssociate Professors:Edward J. Cronin (emeritus); Stephen M.Fallon; G. Felicitas Munzel; GretchenReydams-Schils; M. Katherine Tillman;Henry M. WeinfieldAssistant Professors:Steven G. Affeldt; Edmund Goehring; JuliaMarvin; Fabian E. UdohProgram of Studies. The Program of LiberalStudies, Notre Dame’s Great Books program, offersan integrated three-year sequence of studies leadingto the bachelor of arts degree. Students enter theprogram at the end of the First Year of Studies.Fundamental to the program is a conception ofa liberal arts education that aims to avoid the separationof the humanities and sciences. Theprogram seeks to provide a unified undergraduateeducation in all of the liberal arts. For this reasonthe program is not to be equated with a “generalhumanities” educational program. The study ofliterature, philosophy, natural and social science,theology, history and fine arts will take placewithin a larger unifying conception of the liberalarts that cuts across many of the disciplinaryboundaries suggested by these names. Because thegoal of the program education is more than anintroduction to various subject matters, none of thetutorials or seminars stands alone in the program.The curriculum grows organically over the threeyears, with each course presuming all of itspredecessors.Although the program emphasizes education inthe liberal arts, it also considers the liberal arts inthemselves as insufficient for a complete education.The liberal arts are the critical tools of learning, butthey are also to be related to the larger search forgenuine understanding and philosophic wisdom.Philosophy, which explores the basic questions ofepistemology, ethics, and politics, is also related tothe claims of the Christian tradition. The programmaintains specific tutorials in the variousdisciplines to enable these relationships to developsystematically.The normal method of instruction in theprogram is through the reading and discussion ofprimary texts. The student is asked to take anactive role in the learning process. Particularly inthe seminar, the authors of the great books areconsidered to be the primary teachers.

182PROGRAM OF LIBERAL STUDIESThe program requires writing throughout thecurriculum, especially in the tutorial classes. In thespring semester of their senior year, all students arerequired to write a major research essay under thedirection of a faculty advisor. The senior essayoffers students a particularly intensive writingexperience and an opportunity to investigate aspecialized topic of interest in depth.To accomplish the goals of the program, thestudent must take the entire sequence of courses,each building upon the earlier components toachieve a cumulative and organic educational experience.For this reason, the program must constitutethe student’s major. Sufficient electives areavailable in each of the three years, however, to allowoutside concentrations to be completed.Supplementary majors are difficult but not impossibleand can be accommodated.Students must formally apply for entrance intothe program by a stated date in the spring of thefirst year, and application blanks will be availableby mid-January. Students interested in entering theprogram are urged to complete the University science,mathematics, and first theology requirementin the first year. In some special cases, typically involvinginternational study, a student may beginthe program at a later date, but in no case after thebeginning of the junior year. Students admitted tothe program at later stages must be prepared tomake up prior components.SEQUENCE OF COURSESSophomore YearFirst Semester241. Philosophical Inquiry 3243. Literature I: Poetic Diction 3281. Great Books Seminar I 4Elective 3Elective 3______16Second Semester244. Mathematical Sciences andClassical Astronomy 3246. The Bible and Its Interpretation 3282. Great Books Seminar II 4Elective 3Elective 3______16Junior YearFirst Semester341. Fine Arts 3343. Mechanics/Life Sciences 3347. Ethics 3381. Great Books Seminar III 4Elective 3______16Second Semester346. Literature II: Shakespeare andMilton/Spenser/Wordsworth 3348. Political and Constitutional Theory 3382. Great Books Seminar IV 4Elective 3Elective 3______16Senior YearFirst Semester443. Christian Theological Tradition 3445. Intellectual and Cultural History 3481. Great Books Seminar V 4Elective 3Elective 3______16Second Semester444. Metaphysics and Epistemology 3446. Modern Astronomy/Developmental Psychology 3462. Essay Tutorial 3482. Great Books Seminar VI 4Elective 3______16Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name is also included.SEMINARS180. Literature University Seminar I and II(3-0-3) (3-0-3) StaffThe introductory seminar to the program will fulfillthe University literature requirement. It is designedto develop the art of careful reading,discussion and writing. Students will read foundationalworks of Greek and Latin civilization. Authorstreated include Homer, the Greek dramatists,Thucydides, Plato, Aristotle, Virgil, and Augustine.281-282. Great Books Seminar I and II(4-0-4) (4-0-4) StaffThe introductory seminar sequence is designed tointroduce the student to the great books seminarmethodology. A discussion format is intended todevelop the art of discussion and the communicationof complex ideas through readings in the foundationalworks of Greek and Latin civilization.Authors treated include Homer, the Greek dramatists,Herodotus, Thucydides, Plato, Aristotle,Cicero, Virgil, Augustine, and Bonaventure.381-382. Great Books Seminar III and IV(4-0-4) (4-0-4) StaffThe second seminar sequence deals with the primaryworks of the High Middle Ages, the Renaissance,and early modern authors through theEnlightenment. Authors treated include ThomasAquinas, Dante, Chaucer, Luther, Cervantes, Bacon,Descartes, Hobbes, Pascal, Milton, Hume,Rousseau, Swift, Austen, Kant, and Goethe.481-482. Great Books Seminar V and VI(4-0-4) (4-0-4) StaffThe third sequence deals with 19th- and 20th-centuryworks, including some consideration of theprimary works of the Eastern tradition. Authorstreated include selected writings of Chinese andHindu authors, Hegel, Tocqueville, Melville,Tolstoy, Mill, Marx, Kierkegaard, Newman, Darwin,Nietzsche, Freud, Peirce, James, Heidegger,Woolf, Wittgenstein, Ellison, and Dostoevsky.LITERATURE243. Literature I: Poetic Diction(3-0-3) Fallon, MarvinAn introduction to poetry through intensive studyof several lyric poets writing in English. Throughclose reading of selected works in English, studentswill become familiar with central literary devices,including rhythm and meter, image, metaphor,symbol, paradox and irony. Authors may includeShakespeare, Herbert, Marvell, Keats, Wordsworth,Yeats, and Eliot. Fall.346. Literature II: The Longer Forms(3-0-3) Fallon, MarvinBuilding on the techniques of close reading developedin Literature I, this course will turn to longerliterary works. Attention will be focused on methodsby which authors unify long works and on theexpressive power of literary genres, modes, andconventions. The reading list normally will includeworks by Shakespeare and at least one of the centralnarrative poets in English (Chaucer, Spenser,Milton, Pope, Wordsworth). Spring.PHILOSOPHY AND THEOLOGY241. Philosophical Inquiry(3-0-3) Reydams-Schils, StaffExercises in philosophical inquiry in the context ofthe liberal arts tradition, including a study of bothclassical and modern texts and an introduction tothe forms of logical argument. Fall.246. The Bible and Its Interpretations(3-0-3) AyoA close study of the Bible. Selected passages will beanalyzed in detail. The course will consider the roleof the Bible in the life of the church, the history ofits interpretation and the various approaches ofmodern scholarship. Spring.

183PROGRAM OF LIBERAL STUDIES347. Ethics(3-0-3) AffeldtAn examination of modes of moral reasoning andwhat constitutes the good life, based primarily onthe study of the ethical teachings of some of themain philosophers and theologians of the Westerntradition. Readings will include Aristotle and Kantand a selection from such authors as Augustine,Rousseau, and Mill and from works on moral development.Fall.348. Political and Constitutional Theory:Ancient and Modern(3-0-3) Affeldt, NicgorskiAn approach to understanding the fundamentalproblems of political community and the nature ofvarious solutions to these, especially the democraticsolution. Readings include Aristotle’s Politics,Locke’s Second Treatise, and The Federalist. Spring.443. Christian Theological Tradition(3-0-3) Ayo, EmeryA study of the major Christian doctrines in theirdevelopment, including God, creation and humanity,incarnation and redemption, and the sacraments.The course moves toward a historical andsystematic understanding of Christianity, specificallythe Roman Catholic tradition. Readings typicallyinclude patristic authors, medieval authorssuch as Aquinas, and the documents of Vatican II.Fall.Michael J. Crowe, professor emeritus in the Program of Liberal Studies444. Metaphysics and Epistemology(3-0-3) Munzel, Reydams-SchilsAn inquiry into the nature of knowledge and reality,and their relation, based on close study of selectwritings of Plato, Aristotle, Aquinas, Kant, Arendtand others. Spring.SCIENCE244. Mathematical Sciencesand Classical Astronomy(3-0-3) Bordogna, SloanDrawing on a great-books approach to sciencethrough use of classic texts, the science tutorialcourses constitute a distinctive attempt to understandthe main principles and developments in thesciences and mathematics that have most dramaticallyinfluenced humanity’s view of itself and itsuniverse through the study of select primarysources. Laboratory and observatory experience willbe incorporated to bring students into direct contactwith the critical scientific observations and experiments.The first half of the first natural sciencecourse explores the nature of mathematical reasoning,primarily by the study of Euclidean geometry.The second half, focused on a study of the Copernicanrevolution, begins with readings fromAristotle, Plato and Ptolemy, followed by a selectivestudy of the new theories of Copernicus,Kepler and Galileo. Spring.343. Mechanics/Life Sciences(3-0-3) SloanThis course is divided into halves. The first halfstudies the development of mechanics by a considerationof the contributions of such authors asAristotle, Descartes, Galileo, Newton and Einstein.The second unit concentrates on the sciences of livingnature, exploring this first through a case studyof the development of Harvey’s theory of the circulationof the blood, with readings from Galen,Harvey and Descartes. This will be followed by theanalysis of Darwin’s theory of evolution and theDarwin debates, concentrating on a reading of TheOrigin of Species and related texts. Fall.446. Modern Astronomy/DevelopmentalPsychology(3-0-3) Crowe, PowerThis semester will be composed of two half-semesterunits. One will deal with the development ofstellar and extra-galactic astronomy. Writings underconsideration will include works by Herschel,Shapley, and Hubble. The second unit will examinemodern social science. The focus of this unitwill be on the cognitive developmental psychologyof Jean Piaget with supplementary readings fromJohn Dewey, Lawrence Kohlberg and StanleyMilgram. Spring.FINE ARTS341. Fine Arts(3-0-3) StaffThis course serves as an introduction to the arts,aesthetics, critical vocabularies, and ways of seeingand hearing of literate Western culture. Principalemphasis is placed on the major genres of Westernart—music from the Middle Ages to the present,including the Mass, oratorio, opera, symphony,and song—but more important developments inthe visual arts and relevant literary and intellectualmovements may also be considered. Using variouslive artistic resources of the Michiana and Chicagoareas, recordings and reproductions, slides andfilms, as well as important readings on theory, aestheticsand criticism, students will develop a conceptualframework through which to evaluate anddiscuss the arts. Fall.

184PROGRAM OF LIBERAL STUDIES PSYCHOLOGYHISTORY445. Intellectual and Cultural History(3-0-3) StaffThis tutorial will deal with the issue of history andits location in the great-books curriculum. The firstportion of the course will examine the issues of historiographyand the use of historical analysis andcontextualized reading. The course after this pointwill examine selectively critical issues in the foundationsof the modern era by means of primary andsecondary sources dealing with the French Revolutionand its aftermath, the transformation at theend of the 18th century in philosophy, and the IndustrialRevolution. The course will conclude witha select examination of issues at the end of the 19thcentury. Texts to be treated will include Carr, Whatis History; Montesquieu, The Spirit of the Laws;Rousseau, The Social Contract; Kant, What is Enlightenmentand Idea of a Universal Peace; primarydocuments on the French Revolution; Dickens,Hard Times; Mann, The Magic Mountain; Eliade,Cosmos and History. Fall.SPECIAL COURSES462. Essay Tutorial(3-0-3) StaffThis course provides the framework in which seniorsin the program prepare a substantial essay,culminating their three years in the program. Facultymembers working with small groups of studentshelp them define their topics and guidethem, usually on a one-to-one basis, in the preparationof their essays. Spring.497. Directed Readings(3-0-3) Staff498. Special Studies(3-0-3) StaffInstructor’s written permission and permission ofchair required. Reading courses in areas of interestto the student.PsychologyChair:Jeanne D. DayDirector of Undergraduate Studies:Anré VenterAndrew J. McKenna Professor of Psychology:John G. BorkowskiNancy Reeves Dreaux Professor of Psychology:Naomi M. MearaMatthew A. Fitzsimons Professor of Psychology:Scott E. MaxwellNotre Dame Professor of Catholic Education:G. Michael PressleyProfessors:Rev. William A. Botzum, C.S.C. (emeritus);E. Mark Cummings: Jeanne D. Day; George S.Howard; Don Pope-Davis; Thomas L.WhitmanAssociate Professors:Willis E. Bartlett (emeritus); Cindy S.Bergeman; Julie M. Braungart-Rieker; LauraCarlson; Charles R. Crowell; William E.Dawson; Bradley S. Gibson; Anita E. Kelly;Sheridan P. McCabe (emeritus); Thomas V.Merluzzi; Darcia Narveaz; G.A. Radavansky;David A. SmithConcurrent Associate Professor:Patrick W. UtzAssistant Professors:Steven M. Boker; Alexandra F. Corning;Kathleen Eberhard; Dawn Gondoli; ChristofSchuster; Michael J. Wenger; Robert L. WestAdjunct Assistant Professors:Rita J. Donley; Leonard A. Hickman; WendySettle; Susan C. Steibe-Pasalich; Julianne C.Turner; Robert D. White; Mickey FrancoAssociate Professional Specialist:Anre VenterAdjunct Instructors:Roya Ghiaseddin; Kathy Gibney; AliciaKnoedler; Kathleen KolbergProgram of Studies. Psychology is the scientificstudy of the behavior of organisms with a primaryfocus on human behavior. It is concerned with thebiological and environmental determinants of behavioras reflected in the study of physiological,sensory, perceptual, cognitive, motivational, learning,developmental, aging and social processes. Theundergraduate program seeks a balance between exposureto basic psychological principles and theoriesand their extension to the applied areas such aschild education, counseling, mental retardation andbehavioral deviancy.The undergraduate courses are intended tomeet the needs of students who plan to(1) major in psychology and later attend graduateschool in psychology or affiliated fields, (2) majorin psychology as part of a general cultural program,(3) obtain training in psychology as a specialsupplement to their major interest or (4) use psychologyto satisfy social science requirements orelectives.One of the department’s main features is anemphasis on opportunities for close faculty-studentinvolvement in research projects at the undergraduatelevel. The research specialties in which majorsmay become involved range from basic research insuch areas as psychophysics, human and animallearning, child development, aging andpsycholinguistics, to applied research in a communitysetting. Students planning to do graduate workin psychology will plan their program in close coordinationwith their faculty advisors.Undergraduate major. The psychology majorrequires a minimum of seven three-credit courses,two four-credit courses (341 and 342) and oneone-credit course (300), and, therefore, a minimumof 30 credit hours.The specific requirements comprising the minimum30 credit hours are as follows. All majors arerequired to take three credits of PSY 111, IntroductoryPsychology (for freshmen), or PSY 211 or211A, Introductory Psychology (for upperclass students)as a prerequisite for the content psychologycourses. In addition, all psychology majors are requiredto take PSY 341, Experimental PsychologyI: Statistics (four credits), and PSY 342, ExperimentalPsychology II: Research Methods (fourcredits). Majors then have a choice in that they arerequired to complete two of the following fourcourses in the Social and Developmental Processes(CLASS A): PSY 350, Developmental Psychology;PSY 352, Social Psychology; PSY 353, Personality;and PSY 354, Abnormal Psychology. Similarly, majorsare required to complete two of the followingfour courses in the Biological and Learning Processes(CLASS B): PSY 355, Physiological Psychology;PSY 356, Learning and Memory; PSY 357,Sensation and Perception; and PSY 359, Cognition.In their senior year each major must take twocontent courses at the 400 level, which are small,in-depth discussion-oriented seminars generally inthe instructor’s specific area of expertise. All 400-level seminars are designated writing-intensivecourses, satisfying the College of Arts and Letterswriting requirement. (See arts and letters writingrequirement, page 79.) PSY 498, Special Studies,cannot be used to satisfy the 400-level major requirement.Finally, in the spring semester followingtheir declaration of a major in psychology, new majorsare expected to participate in a one-credit-hourseminar called PSY 300, Psychology: Science, Practice,Policy, which provides an introduction to thedepartment and the faculty.

185PSYCHOLOGYNote: PSY 398 or PSY 498, Special Studies cannotbe used to satisfy any of the 300 level or 400 levelcourses. However, these credits are strongly recommendedfor any students intent on pursuing agraduate career in psychology. In addition, eventhough Introductory Psychology (PSY 111, PSY211, or PSY 211A) is a prerequisite for the contentarea courses, it does not fulfill any of the 30-credithourrequirements for the major.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name is also included.111. Introductory Psychology FY(3-0-3) Venter, Radvansky, UtzA broad coverage of the methods and findingswhich characterize scientific psychology, includinga description of historical and recent developmentsin the areas of learning and motivation; perceptual,cognitive and physiological processes; social, personalityand child development; and abnormal behaviorand clinical treatment. Open to first-yearstudents only.180. Social Science University Seminar(3-0-3) StaffThese seminars are designed for further understandingof the myriad ways psychology is embeddedin the biological, social and cultural contexts ofone’s everyday life.211. Introductory Psychology SJS(3-0-3) Corning, StaffA broad coverage of the methods and findingswhich characterize scientific psychology, includinga description of historical and recent developmentsin the areas of learning and motivation; perceptual,cognitive and physiological processes; social, personalityand child development and abnormal behaviorand clinical treatment. Open only tosophomores, juniors and seniors.211A. Introductory Psychology PSI(0-0-3) CrowellThis course covers the same content as PSY 211but is taught using an individualized, self-pacedmethod of instruction. This method is a variant ofthe Personalized System of Instruction (PSI) formatand includes features such as self-paced learning,emphasis upon mastery of the written rather thanthe spoken word, frequent testing and an option toretake unsatisfactory quizzes.The department requires that Introductory Psychology(PSY 111, PSY 211, or PSY 211A) precedeits 300- and 400-level courses.300. Psychology: Science, Practice, and Policy(1-0-1) BorkowskiThis one-credit seminar introduces the department’sprograms and faculty research interests aswell as the profession of psychology. The goal is toencourage more active reflection on how psychologycan be useful, both personally and professionally;also to present the major tensions withincontemporary psychology as well as its potentialimpact on public policies in the decade ahead.305. Leadership, Culture, and Community(3-0-3) Pope-DavisThis course is designed to give students exposure tosome of the present day Notre Dame legends inleadership. Students will participate in discussionswith Notre Dame and South Bend leaders such asathletic coaches, University administrators, presidents,deans, and faculty of various disciplines.This is a rare opportunity to discuss culture, community,and leadership issues with proven professionals,philanthropists, and prominent communityfigures.During the semester students will be asked toexamine issues of differences and conflict that canarise when cultural, community, and leadershipstyles attempt to co-exist. Potential ways ofaddressing these issues will be proposed and evaluated.Approximately 12 speakers from the NotreDame and South Bend community will be invitedto present their personal histories as it relates totheir professional development, leadership style,culture, and communities in which they work.Speakers will also address issues of cultural differencesand similarities that may lead to conflict andhow they are resolved.310A. Soc Con Sem: Children and Poverty(1-0-1) BrandenbergerRefer to “Center for Social Concerns” in the frontsection of this Bulletin.310C. Soc Con Sem: Leadership Ethics(1-0-1) BrandenbergerRefer to “Center for Social Concerns” in the frontsection of this Bulletin.341. Experimental Psychology I: Statistics(3-2-4) Ghiaseddin, Gibson, Schuster, Venter,WengerAn introduction to the analysis and evaluation ofexperimental data, with particular emphasis uponmeasures of central tendency, variability andcovariability and their relationship to psychologicaltheory and explanation.342. Experimental Psychology II: Methods(3-3-4) Bergeman, Braungart-Rieker, Carlson,WestPrerequisite: PSY 341.A continuation of Psychology 341, with emphasison the design and methods of execution of psychologicalresearch. Training in writing reports in professionalformat is also provided.344. Graphic Data Analysis(3-0-3)The process by which psychological knowledge advancesinvolves a cycle of theory development, experimentaldesign and hypothesis testing.Exploratory data analysis completes this researchcycle by helping to form and change new theories.After the planned hypothesis testing for an experimentis finished, exploratory data analysis can lookfor patterns in these data that may have beenmissed by the original hypothesis tests. A seconduse of exploratory data analysis is in diagnostics forhypothesis tests. There are many reasons why a hypothesistest might fail or reject the null for an unexpectedreason. Exploratory methods help theinformed researcher understand what went wrong(or what went right for the wrong reason).345. Dynamical Systems Analysis(3-0-3) BokerQuestions posed by researchers in psychology requirestudying evolving behavior over time. Dynamicalsystems methods were developed to studyjust such evolving systems and can be helpful inboth experimental design and analysis of resultingdata. This course presents methods that can beused to analyze intra-individual variability from adynamical systems perspective. Recently developedtechniques such as mutual information, state-spaceembedding, fractal dimension, and surrogate datatests are presented along with more traditional timeseries and linear statistical methods.350. Developmental Psychology(3-0-3) Braungart, GondoliMajor theories and research findings on social,emotional and cognitive development are covered.Although emphasis is on the time from birth toearly adulthood, some research on adulthood andthe elderly is included. Attention is given to howdifferent environments enhance or hinder healthydevelopment.352. Social Psychology(3-0-3) VenterAn introduction to the major theoretical orientationswithin the field of experimental social psychologyand a survey of the research findings inselected areas such as attitude formation andchange, affiliation, interpersonal attraction and socialcognition.353. Psychology of Personality(3-0-3) Kelly, MearaAn introduction to personality development frombirth to old age. Emphasis is given to the role ofheredity and environment in personality developmentand the importance of motivation, traumas,learning, perception, thought, creativity and abnormalityfor an understanding of personalityfunction.

186PSYCHOLOGY354. Abnormal Psychology(3-0-3) Smith, StaffDefines the concept of abnormal or maladaptivebehavior; reviews the principles involved in humandevelopment and adjustment and describes thecommon clinical syndromes, their causes andtreatments.355. Physiological Psychology(3-V-3) Crowell, GibsonAn introduction to the biological basesof behavior, with a major emphasis being placedupon the neurological correlates of behavior. Maybe offered with lab section.356. Learning and Memory(3-0-3) Radvansky, WestA survey of the theories and methods relating tobasic processes in learning and memory from bothbiological and cognitive perspectives.357. Sensation and Perception(3-0-3) Dawson, Gibson, WengerIncludes a diverse range of topics, from sensoryprocesses and perceptual development to sensorydeprivation and visual illusions. Emphasis is onauditory and visual perception.359. Cognitive Psychology(3-0-3) Carlson, Eberhard, Gibson, RadvanskyA lecture course presenting a cognitive approach tohigher processes such as memory, problem solving,learning, concept formation and language.385. Practicum in Teaching Technology(3-0-3) CrowellPrerequisite: Consent of instructor.An introduction to and experience in applying theprinciples and methods of behavior instruction inthe classroom.388. Computers in Psychological Researchand Education(3-0-3) (3-0-3) CrowellPermission of instructor required.Possible projects include: education, work productivity,decision making, database management, expertsystems, knowledge retrieval, data analysis andexperiment control. Projects may require campusmainframe computer or microcomputers, particularlythe Macintosh or IBM PC. Same as CAPP481C.390B. Practicum in Developmental DysfunctionWhitmanThis practicum/seminar is the logical outgrowth ofa long informal relationship that student volunteershave had with families in the Michiana communitywho have autistic and other special-needs children.The practicum aspect of the course will involve studentsgoing into a family home and working in astructured program with an autistic child for, onaverage, three times a week and a total of six toseven hours. In addition, students will meet in classonce a week for discussion on a range of topics relatingto autism, including issues regarding its definition,assessment, etiology, and treatment, as wellas topics regarding the impact of autism on thefamily, community resources, and social policy. Anumber of classes will feature discussions led byparents of autistic children. This class is recommendedparticularly for students interested in childclinical psychology, education, developmental psychology,and social work.391. Marital Communication(3-0-3) SmithThis seminar begins with a review of general principlesof behavior therapy as applied to maritalproblems. Following this, practical readings onhow to improve marital functioning will becovered. The seminar will conclude with a servicelearning experience that involves creating and deliveringa marital communication and problemsolvingworkshop to couples at The RobinsonCommunity Learning Center, a Notre Dame Centerfor Social Concerns community agency.392. Sign Language(3-0-3) StillsonThe American Sign Language class is designed tointroduce basic vocabulary and simple sentencestructure for conversational use. A cultural view ispresented to examine traditions and values. A linguisticview is presented to introduce structure,syntax and manual alphabet. Experiential activities,receptive and expressive exercises andfluency opportunitiesare incorporated into the format. Thisis an introductory class for students with no priorknowledge of American sign language.393A. Family BusinessSee the Mendoza College of Business section of thisBulletin for a description.394. Culture and Community Psychology(3-0-3) Pope-DavisPrerequisite: PSY 341.The course will address cultural identity theory, researchand practice in society, and how it affectsthe psychosocial development of different culturalgroups. Cultural assumptions, values, and attitudeswill also be examined.397. Directed Readings(0-0-3)Prerequisite: Consent of instructor.Directed reading is carried out under the supervisionof a faculty member. A typewritten report onthe reading is required.398. Special Studies(0-V-V) StaffPrerequisite: Consent of instructor. Majors only.Independent research carried out under supervisionof a faculty member. A typewritten report of aresearch literature or an experimental study isrequired.The following advanced courses and seminars areprimarily for majors; however, non-majors mayenroll with the consent of the instructor.401. Motivation(3-0-3) CrowellOverview of theory and research relation to theconcept of motivation. Both historical and contemporaryissues are considered.402. Psychological Testing(3-0-3) StaffPrerequisite: PSY 341.An introduction to the theory of psychologicalmeasurement. The course surveys representativetests of intelligence, personality, attitudes, interestsand aptitudes.405. Children and Poverty:Developmental Implications(3-0-3) BrandenbergerExamines the impact of rising levels of child povertyand related concerns from the perspective ofdevelopmental and social psychology.406. Learning for Change: AlternativePedagogies and Moral Imagination(3-0-3) BrandenbergerExploration of broad issues relating education andthe common good with an emphasis on the pedagogicalpractices promoting moral developmentand moral imagination.407. Leadership and Social Responsibility(3-0-3) BrandenbergerThis course examines leadership and empowermentissues from multidisciplinary perspectives, focusingon the role of the leader within organizations thatpromote service, social action or other forms of socialresponsibility. Alternative models of leadershipare explored, with attention to value and moralimplications.

187PSYCHOLOGY408. Cross-Cultural Psychology(3-0-3) Pope-DavisThe general purpose of this course is to examineand learn to talk about issues of culture and race inthe United States from a psycho-social perspective.Culture and race are not synonyms. So, we will beexamining some of the ways that each affects thequality of our psychological functioning.The goals of this course are to learn to recognizeand appreciate culture in ourselves and others;to examine the different ways that cultural and racialsocialization influence behavior, to considerhow culture and race relate to various psychologicalconstructs, and to understand the ways in whichracism and ethnocentricism operates in everydaylife. To accomplish these goals, we will use readings,group discussions, lectures, films, and eachother to expanding our awareness of how cultureand race operates in our everyday life. As a studentin this class, you will be encouraged to share yourideas and life experiences.410. Psychology of Discrimination(3-0-3) CorningThis course is intended to facilitate students’ understandingof discrimination and prejudice from asocial-psychological perspective. The psychologically-basedcauses, correlates, and consequences ofdiscrimination and prejudice will be examined viathe application of social-cognitive theories and researchto the real experiences of stigmatized groupmembers. As such, this course is intended to helpstudents better understand the major psychologicalprinciples underlying prejudiced attitudes and discriminatorybehavior; become acquainted with currentresearch on the causes, correlates, andconsequences of prejudice and discrimination; andengage in more objective examination of one’s ownattitudes and behaviors.420. Teaching and the Development of Thought(3-0-3) DayAn examination of current research in cognitionand instruction. The focus is on how cognitive processescan be enhanced through education. Alsoincluded are readings and discussions on how individualdifferences, such as special aptitudes, mayinfluence learning in the classroom.421. Infancy and Early Childhood(3-0-3) Braungart-RiekerThis seminar is designed for advanced studentswho are interested in developmental psychology,particularly the period of infancy and early childhood.The course focuses on major theories andempirical research on developmental processes duringinfancy and early childhood.422. Human Resiliency(3-0-3) WhitmanAs part of being alive, human beings confrontroutine stressors, major life challenges and severetraumas. Individuals vary considerably in theirability to cope with such events. This courseexamines a range of stressors (e.g., adolescence,school and job “failure,” divorce, parenting,chronic illness and disabilities, aging, death,poverty, prejudice, child abuse, and war) and howpeople manage them. Particular emphasis will beplaced on examining why some individuals developserious problems such as depression when challengedand others are resilient, that is, able to meetlife’s challenges and grow stronger. Theoretical(e.g., biological, psychoanalytic, humanistic, existentialand behavioral) perspectives on resiliencyare evaluated along with relevant empiricalresearch. Fictional and nonfictional examples ofresilient individuals are examined. An importantfocus of the course is on thinking about howresiliency can be fostered through parenting,education, therapy and social policy. Specifictechniques for managing routine and exceptionalstressors will be discussed. The course is especiallyrecommended for students interested in clinical,counseling, educational and developmentalpsychology.423. Cognitive Processes in Children(3-0-3) DayConcentrated introduction to cognition focusingon the development of intelligence. Primary emphasiswill be given to the developmental psychologyof Piaget, followed by reviews of other selectedtheories for comparison.424. Seminar in Sensory Processes andPsychophysics(3-0-3) DawsonAn in-depth look at the major human sense exploringtheir physical, physiological, and psychologicalaspects. It covers specification, description, andmeasures of the relevant physical stimuli, physiologicalmechanisms, as well as the various psychologicalor sensory results that occur in sensation.Also covered will be the various psychophysicalmethods that have been and are used to assess sensoryfunction. These include measurs of absoluteand differential sensitivity plus methods of psychophysicalscaling.427. Formal Representations of PsychologicalHypotheses I(3-0-3) WengerThis course serves as an introduction to methodsfor representing hypotheses regarding psychologicalprocesses and phenomena as mathematical and/orcomputational models. Emphasis is placed on stochasticmodels, and analytic and computationaltools for constructing and exploring such models,in the context of particular psychological phenomena,will be introduced. Issues of model identifiabilityand testability will be emphasized. Studentswill be responsible for constructing and exploringthe predictions of a formal representation of a hypothesisin their own area of expertise or interest.431. Health Psychology(3-0-3) MerluzziAn overview of health psychology and behavioralmedicine, with the following topics: psychologyand medicine, health psychology models, stressand health, adaptation to illness, psychologicalaspects of some severe illnesses, and professionalopportunities.452. Moral and Spiritual Development(3-0-3) NarvaezAs an introductory course to the field of moral psychology,we examine major research traditions. Westudy the theoretical underpinnings, goals, andpractices of major approaches to moral education.453. Behavioral Pediatrics(3-0-3) Whitman, KohlbergThis course is directed toward premedical studentsinterested in pediatric medicine and psychologymajors interested in health psychology. It exposesareas of psychology, biology and medicine pertinentto children. Specific emphasis is placed onstudying infants who are at risk for developmentalproblems.453A. Psychology and Medicine(3-0-3) KolbergThis course has two basic objectives. First, it examinesfrom a lifespan and psychobiological perspectivethe factors that place individuals at differentstages of life at risk for illness and assist them inmaintaining their health. In addition, it addresses avariety of challenging psychological and social issuesthat physicians and other healthcare professionalsmust face in the practice of medicine. Thecourse covers a range of topics dealing with healthissues related to different stages of human development(childhood, adolescence, and adulthood), disabledpopulations, culture and gender, stress,physician-patient interactions, death and dying,professional ethics, and social policies relating tohealth care. The course is primarily intended forstudents intending to enter medical school.Most classes will involve brief formal presentationsby the instructors and invited guests, followedby discussion of assigned readings pretinent to theday’s topic. In addition, students will be exposed,via a limited practicum, to a variety of medicalsettings.

188PSYCHOLOGY454. Behavior Therapy(3-0-3) WhitmanPrerequisite: PSY 356 recommended.Introduction to the wide array of learning and cognitivetheory-based technologies and their applicationin psychiatric, special education, regulareducation and home environments. Reviews researchevaluating this approach to changing humanbehavior and the ethical implications of humancontrol procedures.455. Adulthood and Aging(3-0-3) BergemanPrerequisite: PSY 342 strongly recommended.A study of change from young adulthood to oldage, the course covers a broad range of topics, includingdemographic information, biological, socialand cognitive changes, mental illness and death anddying.456. Mental Health and Aging(3-0-3) BergemanAn introduction to the mental health problems ofthe elderly. Etiologies of mental health disorders aswell as therapeutic interventions will be discussed.457. Behavioral Genetics(3-0-3) BergemanAn introduction to the principles necessary to understandgenetic and environmental influences ondevelopment, with an overview of the methods andresearch.458. Social Support Across the Lifespan(3-0-3) BergemanA focus on research in social support, including theway social support is measured, the relationshipwith developmental outcomes such as physical andmental health, and the use of social support strategiesas an intervention technique.461. History and Systems of Psychology(3-0-3) Dawson, Meara, RadvanskyTraces the development of contemporary psychologyfrom its early philosophical origins to thepresent. An emphasis is placed on the era of modernpsychology (mid-1800s to the present) withconsiderable discussion of current issues andmovements.462. Psychological Disorders of Childhoodand Adolescence(3-0-3) StaffAn overview of the major dysfunctions within thecontext of normal development, the basic theoriesseeking to explain these dysfunctions, together witha review and a critique of the empirical approachesto assessment and treatment of them.Laura A. Carlson, associate professor of psychology464. Children/Families in Conflict(3-0-3) CummingsCurrent trends and findings pertaining to constructiveand destructive conflict within families, andthe effects of conflicts within families on children,will be considered. A focus will be on interrelationsbetween family systems (marital, parent-child andsibling), and methodologies for studying thesequestions. A particular concern will be how positiveand negative conflict processes in the marital relationshipaffects families, marriages and children.The role of interparental conflict in various familycontexts (divorce, parental depression, violence andabuse, custody, physical illness or disability), andrelations between family and community conflictand violence, will be examined. The positive side offamily conflict will be considered, including the elementsof constructive marital and family conflict,and psycho-educational strategies for promoting forconstructive conflict processes within families.Theories and models for conceptualizing theeffects from a family-wide perspective will also beconsidered.Requirements: Class attendance, active participationin class discussions and activities, includingleading discussions on articles in small groups, participationand report of the results of small-scalefield studies in small groups, completion of a reviewpaper on a topic in this area, and completionof midterm and final in-class exams.465. Seminar in Counseling Theories(3-0-3) KellyThis seminar will address the following questions:Does counseling work? If so, how does counselinghelp people reduce their symptoms of depression,anxiety and other types of problems? We will discussseveral of the key traditional and nontraditionaltheories of counseling and show how thesetheories are applied to clients’ problems.466. Professional Psychology: Methods andPractice(3-0-3) StaffStudents will be introduced to the key researchmethods, empirical findings, and theories from theclinical/counseling psychology literature. Prospectsfor developing and testing new theories of psychotherapywill be discussed. Students will be encouragedto begin forming concepts for researchprojects and developing their own integrated theoreticalapproaches to treating clients.469. Interpersonal Communication Skills(3-0-3) CorningPrerequisite: Consent of instructor.The Human Relations Training Program providesinstruction and experience in developing effectivecommunication and basic helping skills. Attending,empathy, respect, immediacy, self-disclosure andself-exploration are studied and practiced in smallgroupformat. Open only to juniors and seniors.

189PSYCHOLOGY470. Seminar: Developmental Psychology(3-0-3) DayIntroductory lectures followed by reading and discussionof selected topics in the area of developmentalpsychology.470B. Infant Development and Dysfunction(3-0-3) WhitmanAddresses physical, emotional, cognitive and socialfactors that influence infant development, particularlyas disruptions in those factors place infants atrisk for developmental problems.470C. Adolescent Development(3-0-3) GondoliFocuses on adolescent development within varioussocial contexts, including family, peer groups andthe workplace. Special emphasis on normativedevelopment at the transition from childhood toadolescence.471. Infant and Child Development(3-0-3) Braungart-RiekerThis course focuses on physical, cognitive, andsocio-emotional development during infancy andchildhood. Readings will include a textbook andseveral articles. Topics for reading and discussioninclude methods for studying infants and youngchildren, prenatal development, cognitive processes,language development, emotional processes,parent-child relationships, and peer relationships.474. The Neuropsychology of Consciousness(3-0-3) GibsonConsiders the extent to which perception, personalityand various states of consciousness (e.g., dreams)are due to the brain’s anatomy and physiology.474A. Language and Space(3-0-3) CarlsonPresents the theoretical work of psycholinguists andcognitive psychologists to address the issue of “howwe talk about what we see.”474C. Cognitive Science(3-0-3) EberhardExplores an interdisciplinary approach to answeringquestions about the nature of the human mind andits relation to the brain.475. Seminar: Psycholinguistics(3-0-3) EberhardAn interdisciplinary seminar with emphasis uponstudent participation covering topics such as linguistics,memory and perception for languagestimuli, child language, bilingualism and social psychologyof language.476E. Psychology of Sports(3-0-3) FrancoSocial, psychological and personological approachesto issues of sports and athletic performance.477. Seminar: Sensation and Perception(3-0-3) DawsonIntroductory lectures followed by reading and discussionof selected topics in the area of sensationand perception.477A. Perception and Attention(3-0-3) GibsonSurveys variety of issues in visual perception and attention,including consequences of visual attention,motion perception, object recognition, mental imageryand visual creativity.478. Seminar: Social Psychology(3-0-3) StaffIntroductory lectures followed by reading anddiscussion of selected topics in the area of socialpsychology.478A. Stereotyping: A Social PsychologicalApproach(3-0-3) StaffSeminar exploring the cognitive and motivationalbiases underlying the formation, maintenance andutilization of stereotypes.478C. Attitudes and Persuasion(3-0-3) StaffDiscussion of both classic and contemporary theoriesin the area of attitudes and attitude change,with an emphasis on applying the principles andtechniques of persuasion to marketing.479. Seminar: Theory and Research in Aging(3-0-3) StaffPrerequisite: Some previous coursework in aging desiredbut not essential.A research-oriented seminar discussing current investigations,methodologies and theory in the studyof adult aging. An emphasis is placed on the currentissues and research possibilities in geropsychology.480. Seminar: Motivation(3-0-3) StaffIntroductory lectures followed by reading and discussionof selected topics, research and current issuesin motivation.480A. Motivation and Academic Learning(3-0-3) TurnerTraditional studies of learning have focused almostexclusively on cognitive, or “cold,” processes. Recentresearch on learning illustrates how “hot” processesalso influence thinking and academiclearning. In this course, we focus on how social,motivational, and emotional influences interactwith cognitive processes to affect academic learning.Social influences will include students’ socialgoals in school, friendships, and family dynamics.Motivational influences are explored through thestudy of major theories of achievement motivation,including attribution, self-efficacy, intrinsic motivation,“possible selves,” and goal theories. Emotionalfactors such as coping mechanisms, testanxiety, and well-being also are discussed. In addition,we explore how development affects students’social, motivational, and emotional responses tolearning.Child, adolescent, and adult models arediscussed, and applications to educational child settingswill be an integral part of the course.480B. Implications of Psychology for Education(3-0-3) TurnerExamines the manner in which cognitive and developmentalpsychology can inform educationalpractice, especially instruction.480C. Research in Educational Psychology(3-0-3) PressleyThis course develops the understanding of a rangeof basic and applied educational psychologyresearch and research design and analytic strategies.481. Seminar: Personality and Psychology(3-0-3) MerluzziIntroductory lectures followed by reading and discussionof selected topics in the area of personalityand abnormal psychology.482. Seminar: Memory(3-0-3) StaffIntroductory lectures followed by reading and discussionof selected topics in the area of memory.483. Seminar: Psychobiology(3-0-3) StaffIntroductory lectures followed by reading anddiscussion of selected topics in the area ofpsychobiology.483A. Developmental Psychobiology(3-0-3) KolbergHistorical overview and current research on selectedtopics in developmental psychobiology. Explorespossible societal benefits of researchcombining psychology and biology in the areas ofmedicine, mental health and education.

190PSYCHOLOGY483C. Philosophy and Psychiatry(3-0-3)Mental illness is something we experience subjectively,“socially construct” and attempt to understandthrough various scientific or therapeuticmodels (the psychodynamic, the biomedical, etc.).The course juxtaposes these perspectives for thesake of exploring the possibilities of both integratingthem and highlighting the resources they offerfor mutual criticism.We begin with the assumption we can learnsomething about mental illness by examining thevarious sorts of stories told about it. We do notjudge a memoir of madness in the same way as wewould the clinical case history of the same patient.Careful collaborative reading and class discussionof two first person accounts of mental disorderserves two purposes. It provides students with ashared acquaintance with concrete descriptions ofmental illness and also provokes such questions as:In psychiatry, is the true story simply the one thatenables the patient to “recover”? What do we meanby terms like “recovery” and “mental health”?How are these terms related to ethical and politicalnorms relating to “human flourishing,” “honesty,”or “authenticity”? These issues require an introductionto literary, anthropological, and philosophicalcriticism of the social construction of mental illness.Then we take a look at a fresh and psychiatricallymeaningful approach to the classic mind/bodyproblem: examination of the links between the conceptualframeworks underlying psychoanalytic andbiomedical approaches to psychiatry.We will take an extended and careful look atphilosopher/psychiatrist Jonathan Lear’s effort tolocate the psychoanalytic perspectives of Freud andLoewald within a putatively more hospitable Aristotelianphilosophical framework, thereby cleansingFreud’s approach from the extraneous baggage oflate 19th century scientism (determinism, reductionism,speculative biology). Lear uses Aristotleand Wittgenstein to dissolve the traditional mindbodyproblem and to critically reconstitute a“science of subjectivity” around the notion that erosis a basic force of nature.A select subset of Lear’s version of the conceptualfoundations of psychoanalysis, particularly hiscritique of “knowingness” and his interpretations oftransference and of “restlessness, phantasy, and theconcept of mind,” will be compared with closely relatedbiopsychological models of memory, attachment,temperament and response to trauma.Required texts: The Wounded Story Teller, Body,Illness and Ethics, Arthur W. Frank, University ofChicago, 1995. Undercurrents, A Life Beneath theSurface, Martha M. Manning, HarperSanFrancisco,1994. A Shining Affliction, A Story of Harm andHealing in Psychotherapy, Annie Rogers, Penguin,1995. States of Mind: New Discoveries About HowOur Brains Make Us Who We Are, Roberta Conlan,Wiley, 1999. Open Minded, Working Out the Logicof the Soul, Jonathan Lear, Harvard, 1998.Assignments and format: One or two longerpapers on topics chosen by student in consultationwith instructor (multiple drafts recommended).Two take-home examinations, including the final.Interactive critical discussion of short papers on assignedreading.483E. Stress: Med and Management(3-0-3) KolbergThis course is concerned with stress, its effect, andcoping mechanisms from a biological as well as apsychological viewpoint.1. We explore the nature of stress itself. Whatexactly is stress? How do issues of control and personalityenter into the perception of stress? Can wehave physiological stress without the perception ofstress? We examine some speical types of stress suchas long-term or serious illness and work-relatedstress.2. We cover the stress response and the effect ofthis response on the level of the whole organism(fatigue, irritability, insomnia, cognitive difficulties,etc.).3. We examine the link between stress and diseaseon the level of organ systems such as the cardiovascularsystem, the immune system, thegastrointestinal system, and the endocrine system.4. We examine the biological and psychologicalbasis of common coping mechanisms such as cognitivetherapy, social support, drug therapy (selfprescribedand physican-prescribed), alcohol,exercise, meditation, and sleep. The major aim is tounderstand the mechanism, evaluate the efficacy inalleviating the stress response, and any potentiallyharmful effects.5. We examine theory and practices of mobilizingsupport in stressful circumstances.Class performance will be based on two examinations,one term paper (approximately 15-10pages), and classroom participation. Students alsowill keep a stress and health diary.485C. Autism(3-0-3) WhitmanThis seminar discusses topics related to developmentaldisabilities, with a special emphasis on pervasivedevelopmental disorders and autism. Issuesregarding their definition, etiology and treatmentare also discussed.487A. Race Talk(3-0-3) DayThe central goal of this course is to encourage studentsto understand and challenge their own andothers’ views about issues of race and ethnicity.488A. The Environment: Science, Culture,Values(3-0-3) HowardExamines ecological problems from various perspectives(biological, historical, ethical, economic,etc.) through a series of guest lectures. Highlightsimportance of cross-discipline cooperation in solvingcomplex ecological problems.488C. Living Healthy Lives(3-0-3) HowardDidactic material and experimental activities pertinentto daily living, particularly to normal crisesand transition stages. Topics include marriage, divorce,career changes, childbirth, retirement; theresources available at crisis points, such as therapy,pastoral support, community agencies, etc.; somecommon behavioral problems, like substance abuse,depression and stress; and related topics.495. Practicum in Diversity EducationMossThis is a one-credit course designed to instruct studentsin the theory of diversity education whiletraining them in the art of facilitating diversity discussions.The theoretical framework for the materialin the course comes from the “theory ofoppression” and the various individual, institutional,cultural, and systemic manifestations of thatoppression. Thet application portion of this courseentails the presentation of diversity programs in arequired course (Concepts of Wellness) for firstyearstudents. The structure of the Practicum inDiversity Education course includes theory instruction/trainingbefore the semester break and makingpresentations/facilitating diversity discussions forthe remaining portion of the semester.498. Special Studies: Reading and Research(0-V-V) StaffPrerequisite: Senior standing and permission of instructor.Majors only.Independent reading and/or research carried outunder supervision of a faculty member. A typewrittenreport is required discussing research literatureor an experimental study. This course may not beused to satisfy the 400-level requirement.499. Senior Honors Thesis(3-0-3) (3-0-3) MerluzziThese two seminars assist the senior major to propose,execute and write an honors thesis. The firstsemester is devoted to the development and presentationof the proposal, and the second to its execution,writeup and subsequent presentation.

191ROMANCE LANGUAGES AND LITERATURESRomance Languagesand LiteraturesChair:Dayle Seidenspinner-NúñezVice Chair and Director of Graduate Studies:Theodore J. CacheyAssistant Chairand Director of Undergraduate Studies:Paul McDowellProfessors:José Anadón; Maureen Boulton; Theodore J.Cachey; Bernard Doering (emeritus); Julia V.Douthwaite (Resident Director, Angers Program, 2002-03); Dayle Seidenspinner-Núñez; John P. WelleAssociate Professors:Paul F. Bosco (emeritus); JoAnn DellaNeva;Ben Heller; Kristine L. Ibsen; Carlos JerezFarrán (on leave spring 2003); LouisMacKenzie; Christian R. Moevs; María RosaOlivera Williams; Catherine Perry; AlainToumayanAssistant Professors:Thomas Anderson; Vittoria Bosco (emerita);Ayo Abiétou Coly; Sébastien Dubreil; AndrewP. Farley; Isabel Ferreira; Encarnación Juárez(on leave 2002-03); Colleen Ryan-Scheutz(on leave fall 2002)Research Professor:Hugo VeraniAssociate Professional Specialistsand Concurrent Lecturers:Geraldine Ameriks, Sr. Mary Louise Gude,C.S.C., Janet Fisher-McPeak, Barbara J.MangioneAssistant Professional Specialists andConcurrent Lecturers:Lisa Caponigri (on leave 2002-03); MaríaColoma; Silvia Dupont; Marie-ChristineEscoda-Risto; David Gohre; Isabel Jakab; KellyKingsbury; Giovanna Lenzi-Sandusky;; ElenaMangione-Lora; Patrick I. Martin; KristinaMcCollam-Wiebe; Paul McDowell; Ivis Menes;Odette Menyard; Laura Ramírez-Krueger;Andrea Topash Ríos; Patrick ViviritoProgram of Studies. The Romance languages derivefrom Vulgar Latin spoken throughout the RomanEmpire. A major course of study is offered inFrench, Italian and Spanish. The study of foreignlanguages, literatures, and cultures provides educationalopportunities relevant to an increasingly interdependentworld. The acquisition offoreign-language skills is a crucial component ofliberal education because it enhances our powers ofcommunication and serves to introduce us to theenduring cultural achievements of other peoples.Such study is essential to broaden our mental horizons,to encourage the examination of problemsand issues in a more global manner and to stimulateour understanding of the traditions of othernations.Elementary and intermediate courses developthe students’ ability to understand, speak, read andwrite a foreign language with facility and confidence.Students can take advantage of the latest inforeign language technology in the Language ResourceCenter to increase their fluency in the targetlanguage. Upper-division courses present a wealthof literary, historical, and cultural traditions andemphasize the nature and development of nationalcultures. Many courses focus on the literature andculture of certain historical periods, others trace thedevelopment of literary genres or examine a themeacross periods and genres, and still others inculcatethe critical and analytical skills necessary for an informedinterpretation of foreign language texts.Participation in Notre Dame’s internationalstudy programs in Chile, France, Italy, Mexico,and Spain (see the International Study Programssection of this Bulletin) is highly recommended althoughnot required to pursue a major in RomanceLanguages and Literatures. Majors and second majorsin French, Italian, and Spanish must complete50 percent of their credit hours in the major inresidency at Notre Dame and meet the followingprogram requirements.PROGRAM IN FRENCHAND FRANCOPHONE STUDIESThe Major in French and Francophone StudiesThe requirements for a major in French andFrancophone Studies include competency in thelanguage and successful completion of 30 credithours or 10 courses at the 200 level or above. Ofthese 10 courses, six must be in literature/culturestudies and at least half of the major courses mustbe taken in residence at Notre Dame. Requiredamong these 10 courses are: ROFR 310 (TextualAnalysis), ROFR 371 (French Literary Survey I),ROFR 372 (French Literary Survey II), and at leasttwo courses at the 400 level, one of which would bea Senior Seminar (ROFR 495). It is expected thatthese five required courses be taken in residence atNotre Dame. The requirement of ROFR 372(French Literary Survey II) may be waived if studentstake both ROFR 373 and ROFR 374 in Angers—thatis, two advanced courses on 19th- and20th-century French literature. Any other substitutionwill require the approval of the UndergraduateStudies Advisor. AP credits satisfy the languagerequirement only and may not be applied to themajor.The Supplementary Major in French andFrancophone StufiesThe requirements for a supplementary major inFrench and Francophone Studies include competencyin the language and successful completionof 24 credit hours or eight courses at the 200 levelor above. Of these eight courses, five must be in literature/culturestudies and at least half must betaken in residence at Notre Dame. Required amongthese eight courses are: ROFR 310 (Textual Analysis),ROFR 371 (French Literary Survey I), ROFR372 (French Literary Survey II), and two courses atthe 400 level. Supplementary majors may elect totake ROFR 495 (Senior Seminar) in their senioryear as one of the 400-level courses, with the permissionof the instructor. It is expected that thesefive required courses be taken in residence at NotreDame. The requirement of ROFR 372 (French LiterarySurvey II) may be waived if students takeboth ROFR 373 and ROFR 374 in Angers—thatis, two advanced courses on 19th- and 20th-centuryFrench literature. Any other substitution willrequire the approval of the Undergraduate StudiesAdvisor. AP credits satisfy the language requirementonly and may not be applied to the major.The Honors Track in FrenchFrench majors with a GPA of at least 3.7 in themajor may be admitted into the honors track by invitation.In addition to completing the major, studentswill either take a graduate course as an 11thcourse (for first majors) or as a ninth course (forsupplementary majors), or, by invitation, write anhonors thesis, which will count as an 11th or aninth course.Combined B.A./M.A. Program in FrenchThe Department of Romance Languages and Literaturesoffers its majors in French the opportunityto participate in its graduate program through acombination B.A./M.A. degree in French. Thisprogram requires students to take 30 credit hoursat the 200 level or above during the normal fouryearundergraduate period, followed by a total of30 credit hours of graduate courses taken duringthe fourth and fifth years of residence. Six credithours can be counted toward both the undergraduateand graduate degrees. During their senior year,participants in this program take two graduatecourses, take the qualifying exam given to all firstyeargraduate students, and apply to the GraduateSchool for admission during the Spring semester.B.A./M.A. students are eligible for a teaching fellowshipduring their fifth year that includes a tuitionwaiver and a generous teaching stipend.Well-qualified students who are interested in thisprogram should contact the Director of GraduateStudies and/or the Graduate Liaison in French atthe beginning of their junior year.

192ROMANCE LANGUAGES AND LITERATURESPROGRAM IN ITALIAN LITERATUREAND CULTUREThe Major in ItalianThe major requires 30 credits or 10 courses at the200 level or above, including no more than three200-level courses, ROIT 345 (Introduction to ItalianLiterature I), ROIT 385 (Introduction to ItalianLiterature II), a minimum of three ROITelective courses in Italian literature or culture at the300 or 400 level, and ROIT 495 (Italian Seminar).By permission, and depending on the student’sproficiency, a maximum of two of the three upperdivisionelectives may be conducted in English orwith texts in translation. Italian language or literaturecourses from international study programs orother universities may be substituted by permission.The 10th course may be another ROITcourse in Italian literature or culture or a course onan Italian subject in another discipline (for example,Architecture, Art History, History). Fiftypercent of the credits for the major must be takenin residence at Notre Dame.The Supplementary Major in ItalianSupplementary majors in Italian are expected todemonstrate competency in the language and tocomplete 24 credits or eight courses at the 200level or above, including no more than three at the200 level, ROIT 345 (Introduction to Italian LiteratureI), ROIT 385 (Introduction to Italian LiteratureII), ROIT 495 (Italian Seminar), and twoROIT elective courses in Italian literature or cultureat the 300 or 400 level. By permission, and dependingon the student’s proficiency, these twoupper-division courses may be conducted in Englishor with texts in translation. Italian language orliterature courses from international study programsor other universities may be substituted bypermission. Fifty percent of the credits for the majormust be taken in residence at Notre Dame.The Minor in ItalianThe minor in Italian comprises 15 credits or fivecourses at the 200 level or above, including at leasttwo courses at the 300 or 400 level. Four of the fivecourses must be in Italian language and/or literature;the fifth course may be a course on Italian literaturetaught in English or a course on an Italiansubject in another discipline (Art History, Architecture,History). Courses from international studyprograms or other universities may be substitutedby permission, but at least two courses for the Italianminor must be taken in residence at NotreDame.The Honors Track in ItalianItalian majors are admitted into the honors trackby invitation. The honors track major consists of33 credits or 11 courses, including all the requirementsfor the major, a GPA in the major of at least3.5, plus a substantial final essay to be written inItalian for a graduate course or an Honors DirectedReading Tutorial, which will constitute the 11thcourse.PROGRAM IN IBERIANAND LATIN AMERICAN STUDIESAll majors in Spanish are required to take ROSP310 (Textual Analysis), which is the recommendedprerequisite for 300- and 400-level courses. Distributionrequirements for majors and supplementarymajors include one course in each of the followingareas: early peninsular literature to 1700, modernpeninsular literature, Spanish American literatureto 1800, and modern Spanish American literature.The required core sequence comprises ROSP 310(Textual Analysis), ROSP 318 (Peninsular SurveyI), ROSP 319 (Peninsular Survey II), ROSP 328(Latin American Survey I) and ROSP 329 (LatinAmerican Survey II). These survey courses may besubstituted with equivalent 400-level courses bypermission. Fifty percent of the credits for the majorand supplemental major must be taken in residenceon the Notre Dame campus.Latin American Area Studies ProgramAll Spanish majors are encouraged to also pursuecourses offered through the Latin American AreaStudies Program. Interested students may completea Minor in Latin American Area Studies. Pleasecontact Chris Welna at (574) 631-3636 for furtherinformation. Likewise, the Institute for LatinoStudies supports a wide variety of allied courses.Please contact either Allert Brown-Gort at (574)631-3787 or Elida Matovina at (574) 631-4440 fordetails.The Major in SpanishThe major requires 30 credits or 10 courses at the200 level or above, including the required core sequencedescribed above or equivalents, two 400-level courses, and ROSP 495 (Senior Seminar).Equivalent courses from international study programsor other universities may be substituted withdepartmental approval. Fifty percent of the creditsfor the major must be taken in residence at NotreDame.The Supplementary Major in SpanishSupplementary majors in Spanish are required todemonstrate competency in Spanish and to complete24 hours or eight courses at the 200 level orabove, including the required core sequence describedabove or equivalents and one 400-levelcourse. Supplementary majors may take the SeniorSeminar with permission of the instructor. Equivalentcourses from international study programs orother universities may be substituted with departmentalapproval. Fifty percent of the credits for thesupplementary major must be taken in residence onthe Notre Dame campus.The Honors Track in SpanishSpanish majors are admitted into the honors trackby invitation. The honors track major consists of33 credits or 11 courses including all the requirementsfor the major, a GPA in the major of at least3.7, plus a substantial final essay to be written inSpanish for an Honors Directed Reading Tutorial,which will constitute the 11th course.The Combined B.A./M.A. Program in SpanishThe Department of Romance Languages and Literaturesoffers its majors in Spanish the opportunityto participate in its graduate program througha combination B.A./M.A. degree in Spanish. Thisprogram requires students to take 30 credit hoursat the 200 level or above during the normal fouryearundergraduate period, followed by a total of30 credit hours of graduate courses taken duringthe fourth and fifth years of residence. Six credithours can be counted toward both the undergraduateand graduate degrees. During their senior year,participants in this program take two graduatecourses, take the qualifying exam given to all firstyeargraduate students, and apply to the GraduateSchool for admission during the Spring semester.B.A./M.A. students are eligible for a teaching fellowshipduring their fifth year that includes a tuitionwaiver and a generous teaching stipend.Well-qualified students who are interested in thisprogram should contact the Director of GraduateStudies and/or the Graduate Liaison in Spanish atthe beginning of their junior year.Major in Romance Languages and LiteraturesThe undergraduate major in Romance Languagesand Literatures is designed for qualified studentswho wish to major in two programs (French, Italian,or Spanish). Cross-cultural in focus, the majorrecognizes the importance of studying the correspondencesand differences among various Romanceliteratures and cultures and of reexaminingtraditional disciplinary boundaries.The requirements for a major in Romance Languagesand Literatures include competency in twolanguages and successful completion of 36 credithours or 12 courses at the 200 level and above, distributedequally between the two respective languageprograms as follows:

193ROMANCE LANGUAGES AND LITERATURES(1) Two survey courses in each language and literatureprogram (French or Italian); Spanish requireseither four survey courses (two in peninsular andtwo in Latin American) or a combination of twosurvey courses in one area and two 400-levelcourses in the other area;(2) Textual Analysis in one program;(3) Two 400-level courses in each program (if thesurvey requirement in Spanish is fulfilled with two400-level courses, these courses may count for the400-level requirement in Spanish);(4) One senior seminar in one program;(5) Two elective courses at the 200 level or abovein the department (any exception requires permission).Placement in Language Courses. For Frenchand Spanish, there is a departmental placementexam for students who have not already demonstratedlanguage proficiency through national standardizedtesting, such as the AP or Achievementtests. Students with previous experience are requiredto take one of these tests before enrolling intheir first course in those languages. The normalprerequisite for a 300-level course is at least one200-level course or permission of the instructor.The normal prerequisite for a 400-level course isat least one 300-level course or permission of theinstructor.Policy Regarding Romance Language PlacementExamination. The placement examinationis designed to place each student at an appropriatelevel within a language sequence. It is thereforeopen to first-year students and sophomores. Juniorsand Seniors must obtain the permission of the Departmentof Romance Languages and Literatures toregister for the test.Course Descriptions. The following course descriptionsgive the number, the title and a brief descriptionof each course. Lecture or class hours perweek, laboratory or tutorial hours per week andcredits each semester are in parentheses. Not allcourses are offered every year.FRENCH101. Beginning French(0-0-3)An introductory, first-year language course with abalanced presentation of the spoken and writtenlanguage. The goals of this course includeacquisition of basic structures, vocabulary, andsound systems, as well as sowing seeds of culturalliteracy. Designed for students with no previousstudy of French.102A. Elementary French(4-0-3) StaffA one-semester language course for students withsome exposure to French (normally one or twoyears in high school). Enrollment limited to studentsreceiving one semester advanced standing bymeans of the placement exams. Offered eachsemester.103. Intermediate French(4-0-3) StaffPrerequisite: 102A or placement by exam.A third-semester college language course. Includesreview and expansion of basic grammatical structures.Extensive practice in speaking and writing.Readings and discussions of a variety of literary andnonliterary texts of appropriate difficulty. Completionof 103 will fulfill the language requirementand may also qualify students to study abroad.Offered each semester.105. Angers: Atelier préparatoire(1-0-1) McDowellA mini-course that prepares students accepted forstudy abroad in Notre Dame’s program in Angers,France. Students are prepared for various culturaland day-to-day challenges that await them in Angers.Course begins the week after Spring Break.111F-112F. Intensive Beginning French I and II(6-0-5)An intensive, two-semester introductory Frenchcourse, using an interactive video method to teachlanguage and culture. Completion of 112 will fulfillthe language requirement and may also qualifystudents to study abroad in the Angers program.112F is also open to students who have completed102A.115F-215F. Intensive Intermediate French I andII for Foreign Study(5-0-5) (5-0-5) StaffPrerequisite: Placement by exam into the intermediatelevel or permission of instructor.A two-semester sequence of intensive, comprehensivetraining in the language skills necessary forresidence and study in France. Includes review ofgrammar, readings, civilization and specific orientationfor international study. For students with twoto three years of high school French (with satisfactoryachievement) preparing for the Angers internationalstudy program.201. Advanced French I(3-0-3) StaffPrerequisite: 103 or 112F.Emphasis on expansion and refinement of oral andwritten language skills (competence) requisite forwork in upper-level language and literature courses.Reading and discussion of a variety of literary andnonliterary texts of appropriate difficulty. Not intendedfor students beginning their college levelwork at the advanced level (see 221).221. Advanced French Review(3-0-3) StaffPrerequisites: 103, 112F, or placement by exam.A comprehensive grammar review at an acceleratedpace combined with an in-depth study of a Frenchnovel. Students are expected to have already attainedintermediate proficiency through previousstudy.222. Composition and Stylistics(3-0-3) McDowell, PerryPrerequisite: 201 or 221.This course is designed to meet the needs of studentswho, having progressed beyond the basicprinciples of French grammar, are interested in exploringthose linguistic resources that contribute toa fluent idiomatic writing style.231. Conversational French(3-0-3) StaffPrerequisite: 103, 201 or 221.This course is designed to further develop thestudent’s conversational skills and grasp of a widevariety of styles and registers in French. SpokenFrench will be practiced through various types ofclassroom activities and assignments. Emphasis willbe on topics of current interest.232. French for Business (Le français desaffaires)(3-0-3) MenyardIn this course, students travel to the FrancophoneBusiness World, in order to acquire cultural andlinguistic tools and develop their communicativeproficiency and cultural awareness in business-relatedsituations. Videos and the WWW are importantcomponents of this course. For businessstudents, this would fulfill a requisite in the InternationalBusiness Program.234. Francophone Cultures(3-0-3) ColyPrerequisite: 201 or 221.This course will introduce students to Frenchspeakingcultures outside of Europe, including theCaribbean, Africa, South East Asia, the IndianOcean and French Polynesia. We will explore thehistory of French contact with these regions (colonialism),the treatment through literature of this relationship,and conclude with an analysis of thecultural and political concept of “francophonie.”235. French Civilization and Culture(3-0-3) Escoda-RistoPrerequisite: 201 or 221. By permission only.An introduction to the scope and variety of Frenchculture. Geared especially toward those desiring tocontinue studies in language and culture but preferringto de-emphasize the literature component.Readings at an intermediate level in history, art,culture and society will be the basis for lectures anddiscussions. Not designed for international studyreturnees.

194ROMANCE LANGUAGES AND LITERATURES236. French Phonetics(3-0-3) Fisher-McPeakPrerequisite: 201 or 221.An introduction to the study of French phonetics.Recommended for those considering a career inteaching.237. Le Tour de France des régions(3-0-3) Escoda-RistoPrerequisite: 201 or 221.A historical, artistic and gastronomical tour of theFrench provinces. Intermediate-level readings willhelp define the identity of each region and its contributionto the national mosaic which is France.238. Introduction to French Readings(3-0-3) MartinPrerequisite: 201 or 221.A transition from the formal study of French grammarto the analysis of literary and cultural texts. Anemphasis will be placed on developing readingstrategies. Students planning to major in Frenchwill find this course a good preparation for advancedstudy.239. French Through Acting(3-0-3) McDowellPrerequisite: 201 or 221.A nontraditional approach to conversationalFrench that asks students to create scenes for aweekly soap opera centered on a large cast of student-createdcharacters who live together in anapartment building in France. Weekly scenes arevideotaped for review of phonetics, gestures, andchoice of idioms.243F. Intensive Advanced French Review(4-0-4) McDowellA course for students considering a year in Angers,France. The five-day format provides an intensivegrammar review and preparation for life in Francealong with the opportunity for students to bond asa group before their year abroad together.270. Facets of French, France, and the French(3-0-3) MacKenziePrerequisite: Intermediate competence in French,i.e., equivalent of ROFR 103.Actually four mini-courses—Conversation, Imagesof France in Current Cinema, Strategies and Tacticsof Analysis and Oral Interpretation—ROFR270 is intended to serve as a bridge between thelanguage sequences and the offerings at the 300and 400 levels.310. Textual Analysis: The Art of Interpretation(3-0-3) StaffPrerequisite: Two semesters of 200-level French.Introduction to French techniques of formal analysisof literary texts through detailed study of contentand form. Application to prose, poetry andtheater. Includes significant written and oral component.Required of all majors.320. French Headline News: The Hidden DailyLife of the French (La France à la une: la vieprivée des Français au quotidien)(3-0-3) DubreilFrance has its share of cultural icons and its place asa nation and a culture is well-respected throughoutthe world. Beyond these façades of institutions andsymbols, which are often envisioned in a too staticmanner, how do French people really live on a dayto-daybasis? This class is designed to enable studentsto enter French homes through the backdoor.Students will examine articles selected from thecurrent-year issues of French national newspapersthrough a web-based curriculum. This informationwill be supported by major theoretical texts sheddinglight on the various themes at the core ofFrance’s social, political, and cultural landscape.371-372. Survey of French Literatureand Culture I and II(3-0-3) (3-0-3) StaffReading of selections and complete works of outstandingFrench authors from major genres andperiods. Required of all majors.398. Special Studies I and II(3-0-3) StaffPrerequisite: Junior standing.409. Literature and Opera(3-0-3) MacKenzieAn examination of literary texts and the operas theyengendered. Authors and composers may includeMolière, Beaumarchais, Mérimée, Dumas, Mozart,Puccini, Bizet, Rossini, Verdi and others. May betaught in English as LLRO 409.410. Le Couple maudit(3-0-3) MacKenzieFocuses on the numerous pairs of starcrossed loversfound in French literature, including texts such asBérénice, Les Liaisons dangereuses, La Princesse deClèves, Manon Lescaut, Adolphe, Carmen, MadameBovary, Eugénie Grandet and Un Amour de Swann.410. Remaking French Culture(3-0-3) DubreilFrench movies have met with quite a success in theU.S. and have inspired in American directors orproducers the desire to make French films in theAmerican idiom. Accordingly, this class will examineAmerican remakes of French films as well astheir French sources. Remake as a cinematographicgenre will be studied. Through lectures and classdiscussions, students will be led to explore the differencesbetween French and American film-makingwith regards to cinematography, editingtechniques, and production. Close examination ofparticular scenes and sequences will also be conductedand will be used as a basis for cross-culturalexploration.413. Voyages in Literature(3-0-3) DouthwaiteA topography of voyage literature encompassing17th-, 18th- and 19th-century authors.421. Introduction to Old French and Anglo-Norman(3-0-3) BoultonAn introduction to the literary language of Franceduring the 12th to the 14th century. Taught inEnglish.426. From Roland to the Holy Grail(3-0-3) BoultonA survey of medieval French literature from 1100to 1300, including the epic, the romance, dramaand poetry.427. Topics in Medieval Literature(3-0-3) BoultonA concentrated study of a particular author, themeor genre of Medieval French literature.428. Medieval French Romance(3-0-3) BoultonA survey of the development of the medievalFrench romance from the 12th to the 14th century.Course may be taught in English as LLRO 428.429. Love and War in Late Medieval France(3-0-3) BoultonThe literature of 14th- and 15th-century France inits social and political context.430. Love Poetry of the Renaissance(3-0-3) DellaNevaPrerequisite: 310.An in-depth study of the love poetry of Scève,DuBellay, Ronsard and their contemporaries.432. Life, Love, and Literaturein Renaissance Lyons(3-0-3) DellaNevaThis course focuses on the city of Lyons, the culturalcenter of the French Renaissance. Literaryworks include extensive readings from the city’smajor poets, Scève, Du Guillet, Labé, as well as excerptsfrom the works of Rabelais, Marot, and DuBellay. Cultural topics include the role of womenin Lyonnais society, art, music, royal pageantry,banking, printing, and the presence of Italians inLyons.434. The Renaissance Woman(3-0-3) DellaNevaA study of women in French Renaissance culture,with special emphasis on the works of women writerssuch as Marguerite de Navarre, Louise Labé andPernette Du Guillet. This course may be offered inEnglish as LLRO 434.435. Topics in French Renaissance Literature(3-0-3) DellaNevaAn in-depth study of a particular theme, author orgenre in Renaissance literature.

195ROMANCE LANGUAGES AND LITERATURES436. Life, Love, and Literature in the Reign ofFrancis I(3-0-3) DellaNevaThis course will include selections from the earlycourt poets known as the “Rhetoriqueurs,”Rabelais, Marot, and Marguerite de Navarre (sisterof Francis I). The cultural component of thiscourse studies the art, music, and architecture ofthe châteaux of the Loire Valley and Fontainebleau.Special attention is given to the role of Francis I asan initiator of the French Renaissance and the religiousunrest of the times.437. Life, Love, and Literature in the World ofthe Baroque(3-0-3) DellaNevaThis course focuses on the literature of the lastquarter of the sixteenth century, including the latepoetry of Ronsard, his rival Desportes, Montaigne,and the religious poets D’Aubigné, Du Bartas, LaCeppède, and Sponde. Cultural topics include theReformation movement and the esthetic of the Baroque.442. Auteurs/Autour de Port Royal(3-0-3) MacKenzieA study of works reflecting a Jansenist world view:Pascal’s Lettres provinciales et Pensées; LaRochefoucauld’s Maximes; La Bruyère’s Caractères;Racine’s Andromaque and Phèdre; and LaFayette’sLa Princesse de Clèves.443. Reading Versailles(3-0-3) MacKenzieThe political, social and artistic phenomena resumedin the word Versailles, approached from anumber of perspectives: historical, architectural,mythological, in painting and in literature.444. Topics in 17th-Century French Literature(3-0-3) MacKenzieThe format of this course will allow for a variety ofapproaches; e.g., thematic or generic, or the workof a particular author.446. Fate, Freud, and Phèdre(3-0-3) MacKenzieAn investigation of Racine’s Phèdre, Euripides’Hippolytos and Seneca’s Phaedra. The course willfocus on issues such as fate, free will, original sinand sexuality.450. What Is Enlightenment? Approaches to aConcept(3-0-3) DouthwaiteThis course explores some of the major ideas thatanimated “Enlightenment” thought. Authors to bestudied include Fontenelle, Voltaire, Maupertuis,Bougainville, Rousseau, Mme. de Graffigny andLaclos.451. The French Revolution: A CulturalApproach(3-0-3) DouthwaiteAn interdisciplinary seminar that explores diversefacets of revolutionary culture, including politics,religion, art history, cuisine, fiction and films aboutthe events of 1789-1800.458. Topics in 18th-Century Literature(3-0-3) DouthwaiteA concentrated study focusing on the works of asingle author, treatment of a specific theme or developmentof a particular genre in 18th-centuryliterature.459. Prose Fiction of the 18th Century(3-0-3) DouthwaiteAn exploration of the development of the genreand the literary themes reflected in outstandingworks of this period. Authors studied includeLeSage, Prévost, Marivaux, Diderot, Rousseau,Laclos and Bernardin de Saint-Pierre.462. Tradition and Revolution in FrenchRomanticism(3-0-3) PerryThis course focuses on writers’ attempts during thefirst half of the 19th century to find new ways ofunderstanding the self, the relationship between theindividual and society, the role of literature in politics,and religious identity. Works by Constant,Chateaubriand, Hugo, Lamartine, Musset, Vigny,Balzac, Stendhal.464. Topics in 19th-Century Literature(3-0-3) Perry, ToumayanTopics will range from the oeuvre of a single author(e.g., Baudelaire, Hugo) and certain major texts tospecific cultural, literary and poetic problems(ritual and theatre, history as literature).465. 19th-Century Short Story(3-0-3) ToumayanThe development of the genre of short narrative in19th-century France. Works of Balzac, Nerval,Barbey d’Aurevilly, Flaubert, Gautier, Mérimée,Maupassant, Nodier and Villiers de l’Isle Adam willbe considered.468. Literature of the Fin-de-Siècle and theBelle Époque(3-0-3) PerryA study of late 19th- and early 20th-centuryFrench prose and poetry, in conjunction with themusic of Wagner and the philosophies ofSchopenhauer, Nietzsche, and Bergson. Works byBaudelaire, Huysmans, Rachilde, Verlaine,Mallarmé, Barrès, Gide, Proust, Anna de Noailles,Colette, Valéry.471. 20th-Century Novel(3-0-3) Perry, ToumayanExtensive readings in the novel, from the beginningof the 20th century to the present, including suchauthors as Gide, Proust, Mauriac, Sartre, Camusand Robbe-Grillet.475. 20th-Century Poetry(3-0-3) Perry, ToumayanPrerequisite: ROFR 310.Extensive readings of works by major poets of the20th century, from the symbolist movement to thepresent.478. From Existentialism to Post-Structuralism(3-0-3) ToumayanThis course will examine the elaboration of the humanistdoctrines of Camus, Malraux and Sartre. Itwill then focus on the systematic challenges to thishumanism, by such authors as Beckett, Blanchot,Genet and Levinas.481A. French Travelers to North Africa(3-0-3) C. PerryThis course will explore works by French writersand artists who visited or resided in the North-Africancountries of Morocco and Algeria from theearly 19th through the late 20th century. We willexamine aesthetic representations as well as thetravel diaries and correspondence of painters suchas Eugène Delacroix, Théodore Chassériau, EugèneFromentin, and Henri Matisse; the travel narrativesof Fromentin (Une Année dans le Sahel), PierreLoti (Au Maroc), and Isabelle Eberhardt (excerptsfrom Écrits sur le sable); short stories by Eberhardt,and novels by J.M.G. Le Clézio (Désert), MichelTournier (La Goutte d’or), and Didier VanCauwelaert (Un aller simple). Studies by EdwardSaïd (Orientalism) and Fatimah Mernissi (Beyondthe Veil: MaleFemale Dynamics in a Modern MuslimSociety), among others, will enable us to approachIslamic culture as well as the vexedquestions of French colonialism and the conditionof women in North Africa.482. Littérature issue de l’immigration(3-0-3) ColyAn introduction to the literary productions by African,Caribbean and Asian immigrants to France.Students will acquire a detailed understanding ofthe relevant strands of current theoretical thinking,and through a close analysis of the texts themselves,will examine recurrent themes and forms in immigrantliterature, including: the representation ofidentity; the concepts of origins; the intersection ofrace, class and gender; and the textual strategies underpinningthese considerations. Finally, we willexamine the different ways in which these authorsare redefining French literature with their singularvoices and styles. Writers to be studied include:Farida Belghoul, Azouz Beggag, Soraya Nini,Calixthe Beyala, Bolya Baenga, Gisèle Pineau, andLinda Lê.485. Representations of the Femininein French Literature(3-0-3) PerryA study of male-constructed images of the “other”in feminine guise, and responses from female writersto such portrayals, from the late 18th to theearly 20th century. Works by Bernardin de Saint-Pierre, Chateaubriand, Lamartine, Balzac,Mérimée, Baudelaire, Flaubert, Barrès, GeorgeSand, Marceline Desbordes-Valmore, Anna deNoailles, Colette.

196ROMANCE LANGUAGES AND LITERATURES486. Women’s Voices in 20th-CenturyFrench Prose(3-0-3) PerryThis course examines the gendered notions of“voice” and “silence” in the narrative prose of 20thcenturyFrench and Francophone female authors.Works by Anna de Noailles, Gérard d’Houville(Marie de Régnier), Colette, Simone de Beauvoir,Anne Hébert, Marguerite Duras, Nicole Brossard,Sylvie Germain, Amélie Nothomb, and essays inFrench feminist criticism.490. French Theatre Production(3-0-3) McDowellStudents will work on a French play throughoutthe fall semester and present it during spring semester.Students from all levels are encouraged toparticipate either in an onstage role or behind thescenes.490A. Molière: homme de théâtre(1-0-1)Prerequisite: By permission only.This one-credit course is an optional supplement tothe ROFR 490 French Theatre Production, openonly to actors in this year’s production. We willlook at the many hats Molière wore during his theatricalcareer: playwright, company manager, actor,theoretician of theatre, as well as the numerousbattles Molière fought to stage his theatre. We willalso view selected scenes performed by professionalsas well as our own Illustre Théâtre de Notre Damedu Lac.495. Senior Seminar(3-0-3) StaffRequired of all first majors.498. Special Studies(3-0-3) StaffPrerequisite: Senior standing, dean’s list.499. Senior Thesis(3-0-3) StaffThis course may cover an in-depth study of a particularauthor, theme, genre or century. In additionto primary texts, some critical material will be requiredreading. This course culminates in a substantialresearch paper.ITALIAN101-102. Beginning Italian I and II (A-B)(4-0-3) (4-0-3) StaffAn introductory, first-year language course with abalanced presentation of the spoken and writtenlanguage. Aims at the acquisition of basic structures,vocabulary and sound systems; implies cultivationof cultural awareness. Designed for studentswith no previous study of Italian. 101 offered fallonly.105-106. Beginning Italian for Architects(3-0-3) (3-0-3) StaffAn introduction to Italian similar to 101-102, butwith a greater emphasis on practical informationnecessary for architects planning an internationalstudy experience.115. Intensive First-Year Italian (A-B)(6-0-5) (6-0-5) StaffAn accelerated one-semester Italian course that introducesthe student to the same topics covered inthe traditional 101-102 sequence. Students whosuccessfully complete 115 are encouraged to enrollin 201 the following semester. This course is designedfor highly motivated students or those withprevious Romance language experience.201. Comprehensive Second-Year Italian(Italian C)(3-0-3) StaffPrerequisite: 102/115 or permission of the instructor.A third-semester college language course. Includesreview and expansion of basic grammatical structures.Extensive practice in speaking and writing.Readings and discussions of a variety of literary andnonliterary texts of appropriate difficulty.231. Italian Stylistics and Culture(3-0-3) StaffPrerequisite: 103 or permission of the instructor.An advanced, fourth-semester language course designedto further develop the student’s conversationalskills and grasp of a wide variety of styles andregisters in Italian. Spoken and written Italian willbe practiced through various classroom activitiesand assignments. Readings include a wide array ofliterary and nonliterary texts (newspapers andmagazines, short fiction, and so on).234. Italian Mass Media (Italian D)(3-0-3) DupontConducted in Italian, this course allows the studentto develop linguistic skills through the study of authenticlanguage materials including popular music,newspapers, television, and film. Spoken andwritten Italian will be practiced through a wide varietyof class activities and assignments.235. Italian Popular Culture (Italian D)(3-0-3) Ryan-ScheutzThis course explores various aspects of Italian languageand culture by incorporating a variety ofInternet and media materials with reading of shortliterary texts. Students learn about Italian culture(popular music, sports, television, film, literature,journalism, and folklore). Written assignments anddiscussions focus on cultural diversity, stereotypes,and social trends.236. Culture, Custom, Buone Maniere(Italian D)(3-0-3) MangioneThis course focuses on conversation and compositionskills through a variety of oral activities, includingclass discussions based on assigned readingson contemporary Italian culture, practice of newvocabulary and idiomatic constructions, individualand group presentations, and scene playing.237. Italian Composition and Conversation(Italian D)(3-0-3) StaffThe course is designed to further develop thestudent’s spoken and written Italian on the basis offree conversation and the analysis of prose texts andcomposition.238. Attitude: Italian Style(3-0-3) MangioneThis course is designed for students who have completedROIT 201, who are returning from a programin Italy, or who are preparing to studyabroad. In-class emphasis on the development oforal proficiency and conversation skills, homeworkassignments aimed at practice of advanced grammar,reaction papers designed to improve writtenexpression: all of these will help the student to gainconfidence while increasing understanding of thedeep culture of contemporary Italy.239B. Tragicomedy/Opera: Short Story/Film(3-0-3) MangioneTragicomedy in Italian Opera/Short Story/Film exploresthe role of irony and humor as copingmechanisms in tragic situations. Students will readopera libretti as literature, view and analyze severalfilms, and read short stories and excerpts fromlonger works by contemporary authors. Grammarreview, regular written homework, and compositionswill complement discussion, presentations,and exams in this course.240. OK Computer Italian(3-0-3) CacheyThis Internet-based Italian language and culturecourse is specially designed for students who havecompiled ROIT 102, the Intensive Italian series, orare returning from Italy or getting ready to gothere. The course presents a syllabus of authenticvideo-based courseware treating a variety of topics,including Italian cultural stereotypes, la famiglia,climate and physical characteristics of the Italianpeninsula, spot pubblicitari, politics, popular music,folklore, sport, and various aspects of high andlow culture. Emphasis is on conversation and writingskills and grammar review.247. Italian Society Today(3-0-3) StaffA multimedia exploration of major aspects ofcontemporary Italian society. Each unit focuses onspecific topics, themes, grammar, communicationactivities, and composition goals.

197ROMANCE LANGUAGES AND LITERATURES345. Introduction to Italian Literature I(3-0-3) Cachey, MoevsPrerequisite: A 200-level Italian course.An introduction to the major writers, genres, andcritical issues of Italian literature from its originsthrough the High Rennaisance. Besides the trecorone (Dante, Petrarch, Boccaccio), we will readworks ranging from St. Francis and the duecentopoets (Giacomo da Lentini, Guido Cavalcanti)through the humanists (Poliziano, Lorenzode’Medici), and the great figures of the High Renaissance(Machiavelli, Ariosto), in their historical,cultural, geographical and artistic (including musical)context. Taught in Italian.385. Introduction to Italian Literature II(3-0-3) Moevs, Ryan-Scheutz, WelleThis course introduces students to major writersand literary movements in 18th, 19th, and 20thcenturyItaly, including Goldoni, Leopardi,Foscolo, Manzoni, Verga, Pirandello and manyothers. Taught in Italian.398. Special Studies(3-0-3) StaffPrerequisite: Junior standing, dean’s list.409. The Italian Lyric(3-0-3) MoevsAn in-depth textual analysis of selected lyric masterpiecesfrom the breadth of the Italian tradition,from Cavalcanti to Montale. Taught in Italian.410. The Italian Short Story(3-0-3) WelleReadings in short prose fiction beginning withBoccaccio’s Decamerone and reaching to our timeswith special emphasis on narrative techniques, theliterary periods, language and critical theories.411. Cinema e letteratura(3-0-3) Ryan, WelleConducted in Italian, this course analyzes Italianfilms and literary works in studying points of intersectionand divergence between film and literature.421-422. Dante I and II(3-0-3) (3-0-3) Moevs, CacheyAn in-depth study, over two semesters, of the entireComedy, in its historical, philosophical and literarycontext, with selected readings from the minorworks (e.g., Vita Nuova, Convivio, De vulgarieloquentia). Lectures and discussion in English; thetext will be read in the original with facing-pagetranslation. Cross-listed.Students may take one semesteror both, in either order.421C. Dante’s Commedia(3-0-3) P. BoitaniThis course will offer a survey of major themes ,scenes and cantos in Dante’s Inferno, Purgatorioand Paradiso, trying to link their medieval contextwith our contemporary concerns and underliningthe poetic value of the passages. We shall examinethe overall structure of the poem and its central imagesof the voyage and sailing, the way in whichDante deals with shadows, his concern with creation,prophecy and the future.427. Italian Dialect Literature(3-0-3) HallerIn this minicourse, we discuss aspects of Italy’s literarytradition in dialect across time, space, andgenres. Following a brief introduction to Italy’sdialect varieties, we will consider some major poetswho write in Milanese, Roman, and Neapolitandialect, and the plurilingual theatrical tradition.432. Petrarch(3-0-3) Cachey, MoevsThe course will explore fundamental themes inPetrarch’s writings in Latin, especially the Secretumand the epistles and in the Triumphs and theCanzoniere. Contemporary critical approaches willbe employed in the analysis of the Canzoniere.433. Boccaccio(3-0-3) Cachey, MoevsA textual analysis of the Decameron, with emphasison structure and themes. Different critical approacheswill be used in the analysis of individualtales, their relationships to the frames and their reflectionon Boccacio’s society.434. Machiavelli and Guicciardini(3-0-3) CacheyThis course will compare and contrast major worksof these “classical” Italian Renaissance authors.435. La Letteratura di Viaggio: storica e critica(3-0-3) CacheyThis course examines major Renaissance Italiannarratives of the Age of Discovery. It concentrateson the theoretical and practical problems involvedin attempting to read historical texts as “literaryartifacts.”437. Ariosto e Calvino: “un’idea di letteratura”(3-0-3) CacheyThis course examines Lodovico Ariosto’s OrlandoFurioso in the light of Italo Calvino’s reading of thepoem and the recent “Calvinian” reading of thepoem by one of Italy’s leading philologist-critics,Corrado Bologna (La Machina del Furioso). We willbegin with a reading of Calvino’s Six Memos for theNext Millennium and then move on to a reading ofthe Furioso.450. Afieri, Foscolo, and Leopardi(3-0-3) MoevsA study of selected works from the three greatestpoets of the Neoclassical and Romantic period,with particular attention paid to the tension andfusion in their thought between Enlightenmentand Romantic conceptions of self, humanity andnature.460. Manzoni(3-0-3) MoevsA close reading of the Promessi Sposi in its historicaland cultural context, with special attention given toits artistic and social aims as a novel at once historical,political, and self-consciously Catholic.470. Italian Women Writers(3-0-3) Ryan-ScheutzThis course explores the development of female discoursein the works of female writers across thecenturies, with a focus on the 20th century. Wetrace and identify the subtleties and variationsamong women’s voices within the Italian literarycanon. Discussions, presentations, and assignmentswill examine themes such as motherhood, autobiography,and feminism.482. Comedy, Italian Style!(3-0-3) WelleAn examination of Italian comic traditions in theatreand cinema within the contexts of history,politics, and society. The popular film genre “comedyItalian style” is analyzed, together with filmcomedies from the silent period through the 1990s.483. Spotlight on Pirandello(3-0-3) WelleThe literary, theatrical, and cinematic works ofLuigi Pirandello within the context of Italian cultureand society between the 1880s and the 1930s,and as an integral force of Italian and Europeanmodernism.485. Cinema e Scrittori(3-0-3) Ryan-ScheutzAn in-depth study of a particular Italian filmmaker(Pasolini, Fellini, Antonioni, Wertmueller) orgroup of filmmakers and their relationship rto artwith various literary works, trends and groups.489. Modern Italian Fiction(3-0-3) WelleMajor works of Italian fiction from the 19th centuryuntil the present are analyzed in relation toItalian society and culture within the contexts ofEuropean history and literary movements.495. Italian Seminar(3-0-3) FacultyPrerequisite: A 300- or 400-level course taught inItalian.An in-depth study of a particular author, theme,genre or century. In addition to treating the primarytexts, some critical material will be requiredreading. This course culminates in a substantial researchpaper. Taught in Italian.498. Special Studies(3-0-3) StaffPrerequisites: Senior standing, dean’s list.499. Thesis(3-0-3) FacultyPrerequisites: Senior standing, dean’s list.

198ROMANCE LANGUAGES AND LITERATURESPORTUGUESE111F-112F. Intensive Beginning Portuguese(6-0-5) StaffAn intensive introductory course with a balancedpresentation of the spoken and written language.Along with the acquisition of language skills, emphasisis placed on comprehension and culturalawareness. The sequence of 111-112F fulfills thelanguage requirement.121-122. Portuguese for Spanish Speakers Iand II(3-0-3) FerreiraThe intensive Portuguese 121-122 course sequenceis designed for students with at least intermediatelevelproficiency in Spanish. Classroom activitiesemphasize the acquisition of basic language structures,vocabulary, and sound system, as well as theactive use of spoken language in context. Studentsare introduced to the cultures of the Portuguesespeakingcountries through current video, printedmedia, music, and short fiction.201. Intermediate Portuguese(3-0-3) FerreiraThrough selected readings in Portuguese, Brazilian,and Lusophone African literatures, films, newspaperand magazine articles, and popular music, studentsdiscuss a variety of cultural issues and expandtheir vocabulary. Particular attention is placed onreviewing major topics of Portuguese grammar anddeveloping students’ writing abilities. Conductedin Portuguese.SPANISH101A.(0-0-3)The first semester of beginning Spanish, via AdvancedPlacement credit, the CEEB or the NotreDame placement examination.101-102. Beginning Spanish I and II(4-0-3) (4-0-3) StaffAn introductory, first-year language course with abalanced presentation of the spoken and writtenlanguage. Aims at the acquisition of basic structures,vocabulary and sound systems; stresses appreciationof cultural awareness. Designed forstudents with no previous study of Spanish. 101and 102 offered every semester.103. Intermediate Spanish(3-0-3) StaffPrerequisite: 102 or placement by exam.A third-semester college language course, designedto provide a comprehensive and thorough review ofgrammar emphasizing the active use of Spanish forpractical oral and written communication. Oralpractice is realized through in-class activities, readings,and cultural videos of appropriate difficulty.Offered both semesters.Catherine Perry, associate professor of French118. Intensive Beginning Spanish for StudyAbroad(5-0-5) FarleyThe ROSP 118-128 sequence is designed for thosewho intend to participate in an international studyprogram in Mexico or Spain while at Notre Dame.ROSP 118 is an intensive beginning course thatcovers the material from Spanish 101 and 102 inone semester, with classes five days per week. Equalemphasis is placed on spoken and written Spanish.Along with the acquisition of language features,students gain an awareness of Hispanic culture.The intensive ROSP 118-128 course sequence fulfillsthe language requirement.128. Intensive Intermediate Spanish for StudyAbroad(5-0-5) AmeriksPrerequisite: 118 or placement by exam in 128.The ROSP 118-128 sequence is designed for thosewho intend to participate in an international studyprogram in Mexico or Spain while at Notre Dame.ROSP 128 is an intensive intermediate course thatcovers the material from Spanish 103 and 201 inone semester, with classes five days per week. Equalemphasis is placed on spoken and written Spanish.The course includes a review of major grammarpoints, literary readings, and cultural readings. Theintensive 118-128 course sequence fulfills the languagerequirement.201. Advanced Spanish I(3-0-3) StaffPrerequisite: 103 or placement by exam.An advanced, fourth-semester college languagecourse. Emphasis on expansion and refinement oforal and written language skills (competence) requisitefor work in upper-level language and literaturecourses. Reading and discussion of a variety ofliterary and nonliterary texts of appropriate difficulty.Grammar review is a secondary component.202. Advanced Spanish II(3-0-3) StaffPrerequisite: 201 or placement by exam.An advanced, fifth-semester college language coursefor those who choose to continue the type of workbegun in 201. Emphasis on refinement of oral andwritten language skills (competence). Reading anddiscussion of a variety of literary and nonliterarytexts of appropriate difficulty. Grammar review isagain a component, but one of secondaryimportance.211-212. Spanish for Near-Native Speakers Iand II(3-0-3) (3-0-3) Jakab, ColomaA course of intensive grammar study, reading andwriting. Designed for those who may speak withconsiderable fluency but have little or no grasp ofgrammar and the written language. The goal is toachieve a level of literacy equivalent to that of a college-educatednative speaker: to strengthen thecommand of written Spanish and the mechanics ofcomposition and style.

199ROMANCE LANGUAGES AND LITERATURES230. Spanish for the Medical Profession(3-0-3) JakabThis course introduces students who have masteredthe rudiments of Spanish grammar to a vocabularyallowing them to discuss medicine and health carewith the Spanish-speaking population. Linguisticskills are fostered through vocabulary study, a seriesof short compositions, classroom dialogues, conversationand oral presentations.231. Conversational Spanish(3-0-3) StaffPrerequisite: 103 or placement by exam.This course is designed to further develop thestudent’s conversational skills and grasp of a widevariety of styles and registers in Spanish. SpokenSpanish will be practiced through various types ofclassroom activities and assignments, with specialattention to conversation and vocabulary building.Emphasis will be on topics of current interest.Grammatical principles will be applied to structuredconversations and compositions.232. Spanish Current Events(3-0-3) StaffPrerequisite: 201 or placement by exam.Course will be using current events as its foundationfor developing reading, writing and conversationskills, with its primary source of information aSpanish newspaper published in the United States.234. Civilization and Culture of Spain(3-0-3) StaffPrerequisite: 201 or placement by exam.This class will explore the geographical, historicaland political factors which have contributed to thedevelopment of contemporary Spain.235. Hispanic Civilization and Culture(3-0-3) StaffPrerequisite: 201 or placement by exam.An introduction to the scope and variety of Hispanicculture. Especially for those desiring to continuestudies in language and culture but preferringto de-emphasize the literature component. Readingsat an intermediate level in history, art, cultureand society will be the basis for lectures and discussions;focus on thought and daily life. Not designedfor international study returnees.236. Spanish for Business(3-0-3) CaponigriPrerequisite: 201.This class is designed for the student who wants tolearn and study Spanish terminology, phrases andcultural conventions used in business situations inSpain and Latin America.237. Spanish Conversation and Writing(3-0-3) StaffPrerequisite: 201 or placement by exam.Intended to develop writing proficiency throughliterary and nonliterary texts from Spain and SpanishAmerica while continuing to promote oral proficiencydevelopment.255. Studies in Mexican Culture(3-0-3) IbsenAn introduction to Mexican culture that includesintermediate-level readings on history, art, literature,as well as films and music, as the basis for lecturesand discussions. Active participation isencouraged. Preference for this course will be givento freshmen and sophomores, although juniors arewelcome to apply.290. 20th-Century Latin America and the Arts(3-0-3) StaffPrerequisite: 201.An introduction to painters, such as Botero, Mattaand Rivera, and major films of the last 30 years.310. Textual Analysis(3-0-3) StaffPrerequisites: Two or more 200-level courses or permission.A practical introduction to the analysis and explicationof Spanish-language literary texts. Short textsin prose, poetry and theater from a variety of periodsand countries within the Hispanic world areread, presented and discussed. Recommended prerequisitefor the survey courses. Required to betaken by the end of the junior year.318. Survey of Spanish Literature I(3-0-3) Juárez, Seidenspinner-NúñezA survey of Spanish literature through 1700. Readingsof selected texts in prose, poetry and theaterfrom the medieval, Renaissance and baroqueperiods.319. Survey of Spanish Literature II(3-0-3) Jerez-FarránA survey of Spanish literature from the neoclassicalperiod to the present. Readings include a selectionof texts by the most representative poets, playwrightsand novelists of each of the literary periodsunder study: Moratín, Rivas, Espronceda, Bécquer,Galdós, Unamuno, García Lorca, and Cela.328. Survey of Spanish American Literature I(3-0-3) Anadón, Anderson, HellerA general introduction to and survey of majorworks of colonial and 19th-century literature up toModernism.329. Survey of Spanish American Literature II(3-0-3) Anderson, Ibsen, Olivera-WilliamsA survey of literary trends and major figures inmodern Spanish-American literature (1880-present). Readings of selected texts in prose, poetryand theatre.390. Advanced Composition and Stylistics(3-0-3) StaffA further refinement of Spanish speaking and writingskills.398. Special Studies(3-0-3) FacultyPrerequisite: Junior standing, dean’s list.401. Medieval Spanish Literature(3-0-3) Seidenspinner-NúñezThis course is intended to introduce the student tothe literature of medieval Spain. The texts will bediscussed and analyzed in the light of both medievaland modern critical concepts, and with a view todeveloping an understanding of the medieval cultureof which they were a part. The works to becovered were written between 1200 and 1500 andinclude a wide variety of themes and genres.411. Spanish Golden Age Theater(3-0-3) Juárez, Seidenspinner-NúñezA critical evaluation of representative golden ageplays will highlight the major themes, their intenselynational character and the strengths andlimitations of their conventions.412. Renaissance and Baroque Poetry of Spain(3-0-3) JuárezA close reading of traditional and italianated poetrythat includes villancicos, romances and the works ofGarcilaso de la Vega, Fray Luis de León, San Juande la Cruz, Góngora, Quevedo and Sor Juana Inésde la Cruz.413. The Picaresque Novel(3-0-3) JuárezAn introduction to a unique Spanish genre, thePicaresque novel, or literature of the delinquent,with major focus on the Spanish golden age masterpieces:Lazarillo de Tormes, Guzman de Alfaracheand El Buscón. The works are studied as literatureand as social commentary.414. Don Quixote(3-0-3) JuárezA close textual analysis of the novel in its literary,historical and cultural contexts.416. Topics in Golden-Age Spanish Literature(3-0-3) FacultyAn in-depth study of a particular theme, author orgenre in golden age literature.431. Literature, Society and Politicsin 19th-Century Spain(3-0-3) FacultyA study of the cultural and social issues of 19thcenturySpain through various texts (from short storiesto novels, from political declarations tonewspaper articles).432. Spanish Avant-Garde Literature(3-0-3) Jerez-FarránAn analysis of avant-garde literary movements inSpain, including works by authors such as Valle-Inclán and the generation of 1927.433. Modernismo y Generación del ’98(3-0-3) Jerez-FarránA study of the most representative literary worksfrom these two movements, against the backgroundof social, national and ideological crises in fin-desiécleSpain.

200ROMANCE LANGUAGES AND LITERATURES434. 19th-Century Spanish Novel(3-0-3) FacultyA study of the development of the Spanish novelsince 1868, examined as aesthetic expression of thelong process of consolidation of the bourgeois socialorder in 19th-century Spain.442. Modern Spanish Poetry(3-0-3) Jerez-FarránA close reading and analysis of the major Spanishpoets of 19th- and 20th-century Spain, with emphasison Machado, Juan Ramón Jiménez, Lorca,Alberti, Guillén and other poets from post-FrancoSpain.443. Modern Spanish Prose(3-0-3) Jerez-FarránMajor novels of contemporary Spain examinedwithin the context of the social, political and intellectualcrises from the time of the Spanish-AmericanWar of 1898 to the post-Franco period.Includes works by Baroja, Unamuno, Cela, Martin-Santos, Laforet, Matute, Goytisolo and Montero.444. Love in 20th-Century Spanish Literature(3-0-3) Jerez-FarránAn examination of the theme of love in major20th-century works and in aesthetic trends ofmodern Spain.448. Feminism in Modern Spain(3-0-3) Jerez-FarranA study of the literary output of female writers inthe second half of 20th-century Spain seen in relationto the social, political, and cultural changes ofthe time.450. Spanish Short Story(3-0-3) Jerez-FarránClose examination of the evolution of the shortstory in Spanish literature from the 19th to the20th century, with emphasis on contemporaryauthors.451. Modern Spanish Theater(3-0-3) Jerez-FarránA survey of Spanish theatrical expressions from theearly 19th century to the present. Includes neoclassical,romantic and realist theatre and the technicalinnovations of contemporary playwrights such asBenavente, Lorca, Valle-Inclán and the theatre ofthe present.463. Chronicles of the Spanish Conquest(3-0-3) AnadónA course on the major chronicles of the discoveryand conquest of America by Spanish and LatinAmerican authors.464. Spanish American Colonial Poetry(3-0-3) AnadónClose readings and discussion of selected works ofpoetry by major authors from colonial LatinAmerica.465. Studies in Latin American ColonialLiterature(3-0-3) AnadónProse texts from the colonial period examined intheir cultural context.471. Does a Nation Have a Woman’s Face?(3-0-3) Olivera-WilliamsA study of the national imaginary depictedthroughout 19th-century Spanish American fictionalprose and essays. Special attention will begiven to gender issues and historical events.481. Modern Spanish American Novel(3-0-3) IbsenA study of novels reflecting major literary currentsand historical events, from the Mexican Revolution,indigenismo, to the experimental novels ofmore recent times.483. Great Spanish American Poets of the 20thCentury(3-0-3) Olivera-WilliamsThis course will focus on the principal trends ofSpanish America lyrical production through closereadings of outstanding poems by major authors,from the avant-garde to the present. Works byMistral, Vallejo, Paz, Gelman, Pizarnik, and Peri-Rossi will be included.484. Contemporary Caribbeanand Central American Narrative(3-0-3) Anderson, IbsenThis course will focus on the principal trends ofCaribbean and Central American narrative throughclose reading of both novels and short stories,including works by Asturias, Cabrera, Carpentierand Ferré.485. Modern Spanish-American Theater(3-0-3) Olivera-WilliamsCombines a study of the development of the dramaticgenre in Spanish America with close readingsof plays mirroring major historical events and specialproblems in Spanish American literature.486. Contemporary Women’s Fictionin Spanish America(3-0-3) Olivera-WilliamsAn overview of contemporary women writers, theirfiction, and their situation within the culture.487. New Readings in Modern CaribbeanLiterature(3-0-3) Anderson, HellerThis course will analyze a selection of works from awide range of genre — poetry, theater, prose, essay— by representative authors from Cuba, the DominicanRepublic and Puerto Rico, written fromthe turn of the century to the present.488. Pop Culture: Caribbean(3-0-3) AndersonIn this class, we study a number of aspects of popularculture in the modern Hispanic Caribbean(Cuba, Puerto Rico, Dominican Republic), includingliterature, music, film, and art.490. Spanish American Short Story(3-0-3) IbsenA survey of the development of the short-storygenre in Spanish America. Close readings of outstandingworks by major authors.491. Studies in Spanish American Culture(3-0-3) Anderson, Heller, Ibsen, Olivera-WilliamsThis course considers the issue of Latin Americanidentity through a variety of media including film,literature, and popular culture. Focus may be on aparticular region or genre.492. Mexican Literature(3-0-3) IbsenCombines an overview of the historical developmentof prose, poetry and theatre in Mexico, with aclose look at special problems and issues in Mexicanliterature.493. Topics in Contemporary Spanish AmericanLiterature3-0-3) Olivera-Williams, VeraniAn in-depth study of a particular theme, author, orgenre in Contemporary Spanish American literature.494. Women Writers of the Spanish-SpeakingWorld(3-0-3) IbsenA general introduction to female writers, bothSpanish peninsular and Latin American, from thegolden age of Spain through the 20th century. Mayalso be offered with emphasis solely on LatinAmerican female authors.495. Senior Seminar(3-0-3) FacultyPrerequisite: Senior Spanish majors only.This course may cover an in-depth study of a particularauthor, theme, genre or century. In additionto treating primary texts, some critical material willbe required reading. The course culminates in asubstantial research paper. May be taken either fallor spring term.498. Special Studies(3-0-3) StaffPrerequisites: Senior standing, dean’s list.499. Thesis(3-0-3) StaffROMANCE LITERATURESThe following courses are taught in English.There are no prerequisites.180. Literature University SeminarCultural and literary crossroads in theFrancophone, Italian and Hispanic worlds. Restrictedto first-year students.

201ROMANCE LANGUAGES AND LITERATURES SOCIOLOGY385. King Arthur in History and Literature(3-0-3) BoultonA team-taught examination of the developmentand influence of the legend of Arthur, King of Britain,both in history and in literature.421-422. Dante I and II(3-0-3) Moevs, CacheyAn in-depth study, over two semesters, of the entireComedy, in its historical, philosophical and literarycontext, with selected readings from the minorworks (e.g., Vita Nuova, Convivio, De vulgarieloquentia). Lectures and discussion in English; thetext will be read in the original with facing-pagetranslation.428. Arthurian Romance(3-0-3) BoultonA study of the medieval romances of the ArthurianRound Table, in French, German, Spanish, Italian,and English.429. Words and Music(3-0-3) BoultonA study of the relationship between words andmelody in medieval Latin and French poetry.432. Lyric Poetry of the Renaissance(3-0-3) DellaNevaA study of three major lyric poets of Italy, Franceand England: Petrarch, Ronsard and Shakespeare.434. The Renaissance Woman(3-0-3) DellaNevaA study of women in the Renaissance, both as authorsof texts and as images within texts.435. The Italian Renaissance(3-0-3) CacheyA critical analysis of the highest achievements ofthe Italian Renaissance in literature and related areas.Focus on representative authors, e.g., Petrarch,Boccaccio, Alberti, Leonardo, Castiglione,Machiavelli, Michelangelo, Guicciardini, Vasariand Cellini and on leading impulses in the arts,philosophy and religion.460. Outspoken Readings in Literature(3-0-3) Jerez-FarránA study of literary representations of homosexualityfrom the classical period to modern times that intersectwith other major contemporary themes suchas theories of gender construction and the historyof sexuality, sexual deviance and heterosexism.480. History of the Italian Cinema(3-0-3) WelleTaught in English, this course traces the evolutionof the Italian cinema from its origins to the present.Representative film classics and genres are studiedin their cultural, political and economic contexts.481. Italian Film and Literature(3-0-3) WelleItalian films and literary works are analyzed tostudy the points of intersection and divergence betweenfilm and literature.485. Modern French Literature in Translation(3-0-3) ToumayanA study of major works of 19th- and 20th-centuryFrench literature, including works by Baudelaire,Flaubert, Proust, Valery, Malraux, Camus, Sartre,Beckett and Hebert.487. African and Caribbean Women Writers(3-0-3)Writings by women from the Francophone culturesof North (the Maghreb) and sub-Saharan Africaand the Caribbean (Martinique, Guadeloupe andHaiti). An examination of the political andsociological circumstances in which women haveproduced literature in these national spaces, theirrespective ideological stances, attempts atconstructing cultural and political identities andthe emergence of a feminist aesthetics. Taught inEnglish. Crosslisted with ROFR 487.SociologyChair:Michael R. WelchWilliam R. Kenan Jr. Professor of Sociology:Joan AldousWilliam P. and Hazel B. White Professorof Sociology:Maureen T. HallinanEugene Conley Professor of Sociology:Jorge BustamanteJulian Samora Chair in Latino Studies:Gilberto CárdenasProfessors:Fabio B. Dasilva (emeritus); Eugene W.Halton; J. Samuel Valenzuela (on leave spring2003); Andrew J. WeigertAssociate Professors:Kevin J. Christiano; Robert M. Fishman;David S. Hachen Jr.; C. Lincoln Johnson;David M. Klein; Richard A. Lamanna(emeritus); Felicia LeClere; Daniel Myers;Lynnette P. Spillman; Robert H. Vasoli(emeritus); Michael R. Welch; Richard A.WilliamsConcurrent Assistant Professor:Mark L. GuntyAssistant Professors:William J. Carbonaro; Naomi R. Cassirer (onleave); Rory McVeigh; Vibha Pinglé (on leave);David Sikkink (on leave); David Yamane (onleave)Visiting Assistant Professor:Michael Gibbons; Ann R. PowerAdjunct Professor:Rev. Leonard F. ChrobotDirector of Undergraduate Studies:Ann R. PowerProgram of Studies. The Department of Sociologyhas a national reputation and its scope of interestis worldwide. Yet it also is intensely concernedwith the U.S. cultural and social experience and itsproblems.The requirements for a sociology major reflecta program that offers both structure and flexibility.The program is designed to acquaint the studentwith the core of the discipline and with areas ofspecialization which can be studied in some depth.Sociology deals with human interaction on thegroup level wherever it may occur: in family andbusiness, law and politics, medicine and religion,and a host of other settings. What can you do witha sociology degree? Notre Dame’s survey of alumniwho majored in sociology revealed that they areemployed as university professors, corporation executives,real estate agents, insurance agents, consultants,politicians, medical administrators,teachers, social workers, business managers, religiousministers, and many other occupations.

202SOCIOLOGYThe requirements for the sociology major are asfollows.(a) Every student is encouraged to take SOC102, Understanding Societies, or SOC 304, Principlesof Sociology. Neither course is required butrecommended as a good foundation for the sociologymajor.(b) Students must take a minimum of 25 credithours (usually eight courses and the proseminar—one credit) offered by the department. Studentsare urged to start their major as early as possiblebut can declare a major or change majors at anytime as long as they are able to fulfill therequirments.(c) The requirments for the major are the followingfour courses:SOC 300. Foundations of Sociological TheorySOC 302. Research MethodsSOC 303. Statistics in the ProfessionsSOC 390. Proseminar (one credit)Required courses should be taken as soon aspossible, especially before taking any 400-levelcourses.(d) Each major must take a minimum of two400-level lecture or seminar courses. Internships(SOC 496) and Independent Studies (SOC 497)do not fulfill this requirement.(e) A maximum of six credit hours of internshipcan be used as electives to meet the 25-hourrequirement for the major. Normally a studentshould take an appropriate lecture course in preparationfor the internship.The department prides itself on its program ofclose personal advising, in which each major canbuild a program of courses with the help of a facultyadvisor and Undergraduate Director. Advisorswillingly give much time to aid students in planningtheir course schedules and careers. Each majoris assigned to a faculty advisor whose own academicinterests dovetail with those of the student. Eachstudent, working closely with a faculty advisor, canmap out a personalized program of study that willsatisfy the department’s requirements for the majorand simultaneously accommodate the student’s academicinterests and career aspirations.The department also insists that its studentshave ample opportunity to develop further theirscientific and creative writing skills. Thus, all facultyare urged to require intensive writings in eachclass. Indeed, SOC 300 (Foundations of SociologicalTheory), required of all sociology majors, is designatedby the sociology department as a “mostintensive” writing course.The sociology major can be pursued along withanother major. Many of our students combine sociologywith a major in business, economics, politicalscience, preprofessional, psychology, theology, etc.It is important to note that students in theMendoza College of Business who wish to major insociology in addition to their business major do nothave to meet all the other requirements of the Collegeof Arts and Letters.Of particular interest to students in recent yearshave been the Gender Studies Interdisciplinary Major(GSC2) or Minor (MGSC), the program of theInternational Institute for Peace Studies (IIPS), theComputer Applications Program (CAP2), theHesburgh Program in Public Service (MHES), andthe Program in Social Work at Saint Mary’s College.All of the above are readily combined with asociology major.Students pursuing a major in sociology mustmeet all requirements for the major or equivalentcourses. Additional courses from other departmentsand programs may be accepted as fulfilling the major,provided they meet with the approval of the sociologydepartment. The department tries to beflexible when working out an individual student’sprogram, and with the advisor’s recommendation,other modifications also are possible.The department has an active Epsilon Chapterof Alpha Kappa Delta, the international sociologyhonor society. Especially through the AKD, as wellas through informal meetings in faculty homes andfield trips, majors make strong friendships withother majors having common interests. Studentsinterested in the various phases of the programare encouraged to contact the director of UndergraduateStudies (Room 823 Flanner Hall) at anytime.The department also encourages students tojoin the University of Notre Dame Sociology Club.The purpose of this club is to enrich the sociologymajor. This student organization sponsors activitiesoriented to careers in sociology and sociology-orientedcareers, to becoming professionally activewhile in college, and to student interests in society,as well as to purely social activities.Course Descriptions. The following course descriptionsgive the number and title of each course.Lecture hours per week, laboratory and/or tutorialhours per week and credits each semester are in parentheses.The instructor’s name is also included.102. Understanding Societies(3-0-3) Myers, Yamane, HachenSociological analysis of personality, culture and society.A wide variety of groups and institutions arestudied, including the economy and business, lawand politics, religion and churches, marriage andfamily, education and schools, inequality andequality.122. Introduction to Social Psychology(3-0-3) Welch, Johnson, Myers, PowerAnalysis of important human processes includingperceiving and knowing other people, attitudes andattitude change, conformity and nonconformity,cooperation and competition with others, leadershipin groups, attraction and love, aggression andviolence, prejudice.180. Social Sciences University Seminar(3-0-3) Christiano, Hachen, Klein, Sikkink,CarbonaroAn introduction to the seminar method of instruction,accenting the organization and expression ofarguments suggested by readings in sociology. Eachof the seminars treats a particular sociological topic,such as family life, social problems, the urban crisis,poverty.202. Today’s Organizations(3-0-3) HachenExamines macrosociological topics such as socialevolution theories of industrial societies, the historicaldevelopment of capitalism, hierarchical differentiationswithin a society (social classes, socialstatus, urbanization) and the bureaucratic structuresof organizations. Will enable students to analyzetheir societal structure in terms of history,present configuration and dynamic processes.218. Ethnicity, Gangs, and Organized Crime(3-0-3) StaffThis course examines the intersection of ethnicity,gangs, and organized crime from both a historicaland sociological viewpoint. We will undertake a basicsurvey of criminological theories as they applyto ethnic and group crime; we will attempt to explainand define organized crime, with a particularemphasis on ethnic Mafias; and we will examinethe phenomenon of ethnic gangs in the UnitedStates today.220. Social Psychology(3-0-3) Welch, Williams, Myers, PowerAn analysis of important human processes, includingperceiving and knowing other people, attitudesand attitude change, conformity and nonconformity,cooperation and competition with others,leadership in groups, attraction and love, aggressionand violence, prejudice. Specifically designed forsociology and other liberal arts majors and will emphasizetheory and research. As a result, it is notrecommended for students having had SOC 122,as the content may overlap.228. Social Inequality and American Education(3-0-3) CarbonaroMany have claimed that the American educationalsystem is the “great equalizer among men.” Inother words, the educational system gives everyonea chance to prosper in American society regardlessof each person’s social origins. In this course, weexplore the validity of this claim. Do schools helpmake American society more equal by reducing theimportance of class, race, and gender as sources ofinequality, or do schools simply reinforce existinginequalities and reproduce pre-existing social relations?Topics covered include unequal resourcesamong schools, sorting practices of students withinschools, parents’ roles in determining student outcomes,the role of schooling in determining labormarket outcomes for individuals, and the use ofeducational programs as a remedy for poverty.

203SOCIOLOGY232. Social Problems(3-0-3) Johnson, GibbonsAnalysis of selected problems in American societysuch as crime, narcotic addiction, alcoholism, delinquency,racial and ethnic conflict, prostitutionand others. Discussions, debates, films, tapes andreadings.234. Criminal Justice(3-0-3) McVeighThis course is intended to introduce the student tovarious aspects of the criminal justice system, includingthe police, the prosecutor, the courts andparole. The primary focus will be on a sociologicalanalysis of crime and the workings of the criminaljustice system. Topics will include social perceptionof the criminal justice system, relations betweenmembers of the criminal justice systems and thecommunity, treatment of women and minorities inthe criminal justice system, and current events.242. Marriage and Family(3-0-3) Klein, CassirerChanging family patterns, sex roles, sexuality, premaritalrelationships, marriage and divorce, parenthood,childhood and family interaction are some ofthe topics. Singles, dual-career families, alternativemarriage forms and the future of marriage and familyare also taken up.300. Foundations of Sociological Theory(3-0-3) Fishman, Pinglé, YamaneLimited to sociology majors.This course surveys the history of social thought inthe United States and Europe since the 19th century.Emphasis is given to major theorists who havecontributed to such principal movements of sociologicaltheory as Marxism, structural-functionalism,social Darwinism, pragmatism and symbolicinteractionism.302. Research Methods(3-0-3) Gunty, Hachen, LeClere, Carbonaro,WilliamsBegins with discussion of scientific method,conceptualization of research problems and measurement.The course then explores the dominantmodes of social science research: field work andparticipant observation, survey and interviewing,experimental designs and evaluation research.303. Statistics in the Professions(3-1-4) Johnson, Myers, GibbonsDesigned to teach students how to interpret andcritically evaluate statistics commonly used in thesocial sciences and in many areas of the businessand medical world to describe, project and evaluate.Focus is upon a conceptual understanding ofwhat the statistic does, what it means and what assumptionsare being made in its use. The course requiresonly high school arithmetic and is notmathematically difficult.Daniel Myers, associate professor of sociology306. Race and Ethnicity in America(3-0-3) CassirerThis course focuses on race and ethnic relations inthe United States. Current cases involving racialand ethnic issues will be presented and discussed inclass. Readings and materials will present three approachesto the study of majority-minority grouprelations, the emergence and maintenance of groupdominance and minority-group adaptations tomodes of dominance, including separation, accommodation,acculturation and assimilation. Classparticipation and students’ experiences will beemphasized.309. Culture and Society: SociologicalApproaches(3-0-3) SpillmanIn this class we will examine cultural dimensions ofimportant social processes, and we will survey contemporarysociological approaches to analyzing culture.Examples will include readings on home andwork, social hierarchies, political culture, mediaand the arts, and social change.

204SOCIOLOGY320. Sociology of Aging(3-0-3) KleinWith life expectancy increasing and birth rates declining,the populations of Western cultures havebeen rapidly aging. What are the implications ofthis aging process for social institutions (the family,economy, government) as well as for the individualwell-being of the elderly? What does the futurehold for those of us who will spend an increasingproportion of our lives past age 65? These andother questions are addressed in this course, whichfocuses on the social, economic and personal challengesfacing all of us in the latter half of the lifecycle.326. Technology and Social Change(3-0-3) AlpertThis class examines how technology has oftenserved as the catalyst for social change for hundreds—indeed,thousands—of years. The course isdivided into several sections, some of which willtrace from a historical perspective the social impactof specific technologies—some predating the IndustrialRevolution, such as the clock, the stirrup,and the pulley. Other course sections will examinetechnology and social change in specific contexts—e.g., the medical and communication contexts. Thefirst portion of the class will be devoted to some ofthe basic issues in our collective understanding oftechnology and social change. Issues such asdeskilling of workers, institutionalization of technologyinto society, and innovation will be examined,as will various approaches to understandingtechnology, such as the social construction of technologyand technological determinism.331. The Sociology of Time(3-0-3)Every Notre Dame student knows about time pressure.Have you ever wondered why? We tend to acceptTime as a physical fact that is given, to whichwe must adapt. But the study of Time is one of thefastest growing areas of sociology. Time is sociallyconstructed, it is part of the foundation of sociallife and it affects the shape of every other social institution— and it varies from society to society. Inthis course we will study how and why Time canvary and how differences in the institution of Timeaffect people’s lives. A few of the topics we willstudy are the fundamental difference between cyclicaland linear time; why some societies are clockwatching, while others move to a more naturalrhythm; and, how it came to be that “time ismoney.”332. Criminology(3-0-3) McVeighCrime data, crime causation theories, criminal behaviorsystems, criminal procedure and corrections.Firsthand knowledge of courts, police jails and prisonsis encouraged. Optional field trips.335. Sociology of Education(3-0-3) Sikkink, Hallinan, Power, CarbonaroThis course focuses on the relationship betweeneducation and society. In the course, a variety oftheoretical approaches and contemporary issues inthe field of education will be discussed. Topics tobe addressed include, but are not limited to, genderand race inequalities in education, the role ofschools as agents of selection and socialization, andthe nature of educational reform movements. Classparticipation and the experiences of students willbe emphasized.338. Poverty, Inequality, and SocialStratification(3-0-3) MyersSocial inequality is a prominent and persistent featureof modern society. Social stratification theoryattempts to explain the causes of inequality and thereasons for its persistence. This course will addresssuch questions as: Why are some people rich andsome people poor? Why does inequality persist?Who gets ahead? Can men and women get thesame jobs? Do different races have the same opportunities?Is inequality necessary? Potential topics includeinner-city and rural poverty, welfaredependency, homelessness, status attainment andoccupational mobility, racial and ethnic stratification,gender stratification and class theory.341. Witnessing the Sixties(3-0-3) GiamoThe purpose of this interdisciplinary course is twofold:to examine the social context and culturalchange of the sixties, on the one hand, and on theother to explore the various journalistic representationsof events, movements, and transformation.We will focus on the manner in which each writerwitnessed the sixties and explore fresh styles ofwriting, such as the new journalism popularized byTom Wolfe. Major topics for consideration includethe counterculture and the movement—a combinationof civil rights and anti-war protest.346. Today’s Gender Roles(3-0-3) AldousPrerequisite: Sociology course.Current changes in male and female roles and thereasons for these changes are examined. Existinggender differences, various explanations for themand proposals for change are discussed andevaluated.347. Global Society(3-0-3)“Globalization” is the buzzword of the new millennium—but what does it mean? (For example,some critics say that “globalization” means the“McDonaldization” of the world.) Economics is increasinglyglobal, but is a global society even possible,let alone inevitable? How do society andeconomy interact in a world made ever smaller bytechnology — and, can anyone control this process?How will globalization affect America andAmericans? How will it affect real people, whereverthey are from? Who would benefit from a globalsociety, and who would not? To answer these questionswe will aim to penetrate behind both thehype and the horror stories about “globalization,”and clarify this amorphous concept in concreteterms. To do this, we will use a broad range ofreadings and other media to explore the many dimensionsof our topic. Class time will be used formini-lectures, discussions and presentations.Grades will be based on a series of short discussionpapers, periodic exams and an optional research paper.353. Society and Cultures of South Asia(3-0-3) VanHollenThis course provides a broad introduction to societiesand cultures of South Asia, including India,Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan,and the Maldives. Emphasis will be on the Indiansubcontinent. Central themes and topics includereligious pluralism and communalism; linguisticpluralism and ethnonationalism; the ideologies andpractices of caste, class, and gender; colonialismand postcolonial development projects; healing andthe construction of the body; aesthetic traditions(film, dance, music, art); and experiences of theSouth Asian Diaspora, particularly in NorthAmerica.363. Social Concerns Seminar: CulturalDiversity(1-0-1) McNeilPrerequisite: Permission from Center of SocialConcerns.The purpose of this course is to begin to analyzethe social forces that contribute to ethnic and culturaldiversity and to related tensions, includingracism. Students participate in a five-day programat selected Chicago sites that provide an orientationto a culturally diverse community. Students engagein discussion on relevant issues with local residentsand community leaders.

205SOCIOLOGY367. Chilé in Comparative Perspective(3-0-3) ValenzuelaThis course provides a detailed analysis of the developmentof the Chilean economy, society andpolicy since independence from Spain in 1818,drawing selected comparisons with other nationalexperiences. It then discusses the validity of theoreticalstatements on central questions in the socialscience literature by examining them in light of theChilean case. The main issues to be examined arethe reasons for the successes or failures of ThirdWorld development, the origins and breakdowns ofdemocracies, the characteristics of authoritarian regimes,and processes of restoring democracies.369. Carribean Diasporas(3-0-3) RichmanBorn out of the violent processes of conquest andenslavement, Caribbean societies have developedcultures with roots in Africa and Europe, but withdistinctive American identities. This course examinesthe development of Creole societies in theFrench, Spanish, Dutch, and British Caribbean inresponse to colonialism, slavery, and, most recently,transnationalism. The recent exodus of as much as20 percent of Caribbean populations to NorthAmerica and Europe has afforded the rise of newtransnational modes of existence. Caribbean communitiesnow span multiple sites across nationstates.Constant comings and goings of messages,people, spirits, gifts, and money keep members ofhost and home communities actively involved withone another’s lives. They creatively appropriate thesame technologies of communication, media, andtravel that have aided the rapid shifts of capital inthe Caribbean and around the globe. This coursewill explore the consciousness and experience ofCaribbean diasporas through ethnography and history,religion, literature, music, and culinary arts.370. Self and Society(3-0-3) GibbonsYou are an outcome of your past social environment,yet you can be independent of it. The goal ofthis course is to help you think reflectively aboutsociety and your place in it, to be aware of the valuesinvolved in people’s perspectives on social issues,and to become aware of the social processesthat define who you are.We spend most of our lives in a “taken forgranted” world. We are taught certain values andways of acting in different situations. Our valuesand behavioral patterns become a “natural” responseto people and events that we encounterdaily. A concrete aim in this course is to increaseyour conscious reflection and decision-making ineveryday life. Enhanced self-awareness entails selfknowledge—howyou learn, your behavioral style,and your values. This course in applied social psychologyshould have practical value as you entermore fully into a culturally diverse and fragmentedworld.372. Religion and Social Life(3-0-3) ChristianoCritical examination of the social and sociopsychologicalaspects of religion in the modern world.Special attention is given to the current theoreticaland research issues.373. Religion and Labor Management(3-0-3) StaffThis course examines current faith-based movementsseeking to promote workplace justice andgreater management/labor cooperation. The collaborationof unions and managers is essential, inthe face of so many disadvantages for U.S. companies(e.g., trade imbalance, foreign governmentsubsidization, market competition, plant revitalization,profit margins, labor costs, and reinvestment).Industrial-society literature reveals the crucial roleof workers, in terms of motivation, job performance,morale, productivity, job satisfaction, andthe prospects for industrial democracy—worker coownershipand co-management. Sociology of religionliterature reveals the collaborative nature ofthe major U.S. religious groups in social issues suchas civil rights, poverty, and labor-management crises.The history and teaching of Catholic, Jewish,and Protestant groups in the United States evidencesconcern about issues such as humanizationin work-healthy and safe conditions, adequatewages, fringe benefits, the right to organize for collectivebargaining, and worker participation inmanagement and ownership. The course stressesthe possibilities, responsibilities, and strategies ininterfaith coalitions with enlightened business andlabor groups for more cooperative and productivelabor-management.375. Polish Americans(3-0-3) ChrobotA study of the cultural and racial pluralism ofAmerican society through the focus of the PolishAmerican experience; a review of the social andhistorical background, the immigration experience,and adaptation to the American experiment interms of family, religion, education, work, andgovernment.376. Sociology of Religious Conversion(3-0-3) YamanePrerequisite: SOC 302.This course is a practicum in which students participatein a research project on religious conversionbeing conducted by a sociology facultymember. In the first third of the course, studentswill learn about the theory and methods relevant tothe social scientific study of religious conversion. Inthe second two-thirds of the course, students willbe personally involved in the collection and analysisof data on conversion to Roman Catholicismthrough the Rite of Christian Initiation of Adults.A final paper that reports on the data analysis is required.The emphasis of the course is on the collectionand analysis of primary data within anongoing sociological study. Failure to complete anyaspect of the data collection and analysis will resultin a failing grade.390. Proseminar(1-0-1) PowerLimited to sociology majors.Introduction to library and social research laboratoryresoures; the career options available to sociologygraduates; preparations for graduate, lawor professional schools; and relationship of sociologyto social work, psychology and otherdisciplines.391A. Intermediate Analysisof Collective Contention I(3-0-3) MyersPrerequisite: Permission of instructor. Enrollmentin SOC 391B in spring semester is required.This course is a yearlong class examining theoreticaldevelopments and empirical analysis of collectivecontention. Students will conduct intensiveresearch projects involving thorough literature review,formal proposal, statistical and interpretiveanalysis, and the writing of a professional researchreport.398. Special Studies(V-V-V)402. Population Dynamics(3-0-3) WilliamsDemography, the science of population, is concernedwith virtually everything that influences, orcan be influenced by, population size, distribution,processes, structure or characteristics. This coursepays particular attention to the causes and consequencesof population change. Changes in fertility,mortality, migration, technology, lifestyle and culturehave dramatically affected the United Statesand the other nations of the world. These changeshave implications for a number of areas: hunger,the spread of illness and disease, environmentaldegradation, health services, household formation,the labor force, marriage and divorce, care for theelderly, birth control, poverty, urbanization, businessmarketing strategies and political power. Anunderstanding of these is important as business,government and individuals attempt to deal withthe demands of the changing population.403. International Migration: Mexicoand the United States I(1-0-1) BustamanteThree-week course consisting of six sessions ofthree hours each. Different conceptual approachespresented in lecture format. One session links variousthemes with the cause of Mexican immigrationto the United States. Another is dedicated to thehistorical analysis of Mexican immigration to theUnited States. A third attempts to link the historicalcontext with a theoretical approach and anothersession will be dedicated to the professor’s owntheoretical approach in contrast with the otherspreviously discussed. Fall.

206SOCIOLOGY404. International Migration: Mexico and theUnited States II(1-0-2) BustamanteA three-week course which refers to a review of basicquestions on international migration, with emphasison immigration to the United States and themethods through which these questions have beenadequately or inadequately answered. The numbers,impact, nature, structure, process and humanexperience will be discussed in terms of the researchmethods commonly used to approach them.Spring.405. Exploring Identities(3-0-3) PingléHow do we define ourselves? What are the variouscomponents of one’s identity and how do we beginto understand these issues sociologically? Thesethemes form the outlines of this course. We will exploreidentities, their formation, and their consequences;in post-colonial and in western societies,in peaceful and in societies experiencing ethnic/racialconflict, among women and men, and in developedand in developing countries. Drawing onnovels, films, autobiographies, and sociological argumentswe will piece together a framework for understandingthe identity landscapes of which we area part.407. Honors Tutorial(3-0-3) StaffPrerequisite: Permission of instructor.Intensive independent study and research onselected sociological topics, generating a scholarlypaper. May be based on special field experience undersupervision of an instructor.413. Cultural Sociology(3-0-3) SpillmanIn this class we will examine cultural dimensions ofimportant social processes, and we will survey contemporarysociological approaches to analyzing culture.Examples will include readings on home andwork, social hierarchies, political culture, mediaand the arts, and social change. This class cannotbe taken if SOC 309 has previously been taken;course content may overlap.415. Political Sociology(3-0-3) Valenzuela, FishmanThis course explores the impact of social forces andsocietal dynamics on politics. Major themes includesociological explanation for the emergence and stability— or crisis and breakdown — of democracy;the extent to which election outcomes and policychoices are shaped by societal dynamics or remainindependent of social determination; equality inshaping political life; and the impact of both socialconsensus and social conflict in the political arena.This course explores theoretical debates and empiricalwork, focusing on the national experience ofvarious countries including the United States. Studentswill be encouraged to develop their ownthoughts about important questions for research.416. Visual Sociology: Exploring SocietyPhotographically(3-0-3) CárdenasThis course will examine the uses of photographyand film in sociology and will explore the impact ofvisual expression on society. This includesintroductory work in documentary photographyand film, gender advertising, ethnographic film,political cinema, muralism and social protest art.This is a sociology course and will emphasize thestudy of societal aspects of photography, film andartistic expression, rather than technique, withoutignoring the relationship between the two aspects.We will not emphasize the technical/lab training inphotography. This course, while broad in scope,will rely on content that is very heavily groundedon a social problem context as is found in theUnited States, the American Southwest, Mexico,and Latin America.Homework and projects will include: (1) ashort essay on documentary photography and thestudy of social problems and issues or photographyassignments (black and white), print-slide work;and (2) other creative work.Evaluation: Two exams will be given; no final.The exams will constitute 40 percent of the grade:short essay, critiques, and class participation, 20percent of the grade; and projects 40 percent of thegrade. Students should have access to their ownequipment (i.e., camera) and will be responsible fordeveloping and printing (yourself or commercially)if a photo project is chosen.Required readings:John and Malcolm Collier,Visual Anthropology, University of AlbuquerquePress, 1987; Carl Fleischhauer and Beverly W.Brannan (ed.), Documenting America 1935-1943,University of California Press, 1988; AlanTrachtenberg, Reading American Phonographs,Noonday, 1990.419. Self, Society, and Environment(3-0-3) WeigertThis course introduces students to social psychologicalaspects of the natural environment. Issuesconsidered include interacting with different environments,symbolic transformations of environments,competing accounts and claims concerningenvironments. With an overview of basic information,these issues are discussed from the perspectivesof individual self and socio-cultural institutions.The course touches on alternative ways of envisioning,interacting and valuing human-environmentrelations with an eye toward individual andcollective change.420. Organizations(3-0-3) HachenOrganizations are complex and multifaceted entities.Organizations are more than just collections ofpeople behaving and interacting in certain ways.Organizational behavior and interactions are structuredby rules and procedures, jobs and occupations,authority relations, goals and strategies,technologies and distributions of power. Withinour organizations not only are orders given andtasks accomplished, but also decisions are made,conflicts occur and are sometimes resolved, andcontrol is exercised. Finally, organizations interactwith other organizations and actors in their environment.These interactions can lead to changes inorganizational goals, strategies and structures orchanges in the environment in which the organizationoperates.Given the complexity of organizations, it is notsurprising that there are numerous theories of organization.In the first half of the course we will discussvarious theoretical approaches. The objectivewill be to critically analyze these theoretical approachesby comparing the different characteristicsof organizations that each theory discusses. Thesecond half of the course will deal with specific aspectsof organization (goals and strategies, technology,environments, decision making, conflict,power and control). The objective is to develop amore complete understanding of the complex natureof organizations and to compare organizationsalong a variety of dimensions.423. Race, Ethnicity, and Identities(3-0-3) PingléHow do we define ourselves and why? What doesthis definition say about our society? How arepeaceful social relations maintained inmulticultural societies? What contributes to ethnicand racial conflict? Drawing heavily on socialtheory, and focusing on the experiences of Yugoslavia,Sri Lanka, South Africa and the United States,this course will explore the issues of identity, race,and ethnicity. The grade for the class is based onclass presentations, a midterm exam, and a finalpaper.425. Ethnicity in America(3-0-3) ChrobotA study of the ethnic and racial formation ofAmerican society and cultural pluralism; a reviewof the theory and history of ethnicity, its policy implicationsfor family, education, economics, religion,government and international relations;in-depth study of one ethnic group of choice.

207SOCIOLOGY427. Culture and Power(3-0-3) SpillmanHow do norms, values, symbols and rituals operateto dominate or empower? In this class we will examinea number of important classical and contemporarytexts which offer answers to this question,which has been a theme of recent work in a varietyof fields in sociology. At the same time we will examineconcrete cases, selected from studies of development,deviance, gender, mass communications,organizations, social movements, andstratification. Some reading assignments will be demanding;however, some class time will be allocatedto work with assigned readings.428. Social Ties, Social Networks, SocialCapital(3-0-3) FishmanThis course examines three fundamental and interrelatedsociological concepts, each of which offersus an approach to the study of social connectionsand their impact on the human experience. Socialties, social networks and social capital overlap substantiallyin their scholarly usage but the conceptsare far from identical. We will review theoreticaland methodological literature on all three conceptsas well as major empirical studies that examine theworld through one or more of these perspectives.We will explore both theoretical and practical argumentsfor the selection of one or more of these conceptualapproaches as the basis for studying howsocial connections shape the human experience.The course is intended to stimulate a critical readingof recent literature on contemporary societyand to assist students who wish to use one or moreof these concepts in their work.429. Conflict and Social Life(3-0-3) KleinThis course focuses on theory and research concerningthe nature, causes, consequences, preventionand resolution of social conflicts. Conductedin a seminar format, each student reads a uniqueset of materials, summarizes them in class and discussesthe ideas presented by others. Every studentselects one institutional setting or social context forspecial focus. Then students write and present duringthe seminar a critical review of issues in theirchosen areas.431. The Fifties(3-0-3) HaltonThe 1950s witnessed unprecedented prosperity inthe United States, as well as major transformationof American society related to the Cold War, therise of suburbs, the baby boom, the flowering offorms of popular culture, the spread of mass culture,and the demise of high modernist culture.This course will explore the many-sided manifestationsof culture and changes of American societyassociated with the decade of “the fifties.”432. Blues and American Culture(3-0-3) HaltonBlues and jazz are two distinctive musical expressionsof American culture which also reflect Americansocial life. Growing out of the AfricanAmerican experience, the blues provide a focusthrough which to see many aspects of 20th-centurysocial history in America, from the changing identitiesof African American culture to problems of racism,poverty, industrialization and urbanization.This course will draw from a variety of written andaudiovisual materials to explore the ways in whichblues both expresses the American experience andprovides an indicator of American society. Thecourse will trace the evolution of the blues in Chicagoand interweave that evolution with the sociologyof Chicago.433. Transnational Societies and Cultures(3-0-3) StaffThis course analyzes how cultural identities and behaviorsare formed in the context of global systems.Through specific case studies, students explore howdiffering social groups construct their cultures ininteraction with other cultures and how, in so doing,these groups are both responding to and shapingglobal agendas. Focusing on linkages betweenlocal and international systems, this course investigatesissues such as the globalization of Westernmedia, the rise of transnational corporations andtheir effects on indigenous economies, populationdisplacement (e.g., refugee populations), tourismand its effects on local populations, the growth oftransnational social movements (particularly thoseactive in human rights policy), the role of missionariesin the creation of transnational society, andthe effects of “free trade” and structural adjustmentpolicies in the Third World. This course exposesstudents to different theories of globalization anddiscusses why the study of regional, national, andinternational linkages has become a critical componentof contemporary anthropological research.434. The Schooled Society(3-0-3) Hallinan, Sikkink, CarbonaroThis seminar focuses on the structure and organizationof schooling in American society, and the societalforces that influence decisions about schoolsand student learning. These forces include legislationgoverning schooling, and cultural and religiousnorms that impact schools. The course will coverthe role of schools in society, the political, economicand social dimensions of schooling, educationreform and its underpinnings, and thetransformation of higher education.436. Society and Culture Through Films(3-0-3) DamattaThis course will deal with a variety of social issuesas they are perceived, conceived, represented andunderstood by movies. The focus of this course willnot be on cinema history, cinema structure ormoviemaking processes but on how important humanproblems such as cultural diversity, race relations,the crafting of national identity and nationalheroes, urban life, class conflict, family structure,war, and values such as success, love, happiness,fairness, misfortune, destiny, honesty, faith and thelike are depicted and treated by movies.438. Race Relations in the United States(3-0-3) CassirerThis course focuses on racism and race relations inthe United States. Current cases involving racial issueswill be presented and discussed in class. Readings,discussion and lectures will examine thebackground and current status of the dominantethnic minority groups in the United States today.The issue of race will also be viewed in relationshipto police practices, housing patterns, economic opportunities,gender relations and politics. Class participationand student experiences will beemphasized.441. Family Policy Seminar(3-0-3) AldousThe seminar covers family policy in the UnitedStates and in other countries with a concentrationin the United States. There is comparison of thebackground, content and consequences of policiesin the various countries. Such provocative topics aswelfare policy, parental leave and child care are discussed.The relation between families and the worksetting or families and government will also be addressed.A discussion format is used. Students writea term paper on some aspect of family policy. Itis directed especially for juniors, seniors andgraduates.442. Family Development(3-0-3) KleinFamily Development is directed to the sociology,psychology, counseling, preprofessional, nursing,social work and other majors who will necessarilybe working with or seeking to understand familiesin the course of their occupations. The course coverschange in families, from the time couples marryuntil their dissolution by divorce or death of one ofthe spouses. Parent-child relations beginning whenchildren are born until parents’ death, changes insibling relations as persons age, as well as the developmentof the marital union, will be examined.The family cycles of childless and one-parent familieswill also be included. Students have the opportunityto apply the course material on familycareers to their own families within the context ofmarriage, occupational and educational plans. Theydo a case history of a family to gain experience inusing the family development approach.

208SOCIOLOGY443. Deviant Behavior(3-0-3) McVeighThis course is concerned primarily with the sociologicalconceptions and theories of deviance. At theonset, deviance is differentiated from those phenomenadesignated as social problems and socialdisorganization. The remainder of the course focuseson deviant acts and deviants. Various responsesare explored to questions such as: Who aredeviants? What does it mean to be a deviant—tothe deviant himself, as well as to others? Whatcommon social processes and experiences do mostdeviants undergo?Various theories or models of delinquency,crime, suicide, sex deviation, and drug use are usedto aid in constructing a sociological understandingof deviance, the analysis of deviant acts, and theformation of deviant careers or roles.444. State Formation and Society: ContrastingPaths in England and France(3-0-3) ValenzuelaWhether it is the development of democracy undera monarchy or a republic, the effects of religion onpolitics, intellectual and cultural styles, the characteristicsof the legal system, the extension of suffrageto men and to women, the creation of partysystems, the formation and development of the labormovement, the relationship of the military establishmentto the head of state, or simply thematter of overall political stability, France and Englandoffer the most interesting contrasts amongadvanced Western European countries. This courseexamines the political and social history of the twocountries and tries to tease out these differenceswhile trying to explain them.445. World Families(3-0-3) AldousFamilies in different parts of the world and of differenthistorical periods are studied to gain perspectiveon American family changes. Currentvariations in families are examined.446. Family Problem Solving(3-0-3) Klein, CassirerIn-depth analysis of the processes families use tosolve the problems they face. Material is drawnfrom the social psychology of small groups, the sociologyof format organizations, and research andtheory directly concerned with family problemsolving. This course is designed for students whoplan on working with families professionally.449. Sociology of Masculinity(3-0-3) GuntyThis seminar explores the social construction ofmasculinity and its many forms, both traditionaland emerging, through readings, movies, discussionsand writing assignments. Members of theseminar will seek a better understanding of shiftingroles, identities and social structures that influencethe way both males and females develop the meaningof masculinity. Topics include socialization,role conflicts, gender violence, sexuality, the impactof fathering and men’s movements. The masculinitiesin the United States and around the world. It isintended to complement the study of gender inother disciplines, but some familiarity with basicconcepts in sociology is strongly recommended.453. Building Democratic Institutions in First-Wave Democracies(3-0-3) ValenzuelaElements of democratic regimes emerged long beforethe regimes as such can be identified as beingminimally in place. Beginning with a brief discussionof the essential features of democracies, thecourse examines how and why such institutionsemerged, and the critical moments in which the actualtransitions to the new democratic regimes occurred.The course focuses on democratizationsthat took place before the Second World War, andwill examine key European and Latin Americancases.461. History, Politics, and Society of Chile(3-0-3) ValenzuelaAn introduction to the formation and developmentof Chilean National Society. The course begins byexamining the colonial period and the struggle forindependence. It then focuses on 19th- and 20thcenturyissues such as the consolidation of the CentralState, the development of Democracy, the creationof the party and electoral systems, economiccycles of growth and stagnation, the break down ofdemocracy in 1973, the Pinochet dictatorship, andthe return to democracy in the 1990s. Class lecturesand discussions will include relevant comparisonswith other Latin American and even EuropeanCountries.462. Aesthetics of Latino Cultural Expression(3-0-3) CárdenasThis course analyzes the philosophy and principlesunderlying the social and political aspects of Latinoart.463. Nationalism(3-0-3) StaffNationalism embraces a type of identity, a form ofpolitics, and a basis for organizing societies. Thiscourse studies the origins, nature, and possible futureof nationalism, overall and in particular casesthat will be determined by students’ interests—forexample, what our responses to September 11 tellsus about American nationalism. The main assignmentwill be a research paper on a topic chosen byeach student.465. Religion in Postwar America(3-0-3) YamaneThis course surveys the major developments in religiouslife in the United States since the 1950sthrough an in-depth examination of several of themost important recent books on the subject, suchas: Wade Clark Roof’s Spiritual Marketplace, TomBeaudoin’s, Virtual Faith, Christian Smith’s AmericanEvangelicalism, and Helen Berger’s A Communityof Witches. With these works as the backdrop,each student will research and write her family’s religioushistory across three generations.466. Sex Inequality in the Workplace(3-0-3) CassirerThis course will examine sex inequality in theworkplace in the United States. We will review evidenceof sex differences in access to jobs and job rewardsand we will seek to understand the originsand persistence of inequality in the workplace byexamining the roles of capitalism, male workers andemployers, organizational practices, and women’sactions and preferences. Finally, we will evaluatepolicy strategies to reduce inequality.467. Global Food Systems(3-0-3) JohnsonThis is a course on food in society. The role whichfood plays in the life course of a society may seemself-evident or commonplace to some. Yet food ismore than the physical substances which sustainlife. Food is intertwined with religion and centralto many rites and rituals. Food is linked to medicine,which was largely based on dietary principlesuntil well into the 18th century. Technology relatedto production of food has affected the inequalitiesfound in all societies. The politics of foodplays a major role in understanding the “social issues”affecting many nations around the globe.This is a fascinating area of study: that which wetake for granted so much of the time is intertwinedwith economics, politics, psychology, social life andlaw.470. Materialism and Meaning in Modern Life(3-0-3) HaltonIn the 20th century, the twin problems of meaningand materialism have come to the forefront ofmodern civilization, forming the basis of variety ofphilosophies and social theories, animating revolutionarymovements in art, looming as the silentspecter behind mass society and its dramas of consumption.It is by no means clear that the massivetechnological advances and material gains in advancedindustrial societies have contributed to abetter way of life—many would say increasedmeaninglessness is the actual result.

209SOCIOLOGY471. Protests, Riots and Movements(3-0-3) MyersThis course is concerned with how people act togetherto pursue collective political aims via extrainstitutionalforms of behavior: When and why dopeople go outside the conventional political structureto address social issues important to them?During the course we will examine political behaviorranging from the relatively mild (like a letterwritingcampaign) to the severe (like rioting,looting and killing). We will also discuss aspects ofcollective behaviors that are less political in nature(like panics and fads). Some of the social movementswe will discuss include the civil rights movement,the women’s movement, the antiwarmovement, the gay and lesbian movement, the prolifeand pro-choice movements, and the environmentalmovement (among many others). In theend, we will try to explain how grievances, resources,the political environment, repression, individualdecision making, and movement tactics allcontribute to the success and failure of protestmovements, their impact on social change and thefuture of activism.473. Latinos in American Society(3-0-3) CardénasThis course will examine the sociology of theLatino experience in the United States, includingthe historical, cultural and political foundations ofLatino life. We will approach these topics comparatively,thus attention will be given to the variousexperiences of a multiplicity of Latino groups inthe United States.474. Society and Identity(3-0-3) WeigertThis course looks at sources, dynamics, and consequencesof identity in contemporary society. Identityis conceived as definitions of an individual thatself and others use as a basis for interacting withone another. Significant outcomes of the way weare defined are the life chances, evaluations andemotional meanings we experience. The course formatis a discussion. Seminar.476. Social Breakdown in American Society(3-0-3) WelchThis course examines the apparent weakening ofthe fabric of social life in America that has occurredwithin the past half-century. It investigates the pastinfluences of both the market economy and thepolitical welfare state on several central societalproblems, such as the deterioration of interpersonaltrust, the erosion of social obligations and informalsocial control, and the lessening of altruisticconcern for others. Students will discuss thesignificance of these problems, as well as potentialsolutions.477. Families and Their Interrelations withGender(3-0-3) AldousA consideration of the part gender plays in familyprocesses like the couple formation through cohabitationand/or marriage, having and rearingchildren, division of labor and the post-childrenera.478. Chile in Comparative Perspective Seminar(3-0-3) ValenzuelaThis course provides a detailed analysis of the developmentof the Chilean economy, society andpolity since independence from Spain in 1818,drawing selected comparisons with other nationalexperiences. It then discusses the validity of theoreticalstatements on central questions in the socialscience literature by examining them in light of theChilean case. The main issues to be examined arethe reasons for the successes or failures of ThirdWorld development, the origins and breakdowns ofdemocracies, the characteristics of authoritarian regimes,and processes of redemocratization.479. International Migration and Human Rights(3-0-3) BustamanteThis course is an extension from the mini-course toa full term offered by Professor Bustamante, with awider coverage of international migration experiencesin the world with an emphasis on humanrights. It starts with a historical approach to variousimmigration waves to the United States, from theyears of the “industrial revolution” to the present.It focuses on the current debate on the impact ofthe undocumented immigration from Mexico andCentral America, with a discussion of the gap betweenpublic perceptions and research findings.Differences between Mexico and the United States’migration policies, and its social and economic implications,are discussed. The recent developmentswithin the context of the United Nations’ Commissionof Human Rights on the relationship betweenmigration and human rights are also covered.480. Qualitative Methodology(3-0-3) CárdenasThe seminar will cover the general topic, with particularattention to ethnography and field work, visualmethods, archival research and relatedstrategies. Heavy emphasis will be placed on crosscultural research in minority communities in theUnited States.481. Research Seminar in Latino Studies(3-0-3) CárdenasStudy of the scope, focus and development ofLatino Studies. The course will concentrate on thedevelopment of social thought and scholarship, focusingon Latino Studies as a field of research andacademic concentration. The course will also examinethe social construction of contemporary Latinoidentities and its bearing on Latino Studies.482. The Latino Image in American Films(3-0-3) CárdenasThis course traces the historical depiction ofChicanos, Mexicanos, Puerto Ricans, Cubans, andother Latinos in Hollywood-made movies. Cinematicplots, roles, and motifs — from the earliestof silent films through the onset of the 1980s—areexamined to explore the changing physical, social,and cultural definitions of Latinos in the UnitedStates. All films and filmmakers are consideredwithin their historical context. Though the mainobject of study is the Latino image, the course alsosurveys corresponding images for other ethnic minoritygroups.483. Social Demography of Minoritites(3-0-3) CárdenasThis course will focus on the demographic status ofethnic minorities in the United States. Some of themajor topics include population size and projections,geographical distribution, and residentialpatterns. Other issues are educational attainment,occupational status, and personal and family income.The course will cover the basics of demographicmethods and techniques.484. Primary Data Collection and SurveyMethodology(3-0-3) LeClereThis course will be offered to students in Sociologyand other social sciences who have an interest inthe design, implementation, and use of social surveysand databases in social science research. Thecourse will include all practical aspects of surveydesign including sample design and selection, questionnairedesign, measurement, mode of administration,field methods, data editing and data basedevelopment. We will also cover theoretical developmentsin survey methodology including researchon cognitive process and questionnaire response,the role of social theory in questionnaire design andother specialized topics. This course will prove usefulfor both conducting primary data collectionand interpreting data from secondary sources. Previouscoursework in research methods and statisticswill be helpful but not required.485. Materials and Methods of DemographicAnalysis(3-0-3) LeClereThis course is a survey course in techniques widelyused in demographic analysis. These techniques includethose that describe population structure, analyzedemographic dynamics and evaluate demographicdata. In addition, many of the analyticskills and techniques stressed throughout the coursehave more general applicability in social scienceresearch. The aim of the course is to acquaint studentswith the nature and structure of a variety oftechniques and to provide you with the experiencein applying those techniques.

210SOCIOLOGY THEOLOGY491. Social Transformations andDemocratization in Chile(3-0-3) ValenzuelaThis course provides a comprehensive view of thesocial, cultural, and political transformations thathave taken place in Chile since 1990. These transformationshave been affected by the consolidationof democracy and the rapid pace of economicgrowth and modernization in the country. Thecourse draws comparisons to the same processesthat have occurred in recent years in Central andEastern Europe.496. Sociology Internships(3-0-3)(V-V-V) PowerThis is an “experiential” course designed to givestudents some practical experience in the area ofurban affairs or social welfare either to test their interest,complement their academic work or acquirework experience preparatory for future careers. Studentsare placed with a community agency in theSouth Bend area and normally work six hours aweek as interns under the supervision of an experiencedpractitioner. Hours are flexible, usually set toaccommodate the interns availability and the needsof the host agency.497. Independent Study(V-V-V) StaffPrerequisite: Permission of instructor.Intensive study on a special topic to produce ascholarly paper, or special investigative experiencein the field, leading to the production of oral andwritten reports reflecting deeper theoretical andempirical understanding.Graduate Courses. Senior majors may take any500-level graduate course with the permission ofthe instructor.TheologyChair:John C. CavadiniAbrams Professor of Jewish Thought and Culture:Rabbi Michael A. SignerCrowley-O’Brien Professor of Theology:Rev. Richard P. McBrienCatherine F. Huisking Professor of Theology:Rev. Brian E. Daley, S.J.John A. O’Brien Professor of Theology:Lawrence S. CunninghamJohn A. O’Brien Professor of Theology:Rev. John S. Dunne, C.S.C.John A. O’Brien Professor of Theology:Jean PorterJohn A. O’Brien Professor of Theology:Eugene C. UlrichJohn A. O’Brien Professor of Theology:James C. VanderKamJohn Cardinal O’Hara Professor of Theology:Gustavo Gutierrez, O.P.Theodore M. Hesburgh, C.S.C., Professorof Philosophy and Theology:Rev. David B. Burrell, C.S.C.William K. Warren Professor of Catholic Theology:Rev. John P. Meier (on leave 2002 calendaryear)William K. Warren Professor of Catholic Theology:Rev. Thomas F. O’Meara, O.P. (emeritus)Professors:David Aune; Joseph Blenkinsopp (emeritus);Rev. Paul F. Bradshaw (London Program2002-03); Keith J. Egan (adjunct); JosephineM. Ford (emerita); Rev. Maxwell E. Johnson;Charles Kannengiesser (emeritus); M. CathleenKaveny; Robert A. Krieg; Rev. Edward A.Malloy, C.S.C.; Rev. Jerome Neyrey, S.J.;Cyril O’Regan; Rev. Gregory Sterling;William Storey (emeritus); Rev. James F.White (emeritus)Associate Professors:J. Matthew Ashley; John C. Cavadini; MaryRose D’Angelo; Rev. Michael S. Driscoll;Jennifer Herdt; Mary Catherine Hilkert, O.P.;Jean Laporte (emeritus); Blake Leyerle; GeraldP. McKenny (on leave 2002-03); Rev. DonMcNeill, C.S.C. (concurrent); Bradley J.Malkovsky; Timothy Matovina; Rev. LeonMertensotto, C.S.C.; Rev. MatthewMiceli, C.S.C. (emeritus); Rev. EdwardO’Connor, C.S.C. (emeritus); Rev. Hugh R.Page; Rev. Mark Poorman, C.S.C.; MauraRyan; Joseph Wawrykow; Todd Whitmore (onleave 2002-03); Randall ZachmanAssistant Professors:Rev. Michael J. Baxter, C.S.C. (on leave 2002-03); Rev. Michael E. Connors, C.S.C.; MaryDoak (on leave 2002-03); Rev. CharlesGordon, C.S.C.; Rev. Daniel Groody, C.S.C.;Rev. Paul V. Kollman, C.S.C.; HindyNajman; Thomas Pruegl; Thomas W. Ryba(adjunct)Professional Specialists:Regina Coll, C.S.J. (emerita); Rev. Eugene F.Gorski, C.S.C.; Rev. John A. Melloh, S.M.; F.Ellen Weaver (emerita)Assistant Professional Specialist:Matthew C. ZyniewiczTHE THEOLOGY PROGRAMUNIVERSITY OF NOTRE DAMEWhy major in theology?Some students study theology to prepare for a careerin high school teaching or religious ministry.Others plan to proceed to graduate work in theologyor religious studies in anticipation of a universitycareer. Most students, however, major intheology simply because they find the study fascinatingand rewarding. As an inherently interdisciplinaryfield, theology is an ideal liberal arts major.Through close study of influential theological andreligious texts, rituals and artifacts, students learnabout their own faith and our common culture.Many other students elect theology as a supplementarymajor whose focus on the central questionsof human existence complements and extendstheir commitment to their first major in science,engineering, business or architecture. Professionalschools increasingly appreciate how such diverseand balanced preparation enhances a candidate’sprofile.The Department of Theology welcomes studentspursuing these varied interests and goals. Itsdistinguished faculty boasts outstanding teacherswho offer upper-division courses on a wide range ofsubjects, including the history of Christian thoughtand practice, scripture, spirituality, systematic theology,liturgy, ethics, Judaism and the Eastern religions.The smaller class size of most upper-divisioncourses creates a conducive environment for thecreative exploration of ideas.What are the requirements for the theologymajor?Beyond the six theology credits required of everyNotre Dame student, majors take 25 hours;supplementary majors take 19 hours. Each of thesemajors combines formally required courses andelectives.

211THEOLOGYThe formally required courses for the first andthe supplementary major are identical and total 10credit hours: the two-semester sequence in the historyof Christian thought, an upper-division scripturecourse, and the one-credit hour Proseminaroffered each spring, which introduces studentsto the variety of topics covered in the study oftheology.Remaining hours, chosen at the discretion ofthe student, are usually taken at the 400 level; advancedstudents, however, are often encouraged totake master’s-level (500-level) courses.Summary of the major:THEO 100 or 200 and 200-level course(University required courses)THEO 395 and 396 — Christian TraditionsI and IITHEO 401 or 411 — Upper-division scripturecourseElectives (15 hours at the 400-level)THEO 400 — Proseminar (one credit)Including the University requirements, the majorthus consists of 31 credit hours.Summary of the supplementary major:THEO 100 or 200 and 200-level course(University-required courses)THEO 395 and 396 — Christian TraditionsI and IITHEO 401 or 411 — Upper-division scripturecourseElectives (nine hours at the 400-level)THEO 400 — Proseminar (one credit)Including the University requirements, the supplementarymajor thus consists of 25 credit hours.What other programs are offered?In cooperation with the Department of Philosophy,the Department of Theology offers a Joint Majorin Philosophy and Theology. The joint major incorporatesthe formal requirements of a major intheology, with the exception of the Proseminar,and adds others. A full description of the new jointmajor is provided in a separate brochure availableat the department office.Students can also minor in theology. The minorrequires 12 hours beyond the University requirementfor a total of 18 hours. Any courses atthe 200- and 400-level, as well as letter-gradedcourses at the 300-level, can be used toward the additional12 hours. The minor in theology meetscertification requirements for secondary schoolteachers in some states.Whom should I contact for moreinformation?The director of the undergraduate program in theologywould be happy to answer any additionalquestions. The director may be reached throughthe departmental office.University of Notre DameDepartment of TheologyNotre Dame, IN 46556(574) 631-7811INTENSIVE WRITINGREQUIREMENTSThe primary assessment tool for theology departmentcourses numbered 401 and above is papers.Hence, all majors can expect to write the equivalentof 20 to 25 pages per semester in these courses.Course Descriptions. The following coursedescriptions give the number and title of eachcourse. Lecture hours per week, laboratory and/ortutorial hours per week and credits each semesterare in parentheses. The instructor’s name is alsoincluded.100. Foundations of Theology: Biblical/Historical(3-0-3) StaffThis first course in theology offers a critical studyof the Bible and the early Catholic tradition. Followingan introduction to the Old and New Testaments,students follow major post-biblicaldevelopments in Christian life and worship (e.g.,liturgy, theology, doctrine, asceticism), emphasizingthe first five centuries. For details on emphasesof individual instructors, see the Department ofTheology Course Description Booklet or the departmentalWeb site: www.nd.edu/~theo.180. Theology University Seminar(3-0-3) StaffThis course, prerequisite to all other courses in thetheology department, provides an introduction tothe critical study of Scripture and to the theologicaldevelopment of Christian doctrine for the first sixcenturies. Successful completion of this course satisfiesthe first of the two University requirements intheology. For details on emphases of individual instructors,see the Department of Theology Course DescriptionBooklet or the departmental Web site.200. Foundations of Theology: Biblical/Historical(3-0-3) StaffSee course description above.For sophomores, juniors and seniors. For details onemphases of individual instructors, see the Departmentof Theology Course Description Booklet or thedepartmental Web site.201. Foundations of Theology (Honors)(3-0-3) PageSee description above.BEGINNING COURSESPrerequisite: THEO 100, 180, 200 or 201 for allcourses numbered from 202 to 299.209. Political Theology in the Bibleand the Christian Tradition(3-0-3) ParkChristian theological arguments have been used inpolitical theory from the patristic age through theearly modern period. For a millenium and a half,the themes of creation, fall, christology, the church,and eschatology, as well as appeals to various Oldand New Testament texts, have dominated politicaldiscourse. Political theology (in the Christian context),then, refers to both the political teaching ofthe bible and the political thought of Christiantheologians and thinkers. One of the main underlyingthemes of this course is to understand how wegot where we are today regarding the issue of religionand politics: i.e., the separation of Church andState as enshrined in the establishment and free-exerciseclauses of the first amendment. In order tofully understand and appreciate the path that westerncivilization took on this issue, we will need toexamine the political theology of some majorChristian theologians and thinkers throughout thehistory of western civilization. With the politicalascendancy of Christianity occasioned by the conversionof the Emperor Constantine, Christianityfound itself holding the reins of political power.How the Church handled that power, and thetheological and philosophical debates that lay beneaththe issue—including the medieval debatesover the extent of papal power—are a major topicof interest in this course.In this course, therefore, we will examine thepolitical theology of the Bible and the Christiantradition with special attention to the theologicalpoliticalproblem; i.e., the problem of the relationshipbetween Christianity and politics. In additionto the theological issues mentioned above, this willrequire addressing subtopics and related themessuch as justice, law, nature, convention, virtue, morality,coercion (especially with regard to hereticsand unbelievers), political organization, leadership,sedition, and war, as well as the vitally importantissue of the relationship between reason and revelation.Approximately one-quarter of the course willfocus on the political thought of the Bible. Augustineand Aquinas, because of their huge impact onthe Church and western civilization as a whole, willalso be the focus of a quarter of the course. In orderto fully appreciate and understand these two greattheologians, we will need to very briefly examinehow they were influenced by classical political philosophy(Plato, Aristotle, etc.). The remainder ofthe course will focus on the works of other Christianthinkers and early modern political theorists(Marsilius of Padua, Machiavelli, Bacon, Hobbes,Spinoza, Locke) to see in what ways they utilizedthe Christian tradition and/or struggled against it.We will end the course with a class on religion andpolitics in the American founding.

212THEOLOGY216. Re-Membering Jesus(3-0-3) D’Angelo220. En/Gendering Christianity(3-0-3) D’AngeloThis course is an introduction to feminist approachesto spiritual and philosophical traditions inthe Christian West. Beginning from the pastoraland practical issues raised by gender assignments inthe context of religious experience, it addresses majortopics of theological thinking (such as sin, salvation,images of God, and Christology) relatinghistorical development and contemporary feministre-readings. The approach is both critical (i.e., analytical)and constructive; the primary focus is onChristian and post-Christian theological and literarytexts, but some attention is given to other religiousperspectives.221. God’s Grace and Human Action(3-0-3) WawrykowWhat are the respective roles of God and the humanperson in salvation? Are ideas of human freedomand of the value of human acts compatiblewith a belief in God as the source of grace and redemption?These and other questions about salvationhave been hotly debated by Christiantheologians throughout the centuries. This courseanalyzes the positions articulated by such figures asAugustine, Aquinas, Luther and Calvin, and examineshow they shaped the Catholic-Protestant debateabout the role of good works, and of God, insalvation.222. The One Jesus and His Many Portraits:The Various Images of Jesusin the New Testament and Beyond(3-0-3) MeierThis course explores the many different faith-portraitsof Jesus painted by various books of the NewTestament: e.g., from suffering servant abandonedby God through high priest interceding with Godto Godself. In each case, the course will ask howthis particuliar portrait did or did not have an impacton subsequent Christian faith and what it maysay to faith in Christ today. The course will combinea lecture format with discussions, readings,and reflections on the readings.224. Why God Became Human(3-0-3) ZachmanThis course will investigate historically and systematicallythe central Christian confession that Godbecame human in Jesus of Nazareth, especially inlight of the death of Jesus on the cross. We willconsider theologians from the patristic to moderneras, including Irenaeus, Athanasius, Anselm,Luther, Pascal, Barth, and von Balthasar. Courserequirements will include four six page comparativepapers and a longer constructive paper.225. Sin and Redemption(3-0-3) O’ReganThis course explores the biblical and theological accountsof sin and redemption. Focus will be on thevariety of perspectives in the biblical and theologicalaccounts with regard to the meaning of sin, itssocial and individual significance, and on the understandingof redemption, its worldly as well asother-worldly dimensions, and its scale, whetherinclusive or relatively exclusive. An attempt will bemade to distinguish the biblical and theologicalviews from the views of other religions both pastand present, and also to engage modern criticism.226ABC. Christian Hope:Confronting Last Things(3-0-3) DaleyAs individuals and as a world society, we tend tofocus our energies on building a happy and securefuture for ourselves; yet in a real sense we live surroundedby death, threatened by the impermanenceof our relationships and by the fragility oflife on our planet. A sense of this threat providesmuch of the background for human greed and violence,but it is also the context for human hope.The heart of Christian faith is to hope for life inthe face of death; it is to see a lasting value in ourhistorical choices and loves, because Jesus is risenand because he promises us a share in his resurrectionand his life. Christian hope can only be expressedin images, since what it refers to still lies inthe realm of promise; yet the Christian believer canlive from that hope now, can love in the freedom itaffords, because the Holy Spirit has been given usby the risen Lord as “a foretaste of things to come”(Eph. 1.14). Through faith enlivened by the Spirit,we find in our present reality signs of a life withoutend that is, in a mysterious way, already ours. Thiscourse will study the details of this Christian hopefor the future in its origins, development and implications.It will study “the last things”—death,judgment, purgation, heaven and hell—in boththeir individual and their social dimensions, asChristian theology has traditionally conceivedthem; and it will try to articulate an understandingof these objects of hope as they might best be integratedtoday into Christian thought and practice.In addition, it will consider the ways that a Christiansense of the finality of salvation colors and influencesall the other aspects of the intelligentreflection on faith we call theology.227. Church and Worship(3-0-3) DriscollAn analysis of the Church as a community of believersand a social institution, and a study ofChurch liturgy and sacraments. This course willcenter around three key areas, namely (1) Anthropology:As humans, why do we feel the need to expressourselves and our relationship to Godthrough ritual activity? (2) Theology: What are theChristological and ecclesiological underpinningsfor the sacraments? (3) History: What is the historicaldevelopment of each of the seven sacraments?What has remained constant in spite of the historicalmutations?228. U.S. Latino Spirituality(3-0-3) ElizondoU.S. Latino Spirituality is one of the youngestspiritualities among the great spiritual traditions ofhumanity. The course will explore the indigenous,African and European origins of U.S. Latino Spiritualitythrough the devotions, practices, feasts andrituals of the people.230. The Church We Believe In(3-0-3) PrueglFrom the New Testament on, the Christian communityhas turned repeatedly to the formulationand description of its identity, essence and constitutionalelements. Specifying what is entailed in theclaim of the creed—“I believe in the one, holy andcatholic church”—has been especially necessary atcertain crucial moments in the history of the Christianmovement.Providing an introduction to the main themesand problems in ecclesiology (the doctrine aboutthe Church), this course will examine the teachingsof leading theologians in the Patristic and Medievalperiod (e.g., Augustine; Aquinas; Luther) and thedeterminations of the last two Vatican councils,largely concerned with such ecclesiological mattersas the constitution of the church, the role of thepapacy, infallibility, and the universal versus localchurches.231. Catholicism(3-0-3) McBrienA comprehensive exposition of Catholic theologyfrom a historical, doctrinal, and ecumenical perspective.The course addresses the following questions:the interrelationships among faith, theology,and belief; the meaning of human existence (amultidisciplinary exploration); the problem of God(revelation, religious pluralism, providence, theTrinity, etc.); Jesus Christ (New Testament data,doctrinal development, contemporary views, includinga discussion of Jesus’ self-consciousness,sexuality, and sinlessness); the Church (New Testamentdata, history, Vatican II, mission, sacraments,authority, ministry, Mariology, etc.); and Christianexistence (ethics, spirituality, eschatology).232. Suffering and the God of Love(3-0-3) HerdtWhat does our suffering mean? And what does thecentral doctrine of the goodness of God mean inthe face of the immensity of suffering in the world?Is suffering a punishment for sin? A test of faithfulness?A source of growth? An inevitable byproductof the finitude of creation, or of human freedom? Issuffering in this life wiped out by the joys of thelife to come? Is it eased by our knowledge thatChrist on the cross took our sufferings upon himself?Is God beyond all suffering, or does God sufferwith us? Moving from the sufferings of Job toearly Christian reflections on the destruction ofJerusalem, from medieval responses to the plagueto modern attempts to fathom the Holocaust, takingin genres as varied as novel, treatise, and film,we will explore theological reflections on the goodnessof God in light of human suffering.

213THEOLOGY232A. Spirituality of the Christian East:Experience, Form, Expression(3-0-3) Alexopolous“Christianity is more than a theory about the universe,more than teachings written down on paper;it is a path along which we journey—in the deepestand richest sense, the way of life” (Kallistos Ware).This course will introduce the student to the ChristianEast and will focus on its spirituality as the expressionof this “journey,” this “way of life.” Thedifferent experiences, forms and expressions of thisspirituality will be examined and discussed duringthe course, having the writings of the Fathers of theChristian East as a basis, a foundation, and aspringboard for further reflection.234. Interpreting Suffering(3-0-3) ThompsonSuffering, as it has been interpreted or experiencedby theologians, mystics, martyrs, victims, and survivors,has profoundly shaped Christian theology.Focusing particularly on Christology and Christiandiscipleship, this course will consist of three parts.Part I will look at how some of the earliest teachingsof the church developed out of a need to interpretauthoritatively the suffering Christ and thesuffering of the early Christian martyrs. Part II willconsider the suffering of Christ as it was understoodsystematically and/or lived spiritually by keymedieval and reformation thinkers. In light of thesetraditional theological responses to suffering, PartIII will consider a variety of modern theological attemptsto confront the radical human suffering ofthe 20th century. This course will have two goals:(1) to reflect on how theology talks about Christand Christian discipleship in the face of humansuffering; (2) to reflect on how experiences of sufferinghave shaped (and continue to shape) theologicaldiscourse. Requirements: 3 short papers(with opportunities for experiential learning), classparticipation, midterm, and final.235. Following Jesus(3-0-3) DaleyHearing Jesus’ Gospel of the coming Kingdom ofGod, and receiving it as a word of truth and newlife, has meant, since the time of Jesus, not simplyaccepting a new way of understanding the world,but taking on a new pattern of living, “costing notless than everything.” This course will considerhow the Christian tradition, since the time of theGospels, has understood the person and work ofJesus and will consider the impact this faith in himand in his message have had, and continues tohave, on the way his disciples live in the world.237. The God of Jesus Christ(3-0-3) BaronThe purpose in this course is to study the Catholic-Christian understanding of God. The method employedis the reading of selected texts from some ofthe theological and spiritual masters of our traditionas well as from certain contemporary authors.The themes to be developed include the rootednessof the doctrine of God in the total event of the Incarnation,“proofs” for the existence of God inJohn C. Cavadini, chair and associate professor of theologyboth classical and contemporary theology, the bipolaror tensive nature of divine attribution, theunique mode of causality which is creation, divineprovidence, the primacy of the divine name ofLove, and the evolution of a formal doctrine of theTrinity.240. Jesus and Salvation(3-0-3) HilkertAn exploration of the mystery of Jesus the Christand the experience of salvation through examinationof the life, ministry, death, and resurrection ofJesus (Part I); the development of classic Christiandoctrine (Part II); and selected contemporary perspectivesand questions (Part III).

214THEOLOGY242. The Mystery of God(3-0-3) DoakWho is the God Christians believe in? Beyond theacknowledgment that God is a mystery, accepted infaith and worshipped in reverence, what do Christiansclaim to know about God? How did the doctrineof the Trinity develop, and what differencedoes it make?This course will explore these and related questionsthrough study of the development of the doctrineof God in Christian theology, giving specialattention to contemporary theological efforts to rearticulatethe doctrine of God in response to thequestions and issues of our own day. We will alsoconsider the contributions of different theologicalapproaches, especially those emphasizing the Bible,philosophy, spirituality, or socio-historical locationas resources for better understanding the Christianexperience of God.Students will be encouraged to consult with theinstructor about the possibility of an experientiallearning project involving theological reflection ontheir own experiences of service, prayer, or worshipas resources for better understanding God.243. Theology of Marriage(3-0-3) OdozorThis course seeks to introduce participants to theprincipal elements in the Catholic Tradition onmarriage by examining the sources of this traditionin sacred scripture, the work of ancient Christianwriters, the official teachings of the Church and recenttheological reflection. The method employedin the course is thus historical, scriptural, and thematic.The readings selected for this course are intendedto expose students to contemporarydiscussion in moral theology apropos of these issues,and provide them with the necessary theologicaltools to critically evaluate a wide variety ofethical positions dealing with marriage in theCatholic tradition.244. Catholic Social Thought(3-0-3) PfeilThis seminar fulfills the requirement for a secondtheology course. It is for students returning fromSummer Service Projects who desire an extendedopportunity for reflection and analysis in additionto the regular SSP course (THEO 360, three credits,graded S/U). Some of the major themes to bediscussed are: Christian compassion, discipleship,the mystery of God, and Catholic social teaching.The course culminates with a comprehensive researchproject on a theological question or issuethat emerges from the summer and/or other serviceexperiences and is explored with other academicdisciplines. Students must have participated in aSummer Service Project during the preceding summerto enroll in this course. More informationabout the course format, the experiential learningmethod and the process of evaluation is explainedin the Learning Agreement and ApplicationForm, which is available at the Center for SocialConcerns.247. The Catholic Experience(3-0-3) CunninghamThis course has three quite specific aims: (1) to describethat form of the Christian tradition both indoctrine and practice which is called Catholic; (2)to argue that within the Catholic tradition there aredifferent “ways” of being a Catholic; (3) to outlinea general way of being a Christian within theCatholic tradition; we will call that “way” a “spirituality.”Theology 247 will meet weekly for a lecturefollowed by discussion groups. Attendance will berequired. Each week a short reflection paper (twopages) will be readied for the discussion section. Inaddition, there will be an essay style midterm andfinal.251. Liberation Theology(3-0-3) AshleyLiberation theology arose in the late sixties and seventiesas many Christians in different parts of theworld were becoming vitally engaged in variousstruggles for peace and justice. One of its centralthemes is the relationship between Christian spiritualityand working for justice. This course will introduceliberation theology by focusing on thistheological problem. Background will be providedby a historical survey of attempts to understand therelationship between contemplation and action, usingpatristic and medieval homilies on Lk 10:38-42, and concluding with an examination of theIgnatian ideal of “contemplation in action.” Thenwe will examine how various theologians, includingthe Peruvian, Gustavo Gutiérrez, and Jon Sobrino,from El Salvador, have tried to apply this ideal inregions lacerated by systemic injustice and torn bywarfare. Requirements: frequent short (one-page)essays on readings, midterm and final. While notmandatory, community service in the South Bendarea will be integrally worked into the course.256. Christian Theology in the Middle East:Origins to the Present(3-0-3) AmarThe spread of Christianity from Jerusalem to AsiaMinor and Europe, and the development of Christiandoctrine that followed upon it, is well documentedand well known. Less well known is themovement of Christianity east of Jerusalem, andthe developments of Christian doctrine that attendedthis movement. This course investigates thedevelopment of Christianity and Christian doctrinein the Middle East and Central Asia. This approachinvolves consideration of the central doctrines ofthe Christian faith (especially the doctrines ofChrist, the Church, and the sacraments) from thetime they were articulated in the period of the firstseven ecumenical councils, to their development, inboth continuity and contrast, in the churches ofthe East. Students will acquire a sense of the largelyuntold story of the origins and history or Christianityin the Middle East (a topic especially timely today),we well as a grasp of the fundamentalChristian doctrines at stake in this history as well asthe present, as they bear on the issue of the reunificationof the churches. Readings include documentsfrom the councils, relevant theologians, localhistory, native accounts, and archaeologicalevidence.258. Creation: How God Relates to the World(3-0-3) BreyThe course will explore the connections betweenone’s understanding of the world and one’s understandingof salvation and God by surveying somemajor representative treatments of the world thathave emerged down through the ages. To better appreciatethe uniqueness of the Judaic-Christiandoctrine of creation, the course will begin by examiningsome ancient pre-Christian views of theworld and salvation: Hinduism, Buddhism and theGreek-speaking world. We will then turn to look atthe Biblical account of creation and its emergingtreatment by some of the early church Fathers:Irenaeus, Origen and Augustine. Continuing, thecourse will jump forward in time so that we cansurvey the impact that modernity has had on theChristian doctrine of creation: the rise of science,Kant, Schleiermacher, Hegel and Barth. Also, in aless historical vein we will spend time consideringwhat Paul calls “the last enemy,” namely death. Towhat degree is death an enemy of creation, and canthe harsh reality of death really be reconciled withall our academic speculations? Finally, we will readsome contemporary musings on creation by RobertCapon, J.R.R. Tolkien, and C.S. Lewis. The requirementsfor the course include daily readings,several short papers and an essay-oriented final.260. Theology, Ethics, and the Environment(3-0-3) McKennyDoes our ecological awareness require radically newtheologies and moralities? What moral claims, ifany, do nonhuman entities make on us? Can currentChristian and philosophical moral theories addressthese claims? This course raises thesequestions on both theoretical and practical levels.Theoretically, we will examine various theologicaland philosophical views of the moral status of nonhumannature. Practically, we will explore the implicationsof these views for issues such aswildreness conservation/preservation, treatment ofanimals, agricultural biotechnology, and others.The diversity of positions we will consider willrange from those who embrace standard, modernhuman-centered theologies and moral theories tocritics (such as deep ecologists, ecofeminists, andothers) who hold that the very theoretical stance ofour dominant theologies and moral theories is incompatiblewith a genuinely ethical orientation tothe environment.261. Christianity and Feminist Ethics(3-0-3) PorterThis course is designed as an introduction to Christianethics that focuses on the relevance of the historicalChristian tradition to a specificcontemporary issue or issues.

215THEOLOGY262. Contemporary Issues in Christian Ethics(3-0-3) PoormanThe study of contemporary issues and Christian responsesin the areas of bioethics, sexuality, socialjustice, and professional ethics.264A. Sacraments of Vocation: Baptism,Marriage, and Holy Orders(3-0-3) HahnenbergIn the Roman Catholic tradition, marriage andholy orders have been treated together as “sacramentsof vocation,” while recent theological reflectionand church teaching have emphasized howboth flow from the call of baptism. This course introducesstudents to the history, liturgical celebration,and current issues surrounding the sacramentsof marriage and holy orders. It presents marriagewithin the broader context of Christian commitmentand holy orders within the context ofChristian ministry and discipleship. Questions concerningchurch (What is the role of community inour relating to God?), sacrament (What are theserealities imbued with the hidden presence of God?),and vocation (Who am I in God’s plan for me?)and raised throughout the course.265. Corporate Conscience(3-0-3) Mertensotto, HeppenThis course is a reflection on the Christian moralmeaning of corporate action and purpose withinbusiness organizations. It deals with an analysis ofthe relation between Christian values and corporatepolicy in order to raise the consequences of organizationalpolicies. The objective is to develop a comprehensivecorporate ethic, which deals with theself-interest of the organization, multiple responsibilitiesand a social vision for a more human world.For business majors.266. Medical Ethics(3-0-3) MertensottoA discussion of ethical problems in the medicalprofession in the light of natural law and Christianmoral principles. For premed students.268. A Faith to Die For(3-0-3) BaxterAn introduction to Catholic moral theology, withan accent on how Catholic belief and practiceshape the Church’s understanding of the moral life.Aspects of Catholic belief and practice to be coveredinclude baptism, penance, reading scripture,preaching, prayer, the Eucharist, martyrdom, religiouslife, marriage, and mission. In the context ofthese beliefs and practices, several leading themes inCatholic moral theology will be explored (e.g.,sanctification, the eternal and natural law, and virtuesand vices), and several moral issues will be examined(e.g., abortion, suicide, capital punishment,economic justice, and war and peace). This courseexplores an understanding of the moral life interms of participation in the life, death, and resurrectionof Christ, but at the same time it avoidsconstruals of the moral life that rest merely on piousexhortations (“Jesus says”), assertions ofecclesial authority (“the Church says”), or invocationsof negative moral prohibitions (“thou shaltnot”). Thus, the “faith” will be presented as a set ofbeliefs and practices that are disturbingly radical,demanding that Christians die to themselves, yetalso deeply attractive, in that dying serves as a passagewayto true life. As suggested by the title, aleading emphasis in the course is that only a faithworth dying for can forge a moral life that is trulyworth living.Readings include selections from scripture, liturgicaltexts, theological and moral treatises, encyclicals,and the documents of Vatican II, plusAugustine’s Confessions, Cantalamessa’s The Eucharist:Our Sanctification, Graham Greene’s ThePower and the Glory, short stories of FlanneryO’Connor, Dorothy Day’s The Long Loneliness,and Helen Prejean’s Dead Man Walking. Evaluationis based on a midterm, a final, several short papers,and interactive class participation.269. Religion and Psychology(3-0-3) BurrellTo show how the quest for psychological explanationcan raise issues classically identified as religious,we shall explore how the psychologicalarticulation of these issues addresses the “task” ofbecoming a Christian. Beginning with Aristotle’sEthics to explore the most common idiom for humanaction, we jump to Kierkegaard’s SicknessUnto Death, and then enter the “psychologicalrevolution” with Sigmund Freud’s Civilization andIts Discontents, followed by Carl Jung’s Psychology ofthe Transference. By that time we will be ready toappreciate Sebastian Moore’s The Crucified Jesus IsNo Stranger, testing his work against two diaries:Ruzbihan Baqli’s Unveiling of Secrets: Diary of aSufi Master, and Etty Hillesum’s An InterruptedLife. A series of exercises (one-page papers) are designedto help us learn the language of these authors.A final paper offers a way to link thatlanguage with more explicitly theological inquiry.A midterm (in two parts) and a final exam give opportunitiesfor synoptic grasp.272A. Sacraments/Sacramental Theology(3-0-3) WendlinderThis course is an introduction to the RomanCatholic Sacraments and Contemporary SacramentalTheology. The course curriculum is divided intothree sections. The first section considers the historyof the sacraments and the development of sacramentaltheology from the New Testament periodthrough the Second Vatican Council and currentreflections on the renewal of the sacraments resultingfrom the council. The second section examinessacramental practice within the Roman Catholicliturgy, and considers contemporary practice of sacramentsin Christian faith traditions other than RomanCatholicism and the promises and challengesof an ecumenical perspective. The third section willexplore the intimate role sacraments play in conversionand on-going conversion in Christian life.273. Christian Call to Service and Justice(3-0-3) AshleyIn this course, Christian leadership will be exploredthrough presentations and readings from biblical,historical and contemporary perspectives on service,compassion, justice and community. Thereare specific requirements for participation in experientialand/or service learning projects which explorepast and contemporary faith-based ways ofbringing about a more just and humane world. Therequirements for the course include short papers/reports, a midterm exam, and a comprehensive paperthat explores a pastoral/theological issue ortheme that is linked with the exploration of Christianleadership as vocation in reponse to contemporarysocial concerns and the Catholic socialtradition.275. The Mystery of Being Human(3-0-3) HilkertThis course will explore some key questions of humanexistence in relation to basic Christian beliefsabout human life and destiny. What is the meaningof human dignity, personhood, and community inlight of the Christian claims that we are created inthe image of God and baptized into the image ofChrist? How are we to understand the reality ofevil in the world and the fundamental ambiguity ofhuman experience in relation to the symbol of“original sin”? What do “graced human existence”and “relationship with God” mean? Do they affectthe way we experience and live everyday life? Howcan Christians live in hope in the face of sufferingand death?279. Science and Theology(3-0-3) Ashley281. War, Law, and Ethics(3-0-3) Pfeil282. Bioethics(3-0-3) RyanThis course explores the importance of religiousand moral values for the life and death choices wemake, individually and as a society. Basic principlesand methods of contemporary bioethics will be introduced,and a range of issues considered, e.g.,medical research, physician assisted suicide, healthcare reform, new genetic technologies, respondingto AIDS. Especially recommended for studentsplanning on a career in medicine or science. Lecture/discussion format. Requirements: short papers,midterm, final.

216THEOLOGY286. Literary Catholicism(3-0-3) GordonThis course will explore the Catholic theologicaltradition primarily as it finds expression in six novelsby authors whose writing is influenced by thattradition. The novels discussed will be: The End ofthe Affair and The Power and the Glory by GrahamGreene, The Ball and the Cross by G. K.Chesterton, Silence by Shusaku Endo, Wise Bloodby Flannery O’Connor, and Love in the Ruins byWalker Percy. Among the topics to be treated areJesus Christ, revelation, the fall of humanity andthe problem of evil, the nature of sacraments, andfaith as a relationship with a loving God.287. World Religions and Catholicism inDialogue(3-0-3) GorskiA theological exploration of Hinduism, Buddhism,Taoism, Judaism, Islam and the relationship ofChristianity to those religions. The goal of this explorationis specifically (1) to set forth the essentialcharacteristics of the world’s great religions, (2) todisengage the essential differences between Christianityand the other world religions, (3) to identifythe distinctiveness of Catholicism within the familyof Christian traditions, (4) to examine historicallyand systematically the Christian theological appraisalof other world religions. Thus, the coursewill enable the students to gain a deeper understandingof Christianity by “passing over” into andexperiencing as well as appraising the different majorreligious traditions of the world. To enhancethe learning experience, the course will use theBBC film series titled The Long Search. Each ofthese hour-long films focuses on perspectives of theworld’s major religions.288. Liberation Theology(3-0-3) GorskiAn exploration of “liberation theology”—one ofthe most challenging and influential theologicalmovements since the Second Vatican Council. Theinitiators of this widespread movement are firmlyconvinced that the liberation of the world’s poorand oppressed—the suffering majority of humanity—isthe most pressing need of our age. And theyare developing a theology that is intended to inspireand promote such liberation. They evolve thistheology of liberation not only from their reflectionson the Bible and other traditional sources,but also from their immediate pastoral relationshipswith the poor — and from their social-historicalpolitical-economicanalyses of the causes of povertyand oppression. While this course will treat of theliberation theology being developed in the UnitedStates, it will focus first and principally on the theologyof liberation rooted in the history of LatinAmerica and found expressed in the writings ofsome prominent Latin American theologians.These include: Clodovis Boff, Leonardo Boff andGustavo Gutierrez. The works of these innovativeauthors are at the heart of liberation theology; understandingthem is a precondition for understandingthe liberation writings from the U.S.A. andfrom other places.290. Christianity and World Religions(3-0-3) MalkovskyThe purpose of this course is to introduce the studentto the basic teachings and spiritualities ofHinduism, Buddhism, and Islam. We will approachthese religions both historically and theologically,seeking to determine where they convergeand differ from Christianity on such perennial issuesas death, meaning, the nature of the ultimateMystery, the overcoming of suffering, etc. We willalso examine some traditional and contemporaryCatholic and Protestant approaches to religiouspluralism. Our own search to know how the truthand experience of other faiths is related to Christianfaith will be guided by the insights of importantCatholic contemplatives who have entereddeeply in the spirituality of other traditions. Bycourse’s end we ought to have a greater understandingof what is essential to Christian faith and practiceas well as a greater appreciation of the spiritualpaths of others. Requirements: Short papers, midtermexam, and final exam.292. Liturgy and Architecture(3-0-3) BrodhackerChurches are not museums, but places where thepeople of God come together to worship. As theforms and theologies of worship change so mustthe buildings where worship takes place. In thiscourse we will trace the past 500 years of liturgicaland architectural changes in the Roman Catholicand Protestant.308. Introduction to Christian LatinSheerin326. God, Philosophy, and Universities:Aquinas, Arnauld, Newman(3-0-3) MacintyreEnquiry and teaching in Catholic universities haveaimed at understanding how the universe—physical,animal, human—is ordered to God. One taskof philosophy in the Catholic tradition has been toshow how the various secular disciplines both contributeto such understanding and remain incompletewithout theology. How is this task to becarried out? We shall consider answers by threeCatholic philosophers in different intellectual andcultural situations, Aquinas, Arnauld, and Newmanin the hope of learning how to answer this questiontoday.Requirements: Three papers will be required.There will be no examination.(Crosslisted as PHIL 326.)ELECTIVES307A-307B. Elementary Hebrew I-II(3-0-3) (3-0-3) UlrichPrerequisite: Six hours of theology.This is a two-semester introductory course in biblicalHebrew; under normal circumstances, the studentmust complete the first to enroll in thesecond. The fall semester will be devoted to learningthe grammar of biblical Hebrew. The spring semesterwill be divided into two parts. For the firstsix weeks we will finish and review the grammar. Inthe remaining part of the course we will read andtranslate texts from the Hebrew Bible, Qumran,and Rabbinic literature. The course will focus ondeveloping reading and comprehension skills inbiblical Hebrew through the study of biblical texts.In addition, students will learn how to use referencegrammars, concordances, and apparatus to theBiblical Hebraica. The course encourages studentsto think about the grammatical forms and their implicationsfor biblical interpretation.325. From Power to Communion:Toward a New Way of Being Church-Basedon the Latin American Experience(3-0-3) PeltonPrerequisite: Six hours of theology.This seminar explores the present and the future ofthe Catholic Church, placing emphasis on how itsfuture is foreshadowed in the growing ecclesial interdependencethat exists between the churches ofNorth and Latin America. Emphasis is placed onthe growing involvement of the laity in LatinAmerica and where this may lead the North Americanchurch. In a particular way, attention is givento the role of small Christian communities.340. Know Your Catholic Faith (series)(1-0-1) CavadiniThe department offers a series of one-creditcourses in cooperation with the Office of CampusMinistry.What does the Church teach? Why does it matter?Each one-credit course reflects on a central featureof the Catholic faith, so that students comeaway with a clear idea of what the Church holds onthese topics as well as a basic theological and personalunderstanding of them.347. Popular Religion and the Practice ofPhilosophy in China(3-0-3) JensenPrerequisite: Six hours of theology.This lecture/discussion course will introduce thestudent to the plural religious traditions of the Chineseas manifested in ancestor worship, sacrifice,exorcism, and spirit possession. From an understandingof these practices, the course will offer insightinto the mantic foundations of Chinesephilosophy, especially metaphysics. Readings willconsist of texts in translation of popular cults, aswell as scholarly interpretations of these phenomena.In his Natural History of Religion (1757),David Hume articulated the now common distinctionbetween high and low religion, identifying themonotheistic traditions (Christianity, Judaism, Islam)with the former and the polytheistic (the majorityof the world’s religions) with the latter.

217THEOLOGYSocial Concerns Seminars (THEO 350–THEO 372). The Department of Theology offersa variety of social concerns seminars incollaboration with the Center for Social Concerns.Permission is required for each of these and isobtained through the center. More information isavailable at the Center for Social Concerns, (574)631-5319.355. Soc Con Sem: Civil Rights and SocialChange(3-0-3) CaponigroThe purpose of this Seminar is to study key eventsand leaders that sparked the broad-based movementto secure civil rights in the United States.Students will visit communities (Atlanta, Birmingham)and religious institutions that shaped the ideologyand development of movement in the late1950s and early 1960s. Participants will also beasked to explore the current state of leadership inthe civil rights community, assessing its relevanceand potential for continued influence on issues ofrace and discrimination into the new century.356. Soc Con Sem: Migrant Experiences(3-0-3) BrandenbergerThis Seminar offers a unique immersion into thelives of migrant farm workers in Florida during thespring harvest. Students pick tomatoes in the fields(donating their wages), live with migrant families,assist church and social agencies that serve migrants,and meet with community leaders, neveragain to take food for granted.357. Soc Con Sem: L’Arche Communities(3-0-3) BrandenbergerThis Seminar centers around travel to a L’Archecommunity (e.g., Toronto, Canada) to share communitylife with developmentally challenged persons.Students draw from the philosophy of JeanVanier, the works of theologian Henri Nouwenand other spiritual writings to augment this participatorylearning experience.358. Soc Con Sem: Children and Poverty(3-0-3) Brandenberger/AshleyThis Seminar focuses on concerns that affect theyouth of our nation, especially poverty and violence,and examines efforts to foster positive youthdevelopment. Immersion in New York City. Participantsread Catholic social teaching focused onyouth/family issues.359A. Summer Service Learning: ACCION(3-0-3) Cunningham/ConnorsThe ACCION Internships run 10-12 weeks in micro-lendingoffices across the country.For junior Business majors only.359B. Smr SrvLrn Intrn: ACCION(3-0-3) Cunningham/GroodyThe ACCION Internships run 10-12 weeks in micro-lendingoffices across the country.For junior Business majors only.359C. Smr SrvLrn Intrn: Hispanic(3-0-3) Cunningham/Knight-Santoni/GroodyThis is a leadership internship for Hispanic studiesworking 10-12 weeks in a Hispanic/Latino areawith organizations dedicated to empowering localcommunities. Students will complete the requirementsof THEO 359 and work with the Center forSocial Concerns to build partnerships with theagencies and people involved. Application and interviewnecessary for participation.359E. Smr SrvLrn Intrn: Contemporary Issues(3-0-3) CunninghamThis internship is for students interested in learningmore about how the Catholic social teachingsare addressed in the work of a church organization,such as the Catholic Campaign for HumanDevelopment.360. Confronting Social Issues: SSPs(3-0-3) Cunningham/ConnorsThis three-credit service-learning course takes placebefore, during, and after student participation ineight-week “Summer Service Projects” sponsoredby the Center for Social Concerns. The goals of thecourse are to reflect on the meaning and dynamicsof Christian service, compassion and Catholic socialteaching through readings and writing, alongwith discussion and reflection with site supervisorsand alumni, and scheduled group discussions uponreturn to campus. Writing assignments include ajournal, reflection paper of six to eight pages andresponses to study questions related to the coursepacket. This course is completed during the firstfive weeks of fall semester and is graded Satisfactoryor Unsatisfactory. Acceptance is based on thestudent’s application and interview. Contact theCenter for Social Concerns for more information.360A. Confronting Social Issues: THEO(3-0-3) Cunningham/Connors/BrandenbergerSame as THEO 360 but restricted to theology majors;graded A-F.360B. Summer Service Learning: Int’l(3-0-3) Cunningham/Tomas-Morgan/KollmanPrerequisite: Domestic service-learning experiences.This three-credit course provides students the opportunityto encounter international realitiesthrough work with poor and marginalized people.Same academic requirements as THEO 360 withthe addition of area/country specific readings andmeetings.360C. Summer Service Learning: NYSP(3-0-3) Cunningham/Connors/PettitThe National Youth Sports Program runs for sixweeks on the Notre Dame campus. Students workwith low-income children from the South Bendarea in educational enrichment and recreation.Same requirements as THEO 360.361. Soc Con Sem: Appalachia(1-0-1) Ashley/LoeschThis seminar involves experiential learning duringthe semester break. The course is centered on a service-learningimmersion in the region of Appalachiaand provides preparation for and follow-up tothat experience. Students may focus on particularthemes (e.g., rural health care, environmental issues)at various sites while learning about the regionand rural issues.362/SOC 362. Soc Con Sem: Cultural Diversity(1-0-1) Outlaw/Brandenberger/PettitThe purpose of this course is to begin to analyzethe positive aspects of ethnic and cultural diversityas well as related tensions, including racism. Studentswill participate in a five-day program duringbreak at selected sites that provides an orientationto culturally diverse communities and allows studentsto engage in discussions on relevant issueswith local residents and community leaders. Studentsparticipate in preparation and follow-upsessions.363/POLS 496. Soc Con Sem:Washington, D.C.(1-0-1) Brandenberger/Loesch/AshleyThis course centers on a trip to Washington, D.C.,over fall break, during which time students analyzea significant social issue through contact with variousagencies, government offices, and church organizations.Students participate in preparation andfollow-up sessions. Themes (e.g., Educational Reform,Violence in America) vary each year.366. Soc Con Sem:Mexico Service-Learning Project(1-0-1) Brandenberger/Elizondo/Tomas-MorganThis seminar involves three weeks of service-learningin Oaxaca, Mexico. It is designed to expose studentsto the reality of Latin America throughinter-cultural exchange, shared work experience,and faith reflection. Students examine the social,cultural, and international forces operative in theregion through discussion, relevant readings, andwritten reflection.367. Soc Con Sem: Advanced Studies(1-0-1) Brandenberger/Ashley/BeckmanPrerequisite: One other Social Concerns Seminar.The Advanced Studies Seminar is designed to enhancethe students’ study and application of a particularsocial concern issue. The experientialcomponent of the course will be tailored to the specificinterest of the student and requires preparationand orientation, follow-up reflection andassociated readings.368. Soc Con Sem: Contemporary Issues(1-0-1) Brandenberger/AshleyThis seminar allows students to participate in anexperiential opportunity designed to examine contemporarysocial problems. Emphasis will be placedon understanding issues/conflicts from the perspectiveof the various participants. Preparation and follow-upsessions are tailored to the specificopportunity.

218THEOLOGY368A. Soc Con Sem: Discernment(1-0-1) Shappell, Cunningham369. Soc Con Sem: Leadership Issues(1-0-1) Knight-Santoni/Brandenberger/AshleyThis course is open to student leaders of variouscampus organizations focused on community serviceand social action (e.g., student groups affiliatedwith the Center for Social Concerns, social concernscommissioners of dorms, etc.). This seminarwill examine leadership and empowerment issuesfrom a multi-disciplinary perspective, focusing onthe role of the leader within organizations promotingcommunity service, social awareness, and actionfor justice and peace. The course will provide studentswith an opportunity to examine and developtheir personal leadership styles and potentialsthrough a variety of experientially based learningexperiences.370. Soc Con Sem: Nonviolence(1-0-1) BrandenbergerThis course allows students to explore the theoreticaldimensions of nonviolence and the practice ofnonviolence as manifest in contemporary socialmovements. The course will examine the writingsof Jesus, Mahatma Gandhi, Martin Luther King,Dorothy Day and others. Students participate in aone-week experience with faith-based communitiesinvolved in nonviolent activities, prayer, service,and public witness. A one-credit course graded satisfactoryor unsatisfactory.371. Soc Con Sem: International Issues(1-0-1) Brandenburger/Tomas-Morgan/KollmanThis course revolves around international experientiallearning opportunities, examining the culture,community and life of the people encountered, includingthe poor. Students participate in preparationand followup sessions.372. Soc Con Sem: Field Education(1-0-1) Brandenberger/AshleyA directed field education experience in theology,augmented by readings and dialogue with facultyand others. Area of focus and placement determinedby student interest and initiative, in collaborationwith the Center for Social Concerns. Siteplacements may involve service-learning or relatedwork (at, for example, La Casa De Amistad, theCenter for the Homeless, or other site where theCenter has placed a Community-Based LearningCoordinator). A learning agreement will outlinespecific learning tasks and requirements. Specialpermision (during the semester prior to the experience)is required.378. Catechism and Catechetics(3-0-3) CavadiniPrerequisite: Six hours of theology.383. The Paschal Mystery in the LatinoCommunity(1-0-1) Elizondo385. Islam: Religion and Culture(3-0-3) AfsaruddinThis course will discuss the rise of Islam in the Arabianpeninsula in the seventh century and its subsequentconsolidation as a major world religion andcivilization. Lectures and readings will deal withthe life of the Prophet Muhammad, the Qur’anand its interpretation, early Islamic history, communityformation, law and ritual, theology, philosophy,mysticism, and literature. Emphasis willbe on the core beliefs and institutions of Islam andon the religious and political thought of its practitionersfrom the Middle Ages through our owntime. The latter part of the course will deal with reformisttrends within Islam and contemporaryMuslim engagements with modernity. All readingsare in English; no prerequisite.(Crosslisted with MGLC 390/518.)386. Canon and Literature of Islam(3-0-3) AfsaruddinPrerequisite: Six hours of theology.This course is an introduction to the religious literatureof the Arab-Islamic world. Emphasis is onworks from the classical and medieval periods of Islam,roughly from the seventh to the 14th centuryof the common era. We will read selections fromthe Qur’an (the sacred scripture of Islam), theHadith literature (sayings attributed to the prophetMuhammed), the biography of the Prophet, commentarieson the Qur’an, historical and philosophicaltexts, and mystical poetry. All texts will be readin English translation. No prior knowledge ofIslam and its civilization is assumed, althoughhelpful.388A. Chinese Mosaic: Philosophy, Politics,Religion(3-0-3) JensenThis is a special topics class that provides an introductionto the diverse life ways constituting thepuzzle of the Chinese people. The course will chartthe terrain of current Chinese imagination as it hasbeen shaped from the contending, and often contentious,influences of religion, philosophy, andpolitics, introducing students to the heralded worksof the Chinese intellectual tradition while at thesame time requiring critical engagement with thephilosophic and religious traditions animating thisculture. Thus, as they learn about China studentswill also reflect on how it has been interpreted byChinese and by Westerners. From readings in bothprimary texts and secondary interpretations theclass will reconstruct the ethos of the Chinese, attendingparticularly to the ways in which inheritedtraditions have been affected by the rise of themodern, authoritarian state. Our concerns will includequestions of philosophy as a response tomoral crisis, the abridgement of tradition in ideology,the creative reinvention and persistence ofpopular religion, and the politics of representation.From our attempts to address these concerns, wewill reconstitute the philosophic discourse of ancientChina and the religious practice of thepresent in an unconventional, but more evocative,manner that engenders understanding of contemporarypolitical resistance to single-party rule.(Crosslited with LLEA 388.)388JE. Naming God in Three AbrahamicTraditions(3-0-3) BurrellThis course, team taught in Jerusalem withMustafa Abu-Sway and Alon Goshen-Gottstein,will explore the ways in which Jews, Christians andMuslims employ their revelatory tradition to nameGod—that is, to come to a way of understandingand relating to the One whom all three traditionsbelieve freely created the universe. We shall explorehow each tradition uses names differeently, and soidentify the relevant differences in these Abrahamicfaith-traditions.391. Liturgical Choir(1-0-1) Walton391A. Women’s Liturgical Choir(1-0-1)392. Folk Choir(1-0-1) Warner395. The Christian Theological Tradition I(3-0-3) CunninghamPrerequisite: Six credit hours of theology.A survey of Christian theology from the end of theNew Testament period to the eve of the Reformation.Through the close reading of primary texts,the course focuses on the Christology of such influentialthinkers as Origen, Athanasius, Augustine,Anselm and Aquinas. How do these thinkers understandthe person and work of Jesus Christ?What are the Christological problems that theytried to resolve? How do the different Christologiesof these thinkers reflect their differing conceptionsof the purpose and methods of “theology?” Someattention will also be given to non-theological representationsof Christ. How does the art of theearly and medieval periods manifest changes in theunderstanding of the significance of Jesus. Thiscourse is obligatory for all first and supplementarymajors but is open to others who have completedthe University requirements of theology and whowish to gain a greater fluency in the history ofChristian thought. Fall only.396. The Christian Theological Tradition II(3-0-3) HerdtPrerequisite: Six credit hours of theology.The course will examine the development of theChristian tradition from the time of the Reformationto the present, with special attention to theconfessional division of the western Christian traditionduring the Reformation, and the responseswhich post-Reformation Christian traditions maketo the secularization of West culture. The objectiveof this course is to develop an ecumenical understandingof contemporary Christian traditions.Class time each week will consist of two lecturesand one student-led discussion. Evaluation will bebased on discussion, four short papers, and a finalexam. Spring only.

219THEOLOGYADVANCED COURSES400. Proseminar(3-0-3) WawrykowPrerequisite: Six credit hours of theology.This one-credit course will provide an introductionto the field of theology, emphasizing its nature andtask, its relation to faith and experience, and itsvarious methods of inquiry. Class sessions will havediscussion format to promote close interactionamong all the participants. Five sessions of theseminar will feature different members of the facultywho will discuss the goals and methods of theirrespective disciplinary areas. During the course studentswill gain the necessary background to beginplanning their own programs in theology. Requiredfor all majors and supplementary majors,and open to minor, pre-seminarians, and anyother interested students. Spring only.401. Hebrew Scriptures(3-0-3) UlrichPrerequisite: Six credit hours of theology.This course will offer students an introductorylevelsurvey of the books of the Hebrew Bible, withemphasis placed on the holistic (i.e., theological,literary, and social-scientific) study of the history,literature, and religion of ancient Israel. The implicationsof selected texts in Christian and Jewishtheological discourse will also be explored. Requiredcourse components include occasional quizzes,three unit tests covering the major divisions ofthe Hebrew Bible (Pentateuch, Prophets, and Writings),and 20 pages of writing spanning the followingresearch-related genres (case studies, articlereviews, journal, and critical notes). Fall only.402. Archaeological Foundations of Christianityand Judaism in Antiquity(3-0-3) BurghThis course surveys ancient Israel/Palestine (theHoly Land) during the biblical period. The classwill challenge students to think critically and creativelyabout the makeup/construction of previouscultures, their life-ways, and how the componentsof the culture connect and relate to one another. Inorder to do this, the student will engage and incorporatetheory and method from several fields (e.g.,archaeology, theology, anthropology, philology,textual studies, history, art, and others). Thiscourse encourages the student to use as many availabletools as possible to investigate and understandthe past and its impact on the present. The classwill expose students to the material remainsthrough slides and some physical artifacts that willassist them in better comprehending the theologicalfoundations of Judaism and Christianity.411. Christian Scriptures(3-0-3) D’AngeloA critical introduction to the Christian Scripturesfor Western readers. In addition to important historicaland literary aspects of the New Testament,this course aims to interpret those Scriptures in thelight of the cultural world of Jesus. This means thatreaders will be learning the essential and relevantcultural models for reading Jesus, Paul, Timothy,etc., in their own culture: basic values (honor andshame), institutions (kinship), modal personality(group-oriented) and the like. Spring only.423. Reformation Theology: A Survey(3-0-3) ZachmanAn examination of the development of Christianthought from the Council of Constance in 1415 tothe First Vatican Council in 1869-70, with specialattention given to the impact of the Reformationand the Enlightenment on the formation of Christiantheology.426A. Topics in Theology: Sacraments(3-0-3) PrüglPastoral necessity as well as heresies and uncertaintiesabout the nature of the sacraments made it unavoidablefor the medieval church to reflect uponits most distinctive liturgical rites. Within the contextof the formation and growth of scholasticism,the sacraments provided an excellent trainingground to test the strength of western theologicalthought. Due to the influence of Peter Lombard’scollection of patristic “Sententiae” the sacramentsfinally became a major field within the institutionalizedtheology at the universities. Our course willfocus on those events and texts of the earlierMiddle Ages which challenged theologians likePaschasius Radbertus, Berengar of Tour andLanfranc of Bec to specify their views about theEucharist. It will consider the formation of a systematictreatise on the sacraments in the Frenchschools of the 12th century, and finally present thesynthesis of high scholastic sacramental theology inThomas Aquinas and Bonaventure. Besides the genericquestions on the nature of the sacraments assuch, special attention shall also be paid to baptism,the Eucharist, confirmation and penitence.428. Topics in Medieval Theology(3-0-3) Staff435. Christian Spirituality(3-0-3) CunninghamThis course intends to introduce the student to (1)the methodologies for studying Christian spirituality;(2) some theological reflections on the Christianway of life “in the Spirit”; and (3) Aconsideration of the structure of some “schools” ofspirituality within the Christian tradition. Apartfrom preparation of readings, class participation,and regular attendance, the basic course requirementwill be to finish in a timely fashion a series ofshort papers which will reflect topic assignmentsgiven by the professor. These short papers will beara family resemblance to take-home examinations.436. Modern Catholic Theology: Newman(3-0-3) O’ReganThe courses focuses on three of the major contributionsmade by John Henry Newman to modern religiousthought. (1) Newman’s contribution toreligious epistemology, that is, to the question ofreligious belief and whether it is irrational or rationalto believe. A Grammar of Assent is central here,although other texts will also be taken into account.(2) Newman’s contribution to the understandingof the genesis, nature and function ofdoctrine. Our main text here is the famous Essay onDevelopment which, arguably, is the single-mostimportant text on tradition written in the nineteenthcentury (3) Newman’s view of Christ. Unlikehis reflections on religious epistemology andhis view of doctrine, Newman does not have asingle authoritative treatment of Christ. His reflectionsare scattered throughout his writings, especiallyin his sermons and his historical works. Wewill read samples of both to discern the main driftof Newman’s concerns and his conclusions.437A. Miracles(3-0-3) CavadiniWhat is a miracle? Can miracles happen? What istheir significance? The course will approach thesequestions using a variety of paradigms, includingphilosophical, theological, and sociological. Wewill consider a variety of texts and issues, includingthe Bible, classical exegeses of biblical miracle stories(in Origen, Augustine, and Gregory the Great)as well their counterparts in modern scholarship,philosophical debates about the status of the miraculous,and recent studies of communities wheremiraculous events are alleged to have occurred. Wewill also consider the canonical process for the investigationof alleged miracles, as well as literarytreatments of the theme. We will ask, finally, Whatis the religious significance of wonder?441. The Christian-Jewish Encounter:From Disputation to Dialogue(3-0-3) SignerIn the closing days of the II Vatican CouncilNostra Aetate (Declaration on non-Christian Religions)reversed a negative attitude of the CatholicChurch toward Judaism and the Jewish people.This remarkable change promoted “dialogue” withJews, and positive changes in the ways in which Judaismwas presented in Liturgy and Catechesis. Reactionsfrom the Jewish communities were diverse:from rejection to welcoming.This course will explore a number of issueswhich emerge from the history of Christianthought and theology: How did a negative image ofJudaism develop within Christianity? In what waysdid these unfavorable teachings contribute towardviolence against the Jews? What is the relationshipbetween Christian anti-Jewish teachings andAntisemitism? Is there any correspondence toChristian hostility within Judaism? In what wayshave Jewish authors reacted to Christian tradition?

220THEOLOGYWe shall also want to construct a more positivetheology for the future. How can Jews and Christiansdevelop religious responses to modernity? Inwhat senses can a study of Judaism by Christians,or Christianity by Jews, help either community tounderstand itself better? How can Christians andJews develop a theology of “the other” which is nottriumphalist, but empathic.442. Theology and Medicine(3-0-3) RyanPrerequisite: Six hours of theology.An examination of moral problems in medicine inthe context of key theological themes, e.g. creation,providence, the nature of Christian personhood,suffering and redemption, freedom and grace.Various normative problems will be explores, e.g.physician-assisted suicide, artificial reproduction,and access to health care.443. Jewish Spirituality(3-0-3) WolfsonThis course will explore several central themes thathave informed the texture of Jewish spiritualitythrough the ages. Topics will include: liturgy andiconic visualization of God; sacred space and timeon ritual performance; letter meditation and themagical imagination; contemplation and mysticunion; textual study and inspired exegesis; divinesuffering and messianic redemption. Material willbe selected from biblical, apocalyptic, rabbinic, andkabbalistic sources.(Crosslisted as THEO 543.)445. Christian Initiation and Eucharist(3-0-3) JohnsonThe Rites of Christian Initiation (Baptism, Confirmation,and First Eucharist) and the EucharisticLiturgy as the primary sacramental celebrations ofand in the Church: their biblical and anthropologicalfoundations, historical and theological evolution,and contemporary forms and celebration in avariety of churches. Requirements will includeshort papers and exams.449. Feminist and Multicultural Theologies(3-0-3) HilkertAn exploration of critical and constructive contributionsof women to the development of contemporaryChristian theology. Using the writings offeminist, womanist, Latina, mujerista, and Asianwomen theologians, the class will consider recentwork in the field of systematic theology with particularattention to questions of method, theologicalanthropology, Christology/soteriology, and themystery of God.450. Theology and History of ChristianMissionaries(3-0-3) KollmanThis course will study the missionary activity of thechurch. After a brief look at mission and evangelizationin the New Testament and the early church,we will then explore several important moments ofmissionary contact in the Americas, Africa, andAsia in the modern (post-Columbian) period. Thecourse will conclude with a look at contemporarymissionary practice and theory.(Crosslisted as THEO 547A.)453A. Death and Rebirth(3-0-3) DunneA course on the spiritual journey through the ages:the figure Gilgamesh (the human quest of eternallife), the figure of Socrates (the sense of a deeperlife that lives through death), the figure of Jesus(the I and thou with God in Christianity; how thisleads to an understanding of death and resurrection,or Incarnation and Trinity), Dante and thespiritual journey (the Christian sense of a life thatlives on both sides of death), Kierkegaard and theeternal self (the Christian encounter with the modernsense of selfhood), and a concluding vision (theexperience of the presence of God). Requirementsinclude a midterm and a final exam (take home exams)and a personal essay.456. Martyrs and Monastic Lives(3-0-3) LeyerleEarly and medieval Christian communities werelargely defined by their views not only of God orthe personhood of Jesus, but also of the body; underfierce debate were questions of what, when, oreven whether, to eat, drink, or engage in sexual activity.By reading intriguing texts stemming fromthe experience of martyrdom and monasticism, thiscourse will illustrate how often explicitly theologicalconcerns (for instance, an understanding of theincarnation) have their roots in just such pressingsocial concerns. Christians were further urged toponder the relationship of the body to theology, bythe experience of sporadic persecution launchedagainst them initially by pagans, but afterConstantine, increasingly by other groups of Christians.This course will examine a selection of intriguingtexts stemming from the experience ofmartyrdom and monasticism. We will begin withthe earliest portrait of Christians left to us, namelythat found in the New Testament, and will endwith the Reformation period, which not only saw areassessment of the goals and goodness of the monasticlife but also a resurgence of persecution. Twofurther and related concerns will also shape thiscourse, namely, the uncovering of the contours of“ordinary” Christian life in these periods, and agrowing appreciation of how Christian women,whose stories have often been eclipsed in surveysdevoted to intellectual or doctrinal history, haveshaped Christian tradition through their asceticpractices, and have been in turn shaped by them.Our perspective will be that of social historians.459. Love and Sex in the Christian Tradition(3-0-3) PorterChristian reflections on sexuality comprise one ofthe richest yet most controversial aspects of theChristian moral tradition. In this course, we willexamine Christian sexual ethics from a variety ofperspectives through a study of historical and contemporarywritings. Topics to be considered includeChristian perspectives on marriage andfamily, the ethics of sex within and outside of marriage,contraception, divorce and remarriage, andhomosexuality. Course requirements will includefour or five short papers and a final examination.460. Joint Seminar in Philosophy and Theology:Aquinas and Scotus on God(3-0-3) Wawrykow469. After the Abyss: Christian and JewishTheology after the Holocaust(3-0-3) SignerAt the close of the 20th century, Jews and Christianshave become aware that the Nazi Holocaustpresented significant challenges to their traditionaltheologies. For many Jews the problem arises fromthe question “How could God have permitted themurder of innocent children?” Many Christians,Catholic and Protestant, have raised different issues:“How could Christianity have given up itsmoral authority to the State and remained silent;what beliefs within the Christian tradition mayhave contributed to the contempt of Jews andJudaism?” Both communities have produced newexplorations of the role of God in human history.In our course we will read both Jewish and Christiantheologians. Jewish theologians such as MartinBuber, Arthur Cohen, Emil Fackenheim, EmanuelRackman and Irving Greenberg will be read alongwith some of the writings of more traditional Jewishtheologians. From the Christian perspective wewill read from the writings of Johann B. Metz,Jurgen Moltmann, Karl Barth, David Tracy andPaul van Buren.471. The Development of Latino Christianity inthe USA(3-0-3) ElizondoThe development of religion in the great “frontera”between Nordic America and Latin America, whichis in the southwest of the USA.

221THEOLOGY SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS474. Islam and Muslim-Christian Dialogue(3-0-3) MalkovskyThis course has a twofold aim. It not only providesan introduction to the world of Islam but also attemptsa comparison and evaluation of Islamic andChristian theological themes from both a systematicand historical perspective. Topics such as thenature of God and the process and content of divinerevelation; the person and function ofMuhammad and Jesus as exemplars of faith; therole and nature of sacred scripture and tradition;the place and nature of piety and practice in everydaylife; the way that each religion sees itself in relationto other faiths; changes that each traditionhas undergone in the modern period: these andother topics will be treated with the intention ofdeeper understanding and appreciation of theother. Requirements: oral presentations, short analyticalpapers, one research paper.479. Hindu-Christian Interaction(3-0-3) MalkovskyThis course will provide a survey of the mainevents, human figures and theological modelswhich have characterized Hindu-Christian interaction,especially since the beginning of the nineteenthcentury, a period which marks aturning-point in Hinduism’s understanding of itself.We shall attempt to determine how each of thetwo religions has undergone transformation in itstheology and spirituality, either through the enrichmentor through the challenge which the other traditionhas presented. Theologically we shallexamine such issues as revelation and history, divinegrace and human freedom, personhood of theDeity, Hindu and Christian views of Christ, theisticand non-dualistic metaphysics.497. Directed Readings(3-0-3) WawrykowPrerequisites: Senior standing, dean’s list average,written consent of instructor.The following courses are offered as transfercredit courses at Purdue University:171P. Introduction to Biblical Theology(3-0-3) Ryba173P. Theological Reflections(3-0-3) Ryba176P. Dynamics of Christian Freedom(3-0-3) Ryba476P. Advanced Theological Interpretations(3-0-3) Ryba497P. Directed Readings(3-0-3) RybaSupplementaryMajors, Minors, andSpecial ProgramsAs indicated above, a supplementary major is onethat cannot stand alone in qualifying a student foran undergraduate degree but must be taken in conjunctionwith a primary major. Several departmentsoffer both majors and supplementary majors. Theyhave been described above. Included below are interdisciplinarynon-departmental supplementarymajors and minors.AFRICAN AND AFRICAN AMERICANSTUDIES SUPPLEMENTARYMAJOR AND MINORDirector:Hugh R. Page Jr.Associate Professor, Departmentof TheologyAdvisory Committee:Cyriana E. Johnson-RoullierAssociate Professor, Department of EnglishRichard B. Pierce IIAssistant Professor, Department of HistoryGina V. ShropshireAssistant Professional Specialist, MendozaCollege of BusinessFabian E. UdohAssistant Professor, Program of LiberalStudiesProgram of Studies. The African and AfricanAmerican Studies Program (AFAM) is dedicated tothe interdisciplinary study of the peoples of Africaand the African Diaspora. Its pedagogical commitmentis twofold: (1) to create a disciplined and rigorousintellectual environment within which thestudy of the histories, literatures, languages, andcultures of African and Afrodiasporan peoples cantake place; and (2) to foster an appreciation of therichness, diversity, and complexity of the African-American experience—particularly when it isviewed within both national and global contexts.Critical inquiry and service learning are essentialcomponents of the AFAM Program It seeks to createopportunities for dialogue, reflection, and socialengagement within and beyond the classroom. TheAFAM Program offers Notre Dame undergraduatesthe option of electing a Supplementary Major (24credit hours of required coursework) or InterdisciplinaryMinor (15 credit hours of requiredcoursework, with a sub-specialty in Literature, History,or Social Science). Students selecting eitheroption receive thorough grounding in the analyticalmethods employed by scholars in the field as wellas exposure to essential sources and critical issues. A“capstone” experience consisting of a Senior Projector Thesis rounds out the curriculum for theSupplementary Major.Upon completion of all requirements, studentswill have received both a solid introduction to thediscipline of African and African-American Studiesand an appreciation of how it interfaces with otherareas in the Humanities, Social Sciences, and TheologicalDisciplines.Supplementary MajorThe AFAM Supplementary Major requires completionof one designated literature course (3 credithours), the two course sequence in African-AmericanHistory (6 credit hours), one stipulated SocialScience course (3 credit hours), and the SeniorProject or Senior Thesis (3 credit hours). Three additionalAFAM elective courses in Literature, History,or Social Science can be selected (9 credithours) to complete the 24 credit hour requirement.LiteratureMajors must take one of the following courses.AFAM 384a: Afro-American Literature I1746-1900AFAM 384b: Afro-American Literature II1900-1940AFAM 384c: Afro-American Literature1940-presentAFAM 384e: AFAM Literatureand Contemporary IssuesThe following courses are considered AFAMLiterature electives.AFAM 324: Harlem RenaissanceAFAM 419C: African-American Poetry andPoeticsAFAM 379a: African LiteratureAFAM 413: Art/Politics Richard WrightAFAM 470b: Joyce and BaldwinAFAM 479a: Modern African LiteratureAFAM 494b: Writing WhitenessAFAM 494e: Slavery Era Afro-AmericanLiteratureAFAM 591 (grads only): Politics and Literaturein Francophone Sub-SaharanAfricaHistoryMajors are required to complete the two-coursesequence in African American History.AFAM 270:AFAM 371:AFAM 372:Civil Rights MovementSurvey of African-AmericanHistory ISurvey of African-AmericanHistory II

222SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMSThe following courses are AFAM Historyelectives.AFAM 321: Making of Multicultural AmericaAFAM 328: Famine in Africa/Ireland/IndiaAFAM 380: U.S. Labor HistoryAFAM 444: African History Since 1800AFAM 453: The New NationAFAM 454: Era of U.S. Civil War 1846-1877Social ScienceAFAM majors are required to take thefollowing Social Science course.AFAM 372a:The Archaeology of AfricaThe following courses are AFAM Social Scienceelectives.AFAM 215: Education, Multiculturalism,and DemocracyAFAM 221: Introduction to JazzAFAM 232: Social ProblemsAFAM 302: American Social Experience:Traditions of ProtestAFAM 306: Homefronts During WarAFAM 311: Race/Ethnicity and AmericanPoliticsAFAM 319: Sociology of SportAFAM 322: Black Music, World MarketAFAM 329: Fundamentals of HumanEvolutionAFAM 332: CriminologyAFAM 336: Human DiversityAFAM 336s: Poverty, Inequality, andEducationAFAM 338: Poverty/Inequality/SocialStrategyAFAM 352: Politics of Southern AfricaAFAM 359: Peoples of AfricaAFAM 401: Immigration, Ethnicity, Racein the U.S.AFAM 425: Ethnicity in AmericaAFAM 428: Race, Gender, and Womenof Color in American CultureAFAM 432: Blues in American CultureAFAM 457: American Culture and SubcultureAFAM 444: Anthropology of CitiesAFAM 464: Children/Families in ConflictAFAM 473: Christianity in AfricaAFAM 478: Stereotyping: Social PsychologyInterdisciplinary MinorThe AFAM minor offers students an opportunityto focus on one of three areas: Literature, History,or Social Science. Minors must take one of the followingfour AFAM Literature courses (3 credithours).AFAM 384a: Afro-American Literature I:1746-1900AFAM 384b: Afro-American Literature II:1900-1940AFAM 384c: Afro-American Literature,1940-presentAFAM 384e: Afro-American Literatureand Contemporary IssuesMinors must also take one of the following twoHistory courses (3 credit hours):AFAM 371:AFAM 372:Survey of African-AmericanHistory ISurvey of African-AmericanHistory IIMinors will choose one of the following three areasof specialization: Literature, History or Social Science.The remaining three courses (9 credit hours)will be in the area chosen.LiteratureThe following are AFAM Literature electives forthe minor.AFAM 324: Harlem RenaissanceAFAM 479a: African LiteratureAFAM 413: Art/Politics of Richard WrightAFAM 419C: African-American Poetry andPoeticsAFAM 470b: Joyce and BaldwinAFAM 479a: Modern African LiteratureAFAM 487: African and Caribbean WomanWritersAFAM 494b: Writing WhitenessAFAM 494e: Slavery Era of African AmericanLiteratureAFAM 591 (by special permission): Politicsand Literature in FrancophoneSub-Saharan AfricaHistoryIn addition to the two required classes, any of thefollowing History courses may be taken as AFAMelectives.AFAM 270: Civil Rights MovementAFAM 312: Slavery in AntiquityAFAM 321: Making of Multicultural AmericaAFAM 328: Famine in Africa/Ireland/IndiaAFAM 369: Jacksonian AmericaAFAM 380: U.S. Labor HistoryAFAM 444: African History Since 1800AFAM 453: The New NationAFAM 454: Era of U.S. Civil War 1846-1877Social ScienceThe following are considered AFAM Social Scienceelectives.AFAM 221: Introduction to JazzAFAM 302: American Social Experience:Traditions of ProtestAFAM 306: Homefronts During WarAFAM 311: Race/Ethnicity and AmericanPoliticsAFAM 322: Black Music, World MarketAFAM 329: Fundamentals of HumanEvolutionAFAM 336: Human DiversityAFAM 352: Politics of Southern AfricaAFAM 359: Peoples of AfricaAFAM 372a: The Archaeology of AfricaAFAM 401: Immigration, Ethnicity, Racein the U.S.AFAM 425:AFAM 428:AFAM 432:AFAM 473:Ethnicity in AmericaRace, Gender, and Womenof Color in American CultureBlues in American CultureChristianity in AfricaSenior ProjectThe Senior Project (or Senior Thesis) is thecapstone of the AFAM Supplementary Major. Itprovides seniors with an opportunity to reflectupon the larger implications of their courseworkand, should they desire, to incorporate a servicelearning component. A written proposal describingthe intended project or thesis must be submitted tothe AFAM director for formal approval. If accepted,the student will be assigned a thesis director.A written summation of the project (or finalversion of the thesis) is due at the end of the term.An oral presentation must also be made to the directorand Advisory Committee during the week offinal examinations.GENDER STUDIES SUPPLEMENTARYMAJOR AND MINORDirector:Kathleen PyneAssistant Director:Sophie WhiteAdministrative Assistant:Tori DaviesObjectives. See page 229.The Supplementary Major seeks not only to offerstudents additional knowledge about gender butalso to shape their overall orientation toward learning.Through advanced coursework on gender, studentsgain the ability to negotiate traditionaldisciplinary boundaries and to attain a deeper understandingof the issues of central concern to allwho study and work in the field of gender studies.Further, this habit of mind has a transformativeimpact on the entirety of academic life, makingstudents more creative as they undertake work intheir primary major and in other areas of theUniversity.Students who undertake the additional courseworkof the Supplementary Major in Gender Studiesgain a firm grounding in this rapidly developingfield, which serves to make them attractive candidatesto graduate programs and helps ensure theirsuccess should they choose to engage gender issuesat an advanced academic level. Students who planto enter the work force immediately after graduationwill also benefit from the Supplementary Majorin Gender Studies. As the demographics of theworkforce have changed, a host of gender issueshave emerged that are of pressing concern. The increasedability to think critically about gender willprepare students to engage these issues responsibly,making them valuable and productive in their futurecareers.

223SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMSRequirements. Supplementary majors in genderstudies must choose a faculty advisor. With theiradvisor, they draft a rationale for their second majorand propose a general course plan. The GenderStudies Curriculum Committee reviews and givesfinal approval to this prospectus. The faculty advisorwill meet with the student regularly to adviseabout course selection.Course Requirements: Students in the SupplementaryMajor are required to complete 24 credithours distributed as follows: GSC 101/201: Introductionto Gender Studies (three credits) — acourse that is team-taught by members of the GenderStudies faculty and that maintains acrossdisciplinary approach; one three-credit criticalmethods course — a 300- or 400-level coursewhose chief focus is on theory and critical methodsin the study of gender; one course that links questionsof gender to issues of cultural diversity, suchas race or class differences; GSC 495: Gender StudiesPracticum (three credits) — a course that allowsseniors to pursue independent research projects aswell as experiential work on gender issues; fourelective courses in Gender Studies (12 credits). Atleast one elective course must be in the humanitiesand at least one must be in the social sciences.Courses: See page 229.ARTS AND LETTERS/SCIENCEHONORS PROGRAMIn the fall semester of 1983, the University inauguratedan honors program for a small number ofoutstanding students in the College of Arts andLetters and the College of Science. A limited numberof students with academic intents for each collegeare identified for this program at the time ofadmission. Although selection criteria include thepromise of outstanding academic performance asdemonstrated by standardized test scores and highschool performance, the program is looking formore than mere academic ability. It hopes to identifystudents with a deep intellectual curiosity.The program offers honors sections to fulfillmost of the University and college requirements inthe students’ freshman and sophomore years. Atpresent, there are honors sections of theology(THEO 201) and philosophy (PHIL 195I), thetwo-semester honors seminar (satisfying the writingrequirement — usually accomplished through English109 — in the fall semester, and the literaturerequirement during the spring), chemistry, physics,mathematics, a social science, and literature. Sincethese courses are restricted to honors students, theyare smaller than non-honors sections and are usuallytaught in a seminar format. The teachers forhonors sections are chosen from the most outstandingteachers in each college. After the sophomoreyear, students’ academic work will be mainly centeredin their major field of study, but two honorselectives are also taken during these years. There isalso an Honors Seminar in the fall of the senioryear to bring the honors students from diverse majorsback together for some topical discussions. Allhonors students will also be expected to complete aspecial six-hour senior research honors project intheir major field of study. In science, this is the culminationof a research project that is begun earlier,and in arts and letters, it is a two-semester projectculminating in a thesis. Those writing senior theseswork individually under the direction of a facultyadvisor of their choosing in their major field.Funds are available for research projects duringsummers either at Notre Dame or other universities.In addition to the more narrowly academicfeatures of the honors program, students will beoffered various opportunities for broadening personal,cultural and spiritual growth. Regular colloquia,informal discussions and cultural excursionsare available.Further information on the structure and contentof the honors program or on the criteria foradmission may be obtained by contacting Prof.Alex Hahn or Prof. Cornelius Delaney, 210O’Shaughnessy Hall, Notre Dame, IN 46556,(574) 631-5398.ARTS AND LETTERSPREPROFESSIONAL STUDIESAdvisor:Jennifer Ely NemecekAssistant deanCollege of Arts and LettersProgram of Studies. Arts and Letters PreprofessionalProgram students are required to complete anarts and letters primary major in addition to thepreprofessional supplementary major. The ALPPprogram provides students who intend to pursue acareer in health science with an opportunity tocomplete a major in the College of Arts and Letterswhile building a firm foundation in the basics ofscience. Most students elect the ALPP program becausethey wish to go on to medical or dentalschool; however, there are students who intend topursue other health-related careers or simply preferthe integration of science classes into the arts andletters curriculum. Medical schools encourage prospectiveapplicants to seek a broad, liberal education,which enables them to develop skills that willbe useful throughout life. The ALPP program providesstudents with all of the necessary prerequisitesto prepare for the Medical or Dental CollegeAdmissions Test.Since the Medical/Dental College AdmissionsTests are ordinarily taken in the spring semester ofthe junior year, students should have completed thefollowing courses by that time: MATH 119-120,BIOS 201/L-202/L, CHEM 117/L-118/L, CHEM223/L-224/L and PHYS 221/L-222/L. Studentsmust also take three upper-level natural scienceelectives (nine credits) to complete the ALPP program.The following electives are recommended toprovide the student with the background necessaryfor admission to most medical and dental schools:Genetics (BIOS 303), Biochemistry (CHEM 420),Physiology (BIOS 344 or BIOS 421), Cell Biology(BIOS 341), or Microbiology (BIOS 401). Biochemistry(CHEM 420) and Physiology (BIOS344 or BIOS 421) are strongly recommended.All curricular advising in reference to the ALPPmajor is conducted by the ALPP advisor in 101O’Shaughnessy. Advising in reference to the applicationprocess to medical and dental schools in thespring of the junior year is conducted by the sciencepreprofessional chair in 329 Nieuwland ScienceHall. All ALPP juniors are invited to ameeting in January of their junior year to introducethem to the medical/dental school application process.All ALPP supplementary majors are added toa listserve to announce upcoming meetings, seminars,summer internship opportunities and informationon other health-related careers.The sequencing of courses taken throughoutthe sophomore, junior and senior years is workedout by the student in consultation with the ALPPadvisor and the student’s departmental advisor sothat the best schedule for each individual is arranged.One possible sequence is the following.The Program of CoursesFirst YearFirst SemesterFYC 110: Composition 3MATH 119: Calculus A 4CHEM 117: General Chemistry I 4Foreign Language 3First Philosophy/First Theology 3Physical Education -—17Second SemesterUniversity Seminar 180 3MATH 120: Calculus B 4CHEM 118: General Chemistry II 4Foreign Language 3History/Social Science 3Physical Education -—17

224SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMSSophomore YearFirst SemesterCORE 211: Ideas, Values and Images 3BIOS 201/L: General Biology A 4CHEM 223/L: Elementary Organic Chemistry I 4Foreign Language 3Arts and Letters Major or Elective 3—17Second SemesterCORE 212: Ideas, Values and Images 3BIOS 202/L: General Biology B 4CHEM 224/L: Elementary Organic Chemistry II 4First Theology/First Philosophy 3Arts and Letters Major or Elective 3—17Junior YearFirst SemesterPHYS 221: Physics I 4Science Elective 3Arts and Letters Major 3Arts and Letters Major 3Social Science/History 3—16Second SemesterPHYS 222: Physics II 4Science Elective 3Arts and Letters Major 3Arts and Letters Major 3Literature 3—16Senior YearFirst SemesterScience Elective 3Arts and Letters Major 3Arts and Letters Major 3Second Theology/Second Philosophy(Medical Ethics) 3History 3—15Second SemesterArts and Letters Major 3Arts and Letters Major 3Second Philosophy/Second Theology 3Fine Art 3Arts and Letters Major or Elective 3—15COMPUTER APPLICATIONSPROGRAMDirector:Charles R. CrowellAssociate Director:Margaret B. WanAssistant Director and Director of Advising:Louis J. BerzaiFaculty:Sheri A. Alpert; Bruce C. Auerbach; Robert N.Barger; Kevin Barry; Paul Berrettini; Louis J.Berzai; Charles R. Crowell; Donald K. IrmigerIII; C. Lincoln Johnson; Thomas C. Laughner;Lawrence C. Marsh; Patrick Miller; PhilipMirowski; Raymond G. Sepeta; John F.Sherman; Jeff Sucec; Johanes Suhardjo; JohnC. Treacy; Margaret B. WanProgram of Studies. Computer Applications(CAPP) teaches the skills necessary to function inthe uses of information technology. Its goal is tocombine the diverse background of arts and letterswith computer skills in a way that applies to a fullrealm of occupations and business fields. CAPP offersfirsthand experience on applying classroomknowledge to actual business applications and focuseson a conceptual understanding of how to approachtasks using computer technology. Designedwith the arts and letters student in mind, CAPP is across-disciplinary sequence of courses that providesstudents with employment opportunities, computerlanguage experience, application experience in areasof choice and familiarity with state-of-the-arttechnology.CAPP strives to demonstrate the relationshipbetween computer technology and problem-solvingand illustrate the value of computers in traditionalareas of concern and interest.With CAPP available only as a supplementarymajor, students must have a traditional field ofstudy within the college. As its title implies, CAPPstresses the application of technology to organizational,institutional and interpersonal issues andproblems. CAPP aims at giving students an understandingof how technology can be applied to diverseareas of life by giving them experience inapplying contemporary technology to problemsolving.The actual courses offered vary from year toyear, but the structure of the program can be outlinedas follows:HoursI. Computer Ethics 3II. Language courses(C++, JAVA, etc.) 6III. Statistics 3IV. Applications(Client/Server, Systems Design, etc.) 12Computer Applications ProgramCourse Descriptions243. Introduction to Computer Systems(3-0-3)As an introduction to Information Processing, thisis a literacy course which explains computer systemsincluding hardware, software, systems analysisand other related topics. The class learns somecomputer programming, logic, design and documentationusing the BASIC language. The studentsalso work on teams to learn some phase of the ISenvironment, learn multimedia software and makepresentations to the class.303. Statistics for the Professions (SOC)(3-0-3)This course is designed to teach students how to interpretand critically evaluate statistics. Social sciencesas well as many areas of business use statisticsto describe, project and evaluate data. The focus ison a conceptual understanding of the purpose ofstatistics, how to interpret them and what assumptionscan be drawn from them. Students will workwith one of a number of statistical software packages,usually SPSS.304. Statistics for Economics (ECON)(3-0-3)The main objective of this course is to give you aworking knowledge of statistics. This knowledgeincludes the ability to recognize which statisticaltechnique or test applies in a given situation, howto perform the test, and how to draw the correctconclusions. What appear to the uninformed to beformulas are actually meaningful and importanttransformations. These transformations when properlyunderstood do not require memorization butare remembered and expressed easily once theirpurpose and significance is fully understood.308. Quantitative Political Research (POLS)(3-0-3)Students will learn to understand statistical techniquesused in political science and acquire theskills to interpret the results. Mastery of these techniquesis essential for understanding research onpublic opinion and voting behavior, electoral studies,comparative and international politicaleconomy, and many other topics. For each selectedtopic, students will read works on the key issuesand debates and create their own spreadsheet programsto execute analyses. They will download andclean datasets used in the published research, replicateanalyses from these readings, and write shortpapers evaluating the research.315. Management Information Systems(3-0-3)Students are introduced to leadership and managementskills in the information processing environment.Discussions on why and how managementmakes decisions are an important part of thecourse, as are discussions of current problems ofmanagement in the business world related to computerapplications.

225SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS316. Systems Analysis and Design(3-0-3)Administered in two major segments, this coursefirst exposes students to the full scope of analyzingand designing computer systems by covering problemdefinition, data collection, documentation ofexisting systems and definition of new systems requirements.We use the methodology of SystemsDevelopment Life Cycle (SDLC). The second segmentdeals first with students working on genuinebusiness projects. A part of this segment gets intoobject-oriented systems analysis, which is a newconcept in systems analysis and design.338. Democracy in the Age of the Web (POLS)(3-0-3)This course focuses on the Internet’s potentiallyparadoxical impact on liberal democracy. We willconsider both the positive contributions theInternet revolution may have upon our system ofgovernment and its possibly negative implications.Topics to be considered include the contendingtheory’s of the Net’s impact, the digital divide, therole of the state in cyberspace, the rise of the Netcommunities and new forms of social mobilization,authoritarianism in an age of virtual transparency,and various utopian and dystopian images of Webbasedcultures.365. Introduction to C++(3-0-3)Although many of today’s information systems aresupported by COBOL programs, new developmenthas migrated to object-oriented C++. If studentsmajoring in Information Systems are to be competitivewhen they graduate, they need some competenceworking with the object-oriented paradigmand, in particular, C++.367. Introduction to Java Programming(3-0-3)Mostly known as a language of the World WideWeb, Java is also a versatile, object-oriented, general-purposeprogramming language. In only sixyears, with its “Write Once, Run Anywhere” feature,Java has earned its place as the most-used programminglanguage. This course introduces Java asa general-purpose programming language, withWorld Wide Web applet examples. The approachwill be hands-on, with the class conducted in acomputer lab.385. Artificial Intelligence(3-0-3)Artificial intelligence is the effort to create humanintelligence in machines (computers). In thisendeavor, we come to better understand the natureof intelligence. Along the way, we discover cleverand ingenious solutions via computer science. Wewill consider various positions on AI ranging fromstrong support to total opposition. Topics coveredare the history of AI, the Turing Test, the ChineseRoom, state spaces and search, heuristics, games,knowledge representations and reasoning, expertsystems, planning, neural networks, and programevolution.The course procceds through a progressionof artificial intelligence systems or “agents” thatreact to their environment with increasingsophistication.386. Chinese Pop Songs: Global/Local (LLEA)(3-0-3)This course explores pop songs since the 1980sfrom China, Taiwan, and Hong Kong to examinevarious ways Chinese construct images of the self.As a means of analyzing the material and expressingtheir own viewpoint, each student will build a seriesof media-rich Web pages including clips fromthe pop songs introduced. Students will becomeproficient with Web authoring programs andstreaming audio applications such as SoundForge.389. Visual Basic(3-0-3)Prerequisite: CAPP 243.The course will investigate object-oriented dataprocessing concepts using Microsoft’s Visual BasicProgramming Language. Terminology and techniquewill be combined to explore the object-orientedparadigm. Object-oriented will be comparedto traditional procedural paradigms whereverappropriate.391. E-Commerce(3-0-3)Electronic commerce is a system that includes notonly those transactions that center on buying andselling goods and services to directly generate revenuebut also transactions that support revenuegeneration, such as generating demand for thosegoods and services, offering sales support and customerservice, or facilitating communications betweenbusiness partners. Electronic commercebuilds on the advantages and structures of traditionalcommerce by adding the flexibility offeredby electronic networks.395. Applied Multimedia Technology(3-0-3)Students learn to use several multimedia softwarepackages, such as Director, Toolbook, Power Pointand Persuasion. These, along with other forms ofmultimedia technology, can assist you with classprojects, working with faculty and preparing presentationsoftware.400. Advanced Multimedia(3-0-3)The Advanced Multimedia course will be usingMacromedia Director to explore the developmentof Multimedia applications using an object-orientedapproach. In addition to the object-orientedapproach to development of complex projects, wewill learn how to use net lingo and exploit the abilityof director objects to communicate with one anotheracross networks. Acquisition of media to beused in the creation of projects by digitizing andediting still images, audio, and video will be part ofthe course, and we will explore some advancedtechniques in video editing.405. Foundations of Business Thinking(3-0-3)This course is designed to provide an integratedunderstanding of the foundational business disciplinesof accounting, finance, marketing, and management,especially for CAPP majors planning acareer in business. Fundamental leadership andconsulting skills will also be addressed. Case analysis,coupled with a highly interactive format, will beemployed to ensure practical exposure to today’sbusiness environment. Primary areas of focus willaddress the critical elements for success in the corporateenvironment, the knowledge and preparationnecessary to facilitate your interviewingprocess, and the business fundamentals for thosewith entrepreneurial aspirations.413. The Computer as an Economic and SocialPhenomenon (ECON)(3-0-3)This course attempts an overview of the computeras a social phenomenon without committing to theviewpoint of a single discipline. We will survey theissue from historical, sociological, science-studies,and economic perspectives and will engage with developmentsfrom artificial intelligence to technologicalinnovations, legal controversies, andpolitical questions about the relationship ofcyberspace to democracy.457. Computer, Ethics, and Public Policy (STV)(3-0-3)The profound impact computer technology has onsociety is difficult to overstate; it has changed thenature of our interactions in the social, economicand political realms and will continue to do so.These changes often raise important ethical questionsabout personal and professional responsibility,intellectual property, personal privacy, crime,and security. They also raise questions about thechanging relationships between individuals and institutions(i.e., private sector corporations and publicsector agencies). This course examines thesetrends and changing relationships, and the ethicalissues that are faced by computer professionals,policymakers, and computer users in trying tograpple with them.470. Ethics Practicum(0-0-1)This course is for students who have difficulty fittingthe 471 Computer Ethics or 475 CurrentTrends course into their schedules. This one-credithourself-directed readings course requires that studentsread material and write a 15-to-20-pagepaper dealing with an agreed-upon topic that dealswith ethics in technology use.471. Computer Ethics(3-0-3)Restriction: CAPP seniors only.The course concentrates on the theory and practiceof computer ethics. To facilitate this study,students will first learn several UNIX utilitiesand such Internet applications as e-mail andlistserv. Methodologies used in the course includein-class case analysis, in-class discussions, andexaminations.

226SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS475. Current Trends(3-0-3)Restriction: CAPP seniors only.This course involves discussions on new directionsand developments in the information technologyenvironment. Discussion of management, computer,and social ethical issues are integral parts ofthe class.480. Computers in Psychological Researchand Education (PSY)(3-0-3)CAPP 480, along with its counterpart in psychology(PSY 388), is a project-oriented class. It is notan introductory course on computer applications.Students need to already have (or learn during thesemester) the skills needed to complete whateverproject is defined. Generally, projects are applicationsor systems that fit into the broad spectrum ofProfessor Crowell’s interests in organizational psychologyor learning and performance technology.Once a project is defined, students work on it overthe course of the semester, reporting to ProfessorCrowell on a weekly basis. Since this is a threehourclass, students are expected to put in an effortequivalent to other three-hour courses. Planningand developing a functional application requires aconsiderable effort.481. World Wide Web Programming(3-0-3)Prerequisite: Knowledge of some programming language,i.e., EG 120, CAPP 331, CAPP 361, CAPP365, CAPP 389.This course covers several languages which are usedto construct sites on the World Wide Web. Theselanguages are: (1) HyperText Markup Language(HTML), a scripting language used to control theformat of Web pages; (2) JavaScript, an objectbasedscripting/processing language use to provideclient-side interactivity for Web pages; (3) Java, anobject-oriented compiled processing languagewhich can create applets which are platform-independent.482. Multimedia Design I (Art)(3-0-3)This advanced design course gives the studio or designmajor the opportunity to investigate digital interfacedesign. Topics include multimediaCD-ROM development with Macromind Director,basic user interface design considerations, and someInternet design. Skills with various graphicssoftware, such as Adobe Photoshop, are veryimportant.488. Introduction to Relational Databases usingOracle(3-0-3)This course provides the student a working knowledgeof enterprise relational database systems andhow they can be used in the development of applications.The course will utilize the Oracle enterpriserelational database, but the principles andskills learned in this course will apply to other relationaldatabase systems. The student will learn theterminology and fundamental concepts of relationaldatabase design and Structured Query Language(SQL) and develop a relational database foran application.489. Client/Server Technology(3-0-3)Client/Server Technology is a relatively new conceptthat promises to dramatically change the informationtechnology industry. Client/ServerTechnology is a paradigm or model for the interactionbetween concurrently executing softwaresystems.490A. Special Project Arts and Letters(3-0-3)This course gives students an opportunity to applytheir information technology skills to create aproject in their first major. Students will work witha faculty member in their first major to design anddevelop a functional application (including, butnot limited to, a Web site, database, or CD-ROM).496. Internship(3-0-3)Restriction: CAPP seniors only.This encompasses working with various civic, publicand/or private organizations using acquiredcomputer applications knowledge and skills. Creditis given only if work is done in the information systemsarea of an organization.498. Special Studies(V-0-V)Individually designed coursework between a studentand the advisor in the Computer ApplicationsProgram. This course involves working on a projecteither involved in programming or working withmultimedia tools.DUAL DEGREE PROGRAMWITH THE COLLEGE OFENGINEERINGAdvisors:John J. Uhran Jr.Associate deanCollege of EngineeringAva PreacherAssistant deanCollege of Arts and LettersProgram of Studies. The dual degree five-yearprogram between the College of Arts and Lettersand the College of Engineering enables the studentto acquire degrees from both colleges — the bachelorof arts from the College of Arts and Lettersand the bachelor of science degree in a chosen programfrom the College of Engineering.This combination program, instituted in 1952,offers students the advantages of both a liberal anda technical education. The student completing oneof these combination programs has a backgroundin the humanities and social sciences as well as adegree from one of the programs offered by theCollege of Engineering. Because it is a demandingprogram, only students who have both the aptitudeand motivation necessary for the five-year programshould apply. Advisors are available for consultationwith students about the advisability of enteringthe program and meeting the needs of studentsalready pursuing this program. Qualified studentsare eligible to receive scholarship support from theJohn J. Reilly Endowed Scholarship Program duringtheir fifth year of study.The decision to enter the program ordinarilyshould be made in the First Year of Studies, althoughseveral students have entered the programat a later stage. There are three sets of requirementsthat must be met by the program: University requirements,arts and letters requirements, and requirementsof the College of Engineering, as thefollowing table indicates.University Requirements Credit HoursPhilosophy 6Theology 6English Composition 3History 3Mathematics (MATH 125, 126) 8Natural Science (CHEM 117, 116) 7Social Science 3Fine Arts/Literature* 3University Seminar + (3)—39

227SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMSArts and Letters RequirementsAL 211, 212 6Literature/Fine Arts* 3History/Social Science* 3Language** 6/9Major (minimum) 24—42/45Engineering RequirementsMATH 225, 228 7PHYS 131, 132 8EG 111, 112 6—21Engineering ProgramEngineering degree program(required courses and programor technical electives) 68/75Total 170/180Schematic Program of StudiesFirst SemesterENGL 110: Composition 3MATH 125: Calculus I 4CHEM 117: General Chemistry I 4EG 111: Introduction to Engineering Systems I 3History/Social Science 3Physical Education ———— 17Second SemesterUniversity Seminar + 3PHYS 131: General Physics I 4MATH 126: Calculus II 4CHEM 116: General Chemistry II 3EG 112: Introduction to Engineering Systems II 3Physical Education -—17Third SemesterTheology/Philosophy 3Modern Language 3PHYS 132: General Physics II 4MATH 225: Calculus III 3.5AL 211: Ideas, Values, Images 3Engineering Program† 3————— 19.5Fourth SemesterTheology/Philosophy 3AL 212: Ideals, Values and Images 3Engineering Program 3MATH 228: Introduction to Linear Algebraand Differential Equations 3.5Engineering Program 3Modern Language 3—18.5Fifth SemesterPhilosophy/Theology 3History/Social Science 3Engineering Program 3Arts and Letters Major‡ 3Engineering Program 3Engineering Program 3—18Sixth SemesterPhilosophy/Theology 3Arts and Letters Major 3Arts and Letters Major 3Engineering Program 3Engineering Program 3Engineering Program 3—18Seventh SemesterLiterature* 3History/Social Science 3Engineering Program 3Engineering Program 3Engineering Program 3Arts and Letters Major 3—18Eighth SemesterFine Arts* 3Engineering Program 3Engineering Program 3Arts and Letters Major 3Engineering Program 3Engineering Program 3—18Ninth SemesterEngineering Program 3Engineering Program 3Engineering Program 3Engineering Program 3Arts and Letters Major 3Arts and Letters Major 3—18Tenth SemesterEngineering Program 3Engineering Program 3Engineering Program 3Arts and Letters Major 3Engineering Program 3————— 15+The University Seminar may be selected from an appropriatehistory, social science, fine arts, or literaturecourse, or the first course in theology or philosophy.*The arts and letters student is required to completeone fine arts and one literature course, plus one additionalhistory or social science course.**Two courses in the intermediate or advanced seriescomplete the requirement. Beginning or elementary seriesrequire three semesters’ work to fulfill the languagerequirement.†Courses specified by the student’s major engineeringdepartment. Number varies depending on program.‡Courses necessary to fulfill the requirements for amajor in the student’s major arts and letters department.Minimum total for the five-year program to fulfill degreerequirements in both colleges is 170 to 180 credithours.EDUCATIONElementary EducationThe Notre Dame student taking elementary educationat Saint Mary’s College also must complete aNotre Dame major along with the appropriate collegerequirements. This process normally takes fiveyears. Summer school can accelerate the progresstoward certification. Notre Dame undergraduatesinterested in one of the professional teacher educationprograms must apply to the education departmentNO LATER than the first semester of thesophomore year. Those interested in the elementaryeducation program are encouraged to take the prerequisitecourse, EDU 201, at Saint Mary’s in thesecond semester of their first year of studies.Secondary Education(including junior high or middle school)The following Notre Dame majors have been approvedfor secondary education licensing throughthe Education Department at Saint Mary’s College.1. In the College of Science: biology; chemistry;mathematics; physics.2.In the College of Arts and Letters: English; languages(French, German, Spanish, Latin); art; socialstudies (history and political science). Studentsinterested in a secondary license in social studiesmust also complete additional course work in politicalscience or history (depending on the major)and in one other area: sociology, economics, orpsychology).Please contact Dr. Julianne Turner, NotreDame advisor for education, for more informationand help with planning at (574) 631-3429 orturner.37@nd.edu.

228SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS INTERDISCIPLINARY MINORS WITHIN THE COLLEGEWASHINGTON PROGRAMNotre Dame Director:John EriksenExecutive Director in Washington:Thomas KellenbergStudents in the Notre Dame Washington Programlive, study, and work in the nation’s capital in eitherthe fall or spring semester. The program seeksstudents who are interested in Washington, D.C. Itinvites applications by students interested in studyingamidst the high energy and excitement of nationalpolitics and policy.The program combines coursework with internshipsin government organizations, Congress,non-governmental organizations, the media andcultural institutions. The program is located in ahistoric and secure neighborhood in northwestWashington, and students have easy access to theirinternship sites, research facilities, and cultural opportunities.Students live in modern, well-fittedapartments in a building that includes study space,computers, and classroom facilities.Students earn 15 credit hours in the Washingtonprogram. They take a six-credit seminar andtwo other three-credit courses and earn three creditsfor the internship. Students can do an independentproject related to their interests or aninternship that substitutes for one of the threecreditcourses. Students work with the programstaff on campus and in Washington to locate internshipsthat will be most suitable for their interestsand experiences.Students of any major and college are encouragedto apply for the Washington Program.The program is open to sophomores, juniors, andseniors. There is no additional charge for the NotreDame Washington Program beyond regular NotreDame tuition and room-and-board fees.For more information, see our Web site atwww.nd.edu/~semester, or visit our office in 346O’Shaughnessy.InterdisciplinaryMinors Withinthe CollegeDuring the junior and senior years, students mayelect to complete one or more interdepartmentalminors in addition to the departmental major sequence.Composed of 15 hours of class work chosenfrom at least two departments, these minorsencourage students to think from an interdisciplinaryperspective about a given issue or topic. Requirementsfor completion are determined by thefaculty director in consultation with the relevantcollege committee. Current offerings includeCatholic Social Tradition; Education, Schooling,and Society; Gender Studies; Hesburgh Program inPublic Service; Journalism, Ethics, and Democracy;Medieval Studies; Peace Studies; Philosophy andLiterature; Philosophy, Politics, and Economics;Religion and Literature; and Science, Technology,and Values. These were formerly called concentrationsand are described in detail below.CATHOLIC SOCIAL TRADITIONDirector:Todd David WhitmoreExecutive Committee:R. Scott Appleby (history); Michael Baxter,C.S.C. (theology); Jay Dolan (history); Rev.Patrick Gaffney, C.S.C. (anthropology); MauraA. Ryan (theology); Robert Sullivan (history);Paul Weithman(philosophy); Charles Wilbur(economics)The Minor in Catholic Social Tradition is an interdisciplinaryprogram that serves as a resource forNotre Dame undergraduates to learn Catholicism’ssocial tradition.Catholicism offers a longstanding and profoundtradition of thought and teaching that addresses,from a normative standpoint, the full rangeof social spheres. It does so through a constellationof concepts that, taken as a whole, give articulationto a coherent yet variegated vision of the good society.Such concepts include those of solidarity, thecommon good, the just wage, human rights, thefree economy, subsidiarity, and the option for thepoor.Sources for the tradition go back as far as theBible and develop even in the early church fathers.Medieval writings on topics such as usury and theorigins and proper exercise of kingship bring anunprecedented level of detail to Christian analysisof the just society. Pope Leo XIII inauguratesCatholicism’s effort to bring its social tradition tobear on industrial society in his 1891 encyclical,Rerum Novarum (The Condition of Labor). Sincethen, popes have drawn upon Rerum Novarum andthe social tradition to broaden and develop Leo’sset of concerns in encyclicals often titled—as withPius XII’s Quadragesimo Anno, Paul VI’sOctogesima Adveniens, and John Paul II’s 1991Centesimus Annus—in accordance with their relationshipto the earlier document. In doing so, thepopes and the Second Vatican Council have addressedissues ranging across all spheres of social lifefrom the family to the state to the church. TheU.S. bishops have made sophisticated applicationof these teachings to the specific circumstances ofthe United States.Unfortunately, many Catholics are unaware ofthis tradition. Pope John Paul II writes, “It must beasked how many Christians really know and putinto practice the principles of the church’s socialdoctrine.” The U.S. bishops concur. While “Catholicsocial teaching is a central and essential elementof our faith,” it is still the case that “our social heritageis unknown by many Catholics.” At the sametime, graduates of Notre Dame move on to assumeleadership positions, often quite advanced ones, ina broad spectrum of social spheres, including inpolitics, law, business, education, the media, andthe military. (For example: national security advisor,president of Panama, attorney general of California,CEO of Mobil Corporation, president ofthe Chicago Mercantile Exchange, presidents ofnine universities other than Notre Dame, executiveproducer of “Nightline,” and secretary of the AirForce.) The Program in Catholic Social Traditionserves as a resource for Notre Dame undergraduatesto learn the tradition so that it can inform life bothbefore and after graduation.The Minor in Catholic Social Tradition involves15 credit hours of coursework, including acore course (three credits), three electives (eachthree credits), and three one-credit colloquia/socialconcerns seminars. The core course will havethree components:1. The close reading of classic texts of theCatholic Social Tradition, particularly but not exclusivelythe papal and conciliar documents fromPope Leo XIII’s Rerum Novarum to John Paul II’sCentesimus Annus. Other texts will include sourcedocuments (e.g. writings by Thomas Aquinas andAugustine) and contemporary appropriations(e.g. writings by liberation theologians and neoconservatives).

229INTERDISCIPLINARY MINORS WITHIN THE COLLEGE2. Immersion in professional context. Each studentwill find a placement in a location similar tothat student’s anticipated profession. The student isto observe, interview and, to the extent possible,participate in the life of the setting. For instance,the students can observe a law or architectural firmor a medical practice. Here, the student will keepan ongoing journal as a “pastoral ethnography” ofthe setting (an interpretation of the practice in thesetting in light of the Catholic social tradition).3. Final project: Students are to articulate orconstruct a setting in their anticipated profession inlight of the Catholic social tradition (e.g., imagineand construct what a law firm/health clinic/adagency would look like if it practiced in light of theCatholic social tradition).The electives will be chosen by the student inconsultation with the director from among coursesoffered in the University. The one-credit courseswill be devoted to the critical reading and discussionof one or two major works each semester. Socialconcerns seminars are one-credit courses lodgedfirst within the Department of Theology and oftencrosslisted with other departments.Courses for Fall 2002:CST 311: Women and Catholic Social Teaching(Malkiewicz) (one credit)Courses for Spring 2003:CST 200: Core Seminar (Malkiewicz)CST 312: Catholic Social Teaching and the GlobalEconomy (Wilber) (one credit)Contact: Prof. Todd David Whitmore,e-mail:Whitmore.1@nd.edu.EDUCATION, SCHOOLING,AND SOCIETYThe primary goal of this interdisciplinary minor inis to serve students who want to understand learningand education as complex and challenging aspectsof human and societal experience. Educationis one of the central and shared experiences ofpeople in contemporary societies in the UnitedStates and around the world. It is both an end in itselfand a means to many personal, professional,and spiritual goals. Thus, understanding its historyand traditions, analyzing its processes, andcritiquing its goals are of great importance to all ofus.Most societies rely on education to work fundamentalchanges in students and in society. Wewill use the tools and resources of a liberal arts perspectiveto help students reflect on, understand,and influence the role of education in society. Inaddition, the program will provide a rich body ofresources for students who may want to pursue careersin education after graduation, including theAlliance for Catholic education, certification toteach, or research and teaching careers at the universitylevel.Normally, students apply for admission to theminor late in their freshman year or early in theirsophomore year. Students will be admitted throughthe first semester of their junior year. Studentsshould be in good academic standing and demonstratea strong interest in issues related to the causesand consequences of learning, schooling, and educationalpolicy.The minor in Education, Schooling and Societyinvolves 15 hours of coursework. The introductorycourse to the program is ESS 301, Education,Schools and Society, normally taken in the sophomoreyear. At the middle level of the program (9hours), students will select one course from a set ofapproved courses that are focused exclusively oneducational issues and two courses from a set of approvedcourses that include education as one ofseveral course foci. During the senior year, studentswill participate in a capstone course, ESS 495, SeniorSeminar.The faculty work closely with students on postgraduateplanning, including employment, graduateor professional school, or service opportunities.Person to see: Dr. Julianne Turner, Institutefor Educational Initiatives. E-mail: turner.37@nd.edu.GENDER STUDIES MINORDirector:Kathleen PyneAssistant Director:Sophie WhiteAdministrative Assistant:Tori DaviesObjectives of the Minor. The Gender StudiesProgram was inaugurated in 1988 to foster intellectualinquiry and discussion of gender issues at theUniversity at a time in which the enrollment ofundergraduate women and men was just reachingparity.The minor offers students the opportunity toexplore in-depth the rapidly developing scholarshipin the areas of gender, women’s studies, men’sstudies, feminist theory, queer theory, sexuality,and sexual orientation. It aspires to two intertwiningpedagogical objectives: first, to allow studentsto become proficient in the crossdisciplinary modeof inquiry that is central to the exploration of issuesof gender; second, to prepare undergraduates to engageissues of gender after they graduate, whetherthey undertake advanced study in graduate andprofessional programs devoted to the study of genderor enter the workforce.Requirements. 15 credits (five courses) including:GSC 101/201: Introduction to Gender Studies,which is team-taught by members of theGender Studies faculty and maintains a crossdisciplinaryfocus (three credits); three three-creditcourses from a list of approved selections; GSC495: Gender Studies Practicum, a course that allowssenior concentrators to pursue independentfield work and research on issues of gender.Courses include: GSC 101/201: Introduction toGender Studies; GSC 445/446: Gender StudiesPracticum. Crosslisted courses include: Marriageand the Family; Women in the ChristianTradition; The Anthropology of Gender; Today’sGender Roles; Christianity and Feminist Ethics;Japanese Women Writers; Afro-AmericanLiterature 1940-present; Gender and Science; SexInequality in the Work Place; Feminist Theory;Questions of Homosexuality in Literature; Womanand the Avant-Garde; The Feminine in ModernArt; History of American Women; Women:Alternative Philosophical Perspectives; Women inAntiquity; Sociology of Masculinity; Romanticism:Gender Crossings; Gender in InternationalRelations; Gender Issues in the Law; Feminist andMulticultural Theologies; Gender/Sexuality/Power:Medieval Europe.HESBURGH PROGRAMIN PUBLIC SERVICEDirector:Martine De RidderThe health of American society is closely related togood public policy and competent, ethical publicservice. Thus, awareness of public policy and publicservice is not only the foundation for public-sectorcareers, but it is also a necessity for those who willwork in the nonprofit sector or the private sectorand for those who seek to be knowledgeable citizens.The Hesburgh Program in Public Service seeksto prepare Notre Dame students for a life of activeand effective citizenship as well as for the possibilityof careers in public service. The program honorsthe principled, dedicated public service of NotreDame’s president emeritus, Rev. TheodoreHesburgh, C.S.C. The Hesburgh Program offers aninterdisciplinary curriculum designed to informstudents about the dimensions of policymaking,public administration and policy evaluation, and todevelop skills in research, sensitivity to ethical issues,and appreciation for the character and limitsof constitutional democracy.

230INTERDISCIPLINARY MINORS WITHIN THE COLLEGENormally, students apply for admission to theminor late in their freshman year or early in theirsophomore year. Students who transfer to NotreDame as juniors may be admitted through the firstsemester of their junior year. Students should havecompleted or be completing POLS 140 or 240 andECON 115 or 225, be in good academic standing,and demonstrate a strong interest in public policyand public service.The minor in the Hesburgh Program involves15 hours of coursework. The “gateway” course tothe program is HESB 350, “Introduction to PublicPolicy,” normally taken in the second semester ofthe sophomore year. At the middle level of the program,students will take one course drawn fromeach of three categories of courses approved by theprogram. These are research skills, values, and institutionsand processes. During the senior year, studentswho have been on a summer internship willregister for the internship research seminar, HESB450, that builds on their field experience. Otherstudents will take one of several senior-level policyseminars identified by the program each semester.The Hesburgh Program offers students the opportunityfor summer internships in public policycontexts through the Gary Lyman Internships inPublic Service. In the fall of their junior year,Hesburgh students may apply for the Lyman Internship.Up to 20 students are selected in a competitiveprocess. Students selected as Lyman internsare aided by the program’s director in securing appropriateinternships, usually in Washington, D.C.Lyman interns receive a taxable stipend to defraytheir cost of living while in their internship, and asum for the cost of travel between their home andtheir internship city.During the course of the academic year, theHesburgh Program sponsors student public-policyrelatedforums and activities and campus visits toNotre Dame by public figures. They give publicaddresses, teach in the classroom and are availablefor conversations with students and faculty. Thestaff works closely with students on postgraduateplanning, including employment, professionalschools such as law and public policy and academicgraduate programs.Person to see: Dr. Martine De Ridder, director,Hesburgh Program in Public Service.JOHN W. GALLIVAN PROGRAMIN JOURNALISM, ETHICS,AND DEMOCRACYDirector: Robert SchmuhlThe John W. Gallivan Notre Dame Program inJournalism, Ethics, and Democracy offers severalcourses for students interested in careers in printand broadcast journalism. Begun in 1997 with agrant from the John S. and James L. Knight Foundationand now endowed by the family of John W.Gallivan, this minor combines professional trainingin journalistic skills along with examination ofphilosophical concerns related to the practice ofjournalism. For example, what ethical issues arise inpreparing a particular story? Or what role does —and should — journalism play in a self-governingsociety?The journalism minor requires completion of15 hours in addition to a student’s major requirementsand a news-related internship during eitherthe summer or the academic year. Fundamentalsof Journalism is the first, or gateway, class for studentsparticipating in the program. Other coursesthat count for the concentration include The Craftof Journalism, Writing and Editing, Writing forPublication, Persuasion, Commentary, Criticism,and Broadcast Journalism. In addition, new coursesare currently being developed No more than twocourses beyond Fundamentals of Journalism concentratingon journalistic techniques will count forthe required 15 hours.The director of the program is Robert Schmuhlof the Department of American Studies. An advisorycommittee of Notre Dame graduates in journalismhelps guide the program. Members includeTom Bettag, executive producer, ABC NewsNightline; Bill Dwyre, sports editor, Los AngelesTimes; John W. Gallivan, chairman of the boardand publisher emeritus of the Kearns Tribune Corporation;Monica Yant Kinney, metro columnist,The Philadelphia Inquirer; John McMeel, chairmanand president, Andrews McMeel Universal; JimNaughton, president, Poynter Institute for MediaStudies; Anne Thompson, national correspondent,NBC News; Kelley Tuthill, reporter, WCVB-TV,Boston, Massachusetts; Don Wycliff, public editor,Chicago Tribune.MEDIEVAL STUDIESThe Minor in Medieval Studies allows studentswho are committed to other programs of study topursue interests in European culture of the MiddleAges and to cross the limits of individual disciplinesas a means of understanding the changingsocial, economic, legal, intellectual and artistic systemsof medieval Europe.Students may declare their intention to undertakea minor in medieval studies to the director ofundergraduate studies at any time before the end oftheir third year. The undergraduate director willthen act as their minor advisor and help them selecta set of courses that form a coherent program ofstudy, often in conjunction with their major if possible.Students must take five courses in three ofthe 10 departments affiliated with the MedievalInstitute (Anthropology, Art History, Classicaland Oriental Languages, English, German andSlavic Languages, History, Music, Philosophy,Romance Languages, and Theology). Coursescounted toward the major may not be used for theminor. A list of course offerings is available fromthe Medieval Institute.Minors, like majors, are invited to participatefully in the life of the Medieval Institute. They arewelcome to attend institute lectures and to participatein the institute’s own graduation ceremony,held each year before the Baccalaureate Mass.Andrew J. WeigertProfessor of Sociology2002 Recipient of the Charles E. SheedyAward for Excellence in Teaching

231INTERDISCIPLINARY MINORS WITHIN THE COLLEGEPEACE STUDIESDirector:Cynthia K. MahmoodAssociate professor, Departmentof AnthropologySenior fellow, Joan B. Kroc Institutefor International Peace StudiesAdvisory Committee:R. Scott ApplebyProfessor, Department of HistoryDirector, Joan B. Kroc Institutefor International Peace StudiesGeorge A. LopezProfessor, Department of Political ScienceSenior fellow, Joan B. Kroc Institutefor International Peace StudiesRuthann K. JohansenProfessional specialist,College of Arts and LettersFellow, Joan B. Kroc Institutefor International Peace StudiesRev. Michael J. Baxter, C.S.C.Assistant professor,Department of TheologyFellow, Joan B. Kroc Institutefor International Peace StudiesJ. Daniel PhilpottAssistant professor,Department of Political ScienceFellow, Joan B. Kroc Institutefor International Peace StudiesProgram of Studies. Peace Studies is defined asthe interdisciplinary examination of the conditionsthat make for peace. It also investigates the obstaclesto the realization of these conditions, drawingon theories and methods from diversedisciplines to focus on what makes for the developmentof a just and peaceful world order. PeaceStudies relates scholarship to praxis and challengesthose who engage in it to develop new ways ofthinking and acting in the world.Notre Dame’s Peace Studies program dividesits curriculum of more than 50 courses into threeoverlapping but distinct areas:Area A: The role of international norms, institutions,and states in a peaceful world order. An explorationof ways of making governmental andintergovernmental institutions more effective andrepresentative, and of strengthening governmentalcompliance with fundamental norms of peace andhuman rights.Area B: The impact of religious, philosophical, andcultural influences on peace. The study of the ethicsof the use of force, theological and philosophicalvisions of global justice, the ways in which theworld religious traditions foment violence or encouragepeace, the practice of nonviolence, and thelinguistic, literary, and historical dimensions of culturesof peace.Area C: The promotion of social, economic, andenvironmental justice. The study of social change,with specific attention to the role of nongovernmentalorganizations, commercial enterprises, andstates in fostering sustainable economic development,respect for human rights, conflict resolutionand nonviolent conflict transformation, support ofgender and family issues, and protection of the environment.In both the Supplementary Major (24 credit hoursof required coursework) and in the Minor (15credit hours of required coursework, students willcomplete an introduction course, explore the threekey areas of Peace Studies, and participate in an integrativeSenior Seminar.The Supplementary MajorThe Supplementary Major in Peace Studies requirescompletion of the introductory course inPeace Studies (3 credit hours), one course in eachof the three areas of study (9 credit hours), threeelective courses in Peace Studies (9 credit hours),and the Senior Seminar (3 credit hours). The programfor a Supplementary Major in Peace Studiesfollows.IIPS 320 Introduction to Peace StudiesArea A one course from listArea B one course from listArea Cone course from list[elective][elective][elective]IIPS 490 Senior SeminarThe MinorThe Minor in Peace Studies requires completion ofthe introductory course in Peace Studies (3 credithours), one course in each of the three areas ofstudy (9 credit hours), and the Senior Seminar (3credit hours). The program for a minor in peaceStudies follows.IIPS 320 Introduction to Peace StudiesArea A one course from listArea B one course from listArea C one course from listIIPS 490 Senior SeminarInformation on Peace Studies. Peace Studies atNotre Dame is centered in the Joan B. KrocInstitute for International Peace Studies (in theHesburgh Center for International Studies).Information on courses available, faculty fellows inPeace Studies, and ongoing activities in PeaceStudies can be found there as well as on theInstitute’s Web site, www.nd.edu/~krocinst.PHILOSOPHY AND LITERATUREThe Minor in Philosophy and Literature is designedfor students who want to pursue an interdisciplinarycourse of studies that focuses on theintersections between literature and philosophy.Majors from any literature department or from philosophyare eligible for the concentration.Literature and philosophy have always sharedmany of their concerns, and the minor is designedto explore this common ground and to establish aninterdepartmental forum for both formal study andinformal contacts. The minor should also be excellentpreparation for students interested in graduatestudies.The curriculum of the Minor in Philosophyand Literature consists of 15 credit hours, distributedas follows:• A core course: “Studies in Literature and Philosophy,”taken with the permission of the directorof the P/L Minor and crosslisted in English andphilosophy, and/or the department in which itoriginates. This course is to be taken in the first semesterof the minor (spring of the sophomore orjunior years). This gateway course is an intensiveseminar and will help students and faculty from thevarious disciplines to speak a common language.Four credit hours.• At least two one-credit colloquia in the semestersfollowing the core seminar. The colloquiawill be devoted to the critical reading and discussionof one or two major works each semester. Thecolloquia will build on the esprit de corps and intellectualcommon ground established in the corecourse.• Three three-credit courses approved by theminor committee, at least two in the disciplines inwhich the student is not a major. This part of thecurriculum will require written approval of the directorof P/L.Students are encouraged, though not required,to write a senior essay (in the department in whichthey are majoring) that in some way reflects the interdisciplinaryconcerns developed in P/L.For further information, students shouldcontact Prof. Alain Toumayan, Department ofRomance Languages, Alain.P.Toumayan.2@nd.edu.

232INTERDISCIPLINARY MINORS WITHIN THE COLLEGEPHILOSOPHY, POLITICS,AND ECONOMICSThe Minor in Philosophy, Politics, and Economics(PPE) is designed for students and faculty with seriousinterests at the intersection of political theory,political philosophy and economic theory. The minorintegrates these three fields, and through seminarsand colloquia strives to create an intellectualcommunity among students and faculty that goesbeyond formal coursework. To be eligible for PPE,students normally must major in either philosophy,political science, economics, or the Program of LiberalStudies (who for PPE requirements are treatedas philosophy students). The Justice Seminar, thegateway course into the minor, is always offered inthe fall semester; applications for the Justice Seminarare taken in the middle of the preceding springterm.The PPE faculty committee consists of DavidO’Connor (philosophy), Paul Weithman (philosophy),Mary Keys (political science), L. John Roos(political science), Philip Mirowski (economics),Jennifer Warlick (economics), and Esther-MirjamSent (economics). Committee members also serveas advisors for PPE students.The PPE curriculum consists of 15 credithours, usually distributed over four semesters, asfollows:A. The Justice Seminar (crosslisted as POLS450, ECON 333, and PHIL 433), an intensivethree-credit seminar that is the gateway course intothe minor, taken in the fall semester of sophomoreor junior year. Three credit hours.B. Three one-credit PPE Colloquia, each usuallydevoted to the critical reading and discussionof one or two major works, normally taken in thethree semesters following the Justice Seminar.Three credit hours.C. Three approved three-credit courses fromthe two fields outside the student’s first major, withat least one course in both non-major fields. Ninecredit hours.Total credit hours: 15.PPE students are also encouraged (but not required)to write a senior thesis in their major fieldthat reflects the interdisciplinary focus of theminor.Persons to contact: PPE directors—John Roos,Department of Political Science; and DavidO’Connor, Department of Philosophy.RELIGION AND LITERATUREDirectors:Joseph Buttigieg and Collin MeissnerThe interdisciplinary minor in Religion and Literatureoffers an intellectually rigorous and scholarlyapproach to formalized study of the interrelationsbetween “Religion” and “Literature” broadly construed.The minor will draw on the rich resourcesNotre Dame offers, including the faculty and intellectualtraditions of Theology and the various literaturedepartments that exist at Notre Dame. Theminor’s focus is both broad and refined. Its breadthoffers students the opportunity to investigate theinteranimating and cross-disciplinary influences of“Religion” and “Literature.” As broad coverage inevitablyleads to sharpened questions, students willenjoy the freedom to pursue a specific interestthrough a refined senior thesis.The minor enjoys a special consultative andworking relationship with many of the university’salready identified centers of excellence, capitalizingon both their long-term faculty and other resourceexpertise as well as making full use of their visitingfellows, special seminars, and general lecture programs.To this end, students who choose the Religionand Literature concentration have extensiveand first-rate scholarly resources available to supporttheir own intellectual development.CURRICULAR REQUIREMENTSNormally, students apply for admission to the minorlate in their freshman year or early in theirsophomore year. The minor requires students tocomplete 15 credit hours of approved course work;of these no more than 3, and in special cases 6credit hours at the 200 or sophomore level will beaccepted toward fulfillment of the concentration’srequirements. The balance of the course work mustbe completed through course work at the senior(300-400) level. Of the overall 15 hour requirement,3 credit hours will be awarded for completionof the senior thesis. It is intended that studentswill, in effect, do a thesis inspired by issues whichhave arisen in their course work for the minor.One entry-level “gateway” course will be requiredof each student desiring a minor concentrationin Religion and Literature. Several courses willserve this function, and students must take one ofthem in order to complete the minor. Ideally thestudent will complete the required class early in hisor her course of study.In addition to the gateway course and seniorthesis, students will be required to complete three3-credit courses approved by the Religion and Literaturecommittee, at least two in a discipline otherthan the student's major.In order to promote intellectual cohesivenesswithin the minor, participating students will be requiredto take part in a series of seminars and talksorganized by the Religion and Literature committee.These events will be structured to take advantageof offerings by Notre Dame faculty membersor lectures by visiting scholars whose topics relateto the program’s focus. The seminar or lecture presentationswill serve to function as either a point ofdeparture or a concluding event in a short, focusedstudy which will include some preparatory readingof material salient to the presentation.Persons to see: Professors Joseph Buttigieg andCollin Meissner.SCIENCE, TECHNOLOGY,AND VALUESActing Director:Sheri Alpert, associate professional specialistAffiliated faculty:Chairholders:Michael J. Crowe, Program of Liberal Studiesand history (concurrent); Rev. John J.Cavanaugh I Chair (emeritus)Philip Quinn, philosophy; Rev. John A.O’Brien ChairKristin Shrader-Frechette, philosophy andbiology; O’Neill Family ChairProfessors:Rudolph Bottei, chemistryMichael DePaul, philosophyChristopher Fox, EnglishDon Howard, philosophyDavid Ladouceur, classicsEdward Manier, philosophyPeter Moody, political scienceThomas Schlereth, American studiesPhillip Sloan, Program of Liberal Studiesand history (concurrent)James Sterba, philosophyAndrew Weigert, sociologyAssociate Professors:Matthew Ashley, theologyDennis Doordan, architectureVaughn McKim, philosophyJanet Kourany, philosophyWilliam Ramsey, philosophyMaura Ryan, theologyLeopold Stubenberg, philosophyDavid Solomon, philosophyRobert Wolosin, anthropology (adjunct)Assistant Professors:Marya Lieberman, chemistryLenny Moss, philosophy

233INTERDISCIPLINARY MINORS WITHIN THE COLLEGE AREA STUDIES MINORSScience and technology are pivotal forces inmodern society and play key roles in shaping culturalsensibilities in the modern world. Indeed, ourtechnologies are reflected in our institutions, ourwork, our expectations, even in our moral problems.Science, Technology, and Values (STV) is aninterdisciplinary minor within which faculty andstudents from a variety of disciplines and differentcolleges can reflectively explore the nature of scienceand technology as human enterprises, interactingin complex ways with our values and socialinstitutions.The program helps sponsor a wide range ofcrosslisted courses taught by faculty representingthe humanities, the social sciences and the naturalsciences. Students electing an STV minor can focustheir work on areas of particular interest, such asScience, Technology and Public Policy; Ethics,Ecology and Environment; Medical Ethics; EthicalIssues in Science and Technology; Humanistic andSocial Aspects of Medicine; Science and TechnologyAs Cultural Phenomena; History and Philosophyof Technology.The development of a strong environmentalsciences program at Notre Dame has provided anew opportunity for students to combine the STVminor with an environmental sciences major or minor.The STV program is collaborating with theEnvironmental Sciences Program in sponsoring aNotre Dame “semester abroad” program at the Biosphere2 facility in Arizona.Students electing a minor in STV must take atleast five courses (15 hours) from among those offeredunder the sponsorship of the STV program.These must include the core course (STV 256).Students are urged to satisfy this requirementearly in the program. At least one course alsomust be taken from clusters one, two, and threebelow, and either one additional course fromthese clusters, or from the elective list in ClusterFour. All STV courses are crosslisted.Cluster One: Human Dimensions of Scienceand Technology221. Philosophy of Human Nature225. Scientific Images of Humanity227. Ways of Knowing237. Philosophy and Classical Physics239. Minds, Brains, and Persons254. Modern Physics and Moral Response279. Science and Theology310. Health, Healing, and Culture354. Gender and Science375. Environmental History383. Introduction to Philosophy of Science389. Philosophical Issues in Physics395. Technology and Social Change444. Religion and Science454. Cultural Aspects of Clinical Medicine466. History of Modern Astronomy474. Philosophy and Psychiatry478. Do Faith and Reason Clash?481. Philosophy of Human Biology484. American Material Culture: Topicsin the History of American Technology486. Medicine in History487. Technology in HistoryCluster Two: Science, Technology,and Ethics238. Ethics at the End of Life245. Medical Ethics247. Environmental Ethics248. Modern Science and Human Values250. Issues in Justice270. Religious Ethics and the Environment282. Health Care Ethics for the 21st Century416. Ethics of Scientific Research417. Biomedical Ethics and Public Health462. Ethics of Development480. Ethics and RiskCluster Three: Science, Technology,and Public Policy204. Energy and Society205. Nuclear Warfare206. Environmental Chemistry208. Chemistry and Public Policy242. Architectural History311. Introduction to the American Health CareSystem382. Technology in War and Peace419. Self, Society, and the Environment430. American Spaces456. Tradition/Modernization in Chinaand Japan457. Computers, Ethics, and Public Policy460. Appropriate Technology and the ThirdWorldCluster Four: Optional Electives(Satisfy fifth course requirement)215A. Gender, Politics, and Evolution228. Neurobiology and Narrative241. Environmental Studies246. History of Communications Technology251. Visual America263. Science and Religion306. History of Modern Economic Thought312. Philosophical Importance of Darwin342. History of Ancient Medicine352. Ethics, Ecology, Economics, and Society357. Introduction to Philosophy of Biology435. Philosophy of Science446. Technology and Medicine447. History/Design: Form, Values, Technology467. Global Food Systetms469. Darwinian Revolution471. History of Photography472. History of Chinese Medicine479. Environmental Risk Assessment481. Philosophy of Human Biology485. Philosophy of Social Science490. Literature and Science495. Topics in Philosophical AnthropologyBecause individuals attracted to the STV minorhave diverse interests and differing academic backgrounds,the program advisor works closely witheach student to help select courses that willcomplement the student’s major program or bemost relevant to particular career aspirations.Contact Dr. Sheri Alpert, STV Program Office,346 O’Shaughnessy Hall. Web address:www.nd.edu/~stv.Area Studies MinorsProgram of Studies. The College of Arts andLetters offers its students the opportunity to pursuean interdisciplinary sequence of area studies minorthat may supplement the major. Currently, thereare minors in African studies, Asian studies, Irishstudies, Latin American studies, Mediterranean/Middle East studies, Russian and East Europeanstudies and West European studies.The purpose of these minors is to assemble thecourses dealing with the language, literature, history,politics, anthropology, philosophy, sociologyand economics of each area. In this way a meaningfulcourse structure is available to students whowish to concentrate their scholarly interest upon acultural or geographical area as well as upon an interdisciplinaryapproach. Such programs can be especiallyuseful to students who plan a career ininternational business, international organizationsor government service or who intend to do graduatework in one of these areas.The student who wishes to complete one ofthe area studies minors is required to take at leastfour area studies courses (12 hours) distributedover three different departments. These coursesmust be taken in addition to those required for themajor. The student must also take courses in a languageof the area being studied (Russian or an EastEuropean language for the Russian studies program;Spanish or Portuguese for the Latin Americanstudies program; French, German or Italian forthe West European studies program; a Mediterraneanlanguage for the Mediterranean/Middle Eaststudies program; Irish for the Irish studies program;and Japanese or Chinese for the Asian studies program).In most cases the required number ofcourses will be equivalent to those required to satisfythe arts and letters language requirement, butstudents should check with program directors forthe specific requirements of a given area. While notrequired to take additional language instruction forthe African studies program, students who plan tocontinue their African interest at the graduate levelare encouraged to develop a competency in Swahili,French, Portuguese, or Arabic. In the senior year,each student must submit a satisfactory essay basedupon research that combines the major disciplinewith the area studies curriculum.Students interested in an area studies minorshould consult the director (listed below).

234AREA STUDIES MINORSAFRICAN STUDIESA. Peter Walshe, directorStudents wishing to develop their understanding ofAfrica may pursue the undergraduate African Studiesminor. This involves taking four courses inthree departments. In addition, a research essaymust be completed (AL 495A Area Studies Essay:Africa). While no additional language instructionbeyond the college requirement is expected, studentswishing to continue their interests in Africaat the graduate level are encouraged to studyFrench. Students who anticipate working towardthe African Studies minor should contact Prof. PeterWalshe, Director of African Studies, Room 123,Institute for International Peace Studies.ASIAN STUDIESDian Murray, directorThis minor provides opportunities for students todevelop an interdisciplinary understanding of Asia.Students may satisfy the requirements for the minorby taking four area-related courses (12 hours)distributed over three departments and by writingan essay (AS 495 Area Studies Essay: Asia) with oneof the Asian studies faculty. The student must alsocomplete one year of intensive or three semesters ofnon-intensive Chinese or Japanese language. Thosewishing to declare this minor should do so withDian Murray, Director of Asian Studies, 457Decio, and those already enrolled in the programshould meet with her during the pre-registrationperiod of each semester for advising.EUROPEAN STUDIESA. James McAdams, directorFormerly known as the Western European AreaStudies Program, this minor now includes thestudy of East-Central Europe as well as WesternEurope. All the East-Central European states arenow under consideration for inclusion in the EuropeanUnion. Students will study the politics, historyand culture of these areas as well as thelanguage of a particular country.Students may fulfill their course requirementsby selecting courses recommended each semester bythe Nanovic Institute. These course listings areavailable each semester at the institute.Students should contact their department representativesor the director, James McAdams, assoon as possible in order to enroll in the programand select appropriate courses. For those with languageskills, other courses are available in the languagedepartments. Some courses, particularly thosein a foreign language, will need the permission of theinstructor.The European Area Studies Minor is tiedclosely to the Nanovic Institute for European Studiesthat provides two summer study grants/internshipsfor East-Central Europe and three summerstudy grants for Western Europe. This program isrecommended for students who wish to studyabroad and who wish to pursue a career in internationalpolitics, business or the foreign service. Studentscompleting the Area Studies Minor willreceive a European Area studies certificate at graduation.Students should contact the Nanovic Institutefor European Studies for further information.IRISH STUDIESChristopher Fox, directorThe Keough Institute for Irish Studies providesstudents with a unique opportunity to exploreIreland’s extraordinary tradition in literature (inboth the English and Irish languages) and distinctivehistorical development, including its influenceon the history of the United States. The Irish Studiesfaculty includes leaders in several fields, includingLiterature, History, Film, and Northern Irishpolitics. The Irish Studies Program also organizes acalendar of intellectual and cultural activities inwhich undergraduates are encouraged to participate;recent visitors to campus have includedSeamus Heaney and John Hume, both Nobel Prizewinners, and other leading Irish writers and publicfigures.MinorThe core of the Program is a Minor in Irish Studies.The Minor helps students develop their understandingof Irish society, culture, and politicsthrough both coursework and firsthand experienceof Ireland. To qualify for the Minor, students must(a) demonstrate proficiency in Irish language (bytaking IRST 101, 102 and 103); (b) complete fourIrish Studies courses (mainly in the fields of history,English, film, television and theater), and (c)write a capstone essay in their senior year that linksthe Minor with their Major. Qualifying courses arelisted in the Schedule of Classes under IRST; thelist is available each semester from 1146 FlannerHall.Dublin ProgramThe home of the Dublin program is the Keough-Notre Dame Centre in Newman House on St.Stephen’s Green in the historic heart of Ireland’scapital. Each semester, some 35Notre Dame studentsenroll for courses in the Centre and at TrinityCollege Dublin, University College Dublin, andthe National College of Art and Design. The programincludes several field trips and a variety of socialand cultural activities. Students taking theMinor in Irish Studies have a distinct advantagewhen applying for this highly competitive program.Irish InternshipsThe Keough Institute for Irish Studies annuallyawards Donald and Marilyn Keough Irish Internships,which place undergraduates in internship positionsin Dublin relating to Irish politics andcommerce, culture, and society. In the past, studentshave been placed in the Irish parliament, governmentdepartments, the Irish Film Centre, andvarious social service organizations. The Internshipslast for a period of seven weeks. Two Internshipsare reserved for students taking the Minor in IrishStudies.For further information, students should consultProf. Christopher Fox, director; telephone 631-3555.LATIN AMERICAN STUDIESPROGRAMChristopher Welna, directorThis program promotes opportunities for studentsto deepen their understanding of the regionthrough a variety of courses, campus activities, internships,and firsthand overseas learning experiences.Through the Kellogg Institute, the programoffers a calendar of cultural events, summer researchand internship grants, current affairs panelsand regular talks on Latin America by Notre Damefaculty and visiting lecturers. In addition, the institutebrings several Visiting Fellows each semesterwho are from Latin America or who specialize inthe region; these Fellows visit classes and meetwith students.The core of the program is a minor in LatinAmerican Studies. The minor aims to give studentswell-rounded training that complements their majorarea of study and to make this training easilyrecognized on a graduating student’s transcript. Inorder to qualify for the minor, students must demonstrateproficiency in Spanish or Portuguese(through the three-course sequence in the RomanceLanguages Department or advanced placement),complete four courses on Latin America that aredistributed across at least three departments, andwrite a senior essay.

235AREA STUDIES MINORSQualifying courses are listed each semester inthe Schedule of Classes under LAST. They includeContemporary Latin American History, EconomicDevelopment of Latin America, Latin AmericanPolitics, Liberation Theology, Sociology of Development,and Spanish-American and Brazilian Literature.The program offers the John J. KennedyPrize annually for an outstanding senior essay dealingwith a Latin American topic. The summer researchfellowships are offered through Kellogg tostudents after their junior year to encourage undergraduatesto undertake original research on internationalsubjects. The summer internships aim toprovide undergraduates real-world experience indealing with Latin American issues. Recently, internshave been placed at the Washington Officeon Latin America and the Center of Concern inWashington, D.C.; the Minnesota Advocates forHuman Rights in Minneapolis; the Nature Conservancyin Brazil and in Washington; FUSADES inEl Salvador; and Acceso in Costa Rica. For morecomplete information about courses that qualifyeach semester for the minor degree, the calendar ofevents or the summer research and internship competitions,please consult the LASP Web page atwww.nd.edu/~kellogg/laasp/about/index.html.Students are also invited to consult affiliatedfaculty, who include Thomas Anderson, IsabelFerreira, Maria Rosa Olivera-Williams, andKristine Ibsen (Romance languages); MichaelCoppedge, Frances Hagopian, Michael Francis,Gretchen Helmke, Guillermo O’Donnell, ScottMainwaring, Rev. Timothy Scully, and ChristopherWelna (political science); Ted Beatty (history);Jaime Ros (economics); Gregory Downey,Roberto da Matta, and Victoria Sanford (anthropology);J. Samuel Valenzuela (sociology); JuanRivera (business); and Rev. Robert Pelton(theology).MEDITERRANEAN/MIDDLE EASTSTUDIESJoseph Amar, directorThis is a broad-based program that includes all aspectsof the ancient and modern cultures that surroundthe Mediterranean. Courses from threeregions apply. In Europe, this includes the study ofClassical Greece and Rome as well as modern Italy,France, Spain and Portugal. Courses on the MiddleEast are related to the study of Semitic peoples andtheir cultures, languages, religions and politics. InNorth Africa, Arab and Francophone history andcivilization are the focus.COURSES IN MEDITERRANEAN/MIDDLEEAST STUDIESMEAR 101-104. Arabic LanguageMELC 235. Arabic Literature in EnglishTranslationMELC 240. Middle East HistoryMELC 255. Women’s Memories, Women’sNarrativeMELC 260. The Golden Age of IslamicCivilizationMELC 300Y. Zion in the American-IsraeliImaginationMELC 325. Christians and MuslimsMELC 350. Christianity in the Middle EastMELC 360. Canon and Literature of IslamMELC 390. Islam: Religion and CultureCLAS 305/HIST 305. Greek HistoryCLAS 308/HIST 319. Roman Law andGovernanceCLAS 450. Greek and Roman MythologyPOLS 331. IR of the Middle EastHIST 248. Martyrs, Monks, and CrusadersHIST 491N. JerusalemMI 390/HIST 394A. Medieval Middle EastROFR 235. French Civilization and CultureROSP 234. Civilization and Culture: SpainROIT 345. Introduction to Italian LiteratureOther courses may apply with the permission of thedirector.RUSSIAN AND EAST EUROPEANSTUDIESDavid Gasperetti, directorThe program in Russian and East European Studiesenables students to enrich their understanding ofthe region through a variety of courses in language,literature, history, politics, and economics whilealso encouraging and supporting the acquisition offirsthand experience in the culture of the area. Itslargest initiative provides grants for summer coursestaken from accredited programs, either in theUnited States or abroad. Traditionally, this hasmeant language study in Moscow, St. Petersburg,Warsaw, and Kraków, but language study elsewherein Eastern Europe as well as cultural programs andinternships may also qualify for support. Theprogram’s lecture series allows students to expandtheir knowledge of Russia and Eastern Europe beyondthe scope of their coursework by supplying acontinuous source of fresh ideas about the region.Each year, the program invites nationally and internationallyrenowned scholars to campus to sharetheir latest research in fields pertinent to the minor.By virtue of their competence in Russian or an EastEuropean language, participants in the programalso are eligible to study language abroad for a semesterduring the school year and to work in theregion as business interns and teachers during thesummer.COURSES IN RUSSIAN AND EASTEUROPEAN STUDIESRussian Language and LiteratureIn English:RU 373-374. 19th-Century Russian LiteratureI and IIRU 375-376. 20th-Century Russian LiteratureI and IIRU 379. The Brothers KaramozovRU 381. Russian Women MemoiristsRU 393. DostoevskyRU 394. TolstoyIn Russian:RU 451: St. Petersburg as Russian CulturalIconRU 461. Survey of 19th-Century RussianLiteratureRU 462. Survey of 20th-Century RussianLiteratureRU 471. An Introduction to Russian PoetryRU 492. ChekhovRU 393. Pushkin and His TimeRU 494. TolstoyPolitical SciencePOLS 347. The Nuts and Bolts of RussianPoliticsPOLS 358. Comparative Politics of East EuropeHistoryHIST 250. Modern Russia to the PresentHIST 380. East-Central Europe IHIST 381. East-Central Europe IIHIST 382. Eastern Europe Since 1945HIST 383. 19th- and 20th-Century PolishHistoryHIST 414. Late Imperial Russia, 1861-1917HIST 414A. Early Imperial Russia, 1700-1861HIST 415. 20th-Century Russian HistoryHIST 417. Dostoevsky’s RussiaHIST 418. Modern Russian Societyand Culture IHIST 422. Russia Since World War IIHIST 495. Russian ThinkersHIST 495. The Russian Revolution

236OFFICERS OF ADMINISTRATIONOfficers of AdministrationIn the College of Arts and LettersMARK W. ROCHE, Ph.D.I.A. O’Shaughnessy Dean of the College of Artsand LettersGREGORY E. STERLING, PH.D.Associate Dean of the College of Arts and LettersGREGORY E. DOWD, Ph.D.Associate Dean of the College of Arts and LettersCINDY S. BERGEMAN, Ph.D.Associate Dean of the College of Arts and LettersAVA PREACHER, M.A.Assistant Dean of the College of Arts and LettersPre-Law AdvisorJENNIFER ELY NEMECEK, M.A.Assistant Dean of the College of Arts and LettersPreprofessional AdvisorDOROTHY PRATT, Ph.D.Assistant Dean of the College of Arts and LettersBENEDICT F. GIAMO, Ph.D.Chair of the Program in American StudiesJAMES McKENNA, Ph.D.Chair of the Department of AnthropologyAUSTIN COLLINS, C.S.C., M.F.A.Chair of the Department of Art, Art History,and DesignMARTIN BLOOMER, Ph.D.Chair of the Department of ClassicsLIONEL JENSEN, Ph.D.Chair of the Department of East Asian Languagesand LiteraturesRICHARD JENSEN, Ph.D.Chair of the Department of EconomicsCHRIS VANDEN BOSSCHE, Ph.D.Chair of the Department of EnglishDONALD CRAFTON, Ph.D.Chair of the Department of Film, Television,and TheatreROBERT NORTON, Ph.D.Acting Chair of the Department of Germanand Russian Languages and LiteraturesTHOMAS KSELMAN, Ph.D.Chair of the Department of HistoryPAUL JOHNSON, Ph.D.Acting Chair of the Department of MusicPAUL WEITHMAN, Ph.D.Chair of the Department of PhilosophyRODNEY E. HERO, Ph.D.Chair of the Department of Political ScienceCLARK POWER, Ph.D.Chair of the Program of Liberal StudiesJEANNE DAY, Ph.D.Chair of the Department of PsychologyDAYLE SEIDENSPINNER-NÚÑEZChair of the Department of Romance Languagesand LiteraturesMICHAEL WELCH, Ph.D.Chair of the Department of SociologyJOHN CAVADINI, Ph.D.Chair of the Department of Theology

237ADVISORY COUNCILAdvisory CouncilEDWARD M. ABRAMSAtlanta, GeorgiaFRANK J. ANNESECooperstown, New YorkRUSSELL G. ASHBAUGH JR.Elkhart, IndianaJAMES T. BARRY JR.Milwaukee, WisconsinROBERT L. BERNER JR.Winnetka, IllinoisDAVID L. BOEHNENMinneapolis, MinnesotaMATTHEW BOMBERGERNew Castle, WashingtonBRIAN R. BRADYElkhart, IndianaCORDELIA CANDELARIATempe, ArizonaCHRISTOPHER WAI-CHE CHENGKwung Tong, Kowloon, Hong KongKATHRYN H. COLLETTBettendorf, IowaMORRISON A. CONWAY JR.Wilsonville, OregonWILLIAM J. DEVERS JR.Chicago, IllinoisJAMES F. FLAHERTY IIILos Angeles, CaliforniaDANIEL K. FLATLEYBasking Ridge, New JerseyBADI G. FOSTERBeachwood, OhioMICHAEL D. GALLIVANSalt Lake City, UtahJOHN W. GLYNNAtherton, CaliforniaCHARLES L. GRACECharlotte, North CarolinaROBERT N. GRECOSpokane, WashingtonMARK A. GREENVernon Hills, IllinoisJANE SWIHART HAGALEHouston, TexasSUSAN DARIN HAGANPittsburgh, PennsylvaniaC. ROBERT HANLEYNaples, FloridaPAUL M. HENKELSBlue Bell, PennsylvaniaTHOMAS A. HERBSTRITT JR.Franklin Park, IllinoisLAURA G. HOEYCambridge, MassachusettsWILLIAM P. JOHNSONGoshen, IndianaJ. COLLIS JONESWashington, D.C.PATRICK J. KEOUGHWarren, MichiganB. ROBERT KILLSouth Bend, IndianaPAUL G. KIMBALLNew York, New YorkEDWARD D. LEWISPalm Beach, FloridaEARL L. LINEHANTowson, MarylandF. JOSEPH LOUGHREYColumbus, IndianaCAROL LYMANWinnetka, IllinoisJOHN R. MADDENLa Grange, IllinoisLUCIA RODARTE MADRIDPhoenix, ArizonaJOSEPH F. McCANNPurchase, New YorkF. GERARD McGRATHNew York, New YorkANDREW J. McKENNA JR.Morton Grove, IllinoisJOHN P. McMEELKansas City, MissouriM. ROSE MEISSNERSouth Bend, IndianaKENNETH R. MEYERChicago, IllinoisJOSEPH E. MORAHAN IIIDenver, ColoradoJAMES A. MORSE SR.Muskegon, MichiganCHRISTOPHER J. MURPHY IIISouth Bend, IndianaROBERT S. NANOVICNorth Yarmouth, MaineTHOMAS J. O’DONNELLChicago, IllinoisJEREMIAH P. O’GRADYNew York, New YorkMICHAEL D. O’HALLERANChicago, IllinoisTIMOTHY J. O’SHAUGHNESSYAlexandria, VirginiaLISA MARIE PORCHE-BURKEAlhambra, CaliforniaDONALD V. POTTERMoraga, CaliforniaPAUL A. RAMSEYNew York, New YorkROBERT T. ROLFSWest Bend, WisconsinFRANKLIN D. SCHURZ JR.South Bend, IndianaDAVID F. SENGDawsonville, GeorgiaBRIAN O. SHANNONChicago, IllinoisCHARLES E. SHEEDYHouston, TexasMARK S. SHIELDSWashington, D.C.JEFFREY J. SPEAKSPrinceton, New JerseyF. QUINN STEPANNorthfield, IllinoisMATTHEW V. STORINBoston, MassachusettsGEORGE W. STRAKE JR.Houston, TexasTHOMAS A. SULLIVANNew York, New YorkKELLY J. TUTHILLBoston, MassachusettsMARK E. WATSON JR.San Antonio, TexasNOEL DON WYCLIFFChicago, Illinois