UPDATED: MARCH 28, 2006

               HUMANITIES CALENDAR FW2006/2007

                              1000 LEVEL COURSES
...
REPRESENTATIVE READINGS: Myths From             Mesopotamia; The Hebrew Bible; Hesiod,
Theogony, the dialogues of Plato; t...
The course explores two stages in European          civilization -- the Middle Ages and the
Renaissance -- to which our pr...
FORMAT: two lecture hours and two tutorial hours.

ASSIGNMENTS: 4 assignments associated with the lectures and the seminar...
PROJECTED ENROLMENT: 100
RESERVED SPACES: All spaces are reserved for first year students.

AS/HUMA 1200 9.0M (WINTER)
CON...
undertaking course activities designed to       support both understanding of the course
themes and
to develop effective l...
FORMAT: two lecture hours and two tutorial hours per week.

ASSIGNMENTS: media review (5%), two essays (30%), research ass...
mandatory. Ownership of or prior experience with computers or computerized word
processing is not required, but all studen...
REPRESENTATIVE READINGS: Alexie, Sherman. The Lone Ranger and Tonto Fist Fight in
Heaven. New York: HarperCollins, 1994; C...
This course examines aspects of the relationships between law and morality, asking, “What is
law?” “What is morality?” How...
(a) the inter-relation between    concepts of law and concepts of morality
                   (positivism vs. natural law)...
FORMAT: Students and faculty meet weekly in individual two-hour discussion groups. In
addition, colloquia, which bring tog...
REPRESENTATIVE READINGS: Mary Shelley, Frankenstein; Jules Verne, From The Earth to the
Moon; Charlotte Perkins Gilman, He...
dualisms such as mind-body, culture-nature,        reason-emotion, masculinity-femininity,
heterosexual-homosexual, and co...
which requires students to pay a police fee,     typically ranging from $15 to $45, depending
on the jurisdiction of the s...
second considers the uses, meanings, and            functions of cultural products – literature, toys,
film, and the like ...
of forms, including a resistant reading of a popular culture text, a mini-ethnography or
screenplay excerpt, a creative no...
RESERVED SPACES WILL BE MONITORED AND ADJUSTED THROUGHOUT THE ENROLMENT
                                       SESSION.


...
REPRESENTATIVE READINGS: (to be confirmed in September) Michel de Montaigne. The
Essays : A Selection. Tr. M.A. Screech. N...
EGYPT IN GREEK AND ROMAN                        MEDITERRANEAN

An examination of Egypt and Egyptians in the imagination an...
context, and technique. In addition to the analysis of individual artists' works (including
Masaccio, Leonardo, Michelange...
pressionism, Post-Impressionism, Symbolism       and Art Nouveau. The second half of the
course

will focus on art in rela...
versus Africans, Asians and Native Americans, northerners versus southerners in unified Italy
and debates over immigration...
COURSE DIRECTOR: T.B.A.

PROJECTED ENROLMENT: 168

RESERVED SPACES: Some spaces reserved for Humanities & Latin American a...
T. Goossen, tgoossen@yorku.ca
231 Vanier College, 66986

PROJECTED ENROLMENT: 84
RESERVED SPACES: Some spaces reserved for...
COURSE CREDIT EXCLUSION:
AS/HUMA 3650 6.0

This course provides a historical survey of texts for children, mainly literary...
sociology, psychology, kinesiology, criminal     justice, English, environmental studies, history,
religious studies, econ...
AS/HUMA 2750 6.0A
AS/RU 2750 6.0
AS/HIST 2310 6.0
RUSSIAN CULTURE: CONTINUITY AND CONFLICT (in translation)

COURSE CREDIT...
development of modern culture. Texts are also studied in relation to other Italian arts, such as
painting, sculpture and a...
Routledge, 2000. Novels: Giuseppe Tomasi di Lampedusa, The Leopard; Italo Calvino,
Palomar.

FILMS: (partial listing): Rob...
ISLAMIC TRADITIONS

This course examines the beliefs, doctrines and institutions that have constituted the Islamic
traditi...
ASSIGNMENTS: 2 book reviews (15%); 2            essays (20%); one end-of-term test (15%);
final exam (35%); class particip...
PROJECTED ENROLMENT: 112
RESERVED SPACES: Some spaces reserved for Humanities & Religious Studies Majors and
Minors.

AS/H...
AS/HUMA 2900 9.0A
INTRODUCTION TO CREATIVE WRITING


  This is the prerequisite course for students who wish to apply to m...
we will focus on Darwin’s evolutionary theory in his Origin of Species, the intellectual,
cultural, and social roots of Da...
Room for Television; Poster, What’s the Matter with the Internet; Benjamin, Illuminations;
Gergen, The Saturated Self; Mey...
and themes have persisted despite all these     changes. The second term concludes with a
brief consideration of what has ...
environment. At the level of traditional culture, the course identifies a number of those oral
modes of social interaction...
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AS/HUMA 1110 9.0A

  1. 1. UPDATED: MARCH 28, 2006 HUMANITIES CALENDAR FW2006/2007 1000 LEVEL COURSES AS/HUMA 1105 9.0A MYTH AND IMAGINATION IN GREECE AND ROME The myths of ancient Greece and Rome have exercised an enduring fascination and influence, as shown in literature, art, psychoanalysis, and philosophy. In this course we examine the myths in their cultural context and explore how the Greeks and Romans used the myths to explore the nature of the gods, the place of human beings in the universe, politics and history, morality and family relationships. Evidence will include both literary texts and works of visual art. Attention will be given to modern theories and critical approaches that can be used to illuminate the classical myths. The course will also include readings from ancient Near Eastern tradition, including the Bible, to give a broader perspective on the topic. FORMAT: Two one-hour lectures and one two-hour seminar per week. ASSIGNMENTS: Two essays, one each term, 15% each; two in-class tests, one each term, 10% each; in-class exercises and class participation, 25%; final examination, 25%. (subject to change) REPRESENTATIVE READINGS: The Epic of Gilgamesh; Genesis; Hesiod, Theogony; Homer, The Odyssey; Aeschylus, Agamemnon; Sophocles, Oedipus Rex; Euripides, The Bacchae; Ovid, Metamorphoses; Seneca, Thyestes; Vergil, The Aeneid. (subject to change) COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 250 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1110 9.0A GREEK AND BIBLICAL TRADITIONS A study of early Mesopotamian, Greek, Jewish and Christian literature (1) to understand its original meanings and (2) to explore its relevance to our search for personal ethical norms, images of female and male, models of the just society and conceptions of transcendent reality. The course aims to teach students methods of literary criticism, textual interpretation, historical inquiry, conceptual analysis, and cross-cultural comparisons. FORMAT: The course will meet for a weekly two hour lecture, and for a two hour tutorial. ASSIGNMENTS: Each student will be evaluated on the basis of two tests (30% each) and one final examination (40%).
  2. 2. REPRESENTATIVE READINGS: Myths From Mesopotamia; The Hebrew Bible; Hesiod, Theogony, the dialogues of Plato; the plays of Aeschylus, Sophocles and Euripides; Pirke Avot: Jewish Ethics; The New Testament. COURSE DIRECTOR: S. Ford, sford@look.ca 041 McLaughlin College, ext. 77085 PROJECTED ENROLMENT: 175 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1115 9.0A TRANSFORMATIONS OF ANCIENT LITERATURE Classical literature forms the basis for the work of many authors in the later Western tradition. This course examines works of literature from ancient Greece and Rome and modern adaptations and transformations of those works. Particular attention will be paid to changes linked to differences in religion, politics, and social structure. Topics may include Comedy, Tragedy, Satire, Essays, and Fables; ancient authors studied may include Aeschylus, Sophocles, Euripides, Plautus, Horace, Ovid, Seneca, and Plutarch, and modern authors may include Shakespeare, Racine, Goethe, Montaigne, Sartre and Shaw. There will also be some attention to the use of classical themes in visual art. FORMAT: Two lecture hours, two tutorial hours. ASSIGNMENTS: 1st term essay: 20%; 2nd term essay: 20%; 1st term test: 10%; 2nd term test: 10%; research exercise: 20%; class participation: 20%. (subject to change) REPRESENTATIVE READINGS: selected poems by Sappho, Catullus, Horace, Propertius, and Goethe; Plautus, The Brothers Menaechmi; Shakespeare, The Comedy of Errors; Sophocles, Antigone; Jean Anouilh, Antigone; Euripides, Orestes; Sartre, The Flies; Aeschylus, Agamemnon; James M. Cain, The Postman Always Rings Twice; Euripides, Hippolytus; Seneca, Phaedra; Jean Racine, Phaedra; Plutarch, selections; Shakespeare, Antony and Cleopatra; Shaw, Ceasar and Cleopatra; Plautus, Amphitruo; Jean Giradoux, Amphitryon 38; Sophocles, Oedipus the King; Robert Heinlein, Double Star; Seneca, selected essays; Montaigne, selected essays. COURSE DIRECTOR: M. Clark, matthewc@yorku.ca 251 Vanier College, ext. 77396 PROJECTED ENROLMENT: 100 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1125 9.0A CIVILIZATION OF MEDIEVAL AND RENAISSANCE EUROPE COURSE CREDIT EXCLUSIONS: AS/HUMA 1120 9.0 & AS/HUMA 1130 9.0
  3. 3. The course explores two stages in European civilization -- the Middle Ages and the Renaissance -- to which our present politics, religion, intellectual and artistic culture owe much. We look for the themes, tensions, habits of thought, values and manias that link and distinguish these two eras. The Middle Ages began when Rome collapsed (ca. 500) and shaded slowly into the Renaissance (1350-1630), just after the Black Death swept through Europe. The Middle Ages were not "dark." Though turbulent and at first impoverished, they produced feudal kingdoms, gothic cathedrals, and brilliant logical philosophy. In the first term we meet medieval hermits, saints, dragons, knights, crusaders, burghers, and assorted lovers, happy and unhappy. The Renaissance saw the beginnings of modernity emerge out of the medieval past. Great individual achievements blossomed in a world reshaped by commercial expansion, political consolidation and religious crisis. It was a time of cultural flux and growth, where novelty challenged tradition, and optimism vied with deep anxiety. In the second term, we encounter poets, storytellers, philosophers, sly politicians, acute scientists, and, again, men and women of deep faith. As a Foundations course, Humanities 1125 9.0 puts great stress on critical skills, and particularly on writing. FORMAT: two lecture hours and two tutorial hours. ASSIGNMENTS: Short papers: 50%; Mid-term: 15%; Final: 25%; Participation: 10%. (subject to change) REPRESENTATIVE READINGS: St. Benedict, Rule; Beowulf; Abelard and Heloise, Letters; Song of Roland; Gottfried von Strassburg, Tristan; Villehardouin, Conquest of Constantinople; Catherine of Siena, Selected letters, Cellini, Autobiography, More, Utopia, Machiavelli, Prince; Montaigne, Essays; Maguérite de Navarre, Heptameron; Castiglione, Courtier; Shakespeare, Julius Caesar; and writings by Luther and St. Ignatius Loyola. (subject to change) COURSE DIRECTOR: T. Cohen, tcohen@yorku.ca 2156 Vari Hall, ext. 66977 PROJECTED ENROLMENT: 175 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1160 9.0A THE ENLIGHTENMENT AND HUMAN UNDERSTANDING A fundamental feature of the Enlightenment is the view that human experience is the foundation of gaining knowledge and truth. We focus on selected Enlightenment writers and thinkers in order to understand this approach to learning. This course, which is interdisciplinary in its approach, will begin with an examination of pre- Enlightenment views of method and truth. We will then examine the scientific revolution which influenced writers and thinkers in the Enlightenment period. Once this has been completed, we will turn to the writings of selected Enlightenment thinkers. Authors to be studied include Thomas Hobbes, René Descartes, Baruch Spinoza, Blaise Pascal, John Locke, George Berkeley, and David Hume. We will examine their methodological concerns as well as how the choice of method guides their respective investigations.
  4. 4. FORMAT: two lecture hours and two tutorial hours. ASSIGNMENTS: 4 assignments associated with the lectures and the seminars. The nature of these assignments will be discussed at our first meeting. REPRESENTATIVE READINGS: Inventing Human Science: Eighteenth-century Domains, edited by Christopher Fox, Roy Porter, and Robert Wokler; Philosophy and Science in the Scottish Enlightenment, essays edited by Peter Jones; Scepticism in the Enlightenment, edited by Richard H. Popkin, Ezequiel de Olaso, Georgio Tonelli; Leviathan, Thomas Hobbes; Meditations on First Philosophy, René Descartes; Essay Concerning Human Understanding, John Locke; Three Dialogues, George Berkeley; Dialogues Concerning Natural Religion, David Hume; The Enlightenment, Hugh Dunthorne; The Enlightenment: The Culture of the Eighteenth Century, Schneider, Isidor. COURSE DIRECTOR: S. Tweyman, stweyman@yorku.ca 279 Winters College, ext. 33478 PROJECTED ENROLMENT: 200 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1170 9.0A THE MODERN AGE: SHAPERS & DEFINERS The course will introduce the student to some of the important 'shapers and definers' of the Modern (Western) artistic and intellectual spirit (1775-1960), along with the various cultural movements and counter-movements that framed their work (Romanticism, Realism, Symbol- ism, Modernism, etc.). It will do so from a particular point of view: the search by these novel- ists, artists, composers, philosophers, and psychologists for new languages (language used here in the broadest sense), new forms, new methodologies, commensurate with what human nature has become, what it knows (or thinks it knows) about itself and the world at large. FORMAT: Two hour lecture plus two hour seminar weekly. ASSIGNMENTS: five mini essays (3-4 typed pages in length) 40% of grade; participation in seminars 20% of grade; final examination 40% of grade. (subject to change) REPRESENTATIVE READINGS: Johann Wolfgang von Goethe, The Sufferings Of Young Werther, trans. Harry Steinhauer; Vincent van Gogh, The Letters Of Vincent Van Gogh, edited Mark Roskill; James Joyce, A Portrait Of The Artist As A Young Man, edited with introduction by Seamus Deane; Virginia Woolf, Moments Of Being; Thomas Mann, Death In Venice And Other Stories; Carl G. Jung, Man & His Symbols; Sebastian Haffner, The Meaning of Hitler; Gustav Mahler, Symphony #1 (any recording). (subject to change) COURSE DIRECTOR: T.B.A.
  5. 5. PROJECTED ENROLMENT: 100 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1200 9.0M (WINTER) CONTEXTS OF CANADIAN CULTURE How can we understand Canada? How can we approach the major themes and issues that have shaped Canadian society? This course explores a series of major themes and issues in Canadian culture through a careful examination of a number of texts. More specifically, it examines how works of fiction, autobiography, history, drama, and film represent issues of native/white relations, land settlement, immigration, work, and gender. The course is especially concerned with the interplay between the structure of material conditions and the construction of systems of meaning. ASSIGNMENTS: First term writing assignments 20%; mid-term test 10%; second term writing assignment 25%; class participation and presentations 20%; final examination 25%. (subject to change) REPRESENTATIVE READINGS: Pierre Berton, The Great Railway; Maria Campbell, Halfbreed; Timothy Findley, The Wars; Louis Hemon, Maria Chapdelaine; Stephen Leacock, Arcadian Adventures with the Idle Rich; Susanna Moodie, Roughing it in the Bush; Brian Moore, Black Robe; Alice Munro, Who Do You Think You Are?; Michael Ondaatje, In the Skin of a Lion; Nino Ricci, Lives of the Saints; Mordecai Richler, Son of a Smaller Hero; Michel Tremblay, Sainte- Carmen of the Main. (subject to change) COURSE DIRECTOR: W. Westfall, westfall@yorku.ca 602 Atkinson College, ext. 33958 PROJECTED ENROLMENT: 75 RESERVED SPACES: All spaces are reserved for first year new students starting in the January session (2007). AS/HUMA 1220 9.0 AS/ESL 1000 9.0 CANADIAN LANGUAGE AND CULTURE  CONTACT THE DEPARTMENT OF LANGUAGES, LITERATURES & LINGUISTICS FOR MORE INFORMATION: S561 ROSS BUILDING, 416-736-5016 PREREQUISITE: Native language other than English. Students must have taken a language proficiency test. This course continues the linguistic and academic development of students who come from English as a Second Language backgrounds, and develops their understanding of Canadian language and culture. To this end, the course is run as an integrated lecture/seminar, with students expected to participate actively in the course in a variety of ways: taking part in class discussions, making oral presentations, writing academic essays, doing library research, and
  6. 6. undertaking course activities designed to support both understanding of the course themes and to develop effective language use. Academic skills such as effective reading, writing, and argumentation are stressed. Language in general, and English in particular, is central to the course as a subject of study. The relationship of language to human values and attitudes, its identity as a complex means of learning and interaction, and its role in society and culture are also studied. In addition to reading a number of pieces of Canadian fiction, some of the themes explored in the course include: Language, Communication, Gender; Identity, Immigration, Multiculturalism; Economics and Work; Canada's Aboriginal People; Quebec. FORMAT: Students meet for four hours per week. Note: This course is normally open for credit only to students in their first academic session. This is a first year Humanities Foundations course. ASSIGNMENTS: Throughout the course, students receive marks based on assignments and course activities. Final grades in the course are based on term essays, major oral presentations, small assignments (oral and written), class participation and final examination. REPRESENTATIVE READINGS: A list of required texts is distributed to students during the first week of classes. Students are also required to purchase a kit of materials for use in the course. Course kits are available in the first week of classes. COURSE DIRECTORS: T.B.A AS/HUMA 1300 9.0A CULTURES OF RESISTANCE IN THE AMERICAS: THE AFRICAN AMERICAN EXPERIENCE This course addresses the ways in which diasporic Africans have responded to and resisted their enslaved and subordinated status in the Americas. Resistance is first addressed in relationship to slavery, but later in the course resistance is seen in a much broader context: in response to post-colonial and post-civil rights, and as an engagement of national, economic, cultural and social forces. Thus, resistance might be understood as a continuing legacy of black peoples' existence in the Americas. Resistance is, first, read in relationship to European domination in the Americas and, second, to national and other post-emancipation forms of domination which force us to think of resistance in increasingly more complex ways. The "anatomy of prejudices"—sexism, homophobia, class oppression, racism—come under scrutiny as the course attempts to articulate the libratory project. The course focuses, then, on the cultural experiences of African diasporic peoples, examining the issues raised through a close study of black cultures in the Caribbean, the United States and Canada. It critically engages the ways in which cultural practices and traditions have survived and been transformed in the context of black subordination. It addresses the aesthetic, religious and ethical practices that enable black people to survive and build "communities of resistance" and allow them both to carve out a space in the Americas they can call home and to contribute variously to the cultures of the region.
  7. 7. FORMAT: two lecture hours and two tutorial hours per week. ASSIGNMENTS: media review (5%), two essays (30%), research assignment (20%), oral report (10%), class participation (10%), final exam (25%); (subject to change). REPRESENTATIVE READINGS: Henry Louis Gates Jr, ed., The Classic Slave Narratives; Gloria Naylor, Mama Day; Earl Lovelace, The Dragon Can’t Dance; Edwidge Danticat, Breath, Eyes, Memory; Course Kit of articles from selected journals and anthologies. COURSE DIRECTOR: A. Davis, aadavis@yorku.ca 324 Founders College, ext. 33320 www.arts/yorku.ca/huma/aadavis PROJECTED ENROLMENT: 175 RESERVED SPACES: All spaces are reserved for incoming first year students AS/HUMA 1400 9.0A CULTURE AND SOCIETY IN EAST ASIA  AS/HUMA 1401 0.0A COMPUTER LAB COMPONENT FOR 1400 9.0A [CULTURE & SOCIETY IN EAST ASIA] NOTE: students must enrol in a computer lab when enrolling in 1400 9.0A tutorial.  To introduce students within a single course to the complex matrix of socio-political, religious, artistic and philosophical strands of the traditional civilisations of East Asia that flourished for some 3,000 years is a near impossible task. The approach taken by this course is to provide an understanding of the cultural traditions by exploring in-depth a "moment" frozen in time and space. Our time is the eighteenth century, the height of indigenous cultural development prior to the Western intrusion of the nineteenth century. Our focus will be on both the major urban centres and rural areas of China and Japan. We shall look at selected aspects of the everyday life and lifestyles of all classes of society, concentrating especially on concepts of authority, nature, religious practices and values, and attitudes toward education, class and gender. Our sources will be varied, drawing on the rich legacy of the humanities encountered within the East Asian cultural zone. We shall explore selected sources drawn from the period, including novels, plays and short stories. As well, extensive use will be made of films. This course includes required labs which rely on a Computer Assisted Instruction & Learning (CAIL). While coursework is accessible remotely by either Macintosh or Windows PCs, this is not a distant learning or remote access course. Attendance at scheduled lab sessions is
  8. 8. mandatory. Ownership of or prior experience with computers or computerized word processing is not required, but all students will gain such experience in this course. FORMAT: one and a half lecture hours and one and a half hour discussion session per week, one hour computer lab. ASSIGNMENTS: First essay 10%; second essay 20%; mid-term exam 20%; final exam 30%; participation 20%. NOTE: All Critical Skills assignments must be satisfactorily completed in order to receive a passing grade. REPRESENTATIVE READINGS: Tsao Hsueh-Chin, Dream of the Red Chamber; Spence, Jonathan, The Death of Woman Wang; Shen Fu, Six Records of a Floating Life; Keene, Donald (trans.), Four Major Plays of Chikamatsu; Ihara Saikaku, The Life of an Amorous Woman; Rehner, Jan, Practical Strategies for Critical Thinking. Course Reading Kit. COURSE DIRECTOR: G. Shen, gyshen@yorku.ca 224 Founders College, ext. 20415 PROJECTED ENROLMENT: 198 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1625 9.0A FANTASY AND TOPOGRAPHIES OF IMAGINATION COURSE CREDIT EXCLUSION: AS/HUMA 1630 9.0 This interdisciplinary course utilizes a variety of materials to explore fantasy in the West, not as the opposite of reality, but as how people imagine and give meaning to their experiences, thereby both shaping and resisting the realities of Western cultures. This course examines some of the dominating fantasies in the West. It explores how individuals (as well as groups) are influenced by them not simply in how they make meaning of their experiences, but also in how the dominating fantasies come to influence even what individuals might imagine. Throughout the course we will examine how individuals draw upon the dominating fantasies of the West to maintain and perpetuate cultural knowledges about the values of the culture, as well as definitions about what is human and what is "other", and what are appropriate human and non-human behaviours/relationships. We will also ask how it is possible for individuals to critique dominating fantasies by creating counter-fantasies that subvert and resist accepted knowledges and interpretations of experience and allow people to imagine things otherwise. FORMAT: two lecture hours and two tutorial hours. ASSIGNMENTS: 5% Visual response paper (best 1 of 2); 15% Textual response paper (best 2 of 5 per term); 10% Annotated bibliography; 15% Essay (in stages); 15% Group project/ presentation; 10% Critical Thinking/Learning Portfolio; 10% Participation; 20% Final Exam. (subject to change)
  9. 9. REPRESENTATIVE READINGS: Alexie, Sherman. The Lone Ranger and Tonto Fist Fight in Heaven. New York: HarperCollins, 1994; Carroll, Lewis. Alice in Wonderland and Alice Through the Looking Glass. New York: Oxford University Press, 1998; Course Kit. Available at Yorklanes Bookstore; Ozeki, Ruth L. My Year of Meats. Toronto: Penguin Books Canada, Ltd., 1998; Piercy, Marge. He, She and It. Toronto: Random House, 1993. (subject to change) REQUIRED FILMS: Please note: this list is subject to availability and may change without notice. Bob Roberts; Dogma; Like Water for Chocolate; Monty Python and the Holy Grail; Princess Bride; Psycho (Hitchcock); Pink Floyd's The Wall. COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 175 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1650 9.0A THE NETWORKED IMAGINATION The Internet and World Wide Web have created new ways of encountering and experiencing literature, art, and music by dramatically changing the relationship between new media and the arts and culture, and the promises and pitfalls of these changes, using the tools and content of the Internet. Students will contribute to each other’s learning through active participation in online conferences and collaborative projects. Skills learned in this course will be of value in subsequent university courses, as the use of online materials and computer networks increases. FORMAT: Two lecture hours and two tutorials/week. Students will need to be able to connect to the York computer network, preferably from home or residence, as most of the work in the course will be done online. ASSIGNMENTS: T.B.A. REPRESENTATIVE READINGS: T.B.A. COURSE DIRECTOR: J. Allen, jallen@yorku.ca 2077 Vari Hall, ext. 60312 PROJECTED ENROLMENT: 175 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1825 9.0A LAW AND MORALITY
  10. 10. This course examines aspects of the relationships between law and morality, asking, “What is law?” “What is morality?” How do they overlap?” How are they different?” “Should the law enforce morality?” “When is civil disobedience justified?” “How do these issues affect our daily lives?” We often hear people say that something may be morally reprehensible but it is not legally wrong. To take a contemporary example, recent cases have dealt with the issue of HIV infected persons knowingly infecting their partners. Some defense lawyers have argued that their client’s conduct may be blameworthy from a moral perspective, but it is not legally culpable. Looking to the past, we know that the government in Nazi Germany came to power legally. Many persons in authority who were later indicted for Nazi crimes argued that they were obeying the law and therefore ought not to be punished. In everyday life we are constantly confronted with issues such as euthanasia, pornography, hate propaganda, abortion, and most recently, same sex marriage – issues that deal with the legal enforcement of morality. On occasion, we may ask when we are justified in disobeying the law, or when civil disobedience is warranted. We begin by reading both Sophocles’ Antigone (produced in 441 B.C.) and an updated version by Jean Anouilh (produced in 1944). These plays, specifically the conflict between Antigone and her uncle, King Creon, constitute a preamble to, or frame for the two analytical components of the course: the moral discourse and the legal discourse. FORMAT: two lecture hours and two tutorial hours. ASSIGNMENTS: There will be three writing assignments for a total of 40%, a mid-term examination worth 15%, a final examination worth 35%, and tutorial participation worth 10%. REPRESENTATIVE READINGS: The portion of the course dealing with the moral discourse includes selections from Aristotle’s Nichomachean Ethics (concentrating on Book 5, “Justice”) and selections from Summa Theologica, “Concerning the Nature of Law” by Thomas Aquinas. The portion of the course dealing with the legal discourse includes selections from legal theorists who discuss the issues that arise between the proponents of positive law and of natural law. The former are more concerned with the sources of law and issues of process, whereas the latter are more concerned with the law’s content, in particular its moral content. The legal theorists we are reading include the leading contemporary legal positivist, H. L. A. Hart, as well as Lon. L. Fuller, Ronald Dworkin and Martha Minow. We then examine the issue of morality in law. Readings include Mill’s On Liberty, Patrick Devlin’s “Morals and the Criminal Law,” concerning the decriminalization in Britain of homosexuality and prostitution, and Dworkin’s critique of Devlin and legal moralism, “Liberty and Moralism.” We also examine the issue of moral objections to law. Readings include Rawls’ “Civil Disobedience” and Martin Luther King Jr.'s “Letter from Birmingham City Jail.” Briefly put, this course considers three thematic approaches to law and morality:
  11. 11. (a) the inter-relation between concepts of law and concepts of morality (positivism vs. natural law); (b) the legal enforcement of morality (sometimes referred to as “legal moralism”); and (c) moral objections to the law (civil disobedience). Throughout, we read court cases to illustrate the practical import of the theoretical issues. We read several seminal Supreme Court of Canada decisions dealing with moral issues, including Lavallée (battered wife syndrome), Keegstra (hate propaganda) and Butler (pornography). Films are an integral part of this course. We view films that deal with trials and examine the concept of justice, which is at the apex of both moral and legal virtues. Films include “To Kill a Mockingbird,” “The Trial,” “Judgment at Nuremberg,” and “Hotel Terminus: The Life and Times of Klaus Barbie,” a documentary film by Marcel Ophuls. This film by Ophuls deals with the trial of Klaus Barbie, the so-called “Butcher of Lyons,” who was tried in France in 1987 for crimes against humanity committed during World War II. This course is a Foundations course, with an emphasis on critical skills: critical thinking, reading and writing. A general background text for this course is Law and Morality: Readings in Legal Philosophy, Second Edition, edited by David Dyzenhaus and Arthur Ripstein, University of Toronto Press, 2001. There will also be a Course Kit of readings. A writing text that will be used in this course is The Bare Essentials, Form A, Fifth Edition, by Sarah Norton and Brian Green, Nelson Thomson Learning, 2001. There may be changes to the above readings (i.e., additions, deletions or substitutions) in response to time or other constraints, or in response to the interests of the students. COURSE DIRECTOR: S. Katz, skatz@yorku.ca 124 McLaughlin College, ext. 40238 PROJECTED ENROLMENT: 200 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1840 9.0A EXISTENCE, FREEDOM, AND MEANING: THE IDEA OF THE HUMAN IN EUROPEAN THOUGHT The course addresses itself to three main themes: (1) the quest for truth in light of religious understanding--faith, skepticism, and the problem of knowledge; (2) the quest for order-- human values in light of relativism and the plurality of meaning; (3) and the quest for personal meaning in a social context: -- the paradoxes of freedom, responsibility, and self- consciousness. The course is dedicated to the reading and discussion of major works of literature, philosophy, and religion so that the search for the distinctively human may be made as intense and as meaningful as possible.
  12. 12. FORMAT: Students and faculty meet weekly in individual two-hour discussion groups. In addition, colloquia, which bring together all students and faculty in the course, are held regularly throughout the year. There are no formal lectures. ASSIGNMENTS: three essays, 25% each; final take-home examination essay 25%. REPRESENTATIVE READINGS: Nietzsche, Joyful Wisdom; Kierkegaard, Fear and Trembling; Montaigne, Essays; Descartes, Discourse on Method; Pascal, Thoughts; Shakespeare, Hamlet; Berger, Invitation to Sociology; Kant, Grounding for the Metaphysics of Morals; Ibsen, Ghosts and Rosmersholm; Kafka, The Trial; Buber, I and Thou; Dostoevsky, Notes from Underground. COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 125 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1905 9.0A DANGEROUS VISIONS: BRAVE NEW WORLDS: THE SCIENCE FICTION CULTURE OF OUR SCIENTIFIC AGE Science fiction has emerged as one of the most popular media in our contemporary culture. Why are science fiction texts, including novels, short stories, films, and television shows, so culturally pervasive, and what does this popularity tell us about the impact of science and technology? This course will examine how the medium of science fiction, from its origins with Mary Shelley’s Frankenstein to its more recent manifestations, has given cultural expression to changing – and often ambivalent – attitudes towards modern science and technology. The first half of the course will focus on the historical development of science fiction and the parallel developments in science and technology in their cultural context. Among the topics to be covered are responses to Enlightenment and Victorian science, representations of the scientist, scientific utopias, the mechanized society, and the reactions of science fiction authors to the brave new world of genetics, the Bomb, space travel. In the second term we will concentrate on the attitude of contemporary science fiction writers and film makers towards the cultural significance of science and technology. Themes to be discussed include feminist science, and SF, the infinite universes of some interpretations of quantum mechanics, the threat of Catastrophe due to technological progress, depictions of the process of scientific discovery, the complex relationship between science and religion, the ethical dilemmas of the biotechnology revolution, and the disappearing boundaries between human and computer. FORMAT: There will be one two-hour lecture and one two-hour discussion class per week. The lecture will set the broader context for understanding that week’s readings and themes, and will also deal with the development of critical skills in reading, writing and thinking. The discussion class will focus directly on the texts assigned for each week. All students will be expected to come to class having completed the assigned reading so that they are prepared to discuss it. ASSIGNMENTS: First Term short essay, 10%; First term long essay, 20%; Second term long essay, 20%; Group report on one of the second term themes 10%; Class Participation 15%; Final Exam 25%. (subject to change)
  13. 13. REPRESENTATIVE READINGS: Mary Shelley, Frankenstein; Jules Verne, From The Earth to the Moon; Charlotte Perkins Gilman, Herland; Karel and Josef Capek, R.U.R. and The Insect Play; Yevgeny Zamyatin, We; Aldous Huxley, Brave New World; H.G. Wells, The Time Machine; Robert Charles Wilson, Bios; Phyllis Gotlieb, Sunburst; Ursula Le Guin, Left Hand of Darkness; Maria Doria Russell, The Sparrow; Greg Bear, Blood Music (xeroxed in separate course kit); Philip K. Dick, Do Androids Dream of Electric Sheep? ** All other readings (short stories and articles) are found in the course kit. COURSE DIRECTOR: A. Weiss, aweiss@yorku.ca 307 Stong College, ext. 77318 PROJECTED ENROLMENT: 100 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1910 9.0A SCIENCE AND THE HUMANITIES Our experiences as individuals and as societies are shaped by our encounters with the natural world. Our personal identities, our social worlds, our physical environment, our faiths and beliefs, all emerge from these encounters, and our ideas about nature are accordingly a deeply influential part of human culture. Science, the systematic study of nature, has come to mediate our cultural experience. In this course, we will consider the mutual influences of the sciences and the humanities, using a rich variety of texts and visual materials, from fiction to philosophy to scientific articles, from anatomical illustrations to nature documentaries and modern art. Scientific and humanistic knowledge are not detached and separate enterprises, but part of a common human endeavour to understand ourselves and our place in the natural world. FORMAT: two lecture hours and two tutorial hours weekly. ASSIGNMENTS: Class participation 15%; reading analyses 30%; essay 30%; final exam 25%. REPRESENTATIVE READINGS: De Fontenelle, Conversations on the Plurality of Worlds; Shelley, Frankenstein; Darwin, Origin of the Species; Frayn, Copenhagen. COURSE DIRECTOR: M. Fichman, mfichman@yorku.ca 313 Bethune College, ext. 70475 PROJECTED ENROLMENT: 125 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1950 9.0A CONCEPTS OF MALE & FEMALE IN THE WEST This course will explore concepts of ‘male’ and ‘female’ in Western culture mainly in the light of culturally constructed oppositions between them. Taking a feminist approach it will look at
  14. 14. dualisms such as mind-body, culture-nature, reason-emotion, masculinity-femininity, heterosexual-homosexual, and consider how these oppositions affect views of what it is to be male and female. In particular, it will examine areas such as gender; sex and sexuality; spirituality; love and marriage; creativity; heroism; and resistance. As a Foundations course we will concentrate on the study and application of a wide range of theoretical perspectives to the analysis and critique of cultural productions which will include scholarly works, works of literature and theology, film and music. The theoretical frameworks we will encounter will include a variety of feminist theories, psychoanalytic theory, critical theory, semiotics, and postmodern approaches. FORMAT: Two lecture hours, two tutorial hours. ASSIGNMENTS: Book Report 10%; Abstract 10%; First Term Test 10%; Internet Reseach 15%; Second Term Essay 15%; Class Work 15%; Final Examination 25%. (subject to change) REPRESENTATIVE READINGS: Atwood, The Edible Woman; Winterson, Sexing the Cherry; Chopin, The Awakening; Morrison, Sula; Hurston, Their Eyes Were Watching God; Brown, Rubyfruit Jungle; Bedier-Belloc, Tristan and Isuelt; Shakespeare, “Romeo and Juliet”; Hwang, “M. Butterfly”; Bornstein, Gender Outlaw; Finnbogason and Valleau, Canadian Writer’s Pocket Guide; A Course Kit is available from the York Bookstore. COURSE DIRECTOR: D. Orr, dorr@yorku.ca 044 McLaughlin College, ext. 77024 PROJECTED ENROLMENT: 175 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1970 9.0A WORLDS OF CHILDHOOD This course explores the significance of childhood being constructed differently in various times and cultures. We will study the history of childhood with an emphasis on Western culture. We will analyze representations of children and childhood in a variety of cultural forms: children's fiction and poetry, film and television (fiction and documentary), visual arts (including painting and photography), and music. We will investigate cultural products created for children, including children's toys, video games, and other artifacts from popular culture. We will study children as consumers, but we will also research the culture children create and transmit for themselves, including their folklore, art, writing, activism, and responses to the world. We will focus on issues of children's rights and child power, with an eye to present and future developments in "the worlds of childhood." A required component of this course is the “Shoreham P.S. / Vanier College Literacy Partnership,” in which each student in the course becomes a “literacy buddy” with an elementary school student at Shoreham Public School (just west of York’s Keele Campus) for one hour per week; to participate in this program, each York student needs to obtain a “vulnerable sector screening” police check (exact details will be sent to each course registrant),
  15. 15. which requires students to pay a police fee, typically ranging from $15 to $45, depending on the jurisdiction of the student’s permanent residence. (Students not wishing to be part of this important and rewarding “Literacy Buddy” program should enroll in Section B of this course.) FORMAT: Two lecture hours and two tutorial hours. ASSIGNMENTS: In this Foundations course, the assignments will focus on the development of skills in critical thinking, reading, viewing, speaking, and writing. Diagnostic Essay; Tutorial Participation - 10%; 3 Online Quizzes (WebCT) - 15%; Shoreham P.S. / Vanier College Literacy Partnership – 10%; Literacy Journal – 10%; Textual Analysis of a Representation of Childhood - 10%; “Hearing the Voices of Children” Fieldwork Project - 15%; Comparative Research Essay - 15%; Final Exam - 15%. REPRESENTATIVE READINGS: Foundations: Critical Thinking, Readinq, and Writing; Understanding Childhood: an Interdisciplinary Approach; a substantial Course Kit consisting of a few primary texts and many secondary texts (articles and chapters about childhood and children’s culture); nursery rhymes; fairy tales ("Little Red Riding Hood" variants); children's poetry (Wordsworth, Blake, Watts, Lee, Prelutsky, Silverstein, etc.); picture books (Sendak, Potter, Munsch, etc.); short stories (Edgeworth, More, etc.); children's novels (Peter Pan, The Story of the Treasure-Seekers, Parvana’s Journey, The Adventures of Captain Underpants, etc.); young adult novels (Theories of Relativity, The Maestro, The Golden Compass, etc.); films (The Hockey Sweater, excerpts from Angela's Ashes, excerpts from Lolita, etc.); life writing (Hear Me Out: True Stories of Teens Educating and Confronting Homophobia); adult memoirs (excerpts from Roald Dahl’s Boy, etc.). COURSE DIRECTOR: P. Cumming, cummingp@yorku.ca 244 Vanier College, ext. 66984 PROJECTED ENROLMENT: 250 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1970 9.0B WORLDS OF CHILDHOOD This course explores childhood in various cultures over time, considering the images of the child and childhood as presented in a range of forms, and the artifacts produced for, or given to, children as a result of prevailing ideas about who and what they are or should be. Cross- cultural comparisons will be made, though the emphasis will be on Western culture in order to permit students to relate the materials covered to contemporary circumstances of childhood in Canada. Following a brief introduction, the course is divided into three approximately equal sections. The first involves an analysis of the child and childhood as historical-cultural constructions, examined through various representations in literature, philosophy, history, and film. The
  16. 16. second considers the uses, meanings, and functions of cultural products – literature, toys, film, and the like – given to, or created for, children as a result of ideas about their nature, needs, and cultural positions. The third section focuses on the means of accessing and representing the child’s voice across various genres and discourses, including children’s folklore, diaries, autobiographies, and law, as well as various retrospective representations of childhood by adults. The course concludes by raising questions about the future of childhood, the implications of modern childhood for contemporary global culture, and the moral issues involved in the contemporary agendas of child concern, especially as they relate to the best interest of the child. FORMAT: two lecture hours and two tutorial hours weekly. ASSIGNMENTS: Assignments will be a diagnostic essay (5 pp) - 10%; a midterm test - 15%; a television critique (5 pp) - 15%; a major essay (8 pp) - 20%; a final exam - 25%; and tutorial participation - 15%. (subject to change) REPRESENTATIVE READINGS: J. M. Barrie, Peter and Wendy; Simon Bronner, American Children’s Folklore; Roald Dahl, Boy, and Charlie and the Chocolate Factory; Anne Frank, Diary of a Young Girl; Jean Little, Little by Little; L. M. Montgomery, Anne of Green Gables; Robert Munsch, The Paperbag Princess; Dav Pilkey, Captain Underpants and the Attack of the Talking Toilets; J. K. Rowling, Harry Potter and the Philosopher’s Stone; Maurice Sendak, Where the Wild Things Are; Victor Shea and William Whitla, Foundations: Critical Thinking, Reading, and Writing; Shirley Sterling, My Name is Seepeetza; R. L. Stevenson, Treasure Island; Mark Twain, Huckleberry Finn; and E. B. White, Charlotte’s Web. COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 200 RESERVED SPACES: All spaces are reserved for first year students. AS/HUMA 1980 9.0A AS/EN 1980 9.0A AS/WRIT 1980 9.0A PROFESSIONAL WRITING: PROCESS AND PRACTICE  CONTACT THE DEPARTMENT OF ENGLISH OR PROFESSIONAL WRITING PROGRAM FOR MORE INFORMATION: 208 STONG COLLEGE, 416-736-5166 This course considers a wide range of written expression with an emphasis on the theory and practice of writing. The particular writing, research, and discussion in this course will center on the concept of cultural critique and debates around representations of sexuality, gender, race, nationality, and class. We’ll play with a variety of multimedia texts, exploring the questions these texts raise, and the implications of the rhetorical strategies of these texts for our own writing practices. We’ll intervene in these textual conversations by writing our own cultural critiques in a variety
  17. 17. of forms, including a resistant reading of a popular culture text, a mini-ethnography or screenplay excerpt, a creative nonfiction/critical fiction, a manifesto, and a collaborative zine. We will also consider what role(s) writing can or cannot play in transforming cultural practices, and bringing about social and political change. The course will emphasize writing as a process. Consequently, revision will be an integral part of the work of the course. Class members will have the opportunity to have one of their papers workshopped in a whole-class workshop, and to facilitate the whole-class workshop of a colleague’s paper. These workshops (around which the tutorials will be organized) will give us all a chance to articulate and negotiate our criteria for effective writing, and to discuss and practice a variety of rhetorical strategies in the context of specific student papers. The culminating project of the course will be a portfolio that includes revised work and a preface introducing the work in the portfolio. ASSIGNMENTS: Portfolio—70%; weekly assignments, WebCT posts, and tutorial participation— 30%. Students must complete all major assignments in order to be eligible to receive a passing grade for the course. REPRESENTATIVE READINGS: Texts for the course will include a course kit, books, student writing, films, and videos. Possible written texts: bell hooks’ Outlaw Culture: Resisting Representations; Gloria Anzaldúa’s Borderlands La Frontera: The New Mestiza; Rebbeca Brittenham and Hildegard Hoeller’s Key Words for Academic Writers; Lynn Crosbie’s Paul’s Case. Stephen Duncombe’s Notes from the Underground: Zines and the Politics of Alternative Culture; Carole Maso’s Break Every Rule: Essays on Language, Longing, and Moments of Desire; Rodney Sappington and Tyler Stallings’ Uncontrollable Bodies: Testimonies of Identity and Culture; Valerie Solanas’ S.C.U.M. Manifesto; Sanjay Talreja and Nurjehan Aziz’s Strangers in the Mirror: In and Out of the Mainstream of Culture in Canada; a zine (of your choice); current issues of This Magazine and Fuse. Possible films and videos: Madonna’s Justify My Love; Jennie Livingston’s Paris is Burning; Miguel Picker’s Mickey Mouse Monopoly; Coco Fusco and Paula Heredia’s The Couple in the Cage; Paul Haggis’ Crash. COURSE DIRECTOR: A. Rallin, arallin@yorku.ca 317 Calumet College, ext. 33985 PROJECTED ENROLMENT: 200 RESERVED SPACES: All spaces are reserved for Professional Writing Majors and Minors. 2000 LEVEL COURSES
  18. 18. RESERVED SPACES WILL BE MONITORED AND ADJUSTED THROUGHOUT THE ENROLMENT SESSION. AS/HUMA 2005 9.0A AS/FR 2005 9.0A KEY ASPECTS OF FRENCH CULTURE  CONTACT THE DEPARTMENT OF FRENCH STUDIES FOR MORE INFORMATION: N727 Ross Building, 416-736-5086 This course explores key aspects of French culture and thought through readings from major representative figures in literature, art, philosophy and social and political thought, from the Renaissance to post-war France. The course concentrates on figures who, since the Renaissance, have had significant impact in shaping and defining French character, thought, tradition, and national identity. The following ten topics are studied in depth: Montaigne and Humanism; Descartes and Rationalism; Voltaire and Enlightenment Thought; Rousseau, Civilization and Equality; The French Revolution(s); Napoléon and Eurocentrism; Baudelaire, Art and Modernism; De Gaulle and Nationalism; Sartre, Camus and Existentialism; Simone de Beauvoir and Feminism. Lectures, with PowerPoint support, are structured to contextualize the readings and to illustrate critical approaches to the material. During the weekly tutorial sessions, students will have the opportunity to ask questions, give oral presentations and participate in group discussions. This course is part of the Faculty of Art Foundations Program and focuses on developing the following skills: i) acquire an interdisciplinary appreciation of various aspects of French culture; ii) stimulate the student’s intellectual curiosity; iii) develop critical thinking through selected readings, oral presentations and written assignments; iv) develop research methods skills through searches of articles in e-journals, referencing and bibliographic notations. The tutorial sessions will allow students to explore collectively the readings and investigate the ramifications of the contextual information and approaches presented in the lectures. The course web site will provide access to the course materials and facilitate communication among students as well as between students and instructors. Students in the course will have access to the Multimedia Language Centre which will ensure access for all students, to electronic resources for the research assignments. N.B. This course is given entirely in English. Students majoring in French may take the course only as an elective. FORMAT: 2 hours of lectures and 2 hours of tutorial weekly. ASSIGNMENTS: Participation: 15%; Oral presentation: 15%; Written assignments: 40 %; Mid- term exam: 15%; Final exam: 15%.
  19. 19. REPRESENTATIVE READINGS: (to be confirmed in September) Michel de Montaigne. The Essays : A Selection. Tr. M.A. Screech. New York: Penguin Books, 1993; René Descartes. Discourse on Method and Related Writings. Tr. Desmond M. Clarke. N.Y.: Penguin Books, 2003; Voltaire. Candide. Tr. John Butt. N.Y. Penguin Books, 1947; J.-J. Rouseau. The Social Contract. Tr. M Cranston. N. Y. : Penguin Classic, 1985; Napoleon Bonaparte. The Mind of Napoleon: A Selection from his Written and Spoken Words. Tr. J.C. Herold. N.Y.: Columbia Univ. Press, 1961; Baudelaire, Charles. Flowers of Evil. N.Y. : New Directions, 1989; André Malraux. Felled Oaks : a Conversation with De Gaulle. Tr. I. Clephone. N.Y.: Holt, Rinehart and Winston, 1977; J.-P. Sartre. No Exit; and Three Other Plays. Tr. L. Abel. N.Y.: Vintage Books, 1955; Albet Camus. The Plague. Tr. S. Gilbert. N. Y.: Penguin/Allen Lane, 2001; Simone de Beauvoir. The Second Sex. N.Y.: Bantom Books, 1961. General Reading (reference) Maurice Larkin. France Since the Popular Front; Government and People, 1936-1996. Oxford: Clarendon press, 1997; Lawrence Wylie. Village in the Vaucluse. Cambridge (MA) : Harvard Univ. Press, 1964. Materials fee: $10.00. COURSE DIRECTORS: Sergio Villani and Diane Beelen Woody AS/HUMA 2100 9.0A THE WORLD OF ANCIENT GREEKS A study of the culture of the Greek speaking peoples of the Hellenic and Hellenistic Mediterranean at various points in their development and evolution. Areas of cultural endeavours to be explored include drama, epic, gender, law, philosophy, history, and rhetoric. The course has two distinct but interlocked objectives. The first is a very close reading of the cultural records of the Greek speaking population of the Greek and Roman Mediterranean with a view to understanding the many accomplishments and cultural inventions and conventions of this civilization during its rich history. The second objective is that students in examining the wealth and variety of this civilization develop within themselves important critical skills in thinking logically and clearly, in writing with care and understanding, and in arguing persuasively and convincingly from evidence at hand. FORMAT: two hour lecture and two hour seminar. ASSIGNMENTS: T.B.A. REPRESENTATIVE READINGS: Selections from Homer, Hesiod, lyric poets, Aeschylus, Sophocles, Euripides, Aristophanes, Herodotus, Thucydides, Demosthenes, Lysias, Plato, Aristotle, Menander, Callimachus, Theocritus COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 84 RESERVED SPACES: Some spaces reserved for Humanities & Classical Studies Majors and Minors. AS/HUMA 2110 9.0A
  20. 20. EGYPT IN GREEK AND ROMAN MEDITERRANEAN An examination of Egypt and Egyptians in the imagination and history of the cultures of the Greek and Roman Mediterranean. The place of Egypt in the imagination of the cultures of the Greek and Roman Mediterranean was an important and pervasive fact of both ancient myth and history. Athenians from the Golden Age, Jews from Judea, Alexander the son of Philip, Roman warriors like Caesar and Antonius became directly involved in the life of Egypt of their own day and fascinated by the monumental and exotic features of Egyptian culture. What they heard and saw made its way into the cultural narratives and even the reconstructed histories of the visitors. Many visitors stayed and provided in turn a fertile home for many important cultural and ritual events of the ancient Mediterranean. The Judean sections of Alexandria, Macedonian monarchs like Cleopatra Philopator, native and imported poets, scientists and scholars contributed to the rich mixture of Egyptian cultures and, in turn, informed the Greek and Roman culture of the rest of the Mediterranean. This course seeks to examine carefully the details of the imaginative and complicated portraits of Egypt and Egyptians fashioned in a variety of cultures around the Greek and Roman Mediterranean and to compare these to the rich remains and narratives created by Egyptians themselves over three millennia of monuments, artifacts and written records. Students are required to become familiar both with the Egyptians of the Greek and Roman Mediterranean and with the Egyptians who stood behind these artistic and cultural events. FORMAT: Two hour lecture/two hour seminar. ASSIGNMENTS: Essays and Reports 50%; Four Tests and Examinations 50%. REPRESENTATIVE READINGS: Herodotus, The Histories, translated by Aubrey de Slincourt; Euripides, Euripides II: Four Tragedies, edited by Lattimore and Grene; Juvenal, The Satires of Juvenal, translated by Niall Rudd; Genesis, Exodus, Matthew. Any translation approved by the course director; Plutarch, The Age of Alexander, translated by Ian Scott-Kilvert; Plutarch, The Makers of Rome, translated by Ian Scott-Kilvert; Selected Readings, edited and translated by Paul Swarney and Robyn Gillam. (Translations of Plutarch and Euripides are available on the internet.) COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 56 RESERVED SPACES: Some spaces reserved for Humanities & Classical Studies Majors and Minors. AS/HUMA 2140 6.0A FA/VISA 2560 6.0A RENAISSANCE AND BAROQUE ART AND ARCHITECTURE  CONTACT THE DEPARTMENT OF VISUAL ARTS FOR MORE INFORMATION: 232 CFA, 416-736-5187 This survey examines the art of northern and southern Europe in the Renaissance and Baroque periods from a variety of approaches including analysis of style, iconography, social
  21. 21. context, and technique. In addition to the analysis of individual artists' works (including Masaccio, Leonardo, Michelangelo, Jan van Eyck, Dürer, Caravaggio, Bernini, Rubens and Rembrandt), topics include the rise of the professional artist, the role of patrons and the function of works of art. AS/HUMA 2160 9.0A ROMANTICISM AND ITS LEGACY Phases of the Romantic movement sufficiently differed intra- and internationally to speak of a plurality of Romanticisms, yet they shared some core ideas in reaction to the “crisis of reason” and to the obsolescence of the old political order. These ideas include such new sources of authority as the genius and his (!) imagination, of feeling, spontaneity, and individuality, as well as the new episteme of organicism. We shall study the roots, beginnings, unfoldings, and eventual repudiations of Romanticism as well as the continuance of its major concerns into modernism. The focus will be on literary and philosophical texts, with occasional forays into music, painting, historiography, and science. We shall attend to genre-specific reading and to the practical and methodological know-how of essay writing. FORMAT: two lecture hours and two tutorial hours. ASSIGNMENTS: Two essays (20% and 25%); in-lecture assignments (10%); participation including oral presentation (15%); mid-term test (15%); final test (15%). REPRESENTATIVE READINGS: Goethe, The Sufferings of Young Werther, Norton; Wordsworth, Lyrical Ballads, Oxford; W. Vaughan, Romanticism and Art, Thames and Hudson; M. Shelley, Frankenstein, Penguin; Baudelaire, Flowers of Evil and Other Works, Dover; E.A. Poe, The Fall of the House of Usher, Penguin; E. Brontë, Wuthering Heights, Penguin. Plus Course Kit from York University Bookstore. COURSE DIRECTOR: S. Ingram, singram@yorku.ca 236 Vanier College, ext. 77314 PROJECTED ENROLMENT: 112 RESERVED SPACES: Some spaces reserved for Humanities Majors and Minors. AS/HUMA 2170 6.0A FA/VISA 2620 6.0A MODERN ART: 1750 TO THE PRESENT  CONTACT THE DEPARTMENT OF VISUAL ARTS FOR MORE INFORMATION: 232 CFA, 416-736-5187 This survey examines the history and interpretation of modern art in Europe and America. The first half of the course will study the painting, sculpture, architecture, design and graphic arts produced between 1750 and 1900. Movements examined include Romantic Art, Realism, Im-
  22. 22. pressionism, Post-Impressionism, Symbolism and Art Nouveau. The second half of the course will focus on art in relationship to the complex visual culture of the 20th century. Emphasis is on critical approaches to the investigation of modern art in relation to questions of politics, colonialism, gender, social conflict and the avant-garde. AS/HUMA 2190 9.0A AS/GER 2790 9.0 GERMANY THROUGH THE AGES: CULTURE & SOCIETY  CONTACT THE DEPARTMENT OF LANGUAGES, LITERATURES & LINGUISTICS FOR MORE INFORMATION INSTRUCTORS: M. Webber and TBA PREREQUISITE: This course is offered entirely in English; no knowledge of German is required or assumed. The course is a required course for the German Studies degree program. DESCRIPTION: In the heart of the “New Europe” lies a “New Germany,” united after almost a half-century of division. But how new, and how united, is this new Germany? The course examines events, ideas, forces, movements, and personalities that have shaped German culture and society through the ages, with an emphasis on Germany in the 20th and 21st centuries. Texts come from the fields of literature, history, political science, and the fine arts, including film and music. FORMAT: Two hours lecture and two hours tutorial. The course is team-taught. Some guest lectures, as well as showing of some films/videos in class, as appropriate. EVALUATION: Contribution to discussion – 10%; two essays – 15% and 20%; Library assignment – 5%; three tests – 30%; final examination – 20%. TEXTS: H. Böll. The Lost Honor of Katharina Blum; B. Brecht. The Three Penny Opera; J.W. von Goethe. Götz von Berlichingen; P. Schneider, The Wall Jumper; I. Scholl, The White Rose; D. Williamson, The Third Reich; H. Schulze, Germany. A new history. In addition, there will be a course kit of required readings. AS/HUMA 2195 9.0A DEFINING EUROPE: INTRODUCTION TO EUROPEAN STUDIES From the Middle Ages to the present, Europeans have repeatedly defined their continent and their civilization in contrast to others that do not belong. This continual process of designating insiders and outsiders is the subject of this course. These definitions have been drawn on a number of different scales: within individual countries, among countries in continental Europe and between Europeans and peoples they encountered in other parts of the world. They have also been based on a number of criteria: religion, race, and culture. The designation of who is an outsider and why has changed significantly over time. Examples of such contrasts between insiders and outsiders include Christians versus Muslims and Christians versus Jews, Europeans
  23. 23. versus Africans, Asians and Native Americans, northerners versus southerners in unified Italy and debates over immigration and citizenship in contemporary France and Germany. This course provides an introduction to European Studies from the Medieval period to the present, exploring the subject both thematically and chronologically using an interdisciplinary approach. The course will draw on a diverse range of sources, incorporating literature, art and film as well as scholarly writings from such disciplines as History, Political Science and Anthropology. FORMAT: Two lecture hours and two seminar/discussion hours. ASSIGNMENTS: Evaluation will be based on a combination of various short written assignments, a longer essay, tests and/or examination and tutorial contribution. REPRESENTATIVE READINGS: An extensive course kit will be available from the Bookstore. COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 140 RESERVED SPACES: Some spaces reserved for Humanities & European Studies Majors and Minors. AS/HUMA 2310 9.0A AN INTRODUCTION TO CARIBBEAN STUDIES An introduction to the major cultural characteristics of the Caribbean through study of the scholars, writers, and artists of the region. Themes include the historical roots and contemporary manifestations of the quest for national independence; the role of race, ethnicity and gender in the negotiation of individual and collective identities; the tension between elite and popular culture; and the Caribbean Diaspora in Europe and North America. Course materials include scholarly and literary works, films and music. Critical skills taught in this course: critical thinking, analysis of texts, effective writing, oral expression, library and computer-based research. FORMAT: Two lecture hours and two tutorial hours. ASSIGNMENTS: writing (short essays, annotated bibliography and research essay) 40%; mid- term and final exams 40%; oral presentations 10%; tutorial participation 10%. REPRESENTATIVE READINGS: B. Bush, Slave Women in Caribbean Society; M. Hodge, Crick, Crack Monkey; E. Lovelace, The Dragon Can’t Dance; P. Powell, A Small Gathering of Bones; N. Nagamootoo, Hendree’s Cure; L. Scott, Ballard for the New World. Students are expected to purchase a kit of duplicated readings with articles, essays, poems and songs by authors such as L. Bennett, E.K. Brathwaite, Chalkdust, F. Fanon, M. Garvey, S. Hall, G. K. Lewis, W. Look-lai, B. Marley, V.S. Naipaul, P. Mohammed, N. Morejon, R. Nettleford, J. Rhys, S. Selvon, M. Trouillot, and D. Walcott, E. Williams. Suggested Summer Reading: E. Lovelace, The Dragon Can’t Dance.
  24. 24. COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 168 RESERVED SPACES: Some spaces reserved for Humanities & Latin American and Caribbean Studies & International Development Studies Majors and Minors. AS/HUMA 2435 9.0A JAPANESE CULTURE, LITERATURE AND FILM COURSE CREDIT EXCLUSIONS: AS/HUMA 3420 6.0, AS/JP 3720 6.0, FA/FILM 3710 6.0 An introduction to Japanese culture centred around comparisons of major classical, modern, and "postmodern" literary works - including "manga" comics - with their screen adaptations or other related films and anime. No prior knowledge is expected or required. Japanese culture may or may not be 'cinematic' as Sergei Eisenstein claimed back in 1929, but it is undeniable that literary classics have been turned into outstanding films with striking frequency in Japan. Moreover, ever since Rashomon took the West by surprise in 1951, no medium has been more successful than film in communicating Japanese culture to a foreign audience. By comparing major literary works by Japan's best authors with their screen adaptations (or other related films), this course seeks to explore basic patterns and themes of Japanese culture: the cojoining of native and imported elements in life and art; the core principles of Japanese aesthetics; the changing role of women; expressions of modern alienation; and the overlapping realms of what might be termed the premodern, the modern, and the postmodern. It also analyzes aspects of the literature-to-film transfer, such as literary image-film image, literary style-film style, and the treatment of selected themes in literature and film. This course is part of the Faculty of Arts Foundations Program, and focuses on the following skills: critical reading of primary (including cinematic) and secondary texts; critical thinking; writing skills, including formulating a thesis and developing an essay outline and a full, annotated bibliography; formulating cross-cultural comparisons which take into account religious, aesthetic and historical/cultural differences. FORMAT: Three hour lecture and one hour tutorial. ASSIGNMENTS: Spot Quizzes 10%; First Essay (with skills exercises) 20%; Second Essay (with annotated bibliography) 30%; Class Participation 10%; Final Exam 30%. REPRESENTATIVE READINGS: (Required) The Oxford Book of Japanese Short Stories, (Ted Goossen ed.); Snow Country (Yasunari Kawabata); The Key (Jun'ichiro Tanizaki); Confessions of a Mask (Yukio Mishima); The End of the World and the Hard-Boiled Wonderland (Haruki Murakami); Coin-Locker Babies (Ryu Murakami); Kitchen (Banana Yoshimoto). COURSE DIRECTOR:
  25. 25. T. Goossen, tgoossen@yorku.ca 231 Vanier College, 66986 PROJECTED ENROLMENT: 84 RESERVED SPACES: Some spaces reserved for Humanities & East Asian Studies, International Development Studies Majors and Minors. AS/HUMA 2440 9.0A INDIA - LIFE, CULTURE AND THE ARTS This course examines Indian culture, secular literary texts and other art forms (dance, drama, music, documentaries, cinema and folk arts) from ancient India to the present. In relation to the texts, class lectures and tutorials include background on different religious traditions, social structure, history and culture. Indian society is often presented as homogeneous and continuous, interrupted periodically by foreign intrusions. This course is based on the premise that, in fact, this society has always been a conflicted reality, that there have been, and continue to be, many “imagined” Indias. Through reading a variety of narratives from Indian and non-Indian sources, watching films and listening to music and guest lectures, we will examine questions such as the following: What have been the various imaginaries of Indian society? How have the borders among these imaginaries coexisted, contested or overlapped with each other? What changes and continuities over time do these narratives bring out? We will pursue these and similar questions in a roughly chronological order from the ancient to contemporary times. Course themes include: values, morals and hierarchical structures revealed in ancient folk tales; early literary voices of women; views of foreign travelers to India over the centuries; expressions of the sacred and the erotic; heterodox challenges to Hinduism; Indo-Islamic cultural heritage; the rise and impact of the British Raj; the emergence of the nationalist movement; influence of religious nationalism, independence and partition of India; women’s rights movement from 19th-21st century; voices of the marginalized in modern India – dalits (untouchables), women and homosexuals; diasporic writings; and changes and inequities in contemporary Indian society. As a second year Foundations course, it emphasizes critical reading and analysis of various texts as well as essay writing, oral communication, and written examination skills. FORMAT: two hour lecture and two hour tutorial ASSIGNMENTS: two essays (15% & 20%); class presentation and participation (20%), mid- term examination (20%) and final examination (25%). COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 84 RESERVED SPACES: Some spaces reserved for Humanities & South Asian Studies Majors and Minors. AS/HUMA 2680 9.0A EARLY TIMES: LITERATURE & IMAGINATION OF THE CHILD
  26. 26. COURSE CREDIT EXCLUSION: AS/HUMA 3650 6.0 This course provides a historical survey of texts for children, mainly literary but including also films and picture books. In particular it explores the emergence of the various genres (e.g. poetry, fantasy stories, domestic novels, tales of adventure, animal stories and problem narratives) and traces their development from their origins, generally in the Victorian period, through to our own times. The growth of children’s film is also considered, and critical and educational issues connected with all these texts are examined and discussed. FORMAT: Two hour lecture and two hour tutorial per week. ASSIGNMENTS: First essay 15%; research essay 25%; mid term test 10%; class presentation 10%; journal 10%; class participation 5%; final examination 25%. (subject to change) REPRESENTATIVE READINGS: Northrop Frye, The Educated Imagination; Grimm’s Fairy Tales; Robert Munsch, The Paper Bag Princess; Bruno Bettelheim, The Uses of Enchantment; J.R.R. Tolkien, The Hobbit; Lewis Carroll, Alice’s Adventures in Wonderland; Ursula Leguin, A Wizard of Earthsea; J.K. Rowling, Harry Potter and the Philosopher’s Stone; Dennis Lee, Selected Poems; Rudyard Kipling, The Jungle Book; E.B. White, Charlotte’s Web; R.L. Stevenson, Treasure Island; Jane Yolen, The Devil’s Arithmetic; Roald Dahl, Matilda; Melvin Burgess, Junk; Beatrice Culleton, April Raintree. Videos: TBA COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 168 RESERVED SPACES: Some spaces reserved for Humanities Majors and Minors. AS/HUMA 2690 9.0A INTRODUCTION TO CHILDREN'S STUDIES An interdisciplinary introduction to the study, theorizing and appreciation of children and childhood, drawing on many disciplines from the Humanities, Social Sciences and Fine Arts. Throughout the 20th century, research on children proceeded from the hegemonic developmental perspective that emerged towards the end of the 19th century. Children were seen as objects, recipients of, rather than participants in, cultural exchanges. Childhood was considered to be a progress toward adulthood rather than valued as a state of being. Emphasis therefore was placed upon child-rearing practices and the adult society’s constructions of childhood. Children’s own worlds, and their views of the larger world in which they lived were largely ignored. In the past thirty years, the gaze on child and childhood has shifted such that children are now seen as active participants in their own culture as well as in the larger society. This course is an interdisciplinary introduction to the study of children and childhood, from birth to age 18 (the UN definition of child). It draws on many disciplines, including anthropology,
  27. 27. sociology, psychology, kinesiology, criminal justice, English, environmental studies, history, religious studies, economics, business, and biology. The focus is on contemporary narratives of knowledge of children and childhood and the means through which they are constructed. Of particular importance are the voices of children themselves as authorities on being child. Each student will participate in a contemporary children’s culture project enabled through the Shoreham-Vanier partnership, and will be required to obtain a “Clearance Letter” from the police in order to do so. The project will involve direct experience with young children in child- centred situations, observation of the children’s culture in operation and subsequent analysis of the understanding of contemporary childhood acquired through this process. FORMAT: Two hour lecture and two hour tutorial. ASSIGNMENTS: 15% - Theoretical analysis; 25% - research paper incorporating children’s voices as authoritative source; 20% - documentation/analysis of contemporary children’s culture; 25% - exams/quizzes; 15% - participation (including a presentation). REPRESENTATIVE READINGS: Covell, Katherine & R. Brian Howe. The Challenge of Children’s Rights for Canada; Cunningham, Hugh. Children & Childhood in Western Society Since 1500; Katz, Cindi. Growing Up Global; Mitchell, Caludia & Jacqueline R. Walsh. Researching Children’s Popular Culture: the Cultural Spaces of Childhood. Plus a course kit of selected readings from various disciplinary perspectives. COURSE DIRECTOR: C. Carpenter, carolec@yorku.ca 254 Vanier College, ext. 55192 PROJECTED ENROLMENT: 140 RESERVED SPACES: Some spaces reserved for Humanities Majors and Minors. AS/HUMA 2740 6.0 FA/FILM 2401 6.0 FILM, TELEVISION AND SOCIETY  CONTACT THE DEPARTMENT OF FILM FOR MORE INFORMATION: 220 CFT, 416-736-5710 This course will examine the interrelationship between film and television and the societies in which they are produced and consumed, with attention to the social relations and ideological and political characteristics of contemporary societies and with an introduction to contemporary criticism which has analyzed these media. The study of film and television is interdisciplinary by definition. We will cover the course material with attention to historical, sociological and political perspectives, aesthetic and cultural theories and the close textual analysis developed in film studies in relation to semiotics, psychoanalysis and Marxism, and extended recently to television.
  28. 28. AS/HUMA 2750 6.0A AS/RU 2750 6.0 AS/HIST 2310 6.0 RUSSIAN CULTURE: CONTINUITY AND CONFLICT (in translation) COURSE CREDIT EXCLUSION: AS/HUMA 2990D 6.0  CONTACT THE DEPARTMENT OF LANGUAGES, LITERATURES & LINGUISTICS FOR MORE INFORMATION: S561 ROSS BUILDING, 416-736-5016 PREREQUISITE: None. Knowledge of Russian is not required. This course examines the life, culture and institutions of Russia. It opens with Russia’s medieval heritage where many of her major historical and cultural patterns had their beginnings, and as soon as the origins of patterns have been elucidated, they are followed through the whole sweep of Russian history right through the Soviet period. FORMAT: The course will meet once a week for a three-hour session consisting of two lecture hours plus one tutorial hour. ASSIGNMENTS: Tutorial participation (questions, comments, participation in discussion of readings, degree of understanding of materials) – 25%; one test – 20%; one essay – 25%; final examination – 30%. REPRESENTATIVE READINGS: Babel, I., The Collected Stories; Bulgakov, M., The Heart of a Dog; Chekhov, A., The Portable Chekhov; Pushkin, A., The Captain’s Daughter; Riha, T., ed., Readings in Russian Civilization, rev. ed., vols I and II; Tolstoy, L., Great Short Works; Turgenev, I., Fathers and Sons; Zamiatin, E., We. Additional material will be distributed in kit form - a Fall Term kit and a Winter Term kit. COURSE DIRECTOR: T.B.A. AS/HUMA 2751 9.0A AS/IT 2751 9.0 ASPECTS OF ITALIAN CULTURE (taught in English) COURSE CREDIT EXCLUSION: AS/HUMA 2990A 6.0  CONTACT THE DEPARTMENT OF LANGUAGES, LITERATURES & LINGUISTICS FOR MORE INFORMATION: S561 ROSS BUILDING, 416-736-5016 PREREQUISITE: No knowledge of Italian is required. Students taking Italian as their major or minor subject may take this course, but it will not be counted towards a major or minor in Italian. This course counts as a second year foundations course. This course explores three aspects of Italian culture: political life, philosophic thought, and literary creation. All works selected represent an important Italian contribution to the
  29. 29. development of modern culture. Texts are also studied in relation to other Italian arts, such as painting, sculpture and architecture. FORMAT: Four hours per week (one two-hour lecture and one two-hour tutorial). ASSIGNMENTS: Two essays – 30%; mid-term exam - 20%; tutorial attendance and participation – 10%; tutorial assignments, reports – 20%; final examination – 20%. REPRESENTATIVE READINGS: Boccaccio, readings from The Decameron (Penguin); G. Pico della Mirandola, Leonardo da Vinci, Notebooks (Oxford); Machiavelli, The Prince (Cambridge); Oration on the Dignity of Man (Gateway Editions); The Mandragola (Bobbes Merrill); Guicciardini, Maxims and Reflections (University of Pa. Press); Campanella, The City of the Sun (University of California); Galileo, Discoveries and Opinions of Galileo (Doubleday Anchor Books); Beccaria, On Crimes and Punishments (Bobbes-Merrill); Goldoni, Mirandolina (photocopied kit). Leopardi, A Leopardi Reader (photocopied kit); Procacci, History of the Italian People (Penguin); writing manual: Buckley, Joanne, Fit to Print (Harcourt); photocopied materials will be provided at cost. COURSE DIRECTORS: R. Scott, A. Ricci and R. Belladonna AS/HUMA 2761 9.0A AS/IT 2761 9.0A ITALIAN CINEMA, LITERATURE AND SOCIETY: FROM NEOREALISM TO POSTMODERNISM, 1945 TO THE PRESENT (taught in English)  CONTACT THE DEPARTMENT OF LANGUAGES, LITERATURES & LINGUISTICS FOR MORE INFORMATION: S561 ROSS BUILDING, 416-736-5016 PREREQUISITE: None. No knowledge of Italian is required. Students taking Italian as their major or minor subject may take this course, but it will not be counted towards a major or minor in Italian. This course counts as a second year Foundations course. The course will focus on twelve of the most significant Italian films since World War II in the context of the radical changes that have taken place in Italy from the fall of Fascism to the present, and as critical statements on the phenomena connected with the rapid transformation of Italian society: industrialization and the “economic miracle" urbanization, the crisis of traditional values, and postmodern fragmentation. Some of the films studied are based on literary texts, thus providing an opportunity to study the links between cinema and literature. FORMAT: Four hours per week in a combination of lectures (2 hours) and tutorials (2 hours). Films to be screened every two weeks. ASSIGNMENTS: Participation – 20%; written assignments – 40%; mid-term exam – 20%; final examination – 20%. REPRESENTATIVE READINGS: Course kit. Bondanella, Peter, Italian Cinema from Neorealism to the Present, (Continuum). Susan Hayward, Cinema Studies: The Key Concepts. London:
  30. 30. Routledge, 2000. Novels: Giuseppe Tomasi di Lampedusa, The Leopard; Italo Calvino, Palomar. FILMS: (partial listing): Roberto Rossellini, Paisà (1946); Federico Fellini, La strada (1954); Luchino Visconti, The Leopard (1963); Bernardo Bertolucci, The Conformist (1970); Gianni Amelio, Stolen Children (1991). COURSE DIRECTOR: M. Buccheri AS/HUMA 2800 9.0A AS/SOSC 2600 9.0A INTRODUCTION TO THE STUDY OF RELIGION This course introduces students to some of the basic research methods used in the humanities and social sciences to study the religious. We explore the history, literature and practices of the religions of South Asia (Buddhism, Hinduism), East Asia (China, Japan, Korea), Europe and West Asia (Judaism, Christianity and Islam), Africa and the Americas, though not all traditions may be examined every year. In translation, we study sacred texts, both written and oral, and we analyze conceptions of transcendent reality and the human condition. We also examine how human beings, past and present, interrelate with the spiritual realm in individual experience and communal life. Our overall objective is to identify and compare, critically and constructively, similarities and differences among the many ways of being religious. As a Foundations course, this course includes a critical skills dimension. Through the comparative study of the world’s religions, this course is designed to introduce students to some of the basic research methods and analytical tools used in the Humanities and the Social Sciences, including the critical reading of texts, the study of religious phenomena, comparative description and comparative argument. Basic essay writing skills will also be reviewed. FORMAT: Two lecture hours and two tutorial hours. ASSIGNMENTS: Fieldwork report (Social Sciences mode 2000-2500 words) 15%; Research essay (Humanities mode 2000-2500 words) 15%; First term examination 20%; Tutorial work (presentations and discussion) 15%; Final Examination 35%. REPRESENTATIVE READINGS: Dan Cohn-Sherbok (1999), Judaism, Prentice Hall; Cambridge University Press; Brian Wilson (1999), Christianity, Prentice Hall; Jamal J. Elias, (1999) Islam, Prentice Hall; Victor Shea & William Whitla (2001), Foundations: Your One-Stop Guide to Succeeding in Post–Secondary Studies, Toronto Prentice Hall; A Course Kit of primary sources. (subject to change) COURSE DIRECTOR: C. Ehrlich, ehrlich@yorku.ca 227 Vanier College, ext. 77097 PROJECTED ENROLMENT: 448 RESERVED SPACES: Some spaces reserved for Humanities & Religious Studies Majors and Minors. AS/HUMA 2815 9.0A
  31. 31. ISLAMIC TRADITIONS This course examines the beliefs, doctrines and institutions that have constituted the Islamic tradition from its inception until the present. While examining some of the most important primary sources that have emerged within Islamic tradition, the particular attention is placed on the variety of interpretive strategies used by Muslim exegists, theologians, legal scholars, Sufis, feminists, etc. in their approach to the variety of issues related to the sacred texts, the Qur’an and the adÊth. As Islamic tradition is also viewed as cultural construct, the course also examines its different manifestation throughout the Muslim world and beyond. In line with that view, the course examines the Islamic tradition in terms of its system (“Great Tradition”) and dynamics (“Little traditions”), offering a wide scope of doctrines, interpretations and concerns facing Muslims now and in the past. The course is designed to offer basic insight into the historical and ideological unity and diversity of Islam. It is an introductory course aimed to provide a comprehensive survey of this religious tradition in accordance with the expectations of a second-year course. As a part of the Religious Studies program, it is meant to offer some basic tools for the study of religion in general. Finally, this is a Foundation Course, which implies an active involvement of critical skills in reading, writing and interpretation. The evaluation of your performance in every assignment will be based on your analytical/critical engagement with the course material. FORMAT: two hour lecture/two hour tutorial. ASSIGNMENTS: In-class quizzes (five administered, four best graded, 5% each) 20%; Mid-year exam: 15%; First term essay 10%; Second term essay 20%; Final exam: 20%; Attendance and participation 15%. REPRESENTATIVE READINGS: F. Denny, An Introduction to Islam; N. Calder, J. Mojaddedi and A. Rippin, (editors), Classical Islam: A Sourcebook of Religious Literature; Kit with selected readings. COURSE DIRECTOR: S. Zecevic, selmaz@yorku.ca 230 Vanier College, ext. 77398 PROJECTED ENROLMENT: 140 RESERVED SPACES: Some spaces reserved for Humanities & Religious Studies Majors and Minors. AS/HUMA 2830 9.0A THE FOUNDERS OF CHRISTIANITY An introduction to the literature and history of the early Christian communities in Palestine, Syria, Asia Minor, Greece and Rome. The varieties of early Christian thought and practice are examined in terms of their religious, cultural and political contexts. FORMAT: Two hour lecture and two hour tutorial.
  32. 32. ASSIGNMENTS: 2 book reviews (15%); 2 essays (20%); one end-of-term test (15%); final exam (35%); class participation (15%). (subject to change) REPRESENTATIVE READINGS: Aune, David E., The New Testament in its Literary Environment; Mason, Steve and Tom Robinson, ed., An Early Christian Reader; Malherbe, Abraham J., Moral Exhortation: A Greco-Roman Sourcebook; Meeks, Wayne A., The Moral World of the First Christians; Stambaugh, John E. and David L. Balch, The New Testament in its Social Environment; Stowers, Stanley K., Letter-Writing in Antiquity. COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 84 RESERVED SPACES: Some spaces reserved for Humanities & Religious Studies Majors and Minors. AS/HUMA 2835 9.0A CHRISTIANITY IN CONTEXT This is an introductory course. It offers a general overview of the Christian tradition from its inception to the present day. From its beginnings, Christianity has been inextricably intertwined with the societies and cultures surrounding it. The focus of this course is the interaction of the Christian tradition with the political, social and cultural environments with which it has come in contact as it has spread around the globe. The lives and thought of influential Christians, both men and women, as well as significant events, movements and texts are examined. Particular attention is paid to the diversity of Christian beliefs and practices resulting from those interactions. This course examines Christianity as a socio-historical phenomenon. It explores with the tools of the academic study of religion the movements, texts, beliefs and practices of this religious tradition and the factors and forces shaping them from its beginnings to the present day. This course is part of the Faculty of Arts Foundations Program, and focuses on the following critical skills: 1) critical reading of primary and secondary texts; 2) critical thinking; 3) writing skills: planning, organising, writing and documenting academic essays; 4) introduction to the terms and concepts related to the academic study of religion. FORMAT: 2 hours of lecture and 2 hours of tutorial per week. ASSIGNMENTS: (subject to change) Three In-Class Tests – 25%, 25%, 20%; Essay – 15%; Tutorial Presentation – 5%; Tutorial Participation – 10%. REPRESENTATIVE READINGS: (subject to change) Robert E. Van Voorst, ed. Readings in Christianity. 2nd ed. Wadsworth, 2001; Mary Jo Weaver. Introduction to Christianity. 3rd ed. Wadsworth, 1997; Jack Finnbogason and Al Valleau. A Canadian Writer’s Pocket Guide. Second Edition. Scarborough, ON: Thomson-Nelson. 2002. COURSE DIRECTOR: B. Lee, blee@yorku.ca 235 Vanier College, ext. 66988
  33. 33. PROJECTED ENROLMENT: 112 RESERVED SPACES: Some spaces reserved for Humanities & Religious Studies Majors and Minors. AS/HUMA 2850 9.0A JEWISH EXPERIENCE: SYMBIOSIS & REJECTION That Jews are distinct from non-Jews is a basic axiom of Jewish thought and literature and a seemingly obvious lesson of Jewish history. But what is the basis of this distinction: biological, psychological, sociological, religious, or some combination of the above? And in what ways have Jewish beliefs, teachings, and practices interacted with ideas, rituals, or habits of daily life associated with diverse non-Jewish environments? This course seeks answers to these and related questions by exploring the relationship of Jews and their neighbours from biblical through contemporary times. In so doing, it offers a case study in processes of religious, cultural, and social interchange and in the types of creative influences or mutual frictions and rivalries (sometimes culminating in violence) that such processes can yield. The course proceeds chronologically, studying the relationship between Jews and their neighbours in biblical times, the Second temple period, the Hellenistic world, the rabbinic period, the realms of medieval Islam and Christendom, early modern and modern Europe, and modern contemporary North America and Israel. Topics considered may include the emergence of Judaism, the challenge of Greco-Roman culture, Jewish sectarianism, medieval Jewish approaches to Islam and Christianity, nineteenth-century religious cross-currents, varieties of Zionism, the Holocaust, Jewish feminism, and dilemmas in contemporary Jewish life. The course seeks to develop a variety of skills in the areas of critical thinking, reading, and writing. It does this in part through its emphasis on interactive analysis of original historical and literary documents (all read in English translation). FORMAT: The course meets for a weekly two hour lecture and for a two hour tutorial. ASSIGNMENTS: Preparation of reading assignments in advance; two essays (40%); three tests (50%); classwork (10%). REPRESENTATIVE READINGS: A Course Kit; Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World. COURSE DIRECTORS: E. Lawee, lawee@yorku.ca 225 Vanier College, ext. 77395 K. Weiser, kweiser@yorku.ca 242 Vanier College, ext. 20200 PROJECTED ENROLMENT: 112 RESERVED SPACES: Some spaces reserved for Humanities & Religious Studies Majors and Minors.
  34. 34. AS/HUMA 2900 9.0A INTRODUCTION TO CREATIVE WRITING This is the prerequisite course for students who wish to apply to major/minor in the Creative Writing Program. This course is an introduction to the writing of poetry and prose fiction. The course is designed to acquaint students with the possibilities of these forms of writing, and to help them discover and explore their particular talents. Students will be expected to satisfy a number of assignments relating to both fiction and poetry. The main focus of the course will be students' own writing. Frequent written assignments will be required, and a pattern of weekly in-class presentations will be established at the beginning of the school year. The larger context of these assignments and discussions will be presented in weekly lectures and through assigned readings of literary models. Students will be expected to improve and polish their work and to develop an appreciation for, and an understanding of, different approaches to writing. NOTE: This course focuses on the essential elements of poetry and literary fiction. It does not include genre and/or formula writing (such as fantasy, science fiction and romance fiction) or writing for children. FORMAT: One hour weekly lecture and three consecutive seminar hours per week. ASSIGNMENTS: participation 15%; lecture attendance 5%; completion of assigned exercises within established deadlines 20% (10% for each term); mid term exam (10%); final exam (10%); final portfolio 40%. (subject to change) REPRESENTATIVE READINGS: Gary Geddes, editor, The Art of Short Fiction: An International Anthology; Gary Geddes, editor, 20th Century Poetry and Poetics, 4th edition. COURSE DIRECTORS: R. Teleky, rteleky@yorku.ca 220 Vanier College, ext. 77020 P. Uppal, puppal@yorku.ca 213 Vanier College, ext. 66979 PROJECTED ENROLMENT: 75 RESERVED SPACES: Some spaces reserved for Humanities & Professional Writing Program Majors and Minors. AS/HUMA 2915 9.0A DARWIN, EINSTEIN AND THE HUMANITIES This course is concerned with the origins and impact of the ideas of two of the most significant scientists of the modern era, Charles Darwin and Albert Einstein. In the first half of the course
  35. 35. we will focus on Darwin’s evolutionary theory in his Origin of Species, the intellectual, cultural, and social roots of Darwin’s scientific thought, and the impact of key Darwinian themes, such as the sense of loss and the new concepts of probability and time in scientific explanation, on literature, religion, politics, and philosophy. The second half of the course will center on Einstein’s theory of relativity, its origins in the cultural, intellectual, and social milieu of late nineteenth and early twentieth century Europe, and its impact on the humanities, including such topics as the philosophical notion of relativism, the nature of time and space, quantum theory and probabilistic methods, and the development and subsequent global impact of the nuclear bomb. FORMAT: two lecture hours and two tutorial hours ASSIGNMENTS: first term: reading analysis (10%); 2 short essays (15% each); second term: research essay (25%); final exam (20%); class participation (15%). REPRESENTATIVE READINGS: Charles Darwin, The Origin of Species; Adrian Desmond and James Moore, Darwin; H. G. Wells, The Time Machine; Albert Einstein, Ideas and Opinions; David Cassidy, Einstein and His World. COURSE DIRECTORS: B. Lightman, lightman@yorku.ca 261 Vanier College, ext. 55613 K. Anderson, kateya@yorku.ca 303 Bethune College, ext. 22026 PROJECTED ENROLMENT: 112 RESERVED SPACES: Some spaces reserved for Humanities Majors and Minors. AS/HUMA 2920 9.0A SPREADING THE WORD: KNOWLEDGE, TECHNOLOGY AND CULTURE This course will explore technologies of knowledge and information in their social and cultural context. We will have examine how the development of technologies such as the printing press, the telegraph, and the computer have radically changed everyday life and forms of culture. We will also consider the political and metaphysical implications of these developments, and consider what happens to popular understandings of such concepts as “information,” “the human,” and “creativity” when technology changes. The course is designed to facilitate a critical perspective on a vast array of forms of information technology and to provide a broad historical understanding of important stages in the evolution of these technologies. FORMAT: Two hour lecture and two hour tutorial. ASSIGNMENTS: Short assignments - 25%, Exam 1 - 20%, Term Paper - 20%, Final Exam - 25%, Tutorial Participation - 10%. REPRESENTATIVE READINGS: Selections from Ong, Orality and Literacy; Plato, The Phaedrus; Marvin, When Old Technologies Were New; Manguel, The Shape of the Book; Spigel, Make
  36. 36. Room for Television; Poster, What’s the Matter with the Internet; Benjamin, Illuminations; Gergen, The Saturated Self; Meyrowitz, No Sense of Place. COURSE DIRECTOR: T.B.A. PROJECTED ENROLMENT: 84 RESERVED SPACES: Some spaces reserved for Humanities Majors and Minors. AS/HUMA 2930 9.0A AS/WMST 2510 9.0A AS/SOSC 2180 9.0A ON WOMEN: AN INTRODUCTION TO WOMEN’S STUDIES  CONTACT THE SCHOOL OF WOMEN’S STUDIES FOR MORE INFORMATION: S711 ROSS BUILDING, 416-650-8144 This course is an interdisciplinary introduction to Women's Studies. It considers historical and contemporary arguments to develop understandings of how social, political and economic rela- tions variously shape women's lives. It introduces diverse theoretical approaches within femi- nist scholarship to outline broad terms of debate, and works with these to investigate specific feminist arguments in regard to written and visual representations and a range of socio- political issues. In addition, the course helps students to develop the critical reading and analy- sis skills. ASSIGNMENTS: Written assignments 45%; Mid-year exam 20%; Final exam 20%; Tutorial 15%. (subject to change) REPRESENTATIVE READINGS: Original Course Kit; Fireweed, Special Issues, Revolution Girl Style (#59/60); Elana Dykewomon, Beyond the Pale; Virginia Woolf, A Room of One’s Own; Ibolya Grossman, An Ordinary Woman in Extraordinary Times; Toni Morrison, The Bluest Eye; Frida Kahlo, Masterpieces. (subject to change) COURSE DIRECTOR: T.B.A. AS/HUMA 2965 9.0A ARMS AND THE MAN: WAR IN WESTERN CULTURE War has always been a central theme in Western culture. This course examines the ways in which war has been represented different media (various forms of fictional and non-fictional writing, the visual arts, radio, film, and television) from the ancient world to the present day. It pays particular attention to the treatment of the issues of morality, memory, identity, sexuality and gender in representations of war. The first term traces the development of the textual and visual traditions of representation for war in the West from their Classical and Biblical roots to the nineteenth century. The second term is more narrowly focused on the twentieth century, especially the Second World War. It examines the ways in which changes in the technology of both war and communications have changed the ways in which war is represented but also the extent to which traditional images
  37. 37. and themes have persisted despite all these changes. The second term concludes with a brief consideration of what has been called “post-modern” war. This course looks at the questions of the morality of war and of moral behaviour in the context of war as they have been presented in religious, philosophical and literary texts. It considers the ways in which the themes of individual and social identity, sexuality and gender are treated in representations of war, but also the ways in which representations of war both invoke and create memory. FORMAT: Two lecture hours, two tutorial hours. ASSIGNMENTS: 4 short (2-page) papers in first term 4 x 5% = 20%; In-class test in November 10%; Major Paper (10-12 pages) in second term: Proposal and Bibliography 10%; First Draft 10%; Final Revised Draft 15%; Class Participation 10%; Final Examination 25% REPRESENTATIVE READINGS: Homer. Iliad; Aristophanes. Lysistrata; Vergil. Aeneid; The Song of Roland; Shakespeare, Henry V; Remarque, Erich Maria. All Quiet on the Western Front; Mowat, Farley. And No Birds Sang. Toronto: McClelland and Stewart, 1979; Noestlinger, Christine. Fly Away Home or an equivalent text; O’Brien, Tim the Things They Carried; Wright, Evan. Generation Kill: Devil Dogs, Iceman, Captain America and the New Face of American War. A Course Kit of selected readings from the following: Thucydides. The Peloponnesian Wars; Aristotle. The Ethics and The Politics; Caesar, Julius. The Gallic Wars; Bible; St Augustine of Hippo. The City of God; The Battle of Maldon; Machiavelli, Niccolo. the Prince; Malory, Sir Thomas. The Morte d’Arthur ; World War I Poetry (Owen, Sassoon, Brooke etc.); Selected pieces of propaganda from World Wars I and II. Selected works of war photography; Selected works of war reporting. Selected visual works from the Renaissance and Early Modern Period in Europe - The Sands of Iwo Jima; Dr. Stranglove or: How I learned to Stop Worrying and Love the Bomb; M*A*S*H*, selected episode from the television series. COURSE DIRECTOR: J. Webber, jwebber@yorku.ca 321 Founders College, ext. 88703 PROJECTED ENROLMENT: 84 RESERVED SPACES: Some spaces reserved for Humanities Majors and Minors. AS/HUMA 2970 9.0A INTRODUCTION TO TRADITIONAL AND POPULAR CULTURE COURSE CREDIT EXCLUSION: AS/HUMA 1925 6.0 This course analyses the content, meaning, and function of various traditional and popular cultural modes of expression, and examines the roles they play in the everyday human
  38. 38. environment. At the level of traditional culture, the course identifies a number of those oral modes of social interaction which it has been convenient to identify as genres of oral literature. And, while such interaction is obviously intrinsically different in composition and transmission from written literature, certain contemporary genres, such as the popular novel, display interesting parallels with the oral narratives. To exemplify this, students will be exposed to such narrative genres as the Marchen (or oral folktale), and the traditional and contemporary urban legend, and these, in turn, will be compared to and contrasted with examples of contemporary popular fiction. A second topic which will be discussed involves the nature of supernatural belief systems, their expression in oral and popular culture, and their influence on human society and world view. Typical areas of study will include witchcraft, the vampire legend, revenants, and the related areas of fairies/Old Hag/alien abduction. It should be noted that this course is concerned with the manner in which these domains of belief find acceptance and expression in traditional and mass culture; the validity of these notions is a separate issue entirely. Nevertheless, students are encouraged to analyse actual experience narratives in order to determine how communication conveys both information and attitude. The course proceeds to examine how the mass media have co-opted many of these traditional notions and have transformed them to address the popular audience. Finally, this course discusses the popular mass media as mirrors and moulders of contemporary popular culture. Such crucial issues as sexism, racism, social roles and the impact of advertising on cultural conservatism and change are illustrated through an examination of a variety of magazine and television advertisements. Extensive use will be made of slides, films and other visual texts selected both as critiques of the role of mass advertising and as examples for in-class discussion. FORMAT: Two lecture hours and two tutorial hours weekly. ASSIGNMENTS: tutorial participation and assignments = 20%; 1 mid-year test = 20%; 1 final test = 20%; 2 essays @ 20% = 40%. REPRESENTATIVE READINGS: (NOTE: This is a provisional list subject to change) Butler, Gary R. Saying Isn’t Believing: Conversation, Narrative and the Discourse of Belief; Dyer, Gillian. Advertising as Communication; Gelder, Ken. Reading the Vampire; Hufford, David. The Terror That Comes in the Night; Johnstone, Barbara. Stories, Community and Place; King, Stephen. The Drawing of the Three; Nachbar, J. & K. Laus. Popular Culture: An Introduction; Rice, Anne. Interview with the Vampire; Rice, Anne. The Vampire Lestat. COURSE DIRECTOR: G. Butler, gbutler@yorku.ca 030 McLaughlin College, ext. 44090 PROJECTED ENROLMENT: 112 RESERVED SPACES: Some spaces reserved for Humanities Majors and Minors.

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