Skip Navigation
UT wordmark
College of Liberal Arts wordmark
coretexts masthead coretexts masthead
Lorraine and Tom Pangle, Co-Directors BAT 2.116, C4100, Austin, TX 78712 • 512-471-6648

Course Descriptions

CTI 302 • Classics Of Socl/Polit Thou

33005
Meets TTH 1100am-1230pm GAR 1.134
(also listed as GOV 314)
show description

 

Classics of Social and Political Thought

CTI 302/GOV 314

Unique 33005/37684

Tuesday, Thursday; 11:00 a.m. – 12:30 pm

Garrison 1.134

Ahmed Siddiqi

 

Course Overview

 

This class is a study of classic texts in the history of political economy. The basic problem of this course is to look at questions about economics from a political point of view. This is not a class in      economic theory, but one that attempts to achieve a broader perspective on how economic questions are resolved. In addition to economic prosperity, we will consider other, sometimes             competing, goals of the community, including the inculcation of virtue, the protection of freedom and equality, the cultivation of religion, and adherence to the moral law. We will approach these topics through the study of the great books.

 

List of Texts

 

            Aristotle. Politics. Trans. Peter Simpson. University of North Carolina Press. ISBN 0807823279.

            Thomas Aquinas. On Law, Morality, and Politics. Hackett Publishing. ISBN 9780872206632.

            John Locke. Second Treatise of Government. Hackett. ISBN 0915144867.

            Smith, Adam. An Inquiry into the Nature and Causes of the Wealth of Nations, Volumes 1 and 2. Liberty                                    Fund. ISBN 0865970068 and 0865970076.

            Jean-Jacques Rousseau. The Major Political Writings. Trans. John Scott. The University of Chicago                                 Press. ISBN 9780226921860.

            Karl Marx. Economic and Philosophic Manuscripts of 1844. Prometheus Books. ISBN 087975446X.

            Friedrich Hayek. The Road to Serfdom. University of Chicago Press. ISBN 0226320553.

 

Course Requirements

 

            30%—Final exam

            50%—Two 5-7 page papers on topics to be assigned in class, each worth 25% of overall grade

            10%—Weekly quizzes

            10%—Attendance and participation

CTI 302 • Classics Of Socl/Polit Thou

33007 • Liebeskind, Louise
Meets TTH 930am-1100am GAR 3.116
(also listed as GOV 314)
show description

CTI 302 Classics of Social and Political Thought

Louise Liebeskind

TTH 930-1100 in GAR 3.116

 

This course will explore the changing role of human psychology in the history of political thought through the study of classic texts in philosophy and psychology. In roughly chronological order, we will examine several key philosophers’ accounts of the deepest yearnings of the human soul, and the potential for political life to fulfill those yearnings, noting the dramatic changes between the ancient, medieval, early modern, and late modern periods. In the final section of the course, we will study Darwin’s evolutionary theory of human mental faculties in The Descent of Man, Freud’s theory of unconscious psychological drives, and current theories of evolutionary psychology. We will discuss how these developments in our understanding of the origin and character of human mental phenomena affect the place of psychological study in political thought.

 

We will read selections from the following works:

 

Plato The Republic, The Symposium

St. Augustine  The Confessions, City of God

Hobbes The Leviathan

Rousseau Discourse on the Origin of Inequality

Nietzsche Beyond Good and Evil

Darwin The Descent of Man

Freud Civilization and its Discontents

And selected articles on evolutionary psychology

 

Assignments:

 

Weekly posts on a discussion forum in Canvas discussing the week’s readings, raising questions for discussion in class and responding to posts by other students

 

2 Papers

 

Final Exam

CTI 304 • The Bible & Its Interpreters

33010 • Landau, Brent
Meets MWF 1000am-1100am CLA 1.108
(also listed as R S 315)
show description

Among all the influential texts found in the Bible, none has had such an enormous impact on world history and culture as the Book of Genesis has. This may be somewhat surprising: given the fact that Christianity is the world’s largest religion, one might expect that one of the Gospels of the New Testament would be the most influential. Yet Genesis, with its tales of the strange world that existed before the Flood and its recounting of the exploits— sometimes morally questionable—of Israel’s patriarchs, exercised such a hold on the imagination of the earliest Christians that many New Testament writings can actually be seen as extended ruminations on the implications of the Genesis narrative…as can many other great works of literature and art from antiquity to the present. This course will explore the incredibly diverse ways that human beings have sought to make meaning out of this book. We will begin by devoting several class sessions to a close reading of Genesis in its entirety—just us and the text (mostly). We will then proceed to examine significant interpretations of Genesis chronologically. We will actually begin this survey of interpretations “before” Genesis, with the creation and flood myths of ancient Israel’s neighbors and predecessors, and then proceed to: ancient Jewish rewritings of Genesis from the Dead Sea Scrolls and other apocryphal texts; Philo of Alexandria’s re-reading of Genesis in light of Greek philosophy; writings from the New Testament indebted to Genesis, particularly the Gospel of John and Paul’s Letter to the Romans; the “reversal” of Genesis’s creation story found in the Gnostic Christian writing Apocryphon of John; the allegorical and typological appropriation of Genesis by the brilliant early Christian exegete Origen of Alexandria; the understandings of Genesis in ancient rabbinic Judaism; Genesis in the writings of Augustine, arguably the greatest Christian theologian of all time, on Genesis; the interpretation of Genesis in the Qur’an and other early Islamic writings; Genesis in medieval Christian thought; the beginnings of the historical-critical approach to Genesis in the seventeenth century with Baruch Spinoza; the role that interpretation of Genesis has played in American political debates from the colonial era until the present; the challenge posed to literal readings of Genesis by Darwin’s Origin of Species; recent readings of Genesis informed by feminism, liberation theology, and environmentalism; creative retellings of Genesis in contemporary literature, art, music, and film.

 

Grading

  • Attendance (20%)
  • Participations (20%)
  • Writing Assignments (20%)
  • Rough Draft of Final Term Paper (20%)
  • Revised Final Term Paper (20%)

 

Texts

  • Ronald Hendel, The Book of Genesis: A Biography.
  • Gerald Graff and Cathy Birkenstein, “They Say / I Say”: The Moves That Matter in Academic Writing.
  • Lynne Truss, Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation.
  • Roy Peter Clarke, Writing Tools: 50 Essential Strategies for Every Writer.
  • Robert Alter, Genesis: Translation and Commentary
  • A number of readings will be available as PDFs on the “Files” page of the course website.
  • The New Interpreter’s Study Bible is optional.

CTI 304 • The Bible & Its Interpreters

33015 • Flexsenhar, Michael
Meets MWF 1100am-1200pm MEZ 1.102
(also listed as R S 315)
show description

The Bible and Its Interpreters

Fall 2015

CTI 304 Section 33015, RS 315 Section 42715

Class Hours: M W F 11:00am-12:00pm

Instructor: Michael Flexsenhar III

 

Most would agree that the Bible has profoundly shaped Western Civilizations. It has had countless interpreters and the significance of the Bible is apparent in communities and cultures both in the West and around the world. But what exactly is “the” Bible? Is it a book or a series or books? How did the Bible come to be? What does it mean? Is it scripture or story? And what if there is no such thing as “the” Bible, only Bibles? This course explores these questions and helps you formulate the answers by analyzing an assortment of biblical texts, many of which are likely to be unfamiliar–for example, the so-called “longer” version of Daniel, 1 Enoch (Book of the Watchers), and the Epistle of Barnabas.

The first part of the course introduces the category of Bible–what it does and does not mean–focusing on how, why, and among whom foundational biblical texts first formed within Ancient Judaism. Here we will identify key stories, figures, and themes that will reappear over and again. The second part of the course investigates how the interpretations of those biblical texts in new environments led to yet newer biblical texts and divergent religious traditions over the course of a few centuries. This means that we examine the role of newer and diverse communities–Jewish, Christian, and Muslim–in the re-interpretation of some “old” biblical texts. The final unit considers canons of scripture: how and when did they finally arrive? Here we will evaluate to what extent they were, and still are, significant for the formation and interpretation of bibles in various religious communities.

 

Written Assignments

10 very short, low-stakes writing assignments: 10%

3 short papers: 60%.

final paper: 30%

 

Required Texts

The New Oxford Annotated Bible: New Revised Standard Version with the Apocrypha

(Augmented Third Edition, 2007). ISBN: 0195288831

 

Jarsolav Pelikan, Whose Bible Is It? A Short History of the Scriptures (2005).

ISBN: 0670033855

 

Readings from the Mishnah, Talmud, and Qur’an, and from Philo, Thomas Aquinas, Baruch Spinoza, and others will be posted on Canvas. 

CTI 304 • The Bible & Its Interpreters

33020 • King, Brad
Meets MWF 900am-1000am GEA 127
(also listed as R S 315)
show description

CTI 304

The Bible and Its Interpreters: Creation, Sin, and Sexuality

Brad King

MWF 9-10 am

 

According to Genesis 1–3, God creates humankind in his own image and places them in the paradisiacal Garden of Eden. They disobey God, however, and eat from the Tree of Knowledge, resulting in their expulsion from paradise. Genesis further asserts that God cursed both Adam and Eve with a variety of punishments, including the mandate that Eve be submissive to Adam. Throughout history, this narrative of the creation and fall of Adam and Eve has played an important role in the way that religious communities conceptualize relationships between men, women, and the divine, but what it means and how that meaning relates to society has been interpreted and reinterpreted many, many times.

Over the course of the semester, we will investigate the ways that the narratives about Adam and Eve have been used to define the relationships between men, women, and the divine. Along the way, we will pay special attention to developments in the cultures within which the narrative is interpreted and/or reimagined, beginning with a critical examination of Genesis 1–3 alongside influential Jewish interpreters. Along with cultivating familiarity with these stories and some of their influential interpretations, this course also aims to provide students with the knowledge and skills to understand how the meaning of a religious text is created and recreated through an interplay between a text’s authors, audiences, and the religious professionals whose jobs often include the task of explaining or interpreting scripture.

In addition to Biblical texts, much of the course will be dedicated to exploring and understanding the writings of important interpreters, such as Augustine of Hippo (354–430 CE), who popularized the notion of “Original Sin.” Students will also read and discuss a variety of early Christian texts that were excluded from the New Testament, including so-called “Gnostic” texts like the Gospel of Mary and the Apocryphon of John.

 

This course is flagged for both “writing” and “global cultures” and counts towards the Certificate Program in Core Texts and Ideas.

 

Grading:

Attendance and Participation: 15%

Reading Quizzes:                  25%

Exegesis Paper:                    15%

Research Paper:                   30%

Rough Draft                          5%

Revised Draft                       10%

Final Draft                           15%

=Total                                30%

Final Exam:                        15%

 

Required Texts:

Hendel, Ronald. The Book of Genesis: A Biography. Princeton: Princeton University Press, 2013.

Kvam, Kristen, Linda Schearing, and Valarie Ziegler. Eve and Adam: Jewish, Christian, and Muslim Readings on Genesis and Gender. Bloomington: Indiana University Press, 1999.

The New Oxford Annotated Bible with Apocrypha: New Revised Standard Version (Any NRSV Bible that includes the Apocrypha will be acceptable, many of which are available online. Let me know if you have questions about a certain translation or version.) 

CTI 304 • The Bible & Its Interpreters

33025 • Koefoed, Jonathan
Meets TTH 200pm-330pm JES A218A
(also listed as R S 315)
show description

The Bible and Its Interpreters (CTI 304)

University of Texas at Austin, Fall 2015

Tuesday, Thursday, 2:00PM - 3:30PM

 

Professor

Jonathan Koefoed, Ph.D.

jkoefoed@austin.utexas.edu

989-954-9887 (please email except in cases of rare need you may call this number)

Office Hours: T, TH 3:30pm-6:00pm

 

Prerequisites: None

 

Course Description: This course seeks to cultivate both a broad and a deep understanding of the Hebrew Bible and the Christian New Testament by asking three basic questions: What does the Bible say? How has it been interpreted across the centuries? Can our provisional answers to the first two questions inform enduring human questions about the world (nature), about society, about the self, and about the numinous (divine)? Inevitably, the answers to these questions will differ, and this course invites students to an ongoing quest of thoughtful interpretation of the Bible as well as a thoughtful interpretation of many biblical interpreters across the Western Intellectual Tradition. Assignments such as papers, daily in-class discussions, and a cumulative journal seek to promote this ongoing interpretation—as both an individual and a communal enterprise—while quizzes, instructor lectures, and a final examination will provide definition and clarity to ground our interpretation.

 

To address the first question, this course will engage in extensive and close readings of many biblical texts in their own right. We will carefully consider the books of Genesis, Exodus, Job, Proverbs, Ecclesiastes, Song of Solomon, the Hebrew Prophets, Matthew, John, and Romans. We will seek to understand not only what these texts said but also how later biblical authors interpreted the themes, tropes, and narratives of earlier authors. We will thus understand the evolution from scriptures into Scripture as itself a process of interpretation.

 

Alongside such biblical texts we will read some of the Bible's most profound interpreters. Students should thus leave this course with a deeper grasp of several seminal writers in the history of Western thought. Many of our supplementary texts will provide prose arguments about individual passages. Examples of such texts include Philo of Alexandria's analysis of the Cain and Abel story and Michael McClymond's synthetic account of contemporary "historical Jesus" scholarship. Other interpreters, such as Augustine or Aquinas, will provide prose arguments about the act of biblical interpretation itself. Still other prose writers, such as David Hume and Baruch Spinoza, highlight important philosophical problems related to the Bible's reliability and its supernatural claims. Finally, we will read certain influential literary works including selections from John Milton's Paradise Lost and Harriet Beecher Stowe's Uncle Tom's Cabin. These more imaginative works appropriate and reinterpret key biblical moments—in this case the Genesis creation and the death of Jesus respectively—in the process raising numerous important questions about the original stories themselves.

 

In sum, students should leave this course with a much deeper knowledge of and appreciation for the Hebrew Bible and the Christian New Testament as well as a more robust understanding of the Western Intellectual Tradition.

 

Grading:

 

Participation and Pop Quizzes: 20%

Paper 1: 20%

Paper 2: 20%

Synthetic Paper and Cumulative Journal: 25%

Final Exam: 15%

 

Required Texts:

 

The New Oxford Annotated Bible with Apocrypha: New Revised Standard Version. Edited by Michael D. Coogan, Marc Z. Brettler, and Carol Newsom. 4th ed. New York: Oxford University Press, 2010.

Kierkegaard, Soren. Fear and Trembling. Translated by Alastair Hannay. New York: Penguin Classics, 1986.

McClymond, Michael J. Familiar Stranger: An Introduction to Jesus of Nazareth. Grand Rapids: Eerdmans, 2004.

Course Pack Selections including John Milton, Philo of Alexandria, Origen, Augustine, Bernard of Clairveux, Thomas Aquinas, Martin Luther, Baruch Spinoza, David Hume, Henry David Thoreau, Harriet Beecher Stowe, Fyodor Dostoyevsky, El and Martin Luther King Jr. 

CTI 304 • The Bible & Its Interpreters

33029 • MILLER, CECILIA
Meets TTH 600pm-730pm GAR 2.128
(also listed as R S 315)
show description

CTI 304 The Bible and Its Interpreters

Cecilia Miller

Fall 2015

 

This course will explore the biblical foundation of the works of four of the greatest Christian and Jewish thinkers: Augustine in Late Antiquity, Maimonides and Aquinas in the Middle Ages, and Martin Luther in the midst of the Protestant Reformation. Although these four thinkers are often viewed as being in opposition to each other, all four drew heavily from some of the same books of the Bible in order to support their theologies, especially from two divergent books from the Hebrew Bible, Genesis on cosmic creation and the Psalms on internal spiritual development. In addition, from the many New Testament books by Paul that address doctrines ranging from salvation to the organization of the Christian community, Romans, in particular, is utilized authoritatively by Augustine, Aquinas, and Luther.

Reading distinct genres of classic texts, including autobiography, history, theology, philosophy, and meditations, this course will immerse students in some of the best-known books of the Bible, and some of the most influential texts of the Christian and Jewish traditions. Within the Christian tradition, both Catholicism and Protestantism will be explored. Overall, the course will emphasize the abstract and often puzzling ideas to be found in these texts, including predestination and free will. 

The class will also identify religious and intellectual traditions that developed in response to Augustine, Maimonides, Aquinas, and Luther, namely the Catholic Church, Medieval Philosophy, Scholasticism, and Protestantism. Throughout the semester students will develop critical analysis skills that will raise their appreciation of the unfolding strains of Christian and Jewish influence in the humanities and social sciences. At all stages of the class, the major focus will be on particular core texts, with reference to selected secondary sources, which will be read for context. As the semester progresses, the course will also emphasize comparative analysis of texts.

Students will develop an in-depth knowledge of a small number of core texts, while also cultivating a sense of continuity and change over time. In practical terms, the students will learn how to read classic books, how to prepare concise and precise reading notes, how to debate in class discussion, and how to write papers based on an argument/counter-argument format. These papers will focus on specific test cases from the primary readings.

This is a writing-intensive class. Assignments: 2-page reading notes, in a set format, due once a week, on Tuesday, AND two 5-page papers, in a set format, due during the semester. There will also be a rewrite of the first paper. No exams. Close reading of set texts and class participation required. Class participation will count as part of the final grade.

 

CORE TEXTS

The Hebrew Bible: Genesis and Psalms.

The New Testament books, by Paul, specifically Romans and Galations, and Hebrews, previously attributed to Paul. Augustine, Confessions and City of God.

Maimonides, Guide for the Perplexed.

Aquinas, Summa Theologica.

Martin Luther, Ninety-Five Theses, On Christian Liberty, and Table Talk.

Baruch Spinoza, Theologico-Political Treatise, 10, 20.

CTI 310 • History Of Religions Of Asia

33030 • Freiberger, Oliver
Meets MWF 1000am-1100am UTC 3.122
(also listed as ANS 301R, R S 302)
show description

FLAGS:   GC

Description:

This course offers a survey of the major religious traditions of Asia (Hinduism, Buddhism in South and East Asia, Confucianism, Daoism, and Shinto). It focuses on the historical development of their beliefs, practices, rituals, and customs in social context. The course will combine lectures with class discussions on readings.

Course materials:

  1. Willard G. Oxtoby, Roy C. Amore, eds. World Religions: Eastern Traditions. 3rd ed. Oxford: Oxford University Press, 2010.
  2. R. K. Narayan, The Mahabharata: A Shortened Modern Prose Version of the Indian Epic. Chicago: The University of Chicago Press, 2000.
  3. Zhuangzi: Basic Writings, translated by Burton Watson. New York: Columbia University Press, 2003.
  4. Readings provided as PDF files on CANVAS

Grading:

Attendance/participation: 20%

Two quizzes: 20% (10% each)

Two short essays: 20% (10% each)

Midterm exam: 20%

Final exam: 20%

CTI 310 • Intro To Philos Of Religion

33045 • Phillips, Stephen
Meets MW 300pm-400pm WAG 420
(also listed as PHL 305, R S 305)
show description

An examination of principal issues in contemporary philosophy of religion with special attention to religious pluralism. The views and arguments of Western theologians and philosophers will be taken up along with claims and concepts growing out of Eastern religions (Buddhism and Hinduism, in particular). Special topics include different views of the nature of a Divine Reality, arguments of rational theology, mysticism, and the theological problem of evil.

 

Grading

Four two-page homework assignments, best three count (10% each = 30%)A mid-term exam (15%: true/false and short essay)Rewritten homework, three pages (15%)A final exam (30%)Attendance (10%)

 

Texts

Readings provided by instructor online.

CTI 310 • Intro To The New Testament

33050 • Landau, Brent
Meets TTH 1230pm-200pm MEZ 1.306
(also listed as C C 304C, R S 315N)
show description

This course introduces students to the academic study of the 27 writings that today comprise the Christian New Testament in their first-century historical context. We will begin by considering the distinctive ways in which biblical scholars read and interpret these texts, and also by exploring the political and religious background to the birth of Christianity. We will then address what can be known about the historical individual known as Jesus of Nazareth and examine how the gospels reinterpret his significance for Christians living several decades after Jesus’ death. The next segment of the course introduces students to the letters and thought of the Apostle Paul, a figure as important for the beginnings of Christianity as Jesus (if not more so). The course concludes with a look at the other writings that comprise the NT, including the Book of Revelation, and also reflects on what we know about the process by which the NT became fixed in its canonical form. The primary goal of the course is to develop the skill of reading each of the NT writings as a distinctive, individual text (which may or may not agree with other NT texts).

 

Grading

  • Class attendance and participation: 15%
  • Quizzes: 15% total, 2.5% each
  • Short-response papers: 25% total, 8.33% eachE
  • xams: 45% total, 15% each

 

Text

  • Jewish Annotated New Testament (abbreviated JANT).**Even if you have a Bible, you are required to purchase this one.
  • Optional:Dale Martin, New Testament History and Literature and/or Raymond Brown, Introduction to the New Testament.

CTI 310 • Western Civ In Modern Times

33070 • Brower, Benjamin Claude
Meets TTH 930am-1100am JGB 2.218
(also listed as HIS 309L)
show description

In this course, we examine the central cultural characteristics of the Western heritage after the Reformation and discuss their transformation up to the present. A chronological narrative of the history in question will be provided by the lecturer and the textbook, but the most significant portion of our time together will be devoted to the examination of a number of central questions within western society since the Reformation. We will attempt to formulate an understanding of “western civilization” and its central concerns and transformations, with a particular attention paid to economy and politics in their relationships to culture and freedom. We will discuss such issues as the construction of political authority and its relationship to emerging conceptions of political liberty, revolution, popular sovereignty, and political economy. We will examine and explain the emergence of the central characteristics of modern Western society, including mass society, democracy, colonialism, secularism, political sovereignty, and the nation-state. Focus in the course is away from memorization of factual information about European history and toward reading, discussion, interpretation and criticism of texts that exemplify certain moments in the western tradition. By reading, discussing, analyzing and criticizing these sources, students will receive an introduction to the tasks involved in “thinking like a historian.”

Prerequisites:  Students taking this course are assumed to be capable of an informed, critical stance toward the claims of the lecturer. No previous knowledge of the subject matter is assumed.

Possible Texts:

Mark Kishlansky et al., Civilization in the West, vol. 2

Jean Calvin, Golden Book of the True Christian Life

John Locke, Second Treatise of Government

Daniel Defoe, Moll Flanders

Adam Smith, The Wealth of Nations (selections)

Émile Zola, The Ladies’ Paradise

Ernst Jünger, Storm of Steel

J. M. Keynes, The End of Laissez-Faire / Economic Consequences of the Peace (selections)

Franz Fanon, The Wretched of the Earth

Milton Friedman, Capitalism and Freedom (selections)

Additional readings will be distributed in class or are available on the Internet

Assignments & Grading:

Compliance with syllabus policy 0%

Compliance with attendance policy 0%

Paper 1 @ 15%

Paper 2 @ 25%

Final paper @ 30%

Average of regular quizzes @ 30% each (I will drop your two lowest scores)

CTI 320 • Classical Quest For Justice

33075 • Stauffer, Devin
Meets TTH 1230pm-200pm UTC 3.134
(also listed as GOV 351C)
show description

 GOV 351C (and CTI 320)

 

The Classical Quest for Justice

 

Devin Stauffer

 

 

Course Description 

 

What is justice?  What are its demands as a virtue of individuals?  What is its status as a guiding principle of domestic politics and as a restraint in times of war?  What are the strengths and weaknesses of different kinds of political orders in their quest for justice?  What is the relationship between political life and philosophic reflection?  In this course we will consider these fundamental and enduring questions of political philosophy primarily through a careful study of two of the masterpieces of classical antiquity:  Plato’s Republic and Thucydides’ The Peloponnesian War.  We will preface our study of these two great texts with a look at another work, Plato’s Apology of Socrates; but our focus will be on reading and discussing the Republic and The Peloponnesian War.  These works will be approached, not just as crucial documents for our understanding of a distant age, but as works that still speak directly and profoundly to permanent questions of moral and political life.   

 

Prerequisite

 

Completion of at least thirty semester hours of coursework.

 

Texts 

 

Plato and Aristophanes, Four Texts on Socrates, trans. by T. West and G. West (Cornell) 

Plato, The Republic of Plato, trans. by Allan Bloom (Basic Books)

Thucydides, The Landmark Thucydides, ed. By Robert Strassler (The Free Press) 

 

Requirements and Grading 

 

Paper: 20%  

First exam: 25%

Second exam: 25% 

Attendance: 10% 

Participation: 10%

Quizzes: 10%

 

(Note:  These percentages are approximate, and the paper may be made optional.)

CTI 323 • Might And Right Among Nations

33080 • Pangle, Thomas
Meets MWF 100pm-200pm MEZ B0.306
(also listed as GOV 351J)
show description

COURSE DESCRIPTION

A study of major alternative approaches, elaborated by the greatest political theorists, to the question of the moral character of international relations.

                  The basic aim of the course is twofold: 1) to gain a better understanding of what kind of justice and law exists among nations; and 2) to gain a better understanding of what justiceitself means, in human relations, as its nature is revealed under the stress of the intensely competitive international arena, always overshadowed by the threat of war.

                  We will examine the original, foundational philosophic arguments for: the classical republican struggle for and against empire (Thucydides); Christian Just War theory (Aquinas and Vitoria); Islamic Jihad Theory (The Koran and Hadith; Shaybani, Alfarabi, Avicenna, Ibn Khaldun); the moral supremacy of independent national sovereignty (Hobbes); globalizing moral community achieved throughcommercialization (Montesquieu); and world legal order achieved through international legal organization (Kant).

                  We will try to uncover the hidden philosophic foundations of our contemporary ways of thinking, and confront our assumptions with challenges from earlier, alien ways of conceiving the world.

                  While we will not forget contemporary issues, we will try to transcend our passionate biases, and view our own immediate situation from a liberating distance, by taking as our chief empirical focus the philosophic historian Thucydides’ dramatic presentation of The Peloponnesian War—a moral as well as military struggle pitting the imperialism of one of history’s greatest democracies (Athens) against the anti-imperialism of one of the most conservative and pious aristocracies in history (Sparta).

 

****This course carries the Ethics and Leadership flag, designating courses designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. You should therefore expect a substantial portion of your grade to come from assignments involving ethical issues and the process of applying ethical reasoning to real-life situations.

CTI 324 • Politics And Literature

33085 • Dempsey, Erik
Meets MWF 1000am-1100am PAR 304
(also listed as GOV 335M)
show description

CTI 324: Politics and Literature

 

Prerequisites: Upper division standing

 

Description: This class will consist in a study of a selection of Shakespeare’s plays as works of political thought. Though the texts are literary, this is a class in political philosophy. We will be studying the ideas contained in these plays and using them as tools to think about the fundamental questions of politics and human life. We will consider what it means to be a great ruler, a tyrant, a hero, a lover, a true friend, a Christian, or a Jew. We will examine the choices characters make and see how they are informed by their basic beliefs about the world, so that we come to understand these human types as lived possibilities.

 

The course will be discussion intensive. Students who are not prepared to do the reading before every class and come ready to present their own ideas and interpretations of it should not enroll.

 

This course carries flags for Ethics and Leadership and for Writing.

 

Texts:  The reading list will consist only of plays by Shakespeare. We will use Arden Editions in each case. We will read Othello, The Merchant of Venice, Measure for Measure, MacBeth, Hamlet, and King Lear.

 

20%: First long (4-6 page) paper

50%: Second and third long paper

20% Ten short (1-2 page) writing assignments

10% Attendance and participation

 

The papers will be analytical papers on the plays and will not require any outside research. You will be allowed to rewrite the first and second papers to earn a higher grade and your short papers will include reviews of one another’s work.

CTI 335 • Origins Of Liberalism

33090 • Martinich, Al P.
Meets TTH 200pm-330pm WAG 210
(also listed as EUS 346, PHL 354)
show description

Liberal democracy is the theory that individual persons are free and equal and thus have certain rights that must be respected by governments. The theory behind liberalism developed from or competed with several traditions such as democracy, republicanism, and absolute sovereignty. The theory was influenced by various religious, economic and political beliefs over a long period of time. Perhaps the most crucial period in this development was seventeenth-century England.

This course is interdisciplinary. It will cover such political and religious events as The Gunpowder Plot, Charles I’s Personal Rule, the Long Parliament, the English Civil War and the execution of King Charles I, the Commonwealth, the Restoration of the Monarchy, the Exclusion Crisis, and the Glorious Revolution. Some crucial works in political philosophy by some great political philosophers, such as Thomas Hobbes and John Locke will be discussed along with lesser but still significant theorists such as John Milton. The political relevance of some literary works, such as John Dryden’s Absalom and Achitophel, will also be discussed.

Key concepts to be discussed include liberty, democracy, the social contract, and the nature of authority and obligation.

CTI 335 • Sacred/Sec In Mod Euro Thought

33095 • Matysik, Tracie M.
Meets W 400pm-700pm GAR 0.128
(also listed as EUS 346, HIS 362G, R S 357)
show description

            Europe was long thought to have undergone a process of “secularization” in the modern era, beginning roughly with the sixteenth century and becoming largely unstoppable by the nineteenth.  According to this narrative, “God” was supposed to have slowly disappeared from the political, social, and cultural arenas; the supernatural, the divine, and the sacred were supposed to have receded from daily life; and the European world was supposed to have found itself  “disenchanted.”  More recently, however, historians and critical theorists have begun to reassess this story, finding instead mutually-evolving processes of disenchantment and re-enchantment, as new formations of the divine and the sacred appeared on the intellectual and emotive landscape.  Some theorists now talk about “varieties of secularism” at play in the modern world, while others have resuscitated a language of “political theology” to discuss the ever-complicated relationship between the state, sovereignty, power, and the sacred or divine. 

            This course will introduce students to key themes and methodologies of intellectual history and social theory by exploring the dueling approaches to secularization and sacralization in modern European thought.  In the first two weeks, we will read recent theoretical works on the sacred and the secular (essays from Peter Berger, Simon Critchley, Charles Taylor, and others).  With theoretical tools in hand, we will turn to the period between 1800 and 1945 to read classic works in philosophy and social theory that thematize the sacred and the secular.  Drawing on founding works in social and human sciences (from sociology,  psychoanalysis, philosophy and beyond), we will investigate related sub-themes of violence, sacrifice, ritual,  redemption, the sublime, and transcendence.  We will also discuss select artworks from the Romantic period through Surrealism as a means to enhance our discussion of these themes. 

            Central to our concerns will be the sacred and secular formations of modern ethics.  We will observe on the one hand how modern thinkers have sought to establish ethical systems on purely immanent and secular grounds, even as they intentionally or unintentionally retained notions of the divine and the sacred (e.g., Immanuel Kant’s Religion within the Limits of Reason Alone).  On the other hand, we will grapple with explicitly religious works that nonetheless establish ethics on what might seem like secular-humanist foundations (e.g., Søren Kierkegaard’s Fear and Trembling).  We will read works that seek to explicate the structure of religions and their guidelines for comportment according to social categories of the sacred and profane or the taboo (Émile Durkheim’s Elementary Forms of Religion; Roger Caillois’s Man and the Sacred; Sigmund Freud’s Totem and Taboo); and we will read works that seek to rediscover and/or re-insert the sacred into the modern and profane world (e.g., George Bataille’s Theory of Religion; Walter Benjamin’s “Critique of Violence” and “Theses on the Philosophy of History”; Franz Rosenzweig’s Star of Redemption). 

            The course lends itself naturally to the requirements of the Flag in Ethics and Global Leadership.  Our readings themselves concentrate on the question of the secular and sacred foundations of ethical systems and decisions.  As a final project, worth 35% of the grade, students will be asked to identify and analyze a sacred, secular, or taboo function that governs moral presuppositions.  They may find such a function represented in a film, a novel, an artwork, a legal decision, a U.N. declaration, etc.  Their task will not be to assess whether or not the practice is “right” or “good” or “ethical,” but rather to analyze the practice in terms of its (usually unstated) sacred, secular, taboo, or ritual context.  They will be asked to ground their analysis in one or more of our core readings.

 

 

Texts:

Immanuel Kant, Religion within the Limits of Reason Alone (excerpt)

G. W. F. Hegel, Philosophy of History (excerpt from the introduction)

Søren Kierkegaard, Fear and Trembling

Friedrich Nietzsche, Genealogy of Morality (Books I and II) (but may substitute The Gay

            Science, Book IV)

Émile Durkheim, Elementary Forms of Religion (selections)

Roger Caillois, Man and the Sacred (selections)

George Bataille, Theory of Religion (selections)

Sigmund Freud, Totem and Taboo (selections)

—, “The Uncanny”

Franz Rosenzweig, Star of Redemption (selections)

Simon Critchley, Faith of the Faithless (selections)

Peter Berger, Desecularization of the World (introduction)

Judith Butler, Jürgen Habermas, Charles Taylor, and Cornell West, The Power of Religion in the Public Sphere

 

Grading:

Journal                         10%

Short Essay 1                        20%

Short Essay 2                        20%

Final Essay                           35%

Class Participation                  15%

CTI 335 • Women In Hist Of Polit Thought

33100 • Stauffer, Dana
Meets MWF 1100am-1200pm UTC 1.102
(also listed as GOV 335M)
show description

Course Description: Women in the History of Political Thought

This course will examine the themes of women, the family, and the private sphere in the history of political theory. We will analyze and interpret works of political theory in which women have a central role, and we will seek to understand the relationship between political thinkers’ views about women and the family and their larger political theories. We will begin in classical Greece with political theory and drama. Then we will move through history, considering the critiques of paternalism launched by Hobbes and Locke and the portrait of the ideal woman advanced by Rousseau in Book V of the Emile. In the second half of the course, we will consider the development of early feminism in the writings of Mary Wollstonecraft, John Stuart Mill, and Simone de Beauvoir. Some of the questions we will pursue are the following: What does justice demand in the realm of the relations between the sexes, and what kinds of social and political arrangements are best for women? How do our answers to these questions intersect with broader questions about human nature, identity, political community, and justice?

 

Required Texts

 

A Course Reader

 

De Beauvoir, Simone. The Second Sex. (Vintage)

 

Euripides II. (Complete Greek Tragedies, Chicago)

 

Gilman, Charlotte Perkins. Herland. (Penguin Classics)

 

Mill, John Stuart. The Subjection of Women. Edited by Susan M. Okin (Hackett)

 

Rousseau, Jean-Jacques. Emile, or On Education. Translated by Allan Bloom. (Basic Books)

 

Wollstonecraft, Mary. A Vindication of the Rights of Women. (Prometheus)

 

Course Requirements and Grading

 

First Exam: 30%

Second Exam: 30%

Paper: 30%

Class Participation (including pop quizzes): 10%

CTI 345 • Dante

33105 • Raffa, Guy P
Meets TTH 1100am-1230pm GAR 3.116
(also listed as E 366D, EUS 347, ITC 349)
show description

FLAGS:  GC | Wr

Dante: Fall 2015

ITC 349, same as E 366D, crosslisted with EUS 347 and CTI 345

TTH 11-12:15 in GAR 3.116

Guy Raffa, Dept. of French and Italian

Office Hours: TH 12:45-1:45, W 11-12, and by appointment in HRH 3.104A; phone: 232-5492

E-mail: guyr@utexas.edu; Home Page: http://uts.cc.utexas.edu/~guyr

The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and contains flags for Writing and Global Cultures.

Danteworlds (http://danteworlds.laits.utexas.edu/): In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.

Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this ability in responses to study questions (a low-stakes writing assignment) and two in-class exams. An essay, which you will rewrite based on my feedback, will assess your ability to support an interpretation of a specific aspect of Dante's poetry with detailed textual analysis and scholarly research. A peer-editing activity will help you to revise and edit your own work. I expect you to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class.

Required Texts: (you must use the editions of these texts ordered for the class)

            InfernoPurgatorio and Paradiso (Trans. Allen Mandelbaum)

            Vita Nuova (Trans. Barbara Reynolds)

Optional TextThe Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)

Assignments and Computation of Grade: 

10%: 1500-word essay on the Inferno (credit for successful completion)

25%: Major rewrite of this essay incorporating scholarly research (graded)

5%:   Annotated bibliography of research sources (credit for successful completion)

5%:   Peer-review (credit for successful completion)

10%: Responses to study questions in Canvas Discussion Forum (credit for successful completion)

30%: Two in-class examinations  (graded: 15% each)

15%: Classwork and participation

Attendance Policy: Your attendance, which obviously influences your classwork and participation grade, is expected at all class meetings. You are expected to arrive on time to class and to stay for the entire lesson. Repeated late arrivals to—or early departures from—will count as absences. For every class that you miss (for whatever reason) after the fifth absence your final course grade (on a 100-point scale) will be reduced by 3 points up to a maximum of 15 points.

Late Work: Late work will lose a full letter grade for each day it is late except in the case of documented emergencies (e.g., serious illness, death in the family), religious holidays (see university policy below), or university-sponsored events (with prior notification).

Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas (http://canvas.utexas.edu/) and select the course, you will have access to the syllabus, assignments, lecture presentations (pdf), grades, and a discussion forum (for posting responses to study questions). You will be required to submit most assignments on-line using Canvas. For help with Canvas, consult the student tutorials (http://edutech.ctl.utexas.edu/students/) or contact support staff (https://utexas.instructure.com/courses/633028).

Writing Flag: This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.

Global Cultures Flag: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.        

 

CTI 345 • Epics And Heroes Of India

33110 • Talbot, Cynthia
Meets MW 300pm-430pm CBA 4.326
(also listed as AHC 330, ANS 372, HIS 350L)
show description

FLAGS:   GC  |  Wr  |  II

Description:

This undergraduate seminar focuses on India's classical epics, the Mahabharata and the Ramayana.  Although they originated in ancient times, these two captivating narratives have been retold in different languages and formats over the centuries, including most recently in the form of TV serials and graphic novels.  Among the topics to be explored are the martial ethos of ancient India, the complexities of dharma, the ideology of kingship, traditional gender norms, the recent politicization of the Ramayana, and the use of the epics to counter social and gender hierarchy.  Students will read abbreviated versions of the epics along with excerpts from various translations of the complete narratives; they will also be exposed to other primary sources including paintings, traditional theatrical performances, and modern films and TV shows.

Texts: 

1) Chakravarthi V. Narasimhan, The Mahabharata

2) Gurcharan Das, The Difficulty of Being Good

3) R. K. Narayan, The Ramayana

4) Numerous articles and essays provided on Canvas.

Grading:

reading responses (6 x 5% each) = 30%; analytical essays (2 x 25% each) = 50 %; film review = 5%; attendance & participation = 15%

CTI 350 • Masterworks Of World Drama

33115 • Lang, Elon
Meets MWF 1100am-1200pm WEL 3.266
show description

CTI 350 Masterworks of World Drama: In Pursuit of Justice

Fall 2015

Dr. Elon Lang

emlang@austin.utexas.edu

 

Course Description and Objectives:

 

In our media-saturated culture, we encounter drama everyday on the various screens we watch as we live our modern lives. Although these shows and films may seem far removed from the theatrical stage, when we watch these dramas we are participating in a phenomenon that has been a principle means by which Western culture has described and perpetuated itself for over 2,500 years.

 

In this course we will focus our investigation of drama upon a perennial subject of the dramatic arts: the nature and pursuit of justice. We will seek to examine how different playwrights from different eras of Western literature have balanced elements like mercy, vengeance, fairness, due process, authority, altruism, noble character, prejudice, public opinion, and public service in their definitions of justice. Students will consider whether the dramas in selected ancient, Renaissance, and modern plays present idealistic, realistic, or polemical portrayals of how “justice is served.” We will discuss whether these dramas critique or celebrate the courts and other means society uses to define justice, to defend it, and to enforce laws and codes of conduct. We will bookend the semester by examining the way justice is portrayed being served by the American criminal justice system in contemporary pop-culture dramas (e.g. Law and Order) and the way drama instruction is used in some American prisons to facilitate rehabilitation among inmates.

 

Since no single course can exhaustively cover the subject of “dramatic masterworks in the Western tradition,” we will emphasize two major goals: (1) to develop critical and analytical skills that can be applied to all forms of literary art, (2) to broaden an understanding of drama’s civic value that can be gained from teaching and studying the classics or using drama as a pedagogical tool. To this end, course requirements will include close reading and in-class discussion of plays, light exploration of philosophies of justice, attendance at one assigned evening performance of a Shakespeare play presented by Actors from the London Stage, informal acting, written analysis, and (particularly for UTEACH student) the option to develop your own lesson plans.

 

Possible readings and video studies will include selections from:

 

Aeschylus, The Oresteia

Aristotle, Poetics and Nichomachean Ethics

Sophocles, Oedipus the King

Euripedes, Herakles

The York Mystery Plays

Shakespeare, Julius Caesar, Midsummer Night’s Dream, Merchant of Venice, The Tempest

Henrik Ibsen, Pillars of the Community

Arthur Miller, The Crucible

Reginald Rose, Twelve Angry Men

David Mamet, Oleanna

Law and Order

Shakespeare Behind Bars

 

 

Course Requirements and Evaluation:

 

Participation, Preparation, Punctuality                                                10 pts. 

Regular class attendance and adherence to the policy in the syllabus, careful preparation of the readings, timely submission of all written work, and active participation in class discussions and activities.

Written Assignments                                                                        50 pts.

Four essays of various lengths will be assigned totaling 15-20 pages, the second and fourth of these will be revised, expanded, and resubmitted after receiving feedback from both peers and the instructor.

Dramatic Reading                                                                             10 pts.

In small groups, students will meet with the instructor to select a section of dialogue from a text being covered during their assigned week. Each group will practice their dialogue outside class and present it dramatically in an out-of-class meeting with the instructor.

Exams                                                                                             30 pts. (15 pts. midterm, 15 pts. final)

The primary focus of both exams will be to assess students’ intellectual engagement with the texts (i.e. understanding of key concepts, synthesis of ideas based upon close reading of the text, etc.). Exams will also assess thoroughness of reading, retention of reading, and engagement with lecture content and class discussions.

 

Your total score for the class will then be calculated as a percentage of 100 points possible, and placed on a standard letter grading scale: A=93+, A-=90-92, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-70-72, D+=67-69, D=63-66, D-=60-62, F=59 points or fewer.

CTI 350 • Masterworks Of World Drama

33120 • Lang, Elon
Meets MWF 1200pm-100pm WEL 3.402
show description

CTI 350 Masterworks of World Drama: In Pursuit of Justice

Fall 2015

Dr. Elon Lang

emlang@austin.utexas.edu

 

Course Description and Objectives:

 

In our media-saturated culture, we encounter drama everyday on the various screens we watch as we live our modern lives. Although these shows and films may seem far removed from the theatrical stage, when we watch these dramas we are participating in a phenomenon that has been a principle means by which Western culture has described and perpetuated itself for over 2,500 years.

 

In this course we will focus our investigation of drama upon a perennial subject of the dramatic arts: the nature and pursuit of justice. We will seek to examine how different playwrights from different eras of Western literature have balanced elements like mercy, vengeance, fairness, due process, authority, altruism, noble character, prejudice, public opinion, and public service in their definitions of justice. Students will consider whether the dramas in selected ancient, Renaissance, and modern plays present idealistic, realistic, or polemical portrayals of how “justice is served.” We will discuss whether these dramas critique or celebrate the courts and other means society uses to define justice, to defend it, and to enforce laws and codes of conduct. We will bookend the semester by examining the way justice is portrayed being served by the American criminal justice system in contemporary pop-culture dramas (e.g. Law and Order) and the way drama instruction is used in some American prisons to facilitate rehabilitation among inmates.

 

Since no single course can exhaustively cover the subject of “dramatic masterworks in the Western tradition,” we will emphasize two major goals: (1) to develop critical and analytical skills that can be applied to all forms of literary art, (2) to broaden an understanding of drama’s civic value that can be gained from teaching and studying the classics or using drama as a pedagogical tool. To this end, course requirements will include close reading and in-class discussion of plays, light exploration of philosophies of justice, attendance at one assigned evening performance of a Shakespeare play presented by Actors from the London Stage, informal acting, written analysis, and (particularly for UTEACH student) the option to develop your own lesson plans.

 

Possible readings and video studies will include selections from:

 

Aeschylus, The Oresteia

Aristotle, Poetics and Nichomachean Ethics

Sophocles, Oedipus the King

Euripedes, Herakles

The York Mystery Plays

Shakespeare, Julius Caesar, Midsummer Night’s Dream, Merchant of Venice, The Tempest

Henrik Ibsen, Pillars of the Community

Arthur Miller, The Crucible

Reginald Rose, Twelve Angry Men

David Mamet, Oleanna

Law and Order

Shakespeare Behind Bars

 

 

Course Requirements and Evaluation:

 

Participation, Preparation, Punctuality                                                10 pts. 

Regular class attendance and adherence to the policy in the syllabus, careful preparation of the readings, timely submission of all written work, and active participation in class discussions and activities.

Written Assignments                                                                        50 pts.

Four essays of various lengths will be assigned totaling 15-20 pages, the second and fourth of these will be revised, expanded, and resubmitted after receiving feedback from both peers and the instructor.

Dramatic Reading                                                                             10 pts.

In small groups, students will meet with the instructor to select a section of dialogue from a text being covered during their assigned week. Each group will practice their dialogue outside class and present it dramatically in an out-of-class meeting with the instructor.

Exams                                                                                             30 pts. (15 pts. midterm, 15 pts. final)

The primary focus of both exams will be to assess students’ intellectual engagement with the texts (i.e. understanding of key concepts, synthesis of ideas based upon close reading of the text, etc.). Exams will also assess thoroughness of reading, retention of reading, and engagement with lecture content and class discussions.

 

Your total score for the class will then be calculated as a percentage of 100 points possible, and placed on a standard letter grading scale: A=93+, A-=90-92, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-70-72, D+=67-69, D=63-66, D-=60-62, F=59 points or fewer.

CTI 375 • Classical Chinese Philosophy

33130 • Sena, David M
Meets MWF 100pm-200pm MEZ 1.120
(also listed as ANS 372, PHL 348)
show description

FLAGS:   GC

Course descriptionThis course examines the classical philosophical traditions of Chinese civilization.  Arising during the tumultuous Warring States period (5th-3rd centuries B.C.E), the seminal thinkers and texts of Confucianism, Daoism, and many other of the "hundred schools" set the foundation for discourses in ethics, political philosophy, and metaphysics in Chinese civilization over the next two millennia. Focusing on primary sources in translation, supplemented by a selection of secondary literature, this course introduces a broad range of classical thought, exploring its philosophical, religious, and social dimensions in historical context.

This course carries a University Global Cultures Flag. The goal of this flag is to challenge students to explore the beliefs and practices of non-U.S. cultural communities in relation to their own cultural experiences so that they engage in an active process of self-reflection.

Course textsThe Analects of ConfuciusMoziThe Daodejing of LaoziMenciusZhuangziXunziHan Feizi

A. C. Graham, Disputers of the Tao: Philosophical Argument in Ancient China (1989).

Additional required readings to be distributed electronically.

Gradingparticipation: 15%informal writing: 15%2 short papers: 30%midterm exam: 20%final exam: 20%

CTI 375 • Enlightenment & Revolution

33135 • Vaughn, James M.
Meets T 330pm-630pm GAR 0.132
(also listed as EUS 346, HIS 350L)
show description

This seminar course examines the relationship between the intellectual project of the Enlightenment and the political and social transformations that unfolded in western Europe and North America from the beginnings of the Dutch Revolt in the 1560s to the decade following the Paris Commune of 1871.  What was the connection between intellectual enlightenment and social-political revolution in the West?  The central theme of the course is the contemporary intellectual comprehension of far-reaching social, political, and economic change.  The seminar sessions involve close readings and extensive discussions of the writings of major European intellectuals who sought to understand, analyze, and criticize the upheavals and transformations taking place around them.  Authors read and discussed include Hugo Grotius, René Descartes, Thomas Hobbes, John Locke, Bernard Mandeville, Jean-Jacques Rousseau, Adam Smith, Immanuel Kant, Benjamin Constant, G. W. F. Hegel, John Stuart Mill, and Karl Marx.

 

Texts:

René Descartes, Discourse on Method and Meditations on First Philosophy (Hackett, 2011).

John Locke, Political Writings (Hackett, 2003).

Bernard Mandeville, The Fable of the Bees and Other Writings (Hackett, 1997).

Jean-Jacques Rousseau, The Basic Political Writings (Hackett, 1987).

Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (Univ. Chicago Press, 1977).

Immanuel Kant, Perpetual Peace and Other Essays (Hackett, 1983).

Benjamin Constant, Political Writings (Cambridge Univ. Press, 1988).

G. W. F. Hegel, Introduction to the Philosophy of History (Hackett, 1988).

Robert C. Tucker, ed., The Marx-Engels Reader (W. W. Norton, 1978).

 

Grading:

1. Class attendance and participation – 30% of final grade.

2. Weekly reading responses – 20% of final grade.

3. Mid-term analytical essay – 20% of final grade.

4. Final analytical essay – 30% of final grade.

CTI 375 • Hist Grc To End Pelopon War

33145-33150 • Palaima, Thomas G
Meets MW 100pm-200pm CLA 0.126
(also listed as AHC 325, C C 354C, HIS 354C)
show description

Studying Greek history gives us the chance to view in microcosm all the variables that affect the course of history at other times in other places. We can see human beings and human societies at their best and worst, understand how power works in human societies, observe different kinds of political and economic systems, and consider how cultural values are shaped and what influence they have on what human beings do. We shall study the origins of democracy and de-mystify what ancient democracy was. The history of Greece is also a history of warfare and competition.

This course surveys Greek history from the palatial period of the late Bronze Age (1600-1200 B.C.E.) through the 'Dark Ages' and into the 'polis' period down through the end of the Peloponnesian War (404 B.C.E.).

We shall puzzle over how to interpret the often very uneven and very peculiar evidence for the social, political and economic systems that develop in different districts of Greece in 'prehistoric' and historical times.

There will be very little use of visuals. We shall concentrate on sources and how to use them.

The course will consist of two hours of lecture per week plus a one-hour discussion section. Each member of a discussion section will have to lead discussion (with a well-prepared handout) at least once during the semester. Afterwards s/he will write up a retrospective on the discussion to be handed in at the beginning of the final week.

We shall be reading in translation from masterworks of history and literature: Homer, Hesiod, Herodotus, Thucydides, Plutarch, we shall also take into account documentary sources, including translated Linear B texts from the Greek Bronze Age and inscriptions of the historical period.

We shall discuss carefully critical methods for interpreting primary sources.Technically AHC 325 CC 354C HIS 354C is an upper-division course. However, it assumes no background knowledge of the subject and will combine survey of periods with in-depth discussion of particulars. There are no prerequisites. This course counts towards the major in Ancient History and Classical Civilization.

Grading policy:  There will be a fifth-week examination (20% short answer and essay at the start of the 6th week), a tenth-week examination (30% short answer and essay at the start of the 11th week), and a fifteenth-week examination (30% short answer and essay on Wednesday of the 15th week). The final component of the grade will be performance in discussion (20%). You should sign up to be a group leader for one of the available discussion sessions. Discussion grade will be based 1/2 on group leading and handout (10% overall) and 1/2 on general participation (10% overall). There will be no final examination in the examination period. Grading is on the regular "A"-"D," 100-60 system (no curve). Regular class participation will be noted under miscellaneous. Breakdown of elements of the grade: 5th-week exam (20%), 10th-week exam (30%), 15th-week exam (30%), discussion (leading 10% and general participation 10%).

This course carries the Global Cultures flag.

This course fulfills the Cultural Expression, Human Experience, & Thought Course area requirement.

CTI 375 • Hist Of Rome: The Republic

33160 • Riggsby, Andrew M
Meets MWF 1000am-1100am WAG 101
(also listed as AHC 325, HIS 321M)
show description

Covers the period from Rome's foundation through Caesar's murder in 44 B.C.  The emphasis placed on the last two centuries of the Republic when problems accumulated and solutions did not.  All the factors contributing to the Republic's fall will discussed:  political, military, social, economic, religious, etc..

This course carries the Global Cultures flag and fulfills the Cultural Expression, Human Experience, & Thought Course area requirement.

 

Grading:

2 quizzes (each 25%) requiring essay answers

Final exam (50%) requiring essay answers

Texts:

M. Cary & H.H. Scullar, A History of Rome (3rd ed.)

Plutarch, Fall of the Roman Republic (Penguin)

Sallust, Jugarthine War & The Conspiracy of Catiline (Penguin)

Optional:

Appian, Civil Wars (Penguin)

CTI 375 • The Qur'an

33165 • Azam, Hina
Meets TTH 200pm-330pm MEZ B0.306
(also listed as C L 323, ISL 340, MEL 321, MES 342, R S 325G, WGS 340)
show description

In this course, we will study the religion of Islam through its sacred text, the Qur’an. To this end, this course will entail extensive reading of the Qur’an itself, as well as of other texts. In our studies, we will focus on the following themes of the Qur’an: cosmology and theology, ethical principles, ritual prescriptions, and legal injunctions. We will also examine some of the prominent symbols, images and rhetorical structures of the Qur’an. Through reading the prophetic narratives, we will have an opportunity to compare Qur’anic and Biblical accounts of the major prophets shared by Judaism, Christianity and Islam. The syllabus also includes an inquiry into role of the Qur’an in Muslim devotion and as a medium for artistic expression. We will also discuss the tradition of interpretation (or “exegesis”), especially as it pertains to those verses that engender the most debate today: those surrounding politics, intercommunal (i.e. interreligious) relations, and women/gender. Prior knowledge of Islam is helpful but not required for this course.

Texts

  • William E. Shepard, Introducing Islam (2nd edition, Routledge, 2014)
  • John A. Williams, The Word of Islam (1st edition, University of Texas Press, 1994)

Additional readings will be selected from the following authors/works:

  • Fazlur Rahman, Major Themes of the Qur’an
  • Imam al-Ghazali (d.1111), Inner Dimensions of Islamic Worship (The Islamic Foundation)

Grading Policy

  • Final exam – 30%
  • 2 Tests – 25% each (50%)
  • Class attendance 20%
bottom border