The YC Core
Course offerings vary from semester to semester. Please consult the Registrar's course schedule to determine which courses will be offered in the current semester.
Werewolves, dragons, giants, witches, demons, lepers, anthropophagi (a race of cannibals with eyes in their chests)—the Middle Ages were awash in tales of the monstrous. In this class, we will consider monsters and the monstrous from the perspectives of history writing, travel accounts, folklore, drama, and literary texts. Though sometimes dismissed as the imaginings of a more credulous era, such material not only drew on classical authors but also continued to have wide currency in early modern England, persisting through the change in religious culture known as the Reformation. Indeed, as the word “monster” (derived from the Latin verb
monstrare, or “to show”) suggests, stories of the monstrous reveal much about the cultures in which they circulated. Our readings will track medieval and early modern attitudes toward religious identity, birth and reproductive practices, gender, personhood, animality, and the supernatural. Throughout the term, we will make sense of these topics by employing methods, questions, and theoretical propositions from different academic disciplines, primarily English and History.
This course examines various ways of understanding the figure of the Roman emperor, by focusing on the first emperor Augustus. We will consider a range of textual and visual sources for the emperor, including poems, historical accounts, and coins, and place the emergence of the emperors within Rome’s political, religious and cultural traditions. Assessment will be by exams and a range of short papers. For syllabus see here.
The culture that produced the great literary works of ancient and classical Greece and the culture that produced the great literary works of the European Renaissance have been stimulating critical and literary responses for centuries. This course will examine those two cultures through study of three representative authors from each, considering those authors' works both as independent entities and in their cultural contexts, and considering the works from the two cultures in relation to each other. It will aim to provide the student the opportunity to think not only like a literary critic but also like a psychologist, a philosopher, a cultural historian, a theologian, an anthropologist.
In studying these two important pre-modern cultures, students will seek to gain an awareness of the distinctiveness of the past in relation to the present and an understanding of the values, traditions, and modes of thinking of ancient and classical Greece and the European Renaissance.
We will begin by tracing the rise of Christianity as embodied in the three greatest Christian literary works—the New Testament, Augustine’s Confessions, Dante’sCommedia. Then we observe the fragmentation of the Christian vision during the Renaissance. A subsequent one-two punch dealt a lethal blow to the hegemony of the faith, as first Martin Luther and then Galileo dismantled the four basic values. The triumph of the latter pioneer caused all intellectual disciplines to adopt the new procedures of modern science. The results were secularism, meliorism, and individualism. This is the world which, for better or worse, we inhabit, unless one is Amish or Charedi.
Today, in the Western democracies, we take for granted certain norms of political life: constitutional government, sovereignty of the people, legislative bodies elected at regular intervals according to the principle of one person one vote, secret ballots, competition among established political parties, ministerial accountability, and, most important of all, the constitutional guarantee of such basic human rights as are enshrined in the Universal Declaration of Human Rights adopted by the United Nations in 1948. None of those features of modern political life, however, existed before the late eighteenth century. At that time, most states were still subject to the rule of kings, their societies divided into legally distinct orders based on the principle of hereditary privilege. This course will examine the origins of our democratic political culture as that culture took shape—haltingly, incompletely, and violently—in the first great revolutions of the modern era: the American and above all the French. In addition to works by historians dealing with the Age of Revolution and primary sources from the late eighteenth century, readings for the course will include some more theoretical work devoted to the doctrine of human rights, its evolution in modern societies, and its uses—and misuses—in the world today.
Coffee, the second most valuable commodity traded on world markets, is ubiquitous in contemporary American culture—so much so that it’s difficult to imagine that there was a time before coffee. But there was. Coffee wasn’t introduced into the Ottoman Empire until the end of the 15th century and into Europe until the 17th century. The world at the end of the 18th century looked very different than it had at the beginning of the 16th, and coffee had a lot to do with it.
We will examine the introduction and reception of coffee in the early-modern Ottoman world and subsequently in 17th– and 18th–century Europe. Using journalistic, literary and visual sources, we will explore how multiple societies responded to the introduction of coffee—a novel, foreign and exotic drink, as well as how the eventual European thirst for coffee impelled the development of a system of colonialism, or world trade. Drawing on approaches from disciplines including history, sociology and anthropology, we will trace how coffee, an everyday object, transformed cultures into which it was introduced. At the same time, we will consider how the act of drinking coffee took on divergent political and cultural symbolism in disparate contexts, including the Ottoman world, European nations and colonial societies.
The early modern world saw the birth of many aspects of culture and society that we consider “modern,” including “nightlife” in all its varieties, a bourgeois “middle class," “consumerism,” “public space” and “globalization.” Together we will analyze the central role coffee and coffeehouses played in their creation and in the creation of “modernity.”
For syllabus see here.
For many observers of European political history, the 19th century was one of unprecedented peace. Beginning with the fall of Napoleon in 1815, and lasting until the 1914 outbreak of the First World War, this era was punctuated with few international conflicts, while those that did occur were limited in scope. However, if we refocus our gaze to domestic affairs, we find that this period was actually more tumultuous than most others. The 19th century’s problem wasn’t war, but insurrection, as it unfolded in the wake of the American, French and Haitian revolutions. Moreover, the 19th spirit of revolt continued to animate the 20th century, as well as our own.
Turning first to the 19th century, and then to the 20th, we will explore this burgeoning culture of revolt, in a variety of its forms, so as to see how the spirit of revolution manifested itself in a myriad of ways—and how various forces attempted to respond. However, our concern will not only be to survey this vital and diverse culture, but to arrive at some specific insights into the nature of revolution. After all, in the glimpse it offers of dramatic political change, revolution distills many of the central concerns of political thinkers, insofar as we are motivated by the study of politics, and by their improvement. Into our study of the culture of revolt, we will therefore be tasked with understanding why some individuals risk life and limb to overthrow an old regime in the name of a new one.
Twentieth-century ethical theory was dominated by approaches concerned exclusively with duty or with utility. In recent years philosophers have evinced a renewed interest in virtue, i.e., character formation, the good life and the like. This entails greater attention to the concrete ways that ethical theory expresses the ideas and ideals of particular cultures. The cogency and relevance of philosophical argument is enhanced by attending carefully to implicit, unacknowledged presuppositions that require an understanding of social, psychological and religious practices and goals, not only as external influences, but as constituents of philosophical positions themselves.
We begin by examining three representative thinkers—Mill, Kant and Aristotle—with special attention to the place of character in their ethics and their cultural context. We then turn to other major thinkers, like Maimonides, Hume, Kierkegaard and Nietzsche. The third part of the course introduces the late 20th-century debate and, time permitting, interdisciplinary themes relating to ethical emotions like honor, shame and guilt.
This course explores the Arch of Titus, one of the most significant Roman monuments to survive from antiquity, from the perspectives of Roman, Jewish and later Christian history and art. We will examine both the contexts for the construction of this monument and the continued reflection that it has evoked over the last almost 2000 years, and especially since it's menorah relief was chosen as a symbol for the State of Israel in 1949.
Literatures of the 20th and 21st centuries that share the legacy of massive historical dispersals of peoples, the dissemination of many of their respective cultures, and their encounters with other cultures. African, Asian, and Jewish diasporic literature, with an emphasis on American “minor” literatures (Asian American, African American, Jewish American) and Caribbean literature. Explorations of diasporic cultures’ survivals and transformations in hybrid forms resulting from the continued, and continuously revised, interactions with other, especially “host,” cultures.
This course examines the power relationships surrounding discussions of culture by looking at the interactions of race, ethnicity and religion through an interdisciplinary framework. Though most of the material discusses American cultural groups, we will maintain a global perspective through investigation of immigrant groups and examples from abroad. Selected topics include Thai immigrant and white Theravada Buddhism in the United States; diasporic Jewish cultures; Christian attempts to develop multiethnic congregations; African-American Islam; Central American liberation theology; and the Black Church in the United States. For syllabus see here.
Social movements and protest politics of the 1960s, such as civil rights, women’s liberation, environmentalism, and the American Indian movement, had a profound impact on American political landscape and American history. These movements -- their origins, forms of protest, and methods of mobilization, organizations, goals, and cultures -- became subjects of inquiry for both historians and sociologists. In this course, we will explore some of the theories of the two disciplines, while examining a broad variety of movements (and some counter movements) of the 19th and 20th century, as well as exploring movements of our own time such as the movements that erupted in 2011 in Europe, in the US, and in the Middle East (including Israel).
This course traces the rise and spread of national movements in Europe and the Middle East from the French Revolution to the outbreak of World War II in 1939. Part I examines how contemporaries and subsequent scholars have understood the terms “nations” and “nationalism.” We then examine the emergence of liberal or civic nationalism in Western and Central Europe down to Italian and German unification in 1871. The transition from civic to ethnic nationalism in Eastern Europe and the Ottoman Empire is examined in the context of the gradual disintegration of the Austro-Hungarian, Russian and Ottoman empires in the period 1871–1914. It is in this context that we also analyze the various expressions of Jewish nationalism, both Zionist and non-Zionist forms, in a comparative context.
Part II of the course examines the victory of the principle of national self-determination in the first half of the 20th century. This idea culminated in the Treaty of Versailles and the emergence of new national states in Eastern Europe and the Middle East that resulted in both independent Arab states and European colonial rule. The new states of Eastern Europe and the Middle East both solved the national problem for those peoples who received statehood and simultaneously created new conflicts with regard to minorities within those new states. We shall differentiate types of minorities and examine minority policies in the new states and their international dimension. A survey of each new state will highlight the minority population and their unfulfilled national aspirations, often with their mother country across the border.
The interdisciplinary component will be satisfied by including artistic expressions of nationalism with a focus on music and painting. Furthermore, inclusion of theoretical texts in sociology (Max Weber) and history (Eric Hobsbawm and Benedict Anderson) will be presented and analyzed.
Traditional literature is also referred to as folklore. It encompasses the rituals, customs, superstitions and manners of a particular group that are passed orally or in writing from one generation to the next. We will discover the amazing diversity of what constitutes folklore and how it is defined. For now, recognize it is (1) the study of what the folk, not the elite, create and (2) the transmission—from generation to generation, from group to group, or from individual to . . .—of dance, costume, art, musical instruments, chants, proverbs, as well as a dizzying host of other creations. We will discuss how some believe contemporary or modern folklore is deemed folklore. For syllabus see here.
This course explores the emergence and incidence of genocide in the 20th and 21st centuries. Examined topics include the genocide of Armenians under the Ottoman Empire, atrocities of colonization, the Holocaust and more recent examples in Cambodia, Rwanda and Darfur. Discussion will include the following issues: What does “genocide” mean, and why is it a modern phenomenon? What are its root causes? What distinguishes it from ethnic cleansing and other crimes against humanity? Is this distinction a viable one? Can genocide be prosecuted or prevented? For syllabus see here.
How does our physical environment – our geographical confines, shape the way in which we live in social units? This question sets our course for the semester. We shall be focusing on the social organization of space as defined territorially (e.g., natural boundaries), culturally (e.g., private vs. public space) and politically (e.g., open versus closed social space, hierarchical versus egalitarian space). Modern technology has compressed time and space, making the world “smaller” and more interactive. To speak about Contemporary World Cultures, the theme of this part of the Core Curriculum at Yeshiva College, one can no longer refer to national (political) cultures as discrete units since all cultures exist within the crosscurrents of globalization. This course, therefore, analyzes the linkage between space, culture and political power in the modern technological age. We shall establish the theoretical framework for analyzing space and then apply this framework to specific social constructs with emphasis upon China and Japan.
This course examines how mechanized transport revolutionized travel in the 19th and 20th centuries: fostering imperialism, creating the modern “tourist” and transforming perceptions of cultures encountered en route. From the fantasies of Jules Verne to the modern seagoing behemoths of today, our understanding of the world has been irrevocably shaped by the machines we employ to reach it
What do literature and film tell us about themselves and each other? How is reading a novel or short story different from “reading” a film? What happens when a story passes from one medium to another? By addressing these questions, this course will help student to develop a deeper understanding of literature and film and the relationships between them.
The course will begin by examining the key elements of literary and cinematic story telling, and how these elements come together to produce the meaning of a story. Then we will explore various approaches used in the analysis of literature and film, including both theoretical texts and close readings of particular works in both media, with the aim of enabling students to create their own compelling interpretations of literature and film.
This course will focus on the recognition scene across a range of genres and periods, from literature and philosophy to contemporary visual media. We will begin the course with fiction by Jorge Luis Borges (1899–1986) and Mendele Moykher Sforim (1835–1917). We will read selections from Homer’s Odyssey and Sophocles’ Oedipus the King, excerpts from several parshiot and from Megillat Ester (graphic novel version), aggadot from the Bavli and a tale from 1001 Nights. We will take a tour of recognition scenes across the canon of Anglo-American literary fiction. We will read short stories by Arthur Conan Doyle, Stephen Crane, Henry James and Borges again, and a selection from Marcel Proust, followed by specimens of lyric poetry, dramatic monologue and post-Holocaust verse. We will look at the historical case of Martin Guerre, as refracted by an episode from "The Simpsons." We will read examples from philosophy including selections from Aristotle, Descartes, Hegel and Wittgenstein. We’ll also look at Diego Velázquez’s famous painting from 1656, Las Meninas (reproduced on the coursepack cover) and listen to excerpts from an opera by Mozart.
Our exploration of primary texts will be supplemented by a set of analytical and critical sources, e.g., chapters from Recognitions: A Study in Poetics by the literary critic Terence Cave and Interdisciplinary Studies on Anagnorisis, edited by Philip F. Kennedy and Marilyn Lawrence; A Course in Recognition by the philosopher Paul Ricoeur; as well an episode from "The Twilight Zone" and/or a film by Alfred Hitchcock or Bryan Singer.
This course will consider the ways that 19th-century Paris inspired artistic creation through its cultivation of a variety of new ways of seeing, which led in turn to new forms of entertainment. The artistic products of this rich and imaginative time were in many ways responsible for contemporary mass culture and our lingering fascination with the real. To explore this history to our own cultural tastes, we will employ a host of colorful characters as tour guides: from Balzac’s young student, who abandons legal studies for a Parisian education of another sort; to Baudelaire’s flâneur, who invented a whole new way of wandering the city; to Zola’s naïve young woman cruising the newly invented department store.
But we will not limit ourselves to the strictly literary: in addition to reading novels and poetry, we will consider the overlapping ways through which painting, art criticism, photography, early cinema, architecture and various kinds of public exhibits addressed the feelings of excitement and anxiety around the new points of contact that the modern French city offered. Juxtaposing poems with paintings, novels with photographs, we will compare the different idioms through which these art forms attempted to respond to a shared set of questions. As we consider the panoply of new desires, seductions and fascinations for which Paris itself seemed wholly responsible, we will also not fail to notice the deep and lasting impact of those practices on our current modes of entertainment and pleasure, from cinema to celebrity culture to reality TV.
This course, designed for those who love intellectual rigor, is an intensive study of selected arguments, as great creative works of the human mind. The arguments to be examined and evaluated are very important and are selected from various fields (philosophy, axiomatic set theory and physics). What you need to know about philosophy, logic and probability, in order to understand the arguments, is explained in lecture. What you need to know about set theory, mathematics and physics is explained through a combination of lecture and the material in the texts I have ordered. No prior technical background is presupposed, beyond an elementary familiarity with algebra. For syllabus see here.
The primary focus of this course is to explore the fiction writer's creative process from different angles, including inspiration, conception, development, revision and adaptation to the screen. We will be exploring together questions such as the following: What happens during the creative process? What is the relationship between an author's life and the author's fictional works? Where does literary inspiration come from? What do creators of fiction think about as they work? How do short stories and novels get written, rewritten, reimagined? In adapting fictional works, how closely do later writers and filmmakers follow the original work? How do audiences react to changes from the original? Students will read three novels and a selection of short stories, as well as some background and critical materials. Also, they will see screen versions of the three novels. For syllabus see here.
The arrival of Columbus’ caravels to the Caribbean islands of Guanahaní, Haiti and Cuba in the fall of 1492 forever changed the course of world history. There could be no turning back for either the Europeans or the Americans. This course examines the nature of that encounter–beginning with Columbus and following it through the first 150 years of European exploration, conquest and colonization of the Americas. How did European travel writers make sense of the “New World”? How did they relate to the people that inhabited the “West Indies”? Where can we find the voices of the Native Americans? How did the encounter transform the Europeans and the Native Americans? What challenges do we as modern, Western readers face when we attempt to understand the Columbine encounter?
We will pay particular attention to the ways that the Americas and the Americans are imagined, at the same time we will investigate the self-fashioning of the “Imaginers”; how does writing about others impact the self-understanding and self-presentation of the writer/observer?
Our focus will be on several Spanish narratives of the discovery and conquest of the Americas. In addition, we will consider the deceptions, distortions and illuminations offered by film. Shakespeare’s The Tempest will serve as a dramatic epilogue.
For syllabus, see here.
Friedrich Nietzsche suffered with debilitating illness; he suffered a total mental breakdown; he did not suffer from humility. Nietzsche was one of the most controversial yet compelling thinkers of the modern age, but the above self-assessment was unfortunately spot on. Nietzsche’s writings have been interpreted in multiple and at times disturbing ways, most notably in their assimilation by the Nazi’s. This course will explore the nature and limits of interpretation through an examination of the philosophy and legacy of this strange yet compelling thinker, by subjecting key works of his to both philosophical and literary analysis, studying the nexus of philosophy and art in his work, and analyzing the chains of transmission between his thought and the varied political and cultural phenomena it inspired.
A close reading of selected works of Jonathan Edwards, RW Emerson and Walt Whitman to understand how the widely accepted notion of “American individualism” is in fact a cultural movement (embodied in the works of these authors) away from the authority and structure of collective life inherent in Church, State and Family toward a redefinition of individual agency and authority. These three “prophets” working in diverse literary or social forms—sermons, autobiographies, essays and poems—that actively undermine these institutions of communal activity and posit the “imperial self" as the sole source for human authority.
The culmination of this discussion will be the lifelong and organic work of Walt Whitman. Whitman produced multiple editions of his poems over his lifetime so we will be examining his development through the first edition of his poems in 1855, perhaps his finest edition in 1860 and the last edition published after his death in 1892. We will also be placing Whitman in the context of New York City and its growth as an imperial city by meeting on the Brooklyn Bridge (“Crossing Brooklyn Ferry”) and walking to various Whitman “shrines” in Brooklyn, NY. If we can agree, I would gladly meet at Whitman’s home in Camden, NJ, for a reading from his poems.
The didactic and moral content of English literature often seems in conflict with modern notions of reading as a form of entertainment or imaginative escape. What happens, for instance, if we derive pleasure or enjoyment from a text meant instead to reform our behavior or provide examples of how to act? And what does it mean if we discover moral or ethical models in literature we expected only to be entertaining? Does literature have ennobling effects, as defenders of the humanities still sometimes argue today? Or does artifice inspire immorality, distracting us from what truly matters? And what becomes of the reader who resists or is already estranged, because of religious or cultural identity, from a text’s prescriptive intent? We will approach these questions from different cultural and aesthetic vantage points, all variously concerned with how certain literary and artistic forms inscribe their audiences in the stories they tell, scripting a specific moral response in the process. Our investigation will ground itself in readings from classical antiquity before considering the interrelation of artistic form and moral meaning in specific contexts. We will track anxieties about the spiritual consequences of imaginative diversion and departure; reconsider the relationship between religious art and secular forms of entertainment, and the utility of the sacred/secular distinction more generally; explore the different ways in which visual, textual, and performative mediums exert a hold on our minds (and bodies); and assess how these concerns are implicated in contemporary debates about the problematics of reading and moral exemplification. Many of our readings will be drawn from early English poetry, prose, and drama, though no previous exposure to this period or its literature is assumed, and a wide range of critical and theoretical texts will help students situate unfamiliar material, as will class excursions to The Museum of Biblical Art, The Morgan Library, and at least one art gallery or play. Requirements include regular postings to an online discussion forum, ungraded response papers, collaborative exercises and/or group presentations, two short critical papers, and a final project.
This course covers the period of European history framed by Wagner's opera Tristan und Isolde and Stravinsky's ballet The Rite of Spring. An era of significant revolutions in music, society, and the arts, it is one that created modernism. By exploring this era's remarkable music, students will develop active and critical listening skills, and begin perceiving the events and internal relationships that govern this repertoire.
Travelling back in time, and finding one’s self at a place like Vienna’s Café Central or Prague’s Café Slavia around the turn of the 20th century (the fin de siècle), there was a good chance that one of the conversations casually overheard as one enjoyed a cup of espresso or a Sachertorte would be between one, two, or more of these remarkable people. These men and women, who formed the intellectual, scientific, literary, artistic and musical vanguard of the modern age, will be the center of our study as we explore the flourishing of modern culture in central Europe between 1880 and 1914. We will approach our subjects from a variety of perspectives, including as subjects of literary interpretation, art and music history, and the history of ideas. In particular we will explore concepts that played a central role in the creation of fin de siècle culture, such as psychoanalysis, theories of degeneration and renaissance, social and political conflict, and the creation of new languages of artistic, musical and literary expression in historical context.
This core course will explore both Shakespeare’s ability to meld different genres and forms of art and later artists’ visions inspired by Shakespeare. Drawing on close reading, textual studies, genre studies, genre theory, media studies, film studies, art criticism, art history, literary studies, Shakespeare studies, influence studies, historical studies and cultural studies, we will focus on how each medium, each genre, each form of art and each artwork creates meanings; when we can assess an interpretation as partial, implausible or downright impossible; and how interpreters can arrive at probable or even compelling interpretations of individual creative works within the literary, visual and performing arts.
This course focuses on “institutions “of justice and economic theory to examine the complexity of “human behavior” in settling legal disputes in an “efficient” way. Through research of data bases, and practical case assignments, students will learn to understand the importance, value, and limitations of different types of data and how to use each type of data to develop hypotheses, describe and analyze findings,a nd arrive at conclusions supported by empirical research on assessing economic damages for litigation support.
Honors and non-Honors
This multidisciplinary seminar will provide an overview of social scientific research on the psychological and social processes that underlie political opinion. Students will learn about empirical research in psychology and political science dealing with the origins and consequences of mass political attitudes. Some of the major topics we will cover are psychological and survey research methodology, genetic and environmental influences on political attitudes, political thinking, public opinion and election polling, and aggregate political opinion. The course will focus heavily on empirical studies and their conclusions. It will also include a current events component in which students discuss articles and blog posts that analyze recent public opinion evidence. For syllabus see here.
The study of Public Policy is the study of the design and implementation of government policy and its subsequent effects. As such, it is one of the most comprehensive ways to study social and political issues, because these policies have a profound effect on our lives. After all, its concern is with what political figures actually do, rather than what they say they do, and how this then shapes and reshapes the world in which we live. Public policy therefore finds us looking beyond the political rhetoric that often masks social and political issues, to the reality that lies underneath.
Given the complexity of the subject, our approach will be thematic. Increasingly, inequality is recognized as the defining issue of late 20th and early 21st century American (not to mention global) life, shaping both our society and our politics. Yet, few understand what it actually means, or why it is important. In this class, we will look at what inequality is, as it pertains to various areas of public policy, such as social welfare, the workforce, and healthcare. Following from this, we will then look at how public policy creates such problems, just as we will explore how policy might help alleviate them. In this way, we will gain a comprehensive understanding of the problems and possibilities that lie within the field of public policy.
This multidisciplinary course will overview social scientific research on public opinion, focusing on its psychological and social underpinnings. The course will cover relevant theory, methodology, and findings from psychology and political science, and will aim to promote application of critical social scientific thinking to students’ understanding of political attitudes and behavior. The specific topics of the course include background and empirical methods of the disciplines, personality and genetic influences on political opinion, thought processes underlying political opinion, aggregate political opinion, political socialization and political learning, group membership and political opinion, the news media and political opinion, and public opinion in campaigns and elections. Each course meeting will involve, in approximately equal parts, both (a) lecture and (b) class activities and discussion. Through the class activities, students will apply information learned in the course in various ways and will gather, discuss, and present publicly available data from public opinion surveys. A current events component of this course will involve reading and discussion of blog posts and articles that analyze contemporary opinion polling. Thus a strong emphasis will be placed on application of scholarly thinking to interpretation and evaluation of contemporary topics in public opinion presented in the news media. And in line with the multidisciplinary nature of the course, we will focus on the distinctive goals and theoretical frameworks that characterize political attitude research across the disciplines of psychology and political science.
This course will explore social-scientific understandings of law. It explores how social change affects law and legal institutions, how legal change affects society, and the roles and institutions of the formal legal system in the United States. This will not be a class in law or legal history, and it will not teach you how to be a lawyer; it will focus on the social, political, cultural, and historical contexts of law in practice rather than legal doctrines, statutes, or decisions. We will address questions such as: What is the purpose of law? What is the relationship between laws and norms? Why do people obey the law, and why and how do we punish lawbreakers? Does the practice of law undermine or reinforce social inequality? The goal will be to understand the manner in which social scientists study law as an institution and as a profession, as well as to explain some patterns and dynamics of law in various social settings.
Education is probably the single most important generalized determinant of life chances in the modern world, and is almost universally valued by American citizens. The goal of this course is to investigate and critically examine the role of education in our society. We will strive to understand education as a formal organization, to investigate some of the effects of education in later life, and in particular to examine the role education plays in social stratification. Along the way, we will ask questions like: How are schools as institutions organized, and why? What factors determine educational opportunities and outcomes? Do schools reward the best students, and how do we choose what's considered "best"? Do schools reproduce the class order, or do they work towards equality? In these endeavors we will draw on research from across the social sciences, including economic, political science, anthropology, and (especially) sociology.
This course will explore concepts in physics as related to everyday life and technology. We will learn how to perform experiments, collect data, and draw conclusions and explore how science can predict natural systems and behaviors. The lectures and experiments will explore materials, thermal energy, electricity and magnetism, electronics, optics and radioactivity.
Please note that science students who take one or more years of college laboratory science courses and one or more years of college level mathematics courses will be exempted from the Experimental and Quantitative Methods core category.
The purpose of this course is to introduce you to the nature of designing experiments to answer specific questions and to measure specific properties. All experiments involve the collection of data followed by an analysis of the experimental results. A number of common quantitative and graphical methods are used in different experiments and by different scientists. This course will introduce you to some of the quantitative tools to analyze and interpret your experimental results.
In the laboratory, you will learn about the experimental methods used to analyze some of the toxins in our environment. You will learn about different experimental methods and choose the appropriate methods to quantitatively measure the amount of analyte in various samples ranging from grams to ppm.
Professors Barrios-Landeros, Cwilich and Feit
This course will convey to the students the relevance and impact of science in their everyday lives regardless of their background and career interest and to help them understand the process of scientific discovery, by discussing cutting-edge topics from different science fields during lecture and discuss related material during recitation. Students will learn how to critically read science articles from popular press and scientific journals. Rather than a basic science survey, this course will present topics focusing on the tools employed for scientific discoveries and our underlying need that drives the exploration. We will address questions like: How do we decide which ideas are worth pursuing? How do we test those ideas? Why and how do scientists develop models in their efforts to study and predict natural phenomena? Why do we estimate outcomes and deal with uncertainty of the results? How is data gathered and analyzed?
Scientific progress is inextricably intertwined with our lives in the 21st century. Human mortality is at an all-time low, quality-of-life is at an all-time high, and the health care industry dominates our economy. This interdisciplinary course will focus on the complexity of the human body and the importance of understanding its function for medicinal and nutritional interventions. Students will learn to appreciate the components of a living entity and the process by which basic scientific concepts are discovered and translated into cutting edge technologies. Greater comprehension of the research methods that lead to groundbreaking innovations will strengthen critical thinking and enhance technological understanding to improve future decision making.