To browse the full list of courses available by academic department, visit Courses of Instruction.
To browse the 2014-2016 Catalogue online as a PDF, click here.
To browse the 2012-2014 Catalogue online as a PDF, click here.
To browse the 2010-2012 Catalogue online as a PDF, click here.
To browse the 2008-2010 Catalogue online as a PDF, click here.
The 2006-2008 Catalogue is still available online as a PDF. To browse it, click here.
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2014-2016 COURSE CATALOGUE: FIRST YEAR SEMINARS
Each fall every first-year student participates in a First-Year Seminar, offered by a faculty member in his or her field of expertise. The seminar topics offered each year vary, as do the faculty members teaching these courses. Examples of First-Year Seminar courses include the following:
Trust and Betrayal Trust between people makes life worth living, and yet trusting others makes us vulnerable to betrayal. This seminar explores the nature of trust and betrayal, as well as related questions of power, morality, and knowledge: How do I know whom to trust? What makes someone trustworthy? How does prejudice influence whom we trust and distrust? By examining situations in which trust was betrayed by doctors who experimented on humans, corporations who manipulated science to make a profit, and business professionals whose conflicts-of-interest undermined the national economy, students will study the role of social institutions and personal morality. We will also study a variety of vexing questions that we find in our daily lives and in television and film... What is a trusting romantic relationship? Does it make sense to trust a vampire or a gangster? Am I trustworthy?
FSEM 007 Magic and Occult in the Renaissance
In this course, students will explore the surprisingly central role that magic and the occult played in the early modern period (Middle Ages and the Renaissance). Students will become familiar with definitions of popular magic, as well as magie savante (alchemy, geomancy and necromancy) as well as with artistic manifestations, such as relics, art objects, gems and talismans. Astrology, the art of divination and talismans will be considered in the context of the dreams of the Renaissance magus so the students may also consider how mysticism, magic and science were intertwined in the Medieval and Renaissance period.
Stealing Art, Saving Art
What motivates people to collect art? What motivates people to steal art? What motivates rare individuals to fake art? In this FSEM, students look at the seamy underside and the high-minded public face of cultural property, and the art world, from NAZI looters to museum directors. Among the topics considered: the transition from the Indiana Jones era of archaeology to scientific excavation; Goering's art looting and contemporary art restitution processes' the role of art museums in the restoration, conservation, and exhibition of art; and the complicated business of art fraud and forgery. This course is taught as a learning community.
FSEM 012 Banned and Burned: Censorship and the Arts
What makes art beautiful to one person and obscene to another? In the 1971 Supreme Court case Cohen v. California, Justice, John Marshall Harlan II famously wrote, "one man's vulgarity is another's lyric." This course will explore ironic instances of censorship in theatre, performance art, literature, and visual arts throughout the twentieth and twenty-first centuries. From the burning of books to the revocation of federal arts funding to recent cancellations of high school plays, we will study the ways in which the arts have become lightning rods of controversy. We will examine historical documents, legal proceedings, and activist responses in order to situate high-profile instances of arts censorship within their cultural context. How far is too far when it comes to aesthetic expression? Is there such a thing as "too far" in art and performance? What are legal, ethical, financial, and aesthetic ramifications of censorship in the arts?
FSEM 013 Violence in the Sea of Faith
During the Middle Ages, the Mediterranean sea was home to people of the three Abrahamic faiths: Judaism, Christianity, and Islam. These communities often fought violently for territory, converts, and wealth. This class explores the nature of religious violence in the pre-modern Mediterranean by examining the topics of Islamic expansion, the Crusades, and persecution. In the course, we will also challenge the assumption that all interactions were violent by investigating convivencia in Spain Egypt, and Sicily. We will read , many different types of medieval texts including crusade narratives, travel writings, biography, and chronicles. Lastly we will explore how science, art history, philosophy, and archaeology help us understand the complexity of the medieval world.
You Are Here: Geneva 101 Welcome to Geneva, N.Y., your place of residence for the next four years; the first four years of your adult life. This course sets up your Geneva home as a laboratory in which to seek to understand the complex interaction of forces that produce a "place." We will consider the richness of place from four different angles: demographics, natural environment, built environment, and human activity. Each approach will reveal something different, yet each will overlap with and influence the others. We will read a wide range of texts, walk streets and land, consider work and play, and talk to people who live in and look at Geneva. In the end, we will examine how we come to know and understand any location, while coming to know this place, Geneva, in a personal and profound way.
Class Matters This class will use the concept of class as the organizing framework or prism through which we will explore social structure, culture, social institutions, and social inequality. The intent is to ensure that from here on out, whenever you want to get to know a new place or a new set of people, you will ask: "What is the class structure here, and how has it changed in the last thirty years? How does class shape the culture and the social rules that govern behavior here? How does class affect people's everyday lives here- their friendships, their work, their family life? How does class shape what is possible for the future of this place?
The Avian Persuasion If you've ever wished you could fly, join the club. If you've ever wondered why you wished you could fly, take this course. Humans have always been drawn to birds. We'll ask why as we try to understand human relationships with birds from the perspectives of writers, musicians, scientists, and back yard bird-watchers, among other types of thinkers by getting in their shoes. In doing so, can we discover and develop individual relationships with birds that will enhance our connection to the natural world? Can such a heightened awareness change our ways of being, and help change the fate of a planet? Activities include: outdoor birding, scientific and literary readings, film viewings, field trips, a falconry presentation with live birds, guest speakers, critical and creative writing, discussion, individual field observation time, and personalized, species-specific final projects. Viewings come from films such as Winged Migration, March of the Penguins and The Life of Birds; book-based readings include excerpts from Song of the Dodo, Wesley the Owl, Sibley's Birding Basics, The Goshawk, Winter World, The Birde's Conservation Handbook, Mind of the Raven, and Providence of a Sparrow, as well as articles and literary works. The course will emphasize active synthesis of firsthand experience and outside/secondary sources. Each student will need a field guide to the birds of North America (Sibley or Peterson recommended) a field notebook, and binoculars (8x recommended).
Feminism-Funk: Culture and Politics of the 70’s In many ways, contemporary events seem to echo the climate of the 70's. In that decade, too, rising gas prices, an unpopular war, and the economic crisis all dominated headlines. Can we really learn lessons can we learn from past events? Is it possible that the origins of the present trouble lie thirty years in the past? drawing contextual readings by a range of historians, students examine writing and cultural objects to consider answers to these and other questions. Texts include novels, essays, political speeches, photographs, music, visual art, and film.
Face to Face Interrogating Race This course examines the parallel structures of segregation in the U.S. and apartheid in South Africa. The basic premise is that through the lens of another culture and history, we can come to examine our own. The causes and effects of segregation and apartheid on race relations are the central focus. How race affects gender, class, and social spaces is explored throughout the readings. Taught from the perspectives of professors from South Africa and the United States, the course provides unique insights into the histories of these two countries.
Sacred Earth: Native American Religious Ecology The course focuses on Native North American religious traditions and the natural environment. Students explore how religious symbols, notions of humanity and "the sacred" and ecological processes function as mutually interactive systems. Emphasizing the diversity of beliefs and practices within Native American communities, students consider the historical, environmental, political and legal issues that influence the ways that Native Americans practice their religious traditions.
Facets of Islam Islam is important. All Muslims are not religious or political extremists, yet the most immediately threatening challenges to Western modernity are emerging from radical Muslim groups. Furthermore, Muslim countries control most of the fuel on which our current lifestyle is based. For these reasons alone, Americans need to understand the Muslim world far better than we presently do. But the defensive dictum to “know your enemy” is only the most shallow reason for studying Islam, which is the fastest growing religion in the world today. Why is that? Students explore with critical but open minds the appeal of this religious tradition and way of life. “Facets of Islam” first constructs a basic but coherent narrative of Islam in history. Then students sample the splendors of Islamic civilization in architecture, science, gardens, and poetry. Students confront honestly some problematic and troubling issues which divide the Muslim worldview from our own. Finally, students remind themselves of the diversity of the Muslim world today in music, food, and festival.
Tales of the Village Idiot In this course, students survey the wealth of Russian folk tales, epic songs, legends, riddles and other elements of the oral tradition as well as the later literature these genres inspired. Students examine characters such as the Firebird, Baba-Yaga the witch, Koshchei the Deathless and llya Muromets, and read many types of folktales, including magical, animal and "idiot" tales. Materials include art and music arising from the Russian folk tradition. Students also consider the role of folklore in contemporary American life, and the ways in which some genres continue to produce new examples of folklore.
Philos Through Lit, Drama & Film How do we gain knowledge? Is the truth relative to the individual? What makes me me? Am I free to make my own choices? How should I live? Is the natural world the whole of reality? These and other perennial philosophical questions about knowledge, meaning, reality, persons, morality, and society are central themes in literature, drama, and film. Short philosophical readings will provide contexts for discussions of ways of knowing, the distinction between appearance and reality, problems of human freedom and responsibility, the nature of persons and machines, the problem of understanding evil, and the possibility of moral truth.
FSEM 069 Fiction, Autobiography, Ethnography: How We Write Ourselves
How do we write about ourselves in relation to others? How do we write about others in relation to us? One way is to look at narratives in the genres of fiction, autobiography and ethnography. In this course we will deepen our understanding of the strategies and techniques used in fiction and the personal essay, become acquainted with ethnographic writing, and explore the possibilities of interconnecting these three genres¿what writer and ethnographer Ruth Behar tellingly refers to as ¿blurred genres.¿ We will read widely in a variety of ethnographic, fictional, and autobiographic genres, including literary journalism, autobiographic ethnography, the memoir, family stories, and fiction that uses first-person voices. And we will ask what writing, as a personal act of witnessing written in diverse genres, means for each of us in our own varied contexts.
Rock Music & American Masculinities Elvis, Dylan, the Beatles, the Stones, Hendrix, Led Zeppelin, Bruce Springsteen. They were some of the central figures in the history of rock music in America and England from the 1950's to the 1980's. But what kind of men were they? This seminar offers an interdisciplinary look at the lives of these men of rock through the lens of men's studies: i.e., through the history and theory of men's identity and experience. In their study of the biographies of the men who made the soundtrack of mid-20th century Anglo-American popular culture, students will develop an appreciation for the role of gender, race, class, sexuality, and nation in shaping men's lives. This course is taught as a learning community.
Consuming the World We are all consumers. We buy things. We use things up. We throw things away. Often we do all of this without considering the life cycle of these "things." Think about all the t-shirts you own. Do you know what materials make up your t-shirts? Moreover, do you know what was required to get these t-shirts to you in the first place? While these questions may seem to have simple answers, the reality is that each of the "things” we consume has a complex secret life of its own, one worthy of further consideration. This course will explore the complex relationship between sustainability and consumption, paying specific attention to the myriad ways in which individual consumption practices shape global outcomes.
FSEM 082 Vengeance Transformed: Aeschylus' Oresteia & the Mythology of Democracy
When Aeschylus' Oresteia was produced in 458 BCE, a whole new mythology was born, one that retrojected recent Athenian institutions into a mythic past to celebrate Athens' unique democracy as a culmination of Olympian cosmology. The Oresteia was so well received by Athens that it became the moral equivalent of a "National Anthem": laws and rituals were revised to accommodate repeat performances. And the play's impact endures to this day, inspiring modern masterpieces that explore humanity's relationship with justice and freedom. This class will discuss Aeschylus' Oresteia, not only in its original context (as a work of theater reflecting a particular culture and era) but as an inspirational text handed down over the generations to facilitate discussions about individual responsibility and justice, as well as their importance to maintaining a functioning democracy. We will not only read the Oresteia itself, but also many response texts: Sophocles' and Euripides' Electra's, Seneca's Agamemnon, Sartre's Flies, and Morrison's Song of Solomon. In so doing, we will illuminate both the connection between story-telling and democracy, and the importance of art and literature for envisioning and perpetuating a more just society.
Monsters in America From the Witches of Salem, to the Alien Invaders of Area 51, to the Vampires of Sunnydale, and the Walking Dead of Atlanta, Americans throughout their history have embodied their deepest cultural and social fears as horrifying, other-worldly creatures. Gender theorist Judith Halberstam argues that monsters are "meaning machines," metaphors through which a community defines itself. In other words, what we fear can tell us much about who we are. This class examines American history by exploring the dominant monster myths of the past four centuries, using the idea of the horrific as unique window into America's past. This course is taught as a learning community.
The Hand Made Tale This course is designed to engage students in both hands-on and intellectual investigations of the world around them. The students will be designing/making/building/coding/researching a variety of objects while reading about the context from which these objects arise. The objects created will include airplanes, mobile robots, solar ovens, novel board games, geometric constructions, paper arts, and clocks. These creations will be demonstrated in various public venues for the campus community to enjoy. These projects are supported by a variety of readings and writing intensive assignments to deepen an understanding of the history and significance of hand-made items which spring from the creativity of the mind. Students will each pursue an individual reading and writing project matching the overall theme of the course.
Making of the Samurai Sword fighting. Harakiri. Loyalty. Honor. These are some of the popular images of samurai and bushido that we have today. However, much of what we associate today with these terms originated only a few centuries ago. In this course, we will explore the history, image, and the concept of the samurai and bushido in the Japanese past and present. Students will learn when the warriors emerged as significant actors in Japanese society, and how their roles and the perceptions of their roles evolved. We will focus especially on how the warriors adapted to the relative peace of the Tokugawa period (1600-1868) and how the image created as a result was further amplified and manipulated by ideologues under the great Japanese Empire (1868-1945), especially during the Asia-Pacific War. The fall of the Japanese Empire in 1945 did not occasion the demise of the ideal of bushido as attested by works of such authors as Mishima Yukio and continuing popularity of samurai films in Japan. This course is taught as a learning community.
The History of Everything Did you know that it was not until 300,000 years after the "big bang" that light occurred, or that in the year 2000, the tenth largest economic entity in the world was Microsoft (Australia was thirteenth, to put things in prospective)? David Christian's Maps of Time is an example of a recent form of historiography called "big history," because it attempts to locate human beings from the perspective of much larger contexts than the traditional historical periods. Christian's book begins nanoseconds after the 'big bang," describes the development of the universe, the formation of our planet, the origins and evolution of life, including human life, and continues to trace human history through the origins of agriculture, the development of cities, states, and civilizations, the development of world religions, etc., up to globalization and the modern world, and then it peeks into future. What this course will do is to give us the opportunity to orient and seek to understand ourselves in relation to a variety of contexts from the cosmic to the global to the national and the local, contexts which, as Christian's book shows us, no matter how vast, or distant, or alien they may seem, create the patterns that play an intimate role in shaping our lives.
Going Home What does it mean for us to go home? As we change our ideas of home change, and so too do the circumstances from which we return. By Thanksgiving break, every first year student will face directly the question of "home." Half of HWS will students face it after studying abroad. And in a time of multiple wars, it is a question that the current generation will wrestle with for the rest of its lives. We will start our exploration with the classic tale of return, The Odyssey. We will follow Homer with "re-takes" on the Odyssey by Nikos Kazantzakis (in The Odyssey: a Modern Sequel), Derek Walcott (in Omeros), and a "retelling" of the Odyssey from Penelope's perspective in The Penelopiad. The course will end with a policy discussion regarding Veterans in the USA based on Jonathan Shay's Odysseus In America, a psychoanalytic exploration of what it meant for Vietnam Veterans to return home after the war.
Thinking and Creating This is a seminar about intelligence, creativity, and all the students in the class - how you think and create. While we study the theory of multiple intelligences, intelligence testing, theories of creativity, and learning in the arts, the course will explore each student's thinking patterns, problem-solving styles, and innate capacity for creativity. This seminar was first taught in 1993 and has evolved over time, influenced by each class of first-year students. This year the seminar is designed to focus on thinking and creating in relation to American education, both higher education and K-12. Classroom experiences will be directed toward the development of non-conformist thinking and acceptance of self and others.
FSEM 107 The Culture of Respect Every community of human beings, every society around the world, is faced with the challenge of creating a culture where all individuals are respected independently of their differences. This course studies both the differences and the common bonds that connect human beings to one another. Issues of gender, race, class, religion, and sexuality, among others, are studied historically and from multicultural perspectives. By studying the dynamics of oppression that result from the unequal access to power, financial recourses, information and education, and by listening to experiences and stories of hope, students develop tools to create a society in which all voices are heard and all individuals can thrive. A theoretical framework for a deeper understanding of the dynamics of human oppression is provided. Yet, this course goes beyond theory as it takes into account the power of story-telling and the wealth of knowledge provided by personal experience. (Liébana)
FSEM 109 The Mughals From 1526 to 1858 CE, the Mughal Empire ruled over an ever expanding swath of the Indian Subcontinent. At its height the empire was wealthier than all of Europe combined and it generated the most beautiful monumental architecture the world has ever seen. Yet the empire would eventually become hollowed out and serve as a mere façade for one of its vassals, an expansionist European corporation. How did this happen?
This course uses primary texts and scholarly works to examine the ways in which art, architecture, courtly practice, gender, history, language, marriage alliances, material culture, religious syncretism/ polarization, and a military market were used to fabricate and unwind a sovereign state in South Asia.
FSEM 109 Enchantress, Empress, Rebel Queen
The Indian sub-continent under the Mughal Empire (1526-1858 CE) witnessed the rise of a remarkable set of powerful women around whom fables of nation, faith, sensuality, and power continue to swirl in contemporary South Asia. This seminar examines the legends of three queens: Hira Kunwari (Jodhaa), Nur Jahan, and Lakshmibai (The Rani of Jhansi) to better understand contemporary politics and culture in South Asia.
This course uses primary texts, scholarly works, literature, poetry, and Bollywood films to examine the ways in which gender, marriage alliances, religion, the imperial institutions of court & harem have been used to create historical/mythical archetypes that fuse femininity, faith, power, and nation. In essence, students must engage the concepts of gender, nation, spirituality and power from a broad range of disciplines.
Education, Justice & Happiness Worried about injustice and misery in a society that had executed his great teacher, Socrates, for "corrupting the youth," Plato devoted one of the greatest books ever written to the question of how people can live in a way that leads to social justice and personal happiness. His concerns inspired him to investigate many topics that remain important today: education, the equality of the sexes, democracy and tyranny, psychological health, class divisions, censorship and the nature of art, and the nature of knowledge and reality. Plato's Republic remains one of the most interesting works about education, justice, and happiness. In this seminar, we read the Republic, cover to cover, along with modern works, and discuss the parallels between these important topics as they arose in ancient Athens and as they arise in the 21st century and in our own experience.
Paris, Je T'Aime This course will examine contemporary French life in the light of American points of view about France today. We will study Paris as the perceived historical and cultural "center" of the French world. French life will be studied through its multiple productions, (the life of the city, cinema, literature and cuisine). We will pay particular attention on how Americans have related to the city and its culture, and by extension to French culture, by examining the experience of American expatriated in France, and how their representations may construct stereotypes of the "city of lights" and of France. This course is taught as a learning community.
FSEM 112 Music and Ethics
This course examines enduring ethical questions., claims, and arguments through the lens of music. Ethics is a branch of philosophy whose goal is to systemize and defend concepts of right and wrong outside of the institutions of culture, religion, law, and family. Why is morality important? What is the value of human life? Why is there suffering? Is happiness an imperative? Over the course of the semester, students will critically engage some of the most canonical answers to these questions, and learn to apply them to musical works ranging from Buddhist chant to Chief Keef.
Under the Spell This seminar explores the aesthetic appreciation of the natural environment as the source of inspiration for some of the world's greatest artistic and technological achievements. After listening to the "call of the wild" in primitive as well as modern societies like our own, we come to understand how intensely the human imagination has followed the course of the stars and the rush of leaves, rivers, and birds, in carving out its religions, its habitations, its medicines and its emotional dispositions. Your entry into this world begins with a dip into Seneca Lake, followed by several other sensory adventures, including a trip to the Farm Sanctuary and the Watkins Glen Gorge. Each event will be accompanied by a writing assignment. The course will prepare you to research and write a scientific paper, an historical paper, a letter of correspondence, a piece of fiction, and poetry. In addition, you will be engaged in drawing the natural world around you, in caring for a plant, and in theatrically enacting a scene of biomimicry.
Olympics: People, Places, Pas & Power The summer and winter Olympiads are fascinating examples of athleticism and teamwork made successful by individuals from every corner of the globe. So, what appeals to you about the Olympics? Is it the athletes? marketing? culture and rituals/history? politics? architecture? science?/ economics? sustainability? volunteerism? This seminar will examine what it takes to make each Olympiad a success and take a deeper look at the many disciplines and fields behind the Olympic games.
The Accidental Scientist: Mysteries of Experience
Some things need not be taught: our very own sense of wonder, our lush imaginations and simple, enduring curiosities. These are tools we are born with. Or are we? We begin with the willingness to ask questions, big and small, about the nature of Life and this thing we call Experience. Why Accidental Scientist? Because we do not set out to read a textbook on Sociology, Biology or Etymology; but still we want to know: the evolution of a kiss; the chemistry of memory, pain, loss, and of lies; where, in the brain, the memories live, the lies are kept; why some kinds of music lift us to ecstasy, but not others; whether our personalities reflect biological mechanisms; the puzzle of smell; the origins of our words, accents, sounds; the delicate connections across Art, Biology, Music, Psychology, Poetry and Philosophy. Crucially, we want to know of these, and more, in plain-speak, in accessible ways that will not erode that first, polished sense of wonder, but fuel it. As cartographers of our experiences, we ourselves are, perhaps, the most important texts, but we will also be aided by information from a wide variety of genres and disciplines. We shall look for, and find, mystery and meaning in the most personal and idiosyncratic places.
For most Americans who live in cities and suburbs, rural America is ‘hidden country,’ out of sight and out of mind. This course will explore rural America by considering one of its most distinctive cultural products, country music. Now known worldwide, country music is rooted in rural America and in particular the southern white working class. It continues to have such cultural associations today, and is often seen as a reflection of rural ideas and values. The seminar will explore this issue, examining the way that country music has historically expressed, created and distorted images of rural America in the popular imagination. Often, rural people are stereotyped as (for example) rednecks, cowboys, hillbillies or simple family farmers. Small-town life is either romanticized as wholesome and virtuous, or demonized as backwards and narrow-minded. The course will explore the truths and half-truths expressed in country music, and the broader use of rural imagery as a means for both urban and rural people to understand and cope with a rapidly changing American landscape. More generally, it considers music (as both art form and social commentary) within a broader context of history, cultural geography and personal and social psychology.
FSEM 130 I Know What You ate Last Summer What makes diet ice cream low in calories? (What is a calorie, anyway?) What are trans-fat, and why have they been used in food products? Is irradiation a good way to ensure food safety? And people talk about proteins, carbs, and fats all the time; what are these, really? An understanding of how society produces and uses food, and how these practices are both regulated and manipulated, can be informed by an appreciation of food chemistry. Students in this course begin garnering a background in food-related chemistry; they then apply this knowledge to the understanding of food production and policy. Students will design and perform experiments using food, research and write about issues of food production and policy, and learn to communicate their findings.
How I almost got away with it; Law and Order in Ancient Athens What did the law protect? How did the Athenians administer justice? How did the courts operate and what were the penalties? In this course we will read court speeches from ancient Athens and examine the ways in which rhetoric and law converged, and justice was administered. We will study how the Athenians defined, developed, and exercised law within their own cultural beliefs and how the Athenian legal system compares to modern western law including its differences, similarities and uniting principles. Law as an idea , then, is as central to this course as the practices and procedures of the ancient Athenian court system.
FSEM 141 The Lens of Stand-Up Comedy It is one person in front of an audience with the goal of making others laugh. Yet stand-up comedy is so much more. Comedians force and challenge us to look at our lives, our communities, and society in ways that we may not yet have considered. Issues that relate to the dimensions of social class, racism, sexual orientation, gender identity, cultural reproduction, and the very nature of human existence are explored both implicitly and explicitly. This course will examine the role of stand-up comedy in the human experience, the ways in which different comedians present and leverage their own lives, and what we might learn through the attempts of others to make people laugh. Text and videos will serve as context for active exploration of a wide variety of issues and topics.
FSEM 143 In Search of Inca
Through centuries, the Andes have been the settlement of advanced civilizations as well as the scenario of significant events in Latin American History. " In Search of an Inca" is an exploration of the Andean culture through the concept of utopia. Since the trauma of the Spanish conquest, the people of the Andes have elaborated different projects based on myths transmitted orally, as well as, written chronicles since the early times of colonization until the present that refer to the return of the Inca- the idealized fair ruler who would bring prosperity to the impoverished and afflicted. Testimonies of this utopian discourse are abundant and present in diverse cultural manifestations: paintings, architecture, literary texts, and ritual celebrations.
Parched: Past, Present, Future of Water Water is a necessity of life. It is nature's ultimate paradox: the softest natural 'element' in both classical and eastern thought and yet one capable of overcoming all the others. Water is an agent of purification, healing, nourishment, and mechanical power. It is also an agent of destruction and devastation. Water is the most plentiful natural resource on Earth and yet a resource that increasingly proves unobtainable when humans seek and need it most. In the midst of global climate change, environmental crises for water resources and the political debates over water, we have come to the realization of our complete dependence on water. Students will examine and draw conclusions about the nature of humankind's encounter with water using maps, biographies, autobiographies, poems, movies, novels, and scholarly articles. Through lectures, class discussion, debates, short essays, blogging, and research papers, this course will provide students with the tools to explore how the environment naturally produces safe, clean drinking water; how humans obtain and use these water resources; water quality and water pollution; water treatment processes; energy generation; and how we can sustain our water resources in perpetuity. This course is taught as a learning community.
Einstein, Relativity and Time Einstein’s theory of relativity is one of the triumphs of human thought, changing our understanding of our universe. The implications of relativity, which arose from a simple consideration of light, reached far and wide, from understanding the origins of the universe, to re-thinking philosophical issues, to influences across the arts. In this course, we will explore relativity, its concepts and its mathematics. This will lead us into related areas from exotica like black holes and time travel, to a better understanding of light in science and the arts, and to the social and historical context from which relativity emerged. This course is taught as a learning community.
FSEM 149 Comparative Mythology
This course is designed under the premise that understanding myth is an important step towards understanding ourselves and our cultures. It is invitation to recognize the mythic in our daily lives.
For most students, "mythology" means Greek, Roman or Norse mythology. However, this course will go beyond these sources and will compare them to myths from Africa, the Americas, Oceania and Asia. Students will discover the fascinating parallels that exist among the myths of widely separated cultures; they will see how parallel myths narrow the gaps between cultures and reveal what is constant and universal in human experience.
After an introduction about the meaning of "myth" in time, history and religions, the course will be structured around the comparative study of the main types of myths: creation myths, flood myths, love myths, myths of the hero, journeys to the underworld visions of Apocalypse and the tricksters' myths.
A final section will explore interpretations of myths, the difference between myth and religion or science and the idea of the 'monomyth."
School Wars Why are people willing to march, protest and risk their lives and livelihood for schools they can believe in? There is no public institution that inspires, enrages and connects to American ideals about "public good" more than schools. But what is "good"? In this seminar we ask, what's worth fighting for in school... and why? We will interrogate the conflicts that rage over what the purpose of schools should be and who should decide. Public protests, creative peoples' movements and even military intervention have been waged with the aim of directing the destiny of public education. Through discussions, formal debates, group projects, lectures, films and readings we will trace dynamic interests that vie to influence schools and direct education policy. We will pay particular attention to the voices and ideas of educators, policy makers, grassroots leaders and community activists over the past fifty years. This seminar will help students identify, contextualize and articulate the multiple dimensions of major policy debates in American education. Students will learn how to approach topics such as charter schools, standardized testing and school choice as critical consumers of information and consider various political, cultural and historical perspectives.
Am I crazy? Madness in History, Culture & Science Mad geniuses, crazy athletes, weird artists, political and religious fanatics, horror films, ghost stories, the confessions of loners, losers, and outcasts-all have to do with the distinction between that which is strange and that which is familiar, those who are similar to us and those who are different, those who are normal and those who are abnormal-in short, those who are "crazy" and those who are "sane." In this seminar, our aim will be to come to terms with what this curious and mercurial thing called "madness" is , as well as what it means-ethically and politically--to decide that someone is mad and someone else is not. Among other things, we will look at 1) how the definitions of madness and sanity have changed radically over the course of recorded history; 2) how these definitions often overlap with broader social and cultural definitions of normalcy, morality, health, fitness, and criminality, 3) how the discourse of madness often intersects with social and cultural attitudes towards gender, race, class, ethnicity, and sexuality. By reading texts from numerous disciplines (psychology, philosophy, medicine, science, history, fiction, drama, anthropology, sociology) as well as viewing a number of films and conducting our own preliminary research, we will explore varying definitions of "madness" from a broad cultural and historical perspective, paying particular attention not only to the ways in which madness has been defined, but how different cultures and societies at different historical moments have celebrated, pathologized, or sought to "cure" the insane. This course is taught as a learning community.
Narratives on Disability This course will introduce students to the lives of individuals with disabilities through personal narratives, written by individuals with disabilities as well as by family members. While the main readings for the course will be these personal accounts (mainly books), we will also consider the issues about disability in society raised in the books through supplemental readings. Issues to be examined include educational opportunity and inclusion, social participation and challenges, and family perspectives and issues.
FSEM 164 Encountering Difference
Encounters happen every day. We encounter people of different civilizations, nations, race, religious, class, sex, and gender at schools, workspace, supermarkets, public square, and other venues. What do we expect when we meet other people? How do we respond when we encounter difference? What constitutes difference? Why do we fear difference? Why do people stereotype? Could the fear of the other necessitate one to control the narrative, the people, or their resources? Or, could encounter with the other become a life-changing experience? What needs to be done for us to have a meaningful encounter with the other?
After discussing the philosophical foundation for encountering different realms of reality through reading a passage on the allegory of the cave in Plato's republic, this course will explore on three fields in which we encounter difference. The three cases encountering difference will include: Christian Spaniards' encounters with Native Americans, racial-ethnic encounters among Americans, and interfaith encounters in the post-911 world.
The Origins of Theories What is a theory? Where do theories come from? Are all theories alike? What makes theories useful? Through careful study of a wide variety of theories, we will see that a great many idealizations, biases, and background ideas go into the work of constructing theories. Students will learn to recognize how these elements operate in their own thought and how to expose them in the theorizing of others. We will begin by looking at theorizing in the physical sciences, including Einstein's efforts on unified field theory, quantum uncertainty, and Hume's problem of induction. After seeing how even theorizing in the hard sciences is subject to idealizations and the like, we will move into anthropology, history and sociology and investigate how these disciplines come to craft theory and explanation using the same methods.
The experience of place: Writing the City This first-year seminar will explore the experience of place, specifically living in cities, both large and small. Students will read texts from the nineteenth century reflecting the changes in everyday life that accompanied rapid urbanization (London and Paris), as well as twentieth-century texts reacting to the technological and social change that affected the city's fabric. Students will also become acquainted with the small city of Geneva, New York, its history and demographics, through readings and a community-engaged project. Writing will take different forms: analyses of literary and visual texts, creative nonfiction (writing about place), and informal reflection on readings and community engagement.
FSEM 180 The Blue Planet Water controls life on planet Earth. Water is a universal solvent, wherever it goes, it takes along valuable chemicals, minerals, and nutrients. Water is the only substance that exists naturally on Earth in all three physical states of matter-gas ( water vapor), liquid ( water), and solid ( ice and snow). The heat capacity of water controls our weather and climate. Water, economics, politics and wealth can be intimately tied together. When water flows, its power can be harvested. Where rains occur on a predictable basis, sustenance through farming can be achieved. Civilizations depend upon accessible drinking water. Does water control civilizations and politics? When water doesn't flow or droughts persist, civilizations can collapse. What is our relationship with water? How does global climate change alter these relationships? Students will characterize our local and global relationship with water and climate using scholarly articles, maps, biographies, movies, music and novels. Through discussions, presentations, debates, guided journals and short essays, we will explore the bounds that water places on humanity. This course is taught as a learning community.
How Things Work! This seminar is a dynamic, project-based exploration of how things work. At the start of the class we will collectively draft a list of the things that we are most curious to learn how they operate. No Limits: Lasers, Smart Phones, Stars, Black Holes, the Internet, the Hubble Space Telescope, 3-D movies, trebuchets, solar power, wind turbines, etc. Whatever system we can explore with the Scientific Method and some ingenuity is fair game. Where possible we will build models to test our ideas. (Sorry no Black Holes in the lab.) Curiosity, critical thinking and the desire to explore are essential. Math and Science skills are always a plus.
FSEM 190 Borders and Boundaries Our lives are shaped by borders and boundaries, the material and conceptual obstacles that keep some of us in and others out. Passports, immigration checkpoints and neighborhood boundaries shape our everyday experiences. What happens when we cross these boundaries? How do borders and boundaries inform the way we see ourselves and others? This course examines the borders that shape our experiences here in Geneva, NY as well as in the world more broadly. Drawing on social theory, ethnography, and fiction, we will examine both geopolitical borders and conceptual borders, including boundaries of race, class, gender, and sexuality that impact our daily experiences in profound ways.
FSEM 191 Moby-Dick Moby-Dick is not just an epic; it's also epically weird. The story about Ahab and the whale takes up just a small fraction of the text, while the rest of the books goes off in all directions, reflecting upon American history and culture, asking profound philosophical questions, examining the economics of the whaling industry, cataloguing the biology of whales themselves, waxing poetic about the symbolism of "whiteness" and "blackness," and dozens of other things besides. In other words, the book contains multitudes, and because of this, it makes an excellent starting point for a liberal arts education. We will spend the semester reading, Moby-Dick together, considering the novel from a variety of perspectives: everything from anthropology to zoology, with stops at history, literary criticism, political theory, film studies, environmental studies, and gender and sexuality studies along the way. Reading a book like Moby Dick is in itself a significant accomplishment: coming to terms with The Whale will give you bragging rights for life . We will tackle this adventure together as shipmates, paired with another FSEM in a pod and housed together in a learning community. All students in this FSEM will also be enrolled in a linked class in the English department called "American Revolutions," which studies the history of politics and culture in the United States from the American Revolution to the Civil War.
Fracking? Hydraulic fracturing, fracking for short, is a controversial technique for extracting natural gas from carbon rich shales. Fracking uses injections of high pressure water mixed with sand and small quantities of various chemicals to enlarge or create fracture systems in otherwise "tight" shales. These fracture systems serve as pathways for the extraction of natural gas that is otherwise trapped within the shale. Fracking and shale gas development raise many contentious issues that are being debated locally and nationally. The Colleges sit along the northern margin of one of the most important areas for potential shale gas development—the "Marcellus Shale play" as it is known in the petroleum industry. Among the arguments advanced by proponents of Marcellus shale gas development are that it can provide domestic energy security, that it is more climate friendly than oil or coal, and that its development will aid economic development. Opponents counter that it may threaten both the quantity and quality of surface and subsurface waters, that shale gas development will delay adoption of renewable energy and that the industrialization of the landscape associated with shale gas development will threaten more sustainable economic activities like tourism and agriculture. Who is right? In this seminar we will try to reach some carefully researched and considered conclusions of our own. Readings and field trips will introduce you to the geology of the Marcellus Shale and its use as a source for natural gas. Other readings and class discussions will define some of the most important questions (e. g. " What are the risks to groundwater from fracking?" "Is shale gas development part of the solution or the problem of climate change?'). You will them be asked to research one of these questions in detail, preparing a balanced white paper that sets out the relevant positions and a separate-op-ed piece advocating for what you see as the correct answer. Please note: This course has a mandatory weekend field trip early in the semester. If you cannot participate in this field trip, you should not be in the course.
FSEM 193 Ghosts and Haunting in the Americas
Why is the figure of the ghost prevalent in stories across Americas? What are these ghosts trying to tell us, and what would happen if we took seriously their demands? This course investigates the ghostly, the haunted, and the possessed within North, Central, and South American theater, literature, and film. Following Avery Gordon, this course begins with the suggestion that "Haunting describes how that which appears to not be there is actually a seething presence, the ghost or apparition is one form by which something lost., or barely visible, or seemingly not there to our supposedly well-trained eyes makes itself known or apparent to us," Our primary goal is thus to learn to read with an eye and ear for the ghostly: what is presumed missing, repressed, and/or underneath the surface. We will explore folktales of ghosts, examine the uncanny, and investigate narrative and performative forms talking to, with, and about ghosts. Throughout, we will consider relationship of history and memory., both individual and collective. Students will focus on the craft of writing as a medium through which to develop their ideas and strengthen their skills in persuasive, analytical writing.
Japan: Ghosts, Demons and Monsters Godzilla. Pokémon. Films like "Spirited Away" or "The Ring." The ninja magic of Naruto. The shape-shifting demons of Inu Yasha. These are all examples of the Japanese supernatural, re-packaged for world consumption. But what does the American consumer miss out on when enjoying these Japanese tales? Why is occult lore such an important part of the expressive culture of Japan? What is the historical or religious basis of the "soft Power" of "Cool Japan"? What do we learn about japan-and about ourselves-when we shiver to a well-told Japanese ghost story? This course is taught as a learning community.
FSEM 195 Consuming News in a Culture of Entertainment Reporting and critically analyzing the news has never been more important to a free and open society, but there are serious threats to that fundamental cornerstone of our democracy. Which corporations own the majority of news outlets in the United States? What is the First Amendment and why does it impact every student at HWS? Why is investigate journalism one of the most exciting careers you can enter upon graduation? This course will introduce students to the fundamentals of journalism, and provide a historical perspective on how news has evolved into today's best and worst practices. Student will have opportunities to critically analyze their favorite news sources, including entertainment and sport news. Leading global news operations will also be introduced. There will be weekly news quizzes and students will be able to research and analyze a topic in media ethics in an essay assignment. Weekly news quizzes and student-produced mock news reports will also be a part of the course. Finally, be prepared to share interesting news with your classmates whether it's from a cell phone new application, twitter, or other source.
FSEM 198 Leadership in the Ancient World
Is leadership innate? Can it be learned? How do we measure leadership and how do we learn to become good leaders? Leadership theory is a hot topic these days; it can be found in many forms from online management services to university leadership centers, bookstands to military journals and yes, even in ancient texts. Exploring leadership in the ancient world can offer us a different perspective on leadership and allow us to compare various theories and examples; but reading about leadership in the ancient works is no easy task. Nevertheless, we can begin by asking what the texts reveal about the nature of leadership, and can they offer us long lost example to challenge prevalent theories? Can we learn about leadership and leadership training through an investigation of the past? In this course we will examine, among other writings, the political debates found in the ancient epics and histories as well as the moralizing wisdom from speeches and biographies, and discern for ourselves how the ancient world measured leadership. By interrogating the examples of the past, we can discuss their ideologies and consider the ways in which these ancient texts communicated and presented leadership. Finally, this course will ask that students study various modern leadership theories and examples and apply present theories to our interrogation of the past.
FSEM 199 Build your own Westeros: Experiments in Culture How would you like to produce Westeros, Hogwarts, Middles Earth, Narnia - these realms inspire and captivate . However, these worlds are more than adventure, intrigue, and chainmail; they have histories, mythologies, social norms and rituals, in short, they are cultures. Fictional cultures, but cultures nonetheless. While we will NOT explore the famous fictional cultures listed above, they are examples of what we will produce on a more modest scale: We will build fictional cultures to gain insight into key questions: What is culture? Is it what people wear? Or how they worship, celebrate, and mourn? Or how they govern themselves or what they eat? And what happens when cultures collide? In short, we will build cultures in order to understand how they function and interact. In preparation for our adventures in "world building," we will learn t think of culture not as a collection of objects, but as a system, a network of filters through which we make sense of the world and create our place in it. After establishing a theoretical basis, and analyzing one of the most famous and important fictional worlds in the Western tradition, Dante's "Inferno," you will build your own fictional world and visit the fictional worlds of your classmates to explore cultural differences and how those differences are overcome.