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It is trite but true: kids grow up so fast. In this course we will discuss the incredible growth of infants, toddlers, and children in multiple domains (physical, cognitive, emotional/social). We will discover how growth in each domain affects the others. We will explore enduring topics of discourse in child development, such as nature and nurture, individual differences, and the nature of change.
In this course, students will examine the building blocks which make up the interlocking systems of language and observe how those systems are enacted and granted layers of meaning through social practice.
How do cognitive neuroscientists examine words and word meanings? What are the different ways we can remember words, such as definitions (“pollo”, “ji”, “chicken”) and lyrics, and how do words work in our brains? Why do we sometimes struggle to remember a word that comes to mind easily later on? Are words and images stored together or separately in our brains? These questions and more will be addressed in this course, after an overview of the central nervous system.
How have psychologists defined feelings over the years, and how is the field continuing to change? We will begin with the 19th Century, when scientists like Wundt and Charcot brought human perception and mental health symptoms out of the realm of metaphysics. After briefly considering Darwin’s view of emotion and new perspectives on artwork from early asylums, we will evaluate emotion as featured in two central debates from the 20th Century: (1) the psychodynamic approach of Freud, one of Charcot’s students, versus humanism and (2) the behaviorists’ broad rejection of feelings a
This course will explore the construction and experience of gender and sexuality in the Middle East through a performative lens. Drawing on research in ethnomusicology, queer and gender studies, anthropology and Middle Eastern history, the course will examine performance (music, dance, theater, poetry and more) as a process of representation, assertion, and sometimes transgression of sexuality and gender identities. This course will delve into the ways that performance, gender, and sexuality relate to ethnicity, nationalism, modernity, colonialism, and religion.
In this course, we will be uncovering, re-positioning, and affirming historical legacies and traditions that stand the risk of being lost forever, and explore how to use them to fight discrimination, racism and hate today.
Against a background of what is often described as a worldwide democratic recession or regression, this advanced seminar surveys current theoretical debates, empirical analyses, and policy conversations on the emergence, survival, challenges, breakdowns, and prospects of global democratization.
Historical Dress: The Park-McCullough Project Fall ‘25
Working in collaboration with the local Park-McCullough Historic Governor’s Mansion, students will create a new archive of the historic dress collection.
This course addresses the theories, methods, ethics, and actual outcomes of language documentation, revitalization, and reclamation work. Students will examine the causes and consequences of language endangerment, strategies for revitalization, and community-led initiatives in reclaiming linguistic and cultural heritage. Case studies from around the world will provide insight into real-world applications of language work and the diversity in form that this work takes depending on context.
Today it is clear that the environment matters. In activism and scholarship and public policy, the environment has become a potent (if sometimes obligatory) point of reference. Less attention, however, has focused on the emergence of the environment itself as a converging field of action for advocacy, science, and statecraft. In this seminar, we will reflect not only on what we know of the environment but also on how we came to know the environment.
“I, at least, am not a Marxist”&Բ;Karl Marx
Mystics––historically portrayed as passionate, dangerous, romantic, heretical, satanic––are a thorn in the side of organized religion. From the very beginnings of recorded human time, the presence and practice of mystics has been controversial. Sufi mystic al-Hallaj’s pronouncement that he was “the Truth” was received as blasphemy by the orthodoxy. His execution followed shortly after. Christian mystics of the 4th and 5th centuries were relegated to practicing outside the peripheries of the Roman Empire, in relative secrecy.