Course Descriptions

Below you will find examples of the kinds of classes commonly offered in the Humanities and Sciences Department. The curriculum is inquiry-based so course topics may change over time at the discretion of the department.

HS 103 Expository Writing

3 Credits
What does it mean to be “literate”? What significance does writing have in our daily lives? In this class we’ll investigate our notions of what writing and literacy are and how they form our identities and communities by studying various forms of writing — essays, memoirs, Facebook, websites, etc. — and composing works of our own. We’ll question what it means to be literate in a time when communication is a hybrid of languages and media and distributed across multiple (sometimes conflicting) audiences. Students will write papers that address the course themes, analyzing both their personal history with writing and the ways writing functions in the physical and virtual communities they belong to. Students can expect to gain confidence as writers as they develop their papers into focused, cohesive, and detailed pieces of prose. The course will emphasize the significance of audience, purpose, genre, and context in effective communication.

HS 111 IS: Writing & Analysis

3 Credits
This course helps students understand and successfully engage in writing for college and beyond by introducing them to concepts of audience, voice, context and purpose. Students will write in a variety of modes and genres. This course must be taken with a corresponding Integrated Studies Seminar 119.

HS 112 IS: Writing and Analysis

3 Credits
The second in a sequence with HS 111, this course continues instruction and practice in effective writing. The course emphasizes critical inquiry, research, the evaluation of sources, and developing a personal stance that is supported by evidence in relation to a subject. This course must be taken with the corresponding Integrated Studies seminar, HS 120.

HS 119 & 120 Integrated Studies Seminar

3 Credits
Integrated Studies is a two-semester course sequence that provides entering students with an introduction to college learning at Cornish through explorations in the Humanities and Sciences. In conjunction with the HS 111/112 Writing and Analysis sequence, Integrated Studies courses create a foundation for future study at the College by assisting students with the development of college-level skills, particularly in analytical reading, writing, critical thinking, and research. Although learning goals may be accomplished through traditional classroom activities, the curriculum emphasizes student-centered, cross-disciplinary, and hands-on learning. Classes may include field trips, workshops, and collaborative projects. Collaborations also occur among different classes within the Integrated Studies program. Required for all students with fewer than fifteen transfer credits in areas of study that do not include expository writing. Students with twelve transfer credits, inclusive of three credits of expository writing or freshman composition, may opt to complete this first-year requirement by taking one more writing course in expository or research writing and can consult with the Registrar and/or the Department Chair to determine the appropriate course.

HS 203 Intro Creative Writing

3 Credits
What distinguishes poetry from prose? Prose fiction from nonfiction? How do the genres intersect, overlap? In this class, we’ll engage in ways of generating, working with, and thinking about writing in these genres, experimenting with each and exploring the boundaries that separate and connect them. Plan on writing a lot and reading maybe more (examples of the genres and writing about them).

HS 205 Creative Non-Fiction

3 Credits
In this course, we will consider the relationship between fiction and non-fiction and the more conscious use of aesthetics in “creative” writing. We will read and analyze different forms of creative nonfiction including memoir, personal narrative, new journalism and the essay. We will work on a variety of short writing assignments over the course of the semester, developing the skills common to all of these forms. One or two longer projects will be developed, drafted and revised by the end of the semester.

HS 208 Digital Authorship & Publishing

3 Credits
What does the digital age, when we can write and publish with the click of a mouse, mean for how we think about authorship and publishing? What does it mean for how we compose and publish visual and multi-media art, fiction, non-fiction, and poetry? We’ll read, explore and analyze digital literature, blogs, and online arts journals to consider how digital composing, editing, and publishing differs from our print-centric models and how it may impact the process, business, and cultural role of the artist. Readings will include essays on course themes, digital literature, and selected online publications. Students will work independently and in groups to compose, edit, and publish their own digital works, applying the analysis and observations they’ve made during the semester to a polished online work in a medium of their choice. Students should be prepared for a sizable reading and writing load and opportunities to learn new software.

HS 210 Life & Art by the Numbers

3 Credits
Our subject is the quantification of reality and its language: numbers. We will survey the history, from the Pythagorean Theorem in ancient Greece, to double-entry bookkeeping in the Renaissance, to today’s string theory. We will also learn about the practical meaning of numbers in your life, and their role in paying off loans, improving your credit rating, or staying healthy. Together we will discuss relevant books, articles, and videos, share some fun and timeless problems and puzzles, and experience the satisfaction and wisdom derived from recording numbers over time and discovering their patterns. No math tests.

HS 212 Physics of Light and Sound

3 Credits
This is an introductory physics course in the physics of light and sound, and is primarily designed for students in the visual and performing arts. This course does not have a prerequisite and will be mostly qualitative and conceptual. Any rudimentary high-school level mathematics (arithmetic, trigonometry and geometry) refresher that is necessary will be supplemented in the lectures. We will first study geometric optics, laws of reflection and refraction, constructing ray diagrams, colors and color mixing, and lighting instruments relevant to students pursuing performance production. Then we will study physical optics highlighting the wave behavior of light concluding with an introduction to lasers and holography. With regards to the aspect of sound, we will study about the properties of sound waves, sound propagation through different media, mechanism of hearing, concert hall acoustics, the sound spectrum and musical instruments. A brief introduction to psychoacoustics will conclude the sound and acoustics part of the course.

HS 223 The Concept of Power

3 Credits
“Power” is a concept we all use in our common discourses and it is undeniably one of the central concerns of those who study political, economic, and social phenomena, but there is much less consensus concerning what the word “power” actually means. In what way is power different from violence? Is there a difference between political power and other forms power, like economic power? Who (if anyone) has power, and how does it operate? This course invites students to seek their own answers to these questions, both through the consideration of different conceptualizations of power as they operate in texts by Karl Marx, Max Weber, Hannah Arendt, Michel Foucault, and James Scott, and through the analysis of selected contemporary events.

HS 225 Physics: Bodies in Motion

3 Credits
This course will cover physical laws and principles that govern motion in application to the motion of a human body. It will cover mechanics of accelerated linear and rotational motion; it will look at how forces act to change a body’s equilibrium, and at the nature of these forces. Additional topics include basic anatomy and neural control of motion.

HS 248 Special Topics in Literature

3 Credits

Science Friction

Science Friction will be based mainly on Philip K. Dick and the SF of the 1960s and 70s and its contribution to contemporary culture. Dick is the man behind the books behind the films Blade Runner, Total Recall, Minority Report and A Scanner Darkly. We will watch these films and read the work behind them, and also the alternative future book, The Man in the High Castle, which considers a future in which the Nazis won WWII. We will also look at some of his nonfiction work, which defines science fiction as “the distinct new idea,” a “conceptual dislocation within a society.” Dick was one of the first to suggest the idea that reality can itself be a fiction. For contrast, we will also read an even stranger contemporary of his, Samuel R. Delany, and some of the short stories in Trouble on Triton and perhaps the short novel Nova.

Contemporary American Poetry

At the heart of this course is poetry written in the United States in the last half of the 20th century and the beginning of this one. Emphasis will be on discovery and engagement with the works themselves, considering what and why poetry is and can be and how and why you might want to explore, consider, and respond to it. We’ll be reading, hearing, thinking, talking, and writing about work identified with a wide range of ‘schools’ of American poetry and communities out of which poetry has emerged and to which poets and poems address themselves.

Engaging Literature

We will study the ways that diverse writers portray human experience in their fiction, poetry, and literary non-fiction. Through discussion, writing, lectures, and creative processes, we will explore the ways in which language shapes and reflects socio-economic, cultural, philosophical and historical experiences and values, as well as aesthetic ones. We will explore how readers read, enjoy, understand, analyze, and grapple with literature’s themes, forms, structures, and images. Readings engage diverse perspectives on race, class, gender, nationality, and sexuality. You will practice responding to literature in diverse ways: speaking, listening, writing, and multimedia creative responses. You will practice giving and receiving constructive feedback to writing-in-process and in conference with the instructor. Satisfies Humanities Requirement

Graphic Novels as Literature

Comics and graphic novels are quickly becoming recognized as an important new literary form. But reading and appreciating a graphic novel is different from reading an all-text novel. How do we read a book where words and art are inextricably linked? In this course, students will read, discuss, and analyze several graphic novels, and will also examine related material, including articles, interviews, documentaries, and film adaptations.

HS 250 Performance Art: History & Theory

3 Credits
This course is based on lectures and readings in the history and theory of performance art. The objective of the course is to acquaint the student with the historical record of production and theory in such a way that he or she will not only be informed of the fundamental principles with which to both produce and evaluate performance art, but also be conversant with contemporary issues and intellectual foundations which are developing toward a comprehensive theory of performance art. During the last three weeks of the course students will present brief performances.

HS 260 Special Topics in Humanities

3 Credits

World Mythology: Creation Stories

This course focuses on stories about the creation of the universe, on what these stories say about place of humans in it, and on how mythological traditions develop and evolve. We start with the stories of creation found in ancient Greece, Egypt, the Near East and India, then turn to those from Africa, the Far East, and the Americas, and finally compare and contrast these traditions with some of the modern scientific, rational attempts to explain creation. We’ll read selections from the original texts of many cultures, including the compelling and provocative writings of Charles Darwin himself. This is a class in comparative mythologies. Why do some myths succeed and take hold of the collective mind? Students will have the opportunity to do research into areas of special interest to them.

Hollywood & History

History has been a faithful and generous mine for Hollywood. Most epic movies have historical settings, and today most Americans learn history in theaters. What is so compelling about movies? Are movies historically true? Can good movies be bad history? How do we know? How is a movie different from an historical novel? These are some of the questions that will guide our studies this term. Some movies we will watch and research together, and we will choose incidents and eras in history and watch movies about them. We will learn from our experiences reading books and essays, from each other and our discussions, and, of course, from movies. By term’s end, we will all be better at how we watch and what we learn. (Enrolling students are urged to see “Gone with the Wind,” and “Birth of a Nation” before we begin.)

Comparative Religions

What is religion? Most of us assume we know the answer. This course will challenge our views of world religions by taking the “insider’s perspective”—that is, seeing others as they see themselves; we will explore religious worldviews from the framework of a “plurality of truths” existing side by side. The class will discuss the historical development of major world religions, emphasizing the cultural context within which they emerge and change. Topics will also include the interconnectedness of art and religion, (Bharata Natyam dance in Hinduism, Koan and Haiku in Zen Buddhism, and Shaker architecture and interior design in 19th century America), the emergence of crisis religions (Native American Ghost Dance religion), the question of cults, as well as the role of religion in current world issues. We will ultimately attempt to discover the worldviews that shape ourselves — as individuals, artists and members of a global community.

HS 270 Special Topics in Science/Math

3 Credits

Profiles of Disease

“I sing the body electric!” That lyrical phrase by Walt Whitman inspired this course, which is all about you and your loved ones. The course deals with the miracle of the body and the effects of disease on that body. We begin with our perilous entrance into this world and end with our defenses against countless diseases that challenge the human animal. These crises include some critical genetic disorders, diseases of aging, some orthopedic conditions, certain intriguing hormonal problems, and a number of infectious diseases caused by viruses, bacteria, fungi, or protozoa. We will talk about the “great avengers”, i.e. smallpox, plague, and cholera, and surely we will discuss the contemporary tragedy, namely AIDS. And we will not overlook Mad Cow Disease, potentially the most worrisome of all. Finally, whenever possible, our discussions will be set in a relevant societal context because of ethics or public policy concerns surrounding many diseases that afflict the human family.

Quantitative Literacy & Environment

Textbook math problems usually have answers that we can calculate; real societal problems are usually much less cut-and-dried, but the same quantitative skills are crucial for helping us think about and solve these problems. This course will help you build or refresh basic mathematics skills and provide an opportunity to explore quantitative aspects of environmental issues. Our main focus will be using numbers to understand contemporary issues and to draw educated conclusions about where current trends and choices will lead. Major topics will include measurement and units; ratios and percentages; displays of data; linear, exponential, and power relationships between variables; mathematical modeling of change over time; and basic statistics.
We’ll consider both strengths and limitations of quantitative techniques — such as measurement, modeling, and statistics — for practical decision-making at the personal or societal level. We will apply these topics in the context of environmental concerns such as species loss, pollution, toxic chemicals, resource scarcity, population growth, and climate change. Assignments will range from solving textbook practice problems; to analyzing quantitative issues in the news; to engaging in open-ended exploration and inquiry through student-designed projects. The projects will give you an opportunity to apply quantitative skills and investigate questions of your own choosing, culminating in some form of oral or written presentation where you will communicate and interpret your results for other people. Students will need access to scientific calculators and computers running Microsoft Excel (or similar software, such as the freely downloadable OpenOffice Calc) for working with and displaying data. A limited number of calculators will be available to borrow during the semester by paying a $10 deposit. Prerequisites: Previous experience with high school algebra will be helpful.

Ecology of the Pacific Northwest

This course will survey principles of modern ecology: the study of how organisms interact with each other and with their physical environments. We’ll focus on the Pacific Northwest with special attention to Puget Sound. Ecology is distinct from environmentalism, but it informs our decisions regarding environmental protection, natural resource management, and environmental justice, as well as related societal issues such as food and water security, health, land use planning, and government spending. Through lecture, reading, discussion, and field study, we will explore ecological patterns, processes, and functions, considering the influence of factors such as physical environment, competition and cooperation, evolution and adaptation, people, and time. Along the way, you’ll become more familiar with iconic Pacific Northwest species and ecosystems such as temperate rain forests, the Pacific coast, mountain forests, and salmon streams. While some classes will meet on campus, on several occasions students should be prepared to meet 30 minutes before class in order to travel via van to our field site at a Seattle park; we will return by the end of the scheduled class time. Also, students will be required to participate in approximately eight hours of field trips outside of class time. Several half- and full-day weekend options will be offered.

Sustainability Science

A key trait distinguishing humans from other life forms is our ability to anticipate and plan for a range of possible futures. However, as our planetary presence becomes ever more significant, the magnitude of our impacts and the pace at which we experience changing conditions are increasing. Sustainability science helps us understand what is happening and develop the skills, knowledge base, infrastructure, and motivation to meet the needs of present and future generations. In class, we will examine global life support systems from the perspectives of various scientific disciplines. You’ll receive a combination of theoretical grounding in sustainability science and experience with practically applying what you’ve learned. We’ll look at human dimensions of environmental change from individual to planetary scales while assessing effects of personal lifestyle choices, campus and municipal practices, and national and international policies and programs. We’ll explore connections between environmental, social, and economic sustainability, and debate the importance of individual vs. community responsibility and action.

Genes: The Smallest Piece of You

What makes you ‘you’ — is it your genes or something else? In this course we’ll examine how much influence genes have over your life, and how genes are changing the world around us. We’ll look at how inheritance works, and at public policies and principles of bioethics that emerge from our understanding of genetics. The class will encounter a variety of essays, fiction excerpts, movies, and case studies. We’ll learn about public policy, and we’ll ask questions like, Should we clone ourselves? Should we get rid of traits we don’t like, such as depression? What might happen then?

This is Your Art on Drugs

Cigarettes, alcohol, pot… all the famous artists use them, right? (Not to mention harder drugs.) Do artists need drugs for inspiration? In this class we’ll look at what happens to your art, and your brain, on drugs. Do they hurt, help, or do a little of both? We’ll find out, once we examine biological pathways, genetics, pharmacology, psychological theories of addiction, and profiles and work of famous artists. Since we just banned smoking at Cornish, our questions will be particularly applicable, and we’ll practice some anthropological fieldwork principles to see how the smoking restrictions work on campus. Our texts will be essays, research papers, works of art, films, and exhibit notes like Under the Volcano, Bodyworlds, and the Johns Hopkins backlogs.

HS 272 The Psychology of the Artistic Self

3 Credits
As the world around us becomes more connected through technology and at the same time more diverse, we often find ourselves reflecting on what it means to simply “be” in a pluralistic society. This course will examine how we develop as individuals and artists in today’s global and diverse society. Through a survey of developmental theories we will examine cognitive, moral and racial identity development and how art intersects and influences developmental stages. Readings will include chapters from The Creative Soul: Art and the Quest for Wholeness (Staples) and Racial & Ethnic Identity: Psychological Development & Creative Expression (Griffith), as well as Piaget, Erikson, Sue & Sue, and Cross. Through in-class discussions, journaling, and a final reflection project, this class will contemplate how one as an artist and an individual develops and contributes to the various communities s/he lives in and moves through.

HS 280 Special Topics in Social Science

3 Credits

Where in the World is the U.S.A.?

Manifest Destiny, the Peace Corps, Guantanamo Bay, even a can of Coca-Cola illustrate how the United States has extended well beyond its borders. This course considers the past and present relationship between the United States and the rest of the world. We will take up questions of empire, ex-patriot artists, immigration, and globalization. In addition to considering the projection of American power abroad, with the help of literature, the arts, and politics we will discuss how this changing place in the globe effects the domestic nation.

Taboo! Manners Morals and Civility

What does it mean to be polite? What does it mean to be rude? Who decides what is appropriate and inappropriate behavior? How do we interpret and internalize these social norms? How do we, as citizens, students and artists, critique them? This course will consider cross-cultural perspectives on expectations for everyday social conduct. We will investigate topics such as how we eat, what we talk about, how close we stand to each other, which rules we follow and which rules we don’t. How are manners and morals related to culture, politics and society? How are they connected to notions of what it means to be civilized? How do manners and morals differ by country? How have they changed over the course of history? Most importantly, perhaps, what can we learn about ourselves by taking a second look at our own taboos?

Us and Them

Who are we? How do we think about them? Drawing on perspectives from political science, sociology and anthropology, this course will investigate a variety of approaches social scientists use to address questions about how we identify ourselves vis-à-vis others. How do political, social and cultural influences contribute to the categories and dichotomies we use to define our world? Concepts we will examine include stigma, stereotypes, race, racism and privilege. By considering a diverse range of contexts from the local to the international, we will aim to better understand the processes of inclusion and exclusion that determine whether somebody is “one of us” or “one of them.”

Environment, Consumption & Culture

The impacts of American consumption are linked to environmental problems and increased social inequality on a global scale. At the 1992 Earth Summit, countries of the global South gained enough political power to bring Northern over-consumption to the forefront of the global environmental agenda. However, in the United States and other Northern countries, sustainable consumption initiatives have not lived up to the expectations of the 1992 Earth Summit. This course will examine some of the reasons why issues of consumption have been difficult to address. As a class, we will investigate why we consume the way we do, the environmental and social impacts of consumption, and examine possibilities for change. This course will be a holistic and interdisciplinary survey of the study of consumption. At the end of this course you will have an understanding of consumption theory, issues, and practices.

In Disguise

Jews have converted to Christianity to avoid persecution. Men have dressed as women; women have dressed as men. Blacks have passed as white; gays have passed as straight. Many of us have altered our accents or wardrobes, revised our biographies, straightened our hair or changed its color. Why do we sometimes mask or hide aspects of our identities? Are these acts of disguising ourselves efforts to subvert power or avoid oppression? Are they acts of resistance? When we take on altered identities, are we truly in disguise? This course will address these questions through perspectives drawn from political science, sociology and law. We will consider topics such as hidden transcripts, conversion, passing and covering. James Scott, Erving Goffman and Kenji Yoshino are among the scholars whose work we will investigate.

History of the Americas

This course serves as an overview of the historical conflicts and struggles that have emerged around the concepts of race, class, and gender in the Americas, particularly as they have shaped the relations between citizens and the state, and the relations between countries in the region. Has the history of class relations in the United States really been “exceptional” in comparison with other countries in the region? Has race been a less salient political issue in Latin America than it has in the United States? Has the United States helped advance the struggle of marginalized groups in Latin America, or has it simply reinforced social and economic inequalities? These are just a few of the questions that will serve as focal points in our discussion during the course of the semester.

Forever Jung: Art & Archetypes

Who was Carl Jung, what are archetypes, and what do they have to do with art? These questions and more will guide this class as we examine the life and works of Jung, the concept of archetypes, how they appear in art, and how they appear in the developing artist. We will study archetypes such as the Shadow, Anima/Animus, The Great Mother, The Great Father, The Trickster, The Hero and more. Students will research and identify examples from known works of art, as well as from their own artistic endeavors. Through readings, in-class discussions and assignments, and reflection papers, students will develop a basic understanding of the influence of the collective unconsciousness and individuation. The final project for this class will be the students’ development of their own archetype and how it guides their work.

Archetypes, Myth & Meaning

This course will examine the significance of symbolism and narratives on both the individual and collective levels within U.S. society. Using both written and visual media, we will draw on a variety of cross-cultural examples to further understand the meaning of archetypes, myth, and symbols within our current society. This course will explore a variety of archetypes found in ancient mythology, indigenous belief systems, and even contemporary phenomena, such as UFOs.

Mexico & Latin America

Analysts often refer to Mexico’s “exceptional” characteristics in the context of Latin American politics, because of its unique political system in the mid to late 20th century and because it seems to be following a slightly different trajectory than many of its neighbors in the 21st century. In this class, we will explore historical trends in Mexico and compare it to other countries in Latin America in order to determine why Mexico seems to consistently buck regional political trends. Why did Mexico avoid military dictatorship when so many other countries could not in the 20th Century? Why is Mexico currently governed by a center-right government when so many other countries in the region are experiencing the resurgence of leftist governments? Upon finishing this course, students will formulate answers to these questions and enter some of the central debates that motivate the study of Mexican and Latin American politics.

HS 290 Art & Social Justice

3 Credits
Around the world, contemporary artists are creating dynamic, effective strategies that embody a renewed understanding of civic and community engagement. Art & Social Justice takes an interdisciplinary, cross-cultural approach to survey major international trends. We will consider how artists reflect on their relationships to self, society and the natural world to become civically engaged in manifesting social change. Students will investigate artists’ practices in their historical, critical, ethical and social/political contexts; generate plans for their own community projects; and interrogate the ethical implications of art initiatives in the realm of social justice.

HS 295 Multidisciplinary Topics

3 Credits

Media and the American Character

How do we and others define the American character and where do our perceptions about the character of any group come from? Many argue that we learn about ourselves and others through mediated messages that sometimes miss the mark in accuracy and fairness. Stereotypes abound in our media messages as practitioners take shortcuts or use portrayals that often exploit in order to entertain. Through readings and viewing of selected cultural products including literature, art, films, advertising, television, and others in the print and electronic media, students will define the American character and in the process, challenge their own assumptions of groups, races, and nationalities, and how those assumptions are formed. Students will explore cross-cultural concepts, learn methods of analysis, and practice critical thinking in this seminar.

History: Colonial Encounters

Western European colonialism shaped not only the colonies, but also the culture of Western Europe itself. This course explores how colonized peoples and the colonizers themselves attempted to make sense of each other and their world, and how violence frequently characterized these encounters. Beginning with the late eighteenth century and ending with today, this class comparatively analyzes primarily British and French colonialism in the Caribbean, Africa and Southeast Asia. The course will move chronologically and thematically, covering such topics as religion, medicine, sexuality, gender and education. We will study ideas of race and gender, and the relevance of post-colonial theory. A wide variety of textual sources will be analyzed such as novels, autobiographies, anthropological essays and religious writings. Graphic arts will also comprise a significant portion of this class: we will analyze film, paintings, cartoons, advertisements, and architecture.

Birds & The Imagination

The purpose of this course is to engage in a tradition that spans across all cultures and historical time periods: the human fascination with birds. The core of the class will be three-fold:

1. An introduction to birds and bird behavior and habitat through direct observation and study in visual and aural identification;
2. An exploration of the significance of birds in the human imagination; in the visual, literary and performing arts, as well as in the humanities;
3. An exploration of environmental issues, including habitat loss and the role of birds as environmental indicators, as well as an introduction to the concept of citizen scientist. Materials for the class will include assigned readings ranging from novels to natural history articles, ornithological journals, environmental news articles, birders’ field accounts, poetry and essays.

The class will feature local birding outings, as well as all-day birding trips to such destinations as Whidbey Island, the Skagit Valley and Nisqually National Wildlife Refuge.

HS 360 Special Topics in Humanities

3 Credits

Existentialism

The choices we make in life determine whom we become. That is one of the key concepts of existentialism. Because we are alone in the world, and, ultimately, responsible for ourselves, understanding our condition is essential. Thinkers from Kierkegaard to Sartre will help shed light on how it is that we are alone in the world, and what we should do once we realize this.

Applied Philosophy

Is there a meaning to human life? Can this question be answered by philosophy? If so, could any positive answer be pursed through the practice of philosophy itself? Starting with Immanuel Kant we will seek to discover alternative ways in which philosophy thrives, and in that abundance, offer suggestions in our quest for meaning.

Creation of Self

This course explores evolving understanding of the psychological experience from the 17th and 18th centuries. The role of empiricist philosophy, the rise of a skeptical view of psychological self-understanding, the possibility of a coherent, harmonious, and integrated self, and the seemingly limitless reservoir of ambiguity that lies at the heart of any attempt to understand what really motivates human beings will be topics touched upon.

Medieval Philosophy

With the collapse of the Roman Empire, the Church was the vanguard of reason and faith. The degree to which the Church was successful in marrying these two methods of thought is the focus of this course.

19th Century European Thought

This course will examine the interactions between ideas and social experience in the nineteenth century. This was a world that was deeply influenced by the cultural legacy of the Enlightenment, the political impact of the French Revolution, and the social ramifications of the Industrial Revolution. This was the world of Hegel, Marx, Darwin, and Nietzsche, among other thinkers.

Ethics and Values

How did it come to be that the very ethical foundations that had successfully served Western civilization for centuries gradually slip into confusion and disagreements? We will be looking for ways of responding to this question, as well as how, starting in 16th century, major thinkers have tried to respond and remedy this deepening morass.

History: Western Political Thought

Three questions drive this course: What is the nature of humanity? How do we, as individuals, relate and fit in with society? What are the fundamental dynamics of change? We will be looking for responses to these questions starting in antiquity up to the twentieth century.

Natural Law & Human Nature

When we appeal to a “higher law”, such as human rights, we are appealing to natural moral law. Natural moral law is seen as a universal guide for all of humanity, and necessary because of human nature. This course will provide a general philosophical and historical understanding of the idea of natural moral law and human nature.

18th Century Intellectual History

An examination of the transition from dogmatic learning to that of empirical investigation, this course focuses on the period that was dominated by the “scientific revolution” and the reintroduction of skepticism. Thinkers such as Descartes, Pascal, Newton, and Rousseau, as well as concepts of materialism and naturalism, will be introduced.

HS 381 Research Writing

3 Credits
Students in Research Writing will plan and implement a semester-long individual project with the purpose of understanding the communities and identities we inhabit. By situating a research question in the context of a community of people, students will be able to blend google, database, and library research with fieldwork: interviews, observations, and collecting and analyzing written and visual documents. The semester-long process will involve the writing of a proposal, summary and synthesis of both colloquial and scholarly perspectives, analysis of documents collected from communities, and descriptions of interviews and observations. As a final product, students will write a multi-draft paper presenting their discoveries. Students should expect to be challenged to investigate multiple perspectives (including their own), hone their skills at synthesizing various types of sources, and revise their writings to fit their chosen audience and purpose.

HS 385 Culture of the Blues

3 Credits
This course explores the blues as a musical and literary form, using cultural history and musicology to define their origin and context and using literature (including drama, poetry and fiction) to gauge their impact. Is there something we can call a “blues culture”? Listening, viewing, reading, research and writing are the main elements of the course, as are active participation, discussion and the exchange of ideas across the arts.

HS 392/492 Directed Studies Seminar

3 Credits
In this course, students learn how to design, revise, research, and manage an individual project from inception to completion. Each student researches a topic of his or her own choosing as part of an inquiry seminar. Students work both individually and collaboratively during the semester, conducting research on their own and providing each other with feedback throughout the process, under the guidance of the instructor. The course involves writing, reading, and discussion relevant to the processes of inquiry and project development. Directed Studies Seminar creates opportunities for students to strengthen critical thinking, written and oral communication, and skills associated with successful problem-based inquiry. It is also an opportunity for students to integrate their studies in the liberal arts with their chosen disciplines. Application and Instructor’s permission required prior to registration.