COLLEGE
SEMINAR: THE PRACTICE OF COURAGE
While we tend to value courage—Hannah Arendt even
called it the highest political virtue—historically the concept has veered from
the noble to the dangerous. From Antigone to suicide bombers, courage has been construed
as heroic and/or dangerously solipsistic. This series of seminars asks the
question: What is the practice of courageous action in the 21st
century? Courses are open to Sophomores and Juniors and are limited to 16
students. Students are required to attend three evening lectures on Mondays
from 6-8. There will also be dinner discussions with guest speakers and
students from other sections of the College Seminar.
16186 |
LIT
2142 ACHILLES, SOCRATES, ANTIGONE, MOTHER COURAGE |
Thomas
Bartscherer |
M
W 6:20 pm-7:40 pm |
HEG
308 |
HUM |
Cross-listed: Classical Studies;
Philosophy What is courage? In
this course, we shall approach this question, in the spirit of Plato, both
directly and obliquely. In the Republic, Socrates maintains that courage is one
of the four virtues (or excellences) to be found in a good regime and in a good
soul. Yet it is not entirely clear from his argument whether courage should be
understood the same way in all contexts, and if so, how. Is a warrior’s courage
the same as that of a philosopher? Who is truly courageous, the one who defends
the regime, the one who questions it, or both? Is the courage of Hektor or
Achilles the same as that Socrates or Antigone? In this course, our discussion
of courage will proceed through close readings of philosophical texts, both
ancient and modern (Plato, Aristotle, Emerson, Tillich, Arendt) and imaginative
representations in literature and film (Homer’s Iliad, Sophocles’ Antigone,
Brecht’s Mother Courage, Fugard’sThe
16350 |
HIST
222 A History of the Modern Police |
Tabetha Ewing |
T Th 3:10 pm-4:30 pm |
OLIN 305 |
HIST |
Cross-listed: American
Studies; French Studies; Global & International Studies; Human
Rights (core course) This course explores the
invention and evolution of the police, including the international police, as a
modern institution from the late 17th century to the present. It focuses
largely on
16375 |
REL
235 Liberation and Theology |
Bruce
Chilton |
T Th 10:10 am-11:30 am |
OLIN
305 |
HUM |
Cross-listed: Theology; LAIS Liberation became a major theme within
theology, and contributed to movements of national and class revolution in
several parts of the Western hemisphere after Vatican II. Despite enduring a
systematic effort during the pontificate of John Paul II to silence them, liberation
theologians have persisted, and there approach has been embraced on an
interfaith basis. The seminar will engage both the thought and the practice of
Liberation Theology. Class size: 18
16531 |
PS
132 A FACE IN THE CROWD: POLITICAL
AND LITERARY IMAGINATION OF SUBJECTIVITY AFTER 1945 |
Jana
Schmidt |
M
W 1:30 pm – 2:50 pm |
HEG
300 |
HUM |
Cross-listed: Literature Since the development of mass
culture, political and aesthetic thinkers have questioned how it is possible for
us to be part of massive institutional structures such as state bureaucracy,
the market, and education without compromising what it means to be a self. In
order to be someone, we might wager, we must be both separate and together,
participate in recognizing others and recede from the world in solitude. Yet
today, subjectivity appears to pertain to what we buy rather than to who we are
as personalities. Personal conviction can thus be immobilized by an
overwhelming feeling of uncertainty: Who am I? What do I stand for and why does
it matter? At the same time, such insecurities may be employed to fuel the
political and literary imagination and envision new ways of being in the world.
This course will turn to writers including Franz Kafka, Albert Camus, Walter
Benjamin, Jean Améry, and Hannah Arendt to explore different answers to the
question of selfhood as both an ethical and aesthetic problem in a mass
society. After considering some of the theoretical foundations of modern
subjectivity, we will investigate what emerges as (or remains of) selfhood
after the large-scale degradation of human beings in the two world wars. The
course will ask how writers and thinkers reconceive of the idea of subjectivity
precisely through its crisis. As examples, we will look at some paradigmatic
“lost” subjects of the postwar period such as Kafka’s protagonists, the
“schizophrenic” child (Bruno Bettelheim), and the disenchanted stranger
(Camus). Open to Sophomores and Juniors and limited to 16 students. Students
are required to attend three evening lectures on Mondays from 6-8. There will
also be dinner discussions with guest speakers and students from other sections
of the College Seminar. Class size: 16