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31 - 38 of 38 results for: THINK

THINK 31: Reimagining America: Cultural Memory and Identity Since the Civil War

How have Americans remembered the Civil War ¿ what it meant, what it accomplished, and what it failed to accomplish? How did Americans reimagine the United States as a nation after the war ¿ who belonged in the national community and who would be excluded?nnnIn 1865, the peace treaty was signed at Appomattox and the Thirteenth Amendment outlawed slavery, but the battle over memory and national identity had just begun. The questions that the Civil War addressed ¿ and failed to address ¿ continue to affect our lives today. We will focus on how Americans negotiated issues of cultural memory and national identity through a close analysis of historical texts, novels, poems, films, paintings, cartoons, photographs, and music. Our interpretations will foreground the particular themes of race and nationhood; freedom and citizenship; and changing notions of individual and collective identity. Our assumption in this course is that history is not available to us as a set of events ¿ fixed, past, and unchanging. Rather, history is known through each generation¿s interpretations of those events, and these interpretations are shaped by each generation¿s lived experience. What stories get told? Whose? And in what ways? The stories we choose to tell about the past can shape not only our understanding of the present, but also the kind of future we can imagine and strive to realize.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-ED | Grading: Letter (ABCD/NP)

THINK 32: Subversive Acts: Invention and Convention in the 20th Century

Can art subvert social practice and politics? nnnIn this course, we will learn how to ¿read¿ art and analyze the ways aesthetic objects can raise larger conceptual questions about culture, society, and change. We will do this by investigating the broad range of artistic, social, and political meanings of the term¿ avant-garde¿ in the 20th century. The course looks at some of the key moments in avant-garde art in Europe, including Dadaism and Futurism, with a particular emphasis on Russia. Through an examination of various aesthetic case studies, we will be able to ask the larger question of whether art can actually challenge social conventions and established political ideologies.
Terms: Spr | Units: 4 | UG Reqs: THINK | Grading: Letter (ABCD/NP)

THINK 33: The Water Course

How can we balance all the competing, and growing, demands for freshwater? When you turn on your tap, where does the water come from?nnnnWater is essential for life. But, around the world, governments and citizens are challenged to balance the human demands on our freshwater resources, while protecting the integrity of natural ecosystems. At the core of the challenge is our limited understanding, in many parts of the world, of the watershed-scale hydrologic cycle ¿ the course that the water follows from rainfall, to river, to groundwater, to ocean, to atmosphere, and back again. The Water Course takes students along that course, exploring the role that natural systems and human systems play in impacting both the quantity and quality of our freshwater. We will consider the scientific and ethical questions surrounding decisions about water allocation, and discuss new scientific methods that provide support for science-based decision making in the management of freshwater resources. You will connect global-scale issues to your personal experiences with freshwater through a quarter-long project investigating both water quantity and water quality in your hometown and surrounding watershed. You will produce a numerical model, and make approximations, to describe a complex natural system. Using online resources you will explore the pathway that water takes from rainfall to your tap.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-AQR, WAY-SMA | Grading: Letter (ABCD/NP)

THINK 34: Education as Self-Fashioning: Building a Philosophical Way of Life

From the beginning, philosophers have been interested in education, since both philosophy and education are fundamentally concerned with the development of a person¿s character and how that prepares her to lead a good life. We will explore a range of philosophical approaches to education and its effects on the project of constructing a self one can call one¿s own. Central issues will include the proper role of reason in life, what ¿self-fashioning¿ even is, what makes true self-governance possible, whether education can liberate the individual or a group of people, and how we should conceive a philosophical education in an era of increasing professionalization and specialization.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, WAY-ER, Writing 1 | Grading: Letter (ABCD/NP)

THINK 35: Education as Self-Fashioning: In Pursuit of Knowledge, Justice, and Truth

In what sense does education, the acquisition of knowledge, and reflection make one a better person? This question was at the core of the beginning of European moral philosophy when Socrates is said to have asserted that the unexamined life is not worth living. The Socratic dialogues of Plato explore the link between knowledge and a just character. Yet for many of Socrates' Athenian contemporaries the newly emerging education in 5th c. Athens was subversive and impious. The trial, conviction, and execution of Socrates brought into focus profound and enduring questions about the relation of liberal education to traditional authority, especially religious belief. Then 800 years later another intellectual giant of antiquity, St. Augustine, argued that systematic rational thought could never be enough to discover ultimate truths, that faith was essential.
Terms: Aut | Units: 7 | UG Reqs: THINK, Writing 1 | Grading: Letter (ABCD/NP)

THINK 36: Education as Self-Fashioning: Learning for a Public Life

Can education impart more than bookish learning? This is the question that critics have posed since the European Renaissance. Through their reflections, these critics posited an alternative ideal of education that prepared the student for life outside the academy. Over the centuries, this ideal would evolve into what we would today call an ¿intellectual¿ ¿ but this modern concept only captures a part of what earlier writers thought learning could achieve. In this course, we will focus on how education can prepare students to engage in public debates, and the role that the university can play in public learning.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, Writing 1 | Grading: Letter (ABCD/NP)

THINK 37: Education as Self-Fashioning: Rigorous and Precise Thinking

Certain types of learning bring a discipline to the mind that permanently changes the way one thinks. Precise formal reasoning is one example. In this course, we focus on the nature of mathematical invention and learning. What is a formal proof? Why are proofs necessary? How does one construct a proof? How does one invent; how does one find ideas? Participants should be willing to write about the creative mathematical process, and also to (learn to) write formal proofs.
Terms: Aut | Units: 7 | UG Reqs: THINK, Writing 1 | Grading: Letter (ABCD/NP)

THINK 38: Education as Self-Fashioning: The Active, Inquiring, Beautiful Life

Moving through history from the Rome of the Emperor Hadrian, to the city-states of Renaissance Italy, to the 18th century republic of the United States, we will examine how self-made men fashioned themselves and their surroundings by educating themselves broadly. We will ask how a liberal education made their active careers richer and more transformational. We will also take up the great debate on whether a liberal education or vocational training is the surest path to advancement. We will engage this debate through the works of W.E.B. Du Bois and Booker T. Washington but consider today's struggle over the same issues ¿ a struggle that engrosses both highly industrialized and developing societies.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-ER, Writing 1 | Grading: Letter (ABCD/NP)
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