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Social Sciences

Common Core Courses. The Common Core program is divided into several sequences with individual sections: Social Sciences 101-102-103, 109-110-111, 121-122-123, 141-142-143, and 151-152-153. All sequences of Core courses are designed to present some of the main ideas, theories, and inquiries of the social sciences, and to show how they can enhance our understanding of central issues facing the world. Classical social scientific texts and methodologies are given close attention in discussion and lecture settings.

In Social Sciences 101-102-103 and 121-122-123, issues and problems basic to human existence are studied in relation to the general themes of the conceptual foundations of political economy (autumn), theories of the individual and society (winter), and interpretations of culture (spring). Social Sciences 109-110-111 concentrates on various aspects of power, from the roles of markets and states to the social structures that determine individual, class, and gender inequalities. Social Sciences 141-142-143 draws from psychology, anthropology, and philosophy to consider how the human mind functions, focusing on rationality, learning, and language. Social Sciences 151-152-153 draws on classical texts and contemporary writings to investigate the formation, just principles, and structure of political, economic, and social institutions.

Collegiate Courses. The Social Sciences Collegiate Division also sponsors several civilization sequences in the general education program and offers specialized courses on the concentration level that offer a particularly interdisciplinary or comparative theoretical perspective and which may be of interest to students in a variety of concentration programs. The latter set of courses should also be considered as attractive possibilities for nonconcentration electives.

Courses

101-102-103. Wealth, Power, and Virtue. Drawing on classics of social thought as well as contemporary work in anthropology, economics, political science, psychology, and sociology, this sequence explores how the disciplines of the social sciences contribute to understanding human behavior and advancing human values. D. Levine, Staff. Autumn, Winter, Spring.

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101. Wealth, power, and virtue are commonly viewed as the fundamental ends of human action. What do we mean by these terms? How and why are they pursued? How do they relate to one another? How does thinking about them help us to understand the ways that societies get organized and change? Writings by Adam Smith, Karl Marx, and Emile Durkheim explore these questions as they ponder the dynamics of markets and the growth of specialization in modern society, suggesting issues to examine throughout the year. Alongside these classics we sample writings that relate their notions to current social realities.

102. PQ: SocSci 101. After looking at how markets are interpreted in classical economic theory and in various critiques of that theory, we proceed in this quarter to focus on the theory of power. How does power get created? To what uses and abuses is it put? In what ways does authority get structured? We approach such questions by contrasting two analytic approaches, those that emphasize the play of personal motives (Freud, Hobbes, and Blau) and those that emphasize the constraints of social forces (Durkheim, Mosca, and Weber). We conclude by considering issues related to power in the workplace, in race relations, and in modern warfare.

103. PQ: SocSci 101-102. Why do some social scientists consider it essential to analyze "culture," and what different meanings do they attach to this term? How does the pursuit of wealth, power, and virtue get shaped by cultural patterns? What does it mean to talk about certain cultures as sick, phony, or excellent? In this quarter we look both at what social scientists try to learn when they compare different cultures and at some of the things they do when they focus on the cultural dimension of human experience. The authors we read include Max Weber, Ruth Benedict, Clifford Geertz, and Daniel Bell.

109-110-111. Power. G. Herrigel, Staff. Autumn, Winter, Spring.

109. Autumn quarter examines the relationship between individual preferences and collective outcomes. Under scrutiny is the degree to which individual desires and preferences are constrained by institutions such as the market, state bureaucracy, and organizations of civil society. Readings include Adam Smith, Schumpeter, Hayek, Marx, and Engels.

110. PQ: SocSci 109. Winter quarter is concerned with the problem of equality. The main concern is examination of the sources of inequality, such as race, gender, and class. We attempt to understand the ways in which power is unequally distributed and how this distribution is maintained. Readings include Beauvoir, Du Bois, Nietzsche, and Tocqueville.

111. PQ: SocSci 109-110. Spring quarter is devoted to the study of liberal political theory and the forms of criticism of that theory. Readings include Hobbes, Locke, Mill, Weber, Burke, Schmitt, Foucault, and Iris Marion Young.

121-122-123. Self, Culture, and Society. B. Cohler, M. Postone, W. Sewell, Staff. Autumn, Winter, Spring.

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121. In the autumn quarter we explore the nature and development of modern society through an examination of theories of capitalism. The classic social theories of Adam Smith, Karl Marx, and Max Weber, along with contemporary ethnographic and historical works, serve as points of departure for considering the characterizing features of the modern world, with particular emphasis on its social-economic structure and issues of work, the division of labor, and the texture of time.

122. PQ: SocSci 121. In this quarter we focus on the relation of culture and social life. On the basis of readings from Emile Durkheim, Claude Lévi-Strauss, Victor Turner, Clifford Geertz, and other anthropologists and cultural theorists, we investigate how systems of meaning expressed through metaphors, symbols, rituals, and narratives constitute and articulate individual and social experience across a range of societies, including our own.

123. PQ: SocSci 121-122. In this quarter, we consider the questions of social and cultural constitution of the person, with particular emphasis on issues of gender, through the study of psychoanalytic, historical and anthropological approaches found in the works of Sigmund Freud, Michel Foucault, and others.

141-142-143. Mind. PQ: Must be taken in sequence. This sequence presents an introduction to the study of how people think and what people think. The course examines mental processes such as perception, memory, and judgment and the relationship between language and thought. The course focuses on the issue of what is innate versus what is learned, the development of thought in children, and the logic of causal, functional, and evolutionary explanations. One theme of the course is the problem of rationality vis-à-vis the canons that govern the language and thought of the "ideal scientist" and how those canons compare to the canons that govern ordinary language and thought, the language and thought of other cultures, and the language and thought of actual scientists. Staff. Autumn, Winter, Spring.

151-152-153. Classics of Social and Political Thought. PQ: Must be taken in sequence. The problems of living close together in Northern Ireland, Haiti, China, Eastern Europe, and the former Soviet Union remind us of the problematic bases of social, economic, and political life. How can a people find their way to justice, stability, and prosperity? In this course sequence, we examine classic and contemporary writings, from Plato and Aristotle to Machiavelli and Hobbes, Locke, Montesquieu, and Rousseau; from the American founders and Adam Smith to Tocqueville, Marx, and Nietzsche among the older writers. They, writing before our modern departmentalization of disciplines, were at the same time sociologists, political analysts, economists, and moralists. Writing in nonspecialist language, they offer their readers powerful conceptions of society that have been points of departure for contemporary theory and models. In our close reading of these and more recent texts, we examine alternative formulations of the basis of justice, legitimacy, stability, and liberty. R. Lerner, C. Fasolt, B. Manin, R. Pippin, N. Tarcov. Autumn, Winter, Spring.

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Collegiate Courses

204. International Relations: Perspectives on Conflict and Cooperation (=PolSci 294). PQ: Class limited to sixty students; preference given to students of third- or fourth-year standing. This course introduces multiple perspectives on classic issues in international relations, especially the problems of conflict and cooperation, war and peace. Lectures by Professor Lipson and other University faculty introduce major analytic topics, such as anarchy, alliances, revolutions, and war. Faculty lectures are held on Monday; the Wednesday class utilizes a seminar format to explore the Monday lecture and related readings. C. Lipson. Autumn.

205. International Relations: Cultures, Societies, and Globalization (=PolSci 296). PQ: Class limited to sixty students; preference given to students of third- or fourth-year standing. In contrast to a state-oriented approach to international conflict and cooperation, this course brings together interested faculty and students to explore problem formation and research strategies for investigating conflict and cooperation within a global reality. Areas of inquiry include the global domain and boundary designation, transnational and post-colonial identities, nationalism and resistance, communication and technology, and the media and the public sphere. Lectures are held on Monday; the Wednesday class utilizes a seminar format to explore the Monday lecture and related readings. M. Eder, C. Lipson. Winter.

206. Qualitative Methods in the Social Sciences (=Educ 343, HumDev 393, Psych 243). This seminar explores the variety of qualitative methods used in social science study, including the Chicago studies of social disorganization, "Grounded Theory," ethnography and the study of culture, and narrative and life-story approaches to the study of person and social life. Attention is devoted to issues of method, such as reliability and validity, implications for philosophy of social science study, portrayal of both person and context or setting, and to both the complex interplay of observer and observed, and "reflexivity" in human sciences. B. Cohler. Spring.

212. Origins of United States Constitutional Provisions (=LL/Soc 234). PQ: Consent of instructor. The provisions of the American Constitution, evolved from colonial and British precedents and the Articles of Confederation experience, were adapted by the Founding Fathers to the conditions of the new nation. This course concentrates on the evolution of some of these provisions, attempting to discover the experiences epitomized by the words and the objectives sought, compromises indulged, and ambiguities unresolved. P. Kurland, R. Lerner. Autumn.

217-218-219. Introduction to Linguistics I, II, III (=Anthro 270-1,-2,-3/370-1,-2,-3; Ling 201-202-203/301-302-303). This course is an introductory survey of methods, findings, and problems in areas of major interest within linguistics and the relationship of linguistics to other disciplines. Topics include the biological basis of language, basic notions of syntax, semantics, pragmatics, basic syntactic typology of language, phonetics, phonology, morphology, language acquisition, linguistic variation, and linguistic change. J. Sadock, Autumn; R. Janda, Winter; K. Kazazis, Spring.

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220-221-222. Introduction to Islamic Civilization I, II, III (=Arab/I 220-221-222). PQ: Must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. This course traces the rise and development of Islamic civilization from the appearance of Islam in the seventh century to the present. The interrelationships of cultural, religious, and institutional aspects are emphasized, particularly in their changes over time. Thus, while the course proceeds chronologically, the following topics recur: political developments, literature, law, philosophy, mysticism, the visual arts, social life, and material culture. Throughout, the focus remains on the diversity of cultural phenomena in Islamic civilization, rather than on any one particular group of Muslims or geographical area. W. Kadi, Autumn; J. Woods, Winter; R. Khalidi, Spring.

225-226-227. Introduction to African Civilization I, II, III (=Anthro 306-1,-2,-3). This course sequence fulfills the Common Core requirement in civilizational studies. This course presents the political, economic, social, and cultural development of sub-Saharan African communities and states from a variety of points in the precolonial past up to the present. The first quarter treats the social organization and political economy of several precolonial societies in southern, central, and eastern Africa. The winter quarter addresses the issues of cosmology, healing, and ritual in some of these same societies during both precolonial and modern times. The spring quarter deals with politics, economic development, and imaginative literature in Nigeria, Mali, and Kenya under Islamic and European domination. Staff, Autumn; R. Austen, Winter; A. Apter, Spring.

230-231-232. Introduction to the Civilization of South Asia I, II, III (=Anthro 308-1,-2,-3; SoAsia 207-208-209; SoAsia 209=PolSci 260). PQ: Courses must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. Using a variety of disciplinary approaches, this sequence seeks to familiarize students with some of the important ideas, texts, institutions, and historical experiences that have constituted South Asian civilization. Topics covered in the autumn quarter include European and American representations of India, its place in world history and as a "third world" and "underdeveloped" country, its recent repositioning in the global economy as a consumer society, and popular movements (women's, rural, tribal, urban slum, and Dalit). Among topics covered in the winter quarter are Hinduism, Islam, and the issue of religious commitment and national unity; and the Great Epic (Mahabharata) and Gita in tradition and in the modern media. The spring quarter looks at the question of "cultural" identity, focusing on South Asians in Britain and in the United States. R. Inden, Staff. Autumn, Winter, Spring.

233. Studies of the Black Urban Community (=Sociol 273). This lecture/discussion course offers a critical examination of the diverse ethnographic studies of African-American urban life in the twentieth century. A set of ethnographies is assessed both within the context of the development of American social scientific research, and the historical developments that affected the social and cultural spheres of African-American urban life throughout the twentieth century. The ethnographies are considered for their contributions toward elucidating the cultural, organizational, and social interactive aspects of African-American urban life. S. Venkatesh, A. Young, Jr. Winter.

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234. Freud's The Interpretation of Dreams (=Fndmtl 229, Psych 242). Freud understood The Interpretation of Dreams to be his most important work, and few texts have had such significance for contemporary social theory. This course provides an opportunity for a close reading of this text, focusing on Freud's theory of wish and intent as related to personal and collective symbol systems and to theory of thought. B. Cohler. Winter.

235-236-237. Introduction to the Civilizations of East Asia I, II, III (=EALC 108-109-110, Hist 151-152-153). PQ: Courses must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. This is a three-quarter sequence on the civilizations of China, Japan, and Korea with emphasis on major transformations in these cultures and societies from the Middle Ages to the present century. This year's sequence focuses on Japan from 1600 to the present (autumn) and eighteenth- to twentieth-century China (winter). Staff. Autumn, Winter, Spring.

240-241-242. Introduction to Russian Civilization I, II, III. PQ: Courses must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. Russian Civilization is a three-quarter, interdisciplinary course in which geography, history, literature, economics, law, fine arts, religion, sociology, agriculture, among others, are studied to see how the civilization of Russia has developed and functioned since the ninth century. The first quarter covers the period up to 1700; the second, to 1917; and the third, the Soviet period. The course has a common lecture by a specialist in the field, usually on a topic about which little is written in English. Two weekly seminar meetings are devoted to discussions of the readings, which integrate the materials from a variety of interdisciplinary perspectives. The course attempts to inculcate an understanding of the separate elements of Russian civilization. Emphasis is placed on discovering indigenous elements of Russian civilization and how they have reacted to the pressures and impact of other civilizations, particularly Byzantine, Mongol-Tataric, and Western. The course also considers problems of the social sciences, such as the way in which the state has dominated society, stratification, patterns of legitimization of the social order, symbols of collective social and cultural identity, the degrees of pluralism in society, and the autonomy an individual has vis-à-vis the social order. Also examined are such problems as the role of the center in directing the periphery and its cultural, political, and economic order; the mechanisms of control over the flow of resources and the social surplus; and processes of innovation and modernization. R. Hellie, N. Ingham, Autumn; R. Hellie, S. Fitzpatrick, Winter; R. Hellie, Staff, Spring.

243-244-245. Religion in Western Civilization (=ECL 201-202-203, RelHum 205-206-207). This course sequence fulfills the Common Core requirement in civilizational studies. This yearlong sequence focuses on fundamental elements in the history of religions in Western civilization from the ancient Near East in the third millennium B.C. to the development of Protestantism in the sixteenth century A.D. The first quarter focuses on the mythologies and ideologies of king and cosmos. The second quarter focuses on religious communities and saving figures. The third quarter focuses on text, tradition, and interpretation. J. Z. Smith. Autumn, Winter, Spring.

251. Urban Structure and Process (=Geog 227/327, Sociol 227/361). This course reviews competing theories of urban development, especially their ability to explain the changing nature of cities under the impact of advanced industrialism. Analysis includes a consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and the limitations of the past American experience as a way of developing urban policy both in this country and elsewhere. G. Suttles. Spring.

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253. Social Welfare in the United States (=PubPol 253). This course examines the evolution of social welfare provisions in American society. Special emphasis is placed on who is helped and who is not, in what forms, under what auspices, and with what goals. The changing nature of helping is analyzed with particular attention to the changing role of the state. Readings and discussion focus on provisions for the poor, for children and families, and for the mentally ill. Some comparisons are made with other industrialized countries. H. Richman. Spring.

254. Psychology of Carl G. Jung. PQ: Common Core social sciences sequence. This course is a study of the life and work of Carl G. Jung, emphasizing his contributions to the psychoanalytic movement, his theory of personality development and psychotherapy, his view of Western culture (its art, history, and religion), his influence on contemporary forms of thought, and major trends in the works of his best-known followers. P. Homans. Autumn. Not offered 1995-96; will be offered 1996-97.

255. Medieval Political Philosophy (=SocTh 349). This course concentrates on a limited number of Muslim, Jewish, and Christian authors, among them Farabi, Maimonides, Averroes, and Marsilius. Emphasis is on developing some familiarity with their modes of writing and arguing, as well as with their understanding of the relation of pagan philosophy to revealed religion. The implications of that relation for the organization of political life are also examined. R. Lerner, H. Fradkin. Winter.

256. Non-Western Behavioral Sciences: Hindu (=Anthro 212/321). PQ: Third-year standing. May be taken for either 100- or 200-level credit. Readings offer a review of what the classical Indian sciences of astrology, biology, and sociology assume about human beings--for example, that they are made of ether, air, fire, water, and earth and therefore seek advantage, attachment, and coherence. Students experiment with these assumptions through a simulation-game and compare its results with ethnographic descriptions of actual Hindu institutions and behavior. M. Marriott. Autumn.

257. Modern Readings in Anthropology: Ethnopsychology of Two Cultures (=Anthro 213/323). PQ: SocSci 121-122-123 or consent of instructor. Class limited to ten students. From reading modern ethnographies of two cultures where Western concepts are inappropriate, the course develops alternative systems of psychological categories and relationships. M. Marriott. Not offered 1995-96; will be offered 1996-97.

258. Introduction to American Political Thought. An examination of nineteenth-century debates about color and diversity. R. Lerner. Autumn.

260. Intensive Study of a Culture: Japan (=Anthro 212/323). PQ: Second-year standing. Class limited to twenty students. A Japanese social and psychological science contrasting with the Western social sciences is developed from Japanese perceptions that human affairs are defined by relations among containers, energies, and spaces. This science is then used to analyze specimens of Japanese behavior. M. Marriott. Winter.

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261-262-263. Introduction to Latin American Civilization I, II, III (=Anthro 307-1,-2,-3; Hist 335-336-337; LatAm 345-346-347). This three-quarter course sequence introduces students to the history and cultures of Latin America, including Mexico, Central and South America, and the Caribbean islands. The autumn quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. The winter quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. The spring quarter focuses on the twentieth century, with a special emphasis on the challenges of economic, political, and social development in the region. F. Katz. Autumn, Winter, Spring.

264. The Russian Law Code (Ulozhenie) of 1649 (=Fndmtl 254, LL/Soc 254). Consisting of 967 articles grouped into twenty-five chapters, the Ulozhenie of 1649 is probably the most important single text to survive from Russia prior to 1800. Its laws are of Byzantine, Lithuanian, and Muscovite origin. The codification reflected Russian political, economic, social, and legal realities of the time and served as the basis of Russian law for the next 180 years. This course entails a close reading of the text (in the Hellie English translation) and examination of its context. R. Hellie. Spring.

266. The Political Plays and Prefaces of George Bernard Shaw. As Shaw used the word, almost all of his fifty plays and prefaces are "political." The seven or eight plays and prefaces read and discussed range from the nature and use of political and economic power (Major Barbara) to the consequences of the failure to exercise it (Heartbreak House) to the purpose of human life (Man and Superman). They also include such matters as the relationship of prostitution and capitalism (Mrs. Warren's Profession) and the importance of dissent and the conflict between feudalism/Catholicism and nationalism/Protestantism (Saint Joan). The plays are discussed both as theater and as a body of social theory and criticism written with enormous wit, clarity, and vitality. I. Kipnis. Spring.

267. Family and Life Course (=Psych 237). Founded on Burgess's portrayal of the family as a "unity of interacting personalities" and recognizing the importance of life-time and historical time in the study of social life, this course provides an overview of the family in contemporary society. Starting with discussion of the American family in historical time, readings and class discussion examine major roles within the family: marriage, divorce, adoption, the reconstituted family, relations between generations, the place of work and school in family life, and family and caregiving. The course concludes with a discussion of social change, including family and an aging society, changing roles of men and women, and the significance of families of choice. B. Cohler. Spring.

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269. Medicine and the Law (=HiPSS 247, LL/Soc 269). This course is designed as an introductory investigation of the interrelations between two essential human institutions: law and medicine. Students read and discuss a series of instances where law (defined broadly to include statutes, common law precedents, community standards and customs, and privately established codes of conduct) and medicine (as perceived by individual patients, the public, clinicians, and research professionals) come into conflict; students then examine how these conflicts are resolved. The course is divided into two parts: private conflicts and public conflicts. The first concentrates on conflicts between individual needs, wants, and desires, on the one hand, and professional responsibility and authority or established community standards of conduct, on the other. The second focuses on legislative, administrative, and executive powers and policies involving medicine. A. Goldblatt. Spring.

273. Contemporary Japanese Society (=Japan 355, Sociol 269/369). PQ: Third- or fourth-year standing. The purpose of this course is to consider whether or not Japan is unique among industrial societies by analyzing the social structure of contemporary Japanese society. We focus on continuity and change from prewar to postwar Japan in its major social and economic institutions and in patterns of human relationships. M. Brinton. Spring.

274. Fantasy and Frame in a Mass Society. PQ: Common Core social sciences sequence. This is a course on the psychology of popular or mass culture, but instead of the usual applied psychology approach, it builds upon the interplay between cultural and psychological factors. The particular focus is fantasy processes, taken as the locus of personal uniqueness and identity in one's emotional life, and their relation to the frames and screens within and upon which culture represents and mediates typical and shared forms of social reality to the individual. We use psychology of fantasy and sociology of art and culture in analyses of selected examples of mass culture, taking theory and interpretation together. P. Homans. Winter.

275-276-277. Peoples of the Book: The Bible in Western Civilization (=ECL 204-205-206, RelHum 204-205-206). This course sequence fulfills the Common Core requirement in civilizational studies. This is a yearlong sequence focusing on the Bible (the Hebrew scriptures, New Testament, and Qur'an) as a means of approaching a central element in Western civilization. The first quarter (The Formation of the Bible) focuses on the characteristics of holy books and the processes by which the biblical canons were fashioned. The second quarter (The Rewritten Bible) concentrates on the transmission of the Bible in oral and manuscript form and the traditions of its interpretation in Judaism, Christianity, and Islam. The third quarter (The Bible as a Public Document) centers on the modern period, beginning with the invention of printing and concluding with the rise of biblical scholarship in the nineteenth and twentieth centuries. J. Z. Smith. Not offered 1995-96; will be offered 1996-97.

282-283. Problems in Gender Studies (=Anthro 215, Eng 102-103, GS Hum 205-206, Hist 204-205, Hum 228-229). PQ: Second- or third-year standing and completion of a Common Core social science or humanities course or the equivalent. This two-quarter interdisciplinary sequence is an introduction to theories and critical practices in the study of feminism, gender, and sexuality. Both classic texts and recent reconceptualizations of these contested fields are examined. Problems and cases from a variety of cultures and historical periods are considered, and the course pursues their implications for local, national, and global politics. Topics might include the politics of reproduction; gender and postcolonialism; women, sexual scandal, and the law; race and sexual paranoia; and sexual subcultures. L. Berlant, E. Hadley, Staff, Autumn; E. Alexander, E. Povinelli, Staff, Winter.

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284. Seminar: The Political Economy of Art (=Econ 276). Neoclassical economics is applied to the visual arts. The relation of aesthetic to economic value is examined conceptually and empirically. The theories of utility and human capital are applied to the choices of collectors and curators; the theory of cost and market organization is applied to the activity of artists. The case for and against government intervention is analyzed. This economic approach to the arts is contrasted with others, including Ruskin's Political Economy for Art. W. Grampp. Winter.

285. Classical Readings in Anthropology: Marx, a Critical Overview of His Thought (=Anthro 211/447). A reading and interpretation of Marx's principal writings, emphasizing both the continuities and the changes from his earlier to his later works, with attention given to contemporary developments and controversies in Marxian scholarship. T. Turner. Autumn.

288. Freud on Mind and Society (=SocTh 309). An introduction to the psychoanalytic conception of the human condition. J. Lear. Autumn.

289. The Construction of the Past: The Use of History in Freud and Collingwood (=Fndmtl 289, HumDev 305, Psych 289). How we understand the past is an enduring problem in history and human studies. A history is less a record of events than an interpretation of these events that makes the past coherent in terms of the present. Study of these accounts of the past, including study of the principles according to which these accounts are constructed, provides additional understanding of the use of history in general, but also of life-history. We explore the issue of the use of the past, drawing from Freud's case study of "the wolf-man" and Collingwood's account of the construction of histories. B. Cohler. Winter.

291. Individual Study in the Social Sciences. PQ: Consent of instructor and senior adviser. Students are required to submit the College Reading and Research Course Form. Staff. Autumn, Winter, Spring.

295. Readings in Social Sciences in a Foreign Language. PQ: At least one year of language. Students must individually make arrangements with appropriate instructors. Consent of instructor and senior adviser. Students are required to submit the College Reading and Research Course Form. Staff. Autumn, Winter, Spring.

299. Readings in the Social Sciences. PQ: Consent of instructor and senior adviser. Students are required to submit the College Reading and Research Course Form. Staff. Autumn, Winter, Spring.

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