Common Core Sequences

101-102-103. Wealth, Power, and Virtue. PQ: Must be taken in sequence. Drawing on classics of social thought and 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.

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 Smith, Marx, and 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 examining wealth and markets in classical economic theory and various critiques of that theory, in this quarter we focus on power. How is power created? To what uses and abuses is it put? How does authority take form? We consult some theories that emphasize the make-up of individuals (Hobbes, Freud, and their successors) and others that emphasize social forces (Mead, Goffman, Mosca, Weber, and Foucault). We continue with studies of inequality in work sites and urban communities, and conclude by asking what virtues are specific to the political vocation.

103. PQ: SocSci 102. Why do some social scientists consider it essential to analyze "culture?" 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 ask what social scientists try to learn when they compare different cultures, and look at some of the things they do when they focus on the cultural dimension of human experience. The authors we read include Simmel, Weber, Benedict, Geertz, and Bell.

111-112-113. Power, Identity, and Resistance. PQ: Must be taken in sequence. G. Herrigel, Staff. Autumn, Winter, Spring.

111. This quarter examines the contested relationship between individual choices and collective outcomes, in both markets and politics. Under scrutiny is the degree to which individual desires, wants, or preferences are satisfied, constrained, or created by such historically evolving institutions as the free market, state bureaucracy, and organizations of civil society. Also considered are the roles of values and culture in economic process, as well as the historical and cultural variability of the boundaries between the economy, society, and politics. Readings include classic works in political economy and its critique by Adam Smith, Schumpeter, Durkheim, Weber, Hayek, Marx, and Engels.

112. PQ: SocSci 111. In this quarter, we further probe the ideals and realities of modern liberal democratic societies by critically investigating the classical liberal emphasis on individuals and individualism, and the personal versus the political. Critics on both the Right and the Left have challenged the liberal conception of the self, and the Enlightenment visions of a progressive society of free, reasonable, or self-interested or self-determining citizens. By considering how the forces of authority, tradition, power, ideology, and repression variously function in such modern social institutions as constitutional parliamentary government, the educational system, and the criminal justice system, we will explore how one's personal and political identity is constituted, and the challenges this poses to the liberal democratic system. Readings include Hobbes, Locke, Bentham, Mill, Burke, Freud, Foucault, Virginia Woolf, John Dewey, Angela Davis, and Malcolm X.

113. PQ: SocSci 112. Spring quarter further explores the problems of power and identity in modern liberal societies via an extended critical consideration of some of the most significant and provocative demands for a more egalitarian society, demands that remain relevant today. The tactics of protest and resistance at work in the movement for Black Liberation, Women's Liberation, and even Animal Liberation illuminate the complexities, contingencies, and uncertainties of both the ideal of equality and the construction of one's personal and political identify, of self and other. Readings include Rousseau, Marx, Engels, Nietzsche, Simone de Beauvoir, W. E. B. DuBois, George Chauncey, Angela Davis, and Peter Singer.

121-122-123. Self, Culture, and Society. PQ: Must be taken in sequence. B. Cohler, M. Postone, W. Sewell, Staff. Autumn, Winter, Spring.

121. In this quarter we explore the nature and development of modern society through an examination of theories of capitalism. The classic social theories of Smith, Marx, and 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 Durkheim, Lévi-Strauss, Turner, 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 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 Freud, Foucault, and others.

131-132-133. Democracy and Social Science. PQ: Must be taken in sequence. How do democratic societies use factual knowledge about themselves when crucial policy decisions are made? Is such knowledge possible? What are its limits? This course explores these questions by examining classic and contemporary points of view about ways of gathering, analyzing, and interpreting information about public policy issues. The course aims to provide the student with an introduction to the philosophy of social science inquiry, a sense of how that inquiry is conducted, and an understanding of how policy implications can be drawn responsibly from evidence provided by empirical social science. The course's objective is to convey both the promise and the pitfalls of social science and a sense of its uses and abuses. The sequence involves work of three kinds, takeup seriatim in the three quarters, as outlined in the course descriptions that follow. This year the sequence centers on key policy questions in education. We read works by authors such as James Coleman, John Dewey, Karl Marx, Karl Popper, Robert Putnam, J.-J. Rousseau, Alexis de Tocqueville, Max Weber and Michael Young. A. Abbott, T. Clark, Autumn; A. Bryk, J. Davis, Winter; C. Bidwell, L. Hedges, Spring.

131. In this quarter we read general texts on the role of knowledge in democratic societies and on the tension between technocracy or social engineering. The use of social science knowledge to inform and enlighten public discourse and policy making is also discussed.

132. PQ: SocSci 131. This quarter offers a detailed examination of one major piece of empirical social science research that addresses a contemporary public policy issue in the United States, complemented by hands on experience in analyzing data that pertain to this same policy issue.

133. PQ: SocSci 132. This quarter features a systematic exploration of the principal policy implications of this research and of consistencies and inconsistencies between its findings and the findings of other research evidence that can be brought to bear.

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. What is justice? What makes a good society? This sequence examines such problems as the conflicts between individual and common good; among morality, religion, and politics; and between liberty and equality. We read classic writings from Plato, Aristotle, and the Bible to the great critics of modernity: Machiavelli, Hobbes, Locke, Rousseau, The Federalist, Tocqueville, Marx, Nietzsche, and Weber. Writing before our departmentalization of disciplines, they were at the same time sociologists, political scientists, economists, and moralists; they offer contrasting alternative conceptions of society and politics that underlie continuing controversies in the social sciences and in contemporary political life. J. Elshtain, C. Fasolt, J. Kraemer, R. Pippin. Autumn, Winter, Spring.

Collegiate Courses

204. International Relations: Perspectives on Conflict and Cooperation (=PolSci 294/374, SocSci 204). PQ: Class limited to sixty students; preference given to students with third- or fourth-year standing. This course examines a number of competing approaches to the study of conflict and cooperation in the international system. Lectures by University faculty introduce key analytic concepts from several intellectual traditions (such as realism, liberalism, cultural theory, modernization theory, and social constructivism) and discuss their ability to explain war, alliances, revolutions, nationalism, cooperation, ethnic conflict, and other important international phenomena. Staff. Autumn.

205. International Relations: Transnationalism in a Post-Colonial World (=PolSci 295/397, SocSci 205). PQ: PolSci 294 strongly recommended. Class limited to sixty students; preference given to students with third- or fourth-year standing. Dominant conceptions in international relations privilege states by treating them as natural and exclusive actors in international relations; privilege the Western world by treating it as the center; and privilege the balance of power and deterrence by treating military force as the primary means of self-help in allegedly anarachical space beyond state frontiers. This course focuses on national and transnational civil society as the arena of action. We address challenges arising for non-Western societies and politics in the post-war world, and focus on global issues other than military security. S. Rudolph. Winter.

207. Augustine's Confession (=Fndmtl 276, Id/Met 377, RelHum 294, SocSci 207). The course consists of a close reading of the text, along with On the Freedom of the Will and The Teacher. We study Augustine's conceptions of philosophy and belief, focusing on his notion of the philosophical life and on his concept of the will. We also devote attention to Augustine's rhetoric and how it influences his search for wisdom and happiness. W. Olmsted. Not offered 1998-1999; will be offered 1999-2000.

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, SocSci 217-218-219). PQ: Must be taken in sequence. This course is an introductory survey of methods, findings, and problems in areas of major interest within linguistics and of 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. Staff. Autumn, Winter, Spring.

220-221-222. Introduction to Islamic Civilization I, II, III (=NECiv 220-221-222, SocSci 220-221-222). This course surveys the religious, political, and cultural institutions of Islam, both in their historical development and in their contemporary significance. Each of the three quarters focuses on one of these aspects. In the first quarter we discuss Islamic religious institutions and thought, including Qur'an and its exegesis; law, theology, and mysticism; sectarian divisions; and modern reform movements. In the second quarter we study the political and social institutions of the Islamic world, ranging from Africa to Central Asia and from Indonesia to the Balkans, but concentrating on the major polities of the central region, the Middle East, in their historical evolution. In the third quarter we survey oral, literary, and artistic expression in Islamic cultures; we read excerpts from Arabic, Persian, and Turkish literatures, and we examine monuments of the visual arts. Texts in English. Not offered 1998-1999; will be offered 1999-2000.

223. Japanese Society and Culture (=Anthro 217, EALC 223, Japan 223, SocSci 223). This course deals with various topics related to the anthropology of Japan. The goal is not only to provide students with knowledge and analytical tools to understand Japan, but also to examine how Japan has been portrayed by Western anthropologists and sociologists. Dominant concepts and framework used in the past to analyze Japanese culture and behavior are first reviewed. Then specific topics are covered, such as self and identity, the family and socialization processes, social organizations and the work place, the position of women, ethnic minorities, immigration, and nationalism and transnationalism in Japan. Dominant analytical approaches are discussed in conjunction with detailed ethnographic works. T. Tsuda. Spring.

224. Rhetorical Theories of Legal and Political Reasoning (=Hum 214, Id/Met 324, LL/Soc 224, SocSci 224). This course uses Plato's Gorgias to raise the question of whether practical thinking is possible and considers responses to this question by such writers as Aristotle, Cicero, and Machiavelli. We study the methods and concepts that each writer uses to defend the cogency of legal, deliberative, or more generally political prudence against explicit or implicit charges that practical thinking is merely a knack or form of cleverness. W. Olmsted. Autumn.

225-226-227. Introduction to African Civilization I, II, III (=Anthro 231-1,-2,-3, SocSci 225-226-227). This course sequence fulfills the Common Core requirement in civilization studies. This course presents the political, economic, social, and cultural development of sub-Saharan African communities and states from a variety of points from the precolonial past up to the present. The autumn quarter treats the social organization and political economy of several precolonial societies in southern, central, and eastern Africa. The winter quarter focuses on religion, ritual, and colonial authority. The spring quarter focuses on a single region (the Manden of West Africa), covering village social structure and political economy, precolonial trade and empire, Islam, European colonialism, and postcolonial society. A. Apter, Autumn; R. Austen, Winter; M. Dietler, Spring.

229. Freud: Human Development and Personality (=HumDev 313, Psych 210, SocSci 229). This course examines those of Freud's writings that are most relevant to the psychological study of normal personality and human development, rather than his clinical or psychiatric contributions. Attention focuses first on Freud's psychoanalytic method (observation and inference), and on his psychobiological and phenomenological models of mental functioning (cognitive, affect, and motivation). The course then concentrates on critically examining Freud's understanding of psychological development and its impact on personality and interpersonal relationships. Students have an opportunity to read extensively in Freud's works. D. Orlinsky. Autumn.

230-231-232. Introduction to the Civilization of South Asia I, II, III (=Anthro 233-1,-2,-3; SocSci 230-231-232; SoAsia 200-201-202; SoAsia 202=PolSci 260). PQ: Must be taken in sequence. Students who register for the third quarter of the sequence as PolSci 260 do not have to meet the prerequisites. This course 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 a discussion of what is involved in the study of pre-modern history, and in the idea of a "civilization," the worldviews of early Vedic brahmanism, Buddhism, and a reformulated "Hinduism," the problem of "kingship and its discontents," and the spread of South Asian culture across Southeast Asia. The winter quarter examines elements of Hindu mythology, the role of the temple as ritual center and focus of political and economic exchange, Hindu devotionalism, South Asian Muslim identity, Muslim social and cultural institutions in South Asia, and Muslim-Hindu interactions in South Asia. The spring quarter focuses on Mughal state, society, and culture; British and Indian nationalist constructions of Indian "tradition"; the culture and politics of religious and caste identities; and representations of the lives of women in South Asia. S. Collins, Autumn; N. Cutler, Winter; S. Rudolph, Spring.

235-236-237. Introduction to the Civilizations of East Asia I, II, III (=EALC 108-109-110, Hist 151-152-153, SocSci 235-236-237). PQ: 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 Vietnam, with emphasis on major transformation in these cultures and societies from the Middle Ages to the present. This year's sequence focuses on Japan from 1600 to the present, China from the eighteenth to the twentieth century, and Korea from the eighteenth to the twentieth century. T. Najita, Autumn; M. Bradley, Winter; G. Allito, Spring.

238. Modern Psychotherapies (=Psych 251, SocSci 238). This course introduces students to the nature and varieties of modern psychotherapies by extensive viewing and discussion of video-taped demonstration sessions. Diverse treatment approaches are studied, including client-centered, cognitive-behavioral, gestalt, interpersonal, and psychodynamic therapies. Couple and family therapy sessions may be viewed along with demonstrations of individual therapy with adults, adolescents, or children. Historical and conceptual models are presented to deepen the student's understanding of what is being viewed, although the main emphasis of the course is on experiential learning through observation and discussion. D. Orlinsky. Autumn.

239. Freud and the Study of Culture (=Fndmtl 233, GS Hum 358, HumDev 345, MAPH 311, Psych 245, SocSci 239). In this course, the study of culture is approached from the perspective of psychoanalysis. Starting with Freud's important work, particularly Totem and Taboo and Civilization and Its Discontents, we consider both contributions and limitations of the psychoanalytic approach as both a method of study and a theory of the significance of symbolic systems in terms of exemplary recent ethnographic study. We use psychoanalysis both as a method for understanding meaning and for understanding wish and intent. B. Cohler. Winter.

240-241-242. Introduction to Russian Civilization I, II, III. PQ: Must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. This three-quarter, interdisciplinary course studies geography, history, literature, economics, law, fine arts, religion, sociology, and agriculture, among other fields, 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. Not offered 1998-1999; will be offered 1999-2000.

249. Freud: Social and Cultural Psychology (=HumDev 375, Psych 366, SocSci 249). PQ: Consent of instructor. This course offers an intensive examination of Freud's contributions to the social sciences and humanities. After reviewing key concepts in Freud's understanding of individuals (mental functioning, development, and personality), the course concentrates on his analyses of (1) the psychological foundations of society (group solidarity, competition and class inequality, and violence and its regulation) and (2) the psychological foundations of culture (morality, religion, and artistic creativity). The course concludes by examining the ideal values implicit in Freud's concept of the civilized person (reason, empathy, conscience, self-knowledge, and humor). Students have an opportunity to read extensively in Freud's works. D. Orlinsky. Spring.

250/350. Anthropology of Olympic Sport (=Anthro 204/304, SocSci 250/350). This is a course in the anthropology of international organizations, pluricultural performances, intercultural negotiations, and globalization processes, using the Olympic Movement and Olympic Games as the primary examples. The main goal of the course is to provide a grasp of the institutions, political economies, and performance forms of the Olympics and related IGO, NGO, governmental, corporate, cultural, and scientific actors. Our main analytical purpose is to explore field work methodologies and research programs for the "new" anthropology of global processes and transnational actors. J. MacAloon. Summer.

251. Urban Structure and Process (=Geog 227/327, SocSci 251, 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. A. Abbott. Winter.

253. Social Welfare in the United States (=PubPol 253, SocSci 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. Francis Bacon: Legal and Practical Reasoning (=Hum 211, Id/Met 344, LL/Soc 244, SocSci 254). This course examines Francis Bacon's methods of legal and scientific reasoning in order to understand his attempt to make science and law simultaneously more rational and universal, on the one hand, and more useful and adequate to particular judgments and circumstances on the other. We address such issues as whether law can attain to the rigor of science, how rhetoric affects judgment of legal and practical matters, and whether different forms of law can be accommodated to one another by the development of legal maxims. W. Olmsted. Winter.

256. Ethnosociology: Hindu (=Anthro 321, SocSci 256). PQ: Third-year standing. May be taken for 100 units, or with SocSci 256 for a total of 200 units. Continuing the discussions of materials in Anthro 212, this course compares additional texts and recent ethnographies with the aim of developing social sciences appropriate for South Asia. M. Marriott. Spring.

259. Sexual Identity, Life-Course, and Life-Story (=GendSt 208/308, GS Hum 359, HumDev 346, Psych 246, SocSci 259). Beginning with the study of the concept of sexual identity, this course explores what is known of biological factors presumed relevant to emergence of same-gender sexual orientation, social circumstances and aspects of personal development salient among those persons whose self-identity is or becomes gay, lesbian, or bisexual. We focus on such issues as gender atypical interests, the contribution of familial circumstances, and the role of the "coming-out" story. We also explore such issues as intimacy, partnership, parenthood, and aging among bisexual men and women, lesbians, and gay men. The course concludes with considerations and limitations of "queer theory" to our understanding of sexual identity and life story. B. Cohler. Spring.

261-262-263. Introduction to Latin American Civilization I, II, III (=Anthro 232-1,-2,-3, Hist 161-162-163, LatAm 161-162-163/346-347-348, SocSci 261-262-263). This sequence fulfills the Common Core requirement in civilizational studies. May be taken in sequence or individually. 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. Staff. Autumn, Winter, Spring.

269. Medicine and the Law (=LL/Soc 269, NCD 269, PubPol 269, SocSci 269). An introductory investigation of the relations and conflicts between the law and the profession of medicine. After an initial segment involving informed consent and patient refusal, the course is divided into two parts. The first part follows the development of the "right to privacy" with particular emphasis on the legal precedents involving access to contraception and abortion; the second studies the termination of life sustaining treatment precedents from Quinlan to the Supreme Court physician assisted suicide cases. Each class is divided into two parts: a discussion of the cases and an attempt to resolve a contemporary controversy involving the law as announced by the cases. A. Goldblatt. Spring.

274. Fantasy and Frame in a Mass Society (=DivPSR 274, SocSci 274). 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.

282-283. Problems in Gender Studies (=Eng 102-103, GendSt 101-102, GS Hum 228-229, Hist 180-181, Hum 228-229, SocSci 282-283). 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 designed as 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 differing 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. D. Nelson, Autumn; E. Povinelli, Winter.

284. Utilitarianism, Idealism, and Socialism (=GendSt 272, PolSci 272, SocSci 284). This course critically examines some of the most fascinating developments in nineteenth-century English political and philosophical theory. The Victorian age was the age not only of prudery and imperialism, but also of liberal reform, Darwinian science, democratic expansion, "The Woman Question," and socialist agitation. Readings of texts by such figures as Jeremy Bentham, John Stuart Mill, T. H. Green, Harriet Taylor, Frances Power Cobbe, Edward Carpenter, and William Morris place these figures in their historical context, bring out the tensions inherent in the growth of modern democratic liberalism, and point up the enduring significance of the utilitarian, idealist, and socialist perspectives. R. B. Schultz. Autumn.

285. John Dewey, Pragmatism, and the Problems of Democracy (=GendSt 277, PolSci 277, SocSci 285). Pragmatism is widely regarded as the single most important contribution that America has made to philosophical and political thought, and none of the pragmatists was more important than John Dewey. This course provides a general introduction to the philosophical, political and educational work of Dewey. We also consider how his criticisms of American plutocracy and educational ideology remain useful, and engage with the most provocative recent interpretations of his views, particularly those of Cornell West, Richard Rorty, Hilary Putnam, and Robert Westbrook. Field trips to institutions associated with Dewey's reform efforts are scheduled in addition to class time. R. B. Schultz. Winter.

290. History and the Russian Novel. Monday lectures present the historical, intellectual, and literary setting of each work. On Fridays the class discusses the novel of the week in the context of the Monday lectures. Depending upon availability, ten novels are chosen from Radischev, Journey; Gogol, Dead Souls; Turgenev, Fathers and Sons; Dostoevski, Crime and Punishment; Tolstoi, Ana Karenina; Belyi, Petersburg; Gladkov, Cement; Fadeev, The Rout; Sholohov, Virgin Soil Upturned; Erenburg, The Thaw; Solzhenitsyn, The First Circle; and Rybakov, Children of the Arbat. R. Hellie. 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.

297. Independent 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.