Many of the world's greatest writers, artists and thinkers have been known to struggle with abnormal psychological conditions. What are these conditions and what has their impact been on the creativity of these individuals? Is there a special link between certain kinds of abnormal psychology and the drive to create? What is genius? Is there a relationship between states of madness and genius? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to go where none have gone before, to see what others have not seen, to create what no one has yet created?

This program will approach these and other related questions through an in-depth study of abnormal psychology, as we learn to identify and understand a number of conditions. We will contrast this to our study of the normal mind and how it functions in both mundane and creative ways. We will read a broad selection of imaginative literature that describes abnormal psychological conditions and is, in many cases, written from the point of view of the individual who has the condition. These may include works of Shakespeare, Goethe, Gogol, Dostoevsky, Poe, Nietzsche, Kafka, Woolf, Lessing, London and Plath, as well as non-Western writers. We will also explore the connection between madness and creativity in the visual arts, specifically in the work of artists such as Vincent van Gogh and Jackson Pollock. How have writers and artists employed or expressed their conditions in their art? Have they intentionally cultivated the link between their psychological conditions and their creative product? And further, how has art been used in the treatment of abnormal psychological conditions?

Students will undertake extensive reading in psychology and related imaginative literature, as well as explore the visual arts in this context. Writing projects and art workshops will allow students to explore their own creativity. This class is not intended to serve as therapy, but rather is a serious study of psychology, literature, art history and the drive to create.

It logically follows that, in today's multicultural world, the truly reliable path to coexistence, to peaceful coexistence and creative cooperation, must start from what is at the root of all cultures and what lies infinitely deeper in human hearts and minds than political opinion, convictions, antipathies, or sympathies-it must be rooted in self-transcendence.

-Václav Havel, 1990

We often think of institutions, such as marriage, the church or education, as unchanging with regard to their foundational elements. In reality, such institutions and organizations are always in flux, responding to environmental and personal demands. Such challenges are the mark of American democracy and, historically, our institutions have moved toward the benefit of the populace for the greater good. Institutional change does occur, but how does it happen? How do we move institutions and organizations toward greater inclusivity, equity and social justice?

The guiding questions of this program are framed in terms of democracy, social justice, welfare, civil rights, and personal transformation and transcendence. We will explore how we engage institutions and organizations in transformation, what kind of effective change strategies allow for both personal and institutional paradigmatic shifts, and how we become the leaders of the process. We will examine the psychology of change, what role transcendence plays in our ways of thinking about change, and how equity and justice are served. This program will explore these questions within the context of systems theory, multicultural and anti-oppression frameworks, leadership development and the civil rights movement.

Even a casual observation of society indicates that serious social change is necessary. The question is: What are the most effective ways to make a significant change that will be long lasting and sustainable?

Students will not only study methods of change, but also participate in local, regional, national or international groups that are making a difference and that have significant promise of continuing to do so in the future. Students will determine the area where they wish to work and will come together to discuss theories of social change and test those theories in their work throughout the quarter. Our seminars will examine not only the readings for the week, but also the work each of us is engaged in for the quarter.

This yearlong program will cover the basic principles of business and economics by focusing on the management of Northwest maritime enterprises. We will visit and study communities throughout the region, learning about the businesses, agencies and other organizations that provide the economic engines, the lifeblood that drives and nourishes these communities. Early American and Northwest history will provide an essential context for our inquiry.

An active sail training component on board an original Annapolis racing yawl will provide students with a rich opportunity to learn power cruise and sail seamanship, including coastal navigation and "sailor's arts." An extended voyage may be scheduled during spring quarter.

This program is an intensive study of several fundamental areas of pure mathematics, including a nucleus of real analysis, abstract algebra, set theory and topology. Students will also have the opportunity to learn other advanced topics in mathematics, such as number theory. The tentative schedule of topics includes abstract algebra (group theory), real analysis and set theory in fall; abstract algebra (Galois theory), real analysis and topology in winter; and probability theory and geometry in spring, when students will also design individual projects.

We will develop skills not only in handling mathematical syntax, but also in the crucial area of reading and writing rigorous proofs in axiomatic systems. We will also examine mathematics in a historical and philosophical context, asking questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did mathematics become what it is today? What is current mathematical practice? What are the connections between mathematics and culture?

This program is designed for students who intend to pursue studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking. Students will have the opportunity to engage in individual projects and present material to the class on mathematical topics that they study during the year.

This program is designed for students with a keen desire for a strong background in geology, mineralogy, chemistry and mathematics of the kind needed for serious work in the natural sciences. The program's work will include lectures, readings (both technical and general), calculations, field and laboratory work, reports and limited seminar discussion.

We will cover standard introductory topics in geology, mineralogy, chemistry and differential and integral calculus at the college level. For example, in earth science we will explore what a mineral or group of minerals is made of, how they form and where they occur, and what their symmetry properties are. We will also analyze the mineral or rock in the laboratory.

We will develop theory and laboratory practice concurrently, and students will apply principles in the three major subject areas. Structured and exploratory exercises will be used to frame and solve problems. Seminar readings and discussions will both broaden and deepen the program material. Readings may be from literature, journal articles or other sources such as the Internet. Students will also be expected to keep a field journal of minerals.

This year, the Matter and Minerals program is offered in place of the traditional Matter and Motion program.

While Mediaworks is our entry-level moving image program, students should expect to do upper-division work in critical thinking, writing and design at the same time that they are acquiring or augmenting their media production skills. This program is designed to provide students with background in some aspects of film and video history and theory, as well as training in 16mm and digital filmmaking. Our focus is on the nonfiction image, a broad category that includes documentary, experimental film, installation, video art, autobiography and mixed media. Mediaworks also emphasizes the linkage of media theory and practice, both by focusing on the development of a critical and oppositional perspective for image-making and by studying the politics of representation-especially with regard to race, class and gender.

We will focus our theoretical work on the historical, aesthetic and ideological approaches and issues that have influenced the work of nonfiction and experimental image-makers. We will pay specific attention to media artists who deliberately mix styles, incorporate diverse aesthetic impulses in their work, move across disciplines, cross borders, critique the dominant corporate media, explore autobiographical themes, and attempt to broaden both film language and the perceptual sensibilities of their audience. We will also study seeing and listening.

During fall quarter, students will be introduced to a variety of production skills (including cinematography, digital video production, pre-production design processes, sound recording and editing). Students will be expected to complete a number of design problems in these media, as well as demonstrate a readiness to proceed to more advanced work in winter quarter. Students will also complete critical writing on media, learn and apply media research skills, and participate in theoretical discussions and critique groups.

In winter quarter, students will continue building their skills. They will also be expected to complete their research on a contemporary media artist, design a lecture/presentation with a small group, and present their topic orally and in written form. Their design work will focus on the completion of projects in several media around a specific theme. By week nine, students will have submitted a detailed proposal for a project to be completed in spring quarter. They will also have planned parts of the project that require off-campus location shooting. In spring quarter, students will have the opportunity to produce their short independent project.

Students should expect to work collaboratively as well as individually, and to design projects that are consistent with the stated themes of the program. Considerable attention will be given to both the process and the product of media production, with frequent screenings of work in progress and emphasis on group discussion and critique.

This program will examine the interactions between chemicals and animals, particularly focusing on events at the cellular and molecular level. A major emphasis will be on common cellular signaling pathways that are altered by drug action. In addition, the importance of structure-function relationships in examining the biological activity of chemicals will be a common theme. Mathematical models for the absorption, distribution and elimination of pharmaceuticals will be covered.

Toxic reactions to drugs and other chemicals will be examined, and the biochemical mechanisms for the transformation and elimination of foreign compounds will be covered. Current trends in research that are allowing rapid drug discovery and testing will be included. The statistical methods used to examine biomedical hypotheses will be taught to assist in the understanding of primary research papers in this field. Finally, historical case studies on the discovery, development and regulation of selected drugs will be studied. Program time will include lectures, seminars, laboratories and student presentations.

In this interdisciplinary program, we will focus on personal and cultural explorations of the dynamic psyche. We'll explore consciousness by examining personal belief systems, dreams and memories. One of our goals will be to understand the relationship between personal and collective consciousness. Another goal will be to collaboratively and individually integrate what we know about the creative, spiritual and scientific elements of the psyche.

We will explore the intricate and complex dynamics of our personal and cultural psyche by examining the following questions: What is the psyche? What is consciousness? What are their properties and dynamics? What influence do our memories, dreams and beliefs have on our consciousness? Is our personal consciousness influenced by cultural consciousness, or vice versa? Are there different types of consciousness? What are the relationships among the conscious psyche, the unconscious and personal beliefs in constructing our sense of self? How do our beliefs structure our experience individually and en masse?

During fall quarter, we'll build a foundation for our yearlong study by examining theoretical and historical perspectives of memories, dreams and belief systems and their relationships to conscious and unconscious mental processes. These topics will also be examined from a research perspective. Our texts will include Jung's autobiography, Memories, Dreams, Reflections, and Van de Castle's Our Dreaming Mind. During winter quarter, we will use this study as a foundation for a more in-depth analysis and interpretation of our personal and cultural memories, dreams and beliefs and their relationship to emotions. We will study poetry and prose fiction, comparative mythology and belief systems, and mindfulness teachings. In spring quarter, students will choose a faculty with whom to work extensively on more in-depth studies or on integrating material from fall and winter quarters. Possible areas of exploration in spring quarter include physiology and psychology of dreams, culture and construction of self, memories and psychological disorders, beliefs and empowerment, Progoff in-depth journal work, drawing from the inner and outer landscape, meditation theory and practice, poetry and prose fiction, and Laban fundamentals of movement.

This is a rigorous, full-time program. Students will be expected to work 50 hours each week (including class time). Activities will include lectures, seminar discussions, workshops, film critiques and lectures or presentations by guest speakers or artists. Students are expected to attend all program activities, to be on time, and to be fully prepared to participate in seminar discussions. They will work in small groups, complete papers, take exams and give presentations to the class. They should be prepared to explore challenging and unfamiliar ideas in a cooperative and friendly manner.

Minerals are beautiful, practical and sometimes very valuable. This program is designed for students with a keen desire for a knowledge of the science of mineralogy, with associated chemistry and mathematics. The program requires only 1 quarter of general chemistry, but more is better and the faculty strongly recommend taking a calculus option.

Mineralogy will be based on the standard text, Mineral Science, (C. Klein) and cover topics in crystallography, crystal chemistry and identification of minerals. Labs will cover physical properties, optical and chemical identification and probably X-ray diffraction for mineral identification. The labs will include a moderate amount of geochemical analytical technique. Students will help focus the direction of the class. We will develop theory and laboratory practice concurrently. This will be a challenging but rewarding class.

This program develops and interrelates concepts in experimental laboratory biology, organic chemistry and biochemistry by providing a foundation for students who plan to continue studies in chemistry, laboratory biology, field biology and medicine. Students will carry out upper-division work in biochemistry, microbiology, physiology, cellular, molecular and developmental biology and organic chemistry in a yearlong sequence.

The program integrates two themes: one at the "cell" level and the other at the "molecule" level. In the cell theme, we will start with the cell and microbiology and proceed to the whole organism, with the examination of structure/function relationships at all levels. In the molecular theme, we will examine organic chemistry and the nature of organic compounds and reactions, and we will carry this theme into biochemistry and the fundamental chemical reactions of living systems. As the year progresses, the two themes will continually merge through studies of cellular and molecular processes in molecular biology, developmental biology and physiology.

Each aspect of the program will contain a significant laboratory component. Weekly, students will be writing papers and maintaining laboratory notebooks. All laboratory work, and approximately one half of the non-lecture time, will be spent working in collaborative problem-solving groups. This is an intensive program. Its subjects are complex and the sophisticated understanding we expect to develop will require devoted attention and many hours of scheduled lab work each week.

Spring quarter will allow more flexibility for students who wish to take part of this program in conjunction with other work.

Movement and Resistance offers intellectual, physical and political inquiry into the life force that provokes both bodily expression and social justice. The concept of movement will be examined from the social perspectives of culture and political activism, and from the dynamic perspectives of physics and quantitative reasoning. Artistic forms of body movement, such as modern dance, Capoeira Angola and break dancing, will be examined as transformative social practices in response to power struggles. In turn, the dynamics of chaos theory, body balance and equilibrium will be examined as a response to gravity and planes of motion.

Movement as transformation can be seen historically as the way in which people have changed how they see themselves and the world. It is the force that brings diverse groups together in struggles for justice, as in the case of the Civil Rights Movement in the United States, and apartheid in South Africa. We can recognize that break dancing was a force of dance that speaks to socioeconomic class and encourages collaboration among street gangs. Movement can be regarded as a metaphor for resistance-resistance as action and as endurance.

Resistance as advancement takes into account how someone resists in order to advance-to move forward. Consider the way George Balanchine and Twyla Tharp challenged gravity with positions of balance and off-balance to create new works of choreography, and how avant-garde dancers Gus Solomons, Jr., Trisha Brown and Merce Cunningham interrogated the positions of men and women to ask: How is gender played out and changed in dance? Concepts of physics contribute to an analysis of body movement: velocity, momentum, force and torque.

In this program, we will dialogue about social movement and resistance to explore issues of class, race and political or social authority through an interdisciplinary approach informed by social and cultural history, African American studies, dance and media. Body politics have forced dancers to choreograph resistance through movement. Isadora Duncan resisted the status quo of acceptable dance to create a new form for self-expression. Josephine Baker used dance as an expression of civil rights for all people. Pearl Primus lectured and taught both dance and anthropology to examine racial issues in the United States through a well-known dance piece, Strange Fruit, that represents a woman's reaction to lynching. And contemporary artist Bill T. Jones interrogates the classic ideas of dance not only by using people of all body types and ages in his choreography, but also by using dance to talk to the audience about difficult issues-for example, to "dance around" the subjects of sexuality and race.

In each quarter of this program, students will acquire specific critical and technical skills to explore different forms and concepts related to our key inquiry. Students will experience how the body moves in reaction to space, time and gravity in studio work. Reading, writing, lectures and media will promote an understanding of the dynamic relationship between the powers of movement and resistance.Credit awarded in: social/cultural studies, writing, movement/expressive arts, social and cultural history, quantitative reasoning and dance history.

We will explore ways psychology can be of service in an increasingly diverse society by addressing the concepts of mental health, the mental health system and psychological counseling that are critical to the creation and maintenance of healthy communities and a more just and peaceful world. We will address theoretical and experiential aspects of multicultural and transpersonal psychology in a community context, and how psychology can contribute to the current United Nations Decade of Nonviolence. Students will learn social science research in the context of the counseling practice. Multimodal expressive arts laboratories based on person-centered psychology will be explored throughout the program.

As described by Natalie Rogers:

The combination of expressive arts-the integrated process of using movement, visual art, music, journal writing and drama-and person-centered listening are powerful, creative ways to become aware of our feelings about world events and to transform those feelings into self-responsible action. The expressive arts bring us into balance by engaging our imagination, intuition and spiritual capacities. As we gain an internal sense of peace, our way of being in the world shifts, bringing inspiration and wisdom to others.

No previous art or movement experience is required. Students need to be willing to work with psychological theory and self-knowledge through expressive arts, co-counseling and cultural identity work.

What is musicology? What is ethnomusicology? What skills does one need to develop in order to be a scholar and performer of music? How does one talk about music-read, write, analyze and explain it? How have performing artists responded to social forces in their work? How do these responses reinforce or undermine the social status quo? How have the dimensions of society, including everyday life, migration and urbanization, been manifested in various music cultures? How have the social and psychological dimensions of memory, identity and politics been manifested in various music cultures? Questions like these will guide and focus our explorations of a dynamic global tapestry of music, musicians and cultures.

During fall quarter, we will study various world music traditions and the Western art music tradition, and build performance and analytical skills. We'll establish a common knowledge base for our work by exploring approaches to ethnomusicology (the comparative study of music from around the world) and musicology (generally, the study of the Western art and music tradition). Studying music in this way is important because it forces us to reexamine our own assumptions about music and its cultural meanings. We'll learn to play the recorder, read and write music, and listen critically using analytical terminology and methodology.

During winter quarter, we'll delve into specialized studies of music in culture. Our studies will focus on various musics and cultures, the Western art music tradition, performance and analytical skills. We will explore modernity, focusing on the metropolis of New York during the 20th century as a case study, as well as exploring jazz music and culture in depth.

Expect to do a lot of reading and writing. Each quarter, students will pursue a major research project, including two public presentations and a paper. We'll do a variety of shorter writing assignments, too, in English and in music notation. Expect to attend several assigned concerts each quarter. We'll use these concerts as "texts" for elaboration and discussion within the program.