2015–16 Undergraduate Index A–Z

Find the right fit; Academic Advising wants to help you.

Leave feedback about the online catalog or tell us ideas about what Evergreen could offer in the future.

Catalog Views (Recently Updated, Evening & Weekend Studies, Freshman Programs, and More)

Featured Areas

View by Location

Note: No need to submit! Your results are filtered in real time, as you type.

There is currently a display issue when filtering for Music Addressing Complexity: Countershapes, Counterpoints, and the Resistance to Homophony led by Arun Chandra. This program is still open for registration. We apologize for the inconvenience.

Get information and Course Reference Numbers for this program.

You can use in-page find (Ctrl + f or Command + f) to find this program to compare it to others.

Philosophy [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Astronomy and Cosmologies EJ Zita astronomy history philosophy physics	Program	SO–SRSophomore–Senior	16	16	Evening			S 16Spring		Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation using the naked eye, binoculars, and telescopes. We will learn about the evolution and structure of our universe and its celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading and share their research with classmates.In our seminars, we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. They are invited to help organize an observation field trip to regions with clear skies.	EJ Zita		Sophomore SO Junior JR Senior SR	Spring	Spring
Caring for a Living Planet Stephen Beck and Karen Hogan biology ecology philosophy	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 15 Fall				Why and how should we care for our planet? Do we have reason to care only about other human beings, or should we care about non-human animals as well? How about other organisms -- or even whole ecosystems? And what about people and other living things in the future? How does knowledge of living things help us to care about them?In this program, we will take as our focus questions about our reasons to protect and preserve life, human and non-human, now and in the future. We will study biology, specifically evolution and ecology, to understand the variety and complexity of life, and we will study philosophical ethics, specifically environmental ethics, to understand our ethical place in the world. This program will help students to widen their understanding of the world and their place within it.	Stephen Beck Karen Hogan	Mon Mon Wed Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
China and Japan: Traditional and Contemporary “Silk Roads” Hirsh Diamant and Tomoko Hirai Ulmer classics communication consciousness studies cultural studies education geography history international studies language studies philosophy	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of Silk Roads in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the routes. We will examine Asian philosophies including Daoism, Confucianism, Buddhism and Shintoism. We will learn the ideographic languages and their embedded worldview and sensitivities as expressed in poetry and literature; and we will envision contemporary and future Silk Roads with new trends, aspirations, and beliefs. Our inquiry into Chinese and Japanese history will focus on periods in which foreign influences were most influential, for example the time when Buddhism, along with tea, traveled on Silk Roads. Another transformation occurred in the 20 century, with devastating conflicts of WWII. Most of today’s complex political issues between China and Japan stem from this war. For centuries China has played, and is continuing to play, a central role in Asia. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural climate and needs. Japanese language, architecture, literature and art are steeped in Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture that has disappeared from China itself. Treasures from the Silk Road and Tang Dynasty dance and music from the 8 century still survive in Japan. Such heritage has, in turn, helped produce a present day cultural renaissance in China. Much scholarship about China has been continually flourishing in Japan and the contemporary pan-Asian culture is developing beyond national borders. Program activities will include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops; and learning about Chinese tea culture and Japanese tea ceremony.	Hirsh Diamant Tomoko Hirai Ulmer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Creating Dance: Chakras, Color, and Conflict Robert Esposito aesthetics dance philosophy psychology visual arts Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			This full time program focuses on the creative process through movement, dance, and symbolic color theory. Using the Tantric chakra system as a dynamic map of progressive mind-body development, the syllabus builds on the fall 2015 program, , and leads to the spring 2016 program, . Although designed to interface effectively with these programs, it also stands on its own and new students with prior experience in movement, dance, or visual art are welcome. The program goal is twofold: to refine awareness of the student's educational and life path through performance art, and to facilitate a dynamic interplay of inner connectivity with outer expressiveness through movement to establish and enrich a sense of cooperative community. We'll explore how aesthetic color theories relate to the chakra system as an inspiration, structure, and methodology for creating dance that speaks deeply and eloquently to the human situation. We'll explore questions such as: What is my purpose or path in life? How can we nurture relationships that help achieve common goals through just and sustainable practices? How can we balance intuitive, creative imagination with concrete techniques producing verifiable results? The chakra system will be studied as both a dynamic structure for understanding human consciousness, and as a developmental process that locates, identifies, and provides methods for working with creative blocks. We will demystify chakra work to generate practical movement toward mind-body integration, clarity of intent, and a sense of community. Text and movement seminars explore the history, theory and practice of Tantric and Taoist philosophy, esoteric anatomy, artistic color theories, and dance kinesiology. Activities alternate, overlap, and integrate drawing/painting, selecting or making sound, and progressive classes in dance technique, theory, and composition in an experimental, non-judgmental, and collaborative workshop environment.	Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Dangerous Reading: Readings in the History of Ideas Stacey Davis and Leonard Schwartz history literature philosophy writing	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			What does it mean to read? How does reading shape one’s identity, and how does identity shape how one reads, and what one finds in those books? In this two-quarter program, we will examine the intertwined developments of poetry and history, and the implications of those histories for a theory of reading. What is the function of the poem, how is it to be heard or read, and how do its metaphors and syntax shape the very way a people or person might think and feel? What is the traditional role of the historian, and how do historians produce texts that authorize their own truth? How do historical and poetical works, and the various epistemological claims made in their name, interact in the contemporary moment? What is the role of translation in the dissemination of literary texts and shaping of the historical imagination? In the past, reading was deadly serious business. In this program, we’ll explore the relationship between illuminated manuscripts, medieval devotion, and power; how the advent of printed reading rocked Europe and sparked 100 years of war in the 16 century; links between political cartoons, scandalous pamphlets, and the terror of the French Revolution; the ways in which readers in the Romantic age fashioned a notion of themselves and their visions of a good life through their readings; and how the advent of post-structuralism in the 20 century has exploded the way we think of reading today. From Homer and Thucydides forward, there has been a competition between poetry and history over the right way to read and remember. Readings will include Thucydides' , Homer's , Sappho's , Plato's and St. Augustine's We will also consider sections of Dante's Montaigne's and Jean-Jacques Rousseau's as well as, crucially, Marcel Proust's We’ll delve into the cultural history of reading through texts such as Robert Darnton's and Dena Goodman's Contemporary writers and texts to be considered in light of the double imperatives of history and poetry include Marguerite Duras' , Alice Notley's , and Roberto Calasso's . Student activities will focus on reading, writing, and seminar participation.	Stacey Davis Leonard Schwartz	Mon Tue Wed	Freshmen FR	Fall	Fall Winter
Descartes and His Legacy Stephen Beck philosophy	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Descartes is often called the Father of (western) Modern Philosophy. With good reason: Descartes powerfully redirected the western conception of philosophical inquiry as well as articulated several philosophical views – for instance, on knowledge, on the nature of persons, on the relation between mind and body – that continue to exert influence today even while they draw sharp criticism. We will read several of Descartes’ works carefully, along with writings by a range of critics, from his contemporaries to ours. This work will help us to answer the question: What is at stake in accepting or in rejecting Descartes’ positions?	Stephen Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
EastWest Psychology: Destructive Mind/Emotion Jamyang Tsultrim consciousness studies philosophy psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend		W 16Winter			Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind.	Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Environmental Health: Science, Policy and Social Justice Russell Lidman and Carrie Parr (Pucko) American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists.	Russell Lidman Carrie Parr (Pucko)	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Eugenics: Toward the "Perfect" Human Donald Morisato, Rita Pougiales and Joseph Tougas anthropology biology philosophy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		In what ways can the human being "improve"? Can improvements be made before birth as well as after birth? In seeking improvement, what is the proper balance between what we do and what we do? In this program, we consider the history of eugenics—the application of genetic principles to "improving" the human species—from its inception in the late 19th century to its most recent manifestation in contemporary medicine. We will study concepts in genetics, molecular biology, and reproductive biology to help us understand what is scientifically possible for altering human development. We will turn to anthropological studies to consider the social and political context within which such research is conducted. In particular, we will focus on what is cultural about the scientific practices and aims underlying genetic research. Additionally, we will read philosophy and literature to help us investigate what might be desirable and perhaps dangerous in this quest for "improvement."Program activities will include a laboratory component with experimental work in genetics and molecular biology. Regular writing assignments will be used to strengthen and deepen communication and analytical thinking skills. We anticipate reading such authors as Plato, Aristotle, Jean-Jacques Rousseau, Mary Shelley, Francis Galton, Daniel Kevles, Michel Foucault, and Richard Powers.	Donald Morisato Rita Pougiales Joseph Tougas		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Evil in the Modern World Stephen Beck and Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 16Spring		How are we to understand the atrocities that human beings visit upon each other? Are they to be seen as upwellings of Evil in the human spirit? Or have we moved beyond the need to understand human actions by appeal to "evil"? Once God became a problem and not a given for people, the nature and the existence of evil similarly became a problem. We will read closely works by Dostoevski, Nietzsche, Arendt, Camus, and other incisive observers of the human condition from the 19th and 20th centuries.	Stephen Beck Thomas Rainey	Mon Mon Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
The Great Russian Novel Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter			Professor Jane Taubman, an internationlly renowned authority on Russian Literature, notes: "Art for art's sake has always been suspect in Russia. Russian writers accept a burden of responsibility for their society and its moral health quite different from that customary in the West. Russian literature has always served the nation as a kind of public forum that the political culture and government censorship have otherwise made impossible." This program will explore the rich history, literature, and culture of 19th and 20th Century Russia primarily through the medium of Russian novels. We will read representative novels of Nikolai Gogol, Ivan Turgenev, Lev Tolstoy, Fedor Dostoyevski, Mikhail Bulgakov, and Boris Pasternak. The novels of these great Russian writers will be analyzed as works of art, social documents and moral statements. Special emphasis will be given to the role that Russian writers have played as social critics and as makers of Russia's social and cultural consciousness.	Thomas Rainey	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Hearing Voices: the Self and Other in Psychology, Language, and (Un)Creative Writing Janys Murphy and Lynarra Featherly consciousness studies philosophy psychology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				In this all-level interdisciplinary program in human development and experimental creative writing, we will study the bio- and psychosocial development of the self and explore to what degree our self-conception is structured by internal and external voices. We will employ several modes of theoretical, critical, and creative inquiry and expression, listening for and possibly re-arranging the chorus of voices that constitute the self.How does the “voice” of psychology inform our conception of who we are? How do our relationships with others inform and expand our observational selves? We will consider concepts from attachment theory, interpersonal neuropsychology, infant mental health, as well as humanistic, existential, and feminist theory using a wide range of approaches, from neuroscience to psychoanalytic thought and developmental perspectives. Our readings will include work from Erikson, Siegel, Ainsworth, Bowlby, Adler, Rogers, Horney, Freud, Jung, and Frankl.In our writing and literary work, we will ask how do our own “voices” conceive of who we are? How might we disrupt conventional conceptions of the self? In an attempt to hear ourselves and others speak differently, our (un)creative writing will take up experimental writing procedures, e.g., using source texts as material to manipulate, transform and otherwise “translate” using combinatorial play, re-structuring or de-structuring. Our literary and poetic interlocutors will likely include Kristeva, Barthes, Lacan, Žižek, Charles Bernstein, Lyn Hejinian, M. NourbeSe Philip, Maggie Nelson, Claudia Rankine, and Julie Carr.Throughout the program, we will closely read texts from psychology, literary and critical theory, and experimental and conceptual works of poetry. We will engage these works in seminars, small groups, lectures, and reading sessions. All students will develop qualitative research skills, participate in mindfulness practices, and in writing, performance, and movement workshops. Students will write both academic essays and creative work. In the fall, students will explore the chronology of human development from birth to late childhood. Using the universal language of the child, movement and play, we will work through the transitions of each stage, approaching these through both psychology and literary theory. At the end of fall quarter, students will select a subset of writing produced over the quarter to bring together, rework, and self-publish in individual “chapbooks.”	Janys Murphy Lynarra Featherly		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Inequality, Capitalism and Democracy: Understanding Thomas Picketty’s Capital in the Twenty-First Century Howard Schwartz and Allen Mauney communication economics government philosophy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		It is rare when a book becomes an instant classic, but that is the case with Thomas Picketty’s Picketty explains, using data sources and analytic techniques that only recently have become available, why inequality has become greater in the United States and around the world. For years, many economists and political leaders had thought that the modern welfare state had tamed the excesses of capitalism by putting a floor and ceiling on how much wealth individuals could amass. But Picketty shows that this belief is false and that capitalism as practiced currently makes a trend toward greater inequality inevitable, The book has been hailed by leading economists such as Paul Krugman as “the most important economics book of the year—and maybe of the decade” and even those reviewers who don’t like his conclusions or policy recommendations concede the accuracy and depth of his research. This program will guide students through by patiently working through the book so students can understand his concepts and methodology. We will deeply examine his data sources and replicate many of his computations and data displays so students can understand the underlying mathematics and spreadsheet analytics. We will also compare his solutions to the problem of inequality with the solutions proposed by others. By the end of the program students should understand the concepts and indicators Picketty uses to describe modern inequality and how data is used to describe and analyze the political and economic forces that drive it. Students will need only their high school math and a minimal knowledge of economics or politics. In Spring quarter, having laid the foundations in Winter, we will be ready to examine in depth Piketty’s arguments about why inequality in Europe and America, having declined greatly in the middle of the 20 century, has now increased to levels not seen since before World War I. Beginning with a brief review of through Chapter 7 we will resume with chapter 8 and work our way through the rest of the book. In Spring quarter we will begin to examine critiques of Piketty’s work and his responses to them. We will also evaluate Piketty’s proposed solutions to the problem of inequality and see what other writers have proposed. We will also look at how politics and economics are intertwined. If, as Piketty says, the rise of inequality is the result of policy decisions, then only new policies can reverse the trend, but new policies require changes in politics, and that is a difficult challenge. Our mathematical approach will continue to be concrete and not require substantial symbolic manipulation. We will work with data tables/graphs from the text and continue to use Microsoft Excel. New students will be admitted to the program only if they have a decent background in economics, history and political science and can review the first half of the text prior to the first week of class. There is also a 12 credit option for students in Inequality/Piketty who want to further study the issues raised in the program. Students in this enhanced version of the program will meet with faculty during the first week of the program to develop a common set of readings, assignments and meetings and, if there is interest, develop individual research projects.	Howard Schwartz Allen Mauney	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Inside and Out: Creative Writing, Sound Art and Psychoanalysis Lynarra Featherly aesthetics literature media arts music philosophy writing	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			In this all-level winter program in experimental creative writing, sound art and psychoanalysis, we will study the sounds and markings of internal thought and affect in the forms we find them in the world, as externally expressed. We will employ several modes of theoretical, critical, and creative inquiry and expression, listening for and bringing forth our internal processes in both creative and critical products. In our work together, we will ask how do the sounds and markings of language and the language of sound shape our creative and critical output. In our writing and sound collage work, we will explore how collecting, shaping and re-shaping found language and sound might bring the surprise of self-recognition, strike a familiar chord. We will ask how working within the constraints of found or overheard material might disrupt our ability to fully articulate who we imagine ourselves to be. In an attempt to produce creative work differently, our creative writing and sound art will take up experimental procedures, e.g., using source texts and sounds as material to manipulate, distort, transform and otherwise “translate” using combinatorial play, re-structuring or de-structuring. Our psychoanalytic, literary, sonic and poetic interlocutors will likely include Kristeva, Lacan, Žižek, Michel Chion, Gertrude Stein, John Cage and Emily Dickinson.Throughout the quarter, we will closely read psychoanalytic texts as well as texts in critical, literary and sound theory. We will engage these works in seminars, small groups, lectures, and reading sessions. Our work in this program will also include a substantial art and writing studio component. Students will spend the quarter working on one sustained creative writing project and one sustained sound art project. To those ends, students will receive ample training in sound technology and guidance in working with source texts and sounds.	Lynarra Featherly	Mon Mon Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Knowing the World through Thought, Sound, and Vision Joseph Tougas, Pauline Yu and Sean Williams biology cultural studies marine science music philosophy philosophy of science visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			This first-year program focuses attention on the idea that each of us has a unique way of understanding the world because of the contexts to which we have been exposed. What is your context? How has it shaped the ways you interact with humans, institutions, and the natural world? Considering these questions opens the idea of having not just one, but several lenses through which we have built our understanding: we use all of our senses in addition to larger societal, linguistic, and biological structures to inform and guide us. The languages we use and the social structures in which we live can be thought of as systems of representation—tools that living organisms can use to get a grip on reality. In the case of language, we might say that is the material we have to work with, ( ) is the order in which we can combine those materials, and is the place where language becomes meaningful or useful. Other systems of representation—in music, visual art, and science, for example—have similar structures. How do you make sense of the world when your “lived vocabulary” includes rhythms and notes, shapes and lines, molecules and ecosystems, or color and light? How does your picture of the world change when your epistemology—your way of knowing—includes multiple systems of representation and is not limited to just words and syntax? In learning by doing, we will explore how artists use geometry and math, how musicians use physics, and how scientists engage the mystery of their environment. We will examine these systems of representation and develop new ones through creative play to explore the range of human experiences.Weekly activities will include lectures, films, and seminars. There will also be field trips in each quarter, workshops, collaborative presentations, and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to master the process of revision. In fall quarter, students will be introduced to important skills in approaching this material through multiple modes; issues of perspective, critical analysis, and context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual and collaborative projects focusing on particular areas of interest.	Joseph Tougas Pauline Yu Sean Williams	Mon Mon Tue Tue Wed Wed Thu Thu	Freshmen FR	Fall	Fall Winter
Liberty, Equality, Authority: Modern Political Philosophy Stephen Beck philosophy political economy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter				Stephen Beck	Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Winter	Winter
Light and Terror: The Enlightenment and Revolutionary France Stacey Davis history philosophy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This program explores the links between the European Enlightenment and the French Revolution. We start with a study of French society, beginning with the reign of Louis XIV, and then turn to Enlightenment critics of the monarchy and its nobles. Finally, we explore the French Revolution from its beginnings with the fall of the Bastille through the violent days of the Terror and the rise of the powerful Napoleonic Empire. Throughout, a main question will be: to what extent did the political theory, philosophy, and literature of Voltaire, Rousseau, and their more humble “Grub Street” imitators influence the course of the Revolution?To aid our inquiries, we will read literature of all stripes, from the lofty by Montesquieu to the sexual intrigue of Laclos’ to the frankly bawdy popular pamphlets satirizing the life of Marie Antoinette. We will study the political theory of Rousseau, Voltaire, and Montesquieu. We will examine the fine arts, including paintings from Watteau to David, as well as architecture and decorative style. Finally, we will cement our studies with a variety of texts on social, cultural, intellectual, and gender history—both secondary works and primary sources—that will allow us to uncover the lives and passions of common folk throughout this tumultuous time.Students will work with both primary source material and secondary scholarly essays. They will complete intensive writing assignments, lead seminars, and give oral presentations. Students will have the opportunity to earn credit in European history, political philosophy, literature, and art history.	Stacey Davis		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The New Puritans: Studies of Anglo-American Social Conscience Nancy Koppelman and Trevor Speller American studies cultural studies history literature philosophy religious studies writing	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			Are you concerned with the dignity of everyday people, skeptical or outright hostile to state power, troubled by hierarchy, compelled to purge corrupting influences, attracted to disciplined bodily habits, worried that society is ever more unethical, committed to influence minds and hearts, and convinced that “everything happens for a reason”? If so, you may be a “New Puritan.” You are warmly invited to take this program and find out. Students in The New Puritans are considering the history and culture of social change efforts in North America from the Puritans forward. Puritanism has changed since the 17 century, but its basic “structures of feeling,” to borrow a phrase from Raymond Williams, are still with us and are the subject of our studies. Winter quarter’s work will have two main threads. The first is our collection of common texts, which provide historical, literary, and theoretical frameworks for grasping a new politics of injustice which emerged in the 19 century and has shaped social change ever since. We will read works by Susan Howe, Alexis deTocqueville, Nathaniel Hawthorne, Henry David Thoreau, W. E. B. DuBois, Joan Kelly, Frederick Jackson Turner, William James, Karl Marx, Michel Foucault, Rebecca Harding Davis, Edith Wharton, and Ta-Nehisi Coates. The second thread of The New Puritans is a major research project. The project will take the form of an analytic/critical/creative paper, which each student will develop with support from the program community. Projects will stem from topics of student interest related to reform movements, social movements, and/or social justice in the United States. Topics could include food justice, racial justice, immigrant rights, religion, trans-national activism, anti-poverty work, feminism, LGBTQ rights, climate change, environmentalism, education, and virtually any other topic of interest. Evergreen’s history, culture, and current social change efforts will be one of our sources for these projects. New students who already have works-in-progress are encouraged to join us. This program is an excellent choice for students who have studied political economy, social movements, and social justice, and who are interested in understanding the roots and character of Anglo-American social change efforts.	Nancy Koppelman Trevor Speller	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Of Blood and Beauty: The Thought, Literature, and Art of German-Speaking Cultures Marianne Bailey, Marianne Hoepli and Kathleen Eamon aesthetics art history cultural studies international studies language studies literature music philosophy psychology theater Signature Required: Winter	Program	SO–SRSophomore–Senior	4, 12, 16	04 12 16	Day	F 15 Fall	W 16Winter	S 16Spring		Our program will explore the productive paradoxes of Germanic sensibilities by working through foundational works in literature, philosophy, psychoanalysis, music, and visual arts from German-speaking thinkers and makers. We will be especially concerned with the unmistakable coexistence of a drive toward order, structure, technology, and systems, with an equally persistent melancholy, deep inwardness, and mysticism. Goethe’s is written in German; so, too, is the Dada The philosophical systems of Kant and Hegel, for example, feed Nietzsche’s critical tongue. Freud and the psychoanalytic tradition name and analyze the chaotic forces of human depths decades after German Romantics intimated and sang praises of that darkness, figuring its caves, jewels, and labyrinths in their poems and paintings. The operatic wave of Wagnerian ritual “Gesamtkunst” (total art) joins, in the German canon, the ethereal choirs of medieval mystic, Hildegard of Bingen, and the perfect symmetry of a piece from Mozart. We will ask what in this dual mentality allowed the rise of fascism, and how the artists and thinkers who opposed it and came of age in its wake were radically changed in their understanding of their language, their work, themselves, and their notions of art and of humanism. In fall and winter quarters, we will work across a long history, drawing from the Medieval and Renaissance eras with the aim of better understanding German Romantic literature, art, and philosophy of the late 18th and 19th centuries, and studying that period in turn so that we can approach works from 20th-century moderns, as well as works by outsider artists found in the fringe galleries and theaters in contemporary Berlin. Language study (beginning and intermediate) will be integral to our work for all students who plan on traveling to Germany in spring quarter. Spring quarter will include further language, philosophical, and cultural study, as well as significant individual project work. Students may elect to travel to Germany for nine weeks of field study, first in Berlin for intensive language and cultural studies, and then on excursions into, for example, Austria, Switzerland, and southwestern Germany during students’ “ (walking time). In Berlin, we will continue our historical trajectory with an emphasis on works of post-modernity and the situation of the contemporary European and world city, studying Berlin’s art, music, drama, and architecture. During the students will pursue their self-designed curriculum incorporating travel and cultural research; a portion of winter quarter will be devoted to developing those projects. Students on campus will engage a version of the all-program syllabus while developing their own individual projects with the support and help of faculty and one another. These students will have their own version of the when they can make field trips of their choosing. These might include touring independent poetry publishers, traveling to a nearby or distant museum or archive important to their research, or wandering the mountains or seashore reading and writing about the German Romantic poets and thinkers like Nietzsche, Novalis, or Hesse. All students will join together at year’s end to present their spring experiences and projects. This program will offer advanced work in the humanities and excellent preparation for graduate work.	Marianne Bailey Marianne Hoepli Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Playing to Learn: Games in Education, Management, and Social Change Joli Sandoz and John Baldridge anthropology business and management community studies cultural studies education philosophy sociology	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall	W 16Winter			Games, simulations and conceptual workshops are scripts for experience, small worlds of meaningful engagement with information and ideas, and with problems and solutions. This two-quarter academic program is intended to introduce participants to the design and effective use of interactive learning activities in education, in management, and in efforts toward social change and civic engagement. New students are very welcome in Winter quarter. In the fall, program members learned and applied game design theory while playing, analyzing, and assessing a variety of games. Students also developed simple learning games individually and in groups, before completing a major game modification project. We will be reading an introductory design text during winter, to develop a shared knowledge base with new program participants. We also will continue our engagement with research, theory, and game design, through reading and participation in collaborative activities – including the application of theory to play and analysis of existing learning, management and social change games. Program participants will form design groups to support each other as teams and individuals develop serious games (games with a purpose) on a topic of their choosing. During this process, each design team or individual will complete and present during a P2L Game Jam at least one major revision to their game. By the end of winter quarter, we will have enjoyed opportunities to acquire broadly-based literacy in design thinking, and in basic planning, design, evaluation, reviewing and selection of games for learning and change -- and will understand the qualities of games and simulations that make these activities effective as tools. Through design work and accompanying assignments, including completion of an independent research project in a subject area selected by each participant, students may earn up to four credits in a specialty area such as management, education, social justice, recreation leadership, or social history.	Joli Sandoz John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Projects in Literature, Philosophy, Myth and Writing Marianne Bailey cultural studies literature philosophy writing	Program	FR ONLYFreshmen Only	12, 16	12 16	Day			S 16Spring		In this program, students will conceive, plan, structure and carry through successfully a major independent learning project. We will do this step-by-step, in close collaboration between professor and individual student, and with the support of peers. At Evergreen, this mode of intellectual and creative work is a hallmark of our belief in fostering self-direction, intellectual discipline and stamina, and in pursuing academic projects about which we are passionate. It is no easy feat, however, to master the fine art of writing and proposing, let alone bringing to fruition, a top quality independent learning project. The purpose of this program is first, to coach you through the conception stage, then, to help you to choose your readings and activities and make your schedule, and finally, to guide and support you along the path to completion of the best work of which you are capable. Students will meet every week with their professor individually and as a member of a small work and critique group. We will also meet as a large, program group for presentation of methods of analysis and useful materials, and discussion. Students will report in writing and orally on their progress every week. In the final weeks of the quarter, all students will formally present their completed work to the program. Students enrolling should have a proposal of a project which they want strongly to undertake, including, at least, the kind of work you plan to do and a narrower theme or avenue within that topic, for example: writing poetry based in landscape, studying closely a favorite work of a given writer or philosopher, studying a particular kind of religious or mythic symbolism. Students are strongly encouraged to consult with Dr. Bailey by email (baileym@evergreen.edu) or at the Academic Fair as they develop the proposal. This proposal should be carefully written, typed, and ready to submit on the first day of class.	Marianne Bailey		Freshmen FR	Spring	Spring
Queer Narratives Anne de Marcken (Forbes) and Alejandro de Acosta gender and women's studies literature media arts media studies philosophy queer studies writing	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				In this program, students will interrogate and generate queer narratives by thinking through narrative aspects of queer concepts and theories and discovering what is (or can be) queer in various narrative forms.To take on this work we’ll engage with some foundational texts of queer theory as well as its contemporary articulations, addressing themes of sex and gender, queer and trans subjectivities, race and culture, drugs and technology, visibility and opacity, and many possible political articulations of a queer sort. In addition, a variety of critical, literary, lyrical, and cinematic texts that push and problematize conventions of narrative will serve as foci for inquiry and for inspiration.We’ll combine lectures, seminars, readings, screenings, and workshops to build a foundation in theoretical modes of reading, writing, and discussion as well as to develop technical skills in creative writing and media.Students will place their work in a critical context in order to consider whether queerness and narrative—both the body and the body of work—are “natural”, constructed, or something else entirely.	Anne de Marcken (Forbes) Alejandro de Acosta	Mon Mon Wed Thu Thu	Junior JR Senior SR	Fall	Fall
Speculative Everything: New Experimental Forms in Catastrophic Times Miranda Mellis and Alejandro de Acosta aesthetics cultural studies literature philosophy queer studies writing	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			This interdisciplinary humanities program engages concepts and new fields of inquiry that emerge at the crossroads of philosophy, anthropology, queer studies, postcolonial studies, and literature. We invite participants to be curious about ideas that are shaped directly as a consequence of crossing disciplinary borders. To speculate is to contemplate, to wager, and to wonder. To begin speculating on everything we’ll think through the figure of inconstancy (frequent and irregular change), as it has been applied to some humans, all humans, and nature or cosmos generally. We’ll use diffraction as a method, aiming to cross and combine disciplines and discourses with courage and care. We’ll study tendencies, dispositions, manifestations and conceptual infrastructures in philosophical discourses and literary texts that turn towards the catastrophic (a downturn, a sudden ending, a radical change), positing new forms (of writing, being, and thinking) that, among other things, aim to decenter the human and posit non-anthropocentric perception.Our index will include readings in Queer Ecology, New Materialism, experimental and anti-colonial literature, and early Soviet utopian scientific, philosophical, and architectural projects. Writing practices will entail a focus on the essay as a capacious, multifarious literary form and will include occasional creative writing experiments. We will cultivate the art of the seminar as critical inquiry, and care will be taken to support participants in developing and deepening reading and writing skills. We will participate in a multi-program, bi-weekly lecture series looking at the anthropocene and climate change from multiple disciplinary perspectives. Readings to include works by Oswald de Andrade, Alexander Bogdanov, Giordano Bruno, Eduardo Viveiros de Castro, Allison Cobb, Claire Colebrook, Michelle Detorie, Thalia Field, Donna Haraway, Robert Kocik, Quentin Meillasoux, Montaigne, Timothy Morton, Lorine Niedecker, Andrey Platonov, Leslie Scalapino, McKenzie Wark, and others.	Miranda Mellis Alejandro de Acosta	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Undergraduate Research in Critical and Creative Practices with K. Eamon Kathleen Eamon aesthetics philosophy Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	0, 16	0 16	Day	F 15 Fall	W 16Winter	S 16Spring		This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20 C Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen would have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy.	Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins, Stacey Davis and Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis, or capstone project in their particular field of interest. Often, the goal is to construct an original argument around a particular body of literature, set of ideas, or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing, and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual, or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory, and the history of aging. (American studies) specializes in American social, literary, and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class, and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and post-structuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long 18th century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift, and John Milton.	Trevor Speller Greg Mullins Stacey Davis Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with G. Mullins Greg Mullins literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film.	Greg Mullins		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with N. Koppelman Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history.	Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with S. Davis Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.	Stacey Davis		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.	Trevor Speller		Junior JR Senior SR	Fall	Fall Winter Spring
Walking to Santiago de Compostela Bill Arney and David Phillips consciousness studies history philosophy sociology study abroad	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter	S 16Spring		, “The Way,” is a collection of traditional pilgrimage routes that end in Santiago de Compostela, Spain. A monk said, “The only thing all pilgrims have in common is an interior necessity— ” As we study paths to Santiago, you will learn not just the . It may teach you why you had to go, about yourself, or how you want to live. This walk is a “focal activity” that makes demands and requires discipline, helps you sense relationships even when walking alone, reassures you about unknown capabilities, and, as one writer put it, gives you a “glimpse of life-giving possibilities.” In winter, we will study, first, the political history and the art of walking, especially the connection between walking and writing. Then we will take up the historical, religious, political, and cultural background of the and its place in contemporary Spain. Pilgrims’ accounts provide many takes on why people go to Santiago, what is required—physically, mentally, and financially—for walking routes that vary from 100 kilometers to more than 1,600 kilometers, what “pilgrimage” might mean in our time, and the kinds of meanings people make of their experiences after they return. Readings will range from the mystical realm to first aid for blisters, from spirit care to foot care, and everything in between. This portion of the program will involve significant lecture time, guest presentations, seminars and writing. And we will—all together, in small groups, and alone—take some walks. A substantial independent study project will give each student a personal entrée and continuing connection to “The Way.” Projects will be designed to continue during the students’ walks in the spring. Conversational Spanish, integrated within the program, will further students' preparations. In spring, everyone will be prepared to get to his or her starting point during the first week and begin his or her Way. Students will continue their independent studies and will provide volunteer service at two pilgrims’ shelters or other service organizations along the way. Most of week seven or eight will be spent together in Santiago, reflecting thoughtfully, carefully, playfully and, most important, together on our walks. Then we will probably walk the , the old pagan route toward the setting sun, the (the "Coast of Death") and “the end of the world.” Some may decide that it is important to follow the route from north to Muxía and back to Santiago. For a comprehensive program description and supplementary material on the , visit If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the program.	Bill Arney David Phillips		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
What Is A Person? Stephen Beck philosophy	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Each of us experiences the world from a different, subjective, point of view. What is this , this , this that has these experiences? What (if anything) makes a person person over time, even through a myriad of changes? How are we to understand our nature, in the face of modern developments both in neuroscience and in psychology? We will study historical and contemporary philosophical theories of what it is to be a person, with particular attention to their relations to psychology.	Stephen Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Written Artifice in Literature and Philosophy Alejandro de Acosta literature philosophy queer studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		In this program, we’ll work through questions pivoting on the artificial: in an ancient sense, the fake, the tricky, and the clever; in a contemporary one, the constructed, the mediated, and the networked. How does the idea of the artificial inform and alter our thinking about affinity and community, order and chaos, nature and technology? What about our ideals of truth or authenticity might reveal artificial trajectories of thought and action? Could our moral or ethical codes be written, or re-written, artificially? We’ll connect the question of artifice in literature to themes of monstrosity, absurdity, immaturity, erotism, and strangeness, to old patterns in craft and style of writing, and to recent mutations in technologies of communication. We’ll also study the process of writing in the contexts of authors’ communities and translation.Lectures and discussions will engage these conceptual and poetic questions using methods drawn from queer research, feminist and post-colonial literary theory, deconstruction, contemporary philosophy, and media theory. Students will have opportunities to develop and improve skills in creative and critical writing, as well as close reading, focused discussion, and reading aloud. We will also engage in translation and transcription exercises. Literary readings will likely include novels by Mary Shelley, César Aira, Félix Fénéon, and Witold Gombrowicz, stories by Samuel R. Delany, poetry by Will Alexander, Antonio Porchia, Alejandra Pizarnik, Marosa di Giorgio, and plays by Copi. Theoretical and philosophical perspectives will be drawn from Donna Haraway, Barbara Johnson, Édouard Glissant, and Vilém Flusser, among others.	Alejandro de Acosta	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring