Humanities
102: Cultural Traditions Prof.
David C. Prejsnar
BR-25A 215-751-8644
Email:
dprejsnar@ccp.edu Office
Hours: T & Th 9-9:30 pm
Web:
http://faculty.ccp.edu/FACULTY/dprejsnar &
2-3, by appt.
Welcome
to Humanities 102. This course is the
second half of a two-part course sequence termed: "Cultural
Traditions". The Cultural
Traditions course sequence considers primary texts in the humanities from
antiquity through the Renaissance in Humanities 101 and from the
mid-seventeenth century through the early modern period in Humanities 102.
Thematically,
this course will explore various ideas and issues that are addressed in the
primary source material. However, this
term the course will focus on a central theme relevant to the end of one millennium
and the beginning of another: "Religion, Art and Reason in the West and
Japan”. The class will read and discuss
texts that illustrate how thinkers and artists in Europe, America and Japan
during this period viewed the relationship between the individual and the
community, nature and God. We will
explore views of the Self in the West from Descartes' famous formulations
through the artistic expressions of the Impressionists, views of man and God
from Racine to Nietzsche.
A
number of arguments will be developed and explored through this material. One central argument will be that there were
a number of "turns" in Western thought: from emphasizing the
centrality of God towards viewing man as the prime fulcrum; from emphasizing
the role of Reason in the Self towards emphasizing the role of Emotion, a
"turn" corresponding with the shift from Classicism to Romanticism,
and a “turn” from imposing Western values on the non-Western Other to beginning
to listen to the Other (such as the influence of Japanese art.). It will also be argued that these shifts
dictated corresponding changes in man's relation to nature (from harmony with
nature to control of nature) and time (from a cyclical view of time to a
historical view of time.) These
propositions so put, however, are perhaps over-simplified and open to challenge
and debate. This challenging and
debating will be part of our task this term.
The
material we will study in order to delve into these themes can be divided into
five major units based on Western historical periodization: The Baroque Age (1600-1715/1750); The Age of Reason and the Enlightenment
(1700-1789); Revolution and Romanticism
(1776-1860); Tokugama Period (1600-1868)
and Early Modernism: Liberalism,
Nationalism, Socialism and the Influence of Japan (1860-1914.)
The
texts we will study in this course include works of literature, religion,
philosophy, history, science, art and music, with the emphasis on primary
sources. Materials studied will
represent European and American thinkers and artists, from the 16th to the 20th
centuries.
COURSE OBJECTIVES: This course is designed to help you achieve
specific learning objectives. Upon
completion of this course you should be able to:
1. Understand the broad
cultural/historical framework for the following cultural traditions:
Science and philosophy in the Age of the Baroque and
the Age of Reason, French Neo-Classical drama, and Baroque art and music;
science and philosophy in the Enlightenment and Classicism in art and music;
the Romantic movement in art, poetry and music; Symbolism and Impressionism in
poetry, art and music, and philosophy in the late later 19th Century; the art,
theater, politics and history of the Tokugawa Period, the Age of Anxiety and
Alienation in 20th century humanities; and the influence of thought and art of
Tokugawa Japan.
2. Understand and give a short definition
for key concepts, ideas, styles, historical period, texts and artist/thinkers for the cultures outlined above.
3. Describe a number of analytical methods
used by scholars in the humanities, and show how
these methods could be applied to specific works.
4. Understand generally what constitutes
the different subject areas in the humanities (art, music, philosophy, religious studies, history and literature) and
how they might differ in terms of
content and methods.
5. Analyze, during class discussion and
written essays, works from the cultures you have studied, delineating possible influences on the work, the
historical context, key concepts, stylistic
features and the meaning of the work.
6. Discuss and write about in an essay the
key ideas found in the primary texts and in the various historical periods and cultures.
7. Access and analyze relevant academic
websites relating to the Humanities.
In order to achieve these
objectives it is very important that you do all the reading, complete the study
questions, take notes during class lectures and discussions, visit and read
relevant websites, and participate in class discussions. You will be asked to contribute to class
discussion, and your participation is part of your class grade.
TEACHING METHODS: The main teaching method
will be discussion of the primary texts.
The participation of all students in class discussion is essential for a
successful semester. Therefore, doing
the reading, coming to class with a list of questions and responses to the
readings, and contributing to the class discussion is crucial. All readings under consideration should be
brought to class for reference the day(s) they are to be discussed.
Our daily classroom routine will center on discussion; thus, it is imperative that you keep pace with the assigned readings and come to class prepared. You should annotate your readings: main ideas of paragraphs/passages, references to earlier portions of the same work, connections made to other readings, and to your own personal responses to the work at hand. These comments can be included in the journals (see below). Share your ideas and questions with your fellow students.
College
policy states that missing more than
four classes may result in a student being dropped (however it is your
responsibility to drop the class before the Withdrawal deadline.) Chronic lateness will be considered an
absence and treated accordingly. Missing
an examination without an excused absence or a verifiable medical excuse with
doctors note will result in a grade of “zero” for the examination, and most
probably an “F” for a final grade.
Students are not to bring
food to class. All cell phones are to be turned off during class, failure to
follow this rule will result in drop of a grade for attendance.
TEXTS:
The
Western Humanities, (WH) Vol. 2, 5th Ed.;
Matthews, Roy T and F. Dewitt Platt., 2004, McGraw-Hill, New York.
Readings
in the Western Humanities, (RWH) Vol. 2, 5th Ed., Matthews, Roy T and F. Dewitt Platt., 2004,
McGraw-Hill, New York.
Phaedra, Jean Racine, translated by
Richard Wilbur.
Anthology
of Japanese Literature, Donald Keene.
In
addition, further readings will be distributed as handouts.
ASSIGNMENTS: There will be four areas in which each
student will be evaluated.
1. You will be asked to keep a journal that will be
checked periodically, and collected at the end of the term. (See more on the journal below). 25%
2. There will be at least one short quiz (Sept 15,
additional if warranted.) 5%
3. There will be a mid-term examination (Oct 25) and
a final examination (finals week.) The
mid-term and final will be a mixture of short answer, text analysis and essay
questions. Study questions will be
given out prior to the examination dates. 30% each.
4. Attendance is expected at every class. Missing more than two weeks of class may
result in a student being dropped. Class
participation (pertinent questions and answers as well as the students general
positive involvement in class proceedings) will count towards the student's
grade. 10%
STUDY QUESTIONS: Prior to reading most primary source texts,
students will receive a number of study questions. These questions are to help students examine
certain aspects of the text that will be studied in more depth in subsequent
classroom discussion. These answers to
these questions will form one part of the journal (see below). It is expected
that students consider these questions as they do the reading, preparing to
discuss them in class.
JOURNALS: Journal writing is a means
of reflecting upon and analyzing the course materials in a less formal way than
the two required essays with re-writes.
The thoughts you develop in your journals should provide source material
for your essays.
1.
You must use an 8 1/2 x 11 inch notebook, which will be separate from that used
for note taking in class. Write your
name on the cover. (Or, you may keep
your journal on a computer and print out the entries at the required
times. See me if you are interested in
this option.)
2.
Write only on the right page (when the notebook is completely open in front of
you.) Leave the left side (page) of the
notebook blank. This side may be used
for later comments, newspaper or journal articles, etc. you may wish to include
relating to what you have written on the right-hand page. In essence, do not write on the back of the
page.
3.
Be sure to clearly date and number each page.
4.
Do not remove pages from the journal.
Also, do not be concerned about recopying journal entries, since general
neatness is fine. Write on every line
from the top of the page to the bottom.
Use complete sentences in paragraphs.
5.
The journals will be periodically checked to ensure you are keeping up with the
course. Do not fall behind in your
journal entries.
6.
There are three main types of journal entries for this course:
a. You will compose entries after each class session
(therefore about 21 in all). In these
you should briefly summarize the main points of the day's discussion and add
your thoughtful reactions to the class proceedings. Focus on the ideas raised in class:
- questions you may want to raise about the class
discussion
- your comparisons/contrasts with material discussed
earlier
- what seems unclear to you
- what most surprised you, etc.
Minimum length for each of these entries is a
paragraph, but you might write as much as one side of a page.
b. At the beginning of the semester you will receive
the first installment of a study guide that you will be given in sections
throughout the term. Prior to reading
each selection you should review the questions for that text. In your journal you should write out answers
to all the "Reading Questions" for that text prior to the class
during which the text will be discussed.
c. There is an increasing number of good, academic
websites on all areas of the Humanities: art, music, literature, history,
religion and philosophy. As a college
student in a Humanities course, you should be able to access these sites, and
know how to discern a useful academic site from a site that does not merit
serious academic attention. You should
spend time each week studying the sites listed on the syllabus or mentioned in
the textbook. This is especially
important for the music selections. As we proceed into the course, make journal
entries on the sites and the material you encounter on the assigned sites. You should average one such entry each
week. Print out part of the site,
summarize the main points and explain its significance, as you perceive
it. Tape or staple a copy of the printout
with URL on the left hand page opposite your analysis of it.
7.
Near the end of the term I will collect all journals for assessment and
grading. I will not be looking for
details of grammar or spelling, but will be looking for neatness, clarity,
regularity, depth and insight (a satisfactory grade would be partly fulfilled
by a minimum number of pages for the semester - 35). By the end of the semester you should have an
informative account of your progress in the course.
Some Additional Suggestions
For Achieving Success in This Class:
Disability - If you have a documented
physical or learning disability, you may be eligible for accommodations and support
through the Center on Disability. Please
let me know if this is the case, and I will work with you and the Center to
help you succeed.
Learning Lab - Free tutoring and workshops
are available to all students in B1-28.
Plagiarism and Cheating –
Cheating, including plagarism, is an extremely serious academic
infraction. A student who is caught
cheating will at the least receive a grade of “zero” for the assignment, and
may receive a grade of “F” for the entire class at the sole discretion of the instructor. Plagiarism is passing off as your own the
words, writing or ideas of another person.
Counseling - For long-term academic and
career planning, transfer information and curriculum change, as well as
personal counseling, make an appointment or drop in at the Counseling Center,
W2-2 (ext. 8169.)
Liberal Arts Curriculum - I am the Coordinator for
the Liberal Arts Curriculum. Please talk
to me if you are in the Liberal Arts Curriculum and have any questions. I will be able to advise any students in the
Curriculum on your educational plan and courses for the summer or fall.
International Education
& Study Abroad - I also serve as the Coordinator for International Education and
Studies for the College. The College
will be offering study abroad programs next summer in London and Costa Rica,
and we also offer an International Studies Curriculum. Please see me if you have any questions on
International Studies, Study Abroad or related topics.
COURSE OUTLINE:
Sept 6 Course Introduction; Syllabus
Syllabus
In-Class Handouts
http://www.artcyclopedia.com/index.html
http://www.bluffton.edu/~sullivanm/index/index2.html#P
http://libweb.sdsu.edu/sub_libs/cfields/art.html
Sept
8 Analyzing
Texts
Analyzing Text Handout
WH
“Preface”, “Introduction”, “Humanities Primer”
Section Two: The Age of
Baroque (1600-1750)
Sept
13, 15 Baroque Art: Realms of Light, The Issues of Periodization
In-class
video
WH
383-411
RWH
1-7, 89-92
Journal Check, Quiz Sept 15
http://www.chateauversailles.fr/en/
http://www.best.com/~natalew/BaroqueB.html
Sept
20 Galileo, Bacon
WH
413-423
RWH
117-123
Sept
22 Descartes
RWH
123-125
http://www.cola.wright.edu/DesCartes/Intro.html
Sept
27, 29 Molière
RWH
104-109
Oct
4, 6 Baroque Music
In-class
music, Baroque Duet: Kathleen Battle & Wynton Marsalis
WH
404-409
http://www.prs.net/bach.html
Section Three: The Age of
Reason and the Enlightenment (1700-1789)
Oct
11 Hobbes, Locke
WH 423-433
RWH
125-133
Oct
13 Art of the Age of Reason
WH
434-461
Oct
18 Kant, Diderot, Rosseau
RWH 134-137, 141-147
Oct.
20 Voltaire
RWH 147-154
Oct
25 Mid-Term Examination
Section Four: The Age of
Revolution and Romanticism (1776-1860)
Oct.
27 Jefferson & Declaration of Independence
RWH
160-163
http://www.monticello.org/
http://www.nara.gov/exhall/charters/declaration/decmain.html
Nov.
1 Classical Music: Haydn and Mozart
WH
457-460
Nov
3 Romantic Music: Beethoven and E.T.A Hoffman
WH 488-490
http://www.prs.net/midi-a-e.html#b
http://www.prs.net/beethovn.html
Nov
8 Wordsworth and Romantic Poetry
RWH
168-171
Nov.
10 Art of the Age of Passion
WH
461-493
Section Five: The Tokugawa
Period (1600-1868)
Nov.
15 Tokugawa Period and Chonin Culture
AJL 335-374
Nov.
17 Kabuki Theatre and Chikamatsu
AJL 386-410
Section Five: The Age of
Early Modernism (1860-1914)
Nov.
22 Marx, Darwin
WH 495-506
RWH
199-205
Nov.
24 Thanksgiving, No Class
Nov
29, Dec1 Ukiyo-E, Impressionism and the Japanese Influence
WH
506-525
Handout
on Japan
Dec6 Realism and Existentialism: Dostoevsky, Nietzsche, Sartre
WH 525-559
RWH
238-245, 305-309
Dec
8 Freud
RWH 245-249
Dec.
13 Study Day – Review Sessions
Dec.
14-20 Final Examination
How may one come to know
oneself?
Never by contemplation, but
only by action.
Seek to do your duty, and
you will know how it is with you.
And what is your duty? The demands of the day.
Johann Wolfgang von Goethe
NOTES