Course Sections | Registrar

We will explore the art and architecture of Africa as a reflection of the development of different cultures in specific times and locations and their connection to rituals and beliefs. Students will also gain insights into the continent's history, politics, and diverse cultures by studying these visual traditions.

This course is an introduction to how textiles are used as a contemporary expressive artform. Through hands-on studio assignments students will be encouraged to think about how textile art can serve as a platform for social commentary and cultural exchange. Students will be exposed to artists that use textiles as a medium to amplify social justice issues, and challenge conventional boundaries between art, design, and craft. This course is co-taught with Professor Strader and Restoring Hope/Restoring Trust, Artist-in-Residence Julian Jamaal Jones. Jones is a multidisciplinary artist who memorializes Black culture through the language of African American quilting traditions. This course requires no pre-requisites or experience.

This course engages with contemporary literature and film by Black Francophone authors whose communities have been directly affected by the consequences of massive extractive policies and practices: rising sea levels, unfettered oil drilling, and forced migrations. We will ask ourselves the following question: how does one rebuild or reimagine "home", and resist mass destruction and exploitation in a context of such intense crisis and dispossession? In this class, you will analyze postcolonial literature and film from Cameroon, Congo, Haiti and Martinique through an environmental and ecocritical lens, while exploring more speculative genres such as climate fiction and science fiction. Throughout the semester, you will not only reflect on how reading fiction can contribute to the search for a way out of environmental racism, but you will also engage with more recent and decolonial trends of environmental studies that will expose you to less anthropocentric and more indigenous ecologies.

We will explore the art and architecture of Africa as a reflection of the development of different cultures in specific times and locations and their connection to rituals and beliefs. Students will also gain insights into the continent's history, politics, and diverse cultures by studying these visual traditions.

This course is an introduction to how textiles are used as a contemporary expressive artform. Through hands-on studio assignments students will be encouraged to think about how textile art can serve as a platform for social commentary and cultural exchange. Students will be exposed to artists that use textiles as a medium to amplify social justice issues, and challenge conventional boundaries between art, design, and craft. This course is co-taught with Professor Strader and Restoring Hope/Restoring Trust, Artist-in-Residence Julian Jamaal Jones. Jones is a multidisciplinary artist who memorializes Black culture through the language of African American quilting traditions. This course requires no pre-requisites or experience.

The course will survey the proliferation of Black representation on television shows with a particular focus on 1980-2000. We will review variety shows like Flip Wilson and Richard Pryor, sitcoms like Different World and Living Single, and even a selection of entertainment shows like The Chris Rock Show and In Living Color. Special focus will be dedicated to aspects of Black family shows like The Cosby Show and The Fresh Prince of Bel-Air. Students will also be introduced to aspects of cultural theory and cultural criticism. This course will appeal to students interested in the intersections of popular culture and race relations. Caution: We will watch a lot of TV.

Forensic Chemistry. The continued popularity of crime scene analysis dramas and literary whodunits reflect society's fascination with criminal investigation. This introductory survey course in chemistry will focus on the theme of forensic science. Designed for non-science concentrators, this class explores the historical and philosophical developments in chemistry, as well as applications of chemical principles to criminalistics in the laboratory setting. Topics include the development of the atomic theory of matter, atomic structure, chemical bonding, thermodynamics, the chemistry of life (organic and biochemistry), and forensic analysis. In addition, the course will explore the role of forensics in law enforcement, data ethics, bias, and issues relating to equity and social justice. Some elementary mathematics will be used. Class meetings are complemented by a required laboratory activity each week. Partially fulfills the College laboratory science requirement, but cannot be combined with CHE-101 or CHE-111 to complete this distribution requirement. This course does not satisfy major or minor requirements for chemistry or those for the biochemistry major. Only one course from CHE-101, CHE-102, or CHE-111 may be counted toward the total number of credits required for graduation.

Archimedes, the famous Sicilian-Greek mathematician and inventor, is said to have founded the discipline of fluid dynamics in the 3rd century BC while taking a bath. But beyond the confines of Archimedes' bathtub, the evolution of what we now think of as "science" was often a freewheeling and haphazard affair, with many fascinating detours and dead ends along the way. This course will survey ancient Greek and Roman innovations in the fields of science, technology, engineering, and math, along with their varied connections to the modern world. We will study the earliest attempts to understand, quantify, and control the natural world of the ancient Mediterranean, tracing the origins and growth of modern "STEM" fields from Bronze Age Greece to Imperial Rome. Over Spring Break, we will travel to Spain to visit study ancient Roman aqueducts, roads, mining, metallurgy, and more.

This course will explore the data of life sciences in areas based on student interests. Some potential topics include exercise science, ecology, nutritional supplements, public health, etc. Students will gain the foundations for reading scientific literature, computing basic statistical analyses, and communicating their findings. We will cover the introductory concepts in computer science and statistics needed to organize and summarize biological data. No prior programming experience or statistical knowledge is required. We will also focus on an understanding of statistical concepts and visualizations when applied to various biological datasets.

Time Magazine's claim that "We're living in a golden age of young adult literature" is evidenced in the wide demographic range of readers YA books attract and in the number of popular film and limited series shows based on YA books produced in recent years. In this course students will delve into this vibrant and evolving genre that reflects the complexities of adolescence and young adulthood. Reading a variety of YA subgenres (e.g., dystopian, fantasy, historical, contemporary), students will examine themes such as identity, belonging, resilience, race, class, and social justice. Together students will explore the historical context of YA literature, its cultural significance, its impact on young readers, and YA's place in middle and high school curriculums.

Time Magazine's claim that "We're living in a golden age of young adult literature" is evidenced in the wide demographic range of readers YA books attract and in the number of popular film and limited series shows based on YA books produced in recent years. In this course students will delve into this vibrant and evolving genre that reflects the complexities of adolescence and young adulthood. Reading a variety of YA subgenres (e.g., dystopian, fantasy, historical, contemporary), students will examine themes such as identity, belonging, resilience, race, class, and social justice. Together students will explore the historical context of YA literature, its cultural significance, its impact on young readers, and YA's place in middle and high school curriculums.

This course engages with contemporary literature and film by Black Francophone authors whose communities have been directly affected by the consequences of massive extractive policies and practices: rising sea levels, unfettered oil drilling, and forced migrations. We will ask ourselves the following question: how does one rebuild or reimagine "home", and resist mass destruction and exploitation in a context of such intense crisis and dispossession? In this class, you will analyze postcolonial literature and film from Cameroon, Congo, Haiti and Martinique through an environmental and ecocritical lens, while exploring more speculative genres such as climate fiction and science fiction. Throughout the semester, you will not only reflect on how reading fiction can contribute to the search for a way out of environmental racism, but you will also engage with more recent and decolonial trends of environmental studies that will expose you to less anthropocentric and more indigenous ecologies.

This course engages with contemporary literature and film by Black Francophone authors whose communities have been directly affected by the consequences of massive extractive policies and practices: rising sea levels, unfettered oil drilling, and forced migrations. We will ask ourselves the following question: how does one rebuild or reimagine "home", and resist mass destruction and exploitation in a context of such intense crisis and dispossession? In this class, you will analyze postcolonial literature and film from Cameroon, Congo, Haiti and Martinique through an environmental and ecocritical lens, while exploring more speculative genres such as climate fiction and science fiction. Throughout the semester, you will not only reflect on how reading fiction can contribute to the search for a way out of environmental racism, but you will also engage with more recent and decolonial trends of environmental studies that will expose you to less anthropocentric and more indigenous ecologies.

The 19th Amendment to the U.S. Constitution, which forbids states from denying citizens the right to vote on account of sex, was ratified just over a century ago in 1920. This course examines women's role in American election politics in the hundred-or-so years since: Are there distinctive patterns or trends in women's voting behavior? Do women run for office for different reasons than men, and do they campaign differently? Once elected, how do women perform as representatives? How do gender and other demographic traits (e.g. race, ethnicity, religion, sexuality, etc.) intersect to shape women's experiences as voters, candidates, and representatives in American politics? What has changed since 1920 and what hasn't? How have cultural norms about gender roles affected women's experiences in different eras? We'll look at the work political scientists and other researchers have done so far to answer these questions, learn about selected individual women's experiences as candidates and officeholders, and weigh in on ongoing debates about how to enhance women's participation in electoral politics.

This course explores the economics of health and healthcare from a global perspective, focusing on how countries organize, finance, and deliver healthcare. Students will analyze key topics such as healthcare supply and demand, health insurance, government interventions, and the economics of pandemics. The course also addresses international health challenges like inequality in health outcomes, healthcare reforms, and economic impact of public health crises like pandemics. Through case studies and comparative analysis, students will learn to critically assess how health policies impact access, quality, and costs across diverse healthcare systems worldwide. This course is ideal for those interested in the intersection of health, policy, and economics.

This course offers a biomolecular exploration of tropical diseases such as Dengue, chikungunya, malaria, and Zika. Students will delve into the biochemistry and molecular biology underlying these diseases, examining mechanisms of infection, transmission, treatments, and genetic factors influencing susceptibility and severity. This course will highlight Peru's abundant natural resources, including traditional medicinal plants, and will emphasize the role of integrative medicine in treatment. Complementing this scientific foundation, the course will engage students with the rich cultural and socioeconomic diversity of Peru. Through a unique immersion experience, students will investigate how cultural beliefs and economic conditions impact disease transmission and treatment in the coastal, mountain, and high jungle regions of Peru. Students will also engage with Peruvian communities, gaining insights from indigenous healers, scientists, and healthcare professionals, and reflect on the ethical considerations of using traditional knowledge in scientific research. This course aims to foster a comprehensive understanding of tropical diseases and the many factors influencing health outcomes, preparing students for careers in global health and research. This course counts toward the Biology, Biochemistry, and Chemistry majors, and Biology, Chemistry and Global Health minors.

This course explores the complex relationship between crime, society, and policing from 1870 to the First World War. In a period marked by rapid industrialization, urbanization, and social change, crimes involving guns, bombs, and pistols also grew. We will investigate how evolving economic conditions, class structures, and cultural anxieties influenced criminal behavior and its representations during this era. The course will focus on critical criminal cases in Modern Europe, the rise of modern policing, the development of forensic science, and the cultural fascination with true crime in literature, media, and popular culture. Through novels, films, and surveys, students will examine how crime became a part of public conversation and political unrest. Students will become detectives to study criminal motivations and innovations in news coverage, law enforcement, and criminal justice in the modern world.

Archimedes, the famous Sicilian-Greek mathematician and inventor, is said to have founded the discipline of fluid dynamics in the 3rd century BC while taking a bath. But beyond the confines of Archimedes' bathtub, the evolution of what we now think of as "science" was often a freewheeling and haphazard affair, with many fascinating detours and dead ends along the way. This course will survey ancient Greek and Roman innovations in the fields of science, technology, engineering, and math, along with their varied connections to the modern world. We will study the earliest attempts to understand, quantify, and control the natural world of the ancient Mediterranean, tracing the origins and growth of modern "STEM" fields from Bronze Age Greece to Imperial Rome. Over Spring Break, we will travel to Spain to visit study ancient Roman aqueducts, roads, mining, metallurgy, and more.

The 19th Amendment to the U.S. Constitution, which forbids states from denying citizens the right to vote on account of sex, was ratified just over a century ago in 1920. This course examines women's role in American election politics in the hundred-or-so years since: Are there distinctive patterns or trends in women's voting behavior? Do women run for office for different reasons than men, and do they campaign differently? Once elected, how do women perform as representatives? How do gender and other demographic traits (e.g. race, ethnicity, religion, sexuality, etc.) intersect to shape women's experiences as voters, candidates, and representatives in American politics? What has changed since 1920 and what hasn't? How have cultural norms about gender roles affected women's experiences in different eras? We'll look at the work political scientists and other researchers have done so far to answer these questions, learn about selected individual women's experiences as candidates and officeholders, and weigh in on ongoing debates about how to enhance women's participation in electoral politics.

Populists & Progressives From 1890-1929, the United States experienced a groundswell of public participation in U.S. politics and social movements. In this course, we will study the "calamity howlers," social reformers, agitators, politicians, religious leaders, newspaper writers, and organizations that shaped public rhetoric and political action during this period. In surveying this era, the course will consider agrarianism, temperance and prohibition, suffrage, civil rights, political corruption, and consumer health and safety. The course will engage the rhetoric of national figures such as Theodore Roosevelt, William Jennings Bryan, Ida B. Wells, and Francis Willard; as well as Hoosiers Eugene Debs, Thomas Marshall, John Hurty, and Naomi Anderson. Students will read primary texts and archival materials, as well as scholarly essays relevant to this period. This course can be applied to the Lit/Fine Arts distribution requirement as RHE-270, or to the HIS/PHI/REL distribution requirement as HIS-240.

How did conquest happen in the early Americas, beginning with the arrival of Europeans in 1492? We tend to think of conquest as military victory, but victory is rarely clear-cut or quick. In this course, we'll examine conflicts and compromises from across the Western Hemisphere to understand the messy process of conquest. We'll look at how different Indigenous and European societies comprehended and pursued conquest and how they experienced its immediate effects. Along the way, we'll pay attention to the lives of "regular" people swept up in conquest and especially to the roles of intermediaries-the translators, officials, and missionaries who brokered truces and rendered enemies legible.

This seminar examines the history of Vichy France during World War II. Students will analyze the establishment of the Vichy regime following France's defeat in 1940, focusing on its "collaboration" with Nazi Germany, anti-Semitic policies, and attempts to reshape French society. The course also investigates the rise of the French Resistance and the day-to-day experiences of those living under occupation. Through a selection of novels, articles, surveys, and primary sources students will study how French society navigated Nazi occupation and the moral dilemmas of wartime. Special emphasis will be placed on the evolving historical memory of Vichy France, from immediate post-war trials to contemporary debates about national identity, guilt, and collaboration. Classes will consist of discussion, research, and writing.

How did conquest happen in the early Americas, beginning with the arrival of Europeans in 1492? We tend to think of conquest as military victory, but victory is rarely clear-cut or quick. In this course, we'll examine conflicts and compromises from across the Western Hemisphere to understand the messy process of conquest. We'll look at how different Indigenous and European societies comprehended and pursued conquest and how they experienced its immediate effects. Along the way, we'll pay attention to the lives of "regular" people swept up in conquest and especially to the roles of intermediaries-the translators, officials, and missionaries who brokered truces and rendered enemies legible.

This course will explore theological and philosophical questions by reading works of literature. The questions will include the problem of evil, the potential meaning(s) of suffering, the experience of faith and doubt, and the miracle of forgiveness and reconciliation, and others. The works of literature will include short stories, novels, and poems, mostly drawn from English-language writers of the last 100 years, but with some exceptions. A secondary goal of the class is to reflect on the ways literature, religion and culture inter-relate.

Voting and elections are the cornerstone of every democracy. They are how we the people tell the government what we want. Yet, complaints about the electoral process are as old as democracy itself. Even today - especially today - issues like Gerrymandering and the Electoral College have us questioning whether or not ordinary citizens really are qualified to make political decisions. "The people who cast the votes decide nothing. The people who count the votes decide everything." - Joseph Stalin In this course, we will examine the variety of ways that voters decide and votes are counted. Are some electoral systems better than others? Are some fairer than others? Are those even the same thing? One unique feature of this course is that we will examine these issues from political and mathematical perspectives. Can math help us measure the proportionality, fairness, efficiency or effectiveness of a political system? Can it help us find solutions for the democratic dilemma? This course is cross-listed as MAT 106 and PSC 220. As such, it can be used to satisfy the Quantitative Literacy or Behavioral Science distribution credits. Take MAT-106 for Quantitative Literacy and PSC-220 for Behavorial Science

This course will explore the data of life sciences in areas based on student interests. Some potential topics include exercise science, ecology, nutritional supplements, public health, etc. Students will gain the foundations for reading scientific literature, computing basic statistical analyses, and communicating their findings. We will cover the introductory concepts in computer science and statistics needed to organize and summarize biological data. No prior programming experience or statistical knowledge is required. We will also focus on an understanding of statistical concepts and visualizations when applied to various biological datasets.

This class will focus on the musical communities in Crawfordsville and surrounding areas. Students will learn about all kinds of musicians and music-making in Montgomery County - both currently and historically - with a heavy emphasis on music made by indigenous, settler, immigrant communities. We will interact with and learn from local musicians, and students will be encouraged to participate when appropriate. No previous musical experience is necessary

This course examines the relationship between music and film, focusing on how music plays a key role in interacting with and enhancing the visuals on screen or the story's narrative. The class will start with a brief overview of the history of film music and an introduction to basic elements in music in a general sense, followed by examinations of specific musical features in a variety of genres. Throughout the semester, students will read and learn about basic terminologies and concepts, develop critical listening skills, and apply them in weekly discussions, presentations, and terminal paper. This class is ideal for students interested in both music and visual arts (theatre, film, etc.), with a chance to connect these fields and learn to communicate in professional languages. Meanwhile, it also offers a valuable perspective for students from other disciplines to enrich their watching experience with a better understanding of film music in general.

Basic Techniques for Conducting is an introductory course for students interested in leading musical ensembles, whether instrumental or vocal. The course combines hands-on practice with theoretical study to explore the foundational aspects of conducting. Topics include gesture and conducting patterns, score analysis, and effective rehearsal techniques. By the end of the course, students will be equipped to lead both instrumental and vocal ensembles with confidence and clarity. As part of the class, students will have the opportunity to rehearse the Wabash College Glee Club and conduct a piece at the end of the semester.

What is politics? What do freedom and virtue have to do with it? This class focuses on reading, discussing, writing, and working on group projects about political theories of freedom and virtue together with class members who are incarcerated at Putnamville Correctional Facility. The goal of the class is to form a learning community that encompasses Wabash students and incarcerated students-a learning community that values all contributions to the conversation. In addition to the component of the course at Putnamville, during Thursday course meetings at Wabash, we will read about, reflect on, and discuss topics like community-engaged learning and social justice, as well as on our experiences at Putnamville. To learn more about the course and how to register, please email Lorraine McCrary at mccraryl@wabash.edu. Registration is by instructor permission. Please email Lorraine McCrary at mccraryl@wabash.edu by 10/22 to register. This course meets at different times on different days: On Tuesday it meets from 12:50-2:50 at Putnamville Correctional Facility (depart at 11 a.m.; return at 3:5 p.m.; lunch and transportation provided). On Thursdays it meets from 1:10-2:25 on Wabash's campus.

Why do we see war? Why is cooperation difficult? What are the humanitarian outcomes of conflicts? This course presents and analyzes the fundamental security challenges in contemporary international politics. The course considers general policy problems, while providing applications to specific contemporary cases. This course provides students with an overview of the theoretical and policy debates that comprise the field of international security. Each week focuses on a discrete topic which collectively gives students a sense of past, present, and future security challenges. We will analyze classic studies of why countries go to war and form alliances as well as more recent research topics like why groups use terrorism, the emergence of international interventions, and contemporary issues in human security. The primary goal is to provide students with a foundation of knowledge on a range of topics in international security. This foundation should familiarize students new to international security with the major debates in the field and prepare them for more focused studies of topics in international security should they be of interest.

The 19th Amendment to the U.S. Constitution, which forbids states from denying citizens the right to vote on account of sex, was ratified just over a century ago in 1920. This course examines women's role in American election politics in the hundred-or-so years since: Are there distinctive patterns or trends in women's voting behavior? Do women run for office for different reasons than men, and do they campaign differently? Once elected, how do women perform as representatives? How do gender and other demographic traits (e.g. race, ethnicity, religion, sexuality, etc.) intersect to shape women's experiences as voters, candidates, and representatives in American politics? What has changed since 1920 and what hasn't? How have cultural norms about gender roles affected women's experiences in different eras? We'll look at the work political scientists and other researchers have done so far to answer these questions, learn about selected individual women's experiences as candidates and officeholders, and weigh in on ongoing debates about how to enhance women's participation in electoral politics.

Voting and elections are the cornerstone of every democracy. They are how we the people tell the government what we want. Yet, complaints about the electoral process are as old as democracy itself. Even today - especially today - issues like Gerrymandering and the Electoral College have us questioning whether or not ordinary citizens really are qualified to make political decisions. "The people who cast the votes decide nothing. The people who count the votes decide everything." - Joseph Stalin In this course, we will examine the variety of ways that voters decide and votes are counted. Are some electoral systems better than others? Are some fairer than others? Are those even the same thing? One unique feature of this course is that we will examine these issues from political and mathematical perspectives. Can math help us measure the proportionality, fairness, efficiency or effectiveness of a political system? Can it help us find solutions for the democratic dilemma? This course is cross-listed as MAT 106 and PSC 220. As such, it can be used to satisfy the Quantitative Literacy or Behavioral Science distribution credits. Take MAT-106 for Quantitative Literacy and PSC-220 for Behavorial Science

What is politics? What do freedom and virtue have to do with it? This class focuses on reading, discussing, writing, and working on group projects about political theories of freedom and virtue together with class members who are incarcerated at Putnamville Correctional Facility. The goal of the class is to form a learning community that encompasses Wabash students and incarcerated students-a learning community that values all contributions to the conversation. In addition to the component of the course at Putnamville, during Thursday course meetings at Wabash, we will read about, reflect on, and discuss topics like community-engaged learning and social justice, as well as on our experiences at Putnamville. To learn more about the course and how to register, please email Lorraine McCrary at mccraryl@wabash.edu. Registration is by instructor permission. Please email Lorraine McCrary at mccraryl@wabash.edu by 10/22 to register. This course meets at different times on different days: On Tuesday it meets from 12:50-2:50 at Putnamville Correctional Facility (depart at 11 a.m.; return at 3:5 p.m.; lunch and transportation provided). On Thursdays it meets from 1:10-2:25 on Wabash's campus.

Why do we see war? Why is cooperation difficult? What are the humanitarian outcomes of conflicts? This course presents and analyzes the fundamental security challenges in contemporary international politics. The course considers general policy problems, while providing applications to specific contemporary cases. This course provides students with an overview of the theoretical and policy debates that comprise the field of international security. Each week focuses on a discrete topic which collectively gives students a sense of past, present, and future security challenges. We will analyze classic studies of why countries go to war and form alliances as well as more recent research topics like why groups use terrorism, the emergence of international interventions, and contemporary issues in human security. The primary goal is to provide students with a foundation of knowledge on a range of topics in international security. This foundation should familiarize students new to international security with the major debates in the field and prepare them for more focused studies of topics in international security should they be of interest.

This course will explore theological and philosophical questions by reading works of literature. The questions will include the problem of evil, the potential meaning(s) of suffering, the experience of faith and doubt, and the miracle of forgiveness and reconciliation, and others. The works of literature will include short stories, novels, and poems, mostly drawn from English-language writers of the last 100 years, but with some exceptions. A secondary goal of the class is to reflect on the ways literature, religion and culture inter-relate.

REL 273-01- Augustine: Philosophy and Theology Augustine of Hippo (354-430) is the most influential figure in the history of Christianity in the last sixteen hundred years. His legacy is (usually proudly) claimed by Protestant and Roman Catholics alike. This course will read his masterpiece Confessions, as well as selections of his philosophical writings. He is a major figure in the development of Platonism, so the class will also learn about Plato's philosophy as it was useful to Christianity. Course offered first half of the semester.

REL 273-02 - Thomas Aquinas: Philosophy and Theology Thomas Aquinas (1225-1274) is the most important medieval theologian and philosopher. His work integrated classical Christian beliefs with the newest philosophy and science available at the time: Aristotle's recently re-discovered thought. This seminar will read excerpts from Thomas' Summa Theologica related to the nature and existence of God, evil, human action, sacraments and grace. Course offered second half of the semester.

"Dancing on the Bridge": Diversity, Religion, and the Liberal Arts How, in a global-digital world, do we bridge the gap between people of widely divergent backgrounds? Between diverse religions? Cultures? Races? Ethnicities? Worldviews? Should we aim for tolerance? Acceptance? Understanding? Should we learn from them, in the manner of a humanist? Should we learn about them, in the manner of a scientist or scholar? Should we try to deconstruct hidden prejudices? How? Why? These are basic liberal-arts questions. In this course, we will build a model for negotiating diversity based on "play" and the "work of art." We will use tools drawn from "hermeneutics," or the art and theory of interpretation. Case studies will be drawn from religion, art, music, philosophy, law, history, and anthropology. Texts will include Hans-Georg Gadamer's Truth and Method, as well as selections from Kant, Voltaire, Geertz, W.E.B. DuBois, Anthony Appiah, and critical race theory.

This seminar will examine portrayals of Jesus in American history, religion, and culture. From God incarnate to compassionate friend, liberator to countercultural icon, baby in a manger to personal savior, Jesus has been represented in numerous ways in the American context. Utilizing stories, histories, films, and art, we will analyze changing American perceptions of Jesus and their role in American history and culture.

First Half-Semester Course "All rites begin in simplicity, are brought to fulfillment in elegant form, and end in joy." So says Xunzi, the great Confucian writer of antiquity. Is he right? What are rituals? Are they routine acts, which we do simply because we've always done them? Or are they meaningful acts, which we do because they actually signify something? If the latter, what do they signify? Can we say that all rituals somehow religious? If so, why? If not, why not? In this half-course, we'll read selections from various writers on ritual. Using film and other media, we'll also look at a variety of ritual activities from different cultures, including College rituals, religious ceremonies, holidays like Thanksgiving, and the "little rituals" of everyday life in, e.g., media, sports, or politics.

Second Half-Semester Course Do myths and symbols belong in the skill-set of people living in a modern scientific world? Or are they playthings for nerds or soft-minded romantics? What exactly are symbols? Myths? What do they do? Are they socially constructed? Archetypal? Something else? How important are they for religion? Can you have a religion that's "demythologized"? Should you? These are some of the questions that we'll tackle in this half-course. We'll read selections from, among others, Paul Tillich and Wendy Doniger, as well as their critics. Using film and other media, we'll also read or look at a variety of myths, both ancient and modern.

As the imperial forces of Rome moved through the region of Palestina in the second century CE, a group of ancient Jews hid over eight hundred manuscripts in a cave system located at Qumran, just 13 miles outside of Jerusalem. The discovery of these documents in the 1950s was a landmark event for the study of ancient Judaism and the New Testament. These jars were full of biblical manuscripts, noncanonical texts (scripturesque), ancient commentaries, communal documents, apocalypses, and more. In this course, we will critically investigate the Qumran library with an eye towards the New Testament and the world of Second Temple Judaism (500BCE-70CE). Topics of focus include apocalypse, ritual purity, legal interpretation, expansion of scripture, and sectarianism.

Populists & Progressives From 1890-1929, the United States experienced a groundswell of public participation in U.S. politics and social movements. In this course, we will study the "calamity howlers," social reformers, agitators, politicians, religious leaders, newspaper writers, and organizations that shaped public rhetoric and political action during this period. In surveying this era, the course will consider agrarianism, temperance and prohibition, suffrage, civil rights, political corruption, and consumer health and safety. The course will engage the rhetoric of national figures such as Theodore Roosevelt, William Jennings Bryan, Ida B. Wells, and Francis Willard; as well as Hoosiers Eugene Debs, Thomas Marshall, John Hurty, and Naomi Anderson. Students will read primary texts and archival materials, as well as scholarly essays relevant to this period. This course can be applied to the Lit/Fine Arts distribution requirement as RHE-270, or to the HIS/PHI/REL distribution requirement as HIS-240.

The U.S. president has become, by many estimates, the most powerful person in the world. This course considers how such power in contemporary mediated society is connected to the president's use of rhetoric. Specifically, students will explore how contemporary presidents use rhetoric to govern, with particular attention to the relationship between presidents and the American people. The course material will include presidential rhetoric but also theoretical and rhetorical criticism essays that explore the operations of that rhetoric. This course focuses on the discourse of elected presidents who speak in an official capacity, not on election campaigns or fictional portrayals of U.S. presidents. Students should expect this to be a seminar course, meaning that our class sessions will be largely student-driven discussion from assigned material. By taking this course, students will cultivate a more nuanced understanding of the operations of U.S. presidential rhetoric, culminating in a research project that analyzes a significant instance of presidential rhetoric. This course is restricted to sophomores, juniors and seniors; or with permission of the instructor.

This course investigates the rhetoric of religion and religious practice. We will identify rhetorical theories that can be applied as methods of rhetorical criticism to offer insights about the symbolic significance of religion, religious identity, and religious practice. In so doing, we will ask: Is religion a force for good? How is religion used to advance freedom, justice, and greater concern for a common good? Throughout the course, students will consider a range of historical and contemporary rhetoric, in local and global contexts, drawing from voices in Christian, Jewish, Islamic, and Indigenous faith traditions. Students will read essays of rhetorical criticism, encounter historical and contemporary religious texts, and produce an independent rhetorical criticism on a topic of their choosing. This course is restricted to sophomores, juniors and seniors; or with permission of the instructor.

This course will explore how the human body communicates character and meaning in various global contexts. With an emphasis on non-Western physical practices such as yoga, we will investigate theater's pre-Greek and non-European origins, as well as how these traditions have evolved over time. We will encounter performance forms from the Middle East (Ta'ziyeh), Asia (Kyogen), and South America (Teatro del Oprimido), as well as performance techniques with non-Western lineages like Suzuki and Rasa. By experimenting with global theatrical traditions, students will also examine how ideas of gender are interpreted and performed in non-Western contexts. Other areas of focus will include tai-chi, mask performance, puppets and other performing objects, clowning, folklore study, and choral movement. This course is appropriate for all students, at all levels, regardless of artistic background. Student-athletes are particularly encouraged to enroll.

This course will introduce students to the art of theatrical lighting design. Students will come to understand the basics of contemporary lighting technology, learn the history of theatrical lighting, and get hands-on experience by creating and executing a lighting design for a mainstage production. From the use of color theory and the psychological effects of light to angle theories and drafting, the process of creating lighting environments for theatre, music, and dance performances has applications far beyond the stage; lighting design is a critical element in film and digital media production as well as interior design and architecture. This course is appropriate for first-year students.