Course Sections | Registrar

This course traces major trends in Chinese cinema, including works from mainland China, Taiwan, and Hong Kong. We will analyze films from multiple angles, including aesthetics, historical context, production, and circulation. In particular, we will focus on tensions between nationalism and transnationalism in Chinese cinema. Film screenings in class Wednesdays 2:10-4:00. No pre-requisites. All readings in English. May be taken as Literature/Fine Arts (ASI-177) or History/Philosophy/Religion (HIS-260).

The multidisciplinary issues of global health confront everyone on the planet. This course will introduce critical issues and key themes in global health from basic principles to disease burden to collaborative efforts to improve global health. Particular attention will be given to the global burden of communicable and non-communicable disease and the social determinants of health, including intersections with poverty and racism. Cultural, economic and ethical issues in global health will be discussed. An immersion component following this class is planned for travel to Peru, July 29 -- August 10, 2022 (dates subject to change), and will involve travel to urban, mountain, and rainforest areas. Students should expect to make a modest financial contribution toward the trip. Grades for this course will be recorded as "incompletes" until after the immersion trip. Enrollment in the course is limited, competitive, and by application through the instructor; contact Prof. Eric Wetzel (wetzele@wabash.edu) if interested. This course counts toward the Global Health minor; however, it does NOT count toward the major in Biology. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

This class will look at the history of Africa through the lens of religion, especially Christianity. Students will be exposed to key elements of the long history of the African continent and its peoples in a broad sense, before focusing on the religion of its inhabitants, and more closely on the process of religious change and fusion with the introduction of Christianity. The most finite focus will come with our visit to the country of Kenya, where students will be immersed in Christian, especially Catholic culture in that country. As with the course in general, other African religious traditions will be studied, including Islam and traditional, "animistic" belief systems. In the second half of the semester students will produce a significant piece of research on a topic of their choosing related to the course theme. THIS IS AN IMMERSION COURSE. Admission by application only. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

In this course, we will discuss texts that challenge definitions of national belonging, often tied with race and traditional gender norms and sexualities. We will explore gender-nonconforming characters in the fiction of Jean Toomer, Bessie Head, Zoë Wicomb, David Diopp, and others, as well as white supremacy and nationalisms around the globe. Texts: Jean Toomer, Cane; Bessie Head, A Question of Power; Zoe Wicomb, David's Story; Gabriel Chevallier, Fear; David Diopp, At Night All Blood Is Black. Prerequisties can be waved by instructor.

By reading canonical texts of Greek and Roman political thought, we will examine and critique competing conceptions of justice, virtue and social duty. We will analyze the work of philosophers, statesmen, and even an emperor to explore the earliest roots of contemporary politics. This class will ask questions like: What is the ideal regime? What is the most practical regime? What are the duties of citizenship? Can service to the state make us happy?

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester. Pre-requisite: CLA course or Instructor consent.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.Pre-requisite: CLA course or Instructor consent.

This is a 1st half semester course. Origins and Endings: Where do we all come from? What happens when we die? And what do the days in between mean? Virtually all religions offer answers. This class examines sacred texts not as doctrinal blueprints but as literature that inspires more literature. Students will read and write about poems, stories, plays, and songs that react to, and often recoil from, sacred texts and their visions of our beginnings and ends. Assigned texts will be drawn from a range of religious traditions, and students from all religious backgrounds, including no religious background, are welcome.

This is a 2nd half semester course. Siblings and Parents: Brothers who murder or enslave each other, parents who sacrifice their children, children who abandon their parents. What do sacred stories tell us about how and when to honor family and when to abandon or disown them? This half-semester course examines family relationships across a variety of sacred texts and in the literature that those texts have inspired. Students will read and write about poems, stories, plays, and songs that respond to, and often challenge, sacred teachings about family relationships. Assigned texts will be drawn from a range of religious traditions, and students from all religious backgrounds, including no religious background, are welcome.

Design your own website. Create an interactive environment. Analyze literature with algorithms. This course unfolds at the intersections of creative writing and technology. We will explore a range of digital humanities, including open-access research design, digital mapping, and multimodal writing. This class consists of a series of workshops, during which students will craft texts in multiple genres, such as personal narratives, free-verse poetry, and drama. Then, we will practice using a series of digital platforms that will enhance students' storytelling through multimodal writing. By the end of the semester, students will have experience with computer coding, digital mapping, and crafting original work in Google Sites, Wikipedia, and Omeka. There are no prerequisites or tech requirements for this course. No previous knowledge of coding is necessary. Computers, cameras, and apps will be made available, so it is not necessary to own a personal laptop to complete this course successfully.

Blood! Wine! Women! Everything one needs for a pleasurable Gothic story, no? The Gothic literary genre debuted in the late-eighteenth and early-nineteenth centuries as a form of literature obsessed with dark villains, flawed heroes, forbidden sexual romances, and supernatural entities. Not for the faint of heart, Gothic literature took taboo to a new level with complicated characters that reflected humanity's desire to understand the mysterious. This course will chronicle the Gothic literary tradition from its inception to the contemporary moment. We will embark on a globetrotting adventure to grapple with the Gothic in America, Britain, Mexico, Japan, Germany, Russia, and other locations. Poems, novels, short stories, movies, anime, music. No genre will be off-limits. Assignments will range from short papers to quizzes and exams with a special opportunity to write your own Gothic story! If you really fancy yourself brave enough, then sign up and see just what happens when humans are forced to face their darkest impulses.

With warfare. In Eden. Slaying monsters. In love. These are just a few of the answers that poets have offered to this course title. The best answer, though, is the one that you provide yourself. In this Special Topics course in Creative Writing, you'll channel your inner bard, Muse, or blogger to write a single poem over the course of the semester. That poem might consist of shorter poems strung into a sequence or series. It might be a fantasy epic, a stage confessional, or the next YouTube hit. Whatever it does become, we'll make it better, workshopping your poem-in-progress all semester. You'll also read some long-ish poems: Maria Dahvana Headley's new translation of Beowulf (first word: "Bro!"), Allen Ginsberg's "Howl" (impounded as obscene), and/or Tommy Pico's Feed (Instagram: @heyteebs). Oh, and we'll do some amateur book-binding too. No previous creative writing experience is needed - I promise!

In this course, we will study the francophone speculative narrative with works produced by writers and filmmakers hailing from various regions of the French-speaking world among which Cameroon, Canada, Egypt, and Congo Brazzaville. We will explore acclaimed works by Andre Alexis, Kerri Sakamoto, Jean-Pierre Békolo, Karoline Georges, Sony Labou Tansi, and Emmanuel Dongala. Most of these intellectuals have multicultural backgrounds due to travel, migration, or multilingualism. As we work to differentiate the speculative Francophone narrative from the other fictional genres, in particular the realist genre, we will also see if the authors' rich and diverse backgrounds lead to unique spins and approaches to the speculative genre, investigate how the Francophone speculative genre may read humans' interface with technology, and examine what national and global futuristic previsions the francophone authors may have for the reader. Taught in French.

Extraordinary Bodies: Disability Studies & Narratives What happens when stories and theories represent bodies that aren't "normal"? In this class, we will read narratives by disabled people as well as study theories of disability to try to understand how physical difference challenges traditional views of gender, culture, writing, space, and time.

Whether it's The Office, Blackish, or Schitt's Creek, popular situation comedies (sitcoms) provide viewers an escape from reality and a chance to laugh. But how else might they function? How might they influence viewers' perceptions of the people and situations they depict? How do sitcoms enable or prevent social change? As Joanne Morreale writes in Critiquing the Sitcom, "[S]itcoms both incorporate and contain change; they both address and prevent political action, and they may be read as both conservative and progressive forms, sometimes simultaneously" (xii). In this class, students will study how the sitcom genre reinforces or critiques stereotypical representations of race, gender and sexuality, and economic status, and how sitcoms have weighed in on related political issues. We will study primarily U.S. sitcoms over time as they aired on broadcast and cable television and, more recently, on streaming services. Students will produce several short papers and projects, consisting both of academic rhetorical analysis and creative endeavors. They will need access to Netflix and Hulu.

This course is taught in English. What caused the democratic experiment of the Weimar Republic (1918-1933) to give way to the Third Reich? In general, why would voters support autocratic leaders who embrace fascism? And is the German national character particularly susceptible to authoritarianism, or is this something we should all worry about? Students will pursue these questions by exploring the history of German cinema in the era before, during, and after the Weimar Republic. Or, to be more precise, students will explore history as cinema, and cinema as history. To what extent can we interpret films not only as vehicles of mass entertainment but also as cultural-historical documents? Can films reveal to us an era's mentality - its anxieties, drives, and hidden desires? We will consider in particular Siegfried Kracauer's 1947 book, From Caligari to Hitler, in which he aims to reconstruct through film a "psychological history" of Germany in the Weimar era. Our goal will be to use film as a window onto the interwar years and the cultural milieu that gave rise to Hitler and the Third Reich. We will conclude by considering the NSDAP propaganda films of Leni Riefenstahl. No prerequisites, no specialized knowledge assumed, no knowledge of German required. This course counts toward the Lit/Fine Arts distribution requirement, the Film and Digital Media minor, and the German major and minor.

The multidisciplinary issues of global health confront everyone on the planet. This course will introduce critical issues and key themes in global health from basic principles to disease burden to collaborative efforts to improve global health. Particular attention will be given to the global burden of communicable and non-communicable disease and the social determinants of health, including intersections with poverty and racism. Cultural, economic and ethical issues in global health will be discussed. An immersion component following this class is planned for travel to Peru, July 29 -- August 10, 2022 (dates subject to change), and will involve travel to urban, mountain, and rainforest areas. Students should expect to make a modest financial contribution toward the trip. Grades for this course will be recorded as "incompletes" until after the immersion trip. Enrollment in the course is limited, competitive, and by application through the instructor; contact Prof. Eric Wetzel (wetzele@wabash.edu) if interested. This course counts toward the Global Health minor; however, it does NOT count toward the major in Biology. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

Differences in power and status can be found in almost every society around the world, from the most unequal to the most egalitarian ones. This course will provide an introduction to power and status by focusing on the theories and methods that contemporary psychologists use to understand these fundamental aspects of social life. First, we will explore who is more likely to gain power and status (e.g., personality characteristics of powerholders); the methods that people use to do so (e.g., asserting one's dominance or expertise); and the influence of power and status on basic psychological processes, such as attention, emotion, and perception. The second part of the course will review the potential consequences of power and status on various aspects of our lives, from decision-making and goal pursuit to interpersonal and intergroup relationships, as well as health and well-being. Throughout the course we will discuss not only how power and status dynamics give rise to inequality, but also how their effects may, in turn, be shaped by the degree of inequality in a given society. The course will involve lecture, discussion, and readings of relevant primary sources.

This course is for Sophomore and Junior students. Freshmen and Senior enrollment with instructor consent. This course traces the history and theory of citizenship and nationality in the US and Europe with a particular emphasis on the late nineteenth and twentieth centuries. It examines the boundaries of different membership categories such as citizenship and nationality, but also including other forms of group identity like ethnicity, race, alienage, subjecthood, among others. Engaging with theoretical texts, the course uses the development of a federal immigration policy in the US as its primary case study to frame inquiry and analysis.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

The four lads from Liverpool were arguably the most significant cultural event of the mid-20th c, from popular music to fashion, politics, and religion. This course will study the Beatles in their social, political and cultural context, from post-war Britain of the 1940s, through the economic and social recovery of the 50s, and the swinging and turbulent 60s. We will use a range of methods including social and cultural history as well as musicology.

From the French Revolution to the creation of the Circus and the Freak Show, the 19th Century saw life change in radical new ways. Governments fell. Factories grew. Crime flourished. Freak Shows appeared. Mortuaries were the place to go for date night. Addressing the above topics and many more, HIS 231 explores the social and cultural history of 19th century Europe from 1789 to the turn of the 20th century. With short papers and two exams, it is suitable for all students who need a history credit or distribution credit.

We often refer to Wabash College as a community - and, like in any community, politics and government play an important role in shaping the experiences of its members. In this course we'll examine how Wabash is governed; that is, we'll explore the variety of formal and informal processes that are used to make decisions on behalf of the College community. We'll delve into specific instances of communal decision-making from the 1830s through the present to understand why the College operates as it does, how certain campus traditions came into being (and why some have disappeared), and the extent to which Wabash's governance procedures hinder and promote equity and inclusion.

President Trump and his supporters filed over 80 lawsuits seeking to set aside the 2020 election. Why did they do that? Why do people increasingly turn to the courts to resolve political disputes, especially elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside efforts by both political parties to draw election districts to gain more seats than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? May we limit how much corporations and wealthy individuals contribute to campaigns, or would that violate First Amendment freedom of speech? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history.

This course engages the histories of many different indigenous peoples of the Americas. Most of the focus will be on indigenous peoples who lived in areas that came under control of the Spanish and Portuguese crowns. The course will span the history from the Olmecs to the present, as we survey relevant ethnohistorical literature, primary sources, and other forms of evidence. As with other 300 level history classes, students will produce a significant term paper based on original research, on a topic related to native history. Prerequisite: 200 level: none; 300 level: previous course work in History or Hispanic Studies

This course traces major trends in Chinese cinema, including works from mainland China, Taiwan, and Hong Kong. We will analyze films from multiple angles, including aesthetics, historical context, production, and circulation. In particular, we will focus on tensions between nationalism and transnationalism in Chinese cinema. Film screenings in class Wednesdays 2:10-4:00. No pre-requisites. All readings in English. May be taken as Literature/Fine Arts (ASI-177) or History/Philosophy/Religion (HIS-260).

This course engages the histories of many different indigenous peoples of the Americas. Most of the focus will be on indigenous peoples who lived in areas that came under control of the Spanish and Portuguese crowns. The course will span the history from the Olmecs to the present, as we survey relevant ethnohistorical literature, primary sources, and other forms of evidence. As with other 300 level history classes, students will produce a significant term paper based on original research, on a topic related to native history. Prerequisite: 200 level: none; 300 level: previous course work in History or Hispanic Studies

The first half of the course focuses on mathematical approaches to analyzing bonds, in particular the sorts of issues a portfolio manager would be interested in. Topics covered include the time value of money, bond pricing for option-free bonds, yield measures, the yield curve, spot rates, forward rates, return analysis, and duration as a measure of price volatility. The second half of the course deals with mathematical issues associated with financial derivatives.This course does not count toward the mathematics major or minor. It will count toward the quantitative literacy requirement.

This course introduces students to the process of designing sound and music for production. Focusing on practical projects in theater and film, students will develop a hands-on approach to creating, editing, mixing, and mastering audio. Students will use digital audio workstations, sample libraries, loops, and original audio to produce cue-oriented sound and music across genres and production environments.

The defining element of a 'Wabash Man' is a song. If you met every graduate of our college, you would find rich people and poor people, black people and white people, athletes and klutzes, people from dozens of countries around the world, and even a few women. But you would be hard pressed to find a Wabash graduate who can't at least stumble through the words of "Old Wabash." Music is about inclusion. But by defining who belongs, it also defines those who don't. Most Americans struggle to sing the Star Spangled Banner. But even those who don't speak English can recite the first four words! If border patrol agents used the words to "Yankee Doodle" as a shibboleth for entry, it's hard to see how a non-citizen would ever get in. Music is inherently political. Even when it's not explicitly so, it reflects the society that produces it, the audience that listens to it, and the means by which the former finds the latter. Early German nationalists knew that Beethoven could help them define who was German. Later German nationalists knew that too. African Americans and Jews took music from the plantations and shtetls they left behind, fashioning it into Blues and Jazz when Classical conservatories wouldn't teach them and 'respectable' concert halls wouldn't let them perform. They found a wider audience when people like Elvis Presley 'borrowed' their songs, recorded them, and made them famous. That music went on to define a generation defined by its counter-cultural ethos - and was brought back to Africa and the Caribbean (from whence it once came) where national heroes like Bob Marley and Fela Kuti used it to resist colonial oppression and dictatorship. Modern leaders listened and learned from this, which is why Korea promotes K-pop and Putin imprisons Pussy Riot. It's also why Bruce Springsteen objected to Ronald Reagan's use of "Born in the USA" - and why Ronald Reagan evidently didn't know (or didn't care about) the words. This course will focus on musical repertory related to specific regimes, societies, movements, and historical periods. The course will require students to examine music as propaganda and as protest. It will also invite students to engage with contemporary debates on such issues as censorship, cultural appropriation, political violence, and intellectual property. Of particular interest will be the role of music in the development of 19th Century European Nationalisms (as with Beethoven and Wagner); the inseparable relationship between music and politics in African and Afro-Caribbean anti-Imperialism (as with Fela Kuti and Bob Marley); and the role of music in the American Civil Rights movement. Our goal is for students to understand the relationship between music and politics both historically and in their own lifetimes, equipping them to analyze music that is both political and politicized

The four lads from Liverpool were arguably the most significant cultural event of the mid-20th c, from popular music to fashion, politics, and religion. This course will study the Beatles in their social, political and cultural context, from post-war Britain of the 1940s, through the economic and social recovery of the 50s, and the swinging and turbulent 60s. We will use a range of methods including social and cultural history as well as musicology.

In her report on Adolf Eichmann's trial in Jerusalem, Arendt points to two character flaws that allow Eichmann to become the architect of the plans that resulted in the murder of six million Jews during the Second World War. First "was his almost total in ability to look at anything from the other fellow's point of view," and second his "inability to think." It was these flaws that led Arendt to see in Eichmann the personification of the "banality of evil." If evil acts can be done not out of malicious intent but because of the failure to think, then each of us is much more susceptible to evil than we might want to think. In this course, we will ask how might thinking be a bulwark against evil and how might we set up our political lives to foster thinking and acting in ways that best serve the human condition. We will read selections from Eichmann in Jerusalem, The Life of the Mind, and Between Past and Future, and the whole of The Human Condition and Lectures on Kant's Political Philosophy, as well as other essays. Prerequisite: One of the following PSC 131, PSC 230, PHI 110, 240, or 242. PPE majors must have completed PPE 200. Or by permission from the professor.

Friedrich Nietzsche has gained a reputation over time as one of the most original, provocative, and unsettling thinkers in the history of philosophy. Since his death more than a century ago, he has also become one of the most widely read (and often misunderstood) philosophers. In this seminar, we will read and discuss several of Nietzsche's major works spanning his entire productive period. Readings will include in whole or in part: The Birth of Tragedy, On the Genealogy of Morals, Beyond Good and Evil, Ecce Homo, and selections of aphorisms from other works. One course credit. Prerequisite: One prior course in philosophy.

Quantum mechanics provides a new framework for thinking about information, secure communication, and computing that has the potential to revolutionize information technology.This course will introduce the notion of quantum bits (qubits) and how they may be manipulated for various applications including encryption and quantum computing algorithms.It will also delve into fundamental issues of the nature of quantum mechanics, such as entanglement and quantum decoherence, which are important to understanding how the classical world emerges and what is needed to make quantum technology work in the real world. Pre-requisites: PHY-112 and MAT-223.

President Trump and his supporters filed over 80 lawsuits seeking to set aside the 2020 election. Why did they do that? Why do people increasingly turn to the courts to resolve political disputes, especially elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside efforts by both political parties to draw election districts to gain more seats than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? May we limit how much corporations and wealthy individuals contribute to campaigns, or would that violate First Amendment freedom of speech? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history.

In her report on Adolf Eichmann's trial in Jerusalem, Arendt points to two character flaws that allow Eichmann to become the architect of the plans that resulted in the murder of six million Jews during the Second World War. First "was his almost total in ability to look at anything from the other fellow's point of view," and second his "inability to think." It was these flaws that led Arendt to see in Eichmann the personification of the "banality of evil." If evil acts can be done not out of malicious intent but because of the failure to think, then each of us is much more susceptible to evil than we might want to think. In this course, we will ask how might thinking be a bulwark against evil and how might we set up our political lives to foster thinking and acting in ways that best serve the human condition. We will read selections from Eichmann in Jerusalem, The Life of the Mind, and Between Past and Future, and the whole of The Human Condition and Lectures on Kant's Political Philosophy, as well as other essays. Prerequisite: One of the following PSC 131, PSC 230, PHI 110, 240, or 242. PPE majors must have completed PPE 200. Or by permission from the professor.

By reading canonical texts of Greek and Roman political thought, we will examine and critique competing conceptions of justice, virtue and social duty. We will analyze the work of philosophers, statesmen, and even an emperor to explore the earliest roots of contemporary politics. This class will ask questions like: What is the ideal regime? What is the most practical regime? What are the duties of citizenship? Can service to the state make us happy?

This course will explore how well (or poorly) the Supreme Court has protected the civil liberties of those we fear: those who challenge our deeply held beliefs; those suspected of violent crime; and those accused of waging war against us. Should we protect speech even if it is racist, terrorist, or otherwise offensive? Can we stop white supremacists and ISIS from using the internet to recruit followers? Can a public school suspend a high school student for vulgar snapchat posts? Can we use cellphone location data or search histories to convict citizens of crime? Should we extend to terrorists the due process of law they are seeking to destroy? Can we detain terrorists without trial if we currently lack evidence but believe that they will attack us if we release them? Debating such questions will help us understand the nature and purpose of civil liberties and the role of courts in enforcing them. This course is only open to Sophomore, Junior and Seniors.

We often refer to Wabash College as a community - and, like in any community, politics and government play an important role in shaping the experiences of its members. In this course we'll examine how Wabash is governed; that is, we'll explore the variety of formal and informal processes that are used to make decisions on behalf of the College community. We'll delve into specific instances of communal decision-making from the 1830s through the present to understand why the College operates as it does, how certain campus traditions came into being (and why some have disappeared), and the extent to which Wabash's governance procedures hinder and promote equity and inclusion.

President Trump and his supporters filed over 80 lawsuits seeking to set aside the 2020 election. Why did they do that? Why do people increasingly turn to the courts to resolve political disputes, especially elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside efforts by both political parties to draw election districts to gain more seats than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? May we limit how much corporations and wealthy individuals contribute to campaigns, or would that violate First Amendment freedom of speech? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history.

The defining element of a 'Wabash Man' is a song. If you met every graduate of our college, you would find rich people and poor people, black people and white people, athletes and klutzes, people from dozens of countries around the world, and even a few women. But you would be hard pressed to find a Wabash graduate who can't at least stumble through the words of "Old Wabash." Music is about inclusion. But by defining who belongs, it also defines those who don't. Most Americans struggle to sing the Star Spangled Banner. But even those who don't speak English can recite the first four words! If border patrol agents used the words to "Yankee Doodle" as a shibboleth for entry, it's hard to see how a non-citizen would ever get in. Music is inherently political. Even when it's not explicitly so, it reflects the society that produces it, the audience that listens to it, and the means by which the former finds the latter. Early German nationalists knew that Beethoven could help them define who was German. Later German nationalists knew that too. African Americans and Jews took music from the plantations and shtetls they left behind, fashioning it into Blues and Jazz when Classical conservatories wouldn't teach them and 'respectable' concert halls wouldn't let them perform. They found a wider audience when people like Elvis Presley 'borrowed' their songs, recorded them, and made them famous. That music went on to define a generation defined by its counter-cultural ethos - and was brought back to Africa and the Caribbean (from whence it once came) where national heroes like Bob Marley and Fela Kuti used it to resist colonial oppression and dictatorship. Modern leaders listened and learned from this, which is why Korea promotes K-pop and Putin imprisons Pussy Riot. It's also why Bruce Springsteen objected to Ronald Reagan's use of "Born in the USA" - and why Ronald Reagan evidently didn't know (or didn't care about) the words. This course will focus on musical repertory related to specific regimes, societies, movements, and historical periods. The course will require students to examine music as propaganda and as protest. It will also invite students to engage with contemporary debates on such issues as censorship, cultural appropriation, political violence, and intellectual property. Of particular interest will be the role of music in the development of 19th Century European Nationalisms (as with Beethoven and Wagner); the inseparable relationship between music and politics in African and Afro-Caribbean anti-Imperialism (as with Fela Kuti and Bob Marley); and the role of music in the American Civil Rights movement. Our goal is for students to understand the relationship between music and politics both historically and in their own lifetimes, equipping them to analyze music that is both political and politicized.

This course is for Sophomore and Junior students. Freshmen and Senior enrollment with instructor consent. This course traces the history and theory of citizenship and nationality in the US and Europe with a particular emphasis on the late nineteenth and twentieth centuries. It examines the boundaries of different membership categories such as citizenship and nationality, but also including other forms of group identity like ethnicity, race, alienage, subjecthood, among others. Engaging with theoretical texts, the course uses the development of a federal immigration policy in the US as its primary case study to frame inquiry and analysis.

This course will explore how well (or poorly) the Supreme Court has protected the civil liberties of those we fear: those who challenge our deeply held beliefs; those suspected of violent crime; and those accused of waging war against us. Should we protect speech even if it is racist, terrorist, or otherwise offensive? Can we stop white supremacists and ISIS from using the internet to recruit followers? Can a public school suspend a high school student for vulgar snapchat posts? Can we use cellphone location data or search histories to convict citizens of crime? Should we extend to terrorists the due process of law they are seeking to destroy? Can we detain terrorists without trial if we currently lack evidence but believe that they will attack us if we release them? Debating such questions will help us understand the nature and purpose of civil liberties and the role of courts in enforcing them. This course is only open to Sophomore, Junior and Senior students.

By reading canonical texts of Greek and Roman political thought, we will examine and critique competing conceptions of justice, virtue and social duty. We will analyze the work of philosophers, statesmen, and even an emperor to explore the earliest roots of contemporary politics. This class will ask questions like: What is the ideal regime? What is the most practical regime? What are the duties of citizenship? Can service to the state make us happy?

Differences in power and status can be found in almost every society around the world, from the most unequal to the most egalitarian ones. This course will provide an introduction to power and status by focusing on the theories and methods that contemporary psychologists use to understand these fundamental aspects of social life. First, we will explore who is more likely to gain power and status (e.g., personality characteristics of powerholders); the methods that people use to do so (e.g., asserting one's dominance or expertise); and the influence of power and status on basic psychological processes, such as attention, emotion, and perception. The second part of the course will review the potential consequences of power and status on various aspects of our lives, from decision-making and goal pursuit to interpersonal and intergroup relationships, as well as health and well-being. Throughout the course we will discuss not only how power and status dynamics give rise to inequality, but also how their effects may, in turn, be shaped by the degree of inequality in a given society. The course will involve lecture, discussion, and readings of relevant primary sources.

This 1st half-semester course is an introduction to the theme of religion and the performing arts: theater, dance, performance art, puppets etc. We will survey and discuss various the topics like: performance as a medium of religious messages; what does it mean to be an observer, participant or performer; what is the role of body as a tool for expression of something sacred compared to something secular; and what does the subject have to do with the current issues of body, gender and sexuality. In addition to reading and discussion, we will write and prepare short performances, either speeches or any type chosen by the students.

This course introduces the many early Christian writings that did not become part of the New Testament. Christians produced a host of gospels, letters, acts, stories of martyrdom, and apocalypses. Studying these texts enlarges our picture of ancient Christian history and culture and has rightly thus captured the public imagination. We will study texts like the Gospel of Thomas, the Gospel of Judas, and the Apocalypse of Peter, and many others. We will learn about their discovery and explore the lesser-known dimensions of ancient Christian creativity, imagination, and thought that they reveal

This class will look at the history of Africa through the lens of religion, especially Christianity. Students will be exposed to key elements of the long history of the African continent and its peoples in a broad sense, before focusing on the religion of its inhabitants, and more closely on the process of religious change and fusion with the introduction of Christianity. The most finite focus will come with our visit to the country of Kenya, where students will be immersed in Christian, especially Catholic culture in that country. As with the course in general, other African religious traditions will be studied, including Islam and traditional, "animistic" belief systems. In the second half of the semester students will produce a significant piece of research on a topic of their choosing related to the course theme. THIS IS AN IMMERSION COURSE. Admission by application only. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

Development and Spread of Global Pentecostalism: This 2nd half-semester course is an introduction to the history and core beliefs of Pentecostalism and an overview of its rapid spread across all the continents. We will make case study visits to various countries and cultures. Through these surveys we will learn about the both local issues and their relations to the global movement of Pentecostalism and Charismatic Christianity. Along with the case studies, the issues of human experience and theologizing in the context of Pentecostal spirituality and culture will be addressed and discussed.

This discussion course provides a window to the theology of evil. The journey will start from evil biblical figures such as Satan, the Devil, and demons, then continue by exploring the creation and cosmos in relation to metaphysics and the ontology of evil, learning especially from the early Patristic writers. We will move through the centuries towards the current global challenges related to the question of evil spiritual beings, leading to the topic of witchcraft. Issues discussed include theological anthropology and the theology of the Fall, human responsibility in relation to evil spiritual agency, and current trends in global theology and human rights.

How, in a global-digital world marked by deep divisions, 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 implicit bias? 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, Clifford Geertz, Kwame Anthony Appiah, Sherry Turkle, and others.

This discussion course investigates the beliefs and practices of new, marginal, and dissenting American religious groups, which are often labeled "sects" or "cults." We will draw upon the sociology of religion to understand these terms and new religious movements and reformist groups in general. Primarily, we will focus on the history, theology, and practices of groups such as Mormons, Pentecostals, Branch Davidians, the Peoples Temple, and Scientology.

What role did Christianity play in the founding of the United States? In shaping the thought and actions of its founding figures? Its foundational documents? Was the U.S. established as a Christian nation? A secular nation? Something else? This seminar will delve into these critical questions that have animated American history and continue to impact our collective cultural, social, and political life. We will examine the history of Christianity in colonial America and the new nation, with particular focus on the Revolutionary War, the development of the Constitution, and its implementation in the early republic. Relevant topics include religious pluralism, freedom of religion, disestablishment, and religion in public life.

Whether it's The Office, Blackish, or Schitt's Creek, popular situation comedies (sitcoms) provide viewers an escape from reality and a chance to laugh. But how else might they function? How might they influence viewers' perceptions of the people and situations they depict? How do sitcoms enable or prevent social change? As Joanne Morreale writes in Critiquing the Sitcom, "[S]itcoms both incorporate and contain change; they both address and prevent political action, and they may be read as both conservative and progressive forms, sometimes simultaneously" (xii). In this class, students will study how the sitcom genre reinforces or critiques stereotypical representations of race, gender and sexuality, and economic status, and how sitcoms have weighed in on related political issues. We will study primarily U.S. sitcoms over time as they aired on broadcast and cable television and, more recently, on streaming services. Students will produce several short papers and projects, consisting both of academic rhetorical analysis and creative endeavors. They will need access to Netflix and Hulu.

Rhetoric exists across the globe, and this course seeks to explore theories and methods of rhetorical criticism that emerge from diverse societies and cultural perspectives. Students will establish a broad understanding of what constitutes "rhetoric" and rhetorical practices by examining different ideas and practices of rhetoric throughout history from all parts of the world including Mesopotamia, Asia, and Mesoamerica. This course will also present contemporary approaches to rhetorical criticism from Afrocentric, transnational, feminist, and postcolonial lenses, to name just a few. Using a mix of articles and case studies, students will develop methodological competencies to perform one short, written rhetorical criticism and one larger, multimodal project that critically analyzes contemporary cultural practice.

Deliberation is a process through which public conversations occur and decisions can be made. During deliberation, citizens come together, share opinions, critique arguments and reasons, expand their understanding and perspective, and ultimately, seek to make public choices about pressing problems in their community. In this course, we will explore the theories and practices of democratic deliberation, evaluate the potentials for and limits of deliberation, and discuss and evaluate framing and facilitation techniques in diverse settings such as community meetings, strategic planning, and business. Students will participate and create dialogues and deliberations on relevant public issues, and engage in facilitation. This class qualifies as a Language Studies credit. Enrollment by Instructor permission.

This course explores several contemporary questions concerning the nature, function, and value of rhetoric: What is "rhetoric"? What does rhetoric "do"? Who comprises rhetoric's "audience"? What does it meant to talk about "context"? And how do culture and difference influence the answers to the above questions? The course content will engage key debates and essays since the mid-twentieth century from prominent scholars who theorize rhetoric, such as Kenneth Burke, Michael Calvin McGee, Michel Foucault, and bell hooks. This will be a seminar course, meaning that our class sessions will be largely student-driven engagement with the ideas presented in the assigned reading material. By taking this course, students will further develop crucial skills (e.g. productively leading and participating in discussion, critical reading and thinking) as well as cultivate a more nuanced understanding of rhetoric that better enables them to negotiate the production of meaning in the complicated world around them. The major class assignment will involve an individual research project and presentation that explores a theoretical concept relevant to the study of rhetoric.

Freshmen, Sophomre, Junior Only. In this course, we will develop, explore, and improve the physical body and mental attentiveness of the performer. We will immerse ourselves in the study of several disciplines and physical practices, including yoga, t'ai chi, stage combat, and slapstick comedy. We will also explore the Suzuki and Viewpoints methods of acting and movement, both of which have become foundational cornerstones to contemporary actor training. No prior experience necessary! Come build strength and flexibility in your body, while discovering new ways to find focus and awareness in your mind.

This course introduces students to the process of designing sound and music for production. Focusing on practical projects in theater and film, students will develop a hands-on approach to creating, editing, mixing, and mastering audio. Students will use digital audio workstations, sample libraries, loops, and original audio to produce cue-oriented sound and music across genres and production environments.