Humanities Courses

In humanities courses, students answer the “why” behind human thoughts and behaviors. They may choose to engage in historical and philosophical inquiry, study politics or psychology, or delve into the classics. All humanities courses, at their core, have the same fundamental goal: to expose students to fields of academic inquiry that may be new to them and to inspire them to be lifelong students of the human condition.
Students engage the underpinnings of our political and social world as they examine how historical events shape our present and were shaped by our past, what our rights and obligations as humans are, and how our minds work. Students satisfy a natural curiosity by wrestling with questions about who they are and what they believe. Along the way, under the guidance of an instructor, they learn to address sometimes sensitive and controversial topics in an academic manner.
Students leave humanities courses prepared to lay bare the complexities embedded in what often appear to be the simplest assertions or events. They leave better able to ask the right questions, to critically judge others’ positions, and to formulate and articulate, both through written and oral communication, well-reasoned arguments as opposed to merely stating their opinions. Most importantly, they leave more ready to be active and knowledgeable participants in the world in which they live.
Please refer to our Eligibility page for minimum test score requirements for humanities courses. The following humanities courses are listed below:

Sample syllabi for all courses are also available with each course description.

Humanities Course Descriptions and Syllabi

Race and Politics

In the twenty-first century United States, does race matter? Certainly it did on the Trail of Tears and in the time of Jim Crow laws, but what about now, for example, in the debate over immigration law? Does race play a factor in determining whom we allow in the country, how we define citizenship, how we vote, and whom we elect? In this course, students examine the impact of race on American law and policy from the local level to the world stage.
Students begin by exploring various constructions of racial identity—biological, cultural, and political. They then examine the racial politics of critical moments in American history, from the forced relocation of Native Americans to the internment of Japanese Americans during World War II to the formations of the NAACP and the Black Panther Party. Students also consider the role race plays in contemporary politics: What is “white privilege”? What is the “black vote”? How is the growing Hispanic population influencing the American political landscape? How does a minority group’s perceived political affiliation shape a party’s support for certain policies or candidates? Students contextualize their understanding of race and politics in the United States by exploring international issues such as Apartheid in South Africa and aboriginal rights in Australia.
As students critically read both primary and secondary sources, participate in discussions and debates, and write analytical essays, they draw sophisticated connections between issues of race and politics.
Sample texts: The Atlas of African-American History, Ciment; The Cherokee Removal, Perdue and Green; What Did the Internment of Japanese Americans Mean?, Murray; Remembering the American Dream: Hispanic Immigration and National Policy, Suro.
Session 1: Easton
Session 2: Easton
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Great Cases: American Legal History

Supreme Court Justice Oliver Wendell Holmes stated that the law is both a mirror of and a motor for society. Renowned trials frequently go well beyond the limits of a specific case to reflect deeper truths about American society, revealing each era’s cultural values and attitudes. Simultaneously, decisions can drive both legal and social thinking in new directions. Viewing law and society as intimately connected helps illustrate how each has affected the evolution of the other.
Students in this history course trace this evolution by examining famous cases in their historical, political, and social contexts. For example, Marbury v. Madison is explored within the framework of the early Federalist period; Dred Scott v. Sanford in the context of rising political fragmentation and sectional debate; Lochner v. New York as the legal aspect of the social and political movement known as Progressivism; Brown v. Board of Education in relation to the dynamic civil rights movement; and Hamdi v. Rumsfeld as representative of the tensions in America in the post-9/11 era.
Through debates, simulations, group projects, and individual research, students develop close-reading and persuasive-writing skills. Moreover, they learn to critique decisions about fundamental issues that have confronted the American legal system from the time of the ratification of the Constitution to today.
Sample texts: American Legal History: Cases and Materials, Hall; A People’s History of the Supreme Court, Irons.
Session 1: Bristol, Easton
Session 2: Easton

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Philosophy

Is there a real world, or is everything a figment of my imagination? Do we have free will, or do our brains simply respond mechanically to stimuli? What, if anything, distinguishes right from wrong? Philosophers relentlessly pursue the fundamental questions of life, and their techniques apply to problems in any discipline or endeavor. They establish standards of evidence, provide rational methods of resolving conflicts, and create techniques for evaluating ideas and arguments.
This course is a survey of several major areas of Western analytic philosophy: metaphysics and epistemology, ethics, philosophy of mind, philosophy of language, philosophy of religion, and philosophy of science. Students explore such concepts as the nature of the world and how we have access to knowledge of the world; moral behavior and the nature of good and evil; the relationship between minds and bodies; the relationship between our thoughts and the external world; arguments for and against the existence of God; and how we should employ logical analysis and empirical observation to evaluate arguments.
For each topic, students consider positions of historical thinkers such as Plato, Descartes, and Hume, as well as those of contemporary philosophers such as John Rawls and Hilary Putnam. Students reflect upon philosophical issues through debate, discussion, and formal critical essays in order to develop the analytical skills necessary for effectively evaluating arguments and thinking independently.
Sample texts: Philosophical Problems: An Annotated Anthology, Baker and Bonjour; Ultimate Questions: Thinking About Philosophy, Rauhut.
Session 1: Haverford, Seattle
Session 2: Bristol, Haverford, Santa Cruz
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Introduction to Logic

Too often in today’s society, solid argumentation gives way to appeals to majority opinion and personal attacks. This course introduces students to logic, the science of proper reasoning. Students learn how to evaluate arguments using informal logic—the process of analyzing language-based arguments—and formal logic—the method of analyzing and validating arguments by means of symbolic notation.
Students learn to produce valid arguments and to differentiate valid from fallacious reasoning. They apply these skills to texts such as Plato’s writings about the trial and death of Socrates, to speeches, and to blogs. Students participate in discussions, work problem sets, write proofs, and construct arguments relevant to current topics in both philosophy and modern society, substantially strengthening their analytical-reasoning and critical-thinking skills.
Note: While this is a humanities class, students are asked to use symbolic notation and write proofs, much like they do in math classes.
Sample texts: A Concise Introduction to Logic, Hurley; a philosophical work such as The Trial and Death of Socrates, Plato.

Session 1: Bristol, Haverford, Santa Cruz
Session 2: Haverford
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Bioethics

From the early days of vaccine research to the current debate over genetically engineered foods, scientists, policymakers, and the public have turned to philosophers to help them navigate the complex ethical issues surrounding the various uses of scientific technology. In this course, students learn about scientific issues, such as stem cell research and genetic testing, while beginning to address the overarching questions that philosophers and scientists face.
Bioethics first introduces students to some of the classical foundations of ethical reasoning; they examine the underpinnings of logical argumentation as well as philosophical methodologies. Next, students apply these philosophical frameworks to engage complex ethical dilemmas ranging from experimental drug trials to abortion for the purpose of avoiding genetic defects. As students critically confront issues posed by popular media sources and the scientific community, they analyze primary philosophical works, participate in discussions and debates, and write analytical essays.
Sample text: Intervention and Reflection: Basic Issues in Medical Ethics, Munson.
Session 1: Haverford, Santa Cruz
Session 2: Haverford
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Etymologies

Emerson wrote that “language is fossil poetry.” This course explores how two “dead” languages, Latin and ancient Greek, are a vibrant and dynamic presence in the ongoing development of the English language. Students learn Latin and Greek prefixes, bases, and suffixes. Equipped with this basic knowledge, they explore the evolution of language: changes to word meanings, the relation of language to society, and the revival of ancient words in medical and other technical vocabularies. Students also use literature to chart the development of modern English from its Indo-European beginnings with particular attention to excerpts from, for example, Beowulf, Chaucer, Shakespeare, and Lewis Carroll.
Through lectures, group and independent projects, readings, and exercises, students increase their vocabularies and reading comprehension, and they gain a more nuanced understanding of language. Students develop the skills necessary to memorize large amounts of material quickly and build a strong foundation for learning classical and Romance languages. No prior knowledge of Greek or Latin is assumed.
Sample texts: English Words from Latin and Greek Elements, Ayers and Worthen; the accompanying workbook by Dettmer; 1984, Orwell.
Session 1: Bristol, Haverford
Session 2: Bristol, Haverford
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Foundations of Psychology

Social theorist and psychoanalyst Erich Fromm wrote, “Man is the only animal for whom his own existence is a problem which he has to solve.” Psychology attempts to answer the question of who we are by providing a coherent framework for describing and explaining behavior; it is the science of behavior and mental processes.
This course introduces students to the major content domains in modern psychology: bio-psychological, developmental, cognitive, and social. Students begin by considering different methodologies and learning what constitutes an effective research design. With this foundation, students examine important topics in the field, including sensation and perception, learning and memory, child and adult development, and abnormal psychology and psychotherapy. Throughout the course, students develop the analytical and research skills necessary for future studies in the discipline. The course culminates with students designing research projects in their areas of interest.
Sample texts: Exploring Psychology, Myers; Forty Studies That Changed Psychology, Hock.
Session 1: Bristol, Easton, Haverford, Santa Cruz
Session 2: Bristol, Easton, Haverford, Santa Cruz

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2013년 4월 29일 월요일

CTY Humanities Courses