Liberal Studies Seminars
Each year, Duke GLS offers a wide array of Liberal Studies (LS) Seminars developed exclusively for its students, including the GLS core course. Students in the program also can take graduate courses from across campus, and up to two 200-level or higher undergraduate courses. For further details about course grades and requirements, see the Registration, Degree Requirements or Academic Policies pages.
*New Course*
Seminar participants will take part in the joint analysis and interpretation of Homer’s canonic epic poem, The Odyssey, against the background of archaic Greek and ancient Near Eastern heroic narrative traditions (such as the Gilgamesh Epic). In the latter phase of the course, we will examine aspects of the reception of the poem in contemporary Caribbean literature (e.g. Derek Walcott’s play, The Odyssey and Aimé Césaire’s prose-poem, Return to my native land.
In addition to a final seminar paper of approximately 10-15 pages, students will be asked to do a short oral presentation on an assigned research topic related to Homeric epic narrative motifs and their reception in later European and postcolonial literature and film (e.g. James Joyce’s Ulysses; the movie, O Brother, Where art Thou?).
*New Course*
In this course, we will not assume a singular essence of something called “poetry,” which can be found everywhere and nowhere in particular, and which can be revealed for its meanings and values by a single method of reading. Instead, we’ll proceed on the assumption that different and discrete “poems” require different approaches of reading. We’ll read a number of short poems from the late 19th through the 20th centuries. Perhaps 50 in all, maybe 5 per week. Because these poems are short, you might be tempted to conclude that the reading burden for this course is light. That would be a mistake. Reading a poem well—intensively, closely and with an eye for detail—will require multiple readings of, and meditations upon, each poem. Each week you should find time to read and re-read many times the 5 poems assigned—in effect, to live with them and make them part of you to the point that they resound in your head as you go about your day. That is how you should prepare for class.
REQUIREMENTS: faithful and punctual attendance; several short essays of 2-3 pages in length.
*New Course*
How do we protect important species, ecosystems and cultural sites when local populations, often desperately poor, compete for the same resources? Is our own role as tourists helpful or destructive? What is “ecotourism” and has it been successful in its goal of achieving multiple objectives? This course integrates several disciplines to study tourism motivation and tourism policy, design and management of protected areas, “gateway communities,” resource governance, sustainable agriculture and forestry, community development, and cultural production and handicrafts. It considers tourism both as a possible source of negative impacts on protected areas and as a potential source of local economic development.
The course will introduce learners to three important bodies of theory--management of natural resources, tourism, and local economic development. It will include literature representative of each field and case studies from both developed and developing countries, covering locations from the tropics to the polar regions. It will also bring in ideas from history, anthropology and literature.
The course will be taught as a seminar. Participants will be required to read one or two books and about two dozen articles. Course requirements:a two-page reading reaction, due each class session; class participation; Sakai discussion board; a 10-12-page research paper on a topic of their choosing; and class presentation of a paper proposal. The instructor has many potential topics to suggest.
*New Course*
In a year of acrimonious debate with presidential contestants hurling invectives at each other, and in society pulling apart at the seams, even during the national anthem, while overseas a radical religious cult has strewn mayhem and violence in civilian populations forcing them to flee from their homeland, there is an acute need for alternative visions. This seminar attempts to do so with three interrelated positive themes.
Providing a sociological frame, we start with sociologist Pitirim Sorokin’s pioneering study: “Altruistic Love: A Study of American Good Neighbors and Christian Saints,” 1950. We then move into the first theme, “Heroes,” embodied in the recent film “Sully,” seen by millions of Americans: why was that film so popular, and how does it couple with 9/11 after 15 years, in the same locale? After this initial discussion we take up two heroes, both women who engaged in heroic careers in times of war: Dr. Mary Edwards Walker, the only woman to earn the US Medal of Honor, who engaged in spying for the North, and Joan of Arc, put on trial in 1431 with her “immodest garments suited to the male sex.” The next unit will deal with two saints: Francis of Assisi who lived in a period of urbanization and income inequality founder of an order of voluntary poverty, and was canonized two years after his death in 1228. The second saint, Mother Walatta Petros, is a 17th century saint of the Ethiopian Church, opposed to the Jesuit missionary influence, who wrote a remarkable biography and ethnographic study, just recently published by Princeton University Press.
To do justice to the final theme, “Saviors,” we will look at two who qualify in the 20th Century: Mahatma Gandhi of India and Martin Luther King, Jr. of the United States. Just as the recognized founder of Christianity, they put passive resistance or non-violence into practice, as the hallmark of their civic action. And as a further common denominator, all three died a violent death.
The seminar will give much weight to class discussion, a mid-term, and a final power point presentation by a team.
*New Course*
This course introduces one of the most popular examples of world literature in the West, The One Thousand and One Nights (alf layla wa layla) or The Arabian Nights. The course focuses on the internal structure of The Arabian Nights, its relationship to world literature, its significance as both high literature and folklore, and its sphere of influence. A collection of Oriental frame tales, it captured the imagination of generations of Western readers and prominent writers. The Arabian Nights presents in classical Arabic and in the vernacular: fairy tales, romances, fables, legends, parables, anecdotes, erotica, debates, and adventures in which the main narrative is embedded within a preliminary narrative. Students will examine other texts of world literature to identify structural and thematic comparisons. For example, The Decameron written 1351-1353 by Giovanni Boccaccio contained 100 fabliaux, fairy tales, and folk tales from ancient lineage that in turn provided Chaucer with the general framework of The Canterbury Tales, where the tales of the various pilgrims are embedded within the frame story of the journey. The Night’s narrative techniques have long appeared in the works of other Anglo-American and European writers. We will read selected works by Shakespeare, Charles Dickens, Mark Twain, Edgar Allen Poe, John Barthes and A.S. Byatt. We will also consider and discuss differences in translations of The Arabian Nights, such as those by Richard Burton, Edward Lane, John Payne, and Hussain Haddawi, in an attempt to assess the role of translation and its theories in comparative literature.
Required Texts:
The Arabian Nights, Hussain Haddawy (trs.). Norton Critical Edition ISBN: 978-0-393-92808-2
Giovanni Boccaccio, The Decameron. Penguin ISBN: 13-978-0-140-44930-3
Chaucer. The Canterbury Tales. Penguin ISBN 978-0-14-042234-4.
S. Byatt, The Djinn in the Nightingale’s Eye .ISBN: 13- 978-0679762225
Course documents (prepared by the instructor and available on the course Sakai site)
Course Requirements:
- Class attendance, presentations and active participation in discussion. 20%
- Weekly Sakai forum: students will post a thoughtful response (300-500 words) to posted questions concerning the readings. Engagement with other students’ posts is encouraged. In order to receive credit, responses must be posted before noon on the day before the material is to be discussed. 20%
- Mid-term paper of 5 to 8 pages (1000-1500 words). 20%
- Term paper topic proposal with annotated bibliography (must contain a minimum of seven citations). 10%
Term research paper of 10 to 15 pages (2000-3000 words). 30%
*New Course*
Some contemporary writers in North America draw on a tradition of apocalypse -- or anticipation of "the end times" -- to draw readers into their stories. Some of these same writers also seek to elicit a political commitment to change. A key example is Margaret Atwood, who is the author of dystopian novels and also an activist for environmental justice. Well before Atwood, Charlie Chaplin created his iconic film "Modern Times," which was both fantastical and radically political. We will consider this tradition.
In a 2014 essay on "The Topics Dystopian Films Won't Touch," Imran Siddiquee noted: "While recent dystopias warn youth about over-reliance on computers, totalitarian rule, class warfare, pandemic panics and global warming, very few ask audiences to think deeply about sexism and racism." In this class, we will consider the intersection of apocalyptic, gender, race, sex, and technology, in works that do and do not directly address racial and gender justice. The course will include the artistry and politics of Charlie Chaplin, Gene Roddenberry, Prince Rogers Nelson, Octavia Butler, William Gibson, and Margaret Atwood.
Assignments will include weekly papers and regular participation.
The current international climate and, in particular, that of the U.S., has generated a tendency to focus on conflicts and differences between Americans and the peoples of the Middle East. Yet the historical relationships of Americans with the area encompass a complexity of fantasies and realities, interests and commitments, influences and fear, wishes and disappointments. This course will explore particular instances of this encounter focusing primarily on the ways in which both the U.S. government and the American public have understood the region, the effect that U.S. actions or inactions have had on the area and the ways in which both can be analyzed from a variety of perspectives. Materials used in the course will draw from both U.S. views of the Middle East and from evidence of the ways in which Americans have been represented and understood in the area. The focus of the course will be on studying and analyzing specific instances of U.S. political intervention, economic interest, and military action from World War I to the present. Among the subjects that will be included will be the significance of oil, the historical relationship with Iran, the Arab-Israeli conflict and the emergence of Islamic political movements.
Texts will include selections from a range of studies, including as examples Epic Encounters by Melani McAlister, US Policy towards Israel by Elizabeth Stevens, and American Orientalism by Douglas Little. We will also be reading foreign policy documents readily available now on the web and viewing films, as well as reading literature as vehicles to understand dimensions of this relationship beyond the formal one of policy.
Course requirements include: participation in weekly class meetings and discussion; two short papers based on the readings; an independent research project resulting in a final paper.
The purpose of this course is to better understand the processes of aging and dying from both social science and humanities perspectives. Because both aging and dying are culturally bound, they have a profound influence on the expression of societies’ feelings. We will take a multidisciplinary perspective, combining social and behavioral science information (using a biopsychosocial approach) and the way in which American society has manifested its anxiety over aging and death in its arts as well as sciences.
The course will include an overview of the biomedical aspects of aging and dying, the social and psychological impact of these components of life, as well as the clinical outcomes of aging and dying in an aging society. In addition, film (and possibly literature and poetry) will serve as the lens through which we can see the impact of aging and dying on the arts.
Requirements include weekly response papers about the readings, a midterm and a final research paper.
A close reading of Dante’s whole poem (Hell, Purgatory, and Paradise) in its philosophical (Plato, Aristotle), theological (Augustine, Aquinas), historical (Papacy vs. Empire, Florentine factionalism), and literary (Virgil, Arthurian romance) contexts, as well as an exploration of its influence on later thinkers, artists, poets, and popular culture (Machiavelli, Botticelli, Borges, Eliot, Rodin, Dali, ‘Se7en’). Each class will require a close reading of several canti of Dante’s poem, along with a supplementary reading. These secondary readings consider the poem from a variety of perspectives: as an historical document produced at a specific space and time; an aesthetic object which uses particular narrative strategies to produce meaning; and an ethical and political treatise that both problematizes and prioritizes a certain set of values.
Course Materials
Four books to buy:
Dante
Inferno, Tr. Mandelbaum. 9780553213393
Purgatorio, Tr. Durling. 9780195087451
Paradiso, Tr. Kirkpatrick. 9780140448979
Vita nuova, Tr. Mortimer. 9781847493583 (try bookdepository.com)
One recommended book:
Virgil, The Essential Aeneid, Tr. Lombardo. 9780872207905 or Tr. Mandelbaum
N.B. All other readings on Sakai
Course Work
Course participation and in-class Provocation (25%)
Three Short Papers (50%)
One Final Paper (25%)
Republics and popular governments grow and flourish, but they also decline, weaken and perish. The decline is often not obvious to the untrained eye. All of the trappings of republican glory and values can continue, and yet, behind the public rhetoric, an entirely new form of autocratic rule may be taking form. It happened in Rome. It happened in Florence. It has happened to modern democracies as well.
This seminar explores one such crisis, brilliant and memorable because it gave birth, for the first time, to modern secular ideas, values and images about politics. The place? Florence, Italy. The time? The Renaissance ca. 1500-50, a time of crisis and turmoil for the Florentine Republic. The witnesses? Astute observers of politics: Niccolò Machiavelli, civil servant, writer, playwright and his friend, Francesco Guicciardini, diplomat, nobleman, and historian. They were joined by artists: Michelangelo Buonarroti, Leonardo da Vinci, Leon Batista Alberti, Donatello, Cellini, Giambologna, among others. The key powerbrokers? The Medici family, bankers, rulers, patrons of the arts, and popes. The issues? How to save a republic and how to use art and literature to engage the crisis of the republic.
The course begins with historical background about Florence at the time of the Renaissance, including the republican tradition in Florence, the rise of the Medici and the end of the republic in the early sixteenth century. Then we read three great works of Machiavelli: The Prince, The Discourses, and his ribald comedy, The Mandragola. Machiavelli may confront us with startling reflections on human nature, fortune, personal will, situational politics, morality and leadership, Christianity, and the prospects of keeping republican values in a time of corruption and raw power politics. In the second part we study selected—and now famous—works of Renaissance art intensely charged with political symbolism, such as Michelangelo’s David, Donatello’s Judith and Holofernes, Cellini’s Perseus with the Head of Medusa, or the Pitti Palace, the Medici dukes’ grand residence in Florence. At the end we turn to Machiavelli’s contemporary and friend, the brilliant Francesco Guicciardini, for mature reflections on finding consolation, guidance, meaning and understanding when living in a time of disappointment, danger and changing values. We will read parts of Guicciardini’s magisterial History of Italy and his private reflections on life, The Maxims and Reflections. Requirements will include several short essays.
The aim of the course is for students to develop an understanding of these Renaissance thinkers and artists through encounters with their works. Along the way, we will confront the inevitable question: Do these Renaissance writers, artists and powerbrokers have something to teach us about the challenges facing our western republics today?