kt?
********* The new class *********
wonguer
naking a
s, values
it future
i provide
: in one's
;s; b) to
d in the
>yment.
n Adams
spective
various
nee,and
inges in
ging sex
GEOL 450 Advanced Sedimentary Petrology
Dr. Jay Van Tassell
Advanced Sedimentary Petrology will focus on interpreting the
history of environmental changes during the deposition of
Devonian and Silurian clastic rocks in West Virginia and Middle
Ordovician carbonates in Virginia. This will involve extensive
analysis of field data and samples collected in these areas.
Readings will focus on studies of carbonate and clastic depositional
environments and the tectonic controls of sedimentation. Papers by
Gene Shinn, Bob Ginsburg, Bob Folk, P.D. Krynine, Bill
Dickinson, and many others will be included. Prerequisite
Mineralogy or Paleontology, or consent of instructor.
ECON 450 -- Advanced Economic Theory Scott Gassier
Designed for junior and senior economics majors who plan to
attend graduate school in economics. Other students who have the
course pre-requisites are welcome. Mathematical foundations of
economic theory (primarily constrained maximization); use of
mathematics to unify and clarify the theory of consumer behavior,
the theory of the firm, and the theory of markets. If time permits,
one or more of the following topics may be covered as well: general
equilibrium, welfare economics, and basic macroeconomic theory.
Outside readings and problem sets will be taken from assignments
typical of graduate schools in economics. At least one session will
be held on preparation for the Craduate Record Examination in
Economics. Prerequisites: Economics 321 or consent of instructor:
No previous mathematics required.
PHIL 450 -- Cartesian Epistemology Dr. Jonathan Malino
Descartes is commonly viewed as the father of modern philosophy.
His Meditations on First Philosophy set the framework for almost
all subsequent reflection on knowledge. Using a seminar format,
and drawing on commentators from Descartes' time as well as from
our own, the structure of Descartes' theory of knowledge will be
explored in depth. Students will then examine recent articles on
epistemology to help us assess further the tenability of the main
features of Cartesian epistemology.
PHIL 292 -- Formal Logic Dr. Jonathan Malino
Premises: 1. The only animals in this house are cats; 2. Every
animal is suitable for a pet, that loves to gaze at the moon; 3. When
I detest an animal, I avoid it; 4. No animals are carnivorous, unless
they prowl at night; 5. No cat fails to kill mice; 6. No animals ever
take to me, except what are in this house; 7. Kangaroos are not
suitable for pets; 8. None but carnivora kill mice; 9. I detest animals
that do not take to me; 10. Animals that prowl at night always love
to gaze at the moon. Suppose, following Lewis Carroll, one
believes these premises. Should one also believe "I always avoid a
kangaroo "? Take a course in Formal Logic and find out.
Techniques will be studied for symbolizing arguments ~ humorous
and serious, from all disciplines as well as ordinary life -- along
with formal techniques for evaluating these arguments. Besides
providing skills essential for everyone engaged in rational inquiry,
logic offers special rewards to those concerned with language,
cognition, math and philosophy.
SPAN 102 -- Intro Spanish II Margarita Throop
Introductory Spanish with a difference. This course is designed to
give students and especially Continuing Education students -
the opportunity for intensive practice of the language. The
emphasis is less on grammar than on use of Spanish. It makes use
of a program created by the Foreign Service Institute to train
diplomats for real-life situations in the Spanish-speaking world
Professor Throop has extensive experience both in the U S A and
in Latin America. Prerequisites: Spanish 101 (Section 095) or
equivalent.
GUILFORDIAN, November 4, 1980
IDS 401 History of Science Dr. O. Theodor Benfey
Science influences the way we think about the world, the way we
manipulate the materials around us, the way the world treats us. It
is absurd to attempt to look at all that throughout the centuries. Yet
one must make the attempt Students look at three main threads --
man's view of the universe from the Babylonians to relativity and
the big bang, atomism from the Creeks to antimatter, evolution to
recombinant DNA. The Chinese view of the world will enter also.
Papers will be on topics of student interest.
IDS 401 -- The Roaring 20's Dr. Donald Millholland
In this course one will study the art, music, literature, and
philosophy of the 20's. Some of the most significant work of the
twentieth century was begun in this decade World War I had
destroyed traditional idealism. This brought on a wave of cynical
thinking and at the same time opened up new directions of
creativity. Among the figures and topics to be studied:
Hemingway, Fitzgerald, Certrude Stein, Picasso, Jazz, Stravinsky,
and Bertrand Russell.
IDS 401 Modern Poetry and Religion Dr. Melvin Keiser and
Dr. Elizabeth Keiser
Seminar with occasional lectures; initially, discussion based on
short literary and theological essays on the meaning of modernity
and on selected poems exemplifying these issues; then, student
presentations (individually or in teams) on issues such as Poetry
and Science, Poetry and Christian Belief, the Impact of War,
Influence of Modern Visual Art, Meeting of East and West,
Modern Women Poets in Search of an Image, Black Poets. Latter
half of the semester focused on later poetry of T.S. Eliot and
Wallace Stevens; students to read one other poet independently, to
be shared in small groups. Grades on class participation, mid-term
and final exams (either of which may be oral), and a project which
may take various forms. Major credit in English or Religious
Studies can be arranged, but advanced work in either field is not a
prerequisite If group so decides, Wednesday meetings will begin
with common meal at the Keisers' home.
IDS 401 Socio-Psy. of Learning Dr. Claire Morse
In this course students will attempt to discover personal elements
of learning and education which tie students and the way we live
together. Beginning with examination of structure and function of
learning and education in other sociopsychological settings, the
class will look at the functions which education and learning fulfill
and then will examine our own learning and educational system,
including the role of the schools in encouraging personal
development, and in such questions as racial, sexual and economic
equality. Students will also consider alternatives to the way
education and learning are now handled.
IDS 401 Philosophy of the Liberal Arts Dr. William Beidler
The course will study the development of the liberal arts as an
educational model The semester will be divided into three parts
The first third will be devoted to the study of the present forms and
problems of the liberal arts college. The second third will be
devoted to studying the history of the concept of the liberal arts.
This part of the study will begin with pre-Socratic Greece and
follow the development of classical education through the Roman
period into the medieval university and into the Enlightenment.
Some time will be devoted to the development of the liberal arts
college in nineteenth century United States. The final third of the
semester will be devoted to a critical overview of the liberal arts
college and some projection of its future. This course is open to
seniors and to others at the instructor's discretion.
IDS 401 Environmental Systems Planning Dr. Jay Van Tassell
Students will attempt to explore environmental needs, aesthetics,
and values; identify and evaluate natural, economic, and social
factors in well-defined environmental systems, define realistic
planning goals; and examine case studies of successful planning
attempts in rural and urban settings. The class will be asked to
devise short and long-term plans for a simple environmental
system in the Greensboro area on the basis of field observations
and library research.
IDS 401 -- Witchcraft and Heresy in Europe 1300-1700
Dr. Henry Hood
This course deals with the development and spread of divergent
views about Christianity, with the simultaneous rise of the
witch-craze after witchcraft had been equated with Christian
heresy, and with the means by which witches were persecuted, and
sometimes exterminated.
Page five
_o3^W