| | 01 | MTWRF-- | 9:00A-10:00A | Busch / 202 | Bennis | May 4 2017 1:00PM - 3:00PM | 15 | 10 | 0 | | |
| 02 | MTWRF-- | 10:00A-11:00A | Busch / 202 | Bennis | May 4 2017 1:00PM - 3:00PM | 15 | 13 | 0 | | |
| 03 | MTWRF-- | 11:00A-12:00P | Busch / 202 | Bennis | May 4 2017 1:00PM - 3:00PM | 15 | 9 | 0 | | |
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| | 01 | MTWRF-- | 10:00A-11:00A | Eads / 112 | Warsi | No Final | 15 | 9 | 0 | | |
| 02 | MTWRF-- | 11:00A-12:00P | Eads / 112 | Warsi | No Final | 15 | 4 | 0 | | |
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| | Description: | This course aims to examine the ways in which temple and palace cooperated with and competed against each other in the Middle East from ancient to the present times. As sites of spiritual and political power, temples and palaces have played a major role in human history. They have been a source of cooperation and conflict by inspiring and regulating the spiritual and social lives of people, including how they enacted laws, developed cultures, established institutions, and interacted with each other as individuals, families, and societies. We will trace how their interactions produced various models of authority, law, and social association and how they collectively and separately rationalized social hierarchy and diversity in human societies, including the notions of equality, justice, hierarchy, morality, meritocracy, status, coercion and persuasion, gender, and class in various contexts. We will begin our examination from the 'city-states' of ancient Mesopotamia and move on to study the empires of the Islamicate Middle East, including the Caliphate, the Selçuk, Mamluk, Safavid, and Ottoman Empires. We will conclude the semester with a comparative overview of this enduring theme in world history to shed some light on our own experiences today. Introductory course to the major and minor. |
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| | 01 | MTWRF-- | 11:00A-12:00P | Eads / 102 | Verma | No Final | 12 | 6 | 0 | | |
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| | Description: | We will trace the historical, religious, cultural, literary, and political development of Judaism, beginning with its origins in biblical antiquity and culminating with pertinent issues of the twenty-first century. Upon completion of the course, the student will have gained an overview of Jewish history, a broad knowledge of Jewish customs, beliefs, literature, and culture, and direct exposure to a broad array of Jewish religious writings. |
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| | 01 | M-W---- | 11:30A-1:00P | Eads / 103 | Barmash | May 9 2017 10:30AM - 12:30PM | 45 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 11:00A-12:00P | Sever / 102 | Tarbouni | No Final | 15 | 5 | 0 | | Desc: | L75-508D is intended for GRADUATE STUDENTS ONLY. |
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| | 01 | ----F-- | 2:00P-4:30P | Cupples I / 207 | Berg | May 4 2017 1:00PM - 3:00PM | 12 | 3 | 0 | | Desc: | L75-522D is intended for GRADUATE STUDENTS ONLY. |
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| | Description: | In modern times, it is common to think of Judaism and Christianity as two distinct, if historically connected, "religions." Increasingly, however, historians of ancient religions have thought more deeply about the implications of taking Christianity and Judaism in antiquity as more fluid and porous than we tend to think of them. In this upper division course, we will explore the ways in which the boundaries that early Christians attempted to draw between Christianity and Judaism remained unstable and incomplete. While the various efforts to establish early Christian identity led to the production of a variety of hermeneutical representations of the Judaioi, these literary representations nevertheless often reflected, to various degrees, engagement with actual historical Jews/Judeans, who shared political, economic, and intellectual worlds with Christians.
We will consider how early Christian discourse about Jews and Judaism informed and was informed by intra-Christian disputes and their negotiations of their relationships with the wider Greco-Roman culture. We will explore how Christian efforts to establish both continuity and difference between Judaism played a role in the construction of 'orthodoxy' and 'heresy,' as well as the way in which Christians re-appropriated Jewish texts, rituals, and ideas in their efforts to construct a Christian identity. We will also explore how this continued dynamic of difference and continuity continued into the Middle Ages. |
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| | Description: | This course will approach the history, culture and literature of Nazism, World War II and the Holocaust by focusing on one particular aspect of the period-the experience of children. Children as a whole were drastically affected by the policies of the Nazi regime and the war it conducted in Europe, yet different groups of children experienced the period in radically different ways, depending on who they were and where they lived. By reading key texts written for and about children, we will first take a look at how the Nazis made children-both those they considered "Aryan" and those they designated "enemies" of the German people, such as Jewish children-an important focus of their politics. We will then examine literary texts and films that depict different aspects of the experience of European children during this period: daily life in the Nazi state, the trials of war and bombardment in Germany and the experience of expulsion from the East and defeat, the increasingly restrictive sphere in which Jewish children were allowed to live, the particular difficulties children faced in the Holocaust, and the experience of children in the immediate postwar period. Readings include texts by Ruth Klüger, Harry Mulisch, Imre Kertész, Miriam Katin, David Grossman and others. Course conducted entirely in English. OPEN TO FRESHMEN. STUDENTS MUST ENROLL IN BOTH MAIN SECTION AND ONE DISCUSSION SECTION. |
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| | 01 | M-W---- | 12:00P-1:00P | Wilson / 214 | McGlothlin | May 10 2017 10:30AM - 12:30PM | 75 | 49 | 0 | | Desc: | Discussion section registration is required for this course. |
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| | Description: | An anthropological study of the position of women in the contemporary Muslim world, with examples drawn primarily from the Middle East but also from Asia, Africa, Europe, and the United States. Students will examine ethnographic, historical, and literary works, including those written by Muslim women. Topics having a major impact on the construction of gender include Islamic belief and ritual, modest dress (veiling), notions of marriage and the family, modernization, nationalism and the nation-state, politics and protest, legal reform, formal education, work, and westernization. The course includes a visit to a St. Louis mosque, discussions with Muslim women, and films. |
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| | 01 | -T-R--- | 2:30P-4:00P | Eads / 115 | Kieval | No Final | 30 | 14 | 0 | | |
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| | Description: | An examination of critical issues in contemporary Israeli culture and society, such as ethnicity, speech, humor, religious identity, and the Arab population, using readings in English translation from a variety of disciplines: folklore, literary criticism, political science, sociology, psychology, anthropology. Prerequisite: sophomore standing, or permission of instructor. |
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| | 01 | -T-R--- | 10:00A-11:30A | Eads / 211 | Berg | May 9 2017 6:00PM - 8:00PM | 25 | 14 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course examines human rights in relation to both islamic religious teachings and Muslim communities across the globe. Topics to be covered include: (1) the complex theoretical issues raised by attempts to define and apply human rights concepts in different cultural contexts; (2) aspects of the Islamic tradition that have provoked human rights concerns, including legal doctrine related to religious minorities, women, and LGBT individuals; (3) efforts by muslim activists, Western states, and various NGOs to promote liberal reforms within the Islamic tradition; (4) the social and political dynamics of human rights activism in different Muslim-majority countries, with special attention given to the Middle East and Southeast Asia; (5) human rights controversies sparked by Muslim minorities living in Western countries, including debates related to religious freedom, secularism, tolerance for cultural difference, and the "global war on terror." |
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| | 01 | -T-R--- | 1:00P-2:30P | Cupples II / L001 | Nakissa | See Instructor | 30 | 26 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course explores the history and culture of the Sephardic diaspora from the expulsion of Spanish and Portuguese Jewry at the end of the fifteenth century to the present. We will start with a brief introduction into the history of Iberian Jews prior to 1492, asking how this experience created a distinct subethnic Jewish group: the Sephardim. We will then follow their migratory path to North Africa, Italy, the Ottoman Empire, the Netherlands, and the Americas. The questions we will explore include: in what sense did Jews of Iberian heritage form a transnational community? How did they use their religious, cultural, and linguistic ties to advance their commercial interests? How did they transmit and transform aspects of Spanish culture and create a vibrant Ladino literature? How did the Sephardim interact with Ashkenazi, Greek, North African, and other Jewish, Muslim, and Christian communities? How did Jewish emigres from Spain and Portugal become intermediaries between Christian Europe and the Ottoman Empire? What was the role of Sephardim in Europe's transatlantic expansion? How did conversos (converts to Christianity) return to Judaism and continue to grapple with their ambiguous religious identity? How did Ottoman and North African Jews respond to European cultural trends and colonialism and create their own unique forms of modern culture? How did the Holocaust impact Sephardic Jewry? The course will end with a discussion of the Sephardic experience in America and Israel today. |
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| | 01 | -T-R--- | 11:30A-1:00P | Cupples I / 207 | Jacobs | May 8 2017 1:00PM - 3:00PM | 25 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Of Dishes, Taste, and Class: History of Food in the Middle East --
This course will cover the history of food and drink in the Middle East to help us understand our complex relation with food and look at our lives from perspectives we intuitively or by implication know, but rarely critically and explicitly reflect on. Our history as humans with food is long and complicated. It extends from seeking basic nutrition to sustain our livelihood to contracting diseases. Food also plays a fundamental role in how humans organize themselves in societies, differentiate socially, culturally, and economically, establish values and norms for religious, cultural, and communal practices, and define identities of race, gender, and class. Food has also been a vital part of many movements of political and social reform.This course does not intend to spoil so to speak this undeniably one of the most pleasurable human needs and activities, but rather to make you aware of how food shapes who we are as individuals and societies. Please consult the instructor if you have not taken any course in the humanities.
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| | 01 | M-W---- | 4:00P-5:30P | Eads / 210 | Yucesoy | No Final | 15 | 13 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 10:00A-11:30A | Eads / 103 | Barmash | See Instructor | 15 | 3 | 0 | | |
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| | Description: | How does an individual achieve access to knowledge and access to God? To what extent is such access dependent upon scripture? To what extent is such access dependent upon reason? Are there forms of truth and experience that only reveal themselves through mysticism? Questions of this sort are central to the interrelated disciplines of Islamic philosophy, Islamic theology, and Islamic mysticism (i.e., Sufism). This course examines the preceding three disciplines, with a focus on the premodern period. Students will be introduced to major figures within these disciplines, including al-Ghazali, Ibn Sina, Ibn al-'Arabi, Ibn Taymiyya, and Rumi. Moreover, students will also examine how these disciplines have shaped various aspects of social life within premodern Muslim communities. Although the course addresses a range of issues, special attention will be given to the following topics: (1) the relationship between Islamic scripture/law and Islamic philosophy, mysticism, and theology (2) the relationship between Islamic religious teachings and the forms of both "high" and "popular" culture found in premodern Muslim societies (3) free thought, scientific inquiry, heterodoxy, skepticism, and blasphemy in premodern Muslim societies (4) Muslim institutions and social movements dedicated to promoting philosophy, mysticism, and theology (5) the aesthetic significance of philosophical, mystical, and theological teachings, and the expression of such teachings in Islamic ritual, poetry, literature, music, dance, painting, and architecture. |
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| | 01 | M-W---- | 1:00P-2:30P | Cupples I / 115 | Al-Mousawi | May 4 2017 1:00PM - 3:00PM | 12 | 8 | 0 | | |
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| | Description: | The course provides students with a comprehensive understanding of the Holocaust, of its impact on the Sephardic world, of present-day debates on the "globalization" of the Holocaust, and of the ways in which these debates influence contemporary conflicts between Jews, Muslims and Christians in Southern Europe and North Africa. We will turn to the history of these conflicts, and study the Sephardic diaspora by focusing on the consequences that the 1492 expulsion had within the Iberian Peninsula, in Europe, and in the Mediterranean world. We will study Sephardic communities in Europe and North Africa and their interactions with Christians and Muslims before World War II. Once we have examined the history of the Holocaust and its impact on the Sephardic world in a more general sense, our readings will focus on the different effects of the Holocaust's "long reach" into Southeastern Europe, the Balkans, and North Africa, paying close attention to interactions among Jews, local communities, and the Nazi invaders. Finally, we will address the memory of the Sephardic experience of the Holocaust, and the role of Holocaust commemoration in different parts of the world. We will approach these topics through historiographies, memoirs, novels, maps, poetry, and film. |
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| | Description: | Undocumented: Clandestine Narratives from the Arab, African, and Afro-Arab World
This course will explore narratives of undocumented migration across the Mediterranean and the literary themes that emerge from them: criminality, legality, clandestinity, mobility, diaspora, otherness. While media attention on boat journeys across the Mediterranean has risen lately, undocumented migration from the North African coast to Fortress Europe has been on the rise since the 1990s. The course will provide some historical context surrounding each text and theme, and we will explore the meanings of historical narratives as they apply to the texts.
We will consider how Mediterranean borders and border towns have been associated with visceral experience and social vices in literature: a history of travel culture attracted by freedoms and different and dangerous mores of the region. While being portrayed as diverse, encompassing many cultures and languages, social vices, pleasures, and adventure, they are also seen as sites of dangerous, illicit, and clandestine migration. We will analyze this paradox of the border alongside the identity of the undocumented who cross it in literature and other cultural texts (like graphic novels, music, and film) from Arab, Anglophone, and Francophone Africa. We will discuss the meaning ofidentity as it relates to documents and paper, with a briefforay into the identity and the movement ofthe sans-papiers in France. We will explore ideas and arguments presented in the texts and develop our own insights into the texts through close readings, writing activities, and class discussions. Feel free to integrate into discussions your own interests or experiences that relate to the course material.
One objective of the course is to develop your critical thinking skills by analyzing a variety of multi- media texts (literary, filmic, musical, comic) with an eye towards context, themes, imagery, and language. This course provides a space for forming new ideas and working through questions and arguments as a means of organizing your thoughts into written compositions. Another objective is to help you develop writing skills: formulating a thesis, expressing your thoughts precisely, building convincing arguments, and using clear and correct language. Our objective is to gain the tools for writing clearly argued, well-constructed, and stylistically coherent essays. The two objectives are related: fine-tuning your literary analysis skills will improve your writing.
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| | 01 | M-W---- | 4:00P-5:30P | Eads / 212 | Al-Mousawi | See Instructor | 20 | 2 | 0 | | |
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| | 01 | TBA | | TBA | Bennis | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | McManus | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Nakissa | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Tarbouni | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Yucesoy | See Instructor | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | [TBA] | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Etzion | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Pinsberg | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Kieval | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | McGlothlin | See Instructor | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | McManus | See Instructor | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Reynolds | See Instructor | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Yucesoy | See Instructor | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | TBA | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Kieval | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | McGlothlin | See Instructor | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | McManus | See Instructor | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Nakissa | See Instructor | 2 | 0 | 0 | | |
| 08 | TBA | | TBA | Reynolds | See Instructor | 0 | 1 | 0 | | |
| 09 | TBA | | TBA | Yucesoy | See Instructor | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Bennis | See Instructor | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Etzion | See Instructor | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Pinsberg | See Instructor | 0 | 0 | 0 | | |
| 13 | TBA | | TBA | Tarbouni | See Instructor | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Warsi | See Instructor | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Staff | See Instructor | 0 | 0 | 0 | | |
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| | 01 | M-W-F-- | 11:00A-12:00P | Sever / 102 | Tarbouni | No Final | 15 | 5 | 0 | | Desc: | L75-508D is intended for GRADUATE STUDENTS ONLY. |
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| | 01 | ----F-- | 2:00P-4:30P | Cupples I / 207 | Berg | May 4 2017 1:00PM - 3:00PM | 12 | 3 | 0 | | Desc: | L75-522D is intended for GRADUATE STUDENTS ONLY. |
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| | Description: | This course will approach the history, culture and literature of Nazism, World War II and the Holocaust by focusing on one particular aspect of the period-the experience of children. Children as a whole were drastically affected by the policies of the Nazi regime and the war it conducted in Europe, yet different groups of children experienced the period in radically different ways, depending on who they were and where they lived. By reading key texts written for and about children, we will first take a look at how the Nazis made children-both those they considered "Aryan" and those they designated "enemies" of the German people, such as Jewish children-an important focus of their politics. We will then examine literary texts and films that depict different aspects of the experience of European children during this period: daily life in the Nazi state, the trials of war and bombardment in Germany and the experience of expulsion from the East and defeat, the increasingly restrictive sphere in which Jewish children were allowed to live, the particular difficulties children faced in the Holocaust, and the experience of children in the immediate postwar period. Readings include texts by Ruth Klüger, Harry Mulisch, Imre Kertész, Miriam Katin, David Grossman and others. Course conducted entirely in English. OPEN TO FRESHMEN. STUDENTS MUST ENROLL IN BOTH MAIN SECTION AND ONE DISCUSSION SECTION. |
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| | 01 | M-W---- | 12:00P-1:00P | Wilson / 214 | McGlothlin | May 10 2017 10:30AM - 12:30PM | 75 | 49 | 0 | | Desc: | Discussion section registration is required for this course. |
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| | Description: | An anthropological study of the position of women in the contemporary Muslim world, with examples drawn primarily from the Middle East but also from Asia, Africa, Europe, and the United States. Students will examine ethnographic, historical, and literary works, including those written by Muslim women. Topics having a major impact on the construction of gender include Islamic belief and ritual, modest dress (veiling), notions of marriage and the family, modernization, nationalism and the nation-state, politics and protest, legal reform, formal education, work, and westernization. The course includes a visit to a St. Louis mosque, discussions with Muslim women, and films. |
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| | 01 | -T-R--- | 2:30P-4:00P | Eads / 115 | Kieval | No Final | 30 | 14 | 0 | | |
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| | Description: | An examination of critical issues in contemporary Israeli culture and society, such as ethnicity, speech, humor, religious identity, and the Arab population, using readings in English translation from a variety of disciplines: folklore, literary criticism, political science, sociology, psychology, anthropology. Prerequisite: sophomore standing, or permission of instructor. |
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| | 01 | -T-R--- | 10:00A-11:30A | Eads / 211 | Berg | May 9 2017 6:00PM - 8:00PM | 25 | 14 | 0 | | |
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| | Description: | This course examines human rights in relation to both islamic religious teachings and Muslim communities across the globe. Topics to be covered include: (1) the complex theoretical issues raised by attempts to define and apply human rights concepts in different cultural contexts; (2) aspects of the Islamic tradition that have provoked human rights concerns, including legal doctrine related to religious minorities, women, and LGBT individuals; (3) efforts by muslim activists, Western states, and various NGOs to promote liberal reforms within the Islamic tradition; (4) the social and political dynamics of human rights activism in different Muslim-majority countries, with special attention given to the Middle East and Southeast Asia; (5) human rights controversies sparked by Muslim minorities living in Western countries, including debates related to religious freedom, secularism, tolerance for cultural difference, and the "global war on terror." |
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| | Description: | This course explores the history and culture of the Sephardic diaspora from the expulsion of Spanish and Portuguese Jewry at the end of the fifteenth century to the present. We will start with a brief introduction into the history of Iberian Jews prior to 1492, asking how this experience created a distinct subethnic Jewish group: the Sephardim. We will then follow their migratory path to North Africa, Italy, the Ottoman Empire, the Netherlands, and the Americas. The questions we will explore include: in what sense did Jews of Iberian heritage form a transnational community? How did they use their religious, cultural, and linguistic ties to advance their commercial interests? How did they transmit and transform aspects of Spanish culture and create a vibrant Ladino literature? How did the Sephardim interact with Ashkenazi, Greek, North African, and other Jewish, Muslim, and Christian communities? How did Jewish emigres from Spain and Portugal become intermediaries between Christian Europe and the Ottoman Empire? What was the role of Sephardim in Europe's transatlantic expansion? How did conversos (converts to Christianity) return to Judaism and continue to grapple with their ambiguous religious identity? How did Ottoman and North African Jews respond to European cultural trends and colonialism and create their own unique forms of modern culture? How did the Holocaust impact Sephardic Jewry? The course will end with a discussion of the Sephardic experience in America and Israel today. |
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| | 01 | M-W---- | 10:00A-11:30A | Eads / 103 | Barmash | See Instructor | 15 | 3 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Kieval | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Yucesoy | See Instructor | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Reynolds | See Instructor | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | [TBA] | See Instructor | 0 | 0 | 0 | | |
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| | Description: | How does an individual achieve access to knowledge and access to God? To what extent is such access dependent upon scripture? To what extent is such access dependent upon reason? Are there forms of truth and experience that only reveal themselves through mysticism? Questions of this sort are central to the interrelated disciplines of Islamic philosophy, Islamic theology, and Islamic mysticism (i.e., Sufism). This course examines the preceding three disciplines, with a focus on the premodern period. Students will be introduced to major figures within these disciplines, including al-Ghazali, Ibn Sina, Ibn al-'Arabi, Ibn Taymiyya, and Rumi. Moreover, students will also examine how these disciplines have shaped various aspects of social life within premodern Muslim communities. Although the course addresses a range of issues, special attention will be given to the following topics: (1) the relationship between Islamic scripture/law and Islamic philosophy, mysticism, and theology (2) the relationship between Islamic religious teachings and the forms of both "high" and "popular" culture found in premodern Muslim societies (3) free thought, scientific inquiry, heterodoxy, skepticism, and blasphemy in premodern Muslim societies (4) Muslim institutions and social movements dedicated to promoting philosophy, mysticism, and theology (5) the aesthetic significance of philosophical, mystical, and theological teachings, and the expression of such teachings in Islamic ritual, poetry, literature, music, dance, painting, and architecture. |
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| | 01 | TBA | | TBA | Jacobs | No Final | 10 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Jacobs | No Final | 25 | 0 | 0 | | |
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