| | 01 | MTWR--- | 3:00P-3:50P | TBA | Jenott | May 1 2025 1:00PM - 3:00PM | 15 | 4 | 0 | | |
|
| | 01 | M-W---- | 3:00P-4:50P | TBA | Chen | Paper/Project/Take Home | 15 | 2 | 0 | | |
|
| | 01 | M-W---- | 11:30A-12:50P | TBA | Green | Paper/Project/Take Home | 20 | 20 | 4 | | |
|
| | 01 | -T-R--- | 10:00A-11:20A | TBA | Bialek | Paper/Project/Take Home | 50 | 50 | 1 | | |
|
| | 01 | M-W---- | 11:30A-12:50P | TBA | Barmash | May 6 2025 10:30AM - 12:30PM | 30 | 16 | 0 | | |
|
| | 01 | -T-R--- | 10:00A-11:20A | TBA | Hindle | Paper/Project/Take Home | 30 | 21 | 0 | | |
|
| | Description: | This course examines how people thought about, experienced, and managed disease in the medieval and early modern periods. Students will consider developments in learned medicine alongside the activities of a diverse range of practitioners-e.g. surgeons, empirics, quacks, midwives, saints, and local healers-involved in the business of curing a wide range of ailments. Significant attention will be paid to the experiences of patients and the social and cultural significance of disease. Major topics include: the rise and fall of humoral medicine; religious explanations of illness; diseases such as leprosy, syphilis, and plague; the rise of anatomy; herbs and pharmaceuticals; the experience of childbirth; and the emergence of identifiably "modern" institutions such as hospitals, the medical profession, and public health. The focus will be on Western Europe but we'll also consider developments in the Islamic world and the Americas. |
|
| | 01 | -T-R--- | 1:00P-2:20P | TBA | Ramos | Paper/Project/Take Home | 30 | 30 | 14 | | |
|
| | Description: | What is Jewish literature? While we begin with -- and return to -- the traditional question of definitions, we will take an unorthodox approach to the course. Reading beyond Bellow, Ozick and Wiesel, we will look for enlightenment in unexpected places: Egypt, Latin America, and Australia. Recent works by Philip Roth, Andre Aciman, Simone Zelitch and Terri-ann White will be supplemented by guest lectures, film, short stories and significant essays. We will focus on issues of language, memory and place. Background knowledge is not required, though it is warmly welcomed. |
|
| | 01 | M-W---- | 10:00A-11:20A | TBA | Berg | Paper/Project/Take Home | 16 | 3 | 0 | | |
|
| | 01 | -T-R--- | 1:00P-2:20P | TBA | DIALLO | Paper/Project/Take Home | 15 | 17 | 2 | | |
|
| | 01 | M-W---- | 1:00P-2:20P | TBA | Lee | Paper/Project/Take Home | 19 | 7 | 0 | | |
|
| | Description: | This course presents an historical assessment of the GWOT from the perspective of its major participants: militant, Salafi Islamists, especially al-Qaeda and its affiliates and offshoots including ISIS, and the nation states that oppose them, namely, the United States and its allies. It seeks to answer such questions as what is militant Islamism and how has it interpreted jihad to justify committing terrorist acts in the name of restoring the caliphate? What is the nature of the GWOT and how has it become the new rubric of war in the 21st century? We cover the rise of militant, Sunni Islamism in Egypt during the 1960s and '70s, Islamic jihad in Afghanistan during the 1980s, the origins of "al-Qaeda" in 1988, jihad in Bosnia, Chechnya, Algeria, and Sudan during the 1990s, al-Qaeda terrorist attacks against the U.S. during the 1990s, 9/11 and the Bush Doctrine, the war against the Taliban and the hunt for Osama bin Laden in Afghanistan in 2001-02, and the subsequent spread of Islamic jihad in South and Southeast Asia, the Middle East, North and East Africa, Western Europe, and the United States, and the respective nation states' responses. The course concludes with an analysis of the current state and likely future of the GWOT. Just how long will this conflict last, and in what ways, how and why is it likely to end? |
|
| | 01 | -T-R--- | 1:00P-2:20P | TBA | Knapp | Paper/Project/Take Home | 15 | 15 | 19 | | |
| 02 | -T-R--- | 2:30P-3:50P | TBA | Knapp | Paper/Project/Take Home | 15 | 15 | 17 | | |
|
| | Description: | What did Jesus of Nazareth and his early followers teach about sexuality in terms of marriage, adultery, divorce, the virtues of procreation and celibacy, same-sex relationships, and erotic desire? How and why did ancient Christians take different stances on these issues, and how do these traditions continue to inform sexual ethics and gender roles today? In this course, we will study these questions by examining key passages from the teachings of Jesus in the Gospels, Paul's letters, writings of early church leaders, martyr propaganda, monastic literature, and apocryphal books deemed heretical. We will also consider the interpretations of contemporary historians of religion informed by recent trends in sexuality and gender theories. |
|
| | 01 | -T-R--- | 4:00P-5:20P | TBA | Jenott | May 7 2025 6:00PM - 8:00PM | 15 | 15 | 9 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| | Description: | For over a quarter-century, journalists have broken story after story about sexually abusive clergy in the U.S., many of them serial abusers of children and adolescents. While most accounts have focused on Catholic priests, many have also emerged of abusive evangelical and other Protestant ministers. The stories have illuminated how church bureaucrats have consistently protected abusers and subverted the efforts of victims and their families to seek recompense, accountability, and justice. These protections have often succeeded because of churches' political connections to law enforcement and legislators who have helped hide perpetrators and stymie survivors. Together we will analyze this cautionary tale about religion and politics by contextualizing it within the broader history of Christianity in the United States and beyond. Is this a case simply of a few bad apples or of institutional corruption? How has the church's response been shaped by fear of scandal, antipathy toward secularism, and theological teachings on gender and homosexuality? How does sexual abuse fit into the history of the church as a hierarchical institution? What challenges has the crisis posed to people of faith who are committed to the church, and can trust be repaired? Readings include legal case studies, internal church correspondence, victims' statements and criminal justice reports, documentary films and memoirs, and both journalistic and scholarly analysis of the clergy sex abuse crisis in the U.S. church. We will also hear directly from a variety of visting guests.
WARNING: Many of our readings contain difficult accounts of abuse as well as the subsequent trauma most victims suffer. If this subject matter is triggering for you and you'd like to speak with me about whether or not to take it, I'll be glad to help you think through it. |
|
| | 01 | M-W---- | 11:30A-12:50P | TBA | Griffith | Paper/Project/Take Home | 20 | 20 | 13 | | |
|
| | 01 | M-W---- | 4:00P-5:20P | TBA | Jay | Paper/Project/Take Home | 30 | 30 | 2 | | |
|
| | Description: | This course begins with the crisis of the Roman Empire in the third century and the conversion of the Emperor Constantine to Christianity in 312. We will study the so-called "barbarian invasions" of the fourth and fifth centuries and the collapse of the Roman Empire in the West. The Roman Empire in the East (and commonly known as the Byzantine Empire after the seventh century) survived intact, developing a very different style of Christianity than in the lands of the former western empire. Apart from examining Christianization in the deserts of Egypt or the chilly North Sea, we will discuss the phenomenon of Islam in the seventh century (especially after the Prophet Muhammad's death in 632) and the Arab conquests of the eastern Mediterranean and north Africa. In the post-Roman world of the West we will read about the Anglo-Saxons, the Carolingians, and the Vikings. In exploring these topics we will have to think about the relationship of kings to popes, Emperors to patriarchs, of missionaries to pagans, of cities to villages, of the sacred to the profane. Our attention will be directed to things as various as different forms of monasticism, the establishment of frontier communities, the culture of the Arabian peninsula, magic, paganism, military tactics, Romanesque churches, sea travel, manuscript illumination, the architecture of mosques, early medieval philosophy, the changing imagery of Christ, holiness, and violence as a redemptive act. |
|
| | 01 | M-W---- | 11:30A-12:50P | TBA | Pegg | Paper/Project/Take Home | 30 | 17 | 0 | | |
|
| | 01 | M-W---- | 8:30A-9:50A | TBA | Kvanvig | Paper/Project/Take Home | 35 | 11 | 0 | | |
|
| | 01 | M-W---- | 2:30P-3:50P | TBA | Warren | Paper/Project/Take Home | 20 | 20 | 1 | | |
|
| | Description: | Between 1939 and 1945, German troops invaded, occupied and destroyed major parts of Europe to create a new order based on the Nazi world view. A central aim of the Nazi project was the destruction of European Jewry: the killing of people and the annihilation of a cultural heritage. This destruction was embedded in a larger regime of violence against Roma, Slavs, people with disabilities and others, and implicated a range of people. The course facilitates an understanding of the origins, dynamics, and results of the Nazi extermination regime; survival and resistance strategies of Jews and other persecuted groups in Western and Eastern Europe; migration movements triggered by the Holocaust and World War II; local responses to antisemitism and racialized murder, and other issues. Lectures introduce students to recent trends in the study of the history and memory of the Holocaust including a focus on the global implications of the Nazi genocide, the role of gender and sexuality for experience and memory, attention to the interethnic relationships in German-occupied Europe, and the relevance of Holocaust memory for current societies. |
|
| | 01 | M-W---- | 9:00A-9:50A | TBA | Walke | Paper/Project/Take Home | 80 | 22 | 0 | | |
| A | ----F-- | 9:00A-9:50A | TBA | Walke | Paper/Project/Take Home | 20 | 7 | 0 | | |
| B | ----F-- | 10:00A-10:50A | TBA | Walke | Paper/Project/Take Home | 20 | 10 | 0 | | |
| C | ----F-- | 9:00A-9:50A | TBA | Walke | Paper/Project/Take Home | 20 | 2 | 0 | | |
| D | ----F-- | 10:00A-10:50A | TBA | Walke | Paper/Project/Take Home | 20 | 3 | 0 | | |
|
| | Description: | This course is an introduction to Pure Land Buddhism, one of the most popular forms of Buddhism all over East Asia, from its inception to the 21st century. Centered around the worship of a buddha called Amitabha (C. Amituo; K. Amita; J. Amida), Pure Land Buddhism is a complex tradition that during its long history has included sophisticated visualization practices, simple vocalizations, elaborated doctrinal discussions, and apocalyptic worldviews. In this course, students will adopt a multidisciplinary approach and explore the history, literature, art and practices of Pure Land Buddhism in China, Korea and Japan. In particular, the course will focus on the relationship between devotionalism, practice and salvation; and on discourses about human nature and their implications in terms of approaches to Buddhism. In other words, what do we do when the world as we know it seems to be ending? Students will read primary sources drawn from a wide range of genres - meditation manuals, letters, canonical scriptures and hagiographic narratives. They will familiarize themselves with the most important figures, deities and texts of the Pure Land traditions in East Asia, and they will study the arts and material culture of Pure Land Buddhism, one of the richest in East Asia. No prior coursework on Buddhism or East Asia is required. Fulfills premodern elective for EALC major. |
|
| | 01 | M-W---- | 1:00P-2:20P | TBA | Poletto | Paper/Project/Take Home | 19 | 8 | 0 | | |
|
| | 01 | -T-R--- | 2:30P-3:50P | TBA | Bialek | Paper/Project/Take Home | 12 | 11 | 2 | | |
|
| | Description: | What is terrorism, when is it used, and how can we stop it? This course will tackle these challenging questions, examining both the use of terrorism in political conflict and the ways in which states have responded to these threats. Crucially, we will engage in critical discussions about the definition of terrorism - is one person's terrorist really another person's freedom fighter, as the saying goes? We will also explore the strategic logic of terrorism - why do individuals choose to engage in this practice and why it is an effective or ineffective tactic of political violence? Importantly, we will also examine the psychology of terrorism, investigating how the mass public and state leaders react to and cope with terrorist violence. Specific examples of potential topics include: the use of terrorism in anti-colonial and separatist movements, the history of terrorism in the United States from the Ku Klux Klan to jihadism, the post 9/11 "War on Terror," and the resurgence of white nationalist terrorism around the world. By the end of this course, students should have a clear understanding of what terrorism is, why groups choose this strategy, how citizens and political leaders respond to this violence, and the implications this has for countering terrorism and extremism around the globe today.
Note: This course counts towards the undergraduate International Politics subfield. |
|
| | 01 | -T-R--- | 2:30P-3:50P | TBA | Wayne | Paper/Project/Take Home | 40 | 40 | 24 | | |
|
| | Description: | This course introduces students to the ways in which Native American and Afro-Native religious traditions have been conceptualized, negotiated, and interpreted from the seventeenth century until today. Students will learn about sacred stories, deities, philosophies, and ceremonies. The course will also address the impact of Western European settler-colonialism, American slavery, government assimilation policies, racial construction, sexual violence, the Red Power movement, and religious freedom issues on Indigenous and Black peoples within the United States of America. |
|
| | 01 | M-W---- | 4:00P-5:20P | TBA | Green | May 2 2025 6:00PM - 8:00PM | 25 | 11 | 0 | | |
|
| | Description: | This course explores relationship between Asian Pacific Americans and American legal discourses of religion and race. In addition to examining the lived experience of Asian American religious communities in historical and contemporary perspectives, this course evaluates the racial and religious connotations and consequences of various state, federal, and international policies that directly affect Asian American communities. Students will learn to apply theories of race and religion to American law and political discourse by analyzing the language, historical context, and judicial contestations of key topics, including immigration restriction, citizenship, land laws, segregation, internment, refugee resettlement, and government surveillance. Students will be challenged to consider how state and society define and legislate religious minorities in America, as well as minority strategies of religious assimilation, political negotiation, and legal contestation. As such, students will consider how American definitions of religion and race determine religious legitimacy, legal inclusion, and cultural loyalty. |
|
| | 01 | M-W---- | 1:00P-2:20P | TBA | Lee | Paper/Project/Take Home | 20 | 8 | 0 | | |
|
| | Description: | This interdisciplinary seminar is an introduction to the history of Buddhism in the Korean Peninsula from its introduction (ca. 4th century) to the 21st century. Rather than as a comprehensive chronological outline of Korean Buddhism, the course is conceived as a thematic examination of significant historical moments, individuals, texts, and practices. In particular, the course will focus on three thematic clusters: 1) the relationship between Buddhism and power, as seen, for example, in the ancient Korean kingdoms and under the Japanese colonial government; 2) Buddhist contributions to the welfare and satisfaction of the people, as manifested through "miracles" and other numinous episodes recorded in Korean and East Asian literature; and, 3) Buddhist approaches to self-cultivation, with a focus on the Seon tradition (better known in the US as Zen), the most prominent form of Buddhism in Korea. Basic historiographical and methodological issues will also be discussed. Previous coursework on Buddhism or Korean history is recommended but not required, and no knowledge of Korean is required. Fulfills premodern elective for EALC major. |
|
| | 01 | M-W---- | 4:00P-5:20P | TBA | Poletto | Paper/Project/Take Home | 19 | 4 | 0 | | |
|
| | Description: | We will investigate the biblical book of Exodus in both its original significance in the ancient Near East and its later meanings for Jews, Christians, and Muslims in societies around the world. Why did its narratives and ideas about law and justice and religion resonate so strongly both in biblical times and afterwards? Which assumptions did the biblical authors make about writing stories and poetry? What is the historical reality of the Exodus? How did the biblical Israelites conceive of their religious practices and institutions? We will also explore how Exodus and the celebration of Passover has been, and continues to be, a crucial source of identity in Jewish and Christian circles. How has Exodus been re-imagined and transfigured multiple times, and how has the Passover celebration reflected transformations in the understanding of the Exodus? We will analyze many types of expression influenced by Exodus: historical sources, liturgy, art, commentaries, theology, literature, film, mysticism, and music. |
|
| | 01 | M-W---- | 10:00A-11:20A | TBA | Barmash | May 5 2025 10:30AM - 12:30PM | 30 | 1 | 0 | | |
|
| | Description: | Jewish literature includes highly fascinating travel accounts and autobiographies that are still awaiting their discovery by a broader readership. In this course, we will explore a broad range of texts originating from the Middle Ages to the 19th century. They were written by both Ashkenazi and Sephardi Jews hailing from countries as diverse as Spain, Italy, Germany, and the Ottoman Empire. Among the authors were pilgrims, rabbis, merchants, and one savvy businesswoman. We will read their works as responses to historical circumstances and as expressions of Jewish identity, in its changing relationship to the Christian or Muslim environment in which the writers lived or traveled. Specifically, we will ask questions such as: How do travel accounts and autobiographies enable their authors and readers to reflect on issues of identity and difference? How do the writers produce representations of an "other," against which and through which they define a particular sense of self? This course is open to students of varying interests, including Jewish, Islamic, or Religious Studies, medieval and early modern history, European or Near Eastern literatures. All texts will be read in English translation. Please note: L75 559 is intended for graduate students only. |
|
| | 01 | -T-R--- | 2:30P-3:50P | TBA | Jacobs | Paper/Project/Take Home | 20 | 20 | 5 | | |
|
| | 01 | -T-R--- | 10:00A-11:20A | TBA | Thomas | No Final | 25 | 25 | 4 | | |
|
| | Description: | In the public perception, modern Jews divide into two subethnic groups: Ashkenazi and Sephardi, or European and Middle Eastern Jews. However, this is an oversimplification that does not do justice to the diversity and complex history of Jewish identities, which are often multilayered. Strictly speaking, Sephardi Jews trace their ancestral lines or cultural heritage to the medieval Iberian Peninsula, present-day Spain and Portugal. That said, according to some scholars, Sephardi Judaism did not even exist before the general expulsion of Spanish Jewry in 1492 and is the result of their subsequent migrations within the Mediterranean and transatlantic worlds.
We will start with an introduction into the history of Spanish Jews prior to 1492, asking to what extent memories of pre-expulsion Iberia are at the heart of Sephardi identity. We will then follow the migratory path of Sephardi exiles to North Africa, Italy, the Ottoman Empire, the Netherlands, and the Americas. The questions we will explore include: in what sense did Sephardim form a transnational community? How did they transmit and transform aspects of Spanish culture in form of Ladino (Judeo-Spanish) language and literature? How did they become intermediaries between Christian Europe and the Ottoman Empire? What was their role in Europe's transatlantic expansion and the slave trade? How did Ottoman and North African Jews respond to European cultural trends in the nineteenth century and create their own forms of modernity? How did the Holocaust impact Sephardi Jews? |
|
| | 01 | -T-R--- | 11:30A-12:50P | TBA | Jacobs | Paper/Project/Take Home | 15 | 15 | 1 | | |
|
| | Description: | What is religion, and how can we study it? Do we need an answer to the first question to pursue the second? Why, and toward what ends, might we undertake such study? This course considers these questions through the investigation of significant attempts to study religion over the past century, paying particular attention to the methods, motivations, and aims of these works. Is the study of religion an effort to disprove or debunk it, or perhaps to support it? What would each mean? Is it an effort to describe the indescribable, or perhaps to translate complex beliefs and practices into a language in which they can be discussed by others? Why would such a translation be helpful, and to whom? Is the study of religion an investigation of a social phenomenon, an organization of communities, a specific formation of individuals, or perhaps a psychosis or illusion, evidence of the workings of power on our lives and the difficulty of bearing it? What is at stake in defining religion in these ways, and then in undertaking its study? In this course, we will discuss major theoretical approaches to the study of religion in relation to these questions and others, toward a better understanding of what religion might be and how it might be studied today. NOTE: This course is required for Religious Studies majors and minors. It is recommended that this course be taken after completion of L23 102 Thinking About Religion. Consult instructor before enrolling if you are a first-year student. |
|
| | 01 | -T-R--- | 1:00P-2:20P | TBA | Green | Paper/Project/Take Home | 15 | 8 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| | Description: | How do we understand representations of gender, sexuality, and erotic desire from a time when, as one scholar puts it, "normal wasn't"? How do we understand same-sex desire before "sexuality" was an active concept? How can we tell whether expressions of physical affection and love are "just" conventional or are deeply felt? Medieval literature brings with it many period-specific and culturally-specific constructions: courtly love; Christ as bridegroom and mother; woman as Eve and Virgin Mary; Nature as goddess (and Nurture too). We will consider how various discourses-medical, religious, legal, political, economic-inform literary representations of gender and sexuality. We will read love lyrics, mystical writings, autobiographies, romances (like the Roman de Silence-about a girl raised as a boy), canonical texts by writers like Chaucer, and anonymous debate poems about whether same-sex or heterosexual intercourse is preferable. We will consider long-eclipsed genres like the pastourelle-a narrative of attempted "seduction" (and often rape) of a maiden discovered in an outdoor scene. Our concern will be not only to place these texts in their historical contexts, but to consider what has been inherited and what has been lost from these traditions. What do we still suffer and what might we wish to recover? Fulfills the medieval historical requirement. |
|
| | 01 | M-W---- | 10:00A-11:20A | TBA | Rosenfeld | No Final | 25 | 21 | 0 | | |
|
| | Description: | 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 feel or by implication know, but rarely critically and explicitly reflect on. Food 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. 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 the social meaning of food and reflect on how food shapes who we are as individuals and societies. We will study the history of food and drink in the Middle East across the centuries until the present time, but be selective in choosing themes, geographic regions, and historical periods to focus on. Please consult the instructor if you have not taken any course in the humanities. Enrollment priority given to seniors and juniors. |
|
| | 01 | M-W---- | 3:00P-4:50P | TBA | Yucesoy | Paper/Project/Take Home | 12 | 12 | 5 | | |
|
| | Description: | This course is an introduction to Israeli politics, set within the tension between a Jewish, liberal, and democratic nation-state and serving as a case study for politics in polarized and divided societies. Following an introduction to the Jewish and democratic state, the course will include three main sections: a theoretical introduction to Israeli society, an overview of the Israeli political system, and a focus on several policies illuminating challenges within polarized and divided societies. Throughout the course, we will analyze various policy drivers, mechanisms, and implications and discuss their relevance for other democratic states with divided societies. Together, we will try to make sense of real-time news coming from Israel as we deepen our knowledge of polarization, politics, and Israel and gain skills to participate in political conversations. Please note: L75 385 is intended for Undergraduate students; L75 585A is the section for Graduate Students. |
|
| | 01 | -T-R--- | 4:00P-5:20P | TBA | Hendin | Paper/Project/Take Home | 40 | 6 | 0 | | |
|
| | Description: | Can an abundance of "melancholy humor" cause one to dream of black bears? Can dreams foretell the future? This course will encounter such questions in the popular medieval genre of the dream vision. Medieval writers used the dream to frame explorations of love, grief, history, writing, religious experience, political critique, apocalypse, and prophecy. We will encounter dreams about animals and dreams had by animals, men in love with flowers, flowers transformed into queens, and pilgrims seeking truth. As we make our way through the works of writers including Chaucer, William Langland, John Gower, and Christine de Pizan, we will also read about dreams in the Bible and in Ovid's Metamorphoses, and will investigate theorists of dreams from Macrobius to Freud. We will gamble, slightly revising Freud, that the interpretation of dream visions is the "royal road" to the understanding of medieval literature. Satisfies the Medieval requirement. |
|
| | 01 | M-W---- | 1:00P-2:20P | TBA | Rosenfeld | No Final | 15 | 15 | 2 | | |
|
| | 01 | ---R--- | 2:30P-5:20P | TBA | Boyer | No Final | 25 | 9 | 0 | | |
|
| | 01 | M-W---- | 10:00A-11:20A | TBA | Aravecchia | Paper/Project/Take Home | 15 | 15 | 3 | | |
|
| | 01 | -T-R--- | 2:30P-3:50P | TBA | Reynolds | Paper/Project/Take Home | 15 | 15 | 17 | | |
|
| | 01 | M------ | 2:30P-5:20P | Kemper / 211 | Jones | Paper/Project/Take Home | 15 | 15 | 0 | | |
|
| | 01 | M-W---- | 1:00P-2:20P | TBA | Yucesoy | Paper/Project/Take Home | 15 | 15 | 4 | | |
|
| | Description: | This course examines American secularism, humanism, freethought, and atheism from the Enlightenment forward to the present. Topics to be explored include: the tensions between secular and Christian conceptions of the nation's founding, blasphemy and sacrilege, women's rights, the civil liberties of atheists and nontheists, the relationship between science and religion, the battles over religion in the public schools, nonreligious child-rearing, and the politics of unbelief on both the left and right. |
|
| | 01 | --W---- | 3:00P-5:50P | TBA | Schmidt | Paper/Project/Take Home | 15 | 5 | 0 | | |
|
|