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39 courses found.

JEWISH, ISLAMIC AND MIDDLE EAST STUDIES (L75) (Dept. Info)

Arts & Sciences (Policies)

First-Year Modern Hebrew

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9:00A-9:50A

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Tamir

Dec 12 2024 1:00PM - 3:00PM

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10:00A-10:50A

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Tamir

Dec 12 2024 1:00PM - 3:00PM

15

7

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03

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11:00A-11:50A

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Weinberg

Dec 12 2024 1:00PM - 3:00PM

15

2

0

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Beginning Arabic I

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10:00A-10:50A

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Bennis

No final

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03

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11:00A-11:50A

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Bennis

No final

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Beginning Hindi I

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An introduction to the most widely spoken language of South Asia. The aim of this course is to achieve proficiency in spoken comprehension, and to enable the student to acquire the major language skills--listening, speaking, reading, and writing. A standard text, web-based materials, a reader prepared by the instructor, as well as audio materials are used, with equal emphasis on both spoken and written Hindi. The language presented in the course is colloquial. The Hindi (Devanagari) script will be taught as part of the same class. Please note: There are no prerequisites (no previous knowledge of Hindi is required). Students with some previous Hindi language background must take a placement examination.

A&S IQ: LCD, LS BU: HUM EN: H

Instruction Type:

Classroom instruction

Annually / History

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10:00A-10:50A

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Jain

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02

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9:00A-9:50A

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Verma

No final

15

2

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Beginning Coptic I

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This course provides an introduction to the Coptic language in the Sahidic (southern) dialect. Coptic was the vernacular language spoken and written in Egypt during the Roman, Byzantine, and Arab periods (until about 1300 CE) and as such is important for studying the history of premodern Egypt. It preserves some of the oldest known translations of the Bible, many apocryphal and "heretical" books that illustrate the wide diversity of ancient Christianity (e.g., the Gospels of Thomas and Mary), as well as sermons, saints' lives, monastic instructions, and liturgical manuals that still constitute the literary culture of the Coptic Orthodox Church today. In addition, a plethora of "magical" papyri illustrate medical and religious practices; personal letters reveal the lives of everyday people; and troves of business documents (e.g., contracts, wills, governmental petitions, receipts) have proved important for understanding Roman and Byzantine economies. Because Roman Egypt was a highly bilingual society, there are even instances of Classical Greek literature translated into Coptic (e.g., selections of Homer and Plato), and these offer a unique witness to how such texts were received by Egyptians. The goal of this course is to cover 15 of the 20 lessons in the grammar book. The remainder will be covered in the second level of this course.

A&S IQ: HUM, LCD BU: HUM EN: H

Instruction Type:

Classroom instruction

Unpredictable / History

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4:00P-4:50P

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Jenott

Dec 12 2024 1:00PM - 3:00PM

15

6

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Introduction to Islamic Civilization

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Building / Room

01

M-W----

11:30A-12:50P

TBA

Yucesoy

Paper/Project/TakeHome

100

45

0

	Actions:		Books		Syllabus
	Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

Ampersand: Mediterranean Migration: Dymanics and Consequences on the EU and MENA

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First course in the Ampersand: Safe Asylum program. What are the causes, dynamics and consequences of international population movements? What are the key trends and patterns of migration in the major world region? How does migration trends form both destination and origin societies? What are the effects of migration and increasing ethnic diversity on national identity and politics? How has the Global North elected to manage the forced flow of people from the Global South? We will address these questions among others and survey the critical assessments of the policies whereby the host nations try to manage these flows and discourage mobility. The readings of the first weeks of the Spring semester - based on our main textbook the Age of Migration- will give us a profound understanding of the theories of migration, and empirical research from a variety of disciplines; namely Sociology, Political science, history, anthropology and geography. We will also have an opportunity to hear from some of the leading scholars and Journalists, lawyers specialized in international migration law...We will also watch short documentaries to get a closer sense of cases in the EU and MENA regions. Our End of the Semester project will be exploring success stories of migrants in St. Louis; this could be building on your project in the Fall semester; or we could agree on identifying success stories of refugees/ migrant communities in the state. E.g. the Iraqi, Senegalese, Bosnian communities. Need Travel Info.

A&S: AMP A&S IQ: HUM, LCD Arch: HUM Art: HUM BU: BA, IS EN: H

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Classroom instruction

Building / Room

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M-W----

11:30A-12:50P

Tarbouni

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0

0

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Waits managed by dept.

Intermediate Urdu I

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This course is a continuation of first-year Beginning Urdu. Those who have not taken the sequence of Urdu courses offered by this department may be able to join this course if they have obtained prior knowledge of the language by some other means (see the instructor for placement). This course is designed to further develop skills in speaking and reading comprehension. Emphasis is given especially to communicative skill development (i.e., the use of language in various sociocultural contexts). In general, one fourth of the time will be devoted to reading, one fourth to conversation, one fourth to grammar, and one fourth to drills of various kinds. Standard text, web-based materials, language lab, audio-video materials, and a course reader prepared by the instructor are used. Students may not take this course pass/fail or audit.

A&S IQ: LCD, LS BU: HUM EN: H

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Classroom instruction

Annually / History

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3:00P-3:50P

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Shah

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Democracies & Dictatorships in the Middle East

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What makes a country a democracy? A dictatorship? How do we know? In this course, we take a comparative approach toward the regimes of the Middle East and North Africa in order to critically examine the history, politics, religions, demographics, and economies of different case studies. Students will learn to identify key characteristics of contemporary governments of prominent Middle Eastern countries, the extent to which they can be called democratic, and the different degrees and nuances of authoritarianism. With the 2011 Arab Spring and its aftermath in mind, students will also explore academic debates over why regimes do, or do not, respond to popular pressure for change as they continually adapt and upgrade their capacities to remain in power.

A&S IQ: HUM, LCD Arch: HUM Art: HUM EN: H

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Classroom instruction

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2:30P-3:50P

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Warren

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50

25

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Ampersand: The Holocaust: A European Experience

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Between 1939 and 1945, Nazi troops invaded, occupied and destroyed major parts of Europe. 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 course seeks to deal with questions that, more than seventy years after what is now known as the Holocaust, still continue to perplex. Why did Germany turn to a dictatorship of racism, war, and mass murder? Why did the Nazis see Jews as the supreme enemy, while also targeting Poles, Ukrainians, Soviets, homosexuals, the Roma, and the disabled? The course introduces students to issues that are central to understanding Nazi occupation and extermination regimes. Students will look at survival strategies in Western Europe including emigration, resistance movements in Eastern European ghettos, local residents' reactions to the murder in their midst, and non-European governments' reactions. Course is for first-year, non-transfer students only.

A&S: AMP A&S IQ: HUM, LCD, SC, SD Arch: HUM Art: HUM BU: HUM, IS EN: H

Instruction Type:

Classroom instruction

L61 2850 L22 2850 L97 2850

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4:00P-5:20P

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Pytka

No final

19

2

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Islamophobia & U.S. Politics

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The presence of Muslim minorities in the West is increasingly divisive as political leaders appeal to voters' fear of the 'Other' to promote Islamophobic agendas that reshape immigration and asylum policies and redefine Western identity as Christian. Politicians further exploit the rise of extremist groups like ISIS to justify anti-Muslim rhetoric and critique multiculturalism, claiming that Islam and the West are inherently antithetical. In this course we examine the phenomenon of Islamophobia as a form of anti-Muslim racism that parallels hostility towards other religious and racial minorities in the US. We explore how while the post-9/11 context gave way to an increase in incidents of anti-Muslim violence, contemporary manifestations of Islamophobia are deeply rooted in state level anti-black racism from the early twentieth century, as well as in anti-Muslim attitudes that date back to the colonial period. By examining academic literature, political speeches, and news media sources, we situate Islamophobia within its historical context and also analyze how US anxieties about Islam and Muslims are not only gendered and racialized, but also exist across the political spectrum.

A&S IQ: HUM, LCD Arch: HUM Art: HUM BU: ETH, HUM EN: H

Instruction Type:

Classroom instruction

L57 290 L23 290 L98 290

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10:00A-11:20A

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Ali

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25

26

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Third-Level Hindi I

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1:00P-2:20P

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Jain

No final

10

2

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Kings, Priests, Prophets, and Rabbis: The Jews in the Ancient World

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10:00A-11:20A

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Barmash

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35

4

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Hinduism & the Hindu Right

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We are witnessing a global rise in rightwing politics, and India is no exception. In May 2019, Narendra Modi and his "Hindu Nationalist" party were elected to power for a second term. Observers in the United States and Europe may be stunned by what seems to be a new development, but observers in India have been following the rise of the Hindu Right since the early 1990s. In its wake, the Hindu Right has brought violence against minorities; curbs on free speech; and moves toward second-class citizenship for Indian Muslims. This course will track the history of the Hindu Right in India from its 19th-century roots to the present. The struggle to come to grips with the Hindu Right is of immediate political relevance. It also raises big questions about the history of religion and the politics of secularism.

A&S IQ: HUM, LCD Arch: HUM Art: HUM BU: BA, IS EN: H

Instruction Type:

Classroom instruction

L22 3074 L23 3074 L73 3074 L97 3074

Unpredictable / History

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11:30A-12:50P

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Adcock

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15

15

2

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Sacred Architecture of the Indian Subcontinent

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The built structure remains a principal visible record of the evolution of a civilization and its culture. Through this interdisciplinary course on culture, design, religion and society, students will be introduced to and gain a deeper insight into the rich diversity of South Asia through the study of the architecture of its significant sacred places. We will take a journey through the Hindu, Jain and Buddhist Temples; the Islamic Mosque; the Sikh Gurudwara; the Zoroastrian Fire Temple; the Jewish Synagogue; and the Christian Church, tracing the evolution of these places of worship from the Indus Valley Civilization to Pre-Colonial times. Through visuals, readings, and discussions, students will learn about the different architectural styles and motifs used in sacred buildings and how they came about. We will explore the inter-relationships between the design elements through the lens of political, social, religious, regional and technological influences and understand the ways in which evolving design principles reflect these influences overtime. This course will be of interest to students of languages and cultures, architecture, archeology, art history, history, preservation, religion, and South Asian culture, among others. Please note: At the end of the semester, students will go on a field trip to experience the diverse sacred architecture in the St. Louis region. No prior knowledge of architecture or the history of this region is required.

A&S IQ: HUM, LCD BU: IS EN: H

Instruction Type:

Classroom instruction

L73 311 L23 3110

Annually / History

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1:00P-2:20P

Jain

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20

20

5

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Third-Level Modern Hebrew I

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01

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1:00P-1:50P

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Weinberg

Dec 12 2024 1:00PM - 3:00PM

15

5

0

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Jews and Jewishness in Black American Thought

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11:30A-12:50P

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Isseroff

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25

11

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Religion & Nationalism in the Middle East & South Asia

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How does religion shape national identity? How and why do some religious traditions become intertwined with the identities of national communities, often at the expense of others? In this course we explore how Islam, Judaism, Hinduism, and Christianity have interacted with modern nationalism to shape the nation-states of the Middle East and South Asia in profound ways. Throughout the course, we examine a range of case studies to compare and contrast, for example, the complex interaction between religion and nationalism in the creation of Pakistan and Israel in 1947 and 1948 as Muslim and Jewish national homes, the rise of the Hindu Right in India, religion and race in Iran, or the significance of Christianity and Islam for Palestinians and Iraqis. As we do so, we investigate how national movements have selectively and creatively engaged religious traditions over time in order to redefine communal boundaries, narrate new histories, exclude minorities, and reread sacred texts to draw the borders of their national homelands, which have often overlapped at great cost.

A&S IQ: HUM, LCD, SC Arch: HUM Art: HUM BU: ETH, IS EN: H

Instruction Type:

Classroom instruction

Every 1 or 2 Years / History

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11:30A-12:50P

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Warren

No final

25

25

2

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Crusade, Conflict, and Coexistence: Jews in Christian Europe

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This course will investigate some of the major themes in the history of the Jews in Europe, from the Middle Ages to the eve of the French Revolution. Jews constituted a classic, nearly continuous minority in the premodern Christian world-a world that was not known for tolerating dissent. Or was it? One of the main purposes of the course is to investigate the phenomenon of majority/minority relations, to examine the ways in which the Jewish community interacted with and experienced European societies, cultures, and politics. We will look at the dynamics of boundary formation and cultural distinctiveness; the limits of religious and social tolerance; the periodic eruption of persecution in its social, political, and religious contexts; and the prospects for Jewish integration into various European societies during the course of the Enlightenment era.

A&S IQ: HUM, LCD, SC, SD BU: ETH, HUM, IS EN: H

Instruction Type:

Classroom instruction

L22 334C L22 5334 L23 334C L75 5334

Every 1 or 2 Years / History

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11:30A-12:50P

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Cassen

Dec 16 2024 1:00PM - 3:00PM

18

11

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Becoming "Modern": Emancipation, Antisemitism and Nationalism in Modern Jewish History

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This course offers a survey of the Jewish experience in the modern world by asking, at the outset, what it means to be-or to become-modern. To answer this question, we look at two broad trends that took shape toward the end of the eighteenth century-the Enlightenment and the formation of the modern state-and we track changes and developments in Jewish life down to the close of the twentieth century with analyses of the (very different) American and Israeli settings. The cultural, social, and political lives of Jews have undergone major transformations and dislocations over this time-from innovation to revolution, exclusion to integration, calamity to triumphs. The themes that we will be exploring in depth include the campaigns for and against Jewish "emancipation;" acculturation and religious reform; traditionalism and modernism in Eastern Europe; the rise of political and racial antisemitism; mass migration and the formation of American Jewry; varieties of Jewish national politics; Jewish-Gentile relations between the World Wars; the destruction of European Jewry; the emergence of a Jewish nation-state; and Jewish culture and identity since 1945.

A&S IQ: HUM, LCD, SC, SD Art: HUM BU: HUM, IS EN: H UColl: HEU, HSM

Instruction Type:

Classroom instruction

L22 335C L22 5335 L23 335C L74 335C L75 535C L97 3350

Every 2 Years / History

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4:00P-5:20P

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Jay

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20

20

11

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Islam, Gender, Sexuality

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In this course, we examine discourses of gender and sexuality across historical period and geographical region. We analyze encounters with Western imperialism, investigating how gender informs social, political, religious, and family life in Islamic cultures. Our course materials include histories, ethnographies, graphic novels, and films, and we examine how these sources approach the study of Islam, gender, and sexuality through the lens of various topics: from women in the earliest years of Islam in 7th century Arabia to revolutionary Iran and American Muslim women in the 21st century. Throughout the course, we examine how notions of gender and sexuality have changed over time and played various roles in the political and social life of Muslim nations, societies, and communities. By the end of the course, students will be able to critically assess scholarly and non-scholarly (media) discussions of gender in Islam.

A&S IQ: HUM, LCD Arch: HUM Art: HUM BU: BA, HUM, IS EN: H

Instruction Type:

Classroom instruction

L57 362 L23 3620 L77 362A

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01

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2:30P-3:50P

TBA

Ali

Paper/Project/TakeHome

19

12

0

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Topics in Near Eastern Cultures: Arabs in Israel: Politics, Society, & Citizenship

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Arab citizens in Israel are caught between civic inclusion and national exclusion. This indigenous ethnonational minority is eligible on the one hand to equal civic rights while suffering on the other hand from policies and practices that prioritize Jewish citizens. In this course, we will examine this complex case of state-minority relations, through constructs of citizenship, politics, and society. We will discuss the ways in which this minority is constructed by the state, as we engage with current events. Students will apply frameworks studied in class to current news items, critique the news, and create news by writing their own opinion pieces.

A&S IQ: HUM, LCD, SD Arch: HUM Art: HUM BU: HUM, IS EN: H

Instruction Type:

Classroom instruction

L22 3731 L23 3730 L97 3730

Building / Room

01

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4:00P-5:20P

TBA

Hendin

Paper/Project/TakeHome

30

3

0

	Actions:		Books		Syllabus
	Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

History of Slavery in the Middle East

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This course examines slavery and its abolition in the Middle East and North Africa from 600 C.E. to the 20th Century. It addresses slavery as a discourse and a question of political economy. We begin with an overview of slavery in late antiquity to contextualize the evolution of this practice after the rise of Islam in the region. We then examine how it was practiced, imagined, and studied under major empires, such as the Umayyads, the Abbasids, the Fatimids, the Mamluks, the Ottomans, and the Safavids. In addition to examining the Qur'anic discourse and early Islamic practices of slavery, to monitor change over time we address various forms of household, field, and military slavery as well as the remarkable phenomenon of "slave dynasties" following a chronological order. We discuss, through primary sources, theoretical, religious, and moral debates and positions on slavery, including religious scriptures, prophetic traditions, religious law, and a plethora of narratives from a range of genres. We highlight a distinct theme each week to focus on until we conclude our discussion with the abolition of slavery in the 19th and 20th centuries. Topics of discussion include various forms of male and female slavery, Qur'anic and prophetic discourse on slavery, legal and moral views on slavery, slavery as represented in religious literature, political, military, and economic structures of slavery, issues of race and gender as well as slave writings to reflect on the experiences of slavery from within. The goal is to enable students to understand the histories of slavery in the Middle East and eventually compare it to that of other regions and cultures, such as European and Atlantic slavery. No second language required.

A&S IQ: HUM, LCD, SC Arch: HUM Art: HUM BU: BA, IS EN: H

Instruction Type:

Classroom instruction

L22 3770 L23 377 L75 577 L97 3770

Every 2 Years / History

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01

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2:30P-3:50P

TBA

Yucesoy

Paper/Project/TakeHome

15

12

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	Actions:		Books		Syllabus
	Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

Topics in Jewish, Islamic, and Middle Eastern Studies: Social Policy in Israel

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Building / Room

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11:30A-12:50P

TBA

Hendin

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30

6

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	Actions:		Books		Syllabus
	Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

Fourth-Level Modern Hebrew I

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In this course, we will explore Israeli humor by looking at a wide spectrum of sources in Hebrew including literature, cinema, television, theater, and the internet. We will consider its Jewish sources and the impact its unique historical and geographical setting may have had on its development. The sources will be chosen in such a way as to make them accessible to a 400 level student. The emphasis in the class will be on developing students' Hebrew writing abilities, as well as their communicative skills in general. The course will emphasize the use and production of Hebrew. Writing assignments will begin slowly starting with transcribing short videos and short responses and then move to longer writing assignments as students gain more confidence in their writing. The class will also include group work and short presentations about various topics related to Humor and comedy in Israel There is no requirement to be funny in order to take the course. But it might help. PREREQ: Grade of B- or better in L74 401W Fourth-Level Modern Hebrew I or placement by examination.

A&S IQ: HUM, LCD, LS, WI EN: H

Instruction Type:

Classroom instruction

Annually / History

Building / Room

01

M-W----

1:00P-2:20P

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Tamir

Paper/Project/TakeHome

15

4

0

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Race and Ethnicity in the Middle East and North Africa

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This seminar explores formations, articulations, and legacies of race in the Middle East and North Africa. The main purpose is to acquaint students with different theories and methodological approaches to studies of race and racialization in the region. Given the large scope of the topic, the course will mainly focus on Egypt and Sudan, as well as the Arabian Peninsula and Persian Gulf. In dialogue with a transnational body of scholarship, political theory, as well as artistic and literary production, we will read about the following set of topics: slavery and abolition; race and racialization; empire and colonialism; third world-ism and nationalism; revolution and solidarity; ethnicity and nationality; migration and minorities. By studying how peoples of the region have debated issues of race and racialization, from the Abbasid era to the contemporary moment, we come to realize the legibility and urgency of race as an analytics in Middle East studies. In considering pre-modern and modern articulations of race across the region, we begin to understand how race has functioned as a technology of power and hierarchization, and its intersectional role in forming categories of ethnicity, nationality, or even gender and sexuality.

A&S IQ: HUM, LCD, SC EN: H

Instruction Type:

Classroom instruction

N/A

Building / Room

01

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1:00P-2:20P

TBA

Husain

Paper/Project/TakeHome

12

1

0

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Conflict or Convivencia? Muslims, Jews, and Christians in Medieval Spain

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This seminar will explore various facets of the coexistence (convivencia) of Muslims, Jews, and Christians in medieval Spain. Its horizon stretches from the Muslim conquest of Iberia (al-Andalus) up to the turn of the 16th century when Spanish Jews and Muslims were equally faced with the choice between exile and conversion to Christianity. Until about 1100, Muslims dominated most of the Iberian Peninsula; from then onward, Christians ruled much and eventually all of what would become modern Spain and Portugal. Through a process known as reconquista (reconquest), Catholic kingdoms acquired large Muslim enclaves. As borders moved, Jewish communities found themselves under varying Muslim or Christian dominion. Interactions between the three religious communities occurred throughout, some characterized by shared creativity and mutual respect, others by rivalry and strife. The course focuses on these cultural encounters, placing them in various historical contexts. It will explore the ambiguities of religious conversion, and the interplay of persecution and toleration. Last not least, the course will address the question of how the memory of medieval Spain's diversity reverberates-and is utilized-in modern popular and academic discourse. All sources will be read in English translation; however, students are encouraged to make use of their linguistic and cultural expertise acquired in previous classes. This course serves as the capstone seminar for Jewish, Islamic & Near Eastern Studies majors, Arabic majors, and Hebrew majors. Graduate students, minors, and other interested undergrads are likewise welcome.

A&S IQ: HUM, LCD Arch: HUM Art: HUM BU: ETH, IS EN: H

Instruction Type:

Classroom instruction

L22 4040 L23 4060 L49 4060 L74 4060

Every 3 Years / History

Building / Room

01

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2:30P-3:50P

TBA

Jacobs

Paper/Project/TakeHome

15

11

0

	Actions:		Books		Syllabus
	Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

The Mystical Tradition in Judaism

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What is Jewish "mysticism"? What is its relationship to the category of "religion"? Is Jewish mysticism just one form of a general phenomenon common to a variety of religious traditions or is it a specific interpretation of biblical, rabbinic, and other Jewish traditions? Taking the above questions as a starting point, this course aims at a systematic and historically contextualized analysis of a broad range of Jewish texts that are commonly classified as "mystical". (All primary texts are read in translation.) At the same time, we explore such overarching themes as: the interplay of esoteric exegesis of the Bible and visionary experiences; the place of traditional Jewish law (halakhah) within mystical thought and practice; the role of gender, sexuality, and the body in Jewish mystical speculation and prayer; the relationship between mysticism and messianism; Ashkenazic and Sephardic traditions and their mutual impact on Jewish mysticism; the "absence of women" from Jewish mystical movements; esoteric traditions of an elite vs. mysticism as a communal endeavor; and the tension between innovation and (the claim to) tradition in the history of Jewish mysticism.

A&S IQ: HUM, LCD Arch: HUM Art: HUM BU: ETH, IS EN: H

Instruction Type:

Classroom instruction

L23 444 L22 4444 L74 444

Every 2-3 Years / History

Building / Room

01

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11:30A-12:50P

TBA

Jacobs

Paper/Project/TakeHome

20

12

0

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Guided Readings in Arabic

Var. Units (max = 5.0)

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PREREQUISITES: Permission of the Instructor and the Department Chair.

Instruction Type:

Independent study, tutorial, or other

Building / Room

01

TBA

TBA

Bennis

See instructor

0

0

0

Actions:

Waits managed by dept.

02

TBA

TBA

Tarbouni

See instructor

0

0

0

Actions:

Waits managed by dept.

03

TBA

TBA

Yucesoy

See instructor

0

0

0

Actions:

Waits managed by dept.

Guided Readings in Hebrew

Var. Units (max = 5.0)

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PREREQUISITES: Permission of the Instructor and the Department Chair.

Instruction Type:

Independent study, tutorial, or other

Building / Room

01

TBA

TBA

Barmash

See instructor

0

0

0

Actions:

Waits managed by dept.

02

TBA

TBA

Berg

See instructor

0

0

0

Actions:

Waits managed by dept.

03

TBA

TBA

Jacobs

See instructor

0

0

0

Actions:

Waits managed by dept.