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Topics in Applied Philosophy: War — PHI2140.01
This course examines philosophical debates concerning war. In particular, we will look at the distinction between just and unjust war, as well as moral issues concerning the use of military technologies such as drones, and questions of moral responsibility for war.
Topics in Applied Philosophy: War — PHI2140.01
This course examines philosophical debates concerning war. In particular, we will look at the distinction between just and unjust war, as well as moral issues concerning the use of military technologies such as drones, and arguments for humanitarian military interventions.
Topics in Ceramic History: Global Perspectives — CER2148.01
The study of ceramics is the study of human history in all of its cultural diversity, from artisanal pottery to highly sophisticated modern product design or contemporary sculpture. This course will explore ancient, indigenous and historical ceramics with lectures and discussions around clay materials, technology, art, and culinary traditions.
Topics in Video Game Programming — CS4113.01
Video Game development draws on many different sub-disciplines of computer science. The game engine that the game is built on is a combination of graphics and physics programming; non-player characters, both friend and foe, are driven by Artificial Intelligence; network programming connects players from across the room to across the globe. This course will
Topics In Video: Experimental Documentary — FV4236.01
This course explores documentary possibilities through screenings and video projects. The class will look at and consider non-fiction techniques from early cinema verite films to recent attempts to address point of view and outsider status in documentary and experimental video work. In collaborative and individual projects, the class will take a hands-on approach to documentary
Topology — MAT4220.02
On the surface of a doughnut, there are fundamentally two different ways to wrap a closed path on the surface (through the whole or around the ring); every possible way is a combination of these two. This doesn’t depend on the exact dimensions of the doughnut. For another example, a loop of string tied into a trefoil knot can’t be deformed into a square knot. Topology can be
Topping It Off — DRA2138.01
Nothing can inform, conceal, or embellish like a hat. Students in this course will learn about a variety of millinery techniques and materials by making a series of hats.
Topping it Off — DRA2138.01
Nothing can inform, conceal or embellish like a hat. Students in the course will learn about a variety of millinery techniques and materials by making a series of hats.
Topping It Off — DRA4115.01
Nothing can inform, conceal or embellish like a hat. Students in this course will learn a variety of millinery techniques through the making of buckram, wire framed, and felt hats.
Total Theory — SCT4111.01) (new course code as of 11/2/2021
Whether we love “theory” or hate it, rejecting it on the basis of a lack of understanding of its esoteric hermeneutics or jargon isn’t really a viable position, and certainly not an excuse. It’d be nice to know why, thus debating it on its own terms and perceiving its implications in all manner of contexts beyond them. The plan is to give at least an introduction to historicism
Total Theory — HIS4215.01
Whether we love “theory” or hate it, rejecting it on the basis of a lack of understanding of its esoteric hermeneutics or jargon isn’t really a viable position, and certainly not an excuse. It’d be nice to know why, thus debating it on its own terms and perceiving its implications in all manner of contexts beyond them. The plan is to give at least an introduction to historicism
Total Theory — HIS4215.01
Whether we love theory or hate it, rejecting it on the basis of a lack of understanding of its esoteric hermeneutics or jargon isn’t really a viable position, and certainly not an excuse. It’d be nice to know why, thus debating it on its own terms and perceiving its implications in all manner of contexts beyond them. The plan is to give at least an introduction to historicism,
Toward a Just Transition — ENV2121.01
How do we transition to a low-carbon economy in a manner that doesn’t reinscribe the social and environmental injustices that have plagued our fossil-fueled economy? On one hand, the continued burning of fossil fuels is producing environmental crises that threaten to destabilize the very foundations of collective life, with poor and historically
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.” Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Toward a Rigorous Art History — AH2109.01
A “rigorous study of art” became the goal of Philosopher and Cultural Critic Walter Benjamin (1892-1940) when his growing distaste for the outlook and methods of his art history professor—the famous and foundational Heinrich Wölfflin—caused him to consider publishing an account of “the most disastrous activity I have ever encountered at a German university.”
Striking a balance
Traces, Mistakes, and Leftovers — Canceled
The role of drawing has changed over the history of art, from primitive recording to preliminary sketch, to documentation, to works that function independently. How can we expand these categories to include the remnants of the making process. Can the research done before a project, the many mistakes made in process, or the discards left after completion of an artwork be