HONS 2003 AA and CC  Colloquium on the Early Modern World
CORE 2101 HA and HC Christianity and Culture in Dialogue

Fall 2012

This course meets regularly in Fahy Hall, Rooms 102 and 131

July 20, 2012 version; stay tuned for updates

This course takes us from the end of the Middle Ages to the beginning of the Romantic period. An important aim of the course will be to try to understand what we mean when we speak of the "modern" world. What is it that makes our world "modern"? How did it come about? We will trace the development of the notion of "modernity" as that term is broadly understood: in historical, social, economic, political, religious, philosophical, scientific, artistic, musical, and literary terms.
This course is a colloquium, which means its purpose is to investigate through the discussion of ideas. Your professors will certainly do their part, but we also expect students to take responsibility for the course. That means – among other things – being actively engaged in class discussion. The best way to take this course is to come every day having done the assignment, with an open mind and lively curiosity, and with a readiness to engage, discuss, inquire, question, or think aloud.

Like the other Honors Colloquia, this course is team-taught. Your instructors are Dr. Robert Waters, Dr. Dermot Quinn and Fr. John Ranieri. Please don’t hesitate to contact us in person, by phone, or by email if there is something you would like to discuss.

CORE 2101- Christianity and Culture in Dialogue. The readings for the first section of this course (1 Corinthians and Plato) will have been covered in the first Honors Colloquium, while readings from section 5 (The Communist Manifesto and Gaudium et Spes) will be dealt with in the fourth Colloquium. In this colloquium we will be reading texts from the 2nd (Aquinas), 3rd (Galileo), and 4th (Descartes and Montaigne) sections of the core course.
Please note that we will NOT be using the CORE blackboard site or its materials in this course. All materials will be on the HONS 2003 site.

Contact Information for Dr. Quinn:
Office: Fahy 337  Office hours:
Tel. (973)275-2774 Email: Quinnder@shu.edu
Contact Information for Fr. Ranieri:
Office: Fahy 313 Office hours: Tuesday and Thursday – after class until noon; Thursday from 2:30-3:00. Also by appointment.
Tel. (973)275-5184 Email: Ranierjo@shu.edu
Contact Information for Dr. Waters:
Office: Office hours:
Tel. Email: Robert.Waters@shu.edu

Required Texts:
· The Jesuit Relations, ed. Allan Greer (Bedford)
· Introduction to Contemporary Civilization in the West (Columbia UP) You should already have this from the Medieval/Renaissance colloquium.
· The Communist Manifesto and Other Revolutionary Writings (Dover)
· Descartes, Discourse on Method and Meditations on First Philosophy (Hackett Publishing)
· Lessing, Nathan the Wise (Bedford)
· Elder and Paul, The Miniature Guide to Critical Thinking (The Foundation for Critical Thinking) This text will be given to you – no need to buy it.

Some readings will be posted in Course Documents on our blackboard site. Others will be found through External Links on our blackboard site. These materials are not lengthy and should be downloaded and brought to class. Other materials will be copied for you and provided ahead of time in class. Some materials will be assigned as we go. You are responsible for keeping track of all changes, including additions, announced in class, by email, and so on.

Course Objectives and Requirements:
 On completion of these courses, you will be able to:
1. discuss the principle ideas embodied in the texts we have studied;
2. relate these ideas to their historical contexts, and compare them with each other;
3. develop and argue a thesis about the meaning of a text;
4. be able to follow and explain an author's argument or point of view
5. compare texts and draw conclusions on the basis of close reading and critical analysis.

This course satisfies the requirements for both the Critical Thinking and the Reading/Writing proficiencies, which are required as part of the University Core Curriculum. In addition to the content, subject matter, and themes of the course, it is also crucial to develop those skills and practices that help us to develop our abilities to read carefully, understand precisely, and articulate our insights clearly. Not only are these skills cross-disciplinary; they are an essential component in our development as intelligent persons.
To satisfy the requirements for the Reading/Writing proficiency a course must include a significant amount of writing (both formal and informal) along with an expectation that there will be several hours of academic reading per week. Approximately 80% of the course grade will be based upon writing, whether in the form of papers, short assignments, quizzes, or exams. The requirements for this Colloquium have been designed with this goal in mind. Readings for the course are taken almost entirely from primary sources. This is based on the conviction that it is good to read and analyze the authors' own words, rather than beginning with what others have written about them. A goal of the course is to increase your ability and confidence in being able to read and analyze primary texts.
It is one thing to run your eyes over the words on a page; it is quite another to read attentively and critically. The Critical Thinking proficiency is geared toward developing your abilities to understand and think through the course readings. This means, among other things, learning to read texts carefully, being able to follow the author's train of thought, becoming attentive to nuance within a text, and being able to articulate your insights clearly and precisely, both in your writing and in class discussion. Critical thinking also means raising questions about what an author has to say. Is the author's point convincing? Why or why not? How does a particular author's point of view compare with that of another author dealing with the same issue? Who do you think is right? Not only is critical thinking an essential component in reading texts; it is also necessary to apply to your own writing, so that what you write comes across as clear, well-organized, and coherent. A number of course assignments are aimed at helping you develop the practice of critical thinking. As a help to improve your ability to think critically, you will receive a copy of The Miniature Guide to Critical Thinking. It is a very handy summary of the criteria for critical thinking. We will be making use of these critieria in evaluating course work.

Attendance and Participation
Class participation is important in this type of class, and each person’s input is valuable. Come to class prepared to discuss the readings, even if that means just asking relevant questions about material you did not understand. Come to class prepared to be active and engaged. The participation grade depends on both the quality and the quantity of your participation. Obviously the most basic form of class participation is regular attendance. More than 3 unexcused absences will result in a failing grade for class participation; more than 6 unexcused absences will result in a failing grade for the course. For an absence to be considered excused you must have documentation from a medical professional or the Office of Student Affairs (or Athletic Dept. in the case of athletes) indicating that you were unable to attend the particular class from which you wish to be excused. In cases of an extended absence (due to serious illness or emergency) you must obtain documentation from the Office of Student Affairs indicating the reason for the absence. If you stop attending class it does not mean you have withdrawn from the course. In order to withdraw you have to fill out a withdrawal form (obtainable from the dean’s office or the Honors office). Non-attendance is not withdrawal. Being late 3 times is the equivalent of one absence. This includes returning to class late after the break. Although you are registered for two distinct courses (CORE and HONS), for pedagogical purposes we will be treating the period from 8:30-11:15 as one class. This means that breaks in class are given at the discretion of the instructors (including the length and time of the break). Normally a break is given around 9:45 or so. Chronic lateness is disrespectful and disruptive. Please take care of personal matters before class (e.g., bathroom, meals, etc.); apart from an emergency there is no good reason to get up and leave the classroom while class is going on. No eating in class. Be sure to bring the necessary texts/handouts with you to class. Doing work for other classes during this class is unacceptable. Private conversations, whispered commentary on what others say during class, and/or passing notes are inconsiderate to others and destructive of the learning process. Cell phones and any other electronic devices should be turned off and stored away during class. Please wait until after class to answer calls. When sending an e-mail, be sure to use proper forms of address, e.g., Prof., Dr., Fr., etc. and identify yourself.

While you are certainly encouraged to make use of academic technology to help you in your work, laptops, tablets, etc. are not to be used in class. You will need hard copies of the assigned readings with you in class.

The following table spells out the criteria for class participation and the corresponding grade level:

Criteria Grade range
- participates actively and voluntarily every class by contributing to classroom discussion
- demonstrates familiarity with readings
- insightful
- answers questions knowledgably
- asks questions relevant to readings and displaying intellectual curiosity
- always brings relevant texts to class
- responds to others’ comments with respect and interest
- takes responsibility for the success of the class on a daily basis
(if all of these criteria are met most of the time)
- participates voluntarily and actively most days and at least every week
- shows some familiarity with readings
- always brings relevant texts to class
(if all these criteria are met most of the time)
- participates occasionally and/or usually only when called upon
- shows some familiarity with readings, but little specific knowledge
- does not always have relevant texts in class
(if one or more of these criteria are present)
- in general, responds only when called upon
- does not ask or answer questions
- does not always seem prepared
- does not always have relevant texts in class
- takes no discernible active role in class
- comes late to class
- brings food to class, checks cell phone, does work for other classes
-shows lack of respect to classmates or teacher
D – F
(if one or more of these criteria are present)
- has more than the equivalent of 3 absences

Volunteering to read in class is helpful and welcome, but it is no substitute for active class participation. It is not a factor in determining the participation grade.

Violations of Academic Integrity

CHEATING means the giving, receiving, taking, or purchasing of any information or written work not your own during exams or on any written assignments.
PLAGIARISM means copying the ideas and/or language of any source without acknowledging that source, without proper quotation of any language (even single words or short phrases) taken directly from that source, and without citation of all paraphrased as well as quoted ideas from that source. Plagiarism occurs when anyone attempts to present the published or unpublished work (ideas and/or language) of any person as his or her own.
PENALTIES: To be determined at the discretion of your instructors. Among the possibilities would be that those found to be guilty of cheating or plagiarism the first time would receive a 0 (zero) for the assignment; the second time, automatic failure for the course; the third time, recommendation to the dean for expulsion.

Disability Services Statement: Students at Seton Hall University who have a physical, medical, learning or psychiatric disability, either temporary or permanent, may be eligible for reasonable accommodations at the University as per the Americans with Disabilities Act (ADA) and/or Section 504 of the Rehabilitation Act. In order to receive such accommodations, students must identify themselves at the Office of Disability Support Services (DSS), provide appropriate documentation and collaborate with the development of an accommodation plan. The DSS phone number is 973-313-6003. For further information, please go to http://studentaffairs.shu.edu/health/DisabilitySupportServices.html.

Course requirements
Class participation—20% See table above for criteria.
Quizzes and/or writing assignments—20% There will be regular quizzes and writing assignments (usually at least one per week). All quizzes and most writing assignments will be done in class - occasionally you will be assigned a writing topic and asked to write a 2-3 page paper to be submitted in class on the day the topic will be discussed. All assignments will be geared to the readings assigned for that day. No make-ups on quizzes or writing assignments without documentation from a medical professional stating that you were advised not to attend class on the day the quiz took place or the assignment was due.
Papers—20% A paper (8-10 pages) will be assigned, requiring you to analyze one or more of the primary sources we will be reading for class. You will be given a list of topics from which to choose. It is not a research paper; the goal is to be able to understand the author(s) accurately and to write about the question clearly and with nuance, while being able to substantiate your interpretation by careful and thorough use of textual citations. You are required to submit an outline of your paper prior to handing in the finished text. The paper must be submitted by the end of class on the date is due. Papers submitted after class will be considered late. Do not place papers in your professors' mailboxes or under their office doors. Upon receiving your paper back from your teachers with their corrections and suggestions, you may resubmit it after incorporating the relevant changes.
Midterm Exam—20% At least half of the exam will consist of an essay that will involve being able to make connections among the various texts and authors we have studied. The exam will also require you to identify a number of passages taken from the primary texts we have read, and to name the author, the work from which it is taken, and to explain what it means in its context.
Final Exam—20% Similar in format to the midterm. Do not make end of semester travel plans without first ascertaining the date and time of the final exam.

Course Schedule

Please note that assignments may change, so watch the Announcements section of our blackboard site and your email, and listen and make note of any changes as they are announced in class.

Introduction: What’s modern about the modern world?

What is involved in reading and thinking critically?

Image: Galileo's telescope. Museo Galileo, Florence
The world of the Reformation

Readings for class:

· Aquinas (ICCW 215-17, 220-23)
· Aquinas on nature and grace (handout)
· Luther (ICCW 717-730)

 Image: Martin Luther, by Lucas Cranach the Elder, 1529. Uffizi, Florence
The Reformation of the world

Readings for class:

· Aquinas (ICCW 241-47, 250-53)
· Calvin (ICCW 731-751)
· Luther “On Governmental Authority” (handout)
· Winthrop, “A Model of Christian Charity” (handout)

Image: John Calvin
Spain in the Age of Exploration/New Spain

Readings for class:

· Columbus (ICCW 515-20)
· Sepulveda and Las Casas (ICCW 521-43)
· Sor Juana de la Cruz (handout)
· Selections from Spanish mystics (handout)

 Image: Crucifixion, drawn by John of the Cross for Teresa of Avila. Convent of the Incarnation, Avila
England: rights, power, and property

Readings for class:

· James I (ICCW 923-39)
· “An Agreement of the People” (ICCW 940-60)

Image: James VI and I
France: “I am the State”

Readings for class:

· The Elaboration of the Sovereign State in France (ICCW 867-94)

Image: Louis XIV by Hyacinthe Rigaud.  Paris: Louvre 
An encounter of cultures in New France

Readings for class:

· Council of Trent (ICCW 770-773)
· The Jesuit Relations (The Jesuit Relations, 20-38, 41-48, 51-58, 61-69, 90-91, 112-18, 146-71)

Image: St. Jean de Brébeuf, S.J.
Colonization and Culture



Image: Sor Juana de la Cruz, by Miguel Cabrera, 1750

Readings for class:

· Montaigne, Essays (handout)

Image: Michel de Montaigne, anonymous portrait, c. 1590
Rationalism and method

Readings for class:

· Bacon (ICCW 779-85)
· Descartes, Discourse on Method (Parts 1-4, 6); Meditations on First Philosophy (Letter of Dedication, Preface to reader, Meditation 1, 2, 6)

Image: René Descartes, by Frans Hals.   Paris: Louvre
A revolution in science

Readings for class:

· Galileo (ICCW 786-804)

 Image: Galileo Galilei, portrait by Justus Sustermans, 1636
A new science of politics

Readings for class:

· Hobbes (ICCW 961-93)
  Image: Frontispiece of Leviathan

Paper outline due!
10/9  Fall Break: No class 
Midterm Exam

Image: The Battle of Gibraltar, 1607, by Hendrick Cornelis Vroom.  Amsterdam: Rijksmuseum
Politics and property

Readings for class:

· Locke (ICCW 1010-34, 1044-53)

Image: John Locke, by Sir Godfrey Kneller. St. Petersburg: State Hermitage Museum
Has modern society made us better?

Readings for class:

· Rousseau, (CMORW 1-20, ICCW 1269-1306)

Image: Jean-Jacques Rousseau, by Maurice Quentin de la Tour, 1753.  San Quentin: Musée Antoine Lécuyer
Reason and its limits

Readings for class:

· Hume, An Enquiry Concerning Human Understanding (handout)
· Kant, Preface to The Critique of Pure Reason (handout)

 Image: Immanuel Kant
Money and morals

Readings for class:

· Smith (ICCW, 1314-33)
· Hume (ICCW 1149-51, 1158-64)

Image: Adam Smith 
Religion in the Enlightenment

Readings for class:

· Lessing, Nathan the Wise
· Voltaire (ICCW 1189-96)

 Image: Voltaire, by Jean-Antoine Houdon, 1778.  Washington: National Gallery of Art
Music and society: Mozart and the opera

Readings for class:
Papers due!

Image: Mozart , by Josef Lange, 1783
Revolution: those unruly colonies

Readings for class:

· Paine (CMORW 56-62)
· Jefferson (CMORW 41-55)
· Trenchard and Gordon, Cato’s Letters (handout)

Image:Thomas Jefferson, by Rembrandt Peale, 1805.  New York Historical Society
Revolution: Liberté, egalité, fraternité!

Readings for class:

· Desmoulin (CMORW 67-69)
· Sieyes (CMORW 70-74)
· The National Assembly (CMORW 75-78)
· Marat (CMORW 82-84)
· Paine (CMORW 85-89)
· Danton (CMORW 90-91)

Image: The Death of Marat, by Jacques-Louis David, 1793. Royal Museums of Fine Arts, Brussels
Beethoven and the symphony

Readings for class:

Image: Ludwig van Beethoven, by Josef Karl Stieler, 1820.  Bonn: Beethoven-Haus
Revolution: Virtue and terror

Readings for class:

· Robespierre, On the Principles of Political Morality
· Robespierre, On the Death Penalty
· Robespierre, On Subsistence Goods
· Robespierre, Speech on the Festival of the Supreme Being
· Burke, “Letter to a Member of the National Assembly” (handout)

Papers returned.

Image: Maximilien Robespierre.  Terracotta bust by Claude-André Deseine, 1792.  Château de Vizille
Who owns the Revolution?

Film: "Danton"

Image: Georges Danton by Constance-Marie Charpentier, 1793. Mus
ée Carnavalet, Paris
11/22 Thanksgiving - University Closed
Rights talk

Readings for class:

· The Declaration of Independence (CMORW 63-66)
· The Bill of Rights
· Madison (ICCW 1307-13)
· The Declaration of the Rights of Man and of the Citizen (CMORW 79-81)
Revised course papers due.

Image: The Declaration of the Rights of Man and of the Citizen
Romanticism and the Napoleonic Age

Readings for class:

Wordsworth (readings tbd)
Napoleon (readings tbd)

Image: Jacques-Louis David, Napoleon Crossing the Alps, 1801.  Paris: Musée National du Château de Malmaison
Origins of socialism and anarchism

Readings for class:

· Marechal (CMORW 92-95))
· Babeuf (CMORW 96-97)
· R. Owen (CMORW 98-101)
· Considerant, Principles of Socialism (handout)
· Proudhon (handout)

Image: Robert Owen, by John Cranch, 1845.  Indiana Historical Society
The ambivalence of modern democracy

Readings for class:

· Tocqueville, Democracy in America (handout) 

Image: Alexis de Tocqueville, by Theodore de Chasseriau, 1850
Final Examination

Image: The Battle of Waterloo

Image at top of page: Jacques-Louis David, Antoine-Laurent Lavoisier and His Wife Marie-Anne-Pierrette, 1788 New York: Metropolitan Museum of Art

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HONS 1102 Honors Seminars Honors Students
HONS 2003 Honors Advising Application and Admission
HONS 2105 Honors Enrichment Honors Program Page