Viewing: NELC 359 C1: Sem Modern Hebrew Lit

Last approved: Fri, 02 Nov 2018 18:12:32 GMT

Last edit: Thu, 25 Oct 2018 00:18:32 GMT

Rationale for Inactivation

Last Effective Term

Requested By

First Name	Last Name	Userid	Title	Home School	Org Short Name
Diane	Moderski	moderski	ADMIN COORDINATOR	School of Arts and Sciences	Near Eastern Languages & Civilizations

Course Subject

NEAR EASTERN LANGUAGES & CIVLZT

Course Number

359

Start Term

Spring 2019

Committee Term

Fall 2018

Course Title

Sem Modern Hebrew Lit

Course Description

This course introduces students to selections from the best literary works written in Hebrew over the last hundred years in a relaxed seminar environment. The goal of the course is to develop skills in critical reading of literature in general, and to examine how Hebrew authors grapple with crucial questions of human existence and national identity. Topics include: Hebrew classics and their modern "descendents," autobiography in poetry and fiction, the conflict between literary generations, and others. Because the content of this course changes from year to year, students may take it for credit more than once. This course is conducted in Hebrew and all readings are in Hebrew. Grading is based primarily on participation and students' literary understanding.

Also Offered As

Syllabus

NELC359_Voices_2018a_clean.doc

Course Frequency

Foundational Approach

Term Offered

Course usually offered in spring term

Foundational Approaches

Cross Cultural Analysis

Format

Instructor Name

Instructor Type

Instructor Status

Standing Faculty

Place in Curriculum

Instructor's objectives

Methods of Assessment

Number and size of paper(s) assigned

Number and type of exams

Other Requirements

Cross Cultural Analysis

How does the course examine the social values, institutions, and patterns of organization of a culture from within its own perspective?

THROUGH THE PERSPECTIVE OF THE IN-DEPTH STUDY OF THE ISRAELI CITY STUDENTS WILL LEARN OF INSTITUTIONS OF EDUCATION, RELIGION AND CULTURE AS WELL AS THE VALUES THAT GUIDE THEM

How does the course consider the relationships AMONG the following aspects of the culture(s) in question: art, religion, literature, philosophy, social behavior and institutions, and responses to other cultures?

THROUGH ARCHITECTURE WHICH IS ONE OF THE COURSE’S FOCI ONE CAN LEARN ABOUT THE VARIOUS CULTURES THAT DETERMINED IT (CLASSICAL, MODERN, EUROPEAN, MID EASTERN. ). THE LITERATURE AND FILMS THAT ARE STUDIED EXAMINE VARIOUS ETHNIC AND NATIONAL GROUPS. SOCIAL AND CLASS ISSUES ARE ALSO STUDIED IN THE FRAMEWORK OF THIs DIVERSE HISTORY

If the course focuses on a particular element in a culture, can you explain how it relates that element to other more general aspects?

THE COURSE FOCUSES ON LITERATURE , FILM, ARCHITECTURE , AND THOSE TOUCH UPON VARIOUS ASPECTS OF THE CULTURE, JEWISH AND ARAB, EUROPEAN AND MID EASTERN

How does the course teach students the methods required for sensitive and critical cultural analysis, such as the informed reading of texts, artifacts, and social institutions?

CLOSE READING OF TEXTS IS AN INTEGRAL PART OF THE CLASS AS WELL AS ANALYSES OF FILMS . DISCUSSING BOTH LIT AND CINEMA AS PRODUCTS OF A CULTURE . STUDY OF URBAN DEVELOPMENT IS AN IDEAL OPPORTUNITY FOR EXAMINING SOCIAL INSTITUTIONS. THE HISTORY OF CONSTRUCTION REVEALS LABOR AND POLITICAL ISSUES

Cultural Diversity in the US

The course should examine one or more of the following forms of differentiation: race/ethnicity, immigrant status, social class, gender, sexual orientation, religious affiliation. Which does it emphasize?

The course may emphasize a comparative perspective within a particular classification scheme (for example, African Americans and Hispanics). If so, please describe:

The course may examine the intersection between two or more of these means of differentiation (for example, race and immigrant status, minority status and sexual orientation). If so, please describe:

The course should address issues of inequality, stratification, and power. Please explain how it does so.

What is the primary method of analysis for the course? (For example, analysis of social scientific data, critical reading of literature, and so forth.)

Quantitative Data Analysis

Prerequisites

Hebrew 059 or the equivalent, per instructor's evaluation

Who is the course intended for?

Sample assignments or exam questions.

Do students actively analyze and interpret quantitative data? Explain.

Do students interpret quantitative data to evaluate hypotheses and/or to understand phenomena in the real world? Explain.

What types of quantitative analyses are included in the course? For example, do students learn concepts of random variability and elementary level of statistical analysis of data?

Formal Reasoning

Do students learn formal structures of thought and how to apply them to understand phenomena in the real world? Explain.

If the course also engages students in the statistical analysis of empirical data, is the preponderance of attention give to formal structures implicated in deductive reasoning rather than on inductive reasoning from data to empirical generalizations? Explain.

Types of Analysis: What types of formal analysis are included in the course? For example, do students learn concepts of mathematics, formal logic, formal linguistics, computation and algorithmic thinking, decision theory, or some combination of these?

Administrative Fields

College reason for proposal

Committee

Committee Reader

Administrative Status

Reviewer Comments

History

Viewing: NELC 359 C1: Sem Modern Hebrew Lit

Last approved: Fri, 02 Nov 2018 18:12:32 GMT

Last edit: Thu, 25 Oct 2018 00:18:32 GMT

Foundational Approach

Methods of Assessment

Cross Cultural Analysis

Cultural Diversity in the US

Quantitative Data Analysis

Formal Reasoning

Administrative Fields