- Teacher: Shilad Sen
- Teacher: Yixiao Wang
Macalester Moodle
Search results: 2044
Climate change is no longer a distant, hypothetical threat. Yet, though more than half of Americans are “concerned” or “alarmed” about global warming, few are taking significant personal action in response, and only a small minority are involved in civic action to address the issue.
This course will take a broad psychological perspective on the questions, “Why are we not doing enough to address global climate change?” and "What will catalyze the social movement necessary to address the issue?" The class will explore psychological theories and studies that help explain why people respond to the climate crisis in the ways they do, and what psychological research tells us about how to shift that response.
This course will take a broad psychological perspective on the questions, “Why are we not doing enough to address global climate change?” and "What will catalyze the social movement necessary to address the issue?" The class will explore psychological theories and studies that help explain why people respond to the climate crisis in the ways they do, and what psychological research tells us about how to shift that response.
- Teacher: Christie Manning
Reading Plays guides students in close readings of dramatic literature, in particular of plays that are typically left out of the traditional theatrical canon.
Students will learn about the socio-historical context of each play, and in-
class exercises will introduce them to the foundation of script analysis: they will
examine the play's given circumstances, dialogue, dramatic action, characters, and style. Students will read a new play every week; assignments include weekly in- class writing exercises and short critical papers. This course introduces students to contemporary Indigenous theatre and performance (writ large) produced and performed in what is now known as Canada and the United States, and to the theoretical frames provided by Indigenous scholars and artists to engage with these works. While in no way exhaustive, this broad survey includes theatre, dance, film, and music and begins in the 1960’s and ends with current productions.
Students will learn about the socio-historical context of each play, and in-
class exercises will introduce them to the foundation of script analysis: they will
examine the play's given circumstances, dialogue, dramatic action, characters, and style. Students will read a new play every week; assignments include weekly in- class writing exercises and short critical papers. This course introduces students to contemporary Indigenous theatre and performance (writ large) produced and performed in what is now known as Canada and the United States, and to the theoretical frames provided by Indigenous scholars and artists to engage with these works. While in no way exhaustive, this broad survey includes theatre, dance, film, and music and begins in the 1960’s and ends with current productions.
- Teacher: Sam Mitchell
Course Description
Like Latin and Greek in Europe, Sanskrit is a highly inflected language of scholarship, and revered in India as the perfect medium for discourse on everything from science and sex to philosophy and religion. (In modern Hindi, sanskriti means “culture.”) It flourished in its classical form after the age of the Buddha (5th century BC) and served as a scholarly lingua franca in India until the Islamic period and beyond. This course serves as an introduction to the grammar and script of Sanskrit, and we will advance to a point of reading simplified texts from the classical epic Ramayana. Students will be expected to attend class regularly and spend six hours a week outside class studying the grammar and vocabulary. Without this sort of effort, no progress is possible in such a complex language. In addition to the rigorous study of the language, we will consider both the role of the language in classical Indian culture and religion, and some texts from the Ramayana, looking at both English translations and Sanskrit originals.
Like Latin and Greek in Europe, Sanskrit is a highly inflected language of scholarship, and revered in India as the perfect medium for discourse on everything from science and sex to philosophy and religion. (In modern Hindi, sanskriti means “culture.”) It flourished in its classical form after the age of the Buddha (5th century BC) and served as a scholarly lingua franca in India until the Islamic period and beyond. This course serves as an introduction to the grammar and script of Sanskrit, and we will advance to a point of reading simplified texts from the classical epic Ramayana. Students will be expected to attend class regularly and spend six hours a week outside class studying the grammar and vocabulary. Without this sort of effort, no progress is possible in such a complex language. In addition to the rigorous study of the language, we will consider both the role of the language in classical Indian culture and religion, and some texts from the Ramayana, looking at both English translations and Sanskrit originals.
- Teacher: James Laine
- Teacher: Wynn Fricke
- Teacher: Randy Reyes
Self-defense is, by its simplest definition, the act of keeping oneself safe. Our curriculum covers a continuum of scenarios and actions, from a no-contact interaction to a full-blown physical attack. We will discuss body language, awareness, and using one’s voice assertively. We will also explore physical resistance options and how to create the maximum amount of force possible in any given scenario. Warmups are included in all but the first class. Classes, except for the first class, will be conducted in bare feet unless other accommodations are made.
- Teacher: Gina Wood
- Teacher: Katrina Phillips
- Teacher: Karin Vélez