Proposal for the Inclusion of Arts and Sciences 265 in gec categories 2 & 4

WEEKLY SCHEDULE OF TOPICS

WEEK1: March 27

Introduction: Sources and Controversies. Folklore Studies, Ethnography of Belief and Comparative Religion.

WEEK 2: April 3

Basic Concepts and Approaches: Normative and Popular Islam

Required Readings: In my articles in particular, some these are repeated. Skim when appropriate.

1. 
   Required Background (not in Course Pack): If you are not familiar with the basic tenets of Islam, please go to the library and read a general encyclopedia article on the subject, such as Encyclopedia of Religion 2^nd ed., (Lindsay Jones, ed.), article “Islam.” (this encyclopedia is available on line from the library.)
   
2. 
   M. Mills, article “Islam” in South Asian Folklore: An Encyclopedia (2003), eds. M. Mills, P. Claus & S. Diamond, NY: Routledge, pp. 294-297.
   
3. 
   Jacques Waardenburg, “Official and Popular Religion in Islam,” in Social Compass XXV:3-4, 1978, pp.. 315-341.
   
4. 
   M. Mills, “Folk Religion: Folk Islam,” in Encyclopedia of Religion, 2^nd e.d, Lindsay Jones, ed., 2005: Vol. 5, pp. 3161-3164.
   
5. 
   M. Mills, “Muslim Folklore and Folklife,” ” in South Asian Folklore: An Encyclopedia (2003), pp. 417-419.
   
6. 
   D. McGilvray, : Muslim Folklore: Sri Lanka” ” in South Asian Folklore: An Encyclopedia (2003), pp. 419-423.
   
7. 
   F. Denny, “Islamic Ritual: Perspectives and Theories,” in Approaches to Islam in Religious Studies, R. C. Martin, ed., Tucson: U Arizona Press, 1985, pp. 63-77
   
8. 
   T. K. Stewart and C. Ernst, “Syncretism,” in South Asian Folklore: An Encyclopedia (2003), pp. 586-588.
   
9. 
   Fazlur Rahman, “Approaches to Islam in Religious Studies: Review Essay,” in Approaches to Islam in Religious Studies, R. C. Martin, ed., Tucson: U Arizona Press, 1985, pp. 189-202.
   

WEEK 3: April 10

Basic Concepts and Approaches: Islamic Mysticism, Conversion and Inclusion
Required Readings:

1. 
   Ira M. Lapidus, “Sufism and Ottoman Islamic Society,” in The Dervish
   

Lodge, ed., R. Lifchez, Berkeley: U. California Press, 1992, pp. 1-5-32.

2. 
   A. Schimmel, “The Path,” Ch. 3 of Mystical Dimensions of Islam, Chapel Hill: U. North Carolina Press, 1975, pp. 98-186.
   
3. 
   R. M. Eaton, “Approaches to the Study of Conversion to Islam in India,” in
   

Approaches to Islam in Religious Studies, R. C. Martin, ed., Tucson: U Arizona Press, 1985, pp. 106-123.

4. 
   Ilhan Basgöz, ˆ”the Meaning and Dimension of change of Personal Names in
   

Turkey,” in Études d’Iconographie Islamique, J.-P. Roux, ed., Leuven: Éditions Peeters, pp. 201-218.

5. 
   R. M. Eaton, “Sufi Folk Literature and the Expansion of Indian Islam,”History of Religions 14:2(1974) pp. 117-127.
   

WEEK 4: April 17

What’s a Saint? In Whose Eyes?
Required Readings:

1. 
   R. M. Eaton, “The Profile of Popular Islam in the Pakistani Punjab, Journal of South Asian and Middle Eastern Studies II;1, 1978, pp. 74-91.
   
2. 
   W. M. Brinner, “Prophet and Saint: The Two Exemplars of Islam,” in Saints and Virtues, ed., J.S. Hawley, Berkeley: U. California Press, 1987, pp. 36-51.
   
3. 
   K.P Ewing, “A Majzub and His Mother: The place of sainthood in a family’s emotional memory,” in Embodying Charisma, eds., P. Werbner and H. Basu, NY: Routledge, 1998, pp. 160-183.
   
4. 
   W. Werth, “The Saint Who Disappeared,”: Saints of the Wilderness in Pakistani Villages,” in Embodying Charisma, eds., P. Werbner and H. Basu, NY: Routledge, 1998, pp.77-91.
   
5. 
   J. Frembgen, “The Majzub Mamaji Sarkar,” in Embodying Charisma, eds., P. Werbner and H. Basu, NY: Routledge, 1998, pp.140-159
   
6. 
   S. L. Pastner, “Competitive Saints of the Baluch,” Asian Affairs 11:1, 1980, 37-42.
   

WEEK 5: April 24

Holy Fools, Altered States, Spiritual Healing
Required Readings:

1. 
   M. W. Dols, Ch. 13, “The Holy Fool,” in Majnun: The Madman in Medieval Islamic Society, Oxford: Clarendon, 1992, pp. 366-422 (bibliography attached).
   
2. 
   J. Assayag,”But, They do move . . . Religion, Illness and Therapeutics in Southern India,” in Managing Distress: Possession and Therapeutic Cults in South Asia, Delhi: Manohar, 1999, pp. 30-50
   
3. 
   Y. J. Shoma Devi and G. A. Bidarakoppa, Jod Gomaz as a Healing Center,” in
   

Managing Distress: Possession and Therapeutic Cults in South Asia, Delhi: Manohar, 1999, pp.74-83.

4. 
   F. Sultana, “Gwat and Gwat-i Leb, Spirit Healing and Social Change in
   

Makran, ‘in Marginality and Modernity: Ethnicity and Change in Post-Colonial Balochistan, Karachi: Oxford, 1997, pp. 28- 50.

5. 
   M. Nasir, “Baithak: Exorcism in Pehsara (Pakistan)”, Asian Folklore Studies
   

46 (1987) pp. 159-178.

WEEK 6: May 1

Oral Narrative and Proverb: Muslim Flavors and Frames in National, Regional and Local Traditions
Required Readings:

1. 
   M. E. Page, “Professional Storytelling in Iran: Transmission and Practice,”
   

Iranian Studies XII:3-4, 1979, pp. 195-215.

2. 
   M. Mills, “Women’s Tricks: Subordination and Subversion in Afghan
   

Folktales,” in Thick Corpus, Organic Variation and Textuality in Oral Tradition, ed. Lauri Honko, Helsinki: Finnish Literature Society, 2000, pp. 453-485.,

3. 
   S. Badalkhan, “ Ropes Break at the Weakest Point: Some Examples of Balochi
   

Proverbs with Background Stories,” Proverbium 17(2000), pp. 43-69.

4. 
   M. Mills, “It’s About Time- Or Is It? Four Stories of/in Transformation,” in
   

Fields of Folklore: Essays in Honors of Kenneth S. Goldstein, ed. R. Abrahams, Bloomington, IN: Trickster Pres, 1995, pp. 184-197.

WEEK 7: May 8

Ritual Part One: Gender and Ritual Systems: Contexts and Registers of Performance
Required Readings

1. 
   Review Denny Article, #7, Week 2.
   
2. 
   F. Korom, “Muharram”in South Asian Folklore: An Encyclopedia (2003), pp.410-411.
   
3. 
   N. & R. Tapper, “The Birth of the Prophet: Ritual and Gender in Turkish Islam,”MAN n.s. Vol. 22, pp.69-92.
   
4. 
   Syed L. H. Moini, “Rituals and Customary Practices at the Dargah of Ajmer,” in Muslim Shrines in India, ed. C. W. Troll, London Oxford, 1989l pp. 60-75.
   
5. 
   M. Mills, “Foodways in a Karakorum Community: Notes toward a Handbook of Pakistani Cuisine and Food Customs,” in Studies in Pakistani Popular Culture, ed. W. L Hanaway, and W. Heston, Lahore: Sang-e Meel/Lok Virsa Publications, 1996, pp. 65-116.
   
6. 
   W. Heffning, “’Urs,”Encyclopedia of Islam, vo. 10, pp. 899-907.
   

Videos in Class: Muharram Diaspora

John R. Perry, Muharram in Skardu

Frank Korom, Hosay Trinidad
WEEK 8: May 15
Ritual Part Two: Women’s Religious Practice, Its Contexts and Controversies

1. 
   Barbara D. Metcalf, “An Introduction to the Bihishti Zewar,” and Maulana Ashraf “Ali Thanawi, Bihishti Zewar Bk. One, “On Beliefs,” and Bk. Six: “A Discussion of Custom by Category,” (trans. B. D. Metcalf), in Perfecting Women: Maulana Ashraf “Ali Thanawi’s Bihishti Zewar, A Partial Translation and Commentary, by B. D. Metcalf, Berkeley: U. California Press, 1990, pp. 1-38; 67-161.
   
2. 
   Review Tapper and Tapper, reading # 3, Week 7.
   
3. 
   A. H. Betteridge, “MuslimWomen and Shrines in Shiraz,” in Everyday Life in the Muslim Middle East, 2^nd ed., eds. D. L. Bowen and E. A. Early, Bloomington, IN: Indiana U. Press, 2002, pp. 276-289.
   
4. 
   A. H. Betteridge, “The Controversial Vows of Urban Muslim Women in Iran,” in Unspoken Worlds: Women’s Religious Lives, eds. N.A. Falk & R. M. Gross, NY: Wadsworth, 1989, pp. 102-11.
   
5. 
   L. Jamzadeh & M. Mills, “Iranian Sofreh: From Collective to Female Ritual,” in Gender and Religion: On the Complexity of Symbols, eds., C.W. Bynum, S. Harrell, and Pl. Richman, NY: Beacon, 1986, pp. 23-65.
   
6. 
   E. Friedl, “Islam and Tribal Women in a Village in Iran,” in Unspoken Worlds: Women’s Religious Lives, eds. N.A. Falk & R. M. Gross, NY: Wadsworth, 1989, pp.125-133.
   
7. 
   M. Mills, “A Cinderella Variant in the context of a Muslim Women’s Ritual,” in Cinderella: A Folklore Casebook, ed. A. Dundes, NY: Garland, 1982, pp. 180-191.
   
8. 
   S. W. Wadley, “ Vrat Kathá”, in South Asian Folklore: An Encyclopedia (2003), p. 631.
   

7. 
   V. S. Schubel, “Mu’jjizát Kahání,” in South Asian Folklore: An Encyclopedia (2003), pp.411-412.
   

WEEK 9: May 22

Folk Art and Material Culture
Required Readings

1. 
   J. W. Frembgen, “Saints in Modern Devotional Poster-Portraits: Meanings and
   

Uses of Popular Religious Folk Art in Pakistan,” Res: Anthropology and Aesthetics 34(1998): pp. 184-191.

2. 
   J. W. Frembgen, “Religious Folk Art as an Expression of Identity: Muslim
   

Tombstones in the Gangar Mountains of Pakistan,” Muqarnas: Annual on the Visual Culture of the Islamic World 15(1998), pp. 200-210.

(3). G.W. Rich & S. Khan, “Bedford Painting in Pakistan,” Journal of American

Folklore 93:369 (1980) pp. 257-275.

3. 
   C. Lindholm, “Leatherworkers and Love Potions,” American Ethnologist 1981, pp, 512-525.
   
4. 
   O. S. Rye, “”Kulál-Náma,ˆThe Potter’s book,” Appendix 5 in Traditional Pottery Techniques of Pakistan, O. s. Rye & c. Evans, Washington DC & Islamabad: Smithsonian/Lok Virsa, 1990, pp. 189-193.
   

WEEK 10: May 29

Some Current and Recurrent Debates
Required Readings

1. 
   E. A. Olson, “Muslim Identity and Secularism in Contemporary Turkey: The Headscarf Dispute,” Anthropological Quarterly 58:4 (1985), pp. 161-171.
   
2. 
   S. Badalkhan, “The Emergence of Islamic Fundamentalism in Balochistan and Its Influence on Music and Singing,” ms. 2000, 29 pp.
   
3. 
   D. Pinault, “Ritual Observances and Religious Pluralism in Contemporary Pakistan, “ Pakistan Studies News V:10, 2003, pp. 1-4.
   

Syllabus: H598

Course Description

English 564.04: Special Topics in Major Authors

"Salman Rushdie"

MW 11:30-1:18, Denney Hall 253

Fall Quarter 2006

Dr. Pranav Jani

Assistant Professor, Department of English

Office Hours: M 9:45-11 :15, T 10:30-12, and by appointment

462 Denney Hall,[e-mail], 614-292-6965

http://people.cohwns.ohio-state.eduljani4/

Page 1 of 4

This section of "Major Authors" will introduce students to Salman Rushdie, one of the most celebrated writers in the

English language in the past twenty-five years. Rushdie's novels and essays have been widely recognized as putting

postcolonial literature on the map of Western literary studies. Besides appreciating Rushdie's dazzling magical realism

and his foregrounding of cultural hybridity, we will study the larger social impact of his politically-engaged career from

Bombay to London to New York. Our study of four important novels and several essays will lead us through the

tumultuous aftermath of decolonization in India, the disjointed experience of immigrants and exiles in the postcolonial

diaspora, representations of Islam and the turmoil around the Iranianfatwa against Rushdie, rising South Asian

communalism in the 1990s, and the turmoil of war and terrorism in the 21 st century. Rushdie' s work shows us how

literature is entwined with its historical contexts: how writers can shed a powerful light on the great themes of our

times, pushing beyond the boundaries of history even as they are shaped by it.

Required Texts (available at SBX, 1806 N High St)

Four novels by Salman Rushdie:

Haroun and the Sea of Stories

Midnight's Children

The Moor's Last Sigh

The Satanic Verses

Course packet (CP) from Zip publishing (available at SBX)

Course Web Page(s) and Email:

Log on at www.carmen.osu.edu for

• Interactive Syllabus

• Dropbox for turning in papers

• Discussion threads for journal entries

Go to my personal webpage: htt :11 eo le.cohums.ohio-state.edul·ani41 for

• links to the broader literary and political context of class material

• links to world and alternative media

Note: Messages requiring a response from me should be sent to [e-mail]. Please keep the discussion on

Carmen focused on themes and questions of general interest to the class.

Course Requirements

Class Participation 20%

Carmen (10 entries) 10%

http://people.cohums.ohio-state.eduijani4/en564.04_fall06.htm 10/3112006

Syllabus: H598

Response Papers (4, 1-2 pp) 40%

Final Paper (8-10 pages) 30%

Grading

Page 2 of4

• Class Participation: Engaged, active participation in the class will be crucial to your grade. This includes, but is

not limited to: arriving to class on time, bringing in the texts we're reading that day, being alert during lecture

and discussion, raising questions and comments in the discussion period. Multiple absences, as described below,

can detract from your participation grade.

• Carmen: To receive the full 10% of the grade, you must post at least 10, paragraph-length entries to the

discussion threads on Carmen by the end of the term. These may be anything from general observations on the

reading to close readings of passages to comments about issues raised in the class but not discussed fully. You

may either initiate a new thread or respond to others' comments. Balancing original comments and responses, of

course, will help develop online interaction.

• Responses: Given the heavy reading load in the class, I'm only assigning 4 short papers for the class (outside of

the final paper). A response paper is due with every novel that we read; you may turn it in at any time while we

are reading the novel but response papers submitted after the completion of the novel will not be accepted.

The topic for the paper is open; if you need suggestions, consult your lecture notes and the study questions that I

post on Carmen. Response papers do not need to make an argument and can be used to explore ideas. I expect

them, however, to be focused meditations, with some textual support, on either a passage, a set of themes or

ideas, a literary device, or narrative method.

• Final Paper: The specific assignment will be posted on Carmen at the start of the term. The paper will be an indepth

study of one or more of Rushdie' s novels that develops an interpretation of the work based on critical,

historical, and/or theoretical texts. You are encouraged to meet with me to discuss the final paper, which is

different from all the other writing assignments in the course, and to submit a proposal outlining your ideas and

overall direction.

Course Policies

1) Absences: More than 2 absences from class will harm your participation grade, with a loss of 113 of a grade for each

day lost. Emergencies should be reported to me as soon as possible, and may require documentation from the

University.

2) Plagiarism: Plagiarism is the representation of another's works or ideas as one's own: it includes the unacknowledge,

word for word use and/or paraphrasing of another person's work, and/or the inappropriate unacknowledged use of

another person's ideas. All cases of suspected plagiarism, in accordance with university rules, will be reported to the

Committee on Academic Misconduct. There will be no exceptions to this rule. If you are stressed out and don'

know how to write the paper, communicate with me before deciding to plagiarize, not after.

3) Help with Disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability

should meet with me, as early in the quarter as possible, to discuss your specific needs. Early communication will

allow me to adjust the course according to your needs in terms of access to technology, course material, and office

hours. Ifit makes sense, we can coordinate a plan with the Office for Disability Services, located in 150 Pomerene

Hall, which offers services for students with documented disabilities. To contact the ODS, call 292-3307.

4) Use of Technology: I expect that your papers be in typed in 12-point font and double-spaced as a Microsoft Word

document, and that you submit them to me via the Carmen dropbox. I also expect that you can be reached by email

for announcements that I may need to make in between class sessions. While I will make every effort to make the

technology accessible, it is your responsibility to get papers to me on time in the proper format. This includes,

but is not limited to, planning ahead so that you can account for technological problems that may occur in saving

your document, transferring it to Carmen, etc. The logic behind my requirements is this: 12-point font and double

spacing makes the document most legible for grading and reading, Microsoft Word-available to you at all campus

computers-is the easiest format for uploading and downloading, and posting papers electronically on Carmen alloy

http://people.cohums.ohio-state.eduijani4/en564.04_fal106.htm 10/31/2006

Syllabus: H598 Page 3 of4

me to give you comments that are typed, legible, and much more thorough than if you were printing them out and

handing them in.

5) The Jani Guarantee: On my part, I will do my best to return papers to you within a week after they are turned in, anc

never more than 10 days after the due date. I will type comments to your papers so that you don't have to read my

terrible handwriting, and can actually use the comments to study and improve for the next time. I will also be

regularly available, during office hours but also on email, to discuss papers or class ideas and issues.

COURSE OUTLINE (check Carmen for updates)

Introduction

W 9.20 The World of Rushdie: Decolonization and the Postcolonial Intellectual

WEEKS 1-3 MIDNIGHT'S CHILDREN

M 9.25

W 9.27

M 10.2

W 10.4

Nations and Perforated Sheets

Reading: Benedict Anderson, from Imagined Communities (CP), or

htt ://www.nationalismro·ect.or/whatlanderson.htm

Methwold and Colonial Han overs

*Reading: Rushdie, "'Commonwealth Literature' Does Not Exist" (CP)

The Saleem-Shiva 0 osition

*Reading: Timothy Brennan, "The National Longing for Form" (CP)

Pakistan and Muslim Identi

M 10.9

W 10.11

Student Research: Find a relevant article or book on Midnight's Children from the MLA Database.

Of Sperectomies, Magicians, and Hummingbirds

F 10.13

*Reading: John J. Su, "Epic of Failure: Disappointment as Utopian Fantasy in Midnight's

Children" (CP)

Last day to turn in Response #1, in Carmen dropbox by 5pm

WEEKS 4-6 THE SATANIC VERSES

Online Reading Companion: Paul Brians, "Notes on Salman Rushdie: The Satanic Verses (1988)" at

htt :/ /www. wsu.edul~brians/anglophone/satanic verses/

Decenterin the West Decenterin Tradition

Celebratin Mon relization

Khomeini Thatcher Rea an

The Sacred and the Profane

M 10.16

W 10.18

M 10.23

W 10.25

M 10.30

WILl

Student Research: Find a relevant article or book on The Satanic Verses from the MLA Database.

The Fatwa

Reading: Feroza Jussawalla, "Rushdie's Dastan-e-Dilruba: The Satanic Verses as Rushdie's LoveLetter

to Islam" (CP)

F 11.3 Last day to turn in Response #2, in Carmen dropbox by 5pm

Week 7: Rushdie and Islam: 9/11 and after

M 11.6 Reading: As'ad AbuKhalil, "Islamophobia" (CP)

Student Research: Representations of Islam after 9/11

W 11.8 Reading: Rushdie, "Gods and Monsters" and other essays (CP)

WEEKS 8-9 THE MOOR'S LAST SIGH

http://people.cohums.ohio-state.edulj ani4/ en564. 04_ fall06.htm 10/3112006

Syllabus: H598

Tracing Genealogies

Rep-resentations of Bombay

Page 4 of4

M 11.13

W 11.15

M 11.20

W 11.22

Student Research: Find a relevant article or book on The Moor's Last Sigh from the MLA Database.

Alternatives to SecularismlFundamentalism

Reading: Dohra Ahmad, "'This Fundo Stuff is Really Something New': Fundamentalism and Hybridity

in The Moor's Last Sigh" (CP)

F 11.4 Last day to turn in Response #3, in Carmen dropbox by 5pm

WEEK 10 Haroun and the Search for Truth

M 11.27 Stories and Truth

W 11.29 Is Haroun a Postmodemist Text?

F 12.1 Last day to turn in Response #4, in Carmen dropbox by 5pm

Tuesday 12.5: Final Paper Due (8-10 pages), in Carmen dropbox by 5 pm

http://people.cohums.ohio-state.edulj ani41 en5 64. 04_ fall06.htm 10/31/2006

Syllabus: H598

Course Description

English 583: Special Topics in World Literature

"Imagining India: 20th Century Literature and Film"

MW 3:30-5:18, Denney Hall 206

Fall Quarter 2006

Dr. Pranav Jani

Assistant Professor, Department of English

Office Hours: M 9:45-11: 15, T 10:30-12, and by appointment

462 Denney Hall, [e-mail], 614-292-6965

htl :11 eo le.cohums.ohio-state.edul" ani41

Page 1 of5

Indians and non-Indians have long participated in imagining India, portraying it as everything from an exotic, spiritual

paradise to model for peaceful protest and pluralistic democracy, to a hell on earth, filled with oppression and violence.

In this course, we will examine how 20th century literature and film by and/or about Indians provided a basis for these

representations, reimagining the subcontinent in terms of gender, race, ethnicity, and religion in the process of serving

the social and political interests of particular groups and classes. In the process, the course will delve beyond the

Orientalist and nationalist representations of India that dominated the 20th century and introduce students to a

multiplicity of perspectives.

Required Texts (available at SBX, 1806 N High St)

Mohandas Gandhi, An Autobiography.

Amitav Ghosh, The Shadow Lines.

Rokeya Sakhawat Hosein, Sultana's Dream.

Arundhati Roy, The God a/Small Things.

Nayantara Sahgal, Rich Like Us.

Course packet (CP) from Zip publishing (available at SBX)

Course Web Page(s) and Email:

Log on at www.carmen.osu.edu for

• Interactive Syllabus

• Dropbox for turning in papers

• Discussion threads for journal entries

Go to my personal webpage: http://people.cohums.ohio-state.eduljani4/ for

• links to the broader literary and political context of class material

• links to world and alternative media

Note: Messages requiring a response from me should be sent to [e-mail]. Please keep the discussion on

Carmen focused on themes and questions of general interest to the class.

Course Requirements

Class Participation 15%

Carmen (10 entries) 10%

Paper #1 (2-3 pages) 10%

Midterm Exam 20%

http://people.cohums.ohio-state.edulj ani41 en5 83 _ fall06.htm 10/3112006

Syllabus: H598

Paper #2 ( 4-5 pages)

Final Paper (6-7 pages)

Grading

20%

25%

Page 2 of5

• Class Partici ation: Engaged, active participation in the class will be crucial to your grade. This includes, but is

not limited to: arriving to class on time, bringing in the texts we're reading that day, being alert during lecture

and discussion, raising questions and comments in the discussion period. Multiple absences, as described below,

can detract from your participation grade.

• Carmen: To receive the full 10% of the grade, you must post at least 10, paragraph-length entries to the

discussion threads on Carmen by the end of the term. These should consist of either close readings of texts or

elaborations, with some textual support, of themes and discussions raised in class. At least 5 of these should

initiate discussion of a topic; the rest can also respond to others' posts. Balancing original comments and

responses, of course, will help develop online interaction.

• Pa ers 1 and 2: Papers will focus on your ability to closely analyze the representations of and narratives about

India in particular texts, and to be able to compare various representations. They should not be mere summaries

of texts or the ideas contained within them. Specific details on each assignment will be made available through

Carmen.

• Midterm Exam: The midterm will be a take-home exam, featuring a series of essay questions that measure your

reading comprehension and your grasp of the main themes and theoretical paradigms of the course.

• Final Paper: The specific assignment will be posted on Carmen at the start of the term. The paper will be a

comparative, in-depth study of two or three texts that develops an interpretation of them with attention to critical,

historical, and/or theoretical works. You are encouraged to meet with me to discuss the final paper, which is

different from all the other writing assignments in the course, and to submit a proposal outlining your ideas and

overall direction.

Course Policies

1) Absences: More than 2 absences from class will harm your participation grade, with a loss of 113 of a grade for each

day lost. Emergencies should be reported to me as soon as possible, and may require documentation from the

University.

2) Plagiarism: Plagiarism is the representation of another's works or ideas as one's own: it includes the unacknowledge,

word for word use and/or paraphrasing of another person's work, and/or the inappropriate unacknowledged use of

another person's ideas. All cases of suspected plagiarism, in accordance with university rules, will be reported to the

Committee on Academic Misconduct. There will be no exceptions to this rule. If you are stressed out and don'know

how to write the paper, communicate with me before deciding to plagiarize, not after.

3) Help with Disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability

should meet with me, as early in the quarter as possible, to discuss your specific needs. Early communication will

allow me to adjust the course according to your needs in terms of access to technology, course material, and office

hours. If it makes sense, we can coordinate a plan with the Office for Disability Services, located in 150 Pomerene

Hall, which offers services for students with documented disabilities. To contact the ODS, call 292-3307.

4) Use of Technology: I expect that your papers be in typed in 12-point font and double-spaced as a Microsoft Word

document, and that you submit them to me via the Carmen dropbox. I also expect that you can be reached by email

for announcements that I may need to make in between class sessions. While I will make every effort to make the

technology accessible, it is your responsibility to get papers to me on time in the proper format. This includes,

but is not limited to, planning ahead so that you can account for technological problems that may occur in saving

your document, transferring it to Carmen, etc. The logic behind my requirements is this: 12-point font and double

spacing makes the document most legible for grading and reading, Microsoft Word-available to you at all campus

computers-is the easiest format for uploading and downloading, and posting papers electronically on Carmen allov

me to give you comments that are typed, legible, and much more thorough than if you were printing them out and

http://people.cohums.ohio-state.edulj ani4/en5 83 _ fall06.htm 10/3112006

Syllabus: H598 Page 3 of5

handing them in.

5) The Jani Guarantee: On my part, I will do my best to return papers to you within a week after they are turned in, anc

never more than 10 days after the due date. I will type comments to your papers so that you don't have to read my

terrible handwriting, and can actually use the comments to study and improve for the next time. I will also be

regularly available, during office hours but also on email, to discuss papers or class ideas and issues.

http://people.cohums.ohio-state.eduljani4/en583 _ fall06.htm 10/3112006

Syllabus: H598

COURSE OUTLINE (check Carmen or my webpage for updates)

Introduction

W 9.20 How Do You Imagine India?

Orientalism and Imperialism

M 9.25 Definitions of Orientalism and Imperialism

Reading:

• Edward Said, from Orientalism (CP)

Page 4 of5

• Wes Cecil, Pranav Jani, Stacy Takacs, "India Is(n't): (Mis)representations ofIndia in the US

W 9.27

F 9.29

M 10.2

Media" (CP)

Colonial Re resentations

Film clips: George Stevens, Gunga Din

Reading:

• Rudyard Kipling, "The White Man's Burden" (CP)

• Kipling, "Gunga Din" (CP)

• Sixto Lopez, "The Filipinos Will Never Take up the 'White Man's Burden'" (CP)

Screening of Richard Attenborough's Gandhi (details TBA)

Please see Gandhi on your own if you cannot make this screening.

Contemporary Representations

Film clips: Steven Spielberg, Indiana Jones and the Temple of Doom

Student Presentations: Media representations of IndialIndians

Gandhi and Nationalism

W 10.4

M 10.9

Nations and Ima ined Communities

Reading:

• Gandhi: An Autobiography, pages 1-100

• Benedict Anderson, from Imagined Communities (CP), or

http://www.nationalism ro· ect.or Iwhatlanderson.htm

• *Pranav Jani and Mytheli Sreenivas, "Anticolonial Struggle in South Asia" (CP)

Comparing Gandhi and An Autobiography

Reading:

• Any 100 additional pages of An Autobiography (your selection)

• Salman Rushdie, "Attenborough's Gandhi" (CP)

Memory and Identity

W 10.11 Amitav Ghosh, The Shadow Lines

Th 10.12 DUE: Paper #1 (2-3 pages) in Carmen dropbox by 5pm

M 10.16

W 10.18

Ghosh, The Shadow Lines

*Nagesh Rao, "Cosmopolitanism, Class, and Gender in The Shadow Lines" (CP)

Ghosh, The Shadow Lines

Women and the Nation

M 10.23 Challenging Gender Norms

Reading: Rokeya Hosein, Sultana's Dream

W 10.25 Colonialism Nationalism and Patriarch

Film: Ketan Mehta, Mirch-Masala

http://people.cohums.ohio-state.eduljani4/en583 _ fall06.htm 10/3112006

Syllabus: H598

M 10.30

WILl

Th 11.2

Bein an 'Indian Woman'

Film: Gurinder Chada, Bhaji on the Beach

The Politics of Representation

Student Presentations: Media representations of Indian women

Due: Midterm Exam in Carmen dropbox by 5pm

Class and the Nation

M 11.6 The Indian Emergency

Reading: Nayantara Sahgal, Rich Like Us

W 11.8 Elites and "Subalterns"

Reading: Sahgal, Rich Like Us

*Gayatri Spivak, from "Can the Subaltern Speak?" (CP)

Th 11.9 DUE: PAPER #2 (4-5 pages), in Carmen dropbox by 5pm

M 11.13 Globalization and India

Film: PBS, i-BOO-India

Reading: Paul Davies, From What's This India Business? (CP)

Communalism

W 11.15 The Rise of Hindutva

Film: Anand Patwardhan, Ram Ke Nam

M 11.20 Bombay 1993

Film: Maniratnam, Bombay

The View from Below

W 11.22 The Bi and the Small

Arundhati Roy, The God of Small Things

M 11.27 Velutha and Ammu

Roy, The God of Small Things

W 11.29 UtopiaiDystopia

Roy, The God of Small Things

M 12.4 DUE: Final Paper (6-7 pages), in Carmen dropbox by 5pm

http://people.cohums.ohio-state.edulj ani4/en5 83 _fall 06.htm

Page 5 of5

10/3112006

History of Afghanistan

History 355
Quarter Instructor Office Hours

History Number (300-level) Professor Scott Levi Days, Time, and by appt.

Days, Time, Place [e-mail] 152 Dulles Hall, 292-2447
Important Dates

First Day of Classes Paper Due

Map Quiz Last Day of Classes

Mid-Term Exam Final Exam

Course Description and Objectives

In recent years, journalists, soldiers, adventure seekers, aid workers and others have visited Afghanistan and reported that they encountered a place untouched by history: a land “lost in time.” To be sure, the territory of the modern nation state of Afghanistan is a frontier zone, and the peoples who have populated this region have historically existed on the margins of the Middle East, South Asia and Central Asia. But these peoples also boast a rich cultural heritage of their own that stretches into antiquity, and, as this course will demonstrate, their history is anything but timeless.

Our work this quarter will begin with an introductory survey of Afghanistan’s ethnic landscape, cultural diversity and early history. The focus of the course will then quickly shift to more modern concerns, beginning with the emergence of the Afghan state in the mid-eighteenth century, and Afghanistan’s central role in the “Great Game,” the Anglo-Russian colonial cold war of the nineteenth century. Next, our attention will turn to Afghanistan’s progressive age, which continued from the early twentieth century even into the 1970s, as the central government in Kabul struggled to implement a series of educational, social and economic reforms that would provide the foundation for a modern Afghan society.

Afghanistan’s progress in this period was substantial, but it was also ephemeral. In the winter of 1979, the Soviet Union launched a massive invasion of Afghanistan and soon thereafter the United States began funding numerous Afghan resistance groups, collectively known as the mujahidin. As the Soviet army withdrew in 1988, the extraordinarily well-armed mujahidin factions descended into a protracted civil war that further transformed the country into a poverty-stricken wasteland. In the power vacuum of the 1990s, this nearly forgotten war zone became an incubator for radical Islamist political movements and a safe haven for global terror organizations — international attention returned only after the terror acts of September 11, 2001. The achievements of the earlier twentieth century are now nearly imperceptible; instead, visitors encounter profound underdevelopment, ecological disaster, a weak central government targeted by Taliban attacks and recurrent suicide bombings, and a weaker economy largely based on the production of illicit drugs.

This course is directed primarily at an audience of undergraduate history majors with an interest in Afghanistan. It will also be of interest to students in other fields, including especially political science and international relations, who are preparing for a career that might in some way involve them in Afghanistan. Above all, this course aims to equip students with an understanding of modern Afghan society, the challenges that confront it, and the historical foundations on which it is established.
Objectives/Learning Outcomes

By completing the requirements for this course, students will:

1. Acquire a perspective on history and an understanding of the factors that shape human activity. This knowledge will furnish students insights into the origins and nature of contemporary issues and a foundation for future comparative understanding of civilizations.
2. Develop critical thinking through the study of diverse interpretations of historical events.
3. Apply critical thinking through historical analysis of primary and secondary sources.
4. Communicate these skills in exams, papers and discussions.


Important Registration Information

All students must be officially enrolled in the course by the end of the second full week of the quarter. No requests to add the course will be approved by the Chair of the Department after that time. Enrolling officially and on time is solely the responsibility of the student.

GEC and History Categories

This course fulfills half of the GEC Category 3: Historical Study requirement. In the history major, it is a Group A, Area 4 course, dealing with the post-1750 period.

Reserve Clause

The professor reserves the right to make changes in the syllabus when necessary or beneficial to meet the objectives of the course, to compensate for missed classes or schedule changes, or for similar legitimate reasons. Students will be notified of any such changes to the syllabus in adequate time to adjust to those changes.

Required Reading

Sarah Chayes, The Punishment of Virtue: Inside Afghanistan after the Taliban (New York, 2007).

Martin Ewans, Afghanistan: A Short History of its People and Politics (New York, 2002).

Amin Saikal, Modern Afghanistan: A History of Struggle and Survival (London, 2006).

Willem Vogelsang, The Afghans (Chichester, West Sussex, 2008).

Recommended Reading (on reserve)

Whitney Azoy, Buzkashi: Game and Power in Afghanistan (Prospect Heights, IL, 2003).

Henry Bradsher, Afghan Communism and Soviet Intervention (Oxford, 2002).

Robert Crews and Amin Tarzi, eds, The Taliban and the Crisis of Afghanistan (Cambridge, MA, 2008).

Louis Dupree, Afghanistan (Princeton, 1980).

David Edwards, Heroes of the Age: Moral Fault Lines on the Afghan Frontier (Berkeley, 1996).

[Free version at: http://ark.cdlib.org/ark:/13030/ft458006bg/]

David Edwards, Before Taliban: Genealogies of the Afghan Jihad (Berkeley, 2002).

[Free version at: http://ark.cdlib.org/ark:/13030/ft3p30056w/]

Jos Gommans, The Rise of the Indo-Afghan Empire, c.1710–1780 (Leiden, 1995).

Larry Goodson, Afghanistan’s Endless War: State Failure, Regional Politics and the Rise of the Taliban (Seattle, 2001).

Vartan Gregorian, The Emergence of Modern Afghanistan (Stanford, 1969).

Peter Hopkirk, The Great Game: The Struggle for Empire in Central Asia (New York, 1992).

M. Hassan Kakar, Government and Society in Afghanistan: The Reign of Amir ‘Abd al-Rahman Khan (Austin, 1979).

M. Hassan Kakar, A Political and Diplomatic History of Afghanistan, 1863–1901 (Leiden, 2006).

Karl E. Meyer and Shareen Blair Breisac, Tournament of Shadows: The Great Game and the Race for Empire in Central Asia (Washington, DC, 1999).

Ahmed Rashid, Taliban: Militant Islam, Oil and Fundamentalism in Central Asia (New Haven, 2001).

Olivier Roy, Islam & Resistance in Afghanistan (Cambridge, 1990).

Note: all books listed as required and recommended readings are on two-hour reserve at the Main Library. All books required for this course are available for purchase at SBX.

Assignments and Grading

Participation 10%

Map Quiz: 10%

Paper 25%

Mid-Term 25%

Final 30%

Grading Scale

A 92.5–100 B- 80–82 D+ 67.5–69.5

A- 90–92 C+ 77.5–79.5 D 60–67

B+ 87.5–89.5 C 72.5–77 E 59.5 and below

B 82.5–87 C- 70–72
Note: the instructor reserves the right to consider improvement in determining final grades.
Class Participation and Attendance

Attendance and active participation in class discussion is required for this course. Additionally, the lectures for this course augment the required readings, and exam questions will be taken from both. You are strongly encouraged to attend all class periods. If you miss a class, it is your responsibility to find out what you have missed and to collect lecture notes and information regarding any changes to the syllabus from other students. Chronic absences, more than two, may result in a penalty of one full letter grade.

Map Quiz

In the first week of the quarter I will provide you with a list of geographical terms and a blank map. You will be required to locate ten of these terms on an identical blank map in class.

Examinations

Examinations will consist of a combination of multiple choice, short identifications and essay questions that you will be required to answer in class. Essay questions will be graded based upon how well your answer communicates in writing what you have learned.

If you have to miss an exam because of illness or a verifiable emergency, you must contact me before the exam. Make-up exams will be given only in cases of serious illness or other documented emergency, and will consist entirely of essay questions. To make-up any exam, you will have to take it during one of the regularly scheduled exam sessions offered by the Department of History.
Paper Assignment

For this course you are required to submit a well-crafted research paper of approximately ten pages, due in class on the date specified in the syllabus below. Papers may be on a topic that interests you, but topics must receive the instructor’s approval. Once you have determined a subject that interests you, you should consult the relevant recommended readings and compile a proposal and bibliography. Your proposal is due in class on the date specified on the syllabus below. Please note that papers must incorporate a critical analysis of at least one primary source. Additional instructions will be distributed in class.

Learning how to express one’s ideas clearly is an important goal of any education. For this reason, paper grades will be based not only on content, but also on grammar and your correct use of formal writing style. Papers should be typed and double-spaced in 12-point font, and they should make proper use of footnotes or endnotes, a title page and a bibliography. Useful resources include: Mary Lynn Rampolla, A Pocket Guide to Writing in History (5^th ed.) and the OSU Writing Center (http://cstw.osu.edu/writingCenter/). Please note that papers will drop one full grade for each class period that they are late.
Students with Disabilities

Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone [phone], TDD 292-0901; http://www.ods.ohio-state.edu/.

Academic Misconduct

It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term academic misconduct includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-487). For additional information, see the Code of Student Conduct (http://studentaffairs.osu.edu/resource_csc.asp).

Plagiarism is representing someone else’s words or ideas as your own. It is a form of academic dishonesty and it is not tolerated. Plagiarism includes, but is not limited to: handing in someone else’s work as your own; taking credit for ideas that are not your own; including in your work phrases, sentences, paragraphs or any text from a book, article, or web site without marking the text as a quotation and citing the source; and paraphrasing text from a source (i.e., taking an idea from a source while not quoting it exactly) without citing the source. Any student found to have plagiarized on any assignment may receive a failing grade for the quarter. Additionally, the instructor will notify the Committee on Academic Misconduct. See http://cstw.osu.edu/writingCenter/handouts/research_plagiarism.cfm for further discussion of plagiarism.

Disruptive Behavior

While questions during class are always welcome, students should note that disruptive behavior impairs the learning environment for all students and it will not be tolerated. Students may be dismissed from class should they arrive late, depart early (without having previously notified the professor of a compelling reason to do so), converse during class, or (especially) receive a cellular telephone call during class. Text messaging during class is also forbidden. Chronic disruptive behavior could result in the student receiving a lowered or even failing grade.

SYLLABUS
WEEK 1 • Introduction to the course

Date • Introduction to the peoples and geography of Afghanistan

Reading: Vogelsang, 1–39

Saikal, 1–16

Ewans, 1–14

Recommended: Dupree, Afghanistan, 1–65

WEEK 2 • Nomadic and Sedentary Lifestyles

Date • Alexander the Great and Bamiyan Buddhas: Afghanistan in Antiquity

Reading: Vogelsang, 40–175

Ewans, 15–28

Recommended: Dupree, Afghanistan, 66–131

WEEK 3 • Video: “An Afghan Village”

Date • Map Quiz

• From the Arab Conquests to the Timurid Renaissance

Reading: Vogelsang, 176–212

Recommended: Dupree, Afghanistan, 132–252

WEEK 4 • The Afghan Frontier in the Age of the Early Modern Islamic Empires

Date • Ahmad Shah Durrani and the Indo-Afghan Empire

Reading: Vogelsang, 213–44

Saikal, 17–39

Ewans, 29–44

WEEK 5 • The Anglo-Russian “Great Game”

Date • The Iron Amir: ‘Abd al-Rahman Khan and the Afghan Nation State

• Paper Proposal and Bibliography Due

Reading: Vogelsang, 245–86

Saikal, 40–57

Ewans, 45–109

WEEK 6 • Mid-Term Exam

Date • Afghan State and Society in the 20^th Century: Modernity and Resistance

Reading: Vogelsang, 287–302

Saikal, 58–116

Ewans, 110–63

WEEK 7 • The Communist Coup and the Soviet Invasion

Date • Islam and the Anti-Soviet Jihad

Reading: Vogelsang, 303–20

Saikal, 117–208

Ewans, 164–225

WEEK 8 • The Mujahidin and the Afghan Civil War

Date • The Rise of the Taliban

• Paper Due

Reading: Vogelsang, 321–34

Saikal, 209–30

Ewans, 226–71

Chayes, 1–102

WEEK 9 • Mullah Omar, Osama bin Laden, and the War on America

Date • September 11, 2001, and the U.S. invasion of Afghanistan

Reading: Vogelsang, 335–46

Saikal, 231–40

Ewans, 272–93

Chayes, 103–231

WEEK 10 • Gender and Society under the Taliban and in Modern Afghanistan

Date • Warlords and the Loya Jirga: Afghanistan at Present and in the Future

Reading: Chayes, 232–362

FINAL EXAM

Day, Date and Time

SYLLABUS FOR HISTORY OF ART 213

SURVEY OF ASIAN ART

AUTUMN 2007

Professor

Dr. Susan L. Huntington

223 Hayes Hall

[e-mail]

Office Hours: MW 12:30-

1:30 and by appointment

Graduate Teaching Associate

Mr. David Efurd

[e-mail]

Office Hours: MW 11:30-12:30

and by appointment

224 Hayes Hall

Course Description

This course examines the history of Asian art (especially painting, sculpture, and

architecture), organized according to the major cultural and geographic regions of Asia.

An emphasis will be placed on the continuity and change of individual cultures over time,

the links between cultures, and the major religious traditions of Asia.

Course Meetings

Lectures will be delivered on Mondays and Wednesdays from 9:30 to 11:18 in Hopkins

Hall 262. Some class time will also be devoted to discussions.

Readings and Assignments

There is no textbook for the course. Short readings of primary sources will be

posted on CARMEN. The lectures and discussions will provide the basic information for

the course and will also be posted as pdf files on CARMEN.

Course Mechanics

This course will use the CARMEN electronic class management system. All

lectures will be posted on CARMEN, normally within 2 days after the lecture. The course

syllabus, readings, assignments, announcements, e-mail and other details of the course

will also be managed with CARMEN.

Exams

There will be two exams for the course, a midterm and a final. The final will be a

midterm of the second half of the course (one hour) and a cumulative final (one hour)

Make-up exams will only be given in extreme circumstances. In the case of an illness or

emergency, you must contact one of the instructors as soon as possible. Requests for

make-up exams must be accompanied by appropriate medical or other documentation.

Exams may include slides, terms, maps, and essays.

This course emphasizes your understanding and your ability to articulate concepts about

Asian art rather than memorization. On your exams, slides will be labeled with the

factual information. Your task on the exam will be to write about the important

information about the materials rather than simply memorize the terms, the dates, the

kings’ names, and so on. In other words, the instructors want you to think about the

materials, not simply memorize facts.

Course Grading

25% Short papers on readings, out-of-class assignments.

25% Midterm exam

50% Exam given at time of final

25% for first hour (2nd midterm)

25% second hour (final)

Grade Scale

A 93% and above, A- 90-92%, B+ 88-89%, B 83-87%, B- 80-82%, C+ 78-79%, C 73-

77%, C- 70-72%, D+ 68-69%, D 60-67%, E 59% and below

Students with Special Needs

Students who need accommodation based on a disability should contact one of the

instructors by the end of the first full week of classes to discuss their specific needs. We

rely on the Office of Disability Services to verify the need for accommodation and to

help develop accommodation strategies. Students with disabilities who have not

previously contacted the Office of Disability Services should look at the ODS website at

http://www.ods.ohio-state.edu and/or contact ODS by phone to schedule an appointment

(292-3307).

Academic Misconduct

OSU instructors are required to report suspected cases of academic misconduct to the

Committee on Academic Misconduct. The University’s rules on academic misconduct

can be found on the web at http://oaa.osu.edu/procedures/1.0.html

GEC Statement

History of Art 213 fulfills the “Arts and Humanities: Analysis of Texts and Works of

Art” category of the General Education Curriculum. The stated goals and rationale for

that category are as follows:

Students evaluate significant writing and works of art. Such studies develop capacities

for aesthetic and historical response and judgment; for interpretation and evaluation; for

critical listening, reading, seeing, thinking, and writing; and for experiencing the arts

and reflecting on that experience.

Learning Objectives:

1. Students develop abilities to be enlightened observers or active participants in the

visual, spatial, musical, theatrical, rhetorical, or written arts.

2. Students describe and interpret achievement in the arts and literature.

3. Students explain how works of art and literature express social and cultural

issues.

History of Art 213 addresses these objectives in several important ways. It engages works

of art through close analyses of their structure, function, and subject matter, as well as

historical factors—religious, political, and cultural alike—that contributed to their

creation. The course is strongly interdisciplinary and presents the historical, religious, and

cultural contexts of works of art. HA 213 also emphasizes general principles and

strategies of visual analysis through which students can appreciate and begin to

understand works of art from historical and cultural contexts other than those covered by

the course itself. Moreover, the course lectures, readings, and other assignments are

designed to enhance the student’s overall critical and analytic abilities, just as the essay

format of the exams is intended to encourage students to work on the clarity and

precision of their writing.

Dates to Remember

Midterm Examination:

Monday, October 29, 2007 during class

Final Exam:

Tuesday, December 4, 2007 7:30-9:18

(You will be given a list of possible questions for this part of the

exam before the last week of classes.)

COURSE OUTLINE AND LECTURE LIST

WEEK 1

Weds. 09/19

INTRODUCTION

Introduction to Asian Geography and Culture

Art as Document: What is Art? What is Asian Art?

NORTH ASIA

Northern Asia: The Beginnings of Eurasian Culture and the

Nomads

WEEK 2

SOUTH ASIA

Mon. 09/24 South Asia: Indigenous Peoples and Cultures (prehistoric to 1200)

Weds. 09/26 Buddhist Art of South Asia

WEEK 3

Mon. 10/01 Buddhist Art of South Asia

Weds. 10/03 Hindu Art of South Asia

WEEK 4

Mon. 10/08 Islamic Art and the Impact of Islam on South Asian Culture

Weds. 10/10 European Colonial Period and Independence (1947-present)

WEEK 5

SOUTHEAST ASIA

Mon. 10/15 Southeast Asia: Indigenous Peoples and Cultures to Contemporary

HIMALAYAN REGION

Weds. 10/17 Himalayan Art of Nepal and Tibet

WEEK 6

CENTRAL ASIA

Mon. 10/22 Central Asia: Early Peoples and Cultures through Contemporary

EAST ASIA

Weds. 10/24 China: Early Peoples and Cultures (through Han Dynasty)

WEEK 7

Mon. 10/29 MIDTERM EXAM

Weds. 10/31 China: Advent of Buddhism & Buddhist Art

Chinese Painting

WEEK 8

Mon. 11/05 Chinese Painting

Weds. 11/07 Chinese Painting; Chinese Ceramics

WEEK 9

Mon. 11/12 VETERAN’S DAY: NO CLASSES

Weds.11/14 Japan: Early Peoples and Cultures

WEEK 10

Mon. 11/19 Japan: Advent and Development of Buddhist Art

Weds. 11/21 Japan: Court Art (We will have class. THANKSGIVING IS 22ND.)

THIS WEEK: Distribution of essay questions for part two of final exam.

WEEK 11

Mon. 11/26 Zen Buddhism; tea ceremony

Weds. 11/28 Japan: Edo Period through Contemporary

EXAM WEEK

Tues. 12/04 7:30-9:18 FINAL EXAM

Syllabus for The Buddhist Art of Gandhåra and Kåßmªr

History of Art 668

Instructor:
John C. Huntington, Professor

Office: 231 Hayes Hall

Hours: approximately 1:30 PM to approximately 7:00 PM

Except for class times, I am rarely out of my office and you are welcome at any time.

Telephone: office, 688-8198; home, 888-1083 (No home calls after 10:00 PM)

E- Mail: