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H. M. EVANS 

From

.............................................................................................................

REGISTRAR AND SECRETARY OF SENATE 

SEPTEMBER 22, 1970 

Date 

...............................................................................................

At the Senate meeting of September 14, 1970, D. H. 

Sullivan, Dean of Arts, distributed examples of the proposed 

Faculty of Arts programs as' outlined in-Paper S.407, a paper 

whici was distributed to Senators prior to the meeting of 

September 14, 1970. 

Copies of these examples are being distributed at 

this time to Senators for general information. 

ends. 

I'Or -' Aria 

?

Co urse 

L. JLlder:on ? 

rish 

'ocIels a' iran 

The ? 

maze of this course -rou1d be to oresc:'it to the student a 

oerie3 o hi crust ideologies on the nature of man that have both 

:.storica inrortanco and contonrorary significance. Centrel to the 

ccrrsooulc. be seven vrorlcs of 

literature ) - 

each of -fnich 

?

thin a rela- 

tively ? 

e2 compass rather intens1y reflects a way of thinking about 

human notrme: 

Id;:acis ? 

Persona]. Narrative 

Goehc, ? 

Fzuz±, Part I 

Dotoycvsky,.. Notes 

?

on the Underground 

Lancncc, ? 

The iran ho 

"died

TPcbel 

Hese, ? 

3iddhartha 

Olsen ) 

?

Causal 

3ir

this reading list is arranged chronoloicaliy, and for 

p eda- 

gôgic rezons, there is no pretense that it is historically canprehnsive. 

• ? 

In order to gain some historical 

p

erspective on the ideologies rerre- 

:ted, .owever, the class would also read four works on intellectual 

history: 

Bredrold, L., 

?

The Brave New ior].d of the' 

Hughes, H.S. 

?

Conzciouseas 

z7.

nd

Soc:i.etv 

:oszLic, 

T., ? 

The Makin of a Counter Culture 

umcr±, L., 

?

Transfomnatisof an 

The course would be deliberately generalizing 

)

deliberately acm- 

ciiscilnary, in the belief that the ju:barosition of very different 

stylesf thcugmbodied in a variety of itten forms would have 

value not usually obtainable is course more narrowly defined 

withindiscinline. It would attempt to avoid some of the itfalls of 

such cmaruroach by attention to suecific te::t, trcotirg them not as 

W ?

aczthe4c forms, nor historical documents, nor formal Philosophy 

)

but as 

ztatemets of and about human values 

would be o.kad to become 

so   ? 

engaged wi:.h the 

tcrfal, the course would be taught entirely as a discussion section. 

b'c

:ou1d bc ivn iv ;our 01' credit. 

D. rot a rac .cr.Uy : .ovativo courc 

•

:L ?

c'.-.at

1iro ? 

rirt 

:r;aar 

?

a '.uzirnitio 

?

couze a. 

:,lCay 

iii:'. J-!ore at Siron Frcr, 

however 

)

:cre cur 1Lrtur 

0

t'r t. 

?

cf::cd by ? 

b'r

p

c:oc, or by lanaf 

?

hC

the cr;es in 

all

?

ents serve the interests of a particular 

TC

coOJO7T 

or roa 

O

?

0 :aCfC 

tflO 

relOtiors be acr disc 

?

es tend to 

atdr-ental border, such a course riht_ ho both novel and attuac- 

tive 

to

siudonts. This cou,e 

?

ers .:cst r,arkechL; 

r

r'

usua1 

its inclusion of at least so:ae historical rerenective. .lihouh 

tho eitHer of a fcu rorks about the history ci' social theory is 

iteral to the co' 

,

cention of this course 

,

, this scarcely nakes 

ace ::icly subveive. i-iorcfuly, students conceniratin in liter 

aaure or history r!ll find this ourse a useful adjurct to their ::a,or 

)L)

COURSE OUTLINE 

?

Utopias and Utopian Thought from the 

Seventeenth Century to the Present 

This course will concern itself generally 

with the evelopment of utopian philosophies in Europe and America, as 

they appered after the emergence of industrial society. The aim of the 

courseIsto provide an historical basis for the current reappearance 

of utopian and anarchical theories of social structure in our society, 

and to anlyse their application and utility today. Since we hope to 

make this 

;

basically a discussion course, no lecture times will be scheduled, 

unless, of course, those students taking the course wish to have then. In 

that caseL students can decide what material they want presented in the 

[I:

lecture, and who will present it. The location and length of the seminars 

will be discussed at our first meeting, which will meet as scheduled on the 

timetable . Bring along any suggestions you might have as to course 

organization, material etc. 

The iollowing books are, in varying degrees, relevant to the subject 

matter. Some of them, such as Mannheim's Ideology and Utopia, are pretty 

heavy reading. The lighter works, such as Aldous Huxley's Island, you might 

find more interesting. Thomas More's UtoDia is good as an introduction to 

utopian philosophy. 

Armyta 

cr e ? 

Yesterday's Tomorrows 

Eellarr ? 

B. ? 

Looking Bac1ards 

Butler,, S. ? 

Ereh.Ton ? 

. ?

-

, ?

p.iI -

2

Eurich     

Science in Utopia 

Gerber     

Utopian Fantasy 

Hertzka, ? 

S.'

Freeland 

Holberg 

Journey of Niels Klim 

Huxley,'A.   

Island, ? 

Brave New World 

Mannheim, K.  

Ideology and Utopia 

Marshall    

Upsidonia 

Nelson     

Twentieth Century Inter 

p

retations of Utopia 

More, T.    

Utonia 

Morris, W.   

News from Nowhere 

Orwell, G.   

1984

Skinner, ? 

B.    Walden II 

Wells      

A Modern Utopia 

In addition' 

to these, there are some general books on the history 

of utopian ;     

thought. 

Hertzler 

?

The History of Uto 

p

ian Thought 

Manuel ? 

Utopias and Utopian Thought 

Numford ? 

The Story of Utooias 

Negley 

?

The Quest for Utop..a 

•

?

Please feel free to suggest any other books for discussion 

above areonly examples ofhat we could read. 

The books listed 

ARTS PROGRAMME COURSE PROPOSAL 

?

J. M. Bumstcd 

TUE MODERN PT LM AS SOCIAL DOCUMENT 

Students of mockrn society have long recognized the value of 

fictional works of literature as documents of the mores, 

values aid milieu of the contemporary society which they des- 

cribe. Loss frequently explored for the same purpose are the 

works in !the mass communications media, particularly television 

and films. 

This 5-C 

,

'edit course will attempt to explore the ways in which 

film of a non-documentary nature can be employed for documentary 

puruoses by the historian, sociologist, political scientist, 

0

e0g1

,

ap4r. Each week a carefully selected film will be screened 

for studnts in the course, followed by a lecture by a specialist 

on the satiaI and teinnoral milieu described in the film (who will 

attempt to suggest particular points of importance for the dis- 

cussion which will conclude the consideration of each film). 

Films which might be considered include the following: 

Docks of New York (American, 1928) 

Citizen Kane (American, 1941) 

?asan (Italian, 1946) 

On the W 

,

aterfront (American, 1954) 

The Ravn (French, 1943) 

Lonelinss of the Long Distance Runner (British, 1965) 

Saturday Night and Sunday. Morning (British, 1964) 

Dolc Vita (Italian, 1959) 

The Youh(" and the Damned (Mexican, 1951) 

The Graes of Wrath (American, 1940) 

C:rrent films such as the Canadian Goin 

t

Down the Road or the 

Americah hasr Rider might also be included in the schedule for a 

smester 

t

s work. 

Reding in the course will consist of relevant works of film en- 

t.cism lsuch as E.W. and M.M. Robsonts The Film Answers Sack or M. 

lfentcin and N. Leites , Movies: A Psycho1o,ica1 Stud 

y , as well 

as mat-ra 1 on the temporal and spatial mileu of the film to serve 

as bacgnound for understardind its documentary character. 

-utJy oc-A': 

.:

Anita Cl:.ir Fellran 

p

?

Courre k1rcpcsal 

e

T1!1!'JKINC ABOUT 1.,IOMEN 

An introductory exploration c 

?

he status 

and attitudes of 19t1 

1

& 20th century 

?

American women, 

S uc 

h ecoirsc would by its nature be both frustratjn and parronizjr.e. In 

ic'. or :'c tact tt womcn h 

a

ve iadc up 

r ou'hly half the population of -rca 

dunn', the yeats under consideration, why do we thin; that we can offer a sinie 

course thatouid begin to deal with the variations ana scope of these women's 

lives? Idealiy all ctudnts of history would learn about the quality of 

woes 1ive. and the nature of their contributions at the sane 

time chat they 

learn about th 

b

?

of men in their introductory history courses. That they 

do nor 

so is owing both to the androcentnic nature of our society and to 

the un mocratic nature of traditional history. 

?

Women will naturally receive 

more tuciy ond attention when we lose our Preoccu-)atiofl with the lives 

and

activities of a few famous people of the past and focus instead on what life 

was like for crdicury people of all lvelc of society. Politics is but one as 

the concerns f peo 

p

les' lives and for many a rather marginal one. At any rare 

power can probably be studied more fruitfully as it affected family relaticn- 

chiDs

a; '.:ell as those pertaining to choolin and jobs. Eventually, one can 

hope, historians will be able to tell us about the lives of people in the past 

in a way that reflects the basic 

than a ;cnics of avants external 

:h

?

hidto:y is studied in 

roc tnev 

p layed J1cn: 

interests and concerns of those peole rather 

to the praoccuations of most of them. 

such a way, then we will learn much more about 

Ln the family and community; 

the

kinds of values 

with ':hich they inculcated their children at any given time or place or status; 

v.C\...c their own psyches and bo. 

?

. At the moment we are good 

W

ncith a; n;in the pro-er questions nor at finding the necessarily indirect 

ocurcc of infor.....on which would give us some of the answers. We must b;:in 

Anita Clair r'elln::n (2) 

tha. ? 

women out and anking ome baic questions about them usino te 

char oriitivc information aveilahlc to us. Perhaps we can cvcr.tually move 

fr cni here to a more hum.ne study of all human beings. I would justify the choice 

of 19th an 20th century American women as a starting point because there is 

more i ormation available for this period than any other owing in part to 

the birth and growth of the organized feminist movement, and because American 

:a.an have conventionally been thought of a the mo s t free of women. They are 

also the groeo witi which Ca-adian women have had moSt in common. in such 

?

course 

we would attemnt to delineate the ways ia which biology and custom havedeue:mined 

wca ? 

roles. ? 

We would c:amine also some of the 

DOi j tCCl

and social 

ca:icn. of ? 

role division, as well as its literary manifestations. 

?

We

ucud also be concerned with the tcchnicues .merican women have used to resist 

co:venicnal ? 

rmination of their lives. 

0 ?

A ic

ssilc reading list

for

such a coLrsc follows:

aad, :nlc and Pemale

Cha:c:te 'erkinc Cilman, The Namnade

Worla: O ur Androcentric Culture

de eauvoir, The Second Se:

(atc illot Semal Politics

laaty ':icda±,

The Per n.ne '?tc'uc

"The Usman ir Aaerica," Dacch.ns,

Spring,

l34.

Lee ai..'a:cr, orkirmznc 'Jife: ?

r ?o o3ljtv, World. end Life Style.

WiLliam 0 Ncii1, Ever'ione Was 3rava: kisa and Pall of Fsm in Ar rice.

:i:tonian3 ?

.rst3

Elimnan, T:kir r About Women.

:t2

C:c?in, :Lhenil. 

-!.. :.:y 

JaT. ?

catc. ? 

inns. 

Lor:a Les.ng, 

Tee Golden Notebook. 

Faculty of Arts Interdisciplinary Course Proposal 

I

Submitted by Dr. L. J. Evenden, Department of Geography 

Title: CEORAPH IC ENVIRONMENTS AND CANADIAN INTELLECTUAL TRADITIONS 

Pur p 

ose of course: The purpose of this course will be to trace connections 

betwecn various geographic environments of Canada and ideas about 

life a nd community as expressed in the works, habits, associations, 

organizations, recreations, and beliefs of 

Canadians.

In this way 

the iiitertwining strands of life and 

environment

may be interpreted 

to huh together a diverse communality. 

Interore . 

taion of contexts: The notion of environment is to be interpreted 

bradiy, an interpretation which.is 

consistent with the scope of the 

concept in modern geography. Thus it includes a consideration of 

aspects of the physical/material world of man, and the social, 

political, and cultural contexts which he has developed. Interactions 

of enironments, with man as the most dynamic ingredient, will be 

emphasized. 

Preliminary Suggestion of Themes 

1.

T{e Physical Environment 

2.

Te Metropolitan/Commercial Environment 

3. Te Political Environment 

4.

The Bureaucratic Environment 

5.

Canadian Communications in Environmental Contexts 

6.

Tho "Cultural" Environment 

7 National and Regional Frameworks 

?

6. The Settled Landscape ? 

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