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To.... 

?

Mr. H.M. Evans, Secretary 

?

From

Sheila Roberts, Adm in i strati 'ie 

Senate 

?

Assistant to Dean of Arts 

Subject..........

SPECIAL 

TOPICS COURSES 

?

Date

October 3, 1978 

-

For Information

In compliance with the Senate regulation, I am forwarding the 

outlines for Special Topics Courses offered in the 78-2 and 

78-3. 

S...Roberts 

?

-

?

-

?

--

?

-

.

\\\\

SIMON FRASER UNIVERSITY 

Department of Economics and Commerce 

COURSE OUTLINE 

COURSE: Economics 484-3/888 

?

SEMESTER: Summer, 1978 

TITLE: Selected Topics in Economics 

?

INSTRUCTOR: T. Borcherding 

The course will be concerned with the role that the development of attentu- 

ation of rights to use, sell or transform resources plays in the allocation 

of resources. Stress will be on positive ("what is") aspects of the theory, 

though normative ("what ought") issues will be touched upon from time to time. 

The class will meet for three hours with one short breAk. The instructor -- 

will lecture approximately one-half to two-thirds of each class and students 

will present prepared analysis of certain key articles and chapters from 

the required books. Original research will be offered towards the end of the 

term. Problems will be assigned from time to time. 

There will be no final exam, but one mid-term, which will count one-fifth 

of the final grade. A paper will be required and will contribute 

approx- 

imately half of the final grade. Class contribution, 

presentations, and 

written problems will 

make up around thirty percent of the final mark. 

Undergraduate students taking this course will be at no disadvantage to 

graduates as appropriate adjustment in instructor expectations will be made. 

Economics 301 or its equivalent is sufficient background for the course. 

Undergraduates will find a familiarity with the chapters on 

externalities 

and Pareto optimality in most intermediate texts as well as a firm grasp of 

the competitive and monopolistic models will get them a long way in this 

course. Those taking Economics 301 simultaneously will have their presenta- 

tions delayed until near the end of the term if at all possible. 

Required texts: 

Henry Manne, The Economics of Legal Relationships 

Richard A. Posuer, Economic Analysis of Law 

Bruce Ackerman, Economic Foundation of Property Law 

tio

ual

text: 

Armen A. Aichian and William R. Allen, Exchange and Production: 

Competition, Co-ordination and Control. 

-2-

I ?

PtOpérty Rights and Legal Institution 

II ? 

COast's Theorem: Eterna1ity and Coon Property 

III ? 

The

Nature of the Firm and the Modern Corporation 

IV ? 

Monopoly and Regulation 

V ?

Negligence, Torts and Safety 

VI ? 

Price COnttöls and "Free" But Scarce Goods 

VII

?

Non-Profit Constraints on Firms 

VIII ? 

The Legal

Process 

IX ? 

Crime and Punishment 

X ?

From Anarchy to the Creation of Property, States and Con8titUtions 

XI. ? 

The Economics of Takings: Legal ExpropriatiOns 

HISTORY 296 

Summer Semester 1978 

?

A. Cunningham 

THE VICTORIAN AGE AND THE INDUSTRIAL REVOLUTION 

Most students were taught in school to capitalise the words, Industrial 

Revolution, and to believe they refer chiefly to a spate of Inventions in the 

field of machine technology, which transformed Britain overnight from a rural 

into an industrial society. Taught this way, there is a strong implication 

of discontinuity with the past, and a suggestion that It was almost a matter 

of luck that the Industrial Revolution began in this country rather than that. 

The Industrial Revolution "happened" in Britain between 1760 and 1820. 

-just-what this-Industrial Revolution was has been 

-

debated vigorously 

since Arnold Toynbee gave the term popularity in a book, published 

-

'in 1S84, 

entitled Lectures on the Industrial Revolution of the Eighteenth Century. 

There is debate about the causes: was it caused by inventions, population 

growth, the great promise of Britain's foreign trade, available capital? 

Might the causes be non-economic - changes In social structure, science, 

philosophy, religious outlook? Next,what was the "revolution"? Do we mean a 

reorganisatiôn of the means of production, or simply productivity raised above 

a certain level, or the permanent change in a society's prospects as Implied 

• ? 

in

ostow's ideal of "take-off into sustained growth"? Can we put this 

"Industrial Revolution" within dates, thus proposing a recognisable beginning 

and a clear end? The consequences of an industrial way of life are perhaps 

easier to perceive, and they are certainly very diverse, affecting fine art, 

language, education, religion, national attitudes, politics, the status of 

women, class attitudes, taste. 

The course examines British society round about 1770 when It was In many 

ways "traditional" in character (2 weeks), proceeds to consider the causes 

most often invoked to explain the intensification of productivity (3 weeks), 

and deals at length (7 weeks) with the ways in which an encroaching urban 

industrialism impinged on the lives of Queen Victoria's subjects of all 

classes. 

The course lectures will be copiously illustrated with colour-slides. 

Required Books 

W.H. Court, Concise Economic History of Britain 

K. Chesney, The Victorian Underworld 

Course Format 

For each student there will be two lectures and one tutorial meeting 

• ? 

per week. Attendance at lectures is recommended; attendance at tutorials 

is an obligation. You will be told a week in advance what chapters or 

•

?

sections of the required books will help you to understand the lectures. You 

--

?

will also be provided,a week in advance, with documents (usually 5 or 6 pp.) 

which will be the basis of tutorial discussions. On one tutorial occasion you 

you will lead the discussion by doing some supplementary background reading, 

with the selection of which I will be, pleased to help you. 

Course Requirements 

Regular attendance in tutorials, one tutorial presentation, and one 

long essay. 

Answers to questions you always ask: No, the lectures will not be taped. 

Yes, tutorial attendance really is as important as all that, since you learn 

more through discussions with your colleagues than listening to me. No, the 

length of the essay is not fixed, but very few of you have the powers of 

compression to write a goad, short essay, so play safe by writing over 15 pp. 

Yes, I will take hand written essays provided they are legible. No, there 

is not a mid-term exam, but I might want to have a mid-term interview with 

you if you have become invisible in tutorials. Yes, you can write every word 

for your tutorial presentation, and simply read it out, or you can speak from 

a page of notes. No, the readings are not unreasonable, and even slow readers 

should manage a week's assignments in 5 hours. 

History 480 

?

Instructor: H. Chisick 

Intersession 1978 

CLASSICAL GREECE 

Prerequisitet None 

This course will provide a survey of ancient Greek history 

from the Mycenaeans and Minoans to Alexander the Great. Two 

main themes will receive emphasis. The first is the gradual 

abandonment of mythical for philosophical and scientific thought. 

This shift, which is identified with a disparate group of 

thinkers and sages known as the PresocraticS, may well be 

regarded as a major source of the Western intellectual tradi- 

tion. The second and principal theme to be studied will be 

ti

'

e rise and development of the city-state or polis, the most 

distinctive and important institution of the classical world, 

as exemplified in the cases of Sparta and Athens. The evolution 

of the Athenian state from oligarchy to aristocratic democracy 

to popular democracy, and the work of Solon, CleisthefleS and 

Pericles will be examined in detail, as will the meaning of 

'democracy' in its original acceptation. 

The class will meet twice weekly. One session will 

normally be an informal lecture, the other a seminar. 

A term paper will be required. 

The following works, or parts thereof, are required 

reading: 

Burn, A.R., The Pelican History of Greece 

Kitto, H.D.F., The Greeks 

Guthrie, W.K.C., The Greek Philosophers from Thales to Aristotle 

Sophocles (trans. by Gilbert Murray), Antigone 

Plato (trans. & ed. H. Tredennick), The Last Days of Socrates 

HerodotUs & Thucydides in M.I. Finley (ed.), The Portable 

Greek Historians 

History 482: Themes in Social and Economic History 

course outline 

?

Mary Lynn McDougall 

Summer 1978 

Themes The City in Western Europe, 18th to 20th centuries 

This seminar will focus on cities, especially the 

great 

cities 

of London and Paris, before and during the rapid 

urbanization 

of the late 18th and 19th centuries. We will 

compare and contrast towns and cities in pre-industria 

l

to

industrial Europe,considering the impact of rapid expansion 

on completely unprepared OitieS, the critiqUes of the resulting 

cities and urban blight, and the more positive responses of 

town planning and urban renewal in the late 19th and 

early 

20th 

centuries. Some attention will be paid to the new industrial 

cities, notably Manchester, and to the relationshi 

p

between 

industrialization and urbanization. 

Students will be expected to participate knowledgeably 

in the discussions of assigned readings, to present two or 

three brief oral reports on topics related to the assigned 

readings or to their term paper topics, and to submit a term 

paper of approximately 5,000 words embodying the results of 

their research. The final grade will be determined as follows: 

Seminar participation: 

?

40%

Term paper: 

?

40%

Final take-hofle exam: 

?

20%

Required Readings: 

Willis, F.R., Western Civilization 

:

An Urban PersPeCtiYi 

Vol. 11--Fr 

the 17th Century to the contemporary g! 

Rude, G., Paris and London in the Eighteenth Century 

the

Lees, A. and L., The Urbanization of Europe 

Iiineteenth 

Century 

Tobias, j.J., Urban Crime in Victorian Eng 

l and. 

Engels, F., The Condition of the Working Classin England 

Saa]lflafl, IL, Haussmann Paris TraflSfO! 

Choay, F., The Modern City: Planning in the Nineteenth CentU 

Plus xeroxed 

excerpts from contemporary novels, reports, etc. 

.

.

Historq 483 

?

R. K. Debo 

Summer 1978 ? 

Course Outline ? 

RUSSIAN FOREIGN POLICY FROM 

?

CATHERINE THE GREAT TO STALIN 

Since the eighteenth century Russia has steadily increased its 

power and influence in Europe and the world. Whether decked 

out in its imperial or soviet garb, the "Bear that walks like 

a man" has left paw-prints in an ever widening circle beyond 

its original home in the Russian Mesopotamia. East to the 

Pacific, south to the Pamirs and the Hindu Kush, west to the 

plains of Germany -- Russia has been on the march. Sometimes 

fear,

sometimes 

expectation, but always with fascination, 

the world has watched Russia's progress. Within the context 

of Russian social-economic development this course will examine 

the political evolution of Russia's foreign affairs as forged on 

the Neva and in the Kremlin during the past two hundred years. 

The class will assemble once a week. Each student is responsible 

for the required reading (see attached list), one seminar report, 

the formal criticism of another report and a major term paper. 

Reports should be about 30-45 minutes in length and include 

bibliographic criticism as well as a discussion of the problems 

of the particular subject. Each report will be followed by a 

formal criticism prepared by 

another 

student. Students

will 

be

criticism 

marked not 

but

only 

also 

their 

the qualitti 

participation 

of their 

in

own

£he 

reports 

discussion 

and

?

which 

will

follow. Obviously this will require additional reading over 

and above the basic required works. 

Each student will prepare a t 

y

ped twent 

y

page term paper (or its 

cetuivalent if written in longhand). It must be a well-organized 

balanced examination of a specific problem, written in a good style 

and, where possible, based on original documents.- It must conform 

in every waii to the highest scholarly standards. Essa 

y s failing 

to meet accepted standards of grammar and spelling will he Denalized. 

Students unfamiliar with proper footnote and bibliographical pro- 

cedure should consult Dorothy Blakey and A. C. Cooke, THE 

PREPARATION OF . TERM ESSAYS; Wood Gray, THE HISTORIANS HANDBOOK

or

the M. L. A.

style. sheet. Students are urged to consult the 

instructor at an early date regarding the topic of their paper. 

All term papers are due one week before the last meeting of the 

class. 

?

-

Students frequently ask how many footnotes they should use in 

writing their essays. This, of course, is an impossible auetion 

to answer. You should use footnotes when 

1)

quoting another writer's exact words, 

2)

paraphrasing the idea of someone else, 

3)

attempting to substantiate a fact used in a chain of argument. 

.

?

-2-

Most students use too many or too few footnotes. Attempt to 

avoid extremes. PLEASE NOTE: Footnotes must be placed at 

the bottom of the page on which they are used. They should 

not appear anywhere else. 

Students will be graded on the following basis: 

Seminar report ............................................ 30 

Seminar criticzue .......................................... lO 

Seminar participat 

i on 

..................................... 20

Essau.................................................40 

ASS

I

GNED READING 

JELAVICH, Barbara 

?

St. Petersburg and Moscow. 

KENNAN, G. F. 

?

Russia and the West Under 

Lenin

and Stalin 

SEMINAR TOPICS 

S ?

Introduction to the problems of foreign policy. 

Russian Imperialism in the Era of Catherine the Great. 

Russia, the French Revolution and Napoleon. 

The Holy Alliance and the Concert of Europe. 

Origins of the Crimean War. 

Russia and the Eastern Question, 1856-1881. 

Anglo-Russian Rivalry in Asia. 

The Russo-Japanese War. 

Russia and the origins of world War I. 

World War and Revolution. 

Soviet Diplomacy in the Interwar Period: Chicherifl and LitviflOV. 

Russia and World War II. 

The Cold War. 

The S.ino-Soviet Split. 

ROVED ESSAY TOPICS 

The Ang10-Russian Rapprochement, 1903-1907. 

Anglo-Russian Relations on the Eve of World War I. 

German-Russian

Relations 

the EVe of World War I. 

German') and a Separate Peace with Russia, 114-1917. 

Foreign Policy

of the provisional Government, March-November, 

1917. 

The Treaty of Brest-Litovsk. 

Leon Trotsky and the Formation of Soviet Foreign Policy, 1917- 

1919. 

Great Britain and Denikin's Russia, 1919-1920. 

Soviet Russia, Great Britain and the Caucasus 1919-1920. 

De-Facto British Recognition of Soviet Russia, 1920-1921. 

API

1.

2.

3.

4.

5.

6.

7.

8.

9.

SiMON FRASER UNIVERSITY

MEMORANDUM

To. ....

.........Ms. 

...

?

N. ? 

Laiji, 

Dean of Arts Office. 

Subject

. ?

Selected Topics courses in 

78-2: 

From ?

M...

Gort, 

Dept. Assistant, 

Dept... of 

Pol.i.ti.ca.1 .... Science 

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

Date...... .....

August ? 

23 ,...i9.78....................................................... 

Herewith the only Selected Topics course given in Summer 1978, viz. 

POL.428: Political Biography. 

?

Outline is attached. 

Enc. 

/mg

?

M.

i5c

;

0 ?

(Selected Topics in Canadian Government & Politics I) 

POL. 42e-3 POLITICAL BIOGRAPHY

COURSE O'JJNE

Dr. Mtn R.;b

SVM1.ER Sl41S1'FR, 79"8

"May 8 - Aug. 791

Course Dacription

A survey of the careers of select Canadian politicians - their

personal and- social background, rise to power, practice- in-office, and

political philosophy.. Premiers and Prime Ministers,'eentg major

parties,, regions, and political traditions will

be examined, among, 

rhøn

Mauric Duplesais, Rene Levesque, W. L. Mackenzie King, Joseph Smal

l'400d,

W.A.C.Bennett, William Aber1rt, John Diefenbaker, and T.C. Douglas.

Reo'ine'idd

Reading

Jean Provencher, Rene Levesque, Portrait or a Quebecois,

Gages

1975.

W ?

H. Ferns and B. Ostr'g, The Age of

Mackenzie 

King, James 1Zrimer, 1976.

Conrad Black, Dplessis, McCleltand 9 Stewart Ltd., 1977.

Doris Shackleton, TTrr Douglas, ticCielland S Stewart, Ltd., 19.

J . A. Irving, The Social Credit Movement in Alberta, University of Tornt a

Press, 1959.

H. Robin, Pillars of Profit, NcClelland Stewart, Ltd , 1972.

Peter Newman, Renegade in Power, McClelland S Stewart, Ltd., 1963.

Richard Owyn, Smallwood, The Unlikely Ret1ut.ionary

tkCle.Ltand £ Stewart,

One

Social & Ncrn1 Deve1opmnt of Children

An enquiry

Into recut re

sea

the de 1opn,e'ic of

social

and moral

iuders:8ndi71g

in 6 * 10 year old ch:.1dren. Exploreø the

child's thinking about fairness, friendship rules, and authority,

and the

relation

bctwaen reioaing and behavior. tnciude

practical field xperiencee in observing and nteieig children,

and consideratiou of applications to

teaching and parenting.

Required

TQ.:a: DAMON,

Williau.

The Social World of vhe Ch1 ?

120 ?

.4.20

l'rmreqidaitca: Skw, aa f 0!

Pycho1ogy

525 (o. g. ?i;ych 351 and

grj

c:.edit hours or pamia:Lon of dartmt.)

?

•

. ?

SIMON 

FRASER UNIVERSITY

DepartmentOf Economics and Commerce 

COURSE OUTLINE 

COURSE: Commerce 493-3 

?

SEMESTER: Fall, 1978 

TITLE: Selected Topics in Commerce 

?

INSTRUCTOR: T. Var 

History of Accounting Thought 

^Eg2ired Text Book:

Michael Chatfield, A History of Accounting Thought, Revised Edition, 

-

New York, 1977. 

(paperback)

Reading 

List:

An extensive reading list will be distributed. 

Prereujsite: 

Although there is no prerequisite for this course it is natural that 

those students who had Comm 421-3 will be at an advantage. 

?

S ?

Course Objective: 

The course is designed to draw the basic elements of accounting history 

together in a seminar, to show their relevance to current accounting issues, 

and to convey a general perspective on the development of accounting thought. 

Teaching: 

There will not be tutorials. It will be conducted in a seminar. You are 

expected to make a class presenation. 

Evaluation: 

Short reports and assignments... .20% 

Class presentation ...............20% 

Paper (topic will be given) ......30% 

Final Examination (open book).. . . 30% 

Topics to be Covered: 

A. Development of Accounting Methods 

1.

Accounting in the Ancient World Accounting and Social Development 

2.

Development of the Double-Entry Bookkeeping 

3.

Evolution of Account Books and Financial Statements 

4.

Advent of the Coporalon 

•

?

(over) 

-2-

B. Accounting Analysis in the Industrial Development 

5.

Accounting Problems of the Industrial Corporation 

6.

British Accounting Regulation and its Role in Canadian and American 

Audit Systems. 

7.

Professional Development-Different Patterns 

S. Genesis and Development of Modern Managerial Accounting 

9. Government and Accounting 

C. A History of Accounting Theory 

10.

View of the Firm 

11.

Changing Concept of Asset Valuation 

12.

Tncome Measurement and Disclosure 

13.

Postulate and Principles 

D. Projection for Future 

(

0 ?

SIMON FRASER UNIVERSITY 

Department of Economics and Commerce 

COURSE OUTLINE 

COURSE: Commerce 494-3 

?

SEMESTER: Fall, 1978 

TITLE: Selected Topics in Commerce 

?

INSTRUCTOR: L. T. Pinfield 

Organizations and Their Environments 

Text: The External Control of Organizations by Jeffrey Pfeffer and 

• ? 

Geral Salancik, Harper & Row, New York, 1978. 

This, special topics course is intended as an advanced seminar In Organization 

Theory. We will examine the impact of environmental pressures on the. behavior 

• ? 

of organizations - taking off from acritical analysis of Pfeffer-Salancik 

framework. 

Students will be very active participants in seminar discussions. We will 

attempt to derive our own theoretical frameworks from which we can develop 

research proposals to test various theoretical propositions. Substantively, 

we will see to what extent organizational theory can "explain" phenomena 

such as merges, joint ventures, inter-locking directorships, cartels, trade 

associations and other various forms of inter-organizational linkages. 

DIRECTED INDEPENDENT STUDY COURSE 

Simon Fraser University 

Department of History 

.

HISTORY 484-5 OUTLINE 

THE HISTORY OF WOMEN IN NORTH AMERICA 1830 TO THE PRESENT 

This course covers four broad topics: Women's Health and Sexuality; 

Women's Work at Home; Women in the Labour Force; Women and Politics. These 

topics are further broken down into ten units or modules. Each module 

includes: a clearly stated set of objectives indicating to the student what 

he or she will be expected to know by the end of the module; reading assignments; 

introductions to the reading intended to help the student pick out the important 

points; -practice questions (and an answer key) to enable the student to test 

himself or herself along the way; and one or two essay questions (usually under 

800 words each) upon completion of the module, which will be graded. Possibly 

there will be a final exam; if so it will account for 25% of the final grade. 

Every effort has been made to make the course as complete and precise as 

possible to compensate for the absence of regular face-to-face contact between 

student and instructor. Throughout the course, the student's essays will be 

graded by the same individual who will comment extensively on the essays and who 

will develop a sense of the student's strengths, difficulties, and interests as 

revealed in his or her work. 

REQUIRED COURSE BOOKS 

Nellie McClung, Clearing in the West (Acton, Goldsmith, Shepard, eds.) 

Women at Work; Ontario 1850-1930. 

Eleanor Flexner, Century of Struggle. 

Judith Hole and Ellen Levine, The Rebirth of Feminism. 

William H. Chafe, The American Woman, Her Changing Social, Economic and Political 

Roles, 1920-1970. 

REQUIRED COURSE READINGS 

A book of readings comprised of articles and book excerpts which is loaned 

to students for the duration of the semester. 

History 484 

Fall 1978 

?

D. Cole 

THE HISTORY OF ART IN CANADA 

The course will first survey the history of art in Canada and then, 

working in a seminar context, concentrate on the Group of Seven and their 

contemporaries. 

The Group and its period is chosen for special concentration because 

there is both abundant material available upon them and because of the 

decisive shift In Canadian cultural history of which they were an important 

part. Some cognate writing and painting will also be examined. 

The first six weeks will be lecture and discussion, surveying the history 

of the visual arts and their social and cultural context with some attention 

to native art. Weeks 7 through 13 will be seminars on select topics dealing 

with the Group and associates. 

Required Readings 

Barry Lord, Towards a Peoples Art 

Emily Carr, Growing Pains 

A. Y. Jackson, A Painter's Country 

A. B'. McLeish, September Gale 

Requirements 

One seminar presentation ? 

20%

One research essay 

?

40%

Final examination ? 

20%

Seminar preparation and 

4iscussion ? 

20%

Recommended Books 

* Peter Mellon, The Group of Seven 

F. Maud Brown, Breaking Barriers 

* Dennis Reid (National Gallery of Canada), The Group of Seven 

Harry Hunkin, There is No Finality 

Charles Hill (National Gallery of Canada), Canadian Painting 

in the Thirties 

* J. Russell Harper, Painting in Canada 

Dennis Reid, A Concise History of Canadian Painting 

* Harold Town and David Silcox, Tom Thomson 

* Joan Murray (Art Gallery of Ontario), The Art of Tom Thomson 

Paul Duval, Four Decades 

F. B. Housser, A Canadian Art Movement 

Maria Tippett and Douglas Cole, From Desolation to Splendour 

* on 24 hour reserve 

.

D. Cole 

History 484 

Essay/Seminar Topics 

1.

A. Y. Jackson 

2.

Lauren Harris 

3.

Emily Carr 

4.

F. H. Varley 

5.

Arthur Lismer 

6.

Tom Thomson 

7.

J.E.H. McDonald 

8.

F. Carmichael and A. J. Casson 

9.

W. P. Weston 

10.

W. J. Phillips 

11.

David Mime 

12.

Contemporary Comment & Criticism 

13.

Cognate Canadian Writers 

14.

Cognate American Painters 

15.

Cognate Australian Painters 

.

SIMOIN FRASER UNIVERSITY.

MEMORANDUM

/(

To ? 

.

?

Secretary,Ms. 

Sheila 

?

Roberts, 

?

. ?

From ?

M. Gort, 

. ?? 

.

. .................... ...... ••. 

Faculty 

9 g .. 

rt.. 

PuxiculLcodttee 

?

Subject 

......Selected Topics course offerings: 

?

.Date... 

Fall, 1978 

.-

Herewith the course outlines for the following Selected Topics courses being 

taught in 78-3: 

POL.438-3: 

POL.18-3: 

?

Selected Topics 

" in 

in

Canparative 

Political Theory 

Govt. 

I: Anarchism, Yesterday 6 Today. 

6 Politics: Ethnic Politics in Catarative 

POL. 448-3: ? 

in ? 

International 

Perspective. 

Relations: 

uept. Assistant, 

?

...

Dept ....of ..Political ... Science ... 

-.t............ 

..July ..20,...197.8 .... ......................................... ....... ....... 

-

The Politics of Global Economic 

Relations. 

Encs. 

/Mg

AflTS

SE1ECItD TOPICS IN POLITICAL THEDRY I:

ANARCHISMjYMMAY'AND TODAY

COURSE OUTLINE

A review and critical interpretation of Anarchisni, both in theory and

pnctiCe, from

the

nineteenth century to the

present. Special

attention

will be paid to two founding fathers of Anarchism (Ba)cunin, Xroçctkin), and

to the understanding

the

particular historical cixxw3tance8 in which the

uvit grew and developed. This will include, for instance, paxiUe]-& and

contrasts with Marxism and Liberalism. ?bre contnpOrary

events such as the

Spanish Civil

War (1936-39),

the French "hay of '68", the North American

"cowLteTCultUr&' of the sixties, etc., will hopefully illusttatC the r'ele-

•

vance, or eventually the lack of it, of

ist tradition

the Anarch

for our

contenporary world and its trnsformtiofl.

Reqirred Readig

George Woodcock (ed.), The Anarchist Reader.

Sam Dolgoff (ed.),

B&cunin on AnahyL.

anile Capouya and Keita

James Joll (eds.), Anarchism TodaX.

One three-hour seminar per week. Further infcuftitiOn about the course

(suppl*nentaX'Y reading list,. greding, etc.) will be available at the beginning

of the Fall snester.

Eth

nic Conflicts and Per:

ti. USSR and Eastern

e (1977)

Fates (1977)

PtL. '4.'8-3 EThNIC POLrI:CS iN

QPARATIVE PERSFEC1TT

OURSE

OL!L1NE

!r.

tcr:ord J, Cohen ?

1978

r8e

Ccriteit

Eth;icity is a major

factor

affecting th€ dynamics and organization of

p0 i. it

I cal systems. The course will examine, the impact of ethnicity on poli-

tical. development including:

(a)

theoretical and ideological issues,

(b) pcditioñ strategies of group acocmdation and integration in multi-

ethnic sates, (c) the

fonrvil and informal distribution of power among ethnic

and reginal groups (e.g. federalism, etc.) including the mechanisms for

ethnc-rgicnal group representaticn and the resoluti.cn of intergroup conflicts,

(d) the un)act f socic-econornic change (mxieri zation, social mobilization)

r-nethro-ul t-dral cleavages, and (e) the consequences of multi-ethnicity fcr,

regime_stability, patterns of opposition and dissent. Major emphasis will be

placed :n the exa'ri.natior of case studies within a trawrk of concepts,

approaches and research findings derived fr.ti the subfiel.ds of comça.rative

Politics and canpartive ethnic studies.

Core RecJina (

for p'Arahaee)

W.V.M. Mackenzie, Political Identity (1978).

Susan E. Clarke and

Teffrj L. Osle.r (eds.), Urban Ethnic Conflict:

tive Perspective (1976)

Cvnia H. Cr1oe., Ethnic Ccnfl.ic:t and Folitic&l Development (1973)

One three-hour sinar per week. Students will be graded on the basis of

class participation, a take-home examination and a research essay.

Spp"ctry Rda

(A e1et.d asigrme.nt will be made frun the following

anthologies,?

dp v

iirg on th& nthvtdual focus o

ment - on reserve).

Miitcn V. Esman (ed.), Ethnic confLict in the Western World (1977)

Nathan Glazer and

tanieTiynihan (e&-

Ethnicit

: Theory & Experience (19Th)

1(enneth D. McRae (ed.), Consociatiortal Democracy: o]i.tical Accomrw

xl at

ented Societies fl974)

Astr.m. Suhrke and Lela Gamer Noble, Ethnic Conflict in international Relati.ops (1977)

L I'ai

Doa1d 1. Geifand and Russell D. Lee (

A Cros-Naticral s Perpective (19

7 3)

George W.. Sirmonds (id-), Nationalism in

Edward Al'-worth (ed.), Nationality Group

Edward A1.]ir'th (ed.) Sviet Nationality

Idward Ailrth (ed. ), The Mtiona.LityiQesticn in Central Asia (1973)

Gcrge Dc Vos and Lola Romanucci-Ross, Ethnic Identaty: Oiltura.l Continuities-

and

thange (1975)

The above List represents scite recent studies pertinent to the general focus of

the course from which reading assignments will be selectively drawn. A more

extensive survey of the literature adapted to individual stent preferences and

research projects will be forthcoming in class and during office hours.

POL. 4483 SELECI'ED TOPICS IN Dfl'ERNATIONAL RELATIONS: 

THE POLITICS OF GU)BAL E(YJ1IC RELATIONS 

?

COURSE OUTLINE

Dr. T.H. Cohn?

Fall, 1978;

Course Description 

The purpose of this course is to examine the political aspects of 

global econanic relations. Specialists in international politics for 

about two decades after World War II tended to focus ncst of their efforts 

on studies of the cold wax', and security and paier relationships. As a 

result, the econcEic aspects of world politics have received insufficient 

attention. 

In this course, we will examine such topics as the politics of 

• ?

international aid, trade and

investment, nvltinatior.al corponations, 

cartels, the global 

food 

and

energy 

crises, and the New

International 

Eoonanic Order, 

Required Books 

David Blake and Robert Walters, The Politics of Global Economic Relations, 

Prentice-Hail, 1976. 

Joan Spero, The Politics of International Economic Relations,. St. Martin's 

Press, 1977. 

Organization 

One three-hour seminar. Final grade will be based on a research 

paper, a quiz, and a seminar discussion paper. 

.

PHILOSOPHY 231 

TOPIC: SEXUAL EQUALITY 

FALL SEMESTER 1978 

?

S. WENDELL 

REQUIRED TEXT: 

Jane English, editor 

?

Sex Equaljy. 

COURSE DESCRIPTION: 

Are the sexes equal? Should they be? 

How should I behave if I want to treat people of the 

opposite sex as 

ffy

equals? 

To answer these questions we must understand what 

equality is and what it would require of us. For 

example, would sexual equality require us to treat 

males and females the same? to obliterate all non- 

biological sex differences? to end the family as we 

know it? to give females preferential treatment now? 

Along the road to answering these questions we will 

encounter a number of important related issues: What 

do existing differences between the sexes imply about 

natural differences? What do natural differences imply 

about sexual equality? What is the nature of prejudice 

and discrimination? What is equality of opportunity 

and Is it preferable to equality? If happiness con- 

flicts with equality, which is more important? 

Our text Is an anthology of philosophical and 

popular writings on these questions 

?

It will be 

supplemented with a few reprints and with 

background material supplied by the instructor. 

COURSE REQUIREMENTS: 

There will be short essays totalling about 3000 

words and a final examination on pre-announced 

questions. 

Phi oso

L

PHILOSOPHY 331 

?

PHILOSOPHY OF THE ARTS: AN INTRODUCTION 

L

?

FALL SEMESTER 1978 

?

M. K. TANNER 

INUO 111,04 

Collingwood The Principles of Art 

S. Langer Feeling and Form 

Tolstoy What is Art? 

Morris Weitz Problems in Aesthetics 

Richard Woliheim Art and its Objects 

/

C. Barrett (ed.) Collected Papers in Aesthetics 

M. C. Beardsley Aesthetics: Problems in the Philosoph 

y

-

of- Criticism 

------------ 

R. V. Scruton Art and Imagination 

))N

The course begins with consideration of some very general 

LL,

questions such as 'What kind of thing is a work of art?' 

- i.e. an attempt to dispose of troublesone issues about 

whether works of art are physical or ITental objects, or what- 

ever. After dealing briskly with those matters, I shall 

consider a series of strongly contrasting but also powerfully com- 

pelling attitudes that we tend to take towards art. For example: 

the distinction that we are inclined to draw between taking a 

'practical' interest in something and taking an 'aesthetic' 

interest in it; the often-alleged contrast between the eval- 

uation of works and our more personal and passionate feelin 

about them, together with a comparison between the range of 

attitudes that we have towards art and those we have toward 

other people; the historical shift and the resulting di- 

chotomy between a stress on the generality of art, as 

conceived by Aristotle and maintained at least until 

Samuel Johnson and the more recent stress on the 

special kind of uniqueness that art in general, and 

each work in particular, is alleged to possess; the 

?

-

contrast between the demand that art be 'true to life' 

and the idea, pushed especially hard by Northrop Frye, 

that art is the creation of an autonomous world; the 

notion of sone kind of distance as being a prerequisite 

of a proper attitude to art, and the ideal of total 

involvenent; the stress between the need we feel for 

standards which are external to any given work, and the 

.Phltlosophy

.

p.2. 

feeling that we have, sontimes very powerfully, that works of art create

their own standards. I shall continue with a consideration of such Incipient

or actual conflicts until time runs out.

PHILOSOPHY 468 

PESSIMISM, ROMANTICISM AND DECADENCE: 

?

SCHOPENHAUER, WAGNER AND NIETZSCHE 

r

FALL SEMESTER 1978 

Schopenhauer I!:! 

M. K. TANNER 

Id as Will and Representation, Books I and II 

is of Morality 

1

Ernest Newman Wiqnir 

?

nd Artist 

Nietzsche The Ga 

y

Sc

The Birth of Tragedy and The Case of Wagner 

Beyond 

g

ood and Evil 

RECOMMENDED READING: 

Patrick Gardiner 

Schopenhauer 

F. A. 

Lea The Traqic Philosopher 

Karl Löwith FrOm HeR2 

I

to Nietzsche 

Morse Peckham BeyofldtheTragic Vision 

ii1!i 1 *I*i$ 11 S tsir 

S

he course begins with an account of the intellectual and cultural back'-'(. 

ground of Schopenhauer's pessimism, relating It to Kant's transcendental 

ethics and the unrestricted cosmic optimism of Hegel. Schopenhauer's unusual 

(for Western philosophers) stress on the primacy of the will Is related to 

the crisis in the notion of the self which can be traced through Hume, 

Diderot and Kant. 

?

The movement towards the simultaneous glorification and annihilation 

Of the self is demonstrated in the development of Wagner's attitude 

towards what he misleadingly calls 'redenption'; while Schopen- 

hauer's doctrine that music alone is the direct expression of the 

will, the other arts and human activities having a less straigh 

forward relation to it, is shown in its effect on both the 

form and the substance of Wagner's mature dramas, the supreme, 

because ambivalent, expression of the Romantic attitude to 

life. 

The paramount importance of Schopenhauer and still more Wagner 

to Nietzsche's development, and his classification of them both, 

after a period of dizzy discipleship,, as arch decadents - 

unknowing left-overs from the ruins, of Christianity - is the I 

theme of the course, together with the curative measures that 

1ph

110so

p!q

(,T\ 