Interdisciplinary (IDIS)

W11 Interim in Greece: Classical, Early Christian, and Modern Culture in Greece. This course is a three-week tour of the major ancient sites of Greece with special emphasis on the urban centers of classical and early Christian civilization. On-site lectures address topics of Greek history, religion, philosophy, literature, and art. The primary academic objectives are to develop a first-hand understanding of the classical context within which the earliest Christian churches were established and to learn the history and significance or Orthodox Christianity in Greece. The itinerary includes Athens, Corinth, Delphi, Eleusis, Epidaurus, Meteora, Mycenae, Nauplion, Olympia, Sounion, Thebes, Thermopylae, and various sites on the island of Crete. Participants write a take-home test on required readings (list available in October), prepare an oral report for delivery on site, maintain a detailed journal of reports and lectures, and write a final essay on one major topic of the course. Prior course work in classical languages or culture is not required. Fee: $3300. K. Bratt, G. McIntosh. Off campus.

W12 The South African Miracle: Challenges and Accomplishments in Politics and Industry. This course introduces students to a country with a tragic past but also a promising future. The primary academic objective is to gain firsthand knowledge and understanding of how racial injustice has been encountered in political and industrial contexts. Participants read and study South African history, culture, and industrial change as well as experience South African townships, meet with political leaders from a variety of political parties, and visit gold mines. Students explore South Africa’s apartheid past, the struggles for and painful miracle of its democratic transition and the political-economy of the mining industry where interaction of politics, business, and race are poignant. Specific on-site visits include Robben Island, Soweto mining hostels, the University of Cape Town, the Apartheid Museum, and much more. Evaluation is based on participation in the program, journals, a pre-trip short paper, and a final reflective paper. Note: This is the same course as POLS W41. Fee: $3350. M. Heun, T. Kuperus. Off campus.

W13 Dutch Landscapes: Society, Technology, and Environment. Few countries exist where human activities have exerted a greater influence in the shaping of the land than the Netherlands. With daily field excursions and detailed topographic maps, students study this country’s richly varied and historically layered cultural landscapes. Land reclamation, water management, and environmental preservation technologies used over many centuries are an important part of understanding the complex interrelationships between society, technology, and land. Additionally, students have opportunities for direct engagement with people from this country. Briefings, interpretation en route, topographic maps, and study-sheet assignments guide each field trip. Students spend one Sunday with a Dutch family. Evaluation is based on the work done on the assignments, which includes reflection on cross-cultural engagement. Open days are integrated to provide opportunities for personal travel. Fee: $2450. H. Aay, R. Hoeksema. Off campus.

W14 Cultures of Cambodia: Past and Present. This class is a cooperative learning adventure between students from Calvin College and Handong Global University from South Korea. After initially meeting in Bangkok, Thailand, both Calvin students and Handong students are immersed in Cambodian culture in Siem-Reap, Cambodia. Students tour the great temples of Angkor, whose architectural marvels, built between the 9th and 15th century, show the great past of the Khmer civilization. Students also visit the killing fields and learn of the atrocities of the recent Khmer Rouges. Students explore the impact of the recent international growth on the local economy and peoples of Siem-Reap and examine both ancient and modern building techniques in Asia. Students are assigned projects, which require cooperative research work between Calvin and Handong students ranging in topics from urban planning, architectural design, and civil engineering. These projects focus on meeting the current needs of the local Cambodian government and people. Although the projects generally cover topics related to civil engineering and architecture, input from students of other majors is desirable, so nonengineering students are encouraged take this course. Student evaluation is based on participation during nightly group discussions and devotions (in English), individual journal entries, and a final research group project report. Fee: $2650. L. De Rooy. Off campus.

W15 Harness the Wind: Learn How to Sail. This course teaches students to sail 23–26 foot sailboats, specifically designed for sailing instruction. Students progress from beginner to the advanced level of sailing skill during the course, and are presented with a lifetime skill and activity that can be enjoyed at various levels in the future. Integral to the course is an exploration of the dynamic ways in which wind, water, sails, and hulls interact to efficiently send a boat on its way. Leadership development, team building, and cooperative learning are also integral to the sailing experience. The course is taught using the facilities of the Waterfront Program of Eckerd College on Tampa Bay in St. Petersburg, Florida. In addition to classroom sessions directly related to sailing instruction, the course includes presentations, readings and discussions on the history of sailing, the physics of sailing, sailboat design, navigation, and meteorology. Excursions to study and observe marine environments and wildlife are also included. Evaluation is based on class participation and cooperation, quizzes, a book report, and on the water skills tests. Though no sailing experience is expected, students must have the physical ability to operate a sailboat and maneuver on a boat. Before leaving for the trip students must pass a swim test: 150 yards, any stroke. Fee: $2160. J. Ubels, S. Vander Linde. Off campus.

CANCELED W16 Capital Culture in Scandinavia. This course aims to acquaint students with the cultural life, history, religious life, and arts in the two modern capitals of Sweden and Norway and the medieval center of northern Europe, Visby. Through lectures, readings, and interaction with native Scandinavians, students learn about the habits and customs of living in Scandinavia past and present. On May 25 the class departs for Stockholm and then Visby on the island of Gotland, and finally Oslo. While in Sweden and Norway students interview four people and upon return to the U.S. give a presentation on an aspect of Scandinavian culture. Moreover, students keep a culture journal. Before the Interim begins student read Culture Shock: Sweden and Culture Shock: Norway. Students reconvene on Calvin’s campus after their travels, complete their presentation projects, and present findings to the group during the last week of the Interim. NOTE: dates for the Interim course are May-June, 2005. Fee: $3600. D. Freeberg. Off campus.

W17 Backcountry Yellowstone. Teaching the skills of cross-country skiing and winter backcountry camping, introducing the unique geological and biological features of the Yellowstone region, and illustrating the pressures exerted on any natural area preserved within a technological civilization are the goals of this course. After introductory days of study and orientation on campus, the course is taught in Yellowstone National Park while cross-country skiing within the park. Students see geothermal features and remarkable fauna and flora firsthand while learning the skills of ski touring and winter wilderness camping. Students read two texts and other sources, develop an area of expertise on the Yellowstone system, give an oral report on-site, keep a daily journal, and complete an outline version of their expert’s report. Students are expected to attend three orientation meetings during the fall semester. Prerequisites: an adventurous spirit and good physical condition. Fee: $830. D Bosch, D. Van Baak. Off campus.

W18 Fitness and Good Nutrition as a Lifestyle: Biking in Australia. This course introduces students to basic fitness and nutrition that promote lifetime wellness. The basic components of good nutrition are studied along with the special nutrition demands associated with exercise performance. A special emphasis is placed upon the chemical and biochemical nature of nutrition and exercise. Students in this course also study the efficacy of some of the current nutritional fads. These topics are framed by discussions from a Christian perspective on the importance of fitness and good nutrition. Using a bike as a vehicle to promote lifetime fitness is particularly attractive because the equipment is relatively inexpensive, and this form of exercise is low impact making it ideal for lifelong participation. Biking in Australia also gives students an opportunity to gain insights and appreciation for another culture. Students compare the exercise and nutritional attitudes and habits of two cultures and determine if there is any correlation with incidences of diseases such as cardiovascular disease. Students are expected to attend several evening classes during the fall semester in preparation for the Interim and to spend several hours researching a topic to present to the class during the bike tour in Australia. Students are also expected to participate in a nutritional intake study and analysis and in several tests that can be used to evaluate fitness. Evaluation is based on a daily journal, quizzes, projects, and nutritional analysis. Fee: $3950. R. Blankespoor, L. Louters. Off campus.

CANCELED W19 Race Relations in East–West Perspective. This course critically examines “race” from a cross-cultural and historical perspective. Specifically, Chinese and American views of race are analyzed using the First Opium War as a historical reference point. This event is examined as a framework to understand Sino-Western attitudes regarding race relations, colonialization, and missionary work. In addition to classroom discussion and assigned readings, the class travels to south China to visit historical sites of the Opium War including Hong Kong, Macao, Canton, and Shanghai. Students visit churches, schools, social welfare agencies, and commercial districts to examine Sino-American race relations. Evaluation is based on a reflective journal and paper. NOTE: dates for the Interim course are May–June, 2005. Fee: $3615. P. Szto. Off campus.

W20 Visual Culture in Hawaii. Created from volcanic lava, the Hawaiian Islands are rich in myth and folklore. This Interim course is taught on Oahu, Kaui, Maui, and Hawaii. Students are exposed to the underlying suppositions of ancient Hawaiian myths, legends, and folklore. Participants are shown how to observe, record, and comment on Hawaiian landscape and culture using digital imagery as a basis for their visual narratives. Students are immersed in the principles and practices of ancient storytelling such as dramatic structure, voice, and pacing and collaboratively construct visual narratives on their view of life, faith, and social conditions as they encounter them on the islands. Evaluation is based on a journal and visual presentation or paper. Fee: $3500. F. Speyers. Off campus.

W21 Tibet: The Elusive Land of Snows. Westerners have long been fascinated with Tibet, the Land of Snows. With the Free Tibet Movement as cause celebre, the Dalai Lama as international superstar, and Tibetan spirituality as the latest glamour religion, today’s Western fascination with Tibet borders on fantasy. Where do Western dreams of Tibet end and the real Tibet begin? This Interim searches for the Land of Snows through its history, religious tradition, relationship with China, and image in the West. Through readings, lectures, documentaries, movies, guest speakers, and visits to sites of historical and religious interest, students come to appreciate the complexity of Tibet and its place in the world. After spending a week in Beijing, students travel by train to Chengdu and then fly to Lhasa. In Tibet, students spend ten days visiting religious and historical sites, and travel to at least one Tibetan village in an outlying region. Because of the rigorous nature of this program, students must be in good physical shape. Evaluation is based on participation, written journal entries, and a final reflective paper. Fee: $3600. K. Selles. Off campus.

W22 Celebrating Sexuality: Dating, Mating, and Relating. God created us as sexual beings, yet we often attempt to cover up our sexuality, or even worse, act ashamed of it. But, deeply woven into the fabric of our existence, our sexuality defines who we are. It affects how we think and act and contributes to the diversity found in every living creature. This course begins to explore the complexity and meaning of sex and sexuality. Primarily through open and frank class discussions, students examine the influence that sexuality has on many facets of life—emotions, culture, view of self, and interactions with others. Particular attention is given to viewing human sexuality as a gift from God and to understanding it in the context of singleness, dating relationships, marriage, and above all our call to be image-bearers of Christ. Students are expected to actively participate in class discussions and are evaluated on the basis of short reflective papers, small-group projects, and presentations. C. Blankespoor, J. Bonnema.

W23 Design with an Eye to the Environment. Much effort has been invested in designing solutions to environmental problems that were created by the rise of the industrial age with its intensified use of energy and materials, the surge in world population, the concentration of people in cities, and the incomplete understanding of the integration of the earth’s systems. This course first develops a basic understanding of current environmental issues and the underlying science, technology, social, and political knowledge needed to frame these issues for the future. The course then surveys current design approaches, first, to coping with the backlog of environmental problems and, next, to achieve a world that is sustainable. The course concludes with the identification of sustainable approaches and how they may develop into the future. Students from various disciplines have an opportunity to focus on deploying these approaches—using the various academic concentrations as a foundation—by developing and presenting a design project at the end of the course that challenges the class to better understand the cost and benefits of environmentally conscious designs. Evaluation is based on assignments, class participation, and the design project report and presentation. Prerequisite: senior standing or permission of the instructor. NOTE: This is the same course as ENGR W84. A. Sykes.

W24 Apocalypse and Utopia: Imagining the Future in Fiction and Film. Utopian and apocalyptic stories in popular fiction and film often are discussed as fantastical diversions that have no connection to daily life in the real world. But films like Blade Runner and Gattica, television shows like Star Trek,and novels such as Edward Bellemy’s Looking Backward, Ursula Le Guin’s The Dispossessed, and Kim Stanley Robinson’s “Mars Trilogy” offer imaginative visions of possible futures and stand as potentially powerful forms of social, cultural, and political criticism. Moreover, there is a close relationship between utopian and apocalyptic imagination in popular fiction and film and biblical visions of the end times. Like biblical visions, the apocalyptic and utopian imagination in popular culture can inspire anxiety and fear about the future, but also hope. This course examines the evolution of utopian and apocalyptic film and film in popular modern culture, emphasizing the political nature of these genres and their roots in Hebrew-Christian traditions. The course goal is for students to compare various types of utopian and apocalyptic fiction and film to Hebrew-Christian visions of the end times and to learn to analyze and interpret such visions as potential sources of contemporary political criticism and hope. The method of evaluation includes attendance/participation, a daily journal, a final exam, and a brief paper. S. Goi, W. Katerberg.

W25 Death and the Meaning of Life. Albert Camus wrote, “There is but one truly philosophical problem, and that is suicide. Judging whether life is or is not worth living amounts to answering the fundamental question of philosophy.” This course examines the one truly philosophical problem of the meaning of life. Answers to the question “Is life worth living?” are given first by 20th century existentialists, Jean-Paul Sartre and Albert Camus who contend that life must be lived without the consolations of the eternal. Students also consider responses to this question from religious and Christian perspectives. The course explores the topic through novels, short stories, film, and music. Student evaluation is based on a journal, group presentation, and reading quizzes. K. Clark.

W26 Knitting: Creativity, Community, and Social Support. Although industrialization has made it possible to produce textiles quickly and inexpensively, there are a growing number of people in our society who pursue handcrafts such as knitting, preferring to make clothes and decorative items themselves, rather than purchase them ready-made. What motivates contemporary people to embrace handcrafts that are no longer necessary in a practical sense? This class explores the role and function of handcrafts in a variety of contexts: the building of community and delivery of social support, especially among women; leisure; mental health and creativity; and the gendered nature of knitting. In addition, the class includes practical instruction in the craft of knitting and time spent with local older adults, knitting together. Students need not know how to knit in order to enroll in the class. Evaluation is based on class participation, several short reflection papers, and one research-based group or individual project or paper. Fee: Students are expected to purchase materials for at least one significant project, the cost of which varies depending on the student’s ambitions. C. Brandsen, C. Kok, D. Vander Pol.

W27 Kicking at the Darkness: Social Justice, Spiritual Longing, and U2. Arguably no other musical group has had as much pop cultural influence over the past two decades as U2. The band has been widely embraced by mainstream culture and has seemingly reveled in all the rewards that such popularity esteems. However underneath a guise of throwaway rock/pop hooks resides a sacredness and an urgent call to those listening hard enough. This Interim employs U2 as a vehicle for exploring themes such as political morality, liberation theology, and current social constructs. Students critically examine U2’s body of work in an effort to clearly articulate the responsibilities and agency of Christians in a fallen world. The study and processing include lecture, discussion, film, CDs, readings, and presentations. Students are evaluated on participation and research projects. M. Mulder.

W28 Scuba, Sailing, and Sea Kayaking: A Cross-Cultural Panama Adventure. This 19-day adventure features sailing, scuba diving, sea kayaking, and mountain biking in and around the island of Bocas del Toro on the southwest coast of Panama. Students have many opportunities to interact with local villagers and missionaries while participating in service projects and related intercultural activities among Afro-Caribbean and Guaimi Indian people. Developing a deeper awareness and appreciation for God’s creation, one’s personal relationship with God and others, and the indigenous people and cultures of this area are a major focus of the adventure. Evaluation is based on a reflection paper, journal, and participation. Fee: $2750. J. Britton, R. Walter-Rooks. Off campus.

W29 Christian Discipleship: The Works of John Ortberg. This course covers the works of John Ortberg, an exceptionally gifted and helpful writer on Christian discipleship. The Life You’ve Always Wanted addresses spiritual disciplines (slowing, celebration) that can help one become more God-centered. Everybody’s Normal Till You Get to Know Them focuses on the challenges (authenticity, forgiveness) of relating Christianity to others. The primary goal of the course is stronger Christian commitments and greater awareness of contravening personal and cultural dynamics. Students are expected to prepare for and engage in class discussions about those issues and challenges and do daily reaction papers. NOTE: Not open to students who have taken IDIS W50 DCM: Spiritual Disciplines. W. Joosse.

W30 German-American Relations since 1945: A Complicated Love Affair. This course explores German-American relations from the postwar reconstruction of defeated Nazi Germany through the Cold War, the reunification of Germany up to the present Iraq crisis. Students study the different phases of reeducation, cooperation, and conflict between the two countries, comparing and contrasting the developments in Germany with the present American project in Iraq. The course includes not only the study of the political dimension of how Germany and the United States related to each other in the past 60 years, but it also explores the social and cultural impact of the U.S. on Germany and vice versa. Students hear lectures; see documentaries, feature films, read fiction, and witness interviews of former GIs in postwar Germany from the Grand Rapids area. Evaluation is based on projects such as book reports, presentations, journals, and videotaped interviews. B. Carvill, M. Christ-Gmelin.

W32 The Church’s Influence on Development in Tanzania. The main objective of this course is to study how development is being facilitated through the help of the church, Christian Non-Governmental Organizations (NGOs), and culturally informed theater in education. Other objectives include experiencing firsthand what life is like for Christians in Tanzania by interacting with them; reflecting on how students’ gifts, talents, and Christian calling might be applied to the Tanzanian context; and gaining an understanding of how Christianity and other world religions have affected the lives of Tanzanian people and influenced their creative arts in particular. These objectives are approached from a historical, economical, societal, and political perspective. Students participate in experiential learning through visits to rural villages and various development programs, museums, family visitations, and performances of the arts. Students also experience the safari of the northern circuit, which includes visiting the famous Lake Manyara, Serengeti National Parks, Oldupai Gorge, and Ngorongoro Crater. Students are expected to attend two orientation sessions in the fall. Evaluation is based on an on-going journal reflecting on key learning objectives and a final five-page paper that integrates readings with knowledge learned while traveling. Fee: $3360. A. Mpesha, N. Mpesha. Off campus.

W33 Human Rights and the State of Women in Less Developed Countries. This course surveys and analyzes the state of human rights in less-developed countries (LDC) with special attention to the state of women and the phenomenon of modern day slavery (MDS). Students focus on the different forms of MDS, the attributes of the victims and the perpetrators, and the informal and formal institutions such as culture, traditions, religions, and government structure. The class also covers the effect of globalization on MDS, the role and effectiveness of international organizations’ laws and treaties, current and proposed role of church, human rights, and civil society organizations, and a Reformed Christian perspective of MDS and human rights violations. Case studies from different LDCs are used to highlight the specific factors and dynamics of MDS and to propose solutions and intervention schemes to redeem the victims and end the practice of MDS. Evaluation is based on class participation, journals, quizzes, and a group project. A. Abadeer.

W34 Literacy and Urban Children. This course investigates the literacy needs of the urban child. It is aimed especially at those who plan to enter a vocation other than teaching but who foresee themselves serving or volunteering in an urban area. Each Calvin student is paired with a child from an inner-city school with whom they interact daily and assist in literacy learning using children’s literature. Guest speakers include community leaders and volunteers, including a Michigan State Representative who tutors at the school. Students visit classrooms, hear from teachers, and become acquainted with the community. Daily readings, lectures, and discussions center around listening, speaking, reading, and writing as they relate to inner-city children. Evaluation includes a preliminary report on student needs, daily remedial planning, preparation of readings, and a final portfolio. A. Post.

W35 The Army and the American West. Along with the indigenous Native American, the Spanish conquistador, and the Anglo miner, rancher, and farmer, the soldier and his dependents were major figures in the history and development of the frontier. Indeed, from the very beginnings of American expansion, the army’s influence was not only military in nature, but economic and social. This Interim course surveys American frontier military history from the late 18th through the 20th centuries. Students examine the effect of the military on the development of frontiers in the East and Midwest as a foundation of later 19th century policies governing the Western frontier areas. Included in these policies were ever-changing theories about the native population already living on the frontier. The course spends considerable time tracing the origins and outcomes of these theories as they were expressed in military policy and military action. Although students devote time in the class to major military campaigns of the 19th century, students also give particular emphasis to military life (for military personnel, for the so-called Buffalo soldiers, for Army dependents) as well as to the profound economic and social impact the frontier military had on the development of this region. Finally, students analyze popular cultural representations of the frontier army and assess the continuing impact of the modern U.S. military in shaping the economic, environmental, and socio-cultural nature of the late 20th century West. Evaluation is based on class presentations and response papers. J. Holberg.

W36 Dancing in the Elementary Classroom. Many people learn best when the body is moving. This course explores the use of creative movement as a tool for teaching elementary curriculum—math, Bible, social studies, science, and language arts—by creating improvisational studies and playing movement games. Students visit elementary classrooms, meet teachers, discuss curriculum, and custom-design movement lessons. Students teach their lessons in pairs to elementary children in a local school. Students are evaluated on in-class creative movement, discussion, reading and writing assignments, final lesson plans, and classroom teaching. No previous dance experience is required. E. Van’t Hof.

W37 An Inside Look at The January Series. The January Series—an award-winning program—seeks to open the mind to ideas that influence us for the rest of our lives. The series challenges students to become responsible Christian citizens by being exposed to people who are leaders in their fields. Students attend and journal all January Series lectures, research the background and philosophy of one of the series participants, write a five to seven page report, and present a verbal report to the rest of the class. Students also meet with as many of the series participants as possible to ask specific questions raised during their research. Evaluation is based on the research paper, class attendance (plus January Series attendance), and class presentation. R. Honderd.

W38 Sporting Literature. This course focuses on the literature of angling and hunting, which dates at least as far back as Izaak Walton in the 17th century. Students read and discuss fiction and nonfiction works, watch and discuss one or more films, and meet with guests who are contemporary writers of sporting literature and video producers in the angling and hunting genre. The readings are drawn from a list which includes: The Nick Adams Stories, Jenny Willow, Trout Madness, The Intruder, A Place in Mind, Hunting the Whole Way Home, Upland Way, Hickory Wind, Homesick, A River Runs Through It, The River Why, My Story is Told by Water, and Meditations on Hunting. Students are evaluated on the basis of preparation, participation in discussions, an 8–10 page paper, and a take-home essay exam. G. Blackwood.

CANCELED 39 Exploring Racism. This course is an exploration into the sin of racism. It will encourage participants to develop an understanding and awareness of the sin, how it developed in the United States and how it manifests itself in our communities. Participants will have an opportunity to spend time in the community studying institutions and how racism manifests itself. It will also allow participants to identify both personal and institutional wounds of racism as it affects them and their peers and offers an opportunity to be equipped with the tools to become an effective agent for healing and justice. Time will be spent creating a safe place for students to talk about the issue of racism and come up with a personal plan to confront it in their lives. Evaluation will be based on attendance, participation, completion of text, a self-reflection paper/project and a written plan. M. Bowers, S. Harvey.

W51 A Grand Rapids CCE Experience (core) (one semester hour). The goal of this course is to give Calvin students an opportunity to interact and engage with individuals and families in the Grand Rapids area who are from a culture that is different from the student participant. Participation in this course is limited to junior and senior students who have yet to fulfill their CCE requirement. Students are expected to live with a family in the Grand Rapids area and participate in their family routines. This may include meals, extended family gatherings, worship, etc. Students participate in a twice a week seminar during the course of this Interim as well as a meeting in the fall in order to be introduced to the CCE objectives and meet their host families. The weekly seminars include discussions about the cross-cultural engagement. Students are evaluated on involvement with host families, completion of a daily journal, and participation in the seminars. This course may be taken along with another Interim course. Fee: $100. L. Schwander.

W60 Business and Engineering for the International Market. This course introduces the student to the nuances of business practices and product development in the international market, focusing on business, research, and development in Europe. Students learn how the languages, history, culture, economics, regulations, and politics of Europe shape the business and design process through tours of businesses, engineering-research facilities (industrial and academic), and manufacturing facilities as well as discussion sessions with leading business executives and research engineers in Europe. Locales include Amsterdam, Rotterdam, Delft, Brugge, Brussels, Paris, Koblenz, Offenbach, Zurich, Munich, Nürnberg, Leipzig, Berlin, Bremen, and Koln. Additional religious and cultural locales include The Begijnhof, The Hague, Louvain, Versailles, Notre Dame Cathedral, Reims, Heidelberg, Dachau, Neuschwanstein, Prague, St. Vitus Cathedral, Wittenberg, Magdeberg, and Koln Cathedral. Students keep a daily journal and complete study assignments that focus attention on key issues related to the day’s tour. Prerequisite: Business 160 or Engineering 101. Fee: $3500. N. Nielsen, E. Prince Broekhuizen, W. Wentzheimer. Off campus.

W61 Independent Study at L’Abri Fellowship, Switzerland. For Interim-course credit, five Calvin students engage in independent study during the month of January 2005 with a tutor at L’Abri Fellowship, a Reformed Christian study center located in the Swiss alpine village of Huemoz. Evaluation is based on a daily journal. Information and applications may be obtained from Professor Hardy, Philosophy Department. Prerequisite: Philosophy 153. Fee: $1895. L. Hardy. Off campus.

W62 Culture, Family Life, and Social Services in Central Mexico. This course introduces students to Mexican culture and the community structures and social welfare services that assist Mexican families in meeting their needs for food, housing, healthcare, and education. The focus is on understanding the role of family, church, and commerce as well as governmental and nongovernmental organizations in addressing basic human needs. Activities and excursions introduce students to the history and arts of Mexican culture and include visits in Mexico City to the Museum of Anthropology, Basilica of Guadalupe, Teotihuacan, Chapultepec Park, and the Ballet Folklorico; home stays with Mexican families in the central city of Puebla; and four days immersed in the indigenous Mexican village life of San Miguel Tzinacapan as well as a weekend in Acapulco. Daily activities in Puebla include visiting social service agencies and programs and working directly with program recipients including street children and youth, young women in a variety of vocational programs, and the elderly. Spanish competence is not required for this Interim but may enhance the enjoyment of the course. Evaluation is based on participation, readings, a personal journal, and a reflection paper. Prerequisites: two courses in the human services field (social work, sociology, psychology, nursing, criminal justice, or ministry). Fee: $2575. B. Hugen. Off campus.

W64 The Real World: History and Theory of Documentary Images. From the prevalence of documentary images at recent international art exhibitions to the popularity of reality TV, still and moving images based on the notion of the real have gained new relevance in the arts and visual culture of the late 20th century and early 21st century. What does documentary mean, and what does the popularity of documentary tell us about our society? This class examines documentary still and moving images from a historical perspective, including documentary art photography, news photography, television, and film. The course is intended to raise questions surrounding the implications of documentary imagery by placing the history of these images within the context of theories of looking and representation. Class sessions involve lectures, close analysis of images, screenings, and discussion. Evaluation is based on weekly position papers based on readings, a presentation, and a final exam. Prerequisite: Art History 102 or History 152. E. Van Arragon.

W65 Sacred Space and Worship. This course is based on the integration of theology and art dealing specifically with the question of sacred space. Students interact with biblical text and theology themes, worship design spaces, and unusual or unexpected sacred spaces asking questions about community and Trinitarian belief. Students work in teams to create visual projects reflecting their understanding of sacred space and worship. The course includes a variety of readings, excursions, films, and visual 2D and 3D constructions. Students are expected to keep a journal about excursions and worship/spatial experiences. Evaluation is based on short written assignments and visual construction projects. Prerequisites: Art 153 and Religion 121 or 131 or permission of instructors. Fee: $45 for art supplies. C. Nordling, J. Van Reeuwyk.

CANCELED W66 After Worldviews: Contemporary Critiques of Thinking with Perspectives. A rapid glance at the history of Western philosophy shows a persistent use of optical metaphors to describe knowledge. To illustrate this point, a quick survey of words like idea, theory, demonstration, clarification, representation, and inspection reveals numerous etymological connections between thought and sight. This course begins with a historiographic study of the use of optical metaphors by modern philosophers such as Leon Battista Alberti, Rene Descartes, and Immanuel Kant, in hopes of enhancing the understanding of Kuyperian thought and its preoccupation with perspectives and worldviews. After examining the use of optical metaphors in modern epistemologies, the primary focus of the course comes into view, namely, the presentation of various 20th century critiques challenging modern pursuits that search for a proper outlook. To this end, students pay attention to observations made by contemporary French intellectuals such as Jacques Lacan, Michel Foucault, Luce Irigaray, and Jacques Derrida and look at alternative positions within the Reformed tradition stated by J.P.A. Mekkes, Jaap Klapwijk, Nicholas Wolterstorff, and others. Students are evaluated according to class participation, short written assignments, and class presentations. Prerequisites: one course in philosophy and one course in literature or art history. H. Luttikhuizen.

W80 Chinese Characters: Their Origins and Meaning. This course analyzes the entire Chinese writing system by studying the 100 most important radicals and top 40 phonetics that are the principal building blocks of the Chinese and Japanese written languages. The etymology and resulting meanings of over 1000 characters are learned systematically. Much is also learned about the history and culture of China through the pictographs. Students read Chinese Characters, which is a translation of the 2,200-year-old Shuowen, the famous Chinese classic of etymology. The fundamentals of calligraphy with a brush are also taught. Extensive daily quizzes on the origins and current meanings of the 1,000 most commonly used characters plus a final exam, along with attendance and class participation, provide the basis for evaluation. Prerequisite: a minimum of one semester of Chinese or Japanese language. L. Herzberg.

W81 Teaching Science in Elementary School. This course features science activities, unit development, and teaching methods appropriate for elementary and middle school classrooms, which will be put to use when students visit local science classrooms to teach hands-on science lessons. Students explore the relationship of natural science and Christianity and its application to classroom teaching. This course is appropriate for science minors and majors but is open to all interested students. Written assignments, a midterm and final exam, class participation, and quality of preparation and presentation of lessons are the basis for evaluation. The class meets mornings and Tuesday and Thursday afternoons in order to schedule visits to local elementary and middle school classrooms. Prerequisite: Education 301/303. K. Bergwerff.

214 Communication and Learning in the Natural Sciences. This course provides a systematic examination of communication and teaching strategies for natural science, including oral exposition, visual imagery, demonstrations, technology, and laboratory activities. Theoretical components include underlying educational theories, scientific literacy, and the unifying themes and practices in science. Practical components include methodologies for assessment, lesson and unit development, and laboratory safety, plus student presentations and response. Prerequisites: at least three courses in natural science. J. Jadrich.