Courses

This course explores ethical action in a range of Buddhist traditions, with an emphasis on Mahayana Buddhism in India and Tibet. Rather than starting with the categories of Western philosophy, we seek to develop an account that emerges from Buddhist sources. We begin by establishing a working model of karmic acts—describing the status of agents and patients, the mechanics of karma, and the cosmological and soteriological contexts for action. We then examine the paradigmatic ethical act of giving as embodied by two great virtuous exemplars: the Buddha (archetypal renunciate) and Vessantara (archetypal layman). From there, we turn to case studies of ethical cultivation and negotiation in three realms of Buddhist practice: the Vinaya precepts governing monastic life, the altruism and skillful means of bodhisattvas, and the antinomian ethics of Buddhist tantra. The course concludes with a reflection on the intersection of aesthetics and morality in Buddhist thought.

Methods such as participant observation, interviews, surveys, and ethnography are based on the assumption of access to a field. This course looks at whether and how one can understand a society if access is restricted and dangerous for local participants. We study the cluster of concepts known as “remote ethnography”—studying on-the-ground conditions from a distance—through the case of Xinjiang, China. It looks critically at methods used by journalists, social scientists, governments, corporations and others in situations where access is not possible, including open-source research, close reading of official texts, social media analysis, digital survey techniques, remote imaging, and diaspora interviews. In particular, we ask if these can be done without detailed knowledge of local context, culture and history, and study how these sources relate to recent ethnographic knowledge about people’s lives in rural southern Xinjiang. Students become familiar with the main concepts of remote ethnography and acquire basic tools for their own research. By the end of the semester, they also prepare to critically assess the methods used by anthropologists, social scientists, journalists and others in studying closed societies.

In this class, we read Natsume Sōseki’s canonical 1908 novel Sanshirō in its original Japanese. One of the most beloved works of modern Japanese literature, Sanshirō features an eponymous protagonist struggling to navigate college life, love, and friendship. I provide vocabulary lists as well as the historical background necessary to understanding the text, with a focus on its format as a newspaper serialization. Students are expected to come to class having carefully read the assigned chapter. We translate selected passages into English and discuss the text in the context of its initial publication venue and beyond. Students gain a deep understanding of this Japanese classic and become more aware of some recurrent challenges in translating Japanese into English. 

This course delves into Tibet’s modern history, covering the late nineteenth century to the present. It situates Tibet’s history within the emerging ideological and political landscape shaped by the globalizing force of colonial modernity. By examining pivotal moments in twentieth-century Tibetan history, this course discusses the gradual transformation of the Tibetan world as it encountered new ideas, institutions, and practices from the modern West, often mediated through modern China and colonial and post-colonial India. Emphasizing that the present state of Tibet’s future was not predetermined, the course delves into the diverse visions for Tibet’s destiny that emerged at the beginning of the twentieth century. By exploring these overlooked and unrealized possibilities, it underscores the contingent and contested nature of Tibet’s modern history. As such, this course may particularly interest students exploring themes of modernity, nationalism, colonialism, and exile. Through the incorporation of primary sources, students engage directly with first-hand accounts and historical materials, fostering a more intimate understanding of modern Tibetan history.

This course examines how music is transmitted by various factors and how its styles and meanings can change in a new context. Through various scholarly approaches, this class aims to enhance your understanding of the mobility of music and its meanings. We will examine the processes and conditions in which music is exchanged and blended and consider how such “mashups” function as cultural indicators and symbols for emergent and migrant communities. We will also examine the impact of technology on musical globalization, localization, and glocalization. In doing so, this class explores issues of identity, representation, authenticity, tradition, nationalism, and transnationalism. By examining music in- or as-culture, students will understand some of the political, cultural, and social aspects of music, as well as the contextual meanings of musical practices. The class will utilize audio/video sources, incorporate discussions based on academic articles and chapters, and require student analysis that connects music to its context. While this class focuses mainly on music from East Asian countries, we will also examine case studies from others around the world.

Where and when are the origins of Japanese culture? In this seminar we will examine the archaeology of the Japanese archipelago from the introduction of paddy rice agriculture through the end of the 8th century with an eye toward this question. Examining excavated materials and early textual accounts, we will confront myths—both ancient and modern—of Japanese origins, and interrogate the framing of these time periods. Students will explore the interplay between event and process; and between local developments and outside influence through topics including the arrival of immigrant populations and rice agriculture, political and trade relationships within the archipelago as well as on the Asian continent, and the emergence of political “statehood.”

Food is a central aspect of a culture, and culinary traditions often become tokens of identity. There are complex historical and social factors behind culinary choices. The Chili peppers now widely used in Chinese cooking were introduced in the region only in the 16th century. What socio-economic changes made this new spice so prevalent in Chinese cuisine so quickly? This seminar uses food as a lens to study major developments in Chinese history. We will think of food particularly in three ways; as a material actor, whose presence or absence affected historical events; as a metaphor, used by intellectuals to discuss proper government and other political topics; as a cultural mediator to shape identities in the social imaginary. 

For students with advanced Chinese, Japanese, or Korean language skills who wish to pursue a close study of the East Asia region, not otherwise covered by departmental offerings. May be used for research, a special project, or a substantial research paper under faculty supervision. A term paper or its equivalent and regular meetings with an adviser are required. Ordinarily only one term may be offered toward the major or for credit toward the degree. 

For students with advanced Chinese, Japanese, or Korean language skills who wish to pursue a close study of the East Asia region, not otherwise covered by departmental offerings. May be used for research, a special project, or a substantial research paper under faculty supervision. A term paper or its equivalent and regular meetings with an adviser are required. Ordinarily only one term may be offered toward the major or for credit toward the degree. 

Preparation of a one-term senior essay under the guidance of a faculty adviser. Students must receive the prior agreement of the director of undergraduate studies and of the faculty member who will serve as the senior essay adviser. Students must arrange to meet with that adviser on a regular basis throughout the term.

Preparation of a one-term senior essay under the guidance of a faculty adviser. Students must receive the prior agreement of the director of undergraduate studies and of the faculty member who will serve as the senior essay adviser. Students must arrange to meet with that adviser on a regular basis throughout the term.

Two-term directed research project under the supervision of a ladder faculty member. Students should write essays using materials in East Asian languages when possible. Essays should be based on primary material, whether in an East Asian language or English. Summary of secondary material is not acceptable.