Faculty of Arts & Science 2012-2013 Calendar

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New College

Faculty

New College courses have in common a commitment to be explorative and inventive and to widen students’ experience by critically examining relationships among academic disciplines. These courses take their place within our various Specialist, Major and Minor programs. These programs are open to all students in the University.

Integration of student experience is a major priority in a college with students from all faculties in the University. The Independent Studies courses provide an opportunity for students to design their own programs and to test their research, analytic, synthetic, and creative skills by writing a thesis.  The Service Learning Program, that includes both course-based and independent service learning opportunities, allows students to integrate theoretical knowledge with practical experience, while engaging in meaningful work in campus and community organizations.

Contact:

Program Secretary’s Office:
New College, Room 133 (416-978-5404 or nc.programs@utoronto.ca)

New One:
newone.applications@utoronto.ca

Registrar’s Office:
New College, Room 107 (416-978-2460)

New One:  Learning Without Borders

Food, talk, texting, home - these taken-for-granted elements of our daily lives consist of strands of connection to other places, people, and communities, locally, nationally, and internationally.  Learning Without Borders grapples with these often invisible connections that we depend upon, asking what it means to be a citizen linked in myriad ways to others across the globe.

Inspired by the social advocacy focus of New College's academic programs, Learning Without Borders offers four interrelated and interdisciplinary courses that address, in different ways, this core question:  given the interconnectedness of our lives, how do we imagine and build socially just global citizenship today?  Through the lenses of food, language, digital media and community, and learning across disciplinary borders, New One courses explore how we might build a more equitable and just society.

Selecting one of the theme-based courses, students will work in a small seminar of twenty five students.  There will be opportunities to join together with students from the other three courses for plenary lectures, performances, and workshops, to address common issues, engage different disciplinary approaches, and experience a variety of ways of learning.  Each seminar group will meet weekly for two hours; in addition, plenary events, field trips and workshops will be scheduled regularly throughout the year using a two-hour time slot reserved for all New One courses.  Representatives from New College's community partner organizations and its senior students will be invited to share their insights and wisdom in the smaller and larger learning settings.

All New One courses will provide students with opportunities to develop research, writing and oral communication abilities.  Individual and group projects will encourage innovative and creative forms of inquiry, learning, and presentation of knowledge.  In an annual end-of-year plenary event students will be able to share their work.

New One is a full credit course.  An application is required.  All first-year students in the Faculty of Arts and Science on the St. George campus are eligible for admission.  Students participating in other College One programs are excluded from New One.  For more information about the application process and criteria of selection go to http://www.newcollege.utoronto.ca/programs/NewOne.htm.

The African Studies Program

(Specialist, Major, Minor) offers opportunities to study the people, ideas and knowledge, cultures and institutions of Africa and African diasporas through interdisciplinary lenses.  The courses are drawn from humanities, social sciences and sciences.  The core courses deal with subjects such as African history and systems of thought, development, African innovations, the slave trade, colonialism, African diasporas, African international relations, health, humanitarianism and politics.

The Buddhism, Psychology and Mental Health Program

(Minor) allows students to choose from a wide range of courses on mind, consciousness, cognitive science, psychology of religion, health psychology, and sociological analyses of physical and mental health to acquire an understanding of the contributions of Buddhism to the modern understanding of consciousness, mental health and illness, and determinants of physical health.

The Caribbean Studies Program

(Specialist, Major, Minor)  offers students an interdisciplinary approach to the study of Caribbean history, society, economy and culture.  In addition to core offerings, students can also directly engage the Caribbean through courses drawn from history, literature, women and gender studies, Spanish and Portuguese.

The Equity Studies Program

(Major) offers an interdisciplinary approach to social justice theories and practices in a variety of local and global contexts.  Areas of emphasis include disability studies, global food equity and social advocacy.  In addition to core courses, students are required to take equity courses from other programs and departments across the university.

The Human Biology Programs

offer a broad education in life sciences with courses offered by departments in both the Faculties of Arts and Science, and Medicine (see Human Biology section of the Calendar.)

The International Foundation Program

is designed for international students who do not meet the University's English language requirement and wish to acquire the academic and language skills necessary for full admission to undergraduate studies.  Core courses include one first year history credit course (IFP100Y1), three non-credit language courses and one non-credit discipline-specific course.  For program and admission information, please see http://www.ifp.utoronto.ca.

The Paradigms and Archetypes Program

(Minor) provides opportunities for undergraduates in discipline-based programs to access, through a comparative analysis of primary sources, the structure and dynamics of “paradigms”: archetypal narratives, assumptions, myths, fantasies, analytical protocols and methodologies which govern the conduct of disciplines in every field and all cultures.

N.B. This program is being discontinued; students who are enrolled in the program as of September 2011 will be able to complete it.

The Women and Gender Studies Program

(Specialist, Major, Minor) provides an interdisciplinary and culturally inclusive approach to understanding gender (see Women and Gender Studies section of the Calendar.)

New College Programs

Consult Program Director, Prof. D. Eyoh, New College, 416-978-8288. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(11 full courses or their equivalent, including at least four 300+ series courses with at least one FCE at the 400-level)

First Year:
1. NEW150Y1

Higher Years:
2. NEW450Y1
3. Three full course equivalents from Group A, to be chosen from at least two different departments/programs
4. Two full course equivalents from Group B
5. Two full course equivalents from Groups A or B
6. A combination of two language full course equivalents as outlined in Group C
Note: Four FCEs of the eleven courses must be 300/400 series (including at least one 400-series FCE) of which at least one FCE must be from Group A and another from Group B

Consult Program Director, Prof. D. Eyoh, New College, 416-978-8288. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(6 full courses or their equivalent, including two FCEs at the 300+level)

First Year:
1.  NEW150Y1

Higher Years:
2. NEW450Y1
3. Two full course equivalents from Group A
4. Two full course equivalents from Group B, or NEW280Y1 and NEW380Y1
Note: At least two full course equivalents from Groups A and/or B must be at the 300/400 level

Consult Program Director, Prof. D. Eyoh, New College, 416-978-8288. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(4 full courses or their equivalent, including one FCE at the 300+level)

First Year:
1.  NEW150Y1

Higher Years:
2. One full course equivalent from Group A
3. One full course equivalent from Group B, or another one from Group A
4. One full course equivalent from Group B or NEW280Y1, NEW281Y1 or NEW380Y1
Note: At least one full course equivalent must be a 300/400 series course from Groups A and/or B

Group A (Courses that deal exclusively with Africa. These include but are not limited to the following):
HIS297Y1, HIS383H1, HIS481H1; JNH350H1; JQR360H1; NEW250Y1, NEW258H1, NEW322H1, NEW351Y1, NEW352H1, NEW359H1, NEW450Y1, NEW451H1, NEW452H1, NEW453Y1; POL301Y1, POL488Y1, POL489H1; SMC209H1; an independent studies course approved by the Program Committee

Group B (Courses that deal with Africa and/or one or more of its diaspora. These include but are not limited to the following):
ANT204H1, ANT345H1, ANT363Y1, ANT367Y1, ANT426H1, ANT454H1; ARC233H1; DTS200Y1, DTS401H1, DTS402H1; ECO230Y1, ECO320H1, ECO324Y1, ECO459H1; ENG270Y1, ENG277Y1, ENG278Y1, ENG370H1; ENV221H1, ENV333H1; FCS291H1, FCS392H1; FOR201H1; FRE332H1, FRE334H1, FRE336H1; GGR338H1, GGR419H1; HAJ453H1; HIS106Y1, HIS294Y1, HIS305H1, HIS359H1, HIS360H1, HIS370H1, HIS381H1, HIS382H1, HIS383H1, HIS393H1, HIS408Y1, HIS413H1, HIS446H1, HIS456Y1, HIS475H1, HIS476H1, HIS478H1, HIS487H1; HMB202H1, HMB203H1, HMB303H1, HMB323H1, HMB433H1, HMB443H1; HPS375H1, HPS376H1; INI327Y1, INI380Y1; JPR374Y1; NFS490H1; NMC285H1, NMC286H1, NMC343H1, NMC344H1, NMC362Y1, NMC365Y1, NMC374H11, NMC376H1, NMC377Y1, NMC378H1, NMC381H1, NMC393H1; NEW223Y1, NEW224Y1, NEW324Y1, NEW325H1, NEW326Y1; PHL336H1, PHL380H1; POL201Y1, POL417Y1, POL447H1, POL479H1, POL482H1; RLG203Y1, RLG204Y1, RLG241Y1, RLG251H1, RLG321H1, RLG333H1, RLG351H1, RLG355H1; SOC210H1; WGS330H1, WGS369H1, WGS380H1, WGS440H1, WGS463H1

Group C:
(NEW280Y1, NEW380Y1)/(FSL221Y1, FSL321Y1/ FSL421Y1)/(NML110Y1, NML211Y1)/(PRT100Y1/ PRT110Y1, PRT220Y1); or two courses in a major African language approved by the Program Committee

Consult Program Director, Dr. T. Toneatto, Department of Psychiatry, 45 Willcocks St., room M-135, 416-946-0282/416-875-2533 or tony.toneatto@utoronto.ca. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(4 full courses or their equivalent, including one FCE at the 300+level)

First Year:
No specific first-year courses required.

1. NEW232Y1 (Buddhist Psychology: Theories and Applications)
2. NEW332H1 (Buddhism and Psychotherapy) or NEW333H1 (Buddhism and Cognitive Science)
3. NEW331H1 (Buddhism and the Science of Mindfulness Meditation) or NEW339H1 (Yogacara Buddhism and Western Psychology)
4. NEW214H1 (Socially Engaged Buddhism) or NEW438H1 (Research Seminar in Buddhist Psychology)
5. 1.5 full course equivalent from: ANT100Y1, ANT204H1, ANT348H1, ANT356H1; COG250Y1; EAS324H1, EAS325H1, EAS346H1, EAS361Y1, EAS368Y1, EAS369Y1, EAS393Y1; HPS100H1, HPS200H1, HPS250H1, HPS324H1, HPS326H1 HPS352H1; NEW214H1, NEW232Y1, NEW302Y1, NEW303H1, NEW304Y1, NEW331H1, NEW336H1, NEW339H1, NEW433H1, NEW438H1; PHL100Y1, PHL200Y1, PHL201H1, PHL217H1, PHL232H1, PHL235H1, PHL240H1, PHL244H1, PHL275H1, PHL301H1, PHL302H1, PHL310H1, PHL311H1, PHL319H1, PHL320H1, PHL326H1, PHL331H1, PHL332H1, PHL335H1, PHL340H1, PHL342H1; PSY100H1, PSY220H1, PSY230H1, PSY240H1, PSY270H1, PSY280H1, PSY305H1, PSY311H1, PSY312H1, PSY313H1, PSY316H1, PSY321H1, PSY326H1, PSY331H1, PSY333H1, PSY336H1, PSY341H1, PSY342H1, PSY343H1, PSY370H1, PSY414H1, PSY424H1, PSY425H1, PSY426H1, PSY434H1, PSY435H1, PSY473H1, PSY493H1; RLG206Y1, RLG207Y1, RLG210Y1, RLG211Y1, RLG229H1, RLG231H1, RLG245Y1, RLG246H1, RLG280Y1, RLG301H1, RLG302H1, RLG303H1, RLG304H1, RLG368H1, RLG372H1, RLG373H1, RLG375H1, RLG376H1, RLG377H1, RLG379H1, RLG380H1, RLG421H1, RLG425H1, RLG440H1, RLG463H1, RLG464H1, RLG466H1, RLG467H1, RLG469Y1, RLG470H1; SOC101Y1, SOC103H1, SOC212H1, SOC243H1, SOC250Y1, SOC306Y1, SOC363H1, SOC381Y1, SOC410H1, SOC483Y1; VIC106H1

Consult Program Director, Prof. D. A. Trotz, New College, 416-978-8286. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(10 full courses or their equivalent, including at least four 300+ series courses with at least one FCE at the 400-level)

First Year:
No specific first-year courses required.

1. NEW224Y1, NEW324Y1
2. Eight full courses or their equivalent, with at least six from Group A, the remaining two from Group A or Group B.

Consult Program Director, Prof. D. A. Trotz, New College, 416-978-8286. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(6 full courses or their equivalent including two FCEs at the 300+level)

First Year:
No specific first-year courses required.

1. NEW224Y1, NEW324Y1
2. Four full courses or their equivalent from Group A or Group B, including at least one at the 300+level

Consult Program Director, Prof. D. A. Trotz, New College, 416-978-8286. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(4 full courses or their equivalent including one FCE at the 300+level)

First Year:
No specific first-year courses required.

1. NEW224Y1, NEW324Y1
2. Two courses from Group A or Group B

Group A:
ENG264H1, ENG370H1; HIS106Y1, HIS294Y1, HIS305H1, HIS312H1, HIS359H1, HIS360H1, HIS413H1, HIS446H1, HIS474H1, HIS496H1; JQR360H1; NEW223Y1, NEW258H1, NEW259H1, NEW325H1, NEW326Y1, NEW327H1, NEW329H1, NEW423H1, NEW424Y1, NEW426Y1; SPA486H1, SPA487H1; WGS330H1, WGS336H1, WGS362H1, WGS375H1, WGS380H1, WGS440H1, WGS445H1

Group B:
ANT324H1, ANT364Y1, ANT426H1; DTS200Y1, DTS401H1, DTS402H1; ENG270Y1, ENG370H1; FRE336H1; GGR240H1, GGR338H1; HIS106Y1, HIS390Y1; JPR374Y1; LAS200Y1, LAS300H1, LAS301H1; NEW150Y1, NEW240Y1, NEW270H1, NEW322H1, NEW351Y1, NEW359H1; POL201Y1, POL305Y1, POL326Y1, POL417Y1, POL429H1, POL447H1, POL482H1; RLG100Y1, RLG204Y1, RLG205Y1, RLG243H1, RLG280Y1; SOC336H1, SOC383H1; WGS369H1, WGS369H1, WGS385H1, WGS425H1, WGS426H1, WGS463H1

Consult Program Co-ordinator, Dr. J. Larkin, 416-978-8282. For general inquiries call 416-978-5404 or email nc.programs@utoronto.ca.

Enrolment in this program requires the completion of 4.0 courses.

(7 full courses or their equivalent, including two FCEs at the 300+level)

First Year:
1.    NEW240Y1

Higher Years
2.    NEW341H1
3.    JQR360H1
4.     One additional full course equivalent from the core group below, including at least 0.5 at the 400-level

Although students may select from any of the core courses to fulfill the additional 1.0 FCE core group requirement, those who wish to focus on a specific area of emphasis can choose from the following series of course offerings:
Core Group:
Disability Studies: NEW241Y1, NEW270H1, NEW344Y1, NEW349H1, NEW449H1;
Global Food Equity: NEW270H1, NEW342H1, NEW442H1;
Social Advocacy:  NEW270H1, NEW345H1, NEW346H1, NEW444H1, NEW445H1, NEW446H1;
Special Topics:  NEW348H1, NEW441H1
5.    Four FCEs from Groups A, B, C, and D (including one or more FCEs from at least three of the four groups)

Group A: Gender    
ANT460H1; CLA219H1, CLA319H1; DRM462H1, DRM468Y1; EAS303H1, EAS453H1; ENG307H1, ENG355H1, ENG383H1; FAH425H1; FRE304H1; GER421H1; GGR327H1; HIS202H1, HIS245Y1, HIS306H1, HIS348H1, HIS354H1, HIS363H1, HIS406H1, HIS418H1, HIS422H1, HIS431H1, HIS442H1, HIS446H1, HIS448H1, HIS481H1, HIS483H1, HIS486H1; ITA455H1; JAL355H1; JPP343H1; NEW325H1; NMC284H1, NMC484H1; PHL367H1; POL351H1, POL432H1, POL440Y1, POL450H1; PSY323H1; RLG236H1, RLG237H1, RLG251H1, RLG314H1; SLA248H1, SLA453H1; SMC336H1; SOC214H1, SOC365H1, SOC366H1, SOC383H1, SOC465H1; SPA382H1, VIC341H1, VIC343Y1; VIS209H1; WGS160Y1, WGS262H1, WGS271Y1, WGS273Y1, WGS367H1, WGS372H1, WGS373H1, WGS430H1

Group B: Race, Creed, Ethnicity
ANT204H1, ANT343H1, ANT351H1, ANT359H1, ANT365H1, ANT367Y1, ANT426H1, ANT446H1, ANT448H1, ANT463H1; ARC234H1; ENG264H1, ENG268H1, ENG269H1, ENG270Y1, ENG275Y1, ENG277Y1, ENG278Y1, ENG355H1, ENG368H1, ENG370H1; FIN320H1; FRE336H1, HIS107Y1, HIS208Y1, HIS282Y1, HIS284Y1, HIS294Y1, HIS297Y1, HIS303H1, HIS305H1, HIS312H1, HIS338H1, HIS355H1, HIS359H1, HIS360H1, HIS370H1, HIS383H1, HIS384H1, HIS391Y1, HIS393H1, HIS408Y1, HIS412Y1, HIS413H1, HIS416H1, HIS456Y1, HIS470H1, HIS474H1, HIS475H1, HIS476H1; ITA493H1; LAS301H1, LAS302H1; NEW150Y1, NEW223Y1, NEW224Y1, NEW250Y1, NEW322H1, NEW324Y1, NEW326Y1, NEW351Y1, NEW352H1, NEW359H1, NEW424Y1, NEW426H1, NEW426Y1, NEW452H1, NEW453Y1; NMC384H1, NMC484H1; POL301Y1, POL321H1, POL425Y1; PRT255H1; RLG220H1, RLG236H1, RLG237H1, RLG243H1, RLG315H1, RLG344Y1; SLA222H1; SOC210H1, SOC336H1, SOC449H1; SPA486H1; UNI307H1

Group C: Sexual Diversities
ANT456H1; ENG273Y1, ENG384Y1; PHL243H1; POL315H1; SOC410H1; UNI255H1, UNI256H1, UNI325H1, UNI354H1, UNI355H1, UNI365H1, UNI375H1, UNI377H1, UNI455H1, UNI475H1, UNI477H1; WGS272Y1, WGS374H1, WGS430H1

Group D: General Equity
ABS201Y1, ABS205Y1, ABS240Y1, ABS250H1, ABS300Y1, ABS301Y1, ABS302H1, ABS303Y0, ABS320Y1, ABS341H1, ABS350Y1, ABS351Y1, ABS352H1, ABS353H1, ABS354H1, ABS360Y1, ABS402H1, ABS403H1, ABS404H1, ABS405Y1; ANT324H1, ANT329H1, ANT348H1, ANT353H1, ANT358H1, ANT364Y1, ANT366H1, ANT427H1, ANT452H1; ARC233H1; DTS200Y1, DTS401H1, DTS402H1; EAS462H1; ECO239Y1, ECO332H1, ECO339Y1, ECO340H1, ECO369Y1; ENG254Y1; FAH390H1, FAH390Y1, FAH457H1; GGR216H1, GGR241H1, GGR321H1, GGR328H1, GGR338H1, GGR339H1, GGR363H1, GGR419H1, GGR452H1, GGR457H1; HAJ453H1; HIS106Y1, HIS313H1, HIS323H1, HIS366H1, HIS369H1, HIS424H1, HIS459H1, HIS472H1, HIS480H1, HIS489H1; HMB203H1, HMB303H1, HMB443H1; HPS324H1; JFP450H1, JGI216H1; JNH350H1; JPA461H1; NEW214H1; PHL281H1, PHL380H1, PHL383H1, PHL384H1; POL201Y1, POL344H1, POL405Y1, POL412Y1, POL439H1, POL480Y1; PRT351H1; RLG225H1, RLG317H1; SAS318H1; SOC220H1, SOC301Y1, SOC309Y1, SOC355H1, SOC363H1, SOC364H1, SOC367H1; UNI220Y1, UNI237H1; VIC185H1, VIC261H1, VIC351H1; VIS310H1

Note: students are responsible for checking the co- and prerequisites for all courses in Groups A,B,C, and D

See Human Biology

Note:  This program is being discontinued; students who are enrolled as of September 2011 will be allowed to complete it.

For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(4 full courses or their equivalent, including one at the 300+level)

1. NEW209Y1
2. NEW301Y1/NEW304Y1
3. One full course equivalent from NEW232Y1, NEW301Y1 (if not chosen in 2 above), NEW302Y1, NEW303H1, NEW304Y1 (if not chosen in 2 above), NEW306H1, NEW308H1, NEW402Y1, NEW403H1, NEW404H1
4. One full course equivalent from ABS300Y1; HPS201H1, HPS202H1, HPS210H1, HPS211H1, HPS250H1; NEW332H1, NEW333H1, NEW344Y1; NMC101H1, NMC102H1; RLG200H1, RLG204Y1, RLG205Y1, RLG206Y1, RLG211Y1, RLG231H1; any NEW courses listed in 3 above.

See Women & Gender Studies

New College Courses

The following courses are restricted to students enrolled in New One:  Learning Without Borders

How do we produce and ensure access to nutritious and environmentally sustainable food? Can we achieve ethical food production and global food security? What is the relationship among food science, local food movements, and global food systems? Science and social advocacy perspectives will be brought together to consider alternative food systems and topics such as the role of biotechnology, animal rights, and health and wellness.

How does language connect and divide people, places, and communities?  Defining language broadly, topics may include language norms and policy; the politics of minority, indigenous, and global languages (such as English); translation, labeling, and meaning; academic and technical vs. everyday languages; disability and diverse ways of communicating.  Students will have opportunities to draw on their own multi-literacies and multi-lingual experiences.

How does digital technology shape how we live, think, see and imagine?  What can it contribute to projects for social change?  How are our lives affected by increased opportunities for surveillance and regulation?  From the perspectives of science, media arts, psychology, and ethics, topics may include new media and social activism; access to and control over knowledge; digitizing healthcare; and biometrics.

How do displaced and marginalized people and communities re-locate and re-make themselves in Toronto?  How is Toronto transformed in the process?  Students will investigate the role of the creative arts in building the cultural landscape of this diverse city.  Topics may include the literature of immigration and exile; First Nations' narrative art; cultural re-creations of the Caribbean, Africa, East and South Asia; artistic expression and disability; and LGBTQ cultural production.

The 199Y1 and 199H1 seminars are designed to provide the opportunity to work closely with an instructor in a class of no more than twenty-four students. These interactive seminars are intended to stimulate the students’ curiosity and provide an opportunity to get to know a member of the professorial staff in a seminar environment during the first year of study. Details here.

Students will learn strategies for improving high-level reading comprehension, listening to lectures with full understanding, and giving successful oral presentations. A series of short writing assignments will develop and apply skills in grammar, vocabulary-building, critical thinking and research. Suitable for humanities, social science and science students. This course has no credit value: it does not count toward degree requirements. For information, see http://www.artsci.utoronto.ca/current/undergraduate/ell.

Surveys the development of human societies from their origins to the present using examples from across the world.  Topics may include the environment, cultural development and interaction, the creation and nature of belief systems, political, economic and social structures, gender relations, and the relationship between global patterns and local developments. 

Examines issues in community-based organizing, partnerships and advocacy. Drawing on interdisciplinary theory, methodology and case studies, develops skills both to analyze the social, economic, political, ethical and cultural dimensions of working with communities and to critically evaluate organizing practices and strategic approaches in community engagement.

Examines the Canadian population census through the experience of diasporic groups in Canada. Approaches the census as a statistical tool, an historical source and an ideological project of citizenship and nationalism. Uses census data to explore mathematical and statistical concepts and to integrate numerical ways of thinking with qualitative analysis. (Jointly sponsored by African Studies, Diaspora and Transnational Studies, Caribbean Studies, Equity Studies and Latin American Studies).

Topics vary from year to hear depending on the instructor.

Impact of Jung's analytical psychology, critical methodology and interpretative practice on issues in religion, anthropology, art and literature, popular culture, gender studies and postmodernist critique. Theoretical studies include traditional Jungian and contemporary post-Jungian texts together with feminist and non-Jungian sources.

Current discussions of the hypothesis, starting with Freud's and Jung's hypotheses, especially Jung's collective unconscious; critical examination through retrospective analysis of the evolution and development of the concept in works from philosophy, psychology, poetry, ethnology, science and popular culture that anticipated, influenced or were influenced by the work of Freud and Jung, post-Freudians and post-Jungians.

Topics vary from year to year, depending on the interests of students and instructors.

Topics vary from year to year depending on the interests of students and instructors.

A multi-disciplinary study of Africa, emphasizing inquiry and critical analysis. Pre-colonial, colonial and contemporary African history, anthropology, politics, African humanism and society, religion, art, music, race, resistance, gender and Pan-Africanism.

An introduction to the study of Africa as a living place rather than merely a site for intellectual speculation and study. Explores the issues that engage the attention of ordinary Africans, ranging from the dramatic to the seemingly trivial but quotidian concerns that occupy our lives. Topics will include urban life, family networks, kinship and social capital, religion and belief systems, indigenous government, politics, economics, courts and judicial processes, migration, and land tenure. Materials studied will include various African media in Toronto radio, television, newspapers, literature, religion, politics, sports, music, film and food as well as BBC World Service, allAfrica and Panapress and several African socio-cultural journals and texts.

Rehearsal, performance and study of West African music.

Introduction to grammar and basic vocabulary of Swahili. Emphasis on comprehension and oral practice. Reading of selected texts. Relation of the language to its East African cultural context.

Novels written in the last forty years by English, French and Portuguese-speaking Africans. Ideological views concerning colonialism and neo-colonialism. Tradition, religious and secular; the use of African symbolism. A small number of historical and sociological texts are recommended as essential background reading. Works not written in English are read in translation. (Offered in alternate years)

Explores the pandemic of AIDS in Africa through a social science lens. (Given by Human Biology and New College)

The exploration of a range of African cosmologies, epistemologies, and theologies, as well as specific case studies on justice, the moral order, and gender relations. The influence of these richly diverse traditions is traced as well in the writings of African thinkers in the Diaspora.

Critically explores the role of international organizations such as the World Bank Group, the UN and NGOs in the economic development of Africa.

Explores inter-state relations in Africa, African states’ relations with the West, China, India, Brazil, and international political, economic and financial institutions.

Examines the role of humanitarian actors and organizations in economic development, human rights and democracy promotion, resolution of conflicts and post-conflict reconstruction in Africa.

The Canadian Census:  Populations, Migrations and Demographics [24L, 12T]

See Interdisciplinary Courses above.

Grammar and syntax. Conversation and written composition. Reading of texts: literary, journalistic. Relation of the language to its East African context.

A required course for all Specialists and Majors in the African Studies Program, enrolment is restricted to students enrolled in the program in their final year of study. The seminar is taught by the core faculty in the African Studies Program and is designed to build upon the accumulated knowledge of students and the interdisciplinary nature of the program. Topics vary from year to year.

An upper level course. Topics of study vary from year to year.

Prerequisite: NEW250Y1/POL301Y1/permission of instructor
Distribution Requirement Status: This is a Humanities or Social Science course
Breadth Requirement: None

NEW452H1    Negotiating Peace in Africa[24S]

Examines approaches and styles employed by diplomats to resolve conflicts in Africa.

Examines the choice of languages for education in East Africa using critical perspectives. Pays particular attention to the influences of the historical experience of colonialism, the socio-linguistic contours of each country and the strength of linguistic and educational lobby groups in East African countries.

A comprehensive survey of socially engaged Buddhism. Particular focus on contemporary movements in Vietnam, Tibet, China & Taiwan, Sri Lanka, Thailand, and India. The role of women in Buddhism.

A comprehensive survey of socially engaged Buddhism. Particular focus on contemporary movements in Vietnam, Tibet, China & Taiwan, Sri Lanka, Thailand, and India. The role of women in Buddhism.

Explores the contributions of Buddhism to the study of human consciousness and behaviour. Focus is on the expanding academic discourse on the intersection of Buddhist and Western theories of psychology, phenomenology and psychotherapy. Includes analyses of the application of Buddhist mindfulness meditation in clinical interventions for mental and physical disorders.

Exclusion: NEW402Y1, NEW432Y1
Distribution Requirement Status: This is a Humanities course
Breadth Requirement: Thought, Belief and Behaviour (2)

NEW331H1    Buddhism and the Science of Mindfulness Meditation[24S]

Examines the modern mindfulness movement from a scientific and Buddhist perspective. Emphasis will be placed on the key Buddhist sutras and commentaries related to the practice of mindfulness and their relation the mindfulness meditation practices increasingly popular in the West.

Evaluates the relationship between Buddhist psychology and the practice of Western psychotherapy. Areas that will be studied include positive psychology, psychoanalysis, cognitive-behaviour therapy, mindfulness meditation and Jungian psychology. Comparisons with original Buddhist teachings and commentaries will be made.

Explores some important connections between Cognitive Science and Buddhism. In particular it will examine the insights of cognitive science into central Buddhist concepts such as wisdom, mindfulness, meditation, insight and self-control, as well as related concepts such as flow and mystical experience.

Topics vary from year to year depending on the instructor.

A comparative study of mind in Indian Yogacara Buddhism and modern psychology. Yogacara teachings address the three aspects of mind, the storehouse consciousness, and the notion that the root of all phenomena is mind, allowing a dialogue with the modern scientific understanding of the mind in psychology.

An upper-level seminar. Topics vary from year to year, depending on the instructor.

An upper-level seminar. Topics vary from year to year, depending on the instructor.

Critically evaluates the empirical research literature relevant to the study of Buddhist psychology. Conceptual, methodological and interpretive limitations of the scientific literature are discussed. Students will apply their understanding by designing an experiment to empirically evaluate an aspect of Buddhist psychology.

A study of Caribbean writers of fiction, poetry and drama, drawn from the major linguistic and racial/cultural groups in the region. Works are analyzed as literary texts and within the contexts of social and political life in which the writing is situated.

A multi-disciplinary exploration of writing pertaining to culture and consciousness particularly Afro- and Indo-Caribbean thought: theoretical perspectives on the implications and consequences of slavery and indenture, the struggle for freedom from the legacy of the plantation and colonial dependence, responses to domination and exploitation, race, gender, religion and music.

Rehearsal, performance and study of Steel Pan ensemble.

This upper level course examines the interplay between wider global processes and intra-regional responses that together help shape contemporary Caribbean realities.  Topics include:  economic crisis and structural adjustment; tourism; the agricultural sector; the Caribbean Single Market and Economy; migration and diaspora.

An examination of the historical and political significance of writings (literary, political, scholarly) by Caribbean women who engage problems within Caribbean culture and provide insights into the endeavours of the peoples of the region.

Indian survival in the Caribbean despite hardships of indentured labour; social and cultural change; role of Hinduism and Islam; resistance to Colonial domination; contribution of Indo-Caribbean intellectuals to literature, politics, and education. (Offered in alternate years)

Examines Cuba's relevance and legacy from the mid-nineteenth century to the present. Explores the tensions of Cuban life in counterpoint with its creative rendering in the arts and literature, through a variety of fresh approaches in fields such as cultural studies, historical sociology, anthropology, and sociology of religion.

An upper level course. Topics of study vary from year to year.

The Canadian Census:  Populations, Migrations and Demographics [24L, 12T]

See Interdisciplinary Courses above.

An upper-level seminar. Topics vary from year to year, depending on the instructor.

Social analysis of the state-corporate mainstream capitalist press (print/electronic) problematically named The Free Press; its racist-sexist globalizing EuroAmerican cultural imperialism; the production of the commoditized consumer-subject and other re-conquest narratives and their implications for Caribbean and other World Majority peoples.

An upper level seminar. Topics vary from year to year, depending on the instructor.

An upper level seminar. Topics vary from year to year, depending on the instructor.

An interdisciplinary study of social justice issues in local and global contexts.  Examines ongoing and new forms of inequity and various approaches to social change.  Topics include the origins of inequities, critical anti-racism, global labour patterns, economic restructuring, gender variance, disability studies, food security and the politics of resistance.

See Interdisciplinary Courses above.

Introduces students to the theory and practice of Disability Studies. Explores the history of the development of disability studies. Examines cultural representations of disability and critically assesses the ways disability is conceptualized in societal institutions. Forms of disability activism are also discussed.

Explores theories that inform Equity Studies and situates them historically to examine both the social conditions and practices that generate inequities and the responses by equity advocates. Examines texts in relevant fields such as post-colonial theory, queer theory, disability studies, feminist theory and transnational studies.

Explores the concept of food security in the context of equity issues related to global food systems. Provides opportunities for field work experience in topics addressed in the course.

An analysis of the body as the product of complex social organizations, processes and structures. Examines cultural narratives recounted about the body through topics that include genetics, beauty, health, pathology and the multiples identities that intersect at the site of the body.

Examines contemporary issues in education and schooling from a social justice and equity perspective. Engages with a variety of theoretical frameworks including anti-homophobia education, critical pedagogy, critical race theory, decolonizing knowledges, and intersectionality. Includes an overview of educational activist projects.

An interdisciplinary approach to community development that considers the changing roles of community organizations and non-profits in the context of neoliberalism.  Examines the political economy of community development in Canada, the impact on marginalized groups, and emerging forms of collaboration across sectors and geographic (including national) localities.

An upper level course. Topics of study vary from year to year.

Explores the connection between disability and representation through contemporary social theries and methods in disability studies. Problematizes disability representation to challenge the taken-for-granted cultural assumption that disability is a problem that requires a solution.

The Canadian Census:  Populations, Migrations and Demographics [24L, 12T]

See Interdisciplinary Courses above.

An advanced level seminar course. Topics vary from year to year.

Examines the food we eat in the local and global context of food systems, food sovereignty and food movements.  Explores the possibilities for food as a catalyst for learning, resistance and social change.

Examines theories and practices that promote the building of cooperative, non-violent communities. Grounded in a series of historical cases studies, the course critically considers Gandhian principles and the ways in which these have been translated into collective action.

Identifies ways systems of oppression and oppressive educational practices manifest themselves in school settings. Discusses how educators can use these settings or create new spaces to do anti-oppressive educational work. Integrates anti-oppressive educational theories with anti-oppressive school practice.

Explores the significance of community development as a social change strategy, through a critical social analysis of local and global case studies and policies.

Explores the influence of contemporary social theory in the formation of Disability Studies and its contemporary expressions. Examines how contemporary feminist theory, queer theory, and post-colonial theory intersect with Disability Studies to develop an understanding of disability as a socio-political phenomenon.

Examines cross-disciplinary issues raised by the telling and retelling of stories: sequence and consequence; narrative as argument and proof by scenario; construction and deconstruction of identities; instabilities amongst history, fact, fiction, myth, law and science. Works by Certeau, Darwin, Davis, Foucault, Freud, Gould, Kincaid, Kuhn, Plato, etc.

Issues of rhetorical proof, analysis and interpretation in open (alogical) systems; mediation and the media; the scandal of chaos; motives for metaphor, custom and culture, anatomies of reason, idea and ideology. Works by Aristotle, Beckett, Camus, Kafka, Langer, McLuhan, Ryle, Plato, Shelley, etc. (Offered in alternate years)

Carl Jung:  Analytical Psychology as Interpretive Practice [48L, 24S]

See Interdisciplinary Courses in Jungian Theory above.

Hypotheses of the Unconscious [12L, 12S]

See Interdisciplinary Courses in Jungian Theory above.

Issues raised by the problem/solution paradigm and the construction of truth as binary; strategies of paradox, aporia, paradigm anomaly, enigma, puzzlement; mystery and mystification; crisis, crux and apocalypse. Works by Borges, Carroll, Dostoevski, Freud, Mill, Nishitani, Rorty, Ryle, Sophocles, Watson, etc,. (Offered in alternate years)

Examines Tagores concepts of humanity, art, personality, freedom, nationalism, ashram, science, education. Evaluates Tagores literary contribution, his work in rural reconstruction, and Tagore-Gandhi tensions over education and the non-cooperation movement. Reading knowledge of Bengali not presumed; however students with knowledge of language are encouraged to read materials in Bengali.

Examines the artistic vision of Satyajit Ray as chronicler of Bengali culture and one of the greatest filmmakers of our time: his life and work; his films as expressions of his humane vision; cultural orientation and values; fictional compositions, visual and musical artistry; affinities and continuity with Rabindranath Tagore. Reading knowledge of Bengali not presumed; however students with knowledge of language are encouraged to read materials in Bengali.

Advanced Special Topics in Jungian Theory [48]

See Interdisciplinary Courses in Jungian Theory above.

Advanced Special Topics in Jungian Theory [24S]

See Interdisciplinary Courses in Jungian Theory above.

 New College Independent Study courses are designed both to complement regular offerings in New College programs and to provide an opportunity for New College students in any program to enrich their studies. The normal expectation of a project course is that the student, aided and advised by the supervisor, will read relevant literature, and plan, execute, analyze and report on an original and independent investigation of an appropriate topic. Written applications (detailed proposal, reading list and a letter of support from a faculty member who is prepared to supervise) should be made through the Program Office for approval by the College’s Committee for Academic Affairs by May 1 for the Summer Session or by the last Friday in August for the Fall & Winter Session. Students will be notified of the acceptance or rejection of an application. For more information and application forms, please see the Independent Studies website: http://www.newcollege.utoronto.ca/programs/independent .htm

Enquiries: New College, room 133 (978-5404)

Credit course for supervised participation in faculty research project. Details here.

New College Independent Studies

New College Independent Studies

New College Independent Studies

New College Independent Studies

Provide an opportunity to integrate theory and classroom learning with experiential learning through participation in activities and knowledge production in community or campus organizations. Projects are developed in consultation with the site supervisor and academic supervisor. Students’ learning is supported in a regular seminar that fosters reflective practice.

Information about the program and specific placement opportunities can be found at http://www.newcollege.utoronto.ca/programs/slp.htm

Enquiries: New College Service Learning Coordinator: 416-978-8821

Independent Community Service Learning

Independent Community Service Learning