English

This course will be offered as a companion course to JAPANESE BUDDHISM AND SOCIAL SUFFERING by the same instructor in the second half of the semester. You do not have to take both courses, but it is recommended to do so for a fuller understanding. Buddhism is the largest indigenous religion of Asia and has ancient roots in every country in the region, including majority Muslim ones like Bangladesh and Indonesia. However, in the contemporary age, it is in crisis, principally from the way economic and scientific modernity challenges its worldview and values. Buddhist institutions throughout the region have been responding to this crisis in variety of ways from nationalistic chauvinism, to market and technologically savvy new Buddhist organizations, and also progressive social action movements known as Socially Engaged Buddhism. This course will look at these different responses and attempts by Buddhism to remain relevant in the dynamic social landscape of contemporary Asia, while offering numerous case studies familiar to the instructor’s 25 years of experience throughout the region. 

This course applies economic theory to the study of firms in markets. The study focuses on firm behavior in imperfectly competitive markets, which appear to be far more common than the perfectly competitive markets that were the focus of basic microeconomics courses. It draws on game theory, transaction cost analysis, information theory, and the economic analysis of the law to provide detailed consideration of firm behavior and the goals and effects of government intervention.

The course provides a broad range of examples on how economic theory and experiments can be used to understand pressing societal problems as well as to inform governments, firms, and consumers. The applications range from media bias to environmental conservation, from discrimination to education and social housing. Each topic starts from simple theoretical models and then discusses experimental evidence, both supporting the model or showing potential limitations of the theory. While starting from simple laboratory experiments and in-class demonstrations, the main focus of the course is on field experiments. The list of topics covered includes: inequality; cooperation and the environment; human capital formation and education; voting and political participation; media bias and echo chambers; and incentives and the workplace. The course has three main objectives: (i) explain how economists learn from empirical evidence, and how lab, field, and natural experiments can help establishing causation; (ii) teach the intuition behind some intermediate game theoretical concepts; (iii) show a wide range of applications and topics in economics.

This course examines Spanish culture and society today through a study of its history and art. Topics include: Paleolithic, Neolithic, and Metal Age; Iberians and Celts; Roman Empire; Visigoths; Islam and Al Andalus; Christian kingdoms; late Middle Ages and Catholic Monarchs; empire of Charles I; Bourbons in Spain; Enlightenment; colonization and independence of American colonies; first and second republics; Franco dictatorship and transition to democracy; Spain and the European Union.

The course introduces the students to the concept of sustainable energy and the main renewable energy resources. Those covered in the course are geothermal, hydro, wind, solar, and marine energy, the emphasis being on geothermal energy. The current and potential use of these energy resources for producing electricity and space heating are discussed, with application to the UK where appropriate. The focus is on current and future use of these resources, as well as on quantitative aspects and understanding some of the relevant physics. The module covers the basic concepts of energy science, including conservation of energy, basic thermodynamic concepts, energy efficiency, and related topics presented at an elementary (easily understood) level. An emphasis is on the ideal combination between geothermal energy (which is a steady source – always there) and other but non-steady renewable sources (e.g., solar and wind energy).

This course considers how we understand and explain the difference between things with minds and things without. This is the central question of the metaphysics of mind. Increasingly, philosophers who engage with this question aim to give a naturalist account of the mind: one that fits into the picture of the world offered to us by the sciences. But many features of the mind – including, in particular, conscious experience – fit uneasily into this naturalistic world view. This course familiarizes students with the key debates in this area.

In his course, students examine the current scientific view of the origin of the Earth, the universe, matter, and life, as well as the evidence upon which these views are based. The course also covers the development of these views in different cultures and areas of uncertainty. Through team-based and independent research students learn to explain the status and results of scientific research into origins questions, and to critically evaluate the scientific evidence for these conclusions. They also consider where results and conclusions are uncertain, and where our knowledge is currently limited, as well as research an unfamiliar topic, communicating the results of this research to a non-specialist audience. 

This course provides an understanding of the principles of sustainable development and, in particular, an introduction to the role of science and technology in contributing to key sustainable development challenges. Students explore the origins of the concept of sustainable development and the core ideas that underpin it. The course also examines the ways in which sustainable development is interpreted by different interest groups, along with the assumptions made, and the contradictions that arise. These ideas are illustrated through a series of contemporary case studies, which highlight efforts to address sustainable development challenges from the local to international, and examine the role of science and technology within these contexts. 

This interdisciplinary course offers a captivating exploration of the dynamic portrayal of French youth from the post-World War I era to the present day. Delving into the multifaceted experiences of French youth, it examines how literature, cinema, and societal structures intersect to shape the coming-of-age journey. While the course distinguishes between three pivotal periods in the history of French youth – the interwar period leading up to World War II and its aftermath, the transformative era from May 1968 to the 1990s, and the contemporary landscape from the 2000s to the present – the approach to primary material remains predominantly thematic. Throughout these epochs, the course analyzes how representations of youth have evolved, exploring themes of identity, rebellion, sexuality, and societal expectations. This exploration is guided by questions such as: how do educational institutions shape the experiences and identities of French youth, as depicted in literature and cinema? How do themes of rebellion and revolution intersect with coming-of-age narratives throughout French history? In what ways do representations of youth in cultural artifacts contribute to our understanding of historical events, such as May 1968? How do cultural artifacts produced by and for youth communities challenge mainstream portrayals? Through novels, graphic novels, films, songs, and first-hand experiences of initiatives targeting young people in Paris and its suburbs, the course provides a comprehensive understanding of French youth culture. Analyzing these materials fosters a nuanced comprehension of French youth culture and its representation in various media, equipping students with tools to critically evaluate portrayals of youth in contemporary society. 

By combining the study of European economic history and the study of the history of economic thought, the course addresses the major economic, industrial, and financial transformations in the Early Modern and Modern periods in relation to their socio-cultural, political, and intellectual contexts. The module on the history of economic thought puts economic theory in historical perspective, by showing the variety of conceptual and interpretative frameworks through which major authors have approached basic economic issues. The course provides direct access to the main sources in the modern history of economic thought by encouraging students to question the very foundations of economic thought, in particular the notions of need, exchange, division of labor, and the market. By drawing attention to the socio-cultural, political, and intellectual contexts in which economic change occurs, the module on economy history does not address the economic transformation of European societies as the history of consecutive technological, industrial, and financial innovations. The course critically analyzes major economic changes in relation to the main political, intellectual, and socio-cultural turning points of modernity. The module examines European history in a global perspective. Overall, the course enhances students’ historical awareness, instills a sense of intellectual curiosity in them, and helps them develop their critical voice.