Structure d’un programme

Lettres (Humanities)

Les étudiantes et les étudiants doivent réussir trois (3) cours de lettres pour obtenir leur DEC. Les cours 345-101-MQ et 345-102-MQ peuvent être suivis dans n’importe quel ordre, mais les deux doivent être réussis avant de pouvoir s’inscrire au cours 345-21_-AB.


Art and Knowledge

This is a course about creativity, passion, and wrestling with the limitations of life. It’s about seeing the big picture, and beginning to understand how we went from scrawls on cave walls, to soaring Gothic churches, to landscapes so realistic you can feel the breeze on your face, to cubes, stripes and circles, to cows sawed in half. It’s a journey through the fascinating world of art and the weird and wonderful people who made it.

À Table: Knowing What to Eat

What’s for dinner? This course critically examines what we learn about ourselves and our society from our food supply, and how that knowledge is organized and used. It also explores how we behave socially, and often politically, when we make food choices and educate our children about the origins, traditions and values surrounding food. Special attention is paid to the history and evolution of the human diet and food production, as well as the importance of maintaining traditional forms of knowledge in the face of such challenges as climate change, fossil fuel depletion, population growth, and food security.

Biblical Literacy

The Bible is primarily read as a sacred text by Jews and Christians around the globe, but even in secularized parts of the world it remains a valuable source of cultural myths and symbols. Its influence is so pervasive even outside of the religious realm, that many of our greatest novels, political movements, comedians, works of visual art and philosophy are incomprehensible without some basic biblical literacy. This course will work toward increasing our knowledge of biblical themes, narratives, and symbols so as to make us better and more critical participants in the arts, humanities and social sciences. We will examine the ancient texts themselves with as well as focus our attention on a wide variety of interpretive strategies (hermeneutics) that have been used by diverse communities over the centuries.

Canada's Documentary Tradition

Canada, through its National Film Board, has come to define the documentary film. The Film Board’s purpose has always been “to reflect Canada to Canadians and the rest of the world”. CBC television continues the tradition of excellence with documentary programming such as The Nature of Things and The Fifth Estate. This course will examine the history of documentary filmmaking and the non-fiction film tradition in this country. We will analyze the intentions of documentary filmmakers and discuss the audio-visual techniques, approaches and styles they employ in telling their stories.

The City, Society and the Environment

The city is one of the most important physical expressions of human society. How did cities begin? What makes a city work? These are some of the questions which will be explored in this course. The course will examine the modern city and some of its problems in today’s globalized world. It will compare the modern city with the living spaces of more traditional, indigenous societies. In this course we will look at the relationship of the city to culture, environment, technology and energy. We will also explore new ways of imagining different kinds of communities which are more sustainable.

Colonization by Knowledge

Historically, knowledge and colonization have been closely related. Not only has knowledge been used to justify colonization, but colonization has been an important conduit for the production of various forms of knowledge. In the process, the knowledge, culture, and values of those who have been colonized – whether in the Global South or of Indigenous peoples, for example – have been historically overlooked or undermined in the Western world. What is universal knowledge? Why is some knowledge privileged over others? How can this phenomenon be challenged? These are some of the central questions that this course will explore.

Communication: Self & Society

“I know you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant.” What does it mean to communicate? What do you say after you say “Hello”? Why is it so difficult to understand each other? Why do some people argue and fight all the time? If people use the same words, why do they mean different things? Just what is body language? Are first impressions really right? Is there such a thing as constructive criticism? What does it mean to listen? Didn’t you hear what I said? How many times do I have to tell you? What’s the matter, are you deaf? What’s the point of trying to talk to you? Doesn’t anyone understand me? Can I learn to communicate more effectively?

Current Events and Media

With satellite television and the Internet, the distinction between news makers and reporters often disappears. Truth is the first casualty of war and public relations the first harbinger of peace. Newspapers compete with television for versions of the sensational. Images determine elections. Sound bites control decisions. Polls influence what becomes public policy. How are we to know what is happening in our world, given the mix of fact and fiction, the plethora of docudramas and infomercials, the varieties of propaganda and expert opinion?

Documenting Myths: Film, Politics, Citizenship

Documentary films engaging a variety of social and political issues have in recent years attracted enormous popular attention and critical praise. In this course we explore how knowledge about the world and its inhabitants is produced, shared, contested, and distributed across societies and national borders through the vehicle of documentary film. By viewing a dozen or so documentaries we will address a number of issues and responsibilities (the filmmakers’ and ours) related to representation, ethics, citizenship, consumption, and social engagement. The aim of the course is to make us better informed and equipped citizens in an increasingly complex and interconnected global society.

Education Wars

Historically, education, colonization, and wars have been closely related. Not only has education been used to justify dehumanization, but it has been an important conduit for eliminating peoples’ histories, cultures, values, and for erasing minority identities and assimilating them into mainstream dominant cultures. What is the ultimate purpose of public education in a secular democratic regime such as ours? What values do we implicitly seek to inculcate? Are we trying to transmit specialized knowledge or are we just preparing workers for the job market? What’s worth knowing And who decides? This course is an introduction to some of these timeless questions. It is also a survey of the historically specific answers provided by educational theorists.

Genre Cinema: Horror

This course will examine the relationship between cinema and dominant ideologies as sources of knowledge for understanding our world. The course will be framed through the lens of horror cinema. The individual films examined in the course will be critically appraised within their respective genres and also within the socio-political, cultural, and historical context in which they were made and viewed. As a sometimes controversial popular cinematic form, genre cinema offers a resonant frame through which to analyze conflicting ideologies, social controversies, and debates on historical perspectives in the nineteenth and twentieth centuries.

Introduction to Knowledge of Arctic Ecology

The Earth’s ecosystems are our life-support system.  Taking the Arctic as our model, we will use rapidly developing ecological knowledge to learn about the challenges ecosystems face, how we impact them, and what decisions we could make to mitigate harms we are causing.  Some or all of the course materials and in-class work materials may be on-line.  Please either bring a mobile device, and be prepared to share if necessary, or print out the on-line materials and bring them with you to class.

Knowing the Inner Self

The twentieth century heralded an explosion of interest in human psychology, the mind and personal development. From the early investigations of Freud and Jung, to self-help groups and popular psychology, to today’s focus on the brain, we will address several themes and concepts related to the interest in defining and knowing the self. Through our explorations, we will gain an understanding of how organized forms of knowledge such as psychology, philosophy and neuroscience have informed and in turn have been informed by assumptions about the self, human nature, and the world.

Knowing Through Creative Works

The twentieth century heralded an explosion of interest in human psychology, the mind and personal development. From the early investigations of Freud and Jung, to self-help groups and popular psychology, to today’s focus on the brain, we will address several themes and concepts related to the interest in defining and knowing the self. Through our explorations, we will gain an understanding of how organized forms of knowledge such as psychology, philosophy and neuroscience have informed and in turn have been informed by assumptions about the self, human nature, and the world.

Knowing Through Music

This course uses music to show how we create, acquire and process knowledge in different ways. Music is universal; it expresses emotion and symbolic content. All varieties of musical expression have a place in our society, and the course aims to include many of these expressions. Through attentive listening to music, reading, thinking, watching movies about, experiencing and discussing it, the student should emerge with a broader knowledge and appreciation of the phenomenon known as music.

Knowledge: Scope and Limits

Can we know anything? What can we know? How can we know it? Various historical theories of knowledge. Some contemporary beliefs and the assumptions that underlie them. Elementary logic and probability theory.

Knowledge and the Mass Media

This course is about the information the mass media provides to Canadians and the effect this has on our ability to know and understand the world. More specifically, we will examine the limits and biases of corporate controlled mass media and how the mass media form, fashion and limit our knowledge of contemporary social issues. In a word, we are going to work at “media literacy” in this course by developing a critical and informed understanding of mass media techniques, methods and content and how this constructs our knowledge of reality.

Knowledge in Myth

The goal of this course will be to understand myth as a concept as well as to explore particular myths from a variety of historical and cultural contexts with the aim of understanding how myths function as repositories and transmitters of knowledge. We will examine the function of myth in the formation of culture as well as in the individual’s search for meaning. We will investigate different theories, both ancient and contemporary, of myth interpretation with particular emphasis placed on the knowledge which is transmitted by myth. Finally we will examine the use and interpretation of myths in our own contemporary context(s) in order to begin an exploration of what our own use and interpretation of myths can help us learn about ourselves.

World Music in the Global Village

Unlike generic musical terms such as traditional, folk or popular, “World Music” must be rooted in strong ethnic elements. The term “world music” first entered the commercial marketplace in the 1980’s, initially referring to sounds recordings that fused Western popular music with indigenous music from around the world. Since the 1990’s, new technologies have made the recording and distribution of indigenous ethnic music far more accessible, and musician-performers have increasingly been in demand to tour with their original material, and thus, the popularity of world music has soared. The study of world music offers insight into both the cultural mosaics of distinctive societies as well as some of the cultural conflicts inherent in this era of increasing globalization.

Visions Du Monde

African Issues
Tyrannical governments, civil war and ethnic conflict, and border invasions all threaten the possibility of peace and stability in many regions in Africa. Pandemics such as AIDS, avoidable famines, illiteracy, and gender issues also combine to keep Africa underdeveloped and in poverty. This course will examine contemporary issues on the African continent within their historical context. Students will study some of the political, social and economic ideas that guide African countries’ attempts to break these ongoing patterns that result in poverty and underdevelopment. The primary educational approach will be through case studies.
Aspects of Freedom
Students will examine (with the help of the instructor) the question of individual freedom and societal liberty. Therefore they will be introduced to the various problems of authority (negative freedom). In the course of the semester, possible solutions, if any should exist, will be considered and debated.
The Art of Being Human

What does it mean to be human? Do we realize the fullness of our humanity in quiet contemplation, study, or prayer? Or is it the case that we can only hope to realize the fullness of our humanity in the messy world of human relationships? Do we become fully human only when we care for friends and family members, children and strangers? Or is true salvation to be found in animistic communion with Nature? Human beings have been asking questions of this kind for thousands of years. This course is an introduction to some of these timeless questions. But it is also a survey of the historically-specific answers. This course is meant to be a general introduction to the humanities, centering upon the West’s centuries-old preoccupation with the art of being human.

Beyond the Boundaries: Contemporary Caribbean Culture & Identity

The Caribbean has produced world-renowned writers, economists, and intellectuals and its popular culture, including reggae music and Rastafari, have had a profound influence on global consciousness and popular culture. The Caribbean has also experience formidable challenges – the near extinction of indigenous peoples, slavery, and today it faces graves social and economic challenges. In this course we will explore Caribbean culture from various perspectives, many advanced by West Indian cultural theorists, who define culture as constituting a form of knowledge, as well as embodying substantive beliefs and customs. The course is organized around issues and themes, reflecting the historical and present realities of the Caribbean and its diaspora, and the dynamic cultural patterns of their societies. We explore socially relevant themes, such as Men and Women, Work and Power, Love and Sexuality, Conflict and Protest, Tradition and Innovation. These diverse themes or issues are brought to life through the student’s encounter with Caribbean culture, as embodied in a variety of approaches, including historical, philosophical, socio-political, literary, artistic and theatrical.

Camera Politica

This course will examine global cinema in the twentieth century as a lens through which to understand the history of social movements seeking socio-political and cultural change in their own particular contexts. The course will be guided by the roving camera eye that has sought to capture, shape, and intervene on the radical changes transpiring in the world. These significant changes in the political fabric have also led to important changes in the cinematic apparatus itself, producing new forms of revolutionary cinema.

Canada: Who Needs It?

Generally speaking this is a course about our identity as Canadians. It’s about how this identity affects how we understand and order our experience and the choices we make as individuals and as a community. Particularly, we will examine the American influence on Canada’s culture, economy, politics, etc. and how this shapes our ideals, values and beliefs, and the limits this imposes on our choices as a country. Among other issues, we will critically examine some of the icons and clichés of Canada’s self definition such as multiculturalism, bilingualism, mosaic, “a community of communities,” and “the peaceable kingdom,” and debate their validity and value in our claim to a unique identity in North America. This course is based on the premise that the dual processes of Americanisation and globalisation are rapidly closing the door to an independent and sovereign Canada in which a truly unique Canadian identity and worldview can be developed. If this is the Canada we choose, then indeed… who needs it?

The Canadian Landscape

In his conclusion to The Bush Garden, Northrop Frye makes the following comparison: “To enter the United States is a matter of crossing an ocean; to enter Canada is a matter of being silently swallowed up by an alien continent.” Canada has come to be defined by this primordial encounter with the forbidding wilderness, a land indifferent and occasionally hostile to humanity’s presence. We will investigate the ways in which early Canadian culture was largely formed by this encounter, and to what extent it continues to shape our art, literature and national consciousness.

Creativity and the Artist’s Life

Historically, artists have been in the forefront of the great social movements of their day, challenging conventional wisdom and outdated values. Art challenges society’s deepest assumptions by sparking new ideas and critical thought, and by inspiring and provoking the individual to action for the sake of humanity. This course will explore the role of art and artists as catalysts for global social change and will help provide students with the tools, vocabulary and critical thought processes to analyze how various world views of art, especially contemporary art impacts on society. We will learn to apply certain principles of art theory to concrete case studies of contemporary artists and art collectives, and we will explore social movements that use art as a means for social change.

Critical Perspectives on Photography

In this course photographic representations that form part of the dominant discourses about pleasure, individualism and group belonging will be critically examined. The popular assumption of the essentially truthful or objective nature of photography makes it a particularly powerful medium in shaping our understanding of ourselves and the world. Such assumptions and their effects will be questioned through the study of different photographic genres, artistic movements and theories about photography. One of the major themes running through the course will be the representation of the body. The photo-body is an inescapable feature of contemporary life and is a site of anxiety, desire and the formation of identity.

Cuba in the Caribbean

Cuba is one is one of the most fascinating countries in the world. The Caribbean island has produced acclaimed visual artists such as the world-renowned Wilfredo Lam; great poets, writers and thinkers such as Nicolas Guillen and Nancy Morejon; award winning and globally recognized musicians and film-makers; a prestigious ballet company, and some of the world’s great athletes. It is also a place of scientific discovery where important scientific innovations have occurred. It is also one of the few remaining communist countries in the world. In this tiny Caribbean island, Europe and Africa meet in unique and interesting ways, making Cuba something of a microcosm of the world. Students will discover artists, filmmakers, philosophers, economists, historians and poets; visit museums, attend concerts, and sports events; engage with fellow students at the University of Havana; and visit the renowned Casa de las Americas, one the Caribbean’s premiere cultural institution. This course will bring the history, politics, culture, art, and music of the Caribbean to life in their imaginations. Course fees will apply.

Education and World Views

This course casts a critical eye on what we, individually and collectively, think about the term “education.” Is it primarily about schooling? Teaching? Learning? Experiencing? Making? Doing? Is it a passive or active activity? Where does (or should) it take place? In what ways? How do particular historical moments and specific cultural contexts shift its meaning?

Egyptian and Near Eastern Civilization

This course is an introduction to the great civilizations of Egypt and the Near East. We begin with a brief description and discussion of historical events and excerpts from literature in order to provide a context within which to understand such important developments as the invention of writing, the first known set of laws, and the creation of monumental works of art and architecture glorifying pharaohs and kings. We also examine more mundane and human aspects of daily life, such as love and sex and religion and magic in this part of the ancient world.

Feminism: “I’m Not a Feminist, But...”

During the past ten years feminism has entered the mainstream of young peoples’ lives largely via social media. Feminism had never been so popular amongst young cis and trans women, non-binary youth, and it was winning over more and more young men raised in feminist and queer households. For a minute, it felt like we were moving on from “I’m not a feminist, but…” as more young people started to understand how feminism has shaped contemporary common sense and many of the views and values that they hold. Yet the backlash against feminism is growing particularly amongst Gen Z men, who increasingly feel that “feminism has gone too far.” How do we make sense of the world and our lives in these (anti)-feminist times? In this course we will use an intersectional lense to understand feminism’s past, present, and possible futures. 

Gender Maps, Erotic Prisms: Exploring Gender Relations

Our worldviews about males and females assume diagnoses about what roles, identities and experiences are natural vs. unnatural for men and women, and imply prescriptions about what, for both, constitutes life-affirming vs. life-negating values, choices and actions. Our identification as male or female is significant in its consequences. It thus frames and influences the questions we ask about ourselves and the ideals that we pursue as sexual beings, the terms for success or failure in our intimate relationships, the response of others to our personal and interpersonal sexual self-expression, and the assumptions we make about heterosexual, homosexual and bisexual identities as such world views are sites for the appropriation and experience of our gendered/sexual selves. This course provides an opportunity for students to study opposing and complementary worldviews, both secular and nonsecular: biological, spiritual, psychological, sociological, anthropological and philosophical.

Greek and Roman Civilization

This course is an introduction to the great civilizations of Greece and Rome. We approach the study of these cultures both chronologically and thematically, focusing on important people, events, periods and developments to provide a context within which to understand not only art, architecture and literature, but advances in science and technology and the evolution of new political systems and social structures. Many of the ideals and inventions as well as the creative endeavours of the Greeks and Romans provide the basis for our modern western culture.
This course will be offered as a regular course and occasionally as study abroad intensive. Students who choose this course with the trip option will be participating in a two-week study trip to Greece in the late spring, and will cover the course material both before the trip and on-site. Course fees will apply for study abroad course.

Human Nature and Social Values

Are human beings essentially good or bad? Is inequality a natural and necessary condition of humankind? Is history progressing towards a particular end? Are we living in a free society? These are some of the questions that are vital to the understanding of our modern world. We will try to answer those questions and, in the process, we will examine different views of human “nature” and identify the values we share with the rest of society. We will study the ideas of famous thinkers, from ancient Greece to the twentieth century, and explain how our views of the world have been shaped by centuries of reflection on human nature and society. Ultimately, the objective is to better understand the meaning of key values promoted (or disputed) in society: power, freedom, equality, and peace.

Images in Myth and Epic

Myths define world views in story, ritual, and symbol. Focusing on the mythology of the ancient and medieval worlds, students in this course explore the world views behind various tales of creation, and investigate a variety of answers to the meaning of love, war, death, power, and life itself.

Indigenous Women and Feminisms

Indigenous women have been engaging in active resistance to colonial oppression and gender violence for centuries. In recent decades, there have also been a growing number of Indigenous scholars who identify as feminist and who assert themselves in distinctly Indigenous terms. Grounded in world views and experiences that differ greatly from non-Indigenous women, Indigenous theories of feminism attend to the intersecting oppressions of colonialism, gender discrimination, and heteropatriarchy. Indigenous theories of feminism further illustrate the agency Indigenous women possess through their active resistance to various forms of colonial violence.

An Introduction to World Views

The purpose of the course is to enable the student to articulate and investigate questions about the meaning and nature of world view as a concept and a reality. Issues discussed include the importance of this concept in academic research, in our everyday interactions, in understanding issues related to international events and, finally, the questions and concerns raised when world views meet or collide within multicultural societies.

Lost in Translation: Japan’s Diversity

What happens when our understanding of another culture comes to us through the lens of our own worldview? How do images and desires produced, for example, by novels or films create an a historical image of Japan as “Other”? This class introduces Japanese culture and society and questions the construction of “the Japanese” as a monolith. We focus on the diversity within contemporary Japan, looking at how groups such as teenagers, gays and lesbians, feminists, resident Koreans (among others) experience life and resist dominant sexist, capitalist, and racist discourses.

Marginalized: Worldviews beyond the Mainstream

Our worldviews are the framework we develop to deal with the bewildering array of experiences and information that the world presents us with. But what if our worldviews incorporate biases and stereotypes that circulate in the dominant culture? Then they play a role in perpetuating inequalities in society. This class looks at how some worldviews become dominant and push alternative views to the margins. We will look at what the effect of this marginalization is and how excluded communities and individuals have pushed to have their views recognized. At the same time, many marginalized communities maintain flourishing cultures outside of and despite the mainstream, refusing to let the mainstream define them. To understand this interplay of margin and centre, we will look at the complexities of power and both its restrictive and productive functions. Through these investigations, we should come to see how, in our everyday actions, we play a role in constituting the world we live in.


Beginning with an interrogation of what constitutes a “Worldview” (or “Weltanschauung”), this course introduces students to Marxist thought as it articulates with other, more dominant world views. Over the course of the term, we will examine and discuss Marxism as an economic and political framework (or project), a theoretical and philosophical lens, and as a tool for critiquing capitalism and the culture that it engenders. Surveying some of the key concepts that emerge from all three, we will explore the multiple influences of Marxism on historical and contemporary ways of thinking about the world.

Mind-Body / Mind-Body Intensive

“I think, therefore I am.” Who thinks? What is thinking? What are thoughts? How does the mind affect the body and vice versa? What is mind? How can the mind work for and against us? What is it capable of? This course will attempt to address some of these perplexing questions. Mind-Body (Intensive): This course will cover the same philosophical questions as outlined in Mind-Body over the course of 10 weeks on campus. The remaining 5 weeks will be condensed into an Intensive portion, where for one weekend, students will be immersed in the application of Mind-Body analysis, including practical applications in an ashram setting. Course fees will apply.

Modern Chinese Society and Change

This course provides students with an introductory but rich understanding of the fabric of history, society, culture and politics of China, the “rising power,” since 1911. Through interdisciplinary approaches this course introduces “the Chinese worldview” so that the students are able to compare and contrast it with “the Canadian worldview.” Most importantly, this course demonstrates how different perspectives — both empathetic and critical understandings — of culture are possible and necessary.

Myths – The Big Stories

Every culture has its stories. These stories tell us about other times and places and the range of human concerns and glories. They also show us that the same sorts of stories seem to be universal: creation myths, hero cycles, sacrifice and transformation. When we retell and examine these stories we can see what divides or distinguishes, and what unites human societies. This course will sample myths — from the ancient societies of Mesopotamia and Greece and others from African, Asian, and North American aboriginal cultures as well as contemporary Hollywood and video games — in order to examine themes and variations on how we see the world.

The Next Generation?

This course explores the history and nature of childbirth and childrearing in Canada at individual, family and social levels including the ‘medical institutionalization’ of pregnancy and birth. In addition, it looks at the collective development of ‘generations’ or age cohorts; their shared experiences, characteristics, life ‘markers’ and power (or lack thereof) wielded by each of these groups in society.

North-South Relations

This course deals with the following issues: (i) an examination of understanding of a Third World culture; (ii) the dynamics of change the Third World culture is undergoing in the face of a dominant international (Western) culture; (iii) a historical and contemporary review of the relations and trade between the industrially developed countries (North) and the Third World (South).

Our Stories/Our Selves

Stories save your life. And stories are your life. We are our stories; stories that can be both prison and the crowbar to break open the door of that prison. We make stories to save ourselves or to trap ourselves or others. Liberation is always in part a storytelling process: breaking stories, breaking silences, making new stories. A free person tells their own story. A valued person lives in a society in which their story has a place. (Rebecca Solnit, 2017)
In this course we will explore how different parts of our identities, including family history, values, gender & race create and construct our experiences and world views. Students will explore their own and other’s stories and learn how world views are affected by our bodies, our selves & our stories.

Performance and Everyday Life

Every day, every moment of our lives, we make conscious or unconscious decisions regarding how we act. This course intends to look at our ways of acting, our ways of interacting, and our ways of being in the world, in order to better understand our relationships with our social, cultural, and political environment. By using performance as a metaphor for our lives, we will be able to get a better understanding of the ways in which we shape our understanding of the world, and the formation of our world views.

Poetry and Social Change

In this course we will listen to music lyrics and poetry to determine differences between poetry and propaganda, similarities between poetry and prayer and admire the reach of poetic media. Using on-line sources and students’ findings, we’ll attempt to see how poets have influenced social conceptualization in the past and present in our own culture and around the world. Some classes and discussions may take place on-line.  Students must have adequate personal access to high-speed internet.

The Pursuit of Happiness

What would make you really happy? Falling in love? Winning the lottery? Becoming famous? Taking a long vacation? Getting a new car? Losing some weight? Spending a day at the spa? Going on a shopping spree at the mall? Would any or all of these things provide you with the happiness that you desire? Or would they merely provide you with fleeting pleasures? Is your happiness ultimately a function of your worldview? Can your worldview change? Or is it fixed by nature or nurture? Human beings have been asking questions of this kind for thousands of years. This course is an introduction to some of these timeless questions. But it is also a survey of the historically specific answers provided by poets, philosophers, and psychologists.

Queer Worldviews

Or is it? Can you be sure? How did you come to believe what you believe about lesbians, gay men, bisexuals, queers, and the transgendered and intersex folk with whom they are so often confused? This course will interrogate some conventional and popular understandings of LGBQTI peoples and juxtapose them with the diverse ways in which LGBTQI people understand and represent themselves and their worlds. The course makes use of an intersectional framework that takes race, ethnicity, class, religion, (dis)ability, gender and sex into account in rethinking what it means to be “gay.”

Questioning Gender

Gender is everywhere. What is one of the first questions we ask about a baby? Is it a boy or a girl? Is sex gender? When you fill out the census, you are given two choices: male or female. Is gender sex?
Gender is often understood as a fixed, binary category. However, different aspects of identity, like race and class can influence experiences and expectations of gender. The goal of this course is to examine and evaluate how different worldviews shape our understanding of gender so that we can think more critically about gender in everyday life and society, on the individual, interactional, and institutional level.

Reel Politics: Myth in the Making

This course explores how feature films project political views and social values. We will highlight the film-maker’s message by analyzing the cinematic techniques, characters and plots of political-genre films and by exploring our own intellectual and emotional reactions.

Religion and Liberation

This course will examine the traditions of liberation in the religious worldviews of Judaism, Christianity, Islam, Vodou, and Buddhism, especially as they relate to the work of social justice in the world. While the practice of liberation as a source of personal transcendence and awakening is amply documented in books and the media, the traditions of religious liberation as a means to build a just society tends to be overlooked. If religious traditions are all too often understood to be one of the many causes of sectarian violence, wars, and other forms of oppression, this course will examine those traditions, and the social movements born from them, that inspire religious peoples to work for social justice in their own contexts.

Religion and Protest

This course will examine the traditions of protest in the religious worldviews of Judaism, Christianity, Islam, Vodou, and Buddhism, especially as they relate to the work of social justice in the world. While the practice of liberation as a source of personal transcendence and awakening is amply documented in books and the media, the traditions of religious protest as a means to build a just society tends to be overlooked. If religious traditions are all too often understood to be one of the many causes of sectarian violence, wars, and other forms of oppression, this course will examine those traditions, and the social movements born from them, that inspire religious peoples to work for social justice in their own contexts.

Religion and Politics

Most Canadians assume that Religion and Politics make for a bad mix. Over the course of our history this has become central to the way our society defines the world around us. But, if God is truly kept out of Politics in our country, why is it included in the first words of our constitution? How did we find ways to separate Religion from Politics in Canada over the course of our history? Are we different from other Western democracies such as the United States or France? How do we balance such separation with the freedom that individuals have to practice their religion? What prominent a place should religion be allowed to have in our public spaces?

Sci Fi and Philosophy

Through the study of alternative worlds and unorthodox societies this class will engage many of the perennial questions about human nature, social organization, and the nature of reality. However, rather than exclusively using traditional philosophical texts, we will engage these questions through the use of fiction, especially the kind of critical fiction that has come to be known as science fiction.

The Stages of Life

Thinkers from Ovid to Shakespeare to Freud have understood human life as being divided into various stages, or seasons. From the infant, “mewling and puking in its mother’s arms,” to the elderly person on the brink of death, “sans teeth, sans eyes, sans taste, sans everything,” as described by Jaques in Shakespeare’s As You Like It, each age has been reflected upon, written about and, of course, depicted. On a grand scale, this course will be an attempt to understand how art informs the understanding of the self in transition, past, present and future.

Sustainable Health

This course has been specifically developed to investigate and compare different global and local views on dietary choices and actions related to sustainable health. The course will consider how we fuel our lives through healthy eating and other behaviours, which allow us to understand our options and choices for health, to be inspired while becoming further educated, and to reconnect with ourselves and nature.

Sustainable Health (Intensive)

This is an alternate course offering which pairs one intensive Humanities World Views course with one Physical Education course to better understand the world we live in through diet, exercise, mindfulness and connecting with nature. These combined courses match their activities, assignments and content, and partner with McGill’s Agricultural campus and Arboretum, to provide students with an opportunity to expand their world views around the process of growing and acquiring food, foraging, preparing produce for the market, and sampling different dietary options. They will experience all of this while preparing and living the physical and mental work involved in working outdoors. There is a $30 fee for this course.
Students must also register in Physical Education “Sustainable Fitness” 109-101-MQ

Taking Sides on World Views and Drama

Interested in debating? Interested in discovering how you can use great sociology ideas to contextualize an argument? Using Denzel Washington’s The Great Debaters!, Lorraine Hansberry’s A Raisin in the Sun, and Farleigh Mowat’s Snow Walker, together with the Debate Club at North Carolina Central University, an Historically Black University, we will explore the issues of identity, integration, segregation, assimilation, racism, and acceptance and/or rejection of the other. There will not only be a round of cross-examination but also a round of debriefing where you will be able to express your real feelings on these epoch-making issues.

Technology and Human Values

Technology provides us with a form of knowledge and a way of doing things that are based on instrumental reason, expediency and functionalism, even though many of us remain convinced that it is “value-free.” Besides inventing and using technologies, human beings happen to have moral experiences as they constantly grapple with questions regarding freedom, rights, responsibilities, good, evil, right and wrong. In this course we will be examining and assessing the scope and limitations of technology from a humanistic and ethical perspective.

Television Drama: The Cultural Context

Television is a pervasive medium of mass communication in our lives today. Its role is to inform, educate, and entertain us. When it performs all three at the same time this represents ‘quality television’ which produces meaning for its audiences. The televisual form that corresponds most often to this label is ‘drama’ because drama tells us stories about who we are as individuals and as a nation. It tells us where we came from and what we are capable of. Drama presents us with the heroes and villains who inhabit the history of our country and the depths of our humanity; memorable characters who shape our experience and our culture. This course will examine Canadian television drama past and present. Then we’ll compare and contrast Canadian dramatic traditions and conventions with those of other countries, particularly the American networks and Britain’s BBC.

The Theatre of Life: Staging Experience and Exploring Values

Derived from the Greek ‘theatron’, theatre creates external spaces that provide both insight into our interior lives, and instruction about the human condition. It allows us to see and recognize timeless truths about ourselves and others. Divided into three acts: Act I: Human Nature and Characterization; Act II: Bringing Character to Life; and Act III: Characters in Conflict, this (team-taught) course holds theatre and ‘the drama’ up to students as a mirror which presents them with diverse angles of vision about the real, the true and the good. Students will develop a discriminating perception allowing them to explore the reality of what they see and hear in theatrical works of art; to examine what they judge to be true or false about the psychological development and emotional make-up of character; and to reveal the values underlying and motivating their own behaviour/performance as well as that of others.

Valuing Diversity

Recently we have seen a radical, difficult, and uneven shift toward a world view that values diversity and mutuality. This development can most readily be seen in the explosion of movements against discrimination and against the division of the world into “haves” and “have-nots.” This emerging world view challenges most traditional ideologies which hold that people in one group (e.g., men, whites, Christians, Brahmins, heterosexuals) are better than and/or have a right to more than people in another group (e.g., women, people of color, non-Christians, “untouchables,” gays and lesbians). This ongoing shift is changing the way we see others and ourselves, and our views on education, our economic views, and our laws.

Views on Death and Dying

We look at contemporary attitudes, and examine some ways in which people have tried to resolve the universal problem of death. We will also consider the consequences of the denial of death and the importance for the individual of coming to terms with his or her mortality. The course will seek to establish the various means by which people have come to terms with their own mortality.

Views on Games and Play

Play is central to human life. While its character varies between times and places, play and games are nevertheless found in every culture and have come to be understood as important to many facets of human life. Accordingly, we should not be surprised that in our world today the market for games, especially digital games, continues to grow at an astronomical rate. Games are also infiltrating many aspects of our lives and being used for a plethora of purposes beyond entertainment. Often placed under the umbrella heading of “serious games” — a term popularized by Yale professor Ben Sawyer in the early 2000s– these games are being used in many contexts such as education, job training, activism, self help, exercise, and politics. The prevalence of games in our world, as well as the increase in the number of serious games, demands that they be taken seriously in turn.

Views on Order and Freedom

The function of a world view is, in part, to describe how society is and/or should be organized. “Order” and “freedom” are two important concepts in any such description. How can we achieve an “ordered” society? How much “freedom” should citizens have? Answers to these (and other) questions come from various political theories, many of which will be examined in this course. These include theories from Ancient Greece, the Renaissance, and the modern period.

Views from the Global South

In this course we will look at diverse world views in different parts of South Asia and the Middle East. The objective of this course is to gain a better understanding of the cultural, social and political ideas in these parts of the ‘global South.’ In particular, we will look at the ideas and beliefs that have shaped the culture of these regions by examining their religions and customs. We will also look at the contemporary social and political situation in these regions.

War and Peace in the Middle East

With the end of World War II and the creation of the state of Israel, the relations between three of the world’s major religions – Christianity, Judaism and Islam – were thrown into conflict. The Arab Nation was broken into a number of nation-states which have developed in various ways from tentative approaches toward westernization and democratic forms of government to the counter reactions of resurgent Islam. There have been a series of wars, some involving Israel and its neighbours, and many, mostly unrealized, peace proposals. The politics of oil has magnified all the regional conflicts into world issues. The course is about worldviews in conflict without resolution yet.

War, Peace and World Order

This course will examine predominant world views around war, peace, and world order, such as Realism, Liberalism, and Critical approaches to the subject, as well as examining the cultural ways these views are created, perpetuated, and challenged. We will begin by considering some of these dominant views around war and global order, before critiquing those views by situating them within their social contexts. After a background in understanding the ways violence and peace are understood, the course will switch to examine the ways cultural artifacts reinforce and/or challenge these understandings as students will learn to reflect on the role of their own social location in determining how they see international violence, and prospects for peace.

Women’s Human Rights

This course will look at the development of an international movement to advance women’s human rights over the past decades. Students will study the tensions and commonalities between approaches to the question of women’s human rights from the perspectives of various agents: feminist, women, NGO and human rights groups, national governments, and the United Nations. Is domestic violence a human rights issue? Are human rights a form of western imperialism masquerading as a universal? What assumptions are human rights based upon? How have women both interrogated and mobilized these concepts to advance their rights in various national, regional and international contexts? Topics to be explored include: human rights, feminism, universalism, cultural relativism, ethnocentrism, anti-ethnocentrism, activism, global/local relations, and transnational networking.This is a blended course.

The Worlds of Music

The Worlds of Music will examine the music produced by different societies and groups as well as the ‘worlds’ created by music. Using musical case studies, students will learn to identify the key elements of a world view and the basic concepts that determine a society or group’s interactions with music. From societies where music is forbidden, to societies where it plays a central part in daily life, the course will begin by examining the complex relationship between music, sound and society. We will use case studies to look at how different social cultures incorporate music and music-making into an understanding of religion, defence, personal relationships, politics, group identify and other aspects of social life.

Worlds Views on the Environment

Summers are heating up, tornados are intensifying, floods are becoming more frequent. What is the connection between such events and our worldviews on nature and the environment? How do our environmental worldviews shape the way we exploit resources? And can we link this to the environmental crisis? Are there alternative worldviews that can help us meet the climate crisis? If so, what implications does this have on the way we live our lives? These are some of the questions that will be addressed in this course.

The Wide World of Sports

This course will examine the sports culture of different societies and groups, and the significance of the growing influence of professional sport in North American society. Using case studies, students will learn to identify the key elements of a worldview, and the concepts that shape and define a society or group’s relationship with sport. From societies where sport participation is tied to national identity and pride, to places where it plays an “entertainment content” role in a corporate media conglomerate, we will examine the complex human relationships with sport.

Questions Éthiques Pour Le Préuniversitaire (210)
Ethics for College Students

Different sources of ethical guidelines for behaviour – including religion, philosophy, and the social sciences – are examined in order to discover whether there is any basis for universal morals, or whether it all depends on culture or personal choice. Current social issues will be explored through group debates.

Ethics in Fiction

This course explores the ways ethical issues are presented in works of fiction such as Greek myth and drama, contemporary novels, plays or other narrative forms. Ethical issues are questions of moral significance, i.e., of right or wrong, raised in relation to individual or collective actions such as problems related to pollution, technology, and personal responsibility.

In addition to addressing these questions, this course is also aimed at helping you develop some skills to think about your own knowledge, experiences and opinions as well as engage with the opinions of others in a structured fashion.

Ethics of Travel

This course will explore ethical issues as they relate to travel and tourism. We will examine ideas about travel and tourism in general, and then define and consider the philosophical concepts of cultural relativism and ethical subjectivism and ethical egoism, as well as the social contract ideas of Hobbes, Locke, Rousseau and Kant. We discuss a variety of different types of travel such as eco-tourism, all-inclusive resorts, medical tourism, sex tourism, and adventure tourism. In addition, we look at couch-surfing, cruises, “romance” tourism, and gap year or work-and-travel experiences as case studies. This approach provides students with a way to explore the relationship between these ethical philosophies and tourism, and to contemplate and understand the ethical benefits as well as repercussions of the ways in which we choose to travel.

The Ethics of Travel: Cultural Tourism in Saint Lucia

This course will be offered in Saint Lucia, primarily. This course will examine the case study of Saint Lucia, a small English and Creole-speaking island nation in the West Indies, as a template for analyzing the practice and principles of ethical tourism in developing nations, an emerging field of global studies. The ethical questions we will be exploring focus on comparing models of tourist travel, with a particular emphasis on cultural and heritage tourism. We will examine the ethical issues for both the foreign tourist and the local population of Saint Lucia by contrasting the most popular model of mass tourism that markets cruise ships and all-inclusive resorts with emerging alternative models, such as cultural tourism, heritage tours, ecotourism, adventure holidays, and “pro-poor tourism.” While in Saint Lucia we will meet and collaborate with government officials, business associates, artists and other professionals who work individually and institutionally in tourism and the field of cultural promotion and preservation. We will conduct research at libraries and other cultural institutions, and field research at a variety of local venues. In addition, students will have the opportunity to participate in educational and humanitarian projects supporting Saint Lucian cultural institutions. Course fees will apply.

Moral Controversies in Society

We will be looking at some of the major ethical issues of today, and considering what might be proper and sustainable responses to challenges affecting us as individuals, as citizens, and as part of the human population of the globe. In determining what ought to be done, we will use as analytical tools the ethical theories proposed by some of the major philosophical schools in existence.

This course examines some of the psychological, social, and political effects of prejudice on the lives of people judged as undesirable in any society. Using contemporary and historical examples of oppression, the student will examine how prejudice functions to normalize distorted facts and opinions even in people of good will. While personally opposed to prejudice, an individual may enjoy economic and cultural privilege as a member of a dominant group. The social implications of these ethical issues as well as the benefits of diverse points of view and knowledge available in integrated or multicultural societies will also be explored.

Éthique et Esthétique (212)
Image Ethics

This course will examine images and ethics. Students will be introduced to issues such as: ethical behaviour on the part of creators or visual media; and public perception of a lack of ethics in photography, films, tv and advertising. Students will learn to assess what is artistic and editorial freedom while considering the rights of subjects – questions of consent, infringement of privacy and objectivity within the documentary film form. Problems of misrepresentation, particularly as it affects minority communities and women in fiction films, will be explored.

Ethics: Values and the Arts

Modernists desired to cast aside tradition in favour of the creation of the new and uncorrupted. Post-modernists claim that project has collapsed in our endlessly contemporary culture. By means of images from the visual arts of the last two hundred years, we will examine modernist aims to re-evaluated art, society and life itself, and look at postmodern culture: art “after the end of art”.

Questions Sociales (213)
Ethics: Animals and Society

This course investigates the many relationships between human beings and animals. We use animals as household pets and care for them in shelters, but also control them in disturbing fashion in factory farms, laboratory experiments, and entertainment centres (such as zoos and circuses). How ethical, then, is our treatment of animals? Are we at all justified in using animals to serve our (human) interests? We pursue these questions critically, reflecting throughout on the notion of equality between humans and animals.

Ethics: The Cinematic Body

Why do we say that we “see” or “watch” a film when the cinema is an audio-visual experience? In a contemporary context that continues to regard the corporeal, or bodily, with suspicion, this course will reframe and rethink the cinematic experience as an embodied one that focuses on the importance of all the bodily senses. The corporeal cinema examined in this course (from many different genres: gangster, horror, experimental, art house) opens up new possibilities for “viewers” to rediscover the risky and experimental elements of a fully embodied experience of cinema.

Ethics: Complex Emergencies: War, Genocide and the Humanitarian Response

This course explores the consequences, causes and ethical issues related to complex emergencies and humanitarian “disasters”. Students will explore the changing nature of intrastate conflict, the phenomenon of genocide, and the myriad reasons for extreme violence in civil wars. In addition, perspectives on the moral permissibility of humanitarian intervention, the Responsibility to Protect doctrine, and the ethics of warfare will be analyzed. Furthermore, students in this course will critically examine the actions of non-governmental organizations and aid agencies in “disaster zones”, the possible politicization and militarization of aid, the moral controversies associated with prosecuting criminals during wartime, and the role of the media in shaping our knowledge about conflict.

Current Ethical Issues

The subject matter of this course varies according to student interest from areas such as: racism, pollution, sex and society, drugs, the future of Québec, the relationship between law and morality, etc. The course is designed to give the student a basis for the normative analysis of various ethical issues. It aims to arouse awareness, to challenge the intellect and imagination of the student in reading and thinking about various ethical issues in contemporary society.

Dystopias: Ethics through Science Fiction

By imagining new societies, artists and philosophers have tried to take a step back from the world in which we live in order to look at it from a distance, from a different vantage point. Forcing a reflection on matters of knowledge, identity, collectivity, and morals, science fiction offers a wonderful and creative way to explore important ethical questions. Through the analysis of novels, short stories, films, and visual productions belonging to the genre of science fiction, this course proposes to demonstrate how notions of enlightenment, duty, consequences, rights, as well as virtues, are central to the understanding of ourselves, of others, and of our environment.

Ethical Issues in Racism

What is ‘racism’? What makes an action ‘racist’? This course examines these questions by looking at how racism has manifested in our society. In particular, we will discuss various historical cases of racial oppression in Canada. We will subsequently use that understanding to consider some contemporary questions and controversies regarding racism.

The Ethics of Sport

This course explores the various ethical dimensions of sport. Rooted in play, sport is an autotelic activity providing meaning to performer and viewer. However, the cult of physical performance and the demands of competition may carry their own societal costs. To some, sport promotes cultural superficiality and subjects performers to narrow commercial and state interests. Still to others, the martial character inherent in many sports may not be compatible with the good life. Nonetheless, in its decisiveness and heroic accomplishment, the athletic contest arguably fulfils an essential role in building community.

Ethics: Gods, Monsters, and Strangers

What are monsters? What do they show (monstrare) the world? How have monsters been constructed in history and how are they being defined today? This course will critically engage the history of monsters in myths, religious texts, and non-religious traditions as a means to examine the construction of “otherness” in the contemporary world. What do monsters tells us about the ethical stances often taken in relation to others, or strangers? Do monsters make us secure the system of boundaries that surround us? Religious texts often demonize monsters as a threat to rigid boundaries. Yet some texts deify the monster as a revelation of the holy. At other times, the monster is both demonized and deified, showing a deep ambivalence about the place of monsters and “otherness” in the world.

Ethics: Good and Evil

Since Socrates, and especially since the Enlightenment, social thinkers have repeatedly told us that evil, as such, does not exist. Human beings, they argue, are either inherently good or inherently nothing—that is “blank slates” which await the imprint of culture. That which people have traditionally referred to as “evil” is in fact, they claim, merely a form of ignorance. If it is true that education can put an end to evil, how do we go about educating the human race? Conversely, if the human capacity for evil is here to stay, how do we make the best of it? This course is an introduction to some of these timeless ethical questions. But it is also a survey of the historically specific answers provided by moral philosophers.

Ethics: Love and Friendship

What do you love? Why? How does this love manifest itself in your thoughts, words, and deeds? What does it mean to say that someone is your friend? What does that bond entail? Are there different kinds of love and friendship? What are they? What distinguishes them from one another? Human beings have been asking questions of this kind for thousands of years. This course is an introduction to some of these timeless questions. But it is also a survey of the historically-specific answers. This course is meant to be a general introduction to the field of ethics, centering upon the West’s centuries old preoccupation with love and friendship.

Me, You and Us: The Ethics Of Human Relationships

When confronted with an issue in a relationship, what factors do you consider? What is the weight of your own needs when considering a course of action? What about the needs of others? By drawing on ethical principles from Eastern and Western philosophies, this course will examine ethical issues that arise in many types of human interaction, such as the relationship with one’s own self, romantic partners, family members, friends and society.

Ethics: Media Messages and Social Issues

This course provides the opportunity to examine the relationships between social issues and the mass media. Students will explore television, film, advertising, music, news, and popular culture to see how media representations shape our global culture through their constructed realities, and will also assess the impact of converging communications and entertainment technologies. Critical perspectives gained in this course will lead students to the goal of media literacy. Methodology includes short lectures, video, films, and media analysis discussions.

Ethics: Social Issues: Peace Seminar

This course gives students a forum to bring together their understanding of peace in an integrative manner. Personal peace as well as cultural and societal peace are legitimate areas of study for us, along with the practical application of methods promoting peace on different levels.  Some classes and discussions may take place on-line.  Priority for this course will be given to Peace Studies students. All students must have adequate personal access to high-speed internet. This is a blended course. If the course is scheduled in a three-hour block, a travel fee of $15 is applicable.

Ethics: Social Issues Through Literature

Literature can help us focus on the elements and consequences of some of the social issues which dominate our world. By examining the plot, characters, and attitudes revealed in the assigned texts, we will look at societal attitudes towards race, war and violence, health and health care, governmental intervention in private lives, and the extent and nature of individual responsibility towards others.

Science et Société (214)

Bioethics is a rapidly-evolving, dynamic field concerned with issues, conflicts and controversies about how we should treat living beings. Among the issues discussed will be: ethics and scientific research, ethics and health care, allocation of scarce resources, fundamental rights, legal rights, conflicts of interest, conflicts of values, conflicts between cultural viewpoints, autonomy versus paternalism, conflicts between rights, conflict between obligations, the search for universal ethical principles in this field, whether health care or scientific research should be run as businesses, the impact of bioethics on the individual and society as a whole.

Ethics: Critical Issues for the New Millennium

Critical thinkers reflect on and analyze their thinking; curiosity and creativity accompany critical thinkers who, while paying attention to others’ opinions, discover their own path. Throughout the semester students will work on becoming aware of and improving their thinking, reading and writing skills. Simultaneously, and using these developing skills, we shall examine several different ethical issues presented in science and scientific endeavours, covering a wide variety of topics from the use of animals in science; techniques and funding of research; and bioethical issues like reproductive technology and gene research.

Environmental Ethics

This course will examine a variety of ethical viewpoints and dilemmas resulting from the impact of human behaviours on the physical environment. Ideological and cultural practices must be examined to understand why we find ourselves in the precarious situation of leaving an uninhabitable planet for future generations of all species.  Exploring the future of the human race must consider how world views and knowledge encourage some ethical choices over others by specifically considering environmental conservation, animal rights, natural resource depletion, global warming, water depletion, food production, pollution, and military practices, as a means of better understanding the connections between the values we hold and the impacts they have on our decisions and actions.

Environmental Ethics – On Food

We all must make ethical decisions every day — at each and every meal even.  This course will try to navigate the ethical viewpoints, and dilemmas and opportunities, resulting from the myriad claims on human culture and the physical environment made by our need both to raise and eat food.   Meanwhile we find ourselves on an increasingly imperilled planet responsible for ourselves and for what we leave for future generations of all species.   This course provides students with an opportunity to recognize, explore, challenge, and integrate personal and social values.

Ethics In Science and Technology

Science and technology are not neutral forces in society. By seeking to understand and control nature, they offer hopes of progress and freedom for the average citizen. However, they also pose serious ethical dilemmas or problems, affecting the rights of human and non-human beings. This course will: discuss the values of science; describe the relationship between science, technology, and economic /political power; and identify the various ethical problems associated with scientific research and techno-logical development. We will explore the issues conceptually, historically, and through several case studies (energy, military production, medical practice and genetic engineering, agriculture, the space program, computers).

Ethics: Science and Spirit

In this course we explore moral and ethical implications of the practice and products of science and art.  From where do we draw moral and ethical guidance and what is its nature?  What recent works and theories champion avant-garde interpretations and cutting-edge paradigms in human consciousness and what does this imply for future ethical orientations as regards a 21st century global ethic?  What is the place of spirit in the mix?  Students will present their findings to the class.  In-class discussion may be complemented by on-line forums.

Ethics: Scientists and Dramatic License

Scientists have been socially constructed to be moral giants and base demons, the saviours of the world and the world’s nemesis, while dramatists have imaginatively created the persona of scientists to serve their own political purposes. This course will explore the moral ambiguities surrounding the role of the scientist. Using three plays, Galileo, Copenhagen, and An Enemy of the People, we will explore the interface between science and drama and the social issue debates that result from that interaction.

Ethics: From a Sustainable Campus to Climate Change Activism

By blending theory and practice, this course, originally developed by JAC students, will introduce ethical frameworks that will enable you to engage meaningfully with the greatest planetary emergency ever facing the human species: climate change. We will examine avenues for activism and action, ideas for changing current social, economic and political structures that have caused and perpetuate the destruction of life on our planet, and explore the kinds of perceptual shifts and values that will guide us into creating a more just and regenerative world.

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