{"id":1352,"date":"2024-02-27T14:12:18","date_gmt":"2024-02-27T22:12:18","guid":{"rendered":"https:\/\/dornsife.usc.edu\/thematic-option\/?page_id=1352"},"modified":"2026-03-06T13:43:53","modified_gmt":"2026-03-06T21:43:53","slug":"core-102","status":"publish","type":"page","link":"https:\/\/dornsife.usc.edu\/thematic-option\/prospective-students\/core-102\/","title":{"rendered":""},"content":{"rendered":"\n\n\n  \n    \n\n\n\n\n\n\n<div\n  class=\"cc--component-container cc--full-width-image-and-text \"\n\n  \n  \n  \n  \n  \n  \n  >\n  <div class=\"c--component c--full-width-image-and-text\"\n    \n      >\n\n    \n      <div class=\"image-container\">\n          \n<div class=\"f--field f--image\">\n\n    \n    \n    \n    \n    \n    \n              \n      <img\n                            data-src=\"https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2025\/10\/CORE-102-768x432.png\"\n          data-srcset=\"https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2025\/10\/CORE-102-1920x1080.png 1920w,https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2025\/10\/CORE-102-1280x720.png 1280w,https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2025\/10\/CORE-102-768x432.png 768w\"          data-sizes=\"(min-width:1200px) 75vw, (min-width:768px) 83vw, 100vw\"          class=\"lazyload\"\n        \n                  alt=\"CORE 102\"\n        \n        \n                                      \/>\n\n    \n    \n  \n  \n\n<\/div>\n    <\/div>\n  \n  <div class=\"text-container\">\n\n              \n<div class=\"f--field f--eyebrow\">\n\n    \n  <span>Curriculum<\/span>\n\n\n<\/div>\n    \n              \n<div class=\"f--field f--section-title\">\n\n    \n  <h2>\n          CORE 102: Culture and Values\n      <\/h2>\n\n\n<\/div>\n    \n              \n<div class=\"f--field f--description\">\n\n    \n  <p><strong>CORE 102: Culture and Values<\/strong> examines issues of identity through the lens of so-called great books, asking such questions as: What is the self? What is society? What do they owe to each other? In this course, students participate in the assessment and reshaping of the western canon through both critical analysis and the development and practice of empathy for voices different from their own. <\/p>\n<p>All T.O. students start their first semester by taking CORE 102 and CORE 111 concurrently, a shared learning experience that helps establish a T.O. community and serves as a springboard for all future T.O. coursework.<\/p>\n\n\n\n<\/div>\n    \n      <\/div>\n\n\n  <\/div><\/div>\n\n\n\n\n  \n    \n\n\n\n\n\n\n<div\n  class=\"cc--component-container cc--rich-text \"\n\n  \n  \n  \n  \n  \n  \n  >\n  <div class=\"c--component c--rich-text\"\n    \n      >\n\n    \n      \n<div class=\"f--field f--wysiwyg\">\n\n    \n  <h1>Sample Course Descriptions<\/h1>\n<p>&nbsp;<\/p>\n<div style=\"width: 100%;\">\n<div style=\"float: right; width: 44%;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"padding: 0 20px 20px 20px;\" src=\"https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2026\/01\/Untitled-design-91.png\" alt=\"Fear of Diversity\/Fascination with Variety\" width=\"900\" height=\"1200\" \/><\/div>\n<div style=\"float: none;\">\n<h2><strong>Fear of Diversity\/Fascination with Variety<\/strong><\/h2>\n<p style=\"font-size: 14px;\"><strong>Professor Daniel Richter, Department of Classics<\/strong><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">This course examines the history of the idea of human difference in terms of race and gender from antiquity to the present. It begins with an attempt to understand a single story: the Greek historian Herodotus tells us that in the early fifth century BCE, an explorer-king named Hanno from Carthage in North Africa sailed through the Pillars of Heracles and proceeded down along the western coast of Africa with the intention of founding trading colonies. Hanno, who inscribed an account of his adventures on a column upon his return to Carthage, wrote that when he and his crew reached the southernmost point of their voyage (modern Sierra Leone), they saw \u201csavage men and tremendously hairy women\u201d on the shore. Their native interpreters called these people \u201cgorillas.\u201d Hanno took three of the \u201cwomen\u201d captive, skinned them, and brought their \u201cpelts\u201d back to Carthage.<\/span><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">This story forces us to address a series of very old questions which are as important now as they were two and a half millennia ago: What is a human being? How do human beings differ from animals? Is there such a thing as a human species, or are there various \u201ctypes\u201d of humans? Our answers to these questions have important implications for all sorts of ethical, political, and social behavior. This is a course about a series of moments in the ongoing conversation we humans have with ourselves about the nature of human sameness and human diversity. We are, as the self-described cosmopolitan thinker Kwame Anthony Appiah has recently remarked, \u201ca traveling species;\u201d it is this tendency towards mobility which has, for most of human history, forced us to identify the origins and meanings of human difference\u2014linguistic, cultural, ethnic, religious, etc. Our readings will focus on the modern as well as the ancient world.<\/span><\/p>\n<p><span style=\"font-size: 14px;\"><strong>Texts<\/strong><\/span><\/p>\n<ul>\n<li style=\"font-size: 14px;\">Aeschylus. <em>Persians<\/em>.<\/li>\n<li style=\"font-size: 14px;\">\u2014. <em>Suppliants<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Frederick Douglass. <em>Narrative of the Life of Frederick Douglass, an American Slave<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Stephen Jay Gould. <em>The Mismeasure of Man<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Herodotus. <em>Histories<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Harriet Jacobs. <em>Incidents in the Life of Slave Girl<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Ishmael Reed. <em>Mumbo Jumbo<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Shakespeare. <em>The Merchant of Venice<\/em>.<\/li>\n<li style=\"font-size: 14px;\">\u2014. <em>Othello<\/em>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<div style=\"width: 100%;\">\n<div style=\"float: right; width: 44%;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"padding: 0 20px 20px 20px;\" src=\"https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2025\/09\/Untitled-design-24.png\" alt=\"Reasons of Love\" width=\"900\" height=\"1200\" \/><\/div>\n<div style=\"float: none;\">\n<h2><strong>Reasons of Love<\/strong><\/h2>\n<p style=\"font-size: 14px;\"><strong>Professor David Albertson, Schools of Religion &amp; Philosophy<\/strong><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">Around 600 BCE, the poet Sappho wrote: \u201cEros shook my mind \/ Like a mountain wind falling on oak trees\u201d (Frag. 47). The mysterious experience of love has been central to western art and literature, but also to philosophy and religion. Across different epochs, from ancient Greeks to medieval monks to early modern authors, most western thinkers have shared the conviction that eros (Greek: <em>er\u00f3s<\/em>) conceals profound secrets about the nature of human and divine beings. But while modernity has tended to separate rationality from irrational desire, premodern (and some postmodern) authors insist on the necessary interplay of love and reason. For them, eros precedes and exceeds reason, since to philosophize is to love wisdom, that is, to maximize desire.<\/span><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">For almost a thousand years, academic philosophy has attended to reason and minds more than passions and bodies. Meanwhile the unique rationality of eros has been preserved in art and religion: in poetry, drama, dialogue, myth, letter, memoir, and commentary. The questions posed by love are complex: Does eros have its own rationality? Does it propel the soul toward the divine? Are there many kinds of love or just one? How does love alter the boundaries of the self? Is sexual desire a property of body or soul? How is it that love is both joyful and painful?<\/span><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">We\u2019ll first survey some landmarks in Greek tragedy, Roman erotic poetry, and Greek philosophy. Then we\u2019ll study the special contributions of religion, especially Christianity\u2019s influential ambivalence about desire. Finally, we\u2019ll explore the fate of romantic love in early modernity and recent philosophies of eros in late modernity. Along the way we\u2019ll discuss the function of writing, writing out of love and about love. As Plato recognized, the gap between feeling and describing love drives the lover to experiment with language: words of seduction, confession, and praise.<\/span><\/p>\n<p><span style=\"font-size: 14px;\"><strong>Texts<\/strong><\/span><\/p>\n<ul>\n<li style=\"font-size: 14px;\">Augustine of Hippo. <em>Confessions<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Euripides. <em>Euripides V<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Hadewijch. <em>The Complete Works<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Plato. <em>Plato on Love<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Shakespeare. <em>A Midsummer Night\u2019s Dream<\/em>.<\/li>\n<li style=\"font-size: 14px;\">\u2014. <em>Antony and Cleopatra<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Sophocles. <em>Sophocles I<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Other short selections will be circulated as PDFs: <em>Song of Songs<\/em>, Sappho, Ovid, Plotinus, Origen of Alexandria, Bernard of Clairvaux, Richard of St. Victor, Dante Alighieri, Georges Bataille, and Jean-Luc Marion.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<div style=\"width: 100%;\">\n<div style=\"float: right; width: 44%;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"padding: 0 20px 20px 20px;\" src=\"https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2025\/09\/Untitled-design-26.png\" alt=\"Sovereigns on Stage: Politics and Performance\" width=\"900\" height=\"1200\" \/><\/div>\n<div style=\"float: none;\">\n<h2><strong>Sovereigns on Stage: Politics and Performance<\/strong><\/h2>\n<p style=\"font-size: 14px;\"><strong>Professor Ronald Mendoza-de Jes\u00fas, Departments of Latin American &amp; Iberian Cultures and Comparative Literature<\/strong><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">Living in what Guy Debord has called \u201cthe society of the spectacle,\u201d we have grown accustomed to the idea that political power is intimately bound with the antics of theatrical performance. But the relationship between theater (and, more broadly, performance) and politics has been central to the creation and distribution of political power in the west since well before the advent of the modern media. And nowhere in our political regimes is the relation between politics and performance more spectacularly self-evident than in the rituals that accompany the exercise of sovereign power, whether this power is vested in a monarch, a president, or a parliament. From the media frenzy that follows the coronation of a new European monarch to the comedic scene of POTUS pardoning a turkey for Thanksgiving, sovereigns wield a power that exceeds their strict juridical function, namely, the power to capture our political imaginations by taking the center stage of society. But what is the source of this strange power that seems to give rulers control over other bodies and other wills? And how can this power be transformed, resisted, or even challenged?<\/span><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">This course addresses these questions through a reading of selected texts from the western tradition of literature and political philosophy. How have political philosophers conceived of the sovereign? What kind of powers or attributes do they ascribe to this figure? Which arguments have they provided to justify or challenge the power that the sovereign exerts over a polity? Conversely, how has literature put sovereignty on stage? Can literary texts provide us a way of both understanding and resisting the logic that grants some human being, because of their political status, power over life and death?<\/span><\/p>\n<p><span style=\"font-size: 14px;\"><strong>Texts<\/strong><\/span><\/p>\n<ul>\n<li style=\"font-size: 14px;\">Hans Christian Andersen. \u201cThe Emperor\u2019s New Clothes.\u201d<\/li>\n<li style=\"font-size: 14px;\">Jean Bodin. <em>On Sovereignty<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Giannina Braschi. <em>United States of Banana<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Pedro Calder\u00f3n de la Barca. <em>Life Is a Dream<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Dante. <em>Monarchy<\/em>.<\/li>\n<li style=\"font-size: 14px;\"><em>En\u016bma Eli\u0161<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Sigmund Freud. <em>Totem and Taboo<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Alfred Jarry. <em>Ubu the King<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Plato. <em>Statesman<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Shakespeare. <em>Richard III<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Sophocles. <em>Antigone<\/em>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<div style=\"width: 100%;\">\n<div style=\"float: right; width: 44%;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"padding: 0 20px 20px 20px;\" src=\"https:\/\/dornsife.usc.edu\/thematic-option\/wp-content\/uploads\/sites\/120\/2025\/09\/Untitled-design-25.png\" alt=\"Time, Mortality, and the Creative Desire from Homer to Babel\" width=\"900\" height=\"1200\" \/><\/div>\n<div style=\"float: none;\">\n<h2><strong>Time, Mortality, and the Creative Desire from Homer to Babel<\/strong><\/h2>\n<p style=\"font-size: 14px;\"><strong>Professor Stefano Rebeggiani, Department of Classics<\/strong><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">This course investigates the theme of mortality in connection with art and the creative desire across several centuries. It looks at major works of literature: the epic tales of Homer, the Roman epic of Virgil, the medieval cosmological poem of Dante (<em>Divine Comedy<\/em>); the modern mythology of J.R.R. Tolkien (<em>The Silmarillion<\/em>; <em>The Lord of the Rings<\/em>), and the masterpiece short story collection by Isaac Babel (<em>Red Cavalry<\/em>).<\/span><\/p>\n<p style=\"line-height: 1.25; margin-left: 50px;\"><span style=\"font-size: 14px;\">Anyway all this stuff is mainly concerned with Fall, Mortality, and the Machine\u2026With Mortality, especially as it affects art and the creative desire which seems to have no biological function, and to be apart from the satisfactions of plain ordinary biological life, with which, in our world, it is indeed usually at strife. This desire is at once wedded to a passionate love of the real world, and hence filled with the sense of mortality, and yet unsatisfied by it.<\/span><\/p>\n<p style=\"line-height: 1.25;\"><span style=\"font-size: 14px;\">With these words, Tolkien described the major concern of his epic imaginarium, the set of tales he developed in his three major works, <em>The Silmarillion<\/em>,<em> The Hobbit<\/em>, and <em>The Lord of the Rings<\/em>. Twenty-seven centuries earlier, Homer centered his epic poems on the same core theme. The <em>Iliad<\/em> opens with Achilles\u2019 dilemma in the face of his own mortality. Should he choose a short life full of glory or a long life in obscurity? The poem\u2019s close highlights the same theme: King Priam persuades Achilles to relent and grant him the body of his son Hector by making him reflect on the fragility of the human condition, of which both he and Achilles partake. Virgil\u2019s <em>Aeneid<\/em> celebrates the eternal power of Rome, while highlighting the fragility of human achievement. Virgil has his hero (Aeneas) descend to the underworld to grasp the ultimate meaning of life in the face of death, but also to reflect on the power of poetry to make things immortal. Dante\u2019s poem takes its cue from Virgil to take his readers on an extensive journey to the underworld. His art sheds light on the tragedy of human experience on earth, on the short time we are allowed to make choices that stay with us for eternity, but the underworld is also a place to reflect on art, where Dante encounters the great artists and writers of the past and negotiates his place in the literary tradition. Babel\u2019s <em>Red Cavalry<\/em> brings a young artist into the inferno of the Russo-Polish war of the 1920s, where he reflects on the meaning of life, the role of art, and the place of beauty in the face of horror and violence.<\/span><\/p>\n<p><span style=\"font-size: 14px;\"><strong>Texts<\/strong><\/span><\/p>\n<ul>\n<li style=\"font-size: 14px;\">Isaac Babel. <em>Red Cavalry<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Dante. <em>Inferno<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Homer. <em>Iliad<\/em>.<\/li>\n<li style=\"font-size: 14px;\">J.R.R. Tolkien. <em>The Lord of the Rings<\/em>.<\/li>\n<li style=\"font-size: 14px;\">Virgil. <em>Aeneid<\/em>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<hr \/>\n\n\n\n<\/div>\n\n\n  <\/div><\/div>\n\n\n\n            \n  \n    \n\n\n\n\n\n\n<div\n  class=\"cc--component-container cc--link-list \"\n\n  \n  \n  \n  \n  \n  \n  >\n  <div class=\"c--component c--link-list\"\n    \n      >\n\n    \n      <div class=\"header-container\">\n\n                  \n<div class=\"f--field f--section-title\">\n\n    \n  <h2>\n          Learn More\n      <\/h2>\n\n\n<\/div>\n                <\/div>\n  \n      <div class=\"links-container\">\n\n                        \n        \n          \n            <div class=\"column\">\n                <ul>\n                                                                  <li>\n                                \n<div class=\"f--field f--link\">\n\n    \n    \n  \n<a \n  class=\"link\"\n  href= https:\/\/dornsife.usc.edu\/thematic-option\/prospective-students\/sample-courses\/core-101\/\n    aria-label=\"Read more about CORE 101: Symbols and Conceptual Systems\"  \n>\n    CORE 101: Symbols and Conceptual Systems \n  <svg version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" x=\"0px\" y=\"0px\" viewBox=\"0 0 35 35\" enable-background=\"new 0 0 35 35\" width=\"25\" height=\"25\" xml:space=\"preserve\"><polygon fill-rule=\"evenodd\" clip-rule=\"evenodd\" fill=\"#000\" points=\"19.3,27.5 29.3,17.5,19.3,7.5 16.3,10.4 21.4,15.4 6.7,15.4 6.7,19.6 21.4,19.6 16.3,24.6 \"\/><\/svg>\n<\/a>\n\n\n<\/div>\n\n                                                    <\/li>\n                                                                                        <li>\n                                \n<div class=\"f--field f--link\">\n\n    \n    \n  \n<a \n  class=\"link\"\n  href= https:\/\/dornsife.usc.edu\/thematic-option\/prospective-students\/sample-courses\/core-103\/\n    aria-label=\"Read more about CORE 103: The Process of Change in Science\"  \n>\n    CORE 103: The Process of Change in Science \n  <svg version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" x=\"0px\" y=\"0px\" viewBox=\"0 0 35 35\" enable-background=\"new 0 0 35 35\" width=\"25\" height=\"25\" xml:space=\"preserve\"><polygon fill-rule=\"evenodd\" clip-rule=\"evenodd\" fill=\"#000\" points=\"19.3,27.5 29.3,17.5,19.3,7.5 16.3,10.4 21.4,15.4 6.7,15.4 6.7,19.6 21.4,19.6 16.3,24.6 \"\/><\/svg>\n<\/a>\n\n\n<\/div>\n\n                                                    <\/li>\n                                                                                        <li>\n                                \n<div class=\"f--field f--link\">\n\n    \n    \n  \n<a \n  class=\"link\"\n  href= https:\/\/dornsife.usc.edu\/thematic-option\/prospective-students\/sample-courses\/core-104\/\n    aria-label=\"Read more about CORE 104: Change and the Future\"  \n>\n    CORE 104: Change and the Future \n  <svg version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" x=\"0px\" y=\"0px\" viewBox=\"0 0 35 35\" enable-background=\"new 0 0 35 35\" width=\"25\" height=\"25\" xml:space=\"preserve\"><polygon fill-rule=\"evenodd\" clip-rule=\"evenodd\" fill=\"#000\" points=\"19.3,27.5 29.3,17.5,19.3,7.5 16.3,10.4 21.4,15.4 6.7,15.4 6.7,19.6 21.4,19.6 16.3,24.6 \"\/><\/svg>\n<\/a>\n\n\n<\/div>\n\n                                                    <\/li>\n                                                          <\/ul>\n            <\/div>\n\n          \n          \n        \n          \n            <div class=\"column\">\n                <ul>\n                                                                  <li>\n                              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https:\/\/dornsife.usc.edu\/thematic-option\/#learning-objectives\n    aria-label=\"Read more about Learning Objectives\"  \n>\n    Learning Objectives \n  <svg version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" x=\"0px\" y=\"0px\" viewBox=\"0 0 35 35\" enable-background=\"new 0 0 35 35\" width=\"25\" height=\"25\" xml:space=\"preserve\"><polygon fill-rule=\"evenodd\" clip-rule=\"evenodd\" fill=\"#000\" points=\"19.3,27.5 29.3,17.5,19.3,7.5 16.3,10.4 21.4,15.4 6.7,15.4 6.7,19.6 21.4,19.6 16.3,24.6 \"\/><\/svg>\n<\/a>\n\n\n<\/div>\n\n                                                    <\/li>\n                                                                                        <li>\n                                \n<div class=\"f--field f--link\">\n\n    \n    \n  \n<a \n  class=\"link\"\n  href= https:\/\/dornsife.usc.edu\/thematic-option\/#curriculum\n    aria-label=\"Read more about Curriculum\"  \n>\n    Curriculum \n  <svg 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