ENGLISH COURSES
TERM 2012 – I (March – July)
Course: A History of the Andean People to 1700
Code: 25169
Academic Department: Humanities
Academic term: 2012-I (March-July)
Class: A
Teacher: Javier Flores Espinoza
e-mail: [email protected]
I.
Summary
This course is a study of the Indian peoples of Peru from ca. 10,000 B.C. to A.D. 1700.
It is intended as an introductory course to the history and archaeology of Peru’s Indian
peoples for exchange students. As such, it emphasizes the main trends that distinguish
Peruvian history from that of the Old World through a study of space and the
environment, the relations between political systems and the people, the beliefs and
attitudes regarding death and the afterlife, and the profound transformations the
Spanish invasion wrought in the Andes, particularly as regards religion.
II.
Aims
The course intends to help the student
1. Empathise with alien cultures
2. Understand the interplay between continuity and change
3. Apprehend the role of ideology in the development of knowledge
III.
Skills
a. General Skills
Flexibility and openness to change; responsibility, management and
productivity; holistic approaches.
b. Specific Skills
Socially responsible and enterprising citizens, eager for intellectual
undertakings, and who will thus become globally competitive leaders who are
able to act as agents of change.
IV.
Contents
Unit 1: Introduction
Sources, archaeological, historical, and ethnological. Cultural areas in the Central
Andes. Chronology and periods. The Andean landscape. Zonal complementarity.
Bibliography:
• Berrin, Kathleen. The Spirit of Ancient Peru. Treasures from the Museo
Arqueológico Rafael Larco Herrera. London: Thames and Hudson, 1998.
• Bonavia, Duccio. Perú hombre e historia, I. De los orígenes al siglo XV. Lima:
Ediciones Edubanco, 1991.
• Makowski, Krzysztof. “Pre-Hispanic Art.” In Krzysztof Makowski, Natalia Majluf
and Francisco Stastny, Art in Peru. Works from the Collection of the Museo de
Arte de Lima. Lima: Museo de Arte de Lima-Promperú, 2001, 19-81.
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Moseley, Michael. The Incas and Their Ancestors. The Archaeology of Peru.
London: Thames & Hudson, 1992.
Unit 2: The Rise of Civilisation. Temples and religion
Hunters and gatherers. The domestication of plants and animals. Three religious
traditions. The gods of Chavín. The dead of Paracas.
Bibliography:
• Burger, Richard. Chavín and the Origins of Andean Civilization. London:
Thames and Hudson, 1992.
• Lathrap, Donald W. “Gifts of the Cayman: Some Thoughts on the subsistence
basis of Chavin.” In Donald W. Lathrap and J. Douglas, eds., Variation in
anthropology: Essays in Honour of John C. McGregor. Urbana: Illinois
Archaeological Survey, 1973, 91-105.
• Paul, Anne. Paracas Ritual Attire. Symbols of Authority in Ancient Peru.
Norman and London: University of Oklahoma Press, 1990.
• Silverman, Helaine. “Contextualizando la muerte en los cementerios de
Paracas.” In Luis Millones and Moisés Lemlij, eds., Al final del camino. Lima:
Seminario Interdisciplinario de Estudios Andinos, 1996, 1-19.
Unit 3: The Rise of the Warriors and the Master Craftsmen
Social development and specialisation. Moche myths. Nazca headhunting and
geoglyphs.
Bibliography:
• Aveni, Anthony F. Between the Lines. The Mystery of the Giant Ground
Drawings of Ancient Nasca, Peru. Austin: University of Texas Press, 2000.
• Bawden, Garth. The Moche. Massachusetts-Oxford: Blackwell Publishers,
1999.
• Bourget, Steve. Sex, Death and Sacrifice in Moche Religion and Visual Culture.
Austin: University of Texas Press, 2006.
• Silverman, Helaine. Cahuachi in the Ancient Nasca World. Iowa City: University
of Iowa Press, 1993.
• Silverman, Helaine, and Donald A. Proulx. The Nasca. Massachusetts-Oxford:
Blackwell Publishers, 2002.
• Woloszyn, Janusz Z. Los rostros silenciosos. Los huacos retratos de la cultura
moche. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú,
2008.
Unit 4: The Rise of the Empires
Environmental perturbations and the rise of empire. Tiahuanaco agriculture. Huari
ancestors. Weaving and quipus. The kings of Chimor. Oracles and politics. The Cuzco
Chiefdom.
Bibliography:
• Bauer, Brian. Ancient Cuzco. Heartland of the Inca. Austin: University of Texas
Press, 2004.
• McEwan, Gordon F., ed. Pikillacta : the Wari Empire in Cuzco. Iowa City :
University of Iowa Press, 2005.
• Isbell, William J. Mummies and mortuary monuments: a postprocessual
prehistory of central Andean social organization. Austin: University of Texas
Press, 1997.
• Isbell, William J. “Repensando el horizonte medio: el caso de Conchopata,
Ayacucho, Perú”. Boletín de Arqueología PUCP, No. 4, 2000, 9-68.
• Kolata, Alan. The Tiwanaku. Massachusetts-Oxford: Blackwell Publishers,
1993.
• Ravines, Rogger, ed. Chanchan, metrópoli chimú. Lima: Instituto de Estudios
Peruanos, 1980.
Unit 5: The World of the Inca
Myth and history. Political structure. A ‘vertical’ economy. Military expansion and the
Inca economy. Inca and Andean urbanism.
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Bibliography:
• D’Altroy, Terence N. The Incas. Massachusetts-Oxford: Blackwell Publishers,
2002.
• Hyslop, John. Inka Settlement Planning. Austin: University of Texas Press,
1990.
• Murra, John V. El mundo andino. Población, medio ambiente y economía.
Lima: Instituto de Estudios Peruanos-Fondo Editorial de la Pontificia
Universidad Católica del Perú, 2002.
• Ramírez, Susan Elizabeth. “Kingship and the Gods.” In Susan Ramírez, To
Feed and Be Fed. The Cosmological Bases of Authority and Identity in the
Andes. Stanford: Stanford University Press 2005, 59-112.
Unit 6: The Spanish Invasion
Sixteenth-century Spain. The fall of the Inca Empire. Encomenderos and encomiendas.
The demographic collapse of Indian Peru.
Bibliography:
• Cook, Noble David. Demographic Collapse. Indian Peru, 1520-1620.
Cambridge: Cambridge University Press, 1981.
• Hemming, John. La conquista de los incas. México: Fondo de Cultura
Económica, 1982.
• Varón Gabai, Rafael. La ilusión del poder. Apogeo y decadencia de los Pizarro
en la conquista del Perú. Lima: Instituto de Estudios Peruanos, 1996.
• Wachtel, Nathan. Los vencidos. Los indios del Perú frente a la conquista
española (1530-1570). Madrid: Alianza Editorial, 1976.
Unit 7: Colonial Andean Society (1570-1750)
Toledo and the colonial State. A mining economy. Religious imperialism: the battle for
the ancestors. The breakdown of the Toledan system.
Bibliography:
• Andrien, Kenneth J. Andean Worlds. Indigenous History, Culture, and
Consciousness under Spanish Rule, 1532-1825. Albuquerque: University of
New Mexico Press, 2001.
• Bakewell, Peter, J. Mineros de la montaña roja: el trabajo de los indios en
Potosí, 1545-1650. Madrid: Alianza América, 1989.
• Spalding, Karen. Huarochirí. An Andean Society under Inca and Spanish Rule.
Stanford: Stanford University Press 1984.
V.
Learning Activities
Throughout the course, students will undertake the following activities in order to attain
a pass mark:
- Reading the appointed bibliography.
- Actively participate in class.
- Taking the assessments noted below.
VI.
Evaluation
ASSESSMENT CRITERIA
1. The command of the
subjects dealt with throughout
the course. In the case of the
reading tests, the ability to
explain the arguments
presented by the authors.
2. The ability to express
GESTIÓN Y DESARROLLO DEL APRENDIZAJE
PROCEDURE
Reading tests (2)
Two exams
WEIGHT
40%
30% each
3
oneself fluently and correctly.
VII.
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Bibliography
Required reading:
th
First Reading Test (Tuesday, 20 April)
Burger, Richard. “Los orígenes de la civilización en los Andes.” In Guillermo Lohmann
Villena, Richard Burger, Yoshio Onuki et al., Historia de la cultura peruana, I. Lima.
Fondo Editorial del Congreso de la República, 89-101.
Miller, George, and Richard Burger. “Our Father the Cayman, Our Dinner the Llama:
Animal Utilization at Chavin de Huantar, Peru.” American Antiquity, vol. 60, no. 3 (July,
1995), pp. 421-458.
Frame, Mary. “Blood, Fertility, and Transformation: Interwoven Themes in the Paracas
Necropolis Embroideries.” In Elizabeth P. Benson and Anita G. Cook, eds., Ritual
Sacrifice in Ancient Peru. Austin: University of Texas Press 2001, 55-92.
Mid-Term Exam (Saturday, 15th May)
Shimada, Izumi. “Mochica Organizational Features.” Pampa Grande and the Mochica
Culture. Austin: University of Texas Press, 1994, 98-115 (chapter 5).
Isbell, William J. (I) “Sin mallkis que adorar: los muertos huari.” Arqueológicas 26, 2003,
237-59.
Proulx, Donald. “Ritual Uses of Trophy heads in Ancient Nazca Society.” In Elizabeth P.
Benson and Anita G. Cook, eds., Ritual Sacrifice in Ancient Peru. Austin: University of
Texas Press, 119-36.
Second Reading Test (Tuesday, 15th June)
William Isbell. (II) “Environmental Perturbations and the Origin of the Andean State.”
Charles Redman, Mary Jane Berman, Edward Curtin, William Langhorme, Nina
Versaggi and Jeffrey Wanser, eds., Social Archaeology: Beyond Subsistence and
Dating. New York: Academic Press, 1978, 303-313.
Von Hagen, Adriana and Craig Morris. “The First Cities.” “Imperial Cities: Wari and
Tiwanaku.” The Cities of the Ancient Andes. London: Thames and Hudson 1998, 83112, 113-38.
Spalding, Karen. (I) “Tribes Become Peasants.” In Karen Spalding, Huarochirí. An
Andean Society under Inca and Spanish Rule. Stanford: Stanford University Press
1984, 72-105.
Final Exam (Saturday, 10th July)
Spalding, Karen J. (II) “Exploitation as an Economic System: The State and the
Extraction of Surplus in Colonial Peru.” In George A. Collier, Renato I. Rosaldo and
John D. Wirth, eds., The Inca and Aztec States 1400-1800. Anthropology and History.
New York-London: Academic Press, 321-42.
Andrien, Kenneth J. “Religious Conversion and the Imposition of Orthodoxy.” In
Kenneth J. Andrien, Andean Worlds. Indigenous History, Culture, and Consciousness
under Spanish Rule, 1532-1825, 153-91.
Reference:
Lockhart, James and Stuart B. Schwartz. América Latina en la Edad Moderna. Una
historia de la América española y el Brasil coloniales. Madrid: Akal Ediciones, 1992.
Makowski Hanula, Krzysztof, Richard L. Burger, Helaine Silverman et al. Los dioses del
antiguo Perú, 2 vols. Lima: Banco de Crédito del Perú, 2000-2001.
Stone-Miller, Rebecca. Art of the Andes, from Chavín to Inca. London: Thames and
Hudson, 1994.
Von Hagen, Adriana and Craig Morris. The Cities of the Ancient Andes. London:
Thames and Hudson, 1998.
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VIII.
Schedule
WEEK
UNITS AND CONTENTS
1
Introduction
• Approaches to the past:
archaeology, history,
anthropology, history of religion
• Chronology
• The Andean landscape
• Zonal Complementarity
2
The Rise of Civilisation in the Andes
• Hunters and gatherers
• Domestication and the rise of
agriculture and animal husbandry
• The first settlements
3
The rise of social complexity: Chavín and
Paracas
• The early temples: three religious
traditions
• Chavín: oracles and religion
• The dead of Paracas
4
Social development and specialisation I:
the Nazca
• Nazca political structure
• Irrigation and religion
First reading test
5
Social development and specialisation II:
the Moche
• Moche political structure
• The nature of Moche art
• The role of kingship
6
The Rise of Empire I: the Tiahuanaco
• The city of Tiahuanaco
• Religion and kingship
• The nature of Tiahuanaco control
7
The Rise of Empire II: the Huari
• Environmental perturbations and
the rise of the State
• The nature of Huari: empire vs.
regional kingdoms
8
Mid-term exam
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READINGS
Burger
Miller and Burger
Frame
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Shimada
Proulx
Isbell I
5
9
Regional fragmentation and Andean
urbanism
10
The Rise of the Inca: Myth and History
11
Inca Economy and Society
12
The Fall of the Inca Empire and the
Spanish Conquest
Second reading test
13
The Spanish Colonial System
14
No classes
15
The Church and the Andean Peoples
16
Final exam
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Isbell II
Spalding I
Von Hagen and
Morris
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Spalding II
Andrien
Course: Ethics & Politics
Code
Academic Department: Humanities
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Professor: Romina Yalonetzky [email protected]
About the course
Practical Philosophy promotes critical thinking in areas that are meaningful to professionals in every field of
expertise. It provides analytical tools for moral reflection and widens the scope of ideas, thus encouraging
tolerance and pluralism.
The course focuses on the relevance of reading the classics (and the “new classics”) for contemporary
discussions. The assessment of political philosophy’s various conceptual proposals' applicability to different
realities will guide the reading.
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From Aristotle to Al-Farabi and from Hobbes to Benhabib, the course is offered from the perspective of the
history of ideas and addresses issues such as justice, freedom, the best form of government, happiness,
virtue and pluralism.
Learning Goals
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To learn how to argue with accuracy
To apply critical thinking to reading and communicating ideas
To familiarize with the works of important representatives of practical philosophy
To philosophically interpret conceptual points of view
Competencies
a) Main
Social Responsibility
Flexibility and openness to change
b) Specific
Diversity awareness
Critical thinking
Empathy
Contents
Ancient Greece
1. The Just City and the Just Man
Plato – The Republic
2. What is Happiness
Aristotle – Nicomachean Ethics
The Middle Ages
3. The Virtuous Regime
Alfarabi – On the Perfect State
4. The Problem of Evil
Maimonides – The Guide for the Perplexed
5. The Foundations of Political Liberalism
William of Ockham – A Short Discourse on Tyrannical Government
Modern Philosophy
6. The Theory of Social Contract
Thomas Hobbes – Leviathan
7. A Defense of Secular Government
Baruch Spinoza – Tractatus Theologico-Politicus
8. The Question of Propriety
Adam Smith – The Theory of Moral Sentiments
9. The Greatest-Happiness Principle
John Stuart Mill - Utilitarianism
Contemporary Philosophy
10. Justice as Fairness
John Rawls – A Theory of Justice
11. Communitarism
Michael Walzer – The Spheres of Justice
12. Pluralism
Seyla Benhabib – The Claims of Culture
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Didactic Strategy
The course is thought as a seminar. Each week a different text will discussed in class, featuring a
presentation prepared by a student. Students will write a short paper based on the text of their presentation.
Learning Activities
• In-class reading and commenting
• Student presentations (15’)
• Class debates
Evaluation
Mid-Term: 30%
Presentation: 20%
Final Paper: 50%
Basic Bibliography
• Alfarabi. On the Perfect State. Oxford: Clarendon Press, 1985.
• Alfarabi. The Politica Writings. Ithaca: Cornell University Press, 2001.
• Aristotle. Nicomachean Ethics. Cambridge: Cambridge University Press, 2000.
• Aristotle. Politics. Cambridge, MA: Harvard University Press, 1932.
• Benhabib, Seyla. The Claims of Culture. New Jersey: Princeton University Press, 2002.
• Hobbes, T. Leviathan. Middlesex : Penguin Books, 1980.
• Maimonides. Guide of the Perplexed. Indianapolis, IN: Hackett, 1995.
• Mill, John Stuart. Utilitarianism. London: J. M. Dent & Sons, 1976.
• Ockham, William of. A Short Discourse on Tyrannical Government. Cambridge: Cambridge University
Press, 1992.
• Plato. Republic. Indianapolis, IN: Hackett, 1992.
• Rawls, John. A Theory of Justice. Cambridge, MA: Harvard University Press, 1971.
• Smith, Adam. The Theory of Moral Sentiments. Indianapolis, IN: Liberty Funda, 1984.
• Spinoza, Baruch. Theological-Political Treatise. Cambridge: Cambridge University Press, 2007.
• Walzer, Michael. Spheres of Justice. New York: Basic Books, 1984.
Course: History in Film: Latin American Contemporary History in American Films
Code
Academic Department: Humanities
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Professor: Norberto Barreto Velázquez, PhD -norbertobarreto.wordpress.com
Class Description
This class will analyze American filmic representations about Latin America Contemporary History focusing on
two main questions: How American popular film industry has portrayed Latin American History? What can we
learn from these representations? We will watch and analyze American films portraying Latin America History
from the wars of independence to the end of the 20th Century. These films will help to critically examine Latin
American historical development as well as the assumptions and biases which go into American moviemaking on Latin America.
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Course Outline
1. Introduction: History and Movies
2. Wars of Independence
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Burn! (1969)
3. Making nations, 1830-1880
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Original Sin (2001)
4. Latin America and the USA, 1823-1880
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Juarez (1939)
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El Alamo (1960)
Two Mules for Sister Sara (1970)
5. Modernization and revolutions, 1880-1930
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Viva Zapata! (1952)
6. Good Neighbor Policy, 1932-1945
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Down Argentine Way (1940)
The Three Caballeros (1944)
5. Populism and World War II
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Evita (1982)
6. Cold War and dictatorships, 1945-1980
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Bananas (1971)
Missing (1982)
7. The 1980’s
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Scarface (1983)
Salvador (1986)
8. The end of the 20th Century (1990-2000)
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Buena Vista Social Club (1999)
The Three Burials of Melquiades Estrada(2005)
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Course: Re-viewing Vietnam War
Code
Academic Department: Humanities
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Professor: Norberto Barreto Velázquez, PhD -norbertobarreto.wordpress.com
Description of the course:
This course is a historical re-evaluation of America's longest, most unpopular, and most divisive war
in the context of the Cold War and Vietnamese nationalism. We would attempt to find answers to five
main questions: Why the United States got deeply involved in a civil war thousands of miles away
from American continental territory? How this war affected American economy, society, culture,
foreign policy, and national politics? Why the United States lost this war? Which was the cost of
victory for the Vietnamese people? Why Vietnam lost peace?
Course Outline
1) Introduction
2) Vietnam under the French rule
3) World War II and Japanese occupation
4) First Indochina War
5) American intervention
6) American escalation: into the quagmire
7) The pullout
8) American domestic front
9) Winners and losers
Movies:
The Green Berets (1968)
Coming Home (1978)
The Deer Hunter (1978)
The Boys in Company C (1978)
Apocalypse Now (1979)
Platoon (1986)
Full Metal Jacket (1987)
Hamburger Hill (1987)
Good Morning Vietnam (1987)
Born on the Fourth of July (1989)
Forest Gump (1994)
We Were Soldiers (2002)
Path to War (2002)
The Fog of War (2003)
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Course: A brief history of musicals
Code
Academic Department: Humanities
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Professor: Tomás Salazar Steiger -- [email protected]
SILLABUS
DESCRIPTION
This course is an introductory study of the musical genre of musicals. It will study the specific characteristics
that distinguish musicals from other similar genre such as opera, operetta, theater, etc., as well the essential
characteristics of a musical: drama, music, dance, set design. Famous musicals will be analyzed. The course
will develop analytical skills for the study and understanding of the main elements of music and also for the
understanding of the cultural and anthropological importance of the musical as a form of human expression in
the context of contemporary culture.
OBJECTIVE
To be able to distinguish musicals from other similar musical forms.
To develop basic analatical skills of the musical in order to understand and appreciate each of its
elements.
To become acquainted with some famous musicals, their composers and important performers.
To understand the relevance of the musical in the contemporary cultural environment.
To develop basic skills for a aesthetical reflection on the importance of the expressive resources of
the musical.
CONCEPTUAL CONTENTS
First unit: Historical introduction
- Brief account of the relationship theatre-music along music history
- Distinction of genre: opera, operetta, theatre, musical
- Musical’s main elements: drama, script, music, dance, set design
Second unit: Musicals
- West Side Story
- Cats
- The Phantom of the opera
- Les Miserables
Third unit: Aesthetic reflection
- Cultural role of the musical in the XXth century
- Expressive effectiveness of musical
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SKILLS
Apreciation of art Works in their structure and elements
Appropiation of a work in its cultural context
Articulation of aesthetic opinions and judgements
Better understanding of the aesthetical dimensión of man
DIDACTIC STRATEGY
Introductory theoretical section: Presentaionf of the history and of the essential formal elements of the
musical.
Practical section: Analysis of concrete musicals, from lesser to greater difficulty
Final theoretcial section: aesthetic and anthropologic synthesis of what has been presented in the
analysis.
LEARNING ACTIVITIES
Reading and comments to musical theory texts
Audition and analysis of musicals
Personal analysis papers, done by students
GRADING SYSTEM
A mid-term exam
Two reading controls
A final paper
BIBLIOGRAPHY
- Aristotle, Poetics
- Stravinsky, Musical poetics.
- Bernstein, The unanswered question
- Aaron Frankel, Writing the Broadway musical
- Musical’s librettos
Course: US-LATIN AMERICAN FOREIGN RELATIONS, 1898-2000
Code
Academic Department: Humanities
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Professor: Norberto Barreto Velázquez, PhD -norbertobarreto.wordpress.com
Nature of the Course:
This course will examine the economic, political, military, and cultural impact of the United States foreign
policy over Latin America from the end of the 19th century, when the United States became a world power,
th
through the end of the 20 century. Topics that will be covered include the many cases of U. S. direct
intervention in Latin America affairs such as military invasion and political occupation along with other forms of
indirect influence and control such as monetary investment, international loan policies, cultural exportation,
military training, etc. Immigration and drug dealing are going to be two main topics of this course. This course
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will also focus on the reactions, perception, and resistance of Latin American people toward American
influence and intervention in the region. Finally, this course will examine how the U. S. perception of Latin
America and its peoples has evolved over the years and how it affected U. S. policy vis a vis Latin America.
Course outline
1.
Introduction
2.
Revolution, Expansion, and Empire, 1889-1898
3.
Interventions and Big Stick, 1898-1914
4.
War and Expansion, 1914-1929
5.
Depression, Good Neighbor Policy, and World War, 1929-1945
6.
The first years of the Cold War, 1945-1959
7.
The Cuban Revolution and Its Aftermath, 1959-1973
8.
Military Dictatorships and Repression, 1973-1980
9.
Latin America and the end of the Cold War, 1980-1991
10. American hegemony, 1991-2000
Course: Dangerous Liaisons: United States-Caribbean Relations, 1898-2000
Code
Academic Department: Humanities
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Professor: Norberto Barreto Velázquez, PhD -norbertobarreto.wordpress.com
Description:
This class will examine the impact of the United States foreign policy over the Caribbean from the end of the
19th century through the end of the 20th century. Topics that will be covered include the many cases of U. S.
direct intervention in the Caribbean (military invasion and political occupation) along with other forms of
indirect influence and control (covert operations, monetary investment, international loan policies, cultural
influence, diplomacy, etc.).This course will also focus on the perceptions and reactions of Caribbean people
toward American influence and intervention in the region. Furthermore, at the core of this course will be the
study of Caribbean immigration and the development of transnational relations and communities, creating
flexible boundaries and identities on both regions. We will study the Caribbean not only as the American
historical backyard, but also as a place of an intense cultural, political, and social interaction.
Course outline:
1.
2.
3.
4.
5.
6.
7.
8.
Introduction
American-Caribbean relations in the 18th and 19th centuries
The Spanish-American War and the rise of the US as a World Power
Building the Canal
American interventionism, 1900-1919
The Roaring Twenties
Being a Good Neighbor
The World War II and the Caribbean
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9.
10.
11.
12.
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14.
15.
Why We Don’t Play Soccer? American cultural influence
The Cold War, 1945-1959
The Cuban Revolution
After the Storm: 1960’s interventionism
The US and the non-Spanish Caribbean
The Second Cold War: the 1970’s and 1980’s
American-Caribbean Relations after the Cold War
Course: Contemporary Social Thought
Code
Academic Department: Social and political Sciences
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
This is an interdisciplinary course in which the social will be analyzed and discussed taking into account social
practices and contemporary currents of thoughts.
In other words we will try to understand both, how we act and think in daily life and how contemporary social
theory understands these attitudes towards our life.
We will discuss the problem of modernity and its discontents, with special emphasis on the issue of
individualism; we will focus also on the problem of identity formation, and on the struggles of formerly
misrecognized identities (gays, feminism) to gain full recognition. We will also discuss the concepts of
networks and its relationship with new technologies (Internet, Facebook, etc). Then, in the second part we will
address the topic of social and economic inequalities and the meaning and relevance of the right/ left
distinction; finally we will approach the role of civil society in the solution of contemporary social problems.
Although this is a theoretical course, the class will pay attention to how these ideas are manifest in Peruvian
society. Students are welcome to bring examples from their different cultural and national backgrounds.
Course: Microeconomics of Development: Theory and Policy
Pre- requisite: Microeconomía II, Econometría I
Academic Department: Economics
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Summary:
We will begin by looking at the measurement of poverty, inequality, and vulnerability, three fundamental
concepts in development economics. After that we will move on to look at the role of education in promoting
economic growth, better prospects in the labor market, and children´s height. We will then move on to social
networks and their use in the diffusion of new technologies. After that, we will look at credit and insurance,
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which are used to smooth risk across time. We will continue on to land and property rights. Then there will be
a detour related to economic experiments in development. This will come in handy in the final sections relating
risk attitudes, time preferences, cognitive reflection, and reciprocity.
Course: Seminar Macroeconomics of Financial Crisis
Pre- requisite: 120 credits
Academic Department: Economics
Academic term: 2012-I (March-July)
Credits: 30 hours, 2 credits
Summary:
Financial crises have been pervasive phenomena throughout history. The recent financial crisis has led
to a large amount of new literature and research about these recurrent events. This seminar is aimed at
building both, a theoretical and empirical understanding about causes and impacts of financial crises.
The seminar is organized in 4 parts and held entirely in English. In 14 sessions, the seminar will cover
both theoretical and empirical work on Macroeconomics of financial crises. Evaluation will take place on
the basis of a presentation and a final paper.
During the first 4 sessions, a refresher of (advanced) Macroeconomics will be given. The refresher will
cover the most important concepts of open-economy Macroeconomics. Afterwards, the course is
exclusively based on papers. The second part (sessions 5-8) will be devoted to theoretical modeling of
different aspects of financial crises (debt crisis, bank run, currency crises) and to the history of financial
crises. During this part, topics have to be chosen for both, the presentation and the final paper. During
sessions 9-11, students will be able to present papers and specific topics in presentations (English
obligatory), ameliorating their presentation skills. Presentations will last about 45 minutes each,
depending on the number of students and the difficulty of the topic chosen. An outline (first rough draft) of
the final paper is due to session 12. During the last part of the seminar, empirical studies about the
frequency, depth, and duration of financial crises will be covered and the final paper will be handed in
after the last session of the seminar.
Course: Socio-economic and Political Reality of Peru
Pre- requisite: 120 credits
Academic Department: Economics
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Summary:
The course Socio-economic and Political Reality of Peru is offered by the International Relations Office of
the university, through teachers from the Academic Department of Political and Social Sciences and the
Academic Department of Economics. This course aims to provide a space of knowledge, reflection and
experience exchange related to a set of social, cultural, political and economic processes, that the
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Peruvian society presents nowadays in the framework of globalization and the society of information and
knowledge. This course comprises two units covering a total of 45 class hours.
Course: Economics and Culture
Pre- requisite: 120 credits
Academic Department: Economics
Academic term: 2012-I (March-July)
Credits: 45 hours, 3 credits
Summary:
This course examines the myriad ways culture affects individual economic behavior and collective outcomes.
It begins by introducing the core assumptions of neoclassical models and highlighting the challenge culture
poses for these frameworks. It then offers theoretical approaches and empirical studies attempting to
reconcile these contradictions, building from the micro to aggregate level. The first part of the course focuses
on cultural influences on the underpinnings of economic action, beginning with individual decision making
before moving to group decision making, firm behavior, and institutional functioning. The second part of the
course seeks to relate divergences in these underpinnings to actual differences in aggregate consumption
and production outcomes at the individual, household, firm, industry, and macroeconomic level.
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