Cosmology: A View of the Universe Through Professor Stephen Hawking’s Research (Class I)
Cosmology is one of the most rapidly changing fields in physics: its evolution has generated a succession of deep conceptual changes in our worldview. Since the birth of Albert Einstein’s theory of General Relativity, many of the features of dynamically evolving universe models have been confirmed by observation. Yet some aspects remain unexplained even today within the Standard Big Bang model. Inflationary cosmology does seem to be able to solve some of these problems, but inflation itself leaves many open questions. Moreover, recent observations suggest that the expansion of the universe is accelerated, for which there exists at present no satisfactory explanation in the context of modern physics theories. Higher dimensional Superstring theory solutions might help us understand the puzzling characteristics of our universe and the conceptual changes of these new views of the world might radically alter the landscape of theoretical physics. M-theory based models could even imply that the Big Bang is not the beginning of the universe and that the past of our world could well have been infinite. Many of the high energy physics theories are being tested at the particle accelerator LHC, the Large Hadron Collider at CERN in Geneva: the experiments started in 2009. Professor Stephen Hawking has given major contributions to the field of cosmology and has shaped its evolution until present. His work is also at the basis of all we presently know about black hole space-times. This course will discuss all these fascinating problems of cosmology and theoretical physics through a presentation of Prof. Stephen Hawking’s major discoveries.A visit to Professor Stephen Hawking’s department, the Department of Applied Mathematics and Theoretical Physics (DAMTP) at the Centre of Mathematical Sciences (CMS) in Cambridge, will be part of this course.
Nanotechnology (Class I)
This course introduces scholars to the vast possibilities which abound at the nano-scale. Scholars will discover for themselves why this new field of science and technology has become important to industrial, government and academic research. Through lectures, class discussions and readings, one will be able to define nanotechnology, understand fundamentals of atomic/molecular assembly, be aware of ethical and environmental implications and become familiar with viable nan-enabled technologies.
Cognitive Neuroscience: The Science of Mind and Brain (Class I)
This course provides an introduction to Cognitive Neuroscience, the scientific field that investigates the neurobiological bases of mental processes such as attention, memory, language, emotion, perception, movement control and consciousness. Our main aim is to understand how the physical mechanisms of the brain give rise to the functions of the mind. A systems approach to neuroscience will be emphasized, and several brain systems will be examined from consciousness, thinking, selection of action, higher visual and motor processes, learning and memory, attention, and emotion. The following are examples of questions that will be addressed: How integrated are our minds? Is it true that our left and right cerebral hemispheres process information in a qualitatively different manner, e.g., analytically versus holistically?
Do the parts of the brain that support emotion and rational thought operate relatively independently or do they interact? Is it possible for the brain to process information separately at an unconscious versus conscious level? If a person becomes blind, can the regions of that person’s brain normally responsible for vision assume another function, e.g., recognizing Braille symbols through touch? Is it possible to reduce the confabulations of a schizophrenia patient by providing medication that improves the ability of the working memory areas in the brain to support coherent thought? What mental impairments accompany pathology in neurodegenerative diseases such as Alzheimer’s, Parkinson’s and Huntington’s? In order to address these questions, the course will explore the anatomy of the brain, the functioning of nerve cells, and methods for studying mental functions in the brain, including functional brain imaging, brain electrical recording and stimulation, and cognitive testing of neurological patients.
Criminal and Forensic Psychology (Class I)
The combination of psychology and criminology provides an interesting and complementary course of studies in which scholars not only will learn about factors that influence human behaviour and mental experience generally, but will also develop a particular understanding of criminal behaviour and crime from a variety of perspectives. Criminology provides a thorough academic study of the nature of crime, criminality and responses to crime in contemporary society.
Economics: The Keynesian Revolution (Class I)
An economist of world renown, John Maynard Keynes was born in 1883 and educated at King’s College, University of Cambridge. This British economist described the phenomenon known as a liquidity trap. He theorized that demand for goods and services could consistently fall short of a nation’s production capacity, no matter how low interest rates went. This course will discuss his revolutionary, great work, General Theory of Employment, Interest, and Money (1936). As a pioneer in the theory of full employment, Keynes had a profound influence on Roosevelt’s New Deal and on the creation of such organizations as the International Monetary Fund, and his thinking continues to serve as the basis for classic economic theory today.
Developmental Psychology (Class I)
This course is designed to introduce scholars to the main developmental theories which have shaped and influenced educational and social policy decision making in Europe and the U.S.A. Freud, Erikson, Maslow, Piaget and Vygotsky are included. The recognition of physical, cognitive and social/ emotional dimensions to thinking are included. The cultural, temporal and spatial limitations of theories are scrutinized in relation to key lifespan decisions, and the use of children’s drawings and music in relation to clinical diagnosis and special education. The theme of the course is the quest for personal identity.
English Literary Villains (Class I)
This course is a survey of literary villains from the canon of English literature, beginning with the monsters of the Beowulf manuscript, using Seamus Heaney’s award-winning translation of the poem from Old English, and ending with the most famous literary villains of our own time as they appear in books and on screen—Voldemort in the Harry Potter series, and Sauron, Tolkien’s embodiment of evil in the Lord of the Rings trilogy. Scholars will meet some other vile characters during the course, Milton’s Satan, Lady Macbeth, Dracula, and Frankenstein among them. They will participate in a medieval trial of Mordred, murderer and son of King Arthur in Malory’s Le Morte D’Arthur, and decide how best to stage evil in medieval and Renaissance plays, including the York Play of the Crucifixion and Marlowe’s Dr. Faustus. The course is a study in the psychology of literary villainy. We will ask if there is such a thing as true evil, and consider what makes a fictional villain at once frightening and appealing. We will question how much of ourselves we can identify in those whom we condemn as villainous, and we will try to explain the basic and enduring human need to witness evil, and its defeat, in the poems, plays, stories, novels, artwork, and films of English cultural history.
History of Art (Class I)
This stimulating course offers scholars the opportunity to be introduced to, or expand their knowledge of, the history of western painting and sculpture by studying a range of examples from the beginning, down through the centuries, to the present day. Through looking at key works in the chronological development of art, and then studying specific periods and major artists in greater depth, they will enrich their view of this fascinating subject. As art is never produced in a vacuum, attention will be given to contextual issues affecting the development of art. Scholars will be encouraged to broaden their visual awareness, and to analyze and respond to the works of art. Scholars will visit King’s College Chapel and the Fitzwilliam Museum in Cambridge, as well as the National Gallery and the new Tate Modern in London.
A Hitchhiker’s Guide to Physics (Class I)
The aim of this course is to give an overview of the revolutions in physics witnessed during the last century, introduce the key ideas and concepts of recent physics, and outline their applications. It will touch upon statistical mechanics, information theory, quantum mechanics, special relativity, general relativity and cosmology, chaos, the Lorentz equations, the compound pendulum, the three-body problem, weather systems and the butterfly effect and fractals, Lorentz dust, strange attractors, the Mandelbrot and Julia sets.
International Law (Class 1)
This wide-ranging course aims to build on and complement other courses on the Programme—especially in historical and comparative contexts. It is comprised of two sessions. The first will trace the Common Law traditions of U.S. law, and the later development of the written Constitution and Bill of Rights, with a comparative perspective of both England and Europe. A comparative analysis of the different approaches to the protection and enforcement of human rights will follow, culminating in examination of some notorious espionage and war trials. The second session will consider the European Union, its foundations, institutions, law and impact on the national law of member states in Europe. The EU and its relationship with the wider international community will then be examined.
International Relations and Terrorism (Class I)
Terrorism is one of the most critical security issues in the world today. This course sets out to provide scholars with an understanding of the nature of terrorism and the problems faced by democratic states in responding to terrorist threats. Scholars will have the opportunity to study the history of terrorism and the changing nature of terrorist tactics in the 21st century and post-9/11. A comparative study will be made of the experience of four very different “democratic” states in combatting political violence: Britain, Israel, Russia and the United States. The role of international and multi-national organizations in responding to terrorism will then be considered. The differences between anti-terrorism and counter-terrorism will be examined, along with the difficulties that democratic states face in balancing the requirements of state security and civil liberties. Attention will also be focused on the role of the intelligence community and the conflict of interests between, on the one hand, intelligence collection and analysis, and on the other, political expediency.
Introduction to Veterinary Medicine: Animal Ethics and Health (Class I)
Throughout the history of man, humans have relied upon and exploited animal resources as a source of food, transport, sport and companionship. In modern society, while individual, or personal, contact with animals is somewhat diminished, our reliance on animals is still exceptionally high. In addition to the traditional avenues of dependence, we are using animals as a source of organs for transplantation and animal testing. However, in today’s society we are increasingly aware of the issues relating to our use of other species, in both traditional and modern ways. This multidisciplinary course focuses on the justifications for the various areas of animal exploitation and animal ethics and is designed to help scholars develop an intellectual framework for the discussion of animal welfare issues surrounding the use of animals in society today.
Marine Biology (Class I)
The oceans and seas cover 70% of what we like to think of as “our” planet and provide 99% of “living space.” That space is an extreme environment, and one which we are only just beginning to understand. In this course, we will develop an understanding of the huge variety of life which exists in the oceans. Of the 33 major extant groups of animals, 21 are not found on land, whilst all but one group are found in the oceans. However, the oceans hold more than simply a warehouse of species. Both now and in the past, life in the oceans has shaped the planet’s environment. As we look with uncertainty at our future climate, understanding the way life in the oceans works becomes an essential element of ability to predict the effects of change. The course will include a visit to London’s Aquarium.
Medical Science: Biomedical Ethics (Class I)
A course for scholars interested in the field of medicine, this is an examination of ethical issues that arise in a biomedical context, such as eugenics, reproductive control, lying to patients, and the right to health care. The relevance of ethical theory to such issues will be considered. Enrollment is limited.
Musical Theatre (Class I)
Both an academic and a participatory experience, this is a unique chance to work with a professional West End performer on all aspects of this popular but challenging discipline. Scholars will be expected to develop their own performance skills, concentrating specifically on the techniques essential for a competent musical theatre performer, from a professional perspective. These include basic singing technique, acting through music, movement, and thought projection. Time will also be spent fostering other important skills such as reading music at a basic level, audition technique, and professional deportment. Scholars will have a tour and workshop at the new Shakespeare’s Globe Theatre in London. Academically, the course will look at the history of musical theatre, from its roots in opera, melodrama and vaudeville all the way through the modern day pop and rock musicals, examining the various different genres, both American and European, that have contributed to the evolution of the musical. This course will also consider the function of music in the genres, analyzing the advantages and possible pitfalls of allowing music to have a role in dramatic story-telling.
Philosophy of Mind (Class I)
Philosophy of Mind examines the modern scientific dilemma of accounting for mind or mental activity whilst holding on to the view that the universe is purely physical. Presuming the world to be purely physical creates significant problems of understanding. But presuming the world to contain both physical and non-physical substances also creates significant problems of understanding. This debate has implications for the possibility of artificial intelligence. If the universe is purely physical, then it should in principle be possible to build a machine that thinks. This possibility was considered 50 years ago at Cambridge by Alan Turing, the inventor of the computer, yet there has been very little progress even in the modern world of ever more sophisticated computers. Does this lack of progress suggest something about mental activity that cannot be reduced to physical activity? This is a sophisticated and modern debate. Scholars will be asked to engage in it both verbally and via various written assignments—usually drawing upon the work of contemporary thinkers in this field.
Existentialism: An Introduction (Class I)
“God is dead; everything is permitted.” “Man is condemned to freedom.” “The crowd is untruth.” “Man is the being whose being is in question.” These are some of the defining statements of existential philosophies. In this class, we will read and explore substantial selections from the works of Soren Kierkegaard, Friedrich Nietzsche, Juan-Paul Sartre, and Martin Heidegger. Please read the first three chapters of Kiekegaard’s Fear and Trembling before the first session.
Quantum Gravity: The Search for Understanding of the Nature of Space and Time (Class I)
What is space? What is time? What happens to our usual notions of space, time, geometry and causality in the infinitely small scales or when the energies involved in the physical phenomena are incredibly high? How did the universe begin? What hides inside black holes?
These are just some of the questions that a yet-to-come Theory of Quantum Gravity is supposed to answer. The problem is to formulate a coherent and complete description of gravitational phenomena that goes beyond the insights obtained with Einstein’s Theory of General Relativity, and that takes into account what we have learned after the revolution in the physical sciences caused by Quantum Mechanics. The belief is that, when the task of the constructing a Quantum Gravity Theory is accomplished, this will lead to a tremendous shift in our picture of the physical world, and a true revolution in our understanding of the nature of space and time. This course will first introduce the main ideas behind the current description of gravity given by General Relativity—in particular the notion of a dynamical spacetime—then the basic framework of Quantum Mechanics for describing physical phenomena. It will discuss what one would and should expect from a theory of Quantum Gravity, from a philosophical and physical point of view, what the conceptual difficulties involved are and the fascinating possibilities that have been investigated by theoretical physicists. The main approaches to the problem, both past and current, will be described at a non-technical level, including sum-over-histories, discrete gravity, quantum cosmology, and string theory. Finally, the course will focus on a new and seemingly promising approach: loop quantum gravity and spin foam models.
Scriptwriting: Techniques for Film, Plays and TV (Class I)
This course introduces the essential aspects of writing for film and drama: plot, dialogue, character, genre and script format, structure and development. Scholars will read and view the work of professionals and be expected to make significant progress on either an existing or new idea of their own. By the end of the course, they will have a “Step-by-Step Guide” to approaching a play or screenplay, having explored all the elements through a combination of discussion, practical and written exercises. Limited enrollment.
Journalism (Class I)
Scholars contemplating a career in journalism will have a unique opportunity. This course addresses the skills of journalism—observation, researching, reporting, interviewing, thinking, and writing—with simplicity and clarity. Assignments include interviews, critical reviews, profiles, and feature stories. A look at cyber-journalism is scheduled.
Shakespeare (Class I)
Scholars in this course read three of the principal Shakespearean genres: a tragicomedy, The Winter’s Tale; a tragedy, King Lear; and a romance, Romeo and Juliet. There are in-class papers on each play as well as a final essay formulating a thesis about the three plays. During the annual Cambridge Shakespeare Festival scholars may elect to attend additional Shakespeare plays. Scholars will have a tour and workshop at the new Shakespeare’s Globe Theatre in London.
Shakespeare’s Hamlet: The World’s Most Famous Play (Class I)
This is an exciting, alternative approach to the study of Shakespeare. Scholars will have the space to develop an individual and creative response in speech and action to one of the world’s most famous plays. There will be particular emphasis on blank verse and different directorial approaches. This is an intensely practical course, assessed on performance, interpretation and discussion. The course should provide a unique and valuable insight into the most performed and controversial of Shakespeare’s dramas. Scholars will be expected to have their own copy of Hamlet, preferably the Arden edition. Any single volume edition will do, but ideally, it should have a continuous text uninterrupted by notes. Scholars should have some knowledge of the play in advance of the course, either from the playscript or an audio or video version. Scholars will have a tour and workshop at the new Shakespeare’s Globe Theatre in London.
Special Relativity (Class I)
With the advent of Maxwell’s equations in the late 19th century came a comfortable feeling that all was well in the world of theoretical physics. This complacency was rudely shaken by Michelson’s attempt to measure the velocity of the Earth through the surrounding theatre by comparing the speed of light measured in perpendicular directions. The surprising result was that it makes no difference whether one is travelling toward or away from the light source; the velocity of light is always the same. Various physicists suggested a rule of thumb (time dilation and length contraction) which would account for this phenomenon, but it was Einstein who deduced the underlying theory, Special Relativity, from his considerations of the Maxwell equations. The approach throughout the course will aim to present the subject in a qualitative way, avoiding any rigorous mathematics. We hope to give the scholars an intuitive feel for the subject. The current understanding of Special Relativity, as it is taught in conventional courses, will be presented. Wherever possible we will illustrate the lectures with examples of experiments with which we are familiar.
Studio Art: Drawing and Painting in the Cambridge Tradition (Class I)
In this class, we are itinerant artists looking, scavenging, being inspired by the different sensations of travel, discovery and history. This course will appeal to scholars who want to discover what they are really capable of! It is a fast-paced and exciting class, rooted in the history of Cambridge and traditional drawing, painting, and making skills, but with the added frisson of the unknown, the unexpected and the downright bizarre!
A sketchbook, pencils, charcoal, eraser and paintbrushes (one large square and one fine pointed are usually sufficient). If you like using colour or would like to learn, then add pastels to the list.
War and Chivalry (Class I)
The ethos of chivalry dominated the outlook and lifestyle of the medieval aristocracies throughout the later Middle Ages. This course will explore the origins and development of knighthood’s code of conduct, assessing the impact upon it of both Christianity and ideas of Arthurian romance and courtly love. The nature of chivalry will be examined through its most important constituent features, such as heraldry, the tournament and the secular orders of chivalry like that of the Garter, while its ideals will be compared against the realities of battle, siege and contemporary warfare.
Abnormal Psychology (Class I or III)
This course is designed to help scholars understand the causes, symptoms, and various treatments of abnormal behaviour, as well as the contemporary issues facing mental health researchers and clinicians. We will consider in detail the assessment and diagnosis of a range of common and debilitating disorders, including mood disorders, personality disorders, eating disorders, substance abuse disorders, autism, and schizophrenia. We will also discuss issues related to the following concerns, among others: How do current definitions of mental illness differ from those of the past? How does our society respond to individuals with maladaptive behaviours? How do psychologists assess and diagnose clients? What treatments are available to people suffering from schizophrenia, depression, or anxiety, and how effective are they? What are the broader sociopolitical and ethical issues surrounding mental illness? This course will take a practical and illustrative approach to the field of abnormal psychology, incorporating case studies, video documentation, and substantial recourse to diagnostic and clinical materials.
Computer Science: From Hackers to Video Games (Class I or III)
Modern Computer Science is a blend of Art, Science, Engineering, Mathematics, Linguistics and Psychology. This is essential information for anybody who wants to know how computers work, and to understand how they are changing the world. We start by explaining how to build a computer, starting with atoms. Computers have many layers: from electrons, semiconductors, transistors, logic gates, circuits and CPUs to operating systems and applications. Each one is constructed quite simply from the previous layer. Next we talk about programming languages. To understand how these work we need to start with English and look at the rules of grammar. We use an example from the Hobbit adventure game. Having explained how to write programs, scholars get hands-on time with the computers to construct a world of 3D shapes, and draw 2D images using turtle graphics. We move onto larger projects such as a painting program, game or spaceship trajectory simulation. We study Algorithms, which are the method computers use to solve problems, including searching and sorting data, measuring the distances between stars in the galaxy, finding out if you can travel between towns on a map by train, and seeing how desktop publishing programs work. A new topic covers the way in which computer graphics are used to generate movie special effects. After looking at how Operating Systems keep your computer running smoothly, we examine how the Internet works, and see how worms and viruses attack computers. You will hear about catastrophic failures caused by computers going wrong. We explain how to create codes for encrypting secret information, including public key cryptography, and show how difficult they really are to crack. We also look at choosing passwords and military security. Finally we study software engineering (how to manage programming projects), take a close look at the legal jargon used in software licenses, and consider the future of Computing. This gives a glimpse of how new technology, gadgets and applications will be changing our society radically over the next few years.
Egyptology (Class I or III)
“The sun never sets on the British Empire.” In time, of course, the sun did set, but before it had, the British Empire had transformed most of the known world. The British rule in Egypt was from 1882-1952, during which time many pyramids and antiquities were discovered. Through lectures and on-site visits to the British and Fitzwilliam Museums, scholars will be introduced to this fascinating period in British history. The course examines life and death in the Nile Valley, through the work of two of the great British pioneers of Egyptology, Sir John Gardner Wilkinson and Sir E.A.T. Willis Budge. A picture of daily life in ancient Egypt will be built up from surviving artifacts, scenes and texts, many of which are on display in the Fitzwilliam Museum. The Egyptians’ complex beliefs about the afterlife will be explained, including the practice of mummification. The “archaeological sensation of the century,” the discovery of Tutankhamen’s tomb by Howard Carter and Lord Carnarvon, will be discussed. Using slides of the spectacular objects, the full story of this remarkable find will be told, including the effects of the so-called “curse of Tutankhamen.” A session entitled “Cracking the Code” will focus on the decipherment of the ancient Egyptian language. This breakthrough relied on the famous Rosetta Stone, now on display in the British Museum, London. Scholars will be provided with sheets of hieroglyphs, enabling them to translate ancient Egyptian for themselves and to write their own names and simple sentences in hieroglyphics.
English Fantasy Literature: Beowulf to Harry Potter (Class I or III)
Fantasy literature is often derided by academics and mainstream literary journalists as writing for children and hobbyists; yet some of the major poets and dramatists in the English literary tradition - Chauser, Spenser, Shakespeare, Milton, Swift, Keats, Coleridge, Dickens, and Henry James, to name only a few - wrote poems and prose in this genre. The fantasy literature being written today shares common features with earlier works, though the continuity of the tradition is not often recognized or acknowledged. This course will introduce scholars, through concentrated attention to a few longer works and a range of excerpts and shorter works, to some of the important themes, topics, and traditions, and critical issues that have always made fantasy literature a legitimate, even indispensable part of the literary canon. Along the way, we will also do what fantasy literature does best: have fun. This course will take a roughly chronological approach to the tradition. We will begin with Old English and Medieval literature (in translation), looking at monsters, dream poetry, and romance. From there we will go on to discuss the use of fantasy conventions in Renaissance allegories, including Spenser’s The Faerie Queene and Milton’s Comus and Paradise Lost. The use of fantasy in satire - from English versions of Aesop’s beast fables, to More’s Utopia, to Swift’s Gulliver’s Travels - will complete our survey of the tradition in the earlier period. Turning to more modern works, we will address the use of fantasy in Romantic and Gothic literature, taking in short works by Keats, Blake, and Coleridge, as well as looking at Mary Shelley’s Frankenstein and emergence of the ghost story. We will conclude with several classes on the great fantasists of the twentieth century, including Tolkien, The Lord of the Rings, C.S. Lewis, the Narnia books, Ursula LeGuin, the Earthsea Trilogy, Philip Pullman, His Dark Materials and J.K. Rowling's Harry Potter, contextualizing their work in the historical, religious, romance, and children’s traditions from which it springs, and charting its relations to the magical realism of twentieth-century writers like Gabriel Garcia Marquez and Jose Saramago. Scholars should have read, in advance of the course, Shelley’s Frankenstein, Tolkien’s The Fellowship of the Ring, and Pullman’s The Golden Compass. We will read other short poems and passages during the course, and in class, on which our discussions will largely be based; and a short written exercise part critical and part creative will be assigned.
Introduction to Archaeology: From the People of Stonehenge to the Romans
(Class I or III)
This course focuses on the people who have inhabited Britain from prehistoric times until the coming of the Romans. We will discuss the builders of Stonehenge, analyze the interpretations of stone circles and standing stones, and debate the future of the monument. We will examine their burial practices, and consider how and why they buried their dead in communal chambered tombs. We will review the impact of the discovery of metallurgy on the population and whether radical social change accompanied both the start of the Bronze Age and the later Iron Age. Finally, we will examine the peoples of Iron Age “Celtic” Britain and how they clashed with and rebelled against the Romans during and after the Conquest. This class will also debate the merits and pitfalls of colonialism and explore concepts of identity—of people suppressed by the Romans and everyone in the class. This course will also illustrate how archaeologists work, how they discover and reconstruct vanished societies, and how their findings contribute to an understanding of the processes of change in society. It will conclude with a visit to the University’s Archaeology and Anthropology Museum. All scholars visit Stonehenge. Fieldtrip—Archaeology scholars only! Scholars will have the exciting and unique opportunity to take a tailor-made fieldtrip to Neolithic monuments in the area around Stonehenge, including the Avebury stone circle, the West Kennet chambered tomb and avenue of standing stones, and Silbury Hill, a mysterious, prehistoric, man-made hill, the purpose of which is still unknown. Then at sunset, they will be taken inside the stone circle of Stonehenge—something that is forbidden to ordinary members of the public. An experience of a lifetime! Note: English Heritage reserves the right to cancel reservations to view the stones at any time.
Law: The Moot Court (Class I or III)
The aim of this course is to introduce the scholars to the way in which a trial proceeds. We will discuss the concepts and theories involved and then use them in practice to build for a trial at the end in which all will participate as lawyers. This means we can learn and still have fun, which, let me assure you, is actually possible in law. Highlights include a visit to the Cambridge Crown Court, the highest court in Cambridge, where we will be just meters from real lawyers, judges and criminals in actual cases. Later that week we will have our trial in this same court, with you standing at the lawyers’ benches! A distinguished Professor of the Faculty of Law will be the judge. Before you know it, you will understand why lawyers make objections and how certain evidence is crucial in trials. By the end you will be able to tell which TV shows are realistic and which ones don’t have a clue! Best of all you will gather huge confidence and ability in speaking. All we ask is that you come with an open mind and some keen enthusiasm.
Philosophy: The Nature and Destiny of Human Beings (Class I or III)
This course looks at the many different ways American and European thinkers have viewed human beings. The philosophical approaches of Plato, Augustine, Descartes, Kant, Schleiermacher, Dostoyevsky, William James, Marx, Levinas, and existentialists like Camus and Sartre concerning the nature and destiny of human beings will be considered. Each scholar will write an assignment describing one particular philosophical understanding of human nature or alternatively present arguments considering the worthiness of the study of the nature and destiny of human beings. The latter question touches on deconstructionism and, therefore, on post-modernism, a contemporary philosophical approach.
Photography (Class I or III)
This course explores photography as an important means of developing visual awareness and personal expression using the camera as a creative tool. Class sessions include demonstrations, critiques of scholars’ work, and discussions of the historical and aesthetic aspects of photography and its evolution as an art and a science. Scholars must have camera and film for this course and expense money for local developing. The course includes practical assignments. Digital or 35mm cameras may be used.
Political Theory and the Origins of the State—From Classical Greece to the Dawn of the Modern Period (Class I or III)
The State is the most successful invention of Western philosophy. Where did it come from and how did people conceive of their lives together before the idea of the state gained currency? The object of this course is to investigate the great thinkers and political movements which created and comprised the western political tradition. The constant focus will be on changing attitudes to what political life can achieve, and how, as a consequence, society should be organised.
The most general purpose of the course is to tell the whole story, a story which includes a lot which is unfamiliar, fascinating, and fresh—not just the ideas of Plato and Aristotle, but of thinkers generally unknown outside specialist circles. It will emerge again and again that the new is always a response to the old and is, therefore, conditioned by it. And the course will discuss the relationship between ideas and language, the fluidity of ideas over time, and the power of tradition.
Psychology and Law (Class I or III)
This is a comparison of legal and psychological approaches to human behavior and their interaction: the insanity defense, crimes without victims, social reaction to crime, the use of psychology and social relations in eyewitness testimony, theories of criminal behavior, treatment of offenders, imprisonment, and juvenile justice.
Psychology of War (Class I or III)
This course will examine the relationship of psychology to war. In view of current world events, this course will examine the changing definition of war, its significance, and its impact on individuals. Individual classes will examine how war has changed over the years and the impact of these changes on our perception of war and freedom. As well, those who wage war and those who conduct it will be examined, with discussions focusing on whether warfare is a normal human trait or an abnormal expression of hostility. The impact of war on civilians and military personnel will be discussed, with special reference to anxiety and mood disorders. Due to evolving world events, the exact content of this course may change over time.
Psychology: The Journey Inward (Class I or III)
A focus upon the scholar’s personal growth and self-understanding, utilizing the theories of Freud, Jung, and Erikson as theoretical background. Dreams, fantasies, early life experiences, body image, patterns of communications, and group dynamics will be explored, with theoretical material being supplemented by the personal experiences of class members. As a contrast to psychodynamic theories, the work of behaviourist psychologists Watson and Skinner will be examined and personality theories will be illustrated with tests and questionnaires. Particular interests of class members will be accommodated wherever possible.
Quantum Physics (Class I or III)
This classical course in physics will cover the following topics: the failure of classical physics (black-body radiation; photoelectric effect; optical spectra); Planck’s explanation of black-body radiation, Planck’s constant and photons; Einstein’s invocation of photons to explain the photoelectric effect; optical spectra and the discovery of helium in the atmosphere of the sun; the electron and the nuclear atom; Bohr’s quantum orbits; electron spin and Pauli’s exclusion principle; wave-particle duality; De Broglie and his association of waves with matter; Schrödinger’s cat; Dirac, quantum electrodynamics, spin and his prediction of the positron; Heisenberg’s uncertainty principle; the Copenhagen interpretation; non-locality and Bell’s inequality theorem.
Superstrings: The Theory of Everything (Class I or III)
Since Albert Einstein, physicists have been pursuing a “holy grail” single theory that would order all of the subatomic particles in the universe and unify the four forces of nature. Such a theory would answer fundamental questions like: How did the universe begin? What is the origin of time? The theory states that everything in the universe—matter, forces, even space itself—consists of minuscule strings often dimensions. Many physicists have concluded that the building blocks of the universe—including protons, neutrons, and electrons—are not elementary particles, but rather tiny superstrings that both vibrate and rotate in ten-dimensional space. The consequences of the Superstring Theory are nothing less than astonishing! In particular, the implications on cosmology will be discussed. How can such a theory describe the birth of our universe? One of the astonishing consequences is how the theory changes the Big Bang scenario of cosmology as described by Einstein’s General Relativity Theory, such that our picture of the origin of the universe needs to be changed completely! The subject will be presented in a qualitative way, avoiding where possible mathematical developments, in order to give an intuitive grasp of the subject and an introduction to the basic principles of this new Theory of Everything. The course will begin with a brief review of physics before the creation of string theories, in order to get a deeper understanding of the new Superstring Theory.
World War II: The Churchill Years (Class I or III)
This course provides a narrative of the political, military, and economic history of Britain’s role in the Second World War. The nature of Churchill’s exercise of power and the goals of his administration will be constantly in the foreground of discussion. The course includes visits to the Cabinet War Rooms beneath Whitehall in London, the nerve centre of Britain’s war effort, Duxford Airfield, the famous RAF station which played a vital role in the Battle of Britain and is now home to Britain’s finest collection of military and civil aircraft, you can even climb aboard a Concorde!
Alfred Hitchcock: The Master of Suspense (Class III)
He was born in London, a motion-picture director best known for suspenseful films with humorous touches, of such immense popularity that his name became as great an attraction as a star’s. Hitchcock’s influence on younger filmmakers was unparalleled. More than 30 years after the release of his last film, his work continues to provide a series of crucial examples for any discussions of narrative and sexuality in Hollywood cinema of the studio era. His work is at once a demonstration of classical cinema at its most traditional and exemplary and an exercise in subversion that explores the limits of cruelty, spectacle and the uncanny. Our interest in this course will cover “both Hitchcocks,” the master strategist of classical narrative codes and the perverse explorer of violence who seeks to undo those very same classical codes. We will attend to arguments put forward around questions of suspense, moral conduct, spectatorship, the unconscious, and voyeurism by critics and theoreticians who have written ceaselessly on Hitchcock’s work over the past two decades. We will deal with issues of biography, the studio system, Hitchcock’s relations with his actors and writers, the movement from England to America and his increasing assumption of control over the mechanisms of production. Four films will be viewed and discussed: North by Northwest, a delightful, comic thriller and perhaps his most perfectly realized film, being the quintessential chase movie and a compendium of its director’s cinematic trademarks; Rebecca, Hitchcock’s first American film, a gripping blend of detective story, gothic romance and psychological drama adapted from Daphne Du Maurier’s novel. Spellbound, one of his most ambitious films, in which Ingrid Bergman plays a doctor delving into Gregory Peck’s subconscious to discover who he is and what crime he has committed. Finally, Notorious, one of Hitchcock’s finest films of the ’40s, a bittersweet blend of lush romance and spy thriller with surreal dream sequences designed by Salvador Dali. We will read a wide range of critics and commentators. Screenings will be in addition to regular lectures and discussions.
Debate (Class III)
This course will introduce scholars to the art and skill of persuasion through the principles and techniques of debate. This course deals with the tools of research, techniques of topic analysis, and methodology of preparing oral arguments.
Architecture and History: Exploring the Rich Heritage of Cambridge (Class III)Cambridge is a remarkable city in which to study the historical development of architecture. It has an unusually rich heritage of buildings, covering a period of 1000 years, including a rare Saxon church, the magnificent medieval King’s College Chapel, a superb classical library by Christopher Wren, and an exciting modern faculty building by Sir Norman Foster, who also designed the Millennium Bridge over the River Thames. This course offers scholars the opportunity to learn about the changing styles of buildings over the centuries. There will be many site visits to colleges and buildings of the city and nearby Ely Cathedral, to experience at first hand different architectural styles, layouts and building materials. For general interest, or for any scholars contemplating the study of architecture, the course provides a comprehensive introduction to the subject.
British and American Intelligence and the Art of Espionage: Influences on Operation and Strategy from World War I to the Present (Class III)
This course sets out to introduce scholars to the role of British and American intelligence from the turn of the 20th century through to the present day. It will also include details about the “special relationship” between Britain and America. Scholars will learn about the Zimmerman Telegram; the importance of the Battle of the Atlantic; the critical role codebreaking played in shortening the war in Europe, including a field trip to Bletchley Park, the center of Allied codebreaking against Germany; the significance of the ring of Soviet-controlled Cambridge spies known as the “Cambridge Five”; and the Suez Crisis and its effect on the Anglo-American SIGINT relationship. The course hopes to leave scholars with a sense of how the “great game” has been played and how it might be played in the future. Each lecture will help scholars to see the links between technology, trade-craft, and personalities across intelligence history and to make the connections between what came before and what might be in place today. Particular attention will be focused on the continuing intelligence cooperation between the United States and United Kingdom in the post-9/11 “war on terrorism” and the role of the United Nations, Europe and Russia in developing an intelligence network outside the US-UK “special relationship.” A visit to Bletchley Park.
DNA Fingerprinting: The Thread that Links (Class III)
The University of Cambridge’s Nobel Laureates James Watson and Francis Crick in 1953 proposed their now-famous model, which shows DNA to be composed of two spirally wound chains—the double helix. This was an enormous advance in discovering and understanding the nature of the genetic code. Visits and lectures at the famous Cavendish Laboratory will promote an understanding of the double helix and the reading of the genetic code, with the important application of DNA fingerprints in the detection of crime.
Drama: Basic Acting Techniques (Class III)
A course designed to explore and develop the fundamentals of the actor’s craft, this introduction to the art of acting begins with an exploration of the self and the actor’s imagination and will focus on story-telling skills and the actor’s vocabulary, analysis of objectives, intention, and dramatic structure, based on practice and texts. Scholars will learn improvisation, and approaches to monologues and scene work. This course includes an acting workshop at the new Shakespeare’s Globe Theatre in London.
Evolutionary Biology: Darwin and The Origin of Species (Class III)
Charles Darwin was a towering intellect whose theory of evolution was the Idea of the Millennium. A graduate of the University of Cambridge and an icon in the history of science, he was a man who completely changed the direction of modern thought by establishing the basis of evolutionary biology. Indeed, while some might have voted for Shakespeare or Isaac Newton as the man of the millennium, if there were a book of the millennium it would surely have been The Origin, which is the intellectual cement that binds many of the most important scientific discoveries of today. The evolution of Charles Darwin, the man and the thinker, and the development of the theory of evolution through natural selection that was destined to unlock the mysteries of nature and the universe will be explored. A special visit to the University Library to view the Darwin Archives is scheduled.
Creative Writing (Class III)
This course will be conducted as a writing workshop in which scholars work will regularly be read aloud by the group. The course is primarily designed for fiction writers, but works in other genres, including drama, memoirs, creative non-fiction, and poetry are welcome and will receive equal attention. All scholars will be expected to participate in every session as well as to generate one, two or more new written pages for every other class. The goal for each scholars will be the completion of a prose work of 15-20 pages or any combination of shorter works. Revision, improvement, and feedback will be stressed.
Economics: Game Theory an Analysis of Strategy (Class III)
John Forbes Nash, the Father of the Game Theory, and the subject of the movie, A Beautiful Mind, was also a Nobel Memorial Laureate. This course will analyze the conception called the Nash Equilibrium. Among the “games” studied by game theory are: Prisoner’s Dilemma, Mutual Defense, Escape and Evasion, Ultimatum, Majority Rule, and more. Game Theory is a distinct and interdiciplinary approach to the study of human behavior.
Ethology: A Journey Through the Study of Animal Behavior (Class III)
The purpose of the course is to introduce the evolutionary and ecological processes that promote the vast diversity of animal behavior, and, therefore, it is designed to recognize and understand basic terms and concepts of behavior. It concentrates on the study of the behaviour and social organization of a variety of animal groups ranging from insects to primates. The course will discuss a wide range of issues and will be divided into ten lectures, each one concentrated on a specific subject such as ontogeny, social behavior, communication, material culture, migration, courtship, the relationship between prey and predators, cognitive ethology and the importance of animal conservation. The lectures will be provided with video documentary clips and various images related to the specific subject. The scholars will understand the relevant concepts of animal behavior and will gain experience in the design, implementation, analysis and interpretation of behavioral studies.
Latin (Class III)
The three foundations on which western civilization is built are Greek, Judaeo-Christian, and Roman. Latin, the universal language of the Roman Empire, is one of the most influential languages in the world. Everywhere the Romans went they took their language with them, as you will learn from this course. Those with a knowledge of Latin generally score better on tests of vocabulary and language. They are also better able to read and discuss formal English prose works. Scholars who enter pre-med or science in college find Latin to be a useful base for understanding medical and scientific terms. This course, which is for beginners, is designed to give those without previous knowledge of the language an outline of its main features, so that at the end they can read and write simple Latin; it will include topics like Latin abbreviations, phrases in common use, mottoes, etc., as well as common Latin roots in English. A special tour of the Roman Baths in Bath is scheduled for the group.
Biological Neuroscience (Class III)
In this course we examine the biology of the nervous system, and how it gives rise to sensation and perception. The emphasis is on mammalian brains and, whenever possible, the human brain. The course closely resembles what is taught to most beginning medical scholars, but also at university departments of psychology, biology, and neuroscience. It focuses on organization and function of the nervous system at multiple scales: from ions and molecules that define the properties of neurons, to systems in the brain that underlie vision and hearing. Topics included: Building blocks of the nervous system; How the neurons convey information using electrical and chemical signals and what they have to do with local anaesthetics and black widow spiders; Techniques for studying the brain, from microscopy to functional magnetic resonance imaging.
How our body and senses are represented in the brain and what happens when people hear a sound that makes them see splashes of colour or have a certain taste in their mouth. How our two eyes provide the brain with two visual images and how they are merged. How do we see colour, depth, motion and how do we recognize objects? And does the expression of the Mona Lisa really change? Hearing, and the structure of the auditory system. Can our ears emit sounds and what did Allesandro Volta feel when he inserted battery contacts in his ears?
Jane Austen’s Novels and Their Contexts (Class III)
This course is designed to introduce scholars to the great novels of Jane Austen—Pride and Prejudice, Sense and Sensibility, Emma, Mansfield Park, Northanger Abbey, and Persuasion—and to the contexts in which those novels were written. We will be studying selected extracts from Austen’s novels and reading them alongside source materials from Austen’s time and recent adaptations and interpretations critical, literary, and cinematic. We will hope to build up a picture of cultural, social and political life in Britain during the period of Austen’s life and work in order to assess which contemporary concerns and interests come out in her novels and how they relate to issues of their day. We will also attempt to describe Austen’s enduring appeal—and the enormous popularity of such versions of her work as the BBC Pride and Prejudice and the American film Clueless. During the course, scholars may visit the Jane Austen centre and other Austen-related sites in Bath and may go on a field trip to Wimpole Hall (former home of Rudyard Kipling’s daughter), a stately home just outside of Cambridge, largely built and landscaped in Jane Austen’s time, complete with a Northanger Abbey-style Gothic folly, secret passages, and contemporary costumes! It is expected that scholars will have read at least three of Austen’s novels before arriving on the Programme, and they are encouraged to read more, if possible. Scholars are also encouraged to read the biography by award-winning writer Claire Tomalin, Jane Austen: A Life. However, there is no need for scholars to bring the novels with them unless they would like to. Plot summaries and extracts will be provided at the start of the course for all texts discussed. In addition, there will be showings of recent film and television adaptations of Austen’s works. A visit to Bath and Wimpole Hall, a National Trust house once owned by Rudyard Kipling’s daughter.
Major World Religions: A Millennium Overview (Class III)
This course investigates historical and theological developments within Islam (including a discussion of the major themes of the Koran), Judaism, Christianity, Hinduism, Buddhism, and African religions. Scholars study the sacred literature, practices and influences of these religions. Through academic and experiential approaches, scholars examine their beliefs, as well as the nature of religious experience.
Military History: The Clash of Civilizations (Class III)
Humans have been fighting and killing each other at least since the beginning of recorded history, and almost certainly for much longer. To understand the history of our species, we have—unpleasant though it sounds—to understand warfare. Focusing on a series of decisive military encounters that have shaped European, and therefore, world history, from the classical Mediterranean civilisations through to the Cold War, this course will examine military strategy, battlefield tactics, and cultural attitudes towards organised violence. We will find that, although some elements of warfare seem to be the same for all cultures and all times, other features that we might take for granted can look very different when viewed through the eyes of a Roman legionary, an Aztec warrior, or a British infantry officer at Waterloo.
Treatment for Psychological Disorders (Class III)
An introduction to the nature of therapeutic work with common psychological problems of adulthood, through a series of classes and practical skills based sessions. Skills training in cognitive behavioural strategies are combined with theoretical knowledge about different psychological disorders to form strong theory-practice links. Emphasis is placed upon the learning of strong practical skills in the application of evidence-based therapies to the common psychological disorders encountered in adulthood, such as anxiety, mood and eating disorders. This course would be an excellent ‘taster’ class for those considering a career in clinical psychology or psychiatry.
ACADEMIC AND LEADERSHIP PROGRAMMES LECTURES AND FIELD TRIPS
British Cultural History: Faith and Power, Learning and Leisure (Class II)
This course aims to give a general understanding of British cultural history, from Neolithic to the 20th Century, through the experience of particular historic places, cultural objects, architecture, and art museums such as the Tate Modern. East Anglia and the “Home Counties” north of London boast a wealth of historical sites that provide evidence for the succession of cultural developments leading to British life as we know it today. Scholars look at monuments erected and remains left by the ancestors of modern Britons and have an on-site lecture at Ely Cathedral. Lectures are given on Stonehenge and both Roman and Georgian Bath before visiting them, as well as on the History of the English Language and the History of the Book. Aspects of culture explored include the gods former people have worshiped, their political and economic organization, their cultivation of arts and sciences, and the myriad ways in which different social groups entertained themselves throughout history. Visits to the Fitzwilliam Museum in Cambridge and the Victoria and Albert Museum in London augment scholars’ understanding. Starting with Queens’ College, Cambridge, founded in 1448 and home to Erasmus from 1510 to 1514, scholars look at the establishment of colleges in the late Middle Ages, and the pursuit of humanistic learning in the 16th century. Scholars work back in time by way of British museums and trips to medieval sites, including the cathedral in Ely, the Tower of London and Warwick Castle; the Anglo-Saxon exhibit of Sutton Hoo in the British Museum; and Roman towns and villas. These trips take scholars along the highways and byways of Cambridgeshire, Hertfordshire, and Norfolk.
Returning to the pivotal point of the 16th century, scholars consider the centres of power in the country homes of the late Elizabethan and Stuart periods and follow through developments in British cultural life of the Georgian and Victorian periods. For the 19th and 20th centuries special attention is paid to the close relationship which developed between Britain and the United States, including visits to the Churchill Cabinet War Rooms, the Duxford American Air Museum, and lectures on espionage and the Cambridge spies during World War II and the Cold War.
