日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 科目設置学部/ CollegeCollege |
文学部/College of ArtsCollege of Arts |
| 科目コード等/ Course CodeCourse Code |
AM208/AM208AM208 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Literature & the Environment II: Thoreau |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
演習・ゼミ/SeminarSeminar |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
水1/Wed.1 Wed.1 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
EAL3811 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
その他登録/"Other" Registration"Other" Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/arts.html |
| 備考/ NotesNotes |
◆2026年7月20日 テキスト変更（変更前：Thoreau, H. D., Walden and Civil Disobedience, Heirloom Books, ISBN: 9798873435524） |
This English literature course aims to help students develop their English abilities in the four core skills of listening, reading, speaking, and writing through a combination of various texts, media and in-class activities. Students enrolled in this course will have the opportunity to enhance their abilities to analyze literary texts through close reading of the original, the provision of supplementary notes, related criticism on the author, videos or audio to aid students in their reading and interpretation of the body of work of the author from various perspectives. This will facilitate students’ overall understanding of Transcendentalist literature in general, and in particular the writings of Henry David Thoreau (and Ralph Waldo Emerson), one of the greatest American writers and thinkers of all time. This represents part 2 in a two-part course focusing on literature and the environment. In part 2, we will look at the writings of Henry David Thoreau, with a strong focus on his most famous work, Walden. (In part 1, Semester 1, we looked at the writings of American poet Robinson Jeffers, who wrote some eternal and powerful poems about the environment and the world around him. In Semester 2, we change gears and focus on the prose writings of Thoreau.)
To provide students with a better contextual background, some supplementary materials and information on Transcendentalist philosophy and ideas will also be provided to help students better understand who Henry David Thoreau was, what his influences were (both literary and (eco)spiritual), and who in turn he influenced, in order to gain a better understanding of both his times and lasting legacy on the Environmental Movement as a whole, and the world of letters. While the theme of English Seminar 7 and 8 is essentially the same (literature and the environment), it is not essential for students to take the preceding course in the Spring semester if they wish to join only the Fall semester course.
In terms of skills related to English ability and proficiency, students will have the opportunity to improve their English listening skills through the interpretations of the text provided by their teacher in class, and listening to lectures on Thoreau both by the teacher in class and by online recordings shared by literary scholars. Group discussions will be held in regular classes on questions directly related to the text and given to students beforehand to reflect upon. Students will also have the opportunity to make a presentation in class (Assignment #3) to help them improve their written proficiency (by preparing a script for the presentation, which they can also use in the essay question of the final exam if they choose Option A) and their spoken English proficiency when they give the actual presentation in class. Students will give a presentation on one Transcendentalist writer or contemporary of Thoreau’s, such as Ralph Waldo Emerson, Margaret Fuller and Amos Bronson Alcott. Students may also choose to present on writers like Samuel Taylor Coleridge or Thomas Carlyle, who were influenced by German Transcendentalism or American contemporary writers such as Herman Melville, Nathaniel Hawthorne, or Walt Whitman. Yet another option is for students to present on a writer after Thoreau's time who was influenced by the Transcendentalists, such as D. H. Lawrence, Robert W. Service, Gary Snyder, Lew Welch and others. Students will be asked to complete two assignments on supplementary materials provided in class. Assignment #1 will be about Thoreau’s “On the Duty of Civil Disobedience” text, which is included at the back of the student textbook. For this assignment, students will be asked to read the text (pp. 239-258) and answer some multiple-choice and short-answer questions on its contents. Assignment #2 will be about selections taken from Thoreau’s journal. I will be using the immensely useful text, “I to Myself” which contains annotated selections from Thoreau’s massive journal. This text will be provided digitally and students will be asked to read it and then answer some multiple-choice and short-answer questions. Assignment #3 will be held over two weeks (in Lessons 11 and 12), during which students will give a 3-minute presentation on one of the writers mentioned above that students can choose from. Supplementary materials will be provided either in class or by email to help students have more background information to complete the assignments and to better contextualize Thoreau’s times and philosophy. Some guidelines on how to complete these assignments will also be provided by the teacher, to help students improve their abilities in English written composition and expression.
Successful completion of this course should indicate an understanding of…
1. the historical background and contexts of the Transcendentalist movement and its philosophy;
2. the style, structure, aesthetics, aims and political and environmental implications of Thoreau’s writings, with a particular focus on Walden, regarded by many as his masterpiece;
3. several ways of analyzing a text, through supplementary readings and slides provided in class;
4. a better background knowledge of ecocriticism and how to analyze texts from an ecocritical perspective;
5. a grounded understanding of the distant roots of our current Environmental crisis and the various environmental movements that have been engaged to tackle this crucial issue for our planet and its ecosystem.
This course also facilitates the development of the following skills…
1. the ability to interpret and discuss a text, based on its historical and cultural context and milieu;
2. the ability to inform an original text through the use of secondary sources;
3. the ability to interpret and understand the literary analysis of other critics and writers;
4. the ability to assess texts from an ecocritical angle;
4. the ability to present an argument or summary of one’s opinion on a literary work.
This course, predominantly conducted in English, will offer enrolled students the opportunity to read and discuss Henry David Thoreau’s most celebrated work of prose Walden, which was originally published in 1854. We will also talk about some of the contemporary writers (Melville, Whitman, Hawthorne) and other Transcendentalists (Emerson, Fuller, Alcott etc.) in order for students to develop a knowledge and understanding grounded in Transcendentalist philosophy, its roots, and its importance in contemporary discourse from the perspective of the ongoing environmental crisis.
Some supplementary notes from well-known Thoreauvian and Transcendentalist critics will be selected by the teacher and provided to students to facilitate their own readings and help them analyze Thoreau’s writings and thoughts from various perspectives. Finally, where possible, the teacher will use any other forms of media (podcasts, online videos, documentaries) to help enrich students’ understanding of this important writer and movement. The aim of sharing these materials is twofold: to enrich students’ knowledge of Henry David Thoreau, and in a larger sense, the Transcendentalist Movement and philosophy as a whole, his writings and vision; and to help them fully appreciate these ideas in the context of both his times and the modern-day world.
| 1 | Lesson 1 – An Introduction to Henry David Thoreau, Walden & the Transcendentalists In our first class for the course, we will begin by briefly discussing the historical contexts and backgrounds of the Transcendentalist Movement as a whole, and some details about the time Thoreau spent living near Walden Pond, where he kept his journal and writings, which were later published as Walden and other texts. Without going into extensive detail, students will also be briefly introduced to some of the spiritual texts (Hindu and Buddhist texts etc.) which influenced Thoreau and pervade many of his writings. The brief “Introduction” to the textbook will also be covered in this class and some basic discussion questions (on the Introduction and on the environmental crisis) will be assigned to students who will share their thoughts in small groups. Each of the weekly assigned readings will be explained as well as the 3 assignments including the methods of evaluation for each respective one. |
| 2 | Lesson 2 – Walden: “Economy” (Part 1) (pp. 11-36) In Lesson 2, we will start by discussing the first 25 pages of Walden. Here we will focus on several important themes that are introduced right from the outset: how to achieve a life of self-reliance, simple living (which is connected and grounded in our land and immediate environment), the dangers of materialism and obtaining too many possessions, the risks of conformity and the importance of self-discovery and spirituality. |
| 3 | Lesson 3 – Walden: “Economy” (Part 2) (pp. 37-65) In Lesson 3, we will read the second half of the long opening chapter on “Economy”. Many of the same themes that came up in Lesson 2 will be covered once again in Lesson 3. Regarding the theme of simplicity, students will be asked to reflect upon how we can make our own lives simpler and the merits (and possible demerits) of a minimalist philosophy and how we can be in touch with nature even in our current urban environments. |
| 4 | Lesson 4 – Walden: “Where I Lived, and What I Lived For” and “Reading” (pp. 66-85) In Lesson 4, we will look at Chapter 2 of Walden, called “Where I Lived, and What I Lived For” in which Thoreau explains why he has chosen to live near Walden Pond, in the woods. The theme of simplicity appears once again and one new theme we will discuss is how Thoreau stresses the importance of focusing on the present moment in front of us, and not worrying too much about the (hidden, unseen) future. In Chapter 3, “Reading” we explore Thoreau’s emphasis on the importance of deep reflection when we read texts, and how it is important to select texts that are thought-provoking and not shallow (such as newspapers or tabloid magazines). |
| 5 | Lesson 5 – Walden: “Sounds” “Solitude” & “Visitors” (pp. 86-115) In Lesson 5, we will discuss three short but important chapters in Walden. First, in “Sounds” we will look at Thoreau’s insistence upon paying attention to sounds around us (in Nature) and discuss the concept of mindfulness. This includes listening to human-generated sounds such as the railway (which is a symbol of modern life for Thoreau). In “Solitude” we take a look at how Thoreau identifies the differences between solitude and loneliness. We explore Thoreau’s concept of solitude as an opportunity to engage with Nature, as our companion (not as only a threat), and remove ourselves from the constant need of social dependence, which is part and parcel of modern urban living. After these two chapters, we will briefly consider to what they degree these concepts overlap with Buddhist meditation. In “Visitors” we look at how Thoreau views human interactions and companionship, conversation and his critique of social class. |
| 6 | Lesson 6 – Walden: “The Bean-Field” “The Village” & “Ponds” (pp. 116-146) In Lesson 6, we will discuss, once again, three short but important chapters of Walden. In “The Bean-Field” we will examine how Thoreau views manual labor as a form of work which can be meaningful, in terms of how it connects us to the earth. Related to this, we will also discuss the importance of studying agriculture and growing food, and the dangers of purely profit-driven agriculture. In “The Village” we discuss how Thoreau views social institutions, and his experiences in jail for refusing to pay taxes (related to this episode, we will also discuss the importance of developing an individual conscience and being a CO or conscientious objector in times of war). The themes of this chapter are related to the content of Thoreau’s essay “On Civil Disobedience,” which is the text for Assignment #1. Finally, in “Ponds” we will look at how Thoreau views nature, and concepts such as time(lessness) and permanence will be touched upon. Finally, a theme we will focus on is how Nature can act as a teacher and model for us and we will discuss the area of ecocomposition as a reflective practice. |
| 7 | Lesson 7 – Walden: “Baker Farm” “Higher Laws” & “Brute Neighbors” (pp. 147-171) In Lesson 7, we will take a look at three more short chapters in Walden. Thoreau’s chapter “Baker Farm” looks at the problem of poverty and examines the concepts of economic security and problems with economic systems (capitalist and otherwise) as a whole. In “Higher Laws” Thoreau examines our similarities to the animal kingdom (namely, our basic instincts or desires relating to hunger, sex, and self-preservation) but also how we differ from animals (reason and morals). He also stresses the need to control overindulgence, in order to attain higher levels of spirituality and fulfillment. In “Brute Neighbors” we see Thoreau observing animals and wildlife and writes about in what ways they mirror human behavior and what we can look through observing them. When discussing this last chapter, students will be briefly introduced to the recent sub-field of ecocriticism called Zoopoetics. |
| 8 | Lesson 8 – Walden: “House-Warming” & “Former Inhabitants and Winter Visitors” (pp. 172-194) In Lesson 8, we will focus on two chapters. First of all, in “House-Warming” Thoreau writes about preparing for winter, and the need for simple comforts rather than luxury, and themes previously discussed such as self-reliance and striving to achieve a harmony with nature re-emerge here. In “Former Inhabitants and Winter Visitors” Thoreau writes about people who come to visit him in winter, his thoughts on isolation and observing human behavior from a distance. |
| 9 | Lesson 9 – Walden: “Winter Animals” and “The Pond in Winter” (pp. 195-214) In Lesson 9, once again we take a look at two chapters from Walden. First, in “Winter Animals,” Thoreau observes the wisdom and resilience of animals during these months where animals directly face a harsh climate outdoors. He writes about instinct and a respect for the natural order of things which he observes around him. In “The Pond in Winter” we see Thoreau observing the natural cycles at play as he gazes at the frozen pond and realizes how nature is in a constant state of change or flux across time. Many of these ideas share parallels in Buddhist concepts like “impermanence” which will also be briefly touched upon. |
| 10 | Lesson 10 –Walden: “Spring” and “Conclusion” (pp. 215-238) In Lesson 10, we will read the final two chapters of the book. In “Spring” Thoreau writes about the (re)awakening of nature during this season, after winter, and how the cyclical patterns of life continue. This chapter symbolizes regrowth and regeneration not only for nature but for human beings as well. In the “Conclusion” chapter, Thoreau summarizes many of the themes we have previously discussed above such as the importance of self-reliance, life as a journey and form of experimentation, the importance of cultivating awareness (of Nature around us) and self-awareness and finding our own paths in life. |
| 11 | Lesson 11 – Presentations I In Lesson 11, the first half of the class will give a short 3-minute presentation on one of the writers mentioned above. This could be a fellow Transcendentalist such as Ralph Waldo Emerson, Margaret Fuller and Amos Bronson Alcott. Students may also present on writers who were influenced by the German Transcendentalists, such as Samuel Taylor Coleridge or Thomas Carlyle. Yet another option is write on a contemporary of Thoreau’s such as Herman Melville, Nathaniel Hawthorne or legendary American poet, Walt Whitman. Finally, another option is to present on a writer who came after Thoreau but who was influenced by Thoreau’s writings and lifestyle such as John Muir, Robert W. Service, Gary Snyder, Lew Welch and others. Students who are not presenting but are part of the audience are expected to participate by asking questions in the short Q&A session after each presentation. Students who ask their classmates questions will be rewarded with bonus points towards their overall participation score (30% of their final score). Students who are NOT presenting in this week (but only listening as members of the audience) will be encouraged to read and study some supplementary materials. |
| 12 | Lesson 12 – Presentations II In Lesson 12, the second half of the class will give a short 3-minute presentation on one of the writers mentioned above. This could be a fellow Transcendentalist such as Ralph Waldo Emerson, Margaret Fuller and Amos Bronson Alcott. Students may also present on writers who were influenced by the German Transcendentalists, such as Samuel Taylor Coleridge or Thomas Carlyle. Yet another option is write on a contemporary of Thoreau’s such as Herman Melville, Nathaniel Hawthorne or legendary American poet, Walt Whitman. Finally, another option is to present on a writer who came after Thoreau but who was influenced by Thoreau’s writings and lifestyle such as John Muir, Robert W. Service, Gary Snyder, Lew Welch and others. Students who are not presenting but are part of the audience are expected to participate by asking questions in the short Q&A session after each presentation. Students who ask their classmates questions will be rewarded with bonus points towards their overall participation score (30% of their final score). Students who are NOT presenting in this week (but only listening as members of the audience) will be encouraged to read and study some supplementary materials. |
| 13 | Lesson 13 – Comprehensive Review In Lesson 13, we will do a comprehensive review of all key discussion questions covered over the course and semester, in order to prepare students for the final examination which takes place in the following week. Of the large list of questions covered each week in class, the teacher will identify the crucial questions (and answers) for students to focus on. We will probably hold a short quiz game in Lesson 13, as an enjoyable way to review the most important content of this course. |
| 14 | Lesson 14 – Final Test In Lesson 14, students will take their final test. All parts of the textbook will be covered in the final test as well as some of the supplementary materials either distributed in class or shared through email (or uploaded onto Google Classroom). There will be three sections to the final examination: 1) in the first section students will answer multiple-choice questions (20 pts.); 2) in the second section students will write short-answer questions (10 pts.); 3) in the third section, students will choose ONE out of three topics: Option A (presentation topic in essay form); Option B (a summary of Transcendentalist philosophy and thought) or Option C (the importance of Thoreau’s writings and Transcendentalist thought in the modern-day world from the perspective of the ongoing climate crisis). |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Study Required Outside of Class
In addition to the weekly reading assignments from the textbook, students will also be encouraged to read and explore other supplementary sources of information. Some of the supplementary reading materials will be provided by the teacher (either photocopies handed out in class or sent by email) and extra 'recommending reading' sections will be suggested by the teachers to help them enrich their understanding of the texts, Transcendentalist philosophy, the writer, Thoreau, and the course overall. Furthermore, students are encouraged to listen to any interesting podcasts, documentaries and online videos on Thoreau and the Transcendentalists that may help them enrich their understanding of the course.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Assignment #1(10%) Assignment #2(10%) Assignment #3 (Presentation) (10%) In-class discussions & participation(30%) 最終テスト(Final Test)(40%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Thoreau, H. D. | Walden and Civil Disobedience | Penguin American Library | 1983 | 9780140390445 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Thoreau, H. D. | I to Myself: An Annotated Selection from the Journal of Henry D. Thoreau | Yale University Press | 2007 | 9780300111729 |
| 2 | Emerson, R. W., Richardson, R. D. (ed.) | Ralph Waldo Emerson: Selected Essays, Lectures and Poems | Bantam Classics | 1990 | 9780553213881 |
| 3 | Miller, P. (ed.) | The Transcendentalists: The Classic Anthology | Fine Communications | 1997 | 9781567312157 |
| 4 | Gross, R. A. | The Transcendentalist and Their World | Picador | 2022 | 9780374279325 |
| 5 | Gura, P. F. | American Transcendentalism: A Histroy | Hill and Wang Pub | 2018 | 9780809034772 |
| その他 (Others) | |||||
| Other relevant information on the Transcendentalists will be provided in class, including one MA thesis on Thoreau. | |||||
1) The first matter students should be aware of is the attendance policy for this class. Students are required to attend at least 10 of the 14 classes / sessions in order to pass this course. In other words, students who are absent 5 times or more will automatically fail the course. Therefore, students who are planning to undertake an internship, work experience or will be away for a number of weeks during the course should take this in mind. Official absences will only be allowed in cases of illness or bereavement.
2) The second point students should keep in mind is how they will receive a grade for in-class participation. Each week we will hold discussions IN ENGLISH in class. Students are expected to participate in these discussion IN ENGLISH. Failure to do will result in point penalties.
3) Students who enroll in the course are expected to purchase a copy of the textbook. If there is a delay in receiving a copy of the textbook after a student has ordered it, they are expected to make photocopies by themselves of the relevant chapters by obtaining a copy of this book from the library. Walden is a very well-known book so there should be at least one copy if not several available. Copies of the Introduction will be made and brought to Lesson 1.
NOTE: Students who are absent from class due to club activities, work experience or some similar reason will not be considered eligible for 'official absence.'
Students should possess either a laptop or iPad or similar device, and have access to some form of software which will allow them to generate slides for their presentation (Assignment #3) such as PowerPoint etc.
Students who are caught cheating or plagiarizing on any assignments on tests will automatically incur penalties. (NOTE: This includes using AI software to write essays. However, if students can prove that they have used AI as a tool for learning or generating ideas, not for simply generating their final product, this could be deemed acceptable. Guidelines will be drawn up and shared with students on this matter). Therefore, while students may collaborate or study together both inside and outside the classroom, students are expected to turn in / submit ORIGINAL writing or work for the assignments. Failure to do so will result in point penalties.
This English literature course aims to help students develop their English abilities in the four core skills of listening, reading, speaking, and writing through a combination of various texts, media and in-class activities. Students enrolled in this course will have the opportunity to enhance their abilities to analyze literary texts through close reading of the original, the provision of supplementary notes, related criticism on the author, videos or audio to aid students in their reading and interpretation of the body of work of the author from various perspectives. This will facilitate students’ overall understanding of Transcendentalist literature in general, and in particular the writings of Henry David Thoreau (and Ralph Waldo Emerson), one of the greatest American writers and thinkers of all time. This represents part 2 in a two-part course focusing on literature and the environment. In part 2, we will look at the writings of Henry David Thoreau, with a strong focus on his most famous work, Walden. (In part 1, Semester 1, we looked at the writings of American poet Robinson Jeffers, who wrote some eternal and powerful poems about the environment and the world around him. In Semester 2, we change gears and focus on the prose writings of Thoreau.)
To provide students with a better contextual background, some supplementary materials and information on Transcendentalist philosophy and ideas will also be provided to help students better understand who Henry David Thoreau was, what his influences were (both literary and (eco)spiritual), and who in turn he influenced, in order to gain a better understanding of both his times and lasting legacy on the Environmental Movement as a whole, and the world of letters. While the theme of English Seminar 7 and 8 is essentially the same (literature and the environment), it is not essential for students to take the preceding course in the Spring semester if they wish to join only the Fall semester course.
In terms of skills related to English ability and proficiency, students will have the opportunity to improve their English listening skills through the interpretations of the text provided by their teacher in class, and listening to lectures on Thoreau both by the teacher in class and by online recordings shared by literary scholars. Group discussions will be held in regular classes on questions directly related to the text and given to students beforehand to reflect upon. Students will also have the opportunity to make a presentation in class (Assignment #3) to help them improve their written proficiency (by preparing a script for the presentation, which they can also use in the essay question of the final exam if they choose Option A) and their spoken English proficiency when they give the actual presentation in class. Students will give a presentation on one Transcendentalist writer or contemporary of Thoreau’s, such as Ralph Waldo Emerson, Margaret Fuller and Amos Bronson Alcott. Students may also choose to present on writers like Samuel Taylor Coleridge or Thomas Carlyle, who were influenced by German Transcendentalism or American contemporary writers such as Herman Melville, Nathaniel Hawthorne, or Walt Whitman. Yet another option is for students to present on a writer after Thoreau's time who was influenced by the Transcendentalists, such as D. H. Lawrence, Robert W. Service, Gary Snyder, Lew Welch and others. Students will be asked to complete two assignments on supplementary materials provided in class. Assignment #1 will be about Thoreau’s “On the Duty of Civil Disobedience” text, which is included at the back of the student textbook. For this assignment, students will be asked to read the text (pp. 239-258) and answer some multiple-choice and short-answer questions on its contents. Assignment #2 will be about selections taken from Thoreau’s journal. I will be using the immensely useful text, “I to Myself” which contains annotated selections from Thoreau’s massive journal. This text will be provided digitally and students will be asked to read it and then answer some multiple-choice and short-answer questions. Assignment #3 will be held over two weeks (in Lessons 11 and 12), during which students will give a 3-minute presentation on one of the writers mentioned above that students can choose from. Supplementary materials will be provided either in class or by email to help students have more background information to complete the assignments and to better contextualize Thoreau’s times and philosophy. Some guidelines on how to complete these assignments will also be provided by the teacher, to help students improve their abilities in English written composition and expression.
Successful completion of this course should indicate an understanding of…
1. the historical background and contexts of the Transcendentalist movement and its philosophy;
2. the style, structure, aesthetics, aims and political and environmental implications of Thoreau’s writings, with a particular focus on Walden, regarded by many as his masterpiece;
3. several ways of analyzing a text, through supplementary readings and slides provided in class;
4. a better background knowledge of ecocriticism and how to analyze texts from an ecocritical perspective;
5. a grounded understanding of the distant roots of our current Environmental crisis and the various environmental movements that have been engaged to tackle this crucial issue for our planet and its ecosystem.
This course also facilitates the development of the following skills…
1. the ability to interpret and discuss a text, based on its historical and cultural context and milieu;
2. the ability to inform an original text through the use of secondary sources;
3. the ability to interpret and understand the literary analysis of other critics and writers;
4. the ability to assess texts from an ecocritical angle;
4. the ability to present an argument or summary of one’s opinion on a literary work.
This course, predominantly conducted in English, will offer enrolled students the opportunity to read and discuss Henry David Thoreau’s most celebrated work of prose Walden, which was originally published in 1854. We will also talk about some of the contemporary writers (Melville, Whitman, Hawthorne) and other Transcendentalists (Emerson, Fuller, Alcott etc.) in order for students to develop a knowledge and understanding grounded in Transcendentalist philosophy, its roots, and its importance in contemporary discourse from the perspective of the ongoing environmental crisis.
Some supplementary notes from well-known Thoreauvian and Transcendentalist critics will be selected by the teacher and provided to students to facilitate their own readings and help them analyze Thoreau’s writings and thoughts from various perspectives. Finally, where possible, the teacher will use any other forms of media (podcasts, online videos, documentaries) to help enrich students’ understanding of this important writer and movement. The aim of sharing these materials is twofold: to enrich students’ knowledge of Henry David Thoreau, and in a larger sense, the Transcendentalist Movement and philosophy as a whole, his writings and vision; and to help them fully appreciate these ideas in the context of both his times and the modern-day world.
| 1 | Lesson 1 – An Introduction to Henry David Thoreau, Walden & the Transcendentalists In our first class for the course, we will begin by briefly discussing the historical contexts and backgrounds of the Transcendentalist Movement as a whole, and some details about the time Thoreau spent living near Walden Pond, where he kept his journal and writings, which were later published as Walden and other texts. Without going into extensive detail, students will also be briefly introduced to some of the spiritual texts (Hindu and Buddhist texts etc.) which influenced Thoreau and pervade many of his writings. The brief “Introduction” to the textbook will also be covered in this class and some basic discussion questions (on the Introduction and on the environmental crisis) will be assigned to students who will share their thoughts in small groups. Each of the weekly assigned readings will be explained as well as the 3 assignments including the methods of evaluation for each respective one. |
| 2 | Lesson 2 – Walden: “Economy” (Part 1) (pp. 11-36) In Lesson 2, we will start by discussing the first 25 pages of Walden. Here we will focus on several important themes that are introduced right from the outset: how to achieve a life of self-reliance, simple living (which is connected and grounded in our land and immediate environment), the dangers of materialism and obtaining too many possessions, the risks of conformity and the importance of self-discovery and spirituality. |
| 3 | Lesson 3 – Walden: “Economy” (Part 2) (pp. 37-65) In Lesson 3, we will read the second half of the long opening chapter on “Economy”. Many of the same themes that came up in Lesson 2 will be covered once again in Lesson 3. Regarding the theme of simplicity, students will be asked to reflect upon how we can make our own lives simpler and the merits (and possible demerits) of a minimalist philosophy and how we can be in touch with nature even in our current urban environments. |
| 4 | Lesson 4 – Walden: “Where I Lived, and What I Lived For” and “Reading” (pp. 66-85) In Lesson 4, we will look at Chapter 2 of Walden, called “Where I Lived, and What I Lived For” in which Thoreau explains why he has chosen to live near Walden Pond, in the woods. The theme of simplicity appears once again and one new theme we will discuss is how Thoreau stresses the importance of focusing on the present moment in front of us, and not worrying too much about the (hidden, unseen) future. In Chapter 3, “Reading” we explore Thoreau’s emphasis on the importance of deep reflection when we read texts, and how it is important to select texts that are thought-provoking and not shallow (such as newspapers or tabloid magazines). |
| 5 | Lesson 5 – Walden: “Sounds” “Solitude” & “Visitors” (pp. 86-115) In Lesson 5, we will discuss three short but important chapters in Walden. First, in “Sounds” we will look at Thoreau’s insistence upon paying attention to sounds around us (in Nature) and discuss the concept of mindfulness. This includes listening to human-generated sounds such as the railway (which is a symbol of modern life for Thoreau). In “Solitude” we take a look at how Thoreau identifies the differences between solitude and loneliness. We explore Thoreau’s concept of solitude as an opportunity to engage with Nature, as our companion (not as only a threat), and remove ourselves from the constant need of social dependence, which is part and parcel of modern urban living. After these two chapters, we will briefly consider to what they degree these concepts overlap with Buddhist meditation. In “Visitors” we look at how Thoreau views human interactions and companionship, conversation and his critique of social class. |
| 6 | Lesson 6 – Walden: “The Bean-Field” “The Village” & “Ponds” (pp. 116-146) In Lesson 6, we will discuss, once again, three short but important chapters of Walden. In “The Bean-Field” we will examine how Thoreau views manual labor as a form of work which can be meaningful, in terms of how it connects us to the earth. Related to this, we will also discuss the importance of studying agriculture and growing food, and the dangers of purely profit-driven agriculture. In “The Village” we discuss how Thoreau views social institutions, and his experiences in jail for refusing to pay taxes (related to this episode, we will also discuss the importance of developing an individual conscience and being a CO or conscientious objector in times of war). The themes of this chapter are related to the content of Thoreau’s essay “On Civil Disobedience,” which is the text for Assignment #1. Finally, in “Ponds” we will look at how Thoreau views nature, and concepts such as time(lessness) and permanence will be touched upon. Finally, a theme we will focus on is how Nature can act as a teacher and model for us and we will discuss the area of ecocomposition as a reflective practice. |
| 7 | Lesson 7 – Walden: “Baker Farm” “Higher Laws” & “Brute Neighbors” (pp. 147-171) In Lesson 7, we will take a look at three more short chapters in Walden. Thoreau’s chapter “Baker Farm” looks at the problem of poverty and examines the concepts of economic security and problems with economic systems (capitalist and otherwise) as a whole. In “Higher Laws” Thoreau examines our similarities to the animal kingdom (namely, our basic instincts or desires relating to hunger, sex, and self-preservation) but also how we differ from animals (reason and morals). He also stresses the need to control overindulgence, in order to attain higher levels of spirituality and fulfillment. In “Brute Neighbors” we see Thoreau observing animals and wildlife and writes about in what ways they mirror human behavior and what we can look through observing them. When discussing this last chapter, students will be briefly introduced to the recent sub-field of ecocriticism called Zoopoetics. |
| 8 | Lesson 8 – Walden: “House-Warming” & “Former Inhabitants and Winter Visitors” (pp. 172-194) In Lesson 8, we will focus on two chapters. First of all, in “House-Warming” Thoreau writes about preparing for winter, and the need for simple comforts rather than luxury, and themes previously discussed such as self-reliance and striving to achieve a harmony with nature re-emerge here. In “Former Inhabitants and Winter Visitors” Thoreau writes about people who come to visit him in winter, his thoughts on isolation and observing human behavior from a distance. |
| 9 | Lesson 9 – Walden: “Winter Animals” and “The Pond in Winter” (pp. 195-214) In Lesson 9, once again we take a look at two chapters from Walden. First, in “Winter Animals,” Thoreau observes the wisdom and resilience of animals during these months where animals directly face a harsh climate outdoors. He writes about instinct and a respect for the natural order of things which he observes around him. In “The Pond in Winter” we see Thoreau observing the natural cycles at play as he gazes at the frozen pond and realizes how nature is in a constant state of change or flux across time. Many of these ideas share parallels in Buddhist concepts like “impermanence” which will also be briefly touched upon. |
| 10 | Lesson 10 –Walden: “Spring” and “Conclusion” (pp. 215-238) In Lesson 10, we will read the final two chapters of the book. In “Spring” Thoreau writes about the (re)awakening of nature during this season, after winter, and how the cyclical patterns of life continue. This chapter symbolizes regrowth and regeneration not only for nature but for human beings as well. In the “Conclusion” chapter, Thoreau summarizes many of the themes we have previously discussed above such as the importance of self-reliance, life as a journey and form of experimentation, the importance of cultivating awareness (of Nature around us) and self-awareness and finding our own paths in life. |
| 11 | Lesson 11 – Presentations I In Lesson 11, the first half of the class will give a short 3-minute presentation on one of the writers mentioned above. This could be a fellow Transcendentalist such as Ralph Waldo Emerson, Margaret Fuller and Amos Bronson Alcott. Students may also present on writers who were influenced by the German Transcendentalists, such as Samuel Taylor Coleridge or Thomas Carlyle. Yet another option is write on a contemporary of Thoreau’s such as Herman Melville, Nathaniel Hawthorne or legendary American poet, Walt Whitman. Finally, another option is to present on a writer who came after Thoreau but who was influenced by Thoreau’s writings and lifestyle such as John Muir, Robert W. Service, Gary Snyder, Lew Welch and others. Students who are not presenting but are part of the audience are expected to participate by asking questions in the short Q&A session after each presentation. Students who ask their classmates questions will be rewarded with bonus points towards their overall participation score (30% of their final score). Students who are NOT presenting in this week (but only listening as members of the audience) will be encouraged to read and study some supplementary materials. |
| 12 | Lesson 12 – Presentations II In Lesson 12, the second half of the class will give a short 3-minute presentation on one of the writers mentioned above. This could be a fellow Transcendentalist such as Ralph Waldo Emerson, Margaret Fuller and Amos Bronson Alcott. Students may also present on writers who were influenced by the German Transcendentalists, such as Samuel Taylor Coleridge or Thomas Carlyle. Yet another option is write on a contemporary of Thoreau’s such as Herman Melville, Nathaniel Hawthorne or legendary American poet, Walt Whitman. Finally, another option is to present on a writer who came after Thoreau but who was influenced by Thoreau’s writings and lifestyle such as John Muir, Robert W. Service, Gary Snyder, Lew Welch and others. Students who are not presenting but are part of the audience are expected to participate by asking questions in the short Q&A session after each presentation. Students who ask their classmates questions will be rewarded with bonus points towards their overall participation score (30% of their final score). Students who are NOT presenting in this week (but only listening as members of the audience) will be encouraged to read and study some supplementary materials. |
| 13 | Lesson 13 – Comprehensive Review In Lesson 13, we will do a comprehensive review of all key discussion questions covered over the course and semester, in order to prepare students for the final examination which takes place in the following week. Of the large list of questions covered each week in class, the teacher will identify the crucial questions (and answers) for students to focus on. We will probably hold a short quiz game in Lesson 13, as an enjoyable way to review the most important content of this course. |
| 14 | Lesson 14 – Final Test In Lesson 14, students will take their final test. All parts of the textbook will be covered in the final test as well as some of the supplementary materials either distributed in class or shared through email (or uploaded onto Google Classroom). There will be three sections to the final examination: 1) in the first section students will answer multiple-choice questions (20 pts.); 2) in the second section students will write short-answer questions (10 pts.); 3) in the third section, students will choose ONE out of three topics: Option A (presentation topic in essay form); Option B (a summary of Transcendentalist philosophy and thought) or Option C (the importance of Thoreau’s writings and Transcendentalist thought in the modern-day world from the perspective of the ongoing climate crisis). |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Study Required Outside of Class
In addition to the weekly reading assignments from the textbook, students will also be encouraged to read and explore other supplementary sources of information. Some of the supplementary reading materials will be provided by the teacher (either photocopies handed out in class or sent by email) and extra 'recommending reading' sections will be suggested by the teachers to help them enrich their understanding of the texts, Transcendentalist philosophy, the writer, Thoreau, and the course overall. Furthermore, students are encouraged to listen to any interesting podcasts, documentaries and online videos on Thoreau and the Transcendentalists that may help them enrich their understanding of the course.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Assignment #1(10%) Assignment #2(10%) Assignment #3 (Presentation) (10%) In-class discussions & participation(30%) 最終テスト(Final Test)(40%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Thoreau, H. D. | Walden and Civil Disobedience | Penguin American Library | 1983 | 9780140390445 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Thoreau, H. D. | I to Myself: An Annotated Selection from the Journal of Henry D. Thoreau | Yale University Press | 2007 | 9780300111729 |
| 2 | Emerson, R. W., Richardson, R. D. (ed.) | Ralph Waldo Emerson: Selected Essays, Lectures and Poems | Bantam Classics | 1990 | 9780553213881 |
| 3 | Miller, P. (ed.) | The Transcendentalists: The Classic Anthology | Fine Communications | 1997 | 9781567312157 |
| 4 | Gross, R. A. | The Transcendentalist and Their World | Picador | 2022 | 9780374279325 |
| 5 | Gura, P. F. | American Transcendentalism: A Histroy | Hill and Wang Pub | 2018 | 9780809034772 |
| その他 (Others) | |||||
| Other relevant information on the Transcendentalists will be provided in class, including one MA thesis on Thoreau. | |||||
1) The first matter students should be aware of is the attendance policy for this class. Students are required to attend at least 10 of the 14 classes / sessions in order to pass this course. In other words, students who are absent 5 times or more will automatically fail the course. Therefore, students who are planning to undertake an internship, work experience or will be away for a number of weeks during the course should take this in mind. Official absences will only be allowed in cases of illness or bereavement.
2) The second point students should keep in mind is how they will receive a grade for in-class participation. Each week we will hold discussions IN ENGLISH in class. Students are expected to participate in these discussion IN ENGLISH. Failure to do will result in point penalties.
3) Students who enroll in the course are expected to purchase a copy of the textbook. If there is a delay in receiving a copy of the textbook after a student has ordered it, they are expected to make photocopies by themselves of the relevant chapters by obtaining a copy of this book from the library. Walden is a very well-known book so there should be at least one copy if not several available. Copies of the Introduction will be made and brought to Lesson 1.
NOTE: Students who are absent from class due to club activities, work experience or some similar reason will not be considered eligible for 'official absence.'
Students should possess either a laptop or iPad or similar device, and have access to some form of software which will allow them to generate slides for their presentation (Assignment #3) such as PowerPoint etc.
Students who are caught cheating or plagiarizing on any assignments on tests will automatically incur penalties. (NOTE: This includes using AI software to write essays. However, if students can prove that they have used AI as a tool for learning or generating ideas, not for simply generating their final product, this could be deemed acceptable. Guidelines will be drawn up and shared with students on this matter). Therefore, while students may collaborate or study together both inside and outside the classroom, students are expected to turn in / submit ORIGINAL writing or work for the assignments. Failure to do so will result in point penalties.