Welcome to the Open Syllabus Project 2.0. Now you can explore college teaching, publishing, and intellectual traditions across 6 million classes, 4700 schools, and 79 countries.

You can dive into schools and fields, look at how the adoption of texts changes over time, and compare how teaching varies in different countries.

So explore, let us know what you think, and give some thought to sharing your syllabi.

We received this 1996 Wesleyan University syllabus as a remembrance of the instructor by a former student. It’s January’s syllabus of the month.

Fall 1996
Col/Hum 104

Teachers and Their Teachings: From Socrates to Foucault

Howard Bernstein
X 2323 Butterfield C313, Office hours, T, Th 4-5 and by Appt

General description: This course is about teachers and students, their relationships, and some powerful pedagogical ideas; it is also about maturation and longing, power and subordination, deception and self-deception, transference and counter-transference. We will be asking questions about what it means to “educate,” to take responsibility for the shaping of another soul, to transmit culture, to confront and to provoke, and perhaps, also, to insinuate, manipulate, and judge. What is it that students alternatively crave and fear in the educative process? Why do teachers presume to teach when the opportunities to do otherwise are often more glitteringly attractive? Our task is to examine different, and sometimes discordant, models of teaching and learning from classical antiquity virtually to the present. As little as possible will be presupposed or assumed to be self-evident, including the almost sacrosanct notion that “education” (liberal or illiberal) is a good thing for which there is some sort of intrinsic “need.”

Major readings in order of appearance (mostly):

David Mamet, Oleanna

Allan Bloom, The Closing of the American Mind

Plato, the Republic, Apology

Selections from the Synoptic Gospels, and the Pauline Epistles.

Letters of Abelard and Heloise

Jean-Jacques Rousseau, Emile

Michel Foucault, Discipline and Punish

John

We always like to learn more about how the OSP is being used, and sometimes this yields an unexpected treat.  Here’s a short segment from a Japanese quiz show called ‘Wow! Surprising Japan,’ in which foreigners are quizzed about their knowledge of Japan.  The segment discusses novelist Souseki Natsume, who comes in 11th in some sort of power ranking of famous Japanese people.  Here, the OSP is used as an authority for what foreigners might know about Japan.  According to our data, Natsume’s Kokoro is assigned with some frequency.  Thanks, Daisuke!

The next version of the OSP dataset is beginning to take shape.  It will have roughly 6 million syllabi, covering around 6000 institutions around the world.  All the stats and breakdowns will bounce around as we refine the classifiers, decide which fields to consolidate, and so on, but here are a couple interesting initial views:

And a breakdown by field:

We’re on a melancholic run for the winter months.  February’s honoree is “The Professor of Longing” by Jill Talbot.

243: The Professor of Longing

Dr. Jill Talbot
Contact: talbot1@boisestate.edu | 426-7060
Office: LA 102 C (a room I share with a broken shelf and three people I never see)
Office Hours: Before and After Class and once in a booth in the Hyde Park Bar & Grill

Course Description: This course is about failed attempts. It’s about me standing in an office two states and two months ago handing over a letter declaring that I was leaving academia indefinitely. It’s about being on the road—Utah, Idaho, Montana—climbing north before having to turn around, scramble south. It’s about the trying months of summer and ending up in a circumstance not on any map. It’s about Boise instead of Missoula, about adjustments instead of adventure, about impediments edging out impulse, bi-monthly paychecks that can’t cover rent and daycare, my last cigarette. It will be writing in a cramped corner on a plastic tv tray in a foldout chair bought at a thrift store. By the end of the semester, the focus will be two am phone calls and bad checks. For the final, look for a bookcase and a loveseat in a living room with the front door left wide open, my four-year-old daughter’s favorite polka-dotted vest forgotten on the kitchen counter.

Texts: We’re not going to read anything beyond my own proclivities. We’ll discuss stories, essays, and poems that remind