What would European cuisine be without cholocate? Why is Rubens’, Tiziano’s, el Greco’s, Velázquez’s or Van Gogh’s use of the color red associated to an insect (cochineal) that lives in Mexican cactus? How different is Spanish from Spain from the Americas? Why do many people feel they can identify someone as Hispanic by looking at a person’s face? This course, following the principles of global learning, will focus not only on these and similar questions but also analyze other economic, social, political and cultural issues resulting from the collision of two worlds (“Old World” and the “New World”) in a process that started in 1492. Using a transatlantic comparative perspective of analyzing historical data and cultural manifestations (films, documentaries, art, photography, illuminated manuscripts, and literature), students will gain a broad understanding of the history and cultures of Spain and Latin America.
The course, entirely taught in Spanish, is organized around four modules:
- Spain and the European Union: Outcomes of the past.
- Spain and Africa: Exchanges and influences.
- Spain/Europe and the Americas: The collision and global impact.
- The Americas and Globalization: From knowledge to responsibility.
*Note: This class is delivered when lunch is served.
Field WorkCountry: Costa Rica
Date: December 12, 2019
Exploring Natural Costa Rica: Nature, Culture and the Economy. Central America is a region known for its natural areas. This field class will take students to a famous natural park (Monteverde) close Puntarenas, where students will learn about nature and its economic impact Costa Rica and the region.
1. Identify the relationship between what people think of natural areas, the reason people focus on preserving nature, and how to deal with human against nature.
2. Underline/Write about the importance of working to support community conservation in our current global economic climate.
3. Compare it to the one you have seen in other ports and in your own community.