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emma-what-son · 3 years

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(Echee post) Did Emma Watson try stealing credit for a class?

Posted November 14, 2015

Emma Watson crafts a careful image, backed up by the media (even getting news outlets like the New York Times and the Associated Press to lie for her) and a legion of Harry Potter fans who uncritically accept anything their goddess/idol says as the truth. Still, it must suck, a lot, to put in a lot of effort into a group project and then have some witch (pun noted) steal all the credit on a national platform, kissing her own ass, and knowing you cannot do a single thing because her mentally ill fans will send you death/rape threats. Shocking. Who would do such a terrible thing? Below is a picture of the class of the Group Independent Study Project (GISP) at Brown University, called "How and Why We Fall In Love: Science, Psychology, and Philosophy" Notice that Watson who regularly claims to love school and education and whatnot is nowhere to be found. Remember that attendance is mandatory for GISPs and is required to pass the class. Also notice that despite Scout Willis (Emma's suite-mate) being the daughter of two multi-millionaires, Bruce Willis and Demi Moore, she still attends class and does things for the class like singing Skinny Love (by Bon Iver) with Roman Gonzalez.

Apparently this is Emma Watson's favorite class but Emma Watson does what Emma Watson wants, and that means not attending her favorite class or something? Who knows the truth of what was going on with that girl. The obnoxious thing is that Emma stans keep claiming this girl is super busy with balancing college/work (yeah which is why she, despite proclaiming how college is the most important thing/priority to her, decided to drop it to film Noah) but every single person is busy with outside activities but yeah somehow still managed to attend class. Like Amanda was busy working as a Minority Peer Counselor at the Third World Center to make sure minority students felt welcome on Brown's campus (the kind of campus that lets rich spoiled girls like Emma and Lena Sclove get away with everything). Sally was a Meiklejohn peer advisor and still managed to get good grades to make Phi Beta Kappa. Lauren founded SmartSitting and was busy working as a babysitter/nanny and working as manager and boss to connect families with caretakers. Victor chaired the planning committee for A Day on College Hill and was getting ready to work in Dr. Connor's lab. And omg Roman was doing a ton of shit. Meanwhile Emma is always whining and moaning about how much she does (without any results by the way).....and still getting paid in the tens of millions. Also, negotiating deals for Lancôme to get more money and attention despite claiming how much she hates fame and has too much money to know what to do with it. Vogue Magazine July 2011, interview by Amanda Foreman: One of her favorite courses at Brown was on the psychology of love. Rookie Magazine May 2013, interview with Tavi Gevinson: Tavi: I know you’re going back to Brown this fall, after taking a couple of years off for work. What made you decide on that school? Emma: A few different things. I really like the fact that it has a very open curriculum, that there aren’t any requirements. Really, I’ve kind of been in charge of my own education since I started out on Potter when I was 9 or 10, and I liked that I could design my own major if I wanted to, and I could take independent studies if I wanted to on subjects that weren’t necessarily in the curriculum. I did an independent study on the psychology and philosophy of how and why we fall in love, which was awesome. [Laughs] Tavi: Whoa! Do you know why? Can you tell me? Emma: [Laughs] We’d need like six hours! Opportunities like that, and the idea of classes being pass/fail, make it sound as if you don’t have to work as hard, but it actually gives you the freedom to try out things that you wouldn’t be able to do if you had to get a certain GPA on your transcript. It lets you take classes that you wouldn’t otherwise. And it attracts a certain type of student: [someone] very independent who wants to take responsibility and control of what they’re learning. That really appealed to me as well. Okay what? Notice how Emma claims "I did an independent study" and also "And it attracts a certain type of student: someone very independent who wants to take responsibility and control of what they're learning". It's pretty disgusting since this was a GROUP independent study project (GISP) and yet we have Emma lying and claiming she did it on her own and she's kissing her own ass and claiming ISPs (Independent Study Project) take someone very driven and focused. Oh yeah, that's why college athletes who can barely read take these classes to stay on the football team. I know Emma stans and loons are so pathetic they'll defend her over stealing credit, but imagine for a second that you work your ass off at work on or a homework project and somebody lies and steals the credit and they get promoted over you. How fair is that? Spoiled, rich, white girl, the most privileged kind of person in America (yes over men, since white women have the longest life spans, most safe jobs, least repercussions for breaking the law, and many many more) wants to get an unfair advantage? Pathetic. This GISP was mainly

led by Roman Gonzalez and Lauren Kay, as you can see by reading the Brown Daily Herald article on it (dated September 30, 2010):

QUOTE Love, factually GISP analyzes the amorous by Amy Rasmussen At Brown, students tackle tough questions every day: They wrestle with organic chemistry, untangle streams of consciousness in Faulkner and talk — openly and unflinchingly — about love. Roman Gonzalez ’11, the independent studies co-coordinator for the Curricular Resource Center, and Lauren Kay ’11 are the leaders of the group independent study project, “The Study of Love,” which encompasses philosophy, neuroscience, religion, psychology, sociology and anthropology. On Monday and Wednesday nights, their group of 13 students gathers to think, to read about and to discuss love — at Brown, and everywhere else. Outlets for love Much like any other class at Brown, students in “The Study of Love” receive college credit, homework and a faculty advisor, Associate Professor of French Studies Virginia Krause. But the course topic and discussions are entirely student directed. The class syllabus, constructed by Gonzalez and accessible to the public on the course website loveatbrown.com, is loosely divided by Helen Fischer’s model of romantic love: lust, romantic love and attachment. Required readings, which were carefully selected by Gonzalez or recommended by Brown faculty, range from the works of Ovid and Shakespeare to primary scientific literature on the neurobiology of love. “I really want it to be a rigorous, scientific study of these things,” Gonzalez said. As he began to develop the class, Gonzalez said, he realized that while there are a number of outlets to discuss sexual health and behavior on campus, there are virtually none available for love or romance. “We want people to be talking more about it,” he added. “To be talking more about love, what it means and whether they’re okay with what it means.” Justine Palefsky ’13, a cognitive neuroscience concentrator in the class, had never even heard of GISPs until the beginning of the fall semester, she wrote in an e-mail to The Herald. When she learned of the class that was all about love, she jumped at the opportunity to take part. “It’s such a powerful force culturally that I feel like you’ve got to be curious about how and why it happens, and what it means to people today,” Palefsky wrote. Part of what makes the class work, Kay emphasized, is that every single person actually wants to be there. “Everyone has a different reason for taking this course,” Gonzalez added. “I want 13 different projects, 13 different paths.”

Finding love at Fish Co.? The group, which counts heavy weekly readings, student-led discussions and a 10-15 page research paper as part of their workload, still manages to handle things a bit differently than most Brown classes: they recently took a field trip. “We went to (the Fish Company) and asked people if they were in love,” Gonzalez said. “There would be people who would be hooking up in front of us, they would say no, and then keep hooking up.” Of the experience, Kay said that a lot of what happened at Fish Co. made her uncomfortable, but she found it to be an interesting place to observe the dynamics of Brown students. What we are “trying to get at here is what is relevant to love,” Kay said. “To a historical analysis of dating — to what’s actually going on after Fish Co., and before.” Ultimately, everyone in the class is required to take part in one of two final projects for the course. Gonzalez is taking charge of the creation of a 30-minute documentary and Kay’s group is in the process of developing a survey that she hopes to eventually publish. Gonzalez, who has a strong interest in filmmaking, said that he plans for the documentary to include both class discussion and interviews with students and faculty. Clips of videos, in which students on the Main Green are asked if they’ve ever been in love, and how they know, are currently available for viewing on the course website and Facebook page. The survey the other half of the class is developing has its roots in a similar project Kay did in her sophomore year. The original survey, which focused mainly on sexual behavior, has been expanded by the group into a 14-page series of questions about everything from marriage to sexual behavior and beliefs. “We want the survey to focus on love, not just sexual behavior,” Kay said. “I want to get it out there to more than just Brown students.” Kay said she hopes to distribute the survey to students in large lecture classes by the end of the semester and to publish the results within a year. The group is currently working with professors to seek approval from the Institutional Review Board for the survey. Love’s labour won Ultimately, Kay said she would like her experience to be about changing perceptions — in the class, at Brown and throughout the world. “I want people feeling happier about the cultures in which we live and the things that we do,” she said. “Dating and romance can be really wonderful things, but they’re not always.” While Gonzalez came into the study with experience — both as a participant and creator — of previous GISPs, it is a novel path for many of the students in the class. “We aren’t learning for the sake of regurgitating material on some final exam,” Palefsky wrote. “We are doing this for the sake of our own exploration of something that profoundly interests us.” Kay, who had never completed a GISP before her senior year, spoke passionately of the benefits of a student-driven class, remarking that everyone should take part in at least one during their time at Brown. “It wasn’t one of my issues to fight for, and now it is,” she said. Though both Gonzalez and Kay are set to graduate in the spring, they hope that the project will extend into next semester and beyond. Gonzalez is already planning his next GISP: “The Science, Psychology, and Philosophy of How and Why We Fall out of Love, and Why Love Fails.” “The project should continue,” Gonzalez said. “I think it needs to continue.”

I wish Scout Willis (Emma's suitemate at Brown) would knock some sense into Emma for lying all the time.....

Below is the syllabus for the class: How and Why We Fall In Love: Science, Psychology, and Philosophy Fall 2010 Note: For the personal Love blogs, you may do any of the following. (1) Comment on our reading (2) Write a post for the LoveAtBrown blog (3) Take an article on romantic love and analyze it with rigor. ********* Adviser: Virginia Krause GISP Student Coordinator: Roman Gonzalez The Goal The goal of this class is to examine, in a very interdisciplinary way, how and why people fall in love, to examine what we mean when we say we’re in love, and what informs these ideas. The Structure The class is divided by themes in the study of love. We try to loosely follow the progression of falling in love, beginning with loneliness and longing, transitioning to attraction and the mating game, then to the experience of loving someone, followed by sex (both in and out of love), attachment, thoughts on marriage, and we end with a broader view of love in today’s world. This loosely follows the Helen Fisher model of romantic love (lust, romantic love, attachment), which we will call into question. We end with cultural/anthropological/historical/contemporary perspectives. The class is primarily discussion, held twice a week, with mini projects throughout. One person will take notes per discussion and post them. Each week we try to blend as many disciplines as we can into our study. We will read selected relevant scholarly articles from the sciences, excerpts from philosophical texts to give us historical and conceptual insights, and pay some attention to pop culture to try and figure out where love is today and where it’s going. Guest Lecturers To further emphasize the earnestness of our study, it would be helpful to note we have been in contact with 13 departments to form this GISP. Guest lecturers are listed below in the syllabus. We have contacted some of our primary sources directly (Robert Sternberg, Alain De Botton, Irving Singer, Rachel Herz), and Professor Irving Singer has asked to be kept in the loop about the progress of our study. Sternberg and De Botton have uncertain futures ahead of them, but asked to be contacted next fall. Interested Guest Lecturers Virginia Krause, French; Bernard Reginster, Philosophy; Mark Cladis, Religious Studies; Carlos Aizenman, Neuroscience; Joachim Kreuger, Psychology; Elizabeth Burbank-Gilb, AmCiv; Our Sources Our sources have been collected from independent research from all members of the GISP, with the team leader organizing the process. Many of our readings also came from recommendations of faculty in the Neuroscience, Religious Studies, Biology, Psychiatry, Psychology, AmCiv, French, and Cognitive Science departments, which have all been enthusiastic and helpful in our study. Some of the weaker reading days were designed to accommodate scheduling guest lecturers, so some readings may be sacrificed come the fall. Course Requirements •1 10-15 page academic paper addressing one of the questions/issues in the study of love. •A collective statistical analysis of all studies done through the semester. •Participation: 1 blog post per week on the theme in discussion •Participation: continual contribution of new research/studies via blog or in class •Participation: 2 studies conducted on Love at Brown (groups of 3). •Participation: attendance •Participation: involvement in the production of the documentary: “A Study In Love” The homepage for the GISP is loveatbrown wordpress which Roman Gonzalez has been updating regularly and publicizing. This will be a place where assignments/ideas are posted. Each student is required to create their own WordPress blog and give a short response to the readings of the previous week. The Guerilla Studies Every few weeks a group of GISP members will conduct and video-record (via Roman’s equipment) surveys to learn more about how Brown University students, faculty, and staff think about and practice romantic love. The questions and methodology for the studies will more or less be

determined according to the interests of the class at the given time. We have suggested some topics below. The Paper The final paper, which will be the only paper (10-15 pages), will be an in-depth analysis of a specific issue, theme, or problem in our study of love. It should have something to do with Why or How We Fall In Love. Given the varying backgrounds of people in the course, the papers can be written in whatever academic form is most comfortable for them. In this way all members of the class can pay particular attention to one area of interest throughout the semester and offer analysis through the scope of their individual project. The Documentary The documentary will examine the goals of the GISP (see above “Goals” header) within the framework of the Brown University campus. The documentary will be composed of several elements, including: (1) recorded class discussions, (2) Main Green interviews with students [which can be done simultaneously with the Guerilla Studies], (3) Dedicated interviews with Brown University students and faculty [ie: Rachel Herz, Bernard Reginster, Mark Cladis]. (4) Dedicated interviews with relevant faculty at nearby universities [ie: Singer, Fisher], (5) interviews with Providence community members. The footage will be edited over the winter of 2010-2011 and the final product will not be graded, but submitted to the Ivy Film Festival. Continuing Study- Love GISP Part II All members of the GISP plan to write and propose a follow-up GISP for the Spring semester entitled, “How and Why We Fall Out of Love: or Why Love Fails”, looking at the science, psychology, and philosophy of waning love, detachment, infidelity, divorce, suicide, “heartache”, and related topics. There will be an additional section on unrequited love. Syllabus Summer Reading On Love: A Novel by Alain De Botton. This book addresses many philosophical issues with romantic love, following the author through his attraction and relationship with a girl named Chloe, whom he meets on a plane. Marxism, love across cultures, the ineffability and cliché of the word “love” and more all pop up in this novel. Week 1- Intro •Sept 2- How do different disciplines approach Erotic love? What are popular conceptions of love? What do we know now? This will be compared at the end of the class to how our perceptions of love have changed. Meet with Adviser. Week 2- Attraction and “Courtship”, The Mating Game part 1 •Sept 7- ◦“The Philosophy of Erotic Love”: ◾Danto’s Foreword, Editors Introduction, ◾The Symposium (44 pages); ◾Jerome Neu, Plato’s Homoerotic Symposium ◦Short excerpt from “On Desire” by William Irvine. ◦Students will discuss the questions and philosophical issues brought up in The Symposium. •Sept 9- ◦“The Philosophy of Erotic Love”: ◾Ovid, The Art of Love ◾Heloise and Abelard, Letters ◾Capellanus, On Love ◾Shakespeare; Thirteen Sonnets ◦“The Game” by Neil Strauss (excerpts); ◦“Anatomy of Love: A Natural History of Mating, Marriage, and Why We Stray” by Helen Fisher ◾Chapter 1: Courting ◾Chapter 2: Why him? Why her? Week 3- Attraction and “Courtship��, The Mating Game part 2 •Sept 14 – ◦“The Neurobiology of Attraction” D. Marazziti, ◦“Strategies of Human Mating” David Buss; ◦“Either/Or” Diapsalmata chapter by Soren Kierkegaard; ◦Rachel Herz podcast on scent (http://personallifemedia.com/podcasts/222-...hel-herz-scents) •Sept 16 – ◦“Some evidence for heightened sexual attraction under conditions of high anxiety” Dutton and Aron, ◦“Defining the Brain Systems of Lust, Romantic Attraction, and Attachment” Helen Fisher ◦“The Scent of Love” (excerpts) by Rachel Herz, Brown University; ◾Chapter 3- As You Like It ◾Chapter 5- Scents and Sensuality ◾Chapter 6- The Odor of the Other ◦Philosophy of Erotic Love ◾Simone De Beauvoir, The Second Sex Suggested Movie: “Before Sunrise” Week 4- The History of the Date, and The Hook Up Culture •Sept 21 – ◦“Hooking Up: Sex, Dating, and Relationships on Campus” ◾Chapter 2: From dating to hooking up ◾Chapter 3: The Hook Up ◾Chapter 4: The

Hookup Scene ◾Chapter 8: Dating and Hooking Up, A Comparison ◦“No strings attached: the nature of casual sex in college students” DP Welsh; ◦Sexatbrown.com, a study conducted by Lauren Kay ‘11 on sexual activity at Brown University (2009). •Sept 23 – ◦“Insights into a dating partner’s expectations of how behavior should ensue during the courtship process” Collings, Kennedy, Francis; ◦“Nonverbal courtship patterns in women: context and consequences” Monica Moore. ◦Philosophy of Erotic Love ◾Louis Mackey, Eros Into Logos: The Rhetoric of Courtly Love ◾Spinoza, Ethics ◦Plan guerilla study. ◦Meet with Professor. ***Project: three GISP members conduct a study on dating patterns at Brown. Week 5- Falling part 1- What happens? •Sept 28 – ◦“Falling in love: Prospective studies of self-concept change” Aron, Aron, and Paris, ◦“Hormonal changes when falling in love” D Marazziti; ◦“Reward, motivation, and emotion systems associated with early-stage intense romantic love” Aron et al.; ◦“The Pursuit of Love” by Irving Singer (selected chapters). ◾Chapter 1: Two Myths about love ◾Chapter 2: Persons, Things, Ideals ◾Chapter 3: Sexual Love ◾Chapter 4: Love and Society •Sept 30 – ◦ “The New Psychology of Love” by Robert Sternberg. ◾Chapter 2: A Dynamical Evolutionary view of love ◾Chapter 3: A Behavioral Systems Approach To Romantic Love Relationships ◾Chapter 4: The Evolution of Love Week 6- Falling Part 2- What and Why?: Sinking into Attachment •Oct 5 – ◦ “The Brain in Love and Lust” McMan ◦“Why we love: the Nature and Chemistry of Romantic Love” Helen Fisher ◾Chapter 2: Love Among The Animals ◾Chapter 3: Chemistry of Love ◾Chapter 6: Why We Love •Oct 7 – ◦“The New Psychology of Love” by Robert Sternberg continued. ◾Chapter 6: A Biobehavioral Model of Attachment and Bonding ◦“Love and attachment: the psychobiology of social bonding” DJ Stein. ◦Philosophy of Erotic Love ◾Robert Nozick, Love’s Bonds ◾Lawrence Thomas, Reasons for Loving Week 7- The Experience of Love- Attachment and Love as Madness •Oct 12 – ◦“Acute effects of cocaine on human brain activity and emotion” Brieter ◦“Pathological love: impulsivity, personality, and romantic relationship” Sophia et al. ◦“Sexual addiction, sexual compulsivity, sexual impulsivity or what? Toward a theoretical model” Bancroft & Vukadinovic, ◦“Personality characteristics of sexual addicts and pathological gamblers” M Raviv. ◦Philosophy of Erotic Love ◾DH Lawrence, The Mess of Love ◾Stendhal, On Love •Oct 14 – ◦“The neurobiology of love” S Zeki ◦“Oxytocin: the neuropeptide of love reveals some of its secrets” ID Neumann ◦Readings on Voles as compiled at loveatbrown. Catch up day for reading. Potential lecture from Carlos Aizenman. ◦“Romantic love conceptualized as an attachment process” by Cindy Hazan et. al ◦ “The Nature of Love: Love In Modern World” by Irving Singer ◾Chapter 10: Toward a Modern Theory of Love ◦Meet with professor. ***Project: Conduct a study interpreting how people conceive of themselves as being in love. Week 8- Love As A Story •Oct 19 – ◦“Love is story” by Robert Sternberg ◾Parts 1 and 3 ◾The beginning pages of each section of part 2. Pick a category of love story and present on it to the class. ◦“A Triangular Theory Of Love” article by Robert Sternberg. ◦“Mythology of Love” in Myths to Live By by Joseph Campbell. Chapter 8. ◦Bring in a love story. What do we think of the idea of love as a story we build? Are Sternberg’s ideas convincing? Also, discuss the role of Disney. •Oct 21 – ◦MOVIE and analysis: “Eros”. Three stories of love in Tokyo. Analyze through the Sternberg Love As A Story framework. ◦Philosophy of Erotic Love ◾Hegel, A Fragment on Love ◾Schopenhauer, World as Will and Idea Week 9- Shaping Our Love: Romantic Love, Pop Culture, and the Love song •Oct 26 – • ◦ Changing Courtship Patterns In The Popular Song: www.jstor.org/stable/2775978 ◦ Bring in love songs from a variety of different sources. Listen and compare. How have love songs changed and why is that? What kind of emotional effect does music have on falling? How may

it aid falling? •Oct 28 – • ◦ Guest Lecture: Elizabeth Burk-Gilb from “Selling Sex, Selling Love” on how media forms our ideas about love. ◦Love and Desire in the Cinema: www.jstor.org/stable/1225913 ◦Assignment: bring in a magazine or article on love from pop culture. Collectively analyze popular views of love. How do they conflict? What do they say about the experience of love? Week 10- Love Across Borders •Nov 2 – •Is Romantic Love A Myth Of Western Cultures? (food for thought) www.colorfultimes.com/2010/04/lifes...stern-cultures/ •“A Cross Cultural Perspective On Romantic Love” by William Jankowiak. ◦(www.jstor.org/stable/3773618) •“Historical and Cross Cultural Perspective on Passionate Love and Sexual Desire” Elaine Hatfield (1993) •Philosophy of Erotic Love • ◦ ◾Denis De Rougemont, Love In The Western World •Nov 4- •Movie, Hiroshima Mon Amour. Philosophical discussions of love. •A Collection of sited articles on romantic love in China compared to the US is located here: • “A Cross Cultural Perspective On Romantic Love” by William Jankowiak. ◦(www.jstor.org/stable/3773618) Week 11- Sex •Nov 9- ◦ “Sexual attraction enhances glutamate transmission in mammalian ACC” LJ Wu; ◦“Brain Activation and Sexual Arousal in Healthy, Heterosexual Males” Arnow; ◦“Sex: A Philosophical Primer” by Irving Singer (excerpt) ◾Chapters 1-3 •Philosophy of Erotic Love ◦Shulamith Firestone, The Dialectic of Sex •Nov 11- ◦“Sex differences in sexual fantasy: an evolutionary psychological approach” Ellis & Symons, ◦“Lust? Love? Status? Young Adults’ Motives for Engaging in Casual Sex” Regan & Dreyer; ◦Lucid Dreaming and Sex: “Lucidity Research, Past and Future” by Stephen Laberge. (www.lucidity.com/NL53.ResearchPastFuture.html); ◦“Sex: A Philosophical Primer” by Irving Singer (excerpt) cont. ◾Chapters 4-5, Conclusion “Toward a Theory of Sex” •Meet with professor. Week 12- Love In The Postmodern World •Nov 16 – • Irving Singer: “Love In The Modern World” (excerpts) by Irving Singer. ◦Part 1 and Chapter 8—on The Existentialists as Anti-Romantics •“The Art of Loving” by Eric Fromm, •Philosophy of Erotic Love ◦Robert Solomon, The Virtue of Erotic Love •Nov 18 – ◦“How Will We Love” documentary on love on YouTube. ◦“A Vindication of Love” by Christina Nehring ◾Chapter 2: Love As Inequality ◾Chapter 5: Love as Heroism ◦“Liquid Love: On The Frailty of Human Bonds” by Zygmut Bauman ◾Chapter 1: Falling In and Out of Love Week 13- Love In The Postmodern World cont. •Nov 23 – ◦In-Class Movie – ��Paris, I love you” ◦Read Irving Singer’s “Philosophy of Love: A Partial Summing Up” •Nov 25 – THANKSGIVING BREAK. Week 14- Marriage and Monogamy •Nov 30: ◦“Anatomy of Love: A Natural History of Mating, Marriage, and Why We Stray” by Helen Fisher ◾Chapter 3: Is Monogamy natural? ◾Chapter 7: A Theory On The Origin Of Monogamy And Desertion •The Evolution of Monogamy: Hypotheses and Evidence by JF Wittenberger •The Evolution of Monogamy in large primates by CP Van Schaik •Dec 2- ◦Philosophy of Erotic Love ◾Milton, On Marriage and Divorce ◾Carl Jung: Marriage as a Psychological Relationship ◾Emma Goldman, On The Tragedy of Women’s Emancipation and Marriage and Love •“The Existential Function of Close Relationships: Introducing Death Into The Science of Love” by Mario Mikulincer Week 15- (Reading Period) •Dec 7: workshop final papers. •Dec 9: Last class, portfolios due. Suggested Films: •Eternal Sunshine of the Spotless Mind; •500 Days of Summer (2009) All projects due by DECEMBER 9, 2010, with the exception of the documentary on love. BIBLIOGRAPHY AND OTHER STUFF Main Texts: 522- The Philosophy of Erotic Love edited by Higgins and Solomon (http://books.google.com/books?id=U68lAQAAI...ve+solomon&cd;=1) 488- The Nature of Love Vol 3: Love In The Modern World (http://books.google.com/books?id=3r6PsaniV...page&q;=&f;=false) 125- Philosophy of Love: A Partial Summing Up by Irving Singer (http://books.google.com/books?id=4o3aGVUb8...page&q;=&f;=false) 320- Helen Fisher: Why We Love? The Nature and Chemistry of Romantic Love

(http://books.google.com/books?id=SPxmHKLwj...page&q;=&f;=false) 430- Anatomy of Love: A Natural History of Mating, Marriage, and Why We Stray by Helen Fisher (http://books.google.com/books?id=f5aTEuku_...page&q;=&f;=false) 130- Sex: A Philosophical Primer (http://books.google.com/books?id=TbAlWhSty...page&q;=&f;=false) 338- The New Psychology of love by Robert Sternberg (2008) (http://books.google.com/books?id=X98bK5iFu...page&q;=&f;=false) Journal Articles (bibliography included at the end) Scientific News Articles/Cultural Articles on Love Peripheral Texts (reading selections from): 225- The Hook Up Culture (http://books.google.com/books?id=zof5SizlE...culture&f;=false) 322- William Irvine, On Desire (http://books.google.com/books?id=mIHTz3hNd...page&q;=&f;=false) 312- Romantic Love and Sexual Behavior (http://books.google.com/books?id=ThYONqpPF...page&q;=&f;=false) 256- Love is a story (1999) (http://books.google.com/books?id=E89Iq94UY...page&q;=&f;=false) 633- Kierkegaard’s Either/Or: Diapsalmata and Either/Or (http://books.google.com/books?id=GJHlYmo7k...page&q;=&f;=false) Love and Limerence: The Experience of Being In Love by Dorothy Tennov The Scent of Love by Rachel Herz, Brown University Sexuality and the Psychology of love by Sigmund Freud Possible Films Disney’s “Cinderella” In the Mood for Love Woody Allen- Annie Hall Eternal Sunshine Paper Heart 500 Days of Summer Eros Paris I Love You Before Sunrise

How Will We Love? ( Possible Guest Lecturers Bernard Reginster, philosophy Mark Cladis, religious studies Charles Larmore, philosophy Robert Sternberg, psychology, Tufts University Irving Singer, Philosophy, MIT Rachel Herz, Psychology Members of Psychiatry department Podcasts Rachel Herz, Brown University, Scents and Sensibilities: (http://personallifemedia.com/podcasts/222-...erz-scents/play) Suggested Texts: Alain De Botton- On Love

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