| Course | Title | Instructor | Description |
|---|---|---|---|
| CLASSIC 36B | CLASSICAL GREECE | BRUSUELAS, J. | A survey of ancient Greek civilization from the Late Archaic period to the Classical period. Focuses on major institutions and cultural phenomena as seen through the study of ancient Greek literature, history, archaeology, and religion. Same as HISTORY 36B. |
| CLASSIC 45C | CLASSICAL MYTHOLOGY | GIANNOPOULOU, Z. | Detailed examination of key Greek and Roman myths, their interpretations, and the influence they have exerted on literature, art, and popular culture in subsequent periods. |
| CLASSIC 99 | SPEC STDS:CLASSICS | STAFF | Lower-division level independent research with Classics faculty. Repeatability: May be repeated for credit unlimited times. |
| CLASSIC 140 | SASANIAN IRAN | CANEPA, M. | This course explores the art, architecture and archaeology of Sasanian Iran. “The Empire of the Iranians” ruled by the Sasanian dynasty was the last great Iranian empire before the coming of Islam. This course will provide students a foundational overview of Sasanian art and architecture as well as explore the impact of Sasanian art and architecture on the wider world of late antiquity including the arts and archaeology of late Kushan and Sasanian-period Central and South Asia and Sogdiana, Topics include the impact of Parthian art/architecture, the transformation of the ancient tradition of Iranian rock reliefs, the Achaemenid legacy, the development of Persian palace and garden architecture, fire temples and sacred spaces, urbanism, painting, glyptic, silver and luxury wares, the Persian legacy in Islam, Medieval Europe and China after the fall of the empire. This course is intended for graduate students and advanced undergraduates. SAME AS: ART HIS 100 (Home department where course is offered) and PERSIAN 150. |
| CLASSIC 160 | SAPPHO AND CATULLUS | SNYDER, R. | This course will focus on the work and reception of two ancient poets, Sappho and Catullus, who have inspired many writers and scholars in the modern age. Sappho and Catullus are linked not just because one of Catullus’ best-known poems is a translation of Sappho, but because both are lyric poets whose work was scorned in the Middle Ages and embraced in the 20th century and beyond. One of the primary reasons for the vicissitudes of their reception is their frank treatment of love and sexuality, particularly same-sex love. As we will see, both poets offer windows onto the sexual mores and norms of their respective cultures, which overlap and depart from those of modernity in significant ways. This course will focus on the ways in which modern translators and scholars have approached their works, with an emphasis on their representations of gender, sex, and power. We will read a number of translations of each poet, interpretations of their works, and critical studies of gender and sexuality in the ancient Mediterranean. |
| CLASSIC 170 | PANDORA | HERNANDEZ, A. | In Hesiod’s Theogony and Works and Days, Pandora appears as the ultimate punishment for mankind—a figure who is both alluring and treacherous as she brings toil and disease to the world. Yet, despite her ability to produce all manner of human sorrow, Pandora seems to have no agency within Hesiod’s poetry. Her story is quickly left behind as the larger concerns of the epics take over. Nevertheless, her influence persists. Writers, particularly those working within the genre of science fiction, offer us beings who, like Pandora, can be as menacing as they are alluring. Thus, taking the myth of Pandora as its starting point, this course will examine the figure of the automaton, or artificial being, within the work of such writers as Mary Shelley, Stanislaw Lem, Philip K. Dick, and Alex Garland. Questions we will consider will include, but not be limited to: how these beings are created, what their purpose is, and how their relationship to their creators change upon their creation. Throughout the course, special attention will also be paid to issues of gender, identity, and subjectivity. |
| CLASSIC 176 | SELF-LOVE, NARCISSISM AND THE COMMON GOOD | LITWIN, C. | In the age of social media, we tend to associate human self-love with the myth of Narcissus trapped in the love of his self-reflected image. Self-love, however, was conceived of much more positively in the Antiquity. Aristotle and the Stoics, for instance, used the argument that we love people to whom we do good more than we love those who do good to us to oppose generous self-love to both selfishness and altruism. To them, self-love was in fact the natural reward of virtue and, as such, the core principle of friendship and active participation in the common good. This interpretation of self-love was, however, largely opposed by Christian theology. Saint Augustine described original sin as the corruption of man’s love of God into self-love. Since pagan virtues derive from self-love they are sinful and false. Outside of Christian charity all human virtues are but disguised vices. Same as: FRENCH 150 (Home Department where course is offered), EURO ST 103, and PHILOS 112. |
| CLASSIC 192B | SENIOR CAPSTONE | ZISSOS, P. | |
| CLASSIC 192B | SENIOR CAPSTONE | PANTELIA, M. | |
| CLASSIC 192B | SENIOR CAPSTONE | KARANIKA, A. | |
| CLASSIC 192B | SENIOR CAPSTONE | GIANNOPOULOU, Z. | |
| CLASSIC 192B | SENIOR CAPSTONE | CLAXTON, C. | |
| CLASSIC 198 | DIRECTED GROUP STDY | ZISSOS, P. | |
| CLASSIC 280 | INDEPENDENT STUDY | JARRATT, S. | |
| CLASSIC 280 | INDEPENDENT STUDY | ZISSOS, P. | |
| CLASSIC 280 | INDEPENDENT STUDY | PANTELIA, M. | |
| CLASSIC 280 | INDEPENDENT STUDY | KARANIKA, A. | |
| CLASSIC 280 | INDEPENDENT STUDY | SNYDER, R. | |
| CLASSIC 280 | INDEPENDENT STUDY | GIANNOPOULOU, Z. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | SNYDER, R. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | GIANNOPOULOU, Z. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | KARANIKA, A. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | PANTELIA, M. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | ZISSOS, P. |