| Course | Title | Instructor | Description |
|---|
| CLASSIC 10 | SCIENTIFIC TERMINOL | BATTON, K. | A study of English terms derived from Greek and Latin and important to contemporary medicine, science and other professions, with emphasis on the development of word-building skills. No prior knowledge of Greek or Latin required. The work is designed to aid undergraduates, particularly those in the sciences, in the development of their technical vocabulary. No prerequisites. |
| CLASSIC 36A | EARLY GREECE | PORTER, J. | This course is the first installment in a three-part series about ancient Greek society. The focus will be on political and cultural developments in the formative periods of early Greece in the areas of literature, art, religion, and archaeology. Classical Greece, the cradle of Western democracy, has its origins in massive Bronze Age palace cultures spanning the entire Mediterranean, which rose around 1600 BCE and then mysteriously collapsed around 1200 (Homer sings their songs), an intervening Dark Age of steep poverty and high mortality rates (1200-750 BCE), and a rebirth of commerce, culture, and the city-state (the polis) during the Archaic era (750-480 BCE), a time of increased trade and colonization and of greater contact with the civilizations of the Mediterranean. Our survey will end with the early Archaic period (600 BCE). Visual images from art, architecture, and archaeology will supplement selections from Homer, Hesiod, and the lyric poets (Sappho, Archilochus), as well as passages from later Greek and Roman authors who discussed these earlier periods. Quizzes, midterm, and final examination. No prerequisites. Non-majors are welcome. This course may be used to satisfy the General Education requirement IV (Arts and Humanities). |
| CLASSIC 37A | EARLY ROME | PALMER, M. | This course is a survey of some of the highlights of Roman civilization from its 8th century beginnings to the civil wars of the first century BCE. We will look not only at political history, but also at social history, literature, art and architecture, and religion. The course will consider a number of questions, including the various factors underwriting Rome's rise to global domination. We will also consider how the Romans were able to develop stable principles of government, and how these principals were eventually transformed by the actions of figures like the bloodthirsty dictator Sulla. Although Rome was, like America, a relatively inclusive mix of different ethnic groups and peoples, it maintained a fundamental cultural continuity throughout much of its history. The Roman achievement is undeniably impressive, but it was not without a great cost in human suffering. We will examine the Roman system of slavery (which was non-racial in character), the patriarchal nature of Roman society, and the plight of the poor and underprivileged. In brief, beside providing students with a solid factual basis for Roman history, the course will also identify some of the issues that have made Roman civilization an abiding fascination, source of both admiration and loathing for almost all subsequent ages, including our own. Classics 37A is the first part of the Roman Civilization series (37ABC), which satisfies the Humanities General Education Requirement (IV) and is the same as History 37A. |
| CLASSIC 45B | THE HEROES | KARANIKA, A. | This course will concentrate on myths about ancient heroes, such as Hercules, Odysseus, Jason and those featured in the Trojan and Theban Saga. The overall goal is to understand the nature of the heroic, as depicted by ancient writers and artists, and to appreciate the ways in which the ancient Greeks used myths in order to interpret their world. The grade for this course will be based on five exams, each of which will have a combination of multiple-choice questions and short essay questions. |
| CLASSIC 99 | SPEC STDS:CLASSICS | STAFF | |
| CLASSIC 140 | THE SPARTANS | KARANIKA, A. | This course will examine the development of the history of Sparta from Archaic to Classical Times and will trace its role in the making of Greek history and the complexity of its government. We will explore gender history and social class and its impact on our understanding of the Spartan society with a special focus on two topics, the making of a warrior culture and women’s religion and education. |
| CLASSIC 192A | SENIOR CAPSTONE | GIANNOPOULOU, KARANIKA, ZISSOS | Under the guidance of a faculty mentor, majors design and execute a senior project. This project may be a research paper, dramatic production, school curriculum, etc. All projects must be approved by the faculty mentor. Prerequisite: satisfactory completion of the lower-division writing requirement. 192A: In-progress grading. |
| CLASSIC 220 | JEWS IN THEORY | PORTER, J. | This seminar will consider some of the ways in which Jews and Jewish thought since early modernity have helped to shape contemporary approaches to theory, particularly in philosophy and in philology (the study of language and literature). Jewish thought has left a peculiar imprint on theory and on the secular traditions of the West generally, both contributing to these and disturbing them, not least by raising the question, implicitly or explicitly, of whether secular intellectual thought is possible, desirable, or even necessary.
The materials to be studied in class will range from Spinoza to Derrida, with intermediary figures running from Marx, Freud, Rosenzweig, Auerbach and the Frankfurt school to Arendt. Blumenberg's The Legitimacy of Modernity will provide the primary background reading for the seminar, as will Leonard's Socrates and the Jews. (Other secondary readings to be introduced later.)
The format will be seminar-style with weekly readings and discussions. Participants will be expected to produce a final research paper, to be presented in preliminary form before the end of the quarter and addressing the question of how Jewish thought (or some Jewish thinker) has shaped and/or disturbed developments in their own areas of training, be this literature, political theory, philosophy, theory and criticism, or Classics.
Preliminary readings: Spinoza, Theological-Political Treatise; Hegel, Early Theological Writings; Marx, "The Jewish Question," Freud, Moses and Monotheism, Rosenzweig, The Star of Redemption, Auerbach, Mimesis and Time, Literature, and History: Selected Essays; Adorno, selected essays; Arendt, The Human Condition; Derrida, Circumfession. Secondary readings: Blumenberg, The Legitimacy of the Modern Age (MIT Press, 1985); Olender, The Languages of Paradise: Race, Religion, and Philology in the 19th C.; M. Leonard, Socrates and the Jews (Chicago, 2012).
Sign in|Recent Site Activity|Report Abuse|Print Page|Powered By Google Sites |
| CLASSIC 220 | POSTCLASSICAL POLIS | GRANINGER, D. | The seminar explores the evolution of politics within and between Greek city-states in the centuries after the reign of Alexander the Great.
We will begin by critiquing the work of the Copenhagen Polis Centre and querying whether their methodologies should inform the study of Hellenistic and early Roman poleis; we will then consider a range of central problems in the history of post-Classical poleis, including: the aristocratization of city government; the growth of public and private associations; cultures of benefaction; monarchs, federal states, and civic autonomy; urban and extra-urban settlement; and new city foundations.
The first half of each seminar meeting will be devoted to group translation of and commentary on important, and often recently published, Greek inscriptions pertinent to the study of Hellenistic and early Roman poleis. All participants will acquire a good working knowledge of the conventions of Greek epigraphy.
The second half of each seminar meeting will focus on discussion of readings in the historiography of the Greek polis and will be guided by participant reports. Readings to include selections from: P. Gauthier, Les Cités grecques et les bienfaiteurs (IVe-Ier siècle avant J.-C.) (1985); M. Hansen and T. Nielsen, eds., An Inventory of Archaic and Classical Poleis (2004), and additional papers published under the aegis of the Copenhagen Polis Centre (1993-2005); P. Fröhlich and C. Müller, eds., Citoyenneté et participation à la basse époque hellénistique (2005); and P. Martzavou and N. Papazarkadas, eds., Epigraphical Approaches to the Post-Classical Polis (2013), among others.
Each participant will develop a research topic and produce a final seminar paper. |
| CLASSIC 280 | INDEPENDENT STUDY | ZISSOS, P. | |
| CLASSIC 280 | INDEPENDENT STUDY | PORTER, J. | |
| CLASSIC 280 | INDEPENDENT STUDY | PANTELIA, M. | |
| CLASSIC 280 | INDEPENDENT STUDY | KARANIKA, A. | |
| CLASSIC 280 | INDEPENDENT STUDY | GIANNOPOULOU, Z. | |
| CLASSIC 280 | INDEPENDENT STUDY | CLAXTON, C. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | CLAXTON, C. | |
| 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 | PORTER, J. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | ZISSOS, P. | |