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Course Criteria
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4.00 Credits
The course is intended to familiarize the students with the major sites, chronological periods and forms of art and architecture of prehistoric Greece. It extends from earliest prehistory into the post-Mycenaean Dark Age and presents the historical context within which Greek culture developed and flourished. Furthermore, it presents a critical approach to archaeological practice, as it makes clear that historical reconstructions do not solely depend on the archaeological or documentary evidence but also on the type of questions archaeologists and historians ask and the socio-political environment in which these questions are formed. As the course proceeds, it is intended to help students: 1) acquire broad knowledge of the basics of art and archaeology in Prehistoric Aegean; 2) place developments in Greece in their broader geopolitical and cultural context; 3) move beyond static, compartmentalized understandings of culture toward ones that recognize variation, change and interconnectedness; 4) explore the relationship between archaeological practice and historical reconstructions; 5) enhance their ability to deconstruct various presentations of the Greek past and work toward a critical review of archaeological and historical processes; 6) examine the complex relationship between ancient and modern Greece, as well as various ways this relationship is conceived; and, 7) experience Greek archaeology in a direct and personal manner by visiting many archaeological sites and Museums and interacting with the socio-cultural environments that surround them. (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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4.00 Credits
This course investigates the sanctuaries of Ancient Greece, with an emphasis on the components of sanctuary space and the religious activities that occurred there. The primary focus of the class is a consideration of the intersection of sanctuary architecture and religious festivals within the sanctuaries. After an introduction to ancient Greek religion, the class turns to several case study sanctuaries in detail. Each case study investigates the primary deity or deities worshipped there, evaluates the foundation myths for the god's presence at the sanctuary, outlines the sanctuary's main festivals, and studies the facilities of the sanctuary, such as its altars, temples, stoas, and other buildings. The culmination of each case study is a field trip to that sanctuary, and will include classes in Athens, day trips to Eleusis and Epidauros, and longer trips to Delphi and Olympia. Each student will master a variety of skills during this course, through a various assignment types and classroom approaches. Learning the material of the course's subject is only the first step. Through a combination of lecture and discussion in the classroom, which is based on required readings, a plurality of perspectives will emerge. Each student will have the opportunity to evaluate readings as well as lecture material, both in oral discussion and in written response papers. Through on-site reports of particular monuments, each student takes responsibility for presenting material to the other students (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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3.00 Credits
This course is an intensive investigation of the history and archaeology of Archaic and Classical Greece, with an emphasis on contemporary written sources and the art and architecture for the period in question, 600-350 B.C. This class is site-based, and includes extensive visits to several archaeological sites and museums in Greece, as well as in-classroom and on-site lectures and discussions based on assigned readings. Included are visits in Athens to the Acropolis, Agora, and National Archaeological Museum, as well as longer excursions to Delphi and Olympia. Each student will master a variety of skills during this course, through different types of assignments and classroom approaches. Learning the material of the course's subject is only the first step. Through a combination of lecture and discussion, which is based on required readings from primary sources, a plurality of perspectives will emerge. Each student will have the opportunity to evaluate readings as well as lecture material, both in oral discussion and in written quizzes. Through individual on-site reports of particular monuments and historical problems, each student takes responsibility for presenting material to the other students. (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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4.00 Credits
This course focuses on the Byzantine - or East Roman - Empire. Despite recent promising trends, the Byzantine Empire is still inadequately understood in the West. To many of us, Byzantium evokes an image of exotic medievalism - a chimerical dreamscape, remote in both space and time. A primary goal of the course therefore is to make Byzantium both more real and more accessible. Bearing in mind that the Empire endured for over 1000 years, our voyage back in time will need to be selectively navigated. To this end, the course will focus on the following themes: The Relationship between 'Church and State'; The Cult of Images and the Iconoclastic Controversy; Conservatism and Innovation in Byzantine Culture; The Heritage of Classical Civilization; Relations between Byzantium and Western Europe; The Causes and Aftermath of the Crusades; and, The Byzantine Heritage in Modern Greece. The format of the course is devoted to both conventional lectures as well as regular weekly discussion of primary texts. (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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3.00 Credits
This course focuses on medieval, or Byzantine, Greece. Throughout its thousand-year history, the Byzantine Empire maintained a vital connection with the Greek classical past. Despite this, however, many scholars have been slow to recognize this connection, partly because of a persisting bias which sees all medieval periods as regressive and inherently inferior to their classical predecessors. Accordingly, one of the objectives of the course will be to pay special attention to parallels and deviations between Byzantine culture and the ancient Greek past. Are there cases of continuity? If so, what form do they take, and how can we account for them? Conversely, which factors can be cited as cases of discontinuity or rupture? Finally, and more generally, how are the different historical periods related to one another? Is it even possible to speak of a continuous history of 'Greece'? The course consists of lectures, discussions and field trips to the main archeological sites around Greece. The format of the course includes on-site lectures and students presentations. (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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4.00 Credits
This class will explore the history of the modern Greek state from its establishment in the early 19th century to the present. Throughout the semester we will trace the factors that have contributed most significantly to the contemporary identity of the modern Greek state. The course focuses mainly on the determining role of Greek irredentism and the vicissitudes of the parliamentary system. We will also discuss continuities and discontinuities in contemporary Greece; the prevalence of the patronage system; the concept of civic responsibility; attitudes towards state authority and the background of anti-Americanism. Topics include: socio-political makeup of independent Greek state; Modernisation vs. Traditionalism (Kapodistrias, Trikoupis, Venizelos); the military in Greek politics; role of foreign powers in Greek politics Part 1 - 19th century - WWII; role of foreign powers in Greek politics Part 2 - post WWII; the Constitutional Issue; the Megali Idea; the consequences of 1922 Catastrophe; and, socio-political aspects of the Civil War; and, New Democracy vs. PaSoK - change & cleanse. By providing historical context, the course aims to foster a better understanding of contemporary Greece - and hopefully explain some of its more baffling manifestations. It also intends to promote a broad acceptance of diversity: it will also encourage discussion on the formation and role of cultural identities in general. At the same time, the combination of lectures with class discussions and on-site visits, as well as the use of cultural sources and of personal observation, aims to encourage a positive and holistic approach to learning. (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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3.00 Credits
This course will study one of the most fertile mythical traditions of Greek literature, that of the city of Thebes and the famous expedition of Polyneices and the Argives against his brother Eteocles and the Thebans. Our focus will be Greek tragedy and we will use the two texts that deal with this expedition, i.e. Seven Against Thebes by Aeschylus and Phoenician Women by Euripides, as the basis for our discussion. Chief topics will be: the myth of Oedipus and his exile, the strife of his two sons (Polyneices and Eteocles), the expedition of Polyneices against his own city, and of course the female figures of the family, such as Jocasta, Antigone and Ismene. These main themes will be examined not only as parts of the Seven Against Thebes and the Phoenician Women, but also intertextually, with reference to other relevant plays of the Theban Cycle, that is Antigone, Oedipus the King, and Oedipus at Colonus by Sophocles. The course objectives are: 1) General knowledge of the history of Greek drama and its basic characteristics; 2) Specific knowledge of the mythical tradition of the city of Thebes and Oedipus' royal house; 3) Broad understanding of the role of the mythical tradition as a 'mega-text', an endless 'plot-bank' that can provide the playwrights with innumerous plots; 4) Guided experience in the reading and interpretations of Greek drama, the five 'Theban' plays in specific; 5) Familiarity and productive use of modern critical tools such as narratology and intertextuality, traditionally employed in modern texts, but nowadays also applied effectively in ancient literature. (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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4.00 Credits
Greek Literature as Culture: Modern Greek Literature in Translation is a study of Greek culture through its rich literary heritage. Students will explore Greek literature as a slice of that culture. The aim will be to highlight the importance of literary texts both as mirrors that reflect the life and culture of Greece in the recent past but also as windows that offer glimpses into the life, people, mentality and culture of Greece as it is today. The course is a thematic overview of Greek novels, short stories and poems from the end of the 18th century to the present. Together we will explore the ideas, themes and literary characteristics as well as the historical, social and cultural contexts in works of eminent Greek writers such as Kazantzakis, Vizyinos, Papadiamandis and Kornaros and poets such as Cavafy, Ritsos and Seferis. The emphasis will be on textual analysis, responsive and active reading, discussion and interpretation. Films, music and art will supplement readings for a better understanding of the cultural heterogeneity of Greece, its past and its present reality. (Athens, Greece, http://www.arcadiacenter.edu.gr/ )
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4.00 Credits
This course in Greek philosophy will begin with the early stirrings of philosophy in the Pre-Socratic fragments, and then turn to a selection of readings from the works of Plato, Aristotle ad Epicurus. One of the aims of the course will be to discern the differences between the various classical philosophical traditions and the application of these traditions to political, ethical (conduct and the passions) and artistic life. The course aims to stimulate thinking about current problems through the prism of the ancient Greek philosophers. Though they differed greatly from each other, these thinkers all proceeded from the common standpoint of the intelligibility of the world, the divine as well as the human mind and the human passions. They believed in the power of human logos to articulate this intelligibility in ways that make human existence meaningful. The intent of the course is to locate, through readings and discussions, some of these meanings - not as museum relics - but as ideas whose illuminations span the ages and continue to shed light into the deepest of human concerns. (Athens, Greece, http://www.arcadiacenter.edu.gr/ )
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4.00 Credits
In his treatise the Politics (1280a31), Aristotle states that people associate politically "not just to live, but in order to live well". The inquiries of ancient Greek philosophers into the nature of the eu z?n, the "good life" and the conditions for it, are the themes of this course. We shall be turning to the ideas of Socrates, the Sophists, Plato and Aristotle in order to understand what drove them to define the end of human political association in this unique way. What were the various interpretations of human flourishing and how did all of these differ from present day objectives? We shall follow the debates regarding the concept of justice in these thinkers and we shall pay special attention to Plato's theory that justice is analogous to health and well-being, both for the individual and for the society. We shall explore the psychological theory that emerged from Plato's concept of justice and trace its continuity in Aristotle. The student enrolling in this class should be aware that the word "ethics" in Greece is derived from ethos which means custom. (Athens, Greece, http://www.arcadiacenter.edu.gr/)
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