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Course Criteria
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3.00 Credits
Introduction to the Sanskrit language and culture through the reading of selected texts taken from the ancient religions of South Asia. Offered as CLSC 305 and RLGN 305.
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3.00 Credits
This class is a continuation of RLGN 305/CLSC 305, the introduction to the Sanskrit language and culture. In RLGN 309/CLSC 309 students will learn advanced Sanskrit grammar and syntax. Previous knowledge of Sanskrit is required. We will finish the lessons from Devavanipravesika that we began in the introductory course. We will then translate sections for the Bhagavad Gita. Offered as CLSC 309 and RLGN 309.
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3.00 Credits
This course studies the architectural and urban history of Rome from the republican era of the ancient city up to the eighteenth century using the city itself as the major "text." The emphasis will be placed on the extraordinary transformations wrought in the city, or at least in key districts, by powerful rulers and/or elites, especially in the ancient empire and in the Renaissance and baroque eras. In a larger perspective, the great construction projects exerted a far-reaching effect within and beyond Europe, but we will study them in relation to their topographical situation, their functions, and their place in a long history of variations on prestigious themes since many of the artworks and the urban settings featured in the course carry the mark of the Long history of the city itself. Recommended preparation: At least one 200-level course in ANTH, ARTH, CLSC, ENGL, HSTY, or RLGN. Offered as ARTH311/411 and CLSC 311.
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3.00 Credits
The course offers a chronological survey of women's lives in Greece, Hellenistic Egypt, and Rome. It focuses on primary sources as well as scholarly interpretations of the ancient record with a view to defining the construction of gender and sexuality according to the Greco-Roman model. Additionally, the course aims to demonstrate how various methodological approaches have yielded significant insights into our own perception of sex and gender. Specific topics include matriarchy and patriarchy; the antagonism between male and female in myth; the legal, social, economic, and political status of women; the ancient family; women's role in religion and cult; ancient theories of medicine regarding women; paderasty and homosexuality. Offered as CLSC 312 and WGST 312.
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3.00 Credits
The ancients were much concerned with the nature and validity of signs: Important decisions depended on the flight of birds or the coloration of the liver of a sacrificial victim. The relationship of language to truth, i.e., a reality beyond the contingent, was a crucial issue, not least because of the rise of sophistic rhetoric: for an orator, language was a tool in a contest rather than a means to true understanding. The discipline of medicine, developed by such important figures as Galen and Hippocrates, depended on the interpretation of physical signs to diagnose and treat ailments of mind and body. The term for the theory of signs - semiotics - is derived from the Greek term "semeiotike", and for many Greek philosophers and their Roman and medieval successors the sign was a key issue. For Christians especially, new forms of vision and discerning truth presented particular problems: after all, the Christian God revealed his intentions through "portents" that had to be read and interpreted. And even if sacred scripture was in some way understood as encapsulating the whole word, there were countless passages requiring clarification or adaptation to contemporary situations. In other words, the concern was with the relationship between a universe of structured signs (the subject of semiotics) and structures of interpersonal communication (pragmatics). Offered as CLSC 313 and COGS 318. Prereq: WLIT 211 or WLIT 212.
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3.00 Credits
Introduction to the love poetry of ancient Greece and Rome and its impact on the later European tradition in such poets as Petrarch, Chaucer, and Shakespeare. Readings will focus especially on questions of generic convention, audience expectation, and the social setting of love poetry in the different ages under consideration. No knowledge of the original languages required. Offered as CLSC 314 and WLIT 314.
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3.00 Credits
The erotic drive is a fundamental impulse in human beings, indeed in the animal world in general. Primordially, the erotic find expression in sexual desire and in associated behaviors, which in antiquity -- as in other myth-oriented cultures -- amounts to a production of poetry to aid in seduction, to praise an object of desire, or simply reflect the nature of love and/or sexual desire in general. Highly sexualized language appears in both ancient and modern texts that take into account a variety of foundational texts in Western culture. From Plato, who wrote a whole dialogue (Symposium) describing different kinds of love, to Christian interpreters of sacred texts, eroticism was a term that defined both pagan and religious experiences. This course will explore fictional as well as theoretical inquiries into the nature and purpose of erotic desire and its evaluation as aesthetic phenomenon. It will focus on texts such as Longus's Daphnis and Chloe, Abelard's Letters, Aucassin and Nicolette, mystical voices, Freudian theory and modern contribution such as Roland Barthes and Georges Bataille. Modern theoreticians as those mentioned here illustrate how the libidinal (whether understood as subjective drive or in Freudian terms) is inseparable from the aesthetic. Offered as: CLSC 315 and WLIT 317. Prereq: WLIT 211 and WLIT 212.
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3.00 Credits
This course provides students the opportunity to read a significant number of ancient Greek tragedies in modern English translations. We shall read, study, and discuss selected works by Aeschylus, Sophocles, and Euripides, and attempt to understand the plays as literature composed for performance. We shall study literary elements within the plays and theatrical possibilities inherent in the texts. As we read the plays, we shall pay close attention to the historical context and look for what each play can tell us about myth, religion, and society in ancient Athens. Finally, we shall give occasional attention to the way these tragic dramas and the theater in which they were performed have continued to inspire literature and theater for thousands of years. Lectures will provide historical background on the playwrights, the plays, the mythic and historical background, and possible interpretation of the texts as literature and as performance pieces. Students will discuss in class the plays that they read. The course has three examinations and a final project that includes a short essay and a group presentation. Offered as CLSC 316, WLIT 316, WLIT 416.
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3.00 Credits
Inspiration is an inextricably essential part of the aesthetic genesis, and it has instantly become one of the most frequented themes of artistic creation. Where does inspiration come from? Are artists "chosen ones" that implicitly stand out from the "non-inspired" rest? Trying to answer these questions and others related to the phenomenon of creativity, one direction that this course should take and focus on is the theme of "divine" or "transcendent" as a source of inspiration in art and literature. The course will start with the mystical teaching and theories of Pythagoras that influenced Plato and the Neo-Platoists that will be carried on further in the general tradition of Christian literature. In this respect, the course will examine creativity in readings that include both Ancient and Medieval writers whose writings place the subject of inspiration at the center of their own aesthetic invention. Among the authors included in the course will be Pseudo-Dyonisius, Gregory Palamas, Jacopone da Todi, Caterina da Siena, Dante, Petrarch, and Meister Eckhart. Offered as: CLSC 317 and WLIT 319.
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3.00 Credits
Landscape archaeology addresses the complex ways that people have consciously and unconsciously shaped the land around them. As by-products of the interaction between people and place, landscapes designate spaces occupied by specific social groups whose members draw from their environs a shared identity and who situate their actions within specific normative frameworks. The landscapes of the Greek and Roman East are no exception to this. As "cultural landscapes," they were the scene of thousands of years of actions, including the organizing of space or the altering of the land for diverse purposes such as subsistence, or for economic, social, political, religious and military concerns. As such they offer us the possibility to investigate the agencies, actions, and negotiations between particular communities and the various greater powers that exercised control over them. This course will, therefore, introduce students to the study of Landscape Archaeology/Intensive Surveying through five weeks of hands-on fieldwork in the region of Isparta, Turkey, the locus of an ancient landscape called Northwestern Pisidia about which little is known. This landscape has a long storied past, lying as it did along a fault line between earthshaking empires, including the Hittites, Lydians and Persians to North and to the East, and the Greeks, Macedonians and Romans to the West. As such it was a contested space, not only in terms of the physical control of the land, but also the culture. This course will investigate this cultural landscape through the analysis of the archaeological material found. There will also be an opportunity to work with the archaeological material in the Isparta Museum, especially the epigraphical material there. We will also take field trips to important ancient sites and museums in the area to better grasp the region's ancient cultural profile and context. In addition, we will discuss archaeological ethics, issues of cultural patrimony, the importance of teamwork, and the need to work side by side with the local community. Offered as CLSC 318 and CLSC 418.
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