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  • CLSC 416: Greek Tragedy

    3.00 Credits
    Case Western Reserve University

    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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  • CLSC 418: Landscape Archaeology and Epigraphy

    3.00 Credits
    Case Western Reserve University

    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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  • CLSC 419: Epic: The Sublime and Terrible in Literature

    3.00 Credits
    Case Western Reserve University

    The course focuses on the epic genre that dominates the dawn of Western literature as well as the literary traditions of much of the rest of the world. From the Homeric epic to the Middle Ages and deep into the Renaissance, there was a collective urge to record both in verse and in prose extraordinary adventures with exceptional heroes as central figures. Thus, the epic genre typically encouraged variations in the aesthetic treatment of the hero that eventually came to define distinct categories within the genre. "Sublime" and "terrible" are common notions in the aesthetics of classicism, from antiquity to the early modern period. Authors studied in the course include such key figures in the creation and development of epic as Homer, Virgil, Ovid, Gotffried von Strassburg, Dante, and Cervantes. The works of these authors exemplify, on the one hand, the aesthetic directions mentioned above and, on the other hand, provide opportunities for using the close engagement with particular texts to illuminate wider cultural fields, in which various aesthetic perceptions of social, political, and religious reality coexist and therefore stimulate remarkable innovations in the standard epic narrative. Offered as CLSC 319, CLSC 419, WLIT 320 and WLIT 420.
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  • CLSC 430: Topics in Classical Tradition

    3.00 Credits
    Case Western Reserve University

    This course will examine facets and tendencies of cultural development in modern Europe and beyond which involve the engagement of historians, philosophers, literary authors and critics, artists, architects, and/or society in general with the classical world and its legacy. In some cases courses will be programmatically associated with special events, e.g., exhibitions in The Cleveland Museum of Art. No prerequisites have been included, but students taking this course should have completed intermediate humanities courses, preferably in CLSC/LATN/GREK as well as WLIT. Offered as CLSC 330 and CLSC 430.
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  • CLSC 440: Seminar in Enlightenment Art and Literature: Piranesi and Vico

    3.00 Credits
    Case Western Reserve University

    This course explores aspects of the European eighteenth century as a transformative epoch in the history of western culture. Though the Enlightenment is usually associated especially with France, in this course we will focus on Italy, as the irresistible goal of travelers taking part in the "Grand Tour," and as a landscape of powerful ancient and modern architecture and artworks universally recognized as exemplary. In particular we will study one of the strangest and most fascinating visual artists of the period, the self-proclaimed architect Giovani Battista Piranesi (1720-1778) famous no less now than in his own time for his fantastic prison engravings as well as his views of Rome, involving a radical rethinking of the city as a particular kind of inhabited as well as imagined space. Piranesi's polemical response to the advocates of the Greek revival, then coming into fashion, will lead into discussion of the key philosophical debates and aesthetic shifts of the time, notably the emergence of the notion of the sublime as a category eventually subversive of western ideals of rationality and still present -- and potent -- in our own culture. Finally we will place Piranesi within a current of discussion of the origins and nature of language and of human society in general, not least as manifested in architecture and other symbolic practices. The leading figure here is the Neapolitan G.B. Vico, whose New Science of 1725 remains one of the most stimulating texts in the western intellectual tradition. Offered as CLSC 340, COGS 340, WLIT 340, CLSC 440, and WLIT 440.
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  • CLSC 481: Special Studies

    1.00 - 6.00 Credits
    Case Western Reserve University

    Subject matter varies according to need.
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  • COGS 101: Introduction to Cognitive Science

    3.00 Credits
    Case Western Reserve University

    This course introduces students to the field of cognitive science. Cognitive scientists are interested in the nature of the human mind--basically, we ask how humans think. This is a huge question, and has been addressed in one way or another by pretty much every academic field. Cognitive science tries to unite work from many different fields, including computer science, neuroscience, psychology, linguistics, philosophy, music, art, and literary theory. In this course, you'll get a basic introduction to some of the topics that are central to human cognition, such as intelligence, categorization, language, and creativity. We'll ask what can be gained by taking an integrated, cognitive scientific approach to these topics.
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  • COGS 102: Introduction to Cognitive Neuroscience

    3.00 Credits
    Case Western Reserve University

    A survey of the fundamental methods, findings, and theories that attempt to understand the human mind from a neuroscientific standpoint. The course provides the student with background knowledge of brain processes underlying such psychological phenomena as consciousness, sensation, perception, thought, language, and voluntary action. Since many fields of neuroscience have contributed to cognitive neuroscience, the approach of this course is cross-disciplinary. It introduces theories and data from clinical and experimental neuropsychology, brain imaging, neuroelectric and neuromagnetic brain activity, the neuroscience of language, and behavioral neuroscience, among other fields.
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  • COGS 201: Human Cognition in Evolution and Development

    3.00 Credits
    Case Western Reserve University

    COGS 201 covers mind unfolding in time, including the fundamental methods, findings, and theories of human mental phylo- and onto-genesis. It provides the student with background knowledge about the unfolding of cognitive structures and functions over time, in both the deep temporal perspective of evolution (measured across many lifetimes) and the shorter one of development (measured within single lifetimes). The approach of the course is cross-disciplinary, including approaches that come from anthropology, archaeology, philosophy, computing science, comparative psychology, primatology, and comparative linguistics, among others.
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  • COGS 202: Human Cognition Viewed from a Cultural Perspective

    3.00 Credits
    Case Western Reserve University

    This course studies the human mind in its natural environment: culture. It covers the fundamental methods, findings, and theories that attempt to understand the growth and evolution of cognition from either a social science or humanistic standpoint. It provides the student with background knowledge of theories of human cultural evolution and change, of the relationship between the cognizing individual and larger social-cognitive structures, and of such phenomena as distributed networks, cooperative mental work, and the phenomenology of human experience. Many disciplines have contributed to this knowledge; hence the approach of this course is cross-disciplinary, including ideas from cultural anthropology, literary studies, art and art history, musicology, philosophy, and the history of technology, among others.
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