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Course Criteria
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3.00 Credits
Distribution Course in Hist & Tradition. Class of 2009 & prior only. Staff. Roman magistrates, emperors, jurists, and lawyers developed many of the fundamental legal principles that have remained at the basis of our modern legal systems. This course will introduce the students to the principal sources of the Roman law, to the nature of legal actions and trial procedures (for both civil litigation and criminal prosecution), and also to the main institutions of the legal system. there will be strong emphasis on the basic principles and norms of the Roman law itself. The main areas of the civil law that will be dealt with in detail will include the law of persons, succession, obligations (including contracts and damage), delicts and 'crimes'. The application of the law in social contexts will be studied by the consideration of historically documented cases such as a murder trial, a dispute over a sale, and divorce proceedings. The analysis of model cases will also be an important part of each student's involvement in the class.
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3.00 Credits
Struck. The Greeks are often extolled for making great advancements in rational thinking. Their contributions to philosophy, architecture, medicine, and other fields argue that they surely did advance rational thought. However, this view gives us an incomplete picture. Many Greeks, including well-educated, prominent Greeks, also found use for casting spells, fashioning voodoo dolls, toting magical amulets, ingesting magic potions, and protecting their cities from evil with apotropaic statues. In this course you will learn how to make people fall in love with you, bring harm to your enemies, lock up success in business, win fame and respect of your peers, and also some more general things about Greek and Roman society and religion -- you will also learn what "apotropaic" means.
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3.00 Credits
Rosen. Plato's "Republic" begins as a casual conversation among Socrates and his friends about morality and justice, and ends up constructing an elaborate utopian city which would promote justice and happiness among all its citizens. It is no surprise that this monumental project has engaged readers so intensely since antiquity, for it manages to address so many of the perennial questions of human existence: what, for example, constitutes the "good life" How do we balance the demands of the state and those of the individual On what criteria can a society base its ethical system Beyond such grandiose questions other very practical ones are discussed, such as what kinds of art should be allowed in the ideal city, whether women are fit for military service, or how children should be educated. This seminar sets out to accomplish two intersecting goals: the first is to allow students to savor the full text of the Republic, and its relation to other Platonic works, through close, detailed reading over an entire semester; second, it will approach Plato's work as a dynamic and vibrant pedagogical text that can inspire even young students to to reflect on the most urgent, if often puzzling, questions of life. One of the three weekly meetings of the seminar will take place at University City High School (UCHS). We will work closely with a high school class and their teacher at UCHS, using Plato as a springboard for discovery and discussion. Such a format would surely please Socrates himself, who held that ongoing dialogue with others consitutes the truest philosophical enterprise.
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. Copeland. Benjamin Franklin Seminar. This course looks at a number of strands in the broad epic tradition: narratives of warfare, quest narratives (both geographical and spiritual), and the combination of the two in narratives of chivalry and love. We will start with Homer, reading good portions of the "Iliad" and the "Odyssey",and then see how Homeric themes are reprised in Virgil's narrative of travel, conquest, and empire, the "Aeneid". We will then look at St. Augustine's "Confessions", which has some claim to being considered an "epic" of spiritual discovery, and consider how Augustine reflects back upon his classical narrative sources. From there we will move to one medieval epic of warfare, conquest, and empire, the "Song of Roland", which emerges from the same kind of oral poetic culture that produced the ancient Homeric epics. In the last part of the course we will read some Arthurian romances, which take up certain themes familiar from epic, but place them in a new context: the medieval institution of chivalry, where the ancient warrior is replaced by the medieval knight, where the collective battle is replaced by the individual quest, and where the psychology of sexual desire is now foregrounded as a motivation for heroic self-realization. Among Arthurian romances we will read at least one by the French poet Chrtien de Troyes, as well as the English "Sir Gawain and the Green Knight" and selections from Malory's "Morte Darthur". All readings will be in modern English. Course requirements will consist of one short paper and one longer (research-based) paper (which will presented in two stages, draft and final version).
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. Murnaghan/Mahaffey. In his 1952 film "Voyage in Italy," Roberto Rossellini has a couple named Joyce (George Sanders and Ingrid Bergman) set out on a journey to settle the estate of their uncle Homer. This, in a sense, is also the object of this course. Reading Homer's Odyssey and Joyce's Ulysses side-by-side, we will consider how Joyce's use of Homer both defines his own project and provides a fresh perspective from which to return to the Odyssey. Both texts will be examined as works of epic scope that summon up an entire world, whether ancient Greece or early twentieth century Dublin, and as meditations on the nature of heroism, the value of ordinary experience, the relations of men and women, and the techniques and purposes of story-telling.
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3.00 Credits
Distribution Course in Hist & Tradition. Class of 2009 & prior only. Staff. This class examines the phenomenon of slavery in Roman society. A careful reading of primary sources, including many inscriptions dealing with the life and death of slaves will be combined with modern critical readings in order to explore the institution of slavery and to increase our understanding of slavery to both the Roman economy and Roman society. We will try to determine where the slaves came from, how guaranteeing a slave supply affected Roman policies abroad, and how slaves reached the markets of Rome, Delos and North Africa. We will also look at the relationship between slaves and masters in the Roman household. What tasks did they perform, what treatment could they expect, and how did the presence of a significant portion of the population in servitude affect the social relations governing Roman society. We will also examine the position of slaves in Roman law and examine changing attitudes towards the rights of slaves. Finally, using slave narratives from the antebellum south, we will explore the possibility of reconstructing the slave experience in Roman society.
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. Staff. Benjamin Franklin Seminar. Approaching literature from its cultural or political context, this course includes sections such as "American Political Fiction," "Literature and Medicine," or "Literature of the Holocaust," focusing on novels, short stories,drama, and poetry reacting to the horror of modern genocide.
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3.00 Credits
Staff. Corequisite(s): CLST 403. Advanced individualized study in Greek for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required.
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