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Course Criteria
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. Wilson.
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3.00 Credits
Distribution Course in Society. Class of 2009 & prior only. Murnaghan. Freshman Seminar. An interdisciplinary study of ancient Greek attitudes to gender as reflected in the legal, social, and religious roles of women; conceptions of the family and its place in the city; biological and evolutionary speculation about sexual difference; the representation of sexuality and gender relations in mythology, lyric poetry, and drama.
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. Staff. Although many of us feel that we can recognize tragic stories, films, and even individuals, we would probably be hard- pressed to come up with a definition of tragedy itself. In this course, we will be exploring the definitions and uses of Greco-Roman tragedy within western literary and intellectual history. In particular, we will focus on the subject of the individual in tragedy: representations of the rational and irrational mind and the relationship between violence and the tragic body. We will see how the ancient texts formulate these notions and examine the place of tragedy in later theories of the self and civilization. In addition to a number of "classic" tragedies by authors such as Sophocles, Euripides, and Seneca, we will be reading works by later (philosopher-) thinkers such as Aristotle, E. R. Dodds, Antonin Artaud, and Friedrich Nietzsche.
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3.00 Credits
Distribution Course in Society. Class of 2009 & prior only. Rosen. This seminar will examine the social organization and ideological foundations of polis life in classical Athens, and will attempt to compare it with modes of socio-political organization in present-day Philadelphia. The course will examine the structure and functioning of an Athenian polis, how Athenian citizens fostered a sense of community at both the local and international level, and how they framed their questions about the goals of a society and the nature of happiness. We will consider how we might learn something from them about our own formulation of and answers to similar questions. Among the topics to be studied in the context of Athens and Philadelphia will be: notions of "community" and citizenship; attitudes toward the family; ethnic self-definition; notions of autochthony and "otherness;" myth-making as a force of social cohesion and fragmentation; and the role of religion, ritual and the arts in each culture.
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. Copeland. Freshman Seminar. How has the experience of being in prison changed from ancient to modern times As in modernity, so in earlier periods there were many reasons for imprisonment: charges of treason, political or religious dissent, crime and war. How do prison narratives from various historical periods reflect differences in the way that people have experienced imprisonment Did prisoners in the past personalize their suffering in the way that modern prisoners often do How do prison writings establish an idea of community with other prisoners and with a public outside the prison And how have prison writers managed to transform their individual expereinces into the broad social, political, or historical statements We will begin the course with writings by two well known modern prison writers:Nelson Mandela (South Africa) and Leonard Peltier (USA). We'll then turn to writings from the past, including: Plato's account of Socrates' imprisonment, trial, and execution; narratives and transcripts of Joan of Arc's imprisonment and trial; and Oscar Wilde's "Ballad of Reading Gaol." We will end with further selections from modern prison writing, including fictional and real-life narratives. Over the semester we will also read some historical and theoretical studies of imprisonment, including Foucault's Discipline and Punish: the Birth of the Prison and some focused studies of ancient, medieval, and early modern prison systems. Your work for the class, in addition to the readings, will be to write two medium-sized papers (6-7 pages) about works read for class, and prepare and present one report on a text of your choice that we are not reading for class. You will also be asked, from time to time, to do small research exercises on modern or historical topics related to our reading; these research assignments may involve work on the World Wide Web.
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. McInerney.
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3.00 Credits
May be counted as a General Requirement Course in Arts & Letters. Class of 2009 & prior only. Staff. This course will introduce you to the "roots" of the western dramatic tradition by surveying a number of well-known tragedies and comedies from Greco-Roman antiquity. Although the syllabus varies slightly from year to year, students can expect to read such influential works as Sophocles' "Oedipus Rex" and Aristophanes' "Clouds." In addition to reading the plays themselves, students will gain insight into the reception of dramatic performances in the ancient world. Individual authors and works will be presented within their historical contexts and we will attend to matters such as staging of drama, the evolution of theatrical performance, and interpretation of ancient drama as social and/or political commentary.
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3.00 Credits
Distribution Course in Hist & Tradition. Class of 2009 & prior only. Grey. "They create a desert and call it peace," wrote Tacitus in describing the response of the conquered to Rome's power, but the Roman Peace also brought with it other, less dramatic changes. In this class we will concentrate on the experience of Roman culture. What was it like to be a Greek ex-slave and millionaire living in Rome in the age of Nero How were the Gallic chieftains made into Roman senators What was the Roman governor of Asia Minor expected to do when the provincials wanted a new aqueduct We will break the Roman Empire down into a series of vignettes, using literature and archaeology to supply us with the material for a fresh look at Roman Society. What emerges is a culture more diverse, more flexible and more tolerant than is usually recognized.
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3.00 Credits
Distribution Course in Hist & Tradition. Class of 2009 & prior only. McInerney. The Hellenistic Age corresponds broadly to the three hundred year period from the career of Alexander the Great (354324 BC) until the defeat of Antony and Cleopatra at the Battle of Actium (31BC). This was a period during which the world of the Greeks underwent extraordinary and far-reaching changes, as Greek culture was established as far afield as northwestern India, central Asia and Egypt. This class is about those changes, and attempts to evaluate the nature of Hellenism.
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3.00 Credits
Wilson. The ancient Greek and Roman novels include some of the most enjoyable and interesting literary works from antiquity. Ignored by ancient critics, they were until fairly recently dismissed by classical scholars as mere popular entertainm ent. But these narratives had an enormous influence on the later development of the novel, and their sophistication and playfulness, they often seem peculiarly modern--or even postmodern. They are also an important source for any understanding of ancient culture or society. In this course, we will discuss the social, religious and philosophical contexts for the ancient novel, and we will think about the relationship of the novel to other ancient genres, such as history and epic. Texts to be read will include Lucian's parodic science fiction story about a journey to the moon; Longus' touching pastoral romance about young love and sexual awakening; Heliodorus' gripping and exotic thriller about pirates and long-lost children; Apuleius' Golden Ass, which contains the story of Cupid and Psyche; and Petronius' Satyricon, a hilarious evocation of an orgiasic Roman banquet.
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