Classics Course Descriptions

Classics Course Descriptions

History 130 Introduction to Archaeology (4)

For at least 2.5 million years, humans have created tools of increasing sophistication and variety. In this introduction to archaeology, we focus on the artifacts that are antiquity’s leftovers. What can this “stuff” reveal about past people? How and why did they use it? How did it shape who they were? How can literary evidence, where it exists, enrich and complicate the picture? And how do we use (sometimes abuse?) it to define who we are today? These are just some of the questions we will address. Along the way, we will learn about the discipline’s aims, history, and methods, consider its relationship to the field of history, and devote special attention to its modern practice, problems, and significance. Broadly speaking, the course will consider, in turn, the nature of archaeological evidence, how we interpret it, and finally what we should do with it. While we often will focus on archaeological sites in the Mediterranean and Near East, discussion will touch on others throughout the world. As will be clear immediately and throughout, at the heart of this course is the identity of human beings, past and present.”

History 220 Sword & Scroll Violence and Cultural Exchange in Antiquity (4)

This course explores different cultures in ancient Greek, Roman, and/or Near Eastern lands that came into intimate contact, producing hostility and violence and/or creative cultural exchange. We will study the cultures of femininity and masculinity (gender), rival imperial cultures or imperial culture and that of a subject people (race and ethnicity), and the cultures of wealth and poverty (class). Our investigation is to better understand the defining features of each of these opposing cultures in the ancient Mediterranean and Near East, how the social identity and status of any one person was informed by all three factors (gender, race and ethnicity, and class), how the contact of such cultures involved a power dynamic and could lead to conflict, and how, despite this, they could also lead to fruitful exchange, producing hybrid cultural forms that still impress us today or at least understanding that awaited social change.

Classics 221 Golden Age of Athens (4)

All works read in English. Great works of Greek literature, history, and philosophy from the 5th and early 4th centuries B.C., one of the most remarkable periods of intellectual, artistic, and political activity. Authors read include Aeschylus, Sophocles, Euripides, Herodotus, Thucydides, Aristophanes, and Plato.

English 221B Early Western Literature: Homer to Dante (4)

This early western literature course starts in the ancient world and travels to the medieval as we read foundational masterpieces of literature. We read the famous Greek poets Homer and Sappho, and the later Roman poets Virgil and Ovid. We see how Virgil changes Homer in his later version to fit with the values of the Roman Empire. (We also look at some contemporary poems to see how modern writers retell Ovid’s classical myths.) In the Medieval period we see how Dante and other Christian writers transform the ancient, “pagan” stories into Christianized versions. Students see how a story changes over time as each writer turns old material into something new—something suited to his or her present time and place. We also study gender and sexual norms in these often sexually troubling works, and we see how marginalized female writers, such as Sappho and Christine de Pizan, depict their sex in their own words while carving out a place for women within a masculine tradition. Students in this course may expect to learn ways of reading literary texts, how to conduct literary research and analysis, as well as how to recognize allusions in later literature—a strong basis for future literary study.

Classics 223 Classical Mythology (4)

From gods and heroes to witches, monsters, and legendary rulers, the imagination of the ancient Mediterranean was populated with a dynamic cast of characters and the myths that told their stories. In this class, we will explore Greek and Roman mythology through ancient art and literature as well as selected modern art, literature, and film that take classical myths as their inspiration. As we go, we’ll become familiar with some of the most significant and influential mythology of the classical world, and we will learn how to apply strategies like close reading, comparative analysis, and critical theory to these myths to help us ask What is a myth? What do myths mean, and why are they important? And what do ancient mythology and the modern day have to say to each other?

Art 230 Art Moves I: Art History, Neolithic-1400 (4)

This course is an introduction to art history from ca. Neolithic Period-1400. The course is an introduction to art history from ca. 1400-1850. Although the course content focuses on art from Asia, Europe, and North America, it is examined through the lens of global connections and how these connections transformed art around the world in this period. This course considers movement of objects, ideas and technologies across space and through time. Each class period will focus on a number of issues, which will be introduced through specific examples of art. Any object may be examined from several points of view: as an independent work of art, as an example of a particular style developed within a chronological framework, or as a type which illustrates features associated with a certain locale, country, religious, political, or social context. Offered in the Spring.

Classics 279A Scientific Etymology (4)

Language is power. Nowhere is that truer than in the language of science, which is based on Greek and Latin. In this course, students dramatically increase their understanding and command of scientific terminology through learning its Greek and Latin roots. Students in biology, chemistry, nursing, nutrition, and other science programs will save themselves numerous hours of study by taking this class—and hundreds of hours if they plan on graduate entrance exams and study. And all students, regardless of major, will improve their scientific literacy, ability to navigate their health histories and healthcare, and fluency with English in general, which also owes a major debt to Greek and Latin. What is more, this class will help you experience the study of language as an enjoyable adventure in exploration, rather than a burdensome task. Languages do not materialize out of nothing. They are based on thousands of root words that have moved through time and now join in a variety of combinations that give meaning. Every day your words carry a legacy of human history that stretches back millennia. Greek and Latin are alive and well, and in this class, you will study words that enable you to understand the present and past and to advocate for yourself, your family, your friends, and your fellow citizens.

Theology 305 Jesus and the Gospels (4)

This course explores the origins of the Gospels and the meaning of the teachings and deeds of Jesus as presented in the writings of Matthew, Mark, Luke and John.

Theology 306 Paul and His Letters (4)

This course presents a survey of Paul’s life and thought as recorded in the Acts of the Apostles and other writings, and it pursues a historical and theological study of the genuine letters of Paul as he confronts challenges during the development of early Christian communities.

Theology 309B Sexuality & Renunciation in Early Christianity  (4)  

This course will investigate the theological and social construction of sexual expression and gender roles among various Christian groups from the first to the fifth century of the Common Era. We will focus on the reading and interpretation of primary texts, biblical and early Christian, with a twofold objective in view. First, to gain a better understanding of how theological and cultural considerations informed the early Christians’ understanding of sexuality and gender; second, to explore the implications such understanding has for exploring contemporary attitudes toward sexuality and gender.

History 330 Parties & Wars Greece in the Classical Period (4)

The Classical Period in Greece (c. 480-323 BCE) is a cornerstone for western history, and its legacy very much extends into our modern world. In this course, we will concentrate on investigating Greek society and culture at this vibrant time. In particular, we will explore the complexities of Greek identity, broadly defined. At the heart of this course will be the contention that identity was (and is) not a fixed and immutable concept. Rather Greeks constructed and negotiated key elements of their identity as part of a dynamic social process. With this in mind, this course will focus on evidence that illustrates how Greek identity was articulated and debated in a social context in general and in certain social spaces in particular. Such “spaces” of interest will include political debates, battlefields, theatrical productions of tragedies and comedies, funerals, philosophical dialogues, legal trials, drinking parties, and athletic events. In considering how Greek identity was worked out in various ways in these different social contexts, we will learn about a wide range of Greek social and cultural practices related to government, ethnicity, the military, family, gender, religion, death, humor, intellectualism, the body, and education. Humans today are social animals, and the ancient Greeks were no different. Appreciation of the Greeks’ intensely social orientation will lead us to new insights about them – and ourselves. This course is suitable for students of any major, including those who have not taken a previous history course.

Philosophy 331 Ancient Philosophy (4)

Raphael’s famous fresco The School of Athens accurately depicts the world of Ancient Philosophy. The painting features a multitude of ancient thinkers involved in conversation, writing, or meditation in a beautiful public space. The focal point of the painting is the two central figures of Plato and Aristotle, who will also serve as the foundation for this course, which aims to help students become knowledgeable participants in the conversations and practices that pursue truth, virtue and the good that shaped the beginnings of Western philosophy. The course approaches philosophy not simply as an academic discipline, but as a “way of life.”

Theology 365/Peace Studies 368R Islam (4)

This course explores the history of Islam and its interpretations, as well as doctrines and practices among Muslims in various parts of the world. It examines the Quran and Hadith, and topics related to women and gender, Islamic law, and Islam and politics, and it examines the relationship between Islam and the Judeo-Christian tradition.

Philosophy 368M The Good Life (4)

Aristotle’s ideas regarding friendship, virtue, community, and the roles each play in human flourishing have been remarkably enduring. Contemporary scholars in philosophy and psychology are still mining his major works for insights into how to live a fulfilling and happy life. But Aristotle also argued that some people are natural born slaves and that women are naturally inferior to men, ideas that had real-world effects. In this era in which many figures and institutions are being “cancelled”, it’s important to consider: How do we make sense of this complex intellectual inheritance by one of the founding figures of western thought? In this course we will explore how Aristotle’s ideas have moved across time and disciplines. After situating Aristotle’s Ethics within the context of his politics and biology, we will examine contemporary perspectives on Aristotle in virtue theory, empirical psychology, and feminist/ race theory. We’ll grapple with understanding both the promise and potential of Aristotle’s views for living well in our contemporary situation and the more unsavory aspects of his philosophy.

History 377A Roman Empire (4)

An examination of the history of the Roman empire, beginning with Julius Caesar and Augustus, who introduced rule by Roman emperor in the late first century B.C.E., and ending with Constantine, who legalized Christianity in the fourth century C.E. Our point of departure is the vastness of this empire. It stretched from the Atlantic Ocean to the Euphrates River, from the North Sea to the Sahara Desert. As such, it encompassed and encountered numerous peoples and cultures, many subject to the power Rome. With this in mind, we will try to achieve a more balanced view of life in the Roman empire by investigating it from the perspective of the rulers and the ruled. To this end, we will (1) study the Roman emperors and their policies, (2) grapple with the struggles of an example subject people, the Jews, under Roman empire, and (3) support students in their pursuit of research projects that will underscore the rich diversity of experience within the Roman world. Throughout we will focus especially on the potential of ancient evidence to answer the following questions. What were the priorities of the Romans, and especially the emperor, in the maintenance of the Roman empire? What was the response of subject peoples like the ancient Jews to that empire? What strategies did they develop for political, cultural (especially religious), social, and economic survival? As we pursue these questions, students will have the opportunity to take part in many well-informed class discussions and to engage more deeply with particular issues through thoughtful papers and collaborative workgroup sessions. This course is suitable for students of any major, including those who have not taken a previous history course.

Classics 379A Grand Strategy (4)

Vision and decision, across 5000 years of human history this is the subject of Grand Strategy. In this course, we will consider a vast array of case studies, starting from the depths of ancient history and moving into the present moment. Along the way, we will witness the spectacular successes and failures of some of the most famous leaders of all time. We will ask a series of interrelated questions that will enable us to understand past human behavior and to best prepare ourselves for how to grapple with crises now, political and personal (and broadly defined). What resources did leaders have? How did they use them? To what effect? How should we explain success or failure? What can we learn from later creative reflections on these movers and shakers in society? How should we apply the past to the present? Is there a reliable recipe for success? As we grapple with such questions and seek truth, students will have opportunities to apply what we learn in a modern context. They will collaborate on responses to global crises and consider how this course can help them to lead lives of positive impact and deep meaning. If you want big history, big questions, and (possibly) big answers, join us.

Art 379A Museum Ethics (4)

This class will examine the formation of museums and issues that arise from the museum’s core activities: collecting and display. You will study the museum’s role in society and in the shaping of knowledge. Readings will come from the textbook as well as case studies and current events. Through discussion of the readings, writing, presentations, and role play you will examine past and present practices of museums and develop your own informed interpretations. This course will look at a variety of museum types including but not limited to art, history, and science museums.

Classics 379B Truth, Lies, and Fiction (4)

When we read a novel, attend a play, or even listen to a tall tale, we’re told stories about things that haven’t really happened by people who aren’t telling us the truth. How is it, then, that made-up stories can seem meaningful? Is there truth in fiction, or is fiction a type of lie? And—as many ancient readers and writers wondered—does that make fiction dangerous? This course will trace the ways that ancient Greek and Roman poets, playwrights, philosophers, and other writers explored these questions in a range of time periods, literary genres, and artistic works. Beginning with an introduction to the Greek philosophical concept of mimesis (imitation/artistic representation) and working up to the first sci-fi novel, we’ll consider how classical authors and artists evaluate and represent different types of invention and their relationships to truth and storytelling. Periodically we will pause in our consideration of ancient works and hold roundtable discussions evaluating our overarching question: what is at stake when we distinguish between truth, lies, and fiction? Throughout the term, we will practice the skills of academic research and writing, including close reading, evaluating sources, prewriting, drafting, and integrating feedback. Students will develop a research question in consultation with the instructor and answer it in a term paper composed in stages over the term.

English 385J Medieval Women (4)

During the Middle Ages, commonplace depictions of women portrayed them as all-powerful temptresses or husband-destroying nags. Yet in reality women enjoyed little to no sexual freedom or legal authority in marriage. In this course, students examine the gap between these images and gendered realities as we study complex relationships between women and power in medieval literature. We look carefully at women as writers of and as subjects in medieval texts, reading for instance the romances of Marie de France and Chretien de Trois, the defense of women written by Christine de Pizan, and excerpts from Giovanni Boccaccio’s Decameron and Geoffrey Chaucer’s Canterbury Tales. We read medieval women Christian mystics as well, Julian of Norwich among other, often surprisingly powerful, female visionaries. The course provides historical context for reading these figures, and specifically draws attention to the material conditions in which different genders were able to write. Students explore how gender affects one’s ability to communicate in writing and to make his or her voice heard.

Classics 399 Senior Capstone (2)

All Classics Ancient Mediterranean Studies majors and Classics Classical Languages majors must present a senior project in a public forum. In consultation with a faculty advisor, students choose a project appropriate to their previous course of study and/or their individual goals. Students completing 398 on a topic relevant to their Classics major do not need to complete CLAS 399.

History of Christianity 400 Patristics (3)

Survey of church history from the apostolic age to the Council of Chalcedon in 451, with special emphasis on the Apostolic Fathers, the Christianization of the Roman Empire, and the formation of Christian doctrine.

History of Christianity 402 History of Christianity I (3)

This course will examine the development of the Christian tradition, including the expression of seminal doctrines within the Christian church, from its origins to the eleventh century. The course will explore the main trends in the development of the institution and primary doctrines of the church within the larger philosophical, social, and political contexts of the first millennium, paying attention to the ways in which the lived experience of Christian peoples informs and shapes its thinking.