printer friendly pageCLASSGEN 6N: Antigone: From Ancient Democracy to Contemporary Dissent (DRAMA 12N)
Preference to freshmen. Tensions inherent in the democracy of ancient Athens; how the character of Antigone emerges in later drama, film, and political thought as a figure of resistance against illegitimate authority; and her relevance to contemporary struggles for women's and workers' rights and national liberation. Readings and screenings include versions of
Antigone by Sophocles, Anouilh, Brecht, Fugard/Kani/Ntshona, Paulin, Glowacki, Gurney, and von Trotta.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-ER
Instructors:
Rehm, R. (PI)
;
Miller, D. (TA)
CLASSGEN 9: Greek and Latin Roots of English
Goal is to improve vocabulary, comprehension of written English, and standardized test scores through learning the Greek and Latin components of English. Focus is on patterns and processes in the formation of the lexicon. Terminology used in medicine, business, education, law, and humanities; introduction to principles of language history and etymology. Greek or Latin not required.
Terms: Sum
| Units: 3
Instructors:
Padilla Peralta, D. (PI)
CLASSGEN 15: The Bible and Archaeology (JEWISHST 15A, RELIGST 15A)
An introduction to how archaeology has been used to illumine the Bible and biblical history. Did Abraham exist? Was there an Exodus? Did Joshua really conquer Canaan? What does archaeology reveal about ancient Israel beyond what is recorded in the Bible? This course will address such questions as it seeks to introduce biblical archaeology to students with no prior introduction to either the Bible or to archaeology.
Terms: Spr
| Units: 4
Instructors:
Shectman, S. (PI)
CLASSGEN 18: Greek Mythology
The heroic and divine in the literature, mythology, and culture of ancient Greece, together with its subsequent Roman versions. Illustrated lectures, with some attention to later receptions. Readings (in translation) include Homer, Hesiod, Euripides and Ovid.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSGEN 24N: Sappho: Erotic Poetess of Lesbos
Preference to freshmen. Sappho's surviving fragments in English; traditions referring to or fantasizing about her disputed life. How her poetry and legend inspired women authors and male poets such as Swinburne, Baudelaire, and Pound. Paintings inspired by Sappho in ancient and modern times, and composers who put her poetry to music.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:EC-Gender, GER:DB-Hum, WAY-CE, WAY-EDP
Instructors:
Peponi, A. (PI)
CLASSGEN 35: Becoming Like God: An Introduction to Greek Ethical Philosophy
This course investigates key ethical philosophies in classical Greece. After reading several Greek tragedies (representing traditional Greek values), we examine the Greek philosophers' rejection of this tradition and their radically new ethical theories. Socrates, Plato, and Aristotle offered different ethical theories, but they shared basic conceptions of goodness and happiness. They argued that we could "become like gods" by achieving philosophic wisdom. What kind of wisdom is this? How does it make us ethically good and supremely happy people?
Terms: Spr
| Units: 3-5
| UG Reqs: GER:EC-EthicReas, GER:DB-Hum, WAY-ER
CLASSGEN 81: Philosophy and Literature (COMPLIT 181, ENGLISH 81, FRENGEN 181, GERGEN 181, ITALGEN 181, PHIL 81, SLAVGEN 181)
Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track: majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature. Issues may include authorship, selfhood, truth and fiction, the importance of literary form to philosophical works, and the ethical significance of literary works. Texts include philosophical analyses of literature, works of imaginative literature, and works of both philosophical and literary significance. Authors may include Plato, Montaigne, Nietzsche, Borges, Beckett, Barthes, Foucault, Nussbaum, Walton, Nehamas, Pavel, and Pippin.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSGEN 106: Priests, Prophets, and Kings: Religion and Society in Late Antique Iran (CLASSGEN 206, RELIGST 209, RELIGST 309)
From India to the Levant and from the Caspian Sea to the Arabian Peninsula, the Sasanian Empire (224-651 CE) was the dominant power in the Middle East till the advent of Islam. Diverse religious institutions and social practices of the Zoroastrians, Manicheans, Jews, and Christians in late antique Iran. Complex relationships between the Zoroastrian priesthood, the Sasanian monarchs, and these minority religions within the context of imperial rule. Profound religious and social changes that occurred with the Islamic conquests of Iran as well as examine the rich cultural continuities that survived from the Pre-Islamic past.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, WAY-SI
Instructors:
Vevaina, Y. (PI)
CLASSGEN 109: Emperor, Explorer, and God: Alexander the Great in the Global Imagination (RELIGST 109)
Survey of the image of Alexander the Great from the Hellenistic world to the contemporary. We shall discuss the appropriation of Alexander¿s life and legend and examine his reception as both a divine and a secular figure in a variety of cultures both East and West. Students will engage with a variety of media including texts (primary and secondary) and images (statues, coins, mosaics, illuminated manuscripts, film, and TV) in the Hellenistic, Roman, Byzantine, Jewish, Islamic, Medieval, Renaissance, and Early Modern contexts. Finally, we will evaluate contemporary representations of Alexander in TV, film and popular culture, such as William Shatner¿s and Adam West¿s 1968 TV pilot, Oliver Stone¿s 2004 film, and Andy Warhol¿s Pop art.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
Instructors:
Vevaina, Y. (PI)
CLASSGEN 117: Gender, Violence, and the Body in Ancient Religion
The sex-gender system of ancient Greece. How did polarization of the sexes become a master metaphor for power struggles between husbands and wives, among men, and among parts of the self? How did religious activity, including drama, mitigate or intensify the stresses of living in a society polarized along gender lines?
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP
Instructors:
Gleason, M. (PI)
;
De Armond, T. (TA)
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