151 - 160 of 211 results for: CLASSICS

Slavery and trafficking in persons in the Greco-Roman world were legal and ubiquitous; today slavery is illegal in most states and regarded as a grave violation of human rights and as a crime against humanity under international law. In recent trends, human trafficking has been re-conceptualized as a form of "modern day slavery. " Despite more than a century since the success of the abolition movement, slavery and trafficking continue in the 21st century on a global scale. The only book for the course is: Peter Garnsey, Ideas of Slavery from Aristotle to Augustine, Cambridge University Press

The interests and evidence used by classical historians have evolved over the past 50 years from a discipline based largely on literary texts and interested in political and military history. In recent decades interest have shifted to include a heavier emphasis on economic, social and cultural history encompassing issues of gender, cultural representation and identity, and economic performance. Whereas the traditional historiography of the earlier 20th c largely coincided with our elite male-authored texts, the newer interests require different types of evidence and analytic skills. This proseminar offers a very brief exposure to a wide range of approaches and evidence, including demography, numismatics, material culture, epigraphy, law, and digital tools. The expectation is that you will identify those that you will need for your research and will pursue them in future coursework or summer workshops.

The primary goal of this course is to prepare graduate students for teaching Humanities-centered courses, both at Stanford and at other institutions. Instruction will emphasize the pedagogy of courses typical to Classics departments (and similar), including Greek and Latin Language Instruction, large lecture courses, and small seminars on specific topics. Secondary goals of the course are to prepare students for pedagogy-related aspects of the academic job market (e.g., preparing a teaching portfolio), and to introduce pedagogy-facing career options inside and outside the academy. Course discussions will range broadly from the ethical and philosophical facets of Humanities education, to various practical and logistical issues specific in graduate-level teaching. Readings, class visits, and in-class "microteaching" demonstrations will supplement discussions and other coursework. The only requirement for enrolled students is full and engaged participation each week. This course is intended solely for PhD students in the Stanford Department of Classics.

This course traces the history of the dome over two millennia, from temples to the gods to Temples of the State, and from cosmic archetype to architectural fetish. The narrative interweaves the themes of the dome as image of the Cosmos, religious icon, national landmark, and political monument. It examines the dome not only as a venue for structural innovation, but also metaphysical geometry and transcendent illusionism.nIndividual case studies will familiarize you with major architects from Hadrian to Richard Rogers and historical milestones from the Dome of the Rock to the Capitol in Washington DC. May be repeat for credit.

In this class, we examine whether Socrates is a model for social justice. Socrates presents a complicated figure regarding issues of political action and social justice. Some view Socrates as a champion of liberty and individual conscience. Others see him as quiescent when Athenian democracy needed defenders or, even worse, allied with those who undermined democracy. By reading relevant selections from Plato in conjunction with contemporary scholarship, we will decide for ourselves whether Socrates is an exemplar of social justice.

For History and Classics MA and coterm students. This course explores how historians have explored the past, and the strengths and limits of the methods they have employed. Beginning with a survey of non-western historiography, we then investigate the modern formulation of the historical discipline and its continuing evolution. What is the basis of our claims to know the past, and how can we better sift and gauge these claims? How can we better understand the historian's changing role in a changing society?

Class will survey and read various Byzantine texts. Some knowledge of Greek, either Ancient or Modern, is required. Exact selection of texts will depend on the interests and needs of the students.

Survey of the religious practices of the ancient Greeks. Readings will be both from original sources and from modern scholarship. There are no prerequisites. Knowledge of ancient Greek will be useful, but not required. Undergrads should give one short oral presentation and write one short paper. Grad students should give two presentations and write a longer paper.

This course offers an optional side-bar to Narratives of Enslavement ( CLASSICS 145/245) for graduate and advanced undergraduate students seeking additional reading of original Greek and Latin texts. Selections will come, inter alia, from Aristotle's Politics; [Demosthenes'] Against Neaera; Paul's Letter to Philemon; Columella, De re rustica; Pliny's Letters; the anonymous Life of Aesop; as well as Greek and Latin legal documents and inscriptions.