| source Duke (X) |
level |
department Classical Studies (X) |
Who were the Romans, and what have they got to do with the modern world?
Score: 10.779582 Details | Listing | Web page
Who were the Romans, and what have they got to do with the modern world? The profound impact of Roman civilization on western society will be illuminated as we consider the political, social, and cultural developments of a civilization which began as a group of small villages and transformed into a world power. Romans were not just gladiatorsÂwe will discuss the women, senators, soldiers, slaves, authors, artists, and architects (among others) who lived and worked in the city and in all parts of the vast territory that Roman culture encompassed. Our main focus for understanding this ancient civilization will be both the literary and artistic material produced by the Romans themselves.
Score: 10.779582 Details | Listing | Web page
Roman civilization spanned over 1000 years of history and culture, and influenced western society in profound ways. In this course we will trace Rome's development from a small local tribe on the Italian peninsula to a world power that dominated the ancient Mediterranean and beyond. We will explore the social institutions, personae, and culture that the Romans created and observe the manner in which they affected and were affected by the peoples they conquered. Our readings will come primarily from Roman poets, historians, biographers, and the everyday Roman craftsmen and artisans. We will supplement these texts with art and archaeological evidence as well as with readings from modern scholarship and possibly a film or two. Our primary concern will not be to master specific facts but to understand why what happened happened in the way it did. As a consequence, examinations will be in the form of take-home exams and weekly response essays rather than traditional in-class tests.
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An introduction to Roman Civilization, including Roman literature,
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The names beckon from beyond the mists of time: Homer, Achilles, Hektor, Helen, Troy, Jason, the Golden Fleece, Vergil, Aeneas, Dido. Some of the finest literature ever produced was in the form known as "epic." But what exactly is this form? What makes it such a powerful vehicle of expression, one to which writers continually turn even today? This course intends to get to the bottom of these and other questions. You will acquire first-hand knowledge by engaging some of the landmark works from the ancient world, including Homer, Apollonius of Rhodes, Vergil and Ovid. Aside from the usual interpretive hermeneutics involved in a literary course, we shall lavish a significant portion of our efforts on such larger issues as the figure of the hero, the cultural context of each work, the orality/literacy dimension, and how each author after Homer responds to his predecessors. In addition, there will be brief discussions on other epics, most of which do not survive intact. At the end of the course, you will have gained a very clear and precise notion of what exactly "epic" signifies as a literary phenomenon.
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Myths of gods, myths of heroes; readings and discussion of
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Athens was one of the great cities of antiquity and the cradle of democracy, philosophy, and the theater. From lavishly decorated marble temples and statues on the Acropolis and public office buildings and inscriptions in the Agora or civic center to the houses of the living and the monuments to the dead, the city has left an exceptionally rich record of her material culture. These buildings and objects, together with an unusually large number of literary and historical texts, make it possible to paint a vivid picture of life in this ancient city. This course concentrates on the physical setting and monuments of Athens from the Archaic to the Roman periods, as revealed by both archaeology and texts, and how they functioned within the context of Athenian civic and religious life. We will examine the physical remains of the city and countryside to trace the development of one of the most important city-states in the Greek world and to understand Athens impact on western art and civilization.
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CS 148 (148A & 148B). Examination of the archaeological monuments of Rome
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CS 148 (148A & 148B). Examination of the archaeological monuments of Rome
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The subject of this course is Roman history, from the founding of Rome (753 B.C.E.) through the founding of Constantinople, the Âsecond Rome (324-330 C.E.). We integrate ancient and modern material as we identify and interpret the characteristics of Roman society, politics, culture, and economy, which we examine within the chronological framework of Rome's physical and political development.
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This course is an exercise in studying the way we tell stories of retribution. Several thematic questions will guide our reading and consideration. What kind of justice is envisaged in the retributive stories we read? What are the limits and possibilities of revenge? How effective are fictional genres at discussing genuine ethical concerns like revenge? What stories of justice as retribution do we tell today? What can we learn from these stories and how can we understand our own involvement in wrongs, enacted or suffered, and our own desire to see justice done? What role does retributive discourse play current moral dilemmas, such as capital punishment and just warfare?
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This class will examine ancient erotic poetry, prose and
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Individual research in a field of special interest under the supervision of a faculty
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The Imperial City
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