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The course offerings in Classics enable students to explore the ancient Greek, Roman and Graeco-Roman worlds from various perspectives: literature, history, art, archaeology, philosophy, religion, theatre and political science, as well as comparative literature, gender and sexuality, leadership, and modes of cultural interaction.
Courses are of two general types: language (Greek, CLGR, or Latin, CLLA) and translation (Classical Civilization, CLAS).
The 100-level language courses are intensive introductions to Greek and Latin grammar. The 200-level language courses combine comprehensive grammar review with readings from Greek or Latin texts (poetry and prose) of pivotal historical periods. Latin 302 and the 400-level language seminars explore in depth selected authors or topics and the methods of analysis appropriate to each of them. The numbering of courses through the 300 level reflects the prerequisites involved. The only prerequisite for any 400-level course is Greek 201 or Latin 302, or equivalent language preparation. The rotation of 400-level courses is arranged to permit exposure, in a three- to four-year period, to most of the important periods and genres of classical studies. Students may enter the rotation at any point.
Classical Civilization courses, in which texts are read in translation, provide both surveys and opportunities for more specialized study of the ancient Greek and Roman worlds, including other cultures of the Graeco-Roman Mediterranean. The numbering of these courses often suggests a recommended but rarely necessary sequence of study within a given area of classical studies. Most of these courses do not assume prior experience in Classics or a cross-related field.
Classical Civilization or Classics
CLAS 101(S)The Trojan War
The Trojan War may or may not have taken place near the end of the Bronze Age (c. 1100), but it certainly provided poets, visual artists, historians, philosophers, and many others in archaic and classical Greece (750-320) with a rich discourse for engaging questions about gender, exchange, desire, loss, and remembrance, and about friendship, marriage, family, army, city-state and religious cult. This discourse of "The Trojan War" attained a remarkable coherence yet also thrived on substantial variations and changes over the 300-400 years of Greek literature we will explore, a dynamic of change and continuity that has persisted through the more than two millenia of subsequent Greek, Roman, Western, and non-Western participation in this discourse. More than half of the course will be devoted to the Homeric Iliad and Odyssey; we will also read brief selections from lyric poetry (e.g. Archilochus, Sappho of Lesbos), some selections from the historians Herodotus and Thucydides, and several tragedies (e.g. Aeschylus' Oresteia, Sophocles' Ajax, Euripides' Trojan Women). We may briefly consider a few short selections from other ancient Greek and Roman authors and/or one or two modern poets. We will also watch several films, e.g. Troy, Oh Brother, Where Art Thou?Gods and Monsters, Fight Club, In the Bedroom,Grand Illusion. [ more ]
CLAS 102Roman Literature: Foundations and Empire
Not offered this year
In the first book of Vergil's Aeneid, the god Jupiter prophesies the foundation and the greatness of Rome: "I place no limits on their fortunes and no time; I grant them empire without end." Yet elsewhere in this epic account of Rome's origins, this promise of unlimited power for the descendants of Romulus seems to be seriously abridged. Some readers have seen, not only in the Aeneid but throughout classical Roman literature, a persistent tendency to inscribe the decay and disintegration of Roman power into the very works that proclaim and celebrate Roman preeminence. This course explores the ancient Romans' own interpretations of their past, their present, and their destiny: the humble beginnings of their city, its rise to supreme world power, and premonitions of its decline. Related topics for our consideration will include Roman constructions of gender, the location and expression of virtue in the public and private spheres, the connections and conflicts between moral probity and political success, the exercise of individual power versus action on behalf of the commonwealth, the absorption of foreign customs and peoples into Rome, the management of literal and imaginary frontiers, and other anxieties of empire. We will read selections and complete works by a wide variety of Roman authors, including Cicero, Catullus, Caesar, Vergil, Sallust, Horace, Ovid, Seneca, and Tacitus. All readings will be in translation. [ more ]
CLAS 200History of the Book
Not offered this year
From ancient clay tablets, bamboo strips, and papyrus rolls to modern hardbacks, paperbacks, and e-readers, no object has so broadly and deeply represented the capacity for humans to create, preserve, and transmit knowledge, information, and ideas as the book. Books have been worshiped and condemned, circulated and censored, collected and destroyed. From works of art to ephemeral trash, they have been public and private, sacred and profane, magical and commonplace. Likewise, notions of the book have influenced every subsequent form of communication and transmission, whether we are browsing film and song "libraries" or "scrolling" down "pages" on the web. This course will explore aspects of the material, social, cultural, and intellectual history of the book, from the invention of the earliest writing systems through the modern development of digital media. Our inquiry will span the globe and the millennia, but we will pay special attention to the ancient and medieval Chinese, Greek, and Latin traditions and their enduring influence in the modern world. Topics will include orality and literacy, manuscript production, the invention and spread of printing, typography, reading culture, notions of authorship, libraries and collections, censorship, and the digital book. Through a variety of readings, hands-on exercises, and interactions with our abundant library resources, we will investigate how the changing form and function of the book interact across its long and diverse history. All readings are in translation. [ more ]
CLAS 203(F)History of Ancient Greek Philosophy
Very few people believe that everything is water, that we knew everything before birth, that philosophers ought to rule the state, or that some people are natural slaves. Why then should we spend our time studying people who in addition to having these surprising beliefs have been dead for 2500 years? First of all, Greek thinkers, especially Plato and Aristotle, radically shaped the trajectory of western thought in every area of philosophy. No one can have an adequate understanding of western intellectual history without some familiarity with the Greeks, and we might think that an understanding of our intellectual history can deepen our understanding of our own situation. More importantly, many of the thinkers that we will read in this class are simply excellent philosophers, and it is worthwhile for anyone interested in philosophical problems to read treatments of these problems by excellent philosophers. We will begin the course by looking briefly at some of the Presocratic philosophers active in the Mediterranean world of the seventh through fifth centuries BCE, and some of the sophists active in the fifth century. We will then turn to several of Plato's dialogues, examining Plato's portrayal of Socrates and his development of a new and profoundly powerful philosophical conception. We will then read some of Aristotle's works on metaphysics, epistemology and ethics, considering some of the ways Aristotle's thought responds to that of predecessors. [ more ]
CLAS 205Ancient Wisdom Literature
Not offered this year
The Biblical books of Proverbs, Ecclesiastes, and Job are often grouped together under the Hebrew category of hokhmah, 'wisdom.' Although these books are very different in content, they can all be interpreted as meditations on ethical and practical philosophy. In this way, they represent the Hebrew Bible's canonical embrace of a widespread Near Eastern literary phenomenon. From the instructional literature of Egypt and Mesopotamia to Greek didactic poetry and fables, ancient Mediterranean cultures offer a wide range of texts that engage the issues of personal behavior, leadership, and justice. Starting with the central wisdom books of the Hebrew Bible and moving through relevant material from the Apocrypha, New Testament, and the Egyptian and Babylonian traditions, this course will examine the literature of wisdom throughout the ancient world with an eye toward understanding its various social, political, and philosophical contexts. We will then consider the Greek wisdom tradition in such texts as Hesiod's Works and Days, Aesop's fables, and fragments from the pre-Socratic philosophers. Finally, we will explore the influence of these ancient sources on later expressions of wisdom in medieval European literature, as well as more recent examples such as Benjamin Franklin's Poor Richard's Almanack. All readings are in translation. [ more ]
CLAS 207From Adam to Noah: Literary Imagination and the Primeval History in Genesis
Not offered this year
How long did Adam and Eve live in the Garden of Eden? What was the mark of Cain? Why did Enoch not die? Who was Noah's wife? How did Giants survive the Flood? These are only a few of the fascinating questions that ancient readers and interpreters of the Book of Genesis asked and attempted to answer. The first ten chapters of Genesis present a tantalizingly brief narrative account of the earliest history of humankind. The text moves swiftly from the Creation to the Flood and its immediate aftermath, but this masterful economy of style leaves many details unexplained. This course will explore the rich and varied literary traditions associated with the primeval history in the Genesis. Through a close reading of ancient noncanonical sources such as the Book of Enoch, Jubilees, and the Life of Adam and Eve, as well as Jewish traditions represented in Josephus, Philo, and Rabbinic literature and other accounts presented in early Christian and Gnostic texts, we will investigate the ways in which the elliptical style of Genesis generated a massive body of ancient folklore, creative exegesis, and explicit literary re-imagining of the early history of humankind. We will then turn to several continuations of these variant traditions in medieval and early modern literature, with particular attention to the extensive material on the figures of Cain and Noah. All readings are in translation. [ more ]
CLAS 208Ancient Greek Religion
Not offered this year
This course explores the nature and evolution of ancient Greek religion from the Bronze Age (1200s BCE) to the rise of Christianity, with a focus on ritual and cultic practices in their cultural and historical context. We will draw on the rich evidence provided by literary and documentary texts, and also take into account archaeological evidence, including works of art such as sculpture and vase painting. We will pay special attention to ritual in civic and political life, and its role in expressing and forming individual and group identity. We will also examine the intersection of religion and literature by reading works that describe or depict cultic practice, or that were composed for performance in ritual contexts. Readings include Homer's Iliad, Hesiod's Theogony, Euripides' Bacchae, Aristophanes' Women at the Thesmophoria, and selections from the Homeric Hymns and Pindar's Odes. [ more ]
Taught by: TBACatalog details
CLAS 210The New Testament: Purpose, History and Method
Not offered this year
The New Testament is the most important collection of documents in the Christian religion. This course offers overviews and discussions of the origin and purpose of the writings, their influence throughout history, and the development of methods of readings of the texts. We start with the origin of the writings before they became collected into the New Testament, and ask: what forms of writings (genres) in Greco-Roman culture were available to the authors of the new scriptures, and how they were used for the purpose of shaping faith in Jesus Christ and creating communities? Why just these scriptures were included, and not others, for instance, the Gospel of Thomas, is another much discussed question. The impact of the New Testament writings upon society is a problematic history; for instance, they have been used to support negative attitudes to Jews, women and homosexuals. This raises the issue of how to read the New Testament. There are many different ways of reading the New Testament; perhaps the most common way to read it is as Scripture, important for one's religious faith. In this course, however, we will focus on scholarly and academic readings of the New Testament. But they, too, have gone through many changes, influenced by contemporary methods, e.g. historical-critical ones in the 19th and into 20th century, more recently, by literary, feminist and post-colonial readings. Through extensive readings of New Testament writings in their cultural and historical context, documentations of their use in history, and recent theories of interpretation, the aim is to gain an independent position on the New Testament as a historical and religious document. [ more ]
Taught by: Halvor MoxnesCatalog details
CLAS 212(F)The Art of Friendship
The idea of friendship has captivated poets, philosophers, and their audiences for over three millennia. The subtle dynamics of this fundamental relationship between humans have been a source of inspiration, consolation, and consternation for countless writers and readers. What are the different types of friendship? How does one make a friend, and what makes a good friend? How does a friend differ from an acquaintance, an ally, an accomplice, an enemy? Can the beloved also be a friend? Ancient Greek and Latin writers took up these and other questions about friendship in philosophical dialogues and treatises, epic and lyric poems, tragic and comic plays, oratory, and correspondence. This course will explore ancient theories and representations of friendship through readings from many of the most important texts and authors of antiquity, including Gilgamesh, the Hebrew Bible, Homer, Sappho, Euripides, Plato, Aristotle, Cicero, Virgil, Seneca, and the Epistles of Paul. We will also consider the wide-ranging responses to these meditations and depictions in later traditions from the Middle Ages to modernity, in such writers as Heloise and Abelard, Aelred of Rievaulx, Aquinas, Montaigne, Ralph Waldo Emerson, Emily Dickinson, Elizabeth Bishop, Jack Kerouac, and Susan Sontag. All readings are in translation. [ more ]
Taught by: Edan Dekel, Amanda WilcoxCatalog details
CLAS 213Greek Art and Myth
Not offered this year
Classical myth provides rich subject matter for painters and sculptors throughout the history of western art. This course investigates the earliest representation of myth in Greek art of the seventh through the first centuries B.C.E. Sophisticated narratives involving gods and heroes first appear in a variety forms and contexts. Myth informs the visual culture of the Greeks on many levels, from paintings on vases used in domestic contexts to the marble sculpture that decorated the monumental temples of great sanctuaries throughout the Greek world. The purpose of the course is two-fold: to familiarize students with the subjects and narratives of Greek myths and the underlying belief system that, in part, produced them, and also provide a comprehensive outline of developments in Greek art in the first millenium B.C.E. Of special interest will be the techniques developed by artists for representing narratives visually, as well as the conceptual issues that underlie certain myths, such as sacrifice, war, marriage, coming of age, specific festivals, and the relationships between men and women, and those between mortals and immortals. Reading will include ancient literature in translation (Hesiod, Homer, Sappho, Aischylos, Sophokles, Euripides and Apollodorus) as well as secondary literature by contemporary authors that provides insights into the religious, social and historical developments that influenced artists in their choices of subject matter and style. [ more ]
Taught by: Elizabeth McGowanCatalog details
CLAS 216Body of Evidence: Greek Sculpture and the Human Figure
Not offered this year
From the beginnings of Greek sculpture in the eighth century B.C.E. until the end of the Hellenistic period in the first century B.C.E., the human figure remained the most prominent choice of subject for Greek artists. Introductory classes will cover sculpture in the Neolithic and Bronze Ages but the goal of this course is to study Greek sculpture in the first millennium B.C.E. with emphasis on ancient Greek attitudes toward the body. We will consider the function, surroundings and reception of male and female figures, both human and divine, from athletic, religious and funerary contexts, and look at dedications of individual figures as well as the complex mythological narratives found on Greek temples. Reading material includes ancient literature in translation as well as contemporary critical essays. [ more ]
Taught by: Elizabeth McGowanCatalog details
CLAS 218Gnosis, Gnostics, Gnosticism
Not offered this year
What is gnosis and Gnosticism? Who were the Gnostics? Salvation by knowledge, arch-heresy, an eternal source of mystical insights and experiences, secret esoteric teachings available only to a few. All these and more have been claims made about gnosis, Gnostics, and Gnosticism. This course will introduce you to the key ancient texts and ideas associated with Gnostics as well as to the debates over and claims made about Gnosticism in modern times. We shall explore neoplatonic, Jewish, and Christian thought, as well as modern spiritualism and esotericism. We shall also ask about how ancient Gnostics relate to later religious groups such as the Knights Templar and modern Theosophists. Readings include: Nag Hammadi writings in English, Irenaeus, Against All Heresies; David Brakke, The Gnostics; Elaine Pagels, The Gnostic Gospels; Karen King, What is Gnosticism? and The Secret Revelation of John. [ more ]
Taught by: David BrakkeCatalog details
CLAS 222Greek History
Not offered this year
Ancient Greece has been thought to embody the origins of Western civilization in its institutions, values, and thought; it has been seen as the infancy of modern society, with the attributes of innocence, purity, and the infant's staggering capacity for exploration and learning; it has been interpreted as an essentially primitive, violent culture with a thin veneer of rationality; and it has been celebrated as the rational culture par excellence. The study of ancient Greece indeed requires an interpretive framework, yet Greek culture and history have defied most attempts to articulate one. We will make our attempt in this course by investigating ancient Greece as a set of cultures surprisingly foreign to us, as it so often was to its own intellectual elite. But we will also come to appreciate the rich and very real connections between ancient Greek and modern Western civilization. The course will begin with Bronze Age-Greece and the earliest developments in Greek culture, and will conclude with the spread of Greek influence into Asia through the conquests of Alexander the Great. We will explore topics such as the aristocratic heritage of the city-state, the effects of pervasive war on Greek society, the competitive spirit in political and religious life, the confrontations with the East, the relationship of intellectual culture to Greek culture as a whole, Greek dependence on slavery, and the diversity of political and social forms in the Greek world. The readings will concentrate on original sources, including historical writings, philosophy, poetry, and oratory. [ more ]
CLAS 223Roman History
Not offered this year
The study of Roman history involves questions central to the development of Western institutions, religion, and modes of thought. Scholars have looked to Rome both for actual antecedents of European cultural development and for paradigmatic scenes illustrating what they felt were cultural universals. Yet Roman history also encompasses the most far-reaching experience of diverse cultures, beliefs, and practices known in the Western tradition until perhaps contemporary times. A close analysis of Roman history on its own terms shows the complex and fascinating results of an ambitious, self-confident nation's encounter both with unexpected events and crises at home, and with other peoples. As this course addresses the history of Rome from its mythologized beginnings through the reign of the emperor Constantine, it will place special emphasis on the impressive Roman ability to turn the unexpected into a rich source of cultural development, as well as the complex tendency later to interpret such ad hoc responses as predestined and inevitable. The Romans also provide a vivid portrait of the relationship between power and self-confidence on the one hand, and violence and ultimate disregard for dissent and difference on the other. Readings for this course will concentrate on a wide variety of original sources, and there will be a strong emphasis on the problems of historical interpretation. [ more ]
CLAS 224Roman Archaeology and Material Culture
Not offered this year
This course examines the development of Roman archaeology and material culture from the early Iron Age, ca. 1000 BCE, to the end of the reign of Constantine in 337 CE. The primary goal of the course is to help students understand the social and historical context in which Roman material culture was created and used. We will consider a variety of evidence from across the empire, including monumental and domestic architecture, wall painting, mosaics, sculpture, coins and inscriptions. Special emphasis will be placed on the city of Rome; however, we will also look at other important urban centers, such as Pompeii, Aphrodisias and Lepcis Magna. Roman art and architecture were not the product of any single people or culture, but rather the hybrid synthesis of complex cultural negotiations between the Romans and their colonial subjects (i.e., Greeks, Jews, Celts, etc.). Class discussions will focus on issues related to gender, ethnicity and cultural identity in the Roman Empire. For example, we will explore what it meant to be "Roman" in terms of language, ethnicity and cultural institutions. We will also discuss how Roman elites used material culture to convey political messages and social status in the imperial hierarchy, as well as the legacy of Roman art and architecture in the modern world. [ more ]
Taught by: Benjamin RubinCatalog details
CLAS 226 TThe Ancient Novel
Not offered this year
In this course we read and closely analyze long works of fiction composed in the ancient Mediterranean between the first century BCE and the fourth century CE. To call these ancient works "novels" might be misleading, if our definition depended on the historical conditions that fostered the emergence of the modern novel (e.g., industrialization and widespread literacy). On another definition, however, the novel is that genre which, more than any other, devours and incorporates other genres. Judged by this standard, the works we will deal with in this course are quintessentially novels. They afford new perspectives on the diverse, cosmopolitan culture of the Hellenistic and late antique Mediterranean world in which they were originally written and read. Replete with spectacular tales of true love, death, danger, miracles, stunts, conversions, triumphant recognitions and happily-ever-after reconciliations, they access other classical genres such as history, tragedy, and epic by means of parody, allusion, and homage. [ more ]
CLAS 228(S)Insult to Injury: Satire and Comic Abuse in Ancient Greece and Rome
Glutton, pervert, demagogue, sycophant, social climber, spendthrift, witch: these insults can tell us a great deal about the social structure, gender norms, values, and anxieties of the societies that use them. In this course, we will consider verbal attacks from ancient Greece and Rome, covering a variety of abuse ranging from the everyday to the most elaborately stylized: graffiti, curse tablets, law-court invective (Lysias, Demosthenes, Cicero), iambic and satiric verse (Archilochus, Hipponax, Catullus, Horace, Martial, Juvenal), and abuse on the comic stage (Aristophanes, Plautus). How do these attacks differ according to genre and performance context? Conversely, what cultural patterns unite this diverse body of material? Who is targeted, and what behaviors do the insults attempt to police? What does the person casting blame stand to gain? How does the rhetoric of insult intersect with the construction of gender? To what extent is it helpful or misleading to think of Greek and Roman invective in terms of modern genres such as the political campaign attack ad or the rap battle? We will hone our analyses with secondary readings drawn from classics, comparative literature, and anthropology. All readings are in translation. [ more ]
CLAS 236Demigods: Nature, Social Theory, and Visual Imagination in Art and Literature, Ancient to Modern
Not offered this year
This course traces the obscure history of demigods (satyrs, centaurs, nymphs, Pan, etc.) from its origins in ancient Greek art and poetry until today. We pay special attention to three points: the relationship between the mythology of demigods and ancient political theory concerning primitive life; the relationship between the mythology and evolving conceptions of the environment, and the capacity of the visual arts to generate and transmit mythology that has a limited literary counterpart. Individual demigods occasionally interact with gods or heroes, and end up in the pages of a book. But animal-human hybrids are usually envisioned en masse and exist primarily in visual art, where they thrive to this day. The interpretation of demigods has changed over time, keeping up with developments in ethics and evolving hierarchies of genre and taste. Demigods have been subordinated to the status of decoration, or banished altogether. In antiquity, they are hardly ornamental. Embodied in satyrs, nymphs, Pan, and the others is a collective vision of an alternate evolutionary trajectory and cultural history. In this parallel world, humans and animals not only talk to each other, they live similar lives, intermarry, and create new species. The distinction between nature and culture is not meaningful. Male and female are more or less equal. The industrial revolution never happens. How much of the ancient conceptual framework informing the representation of demigods survives along with the visual imagery? We will examine the origins and mythology of the demigods in works of ancient art, including sculpture and painted vases, such as the Francois vase and the Parthenon, and ancient texts, such as Hesiod's Theogony and Ovid's Metamorphoses. We will contextualize the representations within ancient intellectual history via texts ranging in genre from Old Comedy and political theory to theology, religious history, philosophy, and ethics (e. g., Aristophanes, Demokritos, and Lucretius). We will investigate the survival of the ancient myth of evolutionary alterity. This will include consideration of the imagery of fifteenth- and sixteenth-century Italian painters such as Piero di Cosimo, Dosso Dossi, and Titian, the reevaluation of nature by the Romantics, Nietzsches' Birth of Tragedy and twentieth-century artists such as Picasso. We will also explore the function of demigods in modern literature from C. S. Lewis and J. K. Rowling. Students who have some knowledge of the history of art (e. g., ARTH 101-102) will be well prepared to take this course. But it is designed to be comprehensible and meaningful to students with no background in art history. The requirements of the course include: attendance; preparing and answering questions for discussion; one midterm, one final exam, and one final paper. [ more ]
Taught by: Guy HedreenCatalog details
CLAS 241 TSex and Gender in Ancient Greece and Rome
Not offered this year
In the ancient Mediterranean world, sexuality and gender shaped a broad range of attitudes and actions. These categories created and reinforced difference in virtually every aspect of life, from the household to the political arena. This course examines the diverse discourses and practices around sexuality and gender in the cultures of ancient Greece and Rome, while also dismantling false assumptions about the continuity of the "classical" past with our own contemporary norms and values. We will carefully analyze, contextualize, and compare a variety of texts, including selections from tragedy and comedy (Euripides, Terence), epic (Homer, Ovid) and lyric poetry (Sappho, Catullus), novels, epitaphs, and early saints' lives, in order to gain a deeper and more complex understanding of how gender and sexuality were expressed, experienced, and regulated in Greece and Rome. Our emphasis will be on ancient texts, but selections from contemporary criticism and theory will enrich the methodological framework through which we approach those primary sources. The course fulfills the EDI requirement by providing sufficient context for students to make independent investigations of how literary and religious texts and practices engaged with political and social institutions to maintain different life courses and different systems of reckoning for the value of men's lives, women's lives, and the lives of individuals who didn't fit easily into either category. Additionally, the course will promote students' capacity to critically evaluate two past cultures that have long been important sources for intellectual and cultural traditions in the West, and which are still invoked today, sometimes misleadingly, to explain or justify positions and practices of privilege or oppression. [ more ]
CLAS 248(S)Greek Art and the Gods
In the Iliad, when the god Apollo is visualized, it is as a man, angry in his heart, coming down from the peaks of Olympos, bow and quiver on his shoulders, the arrows clanging as the god moves, "like the coming of night," to bring dogs, horses, and men to their deaths. By the end of the Classical period, one statue of the archer god depicted him as a boy teasing a lizard. In this course, we will examine the development of the images the Greek gods and goddesses, from their superhuman engagement in the heroic world of epic, to their sometimes sublime artistic presence, complex religious function, and transformation into metaphors in aesthetic and philosophical thought. The course will cover the basic stylistic, iconographical, narrative, and ritual aspects of the gods and goddesses in ancient Greek culture. The course will address in detail influential artistic monuments, literary forms, and social phenomena, including the sculptures of Olympia and the Parthenon; divine corporeality in poetry; the theology of mortal-immortal relations; the cultural functions of visual representations of gods, and the continued interest in the gods long after the end of antiquity. Readings assignments will include selections from Homer, Hesiod, Sappho, Aischylos, Euripides, Plato, Walter Burkert, Jean-Pierre Vernant, Nikolaus Himmelmann, Erika Simon, and Friedrich Nietzsche. [ more ]
Taught by: Guy HedreenCatalog details
CLAS 260(F)Augustan Rome
In 31 BCE, Octavian defeated Marc Antony at Actium, the culminating battle in a bloody civil war that had wracked the Roman state for years. As victor, Octavian found himself in a complex position: he was sole ruler over a society that traditionally abhorred monarchy, he had defeated a charismatic Roman citizen whose supporters might now pose resistance, and he had promised to re-establish a governmental system that seemed hopelessly broken. Octavian, soon given the honorific name Augustus, set about repairing the war-torn state while simultaneously solidifying his power. He announced that he had "restored the Republic," yet we regard him as Rome's first emperor. How did those living through this transition and subsequent ancient authors interpret it? How do works of art from Augustus' time contribute to, or resist, the idea that he ushered in a Roman "golden age"? In this course we will consider these questions using a range of sources including monuments and visual art, ancient historiography, biography, and poetry (Dio, Suetonius, Tacitus, Horace, Propertius, Vergil, Ovid), and selections from contemporary scholarship. In the process, we will gain a better understanding of a pivotal period of ancient history, as well as tools for thinking comparatively about power, rhetoric, and propaganda in our own day. All readings are in translation. [ more ]
CLAS 262Performing Greece and Rome
Not offered this year
This course explores the fluidity of genres by focusing on tragedy and comedy. Each began as a grafted thing, a hybrid, a fusion of poetic, musical and dance genres previously developed for a variety of occasions outside the Theater of Dionysus. Fusion continued to energize both genres, and we will attend to its effects as we read several tragedies by Aeschylus, Sophocles, and Euripides and comedies by Aristophanes from fifth-century Athens; a comedy by Menander from the early post-Alexandrian Greek world; comedies by Plautus and Terence from republican Rome; and a tragedy by Seneca from the imperial Rome of Nero. We will also read short selections from (or read about) the genres out of which tragedy and comedy were created and re-created, and into which they sometimes made their own incursions (e.g., heroic epic, women's laments, choral and solo lyric poetry, wisdom poetry, oratory, philosophical texts, histories, mime, farce, various kinds of dance, music and visual arts). We will especially attend to the ways tragedy and comedy inflected one another. Critical readings, along with modern productions of ancient tragedies and comedies, will guide us as we consider all these generic exchanges in light of changing conditions and occasions of theatrical performance, other public spectacles shaping the expectations of theater audiences, and the development of writing and reading as modes of performance. [ more ]
CLAS 289 TSocrates
Not offered this year
Socrates was executed in 399 BCE on the charges of impiety and corruption of the youth of Athens. Apparently he corrupted the youth by engaging with them in philosophy. In this class, we will attempt to carry on the noble tradition of corruption by philosophy. We will read works by three of Socrates' contemporaries: Aristophanes, Xenophon, and especially Plato. Through an examination of these works, we will try to get some feeling for what Socrates' controversial positions and his arguments for these positions may have been. While he never wrote any philosophical works of his own, Socrates is one of the most influential thinkers in the western tradition. His thought influenced the thought of subsequent generations of philosophers. In fact, Socrates seems to have been thought of as a kind of intellectual saint in the Hellenistic world. The stoics and skeptics both claimed a Socratic imprimatur for their own thought. Stoicism and skepticism, however, are wildly divergent schools of thought. How could proponents of each be claiming to follow in the footsteps of Socrates? We will read some representative works from each of these schools of thought to see how each approaches Socrates. If time permits, we may also look at how the figure of Socrates has been thought about in the works of more modern thinkers. [ more ]
CLAS 306The Good Life in Greek and Roman Ethics
Not offered this year
Most thoughtful human beings spend a good deal of time musing about how we ought to live and about what counts as a good life for a human being. The philosophers of ancient Greece and Rome were among the first thinkers to develop rigorous arguments in response to such musings. Much of the moral philosophy produced in Greece and Rome remains as relevant today as when it was written. In this course, we will examine some central texts in ancient Greek and Roman moral philosophy. We will begin by reading some of Plato's early dialogues and his Republic. We will then turn to Aristotle's Nicomachean Ethics. We will then examine writings in the Stoic and Epicurean traditions, as well as Cicero's On the Ends of Good and Evil. As we proceed through the course, we will look at the way in which each thinker characterizes happiness, virtue and the relation between the two. We will also pay close attention to the way in which each of these thinkers takes the practice of philosophy to play a key role in our realization of the good human life. This course is part of the Williams College program at the Berkshire County Jail and House of Corrections and will be held at the jail. Transportation will be provided by the college. The class will be composed equally of Williams students and inmates, and one goal of the course will be to encourage students from different backgrounds to think together about issues of common human concern. [ more ]
CLAS 320 TEnchantment and the Origins of Poetry
Not offered this year
Since the earliest period of Greek literature, poems have been intimately bound up in the notion of enchantment, or thelxis. The power of song to alter the mental and physical states of the audience and the world at large is intertwined with the wide variety of uses to which ancient magic was applied. Similarly, the idea of divine or supernatural inspiration can be interpreted as a reflexive enchantment that binds the poet to the transformative power of language. This tutorial course will explore the fundamental ways in which ancient Greek and Roman poetry, and its later offspring, are configured and understood as a kind of enchantment or incantation. By examining works that explicitly depict acts of enchantment as well as those that represent themselves as spells, dreams, charms, and curses, we will attempt to understand the structural and semantic relationships between song and magic across several genres. We will also consider the role of inspiration, enthusiasm, memory, truth, and falsehood in shaping both the poems themselves and discourses about poetry. Finally, we will investigate the reception and elaboration of these concepts in later European poetic traditions from the middle ages through modernity. Readings may include selections from Homer, Hesiod, Sappho, Pindar, Aeschylus, Euripides, Plato's Ion and Phaedrus, Theocritus, Virgil, Horace, Ovid, Roman love elegy, Old English charms, Old Norse poetry, Marlowe's Dr. Faustus, Shakespeare's A Winter's Tale, Coleridge, Shelley, Mallarme, Valery, T.S. Eliot, and various other poets and critics. All works will be read in English translation, but students who have studied ancient Greek will be expected to read significant portions of the early material in the original. [ more ]
CLAS 323Leadership, Government, and the Governed in Ancient Greece
Not offered this year
Visionary, opportunist, reformer, tyrant, demagogue, popular champion: concise characterization of influential leaders is often irresistible. But placing leaders in their much less easily encapsulated political, social, and religious contexts reveals them to be far more complicated and challenging subjects. Among the questions that will guide our study of Greek leadership: Was the transformative leader in a Greek city always an unexpected one, arising outside of the prevailing political and/or social systems? To what extent did the prevailing systems determine the nature of transformative as well as of normative leadership? How did various political and social norms contribute to legitimating particular kinds of leader? After studying such leaders as the "tyrants" who prevailed in many Greek cities of both the archaic and classical eras, then Athenian leaders like Solon, Cleisthenes, Cimon, Pericles, Cleon, and Demosthenes, and Spartans like Cleomenes, Leonidas, Brasidas, and Lysander, we will focus on Alexander the Great, whose unique accomplishments transformed every aspect of Greek belief about leadership, national boundaries, effective government, the role of the governed, and the legitimacy of power. Readings will include accounts of leadership and government by ancient Greek authors (e.g. Homer, Solon, Herodotus, Thucydides, Plato, Aristotle, Demosthenes, all in translation) and contemporary historians and political theorists. [ more ]
CLAS 330Plato
Not offered this year
Plato is one of the most important and influential thinkers in the history of the western tradition. His depiction of the trial and death of Socrates is one of the classics of western literature, and his views on ethics and politics continue to occupy a central place in our discussions 2400 years after they were written. It is, in fact, quite difficult to get through any course of study in the liberal arts without some familiarity with Plato. Nevertheless, comparatively few people realize that the views we commonly think of as "Platonic" represent only one strand in Plato's thought. For example, we commonly attribute to Plato a theory of the Forms on the basis of his claims in the so-called "middle dialogues" (mainly Republic, Phaedo, and Symposium). However, in his philosophically more sophisticated and notoriously difficult later dialogues (such as the Parmenides, Philebus, Sophist and Statesman), Plato engages in radical criticism and revision of his earlier views. In this course, we will spend the first third of the semester attempting to understand the metaphysics and epistemology in Plato's middle dialogues. We will spend the balance of the semester coming to grips with Plato's arguments in the later dialogues. We will read several complete dialogues in translation, and will also read a wide variety of secondary source material. [ more ]
CLAS 332Aristotle's Metaphysics
Not offered this year
In this course we will study Aristotle's Metaphysics concentrating of books gamma-theta. Aristotle sets out to study being qua being, or what is insofar as it is. The thoughts that Aristotle expresses in these books were instrumental in setting an intellectual agenda that dominated western thought through the Middle Ages and provided the backdrop against which the modern philosophical tradition arose. Furthermore, many of the issues that Aristotle takes up in these books remain of central importance in contemporary philosophy. Our main goal in this course is to work our way through Aristotle's text which can be extremely daunting, and to reconstruct his central positions and his arguments for these positions. We will also read selections from the vast secondary literature on Aristotle's Metaphysics. [ more ]
CLAS 334Greek and Roman Ethics
Not offered this year
Most thoughtful human beings spend a good deal of time musing about how we ought to live. The philosophers of ancient Greece and Rome were among the first thinkers to develop rigorous arguments in response to such musings. While ancient scientific theories and the philosophical systems constructed in accordance with these theories might be of interest only to scholars of the ancient world, the moral philosophy produced in Greece and Rome remains as relevant today as it was when it was written. In this course, we will closely examine some central texts in ancient moral philosophy. We will begin by reading several of Plato's early dialogues and the entirety of his Republic. We will then turn to Aristotle's Nicomachean Ethics, as well as selections from his Eudemian Ethics, Magna Moralia and Politics. Finally we will examine some central texts in the Stoic and Epicurean traditions, as well as some of Cicero's contributions to moral philosophy. We will pay special attention to how different thinkers conceive of the nature of happiness, the nature of virtue, and the relation between the two. We will also spend a good deal of time thinking about the moral psychology of the thinkers we read. [ more ]
CLAS 485 TAfter Rome
Not offered this year
What happened to the Western Roman Empire? Did barbarians destroy it, did internal weakness undermine it, or did its participants voluntarily set it aside in favor of new cultural, social and political ideas? How did the evaporation of imperial political and military structures change the cultural and religious fabric of Europe? And above all, what is it that divides the ancient from the medieval world? Few questions in European history have occupied historians as insistently as these, and yet for all the lengthy books, ponderous documentaries, and political polemics, we are no closer to a consensus view. This tutorial will approach these timeless questions, first, through a comparative survey of the post-Roman Mediterranean, considering North Africa, Spain, Italy, Gaul, and the Byzantine East in turn. We will consult key primary sources for each region, including tax records, laws, narrative histories, letters, religious texts and archeological finds, as they are variously available. This first-hand experience with the problems of post-Roman history will prepare us to engage with secondary scholarship on the late imperial and early medieval worlds. Alongside the classic catastrophist readings of post-Roman history, which see the centuries after 476 CE as a period of severe economic and social dislocation, we will explore more recent arguments that seek to circumvent the problem of Rome's fall by positing an era of economic, cultural and intellectual continuity from the fifth through the eighth centuries. [ more ]
Taught by: Eric KnibbsCatalog details
CLAS 493(F)Senior Thesis: Classics
Recommended for all candidates for the degree with honors. This project will normally be of one semester's duration, in addition to a Winter Study. [ more ]
CLAS 494(S)Senior Thesis: Classics
Recommended for all candidates for the degree with honors. This project will normally be of one semester's duration, in addition to a Winter Study. [ more ]
CLAS 497(F)Independent Study: Classics
Classics independent study. Students with permission of the department may enroll for independent study on select topics not covered by current course offerings. [ more ]
CLAS 498(S)Independent Study: Classics
Classics independent study. Students with permission of the department may enroll for independent study on select topics not covered by current course offerings. [ more ]
CLAS 499(F, S)Senior Colloquium
This two-semester course is required for all senior Classics majors and usually meets four times each semester. Our activities vary from year to year but normally include presentations by seniors who are taking independent studies or writing Honors theses in Classics, as well as meetings with guest speakers and distinguished visiting professors. Although required for the Classics major, this is a non-credit course and does not count toward the number of semester courses required for the Classics major or for graduation. Senior majors are expected to attend every colloquium unless excused in advance. [ more ]
CLGR 101(F)Introduction to Greek
This full-year, intensive course presents the fundamentals of Greek grammar, syntax, and vocabulary and introduces students, in the second semester, to works of the classical period (usually Xenophon and Euripides). [ more ]
CLGR 102(S)Introduction to Greek
This full-year, intensive course presents the fundamentals of Greek grammar, syntax, and vocabulary and introduces students, in the second semester, to works of the classical period (usually Xenophon and Euripides). [ more ]
CLGR 201(F)Intermediate Greek
Reading of selections from Hesiod and from Plato, combined with grammar review. The primary goal of this course is to develop fluency in reading Greek. We will also read the texts closely to explore important continuities and changes in Greek culture between the archaic and classical periods. The emphasis will vary from year to year, but possible subjects to be explored include: the education and socialization of the community's children and young adults; religion and cult practices; the performative aspects of epic (and choral) poetry and of prose genres like oratory and the philosophical dialogue; traditional oral poetry and storytelling and the growth of literacy; the construction of woman, of man; the development of the classical polis. [ more ]
CLGR 401Homer: The Iliad
Not offered this year
From the early archaic era through the classical and beyond, Homer's Iliad and Odyssey remained foundational in Greek discourse about community, leadership, war, heroism, family, friendship, loyalty, the gods, justice, and much more. Nearly all of subsequent Greek literature, both poetry and prose, developed out of a dialogue with these epics. In this course, we will read extensive selections from the Iliad in Greek and the entire epic in translation. [ more ]
CLGR 402Homer: The Odyssey
Not offered this year
From the early archaic era through the classical and beyond, Homer's Iliad and Odyssey remained foundational in Greek discourse about community, leadership, war, heroism, family, friendship, loyalty, the gods, justice, and much more. Nearly all of subsequent Greek literature, both poetry and prose, developed out of a dialogue with these epics. In this course, we will read extensive selections from the Odyssey in Greek and the entire epic in translation. [ more ]
CLGR 403Poetry and Revolution in Archaic Greece
Not offered this year
The age of experiment, lyric poetry, tyranny, migration and discovery, and the personal voice: it takes many images to describe the profound changes in Greek society, thought, and self-expression that took place during the archaic era (roughly 800 BCE to the Persian invasion of 479 BCE). We will first read selections from the lyric poets (e.g. Archilochus and Sappho, Tyrtaeus and Solon), whose concise and expressive poems reflected contemporary culture in a way that the archaic epics did not. Their poems create for modern readers, as they did for the Greeks, a powerful sense of the poet's personal presence and engagement with his (or her) audience. A similar intimacy characterizes the writings of many of the pre-Socratics, from which we will next read selections. Confident in the ability of the human mind to understand both the human and the physical world, the pre-Socratics anticipated what came to be known as philosophy and natural science. We will then turn to other writers who spoke directly about the political upheavals of the archaic age, focussing on the tyrant narratives of Herodotus. Throughout the semester we will also consider such significant material changes in the archaic era as the development of monumental public sculpture, the evolution of the temple, and the undertaking of vast building programs, all of which transformed the visual scale of the Greek cities and their citizens' sense of self and community. [ more ]
Taught by: TBACatalog details
CLGR 404(S)Tragedy
Tragedy was a hybrid genre invented in sixth-fifth century Athens, where tragic performances in the city's festival of the Greater Dionysia played a vital role in the democratic polis. This course will focus on reading in Greek a complete tragedy of Sophokles or Euripides; we will also read in translation several other tragedies, a satyr-play, and a comedy of Aristophanes. While focusing on questions of particular importance for the play we are reading in Greek, we will also situate that play in a larger context by exploring, for instance: aspects of the social and political situations in and for which fifth-century tragedies were first produced; the several performance genres out of which tragedy was created; developments in the physical characteristics of the theater and in elements of staging and performance; problems of representation particularly relevant to theatrical production and performance. [ more ]
CLGR 405Greek Lyric Poetry
Not offered this year
This course will explore the development of Greek lyric poetry from the eighth to the fifth centuries BCE. Beginning with Archilochus, Sappho, and Alcaeus, and proceeding through such poets as Solon, Anacreon, Ibycus, and Theognis, we will examine the formal, social, and performative contexts of lyric, the influence of epic and choral poetry on the evolution of the genre, and the difficulties of evaluating a fragmentary corpus. Finally, we will explore the influence of political and economic changes in the early fifth century on the work of Simonides. The goal throughout is to investigate the structures, innovations, and problems of poetic self-expression in early Greek poetry. [ more ]
CLGR 406 TComing of Age in the Polis
Not offered this year
Studying a society's modes of rearing its young, and especially the ways it prepares and tests adolescents for their "coming of age" into their adult roles, provides an excellent approach to exploring its fundamental values and institutional practices. Archaic and classical Greek literature not only reflects but actively reflects upon the socialization of boys and girls in the Greek polis. In this course we will read in Greek selections from the Homeric Hymns to Demeter and Apollo and, in its entirety, a tragedy (e.g., Sophocles' Philoctetes), examining these texts through the lens of "coming of age." We will read in English brief selections from Homeric epic and from elegiac and lyric poetry (monodic and choral), and several Athenian tragedies and perhaps a comedy. We will also read critical literature on childrearing, religious cults for boys and girls of different ages, and the role of dance, song and poetry in preparing the young for their adult roles, particularly in fifth-century Athens. Students will be divided into tutorial pairs chiefly according to their previous experience in Greek courses. Students will meet with the instructor once a week either individually or in pairs to present their translations of the Greek assigned for that week, and they will also meet once a week in pairs for the oral presentation of written 5-page reports. At the latter meeting, each student will alternate between making a formal presentation one week and, in the next week, offering an oral critique of the other student's presentation. [ more ]
CLGR 407Rhetoric and Democracy: the Greek Orators
Not offered this year
The Greek orators of the 4th-century BCE were specialists in rhetoric and persuasive discourse, and in the deployment of the one to produce the other. They wrote forensic oratory intended to sway juries; political speeches with which they argued policy before the Athenian Assembly and aspired to be the city's leaders; attack speeches which they hoped would destroy their rivals; and show pieces intended to dazzle the listener with their rhetorical brilliance. In this course the most influential orators of 4th-century Athens will instruct us in rhetoric, demonstrate the stylistic versatility of the Greek language, teach us about what Athenians in the 4th century cared about, reveal theories of human psychology, and persuade us of a thing or two. We will read selected speeches by Lysias, Isocrates, and Demosthenes, as well as portions of speeches by other orators such as Aeschines, Antiphon, and Dinarchus. [ more ]
CLGR 409(F)Plato
Plato's writing has exercised an incalculable influence on the development of subsequent philosophy and literature, but his dialogues are equally compelling when they are read independently of the works they have inspired. In this course we will read substantial selections from one or more of the so-called middle dialogues (Symposium, Phaedo, Republic, Phaedrus), in which a variety of speakers, including Socrates, ask and provisionally answer questions such as what are love, beauty, and justice, and how does the human soul in possession of these goods participate in the divine? [ more ]
CLGR 410 TEnchantment and the Origins of Poetry
Not offered this year
Since the earliest period of Greek literature, poems have been intimately bound up in the notion of enchantment, or thelxis. The power of song to alter the mental and physical states of the audience and the world at large is intertwined with the wide variety of uses to which ancient magic was applied. Similarly, the idea of divine or supernatural inspiration can be interpreted as a reflexive enchantment that binds the poet to the transformative power of language. This tutorial course will explore the fundamental ways in which ancient Greek and Roman poetry, and its later offspring, are configured and understood as a kind of enchantment or incantation. By examining works that explicitly depict acts of enchantment as well as those that represent themselves as spells, dreams, charms, and curses, we will attempt to understand the structural and semantic relationships between song and magic across several genres. We will also consider the role of inspiration, enthusiasm, memory, truth, and falsehood in shaping both the poems themselves and discourses about poetry. Finally, we will investigate the reception and elaboration of these concepts in later European poetic traditions from the middle ages through modernity. Readings may include selections from Homer, Hesiod, Sappho, Pindar, Aeschylus, Euripides, Plato's Ion and Phaedrus, Theocritus, Virgil, Horace, Ovid, Roman love elegy, Old English charms, Old Norse poetry, Marlowe's Dr. Faustus, Shakespeare's A Winter's Tale, Coleridge, Shelley, Mallarme, Valery, T.S. Eliot, and various other poets and critics. All works will be read in English translation, but students who have studied ancient Greek will be expected to read significant portions of the early material in the original. [ more ]
CLGR 412Herodotus
Not offered this year
This course will focus on the reading in Greek of Herodotus' Histories, his multivalent and deeply human account of how and why several hundred years of contact and conflict between the Greek city-states and non-Greek peoples to the east culminated in the Persian invasion of Greece. We will explore the ways in which his rich narrative style and intellectual landscape reflect the influence of Greek and near-eastern oral traditions, Ionian philosophical thought, Greek tragedy, and contemporary Athenian rhetoric and philosophy. We will also study his use of anthropological methods, ethnography, and geography in explaining human events. Among the many themes that permeate his work, we will pay special attention to the working of divine versus human justice, the mutability of human affairs, the nature of authority, the role of family, and the quest for wisdom. [ more ]
CLGR 413Hellenistic Poetry
Not offered this year
After the death of Alexander the Great in 323 BCE, a new cultural center emerged in the recently founded city of Alexandria in Egypt. From across the Greek-speaking world, intellectuals who were both scholars and poets flocked to Alexandria's Museion (the shrine to the Muses) and its renowned library to categorize and organize the literature of the past while creating new kinds of poetry and poetic ideals. This course surveys the poetry of Hellenistic period with a focus on the "big three" poets of the third century, Callimachus, Theocritus, and Apollonius of Rhodes, who were especially influential on later Latin poetry of the Republic and Augustan ages. As we read a variety of texts including epigrams, hymns, mimes, pastoral idylls, and selections from epic, we will pay close attention to issues of genre, the tension between tradition and innovation, and the cultural context of Greco-Egyptian Alexandria. [ more ]
Taught by: Leanna BoychenkoCatalog details
CLLA 101(F)Introduction to Latin
This is a full-year course on the fundamentals of the Latin language. The first semester and part of the second emphasize learning basic grammar; the rest of the second semester is devoted to reading selections from Latin poetry (e.g., Ovid's Metamorphoses) and from Latin prose (e.g., Pliny's Letters). [ more ]
CLLA 102(S)Introduction to Latin
This is a full-year course on the fundamentals of the Latin language. The first semester and part of the second emphasize learning basic grammar; the rest of the second semester is devoted to reading selections from Latin poetry (e.g., Ovid's Metamorphoses) and from Latin prose (e.g., Pliny's Letters). [ more ]
CLLA 201(F)Intermediate Latin: The Late Republic
Reading of selections from Latin prose and poetry, normally from a speech or letters by Cicero and from the poetry of Catullus. This course includes a comprehensive review of Latin grammar and aims primarily at developing fluency in reading Latin. At the same time it acquaints students with one of the most turbulent and important periods in Roman history and attends to the development of their interpretative and analytic skills. [ more ]
CLLA 302(S)Vergil's "Aeneid"
This course is a comprehensive introduction to Vergil's Aeneid. Students will develop their ability to read and translate the Latin text of the poem, while at the same time exploring the major interpretive issues surrounding the definitive Roman epic. Through a combination of close reading and large-scale analysis, we will investigate the poem's literary, social, and political dimensions with special attention to Vergil's consummate poetic craftsmanship. [ more ]
CLLA 401Plautus' Rome Made Visible
Not offered this year
Augustus famously claimed to have found Rome a city of brick and left it a city of marble, but Rome had been a visually impressive city since the sixth century. Romans in every period and of every status experienced their lives with an intense sense of time and place in this gloriously multi-class, multi-ethnic, and multi-lingual city, filled with public spectacles that often competed with one another to map Rome and its history. We will explore Rome of the Middle Republic through selected fragments of Livius Andronicus, Naevius, Ennius, and the elder Cato, as well as some remains of much older Latin, but our chief guide will be Plautus' comedy, the Aulularia (circa 190). This play was produced after more than a century of temple-building, monument-erecting, cult-and-festival-creating, and story-promoting that would shape every subsequent version of Rome, in real space and time and in the imaginary. The Aulularia takes us into the heart of this loud, crowded and busy Rome -- even though it purports to be set in Athens. In using this play as our guide to Rome, we will examine Romans' self-fashioning through a creative appropriation of "the other" which insists on maintaining a distance from that other, be it Greek or Sabine, female or eunuch, slave or plebeian. [ more ]
CLLA 403The Invention of Love: Catullus and the Roman Elegists
Not offered this year
This course will explore the development of Latin love poetry in the first century BCE. Beginning with Catullus, we will examine the influence of Greek lyric poetry on the evolution of the genre as well as Roman attitudes toward love exhibited in other literature of the Late Republic. We will then turn to the full development of the elegiac form in the love poems of Propertius, Tibullus, and Sulpicia. Finally, we will explore the transformation of the genre in Ovid's Amores. The goal throughout is to investigate the conventions, innovations, and problems of expressing personal desire and longing amid the social and political upheaval of the transition from Republic to Principate. [ more ]
CLLA 405(F)Livy and Tacitus: Myth, Scandal, and Morality in Ancient Rome
Mythical stories of Rome's founding, which were formulated by many generations of Roman authors and public figures, served as a framework for these very thinkers to analyze and articulate Roman self-image in rich and creative ways; one who stands out among these figures is the Augustan historian Livy. The "second founding" of the Republic by Augustus, and the careers of his successors, in turn gave later Roman writers like Tacitus fresh inspiration for Roman self-imagining and self-analysis. We will begin the semester in mythical Rome, reading selections from Book 1 of Livy's history which present figures like Aeneas, the Trojan refugee whose arrival in Italy was conceptually crucial to Rome's development and position in Italy and the Mediterranean; Romulus, by whom Rome was founded in an act of fratricide; the Sabine women, whose nobility prevented a deadly war between their fathers and their Roman kidnappers; and Lucretia, whose virtue and self-sacrifice led to the liberation of Rome from a decadent and violent monarchy and to the founding of the Roman Republic. We will examine how Livy deploys the storyteller's art to excite his readers' pathos, indignation, and sympathy; we will examine as well how Livy often filters his account of mythical Rome through the lens of his own time, thereby constructing Rome's past through the Augustan present. Writing more than a century after Livy, Tacitus offers a different view of Augustus, and his account of the rude and dissolute Tiberius, the unscrupulous Livia, Rome's craven and dispirited senators, and the many scandals attached to the imperial family, figures a Rome once again suffering under a decadent monarchy. Tacitus's compressed, fastidious, inimitable prose is the vehicle for his stern yet often sardonic psychological insights, which subtly manage to combine moral judgment with prurient pleasure in the scandals of others. [ more ]
CLLA 406Horace Odes 1-3
Not offered this year
Nietzsche claimed that he never had an artistic delight comparable to his experience of reading a Horatian ode. Through close readings of selected odes in Books 1-3 we will seek to experience such delight for ourselves and to learn why, as Nietzsche put it, "what is here achieved is in certain languages not even to be hoped for." We will examine the relation between poetic landscapes, poetic programs and the poetry's exploration of subjects like love, friendship, youth and old age, death, politics, private morality; the poet's capacity to define himself by offering his own account of poetic traditions and his place in them; the variety of voices and perspectives within individual poems and throughout the collection; the demands thereby placed on the poet's audience and the power of the poetry to transform an audience equal to those demands. It is in terms of this transformational power of poetry that we will consider Horace's relationship to his contemporaries, particularly Vergil, his patron Maecenas, and Augustus. [ more ]
CLLA 407Caesar and Cicero
Not offered this year
The one a brilliant strategist, the other preeminent in the courts, Caesar and Cicero were both master politicians whose ambitions for their country and themselves brought them into bitter conflict. Their combined oeuvres provide compelling, detailed accounts of the events and personalities that ended the Roman republic and ushered in an era of prolonged civil war. Moreover, despite striking differences, their works justifiably are regarded as the twin summits of classical Latin prose. In this course we will read extensive selections from Caesar's commentaries (the Bellum Gallicum and Bellum Civile) and from Cicero's speeches and letters, aiming throughout at a better understanding of these authors' stylistic achievements and performing careful analysis of their pragmatic persuasive goals. [ more ]
CLLA 408(S)Roman Comedy
Roman comedy flourished only briefly, between the second and third Punic Wars, but its cultural-historical importance is undeniable. In these fabulae palliatae, Latin comedies staged in Greek costume and featuring ostensibly Greek characters, Roman attitudes are questioned and mocked but ultimately reasserted. We will read the Menaechmi of Plautus and the Adelphoe of Terence, two plays that burlesque the stereotypical relationships between fathers, brothers, sons, and slaves. We may also consider selections from Cato the Elder, Cicero's letters, and other primary and secondary texts that shed additional light on Roman familial relationships and their place in republican society. [ more ]
CLLA 409Seneca and the Self
Not offered this year
Through a close reading of selections from his Dialogues, Epistulae Morales, and a tragedy (probably Medea), this course will consider ethical and literary dimensions of self-fashioning, self-examination, and the conception of self in the Stoic philosophy of the younger Seneca. The focus of this course lies squarely in the first century CE, and on the analysis of Seneca's own texts. We will begin, however, with an introduction to the ethics of Roman Stoicism through the personae theory of Panaetius as recorded in Cicero's De Officiis. Moreover, we will read and discuss selections from some of Seneca's most famous and influential interpreters, including Montaigne and Foucault, in order to enrich our understanding of contemporary assessments of his work and to gain an appreciation of Seneca's considerable influence on later theorizations of selfhood. [ more ]
CLLA 414Vergil's Eclogues and Georgics
Not offered this year
This course will explore the two major works of Vergil that precede the Aeneid: the Eclogues, a series of ten pastoral poems that range widely across personal, political, and mythological themes; and the Georgics, a longer didactic poem in four books that uses an agricultural framework to examine issues of life, death, power, suffering, and love. The goal throughout is to investigate the literary, political, and social dimensions of the poems with special attention to their relationship to earlier models, as well as their exquisite poetic craftsmanship [ more ]


text:
EDP Degree Plans
Degree Plans for each degree and option area require a minimum of 90 semester credits for degree completion. Courses from a masters program or equivalent are permitted up to a maximum of 30 credit hours.
Course requirements are divided into categories as follows:
- Education Doctoral Program Core (minimum of 16 hours)
- Disciplined Inquiry (minimum of 18 hours for Ph.D., minimum of 15 hours for Ed.D.)
- Option Area Core (minimum of 9 hours)
- Professional Emphasis (minimum of 9 hours for Ph.D., minimum of 12 hours for Ed.D.)
- Dissertation (minimum of 12 hours)
A general description of purpose and requirements is provided for each option on additional pages of this site. Sample individual plans of study will be made available during the orientation course, Philosophical Foundation of Scholarship. A Plan of Study is unique for each student to help meet anticipated professional goals. The individual plans will be developed during the orientation course to introduce the uniqueness of this program.

subset: commoncrawl


text:
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In the News
Jennifer S. Lerner and Students Partner to Understand Emotions and Decision Making
Foreshadowing Feminism
A Delicate Balance in the Midst of a Crisis
Harvard Finds New Partner in City Hall's "Urban Mechanics"
Harvard, including the Radcliffe Institute, works closely with the City of Boston's Office of New Urban Mechanics to help improve the lives of citizens.
A Sense of Wonder
Defending Women
Leaders from local organizations—all members of Community Works, a cooperative of 31 local agencies working for social justice—came together to reflect on a "bad year for women" and to talk about what the future might hold. More
Threatened by Greek Neo-Nazi Group, Writer Continues a Life of Crossing Borders
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text:
By Kevin Maney, USA TODAY
On July 7, 1940, as the nation edged toward World War II,
IBM put out a statement that made headlines. The company offered all its facilities
for national defense, ready to convert to making anything the government needed.
Other leaders in the electro-mechanical technology of the day � Ford Motor,
General Motors, General Electric � also threw their weight into defense efforts.
They switched from making cars and washing machines to building tanks, aircraft
engines and machine guns.
So here we are in 2001, readying for another war. The U.S.
technology industry is the best and most innovative in the world. It is the
nation's pride and joy.
Shouldn't it do something?
Not only small but commendable things, such as donating
laptops to rescuers or raising money for victims' families, but big dramatic
things. Imagine Microsoft turning over its capabilities to the Department of
Defense. Maybe Oracle, Sun Microsystems, Intel, Motorola and the thousands of
brilliant little start-ups twinkling in Silicon Valley should blow out the doors
to create spectacular anti-terrorism databases that could absorb facts from
all over the world and predict attacks.
Or perhaps the industry and government could join forces
and build artificial intelligence cockpit computers that would understand when
its plane was being hijacked and land itself.
I asked dozens of technology CEOs, venture capitalists
and analysts about the role they should play. Some leaders are stirred but don't
know what actions to take. Others don't see an important role for the industry
outside of what it's doing already advancing commercial technology ahead
of the rest of the world.
But what if that's not enough? What if we'll need the digital
equivalents of inventing landing craft for D-Day, breaking the Germans' code
or the Manhattan Project? What could the industry create?
One possibility is in data-mining technology. Data mining
is a way to collect millions of pieces of information in a computer system,
sift through that data, make sense of them and come up with something useful.
"We (the U.S. tech industry) are experts at data mining and have vast resources
of data to mine," says Tom Evslin, CEO of Internet communications company ITXC.
"We have used it to target advertising. We can probably use it to identify suspicious
activity or potential terrorists."
"It's mind-boggling that the data might have existed at
Boston Logan (airport) but in fragments," says Rosabeth Moss Kanter of Harvard
Business School. Two of the hijacked flights originated in Boston. "One terrorist
appeared to use his real name, and he was in databases. A security screener
was suspicious but said nothing. A traveler got involved in an altercation with
some suspicious-looking Arabs. That's a typical systems problem when pieces
of the picture exist in isolation, each one seemingly innocuous in itself but
signaling imminent problems in combination."
The solution, Kanter and others say, doesn't exist. There
is no data-mining system powerful enough to collect wide-ranging, vast amounts
of trivial data from different networks and locations, and make sense of it.
It would be a colossal technology challenge that no one company could tackle.
It might even require computers that mimic some functions of the brain, able
to listen and understand phone conversations and pore over travel records looking
for suspicious patterns, says Jeff Hawkins, CEO of Handspring. "We are many
years away from this, but it will happen," he says.
If something like that data-mining system existed, terrorism
could theoretically be stopped before the plan could be carried out. There would
be trade-offs with privacy, since such a system could know almost everything
about any one person. But that's more of a social issue, not a technical one.
Aside from data mining, technologists have a number of
ideas that could help. Some include identification technologies. Arno Penzias
venture capitalist, Nobel Prize winner and former head of Bell Labs
believes driver's licenses should contain RFID tags. These tags include a chip
that holds information combined with a radio antenna, all on a piece of plastic
the size of a postage stamp. Walk up to a check-in counter and the RFID tag
would wirelessly tell the airline computers who you are and describe the patterns
in your iris. You'd then peer into a camera that looks at your iris. If the
pattern matches, it's a positive ID. Technology to do all of that is in early
development stages.
Technology investor Vadim Yasinovsky, along with others
in the industry, suggests putting an artificial intelligence computer aboard
airliners. Such a computer could monitor everything about the aircraft, such
as its flight path, radio communication and readings from seat sensors that
measure weight and dimensions so it can tell whether the right pilot is in the
right seat. If there are troubling deviations, the computer could call for help
or decide to take over the controls and land the plane. Technology to do that
is not real today. Speeding it along would require collaboration among companies.
If technology leaders don't see a way to make a major difference
fighting hijackers, they should consider the broader picture. "The fact is that
we're vulnerable to a wide variety of threats biological, chemical, cyber,
nuclear and to a variety of delivery mechanisms," says William Wulf,
president of the National Academy of Engineering. "My hope is that a dispassionate
evaluation of the spectrum of threats will lead to actions that cover the next
threat rather than the last one."
Beyond the anti-terrorism possibilities, the industry might
want to attack the problems that technology inadvertently helped create.
"New technologies are shifting power downward from large
institutions and governments to small groups and individuals," says Thomas Homer-Dixon,
University of Toronto professor and author of The Ingenuity Gap. Smaller, cheaper
and faster the mantra of the tech industry helps make weapons
cheaper, easier to use and easier to hide. More important, while cell phones,
handheld e-mail devices, the Internet and strong encryption make our lives better,
they also make it easier for small, dispersed bands of terrorists to coordinate
actions. "It's easier for smaller and smaller numbers of people to hurt larger
and larger numbers," Homer-Dixon says.
The other technology-driven problem is the so-called digital
divide. The gap is widening between those who create and use technology and
those who don't. And because technology bestows such an enormous economic advantage,
the gap between rich and poor is growing quickly. Suicide terrorists from Third
World countries typically endured lives of destitution and hopelessness. It's
a recipe for hatred of those who are rich and powerful.
"Idealistic as it sounds, closing the digital divide and
giving people everywhere a chance to improve their quality of life regardless
of religious faith through education and economic development will go
a long way," Harvard's Kanter says. "Tech companies should be taking the lead
on this and consider it part of the war effort."
Some are clearly stirred by what has happened. "My father-in-law
built B-17s in World War II, and my father flew in them," says Mark Eppley,
CEO of software company LapLink. "I am ready to build software tools to fight
back in a new type of warfare. I am ready to serve our great country."
Our time is far different than 1940, making it harder to
figure out exactly what technology leaders should do. But the industry, perhaps
more than any other, has been a beneficiary of the American way of life. Clearly,
tech companies should help protect it.
Kevin Maney writes a weekly column about technology.
Send e-mail to Kevin at email@example.com.


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The Eagle Ford Shale formation in Texas is North America's "premier liquids-rich resource play," according to Marathon Oil. The company owns 300,000 Eagle Ford acres, and is concentrated on drilling in Atascosa, DeWitt, Gonzales, Karnes and Wilson counties in Texas. Marathon has 17 drilling rigs in the play and plans to add one more by June.
Full Story:San Antonio Express-News


text:
Slow Down for Life
People on the highway always in a rush.
In a hurry to get nowhere and anywhere.
Weather they're walking or driving.
I was driving home one day and a car passed me speeding by way faster than the speed limit.
They arrived at their destination the party store a mile ahead of where I was.
I shook my head as I drove by thinking "what a petty cause."
Endangering everyone on the road for what?
Many are in a hurry miss the simple and important things in life.
As small as the words "I love you," from a loved one.
Too much in a hurry to notice otherwise.
Or your children want to tell you about what they did in school but you're in a hurry like a fool.
Rushing through life too fast.
I savor life like a fine wine because you can't turn back the hands of time to redo the past.
By nos482 03-19-09
© Copyright 2017 NoS482. All rights reserved.
Status: Finished
Genre: Religion and Spirituality
wow this is crazy
i totally understand where you are coming from
this is crazy good
no one seems to enjoy the simplisities of life any more
it's all about getting it done now
and in the end- where have you gotten?
no where
this is good
feel free to check out my works
Short Story / Science Fiction
Short Story / Science Fiction
Poem / Religion and Spirituality
Paste the link to picture in the entry below:
Paste the link to Youtube video in the following entry:
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An annotation cannot contain another annotation.
There was an error uploading your file.


text:
Norah O'Donnell will replace Erica Hill on "CBS This Morning," it was announced Thursday.
Media Bistro reported news of the shake-up. O'Donnell, the network's current White House correspondent, will join Charlie Rose and Gayle King as co-host in the fall. Meanwhile, the network is still working out the details of Hill's future role at CBS.
CBS News chairman Jeff Fager called O'Donnell's appointment "a very exciting development," and praised her experience. "Norah is an accomplished reporter with all the skills for the job," he said. "She's a hard worker who knows her story and, as she has shown time after time at the White House, she can think on her feet on live television."
O'Donnell filled in on "CBS This Morning" last week. She came to CBS News -- where she has served as chief White House correspondent and Bob Schieffer's primary substitute on "Face the Nation" -- last July after eleven years at NBC News.
How will Donald Trump's first 100 days impact YOU? Subscribe, choose the community that you most identify with or want to learn more about and we'll send you the news that matters most once a week throughout Trump's first 100 days in office. Learn more


text:
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I can't log off or switch user accounts after vista home premium SP2 update
location: microsoft.com - date: September 20, 2012
acer e380 with vista home premium 32bit OS 3G Ram after successful SP2 update i am unable to log off of user accounts or switch between user accounts when i choose log off the system never logs off and i have to hard boot it when i choose switch user the same thing happen it never logs off and i'm forced to hard boot i can access my various user accounts upon restart individually though but this is not workable solution as switching user accounts and logging off worked just find prior to SP2 update
video help | post reply | read moreHow do I enable a autolog off for my user accounts after a preset idle time has been reached? windows 7 64bit
location: microsoft.com - date: August 31, 2010
Hello all and thanks in advance. I have a win7 64 bit machine with several user accounts. (kids) I would like to enable some sort of auto logoff feature when someone leaves the machine and it has been idle for a predetermined amount of time. Edit: Thanks for the replies however parental controls do not offer the funtion i am looking for. I need a true auto logoff feature regardless of user account. When the computer is left idle with someone logged on, I would like the Pc to auto log off that individual once a preset time has been reached.
video help | post reply | read moreWindows XP Local User Unable To Log Off or Shut Down/Restart
location: microsoft.com - date: September 19, 2012
I have recently installed a new version of XP on my machine. I have updated all drivers and Bios. When using the main admin account, I can shut down log off with no issues at all. However when I use the user account, XP allows me to go in press log off/shutdown/restart but after I push the command it doesn't do anything. There are no error messages and Windows XP functions fine. I did a manual reset then went in and changed the account to an administrator and still the same issue.
video help | post reply | read moreI am unable to log into any windows user accounts
location: microsoft.com - date: October 17, 2010
I am unable to access either the guest or my own user account on my Acer Aspire One net book. When I enter my password, the computer begins to log (the message 'loading your personal settings...' appears under my user account name) but then suddenly this changes to 'logging off' and I am returned to the enter password stage. I have tried logging in with incorrect passwords which returns a 'did you forget your password' message, and I also tried this in safe mode and encountered the same results with both my own account and the administrator account. This problem began after I restarted my netbook following uninstalling antivirus software (McAfee Security Center).
video help | post reply | read moreWindows 7 will not perform a shutdown, Log Off, or restart
location: microsoft.com - date: December 24, 2010
I just installed Windows 7 on my computer that I built: GIGABYTE GA-X58A-UD3R Intel Core i7-950 2x SAPPHIRE Radeon HD 5770 CORSAIR XMS3 6GB (3 x 2GB) 240-Pin DDR3 1600 Triple Channel Kit Creative Sound Blaster X-Fi Titanium OCZ Agility 2 60GB SATA II SSD (Windows is installed here) COOLMAX CUQ-1200B 1200W Power Supply COOLER MASTER HAF Black Steel ATX Full Tower 3x 1TB Western Digital Caviar Green I have checked to ensure that the start menu is set up to shut down and none of the options there are able to do anything. The command prompt to shut down will also do nothing but if i run the script 2 times, the 2nd time it says windows is shutting down. After installing any program that asks to restart (like Windo
video help | post reply | read moreiTunes & sounds keep playing even when user logs off using Switch user
location: 7forums.com - date: September 8, 2012
Running Win 7 Home Premium 64 bit. Why does iTunes and other sounds keep playing even when that user who initiated it logs off using "Switch user?" The sounds and iTunes keep playing even when another user logs in.
video help | post reply | read moreHow to Add or Remove User Accounts from Groups in Vista, Windows 7, and Windows 8
location: 7forums.com - date: December 11, 2011
The tutorial has been updated by adding OPTION THREE to be able to add or remove users from or to groups in a elevated command prompt no matter what edition of Windows 7 you have installed. googletag.cmd.push(function() { googletag.display('div-gpt-ad-1360528945348-0'); });
video help | post reply | read moreProblem with User accounts (Windows XP Home)
location: winsecrets.com - date: November 20, 2005
Last week I had my DIL in from Germany and she used my PC to check her e-mail, etc... I have XP home edition and the welcome click user page and all users windows were working fine, now suddenly, MINE is the only windows that operates normally. My husbands (who's is the only other user window on this PC) will not start up correctly, meaning..... His task bar options do not respond, such as Using the Hide icon option, Show Quick launc option, nor does the Wallpaper show up, even though he is also Computor Administrator, he is unable to make use of his full admin. useage.... I have tried upgrading from the CD, but have never repaired and my System Restore comes back... "RESTORE INCOMPLETE...NO CHANGES MADE" etc... Any solutions t
video help | post reply | read moreWindows Vista Home Premium taskbar changed to classic colour scheme after update.
location: microsoft.com - date: September 16, 2010
Hey guys, I have the same problem. But i think we have a common issue here VistaGlazz. When you go to appearances, you will see the option for vista basic or vista aero but in the small preview window, it is just black. or it seems that the theme setting is gone or something. no matter how many times you change it to vista aero it just goes to classic. So here's how you fix it. 1st of all, check and see if you have themes in your services running. If it is, restart it to make sure everything is fine. Then go to start and search if you have vista glazz installed. if you do, then do not uninstall it. open the vista glazz application and unpatch all that you see there. Now go back to your appearance settings and see if it works. You sho
video help | post reply | read moreHP P2035n (network printer) is printing non-stop instead of a single page after upgrade to Win-7 from Vista Home Premium.
location: microsoft.com - date: November 14, 2009
Does anyone have a solution? I have downloaded the latest driver for Win-7 from HP, still no luck. It was working fine with Vista. Every time I ask to print a test page, the printer prints it and does not stop printing it over and over.
video help | post reply | read more
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I want to see the cukture and people of Ukraine.
Purpose of Travel: Road trip, Sightseeing
Finances: Each person pays for himself/herself
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Among the Copts
By (author) John H. Watson
Format: Paperback
Normal Price: $56.00
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Among the Copts by John H. Watson
Book DescriptionThe book explores all the important themes of the Copts from the earliest moment sof Christian history to the present day.
Buy Among the Copts book by John H. Watson from Australia's Online Bookstore, Boomerang Books.
Book DetailsISBN: 9781903900246
(155mm x 230mm x 10mm)
Pages: 175
Imprint: Sussex Academic Press
Publisher: Sussex Academic Press
Publish Date: 1-Sep-2002
Country of Publication: United Kingdom
Other Editions...
Books By Author John H. Watson
Lost Stories of Sherlock Holmes, Paperback (December 2012)» View all books by John H. Watson
The recent decease of one of the descendents of Dr. Watson has brought to light his personal papers. These include a number of stories that Dr. Watson suppressed at the time for various reasons. The new edition includes an additional one - The Adventure of The Cricketers.
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Author Biography - John H. Watson
The Revd. John H. Watson has written four Coptic biographies, including those of the two most recent Coptic patriarchs, and contributed to major academic collections on the Copts.
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