1. The Invention of the Alphabet - a study of writing systems
Introduction to early scripts in the Mediterranean, and to writing as a cognitive system; stories of the transfer of the alphabet, with emphasis on both the facts and the ideologies.
Tu Jan. 15 Typology of Writing Systems
Before we look at the variety of ancient scripts influential to the Greek alphabet, and then at the "invention" of the alphabet, we need first to absorb some foundational material as to how world writing systems are understood more generally.
Th Jan. 17 The Invention of the Alphabet - Powell's take
Th Jan. 24 Greeks and the genius of the invention of the alphabet - or ... ?
- Typology of writing systems
- Writing systems and cognition
- In what sense was the alphabet “invented”?
- Why the focus on the Greek writing system?
- (no assignment)
Tu Jan. 15 Typology of Writing Systems
Before we look at the variety of ancient scripts influential to the Greek alphabet, and then at the "invention" of the alphabet, we need first to absorb some foundational material as to how world writing systems are understood more generally.
- Read Daniels & Bright, pp. 3-5 with attention to the terms and definitions for the types of writing systems they suggest. As with all our readings, this is a PDF file which you will find in the Reading Assignments folder in our shared BOX folder, "Birth 2019".
- For a slightly different take, and slight variation in terminology, read through this web page:
https://www.omniglot.com/writing/types.htm#semphon - The following is a less reliable source which, however, collects some essentials about a large variety of languages. Be warned though that this is compiled by a devoted amateur, and not a linguist.
http://www.ancientscripts.com/ws_types.html
By exploring this web site, identify at least one script (one you don't already know) whose specific characteristics you find interesting. For Thursday's class be prepared to describe the essential characteristics of the script, its type, and what you find interesting about it. - You might want to begin work on the next assignment, which can be challenging. No written work for today, since this is foundational material.
Th Jan. 17 The Invention of the Alphabet - Powell's take
- Read Powell (BOX folder) on early scripts and the alphabet: pp. 163-74, 227-244. You may find this a challenging read. Nota bene: read for the gist, for the argument, and try not to get overwhelmed by details even as you read carefully and thoughtfully. Try to sort out what his arguments are, and what seems to be at stake for this or that particular set of arguments. Specifics: /i/ and /o/ and /p/ and so forth is a linguist's way of indicating the element of sound (phoneme) associated with those letters; uniliteral means one letter, biliteral two letters, triliteral three letters; West Semitic is the language group that includes Hebrew, Aramaic, Syriac, but also Phoenician, and the Phoenicians (who lived on what is now the coast of Lebanon) are thought to have passed their writing script to the Greeks, who took it and "invented" the alphabet.
- Write a page on your notes and thoughts as you read. Specifically, (1) what is confusing to you about the reading? is there terminology that you don't understand? If so, take a note of it and bring to class (2) what are the main lines of argument? (3) are there faults or oddities in these arguments? (4) what would you expect to have to retain from this reading (as, for example, for purposes of an exam)? As generally, I will check that you have this written sheet but will only sporadically collect these to review — these are, rather, your notes to help you contribute articulately to the class discussion.
- Read Olson (BOX folder) Chap 4 on writing systems and cognition: pp. 65-90; I have included also Chap 5 (pages 91-114), which you may read if you’re interested, but it is not required.
- Write a page on your notes and thoughts as you read. Specifically, (1) what is confusing to you about the reading? is there terminology that you don't understand? If so, take a note of it and bring to class (2) what are the main lines of argument? (3) are there faults or oddities in these arguments? (4) what would you expect to have to retain from this reading (as, for example, for purposes of an exam)?
Th Jan. 24 Greeks and the genius of the invention of the alphabet - or ... ?
- First Writing Assignment due. This is deliberately straightforward, so I expect you to do an excellent job. As with all our writing assignments, you will find the prompt under in the Writing Assignments folder in our shared BOX folder, "Birth 2019," in the file named "Writing 1." Send to me by class time by email (in Word or PDF format) at [email protected]
- {we will have an in class exercise, either Goody or intro to Iliad}
2. The Creation of Literary Culture: What is Literature?
Rapid introduction to Homer’s Iliad as a (the?) fundamental literary text in the West
Tu Jan. 29 Homer and predecessors: the Near East
Th Feb. 7 Homer’s Iliad: Personal Identity, Greek Identity: how poetry constructs culture
- Homer and predecessors: the Near East
- Early Greece: poetry and society
- The Iliad as a poetic text
- Personal Identity, Greek Identity: how poetry constructs culture
- Homer’s Iliad and the Meaning of Life?
Tu Jan. 29 Homer and predecessors: the Near East
- Read selections from Epic of Gilgamesh (which you will find in our shared BOX folder, "Birth 2019).
- To help with our study of the Iliad, follow this link to the Iliad Study Guide. Keep the Study Guide at hand as you read the Iliad assignments. It will help!
- Read Iliad Book 1 and Book 2, line 1-583; for the latter half of book 2 (from 584 onwards) read quickly or use the Iliad summaries to get a sense of the content
- Write a page or so on your thoughts as you read. Specifically, (1) what is confusing to you about the reading? are there terms or events that you don't understand? (2) take notes on the values and hierarchies implicit in the poem (3) take notes on the five questions on the principal episodes for Book 1 and the three episodes and questions for Book 2 that you find on the Iliad Study Guide
- (As always, bring your book -- Fagle's translation of the Iliad -- to class; that applies for all the Iliad classes)
- Read Iliad Books 3 and 6 and 9; to get a sense of what happens in books 4-5, 7-8 read quickly or use the Iliad summaries
- Read carefully Walter Donlan's essay, "Duelling with Gifts in the Iliad: As the Audience Saw It," Colby Quarterly 29 (1993) 155-172(in BOX folder).
- Pay particular attention to the similes. Start to collect particularly striking or interesting examples in preparation for the second writing assignment, due next Tuesday
- Write a page or so on your thoughts as you read. Specifically, (1) what is confusing to you about (a) the Iliad reading and (b) the Donlan reading? are there terms or events or (Donlan) arguments that you don't understand? (2) take notes on the episodes that you find on the Iliad Study Guide and questions/observations you may have for Books 3, 6, and 9
- Read quickly or use the Iliad summaries to get a sense of what happens in books 10-13, 15.
- Read Iliad Books 14 and 16
- Write a page or so on your thoughts as you read. Specifically, (1) what is confusing to you about the reading (2) take notes on the episodes that you find on the Iliad Study Guide and questions & observations you may have for these books
- You will find the prompt under in the Writing Assignments folder in our shared BOX folder ("Birth 2019") in the file named "Writing 2" Send to me by class time by email (in Word or PDF format) at [email protected]
Th Feb. 7 Homer’s Iliad: Personal Identity, Greek Identity: how poetry constructs culture
- Read quickly or use the Iliad summaries to get a sense of what happens in books 17-18, 20.
- Read Iliad Books 19, 21, 22.
- Write a page or so on your thoughts as you read. Specifically, (1) what is confusing to you about the reading (2) take notes on the episodes that you find on the Iliad Study Guide and questions & observations you may have for these books
- Read quickly or use the Iliad summaries to get a sense of what happens in book 23.
- Read Iliad Book 24.
- Write a page or so on your thoughts as you read. Specifically, (1) what is confusing to you about the reading (2) take notes on the episodes that you find on the Iliad Study Guide and questions & observations you may have for this book
- In lieu of a writing assignment you will read, digest, and ponder a modern interpretation of the issue of manhood in the poem, which we will discuss in class. Read Thomas Van Nortwick, "Like a Woman: Hector and the Boundaries of Masculinity," Arethusa 34 (2001) 221-235 (in BOX folder). Include your careful, thoughtful reflections on this in your written notes for class.
3. The Making of History: What is History?
Herodotus has been called the “Father of History” but what does it means to write history when history as a narrative form has not yet been invented?
From mythos to logos: what is “History”?
Herodotus, the “Father of History”
Herodotus and Thucydides
Th Feb. 14
Book 1 Croesus & Lydia
From the Essential Herodotus, read carefully introduction plus Book 1, pp. 1-44
Team class presentations. Each team will paraphrase the story and highlight the central themes. I will give the teams a few minutes in class to cross-compare notes and prepare.
Gyges and the wife of Candaules: Eric and Derek
Arion and the Dolphin: Andrew and Andrew
Croesus and Solon (Cleobis and Biton): Zuzu and Bill
Atys and Adrastus: Ben and Brittany
Croesus and the testing of the oracles: Kevin and John
Write: (1) Study carefully the Prologue (including the Snatchings of Women) to the Histories. What is expected, unexpected? What does the author seem to be trying to signal to his readers? (2) Prepare for the class presentations. You will be expected to know all of these stories.
Tu Feb. 19
Book 1 Cyrus. Book 2 Egypt.
Essential Herodotus, read carefully Book 1, on Cyrus; Book 2 (all): pp. 45-92
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class.
Th Feb. 21
Book 3. Cambyses invades Egypt; Constitutional Debate. Book 4 Darius invades Scythia
Essential Herodotus, read carefully the selections from Books 3 & 4: pp. 93-147
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class.
Tu Feb. 26
Books 5+6 Ionian Revolt; Mardonius and Marathon. Book 7 Xerxes invades Greece
Essential Herodotus, read carefully the selections from Books 5, 6, & the first part of Book 7 (Xerxes invades Greece): pp. 148-205.
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class.
Third Writing Assignment due. You will find the prompt under in the Writing Assignments folder in our shared BOX folder ("Birth 2019") in the file named "Writing 3". Send to me AT LEAST ONE HOUR BEFORE CLASS by email (in Word or PDF format) at [email protected]
Th Feb. 28
Books 7 Artemisium & Thermopylae. Books 8+9 Salamis & Coda
Essential Herodotus, read carefully the second part of Book 7 (Artemisium & Thermopylae) and selections from Books 8 & 9: pp. 206-251
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class. ALSO, for this class, take some minutes to think up an interesting instance of freedom in our modern society — an example that is ambiguous, or problematic, or telling. (And let’s not all make it the freedom to bear arms!) To get you thinking you might enjoy this clip from an article in the Nation some time back on the nexus of freedom and liberty, on the one hand, and duty and responsibility on the other: freedom is a more general term in the sense that it is a state of being capable of making decisions to do something without external control, whereas liberty is freedom that is granted to someone by some external power so such freedom does not infringe on those of others.
Tu Mar. 5
Herodotus and Thucydides: beginnings of “scientific history”
Read the so-called “Archaeology” that opens the work of Thucydides, Book I. chapters 1-23 and the opening pages of book two (in BOX folder).
Write: Think about and take notes on how Thucydides’ narrative differs from that in Herodotus - what is different about this idea of writing history? Make a list of your observations. Also, create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class.
Your main assignment will be to make lots of progress on reviewing for the exam. See the Study Guides and the Exam Sample Questions, along with the BOX materials such as the slides and maps.
The FIRST EXAM will be a take-home, closed-book exam, made available at the end of class on Tuesday March 5, due Friday March 8 by high noon.
Th Mar. 7
No class. Special office hours: I will be in my office during the class time if you want to consult, as well as afterwards, from 1:30 to 3:30. Allen 229B.
SPRING BREAK
Relax! Have some fun!
From mythos to logos: what is “History”?
Herodotus, the “Father of History”
Herodotus and Thucydides
Th Feb. 14
Book 1 Croesus & Lydia
From the Essential Herodotus, read carefully introduction plus Book 1, pp. 1-44
Team class presentations. Each team will paraphrase the story and highlight the central themes. I will give the teams a few minutes in class to cross-compare notes and prepare.
Gyges and the wife of Candaules: Eric and Derek
Arion and the Dolphin: Andrew and Andrew
Croesus and Solon (Cleobis and Biton): Zuzu and Bill
Atys and Adrastus: Ben and Brittany
Croesus and the testing of the oracles: Kevin and John
Write: (1) Study carefully the Prologue (including the Snatchings of Women) to the Histories. What is expected, unexpected? What does the author seem to be trying to signal to his readers? (2) Prepare for the class presentations. You will be expected to know all of these stories.
Tu Feb. 19
Book 1 Cyrus. Book 2 Egypt.
Essential Herodotus, read carefully Book 1, on Cyrus; Book 2 (all): pp. 45-92
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class.
Th Feb. 21
Book 3. Cambyses invades Egypt; Constitutional Debate. Book 4 Darius invades Scythia
Essential Herodotus, read carefully the selections from Books 3 & 4: pp. 93-147
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class.
Tu Feb. 26
Books 5+6 Ionian Revolt; Mardonius and Marathon. Book 7 Xerxes invades Greece
Essential Herodotus, read carefully the selections from Books 5, 6, & the first part of Book 7 (Xerxes invades Greece): pp. 148-205.
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class.
Third Writing Assignment due. You will find the prompt under in the Writing Assignments folder in our shared BOX folder ("Birth 2019") in the file named "Writing 3". Send to me AT LEAST ONE HOUR BEFORE CLASS by email (in Word or PDF format) at [email protected]
Th Feb. 28
Books 7 Artemisium & Thermopylae. Books 8+9 Salamis & Coda
Essential Herodotus, read carefully the second part of Book 7 (Artemisium & Thermopylae) and selections from Books 8 & 9: pp. 206-251
Write: Take careful notes on the principal people, places, episodes/stories (the Historiography Study Guide will help!) and create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class. Now pick the 1-2 of these that seem most pressing or productive in preparation for class. ALSO, for this class, take some minutes to think up an interesting instance of freedom in our modern society — an example that is ambiguous, or problematic, or telling. (And let’s not all make it the freedom to bear arms!) To get you thinking you might enjoy this clip from an article in the Nation some time back on the nexus of freedom and liberty, on the one hand, and duty and responsibility on the other: freedom is a more general term in the sense that it is a state of being capable of making decisions to do something without external control, whereas liberty is freedom that is granted to someone by some external power so such freedom does not infringe on those of others.
Tu Mar. 5
Herodotus and Thucydides: beginnings of “scientific history”
Read the so-called “Archaeology” that opens the work of Thucydides, Book I. chapters 1-23 and the opening pages of book two (in BOX folder).
Write: Think about and take notes on how Thucydides’ narrative differs from that in Herodotus - what is different about this idea of writing history? Make a list of your observations. Also, create a list of at least 3 things that are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class.
Your main assignment will be to make lots of progress on reviewing for the exam. See the Study Guides and the Exam Sample Questions, along with the BOX materials such as the slides and maps.
The FIRST EXAM will be a take-home, closed-book exam, made available at the end of class on Tuesday March 5, due Friday March 8 by high noon.
Th Mar. 7
No class. Special office hours: I will be in my office during the class time if you want to consult, as well as afterwards, from 1:30 to 3:30. Allen 229B.
SPRING BREAK
Relax! Have some fun!
4. Pericles, Athens, and Empire: a study of the first democracy
The Athenian Democracy - "radical" versus representational democracy
Athenian Exceptionalism and the “Classical Moment”: Art, Intellectualism, and Empire
Tu Mar 19
The Athenian Democracy
Read the brief overview of the structures of the Athenian Democracy, in BOX, under Democracy - Pomeroy (pp. 215-219)
Read Plutarch's Life of Pericles, starting with section 3 on p. 167 (“Pericles belonged to the tribe...”). This is from a biography by Plutarch, a writer from the 2nd century CE. In BOX, under Plutarch, Life of Pericles. Don't let yourself get overwhelmed by detail, but rather read this work for evidence of how Pericles came to have and maintain power in a radical democracy, and take notes on that evidence.
Write: Think about and take notes on the structures of the Athenian democracy, and how and whether those structures were dependent of a good leader (like Pericles? was he a good leader?), and/or how assailable those structures could become without a good leader. As is our habit, create a list of things are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class.
Th Mar 21
Athenian Democracy (ctd); Athenian Exceptionalism
Read quickly the brief overview of history preceding Peloponnesian War, in BOX, under Peloponnesian War - Pomeroy (pp.201-214)
Read excerpts from Thucydides, in BOX, under Thucydides - Excerpts for Democracy Module. Give particular attention to Pericles' two speeches, which you should read carefully and thoughtfully: what seems to be behind statements like, "We maintain an open city, and never expel foreigners or prevent anyone from finding out or observing what they will," "We cultivate beauty without extravagance, and intellect without loss of vigor," or "I declare that our city as a whole is an education to Greece." And how do such statements fit with what follows?
Write: Think about and take notes on the questions just above, and generally on ways that the incidents and speeches here portrayed seem to meditate on the goods and evils of the Athenian democracy. As usual, isolate a short list of things are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class.
Tu Mar. 26
The “Classical Moment”: Art, Intellectualism, and Empire
We will read a chapter from a deeply influential book by Yale Art Historian Jerome Pollitt, and your fourth essay will be a reflection on that reading.
Pollitt's terminology can be formidable when he is describing ancient building. Keep to hand the handy Pollitt Terminology PDF (in BOX) as you read.
Read J. J. Pollitt, “The World under Control,” Chap. 3, pp. 64-97 in Art and Experience in Classical Greece, in BOX, under Pollitt, World under Control
Fourth Writing Assignment (a reflection on the Pollitt reading) due one hour before class: see BOX for the prompt, under Writing 4
Athenian Exceptionalism and the “Classical Moment”: Art, Intellectualism, and Empire
Tu Mar 19
The Athenian Democracy
Read the brief overview of the structures of the Athenian Democracy, in BOX, under Democracy - Pomeroy (pp. 215-219)
Read Plutarch's Life of Pericles, starting with section 3 on p. 167 (“Pericles belonged to the tribe...”). This is from a biography by Plutarch, a writer from the 2nd century CE. In BOX, under Plutarch, Life of Pericles. Don't let yourself get overwhelmed by detail, but rather read this work for evidence of how Pericles came to have and maintain power in a radical democracy, and take notes on that evidence.
Write: Think about and take notes on the structures of the Athenian democracy, and how and whether those structures were dependent of a good leader (like Pericles? was he a good leader?), and/or how assailable those structures could become without a good leader. As is our habit, create a list of things are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class.
Th Mar 21
Athenian Democracy (ctd); Athenian Exceptionalism
Read quickly the brief overview of history preceding Peloponnesian War, in BOX, under Peloponnesian War - Pomeroy (pp.201-214)
Read excerpts from Thucydides, in BOX, under Thucydides - Excerpts for Democracy Module. Give particular attention to Pericles' two speeches, which you should read carefully and thoughtfully: what seems to be behind statements like, "We maintain an open city, and never expel foreigners or prevent anyone from finding out or observing what they will," "We cultivate beauty without extravagance, and intellect without loss of vigor," or "I declare that our city as a whole is an education to Greece." And how do such statements fit with what follows?
Write: Think about and take notes on the questions just above, and generally on ways that the incidents and speeches here portrayed seem to meditate on the goods and evils of the Athenian democracy. As usual, isolate a short list of things are confusing, odd/peculiar, and/or interesting —things you'd like to discuss, or have resolved, in class.
Tu Mar. 26
The “Classical Moment”: Art, Intellectualism, and Empire
We will read a chapter from a deeply influential book by Yale Art Historian Jerome Pollitt, and your fourth essay will be a reflection on that reading.
Pollitt's terminology can be formidable when he is describing ancient building. Keep to hand the handy Pollitt Terminology PDF (in BOX) as you read.
Read J. J. Pollitt, “The World under Control,” Chap. 3, pp. 64-97 in Art and Experience in Classical Greece, in BOX, under Pollitt, World under Control
Fourth Writing Assignment (a reflection on the Pollitt reading) due one hour before class: see BOX for the prompt, under Writing 4
5. The Birth of Drama: From Festival to Tragedy and comedy
Tragedy and the Polis
Limits of Empire; Victims of War
Laws and Rights
Elites and intellectualism
Th Mar 28
NO CLASS
Tu Apr 2
Tragedy and the Polis: Limits of Empire, Victims of War
Read Thucydides, Melian Dialogue, in BOX folder - be sure to read this first! - 416 BC
Read carefully Euripides’ tragedy, The Trojan Women, in BOX folder - 415 BC
Think about, and take notes on, how the Athenian audience and their foreign guests might have reacted to this play, which was performed in the immediate aftermath of the Melian affair. As usual, isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class.
Th Apr 4
Tragedy and the Polis: Laws and Rights
Read first Sophocles - Antigone background, found in the BOX folder
Read carefully Sophocles’ tragedy, Antigone, also in the BOX folder
Again, as you read think about, and take notes on, how the democratic Athenian audience might have reacted to this play . As usual, isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class.
Tu Apr 9
Tragedy and the Polis: Elites and Intellectualism
Read first Euripides - Hippolytus background (blurb on Artemis and Aphrodite), found in the BOX folder
Read carefully Euripides’ tragedy, Hippolytus, also in the BOX folder
This play revolves around a number of issues, but one of these is the position of intellectuals within society. Pay particular attention to that theme in the play. As usual, isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class.
Limits of Empire; Victims of War
Laws and Rights
Elites and intellectualism
Th Mar 28
NO CLASS
Tu Apr 2
Tragedy and the Polis: Limits of Empire, Victims of War
Read Thucydides, Melian Dialogue, in BOX folder - be sure to read this first! - 416 BC
Read carefully Euripides’ tragedy, The Trojan Women, in BOX folder - 415 BC
Think about, and take notes on, how the Athenian audience and their foreign guests might have reacted to this play, which was performed in the immediate aftermath of the Melian affair. As usual, isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class.
Th Apr 4
Tragedy and the Polis: Laws and Rights
Read first Sophocles - Antigone background, found in the BOX folder
Read carefully Sophocles’ tragedy, Antigone, also in the BOX folder
Again, as you read think about, and take notes on, how the democratic Athenian audience might have reacted to this play . As usual, isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class.
Tu Apr 9
Tragedy and the Polis: Elites and Intellectualism
Read first Euripides - Hippolytus background (blurb on Artemis and Aphrodite), found in the BOX folder
Read carefully Euripides’ tragedy, Hippolytus, also in the BOX folder
This play revolves around a number of issues, but one of these is the position of intellectuals within society. Pay particular attention to that theme in the play. As usual, isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class.
6. Socrates & the Origins of Western Philosophy: What is Philosophy?
Th Apr. 12 The Idea of Philosophy
First, we'll look briefly at the beginnings of western philosophy, that part that comes before Socrates, a group of early intellectuals called the Presocratics (see Presocratics file in our BOX folder): we will look at Thales, Anaximander, Anaximenes, and Parmenides - concentrate on Anaximander and Parmenides.
Plato & Socrates: To get a first impression of Socrates' life and manners read these two works: Apology and Ion (both in BOX).
As usual, take notes and isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class. You'll also find at the end of the Apology some guiding questions taken from the University of Hawaii site - be ready to answer these.
Tu Apr 16 Greek love: Intellectualism and sexuality, Symposium part 1
Short reading on Greek sexuality (Ormand): read this before reading the Symposium
Very short reading on The Greek Symposium.pdf, so that you will get some impression of that institution
Plato: Symposium (Selected Dialogues of Plato), part 1: 203-235 (through the speech of Aristophanes), in BOX folder
Th Apr 18 Greek love: Symposium part 2
Plato: Symposium (Selected Dialogues of Plato), part 2: 235-277, in BOX folder
Tu Apr 24 [assignment under development]
Assessment time! Bring your laptops.
The SECOND HOUR EXAM will be a take-home, closed-book exam, made available at the end of this, our last class, Tuesday April 24. and due Friday May 3 by 7:00 pm in my mailbox or my office. That exam will focus on materials from the second half of the course, modules 4-6. The other component to our final assessment is the final essay, which is due at the same time. See the writing assignments folder in BOX for the prompt on the final essay.
First, we'll look briefly at the beginnings of western philosophy, that part that comes before Socrates, a group of early intellectuals called the Presocratics (see Presocratics file in our BOX folder): we will look at Thales, Anaximander, Anaximenes, and Parmenides - concentrate on Anaximander and Parmenides.
Plato & Socrates: To get a first impression of Socrates' life and manners read these two works: Apology and Ion (both in BOX).
As usual, take notes and isolate three animating questions that are either confusions, remarkable bits (oddities/peculiarities), or productive to a group conversation in class. You'll also find at the end of the Apology some guiding questions taken from the University of Hawaii site - be ready to answer these.
Tu Apr 16 Greek love: Intellectualism and sexuality, Symposium part 1
Short reading on Greek sexuality (Ormand): read this before reading the Symposium
Very short reading on The Greek Symposium.pdf, so that you will get some impression of that institution
Plato: Symposium (Selected Dialogues of Plato), part 1: 203-235 (through the speech of Aristophanes), in BOX folder
Th Apr 18 Greek love: Symposium part 2
Plato: Symposium (Selected Dialogues of Plato), part 2: 235-277, in BOX folder
Tu Apr 24 [assignment under development]
Assessment time! Bring your laptops.
The SECOND HOUR EXAM will be a take-home, closed-book exam, made available at the end of this, our last class, Tuesday April 24. and due Friday May 3 by 7:00 pm in my mailbox or my office. That exam will focus on materials from the second half of the course, modules 4-6. The other component to our final assessment is the final essay, which is due at the same time. See the writing assignments folder in BOX for the prompt on the final essay.
The archaic funerary statue pictured above is the Phrasikleia Kore, marble with traces of color, created by the artist Aristion of Paros. At left the statue is pictured as found; on right, with the original colors restored. Attic, 550-530 BCE. National Archaeological Museum of Athens, cat. nr. 4889.