CLAS

This course examines the portrayal of female villains in Greek tragedy. We will read plays by the three major tragedians, focusing on their depictions of Clytemnestra, the Furies, Phaedra, Medea, and Helen, as it relates to questions of gender, mythmaking, power, and reception. We will discuss the societal dynamics and generic norms through which those characters emerge and we will explore their intertextual journey through myth and literature, ancient and modern. Key questions of the course include: What makes a woman evil? How is the evil female constructed through the writing, visuals, and performance of tragedy? What does it mean to present an evil female in a genre where all writers and actors are male? To what extent does tragedy shape and reflect the patriarchal structures of the Athenian society? All readings will be in English.

This course offers a survey of the fundamentals of pedagogy for the ancient language classroom with an emphasis on introductory and intermediate instruction.  Topics include methods of language teaching, language skills and proficiency, modes of assessment, course design, textbook selection, educational technology, online resources, lesson planning, effective presentation, support materials, and the principles and practices of classroom management.  Activities include the creation of sample materials and mock teaching.  Students who successfully complete this course will acquire a foundation in language pedagogy and be well prepared for introductory and intermediate instruction in languages such as Latin and ancient Greek.

Plutarch’s biographies and his writing on literature and morality stand in a long tradition. In this class we will read passages from Plutarch in Greek and compare them to similar texts, such as the relevant sections of Plato’s Republic and Aristotle’s Poetics. The aim is to evaluate Plutarch’s contribution to a literary critical tradition while also comparing his Greek to that of his predecessors.

Homer’s Odyssey describes the homecoming of Odysseus in a series of poignant, half-hidden, and sometimes misaligned reunions with his loved ones. In this course we will read in Greek many of the Odyssey’s homecoming scenes of the Odyssey, including all of Books 19 and 23. Our focus will be on how the poem depicts the complex character of Odysseus through its recognition (and misrecognition) scenes. Much of our conversation will center on Penelope, the mutual testing between her and her husband, and the degree to which we can attribute “like-mindedness” (homophrosyne) to their relationship.

A workshop for students who have completed coursework and qualifying exams, it aims to provide practical assistance and a collaborative environment for students preparing the dissertation prospectus. It will meet bi-weekly for two quarters.

Ancient Carthage, the semitic empire brought down by a series of wars with Rome, has loomed large across many fields, leaving its imprint through archeology, history, literature, commerce, politics, and more—even if very little has survived of its own literature.  Vergil used Carthaginian Dido, improbably, as his etiology for the Punic Wars, and the Romans spoke derogatively of “Punica fides” as part of their hostile propaganda.  But for us, the city affords a chance to consider the many lenses through which historians and artists have seen this powerful Tyrian settlement in North Africa, whose army was most likely made up of native Libyans, Iberians, Phoenicians, and even Greeks.

The Research seminar is co-taught by two faculty members with different field interests; drawing on its methodological pluralism, the seminar approaches the topic through historical, archaeological, and literary sources and modes of analysis, and surveys issues of method and the history of scholarship on the chosen topic (in this case, Carthage).  We will have a few visitors in class.  The second quarter is reserved for the researching and writing by students of article-length seminar papers, and we will meet regularly to workshop the papers-in-progress.

This course seeks to explore the cultural and social history of the city of Thessaloniki in northern Greece from antiquity to the present. As a city of diverse populations, Thessaloniki constituted a melting pot of cultures and a hub for economic activities for a major part of its history. The course will be discussion-based and bring into dialogue textual and material evidence that illustrates various topics of the history of Thessaloniki. Among those topics, we will examine Thessaloniki’s foundation, its relationship with other cities in the Hellenistic world, the formation of (ethnic) identity in Macedonia, its Christianization, its archaeological landscape, the multicultural civic identity and the construction of other (Greek, Jewish, Roman, Slavic, Ottoman), immigration movements, economy and commerce. We will explore a spectrum of historical themes, but our focus will range:  We will delve into the intricate stories of personalities, monuments, and objects. Yet, our ultimate aim will be to step back and analyze broader phenomena in their longue durée.

War and its fallout have been a central part of the human experience, sparking the fascination of poets and audiences alike. Along with war comes the concept of peace, both in life and in poetry. In this course, we will use poetry and poetic texts to explore different possibilities for understanding the fundamental tension that exists between the quasi-universal notion that “no one is so foolish as to choose war over peace” (Herodotus, 1.87), and the fact that war has been our constant companion. Along the way, we will examine how poets across a spectrum of cultures, eras, and genres have given life to rich expressions of hope, fear, and everything in between, and ask ourselves how these poets succeed in illuminating these parts of the human experience, and to what effect. Homer and Vergil will be our guides through the first part of the quarter, but in the second half we will explore poetries of war and peace from around the world, up to the present.

Ancient Greek Philosophy was remarkable for the creation of three main types of philosophy after Aristotle: Epicureanism, Stoicism, and Skepticism. Marx admired this trio as a highlight of Greek philosophy. Differing fundamentally from each other, Epicureanism relies on the evidence of the senses and proposes pleasure as the goal of life; Stoicism values morality as a way of attaining union with god; the Skeptics reject both. Each type of philosophy responded dynamically to the others and kept evolving by continually adapting to diverse social circumstances, both Greek and Roman. Each also had a lasting influence on the development of later European philosophy. We will trace their significance by reading texts in English translation; no Greek or Latin is required.

The comedies of Aristophanes are as uproarious, biting, and ribald today as they were more than 2,400 years ago. But they also offer a unique window onto the societal norms, expectations, and concerns as well as the more mundane experiences of Athenians in the fifth century BCE. This course will examine closely a number of Aristophanes' extant plays (in translation) in order to address topics such as the performative, ritual, and political contexts of Attic comedy, the constituency of audiences, the relationship of comedy to satire, the use of dramatic stereotypes, freedom of speech, and the limits of dissent. Please note that this course is rated Mature for adult themes and language.