Classics

The visual arts and architecture constitute a central part of human expression and experience, and both grow from and influence our lives in profound ways that we might not consciously acknowledge. In this course, we will explore intersections between the visual arts and cultural, political, and social history. The goal is to teach students to deal critically with works of art, using the methods and some of the theories of the discipline of art history. This course is not a survey but, rather, will have as its subject a limited number of artists and works of art and architecture that students will learn about in depth through formal analysis, readings, discussion, research, and debate. We will endeavor to understand each work from the point of view of its creators and patrons and by following the work's changing reception by audiences throughout time. To accomplish this, we will need to be able to understand some of the languages of art. The course, then, is also a course in visual literacy—the craft of reading and interpreting visual images on their own terms. We will also discuss a number of issues of contemporary concern; for instance, the destruction of art, free speech and respect of religion, the art market, and the museum. Students will be asked to schedule time on weekends to travel to Manhattan on their own or in the College van to do assignments at various museums in New York. You will need to leave several hours for each of these visits and will keep a notebook of comments and drawings of works of art. There will be weekly conferences first semester and biweekly conferences second semester in the first-year studies.

This course will examine the use of mythic imagery in the visual arts of the Greeks and peoples of ancient Italy from the eighth century BCE to the beginning of the Roman Empire. We will consider all visual artistic media—both public and private. We will focus largely on problems of content or interpretation, with special attention to the role of patronage in the choice and mode of presentation of the mythic themes. In order to appreciate the underlying cultural or religious significance of the myths and their visual expression, we will also examine the relation of the artworks to contemporary literature, especially poetry, and the impact of significant historical events or trends.

Fall: Homeric and Archaic Greece
In the fall semester, we will examine the earlier Greek development from the Geometric to the Archaic periods, focusing on the paradigmatic function of mythic narratives—especially the central conception of the hero and the role of women in Greek religion and society. Group discussion will concentrate on the social function of myth and myth in early Greek poetry, as well as key historical or political developments such as the emergence of tyranny and democracy.

Spring: From Classical Greece to Augustan Rome
The spring semester will begin with examining the use of myth during the Classical period, focusing on the impact of the prolonged conflict with the Persian Empire and the great monuments of Periklean Athens. We will then consider Greek myth in the later Classical and Hellenistic periods and the absorption of Greek myth by the Etruscans and early Romans. The course will conclude with the adaptation of Greek myth within the emerging Roman Empire. Group discussion will focus on the relation between myth and an emerging Greek conception of history and ethnography and, finally, on the interrelation of poetry and art in Augustan Rome.

Qualified students will attend the twice-weekly group conferences for Intermediate Greek (see course description) and complete all assignments required for those conferences.

Qualified students will attend the twice-weekly seminar meetings for What Should I Do? Democracy, Justice, and Humanity in Ancient Greek Tragedy (see course description under Literature) and complete the reading assignments for that course. Students will also meet in group conference twice a week to read (in Greek) and discuss one ancient Greek tragedy selected by the group. 

This course provides an intensive introduction to Latin grammar, syntax, and vocabulary, with a view to reading the language as soon as possible. Close reading of Vergil’s Aeneid in English translation will accompany intensive language study in the fall. By mid-semester, students will be reading authentic excerpts of Latin poetry and prose. During the spring semester, while continuing to develop and refine their knowledge of Latin grammar and vocabulary, students will read selections of Vergil’s Aeneid in Latin. The course is rigorous and time-consuming. Class meets three times per week; individual conferences meet once every two weeks; and students are expected to spend a minimum of two hours/day, 6 days/week, preparing for classes and conferences. If you enjoy the challenges and satisfactions of hard work (and have good tolerance for frustration), you will find Latin fun and extremely rewarding.

Athens, London, Paris, Berlin, New York...the history of Western theatre has always been associated with cities, their politics, their customs, their geography, their audiences. This course will track the story of theatre as it originates in the Athens of the fifth-century BCE and evolves into its different expressions and practices in cities of later periods, all of them seen as “capitals” of civilization. Does theatre civilize, or is it merely a reflection of any given civilization whose cultural assumptions inform its values and shape its styles? Given that ancient Greek democracy gave birth to tragedy and comedy in civic praise of the god Dionysos—from a special coupling of the worldly and the sacred—what happens when these genres recrudesce in the unsavory precincts of Elizabethan London, the polished court of Louis XIV, the beer halls of Weimar Berlin, and the neon “palaces” of Broadway? Sometimes the genres themselves are challenged by experiments in new forms or by performances deliberately situated in unaccustomed places. By tinkering with what audiences have come to expect or where they have come to assemble, do playwrights like Euripides, Brecht, and Sarah Kane destabilize civilized norms? Grounding our work in Greek theatre, we will address such questions in a series of chronological investigations of the theatre produced in each city: Athens and London in the first semester; Paris, Berlin, and New York in the second.

Are human beings capable of self-government? What does that require? As modern authoritarian movements imperil democratic institutions, norms, and the rule of law, ancient Greek tragedies illuminate values and aspirations underpinning democracy and modern liberal ideals of justice, equality, and universal human rights. Tragedy and democracy emerged simultaneously in ancient Athens in the late 6th century BCE and flourished throughout the 5th century BCE. Ancient Greece never achieved egalitarian politics or anything close to universal human rights, but Athenian tragedies emphasize the essential equality of all human beings in our vulnerability to suffering and death. Surviving plays of Aeschylus, Sophocles, and Euripides dramatize the costs of tyranny, anger, vengeance, and cruelty—to perpetrators, as well as to victims. Commending honesty, generosity, and compassion, tragedies locate nobility not in genetic inheritance, group affiliation, socioeconomic status, numerical superiority, or even moral or ideological convictions but, rather, in our conduct as individuals. Tragedies expose the consequences of human words and actions, as characters make choices conducive to success or failure for themselves and their communities. State-sponsored and publicly performed, tragedies made self-reflection and self-criticism a fundamental feature of Athenian democratic politics and society. “What should I do?” encapsulates the central question of every ancient Greek tragedy and every moment of our own lives. This course is designed for anyone interested in understanding the false promise of authoritarianism and appreciating the origins, goals, and possibilities for a free, humane, equitable democratic society.

Philosophy began with the Greeks as the pursuit of freedom of mind—as a rebellion against bondage to conventional belief. But is freedom of mind possible? And to what does it amount? This course, the first half of a yearlong sequence, focuses on the different ways the Greek philosophers and their Roman heirs understood freedom of mind. We will travel from the pre-Socratics through Plato, the Stoics, the Epicureans, and the Skeptics. Students will be expected to come to each class with a written question on the reading, which I may ask them to read aloud at the beginning of class in order to stimulate discussion. They may also be asked to participate in brief group presentations of the reading. The writing requirements for the class will have two components. The first of these will be made up of a short paragraph on the reading for each class and each group conference and should include the written question on the reading; the rest of the paragraph should either develop this question further or pose a further question or questions about the reading. At the end of the semester, you will be expected to submit a log of these short paragraphs, with your three favorites at the beginning of the document. The second writing requirement will be for a paper, or papers, outlining a portion of the reading and posing questions along the way. Through discussion, we will decide on the focus of these papers.

By nature, humans need something more than nature—custom or convention, or what we nowadays call “culture”—to constitute a community. What is this something more, and why do we need it? Are “cultures” completely sealed off from each other and mutually incomprehensible, or can they be understood as responding to universal human needs? Are they pure products of freedom and creativity, always subject to modulation and transformation, or are they like a kind of inescapable fate? We shall tackle this topic with the help of Plato’s Laws.

Texts commonly seen to contain “mystical elements” have to do with the desire on the part of the reader to “know,” experience, or “be with” God, along with the author’s attempt to properly demarcate the boundaries within which these desires can be fulfilled. Christian mysticism is perhaps best thought of as erotic theology; it concerns the aspect of theology that involves the desire for God. Recognizing this, we must also be acknowledged that inherent to this theology is a profound paradox. What is desired must be conceived. It must be held in the grasp of one’s understanding in order to be attained. While this is fine for an orange or even wealth and power, it is much more problematic when the object of desire is God, the creator of the universe. Theologians in the Early Church developed a language of desire and specific sets of practices involving one’s lifestyle and prayer in order to resolve this paradox and fulfill the desire. Early Christian theologians began to ponder this paradox with a synthesis of a Biblical theology of divine revelation (i.e., the revelation of God as preserved in the Biblical canon, symbolized in both the revelation of YHWH on Mt. Sinai and in the incarnation of the Divine Logos as Jesus of Nazareth) and Platonic rhetoric with respect to the expression of a desire for the ultimate good, truth, or beauty. The mystery is informed, on the one hand, by the anthropology of desire set forth by Plato in, for example, the Symposium and the Phaedrus. Educated in the Hellenistic world, the Early Church Fathers took these ideas for granted and attempted to find common ground with their Christian inheritance. As such, we will begin our study by applying ourselves to this general background, including the phenomenon of Gnostic Christianity. We will then move on to encounter the great early Christian writers—such as Origen and Athanasius of Alexandria, Gregory of Nyssa, Psuedo-Dionysius, Ambrose of Milan—and conclude our study with a lengthy look at what, for Western culture, is the seminal work of Augustine of Hippo.