Proposal for Permanent Approval of CLSL 100
Proposal for Permanent Approval of CLSL 100
(NB: CLSL 100 was provisionally approved for Spring 2013. Hereby we are applying for permanent approval.)
1. School: School of Liberal Arts
Department: Classical Languages
Course number: CLSL 100
Course title: Classical Mythology
Upper-division status: We initially envisioned the course as open to both lower- and upper-division undergraduate students. Over the years, we discovered that some seniors produce low-quality written analysis of the sources, while their lower-division classmates excel. We do think that the course entails a high level of cognitive achievement, since it is an in-depth study of communal narratives in a complex socio-political and cultural context. Therefore it is best to offer it as an upper-division course, with English 5 as a prerequisite. Lower-division students could be admitted with the instructor’s approval.
2. Justification for the course: When we first proposed the course in 2012, the Classical Languages department had never offered a mythology course, focusing instead exclusively on language offerings. Our rationale continues to be that while the language component is an integral part of traditional Classical education, general courses initiated by Classics departments provide ample access to the world of ancient Greece and Rome, as well as of the diverse civilizations in the ancient Mediterranean. Indeed, since ancient Greek and Roman cultures came to be interwoven, often reluctantly, into subsequent ages, the specific study of Classical antiquity becomes essential for understanding global social, historical and cultural configurations, both past and present. Colleges commensurate with SMC routinely offer general courses in mythology as a basic pathway to Greek and Roman history and culture, Roman/Greek art and archaeology, Classical philosophy, etc. These courses benefit all students, not only those who choose to pursue a degree in Classics.
3. Learning outcomes
Upon completion of the course, students will be able to perform the following tasks:
a. Identify and competently discuss the various community models discussed in Greek myth, and ways in which human beings find fulfillment in community
Students will become thoroughly familiar with notions integral to ancient myths (moira, hubris, xenia/gift exchange, polites vs. idiotes, monsters, philos, hetairos, etc.). At the end of the term, they will be able to articulate and confidently discuss the ideal community models delineated by the above notions. They will also be able to relate them to certain contemporary notions and attitudes.
b. Examine, evaluate and articulate the changing concepts of fairness and justice in their socio-political context
Students will be able to assess Greek myths as metaphorical accounts of how the world became the way Greeks perceived it to be; to analyze diverging ideas about social order, justice and retribution; and to present in basic terms the context of the often discordant literary versions of Greek myths. They will be able to discuss the shift in the portrayal of Prometheus, for instance: Hesiod describes him as a thief-god and a traitor to his kind, while in Aeschylus’ version, he chooses to defy his despotic kin and become a martyr for mankind’s sake.
c. Demonstrate a capacity for coherent, principled analysis of concrete social problems
Having become aware of myth as a source for historical knowledge, students will be able to assess each version of the myth as a product of its time. By the end of the semester, students will have a basic general knowledge of ancient Greek social and political history, and in particular, that of 5th century BC. They will be capable of discussing the notion of unified “Greekness,” for instance, which did not exist before the wars with Persia early in the 5th century BC, or the emerging concept of the barbarian in 5th-century BC Athenian rhetoric. They will be able to assess the diverse hero models as products of their specific social, political and/or cultural context.
d. Become acutely aware of the communal context and purpose of Greek drama, our major source for myth
Having been introduced to the communal context of Greek drama, in which playwrights posed questions about interactions between individuals, clans, and wider communities, students will be able to discuss the political and historical realities allegorically addressed by the plays. Students will become familiar, for instance, with the prior version of the Medea myth from the scholia to Euripides’ 431 BC play Medea. They will be able to discuss Euripides’ altered version as the product of a time when Athens was grappling with the unsettling effects of Athens’ political and cultural expansion, and to discuss the complex Athenian attitudes to cultural differences, gender, social change, and globalization.
Note: Since many of our sources are tragedies, and Greek tragedy has a peculiar structure, students will also get exposure to Aristotle’s discussion of tragedy in the Poetics and his discussion of the emotions in the Rhetoric and elsewhere. By the end of the semester, they will be able to discuss competently several Aristotelian terms, especially those related to tragedy.
e. Discuss myth from different theoretical perspectives; articulate the Common Good ideals embedded in these perspectives
Having become acquainted with the various ancient and modern approaches to myth, students will be able to discuss, confidently and competently, the major differences between modern and ancient myth interpretations, as well as the different Common Good ideals that inform these interpretations.
4. Methodology for collecting and interpreting evidence
· Always start with primary sources and consider the implications arising in translation of these sources into other languages (we cover all this in class). Treat secondary sources with the same degree of caution and discernment. Wherever possible, be acutely aware of the time and place of the source you use
· Authorship is a dubious category, when it comes to antiquity, since most of the biographical data are highly stylized. Be cautious when using biographical information
· Since there are no ancient copyright rules that govern borrowing from earlier sources, it is often difficult to figure out the provenance of a myth, especially in the absence of primary collections thereof.
· Whenever possible, compare our main written sources with other accounts, or with material evidence (artifacts).
5. Assessment
Since this is a Classics-related course, we have been using the rubrics for writing assessment from the Classics department at UC Berkeley, which can be found at http://www.classics.berkeley.edu/sites/default/files/uploads/ug-learning-goals/usliwritingrubrics.pdf.
The benefits from the course will be most pronounced if students do not take it as Pass/Fail; however, if the Pass/Fail option is available, we think a much greater number of students will be encouraged to take the course and benefit from it.
6. Student population: We strongly believe that the course will benefit everyone, not just majors from Classical Languages, Integral Program, Philosophy, Theology, Art History, etc. Also, since mythology courses are routinely offered to the general student population by comparable institutions (see link in Section 6), we would like our SMC graduates to be competitive in the job market.
7. Relationship to present college curriculum: Some of our SMC students already have prior knowledge of myth (from high school or from private reading), but the majority of them do not. Furthermore, the changes in the seminar reading lists has resulted in a deplorable excision of seminal texts which would otherwise provide sources for understanding of the function and significance of myth, as they do as a part of the curriculum at most comparable higher institutions. Here is, for instance, a link to the attractive a challenging Classical offerings at Scripps, where, as you will see, mythology is a staple: http://catalog.scrippscollege.edu/preview_program.php?catoid=7&poid=1393.
8. Any extraordinary implementations costs: None.
9. Library resources: Attached.
10. Course credit and grading options: CLSL 100 is designed as a lecture/discussion course. Students who complete it will receive one (1) SMC course credit. Students will meet with the professor in class for three (3) hours and fifteen (15) minutes per week throughout an academic term. They are expected to do a minimum of two (2) hours of work preparing for each hour of class time. Letter grade only.
11. Prerequisites, corequisites: English 5 or instructor’s approval.
12. Course description wording:
Here is the proposed wording for next year’s catalog:
UPPER DIVISION
100 Classical Mythology is a study of the highly flexible narrative content of Greek and Roman myths, the underlying thought patterns behind it, and the ancient attitudes to myth in our main sources: the literary works of Greek and Roman writers. Classical myths and mythological references in both Classical and non-Classical literature and art emerge in historical contexts. Prerequisites: English 5 or instructor’s approval.
13. Course content: See attached Syllabus.
14. Review of experimental offering: The course was offered three times so far (Spring 2013, Spring 2013, and Spring 2014). The first two times, we used as a secondary source Robert Graves’ study, The Greek Myths, assuming that students had sufficient exposure to the primary sources for myth from seminar. Because there was a high number of Integral students in the first offering, and the Integral Program seminar reading list is different from that of the Collegiate Seminar, it did not become immediately apparent to us that students did not anymore read a host of seminal texts; by the end of the second semester, the discrepancy was evident. Last year, we added primary readings; this year, we revised completely the secondary reading list (cf. attached Syllabus) to reflect the more scholarly focus of the course.
In addition, the first two times, we experimented with non-traditional grading system, encouraging students to explore myth through creative media. The response from the first offering was surpassed by that of the second: students created various video, card and board games dealing with ancient myth. Overall, however, we decided that students would benefit more from a more traditional grading system, and so last year, we changed the grading requirements (cf. attached Syllabus).
SMC, SPRING 2016
CLASSICAL MYTHOLOGY
TIME MF 1-2:40
LOCATION Dante 121
INSTRUCTOR Rali Christo, Ph.D.
CONTACT , 510-919-4901
OFFICE HOURS Garaventa 221, MWF 8:30-9:30, and by appointment
Overview
The ancient Greek myths are accounts of how the world became the way we know it. Almost invariably, the myths present a disruption of an ideal world order, or kosmos, and the steps gods and mortals take to restore it. The sometimes discordant literary versions of Greek reflect diverging ideas about social order, justice and retribution. For example, Hesiod’s Prometheus is presented as criminal who thieves from the gods and is punished for it, while Aeschylus’ is a martyr for mankind’s sake, unfairly punished by the despotic gods. In Homer’s presentation, Odysseus is a survivor hero with an opportunistic sense of justice; Sophocles chooses to portray him in less sympathetic terms.
Learning outcomes
A. Identify and competently discuss the various community models discussed in Greek myth
Through a combination of lecture and targeted readings, you are introduced to notions persistently discussed in ancient texts: moira, hubris, xenia/gift exchange, polites vs. idiotes, monsters, philos, hetairos, etc. You are expected to articulate and discuss the ideal community models delineated by the above notions against a background of often violent disruption.
B. Examine and evaluate the shifting concepts of fairness and justice in their socio-political context
Through lecture and secondary readings, you encounter myth as a source for historical knowledge. You are expected to be constantly aware that the version of the myth before you is a product of its time. By the end of the semester, you will have a basic general knowledge of ancient Greek social and political history, and in particular, that of 5th century BC: indeed, since most of our primary readings originated during the Golden Age of Athens, the myth versions they present reflect, and often address, current political and social problems.
C. Become acutely aware of the communal context of Greek drama as a major source for myth
Through lecture and secondary readings, you are introduced to the communal context in which Greek dramas posed questions about interactions between individuals, clans, and wider communities. You will learn how to discuss the political and historical realities indirectly addressed by the plays.
NOTE: Since many of our sources are tragedies, and Greek tragedy has a peculiar structure, you will also be introduced to Aristotle’s discussion of tragedy in the Poetics, as well as his discussion of the emotions in the Rhetoric and elsewhere. Competent use of Aristotelian terms, especially those related to tragedy, is required.
D. Be able to discuss myth from different theoretical perspectives
Through lecture and further readings, you become acquainted with the various modern approaches to myth. As a result, you will be able to discuss, confidently and competently, the major differences between modern and ancient interpretations of the myth.
Grade requirements
a. Weekly reflections: 30%
You are expected to keep a well-written weekly journal, addressing the material from the week before and incorporating it in the context of other material learned so far. The journal entries reflect your attendance as well, but their main purpose is to help you organize the material for your papers.
b. Midterm paper (8-10 pages): 30%
The midterm paper will demonstrate your ability to analyze and discuss the notions and models described in Outcomes A and B.
c. Final paper: 40%
The required focus is on Outcomes B and C, although students are expected to demonstrate thorough understanding, competence and ease with all areas described in the above outcomes.
Assessment of learning
Cf. the rubrics for writing assessment from the Classics department at UC Berkeley, http://www.classics.berkeley.edu/sites/default/files/uploads/ug-learning-goals/usliwritingrubrics.pdf
Primary texts
*The links below are for Amazon. The texts are also available from other vendors, in hard or electronic copy.
Aristotle. The Complete Works of Aristotle.
http://www.amazon.com/Complete-Works-Aristotle-Translation-Bollingen/dp/0691099502/ref=sr_1_3?ie=UTF8&qid=1446161363&sr=8-3&keywords=the+complete+works+of+aristotle
Homer, Iliad, transl. R. Lattimore.
http://www.amazon.com/The-Iliad-Homer/dp/0226470490/ref=sr_1_cc_1?s=aps&ie=UTF8&qid=1408633725&sr=1-1-catcorr&keywords=homer+iliad+lattimore