This is a one term intensive class in Biblical Greek. After quickly learning the basics of the language, we will then dive right into readings from the New Testament and the Septuagint, which is the ancient Greek translation of the Hebrew Bible. By the end of the term everyone will be able to read the Greek Bible with ease. No previous knowledge of Greek required.
We examine the basic principles of ecological thinking, exploring the ways that different writers represent and relate to the 'natural' world. Some key questions: What is nature, and where do humans fit in the natural world? How exactly do humans differ from other animals? Do these differences make us superior beings? What are our ethical responsibilities towards the earth and its inhabitants? In what ways have the technologies of writing, television, and computers affected humankind's relationship to the natural world?
Why do we care about shipwrecks? What can sunken sites tell us about our past? Focusing primarily on the archaeological record of shipwrecks and harbors, along with literary evidence and contemporary theory, this course examines how and why ancient mariners crossed the ¿wine-dark seas¿ for travel, warfare, pilgrimage, and especially commerce. We will explore interdisciplinary approaches to the development of maritime contacts and communication from the Bronze Age through the Roman era, engaging also with practical techniques of underwater archaeology.
Course website: http://www.stanford.edu/dept/classics/cgi-bin/wordpress/. How the Olympic Games developed and how they were organized. Many other Greek festivals featured sport and dance competitions, including some for women, and showcased the citizen athlete as a civic ideal. Roman athletics in contrast saw the growth of large-scale spectator sports and professional athletes. Some toured like media stars; others regularly risked death in gladiatorial contests and chariot-racing.
The course explores the art and architecture of the Athenian Empire in the age of Pericles, and then considers the effects of civil war and plague on Greek art and society in the later 5th and early 4th centuries.
The sex-gender system of ancient Greece. How did polarization of the sexes become a master metaphor for power struggles between husbands and wives, among men, and among parts of the self? How did religious activity, including drama, mitigate or intensify the stresses of living in a society polarized along gender lines?