Course Descriptions
Fall 2004M200 The Medieval Court: Romance and Reality (3 cr.)
This course asks students to imagine what it was like to live at the court of an English king or great nobleman in the late Middle Ages. We will learn about everday life in a castle: how people at court spent their time, the sources of the lord's income ande life style, and the important roles played by the women of the household. We'll also investigate the courtiers' encounters with other cultures, and, of course, how they entertained themselves with stories of chivalry and courtly love. Each student will choose an actual noble person or retainer of the time through whose eyes to experience life at court. We'll sample the kind of reading courtiers liked to do -- not just romances (including legends of King Arthur), but also biographies of medieval celebrities, saints' lives, and rule-books of good manners and chivalry. For writing, there will be short papers in which you recreate the daily occupations and reading experiences of a courtly household. M815 (1-4 cr.) Readings in Medieval Civilization
Students wishing to enroll in M815 should first consult with Prof. Wayne Storey, Director of the Medieval Studies Institute
U177/U520 Introductory Persian I (4 cr.)
We will begin by studying the writing system and proper pronunciation. We will then concentrate on learning the basic grammatical structures of the language and developing a working vocabulary of four hundred words. Written and oral drills, graded readings and short written compositions, translation exercises and simple conversations will all play their role in gaining a thorough command of the fundamental elements of the language. There will be a short exam following each chapter, as well as a final.
This course will continue the study of modern standard Persian begun in Elementary Persian, concentrating on the mastery of phrase and sentence structures and vocabulary acquisition. The class will include the study of the four major language skills—reading, writing, speaking, and listening. Special emphasis will be given to reading and translating texts written in various styles of increasing complexity, drawn from both Windfuhr's textbook and from modern Iranian publications selected by the instructor. All students are required to purchase the dictionary listed below, if they have not already done so for Introductory Persian. Textbook exercises, quizzes, short compositions, and conversational drills will help students develop their command of Persian. There will be midterm and final exams. Texts:
U311/U511 Prophets, Poets, and Kings: Iranian Civilization (3 cr.)
This course traces the history, beliefs, and culture of Iranians from ancient times through the Arab conquest to the twenty-first century. It focuses on politics, administrative and social institutions, religions including Zoroastrianism, Manichaeism, and Islam (Sunnism, Shi‘ism, and Sufism), relationship between secular and ecclesiastic hierarchies, status of minorities, devotional and communal change, and Iranian influences on Islamic culture. Lectures and discussions cover the Achaemenian, Parthian, Sasanian, Umayyad, ‘Abbasid, Samanid, Buyid, Seljuk, Mongol, Timurid, Safavid, Qajar, and Pahlavi dynasties, and the Islamic republic. Readings include the analysis of primary textual materials in translation. Visual and archeological aids will be used in class. No previous knowledge or course prerequisites are needed.
This class will explore through readings, art works, artefacts, and archeological remains, the empire built by the Mongols in the 13th century -- the largest land empire in the world. All readings will be from translated primary sources of the 13th and 14th centuries, written by the Mongols themselves and also by Persian, Chinese, Syriac, European, and other people that fought, allied, or traded with the Mongol conquerors. The course will explore the Mongols, the most spectacular example of the nomadic conquerors who played such a large role in all Eurasian history, and survey how their empire affected themselves and the peoples they conquered. By using primary sources, the course will also provide a survey of civilizations in Eurasia in the 13th and 14th centuries, and give a hands-on example of how historians build historical knowledge from varied sources. Readings: Dawson, ed., Mission to Asia; Latham, trans., Travels of Marco Polo; Cleaves, trans., Secret History of the Mongols; course packet. Web site: http://www.indiana.edu/~ceus/mongol_conquest.htm U520 Glorification of Jihad: From Medieval to Modern (3 cr.)
This seminar explores the concept of Jihad and how it has been utilized in both medieval and modern discourses. Jihad as a medieval literary genre and Jihad as a modern political discourse will be examined through the use of primary and secondary sources, such as the Qur¹an, the Hadith, Ottoman historical and literary manuscripts, and more recent interpretations from Middle Eastern and Western popular and scholarly sources. L100 Elementary Latin I (4 cr.)
L103 Intermediate Latin (4 cr.)
Description Forthcoming
Description Forthcoming L200 Second-Year Latin I (3 cr.)
Reading from selected authors, emphasizing the variety of Latin prose. Examination of the concept of genre. Grammar review or prose composition. Credit not given for both L200 and L400. Prerequisite: L103, L150 or placement. L250 Second Year Latin II (3 cr.)
Reading from Vergil's Aeneid with examination of the epic as a whole. Prosody of dactylic hexameter and study of poetic devices. Grammar review. Credit not given for both L250 and L400. Prerequisite: L200 or placement. L300 Intensive Introduction to Medieval and Classical Latin (5 cr.)
Description Forthcoming
L409 Readings in Medieval Latin – This course will survey the poetry and prose written in Latin from Jerome (c. 400) to the Carmina Burana (c. 1230). We’ll read excerpts from the Vulgate Bible, biographies, miracle tales, love poems, letters, histories, riddles, visions, and satires, and discuss the ever-changing literary culture of the Middle Ages. We will also become acquainted with the way Latin, the universal language of the Medieval West, was used, changed, and occasionally abused, when it was no longer anyone’s native language. S103 Great Wall of China (3 cr.)
Why was the Great Wall of China built? What made the two people of China and Mongolia so hostile that a vast wall had to be built to separate them? Is this wall a symbol of China’s might and glory, or a symbol of tyranny like the Berlin Wall? Did the wall actually keep out the “barbarians”? Can it really be seen from the moon? For almost 2,000 years how to handle the nomads of Mongolia was the most important foreign policy question for China’s rulers. At several different times and several different places from the third century BC to the twentieth century AD, they used walls to defend themselves from the nomads. The wall thus came to symbolize the social, economic, military, political, and cultural clash between China and Mongolia. Nevertheless, powerful Chinese emperors sometimes forced the nomads to submit, while at other times, as under Chinggis (Genghis) Khan, the Mongols broke through all barriers and founded dynasties to rule China. To understand this conflict, students will explore fundamental issues of international relations: is conflict between different societies and cultures inevitable? Does greed always cause war or can economic interests be harnassed to make peace profitable? How much does domestic politics and ideology tie the hands of policy- makers confronting foreign threats? Can smaller powers make peace with larger neighbors without losing their independence and identity? In the final section of the class, we will look at the new “great wall” of barbed wire that with contemporary Chinese colonization is fencing off the Inner Mongolian steppe. Is this new great wall a scientifically-based attempt to stop the invasion of sand and desertification from encroaching on China? Or is it an imposition of a centuries-old obsession in Chinese government with walling-off and fixing the land? In examining this little-known but very serious environmental issue, we will look at how the legacy of past conflicts along the Great Wall is shaping contemporary issues of environmental protection, minority rights, and land use. Assignments and Grading: Readings and Films: C321/C523 Literary Traditions in Medieval Europe (3/4 cr.)
This course introduces students to the beauty, humor, and ntellectual sophistication of texts written in Europe between the sixth and fifteenth centuries, in order to help students learn more about medieval European cultures and allow students to compare early
This course will introduce students to the variety of narrative forms found in literatures from different times and cultures. We will examine some of the ways in which critics and theorists interpret the aesthetic, psychological, and philosophical aspects of narrative. Among the issues we will explore are the social functions of narrative texts, the relationship of gender and narrative form, the role of inter-textuality in narrative tradition, and the interplay of closed and open forms of narrative. In addition to examples of myth, fairy tale, parable, and legend, we will study more complex forms such as epic, romance, frame narrative, and novel. The readings for the course will include texts from ancient times to the twentieth century: we will read a selection of traditional and literary fairy tales, legends, and fables, as well as The Odyssey, The Tale of Genji, Yvain, Inferno, The Decameron, M558 Musicians in the Middle Ages (1 cr.)
Description Forthcoming English E301 Literatures in English to 1600 (3 cr.)
L306 Middle English Literature (3 cr.)
Description Forthcoming
Description Forthcoming
This course asks students to imagine what it was like to live at the court of an English king or great nobleman in the late Middle Ages. We will learn about everday life in a castle: how people at court spent their time, the sources of the lord's income ande life style, and the important roles played by the women of the household. We'll also investigate the courtiers' encounters with other cultures, and, of course, how they entertained themselves with stories of chivalry and courtly love. Each student will choose an actual noble person or retainer of the time through whose eyes to experience life at court. We'll sample the kind of reading courtiers liked to do -- not just romances (including legends of King Arthur), but also biographies of medieval celebrities, saints' lives, and rule-books of good manners and chivalry. For writing, there will be short papers in which you recreate the daily occupations and reading experiences of a courtly household.
The goal of G601 is to prepare students to read Old English prose and poetry with the help of a dictionary. The first half of the course will be devoted to learning the necessary grammar; the second, to reading interesting selections in prose and three or four poems including “Caedmon’s Hymn,” “The Wanderer,” “The Seafarer,” and “The Dream of the Rood.” “The Battle of Bunanburh,” a poem in the Old English Chronicle, will be the basis of a paper evaluating different translations. There will be an in-class midterm on grammar and translation and a take-home final on the readings from the second half of the course.
The course will focus on political themes with an emphasis on forms of resistance. We might begin the course with a study of Chaucer's General Prologue, Langland's Prologue (with other excerpts from Piers), excerpts from Gower's work, and possibly some passages from Wyclif to show how each used the same theoretical construct--the three-estates model--but to different ideological purposes. Then we might move to challenges to the traditional structures of medieval society: the 1381 Peasants' Revolt and its literature (a hot topic); the Lollard challenge to the hierarchical church; the challenge of lay piety to clerical hegemony (there are a variety of texts possible here, including the drama, translations of biblical narratives, translations of clerical manuals); and women's transformations of religious and social structures (again a lot of material possible). We will read Pearl under the rubric of resistance to the father. Although we will use the Middle English texts in class, MODERN ENGLISH TRANSLATIONS of them will be made available as far as possible. Students will write several brief response papers and a research paper of about 25 pages. Each student will also give an oral presentation on one of the works we read and another presentation on the research project. It would be helpful if students would contact me with ideas for their research before the semester begins. If that is not possible, we will discuss the possibilities within the first week or so or classes. M307 Masterpieces of Italian Literature 1 (3 cr.)
Study of texts and movements in their historical contexts from Dante's Florence to Veronica Franco's 16th-century Venice, with an emphasis on the notions of the place and politics in which representative works were written and read. The course is designed to achieve a reading competency in the diverse styles and historical contexts of representative works from the first centuries of Italian literature through careful readings of selected passages. Readings will include selections from, among others: Dante's Inferno, Boccaccio's Decameron, Petrarca's Canzoniere, Ariosto's Orlando, Machiavelli's rincipe, Franco's Lettere and Stampa's Rime. Taught in Italian.
Petrarch’s Canzoniere and the Formation of the Self-Reflextive Lyric Mode This course will provide an in-depth introduction to Petrarch’s Rime sparse (or Canzoniere). Petrarch’s poetry stands as a bridge between earlier and later lyric traditions, the primary lyric and narrative source for six centuries of lyric and love poetry. We will explore the moral, literary, technical and architectural tasks Petrarch confronted in composing his songbook; the development of an introspective voice and lyric persona that could be adapted beyond the male-centered tradition; the re-invention of the literary language or rhetoric of love; the formation of a lyric songbook; the function of mythological types and figurative language (imagery, oxymora, conceits); the depiction of women as object and icon; issues of inter-textuality; themes or topoi, including innamoramento, dreaming and vision, memory, time and fame, solitude and nature, endless desire and unrequited love, the body and chastity of the beloved, and the lover’s ecstasy; psychological dynamics, including anxiety, pain, disease, and melancholy; images of cruelty, hunting, killing and resurrection; political and cultural references; neo-platonism; genre and lyric theory. Although the course will focus on Petrarch, we will look at the context of the Canzoniere, including the lyrics of Ovid, Occitan poetry, the poetry of Renaissance Europe, and some sample lyrics of modern pop music. (Was Petrarch himself a “pop icon”?) We will also explore basic lyrical forms, metrics, and fundamental elements of Petrarchan poetics. Selections from Petrarch’s other works, the Secretum in its entirety, and Augustine’s Confessions will be required along with a variety of secondary materials. F615 La Vierge et les saints : poétique et politique du miraculeux au Moyen Age (3 cr.)
Aujourd'hui encore, la Vierge et les saints occupent une place considérable dans le paysage et l'héritage culturels de la France. Pour en comprendre l'origine et les multiples facettes, il est nécessaire de remonter aux racines médiévales de cette extraordinaire floraison. Dans ce séminaire, nous étudierons les raisons religieuses, politiques G632: Gothic (3 cr.)
The aims of G632 are twofold: to provide an introduction to historical Germanic linguistics and to present a treatment of the phonology and morphology of Gothic, the oldest Germanic language recorded in connected texts. We shall trace the phonological and The grade will be based on class participation, an oral report, a midterm, and a final exam. B351 Western Europe in the Early Middle Ages (3 cr.)
Above section carries culture studies credit What do we mean by "Medieval Civilization"? The European "Middle Ages" is a concept developed by scholars in the Renaissance and later to describe the historical period from the fall of the Roman empire to the "rediscovery" of classical thought and art in the fifteenth century. Chronologically, the Middle Ages spans more than a thousand years (from approximately 400 to 1500 AD), and covers the many different political, cultural, and ethnic communities of Europe. There was not one medieval civilization, but many medieval civilizations, related in some ways to each other, but distinct and constantly changing. This class will be an introduction to the history of the Middle Ages through its culture and ways of life. Because the period to be covered is so vast, we will focus our attention on six moments in time and space that are representative of some of the communities of the Middle Ages. We will look at villages and cathedral towns, monasteries and manor houses, and for each, we will consider who lived in the community, what activities they took part in, what the community looked like physically, and what aspects of medieval life, politics, and culture are represented there. Assignments: five short (2-3 page) papers, midterm, final exam.
Above section carries culture studies credit
This is a lecture course of the history of plague, concentrating on the experience and reactions of Europeans, from 1348-1720. One segment of the course examines plague in a modern, global setting. The course is at an introductory level, and focuses on death and dying, and on changes in human responses to disaster. Required texts: Horrox, “The Black Death;” Sobel, “Galileo’s Daughter;” and a course reader. H251 Jewish History: The Bible to the Crusades (3 cr.)
J300 Ancient Legacy in the Middle Ages (3 cr.)
Above section COAS intensive writing section The focus of this class will be encounters with Greek and Roman antiquity in the Middle Ages. We will consider literature, art, and intellectual and political ideas, specifically with reference to Late Antiquity, the Carolingian renaissance, the twelfth-century renaissance, various Byzantine renaissances, and the Italian Renaissance. As a seminar, an important part of the grade will be class discussion and participation. There will also be 2 or 3 short papers, and either a longer paper or a final exam. H610 Medieval Heresy (4 cr.)
In order for a person to be regarded a heretic, s/he must be obdurate and unyielding in their censured views. In other words, heretics are individuals of conscience who believed they constituted the true church. But heresy is not simply a religious affair. Religious protest often takes the form of social protest in the Middle Ages. Hence secular rulers were almost always united in their resistance to heretics. Through an examination of both primary and X406/X506 Survey of History of Science up to 1750 (3 cr.)
Description Forthcoming
Description Forthcoming X705 Texts, Bodies and Machines (1-3 cr.)
This course focuses on early modern perspectives on human bodies, animal bodies, and automata. We will explore historical and philosophical issues relevant to explanations of the operations of bodies, and review secondary literature on the representation of the body during the centuries after the invention of print. Thus we will examine the period from 1450 to 1700, devoting special emphasis to investigators fundamental to the history of science and medicine-- such as Vesalius, Descartes, Harvey, Borelli, Malpighi. Some of the main areas covered include the role of the soul and it faculties, microsopy and mechanism, mechanical explanations at the bedside, and artistic and literary styles in anatomical texts. The course is offered in both the History Department and the History and Philosophy of Science Department, in order to accommodate a broad range of graduate student interests to foster productive interdisplinary discussion. History of Art A101 Ancient and Medieval Art (3 cr.)
The format of this course consists of two 50 minute lectures and one 50 minute discussion section per week. During the session we will examine significant monuments and art objects dating from around 4000 B.C. to 1400 A.D. The primary objective of the course is to understand the civilizations of the important periods of antiquity and the Middle Ages by means of an examination of their visual material remains. For example, we will learn what the pyramids and colossal sphinx tell us about ancient Egyptian civilization, what the Acropolis and Parthenon of Athens tell us about the high point of Greek civilization, and what Gothic cathedrals with their sculptures and stained glass windows tell us about the late Middle Ages and Christianity. We will be taking a look not only at actual works of art but also archaeology, religions, society, and literature and other salient remains of culture. There is one textbook for this course. Understanding the material will be enhanced through the availability of a digitized color image project available on campus or by local home computers. Course requirements include three out of four 50 minute examinations, several brief quizzes in lecture, and a grade in discussion section based on attendance, participation, and quizzes.
This course will introduce the buildings, sculpture, painting, and other art forms of Europe and the Mediterranean in the Middle Ages (c. 300-1400 A.D.). There was no one "medieval" art; during this 1000 years and across its very broad and diverse geographical sweep, art had many different styles, functions, and symbolisms. All represent some combination of Roman, Near Eastern, Germanic, and Celtic elements, adapted for use in a Christian or Islamic context. We will examine these different forms and styles, and see how they changed and developed according to the different needs and tastes of A100/A500 Elementary Arabic I (4 cr./2 cr.)
This course is an introduction to Arabic. Using a communicative/proficiency oriented approach, we will begin to learn how to speak, read, and write in Modern Standard Arabic. The course is designed for students with no knowledge of Modern Standard Arabic. We will begin with the alphabet, then move gradually to learn various language skills. Required Texts: Recommended Dictionary: N181/N502 Qur'anic Arabic I (5 cr./3 cr.)
An intensive introduction to Classical Arabic with an emphasis on the Qur’anic text and related Arab-Islamic source materials, such as Qur’anic commentary, the biography of the Prophet (Sirah), and the Traditions of the Prophet (Hadith). It aims to provide students in classical and medieval Islamic fields with the ability to accurately read and translate classical texts through a foundation in syntax and morphology. The course is intended for committed undergraduates who are prepared to undertake a rigorous fast-paced classical language course and for graduate students who want to master reading skills in Arabic for research in classical Arabic texts. The course is particularly suited to NELC graduate students beginning Arabic, and for graduate students in other Islamic of Middle Eastern languages and cultures (Hebrew, Persian, Turkish, Urdu, Swahili), and graduate students in the humanities (history, medieval studies, philosophy, history of religions). A200/A600 Intermediate Arabic I (3 cr.)
A200/A600 Intermediate Arabic I is a continuation of A150/A550. It will focus on the mastery of grammar, including more complex structures, acquisition and expansion of vocabulary, and the development of reading, writing, listening, and speaking skills. These objectives are achieved through intensive oral/aural practice using audio and video materials. In addition to working on all language skills, special attention will be given to the morphology and syntax of Arabic. Classes will be conducted in Arabic as much as possible. Required Texts: Recommended Dictionary: A300/A660 Advanced Arabic I (3 cr.)
Advanced Arabic is intended for students who are committed to mastering the Arabic language. It aims at providing students with a firm foundation in Arabic language and culture for students in both the Modern and Classical fields. It strives for a balanced approach to the full range of language skills: reading, writing, speaking and oral comprehension. Special attention is given to consolidating students’ mastery of syntax and morphology with a view to developing accuracy in reading, translation, expression and comprehension, and expanding vocabulary. The course combines modern materials on a range of subjects with an introduction to selected classical Arabic and Islamic texts. Prerequisite: Requirements: N365/N680 Islamic Philosophy (3 cr.)
Description Forthcoming P401 Islamic Philosophy (3 cr.)
Description Forthcoming
Topic: “History of the Problem of Universals in the Middle Ages” Contents: This course will investigate in detail the history of the problem of universals in the Middle Ages, together with the issues that go along with that. Such other issues include: (a) the problem R327/R521 Christianity 50-450 (3 cr.)
This course provides an introductory survey of the history and literature of ancient Christianity from its origins as a Jewish sect in Palestine to its establishment as the official religion of the Roman empire in the fifth century. Topics include persecution and martyrdom, scripture, Gnosticism, theological controversies over the Trinity and the nature of Christ, Constantine and the establishment of catholic orthodoxy, the rise of monasticism, and important figures such as Origen and Augustine. The course will emphasize the variety of early Christian groups and will provide a good foundation
Survey of medieval Indian devotional literatures with reference to the various cultural milieus in which they were produced and their impact on the importance for contemporary Indian cultures. The term ‘medieval’ with reference to Indian literature covers a much longer period than it does in Europe, ranging by some accounts from the 6th century into the early sixteenth. In this course we will read some of the earliest devotional Hindu literature, from South India; the northern poems of the Krishna-devotional traditions; and some Indian Sufi
In the popular press today, Catholicism is virtually synonymous with controversy. The current uproar about priests who sexually abuse children is only the latest in a long string of disputes. In this course we will track the history of Catholicism over the past 500
In this course we will read and analyze twentieth-century texts that influence the way religion is studied in the academy. The authors who have influenced religious studies speak from a variety of disciplinary and theoretical backgrounds: sociology, anthropology, psychology, phenomenology, hermeneutics. Consequently, as we engage their texts we will also create a sustained, comparative analysis of the relative strengths and weaknesses of these approaches. Authors read include Max Weber, Peter Berger, Mircea Eliade, Sigmund Freud, Clifford Geertz, Paul Ricoeur, Victor Turner, and Jonathan Z. Smith. S518 Spanish Medieval Literature (3 cr.)
This course is an introductory survey of Spanish literature from its |
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