Module CLAS3371: MYTH, MEMORY AND HISTORY

Department: Classics and Ancient History

CLAS3371: MYTH, MEMORY AND HISTORY

Prerequisites

• Remembering Athens (CLAS1601) OR Monuments and Memory in the Age of Augustus (CLAS1301).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• Is designed as an advanced third-year module, presupposing some of the generic critical and interpretive skills that will have been acquired in the first and second years.
• It will focus on further developing students' critical faculties, especially their ability to use and compare different types of evidence and their ability to understand and criticise complex tests, arguments, and visual images.
• This is in the context not only of a (partly) distant culture, but of several different types of source material and author.

Content

• An interdisciplinary study, moving between literacy, artistic and philosophical discourses, of ancient and pertinent modern models for recovering and interpreting the past in archaic and classical Greece, with particular reference to Hesiod, Pindar, selected Athenian dramas, Herodotus, Thucydides, and selected Platonic dialogues.

Learning Outcomes

• The students should be aware of the most important literary and artefactual evidence for the ancient views of the nature and function of memory, and of the roles played within the making of memory by cognition, art, and writing. The students should be not only acquainted with but competent in the comparative evaluation and critique of different types of source material for ancient intellectual history. The students should have an understanding of the ancient terminology used by poets, presocratics and Plato involved in defining cognition, literacy and memory.

• The students should be competent in interdisciplinary thinking, i.e. have developed an ability to draw connections between the different types of subject-matter found in the contexts of ancient Greek practical, civic and social life. They should be able to demonstrate a sophisticated ability to handle translated texts, and an ability to select and apply appropriate methodologies to divergent types of evidence.

• The students will be able to think independently and outside the 'box' of conventional wisdom; have acquired the capacity to sustain at a sophisticated level a clear, well-structured and well-defended argument in written form, and understand the possibilities and limitations of expression in different intellectual contexts and different languages.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching will be by means of lectures and seminars, the seminars allowing a large element of group discussion, under the aegis of the tutor.
• Tutorials will be designed to provide individual feedback on the student's first two essays.
• The formative and summative essays ensure that students engage with the issues discussed in the course.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One written assignment. No collections.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University