Module CLAS43830: Knowledge practices in the ancient world

Department: Classics and Ancient History

CLAS43830: Knowledge practices in the ancient world

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• In accordance with the general aims of the MA in Classics, to promote self-motivated and self-directed research.

Content

• Measuring and calculating were ubiquituous activities in the Greek and Roman worlds: they were practised when paying or collecting taxes, buying, selling or exchanging goods at the market, running the household and giving offerings to the gods. They were present in the life of the rich and powerful, and of the poor and humble. They played a crucial role in the government of empires and poleis, but also in the day-to-day life of children, slaves, and women. Thus, ancient numeracy (measuring, calculating and counting), its relationship to literacy, and its role in education, provide key insights not only into the nature of ancient culture, but also into the relationship between knowledge and economic and political power. Despite being present everywhere in ancient Greek and Roman societies, ancient numeracy has been largely invisible to modern historians - hiding in plain sight.
• The module classes will focus on sources illustrating numeracy in practice, as well as the relationship of literacy and numeracy, and their role in education. By necessity, these sources will be a mix of material and textual, including epigraphical and papyrological evidence. All material will be made available on Blackboard. Drawing on a variety of types of sources will develop the students' ability to work with more than one kind of evidence, and hone their self-reflective historiographical skills.
• Students will also be asked at the beginning of the year to research some particular topic germane to the subject area: the summative assessment will normally require them to write this research up in the light of the understanding of ancient knowledge practices that they have acquired through the seminar work. (Examples of suitable topics might include the Athenian standards decree, graffiti and literacy, Seneca on liberal education, etc., depending on the interests and research needs of the student.)

Learning Outcomes

• The module builds on previous knowledge of ancient knowledge and knowledge practices: suitable background includes broader knowledge of cultural and social history, and/or of philosophy. It looks at core components not only of knowledge, but also of economic and political systems in both the Greek and Roman worlds, and explores the relationship between knowledge, social status, expertise, and ideology. By the end of the module, students will have an overview of numeracy and, to a lesser extent, literacies in the ancient world, and close familiarity with sources needed for reconstructing the key aspects of both.

• Students will need to develop the historical and critical skills relevant to the handling of different types of sources (literary texts, but also inscriptions and papyri, as well as relevant archaeological material). They will become familiar with online resources such as APIS, and will be exposed to cross-disciplinary insights taken in particular from the philosophy, sociology and history of science. In particular, they will be asked to develop ideas and articulate written arguments about a relatively under-explored subject area.

• The analytical and interpretative skills required for the successful completion of this module are transferable to any field which demands inference from limited evidence, and a capacity for making connections critically and independently. It also requires the effective use of library and IT resources; and good written presentation skills.

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

• Teaching will be by fortnightly seminar, which will be structured around a student presentation on the topic for the week. This will ensure that individuals engage in independent research and thought, and that they gain practice in articulating their conclusions. The presentation will be followed by a discussion in which there is an onus on everyone to reflect critically about the scope of the evidence and the coherence of the interpretation presented.
• Students will be encouraged to attend undergraduate lectures in appropriate subjects where available and an appropriate source of relevant material.
• Formative assessment will be based on essays written up from the seminar presentations – two during the year. Summative assessment will be by one 5,000 word essay to be submitted at the end of the year. These exercises will foster the ability to provide clear and detailed written articulation of philosophical positions and historical reconstruction, provide practice for the use of appropriate conventions and style in setting out written research, and ensure that research and assimilation of secondary literature is carried out at the appropriate level.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two pieces of written work: one commentary on a gobbet (2000 words) to be submitted in Michaelmas term, and one historiographical survey/analysis essay(2500 words) to be submitted in Epiphany term.

■ 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