ELEMENTARY GREEK I

For students who have never studied Greek. An intensive study of grammar with reading and writing of simple Attic prose.

• MWF 1:10 p.m.-2:25 p.m.
• Instructor: Greta Gualdi
  Info
• 4 points

ELEMENTARY MODERN GREEK I

This is the first semester of a year-long course designed for students wishing to learn Greek as it is written and spoken in Greece today. As well as learning the skills necessary to read texts of moderate difficulty and converse on a wide range of topics, students explore Modern Greeces cultural landscape from parea to poetry to politics. Special attention will be paid to Greek New York. How do our, American, Greek-American definitions of language and culture differ from their, Greek ones?

• MW 12:10 p.m.-2 p.m.
• Instructor: Nikolas Kakkoufa
  Info
• 4 points

ELEMENTARY LATIN I

For students who have never studied Latin. An intensive study of grammar with reading of simple prose and poetry.

• TRF 10:10 a.m.-11:25 a.m.
• MW 6:10 p.m.-8 p.m.
• Instructor: Greta Gualdi
  Info
• Instructor: Lien Van Geel
  CULPA: 1 Info
• 4 points

ELEMENTARY LATIN II

Prerequisites: LATN UN1101. A continuation of LATN UN1101, including a review of grammar and syntax for students whose study of Latin has been interrupted.

• TR 6:10 p.m.-8 p.m.
• Instructor: Georgios Spiliotopoulos
  Info
• 4 points

INTENSIVE ELEMENTARY GREEK

Covers all of Greek grammar and syntax in one term. Prepares the student to enter second-year Greek (GREK UN2101 or GREK UN2102).

• MWF 1:10 p.m.-2:25 p.m.
• Instructor: Lien Van Geel
  CULPA: 1 Info
• 4 points

INTERMEDIATE GREEK: PROSE

INTERMDTE GREEK I: ATTIC PROSE

Prerequisites: GREK UN1101- GREK UN1102 or the equivalent. Selections from Attic prose.

• TRF 11:40 a.m.-12:55 p.m.
• Instructor: Paraskevi Martzavou
  CULPA: 2 Info
• 4 points

INTERMEDIATE MODERN GREEK I

Prerequisites: GRKM UN1101 and GRKM UN1102 or the equivalent. Corequisites: GRKM UN2111 This course is designed for students who are already familiar with the basic grammar and syntax of modern Greek language and can communicate at an elementary level. Using films, newspapers, and popular songs, students engage the finer points of Greek grammar and syntax and enrich their vocabulary. Emphasis is given to writing, whether in the form of film and book reviews or essays on particular topics taken from a selection of second year textbooks.

• MW 6:10 p.m.-8 p.m.
• Instructor: Chrysanthe Filippardos
  Info
• 4 points

INTERMEDIATE LATIN I

Prerequisites: LATN UN1101 & UN1102 or LATN UN1121 or equivalent. Selections from Catullus and Cicero.

• TRF 10:10 a.m.-11:25 a.m.
• MW 6:10 p.m.-8 p.m.
• Instructor: Steven Brandwood
  Info
• Instructor: Greta Gualdi
  Info
• 4 points

INTERMEDIATE LATIN II

Prerequisites: LATN UN2101 or the equivalent. Selections from Ovids Metamorphoses and from Sallust, Livy, Seneca, or Pliny.

• TR 6:10 p.m.-8 p.m.
• Instructor: Victoria Jansson
  Info
• 4 points

DICTATORSHIPS&THEIR AFTERLIVES

What does the investigation of a dictatorship entail and what are the challenges in such an endeavor? Why (and when) do particular societies turn to an examination of their non-democratic pasts? What does it mean for those who never experienced an authoritarian regime first-hand to remember it through television footage, popular culture, and family stories? This seminar examines dictatorships and the ways in which they are remembered, discussed, examined, and give rise to conflicting narratives in post-dictatorial environments. It takes as its point of departure the Greek military regime of 1967-1974, which is considered in relation to other dictatorships in South America, Asia, Africa, and Europe. We will be drawing on primary materials including Amnesty International reports, film, performance art, and architectural drawings as well as the works of Hannah Arendt and Günter Grass to engage in an interdisciplinary examination of the ways in which military dictatorships live on as ghosts, traumatic memories, urban warfare, litigation, and debates on the politics of comparison and the ethics of contemporary art.

• T 12:10 p.m.-2 p.m.
• Instructor: Dimitris Antoniou
  h-index: 5 Info
• 3 points

Talking Animals and Other Worlds: The Fa

Talking Animals & Other W

Fables have long been considered sources of popular wisdom and education throughout the entire ancient
Mediterranean, marked by a diversity of literary, ethnic, geographic, political, and class associations. Further,
fable traditions have rather complicated oral and written receptions, often connected to historical/authorial
figures or fable collectors such as Ahiqar, Archilochos, Aesop, Callimachus, Jesus, Babrius, and Phaedrus.
Offering various approaches to world building and sometimes contradictory ethical and social reflections, fables
and their traditions serve as the ideal ground for exploring a variety of literary, methodological, and sociological
questions from the iron age to late antiquity.This course offers an exploration in translation of the fable as a
cross-cultural and multi-lingual discursive form that challenges assumptions around canon formation,
authorship, the socio-historical conditions of the "literary", and western literary narratives of cultural reception.

• MW 4:10 p.m.-5:25 p.m.
• Instructor: Brett L Stine
  Info
• 3 points

WORLDS OF ALEXANDER THE GREAT

This seminar looks at the narrative and the historical context for an extraordinary event: the conquest of the Persian empire by Alexander III of Macedonia, conventionally known as “Alexander the Great”. We will explore the different worlds Alexander grew out of, confronted, and affected: the old Greek world, the Persian empire, the ancient near-east (Egypt, Levant, Babylonia, Iran), and the worlds beyond, namely pre-Islamic (and pre-Silk Road) Central Asia, the Afghan borderlands, and the Indus valley. The first part of the course will establish context, before laying out a narrative framework; the second part of the course will explore a series of themes, especially the tension between military conquest, political negotiation, and social interactions. Overall, the course will serve as an exercise in historical methodology (with particular attention to ancient sources and to interpretation), an introduction to the geography and the history of the ancient world (classical and near-eastern), and the exploration of a complex testcase located at the contact point between several worlds, and at a watershed of world history.

• T 6:10 p.m.-8 p.m.
• Instructor: Lien Van Geel
  CULPA: 1 Info
• 3 points

SELECTIONS FROM GREEK LIT

Since the content of this course changes from year to year, it may be repeated for credit.

• TR 1:10 p.m.-2:25 p.m.
• Instructor: Elizabeth K Irwin
  CULPA: 7 Info
• 3 points

LATIN LITERATURE SELECTIONS

LIT SELECTIONS: ELEGY

Prerequisites: LATN UN2102 or the equivalent. Since the content of this course changes from year to year, it may be repeated for credit.

• TR 8:40 a.m.-9:55 a.m.
• Instructor: Rosalie Stoner
  Info
• 3 points

THE CULTURE OF DEMOCRACY

The point is to examine democracy not as a political system, but as a historical phenomenon characterized by a specific culture: a body of ideas and values, stories and myths. This culture is not homogenous; it has a variety of historical manifestations through the ages but remains nonetheless cohesive. The objective is twofold: 1) to determine which elements in democratic culture remain fundamental, no matter what form they take in various historical instances; 2) to understand that the culture of democracy is indeed not abstract and transcendental but historical, with its central impetus being the interrogation and transformation of society. Special emphasis will be placed on the crisis of democratic institutions in the era of globalization and, as specific case-study in point, the democratic failure in the Mediterranean region in light of the challenges of the assembly movements (Spain, Greece, Arab Spring) and the current migrant/refugee crisis.

• R 12:10 p.m.-2 p.m.
• Instructor: Stathis Gourgouris
  CULPA: 4 Wikipedia Info
• 3 points

POST-BACCALAUREATE SEMINAR

This seminar aims to provide students in the post-baccalaureate certificate program with opportunities 1) to (re-)familiarize themselves with a selection of major texts from classical antiquity, which will be read in English, 2) to become acquainted with scholarship on these texts and with scholarly writing in general, 3) to write analytically about these texts and the interpretations posed about them in contemporary scholarship, and 4) to read in the original language selected passages of one of the texts in small tutorial groups, which will meet every week for an additional hour with members of the faculty.

• R 4:10 p.m.-6 p.m.
• Instructor: Elizabeth W Scharffenberger
  CULPA: 20 Info
• 3 points

POST-BACCALAUREATE SEMINAR

This seminar aims to provide students in the post-baccalaureate certificate program with opportunities 1) to (re-)familiarize themselves with a selection of major texts from classical antiquity, which will be read in English, 2) to become acquainted with scholarship on these texts and with scholarly writing in general, 3) to write analytically about these texts and the interpretations posed about them in contemporary scholarship, and 4) to read in the original language selected passages of one of the texts in small tutorial groups, which will meet every week for an additional hour with members of the faculty.

• R 4:10 p.m.-6 p.m.
• Instructor: Elizabeth W Scharffenberger
  CULPA: 20 Info
• 3 points

DIRCTD READING-ANCIENT STUDIES

Prerequisites: the director of undergraduate studies permission. Program of readings in some aspect of ancient studies, supervised by an appropriate faculty member chosen from the departments offering courses in the program in Ancient Studies. Evaluation by a series of essays, one long paper, or oral or written examination(s).

• Instructor: Elizabeth W Scharffenberger
  CULPA: 20 Info
• Instructor: Carmela V Franklin
  CULPA: 2 Info
• 3 points

DIRECTED READINGS IN GREEK LIT

Prerequisites: the director of undergraduate studies permission. A program of reading in Greek literature, to be tested by a series of short papers, one long paper, or an oral or written examination.

• Instructor: Elizabeth K Irwin
  CULPA: 7 Info
• Instructor: Deborah Steiner
  CULPA: 12 Info
• Instructor: Elizabeth W Scharffenberger
  CULPA: 20 Info
• 3 points

DIRECTED READINGS

Designed for undergraduates who want to do directed reading in a period or on a topic not covered in the curriculum.

• Instructor: Nikolas Kakkoufa
  Info
• Instructor: Stathis Gourgouris
  CULPA: 4 Wikipedia Info
• Instructor: Dimitris Antoniou
  h-index: 5 Info
• Instructor: Karen Van Dyck
  Wikipedia Info
• Instructor: Paraskevi Martzavou
  CULPA: 2 Info
• 1-4 points

DIRECTED READINGS IN LATIN LIT

Prerequisites: the director of undergraduate studies permission. A program of reading in Latin literature, to be tested by a series of short papers, one long paper, or an oral or written examination.

• Instructor: Gareth Williams
  CULPA: 7 Info
• Instructor: Katharina Volk
  CULPA: 7 Info
• 3 points

SENIOR RESEARCH SEMINAR

Designed for students writing a senior thesis or doing advanced research on Greek or Greek Diaspora topics.

• Instructor: Nikolas Kakkoufa
  Info
• Instructor: Karen Van Dyck
  Wikipedia Info
• 1-4 points

SUPERVISED RSRCH IN LATIN LIT

Prerequisites: the director of undergraduate studies permission. A program of research in Latin literature. Research paper required.

• Instructor: Gareth Williams
  CULPA: 7 Info
• 3 points

LATIN LIT PROSE SELECTIONS

Prerequisites: LATN V3012 or the equivalent. Since the content of this course changes from year to year, it may be repeated for credit.

• MW 2:40 p.m.-3:55 p.m.
• Instructor: Gareth Williams
  CULPA: 7 Info
• 3 points

Religions of the Roman World

RELIGIONS OF ROMAN WORLD

The goal of this course is to convey an important amount of knowledge on the religious history of the Roman empire focusing both on paganism, Christianity and Judaism and their interaction. We will study the religious space, the agents of cults and religions, rituals and networks and dynamics of power. The course will also face the challenge to reconsider the points of view from which to think the religious history of the Roman Empire and therefore it will be an invitation to revise our intellectual tools and questions towards an awareness to what is at stake when an object of religious debate emerges.

• W 4:10 p.m.-6 p.m.
• Instructor: Paraskevi Martzavou
  CULPA: 2 Info
• 3 points

SUPERVISED INDEPENDENT RESEARCH

All supervisors will be Columbia faculty who hold a PhD. Students are responsible for identifying their own supervisor and it is at the discretion of faculty whether they accept to supervise independent research. Projects must be focused on Hellenic Studies and can be approached from any disciplinary background. Students are expected to develop their own reading list in consultation with their supervisor. In addition to completing assigned readings, the student must also write a Hellenic studies paper of 20 pages. Projects other than a research paper will be considered on a case-by-case basis. Hellenic Studies is an interdisciplinary field that revolves around two main axes: space and time. Its teaching and research are focused on the study of post-classical Greece in various fields: Language, Literature, History, Politics, Anthropology, Art, Archaeology, and in various periods: Late Antique, Medieval, Byzantine, Modern Greek etc. Therefore, the range of topics that are acceptable as a Hellenic Studies seminar paper is broad. It is upon each supervisor to discuss the specific topic with the student. The work submitted for this independent study course must be different from the work a student submits in other courses, including the Hellenic Studies Senior Research Seminar.

• Instructor: Nikolas Kakkoufa
  Info
• Instructor: Stathis Gourgouris
  CULPA: 4 Wikipedia Info
• Instructor: Dimitris Antoniou
  h-index: 5 Info
• Instructor: Karen Van Dyck
  Wikipedia Info
• Instructor: Paraskevi Martzavou
  CULPA: 2 Info
• 3 points

Multilingual Worlds: Translation, Gender

Translation, Gender, Gree

Moving between different languages and alphabets is a constitutive aspect of the diasporic experience. To remember or forget the mother tongue, to mix up two or more languages, to transcribe one writing system onto another are all modes of negotiating geographical displacement. This course introduces students to literature about and by Greeks of the diaspora in Europe, the Balkans and America over the past two centuries exploring questions of migration, translation and gender with particular attention to the look and sound of different alphabets and foreign accents – “It’s all Greek to me!” Authors include Benjamin, Broumas, Chaplin, Chow, Conan Doyle, Kafka, Kazan, Morrison, Papadiamantis, Queen, Valtinos and Venuti.

• T 10:10 a.m.-noon
• Instructor: Karen Van Dyck
  Wikipedia Info
• 4 points

DIRECTED READINGS

Prerequisites: the instructors permission. Topics chosen in consultation between members of the staff and students.

• Instructor: Kristina Milnor
  CULPA: 21 Wikipedia h-index: 10 Info
• Instructor: Elizabeth K Irwin
  CULPA: 7 Info
• Instructor: Lien Van Geel
  CULPA: 1 Info
• Instructor: Georgios Spiliotopoulos
  Info
• Instructor: Gareth Williams
  CULPA: 7 Info
• 3 points

MA THESIS

This course will enable students to complete a research study of considerable length that will (i) enable them to explore a given area of research in substantive detail; (ii) put them on the path to true competence as independent researchers; and (iii) provide those who go on to apply to PhD programs with a substantial writing sample that shows off their technical abilities to the best advantage.

• Instructor: Gareth Williams
  CULPA: 7 Info
• Instructor: Katharina Volk
  CULPA: 7 Info
• 4 points

Proseminar

Proseminar is designed to offer beginning MA and PhD students an overview of (i) the major sub-disciplinary areas that are gathered under the umbrella term ‘classics’, making it a fundamentally interdisciplinary field of enquiry, and (ii) the diverse methodologies that are standardly applied in many subfields of classical research and publication.

• F 2:10 p.m.-4 p.m.
• T 4:10 p.m.-6 p.m.
• Instructor: Elizabeth K Irwin
  CULPA: 7 Info
• Instructor: Katharina Volk
  CULPA: 7 Info
• 1 points

Diagnostic Readings in Greek Language

Diagnostic Readings Greek

This course is designed to provide incoming first-year graduate students in Classics with a small reading class that will allow a faculty instructor to assess students’ needs before they advance further into the graduate program.

• W 4:10 p.m.-6 p.m.
• Instructor: Elizabeth W Scharffenberger
  CULPA: 20 Info
• 2 points

Diagnostic Readings in Latin Language

This course is designed to provide incoming first-year graduate students in Classics with a small reading class that will allow a faculty instructor to assess students’ needs before they advance further into the graduate program.

• M 4:10 p.m.-6 p.m.
• Instructor: Gareth Williams
  CULPA: 7 Info
• 2 points

ELEMENTS OF GREEK PROSE STYLE

Prerequisites: at least four terms of Greek, or the equivalent. An intensive review of Greek syntax with translation of English sentences and paragraphs into Attic Greek.

• TR 10:10 a.m.-11:25 a.m.
• Instructor: Elizabeth W Scharffenberger
  CULPA: 20 Info
• 4 points

Reading Greco-Roman Egypt

Who read the Iliad in antiquity (and how much of it)? Which plays of Euripides did people read the most? They say that the Greek novel was a popular genre: was it? And if so, which ones were people reading? What can we say about how people read Greek literature from the manuscripts that remain, as well as the various summaries, glosses, and commentaries that were read alongside them? It should go without saying that people did not read only what survived to be canonized in later periods as the “classics” of ancient Greek literature: how did all the other literary texts they read affect the way we think they read our “classics,” or, conversely, how and to what extent did our “classics” influence the literature that they read but failed to make the leap to our subsequent manuscript tradition?

One can look on the papyri that survive from Greco-Roman Egypt as a literary Burgess Shale: it preserves an entire literary ecosystem, including both the ancestors of medieval manuscripts and a mass of textual fossils--and even whole genres--that were, from a literary history perspective, evolutionary dead-ends. This class explores the literary and sub-literary texts that survive from Greco-Roman Egypt with the aims of (1) reconstructing something of the literary ecology of the Hellenistic and Roman worlds, and (2) reintegrating canonical classical Greek authors and works in the context of that ecology in which they were copied, read, studied, taught, and performed. In its fully realized expression, such a project of reconstruction and reintegration would take into account not only Greek literary and sub-literary production, but also all the texts in other languages and scripts (e.g., Egyptian, Latin, Aramaic, etc.) that once roamed the literary landscape, including Christian theological and documentary texts. There is, however, good reason to believe that the Greek literary graphomene of Egypt (as well as other regions of the
Greek East) was in fact relatively self-contained, almost an island sub-ecology, and as such represents a coherent and profitable object of study.

The course will begin with an introduction to Greco-Roman Egypt and what we know about books, book production, literacy, education, libraries, and the reading culture(s) of the region. We will then take the case of the Homeric epics as a case study in reconstructing how a specific author, text or genre was read in antiquity, before devoting individual sessions to some of the following topics: occasional

• R 4:10 p.m.-6 p.m.
• Instructor: David M Ratzan
  h-index: None Info
• 3 points

Catullus in Context

This class considers the work of Catullus in the context of the history of Latin personal poetry.A master of multiple genres and meters, Catullus wrote poems ranging in length from two to 408 lines and in topic from love to political invective to mythological narrative and beyond. Of profound influence on subsequent Latin poetry, Catullus was also part of a vibrant literary scene in mid-first-century BCE Rome, of whose productions (with the exception of Lucretius) only fragments survive. We will read Catullus in tandem with his predecessors, his contemporaries (including notably the so-called Neoterics), and his immediate successors, in order to gain a sense of his significance and place within the development of Latin literature. The class is open to graduate students, as well as to advanced postbaccalaureate and
undergraduate students with the permission of the instructor.

• M 10:10 a.m.-noon
• Instructor: Katharina Volk
  CULPA: 7 Info
• 3 points

Reading Greco-Roman Egypt

Who read the Iliad in antiquity (and how much of it)? Which plays of Euripides did people read the most? They say that the Greek novel was a popular genre: was it? And if so, which ones were people reading? What can we say about how people read Greek literature from the manuscripts that remain, as well as the various summaries, glosses, and commentaries that were read alongside them? It should go without saying that people did not read only what survived to be canonized in later periods as the “classics” of ancient Greek literature: how did all the other literary texts they read affect the way we think they read our “classics,” or, conversely, how and to what extent did our “classics” influence the literature that they read but failed to make the leap to our subsequent manuscript tradition?

One can look on the papyri that survive from Greco-Roman Egypt as a literary Burgess Shale: it preserves an entire literary ecosystem, including both the ancestors of medieval manuscripts and a mass of textual fossils--and even whole genres--that were, from a literary history perspective, evolutionary dead-ends. This class explores the literary and sub-literary texts that survive from Greco-Roman Egypt with the aims of (1) reconstructing something of the literary ecology of the Hellenistic and Roman worlds, and (2) reintegrating canonical classical Greek authors and works in the context of that ecology in which they were copied, read, studied, taught, and performed. In its fully realized expression, such a project of reconstruction and reintegration would take into account not only Greek literary and sub-literary production, but also all the texts in other languages and scripts (e.g., Egyptian, Latin, Aramaic, etc.) that once roamed the literary landscape, including Christian theological and documentary texts. There is, however, good reason to believe that the Greek literary graphomene of Egypt (as well as other regions of the
Greek East) was in fact relatively self-contained, almost an island sub-ecology, and as such represents a coherent and profitable object of study.

The course will begin with an introduction to Greco-Roman Egypt and what we know about books, book production, literacy, education, libraries, and the reading culture(s) of the region. We will then take the case of the Homeric epics as a case study in reconstructing how a specific author, text or genre was read in antiquity, before devoting individual sessions to some of the following topics: occasional

• R 4:10 p.m.-6 p.m.
• Instructor: David M Ratzan
  h-index: None Info
• 3 points