Unit information: The Emotions in the Ancient World in 2010/11

Unit name	The Emotions in the Ancient World
Unit code	CLAS37007
Credit points	20
Level of study	H/6
Teaching block(s)	Teaching Block 2 (weeks 13 - 24)
Unit director	Dr. Lampe
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	Department of Classics & Ancient History
Faculty	Faculty of Arts

Description including Unit Aims

Long before Freudian psychodynamics, Darwinian evolutionary psychology, and recent cognitive science, classical authors were creating and putting in action sophisticated theories of emotion. In this unit, we will examine an array of Greek and Roman texts, ranging from tragedy and history to oratory and philosophy, in order to see what insight classical discussions and depictions of emotion can give us into both ancient cultures and modern experiences. We will also delve selectively into modern discussions of passions, emotions, and sentimentality. Among our themes will be the relation between feeling and thought in emotions, whether emotions must be opposed to reason, whether emotions can be educated (leading to greater emotional intelligence), and the extent to which emotions are culturally specific. Among the emotions on which we'll focus are pride and honor, shame and regret, boredom and melancholy, love and lust, compassion and pity, anger and hatred.

By the end of this unit, students will:

• be able to distinguish and discuss the phenomenology of emotions, the relation of emotions to emotional dispositions, and the relation of emotional dispositions to education, character, and biological psychology,

• possess a sophisticated understanding of the ways in which passion and reason can be related and opposed, including several ways of thinking about emotional intelligence,

• understand the emotional theories of (some works of) Plato, Aristotle, and the Stoics,

• be able to speak with sophistication and enjoyment about the emotions of heroes, heroines, and historical figures in a range of classical genres.

Intended Learning Outcomes

In addition to what is written under unit aims, in this unit students will:

• have abundant opportunity to develop their skill in prepared and extemporaneous discussion of literature, philosophy, and psychology ancient and modern;

• have the opportunity to develop their skills in researching and writing about these same topics, with guidance from the unit director;

• have the opportunity to develop their skills in (unassessed) presentation.

Teaching Information

The unit will include both lectures and seminars. For some of the seminars I will present the students with packets of secondary readings (assembled and sold on the first day of class in a course packet) and discussion prompts, to which they must write short answers before class. We will then discuss their answers, using various small-group formats, in the seminar. Other seminars will involve student presentations and student-led discussion. I will given extensive feedback to the presenters afterward via Blackboard. These student-led discussions, however, will never occupy the entire hour or exclude guidance by me (the unit director); I will intervene as necessary in order to insure discussions are enjoyable and productive for everyone, and in order to balance participation by assertive and shy students.

Assessment Information

One essay of 3,000 words (50%) and one exam of 90 minutes (50%).

Reading and References

• Barton, C. A. Roman Honor: The Fire in the Bones. Berkeley, 2001.

• Kaster, R. A. Emotion, Restraint, and Community in Ancient Rome. Oxford, 2005.

• Konstan, D. Pity Transformed. London, 2001.

• Nussbaum, M. Upheavals of Thought: The Intelligence of the Emotions. Cambridge, 2001.

• Padel, R. Whom Gods Destroy: Elements of Greek and Tragic Madness. Princeton, 1995.

• Sorabji, R. Emotion and Peace of Mind: From Stoic Agitation to Christian Temptation. Oxford, 2000.