Winter

<p>Survey of Islamic thought and literature during the “middle periods,” from 950 to 1750 C.E., stretching across a broad geographic area, from Morocco and Iberia to the Maldives and India, and even into the New World. The course engages with a broad selection of primary texts in English translation, and various visual, aural and material artifacts, contextualizing them through lectures, secondary readings and discussion. We explore the notion of Islamicate culture(s) and civilization in its many facets – the intellectual milieu; literary, artistic and musical production; political, social, scientific, philosophical and theological thought; concepts of the heroic, the beautiful, the good, the poetic; piety, devotion and spirituality; religious, educational, governmental, commercial and social institutions; geographic, ethnic, confessional, gender, social and spatial constructs. In brief, how did noteworthy Muslims at various points and places think through questions of life & death, man & God, faith & belief, the sacred & the profane, law & ethics, tradition vs. innovation, power & politics, class & gender, self & other? How did they think about and wage war, make love, eat & drink, tell stories, educate their youth, preserve the past, imagine the future, etc.?</p><p>This sequence explores the thought and literature of the Islamic world from the coming of Islam in the seventh century C.E. through the development and spread of its civilization in the medieval period and into the modern world. Including historical framework to establish chronology and geography, the course focuses on key aspects of Islamic intellectual history: scripture, law, theology, philosophy, literature, mysticism, political thought, historical writing, and archaeology. In addition to lectures and secondary background readings, students read and discuss samples of key primary texts, with a view to exploring Islamic civilization in the direct voices of the people who participated in creating it. All readings are in English translation. No prior background in the subject is required. This course sequence meets the general education requirement in civilization studies.</p>

This sequence surveys the main trends in the political history of the Islamic world, with some attention to economic, social, and intellectual history. This course covers the period from ca. 1100 to 1750, including the arrival of the steppe peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria. We also study the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls.

Central Asia Past and Present serves as a multi-disciplinary course, spanning anthropology, history and political science. This course introduces students to the fluid, political-geographic concept of Central Asia as well as to the historical and cultural dimensions of this particular and oft-redefined world.  My understanding of Central Asia comes from studies of ex-Soviet Central Asia, which includes five independent countries (since 1991) within central Eurasia--the former U.S.S.R. Thus the course encompasses Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan in addition to parts of northern Iran, Afghanistan, Pakistan, India, and western China (Xinjiang/Sinkiang).  Students will familiarize themselves with universal and divergent factors among the Central Asian peoples based on phenomena such as human migrations, cross-cultural influences, historical events, and the economic organization of peoples based on local ecology and natural boundaries. Working together and as individuals, we will study maps and atlases to gain a fuller understanding of historical movements and settlements of the Central Asian peoples.  In addition to lectures and book discussions, I will present photographs, slides, and video from fieldwork in Central Asia as well as professional documentary and art films about the societies of this area. 

The interests by Europeans in Egypt extends back to famous scholars such as Athanasius Kircher in the 17th century and was fueled by the mysteries of the Orient and seeking to understand the birth of civilization. While the beginnings of exploring the land of the Nile can be traced as least as far back as the Renaissance, it is within the context of the age of Enlightenment that Europeans sponsored research expeditions into this so far little known territory. By the late 18th century interests in Egypt, particularly by the French and British, had evolved considerably and were motivated by a diverse number of factors (political, colonial, economic, scientific). However, it was Napoleon Bonaparte’s campaign to Egypt in 1798 that took the first initiative to explore this distant land from a scientific point of view through the involvement of a group of leading French scientists (savants) who were tasked to document and analyze all aspects of this fascinating country and its past. This went beyond the recording of ancient monuments but also included the natural environment, extensive cartography as well observations of modern life of Muslim society. The results of this albeit failed military expedition featured in the famous multi-volume work ‘La Déscription de l’Égypte’ which became incredibly popular among European scientists but also the general public. It awakened a never before seen fascination with Egypt, which had dire consequences for the removal and plundering of artifacts and monuments in the long run, but also saw the birth of a scientific Institute, l’Institut d’Égypte, in Cairo (recently severely damaged during the revolution).

This sequence meets the general education requirement in civilization studies. This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.

This course employs English translations of ancient Egyptian literary texts to explore the genres, conventions and techniques of ancient Egyptian literature. Discussions of texts examine how the ancient Egyptians conceptualized and constructed their equivalent of literature, as well as the fuzzy boundaries and subtle interplay between autobiography, history, myth and fiction. 

This course introduces students to the history of ancient Anatolia and its neighbors from the first historical texts around 2000 BCE to the arrival of Alexander the Great. Some of the famous ancient Near Eastern civilizations that we encounter include the Assyrians, Hittites, Phrygians, Lydians, Persians, and Israelites. We will focus on the information provided by inscriptions - especially political and socioeconomic history - as well as the relevant archaeological and art historical records. No prior knowledge of Anatolian or Near Eastern history is required.

<p>This course will provide an introduction on Egyptian art focusing specifically on a diachronic analysis of statues, reliefs and paintings. The aim is acquire the basic stylistic overview of the material and the contexts as well as purpose of these objects. This is class is not designed as ‘material culture’ class and therefore cannot take into account other object categories which would simply be too much to cover in the available time frame.</p><p>For each class the readings will be discussed in depth with additional points concerning the cultural framework and context being provided by the instructor. In addition, there will be short visits to the OI museum galleries whenever appropriate. For the class presentations at the end of the Quarter, each student will select an object or a group of objects and do an in-depth analysis. This can be from a catalogue or from the OI museum / basement.</p>

What is forensic science and how do archaeologists fit into the equation? Where forensics generally refers to the application of scientific principles to matters of criminal justice, forensic archaeology is the application of archaeological methods and theories to questions of medicolegal significance. In this course, we will explore the history and development of the role of the archaeologist in forensic investigations of ancient and modern origin, on both local and global scales. We will follow the processes undertaken by forensic archaeologists during their inquiries and examine the methods utilized in a number of cases ranging from mass graves and mass disasters, to crime scenes and crimes against humanity. We will explore the role of the forensic archaeologist in the study of warfare, examine forgeries like the Piltdown Man, and analyze the process of investigation from identification and survey, to recovery, and the analysis and reporting of evidence. Finally, we will consider the ethical responsibilities and standards of archaeologists in their methodologies and the legal implications of their findings. This class is intended for both archaeologists who want to understand how their methods finds purpose and meaning in modern contexts and for students who are more generally interested in the impact of forensic archaeology on contemporary medical and legal landscapes.