Basic Information for GNHU 285: Mythology   Sections 285-02, -07

Texts

	Morford, M. P. O., Lenardon, R. J. Classical Mythology (6th edition) (Longman).
	Course Packet (To be purchased in Class or in Classics office @ $8.00)

 

Components of Course Grade

	Homework	12 %		Diagnostic Test	8%
	Two Tests	47%		Final	33 %

 

Grade Scale

	100-93	A		76-73	C
	92-90	A-		72 - 70	C -
	89-87	B+		69-67	D+
	86-83	B		66-63	D
	80-82	B-		62-60	D-
	79-77	C+		59-60	F

 

Objectives:      Obviously, Greek and Roman myth is the study of a lifetime, and only can be barely sampled in a full semester. Thus this course must provide only an overview, a mythological sampler, so to speak. At the semester's end the student should know about the major Greco-Roman gods, demigods and heroes, their major myths, the great mythological cycles and some of the major literary works associated with them. But this course also aims at helping the student to see what myth does, and to appreciate all the varied forms it can take, some that are often neglected. Thus we shall also examine the great personal, religious, social and even philosophic issues the myths reflected and also some of the important ancient myths that fall outside the canonical tales of heroes and gods. Ideally, the student should see myth as more than just a collection of stories, but as a valuable part of a whole society, and come to some appreciation of the role of myth in our own society and history.

A Polemic      But, as was scrawled on a desk (roughly), "What is the use of knowing who Athena was? How will it benefit me?" Obviously, unless you become a scholar, one who wants to understand the culture of the past or a participant in a game show ("Greek gods for $200, please......") knowing who Athena is will not directly benefit you. However, I will argue that understanding myth will benefit you, to the extent that it helps you understand how people and societies think, and thus, to some extent, how the world works; for mythical thinking is hardly dead in our place and time. You do not even have to take into account of the tens of thousands of followers of Santeria living in the tri-state region, or the hundreds of millions of followers of religions in Asia, South America and Africa which have multiple gods, systems of sacrifice and offerings that make them closer in many respects to worshippers of Greco-Roman religions than of Christianity, Judaism, Islam or Buddhism. As we shall see, the way late 20th century Americans think about and discuss many vital public and personal issues - the death penalty, justice, human rights, free will, the authority of society, etc. - reveal the same sort of thinking that went into creating Greco-Roman myth. For example, I suspect that the strong belief that many have in the death penalty arises from a feeling of what the ancients would have called the 'pollution' caused by murder, whether intentional or accidental, a sense that, once the evil of murder has been unleashed in the world - and how it was unleashed is irrelevant - it must be atoned for by blood or sacrifice, or it will continue to cause havoc in the world. Many violent conflicts in our world likewise have become so bloody precisely because of the myth-like beliefs held by certain peoples regarding, for example, their land or customs. And you, as a member of such a world, will have to deal with these issues. There is no avoiding it. Even on a less obviously critical level, advertisers who try to sell you something use the myths of society to manipulate potential buyers, that is, you. By learning some systems of mythical thought (Middle-Eastern, Greek, Roman) you will gain more insight into such ways of thinking. And remember, if you choose not to see, not to learn, not to understand, you are more likely to suffer disaster from wrong choices, or be manipulated by those who do understand. Knowledge is, after all, power, security and even freedom.

Grading:     The grading will be based on the components listed above. There will be a 12 % homework grade (at least one that will be done on computer), which will include the grades of weekly homework shall drop the lowest Homework grade. The open-book take-home Diagnostic test will have the same format as the regular one hour tests (although it may be a bit longer) and will both test your mastery of the material and let you know how I grade tests. The final will be about 75 % longer than a fifty minute test. Extra Credit assignments will be offered, about which more later.

Absences:      Because there is a close correlation between class attendance and satisfactory performance, the student is expected to come to class. Being present means being on time for class. Not only will coming to class late hurt you, but it late entries are a distraction for other students and the professor. I will take role each day, and, after the first three days of class, absences will count. The first five absences will be not count, but thereafter each absence will cause the deduction of one point from your overall semester score. And remember, being present means being on time.  I have  had a considerable problem in some years with students filtering in throughout the class period and disrputtting the proceedings. Thus, if you are not present when I finish calling the role, you are absent. If you come up after class and tell me were present, I will count it as only half an absence. Exceptions made for illness with a doctor's excuse, a major car accident or extraordinary snow conditions. But otherwise, it is the student's responsibility to take the necessary measures to be in class on time. Also, if by some chance you are too ill to take a test, you must (I mean must) see a doctor or some sort of medical specialist to confirm this condition. Also, you must tell me about the absence and schedule a make up within two days. You must leave a message with me, either at my office (655-5292) or with the Classics secretary at 655-4419. Do not come to me days or weeks after such an absence and expect me to allow a make up for a test.

Office Hours:      My office hours are listed above. I am more than willing to make special appointments. Further, I tend to spend a lot of time around the department and in my office, and I do not mind drop-ins. If I am too busy, I will gladly arrange another time. For those who are computer savvy, do not hesitate to send e-mail questions to me.

If you are looking at the syllabus and are not able to use e-mail, (for example, some of the campus machines are not set up to send e-mail), click on the link below to go to page where you can just type your questions and comments in the window and press the Submit button to send them to me. That is all you need to do.

 CLICK HERE TO GO TO ALVARES MESSAGE PAGE

Another Polemic      Some students question why they have to know so much material. After all, few will major in Classics or even Liberal Arts. As one student said (and I hope he was simply wrong), "Your class has me read more material than my major!" I have two answers. To accomplish the task I have outlined above, I think that this is not an unreasonable amount of reading. But there is another good justification. As you probably have heard, we are now in the Information Age. The gap in wages between the educated and skilled and those without either is increasingly widening, as companies adjust their pay scales to reflect the ability to produce. Because the sheer amount of knowledge is constantly increasing, and the methods of bringing that information to any part of the world at any time are becoming better and better, it is becoming evermore necessary to be able to gather, learn, process and disseminate large amounts of information quickly and competently. There is much more competition both nationally and internationally than ever, and not only from humans, but from machines as well. By compelling you to process large amounts of information about a subject that is alien to you (and perhaps one that you are not all that interested in) this course helps you increase your general information processing skills. It is a bit like football and weightlifting and exercises. Football players when they train not only play football and do drills, but also lift weights and do other exercises, because weightlifting and exercises builds up abilities (strength, flexibility, etc.) that comes in useful during the game. The more you train (at least to a point) the more you gain. The same holds true in education. Plus, you have the benefit of gaining the insights mentioned above.

Facing Up to Learning Difficulties:      It is a basic fact that college life is often tough, and even the brightest students have problems. The essential point to remember is if you are having a problem, do something about it as early as possible . Meeting with me during office hours or during a special appointment, obtaining help from your peers, or even hiring a tutor are available solutions. Do not sit still and assume you will figure out the problem by yourself. We often are the last ones to know just what our problems really are and what to do about them.

Academic Dishonesty:      Cheating in any and all of its forms will not be tolerated. If caught cheating, the best that can happen to you is that you will fail the course.

This chart show what you should have read when you come into class that day.
M & L = Classical Mythology     PK = Packet

Jan. 20      Approaches to Myth II. The Historical background

Have read for this period: M & L 1-27, Questions and Comments: What is Myth? Ways to interpret myth. The Historical Background. Two African Myths. (PK 2-5).

Have read for this period: My notes on Middle Eastern myth PK 5-6, extra notes on the Epic of Gilgamesh (PK 182).

Have read for this period: PK 7-22 (Babylonian Creation Myth, Hititte Succession Myth)

Have read for this period: M & L 35-56, Outline of Hesiod's Theogony , A selection from the Book of Daniel. PK 24-25, Zeus puts his finishing touches on Creation (PK 22-26)

Have read for this period: M & L 56-69, 72-76, 87-89, Selection from Hesiod's Works and Days , Cleanthes' Hymn to Zeus (PK 26-28).

Have read for this period: PK 28-32, M & L 98-115.

Have read for this period: M & L 116-140. PK 32 (Illustration about Platonic Love)

TURN IN DIAGOSTIC TEST

Have read for this period: My essay on Greek Religion (PK 35--41) The oracle of Amphiraus, the Oracle of Trophonius, Healing and Miracles from Epidaurus, a Magical Curse Tablet, Selection from Aristophanes' Frogs (PK 41-2).

Have read for this period: M & L 204-221

Have read for this period: M & L 221-232, A Selection from the Acharnians (PK 42)

Have read for this period: M & L 271-272, 255-262, 273-281, The Orphic Gold Plates, Orphic Hymns, diagrams of Hades and of the Orphic Creation story. PK 43 - 48.

Feb 25        Special Lecture or Catch-Up Day

March 1.          The Mycenaean Saga

Have read for this period: M & L 317-328, essay on the Mycenaean Saga (PK 48-49)

Have read for this period: Notes on the Oresteia , Overview of Agamemnon , Libation Bearers (PK 49-57), M & L 328-332.

Have read for this period: M & L 348- 379. Essay on Themes in the Iliad , Outline of the Iliad. PK 84-87.

Have read for this period: M & L 388-397, Essay on themes in Odyssey (PK 87-90).

Have read for this period: M & L 397-405, 250-255 (Odysseus in Hades) .

Have read for this period: M & L 406-415.

Have read for this period: M & L 465-470, Voyage of the Argo (PK 91-99)

Have read for this period: M & L 470-479, Voyage of the Argo (PK 99-114)

Have read for this period: Selections from the Alexander Romance (PK 114-131)

Have read for this period: M & L 503-515, Notes on Dumézil's intrepretation of Archaic Roman Religion (PK 183)

Have read for this period: M & L 515-525

Have read for this period: Have read for this period: M & L 525-533, 262-270 (Aeneas in the Underworld) Themes in Vergil's Aeneid , Overview of Aeneid , Longer Overview of Aeneid . (Through Book VI) PK 132-147

Have read for this period: M & L 525-533, Longer Overview of Aeneid (PK 147-158)

Have read for this period: M & L 532-541.

Have read for this period: M & L 281-284, essay on Exotic religions of the Roman Empire, Divine honors given to Demetrius, Hymn to Demetrius Poliorcetes , Reference to the Taurobolium, Prudentius Description of the Taurobolium,The Praises and Titles of Isis, Initiation of Mythaic Mystae, The Description of an Initiation, The piety of Initiates, Life of Plotinus , Porphyry's description of Plotinus as a Mystic, Hymns of Proclus, Selections Aelius Aristides' Sacred Tales , Lucian's Alexander of Abunoteichos. (PK 159-176. )

Have read for this period: My essay on Christianity, Christian Myth, Gnosticism, Selections from Acts of Matthew and Andreas in Land of Cannibals , the Sacred Dance of Jesus, a selection from The Gospel According to Mary . (PK 176-183)
  

The Department of Classics and General Humanities is sponsoring various lectures of the American Archaeological Association.  For extra credit, attend the lecture, write up about a half page or so about the lecture and what you got out of it, with  some specific detail to let me know you were there and awake. I shall provide information later about when these lectures will be held. They are usually in  Brantl Lecture Hall, (Dickson) on a Tuesday evening, starting either 7 or 8 PM.  Click here to go to  Montclair AIA Lecture Page

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