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1/13
Bénéteau/Webb
Ahr/Murzaku |
I. Religious and Intellectual
foundations of medieval societies
The cultures we will be studying this semester have in common the
fact that they understood their intellectual and spiritual heritage to
have derived from textual sources earlier than themselves, and saw as
their cultural challenge the task of interpreting these texts in order
to construct their own worlds.
Codex Sinaiticus, 4th cent. |
Foundational texts and developing orthodoxies:
Imagination, Interpretation, and Meaning.
We will begin the course by looking at texts
important in the religious imagination of Jewish and Christian
communities in the medieval period. They form the basis of
reflection (and literature) on God, self, community, world, our
past, our present, our future, what's real and true, (metaphysics)
and more. The cultures we will be looking at developed in
reflection on these texts; to understand these cultures, it is
essential to understand the texts they took as their basis.
Read before class:
(Bring your Bible to class)
- WC, pp. 64-69
- Genesis , chapters 15-17
- Exodus, chapters 3 and 19-20
- Deuteronomy chapter 6
- Ezekiel, chapters 1 and 37
- Psalms 22 and 23
- Song of Songs, chapters 1 through 6
- Isaiah, chapter 1
Write two sentences for each of the Bible
readings, the first sentence describing visually what comes to mind:
what do you see in your minds eye; the second sentence describing
what you think it might mean or teach the hearer/reader. Bring
your writing to class for discussion.
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Beginning of discussion of the semester research
project, which will culminate in an original paper of some 10-15 pages. |
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1/15
Bénéteau/Webb
Ahr/Murzaku |
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Foundational texts and
constructions of orthodoxies: Quran and hadiths
The Quran ("recitation") is the record of what
the Prophet Muhammad heard in his encounters with God. It is
regarded by Muslims as the very Word of God itself, speaking to them
as it was spoken to the Prophet. The hadiths are stories told
about the Prophet's experiences, and are revered as his example of
how to live a life of submission (islam) to God.
Read before
class:
- WC, pp. 328-349
- Quran selections (handout). Read
through them and choose three suras (chapters). For each of the
suras you choose, describe the imagery and language, and write a
sentence or two of what might be the teachings, beliefs, or
practices derived from those sections.
- Hadith (stories of the Prophet) handout.
What do you visualize? What do you think the teaching or meaning
of the stories might be for the hearer?
- Maimonides handout (Note that the three
handouts are available outside the Honors Program office in Fahy
304.)
What does Maimonides say to the reader has to do to know the
meaning of the text?
Join a research group by today.
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14th century Quran |
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1/20
Bénéteau/Webb
Ahr/Murzaku |
Scholar by Waterfall 11th c. |
Foundational
texts and constructions of orthodoxies: Confucius and Lao Tse
Composed in the sixth and fifth centuries B.C.E., the Analects
and the Tao Te Ching reflect two ways of approaching the
meaning of life that have continued to dominate Chinese thought, and
East Asian thought more generally, ever since. Our class
discussion is aimed at identifying central aspects of these two
modes of thought. Identify three sayings, on different topics,
from each of the texts, and be prepared to discuss its meaning.
Read before class:
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1/22
Bénéteau/Webb
Ahr/Murzaku |
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Meanings and structures that evolve: Creeds, canons,
interpretation of texts
Jesus' followers have left us written records that
manifest divergent understandings of his meaning and message; some of
these books were incorporated into the evolving canon of what came to be
known as the New Testament, and others were not. The movement of
Christian belief into the larger, Greco-Roman, world posed questions not
directly addressed by the texts themselves, so that Christians needed to
develop hermeneutical methods to answer these questions. The
answers so derived frequently conflicted with each other; as Christian
belief became a matter of state, means for adjudicating these disputes
became necessary. We will be examining texts reflecting several
stages of this development.
Read before class:
Deadline for choosing a topic for your research
project.
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Cross of Justin II |
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1/27
Bénéteau/Webb
Ahr/Murzaku |
Sufi
sema
ritual |
Meanings and structures that evolve: Muslim codes of conduct
Last week we looked at interpretation of
texts and development of creeds in early Christianity.
This week, we continue our study of interpretation of
sacred texts in medieval Islam. By the 10th century
C.E., the “Sufi” orders of Islam—confraternities of lay persons
under the spiritual guidance of local shaykhs, or
teachers—attempted to model the teachings and actions of Prophet
Muhammad as a way to mirror the values ascribed to Muhammad.
Read the three short handouts (stapled together):
The Way of Sufi Chivalry
by al-Sulami (d.1021 C.E.),
A Sufi Rule for
Novices by Najib al-Suhrawardi
(d. 1168 C.E.), and “The Muslim Jesus” (sayings about Jesus
circulating in the Islamic world in the 8th and 9th
centuries). Choose one saying (or paragraph) from each of the
three readings and comment on the values or teachings in those
texts. In a sentence, what strikes you as interesting, odd, or
significant about these texts?
Chapter V of the Muqaddimah gives valuable background
on the actual economic and professional structures of medieval
Islam which underlie the guilds.
Read before class:
- The Way of Sufi Chivalry (handout)
- Rule for Novices (handout)
- Ibn Khaldun, The Muqaddimah, chapter 5
- The Muslim Jesus (handout)
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1/28 |
Film : Byzantium: the Lost Empire 8:30
p.m. FH 131 |
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1/29
Bénéteau/Webb
Ahr/Murzaku |
Meanings and structures that evolve:
Monasticism and Monastic Spirituality
In the fourth century, Christians began the practice of
withdrawing from "the world" and separating themselves from
society in organized monastic communities. Monasticism,
long practiced in India, became a significant form of Christian
religious practice as well.
What is the purpose of the monastic life, according to Benedict?
to Basil?
Why live in community? What advantages flow from the
communal life?
Can you draw any parallels between the Sufi Rule for Novices and
St. Basil's letter to Gregory regarding the code of conduct for
monastics? What exactly do you find similar and what is
different?
Read before
class:
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St. Catherine's Monastery
Mt. Sinai |
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2/3
Bénéteau/Webb
Ahr/Murzaku |
II.
Tribal cultures moving into hierarchical structures
One of the
constituent elements of medieval society is the migration of tribes into
settled areas, and their subsequent adaptation to the cultural norms of
the areas and societies they conquered.
The Kaaba, Mecca |
Tribal cultures
Ibn Khaldun gives us a way of understanding
how invading tribes overcame their predecessor civilizations,
and then assimilated to features of those civilizations.
We will be looking at several instances of this assimilation,
which gave us the cultures we will be looking at.
Read before
class:
- WC, pp. 264-272
- Ibn Khaldun, The Muqaddimah,
chapter 2
-
The Wanderer
-
The
Dream of the Rood
- Tacitus,
Germania
-
William of Rubruck's account of the
Mongols, sections I through
VIII
- Marco Polo, The Book of Marvels,
Book I: 41, 51, 52 (Italy and France reader, pp. 1-5)
|
First exam on the preceding material at the
beginning of the class. There will be two short essays and four
identifications on the exam. |
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2/4 |
Film: The Name of the Rose 8:30 p.m. FH 131 |
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2/5
Bénéteau/Webb
Ahr/Murzaku |
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The survival of
pre-canonical elements:
echoes of earlier traditions
Medieval cultures emerged out of the gradual
fusion of older cultures with new populations, with the features of
the older transformed by the newer. Today's texts show us
several instances of this transformation.
In the letter of Pope Nicholas, focus
on the following chapters: I, II, III, XIII, XVII, XVIII, XVIIII. Do
you see anything "tribal" in the Bulgarian way of life? Can you find
any similarities between Khan Boris and Marco Polo’s Khans? What
does this text tell you about the process of conversion?
Read two of the following:
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The Ruthwell Cross |
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2/10
Bénéteau/Webb
Ahr/Murzaku |
Zen Garden, Ryoanji, Kyoto |
Sacred and profane Buddhism
in eastern Asia: T'ang dynasty China. Korea and Japan
Originating in India, Buddhist thought was
carried north into China and Tibet, and thence to Mongolia,
Japan and Korea. Each new culture produced its own
distinctive version of the Buddha's teaching. What
kinds of differences can you see in these various version of
Buddhist living? How do you account for them?
Read before class:
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Deadline for submitting a detailed
bibliography for your research project. |
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2/12
Bénéteau/Webb
Ahr/Murzaku |
III. Medieval Political Models
In the period we are studying, four rather
different models of political organization emerged, models which
persist to this day. We are heirs to the Western European model, which,
among other things, posits a separation between religious and
political interests. The Byzantine model assumes no such
separation; nor does the Muslim model articulated by Ibn Khaldun.
These models persist to this day, in Russia, on the one hand, and
the Muslim world, on the other. The Chinese model of political
organization, visible in the texts we will study, is also still
operational in the China of our time.
|
The Son of Heaven
For millennia, China has been a very large empire, ruled by
force but needing wide-scale obedience and consent. Chinese
literature includes a very long tradition of reflection on how to
accomplish these objectives effectively and ethically.
What do these texts tell you about what power meant?
How do they show his power? What is the emperor responsible
for? What is he in charge of? How does he do it well?
Read before class:
Hand in a draft of the thesis
statement for your research project.
|
Qin Shi Huang's chariot
from his tomb at Xi'an |
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|
2/17
Bénéteau/Webb
Ahr/Murzaku |
Justinian and his court
San Vitale, Ravenna |
Symphonia
From Constantine forward, the emperors of the
eastern Roman empire claimed God-given power over all aspects of
Byzantine society, secular and religious. The
Christian church remained subservient to the imperial system;
and political conflicts frequently took a theological form.
Read before class:
|
Deadline for submitting the thesis
statement for your research project. |
|
2/19
Bénéteau/Webb
Ahr/Murzaku |
|
Empire and Papacy
In Western Europe, the Christian Church was
the sole institution to survive after the withdrawal of Roman
troops to Constantinople and the Eastern Empire. As the
new populations developed their own political structures,
tensions developed between these new structures and those of the
Church.
Read before class:
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Charlemagne's Throne
Aachen
Cathedral, c. 802 |
|
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2/24
Bénéteau/Webb
Ahr/Murzaku |
Caliph's chapel (masurah)Mosque of
Cordoba |
Umma and
caliphate
Ibn Khaldun offers an analysis of the way in
which power arises and is lost; and how power is ultimately in the gift of
God. Because God is one, power itself necessarily is one, and is
properly vested in the Prophet's representative, the caliph. At the
same time, he notes that caliphal authority has taken on aspects of
conventional royal authority as a practical way of its exercise. The
Muqaddimah is still a
fundamental text of political science in the Muslim world.
Read before class:
- WC, pp. 378-401
- Ibn Khaldun, The Muqaddimah,
chapter 3, especially pp. 123-172. Note the offices of the Muslim
community in pp. 173-238; read the first paragraph or two of each
section. Read carefully the end of the chapter from pp. 238-261.
|
Deadline for submitting a preliminary
outline of your research paper. |
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2/26
Bénéteau/Webb
Ahr/Murzaku |
IV.
Feudal
society
Feudal society was based on a perfectly
enclosed hierarchical system mirroring, in its world view, the order
of nature. Workers, soldiers and those who prayed were the three
pillars of mankind: the first produced food and wealth; the second
fought to protect it; and the third ensured that the relationship
between man and the Divine remained peaceful. All relationships, be
they commercial, military, political or religious, were based on
this understanding of one’s place in the world.
|
Medieval court literature and the
values it enshrines
The poetry and songs we have from the noble and royal courts
of Europe provide us with clear insights into the social
values these courts prized.
Read before class:
- WC, pp. 458-487
- Tristan and
Isolde (Italy and
France reader, pp. 15-19
- The Song of
Roland (Italy and France reader, pp. 20-23)
- Decameron
III.2, IV.9
At the beginning of class, we will have the
second exam, on the preceding material
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Tristan and Iseult
French ivory, 13th century |
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3/3
Bénéteau/Webb
Ahr/Murzaku |
Madrasa bun Inania,
Meknes |
The
institutionalization of knowledge
World views; cosmology; organization of
the sciences as part of a whole
Read before class:
-
Dionysius the
Areopagite,
The Divine Names, Chapter 4, sections
1-3
-
Bonaventure's
Journey of the Mind into God, Chapters
1 and 2
-
Article, "The
Basis of the Teaching System and the Educational Institutions"
(handout)
-
Ibn Sina On the Nature of God
(handout)
-
Nahmanides on the Soul (handout)
-
Rumi poems,
especially 1, 3, 7 (handout)
-
Article, "Physics and Astronomy"
(handout)
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3/5
Bénéteau/Webb
Ahr/Murzaku |
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The Sphere of the Personal
The grand cosmological visions of medieval cultures also
left a great deal of room for the articulation of the perennial human
impulses to love, to combat, to laugh, to enjoy the pleasures of life.
We are fortunate to have a number of these stories as well.
Read before class:
-
Thousand and One Nights (on e-reserve in the Library):
The Tale of the Porter (pp. 243-257); The Historic Fart (p. 163-164)
-
Chaucer, The Canterbury Tales:
The Miller’s Tale
-
Al-Jahiz,
The Life and Works of Al-Jahiz,
(handout)
-
Decameron,
V.10, III.10
-
Al-Ghazali on birth control (handout)
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Turkish carpet illustrating a scene from the Thousand
and One Nights |
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3/10 |
Spring Break - No class |
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3/12 |
Spring Break - No class |
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3/17
Bénéteau/Webb
Ahr/Murzaku |
The University of Salamanca |
The Institutionalization of Knowledge:
Universities, Sciences, Philosophy, Theology
The European universities, which developed
out of the monastic and cathedral schools , on the one hand, and
out of the Muslim madrasas, on the other, represented a
systematic attempt to organize, develop and transmit knowledge
of all sorts.
The European universities appropriated Greek
knowledge as transmitted through the Arab translators, and
elevated it to the status of a dominant intellectual method.
Aristotelian dialectic provided a method of arriving at
demonstrable certainty not available through introspection
alone; the intellectual confidence arising out of this discovery
prompted great strides in religion, philosophy, science and the
arts.
Read before class:
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Deadline for submitting a detailed outline or first
draft of your research paper. |
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3/19
Bénéteau/Webb
Ahr/Murzaku |
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The methods and the results of
knowledge:
Universities,
Sciences, Philosophy, Theology; connections between
traditions;
the learned way of knowing
In your preparation for this class,
pay particular attention to Anselm's argument as he attempts to give a
rational demonstration of his belief that God exists, and then to the
nature of Thomas' handling of the same question. Note also how
Thomas is dependent on Ibn Sina on this matter, and how they are both
dependent on Aristotle.
Note the way in which Anselm's
style is very close to that of Augustine in the Confessions,
while Thomas takes a stylistically very different approach to the same
question. Note also that Thomas is disagreeing with Anselm's
conclusions, and coming up with a different kind of answer to the
question.
What kind of conclusions can you
draw about the change in the way people thought, from looking at these
two different kinds of argument? Do you agree with Anselm?
with Thomas? Why? How is Thomas Aquinas' argument influenced
by Ibn Sina's?
In reading Thomas, note how his
dialectic arrives at an answer in a very different way from Anselm's
argument. Note also that the dialectic argument requires him to
state first, in the "Objections", the position he ultimately
refutes; Thomas own point of view is stated briefly in the "On the
contrary", and articulated fully in the "I answer that". The
argument concludes by the "Replies to the objections," in which he
refutes the positions opposed to his. The dialectical method
enables Thomas to arrive at certainty in his conclusions.
|
Francesco Traini
The Triumph of St
Thomas Aquinas 1340 |
Read before class:
Anselm's proof of the existence of God
Aristotle's argument for the first
principle from Book II of the Metaphysics
Ibn Sina, On
the Nature of God (handout)
Thomas Aquinas on the existence of
God, from the Summa
Theologiae.
Focus on the
"five ways" Thomas develops in question 2, article 3. Be prepared
to articulate one of those five demonstrations.
|
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3/24
Bénéteau/Webb
Ahr/Murzaku |
St. Francis by Giotto |
Mystics: Francis, Bonaventure, Rumi, Nachmanides, Meister
Eckhart, John of the Cross, Hesychasm
The Middle Ages saw considerable development of the "mystical"
sensibility of uncovering the "inner" self to reveal the divine hidden
within. This phenomenon develops in part with a growing emphasis
on the humanity of Jesus in Christianity as the period developed.
Come to class prepared to discuss the levels of meaning in several of
the assigned texts. Are there common themes in these texts?
What are they? Do you see interesting differences among the texts? |
Read before class:
- The Song of Songs from the Bible
- The Prophet's Miraj (handout)
-
The Little Flowers of St. Francis,
Part I, chapters 2, 3, 9, 13, 28
- Bonaventure,
The Soul's Journey to God, chapter 1 (handout)
- Poems of Rumi (handout)
- Poem of Nachmanides (handout)
- Kabbalah text on the Song of Songs (handout)
- Meister Eckhart, Sermon Fifteen
(handout)
- John of the Cross, Dark Night
(handout)
-
Hesychast texts
|
|
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3/25 |
Film: Mongol 8:30 p.m.
FH 122 |
3/26
Bénéteau/Webb
Ahr/Murzaku |
Medieval sensibility:
visual arts, architecture, music
The European Middle Ages also saw astonishing development in the
arts, architecture and music. The master masons
and architects developed new technologies that enabled the
construction of buildings which astonish us even today. The
impulse to do so did not, however, pass unchallenged, as the points
of view of Suger and Bernard demonstrate.
Contemporary with these universities, and sharing many common
intellectual foundations, the guilds of architects and stonemasons
systematized an astonishing flowering of art, architecture and
technology. Their work remains as a powerful monument to the
daring of medieval ambition.
Read before class:
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Sainte Chapelle
Paris |
|
|
3/27 |
The Cuxa Cloister
The Cloisters |
Cloisters visit
The bus will leave from the Art
Center (the red barn) at the Main Gate of campus at 11 a.m.
In preparation for this trip, review the materials for the March
26 class, as well as other aesthetic information you have
gathered through the course of the semester. Think
particularly about the philosophical implications of the shift
from the romanesque to the gothic, and be prepared to look for
the growing emphasis on the individual and particular that is
characteristic of the gothic.
You are required to hand
in a one-page description and analysis of one object from the
Cloisters collection; this assignment is due on April 2.
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3/31 Bénéteau/Webb
Ahr/Murzaku |
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Literature and the arts: Dante
How does Dante's Inferno
capture essential characteristics of the high medieval world
view of the cosmos, of the use and meaning of religious
symbolism, and the concept of social and religious justice?
Notice how the punishment not only fits the crime, but sheds
light on the communal and ethical harm done by the sin.
Read before class:
-
Inferno 1, 5, 24-25, 26, 32 (from v. 124)-
33
-
Choose two among
Inferno 4, 10, 13, 15, 34
|
Dante, Duomo
Florence |
|
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4/2 Bénéteau/Webb
Ahr/Murzaku |
V. Mercantile society and values
The rise of a new class of citizens, the merchants, largely
urban, travelling between the markets of Europe, both fit into
the feudal world and its values which the new merchant class was
trying to imitate, and also began to undermine it.
The Rialto, Venice |
Old ideals still held
true to some extent, but got trumped in a series of comic
misadventures in Boccaccio’s Decameron, sometimes jokingly
referred to as the Human Comedy.
Read before class:
-
The
Novellino: the novella of Count
Bonifacio (Italy and France reader, p. 14)
-
Decameron I.1,
II.5, III.2, V.9, VI.2, VIII.3, X.9, X.10 Choose one
of the stories, and write a page about its significance, the
questions it addresses, and its approach to these questions.
-
A Thousand and One Nights (on
e-reserve): Tale of the Hunchback, (pp. 24-43) and The Dream
(pp. 328-329)
|
|
|
4/7 Bénéteau/Webb
Ahr/Murzaku |
|
Mercantile values continued
Medieval society understood itself as
composed of persons of various necessary ranks, or degrees. Virtually all
social transactions in this society were based on this social model.
Chaucer’s Canterbury Tales gives a clear and colorful account of
this society.
Chaucer’s cast of characters
shows the wide diversity of social roles in fourteenth century English
society, a diversity which is matched almost everywhere in western Europe at
that time.
The emergence of the merchant class posed a challenge to
the feudal social order; the fluidity of this new class had no
place in the fixed order of nobles, churchmen and serfs.
The literature of the 14th century reflects this reworking of
the social order.
Preparation for class:
-
Chaucer,
The Canterbury Tales:
Prologue
(pick one of the characters and be prepared to discuss him or her; hand
in a page of comments on that character.),
The Wyf of Bath’s Prologue
-
Boccaccio,
The Decameron, II.7, IV.9, X.10
For more background, see the
Chaucer website.
At the beginning of class, we will have the third
exam, on the preceding material. |
Geoffrey Chaucer |
|
|
4/9 Bénéteau/Webb
Ahr/Murzaku |
Holy Thursday |
|
4/14 Bénéteau/Webb
Ahr/Murzaku |
The Siege of Antioch |
The crusades
The events known as the Crusades were the military expression of
mutual suspicion and incomprehension among Christians, Jews and Muslims in
early medieval Europe. In your reading, note the values praised by
each writer, and those of the other side that are disparaged. What are
the alleged reasons for the actions portrayed; and to what extent do those
alleged reasons appear to be the real ones?
Choose one of the readings, and hand in a one-page
analysis, discussing how that text reflects the author's own beliefs and
attitudes, how those beliefs color his portrayal of the other's, and how
they justify his own attitude.
Read before class:
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|
|
4/16 Bénéteau/Webb
Ahr/Murzaku |
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Civic Humanism
Humanism began as a critique
of scholasticism and its perceived inability to understand the Self.
Beginning in the mid-fourteenth century with the Italian scholar
Francesco Petrarca, a new movement arose looking to the past for
answers as to how to build a person and a society with new values.
This movement, later known as Humanism, peaked in the century after
Constantinople fell and thousands of educated Greek-speakers brought
their learning and their manuscripts to Italy.
Read before class:
- WC, pp. 468-471; 478-482
- Petrarch, Pico della Mirandola,
Alberti (Italy and France reader, pp. 43-58)
|
Petrarch by Andrea di Bargilla |
Deadline for submitting the final version of your
research paper.
|
4/21
Bénéteau/Webb
Ahr/Murzaku |
Raphael, The School of Athens |
The New Mediterranean
world: the development of international trade
Renaissance art
and architecture
Part of the spectacular heritage of this era is the heritage of
painting, sculpture and architecture which were part of this new world view.
The discovery of one-point perspective, the rediscovery of Greek and Roman
sculpture and architecture as sources of inspiration, and the growing wealth
of the patronage class produced a new way of doing and viewing art.
View the slides on Renaissance art and
architecture posted on Blackboard in Course Documents, choose one of
the slides, and write a page of comment describing the building or
painting, and relating that slide to themes treated in the class on
humanism.
Bring a list of topics and issues for possible
inclusion in the final examination.
Read before class:
|
In the last part of the class, we will
hear from several of our graduating seniors reporting on their
Honors theses. |
|
4/23 Bénéteau/Webb
Ahr/Murzaku |
Machiavelli, The Prince
Machiavelli's
The Prince
is one of the permanent classics in political theory. How does
Machiavelli understand the nature of power? How is it gained; how
lost? To what extent is his understanding of power consonant with
Ibn Khaldun's?
Bring your copy of
The Prince to class for discussion.
Read before
class:
-
Letter to Vettori of December 10, 1513
pp. 134-140 (available online if your edition of the book
does not contain it)
-
The Prince, chapters 1, 3, 7-8,
15, 17-18, 24-26; Index
|
Niccolo Machiavelli
Palazzo della Signoria, Florence |
|
|
4/28 Bénéteau/Webb
Ahr/Murzaku |
Gate of the mosque and cathedral
of Seville |
Summary
In this class, we will go over the questions for the final
examination, and discuss possible ways to craft theses in
response to the questions. We will also, as time permits,
continue discussion of Machiavelli and other texts. |
|
5/1 10:45
a.m. - 12:25 p.m.
|
Final Exam
The final exam will be in our usual classrooms. You must write
coherent and well-referenced essays on two of the following
questions, choosing one from each part.
Part I:
A. Choose
and compare two texts (or sets of texts) related to
political models.
Explain the world view underpinning each, and show
how that world view manifests itself in the institutions of
actual power.
B.
Justice, honor and the community are three central
values in medieval cultures.
Contrast two texts’ (or set of texts’) treatment of
one of these values.
Part II:
C. How
does one become the perfected human being?
Discuss two texts’ answer to this question.
What is their understanding of human perfection, and what
is their prescription for attaining it?
D.
Choose two art objects we have studied (painting,
sculpture, building); identify and describe them, and discuss
how they reflect the philosophical and literary currents of
their time. Please bring a copy of the item you are
discussing to the examination, and attach it to your completed
exam.
|
Hell, from The Garden of Earthly Delights, by Hieronymus
Bosch |
|
d
