CULTURE AND EXPRESSION FALL 2019 IDEAS OF HEALTH AND WELLNESS IN THE ANCIENT, MEDIEVAL, & EARLY MODERN WORLDS HUHC 011 (Social Science Discussion Professors): Balbinder Bhogal, Timothy Daniels, Anthony Dardis, Eduardo Duarte, Warren Frisina, Terry Godlove, Amy Karovsky HUHC 013 (Humanities Discussion Professors): Anne Chen, Sharon Keller, Lauren Kozol, Vicente Lledo-Guillem, Adam Sills, Vimala Pasupathi, Patricia Welch Course Description: This semester, we examine what Ancient, Medieval and Early Modern people have to say about health and well-being. We do this because those ideas shape their world and ours. The artifacts we discuss approach well-being from a variety of perspectives, including: • Early scientific thinking about the diagnosis of physical ailments and their treatment • Love and desire as both cause of derangement and cure • Sin as a sickness with guilt, shame and suffering as penance • Mass illness or plague as collective retribution or simply as consequences of natural processes • Visions and supernatural visitors as divine gift/curse or alternatively as psychological affliction and madness Our works come from around the globe – East Asia, South Asia, the Near East and Europe, and include a variety of artistic and cultural forms – texts, performance, music and material culture. The Strategy: In Culture and Expression we explore life’s biggest questions: What does it mean to be human? What leads to human flourishing? What gets in the way of that flourishing? Where do our values come from that we need to make decisions throughout our lives? C&E consists of two year-long, team-taught courses designed by a hand-picked team of Hofstra's faculty. It fits into every Hofstra degree program by partially satisfying university-wide distribution requirements in the humanities and social sciences. Each year faculty teams select unique sets of primary texts and other objects of study from the ancient (fall) and modern (spring) periods. Via class-wide lectures and small group discussions students experience the breadth of university learning in microcosm and discover how disciplines approach cultural artifacts differently and thus produce different kinds of knowledge.
Culture & Expression HUHC 013 SECTION H4 CULTURE AND EXPRESSION: HUMANITIES FALL 2019 (LT) C&E FALL HUMANITIES HUHC 013-H4 CRN: Professor: Classroom: Time: Office Hours: E-mail:
92343 Dr. Vicente Lledó Guillem BROWR 0104 Lecture: 11:10-12:05PM; Discussion Section: 12:15-1:10 Tuesday and Thursday: 10:25-11:00 and 6:00-6:55, CALKINS 308 Vicente.LledoGuillem@hofstra.edu
TEXTS Please purchase the specific editions listed below; they are required. If you are not buying them at the Hofstra bookstore, search by ISBN to ensure you have the correct edition of the assigned text. Please see me if you have questions (and see the C&E Student FAQ on Blackboard for more information about our textbook policies). 1. The Trial and Death of Socrates (3rd ed) by Plato. Translated by G.M.A. Grube, Revised by John M. Cooper. Hackett Publishing Co., 2001 ISBN: 9780872205543 2. Symposium by Plato. Translated by Alexander Nehamas and Paul Woodruff. Hackett Publishing Co., 1989. ISBN: 9780872200760 3. Abu Zayd al-Balkhi’s Sustenance of the Soul: The Cognitive Behavior Therapy of a Ninth Century Physician. Translated and annotated by Malik Badri. The International Institute of Islamic Thought, 2013. ISBN: 978156564-5998 4. The Lais of Marie de France (2nd Edition). Translated by Glyn S. Burgess, Introduction by Keith Busby. Penguin Classics, 1999. ISBN: 9780140447590 5. Celestina, by Fernando de Rojas. Trans. Margaret Sayers Peden. Ed. and Introd. Roberto González Echevarría. Yale University Press, 2009. ISBN: 9780300141986 6. Hamlet, by William Shakespeare. Edited by Constance Jordan. Pearson, 2005. ISBN: 9780321317292 7. Meditations on First Philosophy, by René Descartes. Translated by John Cottingham, Cambridge University Press, 2017. ISBN: 9781107665736 Other required reading will be listed and available for downloading on the C&E-wide Blackboard site. You will usually need to print out PDFs/links for assigned readings and bring them to class discussions on the days they are assigned.
Course Requirements: Attendance: Class attendance is mandatory BOTH AT LECTURE AND IN SECTION. More than 3 unexcused absences will result in grade reductions according to the following scale: 4 absences: 2/3 grade (e.g. from B+ to B-) 5 absences: Full grade (e.g. from B+ to C+) 6 absences: F for the course Should your absence(s) be due to an emergency, proper documentation will be required. Participation: This discussion section is completely dependent upon student participation. All students are expected to come to class having carefully read the assigned work, ready to ask questions and discuss the assigned material. Participation includes bringing the assigned texts in print. We will consult the reading assignments frequently and closely. Formal Papers First Paper: Students will prepare a 3-page thesis driven, argumentative paper drawn from the readings, lectures, and classroom discussion. NO OUTSIDE RESEARCH IS NECESSARY TO SUCCESSFULLY COMPLETE THESE PAPERS. STUDENTS WILL SUBMIT THE PAPER VIA BLACKBOARD (TURNITIN LINK) AND WILL ALSO SUBMIT A PRINTED COPY. BOTH SUBMISSIONS ARE REQUIRED. Second Paper: Students will prepare a 5-page thesis driven argumentative paper drawn from the readings, lectures, and classroom discussion. NO OUTSIDE RESEARCH IS NECESSARY TO SUCCESSFULLY COMPLETE THESE PAPERS. STUDENTS WILL SUBMIT THE PAPER VIA BLACKBOARD (TURNITIN LINK) AND WILL ALSO SUBMIT A PRINTED COPY. BOTH SUBMISSIONS ARE REQUIRED. Third Paper: Students will prepare a 5-page thesis driven argumentative paper drawn from the readings, lectures, and classroom discussion. NO OUTSIDE RESEARCH IS NECESSARY TO SUCCESSFULLY COMPLETE THESE PAPERS. STUDENTS WILL SUBMIT THE PAPER VIA BLACKBOARD (TURNITIN LINK) AND WILL ALSO SUBMIT A PRINTED COPY. BOTH SUBMISSIONS ARE REQUIRED. As far as papers are concerned, I will evaluate the clarity, originality, and relevance of the thesis as well as the structure and the English grammar. The student must find her/his own thesis and support it with a clear structure. Moreover, the thesis must be as original as possible and must be clearly supported by quotations from the readings. Papers should be written using Microsoft Word, Times New Roman, font 12, double space. Students who do not own Microsoft Word may request a FREE copy from the computer center (along with the entire Microsoft Office Suite). Tests: Final exam: There will be a 2-hour final exam at the end of the semester
In the exam I will value clarity, understanding of the material covered in class, and original ideas based on the reading of the texts. You may need to be able to identify passages from the texts that we have read, including title and author. Participation and Discussion Moderation (Presentation): Students are required to discuss their ideas in class. Every student will be required to moderate a discussion at the beginning of a class section based on the readings and/or the lectures for no more than 15 minutes by providing her/his own questions and responding to students’ comments. Once the student finishes, the Professor will moderate the rest of the discussion. Grading of class participation and discussion moderation will be on the following basis: 1. The discussion moderator must ask questions that encourage discussion and that focus on topics that may be of interest to the audience 2. The discussion moderator must be able to take charge of the discussion and make it relevant 3. The discussion moderator must be aware of the time constraints. 4. Students must demonstrate that they have read the material and must bring up relevant and coherent ideas not only during the discussion moderated by the Professor but also during the discussion moderated by another student 5. STUDENTS MUST BRING THE READING MATERIAL TO CLASS. 6. Students must be ready to take notes, whenever it is necessary, so that they may have a clear understanding of the material that has been discussed in class. Yet they should bear in mind that their participation in the discussion is extremely important. 7. The discussion must follow the basic norms of respect towards all the members of the section even if there are different ideas. The discussion process must be productive, enlightening and it should lead to a common and shared learning process. Grading Policies: Final Grade elements:
Classroom Participation and Presentation (Moderation) First paper (3 Pages) Second paper (5 pages) Third paper (5 pages) Final Exam
20% 15% 20% 25% 20%
Blackboard Web Site All students will be automatically enrolled in the Blackboard Web Site associated with this class. This site will be used mainly as a tool for storing and disseminating information. The syllabus, along with various other relevant documents and web-links will be posted. The email list will also serve as the
default way of contacting all students. You will submit your papers through blackboard by means of a Turnitin link. Email Communication Since Blackboard uses Hofstra email account addresses, all students must plan to check their Hofstra email regularly or set their Hofstra mail to forward all messages to the account they use. Reading Schedule All students are expected to follow the reading schedule outlined in this syllabus. Discussions will be based on the texts presented in the immediately previous HUMANITIES or Common lecture. At times, we may take into account information presented in SOCIAL SCIENCES lectures, though the primary focus of our discussions will be on those texts listed under the HUMANITIES and Common categories. HUHC PROTOCOL FOR MATERIALS WITH DISTURBING CONTENT Content warnings enable students who would otherwise be unable to process disturbing content to engage with and think critically about it. They also create opportunities for explaining to students why faculty make certain choices, while giving students greater agency over how they will handle faculty choices. With these observations in mind, HUHC has adopted the following protocol for handling content that is potentially disturbing. •
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Prior to the semester’s start, faculty teaching C&E or HUHC seminars should review the material they intend to assign, lecture on, and/or discuss and consider whether it falls under categories of content that are potentially disabling for students, such as sexual violence, oppressive language, and representations of self-harm, as well as the abuse of children or animals. When assigning materials that deal with and/or describe disturbing content, faculty will indicate on Blackboard and syllabi that such issues are addressed in those works. Strategies for notification are up to the instructor, but might include the use of brief tags and/or longer narrative descriptions. Before addressing materials depicting disturbing content in a lecture, faculty will consider how best to alert students to what is coming, given the space and conditions of the lecture environment. Strategies might include indicating briefly to students that the lecture will address disturbing content, when it will appear, and the approximate length of time it will be visible on screen or dealt with directly in other formats.
Although HUHC expects faculty to adhere to this protocol and think carefully about the material they assign and discuss, individual professors have autonomy over the content they assign, and ultimately, over the way they choose to introduce it to students. HUHC asks that all faculty review their material with the above guidelines in mind and make the most effective pedagogical choices. Each C&E team builds into its planning process time for a collective conversation about content warnings and how they will be applied in this team-teaching context. These conversations
are meant to keep this policy fresh and responsive to changes in faculty and student sensibilities regarding content warnings. Students who find materials covered by content warnings difficult should be in touch with their teachers and/or HUHC Deans, who will help them think through strategies for ensuring that nothing is missed regarding a particular lesson. In establishing this protocol HUHC recognizes that though C&E teams may not succeed in anticipating all of the ways students may find our content disabling, good pedagogy requires that we try and that we remain in conversation with one another and our students in the shared goals of pursuing free inquiry while avoiding unnecessary harm.
UNIVERSITY POLICIES ACADEMIC DISHONESTY From the University Policy: “Plagiarism and other forms of academic dishonesty are serious ethical and professional infractions. For information regarding Hofstra’s statement of principles with respect to academic honesty, examples of violations, procedures for handling violations, as well as a student’s right to appeal a charge, see Faculty Policy Series #11 for undergraduate students (http://www.hofstra.edu/pdf/Faculty/Senate/senate_FPS_11.pdf ) and Faculty Policy Series #11G for graduate students (http://www.hofstra.edu/pdf/Faculty/Senate/senate_FPS_11G.pdf ).” For your reference, I have included a key passage from the first of these policies: The academic community assumes that work of any kind – whether a research paper, a critical essay, a homework assignment, a test or quiz, a computer program, or a creative assignment in any medium – is done, entirely and without assistance, by and only for the individual(s) whose name(s) it bears.… If the work contains facts, ideas, opinions, discoveries, words, statistics, illustrations, or other elements in any media form (including electronic) that are beyond the assumption of being common knowledge, these must be fully and appropriately acknowledged, following a prescribed format for doing so….Students bear the ultimate responsibility for implementing the principles of academic honesty. Students must understand that it is not enough to identify the source of quoted material; it is also necessary to indicate when one is paraphrasing (restating in other words) material found in a source. Thus, the use of others’ ideas as well as their words needs to be acknowledged.” Note as well that this Policy Series and “The Pride Guide” for Hofstra students both count the following scenario among “other violations” of dishonesty: “submitting the same or a significantly similar work for credit in more than one course without the consent of the faculty members involved” (65, C.1). If you would like to re-use or build on work that you have already turned in for your Social Science section for your Humanities section in C&E, you must obtain consent from both professors to avoid penalties for misconduct. STUDENT ACCESS SERVICES The Official University Policy on Accommodations: “If you believe you need accommodations for a disability, please contact for Student Access Services (SAS). In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, qualified individuals with disabilities will not be discriminated against in any programs, or services available at Hofstra University. Individuals with disabilities are entitled to accommodations designed to facilitate full access to all programs and services. SAS is responsible for coordinating disability-related
accommodations and will provide students with documented disabilities accommodation letters, as appropriate. Please note that accommodations may require early planning and are not retroactive; please contact SAS as soon as possible. All students are responsible for providing accommodation letters to each instructor and for discussing with him or her the specific accommodations needed and how they can be best implemented in each course. For more information on services provided by the university and for submission of documentation, please contact Student Access Services, 107 Student Center, 516-463-7075.” NOTICE ON CAMPUS SEXUAL ASSAULT AND DISCRIMINATORY HARASSMENT The Official Policy on Sexual Assault and Related Violations: “Hofstra prohibits sexual and other discriminatory harassment, stalking, domestic and dating violence, sexual assault and other sexual misconduct (collectively, “Gender Based Offenses”). If you or someone you know believes they have been subjected to any of these Gender Based Offenses, help is available. To make a report, or for more information about Hofstra’s Student Policy Prohibiting Discriminatory Harassment, Relationship Violence, and Sexual Misconduct (available at http://hofstra.edu/sexualmisconduct), please contact the Title IX Officer for Student Issues at (516) 463-5841 or StudentTitleIX@hofstra.edu or Public Safety at (516) 463-6606. Confidential resources and support are also available from medical and counseling professionals in the Student Health and Counseling Center (516-463-6745) and clergy in the Interfaith Center.”
HCLAS General Education Learning Goals and Objectives (for Liberal Arts Distribution credit) Applicable to HUHC Culture & Expression Goal 1. Students will demonstrate the ability to think critically and creatively. Learning Objectives: 1.a Clearly and accurately summarize and evaluate the facts, presumptions, viewpoints, values, and arguments presented in a text or creative work. 1.b Gather and assess relevant information, and apply appropriate cognitive methods in solving problems or answering questions raised in a text or creative work. 1.c Construct well-reasoned solutions or conclusions; test and defend conclusions against relevant criteria and standards. 1.d Critically analyze one's own thinking by identifying one's presumptions, values, and viewpoints as well as problems, inconsistencies, and unanswered questions. 1.e Conceive and defend alternative hypotheses and viewpoints; offer and explain reasons for provisionally rejecting or accepting them. Goal 2. Students will apply analytical reasoning across academic disciplines. Learning Objectives: 2a. Read with comprehension, and critically interpret written work in discipline-specific contexts. 2b. Critically interpret and analyze aesthetic qualities of works in literature and the fine or performing arts. 2c. Apply quantitative, inductive, and deductive reasoning. 2d. Apply abstract thinking and conceptual modeling. 2e. Apply the methods of social science to ethically investigate and analyze human social behavior. 2f. Describe, comprehend, and analyze the role of philosophical ideas, historical movements, or ethical debates in the development of civilizations. Goal 3. Students will demonstrate proficiency in written communication. Learning Objectives: 3a. Compose grammatical sentences. 3b. Use various sentence forms to effectively modulate style and tone. 3c. Compose a sequence of paragraphs that develop a point. 3d. Summarize, quote, and respond to reliable texts to support and develop claims; apply relevant standards for citation. 3e. Write an effective argumentative essay. 3f. Respond to writing assignments using appropriate style, structure, and voice. 3g. Apply editing, proofreading, and revising strategies. Goal 4. Students will demonstrate proficiency in oral communication. Learning Objectives: 4a. Demonstrate skill in oral communication for purposes such as informing, persuading, and/or defending. 4b. Compose and deliver effective, audience-appropriate oral presentations that develop and support a point; or participate in formal debates; or lead or participate in collaborative discussion of a question or a text. 4c. When appropriate, use visual, auditory, and/or technological aids. Goal 5. Students will develop an awareness of and sensitivity to global issues.
Learning Objectives: 5a. Provide and understand information on simple concrete subjects in a language other than English in both oral and written form. 5b. Demonstrate knowledge of the intellectual, social, political, economic, or cultural practices of at least one of the peoples in Africa, Asia, the Middle East, Latin America, or of the indigenous peoples of the Americas and Australia. Goal 6. Students will demonstrate information literacy. Learning Objectives: 6a. Conduct research using the variety of information sources available to them. 6b. Demonstrate the ability to evaluate the relevance and utility of different sources. 6c. Integrate sources effectively and ethically through proper citation. Goal 7. Students will demonstrate technological competency. Learning Objective: 7a. Demonstrate the ability to use general or discipline-specific technologies to identify, retrieve, analyze, and communicate ideas and information.
Schedule of Lectures, Readings, & Major Deadlines* Week 1 T 9/3 Assigned Reading: Egyptian texts (PDF) Lecturer: Dr. Sharon Keller Humanities Discussion: Course Introduction; Egyptian ideas regarding health and wellness R 9/5 Assigned Reading: Chinese Confucianism and Daoism 1 (PDF) Lecturer: Dr. Warren Frisina Humanities Discussion: Confucian and Daoist ideas regarding health and wellness Week 2 T 9/10 Assigned Reading: Mesopotamian texts on Health and Wellness Lecturer: Dr. Sharon Keller Humanities Discussion: Mesopotamian texts on Health and Wellness R 9/12 Assigned Reading: Chinese Confucianism and Daoism 2 (PDF) Lecturer: Dr. Warren Frisina Humanities Discussion: Mesopotamian texts (with some comparison to Confucian and Daoist texts) Week 3 T 9/17 Assigned Reading: Heraclitus and Parmenides (PDF) Lecturer: Dr. Eduardo Duarte Humanities Discussion: Heraclitus and Parmenides on health and wellness R 9/19 Assigned Reading: Thucydides “The Plague of Athens” (PDF) Lecturer: Dr. Adam Sills Humanities Discussion: Thucydides Week 4 T 9/24 Assigned Reading: Plato’s The Apology Lecturer: Dr. Terry Godlove Humanities Discussion: Thucydides R 9/26 Assigned Reading: Plato’s The Symposium Lecturer: Dr. Amy Karofsky Humanities Discussion: Plato’s The Symposium Week 5
Short Paper Deadline
11
T 10/1 Assigned Reading: Plato’s The Symposium Lecturer: Dr. Eduardo Duarte Humanities Discussion: Plato’s The Symposium R 10/3 Assigned Reading: Aristotle’s De Anima (PDF) Lecturer: Dr. Anthony Dardis Humanities Discussion: De Anima F 10/5:
3-page First Paper Due on Blackboard by 11:59 PM Week 6 T 10/8
FALL BREAK – NO CLASSES
R 10/10 Assigned Reading: Hippocrates (PDF) Lecturer: Dr. Anne Chen Humanities Discussion: Hippocrates Week 7 T 10/15 Assigned Reading: Buddhism 1 (PDF) Lecturer: Dr. Balbinder Bhogal Humanities Discussion: Hippocrates R 10/17 Assigned Reading: Galen (PDF) Lecturer: Dr. Anne Chen Humanities Discussion: Galen
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Week 8 T 10/22 Assigned Reading: Buddhism 2 (PDF) Lecturer: Dr. Balbinder Bhogal Humanities Discussion: Galen R 10/24 Assigned Reading: The Tales of Genji (PDF) Lecturer: Dr. Patricia Welch Humanities Discussion: The Tale of Genji Week 9 T 10/29 Assigned Reading: Balkhi (PDF) Lecturer: Dr. Timothy Daniels Humanities Discussion: The Tale of Genji R 10/31 Assigned Reading: Hildegard of Bingen (PDF) Lecturer: Dr. Lauren Kozol Humanities Discussion: Hildegard Week 10 T 11/5 Assigned Reading: Ibn Qayyim (PDF) Lecturer: Dr. Timothy Daniels Humanities Discussion: Hildegard and Marie de France R 11/7 Assigned Reading: Marie de France (PDF) Lecturer: Dr. Adam Sills Humanities Discussion: Marie de France Week 11 Paper Deadline T 11/12 Assigned Reading: Japanese Noh Theater (PDF) Lecture: Performance of Japanese Noh Theater w/ Dr. Welch’s talkback and discussion Humanities Discussion: All C&E faculty and students will remain in Monroe for the entire C&E period (11:10-2:10) R 11/14 Assigned Reading: Descartes’ Meditations on First Philosophy Lecturers: Dr.’s Amy Karofsky, Anthony Dardis & Terry Godlove F 11/15:
5-page Second Paper Paper Due on Blackboard by 11:59 PM
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Week 12 T 11/19 Assigned Reading: Celestina Lecturer: Dr. Vicente Lledo-Guillem Humanities Discussion: Celestina R 11/21 Assigned Reading: Celestina Lecturer: Dr. Vicente Lledo-Guillem Humanities Discussion: Celestina Week 13 T 11/26 Assigned Reading: Selections by Margaret Cavendish (PDF) Lecturers: Dr’s. Vimala Pasupathi & Terry Godlove Humanities Discussion: Cavendish R 11/28
THANKSGIVING BREAK - NO CLASSES
Week 14 T 12/3 Assigned Reading: Shakespeare’s Hamlet Lecturer: Dr. Lauren Kozol Humanities Discussion: Hamlet
(Rolling) Paper Deadline
R 12/5 Assigned Reading: Shakespeare’s Hamlet Lecturer: Dr. Vimala Pasupathi Humanities Discussion: Hamlet F 12/6
5-PAGE THIRD PAPER DUE on Blackboard by 11:59 PM