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#哈佛云端教室:古希腊英雄# 【课程动态】

#哈佛云端教室:古希腊英雄# 【课程动态】

哈佛大学云端教室欢迎您的加入:在线课程《古希腊英雄》免费注册



哈佛数字教育平台:2013年春季课程
课程程编号及名称:CB22x: 古希腊英雄




该课程已落户新浪微博
网页版:http://weibo.com/HeroesX 手机版:http://weibo.cn/HeroesX



    【说明】今天凌晨接到纳吉教授发来的课程说明,委托中国社会科学院民族文学研究所口头传统研究中心和中国民俗学网通过适当的方式传达这门课程的信息,并代表他本人、课程读者会和课程教学小组诚挚地欢迎大家尤其是青年学子前往注册。参与人完成一定的课时并达到基本的课业要求,将会通过评估获得受课证书( a certificate of mastery)。这里也请大家相互转告。谢谢各位的关注和支持!专此布告──中国民俗学网志愿者团队 2013年4月2日

  《古希腊英雄》(HarvardX: CB22x The Ancient Greek Hero)是哈佛大学通过其数字教育平台HarvardX提供一门免费、开放注册的在线课程。这门课程通过研究何谓古希腊时期的英雄来探讨何谓今天的人类。参与者通过英语译文将徜徉在一些最优美的古代希腊文学作品中。通过细读、分析和对话,我们将揭示以我们的现代价值观去解读这些文本的危险,而代之以一种归纳方式去“读出”文本的示范法。这种方法允许仅有些许相关知识甚或没有任何经验的读者开始去发见这样的文学乃为一种精致的、完美的交流系统。

  尽管课程已于3月13日推出,提交评估的时间表则是灵活的;从即日起至6月底,我们始终欢迎新的参与者。我们也欢迎喜欢“旁听”这门课程而不需评估的人。截至目前,来自160个国家,超过28000位个人业已注册。在我们读者会主席莱昂纳德·米尔纳(Leonard Muellner, 布兰迪斯大学)的帮助下,我们正在接触所有的注册者,并帮助他们与六十多个校友助理和十多位教职导师(以前哈佛课程的教师)建立联系。我们希望围绕这些文本拓展知识社区,进而提供个性化的反馈和互动的模型。如果不通过最大化规模的在线课程,这一目标是难以实现的。

  主讲人:
  格雷戈里·纳吉,哈佛大学弗朗西斯·琼斯古代希腊文学教授和比较文学教授,希腊研究中心(位于华盛顿特区)主任。在其学术成果中,他开创了一种将历时性视野与共时性观照统摄到希腊文学研究的方法。

  读者会:
  主席:莱昂纳德·米尔纳 (Leonard Muellner)布兰迪斯大学古典研究教授、哈佛大学希腊研究中心IT部主任
  副主席:凯文·迈克格拉兹(Kevin McGrath)博士,哈佛大学梵文与印度研究专业
  教职人员:见课程简介

  现在注册,请访问 https://www.edx.org/university_profile/HarvardX

  【课程背景】

  数字教育平台(edX)是哈佛大学和麻省理工学院联合创建的非盈利机构,以通过网络互动研究而特别设计的学习方式为特征。基于两校历史悠久的协作和共享的教育使命,创始双方正在以反映其学科广度的在线课程创造一种新的在线学习体验。随着在线课程的提供,该机制将使用edX来研究学生是如何学习,而技术又是如何让学习转型的,同时兼顾校园和世界两个维度。麻省理工学院的计算机科学与人工智能实验室的前主任Anant Agarwal出任edX首任主席。EdX的目标包括接触所有年龄段的学生、手段及国家的愿望,通过反映受众多样性的教职人员传递这些教学活动。EdX位于马萨诸塞州剑桥市,由麻省理工学院和哈佛大学共同监理。

  相关评价:

  数字教育平台(edX)被誉为“云端教室”(《哈佛杂志》)

  两百年里最重要的教育技术(麻省理工《技术评论》)

  课程简介:详后(英文版)
        PDF版邀请:

      
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HarvardX: CB22x The Ancient Greek Hero

  The Ancient Greek Hero is a free, open enrollment, online course offered through HarvardX. It explores what it means to be human today by studying what it meant to be a hero in ancient Greek times. Participants will experience, in English translation, some of the most beautiful works of ancient Greek literature. Through close reading, analysis, and dialogue, we show the dangers of reading our modern values into these texts, and instead model techniques for “reading out” of the texts in an inductive way. This approach allows readers with little or even no experience in the subject matter to begin seeing this literature as an exquisite, perfected system of communication.

  Although the course launched on March 13th, the timeline for submitting assessments is flexible and we are welcoming new participants from now through late June. We also welcome those who prefer to "audit" the course without doing assessments. Over 28,000 individuals from over 160 countries have already enrolled. With the help of our Board of Readers chaired by Leonard Muellner of Brandeis University, we are reaching out to all these registrants and connecting them with over sixty Alumni Facilitators (graduates of the related Harvard course) and more than a dozen Faculty Mentors (former teachers of the Harvard course). We hope to develop intellectual communities around these texts and to provide the type of personalized feedback and interaction which is impossible in most massive, online courses.

  CB22x: The Ancient Greek Hero
  HarvardX, Spring 2013


  Professor: Gregory Nagy, Francis Jones Professor of Classical Greek Literature andProfessor of Comparative Literature at Harvard University, and Director of Harvard's Center for Hellenic Studies.

  Board of Readers: The teaching staff for this course is led by the Chair of the Board of Readers, Dr. Leonard Muellner, Professor of Classical Studies at Brandeis University and Director of IT and Publications at Harvard University's Center for Hellenic Studies, and the Vice Chair of the Board of Readers, Dr. Kevin McGrath, Associate in Sanskrit and Indian Studies at Harvard University. The course's Readers and Editors are listed on the CB22x "About" page.

  To enroll now, visit https://www.edx.org/university_profile/HarvardX

  About edX

  EdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Based on a long history of collaboration and their shared educational missions, the founders are creating a new online-learning experience with online courses that reflect their disciplinary breadth. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning–both on-campus and worldwide. Anant Agarwal, former Director of MIT's Computer Science and Artificial Intelligence Laboratory, serves as the first president of edX. EdX's goals combine the desire to reach out to students of all ages, means, and nations, and to deliver these teachings from a faculty who reflect the diversity of its audience. EdX is based in Cambridge, Massachusetts and is governed by MIT and Harvard.

  Reviews:

  “Classroom in the Cloud”(Harvard Magazine)

  “The Most Important Education Technology in 200 Years” (MIT Technology Review)

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ABOUT THIS COURSE (课程简介)

  
  What is it to be human, and how can ancient concepts of the heroic and anti-heroic inform our understanding of the human condition? That question is at the core of The Ancient Greek Hero, which introduces (or reintroduces) students to the great texts of classical Greek culture by focusing on concepts of the Hero in an engaging, highly comparative way.

  The classical Greeks' concepts of Heroes and the "heroic" were very different from the way we understand the term today. In this course, students analyze Greek heroes and anti-heroes in their own historical contexts, in order to gain an understanding of these concepts as they were originally understood while also learning how they can inform our understanding of the human condition in general.

  In Greek tradition, a hero was a human, male or female, of the remote past, who was endowed with superhuman abilities by virtue of being descended from an immortal god. Rather than being paragons of virtue, as heroes are viewed in many modern cultures, ancient Greek heroes had all of the qualities and faults of their fellow humans, but on a much larger scale. Further, despite their mortality, heroes, like the gods, were objects of cult worship – a dimension which is also explored in depth in the course.

  The original sources studied in this course include the Homeric Iliad and Odyssey; tragedies of Aeschylus, Sophocles, and Euripides; songs of Sappho and Pindar; dialogues of Plato; historical texts of Herodotus; and more, including the intriguing but rarely studied dialogue "On Heroes" by Philostratus. All works are presented in English translation, with attention to the subtleties of the original Greek. These original sources are frequently supplemented both by ancient art and by modern comparanda, including opera and cinema (from Jacques Offenbach's opera Tales of Hoffman to Ridley Scott's science fiction classic Blade Runner).

  The true hero of the course is the logos ("word") of reasoned expression, as activated by Socratic dialogue. Thelogos of dialogue requires both careful thought and close (or "slow") reading, which is a core skill taught in this class. The course begins by considering the heroes of Homer's epics and ends with Plato's memories of the final days of Socrates -- memories which can only be fully understood by a reader who has gained a thorough comprehension of the ancient Greek hero in all his or her various manifestations.

  Using modern technology and engaging texts, The Ancient Greek Hero provides students who have no previous background in classical Greek civilization with a fully engaging and immediately accessible introduction to the most beautiful moments in this ancient literature, its myths, and its ritual practices.

  PREREQUISITES

  No previous knowledge of Greek history and literature is required. All texts will be read in English translation. This is a course for students of any age, culture, and place, and its profoundly humanistic message can be easily received without previous acquaintance with Western Classical literature.

  ESTIMATED EFFORT

  The content for this course is divided into 24 Hours instead of traditional weeks or chapters. Participants can expect to spend about 2-3 hours of their time to prepare and engage fully in each Hour of course content.

  PROFESSOR

  Gregory Nagy

  Gregory Nagy is the Francis Jones Professor of Classical Greek Literature and Professor of Comparative Literature at Harvard University, and is the Director of the Center for Hellenic Studies, Washington, DC. In his publications, he has pioneered an approach to Greek literature that integrates diachronic and synchronic perspectives. His books include The Best of the Achaeans: Concepts of the Hero in Archaic Greek Poetry (Johns Hopkins University Press), which won the Goodwin Award of Merit, American Philological Association, in 1982; also Pindar's Homer: The Lyric Possession of an Epic Past (Baltimore: Johns Hopkins University Press, 1990), Poetry as Performance: Homer and Beyond (Cambridge: Cambridge University Press, 1996), Homeric Questions (Austin: University of Texas Press, 1996), Homeric Responses (Austin: University of Texas Press, 2003), Homer’s Text and Language (University of Illinois Press 2004), Homer the Classic (Harvard University Press, online 2008, print 2009), and Homer the Preclassic (University of California Press 2010). He co-edited with Stephen A. Mitchell the 40th anniversary second edition of Albert Lord’s The Singer of Tales (Harvard Studies in Comparative Literature vol. 24; Harvard University Press, 2000), co-authoring with Mitchell the new Introduction, pp. vii-xxix.

  Professor Nagy has taught versions of this course to Harvard College undergraduates and Harvard Extension School students for over thirty-five years. Throughout his career Nagy has been a consistently strong advocate for the use of information technology in both teaching and research. Besides teaching at the Harvard campus in Cambridge, MA, Nagy is also the Director of Harvard's Center for Hellenic Studies in Washington, D.C.

  BOARD OF READERS AND COURSE STAFF

  Leonard Muellner, Chair of the Board of Readers

  Leonard Muellner is Professor of Classical Studies, Brandeis University (Waltham, MA, USA) and Director for IT and Publications, Center for Hellenic Studies (Washington, DC). Educated at Harvard University (Ph.D. 1973), his scholarly interests center on Homeric epic, with special interests in historical linguistics, anthropological approaches to the study of myth, and the poetics of oral traditional poetry. His recent work includes "Grieving Achilles," in Homeric Contexts: Neoanalysis and the Interpretation of Oral Poetry, ed. A. Rengakos, F. Montanari, and C. Tsagalis,Trends in Classics, Supplementary Volume 12, Berlin, 2012, pp. 187-210, and “Homeric Anger Revisited,”Classics@ Issue 9: Defense Mechanisms, Center for Hellenic Studies, Washington, DC, September, 2011.

  Kevin McGrath, Vice Chair of the Board of Readers

  Kevin McGrath is an Associate of the Department of South Asian studies at Harvard University. His research centers on the Sanskrit epic, Mahabharata. He has published four works on this topic: The Sanskrit Hero, Stri, Jaya, and Heroic Krsna, and is presently engaged on a study of epic kingship. McGrath is also Poet in Residence at Lowell House and his most recent publication is Supernature. He does fieldwork in the Kacch of Western Gujarat and studies kinship, landscape, and migration. The hero as a figure for humanistic analysis is the focus of much of McGrath's scholarly work, particularly as expressed in the poetry of Bronze Age preliterate and premonetary culture.

  Alex Forte, Honorary Vice Chair

  Alex Forte is a PhD Candidate in the department of the Classics at Harvard University. His primary research topics are the reception of Indo-European poetics in archaic Greek poetry, and inter/intratextuality in Neronian literature. He is also interested in the intellectual history of Rationalism.

  Claudia Filos, Editor of Content and Social Media

  Claudia Filos holds an MA from Brandeis University and is the Assistant Editor of Online Publications for the Center for Hellenic Studies in Washington, D.C. Her thesis is titled "Steadfast in a Multiform Tradition: ἔμπεδος and ἀσφαλής in Homer and Beyond". Her teaching and research interests include Homer, oral poetics, the cult of saints, and comparative work on the reception of classical themes and diction during late antiquity and the romantic period. She is committed to improving opportunities for meaningful research by undergraduates and nontraditional scholars and to promoting the study of classical languages and literature outside the university setting.

  Natasha Bershadsky, Multimedia Editor

  Natasha Bershadsky recently received her PhD degree from the University of Chicago. Her thesis, Pushing the Boundaries of Myth: Transformations of Ancient Border Wars in Archaic and Classical Greece, explores the interconnections of history, myth, ritual and politics. She is also interested in the Greek perception of poet as a hero, and the reverberations of this idea in the later conceptions of the figure of author in poetry and fiction. Her publications include "The Unbreakable Shield: Thematics of Sakos and Aspis," Classical Philology 105 (2010): 1–24, and "A Picnic, a Tomb and a Crow: Hesiod's Cult in the Works and Days," Harvard Studies in Classical Philology 106 (2011) 1–45.

  Glynnis Fawkes, Visual Reader

  Glynnis Fawkes holds a joint MFA from the School of the Museum of Fine Arts (Boston) and Tufts University. Her paintings and cartoons have been exhibited internationally, and she has worked extensively as illustrator on archaeological projects in Greece, Cyprus, Turkey, Lebanon, and Israel. A Fulbright Fellowship to Cyprus allowed her to publish a book of paintings Archaeology Lives in Cyprus (Hellenic Bank, Nicosia 2001) and Cartoons of Cyprus (Moufflon Publications, Nicosia, 2001). She teaches a course in Making Comics at the University of Vermont, and was named among the Best American Comics Notables in 2012. Her drawings for the Homeric Hymns seek to bring out the humor and pathos of the interactions between men and women, humans and gods. Her work may be seen at http://glynnisfawkes.com/.

  Sean Signore, Reader

  Sean Signore holds an MA in Classics from the University of Georgia. His thesis is entitled "Achilles and Andromache: Gender Ambiguity in Motif, Narrative, and Formula." His research focuses on how historical linguistics and oral poetics complement the study of the Homeric epics. Further interests include etymology, the reception of Homer in Archaic and Golden Age Latin, and comparative work with Indic and Chinese literature.

  FREQUENTLY ASKED QUESTIONS

  How much does it cost to take the course?

  Nothing! The course is free.

  Do I need any other materials to take the course?

  No. As long as you have a Mac or PC, you'll be ready to take the course.

  Will the course use any textbooks or software?

  The course makes use of two texts, both of which will be available for free on the course website. The first is Professor Nagy's The Ancient Greek Hero in Twenty-Four Hours (commonly referred to in the course as "h24h"). For those who wish to purchase a printed version of h24h, the book will be available from Harvard University Press (http://www.hup.harvard.edu/) in May 2013. The second textbook, referred to as the "Sourcebook," is a compendium of all of the ancient texts to be read in this course (in English translation).

  This course takes a highly comparative approach, integrating other forms of artistic representation (such as painting, theater, music, and sculpture) and examples of heroic themes across time. For example, students may be discussing a scene from Homer's Iliad one moment and watching a clip from a modern film like Ridley Scott's Blade Runner the next, all as part of this course's the holistic approach to concepts of the heroic and the anti-heroic. To facilitate discussion and learning, students will also have access to dynamically linked online texts, video lectures and discussions, annotation tools, and online forums, all of which are designed to engage students in any age and location in a continual dialogue with and about the literature of ancient Greece.

  Do I need to watch the lectures at a specific time?

  No. You can complete the assigned readings and view the dialogues at a time that fits with your schedule. Because of time limits on the completion of assessments, though, it will be best if you do not get more than two weeks (four "hours") behind on the coursework.

  Will certificates be awarded?

  Yes. Online learners who achieve a passing grade in a course can earn a certificate of mastery. These certificates will indicate you have successfully completed the course, but will not include a specific grade. Certificates will be issued by edX under the name of HarvardX. However, we recognize that not every student wishes to take this course for a certificate. We welcome "explorers" who want to learn about the fascinating concepts discussed in this course without the pressure of timelines and assessments, and value your time and participation in this course as well.

  If you have any questions about edX generally, please see the edX FAQ.

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请有微博的童鞋帮忙转发一下:

@中国民俗学会:在线课程邀请】《古希腊英雄》(HarvardX: CB22x The Ancient Greek Hero)是哈佛大学通过其数字教育平台HarvardX提供一门免费、开放注册的在线课程。哈佛大学云端教室欢迎您的加入:由著名古典学家格雷戈里·纳吉主讲的在线课程《古希腊英雄》从即日起至6月底免费注册。详情见:http://t.cn/zTAn87u

http://e.weibo.com/chinesefolklore/profile



纳吉教授的欢迎辞
Welcome message from Professor Gregory Nagy


Welcome, and thank you for signing up for the HarvardX course "The Ancient Greek Hero," starting on March 13!
This course is intended especially for those who have never read any ancient Greek literature – in translation or otherwise – and who have no background in ancient Greek history or art. For those of you who find yourselves in this category – and I know you are the vast majority – my goal is to support you, encourage you, and to cheer you on. For those of you who are familiar with some or even most aspects of Greek literature, my warm welcome is also extended to you all.
I am passionately interested in tapping into the "Socratic method" in introducing you to the beautiful complexities of Greek civilization. As you will see, the historical figure Socrates is an integral part of our course. The mission of Socrates, as he saw it, was to get people talking about things that really matter to them and to their lives. In his dialogues with people, as dramatized by his student, Plato, his primary goal was to get the conversation going, and to take it to deeper and deeper levels, while trying never to have the last word himself. His dialogues with students and rivals were thus open-ended, leaving room for unlimited further discussion. Even as I write this, I just figured out what Plato's Socrates really means by using the word theōriā, which becomes our word theory. When you look at my e-book, called The Ancient Greek Hero in 24 Hours, you will find the relevant discussion in Hour 23.
You notice I just used the expression "figure out." A lot of what we will be doing is "figuring out" together the ideas of the ancient Greeks about heroes and what it means to be a hero.
To start the open-ended dialogue that will bond us to each other, I hope that you will write to me and to the Board of Readers about your reading experiences – both in the past and in the future. When I say I say "future," I am really thinking of this question: what do you and/or your friends hope to get out of your reading experience in this course? When you do write, which I hope will be right away, right now, I hope you will not feel self-conscious about contacting me and my colleagues on the Board of Readers. After all, the Board and I are readers, just like you. We are all readers.

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注册了,但是没有看到有视频讲座,还是我不会用?

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明白了,得去注册邮箱确认之后才能下载视频

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[FROM PROF. NAGY] Important message about assessments and certificates

The whole team and I have noticed that some of you have worries about the first two exercises. We are getting the impression that some of you are starting to fear that these exercises may hurt your chances at earning a certificate for participating.
But there is nothing to fear.
For me and for the whole team, and we think also for you, the most important thing is what you learn from this course, not what "grade" you get — and we are not going to give grades, only certificates.
What all of us - including the teachers of the course - need to learn and to keep on learning is how to "read out" of Greek literature, not "read into" it. We also want you to figure out how to do it, and learn about the way Greeks thought about heroes.
Our experience is that it takes time to sort out all the aspects of this not-so-simple task, and what we are interested in above all is what you end up understanding, in how you do on the last exercises.
If you don't do well at the beginning on the exercises, for us it means that you have something to learn — and that's what we expect. How foolish would it be on our part if we made your receiving a certificate depend on your success in the first exercises! (NOTE: If you have done well on them, we are sure that you still have a lot more to learn, however — don't worry!) But the first few exercises are essentially for practice, for you to learn what you don't know. That can be painful, but then again, you wouldn't be enrolled in this class unless you wanted to learn something that you don't already know.
What we are really interested in is that you show improvement in your assessment scores over the time that this course runs, in other words, that we see evidence that you are learning to do what we are trying to teach you to do. Naturally, that also will depend on how well we are doing with the teaching part, and we are working hard on that!
So here's what it comes down to: if you do all of the assessment exercises, and you do poorly at the beginning but better at the end, you will get a certificate. If you do very well on the assessment exercises and can sustain that level of success, you will also get a certificate. Here's another way to put it: any perceptible improvement upward from 0 on a scale of 0 to 2 gets you a certificate, and starting at 1 on a scale of 0 to 2 and not going all the way down to 0 at the end also gets you a certificate.
Lastly, if you have signed up just for the experience, you are eligible for a certificate of attendance even if you don't do the exercises. If you do finish the exercises as we have described them, you are eligible for a certificate of mastery. Everyone gets a certificate.
Sincerely, Greg

PS This is not a course in which we tell you the questions and their answers and in which you are obliged to memorize and repeat those answers to us for a "good grade" (even if you don't really believe that they are good answers or good questions). That's not the learning model we are using, though it may well be a fine learning model for other subjects.

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引用:
原帖由 caiseshamo0716 于 2013-4-2 19:42 发表
注册了,但是没有看到有视频讲座,还是我不会用?
欢迎注册了的同学关注课程在新浪的微博:
网页版:http://weibo.com/HeroesX
手机版:http://weibo.cn/HeroesX

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several student groups related to the course

MARCH 8, 2013

We are so excited that several student groups related to the course are already popping up on various social media platforms. We would like to thank these students for their enthusiasm and share the links to those accounts as well as to the Facebook, Google+, and Twitter accounts our staff has created for the course. We would like to use our social media accounts to distribute supplementary content and news to student accounts and groups. I hope we can all work together to create thriving intellectual communities that extend beyond the boundaries of this course. But please note, all participation on any social media forum is 100% optional. All the required content will be available via the course website.

Below are the links we have found to date:

Staff-created Accounts:
The Ancient Greek Hero on Facebook: http://www.facebook.com/TheAncientGreekHero
The Ancient Greek Hero on Google+: https://plus.google.com/communities/107397536757277586726
The Ancient Greek Hero on Twitter: https://twitter.com/AncGreekHero

Student-created accounts (general):
Facebook (admin Praveen Kumar): https://www.facebook.com/groups/579037368779644/
Facebook (admin Niranjan Phuyal): http://www.facebook.com/groups/CB22x/
Google+ (moderator Nick Garnett): https://plus.google.com/communities/110965042286932197791

Student-created, Language-based groups:
Portuguese-language study group on Facebook (admin: Fernanda Lopes de Oliveira): https://www.facebook.com/groups/TheAncientGreekHeroPT/
Spanish-language study group (admin: Yurena Gonzalez): https://www.facebook.com/groups/191057684372354/

We would also encourage and support your self organization around specific topics, goals, or authors, such as Performance, Writing, or Homer. In fact, members of our team have expertise in a variety of areas and would be willing to facilitate discussion around related interest groups. For instance, Kevin McGrath, the Vice Chair of our Board of Readers, has spent many years studying Indic epic and can help us think about how the Iliad can often illuminate what we read in the Mahabharata, and vice-versa.

If you form a group as the course progresses, please let us know and we will help share the news with the larger community. Or, if you prefer to stay small, we can still be sure to share our news with you.

Wishing you all the best,
Claudia Filos
Editor of Content and Social Media for The Ancient Greek Hero

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Course syllabus

CB22x: The Ancient Greek Hero
HarvardX, Spring 2013

Professor: Gregory Nagy, Francis Jones Professor of Classical Greek Literature andProfessor of Comparative Literature at Harvard University, and Director of Harvard's Center for Hellenic Studies.

Board of Readers: The teaching staff for this course is led by the Chair of the Board of Readers, Dr. Leonard Muellner, Professor of Classical Studies at Brandeis University and Director of IT and Publications at Harvard University's Center for Hellenic Studies, and the Vice Chair of the Board of Readers, Dr. Kevin McGrath, Associate in Sanskrit and Indian Studies at Harvard University. The course's Readers and Editors are listed on the CB22x "About" page.

A Basic Statement About Requirements For This Course.

There are no prerequisites for the course. No special competence in any skill or in any language is required. The only requirement is academic honesty. If you enroll in our course, we expect you to agree to the academic honesty guidelines as found on the course website. Collaboration is encouraged in our course, and if you collaborate honestly, there is nothing for you to worry about. Plagiarism is different from collaboration: to plagiarize is to take credit only for yourself and to hide the credit that others deserve. Plagiarism is hostile to a sense of academic community, and it is antithetical to the moral code of this course and to the moral code of any academic community. There must be a zero-tolerance policy for plagiarism. Our moral code is, simply, to learn together as a community.

A Basic Statement About the Ideals of this Course.

What does it mean, to be human? This course takes a close look at the human condition, as viewed through the lens of classical Greek civilization; the basic organizing principle is an objective study of a model of humanity, the Hero.

By the time the course comes to an end, students will have learned that there are different definitions of the "hero" in different historical times and places. In the end, though, the one true "hero" of this course will be the logos or "word" of logical reasoning, as activated by Socratic dialogue. The logos of dialogue in this course will require careful thinking, realized in close reading and reflective writing. The "last word" about this logos comes from Plato's memories of words spoken in dialogue by Socrates during the last days of his life, which will be read towards the very end of the course. Such a "last word," shaped by a deep understanding of the concept of the hero in all its varieties throughout the history of Greek civilization, will become the "latest word" for students who earnestly engage in dialogue, by way of writing as well as reading, with heroic expressions of the human condition. This course is driven by a sequence of dialogues that lead to such an engagement, guiding the attentive reader through many of the major works of the ancient Greek Classics.

What Will We Read?

We will be reading, in English translation, some of the basic works of classical Greek literature. Concepts of the hero dominate two of the core forms of this literature: epic and tragedy. In this course, there are two epics to be read, which are the Homeric Iliad and Odyssey, and seven tragedies, which are Aeschylus's Oresteia trilogy, Sophocles' two Oedipus dramas, and Euripides' Hippolytus and The Bacchic Women. Also included in the course readings are selections from the dialogue On Heroes by an eminent thinker in the "second sophistic" movement, Philostratus (early 3rd century C.E.).

These classical works are linked to two historical realities in the ancient Greek world: (1) heroes were worshipped in cult, and (2) the focal point of this worship was the veneration of the hero's body at the site of his or her tomb.

Concepts of the anti-hero, on the other hand, assert themselves in alternative forms of Greek literature. In the readings of this course, such forms include two dialogues of Plato, the Apology and the Phaedo (both centering on the last days of Socrates).

In these readings, anti-heroic models emerge. One of these is the "word" of Socratic dialogue, which figures as a radical alternative to the venerated body of the cult hero. Also, for the sake of comparing the ancient sense of "hero" with reinterpretations in the post-ancient era, other alternatives to the classical hero will be explored, centering on the short story Don Juan, by the German "romantic" author E. T. A. Hoffmann.

Required Reading: All required texts can be accessed for free on the course website.

Sourcebook of Original Greek Texts Translated into English. Unless otherwise indicated, all assigned readings will come from this text, which is referred to within the course and in this syllabus as the Sourcebook.  The Sourcebook contains: Homer's Iliad and Odyssey; Proclus' summaries of the Epic Cycle; Hesiod's Theogony and Works and Days; selections from Theognis of Megara; Alcman's Partheneion ("The Maidens' Song"); the poems of Sappho; Pindar's Pythian 8; Aeschylus' Oresteia Trilogy (Agamemnon, Libation-Bearers, and Eumenides); Sophocles' Oedipus at Colonus and Oedipus Tyrannos ("Oedipus Rex"); Euripides' Hippolytus and Bacchae; selections from Herodotus' Histories; Plato's Apology and Phaedo; selections from Pausanias and Philostratus' On Heroes, and selected explanatory articles and introductions.
The Ancient Greek Hero in 24 Hours, by Gregory Nagy. This e-book, referred to within the course and in this syllabus as h24h, contains 24 chapters. Each chapter is called an "Hour," because each one of the "Hours" is keyed to each one of the 24 dialogues that make up this course. The book is designed to provide you with close readings and analysis of some of the most important parts of the relevant primary sources found in the Sourcebook. These "Hours" take the place of formal "lectures" in this course, and the close readings in these "Hours" are meant to be part of the "homework" that prepares you for each class session.
Recommended Reading:

For further background on and interpretation of the required reading, two books by Professor Nagy are available for free online: The Best of the Achaeans: Concepts of the Hero in Archaic Greek Poetry and Pindar's Homer: The Lyric Possession of an Epic Past. These books supply background for some, but hardly all, of the topics to be presented in the course.

The following works are in the Sourcebook but are not required except for those sections addressed in h24h: the Homeric Hymn to Demeter and Hymn to Aphrodite; Aeschylus' Seven Against Thebes; Euripides' Herakles; selections from Aristotle; and Sophocles' Antigone.

Important Dates:

Course Start Date: March 13, 2013
Course End Date: June 26, 2013

Course Schedule:

As noted above, rather than being structured week-by-week, this course is broken up into 24 "hours," each of which is comprised of one video dialogue, and which track with the 24 chapters of h24h.

Listed below is the reading to be completed for each hour of the course. The first dialogue will introduce the Iliad and the first "Hour" of h24h. Beginning with the second dialogue, you should complete that dialogue's assigned reading and the corresponding "Hour" in h24h. Unless otherwise specified, all readings can be found in the Ancient Greek Hero Sourcebook, available on the course website. For an explanation of fast reading, slow reading, and close reading, please see the "Advice for Students" tab above.

Hour 0

Read "Introduction to the Book" and "Introduction to Homeric Poetry" in The Ancient Greek Hero in 24 Hours (h24h).
Slow reading in h24h: Hour 0 Texts A through H (= 8 passages)
Fast reading in Sourcebook: Iliad scroll I
Hour 1

Slow reading in h24h:  Hour 1 Texts A through C (= 3 passages), concentrating on Text C
Fast reading in Sourcebook: Iliad scroll I
Hour 2

Slow reading in h24h: Hour 2 Texts A through E (= 5 passages), concentrating on Text E
Fast reading in Sourcebook: Iliad scrolls III, VI, and IX
Hour 3

Slow reading in h24h: Hour 3 Texts A through F (= 6 passages), concentrating on Text D
Fast reading in Sourcebook: Iliad scrolls XV (306–404, 592-746), XVI, XVII (1-69, 188-232, 366-455, 673-751)
Hour 4

Slow reading in h24h: Hour 4 Texts A through J (= 10 passages), concentrating on Text G
Fast reading in Sourcebook: Iliad scrolls XVIII, XIX, XX, XXI (1-135, 227-390)
Hour 5

Slow reading in h24h: Hour 5 Texts A through M (= 13 passages), concentrating on Texts A and B; these readings include Sappho's Song 1 (Text F), Song 16 (Text H), and Song 31 (Text E)
Fast reading in Sourcebook: Iliad scrolls XXII, XXIII, XXIV
Hour 6

Slow reading in h24h: Hour 6 Texts A through G (= 7 passages), concentrating on Text A
Fast reading in Sourcebook: Iliad scrolls I (repeat), II, III (repeat), IV, V, VI (repeat), VII, VIII
Hour 7

Slow reading in h24h: Hour 7 Texts A through G (= 7 passages), concentrating on Text A
"Reading" in h24h: Images A1, B1, A2, B2, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q
Fast reading in Sourcebook: Iliad scrolls IX (repeat), X, XI, XII, XIII, XIV, XV, XVI (repeat)
Hour 8

Slow reading in h24h: Hour 8 Texts A through N (= 14 passages), concentrating on Text A; these readings include selections from the Homeric Hymn to Demeter (Texts C and G)
Fast reading in Sourcebook: Iliad scrolls XVII, XVIII (repeat), XIX, XX (repeat), XXI, XXII (repeat), XXIII (repeat), XXIV (repeat)
Hour 9

Slow reading in h24h: Hour 9 Texts A through J (= 10 passages), concentrating on Text A
Fast reading in Sourcebook: Odyssey scrolls i-viii.
Hour 10

Slow reading in h24h: Hour 10 Texts A through E (= 5 passages), concentrating on Text A
Fast reading in Sourcebook: Odyssey scrolls ix-xvi
Hour 11

Slow reading in h24h: Hour 11 Texts A through R (= 18 passages), concentrating on Text A
Fast reading in Sourcebook: Odyssey scrolls xvii-xxiv
Hour 12

Slow reading in h24h: Hour 12 Texts A through M (= 13 passages), concentrating on Text A
Fast reading in Sourcebook: Hesiod Theogony lines 1–115; Works & Days lines 1–286
Hour 13

Slow reading in h24h: Hour 13 Texts A through L (= 12 passages), concentrating on Text A
Fast reading in Sourcebook: Herodotus Histories Scroll 1.1–91 and Scroll 7
Hour 14

Slow reading in h24h: Hour 14 Texts A through Q (= 19 passages), concentrating on Text A
Fast reading in Sourcebook: Philostratus Hērōikos
Hour 15

Slow reading in h24h: Hour 15 Texts A through M (= 13 passages), concentrating on Text A
Fast reading in Sourcebook: Herodotus Histories Scrolls 8-9
Hour 16

Slow reading in h24h: Hour 16 Texts A through G (= 7 passages), concentrating on Text A
Fast reading in Sourcebook: Aeschylus Agamemnon
Hour 17

Slow reading in h24h: Hour 17 Texts A through H (= 8 passages), concentrating on Text A
Fast reading in Sourcebook: Aeschylus Libation-Bearers and Eumenides
Hour 18

Slow reading in h24h: Hour 18 Texts A through K (11 passages), concentrating on Text A
Fast reading in Sourcebook: Sophocles Oedipus at Colonus
Hour 19

Slow reading in h24h: Hour 19 Texts A through H (= 8 passages), concentrating on Text A
Fast reading in Sourcebook: Sophocles Oedipus Tyrannus
Hour 20

Slow reading in h24h: Hour 20 Texts A through L (= 12 passages), concentrating on Text A
Fast reading in Sourcebook: Euripides Hippolytus
Hour 21

Slow reading in h24h: Hour 21 Texts A through I (= 9 passages), concentrating on Text A
Fast reading in Sourcebook: Euripides Bacchae
Hour 22

Slow reading in h24h: Hour 22 Texts A1-A6, B, C, D (= 9 passages), concentrating on Text A
Fast reading in Sourcebook: Plato Apology of Socrates
Hour 23

Slow reading in h24h: Hour 23 Texts A through H (= 8 passages), concentrating on Text A
Fast reading in Sourcebook: Plato Phaedo
Hour 24

Slow reading in h24h: Hour 24 Texts A through J (= 10 passages), concentrating on Text A
Fast reading in Sourcebook: none
Components of Assessment and Evaluation:

Students will be evaluated on assessment performance and participation. Assessments will be conducted each "hour" of the course. These will consist of quizzes on the reading (names, places, who is speaking to whom, etc.), as well as the application of principles and concepts central to the course.

Because this course deals chiefly with concepts, rather than names, dates, or other terms that require rote memorization, the hourly quizzes are designed to be a review of the material covered in the preceding Hour of the course. They are intended to be progress checks rather than stumbling blocks, and thus they should not be difficult any student who has done the required reading and carefully viewed the dialogue video. Additionally, the interactive and conceptual nature of the course means that quality of participation, not quantity, will matter most for each student's experience and evaluation alike. More detail on assessment, evaluation, and certificate requirements will be provided soon.

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课程大纲



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纳吉教授给学生们的建议(PDF版)

【哈佛在线课程:古希腊英雄】
纳吉教授给学生们的建议
Advice for Students from Prof. Nagy


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课程进度:最新公告

[FROM STAFF] IMPORTANT TIMELINE UPDATE
ClaudiaFilos
6 days ago
Through the generous cooperation of our colleagues at edX and HarvardX and through the continued advocacy of Professors Gregory Nagy and Leonard Muellner, we have been able to negotiate a timeline that better promotes our ideals for this learning experience:
Updated Timeline
Hour 3 will be posted Monday, April 1
Hour 4 will be posted Monday, April 8
Hour 5 will be posted Monday, April 15
Hour 6 will be posted Thursday, April 18
This timeline provides a gentle introduction that allows us to focus more of our time together on developing the slow reading skills and deep engagement with the texts necessary for making mental connections and "systematic thinking".
Best, Claudia, Editor of Content and Social Media

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大家可能错过了前三个课时,但不要紧,从第4个课时(4月8日)跟上,回头再补习前3个课时即可。

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支持!
古今多少事,都付笑谈中……

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论坛上的童鞋谁去注册了?

跟帖说一声哈,有福利哦~~

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