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Macquarie University Ahis MACQUARIE UNIVERSITY AHIS 353 Pagans, Jews, and Christians: Athens and Jerusalem. 3 Credit points Unit Guide Semester 2 2011 Faculty of Arts Department of Ancient History http://learn.mq.edu.au 1 Part 1 General information Convener and Lecturer: Mr. Bernard Doherty Email: [email protected] Phone: (2) 9850 6888 Office: W6A 510 Tutor: Helena Bolle Email: [email protected] Phone: (02) 9850 6888 Office: W6A 510 For general enquiries Position: Departmental Administrator Name: Ms. Raina Kim Email: [email protected] Phone: +61 2 9850 8833 Office: W6A 540 2 Part 2. Academic Contents Credit Points 3 Prerequisite 12 cp. Unit description This unit focuses on the theme suggested in the subtitle, taken from Tertullian's question 'What has Athens to do with Jerusalem?' What has the philosophical Academy of Athens, representing the millennia-old Classical tradition, to do with the new 'philosophy' founded on the teachings of Christ, developed by Paul, and embodied in the Holy City, sacred to Jews and Christians? This unit looks in particular at the relationship of the three 'races' ( genoi ): Greeks, Jews, and Christians, from the perspective of the inheritors of the Classical tradition, who ruled the Mediterranean from the Eternal city: Rome. The unit will examine the ways the Roman state reacted to Jews and Christians from the second to the fourth centuries; from the time when Christianity first came to Rome's attention, through attempts by Rome to remove it (violently or otherwise) from the world, to the 'triumph' of Christianity in the fourth century. It looks at developments in Roman beliefs and cults in the period, problematises the different response of Rome to Jews and Christians, and examines the relationship between the two monotheistic traditions. Unit outcomes Students in this Unit will acquire: 1. Knowledge about religious interaction in the Roman world from c. 100 to c. 350 CE. 2. Insight into inter- and intra religious interaction 3. Perspectives on the processes of accommodation and integration inherent in a society in which different ethnic, cultural, linguistic, and religious groups operated alongside each other 4. Perspectives on how the way we label ancient phenomena, communities, and events, affects our study of them 5. Skills in the use of primary sources for the study of the ancient world 6. Skills for the use of bibliographical resources for the study of the ancient world 7. Skills for the identification of sources of information (such as research tools, databases, and online resources), and problem-solving skills in dealing with these resources 8. Familiarity with treating different types of documents, in order to identify their technical or genre-based aspects, and to extract data from them 9.Familiarity with treating different types of discourses, and to analyse their aims and functions 3 Graduate capabilities 1. Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. 2. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. 3. Problem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. 4. Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. 5. Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. 4 6. Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nation’s historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. 7. Socially and Environmentally Active and Responsible We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability. 8. Capable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. 9. Commitment to Continuous Learning Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially. Part 3. Assessment in this unit Assessment at a glance Task Weight Due Date Linked Linked Brief Unit Graduate Description Outcomes Capabilitie s Definitions 5% 19/8 4 2,4 Definitions Assignment (Friday Week 3) Short paper 15% Wednesday 1, 5-7 1-4 Tutorial paper of relevant 5 week (2-13) Tutorial 10% N/A 1-4 5-7 Tutorial Participation Participation Definitions P/F 12/11 4 4 Definitions Reflection (Friday Week Reflection 13) Major Essay 30% 14/10 1-7 1-6 Major Essay (Friday Week 12) Exam 40% Exam period 1-7 2-6 Exam Assessment Tasks Definitions Assignment Weighting: 5% Due: 19 August In no more than 200 words, give your understanding of the terms ‘religion’, ‘pagan’, ‘Jew’, and ‘Christian’. Tell us how you understood these terms when you started the course, not after you heard the introductory lectures. It is not necessary to provide any references for these assignments, and we do not expect you to do any research for them: we simply wish to find out how what you think these terms mean. The mark for this assignment will largely be based on spelling, grammar, punctuation, syntax, and sentence construction. You will lose .25 of a mark for each error you make in these areas. Thus it is an exercise in proof reading and presentation, as well as an opportunity for you to consider how you understand what we will be studying this semester. Short Paper Weighting: 15% Due: Friday of the relevant week Choose one week from weeks 2-13. In no more than 600 words, address the ‘questions for discussion’ in that week’s study guide. Focus on the primary sources for each week and base you answers upon them. This does not mean you should ignore the modern literature listed in the study guide, but that the primary focus of the paper should be on your reactions to the ancient sources. In its presentation, style of referencing and bibliography, this paper should conform to the requirements for a major essay, see below. 6 Major Essay Weighting: 30% Due:14 October In no more than 2500 words, address one of the questions below. This is a maximum word limit, and essays which exceed it will not be viewed favourably, and will attract a 5% penalty for every 100 extra words after they pass 2750 (i.e. you are allowed to exceed by 10%, but try not to – if you reach 2850, you will be penalised). Extensions will be granted only in documented cases of misadventure or illness. Essays submitted late without prior applications for extension will attract a penalty of 2% of the mark per day they are late. It is important to base your essay on primary sources, and to compile your own list of up-to-date secondary reading. Do not pick a question which has too much ground to cover, and do not hesitate to approach the lecturer or tutor for guidance over your essay at any stage.
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