This course will explore heterogeneous responses to ancient Greek and Roman Classics in the literature, art, and political thought of Africa and the Black Diaspora, ranging from the late eighteenth century to the present day and encompassing Africa, the Caribbean, and North America. We will analyze how African and black diasporic writers, artists, and thinkers have engaged with and re-imagined Greco-Roman Classics, both to expose and critique discourses of racism, imperialism, and colonialism, and as a source of radical self-expression. Throughout, we will consider the reciprocal dynamic by which dialogues with ancient Greek and Roman classics contribute to the polyphony of black texts and these same texts write back
to and signify on the Greek and Roman Classics, diversifying the horizon of expectation for their future interpretation.
Writers and artists whose work we will examine include Romare Bearden; Dionne Brand; Gwendolyn Brooks; Aimé Césaire; Austin Clarke; Anna Julia Cooper; Rita Dove; W.E.B. Du Bois; Ralph Ellison; Athol Fugard, John Kani, and Winston Ntshona; C.L.R. James; June Jordan; Toni Morrison; Harryette Mullen; Marlene Nourbese Philip; Ola Rotimi; William Sanders Scarborough; Wole Soyinka; Mary Church Terrell; Derek Walcott; Booker T. Washington; Phillis Wheatley; and Richard Wright. We will study these writers in the context of national and transnational histories and networks and in dialogue with relevant theoretical debates. Work for assessment will include a 15-page research paper and the preparation of a teaching syllabus for a course on an aspect of Black Classical Receptions.

This course offers an introduction to the world of thought and learning at the heart of European culture, from the Romans through the Renaissance. We begin with the ancient Mediterranean and the formation of Christianity and trace its transformation into European society. Along the way we will examine the rise of universities and institutions for learning, and follow the humanist movement in rediscovering and redefining the ancients in the modern world.

From the Uncanny to Horror: Films and Psychoanalysis.
This class will introduce students to the links between psychoanalysis and film by focusing on two themes, the Uncanny and Horror. Psychoanalysis and film were invented and developed at the same time and one can observe a reciprocal influence. Taking Sigmund Freud’s Unconscious as a point of departure, Julia Kristeva’s analysis of Horror and Slavoj Zizek’s post-Lacanian readings as theoretical tools, we will study a number of films displaying the features of Horror and the Uncanny. We will verify the points of insertion of psychoanalytical concepts such as hysteria, paranoia, abjection, castration, Oedipal desire, the Uncanny and the “Thing” in about twenty-one films. Why do we enjoy being afraid when we watch horror movies? What is fascinating in tales of madness and haunting? Why do we believe unconsciously that the dead can return? A psychoanalytic approach to our anxious enjoyment of terror in filmic works will provide original methods of interpretation. The films we will discus include Doctor Caligari (Wiene), Vertigo, Psycho, and The Birds (Hitchcock), Pet Sematary (Lambert & Kölsch and Wildmeyer), Dogtooth (Lanthimos), A Nightmare on Elm Street, 1 - 4 (Craven), The Babadook (Kent), Goodnight Mommy (Fiala and Franz), The Texas Chainsaw Massacre (Hooper), Deep Red and Opera (Argento), Cannibal Holocaust (Deodato), Insidious (Wan), It (Muschietti), Martyrs (Laugier), It Follows (Mitchell), and Split (Night Shyamalan). Bibliography: Sigmund Freud, The Uncanny (PEPweb), Julia Kristeva, Powers of Horror: An Essay on abjection, (Columbia U.P., 1982, online) and Slavoj Zizek, Looking Awry (MIT, 1991). Requirements: 7 short film journals (3 pages each) and one final research paper (10 pages).

What is being a man, being a woman, being masculine, being feminine, being neither, being both? Is sex about pleasure, domination, identity, reproduction, or something else? Are sexual orientation and gender identity innate? How can words, myths and stories inform cultural assumptions about sex and gender? Did people in ancient times have a concept of sexuality? How do gendered English terms (like "girly", "effeminate", or "feisty") compare to gendered ancient Greek and Latin terms, like virtus, which connotes both "virtue" and "masculinity"? Why did the Roman and English speaking worlds have to borrow the word "clitoris" from the ancient Greeks? How did people in antiquity understand consent? Can we ever get access to the perspectives of ancient women? In this introductory undergraduate course, we will learn about sex and gender in ancient Greece and Rome. We will discuss similarities and differences between ancient and modern attitudes, and we will consider how ancient texts, ancient art, ancient ideas and ancient history have informed modern western discussions, assumptions and legislation. Our main readings will be of ancient texts, all in English translation; authors studied will include Ovid, Aristophanes, Plato, Euripides, and Sappho. Class requirements will include participation in discussion as well as quizzes, reading responses, and a final exam.

Is "insanity" today the same thing as "madness" of old? Who gets to define what it means to be "sane," and why? Are the causes of madness biological or social? In this course, we will grapple with these and similar questions while exploring Russia's fascinating history of madness as a means to maintain, critique, or subvert the status quo. We will consider the concept of madness in Russian culture beginning with its earliest folkloric roots and trace its depiction and function in the figure of the Russian "holy fool," in classical literature, and in contemporary film. Readings will include works by many Russian greats, such as Pushkin, Gogol, Dostoevsky, Chekhov, Bulgakov and Nabokov.

In his influential book Freud & Philosophy, the French philosopher Paul Ricoeur identified three master thinkers whose influence on the twentieth century was inestimable.  What these figures shared was what Ricoeur called a “hermeneutics of suspicion”; that is, in their different ways, each developed a style of interpretation aimed at unmasking, demystifying, and exposing the real from the apparent.  “Three masters, seemingly mutually exclusive, dominate the school of suspicion: Marx, Nietzsche, and Freud.” Taking its inspiration from Ricoeur, this seminar will explore some of the key writings of Marx, Nietzsche, and Freud.  We will encounter the hermeneutics of suspicion above all in these authors’ attempts to unmask religion and reveal its true origin and function.  And we shall also pursue the hermeneutics of suspicion in the specific concerns that form the core of each thinker’s work: Marx’s critique of capitalism, Nietzsche’s genealogy of Judaeo-Christian morality, skepticism about ‘truth’, and proto-deconstruction of the human self, and Freud’s theory of the unconscious.  The final weeks of the course will be devoted to independent research and writing of an original essay in intellectual history.

You cannot build a wall to stop the free flow of literary and creative ideas. But in constructing narratives of national identity, states have long adopted particular texts as "foundational." Very often these texts have been epics or romances designated "medieval," that is, associated with the period in which specific vernaculars or "mother tongues" first emerged. France and Germany, for example, have long fought over who "owns" the Strasbourg oaths, or the Chanson de Roland; new editions of this epic poem, written in French but telling of Frankish (Germanic) warriors, have been produced (on both sides) every time these two countries go to war. In this course we will thus study both a range of "medieval" texts and the ways in which they have been claimed, edited, and disseminated to serve particular nationalist agendas. Particular attention will be paid to the early nineteenth century, and to the 1930s. Delicate issues arise as nations determine what their national epic needs to be. Russia, for example, needs the text known as The Song of Igor to be genuine, since it is the only Russian epic to predate the Mongol invasion. The text was discovered in 1797 and then promptly lost in Moscow's great fire of 1812; suggestions that it might have been a fake have to be handled with care in Putin's Russia. Similarly, discussing putative Mughal (Islamic) elements in so-called "Hindu epics" can also be a delicate matter. Some "uses of the medieval" have been exercised for reactionary and revisionist causes in the USA, but such use is much more extravagant east of Prague. And what, exactly, is the national epic of the USA? What, for that matter, of England? Beowulf has long been celebrated as an English Ur-text, but is set in Denmark, is full of Danes (and has been claimed for Ulster by Seamus Heaney). Malory's Morte Darthur was chosen to provide scenes for the queen's new robing room (following the fire that largely destroyed the Palace of Westminster in 1834), but Queen Victoria found the designs unacceptable: too much popery and adultery. Foundations of literary history still in force today are rooted in nineteenth-century historiography: thus we have The Cambridge History of Italian Literature and The Cambridge History of German Literature, each covering a millennium, even though political entities by the name of Italy and Germany did not exist until the later nineteenth century. What alternative ways of narrating literary history might be found? Itinerary models, which do not observe national boundaries, might be explored, and also the cultural history of watercourses, such as the Rhine, Danube, or Nile. The exact choice of texts to be studied will depend in part on the interests of those who choose to enroll. Faculty with particular regional expertise will be invited to visit specific classes.

This course will explore the tensions and overlaps between three concepts in literary studies: form, figure, and metaphor. Through readings of works in literary theory, literature, and literary criticism, we will ask what it means to pay attention to the form of a literary text, whether at the micro scale of its literary figures or the macro scale of its overarching structure. We will historicize the shifting relations between our three key terms by exploring their role in ancient rhetoric, Victorian aesthetic theory, Russian formalism, the New Criticism, and deconstruction, among other literary-critical schools. Special attention will be paid to the notion of metaphor as it operates across genres and disciplines. While our focus will be on modern European and American literary theory, students will come away with interpretive tools beneficial to the study of literature of any period or genre.

History, Theory, Practice--
Psychoanalysis is not only a powerful therapeutic modality for numerous psychological stresses and disorders, it’s also a comprehensive way of looking at the world: a way of understanding 1) the roles that emotions play in all aspects of our lives; 2) the enormous influence of childhood experiences and early development on our later friendships, romantic relationships, sexual experiences, and other personal, familial, cultural, and professional bonds; and 3) the rich and complex meanings of our social and aesthetic experiences (e.g., going to college, playing a sport, reading a book, taking a vacation, having a baby or a dog, creating a company or a garden, etc.). The theory and practice of psychoanalysis, from Sigmund Freud to the present day, is based fundamentally on the importance of unconscious processes and the complex ways in which those processes affect our lived experience: in childhood development and family relationships; in our wishes, dreams, and fantasies; in our experiences of work, play, love, sex, trauma, and loss; and in our creative, spiritual, and political strivings. Because the course aims to link the academic and the clinical, it will be team-taught by an academic faculty member and a practicing psychoanalyst. The course will introduce students to the broad and ever-expanding spectrum of psychoanalytic ideas and techniques, through reading and discussion of major works by some of its most influential figures, such as Freud, Sándor Ferenczi, Melanie Klein, Heinz Kohut, Erik Erikson, D. W. Winnicott, Jacques Lacan, Wilfred Bion, John Bowlby, Stephen Mitchell, Jessica Benjamin, Nancy Chodorow, and Christopher Bollas. We will also read some literary, historical, philosophical, and anthropological works that have special relevance to the psychoanalytic exploration of the human condition. Indeed, the course will demonstrate how effective psychoanalytic ideas are in bridging a wide variety of disciplines in the humanities, the social sciences, and the natural sciences—including recent developments in neuropsychoanalysis. No prior knowledge of psychoanalysis is required, and interested students from all disciplines are warmly welcomed. The reading assignment for the second class meeting will be Alison Bechdel’s graphic memoir, Are You My Mother?, if you want to get a head-start over Summer Break. Please note: in addition to the other requirements it satisfies, this course may also be counted toward completion of the Psychoanalytic Studies minor (http://web.sas.upenn.edu/psys/). three short essays, regular quizzes, weekly in-class group exercises (NO midterm or final exam).

This course introduces three genres of life writing: Autobiography, Memoir and the Diary. While the Memoir and the diary are older forms of first persons writing the Autobiography developed later. We will first study the literary-historical shifts that occurred in Autobiographies from religious confession through the secular Eurocentric Enlightenment men, expanded to women writers and to members of marginal oppressed groups as well as to non-European autobiographies in the twentieth century. Subsequently we shall study the rise of the modern memoir, asking how it is different from this form of writing that existed already in the middle ages. In the memoirs we see a shift from a self and identity centered on a private individualautobiographer to ones that comes from connections to a community, a country or a nation; a self of a memoirist that represents selves of others. Students will attain theoretical background related to the basic issues and concepts in life writing: genre, truth claims and what they mean, the limits of memory, autobiographical subject, agency or self, the autonomous vs. the relational self. The concepts will be discussed as they apply to several texts. Some examples are: parts of Jan Jacques Rousseau's Confessions; the autobiography of Benjamin Franklin; selected East European autobiographies between the two world wars; the memoirs of Lady Ann Clifford, Sally Morgan, Mary Jamison and Saul Friedlander. The third genre, the diary, is a person account, organized around the passage of time, and its subject is in the present. We will study diary theories, diary's generic conventions and the canonical text, trauma diaries and the testimonial aspect, the diary's time, decoding emotions, the relation of the diary to an audience and the process of transition from archival manuscript to a published book. The reading will include travel diaries (for relocation and pleasure), personal diaries in different historical periods and countries, diaries in political conflict (as American Civil War women's diaries, Holocaust diaries, Middle East political conflicts diaries). We will conclude with diaries online, and students will have a chance to experience and report about differences between writing a personal diary on paper and diaries and blogs on line. Each new subject in this online course will be preceded by an introduction. Specific reading and written assignments, some via links to texts will be posted weekly ahead of time. We will have weekly videos and discussions of texts and assigned material and students will post responses during these sessions and class presentations in the forums.