Faculty

HUMA-1301 Humanities: Prehistory to Renaissance

Arun John

Credit Fall 2024

Section(s)

HUMA-1301-027 (97224)
LEC MW 12:00pm - 1:20pm SAC SAC1 1319

HUMA-1301-035 (97227)
LEC MW 12:00pm - 1:20pm SAC SAC1 1319

Course Requirements

The Great Questions Seminar is an introduction to the great questions of humankind. This seminar is your initiation into the academic life of the college and your invitation to a seat at the table, centuries long and shared by college and university students from all over the world. This course welcomes you as a member of this grand community of learners through an interdisciplinary study of representative samples of literature, art, mathematics and music of various periods and cultures from prehistory to the Renaissance. It is the study of the interrelationships of the arts and how philosophies emphasize an understanding of human nature and the values of human life.

YOUR GRADE

Class Participation/Attendance 30%

3 Study Question Assignments -- 10% each or 30% total

3 Making Connections - 10% each 30 % total

10 Journal Posts 1% each or 10% total

Readings

Homer’s Odyssey

The Odyssey is Homer’s epic poem of Odysseus’ journey home after 10 years of war in Troy. We will follow along on Odysseus' epic journey, all the while analyzing his ultimate goal, the factors that motivate him to undertake such a journey, and the ways in which he is able to keep going even in the face of temptations and obstacles. Throughout our discussions, you will be encouraged to reflect on your own educational journey in a similar light. This story has inspired men and women for the past 3,000 years to set high goals for themselves and develop a plan to achieve them. It has helped countless people see that even when one suffers detours and setbacks like Odysseus, reaching one’s goals is still possible.

Plato’s Meno and Euclid’s Elements

Plato’s Meno deals with the timeless struggle of how to learn something new. Sometimes people think that if they don’t understand something right away that it is just not in them to learn it. They may say something like, “I’m not a math person” or “I’m not smart enough” and then give up on trying. In the Meno, Socrates confronts a boy who has a similar reaction when working on a difficult mathematical problem and gets him to overcome his false assumption that he cannot learn by guiding him through the process of solving it. After a discussion with Socrates the boy experiences a shift in mindset from assuming he is not intelligent enough to solve the problem to realizing the solution was in him all along, and that by engaging with the problem and persisting in the face of uncertainty he could indeed unlock the knowledge needed to find the solution.

Throughout the text, Plato challenges us to think about our thinking. How do we know when we know something? How do we know when we still need to do more work before we can know it? In the Meno, Socrates teaches that all real learning begins when we recognize that we don’t know.

Euclid’s text is a model for how to think clearly and logically. Through the study and demonstration of his geometrical proofs, we will learn the structure of logical arguments and what it means to prove something. This text will help us apply principles of metacognition to our studies by introducing us to the experience of what it is like to really know something. After you understand an entire proof of Euclid’s, you will feel what it is like to really know that something is true. His proofs provide a window onto the beauty of truth and will inspire us to want to open it further. Studying this text will provide you with a benchmark by which you can judge how well you know other things. You should ask yourself about future topics of study, “is this as clear to me as a Euclid proof?” Applying this question is a great way to gauge how well you understand a thing.

Poetry, Revelation, Mathematics and Love: The Human Search for Truth

You will read a packet containing selections from Sappho, classical Chinese poetry, The Bible, St. John of The Cross, The Qur’an, Rumi and Bhakti poets is available to you free of charge and will be distributed on the first day of class as a packet.

Course Subjects

Participation:

This course is all about participation. Thoughtful and consistent participation is a very important part of the class. Each student is expected to be an active participant. Your presence is requested and required. Each student will come to class with their thoughts written out about at least one study question. This assignments should be 250 words or less in order to facilitate classroom discussion.

Study Questions:

Each reading assignment will include several study questions to help direct your reading of the text. Careful thinking about the study questions while you are reading and before coming to class will help you form your thoughts and make class conversation easy and enjoyable.

Study Question Assignment:

You must complete three Study Question Assignments on **starred** study questions. Assignments must be between 450-500 words, exclusive of quotations. You should select a passage from the assigned reading that you think addresses one of the starred study question. Then, you should reproduce this passage, paraphrase it in your own words and explain why that passage addressed the study question. Finally, answer any additional parts of the questions. So, your assignment should take the following form:

1. A quotation from the assigned reading, which helps answer the study question

(please also list chapter, page and/or line number)

2. A paraphrase, in your own words, of the quotation you selected

3. An explanation of why that passage addresses the study question.

4. Your response to the study question.

Please review the grading rubric on blackboard to see how your faculty leaders will grade your assignment. This should be used to help guide your drafting of the assignment.

Making Connections

Throughout this semester, each student will complete three “Making Connection” assignments in preparation for course meetings and discussions. On “Making Connections” days you will (1) explore a list of great works that humans have created, (2) select a work that interests you (3) conduct research to learn about the work, (4) share what you have learned with your classmates.

These assignments are designed to encourage students to explore works of cultural significance and broaden their cultural and historical knowledge base.

Faculty Meetings

Students will meet privately with their professor twice each semester. Remember, your faculty leaders are not just here to guide you in this course, but to help you understand how to navigate ACC as well. They will help introduce you to ACC resources and make sure you have the support you need to be successful.

One meeting will take place in the first 3 weeks of the semester and another in the second half of the semester. Each meeting will last between 10-15 minutes.

How is it Going? Reflection Journal

Your journal entries are viewable by you and your professor - feel free to ask for advice and guidance about anything related to your first semester at ACC. You will create journal entries throughout the semester, so consider this an on-going conversation with your professor and yourself. These are intended to be reflective, and are not formal writing assignments. Use the prompts provided as a starting point, and make sure you write at least a good paragraph or two (at least 100 words).

Student Learning Outcomes/Learning Objectives

Course Objectives/Outcomes

As a result of having taken this course, students will be able to:

Demonstrate an appreciation of art in its different forms (visual, aural, etc.) throughout history.
Demonstrate general knowledge of assigned time periods and their major artistic and cultural accomplishments.
Demonstrate an understanding of how context affects the text (form) and subtext (meaning) of human artistic creations.
Form a personal explanation of why (or if) the study of Humanities is necessary for education and societal growth.

Student Success Learning Outcomes

Set goals to support personal motivation and achievement.
Adopt a growth mindset toward personal education and career goals which fosters hard work, grit, a desire for continual improvements, and persistence in the face of failure.
Distinguish between intrinsic and extrinsic motivation, and examine how intrinsic motivation encourages life-long learning.
Apply principles of metacognition to increase self-awareness of the learning process and personal strengths and weaknesses as a learner.
Enhance emotional intelligence, thereby improving interpersonal, leadership, and self-management skills.

Office Hours

M W 2:00 PM - 4:00 PM SAC 1160.1 or Zoom (via Appointment)

NOTE Please make an appointment if you cannot see/call me during my regular office hours. I’m also available via email.