Module 3: Ancient Civilizations - From Greece to China
Elena Avramidou
- Introduce students to two ancient civilizations, the Chinese and the Greek, which left a rich legacy and profoundly influenced the way of life and thinking of their contemporaries and the later generations.
- Introduce students to approach the two ancient civilizations from a comparative perspective and, thus, distinguish their similarities and differences.
- Knowledge of the interplay between socio-economic structures and political institutions, ideas, values, and respect of traditions and religious beliefs.
- Provide students with the valuable insights that the two ancient civilizations offer, which remain relevant in our modern world.
- Develop students' critical thinking skills and cultural understanding.
- Knowledge of the past contributes to the understanding of our present and the shaping of our future; that is, who we are and how we have moved through time, but also where we are heading.
- Introduce students to two ancient civilizations, the Chinese and the Greek, which left a rich legacy and profoundly influenced the way of life and thinking of their contemporaries and the later generations.
- Introduce students to approach the two ancient civilizations from a comparative perspective and, thus, distinguish their similarities and differences.
- Knowledge of the interplay between socio-economic structures and political institutions, ideas, values, and respect of traditions and religious beliefs.
- Provide students with the valuable insights that the two ancient civilizations offer, which remain relevant in our modern world.
- Develop students' critical thinking skills and cultural understanding.
- Knowledge of the past contributes to the understanding of our present and the shaping of our future; that is, who we are and how we have moved through time, but also where we are heading.
- Introduce students to two ancient civilizations, the Chinese and the Greek, which left a rich legacy and profoundly influenced the way of life and thinking of their contemporaries and the later generations.
- Introduce students to approach the two ancient civilizations from a comparative perspective and, thus, distinguish their similarities and differences.
- Knowledge of the interplay between socio-economic structures and political institutions, ideas, values, and respect of traditions and religious beliefs.
- Provide students with the valuable insights that the two ancient civilizations offer, which remain relevant in our modern world.
- Develop students' critical thinking skills and cultural understanding.
- Knowledge of the past contributes to the understanding of our present and the shaping of our future; that is, who we are and how we have moved through time, but also where we are heading.
Syllabus
Course Objectives/Goals
Upon the successful completion of the module the students will be able:
CO1. Understand and distinguish the main differences regarding the social and economic structures in ancient Greece and ancient China.
CO2. Recognize and explain the reasons of the different development of the political institutions in Greece and China.
CO3. Elucidate how the ideas, values, traditions, and religious beliefs of the past influenced the development of modern Greek and Chinese societies.
CO4. Discern how the two ancient civilizations contribute to the cultural understanding and intellectual development in East and West.
CO5. Reflect upon the ways the past contributes to the understanding of our present and the shaping of our future.
CO6. Approach the ancient civilizations from a comparative perspective using elements from different research fields.
Instructional Methods
The course is designed to develop different parts of the learning process, including asynchronous videorecorded lectures, discussions on the online platform for specific and topical topics, developing new ideas, presenting, and solving questions and problems, and self-assessment exercises at the end of each module.
The instructor may upload notes, interactive presentations, quizzes, announcements, as well as any other additional multi-media material (videos, news reports, images, interviews, a/v documentation) on the Course’s webpage, which can be found at the electronic used by Ionian University. Moreover, students are required to use the discussion forum in order to communicate and interact with each other. Please note that, other than written text, your responses can include: hyperlinks related to the topic of discussion, video or other audiovisual material, self-recorded audio or video responses, questionnaires and polls, or, any other interactive resource. Students are advised to visit the platform on a regular basis in order to gain access to any newly uploaded educational material, since the above comprise a virtual learning environment for the Course.
Assessment Methods
The overall academic performance of students is based on the assessment of a written assignment, on a formative assessment, their performance in the final exams and the final assignment. A passing mark in the mid-term assignment is not a prerequisite for his/her participation in the final exams. The final grade awarded to each student is the sum of the grades awarded for the assignment and the final exams. Both the assignments and the final exams are marked in the scale 0 (complete failure) to 100 (absolute success). In order to get a passing mark in the Course, a student must receive a passing mark in the final exams. In a nutshell:
- The grade awarded for the assignment represents the 20% of the Course’s final grade.
- The grade awarded for the formative assessment activities represents the 20% of the Course’s final grade
- The grade awarded for the final exams represents the 60% of the Course’s final grade.
- In order to get an overall passing mark, a student must be graded with at least 50/100 in the final exams.
- Final assignment.
Bibliography
- Ebrey Buckley, Patricia. (2010) The Cambridge Illustrated History of China. Laurence King Publishing.
- Castoriadis, Cornelius. (2004) The Greek Imaginary –From Homer to Heraclitus Seminars 1982-1983, trans. John Garner, Maria-Costanza Garrido Sierralta, UK: Edinburg University Press.
- Fung, Yu-lan. (1960) A Short History of Chinese Philosophy, D. Bodde, New York: The Macmillan Company.
- Jullien, Françoise. (2004). Detour and Access: Strategies of Meaning in China and Greece. Sophie Hawkes, New York: Zone Books.
- Kitto, Humphrey D.F. (1991). The Greeks. UK: Penguin.
Upon the successful completion of the module the students will be able:
CO1. Understand and distinguish the main differences regarding the social and economic structures in ancient Greece and ancient China.
CO2. Recognize and explain the reasons of the different development of the political institutions in Greece and China.
CO3. Elucidate how the ideas, values, traditions, and religious beliefs of the past influenced the development of modern Greek and Chinese societies.
CO4. Discern how the two ancient civilizations contribute to the cultural understanding and intellectual development in East and West.
CO5. Reflect upon the ways the past contributes to the understanding of our present and the shaping of our future.
CO6. Approach the ancient civilizations from a comparative perspective using elements from different research fields.
The course is designed to develop different parts of the learning process, including asynchronous videorecorded lectures, discussions on the online platform for specific and topical topics, developing new ideas, presenting, and solving questions and problems, and self-assessment exercises at the end of each module.
The instructor may upload notes, interactive presentations, quizzes, announcements, as well as any other additional multi-media material (videos, news reports, images, interviews, a/v documentation) on the Course’s webpage, which can be found at the electronic used by Ionian University. Moreover, students are required to use the discussion forum in order to communicate and interact with each other. Please note that, other than written text, your responses can include: hyperlinks related to the topic of discussion, video or other audiovisual material, self-recorded audio or video responses, questionnaires and polls, or, any other interactive resource. Students are advised to visit the platform on a regular basis in order to gain access to any newly uploaded educational material, since the above comprise a virtual learning environment for the Course.
The overall academic performance of students is based on the assessment of a written assignment, on a formative assessment, their performance in the final exams and the final assignment. A passing mark in the mid-term assignment is not a prerequisite for his/her participation in the final exams. The final grade awarded to each student is the sum of the grades awarded for the assignment and the final exams. Both the assignments and the final exams are marked in the scale 0 (complete failure) to 100 (absolute success). In order to get a passing mark in the Course, a student must receive a passing mark in the final exams. In a nutshell:
- The grade awarded for the assignment represents the 20% of the Course’s final grade.
- The grade awarded for the formative assessment activities represents the 20% of the Course’s final grade
- The grade awarded for the final exams represents the 60% of the Course’s final grade.
- In order to get an overall passing mark, a student must be graded with at least 50/100 in the final exams.
- Final assignment.
- Ebrey Buckley, Patricia. (2010) The Cambridge Illustrated History of China. Laurence King Publishing.
- Castoriadis, Cornelius. (2004) The Greek Imaginary –From Homer to Heraclitus Seminars 1982-1983, trans. John Garner, Maria-Costanza Garrido Sierralta, UK: Edinburg University Press.
- Fung, Yu-lan. (1960) A Short History of Chinese Philosophy, D. Bodde, New York: The Macmillan Company.
- Jullien, Françoise. (2004). Detour and Access: Strategies of Meaning in China and Greece. Sophie Hawkes, New York: Zone Books.
- Kitto, Humphrey D.F. (1991). The Greeks. UK: Penguin.
Calendar
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