Hebrew

Readings in translation and discussion of texts of Middle Eastern and Indian origin. Readings may include the Quran, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhis Autobiography.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This lecture course offers a comprehensive and chronological overview of the major masterpieces of art and architecture of the Muslim world between circa 700-1000 AD. Topics concerning the rise of Arabic as the official language of the new Muslim Empire and the aesthetic transformation it went from script to calligraphy, the shaping of sacred spaces and liturgical objects, rulers’ iconographies and urban designs, as well as daily-life objects, will be discussed. Mecca, Madina, Jerusalem, Damascus, Fustat (old Cairo), Qayrawan, Cordoba, Baghdad, Samarra, Balkh, Bukhara and early Fatimid Cairo are the major playgrounds to illustrate particular moments of shifting powers and aesthetic paradigms in the early days of the Muslim empire, suggesting a more differentiate picture of the arts of Islam in the age of imagining a world-wide empire. The past narratives for these regions will be critically presented by both looking at the medieval sources and the modern historiographies for these regions and by highlighting the varied ideologies at play. Taking this critical vein of studying the arts of the early Muslim age, past narratives will be reconsidered, while enhancing our awareness to the complicated, if not sometimes manipulated, processes of giving works of arts meanings and values.

Introduction to 2000 years of art on the Indian subcontinent. The course covers the early art of Buddhism, rock-cut architecture of the Buddhists and Hindus, the development of the Hindu temple, Mughal and Rajput painting and architecture, art of the colonial period, and the emergence of the Modern.

Introduction to Indian civilization with attention to both its unity and its diversity across the Indian subcontinent. Consideration of its origins, formative development, fundamental social institutions, religious thought and practice (Vedic, Buddhist, Jain, Hindu, Muslim, and Sikh), literary and artistic achievements, and modern challenges.

This survey lecture course will provide students with a broad overview of the history of South Asia as a region - focusing on key political, cultural and social developments over more than two millennia. The readings include both primary sources (in translation) and secondary works. Our key concerns will be the political, cultural and theological encounters of varied communities, the growth of cities and urban spaces, networks of trade and migrations and the development of both local and cosmopolitan cultures across Southern Asia. The survey will begin with early dynasties of the classical period and then turn to the subsequent formation of various Perso-Turkic polities, including the development and growth of hybrid political cultures such as those of Vijayanagar and the Mughals. The course also touches on Indic spiritual and literary traditions such as Sufi and Bhakti movements. Near the end of our course, we will look forward towards the establishment of European trading companies and accompanying colonial powers.

This graduate seminar will expose students to major themes and issues in the study of South Asia. The course will provide a serious intellectual foundation for students wishing to pursue specialized, directed research in the region.

Broadly speaking, themes for consideration include: cultural history and early modernity; capitalism and political economy; genealogies of political thought; anticolonialism; caste and religion; and gender and feminist history.

The thematic focus of the seminar will change each time it is taught. However, the pedagogical aims of the seminar will remain constant. That is, to maintain a focus on discussions about the archive; conducting field research; framing a robust research question, and more.

This undergraduate course offered in the context of the Global Core component of the Core Curriculum is an examination of the globally popular HBO series “Game of Thrones” as a prototype for a comparative understanding of the larger question of epics and empires.  In this course we expand the domains of our interests and inquiries far wider and divide our syllabus into four parts: (1) Westeros: The Mythic Empire; (2) Persia:  The First Empire, (3) America: The Last Empire; and (4) On Epics and Empires.  Our objective will be to examine the main themes and overall arch of “Game of Thrones” into wider mythic, heroic, and transhistorical dimensions of our contemporary history.  

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

Discussion section to accompany the course, "Game of Thrones": On Epics and Empires.

This course constitutes the first half of a year-long introduction to Tamil, the official language of the Indian state of Tamil Nadu as well as an official language of Sri Lanka and Singapore. In addition to being spoken by almost 80 million people worldwide, Tamil also has an impressive classical past, having served as a language of religious, intellectual, and literary life in South India for nearly two millennia. Assuming no prior experience with the language, this introductory sequence provides students with the grammar, language skills, and cultural context necessary for achieving their individual Tamil language goals, whether they be conducting fieldwork or scholarly research, chatting with relatives back home, or simply waxing poetic over an artful dosai. In order to cultivate students’ reading, writing, speaking, and listening comprehension skills, this course draws upon a wide variety of teaching materials, including the core textbook, oral drills, audio recordings, short films, music videos, memes, and more. No P/D/F or R credit is allowed for this class.

This course constitutes the first half of a year-long introduction to Tamil, the official language of the Indian state of Tamil Nadu as well as an official language of Sri Lanka and Singapore. In addition to being spoken by almost 80 million people worldwide, Tamil also has an impressive classical past, having served as a language of religious, intellectual, and literary life in South India for nearly two millennia. Assuming no prior experience with the language, this introductory sequence provides students with the grammar, language skills, and cultural context necessary for achieving their individual Tamil language goals, whether they be conducting fieldwork or scholarly research, chatting with relatives back home, or simply waxing poetic over an artful dosai. In order to cultivate students’ reading, writing, speaking, and listening comprehension skills, this course draws upon a wide variety of teaching materials, including the core textbook, oral drills, audio recordings, short films, music videos, memes, and more. No P/D/F or R credit is allowed for this class.

An introduction to the language of classical and modern Arabic literature. No P/D/F or R credit is allowed for this class.

An introduction to the language of classical and modern Arabic literature. No P/D/F or R credit is allowed for this class.

An introduction to the language of classical and modern Arabic literature. No P/D/F or R credit is allowed for this class.

An introduction to the language of classical and modern Arabic literature. No P/D/F or R credit is allowed for this class.

Prerequisites: First Year Arabic I or instructor permission. An introduction to the language of classical and modern Arabic literature. No P/D/F or R credit is allowed for this class.

In Elementary Armenian I, students learn the Armenian script and the basic grammar that will enable them to communicate about topics relating to themselves and their immediate surroundings: family, school, daily occupations, describing people, expressing likes and dislikes, requesting and giving information about themselves and others, proper forms of greetings, etc. They also begin to read signs, advertisements, and develop the skills to read texts like short stories and Armenian fables. No P/D/F or R credit is allowed for this class.

This is an introductory course for which no prior knowledge is required. Equal emphasis is given to listening, speaking, reading, writing and grammar. Daily homework includes grammar exercises, short answers, reading, or paragraph writing. Frequent vocabulary and grammar quizzes. No P/D/F or R credit is allowed for this class.

This is an introductory course for which no prior knowledge is required. Equal emphasis is given to listening, speaking, reading, writing and grammar. Daily homework includes grammar exercises, short answers, reading, or paragraph writing. Frequent vocabulary and grammar quizzes. No P/D/F or R credit is allowed for this class.

Prerequisites: a knowledge of basic vocabulary and limited speaking and listening skills in Urdu. This is an accelerated course for students of South Asian origin who already possess a knowledge of basic vocabulary and limited speaking and listening skills in Urdu. They are not expected to know how to read and write in Urdu but are able to converse on familiar topics such as self, family, likes, dislikes and immediate surroundings. This course will focus on developing knowledge of the basic grammar of Urdu and vocabulary enrichment by exposing students to a variety of cultural and social topics related to aspects of daily life; and formal and informal registers. Students will be able to read and discuss simple Urdu texts and write about a variety of everyday topics by the end of the semester. No P/D/F or R credit is allowed for this class.

In this course we will study the late colonial and early post-colonial periods of South Asian history together. Some of the events we will cover include: the climax of anti-colonial movements in South Asia, WWII as it developed in South and Southeast Asia, the partition of British India, the two Indo-Pakistan wars, and the 1971 Bangladesh War. While we will read selected secondary literature, we will focus on a range of primary sources, including original radio broadcasts and oral history interviews. We will also study artistic interpretations of historical developments, including short stories and films. In this course, we will strive to remain attentive to the important changes engendered by colonialism, while simultaneously recognizing the agency of South Asians in formulating their own modernities during this critical period. We will also seek to develop a narrative of modern South Asian history, which is attentive to parallel and/or connected events in other regions.

Prerequisites: MDES W1210-W1211 or the equivalent. A continuation of the study of the language of contemporary writing. No P/D/F or R credit is allowed for this class.

Prerequisites: MDES W1210-W1211 or the equivalent. A continuation of the study of the language of contemporary writing. No P/D/F or R credit is allowed for this class.

Prerequisites: MDES W1210-W1211 or the equivalent. A continuation of the study of the language of contemporary writing. No P/D/F or R credit is allowed for this class.

Prerequisites: MDES W1210-W1211 or the equivalent. A continuation of the study of the language of contemporary writing. No P/D/F or R credit is allowed for this class.

This colloquium is a course on many influential texts of literature from Ancient Near Eastern cultures, including Sumerian, Egyptian, Babylonian, Assyrian, Hittite, Canaanite, and others. The emphasis is on investigating the literary traditions of each culture – the subject matter, form, methods, and symbolism– that distinguish them from one another and from later traditions of the Middle East. The course is not
a “civilization” course, nor is it a history class, although elements of culture and history will be mentioned as necessary. The course is intended to provide a facility with, and an awareness of, the content and context of ancient works of literature in translation from the Ancient Middle East.

Students in this course will gain a familiarity with the major cultures of the Ancient Middle East, the best known and most remarked upon stories, and the legacy of those works on some later traditions. The course is organized thematically in order to facilitate comparison to the materials in similar courses at Barnard and Columbia. The approach will be immediately familiar to students who have previously taken Asian Humanities (AMEC) or Literature-Humanities (Core), but the course does not require any previous experience with literature or the Ancient Near East and is open to everyone.

All assigned readings for the course will be in English. The course meets once a week and sessions are two hours long.

Prerequisites: Elementary Persian II or the equivalent. This course involves reading, writing, translating, conversation and grammatical foundations for Persian Language (PL). The materials are selected from two books: Āmuzesh-e Fārsi: Intermediate Level (required) and English-Persian Dictionary, plus verb system and charts (recommended). These books are assigned and have to be available to every student. There are also handouts, which will be provided throughout the course. This course serves as intermediate and makes students able to read and compose proper Persian language as well as the colloquial one. No P/D/F or R credit is allowed for this class.

Required of all majors. Introduces theories of culture particularly related to the Middle East, South Asia. and Africa. Theoretical debates on the nature and function of culture as a symbolic reading of human collectivities. Examines critical cultural studies of the Middle East, South Asia, and Africa. Enables students to articulate their emerging knowledge of Middle East, South Asian, and African cultures in a theoretically informed language.

*This course provides an introduction to the social and cultural history of the Swahili coast and an overview of some of the major debates that have dominated this historiography.*

This class introduces students to the living epics that form core literary, religious, and cultural traditions within South Asia: the Ramayana and the Mahabharata. “Epic Epics” will begin by examining the earliest narration of the Ramayana (in its modern Amar Chitra Katha comic redaction) and then will proceed to investigate how these stories of tragedy, valor, and divinity were and are adapted by different communities as they became an intrinsic part of almost every area of this region. As the heroes (and heroines) of these epics are often linked with the people producing and/or narrating them, the manner in which these epics are articulated reveals the priorities of its authors. Drawing on literature, film, graphic novels, journalism, podcasts, art, and performance, this class will explore the continuous reworking of these epics from their inception to the present day. Special attention will be payed to the controversies surrounding politics, caste, and gender that arise in the texts.

This seminar, designed for seniors, aims to acquaint students with the notion and theoretical understanding of culture and to introduce them to a critical method by which they can study and appreciate contemporary culture in the Arab World. The seminar will survey examples of written and cinematic culture (fiction and autobiography), as well as music, dance, and literary criticism in the contemporary Arab world. Students will be reading novels, autobioghraphies and literary criticism, as well as watch films and listen to music as part of the syllabus. All material will be in translation. Films will be subtitled. Songs will be in Arabic.

Prerequisites: minimum GPA of 3.5 in MESAAS courses. The MESAAS honors seminar offers students the opportunity to undertake a sustained research project under close faculty supervision. The DUS advises on general issues of project design, format, approach, general research methodologies, and timetable. In addition, students work with an individual advisor who has expertise in the area of the thesis and can advise on the specifics of method and content. The thesis will be jointly evaluated by the adviser, the DUS, and the honors thesis TA. The DUS will lead students through a variety of exercises that are directly geared to facilitating the thesis. Students build their research, interpretive, and writing skills; discuss methodological approaches; write an annotated bibliography; learn to give constructive feedback to peers and respond to feedback effectively. The final product is a polished research paper in the range of 40-60 pages. Please note: This is a one-year course that begins in the fall semester (1 point) and continues through the spring semester (3 points). Only students who have completed both semesters will receive the full 4 points of credit.

Arabic, Persian, and Turkish texts available in libraries and archives today have an intricate history of
production, transmission and reception. This class will provide both the understanding of that history and
the philological skills to work with the texts. Throughout the classical, post-classical and modern periods,
numerous authors, readers, patrons, scribes, translators, travellers, booksellers and book owners have
contributed to the formation of the contemporary canon. Technologies of manuscript and book production
have changed concomitantly from handwritten to print and digital production and from parchment to
paper and screen. This course will ask how the actors mentioned above worked together to shape the
textual history of the Islamic world and how technological innovations influenced reading and authorship
practices, attitudes towards orality versus textuality, notions of originality and authority, and ways of
knowledge transfer. We will also consider the reproduction and reception of texts through practices of
translation, citation, and commentary and ways to study intertextuality. A section of the course will offer an
introduction to codicology and palaeography, in which we will study the diversity of Islamicate scripts and
manuscript materials. We will also study methods of textual criticism to learn how to produce and engage
with critical (digital) editions. Finally, we will consider issues of digitization, such as optical character
recognition and corpus linguistics. By the end of the course, students will have gained insight into the fields
of book history, philology, textual criticism, translation and social history of reading and writing practices in
the Islamic world.

Through reading excerpts from thirteen essential works, starting with Jabarti's history of the French Campaign in Egypt to a chapter from al-Qur'an, students will be able to increase their fluency and accuracy in Arabic while working on reading text and being exposed to the main themes in Classical Arabic literature, acquire a sense of literary style over a period of fourteen centuries as well as literary analytical terminology and concepts. The texts are selections from essential works that the students will read in detail, write critical pieces, engage in discussion and have assignments which will expand their vocabulary, manipulation of advanced grammar concepts, and employing stylistic devices in their writing. This course will enable students to start doing research in classical Arabic sources and complements MESAAS's graduate seminar Readings in Classical Arabic. The course works with all four skills (listening, speaking, reading and writing). Arabic is the language of instruction. No P/D/F or R credit is allowed for this class.

Advanced instruction in the Armenian dialect. No P/D/F or R credit is allowed for this class.

This 4000-level course examines how societies grapple with the legacy of mass violence, through an exploration of historical texts, memoirs, textbooks, litigation, and media reports and debates on confronting the past. Focusing on case studies of the Herero Genocide, the Armenian genocide during WWI, and the Holocaust and the Comfort Women during WWII, students investigate the crime and its sequelae, looking at how societies deal with skeletons in their closets ( engaging in silence, trivialization, rationalization, and denial to acknowledgment, apology, and repair); surveying responses of survivors and their descendants (with particular attention to intergeneration transmission of trauma, forgiveness, resentment, and the pursuit of redress); and dissecting public debates on modern day issues that harken back to past atrocities.

This 4000-level course examines how societies grapple with the legacy of mass violence, through an exploration of historical texts, memoirs, textbooks, litigation, and media reports and debates on confronting the past. Focusing on case studies of the Herero Genocide, the Armenian genocide during WWI, and the Holocaust and the Comfort Women during WWII, students investigate the crime and its sequelae, looking at how societies deal with skeletons in their closets ( engaging in silence, trivialization, rationalization, and denial to acknowledgment, apology, and repair); surveying responses of survivors and their descendants (with particular attention to intergeneration transmission of trauma, forgiveness, resentment, and the pursuit of redress); and dissecting public debates on modern day issues that harken back to past atrocities.

Since the ascent of Narendra Modi as Prime Minister of India in 2014, Hindu nationalism has dominated headlines concerning India across the globe. However, the influence that Hindu nationalism has had in shaping beliefs about citizenship, belonging, religion, and the nation has a history that predates the Modi regime by around a hundred and fifty years. This class will examine the history of Hindu nationalism from the nineteenth to the twenty-first century by examining primary texts and academic analysis. This class will not only read the writings of key Hindu nationalist thinkers but will also examine how different media and technologies have affected how Hindu nationalists communicate with different publics. In particular, this class will examine topics such as space/ geography, caste and community, gender, technology and media, and diasporic Hindutva.

While helping students advance their levels of oral and written expression, this course focuses on literature of the modern and medieval periods, with particular emphasis on the development of the modern novella and traditional and new forms of poetry. In addition to literature, students are introduced to a wide variety of genres from political and cultural essays and blogs to newspaper translations of the early 20th century. They will be further exposed to ta´rof in reference to a wide variety of socio-cultural contexts and be expected to use ta´rof in class conversations. Students will be exposed to popular artists and their works and satirical websites for insight into contemporary Iranian culture and politics. No P/D/F or R credit is allowed for this class.

This course is about Anatolia before the Ottomans. The topic has piqued the interest of generations of scholars, trending towards two questions: How did Anatolia become Turkish? and How did Anatolia become Muslim? In other words, when can we start to recognize the modern concept of Turkey? So far, the twenty-first century has witnessed a shift in questions. Scholars have recently been working to demonstrate that change did not happen in a straightforward way from Greek Christians to Turkish Muslims, but that the many communities in Anatolia all borrowed, fought, married, and traded with each other. This semester, we will read both premodern sources and modern scholarship to integrate Armenian Christians and Kurdish Muslims into the story of Turkish rule in premodern Anatolia.  

The course is an introduction to the disciplines, institutions, and practices of knowledge in premodern Islam. We will start by examining the concept of knowledge in the Qur’an, Hadith and early traditions, and the categories and hierarchies of scholarly disciplines that evolved over the centuries, with attention to traditional discussions about their legitimacy, function and methodology. We will survey representative texts on pedagogy and instruction, and learn about sites of learning, libraries, curriculum, and the ethics of learning. We will study the techniques of textual composition, transmission and preservation. We will explore practices of reading and writing. We will seek to understand the role of women scholars, and reflect on the relation between knowledge, society and technology. Our main focus will be on developments and innovations in the post-formative period, roughly after 1200 CE. Students will be asked to read relevant materials (in Arabic and English) and to discuss the material each week. A final paper is due on the last day of the seminar. The course includes a visit to the Columbia University Rare Book & Manuscript Library to view materials relevant to the themes covered in this course.

This seminar is conducted mainly in Arabic sources. The purpose is to explore legal and political theory and (when possible) practices of Islamic cultures prior to the 19th century with a view to mapping political structures and constitutional organization in Islamic history, and their relationship to the Shari`a. Among the themes of interest are: structure and rationalization of theories of governance; ethics of rule; use of history as authorizing discourse in the culture of political administration; the nature of “branches of power” and separation thereof; siyasa shar`iyya in “law” and “politics” (or the relationship between “law” and “politics”); and the very meaning of politics and sovereignty in Islam; the possibility of a state of exception; enemy-friend distinction; and related themes. Proficiency in Arabic is required. 

This course aims to familiarize graduate students with the different methods and approaches that US and European scholars have used to study gender and sexuality in other societies generally, and the way they study them in the context of the Arab World specifically. The course will also explore how Arab scholars have also studied their own societies. We will survey these different approaches, both theoretical and empirical, outlining their methodological difficulties and limitations. Readings will consist of theoretical elaborations of these difficulties and the methodological and empirical critiques that the field itself has generated in order to elaborate how gender and sexuality in the Arab World have been studied, or more accurately, not studied, and how many of these methodological pitfalls can be avoided.