hum100 r4 wk2 overview

University of Phoenix Material

Week 2 Overview

Ancient Greece and Rome

Ancient Greece and Rome holds the emergence of philosophy and theatre, music and dance, as well as, the vision that created a classic style of architecture that endures today and the construction of buildings such as the Acropolis in Greece and the Coliseum in Rome. Travelers arrive daily from all over the world to view the ruins of these ancient structures in the hopes of gaining an understanding of the creative mind of that time in human history.

In the ancient Mediterranean the origins of Western culture began to take shape. What is it that the Greeks knew about humanity that stands the test of time? They created classic models for politics, literature, architecture, art, music and dance, all interwoven into the emergence of Philosophy as a body of study. The way we are governed, the books we read, the plays we watch and even some of our sporting events have their origins in classical Greek civilization 2500 years ago.

The classical Greeks placed great importance on human intellect and thought. They were not great empire builders but the influence of their culture was felt throughout the ancient world. Philosophers came to Athens to discuss the fundamental questions that have puzzled humankind throughout the ages. They grappled with the meaning of love and the nature of government, the essence of matter and the importance of mathematics in understanding the world. So much of what the Ancient Greeks contributed to humanity can be found by examining the philosophers of the time.

Socrates, Plato and Aristotle are the most renowned of the Greek philosophers. Socrates is often called “The Father of Ethics,” but his most important contribution may have been as “The Father of Critical Thinking.” He believed in an immortal psyche, maintaining that it was the responsibility of each individual to develop the psyche to its highest potential though rigorous debate and contemplation of moral values. Socrates was a master interrogator. His method was to question his students rigorously. An inability to answer signified lack of knowledge and Socrates felt that lack of knowledge was the cause of evil. His outspoken questioning of the status quo outraged the elders and in 399 B.C.E., he was arrested, tried, found guilty of corrupting youth and blasphemy, and sentenced to death by drinking hemlock.

Plato, a student of Socrates, vowed to carry on his work. Plato’s major contribution to philosophy was to bridge the human and abstract worlds. His masterwork The Republic outlines his concept of an ideal political state, ruled by philosopher kings. He wrote and published a series of dialogues with Socrates as the protagonist, at first reflecting the teachings of Socrates but later putting forth his own ideas as if they were the ideas of Socrates. Plato examined mathematics as it relates to ideas of order, harmony and proportion. He drew in the leading mathematicians of his day and, with his support, great strides were made in the development of the science. Yet, Plato maintained that there are two worlds and that man cannot truly know the ever-changing world that is presented to our senses.

Perhaps the most curious aspect of Plato’s work was his belief that the individual is made up of three conflicting elements: passion, intellect, and will. He taught that the intellect must be in control and passion must be managed by will. He believed that an educated upper class should set out codes of moral behavior for the uneducated that would be enforced by a police class. His ideas formed a partial basis for the communist movement of the 20th century.

Aristotle, in turn, was a student of Plato’s Academy, and became a tutor to Alexander the Great. Aristotle made great contributions to the study of biology and physiology, basing his ideas on careful observation. He rejected Plato’s notion of two worlds, setting apart the two archetypes that have defined conflicting approaches to philosophy through the ages. Aristotle taught that there is only one world, the one in which we live and that this world is the one that caused humans to philosophize in the first place. Aristotle devoted much of his time to the question of the nature of being. He concluded that, for example, a piece of marble can become a sculpture only after the concept, intention, and skill of the artist is applied. He produced a very practical approach to moral behavior and what it means to live a full life. He also supported the idea of theatre as cathartic and determined that every plot should have a beginning, middle, and an end.

Entertainment was an important part of Greek life. The Greeks enjoyed music and art and attended theatrical performances. The masks of Comedy and Tragedy first introduced in this ancient culture remain as present day symbols of the theatre. Sport was also an important part of the culture and had religious connotations. The first Olympic Games were held in 776 B.C.E., in honor of the God Zeus. Only men were allowed to participate and women were not even allowed as observers. Women had their own version of the games, however, dedicated to the Goddess Hera.

Moreover, the Romans, rather than discarding what the Greeks created, built upon it. The Roman legacy is one of military expansion and the many lessons of what can go wrong when an Empire is spread too far without a stable means of support.

Clearly, the Ancient Greeks and Romans reveal the cultural threads, the sense of community that held them together as a people. You see the effects of trade, spreading remnants of culture from one location to another, and military conquest by the Romans that resulted in blended cultures in spite of violent resistance. What is it that makes humankind so resistant to the ideas of those who are different from us? Can we find parallels in company buyouts or takeovers? Do we not find a clash of cultures in that situation as well?

By studying the development of philosophy, literature and religion, you examine how the ancients grappled with moral dilemma. Throughout history effective leaders have called upon the wisdom of the ages for insight and the need for this insight has never been greater than it is today.

Contrary to what the critics may say, the study of Humanities increases business skills. It improves mental flexibility through critical and analytical thinking. It improves the ability to communicate by developing reading and writing skills. It also teaches how to problem-solve by integrating information, ideas, and opinions from varied sources and perspectives. The Humanities helps to clarify personal values and build models for moral decision making by building on the examples set through time.

How can we ever truly know ourselves unless we know the ancients who planted the seeds of who we are as a people today? As you read your first assignments and examine the photographs and timelines on the pages of your text, begin to identify those earliest threads that are part of the cloth of modern life.

Timeline of Scientific and Technological Advances – Ancient Greece and Rome

Some important dates to put human development during the times of Ancient Greece and Rome into an historical context:

600 B.C.E. – Thales proposed that nature should be understood through logic
530 B.C. E. – Pythagoras developed mathematical theory
450 B.C. E. – Anaxagoras proposed that the universe is made entirely of matter in motion
335 B.C. E. – Aristotle established the Lyceum for the study philosophy and logic
300 B.C. E. – Aristarchus proposed that the earth revolves around the sun
300 B.C. E. – The number of volumes in the Library of Alexandria reached 500,000.
220 B.C. E. – Archimedes made discoveries in science and mathematics
79 C.E. – Mt. Vesuvius erupts and covers the Roman city of Pompeii
150 C.E. – Ptolemy proposed that the earth is the center of the solar system

Additional Study of Ancient Greece and Rome

Further information on the Ancient Greeks and Romans can be found in world-renowned museums many of which have virtual versions today. Some additional material and superb visuals can be found in the sites mentioned below.

Visit the ruins of ancient Pompeii and see the many artifacts uncovered when excavation revealed everyday life of a Roman city in 79 C.E. Volcanic lava and ash preserved the remains of the city in remarkable condition. Archaeological studies have made it possible to know intricate details such as what was being served at a family meal at the moment the disaster struck. See how the University of Virginia is involved in the Pompeii Project at jefferson.village.virginia.edu/pompeii/. This website presents work in progress on a project to bring structural engineering principles to bear on archaeological questions concerning the reconstruction of the ancient city of Pompeii following a severe earthquake in 62 C.E., 17 years before the famous eruption of Vesuvius buried the city in 79 C.E.

Remains of the Roman Empire can be found in virtually every area that the Romans once occupied, from Egypt to England. When the Emperor Hadrian chose to cease expansion of the Empire, he sent his army to build a wall at its borders. The remains of Hadrian’s Wall are well preserved in Northern England. In Vindolanda, and other former outposts, extensive excavation has yielded a very personal glimpse into the life of the Roman soldier in 200 C.E. Visit www.vindolanda.co.uk and see what is being learned about life on the Roman Frontier.