This course addresses the social relations and cultural contexts in which mental health, mental illness, and medical knowledge about the psyche are entangled and produced. We engage cross-cultural approaches to mental conflicts and pathologies: psychoanalysis, biomedical psychiatry, ethnopsychiatry, transcultural psychiatry, and religious and 'alternative' practices of diagnosis and healing. Drawing on ethnographic and clinical studies as well as documentary films, we examine how lines are drawn between normal and pathological, and explore the intertwining of psyche, body, and morality in human experience and behavior.

This course introduces the student to the art of the Byzantine Empire from ca. 800 to ca. 1200. Byzantine art has often been opposed to the traditions of western naturalism, and as such has been an undervalued or little-known adjunct to the story of medieval art. In order to develop a more sophisticated understanding of our visual evidence, this course will stress the function of this art within the broader setting of this society. Art theory, the notions of empire and holiness, the burdens of the past and the realities of contemporary praxis will be brought to bear upon our various analyses of material from all media.

This seminar will explore ethical issues in the study and practice of archaeology, cultural resource management, museum studies, and bioarchaeology. Students are expected to substantively contribute to class discussions on a weekly basis, as well as to lead the discussion of one set of readings. Weekly seminars will be accompanied by a group midterm debate on an assigned ethical issue and an individual final research project (with a class presentation and 20-minute final conversation with Prof. Kay).

The topic for this class will be the icon, a medium that developed in Late Antiquity and that continues to be a major and influential form of painting. Although, in theory, the term is broad, we will understand it to mean the panel painting of a religious subject. In this class we will examine the history, function, theory and meaning of the icon. We will also examine the icon's influence upon the discourses of Modernism. A more practical aspect of this class is that participants in the course will work with icons and drawings in the Princeton University Art Museum and with the Sinai Archive.

This seminar searches for a pivotal figure in the history of Greek architecture, Pytheos, designer of the Mausoleum at Halicarnassus and the temple of Athena at Priene. This sculptor turned architect, theorist and critic offers a foothold for exploring trends of the late classical and early hellenistic world, including revivals and canons, grid-designed Rasterarchitektur, and colossal sepulchers in an age of emergent kingship. This course also reflects on the afterlife of Pytheos' theories on architectural education and the reception of the Mausoleum from early modern Europe to post-Civil War America.

"What is a Classic?" asks what goes into the making of a classic text. It focuses on four, monumental poems from the ancient Mediterranean and Near East: Homer's Iliad and Odyssey, Virgil's Aeneid, and Gilgamesh, which are discussed through comparison across traditions, ranging as far as Chinese poetry. Students will consider possible definitions and constituents of a classic, while also reflecting on the processes of chance, valorization, and exclusion that go into the formation of a canon. Topics will include transmission, commentary, translation, religion, race, colonization, empire, and world literature.

An introduction to the classical myths in their cultural context and in their wider application to human concerns (such as creation, sex and gender, identity, transformation, and death). The course will offer a who's who of the ancient imaginative world, study the main ancient sources of well known stories, and introduce modern approaches to analyzing myths.

This course will examine the origins, evolution and organization of the democratic system in Athens, and address some of the most controversial questions about the topic: To what extent was Athens democratic? What were the links between Athenian democracy and its aggressive imperialism? What are the similarities and differences between ancient and modern ideas of democracy?

A survey of major literary forms and works from the Archaic to the Greco-Roman period.

In this seminar we analyze social compliance and the willingness to accept regulation or instruction, delivered person to person or by systemic prescription. We investigate what the consequences of the various results of such assessment may be for our understanding of social cohesion (or its weaknesses) and political stability (or lack thereof). How 'biddable' were the millions of inhabitants of 'the ancient world'? And how much did the level of their consent to direction by others matter for the purposes of community solidarity and continuity?

A seminar covering the basic methodology of numismatics, including die, hoard and archaeological analysis as well as a survey of pre-modern coinages. The Western coinage tradition is covered, from its origins in the Greco-Persian world through classical and Hellenistic Greek coinage, Roman imperial and provincial issues, Parthian and Sasanian issues, the coinage of Byzantium, the Islamic world, and medieval and renaissance Europe. Students research and report on problems involving coinages related to their own areas of specialization. Open to undergraduates by permission of the instructor.

This course examines how political repression has shaped the literature and culture of the modern Mediterranean. Each week we focus on a national space (Albania, Greece, Turkey, Egypt, Iraq, Iran, Syria), approaching work from that space in terms of its aesthetic, political, and cultural significance. Through close, historicized, and comparative readings of these texts, we explore the relationship between literature and politics; translation and identity; and representations of state power, authoritarian rule, and struggles for liberation.

Ruled from Constantinople (ancient Byzantium and present-day Istanbul), the Eastern Roman or Byzantine Empire survived the collapse of the Western Roman Empire by over a millennium. This state on the crossroads of Europe and Asia was Roman in law, civil administration, and military tradition, but predominantly Greek in language, and Eastern Christian in religion. The course explores one of the greatest civilisations the world has known, tracing the experiences of its majority and minority groups through the dramatic centuries of the Islamic conquests, Iconoclasm, and the Crusades, until its final fall to the Ottoman Turks.

History of Eastern Europe from 1800 to the present. In this course, we analyze the concept of and historical trajectories of Eastern Europe during the modern era. The focus is upon political history, but we will also discuss how modern politics affected culture and the arts. Themes and topics include (but not limited to): empire, statehood and nationalism in East-European history; Marxism, radicalism, fascism, communism; the revolutions of 1848, 1917, 1989, and 2014. The class ends with discussion of the wars on the Balkans during the 1990s, the crisis in today's Ukraine, and the historical roots for both.

This course introduces students to the historiography of the Ottoman Empire.

The seminar explores the cultural history of Europe from the 9th to the 12th c. and the emergence of a cultural convergence that allowed to imagine the Latin West as the Latin West. Our window into this process is the codification of various subjects in books and libraries and in the collection, arrangement and transmission of history books, legal handbooks, patristic, hagiographical or liturgical collections. In so doing the course introduces students to paleography, codicology, basic techniques of editing texts and the study of Latin manuscripts, scriptoria and libraries.

To set the foundations for acquiring a command of spoken and written Modern Greek. Equal emphasis will be given to speaking, reading, and writing.

To improve the students' oral and written skills and introduce them to themes in the Hellenic tradition through readings in Modern Greek literature.

The students will pursue inquiry beyond the conventional boundaries of the two respective disciplines (ART and CEE): to learn and master relevant elements of structural engineering and to understand, appreciate, and solve myriad problems of realization of large structural works, including their design, structural analysis, and construction; and, concomitantly, to pursue a fully historical contextualization of architectural structures, including the technological developments, sociological aspects, and aesthetic traditions in which these monuments find their place. Students will work in mixed groups and collaborate on their course projects.

We will begin in 476 with the fall of Rome and will end in 1453, with the fall of New Rome (Constantinople). In between, we will trace the different trajectories that the area stretching from Iceland to Iran traveled along over the course of this fateful millennium. We will meet Northern barbarians, Arab armies, Vikings, Crusaders, Mongols, and the Ottomans; we will witness the birth of Islam and medieval Islamic civilization; Charlemagne's creation of the Western Roman empire; will see clashes between Popes and rulers and Caliphs and Muslim religious authorities. We will do all this and more, all the while asking: what were the Middle Ages?

The major Near Eastern diplomatic crises and the main developments in internal Near Eastern history. The focus will be upon the possible connections between diplomatic crises and the process of modernization. Oral reports and a short paper.

In this course you will learn the history of one of the world's most enduring Empires, the Ottoman Empire, from its beginnings in the fourteenth century to the advent of reform in the early nineteenth century. At its height, the Ottomans ruled over the Middle East, Southeastern Europe and much of the Mediterranean. About twenty five countries today were at one time part of the Empire. In addition, empire has been the world's most common form of political organization for the last 2500 years. In this course you will also learn the essentials of this enduring political arrangement in governing the world.

We shall study the ethical theories and contributions to moral philosophy of Socrates, Plato, Aristotle and the Hellenistic philosophers.

Seminar reconstructs and evaluates the key philosophical ideas presented in Plato's Phaedrus. We pay special attention to the philosophical methodology employed in the dialogue.

This course traces the emergence of the traditions we now call Judaism, Christianity, and Islam: their first communities, texts, images, and values. Students will learn to examine their histories critically, identify patterns across traditions, uncover the way these traditions shaped one another, trace the developments of beliefs and practices from their earlier forms, and analyze the social and political factors that informed these developments.

How did Jesus' earliest followers interpret his life and death? What were secret initiation rites and love feast gatherings about? How did women participate in leadership? How did the Roman government react to this movement and why did Jesus' followers suffer martyrdom? How did early Christians think about the end of the world, and what did they do when it did not happen? This course is an introduction to the Jesus movement in the context of the Roman Empire and early Judaism. We examine texts in the New Testament (the Christian Bible) and other relevant sources, such as lost gospels, Dead Sea scrolls, and aspects of material culture.