Final-Fall1999-2000-Samira-Khoury

Final-Fall1999-2000-Samira-Khoury - CIVILIZATION SEQUENCE...

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Unformatted text preview: CIVILIZATION SEQUENCE 20 1 FINAL WRITTEN INTERPRETATION EXERCISE A.U.B. Jan. 25, 2000 1999-2000 Sarnira Khoury 1*". Semester OPEN BOOKS - OPEN NOTES - OPEN MINDS (TIME: 1 1/2 HOURS) PRO-MEMORIA: Your papers will be graded in terms of ilv_e major considerations: 1. RELEVENCE: Your ability to define or limit the issues under discussion (neither TOO MUCH nor TOO LITTLE: sticking to the point; focusing on the point). . COHERANCE: Your ability to select, organize, argyle or analvze the issues logically, relatedly, systematically. .ADEQUACY: Your ability to present the point of View of the text fairly, forcefully, empatheticallv, showing a command of the material and an appreciation of the major elements and characteristic “Spirit” of the text. . CRITICAL EVALUATION: Your ability to gpply the vision or views of the text, to compare with other views you have considered, and to measure the views against your own experience and reflection upon the issues presented. . VERBAL EXPRESSION: Your ability to use language at the service Of your thoughts. I cannot grade what you have in mind, unless you express it clearly. ******************************************** ANSWER ONE QUESTION ONLY: I. TEACHER] STUDENT RELATIONSHIP: A. Socrates] Plato B. Plato/ Aristotle C. Epicurus/ Lucretius 1. Identify the basic distinctive features of the relationship between teacher and student in each case. 2. State VERY briefly Socrates’ concept of the role and function of the good educator, then 3. In the light of this Socratic concept (2 above] and using it as your criterion for judgement: Who is the most successful teacher: Socrates, Plato, or Epicurus? Justify your choice. (Halt "CHANCE RULES OUR LIVES". (Jooasta in Sophocles' Oedipus} l. Analyze Jocasta's above attitude, with particular emphasis on its implications concerning Oedipus' life and search :or the truth. 2. Comment on it from Virgil's point of view with particular reference to the concept or Fate and/or Destiny. 3. Conclude and state your OWN opinion. *kfik-I:i:!:#**=‘:§:=':¥::’€f:i¢:tkkfié-k!:*a‘:s‘:fa 0R III "WAR is a STERN TEACHER". (Thucydides III: 81,p.2u2) 1. Why? What does it teach in particular? (Answer these questions based on the text, e.g. III: 85 and any other reference, but quote!) 2. In the light of the above quotation, select tW°(2) of the following and state clearly what “lessons" they learnt from their respective ”battles”, (You may want to answer in the first person): (a) Aeneas (the Trojan war 95 versus Turnus). (b) Oedipus (versus Laius and company at the crossrcac.) (c) Lucretius. 3. Can you invent additional attributes (= adjectives) for this stern teacher? State them with a brief justi i ' tion, perhaps based on your experience of the war. aaasz-z':aaeaa—aeaa ORIV LEADER = " A SHEPHERD TO HIS PECPLE". 1. Develop this concept of leader as shepherd according to the people of URUK (Gilgamesh p.62, 70 etc.), and to Socrates (lecture annexes: The case of Critias). 2. In the light of this paradigm (= model, measure), how would you evaluate one (1) of the following, and w : (a) Oedipus (b) Aeneas (c) Alkinoos (d) Odysseus (é) Dido (f) Alcibiades (g) Nicias (h) Latinus 3. Conclude by stating clearly whom, from the above, you would elect as your leader and why. ***********:':*:’:****kfifekéeéftk'k "DEATH IS NOTHING TO US" (Lucretius 1- Explain brieflz I the ' a - this conclusion, underly1ng bases that led Lucretius to 2. Comment on it the AEOlOEH . Conclude and state your OWN op critically from the standpoint of Socrates ‘n 3. . . inion. .v.J. ....:'::':é:'::':#:‘:='::'::’: OR Vi. “PHENOMENA are a glimpse of the UNSEEN.” (Anaxagoras) 1. Respond very briefly to the above pre—Socratic quotation from the standpoint of Mo (2) of the following: (a) Thucycides (b) Sophocles (c) Plato (d) Aristotle 2. Analyze critically, on the basis of one concrete example from the text, with a view to arrive at the concept of man and the human condition embodied therein. 3. Conclude and state your M opinion. **** OR VII. TELEO-LOGY in NATURE? (pro memoria: TELOS = END, AIM, PURPOSE) A. “In fact, nothing in our bodies B. “We must explain then that Nature was born in order that we might belongs to the class of causes which be able to use it, but the thing act for the sake of something. a born creates the use... We can difficulty presents itself: Why believe...that the instruments, should not nature work, _r_i_9_t for whose invention sprang from the sake of something, nor because need and life, have been designed it is better so... but of necessigi? (i.e., by man) to serve a purpose. Why then should it not be the Quite different are those organs same with the parts in nature, e.g., that were first born themselves that our teeth should come up of (i.e., by nature) and afterwards necessity the front teeth sharp, provided a mental picture of their fitted for tearing....since they did own functioning. And prominent not arise for this end, but it was in this latter class we find our merely a coincident result that sense—organs and bodily members. there is purpose? Yet it is Here, then, is proof that you must Impossible that this should be banish the belief that they could the true view.. Therefore action have been created for the purpose for an end i_s present in things of performing particular functions.” which come to be and are by (Lucretius) nature.” (Aristotle) l. Analyze first, briefly and separately text A. and text B. by pointing out: a) how the author thinks that Nature works, and, b) why, he is of this opinion, referring to his basic concepts concerning the nature and the origin of the Universe, based on other relevant passages from your readings (QUOTE!) 2. Compare the two concepts, and 3. State your own opinion concerning “how nature works.” GOOD LUCK! ...
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