CAC2056 : The long shadow of melancholy (Inactive)
- Inactive for Year: 2018/19
- Module Leader(s): Dr Thomas Rütten
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
Aims and objectives can be found in the module catalogue www.ncl.ac.uk/internal/module-catalogue/
The module enables students to study an aspect of (ancient) culture, whose repercussions, to this day, are felt in medicine, language, and the arts. The emergence of melancholy as a term and a concept embedded in ancient humoral theory, a pathological concept, a presupposition of geniality, a condition polar to mania (or the umbrella term for both), a temperament, and a receptacle for a variety of mental diseases in ancient and early medieval Greek medicine will be studied, before looking at receptions of these conceptualisations in early modern medicine, philosophy, fiction, and fine art.
The course further aims to:
1. provide students with a sound knowledge of the origins and evolution of the notion of melancholy from Hippocratic times to the time of Paul of Nicaea (7th or 9th cent. AD)
2. provide insight into the ancient conceptualisations of melancholy as a disease
3. familiarise the students with the origins of the discourse about madness and geniality
4. give students some ideas about the long-lasting effects of ancient notions of melancholy in Western tradition
5. develop the students’ skills of analysis, interpretation and evaluation of texts and secondary sources, and further develop their skills of written and oral communication, particularly in seminars.
6. develop the students’ capacity for independent study in independent student study groups and enhance their team spirit
7. confront students with their own mood swings and encounters with depressed people, and encourage them to think about potential coping mechanisms
Outline Of Syllabus
1. The birth of ‘melancholia’ (black bile) as one of the body’s humours in the Hippocratic treatise 'On the Nature of Man' and of the disease entity ‘melancholia’ in the Hippocratic treatise Aphorisms
2. The emergence of a nobilitated ‘melancholia generosa’ as the humoural disposition of the genius in the ps.-Aristotelian Problema 30,1
3. Towards a bipolar disorder: ‘Melancholia’ and ‘Mania’ in Aretaeus of Cappadocia
4. The most celebrated ancient author on melancholy: Rufus of Ephesus
5. Towards a melancholic temperament: The contribution of the Corpus Galenicum
6. How to write an essay
7. The systematization of melancholy in the medical encyclopedias of Oribasius, Aetius, and Paul of Aegina and further developments in Paul Nicaea
8. Receptions of ancient and early medieval notions of melancholy in early modern medicine
9. Receptions of ancient and early medieval notions of melancholy in early modern philosophy
10. Receptions of ancient and early medieval notions of melancholy in early modern fiction and fine art
11. Recap and Questions and Answers
|Guided Independent Study||Assessment preparation and completion||65||1:00||65:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Lecture||11||2:00||22:00||N/A|
|Guided Independent Study||Directed research and reading||65||1:00||65:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||12||1:00||12:00||Seminars|
|Scheduled Learning And Teaching Activities||Workshops||1||2:00||2:00||N/A|
|Guided Independent Study||Independent study||34||1:00||34:00||20% of guided independent study|
Jointly Taught With
|CAC3056||The long shadow of melancholy|
Teaching Rationale And Relationship
Lectures: two hours a week conveying the underlying medico-historical framwork; seminars: 1 hour per week discussing the lectures and looking at primary source material.
The format of resits will be determined by the Board of Examiners
Assessment Rationale And Relationship
The essay will test the student’s ability to research a question set by the lecturer, to critically evaluate the modern scholarship devoted to this question and to present his or her findings concisely. The essay will also test the student’s ability to work towards a deadline and the skills inherent in the process (time-management; time-efficient problem solving strategies etc.)
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:
Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.