Jun 11th
2–5pm EDT
Meets 4 Times
Thankfully we have 7 other Lecture Classes for you to choose from. Check our top choices below or see all classes for more options.
Brooklyn Institute for Social Research @ Online Classroom
Do we live in an “Age of Narcissism,” or has vanity been with us always? Is narcissism necessarily pathological, or is it a structural feature of human subjectivity in general? Is narcissism a diagnostic concept, a moral problem, or a little bit of both at once? Are we all “narcissists”—or is it just you? In this course, we’ll consider the origins of narcissism as a clinical concept alongside its function as a polemical term in modern...
Sunday Jun 11th, 2–5pm Eastern Time
(4 sessions)
Brooklyn Institute for Social Research @ Online Classroom
Hannah Arendt and Martin Heidegger’s love affair is perhaps the most well-known, if not notorious, in modern Western letters. But, putting the more intimate aspects aside, how can we understand the intellectual connection, sometimes ardent, sometimes ambivalent, sometimes hostile that tied the two together for the majority of their adult lives—even after Heidegger’s turn to Nazism? In this course we will explore the affinities and differences...
Sunday Jun 11th, 2–5pm Eastern Time
(4 sessions)
Back by popular demand! Join Abby Eisenberg for a weekly exploration of community, character and sanctity — elemental themes of the Torah. Throughout the year, we’ll consider texts that both challenge and inspire us as we read our sacred ancient words while gleaning modern meaning and relevance for our lives today.
Wednesday Jun 14th, 8–9pm Eastern Time
Brooklyn Institute for Social Research @ Online Classroom
At Antonio Gramsci’s 1928 trial, the prosecutor famously demanded, “we must stop this brain working for twenty years!” Despite being imprisoned in rather brutal conditions by Mussolini’s fascist government, this goal was not achieved. Gramsci would produce, in the notes, scraps, fragments, commentaries, and essays, that constitute his so-called prison notebooks, his most famous thinking. Although the work covers tremendous ground—from...
Tuesday Jul 11th, 6:30–9:30pm Eastern Time
(4 sessions)
Brooklyn Institute for Social Research @ Online Classroom
Does history have a direction, a purpose, or an end goal? Can we deduce general historical patterns from studying the past? Is it naïve to hope and work for a better future? From the Enlightenment to the twenty-first century, liberal, Marxist, positivist, and post-structuralist thinkers have offered radically different responses to these fundamental questions related to the philosophy of history. This course will survey these attempts to grapple...
Tuesday Jul 11th, 6:30–9:30pm Eastern Time
(4 sessions)
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You will need a reliable Internet connection as well as a computer or device with which you can access your virtual class. We recommend you arrive to class 5-10 minutes early to ensure you're able to set up your device and connection.
Classes will be held via Zoom.
Is the novel an intrinsically modern form? Are prose works like Satyricon, Daphnis and Chloe, and The Golden Ass actually ancient novels? These narratives of ancient Greece and Rome offer a kaleidoscopic array of fictions: pastoral tales of erotic exploration; fierce satires of urban life and aristocratic rapacity; fantastical accounts of metamorphosis, abjection, and (maybe) redemption. With their mix of pirates and brigands, magic spells and witches, raunchy sex, divine visitations, mythological fantasias, and riffs on the philosophical tradition, the ancient novel obliterates any easy definition of genre, even as its narrative pleasures redouble. How can we understand the techniques, strategies, and motivations of the ancient novel—a literary object on the one hand formally familiar, on the other, deeply strange? What social conditions gave rise or impetus to narrative prose-writing, despite the available forms of poetry, dialogue, and drama? What subjectivities did ancient novels express—or invent? What does it mean to call them novels, at all?
In this course, we will read and discuss the three of the most popular fictions of Greek and Latin literature, as we think through questions of genre, social context, and the commensurability, or incommensurability, of the Ancient and the Modern. We’ll begin with Longus’ Daphnis and Chloe, which recounts the erotic education of its hero and heroine, while provoking questions about the relation of nature and art, and of nature and gender: is sex ever simply “natural”? Next, we’ll turn to Apuleius’ The Golden Ass (or Metamorphoses), a proto-picaresque account of its hero’s literal and metaphoric journeys from human to animal to priest of Isis. Finally, we’ll read Petronius’ Satyricon, which brings to the fore the life of the lower classes of Rome, while turning its coruscating, ribald, and critical eye upon the corruptions of the city and of the rich and powerful. All three of our novels have had especially productive and varied reception histories, as sources and touchstones for, amongst others, Shakespeare, Boccaccio, Cervantes, Goethe, Oscar Wilde, F. Scott Fitzgerald, and T.S. Eliot. Freed from the constraints of myth and of history, the ancient novel delights in its own powers of invention, in the making of its own extravagant fictions. As we read Daphnis and Chloe, The Golden Ass, and Satyricon, we will ask: what were, and are, the uses of these fictions—as rewritings of myth and philosophy, as educational narratives, as social critique, and as the invention of new worlds?
This course is available for "remote" learning and will be available to anyone with access to an internet device with a microphone (this includes most models of computers, tablets). Classes will take place with a "Live" instructor at the date/times listed below.
Upon registration, the instructor will send along additional information about how to log-on and participate in the class.
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The Brooklyn Institute for Social Research was established in 2011 in Boerum Hill, Brooklyn. Its mission is to extend liberal arts education and research far beyond the borders of the traditional university, supporting community education needs and opening up new possibilities for scholarship in the...
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