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Patrick's course topics include history, arts, literature and frequently fill up quickly. Early enrollment ensures an informative learning experience. Check back frequently as additions and updates are common.

Current and Upcoming Courses



PLUNDERED ART: From Nebuchadnezzar to Nero to the Nazis
Summer 2008 - ARTH 218 (June 25 to July 23)


plundered   In recent years, many leading museums have found themselves at the center of controversies focusing on whether they have developed their antiquities collections unethically.

This course focuses on the ethics of art collecting and offers historic examples of plundering from Nebuchadnezzar to the Nazis. The theft of art is hardly a modern phenomenon. Verres, a greedy Roman governor of Sicily, illegally amassed astonishing stolen civic treasures. The Roman Emperor Nero robbed Pergamon of its most famous sculpture of the Hellenistic world, the Laocoon group, and installed it in his notorious Golden House. The Venetian Sack of Constantinople in 1204, the Conquistadores' sack of Mexico and Peru in the 16th century, French and British expeditions in Egypt and Mesopotamia all provide examples of a trend that lives on today. This can be seen in such examples as the pillaging of the Iraqi Museum in Baghdad as well as other sacred Iraqi sites and whether the U.S. is somehow complicit. Our cultural odyssey following plundered art will be global in nature and will cover millennia of purloined treasures.

This is a Stanford CSP course



Art, Archaeology and Myth: Olympian Visions. Layered Meanings
Spring Quarter 2008 (arc 08)


  Centaurs, Gorgons, Sphinxes, and many other myth personae have been painted and sculpted for thousands of years in Western Art, but what can we learn from their accumulated layers of meaning? Who and what were the older models of

Athena and Demeter going back to the Bronze Age? How has Aphrodite changed from her earlier archaeological antecedent in the Mesopotamian goddess Ishtar? What meaning does the caduceus of Hermes possess through time? How long have myths been visualized in art? What changes in cultural perception, conventions, and social values are reflected in the variations of how mythology is rendered through time? Layers of iconography are shown and analyzed in this course, which examines known embedded archaeological evidence in the various arts depicting myth. These and other questions are a few of the approaches taken. This new course also suggests possible routes that images take across ancient cultures over millennia to the modern era, providing possible ways to date the changes in the art of myth through time.

This is a Stanford University CSP course



"Alpine Archaeology" Spring 2008

  This course emphasizes the unique practices of conducting archaeology in the Alps and montane, high altitude regions while also covering global practices. Topics include geomorphology, montane ecology and paleoclimatology and how these help determine the ancient alpine environment

impacted by humans over millennia. Alpine megaliths and calendrical monuments are also covered along with the discovery of Otzi the Ice Man, a Neolithic human frozen in a glacier for 5,000 years. This is also a hands-on course where students handle artifacts including stone, metal, ceramics, textiles, glass and other materials. Students learn how to recognize and read ancient coins from Greek, Celtic and Roman cultures as well as how to reconstruct substantial history of a ceramic vessel from a broken potsherd. Students also experiment with stone working and selection criteria for artifacts along with gold working and learning a portable lab for petrography (stone in thin section) for tracing archaeological stone to its geological source, as well as estimate stone weathering through different environments.  Labs include archaeological materials, stone working, ceramic technology, gold working, numismatics (coins), lichenization, among others.

ARCH 126 / CLASSART 126
3-5 credits    M / W  10-11:30

This is for matriculated Stanford University students






Previously Offered Courses



"Great Lives in History"
(a previous course)


  How many people in history actually deserve to have their names described as "great"? Cyrus the Great, Alexander the Great, Constantine the Great, Charlemagne, Frederick the Great, and Catherine the Great are a few that immediately spring to mind. These historic figures earned the designation because they either greatly influenced history in their day, or they affected humankind afterward. Some others could be described as great if only because their intimidating influence was admittedly profound. As such, we have Nero-the-Not-So-Great, as well as Pope Gregory the Great, William the Conqueror, and Genghis Khan.

This course examines ancient and modern lives, using surviving records and accounts, in order to evaluate or confirm their claims to global greatness. Along the way, we will take a close look at the official historical accounts of these lives. And we will also peer into their tent camps and bedrooms and see these figures from less historically explored perspectives.



"HANNIBAL"
(a previous course)

  "Hannibal is a name that evoked fear among the Romans for decades. His courage, cunning and intrepid march across the Alps in 218 BCE with an army and elephants over snowy crags and dangerous passes are still features of one of the most exciting reads in ancient

history from Polybius, Livy and Appian, the ancient sources, and continue to inspire historians and archaeologists alike today. The mystery of his exact route is still a topic of debate, one which has consumed Patrick Hunt for over a decade as Director of Stanford’s Alpine Archaeology Project since 1994.

From his childhood in Carthage to following his father Hamilcar to Spain and then facing the enemy Romans with amazing battles which decimated the Roman legions, the life of Hannibal Barca still stands as that of one of the most fascinating and brilliant strategists in history. This course examines Hannibal’s childhood, young soldierly exploits in Spain and follows him over the Pyrenees and into Gaul, the Alps and Italy and beyond, also examining his legacy after the Punic Wars. Patrick Hunt is featured in the winter issue (2006-07) of ARCHAEOLOGY magazine for his Hannibal research and also was featured on the HISTORY CHANNEL (November 6 & 16, 2006) for his work on Punic Carthage and Hannibal. His book on Hannibal will be forthcoming in 2008."

Mon. - Wed. Morning (Jan-March)
Classics Dept, Undergraduate Seminar


"Top Ten Archaeology Discoveries of the World"
(a previous course)



  "If any global archaeologist were asked to name the top ten archaeological discoveries that have made the greatest impact on archaeology and history, most lists would be likely to unanimously mention the following huge impact discoveries: the Rosetta Stone, Pompeii, Nineveh, Troy, King Tut's Tomb, Machu Picchu, Thera-Akrotiri, the Dead Sea Scrolls, Olduvai Gorge starting with the Leakey Era and the Tomb of the Ten Thousand Warriors in China. This exciting book, written with a taut narrative, relates the dramatic moments of these discoveries, whether by professional archaeologists or by amateurs' accidents, and highlights their significance to history."

Continuing Studies Class
10 week course September-December

Goto: www.tendiscoveries.com now!


"Ancient Athletics" (a previous course)

  Many evidences from ancient art and archaeology witness how seriously athleticism was taken as both a personal and communal value within society. The ancient Greeks believed in balancing mind and body where physical training was rigorously accompanied by mental training and vice versa. Few people know Plato's real

name was Aristokles, since "Plato" was his nickname reputedly given by his wrestling coach and roughly means "broad-shouldered". This course examines the philosophy behind the Greek idea of balance and analyzes the ancient athletic events - footraces, jumping, throwing javelins, chariot races, wrestling, etc., and places like Olympia, Nemea, Isthmia and Delphi, among other city venues, where games and festivals were regularly held. Reconstructions of ancient events will also be attempted.

Mon. - Wed. Morning (September - December)
Classics Dept. Undergraduate Course




"REMBRANDT" (ARTH 200) (a previous course)

  "Rembrandt van Rijn (1606–69) was one of those few genius artists who
achieved fame in his youth only to be nearly abandoned by society in his later life. While ushering in the Dutch Baroque Age at the height of Amsterdam’s glory days in the 17th century, Rembrandt summed up Realism and in some ways anticipated both Romanticism and Impressionism. While he is still considered by some to be the greatest biblical painter of all time, Rembrandt hardly ever went inside a church.

Never traveling outside of the Dutch culture, he always seemed confident that he would eventually be acknowledged by global posterity as a Great Master. Misunderstood but also mischievous, Rembrandt’s unparalleled work in enduring paintings and engravings speaks best about his life. Four hundred years after his birth, Rembrandt is still celebrated as one of the greatest artists of all time."

The course text for this class will be Patrick Hunt's REMBRANDT (2006) just released.

This is a Stanford Continuing Studies course.

Wednesday evenings
7:00 - 8:50 pm, 10 weeks
Jan 10 - Mar 14



"The Renaissance Retrieval of the Past:
An Archaeology of the Mind"
(a previous course)

  The European Renaissance derives its name from the “rebirth” or rediscovery
of ancient cultural models and ideals. Petrarch’s Ad Fontanes, “[Back] to the Fountains,” was the hallmark of the day, as thinkers in all disciplines dipped into the European cultural past for fresh inspiration.

The fall of Constantinople in 1453 brought a forgotten wealth of ancient lore, along with thousands of refugees, to the West. The humanist Erasmus offered new Greek translations of biblical texts that improved on Jerome’s Latin Vulgate. Around 1300, Giotto and other artists studied extant Etruscan and Roman wall paintings and borrowed their revolutionary perspective. Greek astronomy and mathematics, preserved through Arabic, saw new light of day, as Nicholas Copernicus and Giordano Bruno revived the heliocentric ideas of Aristarchus of Samos. In this course, we will study these and many other topics in art, medicine, physics, geography, and the history of science that reveal the deep debt of the Renaissance to the ancient past.

Autumn Quarter 2006
(HIS 128)
Monday evenings, 7:00 - 8:50 p.m.
Sept 25 - Dec 4, 2006

This is a Stanford Continuing Studies course.



"Greek Mythology" (a previous course)

  How familiar we are with phrases like "Pandora's Box" or "the Labors of Hercules" or "Between a Rock and a Hard Place" or "Siren Song" and many others that have become idioms and metaphors for common expressions in our lives, now illumined in this course. Themes like the Trojan War, the Coming of Spring and the Seasons, The House of Kadmos and Oedipus and the Sphinx, Perseus and Medusa,

Prometheus Brings Fire, Deukalion and the Flood, Cupid and Psyche, Dionysus and Wine myths, the Loves and Feuds of the Gods, How Zeus, Poseidon and Hades divided the Cosmos between Them, Heroes and Monsters, Pegasus and Chimaira are just a few of the tales and topics in the course. Mythology - even fictive - may treasure kernels of truth about humanity. Patrick Hunt will also assign and share readings from his own unique and original retellings of myth.

GREEK MYTHOLOGY (CLASSGEN 18)
Stanford University, Fall Quarter 2006,
Undergraduate and graduate enrollment

This course is limited to registered students, including from outside Stanford.




"Archaeology and Ancient Engineering"
(a previous course)

  Large-scale and small-scale engineering in the ancient world offer fascinating parallels to modern technology. How were the pyramids of ancient Egypt constructed? How did the Romans create a hydrology system with extensive aqueducts, and over 50,000

miles of roads in Europe alone with many surviving bridges? What is the evolution of ancient optics from Egypt to the Renaissance and then Galileo?  What are the qanats of ancient Persia and how did they irrigate Near Eastern deserts? How did the ancient Chinese measure earthquakes and make discoveries in metallurgy? What was the great hydrology system of ancient Peru where the Moche watered coastal deserts with Andean water?  These are some of the topics covered in this course, demonstrating that human ingenuity has innovated great technological changes through independent discovery and diffusion.

ARC 122 Wed. eves 7-9 July 5 - Aug. 2

This is a Stanford Continuing Studies course.



"Archaeology and Classical Mythology" (a previous course)

  "The great mythologer Joseph Campbell suggested history can be real but not necessarily true whereas mythology is not necessarily real but full of truth. Some of the questions examined in this class are "Can we find kernels of historical truth in mythology as in places such as Troy, Mycenae and Thebes and other archaeological sites?" "How do mythology and archaeology overlap?"

How did the Greeks understand spring and the cycle of seasons through the myths of Demeter and Persephone?" "How does myth inspire art and where do myth and art converge?" "Are there oceanographic and natural explanations for many Greek monsters?" "How were curses against the dynasties of Oedipus and Agamemnon explanatory for the fall of Thebes and Mycenae?"

ARC-08
Monday evenings
January 9 - March 20, 2006
Stanford University.

This is a Continuing Studies Class.


"Archaeology and Art of Persia - From Cyrus the Great to the Ottomans" (a previous course)

  Persia has had one of the longest, most glorious and fascinating histories in the world. Too often neglected by the West, Persia has a wealth of culture and has made immense contributions to civilization jealously admired and acknowledged by the ancient Greeks and the later Byzantines at least from Cyrus the Great around the 6th c. BCE all the way through the Ottoman perod in the 19th century. Its legendary arts and architectural sites range from Achaeminid

Persepolis to Safavid Tabriz and Isfahan with great monuments, rich textiles, intricate miniature paintings, ceramics and perfumed gardens. Its jeweled metalworking include such materials as the fabulous Oxus Treasure Hoard discovered in the 19th c. and its great literature includes the epic SHAHNAMEH (Book of Kings) to the Tales of Rustam, the medieval Persian Hero. These are only a few highlights covered in the course.

(ARC 118)
9/26/05 - 11/28/05
First class: September 26, 2005
Stanford Continuing Studies
Monday evenings (ten weeks)
7:00 - 8:50 p.m.



"Top Ten Archaeology Discoveries of the World"
(a previous course)

  If an archaeologist were to list the most exciting and seminal archaeological discoveries in the world, nearly every list would include King Tut's Tomb, Machu Picchu, the Rosetta Stone, Pompeii, Akrotiri on Thera, the 10,000 Chinese Tomb Warriors, the Dead Sea Scrolls, the Assyrian Library of Ashurbanipul at Nineveh, Troy, and Olduvai Gorge or African Great Rift ancient human ancestors like "Lucy."

This slide-illustrated, five week course examines each of these discoveries—whether deliberately sought or accidentally found—in the context of an evolving discipline since the 18th century and the intellectual and philosophical climates of the period when they were brought to light. How each of these discoveries changed perceptions of history and the future directions of field research is also part of the course. Subsequent generations of scholars may not agree on the most important archaeological discoveries, but is it likely that the works we study will stand out for archaeologists practicing between 1750 and the present.

Previously offered: Summer 2005 at Stanford University
Class started week of July 18th, 2005 (course was 5 weeks)
This was a Continuing Studies Class.


 

Stanford Continuing Studies offers a broad range of courses, seminars, and workshops, primarily in the liberal arts, designed to enhance the learning and enrich the lives of people in the Bay Area. Learn More.


ren_visions   "Renaissance Visions: Myth and Art" ... the book transports the reader into an era devoted to beauty and myth.

Available in March 2008

  Alpine archaeology is a specialized field, where normal archaeological principles ...

Available in 2007 onward

  If any global archaeologist were asked to name the top ten archaeological discoveries ...

Available in 2007 onward

  Timeless Greek myths retold as stories are never out of fashion. These familiar tales form a priceless treasure ...

Available in 2007
onward


  The pass is the Great St Bernard Pass at 8200 ft (2472 meters) elevation ...


Available in 2008 onward


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