Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Malcolm Choat
Contact via malcolm.choat@mq.edu.au
W6A 504
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MAncHist or GradCertAncHist or MA in (Ancient History or Coptic Studies or ECJS or Egyptology or History or Late Antiquity or Ancient Art and Architecture) or PGDipArts in (Ancient History or ECJS) or PGCertArts in (Ancient History or Coptic Studies)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
A detailed study of monasticism in Egypt based on documentary papyri and inscriptions in Greek and Coptic (studied in English translation). A number of key cases studies will be examined, including Melitian monasticism, and the monasteries of Bawit, Bala'izah, and western Thebes.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Participation | 20% | Ongoing |
Encyclopaedia Assessment | 10% | 14.8.15 |
Short Paper | 30% | 11.9.15 |
Major Essay | 40% | 30.10.15 |
Due: Ongoing
Weighting: 20%
All students are expected to participate in the online discussions. This means they are required to post to the web discussion tool on the iLearn site in reference to the study questions for each week . Students must participate at least in 8 of the 10 online discussions in order for their participation to be marked. The participation mark will be a composite of participation in the discussion and quality of the contributions, as follows:
• Posting anything at all in 8 discussions: 5%
• Online tutorial postings: 15%.
Instructions for the discussion posting: Discussion postings should be c. 100-200 words. Post them directly to the discussions tools of the website. It is not necessary for you to address every point in the study questions. You are also welcome to address other issues not asked by these questions, as long as they have arisen from the reading assignment. Strive to be clear and consistent in your thoughts, use standard spelling and punctuation (this is important and will be taken into account for the mark: bad spelling and grammar is user-unfriendly and detracts from the contents of a contribution), use paragraphs if necessary, and check one final time before hitting the “send” button. Note that the online Discussion participation will count for 20% of the total mark. Non participation may result in a difference of an entire letter grade.
Due: 14.8.15
Weighting: 10%
Compare the following Encyclopaedia entries on ‘monasticism’ (both on e-reserve):
Goehring, James E., ‘Monasticism’, Encyclopedia of Early Christianity, ed. Everett Ferguson, New York and London 1990, pp. 612-619.
Gribomont, J., ‘Monasticism’, Encyclopedia of the Early Church, ed. A. Di Berardino (New York, 1992), vol. 1, pp. 566-567
Briefly, in no more than one A4 page (circa 400 words) address the following points: this should be an impressionistic discussion, and does not have to be referenced or footnoted.
What is the main historical and chronological focus of the article?
What are major types of sources referred to in the article?
What are major issues raised?
How successful do you think the article is as an overview of monasticism? How well does it serve as an introduction? What else would you want to know?
Due: 11.9.15
Weighting: 30%
Students must write a short (1000 word) paper on the topic of their choice from the topics listed below. The purpose of this assignment will be to lead the students to an in-depth reading of some of the most important ancient sources on Egyptian monasticism.
(1) Life of Antony (http://www.fordham.edu/halsall/basis/vita-antony.html, or http://www.ccel.org/ccel/schaff/npnf204.xvi.ii.ii.html)
Read the Life of Antony and discuss the presentation of the saint as saint by its author, (according to tradition, Athanasius of Alexandria):
· As what type of saint does the author present Antony?
· Which qualities does he highlight and why?
· In which aspects does Antony emulate the life of Christ and of biblical figures?
· In which important theological debates is Antony involved, and how do these sections reflect Athanasius’ own position?
Basic literature:
· Coptic Encyclopedia, entries: Antony, Dayr Anba Antuniyus; Monasticism, Egyptian
· Gabra, Coptic Monasteries, pp. 72-86
· Goehring, James E., Monasticism, in: Encyclopedia of Early Christianity, ed. Everett Ferguson, New York and London 1990, pp. 612-619..
· Rubenson, Samuel, Christian Asceticism and the Emergence of the Monastic Tradition, in: Asceticism, ed. Vincent L. Wimbush and Richard Valantasis, New York and Oxford 1995, pp. 49-57.
(2) Discuss the monastic landscape in the Historia monachorum in Aegypto
Russell, Norman, The Lives of the Desert Fathers. The Historia Monachorum in Aegypto, Kalamazoo 1981. The Latin translation of Rufinus is available online at:
http://www.touregypt.net/documents/aquileiaindex.htm
The Historia monachorum was written by an anonymous author in ~400. Seven Palestinian monks travel to Egypt in 394 to visit famous Egyptian fathers. The Historia Monachorum was translated into Latin by Rufinus of Aquileia (~345-410), a founder of a monastery in Jerusalem (together with Melania the Elder) and one-time friend of Jerome. Rufinus continued to be a supporter of Origen of Alexandria’s teachings even after Jerome started attacking him.
Pay particular attention to the following questions:
Basic literature:
· Coptic Encyclopedia, entries: Historia monachorum in Aegypto; Monasticism, Egyptian; Rufinus
· Goehring, James E., Monasticism, in: Encyclopedia of Early Christianity, ed. Everett Ferguson, New York and London 1990, pp. 612-619..
(3) Discuss the Life of Abba Aaron (on e-reserve from Vivian, Journeying into God) under the following aspects:
Consult Peter Brown, The Rise and Function of the Holy Man in Late Antiquity, The Journal of Roman Studies 61 (1971), pp. 80-101 (link on e-reserve, available from JSTOR) for a larger perspective on the Holy Man in Late Antique Christian societies of the Mediterranean.
Basic literature:
· Coptic Encyclopedia, entries: Monasticism, Egyptian
· Goehring, James E., Monasticism, in: Encyclopedia of Early Christianity, ed. Everett Ferguson, New York and London 1990, pp. 612-619..
(4) Read the Testament of Horsiese (on e-reserve from Veilleux, Pachomian Koinonia, vol. 3), give a short summary and discuss the following points, trying to integrate the information on the Pachomians you have gathered from other readings and sources:
· What information about the Pachomian system do we obtain from this document?
· What is Horsiese’s rhetoric chiefly based on?
· In which points/arguments Horsiese uses does the text reflect the situation of the Pachomian order after the death of the charismatic founder?
Basic literature:
· Coptic Encyclopedia, entries: Horsiesius; Monasticism, Egyptian; Monasticism, Pachomian; Pachomius, Saint
· Goehring, James E., Monasticism, in: Encyclopedia of Early Christianity, ed. Everett Ferguson, New York and London 1990, pp. 612-619.
· Goehring, James E., Ascetics, Society, and the Desert. Studies in Early Egyptian Monasticism. Studies in Antiquity and Christianity, Harrisburg 1999 (collection of essays; pp. 13-35 on e-reserve).
· Goehring, James E., New Frontiers in Pachomian Studies, in: Birger A. Pearson and James E. Goehring (eds.), The Roots of Egyptian Christianity, Philadelphia 1986, 237-257.
Due: 30.10.15
Weighting: 40%
The Major Essay must be 2500 words in length. As much bibliographical material as possible (and permitted by copyright law) has been placed in e-reserve. The bibliography on monasticism available on the iLearn site will put this material in order according to subject. If you require directions in using this bibliography, please consult the tutor as soon as you have chosen an essay topic. Please make use of the considerable electronic holdings of Macquarie University Library, e.g. JSTOR, and the Coptic Encyclopedia, available in its entriely online (see Delivery and Resources).
Students must write on one of the following essay topics:
(1) Discuss the role of the physical environment in the Life of Antony, the Apophthegmata, the Historia monachorum and the Lausiac History, especially the role of nature (desert, river, animals).
(2) Discuss the relations of the ascetics and cenobitic monks with laypersons and secular authorities. (Restrict the topic if necessary by concentrating on particular texts or groups of texts).
(3) Give an outline of the various forms of female monasticism in Egypt. Discuss how the female ascetic experience – if at all to be grasped from our sources – would be different from the male one.
The Major Essay must be referenced according to the standards described in Requirements and Expectations, and be accompanied by a bibliography of works consulted, separated into Primary and Secondary (i.e. Ancient and Modern) sources.
Weekly readings will be placed in the Macquarie University Library E-Reserve, or are available online through the MQ library catalogue (such items are noted where they occur, and are generally journal articles: search for the journal in the MQ Library catalogue, and follow the steps from there to the electronic version of the journal or book). Some items will also be placed on the unit iLearn site. Only a certain amount of material can be placed in e-reserve due to copyright regulations. While all students must read the required ‘Readings’ each week, it is not compulsory to read items on the ‘Additional Bibliography’, which are for interest or those doing an essay on that topic.
There is no comprehensive English-language textbook which covers the entire history of Egyptian monasticism. The book we shall be using is Gawdat Gabra, Coptic Monasteries. Egypt’s Monastic Art and Architecture (Cairo and New York 2002).
This book contains an introduction to Egyptian monasticism (by Tim Vivian, one of the foremost expects in the area) and descriptions of many important monastic sites in Egypt. It will be a good basis for our discussion and firmly orient us both geographically and historically in the complex Egyptian monastic landscape. This is available through the Coop Book Shop at Macquarie University
Not compulsory but recommended for those with a particular interest in Egyptian Monasticism is: William Harmless, Desert Christians. An Introduction to the Literature of Early Monasticism, Oxford 2004 (some extracts will be provided on e-reserve)
The Coptic Encyclopedia, ed. A.S. Atiya (New York 1991) is one of the principal English Language resources for Coptic studies. It is now online in its entirety at http://ccdl.libraries.claremont.edu/cdm/landingpage/collection/cce
All readings set from the Coptic Encyclopedia can be accessed there by searching for them by title.
All assessment must be submitted electronically via the "turnitin" system in iLearn.
This unit uses the iLearn, echo360, and e-reserve systems to deliver lecture content and readings.
Week 1
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Lecture: Asceticism and Monasticism in the Ancient World Discussion: Introductory. |
Week 2
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Lecture: Antony and his Life Discussion: The Life of Antony |
Week 3
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Lecture: The Desert Fathers Discussion: Apophthegmata Patrum |
Week 4
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Lecture: Communal monasticism I: Pachomius Discussion: The Lives of Pachomius |
Week 5
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Lecture: Communal monasticism I: Shenoute Discussion: Shenoute and Besa |
Week 6
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Lecture: Monasticism in the papyri Discussion: Monastic Papyri |
Week 7 |
No Lecture or Discussion |
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Mid Semester Break – 14/9–25/9 |
Week 8
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Lecture: Female Monasticism Discussion: Female Monasticism |
Week 9
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Lecture: Eremitic and Cenobitic communities I Discussion: Theban monks |
Week 10
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Lecture: Eremitic and Cenobitic communities II Discussion: The Dayr al-Bala’yzah and Monastery of Jeremiah |
Week 11
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Lecture: Monasticism in Syria and Palestine Discussion: The Life of Hilarion |
Week 12
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Lecture: The Legacy of Egyptian Monasticism: The West Discussion: Palladius and Cassian |
Week 13
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Lecture: Retrospect Discussion: Overview Discussion |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Extensions will be granted only in documented cases of misadventure or illness. Assessment submitted after the due date without a medical certificate or reasonable explanation will attract a penalty of 2% of their mark for every day they are late. Requests for extensions must be made before the due date in writing. (Note the last point: requests for extensions will not be granted over the phone or in person).
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Since the last time this unit was offered, some of the lecture content and the order of lectures has been revised.
To compete the unit satisfactorily, students must listen to the lectures and reflect on them, do the set weekly reading(s), and participate in the online discussion in a manner which demonstrates they have done these things. They must submit all items of assessment, and hand in work which is formatted in accordance with Department of Ancient History guidelines (available here), spell-checked, written in good English, and which demonstrates an understanding of the material in the lectures and readings, and independent reflection on the subject of the assessment. Assessments must demonstrate the generic skills below, which will be assessed according to the listed criteria and levels of achievements.
KNOWLEDGE APPROACH & ARGUMENT |
HIGH DISTINCTION |
DISTINCTION |
CREDIT |
PASS |
FAIL |
Knowledge of relevant subject matter | Extensive knowledge of relevent subject matter | Thorough knowledge of relevant subject matter | Substantial knowledge of relevant subject matter | Sound knowledge of relevant subject matter | Little or no knowledge of relevant subject matter |
Mastery of appropriate techniques and methodologies | Mastery of appropriate techniques and methodologies | Thorough application of techniques and methodologies | Substantial evidence of knowledge of appropriate techniques and methodologies | Some evidence of knowledge of appropriate techniques and methodologies | Little or nor evidence of knowledge of appropriate techniques and methodologies |
Your argument | Consistent evidence of deep and critical thinking; substantial originality | Clear evidence of deep and critical thinking | Some evidence of deep and critical thinking | Sufficient evidence of some critical thinking | Little or no evidence of critical thinking |
Competing arguments | Competing arguments mastered; some success in attempting to go beyond scholarship | Competing arguments mastered; attempt to go beyond scholarship | Substantial evidence of knowledge of competing arguments; arguments reported rather than analysed | Some evidence of knowledge of competing arguments, but this not integrated into your argument | No evidence of knowledge of competing arguments |
SOURCES & THEIR USE |
HIGH DISTINCTION |
DISTINCTION |
CREDIT |
PASS |
FAIL |
Use of ancient sources | Extensive and critical use of ancient sources | Thorough and critical use of ancient sources | Substantial use of ancient sources; some uncritical use | Sufficient use of ancient sources; substantial uncritical use | Very little or no use of ancient sources |
Use of modern scholarship | Extensive and critical use of modern scholarship | Thorough and critical use of modern scholarship | Substantial use of modern scholarship; some uncritical use | Sufficient use of modern scholarship; substantial uncritical use | Little or no use of modern scholarship; uncritical use |
Citation of sources | Approved system used consistently | Approved system used consistently | Approved system used consistently | Approved system used, but not used consistently | No attempt to use approved system or no citation [plagiarism] |
STYLE, PRESENTATION AND LANGUAGE |
HIGH DISTINCTION |
DISTINCTION |
CREDIT |
PASS |
FAIL |
English language: Grammar | Excellent use of English language throughout | Excellent use of English language throughout | Proficient use of English; some minor errors eg in use of apostrophe | Generally sound use of English; consistent minor errors | Substantial inappropriate or ungrammatical use of English |
English language: Spelling | Spelling correct throughout | Spelling correct throughout | Spelling mostly correct throughout; some inconsistency eg in treatment of foreign language words in English | Minor spelling mistakes but otherwise sound | Spelling poor |
Structure of argument | Argument structure excellent | Argument well structured | Argument has proficient structure | Argument has clear structure | Little or no structure to argument |
Length of paper | Within limits set for this assignment | Within limits set for this assignment | Within limits set for this assignment | Within limits set for this assignment | Not within limits set for this assignment |
Presentation | Well presented | Well presented | Well presented | Well presented | Poor presentation: eg untidy and difficult to read |
Date | Description |
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23/07/2015 | The date for the major essay was wrong. |