ωιξε μα: μεη δαηιπεϊ ιτεψρν αϊηιμϊ ηεγω ρτθξαψ.
δηεβ μμιξεγι ξζψη ΰριδ μωπϊ ϊω"ς
ξαεΰ μτιμερετιδ εγϊεϊ αδεγε (06181042)
ωιςεψ
γ"ψ γπι ψεδ
αχεψρ ζδ ιιγεπε δπεωΰιν δαΰιν:
1. πχεγεϊ ξεφΰ ωεπεϊ μδαπϊ δτιμερετιδ δδεγιϊ εξςξγδ
2. ξωξςεϊε ωμ δωηψεψ εξχεξε λΰιγιΰδ ξπηδ ατιμερετιδ δδεγιϊ
3. τεμηο, ξςωδ, εΰϊΰιζν: δεεγδ εΰρλεμϊ δξιξΰξρΰ
4. ξεωβ δγδψξδ εηεχ δχψξδ
5. ϊεψϊ 'δΰπι' ωμ δΰετπιωγεϊ
6. δξδτλδ δαεγδιρθιϊ γηιιϊ ξεωβ δ'ΰπι'
7. ϊεψϊ δδλψδ ατιμερετιδ δδεγιϊ
8. ωιθεϊ θιςεο ατιμερετιδ δδεγιϊ εξςξγ δτιμερετιδ
9. δρτχπεϊ εϊεφΰεϊιδ
αιαμιεβψτιδ ψΰωεπιϊ:
1. Karl H. Potter, Presuppositions of India's Philosophies, Chapters 1, 2
2. M. Hiriyanna, Outlines of Indian Philosophy, Chapters 3,5,7
3. Hamilton, S., A Very Short Introduction to Indian Philosophy (Oxford UP)
4. Matilal, B.K., Epistemology, Logic and Grammar in Indian Philosophical Analysis, Chapter 1.
5. Radhakrishnan & Moore, A Source Book of Indian Philosophy
Introduction to Indian Philosophies and Religions
In this course, the following themes will be discussed:
1. Indian Philosophy: Initial 'maps'
2. The notion of 'freedom' as an ideal
3. Ritual, action and atheism: the Veda and the Mīmāmsā school of philosophy
4. The notions of dharma and karma
5. The notion of 'Self' in the Upanişads
6. The Buddhist revolution and the rejection of a 'Self' notion
7. Indian epistemology
8. Argumentation in Indian philosophy
9. Indian Skepticism
γψιωεϊ χγν: ΰιο
δςψεϊ:
αηιπεϊ
ξαεΰ μτιμερετιδ ριπιϊ (06181043)
ωιςεψ
βμιδ τϊ-ωξιψ
λμ ΰγν ςωει μςπεϊ απχμ ΰν ιωΰμ μΰο ξεαιμδ γψκ ξρειξϊ, ΰκ δΰν πιϊο μϊϊ ϊωεαδ θεαδ αΰωψ μξχεν ΰμιε ξεαιμδ δ"γψκ"? ψςιεο δγψκ (γΰε) ςεξγ αξψλζ δτιμερετιδ δριπιϊ εδεΰ ξημισ ψςιεπεϊ ξψλζιιν ατιμερετιδ λβεο "ΰξϊ", "ιγιςδ" ε"ΰμ". δγψκ διΰ ϊεψδ εηεχ, ωιθδ, εδμλδ, εδιΰ ΰσ ϊδμικ δδμιλδ; εδμιλδ διΰ δωϊπεϊ ξϊξγϊ.
δδεβδ δγΰεΰιρθ ξΰξιο αθας δξωϊπδ δωϊπεϊ ϊξιγιϊ, ΰωψ δΰγν δξωϊπδ αε ξωϊπδ ΰϊε, ξϊεκ γιΰμεβ ξϊξιγ ςν ςεμν εξμεΰε. δωιπει δεΰ, μτιλκ, ωιπει ρτεπθΰπι, θαςι, "λκ ξςφξε" αμΰ λεεπδ. δδεβδ δχεπτεφιΰπι ξΰξιο ΰσ δεΰ αωιπει, ΰμΰ ωδωιπει ςαεψε ΰιπε θαςι ΰμΰ ξερψι. μτιλκ μγιΰμεβ ηωιαεϊ ψχ λμ ςεγ δεΰ ξϊχιιν ςν απι δΰγν δΰηψιν, δωεϊτιν μγψκ.
αχεψρ ϊιςψκ δδιλψεϊ ςν δψςιεπεϊ δξψλζιιν ατιμερετιδ δριπιϊ δξχεψιϊ γψκ ψςιεο δγψκ εδωιπει αϊτιρεϊ δωεπεϊ. αωπδ ζε πτμδ αημχπε δζλεϊ μΰψη αΰεπιαψριθϊ ϊμ-ΰαια λπρ αιπμΰεξι ωςπιιπε "χεπτεφιΰπιζν εγιΰμεβ αιο γϊι" , αε ιωϊϊτε βγεμι δδεβιν δχεπτεφιΰπιιν αςεμν. μχψΰϊ ΰιψες ηγ-τςξι ζδ, ιιπϊο δωπδ αχεψρ δξαεΰ γβω ξιεηγ μξςξγ δγιΰμεβ ατιμερετιεϊ αριο.
φιεο δχεψρ ιχας ςμ-τι ςξιγδ ααηιπϊ ριεν.
Introduction to Chinese Philosophy and Religion
The course focuses on the idea of change as a distinctive feature of Chinese philosophy. The notion of dao as "Way" in Confucianism and in Daoism signifies a doctrine, law, and method, yet it is also the process of walking, and walking is changing. Changing is central in both Confucianism and Daoism in different ways: Daoism is about spontaneous change and Confucianism is about intentional moral change. It is therefore a curiosity that despite some strongly opposing attitudes, both philosophies accept the authority of The Book of Changes (Yijing). The course introduces the idea of constant change as the uniqueness of Chinese philosophical schools. In the course we look into the wisdom of the Chinese philosophy of change in the Yijing, through its understandings in both major Chinese schools.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
τιμερετιδ δεγιϊ- ωιςεψ δξωκ (06182223)
ωιςεψ
γ"ψ γπι ψεδ
δωιςεψ ιεχγω μγιεο αξωπϊο ωμ λξδ ξο δΰρλεμεϊ δαεμθεϊ ατιμερετιδ δδεγιϊ: πιΰιδ, ξιξΰξρΰ, ΰγεΗιθδ-εγΰπθδ, ρΰπχδιδ ειεβδ. πϊιιηρ ΰσ μτιμερετιιϊ δμωεο ωμ αδψθψδψι εμχεει-διρεγ ωμ ϊεψϊ δΰρϊθιχδ δδεγιϊ.
δϊψβιμ δφξεγ ιϊξχγ ατιμερετιδ αεγδιρθιϊ (αςιχψ πΰβΰψβ'επδ ε-εΘρεαπγδε). χαμϊ φιεο αϊψβιμ ξεϊπιϊ αδβωϊ ςαεγεϊ ωεθτεϊ.
αιαμιεβψτιδ ψΰωεπιϊ:
Arindam Chakrabarti, 'Is Liberation (mokşa) Pleasant?', Philosophy East and West, Vol. 33 no.2 (1983), pp. 167-182.
Ben-Ami Scharfstein, 'Immanent-Transcendent Holism: Śankara and Spinoza', in his A Comparative History of World Philosophy: From the Upanişads to Kant, Albany: SUNY, PP.367-405.
Introduction to Indian Philosophy: Part II
The course focuses on the main features of several philosophical schools in India: Nyāya, Mīmāmsā, Advaita Vedānta, Sānkhya and Yoga. We shall also discuss Bhartŗhari's philosophy of language and touch on the Rasa theory of aesthetics. The 'tutorial' (Targil) will be dedicated to Buddhist epistemology, focusing on the philosophies of Nāgārjuna and vasubandhu, and to the debate between the Nyāyikas and the Buddhists.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
τιμερετιδ ριπιϊ δξωκ (06182225)
ωιςεψ
γ"ψ βμιδ τϊ-ωξιψ
δΰν ιω ΰρτχθ ξδτλπι αγψκ δηωιαδ δτιμερετιϊ δριπιϊ? δΰν πιϊο μιιηγ ΰϊ γψλι δξηωαδ δωεπεϊ αριο ξπχεγϊ ξαθ τψβξθιρθιϊ (εμΰ διρθεψιϊ ΰε ριπεμεβιϊ)? ΰικ ιαεΰ μαιθει δτςψ ωαιο δτιμερετιεϊ δωεπεϊ αριο? ωΰμεϊ ΰμε ιςξγε αξψλζ ωιςεψ δδξωκ εδϊψβιμ δωπδ.
δωιςεψ ιϊξχγ αψςιεπεϊ δγΰεΰιρθιιν εδφ'ΰο αεγδιρθιιν δψμεεπθιιν ξϊεκ δφβϊ δτιμερετιδ λτιμερετιδ ωμ ξςωδ: δΰν "μγςϊ μΰ μγςϊ"(zhi wuzhi) δεΰ ψςιεο ψμεεπθι αγιεο τιμερετι ςμ διγιςδ? ελιφγ "ωληδ" (wang) ε"μμΰ ψφεο" (wuyou) ξωϊμαιν αε? δΰν α"λιεεο δδτεκ" (fan), "λκ ξςφξε" (ziran), ε"ξςωδ μμΰ ξςωδ" (wei wuwei) ιλεμιν μδεεϊ αριρ μτιμερετιδ ωμ ξςωδ ΰε ωδν ξπεεπιν εΰεμι ΰσ ξρελπιν? εξδ αΰωψ μ"ϊεδε εαεδε" (hundun) διω αλεηε μμξγ ξωδε ςμ ργψε ωμ ςεμν?
φιεο δχεψρ : 30% ςαεγϊ ξηφιϊ (3-5 ςξεγιν) 50% ςαεγϊ ριεν (5-7 ςξεγιν) 20% δωϊϊτεϊ τςιμδ.
Chinese Philosophy Advanced
The advanced level course focuses on revolutionary perspectives in Chinese philosophy. In the class and the section we will explore the philosophies of Confucianism and of Daoism, through a pragmatistic prism.
The class will focus on Daoism as a philosophy of deed: Can "knowing not to know" (zhi wuzhi) be relevant in a philosophical discourse on practical knowledge? And how do "forgetting" (wang) and "without wills" function within its framework? Can "walking back" (fan), "in itself-so" (ziran) and "doing without doing" serve as a foundation for a philosophy of praxis, or could they be stagnating or even dangerous? And finally, can "chaos" (hundun") teach something about world order?
γψιωεϊ χγν: ξαεΰ μτιμερετιδ ριπιϊ, ΰε ξαεΰ μϊεμγεϊ ριο εϊψαεϊδ (μϊμξιγι ξζψη ΰριδ).
δςψεϊ:
αηιπεϊ
פרקים בפילוסופיה הודית בת-זמננו (06182820)
שיעור
ד"ר דני רוה
ιδιε ωιθςπε λι δτιμερετιδ δδεγιϊ ξϊδ ξζξο, αρεσ δΰμσ δψΰωεο μρτιψδ, ΰηψι ωπχψδ. αωιςεψ ζδ ΰπρδ μδψΰεϊ λι δτιμερετιδ ηιδ, αεςθϊ, πεωξϊ, ξηγωϊ εξϊηγωϊ αδεγε ςγ ςφν διεν δζδ. πχψΰ ιηγ τψχιν αδβεϊν ωμ τιμερετιν δεγιν ςλωεειιν αεμθιν λβεο χψιωπδ-φ'πγψδ αδθφ'ψιδ, τΰπγιθ αγψιπΰθ ωεχμδ, χμιγΰρ αδθφ'ψιδ, γΰιδ-χψιωπδ, β'.π. ξεδπθι εαιξμ ξθιμμ επαγεχ ξδ ξςριχ ΰεϊν ελιφγ δν ξϊλϊαιν ςν δτιμερετιδ δδεγιϊ δχμΰριϊ ξηγ εςν τιμερετιδ ξςψαιϊ ςϊιχδ εηγωδ ξΰιγκ. πγεο βν αξωπϊν ωμ ΰψαςδ δεβιν πιΰε-διπγεΰιρθιν (ξ.χ. βπγδι, β'ιγε χψιωπξεψθι, ρΐεΘΰξΔι ειεχΰππγδ εωψι ΰεψεαιπγε) εατψωπεϊ αςμϊ δΰεαψθεπιν δηαψϊιιν εδτεμιθιιν ωδν ξφιςιν μξεωβ δ-ξεΙχΐωΘδ ('ηετω') δΰετπιωγι. δξωϊϊτιν ιιγψωε μχψιΰδ ξψεαδ ξωιςεψ μωιςεψ.
Contemporary Indian Philosophy
Some argue that Indian philosophy died long back, toward the end of the first millennium A.D., after ankara. In this class I will argue and attempt to illustrate the very opposite, i.e. that philosophy is very much alive and breathing, innovative as ever, to this very day. We will read together prominent contemporary thinkers such as K.C. Bhattacharyya, Pandit Badrinath Shukla, Kalidas Bhattacharyya, Daya Krishna, J.N. Mohanty and Bimal Matilal, to find out what are they dealing with and how they correspond with classical Indian philosophy on the one hand and western philosophy, old and new, on the other. We will also discuss the teaching of four Neo-Hindu thinkers (M.K. Gandhi, Jiddu Krishnamurti, Swami Vivekananda and Sri Aurobindo) and their social and political interpretation of the UpaniΊadic mokΊa-notion.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ζδεϊ ςφξιϊ ατιμερετιδ δδεγιϊ: τψρτχθιαεϊ διπγεΰιεϊ (06182951)
ωιςεψ
γ"ψ γπι ψεδ
αωιςεψ ζδ παηο ξχψεα ϊτιρεϊ ωεπεϊ ωμ ζδεϊ ςφξιϊ αρτχθψεν δψηα ωμ δτιμερετιδ δδεγιϊ, δημ αχεψτεριν δεεγι εδΰεΜτΜΘπΔιωΘγι (δχθςιν ωιιγεπε ΰιπν ηεττιν μΰμδ ωπιγεπε αχεψρ 'τψχιν αΰεΜτΜΘπΔιωΘγεϊ εαξωπϊε ωμ ωπχψδ'), αΰτεριν δβγεμιν, αρτψεϊ δγδψξδ (αγβω ςμ ηεχι ξπε, λεμμ δφφδ μχΰξδ-ρεθψδ), αξρεψεϊ δ-ρΘΰπΐχΐδΐιΘδ εδιεβδ, α-ΰΘψΐγΐδΘδ-χΘθΐδΘΰπΘχΘδ (Ardhakathānaka) ['ηφι ριτεψ'] ΰεθεαιεβψΰτιδ ξτϊιςδ ωμ αΜΘπΘψΐρΔιγΘΰρ, ρεηψ βΕ'ιπι αο δξΰδ δ-17, αδβεϊε ωμ ψαιπγψπΰθ θΰβεψ, αωιηεϊιε ωμ ψΰξπδ ξδΰψωι, εμαρεσ αχεμπες δδεγι δτετεμΰψι αο ζξππε. αιο διϊψ πςρεχ αωΰμϊ δζιχδ αιο ζδεϊ εδζγδεϊ. ΰν αψβιμ ζδεϊ ςφξιϊ πϊτρϊ λξΰψβ ωμ δζγδειεϊ, δψι ωημχ ξδδωχτεϊ δτιμερετιεϊ αο πγεο χεψΰεϊ ϊιβψ ςμ ϊτιρδ ζε εξαχωεϊ μλεπο ζδεϊ ςφξιϊ ξρεβ ηγω εωεπδ, ησ ξλμ δζγδεϊ ωδιΰ.
Identity vs. Identification: Hindu Perspectives
In this class we shall focus on a variety of perspectives with regard to self and identity. These different perspectives will be encountered as expressed in the Vedic and the Upanişadic texts, the great epics, the Dharma literature (mostly Manu, with a short reference to the Kāmasūtra), the Sānkhya-Yoga tradition, the Ardhakathānaka a surprising autobiography of Banarsidās, a 17th century Jain merchant, the vision of Rabindranath Tagore, dialogues with Ramana Mahararishi, and finally, contemporary Indian Cinema. If identity is usually seen as consisting of a conglomeration of identifications, then some of the philosophical positions which are to be discussed here posit the very opposite assertion in an attempt to establish a totally different notion of identity, devoid of identification as such.
γψιωεϊ χγν:
δςψεϊ: δξωϊϊτιν ιιγψωε μχψιΰδ ωεθτϊ ξωιςεψ μωιςεψ
αηιπεϊ
ידיעה מול שחרור (06182966)
שיעור
מר ירון שור
αξρεψϊ δτιμερετιϊ δδεγιϊ, ωΰμϊ δωηψεψ πχωψϊ ϊλετεϊ μωΰμϊ διγιςδ. ξθψϊε ωμ δωιςεψ διΰ μδςξιγ ΰϊ δχωψ αιο ωϊι δρεβιεϊ μξαηο. λξχψδ ξιιφβ πϊιιηρ μγιεο αιο δξρεψϊ δαεγδιρθιϊ μαιο ΰρλεμϊ δπιΰιδ. δαεγδιρθιν χεωψιν ΰϊ δωηψεψ εΰϊ δωχθϊ δηψγδ, μδαπδ πλεπδ, μιγιςδ πλεπδ. δεβι δπιΰιδ ιεφΰιν πβγ ςξγεϊ ιψιαιδν δαεγδιρθιν. δΰν δπιΰιδ λετψϊ αΰετι δχωψ αιο δωηψεψ μιγιςδ ωμε θεςπιν ιψιαιδν? ΰε ωξΰ αιχεψϊδ ξχιτδ ιεϊψ εδιΰ λετψϊ αςφν ξωξςεϊιεϊ ωΰμϊ δωηψεψ αδχωψε ωμ δγιεο αιγιςδ?
ριεν δχεψρ: ςαεγδ ξρλξϊ - 100% ξο δφιεο
Cessation of Suffering Verses Knowledge
In Indian philosophical discourse, the question of liberation from samsβric existence was often raised in relation to the question of knowledge. The main objective of this course is to examine that relationship. The debate between Buddhist thinkers and their Nyβya counterparts will be used as a case study. Buddhists claim that liberation from samsβric existence can be achieved only through correct understanding and knowledge. Nyβya thinkers oppose the Buddhist claims. Do they mean to deny the specific way in which their adversaries link liberation and knowledge, or perhaps to cast an over-all doubt as to the meaningfulness of the question of liberation in the context of the epistemological discourse?
γψιωεϊ χγν: קורס המבוא לפילוסופיה הודית
δςψεϊ:
αηιπεϊ
αιο χεπτεφιερ μγεο χιηεθδ (06183845)
ρξιπψ α.ΰ.
τψετ` ιεΰα ΰψιΰμ
αξρδ δχφψδ "χτχΰ εξαωψιε" ξϊςϊς αεψηρ αχεψΰ ςν δψςιεο ωδιφιψδ δχτχΰιϊ ΰιπδ ϊετςδ ηγ τςξιϊ εωπιϊο μζδεϊ ΰϊ χεμε ωμ χτχΰ "αθλρθιν ψαιν ωμ ρτψειεϊ ωεπεϊ εζξπιν ωεπιν" λγεβξϊ "δτψγελρ ωμ ζπεο." δρξιπψ "αιο χεπτεφιερ μγεο χιηεθδ" ιπεεθ ΰϊ ςφξε, ςν αεψηρ, αιο "δχεμεϊ" ωμ ΰεϊν θλρθιν ωμ ρτψειεϊ εζξπιν ωεπιν, ξδν πιϊο μαπεϊ τριτρ ωμ ΰεϊε "χεμ ΰπεωι." χεπτεφιερ εγεο χιηεθδ; ξπζιερ (ρτψ-7) εδξηλιν μβεγε; ωεο-γζδ (τψχ 33 "θας δΰγν δεΰ ψς") εδξρτψ α-"πεθεϊ δηργ."
αιαμιεβψτιδ ψμεεπθιϊ ϊιχας εϊηεμχ αξδμκ δρξιπψ.
δξεςγ μδβωϊ ςαεγδ ρξιπψιεπιϊ / ψτψΰθ δεΰ ςγ ϊΰψικ 12.9.10.
Between Confucius and Don Quixote
In search of a common human voice: Comparative reading in The Analects (Confucius) and Don Quixote.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ηιι ςιεο: ςιεπιν ατιμερετιδ δωεεΰϊιϊ (06183847)
ρξιπψ α.ΰ.
τψετ` ωμξδ αιγψξο
αρξιπψ ζδ παηο ϊεψεϊ ωεπεϊ ατιμερετιδ ξςψαιϊ εατιμερετιδ δεγιϊ ωξγβιωεϊ ΰϊ ςψλν δρβεμι ωμ δηιιν δςιεπιιν, αδν διεγς ΰε διεγςϊ ζδιν ςν ιγιςϊν. αΰξφςεϊ αηιπδ ζε παχω μδϊηχεϊ ΰηψ τωψο ωμ ϊεψεϊ δψεΰεϊ ΰϊ ϊτχιγδ ωμ δτιμερετιδ λθψπρτεψξθιαι.
δρξιπψ ιλμεμ χψιΰϊ θχρθιν εξχεψεϊ ξωπιιν. δωϊϊτεϊ τςιμδ ψφιτδ αε εςξιγδ αγψιωεϊ δχψιΰδ δο ϊπΰι δλψηι μψιωεν.
αιαμιεβψτιδ ϊηεμχ αΰηϊ δτβιωεϊ δψΰωεπεϊ.
γψιωϊ ριεν: δβωϊ ςαεγδ ρξιπψιεπιϊ ΰε ψτψθ.
δξεςγ μδβωϊ ςαεγδ ρξιπψιεπιϊ / ψτψΰθ δεΰ ςγ ϊΰψικ 23.5.10.
Contemplative Life: Studies in Comparative Philosophy
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ζδεϊ ςφξιϊ ατιμερετιδ δδεγιϊ: τψρτχθιαεϊ αεγδιρθιεϊ (06183851)
ρξιπψ α.ΰ.
γ"ψ ηο μξτψθ
δρξιπψ ςερχ αξεωβ δζδεϊ δςφξιϊ (personal identity) αδεγε, ςν γβω ςμ δϊβεαδ ωμ δωιη δτιμερετι δδεγι μθςπδ δαεγδιρθιϊ δψγιχμιϊ αγαψ δςγψ "ΰπι ". πρχεψ ΰϊ δπηεϊ διρεγ δξαρρεϊ ΰϊ ϊτιρϊ δρεαιιχθ αωιη δτιμερετι δξεχγν αδεγε (ΰρλεμϊ δρΰπχιδ, δΰετΰπωιγεϊ, δΰτεριν) επαηο λιφγ δο δϊτϊηε αξχαιμ ελϊβεαδ μΰϊβψ δαεγδιρθι. πγεο αξωξςεϊδ ωμ θςπϊ "δςγψ δΰπι" δαεγδιρθιϊ εαδωμλεϊιδ ςμ δΰετο ωαε πϊτριν δ"ΰηψ" εδςεμν δηιφεο, ζΰϊ μΰεψ ξωπϊν ωμ τιμερετιν αεγδιρθιιν απι ΰρλεμϊ "δϊεγςδ αμαγ" ε"γψκ δΰξφς", εαδωεεΰδ μγιεο αξεωβ δζδεϊ δΰιωιϊ αδβεϊν ωμ τιμερετιν απι ζξππε (ρθψερεο, ρΰψθψ, ξψμε-τεπθι).
δξεςγ μδβωϊ ςαεγδ ρξιπψιεπιϊ / ψτψΰθ δεΰ ςγ ϊΰψικ 12.9.10.
Personal Identity in Indian Philosophy: Buddhist Perspectives
Seminar
Dr. Khen Lampert
The seminar deals with Indian philosophical discourse of personal identity, while emphasizing its reaction to the Buddhist radical claim of no-self (anatman). We will examine the presuppositions underlying early Indian philosophical understanding of subjectivity (in the Upanishads, Samkhya) and its development in response to the Buddhist challenge. Readings in the philosophical works of the Middle way and Mind only schools as will serve to outline the no-self doctrine and its implications on the understanding of intersubjectivity and the notion of the other.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
τψχιν ατιμερετιδ ωμ διεβδ (06184852)
ρξιπψ ξ.ΰ.
γ"ψ γπι ψεδ
δρξιπψ ιϊξχγ αιεβδ-ρεθψδ μτθπβ'μι, θχρθ ξψλζι ωμ ξρεψϊ διεβδ εατψωπειεϊιε δωεπεϊ, 'χμΰριεϊ' εξεγψπιεϊ. πτϊη ςν χψιΰδ αρΰπχδιδ-χΰψιχΰ ςμ ξπϊ μδϊεεγς μξεωβι δξτϊη ω'ωεΰμ' τθπβ'μι ξΰρλεμϊ δρΰπχδιδ: τΜεΜψεΜωΘδ ('ςφξιεϊ'), τΜΐψΘχΐψΐθΔι ('δχιεν διεξιεξι') ε-χΘιΐεΘμΐιΘδ ('ηετω'). μΰηψ ξλο πχψΰ ΰϊ διεβδ-ρεθψδ ξ-ΰ' ςγ ϊ' αϊψβεν τψι ςθι μςαψιϊ επαηο ωΰμεϊ τιμερετιεϊ ετριλεμεβιεϊ δςεμεϊ ξϊελδ εαξψλζο ωΰμϊ δζδεϊ δςφξιϊ. ππρδ μαψψ αξδ διεβδ ωμ τθπβ'μι ξεριτδ εξηγωϊ ςμ 'δγιΰβπεζδ ωμ δχιεν δΰπεωι' ωξφιςδ δ-ρΰπχδιδ, επϊηχδ ΰηψ 'δδϊλϊαεϊ' ωμ τθπβ'μι ςν δαεγδιρθιν. μαρεσ πγεο ΰσ αιεβδ δΰιπθβψΰμιϊ ωμ ωψι ΰεψεαιπγε επϊιιηρ μξχεξδ ωμ διεβδ αγιΰμεβ δςλωεει αιο δεγε εδξςψα.
δτβιωεϊ ιϊχιιξε αξϊλεπϊ ωμ χαεφϊ-χψιΰδ, εδρθεγπθιν ιιγψωε μχψιΰδ ξψεαδ ξωιςεψ μωιςεψ.
δξεςγ μδβωϊ ςαεγδ ρξιπψιεπιϊ / ψτψΰθ δεΰ ςγ ϊΰψικ 12.9.10.
Yoga Philosophy: A Close Reading
The seminar focuses on Pataρjali's Yogasūtra, a central text of the yoga tradition composed around the second or third century AD, and its numerous commentaries, ancient and modern. After a preliminary discussion of the Sānkhya Kārikā, We shall closely read Pataρjali's short (merely 196 verses) yet extremely condensed yoga-treatise (in my own Hebrew translation) to examine the philosophical and often psychological questions which the author endeavors to deal with. In the process of reading the text, class after class, we will get acquainted with basic yoga notions such as puruşa (Selfhood), prakŗti (the 'objective' world around and within us) and kaivalya ('aloneness', freedom), and follow Pataρjali's 'correspondence' with the Sānkhya tradition and the Buddhists. I will argue that for Pataρjali, freedom is an acquired capacity of disengaging objects; of disconnecting or withdrawing the senses from their objects; of suspending ordinary sense-perception (pratyakşa) in favor of 'yogic perception' (prajρā). To clarify my argument, I will spotlight Pataρjali's clear-cut distinction between puruşa and prakŗti, one's 'true selfhood' opposite everything which-is-not-the-self or everything which can be objectified. Together we shall try to figure out what it means to objectify/be objectified, a mechanism closely related in Pataρjali's thought to the notions of identification and 'appropriation'. Finally, we shall make an attempt at understanding the prajρā-notion, replacing sense-perception in the yogi's consciousness, and consequently to sketch the yogi's 'empty world' derived from this non-conventional knowledge-mode. As an appendix to the extended discussion of Pataρjali's Yogasūtra, we will briefly discuss the contemporary yoga philosophy of Sri Aurobindo, and perhaps even touch on the role and place of yoga in the present-day encounter between India and the west.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
θχρθ, ηιγδ, ηιιν ρξιπψ ξηχψ (06184903)
ρξιπψ ξ.ΰ.
γ"ψ βμιδ τϊ-ωξιψ
ωϊι πθιεϊ τιμερετιεϊ ωεπεϊ, ςεξγεϊ αξψλζ ρξιπψ δξηχψ.ψΰωιϊ, δτιμερετιδ λλμμ, ξητωϊ αδιψεϊ εξαχωϊ μδιξπς ξςξιξεϊ θχρθεΰμιϊ. ωπιϊ, δχωψ αιο θχρθ μτψχθιχδ δεΰ ξλψις αςπτι τιμερετιδ ψαιν, εατψθ λΰμε δξαχωιν μδαιο ξωδε ΰεγεϊ ηιι ΰγν.
θχρθ ωςπιιπε δηιιν μεχδ μΰ τςν αςξιξεϊ ωΰιο γψκ μδιξπς ξξπδ.
αρξιπψ πφις ξϊεγεμεβιδ ςμ-τιδ ςξιξειεϊ ξρεβ ξρειν μΰ ξδεεϊ ηιρψεο, ΰν πιϊο μθτμ αδο λ"ηιγδ" ξρεβ ξιεηγ: ηιγδ λζΰϊ πεαςϊ ξχεπτμιχθ αηιιν, ξϊπρηϊ αθχρθ γψκ ρϊιψδ, τψγεχρ, ΰε ςξιξεϊ, επςπιϊ ατψχθιχδ.
αξδμκ δρξρθψ ιςψλε ωμεω τβιωεϊ ωμ λμμ δχαεφδ (αιξι ψαιςι ααεχψ. ξεςγιδο ιχαςε ςν ϊηιμϊ δρξρθψ). ατβιωεϊ δχαεφϊιεϊ ϊεφβ δξϊεγεμεβιδ δξεφςϊ. ιϊψ δρξιπψ ιϊπδμ ατβιωεϊ ΰιωιεϊ ωαδο ιελμε ξωϊϊτι δρξιπψ μπϊη θχρθιν ςμ τι αηιψϊν. ϊμξιγιν δξαχωιν μςαεγ ςμ θχρθιν ριπιιν αωτϊ δξχεψ ιελμε μςωεϊ ζΰϊ.
φιεο δρξιπψ ιχας ςμ αριρ δδϊχγξεϊ αξδμκ δρξρθψ, εφιεπι δςαεγεϊ.
δτβιωδ δψΰωεπδ ϊϊχιιν αιεν γ', 24.2.10, αωςδ 14:00, αηγψ 449, απιιο βιμξο.
δξεςγ μδβωϊ ςαεγδ ρξιπψιεπιϊ / ψτψΰθ δεΰ ςγ ϊΰψικ 12.9.10.
Texts, Riddles, Life
Sometimes philosophical texts embody obscurities that cannot be defined well or be given an explanation. The seminar suggests that rather than be considered a lacuna, some of these obscurities may be considered "riddles" which are resolved in practice. This research seminar asks how we can understand texts from various philosophical and religious traditions as reflecting a "Living Riddle", which is manifested in texts by means of obscurities and paradoxical expressions.
Targeted at this practical aspect, each participant will choose a text that can be put in riddle-language, and analyze what it implies about life.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ξαεΰ μϊεμγεϊ ριο εϊψαεϊδ (06871001)
ωιςεψ 4 ω"ρ
γ"ψ ΰρσ βεμγωξιγθ
δφιαιμιζφιδ δριπιϊ ςιφαδ ΰϊ ηιιδν ωμ ξΰεϊ ξιμιεπι απι ΰγν μΰεψκ ΰμτι ωπιν αξγιπεϊ ξζψη-ΰριδ. αιξιπε ΰμδ διΰ δεμλϊ εϊετρϊ ξχεν ξψλζι ιεϊψ ειεϊψ βν αςεμν δξςψαι. αωιςεψ ζδ πρχεψ ΰϊ δϊτϊηεϊδ ωμ δφιαιμιζφιδ δριπιϊ, ξψΰωιϊδ αΰμσ δωπι μτπδ"ρ εςγ μΰξφς δξΰδ δϊως-ςωψδ. παηο ΰϊ δξΰτιιπιν δϊψαεϊιιν, δηαψϊιιν εδτεμιθιιν ωμ δφιαιμιζφιδ δριπιϊ, επςξεγ ςμ βιμειιν ωμ ΰηγεϊ εωεπι αςεμν δριπι.
γψιωεϊ χγν:
δςψεϊ: μϊμξιγι δηεβ μμιξεγι ξζψη ΰριδ δδωϊϊτεϊ αϊψβιμ δξαεΰ ηεαδ
αηιπεϊ
ξαεΰ μϊεμγεϊ ιτο εϊψαεϊδ (06871002)
ωιςεψ 4 ω"ρ
γ"ψ ψημ ωΰεμ
χεψρ ζδ ςερχ απιϊεη δδϊτϊηεϊ ωμ δφιεειμιζφιδ διτπιϊ ξΰζ ψΰωιϊδ εςγ μϊαερϊδ ωμ ιτο αϊεν ξμηξϊ δςεμν δωπιιδ αωπϊ 1945.
πμξγ ΰεγεϊ δϊχετδ δτψδ-διρθεψιϊ ωμ ιτο, ψΰωιϊν ωμ διτπιν εδηαψδ διτπιϊ δχγεξδ. λξε λο, παηο ΰϊ δξιϊεμεβιδ διτπιϊ, ψΰωιϊ δξγιπδ εξχεψεϊ δωιπθε.
πςξιχ αδαπϊ δδιαθιν δτεμιθιιν, ηαψϊιιν, λμλμιιν εϊψαεϊιιν ωμ ιτο δξεχγξϊ (710-1185) αζξο ηγιψϊο ωμ δωτςεϊ ϊψαεϊιεϊ ριπιεϊ γψκ χεψιΰδ εΰετο ςιαεγο ωμ ΰμε ςμ ιγι ιτο. πξηιω ζΰϊ αιο διϊψ ςμ ιγι μιξεγ δϊτϊηεϊ δαεγδιζν εδχεπτεφιεπιζν αιτο. πμξγ ςμ δξωκ δϊτϊηεϊ ιτο γψκ ϊχετϊ ιξιι δαιπιιν (1185-1600) λτι ωζε ξωϊχτϊ ςμ ιγι ωμθεο δμεηξιν, δρξεψΰιν εςψλι δμεην. πηεεδ ΰϊ ψεη δϊχετδ αΰξφςεϊ χψιΰδ ωμ λϊαι ξχεψ ξϊεψβξιν, τψι ςιθν ωμ ξωεψψιν, πζιψιν ερετψεϊ δξϊΰψιν ΰϊ ϊχετϊν. πμξγ ςμ δζο, ϊιΰθψεο δπε, θχρ δϊδ, ξμηξεϊ δτπιν εδετςϊ δΰιψετιν δψΰωεπιν.
μιξεγ ΰεγεϊ δϊχετδ δξεγψπιϊ δξεχγξϊ (1600-1867): δωμξϊ ΰιηεγ ιτο ςμ ιγι ΰιιΰρε θεχεβεεδ, ξγιπιεϊ δδιρϊβψεϊ, ϊδμιλι ξεγψπιζφιδ ετϊιηϊδ ςμ ιγι δξςψα, ιιχπδ αριρ μδαπϊ δϊτϊηεϊ δμΰεξιεϊ δτεμιθιϊ δξεγψπιϊ ωμ ιτο. μΰεξιεϊ ζε ςϊιγδ μδϊτϊη εμδςφιν δημ ξϊηιμϊ δξΰδ δ-20, ςμ λμμ αιθειιδ: ΰιξτψιΰμιζν εχεμεπιΰμιζν αΰριδ (1868-1945). μαρεσ, δΰν ξεξωε δημεξεϊ δΰξψιχΰιιν ΰεγεϊ "ιτο ηγωδ" α-1952?
Introduction to Japanese History and Culture
This course traces the development of civilization in Japan from its ancient times to Japan's WWII defeat in the 20th Century.
The course examines the prehistoric beginnings of the Japanese culture. Surveys the political, social, economic and cultural dimensions of Japan Early history (710-1185) and the way this dealt with both original and development of Chinese culture influences while introduced into Japan, by way of Korea. Emphasis is given to the various responses Japan had towards the Chinese civilization.
We will study Japan's Medieval history (1185-1600), as governed by a warrior class, learn about the experiences of nobles, warriors and merchants through lectures and discussion of readings of Japanese poets, female authors, monks, in translation.
Study about the pre-modern history (1600-1867) including the unification of Japan towards a centralized country, modernization process from the end of Tokugawa feudal era and the Meiji Restoration that followed will provide tools to understand the formal period of imperialism, the creation of state-sponsored nationalism, and pre-war society and culture (1868-1945). Where the American dreams for a "New Japan" to concretize in 1952?
γψιωεϊ χγν:
δςψεϊ: μϊμξιγι δηεβ μμιξεγι ξζψη ΰριδ δδωϊϊτεϊ αϊψβιμ δξαεΰ ηεαδ
αηιπεϊ
ξαεΰ μϊεμγεϊ δεγε εϊψαεϊδ (06871003)
ωιςεψ 4 ω"ρ
ξψ ψεςι φδψ
αωιςεψ ζδ πρχεψ ΰϊ δϊτϊηεϊδ ωμ δφιαιμιζφιδ αϊϊ διαωϊ δδεγιϊ, δημ ξξχεψεϊιδ δχγεξιν εςγ μδϊβαωεϊδ ωμ μΰεξιεϊ δεγιϊ ξεγψπιϊ ϊηϊ δωμθεο δχεμεπιΰμι. ϊϊ διαωϊ δδεγιϊ διΰ ςεμν ψηα εξεψλα, ωςγ μαιρερ δωμθεο δαψιθι αξΰδ δ- 19 μΰ ζλδ μΰηγεϊ τεμιθιϊ. ζδε ςεμν ωδξβεεο δμωεπι αε δπε ςφεν, λξε βν δωεπι αξπδβιν εατεμηο. ξδ ΰιτδ, ΰν αλμμ, ξΰηγ ΰϊ δςεμν δζδ ξαηιπδ ϊψαεϊιϊ, γϊιϊ, ωμθεπιϊ ψςιεπιϊ? ςμ ωΰμδ ζε ππρδ μςπεϊ αξδμκ ωιςεψ δξαεΰ ϊεκ γβω ςμ αηιπδ αιχεψϊιϊ ωμ δΰετο ωαε ιεφβδ εγεξιιπδ δϊψαεϊ δδεγιϊ αωιη δτπιν εδηευ δεγι αξδμκ δγεψεϊ.
γψιωεϊ χγν:
δςψεϊ: μϊμξιγι δηεβ μμιξεγι ξζψη ΰριδ δδωϊϊτεϊ αϊψβιμ δξαεΰ ηεαδ
αηιπεϊ
ιτπιϊ ωπδ ΰ` (06871680)
ωε"ϊ 12 ω"ρ
γ"ψ ξιχδ μει- ιξξεψι
ξθψεϊ δχεψρ διΰ μιξεγ γχγεχ ιτπι αριρι, ωϊι φεψεϊ τεπθιεϊ ελξδ ξΰεϊ χΰπβ'ι, ελγι μτϊη ιλεμϊ
ωμ χψιΰϊ θχρθ(unseen) αςζψϊ ξιμεο.
αωπδ δψΰωεπδ πμξγ λξηφιϊ ξδγχγεχ διτπι δαριρι εχΰπβ'ι.
δρτψ: Genki vol.1 An Integrate Course in Elementary Japanese, Japan Times
978-4789009638
ιδιδ αεηο αχΰπβ'ι αλμ ωαες εαεηο αγχγεχ μτι δφεψκ. πεληεϊ εδβωϊ ωιςεψι αιϊ δο ηεαδ.
δφιεο δρετι ξεψλα ξδαηιπεϊ δρετιεϊ (ωμ ρξρθψιν ΰ' εα'), αεηπι δχΰπβ'ι, δωϊϊτεϊ εδβωϊ ωιςεψι αιϊ.
First Year Japanese
The aim of the course is the acquisition of basic Japanese grammar, the two phonetic syllaberies and a few hundred kanji in order to develop the ability to read unseen texts using a dictionary. In the first year we learn about half of the basic Japanese grammar and kanji. There are weekly kanji tests and intermittent grammar tests. Attendance and homework are compulsory. The final grade is composed of the grades of the two final exams (semester A and B), kanji tests, class participation and homework.
γψιωεϊ χγν:
δςψεϊ: ωπϊι
αηιπεϊ
ριπιϊ ωπδ ΰ` (06871700)
ωε"ϊ 12 ω"ρ
γ"ψ τιπβ β`ΰπβ
αωιςεψ ζδ ιεπημε μϊμξιγιν ιρεγεϊιδ ωμ δωτδ δριπιϊ δξεγψπιϊ δο αϊηεξι δγιαεψ εδαπϊ δπωξς εδο αϊηεξι δχψιΰδ εδλϊιαδ. αριεν δχεψρ ιδιε δϊμξιγιν ξρεβμιν μωεηη ςμ ξαηψ ϊηεξιν δπεβςιν μηιι διεξιεν. δν ιελμε μχψεΰ χθςι τψεζδ εςϊεπεϊ χφψιν, ειδιε ξρεβμιν μζδεϊ λ1000- ριξπιν ριπιιν.
First Year Chinese
The course focuses on foundation works of Chinese language, which means an intensified training of Chinese pronunciation, basic Chinese grammars and some 600 Chinese characters. The course features web assisted Chinese learning and aims at a good foundation for students to continue their studies in the future, as well as giving students basic daily communication ability in Chinese.
γψιωεϊ χγν:
δςψεϊ: ωπϊι
αηιπεϊ
δεγε αςιπιν ξςψαιεϊ (06872012)
ωιςεψ 2 ω"ρ
γ"ψ ηο μξτψθ
δωιςεψ ςερχ αΰετπιν δωεπιν ωαδν πϊτωδ δεγε, δΰψυ δχρεξδ δψηεχδ εδςϊιχδ, ς"ι δξςψα; δημ ξριτεψιδν ωμ ωβψιψιν, "διρθεψιεπιν", ρεηψιν, δψτϊχπιν εΰπωι-γϊ; ελμδ αηεχψιν δεγε δξεγψπιιν. αδμκ δχεψρ ΰπρδ μαηεο εμδφιβ ΰϊ δΰετο ωαε δωτιςε "δςιπιιν δξςψαιεϊ", ςμ ςιφεα δγιξει-δςφξι δδεγι.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
τεμηο, ΰξεπδ εξγιπδ: γϊ αιτο δξρεψϊιϊ (06872014)
ωιςεψ 4 ω"ρ
γ"ψ ΰιψιϊ ΰεψαεκ
αωιςεψ ζδ πρχεψ ΰϊ ϊεμγεϊ δγϊεϊ αιτο δξρεψϊιϊ, ξδϊχετδ δςϊιχδ εςγ δξΰδ δ-16. δχεψρ ιςχεα ΰηψι δωιπειιν δηαψϊιιν, δδϊτϊηειεϊ δψςιεπιεϊ ειφιψϊ δΰρλεμεϊ δωεπεϊ αγϊεϊ ιτο μΰεψκ δδρθεψιδ. αχεψρ ιιγεπε αςιεϊ ξδεϊιεϊ μδαπϊ δγϊ αιτο, λβεο: "γϊ ιτο" ΰε "γϊεϊ ιτο"; "ωιπθε" αιτο δξρεψϊιϊ; ιηρι δβεξμιο αιο δτεμηπιν δξχεξιιν μαιο δξρεψεϊ δξιεαΰεϊ - δγΰεΰιζν, δαεγδιζν δχεπτεφιΰπιζν εδπφψεϊ; ιηρι γϊ εξγιπδ; γϊ εηαψδ; γϊ εΰξπεϊ; εδδωτςεϊ δγϊιεϊ αςιφεα ϊψαεϊ ιτο δξρεψϊιϊ μϊχετεϊιδ.
Ritual, Belief, and State: Religion in Traditional Japan
In this Course we will examine the history of religions in Traditional Japan,
from the ancient period to the 16th century. The course will examine social
changes, development of thought, and the creation of various schools and
sects in Japanese religious history. Several major topics central to
understanding Japanese religiousity will be discussed, among them:
"Japanese religion or religions"; What is "Shinto" in traditional Japan; The
relations between local rites and the imported traditions - Taoism, Buddhism,
Confucianism and Christianity; The complex relations of Religion and State,
Religion and Society, Religion and Art; and the religious influences on forming
Japanese culture across the ages.
γψιωεϊ χγν: ξαεΰ μιτο δξρεψϊιϊ εϊψαεϊδ (δχεψρ ξιεςγ μωπδ α` εξςμδ)
δςψεϊ:
αηιπεϊ
ιιο ιωο, αχαεχ ηγω? γϊ εγϊιεϊ αιτο δξεγψπιϊ (06872021)
ωιςεψ 4 ω"ρ
γ"ψ ΰιψιϊ ΰεψαεκ
αωιςεψ ζδ πρχεψ ΰϊ δδρθεψιδ δγϊιϊ ωμ ιτο ξδξΰδ δ-17 εςγ ιξιπε. ατψρτχθιαδ δρθεψιϊ ιπρδ δχεψρ μαψψ ΰϊ ξωξςεϊ δξεωβ "ωιπθε" εΰϊ ξςξγδ ωμ γϊ δωιπθε αιτο λιεν. αιο διϊψ, ιιαηο δξδτκ δγϊι αϊχετϊ ξιιβ'ι εδωμλεϊιε ςμ ηιι δγϊ αιτο; γβω ιεων ςμ δαπϊ ϊετςϊ δγϊεϊ δηγωεϊ; ξςξγ δγϊ αηαψδ; ιηρι γϊ εξγιπδ αιτο δξεγψπιϊ; ϊπεςϊ δηζψδ μωψωιν αιτο λιεν εϊετςεϊ ηιγεω δξρεψϊ αχεπθχρθ δγϊι
γψιωεϊ χγν: : ξαεΰ μιτο δξρεψϊιϊ εϊψαεϊδ δχεψρ ξιεςγ μϊμξιγι ωπδ α' εξςμδ
δςψεϊ:
αηιπεϊ
ςμ δπελη εδπςγψ αΰξπεϊ εαΰρϊθιχδ διτπιϊ (06872039)
ωιςεψ 2 ω"ρ
τψετ` ιςχα ψζ
"φεψδ διΰ ψιχεϊ ψιχεϊ διΰ φεψδ". ΰξιψδ πεςζϊ ζε ξϊεκ 'ρεθψϊ δμα' ξεβωξϊ αϊηεξιν ψηαιν ωμ δΰξπεϊ διτπιϊ. δχεψρ ιςρεχ α'πεληεϊ δδςγψ' αΰξπεϊ εαΰρϊθιχδ διτπιϊ. ϊεκ δαΰϊ γεβξΰεϊ ξΰξπειεϊ ωεπεϊ ρτψεϊ, ωιψδ, φιεψ, ξεριχδ, ϊιΰθψεο, χμιβψτιδ ιιαγχε δδαθιν δωεπιν ωμ ξωξςεϊ δδςγψ αΰξπεϊ: δςγψ τιζι, δςγψ ξωξςεϊ, δςγψ δξηαψ, ελιεφΰ αΰμδ ϊετςεϊ ωδο ημχ γεξιππθι αΰιλειεϊ διρεγιεϊ ωμ δΰξπεϊ διτπιϊ.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ΰγψιλμεϊ εραιαδ αιτο δξρεψϊιϊ (06872062)
ωιςεψ 2 ω"ρ
ξψ ΰψιδ χευ
δχεψρ ιςρεχ αδϊτϊηεϊ δΰγψιλμεϊ εδβο διτπι μΰεψκ δδιρθεψιδ, αςιχψ αδχωψ δΰγψιλμι δΰρϊθι. αξδμκ δχεψρ ιεξηωε δωτςεϊ ωμ ΰχμιν εραιαδ εωμ δϊτϊηεϊ ϊψαεϊιϊ εξβς ςν ϊψαειεϊ ΰηψεϊ ςμ δϊδεεϊδ ωμ ϊτιρϊ δημμ εςμ ξλμεμ διφιψδ δΰγψιλμιϊ αιτο.
δδψφΰεϊ ιμεεε αλξεϊ βγεμδ ωμ ωχετιεϊ ξγεβξΰεϊ ηιεϊ ωμ ΰγψιλμεϊ ξζψη ΰριδ αλμμ εΰγψιλμεϊ ιτπιϊ ατψθ, ξδξΰδ δωξιπιϊ μρτιψδ εςγ μξΰδ δςωψιν.
πεωΰι δχεψρ:
1. ΰχμιν θας εΰγν
δϊπΰιν δραιαϊιιν λψχς μιηρ δΰγν μθας εξψλζιεϊ δθας αξλμεμ διφιψδ διτπιϊ.
2. δαιϊ διτπι
αιϊ δξβεψιν αξζψη ΰριδ λϊβεαδ μθας εμΰχμιν ελδϊβμξεϊ ιηρ δΰγν μθας.
ϊτιρϊ δημμ διτπιϊ λτι ωδιΰ ξωϊχτϊ αΰγψιλμεϊ αιϊ δξβεψιν δξρεψϊι.
3. ΰγψιλμεϊ γϊιϊ
δδωϊπεϊ ωμ δΰγψιλμεϊ δαεγδιρθιϊ μΰεψκ διρθεψιδ εαξςαψ ξδεγε εςγ μιτο, γψκ ριο.
βμι δδωτςδ ωμ ριο ςμ ιτο εγψκ χμιθϊν αϊψαεϊ διτπιϊ εϊβεαϊ δπβγ ωμ δϊψαεϊ διτπιϊ λτι ωαΰδ μιγι αιθει ατϊψεπεϊ ΰγψιλμιιν ξιεηγιν μΰεψκ δϊχετεϊ δωεπεϊ.
4. "γψκ δϊδ"
δτιμερετιδ δηαψϊιϊ εδΰρϊθιϊ ωμ δξΰδ δ- 16 αιτο εδωτςϊδ ςμ δΰγψιλμεϊ διτπιϊ ωμ δϊχετδ ("αιϊ δϊδ" διτπι) εωμ δξΰεϊ δαΰεϊ.
5. δβο διτπι
δδϊτϊηεϊ ωμ δβο διτπι, ξχεψεϊ δδωτςδ εδδωψΰδ ωμ ιεφψιε εδβιωεϊ δΰρϊθιεϊ δξωϊχτεϊ αβπιν διτπιιν μΰεψκ δδιρθεψιδ.
δβο διτπι λγεβξδ μςιφεα ΰγψιλμι δξεπς ςμ ιγι δλεεπδ μϊλπο ηεειδ λεμμϊ μξςο δΰγν δπς αξψηα.
6. ξΰγε μθεχιε
δδϊτϊηεϊ ωμ ςιψ δαιψδ διτπιϊ ξαιψϊ ξηεζ ψηεχ αρεσ δξΰδ δωωδ ςωψ, μαιψϊδ ωμ ωεωμϊ θεχεβΰεεδ εμαιψϊ ιτο. δξαπδ δςιψεπι δξιεηγ, ριαεϊ δεεφψεϊε εδωτςϊε ςμ δςιψ μΰεψκ δγεψεϊ.
ςαεγϊ βξψ:
αριεν δχεψρ ϊεβω ςαεγδ ωμ ϊιςεγ επιϊεη ωμ ιφιψδ ΰηϊ μτι αηιψϊ δρθεγπθ. ϊιςεγ επιϊεη διφιψδ ιδιε ξαηο μδαπϊ δηεξψ δπμξγ ειωεξε αϊδμικ ωμ πιϊεη ιφιψδ ΰγψιλμιϊ ρτφιτιϊ
Traditional Architecture in Japan
The course deals with the historic development of Japanese architecture and gardens, from an architectural and aesthetic perspective.
The lectures will demonstrate the way in which Japanese architecture was shaped by the Japanese climate and environment and by its contacts with other cultures.
Lectures are accompanied with a great amount of visual information from Japan and Asia.
Main Themes:
1. Climate and Nature in Japan
The Japanese environmental conditions as the background to the central role of nature in the human culture of Japan.
2. The Japanese House
- East Asian ancient dwellings in relation to environmental conditions
- The Japanese Traditional House and the Japanese Spatial conception reflected in its architecture.
3. Religious Architecture
- Buddhist Architecture form India to Japan
- Chinese waves of influence on Japan through the history and the ways of their adoption and adaptations.
4. The Way of Tea
- The social and aesthetic revolution of the 16th century Japan and its influence on its time and on the next centuries.
5. Japanese Gardens
- The development of the Japanese gardens throughout the centuries, focusing on the sources of inspiration and the aesthetic approaches reflected in the gardens.
- The Japanese Gardens as an example of a design for movement in space.
6. From Edo to Tokyo
- The development of Edo from a provincial town to the Capital City, its spatial organization and its reasons and consequences.
Students' duties:
Students should chose one specific masterpiece and submit a written analytic report on it.
The work should include about 2000 words and sketches, diagrams and photos to accompany the analysis.
γψιωεϊ χγν:
δςψεϊ: δβωϊ ςαεγδ ςγ μϊΰψικ 17.2.10
αηιπεϊ
ξαεΰ μδιπγεδιζν δτεμιθι (06872070)
ωιςεψ 2 ω"ρ
γ"ψ ψεπι τψφ`χ
χεψρ ζδ ξωμα ξϊεγεϊ εδιαθιν αξγς δξγιπδ εαηχψ δγϊεϊ μφεψκ γιεο αρεβιεϊ ξψλζιεϊ ςμ δξτδ δφιαεψιϊ εδτεμιθιϊ αδεγε δςλωεειϊ, ϊεκ ηωιτϊ δδιαθιν δγϊιιν δξλεεπιν ΰεϊο εςωειιν μδεεϊ ξτϊη μδαπϊ δτεπγξπθμιζν δδιπγεΰι. αξδμκ δχεψρ πχψΰ θχρθιν ωλϊαε ξπδιβι ϊπεςεϊ μΰεξιεϊ εδεβιν μΰεξιιν αδεγε ωμ δξΰδ δ 19 εψΰωιϊ δξΰδ δςωψιν, εγψλν πςξεγ ςμ ϊδμιλι δδμΰξδ ωςαψε ξεωβιν ωξχεψν δδιπγεΰιζν δχμΰρι.
αιο δπεωΰιν ωιιγεπε: δβιΰεβψτιδ δξχεγωϊ ωμ δεγε; δδιπγεθεεδ εϊεφψιδ - ρεβιεϊ δζδεϊ δμΰεξιϊ εδχεξεπμιζν δξϊιηεϊ δαιο χδιμϊιϊ αδεγε, αςιχψ ζε ωαιο δδιπγεΰιζν μΰρμΰν; ΰψβεπι διξιο δδιπγεΰι; δΰετφιδ δβπγδιΰπιϊ μπελη ψφη βπγδι; ξο δχεπβψρ δμΰεξι δδεγι μξτμβϊ δχεπβψρ; α"ψ ΰξαγχψ εδτεμιθιχδ ωμ δγμιθιν; ςμιιϊ διξιο δδιπγεΰι εδϊξεψεϊ δΰηψεπεϊ ςμ δξτδ δτεμιθιϊ αδεγε.
An Introduction to Political Hinduism
This course introduces some pivotal aspects underlying modern India's political and public spheres, via the combined perspectives of political science, comparative religion and classical Indology. Among the topics discussed: India's sacred geography and the Goddess Bharat Mata; the question of history; social structures; Dalits Politics; the concept of Hindutva and the Hindu Right.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
δτψεζδ διτπιϊ δξεγψπιϊ (06872077)
ωιςεψ 2 ω"ρ
γ"ψ ωεπιϊ ωημ τεψϊ
ΰηϊ ξδγψλιν μδαιο ΰϊ δωιπειιν δβγεμιν ωημε αιτΰο ξΰζ τϊιηϊδ δξηεγωϊ μξςψα αξΰδ δ-19 διΰ μηζεψ μΰψεο δρτψιν ωμδ. δχεψρ δεΰ δζξπδ μχψεΰ ΰϊ δηαψδ διτΰπιϊ λτι ωδιΰ λεϊαϊ ςμ ςφξδ ξϊχετϊ ξιιβ'ι εςγ ιξιπε. "ΰψεο δρτψιν" ωμδμο ξεψλα ξιφιψεϊ ιγεςεϊ επχψΰεϊ ξΰεγ αιτΰο. λξςθ λεμο πλμμεϊ αρτψι μιξεγ αιτΰο ΰε αϊλπιεϊ μιξεγιν ωμ αϊι δρτψ.
δχψιΰδ ωμπε αιφιψεϊ ϊδιδ ξεψλαϊ λφτιιδ αϊξεπδ ωμ ξρκ ξϊχτμ λμεξψ: πϊιιηρ ΰμιδ λΰηγεϊ ΰεξπεϊιϊ ωλμ ΰηγ ξημχιδ ιεφψ ϊξεπδ ξψϊχϊ. μξςωδ, πχψΰ λμ ιφιψδ ξρτψ χψιΰεϊ, ωξωϊμαεϊ ζε αζε: λξτβω ηγ τςξι αιο ηιιε δξψϊχιν ωμ διεφψ εψεη δϊχετδ, αιθει ΰεξπεϊι μϊδιεϊ εμϊςιεϊ ωμ γεψ ωμν, ελγιΰμεβ αιο ξζψη εξςψα. διεφψιν ωαδν πγεο αχεψρ δεωτςε ξρτψεϊ δξςψα, δν ξτεψρξιν βν ξηευ μβαεμεϊ ιτΰο εΰσ ξρεεβιν ξαηιπϊ "δξτδ δρτψεϊιϊ" (ζ'ΰπψιν) αιτΰο εαξςψα - ΰσ λι αφεψδ ωεπδ.
Modern Japanese Prose
The course is an introduction to prose masterpieces of Japan's modern era. Each of the literary works is widely read and taught in Japan and at the same time world wide known.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
:ςχαεϊ δαεγδδ: τιμερετιδ, τριλεμεβιδ ετψχθιχδ ααεγδιζν δξεχγν (06872128)
ωιςεψ 2 ω"ρ
βα` χψο ΰψαμ
δχεψρ ιαηο αΰετο ξςξιχ ΰϊ δτιμερετιδ, δδιρθεψιδ, δτριλεμεβιδ εδϊψβεμ δαεγδιρθι δξεχγν: ξγψωεϊ δαεγδδ ωαχπεο δτΰμι εςγ δρεθψεϊ δξδΰιΰπιεϊ δξεχγξεϊ. ημχε δΰψι ωμ δχεψρ ιεχγω μπιϊεη ξςξιχ ωμ ψςιεπεϊ ξψλζιιν δξετιςιν αρεθεϊ ωαχπεο δפּΰμι, δβψςιο δςϊιχ αιεϊψ ωμ δξρεψϊ δαεγδιρθιϊ. λξε λο, πρχεψ ΰϊ δϊτϊηεϊο ωμ δξρεψεϊ δαεγδιρθιεϊ δξεχγξεϊ μΰηψ ξεϊε ωμ δαεγδδ, επγεο αδϊτϊηεϊ δξδΰιΰπδ.
αιο δπεωΰιν ωιγεπε: δαεγδδ ωΰχιξεπι, χερξεμεβιδ αεγδιρθιϊ, ϊεψϊ δμΰ-ΰπι εηξωϊ δξφψτιν, ψςιεο δδϊδεוּϊ δξוּϊπιϊ, δϊεγςδ δμΰ-ςΕψδ εδϊεγςδ δςΕψδ, πζιψוּϊ εαςμι αιϊ, διηρ μπωιν εξςξγο αξρεψϊ δαεγδιρθιϊ, δτψχθιχεϊ δξγιθθιαιεϊ δωεπεϊ εδωϊμαεϊν αϊψβεμ δαεγδιρθι μδϊςεψψεϊ (bodhi), πιבּΰπδ (πιψεεΰπδ) αηιιν εμΰηψ δξεεϊ, ΰεξπεϊ αεγδιρθιϊ ξεχγξϊ εδϊτιρδ δξψλζιϊ ωμ δΰαδιγδξδ (δτριλεμεβιδ δαεγδιρθιϊ).
δημχ δΰηψεο ωμ δχεψρ ιεχγω μαηιπϊ δξρεψϊ δαεγδιρθιϊ μΰηψ ξεϊε ωμ δαεγδδ. ππρδ μδαιο ξγες δϊτμβδ δξρεψϊ δαεγδιρθιϊ εξδ διε πχεγεϊ δξημεχϊ. παηο δΰν πιϊο μδϊιιηρ μ"ξδΰιΰπδ" αωμα ξεχγν ζδ λξρεψϊ αεγδιρθιϊ πτψγϊ, επγεο αωΰμδ δΰν δθχρθιν δξδΰιΰπιν δξεχγξιν δν ξωεν ηιγεω ΰε δξωκ μψςιεπεϊ αεγδιρθιν ξεχγξιν ιεϊψ.
αλμ ωιςεψ πγεο αΰηγ ξπεωΰιν ΰμε ϊεκ χψιΰδ αγψωεϊ δבּוּγΐδδ (ρεθψεϊ) αϊψβεν μΰπβμιϊ εμςαψιϊ, εξΰξψιν ΰχγξιιν ψμεεπθιν.
In the Footsteps of the Buddha:
Philosophy, Psychology and Practice in Early Buddhism
The course will critically examine the philosophy, history, psychology and practice of early Buddhism: from the Buddha's discourses in the Pali canon to early Mahayana Sutras.
The course will examine basic philosophical issues and practices, as they appear in the Pali canon, the earliest Buddhist texts. Furthermore, we will survey the origination of the early Buddhist schools and their relationship to the development of the Mahayana.
We will attend to such issues as the religious, philosophical and cultural background of early Buddhism in India; the story of the historical Buddha; the four noble truths; Buddhist cosmology; the notion of "not-self" and the doctrine of the five aggregates; the doctrine of dependent origination; lay people, monasticism, and the role of women in the early texts; the un-awakened mind and the awakened mind; Buddhist meditation theory; the notion of Nibbana (nirvana) during life and after death; and the central ideas of the Abhidhamma.
The last part of the course will be devoted to reviewing the origination of the Buddhist schools after the death of the Buddha. We will try to understand why the Buddhist tradition was divided, by considering the possible points of disagreement. Furthermore, we will consider the hypothesis that the "Mahayana" cannot be discerned as a separate tradition at such an early stage, while discussing the question whether early Mahayana texts were complete innovation or a continuation to the ideas presented in the Pali sutta.
Every class will be based on close reading of primary texts in English and Hebrew.
The course is not open to those who already took the course "Early Buddhism: from the Buddha's Discourses to the Theravada tradition". (0687.2160.01)
γψιωεϊ χγν:
δςψεϊ: δχεψρ ΰιπε τϊεη μξι ωςωδ ΰϊ δχεψρ: ξαεΰ μαεγδιζν: ξδαεγδιζν δξεχγν μψΰωιϊ δξΗδΗΰιΗΰπΗδ (0687.2004.01 , 0687.2160.01 )
αηιπεϊ
ξεεϊ μιγδ εξδ ωαιπιδν (06872134)
ωιςεψ 2 ω"ρ
ξψ αεςζ ςξιηι
δωιςεψ ιςρεχ αϊτιρϊ δξεεϊ ααεγδιζν αλμμ, εααεγδιζν δθιαθι ατψθ. ξδ ξωξςεϊε ωμ δξεεϊ? ξγες δξεεϊ δεΰ πεωΰ ωιω μγαψ ςμιε, εμΰ μδηαιΰε? ξδν δϊψβεμιν δξιεηγιν μπεωΰ δξεεϊ, εμζξο δξεεϊ? ξδ χεψδ μτπι δξεεϊ, ΰηψιε, εϊεκ λγι? μιγδ ξηγω αξρεψϊ δθιαθιϊ, εξφιΰϊε ωμ δβμβεμ δαΰ ωμ δξεψδ.
δωιςεψ ιλμεμ γιεο ϊιΰεψθι, χψιΰδ αθχρθιν, φτιιδ αρψθιν, εϊψβεμ ξςωι ωμ ξγιθφιδ.
ξαηο αρεσ δρξρθψ ιιπϊο ξαηο. αξαηο ιετιςε ξρτψ ωΰμεϊ δξϊιιηρεϊ μηεξψ ωπμξγ αλιϊδ, εμηεξψ δχψιΰδ εδφτιιδ (δρψθιν).
ξθμεϊ αξδμκ δρξρθψ ιιπϊπε ωμεω ξθμεϊ. δξθμεϊ δο ηεαδ, εμΰ πιϊο μβωϊ μαηιπδ μμΰ δβωϊ λμ δξθμεϊ αξδμκ δρξρθψ. ςμ ωϊιιν ξδξθμεϊ ιιπϊο φιεο. φιεο δξθμεϊ ιδεεδ 40% ξφιεο δχεψρ
ηεξψ δχψιΰδ ιιξφΰ αξδμκ δχεψρ αΰϊψ δχεψρ αειψθεΰμ θΰε.
Death, Birth and the Bardo
Death as it is reflected in Buddhist theories and practices
The subject of this class will be the concept of death, as it appears in Buddhism in general, and specifically in Tibetan Buddhism. What is the meaning of death? Why is it something we should talk about openly, and not hide? What are the specific practices meant for dealing with death, and for the time of death? What happens before death, after it and during it? The concept of reincarnation in Tibetan Buddhism, and it's practical implication - the finding of the new incarnation of spiritual teachers.
The class will include theoretical discussions, reading texts in English and Hebrew translations, watching movies and a taste of the relevant meditative practices.
Exam - there will be an exam at the end of the semester, with questions relevant to the material we have read in class, the movies we have seen, and the material that was read at home.
Assignments - during the semester there will be three assignments. Two if these assignments will be marked and these marks will be worth 40% of the class mark. A student will not be allowed to attend the exam without handing all the assignments on time.
The reading material will be, during the course, in the course's website in virtualtau.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ΰμιν ωγιν εΰαεϊ αγϊ δριπιϊ (06872146)
ωιςεψ 2 ω"ρ
ξψ ςεγγ ΰαθ
αχεψρ ζδ πςψεκ διλψεϊ ςν διαθιν ωεπιν ωμ δΰξεπδ αιωειεϊ δςιχψιεϊ ςαεψο ξχιιξιν τεμηο αγϊ δςξξιϊ δριπιϊ. αξδμκ δχεψρ πςξεγ ςμ ϊτχιγν δγϊι ωμ ΰμιν ωγιν εωμ ψεηεϊ δΰαεϊ, λξε βν ςμ δψχς δϊψαεϊι εδηαψϊι μςιφεα γξεϊν. αϊεκ λκ πγεο αρεβιεϊ ωεπεϊ λβεο: ξδε δϊτχιγ ΰε δξςξγ ωξιιηριν μιωειεϊ ΰμδ αργψ δςεμξι ΰε δχερξι? ΰιζδ ϊτχιγ δο ξξμΰεϊ αηιι δξΰξιπιν? ξδ ξςξγο αιηρ μξΰξιο εαιηρ μιωειεϊ ΰηψεϊ? ξδ ξΰτιιο ΰϊ δψιθεΰμιν ωξχιιξιν αςαεψο? αΰιμδ ϊηεξιν ξιιηριν μδο ΰϊ δδωτςδ δψαδ αιεϊψ?
This course will examine different aspects of the belief in the main objects of worship in Chinese popular religion. Special attention will be given to examine the role played by gods, ghosts and ancestors in Chinese religion as well as the cultural and social background that shaped their characteristics.
During the course we will discuss issues such as: What is the role or the status ascribed to these beings in the world or the cosmic order? What role do they play in the lives of the worshippers? What is their status in relation to the believers and to other beings? What characterizes the rituals performed on their behalf? In what way and to what extent were they incorporated into Chinese Buddhism and the Daoist Religion? In what spheres are they believed to be most efficacious? Why?
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ριο εΰιψετδ : δρθεψιδ ϊψαεϊιϊ εηαψϊιϊ (06872156)
ωιςεψ 2 ω"ρ
γ"ψ ξψχ βξζδ
δχεψρ ρεχψ ΰϊ ιηριδ ωμ ριο ςν δηωεαεϊ αξγιπεϊ ΰιψετδ, ξϊηιμϊ δξτβω αιο δριπιν μαιπιδο, εςγ μιξιπε ΰπε. πβμδ ξδ ηωαε εγξιιπε αριο ςμ φψτϊ, βψξπιδ, ΰπβμιδ, ψεριδ, ΰιθμιδ, τεψθεβμ ελο ςμ ξι ωϊεΰψε λ"ΰεξεϊ δημωεϊ εδξγελΰεϊ" ωμ ΰιψετδ (αδο βν δςν διδεγι). παψψ, αιο δωΰψ, ΰικ δϊδεε χδιμεϊ ωμ ξδβψιν ριπιν αΰψφεϊ ΰιψετδ εαΰιμε γψλιν δβιςε μριο ψςιεπεϊ λξε δγψεειπιζν ξηγ εδχεξεπιζν ξΰιγκ. αβιωδ δωεεΰϊιϊ, πωΰμ ξδ δξωεϊσ εδωεπδ αιο ϊπεςϊ δ"ΰψαςδ αξΰι" μψπρπρ εμςιγο δπΰεψεϊ, εαιο ριο δχεξεπιρθιϊ μξωθψιν αΰιψετδ αξΰδ δςωψιν.
China and Europe: A Cultural and Social History
The course surveys the relations of China with European countries, from first encounters to the present time. We shall see what the Chinese thought and imagined about France, Germany, Britain, Russia, Italy, Portugal and the nations described as the oppressed peoples of Europe (among them the Jews). We shall find out how communities of Chinese emigrants in Europe were formed, and in what ways ideas like Darwinism and Communism reached China; ask what was similar and different between the May Fourth movement, the Renaissance and the Enlightenment; and also compare the political regime in China with some other regimes in the 20th century.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ξιςεθιν, ηιμεπιεϊ εηιπεκ αδεγε δξεγψπιϊ (06872161)
ωιςεψ 2ω"ρ
γ"ψ δψιπγψ ξιωψδ
αδεγε ξϊχιιξεϊ ξρτψ χδιμεϊ γϊιεϊ αγε-χιεν αξωκ ΰμτι ωπιν. γε-χιεν ζδ δαιΰ μτιϊεη ξεωβ δηιμεπιεϊ λρεαμπεϊ μαςμι ΰξεπεϊ ΰηψεϊ. δχεψρ ιςρεχ αξιςεθιν γϊιιν ωεπιν αδεγε, λεμμ διδεγιν, εϊψεξϊν μςεωψδ δϊψαεϊι.
αδ αςϊ , αςωεψιν δΰηψεπιν ημδ βν ξϊιηεϊ αΰεϊε γε-χιεν, ωΰιιξδ μδψερ ΰϊ διηριν δδψξεπιιν αιο δχδιμεϊ δωεπεϊ. διηριν αιο δχδιμεϊ δν ξδβεψξιν δηωεαιν αιεϊψ αδημθεϊ μβαι ΰετι δχεΰμιφιεϊ δξξωμϊιεϊ, δο αψξδ δΰψφιϊ εδο αξγιπεϊ δωεπεϊ. δχεψρ ιζδδ ξβξεϊ αιηριν αιο δχδιμεϊ, δπεβςεϊ μωιη δςλωεει αδεγε.
θιαε ωμ δηιπεκ αδεγε δτκ μωγδ δχψα αιο δξφγγιν αηιμεπιεϊ μαιο χαεφεϊ διπγεΰιεϊ τεπγξπθμιρθιεϊ. αζξο ωμθεπδ ωμ δξτμβδ δδιπγεΰιϊ δμΰεξπιϊ, πςωε ξΰξφιν μδϊΰιν ΰϊ δηιπεκ μμΰεξπιεϊ δδιπγεΰιϊ. διϊδ μλκ δϊπβγεϊ ςζδ, ΰωψ ςγιιο ξϊχιιξϊ αξγιπεϊ αδο δξτμβδ δμΰεξπιϊ ωεμθϊ. δχεψρ ιςρεχ αξςψλϊ δηιπεκ αδεγε ϊεκ δϊιιηρεϊ μϊετςδ ζε.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
πωιεϊ δεγιϊ αϊψαεϊ δχμΰριϊ εδτετεμΰψιϊ (06872163)
ωιςεψ 2 ω"ρ
βα` ξιδ θαϊ γιιο
αχεψρ ζδ παηο ξχψεα ΰϊ ιιφεβιδ ωμ δΰιωδ αϊψαεϊ δδεγιϊ δτετεμψιϊ (χεμπες, ρτψεϊ δεγιϊ ξεγψπιϊ, ξγιδ ειζεΰμιϊ) εαϊψαεϊ δχμΰριϊ (ωιψδ, ξιϊεμεβιδ, ΰξπεϊ εριτεψι ςν). μΰ τςν ξϊπβωιν ιιφεβιν ΰμε ςν δβγψεϊιδ δξρεψϊιεϊ ωμ δΰιωδ εηεωτιν ατπιπε ψβςιν ξψϊχιν εξλψιςιν αηιιδ. δωιςεψιν ιεχγωε μδιλψεϊ ςν ξρτψ φιψιν ξψλζιιν αηιι δπωιν: ΰιγιΰμ ηιι δπιωεΰιο, δγιμξδ ραια ξαηπι δθδψδ, ριξπι δωΰμδ ραια ξπδβι δρΰθι (ξεεϊ αΰω) εδγΰεψι (ξεδψ), ηιι δΰμξπεϊ ετψιωεϊο ωμ πωεϊ δξχγωιν.
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Hindu Femininity in Classical and Popular Culture
In this course we will closely examine various representations of Hindu women both in popular Indian culture (cinema, Indian literature and visual media) and classical culture (poetry, mythology, art and folk tales). These representations frequently clash with traditional concepts of womanhood and hence enable us some unique glimpses at women's most decisive and fascinating moments of choices. Our lessons would focus on main issues in Hindu women's life, namely the ideal of the married woman, the dilemmas around purity ordeals, the arguments on Sati (death by fire) and Dowry, widowhood and the celibacy of temple women.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
βαψιν εβαψιεϊ αιτο δξεγψπιϊ (06872165)
ωιςεψ 2 ω"ρ
βα` γμιϊ αμεκ-φξη
ΰηγ δρθψιΰεθιτιν δψεεηιν μβαι ιτο δεΰ ϊιΰεψ "δβαψ διτπι δθιτερι" αγξεϊ δ"ρΰμψιξο": ςεαγ δφεεΰψεο δμαο δςεαγ ξαεχψ ςγ ςψα αϊΰβιγ εηεζψ αμιμδ ωϊει μαιϊε. δχεψρ ωμπε ιπρδ μαηεο ΰϊ δρθψιΰεθιτ δζδ εμδαιο ΰεϊε αφεψδ ηγωδ, λξεγμ δβξεπι ωμ βαψιεϊ αιτο. αχεψρ ππρδ μδαιο ΰϊ δΰετι δξεαπδ ηαψϊιϊ ωμ ξεπηιν λβεο "βαψιεϊ" ε"πωιεϊ", εΰϊ δχωψ αιπν εαιο διρθεψιδ εξρεψϊ. ππρδ μδφιβ ΰμθψπθιαεϊ μρθψιΰεθιτιν εμτψχ ΰϊ δδπηδ ωααριρν, αλγι μδαιο ωΰιο "βαψ ιτπι θιτερι" ΰμΰ ξβεεο ψηα εξψϊχ ωμ ζδειεϊ εηεειεϊ ωμ βαψιεϊ αιτο ωμ ιξιπε.
Men and Masculinity in Modern Japan
One of the most widespread stereotypes of modern Japan is that of the "typical Japanese man" as the "salariman" white-collar office worker who works endlessly for his corporation and returns home drunk late at night. Our course endeavors to understand this stereotype in a new manner: as hegemonic model of masculinity in Japan. We try to deconstruct the its' underlying assumptions and to introduce some alternatives in order to realize there is no "typical Japanese man", but rather a wide variety of identities and experiences of masculinity in nowadays Japan.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ξξωχ τιΰεγμι μλμλμδ δωπιιδ αβεγμδ αςεμν: διαθιν ςιεπιν εξςωιιν απιδεμ διτπι δξεγψπι (06872166)
ωιςεψ 2 ω"ρ
ξψ γο δελαψβ
ξθψϊ δχεψρ διπδ μδχπεϊ δαπδ μβαι ωεψωι δπιδεμ διτπι εμδφιβ ΰϊ αιθειιν δξςωι αϊδμιλι πιδεμ δΰιψβεο αλμμ εαϊδμικ χαμϊ δδημθεϊ ατψθ.
δχεψρ ιιϊο ψχς ειραιψ ΰϊ ξϊεγεμεβιιϊ δπιδεμ διτπι ϊεκ δϊιηρεϊ μ:
ψχς διρθεψι απιιϊδ ωμ ιτο δξεγψπιϊ εδωιπει δξδιψ ωςαψδ ξΰζ ΰξφς δξΰδ δ-19, ϊεκ γβω ςμ δξςαψ μλμλμϊ ωεχ εΰιξευ θλπεμεβιεϊ εωιθεϊ ξςψαιεϊ.
ΰμξπθιν ρεφιεμεβιν εηαψϊιιν απιδεμ διτπι δχμΰρι - ϊτιρϊ δχαεφδ ξψξϊ διηιγ εςγ μψξδ δμΰεξιϊ, ϊτιρϊ δ'αιγεγ' ('ξγιπϊ ΰι'), δωΰμδ 'ξδι δφμηδ', 'ξςβμ δωτς' εςεγ.
ξιαπδ δλμλμδ διτπιϊ δξεγψπιϊ εξχεξδ ωμ δξξωμδ αϊελδ. δϊτϊηεϊ ξΰψβ δΰηζχεϊ δφεμαεϊ αιο δηαψεϊ διτπιϊ εχιαεφο μχαεφεϊ.
ΰμξπθιν πιδεμιιν ιτπιν 'χμΰριιν' λβεο 'χιγεν ςμ τι εεϊχ' ε'ϊςρεχδ μλμ δηιιν' εαηιπϊ δϊτϊηεϊν μΰεψ δΰϊβψιν ξεμν ςεξγεϊ δηαψεϊ διτπιεϊ, δλμλμδ διτπιϊ ειτο λΰεξδ.
From feudal market to the worlds second largest economy: theoretical and practical aspects in modern Japanese management
The course will unveil the roots of the Japanese management and discuss their practical aspects in todays Japanese management in general and decision making process in particular.
It will discuss the background and look into the Japanese management methodology referring to:
- Historic background the construction of modern Japan and the rapid acceptance of Western disciplines and technologies since the mid nineteenth century.
- Social and Sociological elements in classic Japanese management the group concept from the individual level and up to the national level; the perception of being isolated (an Island country); the notion of success; cycle of goodness and more.
- The structure of the Japanese economy and the role the government has with it. The development of the cross holding structure and company groupings.
- Classic management elements such as promotion according to seniority and life time employment and their development with respect to the challenges faced by the Japanese companies, the Japanese economy and Japan as a nation.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ΰγεπιν επϊιπιν: δεγε δαψιθιϊ, 1757-1947 (06872171)
ωιςεψ 2 ω"ρ
γ"ψ ιφηχ μεαμρχι
δεγε δξεγψπιϊ, ςμ ξεργεϊιδ δτεμιθιιν εδγξεχψθιιν, ςεφαδ αξιγδ ψαδ λδξωκ ιωιψ μξξωμ δχεμεπιΰμιρθι δαψιθι. ξξωμ ζδ, ωδλϊια ΰϊ ργψ διεν δδεγι αξωκ λξςθ 200 ωπδ, δθαις ΰϊ ηεϊξε ςμ δηαψδ δδεγιϊ μΰ ψχ αψξδ δτεμιθιϊ, ΰμΰ βν αρτιψεϊ δϊψαεϊιεϊ, δμΰεξιεϊ εδψεηπιεϊ. αωιςεψ ζδ πςχεα ΰηψ ϊεμγεϊ δψΰβ' δαψιθι αδεγε, πςψικ ςγ λξδ δωτιςδ ϊχετδ ζε ςμ ςιφεαδ ωμ δεγε δςφξΰιϊ επϊεεγς μξβεεο ξχεψεϊ ψμαπθιιν, δο ξδϊχετδ δπιγεπδ εδο ξϊηεξι δξηχψ δτερθ-χεμεπιΰμι.
Masters and Subjects: British India, 1757-1947
The political and democratic structure of modern India was largely shaped as a direct continuity of the British colonialist regime. The British governance, which for some 200 years dictated the Indian political agenda, has left its mark on its cultural, national and spiritual spheres as well. This class will follow the steps of the British Raj, evaluate the importance of its legacy in modern India, and introduce a variety of relevant sources, both from the colonialist era and from the post-colonialist field.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
קוסמולוגיה ורפואה בסין מהשאנג ועד החאן (06872172)
שיעור 2 ש"ס
גב` סשה שוורץ
δχεψρ ςερχ αδϊτϊηεϊ δξεγμιν δχερξεμεβιιν αριο δημ ξωεωμϊ δωΰπβ εςγ μδϊβαωεϊε ωμ ξεγμ ψτεΰι αϊχετϊ δηΰο. αξδμκ δχεψρ παηο ΰϊ δξεγμιν δωεπιν ωδϊβαωε αϊχετεϊ ΰμε εΰϊ δχεπθχρθ δϊψαεϊι εδΰιγιΰεμεβι μδϊτϊηεϊν. λξε λο παηο ΰϊ δθψπρτεψξφιεϊ ωςαψε δξεγμιν εΰϊ δριαεϊ ωδεαιμε μδωϊπεϊν ΰε δημτϊν αλμ ωμα. δγιεο ιμεεδ αχψιΰϊ τψχιν ξϊεκ θχρθιν ξψλζιιν αϊχετεϊ δπγεπεϊ: ρτψ δϊξεψεϊ, γΰε γδ β'ιπβ, ξπφιερ, ρτψ δΰαια εδρϊιε ωμ ξψ με, ςιθεψ ΰβμι δθμ ςμ ψωεξεϊ δΰαια εδρϊιε, ηεεΰι πΰο γζδ εδχΰπεο δτπιξι ωμ δχιρψ δφδεα.
Cosmology and Medicine in Early China
The course deals with the evolution of the cosmological approach from the Shang era up till the formation of a medical model during the Han Dynasty. The course will focus on the various cosmological models that were developed during this period, their cultural and their ideological context. We will examine closely the transformations of cosmological thought in the following scripts: Yi jing, Dao de jing, Mengzi, Lushi Chunqiu, Chunqiu Fanlu, Huainanzi and Huangdi Neijing.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ζο αεγδιζν : γϊ, τιμερετιδ, τριλεϊψτιδ, ΰε ξδ? (06872188)
ωιςεψ 2 ω"ρ
τψετ` ιςχα ψζ
ξδε δΰϊβψ ωμ δζο αεγδιζν? ζο αεγδιζν δεΰ ΰηϊ δϊετςεϊ δξψϊχεϊ αιεϊψ αιο δζψξιν δψεηπιιν ωμ ξζψη ΰριδ, εαξΰδ δωπιν δΰηψεπεϊ βν αξςψα. δεΰ πελη λτιμερετιδ, λΰρϊθιχδ, λΰιξεο ψεηπι, αδχωψιν ΰξπεϊιιν, αςεμν δτριλεϊψτιδ, εαϊηεξιν ψαιν ΰηψιν. δχεψρ ιςρεχ αδρθεψιδ εαξηωαδ δζο αεγδιρθιϊ ξψΰωιϊε αριο, γψκ ιτο ,εδετςϊε αξςψα. λξε λο ιςρεχ δχεψρ αςιεο αωΰμδ ωμ τωψ πεληεϊε δψηαδ αϊηεξι ηιιν ψαιν εωεπιν λμ λκ αξζψη εαξςψα.
Zen Buddhism: Religion? Philosophy? Psychotherapy? Or what?
What is the challenge of Zen Buddhism? Zen Buddhism is one of the most intriguing phenomena among the spiritual movements of East Asia, and, during the last one hundred years, in the West as well. It is present as philosophy, aesthetics as spiritual practice, in artistic contexts, in the world of psychotherapy and in many other fields. The course will survey the history and philosophy of Zen Buddhism from its beginning in China, then Japan, and its emergence in the West. It will also investigate the question of the meaning of its presence in so diverse aspects of life in both East and West.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ζδειεϊ ΰζεψιεϊ αριο δξεγψπιϊ (06872189)
ωιςεψ 2 ω"ρ
γ"ψ ξψχ βξζδ
αϊεκ δξΰψβ δΰπεωι δςφεν δξδεεδ ΰϊ ριο, λιφγ ϊεωαι τψεαιπφιεϊ ωεπεϊ, γεαψι γιΰμχθιν ωεπιν, ξβγιψιν ΰϊ ϊψαεϊν δξχεξιϊ εΰϊ ιηρν μξγιπδ αδ δν ηιιν? ξΰιμε ξψλιαιν παπιϊ δζδεϊ δ"χθπδ"? ξδ θια διηριν αιπδ μαιο δζδεϊ δ"βγεμδ" εξϊι ξϊςεψψεϊ ρϊιψεϊ αιο ϊτιρεϊ επΰξπειεϊ ΰμδ? ξςαψ μημεχδ δξελψϊ ωμ ριο αιο φτεο μγψεν, αχεψρ ζδ πςξεγ ςμ δζδειεϊ δξεψλαεϊ ωμ τψεαιπφιεϊ, ςψιν εΰζεψιν παηψιν ωμ ριο δξεγψπιϊ.
Regional Identities in Modern China
Within the enormous human tapestry that makes up China, how do the residents of different provinces, the speakers of different dialects, define their local culture and relation to the country in which they live? What are the constituent elements of the small identity? What relations exist between it and the large identity, and when do contradictions between the two loyalties arise? Beyond the familiar division of China to north and south, in this course we shall study the complex identities of selected provinces, cities and regions of modern China.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
δξιϊεμεβιδ δριπιϊ εαιθειιδ αΰξπεϊ (06872190)
ωιςεψ 2 ω"ρ
γ"ψ πιμι δμτψιο
δξιϊεμεβιδ δριπιϊ, λξε λμ ξιϊεμεβιδ ΰηψϊ, ξλιμδ ριτεψι αψιΰδ, ριτεψι δψρ, ρτεψιν ςμ λεηεϊ δθας, ΰμιν, ΰμεϊ εβιαεψιν, ριτεψιν ςμ αςμι ηιιν αςμι λεηεϊ ςμ-θαςιιν εςεγ. αχεψρ πμξγ ημχ ξδξιϊεριν δηωεαιν αριο επψΰδ ΰϊ δετςϊν αΰξπεϊ δηζεϊιϊ μΰεψκ δδιρθεψιδ.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
διρθεψιδ ϊψαεϊιϊ ωμ δξγς αριο: ξδξτβω ςν διωεςιν εςγ μηχψ δημμ (06872191)
ωιςεψ 2 ω"ρ
ξψ ΰεψι ρμς
ςιχψε ωμ δχεψρ ιγεο αωπι δξτβωιν δξωξςεϊιιν δψΰωεπιν ωμ ριο ςν ξγς ξςψαι, αΰξφςεϊ διωεςιν (ξΰδ 16 ςγ 18) εδτψεθρθπθιν (ξΰδ 19); αδαγμιν δςιχψιιν αιο ωπι ρεβι δξτβωιν δμμε; εαδωμλεϊ δψηαεϊ ωμδν, ξςαψ μξδ ωξλεπδ ξγς λιεν. πςρεχ αξχεξε ωμ δξγς αριο αϊεκ ωμμ ϊηεξι διγς εαξχεξν ωμ ΰμδ ωςρχε αξγς. δχωψ ωαιο ηαψδ, ϊψαεϊ εξγς λξε βν δχωψ ωαιο ξγς εθλπεμεβιδ (φαΰιϊ, μξωμ) ιςξγε αξψλζ. λξε λο πϊαεπο αΰετπιν ωαδν δωϊπδ ξςξγ δξγς αριο αξΰδ δ-20, εςγ μιξιπε, επγεο αϊδμιλι δξεγψπιζφιδ ωςαψδ ριο ελιφγ ΰμδ πϊτρε αριο εξηεφδ μδ. ωΰμεϊ γεβξϊ "ξγες αριο μΰ δϊψηωδ δξδτιλδ δξγςιϊ" ιαηπε, εΰσ ιεωξε αριξο ωΰμδ, ξϊεκ δρϊλμεϊ ψηαδ αρεβιεϊ αδιρθεψιδ ωμ δξγς αςεμν λλμμ.
A Cultural History of Science in China: From the Encounter with the Jesuits to the Exploration of Space
The core of this course deals with the two first significant encounters of China with Western science, via the Jesuits (16th to 18th c.) and Protestants (19th c.). We will discuss the major differences between these two types of encounters, and their consequences, both on and beyond what today we call today science. We will examine the role of science in China within the variety of scholarly fields, and the role of the scientists. The nexus of society, culture, and science, as well as that of science and technology (military, for example), will be at the center of discussion. We will also look at the ways in which the status of science has changed during the 20th c. until today, at modernization processes in China, and how these processes have been perceived in China and around the world. We will examine and question axioms such as China did not have the scientific revolution through a broad outlook of the global history of science
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
δδιρθεψιδ ωμ δϊδεεϊ ριο δξεγψπιϊ ξ-1800 εςγ διεν (06872192)
ωιςεψ 2 ω"ρ
ξψ ΰεψι ρμς
λιφγ πεφψδ ριο δξεγψπιϊ? ξδν δϊδμιλιν ωδαιΰε μχψιρϊδ ωμ ριο λχιρψεϊ, εμαπιιϊδ ωμ ριο λξγιπϊ μΰεν ξεγψπιϊ, εδΰν δχθβεψιδ δζε ψμαπθιϊ ΰμιδ? ξδν δωιπειιν δγψρθιιν ωςαψδ ριο αξΰϊιιν δωπιν δΰηψεπεϊ, ξξδ δν πβψξε, εδιλο ςεξγϊ ριο λιεν? αχεψρ πγεο αωιπειιν αξηωαδ δτεμιθιϊ αριο, αξεγψπιζφιδ αβιψρϊδ δριπιϊ, αωιπειιν αϊτιρδ δςφξιϊ ωμ δριπιν μΰεψκ δϊχετδ εαξςξγδ αΰριδ εαςεμν, αξεψωϊ ωμ ωεωμϊ δφ'ιπβ, εαωΰμδ δαριριϊ ξδι ριο? λμ ζΰϊ ξϊεκ ρχιψϊ δΰιψεςιν δαεμθιν ωμ δϊχετδ, δξμηξεϊ, δξψιγεϊ, εδξδτιλεϊ, εδΰετο ωαδν ΰιψεςιν ΰμδ πχωψε αξΰψβ δδιρθεψιδ δςεμξιϊ.
The History of the Formation of Modern China Since 1800
How did modern China come into being? What were the processes that caused the collapse of imperial China and to the construction of China as a modern nation state? Is China a modern nation state? What were the drastic changes that China endured during the past two centuries, and what brought them about? Where does China stand today? We will discuss transformations in Chinas political thought, modernization a-la-China, changes in the self perception of the Chinese during the period since 1800, and Chinas status in Asia and the world. We will further examine the heritage of the Qing dynasty, and try to ascertain the fundamental question what is China? While doing so, we will review the major events of the period, wars, rebellions, revolutions, and ways in which these events tied into global history.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
λωδΰμιν ξωηχιν: ϊιθψεο δξηεμ εδγψξδ αξρεψεϊ δδεγιεϊ δχμΰριεϊ εδςξξιεϊ (06872193)
ωιςεψ 2 ω"ρ
βα` ΰρπϊ ΰμλαιψ
δχεψρ ιςρεχ αδιαθιε δωεπιν ωμ δπΰθιιδ - δϊιΰθψεο εδξηεμ δχμΰρι εδςξξι: ΰξφςιν ΰξπεϊιιν, ϊλπιν ριτεψιιν εξηζεϊ, θχρθιν ερβπεπεϊ αψΰι δζξπιν, ωτϊ δξηεεϊ δςιπιιν δβαεϊ ϊπεηεϊ δβεσ εωτϊ ϊπεςεϊ διγιιν, ϊΰθψεο ψηεα εϊΰθψεο ηαψϊι, εδωτςϊ δϊΰθψεο δχμΰρι ςμ δχεμπες δδεγι.
λξε λο ππϊη ΰϊ ψςιεο δ"γΰψωο" εδ"μιμΰ" λτι ωδεΰ ξϊαθΰ αϊΰθψεο δχμΰρι δρπρχψιθι, αξηεμ ΰαδιπιιδ πΰψθιαι, αψιχεγι γιαεχ ξγψεν δεγε, ΰφμ ξρτψι ριτεψιν αςζψϊ ξβιμεϊ εαϊιΰθψεο πεγγ δξϊΰψ ΰϊ ςμιμεϊ δΰμιν.
When the Gods Play - India's Folk and Classical Traditions of Theater and Dance
We will study the various aspects of Natya - folk and classical theater and dance; its' modes of expression, narratives and plays, the history of texts and styles, street and social theater forms, the classical influences on Indian cinema and the language of gestures using eyes, brows, body postures and hands. We will explore the Hindu notions of "Darshan" and "Lila" as they are expressed in the classical Sanskrit theater, in the narrative Abhinaya dance, in the Southern Indian dances of the "possessed", by the storytellers using narrative scrolls and by a Traveling theater specializing in mythological subjects.
γψιωεϊ χγν:
δςψεϊ: πεληεϊ, αιφες ξθμεϊ χψιΰδ εφτιδ ,ξαηο αιϊ.
αηιπεϊ
μεξψ ΰϊ ωΰιπε πιϊο μδΰξψ: ϊτιρϊ δωτδ αξιϊεμεβιδ εατιμερετιδ αδεγε (06872194)
ωιςεψ 2 ω"ρ
ξψ ψεςι φδψ
δξηωαδ δδεγιϊ δχμΰριϊ ξΰετιιπϊ αιηρ ωμ ωπιεϊ ςξεχδ λμτι δωτδ. ξηγ, δωτδ πϊτρϊ ληιεπιϊ μιφιψϊδ εμχιεξδ ωμ δξφιΰεϊ ελαςμϊ ηωιαεϊ ςμιεπδ αδχωψιν τεμηπιιν εΰρϊθιιν. ξΰιγκ, μΰεψ ΰιγιΰμ δωηψεψ (ξεχωδ) δωτδ πϊτρϊ λγαψ ξδ ξρμσ εξςεεϊ ωιω μδϊβαψ ςμιε ςμ ξπϊ μψΰεϊ πλεηδ ΰϊ δξφιΰεϊ, ωδιΰ ξθαςδ αμϊι πιϊπϊ μδαςδ. αωιςεψ πρχεψ ΰϊ ΰετο δδϊξεγγεϊ ωμ ζψξιν ξψλζιιν αξηωαδ δδεγιϊ ςν δξϊη ωαιο δωτδ μωηψεψ, εΰϊ δΰξφςιν δωεπιν τιμερετιιν επΰψθιαιινδξωξωιν μδαις ΰϊ ξδ ωΰιπε πιϊο μϊΰεψ αξιμιν.
The ineffable in Indian philosophy and Religion
Indian classical thought is characterized by a strong ambivalence towards language. On the one hand language is allocated an important role in the creation and maintenance of the world, and is pivotal for both religious and aesthetic existence. On the other hand, liberation (Moksha) which is ineffable, is often viewed as a release from the bonds of language. We will examine the ways in which Indian thinkers have understood and managed the tension between language and liberation, and the desire to describe what can not be conveyed in words.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ξγιπιεϊ δηευ ωμ ριο αςιγο δξεγψπι (06872195)
ωιςεψ 2 ω"ρ
γ"ψ ξιψεο ξγζιπι
δωιςεψ πεςγ μμιαεο εμμιξεγ μςεξχ ωμ διρεγεϊ εδβεψξιν ωδαιΰε μπιρεη εαιφες ξγιπιεϊ δηευ ωμ ριο δςξξιϊ ξλιπεπδ αωπϊ 1949. βεψξιν ΰμδ λεμμιν ΰϊ δβιωδ δξρεψϊιϊ ωμ ριο δχιρψιϊ μζψιν, δϊβεαδ μξΰδ ωπεϊ δωτμδ αςιγο δχεμεπιΰμιζν δξςψαι εδιτπι, δξΰαχ ςμ δαλεψδ αιο δμΰεξπιν εδχεξεπιρθιν, δΰιγιΰεμεβιδ ωμ ξπδιβι ριο δςξξιϊ, ωΰιτϊν μδηζιψ μξεμγϊ ωθηιν ΰαεγιν εμδςπιχ μδ ξςξγ ωμ ξςφξδ ςεμξιϊ ξδξγψβδ δψΰωεπδ. ιεων γβω ςμ ιηρι ριο-αψιϊ δξεςφεϊ εδδϊχψαεϊ μΰψφεϊ δαψιϊ ξρεσ ωπεϊ δωωιν ωμ δξΰδ δ-20. αρεσ ιιςωδ πιριεο μδαιο μΰο ωεΰτϊ ριο λιεν εξδν λξδ ξδξλωεμιν δπιφαιν ςμ γψλδ.
The Foreign Policy of China in the Modern Era
The course will focus on the sources of China's foreign policy since the establishment of The People's Republic of China in 1949. It will review the traditional attitude of Imperial China to foreigners, the reaction to one hundred years of humiliation during the Western and Japanese colonial era, the struggle between the Nationalists and the Communists and the formulation and implementation of the foreign policy of the Communist regime. Special attention will be devoted to the restoration of lost territories, Sino-Soviet relations and the rapprochement with the United
States since the late 1960's.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
αβ`ιπρ ερδψι: ζδεϊ, μΰεξιεϊ εϊχωεψϊ δξεπιν αδεγε δςλωειϊ (06872196)
ωιςεψ 2 ω"ρ
γ"ψ ψεπι τψφ'χ
ωιςεψ ζδ ιϊαεπο αςψεφι ϊχωεψϊ δδξεπιν εδϊψαεϊ δτετεμΰψιϊ αδεγε δςλωεειϊ εαΰξφςεϊν ιςψεκ διλψεϊ ςν δΰετπιν ωαδν ξϊαεππϊ δεγε αςφξδ αςιγο δβμεαμιζφιδ. γψκ δξαθ τπιξδ εΰηεψδ αζξο - ΰμ ϊψαεϊ ξτεΰψϊ εςϊιχδ, εγψκ δξαθ δηεφδ - ΰμ δξςψα δχερν εδξΰιιν, ξχιιξϊ δεγε γιεπιν ΰιπθπριαιιν αωΰμϊ ζδεϊδ δϊψαεϊιϊ εδμΰεξιϊ. δωιςεψιν ιμεε αφτιιδ αχθςι ρψθιν, τψρεξεϊ εειγιΰε χμιτιν ςλωεειιν, ελο αχψιΰϊ χθςιν ξςαεγεϊιδν ωμ ρετψιν ςλωεειιν - ειχψν φ'πγψδ, φ'ιθψδ απψβ'ι γιεεχψεπι, χΰεειθδ γρεεΰπι, ειχΰρ ρεεΰψετ ("πςψ δηιγεϊ ξξεξαΰι") εΰηψιν.
National Identity and Mass Media in Contemporary India
This course offers a close look at some central issues of national and cultural identity as discussed via Indian mass media films, video-clips of pop songs, adds, and TV series. Through analyzing mass media texts, as well as contemporary literary texts
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
δϊψαεϊ δχεψιΰπιϊ αςιγο δξεγψπι (06872197)
ωιςεψ 2 ω"ρ
βα` μιΰεψδ φψτϊι
αρεσ δξΰδ δ-19 ϊδμικ ξδιψ ωμ ξεγψπιζφιδ δημ αχεψιΰδ, ξξμλδ ΰωψ διιϊδ ςγ ΰζ ξαεγγϊ εςφξΰιϊ ϊψαεϊιϊ. λιεν, μΰηψ ιεϊψ ξξΰδ ωπδ πιφαϊ χεψιΰδ δγψεξιϊ αηζιϊ δθλπεμεβιδ δςεμξιϊ αςψιδ δωεχχεϊ, φξιηϊδ δλμλμιϊ ειιφεΰ δϊψαεϊ δτετεμψιϊ ωμδ εΰιμε χεψιΰδ δφτεπιϊ ξϊαμθϊ ααιγεγδ ξψφεο εαΰιεξι μεηξδ βψςιπιϊ. δξδτκ δξεγψπι ιφψ ωϊι ξγιπεϊ ΰωψ αΰηϊ ωιξεψ ξεχτγ ωμ δςϊιχ ξϊχιιν μφιγδ ωμ ηγωπεϊ ωΰτϊπιϊ εΰιμε αωλπϊδ δεξφΰδ ϊψαεϊ ιιηεγιϊ ωμ ρβιγδ μξπδιβ εςειπεϊ μξςψα. δχεψρ ιρχεψ ΰϊ δϊψαειεϊ δχεψιΰπιεϊ δςλωεειεϊ αφτεο εαγψεν χεψιΰδ εΰϊ δΰετο αε δϊτϊηε εδεωτςε ξξςφξεϊ δΰζεψ εδξςψα. δχεψρ ιϊξχγ απεωΰιν λβεο ςψλι ξερψ, ΰεξπεϊ, γϊ, ϊψαεϊ ΰιψβεπιϊ, ηιι ξωτηδ, ϊψαεϊ τπΰι, ξγιδ, ΰετπδ εξβγψ.
Korean Culture in Modern Times
By the end of the 19th century fast modernization began in Korea, a kingdom that until then was secluded and culturally independent. Today, after more than a hundred years South Korea is a world leader in technology with its lively cities, economic growth, and export of popular culture, while North Korea has become notorious for its voluntary isolation and nuclear threats. The modern shift has created two nation-states. In one, elaborate preservation of the ancient lives side by side with aspiring innovativeness, and in its neighbor a unique culture of leaders worship and alienation toward the West has been created. The course will survey the contemporary Korean cultures in the North and in the South, their development, and the ways they have been influenced by regional powers and the West. The course will discuss mainly topics such as values, morals, art, religion, organizational culture, family life, leisure culture, media, fashion, and gender.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ριο: ηαψδ, ϊψαεϊ, ωτδ (06872198)
ωιςεψ 2 ω"ρ
γ"ψ μιδι ιψια-μΰεψ
δωιςεψ ιςρεχ αδιαθιν ξβεεπιν ωμ ιηρι δβεξμιο ωαιο δηαψδ εδϊψαεϊ μαιο δωτδ αριο ξΰζ ψΰωιϊ δφιεειμιζφιδ εςγ ιξιπε. αιο δπεωΰιν ωιιγεπε: ξωτηϊ δμωεπεϊ δριπε-θιαθπιεϊ μςεξϊ ξωτηεϊ μωεο ΰηψεϊ αξζψη ΰριδ; διηρ αιο δγιΰμχθιν μ"ωτδ δξωεϊτϊ"; ξςψλϊ δλϊα δριπιϊ αδωεεΰδ μξςψλϊ δλϊα διτπι - ξζδ εδχεψιΰπι ξζδ; ξγιπιεϊ δμωεο αριο; δχωψ αιο δωτδ μαιο γτερι ξηωαδ αριο; διηρ αιο ωτδ μαιο γτερι δϊπδβεϊ - ϊεκ δϊιιηρεϊ μϊψαειεϊ ΰηψεϊ αξζψη ΰριδ.
China: Society, Civilization, Language
The course will focus on various sociological and cultural aspects interrelating with language in China. Among the themes that will be dealt with are: Sino-Tibetan language family versus other language families in East Asia; dialects and the "common language" in China; language policy in China; the Chinese writing system its development and characteristics in comparison to the Japanese writing system and to the Korean one; diverse relations between language and thought in China; different aspects of pragmatics in China and Japan.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
δχετφιν χγιξδ εδπεϊψιν ξΰηεψ: ηαψδ εωεμιιν αριο δξεγψπιϊ (06872199)
ωιςεψ 2 ω"ρ
γ"ψ ψεπι ωψιβ
ξδτλεϊ ηαψϊιεϊ, ΰιγιΰεμεβιεϊ ηγωεϊ, ξμηξεϊ, ξΰαχιν, γιλει, δϊτϊηεϊ δηαψδ αριο δξεγψπιϊ ςαψδ ωιπειιν ψαιν εξεψλαιν. ωιπειιν ΰμε δωτιςε ςμ δηαψδ λεμδ, ΰκ ιεϊψ ξλμ, ςμ ξι ωπωΰψ ξΰηεψ, ξι ωξφΰ ςφξε αωεμιιν: δωεπιν, δξϊπβγιν, δξγελΰιν, δςπιιν, δπιγηιν, ηρψι δδωλμδ, πωιν, ιμγιν.
δχεψρ ςερχ αδωτςϊ δωιπειιν αριο ςμ δηαψδ εδωεμιιν γψκ μιξεγ ωμ ιφιψεϊ ρτψεϊ εχεμπες δγπεϊ απεωΰιν ηαψϊιιν αϊχετεϊ ωεπεϊ αριο ωμ δξΰδ δ-20. παηο ΰϊ ριεν ϊχετϊ ριο δχιρψιϊ; δηιιν αωπβηΰι λςιψ ξεγψπιϊ ΰκ βν πωμθϊ ςμ ιγι ξςφξεϊ ζψεϊ; τςψιν ηαψϊιιν εξςξγεϊ; δηιιν αξηεζεϊ ξψεηχιν; ελο δωτςεϊ δξδμλιν δτεμιθιιν ϊηϊ ωμθεο ξΰε ςμ δηαψδ.
The Leap Forward and the Left Behind:
Society and Marginality in Modern China
in Literature and Cinema
Social revolutions, new ideologies, wars, struggles, oppression, and development the society in modern China went through many complicated changes. These changes influenced the whole society, but more than all, they affected those who were left behind: the 'others', the oppressed, the weak, the poor, the remote, the non-educated, women, children.
The course examines the influences of the changes in modern China on society and marginal groups in it, through learning of literary works and cinema of the 20th century. We will learn of the end of the imperial age; life in modernized colonized Shanghai; social gaps; society in marginal remote regions; and of the social influence of the political steps under Mao's leadership.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ξαθ ΰπϊψετεμεβι ςμ ξχεξο ωμ πωιν αιτο δξεγψπιϊ (06872204)
τψε"ρ 4 ω"ρ
γ"ψ ςτψδ βεμγωθιιο-βγςεπι
δχεψρ δεΰ αςιχψε χεψρ ξϊεγεμεβι δςερχ ααηιπδ ΰπϊψετεμεβιϊ ωμ δπωιν αιτο δξεγψπιϊ. δξθψδ δψΰωεπιϊ ωμ δχεψρ διΰ ξϊο λμιν ξϊεγεμεβιν μξηχψ ηαψϊι-ϊψαεϊι αλμμ (ςν γβω μξηχψ ΰπϊψετεμεβι) εξηχψ ρεβιιϊ δπωιν αιτο ατψθ. ιιπϊο γβω αξδμκ λμ δχεψρ μγψκ αδ ΰερτιν ηεξψ, δο ψΰωεπι εδο ξωπι, μγψκ αδ ξπϊηιν ρεβιδ εμγψκ αδ αρετε ωμ γαψ λεϊαιν ςαεγδ ΰχγξιϊ.
ξδφγ δϊελπι, δχεψρ ιςρεχ ααηιπϊ ξχεξδ εϊτχιγιδ ωμ δΰιωδ αιτο δξεγψπιϊ αϊηεξι ηιιν ωεπιν. ϊεκ ωιξεω αςιχψ αηεξψ ΰπϊψετεμεβι (ΰν λι βν ρεφιεμεβι εδιρθεψι) δςερχ αρεβιεϊ ωεπεϊ δχωεψεϊ μγιεο απεωΰ ωμ πωιν αιτο δξεγψπιϊ πψφδ μφιιψ ϊξεπδ ξεψλαϊ ωμ ξιχεξο δηαψϊι ωμ πωιν αιτο αϊ ζξππε. ζΰϊ πςωδ γψκ δϊαεππεϊ αϊηεξι ηιιν ωεπιν. ΰμε ιλμμε: ρεφιΰμιζφιδ, δωλμδ, ςαεγδ, χψιιψδ, τεμιθιχδ, ΰξδεϊ εξωτηδ. αωπιν δΰηψεπεϊ ιτο ςεαψϊ ωιπειιν ξψηιχι μλϊ ξαηιπϊ γηιιϊ βιμ δπιωεΰιο, δτιλϊο ωμ δβαψιν διτπιιν μξεςξγιν μΰ πηωχιν μπιωεΰιο ειψιγδ ξΰεγ ξγΰιβδ αωιςεψ δτψιεο, αξδμκ δχεψρ ππρδ μδϊξεγγ ςν ρεβιεϊ δχωεψεϊ μωιπειιν δμμε εμψΰεϊ ΰν ελιφγ δο ξωτιςεϊ ςμ ϊτχιγιν ξβγψιιν αηαψδ διτπιϊ.
γψιωεϊ χγν: ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν
δςψεϊ: πεληεϊ αωιςεψιν ηεαδ, δβωϊ δςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
γϊ ςξξιϊ αιτο (06872220)
τψε"ρ 4 ω"ρ
γ"ψ ΰιψιϊ ΰεψαεκ
αχεψρ ζδ ιιγεπε πεωΰι ιρεγ αηχψ δγϊ δςξξιϊ αιτο. αιο δπεωΰιν: ψΰιιϊ δςεμν εϊτιρϊ δΰμεδεϊ αγϊ δςξξιϊ; τπϊιΰεο δΰμιν; ηβιν, ψιθεΰμιν ετρθιαμιν; δωξπιζν διτπι; ϊτιωϊ δξεεϊ ετεμηπιε; ϊτιρϊ δζξο αγϊ δςξξιϊ; ξψηα χγεω εζξο χγεω; γϊ ηιι διεξιεν; ςαεγϊ δδψιν, εϊπεςϊ δωεβπγε; ϊψαεϊ δΰεψζ εϊψαεϊ δγιιβ; ΰξπειεϊ δαξδ δςξξιεϊ; ηχψ δτεμχμεψ εξςξγ δγϊ δςξξιϊ αιτο λιεν.
Folk Religion in Japan
In this course we will discuss some basic issues in the study of Japanese
Folk Religion. Among the topics to be examined: The folk religious
worldview and the concept of divinity; the divine pantheon; rites and
festivals; Japanese shamanism; the concept of death and its rituals; the
concept of Time in folk religion; sacred space and sacred time; religion in
everyday life; mountain worship and the Shugendo movement; rice
culture and fishing culture; the folk performing arts; folklore studies and
the status of folk religion in Japan today.
γψιωεϊ χγν: ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν
δςψεϊ: πεληεϊ αωιςεψιν ηεαδ, δβωϊ δςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
דרך החוכמה והחמלה : מבוא לבודהיזם של המהאיאנה בהודו. (06872232)
פרו"ס 4 ש"ס
מר רועי צהר
δχεψρ ρεχψ ΰϊ δαεγδιζν αδεγε, ςν γβω ςμ δζψν δξδΰιΰπι ξξπε δϊτϊη μιξιν δαεγδιζν δφτεπι μρεβιε (αριο, ιτο, χεψιΰδ, εθιαθ). δηθιαδ δψΰωεπδ ωμ δχεψρ ϊεχγω μηζψδ εμρχιψδ ωμ δψςιεπεϊ δξψλζιιν ωμ δαεγδιζν δξεχγν.
δηθιαδ δωπιιδ ωμ δχεψρ ϊϊξχγ αξδΰιΰπδ αψχς μδιεεφψεϊδ ωμ δϊπεςδ αδεγε αξΰεϊ δψΰωεπεϊ μρτιψδ, εαξδτλδ δψςιεπιϊ εδςψλιϊ ωχιγξδ αιηρ μϊτιρϊ δαεγδΰ, δωηψεψ, δξγιθφιδ εδτεμηο. ημχ πιλψ ξδτβιωεϊ ιεχγω μχψιΰδ αρεθψεϊ ωμ δξδΰιΰπδ εαλϊαιν ωμ ΰρλεμεϊ τιμερετιεϊ λβεο "γψκ δΰξφς" (ξγδξιχδ) εδ"ϊεγςδ αμαγ" (φ'ιθδ-ξθψδ).
γψιωεϊ χγν: ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν.
δςψεϊ: δβωϊ δςαεγδ ωαεςιιν ξϊεν δρξρθψ.
Wisdom and Compassion: An introduction to the Indian Mahβyβna Buddhism
The course serves as an introduction to Indian Buddhism, with an emphasis on the Mahβyβna movement. The first part of the course is dedicated for a survey of early Indian Buddhism, its central doctrines and institutions. The second part focuses on the Mahβyβna its origins, and the theoretical and practical innovations it presented in respect to the image of the Buddha, liberation, meditative practices, etc. The course will include readings in several Mahayana-sutras and in the philosophical treatises of the Middle Way and Mind Only schools.
γψιωεϊ χγν: :ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν.
δςψεϊ: δβωϊ δςαεγδ ωαεςιιν ξϊεν δρξρθψ.
αηιπεϊ
ξγς αριο (06872244)
τψε"ρ 4 ω"ρ
γ"ψ ΰρσ βεμγωξιγθ
τψε"ρ ζδ ξδεεδ ξαεΰ μϊεμγεϊ δξηωαδ δριπιϊ δξρεψϊιϊ απεβς μθας εαπεβς μιηρε ωμ δΰγν ΰμ δθας εξχεξε αε. αχεψρ πλρδ πεωΰιν δχωεψιν αδϊτϊηεϊ ξγςιν λβεο: δψτεΰδ, δΰρθψεπεξιδ, δΰμλιξιδ, δξϊιξθιχδ εδδπγρδ αριο.
ΰπε πγεο βν αωιπειιν ωδαιΰδ εξαιΰδ δξΰδ δ 20 μϊτιρδ ζε εδδϊξεγγεϊ λιεν αιο ξγς ξρεψϊι μξεγψπι αριο.
δχεψρ ΰιπε ξφψικ ιγς ξεχγν ωμ δξγςιν ΰε δδιρθεψιδ ωμ δξγς, ΰεμν ιγς λζδ ιελμ μριις εμδςωιψ ΰϊ δγιεο. αημχε δψΰωεο ωμ δτψε"ρ παηο λιφγ δξγςιν αριο πχωψιν μΰρτχθιν ωεπιν ωμ δϊψαεϊ εαιιηεγ μηαψδ, μτιμερετιδ εμξηωαδ δγϊιϊ.
ΰπε πϊξχγ μΰ ψχ αξγς εαψτεΰδ μτπι δωτςϊ δξςψα ΰμΰ βν αΰιπθψΰχφιεϊ ωαιο δξρεψϊ μξεγψπιεϊ λιεν. αημχε δωπι ωμ δχεψρ πγεο αδϊτϊηεϊ δξγς, δψτεΰδ εδθλπεμεβιδ αξΰδ δ 20 .
δωϊϊτεϊ ατψε"ρ ϊηιια ΰϊ δϊμξιγιν μχψιΰδ ωεθτϊ, δβωϊ ψτψθ εδβωϊ ςαεγδ
γψιωεϊ χγν: ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν
δςψεϊ: πεληεϊ αωιςεψιν ηεαδ, δβωϊ δςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
ρτψεϊ ριπιϊ αξΰδ δςωψιν εΰηϊ (06872247)
τψε"ρ 4 ω"ρ
γ"ψ ξψχ βξζδ
αξδμκ ρχιψδ ωμ δρτψεϊ δριπιϊ ξΰζ ϊηιμϊ δξΰδ δςωψιν εςγ ιξιπε, πχψΰ (αϊψβεξιν μΰπβμιϊ εμςαψιϊ) ξιφιψεϊιδν ωμ ρετψιν ριπιν επγεο αδχωψ δδρθεψι εδϊψαεϊι αε δο πλϊαε. πςξεγ ςμ δβιεεο δψα ωμ δρτψεϊ δριπιϊ δξεγψπιϊ λξε βν ςμ ριξπι δδιλψ, ωΰιτιιπε ΰεϊδ αξδμκ δξΰδ δΰηψεπδ. πςψεκ διλψεϊ ςν δζιψδ δρτψεϊιϊ δριπιϊ δςλωεειϊ, δλεμμϊ βν ρτψεϊ δπλϊαϊ ξηευ μβαεμεϊ ριο, εαωπιν δΰηψεπεϊ ξωϊμαϊ ιεϊψ ξΰι τςν αρτψεϊ δςεμν. ξϊλπι δτψε-ρξιπψ: δρετψ με ρεο εϊπεςϊ δ"ΰψαςδ αξΰι" αωπεϊ δ-20, ρτψεϊ ξδτλπιϊ, ρτψεϊ ψβιεπμιϊ, ρτψεϊ ξεγψπιρθιϊ ετερθ-ξεγψπιρθιϊ, ειφιψϊο ωμ πωιν ρετψεϊ.
Chinese Literature in the 20th and 21st Century
This pro-seminar considers the main schools and currents of modern Chinese literature, through the reading and discussion of texts in translation. Our programme will include, in part: the writer Lu Xun, and the May Fourth movement of the 1920s; modernist literature; regionalist literature; the work of women writers; the Chinese essay and contemporary literature since the 1980s.
γψιωεϊ χγν: ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν
δςψεϊ: δβωϊ ςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
ιτο εδξζψη δϊιλεο (06872264)
τψε"ρ 4 ω"ρ
γ"ψ ψημ ωΰεμ
χεψρ ζδ ςερχ αδαπϊ ξλμεμ δβεψξιν δξωτιςιν ςμ δϊτϊηεϊ ξγιπιεϊ δηευ ωμ ιτο αξζψη δϊιλεο ξψΰωιϊ δξΰδ δ-20 εςγ διεν. πςρεχ αδαπϊ ιτο ΰϊ δΰρμΰν, ϊλϊιαι ΰπψβιδ εαθηεο ωημιν ςμ ιτο ξϊεχσ διεϊδ ϊμειδ αφεψδ πιλψϊ αηεξψι βμν ξο δηευ, ατψθ ΰμε δξφειιν αξζψη δϊιλεο, λβεο: πτθ εβζ θαςι.
χεψρ ζδ ωδεΰ ξϊεγεμεβι αςιχψε, ξιεςγ μδλωιψ ΰϊ δρθεγπθ μλϊιαδ ξηχψιϊ ϊεκ δςπχϊ ξβεεο δλμιν μΰιρεσ ηεξψι ξηχψ, δβγψϊ ωΰμϊ ξηχψ εδπηιδ μλϊιαδ ΰχγξιϊ.
Japan and the Middle East
The course will provide the basic history of Japanese politics in the Middle East and will analyze all aspects related to the development of this relationship: historic-diplomatic; economic; strategic-military and cultural. Attention is given to Japan's current involvement in the Middle Eastern theater; it's attitude towards Islam, and it's energy policy given the fact that Japan is almost totally dependent on foreign energy sources (such as oil and natural gas) mostly found in the Middle East.
The course, a methodological Proseminar will focus on how to gather, analyze and write academic research from the focus of International Relations.
γψιωεϊ χγν: ριεν ωμεωϊ δξαεΰεϊ εϊψβιμι δξαεΰ
δςψεϊ: δπεληεϊ ηεαδ, δβωϊ δςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
χεμπες ςν "γψκ" (06872285)
τψε"ρ 4 ω"ρ
γ"ψ βμιδ τϊ- ωξιψ
λωπωΰμϊ δηλξδ δγΰεΰιρθιϊ, αρτψε ωμ β'εΰπβ γζδ ΰν ΰτωψ μμξεγ ΰϊ δγψκ (γΰε) διΰ ςεπδ "ξεαο ωμΰ. ΰικ ΰτωψ?" ΰκ ϊωεαϊδ ΰιπδ τωεθδ λμ ςιχψ: ξωδε ΰτωψ μμξεγ εξωδε ΰηψ μΰ. ΰπηπε ξπριν μμξεγ ςμ δγψκ, εξαχωιν μδαιο ξδ δεΰ ωΰπε ιλεμιν μμξεγ εξδ ΰμ μπε μαχω.
ατψε"ρ πφΰ ξπχεγϊ δπηδ λι δχεμπες δριπι πεϊο ψξζιν ςμ ϊτιρϊ δςεμν ωμ δγΰε. αξδμκ δτψε"ρ ιϊαχωε δξωϊϊτιν μφτεϊ ααιϊ αξρτψ ρψθιν, ωμ αξΰιν ριπιιν λβεο φ'ο χΰιβδ, γΰι ριβ'ιδ , β'ΰπβ ιιξε, ριδ τιι, εεΰπβ ωιΰε ωεΰι εΰηψιν εαξτβωιν δξωεϊτιν παηο ΰϊ δψςιεπεϊ δξψλζιιν δςεμιν ξδρψθιν.
ξεμ ΰμε ιςξγε δψςιεπεϊ δξψλζιιν ατιμερετιεϊ ωμ δχεπτεφιΰπιζν δγΰεΰιζν. πςπδ ςμ ωΰμεϊ λβεο: δΰν πιϊο μμξγ "γψκ"? ΰν λο δΰν χεμπες ςωει μδιεϊ γψκ μλκ? αΰιζδ ΰετο? δΰν ξϊεγεμεβιεϊ ΰχγξιεϊ ςωειεϊ μχγν μιξεγ ζδ? λιφγ?
ξωΰμεϊ ξεφΰ ΰμε ϊςμδ δωΰμδ δΰν μιξεγ δγΰε ςωει μδιεϊ ψμεεπθι μαπι εαπεϊ ιξιπε αξςψα.
λμ δξωϊϊτιν πγψωιν μδωϊϊτεϊ τςιμδ εμςαεγδ ΰιωιϊ ςμ ρψθ ωιαηψε μδφιβ, ΰε μηιμετιο ςμ θχρθ ξϊηεξι δτιμερετιδ, δρτψεϊ, δγϊ ΰε δΰεξπειεϊ. παηο ΰϊ ξβαμεϊιδ ωμ ςωιιδ λζΰϊ εΰϊ ιϊψεπεϊιδ αΰετο αιχψϊι.
Cinema with a "Way"
The presupposition in the pro-seminar is that Chinese cinema can give its viewers some hints regarding different perspectives on Dao.
Throughout the pro-seminar the participants will be asked to watch films of several directors such as Chen Kaige, Dai Sijie, Zhang Yimou, Tian Zhuangzhuang, Wang Xiaoshuai, Ning Hao and others. In our meetings we will discuss the main ideas in the movies. Against the movies, we will discuss the main ideas in Confucian and Daoist philosophies.
We will discuss whether the way can be taught and by what means? Can academic methodologies enhance this learning? How? and finally, can Dao be relevant in the West of the 21st century?
All participants have to develop their own analysis and criticism on a cinematic text of their choice.
γψιωεϊ χγν: ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν
δςψεϊ: πεληεϊ αωιςεψιν ηεαδ, δβωϊ δςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
ξωτηδ ετεμηο αριο (06872286)
τψε"ρ 4 ω"ρ
ξψ ςεγγ ΰαθ
τψε"ρ ζδ ιςρεχ αδιαθιν δγϊιιν εδψιθεΰμιιν ωμ δΰψβεο δξωτηϊι εΰψβεο χαεφεϊ δωΰψεϊ αριο. ωβψϊ ηιι δξωτηδ αριο ξϊΰτιιπϊ αξβεεο ςωιψ ωμ θχριν ερξμιν γϊιιν ΰωψ ξξμΰιν ϊτχιγιν ηωεαιν αςιφεα δδιψΰψλιδ δτπιξιϊ, δΰψβεο δχδιμϊι εςεμν δςψλιν ωμ απι δξωτηδ. αξδμκ δχεψρ πχγιω ξχεν πψηα μρχιψϊ ψιθεΰμιν αηιι δξωτηδ ςμ ψχς ϊφεψεϊ δΰψβεο δξβεεπεϊ ωμ ξεργ δξωτηδ αριο. γβω ξιεηγ ιεων ςμ ξχεξν εϊτχιγν ωμ δψιθεΰμιν εδΰξεπεϊ δχωεψιν ατεμηο μψεηεϊ δΰαεϊ. αχεψρ ζδ παηο ΰϊ ξχεψεϊιε δδιρθεψιιν ωμ τεμηο δΰαεϊ, ΰϊ δΰετο αε ξϊπδμιν ατεςμ θχρι δτεμηο εΰϊ ϊτχιγν δηαψϊι, δγϊι εδτεμιθι αδεεδ εαςαψ. λξε λο παηο βν ΰϊ δωμλεϊ χιεξε ωμ τεμηο δΰαεϊ ςμ ρεβιεϊ πμεεϊ λβεο: θχρι χαεψδ, πιωεΰιο εδωιξεω αθλπιχϊ δτπβ ωεΰι. αδξωκ πγεο βν αδιαθιν ηωεαιν ΰηψιν ωμ γϊ αηιι δξωτηδ λβεο: τιπεϊ δτεμηο δαιϊιεϊ εδθχριν δξϊχιιξιν αδο μΰμιν δωεπιν, θχριν αεγδιρθιιν εδωτςϊν ςμ ξαπδ δξωτηδ, εωιμεαν ωμ ΰξεπεϊ εξπδβιν ξξχεψ γΰεΰιρθι αωβψϊ ηιι δξωτηδ.
δωϊϊτεϊ ατψε"ρ ϊηιια δλπδ ξεχγξϊ μωιςεψιν δλεμμϊ χψιΰδ ωμ ξχεψεϊ ψΰωεπιιν εξωπιιν, δβωϊ ψτψθ εδβωϊ ςαεγδ.
Family and Lineage Organizations in China
This pro-seminar will deal with religious and ritual aspects of family and lineage organizations in China. The everyday family life in China is characterized by a rich variety of rituals and religious symbols which play important roles in shaping the family's internal hierarchy, community organization and shared values. During the course we will dedicate special attention to family rituals set against the background of the wide range of different kinship organization forms in China. The course will explore in great detail the role of rituals and beliefs related to the worship of the ancestors' souls as well as its historical origins, its actual practice, and its social, religious and political role past and present. In addition we will look at the consequences of the practice of ancestor worship regarding related issues such as: rituals of burial, marriage and the employment of Feng Shui techniques. We will also discuss other important aspects of religion in family life such as: domestic altars and the worship that takes place at them for various gods and Buddhist and Daoist rituals and their effect on the family's structure.
Participation in the pro-seminar requires regular preliminary readings of primary and secondary sources, leading a class discussion on a specified topic and writing a pro-seminar paper.
γψιωεϊ χγν: ωμεωϊ δξαεΰεϊ εϊψβιμι δξαεΰ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
ρτψεϊ δεγε δχμΰριϊ (06872287)
τψε"ρ 4 ω"ρ
γ"ψ ΰαιϊψ ωεμξο
ϊψαεϊδ ωμ δεγε δωϊχτδ ϊξιγ αιφιψεϊ δξετϊ δρτψεϊιεϊ ωμδ, λΰωψ δρτψεϊ ωιξωδ αδεγε χψχς τεψιδ μςιαεγ δϊτιρεϊ δηαψϊιεϊ, δγϊιεϊ εδτριλεμεβιεϊ ωδϊτϊηε αδ. αρτψεϊ δδεγιϊ πτψφιν δβαεμεϊ ωαιο δγξιεο μξφιΰεϊ εαιο δΰμεδι μΰπεωι, αλγι μιφεψ ξψηα ηεειϊι αε ιλεμ δΰγν μγξιιο ΰϊ ςφξε, ΰϊ ΰδαϊε εΰϊ ΰμεδιε. βιαεψιδ ωμ ρτψεϊ ζε ξβμιν αφεψδ ξεαμθϊ εΰψλιθιτιϊ ΰϊ δξΰαχιν διρεγιιν ωμ πτω δΰγν δδεγι, εΰεμι ωμ δΰγν αλμμ. ωιςεψ ζδ ιπες αθεεη ωαιο δξιϊεμεβιδ δδεγιϊ ων δΰμιν ξϊβμιν αηεμωϊν, μαιο δΰτεριν δβγεμιν ωμ δψΰξΰιπδ εδξδΰαδΰψθδ ων βιαεψι δςμ λεΰαιν αωαψεπν, μαιο γψξϊ δηφψ δδεγιϊ ων ξΰδαιν ξεωμξιν ξμξγιν ΰϊ ψζι δΰδαδ, μαιο ρτψεϊ δξρψιν ων ιλεμ ςπο ΰε ΰεεζ μβωψ ςμ δϊδεν ωαιο ΰδεα μΰδεαδ, ΰε ΰσ αιο δΰδεα μΰμεδιε.
Classical Indian Literature
Classical Indian culture, religion, values and philosophy are all reflected in the great Sanskrit literary tradition. The heroes of this literature embody the basic conflicts of man as these were envisioned and experienced in ancient India. In this literature the gods are weak and cunning and the great men heartbroken and confused, while the lovers are adroit and sophisticated and the demons spiritually superior. This class will explore the different heroes of Sanskrit literature and define the ideals and the questions they enact, based on reading in mythology, drama, the great epics, Buddhist literature and a number of other Sanskrit literary genres.
γψιωεϊ χγν: ριεν ωμεωϊ ωιςεψι δξαεΰ εδϊψβιμιν
δςψεϊ: δβωϊ ςαεγδ ωαεςιιν ξϊεν δρξρθψ
αηιπεϊ
ξφιΰεϊ εαιγιεο: ξεωβ δΰωμιδ αξηωαδ εαϊψαεϊ δδεγιϊ (06872401)
ωιςεψ 2 ω"ρ
βα` ξιδ θαϊ- γιιο
αψδξιο πλπρ μϊεκ πδψ ειεφΰ ξξπε λΰιωδ. δΰιωδ διτδ αϊαμ τεβωϊ μηψγϊδ ΰϊ λτιμϊδ δξγειχϊ εωϊιδο ξϊεεληεϊ ξι διΰ ξι. ΰγν ξβμδ ωαμς αθςεϊ ΰϊ δΰμ εωξςϊδ ωψει δΰμ αβψεπε. ΰμε δο ψχ γεβξΰεϊ αεγγεϊ ξϊεκ ϊψαεϊ δξηωαδ δδιπγιϊ ωξΰϊβψϊ ΰεϊπε μηωεα ωεα εωεα ξδι δξφιΰεϊ? εξδι ΰωμιδ? εδΰν αΰξϊ πιϊο εαλμμ ψφει μδαηιο αιο δωϊιιν? αωιςεψ ζδ παχω μδφιβ ΰϊ ΰηϊ δϊωεαεϊ δδιπγιεϊ δξψϊχεϊ μωΰμεϊ δμμε. ζεδι ϊωεαϊν ωμ ξωεψψι ιξι δαιπιιν δξΰεηψιν αδεγε, ωφξηδ ιγ αιγ ςν ΰρλεμϊ δθπθψδ εςν διεβδ εριωθδδ. μων λκ πςιιο αξβεεο ριτεψι ςν, ξιϊεριν ειφιψεϊ ΰξπεϊ, εαςιχψ πχψΰ ιηγιε ημχιν πψηαιν ξδψεξο δδεγι δψΰωεο - ιφιψδ ρτψεϊιϊ ξετμΰδ ωπλϊαδ αξΰδ δ 17 εωωξδ ΰϊ ξεωβι δΰωμιδ εδγιξιεο αξψλζδ.
γψιωεϊ χγν:
δςψεϊ: : πεληεϊ ηεαδ, χψιΰδ ωεθτϊ ξωιςεψ μωιςεψ.
αηιπεϊ
πωιν εβαψιν αιτο δξρεψϊιϊ: αιο δβμει μπρϊψ, αιο ςεαγδ μΰβγδ (06872402)
ωιςεψ 2 ω"ρ
γ"ψ ΰιιμδ χμξτψψ
ξθψϊ δχεψρ διΰ μδςξιχ ΰϊ δδιλψεϊ ωμ δϊμξιγιν ςν ξχεψεϊ ψΰωεπιιν εξωπιιν, δςερχιν απωιν εαβαψιν αιτο δξρεψϊιϊ. ΰιμε ςψλιν εψςιεπεϊ ςιφαε ΰϊ ηιιδν? λιφγ δν ϊτωε πωιεϊ εβαψιεϊ, ΰϊ διηριν αιπιδν, ΰϊ ξχεξν αηαψδ εΰϊ ϊτχιγιδν αδ? λιφγ δβωιξε δβαψιν εδπωιν ΰϊ ξθψεϊιδν αϊηεξιν ωεπιν, εΰιμε ΰιμεφιν δβαιμε ΰϊ δβωξϊ ξθψεϊιδν? εξδ διε δδαγμιν αιο δξςξγεϊ δωεπιν απεωΰιν ΰμδ?
ξΰηψ ωδλϊα δβις μιτο ψχ αξΰδ -6, εδλϊιαδ δδρθεψιεβψτιϊ διτπιϊ ξϊηιμδ ψχ μχψΰϊ ρεσ δϊχετδ δξρεψϊιϊ, ψα δβμει ςμ δπρϊψ, εψαεϊ δΰβγεϊ ξο δ"ςεαγεϊ" διγεςεϊ μπε ςμ ιτο δ"θψεν -ξεγψπιϊ". αχεψρ πςιιο αξχεψεϊ ωεπιν, λβεο ξιϊεριν, ιφιψεϊ ρτψεϊ, ιφιψεϊ ωμ ΰξπεϊ ηζεϊιϊ εξςθ δδιρθεψιεβψτιεϊ, ωπεφψε αιτο δξρεψϊιϊ, πγεο αγψλιν ωεπεϊ μδϊιηρεϊ μξχεψεϊ ΰμδ, εππρδ μαψψ ξδ πιϊο μμξεγ ξδν ςμ δπεωΰ. λμ ξχεψ ιαηο ξωϊι πχεγεϊ ξαθ μτηεϊ: δο ξπχεγϊ δξαθ ωμ δγιρφιτμιπδ δδρθεψιϊ εδο ξπχεγϊ δξαθ δξβγψιϊ.
Men , Women and Gender in Premodern Japan
Participants in this course will use a focus on gender to explore important aspects of Japanese social history. The course introduces theoretical issues as well as covers a broad sweep of the past, starting in prehistoric Japan and stretching up until the Meiji Restoration. We will go back to the early period of Japan's history to discover the beginnings of those cultural institutions and characteristics which are still operative today, influencing behavior. We will read from various Japanese sources (in translation), consider theories that claim that that Japan was originally a matriarchy, and try to understand how by the time the histories were written it had become sexist, and in what ways.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
"μηϊεκ ςν ηψα δηλξδ"- ζο αΰεξπειεϊ δμηιξδ ωμ ιτο (06872403)
ωιςεψ 2 ω"ρ
ξψ ΰμεο ξψχ
αχεψρ παχω μαηεο ΰϊ δδιαθ δτψχθι ξγιθθιαι ωχρν μρξεψΰιν αζο: τωθεϊ, ΰιξεο δψεη, ζπιηϊ δΰιπθμχθ, δϊξρψεϊ μωιπει, ϊζξεο ξγειχ, ξεγςεϊ ηεωιϊ ηγδ, θιτεη δΰιπθεΰιφιδ, δωϊεεϊ δπτω εαιθεμ δτηγ ξτπι δξεεϊ.
πςξεγ ςμ δχωψ αιο ςεμν δριξαεμιν δαεγδιρθι ( αεγδιρθεεϊ μεηξιν ) μαιο ςεμν ΰεξπειεϊ δμηιξδ διτπι επψγ μςεξχε ωμ δτψγεχρ δβγεμ ωμ ΰιω δ Budo : ξιεξπεϊ αωιξεω αλμι δψβ ιηγ ςν ΰϊιχδ χτγπιϊ δξγβιωδ ΰϊ αιθεμ διφψ δΰμιν.
πμξγ ριτεψι ζο αδν πτβωιν ξεψι ζο εμεηξιν επηχεψ ξρεψϊ ιιηεγιϊ ωπεφψδ λϊεφΰδ ξξτβωιν ΰμε - "δχεΰπιν ωμ δμεηξιν".
λξε λο πψΰδ λιφγ δΰιγιΰμιν ωμ "μεην δζο" χξε μϊηιιδ αηιιδν εϊεψεϊιδν ωμ ωμεωδ ΰεξπι μηιξδ ξεγψπιιν : β'ιβεψε χΰπε ξιιργ δβ'εγε, βιφ'ιο τεπΰχεωι ΰαι δχψΰθδ δξεγψπι, εξεψιδιι ΰεΰιωιαδ ξιιργ δΰιιχιγε.
δθχρθιν δςιχψιιν ωιμεε ΰϊ δχεψρ δν λϊαιε ωμ ξεψδ δζο θχεΰο, δρτψ "ςμιν πηαΰιν" ( ( Hagakure ξΰϊ ιξΰξεθε θρεπθεξε ε"ρτψ ηξω δθαςεϊ"
( ( Go Rin no Sho ωμ ξιΰξεθε ξερΰωι. απερσ πφτδ αχθςιν ξϊεκ δρψθ δϊιςεγι "γψλε ωμ δμεην" εδρψθιν "ωαςδ ρξεψΰιν", "ξιΰξεθε ξερΰωι" ε"ΰηψι δβων".
To cut with the sword of wisdom Zen in Japanese martial arts
In this course we shall examine the meditative and practical aspects of Zen which appealed to the Samurai: simplicity, spiritual practice, abandonment of the intellect, the embrace of change, precise timing, an acute awareness of the senses, intuition, equanimity and the elimination of the fear of death.
We shall look into the relation between the world of Buddhist iconography (warrior Boddhisattvas) and the world of Japanese martial arts, and try to fathom the great paradox of the practitioner of Budo: skillful use of implements of killing coupled with a severe ethic that puts emphasis on the repudiation of the human urge for violence.
We will read Zen stories in which Zen masters and warriors meet, and examine a unique tradition that was created out of these encounters "the warrior koans".
We shall also see how the ideals of the Zen warrior came alive in the lives and teachings of three modern martial artists: Jigoro Kano the founder of Judo, Gichin Funakoshi the father of modern Karate and Moirhei Ueshiba the originator of Aikido.
The main texts of the course are the writings of the Zen master Takuan, and the Saumari manuals "Hidden Leaves" (Hagakure) by Yamamoto Tsunetomo and "The Book of Five Rings" (Go Rin no Sho) by Miyamoto Musashi. Additionally we shall watch scenes from the documentary "The Way of the Warrior" and from the movies "Seven Samurai", "Miyamoto Musashi" and "After the Rain".
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ιτπιϊ ωπδ α` (06872680)
ωε"ϊ 12 ω"ρ
γ"ψ ξιχδ μει - ιξξεψι
αχεψρ ζδ πξωικ μμξεγ ΰϊ δγχγεχ διτπι ϊεκ ωιξεω αρτψ:
Japanese for college students vol.2 and vol.3 (Kodansha International).
απερσ μλκ πχψΰ ξρτψ θχρθιν (unseen) αιτπιϊ. ξφετδ ξδϊμξιγιν μτϊη ιλεμϊ χψιΰδ, δαπδ επιϊεη ωμ θχρθιν ΰψελιν ιηριϊ αιτπιϊ.
ιδιδ αεηο αχΰπβ'ι αλμ ωαες εαεηο αγχγεχ μτι δφεψκ. πεληεϊ εδβωϊ ωιςεψι αιϊ δο ηεαδ.
δφιεο δρετι ξεψλα ξδαηιπεϊ δρετιεϊ (ωμ ρξρθψιν ΰ' εα'), αεηπι δχΰπβ'ι, δωϊϊτεϊ εδβωϊ ωιςεψι αιϊ.
Second Year Japanese
In this course we continue to learn Japanese grammar using the book Japanese for College Students Vols 2 and 3. In addition we read various unseen texts. The students are expected to develop the skill to read , understand and analyze relatively long texts. There are weekly kanji tests and intermittent grammar tests. Class participation and homework are compulsory. The final grade is composed of final exams (semester A and B), kanji tests , class participation and homework
γψιωεϊ χγν:
δςψεϊ: ωπϊι
αηιπεϊ
ριπιϊ ωπδ α` (06872700)
ωε"ϊ 12 ω"ρ
γ"ψ τιπβ β`ΰπβ
ωιςεψ δξωκ μριπιϊ ωπδ ΰ. αωιςεψ ζδ ϊεςξχ διλψεϊν εωμιθϊν ωμ δϊμξιγιν αωτδ δριπιϊ δξεγψπιϊ. δϊμξιγιν ιςξιχε ειψηιαε ΰϊ ιλεμϊ δωιηδ ωμδν αϊηεξιν ωεπιν, εΰσ ιελμε μχψεΰ ξβεεο θχρθιν ξεγψπιιν αϊηεξι δρτψεϊ, δξηωαδ εδςιϊεπεϊ
Second Year Chinese
The course focuses on students abilities of communication in Chinese. It features a Chinese language only classroom and web assisted Chinese learning, aims at significantly improving students abilities of speaking, writing, listening and reading daily life Chinese language, as well as understanding Chinese language on advanced level with assistance of dictionaries.
γψιωεϊ χγν:
δςψεϊ: ωπϊι
αηιπεϊ
ϊεμγεϊ δρτψεϊ δριπιϊ δχμΰριϊ: βιωδ ΰμθψπθιαιϊ (06873309)
ρξιπψ 4 ω"ρ
τψετ` ΰπγψιε τμΰχρ
χεψρ ζδ ωεΰσ μδχπεϊ μϊμξιγι μιξεγι ξζψη-ΰριδ διλψεϊ ψηαδ ειγιςδ ξςξιχδ αρτψεϊ δριπιϊ δχμΰριϊ αωιθδ μΰ-χεπεεπφιεπμιϊ, δςεζαϊ ΰϊ δξρβψϊ δλψεπεμεβιϊ εςεχαϊ ΰηψι ηεθι-ωπι ϊιξθιιν εψςιεπιιν, δςεαψιν αξρεψϊ δριπιϊ μΰεψκ λμ δϊχετεϊ, εξχωψιν αιο ρετψιν ωεπιν ειφιψεϊιδν. αωιςεψιν πςιιο αχθςιν παηψιν ξτΰψ δωιψδ εδτψεζδ δχμΰριϊ ξδςϊ δςϊιχδ εξιξι δαιπιιν, εαιπιδν ρτψ δωιψιν εωιψι δγψεν, γαψι δηελξδ εδδϊηλξεϊ ωμ μΰε-γζδ εβ'εΰπβ-γζδ, ωιψι-δξετϊ ωμ θΰε ιε'ΰπξιπβ, μι αε, γε τε, μι ωΰπβιιο, ρε ωδ, εγεξιδν, δριτεψϊ δχμΰριϊ εδεεψπχεμψιϊ, δξηζΰεϊ εδψεξπιν δβγεμιν ξϊχετεϊ ξιπβ εφ'ιπβ, εςεγ εςεγ. δηεξψ μχψιΰδ εμγιεπιν ιηεμχ μιηιγεϊ ϊιξθιεϊ, λβεο: δψδεψιν ςμ ξμηξδ εωμεν, ϊΰεψι ςψι-ριο δξτεΰψεϊ ατψιηϊο εαηεψαπο, ωιψιν μιψιιν ςμ ΰδαδ εςμ ΰεαγπδ, βιμειι δβωξδ ΰρϊθιϊ εδΰψδ ψεηπιϊ, ζιχεϊ ςζεϊ μςεμν δζδ εςμ δδϊπϊχεϊ ξξπε, ελιεφΰ αΰμε.
γψιωεϊ χγν: δβωϊ δτψε"ρ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ 23.5.10
αηιπεϊ
διρθεψιδ ΰιπθμχθεΰμιϊ ωμ ριο αϊχετϊ δξιπβ εδφ`ιπβ (06873313)
ρξιπψ 4 ω"ρ
ξψ ΰεψι ρμς
αξδμκ χψεα μ 600 δωπιν αδν ωμθε ωϊι δωεωμεϊ δΰηψεπεϊ ωμ ριο δωϊπϊδ γξεϊδ δΰιπθμχθεΰμιϊ αφεψδ γψξθιϊ. αςεγ ξμεξγιν ψαιν δημε μτχτχ αψςιεπεϊ ωςμε αϊχετϊ δρεπβ, δτλε ημχ ξψςιεπεϊ ΰμδ μΰιγιΰεμεβιδ δχιρψιϊ, εςιξεϊιν αιο δξηπεϊ δωεπιν δϊμδθε. αγ ααγ, ωιπειιν ηαψϊιιν, λμλμιιν, ετεμιθιιν ωιηχε ϊτχιγ ηωεα αδβεϊν ωμ ξμεξγιν ψαιν, εαξδτλεϊ δψςιεπιεϊ εδξϊεγεμεβιεϊ ωδϊψηωε μΰεψκ ϊχετδ ζε. αρξιπψ πγεο αχωψιν ωαιο ηαψδ, ϊψαεϊ ελεη μαιο δωιπειιν δΰιπθμχθεΰμιν ωημε αριο. παηο αφεψδ αιχεψϊιϊ ΰϊ δΰετο ωαε δϊιιηρε μδιρθεψιδ δΰιπθμχθεΰμιϊ ωμ δϊχετδ ςγ λδ, εππρδ, ξϊεκ χψιΰδ αξχεψεϊ ψΰωεπιιν εξωπιιν, μδϊιιηρ μϊτιρεϊ ωεπεϊ ωμ "χεπτεφιΰπιζν" ε"πΰε-χεπτεφιΰπιζν", εμδςξιγν αριξο ωΰμδ. λξςθ λμ ξδ ωΰπε ιεγςιν ςμ ριο δςϊιχδ ϊεεκ ςμ ιγι δξμεξγιν ωμ δξιπβ εδφ'ιπβ. διλεμϊ ωμπε μδαιο διεν ΰϊ ξωξςεϊν ωμ ξξφΰιν ΰψλιΰεμεβιν εθχρθιν ωπεϊψε ηαειιν μΰεψκ ΰμτιιν ωπδ ειεϊψ πεαςϊ αημχδ δβγεμ ξδιωβιδν ωμ ΰεϊν ξμεξγιν. ξδ δπις ΰεϊν? ξδ δν ηιτωε ελιφγ? εξδ ξφΰε? αλμ ΰμδ πγεο αρξιπψ.
Ming-Qing Intellectual History
During the nearly six centuries of imperial rule, the intellectual character of China changed dramatically. While many scholars began doubting Song dynasty notions, some of these, latter, notions became part of the imperial ideology, and fierce debates ensued. Concurrently, social, economic, and political changes played a major role in the thought of scholars, and in the ideological and methodological revolutions that took place during the Ming and Qing. In this seminar we will discuss the nexus of society, culture and power and the intellectual transformations. We will examine critically the ways in which Ming-Qing intellectual history has been constructed heretofore, and try, through close reading of primary and secondary sources to evaluate and question various prevailing notions of Confucianism and Neo-Confucianism. Almost everything we know today about ancient China has been mediated by Ming and Qing scholars; and our ability to comprehend today some of the recently discovered archeological and textual materials comes from the achievements of these scholars. What motivated Ming-Qing scholars? What did they look for and how? And what did they find? These questions will be at the core of the seminar.
γψιωεϊ χγν: δβωϊ δτψε"ρ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ: 23.5.10
αηιπεϊ
δχεμπες διτπι (06873355)
ρξιπψ 4 ω"ρ
τψετ` φαιχδ ρψτψ
δρξιπψ ςερχ αϊαπιεϊ δπψθιαιεϊ εαΰρϊθιχδ διιηεγιϊ ωμ δχεμπες διτπι λγι μαηεο ΰϊ δωεψωιν δξρεψϊιιν/ϊψαεϊιιν ωμ χεμπες ζδ εΰϊ δγψκ ωαδ δεΰ ξηγω ιρεγεϊ ξρεψϊιιν ΰμε μΰξπεϊ ξχεψιϊ εξετϊιϊ ωδωτιςδ ςμ ΰξπι χεμπες αψηαι δςεμν. παηο λιφγ πεωΰιν χιεξιιν, λβεο δετςϊ ψεηεϊ εδλπςϊ βεψξιν γξεπιιν, επεωΰιν δςερχιν αιηρι ΰπεω, λβεο ξηειαεϊ ηαψϊιϊ ειηριν αηαψδ εαξωτηδ, ξτεϊηιν ϊεκ ςιαεγ ηεξψιν ρτψεϊιιν εγψξθιιν ξεχγξιν μςεξϊ ιφιψϊ ϊρψιθιν ξχεψιιν μπεωΰιν ΰμε. παηο λιφγ πεωΰιν περτιν, λβεο ΰψεθιχδ, θας, δεξεψ, ρφπεϊ ξεεϊ, ρβπεπεϊ ξωηχ, ϊπεςδ, ωιψδ, ϊμαεωεϊ, ςιφεα ημμ, θλπιχεϊ φιμεν εςψιλδ, ωεΰαιν ΰϊ ξχεψιεϊν ξδιρεγεϊ ωδϊτϊηε μΰεψκ δδιρθεψιδ αΰρϊθιχδ ωμ δΰξπειεϊ εαϊηεξι δϊψαεϊ αιτο, εξςεφαιν αφεψδ ηγωπιϊ αρψθιν. πεωΰιν ΰμε ιαηπε αρψθιν ωεπιν ξλμ ϊχετεϊιε ωμ δχεμπες διτπι, δημ ξρψθιν ωμ αξΰιν χμΰριιν, λβεο χεψερΰεεδ, ΰεζε εξιζεβεφ'ι, εςγ μρψθιδν ωμ αξΰιν ξεγψπιιν εςλωεειιν, λβεο ξεψιθδ, ΰιθΰξι, χιθΰπε εξιΰιχδ.
Japanese Cinema
The seminar deals with narrative patterns and the unique aesthetic of the Japanese cinema, with the aim of analyzing the traditional/cultural roots of this cinema and the way it consolidates these traditional elements into an original and paradigmatic art that has influenced cinematic artists throughout the world. We will examine how this cinema develops existential themes, such as the appearance of ghosts and the vanquishing of demonic creatures, as well as themes dealing with human family and societal relationships, while adapting earlier literal and dramatic sources along with developing completely new narratives for these themes. We will examine how additional elements, such as eroticism, nature, humor, death scenes, acting styles, movement, singing, costumes, spatial design, filming and editing techniques, all derive their originality from elements that have been developed throughout the history of Japanese aesthetic of the various arts and cultural phenomena, and are then molded into innovational forms in the films.
We will examine these subjects for all periods of Japanese cinema, starting from the films of classical directors, such as Kurosawa, Ozu and Mizoguchi, and up to the films of modern directors, such as Morita, Itami, Kitano and Miike.
γψιωεϊ χγν: δβωϊ τψε"ρ
δςψεϊ: ρξιπψ ωπϊι,πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ - 12.9.10
αηιπεϊ
ιηρι δηευ εδαθηεο ωμ χεψιΰδ (06873369)
ρξιπψ 4 ω"ρ
γ"ψ ΰμεο μαχεαιυ
ξθψϊ δρξιπψ - αηιπϊ ξεψλαεϊ ξςψλϊ διηριν αιο φτεο εγψεν χεψιΰδ εαιο ωϊι δχεψιΰεϊ μαιο δωηχπιεϊ δξψλζιεϊ αζιψδ δξζψη ΰριιϊιϊ. αημχε δψΰωεο ωμ δρξιπψ πρχεψ αχφψδ ΰϊ δδιρθεψιδ ωμ ηφι δΰι αζιψδ δτπιξιϊ εδηιφεπιϊ. αξχαιμ παηο λμιν ΰπμιθιιν ωιελμε μριις μπε αδαπϊ δξφιΰεϊ δπεληιϊ δωεψψϊ αηφι δΰι δχεψιΰπι εαραιαϊε. αημχε δωπι ωμ δρξιπψ πγεο αξςψλϊ διηριν δγε-φγγιϊ εΰσ δψα φγγιϊ ωμ λμ ΰηϊ ξδχεψιΰεϊ ςν ξγιπεϊ δΰζεψ. αημχε δωμιωι ωμ δρξιπψ ιφιβε δϊμξιγιν ΰϊ δωμαιν δψΰωεπιν ωμ ςαεγεϊ δξηχψ ωμδν ωαδο ιαηπε ΰϊ ΰηϊ δρεβιεϊ δξεςμεϊ μγιεο αξδμκ δρξιπψ.
γψιωεϊ χγν: δβωϊ τψε"ρ
δςψεϊ: πεληεϊ ηεαδ , δβωϊ ςαεγδ ςγ μϊΰψικ- 12.9.10
αηιπεϊ
ξπφ`εψιδ αξτβω δΰιξτψιεϊ (06873374)
ρξιπψ 4 ω"ρ
γ"ψ ξψχ βξζδ
δρξιπψ ςερχ αϊεμγεϊ διηριν αιο ωϊι δωλπεϊ δβγεμεϊ αΰριδ, ριο εψεριδ, ξΰζ ξηφιϊ δξΰδ δωας-ςωψδ εδωμλεϊιδν ςμ δΰζεψ διιηεγι ωμ φτεο-ξζψη ριο (ξπφ'εψιδ). ιιρχψε ςμιιϊε επτιμϊε ωμ δςν δξπφ'ε, ωδπδιβ ΰϊ δωεωμϊ δχιρψιϊ δΰηψεπδ αριο; δδβιψδ δδξεπιϊ μξπφ'εψιδ ωμ λτψιιν ξφτεο ριο δημ αξηφιϊ δξΰδ δ-19; ωιπει τπι δηαμ ςν δχξϊ ξριμεϊ δψλαϊ δψεριϊ εδιτπιϊ; δϊιιωαεϊ εδβιψδ ψεριϊ μξπφ'εψιδ εριτεψδ ωμ δςιψ ηψαιο; λιαεω φτεο-ξζψη ριο ς"ι ιτο εδχξϊ ξωθψ δαεαεϊ ξπφ'εχεΰε ϊηϊ "δχιρψ δΰηψεο" τε-ΰι α-1932; δδϊπβγεϊ μλιαεω, εωιϊεσ δτςεμδ ςιξε, ςγ ϊαερϊ ιτο αξμηξϊ δςεμν δωπιιδ.
Manchuria in the Meeting of Empires
This seminar treats the history of the relations between the two largest neighbours in Asia, China and Russia, from the mid-17th century, and their impact on the unique region of Northeast China (Manchuria). We shall discuss the rise and fall of the Manchu people, leaders of the last dynasty of imperial China; the mass migration to Manchuria, from the mid-19th century, of northern Chinese villagers; the sweeping change introduced into the region by the construction of the Russian and Japanese railways. Other topics include Russian settlement in and emigration to Manchuria, and the history of Harbin; the conquest of Northeast China by Japan and creation of the puppet Manchukuo state under the last emperor, Puyi; the Chinese resistance to and collaboration with the occupation until Japans defeat in World War Two
γψιωεϊ χγν: ωμεωϊ δξαεΰεϊ εϊψβιμι δξαεΰ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ : 12.9.10
αηιπεϊ
μΰ ψχ ζΰζο: ϊεψδ ετψχθιχδ ααεγδιζν διτπι (06873379)
ρξιπψ 4 ω"ρ
γ"ψ ΰιψιϊ ΰεψαεκ
δρξιπψ ιφις ξαθ αιχεψϊι εϊξθι απεωΰιν ξψλζιιν ααεγδιζν διτπι, λλεη ξλεπο ϊψαεϊ. αιο δπεωΰιν ωιεφςε: δλψιζξδ ωμ δξιιργ εδΰιω δχγεω ααεγδιζν διτπι; ξψλζιεϊε ωμ δξψηα δξεαπδ (δψ, ξχγω) μδαπϊ δαεγδιζν αιτο; δηιαεψ αιο δαεγδιζν μτεμηπι δχΰξι (ϊεψϊ δ"δεπβι' ρεΰιβ'χε); δψιθεΰμ δαεγδιρθι εϊτχιγε δηαψϊι εδτεμιθι; δχωψ δςξεχ αιο αεγδιζν, δεο, εωμθεο αιτο; δΰωδ ααεγδιζν διτπι; δΰρϊθιχδ ααεγδιζν διτπι, εδωτςϊ δαεγδιζν ςμ ΰξπειεϊ ιτο; εαεγδιζν αϊψαεϊ δςξξιϊ
Not Just Zazen: Teaching and Practice in Japanese Buddhism
The seminar offers a critical and thematic view of central topics in
Japanese Buddhism, as a culture-building force. Among the issues to be
discussed: The charisma of the religious founder and the holy man in
Japanese Buddhism; the centrality of structured space (mountain, temple)
to the understanding of Japanese Buddhism; the relation between
Buddhism and kami-cults (the Honji-suijaku thought); Buddhist ritual and
its social and political role; the profound connection between Buddhism,
wealth, and government in Japan; Women in Japanese Buddhism;
Aesthetics in Japanese Buddhism, and the influence of Buddhism on
Japanese Arts; and Buddhism in folk culture.
γψιωεϊ χγν: δβωϊ τψε"ρ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ - 12.9.10
αηιπεϊ
δεξπιζν χεπτεφιΰπι (06873380)
ρξιπψ 4 ω"ρ
γ"ψ βμιδ τϊ ωξιψ
δδεξπιζν δεΰ γψκ ηιιν ψφιεπΰμιϊ ωαδ ΰγν, δϊτϊηεϊε εξπιςιε ξδεειν ΰϊ δδραψ μςεμν εμηιιν αε. ςπιιπε δςιχψι ωμ δδεξπιζν δεΰ ξιξεω δΰγν λξερψι. δεΰ τεπδ μηιτεω ψεεηϊ λμ απι δΰγν αηιιν ΰμε γψκ ηργ εϊαεπδ, δεΰ ητωι ξΰξεπεϊ αΰωψ μξδ ωΰιπε θαςι εξχαμ ΰϊ ςεαγεϊ δηιιν λγψκ μτϊψεο αςιεϊ ΰπεωιεϊ, αΰετο χεπρθψεχθιαι εμΰ πβθιαι, τψχθι εμΰ ξιρθι.
αρξιπψ παηο δΰν δχεπτεφιΰπιζν δεΰ δεξπιζν εΰν λο αξδ ξϊιιηγ?
παψψ αΰιζε ξιγδ ςεπδ δχεπτεφιΰπιζν ςμ ΰιτιεπιν ΰμε, εδΰν πιϊο μψΰεϊ αγΰε αριρ μ"δεξπιζν ηιμεπι".
πτϊη αδβεϊ δχεπτεφιΰπιϊ δχμΰριϊ ατψθ ςμ-τι "γψκ δΰξφς εχιεξδ" εδ"ξπφιερ" , πξωικ απιΰε-χεπτεφιΰπιζν ωμ δρεπβ, αδβειεϊιδν ωμ β'εΰε γεο-ΰι, β'ΰπβ γζΰι, δΰηιν φ'πβ εβ'εωι, επϊιιηρ μαρεσ μζψξιν αχεπτεφιΰπιζν ωμ ιξιπε.
Confucian Humanism
Humanism is a rational way of life, in which the human being, one's development and motivations, give explanation to the world and the life we live. The major humanistic interest is moral realization. It searches the welfare of all humans in this life through grace and wisdom, it is free from superstition, and accepts facts as a way to solve human dilemmas in a constructive and practical way.
In this seminar we will examine weather Confucianism is a humanism.
We will see in what extent Confucianism responds to the above requirements, and weather Dao can be regarded as a basis for "secular humanism". We will refer to the philosophies Mengzi, the Doctrine of the Mean, Zhou Dunyi, Zhang Zai, Cheng brothers, Zhuxi, and to contemporary Confucian thinkers.
γψιωεϊ χγν: δβωϊ δτψε"ρ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ 23.5.10
αηιπεϊ
δεγε ωμ δΰτεριν δβγεμιν (06873387)
ρξιπψ 4 ω"ρ
γ"ψ γπι ψεεδ
δρξιπψ ιϊξχγ αωπι δΰτεριν δβγεμιν ωμ δεγε, δξδΰαδΰψθδ εδψΰξΰιπδ. πχψΰ ΰτιζεγεϊ ξψλζιεϊ επιβς αωΰμεϊ δχιεξιεϊ δςεμεϊ ξϊελο μβαι θας δΰγν εδξϊη αιο γδψξδ ('ιεξιεξιεϊ') ε-ξεΙχΐωΘδ ('ηετω', 'θψπρ-ιεξιεξιεϊ'). πγεο αθλπιχεϊ ρτψεϊιεϊ εριτεψιεϊ, αξξγιν τιμερετιιν ετριλεμεβιιν αωϊι διφιψεϊ, ε'αβμβεμιδο' μβψρΰεϊ ξεγψπιεϊ εξγιεξιν ςλωεειιν λβεο χεμπες ερτψεϊ αϊ-ζξππε. δξδΰαδΰψθδ ωμ τιθψ αψεχ, χΐδΘμ πΰιιχ ('δβιαεψ δψς') ωμ ρεαδΰω βδΰι ε'ΰγξδ ΰγεξδ εβων ρεησ' ωμ ειχψν φ'πγψδ δν ψχ ωμεω γεβξΰεϊ μςιαεγιν-τψωπειεϊ ξεγψπιιν ωμ 'δεγε δΰτιϊ'.
The Great Indian Epics
The seminar is dedicated to India's 'great epics', the Mahābhārata and the Rāmāyana. We shall read key-episodes and discuss existential questions which they raise regarding human nature and the tension between dharma ('life and living in the world') and mokşa ('freedom', 'trans-worldliness'). We shall further discuss literary techniques and storytelling 'secrets', philosophical and psychological dimensions of the 'great stories' and modern versions of the epics in cinematic and contemporary literature forms. Peter Brook's Mahabhharata, Subhash Ghai's Khal Nayak ('The Villain') and Vikram Chandra's Red Earth and Pouring Rain are three examples of modern interpretations of 'epic India'.
γψιωεϊ χγν: δβωϊ τψε"ρ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ - 23.5.10
αηιπεϊ
ςπο ξωεβς: ωιβςεο εψεη αγϊ εαΰεξπειεϊ ριο ειτο (06873391)
ρξιπψ 4 ω"ρ
τψετ` ιςχα ψζ
'ςπο ξωεβς' δεΰ λιπει ωπϊο μςφξε ΰιχχιε, ΰηγ ξβγεμι ξεψι δζο αιτο [ξΰδ δ-14]. πεληεϊ δωιβςεο, δξεψδ δξωεβς, δφιεψ δξωεβς, εδηλξδ δξωεβςϊ αϊψαεϊ διΰ ϊετςδ ιγεςδ αγϊεϊ λμ δςεμν, λξε αΰξπειεϊ, ξεριχδ ελε'. δωιβςεο ωπθτμ αε αρξιπψ ΰιππε δωιβςεο δχμιπι ΰμΰ δϊψαεϊι: δξψηα ωμ ϊετςεϊ ωεπεϊ ωμ δϊπδβεϊ, ιφιψδ ΰξπεϊιϊ, ΰε ηελξδ ω'ιεφΰϊ ξο δγςϊ' ΰε 'ξεφιΰδ ξο δγςϊ', ςμ ξπϊ μηωεσ ΰϊ ξβαμεϊ δχιιν εςμ ξπϊ μαγεχ ξηεζεϊ χιεν ημετιιν. ςαεγεϊ δϊμξιγιν ιηχψε ΰϊ δϊετςδ δζΰϊ αγϊεϊ εαΰξπειεϊ ωμ ριο ειτο.
Crazy Cloud: Craziness and Spirit in the Religions and Arts of China and Japan
Crazy cloud is the name given to himself by Ikkyu, one of the greatest Japanese Zen Maters [14th C.]. The presence of craziness, crazy master, crazy painting, and crazy wisdom, is a well known phenomena in all world religions, as well as arts, music, and so on. The type of madness that is the subject of this seminar is the clinical, but cultural madness: the space of a variety of phenomena of behavior, art works, or wisdom that is out of mind or cause one to lose ones mind in order to expose the limits of the known and to explore new realms of beings. The students papers will investigate this phenomenon in the religions and arts of China and Japan.
γψιωεϊ χγν: δβωϊ τψε"ρ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ: 12.9.10
αηιπεϊ
ιτο αζιψδ δαιπμΰεξιϊ (06873392)
ρξιπψ 4 ω"ρ
γ"ψ ψημ ωΰεμ
ρξπιψ ζδ ιςρεχ αηχψ εαγιεο δπεωΰιν δχωεψιν μδϊτϊηεϊ δτεμιθιχδ διτπιϊ ξΰζ ϊεν δλιαεω δΰξψιχΰι (1952) εςγ διεν. πηχεψ ΰϊ ξγιπιεϊ δηευ ωμ ιτο ξδδιαθ δδιρθεψι-γιτμεξθι, τεμιθι-λμλμι, τεμιθι-αθηεπι εϊψαεϊι-ηαψϊι. γβω ιιπϊο μηχψ πεωΰιν δχωεψιν μδϊτϊηεϊ ξγιπιεϊ δηευ ωμ ιτο αχεπθχρθ δΰζεψι εδαιπμΰεξι, ϊεκ δγβωϊ ξλμεμ δΰιμεφιν εδφψλιν δτεμιθιιν δτπιξιιν ωμ ιτο.
πωια ςμ δωΰμεϊ: λιφγ ςχψεπεϊ ξγιπιεϊ δηευ διτπιϊ λτι ωβεαωε ξϊεν ϊχετϊ δλιαεω εςγ ϊεν δξμηξδ δχψδ ςψελιν μδϊξεγγ ςν δωιπειιν δξϊψηωιν λςϊ αζιψδ δαιπμΰεξιϊ?; ατπι ΰιμε ΰϊβψιν πιφαϊ λιεν αψιϊδ δΰρθψθβιϊ ωμ ιτο ςν ΰψδ"α?; ξδ δξωξςεϊ ωμ δξωαψ δλμλμι δςεμξι δπεληι μλμλμϊ ιτο εξδι ξςξγ λμλμϊδ λιεν αζιψδ δαιπμΰεξιϊ μςεξϊ ωπιν ςαψε? ; λιφγ ιτο ξεωτςϊ εϊεωτς ξξςψλϊ ξΰζο λεη δξϊδεεδ λιεν αιο ωμεωϊ ςπχι ΰριδ: δεγε-ριο-ψεριδ?
Japan in World Affairs
This Seminar explores and analyzes Japan foreign relations and politics since the end of the American occupation (1952) to the present.
Emphasis will be given to the understanding of the different domestic and international political factors behind Japan's foreign, security and energy policy formulation.
Chosen foreign, security and energy policies illustrate decision-making process and particularities.
γψιωεϊ χγν: δβωϊ δτψε"ρ
δςψεϊ: πεληεϊ ηεαδ, δβωϊ ςαεγδ ςγ μϊΰψικ: 23.5.10
αηιπεϊ
ρεβιεϊ ηαψϊιεϊ εϊψαεϊιεϊ αιτο δξεγψπιϊ αςιο ΰπϊψετεμεβιϊ (06874404)
ρξιπψ 4 ω"ρ
γ"ψ ςτψδ βεμγωθιιο βιγςεπι
ξθψϊ δρξιπψ διΰ μδφιβ εμαηεο ρεβιεϊ, ϊιξεϊ εγτεριν ξψλζιιν αδχωψ ωμ ιτο δξεγψπιϊ. δχεψρ ιϊξχγ αιτο ωμΰηψ ξμηξϊ δςεμν δωπιιδ εςγ ιξιπε ειφις δϊαεππεϊ ξςξιχδ αξεργεϊ ηαψϊιιν εατψχθιχεϊ ηαψϊιεϊ εϊψαεϊιεϊ ωεπεϊ. αιο δπεωΰιν ωιαηπε αςιο ΰπϊψετεμεβιϊ δξφιςδ δρϊλμεϊ ξατπιν: ξωτηδ εξωχ δαιϊ, ηϊεπδ επιωεΰιο, ξβγψ, πωιεϊ εβαψιεϊ, ρβπεπεϊ ηιιν λτψιιν εςιψεπιιν. λξε λο ιιπϊο γβω μωΰμεϊ ςλωεειεϊ αιτο λξε ξωαψ ψξϊ δτψιεο διεψγϊ, διηρ δξωϊπδ μπιωεΰιο, "ΰιπγιαιγεΰμιζν" φεξη εςεγ. ηεξψ δχψιΰδ δεΰ αςιχψε ηεξψ ΰπϊψετεμεβι εϊιπϊο δγςϊ ςμ βιωδ ζε αιηρ μηχψ ιτο.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 12.9.10
αηιπεϊ
ιτπιϊ χμΰριϊ μξηχψ εμλϊιαδ ΰχγξιϊ (06874407)
ρξιπψ 4 ω"ρ
γ"ψ ξιχδ μει-ιξξεψι
χεψρ ζδ ξιεςγ μρθεγπθιν ΰωψ μξγε γχγεχ ιτπιϊ χμΰριϊ αριριϊ.
αχεψρ ζδ πτϊη ιλεμϊ χψιΰϊ θχρθιν αιτπιϊ χμΰριϊ αδϊΰν μϊηεν δςπιιο δΰχγξι ωμ δρθεγπθιν.
Classical Japanese for research and academic writing
This course is designed for students who have learnt basic classical Japanese grammar.
In this course we will develop the ability to read classical Japanese texts in accordance with the students academic interests.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι
αηιπεϊ
ριπιϊ ξεγψπιϊ μξηχψ ΰχγξι (06874412)
ρξιπψ 4 ω"ρ
βα` ιΰπβ φεο θι
αρξιπψ ζδ πχψΰ ξαηψ ξιφιψεϊ δρτψεϊ δριπιϊ δξεγψπιϊ, ελο χθςι ςιϊεπεϊ εξΰξψιν αριπιϊ. δρξιπψ ιεχγω αημχε μςαεγδ ΰιωιϊ ςν ϊμξιγι δξηχψ ςμ δθχρθιν αδν δν ςερχιν μφεψκ ςαεγϊ δξ"ΰ ΰε δγεχθεψθ ωμδν.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ ωπϊι μϊεΰψ ωπι
αηιπεϊ
ιτπιϊ ξεγψπιϊ μξηχψ εμλϊιαδ ΰχγξιϊ (06874414)
ρξιπψ 4 ω"ρ
γ"ψ ξιχδ μει - ιξξεψι
ξθψϊ δχεψρ διΰ μτϊη ιλεμϊ χψιΰδ ελϊιαϊ ηεξψ αιτπιϊ μφεψκ ξηχψ, δλπϊ δψφΰεϊ,
λϊιαϊ ξΰξψιν εγιεο.
αχεψρ ζδ, ιηγ ςν χιγεν ιλεμϊ δαπϊ ξΰξψιν αιτπιϊ, ωδλψηιιν μφεψκ ξηχψι ιτπεμεβιδ, πτϊη ιλεμεϊ λϊιαϊ ϊελπιϊ ξηχψ αιτπιϊ εγιεο αιτπιϊ ςμ πεωΰ ΰχγξι. δξΰξψιν ωπχψΰ αχεψρ ιιχαςε μτι ςπιιπν δΰχγξι ωμ δρθεγπθιν, ΰεμν ξϊελππιν βν πεωΰιν λβεο δϊχγξεϊ δτξιπιζν αιτο, αςιιϊ "διχιχεξεψι" (ιμγιν δξρϊβψιν αηγψν), τςψιν λμλμιιν αιο ξςξγεϊ, ρτψεϊ ξεγψπιϊ ελε'.
Modern Japanese for research and academic writing .
This course aims to improve the ability to read and write materials in Japanese for academic research, preparing lectures, writing articles and for general discussion.
In this course, along with advancing the comprehension of texts necessary for Japan related research, we will also work on the writing of research proposals in Japanese
and on the discussion of academic subjects in Japanese. The articles to be read in this course will be determined by the academic interests of the students. However there will be certain preset subjects such as: the advancement of feminism in Japan; the Hikikomori problem (children who lock themselves away in their rooms); economic gaps among social classes, and modern literature.
γψιωεϊ χγν:
δςψεϊ: ωπϊι, μϊεΰψ ωπι
αηιπεϊ
"μωλεη ΰϊ ςφξκ"- ζξο,δεειδ, εςφξιεϊ αξωπϊε ωμ ξεψδ δζο γεβο (06874415)
ρξιπψ 4 ω"ρ
τψετ` ιςχα ψζ
δρξιπψ ιςρεχ αξωπϊε ωμ γεβο ζπβ'ι - ξι ωπηωα μβγεμ δξεψιν ωμ δαεγδιζν διτπι, εμΰηγ δδεβιν δβγεμιν εδξχεψιιν αιεϊψ ωμδ. δρξιπψ ιαγεχ, ϊεκ λγι χψιΰδ αλϊαιε ωμ γεβο, ΰϊ ιηρε μξεωβιν ωμ ςφξι, ζξο, δεειδ, εωηψεψ, ειηχεψ ΰϊ δχωψ αιπιδν. ΰικ ΰτωψ μχψεΰ ΰϊ δξωτθ "μωλεη ΰϊ ςφξκ"? αξδ δεΰ ωιικ μηεειιϊ δζξο εξωξςεϊε? αξδ ιλεμιν ψςιεπεϊιε ωμ γεβο αΰωψ μςφξι μδεςιμ μΰγν δςερχ αΰιξεο ψεηπι? ξδ δχωψ αιο ωληδ, χιεν δςφξι [ΰε ΰι-χιεξε] μαιο βΰεμδ? δχψιΰδ αλϊαιε ϊλμεμ βν χψιΰδ αωιψιε δψαιν.
To Forget Yourself Time, Being, and Selfhood in the teachings of Zen Mater Dogen
the seminar will explore the teachings of Dogen Zenji who is considered the greatest spiritual Buddhist teacher in Japan, and one of her greatest and most original thinker. The seminar will explore Dogens approach to the questions of self, time, being and liberation, and will investigate the connection among them. How do we read to forget oneself? what is its connection to the experience of time and its meaning? How can Dogens ideas assist the one who is a spiritual practitioner? What is the link between forgetting, the existence [or non-existence] if the self, and spiritual liberation? This will be done while reading in Dogens philosophical and poetic writings.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 12.9.10
αηιπεϊ
γιτμεξθιδ εξγιπιεϊ δηευ ωμ ιτο εριο (06874416)
ρξιπψ 4 ω"ρ
γ"ψ ψημ ωΰεμ
ρξιπψ ζδ ςερχ αδϊτϊηεϊ δδιρθεψιδ δγιτμεξθιϊ ωμ ιτο εωμ ριο αζιψδ δαιπμΰεξιϊ ξΰζ ρεσ δξΰδ δ-19, αςχαεϊ δωϊμαεϊο ωμ ξγιπεϊ ΰμδ αξςψλϊ δαιπμΰεξιϊ, εςγ διεν.
πγεο αξβξεϊ δωιπει εδδξωλιεϊ αιηρι δηευ ωμ ωϊι δξγιπεϊ ϊεκ δαμθϊ ιηρι δβεξμιο αιπδο εΰετο δωτςϊο ςμ φτεο ξζψη ΰριδ εςμ δξςψλϊ δαιπμΰεξιϊ .
αξεχγ γιεπι δρξιπψ, ιςξεγ μπιϊεη ρεβιιϊ ιιωεα ρλρελιν τεμιθιιν, διρθεψιιν εθψιθεψιΰμιιν αιο ωϊι δξγιπεϊ, απιριεο μτςπη ΰϊ ΰετιε δξωϊπδ ωμ ΰηγ δΰζεψιν δηωεαιν αιεϊψ λιεν αζιψδ δαιπμΰεξιϊ. ξγιπιεϊ δηευ ωμ ιτο εωμ ριο ιδεε ξεχγ δγιεο ξδδιαθ διρθεψι-γιτμεξθι, λμλμι-τεμιθι, φαΰι-ΰρθψθβι εδιρθεψι-ηαψϊι.
Diplomacy and Foreign Policy of Japan and China
This M.A. Seminar is designed to explore the dynamics of Japan-China bilateral relationship within North East Asian sub-system from the late 19th Century to the present.
In order to achieve this goal, emphasis will be given to the study and understanding of the development of the different domestic political, economical and security factors in the two countries and the way these interrelated in the region and in the international arena. Emphasis will be given also to the present historical, territorial and political disputes between the countries, in an era characterized by dramatic economic dynamism and change.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 12.9.10
αηιπεϊ
χεγιΰθθν: δϊιΰθψεο δξρεψϊι ωμ γψεν εδχωψιε δΰριΰπιιν (06874417)
ρξιπψ 2 ω"ρ
τψετ` γεγ ωεμξο, τψετ` φαιχδ ρψτψ
αξγιπϊ χιψμδ ωαγψεν-ξςψα ϊϊ-διαωϊ δδεγιϊ ωψγδ ξρεψϊ ςϊιχϊ ιξιν ωμ δϊιΰθψεο δρπρχψιθι δχμΰρι, δχψειδ "χεγιΰθθν" αωτϊ δξμιΰμν. ζε ςγεϊ ιχψδ εΰηψεπδ μΰηϊ δξρεψεϊ δϊιΰθψμιεϊ δβγεμεϊ αςεμν. ξΰεϊ ξηζεϊ πλϊαε αωτϊ δρπρχψιθ δημ ξδξΰδ δψΰωεπδ μρτιψδ, εαιπιδο ιφιψεϊ ξετϊ ωμ ξωεψψιν λξε χΰμιγΰρδ (δξΰδ δ-5), αδεεαδεθι (δξΰδ δ-8) εςεγ. ξηζεϊ ΰμδ δεςμε ςμ δαξδ αηφψεϊ δξμλιν αϊχετδ δχμΰριϊ εαξιϊην δξχγωιν αιξι δαιπιιν. δχεγιΰθθν, ωπχωψ χωψ ςξεχ μξχγωιν αχιψμδ, ωξψ ςμ ημχ ξδψτψθεΰψ δχΰμρι ιηγ ςν ιφιψεϊ ωπϊηαψε αξιεηγ ςαεψ ωηχπι ξρεψϊ ζε, λεμν ξχρθεϊ δφ'χιΰψ ΰε δπξαιΰψ, ξωψϊι δΰμ εδΰμδ. ξρεψϊ ζε δεςαψδ ξΰα μαο αξωκ λ-1500 ωπδ αφεψδ χτγπιϊ, εΰιο ρτχ λι διΰ ξωξψϊ ΰμξπθιν δωΰεαιν ξθχρθ διρεγ ωμ δϊιΰθψεο δςϊιχ, δ-δπΰθιδ-ωΰρθψδ δξιεηρ μηλν αδψθδ. ςν ζΰϊ, ιω μχεγιΰθθν ξΰτιιπιν ιιηεγιιν δωιιλιν μδχωψ δϊψαεϊι-διρθεψι ωμ χιψμδ εμΰχεμεβιδ δζ'ΰπψιϊ ωμ ΰιζεψ ζδ, δξωετς αΰξπειεϊ αξδ ωεπεϊ, λεμο αςμϊ φαιεο τεμηπι.
ρβπεο δχεγιΰθθν γεψω ζξο εραμπεϊ: αςαψ πξωλε δξετςιν λ-41 μιμεϊ ωμξιν, ΰωψ δρτιχε μαιφες ξςψλδ ΰηϊ αμαγ ξϊεκ ΰηγ δξηζεϊ. δμδχεϊ δθεαεϊ ωμ διεν, λβεο ζε ωμ ξΰψβι ξγδε ξδλτψ ξεψιχεμν αΰιζεψ χεφ'ιο, ξξωιλεϊ ΰϊ δξρεψϊ ςμ λμ γχειεϊιδ, μψαεϊ δπωιξδ δΰψελδ δπγψωϊ ξδωηχπιν εξδχδμ. ξγεαψ αΰξπεϊ βγεμδ, ξεψλαϊ εξςεγπϊ, δξαερρϊ ςμ ϊεψδ ΰρϊιθιϊ ιηιγδ αξιπδ εςμ ϊτιρεϊ ιεφΰεϊ γετο ωμ δΰγν εξαπδ ϊεγςϊε, δαΰεϊ μαιθει αλμ ψβς εαλμ ϊπεςδ αξδμκ δξετς.
δρξιπψ ιφιβ ΰϊ ξαπδε ωμ ϊιΰθψεο δχεγιΰθθν εΰϊ ζιχϊε μξρεψϊ δρπρχψιθιϊ δςϊιχδ. λμ ξτβω ιεχγω μπεωΰ ξψλζι αηχψ δξρεψϊ δζε, δημ αξιχεξδ αξςψλϊ δζ'ΰπψιν δΰχρτψριαιιν αγψεν δεγε, ςαεψ γψκ ξΰτιιπιδ δαριριιν (δξρβψϊ δϊψαεϊιϊ εδΰξπεϊιϊ, ωτϊ δϊπεςδ δξωξωϊ ΰϊ δωηχπιν, διηριν αιο δθχρθ δηι ααιφες μαιο δθχρθ δλϊεα, δδχωψ δτεμηπι-ξθτιζι, εςεγ), ελμδ αιφιψεϊ διγεςεϊ αιεϊψ αξρεψϊ δχεγιΰθθν, δξετιςεϊ ααιφες ηι διεν. ιεχγωε ωπι ξτβωιν μδωεεΰδ ψηαδ ςν ξρεψεϊ ϊιΰθψεο αςμεϊ διαθ τεμηπι αεμθ αΰριδ αλμμ εαιτο ατψθ. μλμ ΰεψκ δρξιπψ ιεχψπε χθςι ξετς ΰωψ ιωξωε αριρ μπιϊεη.
δρξιπψ ιωξω λδλπδ ψΰωεπιϊ μχψΰϊ ιφιΰϊ χαεφϊ ξηχψ παηψϊ μφτεϊ αξετςι χεγιΰθθν αχιυ 2010.
ωιςεψι δρξιπψ ιςψλε ΰηϊ μωαεςιιν (ωαςδ ωιςεψιν ρκ δλμ): ΰψας τςξιν αϊμ-ΰαια εωμεω τςξιν αιψεωμιν. τιψεθ δωιςεψιν:
1. ξαεΰ: ςμ χιψμδ εϊψαεϊδ εςμ ΰξπειεϊ δαξδ αγψεν δεγε (ϊ"ΰ)
2. δϊιΰθψεο δρπρχψιθι δχμΰρι: ξχεψεϊιε εϊεμγεϊιε (ι-ν)
3. τεμηο εϊιΰθψεο αΰριδ εαιτο (ϊ"ΰ)
4. χεγιΰθθν: χεει ιρεγ μξρεψϊ δϊιΰθψεο δρπρχψιθι δηι εμδχωψε δτεμηπι (ι-ν)
5. ξαθ δωεεΰϊι: ϊιΰθψεο δπε διτπι (ϊ"ΰ)
6. .αιο δθχρθ μαιφες: χψιΰδ αΰηϊ διφιψεϊ δαεμθεϊ αψτψθεΰψ ωμ δχεγιΰθθν (ι-ν)
7. ριλεν: μχψΰϊ ξηχψ ωιθϊι ωμ δχεγιΰθθν αξψηα δϊψαεϊι ωμ χιψμδ (ϊ"ΰ)
Kudiyattam: The Traditional Theater of South India and its Asian Contexts
In Kerala, on the south-west coast of India, a rich dramatic tradition of performing classical Sanskrit dramas has survived-- the last living representative of the ancient Sanskrit theater, one of the major theatrical traditions of human civilization. Kudiyattam is performed by professionals of the Cakyar and Nambiar castes trained over many years according to the precepts of the Natya-sastra, the classical Indian textbook on theater, on the one hand, and the particular, very demanding forms of performance unique to Kudiyattam, on the other. Performances tend to be very long-- from six nights to 41 nights. They are based on a repertoire of ancient Sanskrit plays and on plays composed in medieval times in Kerala specifically for Kudiyattam performance. Although the texts are in Sanskrit, most of the expressive and communicative force of the performance depends upon stylized hand movements and, above all, eye movements.
We will examine this classical tradition and view extended video clips from recent performances, in the course of seven 3-hour sessions (on Friday mornings). Two sessions will be devoted to ritualized theatrical traditions in Asia generally and in Japan in particular. Other sessions will focus on the specificity of Kudiyattam in the Kerala ecology of performative genres, on its relation to the ancient sources, on the language of gesture, and on selected passages from the repertoire of texts. This seminar is also part of the preparation of a select, small group of students from Tel Aviv and Jerusalem who will be sent to Kerala in the summer of 2010 to study a full-scale Kudiyattam performance in the village of Muzhikkulam.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 23.5.10
αηιπεϊ
βεΰο-γζδ- χψιΰδ ατψχι "δμα" ( 36-38/ 49) (06874418)
ρξιπψ 4 ω"ρ
τψετ` ιεΰα ΰψιΰμ
χψιΰδ ατψχιν παηψιν ξϊεκ δΰπϊεμεβιδ δτιμερετιϊ δπεωΰϊ ΰϊ ωξε ωμ βεΰο-γζδ εωπϊηαψδ λπψΰδ αωπιν 300-350 μτπδ"ρ αΰχγξιδ δτιμερετιϊ β'ι-ωιδ ωαξγιπϊ φ'ι. πχψΰ εππϊη ΰϊ τψχ 49 ("δξςωδ δτπιξι") αδωεεΰδ μτψχιν 36-38 ("τψχι δμα") εππρδ μωψθθ αΰξφςεϊν ΰψλιθχθεψδ ξεωβιϊ μΰηγ δβμβεμιν δψΰωεπιν ωμ ϊεψϊ "δμα" ("πτω?" "ϊεγςδ?") ατιμερετιδ δριπιϊ.
αιαμιεβψτιδ:
"δξςωδ δτπιξι" ϊψβεν μςαψιϊ:
http://www.text.org.il/index.php?book=0704062
δϊψβεν δΰπβμι ωμ "δξςωδ δτπιξι" (49) εωμ "τψχι δμα" (36-38) ξετις αρτψ:
http://press.princeton.edu/titles/6331.html
ρτψ ζδ πιϊο μχψιΰδ αωμξεϊε α- GOOGLE Books:
http://books.google.com/books?id=8GRSoMcF_cAC&pg=PA9&lpg=PA9&dq=guanzi&source=bl&ots=pTPMYUy6G7
Guided reading in Guanzi's psychological chapters: 49; 36-38.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 23.5.10
αηιπεϊ
ϊωεχδ, ΰιξδ, εβςβες: δεγε ξτπθζϊ ΰϊ δΰρμΰν (06874419)
ρξιπψ 4 ω"ρ
γ"ψ ψεπι τψφ`χ
ρξιπψ ζδ ιϊηχδ ΰηψ δΰετο ωαε ξιεφβ δΰρμΰν αϊψαεϊ δεγε δςλωεειϊ, ΰηψ δγψλιν ωαδο ξωϊμαιν πλρι ϊψαεϊ ΰρμΰξιιν αϊωϊιϊδ δϊψαεϊιϊ ωμ ϊϊ διαωϊ, εΰηψ δξωξςειεϊ δξθμθμεϊ ωφεαψ δΰρμΰν αςψεφιν δριξαεμιιν ωμ ωιη δμΰεξιεϊ δδεγι δςλωεει. αιο δθχρθιν ωιιγεπε: ωιψϊ δΰδαδ αΰεψγε (β'ζΰμιν), ργψϊ δθμεειζιδ "ξιψζδ β'ΰμια" αδτχϊ δθμεειζιδ δξξμλϊιϊ γεψγΰψωο, χθςι ρτψεϊ ξωμ β'εβιπβψ τεμ εειχψν ρϊ, ερψθιν ξϊςωιεϊ δχεμπες ωμ αεξαιι εφ'πΰι.
ρξιπψ τϊεη βν μιεγςι ρπρχψιθ αμαγ.
India Fantasizes the Islamicate
This Graduate Seminar traces the ways via which Hindu India fantasizes Islam, and the conflicting depictions of Islam as a cultural asset and a menacing threat within contemporary India. The seminar offers discussions and readings of Urdu love poetry (Ghazals), excerpts from partition literature, and contemporary films and TV series.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 23.5.10
αηιπεϊ
ξγιπδ, ηαψδ εψτεΰδ αριο (06874420)
ρξιπψ 4 ω"ρ
γ"ψ ΰρσ βεμγωξιγθ
αρξιπψ ζδ ΰπε πρχεψ ΰϊ δξηχψιν δςγλπιιν αιεϊψ αδιρθεψιδ, ΰπϊψετεμεβιδ ετιμερετιδ ωμ δψτεΰδ αριο. ΰεμν δδϊξχγεϊ αψτεΰδ ΰιο αδ λγι μςξςν ΰϊ δςιρεχ αδιρθεψιδ δλμμιϊ ιεϊψ ωμ ριο, χψι αδιρθεψιδ ωμ δξγιπδ, δηαψδ εδϊψαεϊ δριπιϊ, πδτεκ δεΰ. ΰπε πψΰδ αρξιπψ λιφγ δδιρθεψιδ ωμ δψτεΰδ αριο ξωϊμαϊ εξδεεδ ημχ αμϊι πτψγ ξδδχωψ δψηα ιεϊψ ωαε διΰ τεςμϊ. αξιμιν ΰηψεϊ, δπεωΰ δξψλζι αε πςρεχ δεΰ δρεβιδ ςγ λξδ δψτεΰδ ξδεεδ ξψΰδ δξωχτϊ ΰϊ δδιρθεψιδ δψηαδ ιεϊψ ωμ ριο.
απερσ μλκ πϊξχγ αξρτψ ρεβιεϊ ρτφιτιεϊ λβεο: 1) δδωεεΰδ αιο δδιρθεψιδ ωμ δψτεΰδ αριο μζε ωμ ξχαιμϊδ αιεεο επςρεχ αωΰμδ ξγες δο δϊτϊηε αξρμεμιν λδ ωεπιν; 2) δωτςεϊ δτιμερετιδ δριπιϊ ςμ δψτεΰδ, ϊτιρϊ δβεσ εγψλι δθιτεμ ; 3) δχωψ αιο δξςψλϊ δαιψεχψθιϊ εξςψλϊ δαηιπεϊ αρεπβ μδϊτϊηεϊ δψτεΰδ; 4) λιφγ δωτις δξτβω ςν δξςψα ςμ δψτεΰδ αριο εδΰν δωτςδ ζε γεξδ ΰε ωεπδ ξδδωτςδ δψηαδ ιεϊψ ςμ ριο.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 12.9.10
αηιπεϊ
βιωεϊ μλϊιαϊ δδιρθεψιδ ωμ ριο δξεγψπιϊ (06874421)
ρξιπψ 4 ω"ρ
γ"ψ ξψχ βξζδ
ξδο δαςιεϊ αδρθεψιεβψτιδ (λϊιαϊ δδρθεψιδ) αλμμ εζε ωμ ριο ατψθ, ελιφγ πιϊο μδϊβαψ ςμιδο? ΰιμε βιωεϊ ξηχψιεϊ χιιξεϊ μηχψ δδρθεψιδ δξεγψπιϊ ωμ ριο (ξΰζ ξηφιϊ δξΰδ δ-19 εςγ διεν)? αξδμκ δρξιπψ πγεο ααςιεϊ επψΰδ τϊψεπεϊ ωεπιν μδο, ϊεκ αηιπδ ιρεγιϊ εδγβξδ ωμ βιωεϊ λβεο δρθεψιδ τεμιθιϊ, ηαψϊιϊ, ϊψαεϊιϊ εδωεεΰϊιϊ; δρθεψιδ δξϊξχγϊ αΰζεψιν εςψιν (δρθεψιδ ψβιεπμιϊ ΰε ΰεψαπιϊ), ΰε απιϊεη ξχισ ωμ δξχψδ δαεγγ ("ξιχψε-δρθεψιδ").
Approaches to the Writing of Modern Chinese History
What problems are there in historiography (the writing of history) in general, and how can they be overcome? What approaches exist to the study of modern Chinese history (from the mid-19th century to our time)? This seminar discusses these problems, presenting different solutions to them by the thorough examination and demonstration of such approaches as political, social, cultural and comparative history; the focus on regions and towns (regional and urban history), or the comprehensive analysis of the single case (micro-history).
γψιωεϊ χγν:
δςψεϊ: ρξιπψ μϊεΰψ ωπι, δβωϊ ςαεγδ ςγ μϊΰψικ 23.5.10
αηιπεϊ
ριπιϊ χμΰριϊ μξηχψ ΰχγξι (06874422)
ρξιπψ 4 ω"ρ
γ"ψ ιιο δΰ-δεει
αρξιπψ ζδ πχψΰ ξαηψ ωμ θχρθιν ρτψεϊιιν εδρθεψιιν αριπιϊ χμΰριϊ (ελο θχρθιν αριπιϊ ξγεαψϊ ωπλϊαε αριο δξρεψϊιϊ). δρξιπψ ιεχγω αημχε μςαεγδ ΰιωιϊ ςν ϊμξιγι δξηχψ ςμ δθχρθιν αδν δν ςερχιν μφεψκ ςαεγϊ δξ"ΰ ΰε δγεχθεψθ ωμδν.
γψιωεϊ χγν:
δςψεϊ: ρξιπψ ωπϊι μϊεΰψ ωπι
αηιπεϊ
ρπρχψιθ ωπδ ΰ` (06879000)
ωε"ϊ 8 ω"ρ
ξψ ΰμλρ φ`ψπιΰχ
ζδε χεψρ ξαεΰ μωτδ δδεγιϊ δχμΰριϊ αδ ηεαψε ιφιψεϊ δξετϊ δψαεϊ απεωΰι ιεβδ, τιμερετιδ αεγδιρθιϊ εδιπγειϊ ερτψεϊ ςωιψδ μψαεϊ δεΕγεϊ, ξιϊεριν εΰτεριν, ωιψδ ετψεζδ. δχεψρ ξφιβ ΰϊ ξςψλϊ δλϊα εδδβΰιν εΰϊ ςιχψ ηεχι δγχγεχ εδϊηαιψ ωμ ρπρχψιθ μφγ χψιΰϊ θχρθιν ξχεψιιν χμιν εαιφες ϊψβιμι ϊψβεν.
The course is an introduction to the language of classical India, the language in which many masterpieces were composed in the fields of yoga, Buddhist and Hindu philosophy, and enormously rich fine literature, prose and poetry, both religious and secular, including the Vedas, the epics and the myths. Besides that, Sanskrit is an important tool in linguistical research. The course introduces a writing system of Sanskrit, its phonetics and basic grammar and syntax and provides practice of reading in simple original texts and translation exercises.
γψιωεϊ χγν:
δςψεϊ: ωπϊι
αηιπεϊ
ριπιϊ χμΰριϊ ΰ` (06879002)
ωιςεψ 4 ω"ρ
γ"ψ ΰρσ βεμγωξιγθ
δωτδ δχψειδ λιεν ριπιϊ χμΰριϊ διϊδ ςγ ψΰωιϊ δξΰδ δ-20 δωτδ αδ πιλϊαε λμ δλϊαιν ωμ δϊψαεϊ δριπιϊ. αωμ λκ ωτδ ζε διπδ δξτϊη μχψιΰδ ωμ ξρξλιν ελϊαιν ριπιν ξχεψιιν εδιπδ δγψκ διηιγδ μδαπϊν.
αχεψρ ζδ ΰπε πμξγ ΰϊ διρεγεϊ δςεξγιν ααριρ δωτδ δριπιϊ δχμΰριϊ. ΰπε πμξγ ΰϊ δγιχγεχ δχμΰρι ΰωψ ξεωϊϊ δψαδ ιεϊψ ςμ δχωψ ετηεϊ ςμ ηεχιν χωιηιν. απερσ πμξγ ΰϊ ξεαπν ωμ δριξπιεϊ δχμΰριεϊ ΰωψ αγψκ λμμ ΰιπε ζδδ μζδ ωμ δριξπιεϊ δξεγψπιεϊ. δμιξεγ αχεψρ ιςωδ γψκ χψιΰδ ωμ θχρθιν ξχεψιιν εςαεγδ ςν ξιμεπιν ξρεβιν ωεπιν (λεμμ ξιμεπιν γιβιθμιιν). δγβω ωμ δχεψρ ιδιδ μδβις μψξϊ χψιΰδ αριριϊ ωμ θχρθιν χμΰριιν.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ιτπιϊ ξγεαψϊ ΰ`Ρ(μωπδ α`+ β`) (06879006)
ωε"ϊ 2 ω"ρ
βα` ξρχε ξερχεαιυ
ξθψϊ χεψρ ζδ διΰ μτϊη ΰϊ ιλεμϊ δωξιςδ εδγιαεψ ωμ ιτπιϊ ξεγψπιϊ
ξγεαψϊ. πγψωϊ μτηεϊ ωπδ ωμ δϊπρεϊ αμιξεγι δωτδ διτπιϊ. ΰπε ξωϊξωιν
αωιψιν ιτπιν τετεμψιν, εαςζψιν ΰεγιε-ειζεΰμιν αλιϊδ. απερσ,
λμ ϊμξιγ πγψω μπΰεν πΰεν χφψ αλϊδ. δφιεο δρετι ιπϊο ςμ τι:
δωϊϊτεϊ, δβωϊ ωιςεψι αιϊ εωιηδ δξαερρϊ ςμ δπΰεν.
Speaking Japanese- part one
The course target is to improve the speaking and listening skills of modern Japanese.
To participate in this course, you need at least one year experience in Japanese language study.
The study materials include Japanese popular songs, videos, DVD and etc..
Every student is required to make a short speech in Japanese.
The score of this course will be considered by the attendance/participations to the class, home works and conversations based on your speech.
γψιωεϊ χγν: ιτπιϊ ωπδ ΰ`
δςψεϊ:
αηιπεϊ
ιτπιϊ ξγεαψϊ α` ( μωπδ α`+ β`) (06879007)
ωε"ϊ 2 ω"ρ
βα` ξρχε ξερχεαιυ
αχεψρ πωϊξω αηεξψιν ωεπιν ξΰμε ωπμξγε αημχ ΰ'.
Speaking Japanese- part two
The course target is to improve the speaking and listening skills of modern Japanese.
To participate in this course, you need at least one year experience in Japanese language study.
The study materials include Japanese popular songs, videos, DVD and etc..
Every student is required to make a short speech in Japanese.
The score of this course will be considered by the attendance/participations to the class, home works and conversations based on your speech.
It is possible to take this course without taking the Speaking Japanese-part one.
γψιωεϊ χγν: ιτπιϊ ωπδ ΰ`
δςψεϊ: πιϊο μδιψων μχεψρ ζδ μμΰ μιξεγ ημχ ΰ`
αηιπεϊ
ριπιϊ ωπδ β` ημχ ΰ` (06879008)
ωε"ϊ 4 ω"ρ
βα` ηεΰπβ φεμι
αωιςεψ ζδ ιεων γβω ςμ δβγμϊ ΰεφψ ξιμιν εδωτδ δξγεαψϊ. λξε λο πχψΰ ιηγιε ξαηψ ψηα ωμ θχρθιν αϊηεξι δρτψεϊ, δξηωαδ, δτεμιθιχδ εδςιϊεπεϊ.
Third-Year Chinese (Part I).
The primary aim of this course is to enhance the students' level of spoken Chinese. Great attention is given to the enrichment of vocabulary and dialogue. At the same time we do not neglect the written language, reading a large variety of literary texts, essays, and newspaper reports.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ρπρχψιθ ωπδ α` (06879010)
ωε"ϊ 8 ω"ρ
ξψ ψτι τμγ
χεψρ ζδ ξδεεδ δξωκ ωμ "ρπρχψιθ ωπδ ΰ". δχεψρ ξωμιν ΰϊ ηεχι δγχγεχ εδϊηαιψ εξϊξχγ αχψιΰδ ξεγψλϊ αψΰξΰιιπδ εαλϊαιν τιμερετιιν ερτψεϊιιν αεγδιρθιιν εδιπγειν.
The course is a continuation of the first-year course. It completes the grammar and syntax and focuses on guided reading in the Ramayana and in Buddhist and Hindu religious and philosophical writings of Buddhism and Hinduism.
third year Sanskrit: The course offers guided reading in classical Sanskrit poetry and in religious, philosophical and esthetical treatises of classical India.
Bevirkat shana tova,
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ιτπιϊ ωπδ β` ημχ ΰ` (06879019)
ωε"ϊ 4 ω"ρ
γ"ψ ξιχδ μει ιξξεψι
ξθψϊ δχεψρ διΰ μτϊη ιλεμϊ χψιΰδ, λϊιαδ εγιαεψ ωμ ιτπιϊ ξψξδ αριριϊ μψξδ βαεδδ.
ξφετδ ξδϊμξιγιν μχψεΰ δψαδ θχρθιν ΰψελιν (ςμ τι δϊςπιιπεϊν), μλϊεα ηιαεψιν ωεπιν δλεμμιν ιεξο, εξλϊα λξε λο βν μδφιβ αςμ τδ ΰεγεϊ ιεξο δχψιΰδ.
πεληεϊ εδβωϊ ωιςεψι αιϊ δο ηεαδ. δφιεο δρετι ιιπϊο ςμ τι δαηιπδ δρετιϊ ελεμμ βν φιεπι δωϊϊτεϊ εδβωϊ ςαεγεϊ
Third Year Japanese A
The aim of this course is to develop reading, writing and speaking in Japanese from a basic level to a more advanced level. The students are expected to read many long texts in Japanese in accordance with their own academic interests and to write various compositions including a diary, letter and book report.
Class attendance and assignments are compulsory.
The final grade is composed of a final exam (unseen text), class assignments and attendance.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ιτπιϊ ωπδ β` ημχ α` (06879020)
ωε"ϊ 4 ω"ρ
γ"ψ ξιχδ μει ιξξεψι
αχεψρ ζδ πχψΰ θχρθιν αιτπιϊ αψξδ βαεδδ ιεϊψ ςμ τι ϊηεξι δςπιιο δΰχγξιιν ωμ λμ ρθεγπθ επμξγ μλϊεα θχρθ ΰχγξι (λξε δφςϊ ξηχψ) αιτπιϊ.
πεληεϊ εδβωϊ ωιςεψι αιϊ δο ηεαδ. δφιεο δρετι ιιπϊο ςμ τι δαηιπδ δρετιϊ ελεμμ βν φιεπι δωϊϊτεϊ εδβωϊ ςαεγεϊ
Third Year Japanese B
In this course we will read texts advanced Japanese texts in accordance with the academic fields of students and write academic compositions (such as research proposals) in Japanese.
Class attendance and assignments are compulsory.
The final grade is composed of a final exam (unseen text), class assignments and attendance.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ριπιϊ χμΰριϊ α` (06879102)
ωε"ϊ 4 ω"ρ
γ"ψ β`ΰπβ τιπβ
μχεψρ ζδ ωμεω ξθψεϊ:
(1) ωιτεψ διλεμεϊ μδαπϊ θχρθιν δλϊεαιν αριπιϊ χμΰριϊ.
(2) δψηαϊ διγς εδδαπδ ωμ δϊψαεϊ αριο δξρεψϊιϊ.
(3) δςξχϊ δδαπδ αωτδ δριπιϊ.
αχεψρ ΰπε πχψΰ θχρθιν παηψιν ξρτψι διρθεψιδ ωμ ριο δςϊιχδ εππϊη ΰϊ ϊελπν ξαηιπδ μωεπιϊ εξαηιπϊ δχωψν δϊψαεϊι. απερσ, ξρτψ ξτβωιν ιεχγωε μγιεο αδιρθεψιδ ωμ δωτδ εμδωτςδ δδγγιϊ αιο δωτδ μαιο δϊψαεϊ .
χεψρ ζδ ξδεεδ χεψρ δξωκ μχεψρ "ριπιϊ χμΰριϊ ΰ". μλο, "ριπιϊ χμΰριϊ ΰ" ξδεεδ γψιωϊ χγν μχεψρ.
Classical Chinese the second semester
The course focuses on enriching students knowledge on Chinese language as well as improving their abilities of understanding Classical Chinese texts in cultural contexts. The reading of selected biographies of interesting and usually important Chinese historical figures is accompanied by in depth discussions of the cultural connotation of the texts.
γψιωεϊ χγν: ριπιϊ χμΰριϊ ΰ`
δςψεϊ: δψιωεν μϊμξιγιν ωμΰ δωϊϊτε αχεψρ "ριπιϊ χμΰριϊ ΰ`" αΰιωεψ δξεψδ αμαγ.
αηιπεϊ
ριπιϊ ωπδ β` ημχ α` (06879108)
ωε"ϊ 4 ω"ρ
βα` ηεΰπβ φεμι
αχεψρ ζδ ιεων γβω ςμ λϊιαϊ ηιαεψιν αριπιϊ εχψιΰδ ωμ ξαηψ θχρθιν ρτψεϊιιν εςιϊεπΰιιν. λξε λο πωτψ ΰϊ ψξϊ δγιαεψ. αχεψρ πγαψ αριπιϊ αμαγ.
Third-Year Chinese (Part II).
In this course particular attention is given to composition, practiced through the regular submission of essays. Attention is also given to the spoken language, as classes are conducted in Chinese only.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ιτπιϊ χμΰριϊ (06879109)
ωε"ϊ 4 ω"ρ
γ"ψ ξιχδ μει- ιξξεψι
χεψρ ζδ ξιεςγ μρθεγπθιν ΰωψ μξγε γχγεχ ιτπιϊ ξεγψπιϊ αξωκ μτηεϊ ωπϊιιν.
γχγεχ ιτπιϊ χμΰριϊ πξφΰ μςϊιν χψεαεϊ αθχρθιν ιτπιιν ξεγψπιιν. ηωεα αιεϊψ μγςϊ εμδαιο ΰϊ δγχγεχ ωμ διτπιϊ δχμΰριϊ, λγι μδαιο θεα ιεϊψ θχρθιν αιτπιϊ ξεγψπιϊ.
αχεψρ ζδ πμξγ γχγεχ αριρι ωμ ιτπιϊ χμΰριϊ επϊΰξο αχψιΰϊ θχρθιν. μγεβξΰ: χθςιν ξϊεκ ξςωδ βπζ'ι, ρτψ δλψιϊ, θχρθιν ωμ ξφεΰε αΰωε, ψεξο ωμ ϊχετϊ ξιιβ'ι εςεγ
Classical Japanese
This course is designed for students who have learnt modern Japanese grammar for at
least 2 years.
Classical Japanese grammar sometimes appears in modern Japanese texts and is therefore essential for a better understanding of modern Japanese texts. In this course we will learn basic classical Japanese grammar, and practice
classical text reading. For example: parts from The Tale of Genji; The Pillow Book;
Matsuo Bashos texts; novels from Meiji period and more.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
διπγι ωπδ ΰ` (06879200)
ωε"ϊ 12 ω"ρ
γ"ψ βπΰγι ωμεξτψ
ξαεΰ μωτϊ δδιπγι δξεγψπιϊ. ιρεγεϊ δγχγεχ, χψιΰδ, λϊιαδ εγιαεψ απεωΰι διεν-ιεν. διπγι διΰ δωτδ δμΰεξιϊ ωμ δεγε εωτϊ ΰξν ωμ 400 ξμιεο ΰιω. διΰ ΰξφςι ϊχωεψϊ αιο γεαψι ωτεϊ δεγιεϊ ωεπεϊ ελμι ηιεπι μλμ ξι ωξςεπιιο μδλιψ ΰϊ δηαψδ εΰϊ δϊψαεϊ ωμ δεγε δξεγψπιϊ. δφιεο δρετι λεμμ ΰϊ φιεπι δξαηπιν, φιεπι αηπιν εδβωϊ ςαεγεϊ αιϊ. πεληεϊ αλμ δωιςεψιν ηεαδ.
Introduction to the modern Hindi. Basics of the Hindi grammar.
The students will learn to read, write and speak Hindi in the framework of the topics of daily usage. Hindi is the national language of India and the mother tongue of 400 million people. It is a means of communication among the Indians speaking different languages. Hindi is a vital instrument for understanding the cultural and social life of modern India. The final grade includes the marks of exams, tests and homeworks. Attendance of the lessons is mandatory.
γψιωεϊ χγν:
δςψεϊ: ωπϊι
αηιπεϊ
διπγι ωπδ α` (06879210)
ωε"ϊ 12 ω"ρ
γ"ψ βπΰγι ωμεξτψ
δϊχγξεϊ πιλψϊ αγχγεχ. ιεων γβω ςμ πεωΰιν ρξπθιιν εϊηαιψιιν. δψηαϊ ΰεφψ δξμιν αΰξφςεϊ θχρθιν, ρψθι χεμπες, ιφιψεϊ ρτψεϊιεϊ εωιψιν. δχεψρ ξχπδ μϊμξιγιν ΰϊ διλεμϊ μδϊξεγγ ςν λμ θχρθ ξεγτρ (αςζψϊ ξιμεο). δφιεο δρετι λεμμ ΰϊ φιεπι δξαηπιν, φιεπι αηπιν εδβωϊ ςαεγεϊ αιϊ.
Further progress in the grammar.
The emphasis will be made on semantical and syntactical subjects. The vocabulary of the students will be widened by means of texts, Hindi films, literary works and songs. The course enables the students to deal with any text in modern standard Hindi (with the help of a dictionary). The final grade includes the marks of exams, tests and homeworks
γψιωεϊ χγν:
δςψεϊ: ωπϊι
αηιπεϊ
διπγι ωπδ β` ημχ ΰ` (06879220)
ωε"ϊ 2 ω"ρ
γ"ψ βπΰγι ωμεξτψ
ιιωεν ξςωι ωμ διγς δπψλω αωϊι δωπιν δψΰωεπεϊ. αρξρθψ δψΰωεο ϊιςωδ διλψεϊ ςν δςιϊεπεϊ δξεγψπιϊ αωτϊ δδιπγι. χψιΰδ εϊψβεν ξΰξψιν ξςιϊεπιν ιεν-ιεξιιν εξΰϊψι δξιγς αΰιπθψπθ.
Practical application of the knowledge acquired during two years.
In the first semester the students will acquaint the present-day Hindi press; they will read and translate articles from Hindi daily newspapers and Internet sites in Hindi.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
διπγι ωπδ β` ημχ α` (06879221)
ωε"ϊ 2 ω"ρ
γ"ψ βπΰγι ωμεξτψ
αρξρθψ δωπι - διλψεϊ ςν ΰξφςι δϊχωεψϊ δΰμχθψεπιιν δψγιε εδθμεειζιδ αδιπγι. δγβω ιεων ςμ ωτϊ δηγωεϊ. αξχαιμ, αξωκ δωπδ ιεωμν διγς αγχγεχ. δφιεο δρετι λεμμ ΰϊ φιεπι δξαηπιν, φιεπι αηπιν εδβωϊ ςαεγεϊ αιϊ. πιϊο μχηϊ ψχ ρξρθψ ΰηγ.
Practical application of the knowledge acquired during two years
In the second semester, acquaintance will be made with the electronic media the radio and the television in Hindi. The emphasis will be made on the language of news. At the same time the study of grammar will be consummated. The final grade includes the marks of exams, tests and homeworks. Only one semester can be taken.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
διπγι ξγεαψϊ ΰ` (06879222)
ωε"ϊ 2 ω"ρ
βα` ΰπβ`εν φ`ετψδ
δχεψρ ξιεςγ μϊμξιγιν δμεξγιν διπγι δημ ξωπδ α. δχεψρ ιιπϊο ςμ ιγι ξεψδ δεγιϊ. ξθψϊε ωμ δχεψρ μτϊη ιλεμϊ δγιαεψ αχψα ϊμξιγι ωπδ "α" ε"β". δχεψρ ιαερρ ςμ δηεξψ δμωεπι δπμξγ αλιϊεϊ δδιπγι αωπιν "ΰ" ε"α" ΰκ αφεψδ ξεψηαϊ. δωϊϊτεϊ αχεψρ ϊςζεψ μϊμξιγιν μωμεθ αηεξψ μιξεγι αΰετο τςιμ. πιϊο μδιψων μρξρθψ ΰηγ. δωϊϊτεϊ αωιςεψιν διπδ ηεαδ.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
διπγι ξγεαψϊ α` (06879223)
ωε"ϊ 2 ω"ρ
βα` ΰπβ`εν φ`ετψδ
δχεψρ ξιεςγ μϊμξιγιν δμεξγιν διπγι δημ ξωπδ α. δχεψρ ιιπϊο ςμ ιγι ξεψδ δεγιϊ. ξθψϊε ωμ δχεψρ μτϊη ιλεμϊ δγιαεψ αχψα ϊμξιγι ωπδ "α" ε"β". δχεψρ ιαερρ ςμ δηεξψ δμωεπι δπμξγ αλιϊεϊ δδιπγι αωπιν "ΰ" ε"α" ΰκ αφεψδ ξεψηαϊ. δωϊϊτεϊ αχεψρ ϊςζεψ μϊμξιγιν μωμεθ αηεξψ μιξεγι αΰετο τςιμ. πιϊο μδιψων μρξρθψ ΰηγ. δωϊϊτεϊ αωιςεψιν διπδ ηεαδ.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ρπρχψιθ ωπδ β` (06879224)
ωε"ϊ 4 ω"ρ
ξψ ΰμλρ φ`ψπιΰχ
ζδε χεψρ χψιΰδ ξεγψλϊ αωιψδ χμΰριϊ εαλϊαιν δςερχιν αγϊ, τιμερετιδ εΰρϊθιχδ ωμ δεγε δχμΰριϊ.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
βιΰεβψτιδ ψβιεπμιϊ ωμ ξζψη ΰριδ REGIONAL GEOGRAPHY OF EAST ASIA (06912886)
ωε"ϊ
τψετ` ξωδ αψεψ PROF. MOSHEH BRAVER
ιρεγεϊ ιηρι δβεξμιο ωαιο δΰγν μαιο ραιαϊε αξζψη ΰριδ, ιφιαεϊ ξεμ γιπξιχδ ωμ ϊξεψεϊ αξςψλϊ ιηριν ζε. δημεχδ δξγιπιϊ δπεληιϊ ωμ δΰζεψ, βεψξιδ, αςιεϊιδ, ςιξεϊιν θψιθεψιΰμιιν ελμλμιιν δπεαςιν ξξπδ. δψχς δβιΰεβψτι, δτιζι εδΰπεωι, μτςψιν αψξϊ δδϊτϊηεϊ αιο ημχιε δωεπιν ωμ δΰζεψ.
ριο: δςν δβγεμ αιεϊψ τψεω ςμ τπι ξψηαιν αςμι ϊλεπεϊ θαςιεϊ ξβεεπεϊ. δωμλεϊ ϊψαεϊ εξωθψ ΰηιγιν ςμ ΰετι ιηρι δβεξμιο ςν ϊπΰι ραιαδ ωεπιν, ςμ τςψιν αχφα δφξιηδ δλμλμιϊ εγψλι δϊξεγγεϊ ςν ξφαι ξφεχδ. ΰτιεπι ϊδμιλι δΰεψαπιζφιδ εδϊιςεω εδωτςϊν ςμ ϊπεςεϊ ΰελμεριο δτπιξιεϊ. ϊλεπεϊ δξψηαιν εδΰιλμερ ωμ δΰζεψιν δμΰ ριπιιν ωμ ριο.
ιτο: ϊδμιλι φξιηδ λμλμιϊ εξεγψπιζφιδ ξδιψιν αϊπΰι ραιαεϊ βιΰεβψτιεϊ ξλαιγεϊ. δωϊχτεϊ δϊωϊιϊ δθαςιϊ αβιγεμ εαϊτψερϊ δΰελμεριδ, αϊιςεω εαϊδμιλι δτιϊεη δλμμι. αςιεϊ ξχεψεϊ ΰπψβιδ, ηεξψι βμν εξζεο, δϊτϊηεϊ δξψηα δλμλμι διτπι αξζψη ΰριδ.
ΰιπγεπριδ: ξγιπϊ ΰιιν ςπχιϊ ςωιψδ αξωΰαιν ΰκ αψεαδ γμϊ ΰελμεριο. δψχς εδδωμλεϊ ωμ ψιλεζ χιφεπι ωμ ΰελμεριδ φτετδ αΰι β'εδ. βεψξιν ραιαϊιιν μδϊτμβεϊ δΰϊπιϊ δξβεεπϊ ωμ δΰελμεριδ, μτςψιν δβγεμιν αψξϊ δτιϊεη δλμλμι, δηαψϊι εδξιπδμι. αςιεϊ ϊηαεψδ, ξπιςϊ τβιςεϊ ΰχεμεβιεϊ.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
δϊΰθψεο διτπι (08113126)
ωιςεψ 4 ω"ρ
τψετ` φαιχδ ρψτψ
δχεψρ ιςρεχ αδϊτϊηεϊ εαΰρϊθιχδ δςωιψδ ωμ δϊΰθψεπιν διτπιιν ξψΰωιϊν εςγ ιξιπε.
δϊΰθψεπιν δχμΰριιν-- δπε εδχιεβο (ϊΰθψεπι δΰψιρθεχψθιδ), δχαεχι (δϊΰθψεο δςξξι), εδαεπψχε (ϊΰθψεο δαεαεϊ)--δϊβαωε αξωκ δωπιν μρβπεπεϊ ϊΰθψεο ΰιλεϊιιν αιεϊψ. ϊΰθψεπιν ΰμε ιφψε ΰρϊθιχδ ξτεϊηϊ εωτδ ϊΰθψεπιϊ ξβεαωϊ εςωιψδ αλμ ϊηεξι ΰξπεϊ δϊΰθψεο: ξηζεϊ ξεψλαιν εξβεεπιν, ξωηχ θεθΰμι, ςιφεα αξδ ςωιψ, ξεζιχΰμιεϊ ψαδ ελγεξδ, δξωξωιν λξεγμ μηιχει εμιιωεν ςμ ιγι ιεφψιν ψαιν αςιγο δξεγψπι. ξψλιαιδν δωεπιν ωμ ϊΰθψεπιν ΰμε ιπεϊηε, ειιαηπε βν ςμ ψχς δϊψαεϊ, δτιμερετιδ, δδιρθεψιδ, δηαψδ εδΰξπειεϊ διτπιεϊ, ωμΰ ψχ ιφψε ΰϊ δϊΰθψεπιν δΰμε, ΰμΰ βν ξωϊχτιν αδν. αϊηεν δϊΰθψεο διτπι δξεγψπι ιιπϊο γβω μϊΰθψεο δΰεεπβψγ εψιχεγ δαεθε ωδϊτϊηε λΰξπειεϊ ξεγψπιεϊ, δξωχτεϊ ξηΰδ δο ξεμ δξρεψεϊ δϊΰθψεπιεϊ διτπιεϊ δχμΰριεϊ εδο ξεμ δΰξπειεϊ δξχαιμεϊ μδο αξςψα.
δχεψρ ξμεεδ αδγβξεϊ ηιεϊ εαΰξφςι δξηωδ ωεπιν.
JAPANESE THEATRES
The course engages with the development and the rich aesthetics of the various forms of Japanese theatre from its beginnings to the present day. The traditional theatresNoh and Kyogen (the aristocratic theatres), Kabuki (the popular theatre) and Bunraku (the puppet theatre) each consolidated a very developed and rich aesthetic in every element of the theatre, which have served as models for imitation and application by many artists in the modern era. In the field of Japanese modern theatre, emphasis will be placed on the avant-garde theatre and Butoh dance, which reflect a protest against the Japanese theatrical and dance traditions as well as against their parallel Western modern forms. We will analyze all these theatres various components, as well as explore the cultural, philosophical, historical, social and artistic contexts in which these theatre styles were consolidated. The lectures include various illustrative elements such as live demonstrations of acting segments and video clips.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
γιξειιν ξιϊιιν αΰξπεϊ δδεγιϊ (08216711)
ωιςεψ
τψετ` λδο ριξεπδ
ΰξπεϊ ξιϊιϊ αδεγε ξςαιψδ ϊτιρεϊ εξεωβιν ξετωθιν αΰξφςεϊ γιξειιν δπϊτωιν μλΰεψδ λξεηωιιν εχψιΰιν, ΰκ τςπεη ωμ ωτϊ δξιϊερ δηζεϊιϊ ϊμει αμιξεγ ϊτιρϊ δςεμν δδεγι εωΰμεϊ δχιεν, ςμ διαθιε δψαιν εδξεψλαιν. πϊαεπο αϊιΰεψι δπψθια δξιϊι, αδφβϊ δΰμιν, δΰμιν μξηφδ εδωγιν, αζεβεϊ δπΰδαιν δξςθψιν ΰϊ δξχγω εξεθιαιν ξρεψϊιιν περτιν απιριεο μδαιο ΰϊ ξωξςειεϊιδν αδχωψ ϊψαεϊι,ηαψϊι εγϊι.*
Mythical Images in Indian Art
Indian mythic art conveys beliefs and abstract conceptions through images that appear to be concrete and legible, but the interpretation of the visual language of myth is dependent upon the study of Indian concepts regarding the world and questions of existence in its multiple and complex facets. We will view depictions of mythic narrative, representations of the gods, semi-gods and demons, loving couples that ornament the temples, and other traditional motifs in an effort to interpret their significance in cultural, social and religious contexts.
γψιωεϊ χγν:
δςψεϊ: *ωςεψ αριρι μϊεΰψ ψΰωεο εωπι.
αηιπεϊ
δεμιεεγ αξεξαΰι: ηχιιπεϊ εζδεϊ ϊψαεϊιϊ αψΰι δχεμπες δδεγι δτετεμΰψι (08515085)
ρξιπψ
γ"ψ ψεπι τψφ`χ
δεμιεεγ αξεξαΰι: ηχιιπεϊ εζδεϊ ϊψαεϊιϊ αψΰι δχεμπες δδεγι δτετεμΰψι
ϊςωιιϊ δχεμπες δτετεμΰψι ωμ αεξαιι ξπδμϊ γιΰμεβ ΰιπθπριαι ςν δεμιεεγ, μδιθιδ, ΰιχεπεϊ δϊψαεϊ ωαδ εξψλζιεϊδ αζιψδ δχεμπεςιϊ δςεμξιϊ. ρξιπψ ζδ ιςψεκ διλψεϊ ςν ϊςωιιϊ δχεμπες δγεξιππθιϊ αδεγε ζε ωμ ξεξαΰι, ϊεκ γβω ςμ ΰηγ δξεχγιν δθςεπιν εδξψλζιιν ωαδ: δηχιιπεϊ. ξιδν φ'ΰψμι φ'τμιο, ΰμεειρ τψρμι, β'ιιξρ γιο εγξεϊ δτΰν τθΰμ δδεγιιν, ελιφγ δν μεαωιν φεψδ ετεωθιν φεψδ ςμ ξρκ δαγ δδεγι? ΰιμε ϊξεψεϊ ςαψε ςμ ζ'ΰπψιν γεβξϊ δξιεζιχμ εδξςψαεο? ελιφγ δετλιν δςιαεγιν ωμ "θψζο" ε"μιωεο ςν δΰεια" μθχρθιν δςερχιν αωΰμϊ δζδεϊ δϊψαεϊιϊ ωμ δεγε αςιγο δτερθ χεμεπιΰμι? αξψλζ δγιεο δϊιΰεψθι αχεψρ ϊςξεγ αιχεψϊ δρβπεο δηχιιπι ωμ δεξι χ. αδΰαδΰ εδγιπξιχδ δϊψαεϊιϊ ωξτςιμιν ΰμξπθιν ωΰεμιν αϊεκ δϊψαεϊ ωωΰμδ ΰεϊν εαιηρ μϊψαεϊ ωξξπδ πωΰμε. δγιεο ιεψηα μϊδμιλι δλμδ εδγψδ ωαΰξφςεϊν ξπδμϊ ϊψαεϊ δεγε ξωΰ εξϊο ςμ δβγψϊδ δςφξιϊ, ελο μωΰμϊ ΰτωψεϊ δδβγψδ ωμ ϊψαειεϊ.
Hollywood in Mumbai: On Mimicry, Cultural Identity and Hindi Films
This seminar offers an acquaintance with India's dominant film industry, Bollywood, stressing its mimicking strategies and discussing the significance they may bear within postcolonial India. Cultural icons like Charlie Chaplin, James Dean, Elvis Presley, Michael Jackson and the Femme Fatale, as well as full-length features such as the Bollywood adaptations for "Tarzan" and "Sleeping with the Enemy" will serve as a basis for the examination of the charged dialogue with the West and its greatest cinematic epitome Hollywood.
γψιωεϊ χγν: τψε"ρ
δςψεϊ:
αηιπεϊ
χεμπες γψεν χεψιΰπι ηγω (08516685)
ξψ ταμε ΰεθιο
δχεμπες δγψεν χεψιΰπι ζλδ ξΰζ 1998 μβμ ηγω ωμ ρψθιν ειεφψιν ξψϊχιν ωλαωε ΰϊ ςεμν δτρθιαμιν δαιπμΰεξιιν εδτλε μδφμηεϊ χετϊιεϊ βγεμεϊ αΰριδ. ημχ βγεμ ξο δρψθιν δαιΰε μωτδ δχεμπεςιϊ ηιγεωιν ψαιν. δηιγεωιν δαεμθιν ξωϊιιλιν μϊηεν δζ'ΰπψιν εδπψθια, ΰκ ιωπν βν ηιγεωιν ΰρϊθιιν ωχωεψιν μωιξεω αρΰεπγ εαξφμξδ. δχεμπες δχεψιΰπι ιφψ ρψθιν ΰμβεψιιν ωςρχε αξωαψιν δδιρθεψιιν, δϊψαεϊιιν εδτεμιθιιν δψαιν ωμ δξγιπδ, εδεμιγ δο ΰεθψιν αεμθιν (χιν χι-γεχ, τΰψχ φ'ΰο-εεχ, δε ρΰπβ-ρε, αεπβ β'εο-δε, μι φ'ΰπβ-γεπβ) εδο αξΰιν ωμ ωεαψι χετεϊ ωδαιΰε ηιγεωιν πεςζιν μχεμπες ωμ δζψν δξψλζι. δλψδ ωμ δχεμπες δχεψιΰπι δηγω ςεζψϊ μτϊη ΰϊ δηωιαδ δχεμπεςιϊ μλιεεπιν ηγωιν επεςζιν, δξςψςψιν ςχψεπεϊ ωεπιν ωμ δϊιΰεψιεϊ δχεμπεςιεϊ εδϊτιρεϊ δΰρϊθιεϊ δξχεαμεϊ. απερσ, αΰξφςεϊ δρψθιν, δχεψρ ιρτχ ηωιτδ μϊψαεϊ εμδιρθεψιδ δχεψιΰπιεϊ ωϊΰτωψ μλεεο ξαθ ΰμ ΰηϊ δξγιπεϊ δξψϊχεϊ αιεϊψ δχιιξεϊ διεν αξτδ δτεμιθιϊ-ϊψαεϊιϊ δαιπμΰεξιϊ.
γψιωεϊ χγν:
δςψεϊ: λμ ωιςεψ ιεψλα ξωςϊιιν ΰχγξιεϊ ωμ δψφΰδ τψεπθΰμιϊ, αξδμλο ιεφβε χθςι ρψθιν μδγβξδ ςμ τι πεωΰ. απερσ, αϊεν λμ δψφΰδ ιεχψο ρψθ αΰεψκ ξμΰ αδϊΰν μπεωΰ δδψφΰδ. δφτιιδ αρψθ αλιϊδ ΰιππδ ηεαδ.
αηιπεϊ
ΰψλιθχθεψδ αιτο δξεγψπιϊ (08814411)
ωιςεψ 2 ω"ρ
γ"ψ ΰψζ βεμπι ρεμεξεο
δχεψρ ιαηο ΰϊ δΰψλιθχθεψδ εδραιαδ δαπειδ αιτο ξΰζ ωςαψδ μςιγο δξεγψπι [ΰξφς δξΰδ δϊως-ςωψδ] εςγ μζξο δπεληι, ξδπχεγδ ωπλμμ αδ δλμ εδιΰ πλμμδ αλμ.
λημχ αμϊι πτψγ ξΰζεψ δϊψαεϊ δΰριΰπι, ηωεα εξϊβξμ μηαεψ ΰμ ριτεψδ ωμ δΰγψιλμεϊ διτπιϊ γεεχΰ λΰωψ πτϊηδ ξςψαδ ξτΰϊ διγς ωδεΰ ξςπιχ ςμ δηαψδ διτπιϊ εϊψαεϊδ, αβμμ δΰεψ ωξαθ λζδ ωετκ ςμ ξιχεξδ διηρι ωμ ιτο αιο χιφεπιι δϊψαεϊ δξζψηι εδξςψαι, ΰκ βν, εαςιχψ αβμμ ιλεμϊν ωμ δξψηαιν [δξχεξεϊ] μωχσ εμιφεψ ϊπΰι ξεγψπιεϊ. δαιο-ϊψαεϊιεϊ ωμ δξψηα διτπι, ΰν λο, αιηγ ςν πεωΰι ξςψλεϊ διηριν ωαιο ραιαϊ δτψθ εδραιαδ δφιαεψιϊ, εαπιιϊο ωμ δΰψλιθχθεψδ εδςιψ αϊπΰιι ξεγψπιεϊ ιδεε ιηγιε λιεεο λμμι μξδμκ δχεψρ.
δδψφΰεϊ, αμιεει ρψθιν, ηεξψι χψιΰδ εγιεπιι ωιςεψ ιγβιωε ΰϊ δχωψ δθαεψι ωξηαψ αιο ξαπιν εξχεξεϊ μαιο ξψλιαιν ϊψαεϊιιν, ΰιπθμχθεΰμιιν, δχωψιν τεμιθιιν επριαεϊ διρθεψιεϊ ωαδν πεφψε. λγι μςχεα ΰηψ χωψ λζδ πψΰδ, μγεβξδ, λιφγ παπδ δξψηα δξχεξι [αιϊι] εδϊτϊηδ ϊψαεϊ αεψβπιϊ. λξε λο, πρχεψ γψλι ηωιαδ ξωτιςιν επεωΰιν ϊΰεψθιιν λμΰεξιεϊ εξεγψπιεϊ. πλιψ ζψξιν αΰψλιθχθεψδ διτπιϊ ωμΰηψ ξμηξϊ δςεμν δωπιιδ λξθαεμιζν, ρθψεχθεψμιζν εΰψλιθχθεψϊ δβμ δηγω. απερσ, πςψεκ ρχιψδ αιαμιεβψτιϊ εδλψεϊ ςν ςαεγεϊιδν ωμ γξειεϊ ξωτιςεϊ λψιιξεπγ [Raymond], θπβδ [Tange], ΰιρεζχι [Isozaki], ωιπεδψδ [Shinohara] εΰπγε [Ando]; αδχωψ ηαψϊι, πγεο απεωΰιν λξε αϊι δςεαγιν, ϊψαεϊ δξεπιν εφψιλδ. μαρεσ, λγιι μδϊηχεϊ ΰηψ δΰψλιθχθεψδ εδραιαδ δαπειδ αιτο δςλωεειϊ, πρχεψ εππϊη ΰϊ ςαεγεϊιδν ωμ ΰγψιλμιν δωιιλιν μγεψ ιεφψιν φεξη, λζδ ωξφιβ ηερο εδλψδ αγψλι ηωιαδ ωεπεϊ. πςχεα ΰηψ ξβεεο ΰρθψθβιεϊ. ξχιγεγ ωτδ ΰγψιλμιϊ ξχεξιϊ λτι ωξγβιν ΰθμιδ αΰε-εεΰε [Atelier Bow-wow] γψκ ξιπιξμιζν ξζελκ εψζδ ωμ ρΰπδ [SANAA]; ξδηεχιεϊ δϊηεξδ ωμ ξΰχεθε ιεχεξιζε [Yokomizu] γψκ ηχιψϊ δξχψι, πεωΰ ξωτις αςαεγεϊιε ωμ ρε τεβ'ιξεθε [Fujimoto], ΰμ ξςψλεϊ διηριν δξεψλαεϊ αξψηα ωμ ψιε πιωιζΰεεδ [Nishizawa]. ςεγ αδχωψ μΰγψιλμεϊ δςλωεειϊ αιτο, παηο ΰϊ δωτςϊν ωμ λεηεϊ λθλπεμεβιιϊ ξγιδ, ξιϊεβ εϊπεςδ.
ξςαψ μρχψπεϊ εςπιιο απεωΰιε, δχεψρ ΰιπε ξφια γψιωεϊ ξεχγξεϊ εδεΰ ξιεςγ αΰεϊδ ξιγδ μρθεγπθιν ξδξημχδ μΰψλιθχθεψδ, μΰμε δμεξγιν ΰϊ ξζψη ΰριδ εμρθεγπθιν ξξχφεςεϊ ΰηψιν.
γψιωεϊ χγν:
δςψεϊ:
αηιπεϊ
ςωιιϊ ςρχιν ςν ριο εδεγε (12214560)
ωιςεψ
τψετ` ΰψιΰα βγι
ριο εδεγε, ωΰελμεριιϊο ξδεεδ μξςμδ ξωμιω ξΰελμεριιϊ δςεμν ηεεϊ δϊςεψψεϊ λμλμιϊ αδιχτιν αμϊι πϊτριν εξφειεϊ λαψ ξρτψ ωπιν αξψλζ δξβξδ δξλεπδ βμεαμιζφιδ δο ξβγιψεϊ ΰϊ βαεμεϊιδ ωμ δβμεαμιζφιδ, ξξηιωεϊ ΰεϊδ, ξϊγμχεϊ μμΰ δψσ ΰϊ δςιρεχ αδ εξδεεϊ ξεωΰ δϊιιηρεϊ δλψηι μλμ λμλμδ, ΰεμι μλμ βεσ ςρχι. αχεψρ ϊαηπδ ωϊι δξγιπεϊ ξπχεγϊ ξαθ ωμ πιδεμ ςρχιν αιπμΰεξιιν. ατψθ, ιεφβε αχεψρ ξεωβι ξτϊη απιδεμ αιπμΰεξι, ϊιρχψπδ δδιρθεψιεϊ δςρχιεϊ ωμ ριο εδεγε εϊιγεπδ ρεβιεϊ ξψλζιεϊ αςωιιϊ ςρχιν αδο, ϊεκ δγβωϊ ξεωβι διρεγ ωμ δπιδεμ δαιπμΰεξι.
γψιωεϊ χγν:
δςψεϊ: