Questions of Ancient History

Teacher(s)

Latteur Olivier (compensates Van Haeperen Françoise); Van Haeperen Françoise (coordinator);

Language

French

Prerequisites

The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.

Main themes

Attentive to spatial and temporal changes, the course will be based on a documentary corpus available in translation. It will develop, for Antiquity, the knowledge of institutional frameworks, in the sociological sense of the term: constituted by a set of tasks, beliefs, rules, practices and behaviours instituted between people, these institutional frameworks have a particular purpose and a certain stability over time. These institutions can be political, social, religious, economic, cultural and religious. Their knowledge is essential for research on Antiquity and will introduce them to recent historiographical problems and methods.

Learning outcomes

At the end of this learning unit, the student is able to :
1	At the end of this course, the student will be able to place an institution (considered in a broad sense) in its political, ideological, economic, social and cultural context, to analyse its skills and functioning, and to identify the actors involved, for Antiquity. It will also be able to place in their historiographical context the questions currently being debated by the research.Méthode

Bibliography

Bibliographie indicative (thématique principale) :
DAVOINE, Charles, La ville défigurée. Gestion et perception des ruines dans le monde romain (Ier siècle a. C. – IVe siècle p. C.), Bordeaux, Ausonius, 2021.
SCHNAPP, Alain, Une histoire universelle des ruines. Des origines aux Lumières, Paris, Seuil, 2020.
SCHNAPP, Alain (dir.), World Antiquarianism. Comparative Perspectives, Los Angeles, Getty Institute, 2013.

Faculty or entity

EHAC