University Interdisciplinary Studies UIS 180 Western

University Interdisciplinary Studiesuisc 180 Aucw 180western Heritag

University Interdisciplinary Studies UISC 180 (AUCW 180) Western Heritage: Humanities Everything has been figured out except how to live. -- Jean-Paul Sartre Overview Unless the members of this section of 180 Humanities is surprisingly different from those that have preceded it in recent years, most of you are majoring in one of the expanding areas of engineering – more than half of you – with a few in such areas as business or one of the medical related therapies, with only two or three majoring in music or theater or art, or psychology. So, as it has often been observed, courses such as this in the newly labeled UISC Curriculum (formally known as All University Curriculum) are what certifies the University of Hartford as a liberal arts institution.

In short, we are composed of courses that focus primarily on thinking rather than content. Like other courses which make up the University of Hartford's UISC Curriculum, UISC 180 has a specific focus: a brief and limited consideration of what it has meant to be a human being in the Western world since the dawn of the written word. Our attention will be directed to beliefs, behaviors, and social principles that can be said to be uniquely Western that we have inherited from the dawn of history to the present. Because of this rather narrow focus on the Western traditions, our analysis of the literary works considered in this course will give scant attention to the ancient Eastern religions and cultures.

Primary Readings The Epic of Gilgamesh, Stephen Mitchell version, Free Press The Joseph Story , Genesis: 37-50 Sophocles, Oedipus Rex, Fagles translation ________ Antigone , Fagles translation Shakespeare, Othello Bolt, A Man For All Seasons, Vintage Objectives I have selected for analysis from literature and history six exceptional and noteworthy depictions of human behavior in six major titles beginning with The Epic of Gilgamesh, the oldest known story in Western literature, and concluding with Robert Bolt's A Man for All Seasons, a twentieth-century dramatic depiction of the moral and political conflicts which culminated in the martyrdom of Sir Thomas More during the reign of Henry VIII in Sixteenth Century England.

In our search for the human qualities that characterize us all, our approach will be to examine the actions and behaviors of each of the central characters of these works, particularly the ways each addresses three of Life's fundamental questions: 1. From where did I come? 2. What is, or should be, the purpose of my relatively brief existence? 3. What lies after my inevitable death? And finally: To what extent and in what respects are responses to these three questions interrelated -- for us today, as well as for the individuals in the works considered? From our examination of our six characters' responses to these timeless questions will emerge patterns of what I have chosen to call "heroic examples," patterns of behavior that, while in many respects most human, set these six figures apart from most more ordinary human beings. Briefly, therefore, one could say that this course has been designed in an attempt to reflect traditional Western values, beliefs, and behaviors through an examination of six heroic examples from history and literature that will, with luck, evoke in each of us unique possibilities for heroic action and behavior in these opening decades of this new millennium.

We will be particularly interested in possible contemporary applications of these ancient beliefs and behaviors to the rapidly changing technological and cultural world in which we live. Procedures Let me assure you I fully appreciate your dilemma as a struggling undergraduate in this so-called liberal arts university, facing too much to do and, as you perceive it, inevitably too little time and energy to accomplish what must be done. With these thoughts in mind, I offer the following observations, suggestions and directives: · Keeping up with the reading schedule will be vital to success in this class. Various assignments – particularly your maintenance of a continuous reading journal and your posts made to discussion boards – will have deadlines that must be met.

Although you will not always be able to complete the reading assignments thoroughly, an earnest effort to complete them is in order. · Have the courage -- or, at least, don't be reluctant -- to reflect your intelligence and your intellectual curiosity in our class discussions and on the Discussion Boards. For those of you with reticent personalities who are generally reluctant to participate actively in regular classroom discussions, online discussions will appear ideal. Faceless responses, because they must be both written and read carefully, are often more powerful and persuasive than even the best give-and-take in a traditional classroom. · Although an online system such as Blackboard, or the Internet and the devices through which we connect to it, are extraordinarily resourceful, they are at the same time potentially fraught with malfunctions . Various problems are certain to arise, though I trust they will be minor and short-lived: in our computers, printers, software, and the great Blackboard (so central to our operation) itself. Nevertheless, such legendary retorts as “my computer ate my homework” or “I’ve been having computer problems” will not serve as an excuse for prior planning and resourceful actions. About every third or perhaps fourth class meeting will be held online – usually devoted to a quiz re the assigned reading and a specific discussion topic. · Clearly, with the evolution of the Internet over the past few decades, a study of the six readings and the objectives I’ve outlined above can be achieved independently by any serious student without the services of someone like me. Because the Internet provides the largest and most easily accessible reservoir of information ever made available to the human race, for serious study one need only embrace its riches. Essentially every text we will be analyzing can be accessed there – along with apparently unlimited commentaries, study guides, plot summaries, “cheat sheets” of seemingly infinite varieties, etc. Nevertheless, to put it simply: we will rely on the Internet extensively and seriously. · Finally, not to sound too sarcastic, if you are addicted – even more than I -- to your social-networking tools to the degree you are unable to separate yourself from them for seventy-five minutes, search for another class, or just think of this class as a type of academic rehab . No laptops, cell phones, or text-pod-pad toys during the class, please. Obviously, if you absolutely have to make an important call, simply just exit the room and make it. · To my mind, venturing out early on a cold early morning to attend a “class” where your time is spent simply monitoring your messages and/or Facebook is simply idiotic. Though online courses will apparently be a key feature of the future, will their ubiquitous presence be an enhancement to student engagement, or will it be a curse? I’ve posed the question to you already on the first day of classes: If everything you need for a course such as this is available on the Internet, what becomes of the activities of the traditional class?

Paper For Above instruction

The scene from “A Man for All Seasons” that I find most meaningful and significant is the confrontation between Sir Thomas More and King Henry VIII in Act II. This scene encapsulates the core moral conflict of More’s character—the tension between his unwavering commitment to his conscience and the king’s authority and demands. The scene effectively illustrates the themes of integrity, loyalty, and personal conviction, which are central to understanding More’s heroism and the broader moral questions posed by the play.

In this pivotal moment, More refuses to endorse the King's divorce and break from the Catholic Church, despite intense pressure and personal risk. The dialogue intensifies as Henry VIII attempts to persuade More, appealing to political loyalty and personal survival. More’s steadfast response highlights his internal moral compass—a defining trait that elevates him beyond ordinary human behavior into the realm of heroic virtue. The scene’s significance is heightened by Bolt’s dramatic staging, which showcases More’s moral strength amid chaos and authority’s coercive power.

Analyzing this scene reveals its deep engagement with the play’s overarching themes of moral integrity and resistance against tyranny. More’s principled stand, despite the threat of execution, embodies the essence of heroism rooted in moral conviction. It underscores the importance of standing by one's beliefs in the face of overwhelming pressure—an enduring lesson relevant today in our political and social contexts.

Furthermore, this scene enhances the play’s significance by illustrating the complexity of human motives and the profound courage required to uphold moral principles when faced with grave danger. Bolt’s portrayal invites viewers to reflect on the nature of true heroism and the importance of moral resilience, making it a memorable and meaningful moment that embodies the timeless struggle between conscience and authority.

References

• Bolt, R. (1960). A Man for All Seasons. Vintage International.
• Mitchell, S. (1981). The Epic of Gilgamesh. Free Press.
• Fagles, R. (1982). Sophocles: Oedipus Rex and Antigone. Penguin Classics.
• Shakespeare, W. (1992). Othello. The Arden Shakespeare.
• Genesis: Chapters 37–50. The Holy Bible, New International Version.
• Woolf, V. (2002). Western Traditions in Literature. Oxford University Press.
• Schneid, B. (2014). Literature and Morality: The Role of Ethics in Literary Works. Routledge.
• Bloom, H. (1999). The Western Canon: The Books and School of the Ages. Harcourt Brace & Company.
• Nussbaum, M. C. (2001). Upheavals of Thought: The Intelligence of Emotions. Cambridge University Press.
• MacIntyre, A. (2007). After Virtue: A Study in Moral Theory. University of Notre Dame Press.