MA Programme – specialization in Ancient History

The specialization in Ancient History examines the most important questions in the social, economic, cultural, religious, and political history of the Greco-Roman world.

Relying on the knowledge acquired in the BA level courses, the MA training focuses on the genesis of ancient states and their precedents, introducing the students into the theories of political history. From institutional structures to special progress of certain periods, our courses examine the development of several (sometimes fundamentally different) ancient societies and cultures, approaching the issues through various viewpoints and methods.

In “Text” courses, topics are discussed with the help of certain groups of ancient written sources. The aim of the common analysis is, on the one hand, to make students apply their philological and methodological knowledge that they had acquired formerly and, on the other hand, to elaborate on a topic in connection with a given group of sources. In accordance with the profile of the department, the analysis of inscriptions and papyri is significant part of the training.

It is impossible to study ancient history without material sources. In “Object” courses, students get familiar with the sources of lifestyle, including houses, communal places, sanctuaries, and tools of everyday life. Major artistic monuments are also involved, though the courses call attention to the fact that all these monuments can be fully interpreted only in their appropriate historical context.

Specialization in ancient history introduces students to written and material sources of various courses and and to the scientific methodology of their uncovering and analysis. The programme presents scientific accomplishments and opinions, and it intends to enable its students to analyse original sources, to perform scientific research at the highest level, and to write publications and a thesis in their own field of interest.

Topics in ancient history for MA entrance examination (oral)

The Greek Bronze Age

The formation and system of Greek poleis

The birth of democracy from Draco to Cleisthenes

The state of Sparta and its economic foundations

Greco-Persian Wars

Macedonia of Philip II and Alexander the Great

The presentation of a Hellenistic monarchy

Greek religion

Greek military history

The beginnings of the Roman republic

“Roman revolution” from the Gracchi to the death of Caesar

The monarchy of Augustus

Pannonia

Dacia

Reform and state organization under Diocletian

From Constantine to Theodosius: Christianity becoming a state religion

Roman religion

Roman military history

Ancient historiography

Ancient material culture and its written sources

Required reading for MA application

For Hungarian students

Assmann, J.: A kulturális emlékezet. Budapest, 1999.

Havas László (szerk.): Bevezetés az ókortudományba I. Debrecen, 1998.

Hegyi Dolores: Polis és vallás. Budapest, 2003.

Köves-Zulauf T.: Bevezetés a római vallás és monda történetébe. Budapest. 1995.

Mócsy A., Pannonia a korai császárkorban. Budapest 1974.

Németh György: Polisok világa. Budapest, 1999.

Németh György: Görög történelem szöveggyűjtemény. Budapest, 2003.

Németh György - Ritoók Zsigmond - Sarkady János - Szilágyi János György: Görög művelődéstörténet. Budapest, 2006.

For students from abroad

Consult the Department Administration for application information. (eszabo@ludens.elte.hu; 36- 1- 411-65-00/5263)

Courses:

Greek epigraphy: The seminar surveys Greek inscriptions as sources from Linear B and Cypriot syllabary to the emergence of alphabetic writing. It performs a typology of Greek inscriptions, presenting each type through an abundant corpus of texts. We examine inscriptions not only in translation, but also in the Greek original and even in printed or digital images. The relationship of typical writing surfaces and texts of inscriptions are also discussed in depth.

Roman epigraphy: The aim of the course is, on the one hand, to introduce students to methods of epigraphy (types, abbreviations, standard formulae, etc.), on the other hand, to show the value of inscriptions as sources, highlighting the parts of Roman social, military, religious, etc. history that can be understood and examined mainly through the ever-increasing number of inscriptions. The course puts a special emphasis on the examination of Pannonian inscriptions.

Objects and history 1: The job of a historian is to investigate not only written texts but also ancient objects as sources, and the aim of the course is to put this theory into practice. The seminar examines various groups of sources and topics from ancient settlement structure to numismatics and works of art, placing all sources into historic context. Suggested topics e.g. Value as source of ancient sculpture and other applied arts; Interpretation of Greek coins.

Objects and history 2: This course (similarly to Objects and history 1) involves students into the investigation of certain groups of material sources in Roman history. The aim of the common analysis is to enable students to apply material sources in examination of historical problems, elaborating on a given topic. Suggested topics e.g. Roman camp building; Military decorations of the Romans; Material sources of the Roman wars.

Religious history: The course examines certain periods and problems of ancient religions (e.g. Orphism, cults of private life in Rome, etc.), requiring thorough and paradigmatic elaboration of the topic, which is placed into a threefold system: 1) Schools and theories of religious history; 2) Religions of the Mediterranean world; 3) Political, social, cultural, etc. relations of a given time period.

Texts and history 1: The course (similarly to other Texts and history courses) involves students into the investigation of certain groups of ancient written sources. The aim of the common analysis is, on the one hand, to make students apply their philological and methodological knowledge that they had acquired formerly and, on the other hand, to elaborate on a topic in connection with a given group of sources. Suggested topics (that can focus either on cultural, political, intellectual, etc. history) e.g. Foreign policy of Greek tyrants; Servants of Asclepius – healing in antiquity.

Texts and history 2: The course (similarly to other Texts and history courses) involves students into the investigation of certain groups of ancient written sources. The aim of the common analysis is, on the one hand, to make students apply their philological and methodological knowledge that they had acquired formerly and, on the other hand, to elaborate on a topic in connection with a given group of sources. Suggested topics (that can focus either on cultural, political, intellectual, etc. history) e.g. Greek sources to the history of res publica; Rhetoric and history: exempla in political orations; Livius.

Texts and history 3: The course (similarly to other Texts and history courses) involves students into the investigation of certain groups of ancient written sources. The aim of the common analysis is, on the one hand, to make students apply their philological and methodological knowledge that they had acquired formerly and, on the other hand, to elaborate on a topic in connection with a given group of sources.

Texts and history 4: The course (similarly to other Texts and history courses) involves students into the investigation of certain groups of ancient written sources. The aim of the common analysis is, on the one hand, to make students apply their philological and methodological knowledge that they had acquired formerly and, on the other hand, to elaborate on a topic in connection with a given group of sources. Suggested topics (that can focus either on cultural, political, intellectual, etc. history) e.g. Military diplomas as sources of Roman military history; Portraits of emperors in the works of Roman historians; Tacitus; Written sources in the history of Pannonia.

Specialization course in ancient history: This course may be taken by students who intend to focus on certain fields of ancient Greek, Roman or religious history in greater depth.

The aim of the common analysis is, on the one hand, to make students apply their philological and methodological knowledge that they had acquired formerly and, on the other hand, to elaborate on a topic in connection with a given group of sources.