C9566 - ANTROPOLOGIA DELL'AMBIENTE DELL'IRAN ANTICO

Learning outcomes

The course aims to highlight the relationships between environment and culture in the ancient Iranian world (Persia) and in those regions (from Anatolia to Central Asia) that fell within the spheres of influence of the empires and societies of ancient Iran (Achaemenid, Parthian, Sasanian). Furthermore, from the broader perspective of Environmental Humanities methodologies, themes related to the perception of environmental hazards (famines, earthquakes, plagues) and critical scenarios (social, psychological, economic) spanning from the ancient world to the early Islamic Middle Ages will be addressed.

By the end of the course, the student will:

• Be familiar with the historical, anthropological, epic-folkloric, and literary heritage of a civilization that viewed the environment and the cosmos as spaces of nature and culture, explainable through science, technology, and mythical-religious narratives.

• Learn to understand diverse and interactive cultural universes through a dialogic perspective with other contexts across a broad Eurasian and Indo-Mediterranean area.

Course contents

Nature and Environment between Techniques and Imaginaries in Iranian Cultures

The course will examine the ways in which the environment was perceived, understood, and named in ancient pre-Islamic Iran (7th century BCE - 7th century CE), in relation to both techniques and representations of the world through the spoken and written word (myth, legend, poetry) as well as ritual and religious practices.

Highlighting the symbolic aspects of the environment, the course will explore how nature was safeguarded by a pantheon of deities protecting the ecosystem (terrestrial, aquatic, atmospheric; flora, fauna, minerals). It will analyze how humans propitiated these deities to master and transform their surroundings (tunnels, bridges, canals; buildings, temples, cities), while also producing means of sustenance (pastoralism, agriculture, livestock breeding; hunting) and developing forms of osmosis and collaboration with every living form.

Readings/Bibliography

For the texts, a historical introduction is recommended: J. Wiesehöfer, Ancient Persia, il Mulino: Bologna 2003. Other useful bibliographies will be uploaded to the VIRTUALE website.

Various entries from the Encyclopædia Iranica (in English) will serve as concise presentations, to be used both during lectures and individually by the student.

Given the experimental nature of the course, there are no specific textbooks, but rather a series of documents structured for teachings.

Several entries from the Encyclopædia Iranica (in English) will serve as concise overviews, to be used both in class and for individual study by the student:

https://www.iranicaonline.org/articles/geography/

https://www.iranicaonline.org/articles/geology/

https://www.iranicaonline.org/articles/ab/ [acqua]

https://www.iranicaonline.org/articles/ecology/

A.Piras, Paesaggio geografico e luoghi immaginari nell’Iran mazdeo e nel manicheismo [on VIRTUALE]

A. Piras, Serse e la flagellazione dell'Ellesponto. Ideologia avestica e conquista territoriale achemenide [su VIRTUALE]

A.Piras, Immortali fragranze. Realtà e immaginario del giardino nei testi manichei iranici [on VIRTUALE]

A.Piras, Dall’Irpinia all’Ircania. Mito-metamorfosi del lupo in area euroasiatica [on VIRTUALE]

A.Piras, Gemme, specchi e coppe. Mineralogia, ottica e strumenti predittivi tra Iran antico e Iranislamico [on VIRTUALE]

A.Piras, Environmental Ghosts and Omens in Ancient Iran: Between Care for Life andApocalyptical Terrors [on VIRTUALE]

Non-Attending Students Non-attending students must read the Wiesehöfer manual and the 5 articles listed above, and arrange one or more entries from the Encyclopedia Iranica with the professor.

Students with Specific Learning Disabilities (SLD/DSA). Preparatory bibliography: A. Piras, Paesaggio geografico e luoghi immaginari nell’Iran mazdeo e nel manicheismo [available on VIRTUALE].

Teaching methods

Lessons and discussion of the didactical materials and bibliography.

 

 

Assessment methods

The evaluation of learning will take place through individual interviews.

No distinction will be made between attending and non-attending students as regards the assessment policy.

The student will have to prove that he/she has the basic notions of Ancient Iranian civilisation. On the basis of the lessons attended, the student must be able to contextualise the documentary sources submitted. The test will also involve a precise questioning of all the texts indicated in the bibliographic programme.

EXCELLENT EVALUATION
If the student demonstrates knowledge of the subject, an excellent capacity for exposition and logical connections between different historical-archaeological problems, he/she will obtain the maximum mark (30). If the presentation is excellent, honours will be added (cum laude).

GOOD OR FAIR EVALUATION
Students with basic knowledge who are able to contextualise the materials examined, even if the language used is not always appropriate to the subject, will pass the examination. The awarding of a mark more or less close to 29 will depend on the critical capacity, the methodological autonomy demonstrated during the interview and the fluency of the discourse that the student will be able to organise in response to the questions.


SUFFICIENT EVALUATION
Students whose basic knowledge is not homogeneous and who have little mastery of exposition, but who are able to answer correctly, showing that they have done at least some preparatory work on their notes and/or texts, will be awarded a mark between 18 and 25.


NEGATIVE EVALUATION
Students with a lack of preparation, no ability to analyse the discipline and who have not memorised the bibliography will not pass the exams.

Teaching tools

Discussion of the didactical tools and materials; display of images, videos and power-points

Uploading of didactic tools on the web-page of the teaching.

LABORATORY. The "Laboratory for Ethnohistory of the Iranian and Caucasian Area" displays specific approaches of deepening and seminaries, aiming at developing the student's skills of research and interactions.

Students who are affected by learning disability (DSA) and in need of special strategies to compensate it, are kindly requested to contact the Teacher, in order to be referred to the colleagues in charge and get proper advice and instructions

Links to further information

https://www.iranicaonline.org

Office hours

See the website of Andrea Piras