|
|
 |
Rackham: Waltraute & Brunhilde; from an illustrated
edition of Wagner's Ring libretti.
CLCV 3900/3900H: Norse Myth
12:30-1:20 MWF
Central Hall 115
Professor:
James M. Pfundstein, Ph.D.Required Texts:
Shatzel 222
Office Hours: Tuesday 12:30-1:20, or by appointment.
Office phone: 419-372-8278
e-mail: jmpfund@bgsu.edu
web-page: https://blogs.bgsu.edu/pfundblog/syllabi/
Facebook: james.enge
Bluesky: jamesenge
Mastodon: jamesenge@mastodon.sdf.org
under copyright texts with links to Amazon (which is not an endorsement: Barnes & Noble, Thriftbooks, Half Price Books, etc., are all acceptable options)
Byock, J. (transl.) Saga of Hrolf Kraki (Penguin; ISBN 978-0140435931)
Byock, J. (transl.) Saga of the Volsungs (Penguin; ISBN 978-0141393681)
Byock, J. (transl.) Snorri Sturluson: Prose Edda (Penguin; ISBN 978-0140447552)
Heaney, S. (transl.) Beowulf (Norton: 978-0393320978, bilingual version, or 978-0393330106, illustrated version)
Lindow, J. Norse Mythology: a guide to gods, heroes, rituals & beliefs (Oxford; 978-0195153828)
Terry, P. (transl.) Poems of the Elder Edda (Pennsylvania; ISBN 978-0812282207)
e-texts online (public domain/Creative Commons)
Tacitus, Germania (Townshend transl; Methuen, 1894)
https://archive.org/details/tacitusagricolag00taciialaMorris & Magnusson (transl.) Grettir's Saga (Ellis, 1869)
https://archive.org/details/storyofgrettirst00eiriTolkien, Christopher (ed. & transl.) The Saga of King Heiðrek the Wise (a.k.a. Hervǫr and Heiðrek's Saga)
http://vsnrweb-publications.org.uk/The%20Saga%20Of%20King%20Heidrek%20The%20Wise.pdf
Saxo Grammaticus, The Story of Amleth (excerpted by JMP from Elton's translation of the Gesta Danorum: complete text here)
Online
resources:
The single most important resource for the study of Norse myth on the web is Northvegr, a collection of texts and sites for the study of the languages, literatures, histories, and religion of the ancient North.
The
Viking Society for Northern Research is putting all of its
publications online, including many editions and translations
of sagas and the Eddas.
http://vsnrweb-publications.org.uk
The Labyrinth at Georgetown University's website is a repository for studies of medieval Europe in general, and is especially strong for Old English.
The Perseus Project began as an online library of the classical world, but has branched out to include other libraries, including a sizeable assortment of Old Norse and Old English texts.
http://www.perseus.tufts.edu/hopper/collection?collection=Perseus:collection:Germanic
What
is standard
manuscript formatting? For the purposes of this class,
refer to the link below.
https://jamesenge.com/GenericMythArgument.wordformat.pdf
Here's a list of
university resources and policies. I particularly recommend
the resources.
https://jamesenge.com/BGSU.ResourcesAndPolicies.html
etc!
If
you find a good resource, let me know. As this course evolves,
I'll be expanding this section.
Course Expectations:
1. Expectations for Behavior: Abide by Wheaton's Law. For details, see the BGSU Codes of Conduct.
2. Expectations for Learning: This is a survey course in Norse mythology, and will involve readings in translation from a variety of sources (Latin, Old Norse, Old English, etc). By the end of it you should have a good sense of what myth is (as opposed to, say, religion), and what Norse myth is in particular; you will have had a chance to read and write and think about these myths and their applicability to our culture and our time.
Survey courses are, of necessity, somewhat heterogeneous. This means that I'll be covering a lot of topics which may not obviously be related to each other, and also I will use a lot of words like "heterogeneous". You might think of the myths as the members of an extended family. They're not all the same, and none of them are exactly the same. But there is an undeniable organic relation between them, and the more of them you know the more you will see it.
3. About COVID-19 and masking protocols:
Here’s the deal. COVID-19 is a highly communicable and potentially deadly disease, and it's still around. I'm taking the risk of not using a mask in class, for the sake of clarity in my lectures, but if you want to use a mask in class, I urge you to do so. I would certainly do so if I were taking this class rather than lecturing in it.
4. AI Use Guidelines
Don't use generative AI (i.e. chatbots) for the assignments in this class. Setting aside the fact that chatbots routinely violate intellectual property law and are ethically and environmentally unsustainable, the technology does not work as advertised. It cannot cite required sources accurately, for instance (unless it happens to be plagiarizing a source that does). These programs don't create writing based on knowledge; they generate text using statistical probabilities and a very large database, a process that has been described as "stochastic parroting". If you've ever seen a weird autocomplete on your phone, be aware that this is what AI does routinely. It's instantly obvious to anyone who reads carefully, which is one of the things you're paying me to do.
"Aha, Pfundstein!" you may say in the silent precincts of your heart, "how will you know, know for a fact that I used AI? If not, how can you ban it?"
I don’t ban it (except insofar as it’s already banned under the intellectual honesty section of the BGSU code of conduct). But I grade for elements that generative AI can’t provide (e.g. accurate and relevant citations of specific evidence)—not to exclude text generated by chatbots, but because the ability to do that stuff is a sign of actual intelligence (which, despite the name on the label, AI doesn’t have). You could generate a first draft for your paper using a chatbot, then laboriously go in and add references from the required texts. But, of course, to be useful, the references are going to have to be relevant to the argument. You could then rewrite the essay to make it more relevant to the required texts. But, if you’re looking for the quickest and easiest path to success, you might find that it’s just easier to write the damn thing yourself.
"So what do I write about?" is a question I hear a lot, and it’s a reasonable question, especially if you haven’t had a course like this before. Step one is to read the stuff. If you read the texts, you’ll find something interesting or irritating enough to say something about; just say it in print, rather than out loud. I also include topics and questions alongside the reading schedule that may jog something.
Grading:
|
4 quizzes 2 arguments 1 final project |
40% 30% 30% |
Assignments:
Quizzes are strictly objective (true/false, matching, short ID, visual ID, etc) based on the readings and lectures. They'll be administered in class.
Arguments are 500-word (minimum) essays based on the readings, lectures, and discussions as listed in the schedule. They should include a brief thesis statement ("Norse Myths are really about potatoes!"), defended by an argument ("Because potatoes are the only thing that appear in every one of the myths that we saw in this section!") supported by evidence ("[Potato-Myth 1], [Potato-Myth 2], [Potato-Myth 3]," etc.) documented by precise citations ("...on p.375 of the Prose Edda", "in lines 3227-4421 of the Voluspá", etc). You'll submit them online through Canvas. Don't email them to me or send me hardcopies via the US Mail or carrier pigeon, etc.
Cite the source of anything you quote or paraphrase, and always cite as specifically as possible. For a modern book (like Byock's translations) this means page numbers. For poems (like the Eddic poems or Beowulf) this means title name and line numbers. Don't cite sources other than the required readings unless you have some very strong reason for doing so: I want you to show me that you know the assigned material, not that you know how to google something. Do make copious use of the assigned readings. If you've finished the assignment without citing or quoting the required readings, go back in and include citations from these sources.
Use standard manuscript formatting for the arguments and the final project.
The Final Project is a 1000-word paper (submitted via Canvas), which could be a longer version of the argument-style essay, or some other writing project as negotiated with the instructor. But similar standards (e.g. intensive use of the required materials, use of standard MS. format, etc.) apply.
| No makeups given due to absence without prior arrangement with the instructor. |
| No
one can pass the course without passing the final
quiz and turning in the final project. |
| Incompletes will only be issued issued for pressing reasons and by prior arrangement with the instructor. |
| "Outside of a dog, a book is a man's best friend. Inside of a dog it's too dark to read"--Groucho Marx |
| The instructor reserves the right to recognize significant improvement (or decline) in student performance when awarding the final grade. |
| The maximum amount of extra credit which may count towards the final grade = 5% of the total course points. |
| The syllabus is subject to change at the discretion of the instructor; changes will be announced in class and posted on-line. |
SCHEDULE
| CLASS DATES | READING ASSIGNMENT | TOPICS |
ARGUMENTS (illustrative, not exhaustive) |
ASSIGNMENTS
& HOLIDAYS |
| Week 1 August 26, 28, 30 |
Tacitus, Germania chs.
7-10,
39-40,
42 Lindow: Introduction, Interpretatio Romana, Interpretatio Germanica, Tuisto, Mannus, Matres and Matronae, Regnator Omnium Deus |
What myth is
(and isn't: namely, religion). Kinds of myth What Norse myth is (and isn't) Social, linguistic, and historical context for Norse myth Sources for Norse myth |
(attack or defend) There is no Norse myth, really. The study of myth is inherently political. |
|
| Week 2 ---, September 4, 6 |
Snorri's Edda: Gylfaginning sections 1-19 (Gefjun; Gylfi & the Aesir; Norse cosmology and cosmogony) Völuspá (and Terry's notes, pp.8-10) Lindow: Ginnunga-Gap, Niflheim, Audhumla, Ymir, Búri, Bestla, Odin, Hoenir, Lódur, Vili and Vé, Ask and Embla |
The beginning of the world Indo-European parallels The first gods The universe and its inhabitants Law vs. Chaos |
(attack or defend) The Norse story about the universe is neither a creation myth, nor a succession myth. Snorri is too prejudiced to give an accurate version of Norse myth. Tolkien was a plagiarist. The Völuspá is a Christian myth. |
September 2: Labor Day (no classes) |
| Week 3 September 9, 11, 13 |
Snorri's Edda: Skaldskaparmal 1-3 (Thjazi, Skaði, & the Aesir; Kvasir & Suttung; the Mead of Wisdom; Hrungnir; the dwarves make the gods' treasures; Aegir) Elder Edda: "Skirnir's Journey" Lindow: Time, Njörd, Skadi, Frey, Freyja, Æsir-Vanir War, Heimdall, |
The Norse
pantheon(s): the Aesir and the Vanir. The problem(s) of Loki. Loki's children. Female gods in a patriarchal society. Epic vs. saga. |
(attack or defend) Loki was one of the Aesir. Freya was not one of the Aesir. Asgard is doomed to fall because it is founded on dishonesty. |
|
| Week 4 September 16, 18, 20 |
Snorri's Edda: Skaldskaparmal 3-6 Snorri's Edda: Gylfaginning sections 33-43 Elder Edda: "Sayings of the High One", "The Lay of Vafthrudnir", "The Lay of Grimnir", "The Lay of Alvis" Lindow: Hávamál, Vafthrúdnismál, Grímnismál, Alvísmál, |
Gnomic verse. Odin the Guest. The wisdom of Thor. |
(attack or defend) There is more than one Odin, but only one Thor. The Vanir and the Aesir were originally the gods of different nations. "Dwarf" is not the correct translation of "Svartalf". |
Monday September 16: Quiz 1 (readings & lectures weeks 1-3) |
| Week 5 September 23, 25, 27 |
Snorri's Edda: Gylfaginning
44-50 Elder Edda: "The Lay of Harbard", "The Lay of Hymir","The Lay of Thrym" Lindow: Thor, Hymir, Loki, Lopt, Logi, Thrymskvida, Útgard, Útgarda-Loki |
Adventures of
Thor and Loki. Folktale as a type of myth. |
(attack or defend) Myth is multiform, so modern versions of the Norse myths (e.g. the Marvel Thor) are okay. Myth is multiform, but modern retellings of medival stories are not truly myths. |
Friday September 27 (11:59 PM): Argument 1 (readings & lectures weeks 1-5) |
| Week 6 September 30, October 2, 4 |
Elder Edda: "Lokasenna",
"Balder's Dreams" Snorri's Edda: Beguiling of Gylfi 49-53 (the death of Baldr and the punishment of Loki; Ragnarokr & afterwards) Lindow: Lokasenna, Hermód, Ragnarök, Garm, Týr, Fenris, Midgard's Serpent, Hel |
The
monstrification of Loki. The death of Baldr. Heroism and doom. Ragnarokr. Gods, ghosts, and other mortals. The afterlife: where do ghosts go? |
(attack or
defend) The Norse gods are more heroic than than the gods of other pantheons. (We're looking at you, Olympians.) |
|
| Week 7 ----, October 9, 11 |
Snorri's Edda:
Gylfaginning, Prologue & 54-55:
in which Snorri denies everything |
Euhemerism:
where history and myth overlap Snorri's Edda: preservation or distortion? |
(attack or defend) Snorri was a Christian propagandist trying to subvert the ancient Germanic religion. Snorri was a crypto-heathen, trying to keep the ancient Germanic religion alive. |
October 7-8: Fall Break (no classes) Friday October 11: Quiz 2 (readings & lectures weeks 4-7) |
| Week 8 October 14, 16, 18 |
Beowulf Grettir's Saga (chs. 32-35, chs. 64-66) Elder Edda: "The Lay of Volund", "The Mill Song" Snorri's Edda: Skaldskaparmal 8 |
epic
(booklength poem) vs. saga (booklength prose) The theory and practice of monsters. The monster and the hero. |
|
|
| Week 9 October 21, 23, 25 |
Beowulf (concluded) Grettir's Saga (chs. 32-35, chs. 64-66) Elder Edda: "The Lay of Volund", "The Mill Song" Snorri's Edda: Skaldskaparmal 8 |
Monster or
momster? Doublets and parallels. The cauldron of story. Can heroes be villains? Euhemerism: threat or menace? |
(attack or defend) Beowulf's epic is Christian propaganda. Beowulf's epic is heathen propaganda. Grettir is the monster; Glám is the hero. Beowulf is a failure as a king. Wiglaf is a great name. Pessimism is the basic mood of Northern mythology. |
|
| Week 10 October 28, 30, November 1 |
Hervǫr & Heiðrek,
Hervǫr & Heiðrek, Appendix A, p.68
(starting with "When Svafrlami heard..."); then
sections 1-10 Elder Edda: "The Waking of Angantyr" |
The king and
the hero. Section 11 of Hervǫr & Heiðrek was not written by the person(s) who wrote the rest of the saga. Is Hervǫr a shield-maiden? Amloði vs. Hamlet |
(attack or defend) The more magic in a story, the less heroism there is. The more heroes there are in a story, the less heroism there is. Shakespeare's Hamlet is better than Saxo's Amleth/Amloði. |
Friday November 1 (11:59 PM): Argument 2 (readings & lectures weeks 6-10) |
| Week 11 November 4, 6, 8 |
Hrolf Kraki's Saga:
intro through section 12 (pp.vii-24) Snorri's Edda, Skaldskaparmal 9 |
Shape-changers
and heroes. King Arthur vs. King Hrolf. |
(attack or defend) The purpose of heroic stories is to show us how to live. The purpose of heroic stories is to show us how to die. |
|
| Week 12 ---, November 13, 15 |
Hrolf Kraki's Saga: sections 13-23 (pp.24-78) Snorri's Edda, Skaldskaparmal 9 |
The company of
heroes. Tragedy and heroism. Ancient epic and modern noir. |
(attack or defend) If the end of a story is not fated, it is not tragic. Sam Spade was a Viking. |
Friday November 15: Quiz 3 (lectures & readings weeks 8-12) |
| Week 13 November 18, 20, 22 |
Snorri’s Edda, Skaldskaparmal
7 (The otter’s weregild and Sigurd the dragon
slayer) Elder Edda: "Helgi" poems through "Grief of Gudrun" (pp. 104-144) The Saga of the Volsungs, intro, & sections1-44 |
Fantasy and
mythology. Dragons: a modest proposal. Toxic maculinity--or toxic femininity? Revenge and civilization: can they co-exist? Were the medieval Germanic peoples barbarians? |
(attack or defend) The Saga of the Volsungs was written by a woman. The Saga of the Volsungs is more like science fiction than fantasy. No reasonable person wants to be a hero. The stories that people tell show what kind of culture they have. If you successfully steal something, it's yours. Some crimes can't be forgiven; they must be avenged. Sigurð the Dragonslayer is not really the same guy as the Sigurð who married Gudrun. |
|
| Week 14 April 15, 17, 19 |
Elder Edda: (pp.145-240) Snorri's Edda, Skaldskaparmal 10 |
Types of
mythology: how many are there? The fight of the Hjadnings. Eternal war: a myth (as in Snorri Skaldskaparmal 10) or a reality for the Middle Ages? |
Heroes must be imperfect because all people are imperfect. Heroes must be perfect, or people will have nothing to aspire to. |
|
| Week 15 December 2, 4, 6 |
Saxo, Amleth | Heroes and heroines: are they different (apart from gender)? Region is belief and practice. Mythology is stories. (That's Day 1 stuff, but people need a reminder toward the end, sometimes.) |
(attack or defend) Shakespeare's Hamlet is better than Saxo's Amleth/Amloði |
Friday December 6: Quiz 4 (lectures & readings weeks 13-14) |
| Finals Week December 9-13 |
-------------------- | -------------------- | -------------------- | Final
Project Due: Friday December 13 (11:59 PM) |