Course title | Lectures by Visiting Professors 2 |
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Course code | KHI/LVP2 |
Organizational form of instruction | Lecture + Seminary |
Level of course | Bachelor |
Year of study | not specified |
Semester | Winter and summer |
Number of ECTS credits | 5 |
Language of instruction | English |
Status of course | Compulsory-optional |
Form of instruction | Face-to-face |
Work placements | This is not an internship |
Recommended optional programme components | None |
Lecturer(s) |
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Course content |
National Identities in Europe, prof. Hugh Agnew Week One: Europe in the 18th Century: Societies and Their Identities This week's readings focus on Europe before the French revolution. The Sheehan chapter provides a thorough introduction to society in German-speaking Central Europe, which mutatis mutandis may be taken to resemble the situation in other parts of Europe, too. What kind of "identity" would people living in these social conditions likely have? The article by Pauline Kra surveys the term "national character" as used by representative French-writing philosophes of the 18th century, tracing some interesting developments in its meaning. The primary sources consist of extracts from Bolingbroke's writings dealing with the theme of "patriotism," and the definition of patrie from Voltaire's "Philosophical Dictionary." Week Two: Culture and the Intellectual Origins of Nationalism There are two secondary readings, the next chapter from Sheehan's book on Germany dealing with culture, and the final chapter of Peter Burke's Popular Culture in Early Modern Europe, dealing with popular culture and social change. The primary sources include extracts from Johann Gottfried Herder's Ideas for a Philosophy of History of Mankind, which was highly influential in his day and thereafter, especially in Central Europe (though it was translated into English as early as 1800). From the Central European region come the other three primary sources, two from the genre of "defenses of the language" (one Czech and one Hungarian/Magyar), and another text with a somewhat different slant dealing with the Romanians of Transylvania, then the easternmost part of the Kingdom of Hungary and part of the Habsburg Monarchy (not the Holy Roman Empire, but the family possessions). Week Three: The French Revolution, Napoleon, and Nationalism Our readings this week explore aspects of the reaction of other European peoples and societies to the impact of long years of conflict, culminating in the overthrow of Napoleon and the "restoration" of a conservative European order that was based on legitimacy, equilibrium, and reciprocity. Napoleon's military successes had indeed turned the "world upside down," and in many parts of Europe resistance to Napoleon took the form of a reaction against a French "other" and an assertion of one's own national distinctness. This week we will read a brief survey by Michael Rowe, chapter 7 from the Oxford Handbook of the History of Nationalism; the introduction and chapter 7 from Linda Colley's Britons; and two articles, one focusing on Dutch resistance to Napoleon, and one on the German resistance. For primary sources we have two excerpts from a series of address by the Berlin-based philosopher Johann Gottlieb Fichte "To the German Nation," presented under the impact of Napoleon's crushing of Prussia's military might at the battles of Jena and Auerstadt in 1806. The stirring poem "Where is the German's Fatherland?" was written in 1813 by Ernst Moritz Arndt, wholike Fichtewas reacting to the experience of military and political defeat at French hands, and it rapidly became one of the anthems of German nationalism. The Polish poet, émigré, and politician Józef Wybicki provides an alternative view of Napoleon and his impact in the "Dąbrowski Mazurka," which is today the Polish national anthem. The attitude of the Restoration era governments was expressed by the Austrian foreign minister, Prince Klemens von Metternich, in a memorandum he prepared for the Russian Tsar in 1820.
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Learning activities and teaching methods |
Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming) |
Learning outcomes |
This is a course on the history of nationalism and national identity in Europe. Our aim will be to explore nationalism in its historical context, but to avoid seeing it through the lens of the national histories of this or that country. We will also avoid using the categories of practice of nationalist activists as our categories of analysis. While the exact starting point for such an exploration may be arguable, for this course we will "begin" roughly in the latter part of the eighteenth century, and focus on national identity and nationalism as idea, politics, and sentiment in the eras of the French Revolution and Napoleon, of nation-state building in the nineteenth century, of imperialism (including exploring racism and fascism), of the inter-war years of the 20th century, and finally end with some attention to nationalism and national identity in Europe in the contemporary era. The course will not be primarily a lecture course, but instead will be based on discussion. As such it is imperative that each student attend every class, read the assigned material (and think about it!), and come prepared to participate in discussion. Participation will be part of your final grade. The rest of your grade will be determined by the scaffolded written assignments explained below.
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Prerequisites |
Students' comprehension level of English language: B2 or above.
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Assessment methods and criteria |
unspecified
Lectures: while my goal is to make the class as interactive as possible, there may be moments when I will need to shift in the "lecture" mode to provide necessary context for the sources (whether primary or secondary) that we are reading. - Readings: The course uses two sorts of readings: secondary and primary sources. For each weekly topic I will provide a selection of articles or chapters discussing the week's themes, supported by primary documents. Both types of reading are essential to the class and form the backbone of the course material. - Discussion: The major teaching method for the course will be class discussion (subject to the qualification listed above under "lectures"). A discussion class depends on the efforts of every member of the group to read, think about, and form ideas about the readings. I will provide handouts suggesting ways to approach secondary and primary source readings. - Writing assignments: There are five writing assignments in the class "scaffolded" so that each one builds towards the next, culminating in your final paper. You will produce two brief secondary source critiques, an annotated bibliography for your research paper, a rough draft of your research paper, and the final, polished version of your research paper. |
Recommended literature |
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Study plans that include the course |
Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
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Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): Teaching History for Secondary Schools and Higher Primary Schools (NA22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): Teaching History for Secondary Schools and Higher Primary Schools (NA24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): Histrory (2019) | Category: History courses | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): Euroculture (2023_N24) | Category: Philosophy, theology | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): Euroculture (2023_S24) | Category: Philosophy, theology | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): Archive Studies (2019) | Category: History courses | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): History (2019) | Category: History courses | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): History (2019) | Category: History courses | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): Euroculture (2023) | Category: Philosophy, theology | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): Euroculture (2019) | Category: Philosophy, theology | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): Teaching History for Secondary Schools and Higher Primary Schools (NA23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): Teaching History for Secondary Schools and Higher Primary Schools (NA22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): Teaching History for Secondary Schools and Higher Primary Schools (NA24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): History (2019) | Category: History courses | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): History (2019) | Category: History courses | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Arts | Study plan (Version): History (2019) | Category: History courses | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): Teaching History for Secondary Schools and Higher Primary Schools (NA23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
Faculty: Faculty of Education | Study plan (Version): History with Emphasis of Education Aspects (BB21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |