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EUS 305 • Intro To European Studies

36160
Meets TTH 12:30PM-2:00PM CLA 0.104
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COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 


EUS 306 • Muslims In Europe

36165 • Merabet, Sofian
Meets TTH 11:00AM-12:30PM SAC 4.118
(also listed as ANT 310L, ISL 311)
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Based on the comparative approach between contemporary France and Germany, this interdisciplinary course examines the ways in which official Muslim identity has been negotiated and coopted institutionally by the state. Drawing on textual and visual materials in debates about religion, morality, and leadership, the course explores the interplay of cultural, social, political and economic factors in shaping current debates around the subject of an officially envisaged European Muslim identity. The class is intended to expose students to ethical issues pertaining to religious identity formation in two countries of the European Union. While the perspective of this course will be primarily anthropological, it will also be informed by historical, sociological, and legal approaches. Special attention will be paid to the history and controversies surrounding two institutions and their leadership, the French Council of the Muslim Faith, which was intended to serve as an official interlocutor with the French state in the regulation of Muslim religious activities, and the Muslim Coordination Council in Germany, which was founded in the wake of the first German Islam Conference in 2007. Moreover, in an effort to apply ethical reasoning in real-life situations, we will work to grasp the similarities and differences regarding everyday religious politics of ethics and leadership among Muslims living in France and Germany today, especially as these are shaped by historical processes associated with colonialism and nation-state-building as well as by the power of representations mobilized in a global world. 


EUS 307 • Grimms' Fairy Tales

36170 • Pierce, Marc
Meets TTH 2:00PM-3:30PM RLM 5.120
(also listed as C L 305, GSD 310)
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Description:

This course focuses on one of the most popular works of German literature, the Kinder- und Hausmärchen of the Brothers Grimm.  After a biographical introduction, we will spend the bulk of the term reading and discussing tales from the Grimms’ collection, as well as some of the relevant secondary literature.  We will address questions like the following: In what cultural context did Jacob and Wilhelm Grimm collect their fairy tales?  Do the tales really reflect Germanic culture, or have they been revised in line with the Grimms’ personal beliefs?  Do the tales advocate any specific values (“the moral of the story is…”)?  We will also look at possible interpretations of the tales from different theoretical perspectives (feminist, psychoanalytic, etc.).  Knowledge of German is not required, as all readings and discussions are in English.

 

Readings:

  • Jack Zipes (editor and translator), The Complete Fairy Tales of the Brothers Grimm [available at the University Co-Op.]
  • Various secondary readings, which will be made available as PDFs on the course Canvas site.  I expect you to print out the readings, work with them, and bring them with you to class for discussion.

 

Grading scheme:

  • Papers:            20%
  • Tests:              60%
  • Participation:   10%
  • Quizzes:          10%

EUS 346 • Anti-Semitism In Hist & Lit

36235 • Hoberman, John
Meets TTH 2:00PM-3:30PM GEA 114
(also listed as C L 323, GSD 360, J S 364)
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Description:

The origins of Western (Christian) anti-Semitism can be traced to the Gospel of St John in the New Testament, which stigmatizes the Jews as “the children of the Devil.” Anti-Semitism thus originates in the religious feud that gradually intensified between the Jewish community and the followers of Jesus Christ. The early Church Fathers denounced the Jews using the most violent language, and a pattern was established. The first part of the course consists of an examination of the Christian critique of the Jews through the Middle Ages.

The second part of the course focuses primarily on the development of an intensified anti-Semitism in Europe during the 19th and 20th centuries, culminating in the Holocaust in Europe. Literary texts by Henri de Montherlant, Somerset Maugham, Aharon Applefeld, Ernest Hemingway, and Georges Perec are used to explore the nature of anti-Semitic perspectives on the Jews as a group or “tribe.” The course covers anti-Semitic developments up to the present day.

 

Selected Readings:

  • Ashley Montagu, "Are 'the' Jews a Race?" in Man's Most Dangerous Myth: The Fallacy of Race (1974): 353-377.
  • Léon Poliakov, "The Fateful Summer of 1096," in The History of Anti-Semitism, Vol. 1 (1974): 41-72. 
  • Léon Poliakov, "Activated Anti-Semitism: Germany," in The History of Anti-Semitism, Vol. 1 (1974): 210-245.
  • Joshua Trachtenberg, The Devil and the Jews (1943): 11-52.
  • David I. Kertzer, "Introduction," in The Popes Against the Jews: The Vatican's Role in the Rise of Modern Anti-Semitism  (New York: Alfred A. Knopf, 2001): 3-21.
  • George L. Mosse, "Eighteenth-Century Foundations," "The Birth of Stereotypes," "Nation, Language, and History," in Toward the Final Solution (1978): 1-50. 
  • John M. Efron, "The Jewish Body Degenerate?" in Medicine and the German Jews: A History (2001): 105-150.
  • Maurice Fishberg, "Pathological Characteristics," in The Jews: A Study of Race and Environment (1912): 270-295.
  • Somerset Maugham, “The Alien Corn” (1931).
  • Henri de Montherlant, “A Jew-Boy Goes to War” (1926).
  • Jean-Paul Sartre, Anti-Semite and Jew (1946): 7-54.
  • Michael H. Kater, “Everyday Anti-Semitism in Prewar Nazi Germany: The Popular Bases” (1984): 129-159.

 

Grading:

  • Examination #1  — 20% of grade
  • Examination #2 — 20% of final grade
  • Paper #1 (4 pages) — 10% of final grade
  • Paper #2 (4 pages) — 10% of final grade
  • Paper #3 (10 pages) — 40% of final grade

EUS 346 • Enlightenment & Revolution

36260 • Vaughn, James
Meets T 5:00PM-8:00PM GAR 2.128
(also listed as CTI 375, HIS 350L)
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This seminar course examines the relationship between the intellectual project of the Enlightenment and the political and social transformations that unfolded in western Europe and North America from the beginnings of the Dutch Revolt in the 1560s to the decade following the Paris Commune of 1871.  What was the connection between intellectual enlightenment and social-political revolution in the West?  The central theme of the course is the contemporary intellectual comprehension of far-reaching social, political, and economic change.  The seminar sessions involve close readings and extensive discussions of the writings of major European intellectuals who sought to understand, analyze, and criticize the upheavals and transformations taking place around them.  Authors read and discussed include Hugo Grotius, René Descartes, Thomas Hobbes, John Locke, Bernard Mandeville, Jean-Jacques Rousseau, Adam Smith, Immanuel Kant, Benjamin Constant, G. W. F. Hegel, John Stuart Mill, and Karl Marx.

Texts:

René Descartes, Discourse on Method and Meditations on First Philosophy (Hackett, 2011).

John Locke, Political Writings (Hackett, 2003).

Bernard Mandeville, The Fable of the Bees and Other Writings (Hackett, 1997).

Jean-Jacques Rousseau, The Basic Political Writings (Hackett, 1987).

Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (Univ. Chicago Press, 1977).

Immanuel Kant, Perpetual Peace and Other Essays (Hackett, 1983).

Benjamin Constant, Political Writings (Cambridge Univ. Press, 1988).

G. W. F. Hegel, Introduction to the Philosophy of History (Hackett, 1988).

Robert C. Tucker, ed., The Marx-Engels Reader (W. W. Norton, 1978).

Grading:

1. Class attendance and participation – 30% of final grade.

2. Weekly reading responses – 20% of final grade.

3. Mid-term analytical essay – 20% of final grade.

4. Final analytical essay – 30% of final grade.


EUS 346 • Europn Immigratn Texas 19th C

36240 • Kearney, James
Meets TTH 9:30AM-11:00AM GEA 114
(also listed as AMS 321, GSD 360)
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Description:

In the nineteenth century waves of immigrants from several Central and Northern European countries altered the demographics of Texas significantly while accelerating both economic and agricultural development of the republic and (later) state. Painted churches, dance halls, sausage festivals, etc. still speak to the cultural legacy of these immigrants in large swaths of Texas while, amazingly, pockets of diglossia still survive after several generations. The immigrant story often intertwined with larger themes of Texas history such as frontier, Native Americans, and slavery. Contrasting attitudes and values led to conflict at times, especially during the Civil War, since many of the immigrants openly opposed secession and/or slavery. 

This course will examine both the push—the causes of European emigration—and the pull—the attraction of Texas as a destination. The goal is to further our understanding of the cultural and social forces at play in the nineteenth century on both sides of the Atlantic and to deepen our appreciation for the positive contributions of the many different European nationalities that have added strands to the rich and colorful tapestry of the state.

 

Readings:

For classroom discussion will all come from online sources, either posted on my website or available through the Handbook of Texas online (http://www.tshaonline.org/handbook) and the Portal of Texas History (http://texashistory.unt.edu/). These will include the following:

  • Barker, Eugene C. "AUSTIN, STEPHEN FULLER," Handbook of Texas Online
  • Barr, Alwyn. "LATE NINETEENTH-CENTURY TEXAS," Handbook of Texas Online
  • Biesele, Rudolph L. “The Relations between the German Settlers and the Indians in Texas, 1844-1860,” Southwestern Historical Quarterly 31, No. 2 (October 1927), 116-129. (http://texashistory.unt.edu/ark:/67531/metapth101088/m1/128/)
  • Biesele, Rudolph L. “Early Times in New Braunfels and Comal County,” Southwestern Historical Quarterly 50, No.1 (July 1947) 75-92.
  • Elliott, Claude. "Union Sentiment in Texas, 1861–1865," Southwestern Historical Quarterly 50 (April 1947), 449-477.
  • Ernst, Friedrich. Letter from Mill Creek, 1832. Reprod. in Detlev Dunt, Reise nach Texas in 1834 [Journey to Texas in 1834], transl. by James Kearney and Geir Bentzen.
  • Gould, Lewis L. "PROGRESSIVE ERA," Handbook of Texas Online
  • Grider, Sylvia. "WENDS," Handbook of Texas Online
  • Hawgood, John. Chapter VI. “The Planting of a New Germany in the Republic and State of Texas,” in The Tragedy of German-America; The Germans in the United States of America during the Nineteenth Century and After (New York, 1940; rpt., New York: Arno Press, 1970), 137-200.  Available as an online Google book.
  • Jordan, Terry G. EMIGRANTS' GUIDES TO TEXAS," Handbook of Texas Online.
  • Jordan, Terry G.  "GERMANS," Handbook of Texas Online
  • Jordan, Terry G. "The German Settlement of Texas after 1865," Southwestern Historical Quarterly 73, No.  2, (Oct. 1969), 193-212.
  • Leatherwood, Art. "SWEDES," Handbook of Texas Online
  • Machann, Clinton. "CZECHS," Handbook of Texas Online
  • Nance, Joseph Milton. "REPUBLIC OF TEXAS," Handbook of Texas Online
  • Narrett, David E. “A Choice of Destiny: Immigration Policy, Slavery, and the Annexation of Texas.” Southwestern Historical Quarterly, Vol. 100 (July 1996-April 1997), No. 3, 271-304.
  • Perkowski, Jan L. and Jan Maria Wozniak, "POLES," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/plp01).
  • Ransom, Harry Hunt, "A Renaissance Gentleman in Texas: Notes on the Life and Library of Swante Palm," Southwestern Historical Quarterly 53, No. 3 (Jan. 1950), 225-238.
  • Schottenstein, Allison. "Jewish Immigration in Small Town Texas” (Ph.D. Dissertation, University of Texas at Austin, 2011)
  • Unstad, Lyder L. "Norwegian Migration to Texas," Southwestern Historical Quarterly 43, No.2 (Oct. 1939), 176-195.
  • Werner, George C. "RAILROADS," Handbook of Texas Online
  • Wooster, Ralph A. "An Analysis of the Texas Know Nothings," Southwestern Historical Quarterly 70, No. 3, (January 1967).  414-423.

 

Grading:

  • Participation 35%
  • Response papers 35%
  • Final paper 30%

EUS 346 • Hist Of Britain Restoratn-1783

36243 • Vaughn, James
Meets TTH 12:30PM-2:00PM JGB 2.218
(also listed as HIS 334J)
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This lecture course surveys the political, social, economic, and intellectual history of England (and, after the Union with Scotland in 1707, of Great Britain) from the end of the Interregnum to the conclusion of the War for American Independence.  It focuses on the transformation of England/Britain from an agrarian realm characterized by an absolute monarchy, an intolerant church, and a stagnant economy into a commercial and manufacturing society characterized by a vibrant public sphere, parliamentary rule, a dynamic economy, and unparalleled degrees of civil and religious liberty.  Over the course of this period, England/Britain emerged as a world power overseeing a vast commercial and territorial empire stretching across four continents.  As such, the lectures place English/British history firmly within its European and global contexts.

The major topics covered include the rise of capitalism; Stuart royal absolutism; the Glorious Revolution of 1688/89 and the consolidation of parliamentary government; the Financial Revolution and the fiscal-military state; the British Enlightenment, the public sphere, and civil society; commercialization, urbanization, and consumer society; overseas expansion and imperial transformation; party politics, patriotism, and extra-parliamentary radicalism; the rise of political economy; the American Revolution and the formation of a territorial empire in South Asia; movements for parliamentary reform; and the onset of the Industrial Revolution.

Texts:

Paul Kléber Monod, Imperial Island: A History of Britain and Its Empire, 1660-1837 (Wiley-Blackwell, 2009).

Steven C. A. Pincus, England’s Glorious Revolution, 1688-1689: A Brief History with Documents (Bedford/St. Martin’s, 2006).

Margaret C. Jacob, The Enlightenment: A Brief History with Documents (Bedford/St. Martin’s, 2001).

Grading:

Attendance and Participation (10%)

Two Papers (or Short Take-Home Exams) (50%)

Take-Home Final Exam (40%)


EUS 346 • Intro To The Holocaust

36265 • Lichtenstein, Tatjana
Meets MWF 3:00PM-4:00PM WEL 2.304
(also listed as HIS 362G, J S 364, REE 335)
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Please note: “Introduction to the Holocaust” is an upper-division history course with an intensive reading and writing component.

 

This course on the Holocaust examines the mass killing of Jews and other victims in the context of Nazi Germany’s quest for race and space during World War II.  Using sources that illuminate victim experiences, perpetrator perspectives, and bystander responses, we investigate the Nazi racial state, the experiments in mass killing, the establishment of a systematic genocidal program, collaboration and complicity, resistance and rescue, as well as the memory of the Holocaust in western culture. 

Texts:

Doris Bergen, War and Genocide: A Concise History of the Holocaust (3rd edition)

Thomas Blatt, From the Ashes of Sobibor: A Story of Survival

Marion Kaplan, Between Dignity and Despair: Jewish Life in Nazi Germany

Lianna Millu, Smoke over Birkenau

Gitta Sereny, Into that Darkness: An Examination of Conscience

Grading:

Attendance and Participation: 20%

Tests incl. final exam: 35%

Essays: 45%


EUS 346 • Machiavelli

36245 • Frazier, Alison
Meets TTH 9:30AM-11:00AM GAR 0.132
(also listed as AHC 330, CTI 375, HIS 350L, LAH 350, R S 357)
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This upper-division research seminar takes students through Niccolò Machiavelli’s chief writings. We consider the local, regional, Mediterranean, European, and global aspects of his work. Through class discussion and short written assignments (20%), students will identify a research topic in consultation with the professor.

There are no prerequisites but His 343g “Italian Renaissance” (offered Spr 2016) is strongly recommended.

Texts:

Readings will include:

Machiavelli: The Prince; The Discourses; The Art of War; Mandragola; Clizia; The Florentine Histories; selected letters and short writings (buy the required translations)

Black: Machiavelli (the best recent biography)

Najemy, ed.: Cambridge Companion to Machiavelli

Course packet of scholarly articles

Grading:

Each student will write a historiography essay (15%); draft a prospectus (20%); and complete a major research paper (30%). Students will give two oral presentations, one at the prospectus stage (5%), and one upon completion of the research paper (10%).


EUS 346 • Regions/Cultures Of Europe

36270 • Jordan, Bella
Meets TTH 3:30PM-5:00PM BUR 220
(also listed as GRG 326, REE 345)
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This course is a systematic introduction to geography of all regions of Europe, from Iceland to Sicily and European Russia and Finland to Bretagne and Galicia. The course is based on a renowned textbook by Alexander B. Murphy, Terry G. Jordan-Bychkov and Bella Bychkova Jordan and focuses on all the major aspects of the European makeup: its physical, economic, political, and cultural geography, geolinguistics and environmental issues. A special attention is given to such issues as expansion of the European Union and NATO, problems associated with immigration and ethnic tensions, challenges of multiculturalism and integration. A significant portion of the class is dedicated to the analysis of demographic, urban and agricultural patterns. The historical perspective allows the analysis of the evolution of the European civilization during the last two millennia and resulting geographical patterns in modern Europe.

Prerequisites: upper division undergraduate students

Readings:

  • Alexander B. Murphy, Terry G. Jordan-Bychkov and Bella Bychkova Jordan.  The European Culture Area: A Systematic Geography, 2009, 5th edition. Rowman and Littlefield: Lanham, Boulder, CO. Available at The Co-Op and amazon.com

Grading: The final grade is based on 3 exams.


EUS 346 • Tudor England, 1485-1603

36250 • Levack, Brian
Meets TTH 11:00AM-12:30PM GAR 1.126
(also listed as HIS 375K)
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EUS 347 • Dante

36320 • Raffa, Guy
Meets TTH 11:00AM-12:30PM CLA 0.122
(also listed as CTI 345, E 366D, ITC 349)
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Dante: Fall 2016

ITC 349, same as E 366D, crosslisted with EUS 347 and CTI 345

Professor Guy Raffa, Dept. of French and Italian

E-mail: guyr@utexas.edu; Home Page: http://guyraffa.la.utexas.edu

The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and contains flags for Writing and Global Cultures.

Danteworlds (http://danteworlds.laits.utexas.edu/): In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.

Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this ability in responses to study questions (a low-stakes writing assignment) and two in-class exams. An essay, which you will rewrite based on my feedback, will assess your ability to support an interpretation of a specific aspect of Dante's poetry with detailed textual analysis and scholarly research. A peer-editing activity will help you to revise and edit your own work. I expect you to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class.

Required Texts: (you must use the editions of these texts ordered for the class)

            Inferno, Purgatorio and Paradiso (Trans. Allen Mandelbaum)

            Vita Nuova (Trans. Barbara Reynolds)

Recommended Text: The Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)

Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas (http://canvas.utexas.edu/) and select the course, you will have access to the syllabus, assignments, lecture presentations (pdf), grades, and a discussion forum (for posting responses to study questions). You will be required to submit most assignments on-line using Canvas.

Assignments and Computation of Grade:

10%: 1500-word essay on the Inferno (credit for successful completion)

25%: Major rewrite of this essay incorporating scholarly research (graded)

5%:   Annotated bibliography of research sources (credit for successful completion)

5%:   Peer-review (credit for successful completion)

10%: Responses to study questions in Canvas Discussion Forum (credit for successful completion)

30%: Two in-class examinations  (graded: 15% each)

15%: Classwork and participation

 


EUS 347 • Early Italian Renaissance Art

36275 • Johns, Ann
Meets TTH 9:30AM-11:00AM DFA 2.204
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EUS 347 • Europe Avant-Garde In Print

36277 • Forbes, Meghan
Meets TTH 12:30PM-2:00PM GEA 114
(also listed as GSD 360, REE 325)
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Description:

The period between the two world wars in Europe marked a moment of intensive artistic and intellectual exchange as new nations were formed, such as Czechoslovakia’s First Republic and Weimar Germany. This active learning course will examine how the Czech and German avant-garde magazines contributed to international discussions about what a new Europe should be through their innovative use of photography, international typographic conventions, and translation. Lectures and readings will provide historical contextualization as a springboard for class discussions of how magazines like Disk and ReD in Prague, Pásmo in Brno, Merz in Hannover, and G and Veshch in Berlin worked to reach audiences abroad and engage in a transnational conversation about art making and politics in post-World War One society through both their textual and visual content. In this course, these lesser known magazines will be discussed alongside their more famous, English-language counterparts, such as the London-based The Egoist and The Little Review in New York. Visits will be made to the Books and Periodicals Collection at the Harry Ransom Center and the Blanton Museum of Art to study existing examples of interwar print culture held on campus. Simultaneously addressing the digital, the course will also explore how reception is altered once a periodical is digitized and made viewable online.

 

Readings:

  • Timothy P. Benson, ed. Between Worlds: A Sourcebook of Central European Avant-gardes, 1910-1930. Los Angeles: Los Angeles Country Museum of Art, 2002.
  • Johanna Drucker. The Visible World: Experimental Typography and Modern Art, 1909-1923. Chicago: University of Chicago Press, 1994.
  • László Moholy-Nagy. Painting Photography Film. [1925 1st ed. 1927 2nd ed.] Trans. Janet Seligman. Cambridge, Mass.: MIT Press, 1969.
  • Franco Moretti. Graphs, Maps, Trees: Abstract Models for a Literary History. London: Verso, 2005.
  • Robert Scholes and Clifford Wulfman. Modernism in the Magazines: An Introduction. New Haven, CT: Yale University Press, 2010.
  • Jan Tschichold. The New Typography: A Handbook for Modern Designers. [1927 1st ed.] Berkeley: University of California Press, 1995.

Course Requirements:

Evaluation is based on participation, an independent research paper, and a group presentation and digital mapping project. No reading knowledge of the various languages of the magazines is necessary.


EUS 347 • Films Of Ingmar Bergman

36310 • Wilkinson, Lynn
Meets TTH 11:00AM-12:30PM BUR 337
(also listed as GSD 331C)
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EUS 347 • Gothic Cathedral: Amiens

36280 • Holladay, Joan
Meets TTH 9:30AM-11:00AM DFA 4.104
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EUS 347 • Hans Christian Andersen

36315
Meets MWF 11:00AM-12:00PM RLM 5.116
(also listed as GSD 341E)
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EUS 347 • Italy Masters: Lit/Film/Art

36286 • Carter, Daniela
Meets TTH 2:00PM-3:30PM HRH 2.112
(also listed as ITC 349)
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EUS 347 • Rembrt/Rubens: N Baroq Art

36290 • Smith, Jeffrey
Meets MWF 9:00AM-10:00AM DFA 2.204
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EUS 347 • Vikings And Their Literature

36303 • Straubhaar, Sandra
Meets MWF 2:00PM-3:00PM WEL 3.402
(also listed as C L 323, GSD 340)
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Description:

Who were the Vikings, and why is the twenty-first century so fascinated with them? (Is “Viking” an ethnic adjective or a job description? Did they call themselves Vikings?)  Were they as fierce and bloodthirsty as the movies sometimes show? Why did they act as they did? What language did they speak? What did they wear? What did they eat? What kinds of weapons and tools did they use?What were the women among them like? What are runes? What are the Eddas? What are the Sagas? What were Viking-age politics and social constructs like? What about Viking technology, religion, and art? (What is Ásatrú? Would the Vikings have known the term?) What are the (complex!) political implications of Vikings, and Viking-age religion and culture, in today’s Europe? If you are interested in any of these questions, you have come to the right place!

  

TEXTS:         

1. A History of the Vikings, Gwyn Jones (Oxford University Press)

                        (Below called JONES)

2. Eirik the Red and Other Icelandic Sagas, Gwyn Jones (Oxford University Press)

                        (Below called EIRIK)

3. Chronicles of the Vikings, R. I. Page (University of Toronto Press)

                        (Below called PAGE)

4. The Poetic Edda: A New Translation by Carolyne Larrington (Oxford)

                        (Below called EDDA)

5. The Sagas of Icelanders ed. Robert Kellogg (Penguin)

                        (Below called SAGAS)

 

Optional – for those with linguistic interests:            

Edda: Die Lieder des Codex Regius nebst verwandten Denkmälern, ed. Gustav Neckel & Hans Kuhn (Heidelberg: Carl Winter, 1983)

(Don’t worry about the German foreword if you can’t handle German.  The poem texts are transcribed straight from the MSS. – mostly the 13th-c. Icelandic Codex Regius [designated as R in the book].  What you have here is the closest thing available to the Real Thing, when it comes to Eddic poetry)

Glossary to the Poetic Edda, Beatrice LaFarge and John Tucker (Heidelberg: Carl Winter, 1992)

(The glossary made to match the above edition.  Two cautions: Remember that definitions incorporate interpretations; and remember that Old Norse / Old Icelandic was a highly inflected language: simply translating word by word may not get you where you want to go.  If you’re serious about this, get a copy of E. V. Gordon’s Introduction to Old Norse [Oxford], which has a grammatical summary in the back)

 

Recommended Basic Books on Nordic Myth:

(Note: Check other books with me.  There are many popular-press books on this topic which can be fun, but are not academically rigorous)

            Gods and Myths of Northern Europe, by H. R. E. Davidson (Penguin, 1964+)

            Nordic Religions in the Viking Age, by Thomas A. DuBois (U. of Penn., 1999)

            Dictionary of Northern Mythology, by Rudolf Simek (Brewer, 1993)

            Myth and Religion of the North, by Gabriel Turville-Petre (Holt, 1964)

 

Grading:

Since this is a Writing Flag course, there will be three papers of five to six pages, all of which may be rewritten at least once; plus two in-class writing assignments.

Course grade will be calculated as follows:

  • Quizzes on Reading (on most days when readings are due): 10 %
  • Two six-page reaction papers or position papers, 15% each: 30 %
  • In-class peer review activities on these papers: 10 %
  • Reading Journals (turned in every other Friday) :      15 %
  • One three- to five-page group project (groups of 3-4): 15 %
  • One six-page research paper: 20 %

 

The three papers are to be mini-research papers with a minimum of three outside sources. (Use academic books [or journal articles – from historical, archaeological, or literary journals, for instance] rather than popular ones. UT Library has a magnificent Scandinavian collection; please be considerate of your classmates in sharing resources for this course. The Internet, on the other hand, contains much non-academic material on the Vikings, of very uneven quality.  If there is an Internet source you feel you must use, send me the link plenty of time in advance so that I can vet it. 

The two in-class writing assignments will be spontaneously generated responses to a question or questions designed to get you thinking about a synthesis of course material. (I don’t have to agree with your conclusions: simply make your argument well.)

Obvious discrepancies in your writing style between the three papers and the two writing assignments will raise the issues outlines in the next paragraph. You have been warned. 


EUS 347 • Women/Resistnc Contemp E Euro

36305 • Lutsyshyna, Oksana
Meets MW 2:30PM-4:00PM WEL 4.224
(also listed as REE 325, WGS 340)
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Course description:

This course will examine works of a number of Eastern European women writers, such as Olga Tokarczuk (Poland), Svetlana Alexievich (Belarus), Oksana Zabuzhko (Ukraine), Dubravka Ugresic (Croatia), Herta Muller (Romania – Germany), Sofi Oksanen (Finland), and Ludmila Petrushevskaya (Russia), and trace their role and involvement in resisting not only political regimes but also gender-based oppression. We will also read supplemental articles, interviews, and secondary sources to provide a general understanding of contemporary politics and ethnic conflict as well as gender roles in Eastern Europe. Through class discussion, students will discuss the many forms and repercussions of women's resistance to recent issues and events within this strategic region. 

Readings:

  • Muller, Herta. The Land of Green Plums. Transl. Michael Hofmann. Picador, 2010. ISBN-10: 0312429940
  • Alexievich, Svetlana. Voices from Chernobyl: The Oral History of a Nuclear 
  • Disaster. Trans. Keith Gessen. Picador, 2006. ISBN-10: 0312425848.
  • Oksanen, Sofi. Purge. Trans. Lola Rogers. Grove Press, 2010. ISBN-10: 0802170773.
  • Petrushevskaya, Ludmila. There Once Lived a Woman Who Tried to Kill Her Neighbor’s Baby: Scary Fairy Tales. Trans. Keith Gessen. Penguin, 2009. ISBN-10: 0143114662.
  • Tokarczuk, Olga. Primeval and Other Times. Trans. Antonia Lloyd-Jones. Twisted Spoon Press, 2010. ISBN-10: 8086264351.
  • Ugresic, Dubravka. The Culture of Lies: Antipolitical Essays. Penn State UP, 1998. ISBN-10: 027101847X.
  • Ugresic, Dubravka. Thank You for Not Reading. Dalkey Archive Press, 2003. ISBN-10: 1564782980
  • Zabuzhko, Oksana. Fieldwork in Ukrainian Sex. Trans. Halyna Hryn. AmazonCrossingEnglish, 2011. ISBN-10:1611090083.

Grading:

Journals, 1-2 page long, on authors of choice (4): 20 %

To in-class exams: 20 %

Final paper (may be based on one of the journals): 30 %

Presentation: 20%

Participation:10%­


EUS 348 • Bus Enviro Of The Europe Union

36325 • Roberts, M
Meets W 5:00PM-8:00PM CBA 4.326
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EUS 348 • Germany And Immigration

36327
Meets TTH 9:30AM-11:00AM BUR 337
(also listed as GOV 365N, GSD 360)
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A massive influx of refugees, conflicts about cultural diversity and religion, debates on the lack of highly-skilled workers - immigration currently is at the top of the German public agenda. However, discussions on immigration are taking place in a political climate much different from twenty years ago. Until the year 2000, despite being a major destination for international migration, Germany defined itself as a non-immigration country and aimed at preventing permanent immigration. However, for some years now, the integration of migrants has become a central aim and in some fields the country even pursues a pro-active immigration policy. What factors have encouraged this change, and how has immigration changed German society and culture? These are the questions that the course will address. Applying a historical perspective and using central theories and concepts of contemporary migration research, we will analyze recent changes in the fields of labor migration, asylum and undocumented migration and the integration of migrants. We will ask how the changes that have taken place are reflected on a cultural level, looking at the (contested) incorporation of Islam in German society, the reflection of immigration in contemporary art, movies and novels, and regional and civil society initiatives to preserve the memory of immigration.

The course aims at providing students with a profound knowledge of the main characteristics of Germany as an immigration country and on the current central empirical research topics on immigration in Germany. It also aims at enabling students to understand and apply central theories and concepts of contemporary migration studies beyond the case of Germany. At the end of the course, students should also be able to understand and assess Germany’s profile as an immigration country in comparison to other immigration countries such as the United States.

Texts

  • Borkert, Maren/Bosswick, Wolfgang (2011): The Case of Germany, in: Zincone, Giovanna/Penninx, Rinus/Borkert Maren (eds.): Migration Policymaking in Europe. The Dynamics of Actors and Contexts in Past and Present, Amsterdam: Amsterdam University Press, 95-128.
  • Bretell, Caroline/Hollifield, James F. (2006): Migration Theory. Talking across Disciplines (2nd edition). London: Routledge.
  • Göktürk, Deniz/Gramling, David/Kaes, Anton (eds.) (2007): Germany in Transit. Nation and Migration, 1955-2005, Berkeley, CA: California University Press.
  • Green, Simon (2013): “Germany. A changing country of immigration,” German Politics, 22 (3), 333-351

Grading

  • 2 Writing Assignments (3 pages)   20 %
  • Participation and Homework          20 %
  • Oral Presentation                          20 %
  • Final Paper                                   40 %

EUS 348 • Hegel: Formatn Mod Eur Iden

36330 • Gregg, Benjamin
Meets MW 4:00PM-5:30PM GAR 3.116
(also listed as CTI 335, GOV 335M)
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POLITICS AND SOCIETY IN HEGEL

A core element of European identity is the notion of freedom in two forms that developed in the modern era: freedom as (a) the individual’s self-determination within his or her private sphere and personal life and (b) the community’s self-determination as a public achievement of private citizens come together to deliberate and decide matters of the res publica. In theory and history, the realization of such freedom has always been fraught with difficulty. Hegel’s Philosophy of Right offers one of the most compelling diagnoses of the ills of modern Western political community with respect to these two freedoms. It also develops some of the most influential standards by which to judge the civil society that undergirds modern European political community and its claims to provide these two freedoms.

Required Texts

G.W.F. Hegel, Philosophy of Right, trans. T.M. Knox (Oxford: Oxford University Press, 1967; ISBN 978-0195002768) ? Or in the original language: Grundlinien der Philosophie des Rechts oder Naturrecht und Staatswissenschaft im Grundrisse (Frankfurt: Suhrkamp, 1986)

Axel Honneth, The Pathologies of Individual Freedom: Hegel’s Social Theory (Princeton: Princeton University Press, 2010) ? Or in the original language: Leiden an Unbestimmtheit. Eine Reaktualisierung der Hegelschen Rechtsphilosophie (Ditzingen: Reclam, 2001) 

Evaluation  ?  The final grade is the average of three essays, each four to five pages. To pass the course, one must submit all essays, each on time. A student may write an optional fourth essay; course grade is then the average of the three highest essay grades.

In-Class Participation: Student-led Class Discussions

  1. The several students assigned to one of four class discussions (on September 28, October 17, November 14, and December 05) are collectively in charge of that day’s discussion as the “agenda-makers” for that session. By 6 pm the day before the discussion, every student shall submit, as a post to our seminar’s Canvas site, a brief, critical, thoughtful, textually based analysis of (or questions about) the text in the unit assigned, citing the text with page numbers.
  1. Each discussion session the several agenda-makers will prepare their agenda by selecting and editing, from all class submissions, a brief list of points and questions to direct our discussion that day. The agenda-makers will post the agenda (as a thread to that day’s forum) to Canvas by 11 pm the night before the discussion session. For that discussion, the agenda-makers will bring to class hardcopy for each student. On the basis of that agenda, the agenda-makers will design and lead class discussion in all of its aspects. The instructor will observe but only speak in response to direct questions from students about the text.
  2. On submissions: Always cite and quote one or more passages from the texts, and include the page numbers of material cited. Keep comments brief, and never longer than a paragraph. Always compare the two readings one with the other. Students may critically analyze the readings for the day; bring up something in the texts you found interesting or suggestive that the class should discuss; or ask questions of the assigned readings. Agenda-makers must also submit a post.
  3. Agenda-making directions: In the agenda (a) identify the author of each submission used; (b) capture some of the diversity in perspective within each group of submissions; (c) construct the agenda in ways that encourage student-to-student dialog; (d) an agenda need not resemble previous agendas; be creative; (e) a useful agenda may be larger than the time available to us in seminar: it allows us in seminar to choose from among points (so have no regrets if we do not “complete” the day’s agenda). Include textual cites and page numbers. Power point presentations encouraged but not required.
  4. Agenda content: The agenda need not be comprehensive. Keep in mind that we have limited time to discuss the agenda, so the key is focus. For example, identify overlaps among the submissions, or questions that come up repeatedly. The goal is to facilitate a thoughtful, textually informed discussion among students. Agenda-makers might want to organize the agenda around a small number of questions they think are particularly important to our analysis of the readings. 

Essays  ?  For each of the essays, the instructor will provide a list of topics from which students may choose (students may also develop their own topic). Students may modify the topic chosen in ways that suit the logic of the essay’s argument. Each essay should develop original insights about Hegel (and later, Honneth), in the student’s own and unique voice. Avoid glosses of our authors. Please (a) formulate a clear thesis and state it within the first paragraph of your essay, (b) then defend that thesis with clear, rationally plausible, discursive arguments and support both your thesis and your arguments through close textual analyses of our assigned readings while (c) drawing on one or more carefully chosen concrete examples. (d) Consider the text on its own terms, before submitting it to your careful and thoughtful critique. This entails “reconstructing” the part or parts of the text you draw upon. (e) Define all key terms. State explicitly your interpretation of those of Hegel’s concepts that you use; never assume that your reader understands either the concept or your particular interpretation of it. (f) Write as concisely and clearly as possible. Avoid convoluted sentences and overuse of adjectives. Avoid run-on paragraphs. Be very thoughtful about appropriate word-choice. (g) Provide complete page references for all textual cites. 

SCHEDULE OF READINGS AND TOPICS FOR EACH SESSION

August 24 ? Confidence-building exercise (required but not graded) toward reducing possible anxieties about writing essays for this course: in place of class today, students should spend no more than 90 minutes (equal to today’s class time) writing no more than one page, typed, double-spaced, font size 12, font Times Roman, on the following topic (in anticipation of our seminar’s focus on political freedom): “What social and political institutions and conventions provide you with political freedom, and which institutions hinder or deny your freedom?” Submit via Canvas upload by August 28, 5 pm. I will return essays, with constructive feedback and suggestions, via Canvas on August 29.

INTRODUCTION

August 29 ? Introduction to Hegel’s system of political and moral philosophy: § 33 

August 31 ? Freedom of the will, §§ 15-21

September 07 ? Freedom of the will, cont., §§ 22-29

PART 1. ABSTRACT RIGHT

September 12 ? The individual as an abstract will, §§ 34-40 

September 14 ? Property as the external sphere of free will, §§ 41-49

September 19 ? Property as the external sphere of free will, cont., §§ 50-58

September 21 ? Alienation of property, §§ 65-71

September 26 ? Contract, §§ 72-80

September 28 ? Student-led discussion of Abstract Right (§§ 34-80)

PART 2. MORALITY

October 03 ? Transition from Right to Morality, § 104; The moral will, §§ 105-114

October 05 ? Purpose and responsibility, §§ 115-118

October 10 ? Intention and welfare, §§ 119-128

October 12 ? The good and the conscience, §§ 129-136

October 17 ? Student-led discussion of Morality (§§ 104-136)

PART 3. ETHICAL LIFE

October 19 ? Transition from Morality to Ethical Life, § 141

? Sunday, October 23: First essay due by 6 pm via Canvas upload

October 24 ? Ethical life as the idea of freedom, §§ 142-157 

October 26 ? The family; relationship between the sexes, §§ 158-167

October 31 ? Civil society, §§ 182-188

November 02 ? The system of needs, §§ 189-195

November 07 ? Nature of labor, §§ 196-208

November 09 ? Differing interests of producers and consumers, § 236; the state, §§ 257-259

November 14 ? Student-led discussion of Ethical Life  (§§ 141-259)

PART 4. Critique and Reconstruction of Hegel’s Project:

Pathologies of Individual Freedom

November 16 ? Intersubjective conditions of autonomy, Honneth pp. 1-9

? Sunday, November 20: Second essay due by 6 pm via Canvas upload

November 21 ? Necessary spheres of self-realization, pp. 10-18

November 23 ? Necessary spheres of self-realization, cont., pp. 18-24; self-realization with institutions of modern life: persons as legal subjects in a moral order, pp. 25-28

November 28 ? Pathologies of individual freedom, pp. 28-42;

November 30 ? the therapeutic significance of ethical life, pp. 42-47; conditions of ethical life, pp. 48-57; self-realization and recognition, cont., pp. 58-63

December 05 ? Student-led discussion of Honneth’s critique of Hegel (pp. 1-63)

? Sunday, December 11: Third essay due by 6 pm via Canvas upload

? Friday, December 16: Optional fourth essay due by 6 pm via Canvas upload (see instructor for optional essay prompts)

? Recommended reference works on Hegel’s philosophy in general ?

Baur, Michael (ed.). 2014. G.W.F. Hegel: Key Concepts. Abingdon: Routledge.

Beiser, Frederick. 2008. The Cambridge Companion to Hegel & Nineteenth Century Philosophy. Cambridge: Cambridge University Press.

Burbidge, John. 2013. Historical Dictionary of Hegelian Philosophy, second edition, Lanham, Maryland: Scarecrow Press.

Houlgate, Stephen. 2005. Introduction to Hegel: Freedom, Truth and History, Oxford: Blackwell.

Houlgate, Stephen and Michael Baur, eds. 2011. A Companion to Hegel, Oxford: Blackwell.

Taylor, Charles. 1975. Hegel, Cambridge: Cambridge University Press.

? Recommended secondary works on Hegel’s political thought in particular ?

Avineri, Shlomo. 1972. Hegel’s Theory of the Modern State. Cambridge: Cambridge University Press.

Franco, Paul. 1999. Hegel’s Philosophy of Freedom. New Haven: Yale University Press.

Moyar, Dean. 2011. Hegel’s Conscience. Oxford: Oxford University Press.

Neuhouser, Frederick. 2000. Foundations of Hegel’s Social Theory: Actualizing Freedom. Cambridge: Harvard University Press.

Pelczynski, Z.A., ed. 1984. The State and Civil Society: Studies in Hegel’s Political Philosophy. Cambridge: Cambridge University Press.

Pippin, Robert. 2008. Hegel’s Practical Philosophy: Rational Agency as Ethical Life. Cambridge: Cambridge University Press.

Tunick, Mark, 1992. Hegel’s Political Philosophy. Princeton University Press.

Williams, Robert. 1997. Hegel’s Ethics of Recognition, Berkeley: University of California Press.

Wood, Allen. 1990. Hegel’s Ethical Thought. Cambridge: Cambridge University Press.

Yeomans, Christopher. 2012. Freedom and Reflection: Hegel and the Logic of Agency. New York: Oxford University Press.


EUS 348 • International Trade

36350 • Mendez, Deirdre
Meets MW 2:00PM-3:30PM UTC 1.118
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EUS 348 • International Trade

36345 • Mendez, Deirdre
Meets MW 3:30PM-5:00PM UTC 1.118
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EUS 348 • International Trade

36340 • Mendez, Deirdre
Meets MW 11:00AM-12:30PM UTC 1.118
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EUS 348 • Sports/Politics In Germany

36335 • Hoberman, John
Meets TTH 3:30PM-5:00PM GEA 114
(also listed as GSD 360)
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Description:

Sport and other forms of physical culture have played important political roles in German history over the past two centuries. The gymnastics movement of the early 19th century promoted an intense German nationalism based on racial/ethnic identity. The late-19th century gymnastics movement was both politically conservative and engaged in an unsuccessful struggle with the foreign “sport” culture that eventually conquered the world in the form of the Olympic Games and global soccer. The 1936 Berlin (“Nazi”) Olympics promoted Hitler’s foreign policy objectives by serving as a propaganda platform that persuaded much of the world that Nazi Germany would not go to war. An anti-Nazi boycott effort in the United States did not succeed. The next German dictatorship to adopt sport as a political strategy was East Germany (1949-1989), which produced huge numbers of internationally successful athletes by creating a system of early recruitment, expert coaching, and a secret doping program that fed anabolic steroids to thousands of young men and women, including children: criminal medicine in the service of sportive nationalism. In recent decades, democratic Germany has pursued a very successful program to become a world soccer power. The 2006 World Cup competition in Germany marked a turning point by producing a politically acceptable form of German nationalism. The German victory at the 2014 World Cup in Brazil has confirmed traditional stereotypes about German efficiency that reflect well on Germany’s political system. The inclusion of players of non-German origin on the national team serves as a symbol of German multicultural policy in an era of troubled race relations across the face of Europe.

 

Selected Readings:

  • Léon Poliakov, “Arndt, Jahn and the Germanomanes,” in The History of Anti-Semitism: From Voltaire to Wagner (New York: The Vanguard Press, 1975): 380-391.
  • John Hoberman, “The Origins of Socialist Sport: Marxist Sport Culture in the Years of Innocence,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 170-189.
  • John Hoberman, “Fascism and the Sportive Temperament,” “Nietzsche and the Authority of the Body,” “Fascist Style and Sportive Manhood,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 83-109.
  • John M. Hoberman, “”Nazi Sport Theory: Racial Heroism and the Critique of Sport,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 162-169.
  • Marcel Reinold and John Hoberman, “The Myth of the Nazi Steroid,” The International Journal of the History of Sport  (2014).
  • Allen Guttmann, “’The Nazi Olympics’,” in The Games Must Go On: Avery Brundage and the Olympic Movement (New York: Columbia University Press, 1984): 62-82.
  • Richard Mandell, The Nazi Olympics (1971).
  • Alan Tomlinson, “FIFA and the Men Who Made It,” Soccer & Society 1 (2000): 55-71.
  • Werner Krauss, “Football, Nation and Identity: German Miracles in the Post-War Era,” in Dyck, Noel and Eduardo P. Archetti, eds., Sport, Dance and Embodied Identities (Oxford and New York: Berg, 2003): 197-216.
  • John Hoberman, “The Politics of Doping in Germany,” “The German Sports Medical Establishment,” in Mortal Engines: The Science of Performance and the Dehumanization of Sport (New York: Free Press, 1992): 237-252, 252-265.
  • John Hoberman. "The Reunification of German Sports Medicine, 1989-1992," Quest 45 (1993): 277-285.
  • Werner W. Franke and Brigitte Berendonk, “Hormonal doping and androgenization of athletes: a secret doping program of the German Democratic Republic government,” Clinical Chemistry 43 (1997): 1262-1279.

 

Grading:

  • Examination #1 (25%)
  • Examination #2 (25%)
  • Quizzes (5 worth 5% apiece)
  • Term paper (25%)

EUS 350 • Govs & Polit Of Western Europe

36355 • Mosser, Michael
Meets TTH 11:00AM-12:30PM CLA 1.106
(also listed as GOV 324L)
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Course concept

This course is a comparative study of select advanced industrialized countries (AICs) and newly emerging democracies of Europe. This seminar will emphasize what we as students of political science can gather from the examination of the political regimes of other states. It will challenge you to reconceptualize your views of American politics and international relations based on the knowledge you gain from the study of other states’ political systems, and will seek to highlight the similarities as well as the differences between state actions in international relations.

We will begin the course with a brief introduction to the study of comparative politics, followed by an examination of the United Kingdom, the first ‘modern’ state and arguably the world’s oldest democracy. From there, the course moves to an examination of France, the Continent’s oldest democracy and one with a particularly interesting history. Next is a study of Germany, one of the most dynamic states in Europe since its founding as a modern nation state in the late 1800s. We then look at Italy, a bifurcated state with a strongly developed North and a less-developed South, and Sweden, a Nordic social democracy with a strong economy and deep tradition of citizen participation. We then examine Russia and Poland as examples of newly democratizing (and potentially newly authoritarian) Europe, and conclude the course with a two-part brief look at the European Union.

 

Required readings:

The required text for this course is Hancock et al., Politics in Europe (6th ed.), CQ Press, 2014 [hereafter Hancock]. There will also be a considerable number of supplementary journal, magazine, and newspaper articles. Average reading load will be around 60 pages/week, with some lighter weeks and some heavier.

Finally, as part of the student participation grade, students will be required to find one contemporary online news article on the country we are studying at the time and post a short summary (and link) on the Canvas course site. Readings will not be vetted or approved by the instructor, but students are expected to use reputable and impartial news sources as the basis for the articles submitted and summarized.

 

Course requirements:

This course has two in-class mid-term exams and a take-home final exam. Each midterm exam will be worth 25% of your overall grade. The final will be worth 30% of your overall grade.

Class discussion in a an upper-level seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Nevertheless, I do expect that each of you to post one discussion question per week in the online discussion forum. Participation grades will be given on a five-point basis (100, 95, 90…) and will be determined on the last class day. Coming to class every day but never participating will earn you a grade no higher than an 80. The discussion posting will count for 15% of your grade and in-class participation will comprise 5% of your course grade.

So that we can discuss points raised in the online postings in Thursday’s class, discussion questions for the week on which I am lecturing will be due by 5:00 pm every Wednesday (unless directed otherwise). They should be drawn from the readings or current news events and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. I will prepare the first set of discussion questions as a template for future assignments.

The total number of discussion postings will be counted at the end of the semester, and also will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit. 

  • 12-15 postings: Full credit

  • 8-11 postings: 70% credit

  • 5-7 postings: 50% credit

  • Less than 5 postings: No credit

 A word on late or missed assignments. Over the course of the semester, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

  • Missed exams will receive a 5% deduction per day until made up.
  • Discussion postings will not be counted on an individual-post basis, but will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.

In addition to the books above, this course will utilize scholarly articles, “applied academic” pieces from think tanks and policy research organizations, and relevant information from IO websites to provide a broad and wide-ranging set of readings.  The majority of readings for the course will be taken from scholarly articles related to the theory and practice of international organizations. Most of these will be available online from the PCL. Those that are not accessible due to PCL holding limitations will be made available as PDFs on Canvas. Befitting an upper-level class, the reading load is somewhat larger than you may be used to. I will make every effort to address the main points of the readings in class, but do not expect a synopsis or a replay of the readings. It is up to you to bring up questions you may have had while doing the readings.

 

Recommended Readings:

  • Strunk, William and E.B. White (2000). Elements of Style, 4th edition. (Pearson Allyn & Bacon)

Suggested news sources:

Grading standards:

I will use the following grade standards. All grades will be converted to a 100-point scale.

  • 93 and higher: A

  • 90-92: A-

  • 87-89: B+

  • 80-86: B

  • 77-79 B-

  • 75-76 C+

  • 70-74 C

  • 67-69 C-

  • 60-66 D

  • lower than 60: F



  • Center for European Studies

    University of Texas at Austin
    158 W 21st Street
    A1800
    Austin, Texas 78712
    512-232-3470