|Dept||Course No and Title||Instructor|
|EURO ST (W18)||11 EUROPE'S FUTURES||EVERS, K.|
|How does Europe deal with its uncertain future in a quickly changing global situation? The collaboration between the EU and the US government continues to weaken on topics from global climate change treaties to current international crises (North Korea, Iran, Ukraine). The ongoing conflict with Russia (Russia’s occupation of Crimea, NATO expansion towards Russia’s borders) imperils Europe’s political and economic prospects. In Britain, Austria, Italy, and across Eastern Europe populist anti-EU movements shape increasingly national government policies. To address the current challenges Europe’s future in the second half of the quarter, we take first a step backwards to analyze how modern European countries have dealt with uncertain futures in the past. How have utopian and dystopian visions of the future impacted past European societies? How was the future imagined during the French Revolution, in Soviet Russia, or in Nazi Germany? The course introduces students to competing approaches from the humanities and the social sciences to conceptualizing the future in politics, philosophy, art, and literature. From the enlightenment to today’s crises but also opportunities for positive change, we will investigate the cultural and political context of decisive moments in European history and thought when new ideas emerged to secure Europe’s future. Taught in English.|
|EURO ST (W18)||101A THE BODY AT THE RENAISSANCE: TEXT AND IMAGE||FREI, P.|
|The Renaissance not only rediscovered the artistic, literary and philosophical creations of the Ancients which still haunt our modernity, but it also revived our knowledge of the human body. It was the time of both decisive innovations in modern medicine – especially anatomy – and fantastic re-imaginations of the human form and the aesthetic, social and philosophical orders it represents. This course will focus on how early modern writers (namely Rabelais and Montaigne) as well as artists (Da Vinci, Bosch, Brueghel), thinkers (Erasmus) and physicians (Vesalius, Paré) recreated the human body and its forms in order to figure (out) the new world to which the Renaissance gave birth.|
Course materials will be made available on Canvas at the beginning of the quarter.
French 150/Euro St 101A
|EURO ST (W18)||101B FRENCH REV GLOBAL||COLLER, I.|
|The 1790s was a time of huge change and disturbance in the world. War, revolution, terror were in the air, and took on new meanings. This wave of change was on a global scale, but like an earthquake, it struck most intensely at certain points. France was the epicentre of revolution. On 14 July 1789, the people of Paris scaled the huge stone walls of the Bastille and seized the royal fortress. Within five years they would transform France, overthrow the monarchy, and set off echoes that changed the world.|
This course will explore how the events, ideas and symbols of the French Revolution and the Napoleonic Era were experienced in France and across the world. We will also look at the way the world shaped the French Revolution. We will think about Europe, the newly formed United States, Haiti, Egypt, Latin America, Africa, Asia and the Pacific. We will investigate the ways in which this global experience is represented in online sources, and find ways to undertake our own research and integrate it into the sum of available knowledge.
|EURO ST (W18)||103 REPRESENT HOLOCAUST||STAFF|
|No detailed description available.|
|EURO ST (W18)||103 SELF-LOVE AND THE COMMON GOOD||LITWIN, C.|
|“Self-love is more skillful than the most skillful man in the world”, writes La Rochefoucauld in his Maximes. Indeed no passion is more capable of disguising itself behind the mask of virtue, altruism or charity, than this opaque selfishness, which makes the human soul impenetrable to others as well as to oneself. However, beyond the critique of the moral ambiguity of this passion, there is also room for positive reappraisal, for if self-love is capable of such perfect disguise under the appearance of virtue or charity, although it is most contrary to virtue or charity by its nature, it may be very similar by its effects on moral, social and political life. Some moralistes suggested provocatively, after La Rochefoucauld that encouraging men to be unrelentingly selfish in a free-market society might be better than educating them to be virtuous. These reflections directly influenced Bernard Mandeville’s controversial and paradoxical motto “Private vices. Public benefits” and they paved the way for Adam Smith’s metaphor of an “Invisible Hand”: the greed of the rich may result in creating more wealth, and more distribution of this wealth to the poor, than charity will have been able to. In this course we will examine the genealogy of such claims and the important moral, political, theological, and aesthetic debates that they raised in 17th-and-18th-Century France and in Europe.|
(cross-listed with French 171)