Module HIST2251: Media and Manipulation: Print and the Public Sphere in Early Modern Europe

Department: History

HIST2251: Media and Manipulation: Print and the Public Sphere in Early Modern Europe

Prerequisites

• • A pass mark in at least ONE level one module in History.

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• Students will learn about the effects of the print revolution in Europe, assessing its impact on the public sphere in a comparative and chronological perspective.
• Students will be able to discuss the role of print culture in various historical contexts.
• Students will contribute towards the achievement of the Department's generic Aims for study at Level 2.

Content

• Johannes Gutenberg’s invention of the printing press was the start of the ‘print revolution’. The diffusion of knowledge through printed books and journals not only brought about the scientific revolution; it also led to the widespread reading of the Bible and was thus a key factor in the Protestant Reformation in Europe. Printing did not need much capital. It enabled different religious and social groups to spread their ideas beyond the traditional, oral channels of communication, and enabled the easy diffusion of propaganda and knowledge. Through print culture, scientists, politicians, churches and sects created their own public spheres which would come to influence politics, culture and society.
• This module will provide an overview of print culture, its qualitative and quantitative aspects and how they developed in the period between the invention of the printing press (1430s) and the end of the French Revolution.
• It will discuss the role of print culture and the creation of public spheres with regard to the following events and historical phenomena: the Reformation; the Peasants’ War in Germany; the English Civil Wars; the Republic of Letters and the Enlightenment; the French Revolution.

Learning Outcomes

• Students will gain knowledge of the use of print culture by different political, social and religious groups and their impact on policy making, such as censorship or regulation and the politicization and democratization of early modern societies.
• Students will understand the effects of the print revolution in Europe, assessing its impact on the public sphere in a comparative and chronological perspective.

• Students will acquire an ability to construct syntheses and analytical arguments on complex historical issues in a form and at a length appropriate to their level. The seminars will allow them to discuss (and defend) these arguments with a smaller audience.
• Further subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/Index.htm

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/Index.htm

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative benefits from the summative assessments, plus one or more short assignments delivered orally and discussed in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University