Module HIST2531: A Savage Continent? The Cultural History of Violence in Modern Europe

Department: History

HIST2531: A Savage Continent? The Cultural History of Violence in Modern Europe

Prerequisites

• A pass mark in at least ONE level 1 module in History

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop students’ knowledge and understanding of the theories and the concepts of the cultural history of violence
• To develop students’ knowledge and understanding of the historical context of violence in modern Europe

Content

• Until fairly recently, violence was a common experience for most Europeans. Violence was present in schools, at home, on the streets, in wars and political conflicts. Yet, the first half of the 20th century saw an almost unprecedented explosion of violence in Europe even for the standards of the time. This observation seems to be in stark contrast to classical writings on the impact of European culture on the ‘civilizing process’ such as that of Norbert Elias or more recently that of Steven Pinker (The Better Angles of Our Nature). Both argue that the advancement of culture has led to a gradual pacification and decrease of violence particularly in Europe. This module explores the relationship and entanglements between European culture and the forms of violence many Europeans experienced in the 20th century. Amongst other things, we will engage with the question how individuals experienced violence and how they tried to make sense of it. How did European culture influence violent agency? What was the impact of violence on European culture and societies? Is it possible to speak of specific ‘cultures of violence’? In general terms, we will identify how valid the idea of ‘civilizing process’ in European culture is

Learning Outcomes

• A knowledge of key modern works on these issues and an ability to evaluate these critically.

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

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

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 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. In addition, seen Examinations (with pre-released paper) are intended to enable Level 3 students to produce more considered and reflective work;
• 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:

Written assignment of 1500-2000 words to be submitted in Michaelmas Term

■ 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