Romantic Reactions?
| Module title | Romantic Reactions? |
|---|---|
| Module code | HUC2009 |
| Academic year | 2020/1 |
| Credits | 15 |
| Module staff | Dr Martha Vandrei (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
Module description
Is “progress” always positive, or can it be destructive? Through an examination of the intellectual, political, cultural, scientific, and social developments of the period c. 1789-1930, particularly in Britain, but also continental Europe and the wider world, this module explores the tension between a desire for improvement and the instinct to resist change. You will look at the thinkers, writers, and scholars seemingly inspired by the post-Enlightenment “romantic movement” and examine their contributions to developments in thinking about philosophy, science, political culture, sociology, and anthropology during the period. You will explore the long history of what some have argued are “conservative”, reactionary, or anti-modern forms of thought and discuss whether these were fundamentally incompatible with “modernity” and progress.
Module aims - intentions of the module
This module aims to give you in-depth knowledge of a crucial period in history and to engage you in critical reading and thinking. Primary source texts and secondary literature will present you with ample material to develop critical and analytical skills, as well as hone your discursive and communication skills in the seminar discussions which will be a key component of this module. Lectures will provide key background information, especially biographical and historical context and introduce key themes and questions for discussion. You will have the opportunity to undertake independent research and to present your work in a supportive environment.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate an understanding of the broad chronology and key events of the period c. 1789-1930
- 2. Show an understanding of the major intellectual discourses of the period and the manner in which they developed
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Develop critical vocabulary for engaging with ideas and discourses
- 4. Develop close reading skills and the ability to engage with primary source texts in depth
- 5. Develop the ability to understand and critique complex historical arguments
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Demonstrate independent critical thinking and research skills
- 7. Display presentation, IT, and communication skills
- 8. Demonstrate ability to work cooperatively and creatively in a team
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
- “Romanticisms”
- Imagination, emotion, irrationalism
- Primitivism and ideas of nature
- Reactionary politics
- Ideas of conservatism
- Progress and modernity
- Nostalgia
- Idealism
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 11 | Lectures: 11 x 1 hour |
| Scheduled Learning and Teaching | 11 | Seminars: 11 x 1 hour |
| Guided Independent Study | 128 | Private study and preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Presentation on Source Analysis Short oral exam/mini viva | 5-10 minutes | 1-7 | Oral. Written feedback on request. |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 90 | 0 | 10 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Engagement | 10 | Continuous | 1-7 | Oral feedback with opportunity for office hours follow-up |
| Research Essay | 60 | 2000 words | 1-6 | Written feedback. Oral feedback upon request. |
| Recorded/live panel discussion/debate | 30 | 15-20min | 1-8 | Written feedback. |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Participation | Repeat Study or Mitigation | 1-7 | N/a |
| Research Essay | Research Essay(2000 words) | 1-7 | Referral/deferral period |
| Recorded/live panel Discussion/Debate | Individual podcast or recorded presentation | 1-7 | Referral/deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
- M. Butler, Romantics, Rebels and reactionaries: English literature and its background
- K. Clark, The Romantic rebellion: Romantic versus Classical art
- L. Marks, “Transcendence, idealism, and modernity”, History of European ideas, 43 (2017)
- D. Maggoch, “Romantic political thought”, in P. Hamilton (ed), Handbook of European Romanticism
- D. Craig, Robert Southey and Romantic apostasy: political argument in Britain, 1780-1840
- J.R. Davis, The Victorians and Germany
- R. Holmes, Coleridge: Early Visions (and sequel, Darker Reflections)
- W.D. Robson-Scott, The literary background of the Gothic revival in Germany
- Bermingham and J. Brewer, The consumption of culture, 1600-1800
- F. Haskell, History and its images: art and the interpretation of the past
- J. Klancher, Transfiguring the arts and sciences: knowledge and cultural institutions in the Romantic Age
- R.H. Holmes, The age of wonder: how the romantic generation discovered the beauty and terror of science
- H.S. Reiss, The political thought of the German Romantics
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7.5 |
| Available as distance learning? | No |
| Origin date | 10/02/2020 |
| Last revision date | 24/07/2020 |