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CCIV10010

Academic Year 2026/2027

Introduction to Celtic Civilization (CCIV10010)

Subject:
Celtic Civilization
College:
Arts & Humanities
School:
Irish, Celtic Stud & Folklore
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Assoc Professor Fangzhe Qiu
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This introductory module provides students with an overview of the history, languages, archaeological remains and literature of the Celtic-speaking peoples from prehistoric to medieval times. The main focus is on the question of 'who are the Celts'. It forms a solid foundation from which students can progress to study the legacy of the Celts in greater detail at stages 2 and 3.

In the face of so many confusing modern claims about 'the Celts', the module adopts a fact-based approach, starting with the descriptions of the peoples called Keltoi/Celti by Classical Greek and Roman authors. Starting with this solid basis, we move fast forward to the end of the 17th century when European scholars once again cast their eyes on the ancient Celts and speculated their relationship with the contemporary peoples and languages. We will then introduce the scientific method of historical linguistics, and use it to reconstruct the modern linguistic conception of the Celtic languages. The history and form of major groups of ancient and modern Celtic languages, such as Gaulish, Celtiberian, Brythonic and Goidelic languages, will be presented in term, with a special lecture on the mystic Pictish language. We will use one lecture also to discuss the importance of onomastics in the study of the history of the Celts and other peoples in Europe.

We will then plunge into the fascinating world of archaeological and art remains of the peoples that we can now more confidently called 'the Celts' based on the first part of the course. We will talk about the 'Celticisation' of Ireland, with special attention paid to the enigmatic prehistory of Ireland, followed by a summary lecture on how language, artifact and DNA can be used together to reveal the past. After the Halloween break (Week 8), we turn to the Christianisation of Ireland, and the topic of Druids and pre-Christian belief in Ireland. Then we will talk about the role of the king in Ireland, the literary traditions of the insular Celtic peoples, some major native works regarding the prehistory of Ireland and Wales. The last week of the term will be dedicated to the decline of the Celtic languages and the modern imaginations of the Celts.

It is hoped that after studying this module, students will be able to tell how the concept of 'Celtic' came into existence, what evidence is in support of the theories, what happened to the various Celtic-speaking peoples, and how to evaluate the different claims about the 'Celts' in modern society.

All texts will be read in translation, supported by critical reading, and no previous knowledge of a Celtic language is required. Beginners’ modules in medieval Irish and Welsh (CCIV30070 & CCIV20100) are also available for those wishing to study the languages of the primary sources.

About this Module

Learning Outcomes:

1. outline the history of the various Celtic-speaking peoples in Europe
2. understand how the concept of 'Celtic' evolved, and be able to assess the claims about the 'Celts'
3. understand the basics of Celtic languages, archaeological remains and literary traditions

Indicative Module Content:

N.B. The contents are indicative only and are subject to change.

1 (Mon Sep 7) Who were/are the Celts: untangling the strands
2 (Wed Sep 9) Who were the Celts: the early Classical writers
3 (Mon Sep 14) Who were the Celts: Caesar, Ptolemy and other Classical writers
4 (Wed Sep 16) The rediscovery of ‘the Celts’: when linguistics meets romanticism
5 (Mon Sep 21) The Celtic languages: why are some languages similar?
6 (Wed Sep 23) The Continental Celtic languages: Cisalpine Celtic and Celtiberian
7 (Mon Sep 28) The Continental Celtic languages: Gaulish
8 (Wed Sep 30) The rise of the Brittonic languages
9 (Mon Oct 5) A history of the Irish language
10 (Wed Oct 7) The Pictish problem
11 (Mon Oct 12) Archaeology 1: early sites associated with the Celts
12 (Wed Oct 14) Archaeology 2: Celtic Art
13 (Mon Oct 19) Archaeology 3: ‘Celticisation’ of Ireland
14 (Wed Oct 21) Language, pottery and DNA: methodological debates
15 (Mon Oct 26) No class, Bank Holiday
16 (Wed Oct 28) No class, reading week
17 (Mon Nov 2) (invited lecture by Dr Nathan Millin) The Christianisation of Ireland
18 (Wed Nov 4) The druids and pre-Christian beliefs
19 (Mon Nov 9) The Book of Invasion and The Prophecy of Britain
20 (Wed Nov 11) (Invited lecture by Mr Eachiarn Erbnen) The literary traditions of the Insular Celts
21 (Mon Nov 16) (Invited lecture by Dr Fionnán Mac Gabhann) The folklore traditions of the Insular Celts
22 (Wed Nov 18) (Invited lecture by Dr Andrew Ó Donnghaile) The king in Irish society
23 (Mon Nov 23) The decline of the Celtic languages
24 (Wed Nov 25) Celts in the modern world

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Novice

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Novice

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Lectures

20
Tutorial

10
Specified Learning Activities

24
Autonomous Student Learning

46
Total

100

Approaches to Teaching and Learning:
Learning will take the form of structured lectures and tutorials supported by online resources.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Portfolio: Portfolio tasks 1: classical sources Week 4 Graded No
20
 No
Portfolio: Portfolio task 2: language and archaeology Week 8 Graded No
20
 No
Participation in Learning Activities: Participation in Tutorials: including preparation, discussion and engagement with the learning tasks. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11, Week 12 Graded No
20
 No
Assignment(Including Essay): Essay Week 14 Alternative linear conversion grade scale 40% No
40
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Written feedback provided post assessment.

Name Role
Dr Roisin McLaughlin Lecturer / Co-Lecturer
Assoc Professor Fangzhe Qiu Lecturer / Co-Lecturer
Dr Courtney Selvage Lecturer / Co-Lecturer
Aoife Cranny Walsh Tutor

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Mon 12:00 - 12:50
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 11:00 - 11:50
Autumn Tutorial Offering 2 Week(s) - Autumn: All Weeks Tues 15:00 - 15:50
Autumn Tutorial Offering 3 Week(s) - Autumn: All Weeks Tues 13:00 - 13:50
Autumn Tutorial Offering 5 Week(s) - Autumn: All Weeks Tues 12:00 - 12:50
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