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Curricular information is subject to change
What will I learn in concrete terms, if I take this module?
- insight into the German-speaking countries.
- ability to contextualise 'radical' thinking or radical movements. The module
does not aim for comprehensive historical coverage - it will equip you as a student with an ability to
question and sometimes to see connections between contemporary 'radicalisms' and ideas from the past.
- analysis and discussion: You will have encountered some of the 'radical thinkers' of the German-speaking
world, and will be able to analyse why we might call their ideas radical (or not, as the case may be).
- culture as "changeable": 'Radical' thinking is not something that applies universally and across all cultures,
but you will gain experience in this module of questioning what 'radical' might mean, and, in doing so:
- develop intercultural awareness and competency.
Georg Büchner, "Der hessische Landbote" (1834) - a political pamphlet, considered revolutionary; addressed social injustice; led to Büchner's having to flee (he was captured, and died not long afterwards in prison)
Karl Marx / Friedrich Engels, "Das Manifest der kommunistischen Partei" (1848) - a political manifesto / contains early ideas of communism, calls for revolutionary change
Friedrich Nietzsche, "Menschliches, Allzumenschliches. Ein Buch für freie Geister" (extract) Existentialism; freedom; critique of morals and religion.
Hannah Arendt, "Die Freiheit, Frei zu sein" (essay) What is freedom? What is revolution? Who were the revolutionaries (in specific contexts).
Hannah Arendt, "Elemente und Ursprünge totaler Herrschaft" (extract) - on Antisemitism, Totalitarianism, the Nation-State - theories of power.
Theodor Adorno, "Aspekte des neuen Rechtsradikalismus" (1967) - will be discussed in relation to contemporary populism and chauvinistic right-wing discourse today, as well as in the historical context.
Normally, you will be required to read a short text (primary literature) each week. Texts will usually be essays or extracts from essays or longer writings; in particular weeks, you may be asked to focus on a piece of secondary literature. (Wider secondary reading, as with any module, is always recommended). Material will be in German, but, in most cases, you be able to source translations which can be used to consolidate your learning, and also improve your German!
|Student Effort Type||Hours|
|Specified Learning Activities||
|Autonomous Student Learning||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Class Test: This will be an MCQ assessment covering the material discussed up to approx. week 5.||Week 6||n/a||Standard conversion grade scale 40%||No||
|Presentation: If class size is large, then your presentation will be in a group, uploaded as a video. The presentation should show engagement with the material selected, ability to question and to problem-solve.||Varies over the Trimester||n/a||Standard conversion grade scale 40%||No||
|Examination: 2-hour written examination.||2 hour End of Trimester Exam||No||Standard conversion grade scale 40%||No||
|Resit In||Terminal Exam|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Self-assessment activities
You are very welcome to come to see me (during designated office hours or by appointment - these may be in person or via Zoom) to discuss any aspect of the course, or if I can help with specific questions. This applies throughout the semester, not only towards the end as you prepare for the examination. The Learning Journal is a form of self-assessment activity. It is a formative exercise, intended to help you reflect on your learning, identify key themes and also note any problems or questions arising as you engage with individual readings. As such, it will not be graded, but will be marked on a pass-fail basis, depending on whether you have submitted all three Journal Entries. Keeping up to date with the Learning Journal is intended to help with exam preparation and should also help you approach your presentation. You are welcome to use my office hours for feedback or discussion on what you have written: Feedback is therefore available at your request. The presentation gives you the opportunity to discuss key ideas of the text and to demonstrate insight into an example of 'radical thinking'. Presentations should also stimulate class discussion; as such, their communicative competence is important. Clear delivery and ability to be easily understood play a role. Feedback on presentations is available on request.
|Dr Sabine Strumper-Krobb||Lecturer / Co-Lecturer|
|Seminar||Offering 1||Week(s) - 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12||Mon 11:00 - 11:50|
|Seminar||Offering 1||Week(s) - 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12||Wed 12:00 - 12:50|