SOCIOLOGY 102
BECOMING MODERN: The Social Origins & Consequences of Modernity
Semester Two - 2016
Instructor: Manuel Vallée
Office Hours: Friday: 3:30 to 4:30, or outside of normal
E-mail: [email protected]
hours by appointment. To sign up for office hours go to:
Office: Human Sciences Building, room 918
www.wejoinin.com/sheets/bcczi
Lectures: Wed. 11-12 & Fri. 1-2pm
Tutors: Bronwen Bisley and Monique Warder
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Welcome to “Becoming Modern.” It is my pleasure to be your instructor for this course and I look forward to
working through this thought-provoking material with all of you. You will find this course relies heavily on
communication, and this course outline is a means of beginning and facilitating that process. In what follows I
describe the course, share some of my teaching philosophy, and explain my expectations of you. Please make
sure to read the course outline carefully and if questions come up, don’t hesitate to ask them.
COURSE DESCRIPTION
Secularism, individualism, democracy, urbanisation, nationalism, colonialism, the surveillance state,
and rapid political and technological change. These are some of the traits typically associated with the
“modern” era, and in this course we will endeavour to unearth the social origins of these developments, as well
as highlight the social consequences associated with them. Towards that end we will pursue the following
orienting questions: 1) “What are the defining characteristics of the ‘modern’ age?”; 2) “How does this era
compare to the pre-modern’ era?”; 3) “What are the social forces that have driven the change from premodernity to modernity?”; 4) “How have these changes shaped human lives, for better and for worse, over the
course of the last two centuries?”; and 5) “Who has benefited from these changes and who hasn’t?”
We will begin the course by reflecting, as a group, on the characteristics of the “modern” age. Next, to
gain a proper understanding of this era, we will contrast it with “pre-modern” times. The focus will then shift to
analyzing the social events that put into motion the ideological, economic, and political revolutions that birthed
the modern experience. Specifically, we will examine the emergence of Renaissance humanism and the shift
towards reason, the emergence of the printing press, the religious reformations, the Enlightenment era, the rise
of capitalism and industrialisation, colonialism, and the Democratic Revolutions.
Beyond analyzing modernity’s origins, the course will also be dedicated to analyzing its social
consequences. That is to say, identifying the ways it has harmed, as well as benefited humanity. For example,
while industrialization improved the material wealth of upper and middle-class 18th and 19th British subjects,
this improvement required the subjugation of peoples in other parts of the world, with British industrialization
leading to world-wide structures of trade, colonial control and economic exploitation.
Completing this course successfully will provide students with significant knowledge about the
historical events that later sociology courses will assume students possess. Moreover, exploring the background
against which sociology emerged, as men and women struggled to comprehend the enormous changes wrought
by industrialisation, urbanisation and democratization, will help students greatly in more advanced sociology
courses, and in their own understanding of modern society.
BOOKLIST
• For this class you will need to acquire a course reader and a book (Jerry Brotton. The Renaissance: A Very
Short Introduction, $19), both of which are available at the University book store. If you’re trying to save
money, the Brotton book can be obtained for $14 from “The Book Depository,” which offers free shipping
worldwide (http://www.bookdepository.com/). Or, you can access the electronic version of the book through
the University’s library, or the hard copy on “short” loan from the Kate Edgar library.
• Additionally, the following five titles are “recommended” for the course: 1) The French Revolution: A Very
Short Introduction (by William Doyle); 2) Capitalism: A Very Short Introduction (by James Fulcher); 3) The
Reformation: A Very Short Introduction (by Peter Marshall); 4) Democracy: A Very Short Introduction (by
Bernard Crick); and 5) The British Empire: A Very Short Introduction (by Ashley Jackson). The library has
electronic copies of all books, and each can be purchased from The Book Depository.
1 COURSE OBJECTIVES
The following are our objectives for this term:
1) Identify the characteristics of modernity.
2) Understand how the modern period differs from previous periods.
3) Identify the major social events and forces that have contributed to the development of modernity
4) Develop a sociological understanding of our society: Who benefits from the current
system? How? Who does not? Why? Etc..
5) Deepen our appreciation for the way sociological perspectives can enhance our understanding
of the world.
6) Enhance your ability to critically analyze the world.
7) Have you reflect on your own experience within the ‘modern’ age, which includes reflecting on how the
age has shaped you, and how the course’s knowledge can alter your life in the future.
8) Have you develop skills that will enable you to better understand and participate in
contemporary debates about ‘Progress,’ ‘Reason,’ ‘Democracy,’ and ‘Freedom’.
9) Improve critical reading and critical writing skills (I will offer learning strategies for this).
CRITICAL THINKING
The critical thinking component is perhaps the most important of the learning goals, and consists of
four items. First, critical thinking means developing a reflexive perspective. Such a perspective is based on
being skeptical, not in the sense that we don’t believe anything we see, but rather that we question what are
seen as fixed belief systems. A reflexive perspective challenges dominant ideas about social phenomenon, as
well as popularly held solutions to social problems.
Second, critical thinking means identifying and challenging assumptions that are at the foundation of
the concepts, values, beliefs and behaviors we deem important in our society. After identifying those
assumptions we need to explore their accuracy and legitimacy, considering whether or not what we take for
granted does indeed reflect the realities we experience.
Third, critical thinking requires an awareness of our time, place and culture. This means that when
asking questions about aspects of our culture we need to be aware of our own standpoint (the position from
which we ask questions), which is mediated by our particular location in history as well as our gender,
race/ethnicity, social class, sexuality, ability, age, etc.. These characteristics influence the questions we ask as
well as the answers we accept.
And fourth, critical thinking means imagining alternative ways of thinking, which can provide us with
new insights about widely accepted beliefs, practices, and problems.
Thinking critically frees us from personal, environmental, and institutional forces that prevent us from
seeing new directions. As critical thinkers we are no longer passive recipients of knowledge and products of
socialization. Rather, after thoughtful scrutiny and continuously asking questions we become active participants
in arriving at our own ideas and commitments. As a result, our ideas are based on a solid and informed
foundation, all the while keeping in mind that our perspective may still be limited or even wrong. When we
face challenges to our ideas we will be better prepared to provide justification and evidence in their support.
In teaching this course my goal is not to negate your belief system and provide you with a new one, but
rather to provide you with an environment that allows you to think critically about the attitudes and opinions
you have acquired thus far. I will continually push you to challenge yourself. I will also ask you to understand
and comprehend the material presented to you and to think about how it either challenges or reinforces your
ideas of how the world works. Ultimately, I expect this course will help you develop a belief system that you
can claim as your own.
2 TUTORIAL PROGRAMME
Tutorials are held once each week, beginning in the second week. It is vital that you attend tutorials regularly.
Much of the course teaching, and all essay preparation goes on in tutorials. Many additional handouts are
distributed and discussed in tutorials. As well as providing material for essays, these provide useful background
material for the final examination.
IF YOU WANT TO PASS, ATTEND LECTURES & TUTORIALS
If for some reason you later need to change your assigned tutorial, see your tutor in his/her office hours.
ASSESSMENT
Course grades will be based on the following: 1) six quizzes (18%); 2) an essay proposal (10%); 3) an essay of
1,800 words (32%); and 4) a final examination (40%).
Quizzes
There will be nine online quizzes administered during the semester (see schedule below), and I will only count
6 of them. Quiz #1 and #8 are two of the six that will be counted, so make sure to plan ahead to be able to sit
those ones. Additionally, I will count your top 4 results from the remaining 7 quizzes. Please note there will be
no make-up quizzes. All quizzes are administered online prior to the Wednesday lectures, and it is your
responsibility to make sure you can access the quizzes. If you miss one, for any reason, you will NOT be able
to take it at a later time. For that reason, I strongly encourage each of you to do the early quizzes, so that you
have them in the bank in case something happens later in the semester. Regarding content, each quiz will be
based on the “required” items assigned for that lecture and the preceding Friday's lecture.
Writing Assignments
There will be two written assignments for this course. The first will be due Monday August 8th(week 4), and
will consist of an essay proposal (more about that will be discussed in tutorial). The second will be the term
essay, which will be due Monday October 3rd (week 10), and will need to be submitted on “turnitin”. Specific
instructions for each assignment will be posted on CANVAS. Moreover, the essay instructions will have
detailed instructions, including the intention behind the assignment, content requirements, as well as logistical
details.
ALSO, last year student’s greatly benefited from coming to discuss their projects in office hours, and having
me “sign off on their project. This is completely voluntary, but highly recommended, particularly if you want to
do well in the course. Please note, if you want me to sign off on your project, I recommend you come see me
by week 5, and absolutely no later than week 7.
Grade Distribution
While I have high academic standards, I will not distribute grades on a curve. In other words, there are no
predetermined As, Bs, Cs, and so forth. I am happy to give out as A’s to as many students who submit “A”
level work. In order to help you get as much as you can out of this course, I try to make the assignment
expectations and basis of the grade clear. As well, I try to clearly articulate the concrete steps you can take to
improve your performance. If my assignment descriptions or your tasks are not clear, please raise the matter
during the tutorial session, or come see me during office hours.
Assessment Schedule
Week 2: Quiz #1 (will be counted)
Week 7: Quiz #6
Week 3: Quiz #2
- Targeted Learning Session
Week 8: Quiz #7
Week 4: Quiz #3
Essay Proposal
Week 9: Quiz #8 (will be counted)
Week 5: Quiz #4
Week 10: Term Essay
Week 6: Quiz #5
Week 11: Quiz #9
3 CLASS FORMAT AND EXPECTATIONS
During class I do not simply review the readings for the day. I often provide background information,
supplement the readings, or present larger theoretical considerations. However, we will also review and discuss
many readings in detail. I often begin class by soliciting your questions and feedback concerning the readings. I
also ask questions of the class. This interaction helps me gauge what made sense, what needs to be stressed and
so forth.
EXPECTATIONS
• Read the material in a timely manner:
Please arrive in class having done the reading for that day. That will give us something to work with. At a
minimum, I expect you to have summarized the articles we will discuss. Towards that end, I will give you
reading strategies for skimming and summarizing.
• Active Reading:
Beyond reading the assignments in a timely manner, I expect you to read actively, which includes
identifying the author’s argument and critically engaging with it. Towards that end, I will give you several
reading strategies over the course of the semester.
• Timeliness:
If you arrive late, you disrupt the whole class. Please be considerate and arrive on time. If you can’t arrive
on time, then arrive early.
• Respectful Participation
Classes can be thought-provoking spaces. For that to occur, however, we all need to participate equally and
respectfully, which includes listening to our peers and offering our own perspectives. Please refrain from
chattering when one of your peers has the floor. Also, I encourage those who are more talkative to make
space for and encourage those who are typically more quiet. Similarly, I hope that those who are typically
more quiet will take opportunities to share your perspectives with the rest of us. In a large class, you may
not always have the opportunity to actively participate in every discussion that takes place. However, you
will benefit from observations/questions raised by others, just as they will benefit from points raised by you.
• Sound Writing:
I expect your written work to have focused paragraphs and to be well-organized. As well, I expect your
papers to be free of spelling, grammatical, and punctuation errors. Please proofread carefully! Using the
spell-check on your computer is not a substitute for careful proofreading. This means I expect you to
actively seek out peers, friends and family members to proofread your work before you submit it. Getting
feedback on your work is part of the academic experience, whether we are first year students or fully tenured
professors. Please note, I will provide numerous resources to help you improve your writing.
• Cell Phones:
Please turn off all cell phones before class starts. Also, please do NOT text during class.
• In-Class Computer Use:
Please respect the classroom environment by refraining from websurfing or e-mailing during class time.
Such activities are disrespectful to the lecturer and disruptive to the students around you. The ability to use
your computer in class is a privilege that can be revoked. If you have an urgent matter that needs to get
addressed, I would prefer you take the time to address the issue before coming to class, even if it means you
will arrive late.
• Cheating and Plagiarism:
I take cheating and plagiarism very seriously and, in the past, have failed students for it. You are responsible
for knowing what plagiarism is and how to avoid it. For more information I refer you to:
http://www.auckland.ac.nz/uoa/home/about/teaching-learning/honesty/tl-advice-to-students
4 COURSE SCHEDULE (contents are subject to change)
(CR = Course Reader; CANVAS = Available on CANVAS; DOCO = Documentary)
PART I – FOUNDATIONS
WEEK 1 – INTRODUCTIONS
Lecture A – Introduction to University, sociology, and this course (Wednesday July 20th)
Questions: What is the purpose of university education? What is “sociology"? What are its prime areas of
interest? What will be the focus of this course? What can you expect from the course?
Required Readings
• Bryan Furze et al. Chapter 1. Sociology in Today’s World (p. 2-8) [CR = Course Reader]
Lecture B - What is modernity? (Friday July 22nd)
Questions: What does “modernity” refer to? What are its characteristics? When did it emerge? What events
helped bring it about? Did it emerge in the same way everywhere? What are problems associated
with the “modern” period?
Required Readings
• Winks and Neuberger. “Introduction” (p. 1-3), from: Europe & the Making of Modernity [CR]
• Jeffrey Alexander, “Introduction” (p. 1-4), from: The Dark Side of Modernity [CR]
Recommended Materials on modernity
- Peter Wagner. “Retrieving Modernity’s Past, Understanding Modernity’s Present” (p. 3-10) [CANVAS]
- Marshall Berman. “Introduction: Modernity, Yesterday, Today and Tomorrow” (p. 15-36) [CANVAS]
- Anthony Giddens. “Modernity: Some General Considerations.” (p. 14-21) [CANVAS]
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WEEK 2 – PRE-MODERNITY
Assessment: QUIZ #1 must be completed by 10am on Wednesday July 27th
Lecture A – The Distribution of Power (Wednesday July 27th)
Questions: Who had power in pre-modern times? What was that power based on? How does the pre-modern
distribution of power compare to today’s distribution of power?
Required Readings
• William Doyle. Chapter 4 (“Ruling Orders”) (p. 73-95), in The Old European Order: 1660 – 1800. [CR]
Recommended Materials on the ruling orders of the pre-modern world
- FILM: Ridicule, by Patrice Leconte (available at University of Auckland A/V Library (DVD-V RIDICULE)
Lecture B – Conditions of the Masses (Friday July 29th)
Questions: What was the condition of the masses during pre-modern times? Why? How do the conditions of
the pre-modern masses compare with those of today? How are we trending?
Required Readings
• Allison Rowland. Chapter 1 (“The Conditions of life for the Masses”) (p. 31-55), in Early Modern Eur. [CR]
Recommended Materials on the conditions of the masses in the pre-modern world
- William Doyle. Chapter 5 (“The Ruled: The Country”), in The Old European Order: 1660 – 1800.
- William Doyle. Chapter 6 (“The Ruled: The Town”), in The Old European Order: 1660 – 1800.
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5 PART II - INTELLECTUAL REVOLUTIONS
WEEK 3 – THE SHIFT TOWARDS REASON AND SCIENCE
Assessment: - Targeted Learning Session (to help with assignment) from noon-2pm Wednesday August 3rd
- QUIZ #2 must be completed by 10am on Wednesday August 3rd
Lecture A – The Renaissance: Part 1 (Introduction and the Humanist Script) (Wednesday Aug. 3rd)
Questions: What was the Renaissance? When did it take place? What was Renaissance humanism? Who was it
designed for? Why? What was the social impact of the printing press? Why? What roles were offered to
women during the Renaissance? Why? How did the Renaissance contribute to the formation of Modernity?
Required Readings
• Jerry Brotton. “Introduction” (p. 1-8), in The Renaissance: A Very Short Introduction (AVSI).
• Jerry Brotton. Chapter 2 (“The Humanist Script”) (p. 38-57), in The Renaissance: AVSI
Recommended Materials on the Renaissance
- Jerry Brotton. The Renaissance: A Very Short Introduction. (p. 9-18 & Chap. 1)
- FILM: Dangerous Beauty, by Marshall Herskovitz (available at University library (DVD-V LD03-384))
Lecture B – Renaissance: Part 2 (Science and Philosophy) (Friday August 5th)
Questions: What were the major scientific developments that occurred during the Renaissance? How did
scientific thinking change during this period? What was the social impact of those changes?
Required Readings
• Jerry Brotton. Chapter 5 (“Science & Philosophy”) (p. 98-115), in The Renaissance: AVSI.
Recommended Materials on the emergence of science during the Renaissance
- Nancy Siraisi. 1990. Medieval and Early Renaissance Medicine. [LIBRARY E-BOOK]
- Marie Boas. 2011. The Scientific Renaissance 1450-1630. [GEN. LIB. (509 B66)]
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WEEK 4 – THE SHIFTS TOWARDS REASON AND SCIENCE
Assessment: - Essay Proposal is due by 3pm on Monday Aug. 8th
- QUIZ #3 must be completed by 10am on Wednesday Aug. 10th
Lecture A – Renaissance: Part 3 (Religious Reformations) (Wednesday August 10th)
Questions: What were the religious reformations? What brought them about? What was their social impact?
How did they contribute to the formation of “modernity”?
Required Readings
• Peter Marshall. “Introduction,” (p. 1-9). in The Reformation: A Very Short Intro. [CR]
• Jerry Brotton. Chapter 3 (“Church and State”) (p. 58-61 and 67-78). in The Renaissance: AVSI.
Highly Recommended Materials on the religious reformations
* FILM: Empires – Martin Luther (available at Uni A/V library)
* FILM: La Reine Margot, by Patrice Chéreau (available at Uni A/V library (DVD-V REINE))
* Peter Marshall. Chapter 1 & remainder of the book. The Reformation: A Very Short Introduction [LIBRARY E-BOOK]
- Peter Marshall. Reformation England 1480-1642, OR The Impact of the English Reformation.
- Peter Matheson. 2007. Reformation Christianity: A People’s History of Christianity
Lecture B – The Enlightenment (Friday August 12th)
Questions: What was the enlightenment? What are the main ideas associated with this period? Who were
proponents of enlightenment ideas? Why? What were the implications of those ideas for the pre-existing
social hierarchy? How do enlightenment ideas relate to our world?
Required Readings
• Robin Winks et al. “The Enlightenment” (p. 98-115), in Europe: From the Old Reg. to Age of Revol. [CR]
Recommended Materials on the Enlightenment
- Robin Winks & Thomas Kaiser. “The Enlightened Absolutists” (p. 116-124), Europe: From the Old Regime to…
- Roy Porter. 1990. Chapter 1 (“What was the Enlightenment?”) (p. 1-11), in The Enlightenment
- Roy Porter. 1990. Chapte 5 (“Who was the Englightenment?” (p. 42-50), in The Enlightenment
6 PART III
ECONOMIC REVOLUTIONS AND THEIR AFTERMATH
WEEK 5 – ECONOMIC REVOLUTIONS
Assessment: QUIZ #4 must be completed by 10am on Wednesday Aug. 17th
Lecture A – Capitalism: What is Capitalism? (Wednesday August 17th)
Questions: What is capitalism? What are its different forms? How does capitalism differ from that which
preceded it? Who benefits under a capitalistic system? Why? Who doesn’t? Why?
Required Readings
• James Fulcher. “What is Capitalism?” (p. 1-18), in Capitalism: A Very Short Introduction. [CR]
Recommended Materials on capitalism
- James Fulcher. Chapter 2 (“Where did Capitalism Come From?”), Capitalism: A Very Short Intro. [E-BOOK]
- James Fulcher. Chapter 3 (“How did we get here?”), Capitalism: A Very Short Intro. [E-BOOK]
- FILM: The Corporation, directed by Mark Achbar (available at Uni A/V library (DVD-V LD05-505))
Lecture B – The Industrial Revolution (Friday August 19th)
Questions: When did the industrial revolution take place? What are the defining features of the industrial
world? Why is industrialization considered revolutionary? What brought about the industrial revolution?
What was the social impact? How did it contribute to the emergence of “modernity”?
Required Readings
• R. Winks & J. Neuberger. “The Industrial Age Begins” (p. 64-79). In Europe & the Making of Modern. [CR]
• Engels. “Working Class Manchester” (p. 579-585), in The Marx-Engels Reader [CR]
Recommended Materials on the industrial revolution
- FILM: Modern Times, directed by Charlie Chaplin (available at the Uni A/V library (DVD-V LD04-416))
- P. Stearns. “Introduction: defining the industrial revolution,” p. 1-13, The Industrial Revolution in World History.
- Winks and Kaiser. “Economic Revolutions,” (p. 57-68). Europe: From the Old Regime to the Age of Revolution
- Winks and Neuberger. “The Industrial Age Begins,” (p. 79-92). Europe and the Making of Modernity.
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WEEK 6 – ECONOMIC REVOLUTIONS
Assessment: QUIZ #5 must be completed by 10am on Wednesday Aug. 24th
Lecture A & B – Dynamics of Capitalism: Environmental Destruction (Wednesday August 24th)
Questions: What is the materials economy? What is it in crisis? Why does consumption matter? How has the
growth of consumerism impacted the environment? How do consumption patterns differ between
“industrialized” countries and those still in “development”? What is the relationship between capital and
science? What is the scientific-technological revolution? What is the synthetic age? Why is it a threat to
environmental sustainability?
Required Material
• DOCO: The Story of Stuff, directed by Annie Leonard (20 min. video available at www.storyofstuff.org)
• B. Taylor & D. Tilford. “Consumption Matters” (p. 463-484), from The Consumer Society Reader [CR]
Recommended Materials
- Michael Bell. 2013. “Body and Health,” from An Invitation to Environmental Sociology.
- Jerry Mander. 1992. “World War Against the Indians,” from In the Absence of the Sacred: The Failure of Technology
and the Survival of the Indian Nations
Lecture B - Dynamics of Capitalism: To Be Determined (Friday August 26th)
Required Material
- To be determined
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MID-SEMESTER BREAK (August 29th to September 9th)
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7 WEEK 7 – DYNAMICS OF CAPITALISM & ITS ORIGINS
Assessment: QUIZ #6 must be completed by 10am on Wednesday Sept. 14th
Lecture A – Dynamics of Capitalism: Need Creation & Consumerism (Wednesday September 14th)
Questions: How have corporations sought to create needs? What are the dynamics of capitalism that compel
corporations to create needs? In what way have women’s roles changed? Why and what is the bind they now
find themselves in? What is the role of advertising? Who benefits from its use? How?
Required Readings
• Naomi Aronson. “Working up an Appetite.” (p. 203-217 and 221-229), from A Woman’s Conflict: The
Special Relationship Between Women and Food [CR]
• DOCO: Century of the Self (part I), by Adam Curtis [available at the Uni A/V library]
Recommended Documentaries on needs creation
- DOCO: The Merchants of Cool, directed by Rachel Dretzin et al. (Uni A/V library (VIDEO LV10-192)
- DOCO: Consuming Kids: The Commercialization of Childhood, by A. Barbaro (Uni A/V library (DVD-V LD10-0473))
- DOCO: No Logo: Brands, Globalization, Resistance, directed by Naomi Klein (Uni A/V library (DVD-V LD08-0118))
- DOCO: Advertising Missionaries, Ronin Films (Uni A/V library (DVD-FTV 11241))
Recommended Materials on needs creation
- R. Williams. “Advertising: The Magic System.” (p. 170-191), Problems in Materialism & Culture. [CR]
- Philip Cushman. 1990. “The Empty Self,” American Psychologist, 45(5): 599-609.
- Stuart Ewen. Captains of Consciousness: Advertising and the Social Roots of the Consumer Culture
- Mihalyi Csickszentmihalyi. “Why We Need Things,” (p. 20-28) in History from Things: Essays on Material Culture.
Lecture B – Capitalism: Where did capitalism come from? (Friday September 16th)
Required Reading
- FILM: The Corporation, directed by Mark Achbar (available at Uni library (DVD-V LD05-505))
Recommended Materials on the origins of capitalism
- J. Fulcher. Chap. 2 (“Where did Capitalism Come From?”) (p. 19-37), Capitalism: AVSI [Library E-BOOK]
- Karl Marx. Part I of the “Communist Manifesto,” (p. 473-483) from The Marx-Engels Reader. [CANVAS]
- Max Weber. The Protestant Ethic and the Spirit of Capitalism
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WEEK 8 – URBANISM & THE AGE OF DISCOVERY
Assessment: QUIZ #7 must be completed by 10am on Wednesday Sept. 21st
Lecture A – Urbanisation, New Forms of Interaction, and New Social Structures (Wed. September 21st)
Questions: What were the demographic consequences of the industrial revolution? What effect did those
consequences have on families? What are the defining features of metropolitan individuality? What are the
defining features of social interaction in the city?
Required Readings
• Krishan Kumar. Excerpt from The Rise of Modern Society (p. 13-25) [CR]
• Simmel. “The Metropolis and Mental Life,” in Georg Simmel on Individuality & Social… (p. 324-339) [CR]
Recommended Materials on urbanism
- FILM: City Lights, by Charlie Chaplin (available at Uni A/V library (DVD-V CITY LIGHTS))
- Zygmunt Bauman & Leonidas Donskis. Morale Blindiness: The Loss of Sensitivity in Liquid Modernity
- Dorothy Stevenson. The City.
8 Lecture B – The Age of Discovery and Empire-Building (Friday September 23rd)
Questions: Why did the European countries embark upon voyages of discovery? What were the social
consequences of those voyages for them, and the people they came in contact with? How did New Zealand
colonialism differ from other cases? What were the similarities?
Required Readings
• Jerry Brotton. 2006. Chapter 4 (“Brave New Worlds”), (p. 79-97). in The Renaissance: A Very Short Intro.
• Anne Salmond. 1991. (p. 21-23, 87-89) in Two Worlds: First Meetings Between Maori and Europeans. [CR]
• Augie Fleras & Paul Spoonley. 1999. “Reviewing the past, Rethinking the present” (1-5), from Recalling
Aotearoa: Indigenous Politics and Ethnic Relations in New Zealand. [CR]
Recommended Materials on”The Age of Discovery”
- FILM: The New World, by Terrence Malick (available at Uni A/V library (DVD-V LD06-688))
- FILM: Conquistadors, by David Wallace (available at the Uni A/V library (VIDEO LV01-172/173))
- FILM: The Buried Mirror: Reflections on Spain & the New World (A/V library (DVD-V BURIED MIRROR))
- Anne Salmond. (p. 87-117, 299-356) from Two Worlds: First Meetings Between Maori and Europeans, 1642-1772.
- John Darkin. 2007. On Cook’s Trail: A Holiday History of Captain Cook in New Zealand.
- Theodore Hamerow. “The Zenith of Imperialism” (p. 389-415). The Birth of a New Europe.
- Augie Fleras & Paul Spoonley. “Reviewing the past, Rethinking the present” (p. 5-18), from Recalling Aotearoa.
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WEEK 9 – MODERNITY’S DARK SIDE: COLONIALISM
Assessment: QUIZ #8 is one of the quizzes that will be counted, and must be completed by 10am on
Wednesday Sept. 29th
Lecture A – Modernity’s Dark Side: Colonialism & the Creation of the 3rd World (Wednesday Sept. 28th)
Questions: What did the Indian Holocaust consist of? When did it occur? How many people are estimated to
have died in India? How did British Imperialism contribute to it? How did British administrators justify their
actions? What were the implications of colonialism for today’s world?
Required Readings
• Mike Davis. “Victoria’s Ghosts” (p. 25-59). Late Victorian Holocausts: El Niño Famines & Making the 3rd
World. [CR]
Recommended Materials on colonialism
- Ashley Jackson. 2013. The British Empire: A Very Short Introduction [LIBRARY E-BOOK]
- Stephen Howe. 2002. Empire: A Very Short Introduction [LIBRARY E-BOOK]
- JM Blaut. The Colonizer’s Model of the World
- Mike Davis. Chapter 9 (“Origins of the Third World”), in Late Victorian Holocausts
- Thomas Hamerow. “The Zenith of Imperialism,” from The Birth of a New Europe: State & Society in 19th Century
- Sidney Mintz. Sweetness and Power: The Place of Sugar in Modern History
- Franz Fanon. The Wretched of the Earth, and the book Black Skin, White Masks
Lecture B – Contemporary Colonialism & First World Parisitism (Friday September 30th)
Questions: Why do some claim that colonialism is a thing of the past? Why do others claim that it persists to
this day? What are the institutional mechanisms that have preserved the Europeans’ control over
“developing” nations?
Required Materials
• DOCO: The End of Poverty? Think Again, by Philippe Diaz [at Uni A/V library (DVD LD10-0749)]
• Fred Pearce. “Trouser Truths: The Unscrupulous World of Sweatshops” (p. 102-108), from Confessions of an
Eco Sinner: Tracking Down the Sources of my Stuff [CR]
Recommended Materials on colonialism
- FILM: Gandhi, by Richard Attenborough (Uni A/V library (DVD-V LD09-0158))
- FILM: The Battle of Algiers, directed by Gillo Pontecorvo. (Uni A/V library (DVD-V LD08-0897))
- John Perkins. Confessions of an Economic Hit Man [LIBRARY E-BOOK]
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9 PART IV - POLITICAL REVOLUTIONS
WEEK 10 – POLITICAL REVOLUTIONS
Assessment: Term essay is due at 3pm on Monday October 3rd
Lecture A – The Spread of Democracy (Wednesday October 5th)
Questions: What is “democracy”? What are sources of the idea? What was Plato’s objection to democracy? Is it
still relevant? How has democracy spread over time? What has been it’s impact on the distribution of power?
What was the French Revolution? What were the Revolution’s long-term contributions to Modernity?
Required Readings
• Bernard Crick. “Introduction” & Chapter 1 (“The Word and the Deed”), in Democracy: AVSI [CR]
• B. Crick. Chap. 3 (“Republicanism & Democracy”) (p. 32-42), Democracy: AVSI [LIBRARY E-BOOK]
• R. Winks & J. Neuberger. “The French Revolution” (p. 4-9), in Europe and the Making of Modernity [CR]
Recommended Materials
- Democracy in the “Modern era”, http://en.wikipedia.org/wiki/Democracy#Modern_era
- Bernard Crick. Chapter 6 (“The Conditions of Modern Democracy”) & rest of Chapter 3. Democracy: AVSI
- Benjamin Isakhan. The Secret History of Democracy
- FILM: The French Revolution (available at Uni A/V library (DVD-V LD06-059))
- DOCO: Empires – Napoléon (available at the Uni A/V library)
- William Doyle. 2001. Chapters 2,3,5. The French Revolution: A Very Short Introduction [LIBRARY E-BOOK]
- William Doyle. 1992. The Oxford History of the French Revolution
Lecture B – Nationalism and its Origins (Friday October 7th)
Questions: What is nationalism? What are manifestations of it in New Zealand? What preceded nationalism in
Europe? What prompted nationalism’s emergence? What have been problems associated with nationalism?
Required Readings
• R. Winks & J. Neuberger. “Romanticism” (p. 41-42 and 57-62), in Europe & the Making of Modernity [CR]
Recommended Materials on nationalism
- Steven Grosby. Nationalism: A Very Short Introduction [LIBRARY E-BOOK]
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WEEK 11 – GENOCIDE AND THE SURVEILLANCE STATE
Assessment: QUIZ #9 must be completed by 10am on Wednesday October 12th
Lecture A – Democracy’s Dark Side: Genocide (Wednesday October 12th)
Questions: What are problems associated with democracy? What relationship is there between democracy and genocide?
What was the treatment of native populations worse in some colonial contexts than others? What accounts for the
Australian case?
Required Readings
• Mann. “Genocidal Democracies in the New World” (p. 70-83 & 107-110). In The Dark Side of Democracy: Explaining
Ethnic Cleansing [CR]
Recommended Materials on genocide
- FILM: Oliver Stone’s Untold History of America
- Anna Geis et al. 2006. Democractic Wars: Looking at the Dark Side of Democratic Peace
- Morris Berman. 2007. Dark Ages America.
- Maria Nikoakaki. Critical Pedagogy in the New Dark Ages: Challenges and Possibilities
- FILM: Schindler’s List, directed by Steven Spielberg (available at Uni A/V library (DVD-V Schindler’s List))
- FILM: Hotel Rwanda, directed by Terry George. (available at Uni A/V library (DVD FTV 10608))
10 Lecture B – The Surveillance State I (Friday October 14th)
Questions: What is the surveillance state? What are technologies of surveillance? In what ways have they been
deployed in modern society? By whom? For what purpose? Who benefits and how? Who doesn’t and why?
Required Materials
• C. Norris et al. 1999. “Introduction” (3-6). The Maximum Surveillance Society: The Rise of CCTV [CR]
• C. Norris et al. 1999. “The Ever Present Gaze” (40-59). The Maximum Surveillance Society… [CR]
• FILM: Enemy of the State, by Tony Scott [available at Uni A/V library (DVD-V LD12-0351)]
Recommended Materials on the surveillance state
- FILM: Minority Report, by Steven Spielberg (will be available at Uni A/V library)
- FILM: 1984, by Michael Radford (available at Uni A/V library (DVD-V LD12-0380))
- Aldous Huxley. Brave New World
- George Orwell. 1984
- Sean Hier & Joshua Greenberg. 2007. The Surveillance Studies Reader. (Gen. Lib. 323.4482 H63).
- Kieron O’Hara & Nigel Shadbolt. 2008. The Spy in the Coffee Machine: The End of Privacy as we Know it.
- David Lyon. 2009. Identifying Citizens: ID Cards as Surveillance.
- Glenn Greenwald. 2014. No Place to Hide: Edward Snowden, the NSA and the U.S. Surveillance State.
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WEEK 12 – POTENTIAL SOLUTIONS
Lecture A – Origins of the Surveillance State II (Wednesday October 14th)
Questions: What is data mining? Who uses it? How? Why does it threaten individual privacy? What are the
origins of the surveillance state? What is the Panopticon? How does it encourage social control? How does it
differ from previous methods of social control?
Required Materials
• Oscar Gandy. 2007. “Data Mining and Surveillance in the post-9/11 Environment” (p. 147-156), in The
Surveillance Studies Reader. [CR]
• Michel Foucault. “The Body of the Condemned” (p. 3-5). Discipline & Punish [CR]
• Michel Foucault. “Panopticism.” from Discipline & Punish (p. 195-209) [CR]
Recommended Materials on the origins of the surveillance state
- Edward Higgs. 2004. The Information State in England. (Gen. Lib. 323.44820942)
- Edward Higgs. 2001. “The Rise of the Information State: The development of central state surveillance of the citizen in
England, 1500-2000.” Journal of the History of Sociology, 14(2): 175-97
Lecture B – Potential Solutions & Course Summary (Wednesday October 21st)
Questions: What are potential solutions to the perils of “modernity”?
Required Readings
• David Lyon. “Resisting Surveillance” (p. 368-376). The Surveillance Studes Reader. [CR]
• J. Alexander. “The Frictions of Modernity & their Possible Repair” (p. 147-157) The Dark Side of Modernity
[CR]
Recommended Materials
- Charles Derber. People before Profit: The New Globalization in the Age of Terror, Big Money, and Economic Crisis.
11