Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Karin Speedy
Contact via karin.speedy@mq.edu.au
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
39cp
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit uses the themes of love, religion and the pursuit of knowledge to explore the development of Europe to the present day. Key examples from literature, theatre, film, music and the fine arts illustrate how these concepts have shaped European cultures and contributed to cross-cultural interaction. Assessment is by coursework.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Seminar presentation | 30% | week 7 |
Research Essay | 40% | week 13 |
Participation | 30% | Ongoing |
Due: week 7
Weighting: 30%
Internal Students will present in class. Please provide a bibliography and Powerpoint or audio/visual aids to be uploaded onto iLearn by Monday 28 April. External Students will send me a video file of your presentation, a bibliography as well as any Powerpoint or audio/visual aids by Monday 28 April as I will upload these onto iLearn. Internal students will be required to view your seminar prior to class on Thursday so we can discuss them in class. All students will be required to interact with external student seminars via the discussion board and externals will have the opportunity to answer other students’ questions in the same forum.
Due: week 13
Weighting: 40%
One research essay in English (3,000 words). Must include references,bibliography (not included in word count) and be written in an academic style.
Due: Ongoing
Weighting: 30%
As class discussions are a critical part of this unit, 30% is awarded for participation. This means that you will need to prepare any readings or watch any films assigned to each lecture before class and be prepared to contribute to in-class and online discussions. External students will be required to contribute 150-word approx (unless otherwise specified) answers to at least 10 discussion topics online. Internal students will be awarded up to 15 marks for in-class participation and 15 marks for online participation. Internal students will be required to contribute 150-word approx (unless otherwise specified) answers to at least 5 discussion topics online. Of course, all students may contribute to more topics, in which case the 10 best (external) or 5 best (internal) contributions will be counted.
There are no texts to buy for this unit but students are required to read all the texts assigned by the lecturer prior to each class. Most of these will be available on iLearn. It is the student’s responsibility to check iLearn regularly for texts for forthcoming lectures.
iLearn is an essential tool for EUL 307. It is used to communicate with students, post resources and useful links. All students must log on to iLearn at the beginning of semester and check for updates regularly. To log on, go to: www.ilearn.mq.edu.au and use your Student ID number and your MyMQ Portal password.
EUL 307 offers an interdisciplinary perspective on the forces that have shaped Europe’s cultural development. It will discuss the role of love, religion and the pursuit of knowledge in the development of European cultures. How have these concepts influenced/interacted with/against each other in the development of Europe? How did and do Europeans define themselves through these three concepts and how have they contributed to European unity and diversity? Lectures provide thematic introductions to major topics, which are further explored through text readings, primary sources, literary works and film.
Weeks |
Date |
Lecturer |
Topic |
Readings |
1 |
6 March |
A/Prof Karin Speedy |
Introduction. Europe: Unity and diversity. “The Singular versus the Universal in the History of Languages in Europe”
|
- Jean Baudrillard, - Mia Rodriguez-Salgado - George J. Sheridan Jr., |
2 |
13 March |
Dr Elizabeth Kefallinos |
“Defining” Platonic Love |
- Secomb - Lesher et al. - Gould - Sewell - F |
3 |
20 March |
Dr Elizabeth Kefallinos
|
Principles of Ancient Greek Religion |
- Mikalson - Larson - Caldwell |
4 |
27 March |
A/Prof Karin Speedy
|
Religious warriors and courtly lovers in Medieval times
|
- Urban II: Speech at Council of Clermont, 1095 Fulcher of Chartres and Robert the Monk version - Albert of Aix - Andreas Capellanus - Chrétien de Troyes |
5 |
3 April |
Dr Jane Hanley |
Transmitting Knowledge through Translation: the case of Toledo |
Márquez-Villanueva - M Gomez-Aranda - M Abattouy, J Renn, P Weinig - C Burnett - Anthony Pym |
6 |
10 April |
TBA
|
The Renaissance |
- Peter Burke |
|
Mid-Semester Break 14-25 April
7
|
1 May |
A/Prof Karin Speedy
|
Student Seminars
|
|
8 |
8 May |
A/Prof Karin Speedy |
Religions in Conflict: The Reformation and the French Wars of Religion |
- Colin Jones
- Claude de Seyssel - Suriano - Philip Mornay - De Thou - Hotman |
9 |
15 May |
A/Prof Karin Speedy |
Religions in Conflict continued – Queen Margot |
You must have watched the film Queen Margot (La Reine Margot) prior to the lecture |
10 |
22 May |
A/Prof Karin Speedy |
The Enlightenment |
|
11 |
29 May |
Dr Ulrike Garde
|
Performing knowledge: “Faust” and other German drama
|
TBA |
12 |
5 June |
Dr Marika Kalyuga
|
Love in different languages
|
|
13 |
12 June |
Dr Karin Speedy |
Concluding discussion Research Essay due |
- Europe Epilogue |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
PLEASE NOTE THE FOLLOWING DEPARTMENT POLICY ON LATE WORK
Assignments are compulsory and must be submitted on time. As a general rule, extensions will not be granted without a valid and documented reason (e.g. medical certificate). Late submissions will be penalised by 5% for each day (including weekends) the assignment task is late. No assignments will be accepted after assignments have been corrected and feedback has been provided. Assignment tasks handed in early will not be marked and returned before the due date.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: