Aims

Can we believe what we see and experience? Witchcraft, astrology, ghost-seeing and every kind of popular magic flourished in Britain and Europe between 1500-1900, while at the same time philosophers, scientists, clergymen, and ordinary people made judgements about what was believable and credible, unbelievable and incredible, natural and supernatural.

There are cultural and social histories behind the construction of the supernatural: through lectures and seminars this module will guide students through some of the key texts and debates associated with diverse supernatural phenomena. From sightings of the Devil to visions of ghosts to photographs of auras, the visual sense has been trusted and mistrusted throughout history, a battlefield which tells us much about the evolution of modern psychology.

This module will particularly explore Max Weber’s “disenchantment of the world” hypothesis that science and enlightenment demystified modern western societies and eroded beliefs in the supernatural. It has become a frequent reference point for historians looking at early modern and modern social and cultural history. However, this was not the end of the story for supernatural beliefs and practice, as recent historical work has shown in thrilling detail the extent of ‘magical thinking’ in contemporary times.

Outline Of Syllabus

This module will be led by a nineteenth-century historian, but will be co-taught with early modern specialists and supported by a workshop.

The module will take a thematic and broadly chronological approach to histories of the supernatural and other occult forces, with a broad syllabus that may include:

- Monstrous Bodies/Prodigies
- Angels
- Witches/Witchcraft
- Demons and Devils
- Miracles and Saints
- Vampirism
- Ghosts and Apparitions
- Phantasmagoria
- Mesmerism and Animal Magnetism
- Faith Healing
- Werewolves
- The natural and the supernatural
- Weird science
- The ‘Disenchantment of the World’ thesis
- Hallucinations

Teaching Rationale And Relationship

As a Stage 2 module, aside from an in-depth understanding of the content of the module, the teaching methods, which focus on small group work, oral skills, team work, lecture delivery and independent research and writing, relate to the core learning outcomes of supporting students in developing sophisticated research skills across a wide range of sources, being able to synthesise the information they collect and form convincing and coherent arguments.

Independent learning is essential to this module: students are expected to develop skills of source evaluation, critical reading and note-taking in an independent and effective manner. Seminar teaching complements these skills by allowing students the opportunity to share and debate information gathered independently. Moreover, a significant part of seminar teaching will test the development of primary source analysis and problem solving.

Lectures will be in person. Small group teaching will allow the students to explore ideas and patterns together in a structured way, and great emphasis will be placed on primary sources and their interpretation. A fieldtrip around Newcastle will help support the first assessment.

Assessment Rationale And Relationship

Essay 1:

Students will be asked to select from a list of essay questions or to develop their personal interests by devising their own question, with the ML approval. Use of primary sources will be expected. 2500 words. This will encourage the students to conduct research when devising their essay, using the wealth of sources outlined in the Handbook, and allowing them to develop their critical writing skills.

Reflective Paper 1: students will be tasked with visiting a local or virtual site (church/archive/library/Facebook group/historic building, etc.) in order to research and reflect on the supernatural history/story/stories they contain. They will then produce a pdf document - max 1000 words - containing details of the research and how it connects with themes in the module. Creativity is welcomed here, and images and other non-textual materials can be included. The rationale for this is that we are surrounded by historical landscapes that can help deepen our understanding of the part the supernatural plays in our lives. It is worth moving beyond the page and seminar class to demonstrate how the same debates and stories are part of the physical and storied environment of Newcastle.

A formative assessment of 500 words will be assigned late in semester for students to complete an essay plan. This will give them an opportunity for planning, practice, and feedback in time for their essay assignment.

Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.