HIS3361 : Body and Emotions in Early Modern Europe, 1450-1650 (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Luc Racaut
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
- Capacity limit: 40 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module explores the history of the body and emotions in late medieval and early-modern Europe, 1450-1650. Seminars will draw from primary and secondary material and question the continuities and discontinuities with previous and subsequent periods of European History. The history of the body and emotions has evolved considerably in the past two decades and the module will offer an appraisal of contemporary historiography.
This module aims to:
1) Provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it and to develop the capacity for independent study.
2) Provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.
Outline Of Syllabus
The syllabus may vary from year to year. It will include some of the following:
1. Introduction
2. The historiography of the body and emotions in question: why study the body and emotions?
3. The classical roots of medieval and early modern theories about the body and emotions.
4. Medieval judicial practises: from the ordeal to judicial torture.
5. The transformative nature of emotion: contagion, compassion and cruentation.
6. Martyrdom: the body and emotions of medieval and early-modern martyrs.
7. The Reformation of emotions: the challenge of Protestantism.
8. The Catholic response to the Protestant challenge: the body of Christ in question.
9. The experience of religious co-existence: towards a secularization of the body and emotions?
10. The late medieval and early-modern roots of the mind/body dualism.
11. Conclusion
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 55 | 1:00 | 55:00 | N/A |
| Guided Independent Study | Directed research and reading | 56 | 1:00 | 56:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 2:00 | 20:00 | Seminar (2hrs) |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 1:00 | 10:00 | Seminar (1hr) |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 3 | 1:00 | 3:00 | Drop-in sessions for essay support and Q&A |
| Guided Independent Study | Independent study | 56 | 1:00 | 56:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
Seminars encourage independent study and promote improvements in oral communication, problem-solving skills and adaptability. This encourages students to work collaboratively with their peers, developing the interpersonal skills necessary for their future careers. Drop-in surgery time enables students to ask questions and receive guidance on research methods and essay composition.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 1440 | 1 | A | 75 | 24hr take home exam set online (2 hours) |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 25 | 1,500 words essay (including notes but excluding bibliography) |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 1 | M | 500 words on key concepts in the module |
Assessment Rationale And Relationship
Exams test acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided and to write clearly and concisely.
Essays test students’ abilities to conduct independent research, relate primary source documents to broader problems, the ability to formulate an interpretation of evidence in response to a question, and academic writing skills. The researching and writing of an essay is a tool of learning and understanding rather than merely a means of assessing progress.
The reflective log allows students to develop their understanding of key concepts in the module. By writing out their thoughts and understanding informally, and without the pressure of writing for assessment, students will explore the central ideas of the module alongside their preparation for assessed work.
Work submitted during the delivery of the module forms a means of determining student progress.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- HIS3361's Timetable