Social Changes in Precapitalist Europe
nokten@gsu.edu.tr
Content
Objective
This course aims to explore the socio-historical characteristics of Europe in the precapitalist era and formations preceding the modern state while assessing the debates on the autonomy of the economic sphere, secularization, capitalist transition.
Course Content
The study of both medieval times: First, the High Middle Ages was a difficult time justifying the negative description that is made of the Middle Ages. Period of invasions, generalized fear, decadence of culture. This period of misfortune was followed by another, the late Middle Ages that mark a great period of renewal and creativity. The course begins with this dual structure to end with the beginnings of the modern period.
Course Learning Outcomes
Feudalism as a social structure, the catholic church as social and political force, the birth of capitalism, the formation of European states.
Teaching and Learning Methods
Readings, class participation, presentations, documentaries.
References
Fernand Braudel, Grammaire des civilisations, Flammarion, 1987, pp. 347-373.
Jean-François Lemarignier, La France médiévale - Institutions et société, Armand Colin, pp. 99- 161.
Georges Duby, Guerriers et Paysans, Gallimard, Paris, 1973, pp.41-59.
Georges Duby,Les Trois Ordres ou l'Imaginaire du féodalisme, Gallimard, 1978, pp.99-104.
Marc Bloch, La société féodale, Albin Michel, 1989, pp.209-269.
Perry Anderson, L'Etat absolutiste de ses origines et ses voies I, Paris, Maspero, 1978, pp.15-43.
Perry Anderson, L'Etat absolutiste de ses origines et ses voies II, Paris, Maspero, 1978, pp.290-327
The Crusades: Islamic Perspectives, Carole Hillenbrand. New York: Routledge, 2000, pp.257-301
Amin Maalouf, Arapların Gözüyle Haçlı Seferleri, YKY,Istanbul
Umberto Eco, Ortaçağı Düşlemek, Can Yayınları, 1997.
Weekly Contents
| Week | Weekly Contents |
|---|---|
| 1 | General presentation |
| 2 | Historical Background: “The Barbarian Invasions” and the end of the Roman Empire |
| 3 | Religion and Societies |
| 4 | The Social Structure of Feudal Europe |
| 5 | Feudality or simply lordship ? |
| 6 | An important parenthesis: The Crusades |
| 7 | Midterm examination |
| 8 | Movie screening |
| 9 | Transition debate |
| 10 | Already a world economy ? |
| 11 | The Rise of Absolutism in Western Europe |
| 12 | Absolutism in Eastern Europe |
| 13 | 1848 People’s spring ? |
| 14 | Course evaluation and discussion |
Assessment System
| Activities | Number | Contribution |
|---|---|---|
| Contribution of in-term studies to overall grade | 2 | 60 |
| Contribution of final exam to overall grade | 1 | 40 |
| Total | 3 | 100 |
| Activities | Number | Contribution |
|---|---|---|
| Assignments | 1 | 20 |
| Presentation | 0 | 0 |
| Midterm Examinations (including preparation) | 1 | 40 |
| Project | 0 | 0 |
| Laboratory | 0 | 0 |
| Other Applications | 0 | 0 |
| Quiz | 0 | 0 |
| Term Paper/ Project | 0 | 0 |
| Portfolio Study | 0 | 0 |
| Reports | 0 | 0 |
| Learning Diary | 0 | 0 |
| Thesis/ Project | 0 | 0 |
| Seminar | 0 | 0 |
| Other | 0 | 0 |
| Total | 2 | 60 |
Relation of Proficiency
| No | Program Learning Outcomes | Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | The student will be able to recognize and assess the essential theoretical perspectives both in sociology and its related domains. | |||||
| 2 | The student will be able to make use of the major theoretical analyses and sociological concepts in his/her own research topics. | X | ||||
| 3 | The student will be able to articulate sociological perspective and reasoning with social and historical facts, and to interpret social and historical issues with a sociological eye. | X | ||||
| 4 | The student will be able to assess the current state of research and knowledge on the classical and contemporary domains of sociological inquiry as well as its relevant fields. | X | ||||
| 5 | The student will be able to design and conduct a sociological research with appropriate theoretical construction and empirical methods. | |||||
| 6 | The student will be able to produce a written research report that relates research questions to empirical findings. | |||||
| 7 | The student will be able to appropriately use both quantitative and qualitative methodologies. | |||||
| 8 | The student will be able to make appropriate use of statistical software programs for data processing and analysis. | |||||
| 9 | The student will be able to make appropriate use of statistical software programs for data processing and analysis. | |||||
| 10 | Graduates will be able to follow the scientific production both in English and French as well as Turkish. | X | ||||
| 11 | Graduates will be able to develop a comparative and interdisciplinary approach which will integrate sociology within a broader social science perspective. | X | ||||
| 12 | Graduates will be able to interpret the history and modernization of Turkey through its sociological consequences. | X | ||||
| 13 | The student will be able to intervene to social and political processes in order to propose possible solutions to the problems caused by social inequalities and discriminations. | |||||
| 14 | The student will be able to develop a reflexive point of view on his/her position as a a sociologist as well as a researcher. | X | ||||
ECTS
| Activities | Number | Period | Total Workload |
|---|---|---|---|
| Class Hours | 14 | 3 | 42 |
| Working Hours out of Class | 14 | 3 | 42 |
| Assignments | 1 | 6 | 6 |
| Midterm Examinations (including preparation) | 1 | 10 | 10 |
| Final Examinations (including preparation) | 1 | 12 | 12 |
| Total Workload | 112 | ||
| Total Workload / 25 | 4.48 | ||
| Credits ECTS | 4 | ||