Courses taught in English & in French
COURSES TAUGHT IN ENGLISH AND IN FRENCH
Historiography in Crisis? Debates, Polemics and Conversations
Spring semester 110472
This course is an invitation to explore some key issues about the “crisis in humanities and social/ cultural sciences” that are of direct concern to the members of the academic community nowadays. The selected texts for discussion, centered chiefly around the relevant discourses in the field of historiography, will introduce us to a number of questions, problems and anxieties regarding the value and worth of our common interdisciplinary culture, namely, the significance of historical understanding and critical reflection. This English speaking course is designed as an extension and futher development of intellectual pursuits accommodated in two undergraduate courses -introductionary surveys of the history and theory of Historiography: Historiography. Schools and Methods I. (110300-Winter Semester) and II. (110322-Spring Semester).
According to the schedule below, each thematic area will be covered in two sessions.
That ’70s Coming Crisis― The critical understanding of our past and present cannot be divorced from self-criticism, from the critical approach of our theories and every day academic practices; this is the call of Alvin Gouldner’s radical, reflexive sociology that is proposed as a way out of the crisis caused by the dominance of instrumental thinking and utilitarian culture in the postwar era. Stating that “sociology is suffering an unprecedented crisis of self- doubt” Charles Lemert reviews five works which offer some insights on the state of the discipline in the 90’s.
Gouldner, Alvin. “Towards a Reflexive Sociology”, in Alvin Gouldner, The Coming Crisis of Western Sociology, New York: Basic Books 1970.
Lemert, Charles. “Representations of the Sociologist: Getting Over the Crisis”, Sociological Forum, Vol. 11, No. 2 (Jun., 1996) 379- 393.
The Rhetoric of Crisis― There is no crisis in history, this is Joan Scott’s reply to a number of American historians who claim the opposite. Scott speaks in favour of a new “democratic history” and challenges the arguments of the “conservative” historians who, according to her, are threatened by the agents of renewal and change. Written in the same period, in the late 90’s, James Vernon’s article maps out the discourses about the crisis of history in Britain, scrutinizes the changes in the culture of historical research and teaching brought about by the dominance of the managerial spirit, and urges us to consider the crisis not only as an institutional, but as an epistemological problem as well.
Scott, Joan. “History in Crisis? The other’s side of the story”, The American Historical Review, 94: 3, Jun., 1989, 680-692.
―. "Border Patrol," contribution to "Forum" A Crisis in History? On Gérard Noiriel's Sur la Crise de l'Histoire," French Historical Studies 21:3, Summer 1998, 383-397.
Vernon, James. “Thoughts on the Present 'Crisis of History' in Britain”, History in Focus, 2, 2001.
Who is Mr Everyman? ― Who is this Mr Everyman whom the American historians are especially fond of and to whom they often refer? The lay person, the general public or the priviledged and highly esteemed audience of historians –however we define him, the certain thing is that the relation between the professional historian and Mr Everyman is of great interest today. By reading and discussing the relevent articles below and some extracts from John Tosh’s book Why History Matters we ll gain an understanding of the rationale for the practical relevance of historiography and of the dangers that spring from an unreflexive advocacy of “a gross and direct utility” of history.
Tosh, John. Why History Matters, Palgrave Macmillan, 2008.
Jordanova, Ludmilla. “Public history”, History Today, 50: 5, 2000.
Becker, Carl. “Everyman His own Historian”, AHA Presidential Adresses/ December 29, 1931.
Ulrich, Laurel Thatcher. “Mr. Everyman Buys Coal”, From the President Column -Perspectives on History, AHA 2009.
Stories of Becoming a historian― “I don’t think I knew, in those days, what intellectual passion meant; … I began to see the importance of ideas … the pleasure finding of pursuing them. Alice following the rabbit into unknown, unforeseen territory. Thrilled” –this is an excerpt from Joan Scott’s account of how she become a historian. In an era of rapid extensive bureaucratization of academic life where the entrepreneurial spirit subverts the foundations of humanities and social/cultural sciences, the personal memories of two prominent historians acquire a special significance. Scott’s and Gor-don’s life stories on how they became historians will give us the opportunity to follow their intellectual adventures and to consider passion, cognitive curiosity, love for lear-ning, academic friendships, mutual admiration between teachers and students as motiva-ting forces for engagement in scholarship and as antidotes to technocracy and scientism.
Gordon, Linda. “History Constructs a Historian”, in James Banner-John Gillis (ed.), Becoming historians, The University of Chicago Press, London 2009, 76-100.
Scott, Joan. “Finding Critical History”, ibid., 26-53.
Style Matters: on Polemics and Conversations ― “Isn’t television doomed to never have anything but fast-thinkers, thinkers who think faster than a speeding bullet …?”. Lately there is a lot of talk about the need for a Slow Science Manifesto that will protect humanities and social/cultural sciences from the speed pressures of the market and the media. Under the guidance of Pierre Bourdieu’s writings on television we ll familiarize ourselves with some questions and problems regarding: the temporality of researching, studying, writing, re-writing and revising; the differences between the journalist and the academic culture; the connection between time pressures and critical thinking. Michael Foucault’s interview on polemics will give us the opportunity to reflect on our conversational style, its difference from political rhetoric and public debates, the values of doubt and uncertainty, the need to postpone hasty decisions and to avoid ill- considered final statements.
Bourdieu, Pierre. On Television, The New Press, New York 1996.
Foucault, Michael. “Polemics, Politics and Problematizations”, in Paul Rabinow (ed.), Essential Works of Foucault, Vol. 1 “Ethics”, The New Press, New York 1998.
Writing, Thinking and Learning― Can one become a competent cook by reading recipies, learning the rules of cooking and consuming cookery books? Before we rush to our favourite tavern and ask the publican, we ll spend the last sessions in two prominent scholars who, drawing from their personal practical experience, share their thoughts on academic research and writing.
Hunt, Lynn. “How Writing leads to Thinking (And not the other way around)”, The Art of History / Perspectives on History, AHA, February 2010.
Chakrabarti, Dipesh. “Crafting Histories: For Whom Does One Write?”, The Art of History / Perspectives on History, AHA, March 2010.
“Something ineffable happens when you write down a thought” Lynn Hunt writes. So, let’s fathom the mystery. Students who choose to attend this course and participate in the discussions undertake to write a short review essay (approximately 3.000 words) on the works discussed during the course. The reading material will be at their disposal by the second week of the term.
International Ethics and War: A History
Winter semester 110474
This course will focus on two main themes of the history of international ethics and war: just war and in particular humanitarian intervention. The course is presented as a set of eight lectures as follows:
Lecture 1: Introduction to international ethics (the views against ethics and norms in international politics and the views in support of ethics and norms in international politics).
Lecture 2: The just war doctrine from antiquity until today, with emphasis on Aristotle, Cicero, Augustine, Aquinas, Vitoria, Gentili, Suarez and Grotius, and concluding with Walzer.
Lecture 3: The roots of humanitarian intervention: just war against tyranny, with emphasis on Vitoria, Gentili, Suarez, Grotius, the monarchomachs and Bodin, and Vattel.
Lecture 4: International law: the humanitarian intervention juridical debate from the 1830 until the 1930s.
Lecture 5: Intervention and non-intervention in political theory during the long nineteenth century: the views of Kant, Hegel, Cobden, Mazzini and J.S. Mill.
Lecture 6: Case studies of humanitarian intervention in the nineteenth century: the Greeks (1821-1831), Lebanon and Syria (1860-1861) and the Bulgarians (1876-1878).
Lecture 7: Humanitarian intervention today: (a) humanitarian intervention cases during the Cold War, (b) humanitarian interventions cases from 1990 until today.
Lecture 8: the humanitarian intervention debate: in search of the appropriate international reaction in humanitarian plights and the key issues in the recent debate on humanitarian intervention.
The eight lectures are in e-version available for the students (title: International Ethics and War: a history. Lectures on Just War and Humanitarian Intervention).
Bass, Garry. J., Freedom's Battle: The Origins of Humanitarian Intervention (2009).
Chesterman, Simon, Just War or Just Peace? Humanitarian Intervention and International Law (2001).
Christopher, Paul, The Ethics of War and Peace (2004).
Fixdal, Mona and Dan Smith, ‘Humanitarian Intervention and Just War’, Mershon International Studies Review, 42:2 (1998).
Heraclides, Alexis, ‘Humanitarian Intervention Yesterday and Today: A History’, European Review of International Studies, 2:1 (2015).
Heraclides, Alexis and Ada Dialla, Humanitarian Intervention in the Long Nineteenth Century: Setting the Precedent (2015).
Hoffmann, Stanley, ‘The Politics and Ethics of Military Intervention’, Survival, 37:4 (1995-1996).
Rodogno, Davide, Against Massacre: Humanitarian Intervention in the Ottoman Empire, 1815-1914. The Emergence of a European Concept and International Practice (2012).
Tuck, Richard, The Rights of War and Peace: Political Thought and the International Order from Grotius to Kant (1999).
Walzer, Michael, Just and Unjust Wars (1977).
Political Economy. Macroeconomic Theory and Policy
Winter Semester 110011
The course is an introduction to Macroeconomics. The outline of the lectures is the following:
Macroeconomic theory and its objectives.
The fundamental macroeconomic magnitudes: Gross Domestic Product (GDP), inflation, unemployment. Their definition and measurement.
The classical model: a) The determinants of the economy’s aggregate supply of goods and services. b) The economy’s aggregate demand and its basic components. c) How and why the aggregate demand and supply of a closed economy are equalized in the classical model.
The macroeconomics of a small open economy.
Economic growth. Old and new approaches.
Money and inflation.
Keynesian economics. The national product in the short period, the Keynesian explanations of the economic cycles and the role of macroeconomic policy.
The determination of the economy’s aggregate demand in the Keynesian model.
The determinants of the economy’s aggregate supply in the short-run. Unemployment in the short and the long run. The unemployment – inflation trade-off.
Mankiw G., Macroeconomics.
Krugman P. and Wells R., Macroeconomics.
Statistical Analyses in Social Research I: Principles, Methods and Computer Applications
Winter Semester 110360
The course aims to introduce students to the methods and techniques of statistical analysis of research data using specialized statistical applications. The course is offered in English but key terms and concepts will also be translated in Greek if needed. In this course students learn in an applied way key issues and challenges of statistical data analysis in social sciences and humanities and become familiar in a practical way on essential requirements of empirical scientific research (for example, how can we encode survey data for statistical analysis -such as questionnaire data- and apply the appropriate statistical analysis using modern computer applications?). Upon successful completion of the course students will be able:
― To define the meaning and uses of measurement in the social sciences and humanities,
― Indicate what measurement scale is and distinguish different types of measurement scales
― To understand the concepts of sample and population in sampling, realize the importance of the representativeness of the sample, distinguish basic types of random sampling and understand the concepts of sample distribution and the sampling error,
― To understand the importance and use of statistical hypotheses,
― To code quantitative data for statistical analysis using specific statistical applications,
― To apply descriptive statistical data analysis,
― To become aware of the data requirements when applying statistical tests on bivariate relationships,
― To select and apply appropriate statistical test(s) to examine the relationship between two variables,
― To interpret the statistical analysis results
― To write short research reports based on the statistical results.
The course is laboratory-based and regular class attendance, although not formally required, is essential. During the semester students will be asked to deliver about 7-8 weekly projects on the basis of which they will be assessed and graded. For the successful completion students need to know how to use computers (basic level at least), but no specific knowledge of statistics is required. Lecture notes will be distributed in digital form. See also Kollias, A. (2007). Statistics notes using SPSS. Panteion University (in Greek, http://goo.gl/OBP9LS).
Johnson, J. B., & Reynolds, H. T. (2011). Political science research methods. Cq Press.
Pennings, P., Keman, H., & Kleinnijenhuis, J. (2006). Doing research in political science: An introduction to comparative methods and statistics. Sage.
The Greek - Turkish Conflict
Spring Semester 110 386
Main book: Alexis Heraclides, The Greek-Turkish Conflict in the Aegean: Imagined Enemies (Palgrave Macmillan, 2010).
This course is divided into four parts: (1) Greeks and Turks: history, myth and reality, presented under three headings, the perennial imagination, the modernist imagination and the contemporary perspective; (2) the legal dimension of the Aegean dispute, that is the continental shelf, territorial sea, national airspace, demilitarization, Imia/Kardak and grey zones, and flight information regions; (3) conflict and diplomacy, namely the years 1974-1977, the Montreux summit, the Greek-Turkish dialogue of 1978-1981, Greek-Turkish relations at the nadir (October 1981-1989), the 1996 Imia/Kardak crisis, and the 1999 détente and dialogue regarding the Aegean dispute; and (4) the crux of the Greek-Turkish conflict (the short cut: resolving the Aegean conflict; and the long haul: identity and national narratives).
Anastasakis, Othon, Kalypso Aude Nikolaidis and Kerem Öktem (eds), In the Long Shadow of Europe: Greeks and Turks in the Era of Postnationalism (Leiden: Martinus Nijhoff Publishers, 2009).
Aydιn, Mustafa & Kostas Ifantis (eds), Turkish-Greek Relations: The Security Dilemma in the Aegean (London: Routledge, 2004).
Bahcheli, Tozun, Greek-Turkish Relations since 1955 (Boulder: Westview, 1990).
Bertrand, Gilles, Le conflit helléno-turc: la confrontation des deux nationalismes à l’aube du XXIe siècle (Paris: Maisonneuve & Larose, 2003).
Θεoδωρόπoυλoς, Βύρωv, Οι Τoύρκoι και εμείς (Αθήvα: Φυτράκης, 1988).
Μήλλας, Ηρακλής, Εικόνες Ελλήνων και Τούρκων (Αθήνα: Αλεξάνδρεια, 2000).
Özkιrιmlι, Umut & Spyros A. Sofos, Tormented by History: Nationalism in Greece and Turkey (London: Hurst & Company, 2008).
Tsakonas, Panayotis J. The Incomplete Breakthrough in Greek-Turkish Relations: Grasping Greece’s Socialization Strategy (Basingstoke: Palgrave Macmillan, 2010).
Cours en français
Semestre d’hiver 110 369
Les hommes doivent-ils être égaux dans la cité en raison de leur égalité naturelle ou bien en dépit de leur inégalité naturelle? Un changement politique est-il justifié dans la mesure où il rétablit la communauté originelle ou bien en tant qu'il instaure une nouvelle origine? L'économie politique étudie-t-elle la gestion de la maison (oikonomia) ou celle de l'État (politikè)? Ce cours propose une approche thématique de l'histoire de la philosophie politique et s'intéresse à l'évolution de certains concepts tels que nature et convention, l'apparition de la société entre la famille et l'État, changement politique et histoire. Nous lisons et commentons en cours des passages de Platon, République, Politique; Aristote, Politiques; Machiavel, Le prince, Discours sur la première décade de Tite-Live; Hobbes, Léviathan, Le citoyen; Spinoza, Traité politique; Locke, Discours du gouvernement civil; Rousseau, Discours sur l'origine de l'inégalité, Contrat social; Kant, Projet de paix perpétuelle; Hegel, Philosophie du droit, La raison dans l'histoire.
M. Abensour, La démocratie contre l'État, PUF, Paris 1997.
H. Arendt, Condition de l'homme moderne, Calmann-Lévy, «Agora», Paris 1983.
―, Qu'est-ce que la politique?, Seuil, «Points», Paris 1995.
Caillé-M. Senellart-Chr. Lazzeri (dir.), Histoire raisonnée de la philosophie morale et politique, Flammarion, «Champs», Paris 2001, 2 tomes.
G. Faraklas, Machiavel. Le pouvoir du prince, PUF, "Philosophies", Paris 1997.
F. Heidenreich-G. Schaal, Introduction à la philosophie politique, CNRS, Paris 2012.
J.-Fr. Kervégan, L'effectif et le rationnel. Hegel et l'esprit objectif, Vrin, Paris 2007.
Bl. Kriegel, Cours de philosophie politique, LGF, «Le livre de poche», Paris 1996.
Cl. Lefort, Écrire à l'épreuve du politique, Calmann-Lévy, «Agora», Paris 1992.
P. Manent, Cours familier de philosophie politique, Gallimard, "Tel", Paris 2001.
J. Rancière, Aux bords du politique, La Fabrique, «Folio», Paris 1998.
The course aims to present and examine pivotal questions about past and present transformations in SEE from a history and anthropology perspective. Departing in the 18th century and reaching the early 21st century, we will discuss key aspects of the political, economic, social and cultural change in Balkan societies and approach critically the ways in which they have been conceptualized and theorized in the social sciences and the humanities. We will critically discuss concepts related to the ‘Balkans’, ‘backwardness’, ‘modernization’, 'transition', 'socialism' and 'post-socialism' and explore new research approaching the above-mentioned transformations in a non-essentialist, comparative and transnational fashion which seeks to promote the inscription of the region and its study into global frameworks and discussions..
Specific topics are:
- Orientalism , Balkanism and the European Othering
- European integration and images of the Balkans
- Historical evolution of national identities and of nation-states in SEE
- Borders and divisions within SEE
- Socio-economic transformations and social conflicts.
- Ideologies and political movements.
- Churches and religions
- Cold War divisions and Cold War epistemics
- Everyday life practices and representations
- Representations of and discourses about South-East Europe, socialism and post-socialism (art, literature, media etc.)
- The Balkans and Greece / Greece and the Balkans
2. Antiquité et Modernité (depuis la Querelle des Anciens et des Modernes jusqu’à la Révolution)
- Professeure associée Dr. Chrysanthi Avlami, Département de Communication
- Département d’Histoire -Université Ionnienne
Les Lumières n’ont pas été seulement une époque d’admiration envers le monde gréco-romain. Les critiques dont l'Antiquité fait l’objet créent un espace de controverses sur l'utilité de l'expérience antique pour les Modernes et, par conséquent, sur le rôle que devrait occuper (ou ne pas occuper) l'exemple antique dans le présent des sociétés modernes caractérisé par l’expansion européenne dans le monde, le triomphe du commerce, l'articulation de la pensée politique avec l'économie. Le séminaire vise à reconstruire, à travers des textes historiques, philosophiques et politiques, les différentes interprétations du monde antique jusqu'au moment où la représentation de l'antiquité comme « enfance » de la civilisation occidentale l’emportera.
3. Print Media and Popular Culture - Historical Perspectives: Theory and Practice
- Professor Aled Gruffydd Jones <Aberystwyth University, UK – Chief executive of National Library of Wales – Aberystwyth>
- Dr. Gioula Koutsopanagou <Research Centre for Modern History – KENI – Panteion University>
The course brings the international academic debate regarding the recently developed but rapidly expanding discipline of media history to the attention of postgraduate students. Its originality rests on: a) the breadth of its interdisciplinary approaches to subject matter, b) its focus on historical research methodologies from Greece, the United Kingdom and beyond, c) the combination of theory and field research, given the ongoing relationship of the Masters’ course with the research project entitled "The magazines (1900 to present). Critical analysis, quantitative data, basic theoretical approaches and research challenges" of the Greek Press History Workshop/ Research Centre Modern History (ΚΕΝΙ), d) the input of professional historians, librarians and journalists. It combines and supports the integration of different theoretical and practical approaches and is addressed both to students from different disciplines, historians, sociologists, anthropologists, political scientists, etc. and professional journalists, librarians etc. It presents to students the most recent findings of a research project on the Greek popular magazines, and encourages their engagement with that project, while contributing to the preparation of thematic workshops and a conference which is planned for 2018. Students thus not only study the theory and history of print culture, but they will learn also about the application of those theories and methodologies to the practice of historical research.
The course is supported by ESPIT and the Cultural Foundation of ESIEA, who will market the course among their members, as well as advise on the professional and practical skills aspects of the course. Discussions have also begun with central public libraries, including the National Library with regard to their co-operation in supporting the project as a whole. Due to the interdisciplinary nature of the course, collaborative possibilities are being explored with scholars and researchers at an interdepartmental level, within and outside Panteion University.
Tutor: Dr. Marios Hatzopoulos, Research Centre for Modern History – KENI – Panteion University