Moscow School for Social and Economic Sciences
| Вид материала | Документы |
- Berlin Graduate School of Social Sciences (bgss) сообщает о приеме заявок для обучения, 17.64kb.
- United Nations Economic Commission for Europe unescap united Nations Economic and Social, 48.57kb.
- Despite it, does not lose the urgency and now, at the expense of political, social,, 117.74kb.
- Шановні колеги, 183.01kb.
- The article describes the social and economic role of small business, its impact, 525.28kb.
- British Higher School of Art and Design, Moscow, Russia Представлена Британская высшая, 505.97kb.
- Dual networks and network model of social-economic system, 158.14kb.
- Досвід впровадження реформи монетизації соціальної грошової допомоги в Росії Підготовано, 1283.94kb.
- Методичний бюлетень: Програмний комплекс NetOp School, 118.18kb.
- Презентация сочинений на английском языке на тему «School life in school №64», «My, 8.23kb.
PS014. Intellectuals, Power and Collective Memory: Theoretical and Comparative Perspectives
- GENERAL INFORMATION
| Title | Intellectuals, Power and Collective Memory: Theoretical and Comparative Perspectives |
| Unit code | PS014 |
| Credit rating | 15 |
| Level | MA |
| Contact hours | 21 |
| Pre-requisite units | History of Political Thought, Method of Sociological Research |
| Co-requisite units | |
| School responsible | Moscow School of Social & Economic Science (Faculty of Political Science) |
| Member of staff responsible | Dr. Alek Epstein |
- AIMS
- To introduce basic theories and concepts of sociology of knowledge from Karl Mannheim to contemporary scholars.
- To develop participants’ ability to recognize main trends in modern intellectual history.
- To promote understanding of the place of intellectuals in state-society relations in various countries under various political regimes.
- To discuss different interpretations of the concept of intelligentsia in Russia and in other countries.
- To examine intellectuals’ role in the creation of collective memory and civil religion.
- To analyze changing political functions of science in the modern liberal-democratic state and intellectuals’ changing status in the era of mass society and electronic media.
- To provide students with a basic training in text analysis, conceptual thinking and argumentative writing.
- BRIEF DESCRIPTION OF THE UNIT
Content:
The course content includes all the issues related to sociology of knowledge and socio-political analysis of modern intellectual history. Particular attention will be given to the following topics:
1. Academics, intellectuals and intelligentsia: conceptual background
2. Karl Mannheim and the early stages of the sociology of knowledge
3. Russian Intelligentsia – A Unique Phenomenon?
4. Intellectuals and the Challenge of Totalitarianism
5. Politicized Intellectuals: Men of Knowledge between State and Civil Society
6. Intellectuals, Power and Collective Memory in the Soviet Union and Post-Soviet Russia
7. Public Intellectuals in Various Countries: Comparative Perspectives
Core Reading
Theoretical foundations:
- Mannheim, Karl (1954 [1929]). “The Sociology of Knowledge”, in his Ideology and Utopia: An Introduction to the Sociology of Knowledge (London/New York: Routledge and Kegan Paul), pp. 237–280 [* Russian translation is also available].
- Mannheim, Karl (1956 [1933]). “The Problem of the Intelligentsia”, in his Essays on the Sociology of Culture (London/New York: Routledge and Kegan Paul), pp. 91–170 [* Russian translation is also available].
- Shils, Edward (1958). “The Intellectuals and the Powers: Some Perspectives for Comparative Analysis”, Comparative Studies in Society and History, vol. 1, pp. 5–22.
- Aron, Raymond (2001 [1957]). “The Intellectuals and Their Homeland”, in his The Opium of the Intellectuals (New Jersey: Transaction Publishers) [* Russian translation is also available].
- Gouldner, Alvin (1979). The Future of Intellectuals and the Rise of the New Class (New-York: Continuum), theses 6.1-6.5 (pp. 28–31), 7 and 8 (pp. 43–49).
Case studies:
- J. Jennings and A. Kemp-Welch (eds.), Intellectuals in Politics. From the Dreyfus Affair to Salman Rushdie (London: Routledge, 1997).
- Z. Sternhell (ed.), The Intellectual Revolt Against Liberal Democracy (Jerusalem: The Israel Academy of Sciences and Humanities, 1996).
- Mark Walker (ed.), Science and Ideology: A Comparative History (London: Routledge, 2003).
- V. Kurennoy (ed.), Typology of Contemporary Intellectual Trends (Moscow: Euro-Asian Legacy Foundation, 2006 [in Russian]).
- V. Kurennoy (ed.), History and Theory of Intelligentsia and Intellectuals (Moscow: Euro-Asian Legacy Foundation, 2009 [in Russian]).
- INTENDED LEARNING OUTCOMES
| Category of outcome | Students should/will (please delete as appropriate) be able to: |
| Knowledge and understanding | - know various approaches in sociology of intellectuals (“new class” theorists; Antonio Gramsci, Michel Foucault, and theorists of “authenticity”; Karl Mannheim, Edward Shils, and Randall Collins); - understand Karl Mannheim’s contribution to the analysis of intellectuals’ roles in politics as well as for understanding their contribution to the formation of ideologies - analyze the controversy regarding the study of Russian intelligentsia, its historical role and self-appointed mission; - to be aware to the phenomenon of intellectuals’ support of radical left and radical right regimes, which were hostile to liberal-democratic values; to address an immanent dilemma of intellectuals’ obligation to criticism vs. their involvement in utopian political movements on the right or left; to recognize intellectuals’ own contribution to the emergence of totalitarian ideologies and these ideologies road to power; - to question whether the role of intellectuals as social critics is perceived as legitimate and is practically possible during the epoch of immense transformations; to analyze intellectuals’ role in reshaping of the collective memory, values and norms in Post-Communist states; |
| Intellectual skills | - consider the phenomenon of intellectuals, taking into account the complex relationships, both between intellectuals and civil society and state; - Identify trends in intellectual polemics vis-à-vis the collective memory; |
| Practical skills | - resolve problems: identify the features of problem, including aspects of risk and select approaches and solutions; - identify desired communication outcomes; enhance understanding and engagement by academic and professional audiences; - research independently, by identifying and managing library and information resources including online, correctly citing, acknowledging and referencing sources; - undertake effectively independent and self-managed learning; |
| Transferable skills and personal qualities | - effective written and oral communication; - read, write and communicate in English on academic topics; - reflect and write analytically; - engage in scientific discussion and deliver creative and original thought; - find information and use information technology (including e-library resources) - exercise self-reliance skills and develop independent learning ability; - manage time and work to deadlines. |
- LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
- Contact hours: lections (70%) and tutorials (30%).
- Private assignment preparation
- Directed reading (paper and electronic texts)
- Essay writing
- ASSESSMENT (INCLUDING THE USE OF E-LEARNING)
| Assessment task | Length | Weighting within unit (if relevant) |
| Essay | 3000-5000 words | 100% |
| Date of current version | 21March 2010 |
| Approved by Deans’ meeting | 23 March 2010 |