• Course title: Life Linguistics. An Introduction to Language and Its Scientific Study
• Anzahl ECTS: 4
• Course code: BCE-1
• Modul(e): I. Introductory Lectures
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to:

• Understand the central role language plays for human culture.


• Know central concepts and approaches of linguistics to the analysis of language.


• Identify and analyse aspects of everyday language use with linguistic methods.

This course provides an accessible introduction to the basic principles and approaches of linguistics, beginning with the central role of language in everyday life. Not only is language the primary tool for organizing social practice, it is also a universal symbol system for ordering and making sense of the chaotic world that surrounds us. The fundamental importance of language for human culture will be explored from a variety of thematic perspectives to show participants how many aspects of our daily lives are mediated or even made possible by language. At the same time, the course introduces the central concepts and analytical perspectives of structural linguistics as the scientific study of language.

The course is based on a multilingual approach, taking the situation in Luxembourg as a starting point for the development of topics and using several languages for illustration. In addition, teaching materials will be developed and made available in all official languages of the BCE. 

Reading will be provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: ​​Written Exam (End-of-Term Assessment​) – ​​100% (retake possible)

available Semester 1/3/5, preferably taken Semester 1   

• Course title: Reading and Writing about Literature 1
• Anzahl ECTS: 6
• Course code: BCE-3
• Modul(e): II. Critical Practice
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to:

• CREATE connections between specific literary features (e.g., narrative patterns, rhetorical figures) and the themes they convey.
  


• COMPLICATE initial responses by integrating textual and contextual evidence into your analysis.
  


• COMBINE distinct critical perspectives into a coherent and nuanced line of argument.

For literary scholars and students of literature, text constitutes both the central object of analysis and the medium through which they construct understandings and interpretations of reality. Critical practice is a central feature of this process and relationship. It is less concerned with making value judgments or judgments of quality, than with reading as an active process during which each individual reader negotiates between a text’s generic features, its language, style, and themes, its historical and cultural contexts, and the critical dialogues and perspectives it generates. In short, the purpose of a literary or critical analysis is to reveal the complexity of a topic or text in its relation to the world, and, as a student of literature, you will find that ‘complicating’ your initial response to a text is one of the central skills (or reflexes?) you will be required to acquire and develop.

Reading and Writing about Literature 1 is the first in a series of introductions to critical practice. The seminar concentrates on the practice of in-depth reading and thematic engagement with text and emphasises the importance of careful contextualisation in the process of interpretation. Readings do not ‘just exist’: they are produced or crafted. In this introduction to the fundamental approaches to the study of literature, you will be provided with the analytical tools required to elicit viable interpretations from a text and to craft these into convincing and original lines of argument.

READING

Course materials will be provided on Moodle.

Assessment Components

– Attendance: mandatory, non-graded (CA-RNP)
– Preparation Tasks: mandatory, non-graded (CA-RNP)
– Discussion Paper: 20% (CA-RNP)
– Critical Case Study Presentation + Report. Graded individually: 30% (CA-RNP)
– Final Written Exam: 50% (ET-RP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

Reading and Writing about Literature 1 is a „fundamental course“ in the English Studies specialisation track of the Bachelor en Cultures Européennes.

This means that:

1. the course cannot be compensated: students must obtain 10/20 to validate this course;


2. students have a maximum of two (2) attempts at passing the course;


3. the grade 10/20 must be obtained by the end of semester 4 at the latest. 

Furthermore, this course is a prerequisite for all courses in Modules VII and VIII.

The above applies to students majoring in English Studies only.

• Course title: Grammar 1
• Anzahl ECTS: 4
• Course code: BCE-5
• Modul(e): III. English Language
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 

• Label instances of English grammatical usage using terminology
  


• Describe and explain instances of English grammatical usage using linguistic terminology
  


• Reflect critically on English grammatical usage issues

This course provides an overview of the main grammatical rules of Standard British English. It will enhance your insight into English grammar and introduces you to key grammatical terminology so that you can describe, explain and critically discuss English grammatical usage.

Reading:

Simon-Vandenbergen, A. M., & Taverniers, M. (2016). English grammatical usage: a study guide. Gent: Acco. ISBN 9789462927643

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Written exam (End-of-Term Assessment) – 80% (retake possible)
Assessment Component 3: In-class tests (Continuous Assessment) – 20% (retake not possible)

• Course title: Academic Writing (group A)
• Anzahl ECTS: 4
• Course code: BCE-214
• Modul(e): IV. Academic Writing
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• RECOGNISE the structures of academic writing;


• ORGANISE and EXPRESS your thoughts in a logical order;


• EVALUATE your own writing.

What is Academic Writing? Far from being pompous, impenetrable and authoritarian, it should be clear, concise, and evidence-based. The objective of this course is to equip students with the necessary tools to write effectively within an academic context. The focus is on developing critical reading and thinking skills, thereby allowing students to analyse techniques used by other writers – for example developing thesis statements and supporting arguments. Students will also assess how essays are commonly structured and how ideas are logically connected in a text, as well as what language is appropriate to ensure an academic register. They will complete exercises and write a number of short texts to practice academic writing, working up to writing an essay at the end of the semester.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Active Participation and completion of homework (Continuous Assessment) – 10% (retake not possible)
Assessment Component 3: Portfolio (2 written assignments) (Continuous Assessment) – 60 % (retake possible)
Assessment Component 4: Final Essay (Continuous Assessment) – 30% (retake possible)

Mandatory course: enrol in group A or B

• Course title: Academic Writing (Group B)
• Anzahl ECTS: 4
• Course code: BCE-220
• Modul(e): IV. Academic Writing
• Sprache: EN
• Pflicht: No

• RECOGNISE the structure of academic writing;


• ORGANISE and EXPRESS your thoughts in a logical order;


• EVALUATE your own writing.

 

What is Academic Writing? Far from being pompous, impenetrable and authoritarian, it should be clear, concise, and evidence-based. The objective of this course is to equip students with the necessary tools to write effectively within an academic context. The focus is on developing critical reading and thinking skills, thereby allowing students to analyse techniques used by other writers – for example developing thesis statements and supporting arguments. Students will also assess how essays are commonly structured and how ideas are logically connected in a text, as well as what language is appropriate to ensure an academic register. They will complete exercises and write a number of short texts to practice academic writing, working up to writing an essay at the end of the semester.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0 % (retake not possible)
Assessment Component 2: Active Participation (Continuous Assessment) – 0% (retake not possible)
Assessment Component 3: Portfolio (Continuous Assessment) – 60% (retake possible)
Assessment Component 4: Final Essay (Continuous Assessment) – 30% (retake possible)

Mandatory course: enrol in group A or B

• Course title: Popular Literature
• Anzahl ECTS: 4
• Course code: BCE-9
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to:

• IDENTIFY the different participants in and factors of literary reception and consumption


• DIFFERENTIATE between historical and contemporary audiences and their notion of taste


• ANALYSE and EXPLAIN the construction of authorship and literary fame in different period

This course focuses on the generic forms associated with popular texts from the 18th century to the present day. Students will become familiar with genres such as chapbooks, sensation novels, detective stories, melodrama, yellow peril fiction, conspiracy fiction, as well as chick-lit. We will examine how notions of taste and quality are constructed and disseminated via reviews—written both by critics and by readers. We will investigate the appeal, function, and continuous reception of popular texts, engaging with theories of reception, consumption, as well performativity and theatricality. Considering the historical context of production, we will reflect on how the message of texts evolves over time.  

Reading:

Braddon, Mary Elizabeth, Lady Audley’s Secret (Oxford: Oxford University Press, 2012). ISBN-13: 9780199577033 

Conan Doyle, Arthur, The Adventures of Sherlock Holmes (Oxford: Oxford University Press, 2008). ISBN-13: 978-0199536955 

Kinsella, Sophie, The Secret Dreamworld of a Shopaholic (London: Black Swan, 2000). ISBN-13: 978-0552773461

Roehmer, Sax, The Mystery of Dr. Fu-Manchu (London: Titan Books, 2012). ISBN: 978-0857686039 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Critical Case Study (in class) (Continuous Assessment) – 25% (retake possible)
Assessment Component 3: Written Component (Continuous Assessment) – 25% (retake possible)
Assessment Component 4: Exam (End-of-Term Assessment) – 40% (retake possible)
Assessment Component 5: Workshop Participation (Continuous Assessment)  – 10% (retake not possible)

NOTE: Assessment purpose and instructions are provided separately.

Winter (available in Semesters 1, 3 or 5)

• Course title: Speculative Fiction
• Anzahl ECTS: 4
• Course code: BCE-6
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to:

• EXPLAIN the function of literary devices such as ‘terror’ and ‘horror’ in speculative fiction.
  


• SHOW how speculative fiction represents the impact of different forms of order (natural, social, scientific) on humans and human agency.
  


• EVALUATE the ways in which speculative fiction both expresses and shapes cultural anxieties.
  

Speculative fiction is anchored in the real, extrapolated from lived experience in specific cultural moments at specific points in time. As a genre, speculative fiction draws on a confrontation with the unknown or the Other to disrupt the comfortable fictions of stability and order that shape our relationship to ourselves and to the material conditions of our lives. 

We look specifically at cultural anxieties that are manifested in literary forms of terror and horror, and we investigate what happens to notions of the human and human agency in confrontation with other worlds, other norms, and other forms of knowledge. Ultimately, the monsters, ‘mad scientists’, and the utopian and dystopian ‘realities’ explored in the texts on the syllabus prompt us to ask uncomfortable questions of ourselves and about ourselves.

READING

• Atwood, Margaret, The Handmaid’s Tale (1985; any edition)
• Le Guin, Ursula K., The Left Hand of Darkness (1969; any edition)
• Shelley, Mary, Frankenstein; or, The New Prometheus (any edition, but please make sure you read the 1818 version of the text)
• Stevenson, R.L., The Strange Case of Dr Jekyll and Mr Hyde (1886; any edition)

MOVIES/FILMS

• Frankenstein, dir. by James Whale (Universal, 1931) [on DVD]

Assessment Components

– Attendance: mandatory, non-graded (CA-RNP)
– Debate + Report. Graded individually: 30% (CA-RNP)
– Class Activities + Reflection: 10% (CA-RNP)
– Final Written Exam: 50% (ET-RP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

Winter (available in Semesters 1, 3 or 5)

Grades of 5.1/20 and above for the different assessment components may be compensated within the course. Failure to attempt an assessment task will result in an unjustified absence on the transcript of records. Please consult the BCE Study Guide for information about extensions and general rules about assignment submissions and completion.

• Course title: Early Modern Drama
• Anzahl ECTS: 4
• Course code: BCE-199
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to:

• Read and analyse a set of early modern plays by different authors.
  


• Identify the main elements of the different early modern dramatic genres and apply them to the plays discussed in this course.
  


• Locate each play discussed in this course within its own specific historical, cultural and generic context.

The theatre played an important part in early modern English culture. London had a vibrant and highly competitive theatrical scene, with several outdoor and indoor theatres commissioning plays from a large number of authors and catering to spectators from across the social spectrum. This course is meant to introduce you to early modern English theatrical culture in general and to early modern drama in particular. We will discuss three different early modern plays: William Shakespeare’s comedy As You Like It (c 1599), John Webster’s tragedy The Duchess of Malfi (1612-13), and Richard Brome’s tragicomedy The Queen and Concubine (1635-36). We will read these plays closely and locate each of them in its own specific generic, historical and cultural context. 

 

READING

It is important that we all use the same editions of the plays we discuss in this course. Please make sure that you use only the editions listed below:

• Richard Brome, The Queen and Concubine, ed. by Lucy Munro, Richard Brome Online (2010), https://www.dhi.ac.uk/brome/viewTranscripts.jsp?play=QC&act=1&type=BOTH (open access) 
• William Shakespeare, As You Like It, ed. by Michael Hattaway, third edition (Cambridge: Cambridge University Press, 2021) – ISBN 978-1108969192.
• John Webster, The Duchess of Malfi, ed. Karen Britland, new edition (London: Methuen Drama, 2021). ISBN: 978-1474295673. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: 1 written statement (Continuous Assessment) 30% (retake not possible)
Assessment Component 3: Oral Exam (End-of-Term Assessment) 70% (retake possible)

• Course title: English Literature: A History
• Anzahl ECTS: 4
• Course code: BCE-182
• Modul(e): I. Introductory Lectures
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 

• Have an overview of and be able to identify the different epochs of English literary history. 


• Have an overview of and be able to identify the main literary genres of English literary history.


• Have an overview of and be able to identify a selection of literary works (and their authors) from all epochs of English literary history.

This lecture course covers the different epochs of English literary history. Focusing on literature (mostly) in English produced in England / Britain, we will start in the medieval period and end in the twenty-first century. We will focus on selected texts from each epoch, discussing its stylistic and generic particularities as well as locating it in its specific historical-cultural context. At the end of the course, you will have a good overview not only of the epochs of English literary history, but also of the different genres, a variety of canonical and non-canonical texts and their authors. 

Reading: Greenblatt, Stephen, ed, The Norton Anthology of English Literature, 10th edition, volumes A-F (New York: Norton, 2018)

 

MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% (no retake possible)
Written Exam (End-of-Term Assessment​) – ​​100​ %​ (retake possible)

• Course title: Sociolinguistics
• Anzahl ECTS: 4
• Course code: BCE-61
• Modul(e): I. Introductory Lectures
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 

• ANALYSE and EXPLAIN the multiple links between language, identity and migration.


• CONNECT theoretical concepts to ‘real life’ situations and issues.


• EXAMINE and EVALUATE contemporary debates about multilingualism, education and globalization.

This course will provide an introduction to the area of sociolinguistics. We will study the function of language in the real world, grappling with such issues as the nature of meaning; accent, dialect, and language; language and gender; linguistic landscapes; language change, and language ideologies. Students will also explore the key issues of multilingualism, migration and language policy in the age of late modernity.

No essential textbook is set for this course. Texts will be handed out or provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% (no retake possible)
Assessment Component 2: ​​End of year exam (End-of-Term Assessment​) – ​​100​ %​ (retake possible)

• Course title: Reading and Writing about Literature 2
• Anzahl ECTS: 6
• Course code: BCE-62
• Modul(e): II. Critical Practice
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to:

• UNDERSTAND the function of and relationship between different types of sources (primary sources, co-texts, secondary literature).
• COMBINE the theoretical approaches introduced in this course into an effective analytical framework (‘critical lens’).
• FORMULATE coherent and critically informed lines of argument that reveal the nuances and complexities of the text.

For literary scholars and students of literature, text constitutes both the central object of analysis and the medium through which they construct understandings and interpretations of reality. Critical practice is a central feature of this process and relationship. It is less concerned with making value judgments or judgments of quality, than with reading as an active process during which each individual reader negotiates between a text’s generic features, its language, style, and themes, its historical and cultural contexts, and the critical dialogues and perspectives it generates. In short, the purpose of a literary or critical analysis is to reveal the complexity of a topic or text in its relation to the world, and, as a student of literature, you will find that ‘complicating’ your initial response to a text is one of the central skills (or reflexes?) you will be required to acquire and develop.
Reading and Writing about Literature 2 builds on the approaches developed in Reading and Writing about Literature 1 and combines them with literary theory and criticism. The schools of thought explored in this course agree on the principle that texts are not merely expressions of someone’s thoughts and ideas but that language – the medium through which meaning is expressed – governs (organises and categorises) thought and experience, and thereby shapes how reality is perceived. Critical practice, in this course, will require you to complicate your initial readings by examining the impact of distinct critical perspectives on your interpretation(s) of a text and the meanings they generate and to craft these into convincing and critically informed lines of argument.
Course materials will be provided in class or made available on Moodle by the instructor.

Assessment Components:

• 
  Attendance: mandatory, non-graded (CA-RNP)


• 
  Critical Source Assessment: mandatory, non-graded (CA-RNP)


• 
  Critical Case Study: 40% (CA-RNP)


• 
  Final Written Exam: 60% (ET-RP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

• Course title: Grammar 2
• Anzahl ECTS: 4
• Course code: BCE-64
• Modul(e): III. English Language
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 

• Label instances of English grammatical usage using terminology


• Describe and explain instances of English grammatical usage using linguistic terminology


• Reflect critically on English grammatical usage issues

This course is a continuation of Grammar 1 and provides an overview of the main grammatical rules of Standard British English. We will study the remaining chapters of our textbook. The course will enhance your insight into English grammar and introduces you to key grammatical terminology so that you can describe, explain and critically discuss English grammatical usage.

Bibliography

• Simon-Vandenbergen, A. M., & Taverniers, M. (2016). English grammatical usage: a study guide. Gent: Acco. ISBN 9789462927643

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Seminar Tasks (​​Continuous Assessment)​ – ​​20​% ​​​ 
Assessment Component 3: Final written exam ​​(End-of-Term Assessment​) – ​​80% ​​

• Course title: Sociolinguistics Methods and Analysis
• Anzahl ECTS: 4
• Course code: BCE-221
• Modul(e): V. Language and Linguistics
• Sprache: EN
• Pflicht: No

• UNDERSTAND and EVALUATE methods of sociolinguistic data collection and analysis;


• APPLY sociolinguistic methodology to key topics of sociolinguistic research, such as multilingualism, social interaction, language attitudes, reginal variation, code switching, social media


• PLAN and EXECUTE a sociolinguistic research project (collecting and analysing data and presenting the results of your research)

This course provides a hands-on introduction to empirical methods in sociolinguistics.  The course will familiarize you with basic methodological approaches and analytical frameworks in sociolinguistic research using different domains of application as examples. This includes topics like multilingualism, social interaction, language attitudes, regional variation, code switching, or social media analysis.  You will read texts about basic theoretical considerations underlying the different methods, analyse methodological approaches as for their strengths and weaknesses, and apply empirical methods to sample data. As part of the assessment for the course, you will participate in a class research project in which you will collect and analyse data focusing on one domain of sociolinguistic research.
Although this course is part of an English major programme, being a course on methods and analysis it focuses on basic competencies required for sociolinguistic field work.  Students of other majors (e.g. French, German, history) are also warmly encouraged to enrol.
No textbook is assigned to this course. Weekly readings will be made available to you on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% (no retake possible)
Assessment Component 2: ​​Data collection report (​​Continuous Assessment)​ – ​​30​% (no retake possible)
Assessment Component 3: Data processing report ​​(Continuous Assessment​) – ​​30% ​​(no retake possible)
Assessment Component 4: Data analysis Report ​​(Continuous Assessment​) – ​​30% ​​(no retake possible)
Assessment Component 5: Participation ​​ (NON-GRADED Assessment – MANDATORY)  – ​​10% ​​ (no retake possible)

• Course title: Pics, Politics, and Poetics – Photography, Modernist Lyrics, and the Aesthetics of Critical Everydaynes
• Anzahl ECTS: 4
• Course code: BCE-320
• Modul(e): VI. Literary Studies
• Sprache: FR
• Pflicht: No

​- assess and demonstrate the critical uses and functions of different literary and visual arts discourses.​ 
​- analyse the aesthetic and political potential in the historical interaction of photography with other visual and literary studies concepts. ​ 
​- evaluate critically the relation between visual, aesthetic, and political discourses within 20th and 21st century U.S. American and global culture.

​​Combining and exploring the interconnections between visual and literary studies discourses in historical and global terms, this cultural and media studies class specifically introduces students to the photography, exhibition designs, and political projects of Edward Steichen, a versatile, transnational modern artist with a truly global reach. Born in Luxembourg and raised in Milwaukee, Steichen actively engaged with the modern art world as a photographer, curator, and editor in Paris, London, and New York. We will explore his various creative contributions, particularly his utopian and innovatively immersive photography masterpiece, “The Family of Man” (MoMA, 1955; UNESCO World Heritage, 2003; permanent display in Clervaux, Luxembourg). We will discuss it in the context of early modernist forms of poetry and photography. The class will also study the historical contexts of Steichen’s contributions to 20th-century Anglophone and U.S.-American arts and letters, highlighting how issues of culture, class, race, and gender have shaped his work. Special attention will be given to the critical aesthetics of everyday life and the search for, in the words of the German philosopher Max Horkheimer—one of the founders of critical theory—the traces of the „known unknown“ in the visual arts.​ 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) 0% (retake not possible)
Assessment Component 2: active participation, read all texts, short written tests (2x10min) (Continuous Assessment) 50% (no retake possible)
Assessment Component 3: final written exam 60 min (End-of-Term Assessment) 50% (retake possible)

Bibliography:

​​There will be reading and research assignments for each session. Further details and materials will be provided at the beginning of the course. Students should prepare brief background biographies of artists and authors they are not familiar with for each session.  
​Texts: Edward Steichen, The Family of Man (1955), files on Studip; students should research digital versions of the recommended classroom images for each session.​ 

• Course title: English Phonetics
• Anzahl ECTS: 4
• Course code: BCE-210
• Modul(e): III. English Language
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• IDENTIFY the parts of the vocal tract;


• CLASSIFY English vowels and consonants and DESCRIBE their production


• 
  ANALYSE English phonetic and phonological phenomena using precise terminology; and TRANSCRIBE words phonemically 
  

This course provides a grounding in phonetics (the study of speech sounds) and phonology (the study of sound systems) with a focus on English. You will be introduced to the general principles of phonetic description and analysis as well as basic phonological concepts. We will also look at factors affecting the precise realization of sounds and you will learn the basics of phonemic transcription.
Reading
Carley, P., Mees, I. M., & Collins, B. (2018). English phonetics and pronunciation practice. Abingdon: Routledge. ISBN: 978-1-138-88634-6 (paperback); ISBN: 978-1-315-16394-9 (e-book)

Please make sure you have bought this textbook before we start the course.
Additional course materials will be provided in class or made available on Moodle

Assessment Component 1: MANDATORY Attendance (NON-GRADES Assessment): 0% (retake not possible)
Assessment Component 2: Written exam (End-of-term Assessment): 80% (retake possible)
Assessment Component 3: In class tests (Continuous Assessment): 20% (retake not possible)

• Course title: Popular Literature
• Anzahl ECTS: 4
• Course code: BCE-9
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• IDENTIFY the different participants in and factors of literary reception and consumption


• DIFFERENTIATE between historical and contemporary audiences and their notion of taste


• ANALYSE and EXPLAIN the construction of authorship and literary fame in different period

This course focuses on the generic forms associated with popular texts from the 18th century to the present day. Students will become familiar with genres such as chapbooks, sensation novels, detective stories, melodrama, yellow peril fiction, conspiracy fiction, as well as chick-lit. We will examine how notions of taste and quality are constructed and disseminated via reviews—written both by critics and by readers. We will investigate the appeal, function, and continuous reception of popular texts, engaging with theories of reception, consumption, as well performativity and theatricality. Considering the historical context of production, we will reflect on how the message of texts evolves over time.  

Reading:

Braddon, Mary Elizabeth, Lady Audley’s Secret (Oxford: Oxford University Press, 2012). ISBN-13: 9780199577033 

Conan Doyle, Arthur, The Adventures of Sherlock Holmes (Oxford: Oxford University Press, 2008). ISBN-13: 978-0199536955 

Kinsella, Sophie, The Secret Dreamworld of a Shopaholic (London: Black Swan, 2000). ISBN-13: 978-0552773461

Roehmer, Sax, The Mystery of Dr. Fu-Manchu (London: Titan Books, 2012). ISBN: 978-0857686039 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Critical Case Study (in class) (Continuous Assessment) – 25% (retake possible)
Assessment Component 3: Written Component (Continuous Assessment) – 25% (retake possible)
Assessment Component 4: Exam (End-of-Term Assessment) – 40% (retake possible)
Assessment Component 5: Workshop Participation (Continuous Assessment)  – 10% (retake not possible)

NOTE: Assessment purpose and instructions are provided separately.

Winter (available in Semesters 1, 3 or 5)

• Course title: Speculative Fiction
• Anzahl ECTS: 4
• Course code: BCE-6
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• EXPLAIN the function of literary devices such as ‘terror’ and ‘horror’ in speculative fiction.
  


• SHOW how speculative fiction represents the impact of different forms of order (natural, social, scientific) on humans and human agency.
  


• EVALUATE the ways in which speculative fiction both expresses and shapes cultural anxieties.
  

Speculative fiction is anchored in the real, extrapolated from lived experience in specific cultural moments at specific points in time. As a genre, speculative fiction draws on a confrontation with the unknown or the Other to disrupt the comfortable fictions of stability and order that shape our relationship to ourselves and to the material conditions of our lives. 

We look specifically at cultural anxieties that are manifested in literary forms of terror and horror, and we investigate what happens to notions of the human and human agency in confrontation with other worlds, other norms, and other forms of knowledge. Ultimately, the monsters, ‘mad scientists’, and the utopian and dystopian ‘realities’ explored in the texts on the syllabus prompt us to ask uncomfortable questions of ourselves and about ourselves.

READING

• Atwood, Margaret, The Handmaid’s Tale (1985; any edition)
• Le Guin, Ursula K., The Left Hand of Darkness (1969; any edition)
• Shelley, Mary, Frankenstein; or, The New Prometheus (any edition, but please make sure you read the 1818 version of the text)
• Stevenson, R.L., The Strange Case of Dr Jekyll and Mr Hyde (1886; any edition)

MOVIES/FILMS

• Frankenstein, dir. by James Whale (Universal, 1931) [on DVD]

Assessment Components

– Attendance: mandatory, non-graded (CA-RNP)
– Debate + Report. Graded individually: 30% (CA-RNP)
– Class Activities + Reflection: 10% (CA-RNP)
– Final Written Exam: 50% (ET-RP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

Winter (available in Semesters 1, 3 or 5)

Grades of 5.1/20 and above for the different assessment components may be compensated within the course. Failure to attempt an assessment task will result in an unjustified absence on the transcript of records. Please consult the BCE Study Guide for information about extensions and general rules about assignment submissions and completion.

• Course title: Early Modern Drama
• Anzahl ECTS: 4
• Course code: BCE-199
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• Read and analyse a set of early modern plays by different authors.
  


• Identify the main elements of the different early modern dramatic genres and apply them to the plays discussed in this course.
  


• Locate each play discussed in this course within its own specific historical, cultural and generic context.

The theatre played an important part in early modern English culture. London had a vibrant and highly competitive theatrical scene, with several outdoor and indoor theatres commissioning plays from a large number of authors and catering to spectators from across the social spectrum. This course is meant to introduce you to early modern English theatrical culture in general and to early modern drama in particular. We will discuss three different early modern plays: William Shakespeare’s comedy As You Like It (c 1599), John Webster’s tragedy The Duchess of Malfi (1612-13), and Richard Brome’s tragicomedy The Queen and Concubine (1635-36). We will read these plays closely and locate each of them in its own specific generic, historical and cultural context. 

 

READING

It is important that we all use the same editions of the plays we discuss in this course. Please make sure that you use only the editions listed below:

• Richard Brome, The Queen and Concubine, ed. by Lucy Munro, Richard Brome Online (2010), https://www.dhi.ac.uk/brome/viewTranscripts.jsp?play=QC&act=1&type=BOTH (open access) 
• William Shakespeare, As You Like It, ed. by Michael Hattaway, third edition (Cambridge: Cambridge University Press, 2021) – ISBN 978-1108969192.
• John Webster, The Duchess of Malfi, ed. Karen Britland, new edition (London: Methuen Drama, 2021). ISBN: 978-1474295673. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: 1 written statement (Continuous Assessment) 30% (retake not possible)
Assessment Component 3: Oral Exam (End-of-Term Assessment) 70% (retake possible)

• Course title: Victorian Literature
• Anzahl ECTS: 6
• Course code: BCE-67
• Modul(e): VII. Advanced Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

• DEMONSTRATE an understanding of a variety of themes in Victorian literature, art and popular culture;


• QUESTION views of the Victorian age as generally associated with structural social discipline and emotional repression;


• ANALYSE and EXPLAIN the relation between literary works and the context of their production.

This course presents an overview of literary texts produced (predominantly) in Britain between the mid-1830s and 1900, a period that is characterised by deep-rooted social, economic, political and cultural changes. We will analyse the links between the individual and society, examining ideas of physicality, sexuality, the emotions, and the domestic sphere in light of macro-societal developments such as industrialisation, secularisation, scientific innovation, consumer culture and social mobility. Our interdisciplinary investigation of literary works will draw connections between literary texts and visual culture, press discourse, and socio-economic contexts.  

Reading

Brontë, Charlotte, Jane Eyre, ed. by Stevie Davies (London: Penguin Classics, 2011). ISBN: 978-0141441146

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0 % (retake not possible)
Assessment Component 2: Oral component (Continuous assessment) 30% (retake possible)
Assessment Component 3: Written component (Continuous assessment) 30 % (retake not possible)
Assessment Component 4: Exam (Continuous assessment) 40% (retake not possible)

• Course title: Text and Context
• Anzahl ECTS: 6
• Course code: BCE-8
• Modul(e): VII. Advanced Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

• ANALYSE the influence of historical, cultural, and economic contexts on the production and reception of literary texts. 
  


• COMBINE key scholarly perspectives into a coherent and critically informed collaborative literature review. 
  


• DEMONSTRATE your ability to perform a critical and contextually informed close reading in both oral and written formats. 

This course examines the significance of context in the process interpretation. It is designed to encourage you to situate your own reading in relation to the conditions in which texts are produced, published, read, assessed, and re-imagined. Jane Austen’s Pride and Prejudice, for instance, was published in 1813, and Joseph Conrad’s Heart of Darkness in 1899. How relevant is this information? What does it reveal about the novels, their authors, and the worlds they depict? How remote – in space, time, and culture – do they seem to you? Why are they still read and debated? This course invites you to explore these issues and to reflect on whether what you know or do not know about texts and their contexts ultimately matters, and why. 

The course draws on and develops the approaches to critical practice introduced in Reading and Writing about Literature 2 and aims to teach you how to work with scholarly sources critically and independently

READING

• Austen, Jane, Pride and Prejudice, ed. by Donald Gray and Mary A. Favret, 4th edn (New York and London: Norton, 2016). ISBN: 978-0393264883
• Conrad, Joseph, Heart of Darkness, ed. by Paul B. Armstrong, 4th edn (New York and London: Norton, 2006). ISBN: 978-0393926361
  

MOVIES

• Apocalypse Now, dir. by Francis Ford Coppola (United Artists, 1979) [on DVD]
• Pride and Prejudice, dir. by Simon Langton (BBC, 1995) [on DVD]
• Bridget Jones’ Diary, dir. by Sharon Maguire (Universal, 2001) [on DVD]
  

Further reading and additional materials are available on Moodle. The Norton Critical Editions of the novels cited above provide contextual information as well as critical essays.

Assessment Components

– Attendance: mandatory, non-graded (CA-RNP)
– Preparation Tasks: mandatory, non-graded (CA-RNP)
– Critical Case Study Presentation + Report. Graded individually: 40% (CA-RNP)
– Critical Source Assessment (2 sources): 10% (CA-RNP)
– Final Written Exam: 50% (ET-RP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

 

Available from Semester 3 onwards

• Course title: Postcolonial Literature
• Anzahl ECTS: 6
• Course code: BCE-140
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

UNDERSTAND the historical context of colonialism, the evolution of postcolonialism and the concepts that inform postcolonial theory.
ANALYSE literary texts through a postcolonial lens.
EVALUATE the significance of postcolonial criticism for literary and cultural studies.

In this introductory seminar to postcolonial literature and theory, we are going to explore how and why postcolonialism is essential to understanding the global entanglements and power hierarchies that have been shaping our complex reality in the 21st century. Reading and discussing some of the most important thinkers within postcolonial studies, such as Edward Said, Frantz Fanon, Homi K. Bhabha, and Gayatri Spivak, we will engage with the concepts of place and displacement, margin and centre, the “Other”, language, and power. In keeping with the postcolonial practice of reading contrapuntally, we are going to analyse both canonical postcolonial literary texts, such as Jean Rhys’s Wide Sargasso Sea, and less well-known, but equally important authors and works from different literary genres, such as poetry, short stories, and performance. 

Please obtain a copy of the following works, which we are going to work with closely throughout the semester:

• Jean Rhys, Wide Sargasso Sea (Penguin Classics, 2000). ISBN 978 0 141 18285 8. 
• John McLeod, Beginning Postcolonialism (Manchester University Press, 2010). ISBN 978 0 7190 7858 3
  

All other texts will be made available on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment MANDATORY) 0% (retake not possible)
Assessment Component 2: Oral Participation (Continuous Assessment) 10% (retake not possible)
Assessment Component 3: Bibliography Exercise (Continuous Assessment) 15% (retake not possible)
Assessment Component 4: Annotated Bibliography (Continuous Assessment) 15% (retake not possible)
Assessment Component 5: Research Proposal (End of term Assessment) 60% (retake possible)

Course available from semester 3 onwards

• Course title: British Theatre from the Postwar Era to the 21st Century
• Anzahl ECTS: 6
• Course code: BCE-300
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

IDENTIFY the different movements and forms within post-1945 British theatre and their characteristics.  
FORMULATE a research question/hypothesis to ANALYSE the form and content of a play by drawing on its socio-political and historical context.   
TRANSFER the knowledge acquired to other plays and be able to understand their agenda. 

This seminar explores the development of British theatre from the end of WWII throughout the second half of the 20th century and into the 21st century. Reading and watching plays which represent different movements and forms of theatre, most importantly the Angry Young Men, the Theatre of the Absurd, In-Yer-Face Theatre, Postdramatic Theatre, and Digital Theatre, we are going to analyse how theatre has been a mirror of societal change, cultural expression, and the political climate in the UK throughout the decades. Our class also includes a mandatory one-night excursion to the theatre to watch a contemporary play in English that we are going to choose together.  

We are going to read and discuss the following plays:

– John Osborne, Look Back in Anger
– Samuel Beckett, Waiting for Godot
– Sarah Kane, Blasted
– Jasmine Lee-Jones, seven methods of killing kylie jenner
Please make sure to obtain a copy of each of the four plays; you are free to choose the format and edition. Make sure to bring along the text to the respective seminar session(s).
The performances of plays that we are going to watch are all available on Youtube; more information can be found in the syllabus.

Secondary texts (see syllabus) will be provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON GRADED Assessment 0% (retake not possible)
Assessment Component 2: Oral Participation (Continuous Assessment) 10% (retake not possible)
Assessment Component 3: Short Written Statement (Continuous Assessment) 20% (retake not possible)
Assessment Component 4: Thesis Statement and Annotated Bibliography (Continuous Assessment) 20% (retake not possible)
Assessment Component 5: Oral Exam (End-of-term Assessment) 50 % (retake possible)

 

 

 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
A
 
 
 
 

 

• Course title: History of the English Language (ca. 400 – ca. 1600)
• Anzahl ECTS: 4
• Course code: BCE-65
• Modul(e): V. Language and Linguistics
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 

• RECOGNISE the major developments of the English language in the medieval period


• SHOW how linguistic developments are linked to political and social contexts 


• IDENTIFY what hides behind many common references to the medieval period in English-language culture, from Shakespeare’s plays to current popular media

​​This course offers a radically interdisciplinary introduction to the history of the English language from its emergence (ca. 400 AD) until its development into modern English (ca. 1600). It explores how political and social contexts shaped the development of English, and how these changes are reflected in different primary sources, not least Old English and Middle English literature.  
​Each session centers on linguistic phenomena or historical events, which are in turn explained with reference to current scholarly debates and set within their wider European context. Whenever appropriate, discussions on specific issues will be based on students’ reading of selected texts. The course will make ample use of historical documents, both written and visual. ​ 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2:
 ​​2 Multiple Choice Tests (​​Continuous Assessment)​ – ​​30​% ​​​ 

Assessment Component 3:
 Final Oral Examination ​​(End-of-term Assessment​) – ​​70% ​​

Reading : 

​​Albert C. Baugh and Thomas Cable, A History of the English Language, 6th edn (London: Routledge, 2013)  
​Keith Johnson, The History of Early English. An activity-based approach (London and New York: Routledge, 2016) 
​Seth Lerer, Inventing English, A Portable History of the Language, revised and expanded edn (New York: Columbia University Press, 2015)  
​C. M. Milliward and Mary Hayes, A Biography of the English Language, 3rd edn (Boston: Wadsworth, 2012) 
​Peter Trudgill, The Long Journey of English. A Geographical History of the Language (Cambridge: Cambridge University Press, 2023)​ 

• Course title: Language Acquisition
• Anzahl ECTS: 4
• Course code: BCE-163
• Modul(e): V. Language and Linguistics
• Sprache: EN
• Pflicht: No

By the end of this course you should be able to:

• Comment on first and multilingual language acquisition theories


• Conduct and write up a semi-structured interview


• Summarize and present literature on language acquisition in a way that demonstrates and promotes an understanding of the key points

​​This course introduces you to concepts and models of first language acquisition, including issues of child multilingual language acquisition. ​ 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% (no retake possible)


Assessment Component 2:
 ​​Micro-teaching (​​Continuous Assessment)​ – ​​40​% ​​​ (no retake possible)


Assessment Component 3:
 Case study child bilingual language acquisition ​​(Continuous Assessment​) – ​​40% ​​(no retake possible)


Assessment Component 4:
 In-class texts (Continuous Assessment​) – ​​20% ​​(no retake possible)

• Course title: Sociolinguistics Methods and Analysis
• Anzahl ECTS: 4
• Course code: BCE-221
• Modul(e): V. Language and Linguistics
• Sprache: EN
• Pflicht: No

• UNDERSTAND and EVALUATE methods of sociolinguistic data collection and analysis;


• APPLY sociolinguistic methodology to key topics of sociolinguistic research, such as multilingualism, social interaction, language attitudes, reginal variation, code switching, social media


• PLAN and EXECUTE a sociolinguistic research project (collecting and analysing data and presenting the results of your research)

This course provides a hands-on introduction to empirical methods in sociolinguistics.  The course will familiarize you with basic methodological approaches and analytical frameworks in sociolinguistic research using different domains of application as examples. This includes topics like multilingualism, social interaction, language attitudes, regional variation, code switching, or social media analysis.  You will read texts about basic theoretical considerations underlying the different methods, analyse methodological approaches as for their strengths and weaknesses, and apply empirical methods to sample data. As part of the assessment for the course, you will participate in a class research project in which you will collect and analyse data focusing on one domain of sociolinguistic research.
Although this course is part of an English major programme, being a course on methods and analysis it focuses on basic competencies required for sociolinguistic field work.  Students of other majors (e.g. French, German, history) are also warmly encouraged to enrol.
No textbook is assigned to this course. Weekly readings will be made available to you on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% (no retake possible)
Assessment Component 2: ​​Data collection report (​​Continuous Assessment)​ – ​​30​% (no retake possible)
Assessment Component 3: Data processing report ​​(Continuous Assessment​) – ​​30% ​​(no retake possible)
Assessment Component 4: Data analysis Report ​​(Continuous Assessment​) – ​​30% ​​(no retake possible)
Assessment Component 5: Participation ​​ (NON-GRADED Assessment – MANDATORY)  – ​​10% ​​ (no retake possible)

• Course title: Pics, Politics, and Poetics – Photography, Modernist Lyrics, and the Aesthetics of Critical Everydaynes
• Anzahl ECTS: 4
• Course code: BCE-320
• Modul(e): VI. Literary Studies
• Sprache: FR
• Pflicht: No

​- assess and demonstrate the critical uses and functions of different literary and visual arts discourses.​ 

​- analyse the aesthetic and political potential in the historical interaction of photography with other visual and literary studies concepts. ​ 

​- evaluate critically the relation between visual, aesthetic, and political discourses within 20th and 21st century U.S. American and global culture.

​​Combining and exploring the interconnections between visual and literary studies discourses in historical and global terms, this cultural and media studies class specifically introduces students to the photography, exhibition designs, and political projects of Edward Steichen, a versatile, transnational modern artist with a truly global reach. Born in Luxembourg and raised in Milwaukee, Steichen actively engaged with the modern art world as a photographer, curator, and editor in Paris, London, and New York. We will explore his various creative contributions, particularly his utopian and innovatively immersive photography masterpiece, “The Family of Man” (MoMA, 1955; UNESCO World Heritage, 2003; permanent display in Clervaux, Luxembourg). We will discuss it in the context of early modernist forms of poetry and photography. The class will also study the historical contexts of Steichen’s contributions to 20th-century Anglophone and U.S.-American arts and letters, highlighting how issues of culture, class, race, and gender have shaped his work. Special attention will be given to the critical aesthetics of everyday life and the search for, in the words of the German philosopher Max Horkheimer—one of the founders of critical theory—the traces of the „known unknown“ in the visual arts.​ 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) 0% (retake not possible)
Assessment Component 2: active participation, read all texts, short written tests (2x10min) (Continuous Assessment) 50% (no retake possible)
Assessment Component 3: final written exam 60 min (End-of-Term Assessment) 50% (retake possible)

Bibliography:

​​There will be reading and research assignments for each session. Further details and materials will be provided at the beginning of the course. Students should prepare brief background biographies of artists and authors they are not familiar with for each session.  
​Texts: Edward Steichen, The Family of Man (1955), files on Studip; students should research digital versions of the recommended classroom images for each session.​ 

• Course title: Comics and Graphic Novels
• Anzahl ECTS: 6
• Course code: BCE-319
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• Course title: Creative Writing
• Anzahl ECTS: 6
• Course code: BCE-72
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• Perceive, discuss, and assess pieces of your own creative writing in concrete terms, e.g.  source(s) of tension, narrative perspective, structure, and what risks it takes. 


• Read another writer’s draft, recognize what it is trying to do, and provide feedback that helps them better hit that goal. 


• Produce creative written work, incorporate outside perspectives on it, and edit it to improve it. 

In this course, we will treat creative writing as a practice: How can you perceive your own work in the hard terms of its craft? How can you incorporate (or ignore) feedback tactfully? And how can you help other writers improve their drafts to meet their own goals? One part of the course will be devoted to experimentation: we will look at examples of creative writing and break down how they work, whereafter you will play with those techniques yourself. Another part will comprise a workshop in which you will, in small groups, share your drafts and give/get feedback.  Reading:

• On Writing by Stephen King 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2:
 ​​Workshop submission 1 (​​Continuous Assessment)​ – ​​10​% ​​​ (no retake possible)

Assessment Component 3:
 Workshop submission 2 ​​(Continuous Assessment​) – ​​10% ​​ (no retake possible)

Assessment Component 4:
 Peer feedback (written) ​​(Continuous Assessment​) – ​​20% ​​(no retake possible)

Assessment Component 5:
 Portfolio (End-of-term Assessment)  – ​​60% ​​(no retake possible)

• Course title: Writing the Irish Troubles
• Anzahl ECTS: 6
• Course code: BCE-317
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

​​Define, describe and analyse the conditions that gave rise to and sustained the Irish Troubles. ​ 
​​Situate Irish writing traditions in terms of the political conflict, and discuss the dilemmas and responsibilities felt by Irish writers who engaged with the Troubles in their work. ​ 
​​Discuss and critically analyse the role of writing and language in a place riven by conflict and discuss how literature, particularly drama, helped to explore the cultural roots of the division. ​ 

​​Since (most of) Ireland won its independence over a century ago, Irish writers have consistently attempted in their works to represent the complex struggle to attain political self-determination and cultural self-definition in Ireland. This course offers background perspectives on the longue durée of the Irish conflict through key writers and texts. However, its principal focus will be on the response of writers to the most sustained and tragic period of political conflict in modern Ireland, the Northern Irish Troubles (1968-1998). The course will include writers from a variety of backgrounds, and writing from all genres, as well as excerpts from films and documentaries, to illuminate the profound roots of the division between the people in Northern Ireland and the structural injustices which gave rise to the Northern Irish Troubles. There will be a special focus on the role of drama, and on the Field Day drama company particularly, which staged plays to examine the role of language in forming identity and posed questions and challenges to its audience to discover new ways of perceiving the crisis in Northern Ireland. Equally, we will consider the role of writers in the post Good Friday Agreement period, from 1998 to the present day – writers who have played a crucial role in depicting the complexity of the conflict in retrospect and in light of contemporary political realities. ​ 

 
Description
Component Type
Weight
Second Session
Assessment Component 1
MANDATORY Attendance
NON-GRADED Assessment
– MANDATORY
0%
NOT available
Assessment Component 2
case-study presentation
Continuous Assessment
100
%
NOT available

Reading :

​​A reader with a selection of texts will be made available at the beginning of the semester.​ 

• Course title: Dragons, Knights, and Pilgrims: Making Sense of Literature in Medieval England
• Anzahl ECTS: 6
• Course code: BCE-145
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

• CONTEXTUALISE major pieces of medieval literature from England within larger European currents


• ​ ​​EXPLAIN with the help of concrete examples how these pieces express cultural values or attitudes ​ 


• ​​IDENTIFY and ANALYSE major medieval literary topoi​ 

 

​​This course will look in more depth at some topics from History of the English Language (ca. 400 – ca. 1600) and at works mentioned in English Literature: A History. It will explore a multi-lingual selection of literary pieces from medieval England that were heard or read by its Anglo-Saxon settlers, Scandinavian invaders, Norman aristocrats, and English merchants. The class will study these works in their political, cultural, and socio-linguistic contexts, paying particular attention to how they fit into larger European currents.  
​Since this class is aimed at advanced students, it will try to do justice to their particular interests and encourage initiatives of their own.​ 

 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%  (no retake possible)

Assessment Component 2:
 ​​Active Participation (​​Continuous Assessment)​ – ​​20​% ​​​ (no retake possible)

Assessment Component 3:
 In-class presentations ​​(Continuous Assessment​) – ​​30% ​​ (no retake possible)

Assessment Component 4:
 Written Examination ​​(End-of-term Assessment​) – ​​50% ​​(retake possible)

Reading :

​​Beowulf.  
​Geoffrey of Monmouth, De gestis Britonum / Historia Regum Brittaniae.  
​Marie de France, Lais. 
​Geoffrey Chaucer, The Canterbury Tales. ​ 

• Course title: Literary Theory and Criticism
• Anzahl ECTS: 6
• Course code: BCE-68
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 
IDENTIFY the theoretical debates that have shaped how critics approach literature since the 1950s.
FORMULATE critical arguments about the interaction(s) between texts, writing and reading.
EVALUATE the relationship between literary texts and ‘reality’ from a critically informed perspective.

This course provides a critical introduction to the major developments in literary theory and criticism since the 1950s. You will engage with key theoretical concepts and positions and explore the ways in major schools of thought frame and shape both how we read and how we conceptualise and interact with the worlds we are a part of. Ultimately, this course aims to inspire students to experiment with different critical lenses and to consciously seek out ways of reading that challenge their initial interpretations.
ReadingBennett, Andrew, and Nicholas Royle, An Introduction to Literature, Criticism and Theory, 6th edn (Routledge, 2023). ISBN: 9781032158846. Set text.Barthes, Roland, ‘The Death of the Author’, in Modern Criticism and Theory:  A Reader, ed. by David Lodge and Nigel Wood, 3rd edn (Routledge, 2013), pp. 311–16Baudrillard, Jean, ‘Simulacra and Simulations’, in Modern Criticism and Theory:  A Reader, ed. by David and Nigel Wood, 3rd edn (Routledge, 2013), pp. 421–32ADDITIONAL RECOMMENDED READINGBarry, Peter, Beginning Theory: An Introduction to Literary and Cultural Theory, 4th edn (Manchester University Press, 2017)Murfin, Ross, and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms, 4th edn (Bedford/St Martin’s, 2018)

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 
Assessment Component 2:
 ​​Annotated Timeline 
(NON-GRADED Assessment – MANDATORY) 
​ – ​​0​% ​​​ 
Assessment Component 3:
 Debate and Report ​​(Continuous Assessment​) – ​​50% ​​
Assessment Component 4:
 Final Written Exam (Open-Book 4 hours) ​​(End-of-term Assessment​) – ​​50% ​​

 

• Course title: Auto/biography
• Anzahl ECTS: 6
• Course code: BCE-70
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• 
  DISTINGUISH between the author as a civil and moral person, the autobiographical “I” and the literary narrator.
   
  


• 
  RECOGNISE and EXPLAIN the ways in which autobiographical writing mirrors, responds to and shapes the context in which it is produced.
   
  


• 
  CONSTRUCT a coherent argument on the literary and fictional qualities of semi-/non-fictional writing.
   
  

This course widens the category of literature as defined by novels, poems, and short stories. It situates autobiography as a facet of biographical writing, challenging the distinction between public and private writing and highlighting the interface between fact and fiction. Putting a particular accent on graphic memoirs and biographies, we will investigate the techniques of self-construction evident in these texts based on the cultural, historical, and medial context of their production, and consider the ideas of respectability, dissidence, and compliance that transpire. Based on theories of auto/biography and authorship, we will examine the ways in which the texts in question reflect and shape notions of personhood, selfhood, and the value of the individual within a given cultural context.  Reading:Course materials will be provided in class or made available on Moodle by the instructor. 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2:
 ​​Oral component
​​(Continuous Assessment​) – ​​30% ​​

Assessment Component 3:
 Written component ​​(End-of-term Assessment​) – ​​40% ​​

Assessment Component 4:
 Workshop participation
​​(Continuous Assessment​) – ​​30% ​​

• Course title: English Poetry and Science
• Anzahl ECTS: 6
• Course code: BCE-293
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• 
  Name and explain the cultural impacts of some of the major scientific developments of the last 200 years and understand the complexities of poetic responses they engendered.
   
  


• 
  Identify and analyse key poetic devices and terms employed in the close reading of poetry.
  


• 
  Formulate coherent and research-backed arguments about the intersections between poetry and science.
   
  

Since the industrial revolution, science and technology have seeped into every aspect of modern life. Scientific progress has prolonged our lifespan, sent humans to the moon, split the atom, and spawned AI technologies that promise to save our world but are also jeopardising democratic processes, leading to job displacement and ethical concerns. How have poets, since the Romantic Age, responded to the dramatic changes in our worldview brought about by the sciences? What is poetry’s role in this changed world? In this course, we will study poems exalting science, at one extreme, and decrying its effects, at the other. Starting with the Romantic poets and ending with contemporary poetry, we shall analyse poetry as climate activism, poetry written by scientists, avant-garde poems that experiment with words the way scientists experiment with the natural world, and poems appropriating scientific jargon and metaphors to say something new about our changed world. Alongside the poetry, we will also discuss critical theory, ranging from new materialism to theories of the lyric.  Reading: Most primary reading material will be made available on Moodle.

• Dark Matter: Poems of Space. Ed. by Maurice Riordan and Jocelyn Bell Burnell. Calouste Gulbenkian Foundation, 2008. 
• A Quark for Mister Mark: 101 Poems About Science. Ed. Maurice Riordan. Faber Poetry, 2000.
• Verse and Universe: Poems About Science and Mathematics. Ed. Kurt Brown. Milkweed Editions, 1998. 
• Inside Outer Space: New Poems of the Space Age. Ed. Robert Vas Dias. Anchor Books, 1970.
• Bauer, Susan Wise. The Story of Western Science: From the Writings of Aristotle to the Big Bang Theory. Norton, 2015. 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) –


Assessment Component 2:
 ​​Preparation and participation ​​(Continuous Assessment​) – ​​20% ​​


Assessment Component 3:
 Research essay ​​(End-of-term Assessment​) – ​​50% ​​


Assessment Component 4:
 Oral exam ​​(End-of-term Assessment​) – ​​30% ​​

• Course title: Research seminar 1
• Anzahl ECTS: 1
• Course code: BCE-155
• Modul(e): IX. Research Seminar
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 
DEFINE a productive and viable research area and topic;
COMPOSE an organised and representative annotated bibliography;
DEVELOP a long piece of academic writing.

The purpose of this Research Seminar is to provide students with general guidance in the development and writing of their Bachelor thesis in the field of English Studies. The course proposes a series of collaborative workshops, in which you will be introduced to the main aspects of research in English literature and linguistics. Research Seminar 1 (Semester 4)The first part of the Research Seminar consists of hands-on in-class activities and assignments that are designed to help you to develop the skills and strategies you will need to define your research questions and thesis topic. We will focus on the importance of critically assessing and selecting your source materials (critical source assessment), developing a critical or theoretical framework that will inform both your choice of data and sources and their analysis (annotated bibliography), and to plan and formulate initial ideas and components of your study (abstract and draft research proposal).

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Preparation Tasks ​​(NON-GRADED Assessment – MANDATORY) – 0% 
Assessment Component 3: Researcher’s Journal ​​(End-of-term Assessment​) – ​​80%
Assessment Component 4: In-class Tasks ​​(Continuous Assessment​) – ​​20%

Assessment Component 5: Abstract
(NON-GRADED Assessment – MANDATORY) – 0%

Assessment Component 6: ​​DRAFT Research Proposal ​​(NON-GRADED Assessment – MANDATORY) – 0% 

• Course title: Popular Literature
• Anzahl ECTS: 4
• Course code: BCE-9
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• IDENTIFY the different participants in and factors of literary reception and consumption


• DIFFERENTIATE between historical and contemporary audiences and their notion of taste


• ANALYSE and EXPLAIN the construction of authorship and literary fame in different period

This course focuses on the generic forms associated with popular texts from the 18th century to the present day. Students will become familiar with genres such as chapbooks, sensation novels, detective stories, melodrama, yellow peril fiction, conspiracy fiction, as well as chick-lit. We will examine how notions of taste and quality are constructed and disseminated via reviews—written both by critics and by readers. We will investigate the appeal, function, and continuous reception of popular texts, engaging with theories of reception, consumption, as well performativity and theatricality. Considering the historical context of production, we will reflect on how the message of texts evolves over time.  

Reading:

Braddon, Mary Elizabeth, Lady Audley’s Secret (Oxford: Oxford University Press, 2012). ISBN-13: 9780199577033 

Conan Doyle, Arthur, The Adventures of Sherlock Holmes (Oxford: Oxford University Press, 2008). ISBN-13: 978-0199536955 

Kinsella, Sophie, The Secret Dreamworld of a Shopaholic (London: Black Swan, 2000). ISBN-13: 978-0552773461

Roehmer, Sax, The Mystery of Dr. Fu-Manchu (London: Titan Books, 2012). ISBN: 978-0857686039 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Critical Case Study (in class) (Continuous Assessment) – 25% (retake possible)
Assessment Component 3: Written Component (Continuous Assessment) – 25% (retake possible)
Assessment Component 4: Exam (End-of-Term Assessment) – 40% (retake possible)
Assessment Component 5: Workshop Participation (Continuous Assessment)  – 10% (retake not possible)

NOTE: Assessment purpose and instructions are provided separately.

Winter (available in Semesters 1, 3 or 5)

• Course title: Speculative Fiction
• Anzahl ECTS: 4
• Course code: BCE-6
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• EXPLAIN the function of literary devices such as ‘terror’ and ‘horror’ in speculative fiction.
  


• SHOW how speculative fiction represents the impact of different forms of order (natural, social, scientific) on humans and human agency.
  


• EVALUATE the ways in which speculative fiction both expresses and shapes cultural anxieties.
  

Speculative fiction is anchored in the real, extrapolated from lived experience in specific cultural moments at specific points in time. As a genre, speculative fiction draws on a confrontation with the unknown or the Other to disrupt the comfortable fictions of stability and order that shape our relationship to ourselves and to the material conditions of our lives. 

We look specifically at cultural anxieties that are manifested in literary forms of terror and horror, and we investigate what happens to notions of the human and human agency in confrontation with other worlds, other norms, and other forms of knowledge. Ultimately, the monsters, ‘mad scientists’, and the utopian and dystopian ‘realities’ explored in the texts on the syllabus prompt us to ask uncomfortable questions of ourselves and about ourselves.

READING

• Atwood, Margaret, The Handmaid’s Tale (1985; any edition)
• Le Guin, Ursula K., The Left Hand of Darkness (1969; any edition)
• Shelley, Mary, Frankenstein; or, The New Prometheus (any edition, but please make sure you read the 1818 version of the text)
• Stevenson, R.L., The Strange Case of Dr Jekyll and Mr Hyde (1886; any edition)

MOVIES/FILMS

• Frankenstein, dir. by James Whale (Universal, 1931) [on DVD]

Assessment Components

– Attendance: mandatory, non-graded (CA-RNP)
– Debate + Report. Graded individually: 30% (CA-RNP)
– Class Activities + Reflection: 10% (CA-RNP)
– Final Written Exam: 50% (ET-RP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

Winter (available in Semesters 1, 3 or 5)

Grades of 5.1/20 and above for the different assessment components may be compensated within the course. Failure to attempt an assessment task will result in an unjustified absence on the transcript of records. Please consult the BCE Study Guide for information about extensions and general rules about assignment submissions and completion.

• Course title: Early Modern Drama
• Anzahl ECTS: 4
• Course code: BCE-199
• Modul(e): VI. Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• Read and analyse a set of early modern plays by different authors.
  


• Identify the main elements of the different early modern dramatic genres and apply them to the plays discussed in this course.
  


• Locate each play discussed in this course within its own specific historical, cultural and generic context.

The theatre played an important part in early modern English culture. London had a vibrant and highly competitive theatrical scene, with several outdoor and indoor theatres commissioning plays from a large number of authors and catering to spectators from across the social spectrum. This course is meant to introduce you to early modern English theatrical culture in general and to early modern drama in particular. We will discuss three different early modern plays: William Shakespeare’s comedy As You Like It (c 1599), John Webster’s tragedy The Duchess of Malfi (1612-13), and Richard Brome’s tragicomedy The Queen and Concubine (1635-36). We will read these plays closely and locate each of them in its own specific generic, historical and cultural context. 

 

READING

It is important that we all use the same editions of the plays we discuss in this course. Please make sure that you use only the editions listed below:

• Richard Brome, The Queen and Concubine, ed. by Lucy Munro, Richard Brome Online (2010), https://www.dhi.ac.uk/brome/viewTranscripts.jsp?play=QC&act=1&type=BOTH (open access) 
• William Shakespeare, As You Like It, ed. by Michael Hattaway, third edition (Cambridge: Cambridge University Press, 2021) – ISBN 978-1108969192.
• John Webster, The Duchess of Malfi, ed. Karen Britland, new edition (London: Methuen Drama, 2021). ISBN: 978-1474295673. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: 1 written statement (Continuous Assessment) 30% (retake not possible)
Assessment Component 3: Oral Exam (End-of-Term Assessment) 70% (retake possible)

• Course title: Victorian Literature
• Anzahl ECTS: 6
• Course code: BCE-67
• Modul(e): VII. Advanced Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

• DEMONSTRATE an understanding of a variety of themes in Victorian literature, art and popular culture;


• QUESTION views of the Victorian age as generally associated with structural social discipline and emotional repression;


• ANALYSE and EXPLAIN the relation between literary works and the context of their production.

This course presents an overview of literary texts produced (predominantly) in Britain between the mid-1830s and 1900, a period that is characterised by deep-rooted social, economic, political and cultural changes. We will analyse the links between the individual and society, examining ideas of physicality, sexuality, the emotions, and the domestic sphere in light of macro-societal developments such as industrialisation, secularisation, scientific innovation, consumer culture and social mobility. Our interdisciplinary investigation of literary works will draw connections between literary texts and visual culture, press discourse, and socio-economic contexts.  

Reading

Brontë, Charlotte, Jane Eyre, ed. by Stevie Davies (London: Penguin Classics, 2011). ISBN: 978-0141441146

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0 % (retake not possible)
Assessment Component 2: Oral component (Continuous assessment) 30% (retake possible)
Assessment Component 3: Written component (Continuous assessment) 30 % (retake not possible)
Assessment Component 4: Exam (Continuous assessment) 40% (retake not possible)

• Course title: Text and Context
• Anzahl ECTS: 6
• Course code: BCE-8
• Modul(e): VII. Advanced Literary Studies
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

• ANALYSE the influence of historical, cultural, and economic contexts on the production and reception of literary texts. 
  


• COMBINE key scholarly perspectives into a coherent and critically informed collaborative literature review. 
  


• DEMONSTRATE your ability to perform a critical and contextually informed close reading in both oral and written formats. 

This course examines the significance of context in the process interpretation. It is designed to encourage you to situate your own reading in relation to the conditions in which texts are produced, published, read, assessed, and re-imagined. Jane Austen’s Pride and Prejudice, for instance, was published in 1813, and Joseph Conrad’s Heart of Darkness in 1899. How relevant is this information? What does it reveal about the novels, their authors, and the worlds they depict? How remote – in space, time, and culture – do they seem to you? Why are they still read and debated? This course invites you to explore these issues and to reflect on whether what you know or do not know about texts and their contexts ultimately matters, and why. 

The course draws on and develops the approaches to critical practice introduced in Reading and Writing about Literature 2 and aims to teach you how to work with scholarly sources critically and independently

READING

• Austen, Jane, Pride and Prejudice, ed. by Donald Gray and Mary A. Favret, 4th edn (New York and London: Norton, 2016). ISBN: 978-0393264883
• Conrad, Joseph, Heart of Darkness, ed. by Paul B. Armstrong, 4th edn (New York and London: Norton, 2006). ISBN: 978-0393926361
  

MOVIES

• Apocalypse Now, dir. by Francis Ford Coppola (United Artists, 1979) [on DVD]
• Pride and Prejudice, dir. by Simon Langton (BBC, 1995) [on DVD]
• Bridget Jones’ Diary, dir. by Sharon Maguire (Universal, 2001) [on DVD]
  

Further reading and additional materials are available on Moodle. The Norton Critical Editions of the novels cited above provide contextual information as well as critical essays.

Assessment Components

– Attendance: mandatory, non-graded (CA-RNP)
– Preparation Tasks: mandatory, non-graded (CA-RNP)
– Critical Case Study Presentation + Report. Graded individually: 40% (CA-RNP)
– Critical Source Assessment (2 sources): 10% (CA-RNP)
– Final Written Exam: 50% (ET-RP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

 

Available from Semester 3 onwards

• Course title: "American" Narratives: Key Texts and Debates
• Anzahl ECTS: 6
• Course code: BCE-12
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:
EXAMINE the claims to universality embedded in the founding documents of the United States of America.
ASSESS the hegemonic power of dominant ‘American’ narratives in a set of key texts and debates.
CONTEXTUALISE and EVALUATE the diachronic and synchronic features of literary and non-literary sources methodically and critically.

 

This course focuses on the narratives and ideas that shape contemporary perceptions of the United States of America. By looking at a selection of key literary and non-literary texts, we will examine and test preconceived beliefs about ‘America’ and the multifaceted web of signification the term evokes against the historical, social, and cultural complexities of ‘American’ realities. Starting with The Declaration of Independence and selected defining moments in the history and culture of the United States of America, we will explore the variety of meanings associated with the idea of ‘America’ and the narratives that produce and/or disrupt them. The coursework and the class activities combine factual enquiry with debates and traditional literary criticism. This combination should allow you to develop a better understanding of some of the difficult conversations that shape contemporary ‘American’ identities and concerns.

READING

• Beecher-Stowe, Harriet, Uncle Tom’s Cabin, ed. by Elizabeth Ammons, 2nd edn (New York: Norton, 2010). ISBN: 978-0393933994 [Excerpts]
• Douglass, Frederick, ‘Independence Day Speech’, in J. T. Skerrett, Literature, Race, and Ethnicity: Contesting American Identities, The Longman Literature and Culture Series (New York: Longman, 2002), pp. 43-48.
• Hawthorne, Nathaniel, The Scarlet Letter, ed. by Leland S. Person, 4th edn (New York: Norton, 2005). ISBN: 978-0393979534
• Jacobs, Harriet A., Incidents in the Life of a Slave Girl, Written by Herself, ed. by Jean Fagan Yellin (Cambridge: Harvard University Press, 2000). ISBN: 978-0674002715 [Excerpts]
• Miller, Arthur, The Crucible (London and New York: Penguin, 2000). ISBN: 978-0141182551
• Thoreau, Henry David, ‘Civil Disobedience’ and Other Writings, ed. by William Rossi, 3rd edn (New York: Norton, 2008). ISBN: 978-0393930900

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Reader’s Journal (Continuous Assessment) 20% (retake not possible)
Assessment Component 3: Trial Simulation + Report (Continuous Assessment) 30% (retake not possible)
Assessment Component 4: Final Essay (Topic proposal + 2000 words essay) 50% (retake possible)

Winter (available in Semester 3 or 5)

• Course title: Postcolonial Literature
• Anzahl ECTS: 6
• Course code: BCE-140
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

UNDERSTAND the historical context of colonialism, the evolution of postcolonialism and the concepts that inform postcolonial theory.
ANALYSE literary texts through a postcolonial lens.
EVALUATE the significance of postcolonial criticism for literary and cultural studies.

In this introductory seminar to postcolonial literature and theory, we are going to explore how and why postcolonialism is essential to understanding the global entanglements and power hierarchies that have been shaping our complex reality in the 21st century. Reading and discussing some of the most important thinkers within postcolonial studies, such as Edward Said, Frantz Fanon, Homi K. Bhabha, and Gayatri Spivak, we will engage with the concepts of place and displacement, margin and centre, the “Other”, language, and power. In keeping with the postcolonial practice of reading contrapuntally, we are going to analyse both canonical postcolonial literary texts, such as Jean Rhys’s Wide Sargasso Sea, and less well-known, but equally important authors and works from different literary genres, such as poetry, short stories, and performance. 

Please obtain a copy of the following works, which we are going to work with closely throughout the semester:

• Jean Rhys, Wide Sargasso Sea (Penguin Classics, 2000). ISBN 978 0 141 18285 8. 
• John McLeod, Beginning Postcolonialism (Manchester University Press, 2010). ISBN 978 0 7190 7858 3
  

All other texts will be made available on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment MANDATORY) 0% (retake not possible)
Assessment Component 2: Oral Participation (Continuous Assessment) 10% (retake not possible)
Assessment Component 3: Bibliography Exercise (Continuous Assessment) 15% (retake not possible)
Assessment Component 4: Annotated Bibliography (Continuous Assessment) 15% (retake not possible)
Assessment Component 5: Research Proposal (End of term Assessment) 60% (retake possible)

Course available from semester 3 onwards

• Course title: British Theatre from the Postwar Era to the 21st Century
• Anzahl ECTS: 6
• Course code: BCE-300
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

IDENTIFY the different movements and forms within post-1945 British theatre and their characteristics.  
FORMULATE a research question/hypothesis to ANALYSE the form and content of a play by drawing on its socio-political and historical context.   
TRANSFER the knowledge acquired to other plays and be able to understand their agenda. 

This seminar explores the development of British theatre from the end of WWII throughout the second half of the 20th century and into the 21st century. Reading and watching plays which represent different movements and forms of theatre, most importantly the Angry Young Men, the Theatre of the Absurd, In-Yer-Face Theatre, Postdramatic Theatre, and Digital Theatre, we are going to analyse how theatre has been a mirror of societal change, cultural expression, and the political climate in the UK throughout the decades. Our class also includes a mandatory one-night excursion to the theatre to watch a contemporary play in English that we are going to choose together.  

We are going to read and discuss the following plays:

– John Osborne, Look Back in Anger
– Samuel Beckett, Waiting for Godot
– Sarah Kane, Blasted
– Jasmine Lee-Jones, seven methods of killing kylie jenner
Please make sure to obtain a copy of each of the four plays; you are free to choose the format and edition. Make sure to bring along the text to the respective seminar session(s).
The performances of plays that we are going to watch are all available on Youtube; more information can be found in the syllabus.

Secondary texts (see syllabus) will be provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON GRADED Assessment 0% (retake not possible)
Assessment Component 2: Oral Participation (Continuous Assessment) 10% (retake not possible)
Assessment Component 3: Short Written Statement (Continuous Assessment) 20% (retake not possible)
Assessment Component 4: Thesis Statement and Annotated Bibliography (Continuous Assessment) 20% (retake not possible)
Assessment Component 5: Oral Exam (End-of-term Assessment) 50 % (retake possible)

 

 

 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
A

 
 
 
 

 

• Course title: History of the English Language (ca. 400 – ca. 1600)
• Anzahl ECTS: 4
• Course code: BCE-65
• Modul(e): III. English Language
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 

• RECOGNISE the major developments of the English language in the medieval period


• SHOW how linguistic developments are linked to political and social contexts 


• IDENTIFY what hides behind many common references to the medieval period in English-language culture, from Shakespeare’s plays to current popular media

​​This course offers a radically interdisciplinary introduction to the history of the English language from its emergence (ca. 400 AD) until its development into modern English (ca. 1600). It explores how political and social contexts shaped the development of English, and how these changes are reflected in different primary sources, not least Old English and Middle English literature.  
​Each session centers on linguistic phenomena or historical events, which are in turn explained with reference to current scholarly debates and set within their wider European context. Whenever appropriate, discussions on specific issues will be based on students’ reading of selected texts. The course will make ample use of historical documents, both written and visual. ​ 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 
Assessment Component 2:
 ​​2 Multiple Choice Tests (​​Continuous Assessment)​ – ​​30​% ​​​ 
Assessment Component 3:
 Final Oral Examination ​​(End-of-term Assessment​) – ​​70% ​​

Reading : 

​​Albert C. Baugh and Thomas Cable, A History of the English Language, 6th edn (London: Routledge, 2013)  
​Keith Johnson, The History of Early English. An activity-based approach (London and New York: Routledge, 2016) 
​Seth Lerer, Inventing English, A Portable History of the Language, revised and expanded edn (New York: Columbia University Press, 2015)  
​C. M. Milliward and Mary Hayes, A Biography of the English Language, 3rd edn (Boston: Wadsworth, 2012) 
​Peter Trudgill, The Long Journey of English. A Geographical History of the Language (Cambridge: Cambridge University Press, 2023)​ 

• Course title: Language Acquisition
• Anzahl ECTS: 4
• Course code: BCE-163
• Modul(e): III. English Language
• Sprache: EN
• Pflicht: No

By the end of this course you should be able to:

• Comment on first and multilingual language acquisition theories


• Conduct and write up a semi-structured interview


• Summarize and present literature on language acquisition in a way that demonstrates and promotes an understanding of the key points

​​This course introduces you to concepts and models of first language acquisition, including issues of child multilingual language acquisition. ​ 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% (no retake possible)

Assessment Component 2:
 ​​Micro-teaching (​​Continuous Assessment)​ – ​​40​% ​​​ (no retake possible)

Assessment Component 3:
 Case study child bilingual language acquisition ​​(Continuous Assessment​) – ​​40% ​​(no retake possible)

Assessment Component 4:
 In-class texts (Continuous Assessment​) – ​​20% ​​(no retake possible)

• Course title: Comics and Graphic Novels
• Anzahl ECTS: 6
• Course code: BCE-319
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• Course title: Creative Writing
• Anzahl ECTS: 6
• Course code: BCE-72
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• Perceive, discuss, and assess pieces of your own creative writing in concrete terms, e.g.  source(s) of tension, narrative perspective, structure, and what risks it takes. 


• Read another writer’s draft, recognize what it is trying to do, and provide feedback that helps them better hit that goal. 


• Produce creative written work, incorporate outside perspectives on it, and edit it to improve it. 

In this course, we will treat creative writing as a practice: How can you perceive your own work in the hard terms of its craft? How can you incorporate (or ignore) feedback tactfully? And how can you help other writers improve their drafts to meet their own goals? One part of the course will be devoted to experimentation: we will look at examples of creative writing and break down how they work, whereafter you will play with those techniques yourself. Another part will comprise a workshop in which you will, in small groups, share your drafts and give/get feedback.  Reading:

• On Writing by Stephen King 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 


Assessment Component 2:
 ​​Workshop submission 1 (​​Continuous Assessment)​ – ​​10​% ​​​ (no retake possible)


Assessment Component 3:
 Workshop submission 2 ​​(Continuous Assessment​) – ​​10% ​​ (no retake possible)


Assessment Component 4:
 Peer feedback (written) ​​(Continuous Assessment​) – ​​20% ​​(no retake possible)


Assessment Component 5:
 Portfolio (End-of-term Assessment)  – ​​60% ​​(no retake possible)

• Course title: Writing the Irish Troubles
• Anzahl ECTS: 6
• Course code: BCE-317
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

​​Define, describe and analyse the conditions that gave rise to and sustained the Irish Troubles. ​ 
​​Situate Irish writing traditions in terms of the political conflict, and discuss the dilemmas and responsibilities felt by Irish writers who engaged with the Troubles in their work. ​ 
​​Discuss and critically analyse the role of writing and language in a place riven by conflict and discuss how literature, particularly drama, helped to explore the cultural roots of the division. ​ 

​​Since (most of) Ireland won its independence over a century ago, Irish writers have consistently attempted in their works to represent the complex struggle to attain political self-determination and cultural self-definition in Ireland. This course offers background perspectives on the longue durée of the Irish conflict through key writers and texts. However, its principal focus will be on the response of writers to the most sustained and tragic period of political conflict in modern Ireland, the Northern Irish Troubles (1968-1998). The course will include writers from a variety of backgrounds, and writing from all genres, as well as excerpts from films and documentaries, to illuminate the profound roots of the division between the people in Northern Ireland and the structural injustices which gave rise to the Northern Irish Troubles. There will be a special focus on the role of drama, and on the Field Day drama company particularly, which staged plays to examine the role of language in forming identity and posed questions and challenges to its audience to discover new ways of perceiving the crisis in Northern Ireland. Equally, we will consider the role of writers in the post Good Friday Agreement period, from 1998 to the present day – writers who have played a crucial role in depicting the complexity of the conflict in retrospect and in light of contemporary political realities. ​ 

 
Description
Component Type
Weight
Second Session
Assessment Component 1
MANDATORY Attendance
NON-GRADED Assessment
– MANDATORY
0%
NOT available
Assessment Component 2
case-study presentation
Continuous Assessment
100
%
NOT available

Reading :

​​A reader with a selection of texts will be made available at the beginning of the semester.​ 

• Course title: Dragons, Knights, and Pilgrims: Making Sense of Literature in Medieval England
• Anzahl ECTS: 6
• Course code: BCE-145
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 

• CONTEXTUALISE major pieces of medieval literature from England within larger European currents


• ​ ​​EXPLAIN with the help of concrete examples how these pieces express cultural values or attitudes ​ 


• ​​IDENTIFY and ANALYSE major medieval literary topoi​ 

 

​​This course will look in more depth at some topics from History of the English Language (ca. 400 – ca. 1600) and at works mentioned in English Literature: A History. It will explore a multi-lingual selection of literary pieces from medieval England that were heard or read by its Anglo-Saxon settlers, Scandinavian invaders, Norman aristocrats, and English merchants. The class will study these works in their political, cultural, and socio-linguistic contexts, paying particular attention to how they fit into larger European currents.  
​Since this class is aimed at advanced students, it will try to do justice to their particular interests and encourage initiatives of their own.​ 

 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%  (no retake possible)


Assessment Component 2:
 ​​Active Participation (​​Continuous Assessment)​ – ​​20​% ​​​ (no retake possible)


Assessment Component 3:
 In-class presentations ​​(Continuous Assessment​) – ​​30% ​​ (no retake possible)


Assessment Component 4:
 Written Examination ​​(End-of-term Assessment​) – ​​50% ​​(retake possible)

Reading :

​​Beowulf.  
​Geoffrey of Monmouth, De gestis Britonum / Historia Regum Brittaniae.  
​Marie de France, Lais. 
​Geoffrey Chaucer, The Canterbury Tales. ​ 

• Course title: Literary Theory and Criticism
• Anzahl ECTS: 6
• Course code: BCE-68
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to: 
IDENTIFY the theoretical debates that have shaped how critics approach literature since the 1950s.
FORMULATE critical arguments about the interaction(s) between texts, writing and reading.
EVALUATE the relationship between literary texts and ‘reality’ from a critically informed perspective.

This course provides a critical introduction to the major developments in literary theory and criticism since the 1950s. You will engage with key theoretical concepts and positions and explore the ways in major schools of thought frame and shape both how we read and how we conceptualise and interact with the worlds we are a part of. Ultimately, this course aims to inspire students to experiment with different critical lenses and to consciously seek out ways of reading that challenge their initial interpretations.
ReadingBennett, Andrew, and Nicholas Royle, An Introduction to Literature, Criticism and Theory, 6th edn (Routledge, 2023). ISBN: 9781032158846. Set text.Barthes, Roland, ‘The Death of the Author’, in Modern Criticism and Theory:  A Reader, ed. by David Lodge and Nigel Wood, 3rd edn (Routledge, 2013), pp. 311–16Baudrillard, Jean, ‘Simulacra and Simulations’, in Modern Criticism and Theory:  A Reader, ed. by David and Nigel Wood, 3rd edn (Routledge, 2013), pp. 421–32ADDITIONAL RECOMMENDED READINGBarry, Peter, Beginning Theory: An Introduction to Literary and Cultural Theory, 4th edn (Manchester University Press, 2017)Murfin, Ross, and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms, 4th edn (Bedford/St Martin’s, 2018)

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 
Assessment Component 2:
 ​​Annotated Timeline 
(NON-GRADED Assessment – MANDATORY) 
​ – ​​0​% ​​​ 
Assessment Component 3:
 Debate and Report ​​(Continuous Assessment​) – ​​50% ​​
Assessment Component 4:
 Final Written Exam (Open-Book 4 hours) ​​(End-of-term Assessment​) – ​​50% ​​

 

• Course title: Auto/biography
• Anzahl ECTS: 6
• Course code: BCE-70
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• 
  DISTINGUISH between the author as a civil and moral person, the autobiographical “I” and the literary narrator.
   
  


• 
  RECOGNISE and EXPLAIN the ways in which autobiographical writing mirrors, responds to and shapes the context in which it is produced.
   
  


• 
  CONSTRUCT a coherent argument on the literary and fictional qualities of semi-/non-fictional writing.
   
  

This course widens the category of literature as defined by novels, poems, and short stories. It situates autobiography as a facet of biographical writing, challenging the distinction between public and private writing and highlighting the interface between fact and fiction. Putting a particular accent on graphic memoirs and biographies, we will investigate the techniques of self-construction evident in these texts based on the cultural, historical, and medial context of their production, and consider the ideas of respectability, dissidence, and compliance that transpire. Based on theories of auto/biography and authorship, we will examine the ways in which the texts in question reflect and shape notions of personhood, selfhood, and the value of the individual within a given cultural context.  Reading:Course materials will be provided in class or made available on Moodle by the instructor. 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 


Assessment Component 2:
 ​​Oral component
​​(Continuous Assessment​) – ​​30% ​​


Assessment Component 3:
 Written component ​​(End-of-term Assessment​) – ​​40% ​​


Assessment Component 4:
 Workshop participation
​​(Continuous Assessment​) – ​​30% ​​

• Course title: English Poetry and Science
• Anzahl ECTS: 6
• Course code: BCE-293
• Modul(e): VIII. Electives
• Sprache: EN
• Pflicht: No

• 
  Name and explain the cultural impacts of some of the major scientific developments of the last 200 years and understand the complexities of poetic responses they engendered.
   
  


• 
  Identify and analyse key poetic devices and terms employed in the close reading of poetry.
  


• 
  Formulate coherent and research-backed arguments about the intersections between poetry and science.
   
  

Since the industrial revolution, science and technology have seeped into every aspect of modern life. Scientific progress has prolonged our lifespan, sent humans to the moon, split the atom, and spawned AI technologies that promise to save our world but are also jeopardising democratic processes, leading to job displacement and ethical concerns. How have poets, since the Romantic Age, responded to the dramatic changes in our worldview brought about by the sciences? What is poetry’s role in this changed world? In this course, we will study poems exalting science, at one extreme, and decrying its effects, at the other. Starting with the Romantic poets and ending with contemporary poetry, we shall analyse poetry as climate activism, poetry written by scientists, avant-garde poems that experiment with words the way scientists experiment with the natural world, and poems appropriating scientific jargon and metaphors to say something new about our changed world. Alongside the poetry, we will also discuss critical theory, ranging from new materialism to theories of the lyric.  Reading: Most primary reading material will be made available on Moodle.

• Dark Matter: Poems of Space. Ed. by Maurice Riordan and Jocelyn Bell Burnell. Calouste Gulbenkian Foundation, 2008. 
• A Quark for Mister Mark: 101 Poems About Science. Ed. Maurice Riordan. Faber Poetry, 2000.
• Verse and Universe: Poems About Science and Mathematics. Ed. Kurt Brown. Milkweed Editions, 1998. 
• Inside Outer Space: New Poems of the Space Age. Ed. Robert Vas Dias. Anchor Books, 1970.
• Bauer, Susan Wise. The Story of Western Science: From the Writings of Aristotle to the Big Bang Theory. Norton, 2015. 

Assessment Component 1:
 MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) –

Assessment Component 2:
 ​​Preparation and participation ​​(Continuous Assessment​) – ​​20% ​​

Assessment Component 3:
 Research essay ​​(End-of-term Assessment​) – ​​50% ​​

Assessment Component 4:
 Oral exam ​​(End-of-term Assessment​) – ​​30% ​​

• Course title: Research Seminar 2
• Anzahl ECTS: 3
• Course code: BCE-195
• Modul(e): IX. Research Seminar
• Sprache: EN
• Pflicht: Yes

By the end of this course, you should be able to: 

• 
  DEFINE a productive and viable research area and topic
  
  
  


• 
  COMPOSE an organised and representative annotated bibliography.
  
  
  


• DEVELOP a long piece of academic writing.

The purpose of this Research Seminar is to provide students with general guidance in the development and writing of their Bachelor thesis in the field of English Studies. The course proposes a series of collaborative workshops, in which you will be introduced to the main aspects of research in English literature and linguistics.

Research Seminar 2 (Semester 6)

The second part of the Research Seminar (Semester 6) combines regular sessions on advanced academic writing, an off-campus writing retreat and ad-hoc workshops on topics such as formatting large documents or preparing for your defence. During this period, you will carry out your research and develop your study, work closely with your supervisor, and complete and submit your thesis. The three mandatory meetings with your supervisor are part of the attendance requirement and count towards the completion of this course. You may arrange more supervisory meetings if needed. 

Reading

Reading materials will be provided on Moodle.

Assessment Component 1:
MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: 
Draft Component (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 3: Final Research Proposal: Progress and Feedback Discussion (with assigned supervisor) (Continuous Assessment) – 100% 

Assessment Component 4: 
Writing Retreat (NON-GRADED Assessment – MANDATORY) – 0% 

• Course title: Portfolio
• Anzahl ECTS: 6
• Course code: BCE-113
• Modul(e): X. Portfolio
• Sprache: EN
• Pflicht: Yes

​At university, success is measured by more than merely memorising and reproducing information. To succeed academically, you will need to engage with both subject matters and academic approaches actively and critically. In the BCE English Studies, this includes interdisciplinary enquiry: you will explore diverse academic methods and perspectives, and this portfolio encourages you to bring them together in your own unique way.  This involves taking on academic responsibilities, participating in various activities, and most importantly, taking charge of your academic journey. You will document and reflect on your experiences and learning, with the portfolio serving as a tool to guide and empower you throughout this process. 

​Practical Information 

​The portfolio is composed of mandatory, non-graded activities and assignments to be completed each semester (attendance, reflection papers) or year (academic advisory meetings), which will be recorded on your transcript in the semester you are currently enrolled in.  
Once you have validated all your modules, successfully defended your Bachelor Thesis, and completed your portfolio critical reflection and self-evaluation, you will be awarded a grade and 6 ECTS for the course in your final semester.   

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 
Assessment Component 2: ​​Academic Events (14; 2-3 per semester; includes Focus Europe events)​ (​​NON-GRADED Assessment – MANDATORY)​ – ​​0​% ​​​ 
Assessment Component 3: Academic Proficiency and Transferrable Skills Activities (5)​ (NON-GRADED Assessment – MANDATORY) –​ 0​%
Assessment Component 4: Reflection (minimum 3 advisory meetings, 1 per year)​ ​​(NON-GRADED Assessment – MANDATORY)​ ​​– 0​ % ​​
Assessment Component 5: ​​Reflection Papers (minimum 5, 1 per semester)​ ​​(NON-GRADED Assessment – MANDATORY)​ – ​​0​ % ​​
Assessment Component 6: ​​Portfolio: Critical Reflection and Self-Evaluation (final semester)​ ​​(End-of-Term Assessment​) – ​​100​ % ​​

• Course title: Bachelor Thesis and Defence
• Anzahl ECTS: 16
• Course code: BCE-181
• Modul(e): XI. Bachelor Thesis
• Sprache: FR
• Pflicht: Yes

• Course title: Focus Europe Events – Winter 2025-26
• Anzahl ECTS: 1
• Course code: BCE_EU-235
• Modul(e): EU1: Lecture Series
• Sprache: EN
• Pflicht: No

Focus Europe Week and the BCE Challenges

The BCE Challenges and Focus Europe Week aim to provide students with an opportunity to venture beyond the boundaries of their specialisation and to acquire and practice (new) skillsets in a safe and diverse learning environment. In this course, you will be invited to: 

1. express your ideas and initiate conversations in multiple languages on a variety of topics with students and professors from different fields. (Challenge #1: multilingual proficiency)


2. be curious and think like a scholar or researcher: actively seek different perspectives and discover how students and scholars in other academic fields work and what they focus on. (Challenge #2: interdisciplinary approaches)


3. engage in serious debates about European ideas and their impacts, both positive and negative, within and outside Europe. Together, we will reflect on what it means to be ‘European’ today and why it matters. (Challenge #3: European dimensions)


4. consider the impact of new technologies on human beings and societies and find out how researchers in the humanities view the role of language in shaping our memories, perceptions, and understanding of the world. We will examine how new tools and technologies might affect individuals and societies and discuss our responsibilities in this context. (Challenge #4: technological and digital literacy). 

By the end of this course, you should be able to:

• COMPOSE a critical and balanced account of the information and positions presented at the events you attended.


• ARTICULATE your viewpoints on potentially sensitive issues thoughtfully and constructively.   


• EVALUATE how various academic fields approach research and problem-solving.


• DISCUSS the impact of new technologies on human societies and the responsibilities that come with it.  

In an era of shifting geopolitical realities and evolving cultural and demographic landscapes, the idea of Europe—its history, current roles, impacts, the values it conveys, and biases it perpetuates—demands thorough examination. Focus Europe Week is designed to help you rethink and expand your perspectives, while taking on the BCE Challenges and developing core transversal skills such as communication skills, critical thinking and analysis, cultural competence, digital and technological literacy, and networking and collaboration. 

Focus Europe Week and the BCE Challenges
The BCE Challenges and Focus Europe Week aim to provide students with an opportunity to venture beyond the boundaries of their specialisation and to acquire and practice (new) skillsets in a safe and diverse learning environment. In this course, you will be invited to: 

1. express your ideas and initiate conversations in multiple languages on a variety of topics with students and professors from different fields. (Challenge #1: multilingual proficiency)
2. be curious and think like a scholar or researcher: actively seek different perspectives and discover how students and scholars in other academic fields work and what they focus on. (Challenge #2: interdisciplinary approaches)
3. engage in serious debates about European ideas and their impacts, both positive and negative, within and outside Europe. Together, we will reflect on what it means to be ‘European’ today and why it matters. (Challenge #3: European dimensions)
4. consider the impact of new technologies on human beings and societies and find out how researchers in the humanities view the role of language in shaping our memories, perceptions, and understanding of the world. We will examine how new tools and technologies might affect individuals and societies and discuss our responsibilities in this context. (Challenge #4: technological and digital literacy). 

 

Organisation
Breaking from the usual 14-week semester routine, most teaching and learning activities are concentrated in Week 10, the BCE Focus Europe Week, during which standard courses are paused. In addition to the three academic Focus Europe events, you will have the opportunity to meet BCE graduates who have agreed to share their experiences and career paths with current students.

The course assessment is designed to foster participation and reflective learning. You will be encouraged to think critically, engage in reflection and debates on relevant or controversial topics. You will also have opportunities to share ideas with students and professors from various fields, and to explore new and intriguing research areas. Although English is the main language of communication in this course, you can switch between languages (we will translate as necessary), and assessment tasks can be completed in French, German, or English. 
Reading: Materials will be made available on Moodle. 

Assessment Components

– Attendance (Weeks 3 and 10): mandatory, non-graded (CA-RNP)
– Preparation (includes: Engaging Europe Task): 20% (CA-RNP)
– Event Review: 70% (CA-RNP)
– Final Report: 10% (CA-RNP)

Assessment Mode: ET (= end-of-term assessment). CA (= continuous assessment). Retake an exam or assessment component: RP (= retake possible). RNP (= retake not possible)

Engaging Europe Plenary meeting on Wednesday 1st October from 12:15 to 13:45 (Room MSA 3.370) 

• Course title: Life Linguistics. An Introduction to Language and Its Scientific Study
• Anzahl ECTS: 4
• Course code: BCE-1
• Modul(e): EU1: Lecture Series
• Sprache: EN
• Pflicht: No

By the end of this course, you should be able to:

• Understand the central role language plays for human culture.


• Know central concepts and approaches of linguistics to the analysis of language.


• Identify and analyse aspects of everyday language use with linguistic methods.

This course provides an accessible introduction to the basic principles and approaches of linguistics, beginning with the central role of language in everyday life. Not only is language the primary tool for organizing social practice, it is also a universal symbol system for ordering and making sense of the chaotic world that surrounds us. The fundamental importance of language for human culture will be explored from a variety of thematic perspectives to show participants how many aspects of our daily lives are mediated or even made possible by language. At the same time, the course introduces the central concepts and analytical perspectives of structural linguistics as the scientific study of language.

The course is based on a multilingual approach, taking the situation in Luxembourg as a starting point for the development of topics and using several languages for illustration. In addition, teaching materials will be developed and made available in all official languages of the BCE. 

Reading will be provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: ​​Written Exam (End-of-Term Assessment​) – ​​100% (retake possible)

available Semester 1/3/5, preferably taken Semester 1   

• Course title: Einführung in die Archäologie Luxemburgs
• Anzahl ECTS: 4
• Course code: BCE-57
• Modul(e): EU2: The Origins of Modern Europe
• Sprache: DE
• Pflicht: No

• Die Studierenden sollen in diesem Seminar die Grundlagen der archäologischen Forschung und ihre spezifischen Methoden kennenlernen.


• Die Studierenden sollen eine Auswahl von wichtigen archäologischen Stätten, Monumenten und Grabungen in Luxemburg kennen lernen – von der Antike bis in die frühe Neuzeit.


• Die Studierenden sollen die Lage der archäologischen Stätten im historischen Raum nachvollziehen und aus den Überresten “lesen” lernen.

VORAUSSETZUNGEN

Allgemeines Interesse für die Archäologie/Vorgeschichte

Im Gegensatz zur Geschichtswissenschaft, die sich in erster Linie auf schriftliche Quellen stützt, werden in der Archäologie fast ausschließlich materielle Hinterlassenschaften (Funde und Fundzusammenhänge) studiert. Nach einem kurzen historischen und chronologischem Überblick werden in diesem Kurs auch methodische Aspekte der Disziplin einführend erläutert und an ausgewählten archäologischen Stätten, Monumenten und Grabungen in Luxemburg praktisch erprobt. Deshalb besteht das Seminar überwiegend aus Exkursionen zu Institutionen der Archäologie und Denkmalpflege sowie von Grabungen und Museen. Thema dieser Veranstaltung werden ausgewählte Beispiele von Überresten bzw. Rekonstruktionen antiker und mittelalterlicher Infrastruktur sein.

BIBLIOGRAPHIE:

• Le Brun, Foni, u.a., Unter unseren Füssen : Archäologie in Luxemburg 1995-2010 : Ausstellung im MNHA vom 20. Oktober bis zum 2. September 2012 = Sous nos pieds : archéologie au Luxembourg 1995-2010 : exposition au MNHA du 20 octobre 2011 au 2 septembre 2012, Luxembourg 2011.
• Le Brun, Foni u.a., Préhistoire et protohistoire au Luxembourg, Luxembourg 2005.
• Luxembourg, de la préhistoire au moyen âge. Les dossiers d’archéologie. hors-série n° 5. Dijon 1995.
• Paulke, Matthias u.a., Archäologischer Rundgang durch Luxemburg, Luxembourg 2019.
• Kenzler, Hauke, u.a. (Hg.), Archäologie des Mittelalters und der Neuzeit. Grundwissen. Darmstadt 2016.
• Atlas der Vorgeschichte: Europa von den ersten Menschen bis Christi Geburt. Mit Beiträgen von Bernhard Hänsel, Schnurbein, Siegmar von [Hrsg.] und Bernhard Hänsel, Stuttgart 2010.

Eine thematische Bibliographie wird auf Moodle bereitgestellt.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Referat (Continuous Assessment) – 30% (retake not possible)
Assessment Component 3: Kleinere schriftliche Arbeiten (Continuous Assessment) – 70% (retake possible)

Teaching Language: German
Language of Examination: German, French, English

• Course title: Introduction à la paléographie
• Anzahl ECTS: 4
• Course code: BCE-109
• Modul(e): EU2: The Origins of Modern Europe
• Sprache: FR
• Pflicht: No

• Retracer les grandes lignes et les étapes évolutives des écritures manuscrites occidentales à partir du Moyen Âge jusqu’au début de l’époque contemporaine


• Maîtriser les principaux systèmes d’abréviations


• Lire et comprendre des textes manuscrits des époques médiévale et moderne


• Transcrire et faire une édition critique d’un document manuscrit (indifféremment médiéval et moderne)

Ce cours vise à familiariser les étudiants à la connaissance et au déchiffrement des écritures médiévales et modernes. Après un premier module introductif plus théorique (dédié à l’histoire de l’écriture, aux supports, aux instruments et modalités d’écriture), la majorité des séances sera consacrée à des exercices pratiques de déchiffrement de documents manuscrits du Xe au XVIIIe siècle. Chaque séance portera sur un document préalablement transcrit par les étudiants. Les étudiants apprendront ainsi à reconnaître les dangers qu’on peut rencontrer durant la lecture/transcription/édition critique d’un document manuscrit.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Contrôle continu (Continuous Assessment) – 50% (retake not possible)
Assessment Component 3: Examen oral à la fin du semestre (End-of-term Assessment) – 50% (retake possible)

• Course title: Einführung in die lateinische Sprache I
• Anzahl ECTS: 4
• Course code: BCE_EU-4
• Modul(e): EU2: The Origins of Modern Europe
• Sprache: DE
• Pflicht: No

Am Ende des Kurses sollen die Studierenden:

• das Grundvokabular der lateinischen Sprache beherrschen.
  


• die wichtigsten Fundamente der lateinischen Grammatik kennen.
  


• imstande sein, lateinische Texte zu lesen, zu verstehen und zu übersetzen.

Der Kurs behandelt den 1. Teil des Lateinkurses Latinum Ausgabe B (Lektionen 1 bis 12).

Bibliographie

Latinum Ausgabe B, Vandenhoeck & Ruprecht, ISBN 978-3-525-71403-4

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Zwischenklausur  – schriftliches Examen (Continuous Assessment) 50% (retake possible)
Assessment Component 3: Schlussklausur – schriftliches Examen (End-of-Term Assessment) 50 % (retake possible)

• Course title: Geschichte der Philosophie. Antike
• Anzahl ECTS: 4
• Course code: BCE-45
• Modul(e): EU2: The Origins of Modern Europe
• Sprache: DE
• Pflicht: No

Auf der Basis einer genauen Lektüre der Texte sollen im Seminar die wesentlichen Fragestellungen und Thesen Platons herausgearbeitet, seine Argumente nachvollzogen und anschließend kritisch bewertet werden. Dabei soll Platon einerseits als systematischer Philosoph verstanden werden, der Fragen aufgeworfen hat, die uns auch heute noch interessieren können, und dessen Lösungsvorschläge immer noch diskutierenswert sind.

Andererseits soll Platon aber auch als historischer Autor wahrgenommen werden, an dessen Texte man den besonderen Charakter der griechisch-antiken Philosophie studieren kann.

Auch wenn der britische Philosoph Alfred N. Whitehead mit seinem Bonmot, die europäische Philosophiegeschichte lasse sich als eine Abfolge von Fußnoten zu Platon begreifen, gewiss eine Übertreibung begangen hat, darf man sich wohl guten Gewissens der allgemeinen Einschätzung Platons als eines Denkers anschließen, der die Entwicklung der Philosophie auf weitreichende und nachhaltige Weise geprägt hat. Als Kernstück der platonischen Philosophie gilt allgemein die Ideenlehre, und das, obwohl Platon sie nirgends zu einer systematischen Theorie ausgearbeitet hat, und zumindest die späten Dialoge Zweifel daran aufkommen lassen, ob er sie tatsächlich als eine befriedigende Antwort auf die grundlegenden metaphysischen und erkenntnistheoretischen Probleme verstanden wissen wollte. 

Im Seminar werden wir versuchen, uns anhand der einschlägigen Passagen aus den wichtigsten Dialogen Platons ein klares Verständnis seiner Ideenlehre zu erarbeiten. Dabei werden die beiden mittleren Dialoge Phaidon und Politeia, in denen Platon seine Vorstellungen von den Ideen in ihren wesentlichen Zügen präsentiert hat, im Zentrum stehen. Zuvor sollen jedoch einige Auszüge aus früheren Dialogen gelesen werden, um zunächst die Probleme nachzuvollziehen, die Platon zur Entwicklung seiner Ideenlehre bewogen haben. 
Obwohl der Kurs in erster Linie der Philosophie Platons gewidmet ist, werden wir auch einige Textausschnitte anderer antiker Autoren lesen und diskutieren, um einerseits den historisch-philosophischen Rahmen kennenzulernen, in dem Platon seine Philosophie entwickelt hat, und andererseits am Beispiel des Aristoteles zu sehen, auf welche Weise Platons Philosophie kritisch rezipiert und weiterentwickelt worden ist.  
Die Texte Platons werden in der Übersetzung von Friedrich Schleiermacher gelesen.
Weitere Literatur wird im Seminar bekannt gegeben.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Written examination (End-of-Term Assessment) 80% (retake possible)
Assessment Component 3: Referat (Continuous Assessment) 20% (retake not possible)

• Course title: Initiation au Latin I
• Anzahl ECTS: 4
• Course code: BCE_EU-5
• Modul(e): EU2: The Origins of Modern Europe
• Sprache: FR
• Pflicht: No

 

 

– maîtriser la morphologie élémentaire du latin;
– reconnaître les structures syntaxiques fondamentales.

 

 

Le cours a pour but d’amener l’étudiant n’ayant jamais fait de latin au lycée à une maîtrise des structures de base de la langue latine. Il implique l’étude de la morphologie nominale et verbale, du vocabulaire de base et des structures syntaxiques fondamentales.

Bibliographie

– GASON, Jacques/ LAMBERT, Alain, Invitation au latin 5e, Paris, Magnard, 1997. ISBN 9782210475045
– Myriam MELCHIOR, Vocabulaire de latin 6e – 1re, Éducation Nationale, Luxembourg, 2016. ISBN 9789995910549

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Contrôle continu (Continuous Asssessment) 50% (retake not possible)
Assessment Component 3: Final exam (End-of-Term Assessment) 50% (retake possible)

 

• Course title: Introduction au latin médiéval I
• Anzahl ECTS: 4
• Course code: BCE_EU-22
• Modul(e): EU2: The Origins of Modern Europe
• Sprache: FR
• Pflicht: No

À la fin du semestre, l’étudiant(e) devra être capable :

• de reproduire et d’exposer, sous forme de synthèses structurées, les points de programme traités pendant le cours ;


• d’identifier les principaux traits « vulgaires » d’un texte latin littéraire ou documentaire ;


• de classer ces vulgarismes de différents points de vue linguistiques (phonétique, morpho-syntaxique, …);


• de comprendre, dans une perspective diachronique, comment on a pu passer, par différentes étapes, des structures latines aux structures romanes.
  
  

Il s’agit d’un cours d’initiation qui vise à une étude approfondie de la langue et des textes latins tardifs.

Deux thèmes principaux seront abordés durant les séances :

1) La problématique du latin « vulgaire » : définitions, sources, évolution du système morphologique, syntaxique et lexical du latin aux langues romanes.

2) Lecture et commentaire de textes littéraires représentatifs de l’époque médiévale – en particulier des sources narratives en latin médiéval relatant la Romfahrt de Henri VII, empereur et comte de Luxembourg (1310-1313)

Ce cours sera donné en français et s’adresse à tout étudiant s’intéressant aux textes anciens et médiévaux et à l’histoire de la langue.

BIBLIOGRAPHIE:

• BANNIARD, Michel, Du latin aux langues romanes, Paris 1997.
• BOUET, P. / CONSO, D. / KERLOUÉGAN F., Initiation au système de la langue latine, Paris 1975.
• HERMAN, J., Le latin vulgaire, Paris 1967.
• KRAMER, J., Vulgärlateinische Alltagsdokumente auf Papyri, Ostraka, Täfelchen und Inschriften, Berlin 2007.
• MÜLLER, R., Sprachbewusstsein und Sprachvariation im lateinischen Schriftttum der Antike. München 2001.
• SERBAT, G., Les structures du latin, Paris 41994.
• VÄÄNÄNEN, V., Introduction au latin vulgaire, Paris 31981.
  

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Travaux dirigés (Continuous Assessment) 100% (retake not possible)

 

• Course title: Introduction à l'Éthique
• Anzahl ECTS: 4
• Course code: BCE-43
• Modul(e): EU3: Movements and Trends in European Thought
• Sprache: FR
• Pflicht: No

L’étudiant(e) doit être en mesure de distinguer les grandes théories éthiques, notamment l’éthique utilitariste, l’éthique kantienne et la famille de théories dites aristotélicienne et savoir les identifier dans un texte où les noms ne figurent pas explicitement.

L’étudiant(e) doit être en mesure de connaître les courants et arguments en éthique environnementale et les courants en éthique sur la possibilité ou non d’accorder des droits aux animaux.

Le cours s’attellera à présenter les théories les plus importantes de l’éthique philosophique. Il s’agit de l’éthique aristotélicienne, de la philosopohie morale de Kant et de la théorie utilitariste. La présentation critique  de ces théories sera précédée de quelques notions fondamentales de l’éthique et toujours accompagnée de leur utilisation dans les débats contemporains en éthique, surtout appliquée. Il se distingue, en ce sens, d’autres interventions que l’on retrouve dans la littérature sous l’étiquette d’éthique.

​​Une bibliographie sera fournie au début du cours.​ 

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Essay (End-of-Term Assessment) 80 % (retake possible)
Assessment Component 3: Active participation (Continuous Assessment) 20% (retake not possible)

La rédaction du travail est possible en français, anglais ou allemand.

 

 

• Course title: Histoire de l'Europe au XXe siècle
• Anzahl ECTS: 4
• Course code: BCE-53
• Modul(e): EU3: Movements and Trends in European Thought
• Sprache: FR
• Pflicht: No

A la fin du cours l’étudiant(e) devra être capable de:

• Comprendre et analyser les grands événements, évolutions et articulations de l’histoire européenne au XXe siècle
  


• Comprendre les grands débats historiographiques qui y sont liés et les concepts mobilisés par les différentes écoles historiographiques au sujet du XXe siècle


• Comprendre des éléments fondamentaux de la méthode historienne:
  – Concepts à mobiliser pour la „Fabrique de l’Histoire“,
  – Méthodologie de l’analyse et de l’interprétation des sources primaires.

Cet enseignement est une introduction à l’histoire politique et sociale de l’Europe au XXe siècle. L’accent sera mis sur les grandes évolutions des sociétés européennes et sur l’histoire européenne dans une perspective internationale.

Bibliographie:

La bibliographie sera donnée lors du premier enseignement.

Pré-requis:

Aucun. Toutefois, un travail régulier sera nécessaire.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Exercices écrits (Moodle) (Continuous Assessment) – 20% (retake not possible)
Assessment Component 3: Travaux écrits à rendre au fil du semestre (Continuous Assessment) – 30% (retake possible)
Assessment Component 4: Examen final (End-of-term Assessment) – 50% (retake possible)

IMPORTANT! Cours obligatoire: Choix entre Europäische Geschichte des 20. Jahrhunderts OU Histoire de l’Europe au XXe siècle

WICHTIG! Pflichtkurs: Wählen Sie bitte
Europäische Geschichte des 20. Jahrhunderts ODER
Histoire de l’Europe au XXe siècle.

• Course title: Historische Einführung in die Philosophie
• Anzahl ECTS: 4
• Course code: BCE-44
• Modul(e): EU3: Movements and Trends in European Thought
• Sprache: DE
• Pflicht: No

Die Studierenden lernen, die Hauptideen klassischer philosophischer Autoren systematisch zu erfassen, miteinander zu vergleichen und zu bewerten. Dabei erwerben sie Grundkenntnisse in den philosophischen Epochen von der Antike bis zur Moderne sowie die Fähigkeit, philosophische Theorien historisch einzuordnen und in ihren Argumenten systematisch zu rekonstruieren.

 

Philosophie wird oft mit Vernunft assoziiert. Sieht man sich aber die etwa 2500jährige Geschichte der westlichen Philosophie an, so stellt man fest, dass viele Philosophen – mittels der Vernunft! – die Ansprüche der Vernunft in Frage gestellt, wenn nicht sogar geleugnet haben. Auf der Ebene der reinen Erkenntnis wurde etwa geleugnet, dass die Vernunft uns zu einer sicheren Erkenntnis der Wirklichkeit führen kann, und auf der Ebene des Handelns wurde einerseits geleugnet, dass die Vernunft in der Lage ist, uns zu moralischem Handeln zu motivieren, und andererseits, dass die Vernunft in der Lage ist, das menschliche Zusammenleben optimal zu organisieren. Auf der Ebene der Selbsterkenntnis wurde schließlich geleugnet, dass die Vernunft in der Lage ist, sich selbst zu verstehen.

In dieser Einführung soll der Kampf der Vernunft mit ihren Kontrahenten (die Sinne, die Gefühle, …) in seinen großen Linien nachgezeichnet werden. Wir beginnen mit den Vorsokratikern, die der mythologischen eine rationale Erklärung der Wirklichkeit entgegensetzen und damit der Vernunft einen Platz im menschlichen Diskurs zuweisen und jene Disziplin gründen, die fortan als „Philosophie“ bezeichnet wird – wiewohl einige Fragen mit denen sie sich beschäftigten später dem Bereich der Naturwissenschaften zugeordnet wurden.
Unser Streifzug durch die Geschichte der Philosophie wird uns an mehreren großen Stationen vorbeiführen, u.a. Plato, Aristoteles, die Skeptiker, die Stoiker, Augustinus, die muslimischen Philosophen des Mittelalters (Al-Farabi, Ibn Sina, Ibn Rushd), Thomas von Aquin, Machiavelli, Montaigne, Bacon, Descartes, Pascal, Hobbes, Locke, Hume, Kant, Marx, Freud, Wittgenstein, die Frankfurter Schule (Horkheimer, Adorno, Habermas) oder noch das sogenannte „schwache Denken“ eines Gianni Vattimo.

Auch wenn Frauen in der Philosophie vor der Mitte des 20. Jahrhunderts fast unsichtbar waren, werden wir in der letzten Vorlesung des Semesters spezifisch auf das „unsichtbare Geschlecht“ eingehen, und dort kurz das Denken einiger bekannter Philosophinnen und Denkerinnen diskutieren.

Bibliographie

1) Große Einführungen:
Deutsch: Die bei der Wissenschaftlichen Buchgesellschaft erschienene 9bändige Philosophen-Ausgabe (von Philosophen der Antike bis zu Philosophen der Gegenwart). Mehrere Herausgeber.
Französisch: Jacques Chevalier, Histoire de la pensée, 3 tomes, Paris.
2) Kleine Einführungen:
Deutsch: Hans-Joachim Störig, Kleine Weltgeschichte der Philosophie, München.
Französisch: Le Bled Philosophie. Spécial BAC, Paris.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0 % (no retake possible)
Assessment Component 2: Written exam (90 min) (DE, EN, or FR) (End-of-term Assessment) 100% (retake possible)

• Course title: Europäische Geschichte des 20. Jahrhunderts
• Anzahl ECTS: 4
• Course code: BCE-52
• Modul(e): EU3: Movements and Trends in European Thought
• Sprache: DE
• Pflicht: No

Am Ende des Kurses sollen die Studierenden:
1. die wichtigsten Ereignisse, Entwicklungen und Einteilungen der europäischen Geschichte im 20. Jahrhundert verstehen und analysieren können

2. die damit verbundenen wichtigen historiografischen Debatten und die von den verschiedenen historiografischen Schulen mobilisierten Konzepte zur Analyse des 20. Jahrhunderts verstehen;

3. die Grundlagen der historischen Methode verstehen:
     – Konzepte aus der „Werkstatt des Historikers“
     – Methoden der Analyse und der Interpretation von Primärquellen.

Der Kurs versteht sich als eine Einführung in die politische und soziale Geschichte Europas im 20. Jahrhundert. Schwerpunkte liegen auf gesellschaftlichen Entwicklungen und auf den globalen Bezügen Europäischer Geschichte.

BIBLIOGRAFIE:

Wird in der ersten Sitzung vorgestellt.

VORAUSSETZUNGEN:

Bereitschaft zur regelmäßigen Arbeit

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – 0% (retake not possible)
Assessment Component 2: Übungen (moodle) (Continuous Assessment) – 20% (no retake possible)
Assessment Component 3: Schriftliche Arbeiten als Abgabe während des Semesters (Continuous Assessment) – 30% (retake possible)
Assessment Component 4: Klausur (End-of-term Assessment) – 50% (retake possible)

IMPORTANT! Cours obligatoire: Choix entre Europäische Geschichte des 20. Jahrhunderts OU Histoire de l’Europe au XXe siècle

WICHTIG! Pflichtkurs: Wählen Sie bitte
Europäische Geschichte des 20. Jahrhunderts ODER
Histoire de l’Europe au XXe siècle.

• Course title: Literatur- und Kulturaustausch
• Anzahl ECTS: 4
• Course code: BCE-258
• Modul(e): EU4: At the Crossroads of Language and Culture
• Sprache: DE
• Pflicht: No

• Kenntnis der Funktionsweise von Künstlicher Intelligenz in Grundzügen 


• Kritisches, vor allem behavioristisches theoretisches Bewusstsein der Funktionsweise, Fähigkeiten und Risiken von generativer KI 


• Theoretisch und praktisch reflektiertes Prompten 

Keine drei Jahre, nachdem Open AI ChatGPT (GPT-3.5) Ende November 2022 veröffentlicht hat, ist die Welt durch Künstliche Intelligenz eine andere geworden. Autos fahren zwar immer noch nicht autonom, wie Elon Musk das schon für 2018 angekündigt hatte, aber Texte, Bilder, Videos und psychotherapeutische Dialoge kann die Generative Künstliche Intelligenz in einer so hohen Qualität produzieren, dass sie sich von menschlichen Produkten kaum noch unterscheiden lassen. Das gilt auch für akademische Essays, die ChatGPT mittlerweile bei Bedarf „sehr gerne!“ je nach Bedarf kalibriert („Hier ist ein studentisch wirkender Text mit leichten Fehlern und einem lockerem Stil”, „hier ist die zweite Version, jetzt mit McLuhan und Kittler – wieder im Stil eines 20-jährigen Studis mit kleinen Fehlern und lockerem Vibe“). Blayne Haggart hat dazu lakonisch bemerkt: „writing an essay turns out to be a ‚computationally shallower‘ problem than we thought“. Wenn Maschinen heute über kreative Fähigkeiten verfügen, die der Mensch bisher sich selbst vorbehalten glaubte, dann kommt zu den drei großen Kränkungen, die Sigmund Freud dem Menschen attestiert hat, noch eine vierte hinzu: Ist der Mensch (1) seit Kopernikus nicht mehr Mittelpunkt des Universums, (2) seit Darwin nicht mehr Gottes Ebenbild und (3) seit Freud nicht mehr Herr über seine Triebe, machen ihm (4) heute Conversational Agents auch noch jene Begabung streitig, die seit Aristoteles’ kanonischer Definition des Menschen („Politik“ 1253 a) unbestritten als sein Alleinstellungsmerkmal galt: die Sprache – und dies samt der in ihr formulierbaren Erkenntnis.Das Szenario menschengemachter sprechender Wesen, spätestens seit der Automatenbegeisterung des 18. Jahrhunderts wieder und wieder fiktional imaginiert, ist Wirklichkeit geworden. Während jedoch Emily Bender, Timnit Gebru und andere bloß die „Dangers of Stochastic Parrots“ – also ChatGPT als schwatzenden Papagei – sehen, warnt Yuval Harari sogar vor Aliens: „We have summoned an alien intelligence”, „if we don’t master A.I., it will master us“. Was tun? Wie soll man mit einem Wesen wie ChatGPT umgehen, das zwar spricht, aber – so nach wie vor der Konsens – kein Selbstbewusstsein und keine Weltwahrnehmung hat, zudem eine – wie es häufig heißt – „black box“ ist, in die man nicht hineinschauen kann?Im Seminar werden wir uns mit dem Verhalten von KI befassen, wie es die Ethologie genannte Verhaltenslehre zunächst an Tieren, später der Behaviorismus an Tieren, Menschen und sozialen Systemen untersucht hat. Wir verschaffen uns theoretische Grundlagen und experimentieren als KI-Verhaltensforscher:innen in unterschiedlichen Applikationen systematisch mit dem Prompting. Ziel des Seminars ist ein theoretisch reflektierter Umgang mit KI.  

Lektüre:

Zur Vorbereitung (alle Texte online, 26.6.2025): Blayne Haggart: ChatGPT Strikes at the Heart of the Scientific World View (23.1.2023), www.cigionline.org/articles/chatgpt-strikes-at-the-heart-of-the-scientific-world-view/; Yuval Harari, Tristan Harris and Aza Raskin: You Can Have the Blue Pill or the Red Pill, and We’re Out of Blue Pills, www.nytimes.com/2023/03/24/opinion/yuval-harari-ai-chatgpt.html; Mark Coeckelbergh, David J. Gunkel: ChatGPT: deconstructing the debate and moving it forward, in: AI & Society (2024) 39, S. 2221–2231, https://doi.org/10.1007/s00146-023-01710-4; Stephen Wolfram: What Is ChatGPT Doing … and Why Does It Work? (14.2.2023), https://writings.stephenwolfram.com/2023/02/what-is-chatgpt-doing-and-why-does-it-work/; B. F. Skinner: About Behaviorism, https://fitelson.org/prosem/skinner_2.pdf 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Aktive mündliche Mitarbeit (Continuous Assessment) 25% (retake not possible)
Assessment Component 3: Erster Essay (Continuous Assessment) 25% (retake not possible)
Assessment Component 4: Zweiter Essay (Continuous Assessment) 25% (retake not possible)
Assessment Component 5: Dritter Essay (Continuous Assessment) 25% (retake not possible)

 

• Course title: Sprooch an den neie Medien
• Anzahl ECTS: 4
• Course code: BCE_EU-204
• Modul(e): EU4: At the Crossroads of Language and Culture
• Sprache: LB
• Pflicht: No

Um Schluss vun dësem Cours, sollt Dir:

• De Begrëff “nei Medien” kritesch analyséieren an definéiere kënnen


• Verschidden soziolinguistesch Theorie beschreiwe kënnen


• Daten aus den neie Medien analyséieren a kontextualiséiere kënnen

Sprooch, a speziell Lëtzebuergesch, an den neie Medien ass e Fuerschungsberäich deen ëmmer méi grouss a wichteg gëtt. An dësem Cours gëtt d’Fuerschungsfeld „Sprooch an den neie Medien“ agefouert a vu verschiddene Säite beliicht. Am Laf vun dësem Cours ginn de Studente verschidde Beräicher, wéi z.B. Sprooch an Emailen, an Smsen, an den sozialen Netzwierker, presentéiert an och verschidde soziolinguistesch Froestellungen aus dësem Beräich wéi z.B. Sproochpolitik, Sproochideologien, Sproochmanagement an den neie Medien, méi no bruecht.
D’Texter ginn am Laf vum Cours op Moodle zur Verfügung gestalt.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Mataarbecht (Continuous Assessment) 10 % (no retake possible)
Assessment Component 3: Presentatioun (Continuous Assessment) 30% (no retake possible)
Assessment Component 4: Oral/final Presentatioun (End-of-Term Assessment) 60% (retake possible)

 

• Course title: Aféierung an d'linguistesch Luxemburgistik
• Anzahl ECTS: 4
• Course code: BCE-201
• Modul(e): EU4: At the Crossroads of Language and Culture
• Sprache: LB
• Pflicht: No

• déi zentral historesch Entwécklungsschrëtt vum Lëtzebuergesche beschreiwen
  


• déi méisproocheg Situatioun kritesch evaluéieren
  


• d’Sproochstruktur vum Lëtzebuergesche reflektéieren

D’Zil vun dësem Cours ass et, en Iwwerbléck iwwer d’Entwécklung an d’Struktur vum Lëtzebuergeschen am Kontext vun der méisproocheger Gesellschaft ze ginn. Den éischten Deel fokusséiert op déi sproochhistoresch Entwécklung vum Lëtzebuergesche vun engem Dialekt (vum Däitschen) a Richtung op eng eegestänneg Sprooch. Den zweeten Deel ass eng Aféierung an déi linguistesch Strukture vum Lëtzebuergeschen (Aussprooch, Schreifweis, Grammatik, Wierderbicher).  
Als Aféierung:

– Schanen, François (2004): Parlons Luxembourgeois. – Paris: L’Harmattan.

Weider Literatur gëtt am Cours ugekënnegt.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment MANDATORY) 0% (no retake possible)
Assessment Component 2: Hausaufgab 1 (Continuous Assessment) 20% (no retake possible)
Assessment Component 3: Hausaufgab 2 (Continuous Assessment) 20% (no retake possible)
Assessment Component 4: Schrëftlechen Examen (End-of-Term Assessment) 60% (retake possible)

• Course title: Panorama de la littérature française 1: Du Moyen Âge au XVIIe siècle (CM)
• Anzahl ECTS: 4
• Course code: BCE-20
• Modul(e): EU4: At the Crossroads of Language and Culture
• Sprache: FR
• Pflicht: No

À la fin du semestre, les étudiant.e.s doivent être capables de :

• savoir situer un écrivain, une œuvre ou un mouvement littéraire dans leur contexte historique et en dégager les principaux éléments thématiques et formels 


• interroger la manière dont les grandes œuvres littéraires anticipent ou reflètent la réalité historique, politique et culturelle d’une époque 


• rédiger un bref compte rendu de lecture d’une œuvre au choix appartenant à une liste de lecture fournie en début de semestre 

Ce cours se propose de :

-donner un aperçu des différents auteurs et courants littéraires majeurs du moyen âge au XVIIe siècle ;-étudier les phénomènes d’influence et de filiation ;-interroger les relations entre la littérature, les arts et les sciences (notamment à la Renaissance) ; -rendre compte de l’inscription du littéraire dans une Europe christianisée ;-analyser les conditions d’émergence du littéraire au sein d’un contexte historique ou culturel (de la féodalité à la monarchie absolue).  Lecture:Pierre Brunel, Histoire de la littérature française, Tome 1, Du Moyen Age au XVIIe siècle, Paris, Bordas, 1977.Daniel Couty, Histoire de la littérature française, Paris, Larousse/VUEF, 2002 (Bordas, 1988).Xavier Darcos, Histoire de la littérature française, Paris, Hachette, 2008.Jean Yves Tadié (éd.), La Littérature française : dynamique & histoire, Paris, Gallimard, Folio « essais » 2007, 2 tomes. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment 0% (retake not possible)
Assessment Component 2: Examen écrit final (End-of-term Assessment) 75 % (retake possible)
Assessment Component 3: Fiche de lecture et participation en classe (Continuous Assessment) 25 % (retake not possible)

• Course title: Littérature et art – L'imaginaire (littéraire et artistique) de Paris
• Anzahl ECTS: 4
• Course code: BCE-23
• Modul(e): EU4: At the Crossroads of Language and Culture
• Sprache: FR
• Pflicht: No

• analyser les textes au regard de la « géocritique » ou de la « morphogenèse d’une ville »


• situer les documents étudiés dans leur contexte et en dégager les éléments relevant de l’imaginaire

 

 

L’objectif de ce cours est d’étudier l’imaginaire de Paris du 19ième au 21ième siècle tel qu’il est décliné par les œuvres qui thématisent la ville. Tandis que Hugo et Zola, Baudelaire et Benjamin déplorent, chacun à leur façon, les mutations artistiques et urbanistiques qui « défigurent » Paris et « éventrent » certains quartiers, les surréalistes (Aragon, Breton) opposent au culte de la vitesse et de l’essor urbanistique (l’Haussmannisation et les expositions universelles avec la tour Eiffel comme emblème du modernisme technologique) une esthétique de la flânerie à l’affût du merveilleux quotidien ou de rencontres épiphaniques, qui se prolongera dans les déambulations des personnages de Queneau ou dans les balades urbaines de la Nouvelle Vague (Rohmer, Rivette). Nous adossant à la géocritique de Bertrand Westphal ou à la morphogenèse de Gaétan Desmarais, nous obtiendrons une cartographie de l’imaginaire de Paris avec ses « passages » receleurs de mythes et propices à la rêverie, ses « zones » fantasmatiques (Modiano), les connotations politiques et sociétales de la polarité rive droite/rive gauche ou de de l’axe est-ouest, voire les défis liés au Grand Paris ou à la reconstruction de Notre-Dame.  

BIBLIOGRAPHIE

• Victor Hugo, Notre-Dame de Paris, 1931, Paris, Gallimard « Pléiade », 2004.
  
• Emile Zola, La curée, 1871, Paris, Gallimard « folio ».
  
• Emile Zola, Au bonheur des dames, 1883, Paris, Gallimard « folio ».
  
• Baudelaire, « Le peintre de la vie moderne » (1863), in Ecrits sur l’art, Paris, Flammarion, 1999 « GF ».
  
• Walter Benjamin, Paris capitale du XIXe siècle. Le livre des passages (1935), Paris, Cerf, 2009.
  
• Louis Aragon, Le Paysan de Paris, Paris, Gallimard, 1926 (renouvelé en 1953).
  
• André Breton, Nadja, 1928, Paris, Gallimard, 1962 (édition revue par l’auteur)
  
• Raymond Queneau, Zazie dans le métro, Paris, Gallimard, 1959, « folio ».
  
• Patrick Modiano, Dans le café de la jeunesse perdue, Paris, Gallimard, 2007, « folio ».

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Activité creative au choix (Continuous Assessment) 40% (retake possible)
Assessment Component 3: Examen final écrit (End-of-term Assessment) 60% (retake possible)

 

 

Pré-requis : Une bonne maîtrise de la langue française (niveau C1)

coefficient : 40 % de la note finale, activité créative au choix

– réaliser deux travaux parmi : ville invisible, géographie littéraire, épuisement d’un lieu, morphogenèse d’un quartier

 

• Course title: Neuere deutsche Literaturgeschichte
• Anzahl ECTS: 4
• Course code: BCE-25
• Modul(e): EU4: At the Crossroads of Language and Culture
• Sprache: DE
• Pflicht: No

Auf Quellenlektüre gegründete Erfassung, Beschreibung bzw. Illustrierung der deutschen Literatur von den Anfängen bis zur Gegenwart.

Die Vorlesung bietet einen Überblick über die Entwicklung der deutschen Literatur von der Mitte des 16. Jahrhunderts bis in die Gegenwart. Im Zentrum stehen die wichtigsten Literaturepochen, ihre Grundzüge und zentralen Themen, stilistische Merkmale sowie die gesellschaftlichen und kulturellen Kontexte literarischen Schreibens. Exemplarisch werden zentrale Autorinnen und Autoren sowie prägende literarische Strömungen vorgestellt – von Humanismus und Reformation über Aufklärung, Klassik und Romantik bis hin zu Moderne und Gegenwartsliteratur.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Klausur oder mündliche Prüfung (End-of term Assessment) 100% (retake possible)

Die Veranstaltung vermittelt grundlegendes literaturhistorisches Orientierungswissen für das weitere Studium. Vorkenntnisse sind nicht erforderlich. Erwartet wird die Bereitschaft zur aktiven Lektüre und zur Auseinandersetzung mit literarischen Texten im historischen Zusammenhang. 

• Course title: Histoire de bulles
• Anzahl ECTS: 4
• Course code: BCE_EU-7
• Modul(e): EU5: Arts and Media Studies
• Sprache: FR, EN
• Pflicht: No

• maîtriser les principales notions d’analyse sémiotiques et iconographiques de bande dessinée


• maîtriser les principales chronologies de la bande dessinée franco-belge, du comic américain et
  du manga japonais

Pré-requis: Maîtrise passive du français et de l’anglais

Après que des images à lire telles que des caricatures, des illustrations humoristiques ou des histoires illustrées sont apparues dans la presse de masse au XIXe siècle, un genre distinct de culture populaire et imprimée a émergé au cours du XXe siècle, devenant le symbole d’une culture du divertissement, au plus tard depuis l’entre-deux-guerres. Pour les jeunes et les moins jeunes, les bandes dessinées ont constitué des expériences visuelles et de lecture formatrices à travers lesquelles les gens ont acquis les mythes et les légendes de l’ultra-modernité, dans une tension narrative entre l’image et le texte spécifique au genre. Tout comme la télévision, le neuvième art a longtemps été considéré comme un « mauvais objet » de la recherche académique.
Le cours offre une introduction à ce nouveau champ qu’est la Comic Studies, en présentant d’un côté des outils d’analyse sémiologique et iconographique, et en détaillant de l’autre côté les principaux courants de la bande dessinée européenne, américaine et japonaise.

 

BIBLIOGRAPHIE

• BEATY, Bart, Comics versus art, Toronto/ Buffalo 2012.
• BOLTANSKI, Luc, La constitution du champ de la bande dessinée, in : Actes de la recherche en sciences sociales 1/1 (1975), p. 37 59.
• BRIENZA, Casey, Producing comics culture: a sociological approach to the study of comics, in: Journal of Graphic Novels and Comics 1/2 (2010), p. 105 119.
• Nicolas Finet et Philippe Capart, Angoulême BD : la contre-histoire (1974-2024), Bruxelles, La Cinquième couche, 2024.
• LESAGE, Sylvain, Publier la bande dessinée : les éditeurs franco-belges et l’album, 1950-1990, Villeurbanne 2018.
• MCCLOUD, Scott, Understanding comics: the invisible art, New York 1994.
• Meskin F.B. Roy Cook, Aaron (dir.), The Routledge Companion to Comics, New York, Routledge, 2016.
• MILLER, Ann, Reading bande dessinée: Critical Approaches to French-language Comic Strip, Chicago 2007.
• ORY, P. / MARTIN, L. / MERCIER, J.-P. (dir.), L’art de la bande dessinée, Paris 2012.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Examen écrit (End-of-Term Assessment) 100% (retake possible)

 

• Course title: Kunstgeschichte im europäischen Kontext
• Anzahl ECTS: 4
• Course code: BCE_EU-8
• Modul(e): EU5: Arts and Media Studies
• Sprache: DE
• Pflicht: No

Am Ende des Kurses sollen die Teilnehmer in der Lage sein, Kunstrwerke zu klassifizieren, zu beschreiben, zu interpretieren und zu kontextualisieren.

Im ersten Teil der Veranstaltung erfolgt an Beispielen der Graphik der Renaissance eine Einführung in die Themen, Gattungen und Epochen der Kunstgeschichte sowie in die unterschiedlichen methodischen Zugänge.  Der zweite Teil besteht aus einem Blockseminar in einem Luxemburger Museum (Villa Vauban), wo wir eine Auswahl von Gemälden aus allen Epochen der Kunstgeschichte bearbeiten.

Bibliografie

• BELTING, Hans u. a. (Hrsg.), Kunstgeschichte. Eine Einführung. (Berlin 7. Aufl., 2008)
• LANGINI, Alex (Hrsg.), L’art au Luxembourg de la Renaissance au début du XXIe siècle. (Brüssel, 2006)
  
  

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment 0% (retake not possible)
Assessment Component 2: Zwei Kurzreferate (mit Thesenpapier) (Continuous Assessment) 50% + 50% (retake not possible)
Assessment Component 3: Examen (End-of-Term Assessment) 50% (retake possible)

 

• Course title: Musik im Film
• Anzahl ECTS: 4
• Course code: BCE_EU-9
• Modul(e): EU5: Arts and Media Studies
• Sprache: DE
• Pflicht: No

Am Ende des Seminars sollten Sie folgende Lernziele erreicht haben:

1. EINBLICK in das Wesen von Filmmusik


2. KENNTNISSE über die Vermittlung von Musik im Film


3. KRITISCHE AUSEINANDERSEZUNG mit Musikerbiographien im Film

Der Kurs behandelt ZWEI verschiedene Aspekte von Musik im Film

1.Durch die technischen Errungenschaften (5.1-Sound) kommt der Filmmusik im modernen Filmschaffen eine immer bedeutendere Rolle zu. Doch zumeist verklingt Musik „hinter“ der Dramaturgie ungehört. Filmmusik gibt es jedoch, seit es Filme gibt. Ein Teil des Kurses wird der Musik im Film, ihrer Geschichte, ihrer Technik und ihrer Funktionsweise gewidmet sein.

2.Biographien berühmter Musiker werden oft in sogenannten „Biopics“ verfilmt, und einer breiten Öffentlichkeit wird dabei oft ein Musikerbild vermittelt, welches in der Realität so nicht existiert (hat). Es ermöglicht aber eben dieser breiten Öffentlichkeit, Leben und Werk des Musikers anhand einer dramaturgisch aufbereiteten und allgemein zugänglichen und verständlichen Filmbiographie kennenzulernen. Erfüllt die Filmindustrie hier auch eine pädagogische Aufgabe? Ein zentraler Arbeitsschritt wird sein, Antworten zu den beiden folgenden Fragen zu finden: Welche Informationen vermittelt der Film im konkreten Fall, und welche Informationen übermittelt die Musikgeschichte als gesicherte Fakten? Des Weiteren existieren über die Filmbiographie hinaus wenige Filme, die sich mit dem Thema Musik an sich befassen. Hier agieren Protagonisten nicht im Sinne ihrer eigenen Biographie, sondern „im Dienste der Musik“.​BIBLIOGRAPHIE

• ADORNO, Theodor W., Kompositionen für den Film, 2003, 1969 (1. Auflage)
• SCHNEIDER, Enjott, Komponieren für den Film, 2005 (3. Aufl.), 1997
• BULLERJAHN, Claudia, Grundlagen der Wirkung von Filmmusik, Augsburg 2001
• CARON, Alfred (Hg.): Figures du compositeur. Musiciens à l’écran de Gesualdo à Pierre Schaeffer. Le compositeur vu par le cinéma et la télévision (1905-1995), Paris 1996
• MARSHALL; Robert L.‚ ‘Film as Musicology: Amadeus’ in: Musical Quarterly 81 (1997), S. 173-180
• TAYLOR, Henry M., Die Filmbiografie als narratives System, Marburg 2002

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Referat/Vortrag (End-of-Term Assessment) 80% (retake possible)
Assessment Component 3: Aktive Teilnahme (Continuous Assessment) 20% (retake not possible)

• Course title: Introduction à la sociologie
• Anzahl ECTS: 4
• Course code: BCE_EU-12
• Modul(e): EU6: ​Culture, Society, and Digital Transformation
• Sprache: FR
• Pflicht: No

• Connaitre le vocabulaire de base de la sociologie


• Connaître les approches sociologiques


• Comprendre les bases des mécanismes sociaux

Dans une première partie générale : L’enseignement propose une première approche de la sociologie pour les non-spécialistes. Il cherche à clarifier ce qu’est la sociologie, à travers ses objets, ses méthodes, ses théories. Les étudiant-e-s aborderont les concepts essentiels qui permettent de penser le social. Le cours propose ensuite de questionner les origines de la discipline, de clarifier la pensée des fondateurs et d’exposer les contributions des sociologues contemporains. Il s’agit également d’exposer les différents courants de la sociologie afin de clarifier le travail du sociologue. Dans une deuxième partie plus spécifique: L’enseignement se concentrera sur des sujets d’actualité afin de mettre en évidence les mécanismes de construction des relations sociales autour de thématiques comme le racisme, la xénophobie et les interactions.

Bibliographie

• ANDERSEN M. and Taylor H., 2013. Sociology. Belmont, Wadsworth Cengage Learning.
• ARON Raymond, 1976, Les étapes de la pensée sociologique, Gallimard
• BERTHELOT Jean-Michel, 1999, Sociologie – Epistémologie d’une discipline – Textes Fondamentaux -, De Boeck
• CHAMPAGNE Patrick, 2002, La sociologie, Les essentiels Milan
• CUIN C. H., 2002, Histoire de la sociologie, Repères, La Découverte (2 tomes)
• PAUGAM Serge, 2010, Les 100 mots de la sociologie, Que Sais-je ?
• PEQUIGNOT Bruno, TRIPIER Pierre, 2000, Les fondements de la Sociologie, Nathan université, 2000
• VAN METTER Karl, 1992, La Sociologie, textes essentiels, Larousse

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Examen écrit (End-of-Term Assessment) 100 % (retake possible)

• Course title: Einführung in die Kultur- und Sozialanthropologie
• Anzahl ECTS: 4
• Course code: BCE_EU-10
• Modul(e): EU6: ​Culture, Society, and Digital Transformation
• Sprache: DE
• Pflicht: No

Die Studierenden sollen einen Einblick in die Fragestellungen der Kultur- und Sozialanthropologie (Ethnologie) erhalten und auf diese Weise ein Verständnis für die Relevanz der kulturvergleichenden Forschung hinsichtlich der Theoriebildung in den Geistes- und Sozialwissenschaften entwickeln.

Die Vorlesung wird eine Darstellung der Anfänge der ethnologischen Forschung und der gesellschaftlichen Bedingungen ihrer Entstehung geben. Sie wird mit den zentralen Themenfeldern und den wichtigsten theoretischen Strömungen bekanntmachen. Abschließend wird mit Hilfe ausgesuchter Beispiele Einblick in rezente Entwicklungen und neu entstehende Forschungsfelder gegeben.

Bibliografie

– ERIKSEN, Thomas Hylland, Small places, large issues: An introduction to social and cultural anthropology, London 2001.
– FISCHER, Hans & BEER, Bettina (Hg.), Ethnologie: Einführung und Überblick, Berlin 2012.
– KOHL, Karl-Heinz, Ethnologie – die Wissenschaft vom kulturell Fremden. Eine Einführung, München 1993.
– LOMBARD, Jacques, Introduction à l’ethnologie, Paris 2013.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Active participation (Continuous Assessment) 20% (retake not possible)
Assessment Component 3: Oral written presentation of a theoretical work (Continuous Assessment) 60% (retake not possible)
Assessment Component 4: Reading reaction (Continuous Assessment) 20% (retake possible)

Languages allowed: German, French, English

• Course title: Culture portugaise I
• Anzahl ECTS: 4
• Course code: BCE_EU-17
• Modul(e): EU7: Italian and Portuguese Literatures and Cultures
• Sprache: FR
• Pflicht: No

• RECONNAÎTRE l’espace géographique portugais et la caractérisation générale de la réalité portugaise
  


• DEMONTRER une bonne connaissance de certaines étapes importantes de l’histoire et de la culture portugaises, notamment dans l’époque contemporaine.


• savoir situer le territoire portugais et le reconnaître ;


• être capable d’énoncer les principales caractéristiques de l’espace géographique portugais ;


• reconnaître la langue portugaise dans sa diversité ;


• identifier et savoir situer les différents pays de langue portugaise ;
  


• comprendre le contexte historique qui est à l’origine de cette diversité ;


• être capable d’énoncer les événements les plus frappants de l’histoire portugaise ;
  


• reconnaître des symboles liés à la culture portugaise et des personnalités influentes ;
  


• faire preuve d’un jugement critique face aux différents phénomènes abordés ;
  


• présenter oralement des sujets préparés, au choix ;
  


• faire preuve d’esprit d’initiative et de rigueur dans la recherche de données sur la thématique traitée ;
  


• être capable de réfléchir sur la réalité et la culture portugaises à partir des différents documents sélectionnés ;
  


• être capable de comprendre différents types de documents porteurs de références culturelles ;
  


• montrer de l’intérêt et l’envie d’élargir ses connaissances au-delà du cours.

I –  Patrimoine Naturel / Le cadre géographique

Les principales caractéristiques climatiques
Contrastes Nord-Sud et Est-Ouest
Le Portugal continental et les archipels
II – Territoire et constitution d’une identité

Évocation de quelques moments décisifs de l’histoire portugaise :
La reconquête chrétienne et l’émergence de la nationalité
La formation de la langue portugaise
L’expansion maritime et le rayonnement de la langue portugaise au XVIe siècle
Le déclin de l’empire et le mythe du sébastianisme
Lisbonne, ville des Lumières, après le tremblement de terre
III – L’univers de la lusophonie

▪ les pays de langue portugaise
▪ les variantes de la langue portugaise
IV – Le Portugal de nos jours

Les voies de la liberté : de l’Estado Novo à la Révolution des œillets de 1974
Démocratie et modernité
Le Portugal et l’Europe

V – Quelques aspects de l’expression artistique contemporaine

La création cinématographique contemporaine : de Manoel de Oliveira aux jeunes cinéastes
La musique portugaise actuelle
L’art contemporain : Arts plastiques, Architecture, Design

Bibliographie:

– Auscher, Christian, Portugal, Points Planète, Seuil, Paris, 1992.
– Bethencourt, Francisco, L‘ inquisition à l’époque moderne. Espagne, Portugal, Italie, XV° XVI°, Fayard,, 1995.
– Bourdon, Albert-Alain, Histoire du Portugal, Editions Chandeigne, Paris, 1994.
– Colin, Roland, Portugal: le poids du passé et l’ouverture sur l’Europe, Revue de l’OFCE, Paris, 1987. 
– Guichard, François, Géographie du Portugal, Masson, Paris, 1990.
– Labourdette, Jean-François, Histoire du Portugal, Lib. Fayard, 2000.
– Le grand guide du Portugal, Gallimard, 1990.
– Lourenço, Eduardo,  Le labyrinthe de la saudade, Ed. Sagres-Europa, Bruxelles, 1988.
– Lourenço, Eduardo, Mythologie de la Saudade. Essais sur la mélancolie portugaise, série lusitane, Ed; Chandeigne, Paris 1997.  
– Lisbonne, la nostalgie du futur, Ed. Autrement, Paris 1988.
– Lisbonne, le guide autrement. sous le regard  de Pierre Jakez Helias, Christian Auscher, Patrick Quillier, Eduardo Lourenço, 1997.
– Léonard, Yves, Salazarisme et Fascisme, série lusitane, éditions Chandeigne, Paris, 1996.  
– Marques,  A.H de Oliveira, Histoire du Portugal et de son empire, Ed. Karthala,  Paris 1998.
– Marcadé, Jacques, Le Portugal au XX° siècle (1910-1985), PUF, 1988.
– Martinière, Guy, Le Portugal à la rencontre de „trois mondes“ (Afrique, Asie, Amérique) aux XV-XVI° siècles, IHEAL, Paris, 1994.
– Pellerin, Agnès, Les portugais à Paris, éd. Chandeigne, 2009
– Portugais de  France,  Revue Hommes& Migrations n° 1210, 1997.
– Revue GEO, Portugal ancien, le Portugal des grandes Découvertes, nº 113, sept 1988
– Revue GEO, Portugal, nº 136, juin 1990.
– Revue GEO, Lisbonne et l’expo 98, N° 231, Mai 1998.
– Revue GEO, Portugal, nº 278, avril 2002.
– Revue Grands Reportages, Portugal, terre océane, nº 243, avril 2002.
– Teyssier, Paul, Nous partons pour le Portugal (itinéraires historiques et architecturaux), Coll. „nous partons pour“. 
VOYAGES ET DECOUVERTES 
– Bouchon, Geneviève, Vasco de Gama, Fayard, 1997.
– Godinho, Vitorino Magalhães, Les Découvertes, XV° et XVI°: une révolution des mentalités, Ed. Autrement, série Mémoires, Paris, 1990.
– Godinho, Vitorino Magalhães, Rôle du Portugal aux XV-XVI siècles. Qu’est-ce que découvrir veut dire? Les nouveaux mondes et un monde nouveau, éd. bil. Fr- Port., 1994.
– Zurara, Gomes Eanes de, Chroniques de Guinée, (1453), collection Magellane, Ed. Chandeigne, Paris, 1994.
– Histoires Tragico-Maritimes, Trois récits portugais du XVI° siècle, Ed. Chandeigne, Paris, 1992.
– Lisbonne hors les murs, 1415-1580. L’invention du monde par les navigateurs portugais, Ed. Autrement, Série Mémoires, Paris, 1990.
– Mauro, Frédéric, Le Portugal, le Brésil et l’Atlantique au XVIIème siècle (1570-1670), Fondation Calouste Gulbenkian, Centre culturel portugais, Paris, 1982.
– Pigafetta, António, Premier tour du monde de Magellan, Paris 1991. 
– Pinto, Fernão Mendes, La Pérégrination, La Différence,Paris, Paris, 1991.
– La découverte du Brésil, les premiers témoignages choisis et présentés par Ilda Mendes dos Santos, Ed Chandeigne, Paris, 2000.
– Le voyage de Magellan (1519-1522), éd. Chandeigne, 2009
– Voyage d’Eustache Delafosse sur la côte de Guinée, au Portugal et en Espagne ( 1479-1481), Ed. Chandeigne, Paris, 1992.
– Voyages en Afrique noire d’Alvise Ca‘ da Mosto (1552), Ed. Chandeigne, Paris, 1994. 
– Voyage de Vasco de Gama, Relations des expéditions de 1497-1499 et de 1502-1503, Collection Magellane, éd. Chandeigne, Paris, 1995.   
– Voyage de Pyrard de Laval aux Indes orientales (1601-1611), éd Chandeigne, Paris 1998, Tome I et II
HISTOIRE DE L’ART
– Le cinéma portugais, Catalogue du Centre Georges Pompidou, 1982.
– Fernandez, Dominique, L’or des tropiques, promenades dans le Portugal et le Brésil baroques, Grasset, Paris 1993.
– Quignard, Pascal, La frontière, azulejos du palais Fronteira, Ed. Chandeigne, Paris, 1993.
– Portugal, Revue Monuments historiques, n°194, nov. 1994
LITTERATURE

– Anthologie bilingue, Odes maritimes, Poèmes de Fernando Pessoa; Ruy Cinatti, Natalia Correia etc; éd. Chandeigne /Assirio &Alvim, 1997.
– Anthologie, Lisbonne n’existe pas, (textes d’auteurs portugais ) Cognac, 1996.
– Antunes, António Lobo, Le retour des caravelles, Bourgois, 1990.(autre édition 10-18, 1995.)
– Le manuel des inquisiteurs, Bourgois, 1996.
– Andresen, Sophia de Mello Breyner, 
   – Navigations, la Différence, 1988.  
   – Contes exemplaires, trad. Claire Cayron, la Différence, 1998.
   – Contes et chroniques d’expression portugaise, (bilingue), Presses Pocket, 1986.
   – Nouvelles portugaises contemporaines (bilingue), livre de Poche, 1989.
– Camões, Luís de, Les Lusiades, édition bilingue, Bouquins, Robert Lafond, Paris 1996.
– Carvalho, Maria Judite, Chérie ? (nouvelles), La Différence, 1994
– Ferreira, Vergílio, Jusqu’à la fin, la différence, 1991.
– Matin perdu; 10-18, 1996.
– Judice, Nuno,  
   – Les degrés du regard, Recueil de poèmes, l’Escampette, Bordeaux, 1993.
   – Voyage dans un siècle de littérature portugaise, L’Escampette, Bordeaux, 1993.
– Nemésio Vitorino, Gros temps sur l’archipel, la Différence, 1988.
– Pessoa, Fernando  
   – Le livre de l’intranquillité, Bourgois, 1989.
   – Faust, suivi de la mort du prince, série lusitaine, éd. Chandeigne, Paris, 1994.
   – Je ne suis personne, Anthologie, Bourgois, 1994.
   – Œuvre poétique, La Pléiade, éd. Gallimard, 2000.
– Queiroz, José Maria Eça de, Les Maia, série lusitaine, éd. Chandeigne, Paris 1996.
– Pires, José Cardoso
    – Alexandra Alpha, éd. Gallimard, Paris, 1991
    – La république des corbeaux, Gallimard,  1992
– Saramago, José, 
   – Le dieu manchot, Albin Michel, 1987
   – L’histoire du siège de Lisbonne, ed. Seuil, 1992.
  – L’aveuglement, Seuil, 1997.
– Tabucchi, Antonio, 
  – Requiem, C. Bourgeois, Paris, 1993
  – Pereira prétend, Christian Bourgois éditeur, Paris 1995
  – La tête perdue de Damasceno Monteiro, Christian Bourgois , Paris, 1997.
  – Les trois derniers jours de Fernando Pessoa , Seuil. 
– Torga, Miguel, 
   – Portugal, Ed Arlea, 1988.
   – Arche, L’équinoxe, Paris, 1990.
– Vingt et un poètes pour un vingtième siècle portugais, l’Escampette, Bordeaux, 1994. 
CRITIQUE LITTERAIRE

–  Bréchon, Robert, Etrange étranger, une biographie de Fernando Pessoa, Ed. Christian Bourgois, Paris, 1996.  
–  Lourenço, Eduardo et Vasco da Graça Moura, Camões, 1525-1580, L’escampette, Bordeaux, 1994.
–  Rocha, Ilidio, Guide de la littérature portugaise, Francfort, 1997.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Présentation d’un dossier écrit et Discussion orale (End-of-Term Assessment) 90% (retake possible)
Assessment Component 3: Active Participation (Continuous Assessment) 10% (retake not possible)

 

 

• Course title: Histoire de l’Italie antique
• Anzahl ECTS: 4
• Course code: BCE_EU-232
• Modul(e): EU7: Italian and Portuguese Literatures and Cultures
• Sprache: FR
• Pflicht: No

• Être capables de s’orienter dans l’histoire de l’Italie antique du point de vue de la chronologie et des événement plus importants
  


• Connaître les principales civilisations de l’Italie antique, notamment Rome antique, ainsi que les interactions entre les différentes cultures et l’heur héritage dans l’Italie moderne
  


• Comprendre l’influence de l’Empire de Rome en Europe et dans la culture occidentale
  


• Être capables de lire et d’interpréter des documents historiques

Le cours entend offrir une plongée fascinante dans l’histoire de l’Italie antique, à partir de l’apparition des premiers peuples italiques, dont les noms resonnent encore aujourd’hui dans les régions italiennes, jusqu’à la chute de l’Empire romain d’occident.

Nous découvrirons les différentes civilisations qui ont façonné la péninsule italienne, notamment les Étrusques et les Romains, en voyageant à travers l’héritage qui nous ont laissé : les grands monuments comme les amphithéâtres et les aqueducs, les œuvres qui sont à la base de la pensée occidentale, l’art, les systèmes politiques, etc. Nous étudierons les événements les plus importants de l’histoire de Rome antique et nous rencontrerons ses protagonistes, ainsi que les autres peuples que les Romains ont croisés sur leur chemin.

En effet, dans l’histoire des civilisations anciennes comme Rome et la Grèce, nous retrouvons les racines de la culture occidentale : les explorer est un moyen efficace pour comprendre en profondeur l’Europe d’aujourd’hui. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Individual project (oral presentation) (Continuous Assessment) 30% (retake possible)
Assessment Component 3: Written exam (End-of-Term Assessment) 60% (retake possible)
Assessment Component 4: Active participation (Continuous Assessment) 10% (retake not possible)

• Course title: Histoire des traditions régionales de l’Italie
• Anzahl ECTS: 4
• Course code: BCE_EU-233
• Modul(e): EU7: Italian and Portuguese Literatures and Cultures
• Sprache: FR
• Pflicht: No

• Comprendre les racines historiques et culturelles des traditions régionales italiennes
  


• Connaître les expressions culturelles et artistiques de quelque unes des régions italiennes
  


• Comprendre les défis et les opportunités liés à la préservation et à la promotion des traditions régionales

L’Italie est un petit pays très connu dans le monde pour son patrimoine historique, artistique et culturel, l’architecture, la mode, son histoire qui remonte à l’antiquité et qui a eu un pois déterminante dans la formation de la culture européenne. Ainsi, l’Italie est un pays où les traditions sont riches et variées, notamment à cause de la spécificité de son passée.

Ce cours propose d’explorer la richesse et la diversité des traditions régionales de l’Italie, de la gastronomie à la musique, en passant par les festivals et les pratiques culturelles. Nous étudierons quelque unes des différentes régions italiennes, leurs spécificités et leurs contributions à l’identité nationale, à travers un véritable voyage au cœur de la folklore italienne. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Individual project (oral presentation) (Continuous Assessment) 30% (retake possible)
Assessment Component 3: Oral exam (End-of-Term Assessment) 60% (retake possible)
Assessment Component 4: Active participation (Continuous Assessment) 10 % (retake not possible)

• Course title: Le cinéma italien I
• Anzahl ECTS: 4
• Course code: BCE_EU-16
• Modul(e): EU7: Italian and Portuguese Literatures and Cultures
• Sprache: FR
• Pflicht: No

DÉMONTRER une connaissance plus vaste et complète de la cinématographie et de la civilisation italienne

Le cinéma italien a connu un succès de publique et de critique extraordinaire. Jusque les années Soixante du siècle passé il n’y avait que deux grandes cinématographies dans le panorama mondial : l’américaine et l’italienne. Le grand succès de celle dernière se rattache surtout au Néoréalisme et à la comédie italienne.

 

Le cours conduira l’étudiant à travers le parcours de la production des premiers films italiens, lde a phase du fascisme avec les « telefoni bianchi »,  du Néoréalisme et des films d’auteur (Visconti, Fellini, De Sica).
Chaque cours se déroulera dans deux parties :
la première sera dédiée à une explication théorique: histoire et phénoménologie ;  dans la deuxième, il seront montrés extraits des films concernés par le thème de la leçon. Des spécialistes de la matière seront invités.
À l’occasion du Festival du Film Italien de Villerupt , mercredi 9 novembre, nous organiserons une excursion pour y voir des films italiens avec sous-titres en français et interagir avec un cinéaste en personne (metteur en scène, producteur, acteur, scénariste etc.).

BIBLIOGRAPHIE

Elle sera donnée pendant le cours dans une présentation PowerPoint interactive.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Examen écrit final dans la langue que vous préférez: français, anglais, allemand (End-of-Term Assessment) 100% (retake possible)

• Course title: Littérature italienne I
• Anzahl ECTS: 4
• Course code: BCE_EU-14
• Modul(e): EU7: Italian and Portuguese Literatures and Cultures
• Sprache: FR
• Pflicht: No

Les étudiants seront amenés à

• DÉMONTRER une connaissance des aspects importants de la littérature italienne


• ÉTABLIR des liens entre la littérature italienne et les cultures européennes

Connaissance des aspects les plus intéressants de la Littérature italienne et parallèlement d’un côté important de la civilisation européenne.

Le cours accompagnera l’étudiant dans un voyage à travers les premiers quatre siècles de la  littérature italienne du XIIème jusqu’au début du XVIIème siècle. En compagnie de St. François, Dante, Pétrarque, Boccace, ainsi que d’Ariosto, Tasso, jusqu’à Galileo et au baroque Marino nous parcourrons les étapes fondamentales de la littérature, en tant que miroir de la civilisation et de l’évolution humaine italienne et européenne. À l’occasion des 700 ans de la mort de Dante Alighieri, nous consacrerons une attention particulière à ce poète qui a écrit le voyage le plus extraordinaire dans les mondes après la mort.

BIBLIOGRAPHIE

La bibliographie sera mise en ligne sur Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Examen oral dans la langue que vous préférez: français, anglais, allemand (End-of-Term Assessment) 100% (retake possible)

• Course title: Littérature portugaise I
• Anzahl ECTS: 4
• Course code: BCE_EU-15
• Modul(e): EU7: Italian and Portuguese Literatures and Cultures
• Sprache: FR
• Pflicht: No

Découvrir et connaître un panorama de la littérature portugaise du XIXe siècle.
Établir des liens entre la littérature portugaise et les cultures européennes

1 – La Culture Portugaise et la France Littéraire.
1.1 – Introduction;
1.2 – Illustration d’un échange multiséculaire;
1.3 – Interprétation de l’acculturation française du Portugal.
1.4 – Le romantisme portugais, romantisme européen et l’individualisme.
1.5 – João Baptista de Almeida Garrett ; Alexandre Herculano ; João de Deus.
1.6 – L’école de Coimbra : Antero de Quental et Teófilo Braga.

2 – La culture romantique : sources, références et contradictions.
2.1 –  Camilo Castelo Branco ou l’option du malheur ;
2.2 – Le roman d’actualité en 1850. « Amor de Perdição », le “ Werther portugais”;
2.3 – Valeurs ontologiques et sociales de Camilo Castelo Branco ; 
2.4 – L’œuvre de Camilo comme catharsis et exorcisme ;
Film : « O dia do desespero » de Manoel de Oliveira.

3 – Au carrefour du romantisme et du réalisme.
3.1 – Les débuts d’Eça de Queiroz ; 
3.2 – Le réalisme polémique de Camilo (« Eusébio Macário » et « A Corja »).

« Le crime du Padre Amaro », « 202, Champs Elysées »[A Cidade e as Serras] et « Le cousin Bazilio ».
4.1 – « Le cousin Bazilio » et l’adultère bourgeois ; « Os Maias » ;
4.2 – Les projets d’Eça, leur idées esthétiques et ses caractéristiques ;
Film : «  Os Maias » de João Botelho.

Julio Dinis ou cinq ans de bonheur.
5.1 – Une perspective de bonheur, une perspective optimiste de la nature ;
5.2 – L’idée des réformes agraires ; un romantisme naturaliste ;
5.3 – L’imagerie d’Epinal de la bonne morale.

Florbela Espanca et le changement du siècle.

6 – Sa vie et son œuvre en tant que poétesse.
Film : « Florbela » de Vicente Alves do Ó.

Almeida Garrett, Voyages dans mon pays, traduit du portugais par Michelle Giudicelli, Paris : La Boite à documents : Ed. de l’Unesco, 1997

Castelo Branco, Camilo, Amour de Perdition, traduit du portugais par Jacques Parsi, Arles : Actes Sud, 2000.

__________, Mystères de Lisbonne, traduit du portugais par Carlos Saboga e Eva Bacelar (préface de Raul Ruiz), Neuilly-sur-Seine : Michel Lafon poche, 2018.

__________, Sentimentalismo e história.II, A Corja; poetas e raças finas. Porto: Lello & Irmão, 1980

Eça de Queiroz, José Maria, Les Maia, trad. P. Teyssier, Paris : Éd. Chandeigne, Paris, 2017.

__________, 202, Champs Elysée, traduit du portugais par Marie-Hélène Piwnik, Paris : Chandeigne, 2019

__________,La vie extravagante de Fradique Mendes traduit du portugais par Marie-Hélène Piwnik, Paris : Chandeigne, 2021

__________,Le cousin Bazilio, traduit du portugais par Jean Girodon, Paris : Chandeigne, 2018

-__________,Le crime du Padre Amaro, traduit du portugais par Lucette Petit, Paris : La Différence, 2007

__________,Contes et nouvelles, traduit du portugais par Marie-Hélène Piwnik, Paris : La Différence, 2008

Espanca, Florbela, Châteleine de la tristesse, traduit du portugais par Claire Benedetti, Bordeaux : Escampette, 1994

França, José-Augusto, Camilo ou l’option du malheur, Paris : Centre Culturel Portugais, 1984.

__________, Le Romantisme au Portugal : Étude de faits socio-culturels, Paris : Editions Klincksieck, 1975.

Le Gentil, Georges et Bréchon, Robert La Littérature portugaise, Paris : Éd. Chandeigne, 1995.

Matos, Alfredo Campos, Vie et œuvre d’Eça de Queiroz, traduit du portugais par Marie-Hélène Piwnik, Paris : La Différence, 2010

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Présentation d’un dossier écrit; Discussion orale (Continuous Assessment) 90% (retake possible)
Assessment Component 3: Active Participation (Continuous Assessment) 10% (retake not possible)

• Course title: 112 Kindheit und Entwicklungspsychologie
• Anzahl ECTS: 3
• Course code: BSCE-468
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE, LB
• Pflicht: No

Entwicklungspsychologie (Sunnen):

Nach Abschluss der Vorlesung sind die Studierenden in der Lage,

• die zentralen Strömungen und Theorien der Entwicklungspsychologie zu benennen und ihre Grundannahmen zu beschreiben,


• typische Entwicklungsverläufe in der frühen Kindheit, mittleren Kindheit und Adoleszenz zu erläutern


• die Bedeutung dieser Entwicklungsprozesse für schulisches Lernen, Unterrichtsgestaltung und Erziehung zu reflektieren


• entwicklungspsychologische Konzepte auf konkrete Beispiele aus dem schulischen Alltag anzuwenden

Kindheit (Willems):

Nach dem Besuch der Vorlesung haben sich die Studierenden einen Überblick über erziehungs-wissenschaftliche, soziologische, ethnologische, psychologische und historische Zugänge zum Phänomen „Kindheit“ erarbeitet. Sie sind über aktuelle Problemstellungen und Befunde der Forschung informiert und können ihre Relevanz für das Berufsfeld Schule erkennen. Die Studierenden sind in der Lage, ihre Bilder von Kindern und Kindheit zu reflektieren und im Kontext sozialer und kultureller Konstruktionen zu betrachten.

Kindheit aus entwicklungspsychologischer Perspektive (Sunnen):

Die Entwicklungspsychologie untersucht, wie sich der Mensch im Verlauf seines Lebens – von der Geburt bis ins hohe Alter – in körperlicher, kognitiver, emotionaler und sozialer Hinsicht verändert, welche inneren und äußeren Faktoren diese Prozesse beeinflussen und wie typische Entwicklungsaufgaben in den einzelnen Lebensphasen bewältigt werden. Die Vorlesung vermittelt zunächst einen Überblick über die zentralen Strömungen der Entwicklungspsychologie und ihre theoretischen Grundlagen. Dabei werden klassische wie auch aktuelle Ansätze vorgestellt und in ihren historischen Kontext eingeordnet. Anschließend richtet sie den Blick auf wesentliche Entwicklungsphasen – frühe Kindheit, mittlere Kindheit und Adoleszenz. In diesem Rahmen werden charakteristische Entwicklungsverläufe aufgezeigt und deren Bedeutung für schulisches Lernen, Unterricht und Erziehung herausgearbeitet. So werden die Zusammenhänge zwischen entwicklungspsychologischem Wissen und praktischen Herausforderungen im schulischen Alltag sichtbar gemacht.
Kindheit (Willems)

Die Vorstellung, was ein Kind ausmacht, die Stellung des Kindes in der Familie, gesellschaftlichen Ordnungen und kindheitsbezogenen Institutionen variieren in Abhängigkeit von Gesellschaft, Kultur, Milieu und Historie. Die Vorlesung gibt einen Überblick über den historischen Wandel der Vorstellung von Kindheit vom Mittelalter bis in die Gegenwart. Sie geht auf die Sozialgeschichte der Kindheit ein und beschreibt Kindheit aus kulturvergleichender und ethnologischer Perspektive.

 

Schriftliche Klausur

Bibliografie:

Sunnen: 

• Lightfoot, C., Cole, M., Cole, S. R. (2018). The development of children (8th ed.). Worth Publishers.


• Flammer, A. (2017). Entwicklungstheorien. Psychologische Theorien der menschlichen Entwicklung. Hogrefe.


• Schick, H. (2012). Entwicklungspsychologie der Kindheit und Jugend. Ein Lehrbuch für die Lehrerausbildung und schulische Praxis. Kohlhammer. 


• Wicki, W. (2024). Entwicklungspsychologie (3., aktualisierte Aufl.). UTB GmbH.

Willems:

• Literatur wird auf Moodle bekannt gegeben.
  

• Course title: Diskurse und Theorien zum Lehrerberuf
• Anzahl ECTS: 4
• Course code: BCE_EU-77
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE
• Pflicht: No

• Diskurse zum Lernen und Lehren verstehen können


• Die gesellschaftlichen, individuellen und pädagogischen Aspekte des Lehrerseins verstehen


• Lehren als Kunst verstehen

Im Kurs werden aus unterschiedlicher Diskurse und Theorien zu folgenden Grundbegriffen der Erziehungswissenschaften behandelt:

• Erziehung,
• Bildung,
• Sozialisation,
• Transmission von Generation zu Generation
• Wie geht Lernen in der Schule?
• Didaktik und Unterricht
• Erzieher/Lehrer – Educandus
• Schule als Institutionen
• Schüler mit spezifischen Bedürfnissen
• Autorität und Disziplin und Klassenatmosphäre
• Eine Ethik für Lehrer:Innen und Erzieher:Innen

Anschließend werden wichtige Momente der didaktischen Entwicklung in ihrem soziologischer, geschichtlicher und politischer Perspektive vorgestellt.

Schließlich wird aus erziehungswissenschaftlicher und psychoanalytischer Sicht die Frage nach der Postur des Lehrers angegangen.

Die Theorie wird illustriert durch Fallbeispiele. Dazu werden auch Ausschnitte aus Spielfilmen analysiert.

 

Bibliographie:

• Benner Dietrich (2010).Allgemeine Pädagogik. Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns. Weinheim und München, Juventa
• Gudjons, Herbert (2008).Pädagogisches Grundwissen. Bad Heilbrunn, Klinkhardt UTB
• Horlacher, Rebekka (2011).Bildung. Bern, Stuttgart,Wien,  UTB
• Jank, Werner; Meyer Hilbert (2002).Didaktische Modelle.Berlin, Cornelsen
• Kaiser Arnim, Kaiser Ruth ( 1981). Studienbuch Pädagogik. Grund und Prüfungswissen. Berlin, Cornelsen
• Koller, Hans-Christoph (2009). Gundbegriffe, Theorien und Methoden der Erziehungswissenschaft. Eine Einführung. Stuttgart, Kohlhammer Urban Taschenbücher
• Oelkers Jürgen (2001). Einführung in die Theorie der Erziehung. Weinheim und Basel, Beltz
• Weber Jean-Marie, Voynova Ruzhena (2021). Le décrochage scolaire, un processus de construction et de déconstruction. Nîmes, Champ social
• Weber Jean-Marie (2024). Die Beschimpfung als erstes und letztes Wort des Dialoges in: B.Rau, M.-A. Boger, K.-J: Pazzini, J. Schmerfeld, (Hg) Grenzen des Propositionalen , Dialogee zwischen Psychoanalyse und Erziehungswissenschaft, Gießen, Psychosozial-Verlag

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) 0% (retake not possible)
Assessment Component 2: Mündliche Prüfung (End-of-Term Assessment) 100% (retake possible)

• Course title: 111 Lernen und schulisches Lernen
• Anzahl ECTS: 4
• Course code: BSCE-425
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE, FR, EN
• Pflicht: No

Nach Abschluss des Kurses sind die Studierenden in der Lage,

• die Grundprinzipien und Konzepte zentraler klassischer wie aktueller Lerntheorien zu beschreiben sowie ihre Gemeinsamkeiten und Unterschiede darzustellen,


• die Besonderheiten menschlichen Lernens aus unterschiedlichen theoretischen Perspektiven zu verstehen,


• zu erörtern, wie Kinder in schulischen Kontexten lernen – sowohl individuell als auch im Austausch mit anderen,


• behandelte Konzepte auf Beispiele aus dem schulischen Alltag sowie auf alltagsnahe oder mediale Kontexte anzuwenden,


• Lehr- und Lernarrangements kritisch zu analysieren und in einen lerntheoretischen Rahmen einzuordnen.
  

 

Der Kurs bietet einen systematischen Überblick über zentrale Theorien des Lernens mit einem besonderen Fokus auf Schule und Unterricht. Im Zentrum steht die Frage: Wie lässt sich menschliches Lernen aus unterschiedlichen wissenschaftlichen Perspektiven verstehen – und welche Konsequenzen ergeben sich daraus für Erziehung und Unterricht?
Die Vorlesung führt in klassische und aktuelle Lerntheorien ein: vom Behaviorismus über kognitivistische und konstruktivistische Ansätze bis hin zu neurobiologischen, soziokulturellen und pädagogischen Perspektiven. Um den Zugang zu diesen Theorien zu erleichtern und ihre Relevanz im Alltag sichtbar zu machen, werden Beispiele aus schulischen Situationen, alltäglichen Erfahrungen sowie ausgewählten Spielfilmszenen herangezogen. Die Studierenden lernen so, theoretische Konzepte kritisch zu reflektieren, auf vielfältige Kontexte zu übertragen und deren Bedeutung für schulisches Lernen und Lehren zu diskutieren.

Schriftliche Klausur

Bibliografie:

• Bodenmann, G., Perrez, M., Schär, M. (2023). Klassische Lerntheorien: Grundlagen und Anwendungen in Erziehung und Psychotherapie (4., vollst. überarb. u. erw. Aufl.). Hogrefe Verlag.


• Giordan, A. (2016). Apprendre ! Paris : Editions Belin.


• Kölbl, C. (2024). Kulturhistorische Psychologie: Vygotskij, Lurija, Leont’ev. Velbrück Wissenschaft. 


• Siebert, H. (2005). Pädagogischer Konstruktivismus: Lernzentrierte Pädagogik in Schule und Erwachsenenbildung (3., überarbeitete und erweiterte Auflage). Beltz.


• Sunnen, P. (2011). Lernen. Ausführungen zum erziehungswissenschaftlichen Lernbegriff bei Gerold Scholz. In H. de Boer, H. Deckert-Peaceman K. Westphal (Hg.), Irritationen – Befremdungen – Entgrenzungen. Fragen an die Grundschulforschung (S. 191-215). Goethe Universität Frankfurt/Main.


• Vienneau, R. (2017). Apprentissage et enseignement : Théories et pratiques (3ᵉ éd.). Gaëtan Morin.


• Vosniadou, S. (2001). How do children learn (Educational Practices Series No. 7). UNESCO International Bureau of Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000125456


• Winkel, S., Petermann, F., Petermann, U. (2006). Lernpsychologie (UTB basics, Bd. 2817). Schöningh. 
  

Weitere Literatur wird in der Vorlesung bekanntgegeben.

 

• Course title: BSSE-M-1.01 Geschichte der Sozialen Arbeit
• Anzahl ECTS: 3
• Course code: BPSSE-210
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE, FR
• Pflicht: Yes

Nach Abschluss dieses Kurses sind die TeilnehmerInnen in der Lage:

• Zentrale Logiken und Charakteristika der drei untersuchten Interventionsformate zu erläutern und in Bezug auf historische Momente anhand von Texten zu verbeispielen


• Kritiken und Alternativkonzepte in Bezug auf die Formate zu erläutern und zu verbeispielen


• Die Entwicklung der sozialen Berufe ausgehend vom Beispiel Luxemburgs zu beschreiben


• Interventionsformate in der Gegenwart zu erkennen und sich mit Bezug auf historische Texte reflexiv dazu zu positionieren

In diesem Modul erarbeiten wir einen Zugang zur Geschichte professioneller sozialer Interventionen einerseits aus der Perspektive von charakteristischen, bis heute bestehenden “Interventions-Formaten” sowie der Entwicklung der Professionen für diese sozialen Interventionen. Dies geschieht, andererseits, immer mit konktetem Bezug zum luxemburgischen Kontext sowie zu seinen Nachbarländern Deutschland, Frankreich und auch Belgien.
Die “Interventionsformate” sind:

1. “anstaltsförmige” oder “stationäre” Interventionen
2. “ambulante” Interventionen, die zum Beispiel am Wohn- oder Arbeitsort eines “Nutzers”, z.B. einer Familie, stattfinden
3. “administrative” oder “bürokratische” Interventionsformate.

Ein grosser Teil, wenn auch nicht alle heute im sozialen Sektor vorzufindenden Interventionsformate lassen sich diesen genannten zuordnen; das bedeutet auch, dass die TeilnehmerInnen ihnen in ihren Praktika im 3. und 6. Semester begegnen werden. Auf diese Begegnungen bereiten sich die TeilnehmerInnen also zugleich in diesem Modul vor.
Für jedes Format wird nicht eine lineare Entwicklungsgeschichte nachgezeichnet. Vielmehr werden anhand einer Auswahl von möglichst zeitgenössischen Texten Versionen dieser Interventionsformate sichtbar werden. Ebenso werden kritische Auseinandersetzungen und Alternativentwicklungen thematisiert.
Mit den Versionen der Interventionsformate multiplizieren sich auch die Versionen der “Professionellen”, denen die Interventionen üblicherweise zugeschrieben werden. Dennoch wird die Entwicklung der Professionen der sozialen Intervention insbesondere in Luxemburg ein eigener, 4. Gegenstand der Beschäftigung.
Die Texte zu diesen vier inhaltlichen Teilen werden von Gruppen von Studierenden erarbeitet und zur gemeinsamen Reflexion im Kurs präsentiert. Dies geschieht anhand eines kleinen Fragekatalogs, der u.a. von einem Ansatz zur Evaluation sozialer Interventionen, der Programmtheorie bzw. den sogen. Logischen Modellen (vgl. Kellogg Foundation 2004) inspiriert ist.
—–
Bibliographie (Auswahl)
Abbott, A. (2004). Methods of discovery. Heuristics for the Social Sciences. New York: W.W. Norton & Co.
Groenemeyer, A. (Hrsg.) (2010). Doing Social Problems. Mikroanalysen der Konstruktion sozialer Probleme und sozialer Kontrolle in institutionellen Kontexten. Wiesbaden: VS Verlag
Haas, C./Marthaler, T. (2020). „Praktiken sozialer Probleme“ – eine kleine Frageheuristik. Luxemburg: Universität Luxemburg, unveröff. Dokument
Kellogg-Foundation (2004). Logic Model Development Guide (updated version). Internetquelle: https://www.naccho.org/uploads/downloadable-resources/Programs/Public-Health-Infrastructure/KelloggLogicModelGuide_161122_162808.pdf, letzter Zugriff am 26.8.25
Sachsse, C./Tennstedt, F. (1998, 2. Aufl.). Geschichte der Armenfürsorge in Deutschland Band 1: Vom Spätmittelalter bis zum 1. Weltkrieg. Stuttgart: Kohlhammer

Leistungsnachweis: Kombination: mündliche Präsentationen anhand von Programm-Visualisierungen in den Kursen + schriftliche Abschlussprüfung

Für Nachholprüfungen : Schriftliche Prüfung

• Course title: Persönlichkeitspsychologie I: Grundlagen, Theorien und Methoden (Personality Psychology I: Fundamentals and Theories)
• Anzahl ECTS: 4
• Course code: BAP-134
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE
• Pflicht: Yes

• Die Studierenden kennen die wichtigsten Konzepte und Methoden der Persönlichkeitspsychologie; 


• Die Studierenden verstehen die unterschiedlichen Paradigmen der Persönlichkeitspsychologie und können diese bewerten;


• Die Studierenden sind mit aktuellen Forschungsfragen in der Persönlichkeitspsychologie vertraut.

Die Vorlesung gibt eine Einführung in die Psychologie der Persönlichkeit. Die Studierenden lernen die grundlegenden Fragen und Geschichte der Persönlichkeitspsychologie kennen und werden mit den Konzepten, Theorien und Methoden der Persönlichkeitspsychologie vertraut gemacht. Themen sind unter anderem:

• Einführung und Geschichte der Persönlichkeitspsychologie
• Konzepte: Was ist eigentlich Persönlichkeit?
• Paradigmen der Persönlichkeitspsychologie
• Zentrale Merkmale der Persönlichkeit
• Methoden der Persönlichkeitspsychologie (Klassifikation, Messung)
• Persönlichkeitsentwicklung

Prüfungsmodalitäten:
Art der Prüfung:  “end of course”
„end of course“ (ein Prüfungselement am Semesterende)
Benotete Prüfungselement(e):
Schriftliches Examen
Prüfungsdauer (im Fall einer Klausur):
1 Stunde
Nicht benotete
Prüfungselement(e)
:
/
Prüfungsabmeldung:
Möglich bis zum 15.12.2025
Wiederholung eines einzelnen Prüfungselements
/
Optionale Prüfungssprache (nach vorheriger Absprache mit der Dozentin/dem Dozenten):
EN

Bibliographie

• Neyer, F. J., Asendorpf, J. B. (2024). Psychologie der Persönlichkeit. Heidelberg: Springer.


• Rauthmann, J. F. (2017). Persönlichkeitspsychologie: Paradigmen–Strömungen–Theorien. Heidelberg: Springer.
  

Weitere Literatur wird in der Vorlesung bekannt gegeben.  

• Course title: Psychologie générale I : Apprentissage et mémoire (General Psychology I: Learning and Memory)
• Anzahl ECTS: 5
• Course code: BAP-131
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: FR
• Pflicht: Yes

⦁ Les étudiants sont familiers avec différents modèles de psychologie de l’apprentissage et de la mémoire et les processus sous-jacents.
⦁ Les élèves comprennent le rôle de l’apprentissage et de la mémoire dans le traitement de l’information humaine.
⦁ Les étudiants sont familiers avec les paradigmes les plus importants de l’apprentissage et de la recherche de la mémoire et sont capables de les classer scientifiquement.
⦁ Les étudiants sont capables de comprendre et de classer l’importance des résultats de la psychologie de l’apprentissage et de la mémoire pour l’application et la vie quotidienne.

Le cours présente les paradigmes centraux de la psychologie de l’apprentissage et de la mémoire. La première partie est consacrée à l’apprentissage. Après une définition conceptuelle et une délimitation du concept d’apprentissage à partir d’autres phénomènes de changement de comportement, le conditionnement classique et opérant, l’apprentissage observationnel / modèle et d’autres formes d’apprentissage sont présentés. La deuxième partie commence par une introduction à la psychologie de la mémoire, suivie de modèles centraux de la structure et de la structure de la mémoire humaine. Différents systèmes (par exemple, mémoire de travail, mémoire à long terme) et processus (encodage, stockage, récupération) de mémoire, ainsi que l’oubli sont traités. 

Type de cours:cours magistral Présence obligatoire :Non Absences possibles :  /

Type d’évaluation:
„continuous“ (deux ou plusieurs éléments d’évaluation au cours du semestre)
Elément(s) d’évaluation avec note:
Test, présentation
Durée de l’examen (en cas d’un examen écrit)
1 heure
Elément(s) d’évaluation sans note:
/
Désinscription de l’évaluation
pas possible
Répétition d’un élément d’évaluation particulier :
/
Langue d’évaluation optionnelle

(après accord préalable de l’enseignant):
EN

Bibliographie:

• 
  Baddeley, A. (2014). Essentials of Human Memory.
  UK: Taylor Francis.
  


• 
  Richard J. Gerrig, (2013) Psychology and Life (20th ed.) Pearson
  


• 
  Gerrig, R.J. Zimbardo, P. (2014).
  Psychologie
  (20. Auflage). München: Pearson Studium.
  

Mazur, J. E. (2017). Learning and Behavior (8th ed.). New York, London: Routledge.
De la littérature complémentaire sera éventuellement communiquée pendant le cours.

• Course title: Sozialpsychologie I: Theoretische Ansätze (Social Psychology I: Theoretical Approach)
• Anzahl ECTS: 4
• Course code: BAP-132
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE
• Pflicht: Yes

Erlangung von Grundlagenkenntnissen des Wissensbereiches der Sozialpsychologie;
Befähigung zum Verständnis und zur Verwendung sozialpsychologischer Begrifflichkeiten;
Aneignung vertiefter wissenschaftlicher Methodenkenntnisse und Verständnis für die wissenschaftliche (experimentelle) Herangehensweise in der Sozialpsychologie;
Befähigung, auf einem wissenschaftlichen Begriffshintergrund soziales Erleben und Verhalten zu erklären;
Befähigung zur Verknüpfung sozialpsychologischer Theorien mit alltäglichen Erfahrungskontexten.

Die Einführungsvorlesung in die Sozialpsychologie vermittelt einen systematischen Überblick über die vielfältigen theoretischen Zugänge in diesem Grundlagengebiet der Psychologie. Neben der Einordnung der Sozialpsychologie (z.B. Geschichte, Soziologie, evolutionäre Psychologie) werden insbesondere die disziplinspezifisch-relevanten Forschungsmethoden vertieft, so werden unter anderem klassische, sozial-psychologische Experimente thematisiert. Schwerpunkt der Lehrveranstaltung stellt jedoch die Vorstellung und Diskussion der zentralen sozialpsychologischen theoretischen Ansätze dar: Konsistenz- und Balancetheorien, Theorie sozialer Vergleichsprozesse, Austausch- und Ressourcentheorie, Gerechtigkeitstheorien, Soziale Identitätstheorien, Rollentheorien, Handlungstheorien und Attributionstheorien.

 

Kurstyp:Vorlesung Anwesenheitspflicht :Nein Mögliche Fehlzeiten :4 LE

Art der Prüfung:
„end of course“ (ein Prüfungselement am Semesterende)
Benotete Prüfungselement(e):
Klausur
Prüfungsdauer (im Fall einer Klausur):
2 Stunden
Nicht benotete
Prüfungselement(e)
:
/
Prüfungsabmeldung:
bis zum 15. Dezember 2025 möglich
Wiederholung eines einzelnen Prüfungselements
/
Optionale Prüfungssprache (nach vorheriger Absprache mit der Dozentin/dem Dozenten):
EN

Bibliographie

• Baumeister, R. F., Bushman, B. J. (2016). Social psychology and human nature (4th Edition). Belmont, CA: Wadsworth.

• Bierhoff, H-W., Frey, D. (2011). Sozialpsychologie – Individuum und soziale Welt. Göttingen: Hogrefe.

• Frey, D., Bierhoff, H-W. (2011). Sozialpsychologie – Interaktion und Gruppe. Göttingen: Hogrefe.

• Gollwitzer, M., Schmitt, M. (2019). Sozialpsychologie. Kompakt. (2. Auflage). Weinheim: Beltz.

• Jonas, K., Stroebe, W., Hewstone, M. (Hrsg.) (2014). Sozialpsychologie: eine Einführung (6. Auflage). Heidelberg: Springer.

• Ullrich, J., Stroebe, W., Hewstone, M. (Hrsg.) (2023). Sozialpsychologie (7. Auflage). Springer. 

• Course title: Geschichte der Psychologie und der Psychotherapie (History of Psychology and Psychotherapy)
• Anzahl ECTS: 3
• Course code: BAP-136
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE
• Pflicht: Yes

Lernergebnisse

• Die Studierenden haben ein gutes Verständnis von der Systematik und historischen Entwicklung der Psychologie und Psychotherapie.


• Die Studierenden können die Kernhinhalte der Schwerpunktthemen klar benennen und historisch einordnen.


• Die Studierenden können zentrale Konzepte der Psychologiegeschichte beschreiben und kontrastieren.


• Die Studierenden kennen zentrale Personen in der Geschichte der Psychologie und können deren Einfluss auf die Disziplin benennen.


• Die Studierenden können historische Ideen der Psychologie kritisch analysieren.


• Die Studierenden können neuere Strömungen in Psychologie und Psychotherapie benennen und diskutieren.

Die Vorlesung bietet eine umfassende Darstellung der Geschichte der Psychologie als Wissenschaft und der Entwicklung der Psychotherapie. Die Vorlesung deckt dabei chronologisch den Zeitraum von der Antike bis zur Gegenwart ab und behandelt verschiedene Schwerpunktthemen. Dazu gehören die Vorläufer der Psychologie bis zur frühen Neuzeit, die Entwicklung der Psychologie zu einer empirischen Wissenschaft, die Entstehung der „Großen Schulen“ und Entwicklungen im 20. Jahrhundert sowie die Psychologie und Psychotherapie der heutigen Zeit. Darüber hinaus wird die Geschichte ausgewählter Teildisziplinen der Psychologie, wie z.B. der Entwicklungs- und der Pädagogischen Psychologie, näher beleuchtet und mögliche zukünftige Entwicklungen der Psychologie diskutiert.

Kurstyp:Vorlesung Anwesenheitspflicht :Nein Mögliche Fehlzeiten :/

Prüfungsmodalitäten
Art der Prüfung:
„end of course“ (ein Prüfungselement am Semesterende)
Benotete(s) Prüfungselement(e):
Klausur
Prüfungsdauer (im Fall einer Klausur):
1 Stunde
Nicht benotete
(s)
Prüfungselement(e)
:
/
Prüfungsabmeldung:
bis zum 15. Dezember 2025
Wiederholung eines einzelnen Prüfungselements
/
Optionale Prüfungssprache (nach vorheriger Absprache mit der Dozentin/dem Dozenten):
EN

Bibliographie (Auswahl)

• 
  Brennan, J. F., Houde, K. A. (2023).
  History and Systems of Psychology
  (8th ed.).
  Cambridge University Press.
  


• 
  Eckardt, G. (2010). Kernprobleme in der Geschichte der Psychologie (1st ed.). Verlag für Sozialwissenschaften.
  


• 
  Lück, H. E., Guski-Leinwand, S. (2014). Geschichte der Psychologie: Strömungen, Schulen, Entwicklungen (7th ed.). Kohlhammer.
  


• 
  O’Boyle, C. G. (2021). History of psychology: A cultural perspective (classic ed.).
  Routledge.
  


• 
  Schönpflug, W. (2013). Geschichte und Systematik der Psychologie (3rd ed.). Beltz.
  


• 
  Wertheimer, M., Puente, A. E. (2020).
  A brief history of psychology
  (6th ed.). Routledge.
  

• Course title: Richteg Lëtzebuergesch schreiwen
• Anzahl ECTS: 4
• Course code: BCE-202
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: LB
• Pflicht: No

• d’Haaptreegele vun der Lëtzebuerger Orthografie kennen an ëmsetzen


• orthografesch Prinzippien an Ausname reflektéieren
  


• heefeg Feeler erkennen an erklären

 Keng Angscht virun der Lëtzebuerger Orthografie. Richteg Lëtzebuergesch schreiwen:
Fir vill Leit ass et normal, Lëtzebuergesch ze schreiwen – an E-Mailen, Smsen oder klengen Texter. An dësem Cours léiert Der, no den aktuelle Reegele vun der Lëtzebuerger Orthografie ze schreiwen: Wéini gëtt de Vokal verduebelt? Wéi schreift ee franséisch Pluriellen? A wéi geet ee mat der n-Reegel ëm? Am Cours ginn d’Reegelen erkläert a mat ville Schreifübunge verdéift. Eng aktiv Mataarbecht gëtt dofir virausgesat. 
Déi aktuell Lëtzebuerger Orthografie als PDF:

 

https://portal.education.lu/zls/SCHREIFWEIS 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment MANDATORY) 0% (no retake possible)
Assessment Component 2: Dictée (End-of-Term Assessment) 100% (retake possible)

• Course title: BSSE-E-4.25 Gesundheit und Gesellschaft. Einführung in die Sozialepidemiologie
• Anzahl ECTS: 3
• Course code: BPSSE-244
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: DE, EN
• Pflicht: No

• Die Geschichte und Grundlagen der Sozialepidemiologie verstehen und erklären.


• Soziale Einflussfaktoren von Gesundheit und Krankheit benennen und diskutieren.


• Möglichkeiten der Modifizierung individueller und struktureller Einflussfaktoren von Gesundheit und Krankheit entdecken und erklären.

Sozialepidemiologie befasst sich mit der sozialen Verteilung und sozialen Bedingungen von Gesundheit und Krankheit. Wir werden die Geschichte der Sozialepidemiologie beleuchten und diskutieren, wie gesellschaftliche Strukturen und soziale Faktoren Gesundheit und Krankheit beeinflussen können. Mit einer Lebenslaufperspektive besprechen wir soziale Einflussfaktoren auf Gesundheit im Kindesalter, im Erwachsenenalter und im höheren Alter, unter Berücksichtigung von Faktoren wie Migration und Gesundheitskompetenz. Wir besprechen mögliche Interventionen und Gesundheitsförderungsmaßnahmen.

Bibliographie

• Mielck, A., & Wild, V. (2021). Gesundheitliche Ungleichheit – Auf dem Weg von Daten zu Taten: Fragen und Empfehlungen aus Sozial-Epidemiologie und Public-Health-Ethik. Beltz.
  
• Berkman, L. F., Kawachi, I., & Glymour, M.M. (2014). Social epidemiology. Oxford University Press.

Leistungsnachweis: Mündliche Präsentation mit Folien bzw. Hausarbeit
Für Nachholprüfungen bei kontinuierlicher Leistungskontrolle oder Kombination werden die Teilnoten nicht beibehalten.
Leistungsnachweis bei Nachholprüfung: Hausarbeit

• Course title: BSSE-E-4.26 Outils pédagogiques
• Anzahl ECTS: 3
• Course code: BPSSE-253
• Modul(e): EU8: Pre-professionalising module: Teaching
• Sprache: FR
• Pflicht: No

Au terme du module, les étudiants seront capables de/d’ :

• définir et distinguer les notions d’outil, d’instrument, d’artefact, d’usage, d’instrumentation/instrumentalisation (Rabardel, 1995), d’outil à potentiel cognitif (Depover, Karsenti Komis, 2007), etc. ;
  


• formaliser les finalités d’une action éducative, en déterminer les moyens et le mode d’évaluation en respectant le principe d’alignement constructif (Biggs, 2002) ;
  


• décrire le contenu type d’une valise pédagogique, de justifier son intérêt, d’assurer son implémentation à travers la formation et l’accompagnement et de créer une fiche d’activité ;
  


• choisir et d’utiliser judicieusement un outil numérique éducatif suivant l’usage projeté ;
  


• citer les principes de Mayer (2009) et de justifier l’intérêt des critères d’utilité/utilisabilité/acceptabilité (Tricot et al., 2003) pour l’évaluation d’outils (techno-)pédagogiques ;
  


• expliquer et d’appliquer les principes de base de la gamification à une action éducative ;
  


• concevoir un outil (techno-)pédagogique à destination de professionnels du secteur socio-éducatif en respectant les démarches, principes et critères propices à sa qualité.
  

Concevoir un outil pédagogique est un défi pour les professionnels de l’éducation. Comment dès lors relever ce challenge lorsque notre formation initiale ne nous destine pas à une telle fonction ? L’Odyssée techno-pédagogique vous y aidera !

Dispensé en blended learning, ce module vous propose de vivre une expérience d’apprentissage gamifiée en vue d’acquérir les compétences essentielles au choix, à l’usage et à la conception d’outils pédagogiques physiques et numériques. Ensemble, nous explorerons l’univers sémantique des outils à travers un prisme pluridisciplinaire et visiterons les galaxies de l’ingénierie de formation et du numérique éducatif.

Le module s’articule autour d’activités synchrones et asynchrones, en présentiel et en distanciel. Après un briefing général à bord du vaisseau amiral stationné sur la plateforme Gather Town, vous partirez en mission afin de rejoindre le vortex qui vous ramènera, vous et vos compagnons d’infortune, sains et saufs sur Terre. Chaque mission validée sur Moodle vous fera acquérir des points d’expérience accélérant l’évolution de votre carrière d’Officier. Vous pourriez bien revenir de votre périple spatial avec le grade de Capitaine…

Bibliographie sélective

• Biggs, J.B. (2003, 2nd ed.). Teaching for quality learning at university. Buckingham : Open University Press/Society for Research into Higher Education.
  
• Depover, C., Karsenti, T., & Komis, V. (2007). Enseigner avec les technologies : Favoriser les apprentissages, développer des compétences. Québec : Presses de l’Université du Québec.
  
• Mayer, R. E. (2009, 2nd ed.). Multimedia learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
  
• Rabardel, P. (1995). Les hommes et les technologies : approche cognitive des instruments
  contemporains. Paris : Armand Colin.
  
• Tricot, A., Plégat-Soutjis, F., Camps, J.-F., Amiel, A., Lutz, G., & Morcillo, A. (2003, avril). Utilité, utilisabilité, acceptabilité : interpréter les relations entre trois dimensions de l’évaluation des EIAH. Environnements Informatiques pour l’Apprentissage Humain 2003, Strasbourg, France. pp.391-402. https://edutice.archives-ouvertes.fr/edutice-00000154
  

Le module sera évalué sur la base de la participation des étudiants aux activités d’apprentissage obligatoires en présentiel et en distanciel, ainsi que sur la base d’un travail écrit.

En cas de rattrapage(s) pour une évaluation en contrôle continu ou combiné, les notes partielles sont conservées.

Modalités de rattrapage : Rattrapage par un travail écrit.

• Course title: Deutsch B1 wissenschaftlich (Belval)
• Anzahl ECTS: 3
• Course code: LC_CAT-125
• Modul(e): EU9: Academic Writing and Presentation Skills
• Sprache: DE
• Pflicht: No

Im Kurs werden unterschiedliche Themen aus den Bereichen Alltag, Studium und Beruf behandelt und Hilfsmittel gegeben, um sich in diversen Situationen mündlich und schriftlich adäquater auszudrücken. Die Teilnehmer werden in Einzel-, Paar- und Gruppenarbeiten alle vier Fertigkeiten (Hören, Sprechen, Lesen, Schreiben) trainieren und grammatikalische Strukturen erlernen, die auf diesem Niveau häufig Schwierigkeiten bereiten.

 

Am Ende des Kurses sollen die Teilnehmer in der Lage sein,

• 
  die Hauptinformationen eines geschriebenen oder gesprochenen Textes zu verstehen, wenn klare Standardsprache verwendet wird und es um vertraute Dinge aus Alltag und Beruf geht.
  


• 
  die meisten Situationen, denen man im Alltag im deutschsprachigen Raum begegnet, bewältigen zu können.
  


• 
  sich zusammenhängend über vertraute Themen und persönliche Interessengebiete äußern zu können.
  


• 
  über Erfahrungen und Ereignisse zu berichten und Träume, Hoffnungen und Ziele zu beschreiben sowie kurze Begründungen oder Erklärungen zu geben
  

Der Kurs richtet sich an Studierende mit dem Niveau B1, die ihren mündlichen und schriftlichen Ausdruck verbessern und ihre Grammatikkenntnisse vertiefen möchten. 
Im Kurs werden unterschiedliche Themen aus den Bereichen Alltag, Studium und Beruf behandelt und Hilfsmittel gegeben, um sich in diversen Situationen mündlich und schriftlich adäquater auszudrücken. Die Teilnehmer werden in Einzel-, Paar- und Gruppenarbeiten alle vier Fertigkeiten (Hören, Sprechen, Lesen, Schreiben) trainieren und grammatikalische Strukturen erlernen, die auf diesem Niveau häufig Schwierigkeiten bereiten.

Für einen erfolgreichen Abschluss des Kurses sind eine kontinuierliche und aktive Teilnahme am Unterricht erforderlich und maximal drei Fehltage zulässig. Die KursteilnehmerInnen bekommen regelmäßig Hausübungen, die korrigiert und mit Feedback versehen, aber nicht benotet werden.
Die Gesamtnote des Kurses setzt sich zu 50% aus drei Minitests (Hausarbeiten oder kurze Tests im Unterricht) sowie zu 50% aus einem schriftlichen Abschlusstest in der letzten Kurswoche zusammen.

Bibliografie
Braun-Podeschwa, J., Habersack, C., Pude, A. (2015). Menschen. Deutsch als Fremdsprache B1. München: Hueber-Verlag.
Buscha, A., Szita, S. (2013). Begegnungen. Deutsch als Fremdsprache. Sprachniveau B1+.   Leipzig: Schubert-Verlag.
Koithan, U., Schmitz, H., Sieber, S., Sonntag, B. (2014). Aspekte neu B1 plus: Mittelstufe Deutsch. Lehr- und Arbeitsbuch.   München: Klett.   

• Course title: Deutsch B2 wissenschaftlich (Belval)
• Anzahl ECTS: 3
• Course code: LC_CAT-222
• Modul(e): EU9: Academic Writing and Presentation Skills
• Sprache: DE
• Pflicht: No

Im Kurs trainieren Sie den Umgang mit wissenschaftlichen Texten und Vorträgen, die Sie mündlich (in Form einer Präsentation) oder schriftlich zusammenfassen. Sie analysieren Textzusammenhänge und wiederholen die grammatischen Strukturen und den Wortschatz, die für die Wissenschaftssprache typisch sind. Darüber hinaus erarbeiten Sie Techniken, mit denen Sie Ihren Wortschatz erweitern können.

Am Ende des Kurses sollen die Teilnehmer in der Lage sein,

• die Hauptinhalte komplexer Texte zu konkreten und abstrakten Themen zu verstehen.


• Fachdiskussionen im eigenen Spezialgebiet  zu verstehen.


• sich zu einem breiten wissenschaftsbezogenenen Themenspektrum klar und detailliert auszudrücken, einen Standpunkt zu einer aktuellen Frage zu erläutern und Vor- und Nachteile anzugeben.