Aims

This module explores the history of the body and emotions in late medieval and early-modern Europe, 1450-1650. Seminars will draw from primary and secondary material and question the continuities and discontinuities with previous and subsequent periods of European History. The history of the body and emotions has evolved considerably in the past two decades and the module will offer an appraisal of contemporary historiography.


This module aims to:
1) Provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it and to develop the capacity for independent study.
2) Provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.

Outline Of Syllabus

The syllabus may vary from year to year. It will include some of the following:

1. Introduction
2. The historiography of the body and emotions in question: why study the body and emotions?
3. The classical roots of medieval and early modern theories about the body and emotions.
4. Medieval judicial practises: from the ordeal to judicial torture.
5. The transformative nature of emotion: contagion, compassion and cruentation.
6. Martyrdom: the body and emotions of medieval and early-modern martyrs.
7. The Reformation of emotions: the challenge of Protestantism.
8. The Catholic response to the Protestant challenge: the body of Christ in question.
9. The experience of religious co-existence: towards a secularization of the body and emotions?
10. The late medieval and early-modern roots of the mind/body dualism.
11. Conclusion

Teaching Rationale And Relationship

Seminars encourage independent study and promote improvements in oral communication, problem-solving skills and adaptability. This encourages students to work collaboratively with their peers, developing the interpersonal skills necessary for their future careers. Drop-in surgery time enables students to ask questions and receive guidance on research methods and essay composition.

Assessment Rationale And Relationship

Exams test acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided and to write clearly and concisely.

Essays test students’ abilities to conduct independent research, relate primary source documents to broader problems, the ability to formulate an interpretation of evidence in response to a question, and academic writing skills. The researching and writing of an essay is a tool of learning and understanding rather than merely a means of assessing progress.

The reflective log allows students to develop their understanding of key concepts in the module. By writing out their thoughts and understanding informally, and without the pressure of writing for assessment, students will explore the central ideas of the module alongside their preparation for assessed work.

Work submitted during the delivery of the module forms a means of determining student progress.

Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.