Checking date: 07/02/2022

Course: 2021/2022

Philosophy in History and Culture
Study: Bachelor in Cultural Studies (364)

Coordinating teacher: GOMEZ RAMOS, ANTONIO

Department assigned to the subject: Department of Humanities: Philosophy, Language, Literature Theory

Type: Basic Core
ECTS Credits: 6.0 ECTS


Branch of knowledge: Arts and Humanities

Requirements (Subjects that are assumed to be known)
Basic notions of philosophy.
CB1. Students have had to demonstrate that they possess and understand knowledge in an area of ¿¿study that starts at the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of your field of study. CB2. Students ought to know how to apply their knowledge to their work or vocation in a professional way and possess the competences that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of Cultural Studies. CB3. Students ought to have the ability to collect and interpret relevant data (usually within their area of Cultural Studies) to make judgments that include reflection on outstanding issues of a social, scientific or ethical nature. CB4. Students ought to be able to transmit information, ideas, problems and solutions to both a specialized and non-specialized audience. CG1. Students ought to demonstrate knowledge of the various meanings of the concept of culture, as well as the main approaches with which it has been approached by human and social disciplines. CE1. Knowing how to differentiate the transversal features that make it possible to differentiate the periods of development of contemporary culture since the 19th century and locate the schools of thought and art that occur in these periods. RA1. Having acquired advanced knowledge and demonstrated an understanding of the theoretical and practical aspects and of the work methodology in the different disciplines of study in the field of Cultural Studies with a depth that reaches the forefront of knowledge.
Skills and learning outcomes
Description of contents: programme
Philosophy has always been modulated by culture and has modulated it. Despite their abstraction, philosophical ideas are, above all, a reflection on time, and as such they intertwine with social issues, politics, literature, and art in general, contributing to the creation and understanding of the historical experience of each moment and place. The course focuses on seven moments and cities where Western culture has been especially significant -when it has not only flourished but has also experienced crucial transformations affecting social and economic life as much as the creativity of human spirit. Notice that for each city and year, we¿ll be studying authors and philosophers who do not strictly belong to that place ¬¿Not every rationalist lived in Amsterdam, Kant was never in Jena, Heidegger was not in Berlin, Marx was, for a while, but not in the 1920s. And the places we study do not follow a chronological order. For reasons we¿ll have to explain, Athens and Ancient Greece are dealt with after Romanticism and the 19th century. This is not strictly a history of philosophy. The aim is to study some relevant cultural contexts in connection with the philosophical ideas that have been created by them and have influenced them. Such cultural contexts correspond to concrete cities in a concrete historical time; they are significant in themselves, but also have been decisive for understanding modernity and for understanding ourselves today. 1. AMSTERDAM 1650 Early Modernity. Descartes, the New Science, and the New Philosophy. The Cogito and the modern subjectivity. Reading: Russell Shorto, Descartes¿ Bones. Preface and First Chapter Consequences of Cartesianism. What the World looks like after Descartes Reading: Russell Shorto, Decartes¿ Bones. Chapters 2 and 3 2. PARIS, 1750 European 18th century. Light and shade of the Enlightenment. Reading: Rousseau, Letter to M. D'Alembert on Spectacles Not only reason, but also sentiment and subjectivity. Reading: Taylor, Charles, Sources of the Self, Chapter17, ¿The Culture of Modernity¿ 3. JENA 1800 The late Kant. How Reason and Enlightenment paved the way to Romanticism Reading: Burke, A Philosophical Inquiry into the Origins of our Ideas of the Sublime and the Beautiful, parts I and I Romanticism. Dreams, nightmares, and monsters Reading: Schiller, Letters on the Aesthetic Education of Man. Parts I-III. 4. ATHENS, 400 B.C.E¿ Modern Europe Tragedy ancient and modern. Why Greece matters. Reading. Sophocles, Antigona. 5. VIENNA 1900 Where our (still) modern culture begins. Vienna at the turn of the century Reading: Janik&Toulmin Wittgenstein¿s Vienna, chapter Nietzsche, Freud, Wittgenstein. How to understand the 20th centu Reading: Freud, Civilizations and its discontents, chapters 1-3. 6. BERLIN 1930 Marxism and the revolutionary perspective Reading: Peter Gay, Weimar Culture, Chapter 4, ¿The Hunger for Wholeness¿ Heidegger. The question for Being and the other side of culture Reading: Heidegger, Time and Being §§ 25-27. Benjamin and Critical Theory Reading: Walter Benjamin, Experience and Poverty 7. NEW YORK 1970 From critical theory to Postmodernism Reading: Fredric Jameson, Postmodernism, and the Cultural Logic of Late Capitalism
Learning activities and methodology
AF1. THEORETICAL-PRACTICAL CLASSES. They will present the knowledge that students must acquire. These will receive the class notes and will have basic reference texts to facilitate the monitoring of the classes and the development of the subsequent work. Exercises, practical problems will be solved by the student and workshops and evaluation tests will be carried out to acquire the necessary skills. For subjects of 6 ECTS, 48 hours will be devoted as a general rule with 100% attendance. AF2. TUTORIES. Individualized assistance (individual tutorials) or in groups (collective tutorials) to the students by the teacher. For subjects of 6 credits, 4 hours will be dedicated with 100% attendance. AF3. INDIVIDUAL OR GROUP WORK OF THE STUDENT. For subjects of 6 credits, 98 hours 0% will be dedicated. MD1. THEORY CLASS. Presentations in the teacher's class with computer and audiovisual media support, in which the main concepts of the subject are developed and the materials and bibliography are provided to complement the learning of the students. MD2. PRACTICES. Resolution of practical cases, problems, etc. raised by the teacher individually or in groups. MD3. TUTORIES. Individualized assistance (individual tutorials) or in groups (collective tutorials) to the students by the teacher. For subjects of 6 credits, 4 hours will be dedicated with 100% attendance.
Assessment System
  • % end-of-term-examination 35
  • % of continuous assessment (assigments, laboratory, practicals...) 65
Basic Bibliography
  • Aristotle. Ethics Nicomachean. Oxford University Press; Edition: Revised. 2009
  • Augustine of Hippo . Confessions. Oxford University Press; Edition: 1 . 2009
  • Barthes, Roland. Structuralist activity. Critical essays. 1972, pp. 213-20
  • Benjamin, Walter. On the Concept of History. 2009.
  • Benjamin, Walter. The Work of Art in the Age of Mechanical Reproduction. Penguin UK. 2008
  • Camus, Albert. The Myth of Sisyphus. Vintage . 2018
  • Derrida, Jacques. . Signature event context. 1988.
  • Descartes, R. . Discourse on the Method. Perennial Press. 2018
  • Diderot, Denis. Rameau's Nephew. Open Book Publishers. 2016
  • Epictetus; Gill, C.. The discourses of Epictetus. JM Dent. 1995
  • Foucault, Michel. Words and Things. -.
  • Fraser, Alexander Campbell; Locke, John.. An essay concerning human understanding. 1985.
  • Fromm, Erich. Escape from freedom. Macmillan. 1994
  • Giddens, Anthony. Structuralism, Post-structuralism and the Production of Culture. Social theory today. 1987, p. 195-223
  • Habermas, Jürgen. The theory of communicative action. Beacon press. 1994
  • Heidegger, Martin. . Letter on humanism. 1947.
  • Hume, David. An Enquiry Concerning Human Understanding. Routledge. 2016
  • Kant, Immanuel. What is Enlightenment? . Penguin UK. 2013
  • Lyotard, Jean-François. The postmodern condition: A report on knowledge. U of Minnesota Press. 1984
  • Montaigne, Michel de. Of cannibals. . The complete essays of Montaigne. 1958, p. 150-159
  • Rorty, Richard (ed.). The linguistic turn: Essays in philosophical method. University of Chicago Press. 1992
  • Rousseau, Jean-Jacques; HÉDOUIN, Edmond. The Confessions of Jean Jacques Rousseau. W. Glaisher. 1925
  • Russell, Bertrand. Power: A new social analysis. Routledge. 2004
  • Sartre, Jean-Paul. Existentialism is a Humanism. . Yale University Press. 2007
  • Schiller, Friedrich; Snell, Reginald. . On the aesthetic education of man. . Courier Corporation.. 2004
  • Seneca, Lucius Annaeus. . Moral letters to Lucilius. . Aegitas. 2015
  • Wittgenstein, Ludwig. . Philosophical investigations. . John Wiley & Sons. 2009

The course syllabus may change due academic events or other reasons.