This course examines how the idea of "the modern" develops at the end of the 18th century in European philosophy and literature, and how being modern (or progressive, or hip) became one of the crucial criteria for understanding and evaluating cultural change. Are we still in modernity, or have we moved beyond the modern to the postmodern?
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卫斯连大学
教學大綱 - 您將從這門課程中學到什麼
週
1完成時間為 20 分鐘
Course Pages
“The Modern and the Postmodern Part I” covers the first half of a full semester course on European history, literature and philosophy. We begin with Immanuel Kant and Jean Jacques Rousseau and conclude with Friedrich Nietzsche and Charles Baudelaire and a very quick look at painting at the time they wrote. Although in the final week themes of postmodernism begin to emerge, a discussion of how modernism becomes postmodernism is at the heart of Part II of this course.
2 個閱讀材料
2 個閱讀材料
Syllabus10分鐘
Course Logistics10分鐘
完成時間為 1 小時
Philosophy, Modernity, and Intellectual History
Why is philosophy relevant to modernity?
Through reading Jean-Jacques Rousseau and Immanuel Kant, we examine philosophy as a reflection on modernity and progress.
2 個視頻 （總計 24 分鐘）, 1 個閱讀材料
2 個視頻
Philosophy, Modernity, and Intellectual History II9分鐘
1 個閱讀材料
Philosophy and Modernity -- Kant10分鐘
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2完成時間為 1 小時
What is Enlightenment?
Using Rousseau’s Discourse on the Origins of Inequality, we study how the pursuit of knowledge is related to the politics of inequality.
4 個視頻 （總計 61 分鐘）, 1 個閱讀材料
4 個視頻
What is Enlightenment? II15分鐘
What is Enlightenment? III14分鐘
What is Enlightenment? IV16分鐘
1 個閱讀材料
What is Enlightenment?--Rousseau10分鐘
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3完成時間為 3 小時
From Enlightenment to Revolution
Karl Marx is our focus here as we move from a consideration of ideas to a confrontation with alienation, class struggle and revolution.
5 個視頻 （總計 60 分鐘）, 1 個閱讀材料, 1 個測驗
5 個視頻
From Enlightenment to Revolution II12分鐘
From Enlightenment to Revolution III9分鐘
From Enlightenment to Revolution IV12分鐘
From Enlightenment to Revolution V13分鐘
1 個閱讀材料
From Enlightenment to Revolution--Marx10分鐘
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4完成時間為 3 小時
Modernism and Art for Art's Sake
We read Flaubert’s Madame Bovary as a reflection on convention, stupidity and art in the wake of the failures of mid-19th century revolution.
4 個視頻 （總計 59 分鐘）, 1 個閱讀材料, 1 個測驗
4 個視頻
Modernism and Art for Art's Sake II14分鐘
Modernism and Art for Art's Sake III14分鐘
Modernism and Art for Art's Sake IV17分鐘
1 個閱讀材料
Modernism and Art for Art's Sake--Flaubert10分鐘
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5完成時間為 1 小時
Re-imagining the World
We situate Charles Darwin’s great achievement in the context of the English Enlightenment traditions and reimaging the world without a goal for change.
4 個視頻 （總計 65 分鐘）, 1 個閱讀材料
4 個視頻
Re-imagining the World II15分鐘
Re-imagining the World III18分鐘
Re-imagining the World IV17分鐘
1 個閱讀材料
Re-imagining the World--Darwin10分鐘
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6完成時間為 4 小時
From Struggle to Intensity
Through an examination of Charles Baudelaire and Friedrich Nietzsche, we focus on an aesthetic embrace of intensity instead of search for the “really real.”
6 個視頻 （總計 87 分鐘）, 1 個閱讀材料, 1 個測驗
6 個視頻
From Struggle to Intensity II14分鐘
From Struggle to Intensity III15分鐘
From Struggle to Intensity IV11分鐘
From Struggle to Intensity V13分鐘
From Struggle to Intensity VI17分鐘
1 個閱讀材料
From Struggle to Intensity--Baudelaire and Nietzsche10分鐘
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7完成時間為 1 小時
Paintings
A Quick Survey of how advanced painting moved toward a consideration of the surface of the canvas and away from a quest for the most realistic representation of the world.
2 個視頻 （總計 36 分鐘）
4.8
130 個審閱熱門審閱
One of the best professors i've ever come across! If the teacher is so passionate about the subject material as well as conveying the ideas, the course will be excellent. This is one of those courses.
I Like How Professor Roth remains objective throughout the course without letting his personal opinions hindering his teaching in any way.Enjoyed the course Very much!Highly recommend.
關於 卫斯连大学
At Wesleyan, distinguished scholar-teachers work closely with students, taking advantage of fluidity among disciplines to explore the world with a variety of tools. The university seeks to build a diverse, energetic community of students, faculty, and staff who think critically and creatively and who value independence of mind and generosity of spirit.
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