Drukuj sylabusTrauma, Silence and Denial in Cultural Memory
Informacje ogólne
| Kod przedmiotu: | WSM.IE-S439D |
| Kod Erasmus / ISCED: | (brak danych) / (brak danych) |
| Nazwa przedmiotu: | Trauma, Silence and Denial in Cultural Memory |
| Jednostka: | Instytut Studiów Europejskich |
| Grupy: | |
| Punkty ECTS i inne: |
5.00
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| Język prowadzenia: | angielski |
Zajęcia w cyklu "Semestr letni 2023/2024" (w trakcie)
| Okres: | 2024-02-26 - 2024-06-16 |
 
PN WT ŚR KON
CZ PT |
| Typ zajęć: |
Konwersatorium, 30 godzin, 20 miejsc
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| Koordynatorzy: | Jolanta Ambrosewicz-Jacobs | |
| Prowadzący grup: | Jolanta Ambrosewicz-Jacobs, Adam Musiał | |
| Lista studentów: | (nie masz dostępu) | |
| Zaliczenie: | Przedmiot - Egzamin | |
| Cele kształcenia: | (tylko po angielsku) C1 One of the goals is to look at the ways the Polish postwar memory was shaped of: Jewish Poles: relations of Jews with non-Jews in Poland; and the conduct of non-Jewish Poles towards Jewish Poles before, during and after WWII. This will include the mechanisms of distortion, negation, silencing and manipulation as ways of creating Polish collective memory and the Polish collective image of the Polish nation, placed against the backdrop of social and political developments in postwar Poland. C2 The course will explore theories of social memory, silence, denial and trauma as presented in the field of memory studies. The concepts of group identities and self-esteem will be analysed. Past group experiences as targets and perpetrators of violence will be examined. C3 The course will focus on individual and collective memory. It will target also cultural transmissions of memory, crossing boundaries of history, sociology, psychology, epigenetics and political and cultural studies. |
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| Efekty kształcenia: | Kierunkowe efekty uczenia się Kod Treść SEU_K2_W01 Absolwent zna i rozumie w stopniu pogłębionym fakty, zjawiska, obiekty i zależności związane z kontynentem europejskim, jego miejscem i znaczeniem w stosunkach politycznych i ekonomicznych, w zakresie dyscyplin właściwych dla kierunku studiów SEU_K2_W05 Absolwent zna i rozumie najistotniejsze dylematy współczesnej cywilizacji, ze szczególnym uwzględnieniem problemów współczesnej Europy - przede wszystkim w odniesieniu do problemów cywilizacynych, społecznych, politycznych i ekonomicznych SEU_K2_W06 Absolwent zna i rozumie w stopniu pogłębionym społeczne, historyczne, ekonomiczne, filozoficzne i prawne uwarunkowania procesów zachodzących obecnie na kontynencie europejskim SEU_K2_U01 Absolwent potrafi korzystać z posiadanej wiedzy z dyscyplin właściwych dla kierunku aby formułować, analizować, prognozować i rozwiązywać problemy badawcze dotyczące kontynentu europejskiego, także złożone i nietypowe, dobierając do tego odpowiednie metody i narzędzia badawcze a także odpowiednie techniki ICT SEU_K2_U02 Absolwent potrafi we właściwy sposób dobierać źródła i informacje w celu dokonania krytycznej oceny, analizy i syntezy a także twórczej interpretacji wybranych wytworów kultury, w szczególności kultury europejskiej SEU_K2_U03 Absolwent potrafi komunikować się na tematy specjalistyczne oraz prowadzić debatę na tematy związane z kontynentem europejskim, jego miejscem i rolą we współczesnej polityce, gospodarce, przy wykorzystaniu terminologii naukowej właściwej dla studiów europejskich SEU_K2_K01 Absolwent jest gotów do do wypełniania społecznych zobowiązań oraz organizowania działań na rzecz środowiska społecznego i interesu publicznego obszaru europejskiego, regionalnego lub lokalnego, lub z nimi powiązanego SEU_K2_K02 Absolwent jest gotów do do krytycznej oceny odbieranych treści i uznaje znaczenie wiedzy i nauki – właściwych dla kierunku studiów - w rozwiązywaniu problemów społecznych, politycznych i ekonomicznych związanych bezpośrednio lub pośrednio z Europą - w wymarze międzynarodowym, regionalnym czy lokalnym SEU_K2_K03 Absolwent jest gotów do do myślenia i działania w sposób twórczy i przedsiębiorczy wykorzystując wiedzę i umiejętności nabyte w toku studiów SEU_K2_K04 Absolwent jest gotów do do przestrzegania zasad etyki zawodowej, rozwijania swego dorobku i pełnienia ról związanych z zawodem w sposób odpowiedzialny |
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| Wymagania wstępne: | (tylko po angielsku) Proficiency in English |
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| Forma i warunki zaliczenia: | (tylko po angielsku) Class participation is essential and significant portion of the grade will be based on active parcitipation and discussions in class. In addition one in-class presentation based on group project is required. Students will present in small groups on a topic of their choice. |
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| Metody sprawdzania i kryteria oceny efektów kształcenia uzyskanych przez studentów: | Kod Efekty w zakresie Kierunkowe efekty uczenia się Metody weryfikacji Wiedzy – Student zna i rozumie: W1 Students will know and understand the ways collective memory works and is created. SEU_K2_W01, SEU_K2_W05, SEU_K2_W06 projekt W2 Students will know and understand the causes and manifestations of Polish antisemitism before, during and after WWII. SEU_K2_W01, SEU_K2_W05, SEU_K2_W06 projekt W3 Students will know and understand the mechanisms of silencing, distortion, manipulation, and negation. SEU_K2_W01, SEU_K2_W05, SEU_K2_W06 class participation, discussions, group projects and presentations W4 Students will know and understand the social and political developments that shaped the Polish memory of Jewish-Polish citizens and the Holocaust, as well as their historical periodisation. SEU_K2_W01, SEU_K2_W05, SEU_K2_W06 class participation, discussions, group projects and presentations Umiejętności – Student potrafi: U1 Students are able to think critically and look critically at how collective memory and historical narratives are created in liberal democracies and authoritarian/totalitarian states and apply this knowledge to the collective memories of their own nations. SEU_K2_U01, SEU_K2_U02, SEU_K2_U03 projekt, prezentacja, class participation, discussions, group projects and presentations U2 Students will be able to identify potential discriminatory practices applied by the state and mainstream society (the majority group) towards the Jewish minority. SEU_K2_U01, SEU_K2_U02, SEU_K2_U03 prezentacja Kompetencji społecznych – Student jest gotów do: K1 Students will be able to critically think of and look at how collective memory and historical narratives are created. SEU_K2_K01, SEU_K2_K02, SEU_K2_K03, SEU_K2_K04 projekt, class participation, discussions, group projects and presentations 3 / 8 K2 Students will be open to the existence of various narratives. SEU_K2_K01, SEU_K2_K02, SEU_K2_K03, SEU_K2_K04 projekt, class participation, discussions, group projects and presentations |
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| Metody dydaktyczne - słownik: | E-learning |
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| Metody dydaktyczne: | analiza tekstów, burza mózgów, wykład konwencjonalny, wykład konwersatoryjny, wykład z prezentacją multimedialną, dyskusja, metoda projektów, analiza przypadków |
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| Bilans punktów ECTS: | Bilans punktów ECTS Forma aktywności studenta Średnia liczba godzin* przeznaczonych na zrealizowane rodzaje zajęć konwersatorium 30 analiza problemu 10 analiza i przygotowanie danych 10 analiza źródeł historycznych 10 przygotowanie do zajęć 20 przygotowanie prezentacji multimedialnej 20 przygotowanie projektu 20 studiowanie literatury wskazanej przez prowadzącego zajęcia 30 Łączny nakład pracy studenta Liczba godzin 150 ECTS 5.0 Liczba godzin kontaktowych Liczba godzin 30 ECTS 1.0 |
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| Sylabus przedmiotu dla studentów rozpoczynających studia od roku akademickiego 19/20 lub później: | (tylko po angielsku) 1. Introduction to concepts, theories and theoretical reflections. Description of the course expectations, goals and requirements. Trauma, silence, denial. Process Oriented Psychology approach. 2. Philosophical, psychological, sociological and interdisciplinary approaches to the topic of silence and denial.Trauma in psychiatry. Silence in history. Politics of denial; counter-memories. Epigenetic studies of trauma. 3. The mechanisms of creating collective memory in liberal democracies and totalitarian/authoritarian regimes. The topic of silence and denial in history and psychology. 4. Mythology versus criticism, or Poles' different approaches to their own past and to their self-image as indicative of different approaches to history. The way different Poles (and others) view their history, especially its difficult and shameful moments, indicates different theoretical approaches to history they deliberately or unwittingly assume. The class will analyse the mythological and the critical approaches to history and provide Polish and other examples for both. 5. Memory games in politics and social life in Europe and beyond. The politics of past violence. Holocaust and strategies in politics since 1945. Representations of trauma of the Holocaust: The US Holocaust Memorial Museum (USHMM), Yad Vashem, Polin Museum, 6. Civil Rights Movement. Racism in empirical studies. Denial of racism. Films followed by discussion. Southern Poverty Law Center in Montgomery, Alabama, USA. Resources from Teaching Tolerance Institute in Montgomery: films and educational kits. 7. Representation of trauma in museums. Memorial museums. In Montgomery, Alabama the museum From Enslavement to Mass Incarceration is located in a former slave warehouse. Created by the Equal Justice Initiative (EJI), the museum is intended to explore “the legacy of slavery, racial terrorism, segregation, and contemporary issues of mass incarceration, excessive punishment, and police violence” (Equal Justice Initiative 2016). 8. Case studies: Holodomor, Gulag, Balkan wars, Rwanda. Trauma of Soviet crimes. Double genocide theory in Baltic states. The Kigali Genocide Memorial Centre dedicated to commemorate the Rwandan genocide. Memorial. 9. The crime of Jedwabne through different perspectives. On 10 July, 1941, following the German attack on the Soviet Union, the Christian Polish inhabitants of the village of Jedwabne, or the Germans according to some other accounts, murdered the Jewish inhabitants of the village. The publication of Neighbours, Jan Tomasz Gross's book on the crime, pushed forward the process of Poles' reworking of their self-image of how they behaved during WWII and triggered various responses. 10. The post-war Polish anti-Jewish pogroms and violence A few anti-Jewish pogroms took place in post-war Poland in 1945 and 1946, accompanied by numerous other cases of anti-Jewish violence. The former are blamed on Communist instigation by some, and on rampant antisemitism by others. The discrepancy results in different ways of remembering these events. 11. The local Holocaust memory of Krakow. Case Study I - the Krakow Ghetto. This class will be held outdoors in the area the former Krakow Ghetto and will focus not so much on its history, as on how its history was commemorated (or not) throughout the communist era and how it has been commemorated since the collapse of Communism. 12. The local Holocaust memory of Krakow. Case Study II - the KL Plaszow. This class will be held outdoors in the area the former Plaszow concentration camp and will focus not so much on its history, as on how its history was commemorated (or not) throughout the communist era and how it has been commemorated since the collapse of Communism. 13-15. Students' presentation of projects. |
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| Skrócony opis: |
(tylko po angielsku) The course will explore theories of social memory, silence, denial and trauma as presented in the field of memory studies. The concepts of group identities and self-esteem will be analysed. Past group experiences as targets and perpetrators of violence will be examined. The course will focus on individual and collective memory. It will target also cultural transmissions of memory, crossing boundaries of history, sociology, psychology, epigenetics and political and cultural studies. All required readings will be provided in the Pegaz platform in the format of pdf and/or scans. The course envisages film discussions and team project work. |
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| Pełny opis: |
(tylko po angielsku) Key words: conspiracy of silence, incest, genocide, denial, open secrets, social pressures, truths, post-war anti-Jewish violence. Trauma, causing the split of emotion and cognition, has a cumulative nature; new violent experiences can recall the earlier ones. According to Polish psychiatrist and a child of the Holocaust Maria Orwid (2006, 11, 14) traumas can be individual and collective, the later, compared to the former, are much harder to prove. It is well known that traumas, according to psychoanalysts, overwhelming events not processed in time of occurrence and therefore blocking memory, similar to norms, values, myths and behaviours, are transmitted from generation to generation providing vicarious experience. Without confrontation they return. Mechanisms of transmission are described in following terms: transference, externalization, projection, identification, introjections, implantation, and delegation. Transmission includes feelings of guilt, delegated to next generation, as a result of defence mechanism and lack of “working through” (Marks, 2009, 133). The course will look, among other topics, at the concept of trauma in interdisciplinary perspective, epigenetics, politics of denial, racism, genocides, Holodomor, Gulag and Holocaust memory. Documentary films will be essential part of the course, serving as introduction to class discussions. |
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| Literatura: |
(tylko po angielsku) Michael Steinlauf, "Bondage to the Dead: Poland and the Memory of the Holocaust", Syracuse: Syracuse University Press, 1996. Eviatar Zerubavel, The Elephant in the Room. Silence and Denial in Everyday Life, 2006. The Trauma Controversy. Philosophical and Interdisciplinary Dialogues, Kristen Brown Golden, Bettina G. Bergo - Editors, SUNY series in the Philosophy of the Social Sciences, 2009 (selected chapters). BRADFORD VIVIAN, Public Forgetting: The Rhetoric and Politics of Beginning Again, Penn State University Press, 2010. Piotr Forecki, "Reconstructing Memory: The Holocaust in Polish Public Debates", Frankfurt am Main: Peter Lang, 2013. JEFFREY C. ALEXANDER, RON EYERMAN, BERNHARD GIESEN, NEIL J. SMELSER, PIOTR SZTOMPKA, Cultural Trauma and Collective Identity, University of California Press, 2004. Traumatic Pasts: History, Psychiatry, and Trauma in the Modern Age, 1870–1930, Mark S. Micale (Editor), Paul Frederick Lerner (Editor), Cambridge University Press, 2001. Amy Sodaro, EXHIBITING ATROCITY. Memorial Museums and the Politics of Past Violence, Rutgers University Press New Brunswick, Camden, and Newark, New Jersey, and London, 2018. |
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| Uwagi: |
(tylko po angielsku) Thel materials/readings/links are in Pegaz. |
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Właścicielem praw autorskich jest Uniwersytet Jagielloński w Krakowie.
