This module is designed to support you in embarking on advanced historical research, and it aims to help you develop the skills needed to complete your undergraduate dissertation. Through this module, you will be guided through the cognitive and analytical steps you will need to take to define your future dissertation topic, construct a detailed research proposal, conduct a reflexive feasibility study for your project, present your preliminary findings, and respond to feedback from academics in the department.

The module aims to guide you to design your research proposal, locate it in its relevant historiographical field, test its viability and scope of available sources, as well as produce outlines, detailed structures and bibliographies for your project. The module makes use of both standard and innovative forms of delivery, with a combination of lectures, online talks, drop-in consultation sessions, and one-to-one consultation sessions with potential supervisors and course convenors.

What our students say:

‘The lectures greatly helped me in understanding how I will accomplish the dissertation.’ (Anonymous student evaluation)

‘The guest speakers were particularly interesting and provided a lot of insight [...] which helped me understand how to use the archives themselves.’ (Anonymous student evaluation)

This module aims to provide you with a solid introduction to the discipline of history at the beginning of your Part-II studies. The module, accordingly, explores the discipline at large, including: its characteristic practices, methods and traditions; its use of different source materials; and its relation not just to the past, but also to the present and the future.

The module includes three thematic blocks. The first section (Contexts of History) provides an overview of different types of historical scholarship, focusing on the methods, theories and intellectual tendencies that characterise them. The second section (Sources and Evidence) examines the use and application of different types of sources as evidence in historical research. The third section (History in Public) considers the public role and function of the discipline, as well as the challenges that historians have faced in the public spotlight, and, finally, the role that the study of history can play in your future.

What our students say:

‘I appreciated the perspective each lecturer brought on how history is written in their area of expertise. It was both fascinating and highly informative. The seminars were also very helpful and overall very good.’ (Anonymous student evaluation)

‘I liked the seminars, and I liked the range of sources we learned about.’ (Anonymous student evaluation)

This module invites you to explore the history of an object that is of crucial importance to our ideas about both human health and human identity – the mind. A Global History of the Mind will give you the opportunity to explore how societies across a wide range of times and places have sought to understand, cure and control the mind. Drawing on materials and case studies from around the world, whether modern-day Polynesia or the medieval Middle East, this offers a truly global perspective on the history of the mind.

At the same time, the module encourages you to explore the connections between changing ideas about mental health and sickness to broader questions about human identity – most notably those concerning race, gender and the potential loss of human distinctiveness in a world where artificial intelligence is possible. Unlike traditional courses on mental health, which almost invariably focus on the emergence and spread of western psychiatry, this module offers a decentered perspective. We will examine the mind from a wide range of disciplinary perspectives, bringing together philosophy, medicine, religion, race, gender, and social control. In so doing, we will explore questions of urgent relevance to our own society – most notably the ways in which ideas about the mind have featured in the racialization and gendering of people through systems of patriarchy and colonialism. In addition, this module will use case studies from history to give you the resources to consider and question modern ideas about the mind and its role in society.

As well as completing a traditional essay assignment, this module includes a group podcasting assignment. Working together with your classmates, you will develop the skills to put together your own podcast on the history of the mind.

What our students say:

‘The seminars were wonderful. We looked at some quite complicated ideas, but the lecturer led them in a way that enabled us to think for ourselves and come to our own understandings on the topics, without making us feel stupid for not getting things straight away.’ (Anonymous student evaluation)

‘I really enjoyed how the module looked at a lot of different periods/countries. It had a good range and was fascinating.’ (Anonymous student evaluation)

20th-century British history is largely a story of change. The impact of democratisation, war, economic decline, the loss of empire, and internal fragmentation has resulted in a nation seemingly in constant flux, often unsure of its identity and its values.

In this module you will explore the patterns of social, economic, cultural and political change which have most affected the lives of the British since 1900. The overarching themes are the formation and reformation of identities based on class, gender, race, empire, nation, and the dual process by which the British were integrated into the state as citizens, and into the market as consumers. As well as being introduced to the key historiographical debates, in this module you will be encouraged to explore the subject through an eclectic mix of primary sources, including cartoons, posters, fiction, press reports, and advertisements.

What our students say:

‘The lectures were incredibly informative and helped me to understand core themes and historiography so I could go away to research it myself.’ (Anonymous student evaluation)

‘Material was presented to both support and disprove ideas we were covering and well fleshed out. These were also the most detailed and interesting lectures I had this term, focusing on a specific decade on each but never forgetting to cover broader trends of history. It also allowed us to use alternative primary sources like posters, fiction and news coverage from the period in depth and showed them to be just as valuable as textual sources.’ (Anonymous student evaluation)

This course offers a new introduction to a formative and exciting period in Mediterranean history after the fall of Rome and the rise of the Arabs. The main focus is on the central Mediterranean, especially Sicily and southern Italy, which was the rich prize for competing empires of the region: the contracting Byzantine empire and the expanding Muslim empire in North Africa. The course covers about 500 years of history through the medium of a range of sources, including archaeological finds, and rare documentary sources, which will be studied in translation.

Are you interested in environmental history? Are you curious about the forces that have shaped and continue to shape the perception and management of protected landscapes around the world? Then this 15-credit module is for you. Over the 10 weeks of this module, we’ll explore the long history of human interactions with the natural world, from the Agricultural Revolution to the Industrial Revolution to the Environmental Revolution. For the most part, though, we’ll focus on examining the forces that have influenced human perceptions of the environment from later seventeenth century onwards. In this context, we’ll trace the histories of iconic protected landscapes in different parts of the world, including national parks and world heritage sites, such as Yosemite, the English Lake District and Uluru-Kata Tjuta. In tracing the histories of these and other landscapes, we’ll delve into a range of important questions. Addressing these questions may involve: examining the role of colonialism and conquest in shaping such landscapes; interrogating the relation of protected landscapes to the emergence of ideas about national memory and identity; considering issues of access, responsibility and ownership, as well as the threats climate change poses for protected landscapes that are at risk. No prior knowledge of environmental history is assumed or required. Specific case studies may change from year to year. The module may involve field trips.

The period from around 1500 to 1750 saw enormous change. The population of England and Wales nearly doubled, leading to inflation and poverty as well as commercial expansion. Urbanization increased, spectacularly so in the case of London, which grew to become by 1700 the largest capital in Europe. At the same time literacy and education developed and a print culture rapidly expanded. This was a period of religious reformation, which affected not only the lives of individuals but the culture of governance and the fabric of local communities.

By the end of the period, England had emerged from being a backwater state to a rising world power, which brought about a new set of cultural and social challenges. Hierarchies of gender and status, however, remained pervasive throughout, and in some ways became even more pronounced. The module examines these central themes during a very important and formative period in English history.

What does it mean to die? Does it hurt? Is it frightening? Will I see those I love again? What does it mean to kill, whether an enemy, a friend, or myself? Death is a universal human experience, a cataclysm, triumph or adventure we all confront. But how we do that has varied vastly across history. In the European Middle Ages, the Church’s doctrines shaped ideas of death, from burial in the consecrated ground of churchyards to the theology of heaven, hell and purgatory. The living and the dead were a community: those on earth could speed the dead through their passage in the afterlife, and those in heaven could intercede for the living. Yet at the margins lay a shadowy world, in which the restless dead returned to haunt those left on earth, and the despairing took their lives in an act known as ‘self-murder’.

In this module, we explore varied experiences of death across the medieval centuries in the Christian West, from end-of-life care to execution, and from battlefields to the Black Death. We discover the different means of investigating death, from the chronicles that describe the walking dead, to the archaeology of burial practice, and from murder trials to palaeogenetics, unlocking the passage of disease. This is, by nature, a disturbing field of study. But what we learn cuts to the heart of what it means to be human – in the past and today.

During the 16th century, Europe witnessed some of the most important developments in the shaping of the modern world. Although you will learn about these events, the module will focus on the broader historical processes through which you can understand them. At the same time, you will engage with the methodologies and debates that historians of the present-day find most interesting, critically appraising their strategies for assessing patterns of historical change and continuity.

You will therefore examine the work of environmental historians, asking whether transformations in society and the economy can be explained by changes in climate. The module will also ask whether colonial expansion led people to develop new ideas about racial and cultural difference, while at the same time trying to understand how newly colonized people tried to navigate their way through new hierarchies and relationships.

In addition, it will ask whether long-standing questions about transformations in religious life, popular culture, and the centralization of government, can be enriched by approaching them through the prism of new approaches. When you study the body, health, and disease, for instance, you’ll discuss the unexpected role of medical expertise in the development of a renewed form of Catholicism at the end of the 16th century. Meanwhile, focusing on the history of printed news may enable you to understand why rumours and religious bigotry spread so rapidly during the Reformation and Wars of Religion.

What our students say:

‘I really loved working with the lecturer for this module, he made the lectures interesting and chose to approach the topics in ways which I had personally not encountered. The seminars too were informative with proper discussion going on, really expanding on the lectures while still being relevant to them.’ (Anonymous student evaluation)

‘This was my favourite module I did this term. An area of the module I valued was the fact that it was not taught in any type of chronological order, with every week being about a different topic about the early modern period, it kept me engaged every week. The lecturer was excellent; it was clear that he not only loves the material based on how enthusiastic he was, but also that he wanted us to love the material as well.’ (Anonymous student evaluation)

History students at Lancaster University are offered the chance to take part in work placements in the heritage sector, with our partners ranging from prominent multi-site organisations, such as the National Trust, to small independent museums. We also work with local authority archives and heritage charities. All second-year History Students are eligible to apply for an accredited placement that counts towards your degree. Reasonable travel expenses are covered, and in some circumstances we can pay for overnight accommodation near the placement location. It is worth noting that voluntary placements in a wide variety of settings are organised by the Faculty of Arts and Social Sciences: you can undertake one of these in addition to your degree studies but it won’t be assessed, unlike the placements available through HIST299.

This module gives you the opportunity to find out what it is really like to work in a museum, archive, stately home or other heritage setting whilst developing your skillset and enhancing your employability. You will work on a project that will have a real impact in some aspect of the work of the heritage organisation, and gain a range of insights into the challenges faced by the sector.

Students who have completed this module have gone on to be accepted onto highly competitive postgraduate training in Museums Studies, Archival Studies and also teacher training. One student, who was placed with the National Trust at Sizergh Castle, said: “I recommend both HIST299 and this placement, particularly to students who want to get practical experience of using historical skills.”

This module explores US foreign policy from the end of the Second World War through to the end of the Cold War, focusing particularly on role played by the presidents who held office during this period. The decades following the Second World War saw the United States emerge as the single most powerful and influential state in modern history. The core aim of the module is to understand how the individuals who held the office of president in this era sought to project US economic, military and ideational power. This will entail considering how the personal backgrounds, political beliefs, and other personal characteristics of the presidents in power during this period affected the application of US foreign policy, allowing students to engage with innovative approaches to the study of history that take into account factors such as emotions, friendship and health on broader historical processes. In order to analyse US foreign policy from the perspective of individual presidents we will use a variety of academic sources by historians and political scientists, as well as primary sources.

By what means was Indian independence won from the British Empire in 1947? We will explore the modes of resistance that emerged from the Indian freedom struggle and in particular, the role and ideas of Mohandas Karamchand Gandhi. Gandhi transformed the Indian National Congress, an organization that had been founded in 1885 as a loyal and moderate lobby, and created a mass movement that challenged the colonial state in extraordinary ways. British rule in India gradually lost credibility and struggled to find the means of maintaining control in the face of massive resistance to its right to govern India.

You will explore Gandhi’s philosophies of personal and political resistance to the injustices of the colonial state. You will also trace the emergence of religious politics in India during this period and the increasing pace of communal conflict, in particular Hindu-Muslim antagonism. What was the role of the colonial state in firing communal anxiety? Did Gandhi’s political ideas allay or encourage the conflation of political action and religious identity? The course ends with the partition of India, the largest migration in history and a process in which over one million people lost their lives, and the event that led, in 1948, to Gandhi’s assassination by a Hindu fundamentalist.

What our students say:

‘It was all just so interesting - would take it again if I could.’ (Anonymous student evaluation)

‘I really enjoyed the lectures which had so much useful content that you really felt like you knew the subject. The seminars were really useful too and could not have been any better. They were engaging and taught very well!’ (Anonymous student evaluation)

‘The lectures were as always fantastic and really engaging.’ (Anonymous student evaluation)

The second half of the 18th Century was a time of fierce debate between the schools of idealism, empiricism, and criticism that extended to the nature of subjectivity and the status of nature itself. This course examines key texts from Hume and Kant, two of the greatest modern philosophers, which all confront the new realities of the modern scientific method. The course will focus on the relationship between knowledge and the natural world and evolution of subjectivity and its grounding of psychology.

This module offers a critical introduction to Chinese philosophy by focusing on its diversity and contemporary relevance. The module introduces the main schools of thought that emerged during the classical era (one of the most vibrant periods of Chinese philosophy), including Daoism, Confucianism, Legalism, Mohism, and the school of names.

Students will be introduced to the main concepts used in classical Chinese philosophy as well as the central issues debated by classical Chinese philosophers, such as whether human nature is good or bad, whether one should engage in society or retrieve from it in order to live a fulfilled life, whether humans are at the centre of the world or simply a part of it, and whether language is enhancing human potential or limiting it, to name but a few examples.

Can we know what it is like to be a fish? Why do we spontaneously try to save a child who is in danger? Is a white horse a horse? Should we rejoice in non-action, engage in politics, or do both at the same time? Is there such a thing as feminist philosophy in ancient China? These are some of the issues that will be discussed during the term.

This module will offer an introduction to feminist philosophy by addressing the question of what feminist philosophy is and providing an overview of some important debates in feminist philosophy including the debate on the concept “woman” and the distinction between sex and gender, the literature on intersectionality and the relationship between gender-based and other forms of oppression, and feminist thinking on care, marriage and the family. These issues are among the most important ones in contemporary feminist philosophy as well as being issues that occupy a prominent place in public debate. Further, discussing them will allow us to explore different traditions and approaches to feminist philosophy, analysing contributions of analytic and continental feminist philosophers, of liberal feminist philosophers and those critical of the liberal tradition, and centring feminist perspectives that are often marginalised.

HIST215: Introduction to Latin Translation for Undergraduates

This is a special intensive course for students who have little or no previous knowledge of Latin. The course concentrates on the basics of Latin Grammar and vocabulary as used in the Medieval period. However, it will also be very useful for students of the Roman and Renaissance periods. By the end of the course, students should be able to read sources such as title deeds, court rolls, government records, wills, and inscriptions.

Of all intellectual and ideological concepts in the modern world, few are as contested and powerful as human rights. At their most influential, concerns for the protection of human rights have been used to justify international conflict and widespread military intervention in order to save the lives of thousands of people. Yet human rights critics argue that they are a form of cultural imperialism that limits the sovereignty of local populations. How has an ethical and moral concern for individual lives come to be so divisive? Why after years of supporting the establishment of international human rights law do many governments now pledge to scrap their own human rights acts?

This module will examine the history of human rights, putting their development into a broad historical context. It will chart the development of rights discourses from the pre-modern era through to the present, assessing the influence that the enlightenment, imperialism and war have had on their construction. It will offer students the opportunity to explore differing aspects of the history of human rights. Indicative topics include:

• Codifying and Quantifying Rights: 1776, 1789, 1948
• The Universality of Human Rights
• Human Rights and Humanitarianism, 1807-2001
• Decolonisation and Self-Determination, 1945-1991
• Gendered rights
• Capital punishment in the nineteenth and twentieth century
• Responding to Genocide: The Holocaust, Bangladesh, Srebrenica
• Amnesty International, 1961-2001
• Helsinki Watch/Human Rights Watch, 1975-2001

This module considers a range of issues currently being debated by political philosophers and political theorists. Specific topics may change slightly, but the current plan is cover the following, with attention to questions of freedom and justice throughout:

• Business corporations and employment
• Racism and sexism
• Democracy
• Climate politics
• Structural injustice and sweatshop labour
• Public health and state interventions

Perhaps more formative for the modern British state than any before or since, the years 1660 to 1720 saw Britain’s territorial boundaries and infrastructure forged, with constitutional monarchy, expanding state bureaucracy, and political parties as its principal tenets. During the same period, political power in England changed hands; new political personnel operated within novel political institutions and voiced innovative political economies.

Making Modern Britain will challenge participants to analyse and debate formative changes to British literature, commerce, art and architecture as well as to discuss the changed relationship between Britain and the world during this period. Participants will therefore receive a broad understanding of late 17th and early 18th century British history; they will also develop expertise in the following subfields: cultural, art, political, parliamentary, global, economic, constitutional, gender, and business history.

What our students say:

‘The access to databases for sources was very useful. The structure of the module was very valuable and easy to follow. The workshops were really useful, with them being more than an hour, because I felt like they improved my understanding of all the reading and all the content in the lectures.’ (Anonymous student evaluation)

‘Learning more about the economic state of Britain; the way the connections between lectures and readings were handled. Even if it was more challenging to do, it really forced you to think about the module and its contents critically.’ (Anonymous student evaluation)

Studying this module should improve students’ knowledge and understanding of some key issues in metaphysics as determined by the syllabus. This focuses primarily on some issues concerning space and time, the nature of physical objects and persons, and some key philosophical distinctions. Studying this module should also enable them to see connections between various philosophical issues that should be of value to them with regard to other philosophy modules that they are studying.

This course explores ideas central to any understanding of politics. It focuses on two related themes: Equality, and Community. In the course we will explore the thought of thinkers who are associated with these ideas of equality and community (Rousseau, Marx, the Fabians, and Rawls). By the end of the course, you will have an understanding of the key ideas of the thinkers under review and be able to assess the contribution that these thinkers have made to our wider understanding of politics. You will also be able to recognise the relevance of these thinkers to our current political debates, and be able to employ their ideas within those debates. Additionally, you will be able to evaluate the key features of an argument, be confident to express your own views, and evaluate the responses of others.

Moral philosophy is the systematic theoretical study of morality or ethical life: what we ought to do, what we ought to be, what has value or is good. This module engages in this practice by critical investigation of some of the following topics, debates, and figures: value and valuing; personhood/selfhood; practical reason; moral psychology; freedom, agency, and responsibility; utilitarianism and its critics; virtue ethics and its critics; deontology and its critics; contractarianism and its critics; the nature of the good life; the source and nature of rights; the nature of justice; major recent and contemporary figures such as Bernard Williams, Martha Nussbaum, Peter Railton, Christine Korsgaard, Philippa Foot, Allan Gibbard, Simon Blackburn; major historical figures such as Aristotle, David Hume, Immanuel Kant, John Stuart Mill, G. E. Moore.

This course covers nineteenth-century philosophy, a crucial period in several ways: there was a new attention to history and the relation between philosophy and history; there was the rise of socialism and its impact on philosophy; and there were philosophical criticisms of Christianity, which were met by explicit defences of Christianity by some philosophers. We explore these issues through the work of six figures in nineteenth-century German and British philosophy: Hegel, Feuerbach, and Marx; Nietzsche, Cobbe, and Besant.

The social and cultural consequences of the Norman Conquest of England were deep and enduring. A foreign, Francophone regime displaced the native élites: many of the former rulers, women as well as men, fled the kingdom. Enlisting in the Varangian Guard, some English warriors even went as far as Byzantium and the Crimea. The new regime was inclusive as much as it was eager to recruit foreigners of all kinds — Frenchmen, Bretons, Lotharingians, Italians, Spaniards, and even Jews — so long as they were serviceable and loyal; but racist as much as it strove to deny persons of English descent access to high office. The English were denigrated as barbarians and peasants, but because the Conquest was not followed by sustained settlement from the Continent, many natives clung on in sub-altern positions, just below the foreigners who held the highest offices and the best estates. The English were also far from being the only victims: the regime also continued the later Anglo-Saxon state’s efforts to subjugate Wales and northern Britain.

As a wide-ranging introduction to the history of Norman England and the debates that it has inspired, this module allows you to consider the history and effects of this transformative event.

What our students say:

‘Paul is an amazing tutor who always provides relevant information and details’ (Anonymous student evaluation)

‘I enjoyed learning about one of the most fateful events in British history since the Anglo-Saxon conquest and settlement of the Great British lowlands.’ (Anonymous student evaluation)

After a survey of the main events leading to the declaration of war against Nazi Germany, this module explores the development of resistance and collaboration in countries that were first occupied, namely, Poland, Norway, Denmark, Belgium, France and the Netherlands. The transition between active collaboration to increasing resistance is traced through Vichy France. The module next moves to the Eastern Mediterranean (Greece and Yugoslavia), where resistance became effectively organised, and then to the USSR, focusing on Belarus, Russia, Baltics and Ukraine. Lastly, the module looks briefly at countries that were first part of the Axis and eventually switched sides from 1943 onwards (Hungary, Bulgaria and Romania), paying special attention to Italy.

Although the last segment of the module concentrates on the Holocaust, the fate and treatment of Jews is looked at in each of the countries and regions analysed. Seminars deal with the analysis of sources, including political documents, photographs, posters, letters, films, documentaries and personal memoirs.

What our students say:

‘The lecturer was very good at giving advice and providing extra reading when asked.’ (Anonymous student evaluation)

‘I found I gained the most from workshops, they really helped to build on my knowledge and I had a really interactive seminar.’ (Anonymous student evaluation)

This module examines some theoretical issues involved in gaining knowledge about human societies. We will look at the role of theories and models in economics and political science, the special nature of "social institutions," and whether economic and political knowledge can be separated from value-judgments:

• Rational choice theory and models based on it
• Social norms and cooperation
• John Searle’s theory of “institutional facts”
• The nature of money and different accounts of power
• Whether values can or should be kept out of economics and political science
• Some ways in which states and markets are related

This course considers philosophical issues that arise in connection with the sciences. It will consider what scientific method is, how science relates to the rest of knowledge, whether it provides an ideal model for rational inquiry in general, and whether we should think of science as describing reality.

In the first few weeks we will consider traditional accounts of scientific method and theory-testing, and then examine philosophical challenges to the status of science as a rational form of enquiry. We give particular consideration to three of the most important twentieth-century philosophers of science: Popper, Kuhn, and Feyerabend. Next we will consider whether and in what sense we should be confident that our best current scientific theories are accurate descriptions of reality.

It is not assumed that students have an extensive knowledge of science: the relevant scientific concepts will be presented in a simple and accessible way, and there will be no maths.

Few country’s histories have been more tumultuous over the past two centuries than that of Germany. Dictatorships, revolutions, the launching of and defeat in two world wars, responsibility for war crimes and genocide on an unparalleled scale, foreign occupation and re-education, and political division for four decades have made German history, and the ways in which Germans have remembered it, contentious and of broad public concern. In few countries have visions of the nation's history been so varied and contested, and few peoples have created and faced such challenges when confronting their 'shattered' past.

This module will examine the reasons for the failure of the Weimar Republic and the rise of National Socialism, the character of National Socialism, and the challenges its two successor states, the German Democratic Republic and the Federal Republic of Germany, faced in their attempts to come to terms with their difficult and contentious pasts. We will do this by looking at Germans’ lived experiences: how did Germans deal with the different cataclysmic events they faced, and how did this impact their behavioural patterns?

What our students say:

‘The lecturer provided us with a great range of sources. Not only was the quantity really useful in providing greater insight into the different topics/events but it enabled us to see many different types of primary sources - for example, cartoons, films, photographs and written sources etc. The lectures were also great and I found the slides really useful as plenty of information was provided which will also be very helpful for exam revision. This has been one of my favourite modules whilst at Lancaster University and I would definitely recommend it.’ (Anonymous student evaluation)

‘Bastiaan himself is very interesting and pushes students to answer even when unsure, but with prompts. The most comfortable I have ever felt expressing my opinions and answering questions in a workshop. Very interesting course, lecturer and even coursework.’ (Anonymous student evaluation)

The module will allow you to study the Cold War in Europe, from its emergence in the immediate post-war period to the fall of the Berlin Wall and the disintegration of the Soviet Union. You will be encouraged to question the rapid breakdown of the alliance between the victorious powers of the Second World War and how this could lead to the division of Europe into two blocs; to understand and put the role of the superpowers into perspective by studying also the role of medium and small European powers, and thereby show the room for manoeuvre that existed within the blocs; to analyse how the nuclearisation of the Cold War eventually led to a ‘long peace’ in Europe; and to assess how the East-West struggle was eventually overcome.

During the lectures and seminars, you will have the opportunity to engage with the vast and diverse historiography of the Cold War in Europe; study the conflict at the political, diplomatic, military, economic, and cultural levels; and focus on themes ranging from the origins of the East-West struggle in Europe to the challenges to authority in the Eastern bloc and the end of the Cold War.

What our students say:

‘The lecturer was an engaging interesting lecturer who managed to condense the Cold War into ten weeks. He was also incredibly helpful when it came to the essay, suggesting books to read and even lending me one of his when I found that it was out of print. He would often also go on tangents which ended up being a good thing as they were always high informative and often helped add a bit of depth to the subject.’ (Anonymous student evaluation)

‘Focusing on the European aspect of cold war history as too often there is a focus on solely the US, and adding different countries definitely diversified this topic and made it more enjoyable.’ (Anonymous student evaluation)

Knowledge is an essential aspect of our social lives. This module focuses on a range of real world social, ethical and political problems involving knowledge. Topics include: problems of epistemic injustice (where people are not believed because of identity prejudice); whether virtues of open-mindedness might provide a solution to epistemic injustice. A proper understanding of the ethics and politics of knowledge requires us to examine both doubt and ignorance. We consider whether systemic racism is sustained by an active kind of “wilful” ignorance. We explore how powerful corporations seek to deliberately engineer doubt to further their interests. We examine political deception and the idea of “Post-truth” politics. In the final section we turn to the limits of seeking knowledge and how to balance the interests that states and corporations have in knowing personal information, against our interests in keeping such information private.

Some twenty years ago, the mass digitisation of historic materials catapulted historians from the ‘Age of Scarcity’ into the ‘Age of Abundance.’ Vast amounts of printed text, images, maps, objects and ephemera have since been digitised and delivered to audiences in keyword searchable form. Digital archives, such as British Library Newspapers, Early English Books Online, Eighteenth-Century Collections and Nineteenth-Century Periodicals, have long been the first point of call for historians. Ancestry and Findmypast’s capitalisation on the well-documented boom in family history means we can now access the census, birth, marriage and death records and other social and personal records at the touch of a button. Add in publicly funded, open access resources such as Old Bailey Online, Slave Voyages, Digital Panopticon and countless others to the mix, digital historians have been particularly well-served by the creation of the Western print archive 2.0.

But an over-reliance on digital collections has the potential for historians to be less critically reflexive about online resources, so we need to open the ‘black box’ of digital archives and develop new forms of source criticism. On the module, you will evaluate the ‘infinite archive’ and experiment with a range of tools, that may include artificial intelligence, heritage mapping, crowdsourcing, and data visualisation. You will develop a digital historians’ toolkit that provides a beginner-level introduction to the debates, concepts, and techniques used in digital history. These techniques can be applied to a wide range of historical topics. As well as providing you with an understanding of the new ways in which historians are researching their discipline, these skills can be applied to other modules, such as your dissertation, and provide transferable skills that can enhance employability.

What our students say:

‘I really enjoyed the module. [...] It offered an insight into a different approach to studying History.’ (Anonymous student evaluation)

This module explores both the broad contours and the key events of American history, from the passage and implementation of the US Constitution (1789) to the conclusion of the Civil War (1865). Using a variety of primary source material, we will look closely at the culture and politics of race, class and gender in this rapidly industrialising and expanding nation and will consider how and why different groups struggled to extend the promises of democracy defined in the Declaration of Independence and the Bill of Rights to all Americans.

This module combines a lecture series that offers an overview of the history of the United States in the 19th century with a closely linked set of seminars that focus on the construction of race, class and gender difference over the same period. Seminars are structured around primary readings and recommended secondary texts that offer critical and historical insight into the topics under consideration. This combination allows students to explore important thematic aspects of world history while simultaneously providing grounding for further study and research into the history of the United States in the 19th and/or 20th centuries.

The century following the American Civil War was one of profound social and political change. This module explores the period from post-Civil War reconstruction to the fall of the Berlin Wall in 1989, following the history of the United States from a divided nation to one considered a ‘World Power’. In this period, industrialisation, consumerism, and war changed the face of American society and culture. This module will focus in particular on the construction of race, class and gender in the United States, and the intersections between society, politics, and culture. Using a range of primary sources – including great works of American literature – we will consider contrasting perceptions of ‘modernity’ in this period, and the impact this had upon the United States and its people.

This module combines a lecture series that offers an overview of the history of the United States in the 20th century with a closely linked set of seminars that focus on the construction of race, class and gender difference in over the same period. This combination allows students to explore an important thematic aspect of world history (the construction of race, class and gender difference) while simultaneously providing grounding for further study and research into the history of the United States. Seminars are structured around primary readings and recommended secondary texts that offer critical and historical insight into the topics under consideration.

This module allows you to explore the story of the German Kingdom from the mid-9th century until the early 12th. Formed amid the collapse of the Carolingian Empire, it came close to collapse in the early 10th century, yet it was saved by the Magyar crisis, emerging triumphant under the leadership of a new and charismatic dynasty, the Liudolfings. They re-founded the kingdom, turning it into the most dynamic state in 10th-century Europe. The vast empire they created — the so-called ‘Holy Roman Empire’ — would endure until 1804 when it was finally suppressed by Napoleon Buonaparte; but in the mid-eleventh century the power of its monarchs was hollowed out by a savage crisis from which the realm would never entirely recover — a devastating civil war that lasted five decades, from the mid-1070s until 1122.

This stunning narrative raises many questions. Why did it all go ‘right’? Why did it then go so ‘wrong’? This dramatic story provides fundamental insights into the nature of the medieval kingdom, its capacities and its limitations.

What our students say:

‘This module was very enjoyable; the period was engaging and interesting; the seminars were very beneficial in helping to decipher interesting yet challenging sources which I can use later in my degree.’ (Anonymous student evaluation)

‘Lectures were informative and well-organised, seminar readings were easy to access’ (Anonymous student evaluation)

This module aims (a) to provide students an introduction to issues within the philosophy and politics of higher education, and (b) to help students to reflect about their own position in, and aims while at the university. During the modules, students will consider key questions regarding the aims of university education and its political context and history, as well as dedicate time to thinking about how their own studies fit into those aims and context, and what they wish to achieve during their undergraduate degrees. Twice weekly lectures will be supplemented by seminars, but also by regular ‘keynotes’ in which those working within and alongside higher education will present their own views and approach to higher education. Invited figures may include senior figures from within Lancaster University, representatives of UCU, the Student Union, and local stakeholders.

The Vietnam War remains the only war that the United States has definitively lost in its 240-year history. This course explores the political, social, and cultural effects that the fighting in Southeast Asia triggered back home on American soil, specifically between the years 1964 and 1975.

Utilising a range of sources from memoirs to music and films to television coverage, you will gain a greater understanding of the forces that shaped ‘the Sixties’ and why the Vietnam War deeply affected American society for decades to come. We will engage with the presidencies of Lyndon Johnson and Richard Nixon, while exploring the anti-war movement, female and Black American involvement in the war, and how veterans fared when they came home to the United States.

The module, of course, will not eschew the war itself, and the first lectures will ground you in the key figures, decisions, battles, and massacres that led to a conflict which killed an estimated two million Vietnamese civilians, and 58,000 American soldiers.

What our students say:

‘Mark did an absolutely stellar job teaching this course. His lectures were well structured and informative. They never ran over the allotted time and allowed for good engagement and used a large range of media to convey the necessary information. The seminars were likewise amazing, a lot more free...allowing for more open discussion and spread of ideas among coursemates. History 269 is an outstanding module.’ (Anonymous student feedback)

‘The lectures were incredibly interesting and informative, fast paced but not too fast. The content was very interesting and I found the seminars helpful and aided my learning. I was very engaged in the module. Everyone I've spoken to really enjoyed the module’ (Anonymous student feedback)

The Roman Empire stretched from Britain to modern-day Syria, from Morocco to Romania. How did Rome control an empire which ranged from the societies of the Mediterranean basin to those of Arabia and temperate northern Europe? How did the peoples of these regions adapt to, or indeed resist, ‘becoming Roman’?

This module will give you a thorough foundation in the history of the Roman Empire from the first emperor Augustus in the 1st century BCE to late antiquity and the rise of Christianity in the 4th century CE. You will study the immense social, economic and religious changes that occurred across Europe and the Near East in this period, as well as the political and military history of the Empire. You will confront the challenges of writing Roman history from textual sources that are often fragmentary or have political and rhetorical agendas which are alien to us today. You will also learn to integrate material evidence, from coins and inscriptions to archaeology, into your understanding of the Roman Empire.

What our students say:

‘As someone who didn't know a lot on the topic, the lectures were very informative in helping me to build up my knowledge and the readings were accessible but still challenging... Reading about archaeology was also a very different approach to what I'm used to and greatly helped me with analysing physical sources rather than only written works.’ (Anonymous student evaluation)

‘Eleri is a phenomenal lecturer and seminar tutor. She is very engaging, attentive, and helpful... I think the most valuable aspect of the material itself was how well-rounded it was. Rather than just focusing on the city of Rome, or on religion, or culture, or otherwise, we got a well-rounded overview of the entire empire.’ (Anonymous student evaluation)

Between 1500 and 1865, Europeans embarked twelve and a half million captive Africans on slave ships for transportation to the Americas, the largest forced trans-oceanic migration in human history.

In this module, you will study the slave trade in the broader context of Atlantic history. You will first see how slavery diminished in Europe during the late Middle Ages, just as Europeans began to systematically explore the Atlantic basin. You will then study the rapid expansion of the trade after Columbus’ voyages, as Europeans enslaved increasing numbers of Africans to work in the fields, mines, and ports of the Americas. Focusing on the 17th and 18th centuries, you will look closely at how the trade operated, and how Africans experienced their enslavement.

You will also study north-west England’s connections to the slave trade by investigating how Liverpool and Lancaster merchants outfitted slave ships and profited from the trade, and the slave trade’s influence on industrialization. In the concluding section of the module, you will see how the slave trade was abolished in the early 19th century, and the persistence of a clandestine trade until the end of the American Civil War.

What our students say:

‘The lectures and seminars were both great and extremely helpful in thinking critically and from a new perspective, which was invaluable in helping me to write the course's essay, but also helped me with my other coursework.’ (Anonymous student evaluations)

This course covers core theoretical questions surrounding the nature and status of normative claims: those involving moral, political, or other values. We explore the whether normative claims admit of truth or falsity, or whether they are merely expressions of preference: whether such claims can be objectively warranted, or are ultimately ‘subjective’. Themes to be treated include: the meaning of words such as ‘ought’ and ‘good’; the relationship between values and facts; the Frege-Geach problem; the place of motivation in value judgments. Key ‘metaethical’ theories, such as naturalistic and non-naturalistic realism, emotivism, and prescriptivism, will be outlined and explored.

Virginia was the founding point of the presence of English people in North America, and of the first Africans in English-speaking America. This module considers the problems of founding a new society in the Americas during the earliest years of English adventurism. We will explore topics such as slavery, the ethics of land claim, the relations between pre-settled peoples and newcomers, trade, commodities like tobacco, and the emerging tensions between England and the colonies.

The module begins, chronologically, with the earliest voyages to the North American mainland, the adventurism of Sir Walter Raleigh and the settlements on Roanoke Island and Chesapeake, the relationship with the Powhatan Confederacy, and the Lost Colony. It then moves its attention to the Virginia Company and the settlement of Jamestown and explores the different experiments by successive governors – John Smith and Sir Thomas Dale in particular – to build a stable and workable community. It looks at the introduction of tobacco, the switch towards a plantation economy and society using slave labour, and the fall of the Company. Finally, it explores the problems of proprietary government, and ends with the governorship of Sir William Berkeley and the rebellion for ‘liberty’ under Nathaniel Bacon, which marked the enslavement of indigenes and Africans.

What our students say:

‘The sources included within the lectures were excellent in terms of highlighting broader themes and the overall narrative. The seminars were also particularly useful in terms of reflecting on the entire module’. (Anonymous student evaluations)

‘[I enjoyed] the innovative approach Sarah took to the historiography, and the emphasis on the primary source material’. (Anonymous student evaluations)

This module will introduce students to some of the most well-known women philosophers from ancient India, China, and Greece. The content of the module will be philosophical sources that were either: authored by women, include views, voices, and/or characters that claim to represent a woman’s perspective, or that are explicitly about women. In addition to reading this source material, the module will also develop the awareness of and skills to address some of the unique challenges of studying women philosophers, particularly in contexts where it is not clear if women composed the sources attributed to them.

You will spend this year working in a graduate-level placement role. This is an opportunity to gain experience in an industry or sector that you might be considering working in once you graduate.

Our Careers and Placements Team will support you during your placement with online contact and learning resources.

You will undertake a work-based learning module during your placement year which will enable you to reflect on the value of the placement experience and to consider what impact it has on your future career plans.

The gods are encountered at every turn in the Roman Empire, but seldom in the same way or in the same places. This module explores the immense diversity of religious experience, practice, and belief in the Roman world in order to understand religion’s role in the shaping of society and identity across the Empire. You will learn to use a broad range of archaeological, epigraphic, iconographic and literary evidence to reconstruct the lived experience of religion in the Roman Empire, from gods worshiped by German soldiers on the rain-swept Romano-British frontier, to domestic shrines in the kitchens of Pompeii, to the great Greco-Roman pilgrimage sanctuaries of Asia Minor.

How can we use site plans to think about the experience of moving through a sanctuary? How do animal bones and pottery assemblages allow us to reconstruct the dynamics of religious sacrifice and ritual feasting? What insights do first-person accounts of encountering gods through dreams and visions by authors such as Aelius Aristides or Cicero give into personal relationships with the divine?

Through detailed analysis of primary material and in-depth engagement with modern scholarship on Roman religion, we will explore the complex role played by divine cults, sacred spaces, and religious identities in the construction of society across the vast geographic and chronological span of the Empire. You will also have the opportunity to take part in a field trip to sites and museums on Hadrian's Wall, to experience a range of temple locations and material evidence for Roman religion in person.

What our students say:

‘The lecturer’s enthusiasm and dedication was obvious – there was never a dull moment in the classroom and I really valued every single minute of those seminars. Genuinely some of the most fun I have had throughout my degree.’ (Anonymous student evaluation)

This module explores the origins of modern consumer society in Britain, introducing you to an exciting and innovative field of historical research. In the hundred years from the abolition of advertising tax in 1853 to the birth of commercial television in the 1950s, advertising became an omnipresent feature of modern capitalism. In this module, you will explore the causes and consequences of this process of commercialisation using a range of primary sources, from press reports and cartoons, to business archives, social surveys, and, of course, the advertisements themselves.

You will explore the changing relationship between people and their possessions, the impact of new shopping environments like the department store and the supermarket, and the rise of ethical consumerism. Advertising is political, and you will also examine how it helped Britain win two world wars and market the Empire to its own people. You will learn how advertisements work by designing your own advertising campaign in a particular historical context. By the end of the module, you will understand how advertising sells us much more than simply clothes or food, how it shapes the way we view gender and race, and how it creates support for a market economy based on the principles of freedom and choice.

What our students say:

‘I thoroughly enjoyed the module! My favourite aspects were to do with the psychology of advertising and how this impacted gender roles.’ (Anonymous student evaluation)

‘I really enjoyed the variety that this module offers. Every week was a new topic and a new way to analyse different perspectives from the module period.’ (Anonymous student evaluation)

‘I think the range of coursework styles for this module were really fun to complete.’ (Anonymous student evaluation)

On 6 January 2021, the US Congress was attacked in a chaotic offensive of fire and fury that led to five deaths and countless injuries. After decades of gradual polarisation, the United States – the preeminent world power and self-proclaimed beacon of democracy – was coming apart in dramatic fashion as the world looked on. Three weeks later, the US Capitol witnessed the arrival of a new president and heard an inaugural address which focused on the need for unity and warned of democracy’s fragility.

This course will examine the reasons why, and the extent to which, American society, culture, and politics polarised in the years since 1960. To do so, it will examine a wide range of issues, such as: race relations, class conflict, gender and sexuality, socioeconomic policy, media, the ‘culture wars’, the modern American presidency, and political polarisation between Democrats and Republicans.

What our students say:

‘The quality of teaching is by far the best that I have received whilst at Lancaster, the lecturer’s seminars were engaging and thought provoking and readings set were informative about the various topics from week to week. In my opinion I have written my best essay work whilst doing this module as it has given me a thorough understanding of post war American history.’ (Anonymous student evaluation)

‘The most interactive class I've taken. Encouraged me to want to research the topics each week in detail.’ (Anonymous student evaluation)

This module focuses on selected topics in Applied Philosophy. Applied Philosophy involves the application of philosophical methods and knowledge to a range of problems that face institutions, professions, policymakers and regulatory bodies. Further questions arise about the nature and limits of applied philosophy.

This module investigates Europe’s ‘dark years’ mostly, but not only, through films produced from the 1940s to the present. We study individual and collective attitudes towards the occupation, taking into consideration political beliefs, and contextualising the fate of European Jews prior to and during the Holocaust. We also explore conflicting memorialization of resistance, collaboration and the Holocaust. Although the module is open to include other countries, we look especially at the USA, UK, France, Poland and the USSR, in addition to Nazi Germany.

The module starts with a brief introduction to the relationship between film and propaganda in Nazi Germany, followed by its use in the UK and the USA to canvas support for ‘the people’s war’ or to counter US isolationism. We then explore photojournalism and the role of film and documentary in constructing the ‘foundational narrative’ of Gaullist France as a ‘nation of resisters’, and the challenge to that view with France becoming a ‘nation of collaborators’ from the late 1960s.

Towards the end of the module, we investigate films, photographs and Jewish testimonies on the USSR’s Great Patriotic War that were released during Khrushchev’s Thaw or Gorbachev’s Glasnost. Throughout the second term of the module, we chart the development of Holocaust testimony through documentaries and fiction films that focus sequentially on Gentile rescuers, Jewish victimization, survival, and resistance. We read them through the lens of Levi’s ‘grey zone’, as well as Lanzmann’s and Hilberg’s definitions of perpetrators, victims, or bystanders. Throughout this segment, students lead class discussions about a film or topic of their choice. The module deploys methodologies from social and cultural history, as well as film and media studies.

What our students say:

‘A very well organised module overall that suited to everyone’s strengths and aided everyone’s weaknesses. Great selection of film and reading materials, I could not recommend this special subject more.’ (Anonymous student evaluation)

‘The best course I’ve done at the university.’ (Anonymous student evaluation)

This module will trace the development of Buddhist thought, from its emergence in India in the fifth century BCE, through its development across Asia, particularly China, but also Tibet and Japan. It will also look at how Buddhist philosophy has been received by Western philosophers from the 19th century. In addition to tracking and analysing key concepts, such as not-self, dependent origination, emptiness, and Buddha nature, this module will examine themes that pervade Buddhist philosophy in its various contexts, such as the relationships between teaching and practice, philosophy and literature, and religion and politics. Although the regional emphasis will change depending on the lecturer, this module will offer students an in-depth exploration of one of the most enduring, voluminous, and influential philosophical traditions of the world.

Soviet history is often told through the prism of totalitarian oppression, but beneath layers of state control a vibrant dissident movement was active. Whilst they were far from an homogenous group, their presence and sustained activism in the later decades of Soviet history raises broader questions about the communist superpower. What influence could political dissidents have on the world around them? How did they exert influence in a regime that wanted them silenced? What role did they, or could they play in the Cold War?

In this module, you will explore the breadth, depth, and complexity of the Soviet dissident movement and analyse the impact that they had on the wider world. You will explore the nature of political life in the Soviet Union, ranging from the punishment of the labour camp system under Joseph Stalin, the use and abuse of psychiatry under Nikita Khrushchev, and the silencing of the shestidesiatniki under Leonid Brezhnev. This module will also consider the role dissidents played in the collapse of the Soviet regime under Mikhail Gorbachev, and the contemporary parallels with dissidents such as Anna Politkovskaya and Pussy Riot in Vladimir Putin’s Russia. By focusing on the domestic enemies of the Soviet state, this module will allow you to explore in detail how totalitarian governments function, what activists and intellectuals can do to change this, and the role played by the international community in supporting these dissidents. Alongside this, it will address broader issues such as political dissent, human rights and international relations amongst others.

Indicative topics include:

• Samizdat, Natalya Gorbanevskaya and the Chronicle of Current Events
• Psikhushki and psychiatric abuse
• Aleksandr Solzhenitsyn and the ‘Slavophiles’
• Andrei Sakharov and the ‘Westernisers’
• Vladimir Bukovsky and the ‘non-conformists’
• The KGB and state intimidation
• The Refuseniks and Soviet Jewry movements
• Religious Persecution and Keston College
• The Helsinki Accords and the move towards human rights
• Amnesty International and the Soviet Union
• Pussy Riot and Pyotr Pavlensky

The module will look at philosophical issues that arise out of Darwin’s theory of evolution. These include questions about how best to understand the theory of evolution, and questions about what evolution implies for our view of the world, and in particular of ourselves. The course breaks down into three broad areas:

• Different ways to understand the theory of evolution, e.g., Is evolution, as some would have us believe, all about genes? Is natural selection the only important factor in evolution?
• Conceptual issues relating to biology, e.g., How do we define ‘function’? Is there one right way to classify living things
• Implications of Darwinism for understanding human nature, e.g., Does the fact that we have evolved affect ow we should see human nature? Why are evolutionary theories of human nature so controversial? Does Darwinism have any implications for moral questions?

The Dissertation is a module that progresses from the methodological understandings acquired in Second-Year courses.

You will write a 10,000-word dissertation exploring a challenging historical problem. While, in many cases, we expect that the topic chosen will arise from courses you are studying, it should also be possible to accommodate topics which do not have a direct bearing on your taught courses. The aim is to give you the opportunity to work in depth on a topic of your choice, and to gain the satisfaction of working independently and of making a subject your own. Research for dissertations will usually combine work on secondary literature with the use of primary sources (in translation where necessary). You are expected to demonstrate knowledge of the wider historical context of the subject being explored by including a critical review of relevant published work and to show an awareness of the limitations of primary sources used.

On the 17 July 1936, a group of Spanish generals launched a military coup against Spain’s democratically elected Second Republic. The following three years would witness a bitter struggle to determine the future of the Spanish nation. Ending just months before Germany’s invasion of Poland in September 1939, the Spanish Civil War has since been dubbed a ‘dress rehearsal’ for the Second World War. On the rebel side, General Francisco Franco enlisted the help of Hitler and Mussolini to defeat his domestic opponents. Meanwhile, the Republic was supported by Soviet Russia.

Yet the Civil War was also a Spanish conflict with important local dimensions. Republican Spain enjoyed a rich culture of mass politics, and Spanish socialists, communists, anarchists, liberals and feminists fought to the last against Franco’s reactionary coalition of ‘Nationalists’. Following his victory in April 1939, Franco would outlive his international fascist allies by several decades, and the difficult legacies of the war remain keenly present within modern-day Spanish politics and society.

Drawing on a large range of sources, including autobiographies, oral histories, novels, films, songs, and political speeches, students taking this module will gain an in-depth knowledge on the domestic and international origins, outcomes, and legacies of the Spanish Civil War. Indicative topics will typically include the origins of the Civil War, The Second Spanish Republic, 1931-1936; Republican militias, including anarchist and communist factions; the Army of Africa: Legionnaires and Moroccan Regulars; militiawomen, the Sección Femenina and gender on both sides; diplomacy, non-intervention, and the International Brigades; fascists abroad – Hitler and Mussolini; the aftermath of war, victors, vanquished, and repression in Franco’s New State; the legacies and historical memory of the Civil War.

What our students say:

‘Spending 20+ weeks learning about a relatively short time period (3 years of war plus build-up and aftermath) meant that I was offered a thorough understanding of the topic. The thematic approach to the module was well-structured. I have definitely developed better skills at scanning texts and absorbing the most relevant information since the start of the module, as a result of the two points above. Constant exposure to primary source material each week has benefited my historical analysis skills. Finally, the learning environment in each seminar is engaging and enjoyable; I always looked forward to attending and rarely felt reluctant to contribute to discussions.’ (Anonymous student evaluation)

The 13th century began with a rebellion that sought to cast a tyrant from the throne of England, followed after fifty years by a revolution, in which a party of barons and bishops backed by a vast popular following seized power from the king and set up a council to govern in his stead: a move that was utterly radical. This period has been hailed as the foundation of the enlightened democracy we enjoy today – but the reality is far darker. This was a world in which religious leaders had the power to punish kings, where rebels fought as sworn crusaders, and where people willingly went to their deaths for a political cause believing themselves martyrs. This world was not democratic, but theocratic.

In this module you will explore the major events of the period, in England and across Christendom; from the making of Magna Carta and the Fourth Lateran Council, to the Albigensian Crusade, the seizure of power in 1258, and the bloody Battle of Evesham that brought the end of England's First Revolution. You will meet the people who shaped this world – from powerful queens like Blanche of Castile and Eleanor of Provence, to leading knight William Marshal and the masterful pope Innocent III; from tyrannical and hapless kings to the churchmen who defied them and were recognised as saints; and from Simon de Montfort, the revolution's charismatic and brutal leader, to the low-born men and women who flocked to his banner. You will be able to uncover their stories through their letters, testimonies, and eye-witness accounts, and a wealth of other primary sources.

Through a range of topics, you will be able to explore your particular interests – whether in the political, religious, military, gender or social aspects of this period – and consider the big questions arising from this module: what can move women and men, poor and rich, to risk their livelihoods, to take life and give their own to decide who ruled the realm?

What our students say:

'Teaching is excellent and the seminars were a great opportunity to discuss our own ideas and talk things through with an expert in the field. The seminars were something I looked forward to every week and we had the opportunity to explore many of the primary source material for ourselves.' (Anonymous student evaluation)

'Many parts [were the most valuable] – from the development of a close-knit group, to the challenging yet interesting assessment work, to the feeling of really ‘mastering’ the subject.' (Anonymous student evaluation)

What moral obligations do we have towards future generations – to people who are yet to be born, and to merely possible people whose existence (or non-existence) depends on how we decide to act now?

In this module, we explore this question in detail by examining both a series of case studies and some of the main concepts and theories that philosophers use when thinking about these issues.Questions considered normally include:

• Is there a moral obligation to refrain from having children (e.g. for environmental reasons) and what measures may governments take to encourage or enforce population control?
• Should we use selection techniques to minimise the incidence of genetic disorders and disabilities in future populations?
• Should parents be allowed to use these techniques to determine the characteristics of their future children? How should we weigh quality against quantity of life?
• Would a world with a relatively small number of ‘happier’ people be preferable to one with many more ‘less happy’ ones?

The labelling of the Second World War as the People’s War in Britain draws attention to the importance of the men and women who waged it. With the blurring of the Home and Battle Fronts, the conventional gender contract in which men fight to protect the vulnerable at home and women keep the home fires burning was challenged, not least by the revolutionary act of conscripting women to the war effort.

In this module you will examine how the Second World War was experienced by a wide spectrum of British men and women, some of whom identified with the war effort, some of whom were deliberately excluded, or chose to challenge gender conventions in their choice of role. You’ll consider different categorisations of experience (military/civilian; home front/battle front; male/female) and explore whether there was a hierarchy of service and subsequently of remembrance.

Were gender roles in Britain really transformed by the exigencies of war? Through a wide range of written and visual sources, including autobiographical materials, poems, photographs, films, parliamentary minutes, newspapers, posters and cartoons, we will seek to understand individual and collective experiences of the war, and their gendered dimensions.

What our students say:

‘The lecturer for the module has been incredible. He has made each seminar interesting and engaging, and a genuinely enjoyable experience each week. Also, the lecturer’s feedback in class and on assignments has been both constructive and encouraging, and it is thanks to him that I have seen a huge improvement in my work throughout the year’. (Anonymous student evaluation)

‘This is by far my favourite module I have done during my time at Lancaster, the content was engaging and the module was very well structured. The lecturer’s enthusiasm for his subject made each lesson exciting and especially informative. We were given excellent guidance for each assessment and consistently encouraged to think independently and imaginatively about each topic’. (Anonymous student evaluation)

This course considers conceptual questions around 'health' and 'disease' (and related concepts of 'disability', 'normality', 'medicine', 'treatment') and explores how these relate to issues of health policy. We start by considering concepts of health and disease:

• Does whether a condition is a disease depend purely on matters of biological fact?
• Does a condition also have to be harmful to count as pathological?
• Is there any distinction that can be drawn between mental and physical disorders?
• Is it justified to treat people with mental disorders differently, e.g. in involuntary treatment?
• Should psychopaths who commit horrible crimes be considered to suffer from a disorder, or are they evil?
• What does it mean to say that someone is ‘normal’?

Many critics worry about medicalisation, and think that ever more conditions are coming to be considered diseases. Is this true, and does it matter?

We’ll also consider conceptual issues connected to treatment. ‘Evidence Based Medicine’ aims to employ treatments that have been shown to work. But, how can it be determined whether a treatment works? What should the aims of therapy be? What is the distinction between medicines and other drugs?

This special subject focuses on feminist philosophy and in particular the study of women and feminists in the history of philosophy, using nineteenth-century British philosophy as a case study. The course provides an in-depth understanding of debates around women in the history of philosophy, the relation between feminism and women, and how to research and study historical women philosophers who until recently have been omitted from the canon. This will provide important transferable skills in doing research in the digital world, including working with digital archives and historical journals. The course will allow students to undertake a sustained piece of independent research on a historical essay of their choice by a woman philosopher from nineteenth-century Britain. Students taking this course will not merely be learning about philosophy as done by others; they will be doing cutting-edge philosophical research themselves.

This module will examine key sources in the history of Indian political philosophy from ancient times to the present. We will begin by looking at the most influential political sources from ancient India, including the inscriptions of King Ashoka and the Arthashastra. Some of the questions we will be asking are how the ideas in these texts speak to modern debates about secularism, pluralism, and civil religion. We will then turn our attention to the modern period, reading the political thought of figures such as Gandhi, Ambedkar, and Ashis Nandy. We will look at how these and other modern political thinkers draw from premodern Indian traditions, as well as how they engage with and critique Western political ideas from Indian perspectives.

Today the claim that God designed everything in the universe has given way to the theory of evolution. The usual story of this change is one of conflict between science and religion. This module, however, will challenge the popular narrative.

Focusing on the period 1450 –1800, we will reconsider the rise and fall of the idea that nature was the work of a divine intelligent designer. As well as trying to understand why the design argument became so important in the early modern period, we will seek to understand why it fell out of favour during the 18th century – long before the theory of evolution.

But we will not simply be studying the history of ideas. To understand the role of design in early modern science, we will study a wide range of disciplines and practices – from intellectual disciplines like philosophy, rhetoric and theology, to material practices including chemistry, architectural design, archaeology and art.

What our students say:

‘The course structure, teaching and seminars were the most engaging and useful I’ve had over my three years at university’. (Anonymous student evaluation)

‘The engaging and interactive seminars allowed for a comfortable environment which made the subject more interesting and enjoyable’. (Anonymous student evaluation)

The module provides an introduction to formal logic together with an examination of various philosophical issues that arise out of it. The syllabus includes a study of the languages of propositional and quantificational logic, how to formalize key logical concepts within them, and how to prove elementary results using formal techniques. Additional topics include identity, definite descriptions, modal logic and its philosophical significance, and some criticisms of classical logic.

This module will address central issues in contemporary ethical (including meta-ethical), legal and political philosophy, and will allow a systematic critical exploration of the connections between ideas and arguments in each of the three areas of the subject.

Topics covered will include some of the following: modern theory of moral motivation, value theory, contractualism, the 'moral problem'; responsibility and criminal liability, the justification of punishment, the proper scope of the law; democratic theory, egalitarianism, justice, nationalism, multiculturalism, liberty and human rights.

When Europeans first landed in Jamaica, they thought that they had arrived in paradise: a sun-kissed tropical island covered with virgin rainforests, dramatic mountains, and exotic flora and fauna. By the early nineteenth century, colonization had fundamentally transformed this supposedly pristine island. This module explores how this process occurred. You will study the numerous ways that colonists exploited the Jamaican environment: the clear-cutting of forests to make way for monoculture plantations; the importation of plants and animals to replace decimated native species; and the extraction and exhaustion of natural resources. You will simultaneously examine enslaved Africans' and Native Americans' environmental perspectives and see how both groups used Jamaica’s mountains and surviving forests to resist the violent process of colonization. We will conclude by examining the colonists’ growing awareness that they had transformed Jamaica’s climate and natural world, just as the island’s economy was fundamentally changed through emancipation. You will thus emerge from this module with a detailed understanding of the natural history of Jamaica—one of the most fascinating places in the Early Modern Atlantic World—and the exciting field of environmental history more broadly.

This course will examine some of the core philosophical questions raised by warfare and conflict. We will look at the ethics of war and killing, but also at more neglected philosophical issues in this area, and non-Western approaches as well as classic texts in the Western tradition.

We will do so by examining some of the central dilemmas faced by soldiers, policy makers and non-combatants, in the form of a weekly question for discussion. These questions include: Can war be beautiful? When, if ever, should we go to war? What counts as legitimate action in war? What, if anything, do we owe to our enemies? Is soldiering a good life? What does technological development mean for warfare? What should a responsible citizen do when their country is, or looks about to be, at war? Who has the epistemic authority to speak about war? Is war always tragic?

This module will introduce students to the thought of Sigmund Freud, the founder of psychoanalysis. As well as providing a firm grounding in Freud's own thought, it will also raise questions about the implications of Freud's thought for philosophy. To this end, it will examine Paul Ricoeur's pioneering work on Freud and philosophy and will also look at the work of subsequent thinkers who have explored the ramifications of Freud's work for philosophy, especially Jacques Lacan, Michel de Certeau and Slavoj Žižek. The module will raise questions about the extent to which philosophy should respond to some of the insights of psychoanalysis.

This module introduces central issues, problems and theories in philosophical aesthetics by critically examining a number of central topics including: the nature of aesthetic experience; the objectivity of aesthetic judgement; emotional responses to fiction; the moral and cognitive value of art; the aesthetic value of nature. In addition to central philosophical discussions, various findings from empirical psychology and neuroscience will also be used. Although examples from all of the arts will be employed throughout the course, the emphasis will be on the wider issues just listed, and not exclusively focussed on art. That is, aesthetics will be explored as an important area of the philosophy of value in general.

This module considers key philosophical issues in the sciences of human mind, behaviour and social structures, such as psychology, psychiatry, sociology, economics and history. Topics to be considered may include the status of reason-based explanations of human behaviour, the legitimacy of psychoanalytic explanations, the understanding of other societies, individualism versus collectivism in social explanation, and the scientific status of social models based on postulates of rational choice.

This course examines central themes in the liberal branch of contemporary Anglo-American analytic political philosophy. The liberal positions on justice, liberty, equality, the state, power, rights and utility are all explored. The approach is philosophical rather than applied; its focus is on the ideas of liberal politics: how individual liberty can be maximised while not harming others; how an individual philosophical position can guide political determinants of a society and places the developments of liberal ideas in their appropriate historical contexts. The course also examines the connection between the ideas of liberalism and the idea of democracy to explore the philosophical tensions between the two and how these might be resolved. The course is a survey of major topics and concepts in Anglo-American liberal political ideas. The syllabus will include the following topics: questions about justice; visions of the state; negative and positive liberty; equality, utility and rights; toleration and multiculturalism; neutrality and the market.

The English East India Company (founded 1600) was the most famous corporation in world history: its business connecting the British Isles across the Atlantic, Indian, and Pacific Oceans. It was a protagonist of globalisation. Its longevity – from Elizabeth to Victoria – provides a common thread with which to illuminate the broader English/British story and the separate histories of the territories with which the Company engaged. Historians have debated what the Company represented. It did much to stimulate global trade, but was it a private business in the modern sense? It ruled British territory on behalf of the British state, but was it a state in its own right?

This module encourages you to engage with these (and other) large and important questions and digest the high-quality literature that the Company has rightly attracted. But the core of this class will be the challenge and joy of digesting the remarkable corpus of documents and writings that the Company issued or provoked from well-known political economists like Karl Marx and Adam Smith, to managers like Elizabeth Dalyson and non-European writers such as Mirza Abu Taleb Khan. You will be introduced to translated Persian documents, the correspondence of Company factors in Japan, charters, board room minutes, pamphlets, and histories and will explore art and architecture in the cities it did so much to develop. You will gain a broad understanding of 17th-, 18th-, and 19th-century British, Indian, and global history; and develop expertise in cultural, art, political, parliamentary, global, economic, constitutional, gender, and business history.

What our students say:

‘The seminars really got the whole group involved and we've all really bonded as a result. The information was so valuable and really helpful for revision!’ (Anonymous student evaluation)

‘I really appreciated the one-on-one meetings for essay feedback. Having twenty minutes set aside specifically for it made the feedback feel much more comprehensive.’ (Anonymous student evaluation)

This module critically explores a range of key topics in the ethics and politics of communication. In the first half of the course, we begin by an introduction to some basic concepts in linguistics and philosophy of language – especially to do with the practical side of communication. We then focus on (a) how certain kinds of communication can bring about ethical change (e.g. making something permissible); (b) upon whether lying and other kinds of deception are permissible, and if so, when. In the second half we turn to some broadly political issues: whether political lying is justified in a way that everyday lying is not. We consider three domains where freedom of communication is both important and contentious: freedom of speech, freedom of the press, and freedom on social media, including the challenges posed by “content moderation”.

Many writers have described the years of unprecedented historical change that surrounded the turn of the twentieth century as a time of 'cultural crisis'. This interdisciplinary module in US cultural history explores that so-called crisis through the close reading and analysis of a variety of important written and visual texts, including fiction and non-fiction, architecture and urban design, painting, photography and cinema. Module themes include: technology and culture, labour and capital, imperialism and the 'myth of the west', immigration and urbanisation, celebrity and consumer culture, reform politics, the Great War, and cultural modernism.

What our students say:

‘The lecturer made an effort to make the course a way to equip us with a richer view of life rather than just a tick-box exercise to pass an exam. He also actively took our advice and concerns throughout the course.’ (Anonymous student evaluation)

‘The lecturer’s overall teaching style is brilliant. Both his deep understanding of the course and his passion for it are contagious. The module also gave me a new perspective on history, learning, and life (not to sound too dramatic.)’ (Anonymous student evaluation)

‘The most valuable part of the module was the genuine attempt to get us to critically think about the world around us, using the modernity of 19th and 20th century America as a base. It really helped to broaden my mind on culture as a whole, and I am much more willing to fill my future with books and art, far more so than before.’ (Anonymous student evaluation)

In the Twentieth Century, Western philosophy underwent a number of fundamental “turns” — the linguistic turn, the phenomenological turn, the postmodern turn. Some of these changes were viewed as “revolutions” in philosophy. At the extreme end, there were even arguments that Western philosophy, as conceived since Plato, was finished. In this module we explore some of these key transformations. We consider the “linguistic” turn, and the formation of “analytic philosophy” at the turn of the C20. One central figure of this linguistic turn is Ludwig Wittgenstein. But Wittgenstein shifts from being at the centre of analytic philosophy to arguing that philosophy is finished. At the same time, philosophy also undergoes a phenomenological turn. We focus on how this leads, via Sartre, to a revival of existentialism. The contrasts between French philosophy and English-speaking philosophy become even more pronounced in the final third of the C20, with post-structuralism and post-modernist philosophy viewed by the “analytic” philosophy community as not even being a kind of philosophy. We assess the roots of, and justification of, this “analytic/continental” divide.