European Intellectual History since Nietzsche
This podcast is a survey of modern European intellectual history, tracing ideas from the late 18th century transition to modernity through the late 20th century transition to post-modernity. It explores how ideas cross borders and shape history, with a focus on the replacement of God in modernity and the abandonment of that replacement in postmodernity. The course is taught by Marci Shore, Associate Professor of History at Yale University.
Episodes
Class 25: From Modernity to Post-Modernity
“When they stormed the Bastille they forgot the Sorbonne.”—Hélène Cixous, 1998.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century transition to pos
Class 24: The Heidegger Controversy
“In the hut’s book, glancing towards the well’s star, in the hope of a word to come.”—Paul Celan, 1966.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th cen
Class 23: “Antipolitics” & the Philosophy of Dissent
“In the post-totalitarian system, this line runs de facto through each person, for everyone in his or her own way is both a victim and a supporter of the system.”—Václav Havel, “The Power of the Powerless.”
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aim
Class 22: French Post-Structuralism: Derrida and Deconstruction
“I often describe deconstruction as something which happens. It’s not purely linguistic, involving text or books. You can deconstruct gestures, choreography. That’s why I enlarged the concept of text.”—Jacques Derrida.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual
Class 21: Power and Archaeology: Michel Foucault
“Power is everywhere; not because it embraces everything, but because it comes from everywhere.”—Michael Foucault, The History of Sexuality vol. I.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century trans
Class 20: Violence and the Sacred: René Girard
“Violence is the heart and secret soul of the sacred.”—René Girard, Violence and the Sacred.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century trans
Class 19: Structuralism and Anthropology
“. . .we must never lose sight of the fact that, in both anthropological and linguistic research, we are dealing strictly with symbolism.” –Claude Lévi-Strauss, “Structural Analysis in Linguistics and Anthropology.”
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The
Class 18: Revisionist Marxism and Existentialism
“. . . man is essentially a being of praxis.” –Mihailo Marković, 1975.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century transition to post-modernit
Class 17: Husserl’s Children, Searching for the Other
“The Other wrenches me from my hypostatise, from the here, at the heart of being or the center of the world where, privileged, and in this sense primordial, I posit myself.”—Emmanuel Levinas, “Philosophy and Awakening.”
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. T
Class 16: The Second Sex
“We conceive her as hesitating between the role of object, of Other that is proposed to her and her claim for freedom.”—Simone de Beauvoir.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to
Class 15: Hannah Arendt, Totalitarianism and the Nature of Evil
“. . .totalitarianism has discovered a means of dominating and terrorizing human beings from within. In this sense it eliminates the distance between the rulers and the ruled. . .” –Hannah Arendt, Origins of Totalitarianism.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual histo
Class 14: The Frankfurt School
“Enlightenment is totalitarian.”—Theodor Adorno and Max Horkheimer, Dialectic of Enlightenment.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century tra
Class 13: French Existentialism
“Man is nothing else but that which he makes of himself.”—Jean-Paul Sartre, “Existentialism is a Humanism.”
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th
Class 12: Heideggerean Existentialism
“Dasein is an entity which does not just occur amongst other entities. Rather it is ontically distinguished by the fact that, in its very being, that being is an issue for it.”—Martin Heidegger, Being and Time.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class
Class 11: Phenomenology
“To the things themselves!”—Edmund Husserl.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century transition to post-modernity. Following an overview of
Class 10: Modernism and the Avant-Garde
“When Gregor Samsa woke up one morning from unsettling dreams, he found himself changed in his bed into a monstrous vermin.”—Franz Kafka, The Metamorphosis.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th cent
Class 9: Freudian Psychoanalysis
“The first of these displeasing propositions of psycho-analysis is this: that mental processes are essentially unconscious, and that those which are conscious are merely isolated acts and parts of the whole psychic entity.” – Sigmund Freud, Introductory Lectures on Psychoanalysis.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to
Class 8: Leninism, the Rushing of History
“We have said that there could not have been Social-Democratic consciousness among the workers. It would have to be brought to them from without.”—V. I. Lenin, What Is To Be Done?
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc
Class 7: Henri Bergson – Revolt Against Positivism
“All the molds crack.”— Henri Bergson, Creative Evolution.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century transition to post-modernity. Following
Class 6: Nietzsche and the Death of God
“God is dead. God remains dead. And we have killed him. How shall we, the murderers of all murderers, comfort ourselves?”—Friedrich Nietzsche, The Gay Science.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th c
Class 5: Marxism
“A specter is haunting Europe—the specter of communism.”—Karl Marx and Friedrich Engels, The Communist Manifesto.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the lat
Class 4: Hegel and the Historicist Chronotope
“The truth is the whole.” –G. W. F. Hegel, Phenomenology of the Spirit.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century transition to post-modernit
Class 3: The Legacy of Romanticism
“You see, gentlemen, reason is unquestionably a fine thing, but reason is no more than reason, and it gives fulfillment only to man’s reasoning capacity, while desires are a manifestation of the whole of life. . .”—Fyodor Dostoevsky, Notes from Underground.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in m
Class 2: The Heritage of the Enlightenment
“Our Western heritage is reason—reason, analysis, action, progress!” –Settembrini the organ-grinder in Thomas Mann’s The Magic Mountain.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to mo
Class 1: Introduction to the Course
“In general modern man has no solutions.”—Alexander Herzen, From the Other Shore.
HIST 271/HUMS 339: European Intellectual History since Nietzsche is a survey course designed to introduce students to the dominant trends in modern European intellectual history. The class aims to sketch a narrative arc from the late 18th century transition to modernity through the late 20th century transition to pos
Recommended
1856 Podcast-YMCA of South Hampton Roads
1984
1984, by George Orwell
19 Keys Presents High Level Conversations
19 Observations on mining and refining of critical minerals
1A
1Dime Radio
오늘 미국은
$100M Offers by Alex Hormozi, Book Summary, Podcast, English
0xResearch
10000 MINUTES
1000 Things You Should Know
