When we justly find fault with the present state of our civilization for so inadequately providing us with what we require to make us happy in life, and for allowing the existence of so much suffering which could probably be avoided -- when, with unsparing criticism, we try to uncover the roots of its imperfection, we are undoubtedly exercising a proper right and are not showing ourselves enemies of civilization.  We may expect gradually to carry through such alterations in our civilization as will better satisfy our needs and will escape our criticisms. But perhaps we may also familiarize ourselves with the idea that there are difficulties attaching to the nature of civilization which will not yield to any attempt at reform. 

Sigmund Freud, Civilization and its Discontents, trans. and ed., James Strachey (New York: W. W. Norton, 1961), pp. 58-63.] http://www.historyguide.org/europe/freud_discontents.html

Sigmund Freud, Civilization and its Discontents , Joan Riviere translation at http://www.english.upenn.edu/~afilreis/50s/freud-civ.html

How can the world be made a better place? Who has the capacity, credibility or power to make change? Is improvement even possible? Examining the works of some of Europe's most influential figures, we will explore modern European intellectual history using the lens of "reform," the notion that human nature, society and governance are susceptible to improvement, that wrongs may be righted, that "progress" is possible. Not all of the thinkers we study will agree on these points. Some are "utopian," perceiving the possibility of achieving a perfect society, often through revolutionary means. Others are "pragmatic," seeking to ameliorate the worst of society's ills through incremental personal or political reform. Still others are "tragic," evincing skepticism over the possibility of perfectibility, even as they recognize the desireability of, and need for, change. What they share is an acute sense of both the failings and promise of modern society and an inimitable talent for expressing their diagnoses and prescriptions. Each, in his or her own way, has shaped the course of Western politics and culture.

This course depends upon significant student initiative. Each unit will explore the ideas of a historical period through intensive, student-driven analysis of the works of 2-3 authors. We will follow the following general strategy:

  1. The teacher will establish the historical context
  2. Student seminar leaders will begin our exploration of each author by connecting close textual readings to discussions of the author's biography
  3. We will look at each work as a piece of literature, assessing the prose strategies employed
  4. We will look at each work as a piece of philosophy, exploring the author's understanding of human nature, truth and justice
  5. We will look at each work as a piece of political theory, examining the hopes and dreams of each figure and the methods proposed for achieving reform
  6. We will look at each work as a historical document, exposing essential aspects of specific historical eras. This will require us to use our historical imaginations to see the works from within the world view of its time
  7. The students will engage in a culminating activity or writing project that evinces the central qualities of the works we have studied

This will not be a textbook- or teacher-centered course. After the initial introduction for each unit, the students will lead analysis of each primary source text in groups of 3-4, preparing discussion questions, selecting handouts and leading the discourse. Regular student meetings with the teacher outside of class, in order to prepare for leading discussion, will be required. Thanks go to Judy Mendlesund for creating this course in 1999.


Course Requirements

Each student will:

• lead discussion (as part of a group of 3-4) at least once a unit (there will be 6 units)-- 40%
• write one short (3-4 page) analytical/creative essay each unit (6 mini-essays)-- 30%
• take one passage identification/significance midterm test -- 10%
• write one term essay (6-8 pages) in which you compare three of the authors we have studied OR establish your own utopia OR identify a particular contemporary social ill and propose a reform to correct it --20%

Reading List

Richard Sullivan, et al, A Short History of Western Civilization

Unit 1
Sir Thomas More, Utopia
Niccolo Machiavelli, The Prince
Martin Luther, selections [?]

Unit 2
Selections from Enlightenment thinkers: Hobbes, Locke, Rousseau, Diderot, Montesquieu
Women's rights in the French Revolution: Wollstonecraft, de Gouge, Condorcet, Rousseau

Unit 3
Adam Smith, Wealth of Nations
Karl Marx and Friedrich Engels, Communist Manifesto

Unit 4
Theodor Herzl, The Jewish State
Sigmund Freud, Civilization and Its Discontents

Unit 5
Mahatma Gandhi, selections from The Essential Gandhi
Selections from 20th century reformers


Useful Websites

Paul Halsall, Internet History Sourcebooks Project (Fordham Univ.)
http://www.fordham.edu/halsall/