Online courses directory (19947)
This course is an invitation to German film-making since the end of the Second World War. We investigate how German cinema captured the atmosphere of the immediate post-war years and discuss extensively major works of the "New German Cinema" of the Sixties and Seventies. We also look at examples of East Germany's film production and finally observe the very different roads German cinema has been taking from the 1990's into the present.
This subject surveys main currents of European cultural and intellectual history in the modern period. Such a foundation course is central to the humanities in Europe. The curriculum introduces a set of ideas and arguments that have played a formative role in European cultural history, and acquaints them with some exemplars of critical thought. Among the topics to be considered: the critique of religion, the promise of independence, the advance of capitalism, the temptations of Marxism, the origins of totalitarianism, and the dialects of enlightenment. In addition to texts, we will also discuss pieces of art, incl. paintings and film.
This interdisciplinary course surveys modern European culture to disclose the alignment of literature, opposition, and revolution. Reaching back to the foundational representations of anarchism in nineteenth-century Europe (Kleist, Conrad) the curriculum extends through the literary and media representations of militant organizations in the 1970s and 80s (Italy's Red Brigade, Germany's Red Army Faction, and the Real Irish Republican Army). In the middle of the term students will have the opportunity to hear a lecture by Margarethe von Trotta, one of the most important filmmakers who has worked on terrorism. The course concludes with a critical examination of the ways that certain segments of European popular media have returned to the "radical chic" that many perceive to have exhausted itself more than two decades ago.
Explore the half of our world covered by deep ocean, and how our lives affect the hidden face of our planet.
Explore how the web has changed our world in the past 25 years and what might happen next.
Learn basic Java programming by developing a simple mobile game that you can run on your computer, Android phone, or tablet.
How can we talk more effectively in the workplace? This course introduces linguistic techniques to enhance business communication.
This course examines the major aesthetic, social, and political elements which have shaped modern Japanese culture and society. There are readings on contemporary Japan and historical evolution of the culture are coordinated with study of literary texts, film, and art, along with an analysis of everyday life and leisure activities.
This course surveys both cinematic and literary representations of diverse eras and aspects of Japanese culture such as the classical era, the samurai age, wartime Japan and the atomic bombings, social change in the postwar period, and the appropriation of foreign cultural themes, with an emphasis on the modern period. Directors include Akira Kurosawa and Hiroshi Teshigahara. Authors include Kobo Abe and Yukio Mishima. Films shown have subtitles in English. Taught in English.
This course examines cultural performances of Asia, including both traditional and contemporary forms, in a variety of genres. Students will explore the communicative power of performances with attention to the ways performers, media, cultural settings, and audiences interact. The representation of cultural difference is considered and how it is altered through processes of globalization. Performances are viewed live when possible, but the course also relies on video, audio, and online materials as necessary. There are no prerequisites for this course and it is taught in English.
In the decades following the Second World War, a cluster of extraordinary French thinkers were widely translated and read in American universities. Their works were soon labeled as "French Theory." Why would sharing the same nationality make authors such as Lacan, Cixous, Derrida, Foucault or Debord, ambassadors of a specifically "French" theory? The course will explore the maze of transatlantic intellectual debates since 1945 and the heyday of French existentialism. We will study the debates on communism, decolonization, neo‐liberalism, gender, youth culture and mass media. This course is taught in English.
In this seminar we will examine various issues related to the intersection of race and gender in Asian America, starting with the nineteenth century, but focusing on contemporary issues. Topics to be covered may include racial and gender discourse, the stereotyping of Asian American women and men in the media, Asian American masculinity, Asian American feminisms and their relation to mainstream American feminism, the debate between feminism and ethnic nationalism, gay and lesbian identity, class and labor issues, domestic violence, interracial dating and marriage, and multiracial identity.
Course Summary
Genius, talent and golden mediocrity are different dimensions of human existence. Our course shows how these three dimensions manifest themselves in life and how you can fulfill your genius, abilities, talents more fully and completely.
The course is of an applied nature and is oriented to studies in the field of creative life intensification psychology, help with the experience of crises, human potential realization and care. It may be useful for professional psychologists, for specialists whose activity involves empathy, inspiration, understanding and creating of daily life, and for all who are interested in the topic. The course is made in the popular form of short videos relying on free network resources users.
What will I learn?
A phenomenological description of genius, talent and golden mediocrity as specific dimensions of human life, correction of errors and misapprehensions of common sense. We critically examine the manifestations of the studied "dimensions" (phenomena), in order that by putting off all "the supposed" we could find specific and inherent meaning. The phenomenological method is to understand and express in simple terms the fundamental structure of creative activity, to express everything that was, that is and that will be important in the psychology of creative life.
What do I need to know?
No prior knowledge of phenomenology of genius, talent and mediocrity is needed in order to attend the MOOC. General cultural knowledge, interest in creativity, phenomenology, and psychology is welcome. It is advisable to understand what benefits a person in general and a student of this course in particular to have an access for literary writings, for the environment (online in our case) to meet with people, for travels, for participation in the upbringing of children, etc. We assume that students will be quite tolerant to some uncertainty in the process of clarifying the meanings and fundamentals for the intensive creative life.
Our target audience: students of psychology, social sciences, art; professional psychologists; specialists whose activity involves empathy, inspiration, understanding and creating of daily life; everyone who is interested in the topic.
Course Structure
General Course Outline
Three chapters: Genius, Talent, Golden mediocrity.
There are three modules in each chapter.
In each module there are 6 topics.
Each module takes one week of studying.
There are 54 topics – video clips including lectures and visual examples.
After each lecture you are provided with understanding questions and creative activities.
Talent is what is given. Care for the world. Motivation.
Mediocrity is means, tools, instruments, resources. Efficiency.
Genius reveals itself.
Talent is allowed (we allow it to come out).
Mediocrity develops.
Talent and socialization
Violent mediocrity
Talented people, mediocre minds
Examples of mechanical systems
Examples of biological organisms
Examples of human will
Examples of creative events
Examples of miracles in daily life
Am I a GENIUS (intonational stress on the word “GENIUS”)
I, a genius? (intonational stress on the word “I”)
I am a genius! (inspiring statement)
Complete Course outline
GENIUS
1. Am I a GENIUS?
Very often what people think about genius is not correct.
Examples of definitions and opinions from dictionaries and textbooks.
Meanings of genius – primacy, care for fundamentals, wholeness, sufficiency, initiative.
Phenomenological thinking “Exact Fantasy” by Goethe.
Genius and evil can be combined unfortunately, more often than we can imagine.
1.1. Doubts about genius
1.2. Misbeliefs about genius
1.3. Phenomenology of doubts about genius
1.4. Method of worthy doubts about genius
1.5. Risks of doubts about genius
1.6. Examples of experience
Learning activities
2. I, a genius?
One cannot seek genius, it always ‘already exists’.
Genius is not combined with ambitions; one cannot want to become genius.
Genius is not combined with motivation, it is often contrary to the wishes.
Changing while responding.
Method of responsive phenomenology.
Genius is a trial for a person.
2.1. Doubts about your own genius
2.2. Misbeliefs about your own genius
2.3. Phenomenology of doubts about your own genius
2.4. Method of worthy doubts about your own genius
2.5. Risks of doubts about your own genius
2.6. Examples of experience
Learning activities
3. I am a genius!
“In each of us a genius is sleeping. And day by day he sleeps tighter and tighter”.
Genius holds a lot, if not everything, it doesn’t exclude mediocrity and talent. You can talk about genius mediocrity or genius talent.
A man is a genius to the extent to which he is full of initiative to life renewal.
To be a genius means to surround oneself with genius phenomena and allow others and the whole world to be genius.
3.1. Confidence in genius in general and in your own genius in particular
3.2. Misbeliefs about confidence in genius
3.3. Phenomenology of confidence in genius
3.4. Method of confidence in genius
3.5. Risks of confidence in genius
3.6. Examples of experience
Learning activities
TALENT
4. Am I talented?
By being talented we often imply abilities to create. In reality talent is an ability to repeat something.
Talent is care for the world.
Talents become obvious after we lose them.
Aiming for something that doesn’t belong to us can suppress abilities. It is a Deal with the Devil – to give away your abilities for someone’s achievements.
4.1. Doubts about talents
4.2. Misbeliefs about talents
4.3. Phenomenology of doubts about talents
4.4. Method of worthy doubts about talents
4.5. Risks of doubts about talents
4.6. Examples of experience
Learning activities
5. I, talented?
Yes, I am talented, but what are my talents?
This is my talent and I don’t have to force myself to do it.
Over-motivation.
Sensitivity.
Too serious concern about myself. Loss of humor.
5.1. Doubts about your own talents
5.2. Misbeliefs about your own talents
5.3. Phenomenology of doubts about your own talents
5.4. Method of worthy doubts about your own talents
5.5. Risks of doubts about your own talents
5.6. Examples of experience
Learning activities
6. I am talented!
To the extent to which we are connected with the world, with life.
To accept something, to enrich it and to give it to the world.
Creative self-expression and self-fulfillment.
Being obsessed with the result.
6.1. Confidence in talents in general and in your own talents in particular
6.2. Misbeliefs about confidence in talents
6.3. Phenomenology of confidence in talents
6.4. Method of confidence in talents
6.5. Risks of confidence in talents
6.6. Examples of experience
Learning activities
MEDIOCRITY (defined as such: another name for the Golden Mean was golden mediocrity)
7. Am I mediocrity?
Very often it is considered to be offensive, but to be mediocre is good if it happens at the right time.
Something average, the mean, repeating itself, normal, something between.
The principle of economy.
Identification with the means only.
7.1. Doubts about mediocrity
7.2. Misbeliefs about mediocrity
7.3. Phenomenology of doubts about mediocrity
7.4. Method of worthy doubts about mediocrity
7.5. Risks of doubts about mediocrity
7.6. Examples of experience
Learning activities
8. I, mediocrity?
Is wrongly associated with lack of talent.
To live well according to their means (without debts).
The principle of balance.
Violent mediocrity.
8.1. Doubts about your own mediocrity
8.2. Misbeliefs about your own mediocrity
8.3. Phenomenology of doubts about your own mediocrity
8.4. Method of worthy doubts about your own mediocrity
8.5. Risks of doubts about your own mediocrity
8.6. Examples of experience
Learning activities
9. I am mediocrity!
It is not correct to suggest that if I am mediocre, then I cannot be a master in something.
Freedom from circumstances and effectiveness.
The principle of sustainability in motion.
Negligence to the world and a too cautious attitude to the media (the means).
9.1. Confidence in mediocrity in general and in your own mediocrity in particular
9.2. Misbeliefs about confidence in mediocrity
9.3. Phenomenology of confidence in mediocrity
9.4. Method of confidence in mediocrity
9.5. Risks of confidence in mediocrity
9.6. Examples of experience
Learning activities
Course Summary
The study of the EU as an international actor has become a key element in European and International Law, European Studies and International Relations. The EU represents the world’s largest trade power and aid donor, has a diplomatic service larger than that of most states, and has launched more than 20 civil-military operations. It has presented itself as a normative, global actor, and its emergence as a legal entity that is neither a state nor a classic international organization has both puzzled and fascinated legal scholars and political scientists alike. We represent a consortium consisting of the Global Governance Programme of the European University Institute in Florence, the Leuven Centre for Global Governance Studies and the Chair for European and International Economic Law at the University of Passau. We have joined forces guided by the vision of providing cutting-edge expertise on the many facets of this fast-evolving topic to the greatest number of students.
What will I learn?
At the end of the course you will …
- be able to identify and understand the main challenges of the EU and its Member States in the world today, and how they affect us personally
- understand the means which the EU has at its disposal to tackle these challenges, and learn ways to critically evaluate its performance.
- understand and be able to apply the key legal principles and political realities governing EU external relations, its relationship with its Member States and citizens, and the outside world.
- situate the EU as an international actor into the main theoretical approaches to International Relations, and harness these approaches to analyse current topics in global politics.
What do I have to know?
Basic knowledge in one or more of the following subjects is highly recommended:
- The EU and its institutions / EU politics
- EU / International law
- International relations / politics, foreign policy.
Course Schedule
05 May 2015: Chapter 1 - Introduction: The EU in the New World Order
11 May 2015: Chapter 2 - The EU and Sustainable Development
18 May 2015: Chapter 3 - The EU as an International Security Actor
25 May 2015: Chapter 4 - The EU and its Neighbourhood
01 June 2015: Chapter 5 - Promoting Human Rights and the Rule of Law
08 June 2015: Chapter 6 - The EU in the Global Economic Order
23 June 2015/29 June 2015: Proctored exam week
Line-up of contributors
Geert De Baere
is Associate Professor of International Law and EU Law at the Institute for European Law and the Leuven Centre for Global Governance Studies, KU Leuven. From 2007 to 2009, he worked as a référendaire at the Court of Justice of the EU. He is the author of Constitutional Principles of EU External Relations (Oxford University Press 2008).
Marise Cremona
is Professor of European Law at the European University Institute (EUI). She joined the EUI in 2006, was Head of the Law Department between October 2009 and June 2012, and President ad interim of the EUI between June 2012 and August 2013. She is a co-director of the Academy of European Law and a General Editor of the Collected Courses of the Academy (Oxford University Press); a member of the International Advisory Board of the Centre for European Research, University of Göteborg, Sweden; a member of the Advisory Board of the European Foreign Affairs Review; a member of the Editorial Board of the European Law Review, and a member of the Editorial Board, Studies in EU External Relations, Martinus Nijhoff Publishers.
Her areas of interest include EU external relations, trade and development policy, common foreign and security policy, European neighbourhood policy and enlargement, and the institutional and constitutional law of the EU.
Professor Cremona holds a BA honours degree from Somerville College, Oxford, and an LLM in International Law from Darwin College, Cambridge. Previously, she held the professorship of European Commercial Law at Queen Mary University of London.
Giorgia Giovannetti
Professor of Economics at the University of Florence and Visiting Fellow at the European University Institute. Scientific Director of the European Report on Development in 2009 and 2010 and former Director of the Research Centre of the Italian Trade Institute (2005-2007). Advising the Italian Treasury and Ministry of Foreign Trade (2002-2013).
Christoph Herrmann
Professor of European and International Economic Law at the University of Passau. His research focuses on the relationship between the EU and the international economic legal order, in particular EU trade policy as well as the Eurozone and its relations with the IMF and other international actors. Editor of the European Yearbook of International Economic Law (EYIEL), listed on the indicative list of panelists of the WTO and was the case author of the ELSA EMC2 WTO Law Moot Court (2012/13). Author of several monographs and textbooks on EU law and international trade law.
Joëlle Hivonnet
European External Acrion Service (EEAS), China Division, where she is contributing to the implementation of the EU-China strategic partnership. European Official since 1992. Worked previously in Brussels, New York and Geneva.
Frank Hoffmeister
Head of Unit at DG Trade in the European Commission. Formerly member of the Legal Service at the European Commission (2002-2009) and Deputy Head of Cabinet in Commissioner De Gucht’s Cabinet on International Trade (2010-2014). Part- time Professor at the Vrije Universiteit Brussels for International Economic Law.
Stephan Keukeleire
Jean Monnet Professor in European Integration and EU Foreign Policy, University of Leuven and Visiting Professor at the College of Europe (Bruges), Belgium. Director of the 'Master in European Studies: Transnational and Global Perspectives' and 'Master in European Politics and Policies' at the University of Leuven. His theoretical research focuses on the analysis of foreign policy in an era of globalisation, with the concept of 'structural foreign policy' being at the heart of his research. Coordinator of the Online Resource Guide 'Exploring EU Foreign Policy': www.eufp.eu. Co-author of ‘The BRICS and other Emerging Power Alliances in the Asia-Pacific and Global South: Challenges for the EU and its View on Multilateralism’ (Journal of Common Market Studies, 2014) and of the widely used textbook 'The Foreign Policy of the European Union' (Palgrave Macmillan 2014, 2nd ed.).
Joris Larik
is Senior Researcher at The Hague Institute for Global Justice and Associate Fellow at the Leuven Centre for Global Governance Studies, KU Leuven. His work focuses on global governance reform, global normative frameworks, the legal and policy aspects of EU external relations, comparative and multilevel constitutional law and comparative regional integration. Dr. Larik initiated the Massive Open Online Course (MOOC) on The EU & Global Governance and served as its Academic Coordinator during the first edition in 2014. He continues to be a contributor and adviser to the second edition.
Lei Liu
is an associate professor at the School of Public Administration of Sichuan University, China . He holds a Doctor’s degree from Peking University in Environmental Science. He was a Jean-Monnet postdoctoral fellow at the Robert Schuman Centre for Advanced Studies (Climate Governance research strand) of European University Institute (Sep. 2013- Sep. 2014), and also a visiting scholar of the Ostroms' Workshop in Political Theory and Policy Analysis at Indiana University in the US (Sep. 2009- Sep. 2010). His research interests include Environmental Governance, Energy Policy and Global Climate Policy.
Sabrina Marchetti
is the Academic Coordinator of this MOOC. She is currently Jean Monnet post-doctoral fellow at the Robert Schuman Centre of the European University Institute in Florence. She received her PhD in Gender and Ethnicity from the University of Utrecht in 2010. As visiting fellow, she has been at the University of Linköping, at the University of Southern California, and at Delhi University. She has worked for Kassel University and the Metropolitan University in London, and with various non-academic research centres such as ISFOL in Italy, and IIED in the UK. She has mainly specialised on issues of gender and migration, with a specific focus on the question of migrant domestic work. From a comparative perspective, she has studied the case of Filipino, Eritrean and Afro-Surinamese migrants in Italy and the Netherlands. Her current project focuses on the case of Eastern European home-carers in Italy on the basis of interviews with workers and their employers.
Frederik Naert
Member of the Legal Service of the Council of the European Union (external relations directorate) and Affiliated Senior Researcher at the Institute for International Law, KU Leuven. Member of the editorial board of the Military Law & Law of War Review / Revue de droit militaire et de droit de la guerre and a member of the Board of Directors of the International Society for Military Law & Law of War. Author of International Law Aspects of the EU’s Security and Defence Policy, with a Particular Focus on the Law of Armed Conflict and Human Rights (Intersentia 2009).
Timea Pal
Jean Monnet postdoctoral fellow at the Global Governance Programme of the EUI. She is also part of the Global Economics research group within the EUI’s Robert Schuman Centre for Advanced Studies (RSCAS). She is a political economist working on the governance of global production chains, and on their implications on sustainable economic development in emerging economies.
Roman Petrov
is Jean Monnet Chair in EU Law at the National University of Kyiv-Mohyla Academy since 2010 and Head of Jean Monnet Centre of Excellence in European Studies at the same university since 2011. Lectured the very first Jean Monnet Module in EU law in Ukraine at the Donetsk National University. Former Max Weber Fellow at the EUI 2006-2008. Author of one of the first Ukrainian textbooks on EU Law. Founder and first elected President of the Ukrainian European Studies Association. Frequently provides expertise on EU law to state institutions in Ukraine, including the Constitutional Court of Ukraine and Ministry of Justice.
Kolja Raube
Senior Researcher, Leuven Centre for Global Governance Studies and Programme Coordinator, Centre for European Studies, KU Leuven. Heads the interdisciplinary research project The Rule of Law – A Strategic Priority of the European Union’s External Action. Author of Die Verfassungsauβenpolitik der Europäischen Union (The constitutional foreign policy of the Europrean Union) (Nomos 2007).
Anna Triandafyllidou
is Professor at the Global Governance Programme (GGP) of the Robert Schuman Centre for Advanced Studies (RSCAS), European University Institute. Within the GGP she coordinates the Research Area on Cultural Pluralism. Before joining the Programme, she was part time professor at the RSCAS (2010-2012). During the period 2004-2012, she was Senior Fellow at the Hellenic Foundation for European and Foreign Policy (ELIAMEP) in Athens where she headed a successful migration research team. She has been Visiting Professor at the College of Europe in Bruges since 2002, and is the Editor-in-Chief of the Journal of Immigrant and Refugee Studies. Her main areas of research and teaching are the governance of cultural diversity, migration, and nationalism from a European and international perspective. Over the past 15 years, she co-ordinated 30 international research projects in these research fields. Her publications include five authored books and 19 edited and co-edited volumes. For a full list see www.annatriandafyllidou.com.
Jan Wouters
Director of the Leuven Centre for Global Governance Studies, Full Professor of International Law and International Organizations, and Jean Monnet Chair ad personam EU and Global Governance, KU Leuven. Visiting Professor at Sciences Po (Paris), Luiss University (Rome) and the College of Europe (Bruges). Inter alia, President of the United Nations Association Flanders Belgium, Of Counsel at Linklaters, Brussels, Member of the Royal Flemish Academy of Belgium for Sciences and Arts. Editor of the International Encyclopedia of Intergovernmental Organizations, Deputy Director of the Revue belge de droit international and an editorial board member in ten international journals. Widely published on international, EU, corporate and financial law (more than 50 books, 100 international journal articles and 150 international book chapters).
The course analyzed major contemporary architectural ideas and projects in the context of globalization. We traced the development of architecture since the 1990s by discussing some of the most important topics and influential architects of our time.
There is something out there in space, something invisible we have a hard time to understand. But we can be certain of one thing: It played a major role in the formation of our and any other galaxy!
Learn how to analyze, contextualize and create stories and narratives in current media: from understanding storytelling basics to discussing new online tools and formats, this course brings together a network of media researchers, creators, and students.
This subject examines the paradoxes of contemporary globalization. Through lectures, discussions and student presentations, we will study the cultural, linguistic, social and political impact of globalization across broad international borders.
We will pay attention to the subtle interplay of history, geography, language and cultural norms that gave rise to specific ways of life. The materials for the course include fiction, nonfiction, audio pieces, maps and visual materials.
This subject is the first semester of four that forms an introduction to modern standard Chinese, commonly called Mandarin, the language with the largest number of native speakers in the world. It is the official language of Mainland China and Taiwan, and one of the official languages of Singapore. The course presupposes no prior background in the language. Course objectives are to master Mandarin pronunciation, including the recognition and writing of Pinyin romanization, basic reading and writing skills (around 150 characters in the traditional character set or the simplified set), and to develop the ability to participate in simple, practical conversations on everyday topics. The relationship between Chinese language and culture and the sociolinguistically appropriate use of language will be stressed throughout. Typical class format will include performance of memorized basic conversations, drills, questions and discussion, and various types of communicative exercises.
This subject is the second semester of four that forms an introduction to modern standard Chinese, commonly called Mandarin. The emphasis is on further developing students' abilities to participate in simple, practical conversations on everyday topics as well as enhancing their abilities on reading and writing. The relationship between Chinese language and culture and the sociolinguistically appropriate use of language will be stressed throughout. A typical class includes performance of memorized basic conversations, drills, questions and discussion, and various types of communicative exercises. At the end of this course, students are expected to develop an understanding of the language learning process so that they will be able to continue studying effectively on their own.
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