PAPVB_26 Understanding the Phenomenon Orientalism

Filozofická fakulta
podzim 2014
Rozsah
1/1/0. 4 kr. Ukončení: zk.
Vyučující
Dr. phil. Maximilian Wilding (přednášející)
Garance
prof. PhDr. Zdeněk Měřínský, CSc.
Ústav archeologie a muzeologie – Filozofická fakulta
Kontaktní osoba: Mgr. Lucie Valášková
Dodavatelské pracoviště: Ústav archeologie a muzeologie – Filozofická fakulta
Rozvrh
každé liché pondělí 14:10–17:25 N51
Předpoklady
Due to the subject of the course the following is considered crucial: attendance, efficient note-taking, verbalizing of own/others' views.
Omezení zápisu do předmětu
Předmět je otevřen studentům libovolného oboru.
Cíle předmětu
'Orientalism' in this context is understood as an assumption about SW-Asia and connected world regions, derived from a coarse-grained notion of ‘the East’ and claims the existence of an essential and inevitable rift with so-called Western societies, a divide that occurs at all levels - from the rather superficial down to the very societal foundations. At closer look - despite its considerable leverage in society & politics - the familiar concept ('Orient') proves to be hollow. It almost entirely lacks authenticity, context, real measure and socio-cultural detail, making it: a projection. Whilst in humanities Said’s ‘Orientalism’ (1978) has become iconical and has helped influence minds on a larger scale, blunt orientalising stereotypes are invariably used as codes in cinema, scientific derivates etc. In the archaeological practice the highly standardized visual representations play not only a (hegemonial) role initially, in the self-recruiting of candidates of SW-Asian archaeology. The stereotype also pounces back on the practicing excavator - either as certain attitudes displayed/faced during work, or as the outright expectation, that quickly limits the choices of researchers trying to reaching out to the general public. At least some facts about the phenomenon ‘Orientalism' should be known to persons that plan to become excavators in SW-Asian countries. In the course the students will be encouraged to make their visions of the ‘Near East’ explicit, before actually entering the new cultural ambient (e.g. as members of archaeological projects). In the wake of the course the students will acquire the ability to see & adequately name and avoid orientalising stereotypes. As a necessary precondition this sets them on the track of a more responsible stance towards the host communities, the researchers of other disciplines and the public.
Osnova
  • Lect. (1-6): Basic information 1+2: ‘Orientalism’ (Historical and socio-political roots) 3: ‘The Orient’ (Identifiers of the cliché) 4: ‘Canvas of Orientalism’ (Overview of the material expressions of Orientalism in paintings, sculpturing, music, stage performance, literature, fashion, events, marketing, newspapers, AV media) 5+6 ‘Nexus’ (Orientalism & Archaeology) Sem. (7-12): Application 7-10: ‘Scrap-booking’ (Active handling of visual material by the students combined with a demonstration of ways-of-interpretation) 11+12: Concluding sessions (Discussions) #11: Recap/Summing-up: 'The outcome of 7-10'. #12: Mapping-out: ‘What could be features of a sustainable position of archaeologists & prehistorians?’
Literatura
  • Doporučená literatura bude zadána a začátku semestru.
Výukové metody
Following an introduction to the topic (lecture units 1-6) the main didactical element is the analytical ‘precedence’ that is based on imagery (seminary units 7-12). In the first seminary units (7-10) the students are encouraged to actively reach out to visual materials and make conscious decisions whilst creating assorted image collections using the full range of figurative art in public places, paintings, book illustrations, photos, feature films, TV reports, documentary film, newspapers, touristy souvenirs, logos/advertisement, images of theatre productions and events (work groups). As a joint effort each item of this imagery pool will be specifically commented, contrasted with complementary visual information or otherwise contextualized (‘precedence’) in a joint effort of teacher & class (intermediary in-class discussions). In concluding sessions (plenary discussion) the progress in the over-all understanding will be stated, and it will be tried turn principal insights to into practical advice for the students.
Metody hodnocení
The evaluation (tripartite) will consider the student's overall achievement in: 1. attendance, 2. in-class activity, 3. the result of a final exam.
Vyučovací jazyk
Angličtina
Další komentáře
Studijní materiály
Předmět je vyučován jednou za dva roky.
Předmět je zařazen také v obdobích podzim 2016.