University of Edinburgh

This course introduces students to the synergies and challenges across anthropological and psychoanalytic theory. It encourages students to think across methodologies and conceptual toolkits in their analysis of subjectivity, the psyche, and human experience.

The first part of the course helps students to understand how Korea and Japan, existing in a region where politics and culture revolved around the vicissitudes of Chinese power, built quite unique early modern political systems that ensured centuries of peace and stability. The damage caused by 19th century European and American expansion is explored through political, economic, social, and cultural lenses. Analyzing fascism, democratization, nationalism, and communism, including the era of 'total war' (1931-1945), helps students to understand how early 20th century East Asia was part of global trends at a time when populism and mass movements reshaped the old world order. The course covers the Cold War "peace," which included the Korean War and massive social protest in Japan, to understand how much American and Soviet interests influenced the region. Finally, only through a close examination of the normalization of international relations, particularly with China, and dramatic changes in the Japanese and Korean economies at the end of the last century, can we come to understand how East Asia became one of the centers of global production, security crises, and cultural output.

This course is a foundation course for all Earth scientists, as well as students from other disciplines like biology, chemistry, physics, and engineering who wish to understand how our planet operates. The course is taught through the concept of connectivity between the evolution of life, and the physical Earth over time, plate tectonics and the rock cycle, and climate and elemental cycles. It conveys the relevant spatial and temporal length scales involved in Earth processes. Through lectures, innovative hands-on practicals, museum visits and geological tours of Edinburgh, and a field trip, students come to understand how the Earth works as an integrated system of physical processes, life, and climate, and appreciate how our modern world has emerged.

The principles of classical dynamics, in the Newtonian formulation, are expressed in terms of (vectorial) equations of motion. These principles are recapitulated and extended to cover systems of many particles. The laws of dynamics are then reformulated in the Lagrangian framework, in which a scalar quantity (the Lagrangian) takes center stage. The equations of motion then follow by differentiation, and can be obtained directly in terms of whatever generalized coordinates suit the problem at hand. These ideas are encapsulated in Hamilton's principle, a statement that the motion of any classical system is such as to extremise the value of a certain integral. The laws of mechanics are then obtained by a method known as the calculus of variations. As a problem-solving tool, the Lagrangian approach is especially useful in dealing with constrained systems, including (for example) rotating rigid bodies, and one aim of the course is to gain proficiency in such methods. At the same time, students examine the conceptual content of the theory, which reveals the deep connection between symmetries and conservation laws in physics. Hamilton's formulation of classical dynamics (Hamiltonian Dynamics) is introduced, and some of its consequences and applications are explored.

The course introduces students to Chaucer's THE CANTERBURY TALES, a key text of the English middle ages and one of the most accessible yet challenging works of medieval literature in English. It explores the range of individual tales, and the social and pilgrimage frameworks, that unite the whole. Topics considered include the different narrative kinds and modes employed in the tales, the focus on issues of gender, desire and marriage, and the playful yet sophisticated reflection upon the act of storytelling itself.

This course introduces students to different methods of reading literature historically. In order to learn how to place specific textual representations in their wider social and intellectual contexts, students examine a range of literary genres, encompassing both canonical and non-canonical texts from the medieval period to the late 18th century. The texts have been selected to encourage critical engagement with the global dimensions of "English Literature." Students must have passed Literary Studies 1A and 1B (or equivalent if visiting student).

This course provides an introduction to archaeology for students who may or may not have studied the subject before. The course outlines what archaeology is, and how it is practiced. Topics include principles and methods of archaeological investigation, analysis, and reconstruction; human evolution and the hunter-gatherers of the Paleolithic; and early agricultural societies, which charts the crucial shift from hunting and gathering to farming in the Near East and Europe.

 

This course explores issues of crime and detection in a variety of literary texts from different historical contexts and from a variety of European and, depending on staff availability, also Latin American countries. This is done in relation to the main tropes of the genre and a range of theoretical approaches. It considers the contexts in which the texts appear and how crime fiction addresses ideological and social issues.
 

This course examines how working-class writers have represented themselves as well as how they have been represented by others. It pays due attention to the formal modes employed by working-class writing (realism, expressionism, surrealism, fantasy etc.) across a range of genres - fiction, poetry, drama, and film. The course moves from the 19th century to the present in order to understand how class identities change over time yet it also affirms how the reconstitution of class is not synonymous with its disappearance. The course focuses on key issues such as the relationship between culture and politics, the intellectual or writer as a socially mediated figure, solidarity and individuality, social mobility, gender, voice and vernacular, the politics of representation.