King's College London

In this course, students are introduced to and practice three specific psychological skills, choosing two skills from a suite of optional skills, alongside a third compulsory skill (learning to carry out a literature search).  

The course introduces students to the history, changing fortunes, monuments, and artistic output of Constantinople, successor to Rome and the largest city of the medieval world. This is achieved through the examination of the city’s fabric, of individual monuments with their decoration, and of primary texts which shed light on important questions, with particular emphasis on the transformation of the city from Late Antiquity through the so-called dark ages and into the medieval period (4th - 15th century).

This course deepens students' understanding of the writer’s craft and enhance the development of techniques they acquired in Prose Fiction. The first ninety minutes of every workshop is devoted to the critique of student work-in-progress (either a short story or a novel excerpt). Discussions are guided by the lecturer, who offer feedback tailored to the craft-related issues evident in each submission. This may include topic such as characterization, plot, structure, dialogue, voice, point of view, narrative time, conflict, and prose style. The last half-hour of each workshop promotes the close reading and evaluation of established authors’ work, exemplifying matters of technique and the various stylistic approaches to the form. 

This course examines the functioning of democracies in a context of high economic interdependence. To do so, the course is structure into two parts. In the first part, students learn how to define and measure globalization; how institutions emerge and change and how political institutions have contributed to the development of globalization. In the second part of the course, the focus is on analyzing the relationship between democracy and globalization. In this part of the course, the main topics cover the relationship between globalization and political accountability; the surge of technocracy and the tension with the democratic ideal of self government, and the socio-economic consequences of globalization. These topics provide the basis to understand more complex problems like Brexit, the collapse of establishment parties or the rise of populism. 

This course is to help students better understand why people make certain financial choices in a way that systematically contradicts theoretical expectations. More specifically, this course is particularly interested in exploring examples of where conventional theory in finance does not hold and markets appearing to be acting "irrationally." Consequently, this course guides students through the development of the field of behavioral finance from the early ground-breaking work of psychologists Daniel Kahneman and Amos Tversky in the 1970s-1980s, to the extensive field that it is today, where the course covers a range of topics relating to seemingly irrational financial behavior, including spending, investing, trading, retirement planning, wellbeing, and public policy. 

Students explore, expose, and open up conversations around King's College London's historic associations with colonialism and racial injustices. It is open to students of different disciplinary backgrounds. Students do not need to have studied history before; over the course of the course, they learn the skills to become historians (or, at least, historians-in-training).

The course introduces students to the nature and applications of classical and biblical texts and traditions in English literature. The main premises of the course are that writers are also readers, and that among the factors which contribute to a reader's construction of a text is previous experience of other literature; that people have read the same texts in different ways at different times and found different texts more meaningful at some times than others; that since the 1930s, or thereabouts, we have largely lost easy, personal access to a range of expectations and knowledge of classical literatures and the Bible, which were previously shared by many writers and their readers. The course provides opportunities for students to experience at first hand, from selected texts, some of the literary forms, themes, and characteristic sensibilities of ancient Greece, Rome, and Israel, which provide meaningful contexts for English literary texts.

This course explores the role of Psychology in explaining variation in performance levels in sports and other aspects of physical activity. The course considers how levels of performance, including elite performance, might be influenced by psychological concepts including individual differences (such as in confidence, personality or perception), amount and nature of training or practice, effects of competitive stress, and other factors. The course also describes how techniques based on psychological theories and models may be used in interventions designed to improve performance (including coaching, and techniques such as imagery, arousal regulation, and goal setting). Students are introduced to the evidence base for these interventions, as well as the practicalities and challenges of applying these psychological techniques.

This course is broadly equivalent to A1 Basic User, Breakthrough Level of the Common European Framework of Reference for Languages. 

This course introduces students to Aristotle’s wonderfully rich but intricate philosophical writings by focusing on some of the most prominent topics in Aristotle’s philosophy. Students learn how to read, how to criticize, and how to make sense of Aristotle and benefit from the wealth of Aristotle’s thought. In the early part of the course students explore some of the basic themes of Aristotle’s epistemology, metaphysics and philosophy of nature. Students then focus on key topics from his psychology and ethics, perhaps of all his wide-ranging enquiries the areas that continue to provide the greatest stimulus for contemporary thinkers.