Aarhus University

The course provides a general overview of the most important natural hazards affecting the Earth and human societies in the past, at the present and possibly in the future. It covers the natural processes that impact the Earth system as hazards, disasters, and catastrophes instantaneously changing the environment and – in modern times – adversely affecting humans. Topics such as tsunamis, river flooding, sea level change, earthquakes, and mass wasting are discussed with focus on their origin, course, documentation left in the geological record and, when relevant, impact on past and modern societies, including economic and social impacts.

This course deals with reception and heritage, and the ways in which ideas of the historical past are constructed and changed to fit into new contexts. The focal point of the lectures and readings is the Nordic world, particularly the so-called Viking Age. The Viking Age is a pertinent case because of the multiple ramifications of that period across time and space. The course presents different theories and perspectives of relevance for reception and heritage (e.g., theories about memory, media, adaptation and heritage tourism; antiquarianism, medievalism, etc.). The course engages with (in principle) all kinds of reception, such as literary, religious, political and cultural, in Scandinavia, Europe and the wider world, and with textual, visual and material representations from the Middle Ages to our contemporary times. Among the topics to be discussed are, firstly, the stereotypes and images of the Viking Age and the appropriation of Norse stories and legends that circulate in popular culture and contemporary media; and secondly, the relevance and function of the Viking Age as a central component in the cultural memory of groups of people. It asks questions such as: When, and where, did the idea of the Viking Age and the Vikings take form? Why is there such a widespread interest in the Viking Age, for instance, in North America? For whom, when and in which contexts has the Viking Age functioned as an identity forming factor? How are medieval Icelandic sagas and Old Norse myths adapted in, for example, literature, film and music? Is Viking heritage tourism a national or an international phenomenon? To what extent is the Viking Age an integral phenomenon that connects cultures, and to what extent does its uses create boundaries?

This course provides an introduction to economic history, exploring the intersection of economics and historical events. It emphasizes the importance of historical events in shaping economic growth and development while illustrating how economic theories and logic can offer deeper insights into these events. The availability of historical data allows students to apply state-of-the-art quantitative methods to analyze past events and draw connections to present-day economic issues.

This course surveys the topic of gods’ minds: how (we think) they think, what (we think) they want and know, and why they might matter for human relationships. Drawing from many fields including theology, philosophy, cognitive science, cultural anthropology, behavioral economics, and evolutionary biology, this course examines human fascination with the gods from a variety of theoretical and disciplinary perspectives.

This course expands our understanding of the night and considers the range of lessons from such a reflection. It begins with two baseline assumptions. First, the night is not only a time but also a space. This social fact is important when we consider foundational research areas within social science and the humanities, such as urban anthropology. The city at night is significantly different than during the day, in terms of labor, geography, age groups and expressive culture. Second, when we entertain the idea of the night as a time-space, we can begin to think about inequality, one of the keywords of this course. The qualities of the night and our judgments about such qualities influence how social inequalities are expressed. Despite the fact that inequalities are produced/maintained, albeit differently, at night, it is important to emphasize the creative, transgressive energies of darkness. This course is transdisciplinary, meaning that it discusses methods and theories from multiple disciplines (anthropology, history, cultural studies, geography) and moves towards a creative mix for Night Studies. Readings cover cities in Europe, including Aarhus, as well as Latin American and African locales. It also takes into consideration the impact of the Covid-19 pandemic on the night.

This course examines the intersection of artificial intelligence, social media, and democratic processes, focusing on their impact on public discourse, political engagement, and policymaking. It explores topics such as algorithmic influence on opinion formation, misinformation and disinformation dynamics, digital activism, and the ethical implications of AI in shaping democratic participation. Through case studies, critical analysis, and practical projects, the course equips students with the tools to critically assess the evolving role of AI-driven platforms in the digital public sphere and their implications for democracy. Special attention is given to Scandinavian and European contexts, providing a regional perspective on global challenges

Memory is a precondition for taking responsibility for one’s past and being morally accountable. The connection between autobiographical memory processes and moral reasoning is crucial to the scientific understanding of what is commonly referred to as “moral conscience.” This course covers relevant scientific literature, empirical data, thought experiments, real-life examples, to promote students’ critical understanding of the subject matter. The scientific literature included in the course focuses on the following subject areas: autobiographical memory (key theoretical models, methods, empirical evidence); moral reasoning (key theoretical models, methods, empirical evidence); individual differences and moral reasoning (relevant literature examining Dark Triad Traits, as well as mood disorders in relation to moral reasoning); autobiographical memories and moral transgressions; autobiographical memories and moral emotions. Students are progressively encouraged to discuss the limitations and/or contributions of some of the presented articles.

This course is structured as a research project in which samples are collected, investigated using various analytical methods, processed using statistical methods, and compared to other studies. The focus lies on abrupt climate changes and the role of ocean circulation during the last ~50 thousand years in the North Atlantic region. The course takes a hands-on approach, using marine sedimentary archives as the basis for reconstructing past climate and environmental conditions. Through weekly theoretical lectures accompanied by extensive practical work in groups (field excursion, laboratory analyses, presentations and data processing), the subject progresses and culminates in an individual written report as course exam.

This course conveys insight into the cognitive mechanisms and representations underpinning human meaning-making. The course presents an overview of the cognitive processes and mechanisms involved in human meaning-making, including conceptual metaphor theory, image schemas, framing, and blending. The theories employed stem from cognitive science, cognitive psychology, cognitive linguistics, and semiotics. The course also provides insight into the relationship between meaning-making and perception, as well as sensory-motor experience. Additionally, it seeks to give students a general understanding of what meaning is, regardless of whether it is expressed in language, images, or speech, or manifests itself through perception. Finally, this course provides the general theoretical tools required to analyze specific cognitive and cultural phenomena. The course is adapted to accommodate the diverse backgrounds of the students.

This course considers global business strategy from two perspectives: the first focuses on the internationalization process of the firm that covers decisions needed to be made prior to the entry into a foreign market (pre-entry), while the second covers issues that may emerge or need to be taken into account after a firm’s entry into a foreign market, such as changing government regulations or demands of local stakeholders (post-entry). Offering a global perspective on firm strategy, this innovative course is a blend between international business and strategy with the elements of political science, sociology, and marketing. When dealing with each topic, it looks at theories and models that lie at the foundation of our understanding of their properties and basic relationships with firm strategy and its outcomes, and then look at them in a global perspective, i.e. how they may be different across countries and organizations. The course entails several case-based workshops, group reports, and presentations, all of which give students a chance to generate hands-on experience with the theories and models of the course.