History 111 Final

Here is the final I gave my History 111 students today. It covers the mix of topics we covered this quarter, Cicero, Spartacus, Christian apocalypticism, the Reformation and religion wars and Giordano Bruno. Readers will likely get a kick out of my second essay question and the bonus. Like this blog, I do try to keep my classes interesting.







I. Identify (Pick 7) – 35 pts.

1. Millennium

2. Urban II

3. Crassus

4. Charles V

5. St. Jerome

6. Verres

7. John Calvin

8. John Hus

9. St. Bartholomew’s Day Massacre

10. Triumph





II. Short Answers (Pick 5) – 40 pts.



1. Was Rome a deeply religious society? Give specific examples.

2. Describe Tiro’s position in life. Do you see him as a victim of the Roman system?

3. Define martyrdom. What purpose does it serve a religion? In which periods did the Church encourage martyrdom and in which did they discourage it? Why?

4. What is the difference between a “top-down” and “bottom-up” strategy? Give an example of each.

5. Was Erasmus an opponent of the Catholic Church? What happened at the end of Erasmus’ life to make him appear so “dangerous?” Why did this event change how Erasmus was perceived?

6. According to Norman Cohn, what attracts people to “apocalyptic” beliefs? Do modern day Christian apocalyptics in the United States fit into Cohn’s model?

7. What were some of the popular beliefs in the mid 14th century as to the cause of the Black Death?





III. Essays (Pick 1) – 60 pts.



1. Giordano Bruno was a philosopher who believed in heliocentrism and was executed by the Catholic Church as a heretic. Yet at the same he was also very much a man of the sixteenth century. What elements in Bruno’s character make him different from modern people? Do you see Bruno as a scientist or as a magician? Was Bruno a skeptic trying to bring down Church dogma with reason or was he, like many in his time, a person of faith trying to work his way out of a religious crisis brought about through the Reformation?



2. Imagine that you are trying to interest either a powerful film producer or a mad king, who might chop off your head in the morning because he thinks that all women are naturally traitorous, in a story about Spartacus. Give me a summary of the story you would choose to tell. Feel free to take all the historical liberties you desire as long as you justify your decisions in terms of “narrative thinking.”





Bonus (5 pts.)

Why, since the 1960s, have many religious people (such as my aunt) begun wearing longer sleeves and skirts? Are they leading a revival to bring things back to the way they once were?

Thanks But No Thanks to Dan Brown for His Early Modern Science

Over this weekend I finally got around to reading Dan Brown's Lost Symbol, the sequel to the Da Vinci Code. I certainly expected a predictable plot with Robert Langdon spending several hours running around a city discovering ancient secrets with a female companion while being pursued by a creepy mystically inclined assassin while pontificating on all sorts of historical silliness. At this point, I have come to believe that Brown takes pleasure in mocking us historians and that he sticks in historical absurdities just to rub our noses in the fact that most of the public does not know, could not care less and would gladly accept his version of history over ours. This time around, though, Brown actually managed to offend me. Perhaps it was because he brought his brand of historical silliness to my area of history and makes claims that really do have the power to cause harm if taken seriously.

Take the following conversation between Langdon's mentor Peter Solomon (Peter is a Mason so the last name is a play on the Temple of Solomon, an important Masonic symbol) and his sister Katherine, who ends up serving as Langdon's female companion in this adventure, for example:

[Katherine's] brother [Peter]  ran a finger down the long shelf of cracked leather bindings and old dusty tomes. "The scientific wisdom of the ancients was staggering ... modern physics is only now beginning to comprehend it all."

"Peter," she said, "you already told me that the Egyptians understood levers and pulleys long before Newton, and that the early alchemists did work on a par with modern chemistry, but so what? Today's physics deals with concepts that would have been unimaginable to the ancients."

"Like what?"

"Well ... like entanglement theory, for one!" Subatomic research had now proven categorically that all matter was interconnected ... entangled in a single unified mesh ... a kind of universal oneness. "You're telling me the ancients sat around discussing entanglement theory?"

"Absolutely!" Peter said, pushing his long, dark bangs out of his eyes. "Entanglement was at the core of primeval beliefs. Its names are as old as history itself ... Dharmakaya, Tao, Brahman. In fact, man's oldest spiritual quest was to perceive his own entanglement, to sense his own interconnection with all things. He has always wanted to become 'one' with the universe ... to achieve the state of 'at-one-ment.'" Her brother raised his eyebrows. :To this day, Jews and Christians still strive for 'atonement' ... although most of us have forgotten it is actually 'at-one-ment' we're seeking."

...

"Okay, how about something as simple as polarity - the positive/negative balance of the subatomic realm. Obviously, the ancients didn't underst -"

"Hold on!" Her brother pulled down a large dusty text, which he dropped loudly on the library table. "Modern polarity is nothing but the 'dual world' described by Krishna here in the Bhagavad Gita over two thousand years ago. A dozen other books in here, including the Kybalion, talk about binary systems and the opposing forces in nature.

...

The showdown continued for several more minutes, and the stack of dusty books on the desk grew taller and taller. Finally Katherine threw up her hands in frustration. "Okay! You made your point, but I want to study cutting-edge theoretical physics. The future of science! I really doubt Krishna or Vyasa had much to say about superstring theory and multidimensional cosmological models."

"You're right. They didn't." Her brother paused, a smile crossing his lips. "If you're talking superstring theory ..." He wandered over to the bookshelf again. "Then you're talking this book here." He heaved out a colossal leather-bound book and dropped it with a crash onto the desk. "Thirteenth-century translation of the original medieval Aramaic."

"Superstring theory in the thirteenth century?!" Katherine wasn't buying it." Come on!"

Superstring theory was a brand-new cosmological model. Based on the most recent scientific observations, it suggested the multidimensional universe was made up not of three ... but rather of ten dimensions, which all interacted like vibrating strings, similar to resonating violin strings.

Katherine waited as her brother heaved open the book, ran through the ornately printed table of contents, and then flipped to a spot near the beginning of the book. "Read this." He pointed to a faded page of text and diagrams.

Dutifully, Katherine studied the page. The translation was old-fashioned and very hard to read, but to her utter amazement, the text and drawings clearly outlined the exact same universe heralded by modern superstring theory - a ten dimensional universe of resonating strings. As she continued reading, she suddenly gasped and recoiled. "My God, it even describes how six of the dimensions are entangled and act as one?!" She took a frightened step backward. "What is this book?!"

Her brother grinned. "Something I'm hoping you'll read one day." He flipped back to the title page, where an ornately printed plate bore three words.

The Complete Zohar.

Although Katherine had never read the Zohar, she knew it was the fundamental text of early Jewish mysticism, once believed so potent that it was reserved only for erudite rabbis.

...

Katherine didn't know how to respond. "But ... then why don't more people study this?"

Her brother smiled. "They will."

I don't understand."

"Katherine, we have been born into a wonderful times. A change is coming. Human beings are posed on the threshold of a new age when they will begin turning their eyes back to nature and to the old way ... back to the ideas in books like the Zohar and other ancient texts from around the world. Powerful truth has its own gravity and eventually pulls people back to it. There will come a day when modern science begins in earnest to study the wisdom of the ancients ... that will be the day that mankind begins to find answers to the big questions that still elude him." (Pg. 58-60.)


First, let us deal with that little howler about the Zohar. The Zohar was not written until the late thirteenth century. It was not printed until the mid-sixteenth century. Christian Knorr von Rosenroth's Kabbalah Denudata, which translated large segments into Latin, was not until the seventeenth century. You have to wait until the nineteenth century for an English translation. I thought string theory dealt with eleven dimensions but I will leave that one to the science people. 

At a more fundamental level, I am concerned with what Dan Brown is doing to science. Now do not get me wrong, as an early modern historian I think it is important that people understand the odd paths that created modern science. Contrary to the standard Whig narrative, science did not come about from people waking up after a thousand years in the Renaissance and deciding to be rational once again. As Frances Yates argued, the scientific revolution came about as an extension of renaissance magic which turned to texts such as the Codex Hermeticum and the Zohar in order to "recover" the "true" religion of the ancients and their magical secrets. In my 111 class, I certainly enjoy teaching my students about Giordano Bruno and how he was and was not like a modern scientist. Under no circumstance though do I wish for the science people in my class to turn around and try to be like Giordano Bruno. There are good reasons why science evolved away from turning toward ancient texts and it should stay that way.  

I do not care if Mary Magdalene carried Jesus' baby. Trying to bring back early modern science does concern me.

Dishware Baptizing and Tree Hugging: My Vermont Vacation

Last week I took a vacation from my summer dissertation writing vacation to go with my girlfriend and some friends to Vermont. We did lots of healthy nature things like hiking and visiting Ben & Jerry's.


Jews have a practice called "toveling," dipping new dishware in a body of water. Think of it as baptizing the dishware so at least they can get into heaven.

As an early modernist, I would point out that this practice among Culinary Jews has been the subject of heating theological debate, wars and even a defenestration of some dishware in Prague. Catholic Culinary Jews believe that the act of baptism alone can save new dishware from hellfire without the owner having faith in being able to eat from them in heaven provided that they are graced by a priest, using it to eat matzo and drink Manischewitz. Lutheran Culinary Jews believe that dishware may be saved through baptism combined with the faith of the owner followed by it being graced by any lay believer eating brisket or kugel and washing to down with some hearty beer. Calvinist Culinary Jews believe that, regardless of whether dishware is baptized, only an elect few will be saved so owners might as well stop worrying and just eat from them (or become bi-polar depressive and just eat). Anabaptist Culinary Jews believe that owners should be allowed a grace period with their dishware before baptism to eat with them so they can make an informed decision as to whether the set has the right pattern for dining in heaven.


I will say this about my girlfriend; she is assertive, intelligent and liberal. This liberalism may be rubbing off on me. Hiking up a mountain, she paused to refute intelligent design, pointing out that any intelligent designer would have had the good sense to move a tree just a few feet over and not stick it right on top of a rock.

Before I knew it I was hugging trees and concerning myself with soil erosion.

If I am not careful she might have me supporting same-sex marriage and female clergy. I will call in the RCA to find out which is a greater threat and get me least thrown out for. Well, at least my dishware will be saved.

The Military Mission of the Ottoman Empire

I previously discussed the difference between the military and missionary models of conversion as they relate to the Islamic and Christian traditions. The military model sees the conversion of the targeted population as a logical consequence of political rule, while the missionary model eschews politics, even to the point of accepting martyrdom, in the hope of converting the dominant society through argument and claims of miracles. I would like to point readers to an example of the military model as practiced under the Ottoman Empire in the seventeenth century.

Marc David Baer, in Honored by the Glory of Islam: Conversion and Conquest in Ottoman Europe, analyzes Ottoman conversionary tactics during the reign of Mehmed IV (1648-87). Mehmed IV is best known to Jewish history for being sultan during the outbreak of Sabbatai Sevi's messianic movement in 1665-66, to European history for presiding over the failed attempt to capture Vienna in 1683 and to Turkish history for being a pleasure seeking hunting enthusiast who allowed his empire to decline around him. Baer puts all three of these things together to knit an apology for Mehmed IV. Baer sees Mehmed IV's policies as being part of a consistent and remarkably successful plan of converting Christians, Jews and wayward Muslims. In this Mehmed IV was largely influenced by the conservative Kadizadeli movement, particularly the preacher Vani Mehmed Efendi. Instead of killing Sabbatai, the Ottomans hoped to use Sabbatai as a conversionary tool. Baer conclusively demonstrates how Sabbatai's conversion fit into a common pattern of ritualized conversions where Jews, Christians and heterodox Muslims would come before the court of the sultan to receive instruction in the faith, be dressed in new garments, and to be rewarded with a purse full of coins and a symbolic position at court. The failed siege of Vienna and the setbacks suffered at the end of Mehmed IV's reign, leading to his overthrow, should not detract from several decades of Ottoman military expansion, enlarging the sphere of Islamic power. This involved not just conquering territory, but the "Islamification" of the physical space under their control. This was also accomplished, in cases like the major fire in Istanbul, by not allowing Jews and Christians to rebuild and expelling them from specific neighborhoods thus turning former Jewish and Christian neighborhoods to Islamic spaces. Even Mehmed IV's love of hunting is seen as a means of projecting an image of the conquering Muslim warrior. Hunting served as a form of mock warfare where the sultan could demonstrate his personal bravery and command over other men. Furthermore the hunt served to allow Mehmed IV to travel around the empire and bring him in contact with his non-Muslim subjects and bring them to the faith.

What interests me about the conversion tactics described by Baer are that, while they bear a surface resemblance to the missionary model, they are still rooted primarily within the political and as such remains part of the military model. In our Ottoman scenario people might come to Islam out of their own free will. Even the accounts of Sabbatai's conversion, the major example in Baer's discussion of a forced conversion, carry the sense more of a gentlemen's agreement than brute force. The gist seems to be: "you Sabbatai are guilty of treason and should be put to death, but the sultan has nothing personal against you and is willing to call the whole thing off. He would just like you to do him a small favor, convert to Islam." Despite the absence of formal violence, though, the primary vehicle of conversion (for Sabbatai or anyone else) was the State and the realization that one could most effectively deal with this State by simply converting.

Such conversions lack drama and it was probably the point for it not to be dramatic. Jews and Christians are people of the book; they just need to accept the true conclusion of their faith and accept Islam, which should not be a big deal for them or require any sort of "rebirth." As such there is no need to use physical coercion. There is also no need for a sophisticated attempt to understand Judaism and Christianity and argue with their adherents on their own ground. There is something positive about this, in that Jews and Christians are not demonized; there is no need for them to be shown the "error" of their ways because they already know the truth and should be expected to readily convert. On the flip side, such a view does not take the opposition seriously even to the extent of acknowledging that the other side has opinions to be refuted. Christianity at least took Judaism seriously enough to polemicize against it. One is hard pressed to find an Islamic tradition of even achieving that baseline of respect.

Luther Wanted to Burn Down Synagogues But He Was Not an Anti-Semite

I spoke about Martin Luther the other day. I asked my Hebrew Academy students to define anti-Semitism and whether Luther was an anti-Semite. (As an early modernist, one of my personal goals is that after a year of my class my students, when they hear the name Martin Luther, should not think of a black preacher with a dream but a fat, beer-drinking German.) Almost every one of my students defined anti-Semitism as hating Jews. They also all saw Luther as an anti-Semite. I sympathize with my students’ feelings. When I was younger I agreed with my students. In my ninth grade history class, I called Luther a bum. The history teacher, Mr. Jesse, responded that he was a Lutheran. I guess you can say oops. (Mr. Jesse was the perfect middle school teacher. He was physically intimidating as in over six feet tall, built like a brick wall, yelled, and threw stuff. He also had a basic command of the material, was a genuinely likable person, and had a great sense of humor.)

There are certainly good reasons for viewing Luther as an anti-Semite. After taking a fairly positive attitude toward Jews early in his career, Luther turned on Jews with a vengeance in On the Jews and their Lies (1543). Luther advises:

First, to set fire to their synagogues or schools and to bury and cover with dirt whatever will not burn, so that no man will ever again see a stone or cinder of them. …
Second, I advise that their houses also be razed and destroyed. For they pursue in them the same aims as in their synagogues. Instead they might be lodged under a roof or in a barn, like the gypsies. …
Third, I advise that all their prayer books and Talmudic writings, in which such idolatry, lies, cursing, and blasphemy are taught, be taken from them.
Fourth, I advise that their rabbis be forbidden to teach henceforth on pain of loss of life and limb.
Fifth, I advise that safe-conduct on the highways be abolished completely for the Jews. For they have no business in the countryside, since they are not lords, officials, tradesmen, or the like.
While this aspect of Luther was mostly ignored until the twentieth century, the Nazis made use of Luther, viewing him as a precursor of theirs. The modern Lutheran Church has officially rejected all statements of Luther’s regarding Jews.

I believe that it is important that for anti-Semitism to mean something it has to mean something more than hating Jews. The English hate the French and vice versa. At Ohio State, we have a Hate Michigan Week every November. Pretty much every group on the planet has been hated by someone else, has been the subject of bigotry, discriminated against, and even on occasion killed. Anti-Semitism is something beyond that. Jews are unique in the sort of hatred they have consistently evoked in so many different places and people. What other group of people has something to compare to the blood libel or the Protocols of the Elders of Zion, one of the best-selling books of the twentieth century? The Nazis hated lots of different groups of people yet there was something about the Jews that made them a special target. For example, the German war effort in 1944 was literally sabotaged in order to massacre Hungarian Jewry. So anti-Semitism is not just people hating Jews but people having a pathological hatred of Jews, a hatred of Jews that goes beyond reason.

When dealing with Christian-Jewish relations it is important to distinguish between Christians who were hostile to Jews for what they were and a Christian hostility that went beyond all reality. Let us be clear, medieval Jews were heretics, unbelievers, and blasphemers, who hated Christians. Toldot Yeshu was accepted as fact by Jews. They believed that their ancestors really did kill Jesus and were proud of it. To them, Jesus was a bastard, a heretic, and a magician while the Virgin Mary was a whore. From this perspective, Luther was being perfectly reasonable. All his accusations were things that Jews would have admitted to. Jews cursing Christians was a fact. When Jews, in the sixteenth century, said the curse for heretics in the eighteen benedictions they meant Christians. It was a fact that Jews referred to Christians as goyim. Jews called Jesus the ‘hanged one.' Jews practiced usury. Luther refers to the blood libel accusations. He was agnostic about these charges but argued that Jews hated Christians enough to murder Christians. Again this was a very reasonable assumption.

Luther was a polemicist, who wrote in an aggressive manner; even by the standards of the day Luther’s universe was highly Manichean one, sharply divided between the saved and the unsaved with no grey area in between. It was not just Jews whom he believed to be satanic. He believed that the Catholic Church and even fellow Protestants who disagreed with him were also of the Devil and going straight to Hell. So there was nothing particularly anti-Jewish about his demonization of Jews. The fact that they were Jews was incidental to the fact that they were people who disagreed with him.

In the pre-modern period, all government authority was inherently religious. It was assumed that it was God’s will that a certain person rule. Because of this, there was, almost by definition, no such thing as a non-political religious claim. Every religious claim had political implications and anyone who went against the established religion was by definition engaging in political subversion. For example, if God is not a Catholic then God clearly would not want the Catholic Charles V to rule over his German people and take care of their spiritual welfare like he has the Pope look after their spiritual welfare. Therefore anyone who was not a Catholic in early sixteenth-century Germany was implicitly advocating for the overthrow of Charles V. Because of this it is impossible to ever accuse a pre-modern, Luther or anyone else, of being intolerant of other religions. Luther was perfectly in his rights to advocate the use of violence against Jews or any other religious subversives just as we accept the legitimacy of the use of violence even today against political traitors. And in fact, Jews got off much easier than Luther’s Christian opponents. Luther explicitly warned against directly harming Jews. The fact that Luther only wanted to destroy Jewish property, interfere with the ability of Jews to earn a livelihood and practice their religion while at the same time advocating physical violence against Catholics and Anabaptists begs the question not why Luther was hostile to Jews but why he was not more hostile to them. One suspects that it had something to do with his strong Augustinian leanings.

In conclusion, I do not think it is accurate or helpful to view Luther as an anti-Semite. He was an active opponent of Judaism which is nothing remarkable as to be a Christian, unless you are a very liberal one, requires that one be at least a passive opponent of Judaism, along with every other religion. Luther’s opposition to Judaism was internally consistent. His accusations against Jews are all grounded in solid fact; there was nothing fantastical about them. He took these things to their logical conclusion and endorsed a very reasonable sixteenth-century solution to the problem. Jews today do not have any legitimate grounds for any personal animosity against Luther himself let alone to use Luther as a polemical club against modern-day Lutherans.

Historians in the Philosophy Department: A Response (Part II)

(Part I)

What does Goldish mean when he says that your work must fit into "some larger narrative?" Do you fit your work into a narrative that other historians have created?
On a normative level, should historians be creating "narratives?" And who are these narratives created for? The general public? Other historians? Academia in general? Posterity? It seems I would favor your initial desire to just do a textual analysis, and eschew from making your work fit into a larger narrative. The main reasons to fit your work into a narrative would be for personal ends (i.e. career advancement, pleasing your superiors) than for any pedagogical or academic ends. One last thing I'd like to touch on is the relationship between "fitting your work into a narrative" and post-modernism's criticism and skepticism toward such metanarratives. I agree with your general assessment that post-modernism offers interesting analytical tools, but is probably misguided as an end in itself. Could you elaborate your thoughts on this topic?


There is, without question, a pragmatic issue at stake; one day, with the help of God, I hope to find myself, with my dissertation in hand, applying for a job at some university. I will be sitting in a conference room with a collection of professors from both inside and outside the history department, administrators, graduate, and undergraduate students. (I have been one of those "other" people sitting in the room.) It is likely that there will not be a single Isaac Abarbanel scholar, apart from me, in the room. Most of the people will not have much of a background in Jewish studies nor will most of them even be medievalists or early modernists. At some point, a scholar, maybe from the gender studies program or a modern American history person, is going to ask, not necessarily even with words, "why anyone should care?" There is, furthermore, a particular subtext to go with this question; why should anyone care enough about what I am saying to give me a position at this university that could just as easily be given to someone who does gender studies or modern American history?

At a broader level, anyone who wants to work in the humanities is going to have to answer this question in the courthouse of society. The fact is that jobs in the humanities are dwindling; there are not enough jobs for all the newly minted PhDs that our universities produce each year. This situation has only been made worse by the recent downturn in the economy. (For more on this topic, I recommend The Last Professors: The Corporate University and the Fate of the Humanities by Frank Donoghue. Donoghue, coincidently, used to work at Ohio State.) Ohio State recently slashed its search for someone to fill a new position in the women’s studies department. I do not expect the people in the women’s studies department to forget this and it is going to be an issue for anyone, like me, who does “dead white male” history, trying to get a job at Ohio State.

The humanities have no utilitarian value. I know that nothing that I or any of my colleagues, both the ones whom I work with here at Ohio State and the ones I will compete with in the future, do is going to cure cancer, stop Global Warming, or end our dependence on foreign oil. My younger brother is about to start medical school. I joke that he is a modern doctor while I am a medieval doctor; you come to me if you need your humours balanced or some limbs cut off. It is certainly a fair question to ask why society should fund my work and not simply leave it as a hobby for those who enjoy this sort of thing. Last I checked Ohio State is not offering any jobs for people who can beat Super Mario Brothers. (I seem to recall a Farside cartoon on the subject.) This question is particularly acute because up until the nineteenth-century history was merely a hobby for gentlemen of leisure. Edward Gibbon was a member of the British Parliament in the eighteenth century who, on the side, wrote a seven-volume work called The Decline and Fall of the Roman Empire. It is perfectly reasonable to assume that we could go back to this state of affairs. There are thousands of accountants and lawyers with an encyclopedic knowledge of the American Civil War. (I used to be one of those people during my adolescence.) Why do you need professional Civil War historians?

(To be continued …)

The Scientific Revolution (Q&A and Quiz)

1. It seems from the "Invisible College" article, that new sciences and philosophies were being studied somewhat publicly. Why then, would they call their Oxford club the invisible college?

One of the important things to consider in the rise of modern science is the creation of an international scientific culture. The invention of the printing press plays a major role in making this possible. This new scientific culture is a new power structure and, while there is nothing secret about it, it is not what most people would think of as a society and would therefore not see it as such. I would recommend Elizabeth Eisenstein’s The Printing Revolution in Early Modern Europe if you wish to pursue this topic.
As a way of modern analogy. Think of how the internet with its chat rooms, blogs, and instant messaging has changed how societies are constructed. People, for better or for worse, now find themselves forming relationships with people completely online without ever meeting them in person. So now society is no longer bounded by the people you live near and interact with in your day to day lie.
This new scientific culture is crucial because part of the scientific method is that an experiment has to be able to be duplicated by people in other places and times. We are moving from a model in which knowledge is a secret to be hoarded and guarded by a select few to one where transparency comes to be of ultimate value.

2. I was just wondering what would be the definition of modern sciencewould be with regards to this week’s readings. Is it science as what we would think of today?

The science of the early modern period included things like magic, demonology, alchemy and astrology. This does not mean that these people were bad scientists or irrational or superstitious. These things are better viewed not as counters to science but as failed sciences. To give the example of astrology, technically speaking astrology is true. A heavenly object, the sun, does have a tremendous impact on life on earth. Other objects affect the earth in more subtle ways. The moon’s gravitational pull affects tides. In fact Galileo rejected the theory that the moon affected tide because it sounded too much like astrology to him. Now, considering all this, it is not such a big jump to theorize that Saturn might cause depression. We have failed to find evidence for this so this theory has fallen through. This does not mean, though, that it was a bad theory. One of the flaws in how the history of science is usually taught is that focuses on successes. A major part of science is putting out theories that fail. How many light bulbs did Thomas Edison make before he got one that worked?

3. I wondered, as I read the invisible college, when the average person began to be in any way involved in science, whether it is a product of our public school system, or sometime earlier. I mean by this, science properly called science, because people obviously always practice science, even as we work out problems through trial and error. I mean to ask when people began to learn and participate in experimental science.

To a large extent science is the province of a narrow elite even today. Certainly during the Scientific Revolution experimental science is limited to very few people. That being said a major part of the success of this new scientific culture is its ability to attract popular attention and create a lay scientific culture. We will talk more about this once we come to the Enlightenment.

4. In the Invisible College reading, it says that many of the natural philosophers believed in "faith-ism", meaning what they couldn't explain with science, they explained with faith in religion. Is this thinking the predecessor to the Church of Scientology by chance?

Scientology is a religion created by science fiction writer L. Ron Hubbard in the twentieth century. To the best of my knowledge it has not been influenced by any of our early modern scientists/religious thinkers.

5. Can you further explain this concept of Fideism ("faith-ism")? It sounds pretty interesting and seems to be a unique way of combining two ways of thinking, science and religion, that one typically doesn't think of as meshing.

Anyone interested in the subject should look at Richard Popkin’s History of Scepticism from Savonarola to Bayle. You might think that a book about skepticism would be about people coming to challenge religious dogma. As Popkin reveals, though, much of the revival of radical skepticism in the early modern period is strongly fideistic. One has all these doubts about the ability of the flawed human mind to comprehend any truth, whether in regards to the natural world or in logic. The solution is to make a leap of faith and accept Jesus as your personal savior. This allows you to in turn have faith that, because you have been made open to these divine truths, you can hope to comprehend, through the aid of the Holy Spirit, the truths of science and logic.
In my experience in dealing with religious fundamentalists (some of whom happen to be relatives of mine) I have found that their religious convictions stem not from naïve incredulousness or lack of skepticism but from radical skepticism. These people are skeptical about the validity of the scientific method, the historical method or even logic. From this perspective the bar to believing in a literal interpretation of scripture is quite low. So your science textbook says that life evolved through evolution over millions of years. This other book, the Bible, says that life was created by God in six days. Why should you accept the former book over the later? The later has the endorsement of hundreds of generations of tradition. (Freelance Kiruv Maniac is a good example of this sort of reasoning.) The difference between these fundamentalists and me is that I have a tremendous amount of faith in the scientific and historical methods. As such I take any claim that results from these methods, such as the world being much older than six thousand years, very seriously. It becomes an intellectual non option to simply go against these claims.

6. I'm confused about the events that led to Galileo's Inquisition trial and shown by the video. At first, Galileo had a supporter in the Pope who allowed him to write about his ideas, given certain stipulations. What was it exactly that turned the Pope against Galileo?

You have hit the nail on the head. Pope Urban VIII was not some anti science zealot as he is commonly portrayed. Galileo was not twice put in front of the Inquisition because of heliocentrism. The Dialogues did not directly support heliocentrism and initially even passed censorship. Galileo was, for decades, the best known supporter of heliocentrism in Europe. If the Church had really been interested in stamping out heliocentrism they would have gone after Galileo decades before they did. Galileo made some really bad political decisions. He made fun of a stance taken by the Pope.
Keep in mind that the Thirty Years War is going on in Europe. At stake here is not science but Protestantism and the authority to interpret scripture. Galileo attempted to defend heliocentrism in terms of scripture and as such offered an interpretation of the book of Joshua that was contrary to that of the Catholic Church. From the perspective of the Church this makes Galileo a bit like the Protestants that they are in middle of fighting a war with.

I gave my students their first class quiz. It consisted of the following questions:

1. What faith do Magdalena and Balthasar belong to? What role does God play in their lives? (2 points)

2. List two of Luther’s “predecessors?” (2 points)

3. List three examples of religion wars in the sixteenth century? What was the resolution to these conflicts? (3 points)

4. Name two people involved with the Scientific Revolution and explain why they are important.

5. What was the common word for scientist before the nineteenth century? (1 point)

Bonus: Who was Mennochio the Miller and why do historians find him to be so fascinating?

History 112: Religion Wars and European Society (Q&A)

1. How unscathed do the mentioned Reformation religions translate to their modern counter parts?

The modern Calvinist (Presbyterians as we refer to them in America) and Lutheran religions are quite distinct from their sixteenth century forbears. For example the modern Lutheran church has officially rejected Luther’s views on Jews. I do not see modern Presbyterians attempting to recreate Calvinist Geneva on these shores. Neither of these groups maintain their forbearers emphasis of Hell and damnation.
This is quite common with religions in general. No religion is the same as the religion that existed centuries beforehand with the same name. A Catholic church run by Pope Benedict XVI, whether you like him or not, is a very different Catholic church from that of Leo X. We are dealing with different people who read texts differently, who interpret traditions differently and make different decisions. There is the lie perpetuated by most religions that they are an unbroken chain of tradition. In order to maintain this lie religious establishments will distort history and pretend that one can draw a straight line of equivalency between themselves and their forbearers.


2. I was reading the section and I noticed how divided up the nations we have today used to be. I knew Germany has been many separate states for most of its existence, but I had no idea the Netherlands was so separate. Also, it says that the Dutch had essentially the first modern Republic, so my question is, how similar was the 16th-17th century Dutch Republic to our own Republic, was it truly an early modern predecessor to American free-market capitalism?
3. What is your opinion on Davies' claim that the Netherlands "had every reason to regard itself as the first modern state"? I've never heard this before and would be interested in your thoughts on such a bold statement.

One of the major shifts in modern historiography is that our narrative of the Enlightenment and pre Enlightenment has moved away from just France. Just as our narrative of the Renaissance has moved away from the traditional Italian centered narrative so to has the narrative of the Enlightenment moved away from being France centered and other Enlightenments and pre Enlightenments have come into focus. The major beneficiary of this has been the seventeenth century Dutch republic. While the Dutch did not have religious tolerance in the modern sense of the term they were certainly more tolerant than anyone else in Europe and they were host to a fairly colorful cast of characters; the most famous of them being Benedict Spinoza. In addition the Dutch were leaders in the development of a merchant class. The Dutch republic, a small insignificant country managed to build a world class trading empire and become a major European power. Davies is certainly on the side of this pro Dutch shift, though he may overstep himself.

4. How was the Dutch education system? If I remember correctly from 111, the early university structure included 3 Lower and 4 Upper Disciplines. Was the same structure applied in the seventeenth century in Dutch Republic in particular, and Europe in general?
Good question. One that I am not qualified to answer. I do know that European universities one the major holdouts of conservative Aristotelians. This is contrary to modern times where we associate universities with being very liberal.

5. Can you go into more detail of the rioting and religious desecrationthat occurred under the regency of Margaret of Parma?

Margaret of Parma was the regent in charge of the Netherlands and she failed to maintain control at the beginning of revolt. Philip II put in a string of people to put down the Calvinist revolt and all of them failed. As with the pervious question I honesty do not have the background in Dutch history to go into much detail.


6. The witch craze is noted to be attributed "to the pathological effects of religious conflict." I can't say I really understand this. If all these changes and knowledge were being brought around by the Renaissance, how did this kind of stuff ever fly?

This is one of the great ironies of the early modern period. The Middle Ages, for all of its supposed “superstition,” did not have witches. All of a sudden, in the fifteenth century, when Europeans are becoming more “rational we have find this obsessions, possessing both the upper and lower classes, with the idea that there are people selling their souls to Satan and having orgies at secret Sabbaths. See Stuart Clark’s Thinking with Demons on this issue. He puts this issue into the context of early modern thought and shows why witches were a logical extension of certain foundational assumptions of early modern thought.

I showed the Return of Martin Guerre after class and offered the following questions to consider in relation to the class:


1. What is the role of family in Martin Guerre’s village? Are marriages made on the basis of love?
2. Are the villagers prudish about sex? Would children growing up in this society be more innocent or less innocent about sex than children growing up in our society?
3. The story in the film takes place in the mid sixteenth century. How relevant is this fact? Could this story have just as easily happened during the Middle Ages?
4. To what extent is the peasant society of Martin Guerre’s village distinct from the “high society” of the investigators from the parliament of Toulouse? To what extent does the film play to the notion of distinct spheres of high and low society?
5. Can we refer to the residents of the village as being oppressed and if so by whom?
6. Where does the priest fit in with this peasant society?
7. What is the role of women in this society? Are women in a subordinate position?
8. What is the role of religion in this society? How does the priest compare with the local wise woman?
9. In a world without fingerprints, DNA, dental records or even photographs how does one establish identity?
10. Using dramatic license, the film has Bernadette being aware of the truth about the man who claimed to be her husband; do you think that she did in real life?

Syllabus for History 112 Spring 2009

This coming quarter I am going to be doing History 112 again, though this time I am going to be teaching as an SSL. This will be completely my class with a curriculum completely under my discretion. Here is my proposed syllabus. I decided to go with Norman Davies' Europe: a History as my textbook though I have included two chapters from Jacques Barzun's From Dawn to Decadence. I would like to thank Dr. Breyfogle for allowing me to plagiarize off of his syllabus. This is still something I am tinkering around with. Any suggestions would be greatly appreciated.

Ohio State has a system known as Carmen where teachers can photocopy material and place it online where students in the class can read it. This is a great way to get around copyright issues. The university also puts out a publication known as Exploring the European Past (ETEP). It has various modules, collections of primary and secondary source materials on specific topics. Teachers can select modules of interest, which will then be collected into customized booklets for the class. ETEP is expensive, I admit, but it is a great way to introduce students to source material and the scholarly process.


History 112
European History:
The Sixteenth Century to the Present

Spring 2009

Lectures: MW 5:30 – 7:18 Mendenhall Laboratory (ML) 0191


SSL: Benzion N. Chinn
Office hours: M 3-5, and by appointment
Office: 009 Dulles Hall. Phone: 240 994 184
E-mail: chinn.26@osu.edu
Blog: www.izgad.blogspot.com



General Information

Welcome to the wonderful world of Modern European history!

In this course, we will study fundamental events and processes in European politics, war, economics, intellectual thought, culture, and society from the sixteenth century to the present. We will attempt to explain the origins of the contemporary world; the rise of modern secularism in its various manifestations and the rise of the modern liberal state. As we shall see there is more to this story than man all of a sudden becoming rational. We will strive to understand how Europeans lived and gave meaning to their lives in the “early modern” and “modern” eras.

The course is both topically and chronologically organized and emphasizes the common characteristics of European civilization as a whole rather than specific national histories. It traces threads of continuity while also examining the vast changes experienced by European society in these 400 years. In a course that spans several centuries and covers a large geographical area, the majority of peoples and events cannot be studied in detail. We will focus on particular cases that illustrate important patterns of change and conflict that have shaped the European world as we know it now. Hopefully this course will serve as a gateway for further explorations.

Throughout the course, students will learn skills that will be necessary for them both as history students and in most of life’s endeavors: critical and analytical thinking, writing, reading, listening, note taking, working in groups, and public speaking.



Objectives/Learning Outcomes

By completing the requirements for this Historical survey, students will:

1. Acquire a perspective on history and an understanding of the factors that shape human activity. This knowledge will furnish students insights into the origins and nature of contemporary issues and a foundation for future comparative understanding of civilizations.
2. Develop critical thinking through the study of diverse interpretations of historical events.
3. Apply critical thinking through historical analysis of primary and secondary sources.
4. Develop communications skills in exams, papers, discussions.
5. Develop an understanding of the patterns of European history, and how they inform present-day European society, politics, and relations with the rest of the world.


Important Information

Students are very welcome to come and talk with me about any aspect of the course and the wonders of history. My office hours and location are listed above. I can also be reached by e-mail (chinn.26@osu.edu).

In accordance with departmental policy, all students must be officially enrolled in the course by the end of the second full week of the quarter. No requests to add the course will be approved by the department chair after that time. Enrolling officially and on time is solely the responsibility of each student.

Disability Services: Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Ave; Tel: 292-3307, TDD 292-0901; http://www.ods.ohio-state.edu/.

This is a GEC course. This course fulfills the second half of the GEC Category 5. Arts and Humanities A. Historical Survey. It also fulfills the GEC category “International issues western (non-United States) course.”

Attendance
I am not grading for attendance. My philosophy is that the real work of this class goes on outside of my classroom. My lectures serve to help you understand the material you are reading and to equip you with the tools to get the most out of what you read. In theory one should be able to simply do the readings, not come to class, do all the assignments (one would have to come to class for the in class assignments) and do fine. Of course any student who could do that would have no need for my class to begin with. While one does not have to come to class one still has to participate. All students most e-mail me at least one question or serious comment about the reading by noon on class days. I use these questions as the basis for the class. My lectures are, in essence, my response to your questions.

Readings

All books have been put on two-hour reserve at Sullivant library.

All books are available for purchase at SBX and other area bookstores
**[Be sure to bring a copy of the readings to each discussion section as you will refer to the readings regularly during discussion]**
Required Books:
Norman Davies – Europe: a History
Deborah Lipstadt – History on Trial
ETEP Reader (Make sure to get the one assigned to this specific class. It will have my name on it.)

Grades will be computed on the following standard scale:

A: 92.6% and above B+: 87.6% to 89.5% C+: 77.6% to 79.5% D+: 67.6% to 69.5%
A-: 89.6% to 92.5% B: 82.6% to 87.5% C: 72.6% to 77.5% D: 62% to 67.5%
B-: 79.6% to 82.5% C-: 69.6% to 72.5% E: below 62%


Two special comments:
1) Since the University does not record D- grades, a student earning a course average below 62 will receive an E in this course.
2) In order to pass the course, you must pass the Final Exam with at least a 62.

Breakdown of Assignments
Class Participation – 15%
Maps and Quizzes – 15%
Paper #1 - 20%
Paper #2 - 20%
Final – 30%

Map Assignments and Quizzes

The “quizzes” component of your discussion section grade (15% of your total grade) includes two map exercises (one take-home and one in-class) and three in-class quizzes.

· Quizzes: Each quiz will comprise 3-4 short questions based on the materials in the reading assignments and lectures.
Map assignments:
Map assignment #1: European towns and physical geography (take home)
Map assignment #2: Contemporary Europe, political (in-class).
On take-home map assignment, students will be able to use published atlases (the best option) and/or good web maps (I recommend maps from National Geographic, the CIA, and the UN).
In-class map assignment (#2): Students will be required to know the locations of the countries of Europe today. In class, they will be given a map of today’s Europe with the borders marked and asked to fill in the names of the countries from a list provided. (usually approximately 30 countries)
Grading Your Exams and Papers:
I furnish below brief descriptions of how you will earn your essay grades:
· "C” essays will include: an introductory paragraph that contains your thesis; a body of several paragraphs in which you offer evidence from the readings, lectures, and discussions to support your thesis; and a conclusion that reiterates your basic argument. That being said this paper will have serious methodological problems.
· "B” essays will include: all of the above requirements for a “C” essay. It will demonstrate basic competence and understanding of the required assignment.
· "A” essays will include: all of the above requirements for a “B” essay plus more data and some indication of independent or extended thought. To get an “A” you are going to have to impress me by doing something that exceeds my expectations of 112 students.
· As for “D” and “E” essays: usually, these essays do not include a viable thesis and/or they do not include very much information from the course.


Late Paper Assignments and Make-Up Exams

Students must take the final exam at the scheduled times. Students will be allowed to take a make-up exam only for urgent reasons, such as medical or legal emergency. In such instances, students should, if possible, contact the instructor at least one day in advance. The student will be expected to present written proof of the emergency, such as an official statement from the University Medical Center. Without a valid excuse, students may be permitted (at the discretion of the instructor) to take a make-up exam. However, their grade will be reduced by a full letter (e.g., an A will be dropped to a B) for each week that passes after the scheduled exam time.
Extensions for the paper are granted at the discretion of the instructor to those students presenting valid and verifiable excuses (again you will be expected to provide written documentation). Students who are unable to fulfill assignments as scheduled for family, religious, or medical reasons must contact the instructor before the due date of the assignment. Papers that are received late without just cause or without a previously approved excuse will be graded down by a full letter per day late.

The pressures of other course work, employment, and extra-curricular activities do not constitute valid excuses for late assignments. Note due dates on the syllabus and plan ahead. If the instructor is not available to approve excuses, leave a message on his/her e-mail or office voice mail (failing that, you may leave a message for the instructor on his e-mail or voice mail). There is no provision in this course for additional papers for extra credit or to substitute for requirements.


Submission of Assignments
All assignments are mandatory. If you do not submit one assignment, your final grade will be reduced by one full letter grade in addition to giving you zero for that assignment. If you do not submit two or more assignments, you will automatically fail the course.


Grade Reconsideration
A student who wishes reconsideration of his/her grade on an examination or paper should resubmit the assignment in its entirety to the instructor. The exam/paper should be accompanied by a written exposition explaining why the grade is not an accurate appraisal of the work. Appeals must be initiated within ten days after the paper/exams were returned to the class. In reviewing a paper or exam on appeal, the instructor reserves the right to raise, confirm, or lower the grade.


Plagiarism, Cheating, and Academic Misconduct
Plagiarism, cheating, or other academic misconduct will not be tolerated and will be reported to the Committee on Academic Misconduct. It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. Faculty Rules (3335-5-487) require that instructors report all instances of academic misconduct to the committee. Be forewarned that I will pursue cases of academic misconduct to the appropriate University committee. For additional information, see the Code of Student Conduct at http://studentaffairs.osu.edu/resource_csc.asp .
Plagiarism is theft. Please read the attached definition of plagiarism (Appendix B from University Survey: A Guidebook and Readings for New Students), see the websites: http://cstw.osu.edu/ and http://cstw.osu.edu/writing_center/handouts/index.htm. If you do not understand what plagiarism entails as it is described in this excerpt from the student handbook and/or websites, you should see the instructor before beginning any of these assignments.

Paper Assignments:
Over the course of this quarter you will be assigned two papers to write. While you have to do both of these assignments, you can choose the order that you do them in.

Paper Assignment #1: You will write a 3-5 page paper reviewing a work of historical fiction (either from the list below or approved by the teacher). In particular you will analyze the work in question from a historical perspective. How does the author view the period being dealt with? How accurate is the book; what sort of liberties does the author take?
Paper Assignment #2: You will write a 3-5 page paper reviewing a scholarly work of non-fiction (either from the list below or approved by the teacher). What argument does the author make about his subject matter? Is the author’s argument convincing? How does the work contribute to our understanding of the period?
Both of these assignment will require that you formulate a thesis and that you devote body of your essay to defending that thesis.

Works of Historical Fiction
Libba Bray: A Great and Terrible Beauty (Victorianism, Women)
Tracy Chevalier: Girl with a Pearl Earring (Early Modern Society, Women)
Bernard Cornwell: Richard Sharpe series (Napoleonic Wars)
Charles Dickens: Tale of Two Cities (French Revolution)
Umberto Eco: Eternal Flame of Queen Loana (Fascism, Historical Method)
Emile Guillaumin: The Life of a Simple Man (Nineteenth century French peasantry)
Thomas Keneally: Schindler’s List (Holocaust)
Katharine Mcmahon: The Alchemist’s Daughter (Scientific Revolution, Early Enlightenment, Women)
James A. Michener: The Drifters (Cultural Revolution)
Patrick O’Brian: Aubrey/Maturin series (Napoleonic Wars)
Erich Maria Remarque: All Quite on the Western Front (World War I)
Conrad Richter - The Light in the Forest (Enlightenment, Rousseau)
Baroness Emma Orczy: The Scarlet Pimpernel (French Revolution)
Arturo Perez-Reverte: Captain Alatriste series (Early Seventeenth Century Spain)
Elizabeth Peters: Amelia Peabody series (Victorianism, Egypt, Women)
Alexander Solzhenitsyn: August 1914 (World War I)
Art Spiegelman: Maus (Holocaust)
For more suggestions see http://www.historicalnovels.info/index.html

Non-Fiction:
Gene Brucker - Giovanni and Lusanna: Love and Marriage in Renaissance Florence (Renaissance, Women)
B.S Capp - The Fifth Monarchy Men: A Study of Seventeenth-century English Millenarianism (English Civil War, Apocalypticism)
Elisheva Carlebach - Divided Souls (Jews, Early Modern Identity)
Natalie Zemon Davis - The Return of Martin Guerre (Women, Early Modern Society)
Elizabeth Eisenstein - The Printing Revolution in Modern Europe (Renaissance, Scientific Revolution)
Leon Festinger - When Prophecy Fails (Apocalypticism)
Jeffery Friedman - The Poisoned Chalice (Enlightenment)
Christine Garwood - Flat Earth: The History of an Infamous Idea (Victorianism)
Carlo Ginzburg - The Cheese and the Worm (Early Modern Society)
Night Battles (Witch Trials, Early Modern Society)
Ecstasies (Witch Witch Trials)
Matt Goldish - Sabbatean Prophets (Jews, Early Modern Society)
Christopher Hill - Antichrist in Seventeenth-Century England (Apocalypticism, English Civil War)
Susannah Heschel - The Aryan Jesus: Christian Theologians and the Bible in Nazi Germany (Nazism)
Richard Kagan - Lucrecia’s Dreams (Inquisition, Women)
Thomas Laqueur - Making Sex
Solitary Sex[1]
Phyllis Mack - Visionary Women: Ecstatic Prophecy in Seventeenth-Century England (Women, English Civil War)
Richard Popkin - Messianic Revolution: Radical Religious Politics to the End of the Second Millennium (Apocalypticism)
Dava Sobel - Galileo’s Daughter (Scientific Revolution)
Pieter Spierenburg - The Spectacle of Suffering: Executions and the Evolution of Repression: From a Preindustrial Metropolis to the European Experience (Early Modern Society)
Barbara Tuchman - Guns of August (World War I)
D. P. Walker - The Decline of Hell: Seventeenth-Century Discussions of Eternal Torment (Early Modern Religion)
Frances Yates - Giordano Bruno and the Hermetic Tradition (Renaissance, Scientific Revolution)
Perez Zagorin - How the Idea of Religious Toleration Came to the West (Wars of Religion)

Movies: At several points during the quarter I will be showing films related to the material. While I think these films are useful and will be worth your while to watch, I am not about to invest an entire class period in showing them. I will though introduce the film and start it during the last half hour of class. Students are free to stay and watch or leave at their leisure. I have penciled in two tentative films, but I am open to alternatives.
Class Schedule and Assignments

1. March 30. Introduction: The Historical Method
Highly recommended: Herbert Butterfield – The Whig Interpretation of History

2. April 1. Renaissance and Reformation
Davies 469-507.
Luther’s 95 Theses (http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html)
Papal Condemnation of Luther (http://www.papalencyclicals.net/Leo10/l10exdom.htm)

3. April 6. Religion Wars and European Society
Davies 526-39, 563-69.
Carmen: Magdalena and Balthasar, Edmund Williamson
Move: The Return of Martin Guerre

4. April 8. Scientific Revolution
Carmen: Barzun - “the Invisible College”
Video – Galileo’s “Dialogue” (http://library.ohio-state.edu/record=b5743543~S3)[2]
Quiz #1

5. April 13. Rise of Absolutism
Davies 615-28.
Carmen: Barzun – “The Monarch’s Revolution”
James I, Charles I, Thomas Hobbes, Louis XIV

6. April 15. The English Civil War and the Glorious Revolution (Passover No Class. You are still responsible for your reading and for the material I post.)
Davies pg. 545-53, 628-38.
ETEP – The English Revolution
Carmen: John Locke (From the Second Treatise on Government)

7. April 20. Enlightenment I
Davies 577-614.
Carmen: John Locke (Justification for the Glorious Revolution), Voltaire, Rousseau, Wollstonecraft.
Map # 1 Due

8. April 22. Enlightenment II
Candide(http://www.literature.org/authors/voltaire/candide/index.html),
Kant – “What is Enlightenment?” (http://www.english.upenn.edu/~mgamer/Etexts/kant.html)
Quiz #2

9. April 27. French Revolution I
Davies 675-757

10. April 29. French Revolution II
Carmen: French Revolution
ETEP – The Napoleonic Empire in Europe: Liberation or Exploitation?

11. May 4. Industrial Revolution
Carmen: Industrial Revolution I & II.
Paper #1 Due

12. May 6. Marxism
Davies pg. 835-41.
Communist Manifesto (http://www.anu.edu.au/polsci/marx/classics/manifesto.html)

13. May 11. Imperialism and the European City
Davies pg. 848-54.
Carmen: Orwell, Belgian Congo, Vienna and Paris I & II

14. May 13. World War I and its Aftermath.
Davies 875-96, 901-38.
Carmen: Palmer, Kern

15. May 18. The Russian Revolution and Stalinism
Davies pg. 959-65.
Reading: ETEP – The Russian Revolution
Carmen: Behind the Urals

16. May 20. Nazi Germany
Davies pg. 965-98.
Quiz #3

17. May 25. Memorial Day. (No Class)

18. May 27. World War II
Davies pg. 998-1055.
Movie: Downfall

19. June 1. Cold War
Davies pg. 1058-1136.
Map Assignment #2 (In Class)

20. June 3. Cultural Revolutions
Reading: ETEP – The End of Consensus: The Student Revolts of the 1960s.
In class presentations on European countries.

21. Conclusion
Lipstadt - History on Trial
Paper #2 Due

22. June 8. Final Exam

[1] For those who might be put off (or attracted) by Laqueur’s racy titles, these are serious works of scholarship dealing with changes in notions of sexuality during pre modern times. Once you get past the book title one is going hard pressed to find much to titillate or take offense at. One way or another I do strongly recommend them.
[2] This documentary is part of your reading assignment. You are to have watched it before coming to class.

History 112: Brave New World of Economics (Part I)

For the past few sessions we have been focusing on the religious changes occurring during the early modern period. Today I would like to move into the realm of economics. By way of transition I would like to consider the thesis of Max Weber that Protestantism led to the rise of Capitalism. What do people like Martin Luther and John Calvin have to with Capitalism? Justification by faith, reading the Bible and rejecting the Pope and many of the sacraments may all be very nice things, but they do not appear to have anything to do with economics. You have just come into some money, what do you do with it? If you are a Catholic you might give it to the Church to buy Masses for yourself, to support monasteries and to adorn your local cathedral with gold adornment. Come the Reformation and you are now a Protestant; no more lavish Masses, no more cathedrals full statues to that saints (that is all papist idolatry now), no more gold crucifixes adorned with jewels. So what are you going to spend your money on? How about buying shares in a boat going to India. This is Max Weber. As we have seen from our reading, there are Catholic merchants, so things are a bit more complicated than Weber had it; Catholics are also involved in this economic revolution.

The discovery of the New World and the Age of Discovery profoundly affected life in Europe. It was not just a matter of some explorers traveling to some place that no European had been before and planting a flag in the ground. Different countries were affected in different ways. Spain and England offer useful contrasts in this.

Spain hit the monetary jackpot with Mexico and Peru as Hernan Cortez and Francisco Pizaro respectively conquered the Aztec and Incan empires. This was one of the worst things to ever happened to Spain and it was the ruin of Spanish civilization. You have heard stories of lottery winners whose lives were destroyed by winning; the same was true with Spain. People in the sixteenth century did not see things this way. The rest of Europe salivated as Spain was able to spend itself to its heart’s content; war in the Netherlands, sure thing, Spanish Armada, not a problem. Starting in the seventeenth century, though, Spain went into a decline that they never recovered from.

How could finding so much gold be a bad thing? First you should consider what gold is actually worth. You understand that paper currency has no utilitarian value and in of itself is absolutely worthless. If President Obama would decide to try boosting his approval ratings by handing out a million dollars to every single American, no one would actually be helped by it. We would simply have inflation. At the end of the day gold is really no better. Like paper currency gold has little utilitarian value in of itself. Gold from the New World brought no real wealth back to Spain. It gets even worse. Where was the biggest share of this gold going to? The Crown. Regular Spaniards did not benefit from this. Furthermore now that the Spanish monarchy was completely self sufficient, monetarily speaking, it had no need to reform itself. Previously we learned about Charles I needing parliament in order to raise funds. If you are Philip II you have no such problems and can rule as an autocrat to your heart’s content. A modern example of this is Saudi Arabia where the house of Saud is completely protected by their wealth in oil and can safely ignore any call to reform either from the West or from their own people.

England, on the other hand, had a very different experience. For example, they came to Jamestown in 1607 looking for gold. They did not find any. Probably one of the greatest things ever to happen to them. How can this be? Once the colonists, those who survived the first few years, realized that they were not going to find gold they settled down and started growing tobacco. While we know now that smoking is addictive and causes cancer and are paying the price for the introduction of tobacco into European culture, tobacco is an actual product with real value. England therefore received something that was actually worth something. More importantly they developed a culture of trade. They become a model of Max Weber’s Protestant work ethic. Spain on the other hand, as the Catholic country par excellence, become a model of Weber’s Catholic non mercantile culture.

(To be continued …)

History 112: More on Giordano Bruno and the Challenge of Skeptical Relativisim

To continue with our discussion from the other day, you remember our friend Giordano Bruno, the renegade Dominican. If you were paying attention to your reading you may have noticed that he was mentioned in the section about Rudolph II. Rudolph II and his circle are an example of what Frances Yates argued, mainly that the Scientific Revolution had its origins in Renaissance magic. Rudolph II was into the occult and he gathered around him magicians, alchemists and astrologers from around Europe, one of them being Giordano Bruno. You might think that all this magic and occult has nothing to do with “science.” Except that one of the characters hanging around Rudolph II’s court is a man by the name of Johannes Kepler, one of the founding figures of modern physics.

Yesterday, in class, Dr. Breyfogle talked about Martin Luther and the Reformation. Having someone like Giordano Bruno offers an interesting perspective on the Reformation and the origins of modern secularism. One of the million dollar questions of early modern history is where does modern secularism come from. In the United States today only a third of all Americans go to a religious service on a weekly basis. Now America, by Western standards, is a very religious country. We have the second highest per capita level of church attendance of any Western country. Ireland is first. We tend to think of medieval Europe as being dominated by religion and people living in the Middle Ages as being very religious. Accepting this assumption, and it is actually not so simple, one is left with the question as to how and why things changed; if people were once very religious during the Middle Ages how and why did they become secular in modern times. Giordano Bruno is interesting in that he serves as a half way point. He rejected Christianity, as we are used to thinking about it, creating his own religion based on hermetic magic and Jewish mysticism, the Kabbalah, yet he viewed himself as a Christian trying to restore “true” Christianity, as practiced by Jesus and the Apostles, from the corruptions of the Middle Ages. In this he was like Luther. So when does someone stop being a Christian? When you deny the authority of the Pope, of Church councils and most of the sacraments, like Luther did? What about if you deny transubstantiation, like John Calvin? What if you deny the Trinity, like Isaac Newton and John Locke? Luther saw himself as restoring Christianity to the way things were in the Bible. The Bible says nothing about a pope so let us get rid of popes. Of course the Bible says nothing about transubstantiation so you have Calvin getting rid of that; no more Fourth Lateran Council. At the end of the day, though, the Bible says nothing about a Trinity so if you are Newton you can go and dump Nicaea overboard. From this perspective a Giordano Bruno makes perfect sense; you can believe in nothing and still call yourself a Christian.

As we talked about last time, in this class you will be learning about the historical method. History is a lot more than just names and dates, though you do need to have some knowledge of these things. History is a method of thinking, one that is useful beyond the narrow confines of history. Just as the scientific method is a means of thinking that goes beyond “science.” As a method of rational inquiry, the historical method, as with the scientific method, is premised on the notion that the human mind is capable of coming to know certain truths. This is the counter of what I like to refer to as the skeptical relativist position. Scientists have done a better job at presenting their method to the public. They have not had the luxury of other fields not to do so. As a historian I will never have to get up in front of a school board in Kansas or any other place and defend the proposition that the existence of a Napoleon Bonaparte is historical fact and that anyone who thinks otherwise deserves a straightjacket, a padded cell and a lifetime supply of happy pills.

Last time we considered a skeptical relativist position, that my blog, Wikipedia and the scholarship of Frances Yates are all the flawed products of the human mind and human biases and therefore are all equal; one is not really better than the other. Who would support such a position? We are used to thinking of relativism as product of liberal secularism. We are used to hearing from secularists that all values are relative and there are even those who would apply this relativism to science. Now there is another group that has the same interest, religious fundamentalists. In my opinion one of the major misunderstandings of religion in the modern world is the equation of skepticism and relativism with secularism; religious fundamentalism is also built around extreme skepticism and relativism. What is left standing if all human knowledge collapses and no longer can claim any authority? (In a Southern drawl) “The Bible! The Bible is word of God. All those so called scientists and scholars they do not really know anything. You need the Bible to set you straight.” If you have ever been around campus come summer time, you will hear people like this, standing around on the oval. Now I grew up dealing with Jewish fundamentalism, it sounds a bit different. (Yiddish accent) “Mimelah all the scientists are bunch of apikorsim (heretics) and what you need is to have emunah pshuta (simple faith) in the Torah hakodosha (the holy Bible).” This is an example of Yeshivish. Think of it as a sort of Jewbonics.

So all of you here! You are my deputy historians. We stand against skeptical relativism in both of its forms. We believe in the power of human reason and over the course of this coming quarter we are going to see the historical method in action as it takes apart texts.

History 112: The Internet (My blog and Wikipedia versus Frances Yates)

Welcome to my class. Today we will be discussing the internet. I assume all of you use the internet. How is the internet valuable and where might it prove to be a problem; should you use the internet as a source? The fundamental problem with the internet is that there is no control.

Take for example this blog here; (I showed the class my blog) it is written by a very nice person, myself, and I decide what is written. For example if I so feel like it I can write: “the other night the Ohio State Buckeyes defeated Texas in the Fiesta Ball.” And lo and behold it is on the internet. Wikipedia is even worse. At least with my blog you know who the author is. With Wikipedia you have no idea who the author is. Most Wikipedia articles are open to anyone to edit. You want to see how easy it is to put in made up facts into Wikipedia? (I gave my students a demonstration in practical Wikipedia sabotage, changing random facts around.) Here is an article on Jewish Messiahs. The article lists Asher Kay as a Jewish messianic claimant, who lived in the early sixteenth century. The real person was named Asher Lemlein. Asher Kay is a friend of mine, who decided to take advantage of the fact that he shared a common first with Asher Lemlein to take his place in Wikipedia’s version of history.

Now take this book I have here, Frances Yates’ Giordano Bruno and the Hermetic Tradition. Giordano Bruno was a sixteenth century renegade Dominican, who believed that the true Christianity was hermeticism and Kabbalah. He managed to run around Europe, preaching this, for a number of decades until he ended up in the hands of the Inquisition, who burned him at the stake. Frances Yates was one of the great early modern historians of the twentieth century and this book, written during the 1960s, revolutionized the field. What is the difference between this book and Wikipedia? I am sure Francis Yates was a very nice woman, she even was a professor at the University of London. Last I checked, though, Yates did not talk to God; this book is not the Bible. She wrote with a very specific agenda and it comes out in how she interprets texts. If any of you ever have the good fortune to sit down and read this book I would hope that at times you will say: “I do not buy her into what she is saying here, she completely misinterprets this document.” Yates was not perfect; she made mistakes. So if both Yates and Wikipedia are both prone to human error why is one better than the other?

Yates did not make this book up off the top of her head. Yates had an editor. The copy of her book in our hands here was published by the University of Chicago Press, a prestigious publishing house. Before this book was published numerous other scholars in the field looked it over and it passed muster with them. Furthermore Yates gives sources. If you think she is mistaken go back and read her sources for yourself. The fact that this is a printed book is also helpful. What we have here is a set text that is not going to change. The words in this book are going to stay exactly the same until it falls apart from age or is destroyed. While this does not mean this book is error proof, this gives it a level of credibility that I am actually going to take what it says seriously.

What is Wikipedia good for? I actually use Wikipedia on a regular basis. When I read I often run into names and terms I am unfamiliar with. What do I do? I look them up online and usually end up in Wikipedia. I can quickly get basic facts, dates, country and important concepts. Then I write it down. Here is a stack of flashcards I have with me. I have huge stacks of these at home. Wikipedia is also useful in that the better Wikipedia articles have footnotes and sources. So while Wikipedia, in of itself, is not a good source it can lead you to legitimate sources. If you are researching a topic you know nothing about you can go to Wikipedia and in seconds you can have a working bibliography from which to start researching.

AJS Conference Day Three Session One (Explorations in the Society and Culture of Italian Jewry and Death and Acculturation)

(I session hopped this one in order to listen to Steven Fine so I got parts of two different sessions.)

Explorations in the Society and Culture of Italian Jewry in the Early Modern Era
Stefanie Siegmund (Jewish Theological Seminary)
"Gendered Paradigms and Gendered Prospects: Italian Jewish Converts in the Early Modern Context"

Judith Bennett talks about the need to look at historical continuity when dealing with women. Women are continuously in a subjugated position. To apply this model to the situation of Jewish women and conversion, throughout the early modern period Jewish women were less likely than men to convert to Christianity. With the exception of forced conversions converts are overwhelmingly male. Judging from cases in early seventeenth century Rome, twice as many men converted as women. What we are looking for here is a model of non conversion. Both Christian and rabbinic sources are filled with cases in which wives did not convert along with their husbands.

Jews were more likely to convert when there were economic incentives. One would therefore expect women to convert when there was something for them to gain. Now in most cases women did not have the economic incentive that men had. On the contrary by not converting women were maintaining their status. The wife of a man who converted could still hope to get a divorce and her dowry. This would make her a free woman, outside of the control of her father or husband. Women are more likely to convert along with their husbands if they were younger and had small children. Such a women might value her personal freedom less and feel the need to keep her children.

(It may very well be true that in the situation of Rome women did get divorces. In the literature on the issue of apostate husbands leaving their wives that I am familiar with, mainly from fifteenth century Spain, husbands are not giving their wives halachic divorces, leaving them as agunot. This becomes a major incentive for women to convert. An example that comes to my mind is that Isaac Arama, who frames his discussion of who is a Jew within the contexts of apostate husbands. Saying that such people were no longer Jewish would solve a major problem; their wives would be free to remarry. The consequence of accepting these men as still being Jewish is that they are free to blackmail their wives and their wives are trapped.)


Death and Acculturation in Jewish Late Antiquity
Steven Fine (Yeshiva University)
"The Jewish Community of Byzantine Zoora: Inculturation and Jewish Identity in Late Antique Palestine"

The discovery of tombstones in Zoora gives us lots of written texts, but no context. Ten percent of the tombstones are Jewish the rest are Christian. That being said these Jewish tombstones are sources for Jewish life from the fourth to the sixth century, a period in Jewish history that we know little about. Jews here use their own calendar calculations. They were cut off from the main Jewish communities. We see lots of names starting with Yud or Chet. Inscriptions are in Greek and Aramiac. Engraved tombstones cost more and make you less sloppy. Christians have lots of crosses at the bottom. Jews have menorahs, arks, shofars, and lulavs. Both Jews and Christians have birds.

We cannot say what a symbol means. We can only talk about a range of meanings. Scholarship has been dominated by the Protestant question and has focused on Jews as a collection of sects; rabbis are seen as one among many Judaisms. We need to consider the broader common culture. The Jews in Zoora may not have been "rabbinic" Jews, but they were part of an easily recognizable Jewish culture.

General Exams IV: Orals

Yesterday I came to the final part of my general exams, the oral section. Orals consists of being put in a room with all four professors on your committee and for two hours they get to ask you whatever they feel like. I would describe the experience of having orals with Dr. Matt Goldish, Dr. Daniel Frank, Dr. Robert Davis and Dr. Daniel Hobbins as being in the center of a free-wheeling conversation with four people who are way smarter than you, but are being very nice about it. Most of it was a blur to me. I passed so I guess I did a good job. Here is my attempt to present my orals based on what I can remember.

I started off with a brief introduction, where I gave a survey of my intellectual development as a historian up to this point. History has been a major part of my life since I was in second grade. The area of history that interested me has changed from time to time. In middle school I was a big Civil War buff. Later, in high school, I moved to World War II and the Russian Revolution. Going into college I was convinced that I wanted to do nineteenth century European political history. Then I came under the influence of Prof. Louis Feldman, the classics professor at Yeshiva University. I guess I turned to the medieval and early modern periods as a compromise between being a modernist and a classicist. This turn nicely dovetailed with another interest of mine from high school, the biblical commentary of Isaac Abarbanel. Abarbanel proved to be the main subject of most of the papers I wrote while I did my MA at Revel. When I came to Ohio State I intended to do a dissertation on Abarbanel, focused on a close textual reading of his work. Either I was going to work on the issue of his relationship to Kabbalah or his relationship to Maimonides. Dr. Goldish nixed both of these options, insisting that whatever I did, it should be more than just textual analysis and involve myself in examining the general context of whatever I wrote. In this regard Dr. Goldish has been a tremendous influence on me. For Dr. Goldish the major thematic in dealing with European Jewry is always how what we see with Jews is part of some larger trend that encompasses Christians as well. (His book, the Sabbatean Prophets, is a good example of this.) My fondest moments with him remain, sitting in his office talking about various Christian mystics and how they compare to what we find in Judaism. That should give you and idea of the sort of thinker he is.

The first to go was Dr. Hobbins. We started by talking about the issue of female mystics, which was one of the papers I wrote in the written exam. He noted that when I first came to him about preparing a reading list we talked about doing something about medieval universities. This topic disappeared and the reading list was taken over by Christian female mystics. He asked me if I thought that any consensus had been reached as to the nature of Christian female mysticism and if so what. I responded that the big issue that everyone seems to come up against is whose voice are we dealing with in the texts, the female visionary or her male priest. We next talked about discretio spirituum, particularly as it involved Dr. Hobbins’ dissertation topic, the early fifteenth century French theologian Jean Gerson. I supported Rosalynn Voaden’s contention that this whole process of discretion spirituum was a discourse that could be used to ones benefit depending on ones ability to play to the politics of the situation, not all that different from knowing how to handle Inquisition censorship in the early modern period. This brought Dr. Davis into the fray and we ended up talking about Richard Kagan, who he once studied with, and his work Lucrecia of Leon. In her case it was her blaming her priest and painting herself an innocent, ignorant girl and her priest saying that she duped him. Dr. Hobbins next went to the issue of the fourteenth century Scientific Revolution. Norman Cantor advocated that position; Hobbins was interested in knowing who else held this. I pointed to Charles Homer Haskins and the classic example of someone who put the Scientific Revolution into the Middle Ages. There is also the example of Amos Funkenstein, Dr. Goldish’s late mentor, who saw there being a direct continuity between the late Middle Ages and the early Enlightenment. Underlying all this was Dr. Hobbins’ interest in the late Middle Ages as not being an era of decline. (An issue that I had wisely taken a supportive stance on in the written part of the exam.) I ended up having to defend the notion that astrology presupposed a mechanized view of the universe in light of the fact that astrology did not all of a sudden enter Europe at the end of the Middle Ages. I explained that this is a latent sort of issue. There is that element to astrology, waiting for someone to bother to use it. The other thing is, and this I should have been more forceful on, is that it is precisely in the early modern period that astrology becomes a major issue.

Dr. Davis, for his turn, opened by asking me about the difference between the late Middle Ages and the Renaissance. We had some difficulty getting on the same page with this question. I assumed that he talking about periodization, something with little intrinsic meaning. We break times into given periods to suit our own convenience. The point that he was trying to make, which eventually came out, was that, yes, during the fourteenth and fifteenth centuries many of the things we are used to associating with the Middle Ages and many of the things we are used to associating with the Renaissance are going on at the same time so we have the Middle Ages and the Renaissance going on simultaneously. He then when on to the topic of Jacob Burckhardt and civic ritual, which I discussed in the written exam. Dr. Davis, noting with a smile that Burckhardt was a free gift since he was not on my reading list, wanted to know how, in light of the very structured nature of civic rituals in the Italian city states, one could see this as promoting individualism. This line of questioning put me in a difficult situation since I do not support Burckhardt. Dr. Davis then went to the issue of the introduction of Greek into Italy during the fifteenth century. He managed to trip me up a bit here since my knowledge of the whole process is a bit vague. We next got onto the topic of magic, particularly within the context of the scholarship of Keith Thomas, Francis Yates and Stuart Clark. Here I got jumped by Dr. Frank for blithely remarking that Jews were not all that different from Christians. He managed to really back me into a corner on this since our sources when it comes to Jewish magic are basically all point to rabbinic magicians and not to lay magicians and we do not have an internal Jewish literature on Jews engaging in black magic.

Dr. Frank and Dr. Goldish led the final round of discussions. I was expecting Dr. Frank to bring up Karaites since I spent a good chunk of this past quarter in his office studying about them. He did not bother. Instead he asked me about comparing the Jewish reaction to Islamic culture as opposed to Christian culture. One of the major issues is the fact that Jews in the Islamic world were fluent in Arabic while Jews in the Christian world were, by and large, not using Latin. This got me going on about my memories of Dr. Haym Soloveitchik’s class and him attacking Yitzchak Baer; “he turns himself over backwards to show how Rashi knew a word of Latin.” This led to a general discussion of Christian influences on Jews and I ended up talking about Baer’s argument that the Hasidai Ashkenaz were influenced by the Franciscans. Of course Dr. Soloveitchik hates this essay as well. (There is a funny story that I did not mention; those familiar with Dr. Soloveitchik might appreciate this. I asked Dr. Soloveitchik where Baer got the idea that Hasidai Ashkenaz were interested in animals just like the Franciscans were. He turned on me and said: “there is one person (Baer) who knows and he is upstairs. There is one reference in the entire Sefer Hasidim.”) Dr. Goldish next asked me about the issue of conversos, which I had written about and were there any other major historiographical issues besides for the one that I wrote about, whether they were actually practicing Judaism or not. I brought up Richard Popkin, Dr. Goldish’s other mentor, who argued that conversos played a major role in the rise of skepticism within European thought. I could not come up with anyone who actually disagree with Popkin so that was a dead end.

So that ended my orals. They sent me out of the room for a few minutes before Dr. Goldish invited me back in and congratulated me on becoming an ABD (All But Dissertation.)