hist106-2009spring

objection

2009-06-25T18:55:00.001+03:00

Dear all, you may examine your final exams on Friday,June 26, between 10.00- 12.00.
(TB 507)

ALL GRADES (over 100)

2009-06-19T10:45:00.003+03:00

Number	Final	mid-term	discussion
2008209084	107	104	100
2008660412	108	102	100
2007101051	109	100	100
2007100154	109	99	100
2007101891	109	98	100
2008207000	108	99	100
2007101849	109	97	100
2008300141	108	97	100
2007101003	107	98	100
2007104000	104	101	100
2008302003	111	92	100
2007103880	106	100	90
2007102020	106	97	100
2007103613	107	95	100
2006101396	106	96	100
2008207144	105	97	100
2008302123	104	98	100
2007100670	107	94	100
2007103319	106	95	100
2007103424	106	94	100
2007100130	105	95	100
2007103391	101	99	100
2007101315	103	96	100
2007100076	110	87	100
2008301231	101	98	100
2008208051	99	100	100
2007101645	106	91	100
2007100100	98	101	100
2007103538	98	100	100
2007103754	103	93	100
2008300327	102	94	100
2007100292	103	92	100
2007103517	104	93	90
2007100697	101	94	100
2007103649	105	89	100
2007100583	103	91	100
2007103082	107	86	100
2008301096	106	87	100
2007103157	102	92	100
2008302051	102	92	100
2005104147	107	88	90
2007103292	101	93	100
2007102704	100	94	100
2007103760	95	100	100
2005103739	101	95	90
2007104051	103	90	100
2007103133	98	96	100
2008207087	97	97	100
2008302114	77	122	100
2007103073	98	95	100
2007102902	94	100	100
2007100610	93	101	100
2007100379	96	97	100
2007103052	104	87	100
2007103685	103	88	100
2006100067	98	94	100
2007102677	100	94	90
2007101345	104	86	100
2007101972	104	86	100
2004102905	95	97	100
2007103688	94	98	100
2006100004	98	93	100
2007102410	100	90	100
2007103403	96	95	100
2007102770	103	86	100
2005101390	93	98	100
2006100574	101	88	100
2008302213	96	94	100
2007100688	100	89	100
2008302186	99	90	100
2007102263	99	90	100
2007102383	97	92	100
2007100586	101	87	100
2008302195	92	98	100
2005102410	96	93	100
2007101429	103	84	100
2006101840	95	94	100
2007100838	98	90	100
2007101816	96	92	100
2004103034	90	99	100
2007101525	92	96	100
2007103268	100	88	90
2007104060	96	90	100
2007101726	98	90	90
2007102935	95	91	100
2007103058	101	83	100
2008300261	93	93	100
2008302183	100	84	100
2008110036	100	84	100
2007103160	92	94	100
2007101510	91	95	100
2001102023	87	100	100
2008300243	95	90	100
2007102728	90	96	100
2007103940	89	97	100
2007101252	93	92	100
2007101276	97	87	100
2007100739	94	90	100
2007102680	88	100	90
2007103694	93	91	100
2007101180	92	92	100
2007103865	102	79	100
2007104315	109	70	100
2007103850	93	89	100
2007104387	93	89	100
2008302159	101	84	80
2006102674	91	91	100
2007100772	97	96	50
2007103328	99	81	100
2006102188	95	86	100
2007102017	90	92	100
2007103202	101	103	0
2007104264	92	89	100
2007100985	91	90	100
2008301108	82	101	100
2007102521	91	92	90
2003100793	96	83	100
2008301258	93	91	80
2007100082	88	92	100
2007102842	98	79	100
2007104354	94	84	100
2008302234	94	84	100
2007100781	93	85	100
2007100391	95	82	100
2006104480	86	93	100
2006101327	85	94	100
2005100253	93	84	100
2007104372	86	92	100
2007101654	98	77	100
2007103790	96	79	100
2008302219	94	89	70
2007104009	83	95	100
2007200327	87	90	100
2007104141	87	90	100
2008208114	88	88	100
2007100661	88	88	100
2006105041	84	93	100
2006103637	83	94	100
2005103718	89	96	60
2007100424	85	93	90
2006104153	93	88	70
2007100361	90	89	80
2007103307	89	90	80
2007102914	95	77	100
2007102830	82	93	100
2008208030	102	90	10
2005102233	95	76	100
2007101687	101	81	50
2007104261	86	87	100
2007101561	90	82	100
2005103541	85	88	100
2008207117	89	88	80
2006104789	94	89	50
2007102065	87	90	80
2007100010	88	86	90
2006104426	90	86	80
2005104456	86	86	100
2006104891	85	87	100
2007100883	81	94	90
2007102413	83	89	100
2007100724	90	80	100
2008302063	87	86	90
2007104117	88	82	100
2007100112	91	78	100
2006101690	92	81	80
2007100832	98	91	10
2006104591	88	86	80
2007101912	82	88	100
2007100247	76	95	100
2007102359	99	66	100
2007100532	82	92	80
2005104096	88	79	100
2007101438	80	89	100
2007101414	88	81	90
2008208075	86	81	100
2006104012	87	82	90
2007101294	83	89	80
2007101447	86	80	100
2005104288	88	79	90
2007102794	83	85	90
2007100535	80	86	100
2007103772	86	81	90
2005103091	85	92	50
2008209006	80	85	100
2007100874	84	80	100
2008301030	88	97	10
2008110153	96	82	30
2007101384	91	75	80
2007101033	101	60	90
2007100298	91	75	80
2002100307	83	84	80
2007100592	75	94	80
2007101426	77	91	80
2007101852	88	94	10
2007102671	93	65	100
2007102569	81	80	100
2008208081	78	83	100
2008301186	82	78	100
2007104288	91	89	10
2007103136	75	86	100
2008302060	79	81	100
2005102362	70	92	100
2005102713	102	72	20
2007100529	84	81	70
2007102494	86	71	100
2006104927	84	73	100
2007102587	80	78	100
2007100778	89	89	10
2005103730	85	73	90
2006102500	83	73	100
2003100202	82	74	100
2007102734	84	76	80
2006102794	91	72	60
2007101828	86	78	60
2007101909	79	81	80
2007101738	80	77	90
2008300222	93	73	40
2006100928	77	78	100
2007104186	73	83	100
2007104108	79	78	90
2005103697	81	73	100
2007200145	74	84	90
2007102611	81	80	70
2005100775	78	76	100
2005102560	78	76	100
2007102752	79	77	90
2007101114	78	78	90
2007103766	73	81	100
2005104444	85	66	100
2007103751	73	81	100
2008300228	79	73	100
2007104213	69	85	100
2002103334	77	80	80
2005102695	71	92	60
2005102599	71	82	100
2007101492	74	78	100
2007102368	77	79	80
8546203	77	74	100
9009690	82	72	80
2007102128	78	74	90
2007103493	94	76
2007101264	71	82	90
2007100049	74	87	50
2007101966	89	55	100
2007103370	89	55	100
2005000115	93	62	50
2006000100	74	73	100
2005100232	77	84	40
2007100748	81	84	20
2007104393	82	61	100
2007100568	77	89	10
2005100967	81	64	90
2006103493	79	81	30
2005200189	68	77	100
2006104387	76	84	30
2007101927	70	74	100
2008301183	70	74	100
2007104078	75	77	60
2004101882	81	84	0
2007100043	79	66	80
2008300258	86	52	100
2007103856	77	63	100
2004102788	80	64	80
2007101093	82	79	10
2007100220	71	75	80
2007101804	87	50	100
2008302021	70	71	100
2008209147	99	42	70
2006102848	73	71	80
2007100286	82	62	70
2008110150	80	62	80
2005101468	77	67	70
2005103232	81	79	0
2007103610	89	69
2008301297	70	69	90
2006103508	67	70	100
2007101768	80	56	90
2006104102	65	71	100
2007100355	60	87	60
2007100445	54	84	100
2007100196	73	60	100
2007101288	69	65	100
2007100223	76	56	100
2008302273	61	84	60
2006103751	83	56	60
2004100556	75	55	100
2007200330	74	55	100
2007102755	72	66	60
2008300162	57	77	90
2007103532	67	66	80
2006103235	65	63	100
2007100850	61	68	100
2007102287	76	74
2007101144	59	70	100
2006100487	58	72	90
2006100823	65	60	100
2006102329	62	70	70
2007101147	75	66	20
2007100703	74	47	100
2008300345	66	71	40
2007103925	60	71	70
2004100373	73	47	100
2007103331	58	65	100
2005100655	74	61	30
2007200118	63	57	100
2007101126	67	51	100
2006102143	58	62	100
2007100418	59	83	10
2008301114	70	49	90
2007102698	70	46	100
2008207096	53	77	60
2007103088	75	44	80
2007101375	60	65	70
2007103247	64	55	90
2007200148	61	61	80
2006100151	65	50	100
2005101027	39	83	80
2006103097	67	47	80
2007104378	71	61	0
2007101072	59	66	40
2007103712	78	39	50
2006100403	65	67	0
8706365	56	69	30
2007100826	43	70	90
2003200197	41	78	60
2006103160	51	56	90
9907148	51	58	80
2002104015	70	36	70
2005101666	70	52
2005101066	45	62	60
2006105077	57	47	60
2004100301	54	58	20
2008300048	61	44	30
2004101807	67	40
2006200330	60	47	0
2008680016	60	21	100
2007102308	11	86	80
2007200121	58	27	80
2006101120	47	32	90
2005101318	34	41	90
2005102539	56	31	20
2007000025	63	0	80
2007102551	37	26	100
2005100544	0	74	80
9900442	42	33	20
2007101603	12	46	100
2006102710	44	31	0
2006102986	0	57	90
2006104177	0	52	100
2003102932	0	49	100
2006101252	0	49	90
2007102233	0	35	100
2005200069	31	21	0
2005103241	0	54	10
2007103325	0	48	0
2006102416	0	29	30
2007100346	0	33	0
2007104201	0	30
2006100940	0	29	0
2004100493	0	0	100
2004102221	0	0	100
2005100706	0	23	0
2004100019	0	0	90
2005000113	0	0	90
9008250	0	0	80
2007104162	0	0	50
2007100862	0	0	50
2001103538	0	0	50
9700523	9	0	0
2006104747	0	0	40
2004100046	0	9	0
2005100445	0	0	30
8906453	0	0	20
2004104489	0	0	20
2008300060	0	0	10
2005102542	0	0	0
2005103505	0	0	0
2003000215	0	0	0
2004103070	0	0	0
2004102104	0	0	0
2007100262	0	0	0
2006102275	0	0	0
2004104393	0	0	0
2008401198	0	0	0
2004101069	0	0	0
2005102866	0	0	0
2005101954	0	0	0
9833027	0	0	0
2007104294	0	0	0
2006000097	0	0	0
2007103172	0	0	0
2006200154	0	0	0
2005104285	0	0	0
2005100139	0	0	0
2002101714	0	0	0
2005102905	0	0	0
9701468	0	0	0
2006102698	0	0	0
2008205042	0	0	0
2006101945	0	0	0
8807383	0	0	0
2005104117	0	0	0
2006100664	0	0	0
2006100187	0	0	0

Grades

2009-06-19T08:29:00.002+03:00

Total:

(Final x 0.50) + (Midterm x 0.40) + discussion

95.0- AA (79 students)
90.0-94.8- BA (47 students)
85.0-89.8- BB(51 students)
78.1-84.6-CB (60 students)
69.0-77.8-CC (48 students)
62.5-68.4-DC (29 students)
45.3-60.7-DD(22 students)
0-45.0-F

Contact

2009-06-19T08:27:00.001+03:00

If you have questions please do not hesitate to contact me: serenakyoldas@gmail.com

Final Grades

2009-06-19T00:00:00.006+03:00

2008209084-107
2008660412-108
2007101051-109
2007100154-109
2007101891-109
2008207000-108
2007101849-109
2008300141-108
2007101003-107
2007104000-104
2008302003-110
2007103880-106
2007102020-106
2007103613-107
2006101396-106
2008207144-105
2008302123-104
2007100670-107
2007103319-106
2007103424-106
2007100130-105
2007103391-101
2007101315-103
2007100076-110
2008301231-101
2008208051-99
2007101645-106
2007100100-98
2007103538-98
2007103754-103
2008300327-102
2007100292-103
2007103517-104
2007100697-101
2007103649-105
2007100583-103
2007103082-107
2008301096-106
2007103157-102
2008302051-102
2005104147-107
2007103292-101
2007102704- 100
2007103760- 95
2005103739 -101

2007104051-103
2007103133-98
2008207087 -97
2008302114 -77
2007103073-98
2007102902-94
2007100610-93
2007100379-96
2007103052 -104
2007103685-103
2006100067 -98
2007102677 -100
2007101345 -104
2007101972-104
2004102905-95
2007103688-94
2006100004-98
2007102410-100
2007103403-96
2007102770-103
2005101390-93
2006100574-101
2008302213-96
2007100688-100
2008302186- 99
2007102263-99
2007102383-97
2007100586-101
2008302195-92
2005102410-96
2007101429-103
2006101840-95
2007100838-98
2007101816-96
2004103034-90
2007101525-92
2007103268-100
2007104060-96
2007101726-98
2007102935-95
2007103058-101
2008300261-93
2008302183-100
2008110036-100
2007103160-92
2007101510-91
2001102023-87
2008300243-95
2007102728-90
2007103940-89
2007101252-93
2007101276-97
2007100739-94
2007102680-88
2007103694-93
2007101180- 92
2007103865-102
2007104315-109
2007103850-93
2007104387 -93
2008302159-101
2006102674 -91
2007100772-97
2007103328-99
2006102188-95
2007102017-90
2007103202-101
2007104264-92
200710098-95
2008301108-82
2007102521-91
2003100793-96
2008301258-93
2007100082-88
2007102842-98
2007104354-94
2008302234-94
2007100781-93
2007100391-95
2006104480-86
2006101327-85
2005100253-93
2007104372- 86
2007101654-98
2007103790-96
2008302219-94
2007104009-83
2007200327-87
2007104141-87
2008208114-88
2007100661-88
2006105041-84
2006103637-83
2005103718-89
2007100424-85
2006104153-93
2007100361-90
2007103307 -89
2007102914-95
2007102830-82
2008208030-102
2005102233 -95
2007101687-101
2007104261-86
2007101561-90
2005103541-85
2008207117-89
2006104789-94
2007102065-87
2007100010-88
2006104426-90
2005104456-86
2006104891-85
2007100883 -81
2007102413-83
2007100724-90
2008302063-87
2007104117-88
2007100112-91
2006101690-92
2007100832-98
2006104591-88
2007101912-82
2007100247-76
2007102359-99
2007100532-82
2005104096-88
2007101438-80
2007101414-88
2008208075-86
2006104012-87
2007101294-83
2007101447 -86
2005104288-88
2007102794- 83
2007100535 80
2007103772-86
2005103091-85
2008209006- 80
2007100874-84
2008301030-88-?-
2008110153-96
2007101384-91
2007101033-101
2007100298-91
2002100307-83
2007100592-75
2007101426-77
2007101852-88
2007102671-93
2007102569-81
2008208081- 78
2008301186-82
2007104288-91
2007103136-75
2008302060-79
2005102362-70
2005102713-102
2007100529-84
2007102494-86
2006104927-84
2007102587-80
2007100778-89
2005103730-85
2006102500-83
2003100202-82
2007102734-84
2006102794-91
2007101828-86
2007101909-79
2007101738-80
2008300222-93
2006100928-77
2007104186-73
2007104108-79
2005103697-81
2007200145-74
2007102611-81
2005100775-78
2005102560-78
2007102752-79
2007101114-78
2007103766-73
2005104444-85
2007103751-73
2008300228-79
2007104213-69
2002103334-77
2005102695-71
2005102599-71
2007101492-74
2007102368-77
8546203-77
9009690-82
2007102128-78
2007103493-94
2007101264-71
2007100049-74
2007101966-89
2007103370-89
2005000115-93
2006000100-74
2005100232-77
2007100748-81
2007104393-82
2007100568-77
2005100967-81
2006103493-79
2005200189-68
2006104387-76
2007101927-70
2008301183-70
2007104078-75
2004101882-81
2007100043-79
2008300258-86
2007103856-77
2004102788-80
2007101093-82
2007100220-71
2007101804-87
2008302021-70
2008209147-99
2006102848-73
2007100286-82
2008110150-80
2005101468-77
2005103232-81
2007103610-89
2008301297-70
2006103508-67
2007101768-80
2006104102-65
2007100355-60
2007100445-54
2007100196-73
2007101288-69
2007100223-76
2008302273-61
2006103751-83
2004100556-75
2007200330-74
2007102755-72
2008300162-57
2007103532-67
2006103235-65
2007100850-61
2007102287-76
2007101144-59
2006100487-58
2006100823-65
2006102329-62
2007101147-75
2007100703-74
2008300345-66
2007103925-60
2004100373-73
2007103331-58
2005100655-74
2007200118-63
2007101126-67
2006102143-58
2007100418-59
2008301114-70
2007102698-70
2008207096-53
2007103088-75
2007101375-60
2007103247-64
2007200148-61
2006100151-65
2005101027-39
2006103097-67
2007104378- 71
2007101072-59
2007103712-78
2006100403-65
8706365-56
2007100826-43
2003200197-41
2006103160 -51
9907148-51
2002104015-70
2005101666-70
2005101066-45
2006105077-57
2004100301-54
2008300048-61
2004101807-67
2006200330 -60
2008680016-60
2007102308-11
2007200121-58
2006101120-47
2005101318-34
2005102539-56
2007000025-63
2007102551-37
2005100544-NP
9900442-42
2007101603-12
2006102710-44
2005200069-31
9700523-9

NPs:
2006102986
2006104177
2003102932
2006101252
2007102233
2005103241
2007103325
2006102416
2007100346
2007104201
2006100940
2004100493
2004102221
2005100706
2004100019
2005000113
2007104162
2007100862
2001103538
9700523
2006104747
2004100046
2005100445
8906453
2004104489
2008300060
2005102542
2005103505
2003000215
2004103070
2004102104
2007100262
2006102275
2004104393
2008401198
2004101069
2005102866
2005101954
9833027
2007104294
2006000097
2007103172
2006200154
2005104285
2005100139
2002101714
2005102905
9701468
2006102698
2008205042
2006101945
8807383
2005104117
2006100664
2006100187

Final Exam places

2009-06-02T16:40:00.000+03:00

The final exam will be held on June 4, 2009 at 16:00. Each student must take the exam in the assigned room. Those students whose names are not on the room list will not be admitted to the exam in that room. (Students must bring their student ID cards. )
NH 301- section 02 ve 03
NH 304- section 09
NH 305- section 01,04, 05
NH 401- section 06,07,10
NH 405- section 08,11,12

Anti-colonialism and Orientalism/Ersoy-May 20 and 22,2009

2009-06-02T11:44:00.010+03:00

Decolonization and Orientalism
Lectures I and II

Early 20th century developments – ripening conditions for challenging western political and cultural hegemony:

1906 Iranian Constitutional Revolution;

1908 Ottoman Constitutional Revolution;

Spread of Bolshevism; Turkish Independence War (1919-1922)

World War I as watershed – worldwide social / economic disruptions; spread of nationalism in the third world

“Decolonization” as a worldwide historical process, gaining momentum especially after the Second World War

Main agendas of anti-colonial struggle: gaining independence; and the reconstruction of local identity

Independence of India (1947); Algerian uprising (1954-1962); British withdrawal from Egypt (1954)
Decolonization interlinked with (and as impetus for) the student movement, the anti-war, civil rights, feminist, and gay and lesbian movements (50s, 60s, 70s)

Decolonization movement’s intellectual foundations:
1. Challenging western colonial authority and oppression (military, political, economic)
2. Critique of cultural norms, mental habits and intellectual traditions and practices used to subjugate the non-western world

Frantz Fanon (1925-1961)

Fanon

Black Skin White Masks (1952): Effects of colonial subjugation – imposition of the colonizer’s language and world view

The predicament of decolonization and westernization: Assuming the mental frameworks and intellectual norms of the colonizer – having to operate with the western intellectual baggage, even when searching for local roots and authentic identity

The Wretched of the Earth (1961): the necessity of “purifying violence” during anti-colonial struggle

Anouar Abdel Malek: Orientalism in Crisis (1963): The agenda of Orientalism (as a scholarly field – the scientific study of the Orient) and its links with imperialist /
colonial modes of subjugation and control – Eurocentrist biases embedded in the social sciences

Abdel Lateef Tibawi: English-Speaking Orientalists (1964): Orientalism’s religious
prejudices and hostility towards Islam

Edward W. Said: Orientalism (1978)

Edward Said

Two (interlinked) aspects of Orientalism:
1. Academic field of Orientalism, as body of scientific knowledge and expertise (used to sustain and nourish cultural biases and stereotypes)

2. Orientalism as pervasive cultural construct, a system of thought (an internalized body of thoughts, images, practices, embedded stereotypes, and unconscious cultural attitudes and reflexes) used by the west to envision and create its “oriental other” – an integral part of the creation of European self-identity. Orientalism’s accumulated negative images used to justify western (colonial) intervention in the non-western world

Orientalism’s intimate linkage to structures of power: The image of the Orient shaped and informed by the unequal power relation between the east and the west

Orientalism as a potent tool for serving and justifying colonialism and imperialism Orientalism as an inordinately complex and systematic cultural / institutional mechanism for defining, portraying, and controlling the Orient.

The Dawn of a New Age: Culture and Modernity/ Girardelli-May 18,2009

2009-06-02T11:43:00.002+03:00

-At the beginning of the20th century many of the bourgeois certainties that were taken for granted in the 19th begin to be challenged and questioned

-Art, architecture, literature and music enact such challenges by abandoning the academic patterns dominating 19th century culture. Painting can be no longer figurative and bound to perspective (Picasso, Matisse),

Pablo Picasso,
Les Demoiselles d’Avignon,
1907

-architecture is freed from obedience to the historical styles (Art Nouveau), literature may represent directly subjective and mental realities rather than coherent imaginary worlds (Proust, Joyce), music engages in compositional experiments outside the tonal structure (Stravinsky).

-In painting, observing how the same theme - a snake charmer - was treated in the mid 19th and in the early20th century we understand the different meanings attributed to “otherness” in these periods.

Henri Rousseau (1844-1910), The Snake Charmer, 1907

J.L. Gerome, The Snake Charmer, c. 1870

-The academic painter J.L.Gerome depicts “objectively” a scene presented as distant, exotic, outside any possible moral involvement by the western observer. The informally trained H. Rousseau is instead attracted by the “otherness” in ourselves, by primitive, dream-like and irrational forces that belong to the sub-conscious (explored by Freud in the same years). His snake-charmer is charming ourselves as well…

-Not a “window” opening onto an imaginary world (as traditional painting was) but a system of invented forms. The “primitive” is extolled as antidote to bourgeois hypocrisy and sophistication

Avante-garde” in the 19th century, Saint-Simonian sense (1825 c.)

“To be a member of the avant-garde is to be part of an elite - although this elite, unlike the ruling classes or groups of the past, is committed to a totally anti-elitist program, whose final utopianist aim is the equal sharing by all people of all the benefits of life”

(M. Calinescu, Five faces of modernity, 2003 [1977], p. 104)

Notion preserved in the Marxist-Leninist theory of the party as the
revolutionary avant-garde of the proletariat.

Poet and artist as herald of the future

"Fourier’s conception of universal harmony was related to his ultimate … belief in universal unity … Fourier drew analogies between colors, sounds, curves, passions, and rights. He thereby extended the analogy between colors and sounds which played so important a part in the art theory of romatica and later symbolists” (D. Egbert, quoted in Calinescu, pp. 107)

Contemporary notion of the artistic avant-garde (late 19th - early 20th c.)
The main difference between the political and the artistic avant-gardes of the last one-hundreed years consists in the latter’s insistence on the independently revolutionary potential of art (p. 104)

“In the 1870’s in France, the term avant-gard, while still preserving its broad political meaning, came to designate the small group of advanced writers and artists who transferred the spirit of radical critique of social forms to the domain of artistic forms” (112)

Revolutionize art = revolutionize life
“socially ‘alienated’ artists felt the need to disrupt and completely overthrow the whole bourgeois system of values, with all its philistine pretensions to universality” (119)

Dehumanization
"Distorting and often eliminating man’s image from their work, disrupting his normal vision, dislocating his syntax, the cubists and the futurists were certainly among the firts artists to have the consciousness that Man had become an obsolete concept, and that the rhetoric of humanism had to be discarded (125) "

Humanism rejected as a bourgeois ideology

“The scientificism cultivated by the avant-garde for the sake of its antiartistic and antihumanistic metaphoric potential … rejects anyone of the organic or biological assumptions that constitute the heritage of romantic philosophy and literary theory (the world viewed as a living creature, genius paralleled to a natural vital force etc…) (131)

The City Rises- Umberto Boccioni

Unique Forms of Continuity in Space- Umberto Boccioni

DADA

Art as re-contextualization (Dada). The most radical gestures in the years around WWI implied a rejection of the very notion of art as a product of taste, genius, skill. The art object is redefined as a found object turned into art by a linguistic re-contextualization.

Marcel Duchamp, Bicicle wheel, 1913

Marcel Duchamp,Fountain, 1917

Surrealism

Salvador Dali, The Persistence of Memory, 1931

-S. Dali considered his painting as hand-made photos of dreams

Art and Revolution

Natalia Goncharova, Cats

L.S. Popova, Painterly Architectonic

In the early years of the Soviet revolution, the new avant-gardist art was used as a cathalizer and a representation of the radical socio-political process of change…

Socialist Realism

…But during Stalin’s rule the abstract and experimental character of modern Western art was condemned as decadent/bourgeois. In similar fashion Hitler had organized an exhibition of “Degenerate Art” stigmatizing modernism as perversion and corruption, extolling classicism as Arian, as the art of the “superior” race of the Reich.
In the Soviet Union socialist realism was promoted as the faithful representation of popular-national dynamic realiy.

Rethoric of industrialization across political boundaries

-America’s factories are
“our substitutes for religious expression”
(Sheeler)

-“the man who builds a factory builds a temple, [and] the man who works there worships there.”
(President C. Coolidge)

Social photography and the New Deal

Dorothea Lange (1895-1965),
Migrant Mother, 1936

Next time try the train, California, 1932

Fascist modernity
In Fascist Italy, Mussolini’s imperial dream/nightmare uses a modernized version of the ancient Roman heritage as the signifier of Italy’s ambitions.

State Classicism
Modern monumentality and classicism can also be used in non-totalitarian political contexts to emphasize the stability and the presence of the state in people’s horizon

York & Sawyer
Department of Commerce building
Washington D.C., 1932

G.S. Underwood
The United States Mint Building
San Francisco, 1937

THE END OF EMPIRES

2009-06-02T11:40:00.001+03:00

Empires as the dominant (and long-lasting) state form over the known history of the humankind (compared with city states and nation-states)
Empire is characterised by a flexible form of rule because:
- it establishes indirect methods of rule through distinct contracts with each region in the empire
- it exercises power through intermediaries who enjoy autonomy within their domains in return for compliance and delivery of tribute
This flexibility makes it adoptable to different social structures
Imperial expansion could be very rapid
But also disintegration could be very quick because:
- dominated regions are weakly integrated
- regional power holders have the power to defect
- subjugated populations keep distinct identities, memories and grievances
Some consequences of the collapse of old empires (Ottomans, Habsburgs and Romanovs) at the beginning of the 20th century:
1) the disruption of the basic state structure by dividing a single non-national multi-ethnic entity into a number of notionally ‘national’ but in fact equally multi-ethnic states
2) the attempt to turn these plural entities into homogeneous nation-states had high human costs
Middle East after the First World War
Establishment of different territorial states in the former Ottoman provinces under colonial rule (mandate regimes).
Syria and Lebanon (France)
Iraq, Palestine and Trans-Jordan (Britain)
Mandate: Rule under the new principles of the League of Nations (with eventual self determination)
Balfour Declaration of 1917: establishment of a Jewish national home in the region
Uprisings in the 1920s and 1930s (in Iraq, Palestine, Syria, Egypt)
Colonial policy in the region
Establishment of central administrations (bureaucracy, army, new borders, laws)
Alliance with large landowners (e.g. creation of large landowners from tribal leaders in Iraq)
The impact of white settler communities (French in Algeria, European Jews in Palestine)

WWI/Karakışla-May 13,2009

2009-05-23T22:06:00.003+03:00

World War I, 1914-1918
Nationalism and imperial rivalry at the hearth of the war
A TOTAL WAR: WHY?

28 Allies (ALLIES) against Germany, Austria-Hungary, Ottoman Empire and Bulgaria (CENTRAL POWERS)

Beyond armies and borders: Central powers mobilized 21 million, the Allies eventually called 40 million men
Industrial nature of conflict, mobilizing arms & destroying national economies

Consequences
Demise of 4 empires, Russian Empire, Ottoman Empire, Austria-Hungary, Germany
9 new nations, Yugoslavia, Austria, Hungary, Czechoslovakia, Poland, Lithuania, Latvia, Estonia, Finland
Ending British hegemony, primacy of Europe

UNLEASHING
Indian nationalism, from the 1920s
Turkish independence war, 1919
Bolshevik revolution, 1917

CRISIS
1908, Bosnia-Herzegovina annexed by Austria-Hungary
1911, Italy overtakes today’s Libya
1912-1913 Balkan Wars
Imperial rivalry between Germany and the British Empire, by the 1910s with almost equal industrial output
Nationalism and ethnic, economic, colonial ambitions
1871-1914 escalation of rivalry
Europe with powerful nations: Belgium in 1830, Italy in 1861, Germany in 1871
Still a hotbed of nationalism in Eastern Europe and the Balkans -- the Ottoman empire’s Christians, Austria-Hungary’s Slavic peoples
Germany backing both Ottoman and Austria-Hungarian empires
Green, Central powers & German Colonies, Purple, Allied and colonies, yellow neutral

The Fronts of the War
WESTERN FRONT : Along a line between northern France and the English channel
EASTERN (Russian) Front, later including Poland
The DARDANELLES
IMPERIAL RIVALRY IN ASIA, Japan versus China
The Last 2 Years
Stalemate by the end of 1916
Italy entering war as an Allied Force
In 1917 Germany decides on submarine war
April 1917 the US enters the war
Germany driven out of France in October 1918
January 1918 , Wilson’s 14 Points

The Russian Revolution/Karakışla-May 11,2009

2009-05-23T21:33:00.005+03:00

19th century Russia
Dynastic monarchy under the Romanovs
19th c capitalism developing under the monarchy with the support of a landed aristocracy
Multiethnic, multiconfessional, multilingual empire
1861 emancipation of serfs
1860 railroads & coal, iron & steel industries
1870s repression of peasants -intelligentsia
1876 Land & Freedom Party assasinating the reformer despot Tsar Alexander II

1905
Imperial rivalry with Japan over Korea and Manchuria, 1904-1905 Russo-Japanese War
Bloody Sunday Massacre: workers marching to the palace in Petrograd
Unrest: workers
Insurrections: peasants
Demonstrations: students
Mutinies: army and navy
New urban councils: SOVIET and DUMA

Early 1917
Protest across society, strikes, mutinies, demonstrations in St. Petersburg(Petrograd-Leningrad)

February: Protesters march to the palace, TSAR abdicated-- unplanned and incomplete Revolution ending Romanovs
Provisional government and the Petrograd Soviet of Workers & Soldiers
Between February and October struggle of the government & the SOVIET

Late 1917
Government refuses what the people most want: ending the war
Promised land reform is also refused, further dissatisfying the peasantry
Lenin: proletariat revolution but under strict discipline and organization
Lenin and Bolsheviks overpowers Russian social Democrat Party
Bolsheviks organize all Soviets: ALL POWER TO THE SOVIETS - PEACE LAND BREAD
October 24th, armed insurrection under Trotsky: 10 DAYS THAT SHOOK THE WORLD

Lenin

OCTOBER REVOLUTION
The Bolshevik Party declares 2 decrees, on peace and on land
Brestlitovsk 1918
“Dictatorship of the Proletariat”
No immediate victory - opposition to Bolsheviks
Civil war, 1918-1920 between Red Army and the Whites

Lenin and his demise
1921, end of civil war with 10 million dead and a devastated economy after 7 years of war
NEW ECONOMIC POLICY of Lenin: Market economy and small private business
Bolsheviks continue to argue for a complete revolution, Lenin dies 1924

Women, Power and Modernity: Cross-Cultural Perspectives/Ozturkmen-May 8,2009

2009-05-23T01:22:00.003+03:00

The term 'feminism' originated in France and was not widely used until the 1890s. anachronistically (K. Offen, Signs, 14/1, 1988,)

Feminism as- i.e. collective action by women to improve women's position/condition - did occur before the 1890s. Feminism is also defined as ‘advocacy of equal rights for women coupled with organised and sustained action for the purpose of achieving them’.

Many feminist historians refer to women’s rights activity from the 1840s to the 1920s as ‘First Wave feminism’ and to contemporary women’s movements as ‘Second Wave feminism’.

Brief Historical review
In the USA women's rights activity started around 1848,
In Germany the General German Women's Association was formed in 1865 and
In France the Society for the Demand for Women's Rights was set up in 1866.
In 1867 the first women's suffrage groups started in Britain and in Sweden, the Association for Married Women's Property Rights was formed in 1873.
There were also women's rights groups in Russia from the 1860s and in Italy from the 1890s.
First Wave feminism not limited to USA & Europe - also women’s movements in China, Persia, India, Palestine & Argentina - quite a lot of contact between organisations in different countries –
International Council of Women formed 1888 and the International Women’s Suffrage Alliance in 1902.

Across Europe, groups of predominantly middle class women began campaigning for access to higher education and the professions, for married women's property rights, for the reform of (male) sexual conduct and, eventually, for the vote (for suffrage).
The feminist movement in Western society, including
women's suffrage;
broad employment for women at more equitable wages
("equal pay for equal work");
the right to initiate divorce proceedings and "no fault" divorce;
the right of women to make individual decision regarding pregnancy, including obtaining contraceptives and safe abortions; and many others.
The shape and strength of the movement varied from country to country, and the differences were predominantly due to the different political circumstances in the different countries.
In Britain, working class women were a significant minority in the feminist movement but in Germany, the middle class and working class feminist organisations remained divided.
Many middle class feminists of the mid-nineteenth century came from families which were unconventional in some ways - for example, Quaker or Unitarian in religion and/or involved in other movements for political reform. Many working class feminists were active in trades unions and political parties.
The impact of feminism developing in the West was naturally seen in Ottoman society as well. In the last decade of the Ottoman Empire, societies emerged with names like “Taal-i Nisvan” (The Advancement of Women) or “Müdafaa-i Hukuk-u Nisvan” (The Defense of the Rights of Women). Severela women’s magazines were published including Kadınlar Dünyası and Kadınlara Mahsus Gazete. The essence of these efforts was to expand the sphere of civil rights through the struggle to establish women as human beings deserving equal "human and citizen" rights. In the footsteps of their western counterparts, Ottoman women demanded more rights in public domains, like the right to education and political privileges, but also voiced their demand for more equality in the domestic realm.

Some writers sought to extend the principle of natural rights to all human beings, for example, in the
Olympe de Gouge, Declaration of the Rights of Women, 1791
Mary Wollstonecraft , The Vindication of the Rights of Woman ,1792

Revolution and Modernity in China/Togan-May 6,2009

2009-05-22T22:14:00.010+03:00

Stearns et al compare the Chinese and Ottoman empires as coming under the direct influence of the western powers and thereby coming to an end. This aspect is well documented in your textbook.

•Yet there was a major difference between the two as the outcome in the 20th century also portrays.

•Ottoman Empire came to a dissolution and was transformed into many nation states.

•The Chinese empire transformed itself into the Republic of China in 1911 and then into People’s Republic of China in 1949 by holding on the former territories.

Major differences

•This was possible especially due to two major differences:
•land tenure system
• relationship between state and religion.

•Imperial China’s land tenure system was not uniform.
•The north historically had been divided into military colonies, in other words there was more government intervention there.
•The south, on the other hand, had been the land of farming and commerce.
•This is why resentment against gentry domination and local landlords was one of the major issues in the 20th century.

Liang Qichao

Lu Xun in the first decade of the 20th century

•The uprisings, revolts and also the revolution all had their roots in these issues. The degree of well being (on political, economic, social and educational terms) of a group as well of the individual became increasingly important.

•In comparisons with the modern western world China at the beginning of the 20th century was not faring well.

•This is why struggle against imperialism, for economic self-sufficiency, nation building with multi-ethnic characteristics, rule of democracy became major aims.

•The Chinese intellectuals were fighting for political, economic and intellectual rights.

•They also wanted to overthrow the Manchu Qing dynasty

•Chinese emperors as sons of Heaven were regarded as sacred but they were not the head of any religious denomination. There was also no religious establishment in association with the state. There were only different groups with various religious affiliations, like the Buddhists, Muslims, Catholics, Protestants, a.s.o.

Uprisings by religious groups (Taiping) were a historical phenomena but these groups had never been as part of the law and order or the mainstream. We encounter them each time towards the end of a dynasty. They helped to give a drive to discontent, but they were not part of the establishment. Each effort towards this end had ended with failure in Chinese history

Three Principles of the People

Because of these reasons the revolutionary leader Sun Yat-sen was able to speak in this Three principles (Sanmin zhuyi) of the unity of 5 nationalities.1. the Han, 2. Manchu 3. Tibet 4. Muslim/Uigur 5. Mongol

Sun Yat-sen marrying Soong Qilingfrom Shanghai

•With the aim of creating a modern nation Sun Yat-sen, said “Chinese people (people of the Middle Country) have only family and clan solidarity; they do not have national spirit. […] Therefore we must espouse nationalism and bring this national spirit to the salvation of our country.”

•While trying to raise national consciousness, he was on the one hand emphasizing the Han Chinese culture,
• but at the same time he proclaimed the equality of the 5 races (nationalities) in 1912.

-What the revolutionaries of the early 20th century wanted was the overthrow of the Manchu dynasty members of which came to be regarded as outsiders, conquerors, foreigners. With the revolution 1911 Chinese were neither fighting for a secular state nor for a one-nation state, but for a democratic state which was multi-etnic.

•They were fighting for democracy on the domestic and equality on the international scene. They also wanted to be equal to other nations in terms of modernity.

-The fight for democracy meant fighting against the power of the landed gentry and the norms of traditional Confucian society where hierarchies and veneration of ancestors was important.

The Long Road leading to Change of Mentality meant also fighting against well established norms of Confucianism and its hierarchical order

However the road to
a) land reforms and
b) change of mentality was a long one,
leading to the changes in 1949 with the People’s Republic of China.

•At present the former residence of Lu Xun has now been paired with the Lu Xun museum to offer comprehensive coverage of the former writer's life and work. The large renovated courtyard house belonged to the author between 1881 and 1936, Widely accepted as China's greatest modern writer, Lu Xun gave up a promising medical career to write books with the aim of curing thousands of bored, sick people with his pithy and satirical stories.

Sun Yat Sen's Memorial Hall(Taipei)

Reform as Resistance: Meiji Modernity and Japan's Asian Empire/Aoki Girardelli- May 4,2009

2009-05-18T22:44:00.007+03:00

Edo(Tokugawa) Period (1602-1868)

Shôgun - Supreme General
Tennô -Emperor
Daimyô -Feudal Lords
Sakoku(country in chain)

-started gradually 1616
Completed 1641 lasted until 1868 (Meiji Restoration)

Commodore Perry's arrival in Japan

1858-Treaty of Amity and Commerce (US and Japan)

-exchange of diplomatic agents
-Edo, Kobe, Nagasaki, Niigata and Yokohamas opening to foreign trade as ports
ability of United States citizens to live and trade in those ports
-a system of extraterritoriality that provided for the subjugation of foreign residents to the laws of their own consular courts instead of the Japanese law system
-fixed low import-export duties, subject to international control
Similar unequal treaties were signed with Britain, France, Russia and Holland

Black Ships

Meiji Restoration
November 9 1867 Official end of Edo Shogunate: Restoration of Imperial rule (Taisei Houkan)January 3 1868: Emperor fully regained the power
1868 Boshin War (forces from Chôshû and Satsuma vs. ex Shôguns army)
1872Abolition of the Han system
1877 End of Satsuma Rebellion (Seinan Sensou, Southwestern War)
1885 System of Cabinet was adopted
1889 Meiji Constitution (constitution of the Empire of Japan) (1889-1847)
Cf. Kanunuesasi (December 23 1876-1878)
1890 Foundation of the Imperial Diet

Emperor Meiji

Victories:
1894-95 First Sino-Japanese War
1894 (1899) Anglo-Japanese Treaty of Commerce and Navigation
(similar treaties were signed with 14 countries including the United States, France, Germany, Russia, Holland and Italy)
1904-1905 Russo-Japanese War

Announcement-Movie

2009-05-18T22:41:00.002+03:00

There will be a film projection this Friday (May 22, 2009) at 17:00 -Turgut Noyan Hall.-
The movie, "All Quiet on the Western Front" (dir. Lewis Milestone, 1930), is based on the novel by Erich Maria Remarque with the same title. It is considered a landmark film in the history of cinema, and one of the most powerful statements about World War I.

Key questions-Week XI

2009-05-14T22:59:00.003+03:00

1-What is the role of "class"es in the war according to Lenin?

2-What did the USA want in the end? ( Wilson)

3-How does the American soldier perceive Germans during the War? Does this perception change after the War? (Private Barkley’s Journal Entries)

Objection

2009-05-13T20:19:00.002+03:00

Dear all, you may examine your mid-terms on Friday,May 15, between 15.00- 17.30.
(Bogazici University Cultural Heritage Museum Building)

19th Century Russian Transformations/Karakışla-April 24,2009

2009-05-12T00:50:00.009+03:00

P0litical Transformations in Russia in the 18th and 19th Centuries

1/ Russians were always obsessed with “catching up with the West” or “being equal with the West”. This became particularly evident after the Enlightenment. Wanted to see Russian autocrat as an equivalent of other European monarchs. This created a movement among the educated elite toward greater participation in politics and an appraisal of the character of Russian autocracy as a legitimate form of government.

2/ Russian historians were all amateurs. Catherine II (1729-1796) herself published “Notes Concerning Russian History”. Russian historians adopted the Western model of writing history as centred on the ruler. They intended to prove that Russia after Peter the Great was in the process of “Europeanization” and had adopted the Enlightened principles of progress and secular causation. Peter the Great (1682-1725) was held up as the model of an elightened ruler. The rulers of Russia also gave these historians a duty to “do battle” with Western historians who tried to show Russia a primitive or barbarous.

Catherine II

3/ The dominant figure in the century was Voltaire (1694-1778). Voltaire claimed that it was “the great actions of kings that have changed the face of the earth”. Russia was obsessed by Voltaire. When, in 1756, his Essai sur les Moeurs et l ’Esprit des Nations (Essay on the Morals and Spirit of Nations) went on sale in St-Petersburg , it sold 3,000 copies on the first day.

4/ The secular role of the Tsar as the primary figure in raising the cultural level of the people was to take precedence over his religious role as the defender of Orthodoxy. The ideal Tsar became the reforming Tsar. Thus all Russian history came to be written in a retrospective perspective according to the Enlightenment principles of reform and progress.

5/ Various interpretations of legitimate autocracy . The focus of the debate was “whether autocracy, despite the risk of despotism, might still be preferable in Russia to aristocracy or democracy, with their threat of becoming oligarchic or anarchic. ” ( p36)

6/ The Dynastic Interpretation of Russian autocracy.Peter’s reign as the “culmination of Russian history” (p 37). “Dynastic historians presented the Russian educated pulic an autocracy the equal of any ruling house of Europe, an important desideratum when the country was just entering the Western family of nations”.

7/ The Empirical ModelThe historians who defended the Empirical model , “concluded like most European thinkers, that democracies are appropriate only in small states, aristocracies only where there are an educated population ...and limited monarchy of the British variety...where people are both enlightened and well acquainted with notions of individualism. None of these characteristics applied to Russia. Without such conditions a state headed by a strong ruler who would wield unlimited powers and work through a bureaucracy to effect the common good”. (p 40).The source of autocratic power was the idea that the monarch was like father . This was very similar to the Ottoman formulation of the sultan as “peder-i müşfik” or “affectionate father”.

8/ The Nondespotic Interpretation.The focus shifted in the 1770’s from the benefits of unlimited power to the danger of its becoming despotic and the danger of power wielded in an unjust, cruel or arbitrary manner. The Ottoman equivalent would be “istibdat” as was used by the opponents of Abdülhamid II (1876-1909).

Abdülhamit II

9/ Love-hate relationship between Russia and Europe.From the 18th century onwards the Russian intelligentsia (a Russian word) tried to prove that it was “European”. At first the achievements of Peter the Great and later Catherine II seemed to show that Russia had taken its place in the Western family of nations.

10/ The Shock of Napoleon.After the French Revolution had illustrated that the Enlightenment had turned fundamentally against autocracy this came as shock to Russia. Napoleon’s invasion of Russia in 1812, was to create another shock. But Russia was on the winning side and Russian troops marched into Paris in 1814. It seemed that Russia had actually rescued the West from despotism.

11/ The Revolution of December 1825.In December 1825 a group of young military officers inspired by the ideas of radicalism of the French Revolution, tried to stage a revolution in St Petersburg. The attempt was a fiasco.The TsarNicholas I was extremely harsh with these youg aristocrats, hanging some and sending others into exile in Siberia. Russia seemed once again to have become a despotism.

12/ The Crimean War 1854-1856.The defeat of Russia by the alliance of the Ottoman Empire, Britain and France. Once again Russia seemed to be thrown out of the European family of nations. The love hate relationship with Europe continued.

13/ Slavophiles and Westerners.Russia had two capitals. St Petersbug and Moscow. Two cities symbolizing two different worlds. St Petersburg Russia’s window on the West. Moscow, mystic Orthodox Russia.Slavophiles rejected the West and beleived that Russia was superior. One of the most famous slovophiles was Dosteyevski. Another major figure who beleived in the basic goodness of the Russian peasant was Tolstoy.

14/ The Attraction of the West vs. the “Russian Soul”.The way in which the Russian intelligentsia overcame its feeling of inferiority towards Europe was to argue that the West had technological progress etc. But that it was materialistic and shallow whereas Russia was great because it had the “Russian Soul”. Nobody was very clear about just what this was.

Key questions and primary sources-week X

2009-05-07T20:22:00.003+03:00

Sun Yat Sen,(1866-1925),The Three Principles,pp.767-771
Fukuzawa Yukichi, (1835-1901), Civilization and Enlightenment, pp.705-707

Key questions:

1-How does Fukuzawa Yukichi perceive "West"? How does he describe "civilization"?

2-What does cosmopolitanism mean for Sun Yat Sen?

Mid-term results

2009-05-07T14:25:00.017+03:00

Mid-term results (total- 105 points)

2008301114-49
2007101891-98
2007100292-92
2005103232-79
2007104264-89
2008207144-97
2008209084-104
2007103319-95
2007100610-101
2007101180-92
2007103307-90
2008300345-71
2007102842-79
2007102770-86
2007100076-87
2007100391-82
2007101654-78
2007103940-97
2006104387-84
2007100424-93
2007103850-89
2007103790-81
9907148-58
2006101327-94
2008300327-94
2007100010-86
2005103730-73
2007100154-99
2007103088-69
2007100529-81
2007102368-79
2008301258-91
2008300222-73
2008300258-52
2008302195-98
2007104000-101
2007103694-91
2007104393-61
2007104009-95
2007104201-30
2007101375-65
2007100130-95
2007102935-91
2007103760-100
2007101912-88
2005101468-63
2007103268-88
2005200069-21
2006102794-72
2007101345-86
2004102788-64
2006104102-71
2007102521-92
2008301096-87
2008207087-97
2006100067-94
2007101927-74
2005102695-92
2008208114-88
2004100046-9
2006100151-50
2007101147-66
2006102674-91
2007100697-94
2007100883-94
2006100928-78
2007100661-88
2008209006-85
2007100826-70
2005102599-82
2002100307-84
2003100202-74
2007103136-86
2008208081-83
2007100286-62
2007103865-79
2008110150-62
2007104387-89
2007104117-82
2008302063-86
2007104261-95
2007101510-95
2005100706-23
2008302123-98
2005000115-62
2006104927-73
2007100592-94
2007100724-80
2007102551-26
2007200327-90
2007103424-94
2007102587-78
2007104378-61
2005101066-62
2007102494-71
2007102017-92
2007102065-90
2007102698-24
2007100355-87
2007101645-91
2008301183-74
2002104015-36
2007100220-75
2008300048-44
2006103751-56
2004101882-84
2007102020-97
2005101390-98
2007103613-95
2007101294-89
2007100781-85
2007100535-86
2007100049-77
2006104789-89
2007100112-78
2006101252-49
2005102713-72
2007100445-84
2007104414-81
2007104372-92
2008208075-81
2006101690-81
2005102233-76
2007100583-91
2007104141-90
2001102023-100
2007102728-96
2007102755-66
2007100247-95
2005103739-98
2007101603-46
2008300162-77
2007100703-47
2006103508-70
2007100772-96
2005103541-88
2006100403-67
2007101144-71
2005102362-92
2007101384-75
2007103649-89
2007101126-51
2007101849-97
2006102710-31
2007101492-78
2004100301-58
2007200330-55
2007101909-81
2005101027-83
2007102671-65
2008300243-90
2007103247-55
2007103538-100
2007102410-90
2006104891-87
2008301231-98
2008207117-88
2007100874-80
2007200145-84
2006104426-86
2007101966-95
2007101003-98
2007103610-69
2007101972-86
2007103073-95
2006100823-60
2007101768-88
2006103493-81
2003100793-83
2007103202-103
2007101072-66
2006102143-62
2007101033-95
2005100232-84
2007101426-91
2007102677-94
2007100568-89
9900442-33
2006104012-82
2006100487-72
2007103766-81
2007101852-94
2007103880-100
2005100544-74
2007100418-83
2007104288-89
2008301030-97
2006102500-73
2006102986-57
2007100838-90
2007103493-76
2006200330-47
2008300228-73
2007103688-98
2007103133-96
2007101429-84
2007104051-90
2007102128-74
2005104444-66
2008302234-86
2007100196-60
2007102569-80
2007101264-82
2006101840-94
2007103325-48
2008660412-102
2007102383-92
2005100253-84
2006102416-29
2008300141-98
8706365-69
2007100043-66
2006105041-93
2007102233-35
2007100298-75
2007100985-90
2007100361-89
2008302213-94
2007101051-100
2006101120-20
2003200197-78
2007100670-94
2005104147-88
2007103370-55
2005100775-76
2007101687-81
2005104288-79
2006100574-88
2008302060-81
2007101288-55
2007100082-92
2007102794-85
2007104186-83
2007103754-93
2007103157-92
2005102410-93
2006103097-47
2007100346-33
8546203-74
2007101738-78
2006102329-70
2007101525-96
2006103160-56
2007102359-66
2008208030-90
2007100832-91
2005100655-61
2003102932-49
2006104591-86
2005102560-76
2008302114-99
2006104480-93
2007000025-78
2008302183-84
2007200118-57
2007103856-67
2007103517-93
2007102752-77
2005200189-77
2007100739-90
2008110153-82
2007102830-93
2007102413-89
2007100100-101
2008302003-92
2007100748-84
2007103328-81
2005104096-79
2007103058-83
2007101828-78
2007102704-94
2007200148-61
2006000100-73
2004103034-100
2008208051-100
2005102539-31
2006100940-29
2008302051-92
2007101093-79
2007103712-39
2007200121-27
2008302273-84
2007100778-89
2007102287-74
2008302219-89
2007102611-80
2007101816-92
2007103772-81
2007104315-70
2008302186-90
2007102902-100
2005100967-64
2007101561-86
2007101804-TBA
2006103235-63
2007103292-93
9009690-72
2005101318-41
2007104078-77
2007104060-90
2007101114-78
2006103637-94
2007101315-96
2008110036-84
2008209147-42
2005104456-86
2007101438-89
2007102914-80
2007103532-66
2007100586-87
2005103718-96
2007103391-99
2007103751-81
2008302159-84
2007101252-92
2008300261-93
2007103685-88
2007100379-97
2006104177-52
2005103241-54
2008207000-99
2007100223-56
2006104153-88
2007104213-85
2007100688-89
2008301108-101
2008301297-69
2007103082-86
2008680016-21
2007100532-92
2006105077-47
2007104108-78
2006102188-86
2007103403-95
2004102905-97
2007101726-90
2007103052-87
2005103697-73
2007101276-87
2007102734-76
2007102263-90
2006101396-96
2007102680-100
2006100004-93
2005101666-52
2004101807-40
2007103331-65
2008302021-71
2007103925-71
2004100373-47
2004100556-55
2007101447-80
2007102308-86
2007100850-68
2006102848-71
2005103091-92
2008301186-79
2002103334-80
2007103160-94
8706365-69
2007104354-84
2008207096-77

Curve: 79,39
Standart deviation: 20,01

TBA-will be announced tomorrow night.

NPs(the students who are registered but were not present in the exam.)

2005102542
2008300060
2004100493
2007104162
2005103505
2003000215
2004103070
2004102104
2007100262
2007100862
2006102275
2004104393
8906453
2001103538
2008401198
2004104489
2004102221
2004100019
2004101069
2005102866
9833027
2006104747
2007104294
2006000097
2007103172
9700523
2006200154
2005104285
2005100139
9008250
2002101714
2005102905
2005000113
2006102698
2005100445
2008205042
2006101945
8807383
2005104117
2006100664
2006100187

Nineteenth Century Ottoman Transformations/Ersoy-April 22,2009

2009-05-04T21:14:00.002+03:00

Nineteenth Century Ottoman Transformations

Distinct path of modernization (among first generation of “non-western modernities,” such as Japan and Russia)

The reform attempts of Selim III (r. 1789-1807), curbed by social / economic power groups: provincial notables and the Janissaries

The modernizing reforms of Mehmed Ali Pasha (r. 1805-1848) in Egypt
First newspaper Vekayi-i Mısriyye (1829) (followed by Ottoman Takvim-i Vekayi in 1831); universal conscription

Mahmud II (r. 1808-1839) – end of the Ottoman ancient régime, the emergence of modern military and administrative infrastructure. The establishment of a centralized absolutist state.

Elimination of peripheral groups:
a) provincial magnates
b) the Janissaries (1826) – end of “kul” system. Immense socio-economic consequences: end
of economic protectionism and state monopolies – 1828 Anglo-Ottoman trade agreement
First census, cadastral survey, modern postal service and road network: Control and surveillance

Necessary reforms for modern centralized state: modern education (elementary and higher level); enlarged and efficient bureaucracy

Dress Code of 1829 – Uniform dress for all government employees
Abdülmecid (r. 1839-1861)

Edict of the Rose Chamber (Gülhane Hatt-ı Hümayunu) 1839 and the Tanzimat reforms followed by the Reform Edict (Islahat Fermanı) of 1856

Center of power moves from the palace to the Porte – “Men of Tanzimat” – the bureaucrats assume the leading role

“Ottomanism” – New Ottoman politics of identity: All-inclusive, secular, supra-ethnic, supra-religious Ottoman identity (as opposed to exclusivism of traditional Ottoman identity); Ottoman “civic patriotism”

Challenges / dilemmas / inherent flaws of integrative Tanzimat Ottomanism:

For the dominant Muslim community: The psychological challenge of acknowledging full equality with non-Muslims; abandoning privileges and traditional supremacy
For the non-Muslim communities: The systematization of the millet system (of ethno-religious communities) with the Tanzimat. Loosely organized communities becoming more rigidly segregated – communities turning into impervious compartments: A segmented society with communities having their own educational systems and institutions, and relative administrative and legal autonomy

Habsburgs, Ottomans, Romanovs/Ersoy-April 20,2009

2009-05-04T20:39:00.011+03:00

Habsburgs, Ottomans, Romanovs

Three old fashioned dynastic empires, struggling to survive in the age of nationalism
“Exceptional,” alternative paths of modernization and collective identification
3 empires as “prison-houses of nations.”

Eighteenth-century changes in the Habsburg and Romanov Empires:
“Enlightened Absolutism” in Russia and the Austrian Empire

Russia:
Peter I (the Great) (r. 1682-1725), centralizing and secularizing reforms
Catherine II (the Great) (r. 1762-1796), an Enlightenment intellectual

Peter the Great

Habsburgs:
Maria Theresa (r. 1740-1780), modern centralized bureaucracy and efficient, secularized state mechanism
Joseph II (r. 1780-1790), expanding secularized state power, German as administrative language

Imperial Romanov eagle

Flag of Imperial Habsburg

Post-Revolution / post-Napoleonic wars: Increasing conservatism in Habsburg and Romano Empires: 1815 Vienna Congress and the “Metternich system” of order and stability (1815-1848)

von Metternich

1848 Revolutions in Europe – various demands related to freedom, democracy, national emancipation, better conditions of life

1848 Revolution

Barricades in Berlin-1848

Hungarian declaration of freedom and Lajos Kossuth – suppressed with the aid of Russia
Franz Joseph (r. 1848-1916) as Habsburg emperor – “neo-Absolutism” and return to conservative reformism

Austria defeated by Prussia in 1866 (Sadowa)
The “compromise” (Ausgleich) of 1867 between Austria and Hungary: Founding of the “Dual Monarchy” and the Empire of Austria-Hungary – Two parliamentary constitutional states united by one ruler

The growing process of “Magyarization” in Hungary after the Compromise – mounting conflict between the Magyar nobility and Romanians, Serbs, Croats, Slovaks.

Week 9-primary sources-key questions

2009-04-23T00:26:00.001+03:00

1- How did Ahmet Mithat describe the early ottoman empire and how should it reflect to modern reforms?
2- How was the apprehension of identity according to Tanzimat Edict?
3- What were relations of Tanzimat with references like sheria and nizam?

Towards a Europe of Nations and Latecomers/Karakışla-April 17,2009

2009-04-22T23:11:00.005+03:00

Nationalism-continued…

Fichte and Herder’s influence on nationalism
19th century: “nation” tried to find reserved common cultural past.

Economic nationalism: Frederick List (1789-1846), The National System of Political Economy (1841) spoke the motto of et la patrie et l’umanite implying deep concerns of a devoted German patriot and liberal about the backward and , and pre-industrial state of Germany in his day.

Europe under napoleonic Rule-1810

Europe after the Congress of Vienna-1815

Nationalism theories:
-primordialists
-modernists
-ethnicitists
+Nostalgia: Nationalist nostalgia is looking back and yearning for unifying themes. –
the some gestures as examples of common cultural past like knocking on wood as a Greek tradition, while pulling ear is Jewish, tütütü is Iranian, mashallah is Arabic, and evil eye (nazar) is central Asian shamanist (Mongol) tradition.

- Nationalism is conscious effort to unite people under one flag, one land, one religion, common past and culture. (Asabiyya)

- Ziya Gökalp’s hars

Europe after the Congress of Berlin,1878

Unification of Germany and Italy

-Prussian prince Otto von Bismarck managed to unite all German under the one flag and one rule. So the concert of Europe changed drastically. After the war with France, Germany occupied Alsace-Lorain and allied with Habsburg and Russia, which was named as 3 Empire League in 1873.

Unification of Germany

-1877-78 Russo-Ottoman War: Serbia declared war against Ottomans. Montenegro and Russia soon entered the war on the side of Serbians. This war has become the last of series of war between Russia and Ottoman Empire. Germany stepped in Congress of Berlin in 1878 and Russia got very angry and pulled Germany out of 3 Empire league in 1879. Russia and Austria-Hungary made Dual Alliance till 1918.

Unification of Italy

-Unification of Italy was the result of a movement called the Risorgimento: Re-Unite.
In 1848 revolutionary disturbances started and Mazzini started to the project of young Italy movement. Garibaldi was the leader of revolutionaries, unified Italy.

-The only opposition in Italy was the pope in Vatican. Garibaldi did not touch on Pope.

-As one of the latecomers, like Germany, Italy joined the Dual Alliance between Germany and Austria-Hungary in 1882. (In both wars, Italy changed his place and USA joined the war on the leading side!)

The Balkans : in conflict during 1880 and 90s.

-In 1890 Bismarck resigned and in 1894 Russia made alliance with France, which resulted in direct joint of Great Britain and Germany was excluded from this Triple Entente.

-Ottomans, Germans and Habsburg constructed the Triple Alliance. 1914 was the year for Balkans to fragment with Bulgarian independence, and unification of Crete with Greece caused Ottomans to get nervous.

Colonial Possessions of World Powers,1914

Germany and Italy, as latecomers to industrial revolution and imperialism gave way to nation-formation. They jumped to the imperial-colonial train eagerly, which was the main source of war in Europe in 1870s.

The Nations at War-1914

Nations and Nationalism in Europe/Karakışla-April 15,2009

2009-04-20T16:19:00.002+03:00

Liberalism

The popular motto is “the freedom of a person is limited by the freedom of other”. Minimum government and government intervention is desired just to protect the private property and to provide orderly life.

Freedom will solve all problems and supply the needs. Enlightenment ideas such as embraced right to vote, private property, constitutional government, parliamentary sovereignty and free market economy are the important concepts of liberalism.
‘Laissez faire- laissez passer”

Conservatism

was another ideology of the age which advocated the status quo if they are happy with the existing situation.

19th century was a dynamic century for the social system’s change. Main motto was “conservatist corporate nature of our society into the centre of conservatism”. Edmund Burke, one year after the revolution, represented the conservative scare of revolution.

Patriotism:

was another significant outcome of French Revolution. It is being READY TO DIE for your country. It is in other words, being ready to sacrifice of himself for the safety and good for your country.

Considering the country over all is like “Deutschland, Deutschland über alles.”

Patriotism is DIE4U while Nationalism is KILL4U.

Nationalism:
-the pride in nation and still dominant in 21st century.
-the main reason for the collapse of multiethnic, multi-linguistic, multi-religious empires in the world./ unification of Italy and Germany (1871)
-19th century nationalism was an ideology of educated middle class and strongly a European phenomenon.
- The ideological smelt to unite nation and nationalism was the backbone for nation-formation.

Nationalism with Darwin: German, French and British nationalisms in the 19th century were racist and they generated an agenda to prove their national superiority against others. US & THEM

Marxist ideology claims that nationalism gave birth to other nationalisms. This is the escalation, which is going rougher, rusher, harsher. Escalation is important in the sense that it resulted in racist mode of nationalisms, which brought national wars.

Romanticism and the Rise of History/Ersoy- April 13,2009

2009-04-20T14:56:00.008+03:00

Romanticism and the Rise of History

The rise of history in the nineteenth century (as academic field and as a broad field of historical representation and imagination)

Romanticism and the modern cult of nostalgia – The growing demand for and obsession with the past. The modern cult of history as a symptom of the traumatic rupture with traditional continuities of the past

Leopold von Ranke (1795-1886). The establishment of history as a scientific field

Leopold von Ranke

Romanticism’s critique of cosmopolitan society

Cosmopolitanism – Being a citizen of the world, common Enlightenment culture. Shared values, secular ideals, modes of existence beyond religious, national, traditional barriers.

Perceived as unnatural, artificial, and as a token of the ancien régime in France; as an instrument of French cultural hegemony outside of France (esp. England and Germany)

“Superficial” clothing styles and etiquette (18th century)

The advent of “naturalness” and casuality (19th century)

Marianne – symbol of the French Revolution

Renan-Key questions

2009-04-15T14:54:00.002+03:00

-What is a "nation" according to Renan?

-In Renan's words, what is necessary to constitute a "nation"?

Announcement for the make-up exam

2009-04-10T21:10:00.002+03:00

Dear friends,
the make-up exam for HIST 106 is going to take place on April 15,2009. At 3 p.m. North Campus, KB 125. Good luck!

P.S: You should bring your medical certificate which is issued or approved by the Infirmary.

Tintin in the Congo- "white man's burden"

2009-04-10T19:59:00.004+03:00

Outline-Age of Capitalism by Terzibasoglu

2009-04-10T19:54:00.002+03:00

Origins of Capitalism( 30.03.09)

Capitalism, as a social system, where production is organised for exchange in the market for profit.
The novelty of this form of social organisation, historically specific.
Different accounts of the rise of capitalism

Commercialisation model: assumes rational individuals, markets as arenas of opportunity, associates capitalism with cities, continuity in history, bourgeois as the agent of change.

Critiques of the commercialisation model
Karl Polanyi: from markets to the market society
The rise of the market society in historically specific conditions and the necessary intervention of the state

The transition from feudalism to capitalism
England
France
The dynamics of agrarian relations: the agrarian origins of capitalism.

Mercantilism and Free Trade (01.04.09)
Mercantilism as economic nationalism, protectionism
Rise of the absolutist states in Britain and France, and mercantilist policies
Colonialism and mercantilism
Adam Smith and laissez faire
The idea of a natural order: the invisible hand, division of labour
English industrialisation and free trade policies

The Industrial Revolution(03.04.09)
Technological development is the result, not the cause
Agricultural origins
Creation of markets in land, labour and goods
English industrialisation:
the role of enclosures for the creation of a market in labour power, dispossession of peasants, emergence of a gentry and a class of wage labourers, the role of the Tudor monarchy, creation of a home market
The factory system
The family firm
Continental industrialisation as a reaction to English industrialisation
Latecomers
Protectionism
The role of railway construction
German industrialisation

Imperialism (1875-1914)-(06.04.09)
Imperialism and capitalism
Imperialism and industrialisation
The distribution or redistribution of the world as colonies among half a dozen European states
(land grab)
Economic motives
White settler communities
Raw materials
Markets
Protectionism
The fusion of economic and political motives
Impact on the colonized world
Impact on the metropolitan countries

The Working Class and the Bourgeoisie (10.04.09)
Democratisation of politics at the turn of the 20th century
Expansion of the electorate
Participation of the poor and the unprivileged to politics
Rise of mass working class parties
Trade unions
Suburban lifestyle as symbolic of the waning of middle class influence on politics
The link between the bourgeoisie and puritan values broken: spending as important as earning, the birth of the leisure class, tourism, sports
Changing structures of the bourgeois family
Who is middle class?
lifestyle and culture, leisurely activities and education as class markers
The growth and insecurity of the lower middle classes
Radical right in politics
Imperialism, war and nationalism

Week VII-Primary source-questions

2009-04-09T21:44:00.005+03:00

-Is it possible to draw similarities between Drake’s approaches to Native Americans with Conrad’s approach to Africans? If so what kind of similarities and differences can be found?

-What does the civilizing mission entail? Civilizing mission of white men presuppose the civil state of one party and incivility of the other so is it possible to talk about a feeling of superiority on the European side? If so why do you think they felt that way? (Earl of Cromer)

Mid-term announcement

2009-04-07T02:12:00.003+03:00

The midterm will be held on April 8, 2009 at 17:00. Each student must take the exam in the assigned room. Those students whose names are not on the room list will not be admitted to the exam in that room. (Students must bring their student ID cards. )

NH 301- section 02 ve 03
NH 304- section 09
NH 305- section 01,04, 05
NH 410- section 06,07,10
NH 405- section 08,11,12

Review sessions for the mid-term exam-updated version

2009-04-03T19:51:00.003+03:00

Sunday- 1 p.m GKM (the meeting room downstairs)-Seren Akyoldas
Monday-6 p.m NH 201-Emine Melek Cevahiroglu

Review sessions for the mid-term exam

2009-04-02T18:13:00.003+03:00

April 3,2009 Friday 5p.m NH 201 (Ceren Abi)
April 3,2009 Friday 5p.m NH 202(Umit Firat Acikgoz)
April 6,2009 Monday 5p.m NH 201(Emine Melek Cevahiroglu)

April 6,2009 Monday 5p.m NH 202( Seren Akyoldas)-Maybe this session would be placed with a review session on Sunday(April 5,2009)-GKM? It is going to be announced tomorrow here...

Tomorrow and next Friday, there will be regular problem sessions as well.

Announcement for the mid-term exam

2009-04-01T20:05:00.001+03:00

For the Hist 106 midterm exam, you will be responsible for all topics that have been covered, up to the Age of Capitalism. The Age of Capitalism, that is this week's lectures, will not be included in the midterm exam.

Main questions-Engels

2009-03-31T19:42:00.002+03:00

-Consider these questions as you are reading this week's primary source: Engels' Industrial Manchester:

-Where did the inhabitants of “the first manufacturing city of the world” come from? Why, do you think, they ended up in this environment? In what ways are they integrated into the market economy?

-How was the traditional city (its spatial layout) re-organized through industrialisation (in Manchester). In what way was the city segregated?

THE FRENCH REVOLUTION/Girardelli-March 27,2009

2009-03-30T00:06:00.012+03:00

The French Revolution

Meaning:

-Complete overthrow of a system of government with its social, economic and cultural foundations

-Universal, paradigmatic value. “Europe”’s first revolution. Immediate effects from Portugal to Russia, from Scandinavia to Italy and the Ottoman Empire. Long run effects extended to every political project implying destruction of a traditional order. Central experience of political modernity

-J. Michelet: “the advent of the Law, the resurrection of Right, the reaction of Justice”. Liberation from the traditional oppression enshrined in monarchy, nobility, clergy.
For its opponents, the Revolution meant the dark forces of mob and terror.

Causes:

-Cultural/ideological: Enlightenment’s critique of the Ancien Régime.

-Social: enriched bourgeoisie can no longer accept to be a subaltern class without political weight

-Economic crisis in 1787-88. April 1789: rising prices, raids to bakeries

-Demographic: population growth - production increases - proto-industrialization and birth of the proletariat - first generational gaps

-Psychological factors: indecision at the centre (the King cannot gauge public discontent) - anger and fear for poverty in the countryside and in the Parisian proletarians - violent result

-International context: example of the American Revolution - ferment and social conflict in the Netherlands - Belgian revolt - Poland

First phase: bourgeois revolution, 1789-92

4 may 1789 - the King opens the Estates General after 150 years. On 17 June the Third Estate breaks the rules and declares itself National Assembly. Voting by head rather than by Estate is introduced.

14 July - 30000 muskets removed from the Hotel des Invalides - the Bastille (political prison) is besieged. Symbolic action

26 Aug 1789 Declaration of the Rights of Man (liberty, property, security, freedom of expression and thought, resistance to oppression)

1789-91, National Assembly lead by liberal noble Mirabeau. Constitutional monarchy.

Sept 1791, new Legislative Constitution (Girondin) is less sympathetic with monarchy.

It is replaced after 1 year by a radical National Convention (Jacobin) that declares the Republic.

Second phase: Radical Revolution, 1792-94

Jacobin power, controlling the Commune of Paris, is fuelled by the threat of foreign intervention in support of the King

10 august 1792, the Tuileries are stormed, the King deposed and the Republic declared on

22 Sept. 1792 (Vendemiaire, later the starting-point of the Republican calendar)

Church properties are confiscated, land is given to the peasants, aristocratic, feudal privileges are abolished. Suffrage is extended to one half of the male population. Catholicism is replaced by the cult of the Supreme Being in 1794

Executive power is concentrated in two Committees of Public Safety lead by Danton (April-July 1793) and Robespierre (July 1793-July1794), inspired by the democratic ideas of Rousseau.

Louis XVI executed as traitor on 21 January 1793.

While war with legitimist foreign powers goes on, the internal opponents of the Revolution are executed in thousands (Terror). Internal conflict. Danton is executed in April, Robespierre in July 1794.

Moderate phase: 1794-1804

War continues but maintaining internal order and avoiding excess becomes the main objective.

Loyalty of the people to a government and a state that seems to have been created by the people and for the people becomes basis of new national feelings.

1795 New constitution

Nov. 1795 executive power to a “Directory” of 5 men.

Nov. 1799(18 Brumaire VIII) coup d’etat by the Directory’s most successful general, Napoleon Bonaparte, who establishes a 3 men “consulate”, confirmed by nation-wide plebiscite

Egyptian campaign begins in 1799

May 1802 - Napoleon is first consul for life

May 1804 - Emperor

Imperial Phase: 1804-1815

Stability is found in the general cult of Napoleon

Revolutionary war and conquest become ends in themselves. Military success prevails on democratic ideals.

Religious freedom is confirmed (equal rights of Jewish communities), but police system limits freedom of expression

Secondary schools and universities are centralized.

1812 - The French empire controls most of Western Europe. Reversal of fortune with the failure of the Russian campaign

1814-15 Coalition lead by Britain defeats Napoleon.

Napoleon as modern ruler

Napoleon as victorious warrior

Antoine J. Gros (1771-1835), Napoleon in the Plague House at Jaffa, 1804

Napoleon as Western healer of Oriental suffering subjects

F. De Goya (1746-1828), The 3rd of May 1808, 1814

Napoleonic invasion of Spain seen by a Spanish painter who had been committed to the ideals of the Enlightenment

Aftermath

-Although in 1815 the immediate result of the French Revolution seems to have fuelled reaction and conservatism, an irreversible process of democratization was started by it.
Nationalism.

-Empowerment of the bourgeoisie will be a leading, constant aspect of European and world history during the 19th century.

-The bourgeoisie was thought to be a revolutionary force until 1848 by Marx.

-Opposite dangers of popular, jacobin radicalism and authoritarian evolution will constantly affect the following historical evolution.

The American Revolution/Mazzari-March 25,2009

2009-03-29T00:35:00.010+02:00

An Enlightenment Experiment: The American Revolution—
______________________________________________________
1. The Political Philosophy of the Enlightenment: The Glorious
Revolution, John Locke, and the theory of balanced government

2. Rational Claims for Self-Rule: The Declaration of Independence

3. The Machinery of American Democracy: A rational system of checks and balances

The abortive Articles of Confederation

The U.S. Constitution: A balance no longer between estates, but between types and sources of power

Vertical: Federal, state, county, and municipal
Horizontal: Executive, legislative, and judicial

Bill of Rights: Balance between government and individual;

Freedom “from” and the freedom “to”

4. Classical Foundations of Republican Virtue
“L’enfant’s District of Columbia
Revolutionary heroes as Roman senators

5. Republicanism to Liberalism: Tocqueville in Jacksonian America
Nature and capitalism in the new American West

6. Testing the Limits of Independence: The War for the Union and the Definition of American Democracy.

OneDollar: Novus Ordo Seclorum

Sir Isaac Newton

LETTERS FROM AN AMERICAN FARMER

LETTER III.WHAT IS AN AMERICAN.
J. Hector St. John de Crevecoeur, 1781

I WISH I could be acquainted with the feelings and thoughts which must agitate the heart and present themselves to the mind of an enlightened Englishman. . .

He is arrived on a new continent; a modern society offers itself to his contemplation, different from what he had hitherto seen. It is not composed, as in Europe, of great lords who possess every thing and of a herd of people who have nothing. Here are no aristocratical families, no courts, no kings, no bishops, no ecclesiastical dominion, no invisible power giving to a few; no great manufacturers employing thousands, no great refinements of luxury. The rich and the poor are not so far removed from each other as they are in Europe. Some few towns excepted, we are all tillers of the earth, from Nova Scotia to West Florida. We are a people of cultivators, scattered over an immense territory communicating with each other by means of good roads and navigable rivers, united by the silken bands of mild government, all respecting the laws, without dreading their power, because they are equitable. We are all animated with the spirit of an industry which is unfettered and unrestrained, because each person works for himself. . . . Lawyer or merchant are the fairest titles our towns afford; that of a farmer is the only appellation of the rural inhabitants of our country. . . .

Venerate the Plough

IN CONGRESS, July 4, 1776

The unanimous declaration of the thirteen United States of America
When, in the course of human events, it becomes necessary for one people to dissolve the political bonds which have connected them with another, and to assume, among the powers of the earth, the separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident: That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness; that, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.
Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security. Such has been the patient sufferance of these colonies; and such is now the necessity which constrains them to alter their former systems of government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states. To prove this, let facts be submitted to a candid world.

He has refused his assent to laws, the most wholesome and necessary for the public good. . . . He has plundered our seas, ravaged our coasts, burned our towns, and destroyed the lives of our people. . . .

In every stage of these oppressions we have petitioned for redress in the most humble terms; our repeated petitions have been answered only by repeated injury. A prince, whose character is thus marked by every act which may define a tyrant, is unfit to be the ruler of a free people.
Nor have we been wanting in our attentions to our British brethren. We have warned them, from time to time, of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity; and we have conjured them, by the ties of our common kindred, to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They, too, have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war, in peace friends.

We, therefore, the representatives of the United States of America, in General Congress assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name and by the authority of the good people of these colonies, solemnly publish and declare, that these United Colonies are, and of right ought to be, FREE AND INDEPENDENT STATES; that they are absolved from all allegiance to the British crown, and that all political connection between them and the state of Great Britain is, and ought to be, totally dissolved; and that, as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and do all other acts and things which independent states may of right do. And for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes, and our sacred honor.

John Adams, Second President

Key questions-Week 5-primary texts

2009-03-26T00:43:00.000+02:00

-How was the Enlightenment thinkers were affected by the Scientific Revolution?
-How do they applied these influences on their critique of the political systems that they lived in?
-Are there any biases, dilemmas in the writings of Enlightenment thinkers?
-Are the principles of liberty and equality are applicable to all?
-Why is general will important for Rousseau? What are the characteristics of a philosopher according to Diderot?

ENLIGHTENMENT/Girardelli-March 23,2009

2009-03-25T00:58:00.009+02:00

MAN AS AN OBJECT OF SCIENCE

Politics:

-Scientific and rational methods for improving government and society. Critique of absolutism of traditional social order(clergy, aristocracy and their privileges)

Critiques of the Ancien Régime

Fragonard, The Swing, 1766

-Universal laws (Locke &Montesquieu), Principles of tolerance, human rights. Reason is universal and equality is the natural condition.

-To enforce the new privileges in practice Enlightened despotism (Catherine the Great in Russia,
Frederick the Great in Prussia etc.) or Revolution

Economy:

-A.Smith-free market and competition-wealth produced by circulation of goods

-Scientific improvement of agriculture (new corps-increased productivity) and industry

-Capitalism as rational investment in material and human commodities

(labor force as market commodity)-colonial trade increasingly affecting everyday life.

The Royal Academy in 1787

Social and cultural behaviours:

-famial order:new vision of childhood-Gender relations (Mary Wollestonecraft)

-Beginning of mass consumerism. Paid entertainment-leisure-cultural consumption.

Critiques of the Ancien Régime

F.Boucher, La Toilette, 1742-frivolous and wasteful manners of the aristocratic society.

-Birth of public sphere (newspapers-cafes-public reading).

-Taste is democratized with Persian salon, exposing art to a broader public.

Democratizing Knowledge

Diderot - D’Alembert, Encyclopedie, 1751-72

-Universalism, accessibility of knowledge. Democratizing knowledge implies political democracy.

-Taxonomy, classification of all knowledge. Moral value of the commitment to science. Neglect of science as a sign of inferiority.

-On one hand, reason belongs to all peoples and every cultural production has its values and peculiartities (beginning of ethnography)

-On the other hand, the enlightened European intellectual sees himself as the only subject entitled to categorize and judge the rest of the world (Eurocentrism - ideological premises of colonialism)

Week V-Highly Recommended reading material

2009-03-24T13:48:00.003+02:00

Dear all,
tonight highly recommended reading material focusing on Enlightenment will be sent by your teaching assistants. You can also download this excerpt from the library website
http://seyhan.library.boun.edu.tr/search~S5?/rHIST+106/rhist+106/1,1,1,B/frameset~1539016&FF=rhist+106&1,1,
or purchase a hard copy. It is now available at Hisar Digital.

DANTON- March 27,2009/ 5 p.m-GKM Ayhan Şahenk

2009-03-24T13:42:00.003+02:00

Danton (dir. Andrej Wajda, 1983; Gerard Depardieu, Wojciech Pszoniak, Anne Alvaro) will be screened on March 27 Friday- 17:00, Garanti Kultur Merkezi.

The movie focuses on the events of the "Reign of Terror" during the French revolution, through two of its central figures, Georges Danton and Maximilien Robespierre.

SCIENTIFIC REVOLUTION FROM RENAISSANCE TO NEWTON/Girardeli-March 20,2009

2009-03-21T00:01:00.007+02:00

The rather subjective way in which historians use the term ‘revolution’ to describe processes that cannot really be reduced to a short period of change, like political revolutions.

The ‘Scientific Revolution’ is a term that describes a process that can be traced back to the Middle Ages, or to the invention of the printing press; but it is generally considered to be a phenomenon centered on the sixteenth end seventeenth centuries.

It overlaps to a large extent with the concept of the ‘Age of Reason,’ named in opposition to the ‘Age of Religion’ that preceded it, and where science, rationalism, empiricism tend to replace dogma, belief, and scholasticism.

The Scientific Revolution also can be prolonged into the eighteenth and even nineteenth centuries, thus overlapping with what is generally described as the Enlightenment.

Among the most marking figures and events of the Scientific Revolution, Copernicus (1473-1543) and his discovery of the solar system, which challenges anthropocentric religious views of a universe centered on man and the earth.

By improving the telescope, Galileo Galilei (1564-1642) develops the technology needed for the observation of the planets.

Descartes (1596-1650) publishes his Discourse on the Method, where he develops a scientific method based on doubt and deduction. He proves that he exists by the fact that he doubts, which proves that he thinks, which proves that he is (dubito ergo cogito, cogito ergo sum).

Harvey (1578-1657) discovers blood circulation.

The most extraordinary impact will come from Isaac Newton (1643-1727) and his discovery of the law of gravitation. By proving that the motion of every object and planet can be explained mathematically, he brings into being the notion that every ‘mystery’ of creation is potentially explainable and that rules and laws determine the way in which nature ‘functions.’

NEWTON

The seventeenth century is also characterized by a great propensity to discover the outer world, other civilizations, and historical narratives that challenge the very constructs on which European consciousness was based.

It is also the time of the ‘quarrel between the Ancients and the Moderns,’ the former defending the idea of an ideal for the future located in a ‘golden age’ of the past, while the latter introduce the notion of a future that may be different but better than the present, thus opening the way to the idea of progress.

All in all the Scientific Revolution is crucial in the shaping of the Enlightenment. In many ways, the Enlightenment will be an application of some of the principles of the Revolution to the sciences of man and society.

ABSOLUTISM CHALLANGED:THE ENGLISH REVOLUTION/Terzioglu-March 18,2009

2009-03-20T23:04:00.008+02:00

Absolutism Challenged:The English Revolution

England in the early 17th century
A society in transformation: old elite (aristocracy) vs. new elite (gentry and professional classes)
A relatively centralized monarchy

Parliament: House of Lords, House of Commons- the former was still the more powerful body, but the latter was also rising in status.

Common Law: the emergence of an ideology of the common law as the basis of the unwritten “constitution” of England.

Religion: Catholics reduced to a minority, Anglican Church established as the moderately Protestant official Church of England, and Puritans, dissenting and more radical Puritans
Causes of conflict under the early Stuart kings, James I and Charles I

Fiscal: Difficulties of financing the rising expenses of warfare without aggravating powerful groups

Religious: Puritan resentment of Anglican dominance and control; suspicions that the Stuart kings were secretly Catholic.

Constitutional: Resentment at the Stuart monarchs’ extensive use of the royal prerogative in fiscal, legal and administrative manners; ideology of the common law counters arguments about the divine right of kings

The Civil War and the Commonwealth

Parliament convened (Short and Long Parliaments): 1640-2

Civil War: 1642-6. Army of Parliament vs. army of king.

The “Puritan Republic”: 1649-1660

Charles I executed, monarchy and House of Lords abolished.

The Cromwellian Protectorate: 1653-1660

Oliver Cromwell rules England with dictatorial powers.

Oliver Cromwell

The Restoration: 1660-1688

Successful policies of Charles II win him many allies in the Parliament, known as Tories; critics known as Whigs.

Tensions arise because of the conversion of Charles II and his son James II to Catholicism and because of their attempts to appoint Catholics to official positions.

The Glorious Revolution: 1688-89.

The Parliament invites James’s Protestant daughter Mary and her husband William of Orange, the stadtholder of Netherlands to England to protect “traditional liberties.”

Mary Stuart & William of Orange

Comparison with France
-Both French and English monarchs try to augment their power and to legitimate their attempts to do so by relying on the arguments about the divine right of kings. But Louis XIV turns out to be the better politician, using the arts of persuasian and cooptation as well as confrontation.

-The insistence of the later Stuart monarchs on their Catholic agenda undermines their standing in the eyes of their Protestant subjects, who had begun to equate Englishness with Protestantism.

-The groups that resisted absolutism in England had a more powerful social and ideological base.
-John Locke as the ideologue of the Glorious Revolution and a source of inspiration for later constitutionalists.

ABSOLUTISM AT ITS PEAK: FRANCE UNDER LOUIS XIV/Terzioglu-March 16, 2009

2009-03-18T01:37:00.011+02:00

Absolutism at its peak: France under Louis XIV

Introductory remarks

-State-building as a conflictual process; the seventeenth-century crisis

-Different paths of state building in the seventeenth century: England and France.

France before Louis XIV
a)The French monarchical tradition

b)Limits to absolutism
-Size and population
-Local particularisms – the concept of “liberty”
-Religious diversity

c)Precursors to Louis XIV
-Henry IV

-Cardinal Richelieu

RICHELIEU

-Cardinal Mazarin
-The Fronde

The personal rule of Louis XIV
a)Cooptation of rather than confrontation with the social groups and institutions that represented a check on royal authority

b)Government through “the nobility of the robe”, while keeping the “nobility of the sword” preoccupied, in debt and in check in the Versailles

VERSAILLES

c)Extensive use of cultural patronage to glorify his rule and to manipulate the royal image.

d)Use of the theory of “the divine right of kings” to justify his rule and power.

LOUIS XIV and his family

e)Mercantilist economic policies

f)Modernization of the army

g)Policy of religious intolerance
-Suppression of Protestantism (Revocation of the Edict of Nantes)
-Suppression of Jansenism

massacre of St.Bartholomew

h)Military ventures

Louis XIV

The legacy and perception of Louis XIV: two contrasting Enlightenment perspectives

-Montesqueiu, The Persian Letters, 1721

-Voltaire, The Age of Louis XIV, 1750

VOLTAIRE

Montesquieu-"Persian Letters"-Voltaire-"Letters on England"-Main questions

2009-03-17T01:05:00.004+02:00

-Can you identify some of the ways in which Montesquieu offers a critique of Louis XIV in these letters?

-What are some of the aspects of the English political regime that appealed to Voltaire?

-What role does commerce play in Voltaire’s comparison of France and England?
(Letter 10: Point out his characterization of the mercantile character of English society vs. the feudal character of French society – Critique of French courtly society!)

Attention!!! Change of primary sources-Week IV

2009-03-17T00:25:00.006+02:00

Please, check your e-mail accounts (registered in the system)!
The primary texts that are required for this week have been sent via e-mail by your teaching assistants. They are also available online. You can download them:
http://seyhan.library.boun.edu.tr/search/r?SEARCH=HIST+106&sortdropdown=-&searchscope=5

THE RISE OF THE MING BUREAUCRATIC STATE/Togan- March 13,2009

2009-03-15T23:18:00.015+02:00

-alternating phases of universalism and localism on the Asian scene. These phases ended with the establishment of the Mongolian Empire.

-With the end of the Mongol Rule in China , a new dynasty emerged: The Ming, the bright one.

-The situation that was a result of the earlier struggles. During the Mongolian empire two trends a) powersharing (diversified use of power) , redistribution

b) and concentration of power and pooling in and ruling from a bureaucratic center had been at odds with each other. China where the predominance of sedentary population, agriculture, art and crafts were always seen, was also traditionally a bureaucratic state.

-Another change from earlier patterns was that during the first millennium and with the Mongol Empire people were constantly on the move. There were migrations, conquests and as a result blending of populations and cultures. As a result of blending of peoples and bringing religions from antagonism into a coexistence, migrations and conquests had ended.

-The end of the migrations meant also an end for the disruption of the country side by around 1500-1550s. This is to note that the end of the migrations, and the process of settling down seems to have started as an inner dynamic and not as a response to outside powers.

-The new characteristics of this phase were borderlines, and an urge to put things within those borders into order; borderlines arose between the sedentary and the nomadic; between religions, sects, languages and culture.

-The collapse of the Mongolian empire brought about other changes in Asia. We have the regional empires

-This was a period of bringing a new order for all of the regional empires including China.

-This era shows a distinct change in terms of its goals and values. It is no longer the martial values that are praised but “civil” values.

-They all tried more or less successfully to bring an end to the domination of the nomadic peoples, inside, at the frontiers and outside. By the middle of the 16th century These efforts had ended with a subordination of the nomads to the sedentary order.

-Except for the western Mongols there were no more threatening nomads at China’s frontiers.
For a brief time there were maritime expeditions in the south, led by the eunuch Zheng He. These expeditions were brought to an end after a short time.

-In the north also the great Wall as we know it today was constructed. It was now a continuous borderline, so wide that one could travel on by chariots.

-As a result the Ming empire was able to concentrate on internal issues, on issues related setting the house in order. These “fences” around China contributed to non-interference from outside.

- Leading to the development of the capital city with the palace

The Temple of heaven

The Ming Tombs

Neo-Confucianism Wang Yangming

-Building historiography by writing the histories the previous three alien dynasties, including the Mongols (Yuan).

-Easing of internal trade, more freedom of movement to merchants, building of shrines for merchants

-increase of literacy both for men and women.

-development of arts and crafts, Ming porcelain, Ming furniture just to name a few.

OTTOMAN ABSOLUTISM and ITS LIMITS(mid 15th to the 17th century)/Terzioglu-March 11,2009

2009-03-15T01:05:00.009+02:00

Ottoman Absolutism and Its Limits (mid 15th to the 17th century)
The paradigm of Oriental Despotism and its critique
Between the 16th and 18th centuries the Ottoman Empire came to be conceptualized by European thinkers as the antithesis of European political regimes. In characterizing the Ottoman regime as an Oriental Despotism, European thinkers especially stressed the absolute ruler of the sultan and his ruling elite of slave background; they also emphasized the absence of an aristocracy and an independent body of law to check the power of the ruler.

There are many problems with this model:

First and foremost, it is a gross simplification of the early modern Ottoman political regime.

Second, it misses sight of the fact that the Ottoman political order was far from static and invented itself several times over during its six centuries of existence.

And third, it reflects early modern European thinkers’ anxieties about the forms of absolutism flourishing in their own polities.

The sultan and the sultanate
The absolute power of the sultan expressed through royal titles: the sultan as the shadow of God (zıllullah) or the deputy of God (halifetullah) on earth

The absolute power of the sultan as expressed in the architectural layout of the palace

The absolute power of the sultan as expressed in royal ceremonial

The expression of the sultan’s power more through his absence than through his presence was conducive in the long run to the withdrawal of sultans from day-to-day governance and to the impersonalization of the office of the sultanate. This trend was already evident in the late 16th century.

The kul elites
Like many other earlier Muslim dynasties the Ottomans resorted to a military ruling class drawn from slave backgrounds in the hope of creating a ruling class that had no political allegiances other than to the sultan. They were arguably more successful int this than earlier dynasties due to a number of innovations. Among them was:

1) their application of the devşirme levy,

2) their subjection of the “recruits” to rigorous training either in the military barracks or (in the case of the more select members) in the Palace School, and

3) their practices of tying in the top ranks of the kul corps closer to the royal family through marriage.

As important as the kuls were for the Ottoman military administration, however, not all members of the Ottoman ruling elite were of slave backgrounds.

The timar institution

Comparison with iqta
Timarlis were kept in check through a variety of different measures, including:

Land surveys (Tahrir)
Supervision by kadis
Rotation

The learned or religio-legal establishment
Ulema fulfilled many important functions as kadis, müderrises, muftis.
They were also integrated into the state bureaucracy to a much greater extent than in earlier polities. A hierarchical body with the sheikhulislam at the top.
Limits to the bureaucratization of the ulema.

Ottoman legal culture and limits to royal authority
Shariah
Kanun – two definitions of kanun 1) kanun as expression of royal will, 2) kanun as accretive tradition of the House of Osman.
Local customs

Conclusion: no formalized legal mechanism to subject the sultans to the rule of law, but Ottoman legal culture, and esp. the shariah acted as an informal check on royal authority.

The transformation of the Ottoman political regime after the late sixteenth century
The demise of the devşirme levy and the civilianization of the kul corps
The decline of timar and the rise of taxfarming
The emergence of ayan or urban notables.

Conclusion: Power became more diffused between different parts of Ottoman officialdom both within the imperial capital and throughout the provinces. The imperial administration ruled the empire through a wide array of intermediary bodies from the ayan to the kuls.

THE POWER OF THE PRINCE:THE RISE OF TERRITORIAL EMPIRES IN THE POST-MONGOL MIDDLE EAST/Terzioglu-March 9,2009

2009-03-10T17:06:00.005+02:00

The Power of the Prince: The Rise of Territorial Empires in the post-Mongol Middle East

Territorial empires vs. territorial states

The principal territorial empires founded by Muslims in the early modern period
Ottoman Empire (1300-1922)- in the lands of Rum
Safavid Empire (1501-1722) – Iranian world
Mughal Empire (1526-1858) – India

Antecedents
-The rise and demise of the Arab-Muslim caliphate
-The feudalization of Muslim societies
-A dual elite: the military ruling elite (umera, pl. of amîr) supported by the iqta system
and the civilian religious elite (ulema, pl. of âlim) supported by waqfs.

Factors behind the rise of more powerful states in the early modern Middle East

Marshall Hodgson, Venture of Islam:
1.The Mongol political legacy
2.Gunpowder technology
3.The triumph of agrarian civilization over nomadism
4.Economic growth

Also:
5.The ability of the new dynasties to create an effective social base for their empires

Ottomans
-Initially, a frontier state that relied on the support of gazis, nomads, dervishes

-The creation of the kul corps; the institution of the devshirme levy

-The growing importance of the ulema and their incorporation into the state bureaucracy

Safavids
-Initially, a Sufi order with a strong following among the nomadic population of Azerbaijan and Anatolia.

-Gradual adoption of “extreme” Shii ideas; conversion of religious charisma also into political power; Turcoman followers known as “Kızılbaş” turn into soldiers for the Safavid cause

-Once established as a monarchy, Safavids also diversified their base of power, counterbalanced their Turcoman soldiers with slave soldiers drawn from among Armenian, Circassian and Georgian converts; relied increasingly on the Persian-speaking bureaucracy for the civil administration and adopted orthodox Shiism as the state religion, represented by the ulema rather than by shiitizing Sufi sheikhs.

Mughals

-When Mughals first conquered India, they relied on a largely Central Asian and Afghan military ruling elite and a civil bureaucracy staffed by Iranian Muslims

-They later expanded their social base by including in their ruling class also Indian Muslims and Hindus (Rajputs).

-Most inclusive of the three empires: abolished the jizya tax imposed on non-Muslims.

-No use of slave soldiers.

THE POWER OF THE PRINCE/Kafescioglu- March 6, 2009

2009-03-08T22:35:00.016+02:00

Transitions between the late medieval and early modern forms of political organization, beginnings of the demise of feudal power structures, the first steps toward the consolidation of centralized territorial states.

15th century Europe: city states in Italy and Germany; the Holy Roman Empire; feudal monarchies in France and Spain.

Italy: medieval communes replaced by five principle city states by mid 15th century, Florence, Naples, Rome and the Vatican, Milan, Venice. Various combinations of representational and constitutional structures with monarchic notions of rule.

Rise of mercantile economy, new and prominent class of merchant bankers. Concentration of power in the hands of new elites.

Florence: rise of the Medici to power from 1430’s onwards.

Princely courts, and the princely network in Italy.The prince and the courtier.

Repeated assertion and representation of authority through ceremonial, family and patronage
networks, and the arts.

French and Spanish invasions of Italy from 1494 onwards.
Niccolo Macchiavelli, The Prince, 1513.

France: territorial consolidation between 1453 and 1530’s.

The three estates: clergy, nobility, townsmen

Standing army; new fiscal regime and system of taxation. Notion of the monarch as ultimate sovereign, with divine qualities.

Spain: trend toward unification, particularly through marriage of Ferdinand of Castile and Isabella of Aragon, 1469

Notions of divine sanction of monarchs.

Expulsion of Jews and Muslims: part of the trend toward homogenization and territorial consolidation.

Overall, through the later 15th century: growth of state bureaucracies, new taxation policies, formation of standing armies lay the foundations of absolutist polities. Territorial consolidation, notions of divine rule, centralizing tendencies, balancing out of various power holders.

CULTURE AND SOCIETY IN THE EARLY MODERN MIDDLE EAST/Kafescioglu-March 2,2009

2009-03-08T22:15:00.009+02:00

Late medieval foundations of cultural trends in the early modern Middle East. Persianate literary tradition in the eastern parts of the larger Islamic world; Arabic tradition in west. Greek heritage important to both.

Timurid fluorescence: Iranian court culture through the 14th and 15th centuries, court patronage of arts, literature, history.

From later 15th century onwards: consolidation of the Ottoman, Mughal, and Safavid empires.

Population rise, increased pace of urbanization. Growth of commercial activity and trade networks lead to economic and cultural vivacity of cities.

Creation of imperial capital cities through major projects: Istanbul, Fatehpur Sikri and Agra, Isfahan

Courtly and urban ceremonial, patronage of arts, monumental architecture central to self-representation, legitimization and perpetuation of early modern polities in Middle East and elsewhere.

Formation of separate imperial and regional identities in the three realms, alongside parallels and connections.

Ottoman, Safavid, Mughal empires rule over multi-ethnic, multi-religious societies: encounters between diverse cultural and religious practices.

Former institutional and legal frameworks that developed in the middle east through the medieval era continued to shape social interaction and cultural production. Waqf (pious and charitable foundations) as an example. Patronage networks created and sustained through charitable foundations.

New cultural forms&practices: Coffeehouses: popularity of a new kind of social space, and reactions; new literary forms; rise of literacy levels (print culture limited to non-Muslim communities); geographic literature; revival of antiquity in Ottoman architecture.

Image I: Isfahan- Maydan-ı Shah

Image II: New Delhi-The Red Fort

Image III:Istanbul-Suleimaniye Mosque

Image IV: Agra-Taj Mahal

Castiglione and Mustafa Ali-Key questions

2009-03-04T21:46:00.006+02:00

Please do read the excerpts from The Book of the Courtier by Castiglione and from The Tables of Delicacies by Mustafa Ali, before coming to the discussion session on Friday. Here you have some key themes through which you might read the text linking it with the issues pointed out during the lectures:

-What do the authors intend to do through these texts of etiquette?

-Who is a courtier? How was a courtier described by Mustafa Ali and Castiglione?

-How did both authors describe “norms of civility”? What are the points of convergence and divergence regarding “norms of civility” and “self-fashioning”?

THE REFORMATION IN CHURCH-CHANGE IN SOCIETY AND CULTURE/Kafescioglu-Feb.27,2009

2009-02-27T23:46:00.013+02:00

Reformation in church
Change in Society and Culture

Origins of reformist thought:
-Late medieval origins of discontent with practices of the church and Papacy.

Impact of humanist thinkers from Northern Europe:
-Erasmus of Rotterdam
-Thomas More

“St. Peters indulgence”, 1517
Martin Luther, “Ninety five theses”, 1517

“Protestant churches”
Anglican church, 1529; break with papacy in England,1533

Martin Luther and his wife Katharina von Bora

Primary figures of Protestant reformation:
Martin Luther, Ulrich Zwingli, John Calvin

Rejection of catholic mass, “priesthood of all believers”

Radical reformers: majority artisans and peasants, often against church hierarchies; based on drive for internal reform. Intensely persecuted by central authorities, Catholic and Protestant

Protestant ideas linked to political and social programs, demands regarding civil rights

Catholic reform

Council of Trent, 1545-1563
Prominence of religious orders, particularly Jesuits, to propagate ideas of Catholic reformers
Wars of religion in Europe, intertwined with political and dynastic issues, 1520’s through 1648

Also: Suppression of others, preoccupation with witchcraft, expulsion of Jews and Muslims from Spain, establishment of Ghettos for Jewish communities.

Diet of Augsburg, 1555. Each prince to determine religion of his territory and to establish local church: step towards formation and homogenization of territorial states.

Women and social change:
-In protestant thought, women and men spiritually equal, while patriarchal rules and practices prevail.

-Relatively greater visibility, economic and legal independence of women, in catholic and protestant domains, to different degrees across social classes.

- Simultaneously, spread of Roman law unfavorable to women.

THE RENAISSANCE IN ITALY AND NORTHERN EUROPE/Kafescioglu-Feb.25,2009

2009-02-27T21:44:00.005+02:00

Preliminary remarks:

-19th- and early 20th-century views of the Renaissance, focusing on the sharp break from the Medieval era, and the birth of modern Europe.

-Reflections of enlightenment and modern thinking on the interpretation of European cultural fluorescence of the 15th and 16th centuries.

-Later 20th century critique of earlier interpretations; and current approaches.

Setting:

-15th century Florence: urban commercial economy led by the new mercantile establishment

-new culture of commerce and consumption, new social alignments. Rise to prominence of new merchant-banker elites, over traditional aristocracies.

-Transformation of medieval courtly ideals.Parallel developments in other city states of Italy.

Studia humanitatis:

-Revival of Greek and Roman antiquity, emphasis on humanism and civic virtues. Ancient Greece and Rome perceived as foundational; models for the present, and present ideologies, cultures, and values.

New sense of history:

-validation of the present through the past.Revival of antiquity also a frame and legitimization for new elite and new forms of courtly society.

New sense of self and new modes of self-representation, new modes of negotiating one’s place in social hierarchies.

-Revived or new cultural forms: collections of letters in Latin or vernaculars; geographical surveys, maps; the essay, the autobiography, the newsletter. In visual arts: ancient history and mythology alongside Biblical themes; portrait painting, single point perspective.A relatively more secular outlook, and non-religious modes of expression and cultural production become more visible.

-New forms of artistic and cultural patronage, new forms of civility and manners.

-Encounter with distant and less-distant geographies and peoples, part of Renaissance culture of discovery and expansion.

-Distinctions between medieval and Renaissance rediscovery of antiquity.Diffusion of new cultural trends to northern Europe and fringes of Europe (Hungary, Ottoman lands): Renaissance ideas re-shaped, re-interpreted, used in line with local cultural dynamics.

Drake-Key Themes

2009-02-24T22:02:00.001+02:00

Please do read Francis Drake’s Voyages before coming to the discussion session on Friday. Here you have some key themes through which you might read the text linking it with the issues pointed out during the lectures:

* How does Drake describe the natives? Would you argue that a sense of European superiority is dominant in Drake’s account?

* How are the Spanish people and their presence in America represented? What might be the reason behind Drake’s negative attitude vis-à-vis the Spaniards?

* What could you tell about the dynamics of colonial enterprise in the sixteenth century with reference to the text? To what extent are the European states directly involved in “discovering”, subordinating, and exploiting the colonies? In this respect, who is Drake? What is the mission of his ship? Are there any comparable figures in the Ottoman Empire?

* It was pointed out in the lectures that European economies evolved into mercantilism in the sixteenth century. What role do precious metals (silver and gold, or bullion) play in such an economic system? How would you link this with the diary of Francis Drake?

* How would you explain the difference between the colonial conquests (or, overseas empires) and conventional conquests (or, traditional empires)?

readings and sources-1st discussion session

2009-02-23T21:19:00.003+02:00

1st discussion session will take place on Feb.27,2009.

Discussion : Discoveries and Global Expansion

Readings and sources: Stearns, Chapter 21 (pp. 458-477); pp. 514-531 (from ch. 24);
and pp. 569-576 (from ch. 26)

Paul Lunde, “Piri Reis and the Columbus Map,” and “A Muslim Discovery of the New World.”

Primary source: Francis Drake, Voyages, 1580

OTTOMAN EXPANSION and THE EAST-WEST TRADE/Terzioglu- Feb. 23,2009

2009-02-23T21:02:00.004+02:00

A.Approaches

1-The Ottoman expansion as a spark to the European expansion: a discredited view
2-The Ottoman expansion as a dead-end: a teleological perspective
3-Shared dynamics: Ottoman expansion compared with the Spanish and Portuguese cases

B.Shared dynamics

1-The frontier traditions

a.The frontier
b.State-building
c.Frontier traditions in an imperial context: uses of gaza and reconquista compared

2-The role of trade

a. The Ottoman economic outlook compared with mercantilism
i.Fiscalism
ii.Provisionism

b. Case study: The Ottoman involvement in the Indian Ocean and the East-West trade

3-Military technology and geographical knowledge

a.The early adoption and institutionalization of gunpowder technology

b.The development of the Ottoman navy

c.Cartography and the dissemination of geographical knowledge

Terms/names/dates

Teleology

Frontier

Reconquista

Gaza

Mercantilism

Provisionism

Fiscalism

Sokollu Mehmed Pasha (1561-1579)

Piri Reis, Kitab-ı Bahriye and the world map

Tarih-i Hind-i Garbi/The History of the West Indies (1583)

EUROPEAN EXPANSION IN THE ATLANTIC AND INDIAN OCEANS: THE MERCANTILE ERA(1500-1750)/Terzibaşoğlu-Feb 20,2009

2009-02-21T12:51:00.002+02:00

2009-02-21T12:47:00.003+02:00

EUROPEAN EXPANSION IN THE ATLANTIC AND INDIAN OCEANS: THE MERCANTILE ERA (1500 – 1750) / YÜCEL TERZİBAŞOĞLU Feb 20, 2009

- The birth of the world economy in the mercantile era

- Mercantilism and the construction of the market: political and economic

- Conquest of the Americas by the Spanish and the Portuguese

- Local trading networks (regulated by Aztec and Mayan empires) replaced by the Atlantic trade (regulated by Spanish and Portuguese crowns)

- Differences between Spanish and Portuguese expansion

- Portuguese in Africa and the Indian Ocean in the 15th century: establishment of commercial bases and a trading network

- Spanish in America: establishment of an empire

- Demographic collapse and slavery, establishment of a plantation economy

- Emergence of new political and economic structures in Latin America

- Flow of silver: a mixed blessing for Europe

- Reasons for the decline of Spanish and Portuguese power

- The rise of the Dutch: domestic conditions in the Low Countries, the struggle between merchants and crafts guilds, and between town and countryside.

Discussion sessions

2009-02-17T01:31:00.005+02:00

will start on February,27.

106.01 Fridays, 09:00-10:00-KPARK 6 (SEREN AKYOLDAS)

106.02 Fridays, 10:00-11:00-KPARK 7 (UMIT FIRAT ACİKGOZ)
106.03 Fridays, 10:00-11:00-KPARK 6 (SEREN AKYOLDAS)

106.04 Fridays, 11:00-12:00- KPARK 11(SEREN AKYOLDAS)
106.05 Fridays, 11:00-12:00-KPARK 7 (UMIT FIRAT ACIKGOZ)
106.06 Fridays,11:00-12:00-KPARK 10(CEREN ABI)
106.07 Fridays,11:00-12:00-KPARK 1(MELEK CEVAHIROGLU)

106.08 Fridays,13:00-14:00-KPARK 11(MELEK CEVAHIROGLU)
106.09 Fridays,13:00-14:00-KPARK 6(CEREN ABI)
106.10 Fridays, 13:00-14:00-KPARK 2(UMIT FIRAT ACIKGOZ)

106.11 Fridays, 14:00-15:00-KPARK 11(MELEK CEVAHIROGLU)
106.12 Fridays, 14:00-15:00-KPARK 12(CEREN ABI)

HIST 106-SYLLABUS

2009-02-17T00:51:00.005+02:00

Boğaziçi University Department of History

HIST 106: THE MAKING OF THE MODERN WORLD II SPRING 2009

Coordinator: Ahmet Ersoy
e-mail: ersoya@boun.edu.tr office hours: Tuesdays 13:00-15:00; TB 512

Teaching Assistants: Seren Akyoldaş (Head T.A.) hist105@boun.edu.tr
Ceren Abi, Ümit Fırat Açıkgöz, Melek Cevahiroğlu

Lectures: MWF 4, GKM
Discussion sessions: Fridays, Kuzey Park, hours TBA
Web: http://hist106-2009spring.blogspot.com/

Course Description:

The Making of the Modern World (Hist 105; Hist 106) is a two-semester elective course providing a thematic history of the world from ancient to modern times. The course surveys the major patterns and events of human activity from a global perspective within a broad chronological framework, while familiarizing students with interactions, parallelisms, and incongruities in the historical and cultural patterns of diverse societies and civilizations. The course aims to develop an understanding of modes and patterns of historical change, and provides a perspective on the complex ways in which the legacy of the past shapes our present.

Hist 106 explores the paths of specific historical change in the early modern and modern periods in different regions of the world, covering the period between the 15th and the early 20th centuries. Therefore the course is as much about the Renaissance and Reformation in Europe as about culture and society in the early modern Middle East; as much about transformations in European feudalism as about the methods of rule of East Asian polities; as much about the revolutions of 1789 and 1848 in Europe as about the transformation of Ottoman political power in relation to the Habsburg and Russian empires. Issues regarding political, cultural, ideological and institutional structures and transformations that ushered in the modern era are discussed, as well as aspects of daily life and material culture. Connections and interactions across spatial and cultural divides remain a focus throughout the survey.

Format:

Hist 106 is team-taught by members of the History Department. Lectures of each week will be followed by one-hour discussion sessions led by the teaching assistants on Fridays.

There are two types of reading for the course. Two textbooks [P.N. Stearns, M. Adas, S.B. Schwartz, M.H. Gilbert, World Civilizations: The Global Experience (New York, 2007), and C. A. Bayly, The Birth of the Modern World, 1780-1914 (Oxford, 2004)], provide an introduction and background to the topics to be covered in the lectures. The primary source readings for each week introduce a set of particular issues and themes directly related to the lecture topics. The Friday sections with the teaching assistants will be devoted in part to the in-depth discussion and interpretation of the primary sources, and in part to the discussion of the main themes and issues of the week. Four historical movies or documentaries related to course themes will be screened through the semester.

It is highly important that you participate fully in the course by attending the lectures, doing the readings (preferably before lectures, certainly before the Friday discussion hours), and partaking in the discussions led by the teaching assistants.

All required readings will be available as electronic documents on the Boğaziçi Library web site (go to Catalogue Search; Search Course Reserves). Also included in the library reserves are additional sections from Bayly’s The Birth of the Modern World which are listed as supplementary readings. These are not required readings but are only included as supplementary material for students with special interest in certain topics. Stearns, et. al, World Civilizations: The Global Experience is also available in the Boğaziçi University Bookstore. Lecture outlines and course announcements will be posted on the course website.

Requirements: (There are no pre-requisites for Hist 106)
Mid-term exam: 40%
Final exam: 50%
Attendance and participation in discussion sessions: 10%

HIST 106 THE MAKING OF THE MODERN WORLD II SPRING 2009

18 February W Introduction
Ersoy

A.) DISCOVERIES AND EXPANSION
20 February F European Expansion in the Atlantic and Indian Oceans
Terzibaşoğlu

Reading: P.N. Stearns, M. Adas, S.B. Schwartz, M.H. Gilbert, World Civilizations: The Global Experience (New York, 2007), pp. 434-448.

23 February M Ottoman Expansion and the East-West Trade
Terzioğlu

B.) RELIGION, CULTURE AND SOCIETY IN THE EARLY MODERN ERA

25 February W The Renaissance in Italy and Northern Europe
Kafescioğlu

27 February F The Reformation and Counter Reformation: Change in Society and Culture
Kafescioğlu

Discussion : Discoveries and Global Expansion
Readings and sources: Stearns, Chapter 21 (pp. 458-477); pp. 514-531 (from ch. 24); and pp. 569-576 (from ch. 26)
Francis Drake, Voyages, 1580
Paul Lunde, “Piri Reis and the Columbus Map,” and “A Muslim Discovery of the New World.”

2 March M Society and Culture in the Early Modern Near East
Kafescioğlu

C.) THE AGE OF ABSOLUTISM: STATE-BUILDING AND POLITICAL CONFLICTS

4 March W Film: Florence

6 March F The Power of the Prince: The Renaissance State
Kafescioğlu

Discussion: The Court and the City
Readings and sources: Stearns, pp. 438-442 (from ch. 20); and pp. 478-486 (from ch. 22)
Castiglione, from The Book of the Courtier
Mustafa Ali, from The Tables of Delicacies

9 March M The Power of the Prince: States in the Post-Mongol Middle East
Terzioğlu

11 March W Ottoman Absolutism and its Limits
Terzioğlu

13 March F The Ming Bureaucratic Empire in China and Tokugawa Centralized
Feudal Order in Japan
Togan

Discussion: Mirrors for Princes
Readings and sources: Stearns, Chapter 26 (pp. 566-590); and pp. 601-612 (from ch. 27)
Machiavelli, from The Prince, pp. 16-19; and 67-71 [parts IV and IX]
Supplementary Reading: Bayly, Chapter 1, pp. 27-48.

Film: The Merchant of Venice

16 March M Absolutism at its Peak: France Under Louis XIV
Terzioğlu

18 March W Absolutism Challenged: The English Revolution
Terzioğlu

D.) REASON AND REVOLUTION

20 March F Scientific Revolution: from the Renaissance to Newton
Girardelli

Discussion: Critique of Absolutism
Readings and sources: Stearns, Chapter 22 (pp. 478-496); and Bayly, pp. 49-55.
Voltaire, from A Philosophical Dictionary
Montesquieu, from The Spirit of Laws
Supplementary Reading: Bayly, chapter 2

23 March M The European Enlightenment
Girardelli

25 March W An Enlightenment Experiment: The American Revolution
Mazzari

27 March F Destroying the Ancien Régime: The French Revolution
Girardelli

Discussion: Enlightenment and Revolution
Readings and sources: Stearns, Chapter 28 (pp. 622-646), and Bayly, pp. 86-100.

Rousseau, from The Social Contract
Diderot and d’Alembert, from The Encyclopédie: “Philosophe”
Supplementary Reading: Bayly, chapter 3

Film: Danton

E.) AGE OF CAPITALISM

30 March M Transition to Capitalism: Agricultural Origins
Terzibaşoğlu

1 April W Diverging Paths: Mercantilism vs. Free Trade
Terzibaşoğlu

3 April F The Industrial Revolution
Terzibaşoğlu

Discussion: Social Transformations in the Age of Capitalism
Readings and Sources: Bayly, pp. 114-120; pp. 125-138; and pp. 155-160; and Review Stearns, pp. 631-639.
Friedrich Engels, “Industrial Manchester”

6 April M Colonialism and Imperialism: A Project for World Domination
Terzibaşoğlu

8 April W MIDTERM EXAM

10 April F Society Transformed: Peasants, Workers, Consumers and Capitalists
Terzibaşoğlu

Discussion: Colonialism and Imperialism
Readings and sources: Stearns, Chapter 29 (pp. 648-671); and Bayly, pp. 170-188.
John Hobson, “Imperialism”
Joseph Conrad, from The Heart of Darkness
Supplementary Reading: Bayly, pp. 227-233.

13 April M Romanticism and the Rise of History
Ersoy

F.) STATES AND NATIONS

15 April W Nations and Nationalism in Europe
Karakışla

17 April F Towards a Europe of Nations and Latecomers
Karakışla

Discussion: Perspectives on the Nation
Readings and sources: Bayly, pp. 199-212; and pp. 218-227.
Renan, What is a Nation?

20 April M Old Empires, the Struggle for Survival: Romanovs, Ottomans, and Habsburgs
Ersoy

22 April W 19th Century Ottoman Transformations
Ersoy

24 April F 19th Century Russian Transformations
Karakışla

Discussion: Late Ottoman Politics of Identity
Readings and sources: Stearns, pp. 700-714 (ch. 31); pp.724-732 (ch. 32); Bayly, pp. 212-218
From the Gülhane Edict.
Ahmed Midhat, from The Basis of Reform

4 May M Reform as Resistance: Meiji Modernity and Japan’s Asian Empire
Aoki Girardelli

G.) REVOLUTION, WAR AND MODERNITY

6 May W Revolution and Nationalism in China
Togan

8 May F Women, Power and Modernity: Cross-Cultural Perspectives
Öztürkmen

Discussion: Reform and Revolution: Westernism versus Asianism
Readings and Sources: Stearns, pp. 714-722 (ch.31); pp. 735-743 (ch. 32); and Bayly, pp. 395-402.
Fukuzawa Yukichi, (1835-1901) Civilization and Enlightenment, pp. 705-707.
Amur Society (Black Dragons) Anniversary Statement, 1930, pp. 951-953.
Liang Ch’i-Ch’ao, (1873-1929) A People Made New, pp. 755-759.
Sun Yat-Sen, (1866-1925), The Three Principles, pp.767-771.
Supplementary Reading: Bayly, Chapter 11.

11 May M The Great War
Karakışla

13 May W The Russian Revolution
Karakışla

15 May F The End of Empires
Karakışla

Discussion: War and Revolution
Readings and sources: Stearns, pp. 724-735 (from ch. 32); and Chapter 33 (pp. 754-780).
Private Barkley’s Journal
Lenin, “Our Programme”
Woodrow Wilson, “Fourteen Points”
Supplementary Reading: Bayly, Chapter 13

Film: All Quiet on the Western Front

18 May M The Dawn of a New Age: Culture and Modernity
Girardelli

20 May W Anti-colonialism and Orientalism
Ersoy

22 May F Overview
Ersoy

Discussion: Review
Readings: Stearns, pp. 746-753 (from Part VI); pp. 782-787 (from ch. 34); and pp. 831-839 (from ch. 35)