Historical Theory
Syllabus, Master's level, 5HA740
- Code
- 5HA740
- Education cycle
- Second cycle
- Main field(s) of study and in-depth level
- History A1N, History A1N
- Grading system
- Fail (U), Pass (G), Pass with distinction (VG)
- Finalised by
- The Department Board, 4 December 2019
- Responsible department
- Department of History
Entry requirements
Bachelor's Degree.
Learning outcomes
After completing the course the student should be able to:
* Give an account of the theoretical development of the subject of history in the 19th and 20th century
* Explain and criticize the important theoretical schools in the field of history after the Second World War
* Explain different approaches to the concept of theory and distinguish it from other concepts that express abstract statements, thereby being able to relate concepts at different levels of abstraction to each other
* Describe and analyse selected theoretical problems in history[based on clear and motivated starting points
* Explain and critically evaluate different philosophical assumptions and their consequences for the study of people and society over time.
Content
The aim of the course is to deepen the students' knowledge of and skills in identifying central theories used in historical studies. Theories used in historical studies are the systematic principles that one uses when formulating questions and drawing conclusions. Students will gain greater familiarity with various theoretical starting points and how to use them in concrete analysis, which will strengthen their skills to argue consistently (and to evaluate starting points and results). Students practice moving between different levels of abstraction and improve their ability to link empirical results to the research of others.
Instruction
The teaching consists of lectures and seminars.
Assessment
Assessment will be based upon written and oral assignments. Students that have missed a small number of mandatory assignments may complete them by the end of the term at the latest. If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.