08 - Jack Kerouac, On the Road
Course - Group - 08 - Jack Kerouac, On the Road - Yale University > The American Novel Since 1945 - Audio > 08 - Jack Kerouac, On the Road
07 - Vladimir Nabokov, Lolita (cont.)
Course - Group - 07 - Vladimir Nabokov, Lolita (cont.) - Yale University > The American Novel Since 1945 - Audio > 07 - Vladimir Nabokov, Lolita (cont.)
06 - Guest Lecture by Teaching Fellow Andrew Goldstone
Course - Group - 06 - Guest Lecture by Teaching Fellow Andrew Goldstone - Yale University > The American Novel Since 1945 - Audio > 06 - Guest Lecture by Teaching Fellow Andrew Goldstone
04 - Flannery O'Connor, Wise Blood (cont.)
Course - Group - 04 - Flannery O'Connor, Wise Blood (cont.) - Yale University > The American Novel Since 1945 - Audio > 04 - Flannery O'Connor, Wise Blood (cont.)
03 - Flannery O'Connor, Wise Blood
Course - Group - 03 - Flannery O'Connor, Wise Blood - Yale University > The American Novel Since 1945 - Audio > 03 - Flannery O'Connor, Wise Blood
15 - Guest Lecture by Carl Icahn
Mr. Carl Icahn, a prominent activist investor in corporate America, talks about his career and how he became interested in finance and involved in shareholder activism. He discusses his thoughts about today's economy and American businesses and their inherent threats and opportunities. He believes that the biggest challenge facing corporate America is weak management and that today's CEOs, with exceptions, might not be the most capable of leading global companies. He sees opportunities for curre
21 - Stalinism
One of the central questions in assessing Stalinism is whether or not the abuses of the latter were already present in the first years of the Russian Revolution. The archival evidence suggests that this is partly the case, and that even in its early stages Soviet Russia actively persecuted not just those who were believed to have profited unfairly, without laboring, but also non-Russian ethnic groups. Stalin, although not an ethnic Russian himself, was committed to the assimilation of national i
18 - Sites of Memory, Sites of Mourning
As a result of World War I, Europe had a different understanding of war in the twentieth century than the United States. One of the most important ways in which the First World War was experienced on the continent and in Britain was through commemoration. By means of both mass-media technologies and older memorial forms, sites of memory offered opportunities for personal as well as political reconciliation with the unprecedented consequences of the war. The influence of these sites is still felt
16 - The Coming of the Great War
If the early years of the twentieth century were marked by a general consensus that a major war was impending, no similar consensus existed concerning the likely form that war would take. Not only the carnage of World War I, but also the nature of its alliances would have been difficult to imagine. Indeed, in 1900 many people would have predicted conflict, rather than collaboration, between France and Britain. The reasons for the eventual entente between France and Britain and France and Russia
15 - Imperialists and Boy Scouts
The boom in European colonial expansion in the second half of the nineteenth century, the so-called New Imperialism, can be seen to follow from three principle factors, in ascending order of importance: religious proselytizing, profit, and inter-imperial political strategy. With respect to the latter concern, the conflicts emerging from imperialism set the stage for World War I. Along with its military and industrial consequences, imperialism also entailed a large-scale cultural program dedicate
14 - Radicals
Socialism in the nineteenth century can be divided into two different strains of thought: reformist and revolutionary. While reformist socialists believed in changing the State through legal activity, such as voting, revolutionary socialists viewed such measures as ineffective and perhaps even complicit in maintaining the status quo. Along the spectrum of leftwing political thought, syndicalists and anarchists shared the conviction that the State could not be reformed from within. In some cases,
13 - Nationalism
In light of the many ethnic and national conflicts of the twentieth century, the dissolution of the Austro-Hungarian Empire in 1918 appears less surprising than the fact that it remained intact for so long. National identity is not an essential characteristic of peoples, and in many cases in Europe it is a relatively recent invention. As such, there are many different characteristics according to which national communities can be defined, or, in Benedict Anderson's phrase, imagined. Along with r
12 - Nineteenth-Century Cities
The nineteenth century witnessed an unprecedented degree of urbanization, an increase in urban population growth relative to population growth generally. One of the chief consequences of this growth was class segregation, as the bourgeoisie and upper classes were forced to inhabit the same confined space as workers. Significantly, this had opposed effects in Europe, where the working classes typically inhabit the periphery of cities, and the United States, where they are most often in the city c
11 - Why no Revolution in 1848 in Britain
Revolutions occur when a critical mass of people come together to make specific demands upon their government. They invariably involve an increase in popular involvement in the political process. One of the central questions concerning 1848, a year in which almost every major European nation faced a revolutionary upsurge, is why England did not have its own revolution despite the existence of social tensions. Two principal reasons account for this fact: first, the success of reformist political
10 - Popular Protest
Collective violence, in the form of popular protest, was one of the principal ways in which people resisted the expansion of capitalism and the state throughout the nineteenth century. The nature of this protest can be charted through three different, but related examples: grain riots across Europe in the first half of the century, the mythical figure of Captain Swing in England, and the Demoiselles of the Ariège in France. While these movements were ultimately repressed by the forces of capita
09 - Middle Classes
The nineteenth century in Europe is, in many ways, synonymous with the rise of the bourgeoisie. It is misleading, however, to consider this newly dominant middle class as a homogenous group; rather, the century may be more accurately described in terms of the rise of plural middle classes. While the classes comprising this group were united by their search for power based on property rights rather than hereditary privilege, they were otherwise strikingly diverse. Contemporary stereotypes of the
03 - Dutch and British Exceptionalism
Several reasons can be found to explain why Great Britain and the Netherlands did not follow the other major European powers of the seventeenth century in adopting absolutist rule. Chief among these were the presence of a relatively large middle class, with a vested interest in preserving independence from centralized authority, and national traditions of resistance dating from the English Civil War and the Dutch war for independence from Spain, respectively. In both countries anti-absolutism fo
02 - Absolutism and the State
The rise of absolutism in Europe must be understood in the context of insecurity attending the religious wars of the first half of the seventeenth century, and the Thirty Years' War in particular. Faced with the unprecedented brutality and devastation of these conflicts, European nobles and landowners were increasingly willing to surrender their independence to the authority of a single, all-powerful monarch in return for guaranteed protection. Among the consequences of this consolidation of sta
Court of common pleas: The National Archives, CP40 - 1399-1500
The records of this central common law court for the fifteenth century; records held by The National Archives with the class of CP40. Hitherto unpublished, the database was first produced as part of the AHRC-funded 'Londoners and the Law' project (AHRC AR119247). It was further augmented by the 'London women and the economy before and after the Black Death' project (ESRC RES-00-22-3343) and with funding from the Marc Fitch Fund.
The future of thinking in an information age
Does the Internet really make us dumber, as some pundits argue? And dumber than what? This lecture talked about what it means to think through and with new information technologies, placing both these technologies and ‘thinking' in a historical context. Professor Cathy Davidson argues that many of the ways we teach, work, and evaluate attention, achievement, intelligence, and learning abilities or disabilities were developed for the industrial technologies of the early twentieth century. H
