| Unit name | Witchcraft (Level H Reflective History) |
|---|---|
| Unit code | HIST38003 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Will Pooley |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Department of History (Historical Studies) |
| Faculty | Faculty of Arts |
The unit confronts the fact that, in every inhabited continent of the world, people have traditionally believed that some human beings have the power to harm others by uncanny means, and do so from an innate tendency to evil. On the other hand, in every continent, likewise, there have been societies who do not have this concept: it is not something inherent in our species. Despite this, in Europe the belief has historically been dominant, and at one point, at least, produced a bloodbath in the shape of what historians often call the Great Witch Hunt. This bloodbath did not begin, however, until Europe was on the edge of modernity, and it was immediately followed by a completely unique phenomenon in world history: Europeans moved spontaneously from a belief in witchcraft to an equally positive official disbelief in it. There are no agreed reasons for this remarkable pair of consecutive developments.
At the present time, attitudes across the globe are more complex than ever. In the West, some people have reversed pre-modern images of witchcraft, to turn it into a religion of benevolence and self-fulfilment, while others retain vestiges of the ancient fears, that have fuelled movements such as the panic over satanic ritual abuse of children. In the developing world, violence against suspected witches is now a serious problem, and some post-colonial states have started to stage witch trials again.
The subject of witchcraft, therefore, lies within a web of relationships, about each of which it poses questions.One such relationship is between Europe and the non-European world, which has in turn produced another, between the disciplines of history and anthropology. Another is between the ancient world, and in particular Greek and Roman civilisation, and later European culture; and this in turn has produced a debate over the relationship between religion and magic. The controversy over the nature and causes of the Great Witch Hunt lies within yet another series of connections and oppositions: between historians, between different parts of Europe, between different levels of society, and between feminine and masculine. The subject invites us to look at the way in which the present world relates to its past, and the opposed meanings that members of the same contemporary society can find in history. Finally, it embodies a further sort of relationship; between historians, and the broader modern culture within which they work, and the irrational.
It is hoped that students will
• Develop a heightened understanding of the particular and unique skills that historians acquire and of the way in which they apply those skills to a specific task
• Acquire a deeper understanding of their own individual acquisition and application of those skills, becoming aware of their own particular combination of abilities and weaknesses, and of ways in which the former may be enhanced and the latter neutralised or diminished
• Have a stronger awareness of how their skills might be applied more generally, to other contexts
• Gain a deeper knowledge of a particular historical area, issue and theme
• Become able to convey that understanding to others, both in writing and through a shared group exploration
Participants in the unit are encouraged to use Internet resources to further their knowledge of areas of the subject and address the other issues discussed above. They will be rewarded for such work, if the results are effective. It is, however, not mandatory for any of the divisions of the subject, and no web sites are included on the reading lists, because of the unstable and transitory nature of so many of those that are relevant. Likewise, the use of visual material is not compulsory in either the essay or the examination answer required as part of assessment procedures, and participants will not be penalised for lack of it. On the other hand, an effective use of it would certain earn additional marks.
Seminars - 2 hours per week
1 x 24 hour seen exam
• Wolfgang Behringer, Witches and Witch-Hunts,(2004).
• Andrew Sanders, A Deed Without A Name (1997)
• Fritz Graf, Magic in the Ancient World (1995)
• Matthew Dickie, Magic and Magicians in the Greco-Roman World (2002)
• Geoffrey Scarre and John Callow, Witchcraft and Magic in Sixteenth- and Seventeenth-
• Brian Levack, The Witch-Hunt in Early Modern Europe (3rd edition, 2006)
