| source Universitetet i Oslo (365) |
level Advanced course at master's level (X) |
department |
The course is constructed around a given subject in Arabic literature. Selected novels, short stories, novellas or dramas are presented under a selected theme that may differ from year to year. This focus may cover only fiction or only drama, but also both genres under a common thematic approach. The course encompasses the reading of original texts, secondary literature in Arabic and other languages, as well as discussions about methodology for literary studies and theatre studies.
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Reading course to familiarize students with trends and developments in contemporary Arabic literature and to discuss recent literary “events”. Texts are chosen from among works published during the last 5-10 years and will be analyzed as comments on, and expressions of, what is currently “going on” in Arab societies and cultures. The analysis of literary texts will provide students with more insight and a better understanding of literature as a mode of interaction with given political, social, economic etc. situations, and of the texts as “life-worlds (Lebenswelten)” of their own. The course will focus on the Arabic ‘primary’ sources, but relevant secondary material will be used as well as texts from other Near/Middle Eastern literatures read (in translation) in order to improve analysis and to place developments in the Arab world in the wider context of postcolonial, and global, writing.
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Survey of major Arabic-language sites and sources of information on the Internet.
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How does “culture” translate into Arabic – thaqâfa? ḥaá¸Ära? Or, rather, ’adab? What is the origin and semantic history of these terms? What, actually, does sharî‘a mean, and what are the connotations of politico-cultural or ethical keywords like ’aá¹£âla or karâma? Is ḥurriyya the same as “freedom”? What are the historical and contemporary cultural backgrounds to be observed when equating Christian “mercy” with Islamic raḥma?
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The course provides a general understanding of lithic (stone) technology and seeks to place the manufacture and use of lithic artefacts in relation to the social contexts of hunters and gatherers. In close combination with knowledge obtained from the ethnographic record and from ethnoarchaeological accounts from various parts of the world, you will learn how lithic specimens were manufactured, how they were used and why we find such an abundance of certain categories of artefacts on Stone Age sites. You will learn to identify humanly struck material, recognize the main stages of lithic production and identify the various types of raw material types used in the manufacture of stone tools. Instruction regarding the essential attributes of flakes, blades, knapping debris, cores and various tool types will be emphasized.
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Only students admitted to the course may take part in instruction and tuition and sit for the examination.
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Drawing from recent developments in theology represented by contextual theologies, liberation- and feminist theologies and interreligious dialogue, together with the insights provided by postcolonial and globalization studies, this course introduces issues in and theoretical models for intercontextual theology. It focuses on the particular challenges that is posed to a theology that is attentive both to its local and global contexts at the same time as it is committed to the cause of marginalized persons and groups in the community.
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The course prepares the students for writing the Master Thesis in Intercontextual Theology, and is given as a spring seminar for first year master students.
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The project is structured into three main areas of research: rational, linguistic and moral actions. The Masters courses within the CSMN framework fall into these 3 catagories.
Score: 7.978908 Details | Listing | Web page
The project is structured into three main areas of research: rational, linguistic and moral actions. The Masters courses within the CSMN framework fall into these 3 catagories.
Score: 7.978908 Details | Listing | Web page
The course acts as an introduction to work on communication within relevance theory and the Gricean tradition. The readings are drawn from recently published research papers and the two most important monographs which define the field (Sperber, D. & Wilson, D. (1986). Relevance: Communication and Cognition (2nd ed. 1995). Oxford: Blackwell; Carston, R. (2002). Thoughts and Utterances: The Pragmatics of Explicit Communication. Oxford: Blackwell.). The topics covered include issues of current research interest, with the aim that students completing the course will be able to engage fully with ongoing research.
Score: 7.978908 Details | Listing | Web page
The project is structured into three main areas of research: rational, linguistic and moral actions. The Masters courses within the CSMN framework fall into these 3 catagories.
Score: 7.978908 Details | Listing | Web page
The topic of this course is qualitative method and its relation to quantitative method, data collection and interviewing, qualitative data and interpretation, case studies and analytical generalisation, and power and ethics.
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In the literature and writing seminar each student selects a limited topic of interest on which to write a paper. A preliminary paper is presented and discussed at a seminar in the second half of the semester. The comments and critique made at the seminar must be taken into account when making the final paper to be submitted at the end of the semester.
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The individual reading list i a list of self-selected curriculum of 700 pages. The curriculum must be directely linked to the master thesis. The selected litterature could for example be articles providing emprircal or theoretical perspectives for the theory chapter of the master thesis.
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The individual reading list i a list of self-selected curriculum of 1400 pages. The curriculum must be directely linked to the master thesis. The selected litterature could for example be articles providing emprircal or theoretical perspectives for the theory chapter of the master thesis.
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The objective of the master thesis is to teach you how to carry out an independent piece of research on a development issue. Working on the master thesis should enable you to address a specific theme in a scientifically sound, thorough and precise manner. You will gain insight into the different stages of the research process and enhance your ability to see the relationship between choice of research question, theoretical perspective, research design and choice of method.
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The course Development Theory 1 ( New light on the Classics ), analyses economic, social and political aspects of development processes in the South. Emphasis is put on the linkages between local contexts and global forces of change in the South; however, examples of development trajectories are drawn from many historical contexts, especially in the discussions on the content of the concept of development. A selection of texts that have shaped contemporary development geography forms the basis of the course; these seminal texts are read in the original. The extent to which these development thinkers have shaped contemporary and past development strategies is discussed, thus linking contemporary debates closely to tradition.
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In the course Development theory 2 we focus on globalisation and geographies of labour by linking contemporary debates to classical texts. Globalisation through a closer integration of the Global South into the world economy is seen by some as the solution to development problems. To others, the same processes are seen as evidence of present-day imperialism. At the one end of the political dimension, triumphant neo-liberal theorists continue to claim that non-intervention from the state and open economies provide the solution, whereas (re-emerging) Marxists set a critical light on their analyses, and put emphasis at strengthening anti-capitalist movements world-wide. Contemporary debates on labour exemplify dilemmas of globalisation and analyse processes that shape labour regimes at several scales.
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An introduction to central topics within East Asian linguistics, including the development of East Asian writing, the relation between classical variants and modern vernaculars, standard language and dialects, majority and minority languages, Sino-xenic vocabulary, the westernisation of East Asian languages in the modern era, as well as linguistic typology, area studies and language families.
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The course focuses on one or more given topics within East Asian linguistics, which are discussed on the basis of concrete textual examples from Chinese, Korean and Japanese. The topics will have a historical dimension and may include grammar (syntax, morphology and phonology), conceptual history, reading traditions of Classical Chinese in China, Korea and Japan, the influence of Classical Chinese on Modern Chinese, Japanese and Korean, etc.
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The thesis is to comprise 70 to 100 pages and is to be an individual research work. The subject and research topic for the thesis may be chosen from a wide range of topics associated with one or more East Asian languages and is chosen in consultation with the supervisor. The thesis is normally written in English. The thesis should be partly based on primary and/or secondary sources in one or more East Asian languages.
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This seminar surveys the field of globalization theory and places it within context of Area Studies practice. The course has four specific objectives: (1) to critically evaluate claims made by globalization theorists, (2) to examine the extent to which globalization as a process may be said to displace, challenge or modify national or regional boundaries, (3) to examine globalization as an historical phenomena and (4) to discuss four central areas of globalization (finance, communication, environment and migration) and to link these topics to theoretical problems which confront researchers in Area Studies.
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Today, as East Asia gradually recovers its erstwhile traditional position as the economical centre of the world, the understanding of the established regional paradigms in politics, social and religious life becomes a more important task than ever before. The aim of this course is to give a primary source-based understanding of East Asia’s regional traditions, with an added emphasis upon their concrete socio-political modes of functioning and their mutual interactions. Students will be given a thorough survey of the socio-political conditions of the Zhou time (ca. 1040-256 B.C.E.), and assigned the reading of the main materials of the Confucian tradition, formed at that period and which have since continuously influenced the region up to the present day. They will have to understand, through the reading of the excerpts from Moist, Legalist and Taoist texts, the atmosphere of intellectual competition and exchange, which shaped the Confucian tradition of the pre-Qin times, while the reading of the Han Dynasty (202 B.C.E – 220 C.E.) texts by Dong Zhongshu, Ban Gu, Sima Qian and other authors provides understanding of the ways the “Imperial Confucianism”, the dominant discourse of power of the subsequent epochs, was formed. Then, the regional Buddhist traditions will be studied through comprehending both the basic devotional and philosophical texts and the Chinese, Korean, and Japanese commentaries to them. In the same way, the course will include both the main Song Dynasty (960-1279) Neo-Confucian and Ming Dynasty (1368-1644) Wang Yangming school texts, and the commentarial literature from Korea and Japan. All source reading will be provided in English.
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The topic of the course is the forms of capital-labour relationship characteristic of the countries of East Asia, both those, which have been incorporated into the capitalist world-system for relatively longer periods (Japan, South Korean, Taiwan) and those, recently incorporated (China, Vietnam). While the exclusion of labour from the dominant political bodies and authoritative forms of culture is assumed to be a common feature of the capitalist accumulation and “development” in all these countries, the course focuses on the important differences between the “soft authoritarian” managerial models of post-war Japan, “harder” modes of exclusion and cooptation of different sectors of labour in South Korea and Taiwan, and essential disenfranchisement/disempowerment of labour in China/Vietnam. It gives both the overviews of the predominant forms of labour control/exploitation on macro-level, and more detailed case studies-based analyses of the modes of domination and control on the micro-level of the concrete workplaces. It also analyzes how the values of “labour” are constructed in the hegemonic cultural paradigms in the countries in question.
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