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Conspiracy Theories and Historical Controversies Spring 2017 Copenhagen 3 Credits

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Conspiracy Theories and Historical Controversies Spring 2017 Copenhagen 3 Credits Final Syllabus Conspiracy Theories and Historical Controversies Spring 2017 Copenhagen 3 Credits Instructor: Brendan Sweeney Program Director: Neringa Vendelbo Program Assistant: Alex Berlin Tuesdays & Fridays 10.05 – 11.25 Classroom: V10-D11 Course Description: In 1964, American historian Richard Hofstadter identified conspiracy theories and the ‘paranoid style’ as an endemic part of US history and politics. Since then, this paranoid view of the world has grown exponentially, largely because of the Internet where ideas can now reach millions, allowing new communities of like-minded conspiracy believers to blossom overnight. Conspiracy theories can be defined as secret plots by powerful people or organizations to carry out (usually sinister) goals. Dealing with the public’s widespread belief in such nefarious narratives has presented journalists, historians, and scientists with a growing challenge. When it becomes a global trend to explain major events by referring to conspiracy theories, however farfetched these may seem, that trend merits a thorough examination. We will analyze a number of case studies and contested historical issues in depth, including anti-Semitic conspiracy theories such as the Protocols of the Elders of Zion, the historical and political dimensions of Holocaust and genocide denial, and the controversies surrounding 9/11. We will examine conspiracy theories as narratives, consider their genesis and hermeneutics, and analyze the differences between critical thinking and conspiracy thinking (i.e. radical skepticism; cultural representations of conspiracy thinking), and the nature of historical truth. We will also try to understand how belief in conspiracy plots interact with the media industry and produce spinoffs which incorporate elements from fiction and reality that are difficult to categorize. Lecturer: Brendan Sweeney Email: [email protected] Ph.D. (Political Science, National University of Ireland, Galway, 2005), Cand.mag. (Media Studies, University of Copenhagen, 1999), NCTJ Certificate in Journalism (Rathmines College of Journalism, Dublin, 1982). Worked as journalist for many years in different European countries. Information Officer and Project Manager, Danish Institute for Human Rights, 2007-2010. Teacher, International People’s College, 2010- 2013. Published historical novel Once in Another World (New Island 2013). With DIS since 2013. 1 Final Syllabus Learning objectives of the course: The aim of the course is to provide 1) a solid historical, political and theoretical background for understanding the emergence and development of conspiracy theories, and 2) stimulate critical, analytical thinking about the topic. After finishing the course, students should have an overall understanding of the methods and problems of studying history and current events, as well as an ability to analyze specific conspiracy theories and historical controversies. Required texts: We will use pertinent readings on conspiracy theories and examine sources such as articles, photos, movies, and the internet. Texts will include popular representations of conspiracy theories as well as cultural, psychological and historical approaches such as Michael Barkun, A Culture of Conspiracy: Apocalyptic Visions in Contemporary America, University of California Press (2013) Clare Birchall, Knowledge Goes Pop: From Conspiracy Theory to Gossip, Berg Publishers (2006) selected chapters In addition, students are expected to acquire and read (available in the DIS Library) a copy of David Aaronovitch’s Voodoo Histories: How Conspiracy Theory has shaped Modern History (2010) Approach to teaching: In this course, we will utilize an eclectic mix of lecturing, group work and discussions, as well as individual and group presentations in class. Expectations of the students: Students are expected to have completed the reading prior to each class and to arrive with notes and questions to promote discussion. This will give us material to generate conversation. We will discuss mutual expectations and define ‘active participation’ in more detail during the first class. Field Studies: Wednesday, March 8: 8.30-12.30: TBA Wednesday, April 26: 13.00-17.00: TBA Grading: Active participation in class (to be defined at semester start) 20% First written assignment (500-600 words, to be defined at semester start) 10% Mid-term exam (part of regular classes, TBA) 20% Second written assignment (1600-1800 words.) 30% Final power point presentation (allotted time depending on whether it is an individual or a group presentation) of a preferred conspiracy theory or historical controversy. Format, expectations, and grading will be defined in class. 20% Note: You can find detailed rubrics for the grading & assessment criteria for presentations and assignments on Canvas. 2 Final Syllabus Disability and resource statement: Any student who requires special accommodation because of a disability should contact the Office of Academic Support ([email protected]) to coordinate this. In order to receive such accommodation, students should inform the instructor of approved DIS accommodation within the first two weeks of classes. Class Representatives: Each semester DIS looks for class representatives to become official spokespersons for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives help to ensure better and timelier feedback on courses, assessments and teaching styles, and perform an invaluable role in connecting student needs with faculty instruction during term time. Class Representatives will be elected in class at the beginning of the semester. Policies Attendance: You are expected to attend all classes, guest lectures and field study trips. If you are forced to miss a class because of a religious holiday, a medical situation, or for other valid reasons, you must let me know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with me as soon as possible and arrange to make up for the work missed. If you do not take responsibility for communicating with me about absences, I will contact you by phone or email and issue a warning about your standing in the course. Should you miss a second unexcused class, your work in the class will be seriously compromised, and a continued pattern of absences may jeopardize your enrollment in the class. The best policy, therefore, is to be in class, on time, every day. Academic Honesty: Plagiarism and Violating the Rules of an Assignment DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions. Electronic Devices in the Classroom: The use of electronic devises is restricted to group research work during lectures. 3 Final Syllabus Course Calendar Friday, 20 January: Introduction to conspiracies and controversies. Tuesday, 24 January: Defining conspiracy theory. Reading: Aaronovitch, Introduction: Blame Kevin, pp. 1-15 Friday, 27 January: Political culture, minorities and paranoia. Reading: Hofstadter: The Paranoid Style in American Politics. Tuesday, 31 January: Analyses of specific controversies and conspiracies. We will examine a number of websites featuring conspiracy theories. Reading: Barkun, A Culture of Conspiracy, Chapter 1, ‘The Nature of Conspiracy Belief’, pp. 1-14. Election of class reps. Friday, 3 February.: Science, Belief and Conspiracy Theories. Watch Michael Shermer on TED Talks: The Pattern Behind Self-Deception SHORT STUDY TOUR: February 6 – February 11 Tuesday, 14 February: Psychological approaches to conspiracy theories. Reading: Thresher-Andrews, Brotherton, Lantian, Wood & Jolley, PSPAG Quarterly, Special Issue: The Psychology of Conspiracy Theories Friday, 17 February: Popular representations of conspiracies/controversies. Reading: Birchall, Knowledge goes Pop. Historians and evidence. Tuesday, 21 February: Journalists and sources. Investigative journalism and conspiracy theories. Watergate and All the President’s Men Friday, 24 February: Mid-term exam. LONG STUDY TOUR: February 25 – March 5 Tuesday, March 7: Too young to die: Marilyn Monroe, JF Kennedy & Lady Diana. Reading: Aaronovitch: ‘Dead Deities’, pp 119-162 Friday, March 10: The greatest conspiracy theory of them all. Reading: The Protocols of the Elders of Zion. Reading: Will Eisner, The Plot. Tuesday, March 14: The politics of genocide denial. Reading: Zimmerman, Holocaust Denial, Chapter 7, ‘Ideologies and Representations,’ pp.119-139. Friday, March 17: Narrating Conspiracy Theories. Discussion of Oliver Stone’s film: JFK. Fenster: ‘Uncovering the Plot: Conspiracy Theory as Narrative,’ pp 118-142 4 Final Syllabus LONG STUDY TOUR 2: March 18 – March 26 Tuesday, March 28: Entertainment and Conspiracism. The controversial origins of Dan Brown’s 2003 bestseller The Da Vinci Code. Reading: Aaronovitch: ‘Holy Blood, Holy Grail, Holy Shit.’(pp
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