Institute of Continuing Education

International Summer Schools 5 July – 15 August 2015 Welcome

Cambridge is a city of cyclists, historic Colleges, churches, chapels, courtyards and museums. Yet our historic buildings are in daily use by people solving problems to shape the future, and our museums serve both as treasure houses and as valuable resources for research and learning. The University is a vibrant, bustling place where curiosity, influence and illumination are everyday occurrences. We invite you to live and study for a while in this remarkable city.

Excellent teachers, fascinating courses, and intriguing plenary lectures provide a rich academic experience, but long, light, summer days still allow time to explore all that Cambridge has to offer, from Colleges and collections, to punting on the river, or a traditional English tea at nearby Grantchester. In the evenings, you can choose from a wealth of talks, concerts and plays. Before or after your programme of study, why not take the opportunity to explore more of Britain?

With 60 nationalities represented, we guarantee a vibrant and truly international community. Participants are graduate or undergraduate students, and adults of all ages and backgrounds, bringing other 'life experience' to the classroom.

Our International Summer Schools offer an unbeatable mix of subject range, teaching quality, academic rigour, accessibility, people and place. Whether they inspire you to think and reason in a different way, or help you develop skills you can transfer to your degree, career or lifetime interest, you can be certain that the friendships you form and the knowledge you gain will enrich your life. Come and see for yourself.

Sarah J Ormrod Director of International Programmes

1 “The opportunity for cross-disciplinary study should not be missed: the wealth and breadth of these courses reflect Cambridge at its very best.”

Sarah J Ormrod, Programme Director, Interdisciplinary Summer School

18 Interdisciplinary Summer School Term I: 5 – 18 July Term II: 19 July – 1 August Term III: 2 – 15 August Programme Director: Sarah J Ormrod Director of International Programmes

Academic programme Special subject courses • Two or three special subject courses Courses consist of classroom sessions • Plenary lecture series: held on each weekday. Most are limited Influence and Illumination to 25 participants. • Evening lectures Plenary lectures Programme description The morning plenary lecture series The Interdisciplinary Summer School focuses on Influence and Illumination. Terms I, II and III offer courses covering Talks will consider significant literary, a wide variety of subjects, including artistic, historical and scientific archaeology, politics, philosophy, influences. economics, literature, history and Evening lectures international relations. Invited speakers and members of the The three terms are independent: you University will present a varied evening may enrol for one, two or all three. lecture programme, covering a wide You can focus your studies on two or range of subjects. three courses in the same discipline, or choose courses in differing subject fields. Exciting study paths of three or more courses include: the English Renaissance; Archaeology; History of science; Global politics; History of art; and Introduction to philosophy.

With hundreds of possible course combinations, you can devise a curriculum which precisely meets your interests.

19 Interdisciplinary Summer School Term I Special Subject Courses

Classes are held from Monday 6 to Friday 17 July inclusive, at the times shown. Participants may choose two or three courses, each from a different group (A, B or C).

Group A: 9.00am – 10.15am A11 International politics in a global age I Various speakers A circus of scholars from various fields of expertise take an historical look at problems of international security after the Cold War, the politics and political economy of regionalism and globalisation, and the institutional framework of international society. Particular attention is given to the ways in which political, strategic and economic aspects of international politics interact with and reinforce one another. Please note: A11 can only be taken with B11 and C11. Enrolment for this course is capped at 40. An excellent complement to this course is the ISS Term II course A21/B21/C21. (Classes for these courses are not repeated, and can be attended consecutively by students taking ISS Terms I and II.)

A12 A13 The British people and their Empire, Russia in the 20th century 1600-1900 Dr Jonathan Davis Dr Seán Lang This course explores the extraordinary Who were the people who created and changes and continuities in Russia upheld Britain's world-wide empire? during the 20th century. It begins by What made them travel hundreds of looking at the last years of tsarism miles from homes they often never saw and then turns to the Soviet period, again? This course will look at some of focusing on the events that occurred the types of British people who found a under different leaders. It concludes new role for themselves within Britain's with an assessment of the collapse of empire, from the lowliest servant or the USSR and the consequence of this soldier to the Queen-Empress herself. during the Yeltsin years.

20 A14 our best record of life’s extraordinary The English Renaissance I. 3.5 billion year history. So what are Myth, magic and make-believe fossils made of and how do they form? Siân Griffiths And, just how good is their record of past life and how reliable is the story The English Renaissance was a time they tell? when kings owned unicorn horns and claimed descent from legendary heroes; when fact and fiction faded A17 History of art I. in the theatre of court life. It was a Politicising art, 1500-1970 time of prophecy and witchcraft and a Mary Conochie question of perspective. We investigate the smoke and mirrors of English To what extent is the artist a political Renaissance culture. (Not to be taken commentator? Artists challenge and with A34 in ISS Term III.) disturb, often taking a political stance. Artists became more vocal from the 19th century, then used the manifesto, A15 social realism and propaganda posters A history of British political thought I. in the 20th century to redefine the 1600-1800 function of art, to promote social Dr Graham McCann revolution, aligning artists with the This course introduces key figures, worker. Images from Michelangelo theories and themes of British political to Warhol are used to support this thought, 1600 -1800. It includes challenging argument. Hobbes and Locke (political obligation); Hume and Smith (wealth and virtue); Burke and Paine A18 Shakespeare and the course of true (revolution). It also explores common love: As You Like It and Othello concerns – liberty; obligation; civic Simon Browne virtue; the claim ‘to know better’ – and considers their enduring In one play, lust, romance and trickery relevance. lead to marriage and reconciliation. In the other, lust, romance and trickery lead to death and hatred. A16 Two plays with similar topics and How do fossils record evolution? horribly different outcomes. We study Dr Douglas Palmer Shakespeare’s love of love and how the Dead and dusty they might be, but human capacity to be comic or tragic the petrified remains of past life, shapes its narrative arc. commonly known as fossils, present

21 Group B: 11.45am – 1.00pm B11 B13 International politics in a global age I Britain and the world since 1900 Various speakers Dr Jonathan Davis (This is a three-part course which can This course examines the only be taken with A11 and C11.) transformation of Britain’s role in the world, from global imperial power to regional power with strong links B12 to influential governments. Britain’s International development: key issues in today's world evolution and relative decline is placed Dr Alexandra Winkels within the context of the emergence of the superpowers, and is also set We explore the various factors that against the backdrop of the process shape human development and of decolonisation and developing deprivation in the world today. Using regional integration. examples from a range of low and middle-income countries, we discuss the various ways in which individuals, B14 organisations and governments try The English Renaissance II. Religion, revenge and revolt to deal with poverty and improve Siân Griffiths conditions in the long term. The English Renaissance saw popular culture come under attack from an increasingly radical elite. It was a time of popular uprising and revolt to protect ancient traditions; of iconoclasm and terror; of saints and soldiers. A time of gunpowder, treason and plot. We discover the dark side of English Renaissance culture. (Not to be taken with B34 in ISS Term III.)

22 B15 B17 History of science I. Winds of change: Ancient science post-war Britain, 1945-65 Piers Bursill-Hall Dr Andrew Lacey The history of modern western Britain emerged victorious but science can be traced back to the bankrupt from the Second World Ancient Greeks. We consider how War and the next 20 years witnessed Greek thinking about science started significant political and social changes and their profound arguments in British society and Britain’s place in around a ‘philosophy of nature’. We the world. In this course we will explore discuss a number of ancient thinkers some of these political and social (Parmenides, Plato, Aristotle, Galen, changes and their significance. Ptolemy), why they thought as they did and how their science developed B18 between c.500 BC and c.500 AD. Introduction to philosophy I. Philosophy of religion B16 Dr Karim Esmail Fairy tales and visions: the Romantics The philosophy of religion is concerned and Jane Austen with the following: religious language; Simon Browne God’s nature; God’s existence; and "Performances which have only genius, non-rational belief that God exists, viz. wit, and taste to recommend them" fideism. This course considers some Jane Austen said about herself and arguments which claim that religious her contemporaries. Ancient mariners, language is without meaning. It mind-forged manacles and disastrous examines in particular some of God’s picnics create a literature that is traditional properties and arguments entertaining, but with a determination for and against God’s existence. Finally, to explore the "meddling intellect" it considers fideism. which "murder(s) to dissect".

23 Group C: 2.00pm – 3.15pm C11 C13 International politics in a global age I History of art II. Various speakers About face: portraiture from Titian to Lucien Freud (This is a three-part course which can Mary Conochie only be taken with A11 and B11.) This course examines portraiture from the 15th to the 20th century. C12 It discusses how artists meet the Archaeology I. challenge of depicting the individuality The Ancient Aztecs and Maya and status of their sitters and record Dr Nicholas James society’s changing perception of The Aztec and Maya way of life has itself. Symbolism within portraiture appeared strange – disturbing – to will also be discussed and how pose, outsiders since the Spanish Conquest. glance, gesture and dress affect our Were its origins unlike other ancient interpretation of the subjects. traditions, or were the pyramids and early ‘cities’ of Mexico and Guatemala fundamentally similar? Studying both the rise and collapse of these civilisations long before the Conquistadores can help us to assess world history.

24 C14 C16 Crises in world politics since 1945 "The hell where youth and laughter Various speakers go": The Great War and literature Simon Browne This course explores why crises happen in international relations, how they For Pound, England was a "botched are managed, and what, if anything, civilisation", "an old bitch gone in the they have in common. Participants teeth"; for Lawrence it was a "vast black will examine a series of case studies clot of bruised blood"; for Eliot a "Waste including some, that did not lead to war Land". "It seems utterly futile" Woolf’s and others, like the Iraqi invasion first Mrs. Dalloway says. We study a of Kuwait, which did. moving, combative period intent on exposing "the pity of war, the pity war distilled" (Owen). C15 An introduction to animal behaviour Dr Paul Elliott This course introduces you to the multidisciplinary nature of the study of behaviour. You will learn about different ways of explaining behaviour, including from perspectives of mechanism, development, function and phylogeny. Lectures will be supported with exciting hands-on activities and we will have a number of 'special guests'.

25 Interdisciplinary Summer School Term II Special Subject Courses

Classes are held from Monday 20 to Friday 31 July inclusive, at the times shown. Participants may choose two or three courses, each from a different group (A, B or C).

Group A: 9.00am – 10.15am A21 International politics in a global age II Various speakers A circus of scholars from various fields of expertise take an historical look at problems of international security after the Cold War, the politics and political economy of regionalism and globalisation, and the institutional framework of international society. Particular attention is given to the ways in which political, strategic and economic aspects of international politics interact with and reinforce one another. Please note: A21 can only be taken with B21 and C21. Enrolment for this course is capped at 40. An excellent complement to this course is the ISS Term I course A11/B11/C11. (Classes for these courses are not repeated, and can be attended consecutively by students taking ISS Terms I and II.)

A22 A23 The British people and their Empire, Economics of public policy 1900-97 Dr Nigel Miller Dr Seán Lang We consider how economic analysis When the 20th century began, the can guide the formulation and British believed that God had called evaluation of public policy, exploring them to lead and govern a quarter of a variety of public policy issues the world's population. At its end, not including healthcare, environment only had the British Empire passed into policy, pensions provision and public history, but the British - more multi- finance, with examples drawn from ethnic than their grandparents could the UK. Students will be required to ever imagine - had all but forgotten it undertake classwork. ever existed. We see how the British first lost control of, and then lost faith in, their Imperial Mission.

26 A24 explores all these elements, drawing The English Renaissance III. on poetry of every period from the Guns and garters Renaissance to the 21st century. Siân Griffiths The English Renaissance was a time A27 of dynastic alliances and dynastic Introduction to philosophy II. war: knights-at-arms and damsels in Philosophy of literature: understanding other minds distress, ‘just war’ and chivalry. It was through fiction also a time of brutal, bloody battle, Jon Phelan hostages and ransom, as well as ‘ideal love’ and marriages of convenience. Literary fiction may move or amuse us We study the propaganda and but can we learn anything significant realpolitik of English Renaissance from it? This course examines this issue paramilitary culture. from a philosophical perspective and asks what kinds of knowledge can be gained from literary works? How is A25 such cognitive reward communicated? A history of British political thought II. And is it necessary for aesthetic 1800 to the present day appreciation? (This course may not be Dr Graham McCann taken with Hc1/Hd1 in Literature.) Featuring the major ideas, issues and individuals in British political thought from 1800 to the present A28 day, we address the evolution of Conflict archaeology: an introduction political theory both as profession and Dr Gilly Carr vocation. Topics include the rise of Conflict archaeology, a rapidly social movements, revisions to classical developing sub-discipline within ideologies, the peculiar nature of the the field, has emerged in the last British Constitution and the status of 15 years. It is characterised by an theory today. interdisciplinary archaeological and anthropological approach and, A26 typically, investigates 20th-century Understanding poetry conflict. Importantly, it involves Dr John Lennard an interpretation which considers Whatever its period or mood, reading the experience of living through a poem means dealing with its craft: conflict, and how this shapes the rhyme and rhythm, choice of words archaeological record. and syntax, form and layout – and how they work together. This course

27 Group B: 11.45am – 1.00pm B21 B23 International politics in a global age II Introduction to philosophy III. Various speakers The philosophy of mind Jon Phelan (This is a three-part course which can only be taken with A21 and C21.) At the heart of the philosophy of mind lies the question: what is consciousness? We shall examine and B22 evaluate the canonical responses to this Raj: the rise and fall of Britain’s Indian Empire question in the first week of the course Dr Seán Lang before exploring some implications, to include: artificial intelligence, free will, How did Britain come to rule a vast personal identity, and the problem of subcontinent on the other side of other minds. the world? This course examines the story of the British Raj from the East India Company, through the mutiny B24 and rebellion of 1857 to Gandhi’s History of art III. Art and power: how value is made campaign for independence. We will Siân Griffiths finish by looking at how the Raj is now remembered in film, literature and Cultural capitals are a defining feature historical writing. of our world. But how did certain cities become so dominant as centres for art? And how did value systems form which define the kind of art we make and collect? From the Renaissance to the present day, did we get the art that we deserved?

28 B25 B27 Living film - a life in pictures? Greek heroes and gods, in literature, Dr Frederick Baker history and the imagination Dr Jan Parker Drawing on the latest film theory and practice, we approach the development The Ancient Greeks used hero stories of cinema from a dynamic angle, to imagine and to investigate man's addressing film's component parts – place in the universe and in society. image, script, dialogue, set, editing, This course explores a wide range producing – as though each were of Greek representations of heroes a 'body part' of a living organism. and the gods who care for or oppose Experience worldwide film from the them – in Homer, tragedy, history, inside, from blockbuster to art house. art and archaeology, as well as the line between the human and the superhuman. B26 History of science II. Technology to astound: engineering B28 feats of the ancient world Shakespeare and the serious business Piers Bursill-Hall of comedy: The Merchant of Venice, Henry IV Part I, and Twelfth Night Ancient societies may not have had Dr Paul Suttie smart phones or ‘Top Gear’, but they were still obsessed by technology and We look closely at three of gadgets. Technology played a hugely Shakespeare's greatest comic important part in early civilised societies, creations, very different from one whether in mundane or (occasionally) another but having in common the spectacular ways. This course covers fact that each touches on serious, some ancient technologies – from even tragic themes. We will see how coinage to pyramids, running armies laughter and wish fulfilment can go and even making computers. hand in hand with profound attention to the harsher truths of life.

29 Group C: 2.00pm – 3.15pm C21 C23 International politics in a global age II An introduction to macroeconomics Various speakers Dr Nigel Miller (This is a three-part course which can This course will develop simple only be taken with A21 and B21.) macroeconomic models and use them to understand significant macroeconomic events, past and C22 present. Students will develop an 20th-century country house fiction: Howards End, Brideshead Revisited, understanding of the causes and and Atonement consequences of the current Ulrike Horstmann-Guthrie macroeconomic crisis, phenomena such as recessions, inflation and The English country house as a cultural unemployment. Students give group concept was celebrated in 17th-century presentations to consolidate learning. poetry and has been a favourite setting and theme for many a novel since the 18th century. This course explores two C24 traditional examples, E M Forster’s History of science III. Howards End (1910) and Evelyn Waugh’s Science and the Renaissance Brideshead Revisited (1946) before Piers Bursill-Hall discussing Ian McEwan’s post-modern Few are familiar with more than one or use of it in Atonement (2001). two Renaissance scientists or natural philosophers, but the era saw some of the most radical and exciting science ever. The ramifications of this are still with us. We consider science (and much more) from c.1400 to c.1600: an era which changed everything, and which contained the seeds of modern scientific thinking and culture.

30 C25 C26 Making film - not just shooting J R R Tolkien and modern fantasy pictures. A course in media theory Dr John Lennard and practice No 20th-century author has been more Dr Frederick Baker influential than Tolkien, and The Lord In today's world the global language of the Rings all but created modern is audiovisual. Anyone can shoot fantasy. This course spends the first pictures, few can make films: good films week looking at Tolkien’s work and its are made before the camera rolls. We adaptations, including Jackson’s films, explore low tech, rapid prototyping and the second week on later fantasies techniques which allow analysis and indebted to, or reacting against, experience of film-making before Tolkien’s example. the cameras roll. The course includes lectures from a practitioner and practical exercises, including location scouting, paper editing, casting and pitching. (Students should bring a mobile phone capable of taking short film clips and their own laptop.)

31 Interdisciplinary Summer School Term III Special Subject Courses

Classes are held from Monday 3 to Friday 14 August inclusive, at the times shown. Participants may choose two or three courses, each from a different group (A, B or C).

Group A: 9.00am – 10.15am A31 placing formal and linguistic History of art IV. Going Dutch: experimentation in the context of the a history of C17th Dutch painting period's many complexities. (Not to be Mary Conochie taken with Ha2/Hb2 in Literature Term I.) From panoramic views to the minutiae A33 of daily life, the landscape, portraiture, Archaeology II. still life and scenes of everyday life Rome and China by Dutch painters such as Vermeer, Dr Nicholas James de Hooch, Rembrandt, Hals and their Between them, 2000 years ago, the contemporaries provide a social Romans and the Chinese dominated documentary of arguably the most almost half of the world. How did their self-imaging society in the 17th century. empires work and how were their Works are considered within the subjects affected? Visionary leadership, historical, cultural and social contexts ideology, bureaucracy, sociology, of their production, and in the wider geography: were there common context of other European art. factors to explain the rise and fall of these powers? Comparison clarifies A32 the issues. (Not to be taken with Aa2 in The modern novel: one hundred years Ancient and Classical Worlds.) of experiments in narrative Elizabeth Mills A34 In the face of unprecedented The English Renaissance I. challenges to the concept of the Myth, magic and make-believe human, 20th-century novelists found Siân Griffiths diverse ways, both playful and political, The English Renaissance was a time to capture the 'modern' experience in when kings owned unicorn horns and writing. We explore key texts, including claimed descent from legendary heroes; novels by James Joyce, Virginia Woolf, when fact and fiction faded in the Samuel Beckett and Elizabeth Bowen,

32 theatre of court life. It was a time of A37 prophecy and witchcraft and a question Education in Britain, 1870-present of perspective. We investigate the smoke Dr John Howlett and mirrors of English Renaissance culture. (Not to be taken with A14 in ISS This course aims to develop students’ Term I.) knowledge and understanding of the history of British education and invites A35 them to consider the relationship of Religion in the 16th-century educational policy and practice to Reformations social change. Where appropriate, we Rev Canon Dr Adrian Chatfield will explore comparisons in relation to the development of education systems The late medieval church in Europe in countries other than England. operated in an arena of political, economic, social and religious conflicts, which erupted in the early A38 16th century, leading to a series of Introducing psychology: ‘reformations’, attempts to renew or mind, mental process and behaviour reformulate the church. This course Dr John Lawson outlines these seismic changes and Somewhere beyond the intuitive their lasting impact on our history. abilities that most of us have when dealing with other people lies the A36 science known as psychology. In its Governance of Britain today relatively short history, psychology has Richard Yates changed direction, focus and approach several times. From introspection We analyse the nature of the and psychoanalysis, through the contemporary British political system ‘cognitive revolution’ to fMRI scanning, and discuss the functions of the psychology remains one of the most major government institutions. It also fascinating areas of science. (Not to be explores the role of the political parties taken with B38 in ISS Term III.) and other key political contributors in order to assess the distribution of political power in Britain today.

33 Group B: 11.45am – 1.00pm B31 B33 History of art V. Archaeology III. Painting Paris: French painting, Britain before history 1860-90 Dr Nicholas James Mary Conochie Not only in standing monuments such During the late 19th century, a newly as Stonehenge but also in finds to be urbanised Paris was set to become picked up from the ground, in scenery the art capital of Europe. This course like that found in the Lake District, analyses images of the city; café in property boundaries, even in society and the high life and low life place-names, the traces of early ways on the boulevards of Paris through of life in Britain can be discovered with the art of Manet, Degas and their the methods of landscape archaeology. contemporaries. They reveal startling changes.

B32 B34 Wordsworth and Coleridge, Lyrical The English Renaissance II. Ballads: a new start in English poetry Religion, revenge and revolt Dr Alexander Lindsay Siân Griffiths The publication of Lyrical Ballads The English Renaissance saw popular in 1798 was a decisive event in the culture come under attack from an emergence of Romantic poetry in increasingly radical elite. It was a England. Containing some of the time of popular uprising and revolt greatest poems in the language, to protect ancient traditions; of Coleridge’s Rime of the Ancient iconoclasm and terror; of saints and Mariner and Wordsworth’s Tintern soldiers. A time of gunpowder, treason Abbey, the volume broke with the and plot. We discover the dark side of 18th-century traditions of poetry and English Renaissance culture. (Not to be poetic language with a more personal taken with B14 in ISS Term I.) response to the natural world.

34 B35 B37 History of science IV. Milton and the idea of freedom: The Scientific Revolution Paradise Lost in context Piers Bursill-Hall Dr Paul Suttie The period of the 150 years between What kinds of freedom are worth c.1550 and c.1700 was what we think fighting for? Should people be free of as the Scientific Revolution: the start even to do things that others consider of modern science. However, it seems wrong or evil, or is that a recipe for that the period was less revolutionary anarchy? In a time of revolutionary than you might expect, and that war, these were questions of life or changes sometimes happened for death for Milton and his society. In his remarkably non-scientific reasons. great poem Paradise Lost he aims to No period in the history of science send a timeless message to posterity was quite so dramatic, and it makes concerning the true nature and for an amazing story. importance of freedom: let's learn to read it. B36 English houses and gardens I. B38 Defining 'Englishness' from 1130 The abnormal mind: to 1970 an introduction to psychopathology Caroline Holmes Dr John Lawson We explore ‘English’ architecture and This course introduces a variety gardens through palaces, pavilions, of clinical conditions including follies and houses. We examine regal schizophrenia, autism, depression tastes at Hampton Court Palace and and anxiety. It also aims to contrast the Royal Pavilion, Brighton; and the differing models of explanation that outward display of 19th-century ‘taste’ in turn lead to differing approaches at Biddulph Grange. We compare in treatment. Overall, the hope is to the quintessential Englishness of encourage a more critical conception The Manor, Hemingford Grey; of what constitutes abnormality. the Surrey Style of Jekyll and (Not to be taken with A38 in ISS Term III.) Lutyens; and Sissinghurst Castle.

35 Group C: 2.00pm – 3.15pm wrought fantastic architectural C31 Children, teachers and education: conceits from temples to tables, contemporary issues, historical castellations to cascades, halls to perspectives hermitages, archways to arcades. Sites Dr John Howlett discussed include Chiswick House, Houghton Hall, Holkham Hall, Stowe This course aims to acquaint students and his finest surviving work, Rousham. with the extensive range of questions and topics which education seeks to address, including those controversial C33 issues of race, gender and special Archaeology IV. educational needs and the ways History everywhere: Roman and in which educational policy and medieval Britain schooling has sought to address Dr Nicholas James them and create genuine ‘equality The Romans and the Middle Ages of opportunity’. have marked much of Britain’s scenery: the layout of many a town; the lanes and buildings of villages still living C32 English houses and gardens II. and traces of others long deserted; Esoteric, eclectic and egotistical the fields around those villages; Caroline Holmes great military defences; shrines; and the names of places. Combining 2015 is the 330th anniversary of the documentary history and archaeology birth of William Kent (1685-1748), reveals the pattern. theatrical-turned-landscape designer.

The dramatic brio of ‘Kentissime’

36 C34 art, cosmology, theology and physics Crises and international relations all changed in no small part because since 1945 of developments in mathematical Various speakers thinking. Conversely, new ideas in these areas also completely changed We look at the intricate fabric of mathematics. We review this period international relations as states of world change in the context of have rushed to respond to local, changing ideas in mathematics. regional and global crises since 1945. Speakers whose expertise range from scholarly to practical, from political C36 to diplomatic, address some of the Loves in literature from Shakespeare to Seamus Heaney most complex events of the late 20th Elizabeth Mills century, considering what has been achieved, or lost, in the globalising and James Joyce’s famous dictum – "Love deglobalising world. loves to love love" - points to the fine line between love and solipsism. The Greeks had four words for love; C35 in English we have just one. In this History of science V. The invention of the modern world: course we consider love in all its mathematics, 1200-1700 forms - spiritual, filial, erotic and Piers Bursill-Hall platonic - through a study of key texts drawn from across the English literary Mathematics over these 500 years tradition. What does love mean, and changed completely, and changed how do writers deal with the difficulties our world. Engineering, capitalism, of setting it down on paper?

37 “The Science Summer School showcases Cambridge's prize qualities: curiosity and creativity at the cutting edge!”

Dr Lisa Jardine-Wright, Programme Director, Science Summer School

44 Science Summer School Term I: 5 – 18 July Term II: 19 July – 1 August Programme Directors: Dr Lisa Jardine-Wright, Dr Corinne Duhig FSA, Dr Hugh Hunt and Dr James Grime

Academic programme Practical sessions • One special subject course per week Practical sessions take place on three • Plenary lecture series P01: Curiosity afternoons each week, and are likely • Practical sessions and evening lectures to include ecological, geological, and botanical ‘trails’, along with visits to Programme description institutes, collections and laboratories We draw on the expertise of senior in Cambridge. academics at Cambridge, to offer courses in a variety of scientific fields. Evening lectures The Summer School is suitable for Lectures provide introductions undergraduates and graduates in the to additional aspects of science, as well sciences, as well as teachers and other as talks of general interest. professionals. The programme also welcomes those with a strong interest, but with little formal science training. Special subject courses Each course meets five times. You may choose to follow a particular track by selecting courses in related subject fields, but an interdisciplinary approach is also encouraged. Plenary lectures P01 Curiosity Lectures will focus on both past and present scientific studies, exploring topics which have developed in different directions and at different rates as a result of scientific curiosity. Talks will illustrate how humankind's insatiable quest for knowledge has driven scientific progress.

45 Science Summer School Term I 5 – 18 July Special Subject Courses

Classes are held from Monday to Friday at the times shown. Participants choose one special subject course per week.

Week 1 (5 – 11 July)

11.15am – 12.45pm P02 P04 Evolution evidence The wonderful world of problem Dr Ed Turner solving Dr Lisa Jardine-Wright Despite evidence from all branches of biology, many people don't believe in Think like a physicist, solve problems evolution. In this course we explore like a physicist. Why is there such a data supporting evolution and discover thing as a chain fountain? How can the amazing explanatory power of sail boats go faster than the wind? This Darwin’s beautiful idea. We investigate course challenges your understanding how it can be used to explain the of the fundamental laws of physics. morphology and behaviour of all Boost your confidence and problem species, including ourselves. solving skills in physics and maths through a series of curious puzzles. P03 Introduction to social psychology P05 Dr John Lawson Volcanic eruptions Dr Marie Edmonds Within the realm of psychology, social psychology is concerned with How, why and where does volcanism how the behaviour and thoughts of occur? How can we reconstruct magma an individual are influenced by the ascent and evolution from the mantle, social context, ie other people around through the crust and to the surface them. This course explores a number of the Earth? What controls the style of of differing contexts (small groups, an eruption? This course uses evidence crowds, authority figures) and examines from geophysics, studies of rocks and the evidence that seeks to explain how gases to decipher the physics and this context shapes what we do and chemistry of volcanic eruptions and how we think. their impacts.

46 Week 2 (12 – 18 July)

11.15am – 12.45pm P06 P08 Forensic archaeology and Autism: a modern epidemic? anthropology: an introduction Dr John Lawson Dr Corinne Duhig FSA Despite 60 years of research, autism Forensic archaeologists and remains a puzzle: many people remain anthropologists are often involved unclear about what it actually is. in suspicious-death cases, helping Even a leading researcher in the field investigators interpret who the victim has called it ‘the enigma’. This course is and the events of their death and provides an introduction to autism burial. This course explains their work and Asperger syndrome, examining from a practitioner’s perspective: the diagnostic features that define explaining who they are, what they the condition, some of the research do and how they contribute to the currently taking place and, finally, the investigation: from the field, to the interventions and treatments available mortuary, to the lab. and how we think.

P07 P09 An introduction to animal behaviour How does your immune system work? Dr Paul Elliott Professor John Trowsdale This course introduces you to the Perhaps governments are right in multidisciplinary nature of the study spending huge amounts of our money of behaviour. You will learn about on defence? Biology learnt this lesson different ways of explaining behaviour, through millions of years of evolution including from perspectives of and a large part of your genome is mechanism, development, function dedicated to immune defence. We and phylogeny. Lectures will be explore how your immune system supported with exciting hands-on manages, or fails, to keep one step activities and we will have a number ahead of invading microbes. of 'special guests'.

47 Science Summer School Term II 19 July – 1 August Special Subject Courses

Classes are held from Monday to Friday at the times shown. Participants choose one special subject course per week.

Week 3 (19 – 25 July)

11.15am – 12.45pm P10 science, technical challenges, ethics Emerging and re-emerging infectious and governance involved. diseases Professor Derek Smith P12 Introduction to data science Most morbidity and mortality from Raoul-Gabriel Urma FRSA infectious diseases today is caused by pathogens that evolve to escape In today's digital world, decisions are immunity induced by prior infection driven by data across all industries. This or vaccination, or to become resistant intensive course provides a hands-on to drugs. Relatedly, non-human introduction to data science. We begin pathogens sometimes evolve to cross with a crash course in programming species-barriers and humans posing with 'R', before learning how to pandemic threats. We explore the manipulate and visualise data, and evolution of such pathogens from a how to apply machine algorithms. scientific and public health perspective. (Bring your own laptop.)

P11 P13 Can we geoengineer the climate? Colourful physics: Dr Hugh Hunt nature's paintbrush Dr Nicola Humphry-Baker Do we just accept the climate consequences of global warming - Why is the sun sometimes yellow, sea level rise, desertification, ocean sometimes red, and are leaves green acidification, loss of habitat? Or do or orange? We explore how light viable technologies for controlling the interacts with matter to create the climate - geoengineering - offer a 'plan myriad of colours we see around us. B'? Key to the Stratospheric Particle We look at how nature and different Injection for Climate Engineering technologies, ranging from butterflies (SPICE) project, Dr Hunt addresses the to electricity generation, harness these phenomena.

48 Week 4 (26 July – 1 August)

11.15am – 12.45pm P14 P16 Codes, ciphers and secrets: Today's universe an introduction to cryptography Dr Robin Catchpole FRAS Dr James Grime This course gives an overview of the This course on the mathematics current state of knowledge about the of cryptography introduces some contents and evolution of our universe, of the most important codes and ranging from dark matter, vacuum ciphers. Topics range from simple energy, black holes and the birth and substitution ciphers and the Enigma death of stars, to the latest results machine of World War II, to modern about the planets and origin of our cryptography such as RSA used in solar system. Finally, we consider if we internet encryption. are alone.

P15 P17 Memory: psychological Early stage drug discovery and neurobiological perspectives Dr John Skidmore Dr Amy Milton It takes over 10 years and $1billion Memory is a critical function of the to develop a new medicine. We brain. This course examines the explore the concepts behind the drug phenomenon of memory on many discovery process. We discuss the different levels, from psychological to properties required of a drug and show molecular biological. Different types of how chemists discover the starting memory are initially considered, before points for drug development. We addressing individual memory types highlight the importance of protein and their neurobiological bases. After biochemistry, structural biology and assessing physiological and molecular synthetic organic chemistry, using models of memory, we conclude with examples from current research how we remember, and how we forget. in Cambridge and the pharmaceutical industry.

49 “The intellectual excitement these courses generate is a joy to be part of.”

Dr Fred Parker, Programme Director, Literature Summer School

50 Literature Summer School Term I: 5 – 18 July Term II: 19 July – 1 August Programme Directors: Dr John Lennard: Academic Director and University Lecturer in English Literature, University of Cambridge Institute of Continuing Education Dr Fred Parker: Senior Lecturer in English, University of Cambridge; Fellow and Director of Studies in English, Clare College

Academic programme Special subject courses • Four special subject courses Classes allow for close and continuing (two for each week) discussion, and you will be expected • Plenary lecture series GH0: to have done substantial preparatory Comedy and Tragedy reading before you arrive in Cambridge. • Evening lectures Plenary and evening lectures Programme description GH0 Comedy and Tragedy The Literature Summer School, now As literary forms and as aspects of in its 30th year, gives its participants life, comedy and tragedy provide the an experience of 'Cambridge English', perfect framework for thinking about with its emphasis on small group how literature and life relate, and how teaching, close attention to the words they differ. Plenary speakers range on the page, and radical inquiry into across poetry, fiction and drama in why literature matters. Our lecturers tracing these many-faceted and elusive and Course Directors have many years’ categories of the mind and heart. experience of teaching at Cambridge, Additional evening lectures will add to and are chosen for their expertise your enjoyment of the programme. and also because they know how to communicate their enthusiasm for the subject. But the joy of the programme is the rich mix of its participants – the widely read and the keen beginners, the young and the young at heart – from a wide range of cultures and backgrounds, whose sharing of views makes the Summer School such a stimulating and rewarding experience for students and teachers alike.

51

Literature Summer School Term I 5 – 18 July Special Subject Courses

Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group G and one from Group H.

Week 1 (5 – 11 July)

Group Ga: 9.15am – 10.45am Ga1 Ga3 An introduction to James Joyce’s The soul of C S Lewis Ulysses: text and context Dr Stephen Logan Dr Mark Sutton C S Lewis had strong private motives This course focuses exclusively on for wishing to transcend deeply painful Joyce’s controversial and highly aspects of his personal experience. We influential masterpiece Ulysses. The examine how Lewis has come to be location of Joyce’s novel both at the felt as such an intimate writer, and the centre of modernism and within the accident by which his vision of nature historical and cultural context of his has become modern. Lewis emerges time is supported by close textual into a writer of major importance for study facilitating an informed group Christians and non-Christians alike, reading of selected passages. demonstrating the vitality of the human ‘soul’. Ga2 All’s well? Shakespeare’s Ga4 'problem plays' Three great British fantasists: Lewis Elizabeth Mills Carroll, Mervyn Peake, J R R Tolkien This course explores the dark sides Dr John Lennard of All’s Well That Ends Well, Measure Far from being simple escapism, or for Measure and Troilus and Cressida. for children, fantasy is often used Morally and dramatically as absorbing to confront complex topical issues. as they are problematic, we consider We consider Carroll’s Alice books as whether the ‘problem plays’ category is psychology, Peake’s Titus Groan and helpful and ask how these plays might Gormenghast as satire, and The Lord of help us to re-read the Shakespeare we the Rings as history, asking about the thought we knew. persistent recourse to fantasy evident in much modern writing.

52 Group Ha: 2.00pm – 3.30pm Ha1 Ha3 Guilt and the novel: from Crime and Making sense of poetry Punishment to Atonement Dr Stephen Logan Dr Elizabeth Moore We examine what good poets have We examine the emergence of guilt traditionally wanted their readers to in the novel, as both an existential know about such things as metre, condition and a psychological diction, syntax, rhyme, other sound reality, in four literary masterpieces: effects and figurative language. We Dostoevsky's Crime and Punishment, explore what sensitive, historically- Kafka's The Trial, Faulkner's Absalom, informed and imaginative reading is Absalom! and Ian McEwan's Atonement. like and identify the kinds of literary In addition to close reading of these competence needed to make it more texts, we examine the development fully possible. (This is a double course of a cultural and literary history that which can only be taken with Hb3.) led to the foregrounding of guilt as a fictional subject. Ha4 From Watchmen to Maus and beyond: Ha2 the modern graphic novel The modern novel I: one hundred Dr John Lennard years of experiments in narrative Since Will Eisner popularised the term Elizabeth Mills in 1978, claiming a new seriousness for In the face of unprecedented ‘comics’, the graphic novel has hugely challenges to the concept of the expanded and diversified. This course human, 20th-century novelists found starts with some history and considers diverse ways, both playful and political, outstanding examples of innovation, to capture the 'modern' experience in autobiography, and adaptation in the writing. We explore key texts, including modern genre, ending with a look at novels by James Joyce and Virginia work on the web. Woolf, placing formal and linguistic experimentation in the context of the period's many complexities. (Not to be taken with A32 in ISS III.)

53 Week 2 (12 – 18 July)

Group Gb: 9.15am – 10.45am Gb1 Gb3 "A lifetime burning in every moment": Poetry, politics and pain: T S Eliot’s Four Quartets in context poets of the First World War Dr Mark Sutton Dr Stephen Logan In November 1922, one month after Any anthology of poems produced the poem’s first publication, T S Eliot by poets who served in the First remarked "As for The Waste Land, that World War is liable to flatten out the is a thing of the past... I am now feeling diversities of individual experience. my way toward a new form and style". We look at a range of poets, including This would have its fullest issue in Four Rupert Brooke, Siegfried Sassoon, Quartets, the literary culmination of Wilfred Owen and Ivor Gurney, Eliot’s spiritual autobiography. We study exploring issues of class, nationality, the four inter-related poems, placing cultural history and political allegiance, them in the context of Eliot’s broader by close attention to the style of career and inner journey. individual poems.

Gb2 Gb4 Milton's Paradise Lost Three great American fantasists: Dr Fred Parker Ursula Le Guin, Tamora Pierce, Lois McMaster Bujold The course introduces Milton’s Dr John Lennard wonderful and astonishing poem by focusing on central passages in Books We consider three living award-winning 1, 4, 9 and 10. We also compare his American writers whose fantasy has vision of a pastoral paradise under expanded the genre and its readership, threat with the strange, cool, elusive tackling issues of gender, community, poetry of Andrew Marvell, his friend sexual and racial discrimination, religion and contemporary. and theology, psychology, sacrifice, work, crime, and economics, landscape, magic, and dragons.

54 Group Hb: 2.00pm – 3.30pm Hb1 Hb3 The tragic South: literature of the Making sense of poetry American South Dr Stephen Logan Dr Elizabeth Moore (This is a double course which can only We explore the remarkable literary be taken with Ha3.) renaissance that took place in the American South in the mid 20th Hb4 century focusing on three writers: A long look at Rudyard Kipling William Faulkner (Absalom, Absalom!), Dr John Lennard Tennessee Williams (A Streetcar Named Desire), and Richard Wright (Native Son). Kipling was the last great poet to enjoy We examine the intricate relationship mass popularity and the first great between race, the Southern plantation writer of short stories. He remains myth and the tragic existential hugely popular, if often also vilified. sensibility that so distinctively marks This course takes a long look at his Southern literature. work, spending two days on poetry, two on short stories, and one on longer fictions. Hb2 The modern novel II: one hundred years of experiments in narrative Elizabeth Mills In the face of unprecedented challenges to the concept of the human, 20th-century novelists found diverse ways, both playful and political, to capture the 'modern' experience in writing. We explore key texts, including novels by Samuel Beckett and Elizabeth Bowen, placing formal and linguistic experimentation in the context of the period's many complexities. (Not to be taken with A32 in ISS III.)

55 Literature Summer School Term II 19 July – 1 August Special Subject Courses

Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group G and one from Group H.

Week 3 (19 – 25 July)

Group Gc: 9.15am – 10.45am Gc1 Gc3 Euripides: ‘the most tragic’? Civilising sex in Spenser's Dr Jan Parker The Faerie Queene Dr Paul Suttie Medea displaying her children’s bloody bodies; Agave looking at her son’s A female knight on a love-quest torn head; Hecuba grieving over her unwittingly traverses the whole slaughtered baby grandson; Iphigeneia tangled history of the human heart, offering herself for sacrifice for the unpicking as she goes Western Motherland: Euripides wrote some culture's 2000-year-long attempt to of the most demanding, terrible and civilise the erotic drive. We will follow unforgettable roles. But there are also her through Book Three of The Faerie golden young men, Ion and Hippolytos, Queene, Spenser's timeless exploration and famously, his ‘shameless women’ of everything the Renaissance world like Phaedra and Helen, and his thought it knew about love and desire. unexpected and romantic endings, where the gods make everything right. Gc4 King Lear and Macbeth Gc2 Dr Alexander Lindsay Reading Virginia Woolf Written within a year of each Dr Trudi Tate other, these are widely regarded as Who’s afraid of Virginia Woolf? This Shakespeare’s most profound tragedies. course explores some of her books This course considers them not only (A Room of One’s Own and To the as studies in moral evil, but also as Lighthouse), essays, and short stories, to tragedies of state with a peculiar discover why she is regarded as one of relevance to the Jacobean period. the greatest British writers of the early 20th century.

56 Group Hc: 2.00pm – 3.30pm Hc1 Hc3 Philosophy of literature: Philip Sidney and the English understanding other minds Renaissance through fiction Dr Paul Suttie Jon Phelan Sidney was a key figure in the great Literary fiction may move or amuse us Elizabethan flowering of English but can we learn anything significant literature. The author of the first from it? This course examines this issue English sonnet sequence, pioneering from a philosophical perspective and prose fiction and an important asks what kinds of knowledge can be defence of the value of poetry, he gained from literary works? How is hugely influenced contemporaries such cognitive reward communicated? and successors including Spenser, And is it necessary for aesthetic Shakespeare and Donne. His appreciation? (This is a double course unpredictable blend of idealism and which can only be taken with Hd1. scepticism make him a fascinating Not to be taken with A27 in ISS II.) writer of enduring importance.

Hc2 Hc4 The serious Jane Austen: Keats: The narrative poems and Mansfield Park and Persuasion the odes Dr Fred Parker Dr Alexander Lindsay Life presses harder on Fanny Price and This course concentrates on the Anne Elliot than in earlier Austen, with narrative poems and the great odes of less oxygen for playful intelligence. Keats’ 1820 volume, and the unfinished The times are a-changing, bringing and posthumously published The Fall displacement and vulnerability as of Hyperion. Reference will be made well as new horizons. We look at to the earlier poems, however, and Austen’s narrative voice, as well as of course to Keats’ famous letters. her characterisation, in exploring what is at stake.

57 Week 4 (26 July – 1 August) Group Gd: 9.15am – 10.45am Gd1 Gd3 Charles Dickens’ Little Dorrit: From Troy to Ithaca and Rome: mystery and sedition classical heroes, and those who care Ulrike Horstmann-Guthrie for them Dr Jan Parker A novel about the condition of Britain in the 1850s, Little Dorrit was Achilles’, Odysseus’ and Aeneas’ fate considered “more seditious than was shaped by the Trojan War, the [Marx’s] Das Kapital" by Bernard Shaw. ultimate test of the hero. Triumphing or This course studies how its ferocious dying before the walls or surviving and attack on financial speculation and wandering, displaced; Homer and Virgil an administration concerned only to reflect on what it is to be a hero and do nothing, is part of a mystery plot the costs for heroes, victims, and the centred in London and lightened women and gods who care for them. by Dickens’ humour and brilliant characterisation. Gd4 Major lyrics of the 17th century Gd2 Clive Wilmer Jane Austen: Sense and Sensibility and A course of close readings of short Pride and Prejudice poems from the English 17th century. Dr Alexander Lindsay Among the texts discussed are poems This course looks at Jane Austen’s by John Donne, George Herbert and first two published novels, both of Andrew Marvell. We look briefly at each which were originally written in letter poet in an historical context and read form. Sense and Sensibility is in part a and discuss a small number of poems response to a contemporary literary in each session. movement, the cult of Sensibility, but also begins the novelist’s exploration of the inner life and social relationships of young women. Pride and Prejudice develops the design and themes of its predecessor in a social comedy which is witty, but more critical and less light-hearted than at first apparent.

58 Group Hd: 2.00pm – 3.30pm Hd1 Hd3 Philosophy of literature: More's Utopia: understanding other minds a radical Renaissance vision through fiction Dr Paul Suttie Jon Phelan In one of the greatest of all imaginary (This is a double course which can only be worlds in European literature, Thomas taken with Hc1. Not to be taken with A27 More imagines in captivating detail an in ISS II.) alternative to the systematic greed and brutality of his own society, depicting Hd2 a land without kings, private property, The poetry of W B Yeats hunger or exploitation. But at what Dr Alexander Lindsay human cost? And with what degree of plausibility? We look closely at Utopia, One of the most remarkable features a work that has inspired debate and of Yeats’ poetry is its development imitation for nearly 500 years. out of late Romanticism and the Celtic Twilight into a taut and ironic Modernist diction. The course considers Hd4 this development, while concentrating The lyric voice in the 19th century on the great poetry of Yeats’ later Clive Wilmer volumes. We look at the impact on the A course of close readings of short poetry of Yeats’ occult studies and his poems from the English 19th century, involvement and partial disillusion with possibly running into the early 20th, Irish Nationalism. including poems by John Keats, Robert Browning and W B Yeats. We look briefly at each poet in an historical context and read and discuss a small number of poems in each session.

59 “The History Summer School offers an exciting opportunity to learn from Cambridge experts as they embrace a broad range of approaches to the past.”

Dr David Smith FRHistS, Programme Director, History Summer School

60 History Summer School 19 July – 1 August Programme Director: Dr David Smith FRHistS Affiliated Lecturer, Faculty of History, University of Cambridge; Fellow, Director of Studies in History, Tutor for Graduate Students, Selwyn College; Affiliated Lecturer, University of Cambridge Institute of Continuing Education

Academic programme Plenary lectures • Four special subject courses LM0 Heroes and Villains (two per week) Collectively, lecturers will examine • Plenary lecture series LM0: how various individuals in history Heroes and Villains come to be regarded as heroes or • Evening lectures villains, or in a number of cases as both. What makes a hero or villain, how Programme description historical reputations are won or lost, The History Summer School gives you and how these issues have changed the chance to study in detail specific during the course of history, will be historical figures, periods or events. explored through a series of diverse Eminent historians offer courses that case-studies. cover a wide range of problems and themes in British, European and Evening lectures global history. Invited speakers will present a varied evening lecture programme, covering This programme is intended primarily a wide range of subjects. for those who are currently students or teachers of history, or who have been engaged in historical study at some stage. However, applications are welcome from anyone with a real commitment to the subject, and no prior knowledge of the history of any particular period or reign is expected. Special subject courses Courses are led by members of the University’s Faculty of History and visiting academics. You may wish to attend courses which most obviously complement one another or you may make a selection which covers the broadest historical period possible. 61 History Summer School Special Subject Courses

Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group L and one from Group M.

Week 1 (19 – 25 July)

Group La: 11.00am – 12.30pm La1 La2 James II and the 'Glorious Revolution' The CIA in Cold War historical Dr David Smith FRHistS perspective Dr William Foster FRHistS James II was one of England’s most disastrous rulers. He inherited a strong No western governmental organisation throne, yet in less than four years his since the Second World War has proven politics (especially those in favour as controversial on the world stage of Catholics) brought his reign to an as the US Central Intelligence Agency end. This course examines, through a (CIA). Some praise its integral role in range of extracts from primary sources, Cold War successes, others accuse it James’ character and policies as King, of playing the role of 'rogue elephant' the nature of his downfall and the in US and international affairs. We Revolution Settlement that followed it, examine political, diplomatic, legal, and the impact of these events. and social aspects of CIA history, and consider the complex profession of intelligence-gathering.

62 La3 tumultuous period. We discuss some Making and breaking the of the most colourful personalities in Soviet Union British history – including Wolsey, More Dr Jonathan Davis and Cranmer – as well as the falls of Anne Boleyn and Thomas Cromwell. During its 74-year history, the Soviet Union went through various stages. This course assesses how Lenin Group Ma: 2.00pm – 3.30pm and Stalin made the Soviet system, Ma1 the ‘stable’ era of Khrushchev and The imperial French: Brezhnev, and Gorbachev’s breaking Napoleon and after of the Soviet Union. Dr Seán Lang When Napoleon declared a French La4 Empire in 1804 he set the country off The Victorians: the past and its on a century of imperial and colonial personalities in a mass-media age expansion. His own conquests Dr Gareth Atkins spanned the European continent, but The Victorians were obsessed by his ambitions had spread to Egypt, history. New media made it accessible India and even America. Even as his to all, and they devoured it in novels, empire fell and the Bourbons returned, biographies, museums, stately homes his imperial dreams passed to the new and antiquities abstracted from regime, which carried them into Africa Athens, Nineveh and Jerusalem. and the Middle East. Above all they thought about past personalities, and what they meant Ma2 for an age of unsettling progress. This The reign of Mary I course explores what they found. Dr Ceri Law Mary Tudor is one of England’s La5 most vilified monarchs, known to The reign of Henry VIII generations as ‘Bloody Mary’. Yet Dr Jessica Sharkey recently her five-year reign has been The reign of Henry VIII was a major drastically re-evaluated. This course turning point in British history, and examines the rule of Mary Tudor in 'bluff King Hal' continues to horrify depth, focusing on the challenges she and fascinate us in equal measure. faced, considers how effectively she This course uses the preoccupations, ruled and what it meant to be a queen ambitions, and character of Henry VIII in Tudor England. as a route into the political, religious and cultural changes of this

63 Ma3 kings and princes, artists and Cold War flashpoints scientists, prostitutes and mistresses, Dr Jonathan Davis coffee houses and theatres, wars and revolutions, and review Pepys’ role This course assesses some of the main as ‘the saviour of the Navy.' flashpoints of the Cold War. It considers why they occurred, their seriousness and their consequences. It looks at the Ma5 Cold War’s origins and early problems The first British Empire, from the Tudors to American Independence including the Berlin Blockade, and Dr Eoin Devlin then moves on to the Korean War, invasion of Hungary, the Cuban Missile This course examines how the Crisis and the Vietnam War. Finally, it ambitions of explorers, religious examines the events leading to the end exiles, government officials and of the Cold War. businessmen created the 'first' British Empire. Sessions explore the Empire's intellectual and cultural contexts, the Ma4 role of profit-seeking companies, the The world of Samuel Pepys social history of British settlements, Dr Andrew Lacey interactions with native peoples, and The Diary of Samuel Pepys (1633-1703) the crisis of the late 18th century. provides a unique window onto the social life and turbulent history of 17th-century England. We spend some time in their company, encountering

64 Week 2 (26 July – 1 August)

Group Lb: 11.00am – 12.30pm Lb1 Lb2 The reigns of William and Mary, Winston Churchill and Anne, 1688 -1714 - the greatest Briton? Dr David Smith FRHistS Professor Mark Goldie FRHistS We examine the quarter-century after The British voted Churchill the the ‘Glorious Revolution' of 1688-9, greatest Briton. Why? Was he the a period which saw fundamental colossus of the 20th century, or is his changes in England and Britain, status a measure of Britain’s nostalgic including nearly 20 years of warfare fixation on Second World War glories? in Europe; far-reaching changes in the Churchill took part in the last cavalry relationship between the Crown and charge in British history and lived to Parliament; the rise of Whig/Tory party authorise the atomic bomb. A child politics; and the union of England and of aristocracy, ‘the people’s Winston’ is Scotland. Using a range of extracts a mass of contradictions: the saviour from primary sources, we explore of his country in 1940; a defender of these and other issues through the a declining Empire; a radical liberal; personalities of the monarchs: William a reactionary conservative. He and Mary, and Anne. epitomised Britain’s confused identity in the modern world, her triumphs and her decline.

65 Lb3 Lb5 Surprise attacks from Elizabeth I: the Age of Gloriana? Pearl Harbor to 9/11 Dr Jessica Sharkey Professor Eric Grove FRHistS The reign of Elizabeth I, the last Tudor and Professor Philip Towle monarch, is often associated with a In 1904 the Japanese launched a golden age in English history. This surprise attack on the Russian fleet course re-examines the period by moored outside Port Arthur; within looking past the traditional image months of the end of the 20th century and considers the challenges posed al Qaeda attacked the Twin Towers and by religious upheaval, female rule and the Pentagon. In between, there were complex foreign diplomacy. similar attacks by the Axis powers, the North Koreans and the Argentines. Group Mb: 2.00pm – 3.30pm We examine what attackers hoped to gain, what they achieved militarily, why Mb1 intelligence services failed to predict The imperial French: Napoleon III the attacks, and how democracies used Dr Seán Lang such aggression to rally people After the revolution of 1848, to respond. Napoleon III established the Second French Empire, in imitation of his Lb4 famous uncle. The Second Empire Deepening democracy: sought to extend its hold into Italy, socio-political protest movements the Middle East and even Mexico, but in post-colonial India, does it really deserve to be remembered 1947 to the present day as history repeating itself, the first time Dr Leigh Denault as tragedy, the second as farce? Before the ink was even dry on India's constitution, debates began on the meaning of independence and freedom, hierarchy and belonging, and the rights and duties of citizenship. We focus on a series of popular protests which reshaped the independent Indian state and constitution, from the language movements of the 1950s, caste, class, gender, and region-based movements, up to the anti-corruption activism in the present day.

66 Mb2 Mb4 Nelson: the ultimate naval hero? The word in paint and stone: the art Professor Eric Grove FRHistS and architecture of Nazi Germany and the Soviet Union, 1917-53 No naval officer of any country is more Dr Andrew Lacey famous than Horatio, Lord Nelson. This course tells the story of the life Both Hitler and Stalin placed great of Nelson, how he represented the emphasis on the presentation of strengths of the Royal Navy of his themselves, their regimes and their day and how he took it to perhaps its hopes and ideals for society through greatest victory at Trafalgar. It takes the manipulation of the arts and a critical look at the hero, his virtues, architecture. This course looks at the achievements and weaknesses and official art and architecture of the two assesses his legacy to not just the Royal regimes and discusses the differences Navy, but the navies of the world. and similarities between Nazi art and Socialist Realism. Mb3 Latin America in the wider world Mb5 since 1800 Kingdom and conquest: forging Dr Charles Jones Protestant Ireland, 1540-1800 Dr Eoin Devlin This course examines the evolution of Latin American states since This course explores the relationship independence, concentrating on between England and Ireland over more their relations with one another and than two centuries. It examines the with great powers. We look at war complex social, political and religious and its relative infrequence, reliance history of the island of Ireland in a on external markets and sources of period of momentous change, conflict investment, geopolitics and great and violence which transformed Irish power rivalries in the region, and the (and English) society, leaving legacies development of distinctive forms which continue to resonate today. of international law, diplomacy, and organisation.

67 “Shakespeare lasts a lifetime: there is always more to discover.”

Dr Fred Parker, Programme Director, Shakespeare Summer School

68 Shakespeare Summer School 2 – 15 August Programme Director: Dr Fred Parker Senior Lecturer in English, University of Cambridge; Fellow and Director of Studies in English, Clare College

Academic programme Special subject courses • Four special subject courses You choose two courses per week, each (two for each week) has five sessions. You are expected to • Plenary lecture series RS0: engage in preparatory work to gain the Truth and Fiction greatest benefit from your studies. • Evening lectures Plenary and evening lectures Programme description RS0 Truth and Fiction The 2015 Shakespeare Summer School Titles include 'What Shakespeare did celebrates its 21st anniversary – with with Cleopatra', 'Shakespeare and a rich collection of courses, lectures, science fiction', 'Truth and lies in Much and special events. You can discuss Ado', 'Shipwreck and Shakespeare', and the power, beauty, and meaning of 'Henry VIII and "All is true" '. Evening these plays with leading academics; talks and events are broader in scope, discover connections with the wider aiming to stimulate new pleasures world of Elizabethan culture; attend and insights through the exchange productions and recitals; and explore of experience and ideas. Speakers aspects of performance, including - include such eminent Shakespeareans if you wish - workshop exercises led as Catherine Belsey, Kate McLuskie by a professional actor and director. and Catherine Alexander, as well as Martin Best, lutenist with the Royal Dr Fred Parker and our team of Shakespeare Company. lecturers and Course Directors are experts in the field and also fine communicators. They combine the Cambridge tradition of close attention to the words on the page with the alertness to questions of performance which is so vital in approaching Shakespeare. Our teaching style reaches out to engage the experience and the response of those participating, whose enthusiasm, openness and curiosity give the Summer School its unique atmosphere. 69 Shakespeare Summer School Special Subject Courses

Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group R and one from Group S.

Week 1 (2 – 8 August)

Group Ra: 9.15am – 10.45am Ra1 Ra3 The Falstaff plays: Hamlet's problems Henry IV and The Merry Wives Clive Wilmer Dr Fred Parker Hamlet is Shakespeare’s longest and Sir John Falstaff - Shakespeare's most famous play. It is often said to be greatest comic creation - appears something of a puzzle. On this course in The Merry Wives, that comedy of we read the text closely and ask what resourceful women wonderfully sorts of conclusion can be arrived at. recreated by Verdi, and the two parts of With some discussion of differences of Henry IV, which bring together so many text and essential contextualisation, of Shakespeare's deepest interests. We the main focus, however, is on explore how the energies of comedy Shakespeare’s words. and history conflict – and interact. Ra4 Ra2 "Love is merely a madness": Slow reading: As You Like It A Midsummer Night's Dream Vivien Heilbron Professor Ruth Morse FRHistS In the Forest of Arden, lessons of love Reading Shakespeare can be confusing, are learned in a series of encounters and not only for beginners: if we're between some of the most witty and unused to 500 hundred year-old poetry attractive of Shakespeare's characters. and prose, or unsure about the social During these practical workshops, we nuances of 16th-century England, or explore the exuberant wordplay and the syntax of its English. Above all, learn to enjoy speaking Shakespeare's we read too fast and lose all sense language with more awareness of how of what the words are doing beyond 'letting the words do the work' helps their apparent meaning. This course the actor to perform with confidence concentrates on that much-loved and a sense of fun. favourite, A Midsummer Night's Dream.

70 Group Sa: 2.00pm – 3.30pm Sa1 Sa3 "So much blood ...": Macbeth Romanticising Shakespeare Vivien Heilbron Dr Stephen Logan In this series of practical workshops, The prevailing image of Shakespeare we explore the imagery in this most derives from the Romantics. We blood-soaked of Shakespeare's examine both what the Romantics tragedies. We will take a performance- have done to Shakespeare and what based approach to the play, exploring they have done for him. We will look the challenges and choices presented at the shift of outlook from Johnson to to the actor. Students will prepare Coleridge, along with changes in the to speak the blank verse with way Shakespeare’s texts have understanding of its form and how this been edited. The aim will be to see structure supports the player. (This is a current attitudes to Shakespeare as double course which can only be taken a mix of time-bound prejudice and with Sb1.) durable intuition.

Sa2 Sa4 The Taming of the Shrew and other Mortality and mercy in early comedies Measure for Measure Dr Alexander Lindsay Dr Paul Suttie This course considers Shakespeare’s Can any person be trusted with the beginnings as a comic writer, his power of life and death over another? experimenting with different traditions, What all-too-human motives and Italian romantic comedy, Roman farce, machinations lurk behind the claims and the courtly comedy of his elder we make on others in the name of contemporary John Lyly. Particular law, morality, religion... or love? All attention is given to The Taming of the is in doubt in this, the darkest of Shrew, as well as The Comedy of Errors and Shakespeare's comedies. Love’s Labour’s Lost.

71 Week 2 (9 – 15 August)

Group Rb: 9.15am – 10.45am Rb1 Rb3 Shakespeare’s strange last plays Antony and Cleopatra: Dr Fred Parker a Roman thought about Egypt Clive Wilmer Tall stories of losing and finding, family reunions, disguises and recognitions, Antony and Cleopatra, with its shipwrecks and wanderings … richly sensuous language, is one in Cymbeline, The Winter's Tale and of Shakespeare’s finest poetic The Tempest such traditional romance achievements. It is also a great tragedy, elements are transformed into full of humour as well as anguish, and something ‘rich and strange’. We explore one of Shakespeare’s most complex the plays as a group and as distinct and statements about love and sexual incomparable individual works. passion. This course studies the play scene by scene – one act per day – exploring it in its poetic, ethical, Rb2 psychological and political dimensions. Shakespeare and the shapes of history Dr Michael Hetherington Rb4 This course explores Shakespeare's Shakespeare’s troublesome endings early development as a playwright, Dr John Lennard focusing on his evolving response to A surprising number of Shakespeare’s the challenges of turning history into plays end in ways that can seem less than drama. We look closely at extracts from satisfactory. This course investigates five the lively but uneven Henry VI plays, the such plays – The Taming of the Shrew, early masterpiece Richard III, followed Love’s Labour’s Lost, Troilus and Cressida, by an in-depth exploration of Richard II. Measure for Measure, and Timon of Athens – to consider what happens (or doesn’t), and why.

72 Group Sb: 2.00pm – 3.30pm Sb1 Sb3 "So much blood ...": Macbeth Justice in King Lear Vivien Heilbron Dr Paul Suttie (This is a double course which can only Is the world morally comprehensible? be taken with Sa1.) Can justice be found or made in it, or will there only ever be "the pelting of this pitiless storm"? But what then to Sb2 make of our human longing for justice Much Ado About Nothing and Othello - is it a saving trait, or one that makes Dr Alexander Lindsay fools of us all? Both plays treat the consequences of sexual jealousy arising from slander of a bride by a purely malicious villain. Sb4 Shakespeare and friends In Much Ado About Nothing potential Dr John Lennard tragedy is dispelled and events prove the means by which a well matched Shakespeare did not work in isolation, witty couple are brought together. but amid a remarkable and very varied In Othello, however, jealousy corrodes group of playwrights. This course the character of the "noble Moor" considers him alongside two of them, in one of the most painful of at the beginning and end of his career, Shakespeare’s great tragedies. reading Richard III against Christopher Marlowe’s Edward II, and The Tempest against Ben Jonson’s The Alchemist.

73 Cambridge City Centre

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1 Summer Schools’ Office A Newnham College & Teaching Rooms B Selwyn College Old Court 2 University Library C Selwyn College Ann’s Court 3 Senate House & Old Schools D Selwyn College Cripps Court 4 Great St Mary’s Church E Clare College Memorial Court 5 Tourist Information Centre F Clare College Old Court 6 Computing Service G Gonville & Caius College 7 Grand Arcade, Lion Yard Old Court & Public Library H Gonville & Caius College 10 8 Post Office St Michael’s Court 9 National Express Bus Stops 10 Railway Station

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