Course Syllabus
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Conspiracy Theories and Historical Controversies A |
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Source: Wikimedia Commons (public domain).
| Semester & Location: |
Fall 2024 - DIS Copenhagen |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
History, International Relations, Political Science |
| Prerequisite: |
None |
| Faculty Members: |
Miłosz Jeromin Cordes, PhD - current students use Canvas inbox |
| Time & Place: |
Monday & Thursday 10:05-11:25, Classroom N7-C23 |
Description of Course
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. The origins of these phenomena in American culture, however, are rooted in Europe starting at least from the Middle Ages.
Conspiracy theories can be defined as secret plots by powerful people or organisations 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 far-fetched these may seem, that trend requires a thorough examination.
The course focuses on conspiracy theories and their emergence in the broader Wester (European and American) context. It addresses both their historical roots and their contemporary dimension. It seeks to trace back such long-lasting phenomena as belief that certain minorities have a dominating influence on whole countries and societies, fear of modern technologies and aggression towards the Other. It also aims at bridging Braudel's longue durée concept with the so-called late (post-, liquid) modernity to help understand the appeal of contemproary conspiracy theories.
Contents of the course should not only help understand the reasons for people believing in conspiracies, but also for incorporating those beliefs in their political decisions. By doing so, the course provides insights into the rise of right-wing populist parties across Europe, tensions between the West and Russia, as well as the crisis of liberal democracy in a number of European nation-states.
The leitmotif of the course are games. We will employ them thoroughout the semester in different contexts and configurations. Your final assignment will also be heavily relying on the game element as you, together with your classmates, will design a board game of your own, utilising the knowledge you will have gained through the semester.
Learning Objectives
The course:
1) Provides historical and theoretical background for understanding the emergence and development of both current and past conspiracy theories.
2) Outlines linkages between contemporary conspiracies in the U.S. and their origins in European culture.
3) Explains the role of conspiracy theories in the European context and their influence on both European and American politics and societies.
4) Stimulates critical 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 analyse specific conspiracy theories and historical controversies.
Faculty
Miłosz J. Cordes
PhD in Cultural Studies, MAs in East-European Cultural Studies & International Relations, BAs in History & International Relations. Associate Professor at DIS Study Abroad in Scandinavia (2021-). Research Fellow at the Danish Foreign Policy Society (2021-), External Consultant at the Danish Institute for International Studies (2023-2024). Postdoctoral Researcher at Lund University (2022-2023). Casimir Pulaski Foundation Research Fellow (2022-). Benjamin Franklin Transatlantic Fellow (2006). Member of the Polish U.S. Alumni Association and the Association for the Advancement of Baltic Studies.
Miłosz spent ten years at the Polish diplomatic service. He was Vice-Consul at Poland's Consulate General in Kaliningrad (2018-2021), Second Secretary at Poland's Permanent Representation to the European Union (2016-2018), Second Secretary & Specialist at Poland's Ministry of Foreign Affairs' (2012-2016).
Miłosz's research interests cover identity, politics of memory, nationalism & populism in Central and Eastern Europe, the Baltic Sea Region integration, as well as the West-Russia relations. He has published over 30 articles in international journals and is now working on his book about identity politics in Kaliningrad Oblast, to be published in 2025 by Routledge.
Readings
- David Aaronovitch, Voodoo Histories: How Conspiracy Theory has shaped Modern History (2010)
- Yitzhak Arad et al. (eds), Documents on the Holocaust, Selected Sources on the Destruction of the Jews of Germany and Austria, Poland and the Soviet Union, Yad Vashem (1981)
- Anastasiya Astapova, Onoriu Colăcel, Corneliu Pintilescu and Tamás Scheibner (eds.), Conspiracy theories in Eastern Europe : tropes and trends, Abingdon, Oxon; New York, NY: Routledge (2021)
- Michael Butter and Peter Knight (eds.), Routledge handbook of conspiracy theories, Abingdon, Oxon; New York, NY: Routledge (2020)
- Matthew Dentith, The Philosophy of Conspiracy Theories, Palgrave Macmillan (2014)
- Will Eisner, The Plot: The Secret Story of the Protocols of the Elders of Zion, WW Norton (2006).
- European Commission. nd. Identifying conspiracy theories. https://commission.europa.eu/strategy-and-policy/coronavirus-response/fighting-disinformation/identifying-conspiracy-theories_en [together with infographics and additional materials]
- Stephen Kotkin, Steeltown, USSR. Soviet Society in the Gorbachev Era, University of California Press (1992).
- Farhad Manjoo, True Enough: Learning to Live in a Post-Fact Society, John Wiley & Sons (2008).
- Andreas Önnerfors, André Krouwel (eds.), Europe: Continent of Conspiracies Conspiracy Theories in and about Europe, London: Routledge (2021)
- Alexandr Pushkin, Boris Godunov. A Drama in Verse. Translated by Alfred Hayes. https://www.gutenberg.org/files/5089/5089-h/5089-h.htm.
- Joseph E. Uscinski (ed.), Conspiracy Theories and the People Who Believe Them, Oxford University Press (2018)
- Ilya Yablokov, Precious N Chatterje-Doody, Russia Today and Conspiracy Theories. People, Power and Politics on RT, London & New York, NY: Routledge (2022).
- John C. Zimmerman, Holocaust Denial: Demographics, Testimonies and Ideologies, University of America Press (2000).
Other readings, podcasts and audiovisual material will be added throughout the course.
Approach to Teaching
In this course, we will utilise an eclectic mix of lecturing, thematic video clips, group research work, and discussions, as well as individual and group presentations in class.
Expectations of the Students
Students are expected to have completed the readings prior to each class and to arrive with notes and questions to promote discussion. This will give us material to generate an in-depth conversation. We will discuss mutual expectations and define active participation in detail during the first class.
It is DIS' policy that attendance is mandatory. Absence will affect your participation grade. Whener you experience serious difficulties (illness, family problems etc.) that force you to skip two or more class in a row, please communicate with me and with relevant DIS units.
Coming to class within 5 minutes since its start counts as full presence. Coming to class between 5 and 15 minutes since its start counts as being late. Coming to class later than 15 minutes since its start counts as absence. These rules only apply to incidental cases of being late. If a students regularly comes to class belated, the matter needs to be discussed with a relevant DIS unit.
This is a phone-free class unless told otherwise. Whenever we have a student presentation or a guest speaker, no laptops are allowed out of of respect to the presenters and the speaker.
To facilitate communication between me and the group, we will elect two class representatives in the beginning of the semester. We will discuss the representatives' role during our first meeting.
Evaluation
| Assignment |
Percent |
| Class attendance |
15% |
| Active class participation |
20% |
| Group presentation or another assignment during the semester (at least 2 persons per presentation/assignment) |
20% |
| Field trip reflection paper (minimum two people) |
15% |
|
Conspiracy theories board game creation |
30% |
Active class participation is essential for those students who seek to receive an overall A grade.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
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