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Flashcards by Emily Fenton, updated more than 1 year ago
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Created by Emily Fenton
over 9 years ago
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| Question | Answer |
| Glorious Revolution | 1688: when James II of England was overthrown, and replaced by a parliamentary government which had a written constitution |
| European Enlightenment (according to J. Israel) | Lasted from 1680-1800 Period of "human amelioration" (improvement); revolutionary movements in the form of changes of thoughts and attitudes, then in practical revolutions Moderate and Radical Enlightenment |
| Moderate Enlightenment | Advocated for gradual change; Moderate thinkers believed in change from within; involvement in politics etc. In public you follow the rules of your order peacefully, but in private it is your duty to think critically about politics and society, and to question everything (Think of the example of the Clergyman) |
| Radical Enlightenment | Wanted change through political revolutions |
| Westphalian Peace Treaty controverys | 1648; Protestants vs. Catholics Controversy: one must be right and the other wrong; God must have been supporting the "right" side, so how can there be no winner? |
| Nonage | The inability to use one's own understanding without the help of another's understanding |
| Self-Imposed Nonage | Actively not wanting to speak or think for yourself; happy to be told what to do and what to think |
| Enlightenment (according to Immanuel Kant) | Nonage and self-imposed nonage If you have the brains, it is your responsibility to use them and speak out your opinions ("Have the courage to use your own understanding" - motto of the Enlightenment) |
| "Do we live in an Enlightened Age?" | No, but we live in an "age of Enlightenment" Never-ending "amelioration" |
| Language & Imperialism | Language passively imposes imperialism because of it's use in politics, mass education, media Languages have prestige/stigma (sometimes associated to class, gender, nationality, race) |
| European Languages around the world | Due to the vast European empires of the 15th-20th centuries, European languages have taken a place all around the world (English, French, Spanish, Portuguese are some of the most widely spoken languages) In ex-colonies there is controversy around official languages, and also the prestige of European languages |
| Francaphonie | International organization representing countries and regions where French is and official or customary language |
| Léopold Sédar Senghor | 1962 Senegalese politician and nationalist who supported the use of French in ex-colonies over the native language |
| Francophonie Missions (4) | 1. Spread of/education in French language 2. Peace, democracy, human rights 3. Education (primary and higher) 4. Cooperation for sustainability (better together than separated: preserving French language use) |
| Nationalist Education (4 points) | 1. Mass education, starting around the 1800's, promoting (and using) one national language 2. Education also used as a means to spread ideology 3.Education banned many national dialects 4. Learning a foreign language was not encouraged |
| Why Mass Education? | Education for all began around the 19th century Helpful for nation building: gives people a sense of their imagined community Promotion of monolingualism because it was not efficient to have more than one language |
| Cultural Policy Rationales | Establishing culture (and language) as a policy domain Came around after WWII |
| Western European Cultural Rationales | Policies (based on the rationale that...) intended to preserve national heritage, support artistic creation, and ensure that everyone has equal access to culture |
| Declaration of European Identity (Copenhagen Treaty) | 1973 Decided to introduce the concept of European identity into their common foreign relations Early perception of the instrumental significance of culture in the process of integration |
| Sub-state Level of Relocation of Power | Focused on local governments; political areas (re)gaining some political and/or economic power |
| Supra-state Level of Relocation of Power | Political and economic power controlled by global, supranational or international organizations (Ex. European Union, United Nations) |
| ELF | English as a Lingua Franca Controversial because it leads many to ask what it means to culture to have English so commonly spoken (as a second language). Many protection policies have been made in order to conserve the national language in the face of the spread of ELF |
| Totalitarianism | Government has absolute and centralized control over all aspects of life; the individual is subordinate to the state; the government limits political pluralism |
| Democracy | Power is in the hands of the people, and is used in the form of elections (free and fair). The elected leader is then accountable to the people |
| Cold War | The Cold War between Soviet Union and the USA lasted between 1947-1991 (?) State of political tensions which never broke into open warfare, and is known for it's use of propaganda |
| Barbie as a Cold War Icon | Barbie came along in 1959, and was an icon of American-style capitalism (consumerism); outlined the difference between communism (no Barbie) and consumerism (Barbie) Barbie can also be seen to transport cultural values; women's roles and position in society |
| James Bond as a Cold War Icon | (1953- ) Casino Royale (1967) outlined not only the roles of women, but creates an us/them dichotomy (with Soviets as the villain) Gives an indication of the cultural times |
| Star Trek vs. Andromeda Nebula | Space-aged science fiction movies. Star Trek was produced in America and portrays American ideals (bravery, freedom). Andromeda Nebula was a communist-style science fiction which illustrated a futuristic, perfect communist society |
| Summer Olympics of 1980 and 1984 | Sports events can illustrate/underline Cold War tensions The Moscow Summer Olympics of 1980 were boycotted by the US due to the Cold War tensions; four years later, when the Olympics were being held in the US, they were boycotted by the USSR |
| George Orwell's 1984 | Written in 1948, about a futuristic society where life is dictated by an unattainable elite force "Big Brother"; life is totally controlled and every action closely observed. Orwell uses enough aspects of the present time (1948) in order for it to remain recognizable |
| Double Thought | Non-compatible thoughts which you think are true at the same time Seen throughout the book as Winston, the protagonist, struggles with "thought crimes" |
| Heinrich Böll's Lost Honour of Katarina Blum | Written in 1974 An "alternate universe" where newspapers transport fiction while fictional work researches the truth Famous quote: "Words can be worse than weapons" |
| Baby Boom | After the World War II there was an enormous increase in birth rate in much of the world. In the 50's and 60's there was a much bigger demographic of youth population |
| Youth Population | Youth are perceived to be particularly active in revolutions (as seen in past revolutions) because they are willing to take risks, don't consider well the consequences, and are often prepared for violence (same reason militaries want young people in the army) |
| Rise of the Middle Class | After World War II much of the West saw a huge rise in middle class families; families who had the means, time and education to think critically about the world around them |
| Changes in Communication Post WWII | 1. Television replaces radio: political events are seen and heard (one of the main reasons the Vietnam War was so unpopular - everyone could witness the horrors) 2. Access to world news (not only your own country's news) |
| Changes after WWII (5) | 1. Demography (baby boom and the rise of the middle class) 2. Democratization 3. Changes in communication (television replaces radio) 4. Economic prosperity 5. Construction of generational gaps |
| Construction of Generational Gaps | Youth opposing parent generation (not necessarily their parents); imposition of generational difference In Germany, youths were opposing the Nazi past of the parent generation |
| The Long 60's | Lasted roughly from the 50's to the oil crisis of the 1970's; characterized by democratization wave (especially in the East Bloc) as well as political terrorism (especially German RAF and Italian Red Brigades) |
| The Iranian Shaw Visits Berlin | 1967 Originating from protests from young people with Persian descent, and spreading to youth protests against the capitalist system in general. The Shaw became the face of this system, and some of the protesters seemed to be okay with using violence against him |
| Benno Ohnesorg | Young protesting student in Berlin, who was shot by a policeman on June 2, 1967. Ohnesorg became a martyr and a symbol of police aggression, and was used as justification for violence and later the formation of the Red Army Faction (RAF) |
| Red Army Faction | The RAF was a German terrorist group formed in 1970; communist and anti-imperialist, they were in resistance to what they considered to be a neo-fascist state Created a fear in society and in politics; left-leaning people were accused of being pro-RAF, even if they were just in favour of societal changes Divided German society |
| Why did the East Europeans Protest? (5 points) | 1. Transition from orthodox Marxism to New Marxism (more liberalization, democratization) 2. Power to the people (bottom-up approach) 3. Anti-imperialism 4. Anti-capitalism: they wanted a better socialism, no to overthrow it completely 5. International solidarity (against Cold War tensions) |
| Cultural Changes of the 1960's (7 points) | 1. Existentialism (Jean-Paul Sartre) 2. Art 3. Fashion 4. Rise of counter-cultures 5. Social structure of society (further breaking of class boundaries) 6. Film 7. Secularization (separating church and state, but also a mass- leaving of the church) |
| Changes in Art in the 1960's | Everyone is an artist, and everything everyone does is art: there are no rules about what is art and what isn't Drug use also played a large role in this art movement: the ability to "escape" our material world |
| "Happening" Art | Do something in art gallery, and literally see what happens ("what happens when I...") |
| Niveau Vague | A term given to French films which were created by amateur filmmakers who carefully studied Hollywood movies and tried to "correct them" Explored the idea that films don't need to tell a linear story |
| Les Lieux de Memoires | Literally "places of memory": a place or thing which holds ever-evolving memories or feelings associated with it. For example, the Berlin Wall is a "Lieu de Memoire" because it evokes memories about World War II, Cold War tensions, separations of family. It can effect people in different ways and in reference to different events. |
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