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The module aims to introduce students to the broad topic of globalisation. As a team-taught module, specific topics may change with occasional changes to the teaching team. At the time of writing, specific topics include: trade and the global economy (e.g. international trade, classical trade theory, comparative advantage, new trade theory, the new economic geography, and uneven development); firms and workers in the global economy (e.g. talent and jobs, global production chains, knowledge and the creative industries); and cultures of globalisation (e.g. self-identity, non-places, global cities, the nation/state).

Pre-requisite of GEOG2008

The module aims to introduce students to the broad topic of globalisation. As a team-taught module, specific topics may change with occasional changes to the teaching team. At the time of writing, specific topics include: trade and the global economy (e.g. international trade, classical trade theory, comparative advantage, new trade theory, the new economic geography, and uneven development); firms and workers in the global economy (e.g. talent and jobs, global production chains, knowledge and the creative industries); and cultures of globalisation (e.g. self-identity, non-places, global cities, the nation/state).

The module aims to introduce students to the broad topic of globalisation. As a team-taught module, specific topics may change with occasional changes to the teaching team. At the time of writing, specific topics include: trade and the global economy (e.g. international trade, classical trade theory, comparative advantage, new trade theory, the new economic geography, and uneven development); firms and workers in the global economy (e.g. talent and jobs, global production chains, knowledge and the creative industries); and cultures of globalisation (e.g. self-identity, non-places, global cities, the nation/state).

The history of exploration takes us to the further reaches of human endeavour and beyond. From the wide expanses of the ocean to the frozen depths of the polar regions and even outer space, humans have always been fascinated by the prospect of exploring the unknown. The motives behind much of the exploration undertaken in the past were varied and complex: the prospect of individual power and wealth, the opportunity to spread religion, or the drive to develop colonies. In some cases, we can detect other impulses at work: national or personal prestige, or the apparently disinterested advancement of scientific knowledge. Whatever its motivations, exploration is an inherently human activity. The act of exploration in the past was – partially at least – a function of the people conducting it and the societies in which they lived. It reflects their hopes, fears, predilections and prejudices, and we will consider this in our discussions. We will also think about how we might approach this history today and deal with the multiple legacies it has bequeathed to our world.

The history of exploration takes us to the further reaches of human endeavour and beyond. From the wide expanses of the ocean to the frozen depths of the polar regions and even outer space, humans have always been fascinated by the prospect of exploring the unknown. The motives behind much of the exploration undertaken in the past were varied and complex: the prospect of individual power and wealth, the opportunity to spread religion, or the drive to develop colonies. In some cases, we can detect other impulses at work: national or personal prestige, or the apparently disinterested advancement of scientific knowledge. Whatever its motivations, exploration is an inherently human activity. The act of exploration in the past was – partially at least – a function of the people conducting it and the societies in which they lived. It reflects their hopes, fears, predilections and prejudices, and we will consider this in our discussions. We will also think about how we might approach this history today and deal with the multiple legacies it has bequeathed to our world.

The history of exploration takes us to the further reaches of human endeavour and beyond. From the wide expanses of the ocean to the frozen depths of the polar regions and even outer space, humans have always been fascinated by the prospect of exploring the unknown. The motives behind much of the exploration undertaken in the past were varied and complex: the prospect of individual power and wealth, the opportunity to spread religion, or the drive to develop colonies. In some cases, we can detect other impulses at work: national or personal prestige, or the apparently disinterested advancement of scientific knowledge. Whatever its motivations, exploration is an inherently human activity. The act of exploration in the past was – partially at least – a function of the people conducting it and the societies in which they lived. It reflects their hopes, fears, predilections and prejudices, and we will consider this in our discussions. We will also think about how we might approach this history today and deal with the multiple legacies it has bequeathed to our world.

Wars have been fought throughout the history of mankind. Ethical concerns that they raised, or, in other words, the rights and wrongs of waging war, have been discussed from time immemorial. War has often been seen as an evil, a necessary evil, to be avoided when possible. On the other hand, there have always been circumstances in which the resort to war and violence was accepted or justified, and even, in particular instances, praised or celebrated. The ‘if’ and ‘why’ a war can be fought are at the heart of the ethics of war and the so-called ‘just war theory’. However, the legitimacy of a war is not the only concern, not at least, according to modern International Humanitarian Laws (IHL), according to which a just war has to be fought in a just way. The IHL rules over the conduct of war, defining the rights and status of both combatants and non-combatants alike.

Historians often see a fundamental rupture between pre- and post- Geneva Conventions, rebuffing the legacy of the past. Yet the past may help to understand why the Conventions are not always successfully upheld in the modern world. This module will take a wide historical perspective on the ethics of war, looking at ancient, medieval and modern interpretation of why and how wars should be fought. By no means, however, will our reflection remain purely theoretical. In order to understand the context and evolution of the establishment of the norms or rules of war (and the societies that make them), it is fundamentally necessary to observe their historical applications: why and how wars were fought is at least as important as why and how wars should be fought.

Wars have been fought throughout the history of mankind. Ethical concerns that they raised, or, in other words, the rights and wrongs of waging war, have been discussed from time immemorial. War has often been seen as an evil, a necessary evil, to be avoided when possible. On the other hand, there have always been circumstances in which the resort to war and violence was accepted or justified, and even, in particular instances, praised or celebrated. The ‘if’ and ‘why’ a war can be fought are at the heart of the ethics of war and the so-called ‘just war theory’. However, the legitimacy of a war is not the only concern, not at least, according to modern International Humanitarian Laws (IHL), according to which a just war has to be fought in a just way. The IHL rules over the conduct of war, defining the rights and status of both combatants and non-combatants alike.

Historians often see a fundamental rupture between pre- and post- Geneva Conventions, rebuffing the legacy of the past. Yet the past may help to understand why the Conventions are not always successfully upheld in the modern world. This module will take a wide historical perspective on the ethics of war, looking at ancient, medieval and modern interpretation of why and how wars should be fought. By no means, however, will our reflection remain purely theoretical. In order to understand the context and evolution of the establishment of the norms or rules of war (and the societies that make them), it is fundamentally necessary to observe their historical applications: why and how wars were fought is at least as important as why and how wars should be fought.

Science has become an indispensable component of our modern world and scientists are often held in a place of unquestioned privilege. From electrical power to space travel, to artificial intelligence, scientific developments have radically altered the ways in which we interact with each other, and understand our world and very own human nature. Yet science is fundamentally a cultural activity which is embedded within a wider social context. In recent years the often unquestioned privilege of science has been questioned more and more on both national and international scales as deep-rooted issues of gender inequality, racism colonialism, and so on, have emerged leading to increased distrust in the authority of science.

Given this situation what can we learn about the present state from the past? Shifting away from older intellectual scholarly approaches which only focused on the ‘great discoveries’, in this module we take a much broader historical and critical approach placing science it into its proper social and global context. In doing so, this module asks the question - how were scientific developments of the past shaped and/or influenced by religion, culture, politics, gender and empire? This module will use case studies to highlight overarching themes that address the challenges, complexities and inequalities which have emerged within the history of science.

Science has become an indispensable component of our modern world and scientists are often held in a place of unquestioned privilege. From electrical power to space travel, to artificial intelligence, scientific developments have radically altered the ways in which we interact with each other, and understand our world and very own human nature. Yet science is fundamentally a cultural activity which is embedded within a wider social context. In recent years the often unquestioned privilege of science has been questioned more and more on both national and international scales as deep-rooted issues of gender inequality, racism colonialism, and so on, have emerged leading to increased distrust in the authority of science.

Given this situation what can we learn about the present state from the past? Shifting away from older intellectual scholarly approaches which only focused on the ‘great discoveries’, in this module we take a much broader historical and critical approach placing science it into its proper social and global context. In doing so, this module asks the question - how were scientific developments of the past shaped and/or influenced by religion, culture, politics, gender and empire? This module will use case studies to highlight overarching themes that address the challenges, complexities and inequalities which have emerged within the history of science.