Das Kursangebot 2020 umfasst fünf spannende Kurse, die sich aus verschiedenen geisteswissenschaftlichen Perspektiven mit dem Rahmenthema beschäftigen. Alle Kurse werden von internationalen Expertinnen und Experten unterrichtet, die wir größtenteils eigens für die Summer School zu uns eingeladen haben.
Ihr individuelles Programm
Aus den fünf Kursen können Sie bis zu zwei in beliebiger Kombination wählen und so bis zu 12 ECTS erwerben. Alle Kurse entsprechen vollen Seminaren, wie Sie auch während eines regulären Semesters unterrichtet würden – stellen Sie sich also auf drei intensive Programmwochen ein! In der Regel lassen sich unsere Kurse an Ihren Heimatuniversitäten als Seminare anrechnen und so in Ihr Studium integrieren.
Für Mannheimer Studierende in Bachelor-Studiengängen der Philosophischen Fakultät haben wir die Anrechnungsmöglichkeiten hier zusammengestellt.
Hinweis: Das Kursangebot im folgenden finden Sie ausschließlich in Englisch - Programm- und Unterrichtssprache während der Summer School ist Englisch.
The academic content of the course is the exploration of World Theatre. As this subject is theoretically endless (as famously described by Peter Brook in his book The Empty Space), World Theatre is an introductory course that is necessarily selective – while always pointing to further horizons for students to explore on their own. The course itself is great preparation for doing so.
World Theatre examines wildly varying plays from wildly varying cultures, with a particular emphasis on the modern and contemporary. Our close reading of actual plays – presenting diverse theatrical forms, traditions, styles, and themes – is complemented with a study of their respective cultural contexts: how the two interact is at the heart of this course.
At the same time, World Theatre recognises the limits of any particular example; there is no such thing as ‘a typical Brazil play’ or ‘a typical Japanese play’ any more than there is ‘a typical German play’. Within a culture there are, however, shared histories and prevailing traditions that each of its playwrights must reckon with, even if they wish to dismantle a tradition or innovate upon it. We will explore many such crucial examples, from a wide variety of cultures.
The course begins with the biggest possible questions, such as ‘what is theatre?’ Geography structures our journey through theatrical cultures in Asia, Oceania, the Middle East, Africa, Europe, the Caribbean, South America, and North America.
The course will include classes on:
Selections from secondary materials, such as Augusto Boal’s Theatre of the Oppressed or Peter Brook’s The Empty Space, will also be included.
Course Instructor: Prof. Nicholas Pierpan, Royal Holloway, University of London
Drawing upon our own experiences of the socio-cultural importance of language, this course will explore the intricate link between language planning and language policy in different multicultural societies and contexts and endeavor to demonstrate the opportunities and challenges that emerge therefrom.
The course will describe and examine the implementation of language and/
In addressing questions such as these, the seminars will delve into topics such as:
The main texts on language planning and language policy that will be used for this seminar are:
Some relevant articles (case studies)
Course Instructor: Prof. Maxwell Kadenge, University of the Witwatersrand
Hamlet is Shakespeare’s most famous tragedy and still worldwide stage and screen transposed. This seminar intends to explore the passage from script to screen, and to compare several film adaptations, from various periods of times (running from 1948 to 2000) and various cultural approaches (English, Italian, American, Russian).
Focusing (with a close-reading approach) on key scenes in the tragedy (the uncanny apparition of Hamlet’s father’s ghost; the encounter between Hamlet and Ophelia orchestrated by eavesdropping Polonius and Claudius; the ‘mousetrap’ to catch the conscience of the murderer; the confrontation between Hamlet and his ‘lustful’ mother; Ophelia’s madness and drowning; the gravediggers’ scene; the final sword fight between Hamlet and Laertes) in the films by Laurence Olivier (1948), Grigori Kozintsev (1964), Franco Zeffirelli (1990), Kenneth Branagh (1996) and Michael Almereyda (2000), this seminar will invite a
Both socio-political stakes and aesthetics choices will be taken into account, so as 1) to analyse timeless notions such as dread, fratricide, regicide, revenge, intelligence, repudiation, action, sacrifice and madness, and 2) to see how film directors both adapt a play dating back to 1600 to their own cultural context and time, while still transmitting its timeless pieces of thought on human nature.
Course Instructor: Prof. Pascale Drouet, University of Poitiers
Please note: This course will take place between June 20 and July 4. During the last week of the Summer School, students of this class may focus on their other coursework and/
In this course, an introduction to Cognition and Perception will be provided both from the perspective of theoretical frameworks and applications and methods. The course will explore core processes in perception and cognition and will highlight some of the most prominent problems in the current research. The underlying motivation of this course is to show how external (incoming/
Course Instructor: Prof. Jurgis Skilters, University of Latvia
At a time when artificial intelligence, intelligent machines, and the internet of things no longer belong to the realm of science fiction, it seems to be urgent to investigate virtual reality and how possible forms of “intelligence” or “cognition” have been imagined by writers and thinkers. As has been argued, a large amount of what science has discovered and technology has developed had already been imagined before. Thus, science fiction and other literary forms of imaginative inquiry into what is possible are important resources for thinking about what our future might look like. We will read a significant text by Jorge Luis Borges about how the world might look like if completely different premises were in force, read short stories that fictionally test how neural networks, androids, and intelligent machines in general might interact with people, and also read about possible encounters with aliens of all kinds of sorts. We will discuss science fiction stories, some of them analyzed in Steven Shaviro’s Discognition (2015), and also films such as Ex Machina,Her, Arrival, and Blade Runner.
Course Instructor: Prof. Ulfried Reichardt, University of Mannheim
I chose this Summer School because the course content looked fascinating. As an English Literature student, my degree can potentially benefit from any outside enrichment, as it is highly intertextual. I believed (correctly!) that the course I chose would be a great supplement. Beyond the course, though, the Mannheim Summer School was a wonderful way of meeting all sorts of people from all sorts of countries and backgrounds. I've been blessed with some amazing friends and I now have some fantastic memories that I will treasure. One word to future participants - do not underestimate the workload! These are serious courses. The more work you put in, the more reward you'll get out!
I decided to join the Mannheim Summer School primarily because I badly needed new academic perspectives. But I found much more than that. Besides studying a completely new area – not just for me, but objectively new – I found a new passion, something that I can actually do for life, something very practical. And the cosmopolitan atmosphere of the city only facilitates this self-discovery. Furthermore, the University of Mannheim does a great job organizing both curriculum and off-school activities. My memories of this summer will linger for a long time, and I hope I will return some day.
The Summer School at the University of Mannheim was a great experience! In the two courses I chose, I learned far more than I had expected. We had small classes whereby the intellectual exchange between professor and students, but above all amongst students, was given a lot of attention. We acquired new knowledge together as a group and from my point of view, this is the best way to learn something new. Therefore, I gathered new perspectives that not only serve me in my future academic life but also in my personal life. Now, I can understand many phenomena like for example, globalisation and the digital revolution in a better way and critically reflect on it. I also met some new friends from countries from all over the world which I will meet in Amsterdam in short again. It is great to meet so many open-minded people from different countries and learn from each other.