Brochure - English translations of course offerings

Course Offerings
JYF 2010 -­‐ 2011

Table of Contents
COURSE OFFERINGS - PARIS III..........................................................................................................3
CINEMA ....................................................................................................................................................................................... 3
COMPARATIVE LITERATURE..........................................................................................................................................20
FRENCH LITERATURE, MODERN LITERATURE......................................................................................................25
EUROPEAN STUDIES...........................................................................................................................................................45
COURSE OFFERINGS – PARIS IV ...................................................................................................... 48
ART HISTORY .........................................................................................................................................................................48
HISTORY ...................................................................................................................................................................................49
LITERATURE...........................................................................................................................................................................64
FRENCH AND COMPARATIVE LITERATURE.............................................................................................................70
PHILOSOPHY...........................................................................................................................................................................80
COURSE OFFERINGS – PARIS VII..................................................................................................... 98
BUSINESS..................................................................................................................................................................................98
ECONOMICS..........................................................................................................................................................................102
FILM STUDIES .....................................................................................................................................................................110
HISTORY ................................................................................................................................................................................114
LITERATURE........................................................................................................................................................................130
MATHEMATICS...................................................................................................................................................................142
SOCIOLOGY...........................................................................................................................................................................144
SBC SPECIAL JYF COURSES .............................................................................................................154
LITERATURE AND WRITING.........................................................................................................................................154
ART...........................................................................................................................................................................................154
FRENCH..................................................................................................................................................................................156
INTERNATIONAL RELATIONS.....................................................................................................................................156
2

Course Offerings -­‐ Paris III
CINEMA
Licence 2
V3DOF – CM: History of Television Forms
Guillaume Soulez
This course is an introduction to French television’s history through the study of
two genres, the documentary and drama (period covered: RTF [Radiodiffusion-­‐
Télévision Française] then ORTF [Office de Radiodiffusion Télévision Française],
from 1949 to 1964), and an initiation to the aesthetic and critical study of television.
A program at the University Cinematheque (room 49) will accompany the course.
V3DOC/TD – Cinematography – Hollywood Romances
Laurent Jullier
What are the recurring figures in Hollywood romances between 1935 and 1965, in
the stories as well as in the ways they are told? We will study the following movies:
Peter Ibbetson, Casablanca, Laura, Miner, Splendor in the Grass, Kiss Me, Stupid.
French Cinema of the 1930s
Michel Marie
This course will concentrate on French Cinema in Europe from the transition to
speaking films to the war of 1940. We will evaluate the transition from silent to
speaking, the political relations (crisis of 1934, Front populaire), the institutional
reforms, and the recognized filmmakers and referential films. We will reread some
classical films from recognized directors (Jean Renoir, Marcel Carné, Julien Duvivier,
Jean Grémillon). Must we rehabilitate the films of current commercial production?
(A program at the University Cinematheque [room 49] will accompany the course.)
The Documentary in France
Isabelle Marinone
What does it mean to record reality? And of what reality are we speaking? The field
of the documentary is vast. From the first exploratory films to the social
documentary, this genre has experienced great technical and aesthetic
transformations. In all the eras, from the silent to the digital age, it brings into play
the role of the filmmaker and the notion of artistic creation.
3

Postcolonial French Cinema
Delphine Robic-­‐Diaz
The numerous French films dedicated to the colonies (La Victoire en chantant by
Jean-­‐Jacques Arnaud, Coup de tourchon by Bertrand Tavernier, Indochine by Régis
Wargnier, etc.) and to the wars of decolonization (Indochina, Algeria) filmed since
1954 demonstrate a willingness no longer to belittle the Other and to restore
her/his autonomous identity. However, these same films do not manage to let go of
an undeniable Europocentrism. Is not the postcolonial age one of neo-­‐colonialism?
American B-Movies
Charles Tesson
Associating historical, economic, and aesthetic elements, we will study the
circumstances of the birth of the B-­‐Movie in American cinema as well as its
evolution in different genres (Western, Fantastical film, Film Noir). An approach to
the American B Movie, through classical figures (Edgar G. Ulmer, Jacques Tourneur,
Joseph Lewis), will allow seeing how it has become a world of its own within
American cinema.
V3L21 – Cinema Electives - Deportation and Genocide: Views on the
Phenomenon
Sylvie Lindeperg
From the filmed sequences during the liberation of Nazi camps to reconstructed
fictions, including edited documentaries and more unique works (Shoah by Cluade
Lanzmann, Drancy Avenir by Arnaud des Pallières, Voyages by Emmanuel Finkiel,
etc.), this course will study different gestures and cinematographic means chosen by
the filmmakers to evoke the phenomenon and attempts to confront it. The course
will also elucidate the great theoretical debates that emerged in regard to the
question of images and the representations of the Holocaust.
Faces and Deformities in the Fine Arts and Cinema
Julien Milly
How should one think about the failure of the face? How is one to develop and
analyze an aesthetic that aims to abstract the body from the artistic scene? With a
strong interdisciplinary approach, we will study different pictorial (Cremonini,
Rustin, Velikovich, Rebeyrolle), photographic (Fleischer, Wall, Cherman, Goldin),
and cinematographic forms (Bergman, Kiarostami, von Trier, Wong Kar-­‐wai) that
promote an attack on human representation. We will question a range of offenses on
identity from the simple refusal to some contemporary depictions of injury. The
method called critical anthropology of art will be used in the course (studies of
sequences and fixed images).
4

The Musical “Discourse” of Movies
Sylvie Rollet
The course will explore a hypothesis: in a certain number of films, music plays a
founding role, both on the micro and macro-­‐structural levels. Working on music on
music on all levels (form, instrumentation, frequency, cuts, etc.) will allow us to
highlight the deep structure of the work.
Contemporary German Cinema
Anna Sofia Rossholm
While German cinema has experienced an international renewal, we will analyze the
filmed representation of cultural identity in today’s Europe. Starting with theoretical
perspectives on cinema such as national and transcultural imagined constructs, the
course will study different movements in contemporary German cinema that depict
a new image of Germany and Europe. We will look at some “films d’auteur” of the
“Berlin School,” the great productions characterized by the representations of
history and the films of the young generation of filmmakers from immigrant milieus.
These films will also be studied in relation to other key periods of German cinema,
notably Weimar’s cinema and the films of R.W. Fassbinder and Wim Wenders.
The New Wave
Muriel Tinel
The New Wave is a short but pivotal period in the history of French cinema. We will
retrace the key events and will establish a portrait of the main actors (directors,
actors, producers). Then, we will study some major films like A bout de soufflé
(1960), Les Quatre Cents Coups (1959), Le Beau Serge (1959), and Adieu Philippine
(1963) in order to analyze the aesthetic and thematic traits. A program at the
University Cinematheque (room 49) will accompany the course.
V4DOS / TD – General Aesthetics
We will study the psychoanalytic mechanisms of fear and anxiety with the help of
aesthetic and psychoanalytic texts to which will be associated the study of slides and
filmed sequences. Depending on the instructors, the following topics will be
addressed: the spaces of anxiety, the realms of madness, the aesthetic of
disappearance, the fears of collapse, of “diasparagmos,” of dismemberment, of
crime, etc.
5

V4DOF / TD – History of Television Forms: Hollywood and Television: The
Beginnings of American Television (1940s-1960s)
Kira Kitsopanidou
The objective of this course is to revisit the early years of television in the United
States, underscoring the forms of programming that aimed to constitute a specificity
for new media (anthology dramas, teledramas, spectaculars). We will analyze the
rise in power of fictions filmed live, the influences of older media (theater, cinema,
radio), and the economic, socio-­‐cultural, and technological implications of this
domination that spread from the end of the 1940s until the end of the 1950s. We
will address multiple interactions, still present in the history of television in the
United States, between Hollywood and new media, which will allow us to conclude
that it is definitively impossible to conceive of a history of American television
independently of the history of the Hollywood industry (cases studied: police series,
Westerns, sitcoms, science fiction, spy series, etc.).
From Serial to Comedy Forms
Christophe Lenoir
Laughter plays an important role in television. Is it linked to the serial or iterative,
even repetitive, trait of television programs? Between contestation through laughter
or a prescriptive way out, the television shows activate and play with the spectator’s
consciousness of codes and apparatuses, sketching the limits of televised norms.
From Variety on Television to Televised Variety Shows (1954-1980)
Laurence Leveneur
Beyond the strict formal evolution of a genre decried by the critics and voted
overwhelmingly with favor by the general public, this course will address, through
the lens of variety shows, the links between television and other extra-­‐media forms
coming from live spectacle (theater, cabaret, music hall). We will also evoke the
relations between criticism and this form of entertainment open to mélange and
hybridization. The methods employed by television to demarcate itself from live
spectacle will also be questioned through some emblematic examples, from
American shows like The Carpenters’ Television Specials to other innovative filmed
choices: filming the studio as a workplace (Discorama) or manipulating the screen
like a magazine page (Dim Dam Dom), including the visual diversions and the
electronic audacities of Jean Christophe Averty (Les Raisins verts).
Televised Game Shows (1950-1986)
Laurence Leveneur
We will propose a formal history of a genre that does not limit itself to a succession
of formulas and rules yet also allows the television screen to raise questions
regarding the specificities of the television apparatus. By reading cinema or
television critics, we will question the possibility of conceiving televised game
6

shows in the light of aesthetics or as a form of a human document (André Bazin).
Hence, we will see how such a scorned genre could be the space for true television
experiences (Jean Frapat, the Department of Research at the ORTF), targeted to
question the mechanisms of televised images and to demarcate the “small screen”
(“étrange lucarne”) in its habitual models (cinema, radio, etc.).
Televised Representability (Violence, Sex, Humor) in the 1960s and 1970s
Bernard Papin
Beginning with some privileged examples (the establishment in 1961 of the white
rectangle “carré blanc” in France denoting viewing deemed unsuitable for younger
viewers, the polemic surrounding the Raisins verts in 1963-­‐64…), this course will
question the categories of what is allowed to be shown on television during the
1960s and 70s, notably in regard to violence, sex, and humor. We will cross an
analysis of the criteria of acceptability of images with notions of televised genres
and programs in order to sketch out a portrait of the warned (tele)spectator defined
by the 1960s and 70s.
V4DOC / TD – Cinematography – Directing
Jacques Aumont
At least three ways exist to discuss directing in the cinema. First, it is an avatar of
theater that the cinema sometimes refuses, sometimes proclaims, but must always
be taken into account. Second, it is, in the filming of a cinematographic work, the
analytic moment par excellence. Finally, it has also been able, in more limited
historical but aesthetically fertile way, to play the role of ideal value for a definition
of the art of the cinema. This course will explore these three aspects, while trying to
demonstrate that they are all but incompatible.
The Postclassical Musical, from the End of the 1950s to Today
Michel Chion
At the end of the 1950s, several historical, human, and technical factors – just to
name a few – have combined to put into question, to extend, or to abandon the
apparently perfect model propagated by Arthur Freed’s productions at MGM. The
genre seems to disappear gradually to “liberate” itself in sexually audacities, to swell
into huge productions of prestige, or to degrade into small films for an adolescent
audience. It is, however, by this means that, until today, it seems to renew itself, and
gives rise to West Side Story, Dancer in the Dark, and a large number of other
important films.
7

Analysis of the Film Noir
François Niney
The Film Noir is a style rather than a genre. What are its thematic, narrative, and
aesthetic characteristics? Why does it appear at the end of the Second World War
and disappear at the turn of the 1960s? To what extent does it stand the test of
time?
The Indian Musical Films
Charles Tesson
We will observe the evolution of the Indian musical film, from yesterday to today,
from the golden age of the 1950s to contemporary Bollywood, starting with scenes
of song and dance. A typology of these different scenes will allow for a study of the
function and stakes of these sung and danced moments.
Hollywood and the Studio System
Dominique Trocnet
This course will analyze the structure of Hollywood studios in both a historical and
economic perspective. We will thus see the economic strategies put into place by
Hollywood studios, from their creation until today. We will address a variety of
notions: the vertical integration and organization of studios, the marketing of
demand, the unions, the decline of the studio, the reign of conglomerates and
Hollywood today. We will address the implications and the ideological stakes of
such notions.
V4L21 – Cinema Electives – The Cinema of Agnès Varda
Christa Blümlinger
Starting with La Pointe-­‐Courte (1954), Agnès Varda’s first film, precursor of the
New Wave, we will analyze a certain number of particularities and aesthetic issues:
questions of narrative structure, the relations between documentary and fiction,
photography and cinema, movement and stasis, theatricality and realism, black and
white tonality and light, and, in short, figurative action. Next, this film will allow us
to put into perspective the filmmaker’s oeuvre, and we will then examine the
following: the artificiality of narrative, repetitive patterns, the capacity to change
image media (photography, cinema, installation), in order to formulate reflections
upon it.
Film Festivals
Mathieu Chéreau
By studying practical cases, this course presents the ways in which film festivals
function. We will examine the definition of their proposals (choice of positioning,
relations with the local political culture, film programming), their organization
8

(development of partnerships, management of copies, writing and editing of the
catalogue, preparation of events, including professional meetings and parties), and
finally their promotion (public and press relations). The course will regularly
welcome guest speakers to develop more concretely certain aspects of film festivals.
The Cinema of Robert Bresson
Claudine Delvaux
An approach of the entire oeuvre of Robert Bresson, filmmaker of “minimalism”
(“l’épuré”), including his films (from Les Affaires publiques, 1934 to L’Argent, 1983)
as well as his book Notes sur le cinématographe. We will study in depth his film
Pickpocket (1959).
Zombie: Analysis of a Cinematic Motif
Barbara Le Maître
This course, whose orientation is generally of an aesthetic nature, is dedicated to the
study of a unique cinematic motif, considered in accordance with its fundamental
structures and variations. Founded on a corpus of a dozen films and furnished with
theoretical propositions, notably in the disciplines of biology and philosophy, we
will concentrate on the body and the zombie community. A program at the
University Cinematheque (room 49) will accompany the course.
Jean-­‐Luc Godard
Muriel Tinel
We will study Jean-­‐Luc Godard’s oeuvre through the following films: Vivre sa vie
(1961), Pierrot le Fou (1965), Caméra-­‐oeil (1967), Letter to Jane (1972), Sauve qui
peut (la vie) (1979), the scenario of Sauve qui peut (la vie) (1979), On s’est tous
defile (1988), Histoire(s) du cinema: chapitre 3A (1988), and Notre musique (2004).
For each film, we will study documents that relate to the films (summary, filmed
scenario, press release, documents from the filming, iconographical sources…). A
program at the University Cinematheque (room 49) will accompany the course.
COMMUNICATIONS (Room 201A)
Licence 1
C1SH1 – Communication and History
Mme Y. Marcil
Presentation:
The course revolves around two moments and two inventions: the printing press in
Europe in the fifteenth century and photography in the nineteenth century.
9

Content:
1. We will begin by reading E. Eisenstein’s book in order to examine the
communication revolution that occurred at the time of the invention of the printing
press, underscoring the distribution networks of the printing press in the sixteenth
and seventeenth centuries, the role of the state and the forms of appropriation of the
printed text in Europe. The written word, rare before the development of the
printing press, takes on a more important role in the life of the French.
2. In 1829, the invention of the daguerreotype was revealed. Photography spread
rapidly and became the means to document events. With the rise of the
photographic image in the press at the turn of the twentieth century, photography
agencies were created and the photojournalist was born. Through a study of the
relations between the press and image in the nineteenth and twentieth centuries,
we will study the professions of journalists and photojournalists, the role and uses
of the image, and the development of the magazine press.
C1CII – Analysis of Images in Communication
Mme M.F. Chambat
Presentation:
This course aims to initiate students to the subjects and methods of image
semiology.
Content:
In order to understand how visual messages create meaning, this course will expose
different theories of analogical representation (Barthes, Eco, Metz, Gombrich,
Shaeffer) ranging from fixed images (painting, drawing, photography, etc.) to
television shows and digital images.
What is a lifelike image? Is there only one type of visual signs? Can images lie? What
are the relations between text and image?
The course will answer these questions by presenting the main concepts of
semiology (sign, message, code, denotation/connotation, etc.) and the analytical
tools of images to understand what images “do” in our society.
C1CAI – Information-Communication Approach to Audiovisual Media
Mr. G. Lochard
Presentation:
The media, and in particular audiovisual media, construct one of the most attractive
forms of communication. This course’s objective is to help students construct a
critical eye in regard to animated and sound images coming out of the media-­‐related
field by characterizing them as the result of specific discourse.
10

Content:
The concepts of viewpoint, framework, field, composition, synchronism, etc., in
other words the group of sound parameters (music, sound, speech) and visual ones
of this discourse as well as the technical and enunciative properties of images will
be explained, by way of many diverse examples (film, television, video games).
C1CGE – General Culture
Mme S. Ratto
Presentation:
This course aims to give the student the tools to reflect on and put into perspective
questions that stir up the world and notions that s/he has the opportunity to use
throughout her/his university curriculum.
It is necessary that the student acquire, in an autonomous and formal way, scientific,
sociological, and historical knowledge which will allow her/him to have critical
distance in the face of events, facts, values… A large part of the course will be based
on the students’ personal research.
C1MTC – Workshop “Professions in Communication”
Mme L.
Elective: Press
Presentation:
This workshop’s goal is to identify different writing styles, to understand editorial
logic, the angle, the styles of news-­‐making and the structure of large national dailies.
The course will alternate between analysis exercises of the press and exercises of
production. Students will work in teams to create a mock-­‐up of a newspaper which
will be turned in at the end of the semester.
C1APC – Approaches to Information and Communication
Mme M. Carrère
Presentation:
This course’s objective is to learn to “think” information and communication.
Content:
We will question the evolution of the society of information in the light of the
sciences bearing the same name: for example, we will examine, other than the
general theory of information, the semiological, interpersonal, intercultural, or even
organizational and media-­‐related approaches of communication.
11

C2SH4 – Psychology and Communication
Mme I. Olry-­‐Louis
Presentation:
This course aims to show how knowledge concerning perception, memory,
intellectual activity, and language are constructed in the cognitive psychology of
communication.
Content:
How do we treat, in communicative situations, the information that comes to us?
Which cognitive processes are implied? In which systems can they be studied? We
will attempt to answer these questions by basing the course on models proposed by
cognitive psychology in fields of perception, memory, intellectual activity, and
language, as well as using other aids (role plays, simulated experiences, analyses of
experimental data), which open up a space for reflection on the psychological
dimension of communication on the theoretical, methodological, and practical
levels.
Bibliography
• Abric, J.C. (1996) Psychologie de la communication – Méthodes et theories.
Paris: Armand Colin.
• Ricahrd, J.F. (1990) Les Activités mentales: comprendre, raisonner, trouver
des solutions. Paris: Armand Colin.
• Roulin, J.L. (1998) Psychologie cognitive. Paris: Bréal.
• Weil-­‐Barais, A. (1993) L’homme congitif. Paris: PUF.
• Tijus, C. (2001) Introduction à la psychologie cognitive. Paris: Nathan.
C2CI1 – Images and Brands
Mr. F. Najab
Presentation:
This course aims to increase the students’ awareness of advertising analysis and to
prepare them to question the strategic dimension of business communication. From
marketing to advertising strategies, from advertising strategies to creative ones, we
will present the rules and constraints on several levels of analysis and decisions.
Each theoretical survey will be illustrated by concrete examples, as well as by
practical group work (including a competition of virtual “advertising agencies”).
Content:
− Communication strategy and marketing mix
− Positioning, between intended and perceived identity
− Creative strategy and construction of the advertised message
− Concept of campaign and competition
− Brand territory: management of risks related to the extension of the brand
− Brands and the test of time
12

Bibliography:
• Mollerup, P. Images de marques: Identité visuelle des marques: histoire et
typologie. Paris: Phaidon Perss Ltd, 2005.
• Cauzard, D., Perret, J, and Ronin, J. Images de marques, marques d’images.
Paris: Ramsay, 1988.
• Remaury, B. Marques et récits: La marque face à l’imaginaire culturel
contemporain. Paris: Editions du Regard, 2004.
C2CP1 – Pedagogical Communication: Written Texts with Didactic Aims
Mme I. Olry-­‐Louis
Presentation:
This course explores writings with didactic aims addressed to the youth (school
manuals, newspapers, hypermedia), both in the viewpoint of their design and their
understanding.
Content:
How does one construct messages with a didactic aim? By looking at the study of the
reception of educational manuals and scientific journals addressed to children or
adolescents, as well as the use of hypermedia, we will attempt to characterize the
strategies of didactic communication that prove optimal from the point of view of
the processes of understanding and memorization. The students will in turn reuse
these practices of didactic communication by writing texts with didactic aims.
Bibliography:
• Golder, C & Gaonac’h, D. (1998) Lire et comprendre: psychologie de la
lecture. Paris: Hachette Education.
• Legros, D. & Crinon, J. (2003) Psychologie des apprentissages et multimédias.
Paris: Armand Colin.
• Coirier, A., Gaonac’h, D., & Passerault, J.M. (1996) La psycholinguistique
textuelle. Paris: Armand Colin.
13

FRENCH LITERATURE, MODERN LITERATURE (Room 433 and 431)
Fall Semester
1 st -­‐Year Courses:
If you take the courses F1030 and F1035 and a discussion section of F1040, you will
have 2 credits for these three courses
F1030 – Poetics
M. Vassevière
This course, which meets 2 hours per week, is accompanied by 2 discussion sections
on methodology of 1.5 hour per semester. It aims to furnish the students with
theoretical bases and analytical tools to examine literary texts in their common
functionalities and their generic specificities. Other than the common tools of
rhetoric and enunciative linguistics, this course will address narrative poetics
(narrative analysis, narrative point of view, fictional temporality, constructions of
space, character and discourse, etc.), the poetics of poetry (introduction to poetry,
initiation to the semiotics of poetry: figures, isotopes, verse [meter, prosody, rhyme,
sound effects], etc.), the poetics of theater (text and performance, double
enunciation, language and drama, theatrical genres, etc.), and briefly the essay
(argumentative steps, rhetoric and polemics, etc.). The studied corpus will be
comprised of emblematic works of the major literary genres.
Studied Works:
Novel
• Chrétien de Troyes. Le Chevalier de la charette. Paris: Champion [coll.
“Champion classiques”]
• Montesquieu. Lettres persanes. Ed. J. Starobinski. Paris: Gallimard [Folio
475].
• Balzac. Le Père Goriot. Paris: Gallimard [Folio 3226].
Poetry
• Ronsard. Les Amours (Sonnets pour Marie). Paris: Le Livre de Poche [3920].
• Apollinaire. Alcools. Paris: Gallimard.
Theater
• Racine. Phèdre. Paris: Le Livre de Poche [3379].
• Beaucmarchais. Le Mariage de Figaro. Ed. E. Lavezzi. Paris: GF, 1999 [977].
14

F1035 – Literary Studies Methodology and Research
M. Vassevière
1.5 hours per week. This course is centered on the methodology of literary
commentary (written and oral) of narrative, poetic, and theatrical texts. It aims to
develop and put into practice the theoretical approach of the “Poetics” course and
incorporates the same corpus. This disciplinary methodology will be complemented
by an initiation to research.
Studied Works: See F1030
F1041 – Literature, Culture, and Society: The Middle Ages: The World of the
Court and the World of Enchantment in the Middle Ages
M. Szkilnik
Beginning with Chrétien de Troyes, two poles structure the Arthurian novel: the
Arthurian court and the enchanted world. The adventures of Le Bel Inconnu, who is
shared between the fairy, the Pucelle aux Blanches Mains, the sovereign lady,
Blonde Esmeree, illustrates the tension between these two universes.
Studied Works:
• Renaut de Beaujeu. Le Bel Inconnu. Ed. and trans. M. Perret and I. Weil. Paris:
Champion Classiques.
• Complementary Reading:
• Chrétien de Troyes. Eric et Enide.
F1042 – 16 th Century: Knowledge in the Renaissance
M. Oddo
The Renaissance is often characterized as the period of the secularization,
broadening and deepening of knowledge. The men who developed this movement –
whom we also call Humanists for lack of a better term – also established critical
distance in order to judge it. We will analyze the complex look, made of
acknowledgment and critical awareness, on this renewal by the two major
witnesses and actors of French Humanism.
Studied Works:
• Rabelais. Pantagruel. Ed. M.-­‐M. Fragonard. Paris: Pocket [6204], 1997.
• Montaigne. Essais. I, 25. Ed. M.-­‐M. Fragonard. Paris: Pocket [6182], 1998. 45-­‐
61.
Complementary Reading:
• Book I, Ch. 26 of the Essais (same edition)
15

F1043 – Court Society in the 17 th Cenury
S. Houdart
We will see how the different forms of writing take the court as its object during the
reign of Louis XIV.
Studied Works:
• Bussy-­‐Rabutin. Histoire amoureuse des Gaules. Paris: Folio Classique [2443].
• Molière. Le Misanthrope. Paris: Folio Classique [3376].
• La Bruyère. Les Caractères. Paris: Le Livre de Poche [1478].
F1044 – 18 th Century: Crooks and Social Climbers in the 18 th Century
E. Leborgne
The economic and social upheavals that marked the beginning of the 18 th century
gave writers ideas for their characters and plots: social climbing, marginality, and
resourcefulness. The novels and plays we will study sketch out an often amusing
panorama of vivid characters.
Studied Works:
• Marivaux. Le Paysan parvenu. Ed. H. Coulet. Paris: Folio [1327].
• Lesage. Gil Blas. Books I-­‐VI. Ed. R. Laufer. Paris: GF [286]. 45-­‐61.
• Defoe. Moll Flanders. Paris: Folio [1109].
F1045 – 19 th Century: “The Human Beast:” Nature and Civilization
Didier Philippot
“La bête humaine” [“The human beast”]: the expression, which is found under
Hugo’s pen as early as 1827, could refer to a set of works that explore the
boundaries between humanity and animality and raise, more generally, the central
question of the relation between nature and civilization, by confronting men and
women with a collection of savagery that rejects, reveals, invigorates, or imbues
them. Whether it adopts a tragic and interior form of hereditary fatality (of instinct),
or the aspect of a dangerous and fertile regression at the heart of the “making of
beings,” from natural metamorphoses and strange and monstrous couplings, the
barbarous transgression of boundaries seems to be an extraordinary literary
substance, and a source of worrisome questioning about the relationships between
nature and culture.
Studied Works:
• Balzac. Une passion dans le désert. In Nouvelles. Ed. P. Berthier. Paris: GF
[1209].
• Mérimée. Lokis. In La Vénus d’Ille. Ed. A. Fonyi. Paris: GF [368].
• Flaubert. La Légende de saint Julien l’Hospitalier. In Trois Contes. Ed. P.-­‐M. de
Biaisi. Paris: Le Livre de Poche [1958].
• Zola. La Bête humaine. Ed. H. Mitterand. Paris: Folio [3516].
16

F1046 – The Figure of the Criminal in the 20th Century
B. Alazet
Reviving a practice essentially represented by the preceding century, the literature
of the 20 th century inscribes crime at the center of a fictional and theatrical universe,
giving it a more clear value of philosophical and political questioning and/or a
poetic coloring. In parallel with and under the influence of different figures that the
criminal borrows, literary aesthetics find themselves questioned and renewed.
Studied Works:
• A. Gide. Les Caves du Vatican. Paris: Folio.
• A. Camus. L’Etranger. Paris: Folio.
• M. Vinaver. Portrait d’une femme. In Théâtre complet, vol. 6. Arles: Actes Sud.
F1052 – Homer and Ovid
M. Vilar
The Iliad and The Odyssey, as well as Ovid’s Metamorphoses, play an important role
in the literary imagination from the Middle Ages to today. We will study these
foundational texts and we will consider their influence on French literature.
Studied Works:
• Homer. L’Illiade. Paris: GF.
• Homer. L’Odysée. Paris: GF.
• Ovid. Les Métamorphoses. Paris: GF.
2 nd Year Courses
F3043 – Edifying Narratives 17 th Century
A. Cantillon
According to the French Academy’s first Dictionary, edifying discourses are those
which “portent à la vertu et à la piété” [“lead to virtue and piety”]. This is one of the
aspects of moral and political utility of eloquence and poetry, a necessity
traditionally underscored in [Aristotle’s] Poetics and Rhetoric. We will study
edifying narratives – only narratives – of different types, from 1630 to 1757. We will
question the various narrative modalities of edification, the material conditions of
printing such narratives, and their possible influence.
Studied Works:
• Dom Carlos et autres nouvelles françaises du 17e siècle. Paris: Folio
classiques [2714].
• J. de la Fontaine. Fables. Paris: Pocket classique [6012].
• J. Martheilhe. Mémoires d’un galérien du Roi Soleil. Paris: Mercure de France
[collection: Le temps retrouvé].
17

F3044 – Tales
J.-­‐P. Sermain
Tales are among the most popular works of the eighteenth century: next to the
fairytale, we find the oriental tale, philosophical tales and comical anecdotes. Based
on other-­‐worldly mystery [“le merveilleux”] and exoticism, it facilitates dialogues
between cultures (past and present, the common people and the learned, France
and the Orient). In its basic form, it raises questions about the meaning(s) of
fiction(s) (moral, political, anthropological).
Studied Works:
• Perrault. Contes. Ed. C. Magnien. Paris: Livre de Poche [6767] OR Ed. J.-­‐P.
Collinet. Paris: Folio [1281].
• Les Mille et une nuits. Trans. T.I. Galland. Ed. J.-­‐P. Sermain. Paris: GF [1200],
2004.
• Diderot. Contes. Ed. B. Didier. Paris: Livre de Poche [3144], 1998.
• Voltaire. Contes. Paris: Folio OR Paris: Livre de Poche.
Complementary Reading:
• Mme d’Aulnoy. Contes.
• Grimm. Contes choisis. Ed. M. Robert. Paris: Folio [3372].
F3045 – Measuring Heroes
What is a hero? How can we measure her/his qualities? Which criteria should we
adopt to establish his value as a hero? If Jean Valjean, Hugo’s convict, has an
excessive nature, Fabrice Del Dongo is a problematic hero, “very slightly heroic” to
quote Stendhal. Is Eugénie Grandet, who admires her deceiving cousin Charles,
heroic? In the 19 th century, narrative fiction that multiplies characters of decreasing
heroism or projected in dreams, never stops questioning, notably through the
narrative voice, the status of the hero.
Studied Works:
• Balzac. Eugénie Grandet. Paris: GF [1100].
• Stendhal. La Chartreuse de Parme. Paris: Le Livre de Poche classique
[16068].
• Hugo. Les Misérables, 1st and 2nd parts. Paris: Le Livre de Poche [9633].
F3046 – Poetic Forms of the 20 th Century
H. Marchal
The freedom acquired since Romanticism and the avant-­‐garde experimentations of
the twentieth century have blurred generic lines. How can we define poetry, since
the rules and formal criteria that distinguished it from prose have been contested?
This loss of traditional reference points has been accompanied by the invention of
new and very diverse forms, and a deepened reflection on the nature of poetry. We
18

will study this evolution in three major works which illustrate the main forms that
poetry has taken in the 20 th century: towards free and regular verse, prose poems,
and spatialization of writing.
Studied Works:
• Valéry. Charmes. Paris: Poésie/Gallimard.
• Ponge. Le parti pris des choses. Paris; Poésie/Gallimard.
• Du Bouchet. Dans la chaleur vacante. Paris: Poésie/Gallimard.
F3052 – Medieval Civilization and Culture: Literature, Visual Arts, Mentalities:
The Body in the Middle Ages
M. Szkilnik
Following the open perspectives that Jacques LeGoff and Nicolas Truong offer in
their essay titled Une histoire du corps au Moyen Age, this course proposes to study
a diverse corpus of texts and images depicting the body, its manifestations, its
functions, its use, its representation, and its regulation in the life and society of men
and women of this time period.
Studied Works:
• Le Goff, J. and N. Truong. Une Histoire du corps au Moyen Age. Paris: Liana
Levi, 2003.
F3055 – Literature and Science: Writing about Living
The distinction between literature and science, as we know it, was put into place in
the nineteenth century, a period during which the two fields were defined by a
mutual opposition to form, as C.P. Snow writes, “two cultures,” often judged
impermeable. However, numerous forms of exchange challenge this division. On one
hand, the intermediary genres, such as scientific poetry, scientists’ memoirs, or
popular treatises, take part in both disciplines. On the other, and more broadly,
literature uses scientific knowledge, and represents it, often in critical and playful
ways. Finally, scientific discourse sometimes has recourse to rhetorical and
figurative devices.
Starting with the example of life sciences (biology, medicine, zoology, etc.), we will
follow the evolution of the relations between the two camps, from the 18 th century
to today, articulating the history of ideas, theories of genres and discourses, and
textual poetics. To do this, the course will analyze different types of writing,
including a course pack which will be distributed at the beginning of the semester
(excerpts from Buffon, Hugo, Queneau, Maurice Dantec, François Jacob, etc.). It will
end with the study of a complete work: Poddema (1946) by Henri Michaux. We will
also visit the Museum of Natural History.
A specialization in science is not a prerequisite to register for this course.
19

Studied Works:
• Michaux, Henri. Poddema. In Ailleurs. Paris: Gallimard/Poésie [210], 1986.
F3056 – Literature and Film: Introduction to Film Analysis
J.-­‐L. Leutrat
[No description]
COMPARATIVE LITERATURE
1 st Year Courses
K1015 – From the Epic to the Novel
Mme Emilia Lucas-­‐Leclin
We will examine, in a diachronic perspective, some of the major works from
European literature (narrative), underscoring its transformations and the steps that
mark the transformation from the aesthetics of the epic to novelistic aesthetics. The
latter was developed at the turn of the 17 th and 18 th centuries.
We will study novelistic texts from different national and comparative perspectives.
The texts will be distributed in class.
K1020 – When the Orient and the West Meet
Mme Muriel Detrie
Through a comparative study of two novels which both are set in a historical context
with autobiographical resonance. One tells the story of a Japanese warrior’s difficult
journey to the Christian West in the seventeenth century. The other depicts the slow
penetration into the mysteries of the Forbidden City by a French doctor at the
beginning of the twentieth century. We will discuss the themes of discovering the
Other, of the clash of civilizations, of the difficulties of intercultural dialogue, of the
role of imagination in the relationships between the West and the Far East, etc.
Studied Works:
• Segalen, Victor. René Leys. Paris: Livre de Poche classique.
• Endô, Shusaku. L’Extraordinaire voyage du samouraï Hasekura. Paris:
Buchet/Chastel.
20

K1020 – Literary Encounters: France/Latin America
Mlle Fabienne Viala
Le Tunnel by Ernesto Sábato and Alexis ou le traité du vain combat by Marguerite
Yourcenar are two first novels in which the author chooses to play the narrative
game of confession. On the one hand a painter, after having assassinated the only
woman he ever loved, confesses his crime in his prison cell, with the firm intention
to publish his manuscript. On the other, a famous homosexual pianist writes a long
letter to his wife confessing the lie in which he has lived during all their years
together. We will carry out cross-­‐readings of these two short novels, in which each
in their own way adopt a particular narrative form – the confession – whose codes
they distort to create a very special dialogism with the reader.
• Sábato, Ernesto. Le Tunnel. Paris: Seuil “Points roman,” 1995.
• Yourcenar, Marguerite. Alexis ou le traité du vain combat. Paris: GF, 1978.
K1025 – The Novella at the Turn of the Century
Mme Anne Isabelle François
In this course we will attempt to define a polymorphous genre of the novella with a
representative and coherent corpus. We will familiarize ourselves not only with a
crossed approach to the works, but also with a reflection on the specificity and
aesthetics of this “short” genre. The difference between the tale and the novel is thus
not simply a question of length, but also of essence, exposing the novella as an art of
concision, of totality and of concentration.
Studied Works:
• Maupassant, Guy de. Contes de la Bécasse. Paris: GF [272].
• Tchedkov, Anton. La Fiancée. Paris: GF [710].
• Joyce, James. Gens de Dublin. Paris: GF [709].
• Schnitzler, Arthur. Mademoiselle Else. LP “Biblio” [3195].
K1025 – War and Revolution
Mme Carole Matheron
The course will restitute a historical context linked to events of the First World War
and of the Bolshevik Revolution in a comparative perspective, integrating texts from
Yiddish literature. We will relate poetics, artistic forms, and modernist influences at
work in the corpus that also acts as witness accounts. Photocopies of various
excerpts will be distributed (I.J. Singer, Dubnov, B. Pilniak, V. Chklovski, M.
Boulgakov).
21

K1030 – Imitation and Originality
Mme Sophie Rabau
Since when and why does originality of a literary work guarantee its value? Is
plagiarism still against the law? Why, from antiquity to the classical period, could
one write by imitating other texts? Through readings of literary and critical texts,
we will try to establish markers to set notions of literary imitations and originality
back in a historical perspective.
The studied texts will be distributed in class.
K1035 – Introduction to Francophone Literature(s)
M. Tumba Shango Lokoho
Subject:
1. To retrace the great moments of the emergence and constitution of francophone
literature(s);
2. To define the issues and notions of the francophone literary field
(Africa/Caribbean);
3. To examine the questions of method of this literary field.
Goal: To initiate students to the understanding of Francophone literary
problematics. To bring them to discover the richness, the diversity, and the literary
and cultural specificities of francophone literature(s). In short, to introduce them to
the literary history of the francophone world (both African and Afro-­‐Caribbean).
Studied Works:
• Sartre, Jean-­‐Paul. “Orphée Noir.” Ed. L.-­‐S. Senghor. Anthologie de la nouvelle
poésie nègre et malgache de langue française. Paris: PUF, 1948.
• Césaire, Aimé. Cahier d’un retour au pays natal. Paris: Présence Africaine,
1947.
• Oyono, Ferdinand. Une vie de boy.
2 nd Year Courses
K3043 – French Orientalism-Arabic Occidentalism
Mme Inès Horchani
The aim of this course is to question the dichotomy between Orient(s) and
Occident(s), in order to nuance it, even go beyond it. To do so, we will study the
image of the Self and of the Other in French and Arabic literatures between 1830
and 1956. The authors studied will include Hugo, Flaubert, Nerval, and Rimbaud for
the French writers, and Tahtâwi, Taha Hussein, Tayeb Sâlih and Yussuf al-­‐Khâl for
the Arab writers. A third category of writers such as Khalîl Gibrâne, Nizar Qabbâni,
22

and Camus will come to trouble this distribution between Orientalism and
Occidentalism, and Edward Saïd and Adonis theorize them respectively.
Studied Works:
• Hugo, Victor. Les Orientales.
K3053 – Faust on Stage
Mme Anne-­‐Isabelle François
A modern variation on the Prometheus myth, recognizable by his search for
forbidden knowledge and power, the story of Faust seems the most appropriate to
describe the stakes of modernity, excessive and fundamental stakes from the
Renaissance to today. Faust, a Renaissance man, crystallizes certain aspirations of
western man at the dawn of modern times, but remains an ambiguous figure: is he
an authentic savant or a diabolical farceur? We will thus examine the staging of this
human story, and in particular comment on instances where the will to know meets
desire, where the limits of human condition are at stake, where the comical and the
tragic brush against each other and even get confused. The aesthetic and
philosophical analysis will lead to an exploration of the extent to which Marlowe’s
own theatrical writings, borrowed from medieval forms, and Goethe’s, who remains
marked by neoclassicism of his youth in Sturm-­‐und-­‐Drang, express dramatically the
dilemmas and confusions of modern man.
Studied Works:
• Marlowe, Christopher. Le Docteur Faust/Doctor Faustus. Paris: GF Bilingue
[875].
• Goethe, Johann Wolfgang von. Faust I et II. Paris: GF [630].
K3063 – Africa in the Mirror of the Francophone Novel
M. Tumba Shango Lokoho
The goal of this course is to examine the representation of the collective
consciousness of Africa through contemporary narrative fiction whose object,
subject, or theme is to propose an intercultural reading of this consciousness.
Studied Works:
• Beyala, Calixthe. Femme nue, femme noire. Paris: Albin Michel, 2003.
• Bugul, Ken. Riwan ou le chemin de sable. Paris: Présence Africaine, 1999.
• Kourouma, Ahmadou. En attendant le vote des bêtes sauvages. Paris: Ed. du
Seuil, 1998.
• Lopes, Henri. Le Lys et le Flamboyant. Paris: Ed. du Seuil, 1997.
23

K3073 – The Writing of History and the Poetics of Violence
Mlle Emilie Lucas-­‐Leclin
Through a choice of unique narrative texts (a novel at the borders of theater, a
bilingual short narrative formed by a single sentence without punctuation and a
very short novella), we will discover three points of view on war, at the crossroads
of French, German, and American cultures. We will propose an analysis of the
processes linked to the writing of violence and a reflection on the ways History
reappears in the modern narrative.
Studied Works:
• Ferderman, Raymond. La voix dans le débarras/The Voice in the Closet. Les
Impressions Nouvelles.
• Gaudé, Laurent. Cris. Actes Sud, Babel.
• Handke, Peter. “La guerre éclate,” novella in the Bienvenue au conseil
d’administration Collection. Trans. G.-­‐A. Goldschmidt. Paris: GF. (For
Germanists: Begrüssung des Aufsichtsrats, D.T.V. edition)
K3083 – Literature and Film: The Adaptation
Mme Yen-­‐Maï Tran-­‐Gervat
The relationship between literature and film will be approached through the specific
problematic of adaptation: we will study in detail a literary work and its
cinematographic adaptation, reflecting on the modalities of literary and cinematic
narrative.
To initiate themselves to cinematic analysis, the students are invited to use their
acquired abilities by the study of literary texts when approaching another art form.
Studied Works:
• Pérez-­‐Galdos, Benito. Tristana. 1892. Paris: GF-­‐Flammarion.
• Buñuel, Luis. Tristana. 1969. The film and the scenario will be furnished by
the instructor.
K3093 – Caribbean History and Its Heritage
Fabienne Viala
How does one write the history of one’s ancestors when it is imbued in colonial and
racial domination, when the collective memory is a text full of holes and stained
with the taboos of slavery? In Le Royaume de ce monde, Alejo Carpentier rewrites
Haitian history through the black revolts which followed one another on the island,
generation after generation. In Les Dernier Rois Mages, Maryse Condé tells the story
of the shattered destinies of the last African king of Dahomey in the Caribbean. The
past unveils itself within a mysterious reality inherited from beliefs and syncretisms
skillfully woven into the fiction. Derision, fabrication, and madness replace the
missing pieces of Caribbean history in a state of loss, akin to the image of the ruins
24

of Sans-­‐Souci, which housed the monarchy of the black king Henri-­‐Christophe, or
the manuscripts of the ancestor Djéré, scattered by Hurricane Hugo.
• Carpentier, Alejo. Le Royaume de ce monde. Paris: GF, 1980.
• Condé, Maryse. Les Derniers Rois Mages. Paris: GF, 1995.
2 nd Semester Courses
FRENCH LITERATURE, MODERN LITERATURE
1 st Year Courses
F2035 – Literary Studies Methodology and Research
M. Vassevière
This course is a continuation of the methodology course from the first semester,
centered on two other canonical exercises of university written and oral work: the
“dissertation” and the “exposé,” still using the same corpus (see above). Initiation to
research will continue, in relation to the course on the history of the book, with the
use of bibliographical instruments necessary to write “dissertations” and “exposés.”
Studied Works:
Novel
• Chrétien de Troyes. Le Chevalier de la charette. Paris: Champion [coll.
“Champion classiques”]
• Montesquieu. Lettres persanes. Ed. J. Starobinski. Paris: Gallimard [Folio
475].
• Balzac. Le Père Goriot. Paris: Gallimard [Folio 3226].
Poetry
• Ronsard. Les Amours (Sonnets pour Marie). Paris: Le Livre de Poche [3920].
• Apollinaire. Alcools. Paris: Gallimard.
Theater
• Racine. Phèdre. Paris: Le Livre de Poche [3379].
• Beaucmarchais. Le Mariage de Figaro. Ed. E. Lavezzi. Paris: GF, 1999 [977].
F2041 – The Myth of Tristan and Isolde
B. Bové-­‐Milland
The thirteenth-­‐century narratives that contain the story of Tristan and Isolde, the
wife of king Mark of Cornwall, marks the collective consciousness by associating
love to notions of fatality, madness, and death. We will see how these fragmented
25

narratives, by their very nature (the Folies recount one of the exiled Tristan’s
returns to his loved one) or for conservation reasons (Thomas’ incomplete extant
version), allows nonetheless to read this myth of amorous passion to its fullest.
Studied Works:
• Thomas. Le Roman de Tristan, followed by La Folie Tristan of Berne and La
FolieTristan of Oxford. Trans. E. Baumgartner and I. Short. Paris: Champion
Classiques, 2003.
F2043 – The Bloody Myth of Medea
S. Houdard
From ancient tragedy to contemporary theater and film, the myth of Medea,
magician, abandoned spouse, killer of her children, has nourished artistic creation.
Without limiting ourselves to the studied texts in the course, we will envision the
myth in its most modern and provocative rewritings.
Studied Works:
• Seneca. Médée. In Théâtre, vol. 2. Paris: GF [342].
• Corneille. Médée. Paris: GF [992].
• Camus. La mère Médée. In Dom Carlos. Paris: Folio.
F2044 – Figures of the Libertine
E. Lavezzi
Molière’s Dom Juan establishes his atheism and his sexual freedom as a way of life.
This mythical, literary figure has given rise, among writers in the eighteenth
century, to two types of libertine heroes: the calculated seducer and the young
novice.
Studied Works:
• Molière. Dom Juan. Ed. B. Donné. Paris: GF, 1998 [903].
• Laclos. Les Liaisons dangereuses. Ed. M. Delon. Paris: Livre de poche, 2002.
• Denon. Point de lendemain. Ed. M. Delon. Paris: Folio, 1995 [2739].
Complementary Readings:
• Crébillion. Les Egarements du coeur et de l’esprit.
• Louvet de Couvray. Les Amours du chevalier de Faublas. Ed. M. Delon. Paris:
Folio, 1996 [2829].
F2045 – The Romantic Myth of Satan in the 19 th Century
D. Philippot
The Romantics found Satan to be beautiful. Didn’t Baudelaire, referring to Milton’s
Paradise Lost, call him the “most perfect type of virile beauty” [“le plus parfait type
de beauté virile”]? Thus the nineteenth century renewed the perception of the myth
26

of Satan: he becomes not only the supreme incarnation of dissonant Beauty, united
in evil, but also a paradoxical hero, humanized and magnified by adversity, “the
fallen angel who remembers heaven” [“ange tombé qui se souvient des cieux”], to
whom Hugo promises redemption from a staggering fall into the abyss. The literary
depiction of narratives of fall and temptation turn out to have immense influence.
We will discover, at the crossroads of prose and poetry, all the while being a
sociology of modern hell, a metaphysical reflection on evil and its wrenching of the
human condition, and an aesthetic, appropriately sublime, of the abyss.
Studied Works:
• Vigny. Eloa. (photocopy)
• Gautier. La Morte amoureuse, Le Chevalier double, Deux acteurs pour un
role.
• Barbey d’Aurevilly. Les Diaboliques. Paris: Livre de Poche [6048].
• Hugo. La Fin de Satan. Paris: Poésie/Gallimard.
F2046 – The Myth of Orpheus in the 20 th Century
M.-­‐H. Boblet-­‐Viart
The myth of Orpheus, as Ovid’s Metamorphoses tell us (1 A.D.), offers a complex
figure of the poet: he possesses the power to impose his order on the chaotic powers
of the world, a force symbolized by his descent into the Underworld where he finds
Eurydice, but he also falls under a violent attack that rips him apart (literally). In
1858, Offenbach’s operetta proposes a clownish rewriting of the myth that caused a
scandal, while numerous poets continued to find an image of the triumphant or
damned poet in Orpheus – a tradition we find in Jean Cocteau’s Orphée which, in
1927, questioned the tragic value of the myth. In addition to these three works, we
will read, provided in a course pack, L’Orphée-­‐roi (1921) by Segalen, a short opera
leaflet composed for Debussy, and texts by Nerval, Hugo, Valéry, and Blanchot. We
will question the notions of rewriting and parody, the relations between literature
and music, and the modern figure of the poet.
Studied Works:
• Ovid. Les Métamorphoses. Paris: Folio classique [2404].
• Crémieux, Offenbach, Halévy. Orphée aux enfers. 1858. Actes sud, 1993.
• Cocteau. Orphée. 1927. Stock, 2005.
F2052 – The Influence of the Bible on French Literature
D. Compère
The Bible is an important work in European culture. This course will study the
influence of this religious text on French writers throughout the centuries,
concentrating particularly on certain figures or episodes: Eve, Cain, Joseph, Moses,
Paradise lost, the Flood, the Tower of Babel, etc.
27

Studied Works:
• La Bible de Jérusalem. Trans. l’Ecole biblique de Jérusalem. Ed. du Cerf, 1998.
It is important to have the “edition révisée de la Bible de Jérusalem 1998” which can
be found in several collections (Ed. du Cerf, Pocket, etc.).
2 nd -­‐Year Courses
F4040 – Literature and History of Ideas
P. Tortonese
Lecture:
This general lecture series regroups all the different programs. It deals with literary
history: its foundation and development in the 19 th century, the debates that put it
into question in the 20 th century.
Discussion Sections: Meet twice a week, two hours per session.
F4043 – The Theater of Madmen (17 th Century)
A. Cantillon
The mad character has haunted the theatrical stage throughout the modern period.
We will see which history of madness has been constructed through him.
Studied Works:
• Corneille. Mélite. In Théâtre, vol. 1. Paris: GF [179].
• Tristan l’Hermite. La Mariamne. Paris: GF [1144].
• Molière. Le malade imaginaire. Paris: Folio.
F4044 – The Intellectual and the Artist in the City
E. Lavezzi.
In the eighteenth century, the intellectual adopted the role of the philosopher,
reflecting on the city to his advantage. He can change the world by producing and
diffusing rational knowledge (such is the Encyclopedia’s mission) but also to
attempt to act directly on the political sphere (not without unpleasant aftertaste, as
Voltaire shows in Zadig). The artist her/himself claims to work in this way, but the
value of this engagement seems contestable to Rousseau and Diderot: is art not a
distraction or even way to distinguish oneself in the eyes of the elite? Can the
intellectual and the artist escape this compromise of principle?
Studied Works:
• Voltaire. Zadig. Petit Classique Larousse.
• D’Alembert. Discours préliminaire. In Encyclopédie. Vol. 1. Ed. A. Pons. Paris:
GF [426].
28

• Rousseau. Lettre à d’Alembert. Ed. M. Buffat. Paris: GF, 2003 [1165].
• Diderot. Le Neveu de Rameau. Ed. P. Chartier. Paris: Le Livre de Poche, 2002
[16074].
F4045 – The Bourgeois
B. Gnassounou
As a social category, the bourgeois (whether he be a shopkeeper or rentier) became
a literary type that “realist” literature of the 19 th century depicts in a particular way.
Full of importance due to his social position, guardian of family values, open to new
ideas or completely conservative, the bourgeois (“which means everyone” [“c’est-­‐à-­dire
tout le monde”] according to Flaubert… Isn’t the character “Homais” Man
[“homme”]?) collects above all the attention of writers for the wonderful reservoir
of foolishness that he constitutes: challenged with that which exceeds him (Art,
Nature, …), he calmly expresses his received ideas which literature exploits in
comical and/or pathetic ways.
Studied Works:
• Balzac. La Maison du chat-­‐qui-­‐pelote. Paris: GF [414].
• Flaubert. Madame Bovary. Paris: Le Livre de Poche [713].
• Zola. Pot-­‐Bouille. Paris: Le Livre de Poche [247].
Complementary Reading:
• Labiche. Le Voyage de Monsieur Perrichon. Petits Classiques Larousse [32].
F4046 – Writing War in the 20 th Century
J.-­‐Y. Guérin
The three works studied in this course were written in 1937-­‐38 and evoke war that
threatens and/or war that ravages Spain. But they belong to three different genres:
theater, the novel, the pamphlet.
Studied Works:
• Sartre, Jean-­‐Paul. Les mains sales. Paris: Folio.
• Vercors. Le silence de la Mer. Paris: GF.
• Camus, Albert. La Peste. Paris: Folio.
Elective Courses
F4052 – Literature and Painting: Painting, Portrait, Fiction
E. Lavezzi
What happens to painting when fiction grabs hold of it? What is its role in collective
consciousness? What roles does it play in seduction? This course will address these
questions.
29

Studied Works:
• Sorel, Charles. Description de l’île de Portraiture. Paris: Edition L’Insulaire,
2006.
• Riccoboni, M.J. Histoire d’Ernestine. Paris: Edition Côté femmes, 1991. [or
distributed course pack]
• Marivaux. Le Triomphe de l’amour. Paris: GF.
Complementary Reading:
• Poe, Edgar Allan. Le Portrait ovale.
COMPARATIVE LITERATURE (Room 416)
1 st -­‐Year Courses
K2012 – Literary Reference Points Europe/Asia
We will study several major aspects of the poetics of great narrative literary genres
in the European and Asian worlds.
Studied Works: TBA
K2022 – Francophone Texts and Contexts
M. Tumba Shango-­‐Lokoho
We will study some specific texts from the Francophone literary world (Africa,
Caribbean) that illustrate the modalities of the emergence of these texts in this
complex literary field. This course completes the first semester course (see K1035 –
Introduction to Francophone Literature(s)).
Studied Works:
• Condé, Maryse. Célanire cou-­‐coupé. Paris: GF.
• Sassine, Williams. Saint Monsieur Baly. Présence Africaine, 1981.
• Pineau, Gisèle. Chaire-­‐Piment. Paris: Folio.
• Boudjedra, Rachid. L’Escargot entêté. Paris: GF.
K2032 – Literatures and Identities: The Arab World
Mme Inès Horchani
By studying chronologically Francophone and Arabophone works of the 20 th
century, we will attempt to raise questions regarding identity in general, and Arab
identity in particular. We will use various definitions (philosophical and
anthropological) of identity and we will explore their limits. This exploration will
lead us to see that identity is not simply a question of being, but also one of timing
and point of view.
30

Studied Works:
• Kateb, Yacine. Nejma. Paris: Seuil “Points.”
K2042 – The Comic Novel (17 th – 18 th Centuries)
Mme Yen-­‐Maï Tran-­‐Gervat
We will read three emblematic works, each in their own way, of the importance of
the comical processes in the elaboration of the modern novel in the seventeenth and
eighteenth centuries. Cervantes’ Don Quixote is also one of the recurring models for
the European writers that followed him. The detailed study of the corpus and the
relationship between the three works will lead us to show the different notions
linked to laughter and the comical aspects in literature (parody, burlesque,
heroicomical), to underscore the importance of the relation between narrative
fiction writing and theatrical writing, to return to the role of the novella in the
history of narrative fiction, to raise questions about narrative reflexivity, and to
reflect on the pertinence of the notion of “realism” before the nineteenth century.
Studied Works:
• Cervantes, Miguel de. Don Quichotte. Vol. 1. Trans. Aline Schulman. Paris:
Seuil “Points.”
• Scarron. Le Roman comique. Ed. Jean Serroy. Paris: Folio Classique.
• Fielding. Joseph Andrews. Paris: GF-­‐Flammarion
K2052 – Fantastical Narrative and Experiencing Limits
M. Alexandre Seurat
In the fantastical narrative, founded and developed at the end of the eighteenth
century and during the first half of the nineteenth in France, Germany and the
United States, the character are often in situations which blur the lines between
mental and physical experience and between dreams and reality. Fantasy thrives in
extreme situations, at the limit of the unimaginable (whether the reality of the
experience narrated, according to the tale, be perpetually doubted or never
contested). We will review the different definitions of fantasy by trying to sketch out
its diverse landscape, starting with the experience of the subject.
Studied Works:
• Cazotte, Jacques. Le Diable amoureux. Paris: Gallimard, “Folio.”
• Hoffman, E.T.A. “Le vase d’or.” In Contes. Paris: Gallimard, “Folio.”
• Poe, Edgar Allan. “Une descente dans le Maelström,” in Histoires
extraordinaires. Paris: Folio Gallimard.
• “William Wilson” and “Le puits et le pendule.” In Nouvelles Histoires
extraordinaires. Paris: Gallimard, “Folio.”
31

K2062 – Body and Literature
Mlle Juliette Salabert
This course will examine the problematic status of the body in literature: precisely
the suffering and sick body.
Through two narratives about the end of life, which recount the painful experience
of dying, one novella by Arther Schnitzler, Mourir (Sterben), and A l’ami qui ne m’a
pas sauvé la vie by Hervé Guibert, we will study the motif of the body in ruins in
literature.
Two illnesses, tuberculosis and AIDS, symbolize in their own ways two “evils of the
century” [“mal du siècle”]. How is personal identity put to the test in the experience
of the illness? What can we learn from the sick body? Because the body has a
practical use and a social function, center of references of representations, images,
the space of a relationship to the self and to the world, it reiterates the
representations of a civilization. It is the reflection of a culture, its conventions and
its taboos.
Generally speaking, this course’s goal is to elucidate the complex relations between
literature and illness. Tuberculosis and AIDS put the dying body and literature to the
test. How does writing take charge of this “mal à dire?” How can one write about the
tumor, or write about dying (“tumeur/tu meurs”)? How does one move from pain to
words (“maux/mots”)? Is there a specific textuality of the writing of illness? These
are the types of questions this course will analyze.
Studied Works:
• Schnitzler, Arthur. Mourir. Trans. Robert Dumond. Editions Stock,
“Bibliothèque Cosmopolite.”
• Guibert, Hervé. A l’ami qui ne m’a pas sauvé la vie. Paris: Gallimard, “Folio”
[2366].
K2072 – Comparative Poetics of Rewriting
Mlle Juliette Salaber
The novel Les Heures by Michael Cunningham, published in 1993, and the
eponymous film by Stephen Daldry, released in March 2003, are variations on one of
the masterpieces of literature that appeared between the two World Wars: Virginia
Woolf’s Mrs Dalloway (1925). This course will analyze the path from rewriting to
cinematic adaptation. How does Michael Cunningham rewrite Mrs Dalloway? And
how does Stephen Daldry rewrite, for the cinema, Cunningham’s novel?
We will focus on the problem of imitation and originality, which will allow us to
compare two poetics of rewriting: starting with a common hypotext, Mrs Dalloway
by Woolf, how are two hypertexts put into place, one narrative and the other
cinematic, which, despite the specific constraints due to the respective genres, carry
32

out the same stylistic work (taken in its large meaning) of differential imitation,
giving each work its own originality.
Studied Works:
• Virginia Woolf. Mrs. Dalloway. Trans. Pascale Michon. Paris: Le Livre de
Poche [3012].
• Michael Cunningham. Les Heures. Trans. Anne Damour. Paris: Coll. Pocket
[10992].
• Daldry, Stephen. The Hours. 2003.
K2082 – Poetics of Metamorphosis
Mme Anne Isabelle François
The narratives studied in this course question the essence of humankind and,
instead of enclosing animality and humanity in hermetic identities, it will inscribe
them on a gradual and instable scale, in an indistinct zone of hybridity, even
monstrosity, thus compromising all essences, identities, territories. The texts open
an aesthetic of ambiguity – playing with voice and narrative intervention in
particular, the changes in focalization, in genre, in register, in tone, generating
generalized instability and indetermination. The texts make all our categories of
perception explode: the kaleidoscopic approach of fiction manages to apprehend
that which constitutes a challenge to representation. Charged with existential and
often political dimensions, the fables expose the pathway towards the Unnamable,
an unfinished birth where the nodal question is that of becoming human [“devenir-­humain”]
(Deleuze and Guattari). A principle of general perturbation appears which
introduces play and disorder, sometimes chaos, in the “ordinary,” contaminating the
immediate entourage and all of society, engaging ethical, ontological, metaphysical,
and social reflections.
Studied Works:
• Wells, H.G. L’île du docteur Moreau. Folio [2917].
• Kafka, Franz. La metamorphose. GF [510].
• Boulgakov, Mikhaïl. Coeur de chien. LP “Biblio” [3314].
• Cortazar, Julio. “Axolotl.” In Fin d’un jeu. Gallimard/L’imaginaire [508].
• Darrieussecq, Marie. Truismes. Folio [3065].
2 nd -­‐Year Courses:
K4014 – Comparative Poetics of Narrative Genres: The Novel in a Frenzy –
Sterne-Diderot
Mme Yen-­‐Maï Tran-­‐Gervat
In the context of the rise of the novel in he 18 th century, we will study two works
that, at the confluence of the anti-­‐novel, of erudite satire and philosophy, of
sentimentalism and libertinage, explore both the resources and limits of the
narrative fiction genre with infectious energy and humor. All the comparative stakes
33

aised by this corpus will be addressed: beyond the comparative approach to the
two novels, through crossed comparative commentaries, we will raise questions
about imitation, problems of translation, and we will also study some cases of scenic
and cinematic adaptation.
Studied Works:
• Sterne, Laurence. Vie et opinions de Tristam Shandy. Trans. C. Mauron. GF-­‐
Flammarion.
• Diderot, Denis. Jacques le fatalists et son maître. Folio [763].
K4034 – History and Metahistory
Mme Carole Matheron
This course will elaborate on the relationship between history and its collective
consciousness through a comparative study of three novels linked to the notion of
crisis and the temporality of the end. End of the world, end of time, and formal
innovation join together within a historical vision, distanced by intertextuality.
Studied Works:
• Singer, I.B. La Corne du bélier. Stock.
• Roth, J. La Marche de Radetzky. Point Seuil.
• Boulgakov, M. La Garde blanche. Livre de poche.
K4044 – Questioning Theatrical Illusion
M. Alexandre Seurat
Between the 1920s and the 1950s, the founding works of Pirandello, Brecht, and
Beckett, in their own ways, put into question the traditional vectors of theatrical
illusion: because s/he is confronted with a play (Pirandello), to the processes of the
“distanciation” of epic theater (Brecht), or with a purification of the stage and of the
plot by the absurd (Beckett), the spectator is obliged to become aware of her status
and to ask herself what she sees. We will thus evaluate this important moment in
the history of the theater, questioning what makes this genre so specific, in other
words, questioning the incessant dialogue between text and stage.
Studied Works:
• Pirandello, Luigi. Six personages en quête d’auteur. “Folio Bilingue.”
• Brecht, Bertolt. La vie de Galilée. L’Arche.
• Beckett, Samuel. Fin de Partie. Les Editions de Minuit.
K4054 – African Autobiographical Writing
M. Tumba Shango-­‐Lokoho
Goal: To study the establishment of the patterns of personal literature in Africa; to
see how, in the margins of “classical” narrative literature, the African autobiography
develops progressively. Hence, we will see that the writers’ will for autonomy and
34

individualization emerges; yet, paradoxically, this will to affirm the self, this worry
for subjectivity cannot totally detach itself from the collective, African “We/Us.” We
will focus on the critical, narrative, and discursive stakes of these personal stories.
Studied Works:
• Laye, Camar. L’enfant noir. Plon, 1953 [Presses Pocket, 1249].
• Chamoiseau. Une enfance créole 1 et 2. Paris: Gallimard, “Folio.”
• Chraïbi, Driss. Vu, lu, entendu. Ed. Denoë. Folio, 1988 OR Le Monde à côté,
“Folio,” 2001.
K4074 – Fin de Siècle Suicides and Realist Theater (19 th -20 th Centuries)
Anne Isabelle François
Do we die differently (on stage) at the end of the century than at other periods in
history? This course will question representations of death, and in particular of
melancholy and suicide, in works that radically stir up writing and theatrical
practice at the turn of the 20 th century. We will question the cultural aspects
(European Zeitgeist, historical context, “fin de siecle” disenchantment and despair)
and the poetic ones (“realist” dramaturgical revolution of writing and staging, desire
to put into question stylization, otherwise idealization, and the Aristotelian
hierarchy of dramatic genres).
Studied Works:
• Ibsen, Henrik. Hedda Gabler. GF [867].
• Strindberg, August. Mademoiselle Julie. GF [970].
• Tchekhov, Anton. La Mouette. LP [6123].
• Schnitzler, Arthur. Le Chemin solitaire. Actes Sud-­‐Papiers, 1989.
K4094 – Poetry in the East and West
We will define, if they exist, the particular approaches that Europe and Asia have
toward poetry.
Studied Texts: TBA
K4104 – Instant and Epiphany: Writing the Present
Mlle Anne Delaplace
How does one transcribe the fleeting experience of the instant, by definition lacking
duration, in the linearity of narration? Can the narrative express, in the succession
of the discursive chain, the ephemerality of an evanescent moment? This course will
rely on these questions to attempt to find the representation of the present tense in
the narrative. We will study narrative processes by which the narrative fiction
writing responds to which seems to come close to being impossible: capture the
elusive, immobilize the instant in the moment of its emergence. If Woolf and Proust
are traditionally considered authors of memory and of the past (cf. Semester 1), we
35

will see that their writing also draws from the present tense. How doe these two
writers found, in the context of literary modernity of the early 20 th century, a poetics
of the instant?
Studied Works:
• Proust, Marcel. Du côté de chez Swann. Gallimard, “Folio Classique” [1924].
• Woolf, Virginia. Mrs. Dalloway. Trans. Pascale Michon. Le Livre de Poche
[3012].
LINGUISTICS (Room 431)
1 st Semester Courses
1 st -­‐Year Courses
F1060 – Introduction to Linguistic Analysis
Mlle Y. Grinshpun
− Grammar/Linguistics.
− Acceptability/variation/norms/usages.
− Phonetic transcription.
− Structural linguistics.
− Levels of analysis.
− Statement/sentence, types and forms of sentences.
− Analysis in Immediate components: primary components.
F1061 – Aspects of French Linguistics: One Language, Several Usages
The French language is composed of variations in its different usages, in France as
well as in Francophone countries. These variations can be seen in pronunciation
(phonetic variation), in grammar (morphological and syntactical variations), in the
vocabulary (lexical variation), and they depend on the geographical origin of the
speaker, her/his social status, and the context of communication. It is thus useful to
speak about French in terms of unity and variety, and to observe the existence of
several norms. This course will incorporate the study of analogous documents to
illustrate these different situations.
2 nd -­‐Semester Courses
1 st -­‐Year Courses:
36

F2060 – Introduction to Linguistic Analysis (2)
Mme Grinshpun, Lecture: Ch. Puech
This course will tackle two questions that are historical in nature:
-­‐ The invention of the knowledge of language: we will retrace the evolution of the
practices of knowledge that have led to the emergence of language sciences
-­‐ The historical context of the “Cours de linguistique générale” by F. de Saussure:
what does it mean to “study the language in itself and for itself” [“étudier la langue
en elle-­‐même et pour elle-­‐même”]?
Discussion Section:
The components SV, SN, Modif and Circ. Morphology, applying it to verbal
morphology. Principles of phonology of French and description of its pertinent
traits.
THEATER (Room 205)
2 nd -­‐Year Courses
Theater and Aesthetics
Catherine Naugrette
An introductory course of the main theories of theater will be offered to the
students by reading the great texts of the history of theatrical aesthetics: Aristotle,
d’Aubignac, or Corneille, Diderot, Hegel, Wagner, or Nietzsche, Zola or Antoine or
Stanislavski, Brecht, Artaud.
Poetics of Comedy
Céline Candiard
Although less theorized by authors of tragedy or drama, comedy is composed of
complex rules and codes, whether in the system of characters, the treatment of
space and time or the use of language. Through a study of texts by comical authors
or theoreticians, the students will be able to approach the different aesthetic aspects
of comedy as well as peripheral comic genres like farce, bedroom farce, or operetta.
The Great Reformers of Theater in the 20 th Century
Marc Duvillier
This course will explore the stage reforms proposed by theoreticians marked by the
modern and contemporary era, starting with a selection of writings by foundational
figures such as Appia, Craig, Artaud. In their times, these “theater dreams” [“rêves
37

de théâtre”] did not manage to manifest themselves beyond the realm of the written
word and reviews. Thus, the readings of text will be just as important as the
thoughts of contemporary theater creators who have carried out, partially at least,
these reforms: Etienne Decroux, Peter Brook, Jerzy Grotowski, Claude Régy, Robert
Wilson.
Theories of Staging
Julia Gros de Gasquet
This course will study the main aesthetics of the 20 th century in France, Europe and
Russia. It will focus on two axes: first, we will study filiations, heritage, and ruptures
that structure the great aesthetic movements from Copeau to Jouvet and Vilar, from
Strehler to Chérau, from Stanilsavski to Meyerhold and Vassiliev, with
documentaries, archived texts and images, and filmed performances. The second
axis will comprise o the decoding of artistic itineraries, such as those already
inscribed in history like those of Ariane Mnouchkine and Peter Brook, or those
which are forming now like Omar Porras. The theater troupes, the common
struggles, the manifestations and workspaces: these are all part of the human
adventure that determine the richness, the density, the political commitment, and
they raise questions about our relationship to contemporary performance.
Poor Objects, Rags, and Leftovers in French Theater from the mid-1970s to
Today
Jean-­‐Luc Matteoli
Since the mid-­‐1970s, the object taken from reality is, in France, at the center of the
artistic process in several companies. Poor – to the extent that it was “saved from
the garbage bins” [“sauvé des poubelles”] –, this type of object gives rise to very
different poetics and aesthetics, notably in the field of puppet theater, street
performance, but also of professional theater (Deschamps-­‐Makeïeff, Théâtre du
Radeau).
This transversal nature of the “poor object” thus obliges us to consider it in its
richness of variations in poetic and aesthetic terms. Beyond the way in which it
founds new relations with the spectator and the actor, how does it narrowly
articulate memory and daily life? “The object” of this course is hence to study a
history and the forms of theater pertaining to the margins, to elucidate the liveliness
of multiform creation in which the object is often the most important.
Theater and Technique
Jean-­‐François Peyret
The theater did not wait for the New Technologies to be compared to the question of
technique. Since Aeschylus’ Prometheus, we know that the technical fate of man
obsesses dramatic literature, and that each time the theater is sent back to the
question of its own technique.
38

Scenography. Italian Theater. Origins. Evolution.
Anne Surgers
Analysis of the “Italian Theater” type. Its origin in painting and thought during the
Renaissance, its development, its evolution and the evolution of décor in the 17 th
and 18 th centuries.
Looking to the Past: 20 th -Century Dramaturgy
Marie-­‐Isabelle Boula de Mareuil
This course will study the way in which modern and contemporary drama is
inscribed in the question of the past and of memory. In reading and analyzing
authors such as Tchekhov, Becket, Pinter, Duras, Lagarce and Danis, we will reflect
on notions of retrospection, reassessment, and reviviscence.
Quebecois Theater
Maire-­‐Aude Hemmerlé
Surrounding questions of dramatic form and fable, we will reflect on the evolution
of Quebecois theater and its mutations, starting with the Quiet Revolution (1960s)
and the foundational act of Michel Tremblay with Les Belles-­‐soeurs, including the
deconstruction of narrative in Normand Chaurette or Carole Fréchette’s work, to
conclude with contemporary dramaturgy (Danis, Mouawad, Charpentier…). What
are the major traits that dominate these writings? How do they operate?
Monster, Monstrosity, Monstration
Céline Hersant
Höderlin wrote, “We are a monster devoid of feeling / (…) And we have nearly lost /
Language abroad” [“Nous sommes un monstre privé de sens / (…) Et nous avons
perdu / Presque la langue à l’étranger”]. By considering diverse theatrical traditions
(street theater, invention of machinery…), and starting with an examination of
extracts from plays and complete works (Euripides’ The Baccahe, Shakespeare’s The
Tempest…), this course proposes a study of the theme of monsters and monstrosity
from antiquity to today.
The Interior Crisis
Armelle Talbot
Since Dorval, in the prologue to Diderot’s Le Fils Naturel, left the spectators to worm
themselves in his living room to observe the unraveling of a strange ceremony,
domestic space constitutes one of the privileged territories of theatrical
representation. Starting with the bourgeois drama, we will analyze the way in which
the theatrical text, from the end of the 19 th century until today, has not stopped
39

subverting itself to subject our “interiors” to assaults and metamorphoses that
relinquish their familiarity and contradict their function as a protective refuge.
Scenography: Text and Its Representation in Space
Claire Chavanne
Development of a scenography, beginning with the analysis of a text. Production of a
model and a notebook.
Rotrou’s Le veritable Saint Genest
Gilles Gleizes
After studying Rotrou’s Le veritable Saint Genest and presenting one aspect of the
tragedy (Christian tragedy, baroque play, mise en abyme of theater…), we will
perform an extract.
Staging and Putting Oneself on Stage
Nordine Lahlou / Elsa Texier-­‐Solal
This practical workshop will develop and elaborate the gesture of staging: staging
oneself, staging others.
Lighting and Color in the Theater
Sylvie Melis
In this workshop the students will learn the first step of this practice by reflection
and experimentation. We will envision different modes of possible operations for
the conception of lighting the stage. By studying different contemporary theatrical
forms, we will see how this practice today can reclaim its part of dramaturgy and
participate in the poetics of the spectacle. At the end of this workshop the students
will propose a project, starting with a theatrical text in the form of a dossier
including a vision, a synopsis, and illustrations.
Body and Voice
Sophie-­‐Aude Picon
This workshop proposes to work on collective and individual improvisation, and
associate with it, starting with the learning of some dramatic or non-­‐dramatic texts,
an attempt to discover and to search for physical movement and vocal possibilities.
With Antonin Artaud
Pierre-­‐Antoine Villemaine
Beyond the image that one can make of the character, we must read and listen to the
words of Artaud. We must find this voice written on the body via dictation; find this
creative gesture, posture, space from where the body and language regenerate one
40

another. This is an emotive palpitation – a movement, a rhythm, a wave, a vibration,
a resonance…
2 nd -­‐Year Courses:
Humanities and Theater
Monique Banu-­‐Borie
By studying discourses from the humanities (history, psychoanalysis, anthropology)
on Shakespeare’s Hamlet, we will reflect on the plurality of possible approaches to a
theatrical text.
Stages and Human Zoos
Sylvie Chalaye
The staged invention of the Other and the Beyond from the colonial stage to the
representation of otherness on contemporary stages.
Political and Social Stakes of Theater
Marco Consolini
Through a study of texts, declarations, and other documents, we will question the
relations between theater and its social and political contexts, notably in the 20 th
century.
Molière
David Schwaeger
It is often said that Molière’s theater is “universal.” This course will attempt to show
that this is not an empty word. Indeed, the most recent research shows us that the
literary and dramaturgical richness of this theater requires the actor to think like a
director, and makes us mobilize more numerous and various ways to think about
theater. During the semester, we will study Molieresque dramaturgy at the
crossroads of diverse disciplines such as anthropology, psychoanalysis, literary
criticism, the practical aspects of acting and directing, hoping to be able to show
how such a variety of approaches is complementary and allows us to find the
structural unity of the oeuvre of France’s most famous playwright.
Understanding Spectator Behavior
Daniel Urrutiaguer
How do spectators decide which play to attend? What do they do during the
performance? What processes are at play when they judge the quality of a spectacle?
In this course, we will explore aesthetics, history, marketing, and sociology,
concentrating on categories like professional spectators or young audiences.
41

New Forms of Modern Spectacle
Katia Arfara
We will sketch out the new scenic forms that have emerged these last few years in
theater and the visual arts. Trained in the fine arts, the artists we will study question
performance by pushing the basic elements of the classical stage to their limits. We
will examine, through an analysis of key spectacles, the elements of this alternative
path in relation with the artistic practices after World War II, in particular minimal
art, conceptual art, performance art and installations.
Theater and Circus Arts
Clémence Coconnier
We will first define the circus – not its origins, but its foundation: does it rely on
technique (acrobatics, juggling, etc), apparatuses (trapeze, …), values (risk,
wonderment, …), imagination (big tops, roaming troupes, …)? We will unravel this
nebula to develop tools that will allow us to analyze the circus spectacle. From there,
we will be able to evaluate its relations to theater, from a dramaturgical and dance
perspective – the conceptions of the body that theater brings in what is referred to
as “New Circus Arts.”
Image Theater
Ariane Martinez
At the crossroads of disciplines (mime, circus, object theater, …), image theater
reduces the importance of speech or transforms it in a rhythmic and sound element,
to privilege the visual dimension of the spectacle. In this course, we will study
pantomime, stage directed theater (19 th and 20 th centuries), as well as seasonal
spectacles.
Fine Arts on Stage
Marie-­‐Noëlle Semet
Artists are regularly invited to put their works on stage to participate in the
questioning of the world. This course will reflect on the implication of theater on
contemporary painters, sculptors, and video artists, and the questions that this
collaboration raises surrounding representation, performance, or live spectacle.
Theater and Film. History of Italian Cinema
Myriam Tanant
This course will concentrate on the great Italian filmmakers (Visconti, Rossellini,
Antonioni, De Sica), their influence on the French New Wave and contemporary
Italian filmmakers like Moretti, Bellocchio, Giordana.
42

The Great Stage Directors
Marco Consolini
Theater history of the 20 th century read through the revolution of staging. Theories,
practices and utopian visions from Antoine to Vilar.
The Stakes of the Body in Contemporary Theater
Bénédicte Boisson
The study of the body on the contemporary stage – programmed in Parisian theaters
or studied from video extracts – will allow us to reflect on the links between theater
and reality, presentation and representation, fiction and nonfiction,
actor/performer… and on what these new suggestions can arouse in the spectator.
Indian Theater
Martine Chemana
The epic stories (Mahabharata, Ramayana, Purana) in theater in India:
1) Introduction to the aesthetics of Indian danced theater;
2) Actor-­‐creator: study of some of he processes of acting (body, emotion, gesture);
3) from the text to the stage: visual and sound poetry.
Variations on Hamlet: Theatrical Performance and the Image, from Gordon
Craig to Today
Ludovic Fouquet/Sophie Proust
We will first analyze different elements of the stage: the actors’ interpretation, voice
and music, conception of space and other material elements of performance like
lighting, costumes, make-­‐up, accessories, etc. This preliminary study will allow us to
obtain the skills to examine the staging of Hamlet from completely different
aesthetic viewpoints. We will question, in an interdisciplinary way, staging of the
play from Craig’s direction at the Theater of Art in Moscow in 1912 to Hubert Colas’
at the Théâtre National de Chaillot in 2007. Josef Svoboda, Robert Wilson, Robert
Lepage, Romeo Castellucci, Georges Lavaudant, the Wooster Group, Arpád Schilling,
etc., will be steps in this exploration of theatrical representation, which maintains
Hamlet in a special relationship with images, under the pretext of the specter.
The Attraction of the Puppet
Julie Sermon
Considered as a minor art for a long time, as simple popular entertainment, the
puppet became the muse of the avant-­‐garde at the turn of the 20 th century. An ideal
counter-­‐model or efficient substitute for the human actor, the puppet crystallizes
and renews poetic and scenic ambitions, the defenders of non-­‐naturalist theater.
43

In studying the unique qualities of the puppet and questioning the unrest that it
creates, we will see how it has contributed to renovate the collective consciousness
of theater, both from the authors’ (Jarry, Maeterlinck, Minyana, Novarina…) and
directors’ points of view (Craig, Kantor, Wilson,…), and has allowed for the rising of
hybrid and interdisciplinary spectacular forms, populated with strange and
worrisome presences (Genty, Marthaler, Marin).
Theater and Opera
Gilles Gleizes
After having given presentations on plays that have inspired operas as well as on
their booklets and music, we will work on an extract from these plays.
Speaking the 17 th Century
Julia Gros de Gasquet / Manuel Weber
In this workshop, we will study different ways to embody the 17 th century today
through speech. Far from limiting ourselves to theatrical texts, we will explore
fiction prose, poetic texts, dedicatory letters, oratory, defense speeches… We will
attempt to recreate these voices in contemporary bodies and voices. We will rely
particularly on rhetorical analysis of these texts and the ways in which the body is
used through action.
Processes of Dramatization
Bernard Grosjean
We will experiment, by putting into play different processes of dramatization
(situations, texts, images, characters, …) and studying how we can understand what
occurs on stage. We will also ask questions about improving scenes by
implementing critiques and everyone’s proposals.
This workshop is intended for those who wish to frame other workshops and to
work in groups.
The Stakes of Translation in Theater
Eloi Recoing
Practical attempts to play different translation from the same text (no competence
in another language other than French required).
Playing Francophone Theater
Dany Toubiana
In this practical theater workshop, we will discover the theater from different
Francophone countries, such as African countries, Quebec, North Africa, or the
Caribbean. The course will be divided in two parts:
44

We will reflect on the dramaturgical stakes and the specific problems that
Francophone theaters pose. The students will work in groups to take charge of the
staging and the dramaturgy, and they will make suggestions for the plays that they
will chose to perform.
In the second half of the semester, we will work on a specific common theme in
depth from two plays from different Francophone countries.
ENGLISH (Room 376)
LBAFT5 – Translation:
This course includes translations to and from English and French, which must be
validated separately. The suggested texts will come from literature. Students must
be regularly prepared in order to consolidate their lexical and grammatical
knowledge through practice translations.
EUROPEAN STUDIES
Y5322 and Y6322 – Europe and Information/Communication
At a time when we talk about the global society of information and communication,
this course will analyze the main stakes that they raise. We will stress the role of
new technologies and networks. We will ask questions about models represented by
information systems and whose European figure is not necessarily one of the
“information highways.” Hence, proposing a true nexus of issues of communication,
including its intercultural dimension, is an important challenge for Europe in order
to create an authentic feeling of European belongingness.
Bibliography:
• Livre blanc sur la politique de communication. Brussels: European
Commission, 2005.
• Jeanneny, J.N. Quand Google défie l’Europe. Mille et une nuits, 2005.
• Métamorphoses 12. Europe, la quête de l’espace médiatique, 2004.
• Morin, E. Penser l’Europe. Paris: Gallimard, 1987.
• Wolton, D. Penser la communication. Paris: Flammarion, 1997.
Y5321 – History of Europe through its Languages
− Linguistic History of Europe
− Linguistic structure of Europe
− Nationalistic claims and Linguistic consciousness
− Coexistence of languages
− National and regional languages
45

− Bilingualism, multilingualism, plurilingualism, diglossia
− Linguistic politics of the States of the European Union
Bibliography:
• Baggioni, Daniel. Langues et nations en Europe. Payot, 1997.
• Thiesse, Anne-­‐Marie. La creation des identities nationals, Europe XVIII-­‐XXè
siècles. Seuil, 2001.
• Hagège, Claude. Le soufflé de la langue. Odile Jacob, 2000.
• Combat pour le français. Au nom de la diversité des langues et des cultures.
Odile Jacob, 2006.
• Halte à la mort des langues. Odile Jacob, 2002.
• Siguan, Miguel. L’Europe des langues. Pierre Mardaga, 1996.
• Poche, Bernard. Les langues minoritaires en France. Presses universitaires de
Grenoble, 2000.
• Walter, Henriette. L’Aventure des langues en Occident. LGP Poche, 1996.
• Cuche, Denys. La Notion de culture dans les sciences socials. La Découverte,
1996.
• Kersaudy, George. Langues sans frontiers. Autrement, 2001.
• Giordan, Henri, ed. Les Minorités en Europe. Kime, 1992.
Europe and its Nations
J.M. Delaunay
1 st Semester: Europe and its Nations in the 19 th Century (1815-­‐1914)
This course will show the evolution of upheaval in Europe during a quarter of a
century (1790-­‐1810) by the Anglo-­‐Saxon and French revolutions and by the
Napoleonic Empire. From the reaction of central and eastern European empires to
the progressive liberation of oppressed peoples (Belgium, Balkan nations, Norway)
and to the penetration of liberal ideas from the Atlantic, Europe passed from the Old
Regime of princes to the affirmation of nationalities that would end in the
unification of Germany and Italy. The revival of colonization (Africa, Oceania, Asia)
would keep Europe in the center of the world despite the appearance of regional yet
very dynamic competitors (United States, Japan). The end of the balance of power
would quickly be established by the placement – unheard of during peacetime – of
two diplomatic and military poles: the Triple Alliance (Germany/Austria-­‐
Hungary/Italy, 1880s) and the Triple Entente (France/Russia/UK, 1880s-­‐1890s).
This European and colonial confrontation would have important consequences,
through the Moroccan and Balkan crises.
2 nd Semester: Europe and its Nations in the 20 th Century (1914-­‐1945)
The First World War – which was originally a European war – would establish the
arrival of the United States on the transatlantic stage and the crumbling of central
empires (Russia, Germany, Austria-­‐Hungary, Ottoman Empire). This evolution
would provoke the true fireworks of new nations, small countries with great
46

political fragility, but it would also be accompanied by revolutions, one of which
would succeed (Russia). From the United States’ isolationist abstention to its active
participation in the Society of Nations, the Franco-­‐German hostility, and the
pacifistic appeasement of Great Britain, against the economic crisis and diplomatic
frustration, would favor the totalitarian epidemic throughout the least
industrialized nations in southern and central Europe (Italy, Spain, Portugal,
Hungary, Poland, then Germany). This general feeling of malaise would be
accentuated by the last flames of colonial glory that reached its peak in the 1930s
before the provocation of the first movements of modern organized resistance. After
the Spanish Civil War, the undreamed-­‐of Soviet, Nazi and fascist totalitarianisms –
with the help of the faraway yet powerful Japanese – would provoke another world
war. Heir of the Society of Nations, the new universal organization called the United
Nations would henceforth be housed on the North-­‐American continent, symbol of
geographical displacement of the center of international power. Subjected to two
pressures, taken by the Cold War, Europe would have to find new solutions for the
future.
Monetary Politics and European Monetary Space
P. Dieuaide
Monetary Europe in historical perspective (1959-­‐1971)
Monetary cooperation before the Economic and Monetary Union
Implementation of the Economic and Monetary Union
Currency and Monetary Politics within the Eurosystem
47

Course Offerings – Paris IV
ART HISTORY
L1AA001U – Introduction to Archeology and Art History
(Choose one of the “Worlds” below)
Ancient Worlds
Greek Archeology and Art History
Introduction to Greek architecture
Pericles’ century
Roman Archeology and Art History
Introduction to the art and archeology of ancient Rome
Introduction to Roman painting and mosaic
Paleochristian archeology and art
Medieval Worlds
Archeology and Art History of the Medieval West
Introduction to medieval art history
Oriental Mediterranean Worlds
Egyptian, Islamic, and Middle Eastern Archeology and Art History
Archeology of pharaonic Egypt
Unity and diversity of architecture in Muslim countries
Initiation to the ancient middle east
L1AA002U – Methodology in Archeology and Art History
(Choose one)
Introduction to Iconographical Analysis I
Ancient and medieval iconography: iconography of the gods and heroes of Greek
and Roman mythology
Ancient and medieval iconography: acquisition of fundamental notions
Introduction to the Analysis of Works of Art I
Learning to look at architecture
48

HISTORY
Licence 1
Fall Semester
L1HI0121 – Introduction to Religious History of the Middle Ages
J. Verger
Introduction to the religious history of the Middle Ages (13 th -­‐15 th centuries): beliefs,
practices, and ecclesiastical structures.
L1HI0122 – Europe during the High Middle Ages
M. Sot
The Barbarian Kingdoms (5 th -­‐8 th centuries): Christianity, Culture, and Society from
the Roman World to Carolinian Europe
In the structures of the ancient Roman Empire of the West, how did barbarian
kingdoms establish themselves? They sketch out one of the fist political and cultural
maps of Europe in which we discern an Italy, a Spain, an England, and a Franc group
associating France and Germany. We will see how the Roman heritage, in each
region where Christianity plays a vital role, is remodeled by the contributions of the
immigrant groups.
L1HI0123 – Monarchy and Feudalism in Medieval France
D. Barthelémy
This course will study monarchy and feudalism in France, from its origins until 987,
as well as the Merovingian dynasty.
L1HI0131 – Baroque Europe: States and International Relations
A. Tallon
This course will concentrate on the main evolution of international relations at the
end of the 16 th century and during the first half of the 17 th , including Spanish power
and its limits, the restoration of the French monarchy under Henri IV and Louis XIII,
and the great European conflict of the Thirty Years War. We will also examine the
political structures of European states.
49

L1HI0132 – 18 th -Century France: State and Institutions
R. Abad
France of the last century of the Old Regime will be studied from the monarchy’
point of view: administrative mechanisms, public policy, and international
ambitions.
L1HI0141 – Introduction to 19 th -Century History: The Europe of Revolutions
(1815-1914)
E. Anceau
Between the fall of Napoleonic Empire and World War I, European countries were
confronted with profound economic and social transformations, with the reclaiming
of nationalities, with the advancements of liberalism and democracy.
L1HI0142 – Introduction to 20 th -Century History
S. Jeannesson
We will study Europe in the 20 th Century (1900-­‐1945).
LICENCE 2
Fall Semester
L3HI0111 – The Worlds of Ancient Greece
A. Laronde
This course will concentrate on the Greek world from 378 to 338 BC.
L3HI0112 – Roman History: The Republic
F. Hinard
We will study the Republic from the Gracchi Brothers to Sylla.
L3HI0113 – Introduction to the Civilization of Pharaonic Egypt
L. Pfirsch
L3HI0121 – Kingdom, Institutions, Conception of Power (Franc World)
Y. Sassier
This course will focus on ancient heritage and the Merovingian times.
50

L3HI0123 – Feudal and Christian France
D. Barthelémy
This course will concentrate on two aspects of medieval France: 1) the princes of the
year 1000 and 2) monks and God’s peace.
L3HI0124 – Introduction to the History of Medieval Islam
A. Nef
We will study the great scansions of the history of the Muslim world from the 7 th to
the 13 th centuries, all the while presenting the major characteristics of this
civilization.
L3HI0131 – Europeans and Asia, 16 th -18 th Centuries
L.F. De Alencastro
We will study European ports, maritime routes, trading posts and European
enclaves in Western Africa, the Persian Gulf, and Asia.
L3HI0132 – 16 th -Century History
D. Crouzet
Fall Semester: “Renaissance Europe: Humanism and Flamboyant Piety.” We will
sketch out an image of Europe between 1480 and 1517, underscoring the double
dynamic of its ambiguities and internal flaws: one of the dream of improvement of
humankind thanks to the rediscovery of texts and ancient knowledge, and the other
of a faith that may have reached a balance point by proposing a coherent system of
responses to Christians regarding their search for salvation.
L3HI0141 – Contemporary German History
J.-­‐P. Bled
The Third Reich (1933-­‐39).
L3HI0142 – French Political and Social Life of the Early 20 th Century
J. Grondeux
We will study France from the Dreyfus Affair to the Great War (1898-­‐1918),
insisting on the political forces at the turn of the century, the sharing of passions in
the face of the Dreyfus Affair, the separation of Church and State, the republican and
social affirmation of the Belle Époque. We will consider the War according to its
social and cultural aspects.
51

L3HI0143 – Contemporary Social and Economic History: France of the Thirty
Glorious Years
D. Barjot
After a general panorama of France between 1944 and 1974, such as the
constitutions of political life of the Fourth and Fifth Republics, decolonization, and
France’s ranking. We will concentrate on the structural, economic, social, and
cultural mutations: growth and crisis, second industrial revolution, entrance of
consummation into society, Americanization, the baby boom, and the role of the
middle classes and executives.
L3HI0144 – The Middle East in the 20 th Century
A.-­‐L. Dupont
This course understands the Middle East as a strategic space covering a large part of
the Arabic, Turkish, and Iranian cultural areas that have been unified by Islam. We
will study its recent history in its political, social, cultural and religious aspects.
Among the major themes of the course will be the imperial rivalries and regional
conflicts, the succession of the Ottoman Empire, the transformation of political
regimes and elites, the demographic and quotidian upheaval, the condition of
women, urban growth, ideals of national renaissance and reform, Islamism, and the
status of linguistic and religious minorities. The fall course will focus on the first half
of the 20 th century (1906-­‐48).
L3HI03mc – Analysis of the Contemporary World
S. Jeannesson
The topic of this course will be the world during the Cold War.
Spring Semester
L4HI0113 – Introduction to the Civilization of Pharaonic Egypt
L. Pfirsch
L4HI0121 – Kingdom, Institutions, Conception of Power (Franc World).
Y. Sassier
This course will study the Carolingians.
L4HI0123 – Feudal and Christian France
D. Barthelémy
We will study the religious, social, and political mutations around the year 1100.
52

L4HI0124 – Introduction to the History of Medieval Islam
A. Nef
We will concentrate on the history of medieval Western Islam (North Africa, al-­‐
Andalus, and Sicily), since its conquest by Arabo-­‐Muslim armies until the 13 th
century.
L4HI0131 – Europeans in the Americas and Africa in the Modern Period
L.F. de Alencastro
This course will study the commerce, migrations, European presence in Africa and
America, and the Slave Trade.
L4HI0132 – 16 th -Century History
D. Crouzet
“Europe of the Renaissance: Religious Crisis and Reform.”
Starting with Luther and the Holy Roman Empire, we will study the major
milestones and the particular modalities of the processes of rupture of Christian
unity. The Protestant reforms and the Catholic reform will be studied successively,
not only in the perspective of “confessionalism,” but also in regard to civil violence
and political conflicts that resulted from them.
L4HI0141 – Contemporary German History
J.-­‐P. Bled
This course will study the Third Reich (1940-­‐45).
L4HI0142 – French Political and Social Life of the Early 20 th Century
J. Grondeux
We will study the period ranging from the interwar period (the “années folles”) to
the dark years (the “années noires”) (1919-­‐45), concentrating on the economic and
social consequences of WWI, the mutations of France between the wars, the
reordering of political forces and of French society during World War II until the
Liberation of Paris.
L4HI0143 – France during the Thirty Glorious Years
P. Griset
This course will study information, consummation, and communications in France
from 1945 to 1974.
53

L4HI0144 – The Middle East in the 20 th Century
A.-­‐L. Dupont
This course follows the fall semester course and will concentrate on the Middle East
from 1948 to today.
L4HI03mc – Analysis of the Contemporary World
S. Jeannesson
This course will study our world today. We will analyze the great international
problems since 1990 using a variety of approaches (global, regional, geopolitical,
economic…).
LICENCE 3
Fall Semester
L5HI0131 – Paris from 1660 to 1789: Living Environments
R. Abad
We will study the French capital, from Louis XIV’s royal entrance to the storming of
the Bastille from the point of view of living environments: public institutions,
religious supervision, and social structures.
L5HI0132 – Louis XIV’s France
L. Bely
“The period of great undertakings (1661-­‐88)”
The personal government of Louis XIV sparked the opening of large ventures in
legislative, administrative, economic, military, and cultural domains. This monarchal
initiative, whose principles, methods, means and limits must be studied, gave the
kingdom new impetus and reinforced its position in Europe and the world. This
course will also concentrate on the reception of such initiatives, the reaction of the
French and the results of this policy.
L5HI0134 – Growth and Development of the West in the Modern Period: A
First World Economy (late 15 th – middle 17 th century)
E. Broglin
This course will address the following questions: How was global trade born? What
are the results? Where are the centers of gravity? Why and how are they displaced?
Which mechanisms have allowed for the extension of the great commerce of Europe
and the growing control of a market economy in full expansion?
54

L5HI0134B – History of Great Britain in the Modern Period: Elizabethan
England (1558-1603), Politics, Religion, Culture
J.-­‐F. Dunyach
This course will study political life in England during the reign of Queen Elizabeth I
(1558-­‐1603). We will contextualize the study of English political culture within the
framework of religious and cultural foundations of the second half of the 16 th
century and their evolution.
L5HI0135 – North America: From the Thirteen Colonies to the Young United
States (1713-65)
E. Broglin
We will study three axes: 1) the demographic dynamic and economic prosperity of
an original colonial society; 2) the progressive Americanization, stemming from
religious, cultural, ideological, and political practices; 3) the constitutional and
institutional divergences between the metropolis and colonies that led to the War of
Independence and the Revolution.
L5HI0136 – Italy in the 16 th and 17 th centuries
A. Tallon
“Political Life and Economic Evolutions”
A long period of relative political stability followed the upheaval of the Italian wars,
and we will study the modalities for Spanish Italy and the great independent states.
On the economic level, the refound prosperity of the 16 th century did not stop the
“fragility of an advanced economy” [“fragilité d’une économie avancée”] from
manifesting itself in the context of the most difficult crisis of the 17 th century.
L5HI0137 – History of Brazil
L.F. de Alencastro
We will study the history of Brazil, from the discovery in 1500 to the transfer of the
Portuguese Court to Rio de Janeiro in 1808.
L5HI0138 – 16 th -Century History
D. Crouzet
The French kingdom during the wars of religion (1559-­‐98): Catholics versus
Protestants or a society confronted with the religious division and the temptation of
violence: from the death of Henri II to the Saint Bartholomew’s Day Massacre.
L5HI0139 – Louis XV’s France
O. Chaline
France during the early 18 th century corresponds to the first part of Louis XV’s reign
(1715-­‐48). We will study the period spanning the regency to the succession of
55

Austria, concentrating on, other than the external relations, the economic, social,
and cultural evolution. It was during this time that the Enlightenment began.
L5HI0141 – Central Europe in International Relations
J.-­‐P. Bled
We will study the German and Austria-­‐Hungarian Empires in international relations
(1871-­‐1918).
L5HI0142 – Colonization and Decolonization (19 th -20 th Centuries)
J. Fremeaux
We will study Africa and colonization (19 th century to 1945).
L5HI0143 – Economic and Social History of France and Great Britain in the
19 th Century
M. Barjot
L5HI0144 – The Emergence of the Contemporary Arab World
J. Fremeaux
L5HI0145 – History of the Revolution and Empire
J.-­‐O. Boudon
We will study Europe and the Americas during Napoleon’s time.
L5HI0146 – Social and Cultural History (19 th -20 th Century)
J.-­‐P. Chaline
1914-­‐18, Between History and Memory
L5HI0147 – Media, Information, and Telecommunications in France and the
United States
P. Griset
We will study the development of telecommunications and the birth of big media in
France and the United States, from the middle of the 19 th century to World War II.
L5HI0148 – History of European Construction
E. Bussière
We will study France’s European politics from Charles de Gaulle to Georges
Pompidou.
56

L5HI0283 – Introduction to the Urban History of France
J.-­‐F. Dunyach
This course will offer an outline of the research in the urban history of France
during the 17 th and 18 th centuries. During the fall semester, we will concentrate on
urban society, privileging the discovery of sources used by historians: consensus,
marriage contracts, death certificates, and apprenticeship contracts.
L5HI0285 – Introduction to the History of the Family and to Historical
Demography (Modern Period)
I. Robin-­‐Romero
On the one hand, we will study a historiographical outline of the major questions
raised by demographic historians and historians of the family, and, on the other
hand, we will explore the variety of documented resources and methods at our
disposal. From the parish registers and notarized acts to private writings and
judicial acts, documents which allow us to understand familial structures,
demographic dispositions, the life of individuals within the family and traditional
society.
L5HI0291 – The Historian and Communication: Heritage, Memory,
Expositions, and Culture of Business
P. Griset
This course will study the relationship between the historian and business.
L5HI0292 – History of Childhood and Youth (19 th -20 th Century)
J.-­‐N. Luc
This course will study the history of children, adolescents, and youth: daily life,
leisure, work, sociability, sexuality, mistreatment, and delinquency.
L5HI0293 – Urban History in the 19 th Century in Europe and the United States
J.-­‐P. Bled
L5HI0295 – History of Economic and Social Thought in the 19 th Century
D. Barjot, J. Grondeux
This course will study the great steps and great stakes of economic and social
thought. We will examine the foundations and developments of economic
liberalism; the socialist schools from Fourier to Prudhon, including Saint-­‐Simonism;
Walras and marginalism; Karl Marx and his posterity; Max Weber and the German
Historical School; the Keynesian Revolution; economy and society viewed from
totalitarianism; monetarism and current debates.
57

L5HI0296 – Historian of Recent Times and Historical Materials:
Epistemological Analysis and Critique of Sources
A. Callu
This course’s goal is to think about 20 th -­‐century sources in their plurality and to
reflect on the positions the historian must take. We will concentrate on two themes:
1) cultural life during the Occupation and 2. De Gaulle and France during the 1960s.
In doing so, we will analyze the three-­‐sidedness of history: in other words, historical
problematic/bibliographic diagnostic/critical apparatus of sources.
Spring Semester
L6HI0117 – The City of Rome
F. Hinard
We will study Rome from Tiberius to the Flavian Dynasty, including the emperors’
urban projects, the only ones with the power to intervene in urban space, allowing
us to see how each emperor perceived their power and the nature of the
relationship they wanted to maintain with the Romans.
L6HI0117 – The Greek Metropolis: Religion and Metropolis
O. Picard
Greek Metropolises and Sanctuaries during the Archaic Period.
L6HI0118 – Ancient Societies and Civilizations
F. Lefèvre
History of Athens, from Pericles to Lycurgus.
L6HI0121 – Cultural History of the Middle Ages (12 th – 15 th Centuries)
J. Verger
Power and culture in France in the British Islands (14 th – 15 th centuries).
L6HI0122 – Byzantine History
J.-­‐C. Cheynet
Byzantine expansion and the Macedonians (867-­‐1025).
L6HI0123 – Church and Society in Medieval France
D. Barthelémy
Gregorian reform and the great ecclesiastical turning point.
58

L6HI0124 – The Muslim Medieval Orient
L. Klaus
The Turks in the Muslim East during the 14 th and 15 th centuries: the first Ottomans,
the Timurids, the Qaraqoyunlus, the Aqqoyunlus, and the Mamluks.
L6HI0125 – Ideology and Conception of Power (6 th – 13 th Centuries)
Y. Sassier
Government and law in medieval thought. Reflection of elites on the legislative
capacity of the prince and its limits (11 th -­‐14 th centuries).
L6HI0126 – Social and Political History (End of the Middle Ages)
E. Crouzet-­‐Pavan
Italy during the Renaissance: hopes and fears; material life, social, aesthetic and
cultural practices.
L6HI0127 – Carolingian Empire (mid-8 th -10 th Centuries): A Key Moment in the
History of Western Culture
M. Sot
Following a general presentation in the fall semester, we will concentrate on the
importance of what is called the Carolingian Renaissance, inseparably a religious
reform and a renewal of Latin culture (Christian and classical), ending in the
organization of knowledge transmitted to the West. We will study the main
Carolingian savants and their works. Particular attention will be placed on writing
as a technical act, on the acts and books found in libraries, and we will question the
culture of the laymen and women next to the well-­‐known one of the clergy.
L6HI0131 – Paris from 1660 to 1789: Lifestyles
R. Abad
We will study the capital, from Louis XIV’s royal entrance to the storming of the
Bastille, from the point of view of lifestyles: material realities, economic activities,
cultural practices.
L6HI0132 – Louis XIV’s France
L. Bely
“French Nobility and the Court”
Beyond the complex definitions of the nobility, this course will investigate the
lifestyles, the networks, and the powers of the social elite. It will question the
relations between the monarchy and the second order of the kingdom, the forms of
dialogue and conflict, the evolution of the Louis XIV’s reign. The French court will
serve as a privileged framework for these relations, integrating old traditions,
59

stabilizing structures, and creating new practices that will comprise the center of a
detailed study.
L6HI0133 – Austrian Monarch and Central Europe (1740-1815)
O. Chaline
The second semester will concentrate on the life of the people in the monarchy from
the baroque to the romantic age: cities, countryside, society and culture, the
awakening of nationality.
L6HI0134 – Growth and Development of the West in the Modern Period:
Expansion of European Commercial Capitalism (mid-17 th – late 18 th Centuries)
E. Broglin
Exchanges like the creation of value and motor of development. The passage from
Dutch primacy to the rivalry between France and Great Britain. What is the relation
between commercial expansion and the growth of exchanges, on the one hand, and
on the other, the impetus of demand and the first steps towards the society of mass
consumption? We will also attempt to explain the mechanisms that presided over
the enrichment of humanity and over the “industrious revolution” in order to
understand the passage from the period of commercial capitalism to industrial
capitalism.
L6HI0135 – North America: The Birth of a Democratic Republic (from ~1765 -
~1820)
E. Broglin
This course will show that the War of Independence is accompanied by a
fundamental revolution: the invention of a federal model and the establishment of a
republican regime in an immense and diverse country. We will retrace the birth and
the development of American democracy in which, through the birth and the
confrontation of parties, the sovereignty of the people, the articulation between
federal government and the rights of the states, and the relations between the
executive, legislative, and judicial branches was constructed.
L6HI0136 – Italy in the 16 th and 17 th Centuries
A. Tallon
“Culture and Society”
This course will study the great evolutions that mark Italian society for two
centuries: the religious effervescence of the early 16 th century and the
transformations of Catholicism that it provoked, until the baroque pastoral and
Roman triumphalism; the evolution of urban and rural societies and the
development of original nobiliary cultures; the artist’s place in Italian society, from
the end of the Renaissance to the baroque age.
60

L6HI0137 – History of Brazil
L.F. De Alencastro
Independence and the Empire of Brazil, 1822-­‐89.
L6HI0138 – History of the 16 th Century
D. Crouzet
The French kingdom during the Wars of Religion (1559-­‐98): history of a double
failure: that of the last Valois kings consecrated by the 1589 regicide and another of
the Catholic League defeated by Henri IV.
L6HI0139 – Louis XV’s France
O. Chaline
The second half of Louis XV’s reign is marked by the very grave defeat of the Seven
Year’s War. Governing the kingdom became more and more difficult despite the
final spurt of effort of the Maupeou Reform (1770-­‐74). At the same time, it is at this
moment when France’s splendor reached its apogee in Europe.
L6HI0141 – Central Europe in International Relations
L.-­‐P. Bled
This course will study Central Europe in international relations (1918-­‐39): Germany
and the successive states of the Austria-­‐Hungary Empire.
L6HI0142 – Colonization and Decolonization (19 th -20 th Centuries)
J. Frémeaux
This course will study Africa and decolonization since 1945.
L6HI0143 – Economic and Social History of France and Great Britain in the
19 th Century
M. Barjot
L6HI0144 – The Emergence of the Contemporary Arabic World
J. Frémeaux
L6HI0145 – Contemporary Religious History
J.-­‐O. Boudon
Religion and politics in France from 1880 to today.
61

L6HI0146 – Social and Cultural History (19 th -20 th Century)
J.-­‐P. Chaline
1914-­‐18, between history and memory
L6HI0147 – The Media, Information, and Telecommunications in France and
the United States
P. Griset
Computers, television, and Internet: the United States, France and the information
and communications revolution (1945-­‐2000).
L6HI0148 – The History of the Building of Europe
E. Bussière
European politics and policies of France from V. Giscard d’Estaig to F. Mitterrand.
L6HI0149 – Political History of France in the 19 th Century
J.O. Boudon
France during the Second Empire
L6HI282 – Introduction to International Relations (Modern Period)
L. Bely
“17 th and 18 th Centuries”
By analyzing the various stakes of international relations, this course will examine
the placement of instruments created by European diplomacy – theory, structures,
practices, personnel – and the development of foreign policies from the European
States to the modern period.
L6HI0283 – Initiation to the Urban History of France
R. Abad
This course will offer a glimpse of the research on the urban history of France from
the 17 th to the 18 th centuries. The second semester will concentrate on the recent
acquired knowledge in historiography in three specific fields: urban landscape,
economy of cities, urban culture.
L6HI0285 – Introduction to the History of the Family (Modern Period)
I. Robin-­‐Romero
This semester will be divided into two parts. The first will concentrate on the
presentation of the historiography and the major themes pertinent to the history of
women; the second on the history of childhood. The questions of law, status, work,
the representation of the body and the education of women will be studied. In
62

egard to children, we will study the relations between parents and children as well
as the role and place of parenting, and finally we will study the depictions of families
in painting.
L6HI0291 – The Historian and Communication: Opinion and Environment in
France. History of Contemporary Debates
L. Laborie
From “progress” to “durable development.” We will study a history of the
environment, beginning with current questions (energy, mobility, consummation,
etc.) and questioning the process of changing opinions.
L6HI0292 – History of the Education System (19 th -20 th Centuries)
J.-­‐N. Luc
Political, social, and cultural history of the education system of the 19 th and 20 th
centuries, from preschool to university.
L6HI0293 – Urban History in the 19 th Century in Europe and the United States
J.-­‐P. Bled
The forms of urban development (Paris – Vienna – New York).
L6HI0295 – History of Economic and Social Thought in the 20 th Century
D. Barjot, J. Grondeux
The major developments of economic and social thought. This course will study the
great steps and great stakes of economic and social thought. We will examine the
foundations and developments of economic liberalism; the socialist schools from
Fourier to Prudhon, including Saint-­‐Simonism; Walras and marginalism; Karl Marx
and his posterity; Max Weber and the German Historical School; the Keynesian
Revolution; economy and society viewed from totalitarianism; monetarism and
current debates.
L6HI0296 – Historian of Recent Times and Historical Materials:
Epistemological Analysis and Critique of Sources
This course’s goal is to think about 20 th -­‐century sources in their plurality and to
reflect on the positions the historian must take. We will concentrate on two themes:
1) cultural life during the Occupation and 2. De Gaulle and France during the 1960s.
In doing so, we will analyze the three-­‐sidedness of history: in other words, historical
problematic/bibliographic diagnostic/critical apparatus of sources.
63

LITERATURE
LICENCE 1
L1LM11FR – Approaches to Literary Genres
P. Gludes, B. Marchal
• Voltaire, Candide. Ed. J. Goldzink. Paris: GF.
• Musset. Lorenzaccio. Ed. Anne Hubersfseld. Paris: Le Livre de Poche.
• Flaubert. Madame Bovary. Ed. Th. Laget. Paris: Folio, Gallimard.
• Baudelaire. Les Fleurs du Mal. Ed. Cl. Pichois. Paris: Gallimard, coll. Poésie.
L1LA01FR – French Literature of the 19 th and 20 th Centuries
H. Levillain
• Maupassant. Pierre et Jean. Paris: Folio classique
• Gary, Romain. La Promesse de l’aube. Paris: Folio.
L1LA17FR – Information/Communication: Techniques and Language of the
Media
F. Remucci
“Media in France from the 19 th Century to Today”
Introduction to theories of communication. Study of the following notions: emitter,
receiver, transmission, communication, information, message, medium, milieu, and
mediation. Analysis of televised programs.
L1LA17FR – Information/Communication: Writing Professions
A. Wrona, V. Jeanne-Perrier
“The 19 th Century: Birth of Mass Press, Emergence of a Profession”
The first half of the 19 th century; from the newspaper to journalisms.
L2LA17FR – Information/Communication: Writing Professions
A. Wrona, V. Jeanne-­‐Perrier
− The second half of the 20 th century: birth of other mass medias and the
apprenticeship of journalistic competition.
− 21 st century: the perpetual invention of journalism, between information and
communication.
64

L2LA10FR – Methodology: Documentation, Analysis, and Writing
M. Murat
A. Method and Documentation
The course is organized according to three main axes:
- Elective: the student chooses a professional project that will lead to the
completion of a dossier
- Literary documentation: teaching to use libraries and bibliographical
research
- New technologies: research on the Internet, use of textual formatting
B. Analysis and Writing
The course is founded on the study of a text from French literature (19 th -­‐20 th
centuries). It will teach the students the basic exercises of professional writing
(summary, written synthesis) as well as the oral presentation.
L2LM12FR – Literary Methodology
M. Delon
This course will furnish students pursuing literary studies with work techniques
(choice of edition, note taking, annotated readings, bibliography). It will also
familiarize them with the main principles of literary history (periodization,
movements, genres) and initiate them to exercises of the discipline (explication,
composed commentary, essay).
• Crébillion. Les Egarements du coeur et de l’esprit. Ed. J. Dagen. Paris: GF.
• Balzac. Le Père Goriot.
L2LM13FR – Comparative Literature
This course is composed of a core course (texts studied in French translations; 2
hours of lecture and 2 hours of discussion section per week) and a course in modern
languages: each student chooses, among the works in the program of the core
course, one that s/he will study in the original language (1 hour/week).
“The Myth of Faust”
This course will allow students to familiarize themselves with comparative
literature through the study of one of the greatest modern myths that have
structured western collective consciousness: the myth of Faust, which originated
from a German legend made popular in 1587 by a book by an anonymous
bookseller, whose main episodes were put on stage for the first time by Christopher
Marlowe (1564-­‐93).
65

Core Readings:
• Marlowe. Le Docteur Faustus. Ed. and Trans. François Laroque and Jean-­‐
Pierre Vilquin. Paris: Flammarion (Bilingual edition) [coll GF 875].
• Goethe. Faust. Trans. Jean Amsler. Paris: Gallimard (Bilingual edition) [coll
Folio Bilingue 147].
• Mann, Thomas. Le Docteur Faustus. Trans. Louise Servicen. Paris: Le Livre de
Poche.
• Valéry, Paul. Mon Faust. Paris: Gallimard [coll. Folio Essais 113].
L1LM11LF – Grammar and History of Language
J. Gardes Tamine
This course revolves around two objectives:
- Review and assimilate certain pars of grammar by the definition of
morphosyntactic categories (verb, noun, pronoun, etc.) and by the
presentation of the minimal proposition of nominal functions;
- Trace the major moments in the history of the French language from its
origins to today, paying attention to the types of changes (phonetics,
morphology, syntax, lexicon), and reflecting on the articulation between
synchrony and diachrony.
L2LM12LF – Grammar and Linguistics
D. Denis
This course revolves around two objectives:
- Review the components of the sentence (simple and complex) and present
methodically the verbal system of contemporary French
- Introduce fundamental notions of linguistics (functions of language, theory of
the sign, units of language, procedure and operations of linguistic analysis).
L3LA02FR – Neoclassical Literature
• Sévigné. Lettres. Ed. B. Raffalli. Paris: GF-­‐Flammarion.
• Guilleragues. Lettres portugaises. Ed. F. Deloffre. Paris: Folio.
• Montesquieu. Lettres persanes. Ed.Vernière and Volphilhac-­‐Auger. Paris:
Livre de Poche.
L3LM22FR – Neoclassical Literature
Molière, Worldly Writer.
From the mode of publication of his texts to the very content of his plays, Molière
reveals himself perfectly in tune with the tastes and values of the contemporary
public, that modern criticism qualifies as “worldly” [“mondain”]. By reading Le
Misanthrope and Georges Dandin, we will consider the consequences of taking into
account this concept as it affects the interpretation of the greatest French
playwright’s works.
66

• Beaumarchais. Le Barbier de Séville, Le Mariage de Figaro. Paris: Livre de
poche; or any other edition.
L3LM24FR – French Literary Criticism in the 19 th and 20 th Centuries
M. Jarrety
The critical relationship: history, theories, methods, and practices.
This course presents the critical theories from the 19 th and 20 th centuries, and
studies particularly the established relationship between the reader and the author.
In the discussion section, students will give presentations on the great texts of
literary criticism from this time period.
L3LA26FR – Information/Communication: Audiovisual Creation
Sophie Basch
Film History. Introduction to film analysis. Film genres.
This course will study the outdoor, festival origins of film and will stress the
cinematic works that have come from this tradition, illustrating the heroic age, not
only in film but also in the performing arts: circus, pantomime, café-­‐concert.
Numerous viewings of extracts of silent and spoken films will accompany the
course.
L4LA20FR – Literature and Culture
J.-­‐F. Louette
• Bildungsroman, Political novels.
• Stendhal. Luien Leuwen. Ed. Michel Crouzet. Paris: Livre de poche classique.
• Drieu la Rochelle. Le Feu follet. Paris: Folio.
• Sartre. L’enfance d’un chef. In Le Mur. Paris: Folio.
L4LM21FR – Literature of the Middle Ages and the Renaissance
Cl. Blum, R. Trachsler
By reading two major works of French literature, this course will analyze the novel,
a genre that today is considered to go without saying, but that, in the Middle Ages
and the 16 th century, represented a new type of writing. The parallel between
Floriant et Florete, an Arthurian novel from the Middle Ages, and Rabelais’
Pantagruel, will allow us to measure both the presence of the Middle Ages in the
Renaissance and the essential changes that the reappropriation of Antiquity brought
around 1500.
• Floriant et Florete. Ed. and trans. Annie Combes and Richard Trachsler. Paris:
Champion, 2003.
• Rabelais, François. Pantagruel. Ed. Françoise Joukovsky. Paris: GF-­‐
Flammarion.
67

L4LM23FR – Comparative Literature
F. Lecercle
“Violence in the theater”
This course will question the forms and impact of violence, in plays from Antiquity
to today. The corpus of texts include one of Shakespeare’s most violent plays, two
recent plays, one English from 1995 the other German (an adaptation of Titus
Andronicus) from 2005, as well as Seneca’s Medea (some other examples of
infanticide will be studied as well). As the subject indicates, we will spend particular
attention to the staging of the plays.
• Shakespeare, Titus Andronicus. Trans. A Markowicz.
• Kane, Sarah. Anénantis [Blasted]. Ed. L’Arche.
• Strauss, Botho. Viol [Schändung]. Ed. L’Arche.
• Seneca. Médée. Ed. Rivages.
L4LM25FR – Travel Literature
F. Lestringant
Real and Imaginary Travels (16 th -­‐18 th centuries):
• Jean de Léry. Histoire d’un voyage faict en la terre du Brésil. 1580. Paris: LGF,
1994. Ch. 6-­‐22.
• Michel de Montaigne. Les Essais. I, 31, “Des Cannibales;” III, 6, “Des coches.”
Advised edition: Le Brésil de Montaigne. Le Nouveau Monde des “Essais”.
Paris: Ed. Chandeigne, 2005.
• Diderot. Supplément au Voyage de Bougainville. Ed. M. Delon. Paris: Folio
classique, 2002.
L4LA28FR – Stakes of the Contemporary World
S. Basch
Writing after Auschwitz: The Duty of Witness and Memory.
Studied Works:
• Antelme, Robert. L’Espèce humaine. Paris: Gallimard, coll. Tel, 1957.
• Delbo, Charlotte. Auschwitz et après. Paris: Minuit, 1970. vol. 1: Aucun de
nous ne reviendra; vol. 2: Une connaissance inutile; vol. 3: Mesure de nos
jours.
• Levi, Primo. Si c’est un homme. Julliard, 1987.
• Wiesel, Elie. La Nuit. Paris: Minuit, 1957.
• Semprun, Jorge. L’Ecriture ou la vie. Gallimard, Folio, 1994.
• Resnais, Alain and Jean Cayrol. Nuit et brouillard.
68

L3LM31LF – Stylistics and Grammar
G. Moliné
This course’s aim is to introduce students to stylistic analysis of discourses, notably
for the wide field of general linguistic constituents and for the specialized domain of
figured systems. We will focus particularly on the lexicon and on figures. In a
parallel fashion, in a grammar course, we will also reinforce elementary knowledge
about verbs and the subordinate phenomenon.
N.B. This course is not intended for non-Francophone speakers: it requires a
previous mastering of the French language.
L4LM42LF – Comparative Linguistics of Modern Languages
A. Thibault
This course will first approach a typology of language from a genetic point of view
(centered on the group of Indo-­‐European languages first, then more precisely
Romanic languages), which will offer us the opportunity to present comparative
grammar. We will then study a typology of different statuses of language from an
external point of view (historical, geographical, political, cultural, and sociological).
We will follow this study with the internal linguistic typology, illustrated by
numerous languages (French, English, Spanish, German, Catalan, Portuguese, Creole,
Latin, etc.): phonetic and phonological traits; morphological traits (fusional,
agglutinant, and isolant tendencies; internal and external flexion; allomorphy,
amalgams, and discontinued signifiers; supplentism; analytics and synthetics in a
diachronic perspective). The last sessions will be dedicated to the concepts of sabir,
lingua franca, pidgin and Creole, then to problems raised by the concept of slang.
L3LM61LF – Linguistic Theories
C. Corblin and O. Bonami
Actual Approaches to syntax and semantics.
This course is an introduction to actual approaches to syntax and semantics,
concentrating on the French language. It aims to introduce concepts and methods, to
structure the students’ ability to analyze and to open their minds to the
understanding of actual approaches to language.
In syntax, we will study the architecture of several important grammatical
formalisms and the treatment of problems in different theories: structures of
constituents, sub-­‐categories, relations between sentences.
In semantics, the course introduces some essential elements for the analysis of
meaning, and in particular some tools taken from logic (logic of propositions and
logic of predicates), whose virtues and limitations we will study for the analysis of
natural languages.
69

LICENCE 3
FRENCH AND COMPARATIVE LITERATURE
L5LA03FR – Literature, Ideas, Arts
P. Frantz and B. Marchal
Literature and painting, Theater and Painting.
• Diderot. Le Fils naturel. Gallimard-­‐Flammarion.
• Entretiens sur le fils naturel. Gallimard-­‐Flammarion.
• Salon de 1765. Hermann. Or Oeuvres completes. Vol. 4. Ed. Versini. Bouquins.
• Zola. L’oeuvre. Ed. H. Mitterand. Folio classique.
L5LM84FR – French Literature of the 19 th and 20 th Centuries
S. Basch, P. Glaudes
• Baudelaire. Les Fleurs du mal. Ed. Jacques Dupont. Flammarion, GF.
• Giraudoux, Jean. Siegfried et le Limousin. 1922. ed. Grasset, “Les Cahiers
rouges.”
L5LM87FR – Francophone Literatures
B. Chikhi
Francophone literatures of Europe, America, and Africa.
• Ramuz, Charles-­‐Ferdinand. La grande peur dans la montagne. Grasset.
• Aquin, Hubert. Prochain episode. Folio.
• Condé, Maryse. Ségou I. Laffont.
• Yacine, Kateb. Le Cercle des représailles. Seuil.
• Monénembo, Tierno. Les Ecailles du ciel. Seuil.
L5LM82FR – Aspects of Literature from the Renaissance to Today
Cl. Blum
Writing the self. Starting with some essays by Montaigne and the six first books of
the Confessions, this course and the discussion sections will reflect on the
anthropological and cultural conditions that allowed for the emergence of such
enterprises and the consequences that the project of writing the self introduces on
the text and its reception.
• Montaigne. Essais. III, 7-­‐13. Ed. Villey. PUF.
• Rousseau. Les Confessions. Books 1-­‐6. Livre de poche classique.
70

L6LA05FR – Literature and Society
H. Levillain and F. Mélonio
Literary Representation of the People, 19 th -­‐20 th Centuries.
• Michelet. Le Peuple. GF.
• Hugo. Quatre-­‐vingt-­‐treize. GF.
• Céline. Voyage au bout de la nuit. Folio.
• Camus. Le premier homme. Folio.
L6LM32FR – French Literature of the Middle Ages and the Renaisance.
D. Boutet, F. Lestringant
Initiation to Love in the Middle Ages and the Renaissance.
• Guillaume de Lorris. Le Roman de la Rose. Flammarion, GF [1003].
• Marot, Clément. Les Epîtres in Oeuvres completes I. Ed. F. Rigolot. Paris: GF-­‐
Flammarion, 2007.
• Course pack.
L6LM33FR – General Literature
D. Alexandre
The definition of lyricism in 20 th -­‐century literary theory: we will examine the
questions of lyricism and the expression of feelings, of lyricism and emotion, of
lyricism and reality, of lyricism and enunciation, of lyricism and dialogism, of
lyricism and song.
• Apollinaire, Guillaume. Alcools, poèmes 1898-­‐1913. Poésie-­‐Gallimard.
• Reverdy, Pierre. Sable mouvant, La liberté des mers, and other poems in
Cette emotion appelée poésie. Poésie-­‐Gallimard.
• Jaccottet, Philippe. Poésie (1946-­‐1967). Poésie-­‐Gallimard.
• A la lumière d’hiver, preceded by Leçons, Chants d’en bas. Poésie-­‐Gallimard.
• Guillevic. Art poétique, preceded by Paroi and followed by Le Chant. Poésie-­‐
Gallimard.
L6LM34FR – French Literature of the 19 th and 20 th Centuries
M. Jarrety, D. Guénoun
• Lamartine. Méditations poétiques. Ed. Aurélie Loiseleur. Le Livre de poche,
2006.
• Musset. Premières poésies et poésies nouvelles (1835-­‐1840). Ed. Frank
Lestringant. Le Livre de poche, 2006.
• Claudel. Le Soulier de satin. Ed. M. Autrand. Folio-­‐Théâtre 41. NB – Students
must use this edition.
71

L6LM35FR – French Literature of the 17 th and 18 th Centuries
G. Forestier, S. Menant.
• The Discovery of Tragicomedy.
• Scudéry. Le Prince déguisé.
• Corneille. Le Cid.
• Rotrou. Venceslas.
• Voltaire. Le Siècle de Louis XIV. Ed. J. Hallegouarc’h and S. Menant. Livre de
poche clasique, 2005.
L6LM36FR – Neoclassical and Modern French Literature
P. Dandry
The (dis)order of the text. Starting with three literary texts with unstable status and
puzzling structure, we will attempt to find the nature and effects of a poetics of
incoherence, abound in meaning, suggestions, and importance.
• Montaigne. “Des Coches.” Essais, III.
• Cyrano de Bergerac. L’Autre monde (Etats et empires de la lune et du soleil.
Ed. J. Prévost. Gallimard, Folio.
• Gide. Les Faux-­‐monnayeurs and Les Journal des “Faux-­‐monnayeurs.
L6LA06FR – Literature and Film
J.-­‐L. Jeannelle
From the 1920s to the 1980s, film and literature have maintained close
relationships of interdependence. We will analyze the different stages of this
history: the very free experimentations of the first decades of cinema, the case of
double author competence, the central place occupied by the screenplay writers
during the “classical age of French cinema,” the importance given to the practice of
adaptation, the changes that the romantic genre underwent under the influence of
the “seventh art,” and finally the “New cinema” of Resnais, Duras, or Robbe-­‐Grillet.
We will finish with a reflection on the breathlessness of this rapport of collaboration
between literature and film.
L6LM88FR – Ancient Heritage and Modern Literature
D. Millet
Liturgical inspiration in poetry and theater.
1) Latin texts:
• Pervigilium Veneris (La Vallée de Vénus). Ed. R. Schilling. Les Belles Lettres,
2003 (coll. Des Universités de France).
• L’Abbaye de Benediktbeuern. Ludus de Nativitate. Ed. K. Young, distributed
to students.
72

• Balde, Jacob. Choix de poèmes lyrique. Ed. Andrée Thill. Université de Haute-­‐
Alsace, Centre de recherches d’études rhénanes, 1981. All poems from
Enthusiasmus in coemeterio, p. 24-­‐53.
2) French texts
• Claudel, Paul. L’Annonce faite à Marie. Final version for the stage. Ed. M.
Autrand. Folio-­‐théâtre, 1993.
• Saurès, André. Antiennes du Paraclet. Rougerie, 1976.
L5LA07FR/L6LA07FR – Introduction to Constitutional and Administrative Law
M. Doridou
- Constitutional law and political institutions: presentation of the Law and the
of the State; general organization of power; constitutions, types of political
regimes, functioning of the democratic regime; French constitutional
experience – establishment of large institutions: different regimes and
different constitutions since 1789; current French institutions: establishment
of the Fifth Republic, general characteristics and evolution of the constitution
of 1958, the different powers and institutions; incidences of development of
European institutions.
- Administrative law and institutions: the French system of administrative law;
structures of administration: authorities and organization of state services
and territorial collectivities; means and action of the administration: acts,
human resources, financial and heritage means, management techniques,
administrative police, public service performance, sectors of activity;
administrative justice and the responsibility of the administration.
L5LA08FR/L6LA08FR – Introduction to Economic Concepts
A. Barry
The objective of this course is to give students the necessary tools to understand the
problems of the political economy. Subject and method of the economy; agents and
economic activities; the regulation of the economy: interaction between agents in
the framework of perfect competition as well as in the case of the imperfection of
markets and opportunity for the intervention of the state to resolve market failures;
financing of the economy: notions of currency, means of financing the economy;
international opening and its stakes; examples of economic dysfunction:
unemployment and inflation.
L5LA09FR/L6LA09FR – Anglo-American Film
M. Etcheverry
1 st Semester: From the page to the screen: cinematic adaptation of literary works in
contemporary Anglophone cinema. The course will be held in English, work in
discussion sections on a corpus of works (films and books) given at the beginning of
the semester.
73

Recommended reading:
• McFarlane, Brian. Novel to Film: An Introduction to the Theory of Adaptation.
Oxford: Clarendon Press, 1996.
2 nd Semester: from neo-­‐Noir to criminal film, construction and deconstruction of the
police narrative in contemporary Hollywood cinema. The course will be held in
English, work in discussion sections on a corpus of films distributed at the beginning
of the semester.
L6LA…….FR – Literature and Folklore
Richard Trachsler
History of Werewolves (12 th -­‐20 th centuries).
In this course, we will follow the figure of the werewolf in French literature from the
lay (poem) Bisclaveret by the poet Marie de France (around 1170) to L’Homme à
l’envers from the author of police novels Fred Vargas (1999). Sometimes a
superman, sometimes sub-­‐human, sometimes “real” and at other times imaginary,
the werewolf evolves throughout history.
• Vargas, Fred. L’Homme à l’envers.
• Marie de France. Bisclaveret. In Lais féeriques du Moyen Age. Ed. A. Micha.
Paris: Flammarion, 1992.
L5LMCIFR – Cinema of the Real: The Documentary
J.-­‐L. Jeannelle
This course concentrates on the history of the documentary, whose major stages
and founding works we will study. We will watch and comment on a selection of
extracts in order to find the theoretical, technical, aesthetic, and ideological
questions that the “cinema of the real” raises. During the second half of the
semester, each student will present a documentary (chosen among a list of
representative films) and will analyze the most revealing scenes. Each student will
also remain informed of topical documentaries (some new releases will be
discussed in groups).
COURSES IN FRENCH LANGUAGE
L5LM11LF/L5LM13LF – Study of Neoclassical, Modern, and Contemporary
French I
F. Berlan
This course aims to give students a clear view of the grammatical system of French
and the ways in which style relies on the units of the language to construct the text.
The chosen works will be taken from neoclassical, modern, and contemporary
74

literature, and the diachronic dimension will be taken into account in its relation to
synchrony, the place of description of the units and of linguistic mechanisms.
Studied Texts:
• Voltaire. Contes (“Cosi-­‐Sancta,” “Micromégas,” “Histoire des voyages de
Scarmentado,” “Jeannot et Colin.”). in Zadig et autres contes. Ed. Frédéric
Deloffre and Jacques Van den Heuvel. Folio Gallimard [2347].
Grammar:
1. Denomination: proper and common nouns
2. Presentative constructions: impersonal constructions, emphasis
• Baudelaire. Les fleurs du mal.
Grammar:
1. Impersonal verb forms
2. Apposition, apostrophe, complements
L5LM21LF/L5LM23LF – History of the French Language: Middle Ages and
Renaissance I
Mme J. Ducos
This course combines the study of medieval French with Renaissance French, a
particularly rich period for the history and codification of the language. This course
will show the slow development of French, its fundamental traits and
transformations found within texts, one from the 12-­‐13 th century and the other from
the 16 th century.
The synchronic study of Old French makes way for the understanding of the
linguistic system of the Middle Ages and to see how it implicates itself in the
evolution of the linguistic system of French in its four components (phonetics,
morphology, syntax, and vocabulary). This study is complemented with the
translation of a text (12-­‐13 th century).
The study of the Renaissance text allows to measure the grammatical and graphic
transformations of the language to which is added the acquisition of a stylistic
methodology to understand and analyze the texts of this period.
For beginners, two discussion sections are open and a workshop in Old French is
organized during the last week of September.
Studied Texts:
• Old French: Aucassin et Nicolette. Ed. M. Roques. Champion (CFMA), 20-­‐40.
• 16 th Century: Scève, Maurice. Délie. Ed. Eugène Parturier. STFM.
L5LM31LF/L5LM33LF – French Linguistics
M. Soutet
Course on morpho-­‐phonology (M. Cahné)
75

This course offers a definition of phonology in relation to phonetics and a
description of the phonological system of modern French. Of functionalist and
Guillaumien inspiration, this course extends its description to the morphology of
modern French, following the same principles that guided the phonological
approach.
Course on Grammatical semantics and syntax (M. Soutet)
The Modalities:
I. Modality, mode: 1. concepts on the border of logic and linguistics; 2.
notion of speech act
II. Modality and enunciation: 1. assertive modality; 2. injunctive modality; 3.
interrogative modality; 4. two problematic modalities; 5. reported speech
III. Modality and adverbs: 1. adverb and parts of language; 2. constituent
adverbs and sentence adverbs; 3. the sub-­‐categories of sentence adverbs
Bibliography:
• Guimier, C. Les adverbs en français. Gap: Opyrys.
• Martin, R. Langage et croyance. Bruxelles: Mardaga.
• Moignet, G. Systématique de la langue française. Paris: Klincksieck.
• Soutet, O. Linguistique. Paris: PUF.
• Wilmet, M. Grammaire critique du français. Bruxelles: Duculot.
L5LM51LF/L5LM53LF – Rhetoric and Stylistics
D. Denis
This course includes a general presentation of disciplinary rhetoric between a
rhetorical approach and stylistic analysis of literary texts. Very early part of western
thinking, we will examine dialogue from two points of view:
- First, its history: foundational texts from Antiquity to the modern “New
Rhetoric,” up to the most recent developments of pragmatics, attentive to the
value of the act of all enunciation, its implications and its effects;
- In the methodical examination of its essential notions, and its critical
postulates: places of invention, persuasive strategies, images of the self in
discourse, status of style, definitions of genres and “speech contracts” that
organize the practice and theory of verbal communication.
L5LM81LF/L5LM83LF – Linguistic Meaning and Theories
F. Corbin
This course introduces some contemporary linguistic models that take the meaning
and the relations of language to discourse as its subject. The empirical database
taken from French (anaphora, nominal determination, negation, modality, temporal
markers, discursive connectors), will allow us to learn the different systems and
concepts developed for the representation of meaning and its elaboration in context.
We will pay special attention to actual approaches of the representation of
discourse.
76

L5FL90LF/L5SL90LF – General Comparative Linguistics
A. Lemaréchal
This course is above all a general presentation of major syntactic phenomena, of the
operational tools of syntax, as well as a certain number of theories and models used
for some problems of general syntax: the distribution of discursive parts and the
categories, the determination and construction of terms, the phenomena of valence
and actance (actants and arguments, etc.), subordination.
L5LMPOLF – Workshop on Poetic Writing I
G. Berthomieu
This course is reserved for 3 rd -­‐year students, but can welcome, space permitting,
students from higher levels. This workshop on poetic writing during the first
semester is led by the writer Lionel Rey, with the collaboration of Gérard
Berthomieu. There are 8 class meetings of two hours (Tuesday, 17h-­‐19h, in the
library of the French Language Department). This workshop is dedicated to the
discovery of current movements of poetry in French, to the reading of some
representative works, and, starting with exercises on open or assigned topics, to the
composition of poems, the best one being published in a Sillage.
L5LMROLF – Workshop on Fiction Writing
D. Barberis
This workshop is led by a teacher who is also a writer. In these sessions of two
hours each, the participants will write and refine their practice of fictional prose.
Extracts of works will be used as a starting point as well as an opportunity for an
extension of personal reflection. The discovery of some contemporary writers will
be used as complement for work. The goal is to enrich each student’s palette and to
give her/him the opportunity to read her/his texts in front of the group. The work –
and of course, the reworking – can be pursued outside of the workshop.
The exercises are not graded, but validation depends on attendance and completion
of assignments.
L5LMSELF – Workshop on Comparative Literary Semiotics
M. Vallespir
The goal of this workshop is to develop tools for in-­‐depth analysis of the relations
between the arts, paying particular attention to the effect produced by these works,
without succumbing to an “impressionistic” approach, which is the first pitfall of this
type of approach. This comparative detour will allow in fine to better target the
specificities of verbal art.
77

L6LM22LF/L6LM24LF – History of French Language: Middle Ages and
Renaissance II
M. Huchon
This course associates the study of language at the end of the Middle Ages to an
introduction to language and styles of the Renaissance, a particularly rich period for
history and the codification of French. In the perspective of the history of French
language, this course will allow for understanding of the internal and external
evolution of a linguistic system in all its components.
The synchronic study of Middle French is centered on the four components of
language (phonetics, morphology, syntax, and vocabulary). The diachronic study
will allow for the understanding of its origin and evolution. The study of a prose text
from the Renaissance will allow us to analyze the specific stylistic means of this
genre and to deepen our linguistic approach to this field.
Studied Texts:
• Middle French: De La Sale, Antoine. Jehan de Saintre. Ed. J. Misrahi and C.A.
Knudson. Droz (TLF), 243-­‐63.
• 16 th century: Navarre, Marguerite de. L’Heptaméron. Ed. Nicole Cazauran.
Paris: Gallimard. “Prologue” and First Two Days (pp. 55-­‐249).
L6LM32LF/L6LM34LF – Literary and Critical Linguistics
P. Cahné
Literary criticism has historically taken its principles of analysis from both language
and social sciences; history, sociology, psychology, psychoanalysis, general
aesthetics, among the social sciences, have lent their categories to criticism’s
hermeneutics. In regard to general grammar and rhetoric, these disciplines have
been inscribed in the same study of literary texts. General grammar, as it developed
in the 20 th century under the term “linguistics,” was also solicited by criticism, often
with indiscretion and clumsiness, and at other times with efficiency and clarity. This
course aims to describe the heuristic value of dialogue between literary criticism
and linguistics.
L6LM52LF/L6LM54LF – Lexicology, Lexicography
F. Berlan
This course is divided into two parts: lexical semantics and lexical morphology. It is
intended for students who wish to think about words and meanings. While it is not
necessary to have preexisting knowledge of Latin and Old French, this course will
deal with a synchronic description of the French vocabulary, which does not exclude
the taking into account of history when the diachronic component turns out to be
necessary to elucidate morphology or semantics. Lexicology has been thought for
too long to be secondary in the face of syntax to which it is nevertheless united by
many links; yet, lexicology represents a privileged point of observation for the
linguistic economy and it has, moreover, the advantage of being the space par
78

excellence where language is in contact with which it is not, of which it speaks, and
that encyclopedias reflect. Social, cultural, ideological images, and the history of
ideas are available to us via the words they use.
L6SL13FL/L6SL15LF – Diversity of Languages and Typology
A. Lemaréchal
The lecture will address morphosyntactic typology and the diversity of the language
systems throughout the world; presentation of the typology; linguistic universals
and typology. Some syntactic phenomena will be studied through different types of
language in contrast to French (such as nominal determination, verbo-­‐nominal
opposition, actance, the relative, etc.). NB: no knowledge other than French is
required.
L6LM62LF/L6LM64LF – The French-Speaking World and Variety of French
A. Thibault
This course will present the phenomenon of diatopic variation in French, first in
France, then in the different parts of the French-­‐speaking world (Europe, North
America, Africa, etc.). We will pay special attention to the study of main reference
works (above all lexicons). For each Francophone subgroup, we will analyze
diatopism diachronically (archaisms, dialectalism, borrowed words, neologisms)
and synchronically (phonetic, phonologic, morphologic, syntactic, lexical
particularities; regionalisms of status and frequency). Further, certain
sociolinguistic aspects will make their way into the course (typology of the different
statuses of French in the French-­‐speaking world, from historical, demographic, and
legislative points of view; bilingualism and diglossia; concepts of basilect, mesolect,
acrolect; the problem of “linguistic legitimacy” of regional and national French(es).
L6LMPOLF – Workshop on Poetic Writing
Catherine Fromilhague
This course is led by Catherine Fromilhague and Jean-­‐Pierre Lemaire (post-­secondary
preparatory school teacher at Henri IV High School; last collection of
poetry: L’Intérieur du monde, 2002, Ed. Cheyne). The workshop is open to students
who want to share an experience in writing poetry whether they have experience
writing poetry or not. Some of the subjects grappled with in the workshop are:
speed (in the manner of the Futurists), poem created from an incipit (“Quelqu’un a
ôté la pierre…” by Lorand Gaspar), modern rewriting of a myth (Orpheus, the
Phoenix), poetic translation of a painting (Nicolas de Staël, Botero, Hopper),
distanced self portrait (erasing I), imaginary definitions of rare words (in the
manner of the surrealists: “hémine,” “gerboise”), prose poem.
L6LMNOLFLF – Workshop on Writing Novellas
F. Rullier-­‐Theuret
79

By first reading some texts, we will quickly find constitutive characteristics of the
novella, and we will reflect on the notion of fiction. The first objective will be to
write a complete text based on an imposed theme. The students will transform an
explanatory text into a narrative text, and they will overcome the blank page by all
types of means. The recourse to round table discussions will enrich the narrative
elements and will question the originality of the proposals. The second objective is
to learn how to edit and improve the students’ writings by finding technical
difficulties, reworking the narrative construction, pointing out awkwardness and
proposing means to improve style. We will realize the demands in relation to one’s
own productions and the necessity to have critical distance in front of what one
writes.
L6LMTSLF – Workshop: Books, Readings, and Reception
A. Ngô-­‐Réach
Through a historical study of production, distribution, and reception of the literary
utterance, from the Middle Ages to the electronic age, we will ask ourselves how a
text is conditioned by its medium, which is itself a reflection of the evolution of
society, the practices of reading and the various images of the book-­‐object in
Western civilization. The workshop will question in particular the movement from a
text, in all its lively multiplicity, to the printed book and to the effects that result.
With an epistemological reflection on the status of the written word and its
transmission, we will explore the notions that result from the history of the text
(copies, variations, reprints). We will put the problems of reading in perspective
(performance and audition, collective and individual reading, silent and out loud
reading; social functions of reading, relations to institutions, etc.) and those of the
horizon of expectations and the aesthetics of reception. We will also discuss the
question of authorial intention and the metamorphoses of literary texts in
performance (writing, staging, illustrated works, etc.).
PHILOSOPHY
LICENCE 1
Semester 1
L1PH001H – General Philosophy: Evil
M. Tavoillot
What is the origin of evil? How can one free oneself from it? These questions have
been a driving force in all the spiritual systems of humanity. This course will
concentrate on identifying the major models to respond to these essential questions,
from the mythological, theological, and philosophical systems, to the development of
self-­‐assurance.
80

Studied Texts:
• Augustine, Confessions.
• Leibniz. Essais de théodicée. Sur la bonté de Dieu, la liberté de l’homme et
l’origine du mal.
• Nietzsche. Par-­‐delà le bien et le mal.
General Culture:
• H. Arendt. Eichmann à Jérusalem, essai sur la banalité du mal.
• P. Rosenvallon. La capitalisme utopique. Paris: Ed. Seuil.
L1PH002U – History of Modern Philosophy
Mme. Renault
Program TBA
L1PH003A – History of Science
M. Chareix
The goal of this course is to introduce the main debates in philosophy about science
beginning with elements of concrete history of science. We will also study notions
like experience, induction, demarcation, mathematization, the idea of continued or
discontinued progress in science.
L1PH01UF – Philosophy of Art
M. Pouillaude
What is a work of art?
This introductory course to the philosophy of art intends to follow the central theme
of the question of a work of art. This question is double.
1. According to which criteria and which historical moments have some products of
human activity ended up in distinguishing themselves from the general economy?
2. According to which regimen of identification can we recognize that such a work of
art be what it is and not another? We will attempt to show that these two questions
are not completely dissociated.
Studied Texts:
• Alain. Système des beaux arts. Paris: Gallimard, 17.
• Arendt. Condition de l’homme moderne. Paris: Calmann-­‐Lévy “Pocket,” ch. 4.
• Genette. L’oeuvre de l’art. Vol. 1. Paris: Seuil “Poetique.”
• Goodman. Langage de l’art. Paris: Hachette Littératures, ch. 3, “Art et
authenticité.”
• Kant. Critique de la faculté de juger. Trans. A. Renaut. Paris: GF, 43-­‐52.
81

L1PH02UF – Ethics
M. Billier
Moral Perfection according to Aristotle. This course will present the principles of
Aristotle’s ethics, will put it in relation to other ancient modes of eudemonism, and
will question the specificity of this founding example of moral perfectionism.
Studied Texts:
• Aristote. Ethique à Nicomaque. (Extracts.)
L1PH03UF – Political Philosophy
M. Audier
Program TBA
L1PH06UF – History of Ancient Philosophy
M. Lefebvre
Introduction to Ancient Philosophy: “Pleasure: Problem of its definition and its
usages in Greek philosophy.”
This course will concentrate on pleasure in three authors of classical and Hellenistic
Greek Philosophy: Plato, Aristotle, and Epicurius.
L1PH07UF – History of Ancient and Medieval Philosophy
M. Imbach
Program TBA
L1PH10UF – History of Contemporary Philosophy
M. Maramasse
The question of duration in the philosophy of Bergson.
We will ask ourselves to what extent the Bergsonian concept of duration renews the
analysis of conscience and life.
Studied Texts:
• Bergson. Essai sur les données immédiates de la conscience. PUF, coll.
“Quadridge.”
L’évolution créatrice. PUF, coll “Quadridge.”
• Robinet, A. Bergson et les metamorphoses de la durée. Seghers, 1965.
• Jankélévitch. VI, Bergson. PUF, 1975.
L1PH05UF – Communication
M. Lauvau
Introduction to the Philosophy of Communication
82

This course will study elements of philosophical and political general culture able to
understand what is called the “society of communication.”
Studied Texts:
• Ferry, Jean-­‐Marc. Philosophie de la communication. 2 vol. Cerf, “Humanités,”
1994.
• Habermas, Jürgen. Morales et communication. Flammarion, “Champs,” 1986.
• Heannenay, Jean-­‐Noël. Une histoire des Médias. Paris: Seuil, “Points,” 1998.
L1PH11UF – Introduction to Symbolic Logic
M. Ludwig
This course will study successively the language of the logic of propositions and the
language of the logic of monadic propositions. We will stress the formalization of
arguments first formulated in natural language. We will study the different methods
to test the validity of the forms of arguments.
Semester 2
L2PH001U – General Philosophy
M. Tavoillot
The Individual
From the metaphysical question of the individual (“individuum est ineffabile”) to
democratic individualism, which link can we establish? This course will follow the
fate of the idea of the individual in the different fields of the philosophical tradition.
Studied Texts:
• De Libéra, A. La querelle des universaux. Paris: Seuil.
• Kant. Critique de la faculté de juger. Paris: GF.
• Tocqueville. De la démocratie en Amérique. Book 2.
General Culture:
• Legros, R., B. Foccroulle, and T. Todorov. La naissance de l’individu dans l’art.
Grasset.
• Dumont, Louis. Essais sur l’individualisme. Paris: Seuil.
• Renaut, A. L’individu. Hatier.
L2PH002U – History of Ancient Philosophy
M. Lefebvre
Introduction to the Philosophy of Plato: “Dialogue and Dialectic.”
This course will study Plato’s philosophy, concentrating on its nearly singular
literary form, the dialogue.
83

L2PH003A – Philosophy of Art
M. Darriulat
What are aesthetics?
Judging the beautiful and the ugly means, we think too often, to formulate an
“aesthetic” evaluation. However, there are many theories on the beautiful – ideal
form whose imitation is problematic, or a norm of recognition for the members of a
community – that are foreign to aesthetic orientation. This course will thus define
the characteristics of aesthetics that have dominated for more than two centuries in
the history of art and the evolution of taste, since its foundation in the 18 th century
to its reconsideration in the contemporary period.
L2PH02UF – Ethics
M. Billier
Feelings and Reason: How does one found ethics?
Do ethics rely on feelings or reason? This course will show how this question, which
has lost none of its pertinence today, was, during the 18 th century, at the heart of a
founding philosophical controversy for modernity. The confrontation of Hume’s
thought with Kant’s will constitute the main axis for this course.
Studied Texts:
• Hume. Traité de la nature humaine. Book 3.
BL2PH03Uf – Political Philosophy
Mme L’Heuillet
The Nation and nationalism.
While nation states are more and more interdependent to the point that the
question about changing this political form is raised, national passions, even
nationalistic ones, have not weakened. This course, dedicated to the study of the
nation and nationalism, will begin with the genesis of the nation-­‐state. We will
examine the tow possible foundations of it, the voluntary adhesion to a social
contract or the belonging to a culture. We will show that in each case, a different
conception of people, citizenship, and identity are engaged. From there, we will
analyze the question of nationalism and the relationship between the nation and
war (of conquest or liberation). Finally, we will question the idea of overtaking the
nation-­‐state, and the new forms of national and nationalistic demands.
Studied Texts:
• Fichte, Johann Gottlieb. Discours à la nation allemande.
• Gellner, Ernst. Nations et nationalisme.
• Habermas, Jürgen. L’intégration républicaine.
Après l’État-­‐nation.
84

• Herder, Johann Gottfried. Histoire des cultures, une autre philosophie de
l’autre.
• Renan, Ernest. Qu’est-­‐ce qu’une nation?
Texts in Discussion Section:
• Rousseau. Du contrat social. 1762. Paris: Gallimard, coll “Folio.”
• Hegel. Principes de la philosophie du droit. 1820. Trans. J-­‐L. Vieillard-­‐Baron.
Paris: Flammarion GF, III, 3, 298-­‐398.
L2PH09UF – History of Modern Philosophy
Mlle Renault
Program TBA
L1PH10UF – History of Contemporary Philosophy
M. Schnell
Program TBA
L2PH05UF – Communication
M. Ferrand
The Power of the Media.
This course will concentrate on three themes:
1) Study of the representations that mass media has created since the 19 th century;
2) Analysis of social links that pass through media-­‐related public speeches
3) What has given the media such a large place in our lifestyles?
Studied Texts:
• “Penser la société des medias.” Le Débat 138 and 139, 2006.
• Dayan, Daniel. “Les mystères de la reception.” Le Débat 71, 1992.
• Gerbner, George. “La television américaine et la violence.” Le Débat 94, 1997.
• Gheude, Michel. “La reunion invisible.” Hermès 13-­‐14, 1994.
• Lazar, Judith. Sociologie de la communication Paris: A. Colin, 1991.
“La violence contagieuse? Représentation symbolique et réalité.” Le Débat
94, 1997.
• Rieffel, Rémy. Que sont les medias? Gallimard, 2005.
L2PH12UF – Philosophy of Science
M. Puech
Philosophy of contemporary science, in other words positivism, will be presented as
one of the movements of contemporary philosophy, bringing new problems and
new methods.
85

Studied Texts:
• Nadeau, Robert. Vocabulaire technique et analytique de l’épistémologie.
Paris: PUF, 1999.
• Laugier, Sandra, Pierre Wagner, Ed. Philosophie des sciences. Théories,
expériences et methodes. Paris: Vrin, 2004
Philosophie des sciences, Naturalisme et realismes. Paris: Vrin, 2004.
LICENCE 2
Semester 3
L3PH001U – General Philosophy
M. Romano
Man and Animal
Studied Texts:
• Aristotle. De l’âme, Le mouvement des animaux.
• Darwin. L’origine des espèces.
• Scheler, Max. La situation de l’homme dans le monde.
• Uexkhüll, Jacob von. Mondes animaux et monde humain.
• Heidegger. Les concepts fondamentaux de la métaphysique: monde-­‐finitude-­solitude.
• Merleau-­‐Ponty. La nature. Cours au Collège de France. Paris: Seuil.
L3PH002 – History of Ancient and Medieval Philosophy
M. Imbach
TBA
L3PH003A – Introduction to Symbolic Logic
M. Ludwig
We will study the language of the logic of propositions and the language of the logic
of monadic predicates, stressing the formalization of arguments, first formulated in
natural language. We will also study different methods to test the validity of the
forms of arguments.
L3PH11UF – History of Science
M. Chareix
The objective of this course is to introduce the main debates in the philosophy of
science, starting with elements of concrete history of science. We will study notions
such as experience, induction, demarcation, mathematization, and the idea of
continued or discontinued progress of the sciences.
86

Semester 4
L4PH001U – General Philosophy
M. Marmasse
The question of substance
We will ask ourselves in which condition and to what extent philosophical language
manages to distinguish, among existing things, that which is true and that which is
apparent.
• Aristotle. Métaphysique. Book Z. Trans. J. Tricot. Paris: Vrin.
Catégories. 2-­‐5. Trans. J. Tricot. Paris: Vrin.
• Descartes. Les principes de la philosophie. Book I, art. 51-­‐57. Paris: Vrin.
• Spinoza. L’Ethique. Book I. Trans. R. Gaillois. Paris: Folio.
• Leibniz. Discours de la métaphysique. Art. 9-­‐15. Paris: Vrin.
• Gilson, e. L’Etre et l’essence. Paris: Vrin.
• Cournarie, L. L’existence. A. Colin.
L4PH002U – History of Contemporary Philosophy
M. Schnell
TBA
L4PH003A – Ethics
M. Billier
Feelings and Reason: How does one found ethics?
Do ethics rely on feelings or reason? This course will show how this question, which
has lost none of its pertinence today, was, during the 18 th century, at the heart of a
founding philosophical controversy for modernity. The confrontation of Hume’s
thought with Kant’s will constitute the main axis for this course.
Studied Texts:
• Hume. Traité de la nature humaine. Book 3.
LICENCE 3
Semester 5
L5PH001U – Metaphysics
1. M. Romano
“Action”
Studied Texts:
87

• Plato. République.
• Aristotle. Ethique à Nicomaque.
• Seneca. Lettre à Lucilius, 85.
• Marx. Manuscrits.
• Arendt, Hannah. Condition de l’homme moderne.
2. M. Puech
“The Self”
Studied Texts:
• Descartes, René. Méditions métaphysiques.
• Hume, David. Traité de la nature humaine. I, iv, 6, “De l’identité personnelle.”
• Heidegger, Martin. Etre et temps (Sein und Zeit).
• Ricoeur, Paul. Soi même comme un autre. Paris: Seuil (Points).
L5PH002U – History of Philosophy
1. Ancient Philosophy
M. Laks
Greek ontology and its history; Permenides’ heritage until Plato.
Studied Texts:
• Parmenides. Sur la nature ou sur l’étant. Trans. B. Cassin. Paris: Seuil
(Points/Essais), 1998.
• Dumont, J-­‐P, ed and trans. Les écoles présocratique. Paris: Folio.
• Curd, Patricia. The Legacy of Parmenides, Eleatic Monism and Later
Presocratic Thought. Princeton: Princeton UP, 1997.
• Laks, A. Le vide et la haine. Eléments pour une histoire de la negativité
archaïque. Paris: PUF, 2004.
2. Late Antiquity and High Middle Ages
M. Chrétien
“Life in Augustine’s thought”
• Augustine. Confessions, Book 7.
3. Medieval
Lecture: M. Imbach
Group 1: Jewish Medieval Philosophy
M. Schmutz
Group 2: Medieval Latin Philosophy
M. Schmutz
88

4. Modern
Melle Renault
Malebranche’s cartesianism
5. Contemporary
M. Courtine
Introduction to Husserl’s phenomenology
− Les méditations cartésiennes. Trans. E. Levinas/G. Peiffer. Paris: Vrin.
L5PH003U – Political Philosophy
“Authority”
Authority is a fundamental concept (of Roman origin) of political thought, whose
major topic is the study and the questioning of the legitimacy of forms of the
exercise of power within the city, and above all the exercise of the power of the
state, not to mention the parents and the leaders of organization. Rousseau thus
seeks the convention that can form the “basis of all legitimate authority among men”
(“base de toute autorité légitime parmi les hommes”). On the one hand, we will ask
ourselves whether we must distinguish “legitimate authority” and “illegitimate
authority” (as is the case of “the argument of authority”) or “authoritarianism” (the
“authoritarian” regimes are distinguished from liberal regimes), and, on the other
hand, we will question the modern times and ask whether they were not introduced
as a “crisis of authority,” as H. Arendt suggests, to the point of making it disappear.
We will also question the heritage, both emancipative and perhaps corrosive, of
1968.
Studied Texts:
• Hobbes. Le Léviathan. Paris: Folio.
• Rousseau. Le Contrat Social. Paris: Folio.
• Jouvenel, Bertrand de. Du Pouvoir. Pluriel.
• Renaut, Alain. La Fin de l’Autorité. Flammarion.
General Culture Courses:
The six sessions of this course, obligatory for students who choose this UE, are
designed to produce the necessary historical material to understand the background
of the main divides in the conception of the State:
1. Antiquity
2. Conflicts of Authority in the Middle Ages
3. Absolutism
4. The crisis of political authority since the Enlightenment
5. The crisis of political authority since the Enlightenment
89

6. Mai 1968
The Right and the Left: The Relations between State and Society
M. Renault
The right/left opposition, irreducible today to the opposition of liberalism to
socialism, is not a simple matter of feelings, but engages fundamental issues. On the
one hand, a theory of the limits of the State, conceived as body to guarantee its
citizens the possibilities of action that that are compatible with the existence of a
society. On the other hand, the conviction that we must attribute to the State the
capacity to furnish services and to accept, for the common good, the growth of its
power of intervention in society. This course will provide the main reference points
from which this divide was constructed, and we will investigate different
contemporary readjustments, theorized by Rawls, Habermas or Nozick.
Studied Texts:
• Rousseau. Contrat social. Paris: GF-­‐Flammarion.
• Tocqueville. De la démocratie en Amérique. Vol I, Book 2; Vol II, Book 4.
The six sessions of this course, obligatory for students who choose this UE, are
designed to produce the necessary historical material to understand the background
of the main divides in the conception of the State:
1. Revolutionary conflict between liberals and Jacobins: Condorcet and
Robespierre (1789-­‐94).
2. Marxist theory of the State (1841-­‐75).
3. The republican idea in France, a synthesis attempt between left and right
(1848-­‐1939).
4. The French debate on public service (1880-­‐1930).
5. Social Gaullism and the theme of participation (1946-­‐69).
6. Socialism and Communism (1920-­‐90).
L5PH01UF – Philosophy of Art
M. Darriulat
“What is modern art?”
For a long time, the arts, and the various “renaissances,” had for an ideal the
imitation of the ancient model. It was not until the 19 th century when art openly
reclaimed its “modernity:” artists claimed not only to break with the past, but above
all go beyond the present and anticipate the future. The aesthetics of modernity
follows an imperative of the future, which the militant “avant-­‐garde” artists
reclaimed. In this course, we will study the archeology of this rupture and will recall
its history.
90

Studied Texts:
• La Querelle des Anciens et des Modernes, preceded by an essai by Marc
Fumaroli. Paris: Gallimard, 2001.
• Hegel. “L’art romantique.” In Esthétique. Vol 1. Trans. Ch. Bénard. Paris: Livre
de poche, 1997, 645-­‐748.
• Baudelaire. Oeuvres complètes. 2 Vols. Gallimard “Pléïade.”
• Benjamin, Walter. “L’oeuvre d’art à l’époque de sa reproductibilité
technique.” In Oeuvres III. Gallimard, 2000, 269-­‐316.
• Jauss, Hans Robert. “La modernité dans la tradition littéraire et la conscience
d’aujourd’hui.” In Pour une esthétique de la reception. Gallimard, 1978, 158-­‐
209.
• Compagnon, Antoine. Les cinq paradoxes de la modernité. Seuil, 1990.
• Discussion section: these sections will be dedicated to the study of
Baudelaire’s Le Peintre de la vie moderne. 1863. in Critique d’art; critique
musicale. Gallimard, 1992.
L5PH14UF – Ethics
M. Billier
Moral utilitarianism
This course will study the emergence of utilitarian ethics, starting at the end of the
18 th century. We will then find the originality of the three major versions of
utilitarianism that emerged in the 19 th century: the utilitarianism of Bentham, JS
Mill, and Sidgwick.
Studied Texts:
• Mill, JS. L’Utilitarisme.
L5PH05UF – Communication
M Savidan
“Principles and Functions of Public Reason”
If communication has always been a condition for the exercise of power, the fact
that is must take into account the emergence of the public sphere is a unique trait of
democratic societies. How is this sphere constructed? What relations does it have to
public opinion? What are the main principles that structure it? What type of reason
can one invoke in this space? What role can new technologies play in information
and communication? Must it be regulated in public discourse?
Studied Texts:
• Habermas, J. L’Espace public. Archéologie de la publicité comme dimension
constitutive de la société bourgeoise. 1990. Trans. M. de Launay. Paris: Payot,
1997.
91

• Rawls, John. “L’idée de raison publique reconsidérée.” In Paix et démocratie.
Trans. B. Guillaume. Paris: Editions la Découverte, 2006.
Discussion Section
M. Heure
A panorama of the great historical milestones of communication and the central
problems of the contemporary media society.
L5PH15UF – Philosophy of Knowledge
Mme Ouelbani
Theory of language and knowledge: The status of experience in Russell
The goal of this course is to explain the status of experience in the knowledge we
have of the real, through the themes of analytical realism, logical atomism, inference,
construction, and indirect knowledge.
Semester 6
L6PH01U – Metaphysics
1. M. Romano
Intentionality
Texts:
• Aristotle. De l’âme.
• Brentano. Psychologie du point de vue empirique.
• Husserl. Recherches logiques, V: Idées directrices pour une phénoménologie.
• Heidegger. Prolégomènes à l’histoire du concept du temps, Etre et temps.
• Wittgenstein. Recherches philosophiques.
2. M. Schmultz
Aporias and Antinomies
We will study the different types of antinomies, their historical formulations in
Antiquity, the Middle Ages, and modernity, as well as the different ways of
establishing them. We will ask ourselves whether the reasoning by antinomy leads
to skepticism, or whether on the contrary it constitutes a lucid reflection on the
human understanding of limits. We will read ancient texts (Aristotle and his
commentators) as well as several classical German philosophers (Kant,
Schopenhauer and his critique of Kantian antinomies, and Hans Vaihinger).
92

3. M. Chenet
Conception of Time: The experience of time; Time and nature; Time and culture;
Time and ethics; Time and eternity
Selective Bibliography:
• Grimaldi, N. Ontologie du Temps. PUF.
Le Désir et le Temps. PUF. (Reed. Vrin).
• Pomian, K. L’ordre du temps. Gallimard.
L6PH002U – History of Philosophy
1. Ancient
M. Laks
Greek Ontology and its History: Aristotle and the Hellenistic Schools
Greek ontology took a radical turn with Aristotle, his critique of the ontology of
platonic forms, and the elaboration of a theory of substance or complex “ousiology,”
which provides its most powerful paradigm for the history of metaphysics beyond
even the Cartesian revolution. On the other hand, Epicureanism and Stoicism seem
to have constructed themselves independently of Aristotelian theories, in order to
return in part to presocratic models (Democritus, Heraclitus), and in part to forge
their own systems, in which Plato’s sophism play a certain role. The objective of this
course is to highlight the stakes of these contrasting ontologies and to question their
historical importance.
Reference Texts:
• Aristotle. Métaphysique. Books 4-­‐8, 12). Trans. Tricot. Vrin, 1962.
• Long, A. and D. Sedley. Les philosophes héllénistiques. Paris: Collection
Garnier.
• Aubenque, P. Le problème de l’être chez Aristote. Paris: PUF, 1962. (reed. in
Quadrige).
2. Antiquity and High Middle Ages
M. Chrétien
B) Late Antiquity and High Middle Ages
M. Chrétien
• Life in Plotinus’ Thought
• Discussion section – Mme Aubry
• Plotinus. Ennéades. IV, 8.
3. Medieval
M. Schmutz
93

Maimonides and Philosophy
We will study a series of central themes to the Guide des Egarés by Moses
Maimonides (1135-­‐1204), the most important philosopher in medieval Judaism, by
putting the work in its general context of Jewish and Arabic medieval thought and
by presenting his influence on the Roman world. We will study the following
themes: the sources of Maimonides’ thought; the philosophy of language; God of the
Torah or God of philosophers; prophecy and philosophy; elements of a theory of
knowledge; the question of free will. A course pack will be distributed.
Required Text:
• Maimonide. Guide des Egarés. Trans. S. Munk. Paris: Verdier, 1979. (~20
euros).
• Recommended Reading:
• Strauss, L. Maïmonide. Trans. R. Brague. Paris: PUF, 1988.
• Gaddad, G. Maïmonide. Paris: Les Belles Lettres, 1998.
• Pines, Shl. La liberté de philosopher, de Maïmonide à Spinoza. Trans. R.
Brague. Paris: Desclée de Brouwer, 1997.
4. Modern
Melle Renault
Spinoza’s Cartesianism
5. Contemporary
M. Andler
Explanation in the Sciences
The question of explanation is central in the philosophy of contemporary science.
Does science provide explanations? Are they of a particular type? Are there
numerous varieties of explanations? What are the relations between explanation
with cause, law, and function? We will study the main types of scientific explanation
in cases from different disciplines. We will examine theories of explanation offered
in the past half century, and we will approach these questions through the bias of
unification and realism.
Studied Texts:
• Barberouse, Anouck et al. La philosophie des sciences au XXe siècle.
Flammarion, 2000.
• Bird, Alexander. Philosophy of Science. Ch. 2. McGill-­‐Queens UP, 1998.
• Duhem, P. La théorie physique, son objet, sa structure. Paris, 1906.
• Kitcher, Ph, and W. C. Salmon, eds. Scientific Explanation. Minneaopolis: U of
Minneapolis Press, 1989.
94

Theories of Knowledge
Mme Ouelbani
The meaning and value of truth in analytical philosophy.
Frege oriented the reflections on language: it is henceforth by the meaning that the
proposition defines itself. We will study the way in which the distinction between
meaning (Sinn) and signification (Bedeutung) have been taken up again and
exploited by Frege’s successors (Wittgenstein, Russell, Schlick, Carnap).
Studied Texts:
• Laplace, P-­‐S. Essai philosophique sur les probablités. 5th ed., 1825. Paris:
Christian Bourgeois, 1986.
• Largeault, Jean. “Description et explication.” Encyclopaedia Universalis. Paris:
1990.
L6PH01UF – Philosophy of Art
M. Pouillaude
Defining Art
Starting with the Kantian definition of fine arts and its development by Hegel, we
will join some contemporary reflections on the constitution and pertinence of a
definition of art. We will study two themes: 1) the articulation of undertaking
definitions and a certain idea of artistic historicity; 2) these definitions’ capacity to
create concretely the diversity of the empirical arts.
Studied Texts:
• Adono. Théories esthétiques. Paris: Klincksieck, 1995.
• L’art et les arts. Paris: Desclée de Brouwer, 2002.
• Batteux. Les beaux-­‐arts réduits à un même principe. Paris: Durand, 1746.
• Danto. La transfiguration du banal. Paris: Seuil, 1989.
Après la fin de l’art. Paris: Seuil, 1996.
• Genette. L’oeuvre de l’art. Vol. 2. Paris: Seuil, 1997.
• Goodman. “Quand y a-­‐t-­‐il art?” Esthétique et poétique. Ed. Genette. Paris:
Points Seuil, 1992.
• Hegel. Esthétique, “Introduction.” Paris: Champs Flammarion, 1979.
• Kant. Critique de la faculté de juger. &43-­‐55. Trans. A. Renaut. Paris: GF,
1995.
• Wolheim. L’Art et ses objets. Aubier, 1994.
L5PH04UF – Ethics and Political Philosophy
M. Renaut
Nature, Subject, Communication: The Contemporary Debate on the Paradigms of
Ethics
95

Must ethics anchor moral truths in the order of nature (Aristotle), in the subject as
practical reason (Kant), or in the space of discussion between concerned agents
(Habermas)? This course will center on the two major confrontations that have
structured the debates in contemporary ethics: on the one hand an ethics of
discussion and a transformed philosophy of the subject; on the other, moral
idealism and moral realism, whose forms come from naturalism. J. Habermas, K.O.
Apel, J. Rawls, Ch. Larmore, Ph. Foot will be the primary actors examined in these
debates. We will work in discussion groups to work on the crucial points of Kantian
ethics, the background of most of the debates.
Major Texts:
• Kant. Critique de la raison pratique. I, 1, 2. Paris: Folio.
Reference Work:
• Thiaw-­‐Po-­‐Une, L. Questions d’éthique contemporaine. Stock, 2006.
L6PH17UF – Commerce and Morality
M. Boyer
Is commerce immoral by nature? This thesis could be affirmed by those who believe
that all money is dirty, and that only the free gift or the community of goods are
moral. However, other others, particularly Montesquieu, Hume, Smith, and Kant,
have maintained that only commerce can liberate men from belligerent passions,
which is the argument in favor of its morality. Second, can everything be considered
“merchandise,” or must we prohibit some forms of commerce, such as organ trade?
In studying cases of applied ethics, we will question, for example, whether we must
prohibit surrogate mothers, or whether prostitution, in other words those who sell
sexual services in a consented manner, is more immoral than free love or marriage.
Studied Texts:
• Montesquieu. L’Esprit des Lois. Ch. 20, 21. Paris: GF.
• Hume. Traité de la nature humaine. “Justice.” Paris: GF.
• Hirschmann. Les Passions et les intérêts. Quadrige.
• Ogien, Ruwen. L’éthique aujourd’hui. Paris: Folio.
Text studied in discussion section: Hirschmann.
L6PH05UF – Communication
M. Deschavanne
Communication and Society
In society, what assures the “common opinion?” This course will 1) elucidate the
milestones that allow to understand the passage from a society of tradition to a
96

society of communication and 2) explore the concepts allowing to think about the
metamorphoses of contemporary public space.
Studied Texts:
• Ferry, Jean-­‐Marc. Philosophie de la communication. 2 vols. Cerf, 1994.
• Habermas, Jürgen. Morale et communication. Flammarion, 1986.
• Jeannenay, Jean-­‐Noël. Une histoire des Médias. Seuil, 1998.
Discussion section:
Mme Stutter
Practices of communication
A practical introduction of the different aspects of current professions of
communication; a reflection on their political, civic, and professional stakes.
Indian Philosophy
M. Chenet
Introduction to the Philosophies of India
Indian philosophy represents one of the major realizations of the human mind: the
doctrines born on Indian soil contain speculative and spiritual treasures, which
India has passed on to universal philosophy. This introduction offers a concise
panorama of the philosophies of India (schools, movements, major works) and will
evaluate their contributions to universal philosophy.
A specialized bibliography will be distributed at the beginning of the year.
97

Course offerings – Paris VII
BUSINESS
3210UT06 - Economic Analysis of Social Policies
Director: Jerome Wittwer
Objectives:
-­‐ Understand how to use the tools of the economic analysis in order to
evaluate the equity and the efficiency of social policies (poverty alleviation
and reducing inequalities policies; health policies; education and training
policies; family policies)
-­‐ Present and discuss French and European social policies.
Contents:
-­‐ Review and in-­‐depth use of the tools necessary to the economic analysis of
social policies.
-­‐ Critical presentation of social policies (poverty alleviation and reducing
inequalities policies; health policies; education and training policies; family
policies)
22U208 - International Marketing
Directors: Bernard Pras, Agnès Boutin
Objectives:
This course will tackle the main decisional and organizational problems
encountered by companies looking to develop their commercial activities abroad,
whether it be exportation, implantation of subsidiaries or partnerships. The course
aims at making students aware of the concepts, methods and organizational forms
specific to the implementation of an international-­‐oriented marketing strategy.
Contents:
Three main themes:
-­‐ Analysis and approach to foreign markets
-­‐ Strategic and operational choices of the international marketing mix
-­‐ The different terms and conditions to access foreign markets.
3210US13 - Managerial Economics
Director: Henry Isaac
Objectives:
Master knowledge that will enable the students to understand the strategic and
tactical decisions in order to understand and measure the inter-­‐dependence of
managerial decisions from an economic perspective.
98

Contents:
This course provides an economic perspective on the fact that a business is central
to the coordination of the production activities. After studying the characteristics of
a company, we will move on to analyzing the strategic and tactical decisions.
222U402 - Human Resources Management
Director: Gerard Lelarge
Objectives:
Describe the sociological and legal context in which Human Resources are practiced
and thorough study of this profession. We will present a synthesis of current social
legislation and analyze the main tools used by companies. Secondly, we will enable
students to better understand the way they will be managed in the future
(recruitment, salary, training, evaluation and career management policies…). The
aim is to help students to better position themselves in order to satisfy their own
expectations and to promote their strengths and skills while at the same time
meeting company needs. Moreover, we will give students some advices about how
to behave during an interview for a job and as young future workers.
Contents:
1. Introduction: purpose of Human Resources management, elements of HR,
key players in an organization, context of HR management, expectations of
young employees.
2. Recruitment: the objectives, the skills the company is looking for, new tools
of selection (assessment centers…).
3. Employment contract: hierarchy of legal texts (collective agreement,
company agreement and employment contract), the different types of
contracts and the main disposals of the employment contract.
4. Working time: overview of the current legislation (relaxing of the “Aubry
laws”), the different categories of employees / working time, part-­‐time, time
saving accounts.
5. Salary: wages and various components of the “global remuneration”,
recognition of individual performances, collective remuneration (profit-­sharing,
stakes, Corporate Savings Plan…)
6. Training: typology of professional trainings and their objectives, E-­‐learning,
the new legal disposals.
7. The assessment of colleagues and career management: the notions of skill
and performance, personal goals, assessment of the work done, segmentation
of HR management (Talent management).
8. Employment management: dismissal practice and protection of employment
plans.
9. Role of trade unions and personnel representatives: the notion of
representativeness of trade unions, the practice of “majority agreements”,
personnel representative institutions (personnel representatives, work
councils)
99

10. Individual and collective conflicts: right to strike, work inspection, notions on
prud'hommes industrial tribunals, current topics (moral harassment, the
cyber-­‐monitoring, and discrimination).
11. Useful advices: Dos and Don’ts, resume, cover letter, the interview, the
process of integration.
3251US06 - Consumer Behavior and Marketing Research Techniques
Director: Mrs. Rola Zebian
Objectives:
Presentation of the main concepts, methods and practices of marketing. This
initiation course is meant for students who would like to be in the marketing sector,
but also to those who will not work in the commercial or marketing departments
but would need to know the role and principles of marketing in an organization.
Content:
Students will follow classes and work on case studies. In class, we will:
-­‐ First, study the logic of the marketing strategy (segmentation, targeting,
positioning)
-­‐ Then, present the basics of the marketing mix, i.e. the different levers that the
marketing manager can use in order to influence the target.
3211UT10 - New Economic and Social Issues
Director: Pierre Bezbakh
Objectives:
Underline, understand the historical context, analyze and connect the main issues
we are facing in this beginning of the 21 st century.
-­‐ nature and durability of the economic growth dominant model
-­‐ the relationship between “North and South”
-­‐ new forms of poverty and inequalities
-­‐ emergence of new “economic giants” (China, India, Brazil…)
-­‐
-­‐
formation of the new economic unions (Europe, America, Asia)
“alternative” economy (fair trade, ethical investment, social economy) and
the reality of “sustainable development”.
325US07 - European Affairs
Director: Domique Jacomet from the company Devanlay-­‐Lacoste and Arnaud Lavit
d’Hautefort, Eurogroup Manager
Objectives:
To make the students understand the strategic importance of European
construction for companies. We will study their development strategies regarding
the European and other markets and the interaction between companies and
European public policies, especially in terms of sustainable development,
deregulation and competition.
100

Contents:
-­‐ The European dynamics of companies and the construction of the European
Union
-­‐ The evolution of public services in Europe and deregulations
-­‐ Corporate governance
-­‐ European companies’ strategies for internal and external growth
-­‐ The commercial development of companies on the European and other
markets
-­‐ The European dimension of HR management
-­‐ Production, logistics and localization of firms in Europe
-­‐ The evolution of financial services in Europe.
The course emphasizes interaction between the theoretical aspects of organizations’
strategic approach in an international context and the practices of public actors and
companies. Students are introduced to the decisional mechanisms in companies
looking to become international (choice of objectives/constraints).
3210UT11 - European Economy
Directors: Frederic Peltrault and Baptiste Venet
Objectives:
To describe national and supranational macro-­‐economic policies of the European
Union Member States and of the EMU.
Contents:
Coordination of national macro-­‐economic policies, ECB, Common Agricultural Policy
(CAP), fiscal competition among Member States.
3210US05 - International Economy
Directors: Annie Kawecki and Frederic Peltrault
Objectives:
The growing globalization of economies compels decision makers, in companies and
public services, to take into account phenomena linked to this global world. This
course will provide the students with the necessary reading guides to understand
the causes, manifestations and effects of globalization and gives the necessary
conceptual basis to apprehend the international economic issues: international
trade and balance/imbalance of payment issues.
Content:
The first part will be dedicated to the theories of international specialization
(comparative advantages, H-­‐O model, new theories of international trade -­‐
economies of scale and imperfect competition). The second part deals with
monetary and financial issues: exchange rates, balance of payments and macro-­economic
analysis in an open economy.
101

ECONOMICS
LICENCE 1
54EC1011 – Introduction to Economic Analysis
E. Magnin
Course summary:
− What is economic analysis? A contested definition.
− The precursors of classical political economics: Mercantilism and
Physiocratie
− Classical economy
− Karl Marx and the economy of the capitalist world
− Neoclassic theory
− Keynesian theory
54SO1211 – Introduction to Sociology
Instructor TBA
This course will study the following themes: sociology and society; elementary
forms of socialization; differences, inequalities, conflicts; sociology and politics.
54EC1211 – History of Economic Events
P. Moati
Course summary: Chronological analysis of the formation of capitalism and the
major steps of its development. In a Schumpeterian perspective, we will concentrate
on the industrial revolution and technical systems, but we will cover all the
dimensions of economic and social systems (currency, finance, lifestyles, social
relations, company organization, international relations…).
54SO1042 – Great Questions of Sociology
C. Quiminal
This course has two objectives: 1) the presentation of analyses, of main orientations,
of questions that the founding fathers of sociology raised about religion; 2)
measuring the pertinence of their approach in order to give ourselves the means to
analyze contemporary religious mutations and to question modernity. Moreover,
the uncertain condition of post-­‐modern societies invites the sociologist to interpret
the proliferations of belief and new forms of religious communalization.
54EC1022 – Descriptive Economy
G. Tasso
102

After an overview of national compatibility centered on the circulation of revenue in
the national economy, the course highlights the types of household consumption
and business investment, in France during the past 30 years.
Employing theoretical approaches and empirical studies, we will locate the factors
that seem to determine these behaviors the best, behaviors that are largely
responsible for the minimal dynamism in economic growth in France.
54SO1062 – Sociology of Work
M. Waelli
This course offers to give a panorama of the nature of the principle mutations of
work and the ways it has changed in our contemporary and European society.
54HI1902 – History of Work
J. Penez
On the one hand, we will study the historical and social “forms” of work as a generic
producer of salaries, envisioned as a process of the constitution of social ties, from
the small workshops of the 19 th century to the great modern mechanized industry of
the 20 th century, the latter evoking the problematic generalization of the automation
of abstract “production” of post-­‐modern “communication.” On the other hand, we
will analyze the social movements and conflicts (as well as the many practices of
organization and union struggles that are articulated, in one way or another, by the
confrontation to other groups and classes) linked to the structural and technological
transformations of the “means of production” and to societal mutations,
transformations and mutations that tend to put into question the “useful” character
of work and its historical future.
54EC2052 – European Economy
A. Azoulay
Four steps structure this course. The first, introductive, studies the economic,
political, and institutional history of European construction (from the common
market to after Maastricht) and its stakes. The second concerns the politics of
competition and its difficult relations with industrial politics. The third is centered
on the European monetary system and common currency. The fourth and final part
studies the redefinition of public intervention in the context of European
construction.
LICENCE 2
54EC2033 – The Economy of the Company
N. Azoulay
− Representations of the company
− Company environment
103

− Purpose of the company
− Organization, centralization, and decentralization in the company
− The typology of companies
− The financial function
− The commercial function
− The function of management
− Introduction to company accounting
54EC2013 – Economic Policy
G. Tasso
This course’s primary goal is to study the basics of monetary policy and of
budgetary policy in a country like France. Then, in the context of studying in more
depth budgetary policy, we will show how conjunctures influence extempore the
deficit, and thus why strict budgetary policies struggle often to absorb budgetary
deficits. This is verified all the more in that the policies in question are managed by
governments that do not care to coordinate their action, whether it be with
neighboring governments or with monetary authorities. This course then gives a
history of western policies since the early 1980s (the rise of policies called offers, its
causes and consequences). To finish, this course will study the emergence of a
common currency in Europe and its effects on the conduct of conjunctural policies
in France.
54GO2903 – Geography of Employment
Y. Fualkow
I. Geography of the production of goods and services
1. Localization of producing establishments of goods and services: strategic
choices, constraints, outsourcing, public policy and their effects.
2. Daily household services: territorial repartition of demand; facilities
(businesses, schools, hospitals, cultural facilities.)
II. Geography of the working population and employment
1. Study of the working population at the local level
2. Geographical variations of work and unemployment
III. Geography of economic facilities: The conception of the management of
economic facilities in lightly populated areas, urban agglomerations, and major
cities.
54EC2063 – The Socio-Economics of Organizations
T. Troadec
− The analysis of the sociology of organizations and of companies.
− The sociological paradigms and the organization of work.
− The birth of work and productive organizations.
− Psycho-­‐sociological approaches.
− Contingence and organizational structure.
104

− Strategic analysis of organizations.
− Analysis of identities and culture.
− Analysis of social worlds.
− Strategies of change and organization.
54EC2073 – Marketing
L. Tessier
Summary: This course presents the basic concepts of marking and consumption
behavior analysis: the role of marketing in the organization and the strategy of the
company; marketing mix; major types of buying behavior; strategies of
segmentation.
54EC1223 – Microeconomics
M.T. Boyer
I. Neoclassical problematic
II. The functions of individual supply and demand
III. The Theory of General Equilibrium: from Walras to Arrow-­‐Debreu
IV. Partial Equilibrium Analysis
54EC2044 – Introduction to Accounting and Management
Introduction. The basic principles. The recording of operations. Synthesis of
documents. Elements of accounting and financial analysis.
54EC2084 – Industrial (Labor) Relations in Europe
J-­‐Y Sepot
Course summary:
1. The historical construction of national systems of industrial relations
2. The economic theories of industrial relations of work, theory of negotiations,
etc.
3. Institutional approaches
4. Architecture and development of a European social dialog, representativity
and subsidiarity.
5. Europeanization of industrial relations confronted with the challenges of the
integration of new members and globalization.
54EC2224 – Currency
M. Rubinstein
This course on currency exposes the process of currency creation in the hierarchical
banking system and the integration of currency in the principle economic models,
before concluding on the modalities of the establishment of currency policies and
their effects on the economy.
105

The course’s objective is two-­‐fold:
a) We will first present currency (functional and institutional definitions of
currency, the main aggregates) and expose the process of currency creation in the
hierarchical banking system;
b) We will then reflect on the interaction between currency and real activity in the
main representations of the functioning of the economy.
54EC2214 – Macroeconomics
MJ Voisin
Course summary:
1. Subject and method of macroeconomics
2. Circuit vs. market
3. Functions of Keynesian and neoclassical consumption: prolonging and
questioning of the Keynesian system
4. Functions of Keynesian and neoclassical investment
5. Keynesian multiplier and effective demand
6. The demand of neoclassical currency and the preference for Keynesian
liquidity
7. Economic equilibrium and employment: neoclassical equilibrium of the
workplace; Keynesian employment theory
8. The IS-­‐LM model
9. Monetary and budgetary policies
LICENCE 3
43EC3015 – Economic Sociology
B. Chavance
Economic sociology is different from economic theory in that it underscores the
social context of economic activities, the role of rules, norms, and institutions, and
by the importance given to culture and history. This course will study the different
aspects of the relations between economy and society, using the main authors or
schools of economics and sociology.
43EC3035 – Industrial Economics
N. Azoulay
This course is structured in three parts. 1) The history of the industrial economy, its
problematics, its stakes, and their evolution during the 20 th century. 2) The
representations of market structures (SCP model and its developments, the theory
of barriers, the theory of contestable markets). 3) The theories of the firm and
organizational forms (theory of transaction costs, competencies, questions of power,
propriety and control within organizations).
106

43EC3045 – Human Resource Management
C. Du Tertre
Course summary: 1) From “personnel management” to “human resource
management.” 2) Human resources and the conditions of creation and value;
accounting for productive dynamic differences (industries, services). 3) Immaterial
investments and human resources.
43EC3055 – Ergonomy
M. Gandon
Course summary: Objective: To show the characteristics of ergonomy, its interest
from a two-­‐fold point of view of working conditions and organizational efficiency.
Its name comes from Greek ergon (work) and nomos (laws) to designate the science
of work. Ergonomy is a discipline that uses a systemic approach in the study of all
the aspects of human activity. This approach takes into account physical, cognitive,
social, organizational, environmental, and other factors. Its uniqueness is the
analysis of real work (as opposed to prescribed work), which is at the heart of
ergonomic reflection and intervention.
43EC3065 – Employment and Flexibility
G. Tasso
The first part of this course is dedicated to the evolution of work and
unemployment, in France and in the main countries of the OECD for the past thirty
years. We will pay particular attention to the underlying evolution of gains of
productivity whose rhythm conditions the degree of richness in employment
growth. In the second part, this course will evaluate, in the main western countries,
the ways in which the level of employment is adjusted and the formation of salaries
to the changes of conjuncture and the rhythm of production.
43EC3075 – Macroeconomic Dynamics
V. Janod
I. Stylized facts and economic stakes at the core of theories of growth
Definition and measure of growth
National evolutions and historical perspectives
Main stylized facts and economic stakes
II. Growth and productive aspects
Introduction to the technical bases for the understanding of theoretical models:
techniques of production, factors of production and technical progress
III. Traditional analyses of growth
107

Quick overview of theories of growth, the Harrod-­‐Domar’s Keynesian model and
Solow’s neoclassical model
IV. Theories of endogenous growth
Origin of theories of endogenous growth, a rereading of the sources of growth,
Romer’s model, Lucas’ model
V. Growth, inequalities, and economic policies
43EC3085 – International Economics
R. Du Tertre
I. The choice between free trade and protectionism
1. Development of international trade since 1945
2. Institutional framework of free trade and the evolution of the currency
exchange system
II. International trade and the law of comparative costs
1. Real and monetary character of advantage in international trade
2. Real and monetary determinations of exchange rates
III. Neoclassical theory of factor endowments
1. The standard model of factor proportions
2. The integration of technical progress and the neo-­‐factorial approach
IV. The emergence of oligopolistic competition
1. The technological advantage and the dynamics of demand
2. Imperfect competition and output on growth scales
V. Price and structural competitiveness
1. Gap strategy and adaptation to world demand
2. Quality of international specialization and the constraint of change
43EC3095 – Accounting-Management (Level 2)
S. Teboul
2 hours of lecture; 1.5 hours of discussion per week
Course summary: I. Review of general accounting. II. Total cost. III. Variable cost. IV.
The choice of financing mode.
Selected Reading: Piget, P. Comptabilité analytique. Coll. Economica. 5 th ed.
108

43EC3016 – Economy of Social Protection
MJ Voisin
Course summary:
I. French system of social deductions
I.1. The weight of social transfers: statistics and history.
I.2. The social deduction: Organization and structure.
The economic problems raised by social deductions.
I.3. Fiscal deductions: Organization and structure. Taxing social protection.
II. The difficulties of financing social services
II.1. Structural difficulties: Financing the retirees. Financing health costs.
II.2. Precarious equilibrium: Work injuries and professional illness. Family services.
II.3. Severity of risks linked to unemployment: Unemployment and compensation.
Poverty and minimum income.
43EC3056 – Economic Analysis of Companies
M. Rubenstein
This course aims, beyond the elaborated analysis of two current day themes –
company government and social responsibility of companies, to introduce different
theories of the firm adjacent to these representations of the company.
First part: The firm as a network of contracts (theory of transaction costs, theory of
property rights, and theory of the agency, the Japanese model and the J-­‐Firm).
Second part: company government and social responsibility of companies.
43EC3066 – New Microeconomics
M. Rubenstein
Course summary:
I. Imperfect competition and game theory
1. Main models of imperfect competition
2. The influence of game theory on the analysis of imperfect competition.
II. Imperfect information
1. Moral hazard.
2. Adverse selection.
E. Huet
Course summary:
I. Estimation
1. Punctual estimation
2. Estimation by interval.
II. Parametric tests
1. Neyman Pearson method
2. UMP tests
3. Multiple hypothesis tests.
109

III. Econometrics
1. Probabilistic model (generalized linearity)
2. Testing the validity of the model (Fisher, Durbin Watson, Student).
FILM STUDIES
LICENCE 1
54CI1111 – History of Film
P. Berthomieu
This course, which constitutes the first approach to film history, aims toward the
acquisition of the major temporal reference points that make up its context and an
awareness of the various methods that found its discourse. We will thus put in
perspective some officially canonical moments, including films, authors, and
classical questions.
54CI1121 – Film Analysis 1
D. Arnaud
This course aims to develop an awareness of major concepts using a sound
approach: learn to find, evaluate, and signpost in a very precise way (whatever it
may be, from the short fragment to the grouping of several films); acquire technical,
aesthetic, and historical notions; construct a personal and controlled written
message, which goes beyond a movie description; take the risk to interpret by
relying on precise and active observation, nourished with film references but also
with other arts (literature, history, and all the disciplines that can enrich the
analysis).
54CI1511 – Written Expression Practicum
J. Nacache
This course is a workshop for written expression centered on the practice of film
analysis. We will analyze more or less long extracts taken from films of different
cinematographies and eras. Starting with heterogeneous materials (audio-­‐visual
elements, historical notions, personal intuition, information on the context of
production, and possibly of genre, film authors, etc.), we will train ourselves to form
a pertinent argument and to construct progressively argued hypotheses by refining
and making them more precise. We will also confront difficulties that written
analyses can present: how to organize ideas and an outline, how to make transitions,
how to integrate descriptive elements.
54CI2111 – Study of Theoretical Texts
J. Degenève
110

After several conceptual distinctions, notably the differences between criticism and
film theory, this course will study some major canonical texts among those which
have developed the way we think about film. Extracts by Bazin (Qu’est-­‐ce que le
cinéma), Metz (Essais sur la signification au cinéma), and Deleuze (L’Image-­mouvement
and L’Image-­‐temps) will be distributed in class et will be the topic for
detailed analysis as well as the confrontation with film sequences that are shown in
the light of these reflections.
54CI1132 – Film Analysis 2
S. Dreyer
The New Wave, composed of Truffaut, Godard, Chabrol, Rivette, and Rohmer, was
first expressed in criticism in the pages of the Cahiers du cinéma before making its
way to the screen in young and modern films like Le beau Serge, Les 400 coups, or A
bout de souffle.
This course aims to develop the students’ ability to analyze by reviewing extracts
and entire films. These analyses will allow us to envision the stylistics of the New
Wave by contextualizing it within the evolution of artistic forms (literature, art
history, and film) and of philosophical and aesthetic reflections.
54CI1142 – Film History and Aesthetics
F. Delmas
“Lyricism in the cinema: An approach”
For the spectators we all are, lyricism is that “which moves us,” a sequence “that
strikes us,” for one reason or another. The goal of this course is not to enthrone a
new genre or subgenre. Essentially a formal approach that mixes in musicals and
melodramas, at its core we find spectacle (in particular Broadway), illusion
(generated by dance and the shift from reality to imaginary), and rhythm (not only
musical). Starting with a detailed study of musicals such as 42 nd Street, The Great
Ziegfeld, All That Jazz, A Damsel in Distress, and looking at the stylistic
characteristics of Vincente Minelli (Gigi, The Sandpiper, Brigadoon), George Stevens
or Stanley Donen, we will attempt to link dream-­‐like representation with the prosaic
nature of existence.
54CI1162 – The Documenatary
J. Breschand
The documentary genre does not exist, except for the pigeonholing of television and
its stream of conventions. However, there does exist a documental process that
gives the image what historians call material life. The effects of this approach are
numerous: the affirmation of a point of view, the refusal of shot-­‐reverse shot, the
conviction that the narratives are not all fictional stories but come from jots from
reality. In truth, tomorrow’s fictions will create such documental questioning.
111

LICENCE 2
54CI2163 – Aesthetics
M. Cerisuelo
This is a course on general aesthetics and philosophy of art in which we will study
the major classical notions (the beautiful, the sublime, representation, mimesis,
taste), through a choice of texts ranging from Plato to contemporary philosophy.
54CI2143 – Film History and Aesthetics 2
Anne Lété
“Point of view in film”
Through a panorama of theoretical texts and film analyses, this course aims to
examine the notion of point of view such that it is reduced in film, both on the level
of shot or image as the level of sequence and an entire movie. Viewpoint will be
understood as a visual, auditory (point of listening), narrative, and ideological
experience. We will observe how films, by combining different types of points of
view, creates configurations that are at times very sophisticated, playing with
ambiguities, contradictions, slippage, etc.
54CI2133 – Study of Dramaturgy
S. Hatchuel
For four centuries, Shakespeare’s plays continue to be performed, rewritten, and
adapted in different theatrical forms. In 1899, they began to be performed in
another medium, film, only four years after the invention of the cinema. Henceforth,
directors have not deprived themselves of this playwright’s texts. In this course, we
will what happens to Shakespeare’s plays when they are adapted in film. After a
brief panorama of the history of Shakespeare in the movies, we will analyze in detail
the implications of the change in medium in narrative and metadramatic terms. We
will also compare the same scene in several adaptations to identify the aesthetic and
ideological choices made by the directors.
54CI2194 – Cinema, Literature, and the Arts
F. Maheu
Group 1: F. Maheu: “The Collaboration of the Arts in Film.”
Theater, literature, painting, various musical forms, almost all the arts are
integrated in film, whether in a thematic or formal (conventional) way. We will talk
about transversality, intermediality, even interartiality (M. Moser). This course aims
to analyze the question of the arts in film with the help of various examples taken
from contemporary and classical films.
112

Group 2: F. Delmas: “William Dieterle, Max Ophuls, Otto Preminger: Three
Magicians”
The theatrical staging like Max Reinhardt imagined it is originally a certain
cinematographic discourse that makes the frame a rigorously architectured space.
With this course we are going to study and confront the trajectories of three
Germanic directors who were profoundly influenced by the work of Reinhardt. Two
were Reinhardt’s students: Otto Preminger and William Dieterle. The third never
hid his admiration for the one he called the Zauberer (the magician): Max Ophuls.
54CI2174 – Film Analysis 3
P. Berthomieu
Group 1: P. Berthomieu: “Hollywood Film 1972-­‐2002”
Beyond the necessary syntheses of the economic explosion of blockbusters and the
politics of genre, here we will question realism and mythical images. The new
Hollywood, born with the success of Le Parrain [The Godfather] (1972) and Les
dents de la mer [Jaws] (1975) is less a return to old forms, revitalized by the
concern of a new adolescent spectatorship, than the rereading of an ancient world
by visionaries who are themselves heirs of European realism, like American
metaphysics.
Group 2: S. Angiboust: “Modernity/Neo-­‐modernity”
While discovering some films with purified manners that have appeared within the
last fifteen years and that come from Asia (Hou Hsiao Hsien, Tsaï Ming-­‐Liang), Iran
(Abbas Kiarostami) and the United States (Gus Van Sant), we cannot stop ourselves
from finding in them an echo of some experiences of modernity from the 1950s and
60s and of the works of their predecessors. In this course, we will measure the
differences and resemblances as well as question the possible transmission, from far
away, of the modalities founded on an underground or intermittent temporality.
54CI2184 – Film History and Aesthetics 3
Diane Arnaud
Group 1: D. Arnaud: “Cinema at the Crossroads of Art”
The passing of images in film often opens fiction’s door to the visual logic of other
arts. The concept of “between images” [“entre-­‐images”] that Raymond Bellour
coined twenty years ago to elucidate the links between cinema, video, and
photography will be unfolded and we will look at the relations between the fine arts
and expressions of rhythm in contemporary film. We will study the artistic
dispositions (“painting-­‐shot,” photo album, etc.) which currently modifies the
113

cinematic device (David Lynch, Sofia Coppola, Jonathan Caouette, Lars von Trier,
Claire Denis, Alexandre Sokourov…) without forgetting consecrated references
(Antonioni, Hitchcock, Fleischer, Pasolini, Resnais,…).
Group 2: P-­‐O Toulza
The films directed by Clint Eastwood will be analyzed in this course, focusing on the
question of genre. We will not make an inventory of forms in a filmography whose
unity resides, in part, in the consistent recourse to a small number of codes (notably
the Western and the crime film). Three main parts will guide our reflection: the
appropriation of certain confiscated forms and classical heritage, the “incoherence”
sometimes created due to the mixing of codes, and finally the attachment of the
Eastwoodian corpus to melodrama.
HISTORY
LICENCE 1
54HI1011 – Sources of History
M. Arnoux
Initiation to the treatment of historical sources; the lecture develops a typology of
documents used by historians and signals the limits and specific problems they
pose. The discussion sections will review the essential themes from the lecture and
will show, in combination with commented sources or presentations on historical
monographs, how historical reasoning is constructed by the criticism of sources.
54HI1021 – Introduction to the Ancient and Medieval World
A. Caiozzo, P. Ellinger, J-­‐P Vallat
Introduction to the ancient world: from Neolithic times to the end of the Roman
Empire
Presentation of the major periods: Neolithic, Bronze Age and the palatial system;
Obscure ages and archaism; the city-­‐states; Hellenistic and imperial age; the end of
the ancient world.
Presentation of the major questions: institutions, politics, culture, society, economy,
and religion.
Introduction to the Middle Age: problems of the transition from the ancient world to
the medieval world. Byzantium, Muslim societies, barbarian kingdoms; economic
growth of Western Europe; the crisis at the end of the middle ages and the relations
with civilizations outside of Europe.
114

54HI1031 – Introduction to the Modern and Contemporary World
R. Villard (Modern History), M. Martini (Contemporary History)
This course is an introduction to the study of the modern and contemporary world.
Beginning with a reflection on periodization, we will establish the major
chronological contexts, pinpoint the principle temporal reference points that mark
history from the 16 th century to the 21 st century, and highlight the long-­‐lasting
phenomena that affect the world. Combining different approaches (political,
economic, social, and cultural), the course establishes the foundation for a thematic
and problematic apprehension of the historical evolution in the modern and
contemporary periods.
54HI1041 – Introduction to the Societies of the South
A. Forest, I. Mande, Z. Moutoukias
The sources (oral and written); space and time; periodizations; civilizations,
cultures, social spaces; vocabularies and instrumentations of alterity; religions and
societies; economies and societies; systems of relations and flow of exchange (of all
types) between societies; forms of power and modalities of social differentiation;
questions of genre; material and immaterial heritage; (comparatist essay) does the
knowledge of Western history allow to deepen the knowledge of the societies of the
South, and vice versa?
54HI1342 – History of 19 th -century Europe 1
A-­‐E Demartini
This course is dedicated to the history of European space in the 19 th century, from
the fall of the Napoleonic Empire until the start of the First World War, retracing the
political transformations.
We will study the affirmation and contestations of liberalism, the advances of
democracy, the establishment of the French Republican model, the birth of
socialism, the question of nationalism (movement of nationalities, construction of
unitary states, aggressive and expansionist nationalism).
54HI1172 – 20 th and 21 st -century History 1
A. Lacroix-­‐Riz
After a general introduction to the problematics inherited from the 19 th century, this
course will study the political and cultural history of the contemporary world (20 th -­‐
21 st centuries). We will study in particular the wars of the 20 th century, the
Bolshevik Revolution, and the history of the USSR (1914-­‐39), fascisms, and
international relations (1914-­‐39).
115

54HI1202 – The Muslim World 1
After a succinct presentation of Islam as a civilization, spread out in space and time
in diverse geographical, political, and cultural subgroups, followed by an equally
succinct overview of the Arabo-­‐Muslim world, from its peninsular matrix to its
domination by the Ottoman Empire, this course will highlight contemporary
Maghreb, from the end of the 19 th century to the end of the 20 th .
54HI1212 – Sub-Saharan Africa 1
F. Rajaonah
This course is an introduction to the history of Sub-­‐Saharan Africa and of the
Western Indian Ocean from the 8 th century to the end of the 18 th . It will underscore
the ancient character and the permanence of the relations between these regions
and the outside (Mediterranean, Asia, and America). It will measure the impact and
the contributions to these different societies.
54HI1222 – India 1
C. Scalabrino
Indian world, Indian subcontinent, India, Indian civilization. The Caste System
throughout history. The discovery of India and the formation of Indo-­‐European
studies.
54HI1232 – Latin America and the Caribbean 1
J. Lirus-­‐Galap
From conquest to independence – between the end of the 15 th century to the
beginning of the 19 th , the Latino-­‐American societies and the Iberian Empires
fostered a sort of interpenetration, sometimes violent and always complex, between
the Native American world and the European world. We will follow these major
processes.
54HI1242 – China 1
C. Trân
This course is an historical introduction to contemporary China from the fall of the
imperial regime to the affirmation of the Popular Republic of China (installment of
Chinese socialism by Mao Zedong and the reforms started by Deng Xiaoping). We
will highlight the “Chinese revolutions” that marked 20 th -­‐century China: major
political and military events, economic and social transformations, cultural
mutations.
54HI1252 – Indochinese Peninsula 1: The Formation of the States from the 9 th
to the 19 th Century
A. Forest
116

The geographical milieu and its incidents. The influences and the sketch of different
cultures (Hinduization, Sinisation). The continental empire of Angkor and the great
upheavals of the 13 th -­‐19 th centuries. Religious and political systems (13-­‐19 th
centuries). Comparative chronology. Economy and society. The crises of the 18 th
century.
54HI1742 – 16 th -Century France
In mostly a politico-­‐religious historical perspective, this course will examine the
monarchical construction and its difficulties, as well as study the rupture of the
religious unity of the kingdom and its consequences. Without neglecting the social,
economic, or cultural stakes, the main line of questioning this semester will be an
elucidation of the complex relations between violence and power.
LICENCE 2
54HI2343 – 19 th -Century History II
M. Martini
This course retraces the political, economic, and social upheavals that affected
Europe during the “long” 19 th century, from the beginning of the 19 th century until
the start of the First World War. We will study the different revolutions that shook
up the European nations (political revolutions, agricultural revolutions,
demographic changes, Industrial Revolution), as well as their social and institutional
consequences.
54HI2173 – 20 th -Century History II
A. Lacroix-­‐Riz
This course will study the political and cultural history of the contemporary world
(20 th -­‐21 st centuries). We will study in particular the 20 th -­‐century wars, the history of
the USSR from 1939 to 1985, fascisms, and international relations (second half of
the 20 th century).
54HI2203 – Initiation to Medieval Islam
A. Caiozzo
Summary of the program: situate the geographical and chronological framework of
medieval Islam. Presentation of the foundations of the Muslim religion, and of the
establishment of the Umayyad and Abbasid caliphates.
54HI2213 – Sub-Saharan Africa II
F. Rajaonah
This course is an introduction to the history of Sub-­‐Saharan Africa and of the
Western Indian Ocean during the 19 th and 20 th centuries. We will analyze the
117

processes of political integration, through the construction of the 19 th -­‐century
empires or kingdoms. We will also study the reciprocal influences, the mixings and
confrontations linked to European expansion. The last theme of the course will
concentrate on the resistance to colonial conquest.
54HI2223 – India II
C. Scalabrino
Indianization: process and history: its extension, its limits
This course will follow the historical shaping of India:
− By a process of differentiation with the Iranian world
− By extension of the “Vedic contract” to the rest of the Indian
subcontinent
− By sedimentation and contestation of the Brahmanic model in the
Indian heterodoxies (Jainsim, Buddhism), but also in the genesis of
classical Hinduism
− By expansion of Indianization in the original forms throughout all of
Southeast Asia, to the Himalayas to central Asia (notably thanks to the
Buddhist heterodoxy)
54HI2253 – History of Southeast Asia
A. Forest.
From the first contacts with Westerners to colonization
C. Tran.
Southeast Asian societies from independence to today
54HI2953 – Greek History: The Classical City-State
F. Gherchanoc
Introduction to the Greek city-­‐state through the examples of Athens and Sparta to
the classical period. Politics and conflicts, institutions, societies, economies,
education of the youth, cultural and religious life.
54HI2823 – Medieval History I
M. Arnoux
This course will introduce the study of political, economic, social, religious, and
cultural structures of the medieval western world. We will study the period ranging
from the rise of the Carolingians to the beginning of the 12 th century, concentrating
on the rural world.
54HI2744 – Modern France. The Crisis of the Old Regime and the Start of the
Revolution, 1775-92
F. Gauthier
118

The last decades of the Old Regime were marked by audacious reforms that all
failed. The crumbling of the great institution of monarchy took place in several
steps. We will study the first two, from July 1789 to August 1792.
54HI2964 – Roman History: From the Foundation of Rome to the Punic Wars
J-­‐P Vallat
This course aims to situate the foundation of Rome among the great cit-­‐states of the
ancient Mediterranean world, to study the myths and history of its origins. We will
concentrate on the monarchal and republican institutions, on the role of war in the
Italian and Western Mediterranean societies.
54HI2834 – Medieval History II
M. Vincent
This introductory course follows the Medieval History I course from the preceding
semester and will concentrate on the urban renewal (economy, society, civilization).
We will study the period chronologically until the economic conjuncture in the
beginning of the 14 th century, the two last centuries of the Middle Ages being
studied in the level Licence 3.
LICENCE 3
43HI3095 – Medieval Economies and Societies (11 th – early 16 th centuries)
M. Arnoux
This course will concentrate on the themes of economic growth and the
organization of work and production. Using documents of all kinds, we will try to
find the original characteristics of the first European economy and to describe the
construction of an apparatus of production in which the industrial-­‐like structures
already played an important role during the 13 th , 14 th , and 15 th centuries.
43HI3100 – Initiation to the Sources of Medieval History
M. Arnoux
Concentrating on medieval paleography, this course will focus on the general
apprehension of manuscript sources from the Middle Ages. Given the nature of the
sources, attendance is imperative.
43HI3250 – Modern Paleography (16 th -18 th Centuries)
N. Berezin
For pedagogical reasons, this is an annual course that meets 1.5 hours per week.
119

Necessary for students who hope to pursue a “Master” in modern history,
paleography is learned by regular practice of reading ancient writing. This is also
the opportunity for students to familiarize themselves with the various types of
historical documents, and to review fundamental notions for the understanding of
the modern period.
43HI3356 – Science and Travel in the Modern Period (1650-1830)
M-­‐N Bourguet
In the history of the relations between Europe and the rest of the world in the
modern period, travel plays a privileged role: it is one of the forms of discovery, of
knowledge, and of appropriation. It also constructed the first type of globalization.
Considered as an introduction to the historical study of the sciences, approached in
the political, economic, social, and cultural context of its production, this course will
analyze the status of the traveler, his institutional framework, the goals assigned to
him, his relations with the other learned men and women who remained behind.
43HI3085 – The Medieval Middle East. Institutions, Political Life, and Outside
Policies (11 th – 13 th Centuries)
A. Caiozzo
In the 11 th century, when the Seljuk Turks controlled the Abbasid caliphate in
Baghdad, a redefinition of powers was imposed: the sultanate then the emirates of
Mesopotamian Syria (Artuqids, Zengids) took control of the temporal concerns
while the caliphate remained the spiritual leader of the community. In the 12 th
century, the Ayyubid sultans unified the Levant until the installation of the
Mamelukes, soldier-­‐slaves but nonetheless gravediggers of the Roman Orient. We
will study this page in the history of the Medieval Orient with texts and iconographic
documents.
43HI3366 – The Birth of the Modern State: The French Example (12 th – 15 th
Century)
A. Caiozzo
In the 12 th century, the Capetians attempted to restore both their power and
territorial unity. From Philippe Auguste to Charles VII, in a tormented context of
rivalries between the Plantagenets and Capetians, the Hundred Years’ War, and the
rebirth of territorial principalities, the modern State was born in which henceforth
royal institutions triumphed: Parliament, Chambers of Accounts, army, etc. From
then on, the idea of an indivisible and inalienable Crown worn by a cultivated and
educated king whose image was renewed by Charles V by the thinkers and learned
men at his service was established and maintained.
43HI3236 – The Maghreb City (18 th – 20 th Centuries)
O. Carlier
120

Still massively rural, at the start of World War I, the old societies of Northern Africa
became mostly urban in the 1980s. However, we will attempt to look at this
transformation from a double secular, temporal viewpoint, in order to measure the
mutation of the urban system and of the urban culture of the Maghreb, and, in turn,
we will point out the moments and the modalities of their successive tensions and
reconfigurations.
43HI3186 – Initiation to Urban History: Contemporary Paris
E. Cohen
We will study Paris from 1830 to today and give a comparative perspective with
other European capitals (Berlin and London in particular). From there, we will work
on different aspects: urbanism from Haussmann to today, the city as a political and
cultural capital, urban society, the images of cities (film, photography). This course
will be taught in collaboration with the Archives of Paris and the Old Paris
Commission.
43HI3195 – State and Political Society in France in the 20 th Century
E. Cohen
This course focuses on the political and cultural history of France from 1870 to
today: the Third Republic, the Dreyfus Affair, World War I, the 1930s crisis, Vichy
France, “reconstruction” after 1944, “instability” of the Fourth Republic, France and
the Indochina and Algerian Wars, and Gaullism before and after 1948. Some
sessions will concentrate on archival analysis (audiovisual) in regard to the history
of television as a political factor.
43HI3515/43HI3516 – Methodology I: Historiography
A-­‐E Demartini
This course is constructed around a historiographical approach, which traces the
evolution of the ways to conceive of, to do and to write history since the founding
period in ancient Greece until today, and which underscores the novel sectors of
current historical research (cultural history, history of sensibilities, history of the
present, etc.). As a result, this course will present opportunities to reflect on the
historian’s profession, its methods and stakes, and on the essential epistemological
questions: historical truth, scientificity of history, historic objectivity, history and
narrative, etc.
43HI3015 – The Birth of the Greek City-State (12 th – 6 th Centuries): The
Invention of Politics
C. Darbo-­‐Pechanski
From the crumbling of a world and the necessity to find new forms of social life, how
was the first civilization based on political speech born? This course will investigate
1) the invention of the majority citizen assemblies; 2) oral or written law, which
121

established a sort of barrier against the temptation for tyranny or civil war, and 3)
the foundation of new city-­‐states.
43HI3056 – Religion and Society in Ancient Greece
P. Ellinger
We will highlight the central role of religion in the Greek city-­‐state through the
study of common cultural practices and the spaces where they took place, which
regulated the individual and collective life during times of peace and war and which,
with the solutions to uncertainty it proposed, offered an escape from the constraints
of human life.
We will study the following themes: sacrifice, the central act of the Greek religion
and civic celebration; sanctuaries in the city and the country; religion and age, rites
of passage and initiation; Dionysism, mysteries, and oracles; the forms of
contestation to the religious system and even of the city-­‐state (Orphism and
Pythagorism).
43HI3475 – History of Southeast Asia: Situations and Discourses of
Domination
A. Forest
When it comes to Southeast Asia, one must study the different forms of discourse
and “intellectual” practices produced by the Westerners and justifying their
domination We will study notions such as the object, orientations, and
consequences of Orientalism; the means of affirmation of religious superiority;
writing local history; the production of stereotypes (despotism, justice and torture,
religious relativism, portraits of the indigenous peoples); racial and ethnic
classifications; situating the indigenous woman in the written word, etc.
43HI3155 – The French Revolution: International Dimensions
F. Gauthier
The development of the revolutionary “right of the people,” 1792-­‐1804. What does it
mean, the “right of the people?” From the critique of “European public law,”
conquering and colonialist (Mably), to the birth of “cosmopolitical law” and a “civil
society of nations” (Kant). From anti-­‐colonialism to the right of peoples not to be
stopped from giving themselves the constitution of their choice.
43HI3346 – History of Freedom and Human Rights in the Modern Period (16 th
– 18 th Centuries)
F. Gauthier
The shock of the “discovery” of America (1492), followed by crimes committed by
Europeans, shattered the very idea of humanity. Born between the two sides of the
Atlantic, the notions of human rights and freedom were created and debated from
the 16 th to the 18 th centuries. We will follow these debates through a selection of the
122

conquest of these rights and the obstacles they encountered in Spain, England, and
France.
43HI3036 – Mores and Society in the Greek World
F. Gherchanoc
Using literary sources and institutional texts, we will analyze in particular the
history and anthropology of the family, the social categories (problems of identity
and gender: the youth, the elderly, the citizens, the women, the slaves, the relations
between masculine and feminine), the representations of the body, the ways to
behave at home and in the public space, and the political practices in the Greek city-­states
during the archaic and classical times.
43HI3306/43HI3316 – Introduction to Ancient Sources for Historians
F. Gherchanoc, P. Torrens
This course offers a discovery of Greek and/or Latin languages through the study of
literary and epigraphic texts that elucidate Greek and Roman history and
civilization. The course is intended for those who will specialize in ancient history.
For pedagogical reasons, these are yearlong courses.
43HI3215 – African Mutations (Western and Central Africa)
O. Goerg
Urban Dynamics in Africa: From the 19 th Century to World War II
Urbanization in Africa has ancient roots on which colonial foundations often were
built. Using various documents (photography, archives, statistics), this course aims
to highlight the diversity of cities before colonialism to then follow the development
and modifications. The creation of new cities by colonizers will also be studied.
Numerous themes will be examined: demographics, administration of cities,
economy and urbanism, segregation, architectural changes, and cultural data.
43HI3176 – Economy and Society in Africa
O. Goerg
Urban Dynamics in Africa: From the 1940s to Recent Developments
Urban expansion, both spatial and demographic, is one of the major characteristics
of the 20 th century in Africa. It accelerated in the 1940s and now affects nearly half
of the population. Starting with the changes that took place during the late colonial
period (1945-­‐60), this course will analyze the developments after independence.
We will also analyze both the spatial policies (urbanism, segregation or zoning,
architecture, housing) and the powers and societies (demography, administrative
management, economic activities, pastimes).
123

43HI3295 – The Major Social Doctrines in Contemporary French Society (19 th
– 20 th Century)
A. Gueslin
For a long time, the most unfortunate did not have a history because they did not
leave any direct written trace. The fundamental recent research, which explores
indirect traces, allows us to evaluate these excluded peoples. This course aims to
analyze their practices and mentalities in the 19 th and 20 th centuries.
43HI3276 – The Great Social Doctrines in 19 th -Century France
A. Gueslin
We will analyze the movements of thought that react to and search the means of
adaptation to industrialization in the 19 th century: “beneficial liberalism”
[“libéralisme bienfaisant”], social Christianity, utopian socialism and solidarism.
43HI3205 – Gender, Love, and Sexuality
G. Houbre
This course will study the history of the practices and representation of libertinage
during the Roaring Twenties, privileging gender, in other words the social and
cultural construction of sexual identities (femininity/virility) and the definition of
relations between men and women. The course will analyze, among other themes,
sentimental education of boys and girls, learning about sexuality, homosexuality,
marriage, maternity, adultery, or prostitution. Relying largely on a variety of sources
from police and judicial archives, lithographs, caricatures, private diaries,
correspondences, normative discourses, etc., we will also introduce methodology for
the Masters.
43HI3045 – Cultural and Religious Practices in the Roman World
V. Huet
The Roman religions were linked to communitarian practices: all religious acts were
accomplished by a group, just like all communitarian acts (transaction, war, etc.)
possessed a religious aspect. Thus religious rituals regulated the Romans’ political,
economic, and social lives. We will concentrate on precise rituals (sacrifices,
marriage and funeral rites): we will study their dynamics in space and time, their
agents (priests, magistrates, citizens, slaves), their relations with the gods
(conservatism and evolution). We will rely on a variety of documents including
literature, epigraphs, archeology, and iconography.
43HI3065 – Iconography and History. Reading Images and Monuments in the
Roman West
V. Huet
124

How does one write Roman “history” from picturesque monuments? How are
images developed? What role do they play in society? What is their status? How are
images perceived? Can we speak of propaganda in Rome? Are public and private
images different? These are the type of questions that will allow us to have a
methodological and historical approach to visual sources. While widening the
approach of these questions in the Western world (in order to take account for the
problem of the diffusion of images in the Roman world), we will concentrate
specifically on the city of Rome, under Augustus and into 2AD.
43HI3406 – History of the Inter-European Relations and Europe: The United
States from the end of the 19 th Century to the Cold War
A. Lacroix-­‐Riz
The study of the international relations from WWII to the Cold War (1940-­‐end of
1950): the height of the “American century” and the weakness of the Soviet winner
of WWII (examination of the German question; discussion of the concepts of spheres
of influence, “superpowers” of the Cold War). We will also concentrate on the
contribution of the massive opening of the sources of renewing historiography of
international relations; we will stress the influence of foreign historiography,
notably Anglo-­‐Saxon, in the apprehension and the critique of the concepts
mentioned above.
43HI3496 – History of the Caribbean
J. Lirus-­‐Galap
Consequence of the “discovery” of the so-­‐called New World, and the systematic
territorial appropriation of it by all the competing European powers, the maritime
space called the Caribbean – between South and North America – is a new world.
The first insular space that was globalized in the modern era.
43HI3395 – Speech in the Middle Ages: Practices of Communication and
Practices of Transmission in medieval society (13 th -15 th Century)
M. Bouhaïk
The question of apprenticeship, of the transmission and of the performance of
speech is fundamental to study a society in which a majority of the population has a
complex but indirect relation to the written word, while the minority, the learned, is
aware of professional practices link both to speech and the book. This course is
constructed around an examination of social, cultural, intellectual, and professional
practices of four emblematic figures of the “professions of speech:” the predicator,
the professor, the lawyer, and the actor, in order to understand the systems of
communication in medieval society and the systems of transmission of medieval
culture. We will pay particular attention to the question of the recording conditions
of this speech in the sources.
125

43HI3326 – Social History of the Middle Ages: Health, Medicine, and Society
M. Van der Lugt
In our society where the AIDS pandemic, and “mad cow” and SARS epidemics had a
marked effect on society and the world economy, it is useful to ask ourselves how
other societies, in other periods, responded to illness. The Black Death constitutes a
major rupture in medieval history and inspired rich and contradictory debates. This
course will examine the questions and methods of historical demographics, of the
history of diet, etc., and will study the birth of the hospital, a medieval creation with
a rich future.
43HI3265 – History and Information Technology
I. Mandé
This course is an extension of the methods of collection, treatment, and presentation
of data. The structuring of research data in a database, the initiation to the usage of a
computer management system and the presentation of historical research in
multimedia form are the major points this course will develop.
43HI3375 – Mobility and Dependence in Southern Societies
I. Mandé
This course studies the dynamic of international massive population movement in
developing countries. It presents the tools and methods put to use in the humanities
and social sciences to understand the different temporalities of complex processes.
We will examine the impact of European colonization, notably by the transformation
of the migrations of communities of workers, emigration in international relations
and treaties in the 19 th and 20 th centuries. The last part of the course will study the
migratory circulation, notably in incentive factors (public policy, role of collectivities
and network, familial and individual strategies), the study of demonstrations
(movement of populations, of goods and information), and the effects of migration
circulation on the development of the regions of emigration.
43HI3285 – History of Migrations in Europe (19 th -20 th Centuries)
M. Martini
This course aims to understand the main characteristics of the European migratory
phenomenon first by giving a general panorama of population movement and their
destinations in and out of Europe from the mid-­‐19 th century to the end of the 20 th .
From an institutional point of view, we will analyze the historical roots of national
differences vis-­‐à-­‐vis citizenship and migratory politics in Europe.
43HI3505 – History of the American City
M. Meigs
126

This course traces the evolution of the cities in North America as the transplantation
of European models and ideals placed, in the beginning, under the pressure of new
geographical, economic, and political forces. The history of cities will serve as a
laboratory for the study of the paradox of the development of anti-­‐urban culture –
expressed by the Puritans, Thomas Jefferson, R.W. Emerson, Henry David Thoreau…
and more recently by the Republican party – yet in a country so urbanized, so
commercial, and so industrialized.
43HI3225/43HI3456 – Modern and Contemporary History of Latin America
Z. Moutoukias
Since the European invasion of the continent and until the most recent political
experiences, Latin America has been marked by a series of peripheral modernities.
Apparently, these last years have been the result of waves of religious, political, and
economic globalization. However, when we look at the social phenomenon, these
latter years make us understand them from inside the local logic. The two courses
that integrate modern and contemporary history of Latin America will analyze the
tensions between apparent cultural homogeneity and the characteristics of local
processes.
43HI3225 – Latin America and Spain in the Modern Period: The Hispanic
Empire and Latino-American Independences (1 st Semester)
The independences in Hispanic America seem, on the one hand, to be a phenomenon
of political globalization, and, on the other, a juxtaposition of local dynamics. From
this schema, this course will analyze the structure of actors and the context of their
actions on three axes: the evolution of internal economies and their modes of
insertion in the world economy; the international stakes and the role of new
imperial powers (notably England); the configuration of social groups and political
mutations.
43HI3456 – Contemporary History of Latin America: Political Dynamics and
Economic Stakes in the Second Half of the 20 th Century (2 nd Semester)
Between the 1950s and 2000, the social changes, the political dynamics, and
economic evolution seem to lead Latin America towards a convergence of the modes
of government and of insertion in the world economy. However, during this half-­century,
we also have seen specific forms of social movements and contestation,
authoritarianism and parliamentary regimes appear that affect, to mention a few,
the position of each country in the international context. This course will analyze the
interaction between the long-­‐term evolutions and local political actions.
43HI3335 – History of Modern Europe II: Renaissance and Baroque Cities
M-­‐L Pelus-­‐Kaplan
127

Renaissance, Baroque, and Classicism are three sides of the same coin that give new
value to artistic forms from Antiquity, within a Europe unified by the gothic. The
former are reinterpreted in connection with the cultural and religious evolutions of
the 16 th and 17 th centuries.
43HI3486 – History of Modern Europe III: Central and Eastern Europe in the
Renaissance
M-­‐L Pelus-­‐Kaplan
This course will first trace the geopolitical structures of central and eastern Europe
and their evolution when, in the east and the south, Europe was threatened by
Muscovite and Ottoman expansion. The attempts of institutional reorganization in
States that were directly threatened, the Holy Roman Empire and the Polono-­‐
Lithuanian Commonwealth, were put into peril by the religious explosion that
affected the “Roman” Christianity of the 16 th Century.
43HI3445 – Austral and Eastern Africa and the Indian Ocean Islands (19 th -20 th
Centuries)
F. Rajaonah
This course will examine nationalisms and the question of the nation in this part of
Sub-­‐Saharan Africa from just after WWII until the 1970s, in the context of
decolonization, the emergence of sovereign states but also the tensions between
communities with strong feelings of identity. We will pay particular attention to the
questions of cultural order.
43HI3465 – The Contemporary Indian World (19 th -20 th Century)
C. Scalabrino
This course offers students an introduction to the history of the Indian world in the
19 th and 20 th centuries: major events, cultural mutations, economic and social
transformations. The goal is to allow students to think about the constitution of
nationalisms of the Indian subcontinent and the importance of the Gandhi
phenomenon in the formation of the Indian Union and its contemporary dynamic.
43HI3246 – Introduction to the History of International Relations in Eastern
Asia (1945 to today)
T. Tran
This course is an introduction to the history of International Relations in Eastern
Asia from the end of WWII. After an introduction to the very concept of eastern Asia,
we will study two periods: the period of the Cold War marked by the emergence of a
world dominated by bipolarity, China being the actor of tripolarity, and the period
after the Cold War marked by the rapid economic ascension of the region.
128

43HI3026 – The Roman World and the Mediterranean: Politics, Institutions,
and Societies
J-­‐P Vallat
Conceived to prolong and complete the initial course given in L1 and L2, this course
will examine essentially two centuries from the Gracchi brothers to the death of
Nero (133 BCE – 68 AD). We will thus study first the civic framework and the rise of
personal power. We will then consider the new institutions, their evolution, as well
as the administration of provinces in the imperial context.
43HI3146 – History of Modern Europe I: 16 th -Century Italy
R. Villard
We will study the establishment of political and cultural systems in the Italian
peninsula, divided into regional powers and confetti States, progressively placed
under the influence of neighboring powers, which functioned like a laboratory of
new practices of power. This course will be above all a cultural history of politics,
without neglecting the economic and social stakes.
43HI3116 – Religion and Society: Women, Priests, and the Church in the
Middle Ages (12 th -15 th Centuries)
M. Vincent-­‐Cassy
This course will study first the origins of clerical discourse about the sinful woman
and then the typically feminine and secular forms of piety (recluses, beguines,
penitents, prophetesses, …) which allowed the papacy to recognize a specific
religiosity of women and to promote, at the end of the 13 th century, the canonization
of secular saints.
54HI12800 – Introduction to Art and Archeology (Semester 2)
V. Huet
This course is an introduction to the methodological problems of art history,
archeology, and museology. The study of the status of the image is envisioned
through the interaction of the artist/artisan, of the sponsor, and of the spectator.
The birth of archeology, the notion of national and cultural heritage, and the
creation of museums make up the second half of the course: a visit-­‐conference at the
Louvre will be organized.
54HI2510 – Introduction to Contemporary Africa (Semester 1)
I. Mande
This course aims toward a better understanding of the current problems and stakes
to which the African continent gives rise. We will introduce the critical reading of
the history of southern Africa and the Sahara and an analysis of the economic,
political, social, and cultural stakes that represent the focal point for studies and
129

debates between specialists in the humanities and social sciences of African
societies.
54HI2970 – Ancient Citizenship (Semester 1)
V. Huet, C. Darbo-­‐Peschanski
Summary of the program: this course aims, starting with the example of ancient
citizenship, to raise awareness of the problems of politics, the exercise of democratic
power, and the different forms of integration in the city-­‐state (foreigners, women,
social differentiations and exclusions). We will make comparisons with
contemporary societies, notably to evaluate the influence that the ancient city-­‐state
has on the foundations of current-­‐day Europe.
LITERATURE
LICENCE 1
54LM1111 – Analysis of Texts
E. Marty
This course (3 hours per week) aims to develop literary analysis and the oral and
written textual explication.
Texts:
• Marivaux. La seconde surprise de l’amour. Ed. Libre.
• Apollinaire, Guillaume. Alcools. Poésie/Gallimard.
54LM1121 – Literary History I
A. Paupert, Guiomar Hautcoeur
The courses will analyze the stakes of main works of French and European
literature in a diachronic way from the point of view of form, genre, and context. A
list of documents will be distributed to at the beginning of the semester.
54LC1110 – Comparative Literature
Group 1: C. Pinçonnat
The novella, narrative of ordinary life
Since the second half of the 19 th century, the novella writer has been defined as a
writer “who works on nothingness, the almost nothingness and who this way
reaches the essence of things” [“qui travaille sur le rien, le presque rien et qui par ce
biais touché l’essentiel”]. Tchekov was arguably the first to take “the normal,
ordinary people, at the peak of what matters” [“le quelconque, le tout-­‐venant, au
sommet de ce qui importe”], and to make the novella both a moral and a poetic
130

object. We will study three collections of novellas starting with this major paradox:
two are close to each other, since Carver considered Tchekhov as one of his masters,
and a third who developed a different outlook, more mythical, suited to the French
writer Le Clézio.
Texts:
• Tchekov, A. Le Duel et autres nouvelles. Folio [1433].
• Le Clézio, JMG. La Ronde et autres faits divers. Folio [2148].
• Carver, R. Les Vitamines du bonheur. Livre de Poche, “Biblio.”
Group 2: N. Corréard
Travel Fictions (17 th -­‐18 th Centuries)
The great maritime explorations of modern times have brought the European novel
to generate new fictional worlds. Paradoxically, the discovery of the unknown
passes for the surprising rediscovery of classical culture (starting with Homer’s The
Odyssey and Lucian’s True History); insular geography gives rise to archipelagic
knowledge; the monstrosities of beyond, through satire, return to this world; the
incredible journeys questions the frontiers of belief. From the Renaissance to the
Enlightenment, Rabelais’ and Swift’s navigations hesitate between wandering and
return, between narrative and utopia, between fascination and demystification.
Texts:
• Rabelais. Le Quart Livre. Ed. G. Defaux. Le Livre de Poche, “Bibliothèque
Classique,” 1994.
• Swift. Les Voyages de Gulliver. Trans. G. Villeneuve. Flammarion, “GF,” 1997.
Group 3: M. Sag
Rome on Stage
Why Rome? Why, from the Renaissance on, did the English and French playwrights
take their subjects from the history of this city-­‐Empire? We will question the formal
characteristics and the evolutions of the political tragedies with a Roman subject in
the Shakespeare and Voltaire. How do we pass from history to tragic fiction? In
relation to other modes of representation (history, moral) can theater say about
Rome? Why are the moments in which Rome turned against itself are they
privileged subjects for these writers?
The comparison will offer the opportunity for students to discover or review the
major events in Roman history and to introduce themselves to intertextual readings
(study of the relations to ancient texts: ambivalent rewriting of Shakespeare by
Voltaire; analysis of Mankiewicz’s film Julius Caesar, an adaptation of Shakespeare).
Texts:
• Shakespeare. Jules César. Trans. Yves Bonnefoy. Folio/Théâtre, 1995.
• Corneille. Cinna. Ed. Georges Forestier. Folio/Classique, 2005.
131

• Voltaire. La mort de César. www.voltaire-­‐integral.com (Théâtre complet), or
distributed in class.
• Complementary Reading: Students are invited to study other Shakespearian
Roman tragedies (Coriolan, Antoine et Cléopâtre) and Corneille (Horace, La
mort de Pompée, Sertorius).
Group 4: R. Salado
Fictions of Extreme Solitude
Hugo’s hero condemned to death, Dostoevsky’s man in the underground, Kafka’s
buried creature: three figures of relegation, of separation from others and in the
most radical way. These are three original literary experiences as well, in which
writing is maintained in monolog form as much as possible and gives the character
uncertain shapes. This course will target the modalities of these fictions that explore
in their own ways the condition of the speaking subject grappling with the world.
Texts:
• Hugo, V. Le dernier jour d’un condamné. Ed. Guy Rosa. Livre de poche [6646],
Classique de poche, 1989.
• Dostoevsky, F. Carnets du sous-­‐sol. Trans. André Markowicz. Actes Sud, 1992.
• Kafka, Franz. “Le Terrier.” In La Muraille de Chine et autres récits. Folio.
54PH1210 – Reading Philosophical Texts
P. Hochart
Group 1: F. Perez
• Plato. Phédon. Ed. M. Dixsaut. GF.
Group 2: P. Hochart
• Freud. Psychologie des foules et analyses du moi. In Essais de psychanalyse.
PBP.
Group 3: B. Sichère
• Nietzsche. Le Gai savoir. Folio.
Group 4: M. Rueff
• Hume, David. Enquête sur l’entendement humain. Ed. D. Deleule. Paris: Livre
de Poche, 1999.
18 th Century: Conflicts and Fidelity in the 18 th -­‐Century Novel
“Experimental” novel, “libertine” novel, “sentimental” or “philosophical” novel: the
18 th century gives the novel its full power. We will posit that this privileged form
corresponds to select content: fidelity – fidelity to oneself, fidelity to others. This
question is not a simple one. It is vital. Several models of fidelity oppose each other
132

and each one involves a definition of personal identity. We will follow this track
through several masterpieces of novelistic art of the 18 th century.
Texts:
• Marivaux. La vie de Marianne. 1728-­‐42. Ed. J. Dagen. Folio Classique, 1997.
• Prévost. Histoire du chevalier Des Grieux et de Manon Lescault. 1731. Ed. H.
Coulet. GF-­‐Flammarion, 1978.
• Diderot. Les bijoux indiscrets. Ed. J.-­‐J. Hamm. GF-­‐Flammarion, 1993.
• Crébillion. La nuit et le moment. Le hasard au coin du feu. Ed. J. Dagen. GF-­‐
Flammarion, 1993.
• Rousseau. Julie ou la Nouvelle Héloïse. 1761. Ed. H. Coulet. Folio, 2001.
• Choderlos de Laclos. Les liaisons dangereuses. 1782. ed. M. Delon. Livre de
Poche, 2002.
• Bernardin de Saint-­‐Pierre. Paul et Virginie. 1787. ed. J.-­‐M. Racault. Livre de
Poche, 1999.
54LM1321 – Text and Image
A-­‐M Christin
Introduction to comparative analysis of writing and image. Elementary material of
painting: representation and perception. The writers and the visible: description,
transposition of art in poetry, illustration. Studied texts (by Baudelaire, the
Goncourt brothers, Verlaine, Rimbaud) will be distributed in photocopy form.
Theoretical bibliography will be commented in class.
Main Reference Works:
• Passeron, René. L’œuvre picturale ou les Fonctions de l’apparence. Vrin.
• Francastel, Pierre. Peinture et société. Denoël.
54LM1300 – Reading the Tale
B. Bricout
What is a oral literature? What are the functions of the tale in traditional and in our
own societies?
Introduction to various methods of analysis and questions that the tale raises.
Transcription and adaptation.
Texts:
• Perrault, Charles. Contes. G-­‐F.
• Grimm. Contes. G-­‐F.
• Pourrat, Henri. Contes. Gallimard, « Folio. »
Photocopies : Versions of French and foreign oral traditions.
Bibliography:
• Bettelheim, Bruno. Psychanalyse des contes de fées. Robert Laffont, 1976.
133

• Bricout, Bernadette. La clé des contes. Editions du Seuil, 2005.
• Flahault, François. La pensée des contes. Anthropos, coll. « Psychanalyse, »
2001.
• Péju, Pierre. La Petite Fille dans la forêt des contes. Robert Laffont, 1981.
• Propp, Vladimir. Morphologie du conte. Seuil, 1970.
• Soriano, Marc. Les contes de Perrault. Culture savante et traditions
populaires. Gallimard, 1968.
• Velay-­‐Valentin, Catherine. L’Histoire des contes. Paris: Fayard, 1992.
• Verdier, Yvonne. Façons de dire, façons de faire. Gallimard, 1979.
54LM1341 – Film Studies
M. Buffat
Study of an Author: Max Ophuls
We will study three films by Max Ophuls: Lettre d’une inconnue (1948), Le Plaisir
(1952), and Madame de… (1953).
Three or four lessons will be dedicated to each film. In the first, we will discuss the
entire film, and in the others we will analyze different scenes.
54LM1212 – Reading the Novel
Anny Dayan-­‐Rosenman
This course, conceived as a continuation of “Analysis of Texts,” will study the
characteristics of the narrative genre through two works from very different
periods, one from the second half of the 18 th century that uses the picaresque genre,
and the other which renews the novelistic form in the 19 th century in the context of
post-­‐revolutionary Romanticism.
Texts:
• Diderot. Jacques le Fataliste. Le Livre de Poche.
• Stendhal. Le Rouge et le Noir. Folio Gallimard.
54LC1110 – Comparative Literature
C. Pinçonnat
Group 5: J. Delabroy
Mankind Translated
We will look at three contemporary fictional texts from different linguistic areas
(Francophone, Anglophone, Portuguese), to sketch out, partially at least, the current
conditions of postcolonial writing: how can we situate these (in)dependent texts –
and thus, what words or forms do they use, and what are their discourses and
representations?
Texts:
• Chamoiseau, Patrick. Texaco. Gallimard.
• Roy, Arundhati. Le Dieu des Petits Riens. Gallimard.
134

• Couto, Mia. Les Baleines de Quissico. 10-­‐18, « Domaine étrangère ».
Group 6: C. Thimonnier
Police Forms of the Contemporary Novel
The police narrative and the investigation model infiltrated a large number of
fictional texts produced in the 1980s and 90s. Of course, the influence of the police
novel was felt throughout the 20 th century, bit it seems that it intensified at the end
of the 20 th century, and above all, that contemporary writers use it in a special way.
What relations do these novels maintain with this so-­‐called “popular” genre:
recycling, parody, corruption, homage? How can we explain this interest in distorted
police forms: a denouncement of the uncertainty of signs, a search for uncertain
identities, a critique of social models or simply a desire to attack the workings of
narrative?
Texts:
• Tabucchi, Antonio. Il filo dell’orizzonte. 1986. Le fil de l’horizon. Gallimard.
• Auster, Paul. City of Glass. 1985. Cité de verre. Livre de poche. Trilogie new-­yorkaise.
Actes-­‐Sud.
• Saer, Juan-­‐José. La pesquisa. 1994. L’enquête. Seuil, « Points ».
Group 6: F. Lavocat
Marvelous Tales
We will question the poetics of the tale, highlighting the construction of a universe
with its own laws and logic. We will concentrate particularly on the notion of
character (what is a character of a tale? Is it reducible to a function?), and on the
marvelous, both in its literal and figurative meanings.
Texts:
• Perrault. Contes. GF Flammarion [666].
• Galland, Antoine. Les Mille et une nuits. Vol. 1. GF Flammarion [66].
• Grimm. Les Contes. GF Flammarion.
54PH1210 – Reading Philosophical Texts
P. Hochart
Group 5: F. Perez
• Nietzsche. Ecce Homo. GF.
Group 6: P. Hochart
• Plato. Philèbe. GF.
Group 7: F. Perez
• Freud. L’homme Moïse et la religion monothéiste. Folio.
54LG1212 – General Linguistics I: Phonetics, Phonology, Morphology
D. Samain
135

After a presentation of the subject and the fundamental concepts of linguistics, this
course will offer a methodic initiation to phonetics, phonology and morphology
(highlighting in the first year lexical morphology).
54LM1282 – Literary Culture II
This course will present a panorama of the often overlooked basic aspects of 19 th -­‐
century political and social history, cultural history, and literary history. To
elucidate this process, a selection of texts will be distributed to the students,
targeting in particular to follow the critical and aesthetic reflection throughout the
“long” century, as well as the history of successively dominating “authorial
scenographies.”
Second, we will give a historicized vision of the two main genres of the century:
poetry first and then the novel (synergized with the “Reading the Novel” course
during the same semester). While we will not treat all six texts exhaustively, the
students are invited to read them according to the announced themes.
Group 1: J-­‐L Diaz
19 th -­‐Century Poetry
Themes: Figures of the poet, changes in lyricism, the poetry of Paris, and metaphor.
Texts:
• Hugo, Victor. Les Contemplations. 1856. Ed. L. Charles-­‐Wurtz. Classiques de
poche, 2002.
• Baudelaire, Charles. Les Fleurs du Mal (particulary « Tableaux parisiens »).
1862. Ed. J.E. Jackson. Classiques de poche, 1999.
• Verlaine, Paul. Poèmes saturniens. 1866. Ed. M. Bercot. Paris: Livre de Poche,
1996.
Group 2: J-­‐L Diaz
The 19th-­‐Century Novel
Themes: Apprenticeship novel, the writer’s and artist’s novel, and the urban novel.
Texts:
• Balzac, Honoré de. Illusions perdues (I and II). 1836-­‐39.
• Flaubert, Gustave. L’Education sentimentale. 1854-­‐69. Ed. P.-­‐M. de Biasi.
Classiques de poche, 2002.
• Zola, Emile. L’œuvre. 1886. Ed. M.-­‐A. Voisin Fougère. Classiques de poche,
1996.
54LM1312 – Theater Practice
Contents: Acting tools, reference points for actors and criteria for staging,
actor/spectator relations, the meaning of a theatrical approach.
The actor is not limited to illustrating but rather should embody an activity,
experiment with attitudes, with dynamics, with states of being that are often foreign
136

to her/him before being able to appropriate them. By accomplishing this initial step,
the actor can discover a her character, she can unveil her strategies to exist, to
search for life, to develop her universe… Hence, for the actor, understanding the
character – becoming the character – means working on the character that the
character creates, evolving each second in the world created by the character.
In studying Shakespeare, Karl Valentin, and other actors, we will question the paths
the actor must take to respond to the demands and challenges, how he can unblock
himself from himself to become an essential force, and which excesses (which
cruelty) “raise” the work of interpretation beyond judgment.
Texts:
• Shakespeare
− Richard III.
− Henri IV (Parts I and II).
− Joyeuses Commères de Windsor (Merry Wives of Windsor).
• Karl Valentin and other authors, chosen in class.
LICENCE 2
54LM2113 – Reading Theater
C. Triau
We will read two theatrical works and take critical, dramaturgical, and scenic
approaches.
Texts:
• Shakespeare.
− Le Roi Lear. Trans. J.-­‐M. Déprats. Folio-­‐Gallimard.
− Le Roi Lear. Performance. Dir. J.-­‐F. Sivadier. Théâtre Nanterre-­‐
Amandiers. 15 September – 27 October.
• Bernhard, Thomas. L’Ignorant et le fou. L’Arche éditeur.
54LG2113 – French Linguistics: Syntax
M. Candito
This course presents the fundamentals of a syntactic approach of French, and
defines the main categories and pertinent functions. It then studies specific
questions such as the system of pronouns or the inversion of the subject.
Bibliography:
• Riegel, M. La Grammaire méthodique du français. PUF.
• Delaveau, A. Syntaxe. Armand Colin.
54LM2283 – Literary Culture III
R. Salado
137

20 th Century
The studied works are ordered around two axes characteristic of narrative from the
last century: the feeling of strangeness in the world and the presence of speech in
the written word. We will follow these themes successively.
1. Narratives of strangeness to the self and the world.
• Kafka, Franz. La Métamorphose/Die Verwandlung. 1916.
• Sartre, Jean-­‐Paul. La Nausée. 1938.
• Camus, Albert. L’Etranger. 1942.
• Duras, Marguerite. Moderato Cantabile. 1958.
2. Writing the voice.
• Joyce, James. Ulysses. 1922. (Episode 18, titled “Penelope,” or “monologue de
Molly Bloom”).
• Céline, Louis-­‐Ferdinand. Voyage au bout de la nuit (extracts). 1932.
• Queneau, Raymond. Zazie dans le métro. 1959.
• Pinget, Robert. Quelqu’un. Ed. de Minuit, 1965.
All the texts are in Folio editions, except where indicated.
54LM2293 – Writing Workshop I
L. Flieder
This course will offer students an individual track to follow whose goal is not to lead
to the production of “literary texts.” It proposes another approach to literary texts,
founded not so much on critical analysis as on practicality of writing. The proposed
exercises during each lesson – invention, creation, imitation, development,
simulation, writing without constraints, … – are always carried out according to
precise instructions or starting with pre-­‐texts already studied. We will pay
particular attention to the diversity of texts and to the usage of language, its
mastery, and its organization.
54LM2143 – Literature and Psychoanalysis I
Group 1: R. Coudert
Figures of the Animal and of Animality in Narrative and Literary Texts
This course is divided into two parts: 1) we will discuss fundamental notions and
concepts of psychoanalysis starting with the study L’Homme aux loups by S. Freud.
2) we will practice psychoanalytical reading with Flaubert’s Trois Contes.
Texts:
• Freud, S. L’Homme aux loups. PUF, Quadrige, 1990.
138

• Flaubert, G. Trois Contes. Folio Plus, classique, 2003.
Complementary Reading
• Laplanche and Pontalis. Vocabulaire de la psychanalyse. PUF, Quadrige, 2004.
• Freud, S. Inhibition, symptôme et angoisse. PUF, Quadrige, 2005.
• Searles, H. L’environnement non humain. NRF, Gallimard, 1986.
• Winnicott, D.W. La Nature humaine. NRF, Gallimard, 1990.
• Cyrulnik, B. La naissance du sens. Hachette, Pluriel, 1998.
Group 2: E. Grossman
Succeeding to Fail
• Tchekov, A. La dame au petit chien. 1899. followed by L’évêque and La
fiancée. Folio-­‐Gallimard bilingue.
• Les yeux noirs. Dir. Nikita Mikhalkov. 1987.
• Beckett, S. Textes pour rien. 1950. in Nouvelles et Textes pou rien. Ed. de
Minuit.
Bibliography: Texts on the nevrosity of failure (René Laforgue), failure to succeed
(Freud, “Quelques types de caractères tels qu’ils se dégagent du travail
psychanalytique,” 1916), compulsion of repetition (Freud, Au-­‐delà du plaisir du
plaisir).
• Watzlawick, Paul. Comment réussir à échouer. Seuil, 1988.
Group3 : B. Sichere
Paternity, God, Law
• Freud. Totem et tabou/Le Moi et le ça. Gallimard.
• Lacan. Séminaire. Book 3, « Les psychoses. » Seuil (« Points »).
• Faulkner. Descends, Moïse. Gallimard, « L’Imaginare ».
54LM2214 – Reading Poetry
J. Vignes
We will read and comment poems chosen from the program’s collections. We will
elaborate on poetic and rhetorical notions necessary for the analysis of the poem in
verse and in prose. We will discuss the various forms that poetry can take, we will
read critical texts. Finally, we will practice reciting poems.
Texts:
• Viau, Théophile de. “Après m’avoir fait tant mourir.” In Œuvres choisies. Coll.
Poésie/Gallimard.
• Verlaine. Fêtes galantes. Romances sans paroles. Poésie/Gallimard (or GF).
139

Bibliography:
• Joubert, Jean-­‐Louis. La Poésie. A. Colin.
• Buffard-­‐Moret, Brigitte. Précis de versification. Nathan-­‐Université.
54LM2514 – Methods IV
C. Trevisan
We will study various forms of “écriture de soi” [writing of the self] (Foucault):
autobiographies, private diaries, memoirs, witness accounts, autoportraits, essays,
correspondences, personal novels, personal poetry, “autofictions,” … This coure will
attempt to make students sensitive to the generic declinations of writing in the first
person all the while giving them an historicized vision.
Core Texts:
• Rousseau, Jean-­‐Jacques. Les Confessions. Book 1-­‐4.
• Chateaubrian, François-­‐René de. Mémoires d’outre-­‐tombe. Books 1-­‐5.
Recommended Reading:
• Augustine. Les Confessions; Montaigne. « De l’exercitation ». Essais; Stendhal.
Vie de Henry Brulard; Kafka. Lettres à Milena; Sartre. Les Mots; Sarraute.
L’Enfance; Perec. W ou le souvenir d’enfance.
Bibliography:
• Lejeuene, Philippe. L’autobiographie en France.
• Pachet, Pierre. Les Baromètres de l’âme. Naissance du journal intime.
54LM2254 – Literature and History II
Anny Dayan-­‐Rosenman
Writings from the Algerian War
Starting with some literary and cinematic works, we will study the writings and
rewritings of the Algerian War that bounce back and forth across the
Mediterranean, under the sign of repeated forgetting or memorial inflation. We
must take into account that the works studied are all written in the same language,
French, are inscribed in the same geographical space, France, and they express
conflicting memories (pied-­‐noirs, soldiers, fighters, Algerians, French, harkis, their
children,…).
Texts and Films:
• La bataille d’Alger. Dir. Gilles Pontecorvo.
• Mammeri, Mouloud. L’opium et le bâton. Plon, 1965.
• Djebar, Assia. L’amour, la fantasia. Poche, 1995.
• Favrelière, Noël. Le désert à l’aube. Minuit, 1960.
• Alleg, Henri. La question. Minuit.
140

• Zimmermann, Daniel. Nouvelles de la zone interdite. Ed. de l’instant, 1989.
• Daenincks, Didier. Meutres pour m’emoire. Folio policier.
Bibliography:
• Stora, Benjamin. La gangrène et l’oubli. La mémoire de la guerre d’Algérie. La
Découverte, 1991.
• Rosenman and Lucette Valensi, ed. La guerre d’Algérie dans la mémoire et
l’imaginaire. Bouchène, 2004.
54LM2284 – Literary Culture IV
E. Valette
Antiquity – The Bible
The works studied in this course have been chosen for their cultural importance and
above all their “unguided reading” difficulty. We will concentrate on their historical
context and their specific conditions of expression. We will also discuss these works’
posterity, their characters, their genres, showing how modern and contemporary
creation has used these works to create new ones.
Texts:
• Genesis, Exodus, Prophetic Books (Jonas, Psalms, Song of Songs).
• Homer. The Iliad.
• Virgil. Bucolics.
54LM2314 – Literature, Civilization, Mythology
P. Petitier
Artificial Human
This course will study this modern myth par excellence which is the artificial human
being through two works from the 19 th century: Frankenstein ou le Prométhée
moderne by Mary Shelley and L’Eve future by Villier de l’Isle-­‐Adam. We will also be
interested in two of the most famous adaptations of Mary Shelley’s novel,
Frankenstein (1933) and La Fiancée de Frankenstein (1935) by James Whale.
54LM2324 – Japanese Literature in Translation
M. Amour and B. Lefevre
This course will study the historical and cultural context of modern Japanese
literature, with an initiation to the analysis of literary texts and to comparative
methods. No linguistic competence in Japanese is necessary, but a good handle on
French is required.
141

Texts:
• Junichiro, Tanizaki. La clef (La confession impudique). 1956. Trans A.
Bayard-­‐Sakai. Paris: Gallimard, 1998. reed. Folio.
• Kenzaburo, Oe. Une existence tranquille. 1990. Trans. A. Bayard-­‐Sakai. Paris:
Gallimard, 1995. reed. Folio.
Bibliography:
• Andro, C., Curien, A., and Sakai, C., eds. Tours et detours – écritures
autobiographiques dans les literatures chinoise et japonaise au XXe siècle.
Publications Universitaires Denis Diderot, 1998.
• De Vos, P., ed. Littérature japonaise contemporaine – Essais. Labor/Picquier,
1989.
• Gottlieb, G. Un siècle de romans japonais. Picquier, 1995.
• Lozerand, E. Liitérature et génie nationale. Les Belles lettres, 2005.
• Nishikawa, N. Le roman japonais depuis 1945. PUF, 1988.
• Origas, J.-­‐J., ed. Dictionnaire de littérature japonaise. PUF, Quadrige, 2000.
• Pigeot, J and J.-­‐J. Tschudin. La littérature japonaise. PUF, Que sais-­‐je? 1983.
reed, 1995.
MATHEMATICS
MTI and MMI – Algebra and Elementary Analysis I
Semester 1: 12 weeks, 10h/week for MT1 discussion (TD); 8h/week for MM1 TD
− Language of applications
− Complex numbers
− Linear Algebra: linear equations, matrix calculations; 2-­‐ and 3-­‐D geometry
− Real functions and variables: limits of functions, derivatives, usual functions
including complex exponentials, Taylor’s Theorem, limited developments.
− Parametric curves
MM2: Algebra and Elementary Analysis II
Semester 2: 12 weeks, 10h/week for discussion
− Properties of continuous, integral, and primitive functions
− Differential equations: first order real or complex linear equations, real
equations with separate variables
− Vector spaces, linear applications and dimension.
− Finite groups, groups of permutations
− Arithmetic: congruence, Bezout’s and Gauss’ theorems
142

− Polynomials with real or complex coefficients
MM3 – Algebra and Advanced Analysis I
Semester 3: 12 weeks, 4h lecture and 6h discussion (TD)
− Numerical series
− Series of functions, normal convergence, integration and derivation,
application to entire series. We will also study uniform convergence of series
of functions.
− Determinants: determinant of an endomorphism; volume
− Diagonalization, triangulation
− Systems of linear differential equations with constant coefficients
PR3 – Probability
Semester 3: 12 weeks, 2h/week lecture and 3h/week discussion (TD)
− Probabilistic model: definition of probability and random variables;
connection to counting; conditional probabilities; independence
− Law of random variable: discrete dense case; usual examples (uniform,
binomial, hypergeometric law, Poisson’s law, geometric and exponential law,
Gauss’ Law; hope, variance
− Part 2 of random variables: law of random variables, independence; law of
large numbers; central limit theorem
MM4 – Algebra and Advanced Analysis II
Semester 4: 12 weeks, 4h/week lecture and 6h/week discussion (TD)
− Quadratic forms: symmetrical bilinear forms and their matrices;
orthogonality; Gaussian reduction; signature
− Euclidian vector spaces: Cauchy-­‐Schwartz inequality; orthogonal projections
and symmetries; orthonormal basis, Gram-­‐Schmidt orthonormalization
process; endomorphisms; isometries; orthogonal groups (in particular in 2-­‐
and 3-­‐D)
− Elements of Rn typology: norms, associated distances; open and closed norm
equivalence theorem; continuous applications; demonstration of the norm
equivalencies
− Differential calculus in Rn: partial derivatives, differentials, Cp applications,
Schwarz’s Theorem; critical points, extrema and Taylor’s Theorem
− Integrals dependent on a parameter: continuity and derivability, improper
integrals
143

ED4 – Differential Equations
Semester 4: 12 weeks, 2h/week lecture and 3h/week TD
− Scalar differential equations: review, qualitative study
− Differential systems: autonomous systems, first integrals, Hamiltonian
system; equilibrium, linearization, stability
PS4 – Probability and Statistics
Semester 4: 12 weeks, 2h/week lecture and 3h/week TD
Discrete Mathematics makes up a field in full expansion including the algorithm,
operational research, and graph and tree theory. Discrete math has important
applications for computers, language theory, and robotics, in life sciences and in
high technology. We will study three examples:
1) Counting: various definitions of number sequences, from the binomial to
Fibonacci and hypergeometric sequences, generating functions
2) Graphs and trees: basic properties of graphs, trees, optimization (simplex
method, Eulerian circuit)
3) Respective references: concrete mathematics (Graham-­‐Knuth-­‐Pataschnik,
Addison-­‐Wesley), graph theory (Cogis-­‐Robert, Vuibert)
GE4 – Geometry
Semester 4: 12 weeks, 2h/week lecture and 3h/week TD
− Euclidian spaces: linear isometries; classification of 2-­‐ and 3-­‐D; similitudes;
vector angles and right angles
− Problems of geometry: triangles; circles, condition of cocyclicity of four
points
− Using complex numbers
− Conic sections: eccentricity, focal point; axes, center; geometric definitions
− 3-­‐Dimensional quadratics
SOCIOLOGY
Licence 1
54SO1011 – Introduction to Sociology
Numa Murard
Contents:
− Introduction: conventional definitions of sociology
144

− Sociology and society
− Genealogy of social sciences
− From the social contract to the social link
− The meaning of action
− Individual and society
54SO1051 – introduction to anthropology
Pascal Dibie
“Anthropology and construction of opinion in the West”
This course will present the issues that anthropology addressed since the 19 th
century and will underline the differences and the similarities between the
“traditional” – or “exotic” societies – and the occidental societies.
It will be divided in three parts: the first one will tackle the biological and social
appearance of humanity as well as the transformations of human groups until the
first settlements of farmers as well as townsmen.
The second part will question how and why anthropology has emerged and has
been built until now and how at the same time it has fabricated the image of others.
The third part will come back in more details, with precise examples, over the
formation of the social, political and economical links; particularly focusing on how
exchanges of people and goods invent and strengthen the links between human
groups.
54EC1011 – Introduction to economic analysis
E. Magnin
Organization: 2 hour class + 1h30 lab per week
Overview:
− What is economic analysis? A challenged definition
− The precursors of the classical political economy: mercantilism and
physiocracy.
− Classical economy.
− Karl Marx and the economy of the capitalist mode of production.
− The Neoclassical theory.
− The Keynesian theory.
54SO1061 – Migration and Globalization
Aude Rabaud
This course will tackle the current and polysemic question of globalization, studying
in particular migrations. It will focus on the sociology of international migrations
and will be divided in three main themes:
145

-­‐
-­‐
-­‐
Movements of people in the contemporary era according to a socio-­‐historical
perspective (explanations about the “global migration system”, definitions of
notions related to mobility and categories of migrants).
The beginning of migration sociology in the United States of America and in
France.
The sociological theories of migration in relation to globalization.
54SO1071 – Social Relationships between Genders
Azadeh Kian-­‐Thiebaut
The course starts by presenting the context within which the feminist sociologists in
the US and in France introduced the word gender in order to make a differentiation
between social gender and biological gender. Then, we will analyze the differences
between men and women as hierarchies of social groups and individuals and we
will study how gender identity generates deep positioning inequalities in the socio-­economic
hierarchy. Finally, we will discuss the concept of social relationships
between genders, which is related to the articulation of the
production/reproduction spheres defining the status of men and women in social
relationships.
54SO1042 - Main questions of Sociology
C. Quiminal
The course has two objectives. The first objective is to present the analyses and
mains directions that the founding fathers of sociology took about religion. The
second objective is to discuss the relevance of their approach in order to analyze the
contemporary mutations of religion and to question modernity. The uncertainty of
the conditions of the post-­‐modern societies invites sociologists to interpret the
proliferations of beliefs as well as the new forms of religious communalization.
54SO1502 – Sociology and Social Sciences
Chapour Haghigat
This course will study the links between sociology and the other basic subjects,
which are part of the social sciences, such as History, Economy, Politics,
Demography, Psychology, and Sociology of the religions…
We will study the objectives of each discipline according to the evolution of social
structures and social behaviors. We will also approach the practical aspect of
sociology, the division between social practices and social theories, the role and
responsibility of the sociologist as well as the orientation of his choices.
54SO2272 Sociology of the Family
Sarah Abdelnour and Aurélie Damamme
The course will present the transformations of the notion of family in a socio-­historical
perspective. We will question the different theories and ideologies used to
146

describe the contemporary patterns of the family (conjugal relationship, place of the
child, kinds of parenting).
We will also pay attention to the factors that constitute and perpetuate the
institution of the family, which appears into new aspects (socialization, repartition
of the socio-­‐sexual chores, the solidarity between generations, and the transmission
of goods). The role of the State in those different processes will be analyzed through
a comparative approach on a European scale.
This course will also underline the diversity of families in France and in Europe
despite the numerous demographical similarities.
54SO1202 Sociology of Deviance
Gisele Fourcade
It is quite common to study the notion of “deviance” in terms of the difference with a
system of norms at a particular moment in time and to analyze in comparison with
the notions of conformity, similarity, difference, -­‐ including the distinction between
difference (suffered) and differentiations (deliberate). Social sciences do study
deviance in comparison with the notion of norms. However, the course will also deal
with the challenge set by the notion of differentiation in our contemporary societies.
The theories of ‘labeling’ will be studied.
54SO1232 Sociology of Inequality
Chapour Haghigat
The course will study the economic and social disparities and will describe the
factors of transfer of the inequalities in social life. We will especially focus on:
-­‐ The social structure: stratification and social class, history and current
situations, transformation of peasantry, diversification of the working class,
growth and restructuration of the middle class.
-­‐ Dispersion of wealth and heritage: household income, transmission of the
heritage, low incomes.
-­‐ Marriage and social transmission: homogamy in the social class, socio-­demographical
aspect of marriage, the choice of the spouse, and social
distance between the spouse.
-­‐ Mechanism of inequalities in education: social environment and level of
education, disparity in the use of the language and its concept, networks of
schooling.
-­‐ Social mobility: mobility between generations.
-­‐ Social position and consumption spending, everyday life and material
possessions (housing, alimentation), distribution of furniture, hierarchy of
needs.
-­‐ Disparities in cultural practices, lifestyle and social environment, spare time.
-­‐ Inequality in life and death, differential mortality rate according to social
environment, disparity in healthcare access, mortality and CSP.
147

Licence 2
54SO2803 – Contemporary Ethnology
Claire Beaudevin
The question of Europe is now more than ever conceptualized in anthropologic
terms. We will think about the notion of hospitality in the traditional and national
European cultures and we will approach ethnologically the way people meet in the
everyday life in our contemporary world and what are their relationships like.
Students will have to study a situation and work on reflective and personal project
about this issue.
54SO1243 – Women and Institutions
Jules Falquet
This course presents the different institutions that structure the social relationships
between genders, such as family, school, work place, the State, nation, sexuality,
religion, science, language. With a multidisciplinary approach (anthropology,
economy, history, sociology, psychology, linguistics), it aims at understanding the
way these institutions are sustainably and daily shaping the behavior and the
subjectivity of men and women in the contemporary “western” civilization as well as
in the other cultures or eras.
54SO2913 – Ethnographical cinema
Pascal Dibie
This course opened to sophomore and junior students tries to create interrogations
on the audiovisual tools considered as a research tool and as an analytic tool of
humanity and contemporary societies, as we will study the history of the
anthropological cinema and film screening. Its goal is to consider ethnological
cinema as a proper scripture and to encourage a reflection over visual and sonorous
anthropology as well as over the question of the restitution of the different fields of
the different authors’ movies of today and tomorrow.
54SO2703 – Sociology and Psychoanalysis
Emmanuel Garrigues
How can we build a scientific approach of the collective psyche? We will analyze
Durkheim’s and Freud’s theories to answer that question. To what extent can
sociology and psychoanalysis work together? Analytic and critical readings of the
sociological texts from Freud. What can we say about it today?
54PH2923 – Philosophy
M. Leibovici
From Human being to Humanity
148

What does a political reference to humanity that takes into account the critic of the
notion of human being, the way it was presented during the anti-­‐humanism of the
70’s, consist in? Insofar as it calls for a reflection on the conditions of the apparition
of the human sciences, the course will start with Michel Foucault’s book Les Mots et
les Choses (1966) (Words and Things). The course will reconsider some traditional
critics about the Human Rights (romantic criticism, Marx), and it will insist on the
resistance that causes the “new experience of Humanity” particular to the
democratic societies that Claude Lefort promotes, following Tocqueville. We will
elaborate a notion of Humanity with the help of texts from Pierre Leroux, Emmanuel
Levinas and Hannah Arendt.
54PS1283 – Social Psychology
Gisèle Fourcade
Social psychology refers to the study of human mechanism through the interrelation
of individuals and social models. Understanding the scope of social regulations
intervening in actual behaviors is helping to diagnose situations, and to make the
individual more capable of understanding and eventually change the events one’s
participate in or provoke.
In a first part, we will study the fundamentals of the subject, which show that the
social functions work as strong factors determining the behavior (conformity,
obedience) or as processes to acquire social skills leading to autonomy (social
learning, innovation).
In a second part, we will study the contemporary ways of thinking related to the
socio-­‐cognitive operations that contribute to the formation of the common sense
and to the construction of the social reality. We will study the themes of attitude and
behavior (the theory of commitment, persuasion), group relationships
(categorization, stereotypes, prejudices), attribution of the sense of responsibility
(social desirability), and social thought (what people think about the explanation of
the world: rumors, representations, beliefs).
54SO1023 – Methods of Social Sciences
Delphine Moreau
This course is an initiation to the different tools and methods used in social sciences.
It combines theoretical and practical approaches. Students’ work will consist in
doing exercises to use the main techniques.
54SO2504 – Contemporary Sociology
Denis Merklen
An exploration of contemporary sociology: analysis of the main problems that made
the subject evolve after the Second World War. We will study five main themes: the
local production of the reality (interactionism, ethno methodology and pragmatic
sociology). The issue of coercion (the “practical sense” of Pierre Bourdieu). The
149

individual facing the structures (Alain Touraine). The social integration and the
contemporary individualism (Robert Castel). The notions of “risk” and “reflexivity”
(Ulrich Beck, R.Castel and Anthony Giddens).
54SO2304 – History of Sociology
Director: Chapour Haghighat
This course relates the origins of Sociology and the historical and social context of
the 19 th century when the science appeared. The historical situation following the
French Revolution and the Industrial Revolution generates social, philosophical, and
political new reflections leading to the creation of the subject (Auguste Comte,
Durkheim, Proudhon, Marx…).
We will also evoke the advent of modernism and rationalism in the Western
civilization, the philosophy of “Les Lumières” (Montesquieu, Diderot, Rousseau) and
their impact on the social reflection.
This course will also compare the founder’s of the French sociology points of view to
the British thinkers’ point of view (Hobbes, Locke, Adam Smith) and to the German’s
point of view (Simmel, Max Weber). We will study the different sociological theories
throughout the social context of different periods.
54SO1224 – Education and Socialization
C.Poiret
For thirty years, the approaches and themes of research about the sociology of
education have profoundly evolved and became more diversified. We will try to
understand how these movements of the object reflect a change of point of view and
at the same time a change of theoretical position – that concerns sociology in
general – and, at the same time, transformations of the demand and of the social
questionings that lead scientific production.
54SO2904 – Gender Socialization
Azadeh Kian-­‐Thiebaut
We will make a difference between the biological sex and the socially built gender
and this course will try to understand how the norms guiding the behaviors of men
and women are built, transmitted and modified, and how the differential
socialization contributes to the production and reproduction of identities and of the
relationships between genders.
The differential socialization reproduces the stereotypes of genders and generates
unequal skills as it confronts girls, from their childhood, to the maternity universe,
housework, or economical activities related to the household, activities associated
with the female sex. Meanwhile, boys are orientated towards the technical and
scientific fields associated with males. This process of socialization provokes the
reproduction of the social inequalities, invite girls to go into “non-­‐scientific” fields
150

ecause of their “natural” abilities and lead them towards bad-­‐paid jobs, without
real responsibilities.
54SO2293 – Cities and social Spaces
Pierre Jean Andrieu
For a long time, cities have been considered as a symbol and a factor of liberation
and development. Now it increasingly perceived as place of exclusion. To the point
that “city policies” is very largely a synonym for “policies against exclusion”. We will
examine the social and economical approaches of the city, which will enable us to
understand the importance and the ambivalence of the views on the subject as well
as to understand the issues of urban policies better.
Licence 3
Introduction to Political Sociology
Sonia Dayan-­‐Herzbrun
This course aims at introducing the theories and concepts enabling a sociologic
analysis of the most contemporary political phenomenon. We will first study the
relationship between the public spaces and the political spaces. Then we will study
the typologies of governments and other forms of domination, and finally the
“modern” State. The main authors we will study are Max Weber, Hannah Arendt,
Jürgen Habermas, Norbert Elias, Karl Marx and Pierre Bourdieu.
Sociology of Culture
Emmanuel Garrigues
What is culture? We will review its different meanings to understand how the
sociology of culture and its anthropologic approach were progressively created.
-­‐ The issue of transition from nature to culture;
-­‐ The cultural evolutionism and relativism;
-­‐ What is culturalism? Science and ideology of culturalism.
Individual and Organization
Sabine Delzescaux
During the first semester, we will present, following an historical perspective, the
different approaches dealing with the relationship between the individual and
organizations. We will see how the idea of the individual evolves (agent, subject, and
protagonist).
Introduction to Social and Cultural Anthropology
Historical overview of the different theories, which attempted to solve the
contradiction between the affirmation of the unity of the human race and the
151

apparent unlimited diversity of its forms of social organization (commonly called
“cultures”). We will then study the different “-­‐isms”: creativism, evolutionism,
diffusionism, structuralism, culturalism, etc.
The Sociologist and the City
Denis Merklen
How can sociology face the city? The studies of urbanism have strongly influenced
the development of sociology. We will consider the city under three parts. The first
one is about space: urban space, public space, common space and private space.
What is the relationship between physical and symbolic space? The second part is
about sociability: what are the forms of sociability in an urban environment? If the
starting point of these questions is the disconnection between tradition and
modernity, it should generate a reflection on the modern form of urbanity. Finally,
we will think about the public policies as well as the social urban movement.
The Ethnologists by Themselves
Pascal Dibie
How and when can someone be called an ethnologist? The initiation to ethnology is
also about the knowledge of the theoretical and practical views of other
ethnologists. In other words, it is important to know about the “ethnologist’s job”.
After the intervention of professional ethnologists, the students will conduct a kind
of ethnological study about ethnologists based on individual interviews with
researchers.
Introduction to Political Sociology
Denis Merklen
We will study political sociology, starting with some of the common problems about
the relationship between the middle class and democracy. We will especially study
notions such as rebellion, protest, social movements, “participation”, but also
clientelism, apathy and abstention. A special chapter will be dedicated to the study
of social movements, with three main themes: struggle for survival, the defense of
the interest and the struggle for recognition.
Sociology of the Culture
Emmanuel Garrigues
− Contemporary approach of the sociology of culture.
− Academic culture, popular culture and legitimate culture.
− What are the processes of the legitimacy of culture?
− The relationship between Arts and Culture.
Migrations and interethnic relations
Marguerite Cognet
152

The acceleration and the diversification of migrations during the second part of the
20 th century intensified the debate on the notions of identity, culture, citizenship
and pluralism into the Western civilization. These notions are social and political
issues that will be both studied in class on a theoretical level and in their concrete
implications.
The syllabus will be divided as such:
-­‐ Evolution of international migrations.
-­‐ Integration of immigrants and political models managing diversity.
-­‐ Nation, citizenship and interethnic relationships.
-­‐ Ethnicity and culture.
-­‐ Colonialism and racism.
-­‐ The plural contemporary societies; from pluralism to multiculturalism
Individual and Organization
Fabienne Hanique
The second semester will develop a more practical approach: after studying the
fundamental theories of the sociology of the organization inspired by the crozierian
thought and by a clinical approach of the notion of work and of the organization, the
students will experiment, thanks to a simulation exercise, the consequences on the
methodological and epistemological level of these positions.
Cultural Politics
This course is a socio-­‐historical introduction to the notion of the cultural politic. We
will first see how the State has intervened into the social policies, and then we will
see how it has evolved since 1936. Finally, we will analyze the different social
factors that structure the features of State, associations (of pop culture in particular)
and the decentralization of local collectivities. We will also study the articulation of
this cultural offer with the subjective modes of symbolization.
Social Politics in the City
Numa Murard
We will study the difference between the term “social” in sociology and in social
policies in order to understand how they are linked. Thus, we will try to identify the
main historical periods of the “social issue” and the resulting policies:
-­‐ The question of poverty and the “floating populations” during the classical
era, charity and support.
-­‐ The question of pauperism and the “dangerous classes” in the 19 th century,
disciplines and social insurance.
-­‐ The question of “exclusion” since the 70’s; national and social State and
“solidarity”.
153

SBC SPECIAL JYF COURSES
LITERATURE AND WRITING
Writing workshop: Advanced Composition.
This course is designed to provide students who have a good knowledge of French
grammar the opportunity to increase their ability to compose French essays. The
course will put an emphasis on difficult syntactical problems, sentence construction,
and vocabulary building. Weekly compositions will be required, beginning with
concrete topics [French rédactions] and moving towards critical essays, both literary
and non-­‐literary [French dissertations].
French Literature: 17th Century Literature and Civilization
Through the study of several main literary texts from various genres (theatre, prose
and poetry) and authors (Molière, La Fontaine, Pascal, Mme de Lafayette, La
Bruyère, etc.) this course proposes to study the modes of thought and the
sensitivities of men and women during this period of a decisive break in Western
thought.
Books will be chosen in order to show the evolution of various mentalities and
sensitivities. Emphasis will be put on a methodology (close reading, detailed
analysis and synthesis) which can be used for the study of other periods of French
and foreign literature. Explication de textes, compte-rendus, papers and a written
examination.
ART
History of Art: Survey of artistic creation in France until the beginning of the
20 th century.
Histoire de l'art du 16e siècle et du 17e siècle
Fall semester
Histoire de l'art du 18e siècle jusqu'au début du 20e siècle
Spring semester
An introduction to French art from the Renaissance to the beginning of the 20th
century. Works studied will include painting, sculpture, and architecture. Weekly
sessions at the Louvre and the Musée d'Orsay, in addition to regular class meetings,
will constitute an integral part of the course. Recommended for both majors and
non-­‐majors in Art History.
154

The course will use slides, but will include many weekly visits to museums such as
the Louvre, the Musée d'Orsay, the Musée Rodin, and current exhibits.
Theatre Arts: Initiation to Paris theatre
Students will study plays before and after seeing them performed on stage. Most of
the plays will be contemporary, although some classical plays will be seen,
particularly at the Comédie Française. The course will attempt to define the main
themes of a play, analyze the characters, and study in detail the key situations.
Students will also devise and write sketches of various scenes and will read and
perform them.
French civilization: History of Paris through its architecture
This course offers students the opportunity to study the history of France through
the successive stages of the development of Paris, the capital of the various French
kingdoms and empires throughout the centuries. The buildings and their particular
styles are as many illustrations of the history of France and the evolution of its
civilization in the past 2,000 years. The classroom lectures will be supplemented by
visits to many buildings, from the Roman baths at Cluny to the Centre Pompidou at
Beaubourg.
Impressionism and Post-Impressionism
Discover the major precursors of 20th Century art in a chronological examination of
the major artistic movements in Paris from 1860 to 1900.
After a review of academic art, from Manet to new painting, Impressionism will be
studied (through the works of Degas, Renoir, Monet); the Neo-­‐Impressionism
(Seurat, Signac); symbolism and primitivism (Gauguin); Post-­‐Impressionism (Van
Gogh, Cezanne, Gauguin and Toulouse Lautrec); the Nabis (Bonnard, Denis,
Vuillard); and the precursors of Art Nouveau.
Film Noir
This course proposes to reflect on Film Noir, a genre where violence and crime
(murder, robbery, kidnapping, ransom cons, escape, pursuit, revenge) exist to
demonstrate heroism and provide a critical commentary on society. Our reflections
will reveal aspects of French film that link cinema and society, but also,
paradoxically, what constitutes the difference between reality and film.
155

FRENCH
Phonetics: theory and practice
Course offered by the Alliance Française: introduction to French phonology and
practical sessions in the laboratory with individual corrections.
INTERNATIONAL RELATIONS
International systems of the 20th Century
This course describes and analyzes the succession of international systems in the
20th Century (Order of Versailles, United Nations, Cold War, the current
international disorder...), including demonstrating how the great powers have tried
to organize international relations by establishing rules to create an interstate order
but also analyzing the limits of the successive orders while observing the discordant
elements in each system (e.g., states challenging an International order unfavorable
to Germany from 1919 to 1939, world decolonization, terrorism).
France and Europe
This course will study the history of the development of European unification since
1945, the various institutions of the European Union, and the contemporary
problems facing Europe.
European Union
This course examines the main stages of political life in France since 1945 and the
role played by France in the building of the European Union. Subjects studied
include the criteria of the Maastricht Treaty and their effect on economic and social
policies.
156