This course explores Jewish, Christian, and Muslim intercultural relations in Iberia from the Visigothic era (6th century CE) until the creation of Queen Isabel I and King Ferdinand II Catholic Spain (late 15th century). We evaluate the many identities of the peninsula known as Christian Hispania, Jewish Sefarad, and Islamic al-Andalus. We trace the origins and trajectory of conflict between these communities (the Muslim conquest of Spain, Christian Reconquista, prohibitions blocking intermixing of peoples, and expulsions). We aim to understand conflicts within communities as well, such as the tensions between Christian Arian Visigoths and native Catholic Iberians or the fundamentalist North African Almohad Dynasty that rejected the Spanish Umayyad Caliphate’s preference for religious tolerance. We delve into an appreciation of collaboration and coexistence among these communities. We explore the unique role of the Jewish community who Muslims and Christians depended upon as political and cultural intermediaries as well as their intellectual collaborators. We find the history of how peoples attempted to create and manage viable diverse communities. As we study this history, the Honors Track will employ an investigative process (“The Historian’s Craft”) that involves viewing, reading, analyzing, and reflecting on events, peoples, places, and artifacts.
Coexistence in Medieval Spain: Jews, Christians, and Muslims
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Coexistence in Medieval Spain: Jews, Christians, and Muslims
Learner Career Outcomes
Learner Career Outcomes
100% онлайн
Гибкие сроки
Начальный уровень
Прибл. 22 часа на выполнение
Английский
Программа курса: что вы изучите
Introduction to Medieval Spain and Coexistence (418-711 CE)
This week introduces the idea of co-existence in medieval Spain. We begin our study of medieval Spain by briefly viewing Roman Spain and then learning about the Visigoths. Supplemental information places medieval Iberia within the contexts of European, Byzantine, and Islamic civilizations. The honors section of the course introduces "The Historian's Craft" and the task of "viewing".
DEVELOPING DYNAMIC CULTURES: ISLAMIC AL-ANDALUS AND JEWISH SEFARAD (711-1212 CE)
In this section of the course, we advance our investigation of medieval Spain to learn about Islamic al-Andalus (Islamic Spain) and Jewish Sefarad (Jewish Spain). This includes a study of the Islamic conquest of Visigothic Spain and the subsequent development of the Umayyad Dynasty. We evaluate the complexities of conflicts between religious groups and within religious groups. We witness interfaith collaboration. Islamic sciences are presented as is the Golden Age of the Spanish Jews. We view Islamic art and architecture. Lastly, in our honors section we continue with our study of the Historian's Craft and the task of "reading".
Forging A Christian Future: Christian Spain (711-1212 CE) and the Castilian Ascent In Spain (1212-1347 CE)
First, we continue with an investigation of the third principal culture of Iberian Peninsula -- Spanish Christian Hispania. We seek out more specific examples of the Christian kingdom's impact on political, religious, social, intellectual, and economic issues. Next, we examine the rise of the Spanish Christian Kingdom of Castile and Leon and the impact of King Alfonso X "The Learned". We study how Spanish Christians created culture through material objects and architecture. In addition, we explore the complications of Christians governing religious minorities in their lands. The honors section of the course continues with our study of the Historian's Craft and the task of "analyzing".
Creating Conversos and Rejecting Religious Diversity: Catholic Spain (1347-1502 CE)
This section of the course presents the end of coexistence in medieval Spain, which was characterized by the creation of new types of peoples (conversos, Jewish converts to Christianity), religious intolerance and expulsions. Multiple examples of the fluctuations in the relationships of Jews, Christians, and Muslims, are examined as Catholic Spain took shape. Special attention is also directed to Spanish archives that preserve this history. We take a closer look at the end of convivencia in the city of Plasencia, Spain, and view a digital video narration. As the Spanish Middle Ages did not occur in a vacuum, we share with you eight scholarly endeavors from the "Global Middle Ages" Project. The honors section of the course continues with our study of the Historian's Craft and the task of "reflecting" and features the music of the Texas Early Music Project.
Лучшие отзывы о курсе Coexistence in Medieval Spain: Jews, Christians, and Muslims
Excellent course. Informative and well-presented in a variety of formats (reading, video, virtual simulations).
Excellent course on coexistence and religious tolerance, increasingly important to us today.
Преподаватели
Dr. Roger Louis Martínez-Dávila
Associate ProfessorО Система университетов штата Колорадо
Часто задаваемые вопросы
Когда я получу доступ к лекциям и заданиям?
Зарегистрировавшись на сертификацию, вы получите доступ ко всем видео, тестам и заданиям по программированию (если они предусмотрены). Задания по взаимной оценке сокурсниками можно сдавать и проверять только после начала сессии. Если вы проходите курс без оплаты, некоторые задания могут быть недоступны.
Что я получу, оплатив сертификацию?
Оплатив сертификацию, вы получите доступ ко всем материалам курса, включая оцениваемые задания. После успешного прохождения курса на странице ваших достижений появится электронный сертификат. Оттуда его можно распечатать или прикрепить к профилю LinkedIn. Просто ознакомиться с содержанием курса можно бесплатно.
Какие правила возврата средств?
Можно ли получить финансовую помощь?
Which organizations are participating in this MOOC?
This course, along with all Deciphering Secrets MOOCs, is a collaborative endeavor of Dr. Roger L. Martinez-Davila, the University of Colorado System, University of Colorado-Colorado Springs, and Universidad Carlos III de Madrid (Spain). This project has received funding from the Universidad Carlos III de Madrid, the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement nº 600371, el Ministerio de Economía y Competitividad (COFUND2013-51509) and Banco Santander. Additional funding provided by University of Colorado System, University of Colorado-Colorado Springs, and coursera.org. We are grateful for the generous formal and informal participation of approximately 20 institutions, organizations, and academics have contributed content to the Coexistence in Medieval Spain MOOC.
We thank:
Archivo de la Catedral de Burgos (Archidiocesis de Burgos)
- Matias Vicario Santamaria
Archivo Historico de la Nobleza (Ministerio de Cultura, Educacion y Deporte de España)
- Aránzazu Lafuente Urién
- Miguel F. Gómez Vozmediano
Archivo Municipal de Burgos (Ayuntamiento de Burgos)
- Milagros Moratinos Palomero
Archivo Municipal de Plasencia (Ayuntamiento de Plasencia)
- Esther Sanchez Calle
Archivo Municipal de Toledo (Ayuntamiento de Toledo)
- Mariano García Ruipérez
Archivo y Biblioteca de la Catedral de Toledo (Archidiocesis de Toledo)
- Ángel Fernández Collado
- Isidoro Castañeda Todera
Centro Sefarad Israel (Ministerio de Asuntos Exteriores y de Cooperación, Comunidad Autónoma de Madrid, y Ayuntamiento de Madrid)
- Sonia Sanchez
- Esther Bendahan
Simon Doubleday (Hoftra University (New York)
Jessica Fowler (IE School of International Relations)
Jane Gerber (CUNY-Graduate Center, NYC)
Global Middle Ages
- Geraldine Heng (University of Texas-Austin)
- Lynn Ramey (Vanderbilt University)
Hispanic Society of America (New York, USA)
- Margaret E. Connors McQuade
- Marcus B. Burke
- John O'Neill
Museo de Burgos (Junta de Castilla y Leon)
- Marta Negro Cobo
Museo Sefardi-Toledo (Ministerio de Cultura, Educacion y Deporte de España)
- Santiago Palomero Plaza
- Carmen Álvarez Nogales
Museo de los Concilios y la Cultura Visigoda-Toledo (Gobierno de Castilla-La Mancha)
- Fernando Luis Fontes Blanco
Museo de Santa Cruz-Toledo (Gobierno de Castilla-La Mancha)
- Fernando Luis Fontes Blanco
Museo Taller del Moro (Gobierno de Castilla-La Mancha)
- Fernando Luis Fontes Blanco
New Mexico History Museum (State of New Mexico, USA)
- Andrew Wulf
- Josef Diaz
Anthony Puglisi (Cornell University)
Revealing Cooperation and Conflict Project ("Virtual Plasencia")
- Victor R. Schinazi (ETH-Zurich)
- Paddington Hodza (University of Wyoming)
- Mubbasir Kapadia (Rutgers University)
- Sean Perrone (St. Anselm College)
- Francisco Garcia-Serrano Nebras (SLU-Madrid)
- Roger L. Martinez-Davila
Texas Early Music Project
- Daniel Johnson
- Stephanie Prewitt
- Allison Welch
Universidad Carlos III de Madrid (Spain)
- Jaime Alvar Ezquerra
- Maria Martin de Vidales Garcia
- Raúl Aguilera Ortega
- Rosa Sanchez Hernandez
Universidad Complutense de Madrid (Spain)
- Juan Carlos Ruiz Souza
- Susana Calvo Capilla
University of Colorado-Colorado Springs (USA)
- Paul Harvey
- Christina Jiménez
- Alycia Williams
- Kellen DeAlba
- Madelyn Husted
- David Walker
University of Colorado System (USA)
- Deborah Keyek-Franssen
University of Notre Dame Press (USA)
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