HIST301/501 Residential School

Experience UNE On-Campus!

This is a general communication to all students who may have interest in attending an Intensive Residential School connected to HIST 301/501 “Power and Propaganda in the European Reformations, 1400-1648” during Trimester 3, 2018. Please read this document carefully.

If you have interests…

  1. in face-to-face teaching and learning,
  2. in opportunities for on-campus interaction with other students,
  3. in the study of history (and its relevance for today),
  4. in fast-tracking your degree,
  5. in completing a trimester-long teaching Unit (and have the rest of the summer to fulfill assessment requirements), and
  6. in taking advantage of the traditional university experience (as opposed to the more isolating virtual study model), then you may like to consider this opportunity.

Pre-Requisites: The pre-requisite is having 12 points in history or a cognate discipline, or any 24 credit points. If you are currently or have previously done a 300 level unit then you are eligible. Questions on the matter of registration and your eligibility to do a 300 level Unit should be directed to Ms Trish Wright (trish.wright@une.edu.au), Academic Manager for the School of Humanities, Arts, and Social of Sciences, who can provide prompt and reliable advice.

Dates: 5-9 November 2018 (Monday through Friday inclusive). You will need to arrive in Armidale probably on the preceding Sunday and not plan to leave before the following Saturday.

Accommodation: Some students will commute to and from home during the school. Others will come from outside the immediate area and will require accommodation. Some of you will prefer to arrange that on your own. Others might like to stay in college housing on campus. I have asked the Academic Manager to investigate possibilities. Could I ask that any of you who prefer this third option, to let Trish Wright know so that approximate numbers can be known?

Textbooks: There are two essential resources: 1) Euan Cameron, The European Reformation, 2nd edition (New York: Oxford University Press, 2012), ISBN 0199547858 or 978-0199547852 and 2) a tutorial sourcebook. I stress the second edition of Cameron, not the first edition! You must have both of these two items before coming to Armidale. At times Amazon and other book suppliers are more prompt and less expensive than the university bookstore and in any event it is doubtful that the university bookstore will stock the textbook in advance. I would expect that the tutorial handbook would be available by the end of August and will be sent electronically to participants. It is absolutely essential that you read completely these two sources prior to 5 November. As you will see below, there will be very little opportunity to read while you are participating in the Residential School.

Program: The school will involve:

  1. three formal lectures per day;
  2. three interactive tutorials per day which will include skills-based exercises;
  3. relevant films, documentaries and discussion;
  4. opportunities for face-to-face tutorials with a qualified Reference Librarian in Dixson Library (which will introduce you to the many resources the library can offer as well as some useful instruction on utilizing the internet for appropriate university level research);
  5. interaction with UNE academic and administrative staff;
  6. the opportunity to meet one-on-one with me and other academics to discuss your interests in research, history, and further higher education; and
  7. social events with members of the Intensive Residential cohort.

Topics of Study: The following list includes topics for lectures and tutorials/seminars likely to be on the program. I offer this provisional outline to provide a sense of the sorts of things we may very well be formally studying together:

  1. Historiography and the Varieties of Reformation
  2. What Medieval Monasticism Taught Luther
  3. How John Tetzel Caused the Reformation
  4. Luther’s War with the Devil
  5. Zwingli and the Swiss Reformation
  6. The “Community” as Reformation: Communists and Heretics at Münster, Hutterites in Moravia
  7. Calvin and the Awful Decree of God
  8. Calvin and the Experiment in Geneva
  9. A Tale of Two Men: The Beginnings of Reformation in England
  10. The Book of Martyrs: Tales of a Fox(e)
  11. How Katerina von Bora became the Core of the Reformation
  12. Anticlericalism as an Agent of Social and Religious Change
  13. Catholic Europe in the Sixteenth Century
  14. Reading the Visual Sources of Reformation History
  15. Social Implications of the Reformation

Tutorial/Seminar Topics

  1. Context
  2. Luther’s treatises of 1520
  3. Charles V
  4. Marburg Colloquy of 1529
  5. German Peasants’ War
  6. Governance by Religion
  7. Authority and the Bible
  8. Radical Faces of Reform
  9. Women
  10. Toleration
  11. Catholics Under Siege
  12. Religion, Art, and Propaganda
  13. Music and Singing the Reformation

Daily Schedule: We will begin at 8:00 a.m. each morning and run well into several evenings (i.e. 9-10 p.m.). There will be appropriate breaks but you can expect to get your time and money’s worth by having more than 40 hours of face-to-face contact with me and the subject over those five days.

Requirements: Those choosing to participate in the School are required to attend and interact in all of the scheduled activities over the five days. By participation, I mean more than simple attendance. During tutorials and discussions, I expect every member of the cohort to have come prepared, having read and digested the relevant documents, ready to ask questions, make observations, interact meaningfully and in an informed fashion with the materials, exercising critical thinking, and completely engaged with the Unit. Please think carefully if you are able and willing to do this. The operative word for this learning opportunity is INTENSIVE. By Friday (and perhaps well before that) we will all be very, very tired. The teaching aspects of an entire Trimester are being compressed into a single week. This is doable but it will be extremely taxing. Each of you must ponder whether you have the mental and physical ability, stamina, and discipline to focus on a single matter for an entire week. If you have doubts about this, you do have the option of taking the unit online over the course of Trimester 3. For some people, this will be the preferred option. For those who are prepared to come ready to hit the ground running and feel they can sustain the demanding schedule of a five-day intensive residential school, then I very much welcome your participation. There are many benefits in face-to-face learning and I can guarantee solid content, lavishly illustrated and stimulating lectures, an exciting focused program of study, specialist knowledge, and availability to students. Please see the testimonials from students (below) who have previously done an Intensive Residential School with me.


“Having the opportunity to meet Dr Fudge and my fellow students was invaluable. Although it was 'intense' it was enjoyable, engaging and stimulating and enhanced my learning experience overall.” (Kathleen)

“For anyone who has the opportunity to attend the Reformation intensive, I cannot recommend it highly enough. The chance to fully immerse yourself in the topic for a week, with like-minded students, is beyond reward.  The tutorials were informal and fun and Professor Fudge's lectures were always lively and inspiring; his passion for the subject was highly contagious. I would attend another of his intensives without question.

So jealous, I would have loved to have done it.” (Sarah)

“The concentrated discipline of Intensives organised by Professor Fudge afford peerless opportunities for external students to interact with Professor Fudge and fellow students in a sharply and minutely focussed scrutiny of the unit of study offered, and  simply being on campus with the advantage of access to Dixson Library and all facilities  offered by UNE is  an added bonus"....have to add the last Medieval Intensive was over all too soon, and we all were reluctant to leave; we were all tired, but so very grateful for the enormous amount of hard work Professor Fudge and you had  given to the event.” (Diana)

"... a tremendous (and rare) opportunity, especially for external students, to gain face-to-face contact with specialists in this field, and access to in-depth, intensive study. Highly recommended." (Matt)

“I really can't think of any reason why you wouldn't want to come to a Humanities intensive school if you had the opportunity. It's a chance to meet staff and teachers, to fondle the books in the library, and chat to classmates. You'll have so much fun and learn so many things, and you won't ever forget it.” (Elizabeth)

"An intensive school with Professor Fudge is a must-do item that should appear in every history student's course plan. Even if medieval history isn't your area of specialisation, you'llfind it hard not to be captivated by his fascinating lectures! If you're external, it's also fantastic to meet other students and get to have the full campus experience for a week. It's loads of fun and I guarantee it will be among the best experiences you have at UNE." (David)

At the April 2018 graduation ceremonies, an Honours graduate, prize-winning and University medalist referred to these “legendary week-long intensive schools” as a highlight of the UNE experience.

Please indicate to Trish Wright by means of an email (trish.wright@une.edu.au) if you think you are definitely interested in, or are considering, attending the Intensive Residential School. If you know of anyone else who might be interested in this learning opportunity, feel free to pass this announcement on to them.

I look forward very much to seeing many of you at UNE in November, to meeting each of you, and to studying with you the interesting story of “Power and Propaganda in the European Reformations, 1400-1648”

Professor Dr. Thomas A. Fudge