Lesson Report:
### Lesson Report
#### Title:
“Constructing Identities: Primordialism, Constructivism, and Modernism in Nationalism”
**Synopsis:**
In this session, the class delved into the construction of nationalism through various theoretical paradigms, focusing on primordialism, constructivism, and modernism. Students reviewed previous material on primordialism and constructivism, explored modernist theories with emphasis on industrialization, standardization, and print capitalism, and touched on Anderson’s concept of “imagined communities.” The lesson culminated in group activities where students analyzed specific nations through the lenses of these theories. This session aimed to deepen students’ understanding of the dynamic and historical nature of nationalism and lay the groundwork for exploring critiques such as ethno-symbolism in future lessons.
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#### Attendance:
– No explicit mention of absentees in the transcript.
– All students appeared to actively participate in group activities and discussions.
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#### Topics Covered:
1. **Review of Theories from Previous Class:**
– **Primordialism Recap:**
– Nations are ancient and “natural” entities dating back to the origins of human society.
– Example: Volksgeist (“people’s spirit”) as an abstract or potentially supernatural force that naturally binds people together.
– Questions raised about the applicability of this theory when nations have internal diversity (e.g., India as a nation with multiple religions).
– **Constructivism Recap:**
– Nations emerge through a shared desire, collective memory, and performative acts.
– Scholars Ernst Renan and Anthony Smith highlighted these elements.
– Collectives are shaped and maintained through history and daily performances of nationality (e.g., shared language, symbolic practices).
2. **Introduction to Modernist Theories:**
– Nationalism as a modern phenomenon linked to industrialization and modernization:
– Industrialization required standardization (e.g., education, language, communication), which facilitated the emergence of larger nationalist identities.
– Example: Gellner’s argument on the correlation between industrialization and universal schooling to promote literacy and cohesion.
– **Anderson’s Concept of “Imagined Communities”:**
– Nations are social constructs made possible by the shift to “print capitalism,” where print media (books, newspapers) allowed people to imagine themselves as part of a larger community despite never meeting most of its members.
– Expansion of standardized communication made nationalism scalable.
– The connection between mass literacy and national identity as well as the transformation of time-space perception through media.
3. **Ethno-Symbolism as a Modernism Critique:**
– Brief introduction to Anthony Smith’s argument that nationalist identities often draw upon pre-existing ethnic symbols, myths, and narratives, repurposing them into modern forms of nationalism.
– Example: National identities as having an “ancient core” while taking on contemporary, transformative forms tied to industrial progress.
4. **Group Activity: Analyzing National Identity through Theoretical Lenses:**
– Students were divided into three groups (primordialism, constructivism, and modernism) and analyzed specific nations through their assigned theory:
– **Group 1 (Primordialism): Greece**
– Argument: Greek nationalism draws on ancient language, mythology, historical hardships, and traditions like the Olympic Games.
– Continuity across history showcases the notion of an unbroken Volksgeist and ancient heritage.
– **Group 2 (Constructivism): Central Asia as a Pan-Regional Identity**
– Argument: While individual identities differ (e.g., Kyrgyz, Uzbek, Kazakh), Central Asians abroad perform and embody shared traditions, colonial history (Soviet Union), and shared cultural practices, uniting them as a broader imagined community.
– **Group 3 (Modernism): Ukraine**
– Argument: Ukrainian nationalism is shaped by industrialization, print media, and elite-driven traditions. It evolved from Sovietization and draws on modern education and print capitalism to foster linguistic and cultural cohesion.
– Modern developments, including recent historical events like the ongoing conflict with Russia, underscore the dynamic and modernist construction of Ukrainian identity.
5. **Preparation for Critical Questioning:**
– Groups were instructed to analyze presentations from other groups and develop three critical questions to challenge the origin stories of nations presented by others.
– Due to time constraints, this task was left as a continuation for the following session.
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#### Actionable Items:
1. **For Next Class:**
– Groups must reconvene with their peers to finalize and present critical questions to the selected groups.
– Focus on integrating critiques of presented origins using opposing theoretical frameworks.
2. **Instructor’s To-Do:**
– Prepare additional materials to expand on critiques of each theory, particularly ethno-symbolism, as it will form a significant bridge to future content.
– Review students’ understanding of Anderson’s “imagined communities” and clarify any lingering questions, particularly regarding the interplay between print capitalism and nation-building.
3. **Student Follow-Up Tasks:**
– Revisit foundational texts (Gellner, Renan, Anderson) to reinforce arguments for upcoming debates.
– Continue reading materials on ethno-symbolism for next lessons and start identifying examples of how ancient symbols are repurposed in modern nationalism.
4. **Logistical Recommendations:**
– Ensure all students are grouped with consistent peers for continuity in the group activity next session.
– Encourage quieter students to participate in group discussions and oral presentations.
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This detailed report provides a navigable outline for revisiting the session and tracking the theoretical progression of the course.
Homework Instructions:
**NO HOMEWORK**
No homework was mentioned or assigned during the lesson. The justification for this conclusion can be found at the very end of the transcript, where the professor states, “What I’d like you to do is please remember who is in your group. Remember which group you’re in, remember your group mates. We’re going to be beginning Wednesday’s session by going over these questions.” This indicates that the continuation of the group activity will occur during the next class rather than as a homework assignment.