Graduate

Whereas Freud believed with the Enlightenment that science would increasingly demonstrate religion to be an illusion, Lacan saw religion as that which would save us from the increasingly loud discourse of science. From Lacan’s early (Freudian) notion of the Nom-du-Père, to his later conflation of Freud and Christ (as rescuing the father), and finally to his Barromean knots and the sinthome, Lacan considers religion a “garbage can, for it has not the slightest homogeneity.” This course, then, will consider Lacan’s concept of religion. We will begin with readings from Freud’s texts on religion: “Obsessive Actions and Religious Practices,” “The Future of an Illusion,” “Totem and Taboo,” “Civilization and its Discontents,” “Moses and Monotheism.” We will then read the texts on religion from Lacan, considering how his views change on the subject, and what the stakes are in his efforts to separate psychoanalysis from science and religion.Requirements: reading knowledge of French, basic familiarity with Lacan. 

This course will introduce students to the digital humanities by focusing on the acquisition of a single quantitative method (social network analysis) and its application to a single historical context (literary modernism). The course familiarizes students with ongoing debates surrounding the digital humanities and the use of computational methods for literary critique, but will also move past meta-discussion by providing an opportunity to explore these methods through collaborative projects. Readings will be focused on theories of literary modernism and sociological approaches to the study of culture. Students will learn how to build network datasets, manipulate visualization software, run simple analytics, and think critically about the potential uses of social-scientific methods. No prerequisites required.

This is the first part of a two-quarter seminar devoted to Goethe’s Faust tragedy, with each segment devoted to one of the work’s two parts. Since three substantial new editions (plus commentary) have been published within the past two decades, scholarship now finds itself in an excellent position to develop theoretically informed readings of what is arguably the most significant work in the German canon. The main task of the first-quarter seminar will be to examine Faust I. However, we will also consider the Faust tradition, including the 1587 Volksbuch (so-called), Lessing’s Faust fragment, and some other contemporary and subsequent renditions of Faust. This segment will also provide an opportunity to survey Goethe’s poetic and intellectual development from 1770 to 1808, when Faust I was first published in its complete form. Of particular interest in our investigation of Faust I will be: a) the theological background; b) structural principles; c) linguistic figuration. Prominent interpretations of the play by Goethe’s contemporaries (e.g., Schelling, Hegel) will be considered. We shall also examine two sequences of Faust illustrations by Peter Cornelius and Eugène Delacroix as well as two performances of the drama (from dvd). This seminar may be taken alone, or in combination with the seminar on Faust II.  Students taking both seminars are encouraged to write a single substantial research paper.

Continuing the sequence begun in Winter Quarter, this seminar will examine Goethe’s Faust II. Due to the intricacies of this work, we shall devote two sessions to each of its five acts. In addition to the close study of the text, we will consider major issues in the scholarship: a) the question of allegory and its theoretical grounding in Marx and Benjamin; b) the question of the modern (Faust as tragedy of modern consciousness); c) the dialectic of the Classic and the Romantic; d) Goethe’s scientific and aesthetic views as embodied in the play; e) the theological frame, especially in connection with the play’s conclusion. In addition to the commentaries, certain critical works will also be discussed, including contributions by Kommerell, Emrich, Adorno, Schlaffer, Schmidt, and Anderegg. The world-literary background of Goethe’s play will likewise be an important theme of the seminar. This seminar may be taken alone, or in combination with the seminar on Faust I. Students taking both seminars are encouraged to write a single substantial research paper.

Consent of instructor. Fulfills the core course requirement for CompLit students. Students who wish to take this course but have already taken a Comparative Literature core course may take this course with permission of the instructor. For other humanities PhDs: ACTIVE working knowledge of at least one of the following: French, German, (classical) Greek or Spanish. This PhD seminar examines the ramifications of catharsis and other responses to texts and images, in other words it investigates the relationship between effect and affect. Beginning with Aristotle and present day responses to catharsis, we will investigate the kinds of aesthetic response invoked by tragic drama and theory (esp Hegel), realism (Lukacs, Bazin and Brecht), as well as theories of pleasure (Barthes, Derrida), judgment (Kant, Bourdieu) and boredom (Spacks). We will conclude with a test case, exploring the potential and limitations of catharsis as an appropriate response to the literary and cinematic representation of trauma in and after the Argentine 'dirty war.' An essential part of the discussion will be the problem of translating key terms, not only from one language to another but also from one theoretical discourse and/or medium to another.

This course will examine some of the salient texts of postmodernism. Part of the question of the course will be the status and meaning of “post”-modern, post-structuralist. The course requires active and informed participation.

We will survey the selected poetry of major Russian modernists from 1900 to 1935, including lyrical and narrative genres. Poets covered include: Aleksandr Blok, Andrei Belyi, Viacheslav Ivanov, Nikolai Gumilev, Osip Mandel’shtam, Anna Akhmatova, Velimir Khlebnikov, Vladimir Mayakovsky, Marina Tsvetaeva, Boris Pasternak. In addition to tracing the development of poetic doctrines (from symbolism through acmeism and futurism), we will investigate the close correlations between formal innovation and the changing semantics of Russian poetry. Attention will also be paid to contemporary developments in Western European poetry. Knowledge of Russian required.

This course explores the uses of technologies of visualization for the production of humanistic knowledge with Renaissance Florence as both subject (the origin of literary and artistic “picturing” techniques that enabled new modes of representing individuals as well as geographies, and stimulated new ways of relating the visible to the invisible) and as object of representation (in stories, novels, films, images, as well as more abstractly in social network mapping, virtual imaging, and even videogame construction). We will be looking at technological phenomena including the Renaissance-era invention of perspective, the telescope, cartographical and chorographical innovations, and improved mirrors, and their impact on conceptualizations of the self, knowledge, and power in Machiavelli and others. But we also will be considering Florentine technologies of representation as the prehistory of the contemporary transformation of the real into digitally-mediated forms via geospatial mapping, network analysis, cinematography, and even videogame production. We will be asking if the Florentines have any lessons to share about the possibilities, dangers, and pleasures of technologized representation.

While ‘postcolonialism’ may turn a complex and contradictory history into a tidy theory, decolonizing highlights the uneven and unfinished processes of writing and filming national, transnational and anti-national narratives, from the cultural nationalism of the 1940s and 1950s to the possibly post-national present. We will explore the links as well as the differences among the textual and cinematic cultures of South Africa, Zimbabwe, Angola and Mozambique and examine the potential and pitfalls of applying postcolonial and other theories to these cultures. Authors may include Nadine Gordimer, Athol Fugard, Zakes Mda, Shimmer Chinodya, Yvonne Vera, Tsitsi Dangarembga, Bessie Head, Luandino Vieira, and/or Mia Couto; theory and political analysis may include anticolonial writing by Fanon, Mandela, Neto, and Cabral and contemporary critics: Ann McClintock, Njabulo Ndebele, Kwame Appiah, Robert Mshengu Kavanagh and others.

This course examines conceptions of desire in ancient China and ancient Greece through an array of early philosophical, literary, historical, legal, and medical texts. We will explore the broader cultural background of the two ancient periods, and engage with theoretical debates on the history of sexuality, feminist and queer studies, and East/West studies.