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.This course fulfills the winter core requirement for first-year Ph.D. students in Comparative Literature.
This course introduces the models of comparative analysis across national literatures, genres, and media. The texts to be discussed include Orson Welles’s “Citizen Kane” and Coleridge’s poem “Kubla Khan”; Benjamin’s “The Storyteller,” Kafka’s “Josephine the Mouse Singer,” Deleuze and Guattari, Kafka: Toward a Minor Literature, and Mario Vargas Llosa’s The Storyteller; Victor Segalen’s Stèles; Fenollosa and Pound’s “The Chinese Character as a Medium of Poetry” and Eliot Weinberger’s Nineteen Ways of Looking at Wang Wei; Mérimée, “Carmen,” Bizet, Carmen, and the film adaptation U-Carmen e-Khayelitsha (South Africa, 2005); Gorky’s and Kurosawa’s “Lower Depths;” Molière, Tartuffe, Dostoevsky, The Village Stepanchikovo and its Inhabitants, and Bakhtin, “Discourse in the Novel”; Gogol, The Overcoat, and Boris Eikhenbaum, “How Gogol’s Overcoat Is Made.”
We usually think of the translator as a mediator, the figure who allows authors and texts to speak to audiences beyond their original language. Consequently, the questions we tend to ask about translation revolve around the central issue of fidelity. Is the translation adequate to the original? Has it remained faithful? In this model, the origin and the target are both assumed to be monolingual and the translator is the bilingual go-between. But there are very few, if any, truly monolingual cultures, and translations usually circulate in a far more complex manner. In this seminar, we will turn to the self-translator as a figure who challenges conventional models of translation and cross-cultural circulation. Can the author betray herself in the act of translation? To approach this issue, we will read classical texts in translation theory as well as more recent work that thematizes self translation, and we will look at literary texts written by bilingual authors and constituted by self-translation.
This course is an introduction to psychoanalytic theory, from the works of the two most influential figures in the field. We’ll read seminal texts by both Freud and Lacan, and look as well at how those works have influenced the Humanities and philosophy— specifically, we’ll consider brief passages by Derrida, Kristeva, Kofman and Zizek. Starting with Freud, the idea is to make students feel “at home” in the fascinating world of psychoanalysis and its assumptions. Major texts by Freud will include “Beyond the Pleasure Principle,” “Note on a Mystic Writing Pad,” “The Uncanny,” “Jensen’s Gradiva,” the Dora case, and a selection of texts from other works. Lacan readings: “Seminar on the Purloined Letter,” Poe’s “The Purloined Letter,” “God and the Jouissance of the Woman: A love letter,” and parts of the Ecrits. We will also read excerpts from a variety of texts that use the writings of Freud and Lacan for theoretical purposes: Derrida, Sarah Kristeva, Irigaray, Zizek, and others.
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.
In his Scienza Nuova (New Science), Giambattista Vico writes that "the Egyptians reduced all preceding world time to three ages; namely, the age of gods, the age of heroes, and the age of men." What the Egyptians and Vico could not have predicted was that history had yet another age in store: the age of the machine. Carlyle baptized, Marx outlined it, Heidegger warned against it; Deleuze and Guattari proclaimed that "everything is a machine"; and Ted Kaczynski even went as far as to kill in order to free human beings from the "technological slavery" the machine age had purportedly brought about. And yet, as Heidegger wrote, "everywhere we remain unfree and chained to technology, whether we passionately affirm or deny it." So what is technology? What impact did it have on human beings and on the writing of literature as the Industrial Revolution exploded onto the European continent? In this course we will pose anew the question concerning technology within the one field that Heidegger deemed akin to the essence of technology: art, and by deduction, literature. Together, we will trace the ecological, economical, and emotional footprints of various machines and technological devices (automata, trains, phonographs, cameras). We will delve into the topic with Charlie Chaplin's Modern Times, continue with a reflection on the human being as a machine (Frankenstein and Pinocchio), transition to accounts on cities, progress, and machines (Dickens, Zola, Eça de Queirós), and end with the Futurists' technological extravaganzas that will include a visit to Chicago's Art Institute. Other readings include texts by Marx, Raymond Williams, Heidegger, Leo Marx, Deleuze & Guattari, etc.
Beckett is conventionally typed as the playwright of minimalist scenes of unremitting bleakness, but his experiments with theatre and film echo the irreverent play of popular culture (vaudeville on stage and screen, e.g. Chaplin and Keaton) as well as experimental theatre and modern philosophy, even when there are no direct lines of influence. This course will juxtapose these points of reference with Beckett's plays and those of his contemporaries (Ionesco, Genet and others in French, Pinter in English). It will then explore more recent plays that suggest the influence of Beckett by Pinter, Carul Churchill and Sarah Kane in English; Albert Jarry and Michel Vinaver in French, as well as the relevance of theorists and philosophers including Barthes, Wittgenstein, and critics writing on specific plays. Prerequisites: HUM CORE and at least one college level course in drama or TAPS. French is helpful but not required.
This workshop begins in Autumn Quarter and continues through the middle of Spring Quarter. While the BA workshop meets in all three quarters, it counts as a one-quarter course credit. Students may register for the course in any of the three quarters of their fourth year. A grade for the course is assigned in the Spring Quarter, based partly on participation in the workshop and partly on the quality of the BA paper. Attendance at each class section required.
Focusing on the theory, history and practice of poetic translation, this seminar includes sessions with invited theorists and practitioners from North and South America, Europe, and Asia. Taking translation to be an art of making sense that is transmitted together with a craft of shapes and sequences, we aim to account for social and intellectual pressures influencing translation projects. We deliberately foreground other frameworks beyond “foreign to English” and “olden epochs to modern”—and other methods than the “equivalence of meaning”—in order to aim at a truly general history and theory of translation that might both guide comparative cultural history and enlarge the imaginative resources of translators and readers of translation. In addition to reading and analysis of outside texts spanning such topics as semantic and grammatical interference, gain and loss, bilingualism, self-translation, pidgin, code-switching, translationese, and foreignization vs. nativization, students will be invited to try their hands at a range of tactics, aiming toward a final portfolio of annotated translations.
This seminar places Racine’s French neoclassical tragedy Phaedra within a wide-ranging series of adaptations of the ancient myth, from its Greek and Latin sources (Euripides, Seneca, Ovid) to twentieth-century and contemporary translations and stage adaptations (Ted Hughes, Sarah Kane), read along with a series of theoretical and critical texts. Particular attention will be paid to critical paradigms and approaches in the evolving fields of classical reception studies, theater and performance studies, and gender studies. Reading knowledge of French strongly preferred.Note: Reading competency in French preferred.
