Archive for the Teaching Category

Summer 14 course materials: Introduction to Literary Theory

Posted in Teaching, The Profession with tags , , , , , , , on 25 May 2014 by Ben

This summer, during the June  ‘A’ Term, I will be teaching (for the second time ever), ENGL 2112: Introduction to Literary Theory. You can find the description of my previous stab at it here along with some course documents. This time things will be a bit different, as I am eschewing the “know a few things well” approach that I tried to employ last time even if I am trying not to teach according either to the “canonical theory” or “theory cafeteria” models which seem to prevail in many such courses.

Download the schedule (ENGL_2112_Schedule_2), the syllabus(ENGL_2112_Syllabus), and the daily worksheet assignment (Daily_worksheet_assignment) if you like. Looking them over as you read will be helpful.

So, in what follows I want to explain and perhaps rationalize the schedule and shape of the course. Note that in the last version of the course we read books of theory, D+G’s Kafka book, for example. Here we are using the second edition of The Norton Anthology of Thoery and Criticism as our only text for two reasons. First, cost/efficiency. It’s a spendy book, yes, but it has resale value to students and could be less than five or six university press titles we won’t even be able to finish. Plus, everyone knows where the readings are and what to bring to class every day. The second reason is that by limiting myself to the Norton, just as with limiting myself to post-1980 theory, I am adding a helpful constraint. I don’t have to think about everything. I don’t think of this as being derelict in my duty as I would have to leave things out no matter what, whether I am drawing from ALL of theory or just from the selections in the anthology. I guess I could add another reason, namely that dealing with an anthology offers us a chance to think about the politics of anthologies, a major point of contention in the culture wars of the 1980s. In any case, I know there are drawbacks to the “antho-logical” approach (not the least of which is the appearance of “cafeteria”style theory), but the benefits outweigh the drawbacks in this experiment in course design. (I think. I hope.)

More below the fold.

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on trigger warnings

Posted in Teaching, The Profession with tags , , on 20 May 2014 by Ben

A discussion on Twitter (although “discussion” is, of course, a rather problematic concept in that context, natch), prompts the following.

I painted myself into a corner by coming out against trigger warnings on syllabuses. I have no interest in rehashing the conversation in which this happened, and I am pretty sure I was making one or two (or eight) wrong assumptions about what other people were saying when I entered the conversation, which prompts me to think that joining any conversation only happens under a condition of misreading the conversation in its extant form, in the way that Bloom talks about misreading, except for social media rather than poetry (and I suppose that the lyric poem was social media before social media; “Watching the cows again. I am such an I.”)

In any case, I have no problems with professors who wish to include trigger warnings on a syllabus, or who wish to warn students in lecture about violent or other graphic content in a film, novel, artwork, etc. (I assume that sound I am hearing is everyone breathing a sigh of relief). I do exactly the latter when I teach Ballard’s Crash or Ellis’ American Psycho. No doubt I could do so with other texts as well. I offer these warnings because I think it’s good pedagogy for me to do so. As someone on Twitter mentioned, we need to prepare students to read difficult things. That’s part of the job, or maybe just “that’s the job”. At the same time, as other people mentioned (mainly me I think), we need to assume that students have some background that allows them to read difficult material. It seems to me that warnings need to find a balance between such things. As such, it will be (and should be I think) difficult to discern between texts that need warnings and those that don’t (or simply need them less).

Complicating this issue is the fact that students come to the class with very different backgrounds, and not only in terms of education. Such difference defeats our expectations as teachers to the point where having any expectation might come back to haunt us. (A common refrain department meetings, in my experience, has to do with how bad at writing English majors are. Faculty discover this every term, after the first written assignment for the most part and are dismayed, again every term, that they have to teach some writing, that their expectations were not in line with reality. I recall a David Foster Wallace essay on bad grammar and how he winds up turning every course into a writing course after he discovers, yet again, how bad students are at writing after collecting their first bit of written work.) To say as much is perhaps as banal as can be, so I won’t belabor the point beyond saying that it will be difficult if not impossible to accommodate everyone’s triggers a priori. As such, students need to participate in their own education to some degree and help the professor understand what their specific situations are, especially when it comes to texts in those greyer areas alluded to above. I am fully aware that even the students most motivated to such participation will have difficulty in this regard, but on the other side professors have the same difficulty. Of course, I also realize that it’s the professor’s job to deal with such issues, but I also believe that education must be active rather than passive. The blanket call for trigger warnings (which were not being made by my Twitter interlocutors, my misunderstanding to the contrary) seems to go hand in hand, in my mind, with not only a broad sanitizing of culture, but also with the production of passive readers. More on this below.

First, note that the active engagement on the part of students, and their capacity to tell instructors about what might cause them trauma (or offense) opens up a further complication, namely that the classroom experience can begin to cater to increasingly the specific whims of individuals. Lest there be any confusion: Survivors of rape and other violence do not have “whims” about their pasts or their traumas. Their concerns are legitimate and must be addressed. Full stop. Knowing that there are such legititmate concerns in a given classroom will be difficult for instructors, but difficulty here is no excuse to not think or work hard to make the classroom a space of learning rather than one of shock (I believe the latter inhibits the former). As such, it is wise and necessary to prepare students for the material, but again in the name and vocabulary of pedagogy and scholarly inquiry rather than that of “triggers” and the potentially offensive.

However, there are what to my mind non-controversial facts (or what ought to be non-controversial facts) that have become so highly politicized that they can cause offense to people on the other side of the “debate” (you can guess at these if you like). When “affluenza” is a thing, one upon which the outcome of court cases can hinge, how can the individual professor know what is and is not a legitimate condition? (Affluenza is merely an example here from broader culture, not an example of something that will come up in this narrower context.) How can a professor know in every case, or even a preponderance of cases, what texts might need a warning, what representations are so graphic that they need comment? To be clear again: there are many instances of trauma that cannot and should be questioned here. Anyone who questions a rape survivor or someone with PTSD of one origin or another, or who cannot recognize why American Psycho is a problematic text (or numerous others) is beneath contempt. Full stop. But what about the greyer areas? And what about political objections? What about a student who reacts badly to material but who has no previous history or trauma? I realize that I have fallen into “just asking questions” mode, and that is not my intent. I would very much like to know, and am very receptive to thoughts from others, on how to make distinctions between texts that need warnings and those which do not, as well as on how to distinguish students’ legitimate conditions from personal whim or mere belief, however sincerely held (this last point an important one given that several experts expect Hobby Lobby to be successful in their suit demanding their right to deny contraception coverage under the ACA because of their “sincerely held belief” that such a thing is wrong).

To return to an earlier point, and with all awareness that claims about “slippery slopes” should not be mistaken for truths, the increased focus on the trigger warning seems to me part of a larger process by which, on the one hand, culture becomes sanitized and, on the other, readers become increasingly passive. The two issue are directly related to one another. I tend to offer warnings to students when we read texts that have forced me to think hard and in ways that make me uncomfortable. Is Mark Twain racist? Is Ellis a misogynist, or satirizing misogyny? Does Ballard create the very inhumanity he seems to be critiquing? Should we allow ourselves to be educated by difficult texts into new modes of knowing or being, or should we judge them according to older modes? What older modes? How do we know that the time has come for a new one? What power does the new one serve? If I find myself asking these questions, I find myself thinking that students might need a warning and I also find myself knowing that students need to read these texts, with the caveat that some students might need to be excused for legitimate reasons. They need to read these texts because these texts produce active readings, even if that reading begins only with “I hate it.” Asking why one hates something is a productive question and getting beyond “just because” or “it’s stupid” requires and leads to very good conversation (for the most part–someone will always say “That novel was stupid” on the FCQs, even for relatively non-problematic texts such as The Great Gatsby or The Return of the King). When we focus on “trigger warnings” and notions of offensiveness, we move the conversation outside the parameters of education and debate and into the realm of the radical individual whose tastes determine all. Education does not take place outside the context of a we, and a we cannot obtain when individuals do not discuss. I am not referring here to “snowflake millennials” but rather to American culture broadly, in which having it “your way” has become the norm for any segment of society privileged enough to have or afford a way of its own (a segment of society from which a  fair number of college students come) and the incommensurability of the points of view espoused by talking heads on cable news is taken for granted, with the answer always being “in the middle” or a “third way” that is idealized as a view from nowhere but actually never found or produced. Since privileged segments of society–the very ones that claim this view from nowhere–drive the agenda and have become commonplace in my experience as a watcher of news and as a teacher (cf numerous students who have told me in one context or another how they pay my salary), we run a risk of allowing the privileged to not ever confront what they  find offensive to their privilege.

Finally, the idea of the trigger warning seems to me to grant far too much power to representation and, when it is called a “trigger warning,” implies that texts in fact have a certain amount of control over us. I see myself as someone who helps people overcome representation, someone who helps people understand how representations work against implicit and explicit (video games make us serial killers and what not) cultural claims that representations are dangerous and must be regulated in some manner. I am not worried about being censored as a teacher here, and do not think that this issue is one of censorship in this respect. Rather, I think it has to do with the issue of representation itself, how much power we grant it, and the critical tools we need to understand it. This issue seems pressing to me in a time when representations such as “fair and balanced” are asserted and made to be or taken true without regard to any sort of actual truth.

Again, and for the final time, I am not arguing in any way against legitimate trauma as a reason for excusing a student from an assignment or against thinking hard about what texts need warnings. Moreover, I worry very much about my own capacities to make such judgements and about the ways my own very real privileges might blind me to the situations of other people who have lived through such trauma. In the end I too (following someone on Twitter) am arguing for a “thinking harder” about this issue. What I am trying to add to the conversation (I did not see it earlier today on Twitter, although I expect most will agree with me here), is the idea that part of this “thinking harder” includes a contextual shift that focuses on pedagogy and the situation of the “trigger warning” in broader cultural issues having to do with the manner in which culture is made safe and how this safety produces passive readers rather than active ones.

Old syllabus: Posthuman Media

Posted in Teaching with tags , , , , , , , , , , , , , , , , , , , on 1 February 2014 by Ben

Following a discussion with Marc Weidenbaum via Twitter, here is the syllabus for an old course: Posthuman Media.

ENGL_3116_Daily_Schedule_-_Revised_3

Spring 2014 course materials: Music and Digital Media

Posted in Teaching with tags , , , , , , , , , , on 5 January 2014 by Ben

Some people on Twitter asked me to post this stuff, so here it is.

Although I think the class will work well, I don’t pretend that it’s comprehensive. Rather, it is rather idiosyncratic. Since it’s a theory class according to the English Department (ENGL 3116: Topics in Advanced Theory), the Wark seems necessary to me. It makes sense anyway, but does provide a broad theoretical background to some of the issues we will discuss, one that is largely absent otherwise.

I realized while constructing this syllabus 1) how much things have changed since I last taught this course in 2011, not only with regard to music itself, but also with regard to the industry (do they still sue downloaders? is this still a thing?) and media studies generally; and 2) with regard to these changes mentioned in 1,  that I am rather behind on the scholarship in the field. More accurately, I would say that I am more aware than ever of what it means to be an expert on something, and find now what I once considered to be my expertise in this field, while still adequate in some respects, somewhat less than I would like. Oh well, when I finish Here at the end of all things I can rectify that issue as I prepare for The Age of the World Playlist.

So here is the syllabus (with course policies) and the schedule. Note that the schedule is mostly organized as follows: Mondays are for theory, Wednesdays are for texts on music and/or media, and Fridays are given to listening. Mostly. There are probably more exceptions than I would like to know about.

ENGL_3116_Syllabus

ENGL_3116_Daily_Schedule

Last set of Cloud Atlas Notes

Posted in Teaching with tags , , , , , , on 5 April 2013 by Ben

These are even more scattered than previous ones. They are the leftovers, notes I took as the reading progressed with an eye towards future lectures. We never did get to these lectures, for one reason or another. I missed a class and had a colleague sub for me, so there’s that. Then we spent the last class having a discussion of whether the novel is pessimistic or optimistic. Hard to say, as one ending (the chronological one) reads to me as very pessimistic and the other ending (the novelistic one) is much more positive. Of course, Ewing doe snot know what is in store for the human race. One student pointed out that, of course, there are more than just two endings, so it’s hard to say this split is real. Oh well, at least I got to trot out my pet theory about how people generally like happy endings (especially those that are earned), but they tend to believe sad endings. Of course, the question at the end of the novel is belief, something I am intrigued with lately after reviewing Stiegler’s Uncontrollable Societies of Disaffected Individuals, but I can’t get past my irrational feeling that the whole question is hokey, not unlike some of Cloud Atlas.

 

connection between human passing and the desire for immortality

  • major point: these two issues are connected
    • one seems to drive the other
    • they each seem to drive each other

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Cloud Atlas notes part the fourth

Posted in Teaching with tags , , , , , on 19 March 2013 by Ben

Okay, here are my day four teaching notes for Cloud Atlas. They cover up to and including the “Sloosha’s Crossin'” section. Again, very idiosyncratic. Would really love to know if they mean anything to anyone else.

 

discussion points

  • finishing last time and adding reading and writing “Sloosha’s Crossin’”
  • coming unstuck in time and history
  • connection between human passing and the desire for immortality Continue reading

Even more notes on Cloud Atlas

Posted in Teaching with tags , , , on 17 March 2013 by Ben

So these are the day three notes, but SHHH: day three is actually tomorrow.

discussion points

  • more on textuality: the issue of cohesion
  • evolving subjects of reading and writing
    • this will lead us to a discussion of the time traveler and our discussion for next time
  • next time
    • unstuck in time and history
    • human passing and immortality
  • after break
    • evolving ideas (humanity, power, money, etc) across the novel’s parts

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