Summer 2011 Course: Introduction to Literary Theory

Posted in Teaching on 7 April 2011 by Ben

I hate the traditional theory course. I plan to introduce students to my course this summer with a smattering of theory syllabi I have found online, most of which teach the same texts in the same order and seem to understand theory as a meta-discourse: that which operates as an instrument through whose mechanisms we might reveal the real meaning of literature. This tool, which looks like a greatest hits list offered each Fourth of July by your local classic rock channel (with the ok of Clear Channels): the only question is whether “Let it Be,” “Stairway to Heaven,” or “Satisfaction” will be number one (or in this case, whether you will get Barthes or Foucault or both on the question of authorship). You know they’ll be there in some permutation, in some order, but they will be there. Because nothing recent is worth anything and theory, apparently, was something that we did in the 60s and 70s and no only read about. For a discourse that helped dispel the notion of canonicity, it sure does have a, well. . . oh I won’t say it.

What I hate even more about the intro to theory class is the a la carte or cafeteria-style approach it seems to take.

“How would you like to approach the text today sir?”

“How’s the Marxism?”

“A trifle dry sir. Perhaps the reader response?”

“I did that yesterday. I will try the second wave feminism.”

“Excellent. That comes with a side of postcolonical studies.”

“Fine, but could I have that only lightly historicized?”

“Of course sir.”

We throw all of these ideas at students without any historical context, without any explanation of how they fit together, and with an implicit claim that it’s all more or less the same, you just have to choose. And then what do we get? Endless deconstructions or psychoanalysis of characters. Some of that is to be expected, of course, as people new to theory are going to have to try things out. But in the context of the traditional theory class it seems that “trying things out” is preliminary to “getting it right.” I don’t believe in getting things right. I believe in experimenting. I also believe that it’s better to know one thing well than numerous things poorly. So, in this class, we will be dealing with only a few theoretical models in the hopes that we will understand them well in order to take off from them, to experiment with them. Of course, there is some tension here. We are dealing with a lot of Deleuze and this constraint will limit experimentation no doubt. I can live with that, however. By beginning with Cusset’s French Theory I hope we 1) will gain a sense of a broad range of theory and 2) will gain some historical understanding of theory as a developing thing rather than a static one. This latter issue will, hopefully, allow me to impress on the class that we can only ever start in one place and that we cannot hope in a single class to learn everything anyway. As such, we are admitting failure to begin with in order to pick our battles more wisely. (And what is with all of the violent metaphors? I don’t know).

I hope that this class will be more of a laboratory, where we can develop ideas rather than parroting old ones. The focus on Deleuze will, I hope, allow for that.

So, here is the course description I gave the department, although it has changed a bit. I am not dealing with Lacan, Derrida, and Poe. Mostly, I just don’t care for Lacan. More importantly, and perhaps related: I don’t know that I could adequately teach this conversation. So, in stead we are starting with Cusset (most of it) for the reasons mentioned. Following that we will deal with several Deleuzean readings of literature beginning with Whitman. Then we will read Kafka: Toward a Minor Literature, along with “The Burrow,” the Metamorphosis, and then In the Penal Colony. This last text will give us an opportunity to look at Liz Grosz’s Nietzschean reading of Kafka in Volatile Bodies and compare what she does with what Judith Butler does, albeit with far less Kafka, in Gender Trouble. Then we deal with everyone’s favorite cypher, Bartleby, and readings by Deleuze, Agamben, and Cornelia Vismann, whose Files: Law and Media Technology I am currently enjoying very much. We move then into the endgame with Barthes’ Mythologies and Derrida’s “Structure, Sign, and Play. . .” (my only real nod to theory’s greatest hits). The idea in this last section of the course is to ask students to do, first, a mythology–to write a short essay on a cultural phenomenon that we can understand in Barthes’ structuralist terms–and then to deconstruct that mythology along the lines that Derrida suggests. We then conclude with the Habermas/Lyotard debate (which serves its purpose regardless of whether it really happened) and a statement by Michael Bérubé from the edited volume What’s Left of Theory?

Course Description
ENGL 2010: Introduction to Literary Theory
Summer B Term
Benjamin J Robertson

Three questions:

  • What is theory?
  • Why do we do theory?
  • How do we do theory?

This class will probably fail to answer these questions not because they are unanswerable, but because we don’t always acknowledge what they are asking. For example, when we ask “What is theory?” we might think we are asking about a definite thing that forms, before we ever encounter it, a widely agreed upon discipline or set of methodologies. And we might be asking exactly that and therefore answer something like, “Theory is a tool that provides a means by which to understand literature.” But what if that question means something else? What if that question, instead of being an inquiry in pursuit of knowledge, in fact presupposes that knowledge? That is, what if when we ask the question we already know the answer, namely, that there is a thing called theory that we might know? If we already know that, that there is theory and it can be understood in terms of its qualities x, y, and z, then the other questions fall into line. Why do we do theory? We do theory so we have a way to understand literature. How do we do theory? We do theory according to the methods provided by the texts that we already know to be theoretical.

This class takes a different approach to this issue. We will pursue two lines of inquiry. First, we will consider where our understanding of “theory” comes from and how this understanding has produced certain reading strategies and, in a very real sense, the contemporary discipline of English in the United States. Second, we will engage in an experimental practice of theory in order to understand how our use of theoretical texts, in combination with literary texts, produce new ideas and knowledges. For example, we will read Melville’s “Bartleby, The Scrivener” with Gilles Deleuze’s “Bartley; or, The Formula” and Giorgio Agamben’s “Bartleby, or On Contingency” in order to understand how different starting assumptions about language and the literary text produce different readings of particular texts. We will similarly engage with clusters such as Poe/Lacan/Derrida and Kafka/Deleuze/Grosz/Butler. We will conclude the term with Roland Barthes’ Mythologies in order to think about how “literary theory” can provide for a means to think beyond the literary.

Potential partial reading list

  • Agamben: “Bartleby, or On Contingency”
  • Barthes: Mythologies
  • Butler: from Gender Trouble
  • Conley: “I and My Deleuze”
  • Cusset: French Theory
  • Deleuze: “Bartelby; or, The Formula”
  • Deleuze & Guattari: Kafka: Toward a Minor Literature
  • Derrida: “The Purveyor of Truth”
  • Grosz: from Volatile Bodies
  • Kafka: “In the Penal Colony” and “The Burrow”
  • Lacan: seminar on “The Purloined Letter”
  • Melville: “Bartelby, The Scrivener”
  • Poe: “The Purloined Letter”

Here is the schedule. I have not yet created a text list, although they should be easy enough to track down from the schedule.

Spring 2011 Course: Music, Digital Media, and Networks

Posted in Uncategorized on 7 April 2011 by Ben

I was so very excited to teach this class, and it has gone very well to date. It does tend toward the “Shit only Ben knows” thing with great frequency, but it’s worked out because the class, for reasons I can’t quite fathom, seemed to put a lot of faith in the idea that “it must be going somewhere.” I think we are all on the same page now, but there were a few moments early on when we were using terms that we had not yet defined (because we were too busy defining other terms) and thus were a bit confused. If you have read Ken Wark’s A Hacker Manifesto you know what I mean. He starts using “vector” in the first chapter, but does not fully define the term until the next to last chapter. Yes, you could skip right to that chapter, but then you won’t know what “class” and “representation” mean. And don’t get me started about “world,” a term you might not even recognize as a term until you get to the last section of the book. In the end, you get it all at once, and that’s often how I teach. I believe that it’s my job to simply put all of the concepts into play. If I do so well, the students will be able to put them together, sometimes in the manner I might, more often in far more exciting ways.

Oh, and you know what else don’t get me started on? The amount of shit I had to go through with the CU Library to get some of these albums on reserve. THEY’RE FREE ONLINE PEOPLE AND THEY HAVE NO REGULAR RELEASE!!!!

In any case, here’s the description:

Benjamin J Robertson
Course Description
ENGL 3116-001 TOPICS IN ADVANCED THEORY
Music, Networks & Digital Media
MWF 11:00-11:50, VAC 1B88

Films such as American Grafitti, Apocalypse Now, Forest Gump, and numerous others that follow from the 1960s use music, whether in an ironic or straight fashion, as soundtrack. On one had, that point is obvious, tautological. On the other hand, it is an idea worth investigating in the digital age. The premise of this course is that music no longer operates as a soundtrack, as a meaningful commentary or complement to events (fictional or real). Whereas the 1960s (drawing or earlier traditions of folk and blues) gave the United States and the world the idea that music could create or reinforce the meaning of political movements, cultural moments, or individual experiences, the late 1990s and the first decade of the twenty-first century demonstrate that the most important aspect of music is no longer its involvement with semantic meaning, but rather its encoding: whether we can play it through an iPod or a Zune, whether it can exist online, whether it can be tracked through p2p networks, whether Apple will allow it into the iTunes store (and how much it will cost according there according to the level of security attached to it). This class will consider these issues and others through readings in music and political economy, music and digital technology, etc. Additionally, we will consider several musical texts produced in the last ten years that explicitly involve themselves with and question processes of encoding and networking.

Partial reading list

  • Jacques Attali: Noise: The Political Economy of Music
  • McKenzie Wark: A Hacker Manifesto
  • Paul D. Miller, aka DJ Spooky that Subliminal Kid: Rhythm Science
  • —., ed. Sound Unbound: Sampling Digital Music and Culture
  • Jonathan Sterne: “The mp3 as Cultural Artifact”
  • Eric Harvey: “The Social History of the mp3”

Partial listening list

  • Girl Talk: Feed the Animals
  • The Kleptones: A Night at the Hip-Hopera
  • djbc: The Beastles and Glassbreaks
  • Danger Mouse: The Grey Album
  • Negativland: No Business
  • Public Enemy: It Takes a Nation of Millions to Hold us Back
  • The Beastie Boys: Paul’s Boutique

Text list

Schedule

Spring 2011 Course: American Literature Since 1865

Posted in Teaching on 7 April 2011 by Ben

An old standby I was asked to teach for Continuing Ed. As familiar as this material is, and as “easy” as it seems to pick it out and plug it in, this course was difficult to define and to teach. I’ve thought so much about some of this material I find myself caught between trying to say too much and too little. On the one hand, I want to make clear why these texts work so well together, how they define an historical trajectory. On the other, I find myself wondering whether I only wind up talking about “shit only Ben cares about.” I had a rather large epiphany about The Great Gatsby while writing up and recording the lecture. And then I wondered if I was only just realizing what everyone already knows about the text. And then I wondered whether it’s worth sharing with students if its either obscure or obvious. Sometimes it’s easier to teach things no one teaches or things that are very new. You don’t have to deal with a critical history or the weight of students’ past interactions. Of course, that is why I deal mainly in contemporary American literature, when I deal with literature at all. And damn if I’m going to teach Huck Finn anytime soon. It’s my new Beloved.

ENGL 3665: American Literature since 1860
Instructor: Benjamin J Robertson

ABOUT THE COURSE
This course will cover some of the broader periods/movements of American literature since the Civil War including: realism, naturalism, modernism, and postmodernism. The focus of the class will be on how these periods, and the literary styles endemic to each, address questions regarding gender, race, class, and, above all, Americanness.

We will begin the course with a consideration of American founding documents such as the Declaration of Independence and the US Constitution. We will then consider several responses to these documents and the history that engendered them in order to advance certain questions that will prove useful in our study of the literature to follow. We will look at influential studies of Nathaniel Hawthorne by Herman Melville and Henry James to help us frame these questions.

After this initial part of the course is through we will move on to examples of American literature from the second half of the 19th century, including work by Dickinson, Whitman, Twain, and Crane. We will then spend some time considering American attitudes regarding race and gender at the turn of the century through texts by Du Bois, Washington, Gilman, and Chopin. From there we move into the modernist period with Eliot, Faulkner, Fitzgerald, O’Connor, Stein, and Ellison. We will conclude with several examples of postmodern fiction and poetry by Hejinian, Perelman, Pynchon, and Morrison. As we progress through the material we will pay careful attention to the conversations these texts carry on and how they return to the same questions over and over, reshaping them in the context of new artistic practices, historical moments, and cultural events.

OBJECTIVES/OUTLINE
Understand the major movements in American literature since the Civil War
Learn to recognize the styles of various writers and how those styles contribute to American literature
Develop critical skills necessary for writing strong arguments and taking positions on challenging questions about the nature and history of American culture

GRADE BREAKDOWN
6 quizzes based on reading and lectures: 30%
Participation in discussion threads: 15%
2 short essays: 20%
1 long essay: 20%
Weekly, paragraph-long responses to reading: 15%

REQUIRED TEXTS

  • Stephen Crane: Maggie, A Girl of the Streets (Bantam, 1986; ISBN: 978-0553213553)
  • Kate Chopin, The Awakening (Bantam, 1985; ISBN: 978-0553213300)
  • Mark Twain, The Adventures of Huckleberry Finn (Norton, 1998; ISBN: 978-0393966404)
  • F. Scott Fitzgerald, The Great Gatsby (Scribner, 1999; ISBN: 978-0743273565)
  • Thomas Pynchon, The Crying of Lot 49 (Harper, 2006; 978-0060913076)
  • Toni Morrison, Beloved (Vintage, 2004; ISBN: 978-1400033416)
  • other texts available online or through CULearn

Note: Copies of the Crane and the Chopin will be ordered at the CU Bookstore, but you are free to use one of the legally available online versions of those texts. If you choose to do so, please make sure you find those versions legible. The Chopin, for example, is formatted in manner that some might find annoying. In the case of the Twain, please buy the Norton Critical edition. Other editions are very different and this difference will affect your reading of the novel. You may use any available editions of the other texts, although in most cases there is only one version available.

Text list

Schedule

Fall 2010 Course: Introduction to Digital Media

Posted in Teaching on 7 April 2011 by Ben

Fall 2010 course

ENGL 2036-001: Introduction to Digital Media
This class serves to introduce students to theoretical, critical, and formal concepts of media and textuality. The course investigates the history of media (especially writing and print), the political implications of so-called new media (e.g. computers and network technologies), cultural discussions of media, and specific media objects. The course is designed to give students in the humanities an understanding of 1) their media environment in the 21st century; 2) the origins of that environment; and 3) the evolving position of something called “literature” within it.

Text list

Schedule

Fall 2010 Course: Literary Analysis

Posted in Teaching on 7 April 2011 by Ben

Here is one of my Fall 2010 courses, the basic intro-to-literary-studies course required of all English majors at CU.

ENGL 2000-001: Literary Analysis

Official description: Provides a basic skills course designed to equip students to handle the English major. Emphasizes critical writing and the acquisition of basic techniques and vocabulary of literary criticism through close attention to poetic and prose language.

This section: A writing-intensive course focused on developing interpretive and expressive skills. We will write a series of short papers and discuss writing strategies during class in the context of poetry, drama, and prose. Further, we will study a series of terms chosen to assist you in understanding genre, form, historical period, and other broad categories of literary discourse. This course is designed less to be an all-encompassing introduction to the discipline than it is to provide you with tools with which you can enter the discipline on your own.

Text list

Schedule

Summer 2010 Course: Masterpieces of American Literature

Posted in Teaching on 7 April 2011 by Ben

This was my course last summer.

ENGL 1600: Masterpieces of American Literature

Violence, Movement, Faith, America

Despite contemporary protests that popular media such as film and television (and, more recently, the internet) is too violent, the United States has been grappling with violence and its representation for centuries. This section of Masterpieces of American Literature will discuss how violence has been represented in American literature since the nineteenth century. Often, if not always, violence is coupled in American literature to other themes, including some that are expected (such as the frontier and death), some that are not (such as the innocence of youth), and some that are bound to be controversial (such as religion and faith). We will examine six novels, each of which takes on the issue of violence in one of its many physical or metaphysical forms. Through our readings, we will come to understand that violence is cruel and necessary, tragic and comic, subtle and ubiquitous, literal and figurative. In short, we will learn that the United States is violent. However, our greater task will be to discover what we mean when we say as much and whether such statements should be spoken as a moral lesson.

Reading list:

  • James Fennimore Cooper: The Deerslayer
  • Mark Twain: The Adventures of Huckleberry Finn
  • Willa Cather: Death Comes for the Archbishop
  • Ralph Ellison: Invisible Man
  • Flannery O’Connor: The Violent Bear it Away
  • Cormac McCarthy: Blood Meridian, or the Evening Redness in the West

Here‘s the Text list.

And here is the schedule.

“To do”: An Ethology of Coded Society

Posted in Uncategorized on 18 January 2010 by Ben

This is a paper I wrote for a special issue of a journal. It was deemed inappropriate for the issue’s theme. I thought that I might resurrect it, but it seems rather dated at this point–at least in certain of its references; I stand by the overall argument. It’s also a bit strange, at least to me (and no less now than when I wrote it). No doubt it will come back in a somewhat different form in Material Science Fictions, but here it is for now.

Cormac McCarthy’s Blood Meridian, or the Evening Redness in the West can be read as an investigation of the problematic establishment of US jurisprudence upon no other authority but its own. As such, the novel recognizes both the Enlightenment-driven necessity of removing nature and religion as a nominal source of foundation for the state and the potential consequences of this removal. If power was to begin and end with the citizens of the nation, then there could be no appeal to any abstractions in the constitution (the process, not the document) of that nation. However, the self-grounding of power claimed in Article VI of the US Constitution (the document, not the process) exposes the truth that power and authority have never had any foundation in abstract ideas. Thus McCarthy’s great character Judge Holden can claim that “Moral law is an invention of mankind for the disenfranchisement of the powerful in favor of the weak. Historical law subverts it at every turn. A moral view can never be proven right or wrong by any ultimate test. A man falling dead in a duel is not thought thereby to be proven in error as to his views” (250). Otherwise put, all of the rationality, all of the morality, all of the human-constructed words that stand behind and comprise the Constitution (both the process and the document) of the United States, matter not at all in the face of material force. In the society of the early twenty-first century, this fact has taken on new importance as our interactions with our environments—our acts of “doing”—are increasingly prescribed by the material force of code.

“To do” is, obviously, predicated on an ability “to do.” As implied above, such ability should not be understood strictly as a function of the user using it. Any consideration of “to do” must include an analysis of the effects of environment, broadly understood, on the user’s ability to use her ability. Regardless of will, there are some things that will always remain outside of anyone’s ability to do, outside of what natural law allows, not because of a lack of pure ability on the part of the user, but because of the inhospitable affordances inherent to the interaction of user and used. For example, even the best runners in the world cannot exert their abilities to do to the same extent when they run on sand as they can when they run on a level, all-weather track. Sand does not afford speed in the same manner that the track does. Only when runner and surface meet (to simplify a complex interaction for the sake of explanation) does “running,” fast or slow, obtain. Similarly, no artist, however great, can create art in the absence of a suitable medium or stylus.

These examples of the function of natural law demonstrate that any ability to do involves a relationship between bodies, between individuals, between things. Moreover, they demonstrate the limits of human power in certain environments or contexts. As the opening scene of 2001: A Space Odyssey reminds us, such limitations are a fundamental fact of existence and overcoming them always involves a process of discovering new ways of interacting with things. The ape’s use of the bone as a weapon constitutes an evolution in the interaction of individual and thing and is, mythically speaking, the first human/machine interface. Furthermore, this use afforded its user greater power and subsequently engendered new relationships between him and his peers as well as between those peers and their environments. Whether we understand the advent of the human/machine interface to be a benefit or a curse for humankind, we cannot deny its continuing effects on the structure of human existence. Moreover, we cannot deny that the material interactions it enacts and affords (or constrains) have greater consequences for future actions than any rule subsequently constructed to regulate them. Historically, the very existence of such rules implies the primacy of that which they rule.

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Sampling Nostalgia: “Forever Young,” “Young Forever,” and the Impossibility of the Occasional

Posted in Uncategorized on 19 December 2009 by Ben

Okay, so that’s a totally clichéd academic title: Strange Phrase: The Things I Will Discuss to Explain the Strange phrase. Anyway. . .

I won’t pretend to be an expert on occasional poetry, but I will bet that Pope did not perform “The Rape of the Lock” past his prime to a bunch of aging baby-boomers who want to party like its 1712. I’m thinking of anecdotal accounts friends once gave me upon seeing Modern English circa 1997. Of course they wrote and performed other songs besides “I’ll Stop the World (and Melt with You)”, but really, who wants to hear them? Also recall Homer Simpson on Bachmann Turner Overdrive: “They were Canada’s answer to CCR. Their big hit was TCB.” When he sees them perform not only can he not wait for “Taking Care of Business,” but he can’t even wait for “the workin’ overtime part.” But I digress, as neither of these examples get to exactly what I mean to discuss.

While we might dismiss the occasional as too rooted in a particular context and therefore not amenable to its own legacy, I would argue that this situatedness makes the occasional all the more important and, presently, all the more rare (which is to say impossible). According to Wikipedia, “Goethe declared that ‘Occasional Poetry is the highest kind.'” Likewise, Hegel had the following to say about it (I can’t believe I am about to agree with Hegel):

Poetry’s living connection with the real world and its occurrences in public and private affairs is revealed most amply in the so-called pièces d’occasion. If this description were given a wider sense, we could use it as a name for nearly all poetic works: but if we take it in the proper and narrower sense we have to restrict it to productions owing their origin to some single present event and expressly devoted to its exaltation, embellishment, commemoration, etc. But by such entanglement with life poetry seems again to fall into a position of dependence, and for this reason it has often been proposed to assign the whole sphere of pièces d’occasion an inferior value although to some extent, especially in lyric poetry, the most famous works belong to this class.

The occasional speaks to a specific moment, to something that had a specific historicity, a particularity, perhaps a singularity. It resists appropriation into a culture of sameness, or at least did. Well, perhaps it never did and I am merely romanticizing what the occasional was. Perhaps better to say that what the occasional could be is a fleeting moment in which representation touches materiality. If considered in an historical manner, the occasional thereby might offer some understanding of its occasion. That is most likely wishful thinking, but I throw it out there.

What the Modern English and Homer Simpson examples begin to demonstrate is the fact that the present United States can in no way deal with occasionality. I see this inability in student essays which rush to declare whatever they are about to be the “greatest poem/modernist poem/novel/postmodernist novel/song/album/etc. OF ALL TIME!” Everything has to be eternal, capable of transmitting meaning to everyone, everywhere, everywhen in the same manner, transparently and without regard to historical notions of reading, epistemology, etc. When we are confronted with something new, we try to make it something old. I think that this desire is a function of nostalgia, which dovetails with the fact that we don’t give a damn about anything Tony Basil has done since “Hey Mickey.”

To be a bit more academic about this issue, let’s just say it’s very much related to Jameson’s lament that postmodernism is bound up with a culture that can no longer think historically.

With that, a screed about contemporary music or, rather, a contemporary song and what it means in terms of contemporary culture.

While I do have some idea what happens in the world of music, I have no idea whether the things I know about are actually part of some kind of social vocabulary. I know Beyonce made one of the best music videos of all time, but I have no idea what the song sounds like. That said, I may be making mountains of molehills here.

That said, I have some issues with Jay-Z’s “Young Forever.” Before I begin, let me say that if Jay-Z wants to use the lyrics and music from an older song to make a million dollars, more power to him. I don’t care and would like to see copyright open up a bit for more of this kind of work (although, given the fact that his use of the song in question is almost certainly controlled by a mechanical license for covering the song and not sampling it, the issue of copyright is not really an issue here).

Nonetheless, because the 80s are on my mind constantly, and because I trace many contemporary cultural and political problems in the United States to that period, I take issue with the manner in which Jay-Z appropriates Alphaville’s 1984 song “Forever Young,” which, thank god, has no relation to the Rod Stewart song of the same name.

Here’s Alphaville:

What strikes me most about this song and video (or, rather, the combination of the two) is the utter lack of nostalgia. To contemporary ears, the title “Forever Young” reads as an ode to a better time, the right now/present when we are as beautiful, fit, and carefree as we will ever be. As I will argue below, Jay-Z seriously (perhaps willfully) misreads the song as such. Of course, it’s not surprising that he does so. A great deal of rock and popular music celebrates youth for one reason or another, and I know more than one person who thinks that The Ramones’ cover of Tom Waits’ “I Don’t Wanna Grow Up” is some kind of punk rock anthem to youth and its fuck-all attitude. (It’s actually a late song that, like Twain’s Huck Finn, is performed by an older person/group who only understands what he/they had in his/their youth by virtue of no longer being youthful. That self-awareness is the price of maturity and exactly what destroys innocence).

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My Spring 2010 Course: The 70s: Paranoia, Technology, & Decline

Posted in Uncategorized on 18 December 2009 by Ben

I was slated to teach ENGL 2000: Literary Analysis (the basic how-to-read class required for all English majors at CU), but the low enrollment snake bit me and I am now teaching Modern and Contemporary Literature (a non-major class focused on, well, modern and contemporary literature).

For the past two semesters I have taught the class on the 1980s, the decade I am most concerned with in Corruption and Sameness. However, I get rather bored teaching the same class over and over. I varied the texts a bit from Spring 09 to Fall 09, but even so, I can’t get away from Blood Meridian and Watchmen and I can only teach them so often before they start to get stale to me, so I am mixing it up in Spring 10 with a class on the 70s: ENGL 3060-023 & -028: Modern and Contemporary Literature: The 70s: Paranoia, Technology, & Decline. Here is the reading schedule:

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Cultures of Corruption

Posted in Uncategorized on 23 November 2009 by Ben

From Lawrence Lessig, a video slideshow about what he calls “institutional corruption.” He defines this term as a systemic issue endemic to public institutions in which influence, within an “economy of influence,” is brought to bear on certain policy decisions in such a way as to erode both the ability of the institution to effectively conduct its affairs and the public’s confidence in the institution itself.

Vodpod videos no longer available.

more about “Institutional Corruption – Short Vers…“, posted with vodpod

 

I’ve been thinking a lot in the past 3 or 4 years about the notion of corruption, stemming in part from my reading of the film Syriana and the Robert Baer book, See No Evil upon which the film is based; Thomas Pynchon’s Against the Day; other films and novels; and the state of American culture in the early 21st century and since the 1980s. My last post, on the opening credits to Watchmen, is part of this thinking, even though I do not mention “corruption” anywhere in it.

Any reader of Aristotle knows that “corruption” is associated with change, as it is in On generation and corruption. However, my own thinking, which has far more to do with corruption in political and cultural contexts than it does with what happens to milk when you add lemon juice to it, leads me to understand corruption as a force, or better a mentality (in the mold of Foucault’s governmentality), committed to resisting change. As Lessig discusses in the video, the three parties to the institutional corruption affecting Congress (members, lobbyists, and interests) require that the system remains in place so they may continue to benefit from it.

There is a scene in Syriana in which Christopher Plummer’s character (the oh-so-appropriately named Dean Whiting) meets with a Middle Eastern prince from the fictional country “Syriana” (“Syriana” is a sort of mashup of Arabic sounding words and is a fictional country the US wishes to establish in the Middle East; it will be completely receptive to US interests and give up its oil for pennies on the dollar, so long as those in power get their’s). Whiting asks the prince if he would like the Emirship (kingship), which would come presumably at the expense of his older, better-educated, liberal brother. The younger prince does get to be Emir; his brother is assassinated. Recalling the earlier scene, in which the two men (and a third, unidentified international middleman) sit around and smoke expensive cigars and drink expensive cognac on a very expensive yacht after a lavish birthday party for the prince (he complains he did not get enough), the conclusion seems obvious: these dealings, this corruption, is solely for the present. That is, what these men do is for the benefit of the here and now.

Of course, that seems obvious, as Lessig makes clear that people go into politics now to be come rich rather than to save the world. Thus politics (and the corruption that comes with it) are about the present at the expense of the future. But I think this presentism is more radical than it at first appears. Consider the title of Thomas Frank’s book: The Wrecking Crew. It reminds me of what I once heard Manuel DeLanda say during a lecture: that the job of any present administration is to fuck up the country so badly that the future administrations will not be able to fix it.

The goal is assure sameness. That is the point of corruption. This sameness, however, is not about simultaneity, nor is about simple ubiquity. Rather it is about extending the present into the future, making sure that there is no future proper in the sense of a “to come”, in the sense of something new that threatens the status quo. This sameness, which is born of corruption, is something far more worrisome.