Module Outline s3

MODULE OUTLINE

Modern Liberal Arts University of Winchester Semester 2 LA 1007

LA 1007 Spirit: innocence and experience

Friday, 9-11, MB3 week 6 MC108 Rebekah Howes

Module Learning Outcomes

Demonstrate engagement with texts and ideas relevant to the themes of innocence and experience Demonstrate reflection on experiences and the wider contexts in which they take place Communicate experiences of texts and ideas as appropriate Show knowledge and understanding of specialist terminology Demonstrate requisite research skills in gathering, summarizing and presenting evidence including proficiency in referencing and academic conventions

Introduction

This module explores the two related themes of innocence and experience from across a range of philosophical, religious and literary texts and ideas. We will look at the idea of ‘nature’ and consider various ways in which it has been understood as disrupted, corrupted or ‘tamed’. We will see how intimately connected is the idea of experience with the demonic in the art, literature and poetry of the Western tradition. With Milton’s Paradise Lost we enter a world of innocence and a ‘world of demonic experience’. With Goethe’s Faust the modern mind unfulfilled by the life of knowledge is led by the devil to the pleasure of pure experiencing. In what ways might we be said to sell our restless souls? We will also explore the idea of the ‘loss of childhood’ in western modernity and what the political and educational implications of this might be. All of these discussions will raise questions concerning the relation between beginnings and ends, good and evil, reason and passion. And by asking what these themes look like in modern social and political experience we probe deeper into the difficulties and controversies of the concept of innocence and, therein, the religious and philosophical tradition which bequeaths it.

Weekly sessions/Readings/Wider reading

Week 1 Ignorance is Bliss

Reading Dostoevsky, F. (2006) The Dream of a Ridiculous Man and other Stories, Utah: Waking Lion Press pp 10- Also available online at http://www.fiftytwostories.com/?p=270 A short animation of the book by Alexander Petrov can be found on you tube at http://youtu.be/ot45HZNRyzMhttp://youtu.be/Bn1wEt-JNEA

Week 2 Paradise Lost (1)

Reading Lewis, C.S. (1942) A Preface to Paradise Lost, London: Oxford University Press Milton, J. (2004) Paradise Lost, Oxford: Oxford University Press Milton, J. (2015) Areopagitica, CreateSpace Independent Publishing Platform Milton, J. (1918) Areopagitica, THE ONLINE LIBRARY OF LIBERTY, Liberty Fund, Inc. 2006 https://www.dartmouth.edu/~milton/reading_room/pl/book_1/text.shtml Ruddick, W. (1969) Paradise Lost I & II, Oxford: Blackwell

Wider reading Milton, J. (1918) Areopagitica,THE ONLINE LIBRARY OF LIBERTY, Liberty Fund, Inc. 2006 Cummins, J. (eds)(2003) Milton and the Ends of Time, Cambridge: Cambridge University Press Fernie, E. (2013) The Demonic, Literature and Experience, Oxford and New York: Routledge pp 76-80 Hillier, R.M. (2008) ‘The Good Communicated: Milton's "Drama of the Fall and the Law of Charity" in The Modern Language Review, Vol. 103, No. 1 pp. 1-21 Jordan, M. (2001) Milton and Modernity, Basingstoke: PALGRAVE Leonard, J. (2013) Faithful labourers: a reception history of Paradise lost, 1667-1970, Oxford: Oxford University Press Lewis, C.S. (1942) A Preface to Paradise Lost, London: Oxford University Press MALTZ, H. P. ( 1988) ‘LUCIFER'S FALL: FREEWILL AND THE AETIOLOGY OF EVIL IN 'PARADISE LOST'’ in Theoria: A Journal of Social and Political Theory, No. 72 pp. 63-73 McColley, D.K. (1983) Milton's Eve, Urbana, Illinois: University of Illinois Press Morrissey, L. (2001) Eve's Otherness and the New Ethical Criticism in New Literary History, Vol. 32, No. 2, pp. 327-345 Porter, W.H. (1993) Reading the Classics and Paradise Lost, London: University of Nebraska Press Rebhorn, W.A. (1973) ‘The Humanist Tradition and Milton's Satan: The Conservative as Revolutionary’ in Studies in English Literature, 1500-1900, Vol. 13, No. 1, pp. 81-93 Russell, J.B. (1988) The Prince of Darkness, Ithaca and London: Cornell University Press Russell, J.B. (1986) Mephistopheles, The Devil in the Modern World, Ithaca and London: Cornell University Press Shoaf, R.A. (1993) Milton, Poet of Duality, Florida: University Press of Florida Sayers, D.L. (1963) The Poetry of Search and the Poetry of Statement, London: Victor Gollancz Ltd chapter x Shoulson, J.S. (2000) ‘The Embrace of the Fig Tree: Sexuality and Creativity in Midrash and in Milton’ in ELH, Volume 67, Number 4, pp. 873-903 Riggs, W,G, (1995) The Temptation of Milton's Eve: "Words, Impregn'd / With Reason" in The Journal of English and Germanic Philology, Vol. 94, No. 3 pp. 365-392 Ziegelmaier, G. (1965) ‘The Comedy of Paradise Lost’ in College English, Vol. 26, No. 7 pp. 516-522

Week 3 Paradise Lost (2) Eve, Adam and the fall

Reading Bowers, F. (1969) Adam, Eve and the Fall in ‘Paradise Lost’ in PMLA, Vol. 84, no. 2 pp264- 273 Lewis, C.S. (1942) A Preface to Paradise Lost, London: Oxford University Press Milton, J. (2004) Paradise Lost, Oxford: Oxford University Press

On women and the ‘fall’ Arbel, V.T. (2012) Forming Femininity in Antiquity: Eve, Gender, and Ideologies in the Greek Life of Adam and Eve, USA: Open University Press Kvam, K.E. Shearing, L.S. & Ziegler, V.H. (1999) (eds) Eve and Adam: Jewish, Christian and Muslim Readings on Genesis and Gender, Indiana: Indiana University Press Armstrong, K. (1986) The Gospel according to woman: Christianity's creation of the sex war in the West, London: Elm Tree Beattie, T. (2002) God's Mother, Eve's Advocate, London: Continuum Beattie, T. (2002) Eve's Pilgrimage: A Woman's Quest for the City of God, London: Burns & Oates Pagels, E. (1990) Adam, Eve and the Serpent, Harmondsworth: Penguin Schearing, L. & Ziegler, V.H. (2013) Enticed by Eden: How Western Culture Uses, Confuses, (and Sometimes Abuses) Adam and Eve, Texas: Bayler University Press Williams, P. (2001) Doing without Adam and Eve: Sociobiology and Original Sin, Augsburg Fortres

On Milton’s Cosmology Daw, G. (2015) ‘“Dark with Excessive Light” : Milton’s Paradise Lost and the Nineteenth- Century Astronomical Imagination’ in Nineteenth-Century Contexts, Vol. 37, No. 2, pp107- 126, see pp 111- 112, 114 Milton, J. (2004) Paradise Lost, Oxford: Oxford University Press Book VIII pp187-192

Week 4 Paradise Lost (3) Darkness Visible

Reading Fernie, E. (2013) The Demonic, Literature and Experience, Oxford and New York: Routledge Loewenstein, D. (1993) Milton, Paradise Lost, Cambridge: Cambridge University Press Milton, J. (2004) Paradise Lost, Oxford: Oxford University Press Sayers, D.L. (1963) The Poetry of Search and the Poetry of Statement, London: Victor Gollancz Ltd chapter x

Wider reading Jordan, M. (2001) Milton and Modernity, Basingstoke: PALGRAVE Lewis, C.S. (1942) A Preface to Paradise Lost, London: Oxford University Press Porter, W.H. (1993) Reading the Classics and Paradise Lost, London: University of Nebraska Press Cummins, J. (eds)(2003) Milton and the Ends of Time, Cambridge: Cambridge University Press Russell, J.B. (1988) The Prince of Darkness, Ithaca and London: Cornell University Press Russell, J.B. (1986) Mephistopheles, The Devil in the Modern World, Ithaca and London: Cornell University Press Shoaf, R.A. (1993) Milton, Poet of Duality, Florida: University Press of Florida Sayers, D.L. (1963) The Poetry of Search and the Poetry of Statement, London: Victor Gollancz Ltd chapter x

Week 5 His Dark Materials

Reading Bird, A. (2001) “Without Contraries is no Progression”: Dust as an All-Inclusive, Multifunctional Metaphor in Philip Pullman’s “His Dark Materials” in Children’s Literature in Education, Vol. 32, No. 2, pp 111-123 Townsend, J.R. (2002) ‘Paradise Reshaped’ in Horn Book Magazine, Vol. 78 Issue 4, p415 Wood, N. (2001) ‘Paradise Lost and Found: Obedience, Disobedience, and Storytelling in C. S. Lewis and Philip Pullman’ in Children’s Literature in Education, Vol. 32, No. 4, pp237-259 Pullman,P. (2001) The Northern Lights, London: Scholastic Ltd Pullman, P. (2001) The Subtle Knife, London: Scholastic Ltd Pullman, P. (2001) The Amber Spyglass, London: Scholastic Ltd Tucker, N. (2003) Darkness Visible: inside the world of Phillip Pullman, London: Wizard

Wider reading ‘The Dark Materials Debate: life, God the universe…’ at http://www.telegraph.co.uk/culture/3613962/The-Dark-Materials-debate-life-God-the- universe....html

Week 6 Songs of Innocence and Experience

Reading Blake, W. (1970) Songs of innocence and of experience: showing the two contrary states of the human soul, 1789-1794, Oxford: Oxford University Press Available at: http://triggs.djvu.org/djvu-editions.com/BLAKE/SONGS/Download.pdf

Wider reading Blake, W. (1993) Selected Poems, William Blake, London: Everyman Fernie, E. (2013) The Demonic, Literature and Experience, Oxford and New York: Routledge ‘Matthew 6: 24’ in The New English Bible, Oxford: Oxford University Press Keats, J. (1958) ‘Keats to Woodhouse, 27 October 1818’ in The Letters of John Keats: 1814- 1821, Cambridge: Cambridge University Press Parker, F. (2011) The Devil as Muse: Blake, Byron and the Adversary, Texas: Baylor University Press. Russell, J.B. (1988) The Prince of Darkness, Ithaca and London: Cornell University Press pp 223-224 Russell, J.B. (1986) Mephistopheles, Ithaca and London: Cornell University Press pp177-183 Paananen, V. N. (1996) William Blake, New York: Twayne Punter, D. (1996) William Blake, Basingstoke: Macmillan Raine, K. (1970) William Blake, London: Thames and Hudson Punter, D. (1996) William Blake, Basingstoke: Macmillan Raine, K. (1970) William Blake, London: Thames and Hudson Sabri-Tabrizi, G.R. (1973) The ‘Heaven’ and ‘Hell’ of William Blake, London: Lawrence and Wishart

Week 7 Experiencing Innocence: Childhood and Choice

Reading Wordsworth, W. (1965) ‘Intimations of Immortality From Recollections of Early Childhood,’ in Wordsworth’s Poems vol. 1, London: Dent, pp. 240-246 available at http://www.enotes.com/ode-intimations-immortality-text/ode-intimations- immortality Williams, R. (2000) Lost Icons, London: Continuum Rose, G. (1995) Loves’ Work, New York: The New York Review of Books Rousseau, J.J. (1993) Emile, London: Everyman pp 5-6

Wider reading Interview: The Good Childhood Inquiry (10.09.06) http://www.archbishopofcanterbury.org/626 Interview: Commercialisation of Childhood (13.12.06) http://www.archbishopofcanterbury.org/1313 Interview on Newsnight: http://www.archbishopofcanterbury.org/2522 Williams, R. Human Well-Being and Economic Decision Making, 16/11/09 http://www.archbishopofcanterbury.org/2608 Macneice, Louis, ‘Prayer before Birth’ (available at http://www.artofeurope.com/macneice/mac1.htm) Rilke ‘Childhood’ (available athttp://www.artofeurope.com/rilke/ril1.htm) Rilke ‘Childhood’(available at http://www.poemhunter.com/best-poems/rainer-maria- rilke/childhood-2

Week 8 Brave New World

Reading Erasmus, D. (1971) Praise of Folly, London: Penguin (available at http://ebooks.adelaide.edu.au/e/erasmus/praise/ ) Huxley, A. (2004) Brave New World, London: Flamingo Books (available at http://www.nalanda.nitc.ac.in/resources/english/etext- project/huxley/bravenewworld.pdf )

Wider reading Baker, R. (1990) Brave new world: history, science, and dystopia Boston : Twayne Publishers Ball, P 2013, 'In retrospect: Brave New World', Nature, 503, 7476, pp. 338-339 Diken, B 2011, 'Huxley's Brave New World - and Ours', Journal For Cultural Research, 15, 2, pp. 153-172 Meckier, J. (1996) Critical essays on Aldous Huxley, London : Prentice Hall International Smith, B 2011, 'HAEC FABULA DOCET: ANTI-ESSENTIALISM AND FREEDOM IN ALDOUS HUXLEY'S BRAVE NEW WORLD', Philosophy & Literature, 35, 2, pp. 348-359

Week 9

Reading Wordsworth, W. Intimations of Immortality from Recollections of Early Childhood

Wider reading Durrant, G. (1969) William Wordsworth, London: Cambridge Uni Press Mathison, J.K. (1949) ‘Wordsworth's Ode: "Intimations of Immortality from Recollections of Early Childhood" in Studies in Philology, Vol. 46, No. 3 pp. 419-439 McFarland, T. (1992) William Wordsworth: intensity and achievement Oxford: Clarendon Press Paul Sheats, The Making of Wordsworth’s Poetry (Cambridge, MA: HUP, 1973) Pierce, R. ‘Natural Piety’ in Publication Journal of Medical Humanities, Volume 23, Issue 1, Ross, D.W. (1992) ‘Seeking a Way Home: The Uncanny in Wordsworth's "Immortality Ode"’ in Studies in English Literature, 1500-1900, Vol. 32, No. 4, pp. 625-643 Stephen Gill, William Wordsworth: A Life (Oxford: OUP, 1990)

Week 10 Augustine’s Confessions (1)

Reading Augustine (1992) Confessions, Oxford: Oxford University Press Williams, (1979) The Wound of Knowledge, London: Darton, Longman and Todd

Wider reading Augustine (1972) City of God, London: Penguin Books Brown, P. (1969) Augustine of Hippo, A Biography, California: University of California Press Chadwick, H. (1986) Augustine, Oxford: Oxford University Press Clark, M.T. (1994) Augustine, London: Geoffrey Chapman Ghisalberti, G. (2015) ‘Listening to hymns and tears of mourning in Augustine's Confessions, Book 9’ in Early Music, Vol. 43 Issue 2, p247-253. Paffenroth, K.& Hughes, K.L. (2008) Augustine and Liberal Education, Lanham, MD: Lexington Books Paffenroth, K . & Vessey, M. (2005) Augustine and the Disciplines, Oxford: Oxford University Press Williams, (1979) The Wound of Knowledge, London: Darton, Longman and Todd Miles Hollingworth (2015) ‘Augustine and Spiritual Autobiography, Part 1’ in The Expository Times 2, Vol. 127(2) 53–62

Week 11 Faust

Reading Fernie, E. (2013) The Demonic, Literature and Experience, Oxford and New York: Routledge Goethe, J.W. (1999) Faust, A Tragedy in Two Parts, Hertfordshire, Wordsworth Editions Ltd

Wider Reading Durrani, O. (2004) Faust, Icons of Modern Culture, Sussex: Helm Information Ltd Fitzsimmons, L. (2008) Lives of Faust: The Faust Theme in Literature and Music - A Reader, Walter de Gruyter & Co Fitzsimmons, L. (2008) Lives of Faust: the Faust theme in literature and music: a reader Berlin ; New York : Walter de Gruyter Parker, G.F. (2011) The devil as muse: Blake, Byron, and the adversary, Waco, Texas : Baylor University Press van der Laan, J.M. (1999) ‘Faust's Divided Self and Moral Inerti’ in Monatshefte, Vol. 91, No. 4 pp. 452-463 Sayers, D.L. (1963) The Poetry of Search and the Poetry of Statement, London: Victor Gollancz Ltd chapter x Tantillo, A.O. (2007) Damned to Heaven: The Tragedy of "Faust" Revisited in Monatshefte, Vol. 99, No. 4 pp. 454-468 Watt, I. (1996) Myths of modern individualism: Faust, Don Quixote, Don Juan, Robinson Crusoe, Cambridge: Cambridge Uni Press

Assessment

Assessment 1: (50%)

1. Describe Milton’s account of the fall including the themes of innocence, temptation and demonic experience

(1750-2000 words; deadline: Week 5 Friday 12th Feb given to Catherine in the Office by 3.30pm).

Assessment 2: (50%)

1. Using authors we have looked at in the module explore the relation between innocence and experience. 2. Using authors from the module explore whether the ‘prison bars’ (Wordsworth) of experience are worth the cost of innocence?

3. Individually negotiated questions

(1750-2000 words; deadline Week 12 Friday 1st April given to Catherine in the Office by 3.30pm).

Use Harvard Referencing

We attempt always to return work within 3 working weeks (15 days working days).

MODERN LIBERAL ARTS MARK SCHEME

We want you to be very clear about how we will mark your work and that means you must know with each assessment what you are expected to do. We hope that this does not mean you will feel that you have to write to a formula. We are trying to build in considerable freedom to your assessments; but as the term ‘liberal arts’ conveys, in every freedom there is a discipline, and in every discipline there is a freedom; together, we hope, they constitute the struggle of learning.

There are (often but not always) two types of essays in MLA: the first assessment title in a module will most often be set by the tutor and will be restricted to texts explored in the first weeks. The second assessment title can be tutor-led, or chosen from a list of titles, or can be negotiated individually; this varies according to the tutor and the module. This assignment can explore wider issues, employ wider reading, or explore a single issue in depth. Students will bear some responsibility for the references consulted in the second essay, increasing through years 1, 2 and 3.

Tutor-set assessments (disciplina) Student/tutor-set assessments (libertas)

1st module essay 2nd module essay

Marks for Marks for  depth of understanding specialist  depth of understanding of texts terminology  depth of understanding and application of  depth of understanding of set texts ideas/concepts  depth of understanding of ideas/concepts  evidence-based critical arguments  evidence by quotation  depth/breadth of reading (depending on  answering the question the question)  correct referencing  answering your own question  word limit  correct referencing  word limit

Note the difference between essays 1 and 2: the first one is marked only on your understanding of texts; the second one is marked on understanding, on your own reading, and your emerging critical voice. Be careful here; being critical does not mean just giving your opinions. It means making a case based on evidence from your reading, using ideas and concepts from texts. It does not mean you have to fight for one side of an argument or another… ambivalence will be treated with great respect. But for every essay, remember this: if we (and you) get the title right, then by answering the question you will be doing exactly what is required. Over years 1, 2 and 3 the levels of your work are raised by using increasingly challenging texts, ideas, concepts and writers, and by the way you are able to employ ideas, concepts and writers from other modules across the degree in increasingly sophisticated ways.

For all essays, then

Depending on the question you will need to

 Demonstrate reflection on module material and the wider contexts from across the degree which might impact upon it

 Communicate experiences of texts and ideas as appropriate

 Show knowledge and understanding of specialist terminology

 Demonstrate requisite research skills in gathering, summarizing and presenting evidence including proficiency in referencing and academic conventions.

For essay 1

 Show careful reading of primary sources

 Show a knowledge of theoretical perspectives and/or works

 Show an understanding of abstract concepts and ideas within theoretical perspectives

 Show an ability to work with theorists and their concepts in various forms of assessment as appropriate

 Show evidence of engagement with texts and ideas concerned with issues raised in the module.

For essay 2

 Show an ability to employ theorists critically in relation to issues

 Show an ability to use concepts as critical tools in discussing issues and questions as appropriate

 Show an ability to employ theoretical perspectives as critical tools  Therein, to develop a critical voice informed and deepened by appropriate use of theory as critique.

 Sustain a critical relationship to ideas related to the module

It is often hard to explain in generic terms how any particular essay could have been improved. But, cautiously, we can say the following:

In general, a 3rd (40-49%) may have ignored the question, may have not given much evidence of reading, may have clumsy sentence structure, but will still have made a bona fide attempt at the work. a 2.2 (50-59%) will have provided evidence of reading, quotations where appropriate, clear sentence structure, attended to the question or title, but not related the material in ways which synthesise more developed and complex thinking. a 2.1 (60-69%) will have evidence of reading through effective selection of quotation, being able to make specific points, and to relate material together to make broader and/or deeper and more complex observations. At the higher end, it may have been able to relate material from across modules, or across the degree as a whole, to synthesise separate ideas and issues into more holistic comments, ideas and problems. The questions addressed will be getting ever more difficult and important, including those that are asked without being answered. a 1st (70-100%) will make a little go a long way. Quotations may carry implications beyond their precise content; sentences will be clear but able to refine complex ideas succinctly; most importantly, it will be able to combine the microcosm of its subject matter with the macrocosm of its place in the wider context, and these contexts will be drawn form the overall, experience of the degree, growing obviously from years 1 to 3. No inaccuracies of grammar or sentence construction, and no referencing mistakes are expected here. The voice of the essay will be in control of difficult material throughout. Above all the questions asked and addressed will be compelling in their difficulty and import.

Module Evaluations (previous year)

The module had some changes implemented this year in its content and structure. It went well, discussions were really thoughtful and students engaged with some new and challenging ideas through literature, poetry and philosophy. There were very few evaluations for this module. But students commented that resources, content, progression and overall design and experience of the module was good. I anticipate no significant changes to the module next year.

Catalogue summary

This module is intended as a means for level 4 students to explore the two related notions of innocence and experience. At the heart of the module is an introduction to the notion of ‘spirit’ which is carried within their relationship. We will explore this in a religious context through some of the early Christian writers, and through seminal texts, for example, Milton’s Paradise Lost, and in contemporary debates and representations. The module also explores various general philosophical approaches responding to questions about how one might respond to discontinuities in experience, either at an individual or collective level, and to the significance and meaning such responses might carry.