56 Diderot's Dilettantism

Total Page:16

File Type:pdf, Size:1020Kb

56 Diderot's Dilettantism 56 Diderot’s Dilettantism An Undogmatic Mind without Prophetic Gestures Denis Diderot (1713– 1784), the son of a cutler from Langres in Champagne, was one of those representatives of the century they call the century of “Enlight- enment” and, along with d’Alembert, editor of the Encyclopédie, a work with aspirations to comprise all of human culture. … In this country Voltaire, Montesquieu and Rousseau, men less “modern” than Diderot, are better known than Diderot. Yet Diderot’s mind — agile, im- pertinent, industrious, playful, pragmatic, versatile — seems rather more ac- cessible to us than even the Confessions of Jean-Jacques Rousseau. The fact is that Diderot was more or less smothered by his fame as editor of his Encyclo- pedia, which showcases but one one-fifth of his talents. Yet he was nothing like your typical educator of the rationalist persuasion; he was that, too, but more so, and principally, one of last of the great dilettantes. Here I have in mind a kind of universal spirit, an optimistic temperament capable of casting an eye over a wide range of phenomena in an unbiased, original, and creative fashion. This bonhomie, one of his most conspicuous character traits, equipped Diderot to avoid the embitterment and the utopias into which Rousseau was to lapse and to speak about the most profound things in life with crystal clear probity. This trenchant psychologist and indefatigable collector of facts resembles Julien Benda in that his life was not tragic — even though he served time for his ideas — and never put on woe- is- me airs. Plunging into Diderot’s works (almost any page of his best works will do) inevitably leaves one enchanted by the natural joie de vivre of his universal dilettantism. Murk and mystery are complete strangers here, although he was a man easily moved to tears, and a good friend to boot. His sensibility is ever intelligent and withal that of an “ordinary” person, without prophetic gestures, in many ways even an irreverent bourgeois, fond of conversing and socializing, though not one to mince words. (You’re familiar with the anecdote about his visit to the court of Empress Catherine II of Russia where, in the heat of the conversation, he familiarly tapped her knee, prompting the empress to call for a small table to serve as a barrier.) For all the paradoxes in his work, the fact remains that his personality resonated with spontaneity and simplicity. These qualities made him well-nigh impervious to big words and bombastic slogans. Diderot is always arguing with himself, not only in such dialogues as Le neveu © Koninklijke Brill NV, Leiden, 2020 | DOI:10.1163/9789004426627_058 190 part 6 de Rameau (a masterful conversation between the “philosopher” and his dou- ble who could care less about philosophical niceties), Entretien d’Alembert et Diderot, Supplément au voyage de Bougainville, and Paradoxe sur le comédien, and more. The dialogue is his path to harmony and well-being, for it is the in- terplay of argument and counter- argument that frees up thinking. This is how this dilettante creates the impression of a man without a system and without a party although, polemicist that he was, he was constantly mixed up with sys- tems and not at all shy about choosing sides. Diderot as Mentor and Writer for Pleasure Diderot can only be an educator for those not wedded to abstractions. For all that, he had mentor qualities in spades, but he would not speak with any more pedagogical ponderousness than might be accommodated in the plasticity of his language, which explains why he did not leave a closed system à la Hegel or Thomas Aquinas, nor even a set of social and pedagogical norms like his con- temporary Rousseau. Diderot remained a dilettante in the best meaning of the word, and those who go on to read him instead of lingering at his reputation will be amazed at the riches his writings, seemingly so effortlessly produced, have in store for them. Diderot wrote for his pleasure, again employed in the best meaning of the word. He left numerous writings that only came to light years later, his best works among them. It was Goethe — in many respects a kindred spirit by virtue of his dilettantism — who first brought out Le neveu de Rameau, in a German translation in 1821, from an unidentified handwriting, so that, according to a conversation with Eckermann, he was suspected of having written the dialogue himself. It was not until 1891 that Neveu appeared in the original text. The need to express himself in writing was as profound as his relative unconcern about the fate of his writings. A mind so undogmatic as to contradict itself from one moment to the next without really trying to; or, as himself puts it: “dogmatic for something in the morning, and in the evening dogmatic against something.” Diderot’s undog- matic nature expresses itself foremost in the agility of his thinking, draw- ing sharp boundaries only to end up underscoring the relative nature of all boundaries. “Every animal is more or less a human; every mineral more or less a plant, every plant more or less an animal. There is nothing clearly defined in nature.”1 This statement Diderot puts in the mouth of the dreamer Alembert 1 Denis Diderot, Rameau’s Nephew and D’Alembert’s Dream. Translated with an introduction by Leonard Tancock (New York: Penguin Books, 1966), 181..
Recommended publications
  • Full Name: Enlightenment: the Making of the Modern World Short
    Full Name: Enlightenment: The Making of the Modern World Short Title: Enlightenment Lecturer Name and Email Address: Darrell Jones ([email protected]) ECTS Weighting: 10 Semester Taught: HT Year: JS Content: The term ‘Enlightenment’ simultaneously refers to an historical period, a philosophical project, and a social and political process. The period covered most of the eighteenth century, though scholars disagree about when it began and ended. The project promoted reason, experience, and a secular ‘science of man’ over traditional and institutional sources of moral and intellectual authority, but its proponents were often in conflict with each other as much as with their mutual adversaries. The process established the modern concepts of liberty, equality, and rights, yet recent critics have attacked its initiators as racists, misogynists, and imperialists. Among the major Enlightenment thinkers were John Locke, Voltaire, David Hume, Immanuel Kant, Thomas Paine, and Mary Wollstonecraft. For better or worse, their hopes for human progress and the future of civilization have shaped the contemporary world. This module will facilitate critical engagement with the complex phenomenon of Enlightenment by introducing historical definitions and current theories; exploring and examining central themes and texts; and considering and evaluating controversial issues that continue to influence public debate today. In the spirit of Enlightenment, the module will equip and encourage students to question their assumptions and think for themselves by placing claims to knowledge and power in historical and cultural context. Learning Outcomes: On successful completion of the module a student should be able to: 1. define Enlightenment as an historical, philosophical, and socio-political phenomenon; 2.
    [Show full text]
  • What Was 'The Enlightenment'? We Hear About It All the Time. It Was A
    What Was ‘The Enlightenment’? We hear about it all the time. It was a pivotal point in European history, paving the way for centuries of history afterward, but what was ‘The Enlightenment’? Why is it called ‘The Enlightenment’? Why did the period end? The Enlightenment Period is also referred to as the Age of Reason and the “long 18th century”. It stretched from 1685 to 1815. The period is characterized by thinkers and philosophers throughout Europe and the United States that believed that humanity could be changed and improved through science and reason. Thinkers looked back to the Classical period, and forward to the future, to try and create a trajectory for Europe and America during the 18th century. It was a volatile time marked by art, scientific discoveries, reformation, essays, and poetry. It begun with the American War for Independence and ended with a bang when the French Revolution shook the world, causing many to question whether ideas of egalitarianism and pure reason were at all safe or beneficial for society. Opposing schools of thought, new doctrines and scientific theories, and a belief in the good of humankind would eventually give way the Romantic Period in the 19th century. What is Enlightenment? Philosopher Immanuel Kant asked the self-same question in his essay of the same name. In the end, he came to the conclusion: “Dare to know! Have courage to use your own reason!” This was an immensely radical statement for this time period. Previously, ideas like philosophy, reason, and science – these belonged to the higher social classes, to kings and princes and clergymen.
    [Show full text]
  • French Reportive Comme Clauses: a Case of Parenthetical Adjunction
    French Reportive Comme Clauses: a case of parenthetical adjunction Marianne Desmets Laurent Roussarie Paris X – Nanterre University Paris 7 – Denis Diderot University Paris 7 – Denis Diderot University ENS Fontenay/Saint-Cloud 1 Introduction1 The French system of reported speech exhibits a particular construction introduced by the adverb comme—often translated by as in English. We call it Reportive Comme Clause (henceforth RCC)2. This construction has not received much attention in the French literature, mostly because the range of uses of comme is wide and fairly complex. But RCCs combine a large number of interesting syntactic, lexical and semantic features that justify considering them as a distinct construction3. Among works on the English counterpart of RCCs, we can mention Ross (1967), Partee (1973), and more recently Lapointe (1991) which presents a null operator analysis. We propose an analysis of this French construction as a parenthetical adjunct clause. We show that RCCs are extraction contexts and a subtype of free relative clauses. Contra Lapointe, we claim that it is not necessary to deal with any null operators or to posit any empty categories in order to account for RCC extraction. Instead, following current HPSG accounts, we propose a SLASH treatment for this filler-gap phrase. We integrate RCCs in the type hierarchy of phrases (proposed by Sag 1997, Abeillé et al. 1998 for French) as a subtype of head-adjunct phrase and head-filler phrase. We make a distinction between parenthetical adjuncts and head-modifying adjuncts that allows a simplified treatment for parentheticals. We also present an account of direct speech and quoted argument selection which involves a new type of non-canonical realization.
    [Show full text]
  • Enlightenment Philosophers:Locke, Voltaire, and Montesquieu
    Massachusetts State Standards WHI.33 Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H) WHI.34 Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H) WHI.35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H) ELA 2.4 Integrate relevant information gathered from group discussions or interviews for reports. ELA 3.12 Give oral presentations to different audiences for various purposes showing appropriate changes in delivery VA 5.7 Demonstrate a fundamental awareness of architectural styles and the ways that these have influenced painting and sculpture Bacon and Descartes “Fathers of the Enlightenment” Insert United Streaming Video Segment The Scientific Method: Francis Bacon and René Descartes (02:24) Many historians consider Francis Bacon and René descartes to be the "Fathers of the Enlightenment". Their ideas proved to be extremely important because they led to the development of the scientific method, a series of simple steps that can be followed to help solve even the most complicated scientific problems.Grade(s) : 6-8 © 2004 United Learning 18th Century Europe What is “The Enlightenment Era” or “Age of Reason” ? (A Time of Illumination) (Rational Thought) During the 1800’s a group of new age thinkers known as philosophers began exploring new ways of thinking and understanding the world.
    [Show full text]
  • Function of the Narrator in "Les Bijoux Indiscrets"
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1978 Function of the narrator in "Les bijoux indiscrets" Mariam Elizabeth McCall The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation McCall, Mariam Elizabeth, "Function of the narrator in "Les bijoux indiscrets"" (1978). Graduate Student Theses, Dissertations, & Professional Papers. 2422. https://scholarworks.umt.edu/etd/2422 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. THE FUNCTION OF THE NARRATOR IN LES BIJOUX INDISCRETS By Mariam E. McCall B.A., University of Montana, 1974 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1978 Approved by: Chairman, Boar® 0Ï Examiufers DeaiT, Graduate ’'School Date UMI Number: EP35394 All rights reserved INFORMATION TO ALL U SERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMi E P35394 Published by ProQuest LLC (2012). Copyright in the Dissertation heid by the Author. Microform Edition © ProQuest LLC.
    [Show full text]
  • Dependency, Corruption, and Aesthetics in Denis Diderot's Le
    Dependency, Corruption, and Aesthetics in Denis Diderot’s Le neveu de Rameau ANNE FASTRUP Denis Diderot’s posthumously published satire Le neveu de Rameau (probably written between 1761-1772) displays a complex network of references to some of the most difficult years, 1751-1759, in the history of the great Enlightenment project L’Encyclopédie ou dictionnaire raisonné des sciences, des arts et des metiers, of which Diderot was co-founder and chief editor. The 1750s consti- tuted a period of ideological tension and increasing political paranoia in France, and from being a project of national prestige, the Encyclopédie was by then con- sidered a threat to the religious, social, and political order of l’ancien regime. As was announced in Louis XV’s decree concerning the book trade in 1757, print- ing and diffusion of text that “tends to attack religion, to stir up the spirits, to question Our authority, and to trouble the order and tranquillity of our states” was punishable by death (quoted from Israel, 2009, p. 14). The Encyclopedie project was suspended more than once by the courts and, as chief editor of the Encyclopédie, Diderot was in a permanently dangerous situation. The police had kept an eye on him since 1749, but from 1757 onwards he felt even more unable to express his views publicly. It is therefore hardly surprising that one of the most salient themes of Le neveu de Rameau is unfreedom. Normally, Diderot would discuss his writings in private correspondences, but Le neveu de Rameau was apparently composed in utter secrecy (Freud, 1967, p.
    [Show full text]
  • Denis Diderot's Anglophilia and Its Impact Upon His Salons William Judson Louisiana State University and Agricultural and Mechanical College, [email protected]
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2017 Denis Diderot's Anglophilia and its Impact upon his Salons William Judson Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Judson, William, "Denis Diderot's Anglophilia and its Impact upon his Salons" (2017). LSU Master's Theses. 4399. https://digitalcommons.lsu.edu/gradschool_theses/4399 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. DENIS DIDEROT’S ANGLOPHILIA AND ITS IMPACT UPON HIS SALONS A Thesis Submitted to the Graduate Faculty of Louisiana State University and the School of Art in partial fulfillment of the requirements for the degree of Master of Arts in Art History in The School of Art by William E. Judson III B.A., Louisiana State University, 2013 May 2017 ACKNOWLEDGMENTS AND DEDICATION I wish to thank my committee – Doctors Elena FitzPatrick Sifford, Suzanne Marchand, and Darius Spieth – scholars all. My gratitude also goes out to the scholars cited herein whose commitment to their work has made my own possible. Professor Spieth, my advisor, has worked tirelessly to earn himself an enviable professional legacy, but I hope he is equally proud of another legacy: the knowledge he has imparted upon the thousands of students fortunate enough to have taken his classes at LSU, myself included.
    [Show full text]
  • Agnani CV, for Dept Website, June14
    1 Sunil M. Agnani 2027 University Hall 601 S. Morgan St, MC 162, Chicago, Illinois 60607 USA +1 312.413.2234 [email protected] sunilagnani.wordpress.com Employment University of Illinois at Chicago, Department of English / Department of History, 50/50 joint appointment. Associate Professor with tenure (August 2013-present). Assistant Professor (2008- 2013) University of Michigan, English Language & Literature. Assistant Professor, tenure-track (Fall 2005- Summer 2008) Princeton Society of Fellows, Council for the Humanities, Princeton University. Cotsen Fellow and Department of English (2003-2005) Education Columbia University, New York Ph.D., awarded with Distinction, in English & Comparative Literature, 2004 M.Phil. in English & Comparative Literature, 1998 M.A. in English & Comparative Literature, 1995 Cambridge University, Magdalene College B.A./M.A. English Literature, 1994 University of Michigan, Ann Arbor B.A., with Highest Honors, in Comparative Literature (Greek, Sanskrit) / Residential College, 1991 Awards and Fellowships Harry Levin Prize, Best First Book, American Comparative Literature Association (ACLA) March 2014 Rice University, Humanities Research Center (year-long) Sept 2014-June 2015 Trinity College, Dublin, Long Room Visiting Research Fellow (declined) Summer 2012 Faculty Foreign Travel Grant, University of Illinois at Chicago, for travel to Jaipur, India Dec 2011 Junior Faculty Grant, LAS, University of Illinois at Chicago, for travel to Jaipur, India Dec 2011 Newberry Library, Chicago, Scholar in Residence 2008-2009;
    [Show full text]
  • A New Education of Women. Denis Diderot's Anatomy Course Project For
    Maciej Forycki Uniwersytet im. Adama Mickiewicza w Poznaniu Instytut Historii A new education of women. Denis Diderot’s anatomy course project for young noble women Abstract. A new education of women. Denis Diderot’s anatomy course project for young noble women Denis Diderot (1713–1784) explained how women’s education should be different than before. A woman should be considered a citizen, Diderot demanded placing primary social importance on her domestic activity. An interesting feature of this new approach to education of women was to include an anatomy course in their personal development. Denis Diderot did not devote a separate tractate to the issue of women’s education, nor did he write a concise curriculum in anatomy. However, the remarks scattered among various texts by the philosopher concerning that innovative concept allow us not only to reconstruct a fairly cohesive draft of an anatomy course for girls, but also superbly illustrate Diderot’s commitment to realization of his own ideas. Secondly, we need to consider the activities of one Ms. Biheron – the organizer of public anatomy courses – which exerted, as we will see, a huge influence on Diderot’s conviction of the need to incorporate such courses in women’s education. In the last part of the discourse, the involvement of the French philosopher in the educational reforms of Catherine II should be noted. The analysis of Diderot’s texts on education clearly indicates that the philosopher put a strong emphasis on changes in the methods of teaching women. As the director of St. Petersburg facility for girls he managed to partially put his project into effect.
    [Show full text]
  • Title: Rameau's Nephew Author: Denis Diderot (1713-1784)
    Title: Rameau's Nephew Author: Denis Diderot (1713-1784) * A Project Gutenberg of Australia eBook * eBook No.: 0700101.txt Language: English Date first posted: January 2007 Date most recently updated: January 2007 Production notes: [This translation, which has been prepared by Ian C. Johnston of Malaspina University-College, Nanaimo, British Columbia, Canada, is in the public domain, and may be used, in whole or in part, by anyone, without permission and without charge, provided the source is acknowledged. Released October 2002. For comments and suggestions for improvements, please contact Ian Johnston] Project Gutenberg of Australia eBooks are created from printed editions which are in the public domain in Australia, unless a copyright notice is included. We do NOT keep any eBooks in compliance with a particular paper edition. Copyright laws are changing all over the world. Be sure to check the copyright laws for your country before downloading or redistributing this file. This eBook is made available at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg of Australia License which may be viewed online at http://gutenberg.net.au/licence.html To contact Project Gutenberg of Australia go to http://gutenberg.net.au -------------------------------------------------------------------------- Denis Diderot, Rameau’s Nephew -- 2 Title: Rameau's Nephew Author: Denis Diderot (1713-1784) [This translation, which has been prepared by Ian C. Johnston of Malaspina University-College, Nanaimo, British Columbia, Canada, is in the public domain, and may be used, in whole or in part, by anyone, without permission and without charge, provided the source is acknowledged.
    [Show full text]
  • Logan J. Connors
    LOGAN J. CONNORS [email protected] Associate Professor and Director of Undergraduate Studies in French Faculty Director, UParis Department of Modern Languages & Literatures University of Miami UPDATED: 01/01/2018 PROFESSIONAL APPOINTMENTS 2017 – Faculty Director, UParis: The University of Miami in Paris 2016 – Associate Professor and Director of Undergraduate Studies, Univ. of Miami 2015 – Series Editor, Scènes francophones, BucKnell University Press 2015 – 2017 BucKnell University, NEH Chair in the Humanities 2014 – 2017 BucKnell University, Associate Professor 2010 – 2014 BucKnell University, Assistant Professor 2013 – 2018 Research Group Member, La Haine du théâtre, LABEX-OBVIL (Dept. of Comparative Literature, Université Paris-Sorbonne) 2012 – 2013 Université Paris-Sorbonne, Visiting Scholar (Chercheur invité) 2012 – 2013 Université Paris-Sorbonne, Adjunct Professor (Chargé de cours) 2009 – 2010 Ecole de Management de Lyon (EM-Lyon), Adjunct Instructor 2009 – 2010 Université Paris-Sorbonne, Membre-doctorant du CRHT 2007 – 2009 Ecole normale supérieure de Lyon, Pensionnaire scientifique international et Lecteur en civilisations anglophones 2005 – 2007 Louisiana State University, Graduate Teaching/Research Assistant 2004 – 2005 Louisiana State University, Andrew Mellon Fellow EDUCATION • 2010 Louisiana State University, Ph.D., French and Francophone Studies; Ph.D. minor, Comparative Literature • 2009 – 2010 Université Paris–Sorbonne, Visiting Doctoral Student • 2007 – 2009 Ecole normale supérieure de Lyon, Visiting Doctoral Student • 2006 Louisiana State University, M.A. in French and Francophone Studies • 2004 Univ. of Rhode Island, B.A. in French and History, summa cum laude • 2002 – 2003 Université d’Orléans, Undergraduate courseworK PEER-REVIEWED SCHOLARSHIP BOOKS AND BOOK-LENGTH EDITIONS (published or in press) • A Critical Edition of Le Siège de Calais by Pierre-Laurent De Belloy (London: Modern Humanities Research Association, 2014).
    [Show full text]
  • H-France Review Vol. 14 (August 2014), No. 129 James Fowler, Ed
    H-France Review Volume 14 (2014) Page 1 H-France Review Vol. 14 (August 2014), No. 129 James Fowler, ed., New Essays on Diderot. Cambridge and New York: Cambridge University Press, 2011. xiv + 266 pp. Notes, bibliographies, and index. $101.00 U.S. (hb) ISBN 978-0-521-76956-3. $29.99 (pb) ISBN 978-1-107-64960-6. $81.00 (eb) ISBN 978-1-139-06511-5. Review by Cecilia Feilla, Marymount Manhattan College. This collected volume brings together sixteen new essays by leading scholars of French Enlightenment philosophe Denis Diderot. Covering the major works and the “most characteristic aspects” (p. 1) of his thought, the essays reflect the range and variety of scholarship that has emerged on Diderot in recent decades, much of it by the specialists included here. One of the great strengths of the volume is the way in which less frequently read and researched texts in Diderot’s oeuvre are given equal treatment to the better known works. Chapters on Les Bijoux indiscrets and Diderot’s writings on music, for example-— areas usually reserved for specialists—are presented in analyses that offer illuminating material on their own and also provide interesting connections to other, more familiar areas of the philosophe’s thought. The essays are organized into five parts by topic and genre: Diderot the philosophe; Novels; Dialogues; Plays and Dramatic Theory; and Music, Performance, Aesthetics. One could imagine other configurations, such as themes or concepts, but as Fowler notes in the introduction, with reference to Van Loo’s portrait of Diderot (which adorns the cover), “it is very hard to take the likeness” (p.
    [Show full text]