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The Break of Paul De Man

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The Break of Paul De Man JARKKO TOIKKANEN The Break of Paul de Man ACADEMIC DISSERTATION To be presented, with the permission of the Faculty of Humanities of the University of Tampere, for public discussion in the Auditorium Pinni B 1096, Kanslerinrinne 1, Tampere, on September 20th, 2008, at 12 o’clock. UNIVERSITY OF TAMPERE JARKKO TOIKKANEN The Break of Paul de Man Acta Universitatis Tamperensis 1337 Tampere University Press Tampere 2008 ACADEMIC DISSERTATION University of Tampere School of Modern Languages and Translation Studies Finland Distribution Bookshop TAJU Tel. +358 3 3551 6055 P.O. Box 617 Fax +358 3 3551 7685 33014 University of Tampere [email protected] Finland www.uta.fi/taju http://granum.uta.fi Cover design by Juha Siro Layout Sirpa Randell Acta Universitatis Tamperensis 1337 Acta Electronica Universitatis Tamperensis 752 ISBN 978-951-44-7415-6 (nid.) ISBN 978-951-44-7416-3 (pdf) ISSN 1455-1616 ISSN 1456-954X http://acta.uta.fi Tampereen Yliopistopaino Oy – Juvenes Print Tampere 2008 For a while there is a slight pang. Then it turns away and I go on walking, untroubled in my dreams now. – P. N. Kouta 1997, 2007 ACKNOWLEDGEMENTS In the four and a half years it has taken me to complete this project, I have enjoyed many privileges, some of which I want to acknowledge here. As nothing is conceived in a void – not even the break of Paul de Man – it is of utmost importance to try to recognise the factors that influence one’s decisions and the elements that endow their making. For without them, either in the academia or elsewhere, even the most valiant attempt to get one’s thoughts out into the open will fail. And for that outcome there would be no-one else to blame other than oneself: one must understand that learning to respond to changing situations and demands is not a compromise of any kind. Instead, the lesson is one of critical awareness; it is something that, ideally, requires a skill of its own. Even if one remains unable, as one will, to mold everything according to his or her wishes, be that literary texts or cultural circumstances, the lesson spoken of herein is something one needs to have. It is not a divine law from above, or a dirty manipulation from below, but it is a skill one can learn in order to become aware of things. That is part of its theory. As for me with this project, together with the outcome presented in these pages, so for the reader the knowledge of such a possibility is an immensely exciting prospect. And for that chance already, I am thankful to a number of people. First and most importantly, I want to express my deepest gratitude to my Ph. D. supervisor Dr. Nigel Mapp. There really are no words for the extent of his aid to my work: the thoughts are mine but so much of the rest, including presentation and structuring, has been essentially shaped by his careful and patient channelling of my at times ethereal outbursts of creative effort. His presence has been an invaluable asset to my fledgling scholarly career so far, and, bearing a certain aesthetics project in mind, I am certain that our cooperation will prove to be even more fruitful in the future. I am also greatly indebted to Dr. Matti Savolainen, who is to be the custos at my defence, for his support particularly in the early stages of my postgraduate studies – without him I would never have been able to get properly started with the project. For its successful finish, I extend kudos to Prof. Martin McQuillan and Dr. Jan Rosiek for their generous reader’s reports. I further tip my hat to the talented members of Aesthetics Reading Group (ARG) for the inspiration drawn from our stirring conversations on critical issues: I look forward to rising up to future challenges with you as a part of our continued effort to think important things again. Similarly, I am obliged to the participants of the School literature research seminar for their help over the years, as well as to the staff of English philology and the School of Modern Languages and Translation Studies for much needed advice and support on practical matters. Everyone knows who they are. I also gratefully acknowledge the invaluable financial aid received from the University of Tampere and the Emil Aaltonen Foundation during these formative years. I dedicate this book to Kati and the kids – you truly are the shine of the day and the starlight. Tampere 23 June 2008 TIIVISTELMÄ Väitöskirjassani pohdin kriittisesti muutamia kieleen ja kirjallisuuteen liittyviä ilmiöitä. Lähtökohtani on, että kieli on väline (medium), jota kaikki käyttävät mutta jota useimmat eivät tunne tarpeelliseksi ajatella sen tarkemmin. Tästä seu- raa tietokatkoksia ja harhaluuloja, joiden alkuperän kuvitellaan olevan jossakin muualla kuin niihin johtaneessa kommunikaatiossa. Kielellinen tilanne unohtuu ja trivialisoituu: jonkin ulkopuolisen olion koetaan määräävän hetken todellisuu- den. Olio voi olla abstrakti idea tai konkreettinen tekijä, jota joko pelätään ja syy- tetään tapahtuneesta tai päinvastoin kaivataan avuksi helpottamaan tilannetta. Jumala, järki, itse ja “joku muu kuin minä” ovat esimerkkejä näistä kuvitelluista kielen ulkopuolisista olioista. Väitöskirjani tavoite on tutkia, miksi ja miten tämä kuvittelu tapahtuu ja mitä siitä seuraa. Kohteenani ovat belgialaissyntyisen kirjallisuusteoreetikon Paul de Manin (1919–1983) näkemykset aiheesta. De Man oli alkujaan luonnontieteis- tä kiinnostunut lehtimies, jonka ura johti hänet miehitetystä Euroopasta Yh- dysvaltoihin. Hän nousi erityiseen kuuluisuuteen 1970-luvulla Yalen yliopiston dekonstruktivistisen koulukunnan esikuvana. Dekonstruktio nähtiin yleisesti pahansuopana, lähes “epäinhimillisenä” ajattelutapana, joka ei piitannut kirjal- lisuuden moraalis-esteettisistä arvoista vaan puhui mekaanisesti kielestä kielenä painottamalla sen hallitsemattomia ristiriitoja ja sattumanvaraisuutta. Ideologiat ja eettiset herkistelyt siirrettiin sivuun. De Mania arvostettiin pedagogina mutta hänen tekstejään lähestyttiin pe- lonsekaisin tuntein, sillä niiden lukijaa tuntui aina odottavan sama johtopäätös: jonkin inhimillisen totuuden tai moraalisen opetuksen peruuttamaton särkymä. Tässä mielessä de Man käsitteli kirjallisuutta kuin kovapintainen tiedemies koe- asemallaan, ja kirjallisuus oli hänen paras tutkimuskohteensa, koska se ei kos- kaan unohtanut olevansa vain kieltä. Omassa tutkimuksessani otan huomioon tämän lähtökohdan ja jaan de Manin intellektuaalin uran kolmeen vaiheeseen, joiden avulla tarkastelen hänen kielikäsityksensä kehittymistä mm. Baudelairen, Mallarmén, Hölderlinin, Heideggerin, Wordsworthin, Rousseaun, Hegelin ja Kantin ohjaamana. Vaikutteita on monia, ja kaikilla on eri tehtävänsä. Tärkeimpiä löydöksiä ovat ensinnäkin havainto de Manin tarjoamasta luke- misen oppitunnista, joka on ehdottoman vakuuttava kielellisessä antaumukses- saan, ja toisaalta johtopäätös hänen kaikista teksteistä vääjäämättä paikantaman- sa särkymän perimmäisestä luonteesta. Onko Paul de Manin särkymä todellakin kova tieteellinen tosiasia, jolla ei itsellään ole moraalis-esteettistä ääntä? Vai onko de Manin särkymä itsetietoisuudestaan huolimatta vain yksi kielellinen myytti muiden joukossa? Mitä tästä kuvitelmasta seuraa? Mikä “myytti” edes on? Table of Contents ABBREVIATIONS ............................................................................................................. xi 1 Introduction ................................................................................................................. 13 2 Paul de Man and the Question of Language ........................................................... 16 (i) In the Laboratory of Nothing ............................................................................... 24 (ii) An Unhappy Philosophy ...................................................................................... 32 (iii) The Language of Philology ................................................................................. 38 3 Early de Man: A Temporal Ontology ....................................................................... 42 (i) Hölderlin’s “Wie wenn am Feiertage…” .............................................................. 54 (ii) The Mediate and the Immediate ......................................................................... 61 (iii) The Aporia of Romanticism ............................................................................... 76 4 Middle de Man: Reading and Figurality .................................................................. 94 (i) The Deconstruction of the Self ........................................................................... 113 (ii) Rousseau’s Allegory of Nature ........................................................................... 120 (iii) From Nature to Memory ................................................................................... 134 (iv) Nietzsche and History ........................................................................................ 148 5 Late de Man: The Rhetorical Parabasis .................................................................. 156 (i) Hegel and History ................................................................................................. 165 (ii) Jauss and Hermeneutics∗............................................................................. 177 (iii) Schlegel and Irony .............................................................................................. 184 (iv) Kant and Aesthetics ........................................................................................... 192 6 Conclusion: The Break of Paul de Man .................................................................
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