An Interview with Harold Bloom by Vishvapani
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AS.450 ( Liberal Arts) 1
AS.450 ( Liberal Arts) 1 AS.450.605. Art Since 1960. 3 Credits. AS.450 ( LIBERAL ARTS) What is contemporary art, and what are the factors that shaped it? This course will attempt to answer those questions through a chronological AS.450.082. MLA Capstone: Portfolio. and thematic investigation of some of the most influential artworks, The MLA Portfolio is a zero-credit Capstone option. Students who select movements, and theories of the past 60 years. Beginning with a close the Portfolio option will take 10 courses in the program (one core course look at mid-century modernism, we will move into a consideration of Pop, and 9 electives), and register for the zero-credit portfolio in their final Minimalism, conceptual art, land art, performance art, postmodernism, semester. The portfolio will be completed within the same semester as AIDS activism, and relational aesthetics. Along the way, we will also the 10th course. The portfolio consists of a sampling of the best papers consider the relevance of feminist and phenomenological theory and of and projects written over the course of the student's graduate career, institutional critique and globalization; at the same time, we will explore and it is designed to highlight the intellectual points of convergence in ways in which art of our own time constitutes both an extension of, and each student's course of study, presenting the student's reflections on reaction against, some of the historical ideas we encounter. Throughout, knowledge gained and lessons learned. students will have a chance to read and discuss both primary and AS.450.600. -
An Interview with Harold Bloom José Antonio Gurpegui Universidad De
Revista Alicantina de Estudios Ingleses 9 (1996): 165-181 An Interview with Harold Bloom José Antonio Gurpegui Universidad de Alcalá José Antonio Gurpegui: What's the reason for writing a book about the Western Canon, particularly now? Harold Bloom: Well, this brings one to the question of a national context: in fact people in American universities and colleges and in the secondary schools and in academies throughout the English-speaking world, are very much worried about canonical matters because a tremendous debate has been going on now for about the last twenty years or so, which in one very bad sense is settled: that the people who would argüe for humanistic education, in English at least (the study of the traditional Western Canon, from Homer through Shakespeare, Cervantes and Tolstoy, down to Marcel Proust, say, or Samuel Beckett), we have been defeated. A traditional Western Canon is largely not studied anymore in American colleges, universities, preparatory schools, secondary schools, and this is trae also in Australia, New Zealand, Canadá, Great Britain, and so forth. But the personal reason is really quite different, and had nothing to do with polemic. I am a literary critic in my middle sixties; Tve been writing about literature, publishing on literature since 1957.1've been a student of literature really from the time I was a very small boy; in any language I could teach myself to read. And I've written a number of books, and I just thought it was time that I write a kind of general study of literature, trying to see if I could isolate those qualities that in the end unify Shakespeare, Cervantes, Dante, Chaucer, Tolstoy, and so on, and trying to extend Walter Pater's notion of the aesthetic or Osear Wilde's notion of the aesthetic to a kind of general defense of the aesthetic study of literature. -
Department of Philosophy
Kent State University Catalog 2021-2022 1 DEPARTMENT OF Philosophy (PHIL) PHIL 11001 INTRODUCTION TO PHILOSOPHY (DIVG) (KHUM) 3 PHILOSOPHY Credit Hours An introduction to the diverse methods and subject matters in College of Arts and Sciences philosophy. Topics may include: What are the arguments for the existence Department of Philosophy of God? Do humans have free will? Can we know anything with certainty, 320 Bowman Hall and how do we know anything at all? Is what we see real, or might it Kent Campus be only an illusion? What makes a person a person - their mind, or their 330-672-2315 physical attributes? Is the mind the brain, or is it something else? [email protected] Prerequisite: None. www.kent.edu/philosophy Schedule Type: Lecture Contact Hours: 3 lecture Grade Mode: Standard Letter Attributes: Diversity Global, Kent Core Humanities, TAG Arts and Undergraduate Programs Humanities, Transfer Module Humanities • Philosophy - B.A. PHIL 11009 CRITICAL THINKING (KADL) 3 Credit Hours Critical thinking is essential to every aspect of life, whether reading a Minors news report or editorial, examining a contract or other legal document, or • Health Care Ethics entering into a debate. This course teaches the strategies of “cognitive self-defense” that allow students to see past false claims and avoid being • Philosophy deceived by misleading rhetorical strategies. The course also examines the role of argument in reasoning, including types of arguments and the Graduate Programs ways in which mistakes in reasoning can lead us astray. Examples from • Philosophy - M.A. everyday life illustrate the sorts of complex reasoning that are a crucial part of practical decision-making. -
What Is the Western Canon Good For?
What is the Western Canon Good For? Adam Kotsko AM IN THE MIDST OF MY SIXTH YEAR OF TEACHING AT SHIMER COLLEGE, A SMALL LIBERAL arts school in the Great Books tradition. This tradition, which began in the I early 20th century in response to the perception that higher education was becoming too specialised, starts from the premise that every college student should engage with primary texts of enduring importance. A Great Books education is a broadly humanistic one, aimed at inducting students into the ‘Great Conversation’. In many ways, it is a very optimistic pedagogical model, throwing students into the deep end without textbooks or background lectures, on the assumption that nothing human is foreign to them. Hence they will be able to make at least some productive headway with exemplary products of human thought. It has also tended to be a deeply conservative pedagogical model, reifying the ‘canon’ of the Western Tradition—the intellectual trajectory that postcolonial theorists have lampooned as stretching ‘from Plato to NATO’. The best-known Great Books school is St. John’s College, where students read great texts from the Greeks forward, in chronological order, meaning that they do not encounter a single text by a woman until late in their career. A colleague of mine calls Shimer’s program ‘Reformed Great Books’, meaning that we make room for more contemporary and diverse texts in our curriculum. © Australian Humanities Review 60 (November 2016). ISSN: 1325 8338 157-61 158 Adam Kotsko / What is the Western Canon Good For? Unlike the St. John’s program, the Shimer curriculum is divided into three broad disciplines—Humanities, Natural Sciences, and Social Sciences—and does not necessarily proceed in chronological order, even within a single course. -
El Escritor Y Las Normas Del Canon Literario (The Writer and the Norms of the Literary Canon)
DOCUMENT RESUME ED 477 340 CS 512 067 AUTHOR Policarpo, Alcibiades TITLE El Escritor y las Normas del Canon Literario (The Writer and the Norms of the Literary Canon). PUB DATE 2001-02-12 NOTE 14p.; In: The National Association of African American Studies, National Association of Hispanic & Latino Studies, National Association of Native American Studies, and International Association of Asian Studies 2001 Monograph Series. Proceedings (Houston, TX, February 12-17, 2001). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) LANGUAGE Spanish EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS *Authors; *Latin American Literature; Literary Criticism; *Novels IDENTIFIERS Fuentes (Carlos); Garcia Marquez (Gabriel); *Literary Canon; Vargas Llosa (Mario) ABSTRACT This paper speculates about whether a literary canon exists in contemporary Latin Atherican literature, particularly in the prose genre. The paper points to Carlos Fuentes, Gabriel Garcia Marquez, and Mario Vargas Llosa as the three authors who might form this traditional and liberal canon with their works "La Muerte de Artemio Cruz" (Fuentes), "Cien Anos de Soledad" (Garcia Marquez), and "La Cuiudad y los Perros" (Vargas Llosa). It discusses how the idea of a literary canon came about originally and how the canon of Latin American literature seems to be based mostly on the votes of publishing houses, reviews, anthologies, and preferences of academics. The paper states that, in a 1995 study Joan Brown and Crista Johnson found: "The present study indicates that there is currently no canon of 20th century prose fiction for Spanish or Spanish American literature, if "canonical" is defined as a work's presence on every reading list. -
The Religious Foundations of Western Law
Catholic University Law Review Volume 24 Issue 3 Spring 1975 Article 4 1975 The Religious Foundations of Western Law Harold J. Berman Follow this and additional works at: https://scholarship.law.edu/lawreview Recommended Citation Harold J. Berman, The Religious Foundations of Western Law, 24 Cath. U. L. Rev. 490 (1975). Available at: https://scholarship.law.edu/lawreview/vol24/iss3/4 This Article is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Catholic University Law Review by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. THE RELIGIOUS FOUNDATIONS OF WESTERN LAWt Harold 1. Berman* I. THE WESTERN LEGAL TRADITION The Western legal tradition, like Western civilization as a whole, is under- going in the 20th century a crisis greater than any other in its history, since it is a crisis generated not only from within Western experience but also from without. From within, social, economic, and political transformations of un- precedented magnitude have put a tremendous strain upon traditional legal institutions and legal values in virtually all countries of the West. Yet there have been other periods of revolutionary upheaval in previous centuries, and we have somehow survived them. What is new is the confrontation with non- Western civilizations and non-Western philosophies. In the past, Western man has confidently carried his law with him throughout the world. The world today, however, is more suspicious than ever before of Western "legal- ism." Eastern man and Southern man offer other alternatives. -
Some Notes on Harold Bloom's the Anxiety of Znhuence
Treaties and Studies Sch. Allied Med. Sci. 57 Shinshu Unlv. vol. 14, 1, 1988 Some Notes on Harold Bloom's The Anxiety of ZnHuence Kazuko Narusawa Harold Bloom (born in 1930), Professor of the Humanities at Yale Univer- sity, is known as one of the four Yale "Derridians'', and ilaS necessarily advanced down the path of American Deconstruction, His nature asa liter・ ary critic, and his criticalactivities, however, are apparently different from those of his Yale colleagues, Paul de Man, Geoffrey Hartman and Hillis Miller (now de Man has been dead since 1983, and Miller has gone to the University of California). Though he worked with them, and even with I)errida in the symposium Deconstruction and Criticism (1979), "he has fre- quently and explicitly dissociated himself from deconstructionist principles and methods.''1) His critical approach resembles no one else's and may be unique: "Bloom is very much his own man, one of the most ideosyncratic critics writing today. "2) For 王~loom, the understanding of a literary work means not "seeking to understand any single poem as an entity",3) but seeking to understand it in the relation of other literary works. Major poets, he insists, should de丘ne the orlglnality of the works against the works of their poetic prede- cessors. His remarkable knowledge of English and American poetry, espe- cially Romantic and post Romantic poetry enables him to compare a 'belated ∫ poet' with a precursor' and to glVe the former a suitable location in the history of literature. In this sense, it is true that Bloom is inauenced by Northrop Frye's archetype theory. -
John Updike and the Grandeur of the American Suburbs Oliver Hadingham, Rikkyo University, Japan the Asian Conference on Literatu
John Updike and the Grandeur of the American Suburbs Oliver Hadingham, Rikkyo University, Japan The Asian Conference on Literature, Librarianship & Archival Science 2016 Official Conference Proceedings Abstract The standing of John Updike (1932-2009), a multiple prize-winning author of more than 60 books, has suffered over the last two decades. Critics have recognized Updike’s skill as a writer of beautiful prose, but fail to include him among the highest rank of 20th century American novelists. What is most frustrating about the posthumous reputation of Updike is the failure by critics to fully acknowledge what is it about his books that makes them so enduringly popular. Updike combines beautifully crafted prose with something more serious: an attempt to clarify for the reader the truths and texture of America itself. Keywords: John Updike, middle-class, suburbia, postwar America iafor The International Academic Forum www.iafor.org Over the last few decades the reputation of John Updike (1932-2009) has suffered greatly. Updike's doggedness and craft as a writer turned him into a multi-prize winning author of 23 novels, fourteen poetry collections, ten hefty collections of essays, two books of art criticism, a play, some children's books, and numerous short story collections. Yet such a prolific output and the numerous awards won have not placed him among the greats of 20th century American literature. He is remembered as someone who could write elegant prose, but to no lasting effect in articulating something worthwhile. Since the acclaim and prizes showered on Rabbit is Rich (1981) and Rabbit at Rest (1990), Updike has fallen out of favour with the literary world. -
LITR) 1 Comparative Literature (LITR)
Comparative Literature (LITR) 1 Comparative Literature (LITR) * LITR 022a, Music and Literature Candace Skorupa This seminar explores the rivalry between music and literature, the attraction and repulsion between these two art forms, and the dialogue between writers and composers. In select fiction and poetry spanning a variety of cultures and times, we look at the aesthetic challenges of conveying music in words; in select music from the same periods, we study the use of literary themes and narrative. How does music inhabit literature, and literature influence music? We read fiction describing music and borrowing musical forms; we study symphonies and opera inspired by literature; we look at films that bring together these two arts. Students examine theoretical approaches and learn comparative methods useful for literature and culture courses. Though not required, musical experience and/or interest is welcomed for the seminar, which may be taken simultaneously with gateway courses in the humanities. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program. WR, HU * LITR 026a, The Literature of Sports Robyn Creswell Writers on sport examine ideas of beauty and human divinity; virtuosic performance; group identity; questions of race, class, and gender; global realities of migration; and the ubiquity of spectacle. Topics include origins and essence of play; and case studies in the literature of sports, including the Olympic games of classical Greece, bull fighting, Muhammad Ali, cricket and colonialism, and the globalization of soccer. Readings by Pindar, Hemingway, Huizinga, CLR James, Mailer, Delillo, Foster-Wallace, and Ben Fountain. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program. -
Where Then, Shall Gnosticism Be Found? an Intellectual And
WHERE THEN, SHALL GNOSTICISM BE FOUND? AN INTELLECTUAL AND RECEPTION HISTORY OF GNOSTICISM IN THE WORK OF HAROLD BLOOM AND THE SHIFT TOWARDS A NEW METHODOLOGY by Lara-Sophie Boleslawsky B.A. (Hons), The University of British Columbia, 2014 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Ancient Culture, Religion, and Ethnicity) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2021 © Lara-Sophie Boleslawsky, 2021 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, a thesis entitled: Where, then, shall Gnosticism be found? An intellectual and reception history of Gnosticism in the Work of Harold Bloom and the shift towards a new methodology submitted by Lara-Sophie Boleslawsky in partial fulfillment of the requirements for the degree of Master of Arts in Ancient Culture, Religion, and Ethnicity Examining Committee: G. Anthony Keddie, Associate Professor, Classical, Near Eastern, and Religious Studies, UBC Supervisor Robert Cousland, Associate Professor, Classical, Near Eastern, and Religious Studies, UBC Supervisory Committee Member ii Abstract Harold Bloom’s self-professed “strong Gnostic tendencies” manifest themselves in the works that comprise this controversial literary critic’s legacy. This project argues that to neglect Bloom’s preoccupation with Gnosticism is to miss a profound opportunity to shift from the conception of Gnosticism as a static entity capable of study to a Gnosticism that takes the form of a methodology, or dynamic process. Bloom’s early fascination with Gnosticism in the late 1970s offers a unique chance to understand Gnosticism through his most well-known theory of the anxiety of influence. -
Four LDS Views on Harold Bloom
Four LDS Views on Harold Bloom A Roundtable Four LDS Views on Harold Bloom HAROLD BLOOM. The American Religion: The Emergence of the Post- Christian Nation. New York: Touchstone with Simon and Schuster, 1993. 271 pp. Index. Paperback, $12.00. Introduction M. Gerald Bradford Every now and then a book is written about Mormonism which by all accounts is fascinating, meaning that it both attracts and repels its readers. On the whole, the insights in such books override their points of inaccuracy. The authors of such works usu- ally stand outside the LDS tradition, are recognized as intellectuals, and come from the world of academia. Nearly forty years ago, for example, Thomas F. O’Dea wrote The Mormons (Chicago: University of Chicago Press, 1957). His treatment of Latter-day Saints, ostensibly from a sociological per- spective but going far beyond any single discipline, was just such a book. Coming to his subject from a somewhat modified Marxist view, O’Dea revealed, between the lines, that he had a soft spot in his heart for the Mormons and that, in some important respect, he had genuinely understood what was distinctive and worthwhile about the religion. Another equally fascinating book about the Mormons and other religious groups in the United States is Harold Bloom’s The American Religion. Bloom is an internationally recognized liter- ary critic. What he says about the LDS tradition, Joseph Smith, and the future of the Church, has engendered a wide range of responses. Accordingly, BYU Studies has gathered four discus- sions of this book, one by an essayist, another by a Mormon BYU Studies 35, no. -
Rethinking World Literary Canons in an Age of Globalization*
Conservative in Form, Revolutionary in Content: Rethinking World Literary Canons in an Age of Globalization* 270 Rebecca Gould Yale-NUS College “The merit of a literary history based on an aesthetics of reception will depend upon the degree to which it can take an active part in the continual integration of past art by aes- thetic experience. This demands…a critical revision if not destruction of the traditional literary canon.” —Hans Robert Jauss (127) By way of substantiating his argument that “courses of fully global scope are becom- ing common” in literature curricula, David Damrosch declares in his edited volume on approaches to teaching world literature that “Western literature courses that would formerly have begun with Homer now often start with The Epic of Gilgamesh” (“All the World” 2). And yet teachers and scholars of world literature have a long way to go, for, while Damrosch’s optimistic diagnosis may accurately describe the range of courses available to students majoring in literature, it is far from evident that intro- ductory courses to literature have globalized to an extent commensurate with other disciplines. To draw on two prominent examples, while the faculty for the core Literature Humanities course at Columbia University recently voted to include the Gilgamesh epic in their syllabus, Literature Humanities at Columbia nonetheless begins with the more recent Iliad, as it did when Literature Humanities first began to be taught in the 1920s. Gilgamesh enters by the back door, as a complement to the more canonical Homeric text. Meanwhile, Yale University’s Directed Studies program-a non-man- Canadian Review of Comparative Literature / Revue Canadienne de Littérature Comparée CRCL SEPTEMBER 2014 SEPTEMBRE RCLC 0319–051x/14/41.3/270 © Canadian Comparative Literature Association REBECCA GOULD | CONSERVATIVE IN FORM, REVOLUTIONARY IN CONTENT datory version of the Columbia Core-does not include any non-western text in its curriculum.