Why Historicise the Canon?
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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. -
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. -
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. -
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. -
The Concept of the “Polylogue” and the Question of “Intercultural” Identity
Intercultural Communication Studies XIX: 3 2010 Chen The Concept of the “Polylogue” and the Question of “Intercultural” Identity Hsueh-i Chen, National Taiwan Normal University In this study, two different ideas will be analyzed, the concept of the polylogue, which was developed by Franz Martin Wimmer, and the assumption of an intercultural identity. The complementary relationship between the two ideas will be expounded. In a polylogue, individuals are confronted with several dialogue partners from different cultures simultaneously; the term is used to emphasize that many perspectives need to be considered, rather than just two, as the word dialogue seems to imply. Due to its different approach, the idea of the polylogue will profoundly affect the structure of intercultural communication. This study also takes the multicultural nature of actual reality into account, presupposes the human ability to accept different cultures, and attempts to explore the relations between interculturally capable individuals and multicultural society. Under the assistance of a conception of an intercultural identity, finding one’s identity not only involves one’s own pre-existing tradition but also includes influences from other cultures as well. Employing the concept of the polylogue and relying on the human capacity for multicultural acceptance, individuals should be able to construct their own personal intercultural identities and communicate with others interculturally. The concept and term polylogue stems from Franz Martin Wimmer (Wimmer, 2004), a contemporary Austrian philosopher who employs the concept in order to surmount the so- called Eurocentrism in philosophical thinking. Not only does he criticize the standard, narrow-minded way of philosophizing, in using the term polylogue, he also intends to reject every possible form of cultural centrism, such as Sinocentrism and Americacentrism. -
APA Newsletters
APA Newsletters Volume 01, Number 2 Spring 2002 NEWSLETTER ON HISPANIC/LATINO ISSUES IN PHILOSOPHY FROM THE EDITOR, EDUARDO MENDIETA ARTICLES BENIGNO TRIGO “Latinamerican Genealogies: Appropriating Foucault” EDWARD DEMONCHONOK “Globalization, Postcoloniality, and Interculturality” INTERVIEWS LINDA MARTIN ALCOFF “Introduction: ‘Puerto Rican Studies in a German Philosophy Context: An Interview with Juan Flores’” LINDA MARTIN ALCOFF “Introduction: ‘A Philosophical Account of Africana Studies: An Interview with Lewis Gordon’” © 2002 by The American Philosophical Association ISSN: 1067-9464 APA NEWSLETTER ON Hispanic/Latino Issues in Philosophy Eduardo Mendieta, Editor Spring 2002 Volume 01, Number 2 States. He is known for his work on Frantz Fanon, race theory, phenomenology and Africana philosophy. His work is FROM THE EDITOR particularly significant because he has been bridging the divide between Latino Studies, Latin American philosophy, and Afro-Caribbean and Afro-American thought. These two Eduardo Mendieta “Afro-Latino” philosophers epitomize the cosmopolitanism and originality of an emergent paradigm in cultural studies In this issue of the newsletter we have been able include a and philosophy. version of the introduction to the recently published book The committee welcomes as a new chair Susana Foucault and Latin America, edited by Benigno Trigo. This Nuccetelli who has been appointed by the APA directors to wonderful collection gathers canonical texts from Latin take over Pablo DeGreiff, who resigned late last semester from American literary criticism and more recent contributions that the chairship. We are thankful to Prof. Nuccetelli for taking exhibit a creative appropriation of Foucault for the study of over this important job. We also congratulate her for the recent Latin America. -
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. -
The Promise and Problems of Intercultural Philosophy
The Promise and Problems of Inferculfural Philosophy Murray Hofmeyr Deporlment of Philosophy, University of Vendo Abstract In this paper I sketch the main elements of Heinz Kimmer/e's conceptualisation of intercultural phlïosophy: a new concept of difference that makes possible a new take on "different and equar~ which is the foundation for real dialogue. I interrogate the concept of culture in intercultural philosophYt and argue that for the South African context suffident emphasis must be ploeed on power relations as they impact on cultures and the legaey of a hlstory of cultural domination. / try to show that Kimmer/e's notion of the equa/ity of cultures imp/ies that a particu/ar context IS taken seriously as avalid instanee of the human condition, and in that sense it is of equal status with all other si/uations. All '/oealities" are linked in some way or another. /t thus belongs to adequate/y conceptualising the thoughts and feelings of a speC/fic locality that the need for dialogue should be ref/ected. A philosophy that negates these shifts would be dlsqualified as inadequate. The fact that it seeks dia/ogue IS indicative of the experience of an aporia. It IS loek, incomp/eteness, which IS universa!. I a/so tentatively propose "contex/ua/ phlïosophyl/ as a more appropriate name for intercultura/ philosophy in South Afriea. Introduction The first part of this paper is a description of the main elements of intercultural philosophy as conceptualised by the German philosopher Heinz Kimmerie, who taught at the Erasmus University in Rotterdam since 1976, and since his retirement in 1995 heads the Foundation for Intercultural Philosophy ond Art in Zoetermeer, The Netherlands. -
A Response to Defoort, Wenning, and Marchal
Intercultural Philosophy and Intercultural Hermeneutics: A Response to Defoort, Wenning, and Marchal Eric S. Nelson Division of Humanities, Hong Kong University of Science and Technology [email protected] I. Introduction Carine Defoort, Mario Wenning, and Kai Marchal offer three ways of engaging with Chinese and Buddhist Philosophy in Early Twentieth-Century German Thought and the philosophical, hermeneutical, and historical issues it attempted to articulate and address.1 This work is historical with a contemporary philosophical intent: to reexamine a tumultuous contested epoch of philosophy’s past in order to reconsider its existing limitations and alternative possibilities. One dimension of this book is the investigation of constellations and entanglements of historical forces and concepts for the sake of articulating critical models and alternatives for the present.2 In the book, I contested the modern self-image of philosophy as exclusively and intrinsically Occidental by genealogically tracing how philosophy is already intercultural through a series of case studies focusing primarily on early twentieth-century German philosophy in its broader historical context. This critical genealogy of the intercultural conditions of the formation of modern philosophy is evidenced not only by considering “positive” influences and appropriations, as in Martin Buber, Martin Heidegger, or Georg Misch’s interpretation of Daoist sources such as the Zhuangzi 莊子 (chapters 4 and 5), but also in the constructions of the autonomy and purity of modern Western philosophy through its reactions against, and exclusion and subordi- nation of, its “non-Western” others (chapters 1, 5, and 6). The book does not represent a purely Western history or narrative insofar as I draw on a variety of argumentational and hermeneutical strategies from Chinese and other dis- courses to reverse and transform Western prejudices and perspectives. -
Is Intercultural Philosophy a New Branch Or a New Orientation in Philosophy? Franz M
Is Intercultural Philosophy a New Branch or a New Orientation in Philosophy? Franz M. Wimmer, Vienna* Summary: Probably every human culture has developed typical ways of philosophising in the sense that there were given explanations of the world, of what man is, and of the right relationships between human beings. Some of the cultures of the past have invented systems of writing and documentation, thereby establishing long lasting traditions of thought. Amidst a period of globalisation of many aspects of human life, the problem now arises, whether there will be one single form or method of philosophy in the future. If so: what then will be the role of the different traditions in shaping this future thinking? If not: must we give up the idea that philosophy ever can argue for universally acceptable truths or insights? This paper deals with some aspects of these questions by discussing the role of (Euro_)centrism in the historiography of philosophy, and by analysing the impact of the different languages of philosophy on thinking itself. Introductory remarks There are two important questions with respect to intercultural philosophy which this paper is not going to deal with: firstly, whether or not there are several culturally different origins of philosophy, and secondly, how understanding and communication is possible between such different philosophical cultures. Concerning the first question I take it for granted that contemporary philosophising is dependent on different cultural frameworks and that philosophy originated not only in Europe, but elsewhere as well;1 at least if we agree that philosophical questions concern mainly three objects: the structures of reality, knowledgability, and argumentations on norms and values - if, in other words, we consider ontology, epistemology, and ethics to be the central fields of research in philosophy. -
Intercultural Discourse, Critique, Emancipation and the Inclusion of the Other
Intercultural Discourse, Critique, Emancipation and the Inclusion of the Other Fasil Merawi1 Abstract This paper critically engages contemporary discussions in intercultural philosophy and critical theory in light of achieving a profound critique of grand ideological schemes, propounding a model for an emancipatory praxis and the inclusion of the other in the dominant discourse. Intercultural philosophy tries to deconstruct the Eurocentrism of the philosophical tradition and in return introduces a reconstructive project centered on the embedded nature of cognition and the culturally oriented nature of philosophy. Critical social theory constitutes a critique of grand metaphysical systems that divorce theory from praxis and the transcendent from the transient. In return it tries to introduce an emancipatory praxis inspired by Hegelian-Marxism, is dialectical, reflexive, analyzes the contradictions of modernity and is interdisciplinary. Intercultural philosophy and critical social theory share a common interest in standing against grand metaphysical systems and centering on everyday centers of learning. Through such a critical exposition of the confines of intercultural philosophy and critical social theory, this paper argues that both approaches, (1) fail to go beyond the Eurocentric grand narrative of modernity that legitimizes Western ideology and is antithetical to the lived experiences of the other, (2) both approaches ultimately run into the problem of value incommensurability and (3) both approaches fail to introduce a quasi-transcendental