Indiana University Bloomington

Courses

 

Fall 2015

CTIH-T600, Special Topics in Critical Theory: "Aesthetic Education - Learning To Live"

Professor Eyal Peretz, Comparative Literture

What is the role of art in life? This is the main question animating, implicitly or explicitly, the major artistic creators as well as the fundamental thinkers and theoreticians of art from the second half of the eighteenth century to our own days. Perhaps the most fundamental intuition all these writers share is that a third term needs to be introduced in order to understand the relation of art to life, and this term is education. Art somehow involves, these writers seem to feel, an education; an education in, or perhaps into, life. It is as if there is a special kind of education that only the passage through art can be responsible for—a learning to live. This would seem to mean that until we have not fully experienced, until we have not been educated into, what art is, or could be, we do not yet know what life is, or could be. Yet a fundamental intuition of these modern thinkers is that we precisely have never yet fully known what art is, have never yet been fully educated into it, and that we have never yet fully known what life is, have never fully been alive. The education called aesthetic is therefore extremely mysterious since it is an education into something that is yet unknown, life, with the means of something that is equally unknown, art.
This class will try understand the nature of this mysterious education through two unknowns, and will also try to understand why precisely these terms—art, education, life—have received a newly conceived and prominent place at a certain moment of the experience of Western culture.
Readings may include: Plato, Plotinus, Saint Augustine, Descartes, Diderot, Rousseau, Kant, Goethe, Dickens, Schiller, Wagner, Nietzsche, Bergson, Freud, Artaud, Bataille, Chaplin, Heidegger, Lacan, Foucault, Hadot, Deleuze, Derrida.

 

CTIH-T700, Independent Study in Critical Theory (1-4 credit hours)

Students may receive credit for work done in the Center reading group. To be aranged with the convener(s) of the reading of group.

 

Spring 2016

CTIH-T600, Special Topics in Critical Theory: "Discourse"

Professor Joshua Kates, English

If somebody says “Jane had two children and got married,” the speaker will usually be understood to mean that Jane had her offspring and then tied the knot. Yet nothing in the meaning of the words or the rules of language conveys this. The statement’s significance thus belongs to discourse, language in use, as opposed to language as such. Structuralism, and much post-structuralism, by contrast, invokes the opposite language-oriented framework, which largely still predominates in the Humanities today. Moreover, much “big data” and other informatics also assumes the possibility of wholly autonomous rule-governed languages.
The privilege of language over discourse in the Humanities, however, may be on the wane, as new work by Paul Grimstad, Toril Moi, and others attests. Accordingly, this course, investigates the burgeoning alternative that discourse provides to understanding what we in the Humanities do, since language, or some construal of it, arguably lies at the base of all our objects and practices. In the first part of the course, we will look at some foundational texts for conceiving discourse, contributions in what has come to be known as ordinary language philosophy: those of J. L. Austin, John Searle, H. P. Grice, and others. After possibly looking at the impact these authors had within the structuralist/post-structuralist context itself (in work by Jacques Lacan and Michel Foucault), we will investigate discourse-based approaches to written texts, literary fictions, and associated practices. We will address such issues as is there “fiction” (and if so what is it); how to conceive texts and contexts; how to understand metaphor, and are there literal meanings.

 

CTIH-T700, Independent Study in Critical Theory (1-4 credit hours)

Students may receive credit for work done in the Center reading group. To be aranged with the convener(s) of the reading of group.