Speaking as one with authority

As I grow more accustomed to Shimer’s discussion-centered pedagogy, I am increasingly coming to understand that a big part of my job is not simply to encourage students to speak in class, correcting them or encouraging them as appropriate, keeping them on task and on topic. Instead, it seems to me that I’m there to provide and model certain ways of talking about the material. This is most acute in teaching music, where most students find themselves at a loss for what to say. Some of them will claim that they want something called “music theory,” and I have sometimes not taken that claim as seriously as I could because it was so obvious to me that knowing technical music theory would not be helpful to them in the way they hoped. In a recent conversation about how class was going, though, a student rephrased that request in a way that made much more sense to me: they want to be able to feel like they’re speaking with some kind of authority. They don’t need to be experts, but they want to feel confident that they’re not making up something totally random and off-base.

As my humanities class has wrapped up a unit on modernism, it struck me that, quite unintentionally, that was what I had done with the theoretical texts we used (Nietzsche’s Birth of Tragedy and Heidegger’s Origin of the Work of Art). Both of the texts centered on a broad opposition between two terms (Dionysian and Apollonian, earth and world) and gave some indication of how that opposition might play out in terms of particular artworks — and that was enough. Even if students didn’t feel sure how to apply the terms to the artwork at hand, they were at least able to say something concrete about why they were having difficulty. And once that base-level confidence that one is saying something concrete and relevant was achieved, it seems like the biggest problem was overcome.

The basic oppositions were far from the only thing that we talked about, but they opened up the space for the things we talked about. In many ways, the very uncertainty about how (and even whether) the terms might apply to a given artwork was beneficial — unlike with purely technical terms, there was no clear-cut right or wrong answer, so students could feel comfortable playing with them.

The question I’m now pondering is what kinds of texts might be able to do the same work in a first-year class rather than in a capstone for upper-level students. It seems to me that the Nietzsche and Heidegger texts are too difficult to throw at first-year students if the goal is for them to get rough-and-ready tools that let them start talking with confidence. At the same time, we currently use extremely technical primary texts about harmonic intervals, etc., so perhaps Nietzsche and Heidegger would be an improvement over that.

What I’m teaching this semester

This semester, I’m teaching Humanities 4: Critical Evaluation in the Humanities (syllabus), an elective on The Devil in Christian Thought (syllabus), and a small tutorial/directed reading that I’m calling Heidegger’s Middle Period (provisional syllabus). It’s a pretty exciting teaching slate for me, for a lot of reasons. First, I obviously get a chance to teach over my ongoing research, which should prove helpful in a lot of ways. Second, teaching Humanities 4, which has been in an “experimental phase” for the last few years, allows me to have a more direct hand in helping to shape the curriculum than I would normally have, and the music and art sections should help me to consolidate some of the skills I gained teaching the fine arts course last semester. Finally, this will be my first time doing a tutorial, and it should be fun to dig more deeply into Heidegger’s work with some students who already have a thorough reading of Being and Time under their belt.

Aside from my Shimer work, I’m also going to be doing a directed reading with Stephen Keating over Agamben, which should be helpful as I have a major conference paper over his work coming up this spring and will also very likely be working on more translations soon. (I prefer not to discuss this in detail until it’s finalized.)

What about you, my dear readers? What are you teaching this semester?

On being an ignorant schoolmaster

Inside Higher Ed has published an expanded version of my piece on teaching Shimer’s Humanities 1: Art and Music. The most notable addition is an introductory bit on Rancière’s Ignorant Schoolmaster.

Posted in Ranciere, Shimer College, teaching. Comments Off

Reminder about Shimer’s new transfer scholarship

This is a reminder that the deadline for applying to Shimer College’s new two-year, full-tuition scholarship for transfer students is next Friday, November 15. In addition to sumbitting the regular application materials, students will need to write a brief essay reflecting on a piece by Adrianne Rich. Over the subsequent two weeks, all applicants will do an interview with a Shimer faculty member where they will discuss the Rich essay, among other things. The recipient will be announced on December 6.

If you know of any students who may be interested in applying to Shimer, please let them know about this opportunity.

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Text of my devil lecture

Yesterday, I delivered a lecture at Shimer College entitled “A Brief History of the Devil,” and the text of my talk is available in PDF form here. The talk is aimed at an undergraduate level, and so I did not include much theoretical or scholarly discussion. You can get a sense of how I see these ideas relating to the discipline of political theology, however, if you keep in mind that this recent post was written while I was drafting the lecture.

“A Brief History of the Devil”: Lecture at Shimer College

On Wednesday, October 30, at 3:15, I will be giving a lecture a Shimer College entitled “A Brief History of the Devil.” It will be a partial sneak preview of my long-promised project on the devil, providing what one early reader of the text for the lecture calls “a really good reckless dash through the history of devil thought.”

Shimer College is located at 3424 S. State St. in Chicago, blocks away from the 35th St. Green and Red Line stops. The lecture is in the Cinderella lounge on the second floor of our building. Feel free to e-mail me at a.kotsko at shimer dot edu for further details. It is rumored that drinks at Maria’s Community Bar in Bridgeport, along with fortification from the Pleasant House Library, may follow this event.

Reflections on teaching fine arts

I’m about halfway through teaching Shimer’s Humanities 1: Art and Music. So far, we have done a couple weeks of intro each for visual arts and music, then started a sequence based on Ovid’s Metamorphoses, which has inspired a large number of artworks in various genres and also includes interesting reflections on the fine arts. In the spirit of Ovid’s often contrived transitions, we have also pursued some side roads only obliquely suggested by his text, including an architectural tour of some buildings in the Chicago Loop that vaguely recall the palace of the Sun described in Book II. I had developed a certain level of comfort with the art and music sections, and introducing a new artform at this late date was kind of a curveball — so the tour was an occasion for some reflection on what the class is really trying to do and what I, a non-specialist, can bring to the table for the students.

The challenge of the course is to find a way of talking about art that is neither purely impressionistic and personal nor overly technical and scholarly. Read the rest of this entry »

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