Questions on online ed

A few questions for those of you more familiar with the landscape in online education:

  1. In your view, is the current state of video conferencing technology adequate to simulate a lively, seminar-style discussion session?
  2. Do you know if any schools have tried to offer such a thing, as either a substitute for or supplement to “traditional” online pedagogical methods?
  3. Do you believe that there would be a significant market for such an approach? (I ask this particularly in light of the fact that the necessarily synchronous nature of such class sessions might cut down on one of the primary appeals of online ed, namely its flexibility.)

Music about art: Fragmentary thoughts on Pictures at an Exhibition

Mussorgsky’s Pictures at an Exhibition is one of the classical pieces that is most familiar to me. Ever since my high school marching band did a show based on it, it has been a constant companion, at least in the version orchestrated by Ravel. More recently, however, I have been spending a lot of time with the original piano version, in part out of simple curiosity, but more directly because I plan to use it in my fine arts course — not only because of its unique status as a piece of music “about” visual art, but also to highlight how orchestration affects our reception of a piece of music.

For those who are familiar with the orchestrated version, it can be difficult to believe that Mussorgsky ever intended it as a solo piano piece to begin with. Leaving aside its unwieldy length, some segments seem to be screaming out for full orchestral treatment — most notably the majestic horns of “The Great Gate of Kiev.” The orchestrated version is so much better known, in fact, that the original can seem like a work of subtraction or abstraction, taking away the variety of a full orchestra. In a way, though, it also adds an element. The dissonances are much harsher and stand out more clearly when they’re not spread across a variety of sections, so that some of the segments (like “The Gnome”) can even sound like precursors to atonality.

The question that has returned to me again and again, though, is why exactly Mussorgsky would have started out with a piano version in the first place. It seems so counterintuitive in so many ways, and it’s not as though he lacked the ability to write for a full orchestra. If we take seriously the notion that this is meant to somehow resonate with the effect of an art exhibition, though, I think it makes more sense. Contemplating art is, after all, a very solitary and cerebral pursuit in most cases — hence why a solo instrument could seem more appropriate. In the piano version, the one aspect that struck me as manifestly more convincing are the recurring “Promenade” interludes, which when performed on the solo piano seem much more evocative of the act of reflection while walking between two canvases.

Further, the very inadequacy of the piano (most striking, perhaps, in “Samuel Goldenberg and Schmuyle”), the manifest limits the performer (even a very gifted performer like Evgeny Kissin, whose recording on Spotify I recommend highly) strains against, seem to speak to the difficulties of responding to art, the sense that there’s “something more” that one can’t quite capture. With the full arsenal of the orchestra, it’s almost too easy, and this very perfection betrays the experience that it’s meant to recreate.

“Theology and Politics of the Devil” syllabus

Here is the syllabus for my devil course at Chicago Theological Seminary, which begins on Thursday. As you can see if you compare and contrast on my CV page, it’s substantially, though not totally, different from the Kalamazoo and Shimer iterations.

Help me with a course on the Qur’an

Let’s say I were to do a course next semester on the Qur’an only, with some attempt to achieve coverage over the whole of the text and to strike a balance between contemporary and historical commentators. Do you have any recommendations?

This fall

This week, I’ve been settling back into my Chicago apartment and mostly letting my brain rest after the brutal monastic discipline of this summer. I’ve also had a couple meetings at Shimer, which has got my mind starting to churn on my teaching. I think it should be an interesting semester. At Shimer, I’m teaching two sections of Humanities 1: Art and Music (something like “intro to fine arts”) and an elective course on Islamic thought, and I’m also doing a graduate seminar at Chicago Theological Seminary based on my devil research. It strikes me as a good balance — I get a chance to solidify a course I taught for the first time last year (Hum 1), do a new course in a new area, and rethink an old course in a new setting.

On Hum 1, I’m teaching in parallel with my colleague Aron Dunlap, and we both agreed that we needed to make the class more rigorous. Students have sometimes not taken it seriously, in large part due to their skepticism that fine arts are a “real” academic topic, but also in part because we sent the wrong message with the workload. So we’ve beefed up the reading and (more crucially) the writing requirements. We’re hoping that the need to write a paper on the materials will help to add an element of urgency and focus to the discussion. To compensate, we’ve cut the previous element of requiring students to do brief “conversation-starter” papers, an assignment that is often very helpful in other classes but never seemed to work as intended in Hum 1. Another element I’m excited about is that all the sections are scheduled during the Art Institute’s hours of operation, so that we’ll have multiple class sessions that will meet directly at the museum.

While I’m going to be doing more teaching than I’m used to, I’m hoping the CTS devil course will feed directly into my writing due to the ability to incorporate a lecture element into the course (an option unavailable to me with the Shimer version I taught last spring). Being in Hyde Park every week should also be helpful as I work on the complex bibliographical elements involved with my Agamben translation. Another nice element is that my Shimer classes are all bunched together in the morning, so that I should be able to keep working steadily on the translation in the afternoons.

In addition to my teaching, I’m going also to be presenting at a conference on core curricula at religious and secular schools hosted by the Association of Core Text Colleges and giving a talk and a seminar session on Zizek and religion at Portland State University.

Overall, it should be pretty busy — so much so that I can’t really “see” beyond the end of the semester, if that makes sense. So if anyone has recommendations for TV shows to binge-watch starting around December 15, let me know.

Draft syllabus: Intro to Islamic Thought

I have completed a draft syllabus for the Introduction to Islamic Thought elective I’ll be teaching at Shimer this fall. While I still have time to tinker — and I am most open to suggestions on the selections from the Qur’an — I am basically “locked in” on the books I’m using and don’t have the space to add anything into an already crowded syllabus. I hope to offer the course again soon as a way of solidifying my own knowledge, though, so I’d keep any suggestions in mind for future iterations.

One challenge of offering this course at Shimer is the fact that our primary source-only, no-lecture format made it very difficult to work in the necessary background information. Hence I lean on ibn Khaldun to give me background on Bedouin life and on the Caliphate (the excerpts at the beginning and middle of the syllabus, respectively), in addition to treating him as an important thinker in his own right at the end of the course. I am also using extracts from ibn Ishaq’s Life of Muhammad, supplemented by a simple timeline to help them get the overall flow of the narrative. At times I sneak the editor or translator’s introductions into the reading assignment as well.

Thanks again to everyone who has contributed to the various advice threads I’ve posted. You may be hearing from me again in the fall, as I’m planning to propose an elective for the spring semester on the Qur’an. It’s long past time for me to seriously engage with Islam — and even if it didn’t exactly fit with my plans for the summer to develop a course on the topic, I’m glad that Shimer gave me the necessary kick in the pants by assigning me to do it.

Posted in Islam, syllabi, teaching. Comments Off

Progress on my Islamic thought course

I’ve been making slow and steady progress on developing my course in Islamic thought for the fall. I’m starting to see that one of the benefits of Shimer’s text-centered approach is that it makes room for professors to be more exploratory in their course offerings. After all, it’s not as though I need to be writing authoritative lectures every day — as long as I can be confident that I’ve picked texts that are broadly representative of important trends and widely recognized as being among the most exemplary achievements in Islamic thought, we should be okay. At the same time, the requirement to use primary texts does present a particular challenge for non-Western topics, because I can’t assume the broad (if vague) familiarity most American students would have with the background of most of the relevant historical periods, etc.

Right now I know I need to devote a significant chunk at the beginning to Muhammad and the Qur’an. I am planning to use some supplemental contemporary articles here, particularly on issues relating to women. For background, I’m considering trying ibn Ishaq’s Life of Muhammad, along with selected hadith. I don’t know if I’ll be able to get through the whole Qur’an or if that should even be a priority.

A second unit that I had in mind from the start was on Islamic legal reasoning. It’s a big topic and could perhaps make a good course on its own (maybe paired with rabbinic legal reasoning?). I’m currently inclined to skip it unless I can find an accessible anthology of major original thinkers in Shari’a law — something like that would be the biggest recommendation I would hope for in comments.

Either way, I’d conclude with a kind of “greatest hits” of the Big Names in Islamic Thought: al-Arabi, al-Ghazali (particularly Deliverance from Error, which seems like the nearest equivalent of Augustine’s Confessions), ibn-Sina, ibn-Rushd, ibn-Khaldun. A colleague gave me a copy of ibn Tufayl’s Hayy ibn Yaqzan, which seems like a fun text to include. Fitting in some Rumi might be nice — in general I’m not as sure of footing on Sufi mysticism. I feel like I have good leads kalam and Islamic philosophy, but I’d be grateful for further suggestions, particularly from people who have actually taught the primary texts.

Including women will be a challenge. I’ve been in dialogue with Laleh Bakhtiar of Kazi Publishing in Chicago, who has been very generous with review copies and has a translation of the Qur’an that I may use. I’m already planning to highlight “women’s issues,” and I can emphasize the role of Muhammad’s wives in early Islamic politics, etc., but it’d be nice to find at least something like a woman Sufi saint’s biography or her own writings.

I invite suggestions and criticisms!

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