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Courses

FALL 2014
 

RSCP. 72100 - Introduction to Renaissance Studies: Cultural Exchanges in the Renaisssance    GC:  W, 4:15-6:15 p.m., Rm. TBA, 3/4 credits, Prof. Schwartz, [25083] Cross listed with C L 71000 & SPAN 82000

This course will examine some Italian encounters with the ancient classics, which fostered the invention of new literary forms and new literary voices, and their impact on sixteenth-century French and Spanish literature. It will focus on the shaping of this movement promoted by Petrarch, and on its development in the following centuries with the works of Alberti, Ficino, Pico della Mirandola, Erasmus and other famous humanists. Special attention will be given to the function fulfilled by translators of  texts written in Greek into Latin, and of both Greek and Latin into the modern languages, who helped disseminate philosophical theories and literary forms of expression after the invention of the printing press, thus becoming mediators between classical and Renaissance authors. Translation will be also considered in its propaedeutic function as a first step in the practice of imitation, which ruled the composition of artistic works and constituted a main tenet of Renaissance aesthetics.

New literary voices and cultural figures to be explored will encompass the Neoplatonic lover, the humanist and the courtier; among new literary forms, Menippean satire, as composed after the model of Lucian, which became very influential after the fifteenth century.

Readings will include poems by Francesco Petrarca, Pierre de Ronsard and Garcilaso de la Vega; Ficino’s Dell’amore; Alberti’s Momus; Erasmus’s Colloquies; Castiglione’s Il cortegiano, and Cervantes’s Novelas ejemplares.

ART. 75020 - Sacred & Profane Early Netherlandish Painting  GC:  M, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Lane, [25086] Course open to Art History Ph.D. students only Permission required by all others

An investigation of the current controversy over the meanings and purposes of paintings produced in Flanders and the northern Netherlands in the fifteenth century. Lectures will examine recent challenges to traditional interpretations of major works by Robert Campin, Jan van Eyck, Rogier van der Weyden, Hugo van der Goes, Hans Memling, and Hieronymus Bosch, and will involve students in the debate over the concept of “disguised symbolism.” Problems of sources, attribution, chronology, and technique will also be considered. 5 auditors will be accepted.

Preliminary Reading:

Lane, Barbara G. The Altar and the Altarpiece: Sacramental Themes in Early Netherlandish Painting. New York,1984 (ND 635 .L36 1984).

Panofsky, Erwin. Early Netherlandish Painting: Its Origins and Character. 2 vols. Cambridge, MA [1953], 1971, ch. 5: “Reality and Symbol” (ND 635.P35 1971).

C L. 85000 - The Rake’s Progress: Libertinism: Italy, France, England GC:  R, 6:30-8:30 p.m.,  Rm. TBA, 4 credits, Prof. Fasoli, [25254]

If in common parlance the word libertinism conveys a sense of socially disapproved rakishness, then “erudite libertinage” or philosophical free-thinking is a definition that applies to a variety of 17th and 18th thinkers, usually connected through academic circles, who challenged the core cultural, political, and religious institutions of ancien régime Europe. These heterodox philosophers, novelists, and satirists were fierce critics of post-Reformation Catholicism and of then-popular political doctrines (reason of state, absolutism) and, in some cases, of sexual normativity and even of the new epistemological discourses emerging in early modern Europe.

Among the authors studied in this course will include Ferrante Pallavicino, Lorenzo da Ponte, Pierre Gassendi, Giulio Cesare Vanini, Gabriel Naudé, Cyrano de Bergerac, Donatien Alphonse De Sade, John Wilmot, and Aphra Behn.

ENGL. 81500 - Science, Symphathy, and the Stage in Early Modern England GC:  R, 4:15-6:15 p.m., Rm. TBA, 2/4 credits, Prof. Pollard, [25051]

This course will explore early modern scientific models of bodies’ relationships with their environments, with attention to theories about the sympathies sparked by correlations between human, animal, and inanimate bodies, and the potent consequences of manipulating these sympathies. Readings will include Arden of Faversham; Marlowe’s Doctor Faustus; Shakespeare’s Macbeth and Tempest; Webster’s Duchess of Malfi; Middleton’s Changeling and The Witch; Jonson’s Epicoene and The Alchemist; Crooke’s Microcosmographia; and Wright’s Passions of the Mind in General.

ENGL. 88100 - History, Theory and Early Modern Sexualities GC:  R, 2:00-4:00 p.m., Rm. TBA, 2/4 credits, Profs. DiGangi/Fisher, [25034]

This team-taught seminar will explore and expand the repertoire of scholarly methods for reading sexuality in early modern literature, with an eye to current debates and future directions for the field. We will consider how different theoretical and historical approaches have produced varying accounts of sexuality as an object of inquiry; we will engage various reading strategies for elucidating sexual meaning in dramatic texts; and we will reflect critically on questions of evidence, affect, gender, subjectivity, language, genre, theatricality, textual editing, and periodization.

The following kinds of questions will guide our discussions: What are the consequences of emphasizing historical alterity, as opposed to historical continuity, in the study of sexuality? Are concepts such as sexual identity, subjectivity, or community useful in analyzing early modern modes of eroticism? How might the field move beyond familiar sexual paradigms and taxonomies (i.e., homoeroticism/heteroeroticism) to access alternative forms of erotic knowledge, practice, and relationality in early modern culture? How do particular textual and performative elements (i.e., puns, soliloquies, gestures, costumes, voices, metatheatrical moments, offstage actions) convey or confound sexual meaning? In exploring these questions, we will draw on a range of primary texts (drama, poetry, and prose) from the sixteenth and seventeenth centuries.

FREN. 82000 - Anxiétés et savoirs à la Renaissance: discours, récits, visions GC:  W, 4:15-6:15 p.m., Rm. TBA, 2/4 credits, Prof. Sautman, [25117]

Malgré l’impression radieuse qui en est souvent projetée, la Renaissance, en France dans notre cas, a été aussi une période de grande anxiété. C’est sur cette dimension de la période que le cours se penche, mettant en rapport la recherche insatiable de la connaissance, des savoirs, avec ces anxiétés intellectuelles et culturelles. La littérature de l’époque se fait témoin de la soif de connaissance, des nombreuses questions posées sur la science, sur la place du corps et de la signification de la nature dans les arts et en philosophie. En même temps, elle prend acte de et s’investit dans les controverses et les conflits de religion, voire les plus violents. Enfin, cette époque voit aussi des tensions très fortes entre des expectatives souvent contradictoires de sexe et genre, alors que les femmes sont en principe strictement limitées mais qu’elles peuvent détenir des pouvoirs considérables au niveau supérieur de la société. Ce cours n’est pas centré sur UN ou même plusieurs auteurs, mais sur une série de problèmes, de perspectives particulières à certains genres et registres d’écriture, et à une thématique de la place contestée de l’individu, des communautés, et de l’identité sociale et culturelle dans l’écrit à cette époque.

Nous étudierons donc un nombre considérable d’auteurs, mais généralement sur la base de textes courts, avec quelques exceptions (Montaigne, Marguerite de Navarre). Ces textes appartiennent aux genres narratif et polémique, à la poésie et au théâtre. Rabelais faisant l’objet de cours approfondis dans notre programme, il ne figure PAS dans ce cours. Par contre, nous étudierions des textes, parfois substantiels, souvent brefs, des auteurs suivants: Barthelemy Aneau, Agrippa d’Aubigné, Guillaume Salluste du Bartas, Joachim du Bellay, François de Belleforest, Catherine de Bourbon, Brantôme, Nicole Etienne, Robert Garnier, Marie Le Jars de Gournay, Marguerite de Navarre, Clément Marot, Montaigne, Georgette de Montenay, Etienne Pasquier, Pierre de Ronsard, Pontus de Tyard, Madeleine (Neveu) et Catherine des Roches, Jean de Sponde, Maurice Scève, Jean de la Taille, et Blaise de Vigenère. La liste complète et définitive, avec un début de lectures à faire, sera accessible avant la fin de ce semestre.

Si vous choisissez de suivre ce cours, vous devez vous attendre à ce qui suit : a) vous aurez, pour chaque réunion, une quantité imposante de textes primaires à lire (en général de deux ou trois auteurs) et moins de textes critiques comme lecture générale ; b) les lectures critiques, comme une partie du travail du cours, seront approfondies suivant des listes plus individuelles, selon les travaux et les intérêts ; c) votre participation sera non seulement en classe mais électronique, à travers un site du cours : il vous y sera demandé de partager vos projets et une partie au moins de vos travaux avec les autres membres du cours, et aussi, d’alimenter la discussion orale (virtuelle) par le blog du cours. Ceci est une dimension essentielle du cours, et non un élément facultatif.

HIST. 76910- Renaissance Atlantic: Movement, Power & Difference in the Making of Early Latin America  GC: T, 2:00-4:00 p.m. Rm. TBA, 3 credits, Prof. Bennett [25728]

This the course utilizes the concepts of movement, power, and difference to examine the formation of a Renaissance Atlantic 1400-1600 jointly configured by the Iberian and early Latin America experience.  Framed as a question, I am asking: in what ways does recent scholarship on medieval and early modern Iberia call for a reconsideration of colonial Latin America history?  Ostensibly a historiographical question, it has epistemic implications.  In view that recent scholarship on the Iberian past has been transformative, what implications might this have on our thinking, approach, and writing of early Latin American history?  Successive turns, most notably the imperial and Atlantic ones, complicate matters by underscoring how nineteenth-century nationalist fabrications conjured up a mythic Iberia with profound consequences for the foundational representations of colonial Latin America history.
 
Representative Texts:
 
Blumenthal, Debra. Enemies & Familiars: Slavery and Mastery in Fifteenth-Century
Valencia.  Ithaca: Cornell University Press, 2009.
Caneque, Alejandro. The King’s Living Image: The Culture and Politics of Viceregal
Power in Colonial Mexico. New York: Routledge, 2004.
Fuchs, Barbara. Exotic Nation: Maurophilia and the Construction of Early Modern
Spain. Philadelphia: University of Pennsylvania Press, 2009.
Johnson, Carina J. Cultural Hierarchy in Sixteenth-Century Europe: The Ottomans and
Mexicans. New York: Cambridge University Press, 2011.
Kagan, Richard L. Clio & the Crown: The Politics of History in Medieval and Early
Modern Spain. Baltimore: The Johns Hopkins University Press, 2009.
Kelleher, Marie A. The Measure of Woman: Law and Female Identity in the Crown of
Aragon. Philadelphia: University of Pennsylvania Press, 2010.
MacCormack, Sabine. On the Wings of Time: Rome, the Incas, Spain, and Peru.
Princeton: Princeton University Press, 2007.
Martinez, Maria Elena. Genealogical Fictions: Limpieza de Sangre, Religion, and
Gender in Colonial Mexico. Palo Alto: Stanford University Press, 2008.
Mignolo, Walter D. The Darker Side of the Renaissance: Literacy, Territoriality, &
Colonization. Ann Arbor: University of Michigan Press, 1995.
Phillips, William D. Jr. Slavery in Medieval and Early Modern Iberia. Philadelphia:
University of Pennsylvania Press, 2014.
Ruiz, Teofilo F. A King Travels: Festive Traditions in Late Medieval and Early Modern
Spain. Princeton: Princeton University Press, 2012.
Schwartz, Stuart B. All Can be Saved: Religious Tolerance and Salvation in the Iberian
Atlantic World. New Haven: Yale University Press, 2008.
Silverblatt, Irene. Modern Inquisitions: Peru and the Colonial Origins of the Civilized
World. Durham: Duke University Press, 2004.
Studnicki-Gizbert, Daviken. A Nation Upon the Ocean Sea: Portugal’s Atlantic Diaspora
and the Crisis of the Spanish Empire, 1492-1640. New York: Oxford University
Press, 2007.
Vilches, Elvira. New World Gold: Cultural Anxiety and Monetary Disorder in Early
Modern Spain. Chicago: The University of Chicago Press, 2010.

HIST. 79200 - Political History of European Jewry, 1750-1850   GC:  M, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Sorkin, [25229]

This seminar focuses on the tumultuous period in European history (Enlightenment, industrial revolution, partitions of Poland, French revolution and Napoleon, Restoration, revolution of 1848) that fundamentally altered the Jews' status and is conventionally known as the era of "emancipation." We will study these developments, especially the ideal of full equality yet, even more, the idea and practice of various forms of partial or conditional equality, through a combination of primary and secondary sources. Students will write a research paper on a relevant topic of their own choosing.

PHIL. 76000 - Science & Metaphysics from Descartes to Kant  GC:  T, 11:45 a.m.-1:45 p.m., Rm. TBA, 4 credits, Prof. Wilson, [25283]

This is a course in the major figures of early modern/Enlightenment philosophy up to and including Kant. Topics to be covered include the mechanical philosophy and the problem of force; the laws of nature; sensory qualities; the animal machine and the status of the soul; the nature of matter, teleology, the problems of generation and adaptation, the existence of species, and the relationship between God and Nature. Readings are drawn from primary and secondary sources. Independent research is required from all students.

SPAN. 87100 - The Colonial Stage: Performing History, Love & Gender GC:  T, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Chang-Rodriguez, [25241]

Theater was for many decades one of the few means of massive communication in colonial Spanish America. This course will examine diverse theatrical practices through the analysis of key plays from America, Spain and the indigenous traditions (missionary theater, Quechua representations). Readings will include a selection of texts by Sor Juana Inés de la Cruz, Juan Ruiz de Alarcón, Calderón de la Barca, and Juan Pérez de Montalbán, Francisco del Castillo as well as representative works influenced by the Nahuatl and Quechua traditions. Plays will be grouped around a number of themes: 1) cross-cultural communication; 2) the encounter and its impact; 3) sacred and profane love; 4) the criollo gaze, 5) gender issues. Class discussions will be illustrated with visual materials and communication facilitated through Blackboard. There will be ample time for discussion and individual research. Among the general requirements are: Informed class participation (English, Spanish); team-work and oral reports; Mid-term exam; short papers (written in English, Spanish or Portuguese following MLA Handbook for Writers of Research Papers,7th ed.). The specific critical bibliography will be distributed in class. Taught in Spanish.

Texts to be purchased:

Sor Juana Inés de la Cruz, Los empeños de una casa (Cátedra)
Calderón de la Barca, La aurora en Copacabana (Támesis)

Juan Pérez de Montalbán, La monja alférez (Juan de la Cuesta Hispanic Monographs)

Juan Ruiz de Alarcón, La verdad sospechosa (Cátedra or Josa’s ed. in Cervantes Virtual)

Other texts will be scanned and distributed in PDF format/or placed on reserve.


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